Fun time 1 Recycle 2教案及板书设计

一、

教学目标

（一）语言知识：学生能够在相关语境中正确听、说、认读前三个单元中有关学校功能室、购物、以及规章制度的词汇，并拓展用来描述爱好的词汇

interested 。能够整合1、2、3单元出现的谈论学校生活、购物以及社会公德的句型This is our …

Let me show you around our…

What do you often do in…？

I often…

Can I help you?

What can I do for you?

How much is it?

How much are they?及本课新句型

What are you interested in？

I'm interested in…

等进行会话交际，能够恰当的运用功能语句。

（二）语言技能：在真实的语言在情境中，学生能主动整合运用并1、2、3单元出现的谈论学校生活、购物、以及社会公德等日常话题与他人进行讨论和交流；能恰当得体地用I am interested in...来表达自己喜欢的学科。

（三）学习策略：学生能借助视频、图片等媒介理解主题，进行口头讨论；能利用已有知识和经验预测内容，提出问题；能基于一定的语言支架自主归纳总结复习内容，梳理知识点，绘制思维导图，形成知识框架；能根据创设的情境，自行组织语言进行交流；能自主阅读语言材料，提炼关键信息。

（四）文化意识：中外小学生在自由及民主性方面存在的差距。

（五）情感态度：能在小组活动中体验团队的合作意识。让学生体验运用英语表达自己的快乐，培养其爱学习、爱家、爱校的良好情操，做个遵守社会公德的小公民。

二、学情分析

本节课的教学对象是天津市宝坻区农村小学五年级的学生，已有近五年的英语学习经历，对英语有较高的学习兴趣，表现欲望强烈，但是总结能力和输出能力相对较弱。本课时继续复习前三个单元Language Focus中的相关内容，学生对此有着比较充分的了解，因此愿学且乐学。在已具备一定英语基础的前提下，学生能借助思维导图、课件、课堂练习等提供的拓展内容锻炼总结与归纳能力，奠定阅读和理解能力，训练口头表达能力。

三、教学重点

恰当得体地运用功能句型向他人介绍学校生活、在特定情境中学会购物语言，以及在公共场所应该遵守的规则等。

四、学时难点

在恰当地语境中，学生能对学校活动、购物、学校规则等进行流利表达。

并能准确表达出自己喜好的句型I am interested in...

五、教学活动

活动一：课前热身

1.Greetings. T: Hello,everyone! It’s time for our English class. Are you happy?

Ss: Yes. T：Let’s Sing a song 《Children’s concert》

设计意图：歌曲热身，让学生更好的投入到本课学习。

2. Divide the class into 4 groups. T: Look, we have 4 groups in our class. Ss: Listen the rules carefully! T: One question，one card. So everyone should try your best to get more cards for your group. Are you clear?

Ss: Yes! T: Ok! Fighting! 设计意图：交代评价工具和分组情况激发学生的英语学习热情，使学生快速进入学习状态，为下面的学习活动做好准备。

活动二

Revision 2 1.结交新朋友去游学，深入了解新朋友、新环境。

T: Look！This is my classmate, Wang Fuwei. He makes a new friend on Internet. Now, Let’s listen! What are they talking? Ss: Listen carefully. 设计意图：通过本班同学与新朋友聊天的场景，展开本节课。为接下来了解新朋友及其学校做铺垫。

T: Let’s go to the new school together by plane! Ss: Wow! So cool! T: This is our new friend, Dick. This is something about Dick.

（出现一张表格，上面包括感兴趣的学科，以及这个学科在一周的课时量。喜欢的功能室，以及在这些功能室都做些什么。）

设计意图:本环节通过设置“去游学”的场景。学生快速进入到自己的真实情境中，为下面的活动做铺垫。

T: Can you guess what subject is he interested in? Who can ask him?

Take an example: Are you interested in Chinese? Ss1: Are you interested in English? Ss2: Are you interested in maths? Ss3:... T: Let’s see! Oh, he is interested in Science! (思维导图出示音频“I’m interested in science.”) T: Let’s say it again! Who is right? A sticker for you.

设计意图：教师引导学生积极思考和猜测答案，并在课件里展示思维导图的一级分支的第一个分支。

Name: ____________

Interested subject: ____________

I have _________lessons in a week.

I often _______________________.

T: Do you like ...? Are you interested in...? (在师生互动的过程中，教师可以适时穿插对于学生兴趣爱好的询问) Ss: Yes/No. T: What are you interested in? Ss:（各抒己见）I’m interested in ... T: Dick is interested in science. So we can ask him...

Ss: How many science lessons do you have in a week? （思维导图出示一级分枝的第二子分支）

T: Can you guess how many science lessons does he have in a week?

Maybe we can ask him“Do you have one?”

Who wants to try? Ss1: Do you have two? Ss2: Do you have three? T: Let’s ask him again. Ss: How many...lessons do you have in a week? T: Let’s have a look.Oh, he has three.

设计意图：本环节教师采用“Free talk”的形式，在轻松愉悦的谈话中无痕过渡。运用思维导图的形式不仅让给学生们发散思维复习有关数字的单词，并引导学生说出询问课时量的句型。

（课件出示“Hello,everyone! Let me show you around our school!”）

T: Yeah, Dick will show us around his school. Let’s go together. 设计意图：通过Dick 要介绍他的学校给大家认识，无痕过度，为接下来介绍功能室做了很好的铺垫。

T：Yeah! This is Dick’s science lab.

T: Do you want to know what does he often do in it? Ss: Yes!

T: Let’s listen. (课件出示声音I often have science lessons in the science lab.) T: Let’s go on visiting around other school rooms . OK? Let’s go! (课件中出示各功能室图片的一部分，来让学生猜一猜。然后教师问出What do you often do in...?) Ss1:

Library. We often borrow books from the library.. Ss2:

meeting room. We often have meetings in it. Ss3:

...

(思维导图中出示的第一分支第三和第四子分支。) 设计意图：本环节通过让学生Dick介绍自己的学校，再到猜功能室，环环相扣，趁热打铁，鼓励学生继续思考和发问，进一步培养学生的思维品质。

2.翻转课堂出效率

T: I have given you a task like this. (课件出示)Are you finished?（教师课前给每个学生发一个身份卡，让学生自己填写，正面包括学生的姓名，班级，以及喜欢的学科，以及这个学科的周课时量和自己在功能室里面做的事情。）

Now, let’s practice in pairs. One ask,and the other answers,OK? Ss: Practice in pairs. 设计意图：围绕第一单元的主题，通过翻转课堂的方式，不仅能让流利恰当的运用功能句型，提高学生的综合语言运用能力。来让学生表达出自己的喜好，提高学生的自信心。

活动三：

1.和Dick一起上英语课，参加shopping show.

T：Look！

Dick and his classmates are having an English class. They are making shopping shows. （课件出现视频动画，播放购物视频，激发学生原有知识储备，为接下来的shopping show 做准备。) T：This is a clothes shop. If you go to a clothes shop ,What do you want to buy ? Ss1：I want to buy a pair of shoes. Ss2:

I want to buy a dress. T：Look at these pictures. This is a ...

What can we buy? (课件出示各种商店的图片，激发学生关于衣物，玩具，水果等词汇。) T: Super! Now let’s begin our shopping show.

设计意图：通过创设和Dick一起上英语课做shopping show 的场景，无缝对接第二单元单词以及功能句型，让孩子们在发散思维的同时，让学生们以更积极的状态去参加任务。

（思维导图出示第二分支的子分支）

2.“砸金蛋，接任务”做shopping show T:I’ll give you a task. Each group chooses one of the golden eggs.

(课件呈现四个金蛋，每组选择一个金蛋，每个金蛋里面有对应的不同分值，不同分值代表不同的商店包括玩具店，服装店，还有拓展出来的文具店和水果店。）

Ss: (每组选择选择一个金蛋，里面对应的商店，创编一个新对话) 设计意图：以学生们喜欢的小游戏为线索，让学生选择金蛋以及里面对应的任务，把运用

所学句型融入到“砸金蛋”的环节，通过拓展的方式引入水果店和文具店，不仅更能贴近学生生活，让学生进行思维拓展，还寓教于乐，引人入胜，而不同金蛋对应的不同分值又再次吸引学生的注意力和求知欲。

活动四

寄住Dick家，与其家人聊天，了解日常规则。

①与Dick聊School rules

Dick: In our country, we can make school rules with our teacher togehter . Take an example: We can share our ideas with our teachers in class.

（课件出示中文）

Ss: We should obey the rules. Ss: We should be quiet in class. ......

②与Dick妈妈聊home rules Dick’s mother: Welcome to our home. I hope you have a good time. Let’s talk about some rules about home. We shouldn’t watch TV too often. We should keep our room clean.

③与Dick爸爸聊public rules （思维导图出示相应规则。学生利用课件展示的图片，说出相对应的signs. ）

设计意图：通过游学寄宿在Dick家，和Dick家人聊天谈论有关规则的话题，引出关于社会公德的各个方面。并对学生进行德育渗透，告诉学生要爱校，爱家，遵守社会公德，做文明小学生。

（课件上逐步呈现出一幅完整的思维导图，清晰直观，一目了然，师生共同搭建好了知识框架。) 活动五

做阅读，完成思维导图

T: Please fill out the right words in the mind map.

I'm Li Ling. I’m a student in Grade 5. I love my school. I am interested in English.In English class, I always ask and answer actively. There is a big library in our school. I often borrow books from it.I have two music lessons in a week. I often play the piano here. At home, I am a good girl. I keep my room clean, and I often help my parents to do the housework. We are a happy family.

The mind map about Li Ling

活动六Homework

Today, we ask and answer lots of questions about home, school life and activities. We know about our new friend Dick. We show that we like school and study.OK？

Today’s homework: 1.Read the words we have learned from unit 1to unit 3 .

2.Make up a new dialogue in groups about you want to buy something.

3.以小组为单位制定一份规则

每小组制定一份规则，可以是学校的，也可以是家庭的或是公共场所的。

第二个作业和第三个作业选一个做。

设计意图：作业的设计分为不同的层次，以满足不同水平的学生要求；