小学英语人教版(PEP)六年级上册 Recycle 1 （第二课时）教案（含反思，详案与简案）

The
second
period（第二课时）
Page
34
&
Page
35
?教学内容与目标[来源:学科网ZXXK]
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/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
?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.[来源:学|科|网]
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
?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。
?Teaching
Contents
&
Teaching
Aims
·Be
able
to
use
the
sentence
structures
“—What/Where/When
are/is…going(to
do…)?
—I’m/He
/She
is
going
to…”
in
situations
to
ask
and
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
verb
prototype.
?·Cultivate
the
excellent
quality
of
helping
others.
?Teaching
Priorities
·
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
1~3
in
communicative
activities.
?Teaching
Procedures
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Warm-up&Lead-in
1.
Greetings.2.
Free
talk.Show
the
chart.Let
students
talk
about
the
teacher’s
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
teacher’s
calendar.3.
Role
play:
Find
the
missing
cat.
Role
play
and
make
a
dialogue.4.
Lead-in.
Listen
to
the
song
and
feel
the
rhythm.
Circle
the
words
and
the
phrases
they
don’t
understand.
Through
the
activities,
review
the
knowledge
in
Units
1~3
and
improve
students’
comprehensive
language
ability.
The
usage
of
listening
and
singing
the
song
can
stimulate
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,
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
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
melody
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
boy’s
mother
is
on
the
phone.(1)
Let
students
guess
what
the
people
are
talking
about
on
the
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.
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
in
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
pictures,
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
of
the
text
in
the
English
book.[来源:学科网]
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
Recycle
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.
And
try
to
finish
the
chart.
2.
Evaluation.Show
a
proverb.Gifts
of
roses,
hand
there
are
lingering
fragrance.
Through
the
investigation,
all
the
contents
of
the
three
units
were
integrated
together.
Avoid
learning
the
knowledge
in
one-side.
Cultivate
the
excellent
qualityof
helping
others.
1.
Do
a
survey.Ask
and
answer
these
questions
in
groups.
And
try
to
finish
the
chart.
Report
to
the
class.
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.
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知识，提高学生的语言综合运用能力。使用歌曲导入，激发学生的学习热情。
Teaching
purpose
采取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能力。
Teaching
purpose
培养学生读图、认图的能力，同时提高学生归纳总结知识的能力。培养学生良好的语音和语调意识，可以增强学生学习英语的自信心，也可以提高他们用英语表达的积极性。
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。
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，避免学习知识的片面性。培养学生助人为乐的优秀品质。