Recycle 2第一课时教学设计

Instructional Design----Submitted by: 华山小学

俞海芬

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PEPBook3 Recycle2 p66~67 知识目标：

1.学生能够理解故事大意，能用正确的语音、语调朗读并表演故事。

2.学生能够通过学习故事和做练习（听音标号）复习4~6单元所学习的词汇和句型。

3.学生能够通过做练习（听音写单词）复习巩固字母组合a-e, i-e, o-e, u-e, -e的发音规律。

能力目标：

1.学生能在真实的语境中互相表达圣诞祝福并进行故事表演。

2.能根据字母组合的a-e, i-e, o-e, u-e, -e的发音规律写出正确的单词。

情感态度、学习策略、文化意识目标：

乐于感知并积极尝试用英语，对西方国家过圣诞节的习俗有了一定的了解。

重点：

1.能够通过故事复习4~6单元所学习的词汇和句型。

2.复习巩固字母组合a-e, i-e, o-e, u-e, -e的发音规律。

难点：通过会话表演活动培养学生在实际情境中运用对话的能力。理解Santa, turkey, sleigh的意思。

PPT，卡片

教学目标

重点难点

课前准备

教

学

过

程

步骤

教师行为

学生行为

Ss: Good morning! Miss Wang. Thank you.

设计意图

通过师生日常生活用语的问答，自然地营造了英语语言氛围，使学生很快地进入到英语语言学习的情境中来。

Warm up Step1 Greetings and lead in

T：Good morning! Boys and girls.

Sit down, please.

Step2 Meet Santa T: Today, I have a new friend. Who is he? Can you read and guess? 1. He is old and strong. 2. He is very friendly. 3. He has a big bag. T: Yes, he is Father Christmas. And we also call him Santa. T: What’s this?（雪橇）

It’s a sleigh. T: Today is December 24th.

通过猜新朋友的环节

自然地引出了圣诞老

人，不仅让学生在复习

了以前学过的形容词，Ss learn to say “Father 还对圣诞老人有了一Christmas” . 定的了解，知道他是在

平安夜晚上乘着驯鹿

给小朋友送礼物。

Ss learn to say

“Santa”. 我们通常把Father

Christmas还叫做Ss: Sleigh. Santa. 解决了”Read

aloud”

中的新单词

It’s Christmas Eve.

People always say “Merry Christmas” to each other. Santa is going to give many

gifts to children. Father Christmas和练习一、练习二中的新单词Santa.

雪橇的学习融入了圣诞元素，也解决了练习二中Can I use your sleigh新单词sleigh。

Ss:It’s Mike’s house.

Hello Mike, Merry Christmas.

Ss: I can see six. Ss: Living room, kitchen, study, bedroom, bathroom.

Ss: They are in the living room.

Ss: No.1 is living room. No.2 is kitchen. No.3 is study. No.4 is parents’ bedroom. No.5 is Mike’s bedroom,.

主线一：祝Mike圣诞快乐。

圣诞老人乘着驯鹿到来的场景自然地引出Mike’s house. 激发他们参与学习活动。学会表达圣诞祝福：Merry Christmas.

通过问学生看到几个房间和圣诞老人会去哪个房间给房间标号，自然地复习了U4中房间名称Living room, kitchen, study, bedroom, bathroom.

圣诞老人和小精灵从烟囱中爬进去送礼物的场景激起了学生对圣诞文化浓厚的兴趣。

Presentation Step1: Merry Christmas to and practice Mike. T: Look, here he is. Whose house is this? What does Santa say?

T: Look at Mike’s house, how many rooms can you see? What are they?

T: It’s late now. Mike and his parents are sleeping.

Santa and the elf are standing near the chimney. Which room are they going to? Look carefully. Where are they now?

T: Yes, They are in the living room. So No.1 is living room.

T: What other rooms are they going to? Let’s listen and number the rooms. T: Let’s check the answers. Step2: Merry Christmas to the little girl. ①meet the girl

T: Santa is very busy. After going to Mike’s house. He is still on his way to other houses. 主线二：祝小女孩圣诞快乐。

激发他们参与学习活动。学会表达圣诞祝福：Merry Christmas.

Suddenly, he meets a little girl. What does Santa say?

T: What does the little girl say?

T: Santa says if you can finish two challenges, you can use my sleigh.

T: Challenge 1. Read the words quickly.

T: Challenge 2: Look, listen and write. Then let’s check the answer.

T: The little girl has finished two challenges, so she can use Santa’s sleigh.

Let’s go Santa.

Ss: Hello, little girl.

Merry Christmas.

Ss:Merry Christmas.

Can I use your sleigh,

Santa?

挑战一：快速说出单词

Ss: use, late, bike, 挑战二：看一看，听一home, me, nice. 听并且写一写。

复习巩固了字母组合a-e, i-e, o-e, u-e, -e的发音规律。

挑战一的快速说单词为挑战二听音写单词做了铺垫。

Step3:Merry Christmas to

everyone.

①T: Today is Dec. 25th. Mike

and his friends are going to

have a Christmas dinner in

Mike’s home.

T: What does Mike say? Ss:Merry Christmas,

everyone.

②T:What are they talking

about?

Let’s listen and answer.

1.Who is Father Christmas?

Ss:He is Mike’s father. 2.What's Mike's mother's job?

She is a nurse.

T: Let’s read after the tape. Ss read together and

Read together. fill in the blanks. T: Fill in the blanks.

③T: It’s 6:00 in the evening. Ss: Learn the chant: It’s time for Christmas dinner. What’s for dinner?

主线三：

祝每个人都圣诞快乐。

让学生带着问题看短视频。从文中找寻线索，让学生学会有目的的从文中捕捉信息。加深了学生们对文本细节的把握。并复习了句型：What's____ job?来询问某人的职业。

听录音逐句跟读时可以逐步培养学生的语音语调，为以后读文章打基础。

通过自编童谣，朗朗上口的旋律复习了表示

What’s for dinner?

Let’s have a chant.

First, please listen to me. Now, read after me. Now, let’s chant together.

④T: Look! Christmas dinner's ready.

What's for dinner? Let’s watch the short video.

T: What’s this?

It’s a turkey. In western countries, people often eat turkey on Thanks giving day and Christmas Day.

T: I have two questions for you.

What would Chen Jie like? She would like some _____. What would John like? ______________________.

T: Let’s read after the tape.

Read together. What’s for dinner? Fish and salad. Yummy, yummy, yummy.

What would you like? What would you like? I’d like some beef.

How about you? Would you like juice? Would you like milk? Dinner is ready. Help yourself.

Ss: Juice, bread, beef, salad....

Ss: It’s a turkey. Ss learn some cultures about western countries.

Ss: She would like some turkey. He would like some juice.

Ss:Read after the tape.

Read together. 食物的单词和句型：What’s for dinner?

What would you like? Would you like milk? Dinner is ready. Help yourself.

紧接着由chant中的What’s for dinner?

引出了圣诞晚餐中吃的食物。复习了以前学过的食物单词juice, bread, beef, salad....,并自然地引出新单词turkey.

教师再抛出两个细致的问题，让学生从文中找寻线索，加深了学生们对文本细节的把握。

What would Chen Jie like? 和What would John like? 这两个问题的答句设置梯度，提高学生回答问题的准确度。

听录音逐句跟读时可以逐步培养学生的语音语调，为以后读文章打基础。

最后拓展活动表演对话，引发学生主动探ConsolidatiRole-play

on and T: Can you act this dialogue?

Ss: Act the dialogue.

extension 5 students a group. Please try to act by yourselves.

T: You guys did a very good job. I have a gift for you. Look, what’s this? Yes, it’s a Christmas tree. I wish you a merry Christmas and a happy new year.

Ss: It’s a Christmas tree.

究，激发他们参与学习活动。

Homework 1.Listen to the tape and read Ss: Write down the 适当的课后作业可以the dialogue of P66 loudly homework. 加深对知识的记忆，巩and fluently. 固所学。

2. Act this dialogue with your friends.