四年级下英语 Unit 2 单元教案说课

四年级下英语 Unit 2 单元教案说课

教学 内容 Unit 2 After school 教材 分析 本单元主要话题是谈论课外活动，重点内容是一周七天的名称以及如何谈论课后活动的相关句型I have … He/She has … We don’t have … What day is it today? It’s …  What a pity! All right.在本单元教学中，教师可以引导学生根据实际情况，谈论自己某一天的课后活动安排，并适当结合第一单元的语言知识进行交际活动。‎ 教学 目标 ‎1.能听懂、会说、会读、会写句型和日常用语 I have … He/She  has … We don’t have … What day is it today? It’s … What a pity! All right.‎ ‎2.能听懂、会说、会读、会写单词Wednesday,Saturday,Sunday,‎ Tuesday,Thursday,Friday,get up ‎3.能听懂、会说、会读单词after school,go,match,today,when,‎ every,day ‎4.会唱歌曲Days of the week ‎5. 能听懂、会说字母a在单词中的读音/ æ/，发音准确 教学 重点 ‎1.在听说读练中，学会句型和日常用语 I have … He/She  has … What day is it today? It’s … What a pity! All right.‎ ‎2.在听说训练中，学会单词 Wednesday,Saturday,Sunday,Tuesday,‎ Thursday,Friday ‎3.字母a在单词中的发音 教学 难点 ‎1.句型：has的用法 ‎2.词汇：Wednesday,Saturday,Sunday,Tuesday,Thursday,Friday等单词的读音和拼写 ‎3.字母a在单词中的发音 课前 准备 卡片、图片、PPT等 课时 分配 第一课时：Story time 第二课时：Fun time和Cartoon time 第三课时：Sound time ,Song time,Checkout time和 Ticking time 第四课时：Workbook 教学 内容 Unit2 After school (Story time)‎ 时间 32‎ 教学目标 ‎1.能初步听懂、会说、会读单词及词组：today,go and…,come and …,a football match ‎2.能初步听懂、会说、会读、会写单词：Monday,Wednesday,Saturday ‎3.能初步听懂、会说、会读句型：I have…；He/She has…；We don’t have…；What day is it today?及回答It’s…；What a pity!；All right ‎4.初步感知第三人称单数形式has的用法 ‎ 教学 重点 ‎1.能初步听懂、会说、会读单词及词组：today,go and…,come and …,a football match ‎2能初步听懂、会说、会读、会写单词：Monday,Wednesday,Saturday ‎3.能初步听懂、会说、会读句型：I have…；He/She has…；We don’t have…；What day is it today?及回答It’s…；What a pity!；All right 教学 难点 ‎1.能初步听懂、会说、会读、会写单词：Monday,Wednesday,Saturday ‎2.能初步听懂、会说、会读句型：I have…；He/She has…；We don’t have…；What day is it today?及回答It’s…；What a pity!；All right ‎3.初步感知第三人称单数形式has的用法 课前 准备 PPT，卡片 教 学 流 程 教 学 调 整 Step 1 Free talk T:What do you have?‎ S:I have…‎ T:What do you like?‎ S:I like…‎ 出示课程表 T:This is our time table.‎ ‎ What subjects do you have?‎ S:We have…‎ T:What subjects do you like?‎ S:I like…I can…/It’s interesting.‎ Step 2 Pensentation ‎1.教授单词：Monday ‎ 教授句型：What day is it? It’s…‎ T（指着课表）:We have so many interesting subjetcs.Look, what day is it?‎ 出示句型板书，并且教读：What day is it?‎ S:It’s Monday.‎ 出示单词板书，并且教读 T：We can write this word by this way too.‎ Learning tips:出示Monday缩写MON MON=Monday What lessons do you have?‎ 提示学生lessons课 S:We/I have…‎ T:Do you have…?‎ S:Yes,we/I do.‎ No, we/I don’t.‎ 32‎ ‎2.Story time ‎(1)引出课题Unit 2 After school T:You know more about our timetable.Today, let’s continue to discuss it.Let’s learn unit 2.‎ 引出课题Unit 2 After school，并且板书以及教读 教读after 出示afternoon-after 在……之后 after school 放学后 ‎(2)Watch and answer 出示Liu Tao T:Look, this is our friend.Who’s he?‎ S:He’s Liu Tao.‎ T: What would Liu Tao like to do?‎ S:He would like to play table tennis.‎ T(出示问题):Good.What day is it today?‎ Can Liu Tao play table tennis with his friends today?‎ 教授单词today今天 T：Let’s watch the cartoon together.And try to find the answers,please.‎ 播放动画 A:What day is it today?‎ S:It’s Wednesday.‎ 出示单词Wednesday,并且板书与教读。（字母d不发音）‎ Learning tip: Wednesday = ? (WED)‎ A: Can Liu Tao play table tennis with his friends today?‎ S:No, they can’t.‎ T: They can play table tennis on .‎ S:Saturday.‎ 出示单词Saturday,并且板书与教读。‎ T:Do you have any lessons on Saturday?‎ S:No, we/I don’t.‎ T:Yes.We don’t have any lessons on Saturday.‎ ‎(3)Read and match.‎ 自读课文，并且连线 Mike have a swimming lesson Su Hai have a football match on Wednesday.‎ Su Yang have a swimming lesson a.教读单词match 比赛 T:I can say:have a football match.‎ ‎ What can you say?‎ b.教读单词swimming 游泳 名词 ‎ swim 游泳 动词 c.变成句子，把have 变成has T：So,we can see:‎ Mike has a football match on Wednesday.‎ 出示单词has,并且板书与教授。‎ 32‎ Learning tip:第三人称单数后使用 Su Hai has a swimming lesson on Wednesday.‎ Su Yang has a swimming lesson on Wednesday too.‎ T:So,Su Hai and Su Yang（两个人，复数）have a swimming lesson on Wednesday.‎ ‎(4) Read after the tape 跟录音朗读，并且强调语音语调 T：Now let’s try to read after the tape.‎ 逐句跟读，注意语音语调。‎ T:Now,show your beautiful voice to your partners.‎ You can read in roles read after one read together and so on…Let’s go!‎ Let’s act.‎ T:Please stop reading.It’s show time now.Let’s dub for the cartoon.Who want to be…Let’s begin.‎ 全班分角色，小组分角色 Step 3 Consolidation a Fill in the blanks It’s Wednesday today.Liu Tao would like to play table tennis.But Mike has a football match.Su Hai and Su Yang have a swimming lesson.They don’t have any lessons on Saturday.So(所以)they will go and play table tennis on Saturday.‎ b Read it together Step4 Homework ‎1.跟录音熟读Story time.‎ ‎2.小组表演Story time 中的对话。‎ 板书 设计 ‎ ‎ ‎ Unit 2 After school What day is it today? ‎ It’s… Wednesday Saturday I have… a football match He/She has… a swimming lesson 32‎ 教学 反思 教学 内容 Unit2 After school ‎（ Fun time,和Cartoon time）‎ ‎ 时间 教学目标 ‎1.能初步地听懂、会说、会读、会写单词：Sunday,Tuesday,Thursday,Friday Monday,Wednesday,Saturday；‎ ‎2.能熟练地听懂、会说、会读句型：I have…；He/She has…；What day is it today?及回答It’s…；‎ ‎3.能初步听懂、会说、会读句型：What lessons do you have?以及回答I have…‎ ‎4.能明白Cartoon time的幽默之处 教学 重点 ‎1.能初步地听懂、会说、会读、会写单词：Sunday,Tuesday,Thursday,Friday Monday,Wednesday,Saturday；‎ ‎2.能熟练地听懂、会说、会读句型：I have…；He/She has…；What day is it today?及回答It’s…；‎ ‎3.能初步听懂、会说、会读句型：What lessons do you have?以及回答I have…‎ ‎4.能明白Cartoon time的幽默之处 教学 难点 ‎1.能初步地听懂、会说、会读、会写单词：Sunday,Tuesday,Thursday,Friday Monday,Wednesday,Saturday；‎ ‎2.能初步听懂、会说、会读句型：What lessons do you have?以及回答I have…‎ ‎3.能明白Cartoon time的幽默之处 课前 准备 光盘，卡片，PPT 教 学 流 程 教 学 调 整 Step1 Revision ‎1.Retell Story time ‎2.Timetable T:What’s this?‎ S:It’s our timetable.‎ T:What subjects do you have?‎ S:We have…‎ T:What subjects do you like?‎ 32‎ S:I like…I can…It’s interesting.‎ Step2 Pensentation ‎1.教授What lessons do you have?以及回答I have…‎ T:Good.On different days, we have some different lessons.‎ 出示单词lesson-lessons 课（强调课程，某一节课）‎ T:Now,let’s continue to look at the timetable.‎ ‎ What day is it today?（指着星期一）‎ S:It’s Monday.‎ T:What lessons do you have?‎ S:I have…‎ Work in pairs.（Wednesday）‎ 出示范例：‎ A:What day is it today?‎ B:It’s…‎ A:What lessons do you have?‎ B:I have…‎ ‎2.教授单词Sunday,Tuesday,Thursday,Friday Play a game:根据课猜星期几 先猜星期一和星期三的课，接着讨论星期二的课 T：We have…What day is it?‎ S:It’s…‎ 教授Tuesday,并且板书（同法教授Thursday和Friday）‎ Tuesday = TUE Thursday = THUR Friday = FRI T:We don’t have any lessons on Saturday and…‎ S:Sunday.‎ 教授Sunday, 并且板书 sun 太阳-日 Sunday 星期日-SUN T：Let’s read them together 教师领读单词，或者学生领读，加深学生对单词的记忆。‎ ‎3.Fun time----Play a game T:Look, here’s a big turntable.Let’s play the game now.‎ 示范：‎ T:What day is it today?‎ S:It’s Monday.‎ T:What lessons do you have?‎ I have Chinese and Maths.‎ T:Now,please talk about the turntable with your partners.‎ 小组活动，讨论转盘上的每一天。‎ 老师点鼠标，学生喊：Stop.‎ 男女生问答。‎ S1:What day is it today?‎ S2:It’s…‎ S1:What lessons do you have?‎ S2:I have…‎ Step3 Cartoon time 32‎ ‎1.T：What’s this? ‎ S:It’s a chicken.‎ T:Yes,we can call him Mr Chicken.‎ T:This is our old friend,Bobby.‎ ‎2.When do they get up every day?‎ 出示句子，并且教读 when = what time 什么时候 every day 每天 every+单数 每个…‎ ‎3.T:Let’s watch the cartoon and try to do it.‎ 出示句子,看动画:提示学生用第一人称完成句子 I get up at… every day ‎ I get up at five every day ‎ I get up at six every day ‎4.True or false ‎:I have some lessons today.‎ 小组活动：小组一起阅读，判断对错，在对话中划出线索。‎ Wrong:It’s Saturday today.I don’t have any lessons.‎ ‎5.Read after the tape 注意语音语调 ‎6.Read by yourself ‎7.Show time 角色扮演 ‎8.说出幽默点 教育：合理安排自己的时间 Step4 Consolidation 归纳曾经出现的第三人称单数形式 looks,makes…‎ has用于第三人称单数 Step5 Homework ‎1.跟录音读熟并背熟新单词。‎ ‎2. 听录音读熟并背诵cartoon time。‎ 32‎ 板书 设计 ‎ Unit 2 After school When do you …?‎ I… at… ‎ 教学 反思 教学 内容 Unit2 After school(Sound time ,Song time,Checkout time和 Ticking time)‎ ‎ 时间 教学目标 ‎1.能初步地听懂、会说、会读、会写词组：every day, get up ‎2.能初步地听懂、会说、会读句型：When do you…?及回答I…at…‎ ‎3.初步会唱歌曲：Days of the week ‎4.字母a在单词中的发音 教学 重点 ‎1.能初步地听懂、会说、会读、会写词组：every day, get up ‎2.能初步地听懂、会说、会读句型：When do you…?及回答I…at…‎ ‎3.字母a在单词中的发音 教学 难点 ‎1.能初步地听懂、会说、会读、会写词组：every day, get up ‎2.能初步地听懂、会说、会读句型：When do you…?及回答I…at…‎ ‎3.字母a在单词中的发音 课前 准备 光盘，PPT 教 学 流 程 教 学 调 整 ‎ Step1 Warm up ‎1 Free talk T:What subjects do you have?‎ S:We have…‎ T:What subjects do you like?‎ S:I like…I can…It’s interesting.‎ T:How many days are there in a week?‎ 32‎ S:Seven.‎ T:What are they?‎ S:They’re…‎ T:What lessons do you have on…?‎ S:I/We have…‎ T:Do you go to school on Saturday and Sunday?‎ S:No, I/We don’t. I/We don’t have any lessons on Saturday and Sunday.‎ Step2 Checkout time ‎1.出示图片，认读单词的缩写。‎ ‎2.S1:I have a table tennis lesson on Tuesday.‎ ‎ S2:I play football on Friday.‎ ‎ S3: …‎ ‎3.Listen and tick.‎ ‎4.Check the answers.‎ Step3 Song time----Days of the week T:There are seven days on the turntable.‎ ‎ Let’s read them together.‎ 再次读单词，为接下来的歌曲学习打好基础。‎ T：It’s a week.‎ 出示单词week 星期 Sunday is the first day of a week.Saturday is the last day of a week.‎ T:How many days are there in a week?‎ S:There are…‎ T:You did a good job.Let’s enjoy a song now.‎ The song’s name is Days of the week.‎ (1) 欣赏歌曲，让学生掌握基本曲调 (2) 个别歌词教学：That makes a week.‎ (3) 集体唱，小组唱 (4) Show time ‎（这首歌曲里也有第三人称单数形式：makes）‎ Step4 Sound time 出示图片，What can you see in the picture?‎ bag cap cat 大声读出句子：‎ Dad,Dad,where’s the cat?‎ Where’s my cap and where’s my bag?‎ 注意语音语调，培养学生语感 引导学生说出字母a的发音/ æ/‎ 归纳之前学过的Aa发成/ æ/的单词 that apple at …‎ Step5 Consolidation Work in pairs A：What day is it today?‎ B:It’s…‎ 32‎ A:When do you…every day?‎ B:I…at…‎ A:What lessons do you have on…?‎ B:I have…‎ A:What subjects do you like?‎ B:I like… I can…It’s …‎ Step6 Ticking time ‎1. 教师示范读。‎ ‎2．学生自读并评分。‎ ‎ How many stars can you get?‎ Step7 Homework ‎1.听磁带，模仿跟读语音部分，唱会歌曲。‎ ‎2.寻找更多字母a发音为/ æ/的单词，试试写出更多的句子。‎ ‎3.复习Unit 2各部分内容，完成配套练习。‎ 板书 设计 ‎ Unit 2 After school ‎ What day is it today? ‎ It’s…‎ ‎ What lessons do you have?‎ I have … ‎ 教学 反思 教学 内容 Unit 2 After school ‎ (Workbook)‎ ‎ 时间 教学目标 能够在真实语境中熟练运用句型What day is it today? It’s … ‎ 教学 重点 能够在真实语境中熟练运用句型What day is it today? It’s …‎ 32‎ 教学 难点 能够在真实语境中熟练运用句型What day is it today? It’s …‎ 课前 准备 光盘 教 学 流 程 教 学 调 整 ‎ Step1 Warm up ‎1.Sing the song:Days of the week ‎2.Free talk and work in pairs A:What day is it today?‎ B:It’s…‎ A:When do you…every day?‎ B:I…at…‎ A:What lessons do you have on…?‎ B:I have…‎ A:What subjects do you like?‎ B:I like… I can…It’s interesting.‎ Step2 Practice(Workbook)‎ A A Listen and choose 让学生先读题，再听录音，最后复述 ‎1a 2b 3b 4a 5a B Listen and number 让学生观察图片，描述图片，再听录音，最后复述 a4 b5 c3 d1 e2 f6‎ C Read and say 先仔细看表格并阅读范例，然后仿照范例自己说一说。‎ D Read and match 引导学生阅读短文，在学生理解短文的基础上，让学生根据短文内容将科目与相关的星期连线。‎ ‎1b e 2a e 3c 4d ‎ E Read and order 引导学生根据所给单词口头组织句子，然后再写下来。在书写时，提醒学生注意句首字母和句末的标点符号。‎ F look,read and write 先复习本单元重点单词，然后观察图片，阅读对话，最后让学生根据图意和对话写单词。‎ Step4 Homework ‎ ‎1.Finish the exercises.‎ ‎2.Recite Unit2.‎ 32‎ 板书 设计 ‎ Unit 2 After school ‎ What day is it today? ‎ It’s…‎ ‎ What lessons do you have?‎ ‎ I have …‎ 教学 反思 英语（四年级下册)‎ Unit 2 After school Story time & Song time Teaching contents 教学内容 Story time & Song time Teaching aims and learning objectives 教学目标 ‎1. 能初步听懂、会说、会读单词及词组：today, go and …, come and …, a football match。‎ ‎2. 能初步听懂、会说、会读、会写单词：Monday, Wednesday, Saturday。‎ ‎3. 能初步听懂、会说、会读句型：I have … He/She has … We don’t have … What day is it today?及回答It’s … What a pity! All right.‎ ‎4. 初步感知第三人称单数形式has的用法。‎ ‎5. 初步会唱歌曲Days of the week。‎ 32‎ Focus of the lesson and predicted area of difficulty 教学重点和难点 教学重点：1. 学生能够从整体上阅读故事并理解。‎ ‎2. 学生能够用正确的语音、语调朗读对话，表演故事。‎ 教学难点：学生能够阅读理解故事并表演。‎ Teaching procedures 教学过程 Step 1 Greeting ‎ ‎1. Free talk ‎2. Song time: Days of the week ‎ ‎【设计意图：用歌曲活跃课堂气氛，让学生在轻松愉悦的环境下进入本节课的学习，并由此话题引出接下来要学习的内容。】‎ Step 2 Presentation ‎1. T: What do you hear?‎ S: Sunday, Monday, Tuesday … (教授新词)‎ T: Yes. There are seven days in a week.‎ ‎(呈现Learning tips: Monday缩写MON MON = Monday)‎ ‎2. Sing the song together ‎3. Free talk T: What day is it today?‎ S: It’s … (板书句型，教授What day is it? It’s …)‎ T: What lessons do you have this morning?‎ S: We have …‎ T: What subjects do you like? Why?‎ S: I like … because …‎ T: (出示课程表) This is our timetable. What lessons do you have on Tuesday?‎ S: We have …‎ T: What about Friday?‎ S: We have …‎ T: What do you do after school?‎ 32‎ S: I …‎ T: Can you play football after school?‎ S1: Yes, I can.‎ T: Great! Let’s go and play football after school!‎ S1: All right.‎ T: Can you play football?‎ S2: No, I can’t.‎ T: Oh, what a pity! We can’t play football together. What do you do after school?‎ S2: I…‎ T: OK! Today, let’s learn Unit 2 After school. ‎ ‎【设计意图：让学生初步感知句型What day is it?及其回答，同时渗透句型I/We have … go and …为下一步学习进行铺垫。对话结束后，引出课题，由此进入story time的学习。】‎ Step 3 Story time ‎1. Watch and answer ‎(出示Liu Tao)‎ T: Look at this picture. Who’s he?‎ S: He’s Liu Tao.‎ T: What can he do?‎ S: He can play table tennis.‎ T: Good. What day is it today? (教授today) ‎ Can Liu Tao play table tennis with his friends today?‎ Let’s watch the cartoon together. And try to find the answers. (播放动画)‎ T: What day is it today? ‎ S: It’s Wednesday. ( Wednesday = WED, 字母“d”不发音)‎ T: Can Liu Tao play table tennis with his friends today?‎ S: No, they can’t.‎ T: They can play table tennis on …‎ S: Saturday. (Saturday = SAT)‎ T: Because they don’t have any lessons on Saturday.‎ ‎【设计意图：学生通过观看动画回答问题，整体感知课文。】‎ ‎2. Read and match. (自读课文，并且连线)‎ 32‎ ‎(PPT呈现)‎ ‎ (教授match, swimming—swim)‎ ‎【设计意图：在学习match和swimming时，补充词汇have a basketball match和have a skating lesson，引导学生活学活用，拓展知识面。】‎ T: So, we can say: On Wednesday, Mike has a football match. ‎ ‎(出示单词has，并且板书与教授。提醒学生第三人称单数后使用动词的第三人称单数形式)‎ T: What about Su Hai and Su Yang?‎ S: Su Hai has a swimming lesson.‎ Su Yang has a swimming lesson too.‎ T: So, Su Hai and Su Yang have a swimming lesson.‎ ‎3. Listen and repeat ‎ ‎(听录音逐句跟读课文，鼓励学生模仿语音、语调。重点指导句子“What a pity！”的朗读。“All right.”这个句子学生在二年级的时候已经学过了，掌握得比较好，所以在这一环节用听说的形式检验学生的掌握情况。对于个别基础差的学生进行指导。)‎ ‎【设计意图：精读课文句子，模仿语音、语调，进一步掌握课文中的句子和词汇。】‎ ‎4. Let’s read ‎(以小组为单位，选择一种喜欢的方式读一读课文。)‎ ‎【设计意图：学生可以根据小组情况，自主选择齐读、分角色朗读或表演课文。在此过程中鼓励学生用正确的语音、语调，并配上夸张的表情动作完成任务。】‎ Step 4 Consolidation ‎1. Retell a. Fill in the blanks. (PPT呈现)‎ It’s Wednesday today. Liu Tao would like to play table tennis.‎ But Mike has a football match. Su Hai and Su Yang have a swimming lesson. ‎ They don’t have any lessons on Saturday. So they will (将) go and play table tennis on Saturday.‎ b. Read it together.‎ ‎2. Show time ‎(1) T: I want to play basketball after school. S1, let’s go and play basketball.‎ 32‎ S1: All right!‎ T: S2, let’s go and play basketball.‎ S2: What day is it today?‎ T: It’s Monday.‎ S2: Sorry, I can’t. I have a Maths lesson.‎ T: What a pity! How about Sunday? We don’t have any lessons on Saturday.‎ S1 & S2: All right!‎ ‎(2) T: Now please make a dialogue in groups of four and then act!‎ ‎【设计意图：活动要求学生用所学的语言进行对话。活动对学生的语言提出了更高要求，期待通过合作与创新，共同将这节课所学内容以自己的方式演绎出来，课堂气氛再次升至高点。】‎ Homework 家庭作业 ‎1. Listen, read and recite Story time. ‎ ‎2. Copy and recite the new words: Sunday, Monday, Tuesday …‎ ‎3. Make a new dialogue with your group members.‎ Teaching aids 教学准备（含板书设计）‎ 教学准备：人物图片、头饰、多媒体课件。‎ 板书设计：‎ What day is it today? Wednesday = WED Saturday = SAT It’s …‎ I have … a football match He/She has … a swimming lesson What a pity!‎ Unit 2 After school 说课 下面，我们来简要回顾一下实际教学环节中的活动设计：‎ Pre-reading 阅读前 在阅读前阶段，首先通过歌曲Days of the week 32‎ 引出星期名词，同时介绍小提示中的知识Monday = MON，并通过歌曲的演唱巩固新知。接下来用句型What day is it today? 向学生提问，让学生对新句型有初步的感知。在和学生谈论课程表之后引出话题：放学后做什么？由此自然进入Story time的学习。‎ 这样的设计意图在于：1. 激发兴趣和积极性；2. 完成歌曲和星期名词的教学；3. 渗透句型教学What day is it? 和We have … 阅读前的活动为Story time的学习做好铺垫。‎ While-reading 阅读中 在阅读中阶段，设计了以下4个层次递进的活动：其中Watch and answer要求学生带着任务观看动画，达到整体感知课文的目的；Read and match要求学生独立阅读课文并完成任务，旨在引导学生关注课文中的细节信息。这两个活动的设计核心在于“阅读并理解故事”。在理解后，为了更有效地加强语言输入，又设计了Listen and repeat和Let’s read这样两个朗读活动，重在培养学生正确的语音、语调，语感并进一步掌握课文中的句子和词汇。‎ Post-reading阅读后 阅读后阶段，设计了两个活动。首先，在学生理解故事的基础上，根据故事内容填空。此活动能进一步巩固本节课故事的教学。在学生完成练习中重点关注词汇has和any的填写。之后齐读，让学生站在讲述者的角度，从而对语言的理解和运用有更深的体会。最后的活动是让学生综合运用所学的语言进行组内表演。在此过程中，学生体会互助与分享，语用能力、合作能力和创新能力得到进一步提升。‎ 最后，跟大家分享一下本节课中的几个“特别关注”：‎ ‎1. 关注学生对文本的整体感知和细节信息的获取。‎ ‎2. 关注文本的理解，指导学生如何用正确的语音、语调朗读。‎ ‎3. 关注学生在活动中体验英语学习的乐趣。‎ 英语（四年级下册)‎ Unit 2 After school Fun time Teaching contents 教学内容 Fun time Teaching aims and learning objectives 教学目标 32‎ ‎1. 能初步地听懂、会说、会读、会写单词：Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday。‎ ‎2. 能熟练地听懂、会说、会读句型：I have …；He/She has …；What day is it today?及回答It’s …‎ ‎3. 能初步听懂、会说、会读句型：What lessons do you have? 以及回答I have …‎ Focus of the lesson and predicted area of difficulty 教学重点和难点 教学重点：1. 学生能够熟练运用句型What day is it today? 和What lessons do you have? 进行提问并回答。‎ ‎2. 学生能够通过合作完成任务。‎ 教学难点：学生能够综合运用语言进行简单交流，合作完成任务。‎ Teaching procedures 教学过程 Step 1 Greeting ‎ T: Hello, boys and girls. Nice to meet you.‎ S: Nice to meet you too.‎ T: How are you?‎ S: …‎ T: What day is it today?‎ S: It’s …‎ T: What lessons do you have this morning?‎ S: I have …‎ ‎【设计意图：在Free talk中复习本单元的重点句型What day is it today?和What lessons do you have?通过对话的形式唤醒学生的已有知识。】‎ Step 2 Revision time ‎1. T: Look, who is he?‎ ‎ S: He is Liu Tao.‎ ‎ T: What can he do?‎ ‎ S: He can play table tennis.‎ ‎ T: What day is it today?‎ 32‎ ‎ S: It’s Wednesday.‎ ‎ T: Can Liu Tao play table tennis with his friends today?‎ ‎ S: No.‎ ‎ T: Why? Now, work in groups, and try to answer my question.‎ ‎(学生两人一组讨论)‎ ‎2. T: Liu Tao wants to play table tennis. But Mike …‎ ‎ S: Mike has a football match.‎ ‎ T: What about Su Hai and Su Yang?‎ ‎ S: They have a swimming lesson.‎ ‎ T: So they decide to play table tennis on Saturday. Why?‎ ‎ S: They don’t have any lessons on Saturday.‎ ‎【设计意图：这一环节复习课文的细节信息，学生在讨论及回答的过程中，复习第一课时学习的知识，他们的已有知识被唤醒，为接下来的学习做好准备。】‎ Step 3 Presentation ‎1. Song time: Days of the week ‎【设计意图：复习课文之后，演唱歌曲Days of the week，复习星期名词的同时，调动学生学习的积极性，渲染课堂轻松的学习气氛。】‎ ‎2. T: There are seven days in a week. What are they?‎ ‎ S: They are Sunday, Monday, Tuesday…‎ ‎ T: Yes, can you spell them? ‎ ‎ S1: Sunday, S-U-N-D-A-Y.‎ ‎ S2: Monday, M-O-N-D-A-Y ‎ …‎ ‎3. T: On different days, we have some different lessons. (出示课程表) What day is it? (指着星期一)‎ S: It’s Monday.‎ T: What lessons do you have?‎ S: I have …‎ ‎4. Ask and answer in pairs according to the timetable given.‎ ‎(板书以下句子：‎ 32‎ What day is it today? It’s …‎ What lessons do you have? I have …)‎ ‎5. Play a game (根据PPT上的课程表猜星期)‎ T: We have … What day is it?‎ S: It’s …‎ ‎6. T: We don’t have any lessons on …‎ S: Saturday and Sunday.‎ T: Yes, please pay attention to the word “any”, “don’t have any …”. Got it?‎ S: Yes!‎ ‎7. Work in pairs.‎ ‎(1) T: You know the short form for Monday is MON. What about the others?‎ Please discuss with your partners. (然后PPT呈现星期的缩写形式)‎ ‎(2) 教师领读或者学生领读，加深学生对单词的记忆。 ‎ ‎8. T: What day is the first day of a week?‎ ‎ S: Sunday.‎ ‎ T: Yes! You are right! Now, let’s say them again. Let’s start with Sunday.‎ ‎ S: Sunday, Monday, Tuesday …‎ ‎【设计意图：在呈现环节，学生通过小组讨论的形式，探究每个星期名词的缩写形式。在此过程中，学生能够自主发现规律并加以总结。活动培养了学生自主学习的意识。】‎ Step 4 Fun time ‎1. T: Look, here’s a big turntable. Let’s play the game now. (教师先示范)‎ T: What day is it today?‎ S: It’s Monday.‎ T: What lessons do you have? ‎ S: I have Chinese and Maths.‎ T: Now, please talk about the turntable with your partners.‎ ‎(学生两人一组练习)‎ ‎2. Play the game ‎(老师或一名学生点鼠标，学生喊Stop)‎ S1: What day is it today?‎ 32‎ S2: It’s …‎ S1: What lessons do you have?‎ S2: I have …‎ ‎【设计意图：在充分复习了星期名词和句型后，进入Fun time的游戏。在游戏中进一步巩固第一单元和第二单元的重点知识，即学科与星期。在这一活动中，学生可以上台操作鼠标进行游戏，这样不但能调动学生的积极性，也能体现学生在教学活动中的主体地位。】‎ Step 5 Consolidation Task 1 情景问答 ‎1. 如何询问并回答今天星期几？‎ ‎2. 询问今天早晨/下午有什么课，怎么说？‎ ‎3. 询问周五有什么课，怎么说？‎ Task 2 转换下列单词 ‎1. SAT. (Saturday) ‎ ‎2. FRI. (Friday) ‎ ‎3. Thursday (THUR.) ‎ ‎4. Wednesday (WED.) ‎ ‎5. SUN. (Sunday) ‎ ‎6. Monday (MON.) ‎ ‎7. TUE. (Tuesday) ‎ Task 3 改错 ‎1. Let’s go and play the table tennis. (去掉the)‎ ‎2. I have a football match at Wednesday. (on)‎ ‎3. I have a swim lesson today. (swimming)‎ ‎4. He have a nice book. (has)‎ ‎5. We don’t have some lessons on Saturday. (any)‎ ‎【设计意图：巩固环节针对本节课所学的重点知识及学生的易错点设计了练习。学生在练习的过程中，语言技能得到锻炼与提升。】‎ Homework 家庭作业 ‎1. Talk about our timetable with your friends and write down the dialogue.‎ 32‎ ‎2. Preview Cartoon time.‎ Teaching aids 教学准备（含板书设计）‎ 教学准备：PPT。‎ 板书设计：‎ Unit 2 After school What day is it today? Sunday = SUN Monday = MON It’s… Tuesday = TUE Wednesday = WED What lessons do you have? Thursday = THUR Friday=FRI I have… Saturday = SAT 说课 这节课是本单元的第二课时，首先在Free talk中复习本单元的重点句型，之后再复习课文。‎ 在呈现环节，教师先利用歌曲调动学生的积极性，同时复习星期名词。单词的拼写是学生的难点，所以在课堂上带着学生进行拼写的复习，这时需要多关注学生的学习效果。之后呈现课程表，通过对课程表进行的问答练习和“根据课程猜星期”的游戏进一步巩固句型和词汇。最后学生通过小组讨论的形式，探究每个星期名词的缩写形式，鼓励学生自主发现规律并加以总结。这一活动增强了学生自主探究、自主学习的意识。‎ 在复习了主要句型和词汇后，进入Fun time的游戏。这部分是一个转盘游戏，在游戏中进一步操练和巩固本单元的重点句型和目标词汇。同时，活动融合第一单元的学科词汇与句型进行对话活动。学科与星期词汇对于四年级的学生来说有一定难度，在活动过程中需要给予学生充分的时间进行练习，并尽可能多的给予学生展示的机会。学生可以上台操作鼠标进行游戏，这样不但能调动学生的积极性，也能体现学生在教学活动中的主体地位。‎ 最后的巩固环节设计了三个任务，分别是“情景问答”“转换单词”和“改错”，这些练习能够针对本节课的重难点和学生的易错点，对学生进行有目的性的训练。学生在练习的过程中，语言知识和语言技能得到锻炼与提升。‎ 英语（四年级下册)‎ Unit 2 After school Cartoon time 32‎ Teaching contents 教学内容 Cartoon time Teaching aims and learning objectives 教学目标 ‎1. 学生能够阅读理解卡通内容。‎ ‎2. 学生能够在理解的基础上表演卡通。‎ Focus of the lesson and predicted area of difficulty 教学重点和难点 教学重点：1. 从整体上阅读卡通并理解。‎ ‎2. 用正确的语音语调朗读对话，表演卡通。‎ 教学难点：学生能够阅读理解卡通内容。‎ Teaching procedures 教学过程 Step 1 Free talk & Warm-up ‎ ‎1. Free talk T: Hello, boys and girls.‎ S: Hello, Miss Sun.‎ T: What day is it today?‎ S: It’s …‎ T: What lessons do you have this morning?‎ S: We have …‎ T: How about this afternoon? What lessons do you have?‎ S: We have …‎ T: What subjects do you like?‎ S: I like ...‎ ‎【设计意图：Free talk环节通过对话的形式复习句型What day is it? 和What lessons do you have/like? 来唤醒学生的已有知识。】‎ ‎2. Sing a song T: Do you like Music?‎ S: Yes!‎ T: Let’s sing the song Days of the week together.‎ 32‎ S: OK. ‎ ‎【设计意图：Free talk环节讨论学生喜欢的学科后，接着问Do you like Music?自然过渡到歌曲的复习，渲染课堂轻松愉悦的学习氛围。】‎ ‎3. T: What makes a week?‎ S: Seven days. They’re …‎ T: Do you know what day I like best?‎ S: …‎ T: I like Monday best, because I can see you again. What is your favourite day? Now please discuss with your partners. And you can say like this: I like … best, because …‎ ‎(学生两人一组讨论，然后挑几组学生向大家展示)‎ ‎【设计意图：学生们聊他们喜欢的星期时可以综合运用所学的句型I like …, I can …, Because …等，对学生的语言运用能力提出了更高的要求。在对话过程中，会有学生说到他们喜欢星期六和星期天，因为这两天没有课，由此可以导入Cartoon time的教学。】‎ Step 2 Cartoon time ‎1. T: Some of you like Saturday because there’s no lessons. Does Bobby have any lessons on Saturday? Look, Bobby is coming. And who is he?‎ S: It’s a chicken.‎ T: Yes, we can call him Mr Chicken. Does Bobby have any lessons on Saturday? Let’s watch the cartoon. (播放动画)‎ ‎2. T: Does Bobby have any lessons on Saturday?‎ S: No!‎ ‎【设计意图：学生观看动画后回答问题，了解故事大意。】‎ ‎3. T: But Bobby and Mr Chicken get up early this morning. When do they get up every day? (新授when和every day) ‎ T: Let’s watch the cartoon again and try to answer. (再次播放动画，引导学生用第一人称完成PPT上的句子I get up at … every day)‎ ‎【设计意图：再次观看动画，寻找细节信息。在回答问题时，考虑到学生没有学过第三人称的表达方式，所以学生在回答问题时采用扮演Bobby和Mr Chicken的方式，用第一人称回答，降低教学难度。】‎ ‎4. T: Look at the clock! It rings! It says …‎ 32‎ ‎ S: Get up! Get up! ‎ ‎ (引导学生用急促的语速朗读。)‎ ‎ T: Look at Bobby. Is he happy?‎ ‎ S: No. ‎ ‎ T: What’s wrong with him?‎ ‎ S1: He is tired. ‎ ‎ S2: He gets up early.‎ ‎ S3: He wants to sleep.‎ ‎ T: So when Mr Chicken asks him: Good morning, Bobby. When do you get up every day? Bobby says …‎ ‎ S: At six. ‎ ‎ (引导学生用疲惫的语调朗读。)‎ T: But does Bobby have lessons today?‎ ‎ S: No, he has no lessons today.‎ ‎ T: So he says …‎ ‎ S: Ah! I don’t have any lessons on Saturday!‎ ‎ (引导学生用吃惊的语气朗读。)‎ ‎ T: Yes. Maybe he can get up later next Saturday.‎ ‎【设计意图：在对话的过程中指导学生用正确的语音、语调朗读。】‎ ‎5. Reading time ‎ ‎(1) 跟读动画，鼓励学生模仿语音语调。‎ ‎(2) 齐读。‎ ‎(3) 两人一组分角色朗读。‎ ‎(4) 两人一组表演。‎ ‎【设计意图：通过多种形式的朗读活动，鼓励学生模仿语音语调，理解文中人物的心理与情感变化，进一步理解掌握课文中的句子和词汇。】‎ Step 3 Consolidation ‎1. T: Bobby is not very happy at last. What will Bobby do on Saturday?‎ ‎ S1: Maybe Bobby goes to bed again.‎ ‎ S2: Maybe he plays with Mr Chicken together.‎ 32‎ ‎ …‎ T: Good. Let’s add an ending to this story. ‎ ‎2. One possible version:‎ T: Now I’m Mr Chicken. Who wants to be Bobby?‎ S1: Me!‎ T: Everyone, you are the clock. Ready? Let’s start!‎ S: Get up! Get up!‎ T: Good morning, Bobby. When do you get up every day?‎ S1: At six.‎ T: I get up at six. What lessons do you have today?‎ S1: What day is it?‎ T: It’s Saturday.‎ S1: Ah! I don’t have any lessons on Saturday!‎ T: Really? Let’s go and play football, OK?‎ S1: Good idea!‎ T: Can Sam play with us?‎ S1: Let’s go and ask him.‎ T: OK, Let’s go!‎ ‎3. T: Now, add an ending to the story with your partner. One is Mr Chicken, and the other is Bobby. These sentences will help you! (PPT呈现)‎ ‎4. Act the new story.‎ ‎ T: Excellent, boys and girls. Wonderful jobs you did today.‎ ‎【设计意图：续编卡通故事对学生的语用能力提出了更高的要求。在教师的示范之后，学生两人一组合作完成任务。期待学生通过合作与创新，综合运用所学语言以自己的方式演绎出来，将课堂气氛推向高潮。】‎ Homework 家庭作业 ‎1. Listen and read Cartoon time. Try to recite it. ‎ ‎2. Act the story with your friend. If you can make a new ending, that will be great.‎ Teaching aids 教学准备(含板书设计)‎ 32‎ 教学准备：人物头饰、多媒体课件。‎ 板书设计：‎ Unit 2 After school I get up at six.‎ When do you get up every day?‎ ‎ ‎ Mr Chicken Bobby What lessons do you have today?‎ Ah! I don’t have any lessons on Saturday!‎ 说课 下面，我们简要回顾一下本节课的教学活动设计。‎ 在阅读前，老师设计了三个连贯的活动，首先在Free talk环节通过对话的形式复习句型What day is it today? 和What lessons do you have/like? 唤醒学生的已有知识。然后通过Do you like Music?问答，自然过渡到歌曲的复习，活跃了课堂的气氛。之后让学生猜一猜教师喜欢一周中哪一天，再让学生同桌讨论他们喜欢的星期，并说一说原因，提高学生的语用能力。以上设计的意图在于：1. 复习句型What day is it today? 和What lessons do you have? 2. 激发学生的学习兴趣和积极性；3. 自然导入Cartoon time。阅读前的活动为Cartoon time的学习做好了铺垫。‎ 在阅读中阶段，通过让学生看动画回答问题，帮助学生了解故事大意而后抓住细节信息。之后在和学生的对话过程中，引导学生进一步理解卡通故事，并指导学生用正确的语音、语调朗读。此活动的设计核心在于“阅读并理解故事”。在理解后，为了更有效地加强语言输入，教师又设计了朗读与表演的活动。‎ ‎ 阅读后阶段，设计的拓展活动是续编卡通故事。首先教师引导学生思考在Bobby得知今天是周六不用上课之后， Bobby会和Mr Chicken说些什么，他们准备做什么。然后教师进行示范性的表演。之后学生两人一组，合作完成表演。老师期待学生通过合作与创新，综合运用所学语言，以自己的方式演绎出来。这一活动对学生的英语语用能力提出了更高的要求。‎ 英语（四年级下册)‎ 32‎ Unit 2 After school Sound time, Checkout time & Ticking time Teaching contents 教学内容 Sound time & Checkout time & Ticking time Teaching aims and learning objectives 教学目标 ‎1. 学生能够流利地说出星期名词。‎ ‎2. 学生能够运用have和has谈论课程。‎ ‎3. 学生能够知道字母a的发音。‎ Focus of the lesson and predicted area of difficulty 教学重点和难点 教学重点：1. 学生能够熟练运用所学句型进行交流。‎ ‎2. 学生能听懂、会说字母a的发音，发音准确。‎ 教学难点：学生能够综合运用语言进行简单的交流，合作完成任务。‎ Teaching procedures 教学过程 Step 1 Greeting ‎ T: Hello, boys and girls. How are you today?‎ S: …‎ T: Look! These are the goals for this lesson:‎ ‎1. I can say the days of the week.‎ ‎2. I can use “have” and “has” to talk about the lessons.‎ ‎3. I know the sound of the letter “a”.‎ Do you understand?‎ S: Yes!‎ T: Please try to do your best to get more stars!‎ ‎【设计意图：在课的一开始，让学生明确本节课需要达到的目标与要求。】‎ Step 2 Revision ‎ ‎1. Sing a song 32‎ ‎【设计意图：复习歌曲，活跃课堂气氛，调动学生的积极性。】‎ ‎2. Play a game T: There are seven days in a week. What are they? Let’s have a competition. Try to say the days of a week one by one as quickly as you can. Which group is the winner?‎ ‎3. Say the days of the week together. ‎ ‎【设计意图：通过游戏活动复习星期名词，达成第一个教学目标“I can say the days of the week.”】‎ ‎4. Free talk T: What day is it today?‎ ‎ S: It’s …‎ T: What lessons do you have today?‎ ‎ S: We have …‎ ‎ T: What lessons do you have after school?‎ ‎ S1: I have …‎ ‎ S2: I have …‎ ‎ T: What lessons does S1 have after school?‎ ‎ S3: He/She has …‎ ‎ T: What about S2?‎ ‎ S4: He/She has …‎ ‎【设计意图：通过对话形式复习句型What day is it today? What lessons do you have?及其第一人称和第三人称的回答，达成第二个教学目标I can use “have” and “has” to talk about the lessons，同时为下面的教学做准备。】‎ Step 3 Sound time ‎1. T: I have a friend. Look! He is Jim. He is a lovely boy. Now, he is talking to his dad. What is he saying? Listen!‎ ‎【设计意图：介绍图片中的人物Jim。本节课以Jim为主线贯穿所有的教学活动。】‎ ‎2. T: What does he say? Listen!‎ ‎ S: He says “Dad, Dad, where’s the cat? Where’s my cap and where’s my bag?”‎ ‎ T: Yes, he is looking for his cat, cap and bag. ‎ ‎3. 教师带读 cat, cap, bag.‎ 32‎ T: Look at these words. Do you know the sound of the letter “a”? ‎ ‎ S1: It’s [æ].‎ T: Yes! Let’s read these words together. ‎ ‎4. Read the rhyme ‎5. T: Look! Here are some other words with the letter “a”. Can you read them? (hamburger, sandwich, snack)‎ ‎6. Work in groups T: Can you give me some other words with the letter “a”? Please discuss in your groups, and try to find more words with the letter “a”. （板书词汇）‎ T: Now please tick for yourselves on Page 17.‎ ‎【设计意图：语音板块的教学分三个步骤进行。首先了解字母“a”的发音，然后能读出句子和含有字母“a”的单词，最后学生四人一组找出更多含有字母“a”的单词并汇报。教学环节由浅入深，使学生能够体会学习英语的成就感。】‎ Step 4 Checkout time ‎1. T: Now, Jim finds his cap and bag. What does Jim want to do? Look! This is his Weekly Activities Plan. There are some short form words. Can you spell their full form? The first word is…‎ ‎ S: Sunday, S-U-N-D-A-Y.‎ ‎ T: Good! The next is …‎ ‎ S: Monday, M-O-N-D-A-Y.‎ ‎ (The same way to review TUE, WED, THUR, FRI, SAT.)‎ ‎【设计意图：Checkout time中的星期表达方式是缩写形式，在练习前先复习星期名词的缩略与完全形式的拼写。】‎ ‎2. 完成 Listen and tick并核对答案 ‎(完成练习后请学生尝试用第一人陈复述人物每天的活动安排)‎ Step 5 Activity time ‎1. T: We know what Jim does after school. But what lessons does he have every day? Now I’m Jim and let’s talk.‎ T: Hello! ‎ 32‎ ‎ S: Hello, Jim! ‎ ‎ T: What day is it today?‎ ‎ S1: It’s Monday.‎ ‎ T: What lessons do you have this morning?‎ ‎ S2: I have … What about you?‎ ‎ T: I have … I want to play table tennis after school. Do you want to go with me?‎ ‎ S3: Sorry, I have a dancing lesson this afternoon. ‎ ‎ T: What about Wednesday?‎ ‎ Students: All right!‎ ‎2. Pair work and act.‎ ‎【设计意图：学生四人一组，用所学的语言完成对话的创编，对话的编排需要以Checkout time中Jim每天的活动安排为依据。学生在活动的过程中，语用能力得到了提升，课堂气氛达到了高潮。】‎ Homework 家庭作业 ‎1. Listen, read and recite Sound time.‎ ‎2. Write down the dialogue that you use in the activity, no less than 3-5 sentences. ‎ Teaching aids 教学准备（含板书设计）‎ 教学准备：PPT。‎ 板书设计：‎ Unit 2 After school ‎ ‎ ‎ ‎ ‎[æ] (补充的词汇) ‎ Tim 根据课堂情况生成的词汇或句型。‎ 说课 32‎ 一、整体情景创设 本节课在设计的过程中，设置人物Jim贯穿整节课的教学：在Sound time板块中，Jim向爸爸询问东西在哪儿；在Checkout time 板块听力练习中，完成Jim的周活动计划表；最后的活动是学生询问Jim每天的课程安排。完整的情境设计会让整节课衔接更自然，板块过渡更流畅。‎ 二、教学流程与设计意图 下面，简要回顾一下教学环节中的活动设计：‎ 在学生明确了本节课需要达到的目标后，先以歌曲Days of the week激发学生的学习热情。随后，教师设计了接龙说星期名词的游戏，学生可以根据自己的表现情况在Ticking time相应栏里打钩自评。接下来，在对话交流中，复习句型What day is it today? What lessons do you have? 及其第一人称和第三人称的回答，然后学生完成Ticking time内容的自评。‎ 进入语音板块的教学前，先介绍主线人物Jim，为后面的教学步骤做好准备。板块教学分为了解、掌握、和运用该语音三个步骤，最后学生完成Ticking time第三栏。‎ 由“Jim找到他的帽子和背包后会做什么？”这一问题过渡到Checkout time教学。在完成Checkout time的练习Listen and tick时，教师引导学生复习星期名词的缩写形式，之后完成练习并校对答案。‎ 最后的活动是让学生依据Checkout time中Jim的周活动计划表，四人一组，一人扮演Jim展开对话。‎ 32‎