Unit6LifeintheArctic1教案
《Life in the arctic》教学设计
《Life in the arctic》教学设计作者：陈琴来源：《全国优秀作文选·教师教育》2021年第03期本节课内容选自外语教学与研究出版社的Join in 五年级下册第二单元Life in the arctic（北极生活）的一则故事Nicola’s holiday（Nicola的假期），這则故事是第二单元的第3课时，前2个课时分别介绍了北极地域及气候的短文、关于北极熊的歌曲。
此课文的主要内容是小女孩Nicola去爷爷奶奶所居住的北极度假，觉得无聊，后在爷爷带领下钓鱼、建雪屋、看北极熊，感到开心。
这则故事从侧面反映了北极地区人们的生活状态。
教师要利用这则故事，开拓学生的视野，引导学生学会欣赏和体验异域文化和习俗。
依据文本特质，笔者确定了教学目标，即学生能在图片的提示下听懂、读懂故事Nicola’s holiday，体会故事中人物的情感变化，有感情地朗读故事和进行简单的角色表演；能理解、运用“四会”单词及词组；能通过故事学习，根据故事的思维导图，了解北极地区人们的生活，学会欣赏体验异域文化和习俗，提高语言综合运用能力。
教学过程设置如下：一、读前活动：激发兴趣，导入故事教师请学生根据黑色阴影猜动物—北极熊，然后根据北极熊身后露出的部分英文字母猜测单词—holiday。
接着，呈现学生“理想中的假期”和“现实中的假期”的对比图片，和学生聊一聊假期，激发学生谈论假期的兴趣和欲望。
提出问题：“疫情结束，春暖花开之时你想去哪里度假呢？想做些什么呢？”从而引出故事主角Nicola，并让学生根据单词音节划分自主试读人名。
二、读中活动：研读并理解故事教师提出两个问题：“Who is Nicola visiting？ Where is she on holiday？”学生带着这两个问题，完整地听一遍故事，做到有目的地听。
寻求答案：“Nicola is visiting her grandparents. She is going to have her holiday in the Arctic.”接着教师带着学生分段研读文本细节。
Unit6Lifeinthefuture教案
适用精选文件资料分享Unit 6 Life in the future教学设计Unit 6 Life in the future教学设计Teaching Goals: 1. Talk about life in the future 2. Practisemaking predictions 3. Learn about Noun Clauses(2).The First Period Step 1.Warming up Watch the pictures on the screen and tell what do you think the future life will be like.munication2. Work3. Business and money4. The humanbodynguage6. House and buildings7. Education Ask studentsto imagine the future life in the fields above. Step 2.Listening Listen to the tape and answer questions. 1. Ss finish thelistening task on page 42 2. Ss listen to the tape again andcheck the answers. Give the students sometips on how to improve listening while checking the Ex. 1.makenotes while listening; 2. grasp the most important informationStep 3. Speaking Twice as good or double trouble?Work in pairs or groups to discuss. The year is 2089 and scientists havediscovered how to make“double ”, exact copies of a person that can do everything the original can do. The students are askedto decide whether the new technology should be used. Thefollowing structures are helpful to students: What will lifebe like in the future? How will people⋯. Where will people work⋯. It would be wonderful if⋯.. It would be bad for⋯. If ⋯⋯ . It’s possible/ impossible to⋯.. No one can predict what /when ⋯ Homework Finish off the homework on Wb, warmingup part.The Second PeriodStep 1.Warming up 1. Brainstorming: Find as many words asthe students can find about future lives. 2. Following the steps ofthe warming-up on page 41. 3. Activity: Discuss in groupsabout the following areas in the future: Communication/housing/ transportation/ education/ hospital Step 2.Pre-reading 1. Show some pictures of highly-developpedtechnology used in daily life. 2. group work: describe thepictures. Step 3. While-reading 1. Scanning: Ss read quicklyand answer: What is the passage about? 2. Ss read and get themain ideas of each paragraph. Step 4. After-reading Comprehending by answering the following questions: Whatare the advantages of future transportation, smart card, online shopping and e-schools?What will happen in the field of health and medicine in the future?Why is it important to be lifelong learners? What should we do to make sure we will have a bright future? Step 5. Assignment 1. surf the internet and get more information about the topic.. 2. find a few sentences in thepassage which you like most,understand them entirely and then explain them to your deskmates. Record after teaching:The Third PeriodStep 1.Warming up Ask some Ss to recite the sentences that they have learnt last period. Step 2. Learning about the languageTeacher explain somelanguage points in the text on page 43--44.1. What life will be like in the future is difficult to predict. What’s⋯.like? What ’s the weather like today? What’s the picture like?2.E-commerce, or business done on the internet, is becoming more and more popular as people discover the advantages of online shopping. Done on the Internet The Past Participle used as Attributive.3. Homework will always be homework, but the schools of thefuture will probably be quite different from what they are today. the NounClause here used as object Step 3. Practice 1. Ss finish Ex 1 and 2 on page 45 by themselves. 2. check the answer. 3. Teacher gives Ss suggested answer and tell them why if theSs have any problem. Step 4. Assignment 1. Learn the useful expressions by heart. 2. Finish Wb. Ex1? C3 focusing onvocabulary on page 117--118. Step 5. Assignment Finish WbEx 2on page 117The Fourth Period Step 1. Pre-writing 1. Ss read the passageonP47 and get a general idea about it. 2. Explain the skillson how to organize a paragraph. Step 2. While-writing 1. Sswrite a short e-mail to an e-pal 2. Ss exchange their writingand correct the mistakes. 3.Ss rewrite the letter again.Step 3. After-writing Choose some samples and show them in class.Tips on writing:Pay attention to the form of writing a letter. Pay attention to the tense while writing.Pay attention to the structures of the sentences.Step 4. assignment Ss in group 3-5, discuss the life in 3044 Record after teaching:。
教学设计
外研版英语Join in 学生用书3 （六年级）Unit 6 The Life in Arctic太谷县胡村小学杨彩鱼Unit 6 The Life in Arctic第一课时教学设计教学分析：本节课主要围绕the polar bear北极熊以及他的生活环境the arctic北极,学习一首歌谣，了解歌谣背后的一段故事，同时学习6个生词,掌握4个动词词组，以及want to do sth. 的用法。
复习一般现在时主语第三人称单数的结构和用法。
而这些事物和故事本身与日常生活几乎没有联系，不易理解，如何借助多媒体课件帮助学生理解本文，并将所学内容灵活掌握并应用，是本课的一个重点，也是一个难点。
本课面向的是小学六年级的学生，一群12岁左右的孩子。
他们虽然经过了三年的英语学习，已经有一定的词汇基础，听力能力和口语表达能力，但阅读能力和写作能力还欠佳，课外知识储备量明显不足。
同时他们对新鲜事物又充满好奇和新鲜感。
针对这种情况，结合本课教学内容，要努力为学生搭建一个参与的平台，体验的平台，合作的平台，交流的平台，让课堂属于学生，让学生主宰课堂。
教学目标：情感目标：了解北极熊和北极环境，扩展学生视野，丰富学生课外知识，培养学生热爱大自然的情怀。
同时让学生对英语学习充满欲望和渴求，树立学好英语的自信心。
知识目标：1.听说读写单词:polar bear, arctic, hare, hill, lake,top 2.运用句型：want to do sth. 3.学会词组：jump in the water, swim across the lake, walk through the snow,run up the hill. 4. 复习一般现在时第三人称单数的结构和用法。
能力目标：能理解歌谣内容，并流利说出歌谣；能用多种时态进行口语交际；能续编并改写故事，锻炼学生想象能力和写作能力。
教学重难点：1. 理解歌谣内容，说出歌谣。
外研版六年级英语下册Unit 6 Life in the Arctic课件
Unit 6
Hong Kong
Interesting.
Where ? How ?
Where does she go
for her holidays ?
Nicola
The arctic .
Does Nicola like it here at first? Why?
If you go to the Arctic
for your holidays,
what can you do?
make a snowman
go skiing
take a snowmobile
enjoy the Arctic scenery
watch the Northern Lights
build an igloo watch the polar bears
Does she like it here at last Yes, she does. She wants to (想) come again next year.
Retell the story:
Nicola goes to the Arctic for her holidays, she is ＿＿＿ boring at first. But , fishing No shopping malls, she can go ＿＿ ＿＿ ; build an igloo ; No playgrounds, she can ＿＿＿＿＿＿ watch the polar bears No TV, she can ＿＿＿＿＿＿＿＿＿ . Nicola is happy now, her holidays are great ＿＿ ＿＿ fun , so she wants to come again next year.
life in the arctic说课稿
五年级《Life in the Arctic 》说课稿Teaching plan1. Analysis of the teaching material本课内容是外语教学与研究出版社，三年级起点，五年级下册第二单元Life in the Arctic的第二课时The polar bear。
这个课时以chant的形式，描述了北极熊的几个动词短语：jump in the water, swim across the lake, walk through the snow, run up the hill。
同时要注意动词单三形式的搭配与使用。
2. Analysis of the students五年级的学生在学了两年半英语的基础上，已经能够对一些话题进行简单的谈论和交流，这一课时又是以学生喜欢的chant的方式来呈现他们喜欢的动物the polar bear，因此能极大的激发他们学习的热情与积极性。
但同时，五年级的学生已经产生了害羞的情感，对于能够开口说唱，动手做动作可能会放不开。
3. Teaching Objectives:By the end of the class, my students will be able to:(1) listen, speak, read and write the words and phrases: polar bear, over there, catch, across, lake, through, hill, top, come to a stop.(2) listen, speak, read and write the sentences:①What’s over there? A big polar bear.②What’s he doing over there? He is swimming.③He wants to catch a hare.④He jumps in the water. He swims across the lake. He walks through the snow. He runs up the hill.(3) say the chant.(4) understand the grammar rules when the subject is third person singular, the verb words should plus “s” and also they can make correct sentences according to the rule.(5) have a basic information about the Arctic and the animals living here.(6) have the emotion of protecting animals and the environment by doing little thing, such as turn off the light, turn off the tap.4. Teaching Important and Difficult Points:(1) Teaching important points:①Students are able to understand, listen, read and use the words and phrases: jump in the water, swim across the lake, walk through the snow, run up the hill.②Students can say the chant The polar bear.(2) Teaching difficult points:Students can understand the grammar rules when the subject is third person singular, the verb words should plus “s”.5. Teaching Methods:TPR; Communicative language teaching; Task-based language teaching6. Teaching Aids:PPT，pictures and word cards7. Teaching Procedures:Step 1 PreparationGreetings:T: What’s the weather like?Ss: It’s sunny/ windy/ raining/...T: Can you feel cold?Ss: Yes/ No.T: But today I’ll show you a place. It is very very cold, and there is ice everywhere. Do you know where is it?Ss: It is the Arctic.（同时教授并复习单词the Arctic,引出单元课题：Life in the Arctic.）T: Next, I’ll show you a video about the Arctic, and now let’s just enjoy the beauty of the Arctic. So, welcome to the Arctic!（播放关于北极的视频，让学生进入情境。
JOIN IN 3 Unit 6 Life in the Arctic 教案
JOIN IN 3 Unit 6 Life in the Arctic 教案2011-12-04 15:19:57| 分类：JOIN IN 教案| 标签：|字号大中小订阅JOIN IN（改编版）学生用书3Unit 6 Life in the ArcticTeaching aims for this unit:1. 掌握课后生词表中28个四会单词。
动词短语catch a hare , jump in the water, swim across a lake , walk through the snow , run up the hill。
句型What’s over there? It’s always dark.。
Do you like ……？What can I do?2. 理解本单元所涉及的词汇或句子。
复习巩固who,what,where,when等疑问词的用法。
3. 了解北极区域附近动植物，人们的生活状态。
增强学生地理、人文方面的知识。
4. 通过设计一系列任务型学习活动，引导学生用英语做事，体验语言学习的乐趣，逐步培养学生综合语言运用能力。
Keystone: 能正确的听说读写本单元要求的四会单词和句型。
Difficulty: 训练学生对大信息量的材料的阅读理解能力。
Period: 五课时Teaching aid:教师：准备教学录音磁带，玩具熊，47页书上三幅插图，动物图片，四会单词卡片（可让学生帮忙），小黑板。
学生：准备彩色笔，练习本。
第一课时Teaching content：P46,―Listen and say the chant‖Teaching aims:1. Cognitive aims：掌握单词life polar bear arctic hare lake hill top across. 短语catch a hare , jump in the water, swim across a lake , walk through the snow , run up the hill. 句型What’s over there?能听懂会说句型：What’s he doing over there?What’s not there?He comes to the top.2. Ability aims：通过讨论活动启发学生的表达欲望，锻炼口头表达能力。
Unit6 Life in the Arcti(北极的生活)
Unit 6 Life in the Arctic祁县东观镇程家庄小学郭文杰课题Unit 6 Life in the Arctic课型New课时分配四第三课时上课时间项目内容修改补充或备注教学目标知识能力1.掌握单词cannot，hunt，fur，group，daytime,also，bird.复习巩固疑问句、疑问词的用法。
2.能听懂会说seal, arctic fox, snowy owl,lemming.短语live in group,make tunnel.3.了解句子Other animals cannot see them whenthey hunt.中“when”的两种用法，并理解短文。
过程方法1.通过阅读学习，增强学生阅读理解能力。
2. 通过填表和回答问题练习，培养学生阅读归纳能力。
3. 通过课前预习和课上讨论形式，培养学生自学能力。
情感态度价值观1.了解在北极生活的动物类别、习性等，丰富他们的科学自然知识。
2.通过小组活动，培养学生的合作互助意识。
3.鼓励学生主动、积极地了解北极，培养学生保护环境的意识，激发学生的责任感和使命感。
4.引导学生用英语问答，体验语言学习的乐趣，逐步培养学生综合语言运用能力。
教学重点通过学习单词和课文，了解每种动物的基本特征和生活习性。
教学难点理解单词和短文大意，了解每种动物的基本特征和生活习性。
教学、教具（课件）准备单词卡片，课文录音，课件板书设计Animals of the Arcticpolar bear ( seal arctic hare )arctic foxlemmingsnowy owl教学流程修改补充或备注教学环节教师活动预设学生活动Step 1、Greetings.Free talk：When do you get up? Whenis your birthday?How big is yourschoolbag?Where are you from? Whereis your pencil case?How often can you jump ina minute?What’s your favouritefood? What’s favouritefood of your mother?3.Say chant.Step 2、Warming-up.1.Listen and do.T:Where’s your nose？2.Listen and say thechant.Teacher show the chant tothe pupils listentogether and mime theactions.Step 3.Presentation.1. T:：What’s favouritefood of polar bear?Pleaseguess.2.Listen to the tape,thenopen the books,read theTeacher or Students askquestions, the others answer.1.Ss:It’s here.Answer andtouch.2.Ss say the chant: The polarbear.Students listen to thechant and mime the actions .Then say the chant with theactions.1.Ss guess: fish?Arctic hare?2.Seals.Their favourite food is seal.Polartext and answer the question.(CAI show the pictures of seals)拿出生词卡片，带读“seal”（用图片解释）“hunt”“cannot”（用动作提示）“also”（“also” means “too”）。
Unit6 Life in the Arctic
snowy owl: daytime lemmings birds
the arctic hare: run fast make tunnels
课后反思：
续页
教学过程设计：年月日
教师活动预设
学生行为及设计理念
补充修定
Step1:WLeabharlann rming-up.1.Greetings.
(4)采用不同形式朗读课文。
4.The snowy owl.
(1)课件呈现教学：the snowy owl.
(2)Show the questions:
①When do they hunt?
②What’s their favourite food?
③What do they also hunt?
(2)Read the text after the tape.
2.The polar bear.
(1)课件呈现相关图片及文字，教师问题引领，讲述课文。
①How big of the polar bear?
②What colour are the polar bears?
动画演示教学单词：fur、hunt
Play a game:
Show the different animals,
eg: fox, lion, rabbit.
③What’s the favourite food of the polar bear?图片教学seals.
S:My favourite animal is….
S:My favourite food is ….
3.Listen and say the chant《The polar bear》.
Unit 6 Life in the Arctic重难点
Unit 6 Life in the Arctic本单元介绍的是冰天雪地的北极生活，同学们将走进北极熊的故乡，在这里，住着加拿大最北端的因纽特人。
生活在这里的人们有着和我们完全不同的生活！这一课简单介绍了这里的气候特点和人们的行、住以及北极的一部分很典型的动物。
单元重难点：1.本单元里学生学会理解:（二会）Most of the year it’s very cold here.In winter it’s always dark. Build an igloo.Their fur is white.Other animals cannot see them when they hunt.Their favorite food is seals.They live in groups. Snowy owls hunt in the daytime.There are no shopping mallsWe’re going to the shopping mall.2.本单元里学生学会运用（四会）:重点单词：polar bear北极熊，arctic hare 北极兔，arctic fox北极狐，snowy owl雪猫头鹰，seal海豹，lemming旅鼠，snowmobile雪地摩托，igloo冰屋，always总是，hunt捕猎重点句型：What’s over there?Polar bear.To catch a hare. To jump in the water. To swim across a lake.To walk through the snow.To run up the hill.To come to the top.To come to a stop.3.难点语法：Their favorite foodis(seals).There are no shopping malls, no playgrounds and there’s no TV.4.活动和技能:1.(1)学说歌谣⑵阅读课文⑶阅读课文回答提问⑷发现其他的不同文化⑸理解故事Nicola’s holidays单元课时划分：本单元可分为5个课时：第一个课时：Part 1 Listen and say the chant第二个课时：Part 2 Read the text.教学重难点：1.学会理解: Northern Canada. Most of the year it’s very cold here.In winter it’s always dark.This is my father on his snowmobile.Build an igloo.Inside an igloo.2.活动和技能:阅读课文,了解不同与我们生活的极地文化。
高二英语Unit6 life in the future的教学案例分析
对高二英语Unit6 life in the future的教学案例分析一.教学背景：综合技能（Integrating skills）本单元围绕life in the future这一主题开展听、说、读、写多种教学活动，让学生想象未来人们的住房、交通、商业、医药与健康、知识与教育等方面，这些话题能激发学生的想象力，引起学生对未来人类生活的幻想和想象，培养发散性思维。
学生通过本单元学习，能拓展知识，不仅了解到日前社会各个领域的发展状况，并且能学会科学地预测未来，让学生关注社会、了解社会，并为实现美好的未来而努力学习。
在经过前几个课时“热身”（Warming up），“听力部分”（Listening），“口语”（Speaking），“读前”（Pre-reading），“阅读”（Reading），“读后”（Post--reading）和“语言学习”（Language study）后，学生对本单元的话题已形成基本框架，同时也掌握了一些新单词来描述未来，这些都为学生“综合技能”（Integrating skills）打下基础。
综合技能”（integrating skills）部分包括：1．阅读训练：教材上的阅读是一封书信。
Mekanica给人类写一封信，介绍：3044年的生活方式和具体感受。
文章充满大胆的想象和对美好生活的向往，借此来激发学生的想象力，使其憧憬未来生活，更要珍惜现代生活。
2.写作训练：设想你刚从4367年旅游回来，你看到了一个叫Mogray的新发明，要求学生写一篇文章，解释What is a Mogray? What does it look 1ike? How does it work? What i s it used for?通过表格列出了提纲和问题，供学生参考，为学生写作的内容利方法做了指导。
二、教学过程：Teaching Procedures：Step1 Lead--inWhat was the life in the past?What’ll happen in 2008 in China?What will life be like in the year 4367 in China?（通过比较过去和现在，畅想未来，激发学生的创造性思维）。
小学英语教学设计Unit6LifeintheArctic.
小学英语教学设计Unit6LifeintheArctic.Unit 6 Life in the Arctic Subject:Life in the ArcticTeaching content:Unit 6 Life in the Arctic step4Teaching important points:There’s no shopping malls, no playgrounds and there’s no TV. Nicola, we’re going to the shopping mall.Can we go fishing again tomorrow?We are going to the playground.No, it’s boring. What can I do?Teaching different points:Can I come again next year?Wasn’t boring?Yes, very boring.Warming up：Listen and say the chant in part 1.Talk about with Life in the Arctic.Presentation：Step 1: Show the pictures of the text.Ask the pupils listen to the tape recorder, look the slide and think.Teacher ask: 1. How many people are there?2. Who are they?3. Whose house is it?Look the picture and teach the words: grandad and grandma Step2: Listen to the part 1 and thinkTeacher ask: 1. Where does Nicola spend his holiday?Nicola spends his holiday at his grandfather andgrandmother’s house.2. At first, does he like it here?3. Why he doesn’t like it here?Because he thinks it’s boring.4. Teach: Do you like it here?5. Look at the picture.She is happy.6. Show the other picture and ask:Is she happy?No ,she isn’t. She thinks it’s boring.7. Why does he think it’s boring?Because there are no shopping mall，no playgrounds and there’s no TV.Show the pictures and ask: Where is it?Show the phrase: shopping mallTeach: shopping mallTeach: There are no shopping malls.Teach: We’re goin g to the shopping mall.8. Look the text and read.Step 3. Listen to the part 2 and answer the questions.1.Who says：“Wake up, Nicola. We’re going to the shopping mall. We needsome fish.”A. His grandfather.B. His grandmather.2.The next morning, where are they going ?They are going to the “shopping mall”.( ) takes him to go to the “shopping mall”.3.What do they need?Some fish.4.What do they do?They go fishing.5. Is it a true shopping mall?No, it isn’t6.”T”or “F”Nicola wants to go fishing again tomorrow.（）7. Next day, where are they going ?They are going to the playground.Teach the playground.What’s this?It’s a playground.8. What do they do on the playground?They build an igloo.Show the picture: iglooWhat’s this?Igloo.What are they doing?They are building an igloo.Show the picture: build the igloo9. How does Nicola think now?He thinks great fun.Show the picture and teach : great funShow the picture and teach :This is great fun. 10. Next day, what does his grandfather show him? He shows him a “TV”.11．What do they see?They see some polar bears.12. Does he like them?Yes, he does.13. Is it a true TV?No，it isn’t.14. “T”or “F”They see a true TV.( )Look the slide and read the text.Step4. Listen to the part3, think and answer the questions.1. Does he want to come here again next year?Yes, he does.2. Why does he want to come here again next year?Because he feels it is very interesting.3. Does he like it here?Yes, he does.4. “Yes, very boring.”means “It’s still very boring”.( )ConsolidationStep5. Retell the story.1.Nicola spends his holiday at his grandparents house.2.At first he feels boring.3.Because there are no shopping malls, no playgrounds and there’s no TV.4.Next morning, his grandfathe r takes him to go to the “shopping mall”.5.They go fishing.6.Next day, they go to the playground.7.They build an igloo.8.Nicola feels great fun.9.Next day, his grandfather shows him a “TV”.10.T hey see some polar bears.11.H e likes them.12.N icola wants to come again next year.13.B ecause he feels it is interesting.Step6. Think:What do you learn from the story?Evaluation：Give the pupils evaluation according to their performance. Step7.Task:Rewrite the ending the story.。
说课稿
Unit 6 The Life in Arctic
重Hale Waihona Puke ：歌谣前四段的正确理解和朗诵。难点：第四段的语法（现在进行时和一般现 在时，一般现在时主语第三人称单数用法）和 四个词组（jump in the water、swim across
the lake、walk through the snow、run up the hill）。
（学生对于want to的理解是个难点，在这一环节中，我引导 学生换位思考，北极熊想抓野兔，那么野兔就想逃跑。让学生尝 试表述：“The hare wants to run away.”这样一举两得，理解的 同时还学会了应用。）
教学过程
1、连续播放以上5个视频，同时添加文字和令人兴奋且富含节奏的原文录音。 2 、学生通过看和听进行模仿。 3 、分组操练巩固。 4 、进行小组展示。 （连续播放以上5个视频，同时添加文字和令人兴奋且富含 节奏的原文录音，让学生多方位的感受歌谣，体会歌谣蕴含的 意思。学生通过看和听进行模仿，然后分组操练巩固，最后进 行小组展示。在小组展示评比时，我将学生的表演进行录音和 录像，大大激发了他们读英语、学英语的兴趣。通过回放录音 录像，学生能主动纠正自己和他人的发音错误，最终使他们充 满了成就感和自信心。）
外研版英语 Join in 学生用书3 （六年级）
杨
彩 鱼
太谷县胡村小学
Unit 6 The Life in Arctic
新课标指出：激发和培养学生学习英语的兴趣，使学 生树立自信心是小学英语阶段的首要任务之一。 本课是歌谣故事型新授课，讲一只北极熊如何追赶一 只野兔的故事，而且是一首朗朗上口的歌谣。课文内容富 有动感的节奏，欢快的旋律，让学生兴趣倍增，有趣的故 事让学生充满好奇和新鲜感。 这节课我从学生学习兴趣出发，以任务型教学和情景 法为主，现代化多媒体教学手段为媒介，积极引导学生参 与、体验、交流和合作，让学生体会英语学习的快乐，在 快乐的学习中体会成功。
剑桥小学英语BOOK3Unit6lifeinthearctic教材分析
剑桥小学英语BOOK3 Unit 6 life in the arctic教材分析今天我要分析的是剑桥小学英语BOOK3第6单元Unit 6 life in the arctic 中的故事Nicola’s holiday这个教学内容一教学指导思想和理念新课程标准中有明确的指出：小学阶段英语阅读课的主要目的是培养学生的阅读兴趣，使学生能够阅读简易的英语读物，并掌握简单的阅读策略。
教师应借助图片、录像或创设的情景，让学生感知课文内容，使他们产生阅读的兴趣和欲望。
《课标》本节课学生应该达到以下目标。
二过去我对阅读课的理解过去我在进行阅读教学时，总是逐字逐句讲解，逐段分析，最后再来总结归纳课文。
但是这样的阅读方法没有真正激发学生阅读的欲望和兴趣。
现在我对阅读课的理解近年来，通过学习，聆听专家的报告，老师们的研讨课，我对阅读教学又有了新的认识。
刘兆义老师说过：从语言学习规律的角度去考虑，学习语言首先要接触、感受、理解语言，而这个接触、理解、感受，肯定应该是整体接受，而不是去接受一些单独的支离破碎的语言现象。
三教学分析1教材分析：本单元分为四个部分：第一部分通过一首生动有趣，朗朗上口的chant一下子激发了孩子们学习这个单元的兴趣，孩子们初步认识北极熊及北极兔的生活习性。
第二部分短文和图片向我们展示了因纽特人的生活状态，让学生进一步了解北极生活；第三部分通过几篇小短文详细介绍了生活在北极的动物们的特征、习性，更广泛的拓展了学生的视野。
第四部分的故事，通过一个孩子的旅行经历，让学生更真切的感受北极生活，真实的体验北极生活。
2 本节课教学内容分析让我们一起来走进这个故事。
故事以图文并茂的连环画的形式，向我们展示了Nicola在北极的假期生活。
以Nicola在北极的经历，以及她的情感体验为主线，向我们展示了北极的风貌。
这样的故事能够激发孩子们阅读的欲望。
故事当中的生单词和难点句子较少，，故事的脉络也比较清晰，较易于让学生理解与掌握。
2021-2022年高一英语 Unit 6《Life in the future》说课稿 新人教版
2021-2022年高一英语 Unit 6《Life in the future》说课稿新人教版SeniorⅡ Unit 6 Life in the future(说课稿)一、教材分析(一)教材概述：本套教材在保留SEFC基础上，根据当前教改精神而进行重新编写，它较好地衔接了已实施三年的初中义务教育教材，体现了“中小学英语教学一条龙”的设想。
本单元围绕 Life in the future(未来的生活)这一主题开展听、说、读、写多种教学活动。
随着人类文明的进步，未来社会人们的生活方式将如何发展，人们的生活究竟是什么样的情形，这是一个非常贴近生活、具有时代性、可挖掘性的教学主题。
语言素材涉及人类生存方式的不断演变，具有典型的时代气息，有利于学生了解生活，展开想象。
素材选择兼顾学生的知识面，已有词汇、生活经历等，体现了教材编写的“以学生为中心”，及“听说领先，读写跟上”的教学理念。
（二）教学目标：理论依据：《新课程标准》（实验稿）根据《新课程标准》（实验稿）关于总目标的具体描述，结合高二学生实际和教材内容，我们分语言知识、语言技能、学习策略、情感态度、四个方面制定相应教学目标：（1）语言知识：单词：学习掌握一些有关生活的词汇，如：prediction,contemporary,cash,purchase,reform,catch a glimpse of , keep in touch with, pay attention to, in store等。
功能：学习掌握一些用于讨论、评价生活的结构句式，如：What will life be like in the future?What kinds of jobs will they have?It would be wonderful if ...No one can predict what\when...语法：学习、掌握关系副词when，where，why、 how引导的名词性从句及关系代词和连词引导的名词性从句。
Unit 6 Life in the Arctic(Part 1)教案23
d).通过听录音，教师范读，学生表演等活动，培养学生良好的说唱歌谣的能力。
情感
态度
价值观
a).Know about some animals in theArctic.
b).Get the pupils to be interested in the class by joining in the activities.
a). Make greetings.
b).(CAI shows)Let's sing anEnglish song“walking walking”,ok?
Step 2:Presentation.
a).T: Boys and girls, let's watcha video first.
Please tell me what you can seein the video.
Jump in the water
Swim across the lake
Walk through the snow
Run up the hill
Come to the top
h).Task 3:Read the last paragraphof the chant in pairs and talk about thequestion:
following way.
Task 1: Listen to the first threeparagraphs of the chant and try toanswer the following questions:
What is the polar bear doingover there?
外研剑桥版英语五年级下册Unit 2 Life in the Arctic 教学设计1
Unit 2 Life in the Arctic 教学设计一、教学内容Part 1、Part2二、教学目标知识与技能能借助图片听懂、读懂介绍北极的短文，并复述短文中的重要句子；能借助图片听懂、读懂The polar bear过程与方法以小组合作和情景教学为主，运用游戏帮助学生理解和运用所学知识；指导学生通过听音获取正确的信息，掌握一定的听音技巧三、教学重点学习关于北极天气和动物的词汇以及句型四、教学难点学生能过听音获取正确的信息；能指认重点单词、句型及语法；能与小伙伴唱歌谣，发现其他的不同文化；五、教学过程〔一〕热身播放一段关于北极的英文视频，引起学生对北极动物的兴趣〔二〕复习复习Unit 1关于接打的重点单词以及重点句型〔三〕新课教授教师利用多媒体课件向学生展示有关北极的视频和图片，引出单元核心词Arctic，学生学说、练习词汇教师利用地图图片介绍句型：What do you know about the Arctic? Where is the Arctic? Look, the Arctic is here. It is at the North Pole of our Earth.理解并学习词汇：North Pole, South Pole, Earth.教师提问：What’s the Arctic like?播放录音及图片，让学生初步感知短文学生再听一遍短文录音，教师截取文中的关键信息让学生填写，请学生将短文补充完整〔四〕听录音，做练习学生翻开课本到第14页，听1a录音，跟读短文学生独立朗读短文，可分小组开展朗读比赛借助图片和教师给出的关键词提示〔North Pole、Earth、cold、white、ice、clean、blue、sky、beautiful〕学生同桌之间尝试说一说有关Arctic的信息教师再次播放录音，教师可将句子打乱顺序板书在黑板上，请学生将打乱的句子按听到的顺序排列教师第三次播放录音，学生跟读句子，教师可尝试出示与句子相对应的图片，请学生尝试看图说句子〔五〕总结教师让学生看黑板上的板书，与学生一起回忆本课所学的重点单词和句型六、课后作业背诵本课时板书单词，了解关于北极熊的生活。
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Unit6 Life in the Arctic(1)
Teaching aims:
1 In this lesson the pupils learn to say the words:
Arctic\Polar bear\catch\hare\jump\swim\lake\walk\run\hill
2 Learn to know the sentences:
What’s over there?
Jump in the water
Swim across the lake
Walk through the snow Run up the hill
Come to the top
Come to a stop
Look around
3 Learn to say the chant.
Important point:
Say the chant.
Difficult point:
To know the sentences and say the chant.
Teaching aids:
pictures tape-recorder
Design:
Unit6 Life in the Arctic
A big polar bear ________ jump in the water
swim across the lake
walk through the snow
run up the hill
come to the top
come to a stop
look around Teaching process:
Warm up
1.greet
2.Do some actions:
Jump swim walk run look
Presentation:
1.(show a picture of the Arctic) The teacher introduce the place of
Arctic
2.(show the polar bear) Learn to say the word.
3.(Practise to say)Ask and answer: What’s over there? (Polar bear)
4.Write the title of this lesson on the board and read the title.
5.The teacher infer a polar bear to catch the hare :
He wants to catch a hare
He jumps in the water
He swims across the lake
He walks through the snow
And he runs up the hill
He comes to the top
He comes to a stop
He looks around
He wants to catch a hare.
6. A brief discussion of the actions in the pupils’ mother tongue.
7.Mimi the actions
8.Below are some lines of the text and some other instructions in
English that can be used for this miming activity.
What’s over there?
Hold your hand over your eyes, look into the distance.
A bear, a big, big bear.
Move both hands to show the sharp of a bear.
What’s he doing over there?
Shrug your shoulders to suggest that you do not know what the
bear is doing.
He wants to catch a hare.
Use both hands to suggest that you are catching a hare.
9.Look and listen to the tape.
10.Say the chant together.
Summary
Teacher’s note:。