2024五年级英语上册Recycle1第一课时教案人教PEP

Page3Recycle1教材分析本单元学习的主题是帮助学生复习巩固前三个单元的语言学问。本单元以“吴斌斌在去探望爷爷奶奶的路上所发生的事情”为切入点绽开。将前三个单元的学问Unit1的指路问路、Unit2的交通出行方式和Unit3的周末活动支配奇妙地融合在一系列丰富好玩的活动中，内容包含听、说、读、写、唱和演等方面。能够在交际活动中娴熟运用前三单元的重点语言学问，如：turnright，turnleft，gostraight等表达问路指路的词组,“Theyaregoingonfoot/bybus.”等表示出行方式的语句。强调对学生语言综合运用实力的培育教学内容·听、说、读、写并在实际情景中运用第1~3单元的核心句型·在情景中运用句型“—Whereis…?—It’s…”询问并回答某物的地点方位·在情景中运用句型“Howcanwegetthere?”问路并描述到某地的路途·在情景中正确运用句型“—Howdoyougoto…?—By…”询问并回答乘坐某种交通工具去某地·分辨一些常见的交通标记，了解并遵守交通规则·用begoingto句型沟通支配，并运用句型“Whatareyougoingtodo?”和“Whenareyougoingtodoit?”提问并作答·听、说、读、写第1~3单元中有关地点、交通方式、交通规则以及支配的单词和词组·在有意义的语境中运用上述单词和词组·知道英语句子有不同语调，并用正确的语调朗读不同类型的句子·知道英语句子中的连读，并正确连读·知道多音节单词的重音，并正确读出单词的重音课时支配第一课时：Page32&Page33其次课时：Page34&Page35

Thefirstperiod(第一课时)Page32&Page33▶教学内容Page32&Page33·理解对话大意·通过学习故事、情景对话复习巩固运用句型“—Whereis…?—It’snextto…”询问并回答地点方位·在情景中运用句型“—Howcanwegetthere?—Gostraight./Turnleft/rightatthe…”问路并描述去某地的路途·查找方位，能够运用“…must…”和“Don’t…”给他人提建议；描述一些交通标记的意思▶教学重点巩固和拓展第一、二单元的主要学问点。▶教学难点能够在交际活动中敏捷运用第1~2单元的重点语言学问。▶教学打算1.预习《状元大课堂》《创优作业100分》《状元作业本》中本课时的相关内容。2.PPT课件、课文录音、视频、教学卡片等。Teachingpurpose①通过嬉戏复习第一、二单元所学的学问，同时活跃课堂气氛，激发学生的学习爱好。Teachingpurpose①通过嬉戏复习第一、二单元所学的学问，同时活跃课堂气氛，激发学生的学习爱好。Step1:Warm-up&Lead-in1.Greetings.2.Sharpeyes.①Playashortsoundofcarsandpeopleonthestreet.(课件出示:一段街道的声音)Letstudentslistenandguess:Whereisit?Leadstudentstosaytheanswer:Onthestreet.Askaquestion:Whatcanyouseeonthestreet?Showaseriesofpicturesaboutdifferentbuildingsandtrafficsignsonthestreet.(课件出示：学过的建筑物和交通标记的图片)Studentstrytospeakthemoutonebyone.3.Playagame:Tobeatrafficpoliceman.（嬉戏说明：一名学生拿着自制的交通灯，并变换交通灯的颜色，其他同学须要依据不同的颜色说出相应的交通规则并做出相应的动作。如：看到绿灯时应当说“Goatagreenlight.”，全班一起原地踏步代表前进。看到黄灯时应当说“Slowdownandstopatayellowlight.”，全班渐渐地减速停下。看到红灯时应当说：“Stopataredlight.”，全班一起停住脚步。此时老师违反交通规则，引导学生说出句子：“Youmuststopataredlight./Don’tgoataredlight.”。）4.Lead-in.T:Iwanttogotothesciencemuseuminthecity.ButIdon’tknowwhereitis.HowcanIgotothisplace?Leadstudentstothinkofdifferentwaystofindthesciencemuseum.Thenleadstudentstothinkofdifferentwaystogettothesciencemuseum.Teachingpurpose②将此部分创设为较为真实的情景，学生们通过完成听、说、读、写等任务，帮助吴Teachingpurpose②将此部分创设为较为真实的情景，学生们通过完成听、说、读、写等任务，帮助吴斌斌找到爷爷奶奶的新家，培育学生的语言综合运用实力。1.WuBinbinisgoingtovisithisgrandparents.②(1)Showthemaponpage32.(课件出示：教材P32的地图)LeadstudentstofindoutthedifferencesbetweenPicturesAandPicturesBinthemap.Encouragethemtoexpresstheiropinions.Thenplaytherecordingofthispart.（课件出示：教材P32的音频）Askstudentstofindoutthekeyinformationandcircletherightpictures.Checktheanswerstogether.(课件出示：教材P32第一题答案)(2)Leadstudentstofillintheblanksaccordingtotherightpicturestheyjustcircledonthemap.Askonestudenttostandupandreadhis/heranswers.Checktheanswerstogether.Askstudentstocorrectthemistakes.(课件出示：教材P32其次题答案)(3)Showthetwoquestionsonpage32.(出示课件)Simplyexplainthatthefirstquestionisthealternativequestion.Wecanchoose“bybus”or“onfoot(walk)”toanswerdirectly.Stressthat“walk”and“onfoot”arethesamekindoftransportation.Thesecondquestionistoaskthetime.Soaskstudentstopayattentiontothedeparturetime.Thenplaytherecordingofthispartagain.(出示课件)Askstudentstofindoutthekeyinformationandwritedownthetwoanswersinthebook.Studentsreadthedialogueandchecktheanswerswiththeteacher.(课件出示：教材P32第三题答案)(4)Playtherecordingofthisparttwice.(出示课件)Askstudentstoimitateandreadaftertherecording.Payattentiontothetoneandtheintonationofthecharacters.Askstudentstopracticethedialogueinroles.Inviteseveralgroupstoactoutthestory.Thebestactorscangetapapertrafficsignasareward.Teachingpurpose③听前预料，带着目的去听听力，有效培育学生的听力技巧和实力。学生自编故事，使学生心情高涨，培育学生的小组合作实力。2.Teachingpurpose③听前预料，带着目的去听听力，有效培育学生的听力技巧和实力。学生自编故事，使学生心情高涨，培育学生的小组合作实力。(1)Showthefirstpictureonpage33.(课件出示:教材P33第一幅图)Letstudentstrytoguess:Whyisthelittleboycrying?WhatwillWuBinbinandRobinsaytohim?Whatwilltheboyanswerthem?Encouragethemtospeakouttheiranswers.(2)Showthesecondandthirdpicturesonpage33.(课件出示：教材P33其次、三幅图)Askstudentstopredictthecontentofthesetwopictures.Leadstudentstoreadthesentencesinthepartof“Thesemayhelpyou”.Dividestudentsintoseveralgroups.Letthemtalkaboutthepictureswitheachother.Askoneortwogroupstostandup.Telltheclasstheirstoryaboutthepictures.Makeamodel:WuBinbinandRobinseealittleboycryingonthestreet.Hewantstocrosstheroad.Butthelightisred.WuBinbinandRobinsay,“Stop!Don’tgoataredlight.”Theboytellsthemthathecan’tfindhismotherandheishungry.WuBinbinandRobintellhimwherehecaneatfood.ThentheyusetheBDStohelptheboyfindthepolicestation.(3)Playtherecordingofthispart.(课件出示：教材P33音频)Askstudentstolistenandfeelaboutthestory.(4)Playtherecordingofthispartagain.(出示课件)Askstudentstofindoutthekeyinformation,suchas“redlight”“policestation”“gostraight”“turnrightatthesecondcrossing”“gostraightagain”and“nexttothesupermarket”.Thenstudentscompletethesentencesinthepartof“Thesemayhelpyou”.Checktheanswerstogether.(课件出示：教材P33第一题答案)Teachingpurpose④通过大声读和两个嬉戏活动，复习巩固第一、二单元的重点学问，使学生相识到遵守交通规则的重要性。同时，嬉戏也能让学生在玩中学，在学中玩。(5)Teachingpurpose④通过大声读和两个嬉戏活动，复习巩固第一、二单元的重点学问，使学生相识到遵守交通规则的重要性。同时，嬉戏也能让学生在玩中学，在学中玩。Checktheanswerstogether.(课件出示：教材P33其次题答案)Step3:Practice④1.Readaloud.ShowthekeywordsandsentencesinthislessononthePPT.Askstudentstoreadthemtogether.2.Playagame：Don’tdowhatIsay.（嬉戏说明：老师说指令，学生不能做相应的动作。如：老师说“turnleft”时学生可右转或前行，但不能左转；老师说“turnright”时学生可左转或前行，但不能右转；老师说“gostraight”时学生可停可转，但不能前行；老师说“stop”时学生可走可转，但不能停。做错的学生会被淘汰出局，其余的学生进入下一轮，直到选出获胜者，嘉奖贴纸一张。）3.Playagame：Tobetheguardiansofcivilization.（嬉戏说明：老师运用PPT呈现一些不文明的交通行为图片，让学生口头用“…must…”“Don’t…”此类句子来提示他人应当做什么和不能做什么。回答正确的学生嘉奖自制文明小卫士奖章一枚。）Teachingpurpose⑤联系生活实际，创设接近真实的场景和任务，让学生训练第一、二单元的重点语言，也适当加入第三单元的学问，将学问串联起来。文化拓展有助于丰富学生的课外学问Teachingpurpose⑤联系生活实际，创设接近真实的场景和任务，让学生训练第一、二单元的重点语言，也适当加入第三单元的学问，将学问串联起来。文化拓展有助于丰富学生的课外学问。1.Littleguides.ShowamaponthePPT.There’samanstandinginfrontofthecinema.Andtherearemanyotherplacesinthemap.Dividestudentsintosixgroups.Eachgroupchoosesoneplaceandmakesadialoguetoaskforthedirections.Theteachercanmakeamodelwithonestudent：T:Iwanttogotothebookstore.Whereisit?S1:It’sneartheshoestore.T:HowcanIgettothebookstore?S1:Gostraight.Turnrightatthepethospital.Thengostraight.Youcanfindthebookstoreinfrontoftheshoestore.Askseveralgroupstostandupandshowtheirdialogues.Eachgroupthatdoesagoodjobcangetamedal.2.Doasurvey.ShowthechartbelowonthePPT.(课件出示：表格内容）Studentsaskandanswerthequestionsinthechart.Fillinthechartaccordingtotheanswersoftheirgroupmembers.Theteacherinvitesseveralgroupstoreporttheresultsofthesurvey.Makeamodel:StudentAgoestoschoolbybike.He/Sheisgoingtoseeafilmontheweekend.Eachgroupthatdoesagoodjobcangetamedal.3.Culturaldevelopment.T:Differentcountrieshavedifferenttrafficrules.Inmostcountries,peopleandcarsshouldgoontheright.Butinsomeotherregionsandcountries,theyshouldgoontheleft.Canyousaysomenamesofthesecountries?Leadstudentstosaythenames:theUK,Australia,Singapore,Thailand,Indian,Japanandsoon.T:Socanyouuse“…must…”and“Don’t…”tosaythetrafficrulesinthesecountries?Ss:PeoplemustwalkanddriveontheleftinSingapore./Don’twalkordriveontherightinJapan.▶板书设计▶作业设计1.Reviewthekeywords,phrasesandsentencesinUnit1andUnit2.2.Trytodrawsometrafficsignsandwritedownthetrafficrulesbesidethesigns.3.Dotheexercises.(见“状元成才路”系列丛书《创优作业100分》或《状元作业本》对应课时作业)▶教学反思1.在复习前两个单元的学问之前先为学生供应了一个全面而又真实的综合运用语言的机会，先复习巩固全部的重点学问，然后再进入课本的学习。2.本课创设了大量接近真实的情景，将生活植入课堂，多以嬉戏的方式来进行有关的学习，提高了学生的学习爱好，也提高了学生的语言技能。3.小组活动较多，培育了学生的小组合作与沟通的实力。4.学生在听听力之前，先自己揣测，编出故事，有利于学生发挥自己的主观能动性，让学生放飞自己的大脑，大胆想象，有利于学生发散思维的培育。5.板书设计清楚明白，重点突出，起到了很好的协助作用。▶TeachingContents·Understandthemainideaofthedialogue.·Reviewandconsolidatethesentencestructures“—Whereis…?—It’snextto…”bylearningstoriesandsituationaldialogues,andaskandanswerthelocationsbyusingthesentencestructures.·Usethesentencestructures“—Howcanwegetthere?—Gostraight./Turnleft/rightatthe…”toaskdirectionsanddescribethewaytoaplaceinsituations.·Finddirections,use“…must…”and“Don’t…”togiveadvice，anddescribethemeaningofsometrafficsigns.▶TeachingPriorities·ConsolidateandexpandthekeyknowledgepointsinUnit1andUnit2.▶TeachingDifficulties·BeabletoflexiblyusethekeylanguageknowledgeofUnit1andUnit2incommunicativeactivities.▶TeachingProceduresTeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesWarm-up&Lead-in1.Greetings.2.Sharpeyes.3.Playagame:Tobeatrafficpoliceman.4.Lead-in.Leadstudentstothinkofdifferentwaystofindthesciencemuseum.1.Greetings.2.Answertheteacher’squestionandtrytospeakouttherightwordsandphrasesonebyone.3.Playagame:Tobeatrafficpoliceman.4.Talkaboutdifferentwaystofindthesciencemuseum.ReviewtheknowledgeofUnit1andUnit2.Enliventheclass.Stimulatestudents’interestinlearning.Presentation1.WuBinbinisgoingtovisithisgrandparents.(1)Showthemaponpage32.Playtherecordingofthispart.Askstudentstocircletherightpictures.Checktheanswerstogether.(2)Leadstudentstofillintheblanks.Checktheanswerstogether.(3)Askstudentstoguesstheanswersofsomequestions.Thenplaytherecordingofthispartagain.(4)Playtherecordingtwice.(1)Listenandcircletherightpictures.Checktheanswerstogether.(2)Fillintheblanksaccordingtotherightpicturescircledonthemap.Checktheanswerstogetherandcorrectthemistakes.(3)Listenandwritedowntheanswersinthebook.(4)Listenandreadaftertherecording.Thenactoutthestory.Setthispartasamorerealsituation.StudentshelpWuBinbinfindhisgrandparents’newhomethroughthecompletionoflistening,speaking,reading,writingandothertasks.Developstudents’comprehensivelanguageability.22.Alittleboycryingonthestreet.(1)Showthefirstpictureonpage33.Asksomequestionsaboutthepicture.(2)Showthesecondandthirdpicturesonpage33.Askstudentstopredictthecontentofthetwopictures.(3)Playtherecordingofthispart.(1)Observethepictureandguesstheanswerstotheteacher’squestions.(2)Predictthecontentofthetwopictures.Oneortwogroupsstandupandtelltheirstoryaboutthepictures.(3)Listenandfeelaboutthestory.Cultivatestudents’listeningskillsandability.Studentsmakeupstoriesbythemselves,whichkeepstudentsinhighspiritsandcultivatetheirabilityofgroupcooperation.（续表）TeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesPresentation(4)Playtherecordingofthispartagain.Thenchecktheanswers.(5)Playtherecordingofthispartforthethirdtime.Thenchecktheanswers.(4)Listenandcompletethesentencesinthepartof“Thesemayhelpyou”.Checktheanswers.(5)Readthedialogueandcheckthean