PEP六年級上冊Recycle2優(yōu)質(zhì)課第二課時教學設計

1、第10頁 共10頁PEP六年級上冊Recycle 2優(yōu)質(zhì)課第二課時教學設計The first period(第一課時) Page 68 Page 69 教學內(nèi)容與目的 課時教學內(nèi)容 課時教學目的 Page 68 Page 69 可以使用句型“What ares hobbies? He/ She likes+ v-ing.”詢問和描繪某人的愛好 可以使用句型“Does he/she? Yes, he/she does./No, he/she doesnt.”詢問某人是否做什么 可以使用句型“What does he/she do? He/ She is”詢問并答復某人職業(yè) 可以使用句型“Wher

2、e does he work?”“How does he go to work?”詢問理解某人的工作地點和出行方式 教學重點 可以通過故事和活動復習并運用第46單元的詞匯和句型。教學難點 可以在情景中合理運用句型。教學準備 1.預習本課時的相關內(nèi)容。2.PPT課件課文錄音、視頻、教學卡片等。教學過程 Step 1: Pre-reading 1.Greetings.Teaching purpose 引導學生復習第46單元的詞匯及句型，激活舊知，為后面的學習做好準備。2.Flashing cards.Use the word cards to play this game.Show the wor

3、d cards of Unit 4 to Unit 6 one by one.Ask students to read the words 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: Wh

4、at 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.課件出示: 一些人物愛好的圖片Lead students to ask and answer in pairs.A: What ares hobbies? B: He/ She likes+ v-ing.Show some pictures about emotions on the PPT.課件出示: 一些人物情緒的

5、圖片Lead students to ask and answer in pairs.A: How does he/she feel? B: He/She 5.Lead-in.T: Good job! Peters family are at Kens house now.Kens father tells a story.Lets read the story together.Teaching purpose 逐步引導學生理解文本，并通過閱讀問題訓練學生在語篇中捕捉不同類型信息的才能。在活動過程中浸透誠信是人珍貴品質(zhì)的德育教育。Step 2: While- reading 1.Fast r

6、eading. T: Now were 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

7、answer to “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 t

8、he story and try to circle the jobs in the story.Check the answers.Play the recording.(課件出示: 教材P68的音頻) 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 c

9、hart 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 lets 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 blan

10、ks on page 69.Check the answers.5.Answer the questions.Show the two questions below the passage on page 68 to the class.課件出示: 教材P68 Read and answer的問題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 fee

11、l 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.Teaching purpose 引導學生總結故事的構成要素并根據(jù)故事要素復述故事，鼓勵學生仿照故事要素寫出自己的故事要素表，并嘗試創(chuàng)編一個故事，培養(yǎng)學生的創(chuàng)造才能。Step 3: Post- readi

12、ng 1.Summarize the elements of a story.T: Peter likes the story very much.He is going to tell it to his best friend.Lets 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 pr

13、epare.(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.課件出示: 故事要素表Then tell the story to the class as a model.課件出示: 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 sever

14、al students to show their stories to the class.Other students listen to them and make evaluations of their stories. 板書設計 作業(yè)設計 1.Tell your story to your family.2.Do the e_ercises. 教學反思 1.教學活動設計具有梯度性，遵循學生的認知規(guī)律，以學生為本，以問題為導向，引導學生學習，培養(yǎng)學生的自主學習才能。2.借用圖片、語言等幫助學生讀懂題目要求，逐步引導學生理解故事，并通過閱讀問題訓練學生在語篇中捕捉不同類型信息的才能。在

15、活動過程中浸透誠信是人珍貴品質(zhì)的德育教育。3.引導學生總結梳理故事的構成要素，并借助故事要素復述故事。引導學生仿照故事要素寫出自己的故事要素表，并嘗試創(chuàng)編一個故事，培養(yǎng)學生的創(chuàng)造才能。Teaching Contents Teaching Aims Page 68 Page 69 Be able to ask and e_press someones preference by using the sentence structures “What ares hobbies? He/ She likes+ v-ing.” Be able to use the sentence structure

16、s “Does he/she? Yes, he/she does./No, he/she doesnt.” 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 someones occupation.Be able to use the sentence structures “Where does he work?” and “How does he go

17、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 Unit 6 properly through the story and the activities.Teaching Difficulties Be able to use the key sentence structures in situations properly.

18、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 Unit 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

19、 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 Unit 6.3.Try to guess the words of the jobs.4.Look at the pictures.Ask

20、and answer someones 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 someones hobbies and feelings in pairs.While- reading 1.Fast reading.Look at the chart on

21、page 69.Read the story for the first time and write down the answer to “Where” in the chart.Check the answer.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 ed

22、ucation that integrity is peoples 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

23、 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. 續(xù)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