Recycle 1ppt配套教案和课堂实录

Recycle 1教学设计

教学目标

1.能够在交际活动中熟练运用前三单元的重点语言知识，

如turn right, turn left, go straight 等表达问路指路的短语、They are going on foot/ by bus.等表示出行方式的语句。

2.能够听懂、理解本课两篇对话,并完成相关听、说、读、与练习。

3. 能通过看图识图、推测等方式发展理性思维解决问题的能力。

4 在对话交流中使学生养成用英语交流的习惯，培养良好的语音语调和语感。

重点难点

重点: 学生能听懂本课两篇对话内容，并完成相关习题，达到对前三单元知识的巩固。

难点:能在交际活动中灵话地运用1-3单元的重点语言知识。

教学准备

多媒体课件、录音机、磁带、导学案

教学设计

Step 1

Warming up & Revision 1.Warming up Let’s sing a song together.(师生共同演唱第三单元歌曲What are you going to do?教师将歌词做以下改编。) What are you going to do this weekend?

Hooray ! I’m going to see a film! Hooray!

Hooray! When weekend comes, I'll take a trip. When weekend comes, I’ll go to the market. What are you going to do? 2.Free talk(师生自由交流): T :Do you like weekends? SS:Yes! T.I like weekends,too. Because I can do a lot of things. And this weekend I'm going to see a film. What about you? What are you going to do this weekend? Where are you going? Can you tell me? 学生可以利用Unit 3My weekend plan 中所学内容，并结合自身实际，在真实情景中自然地进行语言的输出。

T:Your weekend plans are so wonderful. Do you know where Wu Yifan is going? 活动设计意图:歌曲导入，活跃课堂气氛。本歌曲歌词内容又帮助学生复习巩固了Unit3 My weekend plan中所学内容，同时又非常自然地过渡引出本课话题

Step2

Presentation. 1．Robin’s birthday is coming. Wu Yifan is going to buy him lots of gifts. (1)

R: Where are you going? W: I’m going to the bookstore.

I’m going to buy you a postcard.

教师让学生用comic book, dictionary, word book代替postcard去操练。

(2)

W: I’m going to buy you a looking glass. R: Wow. 教师课件出示looking glass. (3)

W: I’m going to buy you a little bird/ring. R: That sounds great! 教师课件出示ring. 2. After buying gifts, Wu Yifan is going to visit his grandparents. 教师展示Wu Yifan 和Robin 的图片并介绍。

T: Look! Wu Yifan is going to visit his grandparents whohave just moved to a new house.And here is a map to find the new house. Can you help Yifan to find his grandparents' new house? SS:OK! (在教师创设的情境下学生非常自然地接受了学习的任务。) (1)Look and say.出示本部分地图,让学生仔细观察并用所学语言介绍每一个箭头的含义。帮助学生回忆词组:turn left, turn right, go straight。

(2)Listen and circle.在初步识图的基础上播放录音，让学生圈出正确的路标箭头。再次播放录音，帮助学生核对答案。

(3 )Look at these pictures and fill in the blanks.让学生将箭头所代表的短语写在横线上。

First _____ ______. Then ______ ______. At the traffic lights_______ _______. (在学生们写出正确答案后，教师积极评价:You are so great.With your help, Wu Yifan can find his grandparents' new house. (4)Listen again and answer.再次播放录音，请学生仔细听并回答以下问题: Are they going by bus or on foot? When are they going? 在学生说出正确答案后，教师请学生2 人一组练习这两组问答,达到巩固语言的目的。

活动设计意图:在学习本部分内容时，教师创设了较真实的情境进行任务驱动:学生通过识别地图信息帮助WuYifan找到爷爷奶奶的新家，极大地激发了学生的学习兴趣，帮助他们树立自信心并养成助人为乐的良好品质。同时通过听、说、读、写活动训练学生的综合语言运用能力。

3.Yifan and Robin see a little boy crying on the street, (1)Look at the pictures and guess. T:On the way to grandma and grandpa’s home, Yifan and Robin see a little boy crying on the street. Now look at the pictures and guess. Why is the boy crying? Where will Yifan and Robin take the boy? How can they get there? (教师将全班分成若干小组，每个小组3-4人，让学生小组内进行讨论，并根据

本小组猜测的内容画出简易地图，以拓展学生思维，激发学习兴趣。) （2）Listen and tick or cross.播放录音，让学生仔细听并判断正误，教师核对答案，并对回答正确的学生给予以表扬。

(

)1.The boy can’t find his dog. (

)2.They are going to the police station. (

)3.They should turn right at the crossing. (3)出示听力材料，学生按小组操练对话，并进行表演。师生共同评价，选出表演最优秀的小组。

活动设计意图:小组合作完成学习活动，在真实的交际情境，让语言学习回归生活，让学生灵活运用所学语言交流。学生在活动中情绪高涨，将课堂氛围推向高潮。同时，学生需要开动脑筋,大胆运用英语问答，在活动中，充分体现了小组成员合作的团队精神，培养英语素养。

4.The little boy is waiting for his mother, Robin is singing a song to him. 教师语言过渡: Now Robin is singig a song to the boy. Let’s enjoy the song and see what Robin is singing. (1)

先请学生自读歌词，教师指导学生学习hush, lost, fall down, sweetest等生词，使学生能正确掌握读音。

(2)

教师播放歌曲，采用整体感知，逐句跟唱的方式指导学生学习演唱此歌曲。在学生基本掌握后，进行男女生演唱比赛，比一比谁唱得更好。

(3)

Read and answer. 仔细读歌词，回答问题。

In the song, what is Papa going to do? (4)

Read and circle. 要求学生再次读歌词，选出下列问题在的正确答案。

Who is the song for? A.

For a sad kid.

B. For a happy kid. What is the meaning of “hush”? A. Be nice.

B. Be quiet. 活动设计意图：本环节主要学习一首歌曲，学生通过听唱、竞赛等方式能较好地演唱此歌曲。此外，在本环节中还将歌曲的歌词作为一篇阅读材料，训练学生获取信息，处理信息的能力，提高他们的英语阅读技能。

5. The little boy's mother is on the phone. ( 1)教师语言过渡: Yifan and Robin take the boy to the police station .Now the little boy's mother is talking with the policeman on the phone Let's see what they are saying. (2)Look at the map and fill in the blanks.教师指导学生细观察图片，并将对话补充完整。

(3) Read,answer and da 指导学生小组合作，完成以下内容

How can the boy's mother go to the police station.

Circle the words for transportation(交通方式). What other kinds do you know? Write them down. (4)Listenand read aloud.播放录音、模仿跟读本部分内容

(5)Read and act 教师组织学生熟读、组内操练并表演该对话。

活动设计意图:本部分内容为小男孩妈妈与警察之间的对话，学生通过看图补全对话，回顾前三单元How can I get there? right/left. Go straight. by bus/on foot 等重点语言知识，同时训练学生识图读图的能力。此外第二个任务要求学生回顾所有有关交通方式的词组，提高他们对知识的归纳总结能力。此外，通过演一演，提升学生的语言综合运用能力，并增强对英语学习的兴趣。

Step3 Consolidation Ask students to retell the story.

指导学生将Wu Yifan 去拜访爷爷奶奶路上所发生的事用英语介绍一遍。

活动设计意图:通过故事复述的形式可以培养学生的理解能力，并且经过思考，组织语言，产出语言的过程又是学生思维和语言生成的过程。以故事复述形式就Recycle 1内容进行操练，给学生充分的自我展示和用英语交流的机会。

Step4 Homework Finish the relevant workbook exercises.

完成课堂检测中的相关习题。

板书设计：

Recycle What are you going to do this weekend? I’m going to...... How can I get there? You can come on foot. 回顾总结: 将歌曲演唱、阅读语篇、对话练习等方式有机整合到课堂中,使学生通过多种渠道复习操练1- 3单元的重点语言知识，达到良好的巩固和运用目的。同时在活动中采用自主学习和合作学习相结合的方式,培养学生用英语与他人沟通的能力。