1、Unit4 There are seven days in a week. Lesson 24 一、一、教学目标教学目标 （一）能够正确地听、说、认读本单元三会单词：weekend, park, theme park； 能够听、 说、 读、 写四会单词： day, Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, week, today。 （二） 能够正确地听、 说、 认读三会句子：“How many days are there in a week? There are seven. When do you hav
2、e PE lessons? We have PE lessons on Monday and Tuesday. What day is today? Its Wednesday. There are seven days in a week. They are Sunday, Monday, Tuesday, Wednesday, Thursday, Friday and Saturday. What do you usually do on weekends? We usually go to the theme park.” 并能在生活情境中 灵活运用。 （三） 能够通过 fun stor
3、y 的学习将本单元有关语句联系起来， 将语言知识整 合运用，达到最佳学习效果。 （四）能够通过角色扮演熟练地运用所学单词和句型进行交际，培养小组协 作学习的能力。 （五）能够从小故事中的 Micky 身上学到在生活中不做淘气的孩子。 （六） 能够通过在小组合作学习中体验学习的乐趣， 树立英语学习的自信心， 逐步提高自己的学习效率。 二、教学重、难点二、教学重、难点 （一）教学重点 1能够正确地听、说、认读本单元三会单词：weekend, park, theme park； 能够听、 说、 读、 写四会单词： day, Sunday, Monday, Tuesday, Wednesday, Th
4、ursday, Friday, Saturday, week, today。 2能够正确地听、说、认读三会句子： “How many days are there in a week? There are seven. When do you have PE lessons? We have PE lessons on Monday and Tuesday. What day is today? Its Wednesday. There are seven days in a week. They are Sunday, Monday, Tuesday, Wednesday, Thursday
5、, Friday and Saturday. What do you usually do on weekends? We usually go to the theme park.” 并能在生活情境中 灵活运用。 （二）教学难点 1. There be 句型、When 的特殊疑问句和星期的表达。 2. 能够通过师生以及生生之间的互动学习，提高学生学习英语的兴趣，树 立自信心，发散思维，提升学生综合运用语言的能力。 三、学情分析三、学情分析 本课选自人教版（精通）英语四年级下册的一节复习课，主要通过一个 Fun story 复习巩固第四单元所学的内容。四年级的学生活泼、好动，对英语学习有 着浓
6、厚的兴趣，他们在课堂上表现活跃，热情很高, 对事物的理解和判断处于基 本的、表象的、直观的阶段，他们在参与教学活动中主要表现为“好玩”的状态， 他们自身还不能很好地认识到学习语言的目的。因此，在课上积极培养学生动脑 思考的能力，开拓思维，培养学生综合运用语言的能力是极其必要的。 四、教学准备四、教学准备 PPT, 练习，角色扮演的头饰，课表，单词和句子的磁条 五、教学五、教学过程过程 Step1. Warm-up 1.Lets sing a song. Sunday, Monday, Tuesday， Wednesday, Thursday, Friday, What day is today
7、? Today is Saturday. Its a sunny day. We can go to study. Hey! 师生同唱,边唱边做动作。 【设计意图】把二年级学过的一首有关星期的歌曲进行改编，通过唱一唱， 做一做的方式让学生对本单元所学星期进行快速回忆， 同时节奏欢快的歌曲也使 此环节更富有趣味性，扩充语言的可用资源。 2.Ask and answer. T: How many days are there in a week? Ss: There are seven. T: What are they? Ss: They are Sunday, Monday, Tuesday,
8、 Wednesday, Thursday, Friday and Saturday. 【设计意图】通过 Ask and answer.的方式紧扣本单元所学，再次复习星期有 关的单词和句型，为接下来运用语言打下基础，调动学生学习的自主性，丰富了 学生的语言表达，也使学生的语言输出更完整。 3. Lets talk about the timetable. 【设计意图】通过谈论课表的方式再次复习有关星期、课程以及什么时间有 什么课相关的单词和句型， 再一次回顾本单元所学内容， 进一步加深学生的印象， 为学习 Fun story 做铺垫。 Step2. Presentation 1.情景铺垫，激发兴
9、趣 呈现 Micky 的图片 T: Boys and girls, look! Whos coming? Ss: Micky. T:Yes. He has a present for you. Guess, Whats in it? Ss: . T: Look! Its a fun story. 【设计意图】为故事铺垫背景，引出故事主角之一Micky，利用学生的 好奇心，用带礼物的方式有效地吸引学生的注意，激发学生对文本的认知渴望和 学习热情。 2.整体感知，体会情感 T: When you watch the video, you should finish the questions. Q
10、1: How many animals are there in this story? Q2: Who are they? 【设计意图】 在整体呈现故事之前出示两个问题， 让学生有目的地观看动画， 并整体感知动画内容。其目的是让学生整体处理问题的能力。 3.逻辑串联，精读课文 在整体感知文本之后，按照故事情节，将小故事分成三部分，引领学生细化 文本学习，逐一突破故事的重难点。 （1）T: In this story, what day is it today? But Micky says:“What day is today now?”Now watch the video, and th
11、en answer my questions. 播放动画 T: OK. Lets answer the questions. In fact, what day is it today? Ss: Its Tuesday.（将 Tuesday 的磁条贴在黑板上） T:Yes. Today is Tuesday. But Micky says：“What day is today now?” Ss: Look! Its Wednesday now.（将 Wednesday 的磁条贴在黑板上） T: Excellent. Now its your turn. Who wants to be Mick
12、y? Ss: .（角色扮演） （2）T: Excellent. Oh, its Wednesday. Mimi is happy. Why? This time, please listen to the video and fill in the blanks. 播放故事录音 T: OK, boys and girls, Mimi is happy. Why? Ss: . T: Because she has a music lesson this morning. Now, lets check your answers. T: Excellent. This time, who want
13、s to be Mimi? Who wants to be Rabbit? Who wants to be Micky? Ss: .（角色扮演） T: Well done. My dears, What day is today? Ss: Today is Tuesday. T: So, its . Ss: Its Micky. T:Yes. From this, what do you think about Micky? Ss: . （3） T: Good. What do they think about Micky? Now, watch the video again and ans
14、wer my question. 播放动画 T: Well, what do they think about Micky? Ss: . T:Yes. Micky, you naughty monkey. Dont go with us. Micky says what? Ss: Oh, Im sorry. T: Right. Now, who wants to be Mimi? Ss:. T: Who wants to be Rabbit? Ss: . T: Who wants to be Micky? Ss: . （角色扮演） T: Excellent. We can know Micky
15、. Ss: Micky, you naughty monkey. T: Nice. Boys and girls, if you are Micky, you should say what? Ss: Im sorry. T: Good. So we shouldnt be naughty like Micky. OK? Ss: OK. 【设计意图】运用 PPT、动画、声音等多媒体手段，通过逐层设问让学生推 测、分析、判断、归纳和总结故事的发生和发展，通过角色扮演将学生置身于故 事情景之中，充分调动学生的积极性，提高学生的综合语言运用能力。 4.再现文本，强化理解 （1）T: Well don
16、e. Now please read after the video. Ss: . 播放课文音频，跟读，再次整体理解文本内容。 （2）T: Great! My dears, lets work in groups. Please read in roles, and then I will ask you to act it out. Understand? Ss: Yes. 【设计意图】让学生和理解故事的基础上回归文本，听录音并跟读，同时关 注语音、语调，将情感融入故事情感中，通过小组合作的方式进行角色扮演，为 语言输出做好铺垫。 Step3. Practice T: You have do
17、ne a good job. Look! Micky is a lovely monkey now. Can you play a game with him? Ss: Yes. T: Good. Now lets check. Please listen to the video, and number it. 【设计意图】让学生通过 Listen and number. 的习题，进一步巩固本单元所 学内容。 Step4. Language use Play in role T: Excellent! My dears, its your time. Lets act in groups.
18、【设计意图】让学生分小组进行角色表演,在表演中能准确把握人物的情感， 引导学生学会倾听，并且培养学生团队合作的能力。实现在表演中体验情感和表 达情感的目标。 Step5.Additional activities T:You are so good today. This time, lets try your best to retell the story. 【设计意图】复述故事是语言输出的重要形式,可以培养学生的语言记忆能 力和表达能力。让学生站在讲台前自信地表达和复述，一方面可以再次将文本呈 现，强化学生的记忆；另一方面也能提升学生的自信心和成就感，进而培养学生 的综合运用能力。 Step6. Homework 1. Retell the fun story. 2. Talk about the story with your friends. 六、板书设计六、板书设计
