Recycle 2优秀教案设计

课

题

名

称

PEP 4 Recycle2

Read aloud

教学

材料

分析

单

位

回浦实验小学

教

师

胡张莹

本课的教学材料选自人民教育出版社《义务教育教科书•英语（三年级起点）四年级下册》Recycle2 Read aloud（P66），是4-6单元复习的第一课时。教材滚动了Unit4-6的重要语言点，讲述了Mike, Amy和Sarah一起为去农场野餐购物及在野餐时发生的趣事。

教学中一方面围绕教材提供的文本材料展开阅读，另一方面通过询问野教学

设计

说明

餐垫上的物品主人巩固重点句型的灵活运用。教学的重点是理解故事，并能正确地朗读，基于板书表演故事。最后通过创编故事结尾，发散学生思维，旨在提高学生的综合语言运用能力和英语核心素养。

1.

能够通过学习对话复习巩固重点句型How much is it? It’s _______. Whose______?It’s/They’re ______.Are these/those______?Yes/No, ________. 2.

能够在图片和老师的帮助下，理解故事大意，并用正确的语音语调朗读教学

目标

定位

对话，基于板书表演对话；

3.

能够在语境中理解“have a picnic, total, quick”等词汇的意思并能正确朗读；

4.

能够比较灵活地运用重点句型在有意义的情境中进行交流，并续编故事结尾。

教学

重点

难点

1.

能够在情境中较熟练运用重点句型并续编故事结尾；

2.

能够在图片和老师的帮助下，理解故事大意，并用正确的语音语调朗读对话，基于板书表演对话。

板

书

设

计

1

教学设计

教学

步骤

教师活动

学生活动

1.

Ss sing the song 建议说明

歌曲活跃课堂气氛，且与本课情境相关，为进入课堂做好铺垫。

1.

Picture1 learning (In the classroom)

培养学生通过听故事获Step1 Warming up

1.

Sing a song: Rain, rain, go way 2.

Greeting: Good morning, class./What’s the weather like today?/Are you happy today? together. 2.

Ss greet to T.

It’s _______.

Step 2 (1)

T: Look, Mike, Amy and Sarah are (1)

S1: They will 取信息回答have a picnic.

happy too. Listen and answer:

问题的能

Why are they happy? 力。

Ss read after T. Teach: have a picnic

(2)

S1: Tomorrow

将课文情境(2)

What will the weather be like will be warm and 与学生生活sunny. tomorrow?

(3)

Read after the 相关联，滚tape.

drink, map, .... 动复习服装词汇为下面Present(3)

Read after the tape. ation

& 2.

Brainstorm what will you prepare?

(2)

What do you want to wear?

(3)

What about food and drink? Let’s go to the shop with them.

3.

Picture2 learning (In the shop) (1)

Where are they? They’re in the shop.

(2)

Talk about the fruits and vegetables. (1)

Clothes, food, 语言使用做Practice

(1)

If you will have a picnic tomorrow, (2)

I want to wear... (T-shirt, sunglasses, jacket, hat, cap...)

shop. (2)

Look, 铺垫，引出去超市的情境。

(1)

They’re in the 通过对超市中食物的描述，

复习复

2

(3)

Listen, tick and write. (Picture 2) What vegetables and fruits do they buy? How many? How much is that? T teach “total”. Oh, that’s _________.

(4)

Act in three

4.

Picture3 learning (At the farm) these/those are 习蔬菜水果_______. They’re 等重点词汇_______.(big, 及相关句green, good) 型，为完成(3)

Fill in the chart. 表格这一任That’s 42 in total. 务做铺垫。

That’s expensive.

(4)

Act in roles.

farm. 角色扮演调(1)

They’re at the 动学生说演的积极性。(2)

It’s Sarah’s. = 为整个故事(1)

Where are they?

It’s Sarah’s jacket.

的表演做铺

(3)

A: 垫。

(2)

Read and answer: Whose jacket is it?

Whose________?

(3)

What about other clothes?

B:It’s/They’re 通过同桌同Take out your envelop and work in pairs to ______________. fill in the blanks.

(1)

A:Are those__? 学之间的信

5.

Picture4 learning (1)

Look, what are those？

Guess what are the animals over there? (2)

Listen and answer: who are coming? Why are they coming?

(3)

Read after the tape. T teach “quick”

6.

Listen and imitate.

B:Yes/No, ______. 息差，让学(2)

Cows are 生在真实的coming.

They want to 语境中运用eat/play with them. 重点句型获(3)

Read after the 取信息。

tape. 关注语音语

6.Read the story.

调、重弱读等，提高学生表演能力和综合语言运用能力。

Step3

1.Act out with the blackboard design. 1. 通过给故事

3

Consoli

da- tion & Extension

2.Finish the story

续编结尾，1.

Act the story 发挥学生的

out. 想象力，培3.Enjoy some pictures: Animals are our 2.Ss draw and 养开放性思friends. share their endings. 维。

3.Enjoy the 联系实际，pictures.

进行德育，升华主题。

1. Act the story in four.

将本节课内容做较好的延伸，提高学生综合语言运用能力。

2. Draw some pictures to finish the story Finish the class

Step4 ork

and share your story with friends. Homew

4