Unit 4 There are seven days in a week.Lesson 20 教案

人教（精通）2011课标版三年级起点（郝建平主编）
小学英语四年级下册
Unit4 There are seven days in a week. Lesson 20
一、重点难点分析:
1．教学重点:
（1）重点句型: When do you have PE lessons ------ We have PE lessons on Monday and Tuesday.
（2）重点单词: Monday 和 Tuesday.
（3）课文的熟读与复述。
2．教学难点:
（1）学生掌握Monday 和 Tuesday. 的听说读写。
（2）如何让学生在真实的情境中运用重点句型及重点单词。
二、教学目标：
1．知识和能力目标：
（1）学生能够听懂、说出、认读和拼写单词 Monday 和 Tuesday.
（2） 学生能够听懂、会询问并回答“什么时间上体育课”的交际用语： When do you have PE lessons ------ We have PE lessons on Monday and Tuesday.（并根据周一与周二的课表能灵活的询问其他学科）
（3）学生通过本课的课文学习，能够运用核心句型 When do you have ------lessons ---We have --- lessons on---. 复述课文并表演对话。
2．过程与方法：
教师通过设计Gao Wei 这位热爱体育的新同学的到来，引出———提议到黑板这个“操场”(板书设计)上竞技赢得属于他们小队的荣誉(即“letters”) M-o-n-d-a-y----T-u-e-s-d-a-y从而强化了单词 Monday 与 Tuesday 的记忆。
教师通过对我们班学生课表“体育课”的询问，引出孩子们需要记忆的核心句型及重点单词，并通过分小组调查的形式研究并询问了不同班级周一与周二的课程，从而强化了句型与单词的活学活用，同时也训练了孩子们的交际调查能力。
教师通过“小组初读”“幸运抽奖速读”到“分角色去掉部分单词与句型读”直至最终的“复述课文”层层递进，基本上每一位孩子都能到达“复述”的效果，即便没有完全复述下来，教师也给予了相应的奖励，渗透了------孩子们要对生活中的一切困难充满着“奥利匹克精神”的重要性。教师要求孩子们注意倾听, 在别的小组对话的同时，积极思考, 注意回答老师的问题，提高了学习效率,增强了学习效果。
3．情感态度价值观：
（1）进一步提高学生学习英语的热情, 帮助学生，鼓励并奖励他们参与活动。
（2）通过多样的语言活动培养其语言能力。
（3）学生通过本节课的学习以及小组之间的竞技, 了解并运用奥利匹克精神对待生活中的一切事物。
4．文化意识：
帮助学生，相信学生能战胜自己（You are better than before），培养学生热爱生活的好品质。
三、学情分析:
四年级的孩子们基本具备了小学阶段的听、说、读、写能力,有了一定的自主学习能力。关于星期,学生已经学习了一节课，熟知周日Sunday，并知道一周有七天，本节课就从Sunday开始往后讲 Monday与Tuesday。
四年级的学生在课堂中比较乐于表达自己的见解,有一定的学习英语的兴趣,但孩子们的语言积累仍不够丰富,所以为了激发学生的兴趣,让学生在课堂上能大胆说英语,积极地参与课堂,我采用多种辅助教学和丰富的课堂活动。
四、教学过程:
活动1【导入】热身／复习(Warming－up／Revision)
（介绍一位热爱体育的新同学Gao Wei 给全班同学，引出复习---各类学科你喜欢什么？）
T: Good afternoon, boys and Girls.
Ss: Good afternoon, Miss Wang.
T: Sit down, please! Today We’ll study Unit 4 There are seven days in a week. (PPT--- Unit 4 There are seven days in a week. Lesson 20) First let me introduce .Look. This is your new classmate, Gao Wei. ( take out Gao Wei’s facemask.)
Look ( Put on the facemask and speak to students. ) Glad to meet you.
S: Glad to meet you, too .
T: ( Good ,very good ) I like PE. What subject do you like Please .( PPT– subjects)
S1: I like ---
T: Please you ---And you --- Please you --- ( to other students )
S: I like ---- I like---- I like ----
活动2【讲授】新课呈现（Presentation）
1)（通过询问知道大家都喜欢体育课，从而让孩子们跟随Gao Wei一起玩一些“sports games”）
T: PE PE PE , so let’s go to the playground and do some sports games, OK
S: OK.
( Put down the facemask and Put the small sticker facemask of Gao Wei on the blackboard )
T: ( T -----PPT do some sports action ) Read after me /s/---/p/---/ :/---/ts/
S: /s/---/p/---/ :/---/ts/
T: Line one /sp :ts/
S: /sp :ts/
T: Line two---------Line three -----( here teacher write sports on the blackboard )
T: Good . Now look, Let the letters and the runners run to the playground (Show the box of each group’s letters.) This Team----Red Team understand (Show the box of Red Team’s letters.) .This Team -----Black Team , OK (Show the box of Black Team’s letters.) which get the more letters is the winner,.(T: action win ) are you ready
S: Yes.---OK----Yes (I’m ready.)
2)（通过复习学科类单词知道孩子们能看懂英语课表，进而引出重点单词并讲授记忆方法。）
T: Good .Now you have known so many subjects. Let’s look at the timetable and tell me , When do you have PE lessons (T---action hands up) You , please.
Red team S: We have PE lessons on Monday -------- and Tuesday.
T: Clever, very good.
T: OK . Read after me /m∧ndi/ --/tju:zdi/
Show me you finger, please.(Teacher write on the blackboard) M-o-n-d-a-y (Teacher write on the blackboard Ss read and write in the air) /m∧ndi/(T action let Ss read ) .
Good, read after me M-o-n--- M-o-n ---M-o-n /m∧n/ /m∧n/ /m∧n/(T action .Let the Ss read after the T )
d-a-y ---d-a-y /di/ (T action .Let the Ss read after the T )
(T action to let the Ss read )/ m∧ndi/ .
OK M-o-n now look Three letters understand -----(Ss: Yes.) You can use this three letters(T action three letters) instead of Monday .
Here (T action ——cut down “d-a-y” ) Monday. This one (T show M-o-n-d-a-y) Monday. This is the short form (T action short ) of Monday. Clear -----(Ss: Yes)
[此处的设计意图：通过单词Monday的缩写“Mon” 让同学们既了解了单词的缩略形式又有效的记忆了单词，因为“day” 即是 “天”，孩子们早已熟悉，此单词只要记住“M-o-n”这个难点就可以记住“M-o-n-d-a-y”]
Let’s look at Tuesday .Together show me your finger, begin T-u-e-s-d-a-y(T write on the blackboard and Ss say and write in the air)
Look read after me T-u Team Red (Ss in Team Red read T-u)
Team Black e-s (Ss in Team Black read e-s)
I’m d-a-y understand (Ss: Yes.)
OK, please.( T point to each team to let them read)
Ss: T-u(Team Red read)--- e-s (Team Black read)
T: d-a-y
Ss: T-u(Team Red read)--- e-s (Team Black read)
T: d-a-y
[此处的设计意图：强调单词的切割记忆，根据读音记忆单词Tu /tju:/--- es/z/--- day/di/ 让原本死记硬背的单词通过三组的有效练习——化繁为简，从而加深单词在脑海中的印象，提高记忆的效率。]
T&Ss : /tju:zdi/ (T give Ss hint to read /tju:zdi/ )
Now here (T point to Tu) read after me /tju:/(T point to Team Red to read)
Ss (Team Red): /tju:/
(T point to Team Black Ss to read es)/z/
Ss (Team Black): /z/
T: (T point to himself and read )/di/ understand
Ss : Yes.
Ss: /tju:/( Team Red)-------------- /z/ (Team Black)------------
T: /di/ ( teacher )
Ss: /tju:/( Team Red)-------------- /z/ (Team Black)------------
T: /di/ ( teacher )
T: OK, very good. Tuesday’s short form is ------- ( T action to let Ss answer the questions ) OK, please you (clever!)
Ss: (Team Black) T-u-e .
T: OK, very good. Read after me (T cut down sday) /tju:zdi/
Ss: (Ss look at Tue) /tju:zdi/
T: Look! Read after me T-u-e /tju:zdi/
Ss: (Ss look at Tue) T-u-e /tju:zdi/
T: T-u-e-s-d-a-y /tju:zdi/
Ss: T-u-e-s-d-a-y /tju:zdi/
[此处的设计意图： 让孩子们了解Monday与Tuesday的缩写，为下面做调查填表----使用缩略形式埋下伏笔]
T: OK, I’ll give you a letter here. Letter M. Please come on go, go, go, go, go, go. (T point at the words Monday ，Tuesday of teacher’s writing design , give hint of going on to get your team colour’s letter M---o---n---d---a---y T---u---e---s---d---a---y) understand
Ss: Yes.
3)（书写四会单词Monday 与Tuesday）
T: Let’s open your exercise paper. Now look, let’s write Monday and Tuesday.
Ss: (write)
T: Sit straightly. (T give the action of sitting straightly.)
T: Who can This team, please.
S: M-o-n-d-a-y 星期一
T: Good , I’ll give you a letter -------letter------M----------o------ Red letter o(T action to go on giving the letters from Monday’s M to y) . Next part , You, please.
S: T-u-e-s-d-a-y 星期二 /tju:zdi/
T: Very good .Also a letter---(here)---a letter---
Ss: n
T: e on ----
Ss: Go. Go.Go.
[此处的设计意图： 让孩子们通过得到letters奖励，利用无意识注意记忆单词的书写。]
4)（利用chant 说重点句型并板书）
T: Now. We have known We have PE lessons on Monday and Tuesday.( T point at the timetable of PPT) Please one by one read this sentence.
Ss: We have PE lessons on Monday and Tuesday.------( T write on the blackboard.)
T: So much for this. Together, please. We have PE lessons on Monday and Tuesday.
Ss: (read the sentence together )
T:Good. Now. When do you have PE lessons Listen to me ---When do you----When do you have ----When do you have PE lessons Can you Chant
Ss: Yes.
T: Together. When do you—begin.
Ss: (chant)--- When do you---- When do you ---When do you have ----When do you have PE lessons ( T write the sentence When do you have PE lessons )
T: Very good .Now----We have ---We have --- We have PE lessons--- on Monday and Tuesday--- on Monday and Tuesday. Together .Can you
Ss Yes.---------- (chant.) （T go on writing）
T: Good! Can you chant it ( PPT show “Chant” music) Listen. When do you---- When do you ---begin.
Ss: (Chant with music on)
T: Very good .OK.
[此处的设计意图： 让孩子们通过chant训练，看看自己是否能掌握这两个句子]
活动3【练习】练习（Practice）
1)（运用学习的新句型小组对话）
Now( PPT---timetable ) , who can ask (T point to----When do you have PE lessons ) You, please. Ask.
T: Please answer (T point to ------We have PE Lessons on Monday and Tuesday.) You, please.
S1 :When do you have PE lessons
S2: We have PE Lessons on Monday and Tuesday.
T: Next one Can you ,please! Next one ,answer.
S3 :When do you have PE lessons
S4: We have PE Lessons on Monday and Tuesday.
T: Can you do this Work in pairs , OK
Ss: OK. (say it in pairs)
T: Finish (Ss: Yes.) Look .Here---Red team----Please----You two!
Team Red Ss: ----------------------
T: So, a letter d. (T: put red d on the blackboard) OK, next part. Please---yes---Wu Binghan.
Team Black Ss: ----------------------
T: OK. A letter ---Black---a
Ss: Black----a ((T: put black a on the blackboard)
2) （运用学习的新句型灵活做调查）
T: OK, so much. Let’s look (PPT--Let’s do a survey---Class 1’s timetable) (T point at timetable of Class 1 and PE lessons in Class 1)Who can ask and answer Class 1’s timetable ------PE lessons ------Here.( T point to PE the filling table of survey) Can you
S A: When do you have PE lessons
S B: We have PE lessons on Monday and Tuesday.(PPT show the table’s answer example as exercise paper’s example-----例：Mon，Tue )
T: Yes or no
Ss: Yes.
T: Can you(T talk with Ss) ask( point at the S A) and answer (point at the behind S B) like this
Ss :Yes.
T; OK , Six as a group ,understand (Ss: Yes.) Ask and answer---- Chinese lessons--- English lessons----maths lessons (T point to the other subjects of the filling table ) understand (Ss: Yes.) OK, Red Team--- only ask Class 1’s timetable, OK
Red Team Ss: Yes.
T: Black Team---Class2--- understand
Black Team Ss: OK.
T: Let’s go, please.
Ss:( Ask and answer it six as a group together)
T: Ready
Ss: Yes.
T: Very Good . Look at the exercise paper. Question Two.
[ T point at the Exercise Two---请根据一班的课表做调查（A卷）---请根据二班的课表做调查 （B 卷）]
Now you can write the answer. Understand Who can Class 1, this team, please.
Red Team Ss: When--------------- We have-----------(PPT show the table’s answer and Ss Write it down on the Exercise paper)
When--------------- We have-----------
When--------------- We have---------- (miss Tuesday)
T: Now look maths Monday---and -------Tuesday----OK
The last S: and -------Tuesday
T: OK .Sit down , please. This team write it down.
T: Read after me . ( T point at Mon) /m∧ndi/
Ss: /m∧ndi/
T: ( T point at Tue) /tju:zdi/
Ss: /tju:zdi/
T: This is the short form, understand
Ss: Yes.
T: OK. This one ---(T point to the table of Class2)--- Black Team.
Ss: When--------------- We have-----------
When--------------- We have-----------
When--------------- We have--------------
T: Yes or no
Ss: Yes.
T: So, I’ll give Black Team a letter----y Very good.
Ss: y.
T: Clever ,a letter y. Write it down. Finish Please write!
Ss: Yes.
T: Read after me ( T point at Mon) /m∧ndi/
Ss: /m∧ndi/
T: ( T point at Tue) /tju:zdi/
Ss: /tju:zdi/
[设计意图: 通过给一班和二班做调查，活用了句型When do you have ---lessons ——We have ---lessons on ------. 运用调查表分出的（A卷）给一班做调查与（B卷）给二班做调查的不同任务，化繁为简，使调查更加迅速的达到目标。运用缩略形式的填写，使孩子们不仅熟悉了缩略形式，而且加快了书写的时间。高效的完成了任务。]
T：This one is Monday ( T point at Mon) and Tuesday( T point at Tue) Write it down, finish
Ss: Yes.
3) （听课文，回答问题）
T: So much for this. Now, look, Gao Wei is waiting for us (T point at the blackboard) on the playground. And our new PE teacher is coming. (T put PE teacher’s small sticker facemask on the playground )Let’s listen to them and tell me(T hand up for hint let the Ss read the questions)
S (Hu Yuntong): Gao Wei has PE lessons on Monday and Tuesday.
T: On Monday and Tuesday OK, sit down, please. (T give action of suspecting---怀疑) OK, please—— Huang Cuhan.
Huang Cuhan: Gao Wei has PE lessons on ---bulabula---and ---bulabula.
T: OK. Clever! Very clever! Let’s listen .( T action listen) Understand
Ss: Yes.
T: (Turn on the tape of text ) Let’s listen.
Ss: (Listen to the tape.)
T: OK. Who can tell me ---(T action hands up)--- OK, this part is good (T point to Black Team )and this part is good .(T point to Red Team) Can you Together.
Ss: On Monday and Tuesday.(together)
T: (T point at the boy of Hu Yuntong )OK, you are clever. You guess right. (PPT show the answer Monday Tuesday) Monday and Tuesday.
OK. Clever boy! I’ll give you a letter----letter ---
Ss: T
4) （跟读课文）
T: OK. Let’s open your books ,turn to page 46. Let’s read the text. ( turn on PPT’s tape of text reading. Read follow the tape)
Ss: ( Read the text )-----------------
5) （三人一组初读课文）
T: Put your books down, let’s look ( PPT-- text book) Who can read the text One, please. Two, please. Three, please. One (T point to the text sentence one)---Two(T point to the text sentence two)---Three(T point to the text sentence three)---and One (T point to the text sentence four)Two(T point to the text sentence five) ,please read.
S1:(sentence1)---S2:(sentence2)---S3:(sentence3)---S1:(sentence4)
----S2:(sentence5)
T: Go on ,please. One( Let them go on reading) Two---
S3:(sentence1)---S1:(sentence2)---S2:(sentence3)---S3:(sentence4)
----S1:(sentence5)
T: OK. Can you do this
One---Two---Three---One---Two---Three---One---Two---Three .Together. ( T action a group together) Understand
Ss: Yes
T: OK. Three as a group read it . Quickly.
Ss:-------(read in groups)------
[此处的设计意图：三人一组读课文，课文共五句，每人轮番读一句，这样读, 总体上看每个人都能读到课文中不同的句子，从而达到了练习的目的.]
T: OK. Very good. The last line, please.
Ss:------(read)-------
T: Done Well. So, I’ll give you a letter ----
Ss: u
T: Very good .This part, you please.
Ss:------(read)-------
T: Very good. Done well. So a letter ---
Ss: e
T: OK .A letter e here.
6) （幸运抽奖速度课文）
T: So much for this , let’s have a lucky time.( PPT---Text reading ---lucky time) Read one by one, and here is a small gift for you.(T action take out the gift) Who is lucky Let’s look, OK
Ss: OK.
[此处的设计意图：四年级的孩子们都比较小，对于读课文能得到礼物很高兴，而且也乐于参与，此时的听课状态是高度的集中，对于课文的再次熟识阅读是很有利的，同时也让初读时自己不熟的句子再次通过别人的速读加强了记忆。让孩子们通过此种练习不仅加强了读课文的能力而且也找出了自身的不足，同时又提高了兴趣。]
T: You, please.
Ss: ----------(Ss one by one read)------------
T: OK. You have a gift. After class , I’ll give you, understand (T point to Hu Yuntong)
Ss: (Hu Yuntong) Yes.
T: (T point to Hu Yuntong) Clever and lucky. Next one, please.
Ss: ----------(Ss go on read ---one by one)------------
T: You are lucky, too. Go on, please.
Ss: ----------(Ss go on read ---one by one)------------
T: So much for this , two lucky persons. After class , I’ll give you a gift, OK
Ss: OK.
T: Look, I think this time Li Xinyu is better than before, yes or no
Ss: Yes.
T: So, good ,good, very good. (T action good with Ss) So, I’ll give you a letter ----red----
Ss: s
[此处及时表扬后进生 better than before]
7) （去掉部分单词和重点句型，分角色背诵课文）
T: OK. Let’s look. (PPT show the text of missing some words and the main sentences When do you---- We have ---- ) Can you be Gao Wei here (T action come to the front) ---And who can be PE teacher Can you
Ss: Yes.
T: OK. Prepare. Work in pairs, please.
Ss: ( Look PPT and try to recite in roles) ------
T: Can you
Ss: Yes.
T: OK, let’s look. ----- You Qiquan, please you two.
Ss:--------------( recite in roles)
[此处的设计意图：通过前两轮的读课文，孩子们已经基本上熟悉了课文的内容，去掉几个词，对于他们来说是比较容易背诵的，而且去掉的重点句型也已经板书于黑板而且早已经熟烂于心，所以此处的背诵是比较简单的。]
T: Good .So, a letter ---
Ss: d
T: You two, please.
Ss:--------------( recite in roles)
T: Very clever and very quick. Here ( T action show the blackboard design) letter---
Ss: a
T: Look. ( PPT--- miss more words than before) Can you
Ss: Yes.
T: OK, this part.
Ss:--------------( recite in roles)
[此处的设计意图：通过逐渐去掉单词，最终让孩子们达到背诵全文的目的。]
T: Yes or no
Ss: Yes. ( loudly)
T: Very clever, so I’ll give you two letters, y and ---
[此处的设计意图： 通过教师事先准备的红队和黑队的各两套字母M-o-n-d-a-y 与 T-u-e-s-d-a-y 的奖励，让孩子们在得奖的过程中通过无意识注意，再次强调了单词 “Monday” 与“Tuesday”的拼写，加强了单词的记忆，相信通过孩子们的好胜心也能知道自己组要争取的那个字母是什么，从而达到了教师设计奖励的目的。]
T: Next one, please.
S:------------
8) （复述课文）
T: Look. No words, can you (PPT—cut down the sentences of the text) ( face to the whole class.)
Ss: Yes.
T: Come here. (Show the face mask)Who can Let’s listen Who is Gao Wei
Ss:----------(come to the front, recite it and play)
[此处的设计意图：通过前面两轮的去词角色背诵，基本上都能把课文熟烂于心了。]
T: Now , who is Gao Wei Together.
Ss: Jiang Hao is Gao Wei.
[此处让孩子们注意倾听别人的对话，并积极的参与课堂。]
T: Yes, very good . Next one , you two, please.
Ss:----------(come to the front, recite it and play)
(Another group recite the text play and get letters as an award---奖励.)
9) （分组练习复述课文，达到全员背诵的目的。）
( Work in pairs recite the text then come to the front )
[设计意图：让全体学生达到背诵全文的目的，并找不举手的孩子发言，看看课堂这么多轮的读和说，能否达到全员背诵。如背不了，降低难度，让PPT展示些许单词和句型，同样让孩子们感到“我能行，我可以”----即让孩子们发挥奥林匹克精神-----never give up----come on ----Go. Go. Go. ]
活动4【活动】拓展训练（Production)
1）（阅读短文并判断对错）
T: I come to the playground, Miss Wang, here. (T point to PPT) Let’s read it and tell me T or F( T show exercise paper finish 3)
S;-------(read and hands up)
Ss: F – T – F( Ss answer it one by one and T give a letter as an award)
2) (根据短文的阅读自编真实对话)
T: Who can be PE teacher Come here .And who can be Gao Wei Here. Let’s play
Ss: I can. -----
T: And I am Miss Wang. , Let’s make a real play, please!
T & Ss:-------------------(Make a real dialogue about our text)
T: Can you make a real dialogue like this Three as a group . Please, go.
Ss:--------(Work in groups)
Ss in Red Team:---------(Act good but have to do it better after class)
Ss in Black Team:---------(Act better than Red Team and also finish get the whole letters, Red Team also have three letters to get, so the winner is Black Team )
活动5【作业】课后作业（Homework and Summary）
1）（作业1）
T: (PPT----homework)Look, This is your homework and you can do this homework after class.
2）（作业2）
T: Today’s Anther homework is Hope my pupils love sports ,and use the Olympic spirit in everything in the real life. So, Team Red ---Never give up! OK
Ss: Yes. (Team Red)
T: OK. Please come on ---
Ss: Go! Go! Go!
T: OK. Let’s enjoy .(PPT show the history of Chinese Olympic)
Ss:------(watch)
T: This is the history of Chinese Olympic. Understand
Ss: Yes.(loudly)
T: So, come on never give up ---go---
Ss: Go! Go!
3）（总结）
T: Who can give me a summary of this class
S:--------------
T: So, stop here. Goodbye, everyone!
Ss: Goodbye, Miss Wang!
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