人教PEP版英語六年級下冊Recycle 教案（共8課時）

第第頁人教PEP版英語六年級下冊Recycle教案（共8課時）Thefirstperiod(第一課時)Day1Abeautifulfarm內(nèi)容分析本課是PEP小學英語六年級起點第二冊總復(fù)習單元的第一課時，主要復(fù)習名詞部分的知識點。老師將通過多種教學活動鞏固重點單詞和句型，使學生掌握本節(jié)課知識點。課時目標知識與能力學會區(qū)分“a”、“an”、“some”修飾名詞時的區(qū)別；學會給名詞歸類；學會尋找同類的詞語；能夠獨立完成相關(guān)練習；能夠培養(yǎng)綜合運用知識的能力；能夠培養(yǎng)熱愛大自然的情感。過程與方法創(chuàng)設(shè)情景，設(shè)置練習，鼓勵學生們通過思考完成詞語的鑒別和分類，培養(yǎng)學生的語言綜合運用能力。情感態(tài)度價值觀本課創(chuàng)設(shè)了大量接近真實的情景，將生活植入課堂，多以游戲的方式來進行有關(guān)的學習，提高了學生的學習興趣，也提高了學生的語言技能。教學重難點教學重點復(fù)習并掌握有關(guān)動物、蔬菜、衣物、水果、食物等方面的詞匯。教學難點能夠?qū)⑺鶎W知識在實際情景中靈活運用。教學準備PPT課件、課文錄音、視頻、教學卡片等。教學媒體選擇多媒體，錄音。教學活動錄音游戲教學過程Step1:Warm-up&Lead-in1.Greetings.2.Enjoyachant.EnjoythechantinPartAofUnit4inGrade4.(課件出示：四年級下冊教材P39Let’schant的相關(guān)內(nèi)容)Let’sstudentschanttogetherwiththeteacher.Iliketomatoes.Ilikepotatoes.CarrotsIwilltry.Ilovetoeatgreenbeans,Butonionsmakemecry.3.Lead-in.Showapictureofabeautifulfarm.(課件出示：農(nóng)場圖片)T:Welcometothebeautifulfarm.Ihopeyoucanhaveagoodtimehere!Areyoureadytogo?Ss:Yes.T:OK,Let’sgo!Step2:Presentation1.Watchandsay.(1)ShowthepictureofDay1onthePPT.(課件出示：Day1的圖片)(2)Askstudentstostandupinpairs.Askandanswerwitheachother.Makeamodelwithonestudentfirst:T:Whatcanyouseeonthefarm?S1:Icanseesomeapples.T:Whatcolourarethey?S1:Theyarered.T:Whatelsecanyousee?S1:Icanseeapear.Askstudentstochoosetherightwordcardwhenhe/shetalksaboutthefruit.Putitontheblackboard.Keepaskingandanswering,untiltheyfindoutallthewordcardsinthispartandputthemontheblackboard.Leadstudentstoreadallthewordsforseveraltimes.(3)Game:Quickresponse.PresentthepictureofDay1.(課件出示：Day1的圖片及填空練習)Dividestudentsintothreegroups.GroupOneis“a”group.GroupTwois“an”group.GroupThreeis“some”group.Findtheitemsthatbelongtotheirgroups.Then,whentheteacherpointstoanitem,therightgroupthatbelongstotheitemshouldstandupassoonaspossible.Andtheyreadthewordwith“a/an/some”inthefrontforthreetimes.Makeamodel:T:IfIpointtothepear,whichgroupshouldstandup?“A”group:Weshouldstandup.T:So,youshouldsay“apear”.Read“apear”forthreetimes.“A”group:Apear,apear,apear.T:Goodjob!(4)Afterthegame,letstudentsfinishthefirstexerciseonP42bythemselves.Checktheanswerstogether.Theteachercangivesomeexplanationsifstudentshaveproblemswith“a”“an”and“some”.Presentthesummaryoftheusagesof“a”“an”and“some”.(課件出示：Day1第一部分的答案及a,an和some的用法小結(jié))2.Classifythewords.PresentthechartofthesecondexerciseonP42（出示課件）Askstudentstoobservethechartfirst.Thenstudentstrytonamethenextfourgroupsofwordsasthe1exampleofthefirstgroup.T:Lookatthechart.Wecanname“apple”and“orange”as“Fruit”,andwecanname“egg”and“cake”as“Food”.So,whatabouttheothergroups?Canyounamethegroupsofthesewords?Afterthat,letstudentsaddmorewordsintoeachgroup.Theteachercangivesomeexamples.T:Wecanaddsomewordsintoeachgroup.Wecanadd“pear”intothegroupof“Fruit”.Wecanadd“bread”intothegroupof“Food”.Wecanadd“shirt”intothegroupof“Clothes”.Nowtrybyyourselves.Atlast,letstudentstrytoaddonemorewordgroup.T:Wecanalsoaddmoregroups.Forexample,wecanaddagroupof“Colour”.Wecanwritethewordsaboutcoloursinthisgroup.Theyare“red”“black”“white”“pink”“orange”andsoon.Canyouthinkofmorewordgroups?Showtheanswerstogether.(出示課件)Encouragestudentstoaddmoregroupsandwords.Step3:Practice1.Game:Beatthedrumtopasstheflower.Theteacherbeatsthedrumwithoutlookingatstudents.Studentspasstheflowerwiththerhythmofthedrum.Whentheteacherstopsdrumming,thestudentwhoholdstheflowershouldreadthewordwhichtheteacherpointsto.Theteacherchecksthepronunciationandtriestocorrectimmediatelywhenstudentsmakemistakes.2.Groupwork.Dividestudentsintosixgroups.Eachgrouphasacertainname,suchas“Fruit”“Food”“Clothes”“Animal”andsoon.Studentsinthegroupshouldstanduponebyoneandsayonewordthatbelongstotheirgroupwhentheteachercallsthegroupname.Thegroupwhichdoesagoodjobcangetthreeapples.Step4:Consolidation&ExtensionOralEnglishactivities.Accordingtothesupplementarylisteningmaterials,studentstrytomakeadialogueaboutMike’sinterviewwiththeownerofthefarmwiththepartner.Theycanmakethedialoguelikethis:S1:Nicetomeetyou,MrWhite.S2:Nicetomeetyou,Mike.S1:Canyoutellmeaboutyourfarm?S2:Sure,wecameheretenyearsago.S1:Whatanimalsdidyouhaveatthattime?S2:Weonlyhadonehorseandtwopigs.S1:…S2:…板書設(shè)計Day1AbeautifulfarmapearajacketanegganorangeanumbrellasomeapplessomehorsessometomatoesFruitFoodClothesAnimalVegetableSubject...appleeggjackethorsetomatomusic...orangecakeshoesbearpotatomaths...pearbreadpantspandacarrotEnglish...peachriceshirtcatcabbageChinese作業(yè)設(shè)計舉出一個新的事物分類并列出三個單詞教學反思1.教學環(huán)節(jié)的設(shè)計側(cè)重整體性，引導(dǎo)學生在整體中感知整個復(fù)習單元，然后再分板塊教學。2.設(shè)計各種任務(wù)，通過完成不同類型的任務(wù)，幫助學生復(fù)習鞏固語言形式，培養(yǎng)學生綜合運用語言的能力以及自主學習的能力。3.多個小組活動，鼓勵學生通過合作學習解決問題，同時也能幫助學生養(yǎng)成互幫互助的良好品質(zhì)，培養(yǎng)學生的團隊合作能力。Thesecondperiod（第二課時）Day2Farmers’market內(nèi)容分析本課是PEP小學英語六年級起點第二冊總復(fù)習單元的第二課時,主要復(fù)習特殊疑問詞、特殊疑問句以及對人的外貌進行表達的句型。老師將通過多種教學活動鞏固重點單詞和句型，使學生掌握本節(jié)課知識點。課時目標知識與能力能夠聽、說、讀、寫描述外貌特征的詞匯，用對應(yīng)的句子結(jié)構(gòu)描述一個人的外貌；能夠在教師的指引下，運用思維導(dǎo)圖梳理歸納已學的語言知識；能夠完成相關(guān)練習；能夠制作思維導(dǎo)圖。過程與方法通過思維導(dǎo)圖和組織對話拓展發(fā)散了學生們的思維，有助于學生們進行知識的整合，加深理解和記憶。情感態(tài)度價值觀本課創(chuàng)設(shè)了大量接近真實的情景，將生活植入課堂，多以游戲的方式來進行有關(guān)的學習，提高了學生的學習興趣，也提高了學生的語言技能。教學重難點教學重點結(jié)合書上的內(nèi)容回顧有關(guān)方位、出行方式、價格、地點、時間、人物外貌等方面的知識點。教學難點能夠制作思維導(dǎo)圖。教學準備PPT課件、課文錄音、視頻、教學卡片等教學媒體選擇多媒體，錄音。教學活動錄音游戲教學過程Step1:Warm-up&Lead-in1.Greetings.2.Watchandsay.(1)Showapictureaboutgoingshopping.(課件出示：一張關(guān)于購物的圖片)T:Doyoulikeshopping?Ss:Yes.T:Wheredoyouusuallygoshopping?Ss:Iusuallygoshoppinginthesupermarket./….T:That’sagoodplaceforshopping.Whendoyouoftengoshopping?Ss:Iusuallygoshoppingontheweekend./…T:Goodtime!Doyougoshoppingbyyourself?Whodoyougowith?Ss:Igoshoppingbymyself./Igoshoppingwithmyparents/grandma/…T:Ilikegoingshoppingwithmyparents,too.Weusuallydriveacartogettherebecausewelivefarfromtheshoppingplace.Howaboutyou?Ss:Iusuallygettherebybus/onfoot…because…T:Lookatthispicture.It’smyshoppinglistforthisweekend.Iwanttobuymanythings.AndIcounttheirpricesfirst.SoIknowhowmuchIwillspend.Canyoumakeashoppinglistforyournextshopping?Pleasehaveatry.（出示課件：購物清單和價目表）(3)Letstudentsmaketheirownshoppinglists.Showthegoodworkinclass.(4)Presentsomewords.Askstudentstochoosewhatwetalkedaboutjustnow.(課件出示：相關(guān)的單詞、短語和句型)3.Lead-in.PresentthepictureofMrsBoothandBill.Andasktwoquestions:①Whoarethey？②Whatdotheywanttodo?(課件出示：MrsBooth和Bill的圖片及提出的兩個問題)Step2:Presentation1.Groupwork.(1)Askstudentstoanswerthetwoquestions.T:Whoarethey?Ss:TheyareMrsBoothandBill.T:Whatdotheywanttodo?Ss:Theywanttogoshopping.(2)Showthemindmapin“Day2”onthePPT.(課件出示：Day2的思維導(dǎo)圖)T:IfyouwereBill,whatwouldyouthinkabout?Ss:IwouldthinkaboutwhereIshouldgo/whenIshouldgo/…T:Great!Iheardyousay“when”.Sotellmewhenyouusuallygetupinthemorning.Ss:At6:30a.m./…T:That’searly!AndwhenisChildren’sDay?Ss:It’sonJune1st.Insuchaway,letstudentstalkaboutallthequestionsinthemindmap.Andhelpstudentsdomoredivergentthinkingaboutthesewordsinthemindmap.Writedownthemindmapontheblackboardstepbystepaccordingtostudents’answers.(3)Presentamindmapcompletedbytheteacher.(出示課件)T:ThisismymindmapastheroleofBill.Look,Iwanttogoshoppingonthefarm.Iwanttogoshoppingintheafternoon.IwanttogowithMike.Iwanttogotherebybus.AndIwanttobuysomebananas.Howaboutyou,boysandgirls?Trytoaskandanswerwiththehelpofthemindmapwithyourpartners.Andfinishthemindmapinyourbooks.Everyonecanhaveyourownopinionsaboutthesequestions.(4)Studentssharethemindmapwiththeclass.Theycanmakeadialoguewiththeirpartners.Showthemindmapagain.(出示課件)Thistime,therearemoreanswerstoeachquestion.(5)Pairworkagain.Studentsworkinpairsandtrytomakeanewmindmap,suchassports,hobby,zoo,farm,season,friendandsoon.Afterworking,severalstudentsshowandexplaintheirworks.Theteachercanleadastudenttomakeamodelfirst.S1:Thisismynewmindmapaboutschool.Iusuallygotoschoolwithmyfriends.Wegettherebybus.Itisfarfrom/nearmyhome.Mystudytoolsarerulers,pens,booksandsoon.IhaveChinese,maths,English…atschool…2.Newfriends.(1)T:BillandhismotherMrsBoothwenttothefarm.TheymetMikeonthefarmers’market.Andtheybecamefriends.Mikewassohappy.Sohewantstowriteapassagetointroducehisnewfriendtous.Buthecan’tremembertherightadjectives.Canyouhelphim?Ss:Yes!T:Lookatthepictureofthesecondpartin“Day2”.(出示課件)First,saytheoppositewordsoftheseadjectives.Isaytheadjective,andyousaytheoppositeword.Areyouclear?Ss:Yeah!T:Short.Ss:Tall/Long.T:Heavy.Ss:Thin.…(2)Letstudentsfillintheblanksinthebooks.Checktheanswerstogether.(出示課件)Askstudentstomakesentenceswiththewordsastheexampleinthebooks.T:Wecansay,Billisyoung.Hehasshorthair…Step3:Practice1.Talkaboutouroldfriends.PresentthepicturesofAmyandSarah.(出示課件)Askstudentstodescribethemwithproperwords.Theycandescribelikethis:Sarahhaslonghair.Amyhasshorthair,too.Sarahisthin.Amyisthin,too…2.Makeadialogue.LetstudentsmakeadialogueaboutBillandhismotheraccordingtothemindmap.Makeamodel:T:Iwanttogoshopping.Canyoucomewithme?S1:Sure.Wherearewegoing?T:Thefarmers’market.S1:Sure.Howcanwegetthere?T:Wecanwalkthere.Itisnotfar.S1:Sure.Whatdoyouwanttobuy?T:…S1:Sure.Howmuchisit/arethey?T:…Step4:Consolidation&Extension1.Makeamindmapaboutyourtrip.T:Mikeinvitesyoutovisitthefarm.Whatshouldyoupreparefor?Makeamindmap,andtrytotalkaboutit.S1:I’llhaveatriponthefarm.Mikeinvitedmetogothere.Thefarmisfar.SoIwilltakeabustogetthere.Iwillgowithmyfriend,Lily.Wewillgotothefarminthemorning.Wearegoingtopickapples,planttreesandeatfreshfoodonthefarm.Ican’twaittogo！2.Playagame.Theteachertakesoutabox.Thereareallthenamecardsofthestudentsintheclassinit.Askonestudenttochooseonecard.Theotherstudentslookatthename,anddescribehim/herwithproperwords.Theteachermakesanexample:Heistallandthin.Hehasshorthair.Hehasbigeyesandasmallmouth.Hewearsredshoes.Whoishe?Thestudentwhosaystherightnamecangetastar.板書設(shè)計Day2Farmers’marketWhatWhereWhenWithwhoHowHowmany/Howmuch作業(yè)設(shè)計如果今天要去一個博物館游玩，該注意些什么，仔細思考，列出一個思維導(dǎo)圖。（下午三點和朋友們一起坐公交車去城市博物館CityMuseum，免票）教學反思1.本課以談?wù)撡徫锵嚓P(guān)的各個方面作為課前熱身，既是復(fù)習導(dǎo)入，也為后面的學習打下了基礎(chǔ)。2.各個環(huán)節(jié)緊密相關(guān)，一步步引導(dǎo)學生填充思維導(dǎo)圖，實際上就是思維的梳理過程，能夠幫助學生形成清晰的思維脈絡(luò)。3.在教學過程中，將知識點進行了適當?shù)陌l(fā)散，對整個知識體系進行了大致的回顧。4.教學內(nèi)容豐富，話題切合學生的生活實際，使學生能保持濃厚的學習興趣，鼓勵學生踴躍發(fā)言，突出學生的主體地位。Thethirdperiod(第三課時)Day3Lifeonthefarm內(nèi)容分析本課是PEP小學英語六年級起點第二冊總復(fù)習單元的第三課時，主要復(fù)習動詞的時態(tài)：單三和進行時。老師將通過多種教學活動鞏固重點單詞和句型，使學生掌握本節(jié)課知識點。課時目標知識與能力能夠聽、說、讀、寫已學過的動詞短語；能夠運用一般現(xiàn)在時和現(xiàn)在進行時描述農(nóng)場的日常生活；歸類所學的動詞短語；能夠獨立完成相應(yīng)練習；能夠看圖說話寫話。過程與方法創(chuàng)設(shè)情景，鼓勵學生總結(jié)動詞變化規(guī)則，培養(yǎng)學生的綜合運用能力。情感態(tài)度價值觀本課創(chuàng)設(shè)了大量接近真實的情景，將生活植入課堂，多以游戲的方式來進行有關(guān)的學習，提高了學生的學習興趣，也提高了學生的語言技能。教學重難點教學重點能夠掌握一般現(xiàn)在時、現(xiàn)在進行時的結(jié)構(gòu)和相關(guān)動詞短語。教學難點能夠看圖說話，看圖寫句子。能夠在恰當?shù)那榫爸羞\用所學句型和詞匯描述農(nóng)場的生活。教學準備PPT課件、課文錄音、視頻、教學卡片等。教學媒體選擇多媒體，錄音。教學活動錄音游戲教學過程Step1:Warm-up&Lead-in1.Greetings.2.Enjoyasong—OldMacDonald.(出示課件)3.Playagame:Sharpeyes.Presentsomepicturesaboutdifferentactivities.Askstudentstolookatthepicturesandreadoutthephrasesasquicklyastheycan.(課件快閃式出示：gofishing,goswimming,goboating,dothecleaning,dohomework,playmusic,playping-pong,playthepipa,haveapicnic的圖片)4.Lead-in.Presentapictureofabusyfarm.Leadstudentstoanswerthequestionwithverbphrasestheyhavelearnedbefore,suchas“feedanimals”“pickapples”“goswimming”“gofishing”…(課件出示：繁忙的農(nóng)場圖片及相關(guān)動詞短語)T:Thisisafarm.Whatdopeopleusuallydoonthefarm?Ss:...Step2:Presentation1.Readandcircle.Presentthepictureofthewordpuzzlein“Day3”.（課件出示：Day3的字謎圖片）T:Therearesomethingspeopleoftendoonthefarm.Circlethewordsinthepuzzle.Studentscirclethewordsinthepuzzleandthenchecktheanswerstogether.Theteachercancircleonewordfirstasanexample.(課件出示：示例及答案)Checktheanswerstogether.Leadstudentstoreadthesewordsonebyone.2.Lookandsay.Presentfourgroupsofpictures.Askstudentstolookattheactivitiesandsaytheverbphrases.Thentrytofindouttheformingrulesofverbphrasesineachgroup.(1)Presentthefirstgroupofpictures.(課件出示：釣魚圖、游泳圖、劃船圖)T:Canyousaytheverbphraseaboutthefirstpicture?S1:Gofishing.T:Right!Howaboutthesecondpicture?S2:Goswimming.T:Clever!Whocansaythelastone?S3:Goboating.T:Wonderful!Boysandgirls,thinkcarefully!Whatcanyoufindinthisgroupofverbphrases?Ss:Theyallhaveaword“go”./Theyallhave“-ing”./…T:You’resogreat!Theverbphrasesinthisgroupareallintheformof“go+動詞-ing形式”.Insuchaway,dealwiththeotherthreegroupsofverbphrases.(出示課件)(2)Thesecondgroup:dothecleaning,dohomework,dothedishesTheformingrule:do+名詞/動詞-ing形式(3)Thethirdgroup:playtheguitar,playthepipa,playping-pong,playbasketballTheformingrule:play(the)+樂器/運動類名詞(4)Thefourthgroup:havesomejuice,havesomevegetables,haveanartclassTheformingrule:have+名詞（飲料、食物、課程、三餐等)3.Lookandwrite.Presentthepicturesofthefirstpartin“Day3”.（出示課件）T:Therearemanypeopleonthefarm.Whatdotheyusuallydoonthefarm?Trytowritedownwhathe/she/theydoes/doeverydayaccordingtothepictures.Checktheanswerstogether.(課件出示：該部分練習的答案)T:Lookatallthesentences.Choosethesentencesthatcananswerthequestion“Whatdoeshedoeveryday?”Ss:Hegoesfishing.Hegoesswimming.Hegoesboating.Heplaysmusic.Heplaysping-pong.Heplaysbasketball.T:Goodjob!Nowchoosethesentencesthatcananswerthequestion“Whatdoesshedoeveryday?”Ss:Shedoesthecleaning.Shedoesherhomework.Shedoesthedishes.T:Brilliant!Thenextquestion“Whatdotheydoeveryday?”Choosetherightsentences.Ss:Theyhavesomejuice.Theyhavesomevegetables.Theyhaveanartclass.T:Canyoufindthedifferencesinthesesentences?Ss:Weshoulduse“does”“goes”“plays”todescribe“he”or“she”.Weshouldusetheoriginalformofverbstodescribe“they”.T:Excellent!Presentthechangerulesofthethirdpersonsingularverb.(出示課件)4.Thinkandanswer.(1)Presentthepictureofthesecondpartin“Day3”.(課件出示：Day3第二部分的情景圖)T:Nowitismorning.Mike,Bill,MrsBoothandotherpeopleareonthefarm.Theyarehavingfunonthefarm.Whataretheydoing?Pleasetalkaboutthepicture.T:WhatisBilldoingnow?Ss:Heisplayingping-pong.T:WhatisMrsBoothdoing?Ss:Sheisplayingthepipa.T:WhatisMikedoing?Ss:Heis……(2)Letstudentscompletethewritingtaskbythemselves.Checktheanswerstogether.(課件出示：該練習的答案)(3)Askstudentstosaysomethingaboutthepresentcontinuoustense.T:Canyoufindtherulesinthesesentences?Ss:Theyallhave“be動詞+動詞-ing形式”./Theyareallintheformof“be動詞+動詞-ing形式”./…T:Youalldidagoodjob.Presentthechangerulesofthepresentcontinuoustense.(出示課件)Step3:Practice1.Readthesentences.Presentthesentencesaboutthefarmlife.Letstudentsreadthemtogetherforthreetimes.2.Discussandclassify.Letstudentsdiscussthesesentenceswiththeirpartnersandclassifythemintotwogroups.Studentsshouldbrieflytalkaboutthereasonfortheirclassification.T:Wecanputthesentences“Hegoesfishing.”and“Heplaysmusic.”inGroupA.Theyarethesametense.Wecanputthesentence“Billisplayingping-pong.”inGroupB.Itistheothertense.Now,classifytheothersentences.Checktheanswerstogether.Step4:Consolidation&Extension1.Sharpeyes.Presentsomepicturesaboutthechildren’slifeonthefarm.Askstudentstoanswerthequestions:Whatdoeshe/shedo?Whatdotheydo?(課件出示：一些小孩子在農(nóng)場活動的圖片。如：釣魚，游泳，煮飯，野餐等。)Makeamodel:S1:Hegoesfishing.S2:Theygoswimming.…Thestudentwhogetstherightanswercangetastar.2.Thedicegame.Theteachertakesoutadice.Therearesixdifferentpicturesoneachside.Studentsthrowitandtrytodescribewhathe/she/theyis/aredoinginthepicturesonthetopsideofthedice.Makeamodel:S1:Heisdrawingapicture.S2:Theyareplayingbasketball.…板書設(shè)計Day3LifeonthefarmHegoesfishing.Shedoesthecleaning.Heplaysmusic.Theyhavesomejuice.Billisplayingping-pong.MrsBoothis...作業(yè)設(shè)計閱讀童話故事《夏洛的網(wǎng)》（上）教學反思1.本課的重點語法內(nèi)容并不是靠教師枯燥的講解，而是讓學生在應(yīng)用、觀察和比較中得出結(jié)論，然后教師再作總結(jié)。突出了學生的主體地位，也有效地培養(yǎng)了學生的學習能力。2.設(shè)計的游戲環(huán)節(jié)，激發(fā)了學生的學習熱情，在學生掌握語言知識的同時，讓學生動起來，活躍起來。3.本課環(huán)節(jié)緊湊，突破了重難點，同時培養(yǎng)了學生的閱讀和寫作能力，聽說能力也得到了較好的鍛煉。Thefourthperiod(第四課時)Day4Mike’sdayonthefarm內(nèi)容分析本課是PEP小學英語六年級起點第二冊總復(fù)習單元的第四課時，主要復(fù)習、鞏固和拓展動詞過去式和形容詞的比較級。老師將通過多種教學活動鞏固重點單詞和句型，使學生掌握本節(jié)課知識點。課時目標知識與能力能夠在圖片的幫助下用過去時填空；能夠用自己的話復(fù)述Mike一天做的事情；能夠讀懂Mike和Bill游戲的文本描述，并能根據(jù)游戲規(guī)則運用比較級玩卡片游戲；能夠提升發(fā)現(xiàn)問題、解決問題的能力。過程與方法通過觀察和描述圖片，鼓勵學生大展展示，培養(yǎng)學生的語言綜合運用能力。情感態(tài)度價值觀本課創(chuàng)設(shè)了大量接近真實的情景，將生活植入課堂，多以游戲的方式來進行有關(guān)的學習，提高了學生的學習興趣，也提高了學生的語言技能。教學重難點教學重點鞏固一般過去時的用法，復(fù)習相關(guān)短語和形容詞的比較級。教學難點提升學生的語言交際能力。教學準備PPT課件、課文錄音、視頻、教學卡片等。教學媒體選擇多媒體，錄音。教學活動錄音游戲教學過程Step1:Warm-up&Lead-in1.Greetings.2.Enjoyasong—Lastweekend.(課件出示：教材Unit2歌曲)3.Doandsay.Theteacherdoestheactions.Studentstrytosaythewordsorphrases.Makeamodel:Whentheteacherissweepingthefloor,studentsshouldsay“cleantheroom”.…4.Raptogether.(1)T:Doyoulikerap?Let’sraptogether.Ss:Yeah!T:Now,pleasefollowmyrhythm.Isay“cleantheroom”,andyousay“cleanedtheroom”.Let’sstart!T:Cleantheroom.Ss:Cleanedtheroom.T:Eatbreakfast.Ss:Atebreakfast.T:Gofishing.Ss:Wentfishing.…(2)Afterrappingthephrases,theteacheraskstwoquestions,“Doyoustillrememberthechangerulesofthepasttenseofverbs?Whocansaysomeexamples?”Theteachermakesamodelfirst:Add“-ed”totheendoftheword.Forexample:play,played.S1:Change“y”into“i”,thenadd“-ed”.Forexample:study,studied.S2:Writethelastlettertwice,thenadd“-ed”.Forexample:stop,stopped.S3:Add“-d”totheendoftheword.Forexample:live,lived.S4.:Norules.Forexample:go,went.…Theteacherwritesdownalltheexamplesstudentssaid.T:Howsmartyouare!LookatthePPT.Let’sreviewthechangerulesofthepasttenseofverbs.(出示課件)5.Lead-in.Presentthepicturesofthefirstpartin“Day4”.(課件出示：Day4的第一部分圖片)T:ThursdayisthefourthdayforMikeonthefarm.Hewasverybusy.Whatdidhedoonthatday?Lookatthesepicturesanddiscusswithyourpartners.Step2:Presentation1.Askandanswer.PresentMike’spicturesonebyone.(課件依次出示:Mike在農(nóng)場活動的圖片)Theteacherandstudentsaskandanswerlikethis:T:WhatdidMikedoonthefarm?Ss:Hehad/atebreakfast.T:WhatdidMikedoonthefarm?Ss:Hecleanedtheroom.T:WhatdidMikedoonthefarm?Ss:Hewentfishing.T:WhatdidMikedoonthefarm?Ss:Hereadastorybook.T:WhatdidMikedoonthefarm?Ss:Heusedacomputer./Hewroteane-mail./Heplayedcomputergames.T:WhatdidMikedoonthefarm?Ss:Hewenttobedat10:00p.m./Hesleptat10:00p.m.2.FinishMike’sdiary.LeadstudentstohelpMikefinishthediaryandwritedowntheanswersinthetextbook.3.Checktheanswers.Checktheanswerstogether.Studentscheckthespellingsinpairs.(課件出示：該部分答案)4.RetellMike’sdayonthefarm.T:CanyouretellMike’sday?Practicereadingthediarybyyourselffortwominutes.ThenI’llasksomeofyoutostandupandretellthediary.Payattentiontothechangeofrole.Weshouldchange“I”into…Ss:Change“I”into“he”.T:Right!Whatelse?Ss:Andchange“me”into“him”.T:You’rethebest！Students’showtimebeginsaftertwominutes.Everyonewhostandsuptoretellthediarycangetasticker.5.Listenandcircle.T:Youdidagoodjob.It’stimetorelax.MikeandBillareplayingagame.Let’sgoandhavealook.Listento“MikeandBill’sgame”.(課件出示：課本第二部分的音頻)Askstudentstolistencarefullyandcircletheadjectivesinallformsinthetextbook.6.Lookanddescribe.Presentthethreeanimalsinthesecondpartonebyone.(課件依次出示：游戲中的三種動物圖片)Leadstudentstotrytodescribethemonebyone.Makeamodel:T:What’sthis?Ss:It’sanelephant.It’sbig.T:What’sthis?Ss:It’satiger.T:Isthetigerbiggerthantheelephant?Ss:No,itisn’t.It’ssmaller.T:What’sthis?Ss:It’sawhale.T:Thewhaleisbiggerthantheelephant.It’sthebiggest.Thetigeristhesmallest.7.Learntoplaythegame.PresentthestepsofMikeandBill’sgame.Readthegametogetherandlearntoplaythegame.(課件依次出示：Mike和Bill的游戲環(huán)節(jié))8.Discussingroups.Askstudentstoreadthegamebythemselves.Anddiscussingroups:Howtoplaythisgame?Whatsentencepatterns,whatkindofwordsorphrasesdotheyneed?T:Let’sgooverthechangerulesofthecomparativeofadjectivesfirst.（出示課件）Theteacherandonestudentimitatethegamefirst.Thentheteacherasksstudentstoactoutthegameaccordingtotheirdiscussionsingroups.Step3:Practice1.Talkaboutyourdaytoyourpartner.TrytoimitatethewaythatMikewroteabouthisdayonthefarm.Chooseonedayinthepast.Andtrytodescribewhathappenedonthatday.Theteachercanmakeamodelforstudents:T:LastSundaywasabusydayforme.Igotupearly.ThenIdidmorningexercises.Afterthat,Iatemybreakfast.Next,Iwenttothezoo.Intheafternoon,IreadanEnglishbookinthelibrary.Intheevening,Icookeddinnerandwashedmyclothes.Finally,Iwenttobedat9:30p.m.Studentsshowtheirdays.2.Readthewords.Lookatalltheadjectivesinthebookthatstudentscircledbefore.First,trytowritethecomparativeandsuperlativeformsoftheseadjectives.Thentrytoreadthemaloud.Makeamodel:big—bigger—biggest…Students’showtime.Step4:Consolidation&Extension1.Doasurveyandreport.Studentscanleavehis/herseattoaskhis/herbestfriendthequestion“Whatdidyoudoyesterday?”.Trytogetinformationofhis/herlifeyesterdaywithinacertaintime.Thentrytowriteapassagetodescribehis/herlifeyesterday.Makeamodel:S1:MyfriendisXXX.Hewasbusyyesterday.Hegotuplate.Thenhe…Thestudentwhodoesagoodjobcangetasticker.2.Makeanewgame.Theteachertakesoutsomegroupsofpicturesforthecardgame.Twostudentsworkinagroup.Chooseonegroupofpicturestodothecardgame.Theycanalsodrawsomenewanimalstomaketheirowncards.DothegameasMikeandBilldid.Theteachercangivesomehelpifnecessary.Askseveralgroupstoactouttheirnewgame.…板書設(shè)計Day4Mike’sdayonthefarmInthemorning,I...ThenI...Intheafternoon,I...NextI...Intheevening,I...Finally,I...Ithinkit’sbiggerthantheelephant.作業(yè)設(shè)計閱讀童話故事《夏洛的網(wǎng)》（下）教學反思1.本課以看圖完成句子的方式復(fù)習了一般過去時及其相關(guān)短語和形容詞的比較級和最高級等內(nèi)容。2.熱身環(huán)節(jié)復(fù)習了動詞短語，動詞短語的過去式以及動詞過去式的變化規(guī)則，降低了后面學習的難度，同時也為本課的開展營造了一個輕松愉悅的氛圍。3.設(shè)計的活動盡量貼近學生的實際生活，培養(yǎng)了學生的表達技巧與能力。4.小組活動、結(jié)伴活動較多，既培養(yǎng)了學生團結(jié)協(xié)作的能力，也促進了學生之間的互相了解，增進了大家的感情。Thefifthperiod(第五課時)Day5Mikeandhisnewfriends:Part1內(nèi)容分析本課是PEP小學英語六年級起點第二冊總復(fù)習單元的第五課時，主要復(fù)習、鞏固和拓展對課程和事情發(fā)生頻率(頻率副詞一般出現(xiàn)在一般現(xiàn)在時結(jié)構(gòu)中，是一般現(xiàn)在時的標志)的描述。老師將通過多種教學活動鞏固重點單詞和句型，使學生掌握本節(jié)課知識點。課時目標知識與能力能夠讀懂語篇并回答相關(guān)問題；能夠正確使用一般現(xiàn)在時的第三人稱單數(shù)描述Mike的上課情況。復(fù)習一般現(xiàn)在時和科目名稱。過程與方法學生們通過完成聽、說、讀、寫等任務(wù)，培養(yǎng)學生的語言綜合運用能力。情感態(tài)度價值觀本課創(chuàng)設(shè)了大量接近真實的情景，將生活植入課堂，多以游戲的方式來進行有關(guān)的學習，提高了學生的學習興趣，也提高了學生的語言技能。教學重難點教學重點能夠讀懂關(guān)于Mike學校生活的語篇并完成練習。教學難點能夠熟練掌握和運用一般現(xiàn)在時和科目名稱。教學準備PPT課件、課文錄音、視頻、教學卡片等。教學媒體選擇多媒體，錄音。教學活動錄音游戲教學過程Step1:Warm-up&Lead-in1.Greetings.2.Singasong—DaysoftheWeekSong.(出示課件)3.Lead-in.T:What’syourfavouritedayatschool?Ss:Myfavouritedayatschoolis…T:Whatsubjectsdoyouhaveonthisday?Ss:Wehave…T:Whatdoyouoftendoin…class?Ss:Ioften…T:Howdoyoulikeyourschoollife?Ss:Ilikeitverymuch.It’sgreatfun/interesting…Step2:Presentation&Practice1.Fastreading.(1)PresentMike’sPPTabouthisschoollife.(出示課件)T:NowMikeistellingabouthisschoollife.Whatdoeshesay?Readthepassagequicklyandanswerthequestions:DoesMikegotoschoolfromMondaytoFriday?(Yes,hedoes.)WhatclassesdoesMikehaveonMonday?(OnMonday,hehasmaths,English,musicandPE.)WhatsubjectdoesMikelikebest?(HelikesPEbest.)2.Carefulreading.Studentsreadagainandtrytogetmoredetails.Presentthekeysentencestructure“In…class,heoften/sometimes…”onthePPT.(課件出示：重點句型)Leadstudentstopayattentiontothethirdpersonsingularformofverbs.T:WhatdoesMikedoindifferentclasses?S1:Inmathsclasses,heoftenanswersmathsquestions.S2:InEnglishclasses,heoftenreadsmanyEnglishstoriesandspeaksEnglishwithhisfriends.S3:Inmusicclasses,heoftenplaysthepianoorsingssongs.S4:InPEclasses,hesometimesplaysfootballorexercisesinthegym.3.Readaftertherecording.（出示課件）Studentsreadthepassageaftertherecording.Payattentiontothepronunciationandtheintonation.Readitcorrectlyandfluently.Step3:Consolidation&Extension1.Findthemistakes.T:MikeandBillbecomeverygoodfriends.BilltoldhisfriendsaboutMike.Buthesaidsomethingwrong.Readandunderlinethemistakes.S1:HisfavouriteclassisPE.S2:MathsishisfirstclassonMonday.S3:Inthemathsclass,heoftenanswersmathsquestions.Sometimesthey’redifficult.S4:InthePEclass,Mikesometimesplaysfootball.Helikesfootballbest.Thenpresenttheunderlinedpartsandchecktheanswers.(課件出示：該部分答案)2.DescribeandwriteaboutMike’sschoollife.T:Nowwe’veknownaboutMike’sschoollifewell.CanyoutellyourfriendsaboutMike?TrytodescribeMike’sschoollifeandwriteitdown.Leadstudentstopayattentiontothethirdpersonsingularfromofverbs.3.Freetalk.T:Whatdoesyourfriendoftendoinhisfavouriteclass?Theteachermakesamodelatfirst:Myfriend’sfavouriteclassisChinese.InChineseclass,heoftenlearnsChinesewordsandreadsstories.It’seasyforhim.Letstudentstalkfreely.Thenasktwoorthreestudentsto