人教pep六上英语 Unit 1 The sixth period第六课时教案
The sixth period（第六课时）
Part B Let’s check & Let’s wrap it up
▶教学内容与目标
课时教学内容 | 课时教学目标 |
Let’s check | ·能够完成Let’s check板块的语篇听力训练，巩固本单元所学重点内容 ·能够根据图片信息推测听力内容，做到有目的地去听录音，听后完成判断任务 ·培养学生良好的听力习惯，有策略地提高学生听力水平 |
Let’s wrap it up | ·能够巩固复习归纳本单元所学的介词词组 ·能够在教师的引导下，启发思维，学会总结 |
▶教学重点
1检测学生的学习成果。
2能够复习并巩固本单元所学的核心词汇和句型。
▶教学难点
能够在教师的引导下，启发思维，学会巩固复习和归纳总结。
▶教学准备
PPT课件､课文录音､视频等。
▶教学过程
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Step 1: Warm-up & Revision
1. Greetings.
Greet the class. Divide them into several groups and tell them, “If you can read loudly, clearly and correctly in class, your group can get more points. The group which gets the most points will be the winner.”
2. A quick review of the key words and phrases of this unit.
(1)Bingo game. (出示课件)
Help students review these words and phrases “science museum, post office, bookstore, restaurant, cinema, hospital, library, school, park” quickly.
（游戏说明：呈现一个九宫格，每个格子中有一张建筑物的图片，选择一个格子并正确拼出格中图片的单词，使横行/竖行或斜行连成一条线的小组就是获胜组。）
(2)Traffic police game. (出示课件)
Help students review these words and phrases “crossing, turn left/right, go straight”.
(游戏说明：请一位学生到讲台上来出示指示牌，其他同学起立扮演交警。活动过程中动作做错的同学需要坐下，两轮过后，站立同学最多的一组为优胜组。)
(3)Be a city guide. (出示课件)
Help students review the expressions of giving directions.
(游戏说明：呈现一张城市地图，请一位同学扮演导游，另一位扮演游客，根据游客想要参观的地方展开交流。句型提示：)
A: Excuse me, how can I get to…?/Excuse me, where is…?
B: You can…/It’s…
Step 2: Presentation & Practice
1. Let’s check.
(1)Present the picture of “Let’s check”. (课件出示：教材P10 Let’s check板块的图片)
Point to the buildings one by one and ask students questions. Lead students to predict the content of the listening.
T：Do you know the place? What is it?
Ss：It is the hospital/school/post office/cinema/bookstore/science museum.
T：Good job! Now write down the words or phrases under the pictures.
(2)Listen and tick.
Play the recording. Let students listen and tick the places they hear. Then check the answers together. （课件出示：教材P10 Let’s check板块的音频及答案）
(3)Listen again and answer.
Lead students to learn to use the map. Students can circle the key information or make marks on the map while listening, then complete the answers after listening. （课件出示：教材P10 Listen again and answer的相关内容）
Check the answers together. （课件出示：教材P10 Listen again and answer的答案）
(4)Present the listening material and lead students to read it together. （课件出示：教材P10 Let’s check板块的听力材料）
(5)Find a new way for Bob.
T：Work in pairs. Can you find a new way for Bob? Share your routes. Let’s see who can find the nearest way.
2. Let’s wrap it up.
(1)Find the words’ regulation.
Present the picture of “Let’s wrap it up”. Students read the words. （课件出示：教材P10 Let’s wrap it up板块的图片）
T：Can you find the regulation? What words are they?
Ss：它们是表示方位的词/介词……
T：Yes, they are prepositions for locations.
Keys: in front of; left; right; behind.
(2)Try to write more words.
T：Can you write more words like these?
Ss：Yes. We know “in, on, under, on the left/right , at the back of, in the middle…”
T：Excellent!
Lead students to have a quick review of these prepositions or prepositional phrases for locations. Make sure they can understand them well. （课件出示：相关的方位介词及词组）
Extend the words of directions: east, west, south, north. Use a good way to help students memorize the four words. （出示课件）
(引导学生用news一词来记忆这四个单词，新闻即表示来自四面八方的消息，因此单词中的news四个字母即为北north、东east、西west和南south四个单词的首字母，而这四个方向在单词中
+的顺序正好与“北东西南”相同，可利用趣味的谐音记忆。)
(3)Make sentences.
T：Can you make sentences with these words? We can describe the locations of our classmates’ desks.
The teacher makes a model at first. Students can say like this:
S1 is in front of S2.
Step 3: Consolidation & Extension
1. Read and act.
“Story time”
Introduce the background of the story: Zoom wants to get some food, but he doesn’t know the way to the shop. He asks the way.
1. Number the pictures.
Present the pictures of the story in disorder. Lead students to predict the main idea. （课件出示：打乱顺序的教材P11 Story time板块的图片）
T：Observe the pictures carefully. Pay attention to the logical relations among them. Put them into the right order. Then open your book and check the answers.
2. Watch, read and answer.
Play the video of “story time” and ask the questions. Make brief conversations with students. Students watch the video, then read and answer the questions.
T：I think Zoom is clever. He knows how to ask for help and finds the way./Wow, that’s a lot. Can you eat three large portions of fish and chips?/Zoom shouldn’t eat so much. His stomach will be hurt. It’s bad for health.
3. Read the story.
（1）Students read the story after the recording. (课件出示：教材P11 Story time板块的音频）Imitate the pronunciation and the intonation.
（2）Practice in groups. Read the story in roles.
（3）Ask several students to come to the front and act out the story.
4. Make a summary.
Lead students to conclude the key words and sentence structures they’ve learned in this class.
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▶板书设计
▶作业设计
Remember the key words and sentence structures.
▶教学反思
1. 利用快速复习的方式，激活学生相关词汇和本单元的背景知识。复习之前先让学生回忆和总结，不仅能帮助学生唤醒已有知识，还能让他们在下面的学习中更有针对性地复习遗忘的知识。
2. 教学活动设计逐层深入，以学生为主体，注重对学生思维的引导和启发，培养学生的自主学习能力和思维能力。
3. 设计贴合学生生活的不同层次的语言表达活动，引导学生大胆表达，复习和巩固本单元的核心语法点，提高语言综合运用能力。
4. 通过学习故事，丰富语言输入，拓展本单元主题的相关表达，让学生了解暴饮暴食的坏处，帮助他们树立健康饮食的观念。
▶Teaching Contents & Teaching Aims
Let’s check
·Be able to complete the listening exercises in “Let’s check” and consolidate the key words and sentence structures of this unit.
·Be able to predict the key words of listening through the pictures, and try to listen with purpose, then complete the exercises.
·Develop students’ good listening habits, and improve their listening level.
Let’s wrap it up
·Have a good command of the key words and sentence structures of this unit.
·Be able to inspire thinking and learn to summarize under the teacher’s guidance. Teaching Priorities
▶Teaching Priorities
·Test students’ learning outcomes.
·Review and consolidate the key words and sentence structures of this unit.
▶Teaching Difficulties
·Be able to inspire thinking and learn to summarize under the teacher’s guidance.
▶Teaching Procedures
Teaching Stages | Teacher’ s Activities | Students Activities | Teaching Purposes |
Warm-up & Revision
| 1. Greetings. 2. A quick review of the key words and phrases of this unit. | 1. Greet the teacher. 2. (1) Bingo game. (2) Traffic police game. (3) Be a city guide. | Review the key words and phrases, so as to arouse students’ relevant vocabulary and background knowledge. Lay a good foundation for the following activities. |
Presentation & Practice
| 1. Let’s check. (1)Present the picture of “Let’s check”. (2)Ask students to listen and tick. (3)Ask students to listen again and answer. (4)Present the listening material. (5)Ask students to find a new way for Bob. | (1)Look at the picture and answer the questions. Predict the listening content. (2)Listen and tick the places they hear. (3)Listen again and answer the questions. (4)Read the listening material. (5)Find a new way for Bob. | Test students’ mastery of the key words and phrases. Help them get in-depth understanding of the listening text by various activities. Consolidate the key words and sentence structures of this unit. |
2. Let’s wrap it up. (1)Present the picture of “Let’s wrap it up”. (2)Ask students to write more words. (3)Ask students to make sentences. | (1)Find the words’ regulation. (2)Try to write more words. (3)Make sentences. | Cultivate students’ observation ability and logical thinking ability by asking them to observe and find the regulation. Effectively consolidate their mastery of the prepositions and prepositional phrases for locations. |
（续表）
Teaching Stages | Teacher’ s Activities | Students’ Activities | Teaching Purposes |
Consolidation & Extension | “Story time” 1. Present the pictures of the story in disorder. 2. Play the video of “Story time” and make brief conversations with students. Ask the questions. | 1. Number the pictures. 2. Watch the video of “Story time”. Read and answer the questions. | Lead students to learn to observe the pictures. Pay attention to the details and the logical order between pictures. Predict the story’s plot development preliminarily. Stimulate students’ thinking through the questions. Deepen their understanding of the story. Penetrate the emotional goal of keeping a healthy diet. |
3. Ask students to read the story and practice. 4. Lead students to make a summary. | 3. Read the story. 4. Make a summary. | Enrich students’ language expression, and increase the language input related to the topic of this unit. | |
Homework |
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