人教版英语六年级上册 The first period ( 第一课时 )

Step1:Pre-learning1.Greetings.2.Brainstorm.①ShowsomepicturesofjobsonthePPT.（课件出示：一些职业照片，附上单词或词组，如：teacher,postman,fisherman,fireman,coach,scientist,pilot,businessman,factoryworker,farmer,policeofficer等）Helpstudentsreviewthewordsorthephrasesofjobs.3.Aguessinggame.Theteachersayssomesentencestodescribethejobs.Andstudentstrytoguessthejobs.T：Heworksatsea.Helikesfishing.Whatdoeshedo?S1：He’safisherman.T：Sheworksinafactory.Whatdoesshedo?S2：She’safactoryworker.…Askseveralstudentstomakeriddlesaboutjobs.Thensaytheriddlestotheclass.Theotherstudentstrytoguessthejobs.4.Readanddo.ShowsomewordsorphrasesonthePPT.（课件出示：单词或词组，如：happy,angry,sad,afraid,ill,worried,seeadoctor,domoreexercise,takeadeepbreath,wearwarmclothes,talk,run,readbooks,playcomputergames,singsong等）Askstudentstomakefacialexpressionsordoactionswhilereadingthewordsorthephrases.Helpstudentsreviewthewordsofthefeelingsandsomeactivities.5.Ido,yousay.Asksomestudentstodoactionstotheclassonebyone.Onestudentasks,“What’shis/herhobby?”Theotherstudentstrytoguess.Teachingpurpose②逐步帮助学生读懂题目要求，引导学生学会听前预测听力的重点内容，分步完成听力任务。并利用表格帮助学生梳理信息，再运用这些信息进行对话练习，在情景中运用所学语言。Step2:WhileTeachingpurpose②逐步帮助学生读懂题目要求，引导学生学会听前预测听力的重点内容，分步完成听力任务。并利用表格帮助学生梳理信息，再运用这些信息进行对话练习，在情景中运用所学语言。P66②1.Understandthebackgroundknowledge.Studentsreadthebackgroundknowledgebythemselvesfirst.Thentheteacherintroducesthebackgroundknowledge.T：Peter’sfamilyaregoingtovisitKen’sfamilyinanothertown.Peter’sfatheristalkingaboutthem.2.Guessthejobs.StudentsworkingroupstoguessthejobsofKen’sfamily.3.Listenandfillintheblanks.（1）Playtherecording.（课件出示：教材P66音频）Studentslistentotherecordingandtrytowritedowntheirjobsonthelines.（2）Theteacherandstudentschecktheanswerstogether.(课件出示：教材P66第一题答案)Praisethestudentswhowritetheanswersright.4.Listenagain.Writedownthehobbiesforthepeople.（1）Playtherecordingagain.(课件出示:教材P66音频)Studentslistentotherecordingandtrytowritedownthehobbiesforthepeopleonthelines.（2）Theteacherandstudentschecktheanswerstogether.(课件出示：教材P66第二题答案)Praisethestudentswhowritetheanswersright.5.Finishthechart.Showacharttostudents.Askthemtofillintheblanksaccordingtothelisteningtext.6.TalkaboutKen’sfamily.StudentsworkinpairstotalkaboutKen’sfamily.Makeamodel:T：Ken’sfatherisafarmer.Whatdoeshismotherdo?S1：She’safactoryworker.T：What’sherhobby?S2：Shelikesreading.…Teachingpurpose③引导学生观察和讨论图片，并设置连线任务帮助学生理解图片内容。借助完成后的连线任务引导学生运用所学句型进行对话练习，并在教学的过程中引导学生培养安全意识。Teachingpurpose③引导学生观察和讨论图片，并设置连线任务帮助学生理解图片内容。借助完成后的连线任务引导学生运用所学句型进行对话练习，并在教学的过程中引导学生培养安全意识。1.Lookandtalk.Studentsreadthebackgroundknowledgebythemselvesfirst.T：Peter’sfamilyareonthebus.Whataretheydoingonthebus?Nowlet’shavealook.PointtoPeter’sfamilyinthepictureandtalkwithstudents.T：Whoisshe?Ss：She’sPeter’smother.T：Whatisshedoing?Ss：She’sreading.T：Howdoesshefeel?Ss：Shefeelssad.…2.Lookandmatch.ShowthematchingtaskonthePPT.Letstudentslookatthepictureinthebookcarefullyandtrytofinishit.3.TalkaboutPeter’sfamily.AskstudentstotalkaboutPeter’sfamily.Makeamodel：T：Peter’sfamilyareonthebus.Whatishiscousindoing?S1：He’srunning.T：Howdoeshefeel?S1：Hefeelshappy.T：HowdoesPeter’sauntfeel?S1：Shefeelsangry.T：Why?S1：BecausePeter’scousinisrunningonthemovingbus.T：Yes.It’sverydangerous.Sowhatcanwesaytohim?（Leadstudentstoanswerthequestion.）S2：Youshouldsitdown.S3：Don’trunonamovingbus.…StudentsworkinpairstotalkaboutPeter’sfamily.4.Talkaboutthepictures.ShowsomepicturesonthePPT.（出示课件）Leadstudentstousethesentencestructures“Youshould…/Don’t…”tocomfortothersandgiveadvicetoothers.Step3:Post-learning1.Peter’spuzzle.（1）Showthepuzzletostudents.(课件出示：教材P67的字谜)T：Peterisdoingwordpuzzlesonthebus.ThisisPeter’spuzzle.Let’strytodoit.（2）Dothepuzzle.Studentsdothepuzzlebythemselves.（3）Checktheanswers.(课件出示：教材P67的字谜的答案)Praisethestudentswhofinishitquicklyandwell.2.Mydreamcareer.④Teachingpurpose④Teachingpurpose④通过创设自然真实的情景，让学生在情景中合理运用所学语言。引导学生从不同角度认识职业，构思自己的理想职业，并作简单的汇报，培养学生的语言综合运用能力。T：Therearemanyinterestingthingsinourlife.Whatdoyouliketodo?What’syourhobby?Whatdoyouwanttobe?Let’smakeasurvey.Forexample,ifyoulikefishing,youcanbeafisherman.（2）Makeademonstration.Showacharttotheclass.（课件出示：调查表）Makeademonstrationwithonestudent.T：…,what’syourhobby?S1：Ilikefishing.T：Whatdoyouwanttobe?S1：Iwanttobeafisherman.…Fillinthechartaccordingtotheanswersofstudents.3.Workingroups.T：Nowpleaseworkingroupsoffour.Askyourpartners’hobbiesanddreamcareerandwritedowntheanswersinthechart.4Makeareport.Askonestudenttomakeamodel.S1：I’m…Ilike…Iwanttobea/an……likes…He/Shewantstobea/an…Askseveralstudentstotrytomakeareport.Theotherstudentslistentothemandmakeevaluations.▶板书设计▶作业设计Writedownyourdreamcareer.Dotheexercises.(见“状元成才路”系列丛书《创优作业100分》或《状元作业本》对应课时作业)▶教学反思1.充分发挥多媒体辅助作用，有效利用课件帮助学生学习。2.教学设计层次分明，逐步引导、帮助学生学习。引导学生听前预测，分步完成听力任务，并利用表格帮助学生梳理信息，再运用这些信息进行对话练习，层层递进，引导学生逐步完成学习任务。3.引导学生在情境中理解，在活动中运用，突出语用功能。通过创设合理情景，帮助学生在情景中真实自然地复习和使用所学语言，突出了教学重点。4.通过创设自然真实的情境，让学生在情境中合理运用所学语言，培养学生的语言综合运用能力，从而达到学以致用的目的。▶TeachingContents&TeachingAimsPage66·Beabletounderstandthelisteningmaterialbyobservingthepicture.·Beabletoaskandansweraboutsomeone’soccupationbyusingthesentencestructures“—Whatdoeshe/shedo?—He/Sheis…”inscenes.·Beabletoaskanddescribesomeone\'shobbiesbyusingthesentencestructures“—Whatare…’shobbies?—He/Shelikes+v-ing.”Page67·Beabletoaskaboutsomeone’sfeelingsbyusingthesentencestructure“Howdoes…feel?”·Beabletouseemotionaladjectivestodescribefeelings.·Beabletousethesentencestructures“Youshould…/Don’t…”tocomfortothersandofferadvice.·Beabletoaskaboutotherpeoplebyusingthesentence“What’swrong?”▶TeachingPriorities·BeabletoreviewandusethekeysentencestructuresofUnit4toUnit6properly.▶TeachingDifficulties·Beabletoreviewandusethekeysentencestructuresinsituationsproperly.▶TeachingProcedures

TeachingStagesTeacher’sActivitiesStudentsActivitiesTeachingPurposesPre-learning1.Greetings.2.Brainstorm.ShowsomepicturesofjobsonthePPT.3.Aguessinggame.Saysomesentencestodescribethejobs.4.Readanddo.ShowsomewordsorphrasesonthePPT.5.Ido,yousay.Asksomestudentstodoactionstotheclassonebyone.1.Greetings.2.Reviewthewordsorthephrasesofjobs.3.Guessthejobsaccordingtotheteacher’ssentences.Thenseveralstudentsmakeriddlesandtheotherstudentsguessthejobs.4.Makefacialexpressionsordoactionsandreviewthewordsoffeelingsandsomeactivities.5.Doactionstotheclassonebyone.Onestudentasks,theotherstudentstrytoguess.ShowrelevantwordsorphrasesonthePPT.Helpstudentsactivatetheoldknowledge.Prepareforthelaterlearning.While-learningP661.Understandthebackgroundknowledge.Introducethebackgroundknowledge.2.Guessthejobs.3.Listenandfillintheblanks.(1)Playtherecording.(2)Checktheanswers.4.Listenagain.Writedownthehobbiesforthepeople.(1)Playtherecordingagain.(2)Checktheanswers.5.Finishthechart.6.TalkaboutKen’sfamily.1.Readandunderstandthebackgroundknowledge.2.WorkingroupstoguessthejobsofKen’sfamily.3.(1)Listenandwritedownthejobs.(2)Checktheanswers.4.(1)Listenagain.Writedownthehobbiesforthepeople.(2)Checktheanswers.5.Trytofillintheblanksaccordingtothelisteningtext.6.WorkinpairstotalkaboutKen’sfamily.Helpstudentsunderstandtherequirementsofthequestions.Leadstudentstopredictthekeycontentoflisteningtextbeforelistening,andthencompletethelisteningtaskstepbystep.Helpstudentssortouttheinformationbyusingthechart,thenleadthemtousetheinformationfordialoguepractice.（续表）TeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesWhile-learningP671.Lookandtalk.Introducethebackgroundknowledge.2.Lookandmatch.3.TalkaboutPeter’sfamily.4.Talkaboutthepictures.1.Readandunderstandthebackgroundknowledge.Lookatthepictureandtalkaboutit.2.Lookatthepicturecarefullyandtrytofinishthematchingtask.3.WorkinpairstotalkaboutPeter’sfamilyasthemodel.4.Usethesentencestructures“Youshould…/Don’t…”tocomfortothersandgiveadvicetoothers.Leadstudentstoobserveanddiscussthepicture,andsetthematchingtasktohelpthemunderstandthepicture.Leadstudentstodevelopsafetyawarenessintheprocess