四年級英語上冊Recycle1教案人教PEP版.docx

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1、Recycle 1單元整體分析本單元是義務教育人教版（pep）小學英語教科書四年級上冊復習一。這是一個針對前三個單元的重點句型和重點詞匯設計的綜合復習單元。 由對話閱讀；說一說并連線；看一看、聽一聽、寫一寫；看一看，找一找；讀一讀，匹配句子與圖片；玩游戲等活動組成。共分三個課時。第一課時為對話閱讀活動，Chen Jie幫助John拿書包，發(fā)現(xiàn)他的書包很沉，就好奇地問他書包里裝了什么。John的書包里居然有十本故事書。那是他朋友的。Chen Jie問誰是他的朋友。John調皮地讓她猜一猜。根據(jù)John描述的特征，Chen Jie猜是Amy，最后才知道是他們的英語老師。在對話中，復習到了第一單元中

2、發(fā)出提議的句式：Let me. 第二單元中討論書包中的教材名稱的句式：Whats in your schoolbag?以及第三單元中詢問人身份及描述人物特征的句式。學生在學習對話的同時，可以復習前邊學過的內容，提高自己的綜合表達能力。第二課時中的說一說并連線活動及看一看，聽一聽并寫一寫兩個活動是針對字母及其發(fā)音的活動。說一說并連線活動中，提供了五個人名，分別代表a, i, o在開音節(jié)里發(fā)音以及i, o在閉音節(jié)里的發(fā)音。學生需要在右邊的列出的20個單詞中找出含有同樣發(fā)音音素的單詞，連成通往城堡的路線。這個活動類似學生常玩的走迷宮，學生比較感興趣。在教學中需要讓學生多讀多感受字母的發(fā)音，從而發(fā)現(xiàn)發(fā)

3、音規(guī)律，完成題目要求。看一看，聽一聽寫一寫同樣是復習元音字母在開音節(jié)里的發(fā)音的活動。學生需要根據(jù)圖片提示以及自己聽到的內容寫出單詞，完成句子。第一句練習字母i和a在開音節(jié)里的發(fā)音，第二句練習字母i在開單節(jié)里的發(fā)音， 第三句練習字母o在單詞里的發(fā)音。每個句子都是一個繞口令。在教學中可以以練習繞口令的方式讓學生快樂地學習。第三課時分為三個部分。看一看找一找中，提供了四個人物以及很多描述人物特征的詞匯、短語，學生說出自己朋友的特征，請同學猜一猜是哪位。這復習了第三單元如何描述人物特征的內容。接下來的讀一讀匹配圖片活動中，展示了兩組對話，每組對話旁展示了兩幅圖。學生需要讀出對話內容，選出相匹配的圖片。

4、之后再自編對話進行表演。Play a game部分為一個比賽登山的游戲。包括了前三個單元中的五個重點問句。兩個學生進行比賽，依次答出問題，答題速度快的學生獲勝。這以游戲的方式練習了前三個單元中的重點問句。在本單元的教學中，要以話題為中心，創(chuàng)設真實或虛擬的語言情境來復現(xiàn)、梳理、歸納知識，幫助學生聽說、認讀所學內容，達到鞏固、遷移和提高綜合語言運用能力的目標。單元教學目標知識目標：1.詞匯：復習以下各類單詞：教室物品設施：classroom, window, blackboard, light, picture, door, teachers desk, computer, fan, wall,

5、floor 書本、文具等：schoolbag, maths book, English book, Chinese book, storybook, notebook描述他人：strong，friendly，quiet, hair, shoe, glasses 2. 句型結構：能聽懂、會說、認讀13單元的核心句型。3. 字母與語音：復習1-3單元中a, i, o在開音節(jié)中的發(fā)音能力目標1. 能夠運用13單元中有關教室物品設施、書本文具及描述他人性格、外貌、穿著的單詞或詞語。2. 能夠在有意義的語境中抄寫上述話題詞或短語。3. 能夠在情景中運用句型Whats in your.? 詢問并回答某處有

6、什么物品；能夠在情景中運用句型Where is.? Its in/on/under/near the.詢問并回答物品的位置4. 能夠在情景中運用句型介紹朋友的姓名、性格、外貌、穿著等，如：Whats his/her name? His/Her name is. Hes/Shes.He/She has.5. 能夠讀出符合發(fā)音規(guī)則的單詞；并能根據(jù)發(fā)音拼寫出符合發(fā)音規(guī)則的單詞。情感態(tài)度、學習策略、文化意識目標1. 能夠體會同學之間互幫互助的友誼，加強人際交往的能力。2. 能夠在游戲闖關的活動中，提高語言學習的積極性，增強靈活運用語言的能力。教學重難點教學重點1. 能夠復習、歸納13單元的重點詞匯，并

7、在表達中正確運用2. 能夠在真實情境中綜合使用13單元中的重點句型來進行交流， 3. 能夠掌握a-e, i-e, o-e結構的發(fā)音規(guī)則教學難點1. 能夠正確使用所學的詞匯和句型進行正確而自由的交流和表達2. 能夠讀出符合發(fā)音規(guī)則的單詞，并能根據(jù)發(fā)音拼寫出符合發(fā)音規(guī)則的單詞教學方法情景創(chuàng)設法、游戲教學法、多媒體輔助教學法、小組合作學習法教學時間本單元教學用時一周，建議使用三課時完成教學任務第一課時：Read aloud 第二課時：Connect and say; Look, listen and write第三課時：Look and find; Read aloud and match the

8、pictures; Play a game知識視窗繞口令繞口令是一種漢語中的語言游戲，它是將一些雙聲、疊詞詞匯或發(fā)音相同、相近的字、詞集中在一起，組成簡單、有趣的語韻，讀起來感到節(jié)奏感強，妙趣橫生。尤其是快速讀出時，常讓人有舌頭打結的感覺，是鍛煉人的口語表達能力的非常好的游戲。比如下面的繞口令：司小四和史小世，四月十四日十四時四十上集市，司小四買了四十四斤四兩西紅柿，史小世買了十四斤四兩細蠶絲。司小四要拿四十四斤四兩西紅柿換史小世十四斤四兩細蠶絲。史小世十四斤四兩細蠶絲不換司小四四十四斤四兩西紅柿。司小四說我四十四斤四兩西紅柿可以增加營養(yǎng)防近視，史小世說我十四斤四兩細蠶絲可以織綢織緞又抽絲。是

9、不是說起來覺得自己的舌頭都大了呢？英語中同樣也有繞口令。常說繞口令，能夠幫助你提高音準，使你口齒更加清楚，發(fā)音更加輕松而自然。請你練練下面的繞口令吧：A big black bear sat on a big black bug。Abigblackbugbitabigblackdogonhisbigblacknose!Green glass globes glow greenly.Iftwowitcheswouldwatchtwowatches,whichwitchwouldwatchwhich watch? She sells sea shells on the seashore. The

10、seashells she sells are seashells she is sure. 第一課時課時內容A. Read aloud課時分析 Read aloud是個閱讀故事，Chen Jie幫John摘下書包，發(fā)現(xiàn)他的書包非常沉，就問他里邊裝了什么。除了一些教材之外，John的書包里居然裝了十本故事書。不過這些書是他的朋友的。Chen Jie想知道他的朋友是誰。他告訴Chen Jie他的朋友非常友好，說英語說得很好，個子高高的，有一頭短發(fā)和一雙大眼睛。Chen Jie沒有猜出到底是誰，結果John告訴她說是他們的英語老師Miss White。在這個對話過程中，我們跟隨兩個小主人公一起復習

11、了在第一單元中出現(xiàn)的以let引導的祈使句，Let me. 來向別人發(fā)出提議；在第二單元中學習過的討論書包里的物品的問句：Whats in your schoolbag? 以及回答：An English book, a maths book, a notebook and ten storybooks. 當然還有第三單元關于詢問人物身份的問句：Who is your friend? Whats her name? 描述人物特征的句子：Shes friendly and she speaks English well. Shes tall. She has short hair and big e

12、yes. 學生在學習這篇對話故事的同時，可以復習前三個單元的核心句式及相關詞匯，能夠在真實的語境中正確使用這些句式。課時目標1. 能夠正確理解對話大意2. 能夠用正確的語音、語調朗讀對話3. 能夠理解并運用13單元中的重點句式課時重難點1.重點能夠正確理解對話大意能夠理解并正確朗讀對話，能夠和他人合作表演對話能夠理解并正確運用13單元中的重點句式2. 難點能夠根據(jù)具體的情境選擇相應的句子進行恰當?shù)慕涣鹘虒W準備1. 多媒體課件、錄音機、磁帶2. 人物圖卡或頭飾、前三單元的重點單詞詞卡教學過程Step 1 Warm up1. 播放第一單元B歌曲My schoolbag.學生跟唱或表演唱。Teach

13、er: Boys and girls, lets sing the song, My schoolbag.設計意圖：本課時對話由schoolbag引入，因此，以My schoolbag這首歌導入課程，與本課時的內容息息相關。在上課伊始，就幫助學生回憶相關內容，為接下來的英語學習做好知識上的準備。同時，以歌曲來熱身，可以幫學生放松心情，集中注意力，營造一個良好的英語學習氛圍。 Step 2 Lead in1.與學生談論其書包。Teacher：What colour is your schoolbag? Is your schoolbag heavy? What is in your school

14、bag? 設計意圖：以圍繞schoolbag進行的自由對話來銜接熱身環(huán)節(jié)中的歌曲，幫助學生復習學習過的相關知識，為對話的學習提供語言支持。Step 3 Presentation1. 導讀，引出故事。帶著問題看故事圖片。Teacher: Look at Johns schoolbag. What colour is his schoolbag? 2. 根據(jù)看到的故事內容回答問題。再提出新的問題，吸引學生認真觀看、讀故事。 Teacher: Is Johns schoolbag heavy? What is in Johns schoolbag? Lets watch the story and

15、find the answer. 設計意圖：引起學生閱讀的興趣，讓學生學會帶著問題去聽、去讀，培養(yǎng)他們認真傾聽和閱讀的習慣。Step 4 Practice1. 討論故事內容，引導學生認真觀察、思考。Teacher: Is Johns schoolbag heavy? Yes, its too heavy. Whats in his schoolbag? An English book, a maths book, a notebook and ten storybooks Ten storybooks. Thats too many. Are the storybooks Johns? No.

16、 Whose storybooks? They are Johns friends storybooks. Who is his friend? Yes, Sandy White, their English teacher. Whats she like? Is she tall? Yes, shes friendly. Shes tall. She has short hair and big eyes. 2.播放課文錄音。學生跟讀課文。Teacher: Boys and girls, lets read the dialogue after the tape. Please listen

17、 carefully, read carefully.3. 自由讀課文，分角色朗讀課文。Teacher：Read the story freely. Then lets read it in roles. Teacher：Now，who wants to be Chen Jie? Who wants to be John?設計意圖：通過跟讀來使學生掌握對話的正確讀音。自由讀及分角色讀課文，使學生在不同方式的讀的活動中熟悉、鞏固重點句式，內化語言，提高自己的綜合語言運用能力。4. 討論：請學生評價故事中出現(xiàn)的人物，說出自己的看法。Teacher: What do you think about

18、Chen Jie? Is she friendly? Is she a good girl? Why? What do you think about Miss White? Please show your opinion. 設計意圖：讓學生根據(jù)故事中人物的表現(xiàn)來說出自己的評價，既鍛煉學生們的判斷評價能力，又為他們提供機會來練習如何正確地描述他人的性格。5. 問答比賽，兩個小組同時進行問答，比一比哪組進行得又快又好。 Teacher：Chen Jie is a good girl. Miss White is a friendly teacher. Now lets play a game

19、to find a good and friendly group. Lets ask and answer one by one. Lets PK. The group which is fast is the winner. Please ask whats in your schoolbag one by one. Are you ready? Start. 設計意圖：以比賽的形式來練習重點句式的問答。這既可以幫助學生復習相關知識，也可以激發(fā)學生的學習興趣，使原本枯燥的操練變得有意思起來。6. 猜朋友。請一個學生介紹自己班里的朋友，其他學生猜一猜是誰并說出其名字。Teacher: Eve

20、ryone has a heavy schoolbag. Do you have a good friend? Who is your friend? Please come to the front and tell what your friend like. Others guess. Im the first. I have a friend in this class. She is tall. She has long hair. Her shoes are. Her schoolbag is . Who is she? Now, your turn, please. Who wa

21、nts to try? 設計意圖：通過老師的示范，引導學生來描述自己朋友的外貌、性格、穿著，以使他人猜出。這既考驗了參與介紹同學的口語表達能力，又考驗了其他同學能否聽懂相關語句，是否具有良好的觀察能力。Step 5 Summary1.播放第三單元B中的歌曲 Friends， 學生邊唱邊做出拍手、跺腳等相應的動作。Teacher：Boys and girls, its time to sing a song. Lets sing the song Friends. Please stand up and get ready. Lets sing. 設計意圖：以與本課時內容緊密相關的歌曲來結束課程

22、，幫助學生來復習總結再現(xiàn)相關知識。同時這首歌曲調輕快，在唱的同時還有一些動作配合，可以讓學生保持愉快的心情來結束課程。課堂作業(yè)一、將下列詞匯正確分類。door strong maths wall Chinese quiet floor English friendly1. _2._3._二、判斷下列句子與圖片是否相符。是寫T，不符寫F。( ) 1. Let me clean the window. ( ) 2. I have a new schoolbag. ( ) 3. She is tall. ( ) 4. He has glasses. 三、為下列句子選出正確的回應，將其序號填入題前括號

23、內。( ) 1. Lets clean our classroom. A. Good morning. B. Hello. C. OK. ( ) 2. Whats in the classroom? A. A new computer. B. Shes tall. C. Goodbye. ( ) 3. What colour is your schoolbag? A. This is Mike. B. Im short. C. Its blue. ( ) 4. Whats in your schoolbag? A. He has glasses. B. A Chinese book. C. I

24、ts white. .四、讀一讀，畫一畫。1. This is my friend. He is a boy. He is short and thin. He is quiet. His hair is short and black. His shoes are black, too. His bag is blue. He has glasses. He is my good friend. 2. Look at my schoolbag. Its big and heavy. Whats in it? An English book, a Chinese book, a maths b

25、ook, two storybooks, a notebook and my keys. 答案：一、1.door, wall, floor 2. strong, quiet, friendly 3. maths, Chinese, English二、1. T 2. F 3. F 4. T三、1. C 2. A 3. C 4. B四、略板書設計Recycle 1Read aloudWhats in your schoolbag?An English book.Who is your friend?He/ She is .Whats his/ her name? His/ Her name is.

26、 第二課時課時內容Connect and say; Look, listen and write課時分析 Connect and say是個以走迷宮形式呈現(xiàn)的語音復習活動。學生首先要判斷左側的人物名字單詞中的元音字母的發(fā)音，然后在右邊的20個單詞中找到與這個單詞發(fā)音規(guī)則相同的單詞，逐一用線連接起來，形成城堡，幫助左側的人物走到城堡里。五個人物名字分別代表字母a在開音節(jié)a-e中的發(fā)音（Kate），學生需要找到單詞name, race, lake, game；Mike代表字母i在開音節(jié)i-e中的發(fā)音，學生需要找到單詞nine, fine, time, side; Rose代表字母o在o-e中的發(fā)音

27、，學生需要找到單詞note, Jones, Coke, hope; Tim代表字母i在閉音節(jié)里發(fā)的短音，學生需要找到單詞win, big, milk, fit; Bob代表字母o在閉音節(jié)里發(fā)的短音，學生需要找到單詞dog, Tom, hot, doll。每條路線串接四個單詞，連向城堡。在教學中，要引導學生認真觀察，朗讀單詞，仔細體會字母的發(fā)音，從而找到同類詞語，完成活動任務。Look，listen and write也是語音練習活動。學生需要根據(jù)聽到的句子將缺失的單詞填寫出來。第一句需要填寫單詞cake，第二句需要填寫單詞bike，第三句需要填寫單詞home。這三個句子為三個繞口令。第一句練習

28、了字母a在a-e結構中的發(fā)音以及字母i在i-e結構中的發(fā)音；第二句練習了字母i在i-e結構中的發(fā)音；第三句練習了字母o在o-e結構中的發(fā)音。既然是繞口令，在教學中，就要讓學生快速朗讀，既感受到語言中的樂趣，又使學生能夠發(fā)準字音，提高他們的表達能力。課時目標1. 能夠復習鞏固13單元的語音知識2. 能夠讀出符合1-3單元中發(fā)音規(guī)則的單詞3. 能夠根據(jù)發(fā)音規(guī)則將單詞歸類，完成連線及填空的任務課時重難點1.重點：能夠復習鞏固13單元中的語音知識能夠讀出符合發(fā)音規(guī)則的單詞2. 難點：能夠根據(jù)發(fā)音規(guī)則將單詞歸類，完成連線及填空的任務教學準備1. 多媒體課件、錄音機、磁帶2. 單詞卡教學過程Step 1

29、Warm up1. 播放第三單元B中的chant: Tim is my friend. Teacher：Lets chant together. Tim is my friend. Hes a good, good boy. Hes tall and thin. Hes a good, good boy. 設計意圖：以韻句熱身可以使學生在有節(jié)奏感地吟唱中復習相關知識，為他們營造一個輕松而愉快的英語學習氛圍。Step 2 Lead in1. 展示Tim的圖片，請學生描述一下Tim。Teacher：This is Tim. Whats he like? Yes, hes tall and thin

30、. Yes, he has short and brown hair. Oh, you think his hair is long. For a boy, his hair is long. And his shoes are blue. Very good. 設計意圖：在吟唱完韻句后，請學生就韻句的主人公進行描述，既保證了課程的順暢銜接，又使學生復習了第三單元及上一課時中如何描述人物特征的內容。同時，為下一環(huán)節(jié)的開展做好了鋪墊。Step 3 Presentation1. 展示Connect and say中的其他四個人物的圖片，描述人物特征，請學生猜出其名字。Teacher：Look at

31、 the four pictures. I will say something about them. Please guess who he or she is. Listen carefully. Teacher: She has a blue hat. Who is she? Yes, she is Kate. Say with me, please, Kate. Pay attention to the sound of a. Teacher: He has glasses. Who is he? Yes, he is Bob. Read it together, please. B

32、ob. Pay attention to the sound of o.Teacher: His hair is short and brown. He has big eyes. Who is he? Yes, he is Mike. Boys read it, please, Mike. Pay attention to the sound of i.Teacher: The last one, who is she? Clever, she is Rose. Look at the two words, Rose, Bob. They both have an o. Are the so

33、unds of o the same? No. So, read it, please, Rose, Bob. 設計意圖：先通過猜人物的活動使學生既復習相關知識，又熟悉幾個人物名字的發(fā)音，通過引導他們關注元音字母的發(fā)音，幫助他們回憶相關的語音知識，為完成教材中的活動做好準備。2. 請學生回憶字母發(fā)音，說出與其發(fā)音相同的其他單詞。Teacher：Look at Kate. What is the sound of a? Can you say a word like this? Yes, name. What else? Look at Mike. What is the sound of i?

34、 Can you find some words like this? What is the sound of o in Rose? Can you say some other words like this? .設計意圖：請學生說出字母在開音節(jié)里的發(fā)音，并請他們根據(jù)發(fā)音規(guī)則找出符合規(guī)則的單詞。Step 4 Practice1. 完成Connect and say. Teacher: Look at this. Can you see the castle? They want to go to the castle. Please find the correct words and c

35、onnect them. And then they can go to the castle along the line. What word is correct? Look at the road of Kate. What do you find? Yes, the pronunciation. Find the correct sound, then you find the correct word. Connect the word, please. Teacher: Show me your answer, please. Read the words. 設計意圖：先幫助學生

36、理解題目要求，發(fā)現(xiàn)題目的考查目的。請學生展示答案時讀出單詞，以檢驗他們能否依據(jù)發(fā)音規(guī)則來拼讀單詞。2. 看口型猜單詞。教師以口型說出單詞，請學生猜出單詞名稱。Teacher：Look at my mouth. I will say a word. Guess, what it is?設計意圖：學生通過認真觀察口型來猜單詞，使他們對于語音有更加清晰的理解和把握。3. 匹配說單詞。老師說出字母在開音節(jié)中的發(fā)音，學生說出發(fā)此音的單詞。Teacher：Lets play a match game. If I say /e/, please say name, Kate, and so on. If I

37、 say /, please say no, note, Jones, and so on. Are you ready? Lets play!設計意圖：此活動使學生將字母的發(fā)音與單詞結合起來，利用學習到的字母的發(fā)音來拼讀、記憶單詞。4. 將單詞按發(fā)音規(guī)則分類。教師說出含有元音字母的單詞，請學生區(qū)分其屬于開音節(jié)還是閉音節(jié)。Teacher：Look at the two words, dog, note. When I say dog, please say one. When I say note, please say two. If I say a word like dog, you s

38、ayyes, you say one. Lets do it. No, yes, you should say two. Nose, two again. Box, this time is one. You are right. .設計意圖：請學生根據(jù)字母的發(fā)音將聽到的單詞分類。這幫助學生進一步鞏固字母在開閉章節(jié)中的發(fā)音，并提高他們的聽音辨意能力。5. 完成Look listen and write活動。Teacher: You know letters and sounds well. Please look, listen and write. Look at the pictures

39、and listen carefully. Write the words you hear and fill in the blanks. Teacher: Show me your answer, please. Teacher: Can you read it sentences? Have a try, please. Teacher: Its interesting, isnt it? They are tongue twisters. We can see this in Chinese. Now, who can try to say it quickly? 設計意圖：先引導學生

40、觀察圖片，獲得對單詞的初步認識，然后再根據(jù)聽到的錄音將單詞正確地書寫出來。之后提醒學生這些句子是繞口令，讓學生快速說出，感受到練習繞口令的樂趣。Step 5 Summary1. 以學生挑戰(zhàn)繞口令結束課程。Teacher：Now lets who can say the sentences more quickly. Lets have a competition.設計意圖：以競賽形式結束課程，培養(yǎng)學生的競爭意識，同時讓學生在快速說繞口令中鍛煉自己的口語表達能力，提高他們的語音準確度。課堂作業(yè)一、下列各組中兩個單詞畫線部分是（T）否（F）相符。( ) 1. A. big B. side ( )

41、2. A. Jones B. nose( ) 3. A. Tom B. hot ( ) 4. A. win B. fine( ) 5. A. orange B. note ( ) 6. A. nine B. time( ) 7. A. dog B. Coke ( ) 8. A. name B. game二、聽錄音，圈出你聽到的單詞。1. dog box fox 2. note nose Coke3. name hat has 4. game race lake5. Mike fit milk 6. big side fit三、讀一讀，發(fā)現(xiàn)規(guī)律，寫出字母，補全單詞。1. Mike fine n_

42、ne n_ce l_ke2. note Rose C_ke n_se h_me3. Kate name h_te l_ke l_te答案：一、1. 2. 3. 4. 5. 6. 7. 8. 二、1. box 2. nose 3. name 4. lake 5. milk 7. fit 三、1. nine, nice, like 2. Coke, nose, home 3. hate, lake, late板書設計Recycle 1 Kate Mike Rose bag Tim Bobname fine Coke apple big dog第三課時課時內容Look and find; Read

43、aloud and match the pictures; Play a game課時分析 Look and find活動主要復習第三單元中有關描述人物性格、外貌、穿著特征的句式與詞匯。圖片中Sarah在描述她朋友的特征，Zhang Peng正在思考她的朋友到底是誰。教材中列出了兩個描寫性格特征的單詞quiet, friendly, 三個描寫外貌特征的詞tall, thin, small, 以及四個描述穿著的詞匯及短語：glasses, brown shoes, a blue bag, long hair，最下方展示了四個人物：Fred, Kate, Ben, Ann。學生通過觀察人物獲取信息

44、，來幫助Zhang Peng找到Sarah的朋友。這個活動可以幫助學生回憶第三單元相關知識，引導學生通過描述人物特征來猜出人物的身份，從而練習相關的知識。Read aloud and match the pictures活動中包括兩段對話。第一段是有關清掃教室的，復習了第一單元的相關詞匯和知識。學生要根據(jù)它描述的內容在右邊的兩幅圖片中選擇相符合的一幅。第二段對話是詢問朋友身份的，復習了第三單元的相關知識。學生同樣要選擇出符合描述的圖片。之后可以引導學生根據(jù)另外兩幅圖片續(xù)編對話，并進行表演，從而復習鞏固相關內容。Play a game中列出了涉及到前三個單元的五個問句，包括What colour

45、.? Who is.? How many.? Whats in.? 等。問句分列在“山”的兩邊，兩個同學進行“登山”比賽，誰答得又快又對，誰就第一個登上山頂，贏得比賽。學生在這樣的競賽游戲中復習鞏固了13單元中的重點句式。課時目標1. 能夠通過連一連，寫一寫的活動進一步復習、了解字母Aa-Ii的書寫及其在單詞里的發(fā)音 2. 能夠根據(jù)字母的發(fā)音規(guī)律拼讀含有本字母的單詞課時重難點1.重點：能夠通過連一連，寫一寫的活動進一步復習、了解字母Aa-Ii的書寫及其在單詞里的發(fā)音2. 難點：能夠根據(jù)字母的發(fā)音規(guī)律拼讀含有本字母的單詞教學準備多媒體課件、錄音機、磁帶教學過程Step 1 Warm up1. 播

46、放歌曲Friends. 學生齊唱歌曲并做動作。Teacher：Boys and girls, lets sing a song together. Lets song Friends together. 設計意圖：本課時的第一個活動目的為復習有關描述朋友的性格和特征的內容。因此，以這首描述朋友特征的歌曲來熱身，使學生在上課伊始就做好知識上的準備。同時這首歌曲在演唱的同時還可以做各種相應的動作，可以極大地激發(fā)學生的學習興趣，并使他們集中注意力。Step 2 Lead in1. 與學生談論其朋友，復習相關知識。Teacher：Do you have good friends? How many f

47、riends do you have? Whats your friends name? Is that a boy or a girl? Is he/ she tall? Is his/ her hair long? Is he/ she friendly? 設計意圖：通過與學生之間的自由交談，使學生在真實的語境中交流有關朋友的外貌、性格、衣著等特征，復習相關知識。為下一環(huán)節(jié)的活動做好準備。Step 3 Presentation1. 展示不同人物的圖片，請學生描述其特征。 Teacher：Look at these boys and girls. Can you say something

48、about them? Look at the first one. His name is Tom. He is short. His hair is short and brown. He has glasses. His shoes are black. His schoolbag is blue. Now its your turn. Choose one and say. 設計意圖：通過指定人物讓學生描述的活動，讓學生復習、練習相關知識，檢驗學生能否正確地描述人物的特征。2. 完成Look and find活動。Teacher：Please help Mike find Sarahs

49、 friend. Read the sentence that Sarah says. Then find the correct friends. 設計意圖：在學生完成上一活動，回憶了相關知識之后，進行這個活動，檢驗學生的認讀能力。Step 4 Practice1. 請學生正確使用Look and find中的單詞或短語描述活動中的其他三個人物，請同伴猜出。Teacher：Lets do a pair work. Choose one student of these to be your friend. Say something about your friend. Let your p

50、artner guess who your friend is. Teacher: Show your dialogue, please. 設計意圖：檢驗學生能否正確認讀重點詞匯與短語，同時檢驗學生能否正確地描述人物的特征。2. 游戲：Who is he? 請一名學生到講臺上背對大家站好。教師請一名學生向他打招呼。臺上的學生需要根據(jù)自己聽到的聲音，以及不斷地提問來獲得線索，猜出向他打招呼的同學的名字。Teacher: Now I will stand here. I dont look at you. One student says hello to me, please. Just one

51、. Teacher: Is it a boy? Does he have glasses? What colour is his schoolbag? What colour are his shoes? His name is . Yes or no? Teacher: Now, who wants to guess? You, please, come to the front. Stand here, please. Look at the blackboard. Listen carefully. Say hello to him, please. （小聲對某一個同學說）Who is

52、it? Please ask and guess. 設計意圖：通過這個游戲使學生能夠根據(jù)相應的描述猜出同學的身份。同時，也使學生在老師的示范幫助下，學習如何通過提問去獲得相應的重要信息。3. 完成Read aloud and match the pictures的活動。Teacher：Look at this picture. What are they doing? What does Mike do? What does John do? What about this picture? Whats in Teds hand? Talk about what you see, please

53、. Teacher: Now listen to the dialogue and choose the correct picture. Teacher: Show me your answer, please. Good.Teacher: Lets talk together. Who wants to be Mike? Who wants to be John? Teacher: Please make a dialogue according to the other picture. Then show us. Teacher: Please show your dialogue n

54、ow. Lets find the best group. 設計意圖：先引導學生認真觀察圖片中人物的活動，再讓學生聽錄音選擇正確的圖片。之后表演對話。并根據(jù)沒被選中的圖片內容來自編對話并表演。在這個過程中，學生既要能夠認讀相關內容，又要可以聽懂相關句式，同時還能正確地表達、交流。第二段對話也依據(jù)這個過程進行。使學生在此活動中復習了第一單元和第三單元的相關重點知識。4. 完成Play a game活動。Teacher：Everyone did a good job. Now lets play a game. Look at the picture. Its a hill. Lets see w

55、ho can climb the hill fast. How to climb it? Yes, you should answer the questions correctly. Lets see who the winner is. Teacher: Who wants to play? We need four students. Two ask, two answer. Lets start. 設計意圖：通過競賽形式進行問答練習。使學生復習鞏固13單元學習過的重點問答句。5. 介紹自己的好朋友。Teacher: Please introduce your friend to us.

56、 You can thing about it for some minutes. And you can talk in your groups. Teacher: Show your friend to us, please. 設計意圖：通過主動介紹自己的朋友，來綜合使用學習的重點詞匯及語句，來提高學生的口語表達能力。Step 5 Summary播放韻句：Tim is my friend. 學生齊唱。接著自己嘗試編制韻句并唱一唱。Teacher: Its time for a chant. Lets chant together. Tim is my friend. Hes tall an

57、d thin. Hes a good, good boy. Teacher: Now please make a chant of your friend. You can talk in groups. Teacher: Show me your chant, please. 設計意圖：通過韻句來幫助學生復習總結本課時的重點知識，使學生在輕松的氛圍中復習總結相關知識。課堂作業(yè)一、 選出每組中不同類的一項。( ) 1. A. window B. maths C. Chinese( ) 2. A. strong B. quiet C. picture( ) 3. A. fan B. candy

58、C. computer( ) 4. A. quiet B. light C. fan( ) 5. A. door B. window C. hair二、為下列單詞選擇正確的圖片。( ) 1. window A. B. ( ) 2. fan A. B. ( ) 3. notebook A. B.( ) 4. key A. B. ( ) 5. shoes A. B. 三、為下列句子選擇正確的問句。( ) 1. Its near the window. A. Where is it? B. Whats in the classroom?( ) 2. Its on the light. A. Lets

59、 clean the classroom. B. Where is the bee?( ) 3. An English book, a maths book and a Chinese book. A. What colour is your schoolbag? B. Whats in your schoolbag?( ) 4. Its black and white. A. What colour are your shoes? B. Whats in your schoolbag?( ) 5. His name is Tim. A. Whats his name? B. Whats he

60、r name?四、閱讀對話，判斷正（T）誤（F）。Sam：Mum, I have a new friend. Mum: Really? A Chinese friend?Sam: Yes, hes very friendly.Mum: Whats his name?Sam: His name is Tom.Sam: He is tall and strong. His shoes are blue. Mum: Yes, he is. ( ) 1. Sam has a new friend. ( ) 2. Sams friend is tall and thin. ( ) 3. Tom is friendly.( ) 4. Toms shoes are black. ( ) 5. Tom is strong. 答案：一、1. A 2. C 3.B 4. A 5. C二、1.B 2. A 3. A 4. A 5.