人教pep六上英语 Recycle 2 The second period第二课时教案
The first period(第一课时)
Page 68 & Page 69 
▶教学内容与目标
课时教学内容 | 课时教学目标 |
Page 68 & Page 69 | ·能够使用句型“—What are…’s hobbies? —He/ She likes+ v-ing.”询问和描述某人的喜好 ·能够使用句型“—Does he/she…? —Yes, he/she does./No, he/she doesn’t.”询问某人是否做什么 ·能够使用句型“—What does he/she do? —He/ She is…”询问并回答某人职业 ·能够使用句型“Where does he work?”“How does he go to work?”询问了解某人的工作地点和出行方式 |
▶教学重点
能够通过故事和活动复习并运用第4~6单元的词汇和句型。
▶教学难点
能够在情景中合理运用句型。
▶教学准备
PPT课件､课文录音、视频、教学卡片等。
▶教学过程
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Step 1: Pre-learning
1. Greetings.
2. Flashing cards.
Use the word cards to play this game.
Show the word cards of Unit 4 to Unit 6 one by one. Ask students to read the words out 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: What 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. （课件出示: 一些人物爱好的图片） Lead students to ask and answer in pairs.
A: What are…’s hobbies?
B: He/ She likes+ v-ing.
Show some pictures about emotions on the PPT. （课件出示: 一些人物情绪的图片） Lead students to ask and answer in pairs.
A: How does he/she feel?
B: He/She…
5. Lead-in.
T: Good job! Peter’s family are at Ken’s house now. Ken’s father tells a story. Let’s read the story together.
Step 2: While- reading
1. Fast reading.
T: Now we’re 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 answers to “When” and “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 the story and try to circle the jobs in the story.
Check the answers.
Play the recording. (课件出示: 教材P68的音频) 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 chart 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 let’s 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 blanks on page 69.
Check the answers.
5. Answer the questions.
Show the two questions below the passage on page 68 to the class. （课件出示: 教材P68 Read and answer的问题）
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 feel 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.
Step 3: Post- reading
1. Summarize the elements of a story.
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.
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 prepare.
(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. （课件出示: 故事要素表）
Then tell the story to the class as a model. （课件出示: 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 several students to show their stories to the class. Other students listen to them and make evaluations of their stories.
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▶板书设计
▶作业设计
Tell your story to your family.
▶教学反思
1. 教学活动设计具有梯度性，遵循学生的认知规律，以学生为本，以问题为导向，引导学生学习，培养学生的自主学习能力。
2. 借用图片、语言等帮助学生读懂题目要求，逐步引导学生理解故事，并通过阅读问题训练学生在语篇中捕捉不同类型信息的能力。在活动过程中渗透诚信是人宝贵品质的德育教育。
3. 引导学生总结梳理故事的构成要素，并借助故事要素的帮助复述故事。引导学生仿照故事要素写出自己的故事要素表，并尝试创编一个故事，培养学生的创造能力。
▶Teaching Contents & Teaching Aims
Page 68, Page 69
·Be able to ask and express someone’s preference by using the sentence structures “—What are…’s hobbies? —He/ She likes+ v-ing.”
·Be able to use the sentence structures “—Does he/she…? —Yes, he/she does./No, he/she
doesn’t.” 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 someone’s occupation.
·Be able to use the sentence structures “Where does he work?” and “How does he go 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 6 properly through the story and the activities.
▶Teaching Difficulties
·Be able to use the key sentence structures in situations properly.
▶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 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 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 6. 3. Try to guess the words of the jobs. 4. Look at the pictures. Ask and answer someone’s 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 someone’s hobbies and feelings in pairs. |
While- reading | 1. Fast reading. | Look at the chart on page 69. Read the story for the first time and write down the answers to “When” and “Where” in the chart. Check the answers. | 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 education that integrity is people’s 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 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. |
（续表）
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 of a story and retell the story according to the story elements table. Encourage students to write their own story elements table and try to create a story. Cultivate students’ creativity. |
2. Retell the story. (1)Let students look at the chart on page 69 and then try to retell the story. (2)Let students work in groups to prepare. (3)Ask several students to show their work to the class. | (1)Look at the chart on page 69. Then try to retell the story. (2)Work in groups to prepare. (3)Show to the class. | ||
3. Try to make a story. Show a list of story elements on the PPT. Then tell the story to the class as a model. | Make a list of story elements and then try to make a story. Tell the story in groups. Show their stories to the class. | ||
Homework |
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