小学英语人教版(PEP)六年级上册 Recycle 1 （第一课时）教案（含反思，详案与简案）

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
教学目标
知识与能力目标:·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[来源:学|科|网Z|X|X|K]·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[来源:Z.xx.k.Com]·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情感态度?文化意识?学习策略目标:·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
课时安排
第一课时：
Page
32
&
Page
33第二课时：
Page
34
&
Page
35
The
first
period(第一课时)
Page
32
&
Page
33
?教学内容与目标
课时教学内容
课时教学目标
Page
32
&Page
33
·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
?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.”。）[来源:Z。xx。k.Com]
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?[来源:学#科#网]
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
?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。
?Teaching
Contents
&
Teaching
Aims
?·Be
able
to
understand
the
main
idea
of
the
dialogue.
?·Be
able
to
review
and
consolidate
the
sentence
structures
“—Where
is…?
—It’s
next
to…”
by
learning
stories
and
situational
dialogues,
and
ask
and
answer
the
locations
by
using
the
sentence
structures.
?·Be
able
to
use
the
sentence
structures
“—How
can
we
get
there?
—Go
straight./Turn
left/right
at
the…”
to
ask
directions
and
describe
the
way
to
a
place
in
situations.
?·Be
able
to
find
directions,
use
“…must…”
and
“Don’t…”
to
give
advice，
and
be
able
to
describe
the
meanings
of
some
traffic
signs.
?Teaching
Priorities
·Consolidate
and
expand
the
key
knowledge
points
in
Unit
1
and
Unit
2.
?Teaching
Difficulties
·Be
able
to
flexibly
use
the
key
language
knowledge
of
Unit
1
and
Unit
2
in
communicative
activities.
?Teaching
Procedures
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Warm-up&Lead-in
1.
Greetings.2.
Sharp
eyes.
3.
Play
a
game:
To
be
a
traffic
policeman.4.
Lead-in.Lead
students
to
think
of
the
different
ways
to
find
the
science
museum.
1.
Greetings.2.
Answer
the
teacher’s
question
and
try
to
speak
out
the
right
words
and
phrases
one
by
one.3.
Play
a
game:
To
be
a
traffic
policeman.4.
Talk
about
the
different
ways
to
find
the
science
museum.
Review
the
knowledge
of
Unit
1
and
Unit
2.
Enliven
the
class.
Stimulate
students’
interest
in
learning.
Presentation
1.
Wu
Yifan
is
going
to
visit
his
grandparents.(1)
Show
the
map
on
page
32.
Play
the
recording
of
this
part.
Ask
students
to
circle
the
right
pictures.
Check
the
answers
together.(2)
Lead
students
to
fill
in
the
blanks.
Check
the
answers
together.
(3)
Ask
students
to
guess
the
answers
of
some
questions.
Then
play
the
recording
of
this
part
again.
(4)
Play
the
recording
twice.
(1)
Listen
and
circle
the
right
pictures.
Check
the
answers
together.(2)
Fill
in
the
blanks
according
to
the
right
pictures
circled
on
the
map.
Check
the
answers
together
and
correct
the
mistakes.[来源:学+科+网Z+X+X+K](3)
Listen
and
write
down
the
answers
in
the
book.(4)
Listen
and
read
after
the
recording.
Then
act
out
the
story.
Set
this
part
as
a
more
real
situation.
Students
help
Wu
Yifan
find
his
grandparents’
new
home
through
the
completion
of
listening,
speaking,
reading,
writing
and
other
tasks.
Develop
students’
comprehensive
language
ability.2
2.
A
little
boy
crying
on
the
street.(1)
Show
the
pictures
on
page
33.
Ask
some
questions
about
the
first
picture.
(2)
Ask
students
to
predict
the
content
of
other
two
pictures.
(3)
Play
the
recording
of
this
part.
(1)
Observe
the
picture
and
guess
the
answers
of
the
teacher’s
questions.(2)
Predict
the
content
of
other
two
pictures.
One
or
two
groups
stand
up
and
tell
their
story
about
the
pictures.(3)
Listen
and
feel
about
the
story.
Cultivate
students’
listening
skills
and
ability.
Students
make
up
stories
by
themselves,
which
keep
students
in
high
spirits
and
cultivate
their
ability
of
group
cooperation.
（续表）
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Presentation
(4)
Play
the
recording
of
this
part
again.
Then
check
the
answers.(5)
Play
the
recording
of
this
part
for
the
third
time.
Then
check
the
answers.
(4)
Listen
and
complete
the
sentences
in
the
part
of
“These
may
help
you”.
Check
the
answers.(5)
Read
the
dialogue
and
check
the
answers.
Practice
1.
Read
aloud.Show
the
key
words
and
sentences
on
the
PPT.2.
Play
a
game:
Don’t
do
what
I
say.3.
Play
a
game:
To
be
the
guardians
of
civilization.
1.
Try
to
read
out
the
key
words
and
sentences
aloud.
2.
Play
the
game.3.
Play
the
game.
Through
reading
aloud
and
two
games,
review
and
consolidate
the
key
knowledge
of
Unit
1
and
Unit
2.
Make
students
realize
the
importance
of
obeying
the
traffic
rules.
Consolidation&Extension
1.
Little
guides.Show
a
map.
Divide
students
into
six
groups
and
ask
each
group
to
choose
one
place
and
make
a
dialogue
to
ask
for
the
directions.2.
Do
a
survey.Show
a
chart.
Ask
students
to
fill
in
the
chart.3.
Cultural
development.
1.
Choose
one
place
and
make
a
dialogue
to
ask
for
the
directions
and
show
their
dialogues
to
the
class.2.
Ask
and
answer
the
questions
in
the
chart.
Fill
in
the
chart
according
to
the
answers
of
their
group
members.3.
Cultural
development.
Create
real
scenes
and
tasks
to
let
students
train
the
key
language
of
Units
1~3
and
connect
the
knowledge
together.
Cultural
development
is
helpful
to
enrich
students’
extra-curricular
knowledge.
Homework
1.
Review
the
key
words,
phrases
and
sentences
in
Unit
1
and
Unit
2.
2.
Try
to
draw
some
traffic
signs
and
write
down
the
traffic
rules
beside
the
signs.3.
Do
the
exercises.
Teaching
purpose
通过游戏复习第一、二单元所学的知识，同时活跃课堂气氛，激发学生的学习兴趣。
Teaching
purpose
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。
Teaching
purpose
听前预测，带着目的去听听力，有效培养学生的听力技巧和能力。学生自编故事，使学生情绪高涨，培养学生的小组合作能力。
Teaching
purpose
通过大声读和两个游戏活动，复习巩固第一、二单元的重点知识，使学生认识到遵守交通规则的重要性。同时，游戏也能让学生在玩中学，在学中玩。