Lesson 24名师教学设计1

精通英语四年级下册Unit 4 Lesson 24教学设计 授课教师：天津南开翔宇小学

汪雅欣

一、教学目标 1.知识目标：引导学生复习本单元重点单词及句型，学会使用

“what day is today?”和“When do you have … lessons?”并可以将句型运用到对话及故事当中。

2.能力目标：能够在真实的情境中利用所学句型进行交流，并且运用到生活中。 3.情感目标：培养学生合作意识、参与意识，进一步提高对英语学习的热情，培养锻炼学生的口语交流能力。 二、学情分析 四年级是小学低年级向高年级的过渡期，孩子开始从被动的学习主体，向主动的学习主体改变，教学内容的设计以生动活泼,浅显易懂,学生易于接受和运用为主导思想。同时四年级学生对身边的事物已有一定的认识,学习积极性很浓,具有探索的欲望。而且学生活泼、好动，乐于参与，很少有羞怯感,善于表演模仿。

三、教学重点

引导学生熟练输出本单元有关一周七天days of the week和各种学科的单词以及句型，同时理解本课故事内容。

四、教学难点： 1. 学生能够灵活运用相关句型并在真实情境中学会运用。 2. 通过学习对话，提高学生口语表达能力，同时培养学生团结合作的意识以及主动参与课堂的意识。 五、教学过程

1. Warm-up/Revision (热身/复习) 1). T plays a new song to help Ss review days of the week. 2). T plays the sound of snoring and intrigue Ss to ask the question “Who is sleeping?”, and let Ss guess the answer.

Ex: T: Can you guess who is sleeping?

S1: It’s Mimi sleeping.

S2: It’s rabbit sleeping.

S3: It’s Micky sleeping.

3) T asks Ss to wake up Mimi together.

T&Ss: Mimi, Mimi! Wake up! Wake up!

Then T plays the slide and present a picture of Mimi sleeping.

2. Presentation (新课呈现) 1). T shows the picture about a calendar next to Mimi’s bed, and plays the question from Mimi and interest Ss to observe and offer the answer.

Mimi: Good morning! What day is today?

S1: Today is Wednesday. / It’s Wednesday.

2). Invite Ss to act picture 2 out.

T: Can you be Mimi and act it out?

(acting time) 3). T plays the video of picture 3 and brings out the question “What lesson does Mimi have on Wednesday?”

T: Can you tell everyone what lessons does Mimi have on Wednesday?

S1: She has a music lesson on Wednesday.

T: and how about you? What lessons do you have in a week?

T asks Ss to practice the dialogue in their group.

S1: What lessons do you have on Friday?

S2: I have Chinese lesson on Friday. 4). T shows the individual figure of Mimi and the Rabbit while asking to Ss what do they have in their hands. T: Here is Mimi, who can tell us what’s in her hand?

S1: She has a violin. T: Here comes the Rabbit, and what’s in his hand?

S2: He has a basketball.

T intrigues Ss to guess why they have different things. 5). T plays the video of picture 4. After it, help Ss to understand and figure out what day is today. More to it, ask Ss to guess who is right. 6). T plays the video of picture 5 to reveal the mystery.

T: So it’s Micki’s prank, what day is today?

Ss: It’s Tuesday.

T: What lesson does they have today? Ss: They have a PE lesson.

Let Ss to act this part out in their group. 7). Unveil the fact that monkey took the Tuesday paper off, and play the video 1 to Ss, and let them act it out.

8). Ask the Ss to guess what will Mimi and the Rabbit say to Micky. T: Mimi and Rabbit are very angry, can you guess what will they say to Micky? S1: MIcky, you are not my friends. S2: I don’t like monkeys.

S3: Don’t go with us.

T plays the video of picture 6, and act in group. 3. Practice (趣味操练) Play the whole story out, and read after it. Then invite several groups to act out. 4. Homework.

Read and act the story in group. 5. 板书设计

Unit4 Lesson24 Mimi’s week plan

6. 教学反思

本课我基于小学英语课程标准，在各个教学环节中培养学生创造性思维和批判性思维能力。对于学生来说每个故事中或多或少的都会存在一些不认识或不会读、不理解的词、句。如何处理好故事教学中出现的这些词、句是故事教学的重要内容，忽视不得。但是如果把这些词、句挑选出来单独学习，使得他们成为支离破碎的语言点，这在英语教学中是不可取的。提问时英语教学中最常用的方法，也是最有效的方法之一。有时一个有效的问题就像一石激起千层浪，让学生张开嘴主动表达自己的意思。在英语故事教学中，最有效的问题算得上是what will be happen ?和why?（会发生什么和为什么？）了。教师不要局限住学生的答案，也不要急于纠正学生的语法错误，学生用错词，教师只需说一遍正确的答案即可。千万不要打断学生，纠正其语法、用词错误。同时鼓励那些积极创新的学生和答

1 2 3 4 Mon

Tue PE

Wed Thu Fri

MUsic

案。通过将每幅图片按照逻辑顺序而非时间顺序帮助学生顺利进入故事情景，同时将故事中的语言和句型以游戏和角色体会的方式来促进学生深刻理解，