四年级下册Unit 2 After school教案及反思

这是一份四年级下册Unit 2 After school教案及反思，共6页。教案主要包含了教材简析，目标预设，重点、难点，设计理念，教学过程等内容，欢迎下载使用。
译林版小学英语四年级下册Unit2 After school第二课时教学设计【课题】四年级下册 Unit2 After school（Fun time & Cartoon time）【教材简析】本单元教学内容是译林版小学英语四年级下册 Unit 2 After school，主要话题是谈论课外活动，重点内容是一周七天的名称以及与如何谈论课后活动的相关句型。从教材编排来看，本单元是第一单元的延续，通过第一单元科目的学习，让学生通过课程表过渡到星期的学习，体现了语言学习的渐进性。本课时是第二课时，学生已经通过第一课时的学习初步掌握了星期的表达方法和相关句型，本课时的目标定位是进一步巩固星期的表达方法和相关句型，让学生在情境中体验学习，通过师生问答、生生问答、小组合作等方式，在唱、玩、演的过程中快乐地达成学习目标。对四年级的学生来说，本课的话题，贴近生活实际，有着浓厚的生活气息。教师要充分把握四年级学生的年龄特点，设计有趣的教学活动，寓教于乐，启迪学生的思维；充分运用多种教学手段，让学生浸入游戏、故事文本，通过文本体验与拓展，将语言知识的渗透置于真实的情境中，达到学以致用的效果。【目标预设】1.知识目标：①学生能熟练掌握四会单词：Sunday、Tuesday、Wednesday、Thursday、Friday、Saturday；短语get up；②学生能听懂、会说、会读单词：when 、every 、day③学生能熟练掌握句型： ---What day is it today?  ---It’s ...---What lessons do you have ?  ---I have ...---What about ...? ---He/She has ..初步理解运用: ---When do you get up every day?---At ...④学生能理解并有感情地朗读Cartoon time里的对话；⑤初步了解动词第三人称单数的概念。 2.能力目标：①学生能在真实的情境中熟练运用以下句型及其答语：---What day is it today? ---It’s ...---What lessons do you have ? ---I have ...---What about ...?---He/She has ...初步理解运用: ---When do you get up every day?---At ...②学生能在教师的引导和帮助下尝试运用正确的语音、语调朗读课文、表演对话。3.情感目标：①保持学生学习英语的兴趣，培养学生的合作意识；②帮助学生树立合理作息、劳逸结合的健康生活理念，从而拥有一个五彩的童年。【重点、难点】1.学生能在真实的情境中熟练运用以下句型及其答语：---What day is it today? ---It’s ...---What lessons do you have ? ---I have ...---What about ...?---He/She has ...初步理解运用: ---When do you get up every day?---At ...2.学生能初步了解has的用法。3.正确的语音语调，升降调、重读。【设计理念】基于“核心素养”的理念，英语课堂教学应是培养学生语言能力、学习能力、创新能力和实践能力的主阵地，更关注学生思维品质的发展，培养学生良好的文化品格。教师应在学生学习英语的起始阶段，激发和维持学生学习英语的兴趣，培养学生的自主学习能力和小组合作意识，充分发挥学生的主体性，培养学生的综合语言运用能力，从而达到提升学生的核心素养的目的。【教学过程】Step1：Warm up1. Greetings and rules(1).Hello/Good afternoon./Nice to see you./How are you?(2).Divide the whole class into two groups, then they will have a competition between boys and girls.（设计意图：课前学生分组，男女对垒，出示比赛规则。四年级的学生活泼好动，具有好胜心，对竞赛活动非常感兴趣。教师引出竞争机制，分组评价，使得课堂评价更加直观、便捷、高效，有效地激发学生参与的积极性和主动性。）2．Enjoy a song : Days of The Week (Songs For Kids)Watch the video and do some actions.（设计意图：欣赏英文歌曲视频，创设了良好的英语学习氛围，师生边做动作边唱，复习星期类单词，有效地调动学生的感官，激发学生英语学习的兴趣，使学生获得愉快的学习体验。）Step2：Presentation(Fun time)围绕week，展开活动T：What’s the song about?S：It’s about the week.(PPT 呈现：week)T: How many days are there in a week?S: Seven.Activity1: Write the days in order (short form)T: What are they? Can you write them in order?（设计意图：鼓励学生上黑板板书，按顺序写出一周七天的英文表达，将听说落实到写，通过开火车的形式，写对鼓掌、加分；在激励性评价中，培养学生正确规范书写的意识。）T:Let’s say it together.“Sunday, Monday, Tuesday...”  Boys and girls, we go to school from _____ to _____We don’t go to school on ____ or ______.(鼓励学生用英语表达，养成良好的英语思维习惯。)T:Most of us don’t have any lessons on Saturday or Sunday. That means they have no lessons on Saturday and Sunday.Learn : don’t have any lessons = have no lessons 没有课Activity2: Practice the dialogueT:On Saturday and Sunday, we are very happy. Is it Saturday today？S:No.T:What day is it today?S:It’s Wednesday.T:What lessons do you have today?S:I have ...Work in pairs.---What day is it today? ---It’s ...---What lessons do you have ? ---I have ...---What about Liu Tao/Su Hai? ---He/She has ...(根据Story time内容进行回答)板书句型：---What day is it today? ---It’s ...---What lessons do you have ? ---I have ...---What about ...?---He/She has ...(总结：当主语是第三人称单数时，动词用三单形式；学生齐读。)（设计意图：教师通过和学生之间的对话示范，让学生根据Fun time里的游戏图，进行问答，复习句型的同时，再次巩固了动词三单的用法。）   Step3：Presentation(Cartoon time)T: I like Saturday and Sunday .Because I can have a good rest.Listen !“Get up! Get up!”  Learn: get up 起床  It’s time for me to get up.  Bobby also gets up. Look at the picture, do you have any questions to ask?   S:...   S:...   ...(学生发挥想象力，预测文本，提出问题，为下面的听读活动做铺垫。)Activity1: Watch and answer1.Who can you see  in the story?     A. Bobby  B. Sam   C. My Rooster2.When does Bobby get up every day? A. At five  B. At six. C. At seven3.What about Mr Rooster? When does he get up every day?Practice in pairs:---When do you get up every day?---At…Activity2: Read and underlineT: Where is Bobby going?S: He’s going to school.Q1:What day is it today?Q2:Does Bobby have any lessons today?(引导学生自读课文画出问题的答案，并检查核对。）Activity 3: Look and imagineLook at Picture5,then imagine: What will Bobby say now?Bobby may have two different feelings---happy/sad.Encourage the students to imagine and share in class.Activity 4：Read and imitatea．模仿跟读 （注意语音、语调、重读）b．对话表演 （准确、流利、有感情）（设计意图：首先，教师鼓励学生通过读图，提出有价值的问题；然后，学生带着疑问欣赏课文动画，整体感知并学习词汇when，every day,同桌操练句型---When do you get up every day?---At…；紧接着，出示图4，学生观察图中Bobby的神情动作，得知Bobby去学校，并引出问题：What day is it? Does Bobby have any lessons today? 学生通过自读课文，找出问题的答案，进一步理解故事，培养学生自主学习能力；最后，学生根据图片的信息，进行想象，Bobby在听说今天是星期六时会有两种反应，一是高兴，二是难过，并猜测他会说什么；学生在读中学、学中思，通过观看动画、跟读、想象、角色扮演等课堂活动，学习、体验、理解故事，感受英语语言学习的乐趣。）Step4：Consolidation1.拓展运用 T:Today is Saturday. Bobby has no lessons. What will he do?Let’s have an interview with Bobby.（设计意图：鼓励学生在新的情境中运用所学语言，拓展训练学生的综合语言运用技能，培养小组合作意识。学生运用本单元的句型与书本中的卡通形象Bobby进行对话，通过一段采访，了解Bobby的活动安排。教师采用了师生、生生角色扮演的形式，将本节课的气氛带入高潮。）2.情感教育 “Keep a balance between study and rest.”“Enjoy your colourful childhood.”（设计意图：渗透德育于教学之中。教师出示两张图片，学生通过观察图中的小朋友熬夜学习、疯狂上补习班，最终导致身心疲惫，效率低下，真切地感受到合理安排时间的重要性。由此，师生产生共鸣：合理安排作息，劳逸结合，过一个五彩的童年，情感得以升华。）Step5：Homework1.Read and act Cartoon time.2. Ask your friends about their days and activities, then share in groups.  板书设计: