人教pep五学年上册-recycle2教学活动设计.doc

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1、, Recycle 2 教学设计 小学教师 太原市阳光双语（Tina）宋洁一设计理念 The Designing Ideas of Teaching本单元是属于总结和运用的教学单元。教学内容是总结了四六单元的知识和句型，围绕两条，一是有关家务劳动的活动，二是有关房屋的位置以及房间乃至物品摆放的方向。利用这些几乎是学生天天接触的内容来展开话题，用英语来完成各种学习活动等任务，在培养孩子们的英语学习和运用兴趣以及英语思维能力的同时，以熟悉的学校和家庭生活为背景，进行英语语言操练，让任务真实化，使学习生活化，让他们在实践中激发自我能力，激发学习兴趣，使其为寻求并实现自我价值而努力；另一方面，让他们在

2、了解生态环境的基础上，培养热爱大自然、热爱生活的心绪，学会保护环境，为营造和谐的家园去努力，因而确立自己的学习目标。要鼓励、激发学生积极运用所学的英语进行交际，获取更多信息，为进一步学习打下基础，完成了“质与量，识与能，学与用，情与境”核心的融合，升华。二教学目标1本单元内容分析Analysis of this unit1.要求灵活运用“There be”句型描述房屋，小村庄和公园的场所；重点训练There be句型的一般疑问句形式的询问、回答。2. 巩固情态动词can的使用，重点训练 “I canIm helpful,”为完成课堂教学真实任务，学习运用语言进行交际，从而提高运用英语语言的能力

3、，且通过课文的阅读理解和复述培养，掌握知识，提高会话能力。3.句型的综合运用是这个单元的重难点，其中有There be句型/can/ Wheres? Its./How many?等。 4. 以兴趣为支点，以交际为目的，拓展教学宽度，帮助学生学习运用英语看图说话，并合作互动、交流评价，最终达到完成语言真实任务，形成了话题、语言、功能、结构、任务和评价的有机结合。2学情对象分析学习需要分析：由于此单元是复习单元，重点在于运用和巩固4、5、6单元的知识点，学生能在书中新的环境中操练学习，然而需有扩充环境，防止局限不能满足，可添加一些新颖的，可激发学生兴趣的图片，具体、形象的教学材料，以及有意义的真实

4、任务引导学习，有条件可以让学生主动搜集信息，借此过程运用语言交际。学习水平分析：本单元是前三个单元的复习和巩固，又是总结和拓展，学生已经能够听、说、读、写一些课本要求掌握的四会单词及句子；能够运用一些如:What can you do? I can. Can you? Yes,I can./ No,I cant./ There is a? There are many等简单的对话交际和表演；但运用英语作为思维语言进行大段描述，连续形容的能力还没有很好地形成，真实运用的方法和能力欠缺，需要培养和总结。3. 教学目标制定1）基本目标Basic goals:（1）Ss can read the ne

5、w words and sentences in lets read and Read and write Lets play , then can answer the questions from Lets play（2）To be able to listen, speak, read and write the new words in Lets learn and Read and write” from unit4 to unit6.(3) Can act the chant out and make an ad for a house , then can describe th

6、at ad.(4) Can understand and practice the dialogue from Pair work.2）能力目标Skill goals：( 1 )Can read and listen the new words from unit4 to unit6 and can read the important sentences in every part.( 2 )Can listen and describe the activities about the housework. ( 3 )Can use the sentences There is/There

7、 are to describe a house , the nature park and a village , and so on.( 4 )Can use different prepositions to describe a place and locations.( 5 )Can listen, speak, read and write the sentences: Is thereYes, there is. /No, there isnt./Are thereYes, there are./No, there arent.( 6 )Can sing the song We

8、Can Help Our Plant3）情感目标Emotion goals（1）培养孩子们的英语学习和运用兴趣以及英语思维能力。（2）熟悉的学校和家庭生活为背景，进行英语语言操练，让任务真实化，使学习生活化, 大篇幅的复述文章有易于提高记忆力。(3)了解生态环境的基础上，培养热爱大自然 热爱生活的心绪，学会保护环境。(4)通过情景语言的教学，帮助建立个人的学习目标，鼓励、激发学生积极运用所学的英语进行交际，体会这一获取更多信息的好方法，为进一步学习打下基础。 三课时安排（3课时）Period 1 Lets chant Lets read Pair work （由季节chant引话题，做铺垫，

9、lets read 中做听力和阅读训练，pair work拓展口语交际，）Period 2 Listen and choose Lets sing Lets play（listen and choose口语交际，呈现重点句型，lets sing 升华情感语言表达，lets play在游戏中拓展句型，体现语言的实用性）Period 3 Read and write Task time （Read and write通过听、看、读和说来学习综合运用语言，Task time 动手动脑，团结合作，真实任务，操作性强。）第 一 课 时 The first period 教学内容分析 Reading an

10、d speaking 1To be able to listen, speak and read the words about twelve months.2. To be able to listen, speak and read these words: young, funny, kind.3. To be able to listen, speak, read the sentences from Lets read And can use them freely to talk about someone.4. To be able to listen and speak the

11、 dialogue in Pair work .教学准备 Tape and record，CAI，board，textbooks.教学流程与设计意图 Teaching ProceduresStep 1: Pre -taskLook and review the words1教师出示四幅关于winter, spring，autumn, summer的图片。T:What season is it in picture 1/ 2/ 3/ 4?Ss: Winter/ Spring/ Autumn/ Summer.教师将四个词Winter Spring Autumn Summer写到黑板上2教师出示12

12、个月的单词卡片。并请学生来读，复习关于月份的单词。 设计意图通过这个练习有效复习与有关的词汇，不仅为学生学习和运用相关句型打下了基础，也活跃了课堂气氛。2. Free talk and lead in1师生互动问答，引起话题。T: Which month are there in spring? S1:March to May. T: Which month are there in winter? S2:December to February T: Which month are there in autumn? S3:September to Noveber T: Which month

13、 are there in summer? S4: June to August 。2接下来和学生们谈谈这些季节。T：Which festival is in Jan. and Feb? / Whats the weather like in October./What do you do in August?/.设计意图复习与chant相关的句型.目的是让学生运用英语说说自己喜欢做的活动和喜欢的季节，既为下面的课文呈现做铺垫。Step2: While-task3. Presentation 1) 教师介绍自己的喜好和原因。T: I like four season, too.In winte

14、r ,there are many festivals.;Spring is widy,so I can fly the kites;Summer is hot but sunny everyday;And there are many beautiful flowers in autumn.Right?Now, do you like them ?Ss:Yes, I do.2) 教师向学生布置任务,lets chant的学习。在前面讨论的基础上，利用录音机或多媒体设备范读，练习听力后，让学生进行跟读，朗读，表演。T: Lets listen to our chant. Its about o

15、ur beautiful season .T: Today we will talk about the 4 seasons in a chant. Open your book , page 82, look at Lets chant. Ss: OK!设计意图和学生谈论关于季节特点和对不同季节的喜好，因为有共同点，更易拉近师生的亲近关系，快速进入主题，使学生对课文产生兴趣，听到课文后引起共鸣，也降低听力难度。4. Practice1)教师利用录音机播放录音，并利用暂停段开语句，让学生跟读。 (The teacher can play the tape as many times as ne

16、cessary.)2)播放全部录音，只要求学生听，而不跟读，反复两次后让学生齐读一次。（listen and repeat about 2 or 3 times .）3)让学生自己读chant 后，试着给全班表演表演，可以自编一些配合动作。（If they can, get them try to recite, and act it out by body language.）设计意图通过听、读、背诵以及表演练习本节活动的任务，总体复习月份，季节和活动短语的英语表达方式。5. 阅读练习。1）看图说话Show the second picture from Lets read.(有红叶的第二幅

17、图)T: What season is it now? Ss: Autumn.T: How do you know?What colour are the leaves?（借红、黄叶提醒是秋天）2） 老师指图片中树上的房子与学生问答。T：On this big tree ,there is a ? Ss: A house. T: Guess, whose house is it? Ss: Monkeys. There are two monkeys.T: Clever! This is a family of monkeys. Today, Mum monkey isnt at home. T

18、here are only Dad and the baby monkey at home. So the baby monkeywant to help his father. Can he help his father? And what can he do? Ok! Lets listen and then answer the questions. 设计意图 引导学生看图说话，创设英语语境，激发学生的情趣，使学生尽快进入角色，全身心投入语言实践和思维活动中去。3） 听力训练让学生听录音，可以不看书，找出答案。设计意图 听力训练是高年级学生英语训练的一项重要部分，把他放在阅读之前面来，

19、是传统又有效的好方法。4） 课文理解再次播放录音，要求这次可以看书80页，看 Lets read, 思考课后练习题。e.g. 1. Is Mother Monkey at home? No, she isnt. 2. Can the monkey cook the meals? No,he isnt. 3. Can the monkey wash the clothes? No,he isnt. 4. What can he do? He can empty the trash! 设计意图 通过回答问题，检测对课文的理解程度；学生带者问题阅读也激起了对文章的兴趣。5）.重点课文学习呈现课文对话

20、：The teacher play the tape and pause it after each sentences,and have students try to repeat those sentences, as many time as necessary.示范并操练对话：Read the dialouge together, then practise in groups, after in pairs.拓展操练：（示范：）T: Is the baby monkey useful?.Are you useful? /What can you do?.The teacher co

21、untinues asking individual students for these questions.(操练：)Get the students practise in pairs, then act them out for all the class. 设计意图任务型语言教学中，进行具有真实意义的语言对话操练。表演有趣的课文和拓展对话都是贴近学生的有意义的语言对话操练。Step 3: Post-task 6. Practice and consolidation1） 运用：出示图片（Show 3 pictures of rooms），看图说话。Kitchen Bedroom Ba

22、throomT: What are they? . And can you tell me some things you can see in these room?Ss: Theyre kitchen/ bedroom. /I can see a bed, a table, a cooker, a chair, a pot , a basin and the windows 设计意图 设计看图说话环节，给学生布置真实任务，利用图片培养学生细致的观察能力并提高和保持学生的注意力。2）再现创新，巩固操练u Give more example pictures about the househo

23、ld wares: （如：镜子，空调，纸篓，柜子，电话，窗帘等。） u Ask and answer the questions about these pictures:e.g. Whats in your bedroom? Where is it? Can you clean it? Is there a trash bin in your kitchen ( bedroom/ bathroom)? u Get the students put the other things ( photos or pictures) in these rooms, then ask and answe

24、r the dialougues. （Act the dialougue for the class.）设计意图通过探索和调查心的情况提供运用好奇动机的机会，迎合不同学生感官上的需要，促进学习。3)Verbal reinforcement and Non-verbal reinforcement: 表扬并用贴画或糖果来鼓励表现出色的学生。设计意图鼓励注意听讲的行为、积极举手发言的行为，是对不注意听课、保持沉默的行为的一种间接的评语，能起到抑制的作用。Step 4: Sum up7.读读看看(Pair work) . 1) 要求学生看对话，看图，描述房间以及房间中的物品。T: Ok, now l

25、ets look at the dialougue in Pair work . Turn to page 84, Lett look at it. Whats in the pictures。 2) 让学生试读对话。T: Can you read the dialougue from Milk and Chenjie.Read the dialogue by themselves.分组来做对话，利用书中问答提示。Have them to work in pairs (ask and answer the questions shown in the students books).8总结重点

26、句型：利用CAI展示句型：There is a . There are . Is there ? Are there ? Yes,there is./No,there isnt. Yes,there are./No,there arent.Where is it?/ are they?Its in/ on /under/ behind/ in front of Theyre in / under/ on/ behindWhat can you do?I can empty the trash bin/ sweep the floor/ water the flowers .Are you us

27、eful? Yes ,I am useful. 9. Today s homework家庭作业1）鼓励学生尽可能多的提出更多问题并找一个好朋友来回答，最终画出一幅朋友房子的结构图片。2）画一幅自己的房间图，用英语向家人和朋友来介绍。Draw a picture about your room .then introduce it for your partners or your friends. 设计意图学以止用，活学活用所学的知识和语言，把书本中生生的语言带到生活中，提起学生兴趣，让学生感受成就感，提高学生自信心。Start 教学流程简图 谈话导入利用四季图片开始复习季节、月份，以及不同季

28、节的气候特点和人们相应的活动，帮助学生复习并回忆运用已学过知识，使学生从开课以来的紧张中放松开来，从而自然进入，引导的课文中的chant部分，活跃气氛。在chant放松之后，借助季节话题，自然而然过度谈到一个秋天里monkey和father monkey 一家人对housework的谈论,让孩子们有一种好象要听一个动物家族的故事一样的心境 使学生产生对课文内容学习兴趣，然后再通过听力、阅读等训练，学习动词can在新语境中的运用，让学生做学习的主人，不再被动学习。新授让学生在新环境下，再次利用家庭与家务劳动的各种图片来巩固所学内容，并且同时复习巩固家具名称以及家具位置的语言，让语言生动，让学生体

29、验语言的实践价值，拉近书本知识与生活的距离，强化其实用性，学生亲身感受语言学习的重要和成就感。练习巩固拓展提高让学生自制图片或通过形容照片来达到在生活中自觉运用已学语言，训练听力，最终达到英语语言交流的学会交际目的。End板书设计Recycle Where is it? Where are they?There are 复数 Its in/ on /under/ behind/ in front of There is单数/不可数 Theyre in / under/ on/ behindWhat can you do?I can empty the trash bin/ sweep the

30、floor/ water the flowers .Are you useful? Yes , I am useful. 教学反思 Thinking after class在本课的教学中，以对话的形式展开任务，即训练了听力，又进行了口语交际，使枯燥的课文任务化，真实化，结合日常生活中日日能见到的事物来做英语语言交流的背景，使语言亲切而自然，也可以给予学生更多空间来运用创新，加入自己的主动参与，让学习轻松快乐。若句型变化的讲解能做成课件，自动演示，学生会更容易理解和记忆！所以教师要学会不断学习和思考，提高业务水平的同时也会提高教学质量。第 二 课 时The first period 教学内容和要

31、求 Teaching contents and demands:Listening and Speaking 1To listen, speak , read and write all the words from this unit.2. To use the sentences pattern There is/ areto describe the room or other places.3. To listen and speak the dialogue use the following sentences : What can you do? /I can Can you?

32、Yes , I can. No, I cant.4. Learn to sing the song: We can help our plant.教学准备1.单词卡，课本，写字板。2.录音机以及录音磁带，以及多媒体课件。 3.自制的小苹果图片 和小鱼的图片。教学流程与设计意图 Teaching ProceduresStep 1: Pre-task 1.Preview利用 chant 复习并热身，可以边说边做动作。2. Lead in教师出示几张图片关于景物、家物品以及日常活动，按要求进行描述。（利用CAI）1) （利用图片操练重点句型）Get the students to describe

33、them use There be： e.g.T:What can you see? Please describe it use There be Ss:There is a lake and a village . There are many mountains and a small village.T:Where is the village?Ss:Its near the river.2)Have them to use the sentences pattern I/ she/ he canCan you? to describe the activities.设计意图 在新的教

34、学内容开始时，利用图片来吸取学生的注意，创设真实的语言情景，激发起浓厚的学习兴趣，产生积极自觉的学习动力，通过语言交流熟悉，也为接下来的听力做铺垫。3.Talking1）教师介绍几个朋友。T: Today, we will meet four new friends. Look!（出示照片） They are Mr Green, Miss Sun, Mrs Zhang and Mr Ma. They live in different villages. And they are useful,too.They can do many things. （教师用实物投影仪呈现listen and

35、 choose的全部内容）：2）教师引导学生描述这些图片：T: Are they beautiful ? S1: Yes, they are. T: Whats in this picture? Can you desccribe it?(教师指向一副图片)S2: Yes, . T: Well down!设计意图教师介绍的四位朋友是任务练习的主人公，加上图片描述训练，为出示全图和人物，使接下来要做的听力任务亲切而顺理成章。Step 2: While-task4.Presentation1)听力练习(听录音后，以小组为单位讨论后，每人轮流向全班汇报)_T: Boys and girls , pl

36、ease open your books, turn to page 82.Firstly, lets listen to the tape, then find out the right answers and choose right pictures for the correct person._The teacher plays the tape for three times._Now , check the answers and then practice one by one ,but in groups.e.g.(1)T: Can you say something ab

37、out Miss Sun?S1: There are mountains behind her village.S2: Ther is a river near her house.S3:There is a new air conditioner in her bedroom.S4:She can clean her bedroom everyday. (2)T: Mr Green.S5:There is a lake near his village.S6:There are many trees in front of his house .S7: There is a big tras

38、h bin in his kitchen.S8: He can cook meals.(3)T: Mrs Zhang?S9:S10:S112)重点句型学习（呈现于黑板，并让学生做一一对比， 提出问题并在解决问题过程中讲解语法知识）：Answers: Questions:There is a river near my house. Is there a lake near his village?There are many skirts in her closet. Are there any trees in her closet?He can clean his bedroom. Can

39、 he water the flowers?She can cook the meals. Can she wash the clothes?What can she/ he do?Where is the trash bin?Were are the curtains?5. practice1）请学生模仿老师的提问，做对话。T: Now,lets do the drlling one s by s. Then,we will do questions and answers in pairs. The student before you ask, and the student behin

40、d give the answer.Then the student behind ask,the next one give the answers.And we will keep on like this. For example, is there a lake near Miss Suns house?S1: Yes, there is. S1: Is there a?S2: No, there isnt. S2: Is?T: Are there any trees in her closet? S3: Yes,there are.S3: Are there any? S4: No,

41、there arent.S4:Are 设计意图任务型真实意义的语言操练，通过练习逐步把语言知识转化为能力,循序渐进，逐步提高。2）教师一边对话一边呈现重点句型在黑板上。Answers: Questions:There is a river near my house. Is there a lake near his village?There are many skirts in her closet. Are there any trees in her closet?He can clean his bedroom. Can he water the flowers?She can co

42、ok the meals. Can she wash the clothes?What can she/ he do?Where is the trash bin?Were are the curtains?3）教师引导，比较重点句型，讲解用法。T:Please look at and compare the questions and the answers on the board. Pay attention the color words.(1)They are on the right, and the answers are on the left.(2)And in the qu

43、estions, we should put all be in front of the whole sentence.(3) In there be sentence patterns, put many in answers, and any in questions and when we use not.(4) But when we use can, it is very easy, just use can + the original form verb. 设计意图 力求把复杂的信息简单化，讲解说明如何使用语言，促进理解语言运用交际和句型转换，总结理请知识、要点。 Step 3

44、: Post-task6. Extension / Consolidation学生操练运用重点句型 1） 利用CAI出示一副village的大图片。 2）布置任务 教师讲解介绍到（Introduce） :This is a village .Is it beautiful? Do you want to live there? OK! Now, suppose that is our village, can you introduce it for us, you can say only one sentence, but one student by one. Are you clear? Sa: There are many mountains near our village.Sb: There is a path across the village.Sc: In my village,I can water lots of flowers and .1） 游戏1：Lets Play: 摘苹果,钓鱼。（1）教师讲到在此村有一棵大果树，问学生想不想摘苹果？T: in our village, there is a