人教PEP版英语六年级下册Recycle 教案（共8课时）

第第页人教PEP版英语六年级下册Recycle教案（共8课时）Thefirstperiod(第一课时)Day1Abeautifulfarm内容分析本课是PEP小学英语六年级起点第二册总复习单元的第一课时，主要复习名词部分的知识点。老师将通过多种教学活动巩固重点单词和句型，使学生掌握本节课知识点。课时目标知识与能力学会区分“a”、“an”、“some”修饰名词时的区别；学会给名词归类；学会寻找同类的词语；能够独立完成相关练习；能够培养综合运用知识的能力；能够培养热爱大自然的情感。过程与方法创设情景，设置练习，鼓励学生们通过思考完成词语的鉴别和分类，培养学生的语言综合运用能力。情感态度价值观本课创设了大量接近真实的情景，将生活植入课堂，多以游戏的方式来进行有关的学习，提高了学生的学习兴趣，也提高了学生的语言技能。教学重难点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、课文录音、视频、教学卡片等。教学媒体选择多媒体，录音。教学活动录音游戏教学过程Step1:Warm-up&Lead-in1.Greetings.2.Enjoyachant.EnjoythechantinPartAofUnit4inGrade4.(课件出示：四年级下册教材P39Let’schant的相关内容)Let’sstudentschanttogetherwiththeteacher.Iliketomatoes.Ilikepotatoes.CarrotsIwilltry.Ilovetoeatgreenbeans,Butonionsmakemecry.3.Lead-in.Showapictureofabeautifulfarm.(课件出示：农场图片)T:Welcometothebeautifulfarm.Ihopeyoucanhaveagoodtimehere!Areyoureadytogo?Ss:Yes.T:OK,Let’sgo!Step2:Presentation1.Watchandsay.(1)ShowthepictureofDay1onthePPT.(课件出示：Day1的图片)(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.(课件出示：Day1的图片及填空练习)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”.(课件出示：Day1第一部分的答案及a,an和some的用法小结)2.Classifythewords.PresentthechartofthesecondexerciseonP42（出示课件）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.(出示课件)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:…板书设计Day1AbeautifulfarmapearajacketanegganorangeanumbrellasomeapplessomehorsessometomatoesFruitFoodClothesAnimalVegetableSubject...appleeggjackethorsetomatomusic...orangecakeshoesbearpotatomaths...pearbreadpantspandacarrotEnglish...peachriceshirtcatcabbageChinese作业设计举出一个新的事物分类并列出三个单词教学反思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。Thesecondperiod（第二课时）Day2Farmers’market内容分析本课是PEP小学英语六年级起点第二册总复习单元的第二课时,主要复习特殊疑问词、特殊疑问句以及对人的外貌进行表达的句型。老师将通过多种教学活动巩固重点单词和句型，使学生掌握本节课知识点。课时目标知识与能力能够听、说、读、写描述外貌特征的词汇，用对应的句子结构描述一个人的外貌；能够在教师的指引下，运用思维导图梳理归纳已学的语言知识；能够完成相关练习；能够制作思维导图。过程与方法通过思维导图和组织对话拓展发散了学生们的思维，有助于学生们进行知识的整合，加深理解和记忆。情感态度价值观本课创设了大量接近真实的情景，将生活植入课堂，多以游戏的方式来进行有关的学习，提高了学生的学习兴趣，也提高了学生的语言技能。教学重难点教学重点结合书上的内容回顾有关方位、出行方式、价格、地点、时间、人物外貌等方面的知识点。教学难点能够制作思维导图。教学准备PPT课件、课文录音、视频、教学卡片等教学媒体选择多媒体，录音。教学活动录音游戏教学过程Step1:Warm-up&Lead-in1.Greetings.2.Watchandsay.(1)Showapictureaboutgoingshopping.(课件出示：一张关于购物的图片)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.（出示课件：购物清单和价目表）(3)Letstudentsmaketheirownshoppinglists.Showthegoodworkinclass.(4)Presentsomewords.Askstudentstochoosewhatwetalkedaboutjustnow.(课件出示：相关的单词、短语和句型)3.Lead-in.PresentthepictureofMrsBoothandBill.Andasktwoquestions:①Whoarethey？②Whatdotheywanttodo?(课件出示：MrsBooth和Bill的图片及提出的两个问题)Step2:Presentation1.Groupwork.(1)Askstudentstoanswerthetwoquestions.T:Whoarethey?Ss:TheyareMrsBoothandBill.T:Whatdotheywanttodo?Ss:Theywanttogoshopping.(2)Showthemindmapin“Day2”onthePPT.(课件出示：Day2的思维导图)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.(出示课件)T:ThisismymindmapastheroleofBill.Look,Iwanttogoshoppingonthefarm.Iwanttogoshoppingintheafternoon.IwanttogowithMike.Iwanttogotherebybus.AndIwanttobuysomebananas.Howaboutyou,boysandgirls?Trytoaskandanswerwiththehelpofthemindmapwithyourpartners.Andfinishthemindmapinyourbooks.Everyonecanhaveyourownopinionsaboutthesequestions.(4)Studentssharethemindmapwiththeclass.Theycanmakeadialoguewiththeirpartners.Showthemindmapagain.(出示课件)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”.(出示课件)First,saytheoppositewordsoftheseadjectives.Isaytheadjective,andyousaytheoppositeword.Areyouclear?Ss:Yeah!T:Short.Ss:Tall/Long.T:Heavy.Ss:Thin.…(2)Letstudentsfillintheblanksinthebooks.Checktheanswerstogether.(出示课件)Askstudentstomakesentenceswiththewordsastheexampleinthebooks.T:Wecansay,Billisyoung.Hehasshorthair…Step3:Practice1.Talkaboutouroldfriends.PresentthepicturesofAmyandSarah.(出示课件)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.板书设计Day2Farmers’marketWhatWhereWhenWithwhoHowHowmany/Howmuch作业设计如果今天要去一个博物馆游玩，该注意些什么，仔细思考，列出一个思维导图。（下午三点和朋友们一起坐公交车去城市博物馆CityMuseum，免票）教学反思1.本课以谈论购物相关的各个方面作为课前热身，既是复习导入，也为后面的学习打下了基础。2.各个环节紧密相关，一步步引导学生填充思维导图，实际上就是思维的梳理过程，能够帮助学生形成清晰的思维脉络。3.在教学过程中，将知识点进行了适当的发散，对整个知识体系进行了大致的回顾。4.教学内容丰富，话题切合学生的生活实际，使学生能保持浓厚的学习兴趣，鼓励学生踊跃发言，突出学生的主体地位。Thethirdperiod(第三课时)Day3Lifeonthefarm内容分析本课是PEP小学英语六年级起点第二册总复习单元的第三课时，主要复习动词的时态：单三和进行时。老师将通过多种教学活动巩固重点单词和句型，使学生掌握本节课知识点。课时目标知识与能力能够听、说、读、写已学过的动词短语；能够运用一般现在时和现在进行时描述农场的日常生活；归类所学的动词短语；能够独立完成相应练习；能够看图说话写话。过程与方法创设情景，鼓励学生总结动词变化规则，培养学生的综合运用能力。情感态度价值观本课创设了大量接近真实的情景，将生活植入课堂，多以游戏的方式来进行有关的学习，提高了学生的学习兴趣，也提高了学生的语言技能。教学重难点教学重点能够掌握一般现在时、现在进行时的结构和相关动词短语。教学难点能够看图说话，看图写句子。能够在恰当的情景中运用所学句型和词汇描述农场的生活。教学准备PPT课件、课文录音、视频、教学卡片等。教学媒体选择多媒体，录音。教学活动录音游戏教学过程Step1:Warm-up&Lead-in1.Greetings.2.Enjoyasong—OldMacDonald.(出示课件)3.Playagame:Sharpeyes.Presentsomepicturesaboutdifferentactivities.Askstudentstolookatthepicturesandreadoutthephrasesasquicklyastheycan.(课件快闪式出示：gofishing,goswimming,goboating,dothecleaning,dohomework,playmusic,playping-pong,playthepipa,haveapicnic的图片)4.Lead-in.Presentapictureofabusyfarm.Leadstudentstoanswerthequestionwithverbphrasestheyhavelearnedbefore,suchas“feedanimals”“pickapples”“goswimming”“gofishing”…(课件出示：繁忙的农场图片及相关动词短语)T:Thisisafarm.Whatdopeopleusuallydoonthefarm?Ss:...Step2:Presentation1.Readandcircle.Presentthepictureofthewordpuzzlein“Day3”.（课件出示：Day3的字谜图片）T:Therearesomethingspeopleoftendoonthefarm.Circlethewordsinthepuzzle.Studentscirclethewordsinthepuzzleandthenchecktheanswerstogether.Theteachercancircleonewordfirstasanexample.(课件出示：示例及答案)Checktheanswerstogether.Leadstudentstoreadthesewordsonebyone.2.Lookandsay.Presentfourgroupsofpictures.Askstudentstolookattheactivitiesandsaytheverbphrases.Thentrytofindouttheformingrulesofverbphrasesineachgroup.(1)Presentthefirstgroupofpictures.(课件出示：钓鱼图、游泳图、划船图)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+动词-ing形式”.Insuchaway,dealwiththeotherthreegroupsofverbphrases.(出示课件)(2)Thesecondgroup:dothecleaning,dohomework,dothedishesTheformingrule:do+名词/动词-ing形式(3)Thethirdgroup:playtheguitar,playthepipa,playping-pong,playbasketballTheformingrule:play(the)+乐器/运动类名词(4)Thefourthgroup:havesomejuice,havesomevegetables,haveanartclassTheformingrule:have+名词（饮料、食物、课程、三餐等)3.Lookandwrite.Presentthepicturesofthefirstpartin“Day3”.（出示课件）T:Therearemanypeopleonthefarm.Whatdotheyusuallydoonthefarm?Trytowritedownwhathe/she/theydoes/doeverydayaccordingtothepictures.Checktheanswerstogether.(课件出示：该部分练习的答案)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.(出示课件)4.Thinkandanswer.(1)Presentthepictureofthesecondpartin“Day3”.(课件出示：Day3第二部分的情景图)T:Nowitismorning.Mike,Bill,MrsBoothandotherpeopleareonthefarm.Theyarehavingfunonthefarm.Whataretheydoing?Pleasetalkaboutthepicture.T:WhatisBilldoingnow?Ss:Heisplayingping-pong.T:WhatisMrsBoothdoing?Ss:Sheisplayingthepipa.T:WhatisMikedoing?Ss:Heis……(2)Letstudentscompletethewritingtaskbythemselves.Checktheanswerstogether.(课件出示：该练习的答案)(3)Askstudentstosaysomethingaboutthepresentcontinuoustense.T:Canyoufindtherulesinthesesentences?Ss:Theyallhave“be动词+动词-ing形式”./Theyareallintheformof“be动词+动词-ing形式”./…T:Youalldidagoodjob.Presentthechangerulesofthepresentcontinuoustense.(出示课件)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?(课件出示：一些小孩子在农场活动的图片。如：钓鱼，游泳，煮饭，野餐等。)Makeamodel:S1:Hegoesfishing.S2:Theygoswimming.…Thestudentwhogetstherightanswercangetastar.2.Thedicegame.Theteachertakesoutadice.Therearesixdifferentpicturesoneachside.Studentsthrowitandtrytodescribewhathe/she/theyis/aredoinginthepicturesonthetopsideofthedice.Makeamodel:S1:Heisdrawingapicture.S2:Theyareplayingbasketball.…板书设计Day3LifeonthefarmHegoesfishing.Shedoesthecleaning.Heplaysmusic.Theyhavesomejuice.Billisplayingping-pong.MrsBoothis...作业设计阅读童话故事《夏洛的网》（上）教学反思1.本课的重点语法内容并不是靠教师枯燥的讲解，而是让学生在应用、观察和比较中得出结论，然后教师再作总结。突出了学生的主体地位，也有效地培养了学生的学习能力。2.设计的游戏环节，激发了学生的学习热情，在学生掌握语言知识的同时，让学生动起来，活跃起来。3.本课环节紧凑，突破了重难点，同时培养了学生的阅读和写作能力，听说能力也得到了较好的锻炼。Thefourthperiod(第四课时)Day4Mike’sdayonthefarm内容分析本课是PEP小学英语六年级起点第二册总复习单元的第四课时，主要复习、巩固和拓展动词过去式和形容词的比较级。老师将通过多种教学活动巩固重点单词和句型，使学生掌握本节课知识点。课时目标知识与能力能够在图片的帮助下用过去时填空；能够用自己的话复述Mike一天做的事情；能够读懂Mike和Bill游戏的文本描述，并能根据游戏规则运用比较级玩卡片游戏；能够提升发现问题、解决问题的能力。过程与方法通过观察和描述图片，鼓励学生大展展示，培养学生的语言综合运用能力。情感态度价值观本课创设了大量接近真实的情景，将生活植入课堂，多以游戏的方式来进行有关的学习，提高了学生的学习兴趣，也提高了学生的语言技能。教学重难点教学重点巩固一般过去时的用法，复习相关短语和形容词的比较级。教学难点提升学生的语言交际能力。教学准备PPT课件、课文录音、视频、教学卡片等。教学媒体选择多媒体，录音。教学活动录音游戏教学过程Step1:Warm-up&Lead-in1.Greetings.2.Enjoyasong—Lastweekend.(课件出示：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.(出示课件)5.Lead-in.Presentthepicturesofthefirstpartin“Day4”.(课件出示：Day4的第一部分图片)T:ThursdayisthefourthdayforMikeonthefarm.Hewasverybusy.Whatdidhedoonthatday?Lookatthesepicturesanddiscusswithyourpartners.Step2:Presentation1.Askandanswer.PresentMike’spicturesonebyone.(课件依次出示:Mike在农场活动的图片)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.(课件出示：该部分答案)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”.(课件出示：课本第二部分的音频)Askstudentstolistencarefullyandcircletheadjectivesinallformsinthetextbook.6.Lookanddescribe.Presentthethreeanimalsinthesecondpartonebyone.(课件依次出示：游戏中的三种动物图片)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.(课件依次出示：Mike和Bill的游戏环节)8.Discussingroups.Askstudentstoreadthegamebythemselves.Anddiscussingroups:Howtoplaythisgame?Whatsentencepatterns,whatkindofwordsorphrasesdotheyneed?T:Let’sgooverthechangerulesofthecomparativeofadjectivesfirst.（出示课件）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.…板书设计Day4Mike’sdayonthefarmInthemorning,I...ThenI...Intheafternoon,I...NextI...Intheevening,I...Finally,I...Ithinkit’sbiggerthantheelephant.作业设计阅读童话故事《夏洛的网》（下）教学反思1.本课以看图完成句子的方式复习了一般过去时及其相关短语和形容词的比较级和最高级等内容。2.热身环节复习了动词短语，动词短语的过去式以及动词过去式的变化规则，降低了后面学习的难度，同时也为本课的开展营造了一个轻松愉悦的氛围。3.设计的活动尽量贴近学生的实际生活，培养了学生的表达技巧与能力。4.小组活动、结伴活动较多，既培养了学生团结协作的能力，也促进了学生之间的互相了解，增进了大家的感情。Thefifthperiod(第五课时)Day5Mikeandhisnewfriends:Part1内容分析本课是PEP小学英语六年级起点第二册总复习单元的第五课时，主要复习、巩固和拓展对课程和事情发生频率(频率副词一般出现在一般现在时结构中，是一般现在时的标志)的描述。老师将通过多种教学活动巩固重点单词和句型，使学生掌握本节课知识点。课时目标知识与能力能够读懂语篇并回答相关问题；能够正确使用一般现在时的第三人称单数描述Mike的上课情况。复习一般现在时和科目名称。过程与方法学生们通过完成听、说、读、写等任务，培养学生的语言综合运用能力。情感态度价值观本课创设了大量接近真实的情景，将生活植入课堂，多以游戏的方式来进行有关的学习，提高了学生的学习兴趣，也提高了学生的语言技能。教学重难点教学重点能够读懂关于Mike学校生活的语篇并完成练习。教学难点能够熟练掌握和运用一般现在时和科目名称。教学准备PPT课件、课文录音、视频、教学卡片等。教学媒体选择多媒体，录音。教学活动录音游戏教学过程Step1:Warm-up&Lead-in1.Greetings.2.Singasong—DaysoftheWeekSong.(出示课件)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.(出示课件)T:NowMikeistellingabouthisschoollife.Whatdoeshesay?Readthepassagequicklyandanswerthequestions:DoesMikegotoschoolfromMondaytoFriday?(Yes,hedoes.)WhatclassesdoesMikehaveonMonday?(OnMonday,hehasmaths,English,musicandPE.)WhatsubjectdoesMikelikebest?(HelikesPEbest.)2.Carefulreading.Studentsreadagainandtrytogetmoredetails.Presentthekeysentencestructure“In…class,heoften/sometimes…”onthePPT.(课件出示：重点句型)Leadstudentstopayattentiontothethirdpersonsingularformofverbs.T:WhatdoesMikedoindifferentclasses?S1:Inmathsclasses,heoftenanswersmathsquestions.S2:InEnglishclasses,heoftenreadsmanyEnglishstoriesandspeaksEnglishwithhisfriends.S3:Inmusicclasses,heoftenplaysthepianoorsingssongs.S4:InPEclasses,hesometimesplaysfootballorexercisesinthegym.3.Readaftertherecording.（出示课件）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.(课件出示：该部分答案)2.DescribeandwriteaboutMike’sschoollife.T:Nowwe’veknownaboutMike’sschoollifewell.CanyoutellyourfriendsaboutMike?TrytodescribeMike’sschoollifeandwriteitdown.Leadstudentstopayattentiontothethirdpersonsingularfromofverbs.3.Freetalk.T:Whatdoesyourfriendoftendoinhisfavouriteclass?Theteachermakesamodelatfirst:Myfriend’sfavouriteclassisChinese.InChineseclass,heoftenlearnsChinesewordsandreadsstories.It’seasyforhim.Letstudentstalkfreely.Thenasktwoorthreestudentsto