Recycle 2课件配套优秀教案案例

课题：

PEP小学英语四年级下册

利辛县实验小学

时筠

Recycle 2

Period 2

Instructional Object：

Subject：English

Grade Four

I.

Analysis of the teaching materials

This class is about revision. The students can master the key words: my, mine, your, yours. The key sentences:1. It’s my …. It’s mine.

2.It’s your

…. It’s yours.

3.That’s my …. Yes, it’s your …. 4.Is this your …? Yes, it’s mine.

5. Are these yours? Yes, they’re my …. / No, they aren’t. Mine are …. II. Teaching aims . 1.

Aims on the knowledge The students will be able: a. To understand Read, write and say. b. To master

“my, mine, your

and yours”.

c. To master 1. It’s my …. It’s mine.

2. It’s your …. It’s yours.

3.That’s my …. Yes, it’s your ….

4.Is this your …? Yes, it’s mine.

5. Are these yours? Yes, they’re my …. / No, they aren’t. Mine are ….

2.Aims on the ability 1

The students can:

a.Understand “my, mine, your and yours” in context, cooperation and communication.

b.Understand “my, mine, your and yours” in context, cooperation and communication.

c.Communicate by the key sentences. 3.Aims on the emotiona. Return the things to the owner in time！

b.To be a polite student! c. Keep tidy! d. The students learn English in a relaxed and pleasant atmosphere. III. Analysis of the students

The fourth grade students have a certain English foundation. They have a certain understanding of the adjective possessive and norminal possessive pronouns.

IV. Teaching methods

1.

Scene method 2.

TPR 3.

TBL 2

4.

Group method V. Teaching key and difficult points

1. The students can write the answers of Read, write and say. 2. The students can describe the relationship of the object by the key sentences. VI. Teaching procedure

Teacher activities

Students activities

Purpose

The students learn Step 1 Warm up

Play the song “Five senses”. Step 1 Warm up Sing the song “Five senses”. English in a relaxed and pleasant atmosphere. The song paves the way for following study.

Step 2 Rivision/Lead in 1.

The teacher lets the students guess what’s in her bag. Step 2 Rivision/Lead in 1.

The students guess

what’s in the teacher’s

bag.

The students learn English in a relaxed and pleasant atmosphere. A ring buckle a ring, set the scene to reduce The difficulty of 2.

The teacher takes out the 2.

The students points to toy rabbit from her bag and describe:

It’s my rabbit. It’s mine. Look at me. It’s my nose. It’s mine. It’s my mouth. the rabbit and say: It’s your nose.

It’s yours.

It’s your mouth.

It’s yours.

3

It’s mine.

3.

Let’s chant

3.Let’s chant

learning. The chant paves the way of writing answers “mine, your, my and yours” . Nose, nose. It’s my nose.

Nose, nose. It’s my nose.

Mouth, mouth. It’s my mouth. Nose, nose. It’s your nose. Mouth, mouth. It’s your mouth. Step 3 Presentation

and practice Mouth, mouth. It’s my mouth. Nose, nose. It’s your nose.

Mouth, mouth. It’s your mouth.

Step 3 Presentation and

practice

Using the toy rabbit makes the students learn English lively

3.The students read Read , write and say of P68 and write down the answers 4 1.

The teacher acts as the 1.The students follow the rabbit and says: It’s my scarf. It’s mine.

2.

The teacher point to the rabbits’ sweater and

guide the students to say: It’s your sweater. It’s yours.

3.

Let the students read Read , write and say

teacher and says: It’s my scarf. It’s mine.

2. Ss: It’s your sweater.

It’s yours.

of P68 and write down on the book. the answers on the book. 4.

Check the answers.

5.

---Is this your pencil? ---Yes, it’s mine. Let the students see

4. Check the answers.

5.The students practise the The students dialogue in twos and comprehensive skills make new dialogue by have improved.

the picture of PPT and using their

say: Is this your Things.

pencil? Yes, it’s mine.

Some pairs present their

6.

---That’s my coat.

---Yes, it’s your coat.

Here you are. T: The man found a coat and returned to the owner. He is kind. How to say? 7.

---Are these yours?

---Yes, they’re my shoes. Thanks.

T: The girl found a pair of

dialogues. 6.Ss: ---That’s my coat.

The students are interested in acting ---Yes, it’s your coat. out the dialogue by

Here you are. The students practise the dialogue in twos with actions. Some pairs actions.

The students know presents the dialogues. 7.Ss: ---Are these yours?

---Yes, they’re my shoes. Thanks. The students practise the that they should return 5

shoes. She returned to the owner. How to say?

8.---Are these yours?

dialogue in twos with the things to the owner actions. Some pairs in time.

Mine are black.

presents the dialogues. 8.---Are these yours?

--- No, they aren’t.

--- No, they aren’t.

Mine are black. The students practise the T: The boy found a pair of dialogue in twos with gloves. He returned to the actions. owner. How to say?

Step 4 Consolidation and extension 1.

Let the students say the sentences one by one by looking at the screen.

2.

The cards of Read , write

are gone one by one.

Let the students say the sentences one by one. Some pairs presents the dialogues. Step 4 Consolidation and extension

Students’ listening

1. The students say the skills have improved. sentences one by one

by looking at the screen.

2. The students say the

sentences one by one.

They say the sentences

one by one. 6

Step 5 Sum up Sum up the main points in this class. Step 6 Homework Step 5 Sum up Take the students Sum up the main points in centered. Take the

this class. Step 6 Homework teacher as a guider. 1.

Retell the class to parents 1. Retell the class to or friends.

parents or friends.

It is properly. 2.

Try to write a Read, write 2. Try to write a Read, and say. write and say.

VII.Teaching evaluation design

7

VIII. Blackboard design

8