Recycle 2优秀教学设计范文

Recycle 2

教学设计

一．[设计理念] The Designing Ideas of Teaching

本单元是属于总结和运用的教学单元。教学内容是总结了四——六单元的知识和句型，围绕两条，一是有关家务劳动的活动，二是有关房屋的位置以及房间乃至物品摆放的方向。

利用这些几乎是学生天天接触的内容来展开话题，用英语来完成各种学习活动等任务，在培养孩子们的英语学习和运用兴趣以及英语思维能力的同时，以熟悉的学校和家庭生活为背景，进行英语语言操练，让任务真实化，使学习生活化，让他们在实践中激发自我能力，激发学习兴趣，使其为寻求并实现自我价值而努力；另一方面，让他们在了解生态环境的基础上，培养热爱大自然、热爱生活的心绪，学会保护环境，为营造和谐的家园去努力，因而确立自己的学习目标。要鼓励、激发学生积极运用所学的英语进行交际，获取更多信息，为进一步学习打下基础，完成了“质与量，识与能，学与用，情与境”核心的融合，升华。

二．[教学目标] 1．本单元内容分析Analysis of this unit

1..要求灵活运用“There be”句型描述房屋，小村庄和公园的场所；重点训练There be句型的一般疑问句形式的询问、回答。

2. 巩固情态动词can的使用，重点训练

“I

can…I’m helpful,”为完成课堂教学真实任务，学习运用语言进行交际，从而提高运用英语语言的能力，且通过课文的阅读理解和复述培养，掌握知识，提高会话能力。

3.句型的综合运用是这个单元的重难点，其中有There be句型/…can…/

Where’s…? It’s…./How many…?等。

4. 以兴趣为支点，以交际为目的，拓展教学宽度，帮助学生学习运用英语看图说话，并合作互动、交流评价，最终达到完成语言真实任务，形成了话题、语言、功能、结构、任务和评价的有机结合。

2．学情对象分析

学习需要分析：由于此单元是复习单元，重点在于运用和巩固4、5、6单元的知识点，学生能在书中新的环境中操练学习，然而需有扩充环境，防止局限不能满足，可添加一些新颖的，可激发学生兴趣

的图片，具体、形象的教学材料，以及有意义的真实任务引导学习，有条件可以让学生主动搜集信息，借此过程运用语言交际。

学***分析：本单元是前三个单元的复习和巩固，又是总结和拓展，学生已经能够听、说、读、写一些课本要求掌握的四会单词及句子；能够运用一些如:What can you do? I can…. Can you…? Yes,I can./ No,I can’t./ There is a…? There are many…等简单的对话交际和表演；但运用英语作为思维语言进行大段描述，连续形容的能力还没有很好地形成，真实运用的方法和能力欠缺，需要培养和总结。

3. 教学目标制定

1）基本目标Basic goals:

（1）Ss can read the new words and sentences in ‘let’s read

’ and ‘Read and write’ ‘Let’s play’ , then can answer the questions from ‘Let’s play’

（2）To be able to listen, speak, read and write the new words in ‘Let’s learn

’ and ‘Read and write” from unit4 to unit6. (3) Can act the chant out and make an ad for a house , then can describe that ad. (4) Can understand and practice the dialogue from ‘Pair work’.

2）能力目标Skill goals：

( 1 )Can read and listen the new words from unit4 to unit6 and can read the important sentences in every part. ( 2 )Can listen and describe the activities about the housework.

( 3 )Can use the sentences ‘There is…/There are…’ to describe a

house ,

the nature park and a village , and so on. ( 4 )Can use different prepositions to describe a place and locations. ( 5 )Can listen, speak, read and write the sentences:

Is there…Yes, there is. /No, there isn’t./Are there…Yes, there are./No, there aren’t. ( 6 )Can sing the song ‘We Can Help Our Plant’

3）情感目标Emotion goals （1）培养孩子们的英语学习和运用兴趣以及英语思维能力。

（2）熟悉的学校和家庭生活为背景，进行英语语言操练，让任务真实化，使学习生活化, 大篇幅的复述文章有易于提高记忆力。

(3)了解生态环境的基础上，培养热爱大自然

热爱生活的心绪，学会保护环境。

(4)通过情景语言的教学，帮助建立个人的学习目标，鼓励、激发学生积极运用所学的英语进行交际，体会这一获取更多信息的好方法，为进一步学习打下基础。

三．[课时安排]（3课时）

Period 1

Let’s chant

Let’s read

Pair work

（由季节chant引话题，做铺垫，

let’s read 中做听力和阅读训练，pair work拓展口语交际，）

Period 2

Listen and choose

Let’s sing

Let’s play （listen and choose口语交际，呈现重点句型，let’s sing 升华情感语言表达，let’s play在游戏中拓展句型，体现语言的实用性）

Period 3

Read and write

Task time

（Read and write通过听、看、读和说来学习综合运用语言，Task time 动手动脑，团结合作，真实任务，操作性强。）

第

一

课

时 The first period

[教学内容分析] Reading and speaking

1．To be able to listen, speak and read the words about twelve months. 2. To be able to listen, speak and read these words: young, funny, kind. 3. To be able to listen, speak, read the sentences from ‘Let’s read’ And can use them freely to talk about someone. 4. To be able to listen and speak the dialogue in ‘Pair work’ .

[教学准备]

Tape and record，CAI，board，textbooks. [教学流程与设计意图]

Teaching Procedures Step 1: Pre -task Look and review the words 〈1〉教师出示四幅关于winter, spring，autumn, summer的图片。

T:What season is it in picture 1/ 2/ 3/ 4? Ss: Winter/ Spring/ Autumn/ Summer. 教师将四个词Winter

Spring Autumn

Summer写到黑板上

〈2〉教师出示12个月的单词卡片。并请学生来读，复习关于月份的单词。

[设计意图] 通过这个练习有效复习与有关的词汇，不仅为学生学习和运用相关句型打下了基础，也活跃了课堂气氛。

2. Free talk and lead in

〈1〉师生互动问答，引起话题。

T: Which month are there in spring?

S1:March to May.

T: Which month are there in winter?

S2:December to February

T: Which month are there in autumn?

S3:September to Noveber

T: Which month are there

in summer?

S4: June to August 。

〈2〉接下来和学生们谈谈这些季节。

T：Which festival is in Jan. and Feb? / What’s the weather like in October./What do you do in August?/... [设计意图] 复习与chant相关的句型.目的是让学生运用英语说说自己喜欢做的活动和喜欢的季节，既为下面的课文呈现做铺垫。

Step2:

While-task

3. Presentation

1)

教师介绍自己的喜好和原因。

T: I like four season, too.In winter ,there are many festivals.;Spring is widy,so I can fly the kites;Summer is hot but sunny everyday;And there are many beautiful flowers in autumn.Right?Now, do you like them ? Ss:Yes, I do.

2)

教师向学生布置任务,let’s chant的学习。

在前面讨论的基础上，利用录音机或多媒体设备范读，练习听力后，让学生进行跟读，朗读，表演。

T: Let’s listen to our chant. It’s about our beautiful season .

T: Today we will talk about the 4 seasons in a chant. Open your book , page 82, look at ‘Let’s chant’.

Ss: OK! [设计意图] 和学生谈论关于季节特点和对不同季节的喜好，因为有共同点，更易拉近师生的亲近关系，快速进入主题，使学生对课文产生兴趣，听到课文后引起共鸣，也降低听力难度。

4. Practice 1)教师利用录音机播放录音，并利用暂停段开语句，让学生跟读。

(The teacher can play the tape as many times as necessary.) 2)播放全部录音，只要求学生听，而不跟读，反复两次后让学生齐读一次。（listen and repeat about 2 or 3 times .）

3)让学生自己读chant 后，试着给全班表演表演，可以自编一些配合动作。（If they can, get them try to recite, and act it out by body language.）

[设计意图] 通过听、读、背诵以及表演练习本节活动的任务，总体复习月份，季节和活动短语的英语表达方式。

5. 阅读练习。

1）看图说话Show the second picture from ‘Let’s read’.(有红叶的第二幅图) T: What season is it now?

Ss: Autumn. T: How do you know?What colour are the leaves?（借红、黄叶

提醒是秋天）

2）

老师指图片中树上的房子与学生问答。

T：On this big tree ,there is a …?

Ss: A house.

T: Guess, whose house is it?

Ss: Monkeys. There are two monkeys. T: Clever!! This is a family

of monkeys. Today, Mum monkey isn’t at home. There are only Dad and the baby monkey at home. So the baby monkeywant to help his father.

Can he help his father? And what can he do? Ok!! Let’s listen and then answer the questions. [设计意图]

引导学生看图说话，创设英语语境，激发学生的情趣，使学生尽快进入角色，全身心投入语言实践和思维活动中去。

3）

听力训练

让学生听录音，可以不看书，找出答案。

[设计意图] 听力训练是高年级学生英语训练的一项重要部分，把他放在阅读之前面来，是传统又有效的好方法。

4）

课文理解

再次播放录音，要求这次可以看书80页，看

‘Let’s read’, 思考课后练习题。

e.g.

1. Is Mother Monkey at home?

No, she isn’t.

2. Can the monkey cook the meals?

No,he isn’t.

3. Can the monkey wash the clothes?

No,he isn’t.

4. What can he do?

He can empty the trash!

…

[设计意图] 通过回答问题，检测对课文的理解程度；学生带者问题阅读也激起了对文章的兴趣。

5）.重点课文学习

—呈现课文对话：

The teacher play the tape and pause it after each sentences,and have students try to repeat those sentences, as many time as necessary. —示范并操练对话：

Read the dialouge together, then practise in groups, after in pairs. —拓展操练：

（示范：）T: Is the baby monkey useful?...Are you useful? /What can you do?... The teacher countinues asking individual students for these questions. (操练：)Get the students practise in pairs, then act them out for all the class.

[设计意图]

任务型语言教学中，进行具有真实意义的语言对话操练。表演有

趣的课文和拓展对话都是贴近学生的有意义的语言对话操练。

Step 3: Post-task

6.

Practice and consolidation

1）

运用：出示图片（Show 3 pictures of rooms），看图说话。

Kitchen

Bedroom

Bathroom T: What are they? ...

And can you tell me some things you can see in these room? Ss: They’re kitchen/ bedroom….. /I can see a bed, a table, a cooker, a chair, a pot , a basin and the windows…

[设计意图] 设计看图说话环节，给学生布置真实任务，利用图片培养学生细致的观察能力并提高和保持学生的注意力。

2）再现创新，巩固操练



Give more example pictures about the household wares: （如：镜子，空调，纸篓，柜子，电话，窗帘等。）

……



Ask and answer the questions about these pictures:

e.g. What’s in your bedroom?

Where is it?

Can you clean it?

Is there a trash bin in your kitchen ( bedroom/ bathroom)?



Get the students put the other things ( photos or pictures) in these rooms, then

ask and answer the dialougues. （Act the dialougue for the class.）

[设计意图] 通过探索和调查心的情况提供运用好奇动机的机会，迎合不同学生感官上的需要，促进学习。

3)Verbal reinforcement and Non-verbal reinforcement: 表扬并用贴画或糖果来鼓励表现出色的学生。

[设计意图] 鼓励注意听讲的行为、积极举手发言的行为，是对不注意听课、保持沉默的行为的一种间接的评语，能起到抑制的作用。

Step 4: Sum up 7.读读看看(‘Pair work’) .

1) 要求学生看对话，看图，描述房间以及房间中的物品。

T: Ok, now let’s look at the dialougue in ‘ Pair work ’. Turn to page 84,

Let’t look at it. What’s in the pictures。

2) 让学生试读对话。

T: Can you read the dialougue from Milk and Chenjie.

Read the dialogue by themselves. 分组来做对话，利用书中问答提示。Have them to work in pairs (ask and answer the questions shown in the students’ books). 8．总结重点句型：

利用CAI展示句型：

There is a ….

There are ….

Is there… ?

Are there… ?

Yes,there is./No,there isn’t.

Yes,there are./No,there aren’t.

Where is it?/ are they? It’s in/ on /under/ behind/ in front of …

They’re in / under/ on/ behind…

What can you do?

I can empty the trash bin/ sweep the floor/ water the flowers …. Are you useful?

Yes ,I am useful.

9. Today ’s homework家庭作业

1）鼓励学生尽可能多的提出更多问题并找一个好朋友来回答，最终画出一幅朋友房子的结构图片。

2）画一幅自己的房间图，用英语向家人和朋友来介绍。

Draw a picture about your room .then introduce it for your partners or your friends. [设计意图]

学以止用，活学活用所学的知识和语言，把书本中生生的语言带到生活中，提起学生兴趣，让学生感受成就感，提高学生自信心。

[教学流程简图]

Start 谈话导入

利用四季图片开始复习季节、月份，以及不同季节的气候特点和人们相应的活动，帮助学生复习并回忆运用已学过知识，使学生从开课以来的紧张中放松开来，从而自然进入，引导的课文中的chant部分，活跃气氛。

新

授

在chant放松之后，借助季节话题，自然而然过度谈到一个秋天里monkey和father monkey

一家人对housework的谈论,让孩子们有一种好象要听一个动物家族的故事一样的心境

使学生产生对课文内容学习兴趣，然后再通过听力、阅读等训练，学习动词can在新语境中的运用，让学生做学习的主人，不再被动学习。

练习巩固

让学生在新环境下，再次利用家庭与家务劳动的各种图片来巩固所学内容，并且同时复习巩固家具名称以及家具位置的语言，让语言生动，让学生体验语言的实践价值，拉近书本知识与生活的距离，强化其实用性，学生亲身感受语言学习的重要和成就感。

拓展提高

让学生自制图片或通过形容照片来达到在生活中自觉运用已学语言，训练听力，最终达到英语语言交流的学会交际目的。

End

［板书设计］

[教学反思]

Thinking after class

在本课的教学中，以对话的形式展开任务，即训练了听力，又进行了口语交际，使枯燥的课文任务化，真实化，结合日常生活中日日能见到的事物来做英语语言交流的背景，使语言亲切而自然，也可以给予学生更多空间来运用创新，加入自己的主动参与，让学习轻松快乐。若句型变化的讲解能做成课件，自动演示，学生会更容易理解和记忆！所以教师要学会不断学习和思考，提高业务水平的同时也会提高教学质量。

Recycle

Where is it? Where are they?

There are …复数

It’s in/ on /under/ behind/ in

front

of

…

There is…单数/不可数

They’re in / under/ on/ behind…

What can you do? I can empty the trash bin/ sweep the floor/ water the flowers

….

Are you useful?

Yes , I am useful.

第

二

课

时The first period

[教学内容和要求] Teaching contents and demands: Listening and Speaking

1．To listen, speak , read and write all the words from this unit.

2. To use the sentences pattern ‘There is/ are…’to describe the room or other places. 3. To listen and speak the dialogue use the following sentences : What can you do? /I can …Can you…? Yes , I can. No, I can’t. 4. Learn to sing the song: We can help our plant. [教学准备]

1.单词卡，课本，写字板。

2.录音机以及录音磁带，以及多媒体课件。 3.自制的小苹果图片

和小鱼的图片。

[教学流程与设计意图] Teaching Procedures Step 1: Pre-task

1.Preview 利用 chant 复习并热身，可以边说边做动作。

2.

Lead in 教师出示几张图片关于景物、家物品以及日常活动，按要求进行描述。

（利用CAI）

1) （利用图片操练重点句型）Get the students to describe them use ‘There be…’：

e.g.T:What can you see? Please describe it use ‘There be…’

Ss:There is a lake and a village .

There are many mountains and a small village. T:Where is the village? Ss:It’s near the river.

2)Have them to use the sentences pattern ‘I/ she/ he can…Can you…?’ to describe the activities.

[设计意图] 在新的教学内容开始时，利用图片来吸取学生的注意，创设真实的语言情景，激发起浓厚的学习兴趣，产生积极自觉的学习动力，通过语言交流熟悉，也为接下来的听力做铺垫。

3.Talking

1）教师介绍几个朋友。

T: Today, we will meet four new friends. Look!（出示照片）

They are Mr Green, Miss Sun, Mrs Zhang and Mr Ma. They live in different villages. And they are useful,too.They can do many things. （教师用实物投影仪呈现listen and choose的全部内容）：

2）教师引导学生描述这些图片：

T: Are they beautiful ?

S1: Yes, they are.

T: What’s in this picture? Can you desccribe it?(教师指向一副图片) S2: Yes, ….

T: Well down! [设计意图]

教师介绍的四位朋友是任务练习的主人公，加上图片描述训练，为出示全图和人物，使接下来要做的听力任务亲切而顺理成章。

Step 2:

While-task 4.Presentation

1)听力练习(听录音后，以小组为单位讨论后，每人轮流向全班汇报) __T: Boys and girls , please open your books, turn to page 82. Firstly, let’s listen to the tape, then find out the right answers and choose right pictures for the correct person. __The teacher plays the tape for three times. __Now , check the answers and then practice one by one ,but in groups. e.g.(1)T: Can you say something about Miss Sun? S1: There are mountains behind her village. S2: Ther is a river near her house. S3:There is a new air –conditioner in her bedroom. S4:She can clean her bedroom everyday.

(2)T: Mr Green. S5:There is a lake near his village. S6:There are many trees in front of his house . S7: There is a big trash bin in his kitchen. S8: He can cook meals. (3)T: Mrs Zhang? S9:…

S10:…

S11…

2)重点句型学习

（呈现于黑板，并让学生做一一对比，

提出问题并在解决问题过程中讲解语法知识）：

Answers:

Questions: There is a river near my house.

Is there a lake near his village? There are many skirts in her closet.

Are there any trees in her closet? He can clean his bedroom.

Can he water the flowers? She can cook the meals.

Can she wash the clothes? What can she/ he do? Where is the trash bin? Were are the curtains? 5. practice 1）请学生模仿老师的提问，做对话。

T: Now,let’s do the drlling one s by s. Then,we will do questions and answers in pairs. The student before you ask, and the student behind give the answer.Then the student behind ask,the next one give the answers.And we will keep on like this. For example, is there a lake near Miss Sun’s house? S1: Yes, there is.

S1: Is there a…?

S2: No, there isn’t.

S2: Is…?

T: Are there any trees in her closet?

S3: Yes,there are. S3: Are there any…?

S4: No,there aren’t.

S4:Are …

[设计意图]

任务型真实意义的语言操练，通过练习逐步把语言知识转化为能力,循序渐进，逐步提高。

2）教师一边对话一边呈现重点句型在黑板上。

Answers: Questions:

There is a river near my house.

Is there a lake near his village? There are

many skirts in her closet.

Are there any trees in her closet? He can clean his bedroom.

Can he water the flowers? She can cook the meals.

Can she wash the clothes? What can she/ he do? Where is the trash bin? Were are the curtains? 3）教师引导，比较重点句型，讲解用法。

T:Please look at and compare the questions and the answers on the board.

Pay attention the color words. (1)They are on the right, and the answers are on the left. (2)And in the questions, we should put all ‘be’ in front of the whole sentence. (3) In ‘there be …’ sentence

patterns,

put ‘many’ in answers, and ‘any’ in questions and when we use ‘not’. (4) But when we use ‘can’, it is very easy, just use ‘can + the original form verb’.

[设计意图]

力求把复杂的信息简单化，讲解说明如何使用语言，促进理解语言运用交际和句型转换，总结理请知识、要点。

Step 3: Post-task 6. Extension / Consolidation学生操练运用重点句型

1）

利用CAI出示一副village的大图片。

2）布置任务

教师讲解介绍到（Introduce）

:This is a village .Is it beautiful? Do you want to live there? OK! Now, suppose that is our village, can you introduce it for us, you can say only one sentence, but one student by one. Are you clear?

Sa: There are many mountains near our village. Sb: There is a path across the village. Sc: In my village,I can water lots of flowers and ….

1）

游戏1：Let’s Play: 摘苹果,钓鱼。

（1）教师讲到在此村有一棵大果树，问学生想不想摘苹果？

T: in our village, there is a big apple tree. Do you want to pick up the apples?

Ss: Yes! （2）出示图片，要求学生回答问题摘苹果。

Show the picture of the apple tree. T: Look at this apple tree. There is a

question on the apple, if you can answer this

question, you will get this apple. Which apple do you want to get? Choose.

（3）学生选择自己喜欢的苹果来摘，但要回答一个问题。The students choose the apple they like. Then answer the question, get the apple. (Do that activity until all the apples was picked.) 7.Let’s play的教学

教师出示一条大鱼，并告诉学生还有许多的鱼在河里，请他们来钓，游戏方法和摘苹果类似，但要联系课本85页的问题。

Tell the students there are many fish in that river. If you want to have a fish, please open your book and turn to page 85.

T: Look at ‘Let’s play ’

，who want to and who can fish them? This time, let’s play in groups.

I’ll divide the class into two groups to do answers. Boys are as one group, and girls as another. Now, Boys please choose….

最后给获胜者奖励一条“大鱼”。

Step 4: Sum up（总结）

8.Let ’ s sing的教学

先了解歌词意思后，听歌曲，学唱歌曲，教师可自行编一些动作或让学生自己再唱歌的同时根据歌曲内容自编动作。

1) T: Ok, Let’s have a rest.

Listen to the tape. There is a beautiful melody. 2) T: Do you like it? Can you sing? Firstly, T plays the spoken version of the song and get them to repeat the words. Then, play the second time and let the students listen to the melody, at last, sing it with the tape. Now, play the music, they can sing along with the music. Have them do the actions as they sing. (They can point to their classmates as they sing ‘you and me’.

3) 在学生学习歌曲的同时，教师可以在黑板上画一些简笔画来讲解生词和难句。

e.g. some trees, some flowers, a earth, a river and some grass. Then write the words under those pictures for explain the new words. 也可用中文解释。(Of course, you can explain them in Chinese.)

9. Homework: Let’s help our planet!

1）作业纸：Fill some words in the blank

We can

our

.We can

trees and

.Just

and

.Our earth

beautiful. There

a river.

are many fish I it. There

a lot of trees. There are

birds in it. There are many

grass under the tree. I love

earth.

2）(以OUR VILLAGE为题画一副画)Next class, please bring your picture.

[教学流程简图]

Start 自然

导入

教师先请学生来描述教师出示的几副关于景物、居家物品以及一些日常活动的图片，利用自己已经学习过的语言来进行交流和讲解，利用设置好的场景把学生自然引入教学内容之中。

新

授

接下来教师在让学生认识四位新朋友的过程中，根据听力训练内容中的景物、家庭以及活动来寻找有关他们的内容，然后帮助学生学习，模仿，表达，激发学生对语言的学习兴趣。

练习巩固

通过做listen and choose的活动，操练重点句型，教师先进行归纳总结，然后在‘大村庄’的新图片中练习巩固，可以在描述完后，让学生自己画画共同的家，语言教学的同时帮助建立同学之间的友好和谐关系，潜移默化的全面教育在任何一种教学中都非常重要。

拓展提高

练习中提到的‘大村庄’的果园，可以用来引到‘let’s play’中的鱼堂，设计摘苹果和钓鱼的游戏来进行拓展操练更多的句型后，熟练之后，让学生在歌声中抒发对家园的热爱，升华为保护环境和学习如何保护它，达到再次从环境和热爱家园热爱大自然教育的目的。

[板书设计] My village

End Answers; Questions: There is a river near my house. Is there a lake near his village? There are

many skirts in her closet.

Are there any trees in her closet?

He can clean his bedroom. Can he water the flowers? She can cook the meals. Can she wash the clothes? What can she/ he do? Where is the trash bin? Were are the curtains?

[教学反思]

Thinking after class

通过大量句型的操练，学生在此单元把There be …和can…的句型基本掌握，并能熟练运用于口语交际中，尤其是在看图说话的任务中尤为表现明显，通过设计“大村庄”体现孩子们综合分析信息，以及从组、解决问题，团体合作交流的能力。但有些学生缺乏自信，再游戏环节中，一旦落后就灰心丧气，拒绝交流，尤其在知识点多，容易混淆时，此时教师应多给予鼓励，必要时一定不可忘记物资鼓励是较好的良药，这就需要我们多细致观察，即使做出反应。

第

三课

时The first period

[教学内容和要求]

Teaching contents and demands: Reading and Writing

1．To be able to listen, speak ,write and read the words in unti4 and unit5. 2. Ss can describe village with the sentence structure ‘There be… ’, especially the written part . 3. Ss can do the task. 4. Ss can understand the plural form of fish.

[教学准备]

CAI, pictures, books, tape and record, board . [教学流程与设计意图]

Teaching Procedures Step 1: Pre-task 1.

Preview Game:学生根据老师给的家具、物品或景物来猜这是什么地方

listen and guess:What's this? a.T: There is a light. There is a chair. Thre is a desk.

There is a book shelf. Ss: It’s the study. b.T: there are many trees. There are many flowers .There is a lake. There are many animals. c.Ss: This is a zoo. …

[设计意图] 本环节，通过猜谜语的形式，既能增加语言听的输入量，复习旧知，又能为下一步教学作好铺垫。

2.Free talk（口语会话，复习旧知）

1)T: What’s the weather like?

What’s the date? What day is it today?

Are you helpful? What can you do?

Do you like your home?Where is your house ? How many rooms are there in your house?

What’s in your room ? Every S answers one by one. [设计意图] 通过日常口语会话，即复习旧知，又培养学生口头表达能力，为任务做准备。

2) 再次欣赏歌曲T:Do you remember our village at last class?（上节课共建的全班的村庄）And all of us can help our earth,because it is

very beautiful! Right?…

歌曲：Have the students sing the song ‘We can help our planet’ with music. [设计意图] 课前进行歌曲的导入，活跃课堂气氛。

Step2: while-task 3. Presentation

Write and read的学习

1）接歌曲演唱，教师用实物投影仪呈现上一节课的作业。

We can

our

.We can

trees and

.Just

and

.Our earth

beautiful. There

a river.

are many fish I it. There

a lot of trees. There are

birds in it. There are many

grass under the tree. I love

earth. T: Who can give us the answers? The first blank…. (和学生对答后利用课件呈现正确答案) We can help

our earth. We can plant trees and flowers. Just

you and

me. Our earth

is

beautiful. There

is

a river. There

are many fish in it. There

are

a lot of trees. There are

many

birds in it. There are many green grass under the tree. I love

our

earth. 设计意图] 上一次课的作业本身就是为这节课埋的伏笔，接完成作业的检查，帮助学生回忆上节课中提到的共建的村庄，有助于自然引导新课

的呈现，也形成整个单元的完整性。

2）呈现Deng Ming居住的village的不完整图片。(CAI) T: Right! We can help our earth. So our village is very nice.

Now look at this photo. T introduces Deng Ming to the students(出示邓明的照片): This is Deng Ming. He loves his hometown. And he lives in a village, too. It’s also very beautiful! Do you want to visit it?

Ss: Yes./ Wow…. T: let’s have a look , that is DengMing’s village. 3）描述图片Get the student to describe the picture.

T: What can you see ?

S1: I can see there are many mountains and houses. S2: There is a river , a road and a lake. S3: I can see some trees and green grass.

S4:…

[设计意图]

通过对本节课直观而生动的主要图片的观察和描述，加深印象，吸引学生的注意力，为接下来的学习做铺垫。

4.listen and write的学习

1）

理解学习课文

Now listen carefully.(播放Deng Ming 介绍village的T: Oh! This time let us get Deng Ming to introduce his village, please. OK? 录音) （1）听课文，回答问题。

T play the tape and offer some questions for the student to disscuss: What’s in the river?

What’ t over the river? What’s near the road?

S1: There are many fish in the river. But I can not see in the picture S2: There is a bridge over the river. But I can not see in the picture S3: There are many flowers near the road. But I can not see in the picture [设计意图]

学生在回答问题的同时发现新问题后，对课文内容更加有好奇心，调动其积极性。

（2）读课文，完成任务。

a.接学生产生的疑问引入教学主题。

T: Yes. Boys and girs, open your books, turn to page 81. Look at the picture and read the passage, then finish the sentences in practise 1.

b.Check the answers together, at last, put them out on the CAI:

(1)There isn’t a bridge over the river.

(2)There are no fish in the river. (3)There are not flowers near the road.

(4)There aren’t many trees in the village.

c.听并跟读课文

T:That’s right.Good.I am goning to play the tape again and I’ll pause it after each sentence.Then I want you to re peat those sentences.(the teacher plays the tape, puse it and the students repeat the sentences.The teacher can play the tape as many times as necessary.)

d.操练（Game）: T: Now close your books, please. I’m going to say the location of one of those sentences. You have to listen and complete the sentence. T: Over the river.

Ss: There is a bridge over the river. T: Beside the river.

Ss:…

T: Near the village.

Ss:…

[设计意图]

利用游戏来操练，降低操练难度，提高操练的趣味性，适合小学生心理。

3）再读课文，比较完成图片。

T: Let’s draw some missing things to finish the picture.(再河里添上几条鱼，在路上添上几辆车，再路边的草地上添上一些花。)

利用CAI出示添好的图片，比较：

[设计意图]

理解课文的基础上完成画图片的真实任务。

5. 重点句型运用

描述新图片

1）教师布置操练重点句型的任务，介绍并描述学生自己设计的村庄，教师来纠错并讲解重点句型。

T: Now, take out of your pictures of our village.(上节课布置的作业)

Please imitate the passage and introduce our village in your picture. Sa: I like….There is a….There are many….

Sb: I think … is the best village in …教师边听边进行语法句型的纠错。

[设计意图]

由于此单元是复习单元，通过大量描述语言的运用来纠错和讲解重点句型的用法更一针见血。

6.学生小组操练重点句型。

T: Now I’ll give you a chance to describe our big village. You can say only one sentence. Then we’ll find a student to come here, and draw our new beautiful village… (要求一个学生来黑板上画大家的村庄，但要按每个人的一两句话的要求) e.g.S1: There are many mountains, so we can climb the mountain everyday. S2:There are many grass near the river, so we can run in the grass, and swim in the river.

S3:There is a big school…

[设计意图] 表面上是全班活动，实际却融入了每个人的心思，促使每人都开口练习语言的同时，也表现了真实任务的可操作性，更增加学习兴趣，和班级凝聚力。

Step 3: Consolidation and Extension 7.教师接着指着黑板上的大图片，引导学生了解任务，告诉学生因为村庄的美丽，使得友人愿意住进我们的村庄，但各有条件，就需要我们为求租方和出租方分别写个广告。

T: Is it beautiful?

Do you like our village?

Oh, I like it very much, I want to live there. So I know there are many empty houses in our village, and if we want to live there , we should rent a right house for us. So now I’ll divide the class into two parts. One is for making an ad to rent out, and the other one is for making an ad to rent the houses. Just like the ad from ‘Task time’, Ok, turn to page 83, let’s have a look. 1)布置任务并小组协作完成。

教师在这项任务中可以分别向求租方和出租方提供资料，让学生自己总结。如：

Xiaoya: a small house , a bed, a table, a sofa, a TVset and a cooker. Jiejie: Two bedrooms A kitchen A living room An old house: Three rooms Near the lake A central heating

[设计意图] 通过制作广告，动手动脑，小组协作，利用英语语言交流，巩固操练句型，培养团体合作精神。

Step 4: Sum up 教师做总结：Today we have learn some passage about village and houses, and now we make a new village, we like our village and can help our village ,then we should introduce our village for our friends and parents ,so today’s homework is: 1)Write an ad for a house in our village. 2)Write a composition to describe our new village. [教学流程简图]

start 自然

导入

利用口语设计进入课程，让学生看图说话后进入有关课文的对村庄的描述，为下面的呈现阅读课文内容做铺垫。

新

授

教师借邓明介绍村庄的录音来训练学生的听力，对学生的学习的检测，另一方面自然而然的引出课文呈现，最后又通过阅读文章完成课后任务，不尽能降低难度，而且让学生有听朋友讲事情的感觉，亲切而自然。

练习巩固

让学生自己来描述自己画的大村庄，可以帮助他们学会利用学习的语言进行交际和运用；最后树立共同主题，让大家齐心协力创造一个甜美可爱的以班为单位的大村庄，调整课堂气氛，进行潜移默化的德育教育。

拓展提高

让学生继续来讨论村庄，这次再次引导学生拓展，设计场景，为村庄的空房和为想来村庄的人做出租房和求租房的广告宣传，操练句型的同时，培养学生的团结合作精神。

End