Unit4 There are seven days in a week.（Lesson 19）教案（含反思）

精通英语四年级下册Lesson19教学设计
整体设计思路
本节课，教师立足于知识与能力、过程与方法、情感态度与价值观的三维目标，本
着激发学生兴趣、促使学生在运用中学习英语、提高课堂效率及促进学生主动说英语等
宗旨，创设了大量真实语言情境引导学生感知和理解重点、难点单词句型，并设计了多
个真实语言任务激活学生内在知识系统、驱动学生主动运用语言、发展其语言能力。课
上，教师以本课的游戏情境“Give me a quick answer, please.”为主情境，在“听做”活
动中引导学生理解quick answer的意思；运用“日历图片”引导学生理解单词day和week；
通过班里学生和运动会图片创设真实情境引导学生理解单词first；同时根据本课的四会
单词“Sunday”设计采访、写一写说一说的活动，使学生在真实的运用中发展语用能力，
培养学生热爱生活的积极情感，使学生感悟到学习和生活应该充实而有意义。
二、教学目标
1．能够在本课的相关语境中正确听、说、认读单词：week；能够正确地听、说、读、写单词：day, Sunday；能够理解、会说以下句子：How many days are there in a week? There are seven. Give me a quick answer, please. What’s the first day of the week? Sunday.
2．能够在真实情景、现实生活中初步运用这些语言进行简单的日常交流。
3．通过本课学习，培养学生学习英语的兴趣、跨文化意识，使学生感悟到学习和生活
应该充实而有意义。
三、学情分析
教材分析： 本课是义务教育教科书（精通）英语四年级下册第四单元内容，本单元围绕“一周学习和生活”的话题展开教学。本课是这一单元的第一课，主要目标语言为：How many days are there in a week? There are seven. 同时出现的新句型有：Give me a quick answer, please. What’s the first day of the week? Sunday. 从知识联系上来讲，本册书前三单元内容初步涉及了“There be”句型和“How many”句型，同时在学生们学过的口语教材《快乐英语》二年级上册中涉及到一周七天的说法及句型“What day is today?”，在《快乐英语》一年级上册涉及到“Give me….”句型。本课的语言知识承接了以上的教学内容，同时也为学生继续学习本单元“一周学习和生活”的话题奠定了一定的基础，对于前后教材内容起到了承上启下的作用。
学生分析：学生在本册书前三单元初步学习了“There be”句型和“How many”句型，虽然在一二年级的口语教材中初步学习了一周七天的说法和句型“What day is today?” 以及“Give me….”句型，但由于学习时间相隔较长，部分学生可能已经遗忘，因此教师应采取有效策略，激活相关语言知识。本班学生具有好玩、好思考、好表演等特点，他们喜欢在游戏和真实情境中感知语言、实践语言，体验学习的快乐。因此教师要根据学生的年龄和学习特点设计教学活动，将学生的身心发展和语言发展结合起来，培养学生的语言素养和综合人文素养。
四、教学重、难点
教学重点：能够在本课的相关语境中正确听、说、认读单词week；能够正确地听、说、读、写单词day, Sunday；能够理解、会说句子How many days are there in a week? There are seven. Give me a quick answer, please. What’s the first day of the week? Sunday.
教学难点：理解、会说句子Give me a quick answer, please. What’s the first day of the week? 并能够运用本课所学语言进行简单的日常交流。
五、教学步骤
Step 1. Warm-up / Revision
( 1 ) Sing a song.
【设计意图：教师带领学生一起唱英文歌曲Days of the week。目的在于激活本单元话
题，同时为学生创造一个轻松愉悦的心理环境、激发学生学习兴趣以及营造良好课
堂氛围。】
( 2 ) Let’s ask.
【设计意图：通过师生间的自由提问活动激活学生已学过的所有目标语言功能，整体激活语言知识。既为本节课营造了良好的英语学习氛围，又为培养学生的口语交际能力搭建了一个简单而有效的平台。】
Step 2. Presentation
( 1 ) Listen and do.
T: I want to write. I need a pencil. Give me a pencil, please.
Ss: OK, here you are.
T: I want to read. I need an English book. Give me an English book, please.
Ss: OK, here you are.
【设计意图：通过听做活动激活Give me....句型,为后面的学习做好铺垫。既训练了学
生的听力，同时也调动了学生的学习兴趣。】
( 2 ) Ask and answer.
T: Give me a quick answer, please.
Ss: ....
T: Do you know “quick”? ( Do the action: be quick, be slow) Let’s read: quick
Ss: ....
T: Now give me an answer, please. What day is today?
Ss: It’s....today.
T: Give me an answer, please.How’s the weather today?
Ss: It’s....today.
T: Give me a quick answer, please.
How are you?
What’s your number?
What time is it?
Which class are you in?
How many lessons do you have in the morning?
Do you like English?
What subject do you like best?
What do you do in an English class?
Ss: ....
T: This is the quick answer game. Now let’s read: Give me a quick answer, please.
Ss: ....
【设计意图：通过问答活动以及问答中的听做活动引导学生感知并理解难点句型Give
me a quick answer, please.】
( 3 ) Play a game. - Give me a quick answer, please.
T: Do you like this game?
Ss: ....
T: OK, let’s play it again.Hi, everyone. Give me a quick answer, please.
Ss: OK!
T: How many students are there in your class?
How many boys are there in your class?
How many blackboards are there in the classroom?
How many teachers are there in the classroom?
How many computers are there in the classroom?
How many doors are there in the classroom?
How many books are there on the desk?
Ss: ....
T: One more question，how many days are there in a week?
Ss: ....
...
【设计意图：通过游戏内化学生对本课难点句型Give me a quick answer, please.的理
解。同时借助游戏中的How many...? 句型引导出本课的重点句子How many days are
there in a week? There are seven.并借助日历图片引导学生理解单词day和week。】
( 4 ) Create a situation to learn the new sentences: What’s the first day of the week? It’s
Sunday.
Lead in the new sentences.
T: What’s the first day of the week? Do you know first?
Look, ...is the first one of this line. ...is the first one of this line.
Who is the first one of this line?
Ss: ....
T: Look at the picture, who is the first?
Ss: ....
T: Let’s read: first, bird, skirt, shirt
What’s the first day of the week? Sunday or Monday?
Ss: ....
T: In China, Monday is the first day of the week. But in many English-speaking
countries, Sunday is the first day of the week.
Ask and answer.
What’s the first day of the week? It’s Sunday.
【设计意图：通过班里的同学及运动会图片创设情境，引导学生感知和理解本课难点单词：first。同时通过让学生思考并回答What’s the first day of the week?渗透英语国家文化背景知识。】
Step 3. Practice
( 1 ) Let’s chant.
【设计意图：通过说本课歌谣，巩固本课新句型There are seven days in a week. Sunday is the first day.】
( 2 ) Watch VCD and read the dialogue.
【设计意图：在基本掌握了课文内容的基础上看光盘、模仿语音语调并进行朗读训
练。】
( 3 ) Read and act the dialogue.
【设计意图：根据课文内容表演对话，巩固本课的重、难点内容。】
( 4 ) Put the sentences in order.
【设计意图：巩固本课内容并反馈学生对本课对话的理解。】
Step 4. Production
( 1 ) Let’s interview.
Guess what day I like best.
T: How many days are there in a week?
Ss: ....
T: What day do I like best? Can you guess? What’s my favorite day?
Ss: ....
T: It’s Sunday. I like Sunday best. Because on Sunday, I can stay at home to watch
TV. And I can also go to the park with my family or cook delicious food for my
family. I like them very much. What about you? Do you like Sunday?
Ss: ....
T: Why?
Ss: Because I can...on Sunday.
Interview your classmates.
T: Now let’s interview. You can choose level A, and you can also choose level B to
ask more questions.
Ss: ....
T: However, to watch TV and play computer games or play cell phone too much is
harmful to our bodies. So we should go to some interesting places and do some
interesting things and useful things in our life. Yes?）
Ss: Yes!
【设计意图：教师通过让学生猜一猜自己最喜欢的日子引出采访的主题“Do you like
Sunday?”并提供基本语言框架，激活相关语言知识，引导学生运用已学的语言知识
完成采访任务，使学生在采访中学会合作，在合作中学会交流，在交流中发展其语
言运用能力。并顺势引导和培养学生热爱生活的情感，使学生感悟到每天的学习和
生活应该充实而有意义。同时根据难易程度将采访内容设计为A、B两个等级，学
生可以根据自身水平选择相应的内容进行采访，体现了对学生的分层培养和评价。】
( 2 ) Write and say.
【设计意图：根据本课的四会单词Sunday及学生已有的知识储备，重构话语输出模
式，运用补全短文的形式，引导学生思考并完成“写”的任务，然后在班里进行口
头交流，从而进一步培养学生的语言运用能力。】
Step 5. Homework
( 1 ) Copy and recite the new words.
( 2 ) Write a short passage about your Sunday life.
【设计意图：本节课教师布置了两项作业。第一项为必做，抄写和背诵本课四会单词，
目的在于夯实基础知识与基本技能。第二项为选做，写一篇关于“我的周日生活”
的小短文，目的在于让学有余力的学生得到进一步的发展。】
六、板书设计

七、教学反思
本课是一节对话课，生词为：day, Sunday, week，重点句型为：How many days are there in a week? There are seven. 难点句型为：Give me a quick answer, please. What’s the first day of the week? 本节课，教师立足于知识与能力、过程与方法、情感态度与价值观的三维目标，本着激发学生兴趣、促使学生在运用中学习英语、提高课堂效率及促进学生主动说英语等宗旨，设计了Let’s ask, quick answer game, acting, let’s interview, let’s write and say等活动，达到培养学生语言运用能力、促进心智发展、提高综合人文
素养的目标。
反思本节课，比较成功的方面有：
一、引导学生在真实任务情境中感知理解语言
课上，教师运用听做活动Give me...和Quick answer game引导学生感知并理解本课的难点句型Give me a quick answer, please. 并运用班里同学和图片创设情境引导学生感知和理解本课难点单词first，学生在这样的情境中自然而然地理解了本课的两个难点内容。
二、适时激活语言知识，培养学生语言运用能力
本节课，教师运用Let’s ask，let’s interview和 write and say的活动，提供语言支架，激活相关语言知识，使学生在问一问、采访、写一写说一说中主动运用学过的语言知识进行交流，驱动学生在运用中学习语言，培养了学生的语言运用能力 。
三、结合教材内容，找准切入点，适时落实情感态度与价值观目标
根据本课主要教学内容，在拓展应用环节，教师将采访的主题设计为“Do you like
Sunday? ”，当学生完成采访任务后，教师顺势告诉学生：However, to watch TV and play
computer games or play cell phone too much is harmful to our bodies. So we should go to
some interesting places and do some interesting things and useful things in our life.引导学生
形成健康的生活方式，使学生感悟到学习和生活应该充实而有意义，落实本课的情感态度与价值观目标。
本课教学中还存在着一些不足，例如，在“写一写说一说”活动中，部分优秀的学
生有“吃不饱”的现象，其语言能力没有得到充分的发展。分析原因，教师在设计语言输出活动时只考虑到大部分学生的实际水平，忽略了个别优秀生的发展。因此，在今后的教学中，教师要加强输出活动的分层设计，既要面向大部分学生，又要照顾到班里极为优秀的这部分学生，争取最大限度地激活学生的语言知识体系，让学有余力的学生得到充分的发展。