陕旅版四年级下册Unit 4 What do you do on Saturday?教学设计及反思
展开Unit 4 《What Do You Do on Saturday?》
教案及反思
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。
教学重点
1、会认、会读、会说重点短语fly a kite 、 do exercise 、 climb the mountain、 play football 、 do some washing、 do his homework
2、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.
教学难点
1、复习和巩固现在进行时态,并能理解一般现在时态的含义
2、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
pictures、cards、tape ect
教学过程
Ⅰ.课程导入(Leading In)
ⅰ. 课前复习
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。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。
ⅱ. 新课导入
1. 复习以前所学星期单词,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. 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. 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)
ⅰ. 新课展示
1. 承接上一环节,向学生渗透often的含义:频度副词“经常”。
2. 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.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,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,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.
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. 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,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. 引导学生问答,并注意讲解助动词does的用法。
ⅱ. Part A Let’s talk
1. 播放录音,让学生听并整体感知Let’s talk部分的对话。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. 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,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。
板书设计
教后反思
本节课的主要内容是围绕“What do you do on Saturday?”这一话题展开教学的,我将本节课的内容进行了分解整合,以新词组为铺垫,在学习句型的同时主要将一般现在时作为了重点训练,要求学生能讲述自己周末进行的活动及学会询问别人周末做什么,并将词组代入替换。
本课时虽然容量大,但难度不大,主要是在文本益友的基础上,强化学生对短语的巩固,对句型的运用,并且让学生在轻松愉悦的环境中,集思广义,让学生在小组讨论中,挖掘与文本有关的知识点,让学生将学过的英语知识点,形成总的知识点,让学生有话题可说,这样的学习氛围深受学生的喜欢。
这节课基本达到了预期的教学目的。不论是新旧知识的衔接,还是活动的设计,我都力争抓住学生,吸引学生,让学生积极参与到课堂中来。本节课是以话题为主的对话课。它以听说训练为主线,通过看、听、说、演练、等一系列教学活动,使学生获得最基本的英语交流能力,并在教学中充分激发学生强烈的学习愿望。使学生在轻松的氛围中学,和谐的情境中用,充分让学生主体参与、体验感悟、合作巩固,提高课堂效率。
在细节方面的处理我还不够巧妙,如:在整个的教学过程中,与学生的互动不是很顺畅,自身不能兼顾所有学生,特别是对学困生的引导与点播不够好。还有在时间安排方面不够合理,在practice这一环节中,显得较为仓促,如果能再花多一点时间让学生去练习,面向全体,使每个学生都有机会去表演,那也许效果会更好些。
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