四年级下册英语教案-Unit4TherearesevendaysinaweekLesson24｜人教精通版.pdf

Unit4 There are seven days in a week. Lesson 24 一、教学目标（一） 能够正确地听、说、 认读本单元三会单词： weekend, park, theme park ；能够听、说、读、写四会单词：day, Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, week, today二）能够正确地听、说、认读三会句子：“How many days are there in a week? There are seven. When do you have PE lessons? We have PE lessons on Monday and Tuesday. What day is today? It s Wednesday. There are seven days in a week. They are Sunday, Monday, Tuesday, Wednesday, Thursday, Friday and Saturday. What do you usually do on weekends? We usually go to the theme park.” 并能在生活情境中灵活运用。

三）能够通过 fun story 的学习将本单元有关语句联系起来，将语言知识整合运用，达到最佳学习效果四）能够通过角色扮演熟练地运用所学单词和句型进行交际，培养小组协作学习的能力五）能够从小故事中的Micky 身上学到在生活中不做淘气的孩子六） 能够通过在小组合作学习中体验学习的乐趣，树立英语学习的自信心，逐步提高自己的学习效率二、教学重、难点（一）教学重点1能够正确地听、说、认读本单元三会单词：weekend, park, theme park ；能够听、说、读、写四会单词：day, Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, week, today2能够正确地听、说、认读三会句子：“How many days are there in a week? There are seven. When do you have PE lessons? We have PE lessons on Monday and Tuesday. What day is today? It s Wednesday. There are seven days in a week. They are Sunday, Monday, Tuesday, Wednesday, Thursday, Friday and Saturday. What do you usually do on weekends? We usually go to the theme park.” 并能在生活情境中灵活运用。

二）教学难点1. There be句型、 When的特殊疑问句和星期的表达2. 能够通过师生以及生生之间的互动学习，提高学生学习英语的兴趣，树立自信心，发散思维，提升学生综合运用语言的能力三、学情分析本课选自人教版（精通）英语四年级下册的一节复习课，主要通过一个Fun story 复习巩固第四单元所学的内容四年级的学生活泼、好动，对英语学习有着浓厚的兴趣， 他们在课堂上表现活跃， 热情很高 , 对事物的理解和判断处于基本的、表象的、直观的阶段， 他们在参与教学活动中主要表现为“好玩”的状态，他们自身还不能很好地认识到学习语言的目的因此，在课上积极培养学生动脑思考的能力，开拓思维，培养学生综合运用语言的能力是极其必要的四、教学准备PPT, 练习，角色扮演的头饰，课表，单词和句子的磁条五、教学过程Step1. Warm-up1.Let s sing a song. Sunday, Monday, Tuesday ，Wednesday, Thursday, Friday, What day is today? Today is Saturday. It s a sunny day. We can go to study. Hey! 师生同唱 , 边唱边做动作。

设计意图】把二年级学过的一首有关星期的歌曲进行改编，通过唱一唱，做一做的方式让学生对本单元所学星期进行快速回忆，同时节奏欢快的歌曲也使此环节更富有趣味性，扩充语言的可用资源2. Ask and answer. T: How many days are there in a week? Ss: There are seven. T: What are they? Ss: They are Sunday, Monday, Tuesday, Wednesday, Thursday, Friday and Saturday. 【设计意图】通过Ask and answer. 的方式紧扣本单元所学，再次复习星期有关的单词和句型， 为接下来运用语言打下基础，调动学生学习的自主性， 丰富了学生的语言表达，也使学生的语言输出更完整3. Let s talk about the timetable. 【设计意图】 通过谈论课表的方式再次复习有关星期、课程以及什么时间有什么课相关的单词和句型， 再一次回顾本单元所学内容， 进一步加深学生的印象，为学习 Fun story做铺垫Step2. Presentation 1. 情景铺垫，激发兴趣呈现 Micky 的图片T: Boys and girls, look! Whos coming? Ss: Micky. T: Yes. He has a present for you. Guess, Whats in it? Ss: . T: Look! Its a fun story. 【设计意图】为故事铺垫背景，引出故事主角之一Micky，利用学生的好奇心，用带礼物的方式有效地吸引学生的注意，激发学生对文本的认知渴望和学习热情。

2. 整体感知，体会情感T: When you watch the video, you should finish the questions. Q1: How many animals are there in this story? Q2: Who are they? 【设计意图】在整体呈现故事之前出示两个问题， 让学生有目的地观看动画，并整体感知动画内容其目的是让学生整体处理问题的能力3. 逻辑串联，精读课文在整体感知文本之后， 按照故事情节， 将小故事分成三部分， 引领学生细化文本学习，逐一突破故事的重难点1）T: In this story, what day is it today? But Micky says:“What day is today now?”Now watch the video, and then answer my questions. 播放动画T: OK. Let s answer the questions. In fact, what day is it today? Ss: Its Tuesday. （将 Tuesday 的磁条贴在黑板上）T: Yes. Today is Tuesday. But Micky says： “What day is today now?”Ss: Look! Its Wednesday now.（将 Wednesday的磁条贴在黑板上）T: Excellent. Now its your turn. Who wants to be Micky? Ss: . （角色扮演）（2）T: Excellent. Oh, it s Wednesday. Mimi is happy. Why? This time, please listen to the video and fill in the blanks. It s Wednesday.Hello, Mimi.No, we have a music lesson._?But today is _. We have a lesson this morning.We have this morning.Hello, Mimi! Hello, Rabbit! Today is _.Let s go together.We have music lessons on_ and _.播放故事录音T: OK, boys and girls, Mimi is happy. Why? Ss: . T: Because she has a music lesson this morning. Now, let s check your answers. T: Excellent. This time, who wants to be Mimi? Who wants to be Rabbit? Who wants to be Micky? Ss: . （角色扮演）T: Well done. My dears, What day is today? Ss: Today is Tuesday. T: So, its . Ss: Its Micky. T: Yes. From this, what do you think about Micky? Ss: . （3）T: Good. What do they think about Micky? Now, watch the video again and answer my question. 播放动画T: Well, what do they think about Micky? Ss: . T: Yes. Micky, you naughty monkey. Don t go with us. Micky says what? Ss: Oh, Im sorry. T: Right. Now, who wants to be Mimi? Ss:. T: Who wants to be Rabbit? Ss: . T: Who wants to be Micky? Ss: . （角色扮演）T: Excellent. We can know Micky. Ss: Micky, you naughty monkey. T: Nice. Boys and girls, if you are Micky, you should say what? Ss: I m sorry. T: Good. So we shouldnt be naughty like Micky. OK? Ss: OK. 【设计意图】运用 PPT 、动画、声音等多媒体手段，通过逐层设问让学生推测、分析、判断、归纳和总结故事的发生和发展，通过角色扮演将学生置身于故事情景之中，充分调动学生的积极性，提高学生的综合语言运用能力。

4. 再现文本，强化理解（1）T: Well done. Now please read after the video. Ss: . 播放课文音频，跟读，再次整体理解文本内容2）T: Great! My dears, let s work in groups. Please read in roles, and then I will ask you to act it out. Understand? Ss: Yes. 【设计意图】 让学生和理解故事的基础上回归文本，听录音并跟读， 同时关注语音、语调，将情感融入故事情感中，通过小组合作的方式进行角色扮演，为语言输出做好铺垫Step3. Practice T: You have done a good job. Look! Micky is a lovely monkey now. Can you play a gam。