小学Recycle Mike's happy days教案及反思

教学

材料

分析

本课的教学材料是PEP Book 8 P42 Day 1 A beautiful farm。本单元是总复习单元，总复习单元以Mike参观农场与毕业晚会的主情境来复习学过的语言知识。而本课则是Mike参观农场的第一天。通过Mike在农场的所见所闻，复习相关的语言知识。复习有关冠词a, an, some与名词的搭配；通过给不同组别的单词命名，思考相关的更多的词汇来学会如何给单词归类。

教学

设计

说明

对于六年级毕业班的学生来说，复习课仅仅围绕单词的学习显然无法满足学生对于语言知识的巩固以及对于语言技能培养的需要。六年级的学生有强烈的自主学习意识，他们也有一定的合作意识，并愿意竞争。为此教师通过Mike参观农场为主线来创设情境：To be a good farmer，设计了四组不同层次不同形式的活动。通过任务的逐一完成，从听、说、读、写各个方面来训练学生的语言技能，并在过程中做到词不离句，句不离篇，注重学生获取信息、处理信息和传达信息，最终达到复习检验学生旧知，培养学生自主学习、合作学习的能力。

教学

内容

确定

P42为本课主要学习内容，通过创设To be a good farmer把P42教材内容巧妙融于各个task中，并根据上一个单元的主题，结合学情，创编有关农场Then and now的语篇。培养学生获取信息的能力。

教学

目标

定位

1.  Knowledge objectives

1) The students are able to use the article words a, an, some correctly.

2)The students are able to name the groups of words, add more words to the group and think one more word group.

2. Ability objectives

The students are able to say out what they can see on the farm, tell the names of the farm animals, fruits and vegetables.

The students are able to find out the changes on the farm.

3. Affective objectives

The students can know hard working makes life better.

教学

重点

难点

Main points: The students can use a/an/some correctly, students can group the words, name it, add more words and think one more word group.

Difficult points: The students can get the information by reading the passage individual and reading together.

板书

设计

教学设计

教学

步骤

教师活动

学生活动

建议说明

Step one: Warming up

1.Free talk

T: Who's that boy? Say something about him.

2. Enjoy a cartoon

T: Mike likes watching cartoons. What's this cartoon about? Please watch it carefully.

According to the pictures showed on the PPT, have Ss talk about it.

S1: He's Mike. He's from Canada. He likes reading...

Ss: The cartoon is about a farm...

通过有关Mike信息的图片的呈现调动学生相关的回忆，并为本课的学习创设了情境。今天的教学将与Mike有关。

通过一首有趣的农场卡通歌谣的播放，不仅营造了一个轻松快乐的学习环境，也为本课拉开序幕。 

Step two: Presentation

and revision

To be a good farmer Task one

1.Present the Farm

2.Review a, an, some and try to use them correctly.

3.Review the names of farm animals, fruits and vegetables.

1.Present Old Macdonald's Farm

① Show some pictures of the farm.

T: Mike is really interested about the farm. So he wants to go there.

②Show a letter and present the whole task.

Try to be a good farmer.

T: Mike received a letter from old Macdonald. What's on the letter?

2.Present Task 1

①Task 1: Visit the farm

T: Mike visited the farm. What can you see on the farm? Please open your book to page 42. Discuss in pairs.

②Have any volunteers show the answers.

③Have students spell the words egg, pear and apples, teacher writes them on the board.

T: What's this on the table?

T: How do you spell egg?

④Have students use a, an, some to fill in the blanks.

Have any volunteers come to the front write a, an, some on the right bubbles.

T: He can use a, an, some correctly. What about you? Can you use them? Take out your task paper, firstly read the grammar tips then finish Task 1 by yourself.

⑤ Check the answer.

T: You did a very good job. Pay attention to the big letter A. Because it is the first word of a sentence. We should use the big letter a.

⑥ Wrap it up

Have students understand the difference between a and an.

3.Present 2 games

① Game one: Whack-a-Mole

What does the mole want to eat?

Give a word card to students who describe the picture correctly.

② Game two: Animals in a barn

T: Can you tell the names of the animals that live in this barn by the few letters showing through the window?

Ss: Wow. It's a beautiful farm.

Ss read the letter.

Ss: Dear visitors...

Open the book, look and say.

S1: I can see...

S2: I can see...

Ss: It's an egg.

Ss: e-g-g

Ss: It's a pear.

Ss: p-e-a-r

Ss: a-p-p-l-e-s

S1 writes down a, an, some on the right places.

Ss read the tips first then finish the task.

Ss read the passage when they finish the task.

Have any volunteers read the passage and let the others check the answer.

Have students look and say "It wants to eat a/an/some..."

S1: It wants to eat...

Have students point to the picture and say: I think this is... or I think there is...

通过情境的创设，呈现本课的主任务--To be a good farmer. 一开场就使学生明确本次学习的重点是各项任务的完成。

通过教材中的图片，引导学生讨论农场之所见。复习相关的词汇。

学生喜欢玩猜的游戏，能注意力集中。

检验学生的拼写

复习有关可数名词前a, an, some的用法。

教师把教材中的习题一中的例词转换成一个简短的语篇，让学生通过阅读语篇来填写a, an, some，不仅复习巩固了相关语言知识，更丰富了学生的语言输入。在语篇中学习英语，在语篇中感知语言。语篇设计时还关注学生的书写习惯，比如句子开头的单词首字母要大写。

通过再次的提炼，使学生加深理解并掌握a, an, some的用法。

六年级的学生同样喜欢游戏，在游戏中复习有关水果、蔬菜、动物的名称，同时注意词句的结合，使游戏与操练，复习与激趣巧妙融合。奖励给学生的词卡将会为后面的活动打下伏笔。

Step three:

To be a good farmer Task 2 Then and now

1. Present task two.

2. Get information.

3. Show the changes.

1. Present Task 2

T: Take out your task paper, listen and finish task 2.

T: What was the farm like 20 years ago? Was it big?

What happened 20 years later?

2. Present group work and finish the tasks

Divide class into 4 groups, each group can choose one part. Try to find farm changes.

When Ss do the tasks, teacher checks students' activities and provide possible assistance.

3. Show time

Have any volunteers show their different part about the farm.

Have the others check the answers or listen and know more information about the farm.

Teacher asks 2 questions about the changes.

T: How many people are there in the family?

T: How many different places are there on the farm?

4. Then and now

Show PPT about then and now, asks students what make it happen.

T: Hard working makes life better.

Have students finish task 2.

Ss: No, it was small.

Ss in different group have different things to do.

Ss read the form with their desk mates, try to make a short report about farm fruits.

Ss read the passage with their desk mates, choose the right words and write.

Then read the passage together.

Ss look and read the passage, choose the right phrases and stick. Then read the passage together.

S1: We have a happy life here. The farm is very big. We can buy things from farmers'...

S2: Hello, everyone. I'm Mr. Macdonald.  My dad Old Macdonald is a farmer. He does farm work every day.

S3: It's rainy and warm in spring. We have...

S4: Visitors love our farm. Because there is so much fun on the farm.

They can watch some animal shows like pig race...

复习课中听力的检测必不可少，把听力练习与情境创设融为一体，培养学生听的能力与读的能力。

4组有关农场变化的任务，从内容上看不仅涉及到农场场所、农场水果、家庭成员与职业还有农活等；在形式上看有阅读选择填空、看图选词组粘贴，还有看表格中所提供的信息口语表达等，使学生的

语言输入量大增。为后面的大量词汇的输出打下基础。

通过同桌合作一起完成小组指定语篇，培养了学生的合作意识。

学生呈现小组合作的成果，相同大组的成员检验各自的正误，不同大组由于信息差的存在，听取他人的汇报十分感兴趣。在汇报前，教师根据语篇内容适当地进行提问，更促进了学生带着问题思考的能力。

通过过去与现在的比较，进行恰当的情感渗透。

Step four:

To be a good farmer Task 3

1. Present task 3 farm work I can do

T: Look at him, he is a farmer. He is a driver, too. He's going to the farmers' market. Would you please help him put things on the right place?

T: Why they are in the same group?

2. Group the word cards and name it.

Have students put the other cards on the board, group the cards and name the group.

3. Finish task 3

Teacher check students activities and find more different word groups.

4. Show time

Have students look at their cards they have, stick them on the board.

Ss: Because they are all fruit.

Ss put the cards on the board.

Ss finish task 3 by themselves.

S1: Look, I have...

通过情境的创设，任务的描述，学生根据自己手中词卡的内容，把词卡贴在相应的位置。

通过这个环节，提升学生单词归类的能力。并为后面放手让学生自己为单词归类、命名和思考其他的组别提供帮助。

学生独立完成练习三，培养学生自主学习能力。

Step five: Consolidation and extension

1. Review what we have learned today.

T: Today, Mike visited the farm...

2. Write a short message.

T: Mike is happy, because he becomes a good farmer now.

He received a message from Wu Yifan.

Have students write a short message about the farm.

3. Have any volunteers show the message.

After writing, have any volunteers show the message.

Ss write down a short message

S1: The farm is big and nice. I love it so much...

根据今天在农场的所见所闻与所思，写不超过4句话的短信。

写话训练检验学生本次学习的所得，培养学生写的能力。

Homework

1. T: What happened to Mike in the following days?

To be continued.

2. Homework

1）Group more words and name the groups.

2）Visit a farm on the weekend.

结合本课所学布置合理的作业。