四年级上册英语教案Unit 2 On the Weekend Lesson 1

1、.Unit 2 On the WeekendLesson 1 教材分析本单元的教学内容为描绘周末活动的短语：play computer games, climb a hill, pick fruit, go to a drawing club, go fishing, go to the cinema和visit ones grandparents。本单元的主情景图为学生在郊外参加秋游活动，大家边玩边交谈周末的活动。 教学目标【知识目的】纯熟掌握单词及词组: visit ones grandparents, go to a drawing club, climb a hill, pick fr

2、uit, play computer games, go fishing, go to the cinema, on the weekend, always, evening, house.【才能目的】The students are required to be able to speak and use these new words freely in daily life. The teacher should as much as he/she can encourage the students to speak English in daily life.【情感目的】The te

3、acher should create a condition where the students can enjoy themselves much while they are learning English. In other words, learning English should be fun, not a boring job. 教学重难点【教学重点】1. 学习并掌握词汇：visit ones grandparents, go to a drawing club, climb a hill, pick fruit, play computer games, go fishi

4、ng, go to the cinema, on the weekend, always2. 学习本节课的重点语句: -Do you often go to the cinema? -Yes, I do. -No, I dont【教学难点】学习本节课的重点语句: -Do you often go to the cinema? -Yes, I do. /No, I dont.并引导学生们进展稳固和拓展训练。使学生明白 often 和 always 之间的细微差异。 课前准备 Recorder, Multimedia. 教学过程Step1. Greetings and warm-up activi

5、tiesT: Class begins.S: Good morning / Good afternoon teacher.T: Good morning / Good afternoon children.S: Sit down, please.Step2. Presentation引入并讲解新单词visit ones grandparents, climb a hill, go to a drawing club, pick fruit, play computer games, go fishing, go to the cinema. 案例示范：Teach the words “clim

6、b a hill出示一张爬山的图片。T：这位小朋友在干什么啊？S：爬山。T：Right, 他正在爬山。出示单词climb a hill, 领读几遍，然后抽查学生读，且加以纠正其发音。出示visit ones grandparents, go to a drawing club, pick fruit, play computer games, go fishing, go to the cinema 等图片。老师带着学生认读和理解所有生词，并纯熟运用新学句型。Step3. Practice1. 学习新对话：2. 让同学们对句子Do you often go to the cinema? Yes

7、, I do/ N, I dont进展操练。Ss1: Do you often go to the cinema? Ss2: Yes, I do. Ss3: Do you often go fishing? Ss4: No, I dont.Step4. Homework 1. Copy the new words and sentences.“教书先生恐怕是市井百姓最为熟悉的一种称呼，从最初的门馆、私塾到晚清的学堂，“教书先生那一行当怎么说也算是让国人景仰甚或敬畏的一种社会职业。只是更早的“先生概念并非源于教书，最初出现的“先生一词也并非有传授知识那般的含义。?孟子?中的“先生何为出此言也？；

8、?论语?中的“有酒食，先生馔；?国策?中的“先生坐，何至于此？等等，均指“先生为父兄或有学问、有德行的长辈。其实?国策?中本身就有“先生长者，有德之称的说法。可见“先生之原意非真正的“老师之意，倒是与当今“先生的称呼更接近。看来，“先生之根源含义在于礼貌和尊称，并非具学问者的专称。称“老师为“先生的记载，首见于?礼记?曲礼?，有“从于先生，不越礼而与人言，其中之“先生意为“年长、资深之传授知识者，与老师、老师之意根本一致。2. Talk something about your weekend with your friends.语文课本中的文章都是精选的比较优秀的文章,还有不少名家名篇。假如

9、有选择循序渐进地让学生背诵一些优秀篇目、精彩段落,对进步学生的程度会大有裨益。如今,不少语文老师在分析课文时,把文章解体的支离破碎,总在文章的技巧方面下功夫。结果老师费力,学生头疼。分析完之后,学生收效甚微,没过几天便忘的一干二净。造成这种事倍功半的为难场面的关键就是对文章读的不熟。常言道“书读百遍,其义自见,假如有目的、有方案地引导学生反复阅读课文,或细读、默读、跳读,或听读、范读、轮读、分角色朗读,学生便可以在读中自然领悟文章的思想内容和写作技巧,可以在读中自然加强语感,增强语言的感受力。久而久之,这种思想内容、写作技巧和语感就会自然浸透到学生的语言意识之中,就会在写作中自觉不自觉地加以运