五年級(jí)英語(yǔ)上冊(cè)Recycle2第一課時(shí)教案人教PEP

Page3Recycle2教材分析本單元是一個(gè)復(fù)習(xí)單元。學(xué)習(xí)的主要內(nèi)容是通過故事、活動(dòng)等復(fù)習(xí)和鞏固4~6單元的核心句型、詞匯及語(yǔ)音學(xué)問。教學(xué)目標(biāo)學(xué)問與實(shí)力目標(biāo):句型·能夠聽、說、讀、寫4~6單元的核心句型·能夠在情景中運(yùn)用句型“—Whatcanyoudo?—Ican…”“—Canyou…?—Yes,Ican./No,Ican’t.”詢問并回答某人能做什么·能夠在情景中運(yùn)用句型“Thereis/are…”描述某處有某物·能夠在情景中運(yùn)用句型“—Isthere…?—Yes,thereis./No,thereisn’t.”“—Arethereany…?—Yes,thereare./No,therearen’t.”詢問并回答某處是否有某物詞匯·能夠聽、說、讀、寫并在實(shí)際情景中運(yùn)用4~6單元有關(guān)課余活動(dòng)、家居物品及自然公園景物的單詞或詞組語(yǔ)音·能夠駕馭4~6單元中字母組合oo,ai/ay,ou在單詞中的發(fā)音規(guī)則·能夠讀出符合上述發(fā)音規(guī)則的單詞，并依據(jù)單詞讀音拼法出符合發(fā)音規(guī)則的單詞情感看法?文化意識(shí)?學(xué)習(xí)策略目標(biāo):·能夠主動(dòng)參加文娛活動(dòng)，豐富課余生活·能夠養(yǎng)成剛好整理個(gè)人物品的習(xí)慣·能夠親近自然、酷愛自然·能夠了解單詞音形義之間的聯(lián)系課時(shí)支配第一課時(shí)：Page66&Page67其次課時(shí)：Page68&Page69

Thefirstperiod(第一課時(shí))Page66&Page67?教學(xué)內(nèi)容與目標(biāo)課時(shí)教學(xué)內(nèi)容課時(shí)教學(xué)目標(biāo)Page66·學(xué)生能夠完成聽錄音推斷圖片正誤、寫答句的活動(dòng)·學(xué)生能夠?qū)懗鰞蓚€(gè)句子，描述機(jī)器人還能做什么事情·學(xué)生能夠仿照錄音內(nèi)容進(jìn)行角色扮演Page67·學(xué)生能夠理解對(duì)話，依據(jù)對(duì)話內(nèi)容完成補(bǔ)畫活動(dòng)·學(xué)生能夠和同桌一起就自然公園的地圖綻開問答?教學(xué)重點(diǎn)學(xué)生能運(yùn)用所學(xué)學(xué)問完成任務(wù)。?教學(xué)難點(diǎn)學(xué)生能夠在情景中合理運(yùn)用句型。?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(shí)的相關(guān)內(nèi)容。2.PPT課件?課文錄音?視頻、教學(xué)卡片等。Teachingpurpose充分利用PPT出示相關(guān)單詞和詞組，幫助學(xué)生喚醒舊知，引導(dǎo)學(xué)生通過“Teachingpurpose充分利用PPT出示相關(guān)單詞和詞組，幫助學(xué)生喚醒舊知，引導(dǎo)學(xué)生通過“開火車”的嬉戲活動(dòng)復(fù)習(xí)句型，為后面的學(xué)習(xí)做好鋪墊。Step1:Pre-learning1.Greetings.2.Singasong—Whatcanyoudo?（出示課件）Studentssingthesongtogether.3.Revision.ShowsomewordsandphrasesofUnit4onthePPT.(出示課件)Helpstudentsreviewthewordsandthephrases.Studentsreadthemoutandtrytodotheactions.4.Playthegame:Driveatrain.Studentsaskandansweronebyonelikethis:T:Whatcanyoudo?S1:(Dotheactionandanswer.)Icandokungfu.(Turntothenextstudent.)Whatcanyoudo?S2:(Dotheactionandanswer.)Icanplaybasketball.(Turntothenextstudent.)Whatcanyoudo?S3:……Step2:While-learningTeachingpurpose幫助學(xué)生逐步讀懂題目要求，引導(dǎo)學(xué)生學(xué)會(huì)聽前駕馭關(guān)鍵信息，分步完成聽力任務(wù)，再運(yùn)用這些信息進(jìn)行對(duì)話練習(xí)，在情景中運(yùn)用所學(xué)語(yǔ)言?！癟eachingpurpose幫助學(xué)生逐步讀懂題目要求，引導(dǎo)學(xué)生學(xué)會(huì)聽前駕馭關(guān)鍵信息，分步完成聽力任務(wù)，再運(yùn)用這些信息進(jìn)行對(duì)話練習(xí)，在情景中運(yùn)用所學(xué)語(yǔ)言。1.Readthebackgroundknowledge.ShowthefivepicturesofRobinonpage66onthePPT.(出示課件)Leadstudentstolookatthepicturesandtalkaboutthem.T:Whoishe?Ss:He’sRobin.T:WhatcanRobindo?Doyouremember?Studentsanswerthequestionsaccordingtothememory.T:Yes.Robincandomanythings.Whatelse?Leadstudentstoreadthebackgroundknowledgeinthebook.T:MissWhiteandthechildrenwillgotoanatureparkthisweekend.Robinwantstogo,too.HecallsMissWhite.Nowlet’slistenandtickorcross.2.Listenandtickorcross.(1)Leadstudentstolookatthepicturestogetthekeyinformationofthepictures:sing,dance,dokungfu,swim,cook.Playtherecordingofthissection.(出示課件)Askstudentstolistentothedialogueandtrytotickorcrossthepictures.(2)Playtherecordingagain.Listenandchecktheanswerstogether.(出示課件)Praisethestudentswhodoagoodjob.3.Listenagainandanswerthequestions.(1)Askstudentstoreadthethreequestionsbythemselvesquickly.Thenleadthemtounderlinethekeyinformation:cooknoodles,swim,gotothepark.(2)Playtherecording.(出示課件)Studentslistentothedialogueandtrytowritedowntheanswerstothethreequestionsonthelines.(3)Playtherecordingagain.Studentslistenandthenchecktheanswers.(出示課件)Praisethestudentswhowritewell.4.Writetwosentences.T:Robincansinganddance.Hecandokungfu.WhatelsecanRobindo?Askseveralstudentstoanswer.Writedowntheanswersontheblackboard.Letstudentstrytowritetwosentencesintheirbooksbythemselves.Showseveralstudents’sentencestotheclass.Theotherstudentsgiveevaluationstothem.Thenstudentscheckeachother’ssentencesingroups.5.Role-play.(課件出示:教材P66Role-play部分的對(duì)話圖)TheteacheractsMissWhite.OnestudentactsRobin.Makeadialogue.T:Canyoucook,Robin?S1:Yes,Ican.T:Canyou…?S1:……Studentsworkinpairstorole-play.Teachingpurpose引導(dǎo)學(xué)生視察并探討圖片，揣測(cè)文本內(nèi)容，復(fù)習(xí)相關(guān)句型。借助完成后的地圖引導(dǎo)學(xué)生運(yùn)用所學(xué)句型進(jìn)行對(duì)話練習(xí)，并在教學(xué)的過程中引導(dǎo)學(xué)生親近自然、酷愛自然?！癟eachingpurpose引導(dǎo)學(xué)生視察并探討圖片，揣測(cè)文本內(nèi)容，復(fù)習(xí)相關(guān)句型。借助完成后的地圖引導(dǎo)學(xué)生運(yùn)用所學(xué)句型進(jìn)行對(duì)話練習(xí)，并在教學(xué)的過程中引導(dǎo)學(xué)生親近自然、酷愛自然。1.Readthebackgroundknowledge.ShowthepictureonthePPT.(課件出示:教P67第一幅圖)Leadstudentstolookatthepictureandtalkaboutit.T:Whoarethey?Ss:Robinandthechildren.T:Wherearethey?Ss:Theyareinanaturepark.T:Yes.They’reinfrontofamap.What’sonthemap?Canyouguess?Usethesentencepatterns“Isthere…?”“Arethere…?”toleadstudentstoguess.Askstudentstoreadthebackgroundknowledgebythemselves.2.Readanddraw.Showthemaponpage67onthePPT.(出示課件)T:Lookatthemap.What’sonthemap?Studentslookatthemapanddescribethemap.Ss:Thereisalake.Therearesometrees…T:Yes.Butsomethingsaremissingonthemap.Nowreadthedialogueandfindoutthemissingthings.Studentsreadthedialoguebythemselvesandcirclethethingsinthepark.Findoutthemissingthings,thendrawthemissingthingsonthemap.Studentschecktheanswersinpairs.3.Talkaboutthemap.Makeamodelwithonestudent.T:What’sinthenaturepark?S1:Thereisasmallvillage.T:Whereisit?S1:It’s…Teachingpurpose通過創(chuàng)設(shè)自然真實(shí)的情境，讓學(xué)生在情境中合理運(yùn)用所學(xué)語(yǔ)言并作簡(jiǎn)潔的匯報(bào)，培育學(xué)生的語(yǔ)言綜合運(yùn)用實(shí)力。Teachingpurpose通過創(chuàng)設(shè)自然真實(shí)的情境，讓學(xué)生在情境中合理運(yùn)用所學(xué)語(yǔ)言并作簡(jiǎn)潔的匯報(bào)，培育學(xué)生的語(yǔ)言綜合運(yùn)用實(shí)力。Step3:Post-learning“Aweekendplan”1.Drawamap.T:We’llgotoabeautifulnatureparkthisweekend.Pleasedrawamapoftheparkyou’dliketogo.Studentsworkingroupstodrawamapaboutthepark.2.Maketheweekendplan.(1)Drawachartontheblackboardlikethis:NameActivityPositionMakeamodelwithonestudent:T:Isthereariverinthepark?S1:Yes,thereis.Andthere’sabridgeovertheriver.T:Whatcanyoudo?S1:Icantakepicturesonthebridge.Fillinthechartaccordingtotheanswersofthestudent.(2)Workingroups.T:Nowpleaseworkingroupsoffour.Drawachartonthepaper.Askandwritedowntheanswersinthechart.(3)Makeareport.Makeamodelfirst:We’llgotoabeautifulnatureparkthisweekend.Thereis/are……can…We’llhaveagoodtimethere.Thenstudentstrytomakeareport.Theotherstudentslistenandgiveevaluationstothem.?板書設(shè)計(jì)?作業(yè)設(shè)計(jì)1.Writedowntheweekendplan.2.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(duì)應(yīng)課時(shí)作業(yè))?教學(xué)反思1.充分利用了PPT出示相關(guān)單詞和詞組，通過“開火車”的嬉戲活動(dòng)引導(dǎo)學(xué)生復(fù)習(xí)句型，幫助學(xué)生喚醒舊知，為后面的學(xué)習(xí)做好鋪墊。2幫助學(xué)生讀懂題目要求，引導(dǎo)學(xué)生學(xué)會(huì)聽前預(yù)料聽力的重點(diǎn)內(nèi)容，分步完成聽力任務(wù)，再運(yùn)用這些信息進(jìn)行對(duì)話練習(xí)，在情景中運(yùn)用所學(xué)語(yǔ)言。3通過創(chuàng)設(shè)自然真實(shí)的情境，讓學(xué)生在情境中合理運(yùn)用所學(xué)語(yǔ)言，并作簡(jiǎn)潔的匯報(bào)，培育了學(xué)生的語(yǔ)言綜合運(yùn)用實(shí)力。

?TeachingContents&TeachingAimsPage66·Beabletocompletetheactivitiesafterlistening.·Beabletowritetwosentencestodescribewhatelsetherobotcando.·Beabletoimitatetherecordingandactoutthedialogue.Page67·Beabletounderstandthedialogueandcompletethemapaccordingtothedialogue.·Beabletoaskandanswerinpairsaboutthemapofthenaturepark.?TeachingPriorities·Beabletocompletethetasksbyusingtheknowledgetheyhavelearned.?TeachingDifficulties·Beabletousethesentencepatternsinrealsituationsproperly.?TeachingProceduresTeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesPre-learning1.Greetings.2.Singasong—Whatcanyoudo?3.Revision.ShowsomewordsandphrasesofUnit4onthePPT.Helpstudentsreviewthewordsandthephrases.4.Playthegame:Driveatrain.1.Greetings.2.Singthesong—Whatcanyoudo?3.Reviewthewordsandthephrasesbyreadingthemoutanddoingtheactions.4.Askandansweronebyone.Showtherelevantwordsandphrasestoremindstudentsoftheoldknowledge.Prepareforthelaterlearning.While-learning“Learnthecontentsofpage66”1.Readthebackgroundknowledge.Showthepictures.Leadstudentstoreadthebackgroundknowledge.2.Listenandtickorcross.Playtherecordingandchecktheanswers.3.Listenagainandanswerthequestions.Playtherecording.Praisethestudentswhowritewell.4.Writetwosentences.Askaquestion.Writedowntheanswersontheblackboard.Showsomestudents’sentencestotheclass.5.Role-play.ActMissWhiteandmakeamodelwithonestudent.1.Readandunderstandthebackgroundknowledge.2.Lookatthepicturesandgetthekeyinformation.Listentothedialogueandtickorcross.Thenlistenagainandchecktheanswers.3.Readthethreequestionsquickly.Listentothedialogueandwritedowntheanswerstothethreequestionsonthelines.Thenlistenagainandchecktheanswers.4.Answerthequestion.Writetwosentencesintheirbooks.Giveevaluationsandcheckeachother’ssentencesingroups.5.OnestudentactsRobinandmakesadialoguewiththeteacher.Thenworkinpairstoroleplay.Helpstudentsunderstandtherequirementsofthetitles.Leadstudentstograspthekeyinformationbeforelistening.Helpstudentsusethekeyinformationtomakeadialogue.

（續(xù)表）TeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesWhile-learning“Learnthecontentsofpage67”1.Readthebackgroundknowledge.Showthepicture.Usethekeysentencepatterns“Is/Arethere…?”toleadstudentstoguess.2.Readanddraw.Showthemap.3.Talkaboutthemap.Makeamodelwithonestudent.Askseveralstudentstoshowtotheclass.1.Lookatthepictureandtalkaboutit.Readandunderstandthebackgroundknowledge.2.Readthedialogueandcirclethethingsinthepark.Thendrawthemissingthingsonthemap.Checktheanswersinpairs.3.Talkaboutthenatureparkinpairsaccordingtothecompletemap.Showtotheclassandgiveevaluations.Letstudentsobservean