Useful expressions教学创新设计

人教版《英语》五年级上册Recycle 2 Period 1

Super Robin 一、教学背景

1．教材分析

本课选自人教版五年级上册Recycle2的第一课时。本课时内容是书本第66和67两页。其中，第66页教材由三道习题构成。以Robin想和小朋友们一起去Nature Park为由给Miss White打电话为开始，设计了两个听力练习，再加一个“What else can Robin do?

”这道书写题。主要复习第四单元“What can… do? … can…”句型以及动词短语。第67页教材以park为情景，以公园地图的缺失为主线，Robin帮忙小朋友们完成地图为主要内容。结合了第五、六单元“There is…/There are…”以及存在句的一般疑问句“Is there…? /Are there…?”相关句型，融合了第五单元的方位介词以及第六单元的名词等来展开复习。让学生在完整的、连贯的语言情境中复习核心词汇和句型。

2．学情分析

五年级上册的学生经过两年的英语学习，已经掌握了一定的学习方法。到Recycle 2课时的时候，学生已经积累了前六单元的核心词汇和句型，因此教学时，可着重引导学生回顾和整合旧知，最后进行整体输出。通过两年多的学习，学生已掌握了一些简单的英语学习方法，能够听懂简单的英语音频，乐于在生活中解决实际问题。教师可以利用学生的这个特点，在词汇复习方面，把自主权交给学生；在听力复习方面，重在引导；在输出方面，以实际生活为导向，使学生“学以致用”。

二、教学目标

1．交际能力目标：

（1）能在语境中复习核心短语“cook, play kung fu, play the pipa, sing English songs…/ beside, in front of…/ village, building, tree…”和句型

“What can… do? … can…”，“

There is…/There are…”“Is there…? /Are there…?”并能熟练运用。

（2）综合运用本课已学知识完成本课的听录音完成判断和回答问题、写一写Robin能做的事情、读一读完成地图、小组合作完成Nature Park的对话及四人小组进一步了解其他公园等任务。

2．思维认知目标：

（1）在学习过程中，培养观察图片、预测事情发展的能力；在听力过程中，掌握听关

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键句、抓关键词的技巧；并在听力后，用关键句输出校对。提升语言推理及运用层次的认知能力。

（2）能够在语境中，结合对话提示完成地图，提高知识运用层次的认知能力。

（3）学生能够通过教师给予的提示对所学知识进行归纳总结，从而提高理解与分析层面的认知能力。

3．社会文化目标：

（1）能够开展“合作学习”活动，开展自主和合作校对习题、复习核心句型、编对话进行表演，乐于与他人积极交流合作，共同进步。

（2）能够认识到每人都有很多能力，但要发挥好自己特长，尽量做一个对别人有帮助的人。

三、教学重难点

1．教学重点：

在新的语境中较为自如地整理和运用已学句型“What can… do? … can…”，“

There is…/There are…”“Is there…? /Are there…?”

并在此基础上进行提升。

2．教学难点：

学生能在课堂复习之中整理、归纳和熟练运用“cook, play kung fu, play the pipa, sing English songs…/ beside, in front of…/ village, building, tree…”等单词及词组和句型“What can… do? … can…”，“

There is…/There are…”“Is there…? /Are there…?”来谈论自己感兴趣的公园等。

四、教学准备

多媒体课件

五、教学过程

Step 1: Warming up and Revision ( 4 mins )

Activity 1：Enjoy a song! ( 1 mins )

Students are asked to enjoy a song and sing together!

【设计说明】学生唱歌曲，做动作。调动了良好的学习气氛，为本节课的学习热身。同时歌曲复习了What can you do? I can...句式。

Activity 2: Let’s say! ( 3 mins )

A.

Free talk! T: What can you do?

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Ss: I can... 【设计说明】承接上一环节，从歌曲中得来问题，师生对话。

B. Read and do!

【设计说明】先出示图片，再出示动词短语。激活旧知，学生利用思维导图复习动词短语的同时也进一步掌握What can you do?这个句子的结构。最后“What can Robin do?”引出下一环节。

Step 2: Revision and practice.

( 18 mins )

Activity 1：Listen and practice. (6 mins )

A.

Listen and tick or cross.

T: Can Robin sing? Ss: Yes, he can. Students are asked to check the answers in pair.

【设计说明】教师先校对第一张图片，用“Can Robin...? Yes, he can./ No, he can’t.”来复习对话进行校对，做示范。请学生小组活动，自行校对。再对每张图片请一组学生校对。学生校对完后，会用一句话来描述图片，如Robin can sing and dance. Robin can’t swim.等。

T: From the picture, we know that Robin can cook eggs. Can he cook noodles? B. Listen again and answer the questions.

T: When you are listening, try to catch the key sentences.

Students share the answers.

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S1: Yes, he can.

T: How do you know?

S1: Robin says he can cook beef noodles and make vegetable salad.

S2: No, he can’t.

T：Why?

S2: Because he is a robot.

T: Which sentence tells you?

S3: Miss White says they’ll meet at 8 o’clock in the morning then.

【设计说明】在听力时抓关键句，这是听力技巧。教师追问，学生回答，这是学生能力语言能力的进一步提升。课文三个问题简单，但加上了追问

“How do you know? Why?...”等。学生带着问题听，校对时回答关键句，活动的设计突显层次，注重学生能力的培养。

C. Guess and write. T: What else can Robin do? Can you guess? Ss: Robin can... 【设计说明】学生边回答，教师边用思维导图写板书。Robin can...

Enjoy a video about Robin. I’m Super Robin. I’m a Robot. I can do many things.

I can read. I can read fast. I can play football. Shoot! Yeah! I can even fly! Fly to the sky! T: From the video, we know Robin can read. Robin can play football. ...

Please choose two sentences you like to write down. 【设计说明】视频展示了一个Super Robin。同时该视频也可作为一个校对的材料，看完视频后，教师在板书的思维导图上对学生之前的猜测打钩。学生挑选自己喜欢的两点写两句话。学生猜测——找答案——校对——书写，一步一步做下来，扎实、有效。

T: Robin can fly. He can fly to the sky and see the whole nature park. Let’s see what happens. Zhang Peng: The map is not clear. Sarah: Where should we go? Robin: Let me help you!

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Activity 2：Read and practice. ( 6mins )

A. Read and find. T: With the help of their talking, let’s finish the map together.

T: Are there any lakes in the nature park? Ss: Yes, there are two.

Students are asked to raise the questions using

“Are there...? Is there...?”

T: Now you have two lakes, a restaurant and a village in your hands. 【设计说明】四人小组完成地图。请一组在黑板上做示范。第一步，四人阅读，找出地图缺失的图标。校对时，用上“Are there...? Is there...?”在语境中巧妙地复习了本课的关键句。

B. Read and stick.

Work in group of four. One reads, three stick. Finish the map together.

After finishing the map, three students talk about the map. Look! There are two lakes in the forest. Look! There is a restaurant in front of the hill. Look! There are two lakes in the forest. 【设计说明】四人小组完成地图。第二步，学生分工。一人阅读，三人根据文本内容贴图标。校对的时候，学生能够根据地图内容用“There is…和There are…”进行复述。实现了语言的有效输出。

C. Listen and imitate. Students are asked to pay attention to the rising tone.

【设计说明】听音模仿，学生着重练习一般疑问句中的升调。

Activity 3：Talk and make a new dialogue. ( 6 mins )

A. Let’s talk!

T: We’ve finished the map yet. What can you do around/in/... the lakes?

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Ss: I can ... T: What can you do in/near...the restaurant? Ss: I can... T: What can you do in/near...the village? Ss: I can... 【设计说明】学生先讲可以在地图所指示的图标旁能做什么，为编对话作铺垫。滚动句式“What can …do? I can…”

B. Let’s make a new dialogue.

【设计说明】四人一组对话，基于本课in the nature park的场景，运用本课的重点句式“Is there...? Are there...? What can..do?”。进一步巩固了本课的语言知识。 Step 3: Extension and Summarization. ( 12 mins ) T: Robin knows so many things. Because he has... Ss: Robin has GPS!!

Activity 1: Go to three funny parks. ( 10 mins )

A.

Enjoy three funny parks. Wu Yifan: Hi, Robin. You have GPS, you’re so great! I want to go to a funny park, do you have any ideas?

【设计说明】以Wu Yifan

的话为引子，引出下面三个有趣的公园。

Hi! This is Fruit Park. There are some strawberry houses. There is a banana bridge. You can fly in the hami melon plane. It’s so interesting. Welcome to Fruit Park! Hello! This is Snack Park. There are many candy trees. There is a chocolate house. You can swim in the

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milk lake. You can eat lollipop rain. So cool! Welcome to snack park!

This is Magic Park. There are many magic balls.

There is a magic castle. You can talk with Harry potter. You can fly to the Disneyland. So amazing! Welcome to Magic Park!

【设计说明】以宣传片的形式，初步介绍这三个有趣的公园。声行并茂地吸引学生的眼球，同时为下一环节做示范。

B.

Let’s say.

T: Which park do you want to go? Ss: I want to go to the …park. T: What do you want to know about the park? Ss: ...

【设计说明】引导学生输出语言表达自己的想法。用上What’s in the park? Are there...? Is there...? Can I...? 等句式。

C.

Let’s talk.

Which park do you like to go? Choose one and ask Robin for help. Work in group of four.

【设计说明】学生四人一小组选择自己感兴趣的公园说一说。在调动学生兴趣以及复习了旧知的基础上进行语言大输出，语言由简到难，层层递进，逐步叠加。

Activity 2: Summarize the knowledge learned in this class. (2 mins ) A. Review. T: You did a very good job in the class. Let’s review what we learned. Part 1: Robin can do many things. He can go to the park with the children.

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Part 2: Robin can fly. He can help the children finish the map. Part 3: Robin has GPS. He can search the other funny parks.

【设计说明】先出示图片，学生再根据图片信息以及在老师的带领下回顾本课的知识板块。使调理更清晰，学生也掌握了复习课的整理知识的方法。

B. Give a title. T: After learning, what do you think of Robin? Ss: Robin is cool. Robin is super！... T: Let’s give a title to today’s lesson.

Super Robin! 【设计说明】梳理本课的主线，点名主题。Robin is super. Super Robin! C. Everyone has many abilities. Try your best to be useful to the people around.六、作业布置

1.

Read the dialogue in P67 twice. 2. Choose one park and talk about it in four. 七、板书设计

【设计说明】本节课的语言知识点用板书呈现，有利于学生对知识的框架进行进一步掌握，并且学生也学会了整理知识的方法。

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附课文内容：

（本节课教学设计者：

陈欣欣）

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附学生任务单：

Group work: Which park do you like to go? Choose one and ask Robin for help.

四人一小组选择一个你感兴趣的公园说一说。

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