1、PEP 4 Recycle 2 Lesson 1 Read and act 一、教材分析一、教材分析 Recycle 2 第 1 课时，架构了“策划野餐” 、 “准备野餐” 、 “进行野餐”三个主情景，通过对话 的形式，综合了 4-6 单元基于名词复数和所有格的核心句型和初阶语法，充分体现了“话题功能 结构”的编写特色。整个文本情节完整，语言形式丰富，图片真实且故事结局悬念丛生，具有启 发性，激发学生的续编积极性。通过教材解析，文本的育人功能也较显现，如鼓励学生自制野餐食 物，携带环保袋，与动物和谐相处等，这些充满人情味儿的元素挖掘，让整个语篇价值提升，努力 让英语教学走向英语教育。 二、设计
2、思路二、设计思路 三、教学目标三、教学目标 1.语用目标：复习 4-5 单元以名词复数形式为核心的陈述句、一般疑问句和特殊疑问句问的问答形 式，以及 whose 引导的询问物主的句型，并在具体的情境中解决问题。能够理解文本并续编故事。 2.思维目标：培养学生观察、归纳、创新、迁移等由低阶向高阶发展的思维能力。 3.人文目标：树立生态环保意识，引发自制野餐食品，劳动带来快乐的观念。 四、教学重难点四、教学重难点 1.重点：4-5 单元重点词句的综合运用，并在情境中培养学生听说读看等语言能力，理解故事。 2.难点：学生能积极用英语解决问题，培养归纳、判断、创新、迁移等思维能力。 五、教具：五、教具
3、：白板、视频、学单等 六、教学流程六、教学流程 教师活动学生活动意图 Warm up & Revision 1.Show a picture of picnic.What do they do? 2.Play the video Lets have a picnic. 3.What do you think of a happy picnic time? 1.Ss: Have a picnic 2.Sing with it. 3.Discuss and find the answers by the mind map: good friends(who),good weather, good
4、food(what), good place(where). 直接引出话题。 发散思维， 形象定义 一次愉快野餐具备 的四要素。 Read the text first time & Get the main idea 1.Welllearnastoryabout picnic.Read it quickly and find the answers according the key words. 1.Quickly read and answer: (1)Who: Zhang Peng, Sarah andAmy. (2)Weather: Sunny and warm. (3)Where:
5、 On the farm. (4)What to eat and drink:Tomatoes, carrots 利用白板技术， 让学 生划线或圈图， 找出 答案， 培养学生 read and view 的能力。 归纳快乐野餐四要素： who,where,weather, what 初读文本，找到文本野 餐故事在四要素体现。 归纳总结，引发提问： Are they happy all the picnic time? 以 Arey they happy now?为核心问 题，角色代入，从策划、准备、进 行三个场景，推进教学。 因奶牛误食番茄为由， 引 发思考：What will they do
6、/say? 并续编故事。 以农场主赠送番茄苗为 结局，使故事真正 happy ending,首尾呼应。 2.Afterreadingthestory, we know that 3.Do they really have a good time or not? Lets enjoy the story from the beginning. 2.Fill in the blanks and summary the text prenimilary. 根据板书引导学生 对文本大意进行归 纳。 这是一次真正快 乐的野餐展开讨论。 UnderstandUnderstand thethe textte
7、xt deeplydeeply fromfrom Pic1-Pic3Pic1-Pic3 1. Plan for the picnic (1)Look at picture 1, what do they say? Listen and follow. (2)What else will they say and do?Look and guess. (3)Are they happy now? 2.Prepare the picnic (1) They are in the shop. Do you remember whats in the shop? (2)What do they buy
8、 in the shop? (3)Mikehasnothinginthe shop.Why? (4)SoMikewantstomake something by himself. Lets go to Mikes home and see. (5)Are they happy now? 3.During the picnic 1.Oh, its the picnic time! PPT shows the food, drink and a jacket on the sceen. Whose are these things? 2.PPT: Lets share. Are they happ
9、y this time? 3.Lets read along from Pic1-3 and remind the happy time again. (1)Listen and repeat. (2)Look at the list and guess: We can buy some. We can make some. We can bring some. (3)Ss: Yes, they are. (4) Dialogue: What are these/ those? They are. (5)Watch and fill in the blanks: Sarah has.Amy h
10、as. Mike has. (6)Leadin: expensive. (7)Chant: These are eggs. This is flour. Put them together. Its the bread. These are organges. This is ice. Put them together. Its the juice. Yum. (8)Ss: Yes, they are. (9) Dialogue: Whoseis this/ are these? Its/Theyres. (10)Ss: Yes,they are. (11) Read along. 通过添图
11、的方式， 让 话题的发起更具真 实性和完整性， 鼓励 学生角色代入， 体验 心情，参与策划。 用白板 “蒙层” 技术， 吸引学生对话的兴 趣， 让对话更具真实 性。 复数名词陈述句整 合运用，观看视频， 激发想象。 为文本插图中出现 的橙法和面包来历 进行了说明， 同时体 验了自制野餐食品 的成就感。 用希沃内置游戏软 件， 让学生操作并完 成对所有格特殊疑 问句和答句的运用。 Understand the text deeply of Pic 4 1.Wow, here come two cows. What are they talking? 2.They cows are so happ
12、y. But look at the children. Are they happy now? 3.Lets dub. 4.Time to act it out. 1.With the help of some puntuations, Ss imagine and make a dialogue. 2.Watch and follow the Pic 4. 3.Dub the whole text. 4.Choose one picture to act out according to the evaluations. 让学生发挥创编能 力，让牛也能“说” 起英语。 Make a hap
13、py ending for the story 1.Is that the end of the story? 2.Who is coming? 3.What does he say? 1. S1-n: Maybe they will say. Maybe they will. 2.Ss: Mac Donald. 3.Mac Donald: Im sorry for your tomatoes. 引发学生纯真善良 的心性和喜爱动物 的情感。 教师现场提供一盆 4.Are they happy now? What will they do next? 5.This is the whole st
14、ory. Do you like it? Will you protect the baby tomato? Its spring now. Lets plant some tomatoes! Its will be fun! 4.Yes. Watch the video about the growing of tomatoes. Mike: I willtomato jam. Sarah: I willthe tomatoes. Amy: I willthe tomatoes. 5.Ss: Yes! 番茄秧苗， 把文本情 境嫁接至真实课堂， 让英语和生活直接 关联。 鼓励学生照顾番茄 秧苗直至开花结果。 Homework 1.Listen and read the text on P66 three times. 2.Write a diary about the tamato seedling. 3.Bring the reused bags if you go on a picnic. Blackboard-designing 七、教师信息七、教师信息 姓名：
