惠陽區(qū)實驗小學朱建紅（四年級PEP教學設計）Recycle1

1、設計教師朱建紅教學版本PEP Book 4執(zhí)教教師朱建紅 課題名稱教學年級四年級Recycle 1The 1st Lesson課 型綜合課授課時間40分鐘學生分析l. 學生經過三年級一年和四年級上學期的PEP英語學習，有一定的聽、說、認、讀和寫、做基礎。 2. 因前面學習了UNIT 1至UNIT 3，因此對于這3個單元的主要句型和詞匯都較熟悉，所以對RECYCLE綜合知識的學習不會有太多的心理障礙。3. 學生都愛動手。我們也要多讓學生在動手中學習、掌握和運用英語，讓他們在快樂中有所收獲，從而體驗英語學習的樂趣，并轉化為他們的學習動力。教材分析l. 本課主要圍繞廢物利用的環(huán)保觀念展開相關的學習。

2、2. 本課通過老師自編的單詞CHANT和針對性的QUESTION能較好較快地讓學生進入主話題學習。3. 因本課的對話篇幅較長，可采取分-合-分的形式讓學習去接觸和學習。教學目標1. 學生能夠聽、說、認讀本課時的主要單詞和短語：paper, newspaper, wonderful, fashion show, just wait and see, see you later.2. 能夠理解并嘗試運用Its a secret! It looks like a fish. Its your turn now.3. 通過該對話的學習能把環(huán)保意識滲透到學生觀念和生活中。教學策略1. 本節(jié)課以自編的ch

3、ant去解決單詞或短語的的難度，讓學生以較快的節(jié)奏進入到對話的學習，這樣的方式既能調動他們的學習興趣，也讓課堂有起伏的動作，有效地調節(jié)課堂的整體氣氛。2. 本節(jié)課的對話有八幅圖，而且難點都側重于前四幅。老師可通過適當?shù)恼{整（先學后四幅）引出fashion show的主題，并以提問的形式找出fashion show的時間、地點，使課文變得簡單化，掃除學生在學習過程的心理障礙。3. 根據(jù)課文圖5至圖8的表演內容，讓學生在課堂內“實剪實演”的形式來激發(fā)他們的表現(xiàn)欲，也符合小學生的愛模仿天性。這樣也使課堂有恰當?shù)膭屿o結合。教學過程教學過程教學過程Step 1. Warm-up Lets chantT-

4、shirt, T-shirt, looks like T.Skirt, skirt, pretty skirt.Dress, dress, beautiful dress!Vest, vest, wear it in summer.Jacket, jacket, zip up and zip down.Sweater, sweater, warm, warm, warm.Hat, hat, put it on my head. Jeans, jeans, long long jeans.Pants, pants, put on the pants.Shorts, shorts, very ve

5、ry short.Shoes, shoes, a pair of shoes.Socks, socks, keep my feet warm.（設計思路：這個自編的chant句式簡單、關聯(lián)緊密、節(jié)奏感強、瑯瑯上口，好記易懂，深受學生喜歡，使人讀了倍感愉快，難以忘懷,既創(chuàng)設了英語課堂學習氣氛，又緊緊圍繞了本課的主題。）Step 2. Revision 1. Show the pictures and review the clothes they have learned:T-shirt(), T-shirt（）t-s-h-i-r-t , T-shirtSkirt(), skirt（）, ski

6、rt, s-k-i-r-t, skirt.(設計思路：此環(huán)節(jié)緊跟以上的chant，加強復習所學的衣物名稱并拼讀，有助于學生牢記心底。)2. Free talk: Ask and answer about the clothes.(TS, SS) 1、 Whats this/that?2、 What are these/those?3、 What colour is it/are they?4、 Do you like it/them?5、 Can you make it/them? (設計思路：字不離詞,詞不離句.復習了詞匯后,以師生和生生的對話形式展開此環(huán)節(jié)并起到承上啟下的作用,使學生能順利

7、過度到新課的學習。) Step 3. Presentation1、 Show and say:T: Do you know who can make the clothes. Now lets take a look.(Draw a stage and show the pictures which are prepared before class, stick them on the board one by one.)This is Mike. And this is his T-shirt. Its newspaper. Now its Johns turn. And this is

8、his vest. Two shoe boxes make the vest. Its Chen Jies turn now. And this is her dress. Its very pretty. It looks like a fish. And now its Zhang Pengs turn. And this is his hat. Is it a newspaper hat? No, its a ballroom hat. Wow. Are they great? Do you know what they are doing?S:時裝表演 T: Yes, they are

9、 having a fashion show today. What time is the fashion show on?S: At four oclock.T: And where are the students having the show? S: In the gym. T: Right. (Show a poster of a fashion show which has the time and place just like the following.)Fashion ShowTime: 4:00pmPlace: GymMike圖John圖Z.P圖C.J圖 (設計思路：本

10、對話的8幅圖以后4幅的較簡單易懂，因此采用倒置的方法來呈現(xiàn)主題,以一問一答而解決了課文的完整性。)2. Watch the video and try to understand the text and guess the meaning of the words or phrases: secret, early, See you later, just wait and see, Its your turn. (設計思路：為了加強課文的整體性效果,播放對話VCD,讓學生在恰當?shù)那榫诚聦W會猜測并理解新詞新句,這樣的要求更能讓他們認真觀看并明確學習目標.)3. Learn and chant

11、.Fashion(), fashion（）, beautiful clothes.Newspaper(), newspaper（）, read the newspaper.Secret(), secret（）, I dont want to tell you.Wonderful(), wonderful（）, great, great, great!Early(), early（）, get up early in the morning.(設計思路：以分-合-分的形式過渡到了新內容的學習,并采取學生喜愛的韻律加強了學習的步伐,使整節(jié)課的節(jié)奏是緊而歡快.)4. Read after the t

12、ape or the teacher, and then answer the questions.Look at picture one. What show is it?Look at picture two. What time is the fashion show on?Look at picture two. Where is the show going to be held?Look at picture four. Whats in the bags?Look at picture five. Who has a newspaper T-shirt?Look at pictu

13、re six. Is Johns vest made of newspaper?Look at picture seven. What does Chen Jies dress look like?Look at picture eight. Where is Zhang Pengs balloon hat?（設計思路：在學生理解并朗讀了全文后,可以檢查學生學習的效果,以提問的形式是較佳的選擇.）Step 4: Consolidation and extension 1. Read the dialogue in a group of six.（設計思路：以小組形式練習對話有助于學生提高合作能

14、力.）2. Game 1 (task time): Ask one student from each group to the teachers desk; require them to cut the newspaper into the shapes of skirt, pantsand so on.T: Please draw a skirt. Now please cut it down, show it to the class and say: Look, this is my skirt, its newspaper.S:(Play the song “What time i

15、s it? ” for background music.)（設計思路：這一環(huán)節(jié)是本課的高潮.能較好地體現(xiàn)了學生的動手能力和繪畫速度,小組比賽也使學生的疲憊的心再次得到調整;而背景歌曲也不知不覺讓學生在短時間內學會了,大大節(jié)省了花費在教唱的時間.） (If you think it is too dangerous to use scissors in class, you can use the following game.) Game 2: Ask a student of each group and pick one picture of clothes, hide it behin

16、d himself or herself, then pass the word to his or her group member one by one, the last one stands up and tells the teacher what it is. The teacher will check whether it is right or wrong.3. Sentence making: look like/looks like（設計思路：此時正好可結合學生的時裝裁剪出的“作品”進行深一步的探討與學習。）4. Ask the students how to use t

17、he waste paper, tins, plastic or other things in a right way and make them into useful things.（設計思路：各學科都應結合學習內容和特點給學生進行思想德育教育的滲透.本課的廢物利用則很好地啟發(fā)了學生的環(huán)保意識;學生從生活中根據(jù)實際情況列舉的例子也對其它同學有明顯的教育意義.）5. Ex. P41 Lets find out.（設計思路：通過有趣的練習結束本課的學習,讓學生的情結延伸到下次的課堂.）Step 5 Homework1、 Listen and read after the tape.2、 Co

18、py the dialogue once and try to recite it.3、 Try to make one thing with the waste paper, boxes（設計思路：作業(yè)是課堂教學的延伸，因此要結合英語作為語言學科的特點布置適當?shù)穆犠x作業(yè)和筆頭作業(yè);而回家做一做動手作業(yè)也更能發(fā)揮他們的操作能力和創(chuàng)新能力.）設計教師朱建紅教學版本PEP Book 4執(zhí)教教師朱建紅 課題名稱教學年級四年級Recycle 1 The 2nd Lesson 課 型綜合課授課時間40分鐘學生分析l、學生對課程的學習已接觸過語文、數(shù)學、英語、音樂、美術、電腦、科學，加上平時的Free t

19、alk 經常提到一周的七天，因此對本課的Chant and write學習不會有難度。 2、而本課時的Lets read都是以動詞為主的短語，學生可通過撥時鐘做動作較易地理解并記住。3、學生對Lets read的句子判斷中出現(xiàn)的動詞第三人稱單數(shù)形式的表達在理解上還有一定的困難。教材分析1、兼容前三個單元的知識和三年級所學的顏色詞。2、本課內容能培養(yǎng)學生的閱讀判斷和看圖填空的能力。3、較注重教材內容的新知識鋪墊呈現(xiàn)。教學目標1、學生能夠吟唱Chant and write并初步了解一周七天單詞。2、能讀懂Lets read并獨立完成判斷題。3、能根據(jù)所學的知識進行聯(lián)系，完成Think and wr

20、ite。教學策略1、以上節(jié)課的歌曲有效組織課堂教學，也同時起到英語歌教唱的省時和鞏固作用。2、結合自編CHANT的強韻律，提高學習的學習興趣和調節(jié)課堂氣氛。3、以自然的FREE TALK順利過度到本課的CHANT AND WRITE，并以詞不離意的形式進行緊密學習。4、發(fā)揮學習的自主學習方式，通過齊讀、小組合作、個人表現(xiàn)等完成教學目標。教學過程教學過程教學過程Step 1. Warm-up 1. Lets sing: What Time Is It? (P43)（設計思路：學生在上一節(jié)課雖然已接觸此歌曲，但并不是很熟悉，課前一曲既可讓學生的注意力轉移到英語課中來，又是有效的組織教學手段。）2.

21、Talk and Chant:What time is it now?(Its) So its time for English. Are you ready?(Yes, I am ready.)Time for Egnlish. Read and write.Time for Chinese. Say and repeat.Time for math. Count and do.Time for music. Sing and dance.Time for P.E. Jump and run.Time for art. Look and draw.Time for computer. Typ

22、e and play.Time for science. Learn and know.（設計思路：以歌曲為導引，順利銜接本課CHANT AND WRITE的其中一個話題-科目的復習，并配于生動形象的手勢，更是很好地激發(fā)了學生的學習激情。）Step 2. Chant and write 1. T: (show the schedule) Please look at our schedule. When do you have P.E/music/art/computer class?T: You have class on Monday/Tuesday. There are seven da

23、ys in a week. Sunday is the first day. Monday is the second day.（設計思路：以實際的課程表安排讓學生更好地理解并接受一周七天的過渡與學習。）2. Chant: Monday, Monday. One one one.Tuesday. Tuesday. Two two two.(設計思路：在平時日常英語課的對話中學生已初步聽、說過一周七天的單詞，現(xiàn)通過在密切聯(lián)系的數(shù)詞進行手口并用的CHANT，掃除了本部分教學內容的障礙。)3. Look at the pictures at page 41 and complete the sent

24、ences.(設計思路：以三三兩兩的學生齊答更能增加學生參與教學活動的廣度，也是提醒個別學生要集中注意力的好方法。)4. The whole class read it together. (設計思路：通過全班的齊讀能加深知識停留在大腦的時間，也是增強記憶的一種途徑。)Step 3. Lets read1. T: wow, everyone feels happy because you dont go to school on Saturday or Sunday. Now, lets see Johns school day. How does he spend a day? Please

25、 read it with your small group members and then try to do the exercises at page 42.S:(設計思路：難度不大的閱讀材料可以讓增強學生在閱讀方面的信心;而小組合作的朗誦形式也讓學生體會到不同的學習方法，從而不會感到課堂活動的單調枯燥。)2. Ask six students to show their answers.3. The whole class read “Lets read” like this way:What time, what time, what time is it?Seven, seven

26、, at seven oclock. Put on, put on, put on my blue jeans and purple jacket.What time, what time, what time is it?Seven thirty, seven thirty, at seven thirty.Go, go, go to school.What time, what time, what time is it?Nine oclock, nice oclock, at nine oclock.Go, go, go to Chinese class.What time, what

27、time, what time is it?Ten oclock, ten oclock, at ten oclock.Read books, read books, read books in the library.What time, what time, what time is it?Twelve oclock, twelve oclock, at twelve oclock.Eat lunch, eat lunch, eat lunch in the canteen.What time, what time, what time is it?Three fifteen, three

28、 fifteen, at three fifteen.Take white shoes, take white shoes, take white shoes to P.E. class. (設計思路：為了增加閱讀材料的趣味性，讓學生以輕松活潑的朗讀把學習狀態(tài)調整到最好，把自編的CHANT中反復出現(xiàn)的重點句型得到了高強度的操練，為他們的扎實基礎作了很好的鋪墊。)4. Read and compare:At 7 oclock, I put on (go /read /eat/ takehave)At 7 oclock, John puts on(goes / reads / eats/ takes/ has) (設計思路：讓學生在對比中尋找并發(fā)現(xiàn)其不同點,有效培養(yǎng)了他們的觀察思維和總結能力.教師可適當講解一般現(xiàn)在時動詞與第三人稱單數(shù)的變化,為日后的語