2023學(xué)年完整版recycle2教案2

Recycle2教材分析本單元的主要學(xué)習(xí)內(nèi)容是通過故事、活動(dòng)等形式復(fù)習(xí)和鞏固第4~6單元的核心詞匯及句型教學(xué)目標(biāo)知識(shí)與能力目標(biāo):·能夠聽、說、讀、寫并在實(shí)際情景中運(yùn)用第4~6單元的核心句型·能夠在情景中運(yùn)用句型“—Whatare…’shobbies?—He/Shelikes+v-ing.”等簡(jiǎn)單句來詢問和描述某人的喜好·能夠在情景中正確運(yùn)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(yùn)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(yùn)用句型“Wheredoeshework?”和“Howdoeshegotowork?”詢問了解某人的工作地點(diǎn)和出行方式·能夠運(yùn)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(yùn)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(guān)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(yùn)用上述單詞或詞組·知道英語句子有不同語調(diào)，并能根據(jù)正確的語調(diào)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(shí)?學(xué)習(xí)策略目標(biāo):·從不同視角認(rèn)識(shí)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(gòu)思自己的職業(yè)理想·了解誠(chéng)實(shí)是最寶貴的品質(zhì)·了解英語故事的基本構(gòu)成要素課時(shí)安排第一課時(shí)：Page66&Page67第二課時(shí)：Page68&Page69

Thefirstperiod(第一課時(shí))Page66&Page67?教學(xué)內(nèi)容與目標(biāo)課時(shí)教學(xué)內(nèi)容課時(shí)教學(xué)目標(biāo)Page66·能夠通過觀察圖片，聽懂情景對(duì)話·能夠在情景中運(yùn)用句型“—Whatdoeshe/shedo?—He/Sheis…”詢問并回答某人的職業(yè)·能夠運(yùn)用句型“—Whatare…’shobbies?—He/Shelikes+v-ing.”來詢問和描述某人的喜好.Page67·能夠運(yùn)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(yùn)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(xué)重點(diǎn)能夠在情景中復(fù)習(xí)和運(yùn)用第4~6單元的核心句型。?教學(xué)難點(diǎn)能夠在情景中合理運(yùn)用所學(xué)句型。?教學(xué)準(zhǔn)備PPT課件?課文錄音等。TeachingpurposePPT出示相關(guān)單詞或詞組，幫助學(xué)生喚醒舊知，為后面的學(xué)習(xí)做好鋪墊。?TeachingpurposePPT出示相關(guān)單詞或詞組，幫助學(xué)生喚醒舊知，為后面的學(xué)習(xí)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：?jiǎn)卧~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(xué)生讀懂題目要求，引導(dǎo)學(xué)生學(xué)會(huì)聽前預(yù)測(cè)聽力的重點(diǎn)內(nèi)容，分步完成聽力任務(wù)。并利用表格幫助學(xué)生梳理信息，再運(yùn)用這些信息進(jìn)行對(duì)話練習(xí)，在情景中運(yùn)用所學(xué)語言。Teachingpurpose逐步幫助學(xué)生讀懂題目要求，引導(dǎo)學(xué)生學(xué)會(huì)聽前預(yù)測(cè)聽力的重點(diǎn)內(nèi)容，分步完成聽力任務(wù)。并利用表格幫助學(xué)生梳理信息，再運(yùn)用這些信息進(jìn)行對(duì)話練習(xí)，在情景中運(yùn)用所學(xué)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(dǎo)學(xué)生觀察和討論圖片，并設(shè)置連線任務(wù)幫助學(xué)生理解圖片內(nèi)容。借助完成后的連線任務(wù)引導(dǎo)學(xué)生運(yùn)用所學(xué)句型進(jìn)行對(duì)話練習(xí)，并在教學(xué)的過程中引導(dǎo)學(xué)生培養(yǎng)安全意識(shí)。Teachingpurpose引導(dǎo)學(xué)生觀察和討論圖片，并設(shè)置連線任務(wù)幫助學(xué)生理解圖片內(nèi)容。借助完成后的連線任務(wù)引導(dǎo)學(xué)生運(yùn)用所學(xué)句型進(jìn)行對(duì)話練習(xí)，并在教學(xué)的過程中引導(dǎo)學(xué)生培養(yǎng)安全意識(shí)。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(shè)自然真實(shí)的情景，讓學(xué)生在情景中合理運(yùn)用所學(xué)語言。引導(dǎo)學(xué)生從不同角度認(rèn)識(shí)職業(yè)，構(gòu)思自己的理想職業(yè)，并作簡(jiǎn)單的匯報(bào)，培養(yǎng)學(xué)生的語言綜合運(yùn)用能力。Teachingpurpose通過創(chuàng)設(shè)自然真實(shí)的情景，讓學(xué)生在情景中合理運(yùn)用所學(xué)語言。引導(dǎo)學(xué)生從不同角度認(rèn)識(shí)職業(yè)，構(gòu)思自己的理想職業(yè)，并作簡(jiǎn)單的匯報(bào)，培養(yǎng)學(xué)生的語言綜合運(yùn)用能力。T：Therearemanyinterestingthingsinourlife.Whatdoyouliketodo?What’syourhobby?Whatdoyouwanttobe?Let’smakeasurvey.Forexample,ifyoulikefishing,youcanbeafisherman.（2）Makeademonstration.Showacharttotheclass.（課件出示：調(diào)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(shè)計(jì)?教學(xué)反思1.充分發(fā)揮多媒體輔助作用，有效利用課件幫助學(xué)生學(xué)習(xí)。2.教學(xué)設(shè)計(jì)層次分明，逐步引導(dǎo)、幫助學(xué)生學(xué)習(xí)。引導(dǎo)學(xué)生聽前預(yù)測(cè)，分步完成聽力任務(wù)，并利用表格幫助學(xué)生梳理信息，再運(yùn)用這些信息進(jìn)行對(duì)話練習(xí)，層層遞進(jìn)，引導(dǎo)學(xué)生逐步完成學(xué)習(xí)任務(wù)。3.引導(dǎo)學(xué)生在情境中理解，在活動(dòng)中運(yùn)用，突出語用功能。通過創(chuàng)設(shè)合理情景，幫助學(xué)生在情景中真實(shí)自然地復(fù)習(xí)和使用所學(xué)語言，突出了教學(xué)重點(diǎn)。4.通過創(chuàng)設(shè)自然真實(shí)的情境，讓學(xué)生在情境中合理運(yùn)用所學(xué)語言，培養(yǎng)學(xué)生的語言綜合運(yùn)用能力，從而達(dá)到學(xué)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