北京版四下UNIT THREE CAN YOU TELL ME THE WAY Lesson 9教案、教学设计(配套课件编号：9011d).doc

1、1 指导思想与理论依据 基础教育阶段英语课程的任务是通过各种教学活动，激发和培养学生学习英语的兴 趣，养成良好的学习习惯和形成有效的学习策略，发展自主学习的能力与合作创新的精 神，培养学生综合运用英语的能力。根据四年级小学生的年龄特点和新课标的新理念， 力求通过不同形式的活动引导学生认识，体会，理解和运用新的语言材料。本课通过创 设真实的情境，设计不同层次的问题和任务，在各种活动中理解对话，积累知识和运用 语言。 基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。在设计本课 时，我遵循的教学原则是：活动力求以学生为主体，面向全体学生，以话题为线索，以 活动为中心，并借助灵活多样的教学

2、形式，使学生对教学过程产生直接兴趣，从而加深 印象，提高学习效率。本节课还通过听、说、读等多种形式引导学生学习语言知识，感 悟语言功能，在教学中关注学生的情感态度、学习策略等多方面的发展。 英语课程的教育理念中指出“要面向全体学生、关注学生的情感，营造宽松民主和 谐的教学氛围，倡导任务型的教学途径”。本节课就是根据这些理念进行设计的，以培 养兴趣为前提，让学生把所学的知识运用到实践当中，让学生通过感知、体验、实践以 及合作来实现学习目标。为了更好的突出以人为本的原则，根据学生的生活实际和经验 水平，我在教学设计上还进行了各种活动设计，比如：集体朗读，师生问答,小游戏等， 力求面向全体，为学生提

3、供自主学习和相互交流的机会以及充分表现和自我发展的空 间。为了提高本课的教学实效，在整堂课的教学环节上，我还采取个人，小组评价等教 学策略，训练学生的表达英语的潜能，多方位，多角度的培养学生的综合能力。 教学背景分析 2 教学内容： 本课为北京版四年级下册，是本单元的第一课时。本单元的教学重点为能在恰当的 语境中围绕“问路与指路”进行有意义的交际活动。 学生情况： 1. 在学习习惯方面， 学生已渐渐培养了良好的学习习惯和行为习惯， 绝大部分的学 生对英语有浓厚的学习兴趣，养成了善于倾听、积极模仿、大胆开口、勇于实践 的好习惯。 2. 在学习能力方面，学生初步具备了观察、预测、推理、朗读、表演和

4、小组合作的 能力。 3. 在生活经验方面，授课前，对授课班级做了调查，全班同学基本能说出很多问路 的单词. 通过对教材的分析，结合四年级学生的年龄特征，我采用情景法、直观法和多媒体 辅助法的教学模式，并在教学中加入互动的元素，让英语课活起来，让学生在英语课中 动起来。通过各种活动让每个学生都参与到用耳听、开口说、动手做的过程中去，将词 汇教学融入到对话中，从而提高学生的语言综合运用能力。 教具准备： 小奖品，自制课件，歌曲视频,教材配套多媒体光盘。 教学目标(内容框架) 教学目标：教学目标： 1. 能初步运用“Excuse me, where is ?”的基本结构向他人问路，并用“Its ”

5、给他人指路提供帮助。 2. 能听懂、认读 library, the teachers office, the art classroom, the computer lab 等场所类词汇及 in that building over there, on the first floor 等介词短语。 3. 能分角色朗读对话或进行角色扮演。 4. 能在角色扮演活动中，知道如何有礼貌地向他人问路，体验乐于助人的快乐。 教学重点：教学重点： 1.句型“Excuse me, where is?”及其答语“It is ”的初步应用。 2. Library, the teachers office, the

6、 art classroom, the computer lab 等场所 类词汇及 in that building over there, on the first floor 等介词短语的认读。 3 教学难点：教学难点： 能够结合序数词及方位介词给他人指路。 教学实施：教学实施： 如何突出重点，突破难点，我将从以下几方面做起： 1. 情景体验，自主探究。2. 活动贯穿，逐层落实。3. 关注需求，适当扩展 教学过程教学过程 Step1Step1：Warming upWarming up 1. T: Look, they are waiting for something. The man i

7、s the first. Then Ss: Review the words together. 2. T: This is a building. How many floors are there? Ss: Six floors. T: Which floor is it? Ss: Look and answer. 3T: Which floor do you live? Ss: . 设计意图：设计意图：通过三个小活动，有效地帮助学生复习与课文内容密切相关的序数词,并在活 动中引出课文中的词汇 floor。 Step2: PresentationStep2: Presentation 1.

8、 1. Focus on Focus on the first picture.the first picture. T：Show the first picture. What can you see from the picture? Ss: I can see ( buildings, Mike, a man ) T: What are they talking about? Can you guess? Ss: They are T: Lets enjoy the story. 设计意图：设计意图：通过观察图片获取信息，引导学生猜测故事内容，然后再整体感知故事。 2. 2. Get t

9、he general ideaGet the general idea T: Where does Mike want to go? Please listen to the first sentence. Ss: Mike wants to go to the new library. Can you read? first second third fourth fifth sixth seventh eighth ninth tenth the sixth floor 4 T: Please enjoy some pictures about library. Ss: Look and

10、read. T: Does he know the way to the library? Ss: No, he doesnt. T: So he asks the way to the other people. S: Yes. T: How many people does Mike ask? Ss: Two. T: Yes. A man and a woman. 设计意图：设计意图： 通过单独听第一句话，让学生知道 Mike 想要去图书馆，借助图片引导学生 认识 library，并引出课文中的另外两个角色。 3.Focus on language T: Where is the new

11、library? Please listen to the first part. Ss: Its in the building. T: Yes. Its in that building over there. Can you find the building? Please follow the mans finger. Ss: Look and find that building. T: Does Mike have other questions? Ss: Yes. T: Whats the question? Ss: Which floor? T: Yes. Can you t

12、ell Tom? Ss: The fifth floor. T:Can you find in this picture? 设计意图：设计意图：通过问题及图示引导学生理解对话内容,找到图书馆的位置。 4. 4. F Focusocus onon the second picture.the second picture. T： Where is Mike now? Where is the new library? Its in that building over there. Can you find? library 5 Ss: T: Is he in that building? Ss

13、: Yes. T: Does Mike find the library? Ss: No, he doesnt. T：So he asks anther lady. What does Mike ask? Can you guess? Ss: T: Lets listen to the second part. Ss: Excuse me. Is the library on the left of the stairs? T: Look. They are stairs. Ss: Look at the pictures and read. T: Is the library on the

14、left of the stairs? Lets listen to the second part. And then circle the right place. Ss: Listen and circle. 设计意图：设计意图：问题引导学生分析图片信息，通过图示理解图书馆的具体位置。 Step3. Practice 1.Check and summary T：Please read the text silently. Ss: Read the dialogue. T: Read and judge, T OR F. Ss: Do it by themselves. T: Check

15、the answers together. T or F ( ) (1). Mike asks two people to find the library. ( ) (2) The library is in the fourth floor. ( ) (3) The lib)rary is in the third room on the left. ( ) (4). Mike is a smart and polite(有礼貌的) boy. T： Mike is smart and polite. Why? Ss: 1. Mike asks two people to find the

16、library. ( T ) 2. The library is in the fourth floor. ( F ) The library is in the fifth floor. 3. The library is in the third room on the left. ( F ) The library is in the third room on the right. 4. Mike is a smart and polite(有礼貌的有礼貌的) boy. ( T ) T or F 6 设计意图设计意图：默读内化会话内容后，通过判断的方式检测学生理解情况。并借助问题 Mi

17、ke is smart and polite. Why? 引导学生发现问路时的技巧和礼貌问路的方式。 2. Reading. (1) Please read follow the computer. (2) Please read in groups. (3) Make a show. 设计意图：设计意图： 从跟读到分组分角色朗读， 然后分组展示， 使学生能够正确朗读课文内容。 Step4. Step4. Extension. 1.Listen, look and learn. T：Library is a room in our school? Do you know other rooms

18、? Ss: T: Look and guess. What room is it? Ss: Look and say. 设计意图设计意图：出示图片引导学生学习词汇 teachers office，art classroom, computer lab. T: I have a new student Sue. She wants to borrow a book. How to ask? Can you help her? Ss: Excuse me. Where is the library? T: Where is the library? Do you remember? Ss: Its

19、 in that building over there. T: Please ask and answer in pairs. Ss: Ask and answer in pairs. T: Where is the teachers office? Where is the computer lab? Where is the art classroom? How to ask? Ss: Excuse me. Where is the teachers office? T: Listen and match. Ss: Excuse me. Where is the art classroo

20、m? T: Listen and match. Ss: Excuse me. Where is the computer lab? T: Listen and match 7 Please ask and answer in pairs. 设计意图设计意图：创设情境引导学生有礼貌地问路，并正确的找到对应的楼层和房间。. 2. Lets do. T: Look at the picture. Can you read the four words? Ss: Classroom building, library, playground, clinic. T: Please listen to p

21、assage twice and write down the numbers. Ss: Listen and write. T: Check the answer with the students. T: Where is the playground? Ss T: Work in groups.(引导学生创编对话) 设计意图设计意图：听力结束后，引导学生使用方位介词创编新的对话内容。 Step5. Homework. 1.朗读课文。 2.结合各班所在的不同楼层和房间创编一个对话。 板书设计：板书设计： I. I. Warming-up 1. Greetings 2. Sing a son

22、g: What do you like? 引出本课课题, Unit6 Lesson 19 What are your favourite sports? 3. 分组，介绍评价方式。 T:Today Lets talk about some sports.What kinds of sports do you know? S:I know T:Lets look at the pictures,Say it quickly,please! 出示图片： Who are in they? Unit3 Can you tell me the way? Lesson9 Excuse me. Where is