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視頻標簽：Read and act,Recycle 2
所屬欄目：小學英語優質課視頻
視頻課題： 人教版PEP小學英語四年級下冊PEP 4 Recycle 2 Lesson 1 Read and act 浙江省 - 寧波
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PEP 4 Recycle 2 Lesson 1 Read and act
一、教材分析
Recycle 2第1課時，架構了“策劃野餐”、“準備野餐”、“進行野餐”三個主情景，通過對話 的形式，綜合了4-6單元基于名詞復數和所有格的核心句型和初階語法，充分體現了“話題—功能—結構”的編寫特色。整個文本情節完整，語言形式豐富，圖片真實且故事結局懸念叢生，具有啟發性，激發學生的續編積極性。通過教材解析，文本的育人功能也較顯現，如鼓勵學生自制野餐食物，攜帶環保袋，與動物和諧相處等，這些充滿人情味兒的元素挖掘，讓整個語篇價值提升，努力讓英語教學走向英語教育。
二、設計思路
三、教學目標
1.語用目標：復習4-5單元以名詞復數形式為核心的陳述句、一般疑問句和特殊疑問句問的問答形式，以及whose引導的詢問物主的句型，并在具體的情境中解決問題。能夠理解文本并續編故事。 2.思維目標：培養學生觀察、歸納、創新、遷移等由低階向高階發展的思維能力。 3.人文目標：樹立生態環保意識，引發自制野餐食品，勞動帶來快樂的觀念。
四、教學重難點
1.重點：4-5單元重點詞句的綜合運用，并在情境中培養學生聽說讀看等語言能力，理解故事。 2.難點：學生能積極用英語解決問題，培養歸納、判斷、創新、遷移等思維能力。
五、教具：白板、視頻、學單等 六、教學流程
教師活動
學生活動
意圖
Warm up & Revision
1.Show a picture of picnic.What do they do? 2.Play the video Let’s 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
food(what), good place(where).
直接引出話題。
發散思維，形象定義一次愉快野餐具備的四要素。 Read the text first time & Get the main idea
1.We’ll learn a story about picnic.Read it quickly and find the answers according the key words.
1.Quickly read and answer:
(1)Who: Zhang Peng, Sarah and Amy. (2)Weather: Sunny and warm. (3)Where: On the farm.
(4)What to eat and drink:Tomatoes, carrots…
利用白板技術，讓學生劃線或圈圖，找出答案，培養學生read and view的能力。
歸納快樂野餐四要素：who,where,weather, what 初讀文本，找到文本野餐故事在四要素體現。
歸納總結，引發提問：
Are they happy all the picnic time?
以Arey they happy now?為核心問題，角色代入，從策劃、準備、進行三個場景，推進教學。
因奶牛誤食番茄為由，引發思考：What will they do/say? 并續編故事。
以農場主贈送番茄苗為結局，使故事真正happy ending,首尾呼應。
2.After reading the story, we know that… 3.Do they really have a good time or not? Let’s enjoy the story from the beginning. 2.Fill in the blanks and summary the text prenimilary. 根據板書引導學生對文本大意進行歸納。這是一次真正快樂的野餐展開討論。
Understand the text deeply from Pic1-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 what’s in the shop?
(2)What do they buy in the shop?
(3)Mike has nothing in the shop.Why?
(4)So Mike wants to make something by himself. Let’s go to Mike’s home and see.
(5)Are they happy now? 3.During the picnic
1.Oh, it’s the picnic time! PPT shows the food, drink and a jacket on the sceen. Whose are these things?
2.PPT: Let’s share.
Are they happy this time?
3.Let’s 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 has . Mike has .
(6)Leadin: expensive.
(7)Chant:
These are eggs. This is flour. Put them together. It’s the bread. These are organges. This is ice.
Put them together. It’s the juice. Yum. (8)Ss: Yes, they are.
(9) Dialogue: Whose is this/ are these? It’s/They’re ’s.
(10)Ss: Yes,they are. (11) Read along.
通過添圖的方式，讓話題的發起更具真實性和完整性，鼓勵學生角色代入，體驗心情，參與策劃。
用白板“蒙層”技術，吸引學生對話的興趣，讓對話更具真實性。
復數名詞陳述句整合運用，觀看視頻，激發想象。
為文本插圖中出現的橙法和面包來歷進行了說明，同時體驗了自制野餐食品的成就感。
用希沃內置游戲軟件，讓學生操作并完成對所有格特殊疑問句和答句的運用。
Understand the text deeply of Pic 4
1.Wow, here come two cows. What are they talking?
2.They cows are so happy. But look at the children. Are they happy now? 3.Let’s 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.
讓學生發揮創編能力，讓牛也能“說”起英語。
Make a happy 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: I’m sorry for your tomatoes.
引發學生純真善良的心性和喜愛動物的情感。
教師現場提供一盆
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