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1、PEP六年级上册Recycle,1优质课第二课时教学设计The second period（其次课时） Page 34 Page 35 教学内容与目标 课时教学内容 课时教学目标 Page 34 Page 35 学生能够在情景中运用句型“What/Where/When are/isgoing(to do)? Im/He /She is going to”询问并回答安排的活动、地点和时间 能够通过活动归纳总结出be going to 中be与人称的搭配，以及be going to 后面接动词原形的相关学问 培育学生助人为乐的优秀品质 教学重点 巩固和拓展第一至三单元的主要学问点。教学难点 能够在
2、交际活动中敏捷运用前三个单元的重点语言学问。教学打算 1.预习本课时的相关内容。2. PPT课件、课文录音、视频、教学卡片等。Teaching purpose 通过师生对话和角色扮演活动复习巩固前三个单元所学的学问，提高学生的语言综合运用实力。运用歌曲导入，激发学生的学习热忱。教学过程 Step 1: Warm-up Lead-in 1. Greetings. 2. Free talk. Show the chart below on the PPT. Talk freely about the teachers calendar with students. Lead students to
3、 read the chart and guess: Where is the teacher going at different time? Make a model: T: At 10 oclock in the morning, Im going to the supermarket. S1: At 6 oclock in the afternoon, youre going to the cinema. S2: At 9 oclock in the evening, youre going to stay at home. T： How about your weekend plan
4、? Where are you going? What are you going to do? And when are you going? Ss： 3.Role play: Find the missing cat. Present a map on the PPT. There is a cat on the map. Two students work in a group. One acts the kid who cant find his/her cat. The other student acts the policeman/policewoman. The kid com
5、es to the police office to ask for help. They can make a dialogue like this: Kid: Where is my cat? Policeman: Look! Its at the hospital. Its near the post office. Kid: How can I go to the hospital? Policeman: You can go straight. Turn left at the post office. Its near the post office. Kid: Can I go
6、there on foot? Policeman: Yes. Its not far. You can also take the No. 5 bus. Kid: Thank you very much. Policeman: Youre welcome. 4.Lead-in. T: Do you still remember what Wu Yifan is going to do this weekend? Ss：He is going to visit his grandparents. T：Do you still remember the little boy on the stre
7、et? Ss：Yes. He is crying. T：Good memory! The little boy is waiting for his mother. Robin is singing a song to him. Play the song and see what Robin is singing. Play the recording of the song Hush, little boy. (课件出示：歌曲Hush, little boy的音频及歌词) Students listen to the song and feel the rhythm. Ask studen
8、ts to circle the words and the phrases they dont understand. Teaching purpose 实行多种方式学习该部分的歌曲，不仅让学生能够感受歌曲的旋律，同时也把这首歌当作一篇阅读材料，训练并提高学生的阅读实力。Step 2: Presentation 1.Robin is singing a song to the little boy. (1) Help students understand the words and the phrases they circled in their books, such as hush,
9、 if, ring, lost, looking glass, fall down and sweetest. The teacher can use body language and some pictures to help students understand. (2) Lead students to read the song sentence by sentence. Then the teacher plays the recording of this song again. (出示课件) All students sing the song together after
10、the recording. Encourage students to add some actions. (3) Let the boys PK with the girls to sing the song Hush, little boy. (4) After the PK, ask students to answer the question: In the song, what is Papa going to do? Ask three students to stand up and read the three sentences. Check the answers to
11、gether. Ask students to correct the mistakes. (5) Ask students to read the song again. And circle the right answers in the book. Ask two students to stand up and say the two answers. Check the answers together. (课件出示：教材P34 Read and circle的答案) Teaching purpose 培育学生读图、认图的实力，同时提高学生归纳总结学问的实力。培育学生良好的语音和语
12、调意识，可以增加学生学习英语的自信念，也可以提高他们用英语表达的主动性。2. The little boys mother is on the phone. (1) Play a sound of the traffic car. Let students guess: Where is the little boy now? (课件出示：一段警车的声音) Lead students to answer: He is in the police station. T：Wu Yifan and Robin take the little boy to the police station. No
13、w, the little boys mother is talking with the policeman on the phone. Can you guess what they are talking about? Lead students to say more possibilities. (2)Show the map on page 35. (课件出示:教材P35的地图) T：The little boys mother is going to the police station to find her son. Lets go and see how she can g
14、et to the police station. Lead students to observe the map carefully. Ask them to draw a route to the police station on the map. Then lead students to say the route together in English and write it down briefly at the bottom of the map. Show the dialogue part on page 35. (课件出示:教材P35的对话) Ask students
15、 to fill in the blanks individually. Ask one or two students to speak out their sentences. Provide some corrections if there are some mistakes. (3) Check the answers together. (课件出示:教材P35的答案) Lead students to read the dialogue in pairs. (4) Ask students to read the dialogue by themselves. And try to
16、 finish the exercises in the part of “Read, answer and do”. Encourage students to write down more kinds of transportation. Ask students to say their answers. The teacher can provide some examples, such as by subway, by train, by plane, by taxi and by bike. (出示课件) (5) Ask students to pay attention to
17、 the intonation of the sentences in the part of “Listen and read aloud”. Lead them to read in the correct intonation. Then play the recording of this part. (出示课件) Ask students to listen and read after the recording. Ask students to practice reading the dialogue in pairs. Then ask several pairs to re
18、ad the dialogue loudly. Then check their intonation and give help when necessary. Teaching purpose 让学生在练习的过程中整体感知Recycle 1的故事，复述的过程事实上就是对所学学问的一个整合和归纳，让学生有一个语言产出的过程，也让学生有一个自我展示的机会。Step 3: Practice 1. Play a game: Challenge the repeater. Students challenge the recording of the text in the English book
19、. Ask several students to stand up and read the text. Pay attention to the pronunciation and the intonation. Find out who does the best work. The best student can get a “Gold microphone” medal. 2. Retell the whole story. Teaching purpose 通过调查活动将前面三个单元的内容全部都融合在一起，避开学习学问的片面性。培育学生助人为乐的优秀品质。Lead student
20、s to retell the whole story in Recycle 1. Try to describe all the things happened on the way to Wu Yifans grandparents new house. Let students review the key language points from Unit 1 to Unit 3 in this way. Encourage students to retell the whole story to the class. Step 4: Consolidation Extension
21、1. Do a survey. Talk about the plans of students, and ask them to finish the chart. Show the chart.课件出示：调查活动的表格） Make a model with one student. Then divide students into several groups. Ask students to ask and answer these questions in groups, then try to finish the chart. If some students in the gr
22、oup have the same plan, they can go to the same place together. Ask one or two groups to report the results of the survey. Make a model: XXX is/XXX and XXX are going to He/ She is/ They are going to He/ She is/ They are going towith They are going at They are going there by/on foot. 2. Evaluation. S
23、how a proverb to students. Cultivate students quality of helping others. Gifts of roses, hand there are lingering fragrance. 板书设计 作业设计 1. Review the key words, phrases and sentences from Unit 1 to Unit 3. 2. Do the exercises. 教学反思 1.本课时主要通过听、唱、读和写来对前三个单元所学的学问进行综合的复习和运用。2.热身活动让学生初步感知本节课所要复习的内容，让学生对要学
24、的内容有所了解，有所期盼，提高了他们学习英语的爱好，也降低了学习的难度。3.注意课本学问的整体性，加深学生对学问点整体框架的印象。4.注意学生的语言输出和语言综合运用实力的培育，让学生将所学的学问转化为实实在在的语言运用实力。5.较好地培育了学生用英语沟通的实力，体现了交际语言教学的思想。 Teaching Contents Teaching Aims Be able to use the sentence structures “What/Where/When are/isgoing(to do)? Im/He /She is going to” in situations to ask a
25、nd answer questions about planned activities, places and times. Be able to summarize the collocation of “be” and “person” in “be going to”, and learn the related knowledge that “be going to” is followed by the original form of verbs. Cultivate the excellent quality of helping others. Teaching Priori
26、ties Ma Consolidate and expand the key knowledge points from Unit 1 to Unit 3. Teaching Difficulties Be able to flexibly use the key language knowledge of Units 13 in communicative activities. Teaching Procedures Teaching Stages Teacher s Activities Students Activities Teaching Purposes Warm-up Lead
27、-in 1. Greetings. 2. Free talk. Show the chart. Let students talk about the teachers calendar. 3. Role play: Find the missing cat. 4. Lead-in. Play the recording of the song Hush, little boy. 11. Greetings. 2. Free talk. Talk freely about the teachers calendar. 3. Role play: Find the missing cat. Ro
28、le play and make a dialogue. 4. Lead-in. Listen to the song and feel the rhythm. Circle the words and the phrases they dont understand. Through the activities, review the knowledge in Units 13 and improve students comprehensive language ability. The usage of listening and singing the song can stimul
29、ate the enthusiasm of students. Presentation 1. Robin is singing a song to the little boy. (1) Help students understand the words and the phrases they circled in their books. (2) Lead students to read the song. Play the recording of this song. (3) Let the boys PK with the girls to sing the song Hush
30、, little boy. (4) Ask students to answer the question: In the song, what is Papa going to do? (5) Ask students to read the song again. And circle the right answers in the book. Check the answers together. (1) Try to understand the meaning of the song. (2) Read the song after the teacher and sing the
31、 song together after the recording. (3) Boys and girls PK. (4) Complete the exercise: In the song, what is Papa going to do? (5) Read the song again. And circle the right answers in the book. Check the answers. By learning this part of the song in a variety of ways, students can not only feel the me
32、lody of the song, but also take the song as a reading material to train and improve their reading ability. （续表） Teaching Stages Teacher s Activities Students Activities Teaching Purposes Practice 2. The little boys mother is on the phone. (1) Let students guess what the people are talking about on t
33、he phone. (2) Show the map and the dialogue on page 35. Ask students to fill in the blanks. (3) Check the answers together. Lead students to read the dialogue in pairs. (4) Ask students to read the dialogue and try to finish the exercises in the part of “Read, answer and do”. (5) Play the recording.
34、 Ask students to listen and read after the recording and practice the dialogue in pairs. (1) Guess what the people are talking about on the phone. (2) Observe the map carefully, draw and say the route to the police station. Then fill in the blanks. (3) Check the answers together. Read the dialogue i
35、n pairs. (4) Read the dialogue and try to finish the exercises in the part of “Read, answer and do”. (5) Listen and read after the recording. Pay attention to the pronunciation and the intonation of the sentences. Practice the dialogue in pairs. Cultivate students ability to read and recognize pictu
36、res, and improve students ability to summarize knowledge. Training students good pronunciation and intonation can enhance students confidence in learning English, and also can improve their enthusiasm to express in English. Practice 1. Play a game: Challenge the repeater. 1. Challenge the recording
37、of the text in the English book. The retelling process is actually an integration and induction of what they have learned, so that students can have a process of language production and have an opportunity to present themselves. 2. Retell the whole story. Lead students to retell the whole story in R
38、ecycle 1 2. Try to retell the whole story in Recycle 1 Consolidation Extension 1. Do a survey. Ask students plans. Ask students to ask and answer these questions in groups, then try to finish the chart. 1. Do a survey. Ask and answer these questions in groups. And try to finish the chart. Report to
39、the class. Through the investigation, all the contents of the three units were integrated together. Avoid learning the knowledge in one-side. Cultivate the excellent quality of helping others. 2. Evaluation. Show a proverb. Gifts of roses, hand there are lingering fragrance. 2. Evaluation. Learn to help others. Homework 1. Review the key words, phrases and sentences from Unit 1 to Unit 3. 2. Do the exercises.