Recycle 2ppt配套教案板书设计

四上Recycle 2复习课教学设计

东莞外国语学校

朱风美

教学内容

新版PEP四年级上册RECYCLE 2

新版PEP四年级上册RECYCLE 2复习课教学设计

授课教师：朱风美

东莞外国语学校

教

材：新版PEP 课

型：词汇句型复习课

年

级：四年级

上课时长：30分钟

一、教学设计整体思路

这是一节综合了已经学习过的三个单元词汇句型的复习课。本课采用情境教学法和任务型教学法，借助刚刚过去的圣诞节创设贴近生活实际的情境，设计贴近真实的任务和活动，用真实的话题激发学生的学习兴趣和愿望，通过看图观察、猜测、信息沟、学生互动问答、1

四上Recycle 2复习课教学设计

东莞外国语学校

朱风美

根据实际情况思考选择等活动，让学生在活动和任务中使用已经学习过的词汇和句型，实现“用英语做事情”的目标，巩固旧知，同时在过程中有扩展与话题相关的词汇和句型，培养学生的思维能力，引导学生联系实际以及为他人考虑。

二、教学目标

1.

语言知识和语言技能目标：在听、说、读的过程中，通过多个任务与同伴合作获取信息、处理信息、判断信息，在完成任务的过程中复习谈论家庭成员、工作和房间的词汇以及复习询问家庭成员关系、职业和所在房间的句型，培养学生的观察、猜测和推断能力。

复习词汇：

关于family：dad, mum, uncle, aunt, baby brother, cousin, grandma, grandpa; 关于job：

basketball player, student, doctor, nurse, PE teacher, driver, cook;同时适当地进行拓展，为课堂最后的写作部分做铺垫。

关于home房间：study, bedroom, living room, kitchen, bathroom. 复习句型：

询问家庭成员数量：How many people are there in your family? There are nine people in my family.

谈论家人关系：Is this John’s dad? Yes, he is. / No, he isn’t. 谈论家人工作：What’s his job? He’s a basketball player. 谈论家人所在房间：Where’s John? He’s in the living room. 2.

学习策略目标：通过导图、观察猜测、同伴互助问答、小组讨论等方式激活思维，巩固已学知识。

3.

情感态度目标：通过谈论家庭成员和家人的职业，增强学生对家人的认识和了解。

4.

跨文化交际目标：通过圣诞节的主题绘本贯穿整节课的教学内容和评价内容，让学生对西方盛大节日圣诞节的文化有所认识，培养跨文化交际意识。

三、教学重难点

1.

教学重点：复习关于家庭成员、工作和房间的词汇与询问谈论的句型。

2.

教学难点：根据职业工作来选择礼物以及选择原因的拓展部分是本课的难点。

四、教学辅具

多媒体课件、视频文件、学生worksheet、圣诞树以及装饰品

五、教学过程

Step 1 Warm-up and lead in 1. Listen and sing to the song “Happy New Year” and lead into the festivals.

2. Show the cover and the first two pages of the hand-made picture book “Santa Comes to Visit!” and talk about what people do on Christmas. T: We know that the new year is coming. Let’s sing the song for the new year. T: There are many festivals every year. Do you know what my favorite festival is? It is Christmas! Because Santa comes to visit and give us gifts on Christmas. T: Today we are going to read a book about Santa’s visit. (Show the cover.)Santa comes to visit. Where does Santa visit? T: (Show Page 1.)Santa comes to visit John’s house. What do John’s family do on 2

四上Recycle 2复习课教学设计

东莞外国语学校

朱风美

Christmas? T: (Show Page 2.) Read the book and ask: How many people are there in John’s family?

Ss: There are nine people!

T: What do they do on Christmas? 【设计意图】小学阶段学生多爱活泼的歌曲歌谣，结合实际生活中即将到来的公历新年、寒假，通过朗朗上口的新年歌曲进行破冰、激发学生融入后续学习的兴趣。同时用自制圣诞绘本引出John一家人过圣诞节，复习通常圣诞节人们通常会做的事情，为后面的教学创设真实的情境，同时培养学生的跨文化意识。在此部分介绍课堂评价方式——装饰小组圣诞树。

Step 2 To help Sana know John’s family members 1.

Show the family tree of John’s family and ask students to help Santa get to know John’s family members. T: Santa comes to visit John’s house.

He wants to know John’s families. He needs your help. T: This is John’s family tree. But, look! The family tree is dirty. Santa cann’t see some of the pictures. Please talk with your partners to guess who is John’s dad and mum, who is John’s uncle and aunt.

(Make an example.) Point and ask. Is this John’ mum? Yes, she is. / No, she isn’t.

2.

Ask students to finish the family tree. 【设计意图】在刚才创设的Santa comes to visit John’s family的情境中，教师展示四张照片缺失的family tree，并把这四张照片做成puzzles，引发学生的兴趣，让学生同桌之间用目标语言进行对话猜测完成family tree图片配对。接着让学生根据John’

family tree的照片填写相应的单词，复习关于家庭成员的目标词汇。

Step 3 To help Sana know where John’s family members are. 1.

Show pictures of Santa and the misty picture of John’s house. T: Thank you for your help. Now I want to give them the gifts. But where are they? T: Look at the picture of John’s house. How many rooms are there in John’s house? S: There are five rooms in John’s house. T: What are the five rooms? Please listen and tell.

(Play the audios of the descriptions of the rooms.) The teacher asks students to tell and show the rooms with parts covered.

2. Show John’s house with his family members inside. Ask students to talk in pairs about where John’s family members are.

--Where’s John’s cousin?

--He’s in the study. 【设计意图】通过把图片雾化模糊化以及盖住部分关键信息，让学生产生信息差，教师针对信息差进行提问，激发学生的兴趣和好奇心。播放关于房间简短描述的录音，通过语篇的听并获取信息复习关于房间的词汇。再通过图片同桌间的问答复习目标语言3

四上Recycle 2复习课教学设计

东莞外国语学校

朱风美

句子。

Step 4 To help Santa know the jobs of John’s family members. 1.

(Show Page 4 of the handmade picture book.) Santa has a lot of gifts. What are John’s families’ jobs? Santa wants to know. Can you help Santa?

2.

Share eyes: Show descriptions about jobs of John’s families and ask students to read and tell the jobs.

e.g. What’s his job? John’s uncle likes cooking very much. Students may say “He’s a cook.”

3. Read the passage and fill in the blanks.

T: Thanks for your help. Finally Santa can give the gifts to John’s families.

What gifts does Santa give to John’s families?

Please read and fill in the blanks. 【设计意图】通过自制圣诞主题绘本创设真实情境，请求学生帮助圣诞老人去了解John家人的职业来选择合适的礼物。通过字幕式呈现关于工作的描述，让学生整体阅读并猜测工作的词汇来复习职业的词汇和谈论工作的句型。最后通过篇章阅读，关注本课目标词汇句型的整体应用，让学生选词填空，为后续的写作输出做铺垫。

Step 5 To help Santa know about your family members. (Pretend the voice of Santa.) Ho! Ho! Ho! You did a great job. Thank you for your help. Now I would like to visit your house. Can you tell me about your house and your family members?

Show two examples. Ask students to draw one room of their houses and one family member, and then ask them to introduce the picture. e.g. My dad and my dog are in the living room. My dad is a doctor. 【设计意图】在圣诞老人到家里送礼物的情境中，扮演圣诞老人的声音，感谢学生们的帮助，并且通过创设圣诞老人要去学生家里拜访送礼物的情境，让学生画家里的一个房间的图和一位家庭成员，并且介绍这个房间和该名家庭成员的职业。本部分为本复习课的拓展部分，综合运用了本复习课的关键词汇和句型，考察学生综合运用语言的能力。

Step 6 Homework Level 1

Draw one room and write 2-3 sentences. Level 2

Draw rooms in your house and write 5-6 sentences. 【设计意图】教师将作业分层，课上创设的情境课后仍然可以延续同时，让学生在课上复习巩固，课后综合运用本节课的语言。

4

四上Recycle 2复习课教学设计

东莞外国语学校

朱风美

板书设计

Santa Comes to Visit! 1.Is this John’s _______?

Yes, he/she is.

/

No, he/she isn’t. 2.What’s his/her job?

He/She’s a _______. 3.Where’s ________? He’s in the __________.

Decorate the Christmas trees!

教学反思

本课亮点

1.

本课借着即将到来的公历新年和寒假引出假期，并且使用自编绘本创设真实的圣诞老人到访的情境，以此为主线，把本课需要复习的目标词汇和语言串联起来，形成一个整体。

本课复习的目标词汇和语言随着绘本的故事开展层层递进，脉络清晰明确。

本课的课堂评价与自创绘本和教学内容相呼应，可以很好地调动学生的积极性。

本课注重语言的整体输入与输出，注重语言的整体性。

本课努力地设置不同的信息沟，尝试让学生在相对真实的情境中应用英语而非机械操练。

本课仍需要思考的点

本课虽然很努力地设置信息沟，但是如何可以让学生在更接近真实生活得情境中应2.

3.

4.

5.

1.

用目标语言，还需进一步思考和探索。

2.

关于询问某人在哪里的对话练习，需要思考如何可以更加地真实自然。

3.

本课练习设计的梯度也许可以尝试更加明显，让学生感觉更有挑战性。

4.

作业的分层设计需要根据学生的不同水平进行调整，也许梯度可以更加明显。

5