PEP六年級上冊Recycle2優(yōu)質課第一課時教學設計

1、第14頁 共14頁PEP六年級上冊Recycle 2優(yōu)質課第一課時教學設計Recycle 2 教材分析p 本單元的主要學習內(nèi)容是通過故事、活動等形式復習和穩(wěn)固第46單元的核心詞匯及句型 教學目的 知識與才能目的: 可以聽、說、讀、寫并在實際情景中運用第46單元的核心句型 可以在情景中運用句型“What ares hobbies? He / She likes + v-ing.”等簡單句來詢問和描繪某人的愛好 可以在情景中正確運用句型“Does he/she? Yes, he/she does./No, he/she doesnt.”詢問某人是否做什么 可以在情景中運用句型“What does

2、he/she do? He / She is”詢問并答復某人的職業(yè) 可以在情景中運用句型“Where does he work?”和“How does he go to work?”詢問理解某人的工作地點和出行方式 可以運用句型“How doesfeel?”詢問某人的情緒并使用表示情緒的形容詞來描繪情緒 可以運用句型“You should”和“Dont”撫慰別人和提供建議 能使用句型“Whats wrong?”詢問別人狀況 可以聽、說、讀、寫第46單元有關業(yè)余愛好、職業(yè)、情緒的單詞或詞組 可以在有意義的語境中運用上述單詞或詞組 知道英語句子有不同語調(diào)，并能根據(jù)正確的語調(diào)朗讀不同類型的句子 知道

3、英語句子中有連讀、失去，并能正確朗讀含有以上現(xiàn)象的句子 知道句子有重音，并能正確讀出句子的重音 情感態(tài)度文化意識學習策略目的: 從不同視角認識職業(yè)，明白從事某些職業(yè)的根本條件，尊重每種職業(yè)，構思自己的職業(yè)理想 理解老實是最珍貴的品質 理解英語故事的根本構成要素 課時安排 第一課時：Page 66 Page 67 第二課時：Page 68 Page 69 The first period(第一課時) Page 66 Page 67 教學內(nèi)容與目的 課時教學內(nèi)容 課時教學目的 Page 66 可以通過觀察圖片，聽懂情景對話 可以在情景中運用句型“What does he/she do? He /

4、She is”詢問并答復某人的職業(yè) 可以運用句型“What ares hobbies? He / She likes + v-ing.”來詢問和描繪某人的愛好.Page 67 可以運用句型“How doesfeel?”詢問某人的情緒 可以使用表示情緒的形容詞描繪情緒 可以運用句型“You should”“Dont”撫慰別人和提供建議 可以使用句型“Whats wrong?”詢問別人狀況 教學重點 可以在情景中復習和運用第46單元的核心句型。教學難點 可以在情景中合理運用所學句型。教學準備 1.預習本課時的相關內(nèi)容。2.PPT課件課文錄音等。Teaching purpose PPT出示相關單詞或

5、詞組，幫助學生喚醒舊知，為后面的學習做好鋪墊。教學過程 Step 1: Pre-learning 1.Greetings.2.Brainstorm. Show some pictures of jobs on the PPT.課件出示：一些職業(yè)照片，附上單詞或詞組，如：teacher, postman, fisherman, fireman, coach, scientist, pilot, businessman, factory worker, farmer, police officer等Help students review the words or the phrases of j

6、obs.3.A guessing game.The teacher says some sentences to describe the jobs.And students try to guess the jobs.T：He works at sea.He likes fishing.What does he do? S1：Hes a fisherman.T：She works in a factory.What does she do? S2：Shes a factory worker. Ask several students to make riddles about jobs.Th

7、en say the riddles to the class.The other students try to guess the jobs.4.Read and do.Show some words or phrases on the PPT.課件出示：單詞或詞組，如：happy, angry, sad, afraid, ill, worried, see a doctor, do more e_ercise, take a deep breath, wear warm clothes, talk, run, read books, play puter games, sing song

8、等Ask students to make facial e_pressions or do actions while reading the words or the phrases.Help students review the words of the feelings and some activities.5.I do, you say.Ask some students to do actions to the class one by one.One student asks, “Whats his/her hobby?” The other students try to

9、guess. Teaching purpose 逐步幫助學生讀懂題目要求，引導學生學會聽前預測聽力的重點內(nèi)容，分步完成聽力任務。并利用表格幫助學生梳理信息，再運用這些信息進展對話練習，在情景中運用所學語言。Step 2: While-learning P66 1.Understand the background knowledge.Students read the background knowledge by themselves first.Then the teacher introduces the background knowledge.T：Peters family are

10、going to visit Kens family in another town.Peters father is talking about them.2.Guess the jobs.Students work in groups to guess the jobs of Kens family.3.Listen and fill in the blanks.1Play the recording.課件出示：教材P66音頻Students listen to the recording and try to write down their jobs on the lines.2The

11、 teacher and students check the answers together.(課件出示：教材P66 第一題答案) Praise the students who write the answers right.4.Listen again.Write down the hobbies for the people.1Play the recording again.(課件出示:教材P66音頻) Students listen to the recording and try to write down the hobbies for the people on the l

12、ines.2The teacher and students check the answers together.(課件出示：教材P66 第二題答案) Praise the students who write the answers right.5.Finish the chart.Show a chart to students.Ask them to fill in the blanks according to the listening te_t. 6.Talk about Kens family.Students work in pairs to talk about Kens

13、family.Make a model: T：Kens father is a farmer.What does his mother do? S1：Shes a factory worker.T：Whats her hobby? S2：She likes reading. Teaching purpose 引導學生觀察和討論圖片，并設置連線任務幫助學生理解圖片內(nèi)容。借助完成后的連線任務引導學生運用所學句型進展對話練習，并在教學的過程中引導學生培養(yǎng)平安意識。P67 1.Look and talk.Students read the background knowledge by themsel

14、ves first.T：Peters family are on the bus.What are they doing on the bus? Now lets have a look.Point to Peters family in the picture and talk with students.T：Who is she? Ss：Shes Peters mother.T：What is she doing? Ss：Shes reading.T：How does she feel? Ss：She feels sad. 2.Look and match.Show the matchin

15、g task on the PPT.Let students look at the picture in the book carefully and try to finish it. 3.Talk about Peters family.Ask students to talk about Peters family.Make a model：T：Peters family are on the bus.What is his cousin doing? S1：Hes running.T：How does he feel? S1：He feels happy.T：How does Pet

16、ers aunt feel? S1：She feels angry.T：Why? S1：Because Peters cousin is running on the moving bus. T：Yes.Its very dangerous.So what can we say to him? Lead students to answer the question.S2：You should sit down.S3：Dont run on a moving bus. Students work in pairs to talk about Peters family.4.Talk about

17、 the pictures.Show some pictures on the PPT.出示課件Lead students to use the sentence structures “You should/Dont” to fort others and give advice to others. Step 3: Post-learning 1.Peters puzzle.1Show the puzzle to students.(課件出示：教材P67的字謎) T：Peter is doing word puzzles on the bus.This is Peters puzzle.L

18、ets try to do it.2Do the puzzle.Students do the puzzle by themselves.3Check the answers.(課件出示：教材P67的字謎的答案) Praise the students who finish it quickly and well.2.My dream career. Teaching purpose 通過創(chuàng)設自然真實的情景，讓學生在情景中合理運用所學語言。引導學生從不同角度認識職業(yè)，構思自己的理想職業(yè)，并作簡單的匯報，培養(yǎng)學生的語言綜合運用才能。1Create a situation. T：There are

19、 many interesting things in our life.What do you like to do? Whats your hobby? What do you want to be? Lets make a survey.For e_le, if you like fishing, you can be a fisherman.2Make a demonstration.Show a chart to the class.課件出示：調(diào)查表Make a demonstration with one student.T：, whats your hobby? S1：I lik

20、e fishing.T：What do you want to be? S1：I want to be a fisherman. Fill in the chart according to the answers of students.3.Work in groups.T：Now please work in groups of four.Ask your partners hobbies and dream career and write down the answers in the chart.4Make a report.Ask one student to make a mod

21、el.S1：Im I like I want to be a/an likes He/She wants to be a/an Ask several students to try to make a report.The other students listen to them and make evaluations. 板書設計 作業(yè)設計 1.Write down your dream career.2.Do the e_ercises. 教學反思 1.充分發(fā)揮多媒體輔助作用，有效利用課件幫助學生學習。2.教學設計層次清楚，逐步引導、幫助學生學習。引導學生聽前預測，分步完成聽力任務，并

22、利用表格幫助學生梳理信息，再運用這些信息進展對話練習，層層遞進，引導學生逐步完成學習任務。3.引導學生在情境中理解，在活動中運用，突出語用功能。通過創(chuàng)設合理情景，幫助學生在情景中真實自然地復習和使用所學語言，突出了教學重點。4.通過創(chuàng)設自然真實的情境，讓學生在情境中合理運用所學語言，培養(yǎng)學生的語言綜合運用才能，從而到達學以致用的目的。Teaching Contents Teaching Aims Page 66 Be able to understand the listening material by observing the picture.Be able to ask and ans

23、wer about someones occupation by using the sentence structures “What does he/she do? He / She is” in scenes.Be able to ask and describe someones hobbies by using the sentence structures “What ares hobbies? He / She likes + v-ing.” Page 67 Be able to ask about someones feelings by using the sentence

24、structure “How doesfeel?” Be able to use emotional adjectives to describe feelings.Be able to use the sentence structures “You should/Dont ” to fort others and offer advice.Be able to ask about other people by using the sentence “Whats wrong?” Teaching Priorities Be able to review and use the key se

25、ntence structures of Unit 4 to Unit 6 properly.Teaching Difficulties Be able to review and use the key sentence structures in situations properly.Teaching Procedures Teaching Stages Teacher s Activities Students Activities Teaching Purposes Pre-learning 1.Greetings.2.Brainstorm.Show some pictures of

26、 jobs on the PPT.3.A guessing game.Say some sentences to describe the jobs.4.Read and do.Show some words or phrases on the PPT. 5.I do, you say.Ask some students to do actions to the class one by one.1.Greetings.2.Review the words or the phrases of jobs.3.Guess the jobs according to the teachers sen

27、tences.Then several students make riddles and the other students guess the jobs.4.Make facial e_pressions or do actions and review the words of feelings and some activities.5.Do actions to the class one by one.One student asks, the other students try to guess.Show relevant words or phrases on the PP

28、T.Help students activate the old knowledge.Prepare for the later learning.While-learning P66 1.Understand the background knowledge.Introduce the background knowledge.2.Guess the jobs.3.Listen and fill in the blanks.(1)Play the recording. (2)Check the answers.4.Listen again.Write down the hobbies for

29、 the people.(1)Play the recording again. (2)Check the answers.5.Finish the chart.6.Talk about Kens family.1.Read and understand the background knowledge.2.Work in groups to guess the jobs of Kens family.3.(1) Listen and write down the jobs. (2) Check the answers.4.(1) Listen again.Write down the hob

30、bies for the people.(2) Check the answers.5.Try to fill in the blanks according to the listening te_t.6.Work in pairs to talk about Kens family.Help students understand the requirements of the questions.Lead students to predict the key content of listening te_t before listening, and then plete the l

31、istening task step by step.Help students sort out the information by using the chart, then lead them to use the information for dialogue practice. 續(xù)表Teaching Stages Teacher s Activities Students Activities Teaching Purposes While-learning P67 1.Look and talk.Introduce the background knowledge.2.Look

32、 and match.3.Talk about Peters family.4.Talk about the pictures.1.Read and understand the background knowledge.Look at the picture and talk about it.2.Look at the picture carefully and try to finish the matching task.3.Work in pairs to talk about Peters family as the model.4.Use the sentence structures “You should/Dont ” to fort others and give advice to others.Lead students to observe and discuss the picture, and set the match