2023学年完整版recycle2教案2

Recycle2教材分析本单元的主要学习内容是通过故事、活动等形式复习和巩固第4~6单元的核心词汇及句型教学目标知识与能力目标:·能够听、说、读、写并在实际情景中运用第4~6单元的核心句型·能够在情景中运用句型“—Whatare…’shobbies?—He/Shelikes+v-ing.”等简单句来询问和描述某人的喜好·能够在情景中正确运用句型“—Doeshe/she…?—Yes,he/shedoes./No,he/shedoesn’t.”询问某人是否做什么·能够在情景中运用句型“—Whatdoeshe/shedo?—He/Sheis…”询问并回答某人的职业·能够在情景中运用句型“Wheredoeshework?”和“Howdoeshegotowork?”询问了解某人的工作地点和出行方式·能够运用句型“Howdoes…feel?”询问某人的情绪并使用表示情绪的形容词来描述情绪·能够运用句型“Youshould…”和“Don’t…”安慰他人和提供建议·能使用句型“What’swrong?”询问他人状况·能够听、说、读、写第4~6单元有关业余爱好、职业、情绪的单词或词组·能够在有意义的语境中运用上述单词或词组·知道英语句子有不同语调，并能根据正确的语调朗读不同类型的句子·知道英语句子中有连读、失去爆破，并能正确朗读含有以上现象的句子·知道句子有重音，并能正确读出句子的重音情感态度､文化意识､学习策略目标:·从不同视角认识职业，明白从事某些职业的基本条件，尊重每种职业，构思自己的职业理想·了解诚实是最宝贵的品质·了解英语故事的基本构成要素课时安排第一课时：Page66&Page67第二课时：Page68&Page69

Thefirstperiod(第一课时)Page66&Page67▶教学内容与目标课时教学内容课时教学目标Page66·能够通过观察图片，听懂情景对话·能够在情景中运用句型“—Whatdoeshe/shedo?—He/Sheis…”询问并回答某人的职业·能够运用句型“—Whatare…’shobbies?—He/Shelikes+v-ing.”来询问和描述某人的喜好.Page67·能够运用句型“Howdoes…feel?”询问某人的情绪·能够使用表示情绪的形容词描述情绪·能够运用句型“Youshould…”“Don’t…”安慰他人和提供建议·能够使用句型“What’swrong?”询问他人状况▶教学重点能够在情景中复习和运用第4~6单元的核心句型。▶教学难点能够在情景中合理运用所学句型。▶教学准备PPT课件､课文录音等。TeachingpurposePPT出示相关单词或词组，帮助学生唤醒旧知，为后面的学习做好铺垫。▶TeachingpurposePPT出示相关单词或词组，帮助学生唤醒旧知，为后面的学习做好铺垫。Step1:Pre-learning1.Greetings.2.Brainstorm.ShowsomepicturesofjobsonthePPT.（课件出示：一些职业照片，附上单词或词组,如：teacher,postman,fisherman,fireman,coach,scientist,pilot,businessman,factoryworker,farmer,policeofficer等）Helpstudentsreviewthewordsorthephrasesofjobs.3.Aguessinggame.Theteachersayssomesentencestodescribethejobs.Andstudentstrytoguessthejobs.T：Heworksatsea.Helikesfishing.Whatdoeshedo?S1：He’safisherman.T：Sheworksinafactory.Whatdoesshedo?S2：She’safactoryworker.…Askseveralstudentstomakeriddlesaboutjobs.Thensaytheriddlestotheclass.Theotherstudentstrytoguessthejobs.4.Readanddo.ShowsomewordsorphrasesonthePPT.（课件出示：单词或词组，如：happy,angry,sad,afraid,ill,worried,seeadoctor,domoreexercise,takeadeepbreath,wearwarmclothes,talk,run,readbooks,playcomputergames,singsong等）Askstudentstomakefacialexpressionsordoactionswhilereadingthewordsorthephrases.Helpstudentsreviewthewordsofthefeelingsandsomeactivities.5.Ido,yousay.Asksomestudentstodoactionstotheclassonebyone.Onestudentasks,“What’shis/herhobby?”Theotherstudentstrytoguess.Step2:While-learningTeachingpurpose逐步帮助学生读懂题目要求，引导学生学会听前预测听力的重点内容，分步完成听力任务。并利用表格帮助学生梳理信息，再运用这些信息进行对话练习，在情景中运用所学语言。Teachingpurpose逐步帮助学生读懂题目要求，引导学生学会听前预测听力的重点内容，分步完成听力任务。并利用表格帮助学生梳理信息，再运用这些信息进行对话练习，在情景中运用所学语言。1.Understandthebackgroundknowledge.Studentsreadthebackgroundknowledgebythemselvesfirst.Thentheteacherintroducesthebackgroundknowledge.T：Peter’sfamilyaregoingtovisitKen’sfamilyinanothertown.Peter’sfatheristalkingaboutthem.2.Guessthejobs.StudentsworkingroupstoguessthejobsofKen’sfamily.3.Listenandfillintheblanks.（1）Playtherecording.（课件出示：教材P66音频）Studentslistentotherecordingandtrytowritedowntheirjobsonthelines.（2）Theteacherandstudentschecktheanswerstogether.(课件出示：教材P66第一题答案)Praisethestudentswhowritetheanswersright.4.Listenagain.Writedownthehobbiesforthepeople.（1）Playtherecordingagain.(课件出示:教材P66音频)Studentslistentotherecordingandtrytowritedownthehobbiesforthepeopleonthelines.（2）Theteacherandstudentschecktheanswerstogether.(课件出示：教材P66第二题答案)Praisethestudentswhowritetheanswersright.5.Finishthechart.Showacharttostudents.Askthemtofillintheblanksaccordingtothelisteningtext.6.TalkaboutKen’sfamily.StudentsworkinpairstotalkaboutKen’sfamily.Makeamodel:T：Ken’sfatherisafarmer.Whatdoeshismotherdo?S1：She’safactoryworker.T：What’sherhobby?S2：Shelikesreading.…P671.Lookandtalk.Teachingpurpose引导学生观察和讨论图片，并设置连线任务帮助学生理解图片内容。借助完成后的连线任务引导学生运用所学句型进行对话练习，并在教学的过程中引导学生培养安全意识。Teachingpurpose引导学生观察和讨论图片，并设置连线任务帮助学生理解图片内容。借助完成后的连线任务引导学生运用所学句型进行对话练习，并在教学的过程中引导学生培养安全意识。T：Peter’sfamilyareonthebus.Whataretheydoingonthebus?Nowlet’shavealook.PointtoPeter’sfamilyonthepictureandtalkwithstudents.T：Whoisshe?Ss：She’sPeter’smother.T：Whatisshedoing?Ss：She’sreading.T：Howdoesshefeel?Ss：Shefeelssad.…2.Lookandmatch.ShowthematchingtaskonthePPT.Letstudentslookatthepictureinthebookcarefullyandtrytofinishit.3.TalkaboutPeter’sfamily.AskstudentstotalkaboutPeter’sfamily.Makeamodel：T：Peter’sfamilyareonthebus.Whatishiscousindoing?S1：He’srunning.T：Howdoeshefeel?S1：Hefeelshappy.T：HowdoesPeter’sauntfeel?S1：Shefeelsangry.T：What’swrong?S1：BecausePeter’scousinisrunningonthemovingbus.T：Yes.It’sverydangerous.Sowhatcanwesaytohim?（Leadstudentstoanswerthequestion.）S2：Youshouldsitdown.S3：Don’trunonamovingbus.…StudentsworkinpairstotalkaboutPeter’sfamily.4.Talkaboutthepictures.ShowsomepicturesonthePPT.（出示课件）Leadstudentsusethesentencestructures“Youshould…/Don’t…”tocomfortothersandgiveadvicetoothers.Step3:Post-learning1.Peter’spuzzle.（1）Showthepuzzletostudents.(课件出示：教材P67的字谜)T：Peterisdoingwordpuzzlesonthebus.ThisisPeter’spuzzle.Let’strytodoit.（2）Dothepuzzle.Studentsdothepuzzlebythemselves.（3）Checktheanswers.(课件出示：教材P67的字谜的答案)Praisethestudentswhofinishitquicklyandwell.2.Mydreamcareer.Teachingpurpose通过创设自然真实的情景，让学生在情景中合理运用所学语言。引导学生从不同角度认识职业，构思自己的理想职业，并作简单的汇报，培养学生的语言综合运用能力。Teachingpurpose通过创设自然真实的情景，让学生在情景中合理运用所学语言。引导学生从不同角度认识职业，构思自己的理想职业，并作简单的汇报，培养学生的语言综合运用能力。T：Therearemanyinterestingthingsinourlife.Whatdoyouliketodo?What’syourhobby?Whatdoyouwanttobe?Let’smakeasurvey.Forexample,ifyoulikefishing,youcanbeafisherman.（2）Makeademonstration.Showacharttotheclass.（课件出示：调查表）Makeademonstrationwithonestudent.T：…,what’syourhobby?S1：Ilikefishing.T：Whatdoyouwanttobe?S1：Iwanttobeafisherman.…Fillinthechartaccordingtotheanswersofstudents.3.Workingroups.T：Nowpleaseworkingroupsoffour.Askyourpartners’hobbiesanddreamcareerandwritedowntheanswersinthechart.4Makeareport.Askonestudenttomakeamodel.S1：I’m…Ilike…Iwanttobea/an……likes…He/Shewantstobea/an…Askseveralstudentstotrytomakeareport.Theotherstudentslistentothemandmakeevaluations.▶板书设计▶教学反思1.充分发挥多媒体辅助作用，有效利用课件帮助学生学习。2.教学设计层次分明，逐步引导、帮助学生学习。引导学生听前预测，分步完成听力任务，并利用表格帮助学生梳理信息，再运用这些信息进行对话练习，层层递进，引导学生逐步完成学习任务。3.引导学生在情境中理解，在活动中运用，突出语用功能。通过创设合理情景，帮助学生在情景中真实自然地复习和使用所学语言，突出了教学重点。4.通过创设自然真实的情境，让学生在情境中合理运用所学语言，培养学生的语言综合运用能力，从而达到学以致用的目的。▶TeachingContents&TeachingAimsPage66·Beabletounderstandthelisteningmaterialbyobservingthepicture.·Beabletoaskandansweraboutsomeone’soccupationbyusingthesentencestructures“—Whatdoeshe/shedo?—He/Sheis…”inscenes.·Beabletoaskanddescribesomeone\'shobbiesbyusingthesentencestructures“—Whatare…’shobbies?—He/Shelikes+v-ing.”Page67·Beabletoaskaboutsomeone’sfeelingsbyusingthesentencestructure“Howdoes…feel?”·Beabletouseemotionaladjectivestodescribefeelings.·Beabletousethesentencestructures“Youshould…/Don’t…”tocomfortothersandofferadvice.·Beabletoaskaboutotherpeoplebyusingthesentence“What’swrong?”▶TeachingPriorities·ReviewandusethekeysentencestructuresofUnit4to6properly.▶TeachingDifficulties·Reviewandusethekeysentencestructuresinsituationsproperly.▶TeachingProcedures

TeachingStagesTeacher’sActivitiesStudentsActivitiesTeachingPurposesPre-learning1.Greetings.2.Brainstorm.ShowsomepicturesofjobsonthePPT.3.Aguessinggame.Saysomesentencestodescribethejobs.4.Readanddo.ShowsomewordsorphrasesonthePPT.5.Ido,yousay.Asksomestudentstodoactionstotheclassonebyone.1.Greetings.2.Reviewthewordsorthephrasesofjobs.3.Guessthejobsaccordingtotheteacher’ssentences.Thenseveralstudentsmakeriddlesandtheotherstudentsguessthejobs.4.Makefacialexpressionsordoactionsandreviewthewordsoffeelingsandsomeactivities.5.Doactionstotheclassonebyone.Onestudentasks,theotherstudentstrytoguess.ShowrelevantwordsorphrasesonthePPT.Helpstudentsactivatetheoldknowledge.Prepareforthelaterlearning.While-learningP661.Understandthebackgroundknowledge.Introducethebackgroundknowledge.2.Guessthejobs.3.Listenandfillintheblanks.(1)Playtherecording.(2)Checktheanswers.4.Listenagain.Writedownthehobbiesforthepeople.(1)Playtherecordingagain.(2)Checktheanswers.5.Finishthechart.6.TalkaboutKen’sfamily.1.Readandunderstandthebackgroundknowledge.2.WorkingroupstoguessthejobsofKen’sfamily.3.(1)Listenandwritedownthejobs.(2)Checktheanswers.4.(1)Listenagain.Writedownthehobbiesforthepeople.(2)Checktheanswers.5.Trytofillintheblanksaccordingtothelisteningtext.6.WorkinpairstotalkaboutKen’sfamily.Helpstudentsunderstandtherequirementsofthequestions.Leadstudentstopredictthekeycontentoflisteningtextbeforelistening,andthencompletethelisteningtaskstepbystep.Helpstudentssortouttheinformationbyusingthechart,thenleadthemtousetheinformationfordialoguepractice.（续表）TeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesWhile-learningP671.Lookandtalk.Introducethebackgroundknowledge.2.Lookandmatch.3.TalkaboutPeter’sfamily.4.Talkaboutthepictures.1.Readandunderstandthebackgroundknowledge.Lookatthepictureandtalkaboutit.2.Lookatthepicturecarefullyandtrytofinishthematchingtask.3.WorkinpairstotalkaboutPeter’sfamilyasthemodel.4.Usethesentencestructures“Youshould…/Don’t…”tocomfortothersandgiveadvicetoothers.Leadstudentstoobserveanddiscussthepicture,and