小学英语人教版(PEP)六年级上册 Recycle 2 （第一课时）教案（含反思，详案与简案）

Recycle
2
教材分析
本单元的主要学习内容是通过故事、活动等形式复习和巩固第4~6单元的核心词汇及句型
教学目标
知识与能力目标:·能够听、说、读、写并在实际情景中运用第4~6单元的核心句型·能够在情景中运用句型“—What
are…’s
hobbies?
—He
/
She
likes
+
v-ing.”等简单句来询问和描述某人的喜好[来源:学科网]·能够在情景中正确运用句型“—Does
he/she…?
—Yes,
he/she
does./No,
he/she
doesn’t.”询问某人是否做什么·能够在情景中运用句型“—What
does
he/she
do?
—He
/
She
is…”询问并回答某人的职业·能够在情景中运用句型“Where
does
he
work?”和“How
does
he
go
to
work?”询问了解某人的工作地点和出行方式·能够运用句型“How
does…feel?”询问某人的情绪并使用表示情绪的形容词来描述情绪·能够运用句型“You
should…”和“Don’t…”安慰他人和提供建议·能使用句型“What’s
wrong?”询问他人状况·能够听、说、读、写第4~6单元有关业余爱好、职业、情绪的单词或词组·能够在有意义的语境中运用上述单词或词组·知道英语句子有不同语调，并能根据正确的语调朗读不同类型的句子·知道英语句子中有连读、失去爆破，并能正确朗读含有以上现象的句子·知道句子有重音，并能正确读出句子的重音情感态度?文化意识?学习策略目标:·从不同视角认识职业，明白从事某些职业的基本条件，尊重每种职业，构思自己的职业理想·了解诚实是最宝贵的品质·了解英语故事的基本构成要素
课时安排
第一课时：
Page
66
&
Page
67第二课时：
Page
68
&
Page
69
The
first
period(第一课时)
Page
66
&
Page
67
?教学内容与目标
课时教学内容
课时教学目标
Page
66
·能够通过观察图片，听懂情景对话·能够在情景中运用句型“—What
does
he/she
do?
—He
/
She
is…”询问并回答某人的职业·能够运用句型“—What
are…’s
hobbies?
—He
/
She
likes
+
v-ing.”来询问和描述某人的喜好.
Page
67
·能够运用句型“How
does…feel?”询问某人的情绪·能够使用表示情绪的形容词描述情绪·能够运用句型“You
should…”“Don’t…”安慰他人和提供建议·能够使用句型“What’s
wrong?”询问他人状况
?教学重点
能够在情景中复习和运用第4~6单元的核心句型。
?教学难点
能够在情景中合理运用所学句型。
?教学准备
PPT课件?课文录音等。
?教学过程
Step
1:
Pre-learning
1.
Greetings.
2.
Brainstorm.
Show
some
pictures
of
jobs
on
the
PPT.
（课件出示：一些职业照片，附上单词或词组,如：teacher,
postman,
fisherman,
fireman,
coach,
scientist,
pilot,
businessman,
factory
worker,
farmer,
police
officer等）
Help
students
review
the
words
or
the
phrases
of
jobs.
3.
A
guessing
game.[来源:Z_xx_k.Com]
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：He’s
a
fisherman.
T：She
works
in
a
factory.
What
does
she
do?
S2：She’s
a
factory
worker.
…
Ask
several
students
to
make
riddles
about
jobs.
Then
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.
（课件出示：单词或词组，如：happy,
angry,
sad,
afraid,
ill,
worried,
see
a
doctor,
do
more
exercise,
take
a
deep
breath,
wear
warm
clothes,
talk,
run,
read
books,
play
computer
games,
sing
song等）
Ask
students
to
make
facial
expressions
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,
“What’s
his/her
hobby?”
The
other
students
try
to
guess.
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：Peter’s
family
are
going
to
visit
Ken’s
family
in
another
town.
Peter’s
father
is
talking
about
them.
2.
Guess
the
jobs.
Students
work
in
groups
to
guess
the
jobs
of
Ken’s
family.
3.
Listen
and
fill
in
the
blanks.
（1）Play
the
recording.
（课件出示：教材P66音频）
Students
listen
to
the
recording
and
try
to
write
down
their
jobs
on
the
lines.[来源:学科网]
（2）The
teacher
and
students
check
the
answers
together.
(课件出示：教材P66
第一题答案)
Praise
the
students
who
write
the
answers
right.
4.
Listen
again.
Write
down
the
hobbies
for
the
people.
（1）Play
the
recording
again.
(课件出示:教材P66音频)
Students
listen
to
the
recording
and
try
to
write
down
the
hobbies
for
the
people
on
the
lines.
（2）The
teacher
and
students
check
the
answers
together.
(课件出示：教材P66
第二题答案)
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
text.
6.
Talk
about
Ken’s
family.
Students
work
in
pairs
to
talk
about
Ken’s
family.
Make
a
model:
T：Ken’s
father
is
a
farmer.
What
does
his
mother
do?
S1：She’s
a
factory
worker.
T：What’s
her
hobby?
S2：She
likes
reading.
…
P67
1.
Look
and
talk.
Students
read
the
background
knowledge
by
themselves
first.
T：Peter’s
family
are
on
the
bus.
What
are
they
doing
on
the
bus?
Now
let’s
have
a
look.
Point
to
Peter’s
family
on
the
picture
and
talk
with
students.
T：Who
is
she?
Ss：She’s
Peter’s
mother.
T：What
is
she
doing?
Ss：She’s
reading.
T：How
does
she
feel?
Ss：She
feels
sad.
…
2.
Look
and
match.
Show
the
matching
task
on
the
PPT.
Let
students
look
at
the
picture
in
the
book
carefully
and
try
to
finish
it.
3.
Talk
about
Peter’s
family.
Ask
students
to
talk
about
Peter’s
family.
Make
a
model：
T：Peter’s
family
are
on
the
bus.
What
is
his
cousin
doing?
S1：He’s
running.
T：How
does
he
feel?
S1：He
feels
happy.
T：How
does
Peter’s
aunt
feel?
S1：She
feels
angry.
T：What’s
wrong?
S1：Because
Peter’s
cousin
is
running
on
the
moving
bus.
T：Yes.
It’s
very
dangerous.
So
what
can
we
say
to
him?
（Lead
students
to
answer
the
question.）
S2：You
should
sit
down.
S3：Don’t
run
on
a
moving
bus.
…
Students
work
in
pairs
to
talk
about
Peter’s
family.
4.
Talk
about
the
pictures.
Show
some
pictures
on
the
PPT.
（出示课件）
Lead
students
use
the
sentence
structures
“You
should…/Don’t…”
to
comfort
others
and
give
advice
to
others.
Step
3:
Post-learning
1.
Peter’s
puzzle.
（1）Show
the
puzzle
to
students.
(课件出示：教材P67的字谜)
T：Peter
is
doing
word
puzzles
on
the
bus.
This
is
Peter’s
puzzle.
Let’s
try
to
do
it.
（2）Do
the
puzzle.
Students
do
the
puzzle
by
themselves.
（3）Check
the
answers.
(课件出示：教材P67的字谜的答案)
Praise
the
students
who
finish
it
quickly
and
well.[来源:学#科#网]
2.
My
dream
career.
（1）Create
a
situation.
T：There
are
many
interesting
things
in
our
life.
What
do
you
like
to
do?
What’s
your
hobby?
What
do
you
want
to
be?
Let’s
make
a
survey.
For
example,
if
you
like
fishing,
you
can
be
a
fisherman.
（2）Make
a
demonstration.
Show
a
chart
to
the
class.
（课件出示：调查表）
Make
a
demonstration
with
one
student.
T：…,
what’s
your
hobby?
S1：I
like
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
model.
S1：I’m…
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.
?板书设计
?教学反思
1.
充分发挥多媒体辅助作用，有效利用课件帮助学生学习。
2.
教学设计层次分明，逐步引导、帮助学生学习。引导学生听前预测，分步完成听力任务，并利用表格帮助学生梳理信息，再运用这些信息进行对话练习，层层递进，引导学生逐步完成学习任务。
3.
引导学生在情境中理解，在活动中运用，突出语用功能。通过创设合理情景，帮助学生在情景中真实自然地复习和使用所学语言，突出了教学重点。
4.
通过创设自然真实的情境，让学生在情境中合理运用所学语言，培养学生的语言综合运用能力，从而达到学以致用的目的。
?Teaching
Contents
&
Teaching
Aims
Page
66
?·Be
able
to
understand
the
listening
material
by
observing
the
picture.
?·Be
able
to
ask
and
answer
about
someone’s
occupation
by
using
the
sentence
structures
“—What
does
he/she
do?
—He
/
She
is…”
in
scenes.
?·Be
able
to
ask
and
describe
someone\'s
hobbies
by
using
the
sentence
structures
“—What
are…’s
hobbies?
—He
/
She
likes
+
v-ing.”
Page
67
?·Be
able
to
ask
about
someone’s
feelings
by
using
the
sentence
structure
“How
does…feel?”
?·Be
able
to
use
emotional
adjectives
to
describe
feelings.
?·Be
able
to
use
the
sentence
structures
“You
should…/Don’t…
”
to
comfort
others
and
offer
advice.
?·Be
able
to
ask
about
other
people
by
using
the
sentence
“What’s
wrong?”
?Teaching
Priorities
·Review
and
use
the
key
sentence
structures
of
Unit
4
to
6
properly.
?Teaching
Difficulties
·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
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
teacher’s
sentences.
Then
several
students
make
riddles
and
the
other
students
guess
the
jobs.4.
Make
facial
expressions
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
PPT.
Help
students
activate
the
old
knowledge.
Prepare
for
the
later
learning.
While-learning
P661.
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
the
people.(1)Play
the
recording
again.
(2)Check
the
answers.5.
Finish
the
chart.6.
Talk
about
Ken’s
family.
1.
Read
and
understand
the
background
knowledge.2.
Work
in
groups
to
guess
the
jobs
of
Ken’s
family.3.
(1)
Listen
and
write
down
the
jobs.
(2)
Check
the
answers.4.
(1)
Listen
again.
Write
down
the
hobbies
for
the
people.(2)
Check
the
answers.5.
Try
to
fill
in
the
blanks
according
to
the
listening
text.6.
Work
in
pairs
to
talk
about
Ken’s
family.
Help
students
understand
the
requirements
of
the
questions.
Lead
students
to
predict
the
key
content
of
listening
text
before
listening,
and
then
complete
the
listening
task
step
by
step.
Help
students
sort
out
the
information
by
using
the
chart,
then
lead
them
to
use
the
information
for
dialogue
practice.
（续表）
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
While-learning
P671.
Look
and
talk.[来源:Zxxk.Com]Introduce
the
background
knowledge.2.
Look
and
match.3.
Talk
about
Peter’s
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
Peter’s
family
as
the
model.4.
Use
the
sentence
structures
“You
should…/Don’t
…”
to
comfort
others
and
give
advice
to
others.
Lead
students
to
observe
and
discuss
the
picture,
and
set
the
matching
task
to
help
them
understand
the
picture.
Lead
students
to
develop
safety
awareness
in
the
process
of
teaching.
Post-learning
1.
Peter’s
puzzle.(1)Show
the
puzzle
to
students.
(2)Ask
students
to
do
the
puzzle.(3)Check
the
answers.Praise
the
students
who
finish
it
quickly
and
well.
（1）Observe
the
puzzle.（2）Do
the
puzzle.（3）Check
the
answers.
Help
students
practice
the
key
words
and
sentence
structures.
Train
students’
ability
of
expressing
in
scenes,
and
prepare
for
the
expansion
of
communication
activities.
2.
My
dream
career.(1)Create
a
situation.
(2)Make
a
demonstration.3.
Work
in
groups.4.
Make
a
report.
Work
in
groups
of
four.
Ask
and
write
down
the
answers
in
the
chart.Then
several
students
try
to
make
a
report.
The
other
students
listen
to
them
and
make
evaluations
of
their
reports.
Create
a
natural
and
real
situation.
Help
students
use
the
language
reasonably
in
the
situation.
Help
them
understand
occupations
from
different
perspectives
and
conceive
their
own
dream
career.
Develop
students’
comprehensive
language
using
ability.
Homework
Write
down
your
dream
career.Do
the
exercises.
Teaching
purpose
PPT出示相关单词或词组，帮助学生唤醒旧知，为后面的学习做好铺垫。
Teaching
purpose
逐步帮助学生读懂题目要求，引导学生学会听前预测听力的重点内容，分步完成听力任务。并利用表格帮助学生梳理信息，再运用这些信息进行对话练习，在情景中运用所学语言。
Teaching
purpose
引导学生观察和讨论图片，并设置连线任务帮助学生理解图片内容。借助完成后的连线任务引导学生运用所学句型进行对话练习，并在教学的过程中引导学生培养安全意识。
Teaching
purpose
通过创设自然真实的情景，让学生在情景中合理运用所学语言。引导学生从不同角度认识职业，构思自己的理想职业，并作简单的汇报，培养学生的语言综合运用能力。