小学英语人教版(PEP)六年级上册 Recycle 2 （第二课时）教案（含反思，详案与简案）

The
first
period(第2课时)
Page
68
&
Page
69
?教学内容与目标
课时教学内容
课时教学目标
Page
68
&
Page
69
·能够使用句型“—What
are…’s
hobbies?
—He/
She
likes+
v-ing.”询问和描述某人的喜好·能够使用句型“—Does
he/she…?
—Yes,
he/she
does./No,
he/she
doesn’t.”询问某人是否做什么·能够使用句型“—What
does
he/she
do?
—He/
She
is…”询问并回答某人职业·能够使用句型“Where
does
he
work?”“How
does
he
go
to
work?”询问了解某人的工作地点和出行方式
?教学重点
能够通过故事和活动复习并运用第4~6单元的词汇和句型。
?教学难点
能够在情景中合理运用句型。
?教学准备[]
PPT课件?课文录音、视频、教学卡片等。
?教学过程
Step
1:
Pre-learning
1.
Greetings.
2.
Flashing
cards.
Use
the
word
cards
to
play
this
game.
Show
the
word
cards
of
Unit
4
to
Unit
6
one
by
one.
Ask
students
to
read
the
words
out
as
fast
as
possible.
Reward
the
students
who
read
fast
and
accurately.
3.
A
guessing
game.
Say
some
sentences
about
jobs.
Let
students
try
to
guess
the
words
of
jobs.
Check
the
answers
like
this
to
review
the
sentence
structures:
T:
What
does
he/she
do?
Ss:
He/
She
is…
T:
Where
does
he/she
work?
Ss:
He/
She
works…
4.
Ask
and
answer.
Show
some
pictures
about
hobbies
on
the
PPT.
（课件出示:
一些人物爱好的图片）
Lead
students
to
ask
and
answer
in
pairs.
A:
What
are…’s
hobbies?
B:
He/
She
likes+
v-ing.
Show
some
pictures
about
emotions
on
the
PPT.
（课件出示:
一些人物情绪的图片）
Lead
students
to
ask
and
answer
in
pairs.
A:
How
does
he/she
feel?
B:
He/She…
5.
Lead-in.
T:
Good
job!
Peter’s
family
are
at
Ken’s
house
now.
Ken’s
father
tells
a
story.
Let’s
read
the
story
together.
Step
2:
While-
reading
1.
Fast
reading.
T:
Now
we’re
going
to
read
a
story.
What
is
the
main
idea
of
the
story?
Lead
students
to
look
at
the
chart
on
page
69.
Write
down
the
words
“When,
Where”
on
the
blackboard.
T:
When
does
the
story
happen?
Where
does
the
story
happen?
Students
read
the
story
for
the
first
time
and
write
down
the
answers
to
“When”
and
“Where”
in
the
chart.
Check
the
answers.
2.
Watch
and
circle.
T:
How
many
people
are
mentioned
in
the
story?
Ss:
4.
Write
down
the
word
“Who”
on
the
blackboard.
T:
What
do
they
do?
Now
please
read
the
story
quickly
and
circle
their
jobs
in
the
story.
You
have
10
seconds
to
do
this.
Students
read
the
story
and
try
to
circle
the
jobs
in
the
story.
Check
the
answers.
Play
the
recording.
(课件出示:
教材P68的音频)
Students
listen
to
the
recording
and
fill
in
the
blanks
on
page
69.
Check
the
answers.
Who:
a
rich
old
businessman,
a
factory
worker,
a
coach,
a
fisherman
3.
Read
again
and
fill
in
the
chart.
Show
a
chart
on
the
PPT.
Ask
students
to
read
the
story
again
and
fill
in
the
chart.
Read
and
fill
in
the
blanks.
Write
down
the
phrase
“What
happens”
on
the
blackboard.
T:
Now
let’s
read
the
story
carefully.
Then
try
to
fill
in
the
blanks
on
page
69.
Let
students
read
the
story
by
themselves
and
fill
in
the
blanks
on
page
69.
Check
the
answers.
5.
Answer
the
questions.
Show
the
two
questions
below
the
passage
on
page
68
to
the
class.
（课件出示:
教材P68
Read
and
answer的问题）[]
Let
students
discuss
them
in
groups.
Then
check
the
answers.
T:
How
does
the
fisherman
feel
after
three
months?
S1:
He
feels
very
sad.
T:
How
does
he
feel
at
the
end?
S2:
He
feels
very
happy.
T:
Why?
S3:
Because
he
owns
the
money.
S4:
Because
he
is
honest.
T:
What
does
the
story
tell
us?
Tick
what
you
agree
with
in
the
book.
Ss:
People
should
be
honest.
Step
3:
Post-
reading
1.
Summarize
the
elements
of
a
story.
T:
Peter
likes
the
story
very
much.
He
is
going
to
tell
it
to
his
best
friend.
Let’s
take
a
look
at
the
elements
of
a
story.
2.
Retell
the
story.
(1)Ask
students
to
look
at
the
chart
on
page
69
and
then
try
to
retell
the
story.
(2)Ask
students
to
work
in
groups
to
prepare.
(3)Ask
several
students
to
show
their
work
to
the
class.
3.
Try
to
make
a
story.
Show
a
list
of
story
elements
on
the
PPT.
（课件出示:
故事要素表）
Then
tell
the
story
to
the
class
as
a
model.
（课件出示:
故事范例）
Ask
students
to
make
a
list
of
story
elements
and
then
try
to
make
a
story.
Tell
the
story
in
groups.
Asks
several
students
to
show
their
stories
to
the
class.
Other
students
listen
to
them
and
make
evaluations
of
their
stories.
?板书设计
?教学反思[]
1.
教学活动设计具有梯度性，遵循学生的认知规律，以学生为本，以问题为导向，引导学生学习，培养学生的自主学习能力。
2.
借用图片、语言等帮助学生读懂题目要求，逐步引导学生理解故事，并通过阅读问题训练学生在语篇中捕捉不同类型信息的能力。在活动过程中渗透诚信是人宝贵品质的德育教育。
3.
引导学生总结梳理故事的构成要素，并借助故事要素的帮助复述故事。引导学生仿照故事要素写出自己的故事要素表，并尝试创编一个故事，培养学生的创造能力。
?Teaching
Contents
&
Teaching
Aims
Page
68,
Page
69
?·Be
able
to
ask
and
express
someone’s
preference
by
using
the
sentence
structures
“—What
are…’s
hobbies?
—He/
She
likes+
v-ing.”
?·Be
able
to
use
the
sentence
structures
“—Does
he/she…?
—Yes,
he/she
does./No,
he/she
doesn’t.”
to
ask
whether
someone
does
something.
?·Be
able
to
use
the
sentence
structures
“—What
does
he/she
do?
—He/
She
is…”
to
ask
and
answer
questions
about
someone’s
occupation.
?·Be
able
to
use
the
sentence
structures
“Where
does
he
work?”
and
“How
does
he
go
to
work?”
to
ask
where
someone
works
and
how
they
go
to
work.
?Teaching
Priorities
·Be
able
to
review
and
use
the
key
words
and
sentence
structures
of
Unit
4
to
6
properly
through
the
story
and
the
activities.
?Teaching
Difficulties
·Be
able
to
use
the
key
sentence
structures
in
situations
properly.
?Teaching
Procedures
Teaching
Stages
Teacher’
s
Activities
Students
Activities
Teaching
Purposes
Pre-learning
1.
Greetings.2.
Flashing
cards.Show
the
word
cards
of
Unit
4
to
6.3.
A
guessing
game.[]Say
some
sentences
about
jobs.
Let
students
try
to
guess
the
words
of
the
jobs.Check
the
answers
to
review
the
sentence
structures.4.
Ask
and
answer.Show
some
pictures
about
hobbies
and
emotions
on
the
PPT.
Let
students
ask
and
answer
in
pairs.5.
Lead-in.
1.
Greetings.2.
Read
the
words
out
as
fast
as
possible.
Review
the
words
of
Unit
4
to
6.3.
Try
to
guess
the
words
of
the
jobs.4.
Look
at
the
pictures.
Ask
and
answer
someone’s
hobbies
and
feelings
in
pairs.
1.
Greetings.2.
Read
the
words
out
as
fast
as
possible.
Review
the
words
of
Unit
4
to
6.3.
Try
to
guess
the
words
of
the
jobs.4.
Look
at
the
pictures.
Ask
and
answer
someone’s
hobbies
and
feelings
in
pairs.
While-
reading
1.
Fast
reading.
Look
at
the
chart
on
page
69.
Read
the
story
for
the
first
time
and
write
down
the
answers
to
“When”
and
“Where”
in
the
chart.Check
the
answers.
Lead
students
to
understand
the
story
and
train
them
to
capture
different
types
of
information
in
the
story
by
reading
tasks.In
the
process
of
the
activity,
the
teacher
permeates
the
moral
education
that
integrity
is
people’s
precious
quality.
2.
Watch
and
circle.
Read
the
story
and
circle
the
jobs
in
the
story.
Watch
the
cartoon
and
fill
the
blanks
on
page
69.Check
the
answers.
3.
Read
again
and
fill
in
the
chart.
Read
the
story
again
and
fill
in
the
chart.Check
the
answers.
4.
Read
and
fill
in
the
blanks.
Read
the
story
by
themselves
carefully.
Then
fill
in
the
blanks
on
page
69.Check
the
answers.
5.
Answer
the
questions.
Discuss
them
in
groups
and
answer
the
questions
on
page
68.Check
the
answers.
（续表）
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Post-
reading
1.
Summarize
the
elements
of
a
story.
Learn
the
elements
of
a
story.
Lead
students
to
summarize
the
elements
of
a
story
and
retell
the
story
according
to
the
story
elements
table.
Encourage
students
to
write
their
own
story
elements
table
and
try
to
create
a
story.
Cultivate
students’
creativity.
2.
Retell
the
story.(1)Let
students
look
at
the
chart
on
page
69
and
then
try
to
retell
the
story.(2)Let
students
work
in
groups
to
prepare.(3)Ask
several
students
to
show
their
work
to
the
class.
(1)Look
at
the
chart
on
page
69.
Then
try
to
retell
the
story.
(2)Work
in
groups
to
prepare.
(3)Show
to
the
class.
3.
Try
to
make
a
story.Show
a
list
of
story
elements
on
the
PPT.
Then
tell
the
story
to
the
class
as
a
model.
Make
a
list
of
story
elements
and
then
try
to
make
a
story.Tell
the
story
in
groups.Show
their
stories
to
the
class.
Homework
Tell
your
story
to
your
family.Do
the
exercises.
Teaching
purpose
引导学生复习第4~6单元的词汇及句型，激活旧知，为后面的学习做好准备。
Teaching
purpose
逐步引导学生理解文本，并通过阅读问题训练学生在语篇中捕捉不同类型信息的能力。在活动过程中渗透诚信是人宝贵品质的德育教育。
Teaching
purpose
引导学生总结故事的构成要素并根据故事要素复述故事，鼓励学生仿照故事要素写出自己的故事要素表，并尝试创编一个故事，培养学生的创造能力。