北京版（四下）UNIT THREE CAN YOU TELL ME THE WAY -Lesson 9-ppt课件-(含教案+视频+素材)-公开课-(编号：518bf).zip

四年级下册北京版四年级下册北京版 Unit Three Lesson 9 Where is the new library ? Move your head, left left left. right right right. Raise your arm, left left left. right right right. Turn left, clap,clap,clap. Turn right, clap,clap,clap. Turn around, jump jump jump. on the left on the right Mike is a new student in the school, Listen and say Where is Mike going? library Where is the new library? 12 Listen and say Where is the new library? 12 in that buildingover there buildings A B C D 1F 2F 3F 4F 5F 6F 7F the new library 5F right left stairs 2. Left or right? In the building 1.Which floor? 3. Which room? 3rd room on the lefton the right 1st roomthe 5th floor the 4th floor the 3rd floor the 2nd floor the 1st floor 2nd room 1st room 2nd room 3rd room 3rd room 1st room 2nd room 3rd room 1st room 2nd room 3rd room 1st room 2nd room 3rd room 1st room 2nd room 1st room 2nd room 3rd room 1st room 2nd room 3rd room 1st room 2nd room 3rd room 1st room 2nd room 3rd room stairs Listen and image Listen and say Listen and image Its on the _________ floor. Its the _________ room on the _________. Where is the new library? 2. Left or right? 1.Which floor? 3. Which room? The new ________ is in that _________ over there. 5F third Its on the _________ floor. Its the _________ room on the _________. The new ________ is in that _________ over there. Where is the new library? 3rd room on the lefton the right 1st roomthe 5th floor the 4th floor the 3rd floor the 2nd floor the 1st floor 2nd room 1st room 2nd room 3rd room 3rd room 1st room 2nd room 3rd room 1st room 2nd room 3rd room 1st room 2nd room 3rd room 1st room 2nd room 1st room 2nd room 3rd room 1st room 2nd room 3rd room 1st room 2nd room 3rd room 1st room 2nd room 3rd room stairs 3rd room on the lefton the right 1st roomthe 5th floor the 4th floor the 3rd floor the 2nd floor the 1st floor 2nd room 1st room 2nd room 3rd room 3rd room 1st room 2nd room 3rd room 1st room 2nd room 3rd room 1st room 2nd room 3rd room 1st room 2nd room 1st room 2nd room 3rd room 1st room 2nd room 3rd room 1st room 2nd room 3rd room 1st room 2nd room 3rd room stairs 3rd room on the lefton the right 1st roomthe 5th floor the 4th floor the 3rd floor the 2nd floor the 1st floor 2nd room 1st room 2nd room 3rd room 3rd room 1st room 2nd room 3rd room 1st room 2nd room 3rd room 1st room 2nd room 3rd room 1st room 2nd room 1st room 2nd room 3rd room 1st room 2nd room 3rd room 1st room 2nd room 3rd room 1st room 2nd room 3rd room stairs I know where the teachers office is. the teachers office 3rd room on the lefton the right 1st roomthe 5th floor the 4th floor the 3rd floor the 2nd floor the 1st floor 2nd room 1st room 2nd room 3rd room 3rd room 1st room 2nd room 3rd room 1st room 2nd room 3rd room 1st room 2nd room 3rd room 1st room 2nd room 1st room 2nd room 3rd room 1st room 2nd room 3rd room 1st room 2nd room 3rd room 1st room 2nd room 3rd room stairs Excuse me, where is your classroom? 3rd room on the lefton the right 1st roomthe 5th floor the 4th floor the 3rd floor the 2nd floor the 1st floor 2nd room 1st room 2nd room 3rd room 3rd room 1st room 2nd room 3rd room 1st room 2nd room 3rd room 1st room 2nd room 3rd room 1st room 2nd room 1st room 2nd room 3rd room 1st room 2nd room 3rd room 1st room 2nd room 3rd room 1st room 2nd room 3rd room stairs 3rd room on the lefton the right 1st roomthe 5th floor the 4th floor the 3rd floor the 2nd floor the 1st floor 2nd room 1st room 2nd room 3rd room 3rd room 1st room 2nd room 3rd room 1st room 2nd room 3rd room 1st room 2nd room 3rd room 1st room 2nd room 1st room 2nd room 3rd room 1st room 2nd room 3rd room 1st room 2nd room 3rd room 1st room 2nd room 3rd room stairs 3rd room on the lefton the right 1st roomthe 5th floor the 4th floor the 3rd floor the 2nd floor the 1st floor 2nd room 1st room 2nd room 3rd room 3rd room 1st room 2nd room 3rd room 1st room 2nd room 3rd room 1st room 2nd room 3rd room 1st room 2nd room 1st room 2nd room 3rd room 1st room 2nd room 3rd room 1st room 2nd room 3rd room 1st room 2nd room 3rd room stairs Orange Building Pink Building Welcome to our school. Our classroom is . . Our teachers office is . . The computer lab is , The art classroom is, . We love our school. Pink Building on the lefton the right the 4th floor the 3rd floor the 2nd floor the 1st floor 1st room 1st room 1st room 1st room 1st room 2nd room 1st room 2nd room 1st room 2nd room 1st room 2nd room stairs our classroom Orange Building on the lefton the right the 4th floor the 3rd floor the 2nd floor the 1st floor stairs our classroom 3rd room 1st room 2nd room 3rd room 1st room 2nd room 3rd room 1st room 2nd room 3rd room 1st room 2nd room 1st room 2nd room 3rd room 4th room 1st room 2nd room 3rd room 4th room 1st room 2nd room 3rd room 4th room 1st room 2nd room 3rd room 4th room Listen and read the dialogue. Decribe our school to your friends or family.1 指导思想与理论依据 国家英语课程标准指出，英语课堂教学应采用活动途径，并倡导学生在课堂 中体验参与。 会话教学就是要把文本内容，文本语言，文本情感巧妙地组合在一起。而目标的 设定，要以文本内容作为语量的基础，以文本内容作为语境的基础，以文本内容作为 语用的基础。以会话语境、语段为主体带动词、句的学习。 结合指导思想与理论依据，本课将创设贴近学生实际生活的教学情境，关注学生 的整体输入，即关注整体文本内容的理解，关注整体文本语言的学用，关注整体文本 情感的体验。同时，注重对学生听的习惯的培养，重点放在学生的语言输出上。 教学背景分析 （一）教材内容分析：（一）教材内容分析： 本内容出自北京版小学英语教材四年级下册。本册书第二单元为问路和指路话题， 本课为本单元的起始课，肩负着建立本单元话题背景语境和初步输入问路指路方法的 任务，其中较为重要的是如何为孩子建立指路的思维方法。 本课的话题为在如何明确你要寻找的建筑物的大致方向，并进入建筑物内部，通过 楼梯参照物的左右方向和第几个房间进行指路。本课的语言为后面的在小区或者楼群 内借助参照物位置地点进行介绍，和驾车去某地进行了语境和语言知识上的铺垫，具 有基础性的作用。 从语言结构上看，本课的主要句型 Where . ?Its on/in .比较简单，对学 生的现有能力来说并不太难。主要针对 on the left 和 on the right 进行辨别，和第 几层、第几个房间进行介绍练习。 本课主要讲述的是 Mike 到达一个新地点后，如何寻找 new library。在校园内， 如何礼貌的分别对楼群内和楼内两位老师进行询问后，找到地点，并感谢的过程。询 问过程中，注意礼貌用语的运用，和从大到小，从远到近的指路方法。 （二）学生情况分析：（二）学生情况分析： 1. 知识储备：知识储备： （1）方位词：left right。 （2）序数词：first second third fourth （3）关于询问地点和方位的特殊疑问词 where 的理解与运用。 （4）请求别人帮助和感谢别人时的礼貌用语：Excuse me please. Thank you. My pleasure. 等。 2 2. 能力基础：能力基础： 通过四年的学习，学生学习英语的兴趣很高，有一定的英语表达能力，能基本听 懂教师的指令，能简单的用英语描述图片。 90-100% 的学生能够正确模仿、朗读对话；70-80%的学生能够根据图片内容和句 式进行替换练习；40%的学生在在语言框架的支撑下复述文本内容；20%的学生能够依 据文本内容在实际情境中运用句型创编对话。 3. 认知特点：认知特点： 四年级的学生乐于参与， 参与性强， 有一定的语言表达能力，能够参与角色扮 演活动。因此教师要将图形与文字结合，创设贴近生活的情景，激发他们的学习热情 和兴趣。 教学方式：教学方式：会话教学，多媒体辅助教学 教学手段：教学手段：通过 chant 导入本课所需上位知识并进行旧知激活，通过识图、听力问答、 选择、多媒体等方式学习本课主题课文并对所学语言进行运用。 技术准备：技术准备：PPT 教学课件、词条、课堂活动纸 教学目标与重点、难点设计 教学目标： 1. 能正确认读 library,excuse, floor, stairs, teachers office, art classroom, computer lab, clinic 并用这些词汇问路；通过已经熟悉的序数词，观察 表示楼层和房屋所在楼层的位置，能主动完成 the first floor, the second room on the left 等表示房间位置词汇的学习，并用这些词汇指路。 2. 在真实的情境中，能够从感知、理解到理清句子结构，能运用“Excuse me，where is the .”礼貌的问路，并根据实际情况准确使用 “The. floor. ” “Its the . room on the left/right.”等表述楼层和房间所在位置帮助他人指路。 3. 能正确朗读或表演课文 教学重难点： （一） 重点： 能用 “Excuse me，where is the .”礼貌的问路，并根据实际情况准确使用 “Its on the. floor. ” “Its on the left/right of the .”以及序数 词、方位介词表述楼层和房间所在的位置帮助他人指路。 3 （二）难点： 能够用序数词及方位介词给他人指路。 4 教学流程示意教学流程示意( (可选项可选项) ) Lead in Presentatio n New language learning Lets chant。 Point and say 呈现主题图，看图回答问题，了解文本主要内 容 播放完整录音，第一遍听主题 第二、三遍听细节问题 第四遍听，学生再次对整体文本进行回顾 Summery Practice Production Guessing game. 跟录音跟读，模仿语音语调；学生练习并展示 Show pair work. 活动一：帮外教指路 活动二：show the way of our classroom How to show the way Homework 5 教学过程与教学资源设计 （一）Warming up 活动：chant 【活动目标】 激发学习兴趣,调动积极思维。 【实施方法】 1、教师播放歌曲，师生边做动作边演唱。 2、就歌曲内容与学生展开谈话，引出本课。 【实施方法和师生语言】 1. Lets Chant: Move your head, left leftleft. Move your head, right right right. Raise your arm, left left left. Raise your arm, right right right. Turn left, clap，clap，clap. Turn right, clap，clap，clap. Turn around, jump jump jump. 2. T: All right, do you remember some words in the chant? S: left, right T: Yes, left and right are the important words of lesson9. 【设计意图】通过歌曲热身，激起学生学习的兴趣，游戏主要让学生熟悉 表示左右方向的词汇: left,right.并提示学生关注这两个关键词。 （二）Presentation and practice 10 活动一：交流谈话 【活动目标】了解任务、明确学习内容。 【实施方法和师生语言】 1.T: Today some teachers come to our school, Lets learn how to show them the way. 【设计意图】激发学习兴趣，明确学习任务。 活动二：了解文本背景，接触新语言。 【活动目标】了解语境、获取信息。 T: Our friend Mike is in a new place. So he asks the way to the man. Look at the book, maybe he is back from the classroom or the library. 1)Where does Mike want to go? Lets listen. 播放对话录音。 S: Mike wants to go to the library. 出示本校图书馆图片：This is our library. 2.T: Where is the new library? Listen. 第二次播放对话 1 录音。 S: Its in that building over there. 理解 that building T: There are 2 buildings. Which one is that building?(PPT 分别圈 出两栋建筑物) PPT 强调那栋楼。 11 通过身体语言指出，并理解 over there 3.第三次听录音回答问题： Look at the picture, where is Mike now? In the building or out of the building? Look at the picture, what do you see: the fifth floor, stairs, on the left or on the right. Listen and circle: Which floor? Left or right? Which room? Lets listen and circle. S: The fifth floor. The third room on the right. 【设计意图】通过回答问题来掌握细节信息。 活动三：角色体验 【活动目标】体验角色，掌握重点。 【实施方法和师生语言】 T: Please open your books, lets listen and say. 听录音跟读 Pair work 【设计意图】通过跟读，分角色朗读学习语言本身，加深理解对话内容。 活动四：板书总结问路、指路的基本句型 【活动目标】学生能掌握问路、指路的基本句型。 【实施方法和师生语言】 T:Now if I want to ask the way to the new library,we can ask? 板书：-Excuse me,Where is.? 1 T: And how to answer? 板书： -Its in building. on floor. the room on the left/right. 借助图片完整指路 【设计意图】帮助学生感知、理解、理清语言结构。 （三）Pratice 活动五：Naughty rabbit. 【活动目标】 【实施方法和师生语言】 T:A naught rabbit is in the building, it jumps into some rooms. Where is it? Lets guess. Where is it? Which floor? On the left or right? Which room? 1)3rd floor, the third room on the left 2)1st floor, the 1st room on the left 3)4th floor, the 4th room on the right 1 【设计意图】通过 guessing game, 引导学生描述路径。 （四）Production 活动六：帮外教指路 【活动目标】突破重、难点，激发学生主动。 【实施方法和师生语言】 1)T: There is a fresh man. Where is he going? Lets Listen. (播 放视频, teachers office) S: The teachers office is on the 5th floor , the 3rd room on the left. 2)T: He is asking some classroom, what room? S:Art classroom, computer lab, science classroom, music classroom, dancing classroom. 一组示范后，小组合作选择帮助指路的房间，完成指路。 【设计意图】利用学生乐于助人的性格特点，借助她们熟悉的学校的环境， 让学生主动用英语思考、用英语做事情。 活动七：Introduce our school 1 【活动目标】了解学校，介绍学校，热爱学校。 【实施方法和师生语言】 【设计意图】利用学生乐于助人的性格特点，借助她们熟悉的学校的环境， 让学生主动用英语思考、用英语做事情。 （四）Homework Listen and read the dialogue. Decribe our school to your friends or family. 学习效果评价设计 评价方式评价方式 一、一、个人评价：个人评价： 根据学生课堂表现进行口头表扬如：Good! Great! Wonderful！三个等级评价方 式，培养学生的倾听和表达习惯。 二、全体评价二、全体评价Climb the Building： 教师在黑板上画出 building 和 stairs，引导学生们比一比，who can climb as tall as the building. 教学设计特色说明与教学反思（300-500 字） 1 美国心理学家波斯纳提出一个公式：教师的成长=经验+反思。对于一个教师来说， 经验固然重要，但经验若不加以反思，则是狭隘的经验。3 月 23 日，在一个阳光明媚 的上午，我校又一次迎来了许多市区级教育专家。这些走入我校的教育专家的到来， 在振奋了我们的精神的同时，又给我们带来了无数宝贵的经验和丰富的理论指导。 本次在市级教研员王晓东老师的引领下，我又对自己的教学进行了细致的反思。 王老师从评价方法入手，指出 4 年级的学生在已有能力的基础上，可以其他同学的朗 读等进行自主评价，这样可以激发学生们的学习自主性，同时也可以更好的做到教师 少教，学生多学。而在文本教学中，王老师细致的帮我分析了，如何从文本背景环境 入手，调动学生的观察力，发现文本的背景，思考文本的内容，在理解和充分启发思 维的基础上，理解文本的逻辑关系，从而调动思维，表达指路的从大到小的指路习惯。 这样从文本的整体入手，不要急于进入文本语言知识的学习，先理解文本的逻辑，到 达思维高度的领悟之后，再关注文本语言的结构和词汇。避免将文本打散，避免过早 的关注语言结构和词汇，这样的英语教学理念，在王老师的细致阐释下，终于清晰了 起来，这也和区教研员苏老师对我的指导不谋而合，使我一下子领悟了小学英语教学 的理念。最后，王老师又带我理顺了一些教学活动的顺序，对一些教学活动创设的真 实性和趣味性给出了建议。 通过这一次的教学展示活动，我对自身的不足有了更深刻的认识，也解决了许多 我教学中的困惑。相信带着领导、专家们对我的关爱和指导，我一定会更努力的提高 自己的教学能力。而且在二实验这样温暖而又充满积极向上动力的大集体，我一定能 更好的成长为一名优秀的教师。