1、1Recycle 2单元整体分析本单元是人教版英语四年级下册复习二单元，围绕“46 单元的核心句型”展开话题。本单元通过不同的场景，复习 46 单元重点字母和字母组合的发音规则，有关农场、衣物和购物的单词以及句型。共三个课时。第一课时包括 Read aloud. 和 Listen and tick.两个版块。第二课时包括 Read, write and say. 和 Read, write and say.两个版块。第三课时包括 Read and number. 和 Read and tick or cross 两个版块。第一课时 Read aloud.版块通过呈现张鹏、Sarah 和 Amy
2、 一起去农场野餐的情景，综合复习 46 单元的核心句型。Listen and tick 版块呈现了 4 组听音题，重点复习有关购物的语言。第二课时Read, write and say 版块呈现了几组有规律的单词，用来复习 or, arm er, -le 的发音规则。Read, write and say. 版块呈现了几组看图读句子填空的题，巩固名词所有格的用法。第三课时 Read and number. 版块呈现了两组排序题，复习第四单元和第六单元的核心句型。Read and tick or cross. 版块呈现了一封信，通过阅读信件复习有关天气、商品价格、农场动物等话题的内容。本单元重点
3、是综合复习 46 单元的核心句型。在课堂教学中，首先要整体把握本单元教学内容，根据学生学情，把握教学重点和教学难点，然后围绕本单元主题展开教学设计。充分利用教材已经设定的情境开展活动，帮助学生在合作学习中和任务型学习中正确表达所学句型。同时还要帮助学生学会整理和归纳知识点，引导学生自主学习。本单元所需要掌握的语音、句型在 46 单元已经学过，学生们有了一定的基础，但是语言的综合运用方面学生们还需要掌握。单元教学目标1. 知识目标（1）能够听、说、认读 46 单元有关农场、衣物和购物的单词。（2）能够掌握 46 单元语音版块重点字母和字母组合的发音规则。（3）能够听、说、认读 46 单元的核心句
4、型：Are they/these/those?Yes, they are. No, they arent.What are these/those/they?TheyreWhose is it? Itss.Whose are these/those?Theyres.Can I help you?Ill takeHow much ?Thats expensive.Theyre nice.2. 能力目标（1）能够读出符合发音规则的单词，并能根据读音拼写出符合发音规则的单词。（2）能够在情境中恰当运用句型Are they/these/those?Yes, they are. No, they are
5、nt.2对蔬菜、动物的名称展开活动。（3）能够在情景中运用句型Whose is it? Itss.Whose are these/those?Theyres.对某物的归属展开问答。（4）能够在情景中运用句型 Can I help you? Ill take How much ? Thats expensive.Theyre nice.模拟购物。3.情感目标养成节约的好习惯。教学重难点1. 教学重点(1) 能够听、说、认读 46 单元有关农场、衣物和购物的单词。(2) 能够掌握 46 单元语音版块重点字母和字母组合的发音规则。(3) 能够听、说、认读 46 单元的核心句型。2. 教学难点（1）能
6、够读出符合发音规则的单词，并能根据读音拼写出符合发音规则的单词。（2）能够在情境中恰当运用 46 单元核心句型。教学方法任务型教学法、合作探究法、情景交际法、愉快教学法。教学时间本单元共分三课时教学。第一课时: Read aloud Listen and tick 第二课时: Read, write and say Read, write and say 第三课时: Read and number Read and tick or cross知识视窗形容词性物主代词和名词性物主代词1.表示所有关系的代词叫物主代词。物主代词可分为形容词性物主代词和名词性物主代词。其人称和数的变化见下表：2. 形
7、容词性物主代词和名词性物主代词的用法（1）形容词性物主代词起形容词的作用，用在名词前。物主代词人 称 主格 宾格 形容词性物主代词名词性物主代词第一人称 我 I me my mine 第二人称 你 you you your yours他 he him his his她 she her her hers单数第三人称它 it it its its第一人称 我们 we us our ours第二人称 你们 you you your yours复数第三人称他们、她们、它们theythem their theirs3例：Is that your bike? 那是你的自行车吗? This is my bo
8、ok. 这是我的书。（2）名词性物主代词起名词的作用。例：Look at the two rulers. The red one is yours. The blue one is mine.看那两把尺子。红的是你的，蓝的是我的。3. 形容词性物主代词、名词性物主代词的区别简单来说，有“名”则“形“，无“名”则“名”。意思是：后面是名词的话，前面就要用形容词性物主代词。后面没有名词的话，就用名词性物主代词。名词性物主代词=形容词性物主代词+名词例：Are these your crayons?=Are these yours? 第一课时一、课时内容Read aloud Listen and t
9、ick二、课时分析本课时是人教版四年级下册 Recycle 2 单元第一课时。围绕“野餐、购物”的话题展开，主要通过对话和听力复习 46 单元句型，引导学生养成节约的好习惯，培养学生学习英语的兴趣，树立学好英语的信心。第一课时是对 46 单元句子的归纳，重点是 46 单元核心句型的灵活运用。本课时包括 Read aloud 和 Listen and tick 两个板块。Read aloud 呈现的是 Sarah 、张鹏和 Amy 一起去农场野餐的情景。此情境有趣、易懂，贴近学生的生活，很能激发学生学习的兴趣。Listen and tick 板块呈现的是四组听力判断题，通过这个活动复习有关购物的
10、语言。本课时是复习课，词汇、句子学生都在前面的教材中学过了，有了很好的基础，所以在本课教学中，重点以学生为主，教师为辅，通过采用听、说、读、演等多种活动全面调动学生的积极参与，让学生在快乐的氛围中掌握知识。三、课时目标（1）能够听、说、认读 46 单元的核心句型：Are they/these/those?Yes, they are. No, they arent.Whose is it? Itss.Whose are these/those?Theyres.（2）能够理解故事大意，能用正确的语音、语调朗读故事。（3）能够在情景中综合运用 46 单元的核心句型。（4）能够听录音判断图片是否正确。
11、（5）引导学生养成节约的好习惯，培养学生学习英语的兴趣，树立学好英语的信心。四、课时重难点1.重点（1）能够听、说、认读 46 单元的核心句型。（2）能够理解故事大意，能用正确的语音、语调朗读故事。4（3）能够听录音判断图片是否正确。（4）能够在情景中综合运用 46 单元的核心句型。2.难点能够在情景中综合运用 46 单元的核心句型。五、教学准备 多媒体课件录音机和磁带六、教学过程Step 1 Warm up1. 师生交流T: Good morning, everyone. Ss: Good morning, teacher.T: How are you today? Ss: Im fine,
12、 thank you. And you?T: Im fine, too. Are you ready for English class?Ss: Yes. We are ready. 2. Lets chant.T: Ok. Boys and girls, do you like listening to music? Ss: Yes.T: Now lets enjoy a song “Our School” together.（课件展示歌曲，教师与学生一起欣赏。 ） 教学资源：课件设计意图：歌曲的运用活跃了课堂气氛，激发了学生学习的兴趣。Step 2 Lead inT: Do you lik
13、e your school?Ss: Yes.T: Me, too. Look at the picture. Who are they?（课件出示 Sarah, 张鹏，Amy 的图片。 ）Ss: They are Sarah, Zhang peng and Amy? T: Where are they now?Ss: They are in the classroom.T: School is over. What are they talking about? Lets learn the dialogue.教学资源：图片设计意图：通过引导学生看图，引出要学习的内容。Step 3 Prese
14、ntation1. Read aloud.(1) Learn the dialogue.a. Learn part 1T: What are they talking about?Ss: A picnic.(引导学生说出。)T: Tomorrow will be warm and sunny. They will (have a picnic).（板书 have a picnic, 教读，领读，跟读，指名读，齐读。 ）Listen to the tape and follow the tape.T: What should they do before a picnic? 5Ss: Go sh
15、opping. b. Learn part 2T: Can you make a shopping list for them? (板书 a shopping list。) Please discuss in a group. T: What will they buy? Lets listen to the tape.（指名说，板书。 ）T: How much is it? 引导学生回答 Thats 42 yuan in total. （教师讲解 in total。 ）Listen again and follow the tape.c. Learn part 3 and part 4T:
16、The children are having a picnic. Something happens. What is that?Listen to the tape and answer the question.T: The cows want to eat the tomatoes. Whose tomatoes are they? Ss: They are Sarahs.T: Whose jacket is it? Ss: Its Sarahs.Listen to the tape and follow the tape. (2) 分角色朗读教学资源：录音机、磁带设计意图：处理对话从
17、局部到整体，引导学生理解文本。2. Listen and tick(1)T: We should watch the weather report and go shopping before a picnic. Shopping is fun. Lets go shopping together. Look at the pictures and tell your partner what you see.(2)Listen to the tape and tick.(3)核对答案。教学资源：录音机、磁带设计意图：引导学生先看图，做到心中有数。然后再判断，提高听力的技巧。Step 4 Pr
18、esentation分角色表演本课故事。(1)四人一组，练习表演故事。三人扮演人物，一人扮演农场动物。(2)请几组学生表演。设计意图：故事表演是儿童喜欢的活动，既锻炼了学生的语言表达能力，吸引了学生的兴趣，又培养了学生团结合作的意识。Step 5 SummaryT: What did you learn about this lesson?学生自由说，教师整理。七、课堂作业.选出与所给单词同类的选项。( )1. tomato A. cow B. potato C. art( )2. gloves A. scarf B. nice C. lunch( )3. windy A. eat B. su
19、nny C. eighty( )4. hat A. cold B. carrot C. dress( )5. expensive A. cheap B. go C. jacket.单项选择。6( )1. _ skirt is it?Its Sarahs.A. Who B. Whose C. Whos ( )2. How much is the shirt?_A. Its 30. B. 35 yuan. C. I have two.( )3. Are those hens?_A. Yes, they are. B. No, those are. C. Yes, those are.( )4. T
20、omorrow will _ cool and windy. A. am B. be C. is.连词成句。1. I, can, you, help(?)_2. much, how, are, apples, the(?)_3. Lets, a, picnic, have, tomorrow(.)_八、板书设计Recycle 2 warm and sunnyhave a picnica shopping list第二课时一、课时内容Read, write and say Read, write and say二、课时分析本课时是人教版四年级下册 Recycle 2 单元第二课时。围绕“找规律写
21、单词，寻找物品的主人”这两个话题展开，复习巩固 or, ar, er, -le 的发音规则以及通过对话复习名词所有格。培养学生学习英语的兴趣，树立学好英语的信心。第二课时是对 46 单元字母组合和名词所有格的归纳，本课时的重点是掌握 or, ar, er, -le 字母组合的发音规则以及名词所有格。本课时包括两个 Read, write and say 版块。第一个版块通过呈现一些符合 or, ar, er, -le 发音规则的单词，引导学生归纳发音规则。第二个版块通过呈现看图、读句子填答案:.1.B2.A3.B4.C5.A.1.B2.B3.A4.B.1. Can I help you?2.
22、How much are the apples?3. Lets have a picnic tomorrow.tomatoescarrotsapplesbananas7空的活动，巩固名词所有格的学习。本课时是复习课，是对所学知识的查漏补缺。设计教学过程时，要根据学生的学情，把握本课的重点和难点，遵循以学生为主体的原则，通过任务型教学法、合作探究教学法等引导学生自主学习。三、课时目标（1）能够掌握 or, ar, er, -le 的发音规则。（2）能够正确运用名词所有格。（3）培养学生学习英语的兴趣，树立学好英语的信心。四、课时重难点1.重点（1）能够掌握 or, ar, er, -le 的发音
23、规则。（2）能够正确运用名词所有格。2.难点名词所有格的灵活运用。五、教学准备 多媒体课件一件皮夹克 多套 P67 词卡六、教学过程Step 1 Warm up1. GreetingT: Hi, boys and girls.Ss: Hi, Miss xxx.T: How are you today? Ss: Im fine, thank you. And you?T: Very well, thanks.2. Sing a songT: Now lets sing a song “This old hat”（课件展示歌曲，教师与学生一起拍手唱歌。 ）教学资源：歌曲设计意图：师生共唱歌曲，拉近
24、了师生间的距离，活跃了课堂气氛。Step 2 Lead in1. Review the words about clothes.T: I have some things. Do you know their names? Whats this?S1: Its a ruler.（教师依次展示学习用品、衣物等实物，学生认读。 ） 2. Lets do.T: Now lets do together.（播放第五单元 Lets do，师生边说边做动作。 ）教学资源：词卡、课件设计意图：词卡的认读、Lets do 活动既复习和巩固了已学的单词，又为引出正文做准备。Step 3 Presentation
25、81. Read, write and say(1)利用实物复习 yours, mine。a. T: Whose jacket is this?（展示自己的皮夹克，询问学生，同时板书问句。 ）S1: Its your jacket.（板书答句。 ）S2: Its yours. （板书 yours。 ）T: Yes, its my jacket. Its mine.（教师边说边板书 my jacket，mine。领读板书内容，指名读，齐读。 ）b. 学生利用自己的学习用品或衣物，两人一组做对话练习。句型：A: Whose is this/are these?B: Its / Theyre my/
26、 mine/ your/ yours.c. 小组讨论并总结 yours, mine 的用法。your+名词=yours my +名词= mined.请几个组练习。(2)自主阅读教材上的文字并填上所缺单词。(3)师生核对答案。(4)两人一组，朗读对话。教学资源：实物设计意图：利用实物操练句型，发现规律，锻炼学生的观察能力和思维能力。2. Read, write and say(1)教师课件呈现一些符合 or, ar, er, -le 发音规则的单词，学生按照发音规则给单词分类。 （教师事先把准备好的词卡发给每个小组。 ）(2)指名说 or, ar, er, -le 的发音规则。(2)自由说更多符
27、合这些规则的单词。(3)教师出示题目，学生填写单词。(4)师生核对答案。设计意图：通过动手操作，激发学生的学习兴趣，加深学生的记忆。Step 4 Practice 游戏“寻找物品的主人”请一名学生到讲台前，面向黑板，然后教师拿班里的任意一名学生的物品，放到讲桌上。请讲台前的学生在全班寻找物品的主人，如果该生实在找不到，其他学生要告诉他/她。参考句型：Is this your / yours? Yes, it is mine/my Thanks. /No, it isnt. Mine is .Are these yours/your?Yes, they are my/ mine. Thanks.
28、 /No, they arent. Mine are设计意图：创设情境，引导学生在愉快的氛围中巩固和运用所学句型。Step 5 SummaryT: What did you learn about this class?学生自由说，教师总结。1. your+名词=yours my +名词= mine2. 知道了 or, ar, er, -le 的发音规则。设计意图：教师帮助学生总结知识点，便于学生对知识的掌握。七、课堂作业.找规律，补全单词，并与相符的图片连线。91. for fork h_ _se A. 2. tiger sister farm_ _ B.3. vegetable littl
29、e tab_ _ C.4. park far c_ _ D.选词填空。1. This is Amys book. That is _ book. (Sarah, Sarahs)2. Are these _?No, they arent.(your, yours)3. My sweater isnt red. _ is black.( My, Mine)4. Its _ scarf. Its _.(your, yours).给问句选择合适的答语。( )1. Whose hat is it? A. No, its her pencil.( )2. Is this your pencil? B. Y
30、es, please.( )3. Can I help you? C. Its Chen Jies.( )4. How much is this dress? D. Eighty-five yuan.八、板书设计Read, write and say Read, write and sayWhose jacket is this? or ar er -le Its your jacket/ my jacket.yours mine 第三课时一、课时内容Read and number Read and tick or cross二、课时分析本课时是人教版四年级下册 Recycle 2 单元第三课
31、时。围绕“排序、信件”展开话题，主要通过对话、阅读信件复习第四单元和第六单元的核心句型和词汇。激发学生学习英语的兴趣，树立学好英语的信心。本课时的重点是第四单元和第六单元核心句型的综合运用。答案:.1. or, B 2. er, A 3. le, D 4. ar, C.1. Sarahs 2. yours 3. Mine 4. your, yours.1.C2.A3.B4.D10本课时包括 Read and number 和 Read and tick or cross 两个板块。Read and number 呈现了两组给句子排序的活动，通过此项活动复习第四单元和第六单元所学的核心句型。Re
32、ad and tick or cross 呈现了一封王可写给祖父的一封信，通过此版块综合复习有关天气、商品价格、农场动物等内容。本课时是复习课，学生要掌握的词汇、句型在前面的单元中已经学过，有了一定的基础，所以在设计教学过程时，通过听、说、读、表演等方面全面训练学生，引导学生自主学习。三、课时目标1. 能够掌握句型：Can I help you?Ill takeHow much ?Thats expensive.Theyre nice.2. 能够给单句排序并组成对话。3. 复习有关天气、商品价格、农场动物的话题。4. 能够通过阅读信件独立完成判断句子正误的活动。5. 激发学生学习英语的兴趣，树
33、立学好英语的信心。四、课时重难点1. 重点（1）能够掌握句型：Can I help you?Ill takeHow much ?Thats expensive.Theyre nice.（2）能够给单句排序并组成对话。（3）能够通过阅读信件独立完成判断句子正误的活动。2. 难点句型的综合运用。五、教学准备 课件 录音机和磁带六、教学过程Step 1 Warm up 1. GreetingT: How are you, everybody? Ss: Im fine, thanks. And you?T: Very well, thanks. Whats the weather like today
34、?S1: Its sunny/windy2. Lets chant.T: Now I have a chant for you. Are you ready?Ss: Yes, Im ready.T: Ok. Lets chant together.11Cheap, cheap, very cheap,Nice, nice, very nice.Pretty, pretty, very pretty,Expensive, expensive, too expensive.（播放课件，师生边拍手，边吟诵歌谣）教学资源：课件设计意图：通过 Lets chant，既活跃课堂气氛，又复习已学的词汇，为下
35、文做准备。Step 2 Lead in(1) 课件展示标有价格的毛衣的图片，师生问答。T: How much is this sweater?S1: Thirty yuan.T: Oh, its cheap. Ill take it.(2)课件展示标有价格的衬衣的图片，两人一组做对话练习。参考句型： How much are the? yuan.Oh, they are (nice, cheap, expensive, pretty)Ill take it.(3)请几组学生练习。教学资源：课件设计意图：通过问答复习关于价格的句型，为下一个环节做好铺垫。Step 3 Presentation1.
36、 Read and number.(1)课件展示售货员和顾客在水果摊交谈的图片。T: This is a fruit stand. A woman and a salesperson are in the picture. The woman is buying some fruit. What are they saying?(2)呈现 Read and number.请学生自主阅读本部分的两段文字并排序。(3)小组讨论。(4) 师生核对。(5)播放录音，跟读录音，分角色朗读对话。教学资源：课件、录音机、磁带设计意图：场景图帮助学生理解文字。2. Read and tick or cross
37、.(1) T: Look at the picture. Today well read a letter. Who is it from? Who is it to?（ 引导学生回答。 ）Ss: Its from Wang Ke. Wang Ke is writing the letter to his grandpa.(2) 带着问题快速浏览信件。Where is Wang Ke?Where is his grandpa? What is the letter about?(3)师生讨论问题。T: Wang Ke lives in the city. His grandpa lives o
38、n a farm/in the country.（理解词汇 city 和 country，领读，齐读。 ）T: This letter is about (a hat, the food, a dog and some ducks.)12(4)细读信件，独立完成判断句子正误的活动。(5)师生核对答案。(6)播放录音，跟读录音。教学资源：课件、录音机、磁带设计意图：通过设计不同的问题，帮助学生理解文本。Step 4 Practice小组活动“购物” 。四人一组，一人扮演“售货员” ，其他三人扮演“顾客” ，进行买卖商品的活动。商品可以是学习文具、衣物等。参考句型：Can I help you?W
39、hats this?What are these?Theyre nice/prettyHow much?Ill take设计意图：该活动培养了学生综合运用语言的能力和表达能力。Step 5 SummaryT: 这节课我们复习了什么？学生自由发言，教师整理。1. 复习了关于购物的句型：Can I help you?Theyre/Its cheap/expensive/nice/pretty.Ill take2. 复习了询问价格的句型：How much is /are?Its /Theyre yuan.设计意图：学生总结，教师归纳，便于学生的理解和记忆。七、课堂作业.选择与图片相符的单词。1. 2
40、. 3. 4. _ _ _ _.给下列句子排序。( )Yes, of course. How about these?( )Yes. Do you have any pears?( )They are nice. How much?( )Can I help you?( )Ten yuan for five.( )Oh, thats cheap. Ill take five.我是阅读小能手。阅读短文，判断句子正“T”误“F” 。Grandma,A. hat B. sunny C. duck D. orange 13How are you? Thank you for the new short
41、s. They are very cool. Its hot in Beijing. Its sunny, too. I can wear it. I have a new hat. My old hat is too small.How is my cat? She is so cute. Whats the weather like on the farm?Love,Li Li1. Its sunny in Beijing. ( )2. Li Li has a new hat. ( )3. Li Lis grandma is on the farm. ( )4. Li Lis grandma gives（给）her new shoes. ( )八、板书设计Read and number Read and tick or crossa letterWang Ke Grandpain the city on a farm/ in the country(城市) （乡村）答案:.1.C2.A3.D4.B.3、2、4、1、5、6.1.T2.T3.T4.F14
