新译林版四年级英语上册第二单元第4课时教案

译林版小学英语（2024版）四年级上册Unit2Myday四上Unit2Myday第四课时课题Unit2Myday课时Review&融合绘本阅读课时本课共4课时本课为第4课时总课时第课时课时目标通过本课时的学习，学生能够：1.借助图文和音频，提取Zob一周的活动安排，以storymap的形式梳理；2.根据storymap讲述Zob一周的活动安排；3.分享个人认为有意义的事情，并简单说明原因;在阅读过程中感悟出如何排解无聊情绪的方法和态度。教学重难点1借助图文和音频，提取Zob一周的活动安排，以storymap的形式梳理；2.根据storymap讲述Zob一周的活动安排；.3.分享个人认为有意义的事情，并简单说明原因;4.分享个人喜欢的一周活动安排，并简单说明原因；5.在阅读学习过程中，渗透合理安排生活的习惯和态度。教学准备课内阅读材料：《外研社丽声北极星分级绘本第三册上》ZobIsBoredPPT课件、单词卡片、场景图片教学过程二次备课Beforeclass：SingsomeEnglishsongsStep1Pre-reading1.头脑风暴：Talkabouttheteacher’sdailyroutine.提问建议：WhatdoyoudofromMondaytoFriday?Whichisyourfavoriteday?2.观察封面及P7，预测情节提问建议：Whoishe?Ishedifferentfromus?What’sthedifference?Doyouknowsomethingaboutaliens?Whatdoyouknowaboutaliens?Howdoeshefeel?why?Doeshealwayshavenothingtodo?Step2While-reading1.图片环游，提取信息•学生在教师的引导下自主阅读绘本故事P2-6内容，并完成连线。Let’sreadfrom6andmatchthedaysoftheweekandthethingshedoes.onMondaydosportsonMondaydosportsonTuesdayhelpdaddothecookingonWednesdayhelpmumonThursdaygotoschoolonFridaydohomework提问建议:WhatdoesZobdofromMondaytoFriday?WhatdoyouthinkofZob’sschedule?•学生分小组，复述Zob一周的安排。OnMondays,Zob_______________.OnTuesday,he_________________.______________________________.______________________________.______________________________.Heisverybusy./Hehasabusyschedule.2.学生在教师的引导下预测故事发展。P7提问建议：Zobisverybusyonweekdays.Howabouthisweekend?HowdoesZobfeelonweekends?•学生在教师的问题引导下猜测和讨论，给Zob建议。提问建议：WhydoesZobfeelbored?Whatcanhedo?可参考语言结构：Zob,youcan_____________________.•教师使用新的活动任务推动学生进行信息的获取与判断。请学生自读绘本P8-17，勾出地球孩子们给Zob的建议。Earthchildren’sadviceEarthchildren’sadvicedohomeworkgoswimmingplayPing-PongdothecookingplaysportswatchTVhelpmumanddadcollectthings•教师通过提问检查学生信息获取与判断。提问建议：WhatcouldZobdo?可参考语言结构：Hecouldgoswimming/playPing-Pong/collectthings.•教师用问题引导学生再读P8-17，搜取细节信息并作答。提问建议：Doeshegoswimming?Why?DoeshegoandplayPing-Pong?Why?Whatcanhecollect?DoesZobtaketheiradvice?Whydoesn’thewanttocollectthosethings?Whydoeshewanttocollectspacejunk?可参考语言结构：Hecancollectbooks/footballcards/stamps/cutetoys.No,hehasabetteridea.Hewantstocollectspacejunk.•出示太空垃圾的图片和数量，激发学生思考。提问建议：There’s4500tonsofspacejunk.It’sabignumber.Whatdoyouthinkisameaningfulthingforyoutodo?3.根据板书提示,复述Zob的周末生活。老师示范，分小组复述。Zobisveryboredattheweekend.EarthchildrengiveZobsomeadvice.Zobgoes____________.Butthewater_____________.Becauseheisnotgoodat__________.Zob______________.Buthecan’t_________.Zobwantstocollectthings.Buthedoesn’twanttocollect_________.Becauseheisnotinterestedinthosethings.Finally,hehasanidea.Hewantstocollect____________.Step3Post-reading1.故事回顾：原音输入，齐读绘本，内化语言。2.故事迁移，推理判断教师引导学生，讨论怎样面对无聊情绪，比如应选择自己喜欢或擅长、或自己认为有意义的事情去做，建立积极的情感态度。WhenIfeelbored,I’dliketocookamealbecauseIlikecooking.WhenIfeelbored,I’dliketosingsomepopsongsbecauseIamgoodatsinging.WhenIfeelbored,I’dliketohelpmystudentsbecauseIthinkit’smeaningful.WhenIfeelbored,I’dliketo__________becauseIlike___________.WhenIfeelbored,I’dliketo________becauseIamgoodat________.WhenIfeelbored,I’dliketo______becauseIthinkit’susefulandmeaningful.Step4SummaryStep5Homework1.听录音，朗读故事。2.根据Zob的schedule讲述Zob的一周。制定自己一周计划，并用英语讲一讲。学生通过头脑风暴，激活已知经验和已有语言知识，为后续的阅读做准备。通过观察图片，提前介入故事想象，激发阅读兴趣和思考。学生阅读故事,通过连线将时间和活动匹配，连线降低了信息获取的难度，但又暗含着引导学生的逻辑思维能力。通过师生问答和图片帮助学生在真实的语境中学习本书的重点词汇和句型结构，强化理解。通过复述梳理故事的第一个部分，进一步熟悉schedule的