Lesson 23优秀教案说课稿

小学英语学科“一师一优课、一课一名师”评审活动

教学设计

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会话教学课

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人教版教材《精通英语》四年级下册

Unit 4

Lesson 23 教

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本课是第四单元第5课，由三部分内容组成：1. Just talk对话学习 2. Just read and write重点单词的认读、拼读和书写学习，重点句型的归纳、训练 3. Let’s play.在游戏中进行句型的操作。本课对第五单元内容进行整合，将go swimming, dance, read a book与第四单元词组结合，减轻学生负担。同时结合绘本教学，为学生扩充知识面，在生动的故事情节中自然扩大词汇量之外，培养良好的独立阅读习惯与能力。 本课的主要语言功能句是What do you usually do on weekends? I usually…学会表达在指定日期内的活动，并能将已学过内容融进本课，以旧带新，在真实语境中恰当运用；理解并会运用句型What do you usually do on weekends? I usually…；weekend, park和theme park为三会单词，week和today为四会单词。 学生在三年级已经接触过go to school等与日常生活相关的为本堂课的真实表达提供支撑的词汇。

1. 通过创设真实语境使学生进一步巩固,学会三会词汇weekend,park和theme park,四会词汇week和today；围绕“周末做什么”这个话题展开的交流学习活动，使学生学会以下句型，做到听、说、读三会：What do you usually do on weekends? I usually…理解并能听懂、会说,能够理解并表演本课的对话。

2. 通过本课的学习，学生能够运用本课所学语言知识表达周末愉快的生活。

3. 通过“周末通常做什么？”的话题交流，培养学生热爱生活、热爱学习的阳光精神风貌，使学生感悟到每天的学习和生活应该充实而有意义。

教学重点：

能够理解并表演本课的对话；能够运用What do you usually do on weekends? I usually…等句型及所学词汇，表达周末愉快的生活。

教学难点：

能够用What do you usually do on weekends? I usually…等相关句型及所学词汇，正确、流畅地表达周末愉快的生活，培养学生用所学语言进行交流的能力。

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（一）创设情境，激励参与

师生互致问候

T: Hello, boys and girls. Today we will learn Lesson 23.Before our class, let’s sing a song. All the students stand up.(Days of the week) OK. Now look at the picture. Look at the calendar. What day is today? S1:It’s Thursday today. T: What day is the next day? S2:It’s Saturday/Sunday today. T: Is today the weekend?(No.)They’re“weekend”.(全班齐读,教授新单词weekend) 【设计意图】课前的歌曲可以帮助学生缓解紧张的情绪，为本节课week内容做好铺垫。在师生问答星期几的过程中，引入本节课话题。

（二）多媒体辅助，呈现新知

1.T：What do you usually do on weekends? (学生先说说自己的weekend)Yes, on weekends we can do a lot of things. We can also go to these places. Look at the picture. This is the Water Park. And this is People Park. We also call it Renmin Park.(引出新单词park) Who can answer the question? S1:I usually go to the park on Sundays.(找学生读句子) T: It’s always fun. On weekends, we can go to the park. What’s this? Yes, this is the Ocean Park. This park is about Ocean. So many fishes here. Here is the dolphin show. It’s a theme park. Look, here is the amusement park. We can play there. It’s a theme park, too. Look, this is Mickey. And here is the Disneyland. Disneyland is also a theme park. We call all of them “theme parks”. (引出新单词)Theme park is a special park. Who can answer this question? 2.T：Look, who are they? They’re someone’s grandpa and grandma. What do you usually do on Sundays? S1：I usually go to see my grandpa and grandma on weekends.(引出新词组，全班齐读) S2: I usually have music classes on weekends. T: It’s always fun. 【设计意图】利用多媒体展示照片，创设情境，在情境中帮助学生学习新知，让学生将新旧知识结合，让学生以“滚雪球”的方式学***词汇量，并将后面扩展的绘本内容“It’s always fun.”在这里进行铺垫，让学生实际操作句型，提高交际能力。

（三）回归文本，听读训练

Listen to the tape and read after it.(学生跟读) 男女生进行对抗赛读课文

【设计意图】回归文本，让学生在课堂上听说、背诵，减轻课下负担，以对抗赛形式增加朗读课文的趣味性。

(四)绘本教学，扩展知识

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T： We talked about the weekend so much. Now comes our story time. What’s the name of the story Is it a good day or a bad day? Look, this little girl is Lily. And what day is today? Is today a good day or a bad day? Why? Let’s read the story together and find the answer. Who’s correct? Before reading, I have some questions to you.

Q1:What does Lily often do on Saturday morning? Q2:What does Lily often do on Saturday evening? I’ll give you one minute to read page 3 and page 5.Read by yourselves. Who can answer the first question? The second? I have another question. What happens? Let’s read it together. Look, where’s Lily? Yes, she’s in the cinema, seeing a movie. Look at the shoe. Is it a big shoe or a small shoe? Is it Lily’s shoe? Is it A woman’s shoe? No, it’s a man’s shoe. (重点教学A man steps on my shoe) Read the paragraph. (一起认读) What happens on Saturday morning? (请学生读)

Let’s read it together. T: What happens next? Look, what’s the time? Look at the moon. It’s in the evening. Who are they? They’re Lily’s grandparents. Look, whose shoe is it? It’s Lily’s shoe. And there is some water. Is it clean water? Can we drink it? No, it’s dirty. There is some water, too.(瓶装水)Is it clean? Can we drink it? （读dirty water，clean water）Yes .And Lily steps in the dirty water.

Read the paragraph. (一起认读) What happens on Saturday evening? (请学生读)

Let’s read it together. 【设计意图】以我校特色教学-绘本教学为方式开启本课阅读教学。鼓励学生通过观察图、回答教师提出的相关问题猜测Lily周六早上发生的事情；在老师的点拨下自然学习新的词汇；感知动词第三人称单数的运用。将绘本阅读与本课内容相结合，鼓励学生自主阅读，培养阅读兴趣、发展阅读能力、培养语感，并适当扩展单词、词组，让学有余力的学生扩展知识面，也为后面小组合作做铺垫。同时鼓励学生自主阅读后面的内容，并以回答相关问题的方式及时反馈学生是否读懂绘本内容。通过听、说、读、写的训练方式培养学生的综合语言运用能力；进一步反馈学生对绘本故事的掌握。

（五）小组活动，创编对话

1.Make a new dialogue in pairs.（带领学生认读一遍图片，两个同学一组到前面猜图进行对话）

2.完成练习

I usually ________________ on Saturdays.

I usually _______________ on Sundays.

I usually ______________ and ____________on weekends.

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【设计意图】以猜图形式让学生做对话，增加趣味性。书写环节将本节课所学词组的做到落实，进一步反馈学生的掌握情况。

1. Read the textbook. 作业

2. Read the story to your parents. 设计

3. Talk about your weekends . 4. Write about your weekends in English.

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