北京版（四下）UNIT THREE CAN YOU TELL ME THE WAY -Lesson 9-ppt课件-(含教案+视频+音频+素材)--(编号：e34b7).zip

Unit 3 Can you tell me the way Lesson 9 Magic Numbers st first Magic Numbers second nd Magic Numbers third rd Magic Numbers fourth th Reading is fun. 您好，这位大您好，这位大 哥，请问国图哥，请问国图 怎么走？怎么走？ How does Mike ask? ? A.Where is the new library? B. Excuse me, sir, where is the new library? Excuse me, sir, where is the new library? Excuse me, sir, where is the new library? How does the man answers? Excuse me, sir, where is the new library? A.Its in that building over there. B. Its over there. Its in that building over there. library Excuse me, sir, where is the new library? Its in that building over there. ? Excuse me, sir, where is the new library? Its in that building over there. Which floor, please? Excuse me, sir, where is the new library? Its in that building over there. Which floor, please? The fifth floor. 1F 2F 3F 4F 5F 6F ? A. Is the library on the left of the stairs? B. Excuse me. Is the library on the left of the stairs? ? A. Is the library on the left of the stairs? B. Excuse me. Is the library on the left of the stairs? Excuse me. Is the library on the left of the stairs? stairs Excuse me. Is the library on the left of the stairs? . Excuse me. Is the library on the left of the stairs? No, its the _____room on the right. third library The third room on the right. things we cant do in library Hey! Where is Building No.5? Be polite(礼貌）礼貌） Reading time the English teachers office the art classroom the computer lab Excuse me, where is ____________________________? Its __________________________. the English teachers office on the second floor the English teachers office on the first floor on the second floor on the third floor on the fourth floor Excuse me, where is ____________________________? Its __________________________. the art class room on the first floor the art classroom on the first floor on the second floor on the third floor on the fourth floor Excuse me, where is ____________________________? Its __________________________. the computer lab on the third floor the computer lab on the first floor on the second floor on the third floor on the fourth floor the art classroom music classroom the English teachers office the dancing classroom Class 1, Grade 4 A: Excuse me, where is the ______? B: Its ___________. A: Thank you so much. B: Not at all. A: Excuse me, where is the ______? B: Its ___________. A: Is the ____on the left of the stairs? B: Yes/No. Its on the ____ of the stairs. A: Thank you so much. B: Not at all. Have a nice day. A: Thank you. 1. Practice the dialogue with your partner. 2. Make a map of a building. Homework1 2 3 44B4B U3U3 CanCan youyou telltell meme thethe way?way? L9L9 一、一、教学内容教学内容 二、教学内容分析二、教学内容分析 本单元的话题是问路，教学内容围绕“问路与指路”展开，教材展示了问路与指 路的三种不同场景，涉及实际生活中问路的几种情况。三课时呈现了三种不同的问路 场景，与生活密切相连。第一课时中，Mike 向路人询问新图书馆的位置，为发生在大 街上的场；第二课时中 Maomao 向一位阿姨询问 5 号楼的位置；第三课时中一位女士开 车外出，向路人询问加油站的位置。三课时分别呈现了生活中三个不同的问路场景， 均为生活中经常可能出现的情境，且通过三个会话内容呈现了问路常用的三个不同句 式。情景事例丰富而紧贴学生日常生活，具有很强的实用性和实践性。 本课共分为四个板块，其中 Listen and say 为会话部分，课文通过两幅图进行呈 现，图一中 Mike 向路人询问新图书馆的位置，图二中 Mike 在楼层中继续向路人询问 图书室的具体房间号。整个对话在一个完整且真实的情境中进行，问路、指路语言完 整。Listen，look，and learn 部分展现了学校的办公楼，出现了三个地点名词，the teachersoffice、the art classroom、the computer lab,意在通过情境设置的方 式让学生在情境中理解并应用功能句型。Lets do 是综合实践活动，分为 listen and number 和 ask and find 两部分。Listen and number 环节，学生在示意图和文 字信息的支撑下，完成听音标号任务。Ask and find 环节为以问路句型为支撑的语言 实践题。三个版块逐层递进，呈现出情境-词汇-句型-情境的完整环节，语言学习一直 是在情境中进行。 三、学情分析三、学情分析 四年级学生初次接触与问路指路相关的话题，但是该话题贴近学生生活，学生对 此类话题并不陌生，容易融入语言学习的场景之中。四年级学生已经有了一定的生活 经验，具备简单问路、指路的能力。 “指路”语言较多，由于各个场所所处的位置不同，表达的方式也较为灵活，表达时 需要用到介词短语、序数词等。序数词学生在三年级上册 U1-U2 中已经学过，学生对 于问路句型中的特殊疑问词“where”也不陌生，在日常课堂用语中老师经常使用。并 且在二年级下册 Unit4 中，学生接触过 Where is my shirt 这一话题，集中学习了一 些表示方位的词语。在四年级下册第二单元中出现了描述左、右的单词。 四、教学目标四、教学目标 1. 能够在视频、图片、声音以及在情境中进行的活动的帮助下理解和朗读对话。 2. 能够通过观看视频、分角色表演以及小组活动等听懂、会说、在情景中运用 “Excuse me, where is ?”的基本结构向他人问路，并用“Its .”给他人 指路。 3.能够听懂、认读、会说 library、the teachers office、the art classroom、the computer lab 等场所类词汇以及 in that building over there、on the first floor 等介词短语。 4. 能够在情境帮助下的语言学习中，体会如何有礼貌地向他人问路，体验乐于助 人的快乐。 五、教学重难点五、教学重难点 教学重点：1. 理解和朗读对话。 2. “Excuse me, where is ?” 及其答语 “Its .” 在情境中的运 用。 3. 单词 library 和 stairs 的发音。 教学难点：1.在情景中运用“Excuse me, where is ?” 问路，并用“Its .”为他人指路。 2.单词 library 和 stairs 的发音。 六、教具准备：六、教具准备： 教学课件，句型词条,单词卡片，题卡。 七、教学过程七、教学过程 Step I. Warm up 1. Review the ordinal numbers with cartoons 【设计意图】：通过抢答的方式复习序数词，调动学生参与课堂的积极性。 2. Dialogue lead-in Set a scene: My friend Lily recommends me a good place for reading. And I really want to go there. So I need to search the map on the phone or ask someone for help. 【设计意图】：通过贴近学生生活实际的交谈，将学生引入到实际的问路、找路情境 中，自然过渡到本课的对话教学之中。 教学资源利用：图片资源，视频资源，学生资源。 Step II. Presentation 1. Learn the dialogue. (1) To show a picture and ask a question. Ask: Where is Mike? (2) Let Ss watch the video and answer questions. Ask: Where is Mike want to go? What does he say? What does the man answer? (3) Explain the word “library” with pictures. 【设计意图】：引导学生关注图片中的非文本信息，养成认真读图的习惯。根据老师 的问题，学生在第一次对会话的试听中提取有用信息，培养认真倾听的习惯。 (4) Let Ss watch the video again and let Ss focus on what does Mike ask next. Ask: What does Mike ask? Help Mike to find the library. 【设计意图】：通过问题引领，引导学生抓住提问的内容和问话的方法，锻炼提取关 键信息的能力。 (5) Let Ss watch the video again and answer how Mike asks the details about the library. Ask: Does Mike find the way to the library? What does he ask? Help Ss understand “on the left of the stairs” with a TPR game and some pictures. 【设计意图】：通过问题引领继续引导学生关注 Mike 的提问以及路人提供的指路信息， 并且能够区分“on the left of the stairs” 和 “on the right of the stairs”. (6) Show a picture of another young man asking the way in a very rude way and some people make noisy in library. Let Ss try to talk about it. Let Ss know we should be polite when we ask the way and we should be quiet when we are in a library. 【设计意图】：通过观看多媒体，引导学生思考在图书馆等公共场所应该安静、守秩 序；通过对比的方式向学生渗透，问路需要有礼貌，做文明公民。 （7）Have the children watch the video again. 【设计意图】：通过再看一遍动画，帮助学生从整体上握对话内容，对语言进行内化。 教学资源利用：教学课件，网络资源，图片资源，学生资源。 2. Practice the dialogue. (1) Have the children read the dialogue after computer. (2) Have the children open their books and read the dialogue. (3) Have the children role play the dialogue with his partner. (4) Have some pairs role play the dialogue in front of the class. 【设计意图】：通过多种形式的朗读，使学生进一步理解对话内容，练习课文的朗读 以及发音的准确度，培养学生的口语表达能力。 教学资源利用：教学课件。 Step III. Practice 1. Set the scene. I want to go different classrooms. 2. Introduce my visit plan. the new library the teachers office the computer lab the art class room 3. Give Ss more information about these places and let Ss to show the way with sentence “Its .” in a chain game. 【设计意图】：创设情境，让学生充当小引导员的角色，识记新短语，在情境中练习 有关问路、指路的功能句型。再通过使用含有信息差的任务卡， 让学生在小组内练习 问路用语，为后续的创编对话打基础。 教学资源利用：图片资源、多媒体视频情境资源、教材情境资源。 Step IV. Production 1. Set a scene: so many teachers come to our school today; they want to go around our school. Ss need to tell the way. 【设计意图】：进一步将上一场景进行延伸，让学生跳出原有限制，根据来访客人的 实际需求为他人指路，在相对真实的情境中创编对话。 StepStep V V. . SummarySummary Asking ways is very common in our life, helping others can make us feel very happy. So we should always ready to help others and we should be polite when asking the way. 【设计意图】：课堂小结环节，再次从育人的角度出发，引导学生要懂得乐于助人， 礼貌待人。 Step VI. Homework 1. Practice the dialogue with your partner. 2. Make a map of a building. 七、板书设计七、板书设计