鲁教版第四册Unit4Lesson2Heoftenplaysfootball教学设计.doc

Unit 4 Weekend
Lesson 2 He often plays football.
张玉
一、教材分析
Unit 4 Book 4的主题为“Weekend”，“Lesson 2 He often plays football.”
语言功能是谈论周末自己和别人的活动；学习任务是“What does Danny usually do? He usually….”。
二、学情分析
本课的教学对象是四年级学生，学生对英语的学习有了一定的基础，学习热
情较高，但也有少数学生遇到困难，学习兴趣减弱。因此在教学中，教师要面向全体学生，根据学生的年龄特点，设计一些有趣、有效的教学活动，让学生在活动中自然习得英语。
三、教学目标
（一）知识目标
1.能听懂、会说、认读并规范书写：picnic, go shopping, cinema, go fishing, usually.
2.能听懂、会说、认读句型:“What does Danny usually do? He usually….”
（二）能力目标
学会运用所学句型谈论他人的周末活动。
（三）情感目标
帮助学生培养健康、广泛的兴趣爱好。
四、教学要点分析
（一）教学重点
能听懂、会说并认读句子“What does Danny usually do? He usually….”并运用所学内容谈论他人的周末活动。
（二）教学难点
灵活运用“What does Danny usually do? He usually….”谈论他人的周末活动。
五、教学准备
多媒体课件、单词卡片、彩色卡纸、照片等
六、教学过程设计
Step 1 Warm up
欣赏歌曲: Days of the week.
【设计意图】通过唱英文歌的方式，激发学生的学习兴趣，让学生以轻松愉快的状态进入学习，同时由歌曲自然的过渡到介绍周末,为下一步的学习做了铺垫。
Step 2 Presentation
T: Class, what day is today? S:… T: Do you like Tuesday? Do you like weekend?
S: Yes. T:I like weekend, too. We can do many things at the weekend.
What do you do at the weekend?
T: 教师举例子，并打出字幕出示图片。 I of ten do housework. Sometimes I watch TV. What about you?
S: I often .. Sometimes I … 老师注意转换人称,引导学生回答：She often …. Sometimes she ….
S: Oh ,all of you have a nice weekend.
【设计意图】教师播放幻灯片出示图片，吸引学生注意力，带领学生谈论周末，
为了降低难度，老师首先举例，并以字幕的方式呈现，增强学生学习英语的信心。在学生介绍周末后，注意人称转换，渗透了本课的重点句型。
Step 3 Next
T: 出示课文第一幅图片，并问:Who are they? S: They’re … .
T: Peter is at Li Ming’s home. They are talking about weekend too.
What do they do at the weekend? 听第一遍录音找出答案，并填空：They have a __ at the weekend.
S: … 学生找出答案，学习单词picnic .通过picture 引出picnic.
【设计意图】通过第一遍录音，让学生首先了解课文的话题是围绕野餐展开的，并解决单词picnic，以填空的方式是为了把难度降低，让学生集中精力听生词的发音。
T: Class, we have known they have a picnic at the weekend. During the picnic, what are they talking about? You can look at your book .学生看课文图片说出 ：They are talking about Tom’s parents’ weekend.
T: Yes, you are so clever. So what does Tom’s mother do at the weekend? 听第二遍录音回答问题。问题通过选择的方式来找答案。
如She often _________.
A. watches TV B. does housework C. goes shopping .
解决短语go shopping .然后通过角色互换的方式学习问句，并板书。
【设计意图】老师带领学生观看课本了解课文内容是讨论Peter父母的周末，首先解决Peter妈妈的周末，以选择的方式找出答案，层层递进，并在板书时以红笔标出第三人称单数的变化，让学生初步有个印象，为后面的学习进行铺垫。
T: Class , we have known Tom’ s mother’s weekend? What about Tom’s father ?
What does he do at the weekend?
跟读课文过程中，学习单词great, 并做动作。 T: You are good actors.
跟读完课文回答问题，He often goes fishing. 解决go fishing. 和 He usually plays football.
T: Now please read the text by yourselves.
T: Now let’s act the text.给课文配音。T: You act the text so perfect.
【设计意图】避免了以往机械地朗读课文，通过让学生给课文配音，激起学生的兴趣，锻炼了他们集中精力的好习惯。
老师带领学生重点读板书和He often goes fishing. He usually plays football.
T: Do you find any rules? I think you have found some rules. Now let’s have a practice.
出示小练习 He often ______ at the weekend. A. go swimming B. goes swimming
She often _____ at the weekend. A. watches TV B. watch TV.
She often ______at the weekend. A. washes clothes B. wash clothes
She often ______at the weekend. A. read B. reads
【设计意图】通过反复读课文重点句子，学生大致找出了规律，此时进行一个小练习，进一步进行巩固和练习，并学习了单词watches, washes, reads等的发音，为Let’s talk 学生自主练习做了准备，逐步为学生排除难点，增强学生学习兴趣和信心。
Step 4 Practice
T: 出示Peter图片，教师带领学生互相问答并练习。
然后出示课本let’s talk 四副图片。
T: Here I have some pictures for you. Please talk about these pictures in pairs. One ask, one answer.
S:….. 练习之后学生汇报。
【设计意图】通过了解Peter父母的周末，老师自然过渡到Peter的周末，并带领大家一起讨论，在学生了解如何进行对话后，放手让学生练习。
T: Wonderful! You really did a good job. Now let’s play a guessing game .
Please guess what does she do at the weekend? 提供几个选项供学生选择，依次增加难度，最后去掉选项，让学生自己猜测。
【设计意图】学生通过猜谜游戏，兴趣大增，积极参与到活动中，教师在这个活动中也注意由易到难的转变，先出示选项让学生选择，最后让学生自己猜测，并且让学生一起来问，避免了一些同学无法参与的情况，培养了学生的合作意识。Step 5 Production
T:. Now let’s make a survey and introduce your weekend. Please fill in this table.老师找同学问答做示范，并填上表格,最后学生进行汇报。
【设计意图】学生在做调查时充分运用了第一课和第二课的句型，达到了学以致用的目的，老师出示字幕，学生有章可循，避免了操练的盲目性。
Step 6 Homework
1. Listen and read the text three times.
2. Make a survey about your parents’ or friends’ weekends.
【设计意图】引导学生把所学知识应用于实际生活中，提高实际运用语言的能力，将课内学习延伸到课外，维持学生对英语的持久兴趣。