牛津译林版四年级下英语Unit2 Story time&Song time 教案

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1、Unit 2 After schoolStory time & Song timeTeaching contents 教学内容Story time& Song timeTeaching aims and learning objectives 教学目标1. 能初步听懂、会说、会读单词及词组：today, go and, come and , a football match2. 能初步听懂、会说、会读、会写单词：Monday, Wednesday, Saturday3. 能初步听懂、会说、会读句型：I have； He/She has；We dont haveWhat day is it to

2、day?及回答 Its；What a pity!；All right4. 初步感知第三人称单数形式 has 的用法5. 能初步会唱歌曲 Days of the weekFocus of the lesson and predicted area of difficulty 教学重点和难点教学重点：1. 学生能够从整体上阅读故事并理解2. 学生能够用正确的语音、语调朗读对话，表演故事教学难点：学生能够阅读理解故事并表演Teaching procedures 教学过程Step 1 Greeting 1. Free talk2. Song time: Days of the week 【设计意图：用

3、歌曲活跃课堂气氛，让学生在轻松愉悦的环境下进入本节课的学习，并由此话题引出接下来要学习的内容。 】Step 2 Presentation1. T: What do you hear?S: Sunday, Monday, Tuesday (教授新词)T: Yes. There are seven days in a week.(呈现 Learning tips: Monday 缩写 MON MON=Monday)2. Sing the song together.3. Free talkT: What day is it today?S: Its (板书句型，教授 What day is it?

4、 Its)T: What lessons do you have this morning?S: We haveT: What subjects do you like? Why?S: I like BecauseT: (出示课程表)This is our timetable. What lessons do you have on Tuesday?S: We haveT: What about Friday?S: We haveT: What do you do after school?S: IT: Can you play football after school?S1: Yes, I

5、 can.T: Great! Lets go and play football after school!S1: All right.T: Can you play football?S2: No, I cant.T: Oh, what a pity! We cant play football together. What do you do after school?S2: IT: OK! Today, lets learn “Unit 2 After school”. 【设计意图：让学生初步感知句型 What day is it？及其回答，同时渗透句型I/We have go and

6、为下一步学习进行铺垫。对话结束后，引出课题，由此进入 story time 的学习。 】Step 3 Story time1. Watch and answer(出示 Liu Tao)T: Look at this picture. Whos he?S: Hes Liu Tao.T: What can he do?S: He can play table tennis.T: Good. What day is it today? (教授 today) Can Liu Tao play table tennis with his friends today?Lets watch the cart

7、oon together. And try to find the answers. (播放动画)T: What day is it today? S: Its Wednesday. ( Wednesday=WED, “d”不发音)T: Can Liu Tao play table tennis with his friends today?S: No, they cant.T: They can play table tennis onS: Saturday. (Saturday=SAT)T: Because they dont have any lessons on Saturday.【设

8、计意图：学生通过观看动画回答问题，整体感知课文。 】2. Read and match. (自读课文，并且连线)(PPT 呈现)(教授 match, swimmingswim)【设计意图：在学习 match 和 swimming 时，补充词汇 have a basketball match和 have a skating lesson，引导学生活学活用，拓展知识面。 】T: So, we can say: On Wednesday, Mike has a football match. (出示单词 has，并且板书与教授。提醒学生第三人称单数后使用动词的第三人称单数形式)T: What abo

9、ut Su Hai and Su Yang?S: Su Hai has a swimming lesson.Su Yang has a swimming lesson too.T: So, Su Hai and Su Yang have a swimming lesson.3. Listen and repeat (听录音逐句跟读课文，鼓励学生模仿语音、语调。重点指导句子 “What a pity！”的朗读。 “All right.”这个句子学生在二年级的时候已经学过了，掌握得比较好，所以在这一环节用听说的形式检验学生的掌握情况。对于个别基础差的学生进行指导。)【设计意图：精读课文句子，模仿语

10、音、语调，进一步掌握课文中的句子和词汇。 】4. Lets read(以小组为单位，选择一种喜欢的方式读一读课文。)【设计意图：学生可以根据小组情况，自主选择齐读、分角色朗读或表演课文。在此过程中鼓励学生用正确的语音、语调，并配上夸张的表情动作完成任务。 】Step 4 Consolidation1. Retella. Fill in the blanks (PPT 呈现)Its Wednesday today. Liu Tao would like to play table tennis.But Mike has a football match. Su Hai and Su Yang h

11、ave a swimming lesson. They dont have any lessons on Saturday. So(所以) they will(将) go and play table tennis on Saturday.b. Read it together2. Show time1) T: I want to play basketball after school. S1, lets go and play basketball.S1: All right!T: S2, lets go and play basketball.S2: What day is it tod

12、ay?T: Its Monday.S2: Sorry, I cant. I have a Math lesson.T: What a pity! How about Sunday? We dont have any lessons on Saturday.S1&S2: All right!2) T: Now please make a dialogue in groups of four and then act!【设计意图：活动要求学生用所学的语言进行对话。活动对学生的语言提出更高要求，期待通过创新、合作，共同将这节课所学内容以自己的方式演绎出来，课堂气氛再次升至高点。 】Homework

13、家庭作业1. Listen, read and recite Story time. 2. Copy and recite the new words: Sunday, Monday, Tuesday3. Make a new dialogue with your group members.Teaching aids 教学准备 (含板书设计)教学准备：人物图片、头饰、多媒体课件。板书设计： Unit 2 After school说课一、教学流程与设计意图下面，我们来简要回顾一下教学环节中的活动设计：Pre-reading 阅读前在阅读前阶段，首先通过歌曲Days of the week引出星

14、期名词，同时介绍小提示中的知识 Monday=MON，并通过歌曲的演唱巩固新知。接下来用句型What day is it today？向学生提问，让学生对新句型有初步的感知。在和学生谈论课程表之后引出话题：放学后做什么？由此自然进入 Story time 的学习。这样的设计意图在于：1. 激发兴趣和积极性；2. 完成歌曲和星期名词的教学；3. 渗透句型教学 What day is it？和 We have阅读前的活动为 Story time 的学习做好铺垫。While-reading 阅读中在阅读中阶段，我设计了以下 4 个层次递进的活动：其中 Watch and answer 要求学生带着任

15、务观看动画，达到整体感知课文的目的；Read and match要求学生独立阅读课文并完成任务，旨在引导学生关注课文中的细节信息。这两个活动的设计核心在于“阅读并理解故事” 。在理解后，为了更有效地加强语言输入，我又设计了 Listen and repeat 和 Lets read 这样两个朗读活动，重在培养学生正确的语音、语调，语感并进一步掌握课文中的句子和词汇。Post-reading 阅读后What day is it today? Wednesday=WED Saturday=SATItsI have a football matchHe/She has a swimming lessonWhat a pity!阅读后阶段，我设计了两个活动。首先，在学生理解故事的基础上，根据故事内容填空。此活动能进一步巩固本节课故事的教学。在学生完成练习中重点关注词汇 has 和 any 的填写。之后齐读，让学生站在讲述者的角度，从而对语言的理解和运用有更深的体会。最后的活动是让学生综合运用所学的语言进行组内表演。在此过程中，学生体会互助与分享，语用能力、合作能力和创新能力得到进一步提升。二、课堂关注点：1. 关注学生对文本的整体感知和细节信息的获取。2. 关注文本的理解，指导学生如何用正确的语音、语调朗读。3. 关注学生在活动中体验英语学习的乐趣。