Recycle2 PEP版六年级上册英语教学设计 (教学反思)

Recycle 1 教学设计
第一课时(Read aloud ＆Listen and colour ＆Look and tick)教学目标
1.知识目标：能够听、说、读、写第4-6单元有关业余爱好、职业、情绪的单词，词组和核心句型。

2.能力目标：能灵活运用4-6单元所学知识，提高语言的综合运用能力。

3.情感目标：教育学生诚实守信，使学生了解到诚实是最宝贵的品质。

教学重点
能够在情景中复习和运用第4-6单元的核心句型。

教学难点
能够在情景中合理运用所学句型。

教学准备
课件、录音和相关视频
课时安排
1课时
教学过程
Step 1 Warm-up & Free talk
➢Warm-up
课件播放歌曲“My new pen pal”和“What do you want to be?”，学生一起唱，活跃课堂气氛。

➢Free talk
1.课件呈现一组关于职业的图片，学生说出对应的单词。

( postman, fisherman, coach, scientist, pilot, businessman, factory
worker, police officer)
T: What’s your father’s job? Ss: He is a...
T: What’s your mother’s job? Ss: She is a ..
T: What do you want to be? Ss: I want to be a/an...
2.课件呈现一组关于爱好的图片，学生说出爸妈及自己的爱好。

T: What does your father/mother like to do? What are their hobbies?
Ss: My father likes.../ My mother likes...
T: What are your hobbies?
Ss: I like...
Step 2 Presentation & Practice
1.Listen and fill in the blanks.
A.课件呈现Peter的照片，导入新课。

T: Do you still remember Peter? Ss: Yes, he is Zhang Peng’s pen pal. T: Peter's family are going to visit Ken's family in another town. Peter's father is talking about them.
（T points to Ken’s photo.）
T: This is Ken. Let’s learn about Ken’s family.
B.课件呈现P66第一部分的填空题，学生先读题，预测听力的重
点内容。

T: How many people are there in Ken’s family? Who are they?
Ss: ...
T: What do they do? What are their jobs?
C.播放课文录音，学生完成填空题，然后师生一起核对答案。

2.Listen again and write down their hobbies.
A.课件呈现P66 Let’s check板块的第二部分的习题，学生快速读题
并预测答案。

B.播放听力，学生完成习题，然后师生一起核对答案。

C.再次播放听力，学生跟读。

3.Talk about Peter’s family.
A.呈现P67 Peter家庭的照片，教师引导学生观察图片。

T: Peter’s family are on the bus. What are they doing on the bus?
How do they feel?
(T points to Peter’s father in the picture. )
T: Who is he? Ss: He’s Peter’s father.
T: What is he doing? Ss: He’s talking.
T：How does he feel? Ss: He is happy.
...
B.根据P67 Zip的提示，学生描述图中不同人物的动作和情绪。

C.教师引导学生完成字谜游戏。

T：Peter is doing word puzzles on the bus. This is Peter’s puzzle. He
thinks it’s too difficult . Let’s help him finish it.
Step 3 Consolidation&Extension
➢Story time
1.课件呈现一张小女孩种花的图片，教师引导学生思考种花的过程。

T: What’s she doing? Ss: She is planting flowers.
T: Do you know how to plant flowers? Let’s learn it.
...
2.学生快速浏览故事，然后找出故事中的人物。

T: How many people are mentioned in the story?
Ss: 4.
T: Who are they?
Ss: A rich old businessman, a factory worker, a coach and a fisherman.
3.Read and answer.
A.学生快速浏览四个问题，预测故事重点内容。

B.学生阅读故事后回答问题。

C.教师引导学生在故事文本中找出关键信息并核对答案。

Q1: Who can get the businessman's money?
Q2: What do three men bring?
Q3: Who gets the businessman's money?
Q4: Why does the fisherman get the money?
D.播放故事音频，学生跟读。

4.Read again and answer.
A.学生再次阅读课文，然后完成课本P68的两道习题。

B.教师引导学生理解句子“People should be honest.”并教育学生要
诚实守信。

5.Retell the story.
A.教师引导学生总结故事的构成要素。

T: Peter likes the story very much. He is going to tell it to his best friend. Let’s take a look at the elements of a story.
T: A story often has a setting (when and where), characters (who) and
a plot (what happens). Fill in the blanks for this story.
B.学生完成P69的填空题。

C.根据图片和句子的提示，学生尝试复述故事。

D.教师请学生代表扮演成Peter复述故事。

Step 4 Homework
作业：1. 复习4-6单元重点单词和句型。

2. 完成本课时对应的练习。

教学板书：
Recycle 2
How to write a story?
When: Where:
Who: What happens:
教学反思：
在本节课教学中，通过呈现图片，帮助学生复习学过的词汇和句型，提高学生学习兴趣，并为接下来的学习做铺垫。

通过观察图片，学生从图片信息中推测考察点，预测听力文本的重点内容，做到有目的地去听录音，培养学生良好的听力习惯。

通过观察图片，引导学生描述人物情绪和动作，巩固核心词汇和句型，提高学生的语言综合运用能力。

通过讲解种花的过程，为阅读扫清部分词汇障碍，顺利地过渡到故事的教学，为接下来的学习做铺垫。

引导学生总结故事的构成要素并根据故事的构成要素复述故事，培养学生的语言综合运用能力。

本课时以练习和阅读为主。

要求学生能够运用所学的知识完成练习；借用图片、语言等帮助学生读懂故事；通过练习训练学生在语篇中捕捉关键信息的能力，并渗透诚实守信的价值观。