Recycle 2教学设计第一课时

PEP三年级小学英语上册Recycle2 Read aloud教学设计

内 容

Recycle2 Read aloud

第 1 课时

课型：复习

1.复习四到六单元重点词汇及句式。

教学目标

2.能听懂并运用句型Look at your face. I like it.Can I have some bread, please? OK, wait a minute. Go away. 3.能理解并表演故事。

1.

复习四到六单元关键句型，能在图片或情景的帮助下灵活运用。

教学重点

2.

理解故事情节并演绎。

教学难点

1.

掌握并运用句型OK, wait a minute. 2.

理解故事情节并演绎。

Step 1. Warm-up 1.

Greeting: T: Good morning, boys and girls. Nice to see you. Ss: Nice to see you, too. 2.

Let’s sing: Old MacDonald

Ss:clap hands and touch shoulders. 3.

Let’s talk:

T: There are some animals here. What’s this/ that?

Ss: It’s a/ an ____. (fox, cat, duck, bear,monkey, tiger, elephant) Step 2. Presentation and practice

1.

Look and say: T: There is an animal, too. Look, it’s a bird. And it’s very cute.

T: Look at the leg. I like it. (板书，review “like”) Ss: Look at the foot. I like it.( review: body, head, face, eyes) 2.

Learn the sentence: OK, wait a minute. T: The bird says: I’m hungry. So let’s feed it. Ss: Have some juice. T: No, thanks. (review: cake, fish, rice, bread) Ss: Have some juice. T: Yes or no? Let’s listen.

Can I have some bread, please? 课前相关图片、头饰、多媒体课件

准备

设计意图

通过歌曲活跃气氛，复习部分已学动物相关单词，同时为下文做好铺垫。

根据学生情况关注学生单词的发音，同时通过小鸟破蛋而出的图片激发学生的学习兴趣。

老师通过表演引导学生说出hungry这个单词，同时复习已学知识，进而引

OK, wait a minute.(板书) 3.

pair work:

Can I have ______?

OK, wait a minute. 4.

Listen and choose: 出新的句型。通过Pair work 运用已学语言，鼓励学生开口说，大声说。

T: There is a story about cat and birds. The story is about the cat 教师先解读问题，and the birds. Before listening, let’s see these two questions: 然后让学生带着问what’s his name? Does the cat eat the bird? Ss: Choose the answer. T: Check the answer. 5.

Learn the sentence: Go away! T: Do you know why the cat doesn’t eat the bird? Let’s see.

(板书: Hey cat! Go away!) Ss: Read it and act it out. 6.let’s talk ①

Listen and imitate. ②

Role play: act it out. Step4. Extension 1.

Let’s think and choose: T: If

mother isn’t coming, what will happen? They will be friends or the cat will eat the bird. Ss: The cat will eat the bird. 2.

Let’s read: T: Mother is strong, and she can protect the bird. As we know, a mother’s love is great. A mother’s love is like a circle. It has no beginning and no ending. T: Do you love your mother? How much do you love her?

Let’s love our mothers as much as they love us. Ss: Love our mothers as much as they love us. Step5. Homework 1.Tell your parents the story.

2.Tell others what you got from this story.

3.Do something for your mum.

题观看视频。通过有目的的听、看，提高学生提取信息的能力，同时帮助学生理解故事大概。

角色扮演环节让学生戴上头套，融入角色进行表演。从模仿到表演，这有利于提高学生对语言本身的理解力和表现力。

Recycle 2

( Read aloud)

Look at _______. I like it.

Can I have some bread, please? OK, wait a minute.

Hey cat! Go away!

板书设计

本课时从一首关于动物的歌曲入手，既能活跃课堂气氛又能复习第四单元与动物相关词汇，同时为下文做好了铺垫。在歌曲播放的同时，一边鼓掌一边做动作，是我认为学生开始共同进入课堂很好的方式。在接下来的部分从动物这个大群体过渡到单独的一只鸟，复习身体部位引入句式: look at _________. I like it.然后从观察鸟的外表到关注小鸟，从“Let’s feed it. ”开始复习第五单元重点句型Have some_____.并引入新句：OK, wait a minute. 紧接着就是对该句型的操练。在对文本的处理时，先提出问题，再听，意在培养孩子提取信息的能力，这也是对他们阅读理解的一种引导。戴上头套进行表演是他们最喜欢的环节了，也将整个课堂推向高潮。最后，是情感的渗透，引导孩子们思考，妈妈的付出，妈妈的课后反思

伟大，进而呼吁：Love our mothers as much as they love us.

本课教学是借班上课，少了相互之间的熟悉，一开始并没有带动起整体的氛围。坦白说，从这节课中，我意识到，作为一个两年内的新教师，自身的不足太多，经验太少。以前我总是选择性地去思考，一节好课的设计，一节好课的亮点，而忽略了细节。以后，我会去观察，其他老师是如何将自己的想法落实到课中，观察他们对细节的处理，对学生的反馈还有那些细微之处。想听听他们的每一句话，每一个问题，想看看每一个手势、每一个眼神。在以后的教学中我希望我的教学是带着我个人思想的，是经过认真思考的，不仅仅是在课件，板书这两个载体，更重要的是语言，这类带有温度、情感的表达方式。