Lesson 21名师教学设计

同盛学校教师教案

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Unit 4

There are seven days in a week. Lesson 21 课

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1 new 本册教材是人教版（精通）四年级英语，每个单元都有一个主题，每一课都是由课文，单词和歌谣/歌曲/小活动组成的，本单元的主题为星期。本课的主题为星期特别是Wednesday 和Thursday这两个单词以及重点句型What day is today? It’s …的用法。

四年级的学生有了三年的英语学习基础，已经逐步具备运用英语单和句子表达自己观点的能力，喜欢参与游戏和竞赛，具备通过小组合作分析

完成任务的能力，大部分孩子对英语学习依旧保持着浓厚的学习兴趣，喜欢在课堂上表现自己，针对学生们喜欢展现自我风采的特点，本课设计了精彩的游戏、男女生对抗以及小组合作设计timetable环节，采用多种方式为孩子们提供展示自我的平台，激发学习的学习兴趣。

1. 本单元围绕学生一周学习和生活的话题，创设真实情景进行教

学。能够理解和说出以下句子：How many days are there in a week? There

are seven. When do you have PE lessons? We have PE lessons on Monday and Tuesday. What day is today? It’s Wednesday. There are seven days in a

week. They are Sunday, Monday, Tuesday, Wednesday, Thursday, Friday,

Saturday. What do you usually do on weekends? We usually go to the theme park.

2. 能够正确地听、说、认读下列单词：weekend, park, theme park；

听、说、读、写单词：day, Sunday, Monday, Tuesday, Wednesday, Thursday, 教

学Friday, Saturday, week, today，并能够在真实情景中运用。

3. 能够运用本单元的核心句型、词汇对一周七天进行简单问答，目

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对星期、活动等问题理解并在真实语境中进行初步运用。

4. 通过本单元的学习，培养学生热爱生活，喜欢学习的良好心理状态，使学生感悟到每天的学习和生活应该充实而有意义。

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学能够正确地听、说、认读单词：Wednesday, Thursday。 学情重

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能够在真实的语境中理解、会用句型：What day is today? It’s Wednesday.并进行问答。

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Multi-media, cards, timetables.

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Lesson 21

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Step I: Warm- up and revision: 1.

Greeting and introduce the rules.

【设计意图】

师生问好，活跃气氛，将班里学生分成boys和girls两组进行比拼，将一周七天做成独立卡片进行奖励，使学生在巩固前面所学的同时感知本课内容。

2.

Free talk: Make up sentences according to the numbers as following：7,12,3,42,20 Come up with questions according to the question words mentioned below：

how many, what, when Ss raise up questions and then choose one of the Ss to answer. 【设计意图】

让学生根据数字造句旨在复习巩固前面所学，为后面的练习进行铺垫，进而由浅入深的引入用疑问词提问，主动权完全交给学生，在生生互动过程中巩固旧知。

StepⅡ: Presentation: 1. T : Look, here is a timetable. T comes up with questions as following: (PPT)

(1)How many lessons are there in the timetable?

(2)How many English lessons do you have in a week? (3)What do you do in English class? (4)What subjects do you like? (5)What subject do you like best? Why? (6)When do you have PE lessons? （Give Ss day cards as a reward if they give correct answers.)

【设计意图】

利用前面所学句型的问答互动引入本课重点单词Wednesday和Thursday。Wednesday.利用日历学习Wednesday, 同时引入重点句型What day is today? It’s Wednesday .进行问答操练。 2. T: PPT: Teach new word: Wednesday

[’wenzdi]

(1)Spell the new word in pairs.

T: I say the first letter you say the rest letters of the word. (2)Word’s extension: e [e] : twenty, elephant, end, everyday (3)Make sentences using Wednesday. (4)Ask and answer: What day is today? It’s …

(5)Introduce the short form for Wednesday.

【设计意图】①.鼓励学生总结整理元音字母e发[e]的音的单词，培养学生积累单词的好习惯，从而拓展学生的词汇量。②.运用所学新单词造句有利于激励学生将之前所学内容大胆应用到课堂中，从而促进了语言的有效输出。③.引入重点句型What day is today? It’s …进行操练，以便达到巩固练习的目的。

3. T: P PPT: Teach new word: Thursday

[’θə:zdi]

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(1)Spell the new word together.

T: I say the first letter you say the rest letters of the word. (2)Word’s extension: ur [ə:] :hamburger, turtle, purple, hurt

(3)Make sentences using Thursday. (4)Ask and answer: What day is today? It’s …

(5)Introduce the short form for Thursday. 【设计意图】学生由集体拼读单词过渡到给个别字母提示拼单词，由简入难的操练设置帮助学生掌握当堂所学。为学生创造机会与同学互动，在互动中让学生去体会所学单词，而并非简单机械的输入和操练。

4.T shows a calendar to Ss. T：We have learned Wednesday and Thursday. What are the rest of days in a week? They are Sunday, Monday…Saturday.

T guides Ss to know that a week consist of weekdays and weekend.

【设计意图】引入星期中工作日和周末的概念，为后面的课程埋下伏笔。

5. PPT: T gives Ss some clues about days of the week and then Ss guess what day it is mainly about.

【设计意图】此环节旨在结合前面所学操练重点句型：What day is today? It’s …根据线索猜极大的激发了学生的参与积极性，生生问答的形式使每个同学都参与其中，使重点句型得到充分操练。

6.

PPT: Red envelopes

competition.

【设计意图】此环节旨在操练重点句型：What day is today? It’s …

欢快的背景音乐以及激动人心的拆红包环节极大地吸引了孩子们的注意力，活跃课堂气氛。

7. PPT:

(1)What subjects do we have on Wednesday ? (2)What subjects do we have on Thursday ? (3)What day is today?

What subjects do we have? 【设计意图】通过问答操练巩固本课的重点句型，并且拓展另一句型What subjects do we have on…? 通过生生互动带动课堂气氛。

8. T comes up with questions as following: Q1:What day is today? Q2: How many English lessons do they have in a week? Q3: When do they have English? T plays the teaching flash.

Ss watch the video carefully and try to find out the answers for questions. Work in groups to discuss. Check the answers.

9. T plays the flash for the second time. Ss read out the dialogue following the flash.

Ss work in groups to read out the dialogue and prepare for the role play.

Role play. 【设计意图】小组合作讨论找出问题答案，学生在寻找答案的过程中熟悉课文内容，将重难点一一攻克，由繁至简的单词提示帮助学生逐步掌握当堂所学。

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StepⅢ:Practice: 1.

Work in pairs to make up new dialogues. Access.

【设计意图】鼓励学生将当堂所学进行拓展应用，小组合作促进学生相互学习，共同进步。组内生生互评，有利于培养学生的合作意识，促进相互学习，取长补短。

2.

Make your own timetables. Ss work in groups to design their timetables. After that Ss introduce their timetables to the classmates.

【设计意图】小组合作完成设计课程表这一环节旨在培养学生的合作能力，进而锻炼学生的综合语言运用能力及应变能力。

3. Emotional education:

Mother’s Day & Father’s Day

Time waits for no man.

【设计意图】鼓励学生在与父母在一起的时候勇敢表达对父母的爱。

StepⅣ: Summary: T: Let us see what we have learned today. Who can conclude?

T guides Ss to conclude what they have learned in this class. Words:

Wednesday

Thursday

Key sentences:

What day is today? It’s

…

StepⅤ:Homework: 1.

Finish the exercise book in Lesson 21. 2.

Write a new passage to introduce your lessons. Unit 4

There are seven days in a week. Lesson 21 What day is today? Wednesday It’s

.

Thursday

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本课的授课内容是四年级下UNIT 4第21课，本单元的主题为There are seven days in a week.

本课的内容包括课文对话，两个重点单词：Wednesday和Thursday。重点句型为：What day is today? It’s…

我将

weekday和weekend的区别引入为后面的课程教学埋下伏笔，另外，我将What subjects do we have on … ?这一句型作为拓展融入到问提问环

节供学生操练。同时，鼓励学生自主创设情境，运用所学语言文化知识，将评价与所学单词相结合，让学生在竞争的同时充分体会到重点单词和

句型的用法。但是在练习环节我设计的design your timetable没有把课堂气氛推向高潮，这一点是我需要在今后的教学中改进的地方。现将我对

这堂课的整体设计思路阐述如下：

一

、以用数字造句过渡到用特殊疑问词造句问答导入，旧知带新知，教

开启整堂课。

二、单词的导入我选择由上一问题的答案引出重点单词，鼓励学生总结学

整理元音字母e发[e]以及字母组合ur发的[ə:]音的单词，培养学生积累单词的好习惯，从而拓展学生的词汇量。在这一环节，ur发音的例词不反

好找，我应该提供一些简单易记牢的例词展示。

三

、在对话操练的环节通过反复的多种形式的对话练习，帮助孩子体思

会重点句型的用法。绝大部分学生能够流利地表演对话。

如果能够给孩子们提供更加充裕的练习时间，那么效果会更好。在设计课程表环节，

孩子们通过小组合作进行沟通和设计，这一活动将本堂课所学进行拓展延伸，同时孩子们也体会到了小组合作的乐趣。

四

、课堂评价是我着重培养孩子的一会环节，我尽可能多的将课堂的主动权交由孩子们手中，让孩子们去选择回答问题或者做下一组对话的

人选，并且鼓励学生进行生生评价。

我想，英语教学应该更加需要情趣、体验、多维和互动，同时教师

要欣赏学生，激发并且保持学生的学习兴趣，鼓励学生自己解决问题，让学生在亲身体验中学会知识，培养口头表达能力。

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