全册教学设计（教案）-2022-2023学年英语六年级上册-人教PEP版

这是一份全册教学设计（教案）-2022-2023学年英语六年级上册-人教PEP版，共188页。
 Unit 1 How can I get there?
一、 教材分析
本单元学习的主题是问路。教学内容主要是通过吴一凡和机器人Robin去参观科学博物馆途中问路的情景来展开的。教学重点是能够听、说、读、写核心句型“—Where is the museum shop? —It’s near the door.”“—How can we get there? —Turn left at the bookstore.”；能够听、说、读、写单词和词组: science, museum, post office, bookstore, cinema, hospital, crossing, turn, left, straight, right
二、学情分析
六年级英语在小学英语教学中起着承上启下的作用，既是五年级的衍生又是初中一年级的铺垫。经过三年的学习，大部分学生对英语仍然保持着浓厚的兴趣，但有少数学生由于遇到困难，学习兴趣可能会开始减退。因此，这个学期在教学中，我们应该以学生的发展为宗旨，以培养学生的创新精神和实践能力为重点，面向全体学生，在激发学生兴趣的同时，扎扎实实地从每个学生抓起。六年级的学生学习比较理性。教师在以活动为课堂教学的主要形式的同时，要充分发挥任务性教学在高年级的优化使用，设计丰富多彩的教学活动，有效的教学任务。
同时注意到学生中存在的两极分化，教学内容注意由简到难，循序渐进，在知识的复现中做好及时补差工作。充分培养学生的听说读写能力，尤其要加强识读，拼写的能力。重视阅读能力和写作能力的同步培养。重视英语作为语言的交际功能。
三、教学目标
1 知识与能力
·能够听、说、读、写句型“—Where is the…? —It’s near the door.”“—How can we get there?
—Turn left at the bookstore.”
·能够在情景中运用句型“—Where is the…? —It’s…”询问地点并作答
·能够在情景中运用句型“—How can we get there? —Turn left/right at the…”问路并描述路线
·能够在图片的帮助下正确理解并按照正确的意群及语音、语调朗读有关Robin新功能的小故事，运用本单元所学核心句型讲述该故事，同时能根据阅读所获信息写出故事中的关键信息
· 能够听、说、读、写单词和词组: science museum, post office, bookstore, cinema, hospital, crossing, turn left, go straight, turn right
·能够正确使用上述单词和词组描述城市设施及其位置
·知道英语句子有升降调，并能使用正确的语调朗读不同类型的句子
2 情感态度价值观
·能够在迷路时主动寻求帮助
·能够适度饮食，不暴饮暴食
·了解英国代表性建筑“伦敦眼”，著名河流泰晤士河以及特色快餐“Fish and chips”
·能够通过看图捕捉主要信息，并根据提示做出听前预测
·能够通读文段，获取主旨大意，通过相关细节猜测词义
四、课时安排
第一课时: Part A Let’s try & Let’s talk
第二课时: Part A Let’s learn & Make a map and talk
第三课时: Part B Let’s try & Let’s talk
第四课时: Part B Let’s learn & Be a tour guide
第五课时: Part B Read and write
第六课时: Part B Let’s check & Let’s wrap it up
第七课时: Part C Story time


The first period(第一课时)
Part A Let' s try & Let's talk
内容分析
本课是PEP小学英语六年级第一册Unit1第一课时。主要学习能够理解和掌握本课时的重点词汇和句型以及能够在情景中恰当运用句型“—Where is the…? —It's…”询问地点并作答。老师将通过多种游戏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
·能够读懂题目要求，对听力的重点内容进行预测
·通过听录音，运用基本的听力技巧，勾选正确的选项
·通过观察、谈论Let's talk板块的图片，在PPT和老师的帮助下理解对话大意，并能够回答对话下面的问题
·通过听录音，能够用正确的意群及语音、语调朗读对话，并能在小组中进行角色表演
·能够在情景中恰当运用句型“—Where is the…? —It's…”询问地点并作答
·能够在语境中借助图片等帮助理解新词“museum, bookstore, post office, ask, sir”的意思，并能够正确发音
·能够运用礼貌用语寻求他人的帮助
过程与方法
利用机器人创设情境，通过各种不同功能的机器人，激发学生学习兴趣，吸引其注意力。先引导学生基于语言情境猜测吴一凡所在的场所，再通过听力验证预测的答案并完成Let's try板块的听力练习，培养学生听前预测的习惯。
情感态度价值观
引导学生通过组内交流自己居住地的相关城市设施和位置，拓展他们对其喜好与经常进行的活动的相关表达，提高学生的语言综合运用能力。
教学重难点
教学重点
能够理解和掌握本课时的重点词汇和句型。
教学难点
能够在情景中恰当运用句型“—Where is the…? —It's…”询问地点并作答。
教学准备
PPT课件､课文录音､视频等。
教学媒体选择
多媒体，录音。
教学活动
1. 录音
2. 游戏
教学过程
Step 1: Warm-up & Lead-in
1. Greetings.
Greet students. Divide them into several groups. The group which gets the most points will be the winner.
2. Quick review.
Review the words and the phrases of the locations “in front of, near, next to, behind, between” with the pictures. （课件出示: 表示方位介词的图片）
3. Read and guess.
Read the sentences and guess what places they are.
4. Lead-in.
Present the main scene on page 2.（课件出示: Unit 1主情景图）
T: What can you see in the main scene?
Ss: We can see a hospital, a park, a restaurant…
T: Here are Wu Yifan and Robin. Wu Yifan likes robots very much. Where can Wu Yifan go?
Ss: He can go to the science museum.
T: Where is the science museum? How can he get there? Today we'll learn “Unit 1 How can I get there?”
Write down the title of “Unit 1” on the blackboard.
Step 2: Presentation
1. Let's try.
（1）Freely talk about robots.
In a science museum, we can see many interesting things of high tech. Present some pictures of high tech robots on exhibition. （课件出示: 能做各种不同动作的机器人的图片及相应的动词词组）
T: These robots are so cool! What can they do?
Ss: They can…
（2）Listen and tick.
Ask students to read “Let's try” and predict the content of listening and the answers to the questions. Then students listen and tick the right options for the questions. At last, check the answers together. （课件出示: 教材P4 Let's try板块的习题、音频及答案）
（3）Read the listening materials.
Learn the key sentences underlined. （课件出示: 教材P4 Let's try板块的听力材料）
2. Watch and answer.
Wu Yifan and Robin are at the science museum now. Wu Yifan has something to do. Watch the video of “Let's talk” and answer the questions. Lead students to get the main idea of the dialogue. （课件出示: 教材P4 Let's talk板块的对话视频和问题）
Q: What does Wu Yifan want to do? （He wants to buy a postcard and send it.）
Compare the differences between “buy” and “send” with pictures. （课件出示: 买明信片和寄明信片的图片）
3. Get more details.
Watch the video of “Let's talk”again and answer the following questions. （课件出示: 问题①②，配图museum shop和post office）
①Where can Wu Yifan buy the postcard? Where is the museum shop?
②Where can he send the postcard? Where is the post office?
Highlight the sentence structure “Where is…?” Make brief talks with students while checking the answers. （课件出示: 问题①②的答案）
Write down “museum shop, post office” and the sentence structure “Where is…?” on the blackboard.
①Key: He can buy the postcard in the museum shop. The museum shop is near the door.
T: What else can you buy in a museum shop?
Ss: I can also buy some toy robots/soft toys/toy machines/books…
②Key: He can send the postcard in the post office. The post office is next to the museum.
T: Does Robin know where the post office is?
Ss: No, he doesn't.
T: So how can they find the post office?
Ss: They can use a map./They can ask other people.
T: Yes. If you need help, just try to be brave and ask for help.
Learn the key words “ask, sir” in detail. （课件出示: ask和sir的相关内容）
Write down “ask, sir” on the blackboard.
T: Robin asks a man where the post office is. The man is so surprised that Robin can talk. It is a talking robot. He thinks the museum is a great museum. （Simply explain “a talking robot” and “What a great museum！”）
T: Where is the post office?
Ss: It's next to the museum. （课件出示: 对比near和next to的区别）
Step 3: Practice
1. Read and act.
（1）Students read after the recording. Pay attention to the pronunciation and the intonation.
（2）Let students practice the dialogue in roles in groups.
（3）Act out.
2. Draw a map for the museum.
Students read the dialogue and try to draw a simple map for the museum. Work in pairs to make a brief introduction of their maps. Then choose two students to come to the front to share their maps. They can say like this:
The museum shop is… You can…there.
The post office is… You can…there.
Step 4: Consolidation & Extension
1. Create a new dialogue.
T: If you are Wu Yifan, what gift do you want to buy? You can be in a supermarket or anywhere you want to be. Create a new dialogue and let's find out more ideas. You can do it like this:
Wu Yifan: Robin, where is the…? I want to buy…
Robin: It's…
Wu Yifan: Thanks. Where is the…? I want to…today.
Robin: I don't know. I'll ask. Excuse me, sir.
Man: Wow! A talking robot! That's interesting!
Robin: Where is the…?
Man: It's…
Robin: Thanks.
The teacher makes a model with two students first. Then ask students to work in groups. Choose one or two groups to act out.
2. Talk about your city.
T: Now we've known something about Wu Yifan's city. Can you talk about something about your city/town/village?
The teacher sets a model and makes a brief conversation with a student first. You can use these words: park, library, zoo, post office, school, museum… （课件出示: 对话练习的框架）
Then students work in groups and talk about the places in their city/town/village.
3. Make a summary.
Lead students to make a summary of this class. Let them conclude the key words and sentence structures they've learned. Encourage students to be brave and ask for help if they need.
板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1. 热身环节快速复习方位介词以及有关建筑物和场所的词汇，为下面即将要学习的对话做好词汇铺垫。通过主情境图创设情境，为即将学习的Let's try板块设置话题背景。
2. 呈现活动由浅入深，注重培养学生听前预测的习惯。以学生为本，引导和启发学生思考，注重对学生思维能力的培养。
3. 基于课本基础，设置多元化的教学活动，适当拓展，丰富学生表达，提高其语言综合运用能力。
4. 板书设计清晰明了，重点突出，起到了很好的辅助作用。

The second period（第二课时）
Part A Let's learn & Make a map and talk
内容分析
本课是PEP小学英语六年级第一册Unit 1第二课时。主要学习有关城市设施的单词和词组：science museum, post office, bookstore, cinema, hospital以及能够在情景中恰当运用句型“—Where is the…? —It's…”开展有关问路和指路的表达。老师将通过听音跟读和游戏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
· 通过图片、课件等方式，能够听、说、读、写有关城市设施的单词和词组：science museum, post office, bookstore, cinema, hospital
·了解一些简单的构词规律，如合成词bookstore是由两个词构成
·了解一些简单的发音规律，如双音节词、多音节词和词组的重音
·能够在情景中恰当运用句型“—Where is the…? —It's…”开展有关问路和指路的表达
·能够独立制作地图，并熟练运用所学词汇介绍场所的方位
过程与方法
以绘制地图描述建筑和方位的活动，巩固本课的核心词汇和句型，根据地图创设的语言情境提高学生的语言运用能力，使学生能够熟练运用所学词汇介绍场所的方位。
情感态度价值观
通过词汇认读、寻找消失的建筑物和双簧三个不同形式的游戏，加深学生对词汇的记忆和理解，培养学生的观察能力。在学生积极参与的同时，达到寓教于乐的目的。
教学重难点
教学重点
能够理解和掌握本课时的重点词汇和句型。
教学难点
能够在情景中恰当运用句型“—Where is the…? —It's…”开展有关问路和指路的表达。
教学准备
PPT课件､课文录音､相关视频等。
教学媒体选择
多媒体，录音。
教学活动
3. 录音
4. 游戏
教学过程
Step 1: Warm-up & Revision & Lead-in
1. Greetings.
Greet the class.
T：In this class, I hope you can be confident(☆), open-minded(☆☆), and especially creative(☆☆☆).
2. My favourite cartoon—Big Hero.
T：（课件出示：《超能陆战队》中大白的图片）This is my favourite cartoon—Big Hero. He is Baymax. Do you know where he lives?
Ss：He lives in… (Students guess.)
T：Look, he lives in a city. Today we'll learn something about a city. A city is a big town with many streets and buildings where people live and work.
3. Lead-in.
T：Now let's watch a video. What can you see in the city? （课件出示：《超能陆战队》视频剪辑）
Ss：Houses, policemen…
T：Good job! We can also see a police station, BRT…
（学生观看视频后给出答案时，教师根据monster展开师生间的简短交流对学生的回答给予补充，复习或拓展有关城市设施的词汇。）
Step 2: Presentation
1. Learn the word “cinema”.
T：Good job! We can watch a monster film on TV. Where else can you watch films?
S1: I can watch films on the computers./I can…
T：Yes. We can watch films at home. We can watch films at a cinema.
Teach the new word “cinema”. （课件出示：cinema的相关内容）
Write down “cinema” on the blackboard.
Students read the word in syllables.
2. Learn the sentence structures “—Where is…? —It's…”
Present the picture of the cinema on page 5. （课件出示：教材P5 cinema的图片）
T：Where is the cinema? (Ask a student to come to the front to point it out on the picture of the main scene.)
S1：It's here.
Write down “—Where is…? —It's…” on the blackboard.
Lead students to understand the meaning by highlighting the popcorn and the film recorder on the picture.
T：The cinema is near the bookstore.
Present the positions of “next to” and “near”. Compare the locations between these two words.
3. Learn the word “bookstore”.
Present the pictures of a bookstore and a library. （课件出示：bookstore和library的图片）
Lead students to observe and compare the two pictures of “bookstore” and “library” on the main scene. Present the new word “bookstore”. Divide the word into two words of “book” and “store”. Students read the word after the recording and learn its regulations of word-formation. （课件出示：bookstore的单词合成方式、图片和读音）
Write down “bookstore” on the blackboard.
4. Learn the word “hospital”.
T：We can store many books in a shop. We can also store many books in robots. So, robots know lots of things and give people lots of help. （课件出示：带有医疗功能的大白图片）
T：Baymax is a medical robot. He is a “walking hospital”.
Teach the new word “hospital”. Students read the word in syllables and pay attention to its stress in pronunciation. （课件出示：hospital的相关内容）
Write down “hospital” on the blackboard.
5. Learn the phrases “science museum” and “post office”.
T：Hiro is a 14-year-old boy. He is Baymax's best friend. He likes science very much. His favourite place is the science museum. （课件出示：《超能陆战队》里的阿宏和科学馆）
Present the phrase “science museum” on the PPT. Lead students to learn the meaning and the pronunciation. Let students read in groups, in boys and girls. （课件出示：science museum的相关内容）
Write down “museum” on the blackboard.
T：What can you see in a science museum?
Ss：I can see…
T：Wow, that's great! It sounds interesting. I want to go and have a look. Where is the science museum?
Present the main scene. Lead students to spot the science museum on the picture. （课件出示：Unit 1主情景图）
Ss：It's near the post office.
Present the phrase “post office”. Lead students to learn the meaning of “post” and “office”. Help them get to know its regulations of word-formation. Students read after the recording and practice by themselves. （课件出示：post office的相关内容）
Write down “post office” on the blackboard.
T：Where's the post office?
Ss：It's next to the library.
Step 3: Practice
1. Word games.
(1)Read and point.
Present the main scene on page 2. （课件出示：Unit 1主情景图） Ask students to find out what places Wu Yifan and Robin see.
Lead students to read the words while pointing. Then students practice in pairs.
(2)What's missing？
Ask students to observe the main scene carefully and remember the buildings in the picture. Then let students name the buildings quickly when the buildings disappear. （课件出示：Unit 1主情景图，利用PPT动画，使情景图上的建筑物逐一消失）
(3)A two-man act.
Firstly, the teacher makes a model. Read the word, but in silence. Students guess the word according to the teacher's shape of the mouth. Then ask a student to come to the front of the class, and play the game together.
2. Words in groups.
Present the words of places and buildings that students have learned. Ask students to put them into two groups according to their regulations of word-formation. A group of words are like “school” and a group of words are like “bookstore”.
Then lead students to make a summary of the regulations. Students learn about the word-formation of the compound words.

Step 4: Consolidation & Extension
1. Make a map and talk.
T：Make a map of Sarah's city. Talk about the buildings and their locations in the city. Work in pairs. You may talk like this:
2. Describe your own city.
T：Make a map of your own city and describe it. You may talk like this:
This is my city. There is… It's near/next to… I often…there.
Ask students to introduce their city to the class.
3. Make a summary.
Lead students to make a summary of this class. Let them conclude the key words and sentence structures they've learned. Lead students to learn to read the pictures and guess the meanings of the compound words.
板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1. 利用学生喜爱的动画短视频导入，引出city的概念，用简单的英英释义帮助学生理解词义，有助于培养学生的英语思维。
2. 呈现环节的活动易操作，由词到句，丰富学生对核心词汇的理解。不同的活动之间过渡自然，环环相扣，逐层深入。
3. 操练和巩固环节活动形式多样，通过词汇认读、寻找消失的建筑物和双簧三个不同形式的游戏，不仅能加深学生对词汇的记忆和理解，还能培养学生的观察能力。
4. 根据地图创设的语言情境提高学生语言运用能力，以绘制地图描述建筑和方位的活动，巩固本课的核心词汇和句型，使学生能够熟练运用所学词汇介绍场所的方位，实现本课的教学目标。

The third period（第三课时）
Part B Let's try & Let's talk
内容分析
本课是PEP小学英语六年级第一册Unit 1第三课时。主要学习单词“interesting, Italian, restaurant, pizza, street, get”的意思，并能正确发音以及能够在情景中恰当运用句型“—How can we get there? —Turn left/right at…”问路并作答。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
·能够读懂题目要求，对听力的重点内容进行预测
·能够运用基本的听力技巧完成本部分的听力任务
·通过观察、谈论Let's talk板块的图片，并在PPT和老师的帮助下理解对话大意，并能回答对话下面的问题
·通过听录音，学会按照正确的意群及语音、语调朗读对话，并能在小组中进行角色表演
·能够听、说、读、写并在情景中恰当运用句型“—How can we get there? —Turn left/ right at…”问路或作答
·能够在语境中借助图片等帮助理解新词“interesting, Italian, restaurant, pizza, street, get”的意思，并能正确发音重点
过程与方法
让学生在主情景图和对话创设的情景中进行问路并描述路线，由于学生选取的出发点和目的地不同，使得对话内容多样，能有效地巩固本课核心句型。
情感态度价值观
引导学生观察图片信息，预测对话中即将要发生的事情，培养学生的观察能力和逻辑推理能力，在预测的活动中也能提升学生的想象力和语言运用能力。
教学重难点
教学重点
能够理解和掌握本课时的重点单词和句型。
教学难点
能够在情景中恰当运用句型“—How can we get there? —Turn left/right at…”问路并作答。
教学准备
PPT课件､课文录音､视频、卡片等。
教学媒体选择
多媒体，录音。
教学活动
5. 录音
6. 动画
教学过程
Step 1: Warm-up & Revision & Lead-in
1. Greetings.
Greet students. Divide them into several groups and tell them, “If you can be brave, active and open-minded in class, your group can get more points. The group which gets the most points will be the winner.”
2. Let's sing.
T： Let's watch the cartoon and sing the song—Where is the hospital?（课件出示：歌曲Where is the hospital?的视频）
3. Lead-in.
Present the main scene on page 2 and ask questions according to the scene. （课件出示：Unit 1主情景图）
T：Where is the hospital?/Where is the library?
Ss：It's…
T：The school is on the left side of the library./The post office is on the right side of the library.
Present the new words “left, right”. Lead students to learn the new words by hand gestures and read them after the recording. （课件出示：left和right的相关内容）
Write down “left, right” on the blackboard.
Step 2: Presentation
1. Tick or cross.
(1)Lead students to read the text content in “Let's try”. Play the recording. （课件出示:教材P6 Let's try板块的音频）
Ask the questions:
Do Wu Yifan and Mike want to go to the bookstore?/Where do they want to go?
(2) Play the recording for the second time and ask students to tick or cross. Then check the answers with students. （课件出示：教材P6 Let's try的音频及答案）
(3)Present the listening material. Students read the dialogue. （课件出示：教材P6 Let's try板块的听力材料）
(4)Highlight the key phrase “turn left” in the listening material. （出示课件） Lead students to express the meaning of the phrase through gestures. Help them learn the new phrase.
2. Look and predict.
(1)Show the main picture of “Let's talk” on the PPT. （课件出示：教材P6 Let's talk板块的图片）
T：Here we can see Wu Yifan and Mike. Where are they?
Ss：They are at the cinema.
T：They look very happy. The film must be very interesting.
Present the first sentence of the dialogue. Students listen to the recording and imitate the intonation. （出示课件）
Teach the exclamatory sentence “What an interesting film!” and the new word “interesting”.
(2)Lead students to predict what will happen next.
T：After watching the film, where will Wu Yifan and Mike go? What do they want to do?
Ss：They will go to the… They want to… (Students guess.)
3. Watch and talk.
Watch the cartoon of “Let's talk” for the first time. Answer the questions. （课件出示：教材P6 Let's talk板块的视频并呈现问题）
T：Where will Wu Yifan and Mike go? What do they want to do?
Ss：They will go to the restaurant. They want to find something to eat.
T：Yes. Because they are very hungry.
4. Read and find.
(1)Watch the first part of “Let's talk”. （课件出示：教材P6 Let's talk板块的视频及问题） Answer the question: Do you know any Italian food?
Present the pictures of an Italian restaurant and some Italian special food: spaghetti, pizza, toasted bread, sausage. （课件出示：意大利餐厅及意大利美食图片） Lead students to learn the new words “Italian, restaurant, pizza”. （课件出示：restaurant和pizza的相关内容）
Write down “Italian, restaurant, pizza” on the blackboard.
Talk about the Italian food with students.
T：OK. Let's see how we can get to the Italian restaurant.
Present and teach the key sentence “How can we get there?”
(2)Students watch the second part of “Let's talk”. (课件出示：教材P6 Let's talk板块的视频及问题) Then answer the questions: Where is the restaurant? How can we get there?
T：Where is the restaurant?
Ss：It's next to the park on Dongfang Street.
Teach the new word“street”. （课件出示：street的相关内容）
Write down “street” on the blackboard.
T：How can we get there?
Ss：Turn left at the bookstore. Then turn right at the hospital.
Step 3: Practice
1. Read and act.
(1)Let students watch the cartoon of “Let's talk” for the third time. Then let them read after it and pay attention to the pronunciation and the intonation. （课件出示：教材P6 Let's talk板块的视频）
(2)Work in pairs. Students read the dialogue in roles.
(3)Let students read the dialogue together. Boys play the role of Mike, and girls play the role of Wu Yifan.
（请学生展示时，可利用教师用书配套光盘中的角色扮演功能，请学生给对话配音。）
2. Order the sentences.
Make the sentences in the dialogue in disorder. Ask students to number the sentences. Then check the answer with them. （课件出示：打乱顺序的排序练习及答案）
3. Make a comparison.
T：Compare the following phrases. What's in common? What's the difference?
Lead students to observe the forms and summarize the regulations.

Step 4: Consolidation & Extension
1. Ask for directions.
Present the main scene of this unit. (课件出示：Unit 1主情景图)
Let students work in pairs and ask for directions according to the scene as the model. （引导学生把一块橡皮放置在地图上代表自己所在的位置，根据主情景图上的建筑物和方位开展问路和描述路线的对话。）
T：Excuse me. Where is the hospital?
S1: It's near the park.
T：How can I get there?
S1: Turn left at the bookstore. It's on your right.
2. Share your favourite place.
T：Talk about a cinema or restaurant you like. Draw a map to show how you can get there. Work in groups and then act out. You can make a dialogue with the structure. (课件出示：对话练习的框架)
板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.歌曲导入，活跃课堂气氛，快速吸引了学生注意力，能有效帮助复习上一节课的旧知，巩固核心句型。
2.充分利用主情景图和对话所创设的情景，让学生在语境中创设接近于真实的对话，开展有效的问答和交流。
3.教学目标明确，重难点突破巧妙。各环节之间层层深入，过渡自然。每一个教学环节都在为下一步即将学习的内容做好铺垫或扫清学习障碍，帮助学生理解和更好地掌握新知。
4.教学活动注重对学生思维品质的培养，注重观察能力和逻辑推理能力，在预测等活动中也激发了学生的想象力，提升了语言运用能力。基于课本基础，适时拓展，丰富学生语言输入和表达，提高语言综合运用能力。
5.板书设计中的生词和重点句型清晰明了，起到了很好的归纳总结作用。

The fourth period（第四课时）
Part B Let’s learn & Be a tour guide
内容分析
本课是PEP小学英语六年级第一册Unit 1第四课时。主要学习有关指明方向的单词和词组：crossing, turn left, go straight, turn right以及能够在情景中熟练运用句型，并能够运用上述单词和词组为他人指路。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
· 通过图片、课件等方式，能够听、说、读、写有关指明方向的单词和词组：crossing, turn left, go straight, turn right
·能够在情景中熟练运用句型，并能够运用上述单词和词组为他人指路
·通过角色扮演，能够运用本单元的词汇和句型指路并能简单介绍景点
过程与方法
快速反应以及小组竞赛活动，会让学生兴致勃勃地积极参与，同时也能帮助学生加深对核心词汇的理解和记忆。 看图指路的活动能有效地帮助学生操练本课的核心句型。
情感态度价值观
引导学生通过角色表演，以小组合作的形式在相对真实的语言环境中灵活运用本课核心词汇和句型进行交流，同时经过整合旧知对名胜古迹进行简要描述和推荐，丰富语言表达。
教学重难点
教学重点
能够理解和掌握本课时的重点词汇和句型。
教学难点
能够运用本单元的词汇和句型为他人指路并能简单介绍景点。
教学准备
PPT课件､课文录音､视频等。
教学媒体选择
多媒体，录音。
教学活动
7. 录音
8. 角色扮演
教学过程
Step 1: Warm-up & Revision & Lead-in
1. Greetings.
Greet the class. Divide them into several groups and tell them, “If you can be brave, active and open-minded in class, your group can get more points. The group which gets the most points will be the winner.”
2. Let’s chant.
Make a presentation first and show students how to do it. Then students clap hands and say the chant, and then chant with the teacher. （出示课件）
3. Lead-in.
Present the picture of “Let’s learn”. Lead students to observe the picture and guess what they are doing. （课件出示：教材P7 Let’s learn板块的图片）
T：Where are Wu Yifan and Mike?
Ss：They are on the street.
T：What are they doing there?
Ss：Maybe they are asking the way.
Step 2: Presentation
6. Learn the word “crossing”.
T：When two streets meet together, they will form a…
Ss：Crossing.
Present the picture and the word “crossing”. （课件出示：十字路口图片）
Extend the word “cross”. Teach the new words and highlight the differences between these two words.
Write down “crossing” on the blackboard.
2. Learn the phrases “turn right/left”.
(1)Play the short video of “Let’s learn”. （课件出示：教材P7 Let’s learn板块的视频） Let students watch the video and think about these two questions:
①Where do Wu Yifan and Mike want to go? (They want to go to the Italian restaurant.)
②How can they get there? (Turn left.)
Write down “turn left” on the blackboard.
Lead students to express more precisely like this, “Turn left at the crossing.”
(2)Present the new phrase“turn right”. Lead students to express the phrase’s meaning through gestures or body language. （课件出示：左转/右转图片） Students learn the new phrases “turn right/left” and read them after the recording.
Write down “turn right” on the blackboard.
(3)Present the dialogue. Let students read it after the recording. （课件出示：教材P7 Let’s learn板块的视频）
3. Learn the phrase “go straight”.
Present a picture of a straight street. （课件出示：笔直街道的图片）Draw a straight line and a curving line. Make a comparison and help students understand the word “straight”.
Write down “go straight” on the blackboard.
T：On this part of the street, you can’t turn left or right. You can…
Ss：Go straight along the street.
T：Excellent!
Present the phrase “go straight”. Extend the expressions of “Go straight along…” and “Go straight ahead”. Students learn the new phrases and read after the recording. （出示课件）
4. Listen, read and point.
（1）Present the four pictures of “Let’s learn”. （课件出示：教材P7 Let’s learn板块的四幅图片） Students listen, read after the recording and point. （出示课件）
（2）Practice in pairs by the game “I say, you point”.
Step 3: Practice
1. Quick response.
(1)Flash the pictures of “crossing, turn left, go straight, turn right” on the PPT. （出示课件） Students say the words or phrases loudly while the pictures are flashing.
(2)Mark a word or a phrase as a bomb. Flash the pictures of “crossing, turn left, go straight, turn right”. （出示课件） Students say the words or phrases loudly while the pictures are flashing. But when students meet the bomb word or phrase, they should keep silent and not read.
2. Group competition.
（1）One student says these words or phrases. The others do the actions.
（2）I say, you do.
（游戏说明：将全班学生分为四个小组，教师给指令，学生做动作。首先教师示范四个指令“Crossing./Turn left./Turn right./Go straight.”的正确动作。然后全体学生起立，在做指令过程中，动作做错的同学坐下，其他站立的同学继续参加下一轮。经过两轮指令后，站立同学最多的一组为优胜组。 ）
3. Can you tell me the way?
Present several maps.（出示课件）Can you ask and answer about the directions? You can do it like this：
A: Excuse me, where is the…?
B: Turn left/right/…
The teacher makes a model with a student at first. Then students work in pairs. Ask several pairs of students to act out the dialogues.
Step 4: Consolidation & Extension
1. Be a tour guide.
(1)Chen Jie is trying to be a tour guide for Oliver in Beijing. Can you help her?（课件出示：教材P7 Be a tour guide板块的图片）
T：What interesting places can you see on the map?
Ss：The Palace Museum, Tian’anmen and Beihai Park.
T：Well done! These are popular places in Beijing. They are great fun to visit.
Teach the word “Palace”. Students read “the Palace Museum, Tian’anmen and Beihai Park”.
(2)Now we are in front of Tian’anmen. Go straight and you can see the Palace Museum. In the Palace Museum, you can feel the Chinese history and culture there.
(3)Present a bigger tourist map of Beijing. （课件出示：一张北京的旅游地图，节选三个不同的部分） Students work in groups. Then act out. Choose the best tour guide.
T：Let’s be a tour guide and lead Oliver and other friends to have a good visit of Beijing.
2. Introduce a popular place in your hometown.
T：You’ve prepared a hand-drawing map of a popular place in your hometown. Come to the front and present your map. Make a brief introduction. Lead us to have a good visit of it. I think we’ll visit it one day.
3. Make a summary.
Lead students to make a summary of this class. Let them conclude the key words and sentence structures they’ve learned. Lead students to learn to read the maps and be brave to ask for directions when they don’t know the way.
板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1. 结合上节课重点词汇和句型创编的歌谣，节奏明快、朗朗上口，便于学生记忆，能在热身环节有效地帮助学生复习上节课的重点词汇和句型。
2. 合理地设置问题，引导学生在听的过程中有目的地关注听力文本信息，培养学生良好的听力习惯和听力策略。
3. 借助手势、肢体语言、图片和多媒体等直观方式解释单词和词组含义，帮助学生理解和记忆。
4. 结合话题主题，在教学活动中适时拓展相关词汇，丰富学生语言表达，使学生的语言基于课本，但又不拘泥于课文词汇和句型。
5. 多种游戏操练单词和词组，让学生在轻松、愉悦的氛围中掌握单词和词组。
6. 创设相对真实的语言环境，引导学生在小组内合作交流，注重对旧知的整合，在提高学生的语言表达能力的同时，渗透情感目标。

The fifth period（第五课时）
Part B Read and write
内容分析
本课是PEP小学英语六年级第一册Unit 1第五课时。主要学习单词：GPS, gave, feature, follow, far, tell以及能够通过阅读问题在语篇中捕捉不同类型的信息，训练根据上下文猜新词的能力。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
·能够正确听、说、认读单词：GPS, gave, feature, follow, far, tell
·能够讨论车辆中哪种工具能帮助人们找到自己想去的地方，并能以此激活已有的背景知识和储备词汇
·能够通过阅读问题在语篇中捕捉不同类型的信息，训练根据上下文猜新词的能力
·能够通过推理获得教材提供的阅读理解题，根据阅读所获取的信息写出文章梗概
·知道英语句子有升降调，并能在教师的帮助下找到一般规律，正确朗读句子
过程与方法
自主感知，帮助学生在仔细阅读的过程中获取更多信息，深入对文本的理解。根据对话内容绘制去意大利餐馆的路线图，利用手绘图复述对话内容，既能锻炼学生的语言表达能力又能培养他们的思维能力。以填空完成小短文的形式，提高学生在阅读过程中根据题目要求提取关键词的能力。
情感态度价值观
手绘地图环节的设计既强化了学生对文本的理解，又在动手的过程中锻炼了学生的空间想象能力，也为学生复述故事提供了辅助，提高了学生的语言综合表达能力。
教学重难点
教学重点
能够理解和掌握本课重点单词和句型。
教学难点
能够通过阅读问题在语篇中捕捉不同类型的信息，训练根据上下文猜新词的能力
教学准备
PPT课件､课文录音､视频等
教学媒体选择
多媒体，录音。
教学活动
9. Free talk
10. 朗读
教学过程
Step 1: Pre-reading
1. Greetings.
Greet students. Divide them into several groups and tell them, “If you can act bravely, actively and be open-minded in class, your group can get more points. The group which gets the most points will be the winner.”
2. Free talk.
T：What will you do if you don’t know the way? （课件出示：现代人迷路的图片）
S1: I will ask the police/other people for help.
S2: I will use the GPS on my mobile phone.
S3: I will use a map.
…
（课件出示：地图的图片，寻求警察或他人帮助的图片及GPS的图片）
Present the new word “GPS” according to the student’s answer. （课件出示：GPS的相关内容） Students learn the word through the picture.
T：What about the people in ancient times? They don’t have mobile phones or computers. How can they find the way? （课件出示：古代人迷路的图片）
S1: They can use a compass.
S2: They can look at the stars.
…
T：Wow, you’ve known a lot! That’s great! （课件出示：星星的图片及指南针的图片）
Present the new word “compass” according to the student’s answer. （课件出示：compass的相关内容） Students learn the word through the picture and read the word.
Students learn to find a place through different ways.
3. Read and choose.
(1)Present the four pictures of “map, compass, GPS, stars”. （课件出示：教材P8 Read and write板块的四幅图片）
T：Do you know these things?
Ss：Yes. They are “map, compass, GPS and stars”.
T：What are they for?
Ss：They can help us find the way.
T：Excellent! Now let’s read the words.
(2)Lead students to read the words and understand the meanings of them through the pictures.
T：You are in a car. Which of these can help you find a place?
Ss：GPS.
T：Good job!
(3)Present a short video of using GPS in a car. （课件出示：车内使用GPS的视频）
T：If we want to go to a place far away, but don’t know the way, we can follow the GPS. The voice prompts of the GPS will tell you the way.
With the help of the video, the teacher uses gestures and body language to help students understand the meanings of “far, follow, tell” in context.

Step 2: While-reading
1. Fast reading.
Show the four pictures of the passage. （课件出示：教材P8 对话部分四幅图） Lead students to predict the content through the pictures.
T：Where are they?
Ss：They are in front of the cinema.
T：They look like going somewhere. Where are they going?
Ss：They are going to the restaurant.
T：Wu Yifan and his friend Mike want to go to the Italian restaurant. How did they go there?
What places did they pass by?
Play the recording of the whole text. （课件出示：教材P8 Read and write板块的音频） Lead students to go over the second question on page 9, and then ask them to read the passage as quickly as possible and underline the places Wu Yifan and Mike passed by.
T：They passed by the…
Ss：Cinema, bookstore and hospital.
T：Well done!
Present the pictures of the places they passed by one by one. （课件出示：逐一呈现教材P8阅读材料中的位置图片）
2. Careful reading.
(1)Students read the passage carefully this time, and answer the first and the third questions.
(2)Q1: What is Robin’s new feature?
Present the first paragraph of the passage. （课件出示：教材P8 Read and write板块的第一段） Robin has a new feature. Highlight and teach the new word “feature” in the paragraph. Let students learn to read the word and get to know its meaning. （课件出示：feature的相关内容）
T：What’s the new feature that Robin has?（课件出示：教材P9第1题问题及答案）
Ss：He has GPS now.
T：Yes, Wu Yifan’s grandpa gave Robin the new feature.
Highlight and teach the new word “gave” in the paragraph. Compare it with the form of “give”. Get students to know the difference between these two forms. （课件出示：gave的相关内容）
Write down “give—gave” on the blackboard.
Q3: Which word under the fourth picture means “奏效，起作用”?（课件出示：教材P9第3题问题及答案）
(3) Students circle the prepositions and prepositional phrases of locations in the passage. Get a quick review of these words.
Prepositions for locations: in front of, at, behind.
(4)Students draw a map to the Italian restaurant.
Let students share their maps and choose the best one.
(5)Students fill in the blanks. （课件出示：教材P9第二部分习题及答案）
Students fill in the blanks. Check the answers together with the teacher.
Then retell the story according to their maps.
3. Read the story.
Students listen to the recording and read the passage. Pay attention to the pronunciation and the intonation, especially those sentences underlined in “Tips for pronunciation”. Try to read correctly, fluently and emotionally. （课件出示：教材P8 Read and write板块的音频）
Step 3: Post-reading
1. Read the sentences in “Tips for pronunciation” in the text. （课件出示：教材P9 Tips for pronunciation的句子）
2. Make a summary.
Lead students to try to find some regulations of their tones. Get them to know that English sentences have the rising or falling intonation. Students practice reading the sentences, and the teacher summarizes the regulations. (课件出示：语调的发音规律)
3. Learn the rising and falling tones.
Lead students to read these sentences in correct tones.

板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1. 创设情境，利用图片和小视频等形象直观的方式呈现并教学部分新单词，结合手势或肢体语言辅助和解释说明，为后面的阅读扫清部分障碍。
2. 通过多元化的教学活动设计，启发学生思考，培养学生自主学习能力，引导学生观察和总结，注重对思维能力的培养。
3. 通过不同层次的阅读活动设计，引导学生从快速阅读到仔细阅读，从初步感知文本到深入理解。
4. 注重对学生语音意识的培养，关注朗读时的语音语调，了解句子常见的升调和降调规律。
5. 手绘地图环节的设计既强化了学生对文本的理解，又在动手的过程中锻炼了学生的空间想象能力，也为学生复述故事提供了辅助，提高了学生的语言综合表达能力。

The sixth period（第六课时）
Part B Let’s check & Let’s wrap it up
内容分析
本课是PEP小学英语六年级第一册Unit 1第六课时。主要学习能够完成Let’s check板块的语篇听力训练，巩固本单元所学重点内容以及能够根据图片信息推测听力内容，做到有目的地去听录音，听后完成判断任务。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
·能够完成Let’s check板块的语篇听力训练，巩固本单元所学重点内容
·能够根据图片信息推测听力内容，做到有目的地去听录音，听后完成判断任务
·培养学生良好的听力习惯，有策略地提高学生听力水平
·能够巩固复习归纳本单元所学的介词词组
·能够在教师的引导下，启发思维，学会总结
过程与方法
培养学生的语音语调意识，让他们学会按正确的意群朗读故事。以小组合作和角色扮演的活动形式，引导学生恰当并熟练运用故事中的语言。通过故事拓展阅读，丰富学生的语言表达，增加单元主题相关的语言输入。
情感态度价值观
通过学习故事，丰富语言输入，拓展本单元主题的相关表达，让学生了解暴饮暴食的坏处，帮助他们树立健康饮食的观念。
教学重难点
教学重点
1检测学生的学习成果。
2能够复习并巩固本单元所学的核心词汇和句型。
教学难点
能够在教师的引导下，启发思维，学会巩固复习和归纳总结。
教学准备
PPT课件､课文录音､视频等。
教学媒体选择
多媒体，录音。
教学活动
11. 录音
12. 游戏
教学过程
Step 1: Warm-up & Revision
1. Greetings.
Greet the class. Divide them into several groups and tell them, “If you can read loudly, clearly and correctly in class, your group can get more points. The group which gets the most points will be the winner.”
2. A quick review of the key words and phrases of this unit.
(1)Bingo game. (出示课件)
Help students review these words and phrases “science museum, post office, bookstore, restaurant, cinema, hospital, library, school, park” quickly.
（游戏说明：呈现一个九宫格，每个格子中有一张建筑物的图片，选择一个格子并正确拼出格中图片的单词，使横行/竖行或斜行连成一条线的小组就是获胜组。）
(2)Traffic police game. (出示课件)
Help students review these words and phrases “crossing, turn left/right, go straight”.
(游戏说明：请一位学生到讲台上来出示指示牌，其他同学起立扮演交警。活动过程中动作做错的同学需要坐下，两轮过后，站立同学最多的一组为优胜组。)
(3)Be a city guide. (出示课件)
Help students review the expressions of giving directions.
(游戏说明：呈现一张城市地图，请一位同学扮演导游，另一位扮演游客，根据游客想要参观的地方展开交流。句型提示：)
A: Excuse me, how can I get to…?/Excuse me, where is…?
B: You can…/It’s…
Step 2: Presentation & Practice
1. Let’s check.
(1)Present the picture of “Let’s check”. (课件出示：教材P10 Let’s check板块的图片)
Point to the buildings one by one and ask students questions. Lead students to predict the content of the listening.
T：Do you know the place? What is it?
Ss：It is the hospital/school/post office/cinema/bookstore/science museum.
T：Good job! Now write down the words or phrases under the pictures.
(2)Listen and tick.
Play the recording. Let students listen and tick the places they hear. Then check the answers together. （课件出示：教材P10 Let’s check板块的音频及答案）
(3)Listen again and answer.
Lead students to learn to use the map. Students can circle the key information or make marks on the map while listening, then complete the answers after listening. （课件出示：教材P10 Listen again and answer的相关内容）
Check the answers together. （课件出示：教材P10 Listen again and answer的答案）
(4)Present the listening material and lead students to read it together. （课件出示：教材P10 Let’s check板块的听力材料）
(5)Find a new way for Bob.
T：Work in pairs. Can you find a new way for Bob? Share your routes. Let’s see who can find the nearest way.
2. Let’s wrap it up.
(1)Find the words’ regulation.
Present the picture of “Let’s wrap it up”. Students read the words. （课件出示：教材P10 Let’s wrap it up板块的图片）
T：Can you find the regulation? What words are they?
Ss：它们是表示方位的词/介词……
T：Yes, they are prepositions for locations.
Keys: in front of; left; right; behind.
(2)Try to write more words.
T：Can you write more words like these?
Ss：Yes. We know “in, on, under, on the left/right , at the back of, in the middle…”
T：Excellent!
Lead students to have a quick review of these prepositions or prepositional phrases for locations. Make sure they can understand them well. （课件出示：相关的方位介词及词组）
Extend the words of directions: east, west, south, north. Use a good way to help students memorize the four words. （出示课件）
(引导学生用news一词来记忆这四个单词，新闻即表示来自四面八方的消息，因此单词中的news四个字母即为北north、东east、西west和南south四个单词的首字母，而这四个方向在单词中+的顺序正好与“北东西南”相同，可利用趣味的谐音记忆。)
(3)Make sentences.
T：Can you make sentences with these words? We can describe the locations of our classmates’ desks.
The teacher makes a model at first. Students can say like this:
S1 is in front of S2.
Step 3: Consolidation & Extension
1. Read and act.
“Story time”
Introduce the background of the story: Zoom wants to get some food, but he doesn’t know the way to the shop. He asks the way.
1. Number the pictures.
Present the pictures of the story in disorder. Lead students to predict the main idea. （课件出示：打乱顺序的教材P11 Story time板块的图片）
T：Observe the pictures carefully. Pay attention to the logical relations among them. Put them into the right order. Then open your book and check the answers.
2. Watch, read and answer.
Play the video of “story time” and ask the questions. Make brief conversations with students. Students watch the video, then read and answer the questions.
T：I think Zoom is clever. He knows how to ask for help and finds the way./Wow, that’s a lot. Can you eat three large portions of fish and chips?/Zoom shouldn’t eat so much. His stomach will be hurt. It’s bad for health.
3. Read the story.
（1）Students read the story after the recording. (课件出示：教材P11 Story time板块的音频）Imitate the pronunciation and the intonation.
（2）Practice in groups. Read the story in roles.
（3）Ask several students to come to the front and act out the story.
4. Make a summary.
Lead students to conclude the key words and sentence structures they’ve learned in this class.
板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1. 利用快速复习的方式，激活学生相关词汇和本单元的背景知识。复习之前先让学生回忆和总结，不仅能帮助学生唤醒已有知识，还能让他们在下面的学习中更有针对性地复习遗忘的知识。
2. 教学活动设计逐层深入，以学生为主体，注重对学生思维的引导和启发，培养学生的自主学习能力和思维能力。
3. 设计贴合学生生活的不同层次的语言表达活动，引导学生大胆表达，复习和巩固本单元的核心语法点，提高语言综合运用能力。
4. 通过学习故事，丰富语言输入，拓展本单元主题的相关表达，让学生了解暴饮暴食的坏处，帮助他们树立健康饮食的观念。

The seventh period（第七课时）
Part C Story time
内容分析
本课是PEP小学英语六年级第一册Unit1第七课时。Story time呈现的是Zoom问路的小故事。故事中重现了本单元的重点句型，目的是通过有意义的语篇，扩大学生语言的输入以及训练学生逐步适应文本的阅读。
课时目标
知识与能力
1.能理解故事内容。
2.能按正确的意群及语音、语调朗读故事。
3.能表演故事，恰当运用故事中的语言。
过程与方法
通过比赛游戏，把故事语言内化为学生自己的语言，培养学生综合运用语言的能力。
情感态度价值观
教育学生要细心生活，互帮互助，讲文明礼貌。
教学重难点
教学重点
能理解故事内容。
教学难点
能表演故事，恰当运用故事中的语言。
教学准备
教学课件、图片等
教学媒体选择
多媒体，录音。
教学活动
1.角色扮演
2.观看动画
3.游戏&比赛
教学过程
Step1：Warm-up
1.师生进行日常会话。如：
T：Boys and girls, do you love Zoom?
Ss：Yes!
T：Let's find out what he is doing.

Step2：Presentation
1. 教师让学生看Story time的动画，了解故事大意，然后将学生分成六个大组， 每个组选出一位小组长，由小组长组织小组阅读讨论一个片段的故事内容，最后按顺序请每个组派代表朗读故事，找出生词，讲述各个片段的故事。教师帮助学生理解生词的意思，可借助一些动作来帮助学生理解、记忆。教师将整个故事串起来，让学生整体感知。
2.教师指导每组学生在小组长的带领下画出线路图，并尝试用所学单词和句型简单描述路线。教师将故事中的对话分别写在卡片上，打乱顺序，并朗读句子，学生将卡片按正确的顺序贴在黑板上，全班同学共同合作，不断调整顺序，直至正确为止。
3.教师播放Story time部分的录音，学生反复跟读，
模仿语音语调，感受故事情境。请一位英语基础较好的学生和教师搭档，示范朗读故事。然后，组与组之间分角色朗读课文。最后组内成员配上动作自由练习，并请几组学生进行表演。

Step 3 Practice
由小组长负责，每个小组设计一个问路的小故事，并进行排练，要求表演者尽力表演，组内其他成员给出建议，优化故事及表演。然后每个小组上台表演，教师从多方面进行评价。

Step 4 Consolidation and extension
1.将Story time部分的故事朗读给家长听。

板书设计
Unit1 How can I get there? Go that way.
It's next to the film museum near the Thames.
Is the Thames far from here ?
作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.本节课利用图片、视频、音频、多种资源帮助学生学习Story time中的英语小故事。
2.本节课利用角色扮演、你问我答等多种游戏活动强化了学生对句型的掌握。

Unit 2 Ways to go to school
二、 教材分析
本单元学习的主题是交通方式和交通规则。教学内容主要是通过展示教材主要人物上学路上交通出行的情景来展开的。教学重点是能够听、说、读、写核心句型“—How do you come to school? —I usually/sometimes/often come/go…”“Don’t…”“I/You must…”；能够听、说、读、写单词和词组：by plane, by train, by taxi, by ship, on foot, by bus, by subway, wait, slow down, go, stop.
二、学情分析
六年级英语在小学英语教学中起着承上启下的作用，既是五年级的衍生又是初中一年级的铺垫。经过三年的学习，大部分学生对英语仍然保持着浓厚的兴趣，但有少数学生由于遇到困难，学习兴趣可能会开始减退。因此，这个学期在教学中，我应该以学生的发展为宗旨，以培养学生的创新精神和实践能力为重点，面向全体学生，在激发学生兴趣的同时，扎扎实实地从每个学生抓起。六年级的学生学习比较理性。教师在以活动为课堂教学的主要形式的同时，要充分发挥任务性教学在高年级的优化使用，设计丰富多彩的教学活动，有效的教学任务。
同时注意到学生中存在的两极分化，教学内容注意由简到难，循序渐进，在知识的复现中做好及时补差工作。充分培养学生的听说读写能力，尤其要加强识读，拼写的能力。重视阅读能力和写作能力的同步培养。重视英语作为语言的交际功能。
三、教学目标
1 知识与能力
·能够听、说、读、写句型“—How do you come to school? —I usually/sometimes/often come
on foot.”“Don’t go at the red light.”“I must pay attention to the traffic lights.”
·能够在情景中运用句型“—How do you come/go…? —I usually/sometimes/often come/go…”
谈论交通方式
·能够在情境中运用句型“Don’t…”“I/You must…”谈论交通规则
·能够在图片的帮助下正确理解并按照正确的意群及语音、语调朗读杂志里有关上学交通
方式的报道，运用本单元所学核心句型给同伴提出安全出行的建议，同时能仿照范例绘制自己的交通规则海报
·能够听、说、读、写单词和词组：by plane, by train, by taxi, by ship, on foot, by bus, by subway, wait, slow down, go, stop
·能够正确使用上述单词和词组谈论或描述交通方式和交通规则
·知道英语句子中单词之间的连读现象
2 情感态度价值观
·了解不同国家学生上学的交通方式
·能够辨认一些常见的交通标志，了解并遵守交通规则
·知道英国和中国驾驶习惯的差异
·能够通过看图捕捉主要信息，并根据提示做出听前预测
·能够通读文段，获取主旨大意和细节信息，并能进行推理判断
四、课时安排
第一课时： Part A Let’s try & Let’s talk
第二课时： Part A Let’s learn & Write and say
第三课时： Part B Let’s try & Let’s talk
第四课时： Part B Let’s learn & Role-play
第五课时： Part B Read and write
第六课时： Part B Let’s check & Let’s wrap it up & Part C Story time
第七课时: Part C Story time

The first period(第一课时)
Part A Let's try & Let's talk
内容分析
本课是PEP小学英语六年级起点第一册Unit 2第一课时。主要学习在情景中恰当运用句型“—How do you come to school? —I usually/sometimes/often come…”提问及作答。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
·能够读懂题目要求，并通过观察Let's try板块的图片，对听力部分的重点内容进行预测
·通过听录音，能够运用基本的听力技巧完成Let's try板块的听力任务
·通过观察、谈论Let's talk板块的图片，在图片、PPT和老师的帮助下理解对话大意
·能够回答对话下面的问题
·通过听录音，学会按照正确的意群及语音、语调朗读对话，并能够在小组中进行角色表演
· 能够听、说、读、写并在情景中恰当运用句型“—How do you come to school? —I usually/sometimes/often come…”提问及作答
过程与方法
图片生动形象，帮助学生直观理解词汇含义，并利用chant帮助学生操练核心词汇和句型，为接下来的学习做好铺垫。教师设计不同的活动，逐步引导学生学习，从单词到词组再到句型结构，层层递进。
情感态度价值观
通过创设真实的情境，让学生根据自己的实际情况运用所学句型来对话并展示，培养学生的语言综合运用能力。最后拓展一些根据距离选择的合适的交通方式，丰富学生的课外知识。
教学重难点
教学重点
1. 能够理解和掌握本课时重点词汇及句型。
2. 能够在情景中运用句型“—How do you come to school? —I usually/sometimes/often come…”提问及作答。
教学难点
能够在情景中恰当运用句型“—How do you come to school? —I usually/sometimes/often come…”提问及作答。
教学准备
PPT课件､课文录音､视频､卡片等。
教学媒体选择
多媒体，录音。
教学活动
13. 歌曲
14. 角色扮演
教学过程
Step 1: Warm-up & Lead-in
1. Greetings.
2. Let's watch and sing.
Play the video of the song in Unit 2—How do you get there?(出示课件)
T：What can you see in the video?
Ss：Subway, taxi, airplane, ship…
T：Yes, you are right. There are many ways to go to some places.
3. Look and predict.
Show the pictures of the main scene of Unit 2 in the textbook. （课件出示：Unit 2主情景图） Let students look at the pictures carefully. Then ask some questions to lead them to predict the main idea of the dialogues.
The questions are like these:
①Where are they? (They are at a crossroads/at school.)②What can you see? (Four people and a subway station./Amy, Mike and many bikes.)
③What are they talking about? (Ways to go to school.)
T：Yes! In this unit we're going to talk about “Ways to go to school”.
Write down the topic “Unit 2 Ways to go to school” on the blackboard.
Step 2: Presentation
1. Listen and tick or cross.
(1)Students read the sentences of “Let's try” by themselves and get the information:
Who?（Amy and Mike.）/Where?（At school.）/When? (This morning.)
(2)Show the sentences on the PPT. Let students predict and guess the answers. （课件出示：教材P14 Let's try板块的内容）
(3)The teacher plays the recording of “Let's try”. （出示课件） Students try to tick or cross the sentences.
(4)The teacher plays the recording again. Students read the dialogue and check the answers. (课件出示：教材P14 Let's try 板块的音频、听力材料及答案）
2. Look, guess and chant.
Show the pictures of the part of the bike, the car and the bus. （课件出示：自行车、小汽车和公共汽车的一些局部图片）
Let students guess.
Teach the words and the phrases “bike, car, bus , by bike/car/bus” with the pictures.（出示课件）
T: I come to school by car.
Lead students to make sentences： I come to school by bike /car /bus.
Then students read a chant together. （课件出示：与交通方式有关的歌谣）
3. Learn the new dialogue.
(1)Use the teacher's language to penetrate the sentences. Then teach the sentence “How do you come to school?”
T：Today, I come to school at 7:00. I'm early. I come to school by bike. How do you come to school?
S1：I come to school by car.
T：How about you?
S2：I come to school by bike.
T：That's good exercise. Well, do you know how Mike, Amy and Mrs Smith come to school? Now, let's have a look.
(2)Show the picture of “Let's talk”. （课件出示：教材P14 Let's talk板块的图片） Let students predict the main idea of the dialogue.
(3)Let students watch the video of “Let's talk” and try to find the traffic tools in the chart. （课件出示：教材P14 Let's talk板块的视频及相应的表格）
Write down the phrase “on foot” on the blackboard and teach it.
(4)Let students watch the cartoon again with the following questions.
Let students know “I usually walk.=I usually come on foot.”
Write down the words “always, usually, often, sometimes, never” on the blackboard. And use the numbers of the tick to help them understand.
(5)Show the answers with the chart and teach the sentences. （课件出示：表格的答案）
Teach the sentences “—How do you come to school? —Usually/Sometimes I come on foot/by bus./I often come by bike./I usually walk.”
Let students pay attention to the words and the phrases “usually, sometimes, often, on foot, by bus/bike/car” in the key sentences.
4. Read and act.
(1)Let students read after the recording.（出示课件） Lead them to pay attention to the pronunciation and the intonation.
(2)Let students practice the dialogue in roles in groups.
(3)Let students act out.
Step 3: Practice
1. Use the word cards to practice the words and the sentences.
(1)Show the word cards one by one. Ask students to read the cards.
(2)Sharp eyes.
Show the word cards quickly. Ask students to read the cards as fast as they can.
2. Ask and answer in pairs.
Make a model: (出示课件)
T：How do you come/go to school?
Ss: I usually/sometimes/often come/go…
Students make dialogues in pairs like the model.
3. Show time.
The teacher gives stickers to the students who do a good job.
Step 4: Consolidation & Extension
4. Do a survey.
Students ask their classmates and teachers, “How do you come to school?” Then finish the chart below the dialogue of “Let's talk” on page 14 according to the results.
5. Make a report..
The teacher makes a model report like this: Three students usually come to school by car. Two students sometimes come to school by bus…
Students try to make a report to the class.
3. Different ways of travelling.
Show pictures to introduce more ways to go to different places. (课件出示：多种类型的交通方式)
板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1. 由歌曲引入，带领学生预习新知，轻快的节奏激发学生的学习兴趣。
2. 呈现活动设计丰富，易操作，且具备层次感，有效地提升了学生的核心素养。以学生为本，以解决问题为导向，引导学生自主学习。
3. 突出语用功能，联系学生生活中的实际情况，设置多个环节，环环相扣，层层深入，帮助学生在真实情景中自然地使用所学语言。

The second period（第二课时）
Part A Let’s learn & Write and say
内容分析
本课是PEP小学英语六年级第一册Unit 2第二课时。主要学习在现实生活中灵活运用句型“How do we/you get there?”来询问出行方式,并能够用句型“By…”进行回答。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、写词组：by plane, by train, by taxi, by ship, by bus, by subway, on foot
·能够正确运用句型“How do we/you get there?”询问出行方式,并能够用“By…”进行回答
·能够根据自己的意愿在方框中填写出发地和目的地,并能根据实际情况进行交通方式的连线,然后与同伴谈论自己的出行交通方式
过程与方法
本节课以词汇教学为主，配以简单的句型来运用所学词汇。采用卡片、chant、“接龙”游戏等多种形式来逐步引导学生操练单词、词组、句型，有效地帮助学生巩固重点词汇和句型。
情感态度价值观
通过创设真实的情境，让学生根据自己的想法制作单词卡片，进而利用所学的句子编写对话并展示，培养学生的语言综合运用能力。最后利用填空的形式让学生自主总结回顾本课所学知识内容，锻炼学生的归纳总结能力。
教学重难点
教学重点
1. 能够理解和掌握本课的重点词组和句型。
2. 能够在现实生活中灵活运用句型“How do we/you get there?”来询问出行方式,并能够用句型“By…”进行回答。
教学难点
能够在情景中灵活运用句型“How do we/you get there?”询问出行方式,并能够用句型“By…”进行回答。
教学准备
PPT课件､课文录音､视频、卡片等。
教学媒体选择
多媒体，录音。
教学活动
15. 录音
16. 游戏
教学过程
Step 1: Warm-up & Revision & Lead-in
1. Greetings.
2. Let’s sing— How do we get there?
3. Lead-in.
(1)Look and say.
Show the world map on the PPT. Let students point and say the names of these countries: China(中国), USA(美国), Canada(加拿大), Russia(俄罗斯), Australia(澳大利亚). (出示课件)
(2)Free talk.
Show the words and the pictures one by one on the PPT. Let students look and say.
T：How do we go to Canada? By car? By plane?
Ss：By plane.
T：Yes, maybe we go by plane. How do we go to Wuhan?
Ss：By car/bus.
T：Cool! We can go by car or by bus. How do we get to school?
Ss：By bike/bus./On foot.
T：How does Mrs. Smith go to school?
Ss：Sometimes by car.
T：Yeah! Today Mrs. Smith and the students are going to the nature park. Let’s see how they get there!
Step 2: Presentation
1. Look and discuss.
(1)Show the picture of “Let’s learn” on the PPT. (课件出示：教材P15 Let’s learn板块的图片）
(2)Let students observe the picture and discuss the questions. （课件出示：教材P15 Let’s learn板块的相关问题）
Questions: Who are they? What are they talking about? What are they going to do?
(3)Let students answer the questions on the PPT.
2. Learn the new sentences and phrases.
(1)Show a mind map of “Let’s learn”. (课件出示：教材P15 Let\'s learn板块的思维导图)
Play the recording. （课件出示：教材P15 Let’s learn板块的音频） Let students listen and circle the traffic tool that they have heard in the book.
(2)Check the answer and teach the sentence structures “—How do we get there? —By…”
(3)Learn the phrases.
①Draw a picture of a plane on the blackboard. Point to the picture and teach the word. Then write down the phrase “by plane” on the blackboard and let students point and say.
“Plane, plane, by plane.” “How do you get there?” “By plane.”
②Use the same method to teach “by bus, by taxi”. Then ask students to practice the phrases.
Play the sound of a train. (课件出示：火车行驶的声音） And ask students to guess the traffic tool. Write down the word “train” on the blackboard and teach the word. Then let students point and say.
“Train, train, by train.” “How do you get there?” “By train.”
③Show a picture of a ship on the PPT. (课件出示：轮船图片)
Then write down the word “ship” on the blackboard. Encourage students to spell the word by themselves. Then teach the phrase “by ship.” Let students point and say.
“Ship, ship, by ship.” “How do you get there?” “By ship.”
④Show a video about the subway on the PPT. （课件出示：一段地铁短视频） Write down the word “subway” on the blackboard and teach the word. Then teach the phrase “by subway”. Let students point and say.
“Subway, subway, by subway.” “How do you get there?” “By subway.”
⑤Point to the foot and say “foot, foot, on foot. I go to school on foot.”
Write down the phrase “on foot” on the blackboard and teach it to students.
Then let students point and say.
“Foot, foot, on foot.” “How do you get there?” “On foot.”
3. Read and act.
(1)Students read after the recording. （课件出示：教材P15 Let's learn板块的音频） Pay attention to the pronunciation and the intonation.
(2)Let students practice the dialogue in groups.
(3)Act out the dialogue.
Step 3: Practice
1. Practice the phrases and the sentences.
(1)Use the word cards to practice the phrases: on foot, by plane/bus/taxi/ship/subway/train.
(2)Play the chain game.
（游戏说明：学生把本课时的单词卡片正面朝上放在课桌上，随意抽取一张。教师也从自己的单词卡片中抽取一张，然后和学生同时说“How can you get there?”。教师迅速向学生展示自己的卡片，和教师选同一张卡片的学生起立，根据卡片内容回答“By… ”。）
2. Write and say.
(1)Show the part of “Write and say” on the PPT. （课件出示：教材P15 Write and say 板块的内容）
(2)Students look at the model. Write down the origins and destinations. Then choose the traffic tools and match them.
(3)Let students practice the dialogue in pairs with the sentence structures“—How do you get to…from…? —By…/On foot.”
Step 4: Consolidation & Extension
“Choose and say”
1. Do a survey.
(1)Make the word cards of some places， such as Beijing, Shanghai, …
(2)Show the chart on the PPT. Let students use the sentence structures to make dialogues according to the cards they choose. Make a model：
T：How do you get to Wuhan from Beijing?
Ss：By plane.
2. Show time.
3. Make a summary together.
板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1. 在本堂课中，以课标为理论指导，以学生为主体、训练为主线，利用词汇卡片，使学生在学中用，在用中学，学用结合，激发学生的多元智能学习能力。
2. 本节课以词汇教学为主，配以简单的句型来运用所学词汇。采用卡片、chant、“接龙”游戏等多种形式来逐步引导学生操练单词、词组、句型，有效地帮助学生巩固重点词汇和句型。
3. 呈现活动设计丰富，易操作，且具备层次感，有效地提升了学生的核心素养。以学生为本，以解决问题为导向，引导学生自主学习。
4. 突出语用功能，联系学生和班级的实际情况，设置多个环节，环环相扣，层层深入，帮助学生在真实情景中自然地使用所学语言。
5. 板书设计清晰明了，重点突出，起到了很好的辅助作用。

The third period（第三课时）
Part B Let's try & Let's talk
内容分析
本课是PEP小学英语六年级第一册Unit 2第三课时。主要学习能够在情景中运用句型“…must…”和“Don't…”表达要遵守的交通规则。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
·能够读懂题目要求，并通过观察Let's try板块的图片，对听力部分的重点内容进行预测
·通过听录音，能够运用基本听力技巧完成Let's try板块的听力任务
·能够理解对话大意，并能够回答对话下面的问题
·能够按照正确的意群及语音、语调朗读对话，并能够在小组中进行角色表演
·能够听、说、认读并在情景中恰当运用句型“…must…”和 “Don't…”表达要遵守的交通规则
·能够理解情景语言“I must pay attention to the traffic lights!”的大意
·通过对话学习了解欧美国家骑自行车的注意事项，了解不同的交通警示标志和这些标志出现的场所
过程与方法
通过听录音跟读，引导学生按照正确的意群及语音、语调朗读对话，并能在小组中进行角色表演。利用单词卡片，帮助学生操练核心词汇和句型。锻炼学生的情景应用表达能力，并为后面的拓展活动做好准备。
情感态度价值观
通过创设自然真实的情境，让学生在情境中认知并运用核心句型，培养学生的语言综合运用能力。最后拓展一些常见的交通标志，丰富学生的课外知识，并提醒学生在生活中要遵守交通规则，对学生进行情感价值观的渗透。
教学重难点
教学重点
能够理解并在情景中恰当运用句型。
能够在情景中运用句型“…must…”和“Don't…”表达要遵守的交通规则。
教学难点
能够在情景中恰当运用句型“…must…”和“Don't…”表达要遵守的交通规则。
教学准备
PPT课件､课文音频､视频、教学卡片等
教学媒体选择
多媒体，录音。
教学活动
17. 录音
18. 游戏
教学过程
Step 1: Warm-up & Revision & Lead-in
1. Greetings.
2. Let's sing— How do you get there? (出示课件)
Students sing the song together.
1. Lead-in.
(1)Look and say.
Show the pictures of ways to go to different places. （课件出示：不同出行方式的图片） Let students look at the pictures and talk about them.
A：How do you get to…?
B：By taxi/train/bus/ship/plane/subway/bike./On foot./I walk there.
(2)Lead-in.
T：Wherever we go, we must know and obey the traffic rules. Now, let's see the pictures and talk about the traffic rules you know.
Step 2: Presentation
1. Look and guess.
(1)Show the picture of “Let's try” on the PPT. （课件出示：教材P16 Let's try板块的图片）
(2)Let students observe the picture and discuss the questions.
T: Look at Picture 1. What are the children doing?
Ss: They are crossing the road one by one. (Help students understand the phrase “one by one” with the picture.)
Look at Picture 2. Lead students to try to say “They are getting on the bus one by one.”
T：Mrs Smith and the children are going to the nature park. What does Mrs Smith tell the children to do? Can you guess?
Ss： …
2. Listen and tick.
(1)Show the part of “Let's try” on the PPT. (课件出示：教材P16 Let's try板块的内容) Let students listen and tick.
(2)Play the recording of “Let's try”. （课件出示：教材P16 Let's try板块的音频） Students try to finish the exercise.
(3)Students read the dialogue after the recording and check the answer. （课件出示：教材P16 Let's try板块的听力材料及答案）
3. Watch and answer.
(1)Ask students to scan the dialogue of “Let's talk”.
T：Wu Yifan is going to the Fuxing Hospital. But he doesn't know the way. Whom does he ask? How can he get there? Can you guess?
(2)Play the video of “Let's talk”. （课件出示：教材P16 Let's talk 板块的视频） Let students watch the video and answer the questions on the PPT. （出示课件）
①Who does Wu Yifan meet?
②What are they talking about?
③How can Wu Yifan go to the hospital?
4. Learn the new words “helmet, wear” and the sentence structure “…must…”
(1)Play the cartoon again， then talk about it. （出示课件）
T：Who does Wu Yifan meet?
Ss：Mr Jones.
T：What are they talking about?
Ss：How can Wu Yifan get to the Fuxing Hospital?
T: Yes! Do you know how Wu Yifan can get to the Fuxing Hospital?
Ss：Yes, he can take the No. 57 bus.
T：Great!
(2) Look at the pictures on the PPT. (课件出示：骑车戴头盔与不戴头盔的对比图)
T：Look! What are they doing?
Ss：They are riding bikes.
T：When you are on bikes in the USA, which picture is right?
Ss：The left one.
T：Yes! In the USA people on bikes must wear the helmet.
Teach the word “helmet”. (课件出示：helmet的相关内容)
Do the action to help students understand the word “wear”. Teach the word.
Use some sentences to help them understand the sentence structure “…must…” Make a model:
In China, you must walk on the right of the road.
5. Learn the phrases “traffic lights, pay attention to” and the sentence structure “Don't…”
(1)Show two pictures of people crossing the road. （课件出示：过马路是否规范的对比图） Let students choose “Which is right？” Then point to the traffic lights and ask students to read “traffic lights” three times.
(2)Show some pictures and say some sentences to help students understand “pay attention to”. （课件出示:pay attention to的相关内容） Make a model:
Pay attention to the traffic lights.
(3)Use the gestures and some pictures to help students understand the sentence structure “Don't…” （课件出示：Don't…的相关内容） Make a model:
Don't eat sweets before sleeping.
6 .Answer the question.
T：What do you learn about riding a bike from the dialogue?
S1: We must wear a helmet.
S2: Don't go at the red light.
S3: We must pay attention to the traffic lights!
Step 3: Practice
1. Read and act.
(1)Let students read after the recording. （课件出示：教材P16 Let's talk板块的音频） Pay attention to the pronunciation and the intonation.
(2)Let students practice the dialogue in roles.
(3)Let students act out.
2. Let's play.
Turn over the word cards and say the sentences.
（活动说明：教师在黑板上贴上背面标有数字的卡片，卡片的正面是一些动作图片或表示动作的单词和词组。学生说数字，教师翻开卡片，然后该学生根据卡片内容，用 … must…, Don't… 句型快速说出句子。）
Step 4: Consolidation & Extension
3. Tell your partners about the signs.
Lead students to look at the pictures in the book. （课件出示：教材P16 Let's talk板块下方图片）
T: What do these signs mean? Where can you see them?
Students talk about them in groups.
Then tell to the class.
P1: You must look right before you cross the road. You can see this on the road in Hong Kong.
P2: You must stop outside the stop line and make sure it is safe before you pass. You can see this on an unguarded railroad crossing.
P3: Don't turn right. You can see this at a crossroads.
P4: Don't touch the door. You can see this in the subway.
4. Different kinds of signs.
Show more pictures about different kinds of signs. Introduce more signs to students and tell them to obey the traffic rules. （课件出示：不同的交通标志图）
板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1. 在本节课中，以新课标为理论指导，以学生为主体、训练为主线，利用卡片游戏，使学生在学中用，用中学，学用结合，激发学生的多元智能学习能力。
2. 本节课以句型教学为主，配以简单的词组来运用所学句型。采用卡片、图片等多种形式来逐步引导学生操练单词、词组和句型，有效地帮助学生巩固重点词汇和句型。
3. 呈现活动设计丰富，易操作，且具备层次感，有效地提升了学生的核心素养。以学生为本，以解决问题为导向，引导学生自主学习。
4. 突出语用功能，联系学生和班级的实际情况，设置多个环节，环环相扣，层层深入，帮助学生在真实情景中自然地使用所学语言。


The fourth period（第四课时）
Part B Let’s learn & Role-play
内容分析
本课是PEP小学英语六年级第一册Unit 2第四课时。主要学习能够了解基本的交通规则，即红、黄、绿灯的功能，并能根据英文指令做动作。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
·能够按照正确的意群及语音、语调朗读对话，并能够在小组中进行角色表演
·能够听、说、读、写单词及词组:stop, wait, slow down, go
·能够熟练运用句型“…must…”提出建议
·能够根据自己的角色（Mike、盲人和红绿灯演示者）用英语进行交流
·能够了解一些简单的交通标志和交通规则，增强学生的交通意识
过程与方法
通过创设真实的情境，让学生分别扮演警察和行人。在这个过程中，学生不仅要学会去听英语指令，还要学会按照指令做动作并说出相应的动作表达，可以培养学生的语言综合运用能力。
情感态度价值观
本课时的重点是学习基本的交通标志与交通规则，这个话题与学生的日常生活联系紧密，学生学习兴趣浓厚。本活动帮助学生结合生活常识，设计交通宣传布告牌，提高学生积极性。
教学重难点
教学重点
能够了解基本的交通规则，即红、黄、绿灯的功能，并能根据英文指令做动作。
能够理解和掌握本课重点词汇和句型。
教学难点
理解动词stop和wait的含义。
能够在情景中恰当运用句子“Slow down and stop at a yellow light. Stop and wait at a red light. Go at a green light.”表达交通指示灯的作用。
教学准备
PPT课件､课文录音､视频、卡片、模拟红绿灯等
教学媒体选择
多媒体，录音。
教学活动
19. 录音
20. 角色扮演
教学过程
Step 1: Warm-up & Revision & Lead-in
1. Greetings.
2. Let’s sing and do.
Play the song—Rabbit Dance. （出示课件） Let students stand in a line and do the actions with the music. “Left—left—right—right—go—turn around—go—go—go!”
1. Lead-in.
(1)Review the traffic rules.
Show the pictures. (课件出示：上节课学过的交通规则图片) Let students look and say.
(2)Lead-in.
T： (课件出示：交通信号灯图片) What are these?
Ss：Traffic lights.
T：Yeah. They are the traffic lights. What colour are they?
Ss：Red, yellow and green.
T：Yes! Do you know what the lights mean? You can speak in Chinese.
Ss：红灯停，绿灯行……
Step 2: Presentation
7. Look and predict.
(1)Show the pictures of “Let’s learn” on the PPT. Ask students to predict the main idea of the dialogue. （课件出示：教材P17 Let’s learn板块的图片）
(2)Let students observe the pictures and discuss the questions.
Questions: Who are they? Where are they? Where are they going?
(3)Ask students to answer the questions on the PPT. （出示课件）
2. Learn the traffic lights.
(1)Play the recording. （课件出示：教材P17 Let’s learn板块的音频）Let students listen and check the answers to the three questions.
T：Who are they?
Ss：Mrs. Smith and the children.
T：Where are they?
Ss：They are at the crossing.
T：Yes! Do you know where they are going?
Ss：To the nature park.
T：Can they go now?
Ss：No, they can’t.
T：Why?
Ss：The light is red now.
T：Well done! So what must we do when it is a red light?
Ss： …
Show the chart on the PPT. （出示课件）
T：And what must we do when it is a yellow/green light?
Students answer by themselves.
(2)Show the following diagram to help students know the traffic lights. What do the colours mean?
3. Learn the new words and phrases.
Play the recording again. （课件出示：教材P17 Let’s learn板块的音频） Then teach the words and the phrases “stop, wait, slow down, go”.
(1)Use the gesture to help students understand the word “stop”.
Ask two students to come to the front of the blackboard. Say “go” to let the two students go straight, then show the gesture and say “stop” to let them stop. Then one student says “go” “stop”, and the other student follows the instructions.
(2)Show a picture of someone who is waiting for the bus at the bus stop.（出示课件） Use some sentences to help students understand the word “wait”. Make a model:
Lucy is waiting for the bus./The little lion is waiting for his father.
Let’s chant: A red light, a red light.
Stop and wait at a red light.
(3)Do the actions and say some sentences to help students understand the phrase “slow down”. Make a model:
Look! It’s the yellow light. We must slow down.
Let’s chant: A yellow light, a yellow light.
Slow down and stop at a yellow light.
(4)Show a picture of the green light to students. （课件出示：绿灯亮图）
T：What should we do at a green light?
Ss：We can go.
Let’s chant: A green light, a green light.
Go at a green light.
2. Fill in the chart.
Students fill in the chart together. （出示课件）
3. Read and act.
(1)Let students read after the recording. Pay attention to the pronunciation and the intonation.
(2)Let students practice the dialogue in roles.
(3)Let students act out in groups.
(4)Let students retell the dialogue in “Let’s learn” and encourage them to create new dialogues.
Step 3: Practice
1. Practice the phrases and the sentences.
Take out the paper traffic lights. Let students look, do and say in pairs.
(1)Look and do. Student A puts up the lights one by one. Student B does the actions. Then exchange.
(2)Do and say. Student A points to the lights. Student B says and does the actions. Then exchange.
2. Let’s do role-play.
(1)Make four students in a group. Choose one student as the policeman to hold the traffic lights and say. Another student works as a blind man. The other two students help the blind man and say. （课件出示：教材P17 Role-play板块的图片）
(2)Make a model:
Policeman: Red light.
The other two students (stop and say): Stop and wait at a red light.
Policeman: Yellow light.
The other two students (slow down and say): Slow down and stop at a yellow light.
Policeman: Green light.
The other two students (go straight and say): Go at a green light.
(3)Practice in groups.
(4)Show time.
Step 4: Consolidation & Extension
“Make a traffic bulletin board”
1. Show a model on the PPT.
2. Let students work in groups to make a bulletin board.
3. Let students show the bulletin boards to the class.
Choose the best group and give an award.
板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1. 在本堂课中，以新课标为理论指导，以学生为主体、训练为主线，利用卡片游戏，使学生在学中用、用中学。学用结合，激发学生的多元智能学习能力。
2. 这节课以句型教学为主，配以简单的词组来运用所学句型。采用卡片、角色表演等多种形式来逐步引导学生操练单词、词组和句型，有效地帮助学生巩固重点词汇和句型。
3. 呈现活动设计丰富，易操作，且具备层次感，有效地提升了学生的核心素养。以学生为本，以解决问题为导向，引导学生自主学习。
4. 突出语用功能，联系学生和班级的实际情况，设置多个环节，环环相扣，层层深入，帮助学生在真实情景中自然地使用所学语言。
本课时的重点是学习基本的交通标志与交通规则，教师通过多种活动帮助学生将这个话题与他们的日常生活紧密联系起来，充分激发了学生的学习兴趣。

The fifth period（第五课时）
Part B Read and write
内容分析
本课是PEP小学英语六年级第一册Unit 2第五课时。主要学习能够听懂、读懂“Read and write”板块的短文，并能够根据短文内容完成相应的练习。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
·通过头脑风暴活动汇总自己所知的各种上学方式，激活已有的背景知识和储备词汇
·通过阅读问题训练，能够在语篇中寻找关键词，并能就细节进行推理
·能够根据示范的海报完成安全海报的设计
·能够根据例句提示在文段中找到更多同类现象，最终正确朗读句子
过程与方法
通过问题引导学生观察并讨论图片，借助图片预测教学内容，培养学生的观察能力和逻辑推理能力。通过预测教学内容激活已有知识，并提取与文本有关的知识，进入文本话题。
情感态度价值观
在本堂课中，以学生为主体、训练为主线，开展多类型的小组活动，使学生在学中用、用中学。学用结合，激发学生的多元智能学习能力。
教学重难点
教学重点
能够听懂、读懂“Read and write”板块的短文，并能够根据短文内容完成相应的练习。
教学难点
能够了解不同国家的文化差异和出行方式。
教学准备
PPT课件､课文录音､视频、交通信号灯模型等
教学媒体选择
多媒体，录音。
教学活动
21. 录音
22. 游戏
教学过程
Step 1: Pre-reading
1. Greetings.
2. Review.
Hold a model of traffic lights. Talk with students.
T：What do the traffic lights mean?
Ss：Red means… Green means… Yellow means…
T：You are so clever! Do you know different countries have different traffic rules? For example, in China, we walk on the right of the road. But in England, people should walk on the left. Do you know any other countries’ ways of transportation? Now, let’s see what we will learn today!
3. Lead-in.
Show some pictures. (出示课件) Help students know the names of these places.
Students read after the teacher.

Step 2: While-reading
1. Brainstorm.
T：How many ways can you think of to go to school? Please talk with your partner.
Students do the “Brainstorm”. Gather all the ways they know to go to school.（课件出示：本单元学过的上学的方式by car/bus/bike/subway/taxi/plane/ship/train和on foot的相关内容）
2. Look and predict.
Show the pictures of “Read and write” on the PPT. （课件出示：教材P18 Read and write板块的图片）
Let students observe the pictures，read the dialogue and discuss the questions.
Questions：
①Who are they? (Robin and Wu Yifan’s grandpa. And the grandpa is ill.)
②What does Robin want to do? (He wants to read a magazine to the grandpa.)
③What’s the magazine about? (Different ways to go to school in different countries.)
3. Listen and say.
(1)Show the four pictures one by one. （课件出示：依次出示教材P18 Read and write板块的四幅图片） Let students observe the pictures and discuss the questions.
Questions:
①Who are they? (They are students/kids/children.)
②Where are they? (In Munich, Germany. In Alaska, USA. In Jiangxi, China. In Papa Westray, Scotland.)
③How do they go to school?
Let students read the text quickly and find the ways of the children to go to school.
(2)Play the recording. （课件出示：教材P18 Read and write板块的音频）Let students listen to it and answer the questions below the passage in the book.
(3)Check the answers.
4. Learn the new words and sentences.
(1)Play the recording again. （课件出示：教材P18 Read and write板块的音频） Lead students to learn the new words and sentences.
①Show the picture of the sled and do the action to help students understand the phrase “by sled”. （课件出示：雪橇图片）
Do the action fast first, then do the same action slowly. Let students understand the word “fast”.
Ask students to do and say the sentences “Some kids go to school by sled. It’s fast.” “Don’t let the dogs run too fast. You must drive slowly.”
②Show the pictures of a boat, a ferry and a ship on the PPT.
Help students understand the differences among “ship, boat and ferry”.
Do the action and teach the phrase “by ferry”. Wear a life jacket to help students understand the sentence “We must wear a life jacket by ferry. And don’t run on the ferry.”
Write down the sentence structure “Some kids go to school by…” on the blackboard. Do the actions and let students use the sentence structure to make sentences.
③Lead students to look at Picture 4. Ask them to read the sentences and try to answer the questions.
T：How do the children in Papa Westray go to school?
Ss：By ferry.
T：How did they go to school in 2009?
Ss：By plane.
T：Why?
Ss：Because the ferry didn’t work.
(2)Play the recording. （课件出示：教材P18 Read and write板块的音频） Let students read after the recording. Pay attention to the pronunciation and the intonation.
5. Read and choose.
(1)Let students practice the passage.
(2)Let students act out.
(3)Let students retell the ways of the kids to go to school in groups by looking at the pictures.
(4)Let students give some suggestions for the kids.
Divide students into six groups. Let them read the suggestions on page 19 one by one. Then ask them to choose the suitable suggestions for the kids and write them down on page 18.
6. Practice the words and the sentences.
(1)Play the game of “Drive the train”.
Make up a chant of the words and the phrases.
Ask students to chant it one by one in lines. Give a sticker to the student who does a good job.
(2)Play the game of “Roll the snowball”.
Lead students to practice the key sentences “Some kids go to school on foot./By sled, you must drive slowly./On foot, don’t go at a red light.”
Make students stand in a line. Let the first student say the first word “some” of the sentence. Then the second student says “some kids”. The third student says “some kids go” …Students say till the last student speaks out the whole sentence “Some kids go to school on foot.” Once one of the students says it wrong, the team loses the game. Oppositely, the team can get a sticker if all the students say it correctly.
Step 3: Post-reading
1. Play the recording of “Tips for pronunciation”. （课件出示：教材P19 Tips for pronunciation的音频）
Let students listen and compare, then find out the rule of pronunciation. Tell students the law of linking sounds. Ask students to listen again and repeat. Then let students find and say more words like these from the text on page 18.
2. Do a survey.
(1)Make a model：
A: How do you go to school?
B: I go to school by/on…
(2)Let students ask and answer in groups. Finish the chart. (课件出示：调查表) Then let the group leader make a report with the sentence structure “… goes to school by/on…”
3. Make a poster.
(1)Let students list the ways of the group members to go to school.
(2)Let students write down at least two suggestions for each way. Make a model:
By ferry, you must wear a life jacket. / Don’t run on the ferry.
(3)Let students make a poster in groups.
(4)Show time.
板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1. 在本堂课中，以学生为主体、训练为主线，开展多类型的小组活动，使学生在学中用、用中学。学用结合，激发学生的多元智能学习能力。
2. 这节课以句型教学为主，配以简单的词组来运用所学句型。采用chant、滚雪球等多种形式来逐步引导学生操练词汇和句型，有效地帮助学生巩固重点词汇和句型。
3. 呈现活动设计丰富，易操作，且具备层次感，有效地提升了学生的核心素养。以学生为本，以解决问题为导向，引导学生自主学习。
4. 突出语用功能，联系学生和班级的实际情况，设置多个环节，环环相扣，层层深入，帮助学生在真实情景中自然地使用所学语言。

The sixth period（第六课时）
Part B Let’s check & Let’s wrap it up
内容分析
本课是PEP小学英语六年级第一册Unit 2第六课时。主要学习能够复习巩固本单元所学的目标语言，并能够熟练运用所学语言描述出行方式。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
·能够逐一看图，并根据图片信息预测听力考查点
·能够有意识地去听录音并完成相应任务
·能够对本单元句型进行句法归纳
·通过阅读趣味故事，复习巩固本单元所学语言，增加学生语言的输入
·全体学生能理解故事内容
·能按照正确的意群及语音、语调朗读故事
·部分学生能表演故事，并能恰当运用故事中的语言
过程与方法
通过问题引导学生观察并讨论图片，借助图片预测教学内容，培养学生的观察能力和逻辑推理能力。设计不同的任务降低学习难度，并逐步引导学生完成练习部分的任务。
情感态度价值观
通过设计不同的问题来降低学习难度，且在每次听录音前布置一定的任务，培养学生处理听力文本信息和捕捉关键信息的能力。多种形式的词汇练习，极大地激发了学生学习的兴趣，使学生在玩中学、学中用。
教学重难点
教学重点
能够复习巩固本单元所学的目标语言，并能够熟练运用所学语言描述出行方式。
教学难点
能够巩固本单元所学的目标语言。
能够了解中国和英国在交通规则上的差异。
教学准备
PPT课件､课文录音､视频、单词卡片等
教学媒体选择
多媒体，录音。
教学活动
23. 录音
24. 游戏
教学过程
Step 1: Warm-up & Revision
1. Greetings.
2. Sing the song— How do you get there? (出示课件)
1. Review the words and the sentences.
(1) Show the game rules of passing words on the PPT. （课件出示：游戏规则） Students read and play. (Review the words and the phrase “plane, train, taxi, ship, subway, on foot”.)
(2)T：Look at the screen. Let’s see what is missing. (Review the sentences.)

Step 2: Presentation
1. Look at the pictures. Listen and number.
Show the pictures of “Let’s check” on the PPT. （课件出示：教材P20 Let’s check板块的四幅图片）
Let students observe and talk about the pictures and discuss the questions.
T：Look at the pictures. How many pictures can you see?
Ss：Four pictures.
T：Yes! Look at the pictures one by one carefully. Try to tell me what’s in the pictures.
S1：In Picture 1, there are Amy and John. They are walking.
S2：In Picture 2, …
…
T：Wow! You are so smart! Now, let’s listen and number the pictures.
(1)Play the recording. （课件出示：教材P20 Let’s check板块的音频）Let students listen and number.
(2)Check the answers.
2. Listen again and answer the questions.
(1)Let students look at the questions below the pictures.
(2)Play the recording again. （课件出示：教材P20 Let’s check板块的音频） Let students listen and fill in the blanks.
(3)Check the answers. Pay attention to the spelling of the words. （课件出示：教材P20 Let’s check板块的答案）
3. Let’s wrap it up.
(1)Show the part of “Let’s wrap it up” on the PPT. （课件出示：教材P20 Let’s wrap it up板块的内容）
T：Boys and girls, do you know where Mike is?
Ss：I don’t know.
T：Let’s see what Mike says and guess where he is.
Ss：OK.
T：Look at the first sentence. Who can read it?
S1：Go to the cinema.
T：Good! Mike says, “Go to the cinema.” So, is he at the cinema?
Ss：No, he is not at the cinema.
T：Good job! Now you can read the sentences one by one and tick the right answers.
Do the exercise and check the answers. （课件出示：教材P20 Let’s wrap it up板块的答案）
(2)Teach the difference between “come” and “go”.
Say “Come here.” to one student and use body language to let him/her come to the front of the platform. Then use body language to show “come” and say “Come, come, come here.” to help students understand the meaning of “come”. Let students do actions and say “Come, come, come here.” Use some sentences “Go to school./Go to the zoo./Go to the playground./…” to show the meaning of “go”.
(3) Ask students to make sentences with “come” or “go”. Make a model:
It’s so cold, because winter is coming./I go to school on Monday.
Step 3: Practice
“Traffic signs and traffic rules”
Show some traffic signs on the PPT.
Let students try to say the traffic rules according to the pictures.
Help students know these traffic signs.
T：Traffic signs of different colors have different meanings.
Red means forbiddance and danger. Yellow means warning. Green means the indicator.
板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1. 在本堂课中，以学生为主体、训练为主线，开展多类型的小组活动，使学生在学中用、用中学。学用结合，激发学生的多元智能学习能力。
2. 这节课以复习巩固为主，配以简单的习题检测和情景故事来运用所学句型。采用传递词汇、填词游戏等多种形式来逐步引导学生操练词汇、句型，有效地帮助学生巩固重点词汇和句型。
3. 呈现活动设计丰富，易操作，且具备层次感，有效地提升了学生的核心素养。以学生为本，以解决问题为导向，引导学生自主学习。
突出语用功能，联系学生和班级的实际情况，设置多个环节，环环相扣，层层深入，帮助学生在真实情景中自然地使用所学语言。通过设计不同的问题来降低学习难度，且在每次听录音前布置一定的任务，培养学生处理听力文本信息和捕捉关键信息的能力。多种形式的词汇练习，极大地激发了学生学习的兴趣，使学生在玩中学、学中用。

The seventh period（第七课时）
Part C Story time
内容分析
本课是PEP小学英语六年级第一册Unit 2第七课时。以Amy的朋友Annie一家到中国来游玩的故事作为话题，通过故事了解中国和英国在饮食习惯和交通规则上的差异。故事中重现了本单元的重点句型，目的是通过有意义的语篇，扩大学生语言的输入以及训练学生逐步适应文本的阅读。
课时目标
知识与能力
1.能理解故事内容。
2.能按正确的意群及语音、语调朗读故事。
3.能表演故事，恰当运用故事中的语言。
过程与方法
通过比赛游戏，把故事语言内化为学生自己的语言，培养学生综合运用语言的能力。
情感态度价值观
教育学生要热情好客，注意交通规则。
教学重难点
教学重点
能够理解故事，并理解句子In the UK you drive on the left side. In China, people drive on the right side.
教学难点
能自如表演故事，并了解中西方交通规则
教学准备
教师准备多媒体课件、单词卡片、Story time课文情景动画或相应的音频MP 3。另外，需要准备教学挂图、头饰等。
教学媒体选择
多媒体，录音。
教学活动
1.角色扮演
2.观看动画
3.游戏&比赛
教学过程
Step 1 Warm-up
1.请一小组学生上讲台，根据教师发出的指令做动作，然后换另一小组进行操练。反应快、动作准确的小组获胜。如：
Show me your left hand学生伸出左手
Show me your right hand学生伸出右手
Turn left 学生向左转
Turn right 学生向右转
2.教师在黑板上画好公路的分道线，在线的右侧画一辆车行情景，介绍：Drive on the right side of the road然后在分道线的左侧画一辆车行驶的情景，并介绍：Drive on the left side of the road最后组织学生讨论：Which is right and which is wrong when you are driving in China ?

Step 2 Presentation
1.教师展示Story time部分的挂图，让学生先通过观看图片大致了解故事内容。教师详细讲解第一、二两个片段，让学生了解一下主人公的身份及故事背景。然后将学生分成四个大组，四大组都需要阅读剩下的四个故事片段，并讨论故事中讲述了什么，找出自己不理解的地方并尝试回答下列问题：
What 's the difference between the UK and China ?
In China, which side should we look first before crossing the road ?
What is the same between London and China ?
2.学生汇报讨论结果，并回答问题。在这过程中，教师引导学生从故事中找出答案：In the UK you drive on the left side. In China, people drive on the right. 教师书并领读句子。
3.教师细讲故事，重点解决学生存在的疑问和难点。教师出示更多中西方交通规则差异的图片，并做适当拓展讲解。学生也可说说自己了解到的这方面知识，展开交流。
4.教师播放两遍录音，第一遍全班学生跟读，第二遍学生分角色朗读，然后让学生分组戴上头饰表演故事。注意启发学生所扮演角色的语气及神态。学生可 个或多可选择表演一个故事片段。

Step3：Practice
教师说：I'm driving/walking on the right side of the road. 学生说：Are you in China? 随后，教师说：No. I’m in London学生说：You should drive/walk on the left side. 先做师生活动，然后做小组活动。做小组活动时可以将组员分为两部分，进行对抗赛。也可以在小组间进行比赛，最后出错少、反应快的小组胜出。

Step 4 Consolidation and extension
将Story time部分的故事朗读给家长听。

板书设计
Unit2 Ways to go to school
In the UK you drive on the left side.
In China, people drive on the right side.
作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
这节课的亮点在故事教学。教师在呈现新课前，通过简笔画和说句子做动作的练习为故事主题做好了铺垫。然后以小组讨论的形式让学生积极参与阅读和讨论，变被动为主动，学生讨论解决一部分问题，难点留给教师解决，既有利于培养学生积极讨论解决问题的能力，又能节省课堂时间着重解决难题。然后让学生听录音跟读句子，进一步纠正他们的语音、语调错误，最后让学生戴上头饰模仿故事中人物的神态及语气去表演故事。这样既丰富了他们的表演经验，又让他们更善于表现自我，他们的学习兴趣与学习主动性也会跟着上升，自信心也随之增强了。传统的教育方式是让这个年龄段的学生不断地做题，而角色表演是立足知识点着重能力的培养，它会培养出一批又一批活泼的学生。


Unit 3 My weekend plan
三、 教材分析
本单元学习的主题是周末活动计划。教学内容主要是通过展示陈杰和Amy的对话，以及张鹏的朋友们的周末活动展开的。教学重点是能够听、说、读、写并运用核心句型“—What are/is…going to do? —We’re/I’m going to…/He/ She is going to…”“—Where are/is…going? —We’re/I’m going…/He/ She is going…”“—When are/is…going? —We’re/I’m going…/He/ She is going…”;听、说、读、写单词和词组: take a trip, go to the supermarket, visit my grandparents, see a film, tonight, this morning, this afternoon, this evening, next week, postcard, dictionary, comic book, word book
二、学情分析
六年级英语在小学英语教学中起着承上启下的作用，既是五年级的衍生又是初中一年级的铺垫。经过三年的学习，大部分学生对英语仍然保持着浓厚的兴趣，但有少数学生由于遇到困难，学习兴趣可能会开始减退。因此，这个学期在教学中，我应该以学生的发展为宗旨，以培养学生的创新精神和实践能力为重点，面向全体学生，在激发学生兴趣的同时，扎扎实实地从每个学生抓起。六年级的学生学习比较理性。教师在以活动为课堂教学的主要形式的同时，要充分发挥任务性教学在高年级的优化使用，设计丰富多彩的教学活动，有效的教学任务。
同时注意到学生中存在的两极分化，教学内容注意由简到难，循序渐进，在知识的复现中做好及时补差工作。充分培养学生的听说读写能力，尤其要加强识读，拼写的能力。重视阅读能力和写作能力的同步培养。重视英语作为语言的交际功能。
三、教学目标
1 知识与能力
· 能够听、说、读、写句型“—What are you going to do tomorrow? —I’m going to have an art lesson“—Where are you going? —I’m going to the cinema.”“—When are you going? —Next Wednesday.”
·能够在情景中运用句型“—What are/is…going to do? —We’re/I’m going to…/He/ She is going…”“—Where are/is…going? —We’re/I’m going…/He/ She is going…”“—When are/is…going? —We’re/I’m going…/He/ She is going…”谈论活动计划的内容、地点和时间
·能够在图片的帮助下正确理解并按照正确的意群及语音、语调朗读吴一凡的日记，运用本单元所学核心句型口头描述并能写出自己中秋节的安排
·能够听、说、读、写单词和词组：take a trip, go to the supermarket, visit my grandparents, see a film, tonight, this morning, this afternoon, this evening, next week, postcard, dictionary, comic book, word book
·能够正确使用上述单词和词组谈论或描述自己的活动计划
·能够在图片和文字的支持下完成表格和仿写语句
·知道英语多音节单词有重音，且需重读的语言现象
2 情感态度价值观
·能够树立需要在活动前做好合理计划的意识，鼓励自己“做中学”
·了解中秋节的一些传统习俗
·知道藏头诗的特点
·能够通过看图捕捉主要信息，并根据提示做出听前预测
·能够通读文段，获取主旨大意和细节信息
四、课时安排
第一课时： Part A Let’s try & Let’s talk
第二课时： Part A Let’s learn & Make a plan
第三课时： Part B Let’s try & Let’s talk
第四课时： Part B Let’s learn & Role-play
第五课时： Part B Read and write
第六课时： Part B Let’s check & Let’s wrap it up
第七课时: Part C Story time

The first period(第一课时)
Part A Let' s try & Let's talk
内容分析
本课是PEP小学英语六年级第一册Unit 3第一课时。主要学习理解和掌握本课重点句型“—What are you going to do…? —I'm going to…”并在真实情景中灵活运用。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
·能够读懂题目要求，学会听前预测要听的重点内容
·能运用基本听力技巧完成本部分的听力任务
·通过观察、谈论Let's talk板块的图片，并在PPT和老师的帮助下理解对话大意
·通过听录音，学会按照正确的意群及语音、语调朗读对话，并能在小组中进行角色表演
·能够听、说、读、写并在情景中恰当运用句型“—What are/is…going to do? —We're/ I'm going to…/He /She is going to…/They are going to…”提问及作答
·能够用所学语言谈论自己和朋友的周末活动计划重点
过程与方法
从呈现整体对话，让学生整体感知对话到逐步处理局部语言，使学生深入了解对话的内容，对本课的重点词组、句型和语法点都有切实的理解。
情感态度价值观
引导学生运用所学的内容谈论自己和他人的周末计划，将所学的重点词组和句型灵活运用到真实的情景中，以达到语言输出的目的，提高学生的学习积极性。
教学重难点
教学重点
1.能理解和掌握本课重点句型“—What are you going to do…? —I'm going to…”并在真实情景中灵活运用。
2.能够用所学语言谈论自己和朋友的周末活动计划。
教学难点
正确运用“be going to”谈论自己和朋友的活动计划并与他人进行交流。
教学准备
PPT课件、课文录音、视频、单词卡片、日历等。
教学媒体选择
多媒体，录音。
教学活动
25. 录音
26. 游戏
教学过程
Step 1: Warm-up & Lead-in
1. Greetings.
2. Play a game: Sharp eyes.
Show some verbs and verb phrases “draw a picture, swim, dance, see a film, do homework, have a lesson, watch TV, cook, wash clothes, clean the room, go for a picnic, read books, play football, go shopping, play computer games…” quickly on the PPT. （出示课件） Students try to speak out the right word or phrase as soon as possible when it shows up.
3. Enjoy a chant together.
4. Lead-in.
(1)T: Do you like today's chant?
Ss: Yes.
T：Are you going to draw a picture/see a film…this weekend?
Ss: Yes./No.
T: The weekend is coming! Zhang Peng's friends are going to different places and do different things. Let's go and have a look.
(2) Show the picture of the main scene in this unit on the PPT. Ask students to observe it carefully and try to think about three questions:
(3) Check the answers together. (课件出示：前两个问题的答案)
Encourage students to think out more answers about the last question.
T: Zhang Peng's friends have different plans for this weekend. What are you going to do this weekend? Today we are going to make a weekend plan.
Step 2: Presentation
1. Listen and circle.
(1) Show the two questions of “Let's try” on the PPT. （课件出示：教材P24 Let's try板块的两个问题） Let students read the questions and guess the answers.
T: Can Mike go swimming today? What do you think of this question?
Ss: Yes, he can./No, he can't.
T: Why do you think he can/can't go swimming today?
Ss: Because…
Encourage students to think out more reasons.
（2）Play the recording of “Let's try”. (课件出示：教材P24 Let's try板块的音频) Ask students to get the key information. Then ask them to choose the right answers.
（3）Check the answers. Show the listening material to help students understand further. （课件出示：教材P24 Let's try板块的答案及听力材料）
（4）After checking the second answer, provide one more question: What is Mike going to do this afternoon? Lead students to choose the right picture and speak out the sentence: He is going fishing this afternoon.
2. Look and say.
Take out a calendar of this month and show it through the video display desk.
T: What day is it today?
S1: It is Monday/…
Ask this student to circle the day of today on the calendar. Then write down the word “today” beside the circle.
T: Clever! Who knows what day it is tomorrow?
S2: It's Tuesday/…
T: Super!
Ask that student to circle the day of tomorrow on the calendar. Then write down the word “tomorrow” beside that circle. Lead students to read the word “tomorrow” three times.
3. “Let's talk”.
（1）Show the pictures of “Let's talk”. （课件出示：教材P24 Let's talk板块的图片）
T: Sarah is on the phone with Mike. What are they talking about this time?
S1: They are talking about tomorrow's plan.
T: Good answer! They are talking about their plans for tomorrow. What are they going to do tomorrow? Look at the pictures and guess the answers.
Ss: Mike/Sarah is going to…
（2）Show the first question: What are Mike and Sarah going to do tomorrow? Let students watch the video of “Let's talk” and try to fill in the blanks. (课件出示：教材P24 Let's talk板块的视频)
Check the answers together. （出示课件）
（3）①Show the picture of “have an art lesson” to help students review the phrase. (课件出示：have an art lesson的相关内容)
②Provide another question: What is Sarah going to do in the art lesson?
Ask students to answer the question and check the answer together.
Put the word card of “draw some pictures” on the blackboard. Do the action of “draw some pictures” to help students review this phrase. And lead students to read it for three times. Then ask students to read the dialogue for two times.
③Show the picture of “see a film” to help students understand its meaning better. (课件出示：see a film的相关内容)
（4）Lead students to read these three phrases for three times. Then ask them to read the three sentences.
①Ask students to observe the sentences carefully and try to find out the same part by discussing with their deskmates.
Ask some students to stand up and share their answers. When the student says “is going to”, the teacher takes out the word card of this phrase and puts it on the blackboard. Lead students to read it in the way of “high-low voice”.
②T:Why do all these three sentences have “is going to”?
S1: They are talking about tomorrow.
S2: They will do these things tomorrow.
T: I like your answers. You are brilliant! They are talking about the plans for tomorrow. These things didn't happen before. They are not doing these things now. They will do these things tomorrow.
③Provide some sentences. Ask students to divide them into two groups.
Check the answers together.
Lead students to conclude the rules of the two groups.
T: Group One is about the structure of “be going to”. They are all about plans for the future. Group Two is about the structure of “be+ v-ing”. They are all about doing something now.
4. Read and act.
（1）Students read after the recording. Pay attention to the pronunciation and the intonation.
（2）Let students practice the dialogue in pairs.
（3）Act out the dialogue.
Step 3: Practice
1. A matching task.
Show different pictures and phrases: go ice-skating, wash clothes, draw pictures, make a snowman, go for a picnic. (课件出示：上述动词词组及其图片的连线题) Ask students to complete the matching task.
2. Pick apples.
Divide students into several groups. Show a big apple tree and a question on the PPT: What am I going to do tomorrow? Each apple has a phrase in it, such as go ice-skating, wash clothes, draw pictures, make a snowman, go for a picnic. （课件以摘苹果的方式出示上述动词词组） The teacher picks one apple each time. Students try to make a sentence with the phrase in it to answer the question. Make a model：
T: What am I going to do tomorrow?
S1: You're going to draw pictures.
…
The first student who speaks out the right sentence can get a score for his/her group.
3. Look and say.
Show some pictures of the phrases on page 24 on the PPT. （课件出示：教材P24下方词组及其相应的图片） Lead students to talk about the pictures with the sentence structures “— What is/are…going to do? —…is/are going to…” Make a model.
T: What is he going to do?
S1: He is going to go ice-skating.
The first student who speaks out the right sentence can get a score for his/her group.

Step 4: Consolidation & Extension
“Weekend Plan”
1. Play a game: A Miming Game.
Each time ask one student to come to the front of the platform. Give him/her a picture about an activity. Let him/her mime it. Through the miming activity, the others try to guess: What is this student going to do this weekend? And try to describe the plan with the sentence structure “You're going to…” The winner can get a score for his/her group.
2. Do a survey.
Ask students to talk about the weekend plan by using the sentence structures “—What are you going to do? —I'm / We're going to…” in groups. Write down the result on the paper.
The leader in each group collects all the answers. Fill in the chart below. （课件出示：调查表模板）
3. Show time.
Ask two or three groups to give reports like this: I'm going to see a film. Student 1 is going to read books this weekend. Student 2 and Student 3 are going to play basketball…
The group which does a good job can get a score.
4. Evaluation.
Count the total scores of each group. Find the best group. Give each member of this group a big hug.
板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.本课通过游戏和歌谣引入主题，活跃了课堂气氛，也让学生通过旧知初步了解了新知，温故而知新。
2.本课主要锻炼了学生的听、说、读、写英语的能力，使学生能够更加流利地使用英语进行交流。
3.教师利用图片、日历、卡片和动作等方式将学生带入真实的语言环境中，让学生身临其境，自发地融入到课堂中来。
4.本课设置多个环节，环环相扣，层层深入，抽丝剥茧，帮助学生逐步理解并使用所学语言来谈论自己及他人的周末计划。
5.板书设计清晰明了，重点突出，起到了很好的辅助作用。

The second period（第二课时）
Part A Let’s learn & Make a plan
内容分析
本课是PEP小学英语六年级第一册Unit 3第二课时。主要学习单词和词组:visit, film, trip, supermarket, evening, tonight, tomorrow, next week以及能结合本部分核心句型“—What are you going to do? —I am going to…”谈论周末计划。并能替换其中的动词词组和时间词组进行操练。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、写单词和词组:visit, film, trip, supermarket, evening, tonight, tomorrow, next week
·能够听、说、读、写本课重点动词词组:visit my grandparents, see a film, take a trip, go to the supermarket
·能结合本部分核心句型“—What are you going to do? —I am going to…”谈论周末计划。并能替换其中的动词词组和时间词组进行操练，做到语音准确，语调自然
·能够根据自己的意愿在表格中写出自己的计划
·能与同桌分享交流自己的计划内容
·能够合理安排自己的活动时间并与他人交流重点
过程与方法
利用图片、实物展示以及表演等多种方式教授本课重点单词和词组，使单词和词组的教学方式不再单一和枯燥。同时将单词、词组和句子融为一体，与情景相结合，符合正确的认知规律。
情感态度价值观
在练习环节，采取了说唱、竞赛的方式，学生不仅参与度极高，同时也牢牢地把所学的知识记到了自己的脑海中，达到了在玩中学，玩中用的效果
教学重难点
教学重点
1.掌握本课时的重点单词和词组。
2.能够在情景中运用含有“be going to”结构的句型谈论周末计划。
教学难点
1.能够在情景中运用句型“—What are you going to do? —I am going to…”谈论周末计划。并能替换其中的动词短语和时间短语进行操练，做到语音准确，语调自然。
2.能够合理安排自己的活动时间并与他人交流。
教学准备
PPT课件、课文录音、视频、卡片、实物、自制教具等
教学媒体选择
多媒体，录音。
教学活动
27. 录音
28. 游戏
教学过程
Step 1: Warm-up & Revision & Lead-in
1. Greetings.
2. Enjoy the song of this unit—What are you going to do? (出示课件)
3. Play a game: Choose and talk.
The teacher takes out a box. There are some word cards of verbs and verb phrases in it. Play a piece of music. (出示课件) Students pass the box one by one. When the music stops, the student who holds the box chooses a card. The teacher asks, “What are you going to do?” The student tries to answer this question by using the verb or the verb phrase on the card. Make a model:
T: What are you going to do?
S1: I’m going to see a film.
…
4. Lead-in.
Show the picture of “Let’s learn” on the PPT. (课件出示：教材P25 Let’s learn板块Sarah和Chen Jie交谈的插图)
T: Who are they? What are they talking about?
Ss: They are… They are talking about…
Encourage more students to discuss and answer these questions.
Step 2: Presentation
1. Learn the words and the verb phrases.
(1) Lead students to say the word “grandparents” with a picture. （出示课件） Stress that: grandma + grandpa=grandparents.
Then teach the phrase “visit my grandparents”. （课件出示：visit my grandparents的相关内容） Write down the phrase on the blackboard and lead students to practice reading it for three times.
Show one more picture of some children visiting their friend. (出示课件) Lead students to say “visit their friend”. Teach the word “visit”. （课件出示：visit的相关内容） Write down the word “visit” on the blackboard and lead students to practice reading it for three times.
(2) Show a movie poster on the PPT. (出示课件)
T: Do you know what this is?
Ss: A poster. /A movie. /A film./…
Write down the word “film” on the blackboard and lead students to practice reading it for three times. Stress that: film=movie.
Then take out a real movie ticket.
T: Look at the time on this ticket. Can you tell me when the film will start?
Ss: It will start at…
T: The film will start at 7:30 this evening. So what am I going to do this evening?
Ss: You are going to see a film.
T: You are brilliant!
Show a picture about watching a film in the cinema on the PPT. (出示课件) Write down the phrase “see a film” on the blackboard and lead students to practice reading it for three times.
(3) Take out a suitcase and pretend to go out to take a trip.
T: I like trips. Trips can make me happy. I’m going to take a trip with my friends.
Show a picture about the trip. (出示课件) Teach the word “trip”. And then show a picture of taking a trip to teach the phrase “take a trip”. (出示课件) Write down the word and the phrase on the blackboard and lead students to practice reading them for three times.
Point to the suitcase and ask: What are you going to do in your next winter vacation?
Lead students to speak out the sentence: I’m going to take a trip.
(4) Take out a shopping bag and a toy shopping cart. Ask one student to take them and walk to the teacher. There is a card in the teacher’s hand. There is a word “supermarket” on the card.
T: What is…doing? Where is he/she going?
Ss: He/ She is going shopping. He/ She is going to the…
T: Look at the word card in my hand. Now, this is a supermarket. XXX is going to the supermarket.
Show a picture of a supermarket. (出示课件) Teach the word “supermarket=super +market”. And then show a picture of a girl going shopping in the supermarket to teach the phrase “go to the supermarket”. (出示课件) Write down the word and the phrase on the blackboard and lead students to practice reading them for three times.
(5) Show the pictures of “Let’s learn”. (课件出示：教材P25 Let’s learn板块的四幅图片) Point to the four pictures one by one. Ask and answer the question with students as follow:
T: Today is Saturday. What is Chen Jie going to do this weekend?
S1: She is going to visit her grandparents.
S2: She is going to see a film.
S3: She is going to take a trip.
S4: She is going to the supermarket.
2. Learn the time words and the phrases.
Show a time line of a day to teach the word and the phrases: this morning, this afternoon, this evening, tonight. Show a calendar of a month to teach the word and the phrase: tomorrow, next week. （出示课件）
Write down the words and the phrases on the blackboard and lead students to practice reading them for two times.
3. Listen, read and act.
（1）Show the pictures of “Let’s learn”. Play the recording of this part. (课件出示：教材P25 Let’s learn板块的图片和音频) Let students read the phrases and the dialogue after the recording.
(2) Act out the dialogue.
First, let students work in pairs and try to make their dialogues by using the phrases and the sentence structures in this part. Then ask several pairs to act out their dialogues.
Step 3: Practice
1. Listen and match.
T: Chen Jie is going to have a busy weekend. Miss X is going to have a busy weekend, too.
Make up a passage about future plans. Ask students to listen carefully and complete the matching task on the PPT.（出示课件）
2. Let’s chant.
Show a chant. The teacher and students chant together.（出示课件）
3. Boys VS Girls.
Divide students into two groups. Let boys and girls PK in this activity. Give all the word cards about time to the boys and all the word cards of verb phrases to the girls. Let them look at two pictures and fill in the dialogue “Boys: What are you going to do? Girls: I’m going to.” according to the two pictures on each PPT. The quicker group which holds up the right card will get one score. Then all the students read the dialogue in roles. Make a model:
Boys: What are you going to do this evening?
Girls: I’m going to see a film.
（补充说明：该游戏共分6个环节:第一张PPT展示的时钟上显示的时间是晚上，活动是看电影。第二张PPT展示的时钟上显示的时间是下午，活动是去超市。第三张PPT展示的时钟上显示的时间是早上，活动是洗衣服。第四张PPT展示的时钟上显示的时间是在晚上，活动是做家庭作业。第五张PPT是一个日历，上面强调显示出的时间是明天，活动是看望爷爷奶奶。最后一个PPT是一个日历，上面强调显示出的时间是下周，活动是去旅行。）
Step 4: Consolidation & Extension
“Make a plan”
1. Show the chart in “Make a plan”. (课件出示:教材P25 Make a plan板块的表格)
T: It is Saturday morning now. Make a plan and share it with your partner. You can ask and answer with each other by using the sentence structures “—What are you going to do…? —I’m/We’re going to…” Write down the answers in the chart.
Walk around to provide help when necessary.
2. Ask several pairs to show their dialogues and share their plans in the chart.
Give stickers to the students who do good jobs.
3. Show some mind maps of proper arrangement of time. (课件出示：一些合理安排时间的思维导图)
Lead students to realize the importance of arranging time reasonably.
板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.本课的设计立足于学生的实际生活， 让学生通过含有“be going to”结构的句型来交流自己的行程计划。
2.通过多种不同的方式来呈现新知，使教学灵活多变，也激发了学生的学习兴趣，活跃了课堂气氛。
3.课堂以学生为本，以解决问题为导向，引导学生自主学习。
4.在练习环节，采取了说唱、竞赛的方式，学生不仅参与度极高，同时也牢牢地把所学的知识记到了自己的脑海中，达到了在玩中学，玩中用的效果。
5.板书设计清晰明了，重点突出，起到了很好的辅助作用
The third period（第三课时）
Part B Let’s try & Let’s talk
内容分析
本课是PEP小学英语六年级第一册Unit 3第三课时。主要学习在情景中恰当运用句型“—Where are/is…going? —…is going to…”“When are/is…going?”谈论计划的时间与地点以及能够听、说、认读单词：space, travel, half, price。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
·能够读懂题目要求，并能在听前预测听力重点内容
·能通过完成听力练习预测后续故事
·能运用基本听力技巧完成主旨题和细节题
·能够理解对话大意，并能够按照正确的意群及语音、语调朗读对话
·能够听、说、读、写并在情景中恰当运用句型“—Where are/is…going? —…is going to…”“When are/is…going?”谈论计划的时间与地点
·通过对话学习了解电影院周二通常有半价电影票的生活常识
·能够听、说、认读单词：space, travel, half, price
过程与方法
在思维导图的帮助下，能够降低拓展环节的难度。学生通过采访进行对话练习，灵活运用本课的重点句型，并能适当替换关键词进行拓展，有效地达到本课的学习目标。
情感态度价值观
拓展环节的思维导图，还有重点句型的展示，为学生进行拓展活动降低了难度，也让学生在完成活动的过程中建立了自信。通过正向解决问题，再反向找出问题的方式，使学生对课本的对话内容有深入的了解，培养学生的逻辑思维能力。
教学重难点
教学重点
1.学生能够理解对话大意，并能够按照正确的意群及语音、语调朗读对话。
2.能够听、说、读、写并在情景中恰当运用句型“—Where are/is…going? —…is going to…”“When are/is…going?”谈论计划的时间与地点。
教学难点
能运用what, where, when引导的特殊疑问句进行真实的交流。
教学准备
PPT课件、课文录音、视频、卡片、电影海报、价格标签等。
教学媒体选择
多媒体，录音。
教学活动
29. 录音
30. 游戏
教学过程
Step 1: Warm-up & Revision & Lead-in
1. Greetings.
2. Enjoy a song—Where are you going? (课件出示：本歌曲的视频)
3. Play a game: Watch out for the tiger!
Show the rules of this game. Rules：
（游戏说明：PPT以随机的顺序呈现上节课所学的重点单词和词组：this morning, this afternoon, this evening, tonight, tomorrow, next week, visit my grandparents, see a film, take a trip, go to the supermarket。 在此过程中，一只淘气的老虎会偷偷出现，同学们在看见单词和词组出现的时候大声读出它们，当老虎出现的时候集体用手抱住头部，并大喊: “Ah!”）
4. Lead-in.
T：You’ve done a good job! Here is a special apple and a special ice cream for you! Do you want to have a look?
Ss: Yes…
Show the pictures of “Let’s try” on the PPT. (课件出示：教材P26 Let’s try板块的两幅图片) Let students answer who is in the apple and who is in the ice cream.
Step 2: Presentation
1. Listen and answer.
T: John is on his way home. He sees Amy. What are they talking about?
(1) Show the questions of “Let’s try” on the PPT. (出示课件) Let students predict the answers.
(2) Then play the recording of “Let’s try”. (出示课件) Ask students to catch the key information. And ask them to pay attention to the changes in person and number. Then ask them to answer the two questions.
(3) Students read the dialogue and check the answers with the teacher. (课件出示：教材P26 Let’s try板块的听力材料及答案)
2. Find some information from the poster.
(1) Show a picture of John and Jack. (课件出示:John和Jack的图片)
T: Look. He is John’s cousin Jack. John and Jack are going to do something interesting. What are they going to do? Please guess!
Ss: They are going to…
Encourage students to say more possible activities.
(2) Let students watch the poster of Travel to Mars. (课件出示:电影《火星之旅》的海报) And ask students to try to find the answer to the question: What are John and Jack going to do?
Check the answer together: They are going to see a film.
Ask another question: What film are they going to see?
Ask students to watch the poster carefully. Lead students to find the answer: They are going to see a film about space travel. Write down the key phrase “space travel” on the blackboard.
T: Do you know what space travel is?
Ss: …
Play a short video about space travel. (课件出示：一段关于太空旅行的简短视频)
T: Do you like the film about space travel? Why?
Encourage students to say their own opinions. Then lead students to read the phrase “space travel” for three times.
The teacher can provide another question: What’s your favourite film? Let students discuss and answer it.
(3)T: Try to get more information from this poster. Can you say more information about this film?
Lead students to find the key phrase “half price”.
Use a real half-price price tag to teach what “half price” is.
T: We usually see this kind of price tag in the supermarkets, shoe stores, clothes shops and every kind of big or small malls. Who can tell us what it means?
After students express their explanations, the teacher can act as a sales assistant and sell some things at their half price to students. Students need to speak out the right price.
Then lead students to read the phrase “half price” for three times.
At last, point to the word “Tuesday”.
T: When is the film half price?
Ss: It’s on Tuesday.
T: Clever!
3. Learn the dialogue.
(1)T: We know that the film is half price on Tuesday. So when are you going to see it? Why?
Ss: I’m going to see it on Tuesday. Because it is cheap on that day./…
T: How about John and Jack? When are they going to see the film?
S1: I think they are going to see it on Tuesday, too.
S2: I don’t think so…
T: It seems that we have different opinions. John is talking with Amy about what he is going to do with Jack. Let’s watch the cartoon of “Let’s talk” to find the answers to the following questions. You can underline the answers in the dialogue.
Let students watch the video of “Let’s talk” and try to answer the three questions. (课件出示:教材P26 Let’s talk板块的视频) Then check the answers.
Questions：
①Where are they going?（They are going to the cinema.）
②What are they going to do?（They are going to see a film about space travel.）
③When are they going? Why?（Next Tuesday. Because it’s half price then.）
T: John and Jack are going to see the film next Wednesday. Amy suggests them seeing it next Tuesday. The film is half price on that day. Movie theaters usually charge half price on Tuesday. So what does Amy say?
Ss: Why not go on Tuesday?
T: That’s right! Boys and girls, why not study hard in class? Then we can get more free time to do interesting things.
(2) Show the chart below on the PPT. Let students watch the video of “Let’s talk” again, and fill in the chart. Check the answers and write down the key special question words “where, what, when” on the blackboard. Lead students to read them for several times.

Step 3: Practice
1. Practice the dialogue.
(1) Ask students to read after the recording and pay attention to the pronunciation and the intonation.
(2) Let students practice the dialogue in pairs.
2. Retell the dialogue.
Ask several pairs to retell the dialogue by filling in the blanks. (出示课件)
Each pair can get two stickers as a reward.
3. Make your own dialogues.
(1) Show a model on the PPT. Ask students to fill in the blanks according to their own situations and thoughts. (出示课件)
(2) Ask several pairs to show their own dialogues.
Each pair that completes their dialogue can get four stickers.
Step 4: Consolidation & Extension
“Interview and report”
1. Complete the mind maps.
Lead students to complete the mind maps according to what they have learned in this lesson.
2. Interview your classmates.
Show the chart in the book. (课件出示:教材P26 下面表格) Let students ask and answer with each other in pairs and write down the results in the chart.
3. Show time.
Ask students to work in pairs to show their dialogue according to the three questions in the chart. Make a model:
A: Where are you going this afternoon?
B: I’m going to the nature park.
A: What are you going to do there?
B: I’m going to play basketball.
A: When are you going?
B: I’m going at 4:30 this afternoon.
The best pair can get five stickers. The second pair can get three stickers. The third pair can get one sticker.
4. Evaluation.
Count the total stickers of each pair. Find the best pair. Give them two film posters as rewards.
板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.本课重点是掌握由what、where、when三个特殊疑问词引导的特殊疑问句。因此本课中注重让学生大量地练习对话，并在接近真实的情景里运用对话。
2.在完成听力活动和学习对话之前，让学生对所学内容进行了预测。给出问题，让学生带着问题去听听力、阅读对话，使学生的学习目的明确，因而更加能够集中注意力，主动去探究、去学习。
3.学习词组部分，采取了丰富多样的形式，降低了学习词组的枯燥性，增加了课堂的色彩和活力。
4.拓展环节的思维导图，还有重点句型的展示，为学生进行拓展活动降低了难度，也让学生在完成活动的过程中建立了自信。

The fourth period（第四课时）
Part B Let’s learn & Role-play
内容分析
本课是PEP小学英语六年级第一册Unit 3第四课时。主要学习单词和词组:dictionary, comic book, word book, postcard以及能够熟练运用“—Where are we going? —To the bookstore. I’m going to buy…”等句型描述自己要买的物品。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、写单词和词组:dictionary, comic book, word book, postcard
·能够熟练运用“—Where are we going? —To the bookstore. I’m going to buy…”等句型描述自己要买的物品
·能够运用所学知识，根据自己的角色（顾客或者书店店员），完成角色扮演，达到在真实语境中用英语进行交流的目的
过程与方法
通过实物展示和问答来教授新单词和词组，在此过程中学生不是简单地学习不同种类的书的名称，而是在观察，思索，总结，在了解不同种类书的特征的基础上理解并记忆。给学生提出要求，完成任务后书店才能开张，给学生们接下来的学习增加动力。
情感态度价值观
巩固新知的阶段，让学生模拟生活场景，让英语走进生活，用英语来解决实际问题。这样不仅巩固了所学的语言，还使学生体会到了英语的实用性和趣味性。
教学重难点
教学重点
1.能够听、说、读、写单词和词组:dictionary, comic book, word book, postcard。
2.能够熟练运用“—Where are we going? —To the bookstore. I’m going to buy…”等句型描述自己要买的物品。
教学难点
能够运用所学句型谈论在商店里购物的简单话题
教学准备
PPT课件、课文录音、视频、卡片、实物等
教学媒体选择
多媒体，录音。
教学活动
31. 录音
32. 角色扮演
教学过程
Step 1: Warm-up & Revision & Lead-in
1. Greetings.
2. Chant together.
3. Look and say.
Show the pictures of different places, activities and time. (出示课件) Lead students to practice the sentence structures in pairs.
4. Lead-in.
Show the picture of John and Jack standing in front of the cinema. (课件出示：教材P27 Let’s learn板块John和Jack的图片)
T: John and Jack saw a film about space travel. Now they are in front of the cinema. Where are they going?
Encourage more students to discuss the question and say more answers.
Step 2: Presentation
1. Listen and answer.
(1) Play the recording of “Let’s learn”. (课件出示:教材P27 Let’s learn板块的音频) Ask students to watch it carefully and try to find the answer to the question: Where are they going?
Lead students to get the answer: To the bookstore.
Then show some different stores on the PPT. (课件出示：不同商店的图片) Let students choose which one is the bookstore.
(2) Then show more pictures of a bookstore on the PPT. (课件出示：关于书店的图片)
Ask the questions. Freely talk with students. Give some help to students if they need about the third question.
Questions:
①Do you often go to the bookstore?(Yes, I do./No, I don’t.)
②What can we do in the bookstore?(We can buy books in the bookstore.)
③What books can we buy in the bookstore?(We can buy comic books, dictionaries, postcards, word books and so on.)
(3) Show the picture of “Let’s learn”. (出示课件) Play the cartoon of this part for the second time. (出示课件) Ask students to watch it carefully and try to find the answer to the question: What book is John going to buy?
Lead students to get the answer: John is going to buy a new comic book.
2. Learn the new words and phrases.
(1) Take out a real comic book. Let students pass it one by one to see the content quickly.
T: After looking over this book, who can tell us the main features of this book?
S1: It has so many pictures in this book.
S2: It has very few words and sentences.
…
T: You all get the key points! It mainly uses pictures to tell the stories. It’s the comic book.
Show the picture of a comic book on the PPT to teach the phrase “comic book”. (课件出示：comic book的相关内容) Write down the phrase “comic book” on the blackboard and lead students to practice reading it for three times.
(2) Continue to take out a word book. Let students pass it one by one to see the content quickly.
T: After looking over this book, who can tell us the main features of this book?
S1: It has so many words in this book.
S2: We can read these words in this book.
…
T: There are so many words in this book. It can help us to learn more words. I want to know if someone can tell us the name of this book.
Lead students to speak out the answer: word book. Show the picture of a word book on the PPT to teach the phrase “word book”. (课件出示:word book的相关内容)
Write down the phrase “word book” on the blackboard and lead students to practice reading it for three times.
T: Now we know “comic book” and “word book”. In our schoolbag, we also have maths book, Chinese book and so on.
(3) Take out a postcard this time.
T: What’s this? What can we do with it?
S1: I know, we can write our words on it. And we can send it in the post office.
…
T: Brilliant! It is a postcard. (post + card=postcard). We can send this card in the post office.
Show the picture of a postcard on the PPT to teach the word “postcard”. (课件出示:postcard的相关内容)
Write down the word “postcard” on the blackboard and lead students to practice reading it for three times.
(4)T: We’ve learned a new word and two phrases in this class. There are still many words we don’t know. If we don’t know a word, what tools can we use?
Take out a dictionary to teach the word “dictionary”. Ask students to take out their own dictionaries.
Show the picture of a dictionary on the PPT. (课件出示：一本词典的图片)
Write down the word “dictionary” on the blackboard and lead students to practice reading it for three times.
(5) Lead students to put all kinds of books on the desk in the front of the classroom to build a bookstore. There are not only the books we have learned today, but also some newspapers, magazines, storybooks and so on. Students can also put their own books on the desk.
T: We’ve got a bookstore now. But we need to complete some tasks to make it open.
Step 3: Practice
1. Task 1: Read aloud.
Show the picture of “Let’s learn”. Play the recording of this part. (课件出示：教材P27 Let’s learn板块的图片和音频) Ask students to try to read the words, the phrases and the dialogue after the recording.
2. Task 2: Play a game—What’s missing?
Show the words and phrases in “Let’s learn” on each PPT.（出示课件）Students speak out the missing word or phrase loudly and quickly. After four rounds, students are required to read all the four words and phrases.
3. Task 3: Act out the dialogue.
Show the pictures of the words and the phrases in “Let’s learn” one by one on the PPT. （课件出示：依次展示教材P27 Let’s learn板块的单词和词组的图片） Ask a question each time. The question is “What are you going to buy?” Students should answer it according to the picture.
Let students work in pairs. Try to practice the dialogues by using the words, the phrases and the sentence structures in this part. Then ask several pairs to act out their dialogues.
4. Task 4: Make your own dialogues.
Students ask and answer with each other to see what he/she is going to buy in a bookstore by using the sentence structures “—What are you going to buy? —I’m going to buy…” Make a model:
A: What are you going to buy in the bookstore?
B: I’m going to buy a storybook.
Provide some pictures of different kinds of books to help students make their dialogues on the PPT. (课件出示：不同种类的书的图片)
Step 4: Consolidation & Extension
“The bookstore is open.”
1. Role-play.
T: You’ve done all the tasks successfully, so our bookstore is open now. I’ll divide you into several groups. Each group has four people. Each group has one student to be the shop assistant. The others are customers. The bookstore can sell all kinds of books. Imitate the scene in the part of “Role-play” to make your own dialogues about shopping in a bookstore.
Make a model first. And provide the sentence structures of the dialogue. （课件出示：对话练习的框架）
2. Show time.
Invite several groups to come to the bookstore in the front of the classroom. Show their dialogues to the class. Provide some help when necessary.
3. Evaluation.
The teacher and students vote the best performance, the best dialogue, the most interesting group and so on. Then encourage students to make their own bookstore in groups. Try to sell and buy books in the bookstore.
4. The emotional education.
Read good books, and you will be better and better.
板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.热身和导入部分，从复习与本课相关的知识入手，通过旧知导入新知，教学过程由浅入深，由易到难，层层深入。
2.用直观实物教学法等多种记忆法来指导学生记忆词汇，使学生更好地掌握所学内容。
3.巩固新知的阶段，让学生模拟生活场景，让英语走进生活，用英语来解决实际问题。这样不仅巩固了所学的语言，还使学生体会到了英语的实用性和趣味性。
4.书设计清晰明了，重点突出，起到了很好的辅助作用。

The fifth period（第五课时）
Part B Read and write
内容分析
本课是PEP小学英语六年级第一册Unit 3第五课时。主要学习单词和词组:Mid-Autumn Festival, together, get together, mooncake, poem, moon以及能够读懂Read and write板块的信件，并完成相应的练习。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、认读单词和词组:Mid-Autumn Festival, together, get together, mooncake, poem, moon
·能够读懂Read and write板块的文段，并根据文段内容完成之后的练习
·能够通过讨论哪些节日会有家庭聚会来激活相关背景知识和储备词汇
·能够通过阅读问题训练在语篇中捕捉不同类型的信息和思考的能力
·能够从阅读中获取有用的句型，并口头描述自己家庭成员在中秋节的活动，最终写出一篇相关日记
·能够根据例词提示在文段中找到更多双音节单词或多音节单词，知道重音位置并能正确朗读出来
·了解中国的传统节日习俗，知道藏头诗的特点
过程与方法
阅读和复述日记使学生进一步巩固所学的知识，并最终能够运用所学语言知识描述自己家庭成员在中秋节的活动，通过听读游戏能正确掌握本课的语音知识。
情感态度价值观
绘本阅读很好地帮助学生拓展了与本课相关的课外知识，让学生更加了解中国的传统文化，感受祖国文化的博大精深，加深了学生的爱国情怀。
教学重难点
教学重点
能够读懂Read and write板块的信件，并完成相应的练习。
教学难点
能够运用所学语言熟练地描述自己的节日活动安排，并写出一篇相关的日记。
教学准备
PPT课件、课文录音、视频等。
教学媒体选择
多媒体，录音。
教学活动
33. 录音
34. 游戏
教学过程
Step 1: Pre-reading
1. Greetings.
2. Enjoy a video about different festivals. (课件出示:一段关于不同节日简介的视频)
3. Look and guess: What festivals are they?
Show the pictures of different festivals in the book. (课件出示:教材P28 Read and write板块的节日图片) Let students guess and say: What festivals are they? What does your family do on these days?
4. Discuss: What do we often do on these days?
(1) Divide students into several groups. Let them discuss the features and the activities of different festivals. Give some tips and provide some help. Make a model: Chinese National Day is the birthday of our nation. We usually watch the National Day parade on TV with our family members. We all celebrate happily on that day.
(2) After the discussion and the free talk, the teacher asks a question, “These different festivals have something in common. Can you find it?”
Lead students to speak out the answer. The common feature is family get together.
(3) Show a picture of a family tree. （课件出示：一棵家谱树的图片） Ask students to say the right appellation of each member on the tree to complete the family tree. And show a picture of a family getting together to teach the word “together” and the phrase “get together”. （课件出示：一家人团聚的图片）
Write down the word “together” and the phrase “get together” on the blackboard and lead students to practice reading them for three times.
(4) Ask a question “When will your family get together? Can you think of other festivals?”
Ask students to discuss and say more festivals. If someone speaks out Mid-Autumn Festival, show the picture of it on the PPT. (课件出示：中秋节的图片) Write down the phrase “Mid-Autumn Festival” on the blackboard. Lead students to practice reading it for three times.
T: Wu Yifan wrote a diary about his family’s plan for tomorrow’s Mid-Autumn Festival. Let’s go and have a look.
Step 2: While-reading
1. Fast reading.
(1) Ask students to read the diary quickly for the first time. Students try to underline the family members mentioned by Wu Yifan in the diary and the activities they are going to do.
(2) Check the answers together. (出示课件)
2. Careful reading.
(1) Ask students to read the diary carefully for the second time and try to fill in the table in the book. Write down the right sentences in the table. (出示课件)
(2) Check the answers together. (课件出示:教材P29第一题答案) Ask students to correct the mistakes.
(3) Lead students to read the sentences in the table for two times.
(4) Show the pictures of “moon” “mooncake” and “poem” to teach these new words. (课件出示：moon, mooncake和poem的相关内容)
Stress that: mooncake=moon+cake.
Write down these words on the blackboard. Lead students to practice reading them for three times.
(5) Ask students to make a simple conclusion about Mid-Autumn Festival.
T: What can we see on that night? What do we usually eat on that day? What poems are about this festival?
Lead students to answer these questions with the key words in this lesson. Make a model:
We can see a round and bright moon at that night. We usually eat mooncakes at that night.
Let students enjoy some poems about the moon and Mid-Autumn Festival in Chinese. (课件出示：李白《静夜思》，苏轼《阳关曲·中秋月》，李商隐《嫦娥》等相应诗词)
T: We know that Robin and Wu Yifan are going to read a poem about the moon and Mid-Autumn Festival, too. Do you want to read with them together?
Ss: We’d love to.
T: That’s great! Let’s go!
3. Read the poem.
(1) Ask students to read the poem again.
(2) After students’ reading, show the poem sentence by sentence with blanks on the PPT. (出示课件) Ask students to fill in the blanks according to the poem.
(3) Show the poem again. Lead students to read it for one time.
(4) Let students discuss with each other. Then ask them to express their opinions. At last, make a conclusion. Lead students to know that the first letter in each sentence can make up the word “family”.
Encourage students to create this kind of poem by themselves. Provide some examples to help students. For example: Have been your teacher for a long time. Always feel your passion for life. People like your lovely smile. People like your sweet voice. Yes, I really like to be your teacher! (出示课件)
(5) Play the recording of “Read and write”. (课件出示：教材P28 Read and write板块的音频) Ask students to read it after the recording.
Step 3: Post-reading
1. Retell the diary.
(1) Ask students to read the diary by themselves for several times.


(2) Show some tips to help students retell the diary. (出示课件)
(3) Ask some students to retell the diary. The students who do well can get a piece of mooncake.
2. Discuss freely.
(1) Ask the questions “What about your Mid-Autumn Festival? What are you going to do?” Ask students to discuss with their partners and try to write down their plans in the book. (课件出示：教材P29第二题)
(2) Ask some students to show their work to the class. The students who do well can get a festival card.
3. “Tips for pronunciation”.
Ask students to complete the tasks for the section of “Tips for pronunciation”. Let students read the words aloud in the way of driving the train. Play the recording and then check the stress. Lead students to comment on the words just read, then play the recording again. Ask students to read after it. Lead students to clap their hands when they come to the stressed part. Finally, ask a few students to read aloud, and the other students comment.
Ask students to find more stressed words. And then read them out.
Step 4: Consolidation & Extension
“Enjoy the fairy tales”
1. Show the bilingual picture book about the fairy tale of Mid-Autumn Festival. （课件出示：双语版中国传统节日故事绘本中的《中秋节》）
The teacher tells story to the students.
2. The emotional education: Try to get to know more knowledge about different kinds of Chinese festivals. (课件出示：其他中国传统节日的相关知识)

板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.本节课的重点是阅读教学和使学生通过阅读完成相应的练习。本课很好地抓住并落实了课堂重点，围绕阅读和练习来展开教学。
2.本节课同伴配合合作的活动居多，培养了学生的协同合作精神;实质性的奖励，激发了学生的表现力，也通过实物来帮助学生进一步理解和记忆单词和节日习俗。
3.每一次的阅读训练都给了学生不同的任务，由浅入深，培养了学生正确的阅读方法和技巧。
4. 绘本阅读很好地帮助学生拓展了与本课相关的课外知识，让学生更加了解中国的传统文化，感受祖国文化的博大精深，加深了学生的爱国情怀。

The sixth period（第六课时）
Part B Let’s check & Let’s wrap it up
内容分析
本课是PEP小学英语六年级第一册Unit 3第六课时。主要学习一般将来时的语法要点复习以及能在实际情景中灵活运用一般将来时进行问答。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
·通过完成Let’s check的听力活动，检测学生对本单元的核心句型的掌握
·能从图片信息中推测考查点，做到有目的地去听录音，然后完成相应的听力任务
·培养学生良好的听力习惯，以持续提高学生的听力水平
·归纳本单元一般将来时的三个核心问句“What are you going to do?”“When are you going?”“Where are you going?”的句法特点
·启发学生的思维，引导学生多观察，自己进行归纳和总结
·能够通过阅读趣味故事，复习巩固本单元所学语言，增加学生语言的输入
·能够理解故事内容，能按照正确的意群及语音、语调朗读故事
·能够表演故事，还能恰当运用故事中的语言等
过程与方法
对于本部分语法点的归纳和总结并不是教师单方面的教授，而是通过设计环节，一步步引导学生观察，启发学生的思维，让他们自己对语法知识进行归纳和总结。
情感态度价值观
保持学生的课堂主体地位，鼓励、引导学生主动观察，主动思考，主动合作，主动回答，促进学生全面能力的提高。
教学重难点
教学重点
一般将来时的语法要点复习。
教学难点
能在实际情景中灵活运用一般将来时进行问答。
教学准备
PPT课件､课文录音､视频､图片等。
教学媒体选择
多媒体，录音。
教学活动
35. 录音
36. 游戏
37. 听力练习
教学过程
Step 1: Warm-up & Revision & Lead-in
1. Greetings.
2. Play a game: Cube Challenge. (出示课件)
（游戏说明：该游戏分两轮进行。每一轮的开头PPT上都会出现魔方的一面，共九个格子。教师随机点击任意的格子，显示出格子背后的内容。第一轮要求大家根据格子后面的图片说出其对应的单词或词组:comic book, see a film, dictionary, take a trip, visit my grandparents, word book, go to the supermarket, half price, Mid-Autumn Festival；第二轮要求学生以最快的速度读出格子后面出现的单词、
词组或句子：We are going to draw some pictures. / What are you going to do tomorrow? / Where are you going? / next week/tonight/I’m going to buy a new comic book. / this evening/We’re going to the cinema. / When are you going?
3. Lead-in.
Show the sentence structures.
Ask several students to show their dialogues.

Step 2: Presentation
1. Listen and tick.
(1) Show the pictures of “Let’s check” on the PPT. (课件出示：教材P30 Let’s check板块的图片) Let students observe these pictures carefully. And try to describe them in their own words. Try to predict the listening content. Make a model:
In Group 1, the first picture is a cinema, and the second picture is about the post office. Maybe it means we should choose the right place in this part.
(2) Then play the recording of “Let’s check”. (课件出示：教材P30 Let’s check板块的音频) Students listen to it and tick the right pictures.
(3) Ask students to say the right answers. Check the answers together. (课件出示：教材P30 Let’s check版块第一题的答案)
2. Listen and fill in the blanks.
(1) Show the four sentences below the pictures. (出示课件) Ask students to read them together. Try to know the missing parts. Think of the possible answers before listening to the recording.
(2) Then play the recording of “Let’s check” again. (出示课件) Students listen and write down the right words in their books.
(3) Ask four students to read the sentences one by one. Check the answers together. (课件出示：教材P30 Let’s check板块第二题的答案) Ask students to pay attention to the spellings of the words and correct their mistakes.
(4) Present the listening materials to help students train their listening skills（课件出示：教材P30 Let’s check板块的听力材料）
3. Let’s wrap it up.
(1) Show a sentence: What are you going to do? (出示课件) Ask students to observe this sentence carefully and divide it into five parts.
(2) Show the correct division of the sentence. (出示课件) Take the word “what” as an example. Ask students to think about the substitute words of it. Let students write them down under the word “what”. Then let students discuss with each other: How about the other four parts? What can each part be substituted with?
(3) Ask students to share their opinions. Check the answers together.
Write down the rule on the blackboard: Special question word + be +subject +going to +original verb (+others)? Stress that “be” varies according to the person and number of the subject.
(4) Ask students to look at “Let’s wrap it up” in the book and compare with the words on the five Russian nesting dolls.
(5) Show the pictures of the five Russian nesting dolls. (课件出示：教材P30 Let’s wrap it up板块俄罗斯套娃的图片) Divide students into several groups. Let them make sentences by using the contents on the dolls. Encourage them to make as many sentences as possible and write them down on the paper.
(6) Check the sentences. If students can make sentences like these “Are you going…? Is he going…? He/ She is going…”, praise and encourage them.

Step 3: Practice
1. Show the scenes and the three questions: Where are you going? What are you going to do? When are you going? (出示课件)
Ask students to make dialogues in pairs according to different scenes. Make a model:
Scene 1: A boy and a girl are going to the bookstore to buy comic books this afternoon.
Scene 2: Mike is going to see a film in the cinema tomorrow evening.
2. Ask several pairs to show their works. Try to find the best pair.

Step 4: Consolidation & Extension
1. The emotional education.
告诉学生要细心生活，大胆尝试，学会在实际生活中学习和体验英语。
板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1. 整个教学设计侧重于培养学生自主学习的能力，为学生创设了使用英语的环境，力争最大限度地为学生创造展示才能、发挥才智的空间。
2. 在听力活动和学习对话之前，让学生对所学内容进行了预测。听录音时给出问题，让学生带着问题去听听力，阅读对话，使学生的学习目的明确，因而更加能够集中注意力，主动去探究、学习。
3. 保持学生的课堂主体地位，鼓励、引导学生主动观察，主动思考，主动合作，主动回答，促进学生全面能力的提高。
4. 实施单元的整体教学，把握了单元教学目标的整体性。

The seventh period（第七课时）
Part C Story time
内容分析
本课是PEP小学英语六年级第一册Unit3第七课时。以Zoom和Zip去学游泳的故事作为话题，通过故事教育学生要细心生活，互帮互助，大胆尝试，学会在做中学。故事中重现了本单元的重点句型，目的是通过有意义的语篇，扩大学生语言的输入以及训练学生逐步适应文本的阅读。
课时目标
知识与能力
1.能理解故事内容。
2.能按正确的意群及语音、语调朗读故事。
3.能表演故事，恰当运用故事中的语言。
过程与方法
通过比赛游戏，把故事语言内化为学生自己的语言，培养学生综合运用语言的能力。
情感态度价值观
教育学生要细心生活，互帮互助，大胆尝试，学会在做中学。
教学重难点
教学重点
能够理解故事的意思。
教学难点
能自如表演故事。
教学准备
教师准备多媒体课件，课文情景动画或音频MP3。相应的教学图片等。
教学媒体选择
多媒体，录音。
教学活动
1.角色扮演
2.观看动画
3.游戏&比赛
教学过程
Step1：Warm-up
1.单词拼写比赛。教师说单词，学生迅速拼写出单词。对又快又准确地拼写出单词的学生予以奖励。单词如下：
tonight tomorrow supermarket dictionary
week morning afternoon evening
comic postcard word
2.师生进行日常会话练习，如：
T：What are you going to do tomorrow?
S：I’m going to buy a comic book.
T：Where are you going?
S：I’m going to the bookstore .
T：When are you going?
S：I’m going at 3 o'clock.

Step2：Presentation
Story time
1.教师展示Story time部分的教学挂图，学生观看图片，大致了解故事内容。从图片中很容易看出Zoom和Zip准备去学游泳，可以让学生自由讨论一下自己学习游泳或学做某一件事时发生的小故事。然后教师播放录音，让学生听一听Zoom和Zip学习游泳的小故事。
2.教师采用分层阅读法展开故事教学：
播放第一遍录音时，教师让学生大致了解故事内容。
播放第二遍录音时，教师让学生带着如下问题听：
①What are Zoom and Zip going to do tomorrow?
②Can Zoom swim in the end?
播放第三遍录音时，问题如下：
①Where are Zoom and Zip going?
②What is Zoom afraid of?
播放第四遍录音时，问题如下：
①What does Zip teach Zoom to do in the swimming pool?
②What conclusion does Zip make?
教师将学生分成四人一组，听完录音后给学生几分钟时间讨论问题，再请学生代表回答，组与组之间相互补充、更正答案。

Step 3 Practice
Role play：将全班分为四个小组，组内轮流表演，组内评比出最好的两个组员，进行小组间终极PK赛。

Step 4 Consolidation and extension
将Story time部分的故事朗读给家长听。
板书设计
Unit 3 My weekend plan
We should always remember: “Learn by doing.”
作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.本节课利用图片、视频、音频、多种资源帮助学生学习Story time中的英语小故事。
2.本节课利用角色扮演、你问我答等多种游戏活动强化了学生对句型的掌握。



Unit 4 I have a pen pal
四、 教材分析
本单元学习的主题是交笔友。教学内容主要是围绕孩子们谈论自己笔友的情景来展开的。教学重点是能听、说、读、写核心句型“—What are Peter’s hobbies? —He likes reading stories.”“—Does he live in Sydney? —No, he doesn’t.”“—Does he like doing word puzzles and going hiking? —Yes, he does.”;能听、说、读、写单词和词组：dancing, singing, reading stories, playing football, doing kung fu, cooks Chinese food, studies Chinese, does word puzzles, goes hiking
二、学情分析
六年级英语在小学英语教学中起着承上启下的作用，既是五年级的衍生又是初中一年级的铺垫。经过三年的学习，大部分学生对英语仍然保持着浓厚的兴趣，但有少数学生由于遇到困难，学习兴趣可能会开始减退。因此，这个学期在教学中，我应该以学生的发展为宗旨，以培养学生的创新精神和实践能力为重点，面向全体学生，在激发学生兴趣的同时，扎扎实实地从每个学生抓起。六年级的学生学习比较理性。教师在以活动为课堂教学的主要形式的同时，要充分发挥任务性教学在高年级的优化使用，设计丰富多彩的教学活动，有效的教学任务。
同时注意到学生中存在的两极分化，教学内容注意由简到难，循序渐进，在知识的复现中做好及时补差工作。充分培养学生的听说读写能力，尤其要加强识读，拼写的能力。重视阅读能力和写作能力的同步培养。重视英语作为语言的交际功能。
三、教学目标
1 知识与能力
·能够听、说、读、写句型“—What are Peter’s hobbies? —He likes reading stories.”“—Does he live in Sydney? —No, he doesn’t.”“—Does he like doing word puzzles and going hiking? —Yes, he does.”
·能够在情景中运用句型“—What are…’s hobbies? —He/ She likes…”“—Does he/she…?
—Yes, he/she does./—No, he/she doesn’t.”谈论他人的爱好与个人信息
·能够在图片的帮助下正确理解并按照正确的意群及语音、语调朗读公告栏内的四则广告，运用本课所学核心句型口头描述自己的爱好，同时能仿照范例编写自己的交友广告
·能够听、说、读、写单词和词组：dancing, singing, reading stories, playing football, doing kung fu, cooks Chinese food, studies Chinese, does word puzzles, goes hiking
·能够正确使用上述单词和词组谈论或描述自己的兴趣爱好和日常活动
·知道英语句子中通常需要重读哪些单词
2 情感态度价值观
·了解中式茶和英式茶的饮茶器皿及饮茶习惯
·培养通过了解对方的兴趣爱好结交朋友的意识
·能够看图捕捉主要信息，并根据提示做出听前预测
·能够通读文段，获取主旨大意并能根据其选择合适的标题
四、课时安排
第一课时： Part A Let’s try ＆ Let’s talk
第二课时： Part A Let’s learn ＆ Do a survey
第三课时： Part B Let’s learn ＆ Listen, match and say
第四课时： Part B Let’s try ＆ Let’s talk
第五课时： Part B Read and write
第六课时： Part B Let’s check ＆ Let’s wrap it up
第七课时： Part C Story time

The first period(第一课时)
Part A Let' s try & Let's talk
内容分析
本课是PEP小学英语六年级第一册Unit 4第一课时。主要学习能够在情景中恰当运用句型“—What are …'s hobbies? —He/ She likes…”交流相关内容。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Let's try板块的题目要求，并对听力部分的重点内容进行听前预测
·能够通过听录音，运用基本听力技巧完成Let's try板块的听力任务
·能够通过观察、谈论Let's talk板块的图片，在图片和教师的帮助下理解对话大意，并能回答对话下面的问题
·能够通过听录音，学会按照正确的意群及语音、语调朗读对话，并能在小组中进行角色表演
·能够听、说、读、写并在情景中恰当运用句型“—What are …'s hobbies? —He/ She likes…”交流相关内容
·能够在语境中借助图片等帮助理解新词汇“pen pal, hobby, jasmine, idea”的意思，并能正确发音
过程与方法
通过听录音跟读，引导学生按照正确的意群及语音、语调朗读对话，并在小组中进行角色表演。以头脑风暴的形式收集有关兴趣爱好的单词和词组，归纳为不同的类别，帮助学生理解和记忆。利用简短的pair work操练本课核心单词、词组和句型，通过追问，将对话从第一人称过渡到第三人称，为下面的教学活动做铺垫。
情感态度价值观
创设真实语境，让学生根据生活实际开展对话，谈论有关朋友的特征及其兴趣爱好，巩固本课的核心词汇和句型，提高学生的语言综合运用能力。
教学重难点
教学重点
1. 能够理解和掌握本课时的重点词汇和句型。
2. 能够在情景中恰当运用句型“—What are …'s hobbies? —He/ She likes …”交流相关内容。
教学难点
能够在情景中熟练运用句型“—What are…'s hobbies? —He/ She likes…”交流相关内容。
教学准备
PPT课件、课文录音、视频等
教学媒体选择
多媒体，录音。
教学活动
38. 录音
39. 游戏
教学过程
Step 1: Warm-up & Lead-in
1. Greetings.
Greet students. Divide them into several groups and tell them, “If you can be active, open minded and creative in class, your group can get more points.” The group which gets the most points will be the winner.
2. How can we make friends?
T: Do you have friends? Who is your best friend?
Ss: …
T: In our daily life, we have many friends. How can we make friends?
Show some ways of making friends on the PPT. Ask students to choose.
Ss: A, B, and C.
T: Good job! These options are all right. Sometimes we can make friends through letters. We don't have to meet them. We call them “pen pals”. In this unit, we're going to talk about pen pals.
Present the new phrase “pen pal”. (出示课件) Lead students to learn and read it.
3. Lead-in.
T: Do you have pen pals? Say something about your pen pals.
Ss: …

Step 2: Presentation
1. “Let's try”.
(1) Make predictions. （课件出示：Unit 4主情景图的右图）
T: Zhang Peng is talking with Oliver about his pen pal. Predict what they will talk about the pen pal.
Ss: They will talk about his… (name, age, nationality, height, hobbies, etc.)
T: Well done! Let's listen to it and find out what they will talk about the pen pal.
（2）Listen and write T or F.
Present the two statements of “Let's try”. (课件出示：教材P38 Let's try板块的习题） Ask students to pay attention to the words “basketball” and “tall” and try to catch the key words while listening.
Ask students to listen and write T (true) or F (false). Then check the answers. （课件出示：教材P38 Let's try板块的习题答案）
（3）Listen again. Read the listening material after the recording. （课件出示：教材P38 Let's try板块的听力材料）Review the highlighted words and sentences.
T: Now what do you know about Zhang Peng's pen pal?
Ss: He is Peter. He's from New Zealand. He likes playing basketball. And he is very tall.
2. Make predictions.
Present the picture of “Let's talk”. (课件出示：教材P38 Let's talk板块的图片）Lead students to make predictions through the picture.
T: This boy in the picture is Peter. What is he doing?
Ss: He is reading a book.
T: I can see some cows. Where do you think he lives?
Ss: I think he lives on a farm.
T: Look at the cows. Their eyes are looking at the book. I think they also like reading.
3. Watch and answer.
(1) Present the video of “Let's talk”. (课件出示：教材P38 Let's talk 板块的视频) And ask students to answer the question. Lead students to get the main idea of the dialogue.
T: What are they talking about?
Ss: They are talking about Peter's hobbies.
(2) Learn the new word “hobby”.
T: “Hobby” is an activity that someone enjoys doing in free time.
Teach the new word “hobby”. (课件出示：hobby的相关内容) Lead students to read the word in syllables. Write down the word “hobby” on the blackboard.
Then present its plural form “hobbies”. (出示课件) Lead students to learn its irregular plural form.
T: “Peter's hobbies” means “Peter的爱好”， then how to express “Zhang Peng的爱好” and “Oliver的爱好”？
Ss: Zhang Peng's hobbies. Oliver's hobbies.
Lead students to learn about the possessive nouns. (课件出示：名词所有格的相关内容）
(3) Listen and complete the chart.（出示课件）What are their hobbies? You can tick (√) in the chart.
Listen again and check the answers.
Ask questions about each of the three people by using the key sentence structure “What are…'s hobbies?”（课件出示：核心句型的相关内容）Write down the key sentence structure. “What are…'s hobbies?” on the blackboard.
S1: Oliver likes doing kung fu and swimming.
S2: Zhang Peng likes singing.
S3: Peter likes reading stories，doing kung fu, swimming and singing.
4. Learn the sentence structure.
（1）Lead students to find some regulations of the words and the sentence structure.
Present the following sentences：(出示课件）
①Oliver likes doing kung fu and swimming.
②Zhang Peng likes singing.
③Peter likes reading stories, doing kung fu, swimming and singing.
Lead students to read and observe the words and the sentences above.
（引导学生阅读并观察上述单词及句子，通过自主学习，发现like后面的动词都是用的-ing形式，而swim加-ing时双写了m。）
Present the sentence structure “He/She likes doing…” and highlight the “-ing”. Lead students to pay attention to the “-ing” form of the verbs.
（2）T: Which song is Zhang Peng going to teach Peter?
Ss: He is going to teach him the Chinese song Jasmine Flower.
Teach the word “Jasmine”. (课件出示：jasmine的相关内容）
T: Oliver says this is a good idea. Do you know why?
Ss: …
Lead students to understand the new word “idea”. (课件出示： idea的相关内容)
T: Yes. Because this is a famous Chinese classic song. Now let's enjoy a short period of this song.（课件出示：歌曲《茉莉花》片段）

Step 3: Practice
1. Read and act.
(1) Read after the recording. Pay attention to the pronunciation and the intonation.
(2) Practice the dialogue in a group of three. Read in roles.
(3) Act out.
2. Brainstorm.
(1) Brainstorm the hobbies. Present the hobbies on the PPT. （课件出示：各种不同的爱好）
Write down the phrases “playing sports, climbing mountains, listening to music, watching TV, playing the piano, drawing cartoons” on the blackboard.
Lead students to divide the hobbies into different groups. Ask them to make a discussion. Present the results on the PPT. (课件出示：爱好相关词汇的分类结果）
(2) Summarize some regulations.
3. What are your hobbies?
Ask students to talk about their hobbies in pairs.
A: What are your hobbies?
B: I like (doing)…
Then add another question to change the first person into the third person.
T: What are his/her hobbies?
Ss: He/ She likes (doing)…

Step 4: Consolidation & Extension
1. Talk about your friend's hobbies.
T: Who is your best friend? Talk about his or her hobbies. You can conduct the dialogue like this:
Make a model with a student first. And then ask students to work in groups and take notes while talking.
2. Make a report.
Ask students to make a report according to the notes they've just taken as the following structure.
3. Summary.
Make a brief summary according to the blackboard design. Evaluate students' group work and select the best group.
板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.结合学生生活经历，导入单元主题，以选项的形式呈现不同的交友方式，迅速导入本课。
2.在学习和呈现听力材料之前引导学生先预测，培养良好的听前预测习惯，注重逻辑思维能力的培养。通过自主学习的方式，验证预测。以多元化的教学活动设计，在教学内容层层递进的过程中帮助学生突破重点词汇和句型，检测学生对对话细节的理解。
3.欣赏著名的中国民歌《茉莉花》的片段，了解该歌曲在海外华人和西方音乐界中也流传甚广。
4.描述兴趣爱好的词汇不局限于课本，而是打开学生思维，从不同维度展开分类，拓展学生表达。
5.创设真实语境，让学生根据生活实际开展对话，谈论有关朋友的特征及其兴趣爱好，巩固本课的核心词汇和句型，提高学生的语言综合运用能力。

The second period（第二课时）
Part A Let’s learn & Do a survey
内容分析
本课是PEP小学英语六年级第一册Unit 4第二课时。主要学习有关兴趣爱好的单词和词组：dancing, singing, reading stories, playing football, doing kung fu以及够结合本部分核心句型“—What are your hobbies? —I like…”谈论兴趣爱好。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、写有关兴趣爱好的单词和词组：dancing, singing, reading stories, playing football, doing kung fu
·能够结合本部分核心句型“—What are your hobbies? —I like…”谈论兴趣爱好
·能够根据调查结果完成表格，并根据表格信息做汇报
过程与方法
先以brainstorm的形式巩固和拓展学生兴趣爱好的相关表达，再通过调查活动巩固本课的核心词汇和句型，在创设的语境中提高学生的语言运用能力，使学生能够熟练运用所学语言谈论兴趣爱好。
情感态度价值观
呈现活动有设计感和层次感，能有效帮助学生提升英语核心素养。以学生为本，多启发、多引导学生思考，培养学生的自主学习能力。
教学重难点
教学重点
1.掌握本课时的重点词汇和句型。
2.能够结合本部分核心句型“—What are your hobbies? —I like…”谈论兴趣爱好。
教学难点
能够结合本部分核心句型“—What are your hobbies? —I like…”谈论兴趣爱好。
教学准备
PPT课件、课文录音、视频等。
教学媒体选择
多媒体，录音。
教学活动
40. 录音
41. 游戏
教学过程
Step 1: Warm-up & Revision & Lead-in
1. Greetings.
T：Good morning, boys and girls. Today I’ve prepared many colorful stars for you. If you behave well, you can get a star. The group which gets the most stars will be the super winner.
2. Let’s watch.
T：(课件出示：哆啦A梦的小视频) What can Doraemon do?
Ss：He can… (sing, dance, fly, swim, read…) (课件出示：哆啦A梦唱歌、跳舞、飞行、游泳、看书等的图片)
3. Lead-in.
T：Does Doraemon like singing?
Ss：Yes, he does.
T：How do you know that?
Ss：Because he looks very happy when singing.
T：Well done!
Write down “sing—singing” on the blackboard. (课件出示：sing & singing的相关内容)
Teach the words “sing” and “singing”. Ask students to pay attention to the “-ing” form.
Let students compare the following two statements:
①He can sing.②He likes singing.
Lead students to compare the meanings of the two words: “can” means something you are able to do; “like” means something you enjoy doing.
Step 2: Presentation
1. Learn the word “dancing” and the phrase “reading stories”.
T：Doraemon likes singing. He also likes…
Write down the sentence structures “He likes… He also likes…” on the blackboard. (课件出示：哆啦A梦唱歌、跳舞、飞行、游泳和看书的图片以及对应的动词)
Ss：He also likes dancing, flying, swimming and reading. (课件出示：动词后加上ing)
Write down the word “dancing” on the blackboard.
T：Look! What book is he reading?
Ss：It’s a storybook.
T：Yes. He likes reading stories. (课件出示：reading stories的相关内容)
Write down the phrase “reading stories” on the blackboard.
Teach the phrase “reading stories”. Extend the words “flying, swimming”.
Present the original form of the verb and the “-ing” form, and lead students to understand the changes of the “-ing” form of different verbs through comparison.
2. Learn the phrase “playing football”.
T I think Doraemon is a super star, because he can do so many things. Let’s find out what other hobbies Doraemon has. I’ll give you some clues.
(1)T：It is a ball. We can play the ball with our feet. So it’s a…
Ss: Football.
T：Wonderful! Look! He likes playing football.（课件出示：playing football的相关内容）
Teach the phrase “playing football”. And write it down on the blackboard.
(2)T：What about this ball? It’s a… （课件出示：篮球的图片）
Ss：Basketball.
T：Do you like playing basketball?
Ss：…
Write down the phrase “playing basketball” on the blackboard.
Then make a brief summary: play+球类运动.
3. Learn the phrase “doing kung fu”.
T：Now we’ve known so many Doraemon’s hobbies. There is another popular cartoon star. He likes doing kung fu. Who is he? (课件出示：功夫熊猫图片)
Ss：Kung Fu Panda.
T：Yes, you’re right. Kung Fu Panda likes doing kung fu. He is also a kung fu star.
Present the phrase “doing kung fu” and teach it. (课件出示：doing kung fu的相关内容）
Write down the phrase “doing kung fu” on the blackboard.
4. “Let’s learn”.
(1)T：Kung Fu Panda likes doing kung fu. Zhang Peng likes doing kung fu, too. How about his other hobbies? Listen to the dialogue. Let’s see what Zhang Peng’s hobbies are. (课件出示：教材P39 Let's learn板块的音频)
T：What are Zhang Peng’s hobbies?
Write down the sentence structure “What are…’s hobbies?” on the blackboard.
Ss：He likes reading stories. He also likes singing and doing kung fu.
(2) Students read after the recording and pay attention to the pronunciation and the intonation.
(3) Practice the dialogue in pairs.
(4) Read the dialogue in roles.
5. Learn the changing rules of “v-ing”.
Help students know the changing rules first. Then let them practice. (课件出示：动词-ing变化规则的相关内容)
Step 3: Practice
1. What’s missing?
Present the pictures of different hobbies. (课件出示：跳舞、唱歌、游泳、读故事书、踢足球、打篮球和练武术的图片)
(1) Students read the words and the phrases quickly.
(2) The teacher does the actions. Students say the words or the phrases.
(3) Play the game. Students say the missing picture.
2. Do you know their hobbies?
Present the pictures of some popular stars. (出示课件) Let students talk about their hobbies.
Yang Liping—dancing TFBOYS—singing Messi—playing football Jackie Chen—doing kung fu
Make a model with a student first. Then ask students to work in pairs like this:
A: What are his/her/their hobbies?
B: He/She/They like(s)…
Step 4: Consolidation & Extension
1. Talk about your hobbies.
T：What are your hobbies? Talk about the things you like doing in your free time. （补充说明：教师可根据学生的表达进而生成板书，适时拓展。例如：drawing, playing ping pong/chess…, playing the guitar/piano/erhu/…等其他有关兴趣爱好的单词或词组。）
2. Do a survey.
(1) Make a group of six students. Ask students to interview their classmates and then give a report. Add more information to the chart when it’s necessary.

Students can do a survey like this:
A: What are your hobbies?
B: I like singing and dancing.
C: I like…
…
Make a model first. Then ask students to work in groups and complete the chart.
(2) Show time.
Ask students to give reports according to the surveys. They can report like this:
…students like… …students like…
3. Summary.
Make a brief summary according to the blackboard design. Evaluate students’ group work and select the best group.
板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.由哆啦A梦的视频引入，利用活泼可爱的卡通角色带领学生迅速复习熟知的动词，为导入和授新做铺垫。
2.教学活动循序渐进，层层递进，呈现和授新做到词不离句，创设具体的语言情境，让学生在语境中学习和掌握词汇。
3.呈现活动有设计感和层次感，能有效帮助学生提升英语核心素养。以学生为本，多启发、多引导学生思考，培养学生的自主学习能力。
4.对课文内容进行整合和调整，既基于课本知识，又不局限于课本形式。在兴趣爱好的话题基础上，拓展必要的相关单词和词组，丰富学生表达。
5.板书设计清晰明了，重点突出，起到了很好的辅助作用。

The third period（第三课时）
Part B Let’s learn & Listen, match and say
内容分析
本课是PEP小学英语六年级第一册Unit 4第三课时。主要学习有关兴趣爱好的词组：cooks Chinese food, studies Chinese, does word puzzles, goes hiking以及能够结合语境，在第三人称单数的句子中正确使用上述词组，并能熟练运用句型“—Does he/she…? —Yes, he/she does./No, he/she doesn’t.”进行提问并作答。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、写有关兴趣爱好的词组：cooks Chinese food, studies Chinese, does word puzzles, goes hiking
·能够结合语境，在第三人称单数的句子中正确使用上述词组，并能熟练运用句型“—Does he/she…? —Yes, he/she does./No, he/she doesn’t.”进行提问并作答
·能够根据听力连线，然后进行交谈
过程与方法
通过问题设置，引导学生在看的过程中有目的地关注文本信息，理解对话内容。在呈现不同国家的语言文化过程中，渗透中文的文化与乐趣，导入新词，引导学生关注一般现在时中动词第三人称的形式及其不规则变化。
情感态度价值观
词组的授新和呈现注重情境创设，注重文化渗透。基于外国人对中国文化的浓厚兴趣，通过中国美食、传统节日、汉服和京剧等充满中国元素的文化和活动拓展学生的相关表达，引导学生向笔友介绍和传播中国文化
教学重难点
教学重点
1. 能够理解和掌握本课时的重点词汇和句型。
2.能够运用句型“—Does he/she…? —Yes, he/she does./No, he/she doesn’t.”进行提问并作答。
教学难点
能够熟练运用句型“—Does he/she…? —Yes, he/she does./No, he/she doesn’t.”进行提问并作答。
教学准备
PPT课件、课文录音、视频等
教学媒体选择
多媒体，录音。
教学活动
42. 录音
43. 游戏
教学过程
Step 1: Warm-up & Revision & Lead-in
1. Greetings.
T： Good morning, boys and girls. In this class, if you can read the words loudly, correctly and clearly, you can get more points for your groups. The group which gets the most points will be the winner.
2. A quick review.
Present the pictures of different hobbies. Lead students to review the words and the expressions.
Revision: dancing, singing, reading stories, playing football, doing kung fu, swimming, climbing mountains, listening to music, watching TV, playing the pipa, drawing cartoons… (课件出示：先出示相关图片，后出示相应的单词)
3. Enjoy a song—My new pen pal. (课件出示：歌曲My new pen pal的视频)
4. Lead-in.
Present the picture of Zhang Peng’s pen pal Peter. (课件出示：Peter的图片)
T： Do you know who he is?
Ss： He is Zhang Peng’s pen pal Peter.
T： Does he live on a farm?
Ss： Yes, he does.
T： What are his hobbies? (课件出示：教材P38 Let’s talk板块的图片及与Peter爱好对应的图片)
Ss： He likes reading stories, doing kung fu, swimming and singing.
T： Good job! John has a pen pal, too. （出示课件） Let’s get to know about him.
Step 2: Presentation
1. Learn the phrase “studies Chinese” and the key sentence structures.
(1) Present the short video of “Let’s learn”. （课件出示：教材P41 Let’s learn版块的视频）Ask students to think about the two questions:
①What’s the name of John’s pen pal? (His name is John, too.)
②Does he live in China, too? (No, he doesn’t.)
Write down the sentences “—Does he live in China, too? —No, he doesn’t.” on the blackboard.
T： Good job! He lives in Australia. （课件出示：澳大利亚的国旗和图片）
Write down the words “Australia (country)” on the blackboard.
T: What language do people speak in Australia?
Ss: They speak English.
T: Right. Look! Is John studying English now? （课件出示：教材P41 Let’s learn板块的图二）
Ss: No, he is studying Chinese.
T: John lives in Australia, but he studies Chinese every day. He thinks Chinese is interesting and full of culture.
Write down the phrase “studies Chinese” and the sentence “He lives in Australia, but he studies Chinese.” on the blackboard.
(2) Present the two phrases “study Chinese, studies Chinese”. （出示课件）Lead students to compare the two phrases and find the regulation. Let students learn the new phrases and read them after the recording.
(3) Present the dialogue.（课件出示：教材P41 Let’s learn板块的音频）Let students read it after the recording. Highlight the key sentences “—Does he live in China, too? —No, he doesn’t.”
（补充说明：引导学生关注第三人称的一般疑问句，在句中含有实义动词时，要用does帮助构成句子，does本身并无实际词义，不用翻译。）
Lead students to practice the dialogue in pairs like this:
T: Does John study Chinese?
Ss: Yes, he does.
2. Learn the phrase “cooks Chinese food”.
T: Many foreigners like the culture of China. They think it’s interesting and full of history. What else do they like about China？
Ss: They like… (Chinese food, Chinese traditional festivals, Han Fu, Peking Opera…)
T: Well done! So they often learn to…
Ss: They often learn to… (cook Chinese food, enjoy Chinese festivals, wear Han Fu, sing Peking Opera…) （课件出示：活动词组对应的图片）
T: Chinese food is very delicious. Many people in other countries like Chinese food. Look at this boy. He cooks Chinese food with his classmates and teachers every week. （课件出示：教材P41 Let’s learn板块的图一）
Present the new phrase “cooks Chinese food”. (出示课件) Highlight the “s” at the end of the verb. Ask students to learn the new phrase and read it after the recording. Write down the phrase “cooks Chinese food” on the blackboard.
Point to the picture and ask.
T: Does he cook Chinese food?
Ss: Yes, he does.
Students practice the dialogue in pairs.
3. Learn the phrase “does word puzzles”.
Present the pictures of foreigners enjoying Lantern Festival. （课件出示：一些外国人欢度元宵节的图片）
T: Do you know what festival it is?
Ss: Lantern Festival.
T: Lantern Festival is one of the most popular festivals in China. What do you often do on this day?
Ss: I often… (get together, enjoy the Lantern Show, do Chinese word puzzles…) （课件出示：活动词组对应的图片）
(Transfer students’ answers into the third person.)
T: Excellent. He/ She often… Do you know the English word puzzles? （课件出示：英语字谜的图片和词组，与中文字谜做对比）
Write down the phrase “does word puzzles” on the blackboard.
Present the new phrase “does word puzzles”. （出示课件）Highlight the “es” at the end of the verb. Students learn the new phrase and read it after the recording.
Point to the picture and ask.
T: Does she do word puzzles?
Ss: Yes, she does.
Students practice the dialogue in pairs.
4. Learn the phrase “goes hiking”.
T: After Lantern Festival, spring comes. The weather gets warmer. It’s good for outdoor activities.
Present the new phrase “go hiking” and extend the phrases: fly a kite, climb mountains, have a picnic, ride a bike. （课件出示：活动词组对应的图片和拓展词组） Students read them after the teacher.
T：Here are some foreigners. They make friends with Chinese people and join in the outdoor activities. Let’s see what they often do. （课件出示：下列句子的配图）
Write down the phrases “goes hiking, every weekend/week/Saturday/Sunday” on the blackboard.
Step 3: Practice
1.Play a game：What’s missing?
Present the pictures and the phrases of these activities: study Chinese, study English, cook Chinese food, do word puzzles, go hiking, climb mountains, fly a kite. （出示课件）
(1) Students read the phrases together.
(2) Make a model first. Lead some students to read the verb phrases and the other students say the phrases in the third person.
(3) Ask students to say the missing picture.
2. Ask and answer.
Present the pictures of the phrases. （出示课件）Help students practice the key phrases and the sentence structures. Let them pay attention to the happy or the sad face attached. Then ask and answer.
(1) The teacher asks “Does he/she…?” Students answer “Yes, he/she does.” or “No, he/she doesn’t.” The teacher makes models with several students first.
（补充说明：强调以助动词开头的一般疑问句的句式，注意问句中的动词要用原形，答句要先回答Yes或No。）
(2) Then students work in groups. Groups 1~3 ask. Groups 4~6 answer.
(3) Boys ask. Girls answer.
Step 4: Consolidation & Extension
1. “Listen, match and say”.
(1) Present the pictures and the recording in “Listen, match, and say”. （课件出示：教材P41 Listen，match and say板块的图片和音频） Lead students to read the pictures first. Ask them to predict the key words before listening.
T: We have to catch the names, he or she, and the words of hobbies while listening.
Then let students listen to the recording and match the pictures.
Listen again and check the answers. （课件出示：教材P41 Listen, match and say板块的答案）
(2) Present the listening material. （课件出示：教材P41 Listen， match and say板块的听力材料） Highlight the new word “characters”. Ask students to guess its meaning. Help them get to know the word and read the sentences together.
(3) Lead students to observe these four sentences and find some regulations. Help them learn the simple present tense and the relevant time adverbials.
(4) Let’s play a memory game.
（游戏说明：给学生2分钟时间记忆上面的四个句子，用does创设一般疑问句对四个主人公进行提问，然后根据上面的描述进行判断和回答。）
Make a model：
A: Does John go hiking every day?
B: No, he doesn’t. He goes hiking every Saturday.
2. Summary.
Make a brief summary according to the blackboard design. Evaluate students’ group work and select the best group.
板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.利用直观形象的图片快速复习学过的重点单词和词组，活泼欢快的歌谣帮助复习核心句型，为即将开展的学习奠定语言基础。
2.词组的授新和呈现注重情境创设，注重文化渗透。基于外国人对中国文化的浓厚兴趣，通过中国美食、传统节日、汉服和京剧等充满中国元素的文化和活动拓展学生的相关表达，引导学生向笔友介绍和传播中国文化。
3.以学生为主体，注重对学生的引导，启发思维，让学生观察和总结一般现在时的表达特点和一般疑问句的表达方式。
4.创设不同形式的操练活动帮助学生巩固本课核心语言，保持学生课堂学习的兴趣和激情。教学重难点得到了有效的突破。
5.板书设计清晰明了，重点突出，起到了很好的总结作用。

The fourth period（第四课时）
Part B Let’s try & Let’s talk
内容分析
本课是PEP小学英语六年级第一册Unit 4第四课时。主要学习并在情景中恰当运用句型“—Does he/she…? —Yes, he/she does./No, he/she doesn’t.”谈论他人信息。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Let’s try板块的题目要求，学会听前预测要听的重点内容
·通过完成听力题目能对即将发生的故事进行预测
·能运用基本听力技巧完成主旨题和细节题
·能够通过观察、谈论Let’s talk板块的图片，在图片和教师的帮助下理解对话大意，并能回答对话下面的问题
·能够通过听录音，学会按照正确的意群及语音、语调朗读对话，并能在小组中进行角色表演
·能够听、说、读、写并在情景中恰当运用句型“—Does he/she…? —Yes, he/she does./No, he/she doesn’t.”谈论他人信息，并通过对话简单了解澳大利亚的首都堪培拉和著名城市悉尼
·能够在语境中借助图片等帮助理解新词“Canberra, amazing”的意思，并能正确发音
过程与方法
基于对话创设一些有关John的信息，帮助学生更多地了解Wu Yifan的笔友。以一般疑问句的形式操练本课的核心句型，也为接下来的巩固活动拓展相关表达，做好充分的语言准备。
情感态度价值观
指导学生根据教材下方表格完善给John的交友信息，使学生能熟练运用所学语言谈论自己的相关信息以及兴趣爱好。同时渗透结交朋友要有共同兴趣爱好的情感教育。
教学重难点
教学重点
1.能够理解和掌握本课时的重点词汇和句型。
2.能够听、说、读、写并在情景中恰当运用句型“—Does he/she…? —Yes, he/she does./No, he/she doesn’t.”谈论他人信息
教学难点
能够听、说、读、写并在情景中恰当运用句型“—Does he/she…? —Yes, he/she does./No, he/she doesn’t.”谈论他人信息。
教学准备
PPT课件、课文录音、视频等
教学媒体选择
多媒体，录音。
教学活动
44. 录音
45. 角色扮演
教学过程
Step 1: Warm-up & Revision & Lead-in
1. Greetings.
Greet students. Divide them into several groups and tell them, “If you can read loudly, clearly and correctly in class, your group can get more points. The group which gets the most points will be the winner.”
2. A quick review.
(1) Present the pictures of the following activities. （课件出示:相关图片及相应的词汇） Let students review the words and the expressions they learned last class.
Activities: cook Chinese food, study Chinese, study English, do word puzzles, go hiking, write a letter/an email, climb mountains, do kung fu, play football, read stories, sing, dance, swim, run.
(2) Let students change the verbs into “-ing” forms. Help them review the rules of adding “-ing” at the end of the verbs. （出示课件）
3. Lead-in.
T: How can you connect with your pen pal?（课件出示）
Ss: I can connect with my pen pal by… (QQ, WeChat, emails, letters, phone calls…)
Step 2: Presentation
1. “Let’s try”.
(1)T: School is over. Miss White is talking to Wu Yifan. Read the questions. Predict the key words we are going to catch during the listening. Then listen and circle the correct answers. （课件出示:分步出示教材P40 Let’s try 板块的问题、音频和答案）
（2）Let students listen again. Ask them to read the listening material after the recording. Highlight the key words “pen pal” and “11”. （课件出示:教材P40 Let’s try板块的听力材料）
2. Make predictions.
Present the picture of “Let’s talk”. （课件出示:教材P40 Let's talk板块的图片） Lead students to make predictions through the picture.
T: Who are the two boys?
Ss: They are John and Wu Yifan.
T: What is Wu Yifan doing?
Ss: He is writing an email.
T: Can you guess what they are talking about?
Ss: They are talking about…(Ask students to make predictions.)
3. Watch and answer.
(1) Present the video of “Let’s talk”. （课件出示:教材P40 Let’s talk板块的视频） Let students watch it. Lead them to answer the question and get the main idea of the dialogue.
T: What are they talking about?
Ss: They are talking about Wu Yifan’s new pen pal in Australia.
(2) Listen again and answer.
①Does the new pen pal live in Sydney?（No, he doesn’t.）
Write down the sentence “Does the new pen pal live in Sydney?” on the blackboard.
②Is his name John?（Yes, it is.）
③Does the new pen pal like doing word puzzles and reading stories? （No, he doesn’t. He likes doing word puzzles and going hiking.）
Write down the sentence structures “—Does the new pen pal like…? —Yes, he does. /No, he doesn’t.” on the blackboard.
4. Get more details.
（1）T: Does the new pen pal live in Sydney, Australia?
Ss: No, he doesn’t.
T: Where does the pen pal John live?
Ss: He lives in Canberra.
Present the flag of Australia, pictures of Sydney and Canberra and famous animals of Australia. （出示课件） Get students to know something about Australian culture. Write down the words and the phrase “Australia(country）, Sydney（the biggest city）, Canberra (capital)” on the blackboard.
T: Sydney is the biggest city in Australia. Canberra is the capital. There are many famous animals. Kangaroos and koalas are famous around the world. These animals are amazing!
Write down the word “amazing” on the blackboard.
Teach the new words “Canberra” and “amazing”. （出示课件） Help students learn to read them in syllables correctly.
（2）T: Does Wu Yifan’s new pen pal like doing word puzzles and going hiking?
Ss: Yes, he does.
T: Does John like doing word puzzles and going hiking, too?
Ss: Yes, he does.
T: Wu Yifan’s new pen pal’s name is John, too. What do the two Johns like?
Ss: They both like doing word puzzles and going hiking.
T: What does John want to do?
Ss: He wants to make friends with Wu Yifan’s new pen pal.
T: Why does he want to make friends with Wu Yifan’s pen pal?
Ss: Because they have the same hobbies. They both like doing word puzzles and going hiking.
T: Good job! People with similar hobbies and favourites are more likely to be friends.
Step 3: Practice
1. Read and act.
(1) Students read after the recording. （出示课件） Pay attention to the pronunciation and the intonation.
(2) Practice the dialogue in pairs. Read in roles.
(3) Act out. Boys play the role of Wu Yifan. Girls play the role of John.
2. Let’s know more about Wu Yifan’s pen pal.
Present a set of pictures. Lead students to read them. Make a model first.
（课件出示:给单词和词组sing, read stories, play football, do kung fu, climb mountains, watch cartoons配图。在每张图片右下角随机附上笑脸和哭脸，在PPT中以动画形式出现。呈现核心句型“—Does he like…? —Yes, he does./No, he doesn’t.”。）
T: Does he like singing?
Ss: (Students guess the answer.) Yes, he does. /No, he doesn’t.
Present the pictures and check whether the students guess the right answers.
Step 4: Consolidation & Extension
1. Design an ad for John on a pen pal website.
T: John is an outgoing boy. He wants to make more friends from different countries. Can you help him design an ad on a pen pal website?
(1) What message can we share on the website?
Ss: We can share his name, country, city, age, hobbies, favourite things…
T: Well done! If you share more, people can know him better.
(2)T: Work in groups. Design an ad for John. You can do like this:
Hi! My name is John I’m…years old. I’m from… I live in… My favourite…is…
(3)T: Share your ads. Let’s see which group does best.
2. Finish the message to John. （出示课件）
Lead students to go over the chart on page 40 and understand how to write it. Then ask students to complete the message and give a brief report.
3. A friends-making column.
Lead students to create a friends-making column in the classroom after class. Ask them to paste the messages on the column. Let them read the messages and choose their friends. They can chat with each other to get deeper understanding.
4. Summary.
Make a brief summary according to the blackboard design. Evaluate students’ group work and select the best group.
板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.利用直观形象的图片，复习前几节课所学的核心词汇和句型，为即将学习的对话奠定语言基础。
2.结合学生生活导入新课，为对话创设语言背景，使学生在情境中展开语言学习。
.3注重对学生听力习惯和逻辑思维的培养，引导学生读题并预测听力关键词。通过观察图片信息，预测对话内容。
4.关注学生的语音语调，引导学生按照正确的意群及语音、语调朗读对话，并能在小组中进行角色表演。
5.师生对话的过程中注意情感目标的渗透，引导学生了解两个John的共同爱好，并认识到具有相似爱好的人更容易成为朋友。
6.巩固活动注重对对话内容的整合和重构，基于情境提高学生的语言综合运用能力。

The fifth period（第五课时）
Part B Read and write
内容分析
本课是PEP小学英语六年级第一册Unit 4第五课时。主要学习单词:shall, goal, join, club, share以及能够能够通过讨论自己和同伴的爱好激活相关的背景知识、储备词汇。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
·能够正确听、说、认读单词:shall, goal, join, club, share
·能够通过讨论自己和同伴的爱好激活相关的背景知识、储备词汇
·能够通过阅读问题训练在语篇中捕捉细节信息、思考推理问题的能力
·能够根据示范广告仿写自己想建立的俱乐部广告
·能根据提示正确找到并读出文段中不同句子应该重读的单词
过程与方法
引导学生通过快速阅读四则广告初步了解广告内容及其作者，整体感知文本。引导学生自主学习，完成细节题，通过阅读问题训练在语篇中捕捉细节信息的能力，深入对文本的理解。
情感态度价值观
引导学生根据课本上的示范广告仿写自己交友或者建立社团的广告，巩固本课的核心词汇和句型，提高学生的语言综合运用能力。
教学重难点
教学重点
1.能够通过讨论自己和同伴的爱好激活相关的背景知识、储备词汇。
2.能够通过阅读问题训练在语篇中捕捉细节信息、思考推理问题的能力。
教学难点
能够根据示范广告仿写自己想建立的俱乐部广告。
教学准备
PPT课件、课文录音等
教学媒体选择
多媒体，录音。
教学活动
46. 录音
47. 游戏
教学过程
Step 1: Pre-reading
1. Greetings.
Greet students. Divide them into several groups and tell them, “If you can act bravely, actively and be open-minded in class, your group can get more points. The group which gets the most points will be the winner.”
2. Free talk.
T: I like cooking noodles and making salad. （课件出示:cooking noodles和making salad的相关内容） What are your hobbies?
Ss: I like…and…
T: （课件出示:一些爱好图片） What about these boys and girls? What are their hobbies?
Ss: He/She/They like(s)…
3. Talk and write.
T: Work in pairs. Talk about your hobbies and your partner’s hobbies. Finish this table with your partner. Write it down on your book. （课件出示:Read and write板块的表格）
4. Lead-in.
T: There are many clubs in our school. Do you know these clubs? （课件出示:club的相关内容以及不同社团的图片）
Teach the new word “club”.
Ss: They are the singing club, dancing club, football club, basketball club, reading club, robots club and cooking club…
Write down the sentence “Join our football club!” on the blackboard.
T: Do you want to join the clubs？ （课件出示:join的相关内容）
Ss: Yes.
Teach the new word “join”.
T: In the clubs, we can share our hobbies. That will be great fun! （课件出示:share的相关内容）
Teach the new word “share”.
Write down the words “club, join, share” in turn on the blackboard.
Step 2: While-reading
1. The Notice Board. （课件出示:教材P42 NOTICE BOARD的内容）
Ask students to read the notices quickly, try to get their main ideas and circle the writers of these notices.
T: What are the topics of these notices? Who writes them?（课件出示:句型提示）
S1: The topic of the first notice is… …writes it. (Shall we dance? Amy.)
Write down the word “shall” and the sentence “Shall we dance?” on the blackboard.
Highlight the new word “shall”. Present its pronunciation and show students how to use the word. （课件出示:shall的相关内容）
S2: The topic of the second notice is… …writes it. (Goal! Goal! Goal! John.)
Write down the word “goal” on the blackboard.
Highlight the new word “goal”. Present its pronunciation and show students how to use the word. （课件出示:goal的相关内容）
S3: The topic of the third notice is… …writes it. (Let’s read together! Mike.)
S4: The topic of the fourth notice is… …writes it. (Science Club, YOUR club! Robin.)
2. Careful reading. （课件出示:先出示句型提示，再出示答案）
Ask students to read the notices carefully and try to understand the content in details.
(1)T: What are the notices about?
Offer proper guidance and help while students answer the questions.
S1: In the first notice, Amy needs… (a partner in the dance class)
S2: In the second notice, John wants you to… (join the football club)
S3: In the third notice, Mike wants to share… (his books)
S4: In the fourth notice, Robin wants you to… (come to the science room to learn to make robots)
(2)T: Do the four people in the text want pen pals?
Ss: No, they don’t.
T: How do you know?
Ss: (Give the reasons.)
(3) Ask students to find out the hobbies in the text.
3. Read the notice board.
(1) Read after the recording. Pay attention to the pronunciation and the intonation.
(2) Practice reading in pairs.
(3) Retell the notice board. Write down no more than five key words. Then try to retell.
4. “Tips for pronunciation”.
(1) Present the part of “Tips for pronunciation” first. （课件出示:教材P43 Tips for pronunciation的内容） Lead students to guess the function of these squares under the words. Make a model first. Show students how to identify the stress in pronunciation.
(2) Students read the text after the recording. （课件出示:教材P43 Tips for pronunciation的音频） Pay attention to the pronunciation and the intonation, especially the words stressed. Try to read correctly, fluently and emotionally and underline the words stressed.
(3) Learn the regulations. (课件出示:句子重读的主要规律)
(4) Read the sentences in “Tips for pronunciation”.
Ask students to try to read these sentences first, and then act out. Choose the group which reads the best.
T: Can you find out more sentences like these? Please show us how to read them.
Step 3: Post-reading
1. Finish this ad for a cooking club. （课件出示:教材P43 Let's cook!的内容）
(1)T: Here is an ad for a cooking club. Choose the right words to complete the text.
(2) Check the answers. Lead students to pay attention to the forms of the verbs after the singular third person.
Answers: talks；cooks；makes；does
(3) Let’s read it together.
2. Make your own ad.
(1)T: Do you want to make friends through an ad? Do you want to find someone who has the same hobbies as yours to join the club? Make your own ad. You can choose one to complete and do it like this:
T: If you can create more in the ad, that will be greater and better.
(2) Share the ads. Choose the best and the most attractive ad.
3. Summary.
Make a brief summary according to the blackboard design. Evaluate students’ group work and select the best group.
板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.在课堂评价方式上引导并鼓励学生在课上大胆表达自己的想法，积极发言，培养学生的思维能力，积极开发课堂思维。
2.以师生对话和同伴交流的形式创设情境导入新词，为后面的阅读扫清部分词汇障碍，做好语言铺垫，激活学生的相关背景知识。
3.教学活动循序渐进，通过快速阅读，整体感知文本，再通过自主学习，利用细节题引导学生在语篇中抓细节，逐层深入理解文本。
4.引导学生了解并学习句子重读的主要规律，培养学生的语音意识，使学生能够正确读出阅读文段中典型例句的单词重音。
5.拓展部分让学生尝试创造自己的广告牌，引导学生学会选择关键信息，通过鲜明的社团特征和号召性的语句吸引关注，评选出最优秀的几篇。
6.教学过程以学生为主体，注重对学生的引导和对思维品质的培养，在阅读的过程中渗透阅读策略。

The sixth period（第六课时）
Part B Let’s check & Let’s wrap it up
内容分析
本课是PEP小学英语六年级第一册Unit 4第六课时。主要学习能够完成Let’s check板块的语篇听力训练，巩固本单元所学重点内容。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
·能够完成Let’s check板块的语篇听力训练，巩固本单元所学重点内容
·能够学会从图片信息中推测考查点，做到有目的地去听录音，听后完成判断任务
·培养学生良好的听力习惯，有策略地提高学生的听力水平
·能够通过图配文的方式帮助学生理解一般现在时第三人称单数形式，并通过使用找关键词进行词尾转换的方式，帮助学生归纳本单元主要语法现象
·能够在教师的引导下，启发思维，学会总结
·能够通过阅读趣味故事，复习巩固本单元所学语言，增加语言输入
过程与方法
过图配文的形式帮助学生理解小短文的意义。引导学生观察动词形式，自主学习探究，通过找关键词进行词尾转换的方式，帮助学生归纳本单元的主要语法现象，了解并学习一般现在时第三人称单数形式。
情感态度价值观
教学活动设计循序渐进，以学生为主体，注重小组合作与交流探究，引导和启发学生思维，培养学生的自主学习能力和思维能力。
教学重难点
教学重点
能够复习并巩固本单元所学的核心单词、词组和句型。
教学难点
能够在教师的引导下，启发思维，学会巩固复习和归纳总结。
教学准备
PPT课件､课文录音､视频等。
教学媒体选择
多媒体，录音。
教学活动
48. 录音
49. 游戏
教学过程
Step 1: Warm-up & Revision & Lead-in
1. Greetings. Greet students. Divide them into several groups and tell them, “If you can join actively, response quickly, and be open-minded in class, your group can get more points. The group which gets the most points will be the winner.”
2. A quick review. （课件出示:图片和词组）
T: Let’s get a quick review. How many hobbies can you name in these five columns: sports, art, music, outdoor activities, indoor activities? If you can name one, you’ll get one point for your group. （课件出示:以分类形式呈现的爱好相关的词汇）
3. Free talk.
Talk with students about their own, their parents’ or their friends’ hobbies.

Step 2: Presentation
1. “Let’s check”.
(1) Make predictions.
Present the pictures of “Let’s check”. (课件出示:教材P44 Let’s check板块的图片) Lead students to go over the pictures and predict the content they are going to listen.
T: In the dialogues, we are going to talk about four people. They are Andy, Mike, Amy and John’s mother. What are the dialogues going to talk about?
Ss: The dialogues are going to talk about their hobbies.
T: Nice guess. What are their hobbies from Dialogue 1 to Dialogue 4?
S1: In Dialogue 1, he likes playing football or the piano.
S2: In Dialogue 2, he likes going by bus or by bike.
S3: In Dialogue 3, she likes doing word puzzles or reading stories.
S4: In Dialogue 4, she likes watching news or cooking.
T: Good job! Let’s see whether we get the right guess.
(2) Listen and tick.
Play the recording. （课件出示:教材P44 Let\'s check板块的音频）
Lead students to listen to it and tick the correct pictures. Then check the answers.（课件出示:教材P44 Listen and tick的答案）
(3) Listen again and fill in the blanks.
Try to fill in the blanks according to the pictures before listening. Listen again and complete the sentences. Check the answers after listening.（课件出示:教材P44 Listen again and fill in the blanks的内容及答案）
(4) Present the listening materials and let students read the text together. （课件出示:教材P44 Let’s check板块的听力材料）

Step 3: Practice
1. “Let’s wrap it up”. （出示课件）
(1) Let students observe the picture in the book and then read the passage and underline the verbs. Then lead them to fill in the blanks. Check the answers together.
(2) Work in groups. Discuss about the regulations of these verbs. Lead students to put them into different groups and find out more words like these.
Write down the changing rules of verbs following the singular third person on the blackboard. Present the rules on the PPT.（课件出示:动词第三人称单数形式的变化规则）
(3)T: How do we use these verbs?
Ss: We use them after the singular third person in the simple present tense. (Students can answer in Chinese.)
T: Excellent! Here is a short passage written in the first person. Can you change it into the third person?
Ss: Yes!
T: Great! Let’s have a try.

板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1. 利用快速复习的方式，激活学生相关词汇和本单元的背景知识。复习之前先让学生回忆和总结，不仅能帮助学生唤醒旧知，还能使他们在下面的学习中更有针对性地复习并牢记被遗忘的知识。
2.教学活动设计循序渐进，以学生为主体，注重小组合作与交流探究，引导和启发学生思维，培养学生的自主学习能力和思维能力。
3.教学活动设计由词逐句，由句步入篇章，引导学生关注语言细节，复习和巩固本单元的核心语法点，提高语言表达的准确度。
4.通过学习故事，丰富语言输入，拓展本单元主题的相关表达，了解松鼠尾巴变蓬松的趣味故事。

The seventh period（第七课时）
Part C Story time
内容分析
本课是PEP小学英语六年级第一册Unit4第七课时。本部分通过讲述Zac和Monkey King之间发生的一个小故事，重现了本单元教学词汇和部分句型，激发学生学习英语的兴趣，增加学生语言的输入以及训练学生逐步适应文本阅读。更重要的是为能力较强的学生提供语言拓展内容，以达到分层次教学的目的。
课时目标
知识与能力
l.学生能通过阅读故事，巩固本单元所学语言;
2.能理解故事内容，并按照正确的意群及语音、语调朗读故事;
3.能够复述故事，能恰当地运用故事中的语言;
4.通过让学生分组合作、自主学习等方法，激发学生阅读兴趣，掌握阅读方法，培养学生自主学习、合作学习的能力;
过程与方法
1.通过让学生分组合作、自主学习等方法帮助他们体验故事角色，激发阅读
兴趣，掌握阅读方法。
2.通过仿读、朗读等方式，让学生准确朗读，通过角色扮演Zac 和Monkey King表演故事，帮助学生进一步理解故事。
情感态度价值观
通过阅读"老松鼠给小松鼠讲的故事"，让学生了解每个人都有自己的兴趣爱好，激发孩子对英语故事的阅读兴趣;并简单了解小松鼠尾巴的作用。
教学重难点
1.在故事语境中，运用本单元核心句型"He likes doing"，"He doesn't like doing"来描述兴趣爱好、巩固已学知识并注意人称转换中动词的变化;
2. 理解动词过去式，如 sang，liked，shouted 等;
3. 理解并复述故事。
教学准备
词条、头饰∶三只松鼠、Monkey King。
教学媒体选择
课件、音频、视频。
教学活动
1. 游戏：猜一猜
2. 角色扮演
教学过程
一、 Warm up
1. Sharp eyes.
(Review the words about hobbies.)
2. Pair work
(Ask and answer in pairs.)
T:What's your hobby?
Student A: I like ...
3. Guessing game.
T:We all have hobbies, so does Zip. What's his hobby? Guess!
Ss: Zip likes ...
二、 Presentation
1. Meet the main characters.
T:Yes, Zip likes listening to stories.
Look! He is listening to a story between a _____and a _____.
Ss: Between a monkey and a squirrel.
T:Look at the squirrel. Anything strange?
Ss: Its tail is small and thin.
T:What happens to its tail? Let's watch the tail in the story.
2. Watch and fill in the blanks.
(Students watch and fill in the blank.)
T:While watching, please find out their names, address and hobbies.
Name
Zac
Live in

Hobbies


Name
the Monkey King
Live in

Hobbies

3.Learn picture 2.
T: The monkey is the king of the forest. What do they do to make the monkey happy?
活动一：Read and tick or cross.
1. Every day the Monkey King has to give the squirrels gifts.( )
2. When the Monkey King is happy, the squirrels can get food from the forest.( )
活动二：师生对话
T: 1'm Monkey King. You're the squirrel.
S: Monkey king, here are Some fruit.
T: No, I don't like eating fruit. You can't get food from my forest.

活动三：Pair work.
S1: Monkey king, here are some _____.
S2: No, I ____ like eating fruit. You ____ get ____ from my forest.
4.Learn picture 3
活动一：Read and answer the questions.
T: What else does Zac do to make the king happy?
1.What else does Zac do?
2.Does the king like Zac's music?

活动二：Read better.
Let's read and imitate!

5.Learn picture 4&5.
?T: Listen and try to memorize the pronunciation of the key words and guess the meaning of these words.
?T: Try to read the red words, find their friends and figure out the meaning through the text.
?Verbs and their friends—A brief introduction of the past tense.
?T: Read the words in sentences (Listen and repeat)

6.Learn picture 6: Zac's bushy tail.
T: What happens to Zac's tail?
T: Watch and say bushy or not bushy.
T: Do the squirrels like their new tails?
T:Why? Let's watch a short video and answer.
T:Yes, the tail is really helpful!
三、 Consolidation & Extension.
1.Retell the story.
T:This is the story of the tail. Let's retell together!
T: Work in a group of two to retell the story.

2.Is the story true?
Nowadays, we are surrounded by all kinds of news and stories. We should never follow without thinking.




板书设计
Unit 4 I have a pen pal
Part C Story time

The Squirrel’s tail

angry shouted threw out

The Monkey King likes reading books.
Zac likes singing and dancing. He doesn’t like listening to Zac’s music.

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.本节课利用图片、视频、音频、多种资源帮助学生学习Story time中的英语小故事。
2.本节课利用角色扮演、你问我答等多种游戏活动强化了学生对"He likes doing."，"He doesn't like doing."句型的掌握。
3.由于课时限制，角色扮演活动只能找1-2两组学生进行，给学生提供的展示机会较少。






Unit 5 What does he do?
五、 教材分析
本单元学习的主题是人物职业和生活情况。教学内容主要是通过家长日Oliver和Sarah谈论各自父母工作的情景以及Mike和Xiao Yu在回家路上谈自己家人工作和生活的场景来展开的。教学重点是能听、说、读、写核心句型“—What does he/she do? —He/ She is…”“—Where does he/she work? —He/ She works…”“—How does he/she go to work? —He/ She goes to work…”；能听、说、读、写单词和词组：factory worker, postman, businessman, police officer, fisherman, scientist, pilot, coach
二、学情分析
六年级英语在小学英语教学中起着承上启下的作用，既是五年级的衍生又是初中一年级的铺垫。经过三年的学习，大部分学生对英语仍然保持着浓厚的兴趣，但有少数学生由于遇到困难，学习兴趣可能会开始减退。因此，这个学期在教学中，我应该以学生的发展为宗旨，以培养学生的创新精神和实践能力为重点，面向全体学生，在激发学生兴趣的同时，扎扎实实地从每个学生抓起。六年级的学生学习比较理性。教师在以活动为课堂教学的主要形式的同时，要充分发挥任务性教学在高年级的优化使用，设计丰富多彩的教学活动，有效的教学任务。
同时注意到学生中存在的两极分化，教学内容注意由简到难，循序渐进，在知识的复现中做好及时补差工作。充分培养学生的听说读写能力，尤其要加强识读，拼写的能力。重视阅读能力和写作能力的同步培养。重视英语作为语言的交际功能。
三、教学目标
1 知识与能力
·能够听、说、读、写句型“—What does he do? —He is a businessman.”“—Where does he work? —He works at sea.”“—How does he go to work? —He goes to work by bike.”
· 能够在情景中运用句型“—What does he/she do? —He/ She is…”“—Where does he/she work? —He /She works…”“—How does he/she go to work? —He/ She goes to work…”谈论人物的职业和生活情况
·能够在图片的帮助下正确理解并按照正确的意群及语音、语调朗读关于爱好及职业的语篇，
能运用本单元所学核心句型口头描述自己的爱好和喜欢的职业，同时能仿照范例完成信息表
·能够听、说、读、写单词和词组：factory worker, postman, businessman, police officer, fisherman, scientist, pilot, coach
·能够正确使用上述单词和词组谈论和描述人物的职业和生活情况
·知道逗号是英语句子中停顿的标志
2 情感态度价值观
·了解橙色多用于各国紧急救援的衣服和设备上，如：救生衣、救生艇、消防员衣服、工程抢险车等
·能够从不同视角认识职业，明白能从事某些职业应具备的条件，构思自己的职业梦想
·能够通过看图捕捉关键信息，并根据提示做出听前预测
·能够通读文段获取主旨大意，并能据此选择合适的标题
四、课时安排
第一课时： Part A Let’s try & Let’s talk
第二课时： Part A Let’s learn & Listen, match and say
第三课时： Part B Let’s try & Let’s talk
第四课时： Part B Let’s learn & Write and discuss
第五课时： Part B Read and write
第六课时： Part B Let’s check & Let’s wrap it up
第七课时： Part C Story time

The first period(第一课时)
Part A Let's try & Let's talk
内容分析
本课是PEP小学英语六年级第一册Unit 5第一课时。主要学习能够在情景中运用句型“—What does he/ she do?—He/ She is…”谈论人物的职业。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
·能够读懂题目要求，学会听前预测听力的重点内容
·能够运用基本听力技巧完成Let's try板块的听力任务
·能够通过观察、谈论Let's talk板块的图片，在图片、PPT和老师的帮助下理解对话大意，并回答对话后面的问题
·通过听录音，学会按照正确的意群及语音、语调朗读对话，并能在小组中进行角色表演
·能够在情景中运用句型“—What does he/she do?—He/ She is…”谈论人物的职业
·能够在情景中运用第三人称单数的特殊疑问句
·在语境中借助图片等帮助理解“country, head teacher”的意思，并能正确发音
过程与方法
通过问题引导学生观察并讨论图片，借助图片预测教学内容，培养学生的观察能力和逻辑推理能力。通过图片内容激活已有知识，并提取与文本有关的知识，进入文本话题。
情感态度价值观
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询问他人的职业并作简单的汇报，培养学生的语言综合运用能力。
教学重难点
教学重点
能够在情景中运用句型“—What does he/ she do?—He/ She is…”谈论人物的职业。
教学难点
能够在情景中运用第三人称单数的特殊疑问句。
教学准备
PPT课件、课文录音、视频和教学卡片等
教学媒体选择
多媒体，录音。
教学活动
50. 录音
51. 角色扮演
教学过程
Step 1: Warm-up & Lead-in
1. Greetings.
2. Revision—Brainstorm.
Show some pictures of different jobs on the PPT. Help students review the words of the jobs.（课件出示：一些不同职业的图片及其职业词汇，如：driver, doctor, cook, farmer, basketball player, dancer, singer 等，最后在中间呈现“jobs”）
3. Lead-in.
T: My father is a teacher. My mother is a nurse. What about your father and mother?
Ss: My father is a/an…
T: In this unit, we're going to talk about “jobs”. We'll learn how to ask and answer about jobs.
Write down the topic “What does he do?” on the blackboard.
T: Today is Parents' Day. Our friends' parents will come to school to meet the teachers. Who will come? Can you guess?
Ss: …
Step 2: Presentation
1. Listen and circle.
(1) Show the part of “Let's try” to students. Students read the question by themselves.（课件出示：教材P48 Let's try板块的内容）
T: Listen to the recording. Please pay attention to the bold words. Who will come?
(2) Play the recording.（课件出示：教材P48 Let's try板块的音频）
Students listen to the recording and try to answer the question.
(3) Play the recording again and ask students to circle the answers in the book.（出示课件）Then check the answers.
T: What does Sarah's father do? Is he a doctor, a teacher or a taxi driver?
Ss: He's a doctor.
2. Look and predict.
Show the pictures of “Let's talk” to students. Let students look at the pictures carefully. Ask some questions to lead them to predict the main idea of the dialogue.（课件出示：教材P48 Let's talk板块的图片）
Questions: ①Who are they?/ ②Who are they talking about?/ ③Is it Parents' Day today? Who will come? Oliver's father or his mother, or both？/…
3. Watch and answer.
Show the questions on the PPT. Let students watch the cartoon and try to answer the questions.（课件出示：教材P47 Let's talk板块的视频及下列问题）
Q1: Who are they talking about?（They are talking about Oliver's father and mother.）
Q2: Who will come?（Oliver's mother will come.）
T: Yes. Oliver's mother will come today. And how about Oliver's father?
S1: Oliver's father can't come.
T: Why?
S2: Because Oliver's father is in Australia now.
4. Read and answer.
Students read the dialogue and try to answer the questions.（课件出示：下列问题）
Q3: What does Oliver's father do?
Q4: What does Oliver's mother do?
T: What does Oliver's father do?
S1: He's a businessman.
T: Yes. He's a businessman. He sales things. He often goes to other countries. Maybe Japan, the USA, …
Help students understand the words “businessman, country”. Teach the words. Students learn to read.
T: What does Oliver's mother do?
S2: She's a teacher.
T: Yes! She's a head teacher. In our school, Mr.…/Mrs.…is our head teacher.
Teach the phrase “head teacher”. Students learn to read.
T: Do you want to be a head teacher? (Ask several students. Help them to answer.)
S3: Yes. I want to be a head teacher. / No, I want to be a/an…
T: What does Oliver's father do? What does Oliver's mother do? How does Sarah ask? How does Oliver answer?
Write down the sentence structures “—What does he/she do? —He/ She is…” on the blackboard.
Students practice in pairs.
5. Read and act.
(1)Students read after the recording. Pay attention to the pronunciation and the intonation.（出示课件）
(2)Let students practice the dialogue in groups. Then act out.
(3)Make a new dialogue.
Step 3: Practice
1. Choose and say.
Show some word cards（writer, cleaner, taxi driver, singer, dancer, football player）to students. Students read the words one by one.
Then let some students choose one card each time. And ask them to use the sentences to describe it. For example, “I like writing stories for children.” The boys ask, “What does he/she do?” The girls answer, “He/She is a writer.” Then exchange.
2. Pair work.
(1) Show some pictures of famous people on the PPT. （课件出示：几张名人图片，如莫言，贝克汉姆，那英，马云……）
(2) Make a model.
Point to the picture of “Mo Yan” and ask one student.
T: What does he do?
S1: He is a writer.
T: Do you want to be a writer, too?
S1: Yes, I want to be a writer. / No, I want to be a/an…
(3) Students practice in pairs.
(4) Show time.
Ask several students to show to the class. The other students listen and make evaluations to them.
Step 4: Consolidation & Extension
“Make a survey”
1. Create a situation.
T: Oliver's father is a businessman. His mother is a head teacher. There are some other jobs. Let's see.
Show some pictures on the PPT.（课件出示：教材P48 Let's try板块下方的职业图片）Lead students to review the words of the jobs.
T: My father is a teacher. My mother is a nurse. What does your father or mother do? What does your classmates' father or mother do? Let's make a survey.
2. Make a demonstration.
Show a chart to the class.
Name
Father
Mother
Lin Hong
teacher
nurse









T: …, what does your father do?
S1: He is a…
T: What does your mother do?
S1: She's a…
Write down the answers in the chart.
3. Work in groups.
Ask students to work in groups of four as the demonstration and finish the chart.
4. Make a report.
Students show the chart to the class and make a report with the structure “My father is a teacher. My mother is a nurse. …'s father is a/an… Her/ His mother is a/an…”
The other students listen and make evaluations to them.
板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1. 整个教学设计流程清晰，很好地达成了课程教学目标。
2. 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。
3. 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使用所学语言，突出教学重点。
4. 在教学中适当引入一些当代名人信息，既调动了学生的积极性，又让学生了解到了许多课堂以外的信息，跟时代接轨。

The second period(第二课时)
Part A Let’s learn & Let’s chant
内容分析
本课是PEP小学英语六年级第一册Unit 5第二课时。有关职业的单词及词组：factory worker, postman, businessman, police officer以及通过多种活动运用句型“What does he/she do?”来谈论职业。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
·通过图片、课件等，结合教材中张鹏和Oliver在职业体验日谈论自己父母工作的情景学
会听、说、读、写有关职业的单词及词组：factory worker, postman, businessman, police officer
·能够熟练运用上述单词及词组，并通过多种活动运用句型“What does he/she do?”来谈论
职业
·能够在教师的帮助下听录音，获取相关信息并完成听后连线任务
·能够根据完成的连线内容就四人父母的职业进行问答练习
过程与方法
结合图片和对话引导学生学习新单词。借用多媒体教授新单词，多种方式引导学生操练新单词。
情感态度价值观
通过游戏让学生在情境中合理运用所学词汇，激发学生的英语学习动力，培养学生的语言综合运用能力。
教学重难点
教学重点
能够听、说、读、写并熟练运用下列有关职业的单词及词组：factory worker, postman, businessman, police officer。
教学难点
用所学词汇及句型来谈论他人职业。
教学准备
PPT课件、课文音频、视频、教学卡片等。
教学媒体选择
多媒体，录音。
教学活动
52. 录音
53. 游戏
教学过程
Step 1: Warm-up & Revision & Lead-in
1. Greetings.
2. Revision.
Show some pictures of the jobs on the PPT. Help students review the words of the jobs.（课件出示：一些与职业相关的人物图片，如：driver, cleaner, writer, singer, farmer, dancer, basketball player等）
T: There are some jobs around us. Let’s see. What does he/she do?/ What do they do?
Ss: He/ She is a…/ They’re…
3. Lead-in.
T: What other jobs do you know?
Ss: Teacher, doctor, nurse…
T: Cool! There are lots of jobs around us. What do you want to be?
S1: I want to be a doctor.
…
T: Today is Career Day. What career will you act? First let’s learn some more jobs. They’re so cool! Let’s go!
Step 2: Presentation
1. Look and learn.
Present the pictures of “Let’s learn” on the PPT. （课件出示：教材P49 Let’s learn板块的四幅图片）Lead students to learn the new word “businessman”.
T: It’s Career Day. Zhang Peng and Oliver are talking about their fathers in front of the display. What does Oliver’s father do? Do you remember? Please circle the right picture.
Students look at the pictures carefully and find the right picture.
Write down “business + man=businessman” on the blackboard. Use the picture and the recording to teach the word.（出示课件）
Point to Picture 3 and lead students to practice the word like this:
A: What does he do?
B: He’s a businessman.
Show a picture of a businesswoman on the PPT.（课件出示：一个女商人图片）
T: She’s a woman. What does she do? Can you guess?
Lead students to say the word “businesswoman”. Show the word on the PPT.（出示课件）
Show two pictures on the PPT.（课件出示：一个男商人和一个女商人图片）
Point to the pictures and practice the words like this:
A: What does he/ she do?
B: He’s/ She’s a businessman/businesswoman.
2. Learn the new word “postman”.
T: There is another man in the pictures. Can you find? What does he do?
Students look at the pictures carefully and find the right picture.
T: Yes, he’s a postman. He works in a post office.
Write down “post+ man=postman” on the blackboard. Teach the new word.（出示课件）
Ask students to read the word one by one.
Point to the picture to practice the word like this:
A: What does he do?
B: He’s a postman.
Teach the word “postwoman” with the picture and the recording. （课件出示：postwoman的相关内容）
Show two pictures on the PPT. Let students practice the words with the sentences “—What does he/she do? —He’s/ She’s a postman/ postwoman.”（课件出示：一个男邮递员和一个女邮递员图片）
Point to the pictures to practice the words like this:
A: What does he/ she do?
B: He’s/ She’s a postman/postwoman.
3. Learn the new phrase “factory worker”.
T: There are some other jobs in the pictures. Look at Picture 1. What does the woman do?
Students look at the picture carefully and try to spell the phrase.
T: She works in a factory. Work—worker. Yes, she’s a factory worker.
Write down “factory worker” on the blackboard. Teach the word “factory” and the phrase “factory worker” with the recording.（出示课件）
Ask students to read the phrase one by one.
Point to the picture and practice the phrase in pairs like this:
A: Is she a head teacher?
B: No, she isn’t.
A: What does she do?
B: She’s a factory worker.
4. Learn the new phrase “police officer”.
T: Look at Picture 4. There is a woman. What does she do?
Students look at the picture carefully and try to spell the phrase.
T: She works in a police office. Police—police, office—officer. Cool! She’s a police officer.
Write down “police officer” on the blackboard. Use the recording to teach the phrase.（出示课件）
Let several students read the phrase one by one.
Point to the picture to practice the phrase same as above.
Step 3: Practice
1. Flashing cards.
Use the word cards to play a game. Students read the words or the phrases as fast as they can.
2. What’s missing?
Use the word cards to play this game.
The teacher hides one card and asks “What’s missing?” The student who raises his/her hand fastest has a chance to answer. If he or she is right, the teacher gives a prize to him or her. Then the teacher shows the card to students and asks.
T: What does he/ she do?
Ss: He/ She is a/ an…
3. Listen, match and say.
（1）Show the part of “Listen, match and say” on the PPT. （课件出示：教材P49 Listen, match and say板块的内容）
T: Chen Jie and John are talking about the jobs of their parents. What do they do? Now let’s listen and match.
（2）Play the recording.（课件出示:教材P49 Listen, match and say板块的音频）
Students listen to the recording and match by themselves.
（3）Check the answers.
Play the recording again. Check the answers.（出示课件）
（4）Work in pairs.
Students ask and answer in pairs.
A: What does Jiao Jie’s mother do?
B: She’s a businesswoman.
…
Step 4: Consolidation & Extension
1. Create a situation.
T: Today is Career Day. What career will you act? Now let’s play a game.
(游戏说明：选四至五名学生到讲台前面，播放一段音乐，让他们想象自己要扮演的职业并做出相关动作，在老师说出口令“Freeze!”之后，这些学生必须立刻像被冰冻一样迅速停止动作。教师逐个指出并向其他同学提问“What does he/she do?”，并要求他们根据台上学生的动作用“Is he/she a/an…?”来猜测其相关职业，表演者则用“Yes/No. I’m a/an…”来公布答案，猜中的学生给予奖励。)
2. Make a demonstration.
Choose four or five students to the front of the platform to play the game to give a demonstration.
3. Work in groups.
Students work in groups to play the game.
板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1. 通过师生间的自由谈话复习上节课学过的句型，为后面的学习做好铺垫。
2. 充分利用图片来进行词汇教学，帮助学生直观地了解所学知识。
3. 遵循学生的认知规律，学习单词、词组、句型先是知其义，再是音和形，让学生在理解中去学习、去运用。
4. 通过图片对比，引导学生试着说出businesswoman和postwoman，帮助学生进行有效拓展，对学生进行学习方法上的指导。

The third period（第三课时）
Part B Let’s try & Let’s talk
内容分析
本课是PEP小学英语六年级第一册Unit 5第三课时。主要学习能够在情景中运用句型“Where does he work?”“How does he go to work?”询问他人工作地点和他们上班的交通工具。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
·能够读懂题目要求，学会听前预测听力的重点内容
·能够运用基本听力技巧完成Let’s try板块的听力任务
·能够通过观察、谈论Let’s talk板块的图片，在图片、PPT和老师的帮助下理解对话大意，并回答对话后面的问题
·能够通过听录音，学会按照正确的意群及语音、语调朗读对话，并能在小组中进行角色表演
·能够在情景中运用句型“Where does he work?”“How does he go to work?”询问他人工作地点和交通工具
·能够在语境中借助图片等帮助理解“stay healthy, work hard, study hard”的意思，并能正确发音
·能够树立努力学习、健康生活的意识
过程与方法
通过问题引导学生观察并讨论图片，借助图片预测教学内容，培养学生的观察能力和逻辑推理能力。通过预测教学内容激活已有知识，并提取与文本有关的知识，进入文本话题。
情感态度价值观
对话表演的学习方式很好地激发了学生的学习兴趣，拓宽了学生的参与面，调动了学生的积极性和主动性，为全体学生提供了锻炼口语的机会。
教学重难点
教学重点
能够在情景中运用句型“Where does he work?”“How does he go to work?”询问他人工作地点和他们上班的交通工具。
教学难点
能够运用核心句型谈论他人工作的地点和他们上班的交通工具。
教学准备
PPT课件、课文录音、视频等。
教学媒体选择
多媒体，录音。
教学活动
54. 录音
55. 游戏
教学过程
Step 1: Warm-up & Revision & Lead-in
1. Greetings.
2. Revision.
Show some pictures of the jobs on the PPT. Help students review the words of the jobs.（课件出示：A部分的职业名词及图片）
T: What does he/ she do?
Ss: He/ She is a/ an…
3. Lead-in.
T: My father is a teacher. My mother is a nurse. What about your father and mother?
S1: My father is a/an…
T: In Part B we’re going to continue to talk about “jobs”.
Write down the topic “What does he do?” on the blackboard.
Step 2: Presentation
1. Listen and circle.
(1) Show the picture of Mike and Xiao Yu on the PPT. （课件出示：Mike和Xiao Yu的图片）
T: Mike and Xiao Yu are going home now. Mike sees a man coming towards them. He is Xiao Yu’s uncle. They’re talking about Xiao Yu’s uncle.
(2) Show the questions to students. Ask students to predict the main idea of the listening content.
(3) Play the recording.（出示课件）
Students listen to the recording and try to circle the answers.
(4)Play the recording again and check the answers.
(5)Talk about the appearance, and workplace of Xiao Yu’s uncle with students. (课件出示：教材P50 Let’s try板块的听力材料).
2. Look and predict.
Show the picture to students. (课件出示：教材P50 Let’s talk板块的图片) Let students look at the picture carefully. Ask some questions to lead them to predict the main idea of the dialogue.
Questions: ①Who is the man that Mike and Xiao Yu are talking about?/ ②Where is the man? What does he do?/…
3. Watch and answer.
Show the questions on the PPT.（出示课件） Play the cartoon. Ask students to watch the cartoon and try to answer the questions. Then check the answers.（课件出示：教材P50 Let’s talk板块的视频）
Q1: Who is that man?（He’s Mike’s uncle.）
Q2: What does he do?（He is a fisherman.）
Write down “fish +er +man=fisherman” on the blackboard. And teach the word.
Write down the questions on the blackboard.
4. Read and answer. Learn the new sentences.
Show the questions on the PPT. (出示课件) Students read the dialogue and try to answer the questions.
Q3: Where does he work? (He works at sea.)
Q4: How does he go to work? (He goes to work by bike.)
Show a picture of a sea on the PPT. （课件出示：sea的相关内容）
T: He sees lots of fish every day!
Use gestures and exaggerated tones to help students understand.
Write down the key sentences “He works at sea.” and “He goes to work by bike.” on the blackboard. Lead students to read and practice the sentences in pairs.
A: Where does he work?
B: He works at sea.
A: How does he go to work?
B: He goes to work by bike.
T: What else do you know about Mike’s uncle? （He works hard and stays healthy.）
Teach the phrases “work hard” and “stay healthy”.
Make sentences to help students understand them.
Let students look at the last sentence of the dialogue and lead them to say out the right answer.
T: What should we do?（We should study hard and stay healthy.）
Help students understand “study hard”. Then teach the phrase.
T: Yes, we should study hard and stay healthy. It’s good for us.
Ask students to make sentences with the word “should”.
5. Read and act.
（1）Students read after the recording. Pay attention to the pronunciation and the intonation.（出示课件）
（2）Let students practice the dialogue in groups and act out.
（3）Lead students to make a new dialogue as the model. (课件出示：对话练习的框架)
Step 3: Practice
1. Read the words.
Show some words on the PPT line by line.（课件出示：逐行出示词汇）
Students read the words and the phrases.
2. Find and classify.
Ask students to find out the different type of vocabulary in each line. Then lead students to classify the words and phrases into three sorts. （课件出示：分类结果） Lead students to find the special question words “What, Where, How”.
3. Ask questions.
T: How can we ask?
Show the questions on the PPT.
4. Practice in pairs.
Show the model of the dialogue. (课件出示：对话练习的范例)
5. Show time.
Ask several students to show to the class. The other students listen and make evaluations to them.
Step 4: Consolidation & Extension
“Make a survey”
1. Create a situation.
T: Mike and Xiao Yu are talking about their uncles’ jobs. How about you? What does your father or mother do? Where does he or she work? How does he or she go to work? Let’s make a survey.
2. Make a demonstration.
Show a chart to the class. (出示课件) Make a demonstration with a student.
T: …, what does your father do?
S1: He is a doctor.
T: Where does he work?
S1: He works in a hospital.
T: How does he go to work?
S1: He goes to work by car.
Write down the answers in the chart.
3. Work in groups.
Lead students to work in groups of four. Students ask and write down the answers in the chart.
4. Make a report.
Show the chart to the class and make a model.
T: …’s father is a doctor. He works in a hospital. He goes to work by car.
Students try to make a report. The other students listen and make evaluations to them.
板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
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在听力教学中，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。
3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使用所学语言，突出教学重点。
4有效利用表格帮助学生学习，表格的设计一目了然，起到了很好的辅助作用。
5对话表演的学习方式很好地激发了学生的学习兴趣，拓宽了学生的参与面，调动了学生的积极性和主动性，为全体学生提供了锻炼口语的机会。

The fourth period（第四课时）
Part B Let’s learn & Write and discuss
内容分析
本课是PEP小学英语六年级第一册Unit 5第四课时。主要学习有关职业的单词：fisherman, scientist, pilot, coach以及能结合本部分核心句型“What does he/she do?”“Where does he/she work?”来询问职业和工作地点。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
·通过图片、课件等，结合教材中Oliver和吴一凡谈论自己家人工作的情景学会听、说、读、写有关职业的单词：fisherman, scientist, pilot, coach
·能够熟练运用上述单词，并能结合本部分核心句型“What does he/she do?”“Where does he/she work?”来询问职业和工作地点
·能够在图片的提示下写出四种职业的名称，为其选择工作地点
·能够根据完成的内容就四人的职业和工作地点进行交流
过程与方法
通过与旧单词的对比记忆，帮助学生挑战新单词的发音，从而促使学生更好地记住新单词的词音和词性。
情感态度价值观
通过活动让学生在情境中合理运用所学词汇，激发学生的英语学习动力，培养学生的语言综合运用能力。帮助学生了解橙色多用于各国紧急救援的衣服和设备上，如：救生衣、救生艇、消防员衣服和工程抢险车等。用PPT展示一些中国著名科学家的图片，激发为学生的爱国热情及民族自豪感。
教学重难点
教学重点
能够听、说、读、写并熟练运用下列有关职业的单词：fisherman, scientist, pilot, coach。
教学难点
能够用所学有关职业的词汇和句型来谈论他人职业和工作地点。
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
56. 录音
57. 游戏
教学过程
Step 1: Warm-up & Revision & Lead-in
1. Greetings.
2. Revision.
Show some pictures and word cards on the PPT. Help students review the words of the jobs.
Ask students to talk about them and review the key sentences in pairs.
3. Free talk & Lead-in.
Talk about students’ parents’ jobs, workplaces and the ways to work.
T: Do you know any other jobs? There are more jobs around us. They’re very cool! Let’s go and have a look.
Write down the topic “What does he do?” on the blackboard.

Step 2: Presentation
1. Look and learn.
Present the pictures on the PPT. Lead students to learn the new word “fisherman”.（课件出示：教材P51 Let’s learn板块的图片）
T: What does Mike’s uncle do? Do you remember? Please circle the right picture.
Students look at the pictures carefully and find the right picture.
Write down the word “fisherman” on the blackboard. Use the recording to teach the word.（出示课件）
Then write down the word “fisherwoman” on the blackboard. Students try to read by themselves.
Point to the picture and practice the word in pairs like this:
A: What does he do?
B: He’s a fisherman.
A: Where does he work?
B: He works at sea.
2. Listen and learn the dialogue. Learn the word “scientist”.
T: Oliver and Wu Yifan are talking. Who are they talking about? What does he or she do? Now let’s listen.
Play the recording and lead students to answer the questions.（课件出示：教材P51 Let’s learn板块的音频）
T: Who are they talking about?
Ss: They are talking about Oliver’s aunt.
T: What does she do?
Ss: She is a scientist. She teaches science.
T: Yes! Where does she work? … She works at a university.
Show a picture of a university on the PPT and teach the word “university”.（课件出示：university的相关内容）
Show the picture to students.（课件出示：教材P51 Let’s learn板块的图二）
Write down the word “scientist” on the blackboard. Help students learn the word by comparing with the word “science”. Use the recording to teach the word. (出示课件)
Show some scientists’ pictures on the PPT. （课件出示：一些科学家图片，如：袁隆平，钱学森，李四光，竺可桢，邓稼先）
Students practice the word and the dialogue in pairs.
A: Who’s that man?
B: He’s… He’s a famous scientist.
3. Learn the word “pilot”.
T: Look at Picture 3. There is a woman. She’s so cool! She works on a rescue plane. What does she do? Let’s listen.（课件出示：救援飞机的图片及词汇）
Write down the word “pilot” on the blackboard. Teach the word to students.（课件出示：pilot的相关内容） Lead them to read the word one by one.
Point to the picture and practice the word in pairs like this:
A: What does she do?
B: She is a pilot.
A: Where does she work?
B: She works on a rescue plane.
4. Learn the word “coach”.
T: (课件出示：教材P51 Let’s learn板块的图四) Look at Picture 4. There is a man. He’s strong. What does he do?
Students look at the picture carefully and try to spell the word.
Show the word “coat” to help them spell the new word “coach”.
Write down the word “coach” on the blackboard. Teach it and lead students to read the word one by one.（课件出示：coach的相关内容）
Point to the picture and practice the word the same as above.
Students practice in pairs.
5. Read the words.
Play the recording of “Let’s learn”.（课件出示:教材P51 Let’s learn板块的音频）
Students read after the recording. Then students practice the words by themselves. The teacher gives help when they need.
Step 3: Practice
1. Play the game: High voice and low voice.
Use the word cards to play this game.
The teacher shows one card to students. Students read the corresponding word right away. If the teacher raises the card up, students should read the word in a higher voice. If the teacher brings the card down, students should read the word in a lower voice.
2. Sharp eyes.
Use the PPT to play a game. Students read the words or the phrases as fast as they can.（课件出示：本课学习的单词或词组，一个接一个快速滑过屏幕）
3. Pair work.
Students look at the pictures of “Let’s learn” in the book and ask and answer in pairs.
A: What does he/ she do?
B: He/ She is a…
Step 4: Consolidation & Extension
“Write and discuss”
1. Create a situation.
T: There are some cool persons around us. Let’s go and have a look.
2. The places where people work.
Show the pictures and the words of “pet hospital, university, gym, sea, plane” on the PPT. (课件出示：宠物医院，大学，体育馆，大海，飞机词汇及其图片) Ask students to match the words with the corresponding pictures.
Show a picture of a gym on the PPT to help students to understand the word “gym”. Teach them to read the word. （课件出示：体育馆图片）
3. People work in these places.
The teacher points to the pictures and asks some students to answer the questions.
T:（Point to the picture of the pet hospital.）Who works in a pet hospital？
S1: A doctor. He works in a pet hospital.
T:（Point to the picture of the university.）Who works in a university?
…
4. Finish the task.
Ask students to complete the sentences of “Write and discuss” in the book.
5. Check the answers.
6. Talk about other jobs.
T: Can you think of any other jobs? Where do those people work?
Students talk about other jobs.
S1: My aunt is a cleaner. She works in a company.
…
Show the picture of the main scene to students. (课件出示：Unit 5主情景图) Talk about the picture with students. Help students know something about “rescue”.
T: Orange is often used for emergency rescue clothes and equipment in many countries，such as life jackets, lifeboats, firemen’s clothes and engineering emergency vehicles.
板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1. 借用PPT出示相关职业、工作地点和上班方式的单词卡片，帮助学生复习与职业相关的词汇及句型，激发学生的学习兴趣，为后面的学习做好铺垫。
2. 充分结合图片和对话引导学生学习新单词。借用多媒体教授新单词，多种方式引导学生操练新单词。
3. 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使用所学语言，突出教学重点。
4. 注重话题的延续性，由讨论图片上的人物到讨论学生家长的话题，再到讨论“Mike’s uncle”和“Oliver’s aunt”，然后到书上的五个人物，这样自然过渡，将整堂课串成一个有机整体。
5. 帮助学生了解橙色多用于各国紧急救援的衣服和设备上，如：救生衣、救生艇、消防员衣服和工程抢险车等。

The fifth period（第五课时）
Part B Read and write
内容分析
本课是PEP小学英语六年级第一册Unit 5第五课时。主要学习能够通过阅读问题训练在语篇中捕捉不同类型信息的能力。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
·能够通过头脑风暴活动说出五种职业名称，激活背景知识和储备词汇
·能够通过阅读问题训练在语篇中捕捉不同类型信息的能力
·能够根据阅读所获取的信息完成有意义的仿写活动
·能够通过朗读选自阅读文段中的句子，明白英语中逗号是句中停顿标识的朗读技巧
·能够根据例句提示在文段中找到更多同类句子，正确朗读句子
·能够从不同视角认识职业，明白能从事某些职业应具备的条件，构思自己的理想职业
过程与方法
通过问题引导学生观察并讨论图片，借助图片预测教学内容，培养学生的观察能力和逻辑推理能力。引导学生通过预测教学内容激活已有知识，并提取与文本有关的知识，进入文本话题。
情感态度价值观
引导学生通过朗读选自阅读文段中的句子，明白英语中逗号是句中停顿标识的朗读技巧。鼓励学生根据例句提示在文段中找到更多同类句子，并正确朗读句子，然后在班上展示交流，提升学习自信心。
教学重难点
教学重点
能够通过阅读问题训练在语篇中捕捉不同类型信息的能力。
教学难点
能够根据阅读所获取的信息完成有意义的仿写活动。
教学准备
PPT课件、课文录音、视频等
教学媒体选择
多媒体，录音。
教学活动
58. 录音
59. 游戏
教学过程
Step 1: Pre-reading
1. Greetings.
2. Write and say.
(1) List five jobs.
T: There are many jobs around us. Now please list five jobs.
Students write down five jobs in their books.
(2) Compare with partners.
Students compare with their partners.
T: Please compare with your partners. How many different jobs are there in the lists?
(3) Classify the words of the jobs.
Students work in groups to classify the words of the jobs according to the word forms. (课件出示：按词形进行归类的职业名称词汇)
3. Lead-in.
T: Today we’re going to continue to talk about “jobs”. We are going to understand the necessary conditions of some jobs, and try to conceive your own career dream.
Step 2: While-reading
1. Look and predict.
Show the pictures of “Read and write” to students. Let students look at the pictures carefully. Ask some questions to lead them to predict the main idea of each paragraph.（课件出示：教材P52 Read and write板块的三幅图片）
Questions: ①Who is he/she?/②What’s he/she doing?/③What jobs does he/she want to do?/…
2. Read and write a title.
Students read the paragraphs for the first time quickly. Do the exercise on page 53. Choose a title for the text.
Check the answer. Write down the title on the line.
3. Read and fill in the table.
Students read the paragraphs for the second time carefully. Try to fill in the table in the book.
Check the answers. (课件出示：教材P53 表格习题的答案)
4. Understand the paragraphs.
Students read the paragraphs and find the difficult words and the sentences. The teacher helps them understand the words and the sentences.
Show Picture 1 on the PPT to help students understand the words and the phrase “gym, reporter/sports reporter”. (课件出示：教材P52 Read and write板块的第一幅图片和gym, reporter/sports reporter的图片及相关内容)
Show some pictures to help students understand the phrase “be good at…”
T:（课件出示：姚明的图片）Yao Ming is good at basketball.
T: Do you understand the word “if”? For example, “If you’re happy, you can laugh.” “If you’re sad, you may cry.” “If you like singing, you can be a singer.”
Show some pictures on the PPT and make more sentences to help students understand the word “if”.
（课件出示：邓紫棋唱歌和胡沈员跳舞的图片）
T: Look! Deng Ziqi is good at singing. She is a singer. If you like singing, you can be a singer.
T: Hu Shenyuan is a dancer. He is good at dancing. If you’re good at dancing, you can be a dancer.
Show Picture 2 to help students understand the word “secretary”. （课件出示：教材P52 Read and write板块的第二幅图片）
Do the action on the keyboard to help students understand the word “type” and the phrase “type very quickly”.
Show Picture 3 to help students understand the paragraph. （课件出示：教材P52 Read and write板块的第三幅图片）
T: What does Robin like? What does he want to be?
Ss: He likes science. He wants to be a scientist.
5. Read after the recording.
Play the recording.（课件出示：教材P52 Read and write板块的音频）
Students read after the recording and imitate the right pause. Pay attention to the pronunciation and the intonation.
6. Talk about the hobbies and the jobs.
Students talk about their hobbies and jobs in pairs.
A: What’s your hobby?
B: My hobby is singing.
A: What job do you want to do?
B: I want to be a music teacher.
A: Where are you going to work?
B: I’m going to work in a school.
…
7. Imitative writing activity.
Students write a short paragraph by imitating the paragraphs by themselves as share it in groups. Then several students show their writings to the class. The other students make evaluations to them.
8. The Real World Camp.
T: At the Real World Camp, children can do different jobs. Do you want to go there? Please fill in this form.（课件出示：教材P53的申请表）
T: Pay attention to the last line. There is the “Parent’s signature”. If you are not accompanied with your parent(s), you should get permission from your parent(s) to participate in these extra-school activities.
Step 3: Post-reading
1. Read a comic named “Job”.
（1）Show a comic to students on the PPT.（课件出示：绘本故事）
Students enjoy the comic.
（2）Students read the comic.
（3）Students work in groups to make a comic about “jobs”.
（4）Show their comics to the class.

2. “Tips for pronunciation”.
（1）Listen and repeat.
Play the recording.（课件出示：教材P53 Tips for pronunciation的音频）
Students read after the recording. Feel the comma pause in the sentences. And practice the sentences.
（2）Find and practice.
Find more similar sentences in the passage according to the example prompts and read the sentences correctly. Then practice in groups.
（3）Show time.
Ask several students to show to the class. The other students listen to them and make evaluations to them.
（4）Summary.
T: When there are several parallel words in a sentence, pause after each word.
板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
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。借用图片、语言等帮助学生读懂题目要求，逐步引导学生理解文本，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。
2. 引导学生对职业名称的词汇按词形进行了归类，加深了学生对词汇的记忆；通过头脑风暴活动、自由编组对话和组内讨论等方式帮助学生复习巩固了所学知识。
3. 在活动过程中渗透了对学生安全意识的教育，引导他们明白没有家长陪同时，参加校外活动应该首先取得家长的许可。

The sixth period（第六课时）
Part B Let's check & Let's wrap it up
内容分析
本课是PEP小学英语六年级第一册Unit 5第六课时。主要学习复习巩固本单元所学语言，引导学生对语法要点进行归纳，总结规律。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
·能够通过看图和相关文字信息，学会从中推测考查点，做到有目的地听录音，完成听后匹配任务
·能够在活动中培养学生听前预测的习惯，帮助学生逐渐提高听力水平
·通过活动，能够找出需要注意的语法要点，进行归纳，总结规律
·通过阅读趣味故事，复习巩固本单元所学语言，增加学生语言的输入
·能够在图片及教师的帮助下理解故事内容
·能够按照正确的意群及语音、语调朗读故事
·能够表演故事，并能恰当运用故事中的语言进行交流
过程与方法
利用问题逐步引导学生在语境中借助图片等帮助理解故事大意，利用多媒体课件帮助他们正确发音，并表演故事。
情感态度价值观
在Let's wrap it up板块中，逐步引导学生通过活动，找出需要注意的语法要点，进行归纳，总结规律。并在游戏活动中进行操练，激发了学生的学习兴趣。
教学重难点
教学重点
复习巩固本单元所学语言，引导学生对语法要点进行归纳，总结规律。
教学难点
能够在图片及教师的帮助下理解故事内容，并能按照正确的语音、语调朗读故事。
教学准备
PPT课件、课文音频、视频等
教学媒体选择
多媒体，录音。
教学活动
60. 录音
61. 游戏
教学过程
Step 1: Warm-up & Revision
1. Greetings.
2. Revision.
Show some pictures on the PPT. Help students review the sentences. （课件出示：一些职业人物、上班地点及上班方式的图片）
A: What does he/ she do?
B: He/ She is a/ an…
A: Where does he/she work?
B: He/ She works…
A: How does he/ she go to work?
B: He/ She goes to work by/on…
3. Free talk.
Students talk about their parents as the above sentence structures.

Step 2: Presentation
1. Let's check.
(1) Look and predict.
Show the pictures and the phrases of “Let's check”. Lead students to predict the listening content.（课件出示：教材P54 Let's check板块的内容）
(2) Listen and match.
Play the recording for the first time.（课件出示：教材P54 Let's check板块的音频）
Students listen and grasp the key information of the listening content, then match the pictures to the phrases according to the listening content.
(3) Listen again and answer the questions.
Students read the three questions by themselves.（课件出示：教材P54 Let's check板块的三个问题）
Play the recording again. Students try to answer the questions and then write down the answers.
（4）Play the recording and check the answers.
（5）Talk about the listening material.
Students talk about the listening material with their partners.

Step 3: Practice
1. Let's wrap it up.
（1）Show a photo of a person.（课件出示：教师朋友的图片）
T: This is my best friend. Do you want to know something about her? You can ask me. For example, what does she do?
S1: What does she do?
S2: Where does she work?
S3: How does she go to work?
…
Students ask some questions to the teacher.
Write down the answers and other information about the person on the blackboard. Make a model:
She has a dog. She goes to work on foot. She works in an office…
（2）Describe the person.
Lead students to describe the person according to the above information.
（3）Ask questions.
Lead students to ask questions based on the above information.
（4）Analysis and summary.
Ask students to work in groups to talk about “how they ask the questions”. Lead students to observe the change of verbs in questions. Then help them sum up and make a report to the class.
(5) Fill in the blanks.
Students try to fill in the blanks in “Let's wrap it up” in the book. Then check the answers.
(6) Play the game “I didn't hear you”.
A: Mary has a cat.
B: Sorry, I didn't hear you. What does Mary have?
A: Mary has a cat.
Students work in pairs.

板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.在本课时的Let's check板块中注重引导学生通过看图和相关文字信息，学会从中推测考查点，做到有目的地听录音，听后完成匹配任务。并且通过活动培养了学生听前预测的习惯，帮助学生逐渐提高了听力水平。
2.在Let's wrap it up板块中，逐步引导学生通过活动，找出需要注意的语法要点，进行归纳，总结规律。并在游戏活动中进行操练，激发了学生的学习兴趣。
3.课堂教学突出学生主体，充分发挥引导作用，利用多种方式引导学生去探索、去学习、去归纳、去运用。

The seventh period（第七课时）
Part C Story time
内容分析
本课是PEP小学英语六年级第一册Unit5第七课时。本部分通过讲述Zoom和Zip对不同职业的谈论，重现了本单元部分词汇和部分句型，激发学生学习英语的兴趣，增加学生语言的输入以及训练学生逐步适应文本阅读。更重要的是为能力较强的学生提供语言拓展内容，以达到分层次教学的目的。
课时目标
知识与能力
l.学生能通过阅读故事，巩固本单元所学语言;
2.能理解故事内容，并按照正确的意群及语音、语调朗读故事;
3.能够复述故事，能恰当地运用故事中的语言;
4.通过让学生分组合作、自主学习等方法，激发学生阅读兴趣，掌握阅读方法，培养学生自主学习、合作学习的能力;
过程与方法
1.通过让学生分组合作、自主学习等方法帮助他们体验故事角色，激发阅读
兴趣，掌握阅读方法。
2.通过仿读、朗读等方式，让学生准确朗读，通过角色扮演表演故事，帮助学生进一步理解故事。
情感态度价值观
教育学生要根据自己的爱好，树立职业理想。
教学重难点
1.能够理解故事
2.能够自如表演故事;
3.运用所学句型进行日常对话。
教学准备
词条、头饰。
教学媒体选择
课件、音频、视频。
教学活动
3. 角色扮演
教学过程
Step 1: Warm-up & Revision & Lead-in
1. Create a situation.
Use the PPT to show some pictures of the jobs.（课件出示：学过的不同职业的图片）Students say the words of the jobs one by one.
T: There are many jobs around us. But there are also some unusual jobs. Look, this is a job ad of the zoo. What unusual jobs does it have? Let's go and have a look.
2. Show some unusual jobs.
Use the pictures to help students understand some unusual jobs. (课件出示：驯狮员、蜂农、电脑游戏测试员和魔术师助手的图片)
3. Talk about the unusual jobs.
Talk about these unusual jobs to students.
T: What do you want to be? Do you want to be a/an…?
Ss: …
T: Why do you want to be a/an…?/Why not?
Ss: Because…
Lead in some descriptions of the attitude about the jobs.
Help students understand the phrases “too dangerous, get stung”.

Step 2: Presentation
1. Look and predict.
Show the pictures to students.（课件出示：教材P55 Story time板块的配图）Let students look at the pictures carefully. Ask some questions to lead them to predict the main idea of the dialogues.
Questions: ①Who are they?/②What jobs are they talking about?/③What job does Zip want to do?/…
2. Watch and answer.
Play the cartoon.（课件出示：教材P55 Story time板块的视频） Ask students to try to answer the questions.
Q1: How many unusual jobs does Zoom think of? What are they?
Q2: What job does Zip want to do?
Check the answers.
Then ask students to read the story by themselves and answer the question.
Q3: Why doesn't Zip like those unusual jobs?
Play the cartoon again. Check the answer.（出示课件）

Step 3: Practice
1. Read the story.
Play the cartoon.（出示课件）Students read after it. Pay attention to the pronunciation, the intonation and the emotion.
2. Practice and act out the story.
Students practice the story in groups, and act it out.
4. Role play
将全班分为四个小组，组内轮流表演，组内评比出最好的两个组员，进行小组间终极PK赛。

Step 4 : Consolidation and extension
将Story time部分的故事朗读给家长听。


板书设计
Unit 5 What does he do?
Part C Story time

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.本节课利用图片、视频、音频、多种资源帮助学生学习Story time中的英语小故事。
2.本节课利用角色扮演活动强化了学生对句型的掌握。
3.由于课时限制，角色扮演活动只能找1-2两组学生进行，给学生提供的展示机会较少。







Unit 6 How do you feel?
六、 教材分析
本单元学习的主题是表达情绪、心理状态和对情绪疏导提出建议。教学内容主要是通过Sam和Sarah在家谈论所看卡通片的场景和Sarah姐弟及妈妈谈论因爸爸生病，不能按原计划去动物园的对话场景来展开的。教学重点是能听、说、读、写核心句型“How do you feel?”“The mice are afraid of the cat.”“The cat is angry with them.”“He should see a doctor.”“Don’t be angry.”；能听、说、读、写单词和词组：feel, sad, angry, happy, worried, afraid, wrong, ill, see a doctor, do more exercise, wear warm clothes, take a deep breath, count to ten等
二、学情分析
六年级英语在小学英语教学中起着承上启下的作用，既是五年级的衍生又是初中一年级的铺垫。经过三年的学习，大部分学生对英语仍然保持着浓厚的兴趣，但有少数学生由于遇到困难，学习兴趣可能会开始减退。因此，这个学期在教学中，我应该以学生的发展为宗旨，以培养学生的创新精神和实践能力为重点，面向全体学生，在激发学生兴趣的同时，扎扎实实地从每个学生抓起。六年级的学生学习比较理性。教师在以活动为课堂教学的主要形式的同时，要充分发挥任务性教学在高年级的优化使用，设计丰富多彩的教学活动，有效的教学任务。
同时注意到学生中存在的两极分化，教学内容注意由简到难，循序渐进，在知识的复现中做好及时补差工作。充分培养学生的听说读写能力，尤其要加强识读，拼写的能力。重视阅读能力和写作能力的同步培养。重视英语作为语言的交际功能。
三、教学目标
1 知识与能力
·能够听、说、读、写句型“How do you feel?”“The mice are afraid of the cat.”“The cat is angry
with them.”“He should see a doctor.”“Don’t be angry.”
· 能够在情景中运用句型“The mice are afraid of the cat.”“The cat is angry with them.”等，简单表达相关情绪和心理状态；能够运用“What should…do?”寻求解决问题的方法；能够用“How
does…feel?”询问他人的情绪和心理状态；能够用“…should…”“Don’t…”等句子疏导情
绪或提出建议
·能够理解蚂蚁与Robin互相帮助的故事，能够按正确的意群及语音、语调朗读故事，并运用本单元所学核心句型复述故事，同时能根据阅读所获信息写出故事梗概
·能够听、说、读、写单词和词组：feel, sad, angry, happy, worried, afraid, wrong, ill, see the doctor,
do more exercise, wear warm clothes, take a deep breath, count to ten等
·能够正确使用上述单词和词组简单表达自己、他人或动物的各种情绪和心理状态，并对疏导
他人情绪提出建议
·能够在图片和文字的支持下完成表格和仿写语句
·知道英语句子中单词之间失去爆破的现象
2 情感态度价值观
·渗透不能以自我为中心，要关心他人，为他人所想；不要以貌取人，知恩图报的情感态度教育
·了解中国的卡通名片《黑猫警长》
·了解与蚂蚁相关的基本科学知识
·能够通过看图捕捉主要信息，并根据提示做出听前预测
·能够通读文段，获取主旨大意和细节信息，并能进行推理判断
四、课时安排
第一课时： Part A Let’s try & Let’s talk
第二课时： Part A Let’s learn & Write and say
第三课时： Part B Let’s try & Let’s talk
第四课时： Part B Let’s learn & Play card games
第五课时： Part B Read and write
第六课时： Part B Let’s check & Let’s wrap it up
第七课时： Part C Story time

The first period(第一课时)
Part A Let's try & Let's talk
内容分析
本课是PEP小学英语六年级第一册Unit 6第一课时。主要学习能用正确的意群及语音、语调朗读对话以及能够在情景中运用“be+表示情绪的形容词”来表达心情和感受。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
·能够读懂题目要求，学会听前预测听力的重点内容
·能够运用基本听力技巧完成Let's try板块的听力任务
·能够通过观察、谈论Let's talk板块的图片，在图片、PPT和老师的帮助下理解对话大意，
并回答对话后面的问题
·能够通过听录音，学会用正确的意群及语音、语调朗读对话，并能在小组中进行角色表演
·能够在情景中运用“be+表示情绪的形容词”来表达心情和感受
·在语境中借助图片等帮助理解“chase, mice, bad, hurt, be afraid of, be angry with”的意思，并能正确发音
过程与方法
通过问题引导学生观察并讨论图片，借助图片预测教学内容，培养学生的观察能力和逻辑推理能力,并通过动作帮助学生理解chase，为后面的学习扫清障碍。
情感态度价值观
通过看图片引导学生学会运用所学语言描述自己的情绪。再通过做一做，猜一猜的游戏帮助学生巩固所学新知识，提高学生学习的积极性。
教学重难点
教学重点
能够听懂对话大意，并能用正确的意群及语音、语调朗读对话。
教学难点
能够在情景中运用“be+表示情绪的形容词”来表达心情和感受。
教学准备
PPT课件、课文录音、视频、卡片等
教学媒体选择
多媒体，录音。
教学活动
62. 录音
63. 游戏
教学过程
Step 1: Warm-up & Lead-in
1. Greetings.
2. Sing a song.
Play the song If you're happy, clap your hands by using the PPT. （出示课件）
Students can sing along with the song and do actions after it.
3. Free talk.
T: That's cool! How do you feel now? Are you happy?
Ss: …
4. Lead-in.
Present the pictures of the main scene.（课件出示：Unit 6主情景图）
T: Look at these pictures. How does Sarah feel?
Lead students to talk about the pictures by using the sentences below:
Is she happy/sad/angry/…in picture…?
Use the facial expressions to help students understand the words.
T: In this unit we're going to talk about “feelings”.
Write down the topic “How do you feel?” on the blackboard.

Step 2: Presentation
1. Finish the exercises.
(1) Show the part of “Let's try” to students.（课件出示:教材P58 Let's try板块的内容）
T: It's cold outside. Sam is talking with Sarah. Where are they? Are they at home? Are they at school? What will they do? Can you guess?
(2) Ask students to read the questions quickly.
T: Now let's listen and find the right answers.
(3) Play the recording.（课件出示：教材P58 Let's try板块的音频）
Students listen to the recording and try to circle the right answers.
(4) Play the recording again and check the answers.（出示课件）
Q1: Where are they? (At home.)
Q2: What will they do? (Watch films.)
2. Look and predict.
Show the picture of “Let's talk” to students.（课件出示：教材P58 Let's talk板块的图片）Let students look at the picture carefully. Ask some questions to lead them to predict the main idea of the dialogue.
T: Sam and Sarah are at home. Look out of the window. What's the weather like?
Ss: It's cold/ windy outside.
T: And what do you see in Sarah's hand?
Ss: I see a DVD. There is a cat and a mouse on the picture.
T: Yes. Maybe the cat is chasing the mouse now.
Write down the word “chase” on the blackboard. Do the action to help students understand the word and then teach the word.
T: Sam and Sarah are at home. What will they do?
Ss: They will watch a film.
T: What film will they watch? Can you guess?
Ss: There is a cat on the DVD. Maybe it's a film about a cat.
T: Cool! Let's watch it!
3. Watch and answer.
(1) Show the questions on the PPT.（出示课件）
Q1: What's the cartoon about?
Q2: What does the cat do?
(2) Play the cartoon.（课件出示：教材P58 Let's talk板块的视频）
Students watch the cartoon and try to answer the questions.
(3) Check the answers.
A1: It's about a cat.
A2: It's a police officer.
T: Cool! The cat is a police officer. He chases the mice. The mice are afraid of him.
Show a picture to help students understand the word and the phrase “mice, be afraid of…” on the PPT.（课件出示:猫抓老鼠，老鼠很害怕的图片）
Lead students to read the words.
Write down the sentence “The mice are afraid of him.” on the blackboard and teach the sentence.
4. Read and answer. Learn the new words.
Show the question on the PPT.（出示课件）
Q3: Why is the cat angry with the mice?
Students read the dialogue and try to answer the question.
Ss: Because the mice are bad. They hurt people.
Use the pictures to help students understand the words “bad, hurt”. (课件出示：bad和hurt的相关图片)
Lead students to read the words.
5. Learn the new sentence structure.
T: Because the mice are bad. They hurt people. The cat is angry with them.
Lead students to read the word “angry”.
an , /ˈæŋ /→gry , /ɡri/→ angry →be angry with
Write down the sentence structure “…be angry with…” on the blackboard.
T: Maybe our cat is chasing a mouse now. Why?
Ss: Because the cat is angry with the mice.
T: Good!

Step 3: Practice
1. Read and act.
(1) Students read after the recording.（课件出示：教材P58 Let's talk板块的音频）Pay attention to the pronunciation and the intonation.
(2) Let students practice the dialogue in groups.
(3) Students act out the dialogue.
2. Choose the word to fill in the blanks.
(1) Show some sentences on the PPT.
(2) Students try to fill in the blanks by using “am, is, are”.
Answer: a. is b. is c. am d. are e. is f. are
(3) Students say the sentences.
Ask several students to read the sentences to the class. The other students listen to them and make evaluations.

Step 4: Consolidation & Extension
1. Look and say.
(1) Ask students to look at the three pictures in the book. Use some questions to lead them to understand.
T: How do you feel about Picture 1?
S1: I'm afraid of him.
…
(2) Lead students to discuss in pairs.
T: How do these pictures make you feel? Please tell your partner.
(3) Ask several students to show to the class. The other students listen to them and make evaluations.
2. Guessing game.
Choose one student to come to the front of the classroom. Ask him/her to act out an emotion with actions and expressions.
T: How does he/she feel?
The other students guess them. Praise the student who guesses right.
Students play the game in groups.
板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.整个教学设计流畅清晰，很好地达成了课程教学目标。
2.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。
3.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。
4.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使用所学语言，突出教学重点。

The second period（第二课时）
Part A Let’s learn & Write and say
内容分析
本课是PEP小学英语六年级第一册Unit 6第二课时。主要学习单词：feel, sad, angry, happy, worried, afraid以及能够用所学语言来表达人物和动物的情绪和心理状态。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
·通过图片、课件等，结合教材中Sarah和小猫在不同生活事件中的状态和情绪，学会听、说、读、写下列单词：feel, sad, angry, happy, worried, afraid
·能够结合本部分核心句型表达人物和动物的情绪和心理状态
·观察图中人物的动作和表情
·能够根据自己的生活经验，判断并写出描述人物的情绪和心理状态的形容词
过程与方法
结合图片,利用问题引导学生感知并理解新单词，帮助学生轻松学习新单词，并通过几个活动帮助学生操练新单词。
情感态度价值观
通过“变脸”游戏的创设，将生活植入课堂，以活泼的游戏形式帮助学生进一步巩固所学知识，让学生在玩中学、学中玩。
教学重难点
教学重点
能够听、说、读、写并熟练运用下列单词：feel, sad, angry, happy, worried, afraid。
教学难点
能够用所学语言来表达人物和动物的情绪和心理状态。
教学准备
PPT课件、课文录音、视频、卡片等
教学媒体选择
多媒体，录音。
教学活动
64. 录音
65. 游戏
教学过程
Step 1: Warm-up & Lead-in
1. Greetings.
2. Sing a song.
Play the song If you’re happy, clap your hands.（出示课件）
Students sing along with the song and do actions after the video.
3. Free talk.
T: What a nice song! How do you feel? Are you happy now?
Ss: …
T: In our life, people have different feelings.
Show some pictures of people on the PPT.（课件出示：人物不同情绪的图片）
Students try to describe the pictures.
Then show some pictures of animals on the PPT.（课件出示：动物不同情绪的图片）
T: Look! Animals also have feelings.
Students try to describe the pictures.
4. Lead-in.
T: Today we’re going to learn how to describe feelings.
Write down the topic “How do you feel?” on the blackboard.

Step 2: Presentation
1. Look at Picture 1. Learn the words “angry, afraid”.
T: Sam and Sarah were talking about a cartoon. It’s about a cat. The cat is a police officer. He chases the mice. They’re afraid of him. Why?
Ss: Because the mice are bad. They hurt people. The cat is angry with them.
Show Picture 1 to students.（出示课件）
Students look at the picture carefully.
Talk about the picture with students.
Questions: ①Who is she?/ ②What is it?/ ③What are they doing?/ ④How does she feel?/ ⑤How does the cat feel?/ ⑥Why?
Lead students to answer the questions.
Write down the words “angry, afraid” on the blackboard and teach them.
Help students practice the words in pairs, then in groups like this:
Angry, angry, Sarah is angry. Afraid, afraid, the cat is afraid.
2. Look at Picture 2. Learn the words “ill, sad”.
Show Picture 2 to students.
Students look at the picture carefully.
Talk about the picture with students.
Questions: ①How does the cat feel?/ ②How does Sarah feel?
Lead students to answer the questions.
Write down the words “ill, sad” on the blackboard and teach them.
Help students read the word “ill” through the word “hill”.
Help students read the word “sad” through the word “bad”.
Help students practice the words like this:
Ill, ill, the cat is ill. Sad, sad, Sarah is sad.
3. Look at Picture 3. Learn the word “worried”.
Show Picture 3 to students.
Students look at the picture carefully.
Talk about the picture with students.
Questions: ①Where is the cat?/②How does the cat feel?/③How does Sarah feel?
Lead students to answer the questions.
Write down the word “worried” on the blackboard and teach it.
Use sentences to help students compare the word “worried” with the word “worry”.
Help students practice the word like this:
Worried, worried, Sarah and the cat are worried.
4. Look at Picture 4. Learn the word “happy”.
T: The cat is in the tree. Sarah and the cat are worried. Who can help them? Look at Picture 4.
Show Picture 4 to students.
Students look at Picture 4 carefully.
Talk about the picture with students.
Questions: ①Who’s that man?/②How does the cat feel?/③How does Sarah feel?
Lead students to answer the questions.
Write down the word “happy” on the blackboard and teach it.
Help students practice the word like this:
Happy, happy, Sarah and the cat are happy.
5. Read and practice.
Play the recording. （课件出示：教材P59 Let’s learn板块的音频）
Students read after it.
Then ask students to read the sentences by themselves and act out.
Step 3: Practice
1. Flashing cards.
Use the word cards to help students practice the words. Students read the words as fast as they can.
2. Play a game.
（游戏说明：教师每次选一名同学到讲台前面，请他/她抽出一张单词卡，并做出相应的表情，其他同学根据他/她的表演使用句型“Are you happy/sad/angry…?”来猜一猜。猜对后让表演的学生试着说：I’m happy/sad/angry…because…）
3. Look and match, then say.
Show some pictures on the PPT.（课件出示：人物不同情绪的图片）
Then show the words one by one. (课件出示：逐个展示情绪类单词)
Students look and try to match the words to the pictures.
Check the answers.（课件出示：答案）
Then talk about the pictures with students.
T: How does he/ she feel?/ How do they feel?
Ss: He/ She is…/ They’re…
Students practice in pairs. Then the teacher asks several students to show to the class, the other students listen and make evaluations.

Step 4: Consolidation & Extension
1. Write and say.
（1）Show the pictures to students. (课件出示：教材P59 Write and say板块的图片) Ask questions and lead students to answer.
Questions: ①What is he/she doing?/②What are they doing?/③How does he/she feel?/④How do they feel?
Students try to answer the questions.
（2）Students write down the words to finish the sentences.
（3）Check the answers.
（4）Students point and say.
Students work in pairs.
2. Play the game—“changing the face”.
（1）Ask one student to come to the front of the platform and make a face. The teacher asks “How does he/she feel?” The other students answer. Then the student changes another face. The teacher asks and the other students answer.
（2）Students work in groups to play the game “changing the face”.


板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.课前利用一首学生耳熟能详的歌曲导入，歌曲明快的节奏调动了学生学习的积极性，舒缓了学生课前紧张的情绪，使他们能较快地投入到英语学习之中。
2.结合图片,利用问题引导学生感知并理解新单词，帮助学生轻松学习新单词，并通过几个活动帮助学生操练新单词。
3.通过“变脸”游戏的创设，将生活植入课堂，以活泼的游戏形式帮助学生进一步巩固所学知识，让学生在玩中学、学中玩。

The third period（第三课时）
Part B Let's try & Let's talk
内容分析
本课是PEP小学英语六年级第一册Unit 6第三课时。主要学习能够理解对话大意，并能用正确的意群及语音、语调朗读对话以及能够在情景中运用句型“…should…”和“Don't…”提出建议。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
·能够读懂题目要求，能够在听前预测听力重点内容
·能够运用基本听力技巧完成Let's try板块的听力任务
·能够对即将发生的故事进行预测
·能够运用基本听力技巧完成与细节相关的听力练习
·通过观察、谈论Let's talk板块的图片，在图片、PPT和老师的帮助下理解对话大意，并回答对话后面的问题
·通过听录音，学会用正确的意群及语音、语调朗读对话，并能在小组中进行角色表演
·能够在情景中运用句型“…should…”和“Don't…”提出建议
·能够使用“What's wrong?”询问他人状况
·能够在语境中借助图片等帮助理解“wrong, should, feel, well”的意思，并能正确发音
·在教学过程中，对学生进行不能以自我为中心，要关心他人，为他人着想的德育教育
过程与方法
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。再次听录音核对答案，就录音内容与学生进行对话练习。
情感态度价值观
在教学过程中，对学生进行不能以自我为中心，要关心他人，为他人着想的德育教育。
教学重难点
教学重点
能够理解对话大意，并能用正确的意群及语音、语调朗读对话。
教学难点
能够在情景中运用句型“…should…”和“Don't…”提出建议。
教学准备
PPT课件､课文录音､视频、时钟教具等
教学媒体选择
多媒体，录音。
教学活动
66. 录音
67. 角色扮演
教学过程
Step 1: Warm-up & Revision & Lead-in
1. Greetings.
2. Revision.
Show some pictures on the PPT.（课件出示：表示不同情绪或状态的图片，如angry, afraid, ill, sad, worried, happy等） Talk about them with students. Help students review the words of feelings.
T: How does he/ she feel?
Ss: He's/ She's…
…
T: …is ill. What will you say to him/ her?
Lead students to answer by using “He/ She should…”

Ss: He/ She should go to the hospital.
T: Yes. He/ She should see a doctor.
3. Lead-in.
T: That's a good suggestion. Today we are going to learn how to give suggestions.
Write down the topic “How do you feel?” on the blackboard.
Step 2: Presentation
1. Finish the exercises.
(1) Predict the listening content.
Show the part of “Let's try” to students. （课件出示:教材P60 Let's try板块的内容）
T: It's seven o'clock in the morning, and it's time to get up. Two people are talking. Who are they? Doctors or parents? Can you guess?
Show the words “doctors, parents” to students.（课件出示:doctors和parents两个单词）
(2) Read the questions.
T: Who is talking? What are they talking about? Let's listen and circle.
Please pay attention to the options. We should listen and circle the right answers.
Students read the questions quickly by themselves.
(3) Play the recording.（课件出示：教材P60 Let's try板块的音频）
Students listen to the recording and try to circle the right answers.
(4) Play the recording again and check the answers.
(5) Talk about the listening material.
Questions: ①Who is talking? (Parents.)/ ②What are they talking about? (Going to the zoo.)/ ③What's wrong with Dad?(He's ill./He has a fever.)/ ④What should he do?(He should see a doctor.)
2. Look and predict.
Show the picture to students. (课件出示：教材P60 Let's talk板块的图片) Let students look at the picture carefully. Ask some questions to lead them to predict the main idea of the dialogue.
Questions: ①Who are they?/②What are they talking about?/③How does Sam feel?/…
3. Watch and answer.
Show the questions on the PPT. (课件出示：下列问题) Let students watch the cartoon and try to answer the questions.
Q1: What's wrong?
Q2: How does Sam feel?
Q3: What does Sam's mum say?
Play the cartoon.（课件出示：教材P60 Let's talk板块的视频） Students watch the cartoon. Then check the answers.
A1: Sam's father is ill.
A2: He is sad.
A3: Don't be sad.
Write down the sentences “What's wrong?” “Don't be sad.” on the blackboard. And then teach them.
Lead students spell the word “wrong” by themselves.
T: The letter “w” doesn't sound in this word.
Students practice the word and the sentences.
4. Read and answer. Learn the new words and sentence.
Show the questions on the PPT.（课件出示：下列问题）
Q4: Sam's father is ill. What should he do?
Q5: Sam is sad. What should he do?
Students read the dialogue and try to answer the questions.
A4: He should see a doctor.
A5: He should go to the zoo next time.
Write down the sentence “He should see a doctor.” on the blackboard. Then teach the word “should” and the sentence.
Ask students to practice in pairs.
T: What does Sam say?
Ss: He says, “How does Dad feel now?”
Lead students to answer the question.
T: Yes. His father is not well. Sam cares for his father. He should go to the hospital with his father. We should care for others.
Help students understand the words “feel, well”.
Help students establish the consciousness of caring for others.
5. Read and act.
(1) Let students read after the recording.（课件出示：教材P60 Let's talk板块的音频）Let them pay attention to the pronunciation and the intonation.
(2) Let students practice the dialogue in groups.
(3) Let students act out the dialogue.
Step 3: Practice
1. Look and say.
Show the pictures on the PPT one by one.（课件出示：逐一出示爬树图、生病图、让座图和禁止游泳图）
Students look and try to say.
2. Pair work.
(1) Show the pictures in the book to students.（课件出示：教材P60 Let's talk板块的Act with your friends的图片）
T: Your friends need some help. Call them and give them your suggestions.
(2) Make a demonstration.
Look at the first picture. Make a demonstration with a student.
Simulate a phone call with your hands.
T: What's wrong with you?
S1: I'm angry.
T: Don't be angry. You should take a deep breath.
(3) Practice in pairs.
(4) Show time.
S1: What's wrong with you?
S2: I'm ill.
S1: Oh. I'm sorry to hear that. You should see a doctor.
S3: What's wrong with you?
S4: I'm sad.
S3: You should listen to happy music.
T: You should think about some happy things/read a joke book.
Ask several students to show to the class. The other students listen to them and make evaluations.
Step 4: Consolidation & Extension
“Play a psychologist”
1. Create a situation.
Show a picture of a psychologist on the PPT. （课件出示:一张心理医生照片）
T: There's a special job—the psychologist. He/ She helps other people in psychology. He/ She can give some suggestions to people.
Show some words of the feelings on the left of the PPT.（课件左侧出示:一些表示各种情绪或感觉的词汇，如angry, afraid, ill, sad, worried, happy, hungry, tired等）Students read the words one by one.
Show some words or phrases of some actions on the right of the PPT.（课件右侧出示:一些动词或动词词组，如dance, swim, listen to music, sing songs, draw cartoons, read books, watch TV, do exercise, go shopping, play basketball, play sports等） Students read the words or the phrases one by one.
2. Make a demonstration.
T: I'm a psychologist now. What's wrong with you? How do you feel?
S1: I am angry.
T: Don't be angry. You should take a deep breath. Can you tell me something?
…
3. Work in groups.
T: Now please work in groups of four.
4. Show time.
Ask several students to show to the class. The other students listen to them and make evaluations.
板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
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.在听力教学中，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。
3.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使用所学语言，突出教学重点。
4.在教学过程中，对学生进行不能以自我为中心，要关心他人，为他人着想的德育教育。

The fourth period（第四课时）
Part B Let’s learn & Play card games
内容分析
本课是PEP小学英语六年级第一册Unit 6第四课时。主要学习词组：see a doctor, do more exercise, wear warm clothes, take a deep breath, count to ten以及能够熟练运用句型“You should…”提出合理建议。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
·通过图片、课件等，结合教材中陈杰、吴一凡、Mike和Oliver在不同情境中表现的不同情绪和感受，以及教师、父母和朋友分别提出了针对性的建议来疏导他们情绪的场景，学会听、说、读、写词组：see a doctor, do more exercise, wear warm clothes, take a deep breath, count to ten
·能够熟练运用句型“You should…”提出合理建议
·能够根据同伴抽到卡片的内容，提出相应的建议
过程与方法
结合对话和图片引导学生学习新词组。借用多媒体教授新词组，并引导学生在对话中操练新词组。
情感态度价值观
通过活动让学生在情境中合理运用所学词汇，激发学生的英语学习动力，培养学生的语言综合运用能力。
教学重难点
教学重点
能够听、说、读、写并熟练运用下列词组：see a doctor, do more exercise, wear warm clothes, take a deep breath, count to ten。
教学难点
能够用所学词组和句型来针对不同情况提出合理建议。
教学准备
PPT课件、课文录音、视频、卡片等
教学媒体选择
多媒体，录音。
教学活动
68. 录音
69. 游戏
教学过程
Step 1: Warm-up & Revision & Lead-in
1. Greetings.
2. Revision.
Show the pictures on page 60 to students. Talk about the pictures with students.（课件出示：教材P60 Let’s talk板块下方的图片）
Students talk about the pictures in pairs.
A: What’s wrong with you?
B: I’m angry.
A: Don’t be angry. You should take a deep breath.
…
3. Free talk.
Prepare the word cards about “ill, sad, angry, worried”.
Ask several students to choose one card and act it out.
T: What’s wrong with him/ her?
Ss: Are you ill/ sad/ angry/ worried?

S1: Yes. I’m angry. /…
T: What should he/she do? Can you give him/her some suggestions?
Ss: You should…
4. Lead-in.
T: People may meet problems anytime. How to solve the problems? Today we’re going to learn how to give more suggestions to other people.
Write down the topic “How do you feel?” on the blackboard.
Step 2: Presentation
1. Look at Picture 1. Learn the phrase “see a doctor”.
Present Picture 1.（课件出示：教材P61 Let’s learn板块的第一幅图）Talk about the picture with students.
T: Who is the girl?
Ss: She’s Chen Jie.
T: How does she feel?
Ss: She’s ill.
T: What’s your suggestion? What does Miss White say to her?
Ss: You should see a doctor.
Write down the phrase “see a doctor” on the blackboard. Use the recording to teach the phrase.（出示课件）
Ask students to practice the phrase like this:
A: Ill, ill. I’m ill.
B: See a doctor, see a doctor. You should see a doctor.
2. Look at Picture 2. Learn the phrase “do more exercise”.
Present Picture 2. Talk about the picture with students.
T: Who is the boy?
Ss: He’s Wu Yifan.
T: Wu Yifan can’t run fast. What does the PE teacher say to him?
Lead students to answer “You should do more exercise.”
Write down the phrase “do more exercise” on the blackboard. Lead students to spell words by syllables.
Use the recording to teach the phrase.（出示课件）
Explain the different usage of the words “more” and “much” briefly.
Ask students to practice the phrase like this:
A: Healthy, healthy. I want to be healthy.
B: Do more exercise, do more exercise. You should do more exercise.
3. Look at Picture 3. Learn the phrase “wear warm clothes”.
Present Picture 3. Talk about the picture with students.
T: What’s the weather like?
Ss: It’s cold.
T: What should Mike do? What does his mum say to him?
Lead students to answer “You should wear warm clothes.”
Write down the phrase “wear warm clothes” on the blackboard. Use the word “pear” to help students spell the word “wear”.
Use the recording to teach the phrase. （出示课件）
Ask students to practice the phrase like this:
A: Cold, cold. It’s cold outside.
B: You should wear warm clothes.
4. Look at Picture 4. Learn the phrases “take a deep breath, count to ten”.
Present Picture 4. Talk about the picture with students.
T: Who are they?
Ss: Oliver and John.
T: How does Oliver feel?
Ss: He is angry.
T: What should Oliver do? What does John say to him?
Lead students to answer “You should take a deep breath and count to ten.”
Write down the phrases “take a deep breath, count to ten” on the blackboard. Use the recording to teach the phrases.（出示课件）
Students read the phrases one by one.
Ask students to practice the phrases like this:
A: Angry, angry. I’m angry.
B: You should take a deep breath and count to ten.
5. Read and act.
（1）Students read after the recording. Pay attention to the pronunciation and the intonation.
（2）Let students practice by acting out in scenes. For example, scenes of being ill, running slowly and panting, feeling so cold, angry etc.
Ask them to work in groups.
（3）Show time.
Step 3: Practice
1. Flashing cards.
Use the word cards to play a game. Students read the phrases as fast as they can.
2. Play card games.
Use the word cards to play this game. Students work in pairs.
Students make some word cards. They write down the words “cold, ill, angry, worried” on the cards.
One student chooses a card and says something according to the card. The other student gives advice to him/her.
A: I’m… What should I do?
B: You should…
Ask several students to show to the class.
The other students listen and make evaluations.
Step 4: Consolidation & Extension
“Agony aunt”
1. Create a situation.
Show a picture to create a situation on the PPT. (课件出示：“知心姐姐”的图片)
T: Look! She is the agony aunt. She helps other people. But today she is ill. Can you help her to write back the letter? Let’s see the letters.
2. Give advice.
Show some letters on the PPT.
Students try to give some advice to them.
Students can work in groups.
3. Write down the advice.
Students write down the advice.
4. Write back the letters.
T: Let’s help the agony aunt. We can help her to write back the letters.
Students try to write back the letters.
5. Show the letters.
Choose some students to show their letters to the class. The other students try to find out who is the right person to be the “intimate friend”.
板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.借用上节课的教材图片引导学生进行对话练习，帮助学生复习相关句型，自然导入新课，为后面的学习做好铺垫。
2.充分结合图片和对话引导学生学习新词组。借用多媒体教授新词组，并引导学生用多种方式操练新词组。
3.操练环节利用单词卡片和自制卡片帮助学生操练新词组，并根据实际情况运用所学知识给出合理建议，很好地活跃了课堂气氛。
4.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使用所学语言，突出教学重点。

The fifth period（第五课时）
Part B Read and write
内容分析
本课是PEP小学英语六年级第一册Unit 6第五课时。主要学习能够根据阅读所获取的信息完成相应的阅读任务以及能够能够在语篇中捕捉不同类型的信息，提炼出文章的主旨大意。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
·能够通过绘制表情图复习表示情绪的单词
·能够在语篇中捕捉不同类型的信息，提炼出文章的主旨大意，完成排序题
·能够根据阅读所获取的信息完成故事缩写活动并能口头复述
·能够根据例句提示在文段中找到更多同类现象，能够正确朗读句子和语篇
·在活动中渗透让学生不要以貌取人，明白团结的力量，以及应当乐于助人的道理
过程与方法
引导学生通过任务在语篇中捕捉不同类型的信息，提炼出文章的主旨大意，完成排序题。就故事跟学生展开对话，借助动作、图片等帮助学生理解故事。
情感态度价值观
让学生通过朗读词组，感受单词间失去爆破的现象。鼓励学生根据例子提示在故事中找到更多同类词组，并正确朗读，然后在班上展示交流，提升学生学习的自信心。并且在学习中渗透让学生不要以貌取人，明白团结的力量，以及应当乐于助人的道理。
教学重难点
教学重点
能够根据阅读所获取的信息完成相应的阅读任务。
教学难点
能够在语篇中捕捉不同类型的信息，提炼出文章的主旨大意。
教学准备
PPT课件、课文录音等
教学媒体选择
多媒体，录音。
教学活动
70. 录音
71. 游戏
教学过程
Step 1: Pre-reading
1. Greetings.
2. Sing a song.
Play a song If you’re happy, clap your hands on the PPT.（出示课件）
Students sing along with it.
3. Look and say.
（1）Show some pictures on the PPT.（课件出示：带有不同情绪的人物图片）Let students look at the pictures.
（2）Talk about the pictures.
Talk about one picture with a student to make a demonstration.
T: How does she feel?
S1: She is angry.
T: What should she do?
S1: She should take a deep breath and count to ten.
Students talk about the pictures with their partner.
4. Draw faces for each word.
T: Now please open your English book and turn to page 62. Look at this part. Can you read these words?
Students read the words together.
Ss: Afraid, happy, angry, sad.
Students draw faces for each word by themselves.

Step 2: While-reading
1. Look and predict.
Show the picture to students. (课件出示：教材P62 Read and write板块的图片) Let students look at the picture carefully. Ask some questions to lead them to predict the main idea of the story.
Questions: ①Who are they? (Point to the ant and write down the word “ant” on the blackboard. Help students to spell the word.)/ ②What will happen between Robin and the ant? Can you guess?/ ③How do they feel?/…
2. Fast reading.
Ask students to read the story for the first time quickly and try to finish the first task.
Then check the answer.
Help students understand the main idea of the story.
3. Careful reading.
Ask students to read the story for the second time carefully and try to number the pictures and underline the corresponding sentences.
Then check the answers.
Talk about the story with students to help them understand the story.
T: Robin is going to sit on the grass.
Use the picture to help students to understand “sit on” and “grass”. （课件出示：Robin坐在草地上的图片）
T: He hears, “Wait!” (Use the action to help students understand.) Whom does Robin find?
Ss: A little ant.
T: How does the ant feel?
Ss: He is afraid.
T: What does Robin say? (Lead students to answer.)
Ss: Don’t worry.
Help students to understand the word “worry” through the word “worried”.
T: The next day, it is raining. What’s wrong with Robin?
T: Oh! He’s stuck in the mud.
Show the picture to students. （课件出示：Robin陷在泥里的图片） Help them understand the phrase “stuck in the mud”. Teach the phrase.
T: Who helps Robin then?
Ss: The ant and his friends.
T: How do they help Robin? (Lead students to answer.)
Ss: They pull Robin out of the mud.
Use the action to help students understand the word “pull”.
T: What do you think of the ant?
Ss: It’s small. But they are strong.
T: Cool! Unity is strength. How do they feel?
Ss: They feel happy.
T: Why? (Lead students to answer.)
Ss: Because they help each other.
T: Yes! Everyone needs help. We should help others when they are in trouble.
Help students understand the word “everyone”. Teach the word.
4. Read after the recording.
Play the recording.（课件出示：教材P62 Read and write板块的音频）
Students read after it. Imitate the right pause. Pay attention to the pronunciation and the intonation.
5. Fill in the blanks and retell the story.
(1) Fill in the blanks.
Students fill in the blanks by themselves.
Then talk about them in groups.
Check the answers.
Answers: afraid; worried; pull Robin out of the mud; is happy
(2) Retell the story.
Students try to retell the story according to the sentences and the pictures.
Ask several students to retell the story to the class.
Step 3: Post-reading
1. Read a passage about pets and fill in the chart.
Show a passage about pets and the chart on the PPT. (课件出示：阅读材料及其表格)
Students read the passage and try to fill in the chart.
Check the answers.
2. “Tips for pronunciation”.
（1）Listen and repeat.
Play the recording.（课件出示：教材P63 Tips for pronunciation的音频）
Students read after the recording and feel the phenomenon of loss of plosion between the words.
Practice the phrases.
T: 当一个爆破音跟另一个爆破音相遇时往往失去爆破。爆破音（即/b/ /p/ /d/ /t/ /g/ /k/）中的任意两个相邻时，第一个爆破音只形成阻碍，但失去爆破，稍停顿一下，快速向第二个完全爆破的爆破音滑去。
（2）Find and practice.
Find more similar phrases in the story on page 62 according to the examples, and read them correctly.
Practice in groups.
（3）Show time.
Ask several students to show to the class. The other students listen to them and make evaluations.
板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.引导学生通过PPT出示的图片复习相关内容，帮助学生激活背景知识和储备词汇，动脑、动手为下面进入阅读做准备，充分激发学生的学习兴趣。
2.引导学生通过任务在语篇中捕捉不同类型的信息，提炼出文章的主旨大意，完成排序题。并就故事与学生展开对话，借助动作、图片等帮助学生理解故事。
3.在学习过程中渗透让学生不要以貌取人，明白团结的力量，以及应当乐于助人的道理。

The sixth period（第六课时）
Part B Let’s check & Let’s wrap it up
内容分析
本课是PEP小学英语六年级第一册Unit 6第六课时。主要学习复习本单元句型，引导学生对语法要点进行归纳，总结规律。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
·能够通过看图和相关文字信息，学会从中推测重点，做到有目的地听录音，听后完成匹配任务
·能够在活动中注意培养学生良好的听力习惯，帮助学生逐渐提高听力水平和能力
·能够通过活动，找出需要注意的语法要点，进行归纳，总结规律
·能够在图片及教师的帮助下理解故事内容
·能够按照正确的意群及语音、语调朗读故事
·能够表演故事，并能恰当运用故事中的语言进行交流
过程与方法
逐步帮助学生通过看图和相关文字信息，读懂题目要求，学会从中推测考查点，引导学生学会听前预测听力的重点内容,做到有目的地听录音，在活动中培养学生良好的听力习惯，帮助学生逐渐提高听力水平和能力。
情感态度价值观
引导学生通过活动，找出需要注意的语法要点，进行归纳，总结规律。并在活动中进行操练，激发学生的学习兴趣。
教学重难点
教学重点
复习本单元句型，引导学生对语法要点进行归纳，总结规律。
教学难点
在图片及教师的帮助下理解故事内容，并能用正确的语音、语调朗读故事。
教学准备
PPT课件、课文录音、视频、卡片等
教学媒体选择
多媒体，录音。
教学活动
72. 歌曲
73. Chant
74. 游戏
教学过程
Step 1: Warm-up & Revision & Lead-in
1. Greetings.
2. Sing a song.
Play a song If you’re happy, clap your hands on the PPT.（出示课件）Students sing along with it.
3. Let’s chant.
Show the word cards to students. Students try to chant like this：
A: Ill, ill. I am ill. What should I do?
B: See a doctor, see a doctor. You should see a doctor.
A: Cold, cold. It’s cold. What should I do?
B: Wear warm clothes, wear warm clothes. You should wear warm clothes.
…
Step 2: Presentation
1. “Let’s check”.
（1）Show the picture to students. (课件出示：教材P64 Let’s check板块的图片) Talk about the picture with students. Let them predict the listening content.
T: Who are they?
Ss: They are Mike, Wu Yifan, Oliver and Zhang Peng.
T: Yes. There are four students on the left. How do they feel? What should they do? Can you guess? Look! There are four phrases on the right. Now let’s listen and match.
（2）Listen and match.
Play the recording.（课件出示：教材P64 Let’s check板块的音频） Students listen and match them. Then check the answers.（课件出示：教材P64 Listen and match的答案）
（3）Read the questions and the options.
Students read the four questions and the options.
Help students listen to the recording with the questions.
（4）Listen again and circle the right answers.
Play the recording again.（出示课件） Students listen again and try to circle the right answers.
（5）Play the recording for the third time and check the answers. （出示课件）
（6）Listen and read after the recording.
2. “Let’s wrap it up”.
（1）Look and say.
Show some pictures on the PPT.（课件出示：一些表示人物情绪或感受的图片）
Talk about the pictures.
T: How does he/she/it feel? How do they feel?
Write down the words of emotions and feelings on the blackboard according to the answers of students.
（2）Work in groups.
Students work in groups to add more words and then sort the words into two categories.
（3）Give some advice.
Lead students to give some advice to others as the demonstration.
A: I’m hungry.
B: You should eat some bread.
Students work in pairs.

板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.在本课时的Let’s check板块，逐步帮助学生通过看图和相关文字信息，读懂题目要求，学会从中推测考查点，引导学生学会听前预测听力的重点内容，做到有目的地听录音，在活动中培养学生良好的听力习惯，帮助学生逐渐提高听力水平和能力。
2.在Let’s wrap it up板块，逐步引导学生通过活动，找出需要注意的语法要点，进行归纳，总结规律。并在活动中进行操练，激发学生的学习兴趣。
3.在Story time板块，利用问题逐步引导学生在语境中借助图片等帮助理解故事大意，利用多媒体帮助他们正确发音，并表演故事。
4.课堂教学突出学生主体，教师充分发挥引导作用，利用多种方式引导学生去探索、去学习、去归纳、去运用。

The seventh period（第七课时）
Part C Story time
内容分析
本课是PEP小学英语六年级第一册Unit6第七课时。本部分通过讲述Zoom制作爆米花的小故事，重现了本单元部分词汇和部分句型，激发学生学习英语的兴趣，增加学生语言的输入以及训练学生逐步适应文本阅读。更重要的是为能力较强的学生提供语言拓展内容，以达到分层次教学的目的。
课时目标
知识与能力
(1) 学生可以正确朗读单词“favourite”“popcorn，plant，grow。
(2)学生可以正确朗读句型“I’m so happy?“I’m a little worried now.“Don't
Be angry!”“I'll go and make some...
(3)学生能够理解故事。
(4)学生能够演绎故事并感受角色的情绪。能够使用本单元的核心句型“How does Zip feel?“Zip is..”来谈论情绪并给出建议。
(5)学生能够使用一些猜测新词含义，观察图片感受角色情绪，预测等阅读技巧来阅读故事。
(6)学生能够制作思维导图并使用思维导图来讲述本故事。
过程与方法
1.通过让学生分组合作、自主学习等方法帮助他们体验故事角色，激发阅读
兴趣，掌握阅读方法。
2.通过仿读、朗读等方式，让学生准确朗读，通过角色扮演表演故事，帮助学生进一步理解故事。
情感态度价值观
要关注别人的感受，关心他人。乐于助人，并使用正确的方法去帮助别人。
教学重难点
1. 会读并且理解本文本。
2.通过观察绘本感受角色情绪。使用句型“He/She is?谈论情绪， 并使用“You should ...给出建议。
3.使用预测、略读、精读等技巧来理解文本。
4.能自如表演故事。
教学准备
爆米花实物，微波炉，图片，头饰。
教学媒体选择
课件、音频、视频。
教学活动
5. 角色扮演
教学过程
Step 1: Warm-up & Lead-in
1. Look and predict.
Show the pictures to students. (课件出示：教材P65 Story time板块的图片) Let students look at the pictures carefully. Ask some questions to lead them to predict the main idea of the story.
Questions: ①Who are they?/②Where are they?/③What are they doing?/④How does Zip feel?/…
2. Look at Picture 1 and talk about it.
Lead students to look at Picture 1 carefully. Talk about the picture with them.
T: Who are they?
Ss: Zoom and Zip.
T: Where are they?
Ss: They are at home.
T: What are they doing?
Ss: They’re going to watch TV.
T: What will Zoom do? Why?
Ss: He’ll go and make some popcorn, because Zip wants to have some popcorn.
3. Look at Pictures 2, 3, 4 and talk about them.
Lead students to look at Pictures 2, 3 and 4 carefully. Talk about the pictures with students.
T: How does Zip feel in Picture 2?
Ss: She’s so happy.
Write down the word “happy” on the blackboard.
T: What time is it now?
Ss: It’s 7:00.
(Point to Picture 3.)
T: Ten minutes later, what does Zip think?
Ss: Zoom must be making lots of popcorn.
(Point to Picture 4.)
T: What time is it?
Ss: It’s 7:32.
T: How does Zip feel?
Ss: She’s a little worried.
Write down the word “worried” on the blackboard.
4. Look at Pictures 5, 6 and talk about them.
Lead students to look at Picture 5 and Picture 6 carefully. Talk about the pictures with students.
T: Where is Zoom?
Ss: He’s in the vegetable garden.
T: What did Zoom do?
Ss: He planted the popcorn seeds.
T: Yes. He is waiting for them to grow, but they take a long time to grow. How does Zip feel?
Ss: She’s angry.
Write down the word “angry” on the blackboard.
T: What should Zip do?
Ss: She should count to ten and take a deep breath.

Step 2: Presentation
1. Watch and read.
Play the cartoon. (课件出示：教材P65 Story time板块的视频) Students read after it and pay attention to the pronunciation, the intonation and the emotion.
2. Talk about the story.
Talk about the story with students. Let them pay attention to the key words “happy, worried, angry” on the blackboard.
T: How does Zip feel at first?
Ss: She’s happy.
T: Why does she feel happy?
Ss: Because Zoom is going to make popcorn for her.
T: Then how does Zip feel?
Ss: She’s worried.
T: Why does she feel worried about half an hour later?
Ss: Because Zoom doesn’t come back. And Zip can’t find Zoom in the kitchen.
T: How does Zip feel at last?
Ss: She’s angry.
T: What suggestions do you give to Zip?
Ss: She should count to ten and take a deep breath.

Step 3: Practice
1. Read the story.
Play the cartoon.（出示课件）Students read after it. Pay attention to the pronunciation, the intonation and the emotion.
2. Practice and act out the story.
Students practice the story in groups, and pay attention to the emotional changes of the characters in the story. Then act it out in class.
3.Role play
将全班分为四个小组，组内轮流表演，组内评比出最好的两个组员，进行小组间终极PK赛。

Step 4 : Consolidation and extension
将Story time部分的故事朗读给家长听。


板书设计
Unit 6 How do you feel?
Part C Story time

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.本节课利用图片、视频、音频、多种资源帮助学生学习Story time中的英语小故事。
2.本节课利用角色扮演活动强化了学生对句型的掌握。
3.由于课时限制，角色扮演活动只能找1-2两组学生进行，给学生提供的展示机会较少。








Recycle 1
七、 教材分析
本单元学习的主题是帮助学生复习巩固前三个单元的语言知识。本单元以“吴一凡在去拜访爷爷奶奶的路上所发生的事情”为切入点展开。将前三个单元的知识：Unit 1的指路问路、Unit 2 的交通出行方式和Unit 3 的周末活动计划巧妙地融合在一系列丰富有趣的活动中，内容包含听、说、读、写、唱和演等方面。能够在交际活动中熟练运用前三单元的重点语言知识，如：turn right， turn left， go straight等表达问路指路的词组,“They are going on foot/by bus.”等表示出行方式的语句。强调对学生语言综合运用能力的培养。
二、学情分析
六年级英语在小学英语教学中起着承上启下的作用，既是五年级的衍生又是初中一年级的铺垫。经过三年的学习，大部分学生对英语仍然保持着浓厚的兴趣，但有少数学生由于遇到困难，学习兴趣可能会开始减退。因此，这个学期在教学中，我应该以学生的发展为宗旨，以培养学生的创新精神和实践能力为重点，面向全体学生，在激发学生兴趣的同时，扎扎实实地从每个学生抓起。六年级的学生学习比较理性。教师在以活动为课堂教学的主要形式的同时，要充分发挥任务性教学在高年级的优化使用，设计丰富多彩的教学活动，有效的教学任务。
同时注意到学生中存在的两极分化，教学内容注意由简到难，循序渐进，在知识的复现中做好及时补差工作。充分培养学生的听说读写能力，尤其要加强识读，拼写的能力。重视阅读能力和写作能力的同步培养。重视英语作为语言的交际功能。
三、教学目标
1 知识与能力
·能够听、说、读、写并在实际中情景中运用第1~3单元的核心句型
·能够在情景中运用句型“—Where is…? —It’s…”询问并回答某物的地点方位
·能够在情景中运用句型“How can we get there?”问路并描述到某地的路线
·能够在情景中正确运用句型“—How do you go to…? —By…”询问并回答乘坐某种交通工具去某地
·能够辨认一些常见的交通标志，了解并遵守交通规则
·能够用 be going to句型交流计划，并能使用句型“What are you going to do?”和“When are you going to do it?”提问并作答
·能够听、说、读、写第1~3单元中有关地点、交通方式、交通规则以及计划的单词和词组
·能够在有意义的语境中运用上述单词和词组
·知道英语句子有不同语调，并能用正确的语调朗读不同类型的句子
·知道英语句子中的连读，并能正确连读
·知道多音节单词的重音，并能正确读出单词的重音
2 情感态度价值观
·能够在迷路时主动寻求帮助
·知道英文摇篮曲《Hush Little Baby》
·能够看地图或者听指示找到相应地点方位
·了解交通法规，并能主动遵守交通规则
四、课时安排
第一课时： Page 32 & Page 33
第二课时： Page 34 & Page 35

The first period(第一课时)
Page 32 & Page 33
内容分析
本课是PEP小学英语六年级第一册复习单元。主要学习巩固和拓展第一、二单元的主要知识点。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
·能够理解对话大意
·能够通过学习故事、情景对话复习巩固运用句型“—Where is…? —It’s next to…” 询问并回答地点方位
·能够在情景中运用句型“—How can we get there? —Go straight./Turn left/right at the…”问路并描述去某地的路线
·能够查找方位，能够运用“…must…”和“Don’t…”给他人提建议；能描述一些交通标志的意思
过程与方法
将此部分创设为较为真实的情景，学生们通过完成听、说、读、写等任务，帮助吴一凡找到爷爷奶奶的新家，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
巩固和拓展第一、二单元的主要知识点。
教学难点
能够在交际活动中灵活运用第1~2单元的重点语言知识。
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
75. 录音
76. 游戏
教学过程
Step 1: Warm-up & Lead-in
1. Greetings.
2. Sharp eyes.
Play a short sound of cars and people on the street. (课件出示:一段街道的声音) Let students listen and guess: Where is it? Lead students to say the answer: On the street.
Ask a question: What can you see on the street?
Show a series of pictures about different buildings and traffic signs on the street. (课件出示：学过的建筑物和交通标志的图片) Students try to speak out them one by one.
3. Play a game: To be a traffic policeman.
（游戏说明：一名学生拿着自制的交通灯，并变换交通灯的颜色，其他同学需要根据不同的颜色说出相应的交通规则并做出相应的动作。如：看到绿灯时应该说“Go at a green light.”，全班一起原地踏步代表前进。看到黄灯时应该说“Slow down and stop at a yellow light.”， 全班慢慢地减速停下。看到红灯时应该说：“Stop at a red light.”，全班一起停住脚步。此时老师违反交通规则，引导学生说出句子：“You must stop at a red light./ Don’t go at a red light.”。）
4. Lead-in.
T: I want to go to the science museum in the city. But I don’t know where it is. How can I go to this place?
Lead students to think of different ways to find the science museum. Then lead students to think of different ways to get to the science museum.
Step 2: Presentation
1. Wu Yifan is going to visit his grandparents.
(1)Show the map on page 32. (课件出示：教材P32的地图)
Lead students to find out the differences between Pictures A and Pictures B in the map. Encourage them to express their opinions. Then play the recording of this part. （课件出示：教材P32的音频）
Ask students to find out the key information and circle the right pictures.
Check the answers together. (课件出示：教材P32第一题答案)
(2) Lead students to fill in the blanks according to the right pictures they just circled on the map.
Ask one student to stand up and read his/her answers.
Check the answers together. Ask students to correct the mistakes. (课件出示：教材P32第二题答案)
(3) Show the two questions on page 32.
Simply explain that the first question is the alternative question. We can choose “by bus” or “on foot (walk)” to answer directly. Stress that “walk” and “on foot” are the same kind of transportation. The second question is to ask the time. So ask students to pay attention to the departure time.
Then play the recording of this part again. (出示课件) Ask students to find out the key information and write down the two answers in the book.
Students read the dialogue and check the answers with the teacher. (课件出示：教材P32第三题答案)
(4) Play the recording of this part twice. (出示课件) Ask students to imitate and read after the recording. Pay attention to the tone and the intonation of the characters.
Ask students to practice the dialogue in roles. Invite several groups to act out the story. The best actors can get a paper traffic sign as a reward.

2. A little boy crying on the street.
(1)Show the first picture on page 33. (课件出示:教材P33第一幅图)
Let students try to guess: Why is the little boy crying? What will Wu Yifan and Robin say to him? What will the boy answer them?
Encourage them to speak out their answers.
(2)Show the second and third pictures on page 33. (课件出示：教材P33第二、三幅图) Ask students to predict the content of these two pictures.
Lead students to read the sentences in the part of “These may help you”. Divide students into several groups. Let them talk about the pictures with each other.
Ask one or two groups to stand up. Tell the class their story about the pictures. Make a model:
Wu Yifan and Robin see a little boy crying on the street. He wants to cross the road. But the light is red. Wu Yifan and Robin say, “Stop! Don’t go at a red light.” The boy tells them that he can’t find his mother and he is hungry. Wu Yifan and Robin tell him where he can eat food. Then they use the GPS to help the boy find the police station.
(3) Play the recording of this part. (课件出示：教材P33音频) Ask students to listen and feel about the story.
(4) Play the recording of this part again. (出示课件) Ask students to find out the key information, such as “red light” “police station” “go straight” “turn right at the second crossing” “go straight again” and “next to the supermarket”. Then students complete the sentences in the part of “These may help you”.
Check the answers together. (课件出示：教材P33第一题答案)
(5) Ask students to read the three sentences in the part of “Now listen and tick or cross”. Play the recording of this part for the third time. (出示课件) Ask students to find out the key information, such as “can’t find my mum”, “go to the police station” and “turn right at the second crossing”. Then tick or cross.
Check the answers together. (课件出示：教材P33第二题答案)
Step 3: Practice
1. Read aloud.
Show the key words and sentences in this lesson on the PPT. Ask students to read them together.
2.Play a game： Don’t do what I say.
（游戏说明：老师说指令，学生不能做相应的动作。如：老师说“turn left”时学生可右转或前行，但不能左转；老师说“turn right”时学生可左转或前行，但不能右转；老师说“go straight”时学生可停可转，但不能前行；老师说“stop”时学生可走可转，但不能停。做错的学生会被淘汰出局，其余的学生进入下一轮，直到选出获胜者，奖励贴纸一张。）
3.Play a game： To be the guardians of civilization.
（游戏说明：教师使用PPT呈现一些不文明的交通行为图片，让学生口头用“…must…”“Don’t…”此类句子来提醒他人应该做什么和不能做什么。回答正确的学生奖励自制文明小卫士奖章一枚。）
Step 4: Consolidation & Extension
1. Little guides.
Show a map on the PPT. There’s a man standing in front of the cinema. And there are many other places in the map. Divide students into six groups. Each group chooses one place and makes a dialogue to ask for the directions. The teacher can make a model with one student：
T: I want to go to the bookstore. Where is it?
S1: It’s near the shoe store.
T: How can I get to the bookstore?
S1: Go straight. Turn right at the pet hospital. Then go straight. You can find the bookstore in front of the shoe store.
Ask several groups to stand up and show their dialogues. Each group that does a good job can get a medal.
2. Do a survey.
Show the chart below on the PPT. (课件出示：表格内容）
Students ask and answer the questions in the chart. Fill in the chart according to the answers of their group members. The teacher invites several groups to report the results of the survey. Make a model:
Student A goes to school by bike. He/ She is going to see a film on the weekend.
Each group that does a good job can get a medal.
3. Cultural development.
T: Different countries have different traffic rules. In most countries, people and cars should go on the right. But in some other regions and countries, they should go on the left. Can you say some names of these countries?
Lead students to say the names: the UK, Australia, Singapore, Thailand, Indian, Japan and so on.
T: So can you use “…must…” and “Don’t…” to say the traffic rules in these countries?



Ss: People must walk and drive on the left in Singapore. / People must look right before crossing the road in Hong Kong. / Don’t walk or drive on the right in Japan.
板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1. 在复习前两个单元的知识之前先为学生提供了一个全面而又真实的综合运用语言的机会，先复习巩固所有的重点知识，然后再进入课本的学习。
2. 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。
3. 小组活动较多，培养了学生的小组合作与交流的能力。
4. 学生在听听力之前，先自己猜测，编出故事，有利于学生发挥自己的主观能动性，让学生放飞自己的大脑，大胆想象，有利于学生发散思维的培养。
5. 板书设计清晰明了，重点突出，起到了很好的辅助作用。

The second period（第二课时）
Page 34 & Page 35
内容分析
本课是PEP小学英语六年级第一册复习单元。主要学习巩固和拓展第一至三单元的主要知识点。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
·学生能够在情景中运用句型“—What/Where/When are/is…going(to do…)?
—I’m/He /She is going to…”询问并回答计划的活动、地点和时间
· 能够通过活动归纳总结出be going to 中be与人称的搭配，以及be going to 后面接动词原形的相关知识
·培养学生助人为乐的优秀品质
过程与方法
让学生在练习的过程中整体感知Recycle 1的故事，复述的过程实际上就是对所学知识的一个整合和归纳，让学生有一个语言产出的过程，也让学生有一个自我展示的机会。
情感态度价值观
通过调查活动将前面三个单元的内容全部都融合在一起，避免学习知识的片面性。培养学生助人为乐的优秀品质。
教学重难点
教学重点
巩固和拓展第一至三单元的主要知识点。
教学难点
能够在交际活动中灵活运用前三个单元的重点语言知识。
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
77. 录音
78. 游戏
教学过程
Step 1: Warm-up & Lead-in
1. Greetings.
2. Free talk.
Show the chart below on the PPT. Talk freely about the teacher’s calendar with students.
Lead students to read the chart and guess: Where is the teacher going at different time? Make a model:
T: At 10 o’clock in the morning, I’m going to the supermarket.

S1: At 6 o’clock in the afternoon, you’re going to the cinema.
S2: At 9 o’clock in the evening, you’re going to stay at home.
T： How about your weekend plan? Where are you going? What are you going to do? And when are you going?
Ss：…
3.Role play: Find the missing cat.
Present a map on the PPT. There is a cat on the map. Two students work in a group. One acts the kid who can’t find his/her cat. The other student acts the policeman/policewoman. The kid comes to the police office to ask for help. They can make a dialogue like this:
Kid: Where is my cat?
Policeman: Look! It’s at the hospital. It’s near the post office.
Kid: How can I go to the hospital?
Policeman: You can go straight. Turn left at the post office. It’s near the post office.
Kid: Can I go there on foot?
Policeman: Yes. It’s not far. You can also take the No. 5 bus.
Kid: Thank you very much.
Policeman: You’re welcome.
4.Lead-in.
T: Do you still remember what Wu Yifan is going to do this weekend?
Ss：He is going to visit his grandparents.
T：Do you still remember the little boy on the street?
Ss：Yes. He is crying.
T：Good memory! The little boy is waiting for his mother. Robin is singing a song to him.
Play the song and see what Robin is singing.
Play the recording of the song Hush, little boy. (课件出示：歌曲《Hush, little boy》的音频及歌词) Students listen to the song and feel the rhythm. Ask students to circle the words and the phrases they don’t understand.
Step 2: Presentation
1.Robin is singing a song to the little boy.
(1) Help students understand the words and the phrases they circled in their books, such as hush, if, ring, lost, looking glass, fall down and sweetest. The teacher can use body language and some pictures to help students understand.
(2) Lead students to read the song sentence by sentence. Then the teacher plays the recording of this song again. (出示课件) All students sing the song together after the recording.
Encourage students to add some actions.
(3) Let the boys PK with the girls to sing the song Hush, little boy.
(4) After the PK, ask students to answer the question: In the song, what is Papa going to do?
Ask three students to stand up and read the three sentences.
Check the answers together. Ask students to correct the mistakes.
(5) Ask students to read the song again. And circle the right answers in the book.
Ask two students to stand up and say the two answers.
Check the answers together. (课件出示：教材P34 Read and circle板块的答案)
2. The little boy’s mother is on the phone.
(1) Play a sound of the traffic car. Let students guess: Where is the little boy now? (课件出示：一段警车的声音)
Lead students to answer: He is in the police station.
T：Wu Yifan and Robin take the little boy to the police station. Now, the little boy’s mother is talking with the policeman on the phone. Can you guess what they are talking about?
Lead students to say more possibilities.
(2)Show the map on page 35. (课件出示:教材P35的地图)
T：The little boy’s mother is going to the police station to find her son. Let’s go and see how she can get to the police station.
Lead students to observe the map carefully. Ask them to draw a route to the police station on the map. Then lead students to say the route together in English and write it down briefly at the bottom of the map.
Show the dialogue part on page 35. (课件出示:教材P35的对话) Ask students to fill in the blanks individually.
Ask one or two students to speak out their sentences. Provide some corrections if there are some mistakes.
(3) Check the answers together. (课件出示:教材P35的答案)
Lead students to read the dialogue in pairs.
(4) Ask students to read the dialogue by themselves. And try to finish the exercises in the part of “Read, answer and do”. Encourage students to write down more kinds of transportation.
Ask students to say their answers. The teacher can provide some examples, such as by subway, by train, by plane, by taxi, by bike. (出示课件)
(5) Ask students to pay attention to the intonation of the sentences in the part of “Listen and read aloud”. Lead them to read in the correct intonation. Then play the recording of this part. (出示课件) Ask students to listen and read after the recording.
Ask students to practice reading the dialogue in pairs. Then ask several pairs to read the dialogue loudly. Then check their intonation and give help when necessary.
Step 3: Practice
1. Play a game: Challenge the repeater.
Students challenge the recording of the text in the English book. Ask several students to stand up and read the text. Pay attention to the pronunciation and the intonation. Find out who does the best work. The best student can get a “Gold microphone” medal.
2. Retell the whole story.
Lead students to retell the whole story in Recycle 1. Try to describe all the things happened on the way to Wu Yifan’s grandparents’ new house. In this way to review the key language points from Unit 1 to Unit 3. Encourage students to retell the whole story to the class.
Step 4: Consolidation & Extension
1. Do a survey.
Talk about the plans of students, and ask them to finish the chart. Show the chart.（课件出示：调查活动的表格）
Make a model with one student. Then divide students into several groups. Ask students to ask and answer these questions in groups. And try to finish the chart. If some students in the group have the same plan, they can go to the same place together.
Ask one or two groups to report the results of the survey.
Make a model:
XXX is/XXX and XXX are going to… He/ She is/ They are going to… He/ She is/ They are going to…with… They are going at… They are going there by…/on foot.
2. Evaluation.
Show a proverb to students. Cultivate students’ quality of helping others.
Gifts of roses, hand there are lingering fragrance.

板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
教学反思
1.本课时主要通过听、唱、读和写来对前三个单元所学的知识进行综合的复习和运用。
2.热身活动让学生初步感知本节课所要复习的内容，让学生对要学的内容有所了解，有所期待，提高了他们学习英语的兴趣，也降低了学习的难度。
3.注重课本知识的整体性，加深学生对知识点整体框架的印象。
4.注重学生的语言输出和语言综合运用能力的培养，让学生将所学的知识转化为实实在在的语言运用能力。
5.较好地培养了学生用英语交流的能力，体现了交际语言教学的思想。

Recycle 2
八、 教材分析
本单元的主要学习内容是通过故事、活动等形式复习和巩固第4~6单元的核心词汇及句型
二、学情分析
六年级英语在小学英语教学中起着承上启下的作用，既是五年级的衍生又是初中一年级的铺垫。经过三年的学习，大部分学生对英语仍然保持着浓厚的兴趣，但有少数学生由于遇到困难，学习兴趣可能会开始减退。因此，这个学期在教学中，我应该以学生的发展为宗旨，以培养学生的创新精神和实践能力为重点，面向全体学生，在激发学生兴趣的同时，扎扎实实地从每个学生抓起。六年级的学生学习比较理性。教师在以活动为课堂教学的主要形式的同时，要充分发挥任务性教学在高年级的优化使用，设计丰富多彩的教学活动，有效的教学任务。
同时注意到学生中存在的两极分化，教学内容注意由简到难，循序渐进，在知识的复现中做好及时补差工作。充分培养学生的听说读写能力，尤其要加强识读，拼写的能力。重视阅读能力和写作能力的同步培养。重视英语作为语言的交际功能。
三、教学目标
1 知识与能力
·能够听、说、读、写并在实际情景中运用第4~6单元的核心句型
·能够在情景中运用句型“—What are…’s hobbies? —He / She likes + v-ing.”等简单句来询问和描述某人的喜好
·能够在情景中正确运用句型“—Does he/she…? —Yes, he/she does./No, he/she doesn’t.”询问某人是否做什么
·能够在情景中运用句型“—What does he/she do? —He / She is…”询问并回答某人的职业
·能够在情景中运用句型“Where does he work?”和“How does he go to work?”询问了解某人的工作地点和出行方式
·能够运用句型“How does…feel?”询问某人的情绪并使用表示情绪的形容词来描述情绪
·能够运用句型“You should…”和“Don’t…”安慰他人和提供建议
·能使用句型“What’s wrong?”询问他人状况
·能够听、说、读、写第4~6单元有关业余爱好、职业、情绪的单词或词组
·能够在有意义的语境中运用上述单词或词组
·知道英语句子有不同语调，并能根据正确的语调朗读不同类型的句子
·知道英语句子中有连读、失去爆破，并能正确朗读含有以上现象的句子
·知道句子有重音，并能正确读出句子的重音
2 情感态度价值观
·从不同视角认识职业，明白从事某些职业的基本条件，尊重每种职业，构思自己的职业理想
·了解诚实是最宝贵的品质
·了解英语故事的基本构成要素
四、课时安排
第一课时： Page 66 & Page 67
第二课时： Page 68 & Page 69
The first period(第一课时)
Page 66 & Page 67
内容分析
本课是PEP小学英语六年级起点第一册复习单元。主要学习能够在情景中复习和运用第4~6单元的核心句型。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
·能够通过观察图片，听懂情景对话
·能够在情景中运用句型“—What does he/she do? —He / She is…”询问并回答某人的职业
·能够运用句型“—What are…'s hobbies? —He / She likes + v-ing.”来询问和描述某人的喜好.·能够运用句型“How does…feel?”询问某人的情绪
·能够使用表示情绪的形容词描述情绪
·能够运用句型“You should…”“Don't…”安慰他人和提供建议
·能够使用句型“What's wrong?”询问他人状况
过程与方法
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。
情感态度价值观
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。
教学重难点
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
PPT课件､课文录音等。
教学媒体选择
多媒体，录音。
教学活动
79. 录音
80. 游戏
教学过程
Step 1: Pre-learning
1. Greetings.
2. Brainstorm.
Show some pictures of jobs on the PPT. （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, factory worker, farmer, police officer等） Help students review the words or the phrases of jobs.
3. A guessing game.
The teacher says some sentences to describe the jobs. And students try to guess the jobs.
T：He works at sea. He likes fishing. What does he do?
S1：He's a fisherman.
T：She works in a factory. What does she do?
S2：She's a factory worker.
…
Ask several students to make riddles about jobs. Then say the riddles to the class. The other students try to guess the jobs.
4. Read and do.
Show some words or phrases on the PPT. （课件出示：单词或词组，如：happy, angry, sad, afraid, ill, worried, see a doctor, do more exercise, take a deep breath, wear warm clothes, talk, run, read books, play computer games, sing song等）
Ask students to make facial expressions or do actions while reading the words or the phrases. Help students review the words of the feelings and some activities.
5. I do, you say.
Ask some students to do actions to the class one by one. One student asks, “What's his/her hobby?” The other students try to guess.

Step 2: While-learning
P66
1. Understand the background knowledge.
Students read the background knowledge by themselves first.
Then the teacher introduces the background knowledge.
T：Peter's family are going to visit Ken's family in another town. Peter's father is talking about them.
2. Guess the jobs.
Students work in groups to guess the jobs of Ken's family.
3. Listen and fill in the blanks.
（1）Play the recording. （课件出示：教材P66音频） Students listen to the recording and try to write down their jobs on the lines.
（2）The teacher and students check the answers together. (课件出示：教材P66 第一题答案)
Praise the students who write the answers right.
4. Listen again. Write down the hobbies for the people.
（1）Play the recording again. (课件出示:教材P66音频) Students listen to the recording and try to write down the hobbies for the people on the lines.
（2）The teacher and students check the answers together. (课件出示：教材P66 第二题答案)
Praise the students who write the answers right.
5. Finish the chart.
Show a chart to students. Ask them to fill in the blanks according to the listening text.
6. Talk about Ken's family.
Students work in pairs to talk about Ken's family. Make a model:
T：Ken's father is a farmer. What does his mother do?
S1：She's a factory worker.
T：What's her hobby?
S2：She likes reading.
…
P67
1. Look and talk.
Students read the background knowledge by themselves first.
T：Peter's family are on the bus. What are they doing on the bus? Now let's have a look.
Point to Peter's family on the picture and talk with students.
T：Who is she?
Ss：She's Peter's mother.
T：What is she doing?
Ss：She's reading.
T：How does she feel?
Ss：She feels sad.
…
2. Look and match.
Show the matching task on the PPT. Let students look at the picture in the book carefully and try to finish it.
3. Talk about Peter's family.
Ask students to talk about Peter's family. Make a model：
T：Peter's family are on the bus. What is his cousin doing?
S1：He's running.
T：How does he feel?
S1：He feels happy.
T：How does Peter's aunt feel?
S1：She feels angry.
T：What's wrong?
S1：Because Peter's cousin is running on the moving bus.
T：Yes. It's very dangerous. So what can we say to him?
（Lead students to answer the question.）
S2：You should sit down.
S3：Don't run on a moving bus.
…
Students work in pairs to talk about Peter's family.
4. Talk about the pictures.
Show some pictures on the PPT. （出示课件） Lead students use the sentence structures “You should…/Don't…” to comfort others and give advice to others.
Step 3: Post-learning
1. Peter's puzzle.
（1）Show the puzzle to students. (课件出示：教材P67的字谜)
T：Peter is doing word puzzles on the bus. This is Peter's puzzle. Let's try to do it.
（2）Do the puzzle.
Students do the puzzle by themselves.
（3）Check the answers. (课件出示：教材P67的字谜的答案)
Praise the students who finish it quickly and well.
2. My dream career.
（1）Create a situation.
T：There are many interesting things in our life. What do you like to do? What's your hobby? What do you want to be? Let's make a survey. For example, if you like fishing, you can be a fisherman.
（2）Make a demonstration.
Show a chart to the class. （课件出示：调查表）
Make a demonstration with one student.
T：…, what's your hobby?
S1：I like fishing.
T：What do you want to be?
S1：I want to be a fisherman.
…
Fill in the chart according to the answers of students.
3. Work in groups.
T：Now please work in groups of four. Ask your partners' hobbies and dream career and write down the answers in the chart.
4Make a report.
Ask one student to make a model.
S1：I'm… I like… I want to be a/an…
…likes… He/She wants to be a/an…
Ask several students to try to make a report. The other students listen to them and make evaluations.
板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
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。

The second period(第二课时)
Page 68 & Page 69
内容分析
本课是PEP小学英语六年级第一册复习单元。主要学习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。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
过程与方法
引导学生总结故事的构成要素并根据故事要素复述故事，鼓励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。
情感态度价值观
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。在活动过程中渗透诚信是人宝贵品质的德育教育。
教学重难点
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。
教学媒体选择
多媒体，录音。
教学活动
81. 录音
82. 游戏
教学过程
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.
板书设计

作业设计
完成《核心课堂》/《一本好卷》本节课习题。
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。