人教版(PEP)三年级上册Recycle 2The first period教案（含反思，详案与简案）

Recycle
2
教材分析
本单元是复习巩固单元，以巩固和操练4~6单元的核心句型和词汇为主。教学重点是能够听懂、会说核心句型“—What’
this?/What’s
that?
—It’s
a…”
“Cool!
I
like
it.”“—Can
I
have
some…?
—Sure.
Here
you
are.”“—Thank
you.
—You’re
welcome.”“Have
some…”“I’d
like…,
please.”“—How
old
are
you?
—I’m
six
years
old.”“How
many…?”；能听、说、认读动物词汇“pig,
bear,
cat,
duck,
dog,
bird,
panda,
monkey,
tiger,
elephant”,食物词汇“juice,
egg,
milk,
bread,
rice,
cake,
fish,
water”以及数字词汇“one,
two,
three,
four,
five,
six,
seven,
eight,
nine,
ten”。
教学目标
知识目标:句型·能听懂、会说句型“—What’s
this?/What’s
that?
—It’s
a…”
“Cool!
I
like
it.”“—Can
I
have
some…?
—Sure.
Here
you
are.”“—Thank
you.
—You’re
welcome.”“Have
some…”“I’d
like…,
please.”“—How
old
are
you?
—I’m
six
years
old.”“How
many…?”词汇·动物：pig,
bear,
cat,
duck,
dog,
bird,
panda,
monkey,
tiger,
elephant·食物：juice,
egg,
milk,
bread,
rice,
cake,
fish,
water·数字：one,
two,
three,
four,
five,
six,
seven,
eight,
nine,
ten字母和语音·字母Ji-Zz及其在单词中的发音能力目标:·能够在图片、实物或情境的帮助下运用知识目标里的重点句型·巩固复习4~6单元有关动物、食物和数字的词汇·巩固复习1~6单元所学的字母，听到字母能说出它对应的发音情感态度、文化意识、学习策略目标：·热爱动物、珍惜食物·注意单词音、义、形之间的联系，整体学习单词
课时安排
第一课时：
Read
aloud
&
Listen
and
tick(√)
&
Cross
out(×)
the
words
that
don’t
belong第二课时：
Go
up
the
ladders.
Go
down
the
snakes
&
Fill
in
the
blanks
&
Sing
a
song
The
first
period（第一课时）
Read
aloud
&
Listen
and
tick(√)
&
Cross
out(×)
the
words
that
don’t
belong
?教学内容与目标
课时教学内容
课时教学目标
Read
aloud
·巩固复习4~6单元所学的词汇和句型·能够读懂故事并进行角色扮演·能够在情境中正确运用所学句型
Listen
and
tick(√)
&
Cross
out(×)
the
words
that
don’t
belong
·能够独立完成听力练习·复习有关食物、动物和数字等的词汇
?教学重点
巩固复习4~6单元所学的词汇和句型。
?教学难点
能够熟练运用4~6单元的核心句型在所创设的真实情境中自然得体地进行会话。
?教学准备
教学课件、课文录音、视频、单词卡片等。
?教学过程
Step
1:
Warm-up
&
Revision
1.
Greetings.
T:
Good
morning/afternoon,
boys
and
girls!
Ss:
Good
morning/afternoon,
Miss/Mr…!
…
2.
Listen
and
do.
Give
instructions
and
let
students
do
the
actions
according
to
the
instructions.
T:
Do
as
I
say,
children.
Act
like
an
elephant.
Act
like
a
bird.
Act
like
a
monkey.
Act
like
a
tiger.
Act
like
a
panda…
3.
Quick
response.
Show
some
word
cards
about
food,
drinks,
animals
and
numbers.
Put
them
together.
Then
choose
one
card
at
a
time
and
ask
students
to
read
aloud
the
word
on
the
card
quickly.
Step
2:
Presentation
1.
Play
the
game—Believe
me
or
not.
Let
students
play
the
game
in
pairs.
Each
student
gets
three
cards.
Each
card
bears
a
key
sentence
from
Unit
4
to
Unit
6.
When
the
game
begins,
S1
pulls
out
a
card
from
his/her
three
cards
which
are
facing
down.
Then
he/she
says
out
one
of
the
sentences.
If
S2
believes
S1,
he/she
should
repeat
the
sentence.
If
S2
doesn’t
believe
S1,
he/she
should
say
“No.”
If
S1
successfully
tricks
S2,
S1
will
get
a
star.
Otherwise,
S2
will
get
a
star.
And
then
let
the
two
students
change
the
roles.
S2
says
and
S1
guesses.
It’s
a
round.
After
three
rounds,
the
one
who
gets
more
stars
is
the
winner.
Make
a
model:
S1:
(Pull
out
a
card
which
bears
“It’s
a
pig.”)
Can
I
have
some
water,
please?
S2:
Can
I
have
some
water,
please?
S1:
Haha,
I
win!
2.
Read
aloud.
(1)
Look
and
predict.
Show
the
pictures
of
“Read
aloud”
on
page
66.（课件出示：教材P66
Read
aloud的图片）
T:
Look
at
the
pictures.
What
can
you
see?
Ss:
A
cat
and
two
birds.
T:
Good!
What
can
happen
to
them?
Can
you
guess?
Ss:
…
(2)
Listen
and
answer.
①Show
the
questions
on
the
PPT.
T:
There
are
three
questions.
Let’s
listen
to
the
recording
and
answer
the
questions.
Play
the
whole
recording
of
“Read
aloud”.（课件出示：教材P66
Read
aloud的音频）
Let
students
listen
to
the
recording
and
try
to
answer
the
first
question.
Then
play
the
recording
of
Picture
1,
2
and
3.
(出示课件)
Ask
students
to
listen
to
the
recording
and
try
to
answer
the
second
question.
Lead
students
to
understand
the
sentences
“I
like
it.”
“Wait
a
minute.”
Play
the
recording
of
Picture
4,
5
and
6.
（出示课件）
Let
students
listen
to
the
recording
and
try
to
answer
the
third
question.
②Check
the
answers
with
students.
T:
What’s
the
name
of
the
cat?
Ss:
Tom.
T:
Good
job.
How
old
is
the
little
bird?
Ss:
Two.
T:
Great.
It
is
two
years
old.
What
does
the
cat
like?
Ss:
The
bird’s
head,
face
and
body.
3.
Read
and
act.
(1)
Play
the
recording
again.
(出示课件)
Let
students
read
after
the
recording
and
pay
attention
to
the
pronunciation
and
the
intonation.
(2)
Let
students
read
the
story
by
themselves.
(3)
Let
students
practice
the
story
in
groups,
and
then
wear
the
headdresses
to
act
it
out
in
class.
Step
3:
Practice
1.
Listen
and
tick.
Ask
students
to
look
at
the
pictures
of
“Listen
and
tick”
on
page
67
and
try
to
predict
the
content
of
the
listening.
Play
the
recording
of
“Listen
and
tick”.
(课件出示:教材P67
Listen
and
tick的音频)
Let
students
listen
to
the
recording
and
finish
the
exercise.
Show
the
listening
material.
(课件出示：教材P67
Listen
and
tick的听力材料)
Check
the
answers
with
students.
(Answers:
1.
猫;
2.
5;
3.
面包;
4.
腿;
5.
书本;
6.
棕桶)
2.
Cross
out
the
words
that
don’t
belong.
Let
students
finish
the
task
of
this
part
independently.
Then
check
the
answers
with
students.
T:
Look
at
the
two
pictures.
Cross
out
the
words
that
don’t
belong
to
animals
in
the
left
picture.
Cross
out
the
words
that
don’t
belong
to
food
in
the
right
picture.
Finish
it
by
yourselves.
Check
the
answers.
（Answers:
左图叉掉：six
egg
crayon
hand
blue;右图叉掉：eraser
red
eight
eye
bear
ten）
Step
4:
Consolidation
&
Extension
Whisper.
Divide
the
whole
class
into
four
groups.
Choose
one
sentence
from
“Read
aloud”
on
page
66
and
tell
it
to
the
first
student
of
each
group.
Then
ask
the
first
student
to
pass
on
the
sentence
in
a
low
voice
to
the
one
behind
him/her
one
by
one.
Let
the
last
student
read
the
sentence
aloud.
If
the
last
student
can
say
out
the
sentence
correctly
within
the
shortest
time,
his
or
her
group
will
win.
Practice
several
rounds
by
using
other
sentences.
?板书设计
?作业设计
1.
Retell
the
story.
2.
Do
the
exercises.
?教学反思
1.
TPR教学法让每个学生都动起来，帮助学生积极融入教学实践活动中来。
2.
引导学生通过观察图片进行听前的信息预测，有效地提升了学生的思维能力，引发学生积极思考。
3.
注重语言交际能力的培养，让学生在课堂中学会运用英语进行交流。
4.
板书设计条理清晰，一目了然，重点突出。
?Teaching
Contents
&
Teaching
Aims
Read
aloud
?·Review
and
consolidate
the
words
and
the
sentence
structures
of
Units
4~6.
?·Be
able
to
understand
and
act
out
the
story.
?·Be
able
to
use
the
sentence
structures
properly
in
situations.
Listen
and
tick(√)
&
Cross
out(×)
the
words
that
don’t
belong
?·Be
able
to
finish
the
listening
exercise
independently.
?·Review
the
words
about
food,
animals
and
numbers.
?Teaching
Priorities
·Review
and
consolidate
the
words
and
the
sentence
structures
of
Units
4~6.
?Teaching
Difficulties
·Be
able
to
use
the
key
sentence
structures
of
Units
4~6
properly
and
skillfully
in
real
situations.
?Teaching
Procedures
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Warm-up&Revision
1.
Greetings.2.
Listen
and
do.Give
instructions.3.
Quick
response.Show
some
word
cards
about
food,
drinks,
animals
and
numbers.
Put
them
together.
1.
Greetings.2.
Do
the
actions
according
to
the
instructions.3.
Read
the
words
on
the
cards
one
by
one
quickly.
Use
the
TPR
activity
and
the
quick
response
game
to
review
the
words
about
food,
drinks,
animals
and
numbers.
Presentation
1.
Play
the
game—Believe
me
or
not.
Play
the
game
in
pairs.
Use
the
game
to
review
and
consolidate
the
sentence
structures
of
Units
4~6.
2.
Read
aloud.(1)
Look
and
predict.Show
the
pictures
of
“Read
aloud”
on
page
66.(2)
Listen
and
answer.Show
the
questions
on
the
PPT.
Play
the
recording
of
“Read
aloud”
step
by
step.Check
the
answers
with
students.
(1)
Look
at
the
pictures
and
answer
the
questions.
Predict
the
content
of
the
story.(2)
Listen
to
the
recording
and
try
to
answer
the
questions.Check
the
answers
with
the
teacher.
Use
the
pictures
to
help
students
get
an
overall
understanding
of
the
story.
Task-based
teaching
method
can
attract
students’
attention
and
help
students
understand
the
story
better.
3.
Read
and
act.Play
the
recording.
Read
after
the
recording.
Read
the
story
by
themselves.
Practice
the
story
in
groups
and
act
it
out.
Make
sure
that
students
can
read
the
story
correctly
and
fluently.
（续表）
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Practice
1.
Listen
and
tick.Play
the
recording
of
“Listen
and
tick”.
Check
the
answers
with
students.
Look
at
the
pictures
and
predict
the
listening
content.
Listen
to
the
recording
and
finish
the
exercise.
Check
the
answers
with
the
teacher.
Train
students’
listening
ability.
Strengthen
the
connection
between
the
pronunciation
and
the
form
of
the
words.
Consolidate
students’
memory
of
the
meanings
of
the
words
by
finding
the
words
belonging
to
different
categories.
2.
Cross
out
the
words
that
don’t
belong.Explain
the
requirements
of
this
task.Check
the
answers
with
students.
Finish
the
task
of
this
part
independently.
Check
the
answers
with
the
teacher.
Consolidation&Extension
Whisper.Divide
the
whole
class
intofour
groups.
Choose
onesentence
from
“Read
aloud”on
page
66
and
tell
it
to
thefirst
student
of
each
group.
The
first
student
in
each
group
passes
on
the
sentence
to
the
one
behind
him/her
one
by
one.
The
last
student
should
read
the
sentence
aloud.
Use
a
game
to
consolidate
the
sentences
of
“Read
aloud”.
Cultivate
students’
learning
interest.
Homework
1.
Retell
the
story.2.
Do
the
exercises.
Teaching
purpose
通过师生间的情景对话拉近师生距离，同时使用TPR活动以及快速反应游戏来复习关于动物、食物、饮品及数字的单词。
Teaching
purpose
通过游戏复习和巩固4~6单元的核心句型。
Teaching
purpose
观看图片，整体感知故事并预测故事内容。任务型教学法可以有效集中学生的注意力，让学生带着任务来听听力，能够更好地理解故事。
Teaching
purpose
教师播放录音，学生听录音跟读。引导学生按照正确的语音、语调朗读对话，并能在小组中进行角色扮演。
Teaching
purpose
通过让学生观察图片和听听力来完成练习，锻炼学生听的能力，加强单词音、形之间的联系。通过找出不同类的单词，巩固学生对词义的记忆。
Teaching
purpose
通过耳语游戏巩固Read
aloud部分的句子，并提高学生的学习积极性。