1、1 粤人教粤人教 2011 版小学英语四年级下册版小学英语四年级下册 Unit 3 Bank or Beach? 第二课时第二课时教学设计教学设计 I. Textbook analysis（教材分析） In the lesson one, students have already grasped some basic places：a movie theater, a swimming pool, a hospital and so on. Except for that, they have also comprehended the sentence pattern: Where is
2、he/she going? He/She is going to .The course integrates the content of teaching materials, with the key words and sentence patterns as the core of the whole class, and simultaneously adds the sentence pattern： What can he/she do? He/She can.The previous elements enrich the classroom content, and lea
3、d students to integrate their knowledge independently. The main line is based on a situation that Yang Yang and Zhao Liying, who are students favorite movie stars, decide to give up being indulged in cell phone games and take part in outside activities. The main teaching content includes: a. Words：a
4、 movie theater, a swimming pool, a hospital, a bank, a shopping mall, a restaurant, a park, a supermarket. b. Sentence patterns： - Where is he/she going? - He/she is going to. - What can he/she do? - He/she can. II. Student analysis（学情分析） Students at Grade four are curious about English. They are ea
5、ger to show their English ability by playing games, singing English songs and chanting. However, the fact that in Information Age they are exposed to larger scale of information leads to the result that they are inclined to be interested in new teaching modes. Based on this fact, I has added the fol
6、lowing steps in my class: a. Introduce Students favorite movie stars, Yang Yang and Zhao Liying. I create 2 a situation that something bad happened to Zhao Liyings eyes enables me to invite students to “go outside” and make their weekend plans. The situational teaching can stimulate students interes
7、t and arouse their learning enthusiasm in learning how to make a weekend plan. b. The fishing game is a creative game that helps students to strengthen their memory of the words that they has learned in the previous lessons. c. The mind map enables students to summarize the key points of the whole c
8、lass and meanwhile, develop their thinking ability. III. Teaching objectives. Knowledge objectives（语言知识目标）: Students will acquire the ability to grasp and use the words in daily life-a movie theater, a swimming pool, a hospital, a bank, a shopping mall, a restaurant, a park, a supermarket. Language
9、ability objectives（语言技能目标）: a. Students will be able to use the words to answer related questions and cope with daily problems. b. Students will be able to use the sentence patterns-Where is he/she going? He/she is going to.What can he/she do? He/she can. Attitude objectives（情感态度目标）: Students will a
10、cquire the following lessons: a. Playing too many cell phone games is harmful and as a student, we should go outside and do more exercise. b. Zhuhai is a beautiful city and it is our duty to introduce her to our friends. Learning strategy objectives （学习策略目标） Students can access to different kinds of
11、 places and learn to finish tasks under the help of group cooperation. Cultural objectives（文化知识目标） a. Students are able to acquire the ability of how to make a weekend plan independently. b. Students are able to access to tourist spots in Zhuhai which enables them to 3 get acquainted with the place
12、where they have grown up. IV. Key points （重点） Use the sentence patterns fluently: Where is he/she going? He/she is going to.What can he/she do? He/she can. V. Difficult points （难点） Students tend to mix up two sentence patterns -“What are you going to do?” and “What can you do?” . Its difficult for s
13、tudents to acquire this habit without any basic grammar. VI. Teaching aids Powerpoints, fish stickers, paper of mind map VII. Teaching process （教学过程） Step I. Warming-up 1. Greetings T：Hello, boys and girls. How are you today? Ss: I am fine. T: I am fine, too. Weekend is coming, are you happy? Ss: Ye
14、s, I am! T: Where are you going on weekends? S1: I am going to the Zhuhai library. T: What about that girl, where are you going? S2: I am going to the beach. 2. Show a picture of two famous movie stars, Yang Yang and Zhao Liying. And then show another picture of Zhao Liying. Ask students to guess wh
15、at game she is playing. Design purpose: arouse the interest of students so that they can acquire the passion to continue the class at the beginning. Step II. Practice 1 1. Play the fishing game. (Ask the students to guess which word it is and catch the 4 “letter fish”. In the end, students are requi
16、red to spell the word together.) 2. Show a picture of Yang Yang and ask students to guess what game he is playing. 3. Play the guessing game. (Ask students to listen to the radios and see some pictures and then guess where they are going.) 4. Sing and dance with the song Where are you going? Design
17、purpose: with the help of games and the song, students are able to do a review of new words and sentence patterns. Step III. Practice 2 1. Ask students to do a listening task-guess where Yang Yang and Zhao Liying are going. 2. Ask students to fill in the blanks and find the answers that what Yang Ya
18、ng and Zhao Liying can do there. 5 3. Do a role play-ask students to do a pair work to practise the dialogue. 4. Draw a mind map which is based on Yang Yang and Zhao Liyings weekend plan on the blackboard. Design purpose: create more chances to put the sentence patterns into practice and teach stude
19、nts how to draw a certain mind map. Step IV. Production 1. Watch a video Where am I going in Zhuhai? 2. Ask students to have a group discussion-talk about their own weekend plan. 3. Invite two groups to talk about their weekend plans in front of the whole class. 4. Ask students to finish the mind ma
20、p of Weekend Plan. 5. Invite two group leader to present their groups mind map. Design purpose: provide some practice for students to be more familiar with how 6 to draw a mind map. Step V. Summary Ask students to read the phases and the sentence patterns together. Design purpose: Strengthen the stu
21、dents ability of memorizing the words and the sentence patterns. VIII. Homework Provide two types of homework for students to choose. a. Ask your parents about their weekend plan. Draw a mind map of their weekend plan. b. Write a passage about your groups weekend plan. Design purpose: On the basis o
22、f the different level of students, two different levels of homework reveal the core of quality education. IX. Blackboard Design Before class: After class: 7 X. Reflection 本节课教学内容选自粤人教 2011 版小学英语四年级下册 Unit 3 Bank or Beach? 的第二课时。现将对这节课的整体思路和反思阐述如下： 1. 通过介绍学生喜爱的影视明星杨洋和赵丽颖， 从两人玩手机游戏导入， 带 领学生在游戏中复习单词，激发
23、学生学习的兴趣。 2. 接着创设情境， 通过赵丽颖玩游戏导致眼睛不适向学生进行本节课的情感 教育-不要贪玩手机游戏， 应该多运动， 多参与室外活动。 情感教育的渗透自然， 不生硬。 3. 承上启下，和学生一起又唱又跳，一首Where are you going?成功引入 “周末计划”的话题。 4. 设置连线题以及填空题不同难度的任务，激发学生的竞争意识，同时对 “Where is he/she going? He/she is going.”进行了很好的巩固和突破。 5. 作业的设计有梯度， 照顾了不同层次的学生， 体现了素质教育的核心理念， 充满人文的关怀。 6. 但是让学生完成思维导图的时间较短， 导致部分学生没来得及完成思维导 图而无法上台展示。 7. 从课件制作的角度来说，音频制作应该更加清晰，以便学生听力的提高。 通过总结和信息反馈，我认为本节课有一些方面需要改进：1. 在细节上多 注意，给学生预留充分的练习时间。2. 闯关任务可以拓宽思路，研究更加新颖 的形式。3. 多研究各种动画、音频、PPT 制作的软件，提升个人的信息能力技 术。
