四年级下册Unit 4 What do you do on Saturday?教案

这是一份四年级下册Unit 4 What do you do on Saturday?教案，共5页。教案主要包含了教学目标，教学准备，教学过程等内容，欢迎下载使用。

Unit 4 What Do You Do on Saturday?

Lesson 2
【教学目标】
1．能听懂、会说、会读、会用下列句型:
—What do you / does your …do on Saturday ?
一 I / He / She often + 动词短语.
2．复习和巩固现在进行时态,并能理解一般现在时态的含义.
3．能借助所学词汇和句型在日常生活中进行简单的交流.
【教学目标】
1．能听懂、会说、会读、会用下列句型:
—What do you / does your …do on Saturday ?
—I / He / She often + 动词短语.
2．复习和巩固现在进行时态,并能理解一般现在时态的含义.
3．能借助所学词汇和句型在日常生活中进行简单的交流.
【教学准备】
1．教师准备:
（1）Warming-up: Think and circle部分的图片.
（2）Let's talk部分的人物头饰.
（3）Let's talk部分的教学挂图.
（4）Let's chant和Let's talk部分的教学音频.
2．学生准备一把直尺.
【教学过程】
Ⅰ．课程导入(Leading In)
1．课前复习
教师播放上一课时所学的Part B Let's chant部分的录音,学生跟读说唱并做动作.教师可引导学生代入本单元其他动词短语,改编歌谣,带领学生在轻松愉悦的氛围中复习词汇.
2．新课导入
（1）复习以前所学星期单词,教师可通过提问引导学生说出周一到周日.
T: How many days are there in a week?
Ss: There are seven days in a week.
T: What are they?
Ss: They are Sunday...
T: I often climb the mountain on Saturday or Sunday. What do you often do on the weekend?
（2）教师引导学生完成Warming-up: Think and circle部分.之后,可根据学生的选择提出以下问题,启发学生继续进行师生对话或组织学生进行两人对话:
What do you do on Saturday?
What do you do on Sunday?
What do you do on the weekend?
（3）教师在这里可以做个小结,提前渗透本节课的新词汇often和weekend:
T: Hello, boys and girls. Nice to see you again. I do exercise on Monday. I fly a kite on Tuesday. And I often see a film on Wednesday. I often swim on Thursday. I often do some washing and climb the mountain on the weekend．
Ⅱ．课程展示活动和过程的设计建议(presentation)
1．新课展示
（1）教师承接上一环节,向学生渗透often的含义:频度副词“经常”.
（2）教师板书often,并用该单词造句,让学生进一步理解其用法.如:
I often watch TV on Tuesday.
I often play football on Monday.
I often see a film on Friday.
（3）教师继续引入新单词weekend,教师可作如下介绍:
T: I often do some washing on Saturday. I often climb the mountain on Sunday. I often do some washing and climb the mountain on the weekend.
通过教师的介绍,让学生明白weekend意思是"周末",是由week (星期)和end (结尾)组成的合成词.
（4）接下来,教师可通过问答的形式让学生练习重点句型.如:
T: What do you do on the weekend?
S1: I often play football.
然后,教师指着这名学生问其他学生:
T: What does S1 do on the weekend?
Ss: He / She often plays football.
教师提醒学生注意:当主语是单数第三人称时,动词后须加-s或-es.
（5）教师板书重点句型:
—What do you do on ...?
—I often...
—What does your ... do on ...?
—He / She often
（6）让学生两人一组用黑板上的句型进行问答练习,教师可先与一名学生进行示范:
T: What do you do on Sunday?
S1: I often watch TV.
T: What does your father do on the weekend?
S2: He often climbs the mountain.
（7）教师引导学生问答,并注意讲解助动词does的用法.
教学小贴士
学生已经在四年级第一学期接触过like和do的第三人称单数形式.在这里教师可渗透一般现在时态的概念,即:一般现在时态用来表示经常反复发生的动作、存在的状态或习惯性的动作.可概括为:
a．经常性或习惯性动作;
b．长期存在的特征或状态;
c．普遍真理、客观事实等.
一般现在时态的结构:
陈述句中用行为动词的原形.但当单数第三人称作主语时,谓语动词的词尾要加-s或-es,变为动词的第三人称单数形式.
这里教师需要引导学生注意观察并归纳功能结构What does ... do on the weekend?让学生注意到在将一般现在时陈述句的肯定形式（主语为单数第三人称）变为疑问句或否定句时,即加了助动词does或doesn't后,动词要变回原形.
2．Part A Let's talk
（1）教师播放录音,让学生听并整体感知Let's talk部分的对话.教师可在听录音时,出示本部分图片,要求学生结合图片及听力内容理解对话.

（2）教师再次播放录音,让学生带着问题去听.建议问题如下:
Question 1: Who is in the picture?
Question 2: What is Grandpa doing?
Question 3: What does Su Nan often do on Saturday?
Question 4: What does Su Nan's father do on the weekend?
Question 5: What does Su Nan's mother do on the weekend?
（3）完成上述问题后,教师再次播放录音,要求学生模仿录音中人物的语音语调跟读本部分内容.
（4）跟读熟练后,学生同桌之间分角色读对话.
Ⅲ．操练活动的设计与实施建议(Practice Activities)
1．角色扮演
（1）借助所准备的头饰,先教师扮演爷爷、学生扮演Su Nan,分角色对话.教师可在对话的过程中加入打太极拳的动作,并压低声音,尽量夸张地模仿爷爷的声音,为对话增加趣味性,激发学生的表演欲.
（2）学生两人一组进行排练,教师可多在小组间巡视指导,纠正错误.
（3）随机挑选小组上台表演对话,并鼓励学生自主创编新对话.
2．游戏:滚雪球
教师在黑板上写出句子:What do you do on the weekend? What does he/she do on the weekend?
然后将学生按列分为若干小组,请每组的第一位学生先回答第一个句子:I often ...;第二位学生则先就第一位学生的答案回答第二个问句:He/ She often ... ,然后再回答第一个问句:I often ...;第三位学生先就前两位学生的答案回答第二个问句He / She ... He / She ... ,再回答第一个问句:I often ...;以此类推,最后雪球越滚越大,直到该列的最后一位学生回答完毕.看看哪一组所记下的正确句子最多.
3．Part C Read and match
（1）教师要求学生先仔细观察题目里的图片.
（2）教师领读短文,让学生了解短文大意.可稍加说明最后一句感叹句“How happy we are!”的意思是"我们多么高兴啊!"
（3）学生自己读短文,并根据短文内容用直尺将人物图片和相应活动的图片连线.
（4）教师挑选学生根据连线结果陈述句子,核对答案.