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小学英语人教版 (PEP)五年级上册Recycle 2精品课后作业题
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这是一份小学英语人教版 (PEP)五年级上册Recycle 2精品课后作业题，文件包含Thefirstperiod第一课时doc、Thesecondperiod第二课时doc等2份试卷配套教学资源，其中试卷共15页， 欢迎下载使用。
Recycle 2 The first period(第一课时) Page 66 & Page 67 ▶教学内容与目标 ▶教学重点 学生能够运用所学知识完成任务。 ▶教学难点 学生能够在情景中合理运用句型。 ▶教学准备 1.预习本课时的相关内容。 2.PPT课件､课文录音､视频、教学卡片等。 Teaching purpose① 充分利用PPT出示相关单词和词组，帮助学生唤醒旧知，引导学生通过“开火车”的游戏活动复习句型，为后面的学习做好铺垫。 ▶教学过程 教材分析本单元是一个复习单元。学习的主要内容是通过故事、活动等复习和巩固4~6单元的核心句型、词汇及语音知识。教学目标知识与能力目标: 句型 ·能够听、说、读、写4~6单元的核心句型 ·能够在情景中运用句型“—What can you do? —I can…”“—Can you…? —Yes, I can./No, I can’t.”询问并回答某人能做什么 ·能够在情景中运用句型“There is/are…”描述某处有某物 ·能够在情景中运用句型“—Is there…? —Yes, there is./No, there isn’t.”“—Are there any…? —Yes, there are./No, there aren’t.”询问并回答某处是否有某物 词汇 ·能够听、说、读、写并在实际情景中运用4~6单元有关课余活动、家居物品及自然公园景物的单词或词组 语音 ·能够掌握4~6单元中字母组合oo, ai/ay, ou在单词中的发音规则 ·能够读出符合上述发音规则的单词，并根据单词读音拼写出符合发音规则的单词 情感态度､文化意识､学习策略目标: ·能够积极参与文娱活动，丰富课余生活 ·能够养成及时整理个人物品的习惯 ·能够亲近自然、热爱自然 ·能够了解单词音形义之间的联系课时安排第一课时： Page 66 & Page 67 第二课时： Page 68 & Page 69课时教学内容课时教学目标Page 66·学生能够完成听录音判断图片正误、写答句的活动 ·学生能够写出两个句子，描述机器人还能做什么事情 ·学生能够模仿录音内容进行角色扮演Page 67·学生能够理解对话，根据对话内容完成补画活动 ·学生能够和同桌一起就自然公园的地图展开问答Step 1: Pre-learning① 1. Greetings. 2. Sing a song—What can you do? （出示课件） Students sing the song together. 3. Revision. Show some words and phrases of Unit 4 on the PPT. (出示课件) Help students review the words and the phrases. Students read them out and try to do the actions. 4. Play the game: Drive a train. Students ask and answer one by one like this: T: What can you do? S1: (Do the action and answer.) I can do kung fu. (Turn to the next student.) What can you do? S2: (Do the action and answer.) I can play basketball. (Turn to the next student.) What can you do? S3: … … Step 2: While-learning Teaching purpose② 帮助学生逐步读懂题目要求，引导学生学会听前掌握关键信息，分步完成听力任务，再运用这些信息进行对话练习，在情景中运用所学语言。 “Learn the contents of page 66”② 1. Read the background knowledge. Show the five pictures of Robin on page 66 on the PPT. (出示课件) Lead students to look at the pictures and talk about them. T: Who is he? Ss: He’s Robin. T: What can Robin do? Do you remember? Students answer the question according to the memory. T: Yes. Robin can do many things. What else? Lead students to read the background knowledge in the book. T: Miss White and the children will go to a nature park this weekend. Robin wants to go, too. He calls Miss White. Now let’s listen and tick or cross. 2. Listen and tick or cross. (1)Lead students to look at the pictures to get the key information of the pictures: sing, dance, do kung fu, swim, cook. Play the recording of this part. (出示课件) Ask students to listen to the dialogue and try to tick or cross the pictures. (2)Play the recording again. Listen and check the answers together. (出示课件) Praise the students who do a good job. 3. Listen again and answer the questions. (1)Ask students to read the three questions by themselves quickly. Then lead them to underline the key information: cook noodles, swim, go to the park. (2)Play the recording. (出示课件) Students listen to the dialogue and try to write down the answers to the three questions on the lines. (3)Play the recording again. Students listen and then check the answers. (出示课件) Praise the students who write well. 4. Write two sentences. T: Robin can sing and dance. He can do kung fu. What else can Robin do? Ask several students to answer. Write down the answers on the blackboard. Let students try to write two sentences in their books by themselves. Show several students’ sentences to the class. The other students give evaluations to them. Then students check each other’s sentences in groups. 5. Role-play. (课件出示:教材P66 Role-play部分的对话图) The teacher acts Miss White. One student acts Robin. Make a dialogue. T: Can you cook, Robin? S1: Yes, I can. T: Can you…? S1: … … Teaching purpose③ 引导学生观察并讨论图片，猜测文本内容，复习相关句型。借助完成后的地图引导学生运用所学句型进行对话练习，并在教学的过程中引导学生亲近自然、热爱自然。 Students work in pairs to role-play. “Learn the contents of page 67” ③ 1. Read the background knowledge. Show the picture on the PPT. (课件出示: 教P67 第一幅图) Lead students to look at the picture and talk about it. T: Who are they? Ss: Robin and the children. T: Where are they? Ss: They are in a nature park. T: Yes. They’re in front of a map. What’s on the map? Can you guess? Use the sentence patterns “Is there…?”“Are there…?” to lead students to guess. Ask students to read the background knowledge by themselves. 2. Read and draw. Show the map on page 67 on the PPT. (出示课件) T: Look at the map. What’s on the map? Students look at the map and describe the map. Ss: There is a lake. There are some trees… T: Yes. But some things are missing on the map. Now read the dialogue and find out the missing things. Students read the dialogue by themselves and circle the things in the park. Find out the missing things, then draw the missing things on the map. Students check the answers in pairs. 3. Talk about the map. Make a model with one student. T: What’s in the nature park? S1: There is a small village. T: Where is it? S1: It’s… Students talk about the nature park in pairs according to the full map. The teacher asks several students to show to the class. The other students give evaluations to them. Teaching purpose④ 通过创设自然真实的情景，让学生在情景中合理运用所学语言并作简单的汇报，培养学生的综合语言运用能力。 Step 3: Post-learning④ “A weekend plan” 1. Draw a map. T: We’ll go to a beautiful nature park this weekend. Please draw a map of the park you’d like to go. Students work in groups to draw a map about the park. 2. Make the weekend plan. (1)Draw a chart on the blackboard like this: Make a model with one student: T: Is there a river in the park? S1: Yes, there is. And there’s a bridge over the river. T: What can you do? S1: I can take pictures on the bridge. Fill in the chart according to the answers of the student. (2)Work in groups. T: Now please work in groups of four. Draw a chart on the paper. Ask and write down the answers in the chart. (3)Make a report. Make a model first: We’ll go to a beautiful nature park this weekend. There is/are… …can… We’ll have a good time there. Then students try to make a report. The other students listen and give evaluations to them. NameActivityPosition▶板书设计 ▶作业设计 1. Write down the weekend plan. 2. Do the exercises. ▶教学反思 1. 充分利用了PPT出示相关单词和词组，通过“开火车”的游戏活动引导学生复习句型，帮助学生唤醒旧知，为后面的学习做好铺垫。 2帮助学生读懂题目要求，引导学生学会听前预测听力的重点内容，分步完成听力任务，再运用这些信息进行对话练习，在情景中运用所学语言。 3通过创设自然真实的情景，让学生在情景中合理运用所学语言，并作简单的汇报，培养了学生的综合语言运用能力。 ▶Teaching Contents & Teaching Aims Page 66 ·Be able to complete the activities after listening. ·Be able to write two sentences to describe what else the robot can do. ·Be able to imitate the recording and act out the dialogue. Page 67 ·Be able to understand the dialogue and complete the map according to the dialogue. ·Be able to ask and answer in pairs about the map of the nature park. ▶Teaching Priorities ·Be able to complete the tasks by using the knowledge they have learned. ▶Teaching Difficulties ·Be able to use the sentence patterns in real situations properly. ▶Teaching Procedures （续表） Teaching StagesTeacher’ s ActivitiesStudents’ ActivitiesTeaching PurposesPre-learning 1. Greetings. 2. Sing a song—What can you do? 3. Revision. Show some words and phrases of Unit 4 on the PPT. Help students review the words and the phrases. 4. Play the game: Drive a train.1. Greetings. 2. Sing the song—What can you do? 3. Review the words and the phrases by reading them out and doing the actions. 4. Ask and answer one by one.Show the relevant words and phrases to remind students of the old knowledge. Prepare for the later learning.While-learning“Learn the contents of page 66” 1. Read the background knowledge. Show the pictures. Lead students to read the background knowledge. 2. Listen and tick or cross. Play the recording and check the answers. 3. Listen again and answer the questions. Play the recording. Praise the students who write well. 4. Write two sentences. Ask a question. Write down the answers on the blackboard. Show some students’ sentences to the class. 5. Role-play. Act Miss White and make a model with one student.1. Read and understand the background knowledge. 2. Look at the pictures and get the key information. Listen to the dialogue and tick or cross. Then listen again and check the answers. 3. Read the three questions quickly. Listen to the dialogue and write down the answers to the three questions on the lines. Then listen again and check the answers. 4. Answer the question. Write two sentences in their books. Give evaluations and check each other’s sentences in groups. 5. One student acts Robin and makes a dialogue with the teacher. Then work in pairs to role play.Help students understand the requirements of the titles. Lead students to grasp the key information before listening. Help students use the key information to make a dialogue.Teaching StagesTeacher’ s ActivitiesStudents’ ActivitiesTeaching PurposesWhile-learning“Learn the contents of page 67” 1. Read the background knowledge. Show the picture. Use the key sentence patterns “Is/Are there…?” to lead students to guess. 2. Read and draw. Show the map. 3. Talk about the map. Make a model with one student. Ask several students to show to the class.1. Look at the picture and talk about it. Read and understand the background knowledge. 2. Read the dialogue and circle the things in the park. Then draw the missing things on the map. Check the answers in pairs. 3. Talk about the nature park in pairs according to the full map. Show to the class and give evaluations.Let students observe and talk about the picture to guess and review related sentence patterns. Lead students to practice dialogues by completing the map. And lead students to be close to nature and love nature through the learning process.Post-learning“A weekend plan” 1. Draw a map.Work in groups to draw a map about a park.Practice the main sentence structures “—What time is it? —It’s… o’clock. It’s time for/to…” to prepare for the next part.Consolidation & Extension2. Make the weekend plan. （1）Draw a chart. Make a model with one student. Fill in the chart according to the answers of the student. （2）Work in groups. （3）Make a model.（1）Look at the chart and listen. （2）Work in groups of four. Ask and write down the answers in the chart. （3）Make a report. The other students listen and give evaluations to them.Create a natural and real situation. Help students use the language reasonably in the real situation and make brief presentations. Develop students’ comprehensive language using abilities.Homework1. Write down the weekend plan. 2. Do the exercises.
Recycle 2 The first period(第一课时) Page 66 & Page 67 ▶教学内容与目标 ▶教学重点 学生能够运用所学知识完成任务。 ▶教学难点 学生能够在情景中合理运用句型。 ▶教学准备 1.预习本课时的相关内容。 2.PPT课件､课文录音､视频、教学卡片等。 Teaching purpose① 充分利用PPT出示相关单词和词组，帮助学生唤醒旧知，引导学生通过“开火车”的游戏活动复习句型，为后面的学习做好铺垫。 ▶教学过程 教材分析本单元是一个复习单元。学习的主要内容是通过故事、活动等复习和巩固4~6单元的核心句型、词汇及语音知识。教学目标知识与能力目标: 句型 ·能够听、说、读、写4~6单元的核心句型 ·能够在情景中运用句型“—What can you do? —I can…”“—Can you…? —Yes, I can./No, I can’t.”询问并回答某人能做什么 ·能够在情景中运用句型“There is/are…”描述某处有某物 ·能够在情景中运用句型“—Is there…? —Yes, there is./No, there isn’t.”“—Are there any…? —Yes, there are./No, there aren’t.”询问并回答某处是否有某物 词汇 ·能够听、说、读、写并在实际情景中运用4~6单元有关课余活动、家居物品及自然公园景物的单词或词组 语音 ·能够掌握4~6单元中字母组合oo, ai/ay, ou在单词中的发音规则 ·能够读出符合上述发音规则的单词，并根据单词读音拼写出符合发音规则的单词 情感态度､文化意识､学习策略目标: ·能够积极参与文娱活动，丰富课余生活 ·能够养成及时整理个人物品的习惯 ·能够亲近自然、热爱自然 ·能够了解单词音形义之间的联系课时安排第一课时： Page 66 & Page 67 第二课时： Page 68 & Page 69课时教学内容课时教学目标Page 66·学生能够完成听录音判断图片正误、写答句的活动 ·学生能够写出两个句子，描述机器人还能做什么事情 ·学生能够模仿录音内容进行角色扮演Page 67·学生能够理解对话，根据对话内容完成补画活动 ·学生能够和同桌一起就自然公园的地图展开问答Step 1: Pre-learning① 1. Greetings. 2. Sing a song—What can you do? （出示课件） Students sing the song together. 3. Revision. Show some words and phrases of Unit 4 on the PPT. (出示课件) Help students review the words and the phrases. Students read them out and try to do the actions. 4. Play the game: Drive a train. Students ask and answer one by one like this: T: What can you do? S1: (Do the action and answer.) I can do kung fu. (Turn to the next student.) What can you do? S2: (Do the action and answer.) I can play basketball. (Turn to the next student.) What can you do? S3: … … Step 2: While-learning Teaching purpose② 帮助学生逐步读懂题目要求，引导学生学会听前掌握关键信息，分步完成听力任务，再运用这些信息进行对话练习，在情景中运用所学语言。 “Learn the contents of page 66”② 1. Read the background knowledge. Show the five pictures of Robin on page 66 on the PPT. (出示课件) Lead students to look at the pictures and talk about them. T: Who is he? Ss: He’s Robin. T: What can Robin do? Do you remember? Students answer the question according to the memory. T: Yes. Robin can do many things. What else? Lead students to read the background knowledge in the book. T: Miss White and the children will go to a nature park this weekend. Robin wants to go, too. He calls Miss White. Now let’s listen and tick or cross. 2. Listen and tick or cross. (1)Lead students to look at the pictures to get the key information of the pictures: sing, dance, do kung fu, swim, cook. Play the recording of this part. (出示课件) Ask students to listen to the dialogue and try to tick or cross the pictures. (2)Play the recording again. Listen and check the answers together. (出示课件) Praise the students who do a good job. 3. Listen again and answer the questions. (1)Ask students to read the three questions by themselves quickly. Then lead them to underline the key information: cook noodles, swim, go to the park. (2)Play the recording. (出示课件) Students listen to the dialogue and try to write down the answers to the three questions on the lines. (3)Play the recording again. Students listen and then check the answers. (出示课件) Praise the students who write well. 4. Write two sentences. T: Robin can sing and dance. He can do kung fu. What else can Robin do? Ask several students to answer. Write down the answers on the blackboard. Let students try to write two sentences in their books by themselves. Show several students’ sentences to the class. The other students give evaluations to them. Then students check each other’s sentences in groups. 5. Role-play. (课件出示:教材P66 Role-play部分的对话图) The teacher acts Miss White. One student acts Robin. Make a dialogue. T: Can you cook, Robin? S1: Yes, I can. T: Can you…? S1: … … Teaching purpose③ 引导学生观察并讨论图片，猜测文本内容，复习相关句型。借助完成后的地图引导学生运用所学句型进行对话练习，并在教学的过程中引导学生亲近自然、热爱自然。 Students work in pairs to role-play. “Learn the contents of page 67” ③ 1. Read the background knowledge. Show the picture on the PPT. (课件出示: 教P67 第一幅图) Lead students to look at the picture and talk about it. T: Who are they? Ss: Robin and the children. T: Where are they? Ss: They are in a nature park. T: Yes. They’re in front of a map. What’s on the map? Can you guess? Use the sentence patterns “Is there…?”“Are there…?” to lead students to guess. Ask students to read the background knowledge by themselves. 2. Read and draw. Show the map on page 67 on the PPT. (出示课件) T: Look at the map. What’s on the map? Students look at the map and describe the map. Ss: There is a lake. There are some trees… T: Yes. But some things are missing on the map. Now read the dialogue and find out the missing things. Students read the dialogue by themselves and circle the things in the park. Find out the missing things, then draw the missing things on the map. Students check the answers in pairs. 3. Talk about the map. Make a model with one student. T: What’s in the nature park? S1: There is a small village. T: Where is it? S1: It’s… Students talk about the nature park in pairs according to the full map. The teacher asks several students to show to the class. The other students give evaluations to them. Teaching purpose④ 通过创设自然真实的情景，让学生在情景中合理运用所学语言并作简单的汇报，培养学生的综合语言运用能力。 Step 3: Post-learning④ “A weekend plan” 1. Draw a map. T: We’ll go to a beautiful nature park this weekend. Please draw a map of the park you’d like to go. Students work in groups to draw a map about the park. 2. Make the weekend plan. (1)Draw a chart on the blackboard like this: Make a model with one student: T: Is there a river in the park? S1: Yes, there is. And there’s a bridge over the river. T: What can you do? S1: I can take pictures on the bridge. Fill in the chart according to the answers of the student. (2)Work in groups. T: Now please work in groups of four. Draw a chart on the paper. Ask and write down the answers in the chart. (3)Make a report. Make a model first: We’ll go to a beautiful nature park this weekend. There is/are… …can… We’ll have a good time there. Then students try to make a report. The other students listen and give evaluations to them. NameActivityPosition▶板书设计 ▶作业设计 1. Write down the weekend plan. 2. Do the exercises. ▶教学反思 1. 充分利用了PPT出示相关单词和词组，通过“开火车”的游戏活动引导学生复习句型，帮助学生唤醒旧知，为后面的学习做好铺垫。 2帮助学生读懂题目要求，引导学生学会听前预测听力的重点内容，分步完成听力任务，再运用这些信息进行对话练习，在情景中运用所学语言。 3通过创设自然真实的情景，让学生在情景中合理运用所学语言，并作简单的汇报，培养了学生的综合语言运用能力。 ▶Teaching Contents & Teaching Aims Page 66 ·Be able to complete the activities after listening. ·Be able to write two sentences to describe what else the robot can do. ·Be able to imitate the recording and act out the dialogue. Page 67 ·Be able to understand the dialogue and complete the map according to the dialogue. ·Be able to ask and answer in pairs about the map of the nature park. ▶Teaching Priorities ·Be able to complete the tasks by using the knowledge they have learned. ▶Teaching Difficulties ·Be able to use the sentence patterns in real situations properly. ▶Teaching Procedures （续表） Teaching StagesTeacher’ s ActivitiesStudents’ ActivitiesTeaching PurposesPre-learning 1. Greetings. 2. Sing a song—What can you do? 3. Revision. Show some words and phrases of Unit 4 on the PPT. Help students review the words and the phrases. 4. Play the game: Drive a train.1. Greetings. 2. Sing the song—What can you do? 3. Review the words and the phrases by reading them out and doing the actions. 4. Ask and answer one by one.Show the relevant words and phrases to remind students of the old knowledge. Prepare for the later learning.While-learning“Learn the contents of page 66” 1. Read the background knowledge. Show the pictures. Lead students to read the background knowledge. 2. Listen and tick or cross. Play the recording and check the answers. 3. Listen again and answer the questions. Play the recording. Praise the students who write well. 4. Write two sentences. Ask a question. Write down the answers on the blackboard. Show some students’ sentences to the class. 5. Role-play. Act Miss White and make a model with one student.1. Read and understand the background knowledge. 2. Look at the pictures and get the key information. Listen to the dialogue and tick or cross. Then listen again and check the answers. 3. Read the three questions quickly. Listen to the dialogue and write down the answers to the three questions on the lines. Then listen again and check the answers. 4. Answer the question. Write two sentences in their books. Give evaluations and check each other’s sentences in groups. 5. One student acts Robin and makes a dialogue with the teacher. Then work in pairs to role play.Help students understand the requirements of the titles. Lead students to grasp the key information before listening. Help students use the key information to make a dialogue.Teaching StagesTeacher’ s ActivitiesStudents’ ActivitiesTeaching PurposesWhile-learning“Learn the contents of page 67” 1. Read the background knowledge. Show the picture. Use the key sentence patterns “Is/Are there…?” to lead students to guess. 2. Read and draw. Show the map. 3. Talk about the map. Make a model with one student. Ask several students to show to the class.1. Look at the picture and talk about it. Read and understand the background knowledge. 2. Read the dialogue and circle the things in the park. Then draw the missing things on the map. Check the answers in pairs. 3. Talk about the nature park in pairs according to the full map. Show to the class and give evaluations.Let students observe and talk about the picture to guess and review related sentence patterns. Lead students to practice dialogues by completing the map. And lead students to be close to nature and love nature through the learning process.Post-learning“A weekend plan” 1. Draw a map.Work in groups to draw a map about a park.Practice the main sentence structures “—What time is it? —It’s… o’clock. It’s time for/to…” to prepare for the next part.Consolidation & Extension2. Make the weekend plan. （1）Draw a chart. Make a model with one student. Fill in the chart according to the answers of the student. （2）Work in groups. （3）Make a model.（1）Look at the chart and listen. （2）Work in groups of four. Ask and write down the answers in the chart. （3）Make a report. The other students listen and give evaluations to them.Create a natural and real situation. Help students use the language reasonably in the real situation and make brief presentations. Develop students’ comprehensive language using abilities.Homework1. Write down the weekend plan. 2. Do the exercises.
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