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

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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

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