人教精通版（三年级起点）四年级下册 Fun Time 2 recycle 1教案（含设计意图）

Fun Time 2 recycle 1（教案）-2021-2022学年英语四年级下册
教学目标
教学目标
1．知识目标
（1 ）能够熟练运用第4--6单元所学的有关星期、课程、课外活动、动物等方面的词汇。
（2）重点掌握后三个单元Language Focus中出现的目标语言。
2．能力目标
（1）能够在特定的情景中理解并熟练运用目标语言。
（2）能够创造性地运用语言。
学情分析
学情分析
1．认知特点：本课的教学对象为小学四年级学生，他们对英语学习具备浓厚的热情和兴趣，他们在课堂上乐于参与、敢于表达，具备较强的竞争意识和一定的合作意识，能够积极参与课堂活动中来。
2．知识储备：四年级的学生已经储备了一定量的单词和句式，他们能够在创设的情境中用英语进行交际，也能够在老师的引导下就某个话题进行简单的讨论。
重点难点
1．教学重点
（1) 使学生能够熟练掌握并运用与本课话题相关的单词和功能句式。
（2) 玩中学，趣中教。使学生融入到创设的情境中，乐于开口，大胆表达。
2．教学难点
（1）通过活动提高学生在真实情景中进行语言交际的能力。
（2）在教学过程中培养学生的口语表达能力、合作探究能力和创新精神。
教学过程
教学目标
教学目标
1．知识目标
（1）能够熟练运用并运用星期和课程的词汇。
（2）能够正确的运用讨论课程与周末活动的功能句式。
2．能力目标
（1）能够在创设的情境中自如地运用所学语言进行会话和讨论。
（2）能够创造性地运用语言。
教学重点
教学重点
（1) 使学生能够熟练掌握并运用与本课话题相关的单词和功能句式。
（2) 使学生融入到创设的情境中，乐于开口，大胆表达。
采取措施：巧设情境，引领学生将语言的巩固和运用在有意义的情境中进行，增加语言实践的真实感，引导学生通过感知、理解、体验、运用，发展综合语言运用能力
学时难点
教学难点
（1）引导学生具备一定的归纳、梳理能力。
（2）在教学过程中培养学生的口语表达能力、合作探究能力和创新精神。
采取措施：以一条主线贯穿课堂始终，引导学生进行归纳和梳理。从学生的学习能力和学习需求出发，精心设计延伸拓展的教学活动，通过有效的小组活动，充分调动学生参与的热情，逐步发展学生语言运用能力。
教学活动
【活动】热身激趣，引出话题
1. Warm-up
师生问好后进行如下对话：
T: Boys and girls, I like singing very much. How about you
Ss: Me too.
T: What English songs can you sing
(S1, S2, S3…)
T: Wonderful! Now, let’s sing a song. It’s called “Our school”.
Ss: Great!
（歌曲演唱结束后，给每组同学奖励一朵七色花插在小组的花盆里。）
【设计意图】热身歌曲紧扣本课主题，为下一环节的讨论做好铺垫。
欢快的旋律让学生以饱满的热情投入到本课学习，评价形式的呈现激发了学生的学习热情和竞争意识。
2.Free talk
师生间进行如下对话：
T：Boys and girls, how do you like your school
Ss: We like it very much.
T: When do you study at school
Ss: From Monday to Friday.
T: What do you do at school
(S1,S2,S3…)
T：Oh, that’s interesting!
【设计意图】通过开放式的话题讨论巧妙过渡到本课话题。有梯度的问题设计让学生在大胆、自如的表达过程中逐步发展语言技能。
【导入】创设情境，突出主线
1. to show the pictures and discuss
老师在幻灯片上出示Monday的日历后，与学生进行如下交流：
T: Boys and girls, what day is it today
Ss: It’s Monday.
T: Can you go to school with me
Ss: Great!
T: Look! This is my home. Is it nice
Ss: Yes!
T: Let’s start!
Together: Walking! Walking！Walking…
T: Look! Here we are!
【设计意图】师生的自如交流中创设出一起去上学的真实情景，为下面围绕学校课程学习展开的讨论做好铺垫。”map”的呈现突出本课主线——即围绕在学校与家中进行的活动展开本课学习。
2. to watch and guess
情境创设：校园里站着一位面庞被遮住的老师，他是谁呢？图片展示后师生进行如下交流：
T: Look! Here’s a man. Who’s this Do you know
Ss: No, we don’t.
T: Can you guess
Ss: Yes, we can.
T: Let’s try. Here are some clues.
T: Who’s this
Ss: Daniel.
T: Look! How happy he is! Today he will give you three tasks. Can you finish
Ss: Yes, we can!
【设计意图】创设出Daniel老师为同学们设置任务的真实情景，为下面的学习的顺畅展开做好铺垫。
【活动】任务教学，化零为整
1. to finish “Task one”
呈现任务，师生进行如下交流：
TASK 1: Please fill in the form.
T：Look! What’s this
Ss: It’s a timetable.
T: Who can fill in the red part
S1: Monday
S2: Tuesday
S3:Wednesday
S4: Thursday
S5: Friday
T: Can you spell it Let’s write down the shorten form.
(S1, S2, S3, S4, S5)
T: Well done! Look at the grey part. They are____.
Ss: Lessons!
T: Right! Please listen carefully and have a race to speak.
(每猜一个科目每组派一名同学参加竞猜，说得又快有准的同学可以为本组赢得一朵七色花。)
【设计意图】学生在问答与竞猜过程中充满趣味地复习巩固了有关星期和课程的词汇。
2. to finish “task two”
为学生呈现Task 2：Take a card and ask your friend. 师生进行如下交流：
T：Look! This is the timetable of Yellow Pear Class.
What lessons do they have on Monday
S1：They have English, Maths, PE, Chinese and Music.
T: Who can take a card and ask your classmate
Ss: Let me try!
Questions:
(每组选一名同学抽卡片提问，这名同学选择其他组的一名同学回答。)
【设计意图】学生在巩固词汇后，就timetable进行简单的问答训练，为下一步的深入讨论奠定基础。
3. to finish “task three”
TASK 3: According to our own timetable, ask and answer as possible as you can.
老师呈现第三个任务后，师生进行如下交流：
T：Boys and girls, this is our timetable. Are you familiar with it
Ss : Sure.
T: Let’s do group work. Please raise questions and try to answer.
Ss: OK!
【设计意图】有梯度、有层次的语言训练旨在逐步发展学生的语言运用能力。小组合作利于学生互帮互助、形成学习合力，让语言运用环节面向全体，推动全员不断进步。
4、watch and act
学生们完成三个任务后，Daniel老师给予评价。我为学生播放Daniel的录音：
Daniel: All of you can finish the tasks very well. I’m very happy! Now, I will act for you.
我为学生们播放一段视频，Daniel老师为大家表演一个chant. 学生欣赏后，师生进行如下交流：
T：Is it funny
Ss: Yes, it is.
T: Can you act
Ss: Yes, we can.
T: Let’s practice in groups. Please help each other.
(学生组内互助、有效操练后，进行展示并奖励表现出色的小组。)
展示结束后，师生进行如下交流：
T: Dear children, when you have these lessons, what should you do
S1: Listen to the teacher carefully.
S2: Answer questions actively.
S3…
T: It’s wonderful! Try to be a good student, OK
Ss: OK!
【设计意图】Daniel老师的再次出现巧妙引出本环节中的chant, 自然地将操练和表演的任务教给学生。通过小组合作形式，短时高效地完成chant的操练和展示。适时恰当的德育渗透达到很好教育的效果。
【活动】情景再现，突出运用
1．呈现幻灯片，师生进行如下对话：
T：What day is it
Ss: It’s Friday.
T: Right! What time is it
Ss: It’s 4:30.
T: Where are we going？
Ss: We are going home.
T: Let’s go!
T: Here we are.
T: What day is it
Ss: It’s Saturday. It’s Sunday.
T: Yeah! Let’s have a nice weekend.
【设计意图】再现的情景使整节课浑然一体并与学生生活实际紧密相连，很自然地过渡到下一个学习环节。
2. watch and discuss
幻灯片上呈现周末各种活动的图片后，师生进行如下对话：
T: Do you have a happy weekend
Ss: Yes, we do.
T: Look! At weekends, What do they do
S1: They watch TV.
S2: They play computer games.
S3: They go swimming…
T: What do you usually do on Saturdays and Sundays
T: Let’s talk in pairs.
(学生充分讨论后，两人一组进行会画展示。)
T: You did good jobs! Are you a good child at home
Ss: Yes, I am.
T: How to be a good child
（S1, S2， S3…）
T: I believe all of you are good children at home.
【设计意图】通过看图讨论激活学生原有知识，为学生做好示范性引导。联系生活实际的讨论让学生乐于开口，有效地发展学生语言运用能力。“How to be a good child”话题讨论对学生进行了很好的德育教育。
【活动】延伸拓展，总结提升
1. to make up a new dialogue
T：Boys and girls, can you sum up our activities of a week
Ss: Yes, we can.
T: Here are three contexts:
Please choose one and make up a dialogue, OK
Ss: Great!
(小组创编后进行展示并及时给予奖励。)
T：Dear children, our life is colourful, right
Ss: Yes!
T: Enjoy our life and try to be a good student and a good child, can you
Ss: Yes, we can!
【设计意图】“our activities of a week” 引导学生对已学的内容进行梳理和归纳。小组讨论、自主探究让学生在合作的氛围中创造性地完成学习任务，体验到英语学习的快乐。
【作业】homework
Homework: read, fill in the blanks and discuss with your partner.
Days of a week Morning lessons Afternoon lessons Activities
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Reading comprehension:
Hello, everyone! My name is Tom. Let me tell you something about my school schedule and weekend’s activities. I have no classes on Sunday. I usually go to see my grandpa and grandma on that day. I have six classes on Monday. I have Chinese, English, maths, PE in the morning I have music and art in the afternoon. After school I usually play football with my friends. I have five classes on Tuesday. I have English, Chinese, music and English in the morning. I have PE in the afternoon. I usually play badminton on Tuesday afternoon. I have English, science, Chinese and maths on Wednesday morning. I have no classes on Wednesday afternoon and I often draw with my friends. I have maths, Chinese, science and PE on Thursday morning and I have English in the afternoon. I do my homework on Thursday afternoon. I have English, computer, maths and Chinese on Friday morning and I play football with my friends on Friday afternoon. On Saturday morning, I go to swimming lessons and do my homework on Saturday
afternoon.
【设计意图】学生作业是课堂教学的延伸。这项作业让学生进行拓展阅读后获取有关信息并进行会话练习。作业既有针对性也有开放性，让不同能力的学生都有事可做