新版-牛津译林版四年级下册Unit 2 After school第1课时教案设计

Unit2 After school (Story time)

【目标预设】

依据小学生英语新课程标准所提出的总目标，以及学生的整体认识水平，从知识教学、能力培养等方面考虑，我确立本课时的教学目标为：

1．知识目标：

1）能初步听懂、会说、会读单词及词组：today, Monday, Wednesday, Saturday，go and…,come and …,a football match；

2）能初步听懂、会说、会读句型：I have…；He/She has…；We don’t have…；What day is it today?及回答It’s…What a pity! All right；

3）初步感知第三人称单数形式has的用法。

2．技能目标：

能正确理解课文，并较流利地进行角色扮演。

3．情感目标：

学会合理安排自己的课外活动，享受生活！

【教学重点】

1.能初步听懂、会说、会读单词及词组：today, Monday, Wednesday, Saturday，go and…,come and …,a football match；

2.能初步听懂、会说、会读句型：I have…；He/She has…；We don’t have…；What day is it today?及回答It’s…What a pity! All right；

【教学难点】

1、能正确理解课文，并较流利地进行角色扮演。

2、初步感知第三人称单数形式has的用法。

【教学准备】

PPT，头饰

【教学设计】

Step1: Before reading

1.Greeting

T: Hello, boys and girls. Nice to see you!

Ss: Nice to see you too .

2. Enjoy an English song: 《Days of the week》

T: Let’s enjoy our English lessons now. Can you sing a song?

2. T:Then please tell me what is the song about? The song is about the days of a week. What are they?

(引出):Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday.

引出句型What day is it today? It’s….

Teach：Thursday  today

【设计思路：欣赏一首与星期有关的歌曲，轻松活泼的旋律能让学生快速融入英语学习的氛围，同时初步感知星期类单词，并自然转入free talk，随机教学星期类单词中的一个，以听读为主，并为下面的free talk做铺垫。】

3.Let’s talk

T: What day is it today?

Ss: It’s…

T: What lessons do you have this… ?

Ss: I have…

出示铃声

T:What subjects do you like?

Ss: I like …(PE)

T: It’s fun . I can …

T:Can I … now?

Ss: No. But we can … after school.

 教学：after school

T：Today we’ll talk about Unit 2 After school. (板书：Unit 2 After school)

T：What do you do after school?(学生们说说放学后做的事)

Ss:　I … after school.　

【设计思路：谈论第一单元中的话题，了解学生喜欢的学科，亲切自然。当学生回答PE时，追问原因，并引导学生思考能否现在进行这些活动，从而转入课题：After school。这些与学生的生活息息相关，学生易于接受。】 

Step2：While-reading

1．出示Liu Tao的图片

T: Oh, I know you can do a lot of things after school. What about our friends? What do they do after school?

T: (出示Liu Tao的图片) Look at this picture. Who is he? Yes, he is Liu Tao.

  What would he like to do after school? Can you guess?

Ss: …

【设计思路：从学生们谈论自己放学后做些什么，过渡到让学生观察图片来猜测刘涛放学后想做什么事？以此抓住孩子的好奇心，慢慢进入文本教学。】

T: Let’s have a look. Liu Tao would like to play table tennis.

T: Who does he invite? Who are they? Let’s watch the cartoon.

播放视频

 T:Who are they?(Mike , Su Hai & Su Yang)

【设计思路：带着问题观看动画能有效集中学生的注意力，提高效率，训练思维。通过观看录像可以调动他们视觉、听觉和记忆力来参与语言活动。】

2．出示图1：

T:How does Liu Tao invite Mike? What does he say?(学生说)

T:Let’s listen! What does Liu Tao say?

(听——出示——读)

T:Look at Liu Tao. How does he feel?

Ss:(高兴)

T: Yes, he’s happy. Can you read?

Ss:(学生用高兴的语气读一读)

T:Can Mike go and play with Liu Tao?

Ss: No, he can’t.

T: Why? Let’s listen!

Ss: Sorry, I have a football match today. 教学：match―― a football match

 （拓展：a basketball match, a table tennis match）

T:And what day is it today? Let’s look!   教学：Wednesday

T: Now, let’s read after the tape.(注意语音语调哦)

3．出示图2：

T: Mike can’t go and play table tennis with Liu Tao. So he invites Su Hai. What does he say?

Ss: …

(听——出示——读)

T:Look at Liu Tao. How does he feel?

Ss:(高兴)

T: Yes, he’s happy. Can you read?

Ss:(学生用高兴的语气读一读)

T:Can she play table tennis?

Ss: No, she can’t.

T: Why?(翻开书本，自读第2图，并划出相关句子)

Ss: Sorry ,I have a swimming lesson. 教学：swimming――swimming lesson

（拓展：a skating lesson）

T:Pracitise with your partner.(同桌表演此对话)

3．出示图3：

T:At last ,he invites Su Yang. What does he say?

 Let’s listen: What about Su Yang?

T:Can she play table tennis?( 自读第3图，并划出相关句子)

T: Look at Liu Tao. Is he happy now? How does he feel?

Ss: …

T: What can Liu Tao say?　教学：What a pity!

T: Can you try to read?(一个接一个读)

操练：Boys: Liu Tao  Girls: Su Hai

4．出示图4：

T:Look at Liu Tao now. Is he happy?

Ss: Yes.

T: Why?

Ss: He can play table tennis.

T:How do you know that? 出示图4

Read and find: When can they play table tennis ?

They can play table tennis on Saturday.

Teach: Saturday

T:Why can they play table tennis on Saturday?

教学：We don’t have any lessons on Saturday.(分解，教学朗读)

出示第四幅图片，学生跟录音读

5．Read after the tape.逐图跟读，注意语音语调。

T: Now let’s try to read after the tape.

6．以小组为单位，选择一种喜欢的方式读一读课文。

T:　Now, show your beautiful voice to your partners. You can read in roles ,read together. Let’s go!

7．Act the story.

T:Please stop reading. It’s show time now. Let’s begin!

【设计思路：录音或示范朗读都可以使学生了解文章内容和朗读特点，不同形式的朗读训练是课文教学必不可少的环节。应鼓励学生模仿语音语调，可以利用学生好胜心理强的特点，开展比赛，带动学生们学习英语的信心和兴趣。以学生为主体，让学生自选喜欢的方式读课文，并适时采取生生评价、师生评价，让学生在体会到朗读的成就感。】

Step 3Conlidation

Retell.

【设计思路：根据板书，帮助学生更深层次地理解课文，同时，通过对课文内容的复述，进一步对课文内容和语言点进行巩固，并使语言点的运用落实在篇章之中，使运用更具意义。】