四年级上册英语教案Unit 2 On the Weekend Lesson 1人教.doc

1、Unit 2 On the WeekendLesson 1 教材分析本单元的教学内容为描述周末活动的短语：play computer games, climb a hill, pick fruit, go to a drawing club, go fishing, go to the cinema和visit ones grandparents。本单元的主情景图为学生在郊外参加秋游活动，大家边玩边交谈周末的活动。 教学目标【知识目标】熟练掌握单词及词组: visit ones grandparents, go to a drawing club, climb a hill, pick fru

2、it, play computer games, go fishing, go to the cinema, on the weekend, always, evening, house.【能力目标】The students are required to be able to speak and use these new words freely in daily life. The teacher should as much as he/she can encourage the students to speak English in daily life.【情感目标】The tea

3、cher should create a condition where the students can enjoy themselves much while they are learning English. In other words, learning English should be fun, not a boring job. 教学重难点【教学重点】1. 学习并掌握词汇：visit ones grandparents, go to a drawing club, climb a hill, pick fruit, play computer games, go fishin

4、g, go to the cinema, on the weekend, always2. 学习本节课的重点语句: -Do you often go to the cinema? -Yes, I do. -No, I dont【教学难点】学习本节课的重点语句: -Do you often go to the cinema? -Yes, I do. /No, I dont.并引导学生们进行巩固和拓展训练。使学生明白 often 和 always 之间的细微差别。 课前准备 Recorder, Multimedia. 教学过程Step1. Greetings and warm-up activit

5、iesT: Class begins.S: Good morning / Good afternoon teacher.T: Good morning / Good afternoon children.S: Sit down, please.Step2. Presentation引入并讲解新单词visit ones grandparents, climb a hill, go to a drawing club, pick fruit, play computer games, go fishing, go to the cinema. 案例示范：Teach the words “climb

6、 a hill”出示一张爬山的图片。T：这位小朋友在干什么啊？S：爬山。T：Right, 他正在爬山。（出示单词climb a hill, 领读几遍，然后抽查学生读，且加以纠正其发音。）出示visit ones grandparents, go to a drawing club, pick fruit, play computer games, go fishing, go to the cinema 等图片。老师带领学生认读和理解所有生词，并熟练运用新学句型。Step3. Practice1. 学习新对话：2. 让同学们对句子Do you often go to the cinema? Y

7、es, I do/ N, I dont进行操练。Ss1: Do you often go to the cinema? Ss2: Yes, I do. Ss3: Do you often go fishing? Ss4: No, I dont.Step4. Homework 1. Copy the new words and sentences.“教书先生”恐怕是市井百姓最为熟悉的一种称呼，从最初的门馆、私塾到晚清的学堂，“教书先生”那一行当怎么说也算是让国人景仰甚或敬畏的一种社会职业。只是更早的“先生”概念并非源于教书，最初出现的“先生”一词也并非有传授知识那般的含义。孟子中的“先生何为出此

8、言也？”；论语中的“有酒食，先生馔”；国策中的“先生坐，何至于此？”等等，均指“先生”为父兄或有学问、有德行的长辈。其实国策中本身就有“先生长者，有德之称”的说法。可见“先生”之原意非真正的“教师”之意，倒是与当今“先生”的称呼更接近。看来，“先生”之本源含义在于礼貌和尊称，并非具学问者的专称。称“老师”为“先生”的记载，首见于礼记?曲礼，有“从于先生，不越礼而与人言”，其中之“先生”意为“年长、资深之传授知识者”，与教师、老师之意基本一致。2. Talk something about your weekend with your friends.语文课本中的文章都是精选的比较优秀的文章,还

9、有不少名家名篇。如果有选择循序渐进地让学生背诵一些优秀篇目、精彩段落,对提高学生的水平会大有裨益。现在,不少语文教师在分析课文时,把文章解体的支离破碎,总在文章的技巧方面下功夫。结果教师费劲,学生头疼。分析完之后,学生收效甚微,没过几天便忘的一干二净。造成这种事倍功半的尴尬局面的关键就是对文章读的不熟。常言道“书读百遍,其义自见”,如果有目的、有计划地引导学生反复阅读课文,或细读、默读、跳读,或听读、范读、轮读、分角色朗读,学生便可以在读中自然领悟文章的思想内容和写作技巧,可以在读中自然加强语感,增强语言的感受力。久而久之,这种思想内容、写作技巧和语感就会自然渗透到学生的语言意识之中,就会在写作中自觉不自觉地加以运用、创造和发展。 教学反思教师范读的是阅读教学中不可缺少的部分，我常采用范读，让幼儿学习、模仿。如领读，我读一句，让幼儿读一句，边读边记；第二通读，我大声读，我大声读，幼儿小声读，边学边仿；第三赏读，我借用录好配朗读磁带，一边放录音，一边幼儿反复倾听，在反复倾听中体验、品味。略。