Lesson 2教学设计和教学实录

广东人民出版社英语四年级下册

Book4

Unit7 Working or Playing 第一课时

教学设计

课例名称：Unit 7 Working or Playing 执教教师：欧燕华

教学设计：欧燕华

课型：新授课（第一课时）

学段：四年级上学期

教材版本：广东版英语

一、教学内容: 1、Book4 Grade 4 Unit7 P50 Story 二、教学流程图: 复习Book4 Unit2 What are they doing? 这首歌曲，既可以复习旧知识，活跃课堂气氛，也能让学生尽快投入到本节课所学的内容。

歌曲复习并热身

导入新知识

通过创设情境，启发学生思考，进而引出课文内容

呈现课文内容

从听－看－读－说，让学生充分了解、读懂课文内容，并掌握本节课的重点：现在进行时态。

通过分角色表演，激发学生学习英语的兴趣，培养他们的自信心和成就感，并把所学的知识学会运用。

巩固并拓展

总结

总结学习内容，布置作业，小组评价反馈。

三、教学目标: 1、知识目标

（1）Students are able to understand present tense.

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（2）Students are able to understand the story. （3）Students are able to recognize the words : Working, dancing. exercising etc. 2.技能目标

（1）Students are able to ask about and describe present actions correctly. （2）Some good Students area able to retell the conversation. The poor students are able to act or read the conversation. 3、策略目标：

(1)Students are able to learn to use the new language points to describe present tense. (2)Students are able to take part in the activities in class. (3)Students are good at communicating with others. 4.情感目标

(1) Inspire the students to tackle the vocabulary and use what they learnt to communicate with others. (2) To develop students' interests of English reading. (3) To strengthen the students’ consciousness of cooperation. 四、教学重点：

(1)Students are able to comprehend the story and the present tense. (2)Students are able to ask about and describe present actions. 五、教学难点：

(1) Students are able to ask about and describe present actions by using the present tense. (2) Students are able to master the skills of reading. 六、教学策略：

1、教学方法：本节课采用情景教学法、活动教学法和任务教学法。在教学中运用情景教学法，能让学生融入语言得情景中去学习语言和运用语言，既激发孩子们的学习兴趣，突破本节课的重点，也教会孩子基本的集中注意力的学习策略；同时，也运用了活动教学法增强孩子的自信心，使孩子获得成就感。采用任务教学法，使孩子在任务的履行过程中，达到学以致用的目的，突破了本节课的难点。

2、辅助手段：多媒体课件

3、准备材料：图片。

七、教学过程：

Step1 Warm up and review( 3 minutes)

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1.Sing a song from Book4 Unit2: What are they doing? The teacher shows the flash ,students do actions and sing together. 【设计意图】这首歌来自《开心学英语》四年级上册的Unit2 What are they doing?通过唱这首歌，使学生回忆起学过的有关知识，既能复习到旧知识，也能调动学生的情绪，使学生更好地进入学习状态，更快投入到本节课的学习内容。

2. Play a guessing game. 【设计意图】

通过游戏，让学生回忆起学过的有关现在进行时的表达方式，既引起学生学习和复习旧知识的作用，又为下一步学习课文作了铺垫。

Step2 Lead-in ( 4 minute)

1.Create a situation: It’s Sunday. Many people are in the park now. What are they doing? Have Ss look at the pictures and answer the questions. Then the teacher asks: “But

can you see Tony, Jenny and Gogo in the picture? Where are they now? 【设计意图】通过这种方式引入，很自然地使孩子们想知道Tony, Jenny 和Gogo现在在哪里，自然进而引出课文的内容。

Step3 Presentation (18 minutes)

1.Watch the story without words: After watching the story, have individual students answer the question：Where were Tony , Jenny and Gogo？

【设计意图】在四年级所学的基础上，让学生初步听对话，整体感知课文内容，使孩子们初步了解到Tony, Jenny和Gogo在哪里。

2. Watch the story with words: After watching the story, have individual students choose the correct answers. 1. What are Tony and Jenny doing? They are __________.2. What is Dad doing? He’s __________.3. What is Gogo doing? He’s ____________.

【设计意图】这次听对话,让学生进一步整体感知课文内容，教师提出更深层的问题，让孩子选择正确的答案。

3.Have Ss listen to the story again and try to remember the sentences. Then have students read the story after the computer. 【设计意图】通过跟读，既能进一步巩固所学的内容，又能为下一步Read in role和role play the story做好铺垫。

4. Have Ss role play the story in groups. Then ask some groups to come to the platform and show their performance. 【设计意图】这一环节通过孩子们的Act in role，让孩子们通过分角色的扮演进一步巩固所学的内容，同时让学生在分角色扮演的过程中体验运用英语的成功乐趣，从而培养学生学习英语的自信心和兴趣。

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5. Read in role: The Ss read the story in role with the teacher. 【设计意图】通过学生与教师分角色赛读的方法，教师的参与更加激发了孩子们参加的热情。它不但进一步提高孩子们学习英语的兴趣，同时也营造了和谐的师生关系。

Step4 Consolidation and Extension (13 minutes)

1. Have Ss read a passage about the story and then retell the story in groups. 【设计意图】通过让学生在小组内复述故事，进一步锻炼学生说的能力。

2.Make a chant about the story and have Ss chant together. 【设计意图】通过让学生唱歌谣，进一步巩固所需的故事内容，并让学生通过歌谣的形式记住故事中主要的人物正在做什么。

3.Have Ss watch a video about Gogo’s friend. Then have Ss answer the questions. 【设计意图】通过有趣的视频，让学生了解Gogo的朋友正在做什么，进一步巩固现在进行时的用法。

4.Extension: （1）In the story, Gogo is exercising when dad is working. Is Gogo right? 【设计意图】通过Gogo在大声地锻炼而爸爸正在工作，让学生理解只顾自己而影响到别人是不好的，起着思想教育的作用。

（2）Have Ss think of the ending of the story. 【设计意图】通过让学生站在Tony 和Jenny的角度想问题，学生续编对话，启发了学生的思维。

Step5 Summary and homework( 2 minutes) 1. Summary: Lead the students to summarize what they learnt in this class. 【设计意图】通过让学生总结，既能再一次全面巩固所学的知识，又培养学生的总结能力。

2. Homework:

(1) Listen to the tape and read the story. (2) Act out the dialogue in group. 分小组表演对话。

八、教学检测：

在学完Unit 8以后，我们就会对本单元进行针对性的小测，学完整个大单元Unit 5—Unit 8以后，我们将进行单元综合检测。

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九、板书设计

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