人教pep六上英语 Recycle 1 The first period第一课时教案

 

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 ·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 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

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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 Binbin 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 Binbin 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 Binbin and Robin see a little boy crying on the street. He wants to cross the road. But the light is red. Wu Binbin 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 Binbin 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.

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▶板书设计

▶作业设计

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.

▶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 Binbin 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. (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 Binbin 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.

 

 

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