人教PEP版六年下英语《Recycle》第1课教案

人教PEP版六年下英语《Recycle》第1课教案
Day 1 A beautiful farm
教学内容与目标
教学重点
复习并掌握有关动物、蔬菜、衣物、水果、食物等方面的词汇。

教学难点
能够将所学知识在实际情景中灵活运用。

教学准备
PPT课件、课文音频、视频、教学卡片、击鼓传花道具等。

教学过程
Step 1: Warm-up & Revision & Lead-in①
1. Greetings.
2. Complete the task.
Ask students to read the whole Recycle unit quickly and complete the task on the PPT. Then check the answers together.
T: There are ten options. Please choose the right option for each day. There are two choices that are redundant.
3. Enjoy a chant.
Enjoy the chant in Part A of Unit 4 in Grade 4. (课件出示：四年级下册教材P39 Let’s chant的相关内容)
Let’s students chant together with the tea cher.
4. Lead-in.
Present a picture of a beautiful farm. (课件出示：一张漂亮的农场图片)
T: Welcome to the beautiful farm. I hope you can have a good time here! Are you ready to go?
Ss: Yes.
T: Let’s go!
◆Teaching purpose①
整个复习部分是一个整体，所以先让学生构建整体情景框架，基于整体情景构建文字意义，再进入各部分教学。

Step 2: Presentation
1. Watch and say.
(1)Show the picture of Day 1 on the PPT. (课件出示：Day 1的图片, 无文字)
Let students observe it carefully and then answer Mike’s question: What else can you see?
T: Mike had an 8-day holiday on a farm. He welcomed us with a question. Please look at the picture carefully and try to answer his question.
(2)Ask students to stand up in pairs. Ask and answer with each other.②
Make a model with one student first:
T: What can you see on the farm?
S1: I can see some apples.
T: What colour are they?
S1: They are red.
T: What else can you see?
S1: I can see a pear.
Ask students to choose the right word card when he/she talks about the fruit. Put it on the blackboard.
Keep asking and answering, until they find out all the word cards in this part and put them on the blackboard.
Lead students to read all the words for several times.
(3)Game: Quick response.
Present the picture of Day 1. (课件出示：Day 1的图片及填空练习)
Divide students into three groups. Group One is “a” group. Group Two is “an” gr oup. Group Three is “some” group. Find the items that belong to their groups. Then, when the teacher points to an item, the right group that belongs to the item should stand up as soon as possible. And they read the word with “a/an/some” in the front for t hree times.
Make a model:
T: If I point to the pear, which group should stand up?
“A” group: We should stand up.
T: So, you should say “a pear”. Read “a pear” for three times.
“A” group: A pear, a pear, a pear.
T: Good job!
(4) After the game, let students finish the first exercise on P42 by themselves.
Check the answers together. The teacher can give some explanations if students have problems with “a” “an” and “some”. Present the summary of the usages of “a” “an” and “some”. (课件出示：Day 1第一部分的答案及a, an和some的用法小结)
2. Classify the words.
Present the chart of the second exercise on P42（出示课件）Ask students to observe the chart first. Then students try to name the next four groups of words as the example of the first group.
T: Look at the chart. We can name “apple” and “orange” as “Fruit”, and we can name “egg” and “cake” as “Food”. So, what about the other groups? Can you name the groups of these words?
After that, let students add more words into each group.
The teacher can give some examples.
T: We can add som e words into each group. We can add “pear” into the group of “Fruit”. We can add “bread” into the group of “Food”. We can add “shirt” into the group of “Clothes”. Now try by yourselves.
At last, let students try to add one more word group.
T: We can also a dd more groups. For example, we can add a group of “Colour”. We can write the words about colours in this group. They are “red” “black” “white” “pink” “orange” and so on. Can you think of more word groups?
Show the answers together. (出示课件) Encourage students to add more groups and words.
◆Teaching purpose②
设计对话、游戏环节，让学生在轻松愉悦的环境中学习，复习和巩固所学的知识，增加英语学习的趣味性。

Step 3: Practice③
1. Game: Beat the drum to pass the flower.
The teacher beats the drum without looking at students. Students pass the flower with the rhythm of the drum. When the teacher stops drumming, the student who holds the flower should read the word which the teacher points to.
The teacher checks the pronunciation and tries to correct immediately when students make mistakes.
2. Group work.
Divide st udents into six groups. Each group has a certain name, such as “Fruit” “Food” “Clothes” “Animal” and so on.
Students in the group should stand up one by one and say one word that belongs to their group when the teacher calls the group name.
The group which does a good job can get three apples.
◆Teaching purpose③
利用游戏帮助学生操练核心单词，进一步训练学生的归类能力，并通过归类进行单词记忆。

Step 4: Consolidation & Extension④
1. Listen and fill in the blanks.
Present the supplementary listening exercises and materials. Let students listen and fill in the blanks. And check the answers together. (课件出示：补充的听力练习及答案)
2. Oral English activities.
According to the supplementary listening materials, students try to make a dialogue about Mike’s interview with the owner of the farm with the partner. They can make the dialogue like this:
S1: Nice to meet you, Mr White.
S2: Nice to meet you, Mike.
S1: Can you tell me about your farm?
S2: Sure, we came here ten years ago.
S1: What animals did you have at that time?
S2: We only had one horse and two pigs.
S1: …
S2: …
◆Teaching purpose④
通过补充听力练习，强化训练本课知识，并进行适当的拓展。

口语练习培养学生对所学知识的实际应用能力，达到语言输出的目的。

板书设计
作业设计
1. Read the words in “Day 1” to your parents.
2. Make a chart to classify the words learned before.
3. Do the exercises.
教学反思
1. 教学环节的设计侧重整体性，引导学生在整体中感知整个复习单元，然后再分板块教学。

2. 设计各种任务，通过完成不同类型的任务，帮助学生复习巩固语言形式，培养学生综合运用语言的能力以及自主学习的能力。

3. 多个小组活动，鼓励学生通过合作学习解决问题，同时也能帮助学生养成互帮互助的良好品质，培养学生的团队合作能力。

教学简案
Teaching Contents & Teaching Aims
A beautiful farm
•Be able to review knowledge about animals, vegetables, clothes, fruit, food and so on. •Be able to listen, speak, read and write the words of animals, vegetables, clothes, fruit, food and so on. And memorize them by category.
•Be able to complete relevant exercises independently.
•Be able to cultivate the ability of comprehensive use of knowledge.
•Be able to cultivate the love for nature.
Teaching Priorities
•Review and master the words about animals, vegetables, clothes, fruit, food and so on. Teaching Difficulties
•Be able to apply what you have learned flexibly in real situations.
Teaching Procedures。