人教版英語六年級上冊 The second period（第二課時）

Step1:Warm-up&Lead-in①1.Greetings.2.Freetalk.ShowthechartbelowonthePPT.Talkfreelyabouttheteacher’scalendarwithstudents.Leadstudentstoreadthechartandguess:Whereistheteachergoingatdifferenttime?Makeamodel:T:At10o’clockinthemorning,I’mgoingtothesupermarket.S1:At6o’clockintheafternoon,you’regoingtothecinema.S2:At9o’clockintheevening,you’regoingtostayathome.T：Howaboutyourweekendplan?Whereareyougoing?Whatareyougoingtodo?Andwhenareyougoing?Ss：…3.Roleplay:Findthemissingcat.PresentamaponthePPT.Thereisacatonthemap.Twostudentsworkinagroup.Oneactsthekidwhocan’tfindhis/hercat.Theotherstudentactsthepoliceman/policewoman.Thekidcomestothepoliceofficetoaskforhelp.Theycanmakeadialoguelikethis:Kid:Whereismycat?Policeman:Look!It’satthehospital.It’snearthepostoffice.Kid:HowcanIgotothehospital?Policeman:Youcangostraight.Turnleftatthepostoffice.It’snearthepostoffice.Kid:CanIgothereonfoot?Policeman:Yes.It’snotfar.YoucanalsotaketheNo.5bus.Kid:Thankyouverymuch.Policeman:You’rewelcome.4.Lead-in.T:DoyoustillrememberwhatWuYifanisgoingtodothisweekend?Ss：Heisgoingtovisithisgrandparents.T：Doyoustillrememberthelittleboyonthestreet?Ss：Yes.Heiscrying.T：Goodmemory!Thelittleboyiswaitingforhismother.Robinissingingasongtohim.PlaythesongandseewhatRobinissinging.PlaytherecordingofthesongHush,littleboy.(課件出示：歌曲《Hush,littleboy》的音頻及歌詞)Studentslistentothesongandfeeltherhythm.Askstudentstocirclethewordsandthephrasestheydon’tunderstand.Teachingpurpose②Teachingpurpose②采取多種方式學(xué)習(xí)該部分的歌曲，不僅讓學(xué)生能夠感受歌曲的旋律，同時也把這首歌當(dāng)作一篇閱讀材料，訓(xùn)練并提高學(xué)生的閱讀能力。1.Robinissingingasongtothelittleboy.②(1)Helpstudentsunderstandthewordsandthephrasestheycircledintheirbooks,suchashush,if,ring,lost,lookingglass,falldownandsweetest.Theteachercanusebodylanguageandsomepicturestohelpstudentsunderstand.(2)Leadstudentstoreadthesongsentencebysentence.Thentheteacherplaystherecordingofthissongagain.(出示課件)Allstudentssingthesongtogetheraftertherecording.Encouragestudentstoaddsomeactions.(3)LettheboysPKwiththegirlstosingthesongHush,littleboy.(4)AfterthePK,askstudentstoanswerthequestion:Inthesong,whatisPapagoingtodo?Askthreestudentstostandupandreadthethreesentences.Checktheanswerstogether.Askstudentstocorrectthemistakes.(5)Askstudentstoreadthesongagain.Andcircletherightanswersinthebook.Asktwostudentstostandupandsaythetwoanswers.Checktheanswerstogether.(課件出示：教材P34Readandcircle的答案)Teachingpurpose③培養(yǎng)學(xué)生讀圖、認圖的能力，同時提高學(xué)生歸納總結(jié)知識的能力。培養(yǎng)學(xué)生良好的語音和語調(diào)意識，可以增強學(xué)生學(xué)習(xí)英語的自信心，也可以提高他們用英語表達的積極性。2.Teachingpurpose③培養(yǎng)學(xué)生讀圖、認圖的能力，同時提高學(xué)生歸納總結(jié)知識的能力。培養(yǎng)學(xué)生良好的語音和語調(diào)意識，可以增強學(xué)生學(xué)習(xí)英語的自信心，也可以提高他們用英語表達的積極性。(1)Playasoundofthetrafficcar.Letstudentsguess:Whereisthelittleboynow?(課件出示：一段警車的聲音)Leadstudentstoanswer:Heisinthepolicestation.T：WuYifanandRobintakethelittleboytothepolicestation.Now,thelittleboy’smotheristalkingwiththepolicemanonthephone.Canyouguesswhattheyaretalkingabout?Leadstudentstosaymorepossibilities.(2)Showthemaponpage35.(課件出示:教材P35的地圖)T：Thelittleboy’smotherisgoingtothepolicestationtofindherson.Let’sgoandseehowshecangettothepolicestation.Leadstudentstoobservethemapcarefully.Askthemtodrawaroutetothepolicestationonthemap.ThenleadstudentstosaytheroutetogetherinEnglishandwriteitdownbrieflyatthebottomofthemap.Showthedialoguepartonpage35.(課件出示:教材P35的對話)Askstudentstofillintheblanksindividually.Askoneortwostudentstospeakouttheirsentences.Providesomecorrectionsiftherearesomemistakes.(3)Checktheanswerstogether.(課件出示:教材P35的答案)Leadstudentstoreadthedialogueinpairs.(4)Askstudentstoreadthedialoguebythemselves.Andtrytofinishtheexercisesinthepartof“Read,answeranddo”.Encouragestudentstowritedownmorekindsoftransportation.Askstudentstosaytheiranswers.Theteachercanprovidesomeexamples,suchasbysubway,bytrain,byplane,bytaxiandbybike.(出示課件)(5)Askstudentstopayattentiontotheintonationofthesentencesinthepartof“Listenandreadaloud”.Leadthemtoreadinthecorrectintonation.Thenplaytherecordingofthispart.(出示課件)Askstudentstolistenandreadaftertherecording.Askstudentstopracticereadingthedialogueinpairs.Thenaskseveralpairstoreadthedialogueloudly.Thenchecktheirintonationandgivehelpwhennecessary.Teachingpurpose④讓學(xué)生在練習(xí)的過程中整體感知Recycle1的故事，復(fù)述的過程實際上就是對所學(xué)知識的一個整合和歸納，讓學(xué)生有一個語言產(chǎn)出的過程，也讓學(xué)生有一個自我展示的機會。Teachingpurpose④讓學(xué)生在練習(xí)的過程中整體感知Recycle1的故事，復(fù)述的過程實際上就是對所學(xué)知識的一個整合和歸納，讓學(xué)生有一個語言產(chǎn)出的過程，也讓學(xué)生有一個自我展示的機會。1.Playagame:Challengetherepeater.StudentschallengetherecordingofthetextintheEnglishbook.Askseveralstudentstostandupandreadthetext.Payattentiontothepronunciationandtheintonation.Findoutwhodoesthebestwork.Thebeststudentcangeta“Goldmicrophone”medal.2.Retellthewholestory.Teachingpurpose⑤通過調(diào)查活動將前面三個單元的內(nèi)容全部都融合在一起，避免學(xué)習(xí)知識的片面性。培養(yǎng)學(xué)生助人為樂的優(yōu)秀品質(zhì)。Teachingpurpose⑤通過調(diào)查活動將前面三個單元的內(nèi)容全部都融合在一起，避免學(xué)習(xí)知識的片面性。培養(yǎng)學(xué)生助人為樂的優(yōu)秀品質(zhì)。Step4:Consolidation&Extension⑤1.Doasurvey.Talkabouttheplansofstudents,andaskthemtofinishthechart.Showthechart.課件出示：調(diào)查活動的表格）Makeamodelwithonestudent.Thendividestudentsintoseveralgroups.Askstudentstoaskandanswerthesequestionsingroups,thentrytofinishthechart.Ifsomestudentsinthegrouphavethesameplan,theycangotothesameplacetogether.Askoneortwogroupstoreporttheresultsofthesurvey.Makeamodel:XXXis/XXXandXXXaregoingto…He/Sheis/Theyaregoingto…He/Sheis/Theyaregoingto…with…Theyaregoingat…Theyaregoingthereby…/onfoot.2.Evaluation.Showaproverbtostudents.Cultivatestudents’qualityofhelpingothers.Giftsofroses,handtherearelingeringfragrance.?板書設(shè)計?作業(yè)設(shè)計Reviewthekeywords,phrasesandsentencesfromUnit1toUnit3.Dotheexercises.(見“狀元成才路”系列叢書《創(chuàng)優(yōu)作業(yè)100分》或《狀元作業(yè)本》對應(yīng)課時作業(yè))?教學(xué)反思1.本課時主要通過聽、唱、讀和寫來對前三個單元所學(xué)的知識進行綜合的復(fù)習(xí)和運用。2.熱身活動讓學(xué)生初步感知本節(jié)課所要復(fù)習(xí)的內(nèi)容，讓學(xué)生對要學(xué)的內(nèi)容有所了解，有所期待，提高了他們學(xué)習(xí)英語的興趣，也降低了學(xué)習(xí)的難度。3.注重課本知識的整體性，加深學(xué)生對知識點整體框架的印象。4.注重學(xué)生的語言輸出和語言綜合運用能力的培養(yǎng)，讓學(xué)生將所學(xué)的知識轉(zhuǎn)化為實實在在的語言運用能力。5.較好地培養(yǎng)了學(xué)生用英語交流的能力，體現(xiàn)了交際語言教學(xué)的思想。?TeachingContents&TeachingAims·Beabletousethesentencestructures“—What/Where/Whenare/is…going(todo…)?—I’m/He/Sheisgoingto…”insituationstoaskandanswerquestionsaboutplannedactivities,placesandtimes.·Beabletosummarizethecollocationof“be”and“person”in“begoingto”,andlearntherelatedknowledgethat“begoingto”isfollowedbytheoriginalformofverbs.·Cultivatetheexcellentqualityofhelpingothers.?TeachingPrioritiesMaConsolidateandexpandthekeyknowledgepointsfromUnit1toUnit3.?TeachingDifficultiesBeabletoflexiblyusethekeylanguageknowledgeofUnits1~3incommunicativeactivities.?TeachingProceduresTeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesWarm-up&Lead-in1.Greetings.2.Freetalk.Showthechart.Letstudentstalkabouttheteacher’scalendar.3.Roleplay:Findthemissingcat.4.Lead-in.PlaytherecordingofthesongHush,littleboy.11.Greetings.2.Freetalk.Talkfreelyabouttheteacher’scalendar.3.Roleplay:Findthemissingcat.Roleplayandmakeadialogue.4.Lead-in.Listentothesongandfeeltherhythm.Circlethewordsandthephrasestheydon’tunderstand.Throughtheactivities,reviewtheknowledgeinUnits1~3andimprovestudents’comprehensivelanguageability.Theusageoflisteningandsingingthesongcanstimulatetheenthusiasmofstudents.Presentation1.Robinissingingasongtothelittleboy.(1)Helpstudentsunderstandthewordsandthephrasestheycircledintheirbooks.(2)Leadstudentstoreadthesong.Playtherecordingofthissong.(3)LettheboysPKwiththegirlstosingthesongHush,littleboy.(4)Askstudentstoanswerthequestion:Inthesong,whatisPapagoingtodo?(5)Askstudentstoreadthesongagain.Andcircletherightanswersinthebook.Checktheanswerstogether.(1)Trytounderstandthemeaningofthesong.(2)Readthesongaftertheteacherandsingthesongtogetheraftertherecording.(3)BoysandgirlsPK.(4)Completetheexercise:Inthesong,whatisPapagoingtodo?(5)Readthesongagain.Andcircletherightanswersinthebook.Checktheanswers.Bylearningthispartofthesonginavarietyofways,studentscannotonlyfeelthemelodyofthesong,butalsotakethesongasareadingmaterialtotrainandimprovetheirreadingability.（續(xù)表）TeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesPractice2.Thelittleboy’smotherisonthephone.(1)Letstudentsguesswhatthepeoplearetalkingaboutonthephone.(2)Showthemapandthedialogueonpage35.Askstudentstofillintheblanks.(3)Checktheanswerstogether.Leadstudentstoreadthedialogueinpairs.(4)Askstudentstoreadthedialogueandtrytofinishtheexercisesinthepartof“Read,answeranddo”.(5)Playtherecording.Askstudentstolistenandreadaftertherecordingandpracticethedialogueinpairs.(1)Guesswhatthepeoplearetalkingaboutonthephone.(2)Observethemapcarefully,drawandsaytheroutetothepolicestation.Thenfillintheblanks.(3)Checktheanswerstogether.Readthedialogueinpairs.(4)Readthedialogueandtrytofinishtheexercisesinthepartof“Read,answeranddo”.(5)Listenandreadaftertherecording.Payattentiontothepronunciationandtheintonationofthesentences.Practicethedialogueinpairs.Cultivatestudents’abilitytoreadandrecognizepictures,andimprovestudents’abilitytosummarizeknowledge.Trainingstudents’goodpronunciationandintonationcanenhancestudents’confidenceinlearningEnglish,and