人教版PEP四年级下册英语第二单元第一课时.docx

四年级下册第二单元第一课时教学设计一、教材分析Analysis of this lesson1、教学内容Teaching contents本节课为PEP教材小学英语四年级下册Unit2 What time is it, Part A的Lets learn和Lets do两部分。本课主要内容是让学生能听说认读与学习生活相关的单词和词组，能对时间进行问答，能听懂与学习生活相关的指令并做出相应的动作。2、教学重点Teaching points听说认读与学习生活相关的单词和词组breakfast, lunch, dinner, music class, P.E. class, English class.3、教学难点Teaching difficulties（1）掌握breakfast和oclock的发音（2）对新句型What time is it? Its oclock. Its time for.的理解和运用。二、教学目标Teaching aims1、认知目标Knowledge aim：（1）能够听懂、会说与学习生活相关的单词：breakfast, lunch, dinner, music class, P.E. class, English class.（2）能够听懂会说日常交际用语，并能熟练回答：What time is it? Its oclock. Its time for.2、能力目标Ability aim： (1)学会表达时间的句子,能在现实生活中运用。 (2)能够听懂并发出一些指令，如：Time for breakfastDrink some milk3、情意目标Emotion aim：（1）激发学生的英语学习兴趣,培养良好的英语学习习惯。（2）培养时间观念，养成守时、珍惜时间的好习惯。三、教法与学法Teaching & Learning Methods结合本节课的教学内容，充分考虑到四年级学生的认知规律与能力，以学生为主体，以人为本，运用现代信息技术优化教学手段交互式电子白板，采用情境教学法、全身动作反应法、整体语言教学法、任务型教学途径等激励情趣，创造充满生命活力的英语课堂。1、情境教学法Situational Approach运用电子白板创设时间情境，引导学生说出与学习生活相关的单词和词组，并且把时间和事物相联系，激发学生的学习兴趣，引导学生参与其中，与学生进行情感交流，激励情趣，使学生愉快学习。2、任务型教学途径Task-based Language Teaching Approach任务型教学途径是新课标倡导的主要教学途径，在这节课上我设计了抢答时间、图文配对，小组表演、“老狼老狼几点了”、制作时间表的活动。让学生在参与活动、任务过程中自然地运用所学语句，在活动的过程中发展英语思维能力和运用能力。3、全身反应教学法Total Physical Response四年级的学生有很强的模仿能力，当老师有意识地将语言与动作相结合来教学时，他们很乐于接受，一方面做到了形象、直观，另一方面也能最大限度地调动全体学生参与其中。4.整体语言教学法Whole Language Approach整体语言教学法首先强调整体，整体把握语言的“听、说、读、写”四个部分，而且把语言教学的范畴推广到与学生生活有关的各个方面。四、教学媒体选择交互式电子白板课件、交互式电子白板、视频、flash动画等。五、教学过程Teaching Procedures.Warm-up/Review1. Greeting.T：Good morning, boys and girls. How are you? Im glad to see you here. My name is Miss Jin. Nice to meet you. (设计意图：课堂教学刚刚开始，亲切的问候能迅速拉近与学生的距离。)2 .Lets sing a song : Ten little Indian boys.(设计意图：播放歌曲动画，调动学生的学习积极性，由歌曲复习数字，为后面时间表达的教学做准备。)II. Presentation1. Introduce the dialogue “What time is it? Its oclock.”T draws a clock on the whiteboard and asks: What time is it?Guide Ss to answer: Its oclock.T: If you want to know the time, you can ask “What time is it?” Follow me.T shows the time on the whiteboard. Let Ss ask and answer in pairs.（设计意图：教师按照钟表的格式写数字，让学生认读，自然巧妙的呈现出与本课内容相关的钟,学习时间的问答句型。）2. Game: Say the time quickly.T asks 2 Ss to come to the board. T shows the time, Ss say it quickly. (设计意图：使用指针可以活动的钟，让学生进行抢答时间的竞赛，对所学的语言进行巩固和检测，活跃课堂气氛，激发学生兴趣。)3. Introduce the word “lunch”.Let Ss watch a cartoon and answer some questions.T: Where is Zoom? S: He is in the canteen.T: Why? S: He is hungry.T: Why is he hungry? What time is it?Guide Ss to answer: Its time for lunch.T: What would you like for lunch?S: Id like . T :Lets chant. Lunch, lunch, time for lunch. Have, have, have some chicken/fish/.(设计意图：通过本册Unit1 Story time的故事动画创设情境，引出lunch。使用交互式电子白板的板书功能，教师在四线格中写单词，对学生起到书写示范作用，使学生注意正确的书写格式。)4. Introduce the words “breakfast” and “dinner”.Let Ss look at the pictures and guess the time.T: What time is it?S: Its oclock.T: Im hungry. Its time for breakfast/dinner.Ss read after T.T: What would you like for breakfast/ dinner?S: Id like .T: Lets chant.Breakfast, breakfast, time for breakfast. Drink, drink, drink some milk.Dinner, dinner, time for dinner. Eat, eat, eat some rice. (设计意图：以猜时间的游戏引出早餐和晚餐，把一日三餐放在一起连续教学，有助于学生对词汇的归类和理解，使学生产生时间观念。Chant巩固指令，寓学于乐，易学易记，韵味十足，朗朗上口，培养语感。)5. Introduce the words “English class”, “music class” and “P.E. class”.T asks Ss to guess the class and read the vocabulary.T: What time is it?S :Its oclock. Its time for class.T: What can you do at the class?S: We can .T: Lets chant.English, English, time for English. Read, write, read and write.Music, music, time for music. Sing, dance, sing and dance.P.E. ,P.E., time for P.E. Jump, run, jump and run. (设计意图：结合学科特点让学生猜出课程，创设情境新授动作指令。)6 .Look at Zhang Peng s timetable, let Ss read and match the vocabulary.7. Read the dialogue. Practise in pairs.A: What time is it?B: Its oclock. Its time for .(设计意图：白板呈现课文的内容，回归课本，引导学生进行单词和句型的操练，对所学的知识进行巩固、检测和拓展。).Practice1. Game: Mr. Wolf, Mr. Wolf, what time is it? (设计意图：通过此游戏操练问答时间的句型，激发学生的学习兴趣。)2. Lets do.T shows the cartoon and asks Ss to chant and do after it.T says and Ss do the actions. (设计意图：动作指令已经在前面逐步渗透教学，通过TPR活动，理解关于时间的指令，能根据指令做出相应动作。使用交互式电子白板的插入视频功能，播放动作指令的视频，让学生跟着画面和韵律一起说一起表演。)3. Do a lis