2023學年完整版recycle2教案2

Recycle2教材分析本單元的主要學習內容是通過故事、活動等形式復習和鞏固第4~6單元的核心詞匯及句型教學目標知識與能力目標:·能夠聽、說、讀、寫并在實際情景中運用第4~6單元的核心句型·能夠在情景中運用句型“—Whatare…’shobbies?—He/Shelikes+v-ing.”等簡單句來詢問和描述某人的喜好·能夠在情景中正確運用句型“—Doeshe/she…?—Yes,he/shedoes./No,he/shedoesn’t.”詢問某人是否做什么·能夠在情景中運用句型“—Whatdoeshe/shedo?—He/Sheis…”詢問并回答某人的職業(yè)·能夠在情景中運用句型“Wheredoeshework?”和“Howdoeshegotowork?”詢問了解某人的工作地點和出行方式·能夠運用句型“Howdoes…feel?”詢問某人的情緒并使用表示情緒的形容詞來描述情緒·能夠運用句型“Youshould…”和“Don’t…”安慰他人和提供建議·能使用句型“What’swrong?”詢問他人狀況·能夠聽、說、讀、寫第4~6單元有關業(yè)余愛好、職業(yè)、情緒的單詞或詞組·能夠在有意義的語境中運用上述單詞或詞組·知道英語句子有不同語調，并能根據(jù)正確的語調朗讀不同類型的句子·知道英語句子中有連讀、失去爆破，并能正確朗讀含有以上現(xiàn)象的句子·知道句子有重音，并能正確讀出句子的重音情感態(tài)度?文化意識?學習策略目標:·從不同視角認識職業(yè)，明白從事某些職業(yè)的基本條件，尊重每種職業(yè)，構思自己的職業(yè)理想·了解誠實是最寶貴的品質·了解英語故事的基本構成要素課時安排第一課時：Page66&Page67第二課時：Page68&Page69

Thefirstperiod(第一課時)Page66&Page67?教學內容與目標課時教學內容課時教學目標Page66·能夠通過觀察圖片，聽懂情景對話·能夠在情景中運用句型“—Whatdoeshe/shedo?—He/Sheis…”詢問并回答某人的職業(yè)·能夠運用句型“—Whatare…’shobbies?—He/Shelikes+v-ing.”來詢問和描述某人的喜好.Page67·能夠運用句型“Howdoes…feel?”詢問某人的情緒·能夠使用表示情緒的形容詞描述情緒·能夠運用句型“Youshould…”“Don’t…”安慰他人和提供建議·能夠使用句型“What’swrong?”詢問他人狀況?教學重點能夠在情景中復習和運用第4~6單元的核心句型。?教學難點能夠在情景中合理運用所學句型。?教學準備PPT課件?課文錄音等。TeachingpurposePPT出示相關單詞或詞組，幫助學生喚醒舊知，為后面的學習做好鋪墊。?TeachingpurposePPT出示相關單詞或詞組，幫助學生喚醒舊知，為后面的學習做好鋪墊。Step1:Pre-learning1.Greetings.2.Brainstorm.ShowsomepicturesofjobsonthePPT.（課件出示：一些職業(yè)照片，附上單詞或詞組,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.（課件出示：單詞或詞組，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逐步幫助學生讀懂題目要求，引導學生學會聽前預測聽力的重點內容，分步完成聽力任務。并利用表格幫助學生梳理信息，再運用這些信息進行對話練習，在情景中運用所學語言。Teachingpurpose逐步幫助學生讀懂題目要求，引導學生學會聽前預測聽力的重點內容，分步完成聽力任務。并利用表格幫助學生梳理信息，再運用這些信息進行對話練習，在情景中運用所學語言。1.Understandthebackgroundknowledge.Studentsreadthebackgroundknowledgebythemselvesfirst.Thentheteacherintroducesthebackgroundknowledge.T：Peter’sfamilyaregoingtovisitKen’sfamilyinanothertown.Peter’sfatheristalkingaboutthem.2.Guessthejobs.StudentsworkingroupstoguessthejobsofKen’sfamily.3.Listenandfillintheblanks.（1）Playtherecording.（課件出示：教材P66音頻）Studentslistentotherecordingandtrytowritedowntheirjobsonthelines.（2）Theteacherandstudentschecktheanswerstogether.(課件出示：教材P66第一題答案)Praisethestudentswhowritetheanswersright.4.Listenagain.Writedownthehobbiesforthepeople.（1）Playtherecordingagain.(課件出示:教材P66音頻)Studentslistentotherecordingandtrytowritedownthehobbiesforthepeopleonthelines.（2）Theteacherandstudentschecktheanswerstogether.(課件出示：教材P66第二題答案)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引導學生觀察和討論圖片，并設置連線任務幫助學生理解圖片內容。借助完成后的連線任務引導學生運用所學句型進行對話練習，并在教學的過程中引導學生培養(yǎng)安全意識。Teachingpurpose引導學生觀察和討論圖片，并設置連線任務幫助學生理解圖片內容。借助完成后的連線任務引導學生運用所學句型進行對話練習，并在教學的過程中引導學生培養(yǎng)安全意識。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.（出示課件）Leadstudentsusethesentencestructures“Youshould…/Don’t…”tocomfortothersandgiveadvicetoothers.Step3:Post-learning1.Peter’spuzzle.（1）Showthepuzzletostudents.(課件出示：教材P67的字謎)T：Peterisdoingwordpuzzlesonthebus.ThisisPeter’spuzzle.Let’strytodoit.（2）Dothepuzzle.Studentsdothepuzzlebythemselves.（3）Checktheanswers.(課件出示：教材P67的字謎的答案)Praisethestudentswhofinishitquicklyandwell.2.Mydreamcareer.Teachingpurpose通過創(chuàng)設自然真實的情景，讓學生在情景中合理運用所學語言。引導學生從不同角度認識職業(yè)，構思自己的理想職業(yè)，并作簡單的匯報，培養(yǎng)學生的語言綜合運用能力。Teachingpurpose通過創(chuàng)設自然真實的情景，讓學生在情景中合理運用所學語言。引導學生從不同角度認識職業(yè)，構思自己的理想職業(yè)，并作簡單的匯報，培養(yǎng)學生的語言綜合運用能力。T：Therearemanyinterestingthingsinourlife.Whatdoyouliketodo?What’syourhobby?Whatdoyouwanttobe?Let’smakeasurvey.Forexample,ifyoulikefishing,youcanbeafisherman.（2）Makeademonstration.Showacharttotheclass.（課件出示：調查表）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.?板書設計?教學反思1.充分發(fā)揮多媒體輔助作用，有效利用課件幫助學生學習。2.教學設計層次分明，逐步引導、幫助學生學習。引導學生聽前預測，分步完成聽力任務，并利用表格幫助學生梳理信息，再運用這些信息進行對話練習，層層遞進，引導學生逐步完成學習任務。3.引導學生在情境中理解，在活動中運用，突出語用功能。通過創(chuàng)設合理情景，幫助學生在情景中真實自然地復習和使用所學語言，突出了教學重點。4.通過創(chuàng)設自然真實的情境，讓學生在情境中合理運用所學語言，培養(yǎng)學生的語言綜合運用能力，從而達到學以致用的目的。?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.（續(xù)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