Unit 2 After school-Fun time&Cartoon time-ppt课件-(含教案+视频+素材)-县级公开课-新牛津译林版四年级下册英语(编号：60871).zip

Unit2 After school课后练习课后练习一、单项选择。一、单项选择。1.Bobby1.Bobby getsgets upup atat . .A.6:00A.6:00 B.5:00B.5:00 C.7:00C.7:002.-What2.-What lessonslessons BobbyBobby havehave onon Saturday?Saturday? -He-He doesntdoesnt havehave anyany lessonslessons onon Saturday.Saturday. A.isA.is B.B. dodo C.doesC.does 3.-What3.-What isis itit today?today? -Its-Its FridayFriday . .A.A. timetime B.dateB.date C.dayC.day二、完成自己的周内课程表二、完成自己的周内课程表MondayMondayTuesdayTuesdayWednesdayWednesdayThursdayThursdayFridayFridaySaturdaySaturdaySundaySunday三、给三、给BobbyBobby写一封信，告诉他你周内的课程安排。写一封信，告诉他你周内的课程安排。DearDear Bobby,Bobby, Hi,Hi, Bobby.Bobby. I I havehave manymany lessonslessons fromfrom MondayMonday toto Friday.Friday. Yours,Yours, Unit 2 After school fun time & cartoon time授课教师： 王明强watch and answer1.How many characters(角色) are there? Who? 2.What are they talking about? watch and answer1.How many characters(角色) are there? Who ? 2.What are they talking about? Mr.cock and Bobby. They are talking about lessons. watch and answer3.What lessons does Bobby have today? 4.What day is it today? watch and answer3.What lessons does Bobby have today? 4.What day is it today? He doesnt have any lessons today. Its Saturday. A All work and no play makes ll work and no play makes J Jack a dull boyack a dull boy. .只会用功不玩耍，只会用功不玩耍，聪聪聪聪明孩子也明孩子也变变变变傻傻 Lets read:Get up! Get up! :Good morning,Bobby. When do you get up every day?:At six.:I get up at five!:What lessons do you have today?:What day is it?:Its Saturday.:Ah! I dont have any lessons on Saturday! Lets read:Get up! Get up!:Good morning,Bobby. When do you every day?:At six.:I get up at five!: do you have today?: is it?:Its Saturday.:Ah! I dont have on Saturday! Lets read:Get up! Get up!:Good morning,Bobby. When do you get up every day?:At six.:I get up at five!:What lessons do you have today?:What day is it?:Its Saturday.:Ah! I dont have any lessons on Saturday! Lets read:Get up! Get up!:Good morning,Bobby. ?:At six.:I get up at five!: ?:What day is it?: .:Ah! I dont have any lessons on Saturday! Lets read:Get up! Get up!:Good morning,Bobby. When do you get up every day?:At six.:I get up at five!:What lessons do you have today?:What day is it?:Its Saturday.:Ah! I dont have any lessons on Saturday!I have many lessons from Moday to Friday.Im tired. Bobbys timetableMONTUEWEDTHURFRI 听听力, 完成下面的表格。 Listen and fill in the blanksBobbys timetableMONTUEWEDTHURFRI 听听力，完成下列的表格MathsEnglishChineseMathsMusicSciencePEChineseMathsPEEnglishArtMusicArtEnglish Listen and fill in the blanksExample例子Bobby: Good morning, .Student: Good morning,Bobby.Bobby: What lessons do you have on Wednesday?Mary: I have .Bobby: What about Friday?Mary: .Bobby: What subjects do you like?Mary: I like .Bobby: Thats great!What lessons do you have ? 两人一组， 创编对话 Make up a new dialogueHomework1.Read the story 3 times at home.2.Role play the story with your parents .1Unit2 After school 教学设计教学设计(fun time & cartoon time)一、教学内容分析：一、教学内容分析：本节课的教学内容选自牛津译林版小学英语四年级下册 Unit2 After school 第二课时 fun time & cartoon time。主要讲述了小老鼠 Bobby 忘记了今天是周六，早上照常早起去上学的故事。通过本课学习学生能够掌握有关星期的单词表达，例如：Monday，Tuesday.同时，学生能够在情景中灵活运用“What day is it today?”“What lessons do you have on.?” 。二、学生情况分析：二、学生情况分析：四年级学生经过一年的英语学习，已经初步具备基本的听、说、读、写的语言基础。本课的主题是星期和课程，与学生生活贴近，学生乐于表达。并且在本课开始之前，学生已经在前面的课程中学习过有关科目和星期的表达。这对本课故事的理解以及最后的课堂生成都提供了条件。3 3、教学设计理念教学设计理念本节课依据最新英语课程标准，积极实践英语学习活动观。整节课教师通过设计具有综合性、关联性和实践性特点的英语活动，使学生通过学习理解、应用实践，迁移创新等一系列活动理解故事，表达个人观点，发展多元思维，提高英语学习能力和运用能力。四、教学目标：四、教学目标：语言能力目标：语言能力目标：1.学生能够听、说、读、写 有关星期的单词：Monday， Tuesday.2.学生能够理解故事内容，并能小组合作表演故事。3.学生能够在情景中灵活运用“What day is it today?” “Its.” “What lessons do you have on.？” “I have.”询问星期和课程，并做出适当回答。学习能力目标：学习能力目标：1.学生能够认真听讲，保持对英语的学习兴趣。2.学生能够通过自主学习、合作学习等方式提高自己的学习效率。思维品质目标：思维品质目标：1.通过拓展性问题，鼓励学生大胆想象，培养学生的发散性思维和创新思维。22.根据图片对故事的情节进行预测，发展学生的推理、判断等思维品质。文化意识目标：文化意识目标：1.通过学习，学生能够合理的安排自己的生活和学习，劳逸结合。 五、教学重难点五、教学重难点 重点重点1.学生能够在图片和视频的帮助下理解故事，并能熟练朗读故事。2.学生能够在情景中灵活运用“What day is it today?” “Its.” “What lessons do you have on.？” “I have.”询问星期和课程，并做出适当回答。难点难点1.学生能够小组合作表演故事。2.学生能够在情境中灵活运用所学句型，创编新对话。六、教辅手段：六、教辅手段：本节课用到的教辅手段有：教学 PPT、图片、表演道具等。七、教学过程：七、教学过程：教学环节教学环节教师活动教师活动学生活动学生活动设计意图设计意图3Pre-learning1.Warm-up: greet and sing a song2.Free talkT: What day is it today?S:Its .T: What lessons do you have today?S:I have.1.Greet the teacher2.Sing the song:Days of the week.3.Answer the questions利用欢快的歌声迅速将学生拉入课堂中来。通过自由对话的形式引出本节课的话题。同时激活学生旧知。While-learning1.Show the picture and ask the students to guess.2.First watching and ask questions.Q1: How many characters are there? Who are they?Q2: What are they talking about?3.Second watching and answer questions.Q3: What lessons does Bobby have today?Q4: What day is it today?4.Ask the student questions and teach them to arrange 1.Look at the picture carefully and think what will happen.2.Watch the story and answer the questions.3.Watch again and answer more questions通过读图，让学生根据图片预测故事情节，激发学生想象力，培养学生的思维品质。借助层次分明，有梯度的问题，引导学生两次观看视频，从而对故事有一个深入的了解。通过询问学生周六有什么课程，抓住时机，引导孩子们合理安排时间，做4their time properly.5. Listen and follow6. Fill in the banks and read7.Read in roles8.Role play 4.Follow and read5.Fill in the blanks6.Read in roles7.Role play 到劳逸结合。通过跟读，挖空，分角色读，上台表演等形式，帮助学生进一步理解故事，熟悉故事。Post-learning1.Share Bobbys timetable from Monday to Friday and ask the students to fill in the blanks2.Work in group and make up a new dialogue 1.Listen and fill in the blanks.2. Make up a new dialogue in group创设真实地语言环境，为学生搭建语言支架，从而使学生能够在情境中运用所学语言，达到学以致用的目的。Homework 1.Read the story three times at home.2.Role play the story with your parents.作业设置与课堂所学紧密相连，把所学延伸到课外，培养学生综合语言运用能力。八、板书设计：八、板书设计： 5 九、教学反思：九、教学反思：本节课的教学内容选自牛津译林版小学英语四年级下册 Unit2After school 第二课时 fun time&cartoon time。通过本课学习学生能够掌握有关星期的单词表达，例如：Monday，Tuesday.同时，学生能够在情景中灵活运用“What day is it today?” “What lessons do you have on.？”为了达到这样的目标，课堂伊始我设计了唱英文歌和自由对话的形式，活跃了课堂气氛，迅速将学生拉回到英语课堂中来，同时也激活了学生的旧知，为后面的故事理解奠定了基础。新课呈现的部分。通过不同层次的问题一步一步引导学生感知故事，理解故事。借助集体跟读，填空，分角色朗读等层次递进的操练活动帮助学生熟悉故事，并达到准确、熟练的朗读故事的教学目标。最后，通过创设跟 Bobby 分享周内课程这一真实语境，搭建语言支架，帮助学生在真实情景中灵活的运用所学到的语言知识。在与学生交流周末的安排时，大部分学生都说周末会有许多课外课程。我根据这一教学契机，渗透情感教育。但是，本节课也有许多不足和值得改进的地方。导课的部分占用的时间过多，导致最后的生成部分时间不足，学生没有得到充分的展示机会。本节课虽然注重了学生思维品质的培养。设置了读图预测故事情节的活动。但是，这样的机会还是比较少。如果再让我重新执教这节课，我会压缩前面的导课时间，腾出更多的时间让孩子在创编新对话的环节充分展示。同时，创设更多的开放性的问题，让学生通过预测、推理、判断锻炼学生的思维，培养学生的思维品质。