Recycle 2主要内容及教案内容

Recycle 2

单元教学目标

1. 知识目标

（1）能够听、说、读、写4~6单元关于序数词、名词性物主代词、动词及其词组的现在分词、行为规范的表达等词汇。

（2）能够掌握4~6单元字母组合th, ng, nk, wh的发音规则。

（3）能够听、说、读、写4~6单元的核心句型：

—When is April Fool’s Day?—It’s on April 1

st. —When is your birthday?—My birthday is on April 4

th. The yellow picture is mine. —Are these all ours? —Whose is this?—It’s Zhang Peng’s. —Is he drinking water? —No, he isn’t. He’s eating. —What are they doing? —They are eating lunch.

Talk quietly. Keep your desk clean. 2. 能力目标

（1）能够读出符合发音规则的单词，并能根据读音拼写出符合发音规则的单词。

（2）能够在情境中恰当运用句型—When is April Fool’s Day?—It’s on April 1

st. —When is your birthday?—My birthday is on April 4

th.询问并回答某节日的日期、

有关生日日期的内容。

（3）能够在情景中运用句型The yellow picture is mine.—Are these all ours? —Whose is this?—It’s Zhang Peng’s.—Is he drinking water? —No, he isn’t. He’s eating. 询问和回答某物是否属于某人、某人是否正在做某事。

（4）能够在情景中运用句型—What are they doing? —They are eating lunch.

Talk quietly. Keep your desk clean.询问并回答某人是否正在做某事、谈论行为规范。

（5）能够按照正确的语音、语调、意群朗读对话、日记、短文。

3.情感目标

（1）能够培养爱护动物的意识

（2）能够注意遵守行为规范和学校校规。

教学重难点

1. 教学重点

(1) 能够听、说、读、写4~6单元关于序数词、名词性物主代词、动词及其词组的现在分词、行为规范的表达等词汇。

(2) 能够掌握4~6单元字母组合th, ng, nk, wh的发音规则。

(3) 能够听、说、读、写运用4~6单元的核心句型。

2. 教学难点

（1）能够读出符合发音规则的单词，并能根据读音拼写出符合发音规则的单词。

（2）能够在情境中恰当运用4~6单元核心句型。

教学方法

任务型教学法、合作探究法、情景交际法、愉快教学法。

教学时间

一课时

教学过程

Step 1 Warm up

Greeting

T: Hi, boys and girls. Ss: Hi, Miss/Mr...

T: How are you today? Ss: Fine, thanks. And you? T: Very well, thanks. What season is it now? Ss: It’s s summer.

T: What’s the weather like in summer? Ss: It’s hot/...

T: Do you like summer? Ss: Yes/No. 设计意图：师生间的谈话，加深了教师与学生之间的情感交流。

Step 2 Lead in 1. Sing a song T: What’s your favourite season? Now let’s sing a song together.（播放歌曲What’s your favourite season? 学生跟唱。）

教学资源：录音机、磁带

设计意图：歌曲的运用活跃了课堂气氛，调动了学生的积极性

2. Ask and answer

T: What’ s your favourtie season, boys and girls?

S1: My favourite season is spring/summer...

T: Why do you like...?

S1: Because I... ...

T: Our old friend Mike likes summer. He often goes to summer camp.（呈现夏令营的照片。）

Look, Mike is at summer camp.（呈现Mike的图像。）What will he do? Let’s have a look.

设计意图：引用歌曲，与学生谈话引出本课主题。

Step 3 Presentation 1.教学P66内容

(1) Listen and match

a.呈现Listen and match四幅图片，引导学生观察图片中人物所做的动作，说出相关的动词与活动名称。

b. 听录音连线。（听力过程中，训练学生对夏令营所举办的活动与时间的细节捕捉。）

c. 核对答案。

(2)Listen to dialogue 2 and tick the right picture.

a. T: Who is calling Mike? Ss: Mum.

T: Mum wants to know what Mike is doing now. Let’s listen to dialogue 2 and tick the right picture. b. 再次听录音，选图片。

c. 核对答案。

(3) Listen to dialogue 1 and dialogue 4. Choose the right answers. a.再次播放录音，完成多项选择题。（听的过程中，引导学生关注月份和行为规范的表达。）

b. 核对答案。

(4)T: Do you like the summer camp? If you are at the summer camp, what are you doing there? 同桌互相说一说，然后发言。

教学资源：课件、录音机、磁带

设计意图：每一个活动，训练学生听的方法，捕捉关键信息，便于提高学生的听力技巧。

2. 教学P67内容

(1)呈现2012、2013、2014的年历。

T: How many months are there in a year?

Ss: Twelve.

T: What are they?

Ss: January, February...（学生回答，教师将1-12月份的缩写词卡贴在黑板上。）

(2) Read the chant and write the months in the correct column. (3)核对答案，教师指导学生用拳头识别月份大小。

(4)呈现February days has twenty-eight alone. 学生跟读。

T: Does every February have 28 days?（引导学生观察2012-2014年的日历，找出2012年的2月有29天。）

(5)呈现韵诗：Except in leap year. During a leap year, February has 29 days. 学生跟读，用汉语解释“闰年”。

(6)播放整个韵诗，学生先欣赏，然后跟读，最后自由朗读。

(7)T: I like March. My birthday is in March, and Women’s Day is in March, too. What about you? What festival comes in your favourite month? Please talk in pairs. 教学资源：课件

设计意图：自读韵诗完成表格，培养学生的自主学习能力。用拳头识别月份大小这种有趣的方法加深学生对知识的理解和记忆。

Step 4 Practice 三人一组，每个人扮演一个动物，仿照P67的句子接龙游戏。

参考句型：S1: Pandas, pandas and pandas. Tell me when Children’s Day comes.

S2: It’s on June 1st.（问S2）Monkeys, monkeys and monkeys. Tell me when ... comes. S3: It’s on...（问S1.）... ... 设计意图：通过趣味性活动，使学生不知不觉的掌握了所学的知识。

Step 5 Presentation 1. 教学P68内容

(1)呈现课本雪山的图片，观察图片，想象自己到了图片所指的旅游景点，再看课本图片右边的问题，试着想象如果自己在这个景点，如何回答问题。

(2)同桌互相说一说，然后请学生展示。

(3)教师将一个学生的回答的句子连在一起，并作适当调整，成为一篇简短的游记，与学生欣赏。

I am in Jilin. It’s winter. I’m playing in the snow. My parents are here, too. They are taking pictures. I will take pictures, too. (4)呈现Mike的图片，讨论图片。

T: Look. This is Mike’s photo. What do you see?

S1: Mike is running. S2: Zhang Peng and John are playing football. ... (5)看图，完成填空。

(6)师生核对。

(7)复习动词的现在分词的用法和构成。

(8)听录音跟读录音，按照正确的语音、语调、意群朗读日记。

教学资源：课件

设计意图：每个活动，先引导学生观察图片，培养学生的观察能力，然后再引导学生展开讨论。

2. 教学P69内容

(1)呈现情境图，引导学生展开想象。

T: Now suppose you’re in the summer camp with Miss White’s class. Zoom and Zip are going to visit you. They will bring you and your friends many gifts. What do you want them to bring to you? S1: I want them to bring me... (2) 点击课件，呈现带来的礼物，学生快速说出这些礼物。

(3)听录音回答问题。

Whose bottle is the green one?

Whose bottle is the red one? (4)再次听录音，跟读对话。

(5)两人模仿对话讨论图片中的另外的礼物。

(6)复习名词性物主代词的用法。

(7)T: Now please read the sentences. Find “friends” for the words in this table. 自读句子，找出与图表中语音例词有相同字母组合和发音的单词，填写表格，然后核对。

(8)复习th, wh, nk, ng的发音规则。

(9播放四个句子的录音，先欣赏接着跟读，然后自由朗读。

教学资源：课件、录音机、磁带

设计意图：教学每个活动，引导学生先理解后运用，最后总结。

Step 6 Practice 1. 绕口令

播放绕口令，学生练习。

My brother gets three maths books for his tenth birthday. Oh, too many!

What a sweet little white whale! Whose is it?

Sing a song, you yong girl, on this beautiful morning.

Let me think about why the elephants can drink water their trunks. 设计意图：复习和巩固th, wh, nk, ng字母组合的发音。

2. Play a game

学生在纸上画一个圆，划分两个部分。分别写上第五至第六单元的核心词汇：名词性物主代词、动词现在分词。四人小组内，学生轮流拿一支笔当指针，让其旋转，当笔停下来时，笔尖指哪个半圆，该生就根据哪个半圆的主题进行语言表达。如：... isn’t reading a book.

设计意图：复习第五至第六单元的核心词汇和句型，帮助学生建立词汇的分类认知。

Step 7 Summary

T: 这节课我们通过一些活动，复习和巩固了关于动词的现在分词、名词性物主代词，字母组合th, wh, ng, hk的发音规则。

课堂作业

一、找规律，补全单词，并连线。

1. three

thanks

ma__ __s

A.

2. think

pink

i__ __

B.

3. when

what

__ __ere

C.

4. young

long

si__ __

D. 二、单项选择。

(

)1.

—_______ bottle is this?

—It’s Amy’s. A. What

B. Whose

C. Who’s

(

)2. Mike is _______ in the park. A. running

B. run

C. running

(

)3. There are two pens on the desk. The red one is_______. The black one is_______. A. mine, yours

B. mine, your

C. yours, her 三、按要求完成句子。

1. John is playing football. Tom is playing football.（合成一句话。）

John and Tom ________ ________ football. 2. I’m listening to music.（就划线部分提问。）

______ ________ ________ ________? 3. This is his shirt.（改为同义句。）

This shirt is________.

Answers:

一、1.th, A 2. nk, B 3. wh, D 4. ng, C

二、1.B2.A3.A

三、1. are playing 2. What are you doing?3. his

板书设计

Recycle 2

名词性物主代词=形容词性物主代词+名词

ng/ŋ/

th/θ/

nk/ŋk/

wh/w/