2025年小學(xué)英語(yǔ)教學(xué)設(shè)計(jì)PEP五年級(jí)下冊(cè)Recycle 2 第二課時(shí)

ThesecondperiodPage68&Page69內(nèi)容分析本課時(shí)是PEP五年級(jí)下冊(cè)Recycle2單元第二課時(shí)。主要圍繞“第五至第六單元的主要語(yǔ)言”展開，通過(guò)不同的活動(dòng)復(fù)習(xí)與鞏固第五至第六單元的所學(xué)的主要語(yǔ)言及第四至第六單元的語(yǔ)音知識(shí)，梳理學(xué)好英語(yǔ)的信息，鍛煉學(xué)生的思維能力。本課時(shí)的重點(diǎn)第五至第六單元的語(yǔ)言知識(shí)的運(yùn)用和第四至第六單元語(yǔ)音知識(shí)的掌握。課時(shí)目標(biāo)知識(shí)與能力能夠完成該頁(yè)活動(dòng)，復(fù)習(xí)并鞏固第五至第六單元中所學(xué)的主要內(nèi)容。能夠運(yùn)用現(xiàn)在進(jìn)行時(shí)。能夠完成該頁(yè)活動(dòng)，復(fù)習(xí)并鞏固第五單元的主要內(nèi)容以及第四至第六單元的語(yǔ)音知識(shí)。過(guò)程與方法歌曲可以有效地活躍課堂氛圍。通過(guò)與學(xué)生討論自己旅游時(shí)的照片來(lái)激發(fā)學(xué)生的學(xué)習(xí)興趣，為下文的導(dǎo)入做準(zhǔn)備。通過(guò)創(chuàng)設(shè)情境，讓學(xué)生使用本部分的問(wèn)題來(lái)編對(duì)話并展示，既可以提升學(xué)生的交流能力，又可以鞏固和復(fù)習(xí)現(xiàn)在進(jìn)行時(shí)的用法。通過(guò)不同的活動(dòng)來(lái)檢測(cè)學(xué)生對(duì)名詞性物主代詞的掌握情況，并進(jìn)行復(fù)習(xí)和鞏固。通過(guò)閱讀tonguetwisters復(fù)習(xí)和鞏固字母組合th,wh,nk,ng的發(fā)音。游戲既能活躍課堂氛圍，同時(shí)也能幫助學(xué)生復(fù)習(xí)和鞏固名詞性物主代詞的用法。情感態(tài)度價(jià)值觀提高學(xué)生口語(yǔ)表達(dá)能力，培養(yǎng)學(xué)生的語(yǔ)感。教學(xué)重難點(diǎn)教學(xué)重點(diǎn)掌握現(xiàn)在進(jìn)行時(shí)的結(jié)構(gòu)和名詞性物主代詞的用法。教學(xué)難點(diǎn)理解名詞性物主代詞的用法。教學(xué)準(zhǔn)備教學(xué)課件、課文視頻?學(xué)生的文章等。教學(xué)媒體選擇多媒體，錄音。教學(xué)活動(dòng)角色扮演；游戲；觀看動(dòng)畫。小組合作競(jìng)爭(zhēng)教學(xué)過(guò)程Step1:Warm-up&Lead-in1.Greetings.2.Enjoyasong—Animals,animalsareeverywhere.(出示課件)3.Lead-in.Showsomepicturesabouttravelling.Talkwithstudentsaboutthesepictures.Makeamodel:T:Iliketravellingverymuch.Iliketakingpictures,too.Lookatthepicture.WhereamI?Guess!Ss:Whereareyou?T:I’minHainan.Ss:Whatareyoudoing?T:I’mswimminginthesea.Ss:Whichseasonisit?T:It’ssummerStep2:PresentationShowthepictureofthefirstpartonPage68.T:Pleaselookatthepicture.Supposeyouareinthisplace.Trytomakedialogueswiththehelpofthequestionsontherightofthispart.(課件出示:教材P68第一部分圖片。)Theteacherleadsstudentstomakeanewdialogue.Makeamodel:T:Whereareyou?Ss:I'minHarbin.T:Whatareyoudoing?Ss:I'mmakingasnowmanwithmyfamily.…2.Makedialogues.Showsomepicturesabouttravellingindifferentseasons.（出示課件）Letstudentschooseoneandthenmakeadialogueaccordingtothepicture.T:Workinpairsandmakeyourowndialogues.Thenactoutthedialoguesintheclass.3.Talkaboutthepicture.ShowthepictureofthesecondsectiononPage68.(出示課件)T:Lookatthispicture.Whoarethey?Ss:TheyareMike,ZhangPeng,John,ChenJie,WuBinbin,andRobin.T:Whataretheydoing?Ss:ZhangPengandJohnare…/ChenJieis…/Mikeis…/WuBinbinandRobinare……4.Fillintheblanks.(1)Reviewtheusageandthestructureofthepresentcontinuoustense.(2)Studentslookatthepictureandfillintheblanksofthissection.(3)Checktheanswers.(出示課件)5.Lookandguess.Showthepictureofsummercamp.(課件出示：夏令營(yíng)圖片。)T:Look!Thisisapictureofsummercamp.Supposeyouareatsummercampnow.ZipandZoomaregoingtovisityou.Theyarepreparingmanygiftsforyouandyourfriends.Canyouguesswhattheyare?ShowthepictureofthefirstsectiononPage69.(出示課件)Studentssayoutthegiftsquickly.6.Listenandanswer.T:Pleaselistentothedialogue.Answerthefollowingquestions.Q1:Whosewaterbottleisthegreenone?Q2:Whosebottleistheredone?Checktheanswers.（出示課件）7.Reviewtheusageofnominalpossessivepronouns.Letstudentscreatesituationsbythemselves.Thenpracticetheusageofnominalpossessivepronounsbymakingnewdialogues.Makeamodel：A:Whosestorybooksarethese?B:ThestorybooksareS1andS2's.Theyaretheirs.8.Readandfind.(1)Askstudentstoreadthesentencesandfind“friends”forthewordsinthetableonPage69.(2)Checktheanswers.(出示課件)(3)Reviewthepronunciationrulesof“th,wh,nk,ng”.(4)Theteacherplaystherecording.Studentsreadthefoursentencesaftertherecording.Andthenstudentsreadbythemselves.Step3：PracticePreparesomestudents’articles.Givethemouttoeachgroup.Studentstrytoguesstheownersofthearticlesingroups.Guesslikethis:A:Whose…isthis?B:Itismine/yours/his/hers/×××’s.Thegroupfindingouttheownersofallthearticlesintheshortesttimeisthewinner.板書設(shè)計(jì)Recycle2Page68&Page69Whatarethey/youdoing？I’m/They’re...Whose...is/arethis/these？It’s/They’re...’s.The...is/arehis/hers/ours/mine/yours/theirs...Whereis/aremine/...?Yours/...is/are...th:/θ//e/wh:/w//h/nk:/?k/

ng:/?/

作業(yè)設(shè)計(jì)MakeanewdialoguewiththekeysentencesofUnit5or