四年级下册英语教案－Unit 4 There are seven days in a week Lesson 24 ｜人教精通版.doc

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1、Unit4 There are seven days in a week.Lesson 24 一、教学目标（一）能够正确地听、说、认读本单元三会单词：weekend, park, theme park；能够听、说、读、写四会单词：day, Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, week, today。（二）能够正确地听、说、认读三会句子： “How many days are there in a week? There are seven. When do you have PE lessons? We

2、 have PE lessons on Monday and Tuesday. What day is today? Its Wednesday. There are seven days in a week. They are Sunday, Monday, Tuesday, Wednesday, Thursday, Friday and Saturday. What do you usually do on weekends? We usually go to the theme park.” 并能在生活情境中灵活运用。（三）能够通过fun story的学习将本单元有关语句联系起来，将语言

3、知识整合运用，达到最佳学习效果。（四）能够通过角色扮演熟练地运用所学单词和句型进行交际，培养小组协作学习的能力。（五）能够从小故事中的Micky身上学到在生活中不做淘气的孩子。（六）能够通过在小组合作学习中体验学习的乐趣，树立英语学习的自信心，逐步提高自己的学习效率。二、教学重、难点（一）教学重点1能够正确地听、说、认读本单元三会单词：weekend, park, theme park；能够听、说、读、写四会单词：day, Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, week, today。2能够正确地听、说、

4、认读三会句子： “How many days are there in a week? There are seven. When do you have PE lessons? We have PE lessons on Monday and Tuesday. What day is today? Its Wednesday. There are seven days in a week. They are Sunday, Monday, Tuesday, Wednesday, Thursday, Friday and Saturday. What do you usually do on

5、weekends? We usually go to the theme park.” 并能在生活情境中灵活运用。（二）教学难点1. There be句型、When的特殊疑问句和星期的表达。 2. 能够通过师生以及生生之间的互动学习，提高学生学习英语的兴趣，树立自信心，发散思维，提升学生综合运用语言的能力。三、学情分析本课选自人教版（精通）英语四年级下册的一节复习课，主要通过一个Fun story复习巩固第四单元所学的内容。四年级的学生活泼、好动，对英语学习有着浓厚的兴趣，他们在课堂上表现活跃，热情很高, 对事物的理解和判断处于基本的、表象的、直观的阶段，他们在参与教学活动中主要表现为“好玩”

6、的状态，他们自身还不能很好地认识到学习语言的目的。因此，在课上积极培养学生动脑思考的能力，开拓思维，培养学生综合运用语言的能力是极其必要的。四、教学准备PPT, 练习，角色扮演的头饰，课表，单词和句子的磁条五、教学过程Step1. Warm-up1.Lets sing a song.Sunday, Monday, Tuesday，Wednesday, Thursday, Friday,What day is today?Today is Saturday.Its a sunny day.We can go to study. Hey!师生同唱,边唱边做动作。【设计意图】把二年级学过的一首有关星

7、期的歌曲进行改编，通过唱一唱，做一做的方式让学生对本单元所学星期进行快速回忆，同时节奏欢快的歌曲也使此环节更富有趣味性，扩充语言的可用资源。2. Ask and answer.T: How many days are there in a week?Ss: There are seven.T: What are they?Ss: They are Sunday, Monday, Tuesday, Wednesday, Thursday, Friday and Saturday.【设计意图】通过Ask and answer.的方式紧扣本单元所学，再次复习星期有关的单词和句型，为接下来运用语言打下

8、基础，调动学生学习的自主性，丰富了学生的语言表达，也使学生的语言输出更完整。3. Lets talk about the timetable.【设计意图】通过谈论课表的方式再次复习有关星期、课程以及什么时间有什么课相关的单词和句型，再一次回顾本单元所学内容，进一步加深学生的印象，为学习Fun story做铺垫。Step2. Presentation 1.情景铺垫，激发兴趣呈现Micky的图片T: Boys and girls, look! Whos coming?Ss: Micky.T: Yes. He has a present for you. Guess, Whats in it?Ss:

9、 .T: Look! Its a fun story.【设计意图】为故事铺垫背景，引出故事主角之一Micky，利用学生的好奇心，用带礼物的方式有效地吸引学生的注意，激发学生对文本的认知渴望和学习热情。2.整体感知，体会情感T: When you watch the video, you should finish the questions.Q1: How many animals are there in this story?Q2: Who are they?【设计意图】在整体呈现故事之前出示两个问题，让学生有目的地观看动画，并整体感知动画内容。其目的是让学生整体处理问题的能力。3.逻辑串

10、联，精读课文在整体感知文本之后，按照故事情节，将小故事分成三部分，引领学生细化文本学习，逐一突破故事的重难点。（1）T: In this story, what day is it today?But Micky says:“What day is today now?”Now watch the video, and then answer my questions.播放动画T: OK. Lets answer the questions. In fact, what day is it today?Ss: Its Tuesday.（将Tuesday的磁条贴在黑板上） T: Yes. Tod

11、ay is Tuesday. But Micky says：“What day is today now?”Ss: Look! Its Wednesday now.（将Wednesday的磁条贴在黑板上）T: Excellent. Now its your turn. Who wants to be Micky?Ss: .（角色扮演）（2）T: Excellent. Oh, its Wednesday. Mimi is happy. Why? This time, please listen to the video and fill in the blanks. 播放故事录音T: OK, b

12、oys and girls, Mimi is happy. Why? Ss: .T: Because she has a music lesson this morning. Now, lets check your answers.T: Excellent. This time, who wants to be Mimi? Who wants to be Rabbit? Who wants to be Micky?Ss: .（角色扮演）T: Well done. My dears, What day is today?Ss: Today is Tuesday.T: So, its .Ss:

13、Its Micky.T: Yes. From this, what do you think about Micky?Ss: .（3）T: Good. What do they think about Micky? Now, watch the video again and answer my question.播放动画T: Well, what do they think about Micky?Ss: .T: Yes. Micky, you naughty monkey. Dont go with us. Micky says what?Ss: Oh, Im sorry.T: Right

14、. Now, who wants to be Mimi? Ss:.T: Who wants to be Rabbit?Ss: .T: Who wants to be Micky?Ss: .（角色扮演）T: Excellent. We can know Micky.Ss: Micky, you naughty monkey.T: Nice. Boys and girls, if you are Micky, you should say what?Ss: Im sorry.T: Good. So we shouldnt be naughty like Micky. OK?Ss: OK.【设计意图

15、】运用PPT、动画、声音等多媒体手段，通过逐层设问让学生推测、分析、判断、归纳和总结故事的发生和发展，通过角色扮演将学生置身于故事情景之中，充分调动学生的积极性，提高学生的综合语言运用能力。4.再现文本，强化理解（1）T: Well done. Now please read after the video.Ss: .播放课文音频，跟读，再次整体理解文本内容。（2）T: Great! My dears, lets work in groups. Please read in roles, and then I will ask you to act it out. Understand?Ss:

16、 Yes.【设计意图】让学生和理解故事的基础上回归文本，听录音并跟读，同时关注语音、语调，将情感融入故事情感中，通过小组合作的方式进行角色扮演，为语言输出做好铺垫。Step3. PracticeT: You have done a good job. Look! Micky is a lovely monkey now. Can you play a game with him?Ss: Yes.T: Good. Now lets check. Please listen to the video, and number it.【设计意图】让学生通过Listen and number. 的习题，

17、进一步巩固本单元所学内容。Step4. Language usePlay in roleT: Excellent! My dears, its your time. Lets act in groups.【设计意图】让学生分小组进行角色表演,在表演中能准确把握人物的情感，引导学生学会倾听，并且培养学生团队合作的能力。实现在表演中体验情感和表达情感的目标。Step5. Additional activitiesT: You are so good today. This time, lets try your best to retell the story.【设计意图】复述故事是语言输出的重要形式,可以培养学生的语言记忆能力和表达能力。让学生站在讲台前自信地表达和复述，一方面可以再次将文本呈现，强化学生的记忆；另一方面也能提升学生的自信心和成就感，进而培养学生的综合运用能力。Step6. Homework1. Retell the fun story.2. Talk about the story with your friends.六、板书设计