Recycle 2优秀教学设计

Recycle2 The First Period教学设计

榆林市第一小学 孙学慧

Teaching Contents

Teaching Aims

Recycle2 Read aloud Knowledge：To master the new words and language knowledge from units 4 to 6.

Ability:Ⅰ、Learn to use the words and the sentences：Whose jacket is it?

What did they buy? Whose tomatoes are those? What’s the weather

like today? Ⅱ、Develop the students’ ability of listening, speaking, reading and writing. Feeling:Ⅰ、To know the knowledge and the rules about having a picnic. Ⅱ、Strengthen the Ss’ collective sense of honor and cooperative spirit by means of group competition.

Teaching important and Ⅰ、To master the words and language knowledge and use the words and sentences in the suitable environment.

difficult points Ⅱ、Learn to use the words and the sentences：

What do you want to bring? They want to share the food. Give the story ends. Teaching Aids

学情分析

Tape recorder PPT 四年级学生，对于英语，已经有了一些知识储备，而且本课时是第五课时，已经对职业有所了建。所以根据自己学生的实际情况，我把学生分为两类：一是对已有知识掌握比较好的同学，二是班里的几个后进生。根据不同学生提出不同的知识目标、能力和情感目标，进行分层式教学。

Teaching procedures Step1:Warm-up 1、Sing an English song 2、Greetings 3、Free talk Step2:Review 活泼好动是孩子们的天Methods and Purpose 简单的问候，轻松的谈话，使学生得到放松，使课堂在轻松活泼的氛围中开始。

1）Review the words and sentences 性，用游戏活动导入新课，不about weather by guessing game. 仅复习了旧知识，同时很快吸2）Review “What are these/those?”

引了学生的注意力，激发了他and vegetables, fruit and animals . 们的学习兴趣，让他们在轻松愉悦的语言环境中学习新课。

Step3:Presentation 在本环节中，我采用不同1．Teacher ask students： What’s the 的呈现手段和教学方法引出weather like today? After the students 新的学习内容，形式多样，避answer，teacher goes on asking： What a免了教师与学生、学生与学生bout tomorrow? I think tomorrow will be之间单调、抽象、乏味的口头 warm and sunny. Let’s have a picnic. 交流，取而代之的是学生喜爱Ok. 的各种食物饮料，吸引了学生2．After the students say:OK.Teacher 的注意力，也调动了他们的学says：We must bring some fruit，food an习积极性。

d drink to our picnic. I want to bring bread and eggs. Ask a student：What do you want to bring? Use the same method

to ask the other students. 3．Teacher takes out the salad that has been made：Look！There’s some salad here. Ask several students：Do you want to share the salad? When they say: Yes ，Teacher says：They want to share the salad. And have them taste it. Ask other students：Do you want to share the salad? Ask the other students to relate：They want to share the salad. Till

all students taste it. 4．The teacher according to the picture content, in turn, let the students watch courseware.

Show students one by one story. Teacher says：Today I’ll t

采用直观教学的方法，借ell you a story. Show for the first two助多媒体音、形、色、图、文 picture courseware content, the teache并茂的优势，为学生提供真实r asks the students： What can you see 的语言环境，使语言学习在生in the picture? What are they talking a活场景中更具有生命的活力。

bout? What has happened?

5．Let the students watch the fi

rst ,the second picture, and the fifth

to the eighth picture courseware conten

ts

6．Teacher asks questions, stude

nts answer。

7．Let the students to read, listen 听音跟读为学生提供了准确to the tape or see the courseware and r地道的语音、语调和语速，有epeat.

利于培养学生优美的语感。

8．Inspire the students to make up a

story ends。 9．Discuss, composed by each group t

分角色活动的设计是对

o report their ideas and content.

本课教学内容的有效巩固，人10．The teacher lets the students wa人参与活动体现了教学面向tch the end part of the courseware. 全体，关注个体的教学理念;11．Teachers lead students to watch 同时，学生积极主动地参与交the whole process of courseware for a p流，使他们的合作意识和合作icnic

能力都获得了进一步的锻炼。

12．Student role reading a story。

Step4: Practice The teacher posts on the blackboard both a map of China and a map of the wo

此外，在对话的操练过程rld marked with weather conditions Ask 中，教师把握时机，启发学生a student to come forward as a forecast把新旧内容串起来，适时对学er Other students can raise their hands生进行情感教育，实现了本课 to ask： What’s the weather like in…?的情感目标。

The forecaster should respond accordingly to the weather conditions indicated on the map。Teachers can change forecasters at any time to continue the game Step5:Consolidation and Extension Show the whole story in small groups with the final performance。Finally, the class selected the best performing

group. Step6:Summary and assessment 1、The words of weather and food.

让学生说出收获可以培2、The sentences of weather, a picni养学生的自信心和积极进取c and buying food. 的欲望。对学生的学习效果给予适度的评价，能提高学生学习的积极性。

Step7:Homework 1、Listen and read “Read aloud” 将课堂学习延伸到课外，让英语走进学生的生活，培养2、Interview your friends the question:学生对英语学习的持久兴趣；If they will have a picnic, What do you want to bring?

而且生活化的英语作业，还能让学生体会到自己是学习英语的主人，从而体现学生学习的主体地位。

板书设计：

Recycle2 Read aloud Whose jacket is it?

How much is it? Whose tomatoes are those? What’s the weather like today?