Recycle 1优质课教案

广东省小学英语优秀教学案例展评参选教学设计

《

Welcome, Kongfu Panda! 》

——Recycle 1

设计教师：周莉刁

张慕莹

指导教师：许乐冰

教材版本：九年义务教育小学英语

PEP Primary English

选送单位：广东省汕头市澄海实验小学

1 PEP 7

此教学设计是以针对九年义务教育小学英语

PEP Primary English 六年级上册Recycle 1进行的复习设计，我们将此复习课设计为3课时，同时选取第

3

课时进行课堂实录。

总体思路：本复习单元内容是以六年级上册Recycle 1教学内容为依托，复习六年级上学期一般现在时和一般将来时两个时态，属于阶段性复习。Recycle 1包括Let’s read, Let’s find out, Listen and choose, Let’s sing, Listen and match, Let’s read, Group work七个教学内容，但活动之间缺乏联系，内容比较零碎，学生使用时无法实现综合运用语言能力的培养。另一方面，对于前面三个单元知识的梳理和一般现在时和一般将来时两个时态的归纳和运用，显得较为单薄。我们根据本复习单元的内容安排和知识分布，以及我校学生每周次英语课时少，缺少知识的重现复习的实际，本着“整体设计、分块呈现、综合运用”的教学理念，把1-3单元的主要句型和Recycle 1内容整合在前两个课时中，再增加1节综合复习拓展课时，从而达到培养学生对一般现在时和一般将来时两个时态的归纳、内化、再到综合运用的目的。在教学设计上我们尝试以主题式情景为课堂的主旋律，把对知识点的总结、运用的全过程分解到同一个主题下的各个活动中，为知识点的实践提供一个有意义的空间，在知识运用中促进学生对两个时态的内化。以Kongfu Panda为主角，第一课时设置了为Kongfu Panda来汕头旅游情景，学习Let's read I , Let's find out, Let’s read, Listen and choose；完成制定旅游路线，争当好旅游向导的任务。第二课时创设了与Kongfu Panda一起制定汕头旅游计划的情景，学习解决Let's read II , Listen and choose, Let's chant, Listen and match的教学内容。第三课时为复习拓展课，教师根据影片《功夫熊猫1》设计Days和Dreams两篇文段，并设置学生与Kongfu Panda和他的师傅一起分享精彩生活和梦想的情境进行对两篇文段的学习，学习内容符合了一般现在时和一般将来时两个时态的特点，帮助学生把知识转化为能力，培养学生思维的广阔性、灵活性和创造性。整个复习单元在设计上都体现了以影视动画教学法，主题式情景教学、任务型教学和整体语言教学的思想。

课时安排：

第一课时：Kongfu Panda’s Guide Book!

(Let’s sing ,Let’s find out, Let’s read, Listen and choose) 第二课时：Kongfu Panda’s Vacation Plans!

( Let’s chant, Let’s read, Listen and match, Group work) 第三课时：Days and Dreams！

（一般现在时和一般将来时的综合复习）

2

以下是九年义务教育小学英语

PEP Primary English 六年级上册Recycle 1的第3课时课堂实录的教学设计。

汕头市澄海实验小学

设计教师：

周莉刁

许乐冰

一、

学生

分析

教学年级：六年级

PEP Primary English

课题名称：Days And Dreams！

课时：

Period Three

指导教师：

教材版本：九年义务教育小学英语

本课教学对象是六年级第一学期的学生，学生已在本学期第一、二单元中继续学习了一般现在时，谈论了学生的day-time以及地点方位；在第三单元中学了新时态一般将来时。本复习单元中的前两个课时学生已结合Recycle 1学习内容分别对一般现在时和一般将来时进行复习，通过这两课时的学习，学生已对这两种时态有一定的认识。本课时学生将通过了解功夫熊猫和他的师傅在和平谷的生活以及他们的梦想，接触新的语言材料，并在交流过程中综合运用一般现在时和一般将来时两种时态。学生将在有趣的情境交流中进行两种时态的比较练习，使所复习的语言形式与语言的使用语境、语言的意义紧密联系，更好的达成语法教学的最终目的，帮助提高学生语言的交际能力。

二、教材

分析

本课时为该复习单元的第三课时，是一节复习拓展课。教材中Recycle 1的教学内容已在前两个课时完成，本节课是根据影片《功夫熊猫1》中角色的生活情景，教师自编两段文段，分别是Kongfu Panda’s Days和Kongfu Panda’s

Dreams进行学习。整节课以这两篇文段为载体，结合影片中大量关于功夫熊猫的生活情景图片，采用puppet show老师扮演师傅的形式，让学生了解功夫熊猫和他师父的生活与梦想，并向功夫熊猫和他的师父介绍自己的生活和居住城市的景观美食，在交流与互动中复习一般现在时和一般过去时两种时态，并进行时态练习、比较和归纳。

二、

教学

目标

语言知识：听、说、学读文段Kongfu Panda’s Days和Kongfu Panda’s Dreams；认读新语言知识Dragon Warrior、Valley of Peace 、Jade Palace；复习一般现在时和一般将来时的一般疑问句和特殊疑问句Do you…? How do you …? Are you …? What is he going to do?

语言技能：能自信、有条理地向他人介绍自己的生活和居住城市特点。

学习策略：采用分组竞争学习；利用课件和Puppet模拟功夫熊猫和师父来到课堂的情景，激发学习情感，开展积极的口语互动交际活动；学会分工、协助，有效地进行小组合作，共同制作海报；学会分享与交流。

情感态度：学生学会在团队合作中进行学习，共同进步；对于学生的课堂参与给予积极评价，进一步培养学生的自信心，培养学生的学习兴趣。

文化意识：介绍汕头特色景观与小吃，培养热爱家乡意识。

3

四、教学

策略

1、本节课采用情景教学法，创设功夫熊猫和师父来到课堂的情景，以他们分别介绍自己生活与梦想、了解学生生活与梦想为主线开展整节课的教学活动。采用课件的图像与音效渲染，采用Puppet show方式尽量创设拟真情景，让语言学习尽量更加真实。

2、游戏教学法与语法教学有机结合。通过游戏拼图方式找出一般现在时的动词原形，通过转盘游戏操练一般现在时的一般疑问句，通过小组合作拼凑词卡制作Master’s Plan环节展示一般将来时的句式结构这一系列适合儿童口味的游戏活动，达到寓教于乐的目的，从而把单调乏味的时态复习变得生动有趣，为学生创造了轻松自然的语言操练环境，激发学生的学习兴趣，充分体现学生学习的主体地位。

3、课前准备礼物盒、英语词卡、功夫熊猫与师傅的小贴纸和本节课相应的课件；学生课前收集汕头特色景观与小吃相关英语介绍。

五、教学

过程

一、Greeting with Kongfu Panda

(Warm-up) 1.

Greeting with students: How are you?

Do you go to school in foot?

Do you play sports everyday?

Are you going to be a …?

2.

The way for assessment: T: Today we are going to talk about days and dreams. Here we have five groups. There is a poster and some stickers for each group. If you do a good job or I say “great, super”, you can get a sticker. Please work hard, try to get more stickers to make your poster more beautiful! Come on, children!

3.

Chant: Days and dreams

T: Ok, stand up! Let’s have a chant! 4.

Kongfu Panda greets with children T: The days are busy and the dreams are nice! Look, our old friend is coming! Kongfu Panda (KP): Hello, children, nice to see you again.

Ss: Nice to meet you too!

T: Welcome, Panda! You’ve been here in Shantou! Do you like Shantou? KP: Yes. I know a lot about Shantou. The people here are so nice. I love you all. Do you want to know something about me and the days in Valley of Peace? Ss: Yes!

在Greeting环节通过师生问答引出该节课的学习主题，显得自然！

整节课通过分组竞争进行学习，通过积极表现获取功夫熊猫和师傅的贴贴纸装扮海报，为最后的拓展环节做准备！

Chant调动气氛, 贴切主题，引出功夫熊猫。

课件中动感的功夫熊猫力求创设真实情景，让课堂学习更有趣味性。

4

二、Kongfu Panda and Master’s Days and Dream

(知识重现与梳理) 1、

Days in Valley of Peace

(复习一般现在时) Activity 1:

Kongfu Panda’s Days

（陈述句型与动词原形）

T: Kongfu Panda’s days in Valley of Peace! Wonderful! Now, let’s listen! ①

Listening: CAI (Kongfu Panda introduce his days with pictures) I’m the Dragon Warrior now. I live in Valley of Peace with my father. I am busy everyday. Every morning I get up early. I work in my family’s noodle shop. I sell noodles and dumplings. I cook nice noodles and I like eating noodles. Every night, I walk to Jade Palace. I learn Kongfu from my master. I go to bed late! T: What do you think of Panda’s days?

②Read the sentences one by one, to know Kongfu Panda’s days in detail. T: Yes, Kongfu Panda’s days are busy! Let’s listen again and try to follow him. ③Choose the sentences: T: Super! Let’s play a game. Golden eyes! Look at these two sentences, according to Panda’s days, which one is right?

(show the sentence) T: Good! If you know the answer, please stand up, say out the sentence’s number as quickly as you can. Clear?

（CAI闪烁出句子，学生选读正确的句子）

I live in Valley of Peace with my father.

I live in Valley of Peace with my mother and father.

I am busy everyday. Every morning I get up early. I am busy everyday. Every morning I am getting up early. I work in my family’s noodle shop. I sell noodles and dumplings.

I work in the fruit shop. I sell apples and bananas. I cook nice noodles and I like eating noodles. I am going to cook nice noodles and I like eating noodles.

5

功夫熊猫结合图片介绍自己在和平谷的生活，让学生先从听入手，图片辅助理解文段。

在第二遍听、跟读中解决新语言的学习。

在选句环节中，再次帮学生梳理信息，并有意识地出现不同句式、不同时态的比较。

Every night, I walk to Jade Palace. I learn Kongfu from my

master. Sometimes I walk to Jade Palace. I learn Kongfu from my master. I go to bed late! I am going to go to bed late! T: (Praise!)

Now we know Panda’s days! Can you read as Kongfu Panda? Ss: Sure!

(Read together) T: Thank you, children! You’ve done a good job! Thank you, Panda! Thank you for telling us your days! KP: Haha! My pleasure! Enn… One of my friend is coming, he is going to tell you his days, too.

T：Who is it? KP: If you want to know who it is, you must make out the picture in my days! Maybe some words can help you make the picture! ④Make out the picture：

(找动词原形) T：We can make out the picture according to Panda’s days. Look at the sentences, the verb live can find out one piece of picture. Come on, children. Let’s have a try！

（点击动词变红色，并逐渐组成Master 的图片）

I’m the Dragon Warrior now. I live in Valley of Peace with my father. I am busy everyday. Every morning I get

up early. I work in my family’s noodle shop. I sell noodles and dumplings. I cook nice noodles and I like eating noodles. Every night, I walk to Jade Palace. I learn Kongfu from my master. I go to bed late! T：Oh, he is Kongfu Panda’s master.

Activity 2:

Master’s Days

(一般疑问句、特殊疑问句练习) ( puppet show, use a puppet as master )

①

Guessing game: (游戏大转盘) T (Master): Hello, I’m Kongfu Panda’s Master.

( Greeting with students: How do you do? ) Do you want to know my days in Valley of Peace? Can you guess?

6

及时肯定、表扬学生。

新朋友的出现需要学生完成相关任务，让学生在趣味盎然的找朋友任务中进行语法学习！

有意识引导学生找出短文中的动词原形。

以有趣的转盘游戏进行句型的操练，并在该环节中送出礼物盒，为下一环节小组编制Master’s plan作准备。

第一次转盘：

Do you live … ?

各小组选定句子( with Kongfu Panda/ in Valley of Peace/ in Jade Palace/ in the 内容，在转盘转动时齐喊相应短mountains/ near the school )

语，营造游戏活第二次转盘：Do you … everyday?

跃气氛。

( read a magazine/ read books/ play sports/ do Kongfu/ cook the

meals )

第三次转盘：

Do you … on the weekend?

( climb mountains/ swim/ go hiking/ teach Kongfu/fly kites )

Master (teacher) send the gift to each group during the game.

②

To know the student’s days:

学生向Master介T (Master): Clever guys! You know my days now. Can you tell 绍自己的生活和me something about your days and your city：

汕头特色景观与小吃，训练学生Where do you live? 文段的表达能What do you usually do everyday? 力，同时增强家What do you like? 乡荣誉感。

How about your city? Students talk in groups first, then invite some students to

introduce their days and their city.

( Students introduce Chaoshan Snack, beef balls, Haiwan

Bridge … )

2、

Kongfu Panda and Master’s Dreams

(复习一般将来时) 以Master来汕头居住愿望引入一Activity 1: Make out Master’s plan

(Group-work) 般将来时的学习,①

Find the plan: 更显趣味性！

T (Master): Your days sound good! I love your hometown, I love

eating Chaoshan Snack and beef balls！I have a dream. I am going

to live here, with you! I am going to be the greatest Kongfu

teacher in the whole of Shantou! Do you think so, Panda?

KP: Of course! And I will go with you!

T (Master): Super! I have a plan for us, Panda. We am going to do 太郎打飞了师父的计划，自然引many many things. Look, here is my plan.

入编制Plan环

(CAI: Master’s plan被Tai Lung打飞) 节。

T (Master): Oh, where is my plan? Haha, it flies into your gift!

小组齐读，找出②

Make the plan: Each group can make one sentence. If your group is lucky

enough, I will send you a present!

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T (Master): There are some words in the box. Use the words to Master’s plan并make out my plan, please!

Group work: Ss make the sentences, stick on the board.

You

are going to

learn Chaoshanese. You

are going to

teach people Kongfu in Shantou. He

is going to

cook noodles in Shantou. He

is going to

learn how to make beef balls. He

is going to

learn diving. ③

Show the plan:

(陈述句，特殊疑问句练习) T (Master): Dear boys and girls, please tell me my plan. What am I going to do? (On board already )

Ss read together.

T (Master): What is Kongfu Panda going to do?

Ss read together.

T(Master): And I am going to take my five students with me. We are going to Shantou together.

( Stick these two sentences on the board.) ④

Know the structure:

be going to T: Look at the board, when we say something happen in the future, we can use “be going to”. Pay attention to “I”

am going to, “you”

are going to,

“they”

are going to.

“he, she and it”

is going to.

Activity 2: Kongfu Panda’s Dreams

(一般疑问句) ①

Guessing: T: Panda, do you have a dream, too? KP: Sure. Guess, what is my dream? S1: Are you going to be a Kongfu Star? S2: Are you going to …? ②

Reading: T: Actually Kongfu Panda has many dreams. Take out your paper sheet, read the paragraph and tell me: How many dreams does Kongfu Panda’s have? Paper sheet 1:

My Dreams Hello, I am Kongfu Panda. I have many dreams. I am dreaming about living in Shantou. I am going to live here next

8 贴在板上，体现小组合作。

在师傅的计划中充分体现汕头元素，如learn Chaoshanese；make beef balls和汕头特色运动项目diving.

在活动中感知句子，并及时总结巩固。

以句式带出一般将来时be going to结构，及时归纳时态结构。

在猜测中引出Panda’s Dreams文段的阅读。

小组齐读，降低首次阅读的难度。

year. My father is going with me. We are going to have a new

noodle shop in Shantou. But I am going to work in the canteen of Shiyan School in Chenghai. I am going to learn Kongfu in Shantou, too. Do you remember my master? He is going to Shantou with his five students, too. And my master is going to learn Chaoshanese. He is going to teach Kongfu in Shantou. How nice!

③

Writing:

T: What are Panda’s dreams？Look at sheet 2, write down his dreams.

Paper Sheet 2:

1) I

(live) in the Valley of Peace.

But I

(live) in Shantou next year. 2) I

(work) in my family’s noodle shop.

But I

(work) in Shiyan School canteen in Chenghai. 3) My father and I

(have) a noodle shop in the Valley of Peace.

But we

(have) a new one in Shantou. 4) I

(learn) Kongfu in the Valley of Peace.

But my master

(learn) Chaoshanese in Shantou. ④

Show students’ answer sheet and check the answers ⑤

Sum up the grammar: The present tense:

(usually/ sometimes...) I

learn Kongfu. The future tense:

( a plan/ in the future)

I

am going to

learn Kongfu.

You

are going to

learn Kongfu.

He

is going to

learn Kongfu. 三、Making group’s poster：Days and dreams

(拓展运用)

1、Making group’s poster: T: Kongfu Panda and his master both have their dreams. What about yours? Please write down your days and dreams, and make your group’s poster. 2、Share-time:

Show each group’s poster.

9

进入默读环节，让学生更细致分析阅读信息，把握句式结构。

在Paper Sheet 2的练习设计中，把一般现在时与一般将来时两个时态进行比较，引导学生找出它们的异同。

及时进行两种时态的比较、归纳，点明两种时态的动词原形形式，一般将来时的be going to结构。

学生写下自己的生活与愿望，小组合作制作海报。

互观看海报，学

会分享与交流。

1、Sum up: We have talked about days and dreams. We’ve

known two tenses: the present tense and the future tense. 把Days and

2、Add-activity: Make a post card, tell Kongfu Panda and his dreams的写延续到课外。

四、Say goodbye to Kongfu Panda and Master master your days and your dreams.

六、课后

反思

Let’s say goodbye to Kongfu Panda and his master. See you!

本节课采用情景教学法，创设功夫熊猫和师父来到课堂的情景，以他们分别介绍自己生活与梦想、了解学生生活与梦想为主线开展整节课的教学活动。其特色教学体现在：

1、新课程标准倡导的“以人为本”的理念与语法教学的有机结合。

新课标提倡教师的课堂教学设计与教学活动都要符合学生的本能与天性。语法教学本来是一个枯燥的学习过程，但本节课以生动有趣的卡通形象（功夫熊猫和师父）引领学生复习比较一般现在时和一般将来时两种时态，并进行语法练习。在这样生动有趣、重在实践的语法教学环境中，即营造出一个人性化的教学环境，又有利于调动孩子的学习积极性，提高教学效果，还有利于孩子身心、情感的健康发展。

2、备受学生欢迎的游戏教学法与语法教学的有机结合。

根据小孩天性活泼、天真好玩的特点，游戏教学无疑是备受青睐。整节课设置了多处游戏活动，其中通过游戏拼图方式找出一般现在时的动词原形，通过转盘游戏操练一般现在时的一般疑问句，通过小组合作拼凑词卡制作Master’s Plan展示一般将来时的句式结构这一系列游戏活动，教学组织容易，内容有趣，学生乐于参与，从而把单调乏味的时态复习变得生动有趣，为学生创造了轻松自然的语言操练环境，激发学生的学习兴趣，充分体现学生学习的主体地位，达到寓教于乐的目的。

3、隐性语法教学与显性语法教学有机结合，遵循语法教学规律。

英国教育专家Jayne Moon（2000）的研究表明，孩子具有“Go for meaning”的天性，即在学习语言时，孩子的注意力通常首先放在语言的意义（meaning）上，他们很少注意到语言形式（form，grammar structures）或语言规则。而且，孩子在特定的情景中获悉语言意义的能力很强。由于孩子的关注点在语言的意义上，因此，课伊始，我创设了Kongfu Panda介绍自己在和平谷生活的描述，让学生在一个有意义的情景中（meaningful context）理解一般现在时的语法意义；然后，通过找朋友、Master 介绍生活及梦想等环节让学生进行交际性活动，运用所学的一般现在时和一般将来时两个语法项目；最后，在学生理解并会运用的基础上，把学生的注意力吸引到语法规则上来，通过Sheet 2的练习比较，进一步巩固两种时态的结构。也就是说，在教学的前面两部分

10

——“meaning”与“use”阶段我使用隐性语法教学，在最后一部分——“form”阶段才采用显性教学。在整个时态教学过程中力求做到意义领先、点到为止、随遇随点、适时归纳。

整节课如果能更大胆放手，让学生更积极主动地陈述自己的生活、介绍自己的城市特色，语言信息量将会更大，学习更有效果！

附件：

文段1：

My Days I’m the Dragon Warrior now. I live in Valley of Peace with my father. I am busy everyday. Every morning I get up early. I work in my family’s noodle shop. I sell noodles and dumplings. I cook nice noodles and I like eating noodles. Every night, I walk to Jade Palace. I learn Kongfu from my master. I go to bed late! 文段2 （Paper Sheet 1）:

My Dreams Hello, I am Kongfu Panda. I have many dreams. I am dreaming about living in Shantou. I am going to live here next year. My father is going with me. We are going to have a new noodle shop in Shantou. But I am going to work in the canteen of Shiyan School in Chenghai. I am going to learn Kongfu in Shantou, too. Do you remember my master? He is going to Shantou with his five students, too. And my master is going to learn Chaoshanese. He is going to teach Kongfu in Shantou. How nice! Paper Sheet 2:

1) I

(live) in the Valley of Peace.

But I

(live) in Shantou next year. 2) I

(work) in my family’s noodle shop.

But I

(work) in Shiyan School canteen in Chenghai. 3) My father and I

(have) a noodle shop in the Valley of Peace.

But we

(have) a new one in Shantou. 4) I

(learn) Kongfu in the Valley of Peace.

But my master

(learn) Chaoshanese in Shantou.

板书设计：

Days and Dreams

11 My plan

What am I going to do? …….. What is Kongfu Panda going to do? …….