四年級英語上冊Recycle2第二課時教案人教PEP

Page3Thesecondperiod（其次課時）Look,askandanswer&Let’ssing&Playagame?教學(xué)內(nèi)容與目標(biāo)課時教學(xué)內(nèi)容課時教學(xué)目標(biāo)Look,askandanswer·能夠通過看圖問答“Where’s…?”復(fù)習(xí)第四單元所學(xué)的房間名稱詞匯以及詢問人物、物品位置的句型·能夠通過看圖問答“Howmanypeoplearethereinthefamily?”“IsthisJohn’s…?”“What’shis/herjob?”復(fù)習(xí)第六單元詢問并描述家庭狀況和家人職業(yè)的句型·能夠通過視察圖片復(fù)習(xí)第五單元的用餐情景·能夠在語境中敏捷運(yùn)用4~6單元的重點(diǎn)詞匯和核心句型Let’ssing·能夠了解歌詞的意義，并清楚精確地歌頌Playagame·能夠通過嬉戲活動復(fù)習(xí)鞏固4~6單元的重點(diǎn)詞匯和核心句型?教學(xué)重點(diǎn)1.能夠通過一系列的活動來復(fù)習(xí)4~6單元的重點(diǎn)詞匯和核心句型。2.能夠在嬉戲中正確回答問題，復(fù)習(xí)鞏固相關(guān)學(xué)問。?教學(xué)難點(diǎn)能夠運(yùn)用所學(xué)內(nèi)容正確地進(jìn)行提問，并做出相應(yīng)的回答。?教學(xué)打算1.預(yù)習(xí)《狀元大課堂》《創(chuàng)優(yōu)作業(yè)100分》《狀元作業(yè)本》中本課時的相關(guān)內(nèi)容。2.PPT課件、課文錄音、視頻、各類詞匯卡片（家人、職業(yè)和房間）、4~6單元重點(diǎn)句型卡片。Teachingpurpose以歡快的歌曲進(jìn)行熱身，創(chuàng)建一個良好的語言環(huán)境，為學(xué)生學(xué)習(xí)本節(jié)課的內(nèi)容做好充分的學(xué)問和心理打算。?Teachingpurpose以歡快的歌曲進(jìn)行熱身，創(chuàng)建一個良好的語言環(huán)境，為學(xué)生學(xué)習(xí)本節(jié)課的內(nèi)容做好充分的學(xué)問和心理打算。Step1:Warm-up&Lead-in1.Enjoyasong—WewishyouamerryChristmas.(1)PlaytherecordingofthesongWewishyouamerryChristmas.（出示課件）Letstudentslistenandtrytosingalongwithit.(2)Askstudentstosingthesongingroups.2.Lead-in.T:MikeisatJohn’shometoday.It’stimefordinner.Now,let’sdoarole-play.Showsomepicturesoffood.(課件出示:Unit5中的食物圖片)TakeouttheheaddressesofJohnandMike.Leadstudentstomakedialoguesasthedemonstration.S1(John):Whatwouldyoulikefordinner,Mike?S2(Mike):I’dlikesome…,please.S1(John):OK.Wouldyoulikesome…?S2(Mike):Yes,please./…Teachingpurpose通過家人稱呼類、職業(yè)類和房間名稱類詞匯卡的呈現(xiàn)、TPR以及嬉戲Teachingpurpose通過家人稱呼類、職業(yè)類和房間名稱類詞匯卡的呈現(xiàn)、TPR以及嬉戲“What’smissing?”的開展，幫助學(xué)生復(fù)習(xí)學(xué)過的詞匯，為后面完成問答活動做好打算。Look,askandanswer.(1)Takeoutthewordcardsoffamilymembers,jobsandroomnames.①Askstudentstoreadthewordsoffamilymembersinlinesorrowsonebyone.②Selectonefromthecardsofjobs.Leadstudentstodothecorrespondingactions.③Takeoutallthecardsofroomnames.Playaguessinggamewithstudents.Takeawayacardandhideitwhenstudentsclosetheireyes.T:What’smissing?Ss:…(Studentsguessthemissingwords.)(2)Leadstudentstolookatthesmallpicturesofcharactersaroundthebigpicture.(課件出示:教材P68Look,askandanswer部分的人物介紹圖)T:Howmanypeoplearethereinthefamily?Whoarethey?Ss:…Teachingpurpose通過老師的示范，幫助學(xué)生嘗試針對圖片進(jìn)行提問，并引導(dǎo)其他學(xué)生回答。Teachingpurpose通過老師的示范，幫助學(xué)生嘗試針對圖片進(jìn)行提問，并引導(dǎo)其他學(xué)生回答。(3)Leadstudentstoaskandansweraccordingtothepicturesinpairsastheexample.T:What’sJohn’smum’sjob?Ss:SheisaPEteacher.S1:What’sJohn’s…’sjob?S2:He’s/She’sa……Teachingpurpose完成針對圖片進(jìn)行的問答活動，借以復(fù)習(xí)有關(guān)家庭關(guān)系、家人職業(yè)的重點(diǎn)句型。(4)PresentthepicturesofthispartonthePPT.(課件出示:Teachingpurpose完成針對圖片進(jìn)行的問答活動，借以復(fù)習(xí)有關(guān)家庭關(guān)系、家人職業(yè)的重點(diǎn)句型。Letstudentsobservethepictures.Askandanswerinclasswiththesentencestructures“—Whereis…?—He/Sheis…”“—Whereare…?—Theyare…”T:WhereisJohn?Ss:Heisinthelivingroom.T:WhereareJohn’sgrandmaandgrandpa?Ss:Theyareinthebedroom.(5)Askstudentstoreadthequestionsbelowthepicturesanddiscussinpairs.Finally,choosefourpairsofstudentstoshowtheiranswers.Step3:Post-learning1.Talkaboutthepictures.Letstudentsclosetheirbooks.ShowthepicturesofJohn’sfamilyonthePPT.（課件出示:打亂依次的John的家人的圖片）Askstudentstotellwhotheyareandwhattheydo.Teachingpurpose復(fù)習(xí)4~6單元的重點(diǎn)詞匯，喚醒學(xué)生的記憶。為接下來的活動做打算。2.Teachingpurpose復(fù)習(xí)4~6單元的重點(diǎn)詞匯，喚醒學(xué)生的記憶。為接下來的活動做打算。ShowdifferentkindsofwordsinUnits4~6onthePPT.（課件出示:教材Units4~6中不同類的詞匯）Askstudentstoreadthewordsandsortthem.Choosesomestudentstoshowtheiranswers.Thenchecktheanswerstogether.3.Playagame.Teachingpurpose以競賽的形式進(jìn)行問答活動，使學(xué)生在有限的時間里練習(xí)重點(diǎn)句型，熬煉學(xué)生嫻熟地運(yùn)用重點(diǎn)句型的實(shí)力。（Teachingpurpose以競賽的形式進(jìn)行問答活動，使學(xué)生在有限的時間里練習(xí)重點(diǎn)句型，熬煉學(xué)生嫻熟地運(yùn)用重點(diǎn)句型的實(shí)力。（2）Choosesomestudentstohaveashow.Thewinneristhegroupthatspendstheleasttime.（3）Takeoutthequestioncardspreparedbeforeclass.Andrearrangethem.Finallyaskseveralstudentstotaketurnsontheplatformtochoosecards.Therestoftheclassanswerthequestionsonthecards.Teachingpurpose通過聽寫使學(xué)生堅固駕馭4~6單元的重點(diǎn)詞匯和句子，并能查漏補(bǔ)缺，發(fā)覺不足。Teachingpurpose通過聽寫使學(xué)生堅固駕馭4~6單元的重點(diǎn)詞匯和句子，并能查漏補(bǔ)缺，發(fā)覺不足。Haveadictation.AskstudentstotakeouttheirexercisebooksandhaveadictationaboutthekeyvocabularyandsentencesofUnits4~6.?板書設(shè)計?作業(yè)設(shè)計1.SingthesongWewishyouamerryChristmastoyourparents.2.Readthesentencesof“Playagame”fivetimes.3.Dotheexercises.(見“狀元成才路”系列叢書《創(chuàng)優(yōu)作業(yè)100分》或《狀元作業(yè)本》對應(yīng)課時作業(yè))?教學(xué)反思1.通過唱歌、詞匯分類嬉戲及師生對話的方式，帶領(lǐng)學(xué)生復(fù)習(xí)了4~6單元所學(xué)的詞匯和句型，為本節(jié)課活動的完成做了鋪墊。2.通過聽錄音、唱歌曲和看圖片等方式了解圣誕節(jié)文化。將文化和語言牢牢結(jié)合在一起，體現(xiàn)了語言的好用性。3.通過小組競賽、問答核心句型等方式，對本節(jié)課的學(xué)問加以鞏固，激發(fā)了學(xué)生的主動性。整個教學(xué)過程以學(xué)生活動為主，充分體現(xiàn)了以學(xué)生為主體的教化理念，教學(xué)效果良好。?TeachingContents&TeachingAimsLook,askandanswer·ReviewthevocabularyoftheroomnamesandthesentencestructuresofaskingaboutthelocationofpeopleandobjectsinUnit4bylookingatthepictures,askingandansweringthequestions.·ReviewthesentencestructuresofaskinganddescribingfamilymembersandtheirjobsinUnit6bylookingatthepictures,askingandansweringthequestions.·ReviewthediningsceneofUnit5byobservingthepictures.·BeabletousethekeyvocabularyandsentencestructuresflexiblyinUnits4~6incontext.Let’ssing·Beabletounderstandthemeaningofthelyricsandsingclearlyandaccurately.Playagame·ReviewandconsolidatethekeyvocabularyandsentencestructuresinUnits4~6byplayingthegame.?TeachingPriorities·ReviewthekeyvocabularyandsentencestructuresinUnits4~6throughaseriesofactivities.·Beabletoanswerthequestionscorrectlyinthegames,reviewandconsolidaterelevantknowledge.?TeachingDifficulties·Beabletousewhattheyhavelearnedtoaskquestionscorrectlyandrespondappropriately.?TeachingProceduresTeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesPre-learning1.Enjoyasong.PlaythesongWewishyouamerryChristmas.2.Lead-in.ShowthepicturesoffoodandtakeouttheheaddressesofJohnandMike.Leadstudentstomakedialogues.1.Listentothesongandlearntosing.2.Makedialoguesasthedemonstrationandactitout.Createagoodlanguagelearningenvironmentforstudents.ReviewthekeywordsandsentencestructuresofUnit5.Makepreparationforthefollowingclass.While-learningLook,askandanswer.(1)Takeoutthewordcardsoffamilymembers,jobsandroomnames.Helpstudentsreviewthevocabulary.Readthewordsinlinesorrowsonebyone.Dotheactionsandplayaguessinggame.Helpstudentsreviewthelearnedvocabulary.Prepareforthenextactivity.(2)LeadstudentstotalkaboutJohn’sfamilymemberswiththekeysentencestructures.(3)LeadstudentstotalkaboutJohn’sfamilymembers’jobswiththekeysentencestructures.(4)Presentthepictures.Askstudentstotalkaboutthelocationofpeoplewiththekeysentencestructures.Observethepictures.Askandanswerinclasswiththekeysentencestructuresindifferentways.Throughtheteacher’sdemonstration,helpstudentstrytotalkaboutthepictures.Enhancestudents’communicationability.HelpthemreviewtheknowledgeinUnits4~6.(5)Leadstudentstofinishtheexercisesbelowthepicturesinthebook.Readthequestionsandpracticeinpairs.Reviewthekeysentencestructuresaboutfamilyrelationsandjobs.Post-learning1.Talkaboutthepictures.ShowthepicturesofJohn’sfamilyonthePPT.Askstudentstotellwhotheyareandwhattheydo.LookatthepicturesonthePPTandanswerthequestions.Throughthisactivity,studentsaremorefamiliarwiththevocabularyandthesentencestructuresofaskingthelocationoffamilymembersandjobs.2.Let’ssort.Showd