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視頻標簽：crying boy
所屬欄目：小學英語優質課視頻
視頻課題：人教版PEP六年級上冊復習單元第二課時（33頁）Recycle 1 period 2 Help the crying boy安徽省優課
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人教版PEP六年級上冊復習單元第二課時（33頁）Recycle 1 period 2 Help the crying boy安徽省優課
Recycle 1 period 2 <Help the crying boy>教學設計
一、教材分析
本課為人教版PEP（三起）六年級上冊復習單元第二課時（33頁），主要情景是第32頁故事的延續，內容是吳一凡和Robin制止了正要闖紅燈過馬路的小男孩，結果發現小男孩迷了路。吳一凡帶小男孩去吃東西，并打算帶他去附近的警察局尋求幫助。本部分主要訓練學生看圖猜測對話，聽錄音驗證自己的預測等方面的學習技能，涵蓋了前面兩個單元的知識，同時鞏固了學生對交通法規知識的掌握與表達。
二、學情分析
學生通過前三個單元的學習，已能運用句型問路并描述到某地的路線，能詢問并回答乘坐某種交通工具去某地，也能夠辨認一些常見的交通標志，了解并遵守交通規則。此單元該課時的內容即是通過聽力練習的方式對前面學習內容的復習與鞏固。
三、教學目標 I.Knowledge Aims:
1. Students will be able to review and use the words and phrases : turn left、 turn right、go straight、police station...
2. Students will be able to review and use the traffic rules in the context. 3. Students will be able to find the way to the place.
4. Students will be able to use the sentence pattern: “...must...” and “Don’t...” to give suggestions to others. II. Ability Aims:
1. Students will be able to look at the picture and predict the dialogue. 2. Students will be able to listen and verify their predicting through listening.
3. Students listening comprehensive abilities will be enhanced through listening and finishing the task. III. Emotional Aim:
Students will set up the idea of helping others.
四．教學重難點： Key points:
1. Students will be able to review and use the key words、phrases and traffic rules in the context.
2. Students will be able to finish the listening tasks. Difficult points:
1 .How to predict the dialogue between the main characters through looking at the pictures.
2. How to retell and act this story out.
五．教學過程： I. Warm-up:
1. Greeting to students and talk about how do they come to school today? 2. Play the game: Sharp eyes
Show the pictures of traffic ways and guide students to say it as quickly as they can.
（設計意圖：與學生打招呼、玩火眼精金游戲并談論今天來學校的交通方式，在談話、游戲中對第二單元學習的交通方式詞匯進行復習與回顧）
3. Show the GPS map and guide students to guese “how do the teacher come to shcool?”
4. Show the traffic lights and ask students to say the traffic rules. 5. Show the traffic signs and ask studetns to say what does these traffic signs mean.
6. Play the game to consolidate their expressions of traffic rules and traffic signs.
（設計意圖：呈現衛星地圖引導學生猜測老師用何種交通方式來學校，為下面交通規則以及交通標志的復習做鋪墊；呈現紅綠燈以及交通標志復習、通過游戲來鞏固學生對交通規則及標志的表達） 7. Presensentence to output the safety concept.
（設計意圖：呈現教育語句輸出交通安全觀念，為下面的聽力教學埋下伏筆）
II. Pre-listening:
1. Present the pictures of Wu Yifan and Robin. Guide students to guess “ Where are they going today?”
2. Show the picture of crying boy and broadcast the crying sound. Guide students to guess “Why does the boy crying?”
（設計意圖：呈現主人公并引導學生猜測故事發生情景，引入主題） 3. Show picture one in the book and guide students to answer these quesitons:
(1) What colour is the traffic light? (2) What is the boy going to do? (3) What is Wu Yifan saying?
（設計意圖：呈現文本第一幅圖，由教師帶著學生一起猜測，激活學生已有知識儲備，培養預測能力，并為下面的pair work做師范） 4. Guide students to do the pair work:
Look at the picture 2、picture 3 and guess what are they saying. Show some sentences for students to be a support.
（設計意圖：引導學生看圖并從中捕捉一些可從中獲得的信息，同時預測大概涉及什么內容，并根據支架語句預測對話內容，培養學生聽前看圖預測的表達與思維能力） III. While-listening:
1.Broadcast the listening contents and guide students to do the tick or cross task.
(設計意圖：第一次整體聽，讓學生帶著判斷問題去聽聽力材料，培養學生在聽力過程中捕捉關鍵信息的能力）
5. (1) Check the first sentence and ask students: “What is Wu Yifan saying?”
(2) Broadcast Wu Yifan’s word and guide students to vertify their guessing and role-read the dialogue between Wu Yifan and the boy. (設計意圖：帶學生判斷第一句的正誤，并播放聽力材料引導學生驗證前面的猜測，通過角色朗讀輸入語句并體驗人物情感）
6. (1) Cover part of the picture and guide students to talk about the conditon of the boy.
(3) Guide students to check the second sentence and role-read Wu Yifan’s word.
（設計意圖：遮蓋圖畫部分內容引導學生猜測并感受小男孩的狀態，引出地點：restaurant;與學生一起核對第二句的正誤并組織學生朗讀語句，輸入語句并體驗人物情感）
7. (1)Show the picture of the main characters and ask students the question: “How does the boy feel now?”. Broadcast the voice to check his feeling.
(2) Ask students the question：“Where are they going?” to lead in the police station.
（設計意圖：出示主要人物的圖片并提出人物狀態相關的問題，二聽聽力片段驗證問題答案并通過問題引出地點：police station。為下面
聽力問題的開展做鋪墊）
8. (1) Broadcast the listening contents to check the third sentence. (2)Broadcast the listening contents to choose the right way to the police station.
(3) Guide students to walk the way to the police station.
(設計意圖：二聽聽力片段核對第三句的正誤。設計了選擇路線的練習使得聽力訓練變得有梯度，最后通過動作輸出路線詞句) Iv. Post-listening 1. Retell the story.
(設計意圖：在板書的配合下復述故事，輸出語句與主要詞匯，同時回顧主體內容，培養復述能力）
2. Guide students to guess “what does the police ask the boy in the police station?”
(設計意圖：引導學生預測警察的問題，培養學生的思維品質） 3. Group work: Make a new dialogue and act it out.
(設計意圖：在小組內根據語言支架創編對話并表演出來，培養學生思維品質的同時在真實語境中輸出語句，是學生綜合能力的體現。學生根據挑戰難度給于星級評價，考慮到了不同層次學生的水平，實現了分層教學理念） 4. Output the emtion concept:
Talk about what do you think of Wu Yifan and Robin and output the emotion concept : To be helpful, to be happy.
（設計意圖：通過評論主人公輸出本課的情感理念：幫助別人，快樂自己）
V. Summary and homework: 1. Sum up together 2. Homework:
Review the meaning of traffic signs on the book.
Search and understand the meaning of other traffic signs on the Internet. Choose the pictures of this story and act it out.
(設計意圖：通過分層作業的設計，能夠滿足不同層次學生的學習需求，既有較為簡單的聽讀作業，也有開闊視野的上網查信息作業和激發思維的續寫故事，表演，真正做到以人為本，面向全體學生。)
VI. Blackboard Design:
Recycle 2
cross the road Stop! Don’t go at the red light. hungry the restaurant find mum Let’s go to the police station police station go straight turn right go straight
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