Unit4 Lesson23教学设计
学科 英语 年级 四年级 做课时间
课题 Unit4 Lesson23 执教教师
教 学目 标 本课围绕话题What do you usually do on weekends 帮助学生理解,运用I usually go the theme park.等句子表达在指定日期内的活动,并在真实情境中运用。
教学重点 认读weekend, park以及theme park. 掌握week, today 在四线格内规范书写。
教学难点 理解句子What do you usually do on weekends? I/ We usually go to the themepark.的含义,并能在真实语境中恰当使用。
教学环节 教师活动 学生活动 设计意图
介绍本课任务活动,便于学生了解学习目标。 T: Class begins! Stand up. Good afternoon, boys and girls.T: Look, this is my friend. What does she do T: Yes, she will come to our school to make a show of students’ weekend life. Do you want to be on TV T: So you should try your best to get more stickers. And then you can be on TV, Ok S: Good afternoon, Miss Han.S: She is a TV reporter.S: Yes.S: Ok, let’s go. 用贴近生活的“周末活动”情境构思本课,让学生了解本节课任务,同时获得粘贴来进行比赛竞争完成任务。
视频观看引入,帮助学生复习旧知。 T: Look! This is my another friend. Her name is Week. She has seven Children. Look, they’re running. Who is the winner Are you ready T:Let’s watch the video.T: Oh, who is the winner T: Good, and who is the last one T: Let’s count from Sunday to Saturday. Ok T: Good. That makes a… week. S: Yes. S: Sunday.S: Saturday.S:Sunday, Monday, Tuesday, Wednesday, Thursday, Friday and Saturday.S:week 用“七天”比赛的视频来吸引学生注意力,让学生在轻松氛围内复习所学。
通过“星期”神奇变化,引出新知,学习新单词。 T: Let’s spell “week”, together. (学习拼写week) T: Look at the calenda. What day is today T: Let’s spell “today” together.(学习拼写today)T:Look! It’s magic. What are they T: Yes, they have another name, that is “weekend”.T: Let’s spell “weekend” together.(学习拼写weekend)T: Good. S:w-e-e-k.It’s Friday.S: t-o-d-a-y.S: They are Sunday and Saturday.S: w-e-e-k-e-n-d. 通过“六日”两天引出“周末”,在视觉的神奇变化中学习新知。
通过学生照片引出句型,进入句型学习。 T: Do you have lessons on weekend T: And what do you do on weekend (板书并播放几个学生照片,提问)T: Do you want to know my weekend life T: Look at the picture. Where is it T: Yes, let’s spell “park” together.(学习拼写park)T: What do I do on weekend T: I go the park. T: What about next one T: Yes, let’s spell “theme park” together.(学习拼写theme park)T: What do I do on weekend T: I go the theme park. T: Look at the calendar. I like the theme park. I go to the theme park one, two, three, four times.So I can also say “I usually go to the theme park on Sundays.” (板书)T: Now, read after me. “usually”T: How can we ask T: What do you usually do on weekends T:I usually go to the theme park. S: No.S: I go swimmingS: I go shopping.S: I go the sleep.S: I go to the zoo.S: Yes.S: It’s a park.S: p-a-r-k.S: I go to the park.S: theme park.S: t-h-e-m-e p-a-r-k.S: I go to the theme park.S: I usually go to the theme park on SundaysS: “usually”S: What do you usually do on weekends S: I usually go to the theme park. 句子的引出由学生自己照片上的活动过度,自然且亲切,更加容易学习新句型。
通过“旧朋友”引入进入对话学习。 T: Look, do you know who they are. They are our old friends.T: Do you want to know their weekend life T: OK, open your books, turn to Lesson 23. Let’s listen to this dialogue and point at your sentence together!(使用光盘听完整对话)T: Let’s watch the video.T: Let's read the sentence one by one. T: Let’s make a dubbing.T: Now, I’ll give you two minutes to practice this dialogue. T: Who wants to do the role-playing (叫1-2组学生上前展示) S: Yes, they are Peter, Gao Wei, Li Yan, and Kate.S: Yes.S: 按照要求读对话,学习对话。 课文对话,回归教材。利用多种形式进行对话学习,配音的方式新颖独特。
交际运用,巩固迁移。拓展新知,提升英语学习能力 T: Look, the TV reporter is coming. It’s time to count the stickers you’ve got. The number of the stickers is the number of the picture of your weekend life.: T:Who wants to show us a new dialogue by using the sentences on the blackboard (叫1-2组学生上前展示)T: It’s TV show time. Please take out your paper and begin to watch and then write.T: Great. Let’s check the answer together. S: Yes.S: 按照要求数粘贴,选照片,编对话。S: OK. 呼呼应开头,组织学生用所学单词和句型选取自己的周末图片进行综合语言练习。揭揭晓答案,给学生自由发挥的平台,提升书写能力。
课后作业 1. To read the dialogue and do the role-playing with your classmates.2. To find out more weekend-life and share with your friends. 分层作业让全体学生得到全面且均衡发展。
板书设计 Unit4 Lesson23 What do you usually do on weekends week park We/I usually go to the theme park. today theme park weekend
教学反思 优点:教师语音语调发音标准,准确。课的组织有层次感并且时刻吸引学生的注意力。学生的行为习惯得体并且始终参与课堂。学生英语发音好听标准。建议: 引入环节,七个孩子也就是七天,参加完比赛后,到后面的从周日数到周六的过度不自然,优点生硬,需要再明确说明。评价手段时候,教师语言过多,且重复性语言多,需要将评价灵活,同时让学生更多参与课堂。板书工整性有待加强。