(完整版)译林版英语四下Unit2Afterschool教学设计

译林版英语四年级下册Unit2 After school第一课时

【教材解读】

译林版英语教材是根据基础教育阶段课程改革的精神编写的，比较全面地考虑了形成综合语言能力的语言技能、语言知识、情感态度、学习策略和文化意识等五个方面，为小学英语教学的有效模式和途径的探索搭建了一个坚实的台阶。

本课是译林版英语四年级下册第二单元的Story time，该单元的核心内容是谈论课外活动，Story time呈现的场景是在放学后，Liu Tao想找同学一起打乒乓球所遇到的种种。作为第一课时，我们需整体理解课文，正确领会词句的含义及用法，最终达到正确、自然、流利地进行对话或朗读短文。课文的重点是呈现What day is it today？及其回答，学会谈论课外活动的相关句型。同时既延续了上册中学的I have…句型，又引出She has…，让学生初步感知了主语为第三人称单数的变化。可以让学生自主学习与合作学习结合，引导其整体感知课文。

四年级学生聪明活泼，模仿能力较强，经历了一年半的快乐英语学习，对英语有着极其浓厚的兴趣，课堂上敢于表现自我，他们基本能在丰富多彩，生动有趣的课堂活动中感知语言，习得语言。但，四年级的学生更热衷于形象记忆。因此，应将重点句型与难点化解于情境教学中，为学生创造更多运用语言的机会。坚持面向全体学生，采用生动活泼的教学方法是本节课的准则。

【目标预设】

依据小学生英语新课程标准所提出的总目标，以及学生的整体认识水平，从知识教学、能力培养等方面考虑，我确立本课时的教学目标为：

1．知识目标：

1）能初步听懂、会说、会读单词及词组：today, Monday, Wednesday, Saturday，go and…,come and …,a football match；

2）能初步听懂、会说、会读句型：I have…；He/She has…；We don’t have…；What day is it today?及回答It’s…What a pity! All right；

3）初步感知第三人称单数形式has的用法。

2．技能目标：

能正确理解课文，并较流利地进行角色扮演。

3．情感目标：

学会合理安排自己的课外活动，享受生活！

【教学重点】

1.能初步听懂、会说、会读单词及词组：today, Monday, Wednesday, Saturday，go and…,come and …,a football match；

2.能初步听懂、会说、会读句型：I have…；He/She has…；We don’t have…；What day is it today?及回答It’s…What a pity! All right；

【教学难点】

1、能正确理解课文，并较流利地进行角色扮演。

2、初步感知第三人称单数形式has的用法。

【教学准备】

Tape-recorder，PPT， Word cards，头饰

【预习要求】

读图P12-13，理解图意，划出生词，听录音，试着跟读课文。

【教学设计】

Step 1： Warm up

1.Greeting

T: Hello, boys and girls. Nice to see you.

2．Enjoy an English song ：《Days of the week》

T: There are seven days in the song .

What day is it today?

【设计思路：欣赏一首与星期有关的歌曲，轻松活泼的旋律能让学生快速融入英语学习的氛围，同时初步感知星期类单词，并自然转入free talk，随机教学星期类单词中的一个，以听读为主，并为下面的free talk做铺垫。】

3.Free talk

What lessons do you have today?

How many subjets do you have this term?

What are they?

What subjects do you like? Why？

Can you…now？ When can you …?

【设计思路：谈论第一单元中的话题，了解学生喜欢的学科，亲切自然。当学生回答PE时，追问原因，并引导学生思考能否现在进行这些活动，从而转入课题：After school。这样的设计不显得问题突兀，学生易于接受，过渡自然。】

Step2 Pre-reading

Check up the preview：

1.What would Liu Tao like to do after school?

2.Can Liu Tao play table tennis with his friends today?

【设计思路：问题式导入文本有助于训练学生的英语思维，以检查预习的形式可以达到快速有效进入文本的目的。】

Step3 While-reading

1.Watch the cartoon and find the answer.

1）What day is it today ?

2）Can Liu Tao play table tennis with his friends today ?

3） They can play table tennis on .

（核对答案时教读：Wednesday/Saturday）

T: Do you have any lessons on Saturday?

T: Yes. We don’t hav e any lessons on Saturday.（理解教读）

【设计思路：带着问题观看动画能有效集中学生的注意力，提高效率，训练思维。通过观看录像可以调动他们视觉、听觉和记忆力来参与语言活动。】

2.Read and match. 自读课文，并且连线

Mike have a swimming lesson

Su Hai have a football match

Su Yang have a swimming lesson

【设计思路：通过top-down式的阅读，让学生对全文有一总体印象，通过连线的方式检查其阅读效果，并注意培养学生在阅读过程中掌握浏览、跳读等阅读技巧。】

3. Teaching the new words and phrases.

（再读课文，圈出生词，交流讨论）

a.教读单词match 比赛

T:I can say: have a football match.

What can you say? （新旧知识结合，练习basketball match帮助学生记忆单词及词组）

b.教读单词

swimming 游泳名词

swim 游泳动词

c.变成句子，把have 变成has

Mike has a football match on Wednesday. 出示单词has,并且板书与教授。Su Hai has a swimming lesson on Wednesday.

Su Yang has a swimming lesson on Wednesday too.

T: So, Su Hai and Su Yang（两个人，复数）have a swimming lesson on Wednesday. （齐读）

d．Mike，Su Hai and Su Yang can’t play table tennis with Liu Tao. So,What a pity!(引导学生自主感悟what a pity的语音语调，试读。)

【设计思路：第二次阅读篇章，旨在使学生掌握篇章的细节信息，扫除词汇障碍。生词的呈现尊重学生的个体差异，鼓励学生自主发现生词之间的规律，根据已掌握的读音技巧试读单词。并采用归类比较的方法，使学生更好地掌握生词。】

4. Read the story time.

a.Read after the tape

跟录音朗读，并且强调语音语调

逐句跟读，注意语音语调。

b. Read it together.

c.Read in roles

d.以小组为单位，选择一种喜欢的方式读一读课文。

【设计思路：录音或示范朗读都可以使学生了解文章内容和朗读特点，不同形式的朗读训练是课文教学必不可少的环节。应鼓励学生模仿语音语调，可以利用学生好胜心理强的特点，开展比赛，带动学生们学习英语的信心和兴趣。以学生为主体，让学生自选喜欢的方式读课文，并适时采取生生评价、师生评价，让学生在体会到朗读的成就感。】

Step4 Post-reading

a. Fill in the blanks

It’s Wednesday today. Liu Tao would like(想要)to play table tennis. But Mike has a football match. Su Hai and Su Yang have a swimming lesson. They don’t have any lessons on Saturday. So(所以)they will go and play table tennis on Saturday.

【设计思路：以填空的方式，帮助学生更深层次地理解课文，同时，学生的书面训练得到保证。并通过对课文内容的复述，进一步对课文内容和语言点进行巩固，并使语言点的运用落实在篇章之中，使运用更具意义。】

b．Make a new dialogue

续编故事：放学了，你想邀请好朋友观看足球比赛，可是……

小结：合理安排自己的课外活动，享受生活！

【设计思路：话题继续延伸，进一步鼓励学生发挥自己的想象力和主观能动性，并与实际相结合，提出自己的新观点，新思路和新方法，创设较真实的语言环境，真正用英语做事情，学会安排自己的课外活动。】

Step5 Summary

What have you learnt this class?

当你想问今天星期几，可以说：

当你拒绝他人的邀请，说自己有游泳课怎么说：

当你想说麦克今天有音乐课，怎么说：

当你想表达星期六不要上课，你怎么说：

【设计思路：小结是课堂活动不可缺少的一个环节，小结的方式很多，采用情境对话式的小结，让学生轻松回顾本节课的知识点。】

Step5 Homework

1. Copy the phrases

after school, go and play table tennis, what day，have a football match come and play table tennis，have a swimming lesson ，what a pity

on Saturday

2.Listen and read the story time five times.

3.给自己设计一张丰富多彩的课余作息时间表，并与好朋友用英语交流。

【设计思路：尊重学生的个体差异进行分层布置作业，1-2为必做题，3为选做题，将课堂延伸到课外，鼓励学生有意义地使用自己在本课中学到的日常用语。】【板书设计】

Unit2 After school

What day is it today？

It’s… Wednesday/Saturday. match

= =

WED SAT swimming

What a pity! All right!

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