1、一、教学分析 （一）教材内容分析 本课是义务教育教科书人教精通版小学英语(三年级起)四年级下册第五单元的第 5 课时， 是围绕 weekend life 这一话题展开的对话课。通过 Peter 和 Jim 通电话，Peter 邀请 Jim 一起 去游泳， Jim 委婉拒绝的情景展开对话， 引出本课要学习的目标语言 What will you do tomorrow? Would you like to go swimming with me? Sorry. I cant go with you. Ill go shopping. 通过师生之间、生生之间的对话，自主感知、模仿、体验学习语言，学生
2、学会运用重点语句进 行询问、回答、描述等功能语句在真实的语境中进行交际。 （二）教学对象分析 本节课的授课对象是小学四年级的学生，他们想象力丰富，对新鲜事物充满好奇，喜欢模 仿，乐于表演。四年级第一学期的时候，他们已经学过短语 go shopping 和 go swimming 了， 本单元的前几课时中也已经学过关于询问别人周末生活的句子 What will you do this Sunday? 因此并不陌生，也基本上会用 Ill 的句式回答自己将要做的事情。但是，对于发出邀请的句 子 Would you like to go .with me? 学生们第一次接触，因此要想真正的运用所学目标
3、语 言进行会话交流，还需教师的引导和点拨，逐步去感知、感悟。 二、教学目标 （一）语言知识和语言技能目标： 1.学生能够听、说、读、写四会单词 do, go 和 swim. 2.学生能够听懂、认读本课所学的短语： go fishing/swimming/shopping 3.学生能够学会询问他人周末生活的计划，What will you do this Sunday? 并会用 Ill go. 来表达。学会用 Would you like to go .with me?的句子发出邀请，并会委婉礼貌地拒绝他 人：Sorry, I cant go with you. 4.学生能够说唱本课的歌谣。 （
4、二）情感态度目标 让学生树立培养多种兴趣爱好的意识，丰富自己的课余生活，热爱生活。 （三）学习策略目标 培养学生学会倾听、自主学习、同伴互助、合作学习。 （四）文化意识目标 让学生了解西方过节接打电话时的语言习惯，并学会如何委婉礼貌地拒绝他人。 三、教学重难点分析 1.教学重点： （1）短语：go fishing/swimming/shopping (2)学会询问他人周末生活的计划，What will you do this Sunday? 并会用 Ill go.来 表达。 2.教学难点： （1）学会用 Would you like to go .with me?的句子发出邀请，并会委婉礼貌地
5、拒绝他 人：Sorry, I cant go with you. （2）理解并掌握 go +动名词的用法。 四、教具准备 多媒体课件 ppt，光盘，翻页笔，四线格贴，调查问卷小卷，单词图片，奖励粘贴卡片等。 五、教学过程 1.Warming up (1)Lets chant:教师播放视频，学生一起说唱学过的歌谣。 Ill go to my music lesson this Sunday. Ill sing and dance. Ill go to my art lesson this Sunday. Ill draw and paint. (2)Make a new chant: What
6、will you do this Sunday? Ill have a picnic this Sunday. What will you do this Sunday? Ill watch TV this Sunday. What will you do this Sunday? Illread a book this Sunday. 【设计意图：快速热身，通过这首歌谣活跃课堂气氛，使学生能够尽快进入最佳学习状态。 】 2.Lead in Play a game: Look and say the pictures quickly.幻灯片呈现本单元所学过的短语，学生快 速说出来。如：sing
7、 and dance, read a book, play computer games. 【设计意图：复习巩固，对所学过的知识进行简单的回顾，使学生能够缓解紧张的情绪，同时 也为后面学习新知内容做一个衔接和铺垫。 】 3.Presentation 学习短语和句子： (1)Free talk.呈现情境，幻灯片出示 5 月份的日历，圈出今天上课的日期，T：Look here! What day is today? S: Today is Friday. T: Yes. Today is Friday. How about tomorrow? What day is tomorrow? S: To
8、morrow is Saturday. T: Yes. Tomorrow is Saturday. And the day after tomorrow is Sunday. Do you like Sunday? I like Sunday. How about you? Ss: Me, too. T: Because on Sundays, you dont go to school, yes? But what will you do this Sunday? (同时，教师板书该句子。 ） S1: Ill go to the park. S2: Ill go shopping. S3：.
9、 【设计意图：通过情境创设和师生问答自由交流的方式，直奔本课内容主题，让学生易于接受 谈论该话题。 】 (2）Guess and learn. T: Oh, some of you will do many things this Sunday. But what will I do this Sunday? Can you guess? Who wants to have a try? S1: Go shopping? S2: Go to the zoo? T:OK. Let me tell you. Now please look here.（幻灯片教师呈现自己孩子的照片）This lit
10、tle boy is my son. And he likes fishing. So, Ill go fishing with him this Sunday. Do you know fishing? Look! (幻灯片出示鱼的简笔画）This is a fish. And this is fishing. (幻灯片出示钓鱼的照片,突出动名词的书写变化规则）Do you know this time? Ss: Yes. T:OK. Now lets read :go fishing.(学生读短语，教师黑板贴图。 ） 学生看图回答教师问题：What will you do this Sun
11、day? S: Ill go fishing. 【设计意图：教师让学生猜测猜测自己周末将要做什么事情，这个话题比较贴近学生生活，使 他们有话可说，也能引起他们的兴趣，自然学习新知 go fishing.】 (3)学习新句子：Would you like to .? T: So , Ill go fishing this Sunday. Would you like to go with me? Yes or No? Ss: Yes.(教师板书句子，同时学生认读。之后，师生问答。) 【设计意图：教师很自然地谈到自己周末生活的计划，自然地邀请同学们参加，自然过渡到学 习新知 Would you l
12、ike to.?的句式。 】 (4) 学习短语：go shopping. 幻灯片，出示 Kate 的照片，T; Look here! What will Kate do this weekend? Can you guess? Who can have a try? S1: Go to the theme park? S2: Have a music lesson? T: Look! She will go shopping with her mum.(幻灯片呈现 Kate 母女俩购物的图片）Do you know shopping? Ss: Yes! 幻灯片出示商店的图片，T：Look！Th
13、is is a shop, a clothes shop, a shoe shop.接 着，呈现超市购物的场景，T: And now this is shopping,(强调变动名词时的字母变化规则） 之后，学生认读该词组，教师板书贴片，并提问：What will you do this Sunday? S: Ill go shopping. 【设计意图：教师让学生猜测猜测 Kate 周末将要做什么事情，自然学习新知 go shopping.同 时了解动名词的拼写规律。 】 (5)理解生词 buy T: Oh, now we know that Kate will go shopping wi
14、th her mum this Sunday. But what will she buy? 学生并不理解 buy 的词义，教师出示 Kate 和妈妈购物的图片，幻灯片呈现句子: Kate will buy _. 教师继续提示，T：What will she buy? A dress? Ss: No! T: A T-shirt? Ss: No! T: What will she buy? Ss: Shoes. T: Yes, her mum will buy her a pair of shoes. 【设计意图：对于 buy 这个词，学生第一次接触，很生疏，教师一步步提示，让学生理解该词 的意
15、思。同时，教师说句子 Her mum will buy her a pair of shoes.也是为对话最后一句话 的学习提前做一个铺垫。 】 （6）同样方式学习短语：go swimming. 教师黑板贴图片,接下来，T：Peter will go swimming this Sunday. Would you like to go swimming? Who wants to go with him? Ss: Yes! T: But who wants to be Peter this time to invite us? S1: Ill go swimming this Sunday.
16、Would you like to go with me, Miss Zhang? T: Oh, Im sorry. I cant. Because I have no time this Sunday. Ill go fishing with my son.(与前面呼应）同时，教师板书句子: Sorry. I cant go with you. 【设计意图：本部分内容，学生学习短语 go swimming 之后，教师让孩子们主动邀请，张口说 句子，教师回答的同时，很自然地透露出如何有礼貌地委婉地拒绝他人，让学生感知语言。 】 （7）say a chant: What will you do
17、this Sunday? Ill go swimming. Cool, cool, cool! What will you do this Sunday? Ill go shopping. Great, great, great! What will you do this Sunday? Ill go fishing. Super, super, super! 【设计意图：学完本课主要句子之后，说唱本课的歌谣，加以巩固所学， 也能通过这首歌谣缓 解紧张的学习情绪，稍作放松。 】 (8) Work in pairs: A: What will you do this Sunday? B：Ill
18、 go. Would you like to go with me? A：Yes，of course!/ Sorry, I cant. 【设计意图：学完本课主要句子之后，小组之间简单交流，加以巩固，同时也后后面学习本课 对话内容做一个前期铺垫。 】 学习对话： （1）Listen and say. 呈现 Peter 和 Jim 打电话情景的图片，T：Look！What is Peter doing? He is calling Jim. Do you know calling? (教师边提问，边示范动作，让学生理解 calling 的意思。)Listen. What does Peter sa
19、y? S1:Hi!Jim.This is Peter. 【设计意图：正式学习本课对话开始时，先呈现本课情境，将学生带入状态，引起孩子的好奇 心。 】 （2）Watch and answer.先整体感知对话文本，在听录音，回答问题： Q1：What day is tomorrow? Q2: What will Peter do tomorrow? Q3: Can Jim go with him? Q4: What will Jim do tomorrow？ Q5: What will Jim buy? 【设计意图：整体感知对话文本，对本课对话有一个大概的了解之后，听录音，模仿句子，回 答问题，练
20、习听的能力。 】 4.Practice (1)Listen and read. (2)Read in Roles (3)Read in pairs (4)Lets act. 【设计意图：通过多种形式朗读对话，听录音跟读、学生自己默读、全班大声齐读、分角色朗 读、小组同桌互读、角色扮演等多种形式，模仿语音语调，培养语感。 】 5.Prodution Group Work: Make a Survey 小组成员之间做问卷调查，记录下你自己和同学周末要做的事情，然后根据提示内容创编新的 对话。 Peter Kate Lisa have a picnic/ have a party go to the
21、 park/ go to the zoo go to my art/ music lesson go shopping/swimming/fishing A: What will you do this Sunday? B：Ill Would you like to go with me? A：Yes，of course!/ Sorry, I cant. Ill . B: Thats good! 【设计意图：结合本课重难点教学内容，设计问卷调查活动，该话题贴近孩子们的日常生活， 让学生们敢于张口去说，愿意表达，提高口语交际水平，达到语用的目的。 】 6.Conclusion T:OK. Boy
22、s and girls, we should have different kinds of hobbies to make our life more beautiful and colourful. So, please just enjoy your hobbies, enjoy your weekends and enjoy your life, OK? 【设计意图：情感态度教育：让学生树立培养多种兴趣爱好的意识，丰富自己的课余生活，热 爱生活。 】 7.Homework Please talk about your weekend life with your friends and make a plan about it. 六、板书设计 Unit 5Lesson 29 ? ? ? ? 11
