文档内容
Recycle 2
教材分析 单元学习的主要内容是通过对话和各种活动等复习和巩固 4~6单元的主要句型及词汇以及
Let’s spell板块重点字母或字母组合的发音规则
教学目标 知识与能力目标:
·能够听、说、认读并在实际情景中运用4~6单元的核心句型
·能够在情景中运用句型“—Are these/they…? —Yes, they are./No, they aren’t.” “—What
are these/those? —They’re…” 就蔬菜或动物的名称等展开问答
·能够在情景中运用句型“—Whose is it?/Whose are these? —It’s/They’re …’s.” “Is this
yours?”“Are these yours?” 就某物的主人展开问答
·能够在情景中运用句型“Can I help you?”“I’ll take…”“How much…?”“That’s
expensive./They’re nice.” 模拟购物
·能够听、说、认读并在实际情景中运用4~6单元有关农场、衣物和购物的单词
·能够在有意义的语境中抄写上述话题单词或短语
·能够掌握4~6单元语音板块重点字母或字母组合的发音规则
·能够读出符合发音规则的单词；并能根据读音拼写出符合发音规则的单词
情感态度､文化意识､学习策略目标:
·养成勤俭节约的好习惯
·进一步强化单词音—形—义之间的联系
课时安排 第一课时: Page 66 & Page 67
第二课时: Page 68 & Page 69
3The first period(第一课时)
Page 66 & Page 67
教学内容与目标
▶
课时教学内容 课时教学目标
Read aloud ·能够在图片、PPT和教师的帮助下理解故事大意
·能够整体认读句子，用正确的语音、语调及意群朗读故事
·能够在情景中综合运用4~6单元的核心句型
·能够在语境中理解新单词“total, quick”和新句子 “They look hungry.”的意思并能正确
发音
Listen and ·能够听录音判断图片是否正确，重点复习有关购物的语言
tick(√)
Read, write and ·能够通过找规律写单词的活动，复习巩固or, ar, er, -le的发音规则
say
教学重点
▶
能够灵活运用所学的句型进行交流。
教学难点
▶
1.能够在图片、PPT和教师的帮助下理解故事大意。
2.能够在语境中理解新单词“total, quick”和新句子“They look hungry.”的意思。
教学准备
▶
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、卡片等。
教学过程
▶
Step 1: Pre-task
1. Greetings.
2. Look and say.① Teaching purpose①
Present the pictures of animals, fruit and vegetables. (课件出 通过活动“看一看，说
一说”帮助学生复习相关单
示：多种动物及水果蔬菜图)
词和句型，激活学生的已有
T： What are these/those?
知识。
Ss： They’re…
3. Look, ask and answer.
Show some pictures of the characters in the textbook and
clothes on the PPT. Students look at the pictures. Ask and answer
the questions in pairs. (课件出示：教材P62人物及其衣服的价格图)
A： What’s it?/What are they?
B： It’s…/They’re…
4A： Whose…is it?/Whose…are they?
B： It’s …’s./They’re …’s.
A： How much is it?/How much are they?
B： It’s…/They’re…
Teaching purpose②
4. Teach the phrase “have a picnic”and lead-in.②
利用一张野餐图片帮助
Show a picture of having a picnic. (课件出示：野餐图)
学生理解短语“ have a
T: What are they doing?
picnic”，并通过讨论野餐图
Ss: They are having a picnic.
片，引导学生关注野餐前的
Write down “have a picnic” on the blackboard. Teach the phrase.
天气状况及准备食物清单，
T: What’s the weather like in this picture? 激活已有知识，并提取与文
Ss: It’s sunny. 本有关的知识，进入文本话
T: Yes. It’s sunny and warm. It’s the best time to have a
题。
picnic. What should we do before having a picnic?
Ss: Go shopping.
T: Yes. We should go shopping to buy some food and drinks.
Can you make a shopping list for a picnic?
Students try to make a shopping list.
T: Zhang Peng, Sarah and Amy are having a picnic. Let’s go
to see.
Step 2: While-task
1. Learn about Picture③ Teaching purpose③
Show Picture 1 to students. (课件出示：教材P66图一) Let 分步展示对话场景，借
students look at the pictures carefully. 助问题逐步引导学生结合图
片、动画理解文本，练习并
T: Where are they?
尝试表演对话。
Ss: They’re at school.
T: Look at the clock. What time is it?
Ss: It’s 3 o’clock.
T: Yes. What are they talking about? Let’s watch the cartoon.
（课件出示：教材P66图一视频）
Ss: A picnic.
Students learn to say “Tomorrow will be warm and sunny. Let’s
have a picnic tomorrow.”
Play the cartoon again.（出示课件） Teaching purpose④
Students read, practice the conversation and try to act it out. 借助购物清单引起学
生细读文本并理解文本及短
2. Learn about Picture 2.④
语“in total”，练习并尝试
T: They go shopping after school for the picnic. Can you
表演对话。
make a shopping list for them?
Students watch the cartoon and try to make a shopping list.
（课件出示：教材P66图二视频）
Show the shopping list on the PPT. (出示课件)
T: How much is that?
5Ss: That’s 42 yuan in total. That’s expensive!
Help students understand the phrase “in total”.
Play the cartoon again. (出示课件) Students read, practice the
conversation and try to act it out.
3. Learn about Picture 3 and Picture 4.⑤ Teaching purpose⑤
借助问题逐步引导学生
Show Picture 3 to students. Students look at the picture.
结合图片、动画理解文本及
T：I see a jacket. It’s cool. Whose jacket is it? Watch the
单词“quick”，练习并尝试
cartoon and find the answer. (课件出示：教材P66图三视频)
表演对话。
Ss: It’s Sarah’s.
T: Good job! The students are having a picnic at the farm.
What happens? Let’s watch it. （课件出示：教材P66图四视频）
T: The cows look hungry. They want to eat the tomatoes.
Whose tomatoes are they?
Ss: They’re Sarah’s.
T: Sarah, quick! Your tomatoes!
Help students understand the word “quick”.
Play the cartoons again. (出示课件) Students read, practice the
conversations and try to act them out.
Teaching purpose⑥
4.Finish the story.⑥
鼓励学生发挥想象续写
T: The cows look hungry. They want to eat Sarah’s tomatoes.
文本，培养学生的创造性思
What do you think will happen next?
维。
Students work in groups to finish the story.
5.Read and act.
Play the cartoon of the four pictures. (出示课件) Students read
after it and pay attention to the pronunciation and the intonation.
Practice the conversations in groups.
Then act them out.
Step 3: Post-task Teaching purpose⑦
听录音之前先请学生观
1.Listen and tick (√).⑦
察并讨论图片，在学生进行
(1)Sing the song—How much is that doggie in the window?
听力练习之前，预留时间请
(出示课件)
学生对所听内容进行预测和
(2)Look at the pictures. 推断，对学生进行有效的听
T: Shopping is fun! Let’s go shopping! Look at the pictures 力技巧指导。
and tell your partner what you see. (课件出示：Listen and tick图片)
(3) Play the recording. (课件出示：听力材料) Students listen
and tick the right pictures.
（4）Listen again and check the answers.
2. Read, write and say.⑧ Teaching purpose⑧
(1) Classify the words. 出示一些例词请学生读
Show some words on the PPT. Students try to classify them. 一读并根据发音规则分类，
帮助学生复习发音规则。学
(出示课件)
生完成任务后请学生用例词
编短语或句子再读一读，进
一步帮助学生巩固发音规则。
6(2) Students try to say some other words containing these letter
combinations.
(3) Students read the words in “Read, write and say” on page 67
and write them down in the right places.
(4) Make some phrases and sentences, then practice.
For example:
a card for her sister/the girl’s ball and fork…
Bob’s uncle has a hamburger. /Tom is cleaning the teachers’ desk.
…
(5)Show time.
板书设计
▶
作业设计
▶
1. Practice the story.
2. Write down more words according to the pronunciation rules of the letter combinations.
3. Do the exercises. (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.通过图片、PPT及教师引导，帮助学生理解故事；借助多媒体进行示范教学，提醒学生模仿地
道的语音语调，最终达到自如地表演故事的目的。
2.鼓励学生发挥想象续写文本，发展学生的创造性思维。
3.通过各种活动帮助学生巩固语音知识，根据字母组合的发音规则完成任务，并鼓励学生用例
词编短语或句子，在短语和句子中练习发音规则。
7▶Teaching Contents & Teaching Aims
Read aloud
·Be able to understand the main idea of the story by observing and talking about the pictures.
·Be able to read the story correctly and act it out.
·Be able to use the sentence structures of Units 4~6 comprehensively in right situations.
·Be able to understand “total, quick” and “They look hungry.” in the context and read them correctly.
Listen, circle and match
·Be able to listen to the recording and judge if the pictures are correct. Focus on the expression of
shopping.
Read, write and say
·Be able to write words correctly by concluding the pronunciation rules of the letter combinations.
Review and consolidate the pronunciation rules.
▶Teaching Priorities
·Be able to use the sentence structures properly.
▶Teaching Difficulties
·Be able to understand the main idea of the story.
·Be able to understand the words “total, quick” and the sentence “They look hungry.” in the context.
▶Teaching Procedures
Teaching Teacher’ s Activities Students Activities Teaching Purposes
Stages
Pre-task 1. Greetings. 1. Greetings. Help students review and
2. Look and say. 2. Look at the pictures. cultivate their existing
3. Look, ask and answer. Answer the questions. knowledge. Lead
4. Teach the phrase “have a 3. Look at the pictures. students to learn the
picnic” and lead-in. Ask and answer the phrase “have a picnic”.
questions in pairs. Lead in the new lesson.
4. Look at the picture.
Understand and learn
“have a picnic”.
(续表)
8Teaching
Teacher’ s Activities Students Activities Teaching Purposes
Stages
While-task 1. Learn about Picture 1. Look at the picture. Use the questions to
Learn to say new guide students’ learning.
sentences.
Watch the cartoon.
Read, practice the
conversation and try to act
it out.
2. Learn about Picture 2. Watch the cartoon and try Lead students to read and
to make a shopping list. understand the story by
Understand the phrase “in writing the shopping list.
total”. Lead students to learn the
Read, practice the phrase “in total”.
conversation and try to act
it out.
3. Learn about Picture 3 and Look at the picture. Help students understand
Picture 4. Watch the cartoons. the story and the word
Answer the questions and “quick”. Lead students to
try to understand the word read and practice the
“quick”. conversations.
Read, practice the
conversations and try to
act them out.
4. Finish the story. Work in groups to finish Encourage students to
the story. finish the story. Develop
students’ creative
thinking.
5. Read and act. Read after the recording. Make sure students can
Practice the conversations read the story correctly
in groups. and fluently.
Then act them out.
(续表)
9Teaching
Teacher’ s Activities Students Activities Teaching Purposes
Stages
Post-task 1. Listen and tick (√). (1) Sing the song—How Ask students to observe
(1) Sing the song. much is that doggie in and discuss the pictures.
(2) Look at the pictures. the window? Before listening, reserve
(3) Play the recording. (2) Look and talk about time for students to
(4) Listen again and check the pictures. predict and infer what
the answers. (3) Listen and tick the they will hear. Give
right pictures. students effective
(4) Listen again and guidance on listening
check the answers. skills.
2. Read, write and say. Look at the words on the Consolidate the
Show some words on the PPT. pronunciation rules of the
PPT. Lead students to Try to classify the words. letter combinations
classify the words and say Try to say some other further.
out some other words words having these letter
having these letter combinations.
combinations. Read the words in the
Ask students to make book and write down in
phrases and sentences with the right places. Try to
them. make some phrases and
Give examples to students. sentences, then practice
them. Show them to the
class.
Homework 1. Practice the story.
2. Write down more words according to the pronunciation rules of the letter
combinations.
3. Do the exercises.
10
