牛津上海版(深圳)四下Unit 8《Days of the week》word说课稿

牛津上海版(深圳)四下Unit 8《Days of the week》word说课稿
牛津上海版(深圳)四下Unit 8《Days of the week》word说课稿

Module 3 Unit 8 Days of the week

一、单元教材内容

(义务教育教科书)四年级英语下册P.38-41 M3U8 Days of the week

二、学生情况分析:

学生已具备了能正确模仿发音、拼读单词、认读简单的词组、句型的能力,并渐渐形成学习英语的兴趣。在学习本单元之前,学生已经积累并能运用许多的词汇,如表示本领的单词、各类形容词等等。同时,学生已经积累并能运用部分常见的句型来进行表达和交流,如to be句型、there be句型、祈使句、can句型等等

三、单元教学任务:

本单元的教学主题是Days of the week,通过描述和介绍自己或他人一周生活的情景, 引导学生学习相关语言知识:学习星期类词汇Sunday,Monday,Tuesday,Wednesday, Thursday, Friday and Saturday;学会询问时间和表达急切心情的日常用语What time is it? Oh, no! I’m late;学习一般现在时态的句型Peter goes to the school library on Monday afternoon;阅读故事Tom’s Saturday;学习字母组合cl-, pl-, gl-的发音和对应的单词clothes, plant, gloves以及儿歌。

四、单元教学目标

知识:

?学习词汇:Sunday, Monday, Tuesday, Wednesday, Thursday, Friday and

Saturday

?在语境中感知理解单词和词组:busy, late, at the weekend, be late for, go to bed。

?在语境中学习、理解并运用下列句型结构:Peter goes to the school library on

Monday afternoon.

?在语境中学会询问时间和表达急切心情的日常用语:What time is it? Oh, no! I’m

late;

?阅读故事:Tom’s Saturday。

?学习字母组合cl-, pl-, gl-的发音和对应的单词clothes, plant, gloves以及儿歌。

能力:

?能在具体情景中学习和表达自己或他人的日常生活。

?借助情境逐步培养学生语言交流的能力,学会基本的描述日常生活的技能。

?能读懂故事,并能朗读故事内容,激励学生进行表演。

?能准确模仿字母组合的发音,会朗读对应的单词和儿歌。

情感:

通过整个单元内容的感知、感受和感悟,让学生意识到无论是weekdays 还是weekends,生活中每一天都是美好快乐的,从而产生享受每一天,热爱美好生活的情感体验。

五、单元教学设计意图说明

第一课时:整合Look and learn, Think and write。学习星期类词汇并能根据运用所学词汇表达一周的日常活动。(话题:Peter’s dream life)

第二课时:在复习星期类词汇的基础上,学习Listen and say, Listen and enjoy。在教

材文本的基础上适当修改,在语境中了解Peter一周真实的生活,并学习和运用主语是第三人称单数的一般现在时态的表达。(话题:Peter’s busy week)

第三课时: 学习Enjoy a story 的故事,在阅读中巩固本单元所学,并加以延伸拓展。朗读故事内容,有能力的可进行情景表演。(话题:Tom’s Saturday)

七、单元具体实施

(第一课时Peter’s dream life)

教学目标:

1. 正确朗读并理解单词:Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday.

2. 利用I like…On…, I …的句型介绍自己在最喜欢的一天常做的事情。

3. 通过对故事的阅读和理解,并且向别人介绍自己在喜欢的日子做什么事情,感受生活中很多乐趣,体验生活的正能量。

教学过程:

(第二课时Peter’s busy week)

一、单课教学目标制定

1.在Peter’s busy week的语境中进一步巩固星期类的词汇,以及weekend和busy;

2.在Peter’s busy week的语境中理解并运用一般现在时的句型…do/does…on/at…;

3.借助情境并结合图片、听读、对话、配对等形式,逐步培养学生语言交流的能力,学会表达日常生活的技能。

4.通过语篇的学习,感受日常生活的忙碌,鼓励学生合理安排生活,热爱生活。

二、具体设计思路

(一)总体介绍:

在研读教材,统整教材的基础上,基于学生的学情以及“课标”的要求,本课时结合了教材Listen and say 以及Listen and enjoy的内容,通过创设Peter’s busy week的语篇展开教学。在课前热身阶段运用教材上儿歌的朗读欣赏以及师生间的问答巩固第一课时的核心词汇,并在师生的问答中自然引入人物Peter,并开始介绍Peter一周的生活。在新授阶段,通过听说、听读以及阅读三个阶段让学生逐步感受语篇内容,从初步了解到熟练运用,循序渐进,在语篇的学习中熟练运用一般现在时态介绍他人的日常生活。在巩固阶段,通过呈现文本、复述文本和语言输出三种形式,促使学生活学活用语言,并在与他人的交流与表达中感受生活的忙碌。

(二)具体步骤:

1、热身阶段:

1)先诵读Listen and enjoy的儿歌。

儿歌:My name’s Betty and I’m very busy.

Busy, busy, busy, but I’m very happy.

I’m busy on Monday, Tuesday and Wednesday.

I’m also busy on Thursday and Friday.

I’m busy, but I’m very happy.

And I’m not busy on Saturday and Sunday.

2)接着根据儿歌的内容进行提问并巩固星期类单词。

1. How many days are there in a week?

2. What are they?

3. Which day do you like best? Why?

4. Are you busy every day?

3)在师生活动中展示主题人物Peter并引导学生去了解他一周的日常生活。

2、新授阶段:

通过语篇Peter’s busy week来展开本课句型教学。

语篇内容:

1. Peter is a bookworm. He likes reading. He goes to the school library on Monday afternoon. He feels happy.

2. Peter likes playing basketball too. He plays basketball with his friends on Tuesday afternoon. He feels relaxed.

3. There are many clubs in his school. On Wednesday and Thursday afternoon, he plays chess after school. And on Friday evening, he plays games at home. He feels excited.

4. At the weekend, he goes to the park with his family. He feels so happy.

在新授阶段主要通过问题引领的形式展开推进。

第一次整体感知文本主要通过问题What does Peter do in a week?来展开,并利用听一听,勾一勾的形式让学生能够初步感受语篇的内容,了解语篇的大意

第二次感知文本主要通过问题When does Peter go to the school library/play basketball…?来展开,并通过读一读、连一连、说一说、议一议的形式学习本课时的核心句型,并通过各种形式的交流和学习感受Peter一周的忙碌生活,学习用一般现在时态表达他人的日常生活。第三次感受文本主要通过How does Peter feel?来展开,通过读一读、圈一圈、答一答以及欣赏图片的形式,进一步巩固核心词汇和句型,并感受到生活虽然是忙碌的,但是生活中也充满了欢乐。

3、巩固阶段:

巩固阶段主要通过文本的呈现、学生借助板书的文本复述以及运用本课时所学句型来表述他人的日常生活,达到语用输出的效果。

(第三课时Peter’s busy week)

教学目标:

1. 能在故事阅读中,进一步复习巩固并尝试运用一般现在时表达日常活动。

2. 能在语境中理解clock ,be late for 和on time的含义;

3. 能在故事阅读中尝试使用猜测等基本阅读技巧;

4. 通过阅读理解故事内容,懂得养成良好作息习惯的道理。

Time

clock

half

附件:

录音文本:Peter is a stu dent of Grade Four. He has a good friend in his class. His name’s Tom. It’s Friday today. It’s sunny and warm. Peter leaves school at half past three. After school, Peter invites Tom to his home. They play chess together happily. Tom goes back home at a quarter to six.

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