Recycle 2教学实录与评析

Recycle 2

单元教学目标

1. 知识目标

(1)能够听、说、认读4~6单元有关农场、衣物和购物的单词。

(2)能够掌握4~6单元语音版块重点字母和字母组合的发音规则。

(3)能够听、说、认读4~6单元的核心句型:

—Are they/these/those…?

—Yes, they are. No, they aren’t.

—What are these/those/they?

—They’re…

—Whose is it?

—It’s…’s.

—Whose are these/those?

—They’re…’s.

Can I help you?

I’ll take…

How much …?

That’s expensive.

They’re nice.

2. 能力目标

(1)能够读出符合发音规则的单词,并能根据读音拼写出符合发音规则的单词。

(2)能够在情境中恰当运用句型—Are they/these/those…?—Yes, they are. No, they aren’t. 对蔬菜、动物的名称展开活动。

(3)能够在情景中运用句型—Whose is it? —It’s…’s.—Whose are these/those?—They’re…’s. 对某物的归属展开问答。

(4)能够在情景中运用句型Can I help you? I’ll take… How much …? That’s expensive. They’re nice.模拟购物。

3.情感目标

养成节约的好习惯。

教学重难点

1. 教学重点

(1) 能够听、说、认读4~6单元有关农场、衣物和购物的单词。

(2) 能够掌握4~6单元语音版块重点字母和字母组合的发音规则。

(3) 能够听、说、认读4~6单元的核心句型。

2. 教学难点

(1)能够读出符合发音规则的单词,并能根据读音拼写出符合发音规则的单词。

(2)能够在情境中恰当运用4~6单元核心句型。

教学方法

任务型教学法、合作探究法、情景交际法、愉快教学法。

教学时间

本单元共分三课时教学。

第一课时: Read aloud Listen and tick

第二课时: Read, write and say Read, write and say

第三课时: Read and number Read and tick or cross

知识视窗

形容词性物主代词和名词性物主代词

1.表示所有关系的代词叫物主代词。物主代词可分为形容词性物主代词和名词性物主代词。其人称和数的变化见下表:

意思是:后面是名词的话,前面就要用形容词性物主代词。后面没有名词的话,就用名词性物主代词。

名词性物主代词=形容词性物主代词+名词

第一课时

课时内容

Read aloud Listen and tick

课时目标

(1)能够听、说、认读4~6单元的核心句型:

—Are they/these/those…?

—Yes, they are. No, they aren’t.

—Whose is it?

—It’s…’s.

—Whose are these/those?

—They’re…’s.

(2)能够理解故事大意,能用正确的语音、语调朗读故事。

(3)能够在情景中综合运用4~6单元的核心句型。

(4)能够听录音判断图片是否正确。

(5)引导学生养成节约的好习惯,培养学生学习英语的兴趣,树立学好英语的信心。

课时重难点

1.重点

(1)能够听、说、认读4~6单元的核心句型。

(2)能够理解故事大意,能用正确的语音、语调朗读故事。

(3)能够听录音判断图片是否正确。

(4)能够在情景中综合运用4~6单元的核心句型。

2.难点

能够在情景中综合运用4~6单元的核心句型。

教学准备

⑴多媒体课件

⑵录音机和磁带

教学过程

Step 1 Warm up

1. 师生交流

T: Good morning, everyone.

Ss: Good morning, teacher.

T: How are you today?

Ss: I’m fine, thank you. And you?

T: I’m fine, too. Are you ready for English class?

Ss: Yes. We are ready.

2. Let’s chant.

T: Ok. Boys and girls, do you like listening to music?

Ss: Yes.

T: Now let’s enjoy a song “Our School” together.(课件展示歌曲,教师与学生一起欣赏。)教学资源:课件

设计意图:歌曲的运用活跃了课堂气氛,激发了学生学习的兴趣。

Step 2 Lead in

T: Do you like your school?

Ss: Yes.

T: Me, too. Look at the picture. Who are they?

(课件出示Sarah, 张鹏,Amy的图片。)

Ss: They are Sarah, Zhang peng and Amy?

T: Where are they now?

Ss: They are in the classroom.

T: School is over. What are they talking about? Let’s learn the dialogue.

教学资源:图片

设计意图:通过引导学生看图,引出要学习的内容。

Step 3 Presentation

1. Read aloud.

(1) Learn the dialogue.

a. Learn part 1

①T: What are they talking about?

Ss: A picnic.(引导学生说出。)

T: Tomorrow will be warm and sunny. They will … (have a picnic).(板书have a picnic, 教读,领读,跟读,指名读,齐读。)

②Listen to the tape and follow the tape.

T: What should they do before a picnic?

Ss: Go shopping.

b. Learn part 2

①T: Can you make a shopping list for them? (板书a shopping list。) Please discuss in a group. ②T: What will they buy? Let’s listen to the tape.(指名说,板书。)

③T: How much is it? 引导学生回答That’s 42 yuan in total. (教师讲解in total。)

④Listen again and follow the tape.

c. Learn part 3 and part 4

T: The children are having a picnic. Something happens. What is that?

①Listen to the tape and answer the question.

②T: The cows want to eat the tomatoes. Whose tomatoes are they?

Ss: They are Sarah’s.

T: Whose jacket is it?

Ss: It’s Sarah’s.

③Listen to the tape and follow the tape.

(2) 分角色朗读

教学资源:录音机、磁带

设计意图:处理对话从局部到整体,引导学生理解文本。

2. Listen and tick

(1)T: We should watch the weather report and go shopping before a picnic. Shopping is fun. Let’s go shopping together. Look at the pictures and tell your partner what you see.

(2)Listen to the tape and tick.

(3)核对答案。

教学资源:录音机、磁带

设计意图:引导学生先看图,做到心中有数。然后再判断,提高听力的技巧。

Step 4 Presentation

分角色表演本课故事。

(1)四人一组,练习表演故事。三人扮演人物,一人扮演农场动物。

(2)请几组学生表演。

设计意图:故事表演是儿童喜欢的活动,既锻炼了学生的语言表达能力,吸引了学生的兴趣,又培养了学生团结合作的意识。

Step 5 Summary

T: What did you learn about this lesson?

学生自由说,教师整理。

课堂作业

Ⅰ.选出与所给单词同类的选项。

( )1. tomato A. cow B. potato C. art

( )2. gloves A. scarf B. nice C. lunch

( )3. windy A. eat B. sunny C. eighty ( )4. hat A. cold B. carrot C. dress ( )5. expensive A. cheap B. go C. jacket Ⅱ.单项选择。

( )1.—_______ skirt is it?

—It’s Sarah’s.

A. Who B. Whose C. Who’s ( )2. —How much is the shirt?

—_______

A. It’s 30. B. 35 yuan. C. I have two. ( )3.—Are those hens?

—_______

A. Yes, they are. B. No, those are. C. Yes, those are. ( )4. Tomorrow will _______ cool and windy.

A. am B. be C. is

Ⅲ.连词成句。

1. I, can, you, help(?)

_______________________________________________________ 2. much, how, are, apples, the(?)

_______________________________________________________ 3. Let’s, a, picnic, have, tomorrow(.)

_______________________________________________________

板书设计

Recycle 2

warm and sunny

have a picnic

a shopping list

第二课时

课时内容

Read, write and say Read, write and say

课时目标

(1)能够掌握or, ar, er, -le的发音规则。

(2)能够正确运用名词所有格。

(3)培养学生学习英语的兴趣,树立学好英语的信心。

课时重难点

1.重点

(1)能够掌握or, ar, er, -le的发音规则。

(2)能够正确运用名词所有格。

2.难点

名词所有格的灵活运用。

教学准备

⑴多媒体课件

⑵一件皮夹克

⑶多套P67词卡

教学过程

Step 1 Warm up

1. Greeting

T: Hi, boys and girls.

Ss: Hi, Miss xxx.

T: How are you today?

Ss: I’m f ine, thank you. And you?

T: Very well, thanks.

2. Sing a song

T: Now let’s sing a song “This old hat”

(课件展示歌曲,教师与学生一起拍手唱歌。)

教学资源:歌曲

设计意图:师生共唱歌曲,拉近了师生间的距离,活跃了课堂气氛。

Step 2 Lead in

1. Review the words about clothes.

T: I have some things. Do you know their names? What’s this?

S1: It’s a ruler.

…

(教师依次展示学习用品、衣物等实物,学生认读。)

2. Let’s do.

T: Now let’s do together.

(播放第五单元Let’s do,师生边说边做动作。)

教学资源:词卡、课件

设计意图:词卡的认读、Let’s do活动既复习和巩固了已学的单词,又为引出正文做准备。Step 3 Presentation

1. Read, write and say

(1)利用实物复习yours, mine。

a. T: Whose jacket is this?(展示自己的皮夹克,询问学生,同时板书问句。)

S1: It’s your jacket.(板书答句。)

S2: It’s yours. (板书yours。)

T: Yes, it’s my jacket. It’s mine.(教师边说边板书my jacket,mine。领读板书内容,指名读,齐读。)

b. 学生利用自己的学习用品或衣物,两人一组做对话练习。

句型:A: Whose … is this/are these?

B: It’s / They’re my…/ mine/ your…/ yours.

c. 小组讨论并总结yours, mine的用法。

your+名词=yours my +名词= mine

d.请几个组练习。

(2)自主阅读教材上的文字并填上所缺单词。

(3)师生核对答案。

(4)两人一组,朗读对话。

教学资源:实物

设计意图:利用实物操练句型,发现规律,锻炼学生的观察能力和思维能力。

2. Read, write and say

(1)教师课件呈现一些符合or, ar, er, -le发音规则的单词,学生按照发音规则给单词分类。(教师事先把准备好的词卡发给每个小组。)

(2)指名说or, ar, er, -le的发音规则。

(2)自由说更多符合这些规则的单词。

(3)教师出示题目,学生填写单词。

(4)师生核对答案。

设计意图:通过动手操作,激发学生的学习兴趣,加深学生的记忆。

Step 4 Practice

游戏“寻找物品的主人”

请一名学生到讲台前,面向黑板,然后教师拿班里的任意一名学生的物品,放到讲桌上。请讲台前的学生在全班寻找物品的主人,如果该生实在找不到,其他学生要告诉他/她。

参考句型:—Is this your … / yours?

—Yes, it is mine/my … Thanks. /No, it isn’t. Mine is ….

—Are these yours/your…?

—Yes, they are my…/ mine. Thanks. /No, they aren’t. Mine are…

设计意图:创设情境,引导学生在愉快的氛围中巩固和运用所学句型。

Step 5 Summary

T: What did you learn about this class?

学生自由说,教师总结。

1. your+名词=yours my +名词= mine

2. 知道了or, ar, er, -le的发音规则。

设计意图:教师帮助学生总结知识点,便于学生对知识的掌握。

课堂作业

Ⅰ.找规律,补全单词,并与相符的图片连线。

1. f f h__ __se A.

2. tig sist farm__ __ B.

3. vegetab litt tab__ __ C.

4. pk f c__ __ D.

Ⅱ.选词填空。

1. This is Amy’s book. That is _______ book. (Sarah, Sarah’s)

2. —Are these _______?

—No, they aren’t.(your, yours)

3. My sweater isn’t red. _______ is black.( My, Mine)

4. It’s _______ scarf. It’s _______.(your, yours)

Ⅲ.给问句选择合适的答语。

( )1. Whose hat is it? A. No, it’s her pencil.

( )2. Is this your pencil? B. Yes, please.

( )3. Can I help you? C. It’s Chen Jie’s.

( )4. How much is this dress? D. Eighty-five yuan.

板书设计

Read, write and say Read, write and say

Whose jacket is this? or ar er -le

It’

yours mine

第三课时

课时内容

Read and number Read and tick or cross

课时目标

1. 能够掌握句型：

Can I help you?

I’ll take…

How much …?

That’s expensive.

They’re nice.

2. 能够给单句排序并组成对话。

3. 复习有关天气、商品价格、农场动物的话题。

4. 能够通过阅读信件独立完成判断句子正误的活动。

5. 激发学生学习英语的兴趣，树立学好英语的信心。

课时重难点

1. 重点

（1）能够掌握句型：

Can I help you?

I’ll take…

How much …?

That’s expensive.

They’re nice.

(2)能够给单句排序并组成对话。

(3)能够通过阅读信件独立完成判断句子正误的活动。

2. 难点

句型的综合运用。

教学准备

⑴课件

⑵录音机和磁带

教学过程

Step 1 Warm up

1. Greeting

T: How are you, everybody?

Ss: I’m fine, thanks. And you?

T: Very well, thanks. What’s the weather like today?

S1: It’s sunny/windy…

2. Let’s chant.

T: Now I have a chant for you. Are you ready?

Ss: Yes, I’m ready.

T: Ok. Let’s chant together.

Cheap, cheap, very cheap,

Nice, nice, very nice.

Pretty, pretty, very pretty,

Expensive, expensive, too expensive.

(播放课件,师生边拍手,边吟诵歌谣)

教学资源:课件

设计意图:通过Let’s chant,既活跃课堂气氛,又复习已学的词汇,为下文做准备。Step 2 Lead in

(1) 课件展示标有价格的毛衣的图片,师生问答。

T: How much is this sweater?

S1: Thirty yuan.

T: Oh, it’s cheap. I’ll take it.

(2)课件展示标有价格的衬衣的图片,两人一组做对话练习。

参考句型:How much are the…?

… yuan.

Oh, they are… (nice, cheap, expensive, pretty)

I’ll take it.

(3)请几组学生练习。

教学资源:课件

设计意图:通过问答复习关于价格的句型,为下一个环节做好铺垫。

Step 3 Presentation

1. Read and number.

(1)课件展示售货员和顾客在水果摊交谈的图片。

T: This is a fruit stand. A woman and a salesperson are in the picture. The woman is buying some fruit. What are they saying?

(2)呈现Read and number.

请学生自主阅读本部分的两段文字并排序。

(3)小组讨论。

(4) 师生核对。

(5)播放录音,跟读录音,分角色朗读对话。

教学资源:课件、录音机、磁带

设计意图:场景图帮助学生理解文字。

2. Read and tick or cross.

(1) T: Look at the picture. Today we’ll read a letter. Who is it from? Who is it to?(引导学生回答。)

Ss: It’s from Wang Ke. Wang Ke is writing the letter to his grandpa.

(2) 带着问题快速浏览信件。

Where is Wang Ke?

Where is his grandpa?

What is the letter about?

(3)师生讨论问题。

T: Wang Ke lives in the city. His grandpa lives on a farm/in the country.(理解词汇city和country,领读,齐读。)

T: This letter is about … (a hat, the food, a dog and some ducks.)

(4)细读信件,独立完成判断句子正误的活动。

(5)师生核对答案。

(6)播放录音,跟读录音。

教学资源:课件、录音机、磁带

设计意图:通过设计不同的问题,帮助学生理解文本。

Step 4 Practice

小组活动“购物”。

四人一组,一人扮演“售货员”,其他三人扮演“顾客”,进行买卖商品的活动。商品可以是学习文具、衣物等。

参考句型:Can I help you?

What’s this?

What are these?

They’re nice/pretty…

How much?

I’ll take…

设计意图:该活动培养了学生综合运用语言的能力和表达能力。

Step 5 Summary

T: 这节课我们复习了什么?

学生自由发言,教师整理。

1. 复习了关于购物的句型:Can I help you?

They’re/It’s cheap/expensive/nice/pretty.

I’ll take…

2. 复习了询问价格的句型：How much is /are…?

It’s /They’re… yuan.

设计意图：学生总结，教师归纳，便于学生的理解和记忆。

课堂作业

Ⅰ.选择与图片相符的单词。

1. 2. 3. 4.

_______ _______ _______ _______

Ⅱ.给下列句子排序。

( )Yes, of course. How about these?

( )Yes. Do you have any pears?

( )They are nice. How much?

( )Can I help you?

( )Ten yuan for five.

( )Oh, that’s cheap. I’ll take five.

Ⅲ.我是阅读小能手。阅读短文，判断句子正“T”误“F”。

Grandma,

How are you? Thank you for the new shorts. They are very cool. It’s hot in Beijing. It’s sunny, too. I can wear it. I have a new hat. My old hat is too small.

How is my cat? She is so cute. What’s the weather like on the farm?

Love,

Li Li

1. It’s sunny in Beijing. ( )

2. Li Li has a new hat. ( )

3. Li Li’s grandma is on the farm. ( )

4. Li Li’s grandma gives（给）her new shoes. ( )

板书设计

Read and number Read and tick or cross

a letter

Wang Ke Grandpa

in the city on a farm/ in the country

(城市) （乡村）