Recycle 1说课稿【一等奖】

Recycle 1

教案

✪知识目标:

1.词汇:复习以下各类单词:

国家名:the UK, Canada, the USA, China

人称代词:he, she

家庭成员:grandfather (grandpa), grandmother (grandma), father (dad) , mother (mum), brother, sister

形容词:thin, fat, tall, short, long, small, big

其他:teacher, student, pupil, man, woman

2. 句型结构:复习询问他人籍贯或国籍的句型及其答语: Where are you from? I’m from... / He’s from...

复习询问远处陌生人的句型及其答语:Who’s that man/woman? He’s / She’s my... Is he/ she your...? No, he/ she isn’t.

复习描述动物特征的句型: It is (so)... / It has...

3. 字母与语音:复习元音字母a,e, i在单词中的短音发音/æ/ /e/ / ɪ /。

✪能力目标

1. 能够运用1—3单元所学词汇和句型介绍自己,家人以及朋友的籍贯或国籍等

2. 能够运用1—3单元的词汇与句型询问和回答他人国籍或籍贯

3. 能够运用1—3单元的词汇和句型描述动物的特征

✪情感态度、学习策略、文化意识目标

1. 能够掌握复习、梳理和归纳的学习方法,注意发现所学语言规律,并能够将规律举一反三地运用、表达

2. 在教师的引领下,逐步养成自主学习的习惯

教学重难点

✪教学重点

1. 能够复习、归纳1—3单元的重点词汇,并在表达中正确运用

2. 能够在真实情境中使用1—3单元中的重点句型来询问和回答他人国籍或籍贯,来介绍家人,来描述动物的特征。

✪教学难点

1. 能够正确使用所学的词汇和句型进行自由的交流和表达

2. 能够掌握复习、梳理和归纳的学习方法,注意发现所学的语言规律,并能够将规律举一反三地运用

教学方法

情景创设法、游戏教学法、多媒体辅助教学法、TPR(全身运动反应法)。

教学过程

✪Step 1 Warm up

1. 播放第一单元B歌曲Boy and girl。学生跟唱或表演唱。

设计意图:三个单元的重点句式都与介绍有关,所以以这首I am a boy and you are a girl. Do you want to be my friend?为内容的歌曲热身,以便更流畅、完整地呈现本课的教学活动。

✪Step 2 Lead in

1.展示课文中一个人物的图卡,将其贴在黑板上,作为思维导图的中心主题。讨论这个人物,形成思维导图的几大分支。

Teacher:Look at this picture. Is this a boy or a girl? Yes, she is a girl. (板书: girl)What’s her name? Yes, her name is Chen Jie. (板书:name Chie Jie) Where is she from? Yes, she is from China. (板书:country China)What does she look like? Yes, she has long hair. She has big eyes. (板书:looking long hair big eyes) We know so many thing about Chen Jie.

Teacher: Look at the blackboard. Let’s introduce Chen Jie.

设计意图:在谈论中自然引出思维导图,形成中心主题及二级子中心。然后请学生观察思维导图,以思维导图中列出来的项为提示,使学过的句式来介绍Amy,在这样的活动中,使学生初步感受思维导图在总结、归纳知识方面的作用。

✪Step 3 Presentation

1. 出示课文中的一幅图片,猜猜他们在做什么。引导学生认识陈洁的新朋友。

Teacher: Now look at this picture. Can you see Chen Jie? Who else can you see? Who are they? Guess. Are they Chen Jie’s friends?

设计意图:引导学生通过观察图片来收集信息,预测对话内容,并在预测的过程中使用重点句式及词汇进行交流。

2. 播放课文录音或视频,学生倾听或观看,来找出新出现的两个人物的身份。

Teacher: Now, listen/watch. Please find who they are.

Teacher: Who can answer? Who is the boy? Who is the girl?

设计意图:带着问题听课文录音,培养和提高学生抓住关键词句听懂对话的能力。

Step 4 Practice

1.播放课文录音。学生跟读课文。

Teacher: Boys and girls, let’s read the dialogue after the tape. Please listen carefully, read carefully.

2. 出示John的图片,请学生根据思维导图的模式来找出其关键信息。

Teacher:Who’s this? Is this a b oy or a girl? Where is he from? What does he look like? What does he like?

3. 自由读课文,分角色朗读课文。

Teacher:Read the story freely. Then let’s read it in roles. 4.展示以John为中心话题的思维导图,请学生来介绍John。

Teacher:Look at this mind map of John. Please introduce John according to it.

设计意图:使用思维导图帮助学生组织语言,梳理学习过的句式,以正确、完整地做好人物介绍。

5. 请学生为自己的好朋友做一份思维导图,先同组讨论,确定中心主题及子中心主题,再以思维导图为依据,向同学介绍自己的好朋友。

Teacher:It’s your turn to introduce your friend. Do it in groups. First, ask and answer questions. Make a mind map for your friend. Then introduce your friend according to the mind map.

Step 5 Summary

播放节奏感较强的律动音乐,学生伴着音乐来学唱下边的韵句: Look at that boy, look at that boy.

Who is he? Who is he?

He’s my friend. He’s my friend.

Where is he from? Where is he from?

He’s from Canada. He’s from Canada.

He is tall. He is tall.

We are friends. We are friends.

设计意图:以充满动感的音乐来激发学生参与韵句活动的热情。在韵句中重现一至三单元所有重点句式,起到总结和再现的作用。

课堂作业

一、将下列词汇正确分类。

UK brother thin tall mother China teacher sister pupil grandfather big fat student father Canada USA

1.

______________________________________________________ _____

2.____________________________________________________ _____

3.____________________________________________________ _____

4.____________________________________________________ _____

二、为下列句子选出正确的回应语。

( ) 1. Where are you from?

A. I’m Amy. B. I’m from the UK. ( ) 2. This is my friend, John.

A. Nice to meet you. B. I’m from China. ( ) 3. Who’s that boy?

A. He is tall. B. He’s my brother. ( ) 4. Is she your mother?

A. Yes, she is a teacher. B. No, she isn’t. ( ) 5. Who’s that woman?

A. She’s my teacher. B. Yes, she is.