2019-2020年四年级英语下册 Unit 8(3)教案 新世纪版.doc

2019-2020年四年级英语下册 Unit 8(3)教案 新世纪版第一课时:Wonderland & Pair work学情分析本课Wonderland中的十个单词，其中四个是表示一日三餐的词语: breakfast, lunch, supper, dinner, 这些词语在以前的教材中接触过，能认读并知道其意思，但由于出现不多且没有作四会要求，因此学生掌握不是很熟练，教师应从谈论“一日三餐”着手，创设情景，运用“When/Where/what”等疑问词引导的句型，把训练重点放在操练、运用上。本课的Pair work 是本主题的实际运用，可以穿插在本教时进行教学。另外六个是名词性的物主代词：mine, yours, his, hers, ours, theirs。学生初次接触，结合Farmland内容，作为第二课时的教学内容。本单元的Wonderland部分，与Pair work 和Farmland 进行整合，按主题，分2教时完成。课时目标：基础目标：1. 学习breakfast, lunch, supper, dinner四个单词, 掌握拼读规则。2. 学习理解四句句子。3. 学习Pair work。4. 训练学生朗读句子的语音语调。能力目标：用英语展开有关饮食的话题。情感目标：教育学生注意饮食健康; 初步了解东西方用餐文化的差异。 课时重点：1. 读准单词音。2. 结合新学单词进行造句和应答训练。预习：课前要求学生听Unit 7 wonderland 的录音，初步感知语音、语调和句意。课前准备：PPT演示文稿制作课堂活动:教 学 过 程环节教师活动学生活动教学策略选择Pre-task preparation1. Sing a song: This is the way2. Show some pictures and word cards and talk about: What does he do every morning？What do you do every morning？1. Sing the song and act2. Try to talk about the topic.(由谈论歌曲中出现的动词，到自由谈论学生每天早晨所做的事，希望学生说出have breakfast，引出本教时的主题Meals.)参与教学策略兴趣教学策略While task procedure1. learn the word: breakfast a. Let the students read these aloud.b. Show the picture and say, Tommy, Tommy, when do you have breakfast?I often have breakfast at 6:30.c. Where do you often have breakfast?拓展：in the dinning room/cafeteria/snack bar/fast food restaurant/KFC/McDonalds/have dinner out/ dine outd. What do you usually have for your breakfast?e. Summary :I often have my breakfast at _.I often have my breakfast _.I usually have _ for my breakfast.2. Show the time and learn the word “lunch”a. When and where do you have your lunch?b. 创设情景，学习What do you have for lunch? 引入Whats for lunch? 拓展：rice with eggs, egg and tomato soup, roast duck, etc.Can/May I ?及答语3. To learn the word “supper” and “dinner”. a. Pay attention to the difference between the two words.b. What do you usually do after dinner?What does your father/ usually do after dinner?4. Let the students read the pair work at P58a. Look at these words and read them aloud.b. Pair work：_, _, when do you have breakfast?I often have breakfast at _.c. Pair work：Where do you often have breakfast?I often have breakfast at/in _.d. Pair worke. Talk about ones breakfast.a. Pair workb. Group work (注意饮食健康，搭配)a. Say the difference.b. Pair worka. Listenb. Read and act.分层教学策略活动教学策略自主教学策略Post task activity1. A Survey: Your supper/ dinnerWhen do you often have dinner, Tommy?Where do you often have dinner?What do you usually have for dinner?What do you usually do after dinner?2. Read and fill in the blanks.Its Sunday. I get up very early. I _ my clothes and _ my face at 6:00. I have _ at 6:30. I have a glass of milk and two eggs _ breakfast. After that I go shop-ping with my mother. At 11:40 I _ at KFC. I have a hamburger, some French fries and some juice for lunch. I _ my homework and _ English in the afternoon. I _ at 6:00. I have some noodles for _. After supper, I _ TV with my parents.3. Read a passage and answerGroup work:Do a surveyGroup work and checkRead and answer.合作教学策略自主教学策略Homework Read and recite the words and sentences. Talk about your breakfast/lunch Write down your parents breakfast/lunch/dinner.Work sheet:Activity 1Your supper/ dinnerWhen do you often have dinner, _?Where do you often have dinner?What do you usually have for dinner?What do you usually do after dinner?WhatdoWhereWhenNameActivity 2Its Sunday. I get up very early. I _ at 6:30. I have _ for breakfast. After that I _. At 11:40 I _ at _. I _ for lunch.I _ in the afternoon. I _ at 6:00. I have _ for dinner. After dinner, I _ . 附送：2019-2020年四年级英语下册 Unit 9(1)教学反思 北师大版第九单元的内容相当多，而且难点比较集中。除了要进一步熟悉一般现在时，当主语是第三人称单数动词的变化这样的难点外，还有一般现在时和现在进行时两个时态的比较，更有第一次出现的频率副词。所以结合单元目标，我详细制定了这一单元第一课时具体的教学目标。当设定初步感知频率副词，帮助学生了解各个频率副词之间的关系和区别这个教学目标时，我考虑到，首先这几个单词都是新词汇，学生初次见到，学生虽然在生活中经常用到从不，几乎不，有时候，时常，经常，通常，总是这些中文词汇，但对这些词之间的关系肯定是模糊的，可以说在日常生活中，他们也不见得能够正确的使用这些频率副词。所以，我认真进行复备课，反复分析和思考学生的状况，查阅了语法书籍，制作了这样一个形象的倒三角形，来帮助学生借助视觉效果理解这部分难点：always 100%usually 85%often 75%frequently 50% sometimes 20%seldom15%hardly 10%never 0%课前，我曾为自己的这个设想沾沾自喜，还拿来和同组的老师分享，我认为这个倒三角形可以很形象地呈现了课堂的教学重点，也是教学难点内容，肯定会帮助学生理解这些频率副词之间的区别和关系。课堂上，第一遍熟悉课文，整体感知故事内容，学生知识了解了大概的故事情节。第二遍示，我们需要主图的理解，抓故事中的具体情节，我提出了这样的问题：When do they visit Uncle Booky?When does Uncle Booky do in the morning?When does Uncle Booky go to the store?当学生不能够准确地回答我的问题，他们产生了想了解这些频率副词的迫切需要。于是，我在黑板上板书了这个“倒三角”，为了让学生一目了然，我还分别用了不同颜色的粉笔，为学生理解提供视觉上的帮助。可是，当我板书完这些单词，询问其中文意思时，只有几个孩子（学着剑桥英语的学生）应答，也只是其中的某一个，其他学生都是一脸茫然下课铃就在这一片茫然中响起了而李伟（五年级1版的优秀生）还在问我，“张老师，frequently到底是什么是意思啊？”因为，下课铃已经响了，眼保健操的音乐已经响起，我只能把李伟叫到了前面，重新跟他说了一遍，我是采用了举例的方法：比如10次检测，你从来都没有不合格，这叫never ，而如果你有1次，这叫hardly 正是这个例子，让李伟不住地点头。也是到这个时候，我才意识到学生根本没有理解本科的重点内容。我诧异了，低头思索了半天。班主任于老师进到了教师，我跟他交流了我的困惑，于老师的话让我找到了原因：学生数学课中还没有见到过百分比，而且百分比不是数值，而是表示数量的关系这些数学语言，让我恍然大悟。这个“倒三角”没有帮助学生理解频率副词，反倒给学生呈现了更难以理解的东西，从而增大了理解的难度。反思这节课的教学，真让让我有些羞愧的感觉。我们总是在谈备课、备学生，也总是在说我们的教学设计要从学生已有的经验出发，可我们该怎样去了解学生的已有经验呢？虽然我通读了教材，虽然我了解并激发了学生的需要，虽然我做了详细的复备课，可是，我还没有了解学生有了多少数学知识，有了多少语文知识， 我们还是要近距离接触学生，近些，再近些