四年级英语上册Recycle2第二课时教案人教PEP

Page3Thesecondperiod（其次课时）Look,askandanswer&Let’ssing&Playagame▶教学内容与目标课时教学内容课时教学目标Look,askandanswer·能够通过看图问答“Where’s…?”复习第四单元所学的房间名称词汇以及询问人物、物品位置的句型·能够通过看图问答“Howmanypeoplearethereinthefamily?”“IsthisJohn’s…?”“What’shis/herjob?”复习第六单元询问并描述家庭状况和家人职业的句型·能够通过视察图片复习第五单元的用餐情景·能够在语境中敏捷运用4~6单元的重点词汇和核心句型Let’ssing·能够了解歌词的意义，并清楚精确地歌颂Playagame·能够通过嬉戏活动复习巩固4~6单元的重点词汇和核心句型▶教学重点1.能够通过一系列的活动来复习4~6单元的重点词汇和核心句型。2.能够在嬉戏中正确回答问题，复习巩固相关学问。▶教学难点能够运用所学内容正确地进行提问，并做出相应的回答。▶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、各类词汇卡片（家人、职业和房间）、4~6单元重点句型卡片。Teachingpurpose以欢快的歌曲进行热身，创建一个良好的语言环境，为学生学习本节课的内容做好充分的学问和心理打算。▶Teachingpurpose以欢快的歌曲进行热身，创建一个良好的语言环境，为学生学习本节课的内容做好充分的学问和心理打算。Step1:Warm-up&Lead-in1.Enjoyasong—WewishyouamerryChristmas.(1)PlaytherecordingofthesongWewishyouamerryChristmas.（出示课件）Letstudentslistenandtrytosingalongwithit.(2)Askstudentstosingthesongingroups.2.Lead-in.T:MikeisatJohn’shometoday.It’stimefordinner.Now,let’sdoarole-play.Showsomepicturesoffood.(课件出示:Unit5中的食物图片)TakeouttheheaddressesofJohnandMike.Leadstudentstomakedialoguesasthedemonstration.S1(John):Whatwouldyoulikefordinner,Mike?S2(Mike):I’dlikesome…,please.S1(John):OK.Wouldyoulikesome…?S2(Mike):Yes,please./…Teachingpurpose通过家人称呼类、职业类和房间名称类词汇卡的呈现、TPR以及嬉戏Teachingpurpose通过家人称呼类、职业类和房间名称类词汇卡的呈现、TPR以及嬉戏“What’smissing?”的开展，帮助学生复习学过的词汇，为后面完成问答活动做好打算。Look,askandanswer.(1)Takeoutthewordcardsoffamilymembers,jobsandroomnames.①Askstudentstoreadthewordsoffamilymembersinlinesorrowsonebyone.②Selectonefromthecardsofjobs.Leadstudentstodothecorrespondingactions.③Takeoutallthecardsofroomnames.Playaguessinggamewithstudents.Takeawayacardandhideitwhenstudentsclosetheireyes.T:What’smissing?Ss:…(Studentsguessthemissingwords.)(2)Leadstudentstolookatthesmallpicturesofcharactersaroundthebigpicture.(课件出示:教材P68Look,askandanswer部分的人物介绍图)T:Howmanypeoplearethereinthefamily?Whoarethey?Ss:…Teachingpurpose通过老师的示范，帮助学生尝试针对图片进行提问，并引导其他学生回答。Teachingpurpose通过老师的示范，帮助学生尝试针对图片进行提问，并引导其他学生回答。(3)Leadstudentstoaskandansweraccordingtothepicturesinpairsastheexample.T:What’sJohn’smum’sjob?Ss:SheisaPEteacher.S1:What’sJohn’s…’sjob?S2:He’s/She’sa……Teachingpurpose完成针对图片进行的问答活动，借以复习有关家庭关系、家人职业的重点句型。(4)PresentthepicturesofthispartonthePPT.(课件出示:Teachingpurpose完成针对图片进行的问答活动，借以复习有关家庭关系、家人职业的重点句型。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.（课件出示:打乱依次的John的家人的图片）Askstudentstotellwhotheyareandwhattheydo.Teachingpurpose复习4~6单元的重点词汇，唤醒学生的记忆。为接下来的活动做打算。2.Teachingpurpose复习4~6单元的重点词汇，唤醒学生的记忆。为接下来的活动做打算。ShowdifferentkindsofwordsinUnits4~6onthePPT.（课件出示:教材Units4~6中不同类的词汇）Askstudentstoreadthewordsandsortthem.Choosesomestudentstoshowtheiranswers.Thenchecktheanswerstogether.3.Playagame.Teachingpurpose以竞赛的形式进行问答活动，使学生在有限的时间里练习重点句型，熬炼学生娴熟地运用重点句型的实力。（Teachingpurpose以竞赛的形式进行问答活动，使学生在有限的时间里练习重点句型，熬炼学生娴熟地运用重点句型的实力。（2）Choosesomestudentstohaveashow.Thewinneristhegroupthatspendstheleasttime.（3）Takeoutthequestioncardspreparedbeforeclass.Andrearrangethem.Finallyaskseveralstudentstotaketurnsontheplatformtochoosecards.Therestoftheclassanswerthequestionsonthecards.Teachingpurpose通过听写使学生坚固驾驭4~6单元的重点词汇和句子，并能查漏补缺，发觉不足。Teachingpurpose通过听写使学生坚固驾驭4~6单元的重点词汇和句子，并能查漏补缺，发觉不足。Haveadictation.AskstudentstotakeouttheirexercisebooksandhaveadictationaboutthekeyvocabularyandsentencesofUnits4~6.▶板书设计▶作业设计1.SingthesongWewishyouamerryChristmastoyourparents.2.Readthesentencesof“Playagame”fivetimes.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.通过唱歌、词汇分类嬉戏及师生对话的方式，带领学生复习了4~6单元所学的词汇和句型，为本节课活动的完成做了铺垫。2.通过听录音、唱歌曲和看图片等方式了解圣诞节文化。将文化和语言牢牢结合在一起，体现了语言的好用性。3.通过小组竞赛、问答核心句型等方式，对本节课的学问加以巩固，激发了学生的主动性。整个教学过程以学生活动为主，充分体现了以学生为主体的教化理念，教学效果良好。▶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