Sometimes-I-do-housework教学设计.doc

Sometimes I do housework.教学设计一、教材分析 本课是五四制小学英语四年级下册第四单元的第一课，本单元以weekend为话题，主要教学内容是用英语谈论自己和他人的周末活动。本节课紧扣生活实际，学生兴趣浓厚并且易于表达。二、学情分析 四年级的学生，已经有一年多学习英语的经验积累，学生有了一定的词汇量基础，例如本节课需要用到的各类动词短语，学生已经积累了许多，学生对英语学习已经有了一定的经验并养成了良好的学习习惯，对自己感兴趣的话题，他们渴望参与，乐于表达。因此在本课的设计上，充分调动学生的情感体验、探究欲望和主观能动性，让学生在大胆实践和积极参与的过程中，培养其积极的情感态度和自主学习能力，为他们搭建自我展示的舞台。 三、教学目标1、知识目标：（1）词汇： 能听懂、会说、认读、规范书写单词:visit, sometimes;能听懂、会说、认读单词: weekend, grandparents, museum,并能结合句型灵活运用。（2）句型：能听懂、会说、认读与单元话题相关的句型：What do you do at the weekend? I often . / Sometimes I .Do you often? Yes, I do.2、技能目标：能够询问他人的周末活动：What do you do at the weekend?能够表达自己的周末活动：I often . / Sometimes I .3、情感目标： 帮助学生培养健康、广泛的兴趣爱好，使其热爱生活，享受周末，过有意义的周末。4、语用目标： 运用所学习的句型What do you do at the weekend? I often . / Sometimes I .来询问他人的周末活动及表达自己的周末活动。 四、教学重、难点1、教学重点：（1）重点词汇是：visit, sometimes，weekend, grandparents等。（2）重点句型是：What do you do at the weekend? I often . / Sometimes I .2、教学难点：灵活运用所学知识询问他人的周末活动及表达自己的周末活动。五、教学准备多媒体课件、四线三格、单词卡片等。六、教学过程Step 1 Warm-up1. Greetings. T: Boys and girls, have a nice day! Ss: Thank you. T: You can also say“You，too.” to me. 【设计意图】课前与学生互相问好，营造和谐的师生关系和融洽的课堂氛围。更为重要的是通过使用“Have a nice day!”这一旧的语言内容向学生渗透本课新的语言内容“Have a nice weekend!”及其回应方法，点滴间加大语言的输入量。2. Sing a song. We will “Rock you!”T: Before the class .I am divided you into five teams. Because We will have a super PK. Do you know PK? PK means a competition. .Do you want to win? Do you have confidence to learn this lesson? So lets sing a song together: We will “Rock you!”【设计意图】课前分组进行分组PK，这首歌不仅活跃了课堂气氛，也鼓舞了学生的士气使他们更积极的参与到课堂。3.sharp eyes:出示以前学过的活动的图片。【设计意图】复习以前学过的动词的词组，为开展本节对话句型打下基础。From Monday to Friday we go to school.But On Saturday and on Sunday, we dont go to school, we dont have class. Its weekend（周末）.教授新词weekend。This class well share something about weekend. 【设计意图】通过sharp eyes复习以前学过的动词的词组，关注旧知复现率思考旧知迁移，为开展本节对话句型打下基础同时点明本单元话题，使学生对所学内容有明确的了解。Step 2 listening1. T: This is my weekend. I can do many things at the weekend. I often read books at the weekend. I often at the weekend. What do you do at the weekend? (周末你做什么？)Ss: I often at the weekend.2. Text.T: I know you oftenat the weekend. What about Li Ming? Lets watch a video. Try to find out the answer.(1)整体感知课文，划出Li Ming和Tom互相询问周末做什么的句子。Answer：What do you do at the weekend?(2)重点处理第二幅和第三幅图片。 Q1: What does Li Ming do at the weekend? A1: I often visit my grandparents. 教授新词组visit my grandparentsQ2: What does Tom do at the weekend? A2: Sometimes I do housework. Sometimes I go to the museum.教授新词组：go to the museum在处理第三幅图后新单词也已经处理完了，然后利用大气球大声读小气球小声读的方式，对本节课的单词进行巩固练习。利用这种趣味性的读法激发学生的兴趣，对后面的读课文打下基础。【设计意图】用大小声读的方式读新单词增加趣味性，并为后面的读文本打基础。(3)看微视频，理解频度副词，区分often和sometimes并能正确运用。利用课内翻转的形式解决本节课的难点。（4）pair work：对本节课的句型进行机械的操练。（5）处理第四幅图片，渗透情感教育。 T：Li Ming and Tom often do housework, too. Lets listen : This is my son. He has a nice name. His name is Gao Dashang. He is very helpful. He can help me do housework. 教授单词：help T: What housework do you often do? Ss: I often clean the floor/do the dishes/wash clothes T：I am glad to hear that. We should learn from Li Ming and Tom. We should help our parents do housework as much as we can.Step 3 Reading (1)Listen and repeat.(听录音并跟读) (2)Let the students read the text by themselves.（自由读）(3)Role play.（分角色读）【设计意图】分层次读课文，难度递进，让学生能在前面理解的基础上熟读文本。再一次语言输入，巩固发音基础。Step 3 Speaking1.Group work ：Do a survey.（做调查）我扮演小记者运用本节重点句型对几名同学进行采访然后让学生根据实际情况填写调查表，并在小组内用本节课句型进行练习。【设计意图】综合练习本节句型，通过 listeningreadingspeaking的过程。在前面大量的语言输入后在这一阶段进行语言输出。考虑语言输入的感知效益，创设合理情境，进行语言的拓展运用，在完成任务的同时，提高学生的综合语言运用能力。在小记者调查时，注重礼貌用语。让我们的英语课更贴近生活。Step 5 Summary Homework1. 总结同学们的周末生活2. 课件出示小学生志愿者的图片，思想意识渗透，希望孩子们能过个有意义的周末。