【教学设计】Unit 4 Part B（陕旅） (2).docx

陕西旅游出版社 四年级（下册） 畅言教育Unit 4 What Do You Do on Saturday?Part B 教材分析本单元的话题以学生的日常生活展开，在复习四年级上册Unit 7 Its Tuesday中星期和基本日常活动表达的基础上，继续学习如何谈论日常活动安排。使学生通过对功能结构What do / does . do on Saturday? I/He /She often + 动词短语.和Do you / Does your . often + 动词短语on Saturday? Yes, . / No, .的学习，学会用英语谈论日常活动安排，掌握一般现在时态的句子结构，理解一般现在时态的含义，并能够在日常生活中运用所学的词汇和句型自由交流。本单元的难点是在般现在时态中，主语为单数第三人称时，动词形式的变化。 教学目标【知识与能力目标】能听懂、会说、会读、会用下列句型：1. What do you / does your do on Saturday ?2. I / He / She often + 动词短语.【过程与方法目标】Warming-up: Think and circle, Lets talk, Look, Read and match【情感态度价值观目标】1. 教育学生养成合理安排课余时间、规律生活的好习惯。2. 引发学生思考，教育学生不能像故事中的男孩那样只注重学习而忽视了锻炼身体。3. 鼓励学生和他人进行小组合作，培养学生的协作能力。 教学重难点【教学重点】能借助所学词汇和句型在日常生活中进行简单的交流。【教学难点】复习和巩固现在进行时态，并能理解一般现在时态的含义。 课前准备 图片，PPT 教学过程一 Warm-up sing a song二 新课导入Lets learn more1. 复习以前所学星期单词，教师可通过提问引导学生说出周一到周日。T: How many days are there in a week?Ss: There are seven days in a week.T: What are they?Ss: They are Sunday, .T: I often climb the mountain on Saturday or Sunday. What do you often do on the weekend?2. 教师引导学生完成Warming-up: Think and circle部分。之后，可根据学生的选择提出以下问题，启发学生继续进行师生对话或组织学生进行两人对话：What do you do on Saturday?What do you do on Sunday?What do you do on the weekend?3. 教师在这里可以做个小结，提前渗透本节课的新词汇often和weekend：T: Hello, boys and girls. Nice to see you again. I do exercise on Monday. I fly a kite on Tuesday. And I often see a film on Wednesday. I often swim on Thursday. I often do some washing and climb the mountain on the weekend.课程展示活动和过程的设计建议(presentation)一 新课展示1. 教师承接上一环节，向学生渗透often的含义：频度副词“经常”。2. 教师板书often，并用该单词造句，让学生进一步理解其用法。如：I often watch TV on Tuesday.I often play football on Monday.I often see a film on Friday.3. 教师继续引入新单词weekend，教师可作如下介绍：T: I often do some washing on Saturday. I often climb the mountain on Sunday. I often do some washing and climb the mountain on the weekend.通过教师的介绍，让学生明白weekend意思是“周末”，是由week (星期)和end (结尾)组成的合成词。4. 接下来，教师可通过问答的形式让学生练习重点句型。如：T: What do you do on the weekend?S1: I often play football.然后，教师指着这名学生问其他学生：T: What does S1 do on the weekend?Ss: He / She often plays football.教师提醒学生注意：当主语是单数第三人称时，动词后须加-s或-es。5. 教师板书重点句型：What do you do on .?I often .What does your . do on .? He / She often6. 让学生两人一组用黑板上的句型进行问答练习，教师可先与一名学生进行示范：T: What do you do on Sunday?S1: I often watch TV.T: What does your father do on the weekend?S2: He often climbs the mountain.7. 教师引导学生问答，并注意讲解助动词does的用法。二 Part B Look and talk1. 教师出示本部分挂图，让学生依次说出相应的词汇:：fly a kite, play football, play games, climb the mountain, do some washing。2. 教师借助所给的句型就图片提问，学生回答：T:(出示洗衣服图片) What does she often do?Ss: She often does some washing.在这里，教师再次提醒学生注意当主语是单数第三人称时，动词也应作出相应的变化。T: (出示足球图片)What do the boys / they often do?Ss: They often play football.3. 学生两人一组相互问答。4. 教师选出几组学生进行展示，注意多肯定学生的表现，对于掌握程度不太好的学生，教师应注意加强引导并鼓励其将句子说完整。三 Part B Lets learn more1. 教师出示本部分对话的挂图或让学生翻到课本第28页，观察图片。2. 教师播放本部分的录音，让学生听录音，整体感知对话。3. 教师提出问题，要求学生带着问题再次听录音，然后回答问题。以下问题可供参考：Does Alice often do her homework on Saturday?What does Alices brother do on Sunday?Does Alices father play football on Sunday?教师要特别注意学生在回答时对动词第三人称单数的表达，必要时予以纠正和补充。4. 再次播放录音，要求学生模仿录音中人物的语音语调跟读对话。5. 教师将全班分为两大组，进行对话练习；集体练习之后让学生两人一组再次进行练习，教师巡视指导、纠正错误。四 Part B Read a story1. 教师出示课本第30页Part B Read a story部分的图片，引导学生仔细观察图片并回答问题。以下问题可供参考：Question 1: Whos in the story?Question 2: Does the boy often do exercise?Question 3: Does the boy often do his homework?Question 4: What is the boy doing in Picture 5?教学小贴士教师可以预设问题，引导学生在思考问题的同时理解故事的含义，让学生明白不能像故事中的男孩一样只注重学习而忽视了锻炼身体，最后启发学生思考：如果是你，你会怎么做？讨论之后让他们明白作为一名小学生，应该养成合理安排课余时间、规律生沽的好习惯。2. 教师播放录音，引导学生结合图片听Read a story部分的内容，理解故事大意。3. 教师讲授故事中的生词，处理疑难点：stay at home待在家里；stay待、停留at home在家A poor boy! 可怜的孩子！poor可怜的，贫穷的五 故事表演1. 教师再次播放Read a story部分的录音，要求学生逐句跟读。在这里教师 要鼓励学生模仿录音中的语音语调跟渎，比比看