新版-牛津译林版四年级下册Unit 2 After school获奖课件ppt
展开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, Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday，after school, go and play …, have 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, Sunday, Monday, Tuesday, Wednesday,
Thursday, Friday, Saturday，after school, go and play …, have 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?
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 3 Consolidation
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。
Step 4 Homework
1. Listen and read Story time. Try to recite it.
2. Act the story with your friend.
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