Recycle 1
教材分析
本单元学习的主题是帮助学生复习巩固前三个单元的语言知识。本单元以“吴一凡在去拜访爷爷奶奶的路上所发生的事情”为切入点展开。将前三个单元的知识：Unit 1的指路问路、Unit 2 的交通出行方式和Unit 3 的周末活动计划巧妙地融合在一系列丰富有趣的活动中，内容包含听、说、读、写、唱和演等方面。能够在交际活动中熟练运用前三单元的重点语言知识，如：turn right， turn left， go straight等表达问路指路的词组,“They are going on foot/by bus.”等表示出行方式的语句。强调对学生语言综合运用能力的培养。
二、学情分析
六年级英语在小学英语教学中起着承上启下的作用，既是五年级的衍生又是初中一年级的铺垫。经过三年的学习，大部分学生对英语仍然保持着浓厚的兴趣，但有少数学生由于遇到困难，学习兴趣可能会开始减退。因此，这个学期在教学中，我应该以学生的发展为宗旨，以培养学生的创新精神和实践能力为重点，面向全体学生，在激发学生兴趣的同时，扎扎实实地从每个学生抓起。六年级的学生学习比较理性。教师在以活动为课堂教学的主要形式的同时，要充分发挥任务性教学在高年级的优化使用，设计丰富多彩的教学活动，有效的教学任务。
同时注意到学生中存在的两极分化，教学内容注意由简到难，循序渐进，在知识的复现中做好及时补差工作。充分培养学生的听说读写能力，尤其要加强识读，拼写的能力。重视阅读能力和写作能力的同步培养。重视英语作为语言的交际功能。
三、教学目标
1 知识与能力
·能够听、说、读、写并在实际中情景中运用第1~3单元的核心句型
·能够在情景中运用句型“—Where is… —It’s…”询问并回答某物的地点方位
·能够在情景中运用句型“How can we get there ”问路并描述到某地的路线
·能够在情景中正确运用句型“—How do you go to… —By…”询问并回答乘坐某种交通工具去某地
·能够辨认一些常见的交通标志，了解并遵守交通规则
·能够用 be going to句型交流计划，并能使用句型“What are you going to do ”和“When are you going to do it ”提问并作答
·能够听、说、读、写第1~3单元中有关地点、交通方式、交通规则以及计划的单词和词组
·能够在有意义的语境中运用上述单词和词组
·知道英语句子有不同语调，并能用正确的语调朗读不同类型的句子
·知道英语句子中的连读，并能正确连读
·知道多音节单词的重音，并能正确读出单词的重音
2 情感态度价值观
·能够在迷路时主动寻求帮助
·知道英文摇篮曲《Hush Little Baby》
·能够看地图或者听指示找到相应地点方位
·了解交通法规，并能主动遵守交通规则
四、课时安排
第一课时： Page 32 & Page 33
第二课时： Page 34 & Page 35The second period（第二课时）
Page 34 & Page 35
内容分析
本课是PEP小学英语六年级第一册复习单元。主要学习巩固和拓展第一至三单元的主要知识点。老师将通过多种教学活动巩固重点单词和句型，使学生掌握本节课知识点。
课时目标
知识与能力
·学生能够在情景中运用句型“—What/Where/When are/is…going(to do…)
—I’m/He /She is going to…”询问并回答计划的活动、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知识
·培养学生助人为乐的优秀品质
过程与方法
让学生在练习的过程中整体感知Recycle 1的故事，复述的过程实际上就是对所学知识的一个整合和归纳，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。
情感态度价值观
通过调查活动将前面三个单元的内容全部都融合在一起，避免学习知识的片面性。培养学生助人为乐的优秀品质。
教学重难点
教学重点
巩固和拓展第一至三单元的主要知识点。
教学难点
能够在交际活动中灵活运用前三个单元的重点语言知识。
教学准备
PPT课件、课文录音、视频、教学卡片等
教学媒体选择
多媒体，录音。
教学活动
录音
游戏
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 teacher’s calendar with students.
Lead students to read the chart and guess: Where is the teacher going at different time Make a model:
T: At 10 o’clock in the morning, I’m going to the supermarket.
S1: At 6 o’clock in the afternoon, you’re going to the cinema.
S2: At 9 o’clock in the evening, you’re going to stay at home.
T： How about your weekend plan 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 can’t find his/her cat. The other student acts the policeman/policewoman. The kid comes to the police office to ask for help. They can make a dialogue like this:
Kid: Where is my cat
Policeman: Look! It’s at the hospital. It’s near the post office.
Kid: How can I go to the hospital
Policeman: You can go straight. Turn left at the post office. It’s near the post office.
Kid: Can I go there on foot
Policeman: Yes. It’s not far. You can also take the No. 5 bus.
Kid: Thank you very much.
Policeman: You’re 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 street
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 students to circle the words and the phrases they don’t understand.
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, 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 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 together. 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板块的答案)
2. The little boy’s 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. Now, the little boy’s 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 boy’s mother is going to the police station to find her son. Let’s go and see how she can get 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 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 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, by bike. (出示课件)
(5) Ask students to pay attention to 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 read the dialogue loudly. Then check their intonation and give help when necessary.
Step 3: Practice
1. Play a game: Challenge the repeater.
Students challenge the recording of the text in the English book. 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.
Lead students to retell the whole story in Recycle 1. Try to describe all the things happened on the way to Wu Yifan’s grandparents’ new house. In this way to review the key language points from Unit 1 to Unit 3. Encourage students to retell the whole story to the class.
Step 4: Consolidation & Extension
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. And try to finish the chart. If some students in the group 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 to…with… They are going at… They are going there by…/on foot.
2. Evaluation.
Show 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
完成本节课习题。
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知识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，让学生对要学的内容有所了解，有所期待，提高了他们学习英语的兴趣，也降低了学习的难度。
3.注重课本知识的整体性，加深学生对知识点整体框架的印象。
4.注重学生的语言输出和语言综合运用能力的培养，让学生将所学的知识转化为实实在在的语言运用能力。
5.较好地培养了学生用英语交流的能力，体现了交际语言教学的思想。The first period(第一课时)
Page 32 & Page 33
内容分析
本课是PEP小学英语六年级第一册复习单元。主要学习巩固和拓展第一、二单元的主要知识点。老师将通过多种教学活动巩固重点单词和句型，使学生掌握本节课知识点。
课时目标
知识与能力
·能够理解对话大意
·能够通过学习故事、情景对话复习巩固运用句型“—Where is… —It’s next to…” 询问并回答地点方位
·能够在情景中运用句型“—How can we get there —Go straight./Turn left/right at the…”问路并描述去某地的路线
·能够查找方位，能够运用“…must…”和“Don’t…”给他人提建议；能描述一些交通标志的意思
过程与方法
将此部分创设为较为真实的情景，学生们通过完成听、说、读、写等任务，帮助吴一凡找到爷爷奶奶的新家，培养学生的语言综合运用能力。
情感态度价值观
本课创设了大量接近真实的情景，将生活植入课堂，多以游戏的方式来进行有关的学习，提高了学生的学习兴趣，也提高了学生的语言技能。
教学重难点
教学重点
巩固和拓展第一、二单元的主要知识点。
教学难点
能够在交际活动中灵活运用第1~2单元的重点语言知识。
教学准备
PPT课件、课文录音、视频、教学卡片等。
教学媒体选择
多媒体，录音。
教学活动
录音
游戏
教学过程
Step 1: Warm-up & Lead-in
1. Greetings.
2. Sharp eyes.
Play a short sound of cars and people on the street. (课件出示:一段街道的声音) Let students listen and guess: Where is it Lead students to say the answer: On the street.
Ask a question: What can you see on the street
Show a series of pictures about different buildings and traffic signs on the street. (课件出示：学过的建筑物和交通标志的图片) Students try to speak out them one by one.
3. Play a game: To be a traffic policeman.
（游戏说明：一名学生拿着自制的交通灯，并变换交通灯的颜色，其他同学需要根据不同的颜色说出相应的交通规则并做出相应的动作。如：看到绿灯时应该说“Go at a green light.”，全班一起原地踏步代表前进。看到黄灯时应该说“Slow down and stop at a yellow light.”， 全班慢慢地减速停下。看到红灯时应该说：“Stop at a red light.”，全班一起停住脚步。此时老师违反交通规则，引导学生说出句子：“You must stop at a red light./ Don’t go at a red light.”。）
4. Lead-in.
T: I want to go to the science museum in the city. But I don’t know where it is. How can I go to this place
Lead students to think of different ways to find the science museum. Then lead students to think of different ways to get to the science museum.
Step 2: Presentation
1. Wu Yifan is going to visit his grandparents.
(1)Show the map on page 32. (课件出示：教材P32的地图)
Lead students to find out the differences between Pictures A and Pictures B in the map. Encourage them to express their opinions. Then play the recording of this part. （课件出示：教材P32的音频）
Ask students to find out the key information and circle the right pictures.
Check the answers together. (课件出示：教材P32第一题答案)
(2) Lead students to fill in the blanks according to the right pictures they just circled on the map.
Ask one student to stand up and read his/her answers.
Check the answers together. Ask students to correct the mistakes. (课件出示：教材P32第二题答案)
(3) Show the two questions on page 32.
Simply explain that the first question is the alternative question. We can choose “by bus” or “on foot (walk)” to answer directly. Stress that “walk” and “on foot” are the same kind of transportation. The second question is to ask the time. So ask students to pay attention to the departure time.
Then play the recording of this part again. (出示课件) Ask students to find out the key information and write down the two answers in the book.
Students read the dialogue and check the answers with the teacher. (课件出示：教材P32第三题答案)
(4) Play the recording of this part twice. (出示课件) Ask students to imitate and read after the recording. Pay attention to the tone and the intonation of the characters.
Ask students to practice the dialogue in roles. Invite several groups to act out the story. The best actors can get a paper traffic sign as a reward.
2. A little boy crying on the street.
(1)Show the first picture on page 33. (课件出示:教材P33第一幅图)
Let students try to guess: Why is the little boy crying What will Wu Yifan and Robin say to him What will the boy answer them
Encourage them to speak out their answers.
(2)Show the second and third pictures on page 33. (课件出示：教材P33第二、三幅图) Ask students to predict the content of these two pictures.
Lead students to read the sentences in the part of “These may help you”. Divide students into several groups. Let them talk about the pictures with each other.
Ask one or two groups to stand up. Tell the class their story about the pictures. Make a model:
Wu Yifan and Robin see a little boy crying on the street. He wants to cross the road. But the light is red. Wu Yifan and Robin say, “Stop! Don’t go at a red light.” The boy tells them that he can’t find his mother and he is hungry. Wu Yifan and Robin tell him where he can eat food. Then they use the GPS to help the boy find the police station.
(3) Play the recording of this part. (课件出示：教材P33音频) Ask students to listen and feel about the story.
(4) Play the recording of this part again. (出示课件) Ask students to find out the key information, such as “red light” “police station” “go straight” “turn right at the second crossing” “go straight again” and “next to the supermarket”. Then students complete the sentences in the part of “These may help you”.
Check the answers together. (课件出示：教材P33第一题答案)
(5) Ask students to read the three sentences in the part of “Now listen and tick or cross”. Play the recording of this part for the third time. (出示课件) Ask students to find out the key information, such as “can’t find my mum”, “go to the police station” and “turn right at the second crossing”. Then tick or cross.
Check the answers together. (课件出示：教材P33第二题答案)
Step 3: Practice
1. Read aloud.
Show the key words and sentences in this lesson on the PPT. Ask students to read them together.
2.Play a game： Don’t do what I say.
（游戏说明：老师说指令，学生不能做相应的动作。如：老师说“turn left”时学生可右转或前行，但不能左转；老师说“turn right”时学生可左转或前行，但不能右转；老师说“go straight”时学生可停可转，但不能前行；老师说“stop”时学生可走可转，但不能停。做错的学生会被淘汰出局，其余的学生进入下一轮，直到选出获胜者，奖励贴纸一张。）
3.Play a game： To be the guardians of civilization.
（游戏说明：教师使用PPT呈现一些不文明的交通行为图片，让学生口头用“…must…”“Don’t…”此类句子来提醒他人应该做什么和不能做什么。回答正确的学生奖励自制文明小卫士奖章一枚。）
Step 4: Consolidation & Extension
1. Little guides.
Show a map on the PPT. There’s a man standing in front of the cinema. And there are many other places in the map. Divide students into six groups. Each group chooses one place and makes a dialogue to ask for the directions. The teacher can make a model with one student：
T: I want to go to the bookstore. Where is it
S1: It’s near the shoe store.
T: How can I get to the bookstore
S1: Go straight. Turn right at the pet hospital. Then go straight. You can find the bookstore in front of the shoe store.
Ask several groups to stand up and show their dialogues. Each group that does a good job can get a medal.
2. Do a survey.
Show the chart below on the PPT. (课件出示：表格内容）
Students ask and answer the questions in the chart. Fill in the chart according to the answers of their group members. The teacher invites several groups to report the results of the survey. Make a model:
Student A goes to school by bike. He/ She is going to see a film on the weekend.
Each group that does a good job can get a medal.
3. Cultural development.
T: Different countries have different traffic rules. In most countries, people and cars should go on the right. But in some other regions and countries, they should go on the left. Can you say some names of these countries
Lead students to say the names: the UK, Australia, Singapore, Thailand, Indian, Japan and so on.
T: So can you use “…must…” and “Don’t…” to say the traffic rules in these countries
Ss: People must walk and drive on the left in Singapore. / People must look right before crossing the road in Hong Kong. / Don’t walk or drive on the right in Japan.
板书设计
作业设计
完成本节课习题。
教学反思
1. 在复习前两个单元的知识之前先为学生提供了一个全面而又真实的综合运用语言的机会，先复习巩固所有的重点知识，然后再进入课本的学习。
2. 本课创设了大量接近真实的情景，将生活植入课堂，多以游戏的方式来进行有关的学习，提高了学生的学习兴趣，也提高了学生的语言技能。
3. 小组活动较多，培养了学生的小组合作与交流的能力。
4. 学生在听听力之前，先自己猜测，编出故事，有利于学生发挥自己的主观能动性，让学生放飞自己的大脑，大胆想象，有利于学生发散思维的培养。
5. 板书设计清晰明了，重点突出，起到了很好的辅助作用。
