Lesson 2第二课时教案

四年级上册英语公开课教学设计

Unit7 Working or Playing

授课者：赤溪有福学校

王秀仪

一、教学目标

(一)语言知识目标

（1）学生能听说认读单词“Dad”和“work, dance, exercise”及其ing形式。

（2）帮助学生复习句型：“What are you / they doing?; What’s he /she doing? “及其答语。

（3）帮助学生初步理解运用句子

“ Are you…? Yes, I am. / No, I’m not.”

（4）帮助学生正确理解story的内容

(二)语言技能目标

（1）学生能听说认读单词“Dad”和“work, dance, exercise”及其ing形式。

（2）学生能借助图片运用句子“ Are you…? Yes, I am. / No, I’m not.”

（3）学生能根据story的内容将人物和图片配搭起来。

（4）学生能分角色表演story的内容。

（三）学习策略目标

通过本课时的学习，在老师的引导下，学生能自己梳理归纳现在分词的构成；能够用现在进行时的一般疑问句，准确地表达对别人所发生或进行的动作的提问，并能对别人的提问进行回答。

（四）情感态度目标

1.通过本课时所设置的任务，提高他们的观察能力和判断能力，激发他们对学习英语的兴趣和热情，在接近生活常态的交际中乐于模仿，敢于开口，积极参与，主动请教。

2.通过对Story的学习，认识到别人在休息、学习或工作时，不要打扰别人，学会尊重别人。

1、情景教学法

情景法强调语言在情景中的应用，让学生身临其境地学习英语，使教学在生动活泼的情景中进行。学生在轻松的情景下，容易学到知识与运用知识。在本课时教学中，我根据教学内容，设计贴近学生实际的情景，让他们在一种自然、模拟真实的情境中体会语言、掌握语言的应用。

2、课前准备

将全班分成8个小组；练习材料人手一份；教具等。

二、教学策略

三、教学重点和难点

（1）教学重点：

1）对单词

“working, dancing, exercising”

进行听说、认读。

2）对句子“ Are you…? Yes, I am. / No, I’m not.”进行初步理解和运用。

( 2 ) 教学难点：让学生掌握exercise的发音并在实际情景中正确运用句型“ Are you…? Yes, I am. / No, I’m not.”。

1

五、教学过程：

I. Warming up 1. Greetings

T: Good morning, boys and girls.

Ss: Good morning, Miss Wang T: I like singing Do you like singing?

Ss: Yes. T: Good! Let’ s sing the song “What are they doing?”

Ss: OK. 【设计意图】吸引学生进入课堂，活跃课堂气氛。

2. Review T: Good job, boys and girls. Now, let’s look at the pictures. What are they doing? 1) Say the pictures. 【设计意图】复习相关的单词和句子，再现旧知,为下面故事作铺垫。

3. Presentation 1. Lead in.

T: Tony and his family are busy ,too. What are they doing ?Let’s look and listen. First, listen and tell me. Where are they? (学生第一次观看视频，对故事进行初步感知。) 【设计意图】让学生带着任务听录音，培养学生以听获取信息的能力，同时整体理解语篇。

2. T: Good! Now listen again, Please answer the three questions. 1)What’re Tony and Jenny doing? 2) Is Dad working? 3) Is Gogo dancing? (学生再一次听看故事，对故事进行整体感知。) 【设计意图】通过第二遍阅读，检查学生独立回答问题的能力。

3.T:OK.Can you match? Please read your books then match the pictures and the words on your paper.

4.Practice

1. Listen and repeat. T：Now, boys and girls. Let’s listen and repeat. 【设计意图】通过模仿录音语音语调对课文进行透彻的理解，通过分角色朗读让学生感受情景，趣能两得。

2. Let’s act. T：Now, boys and girls. Please read and act the story in your group. I’ll give you two minutes.

设计意图】通过学生表演，让学生通过自己的语言输出课本的语言。

3. Let’s chant. T: Yeah, you can act the story. Can you chant about the story? T: OK! Let’s chant.

Tony, Jenny, what are you doing? Playing, playing, we are playing.

2

Mom, Mom, what’s Dad doing? Working, working, he is working. Gogo, Gogo, are you dancing？

No, no, I am exercising. 设计意图】通过歌谣，既把故事知识内容巩固，又能调动气氛，增加学生学习的趣味性。

4. Let’s think. T: Boys and girls. Dad is working, but Gogo is exercising. Let’s think! Is Gogo right? Why? You can answer it in Chinese. T: Please remember when others are working, please don’t make any noise.

设计意图】渗入文化知识教育，通过图片，让学生明白：当别人在休息、学习或工作时，不要打扰别人。

5. Production

T: Now you know what Tony’s family are doing, can you tell me what are your family doing? For example: working, dancing

A: Hello! This is ______.

exercising, playing

B: Hello,

! This is ____. painting, reading

A: Are you

? sleeping, singing

B: Yes, I am. \ No, I’m not.

writing, studying,

A; Is your father/mother

? cooking, eating

B: Yes, he / she is. No, he / she isn’t.

设计意图】通过创设给自己的朋友打电话的情景，让学生通过自己的语言输出课本的语言。

6. Summary T: OK! So much for today. Look at the blackboard, we learn the words “working”, dancing, exercising” and the sentences. Everybody！

Today, all of you done a good job! You’re so clever! I like you! 7. Homework

1)模仿、朗读并背诵Story。

2) 给你的同学打个电话，了解一下你的同学和家人正在做什么。

六、板书：

3 Unit 7

Working or Playing working

dancing

Are you ?

exercising

Yes, I am ./No, I’m not.