Recycle 2优秀教学设计

茶山镇第三小学英语集体备课教案

2018年

3月

Recycle 2 P 68-69 年级:五年级

主备教师

课题

陈燕玲

复备教师

课复习

型

梁蕴瑜何蕾

1. Knowledge Objective: (1) To grasp the words and the target 教

学

目

标

language in Unit 4-Unit 6. (4-skill) (2) Phonics in each unit. 2. Ability Objective: be able to use the sentence patterns to communicate in the daily life. 3. Moral objective: To cultivate the Ss to have a good learning habit.

教

学

重

难

点

教具

Word cards, PPT, DVD 准备

教 学 过 程

二次备课研讨记录：

Step 1: Revision and Lead-in 1.

Free-talk

这节课是复习课，通过课本1. To grasp the words and the target language in Unit 4-Unit 6. 2. To use the target language in the daily communication. 3. Phonics in each unit: th, ng, nk, wh

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T: When is your birthday? S: It’s on April 4th.

内容复习Unit Whose pen is that? S: It’s mine.

4, Unit 5和 What are they / you doing? S: They/We are listening Unit 6三个单to music. 2. Review Unit4 to Unit6 words and sentences. Step 2: Presentation 1.

P68 Let’s play the game “I’m in the picture”. (1) Ask some questions: Where is Mike? What is Mike doing? Which season is it? …

(2) Look at Mike’s photo. Fill in the blanks. Check the answers. 元所学知识。课时设计能依据新课标的教学理念，遵循以学生为中心，以兴趣为支点，

以交际为目的的原则，并结合复习课的特点，将最基本的语言知识融为一体，

通过听、说、读、(3) Pair work: Use your picture to make a new dialogue. 写以及表演，全2. Finish the chart in the exercises books.(

possessive 面地复习了三pronoun) Group work: Whose pen is this?... 3. Read the sentences. Find “friends” for the words in the table. Read the sentences together.

2 个单元的重点知识。

Underline the monogram. Group the words into 4 parts: three, Thursday, south, birthday, think; when, where, what; pink, think, drinking; going, swimming, doing, playing, drinking Step 3: Summary

Let the Ss find out the difference between the present tense and the present progressive tense.

Step 4: Homework Finish the exercises in the book.

Board design: Recycle 2 I usually jump rope in the afternoon. Look! I am jumping rope now.

教后反思：

本课时围绕着“物主代词”和“一般现在时与现在进行试”两种时态的对比展开教学，通过表格和“失物招领”活动让学生更加明了名词性物主代词和形容词性物主代词的用法。同时还设计了运用两种时态来描述图片的环节，加深学生对两种时态意义的理解以及用法的区别，提高学生在实际情境中运用这两种时态进行交际的能力。

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