1、人教版小學英語（一起）四年級下冊 Unit 2 Cities Lesson1 教學設計執教教師：漆艷萍 執教班級：成都七中八一學校 4年級1班教材分析本課是人教版小學英語（一起）四年級下冊Unit 2 Cities第一課時，課型為詞匯型教學。本課的內容是通過問路和指路，感知如何用英文來表達city中的places，囊括四個部分。 scene 為問路和指路的情景導入，初步感知如何去某地的問句及答句：How can I get to You can take 2. Part A：通過情景對話，圍繞詢問sports centre和square 的位置展開對話，情境化地呈現了本單元的目標功能句：Whe

2、re is the sports center? Its on Apple street. 重點詞匯：Sports centre, street, square, city, hotel.3. Part B：在情境中操練本課功能句。4. Part C：讓學生通過描摹句子來體會句子書寫規范，為抄寫句子和獨立寫句子打下基礎。學情分析本節課的教學對象是4年級的學生，學生們具有良好的學習習慣，對英語學習保持著濃厚的興趣。通過3年多的英語學習，他們能聽懂簡單的英語課堂指令；具有初步看圖猜測語言的能力；能與同學進行合作交流。 學生已經掌握了一些與本課話題相關的內容，為學習本節課奠定了情感基礎與知識技能基礎

3、。在一（下）Unit1 Classroom學習并掌握了詢問某物位置的功能句Where is the rulerbook? Its onunderin 在一（下）Unit2 Room學習并掌握了有關方位的詞匯behindundernear; 在二（上）Unit4 In the community學習并掌握了有關場所的詞匯zooparkbookshopschoolsupermarket hospital; 能用功能句Where is Lily?及答語She is at the zoo. 在四（上）Unit3 Transportation學習并掌握了表示交通工具的詞匯：by busby taxiby

4、 shipby subwayby carby school busby boatby bikeby trainby planeon foot.在四（下）Unit1 My Neighbourhood中學習并掌握了表示場所和地理位置的詞匯restaurantpost officebankgrocerycrossroads;以及across from next tobetweencrossroads等表示方位的詞匯: turn leftturn rightgo straight等表示行進方向的詞匯；能用功能句Where is the ? How can I get to the ? 及答語Go st

5、raight. Its on your right. Its between and 但從這個年齡段孩子的認知水平和生活經驗方面來說，大部分孩子已有city的概念，但還不能完全正確描述city中的場所，這需要教師在本節課中創設情境引導孩子們建構相關能力。在設計課程時，要關注學生的認知水平和語言儲備，幫助學生清晰city的概念。教學目標語言知識與技能目標：能夠通過觀察、理解主情境圖后，根據語境問路和指路，并給予建議。在情境中感知、理解、會說：hotel, city, street, square, sports centre等表示場所的詞匯，并能借助拼讀規律認讀和識記單詞。在情境中感知、理解、會

6、說Where is the ? Its across from the Its between and 等功能句來詢問并描述某個場所的位置。能夠根據語境，選擇本課所學詞匯將句子補充完整，規范、正確書寫。2.過程與方法目標：學生在情境中運用觀察、推測、聽音、討論等方式理解情景對話內容，形成探究、合作學習的模式。3.情感態度與價值觀目標：通過本課的學習，結合相關的生活經驗與能力，學生能初步詢問和描述city場所的位置，并熱愛自己的城市。教學重點及難點教學重點：在情境中感知、理解并掌握5個場所教學難點：結合生活經驗，在恰當的情境中初步運用本課功能句來描述city的場所。教學準備CAI、PPT、教學卡

7、片、地圖等教學流程教學環節教師活動學生活動設計意圖Step1：Warm-upT: Good morning, boys and girls. Today lets build a city. Ill divide you into 2 groups. Youre group1 and youre group2. Are you ready?簡單問候，在和諧愉快的氛圍中開課，為熱身活動做好準備。s singT: Lets sing a song and try to think: What places can you hear in the song?Activity2. Lets singS

8、5:學生可能輸出 bank, grocery。用sing熱身，聚焦places提問，為city話題做鋪墊。Step2: Lead-in通過歌曲情景引入，喚醒對places的舊知和對city概念的感知。 Activity1. Free-talkT: In the song, we got many places. In Chengdu, there are bank and grocery too. Do you know any other places about Chengdu? （教學設計要體現PRT的Thinking，讓學生知道還有其他的places。觀察學生能否說到square，ho

9、tel，street。引導學生思維，根據學生現實的回答，順勢找到切入口，導入新知。）Activity2. Look and sayT: There are so many places in Chengdu. Chengdu is a city. Shanghai is a big city. Today were talking about cities.Activity1. Free-talkSs: 學生的認知會根據自己的知識儲備和生活經驗而不同。Activity2. Look and say借用主情境圖和學生的生活經驗導入主題cites。（學生回答要完整，語言表達要準確，既運用到了今天的

10、功能句型，也能強化核心詞匯。）學生有對city的概念，但缺乏用英文表達city的places的能力，用free-talk喚醒舊知和生活經驗。預設：T: Do you know any sports centre? What can you do in the sports centre? How do you go to the sports centre?T: Do you know the meaning of street? Can you give me the name of street you know?T: Can you give me a name of square yo

11、u know? What can you do on the square?T: Yeah, there is a hotel.What can you do in the hotel? By the way, how do you go to the hotel?Step 3：PresentationMain scene主圖A部分Activity1. Look and sayT: Look. Here is a city. Who are they in the city?Activity2: Listen and sayT: What places can you see?T: Can y

12、ou guess: What are they talking about? Lets listen. in pairsT: Do you know any sports centre? What can you do in the sports centre? How do you go to the sports centre?Activity4. Listen and sayT: How can Mike get to the sports centre? Now lets listen carefully. T: Why should Mike take a subway to the

13、 sports centre? Activity5. Listen and repeat主圖B部分 Activity1. Look and sayT: Another two children are in the city too. Who are they?T: Whats in sues hand? Where is Sue going? Why? Lets check.Activity2. Listen and sayT: Where is the toy shop? Lets listen. Do you know the meaning of street? Can you giv

14、e me the name of street you know? In the city, there are many buildings on both sides of the street. Like bank, post office and grocery. But the road is a link connecting the towns and cities.T: The toy shop is on Banana street. How can Sue get there?Activity3. Listen and repeatActivity1. Look and s

15、aySs: Mike and Lily are in the city. Activity2:Listen and saySs: 核心重點是places，就要聚焦提問，學生自由猜測，音頻確認Sports Centre。Activity3. Discuss in pairsSs:學生根據知識儲備和生活經驗思考、討論并分享。Activity4. Listen and saySs: 通過聽力輸入，提煉關鍵信息。追問，引導學生思維，感知far。（This is subway station. Its near. But the sports centre is far.）Activity5. List

16、en and repeatActivity1. Look and saySs: Theyre Sue and Bill.Ss: 學生猜測、討論、分享。Activity2. Listen and say整個信息點用聽解決。Activity3. Listen and repeat用主圖情境感知city，圖文解碼，引入新知的理解和學習。感知主情境圖時，看圖的整體性要強，讓學生聽一聽，能解決夠簡單地回答問題即可。在情境中感知sports centre。通過聽錄音，鍛煉學生的聽力水平，并準確找出對應的關鍵信息。圖文解碼，層層追問，猜測、感知Sue和Bill在情境中的故事背景。聽力導入，聚焦新知，感知、理

17、解street。以聽力原音輸入，提升學生解決問題的能力。Step 4：Part AActivity1. Listen and sayT: Just now Mike goes to the sports centre. How can he get there?T: A girl comes to the city and she wants to go to the Sports Centre too. But where is the sports centre? Maybe you can help her. Lets listen.Activity2. Discuss and sayT

18、: Oh, the sports centre is quite far. The girl doesnt have enough time. So she changes her ideas. Lets listen. Where is she going? Can you give me a name of square you know? What can you do on the square? Activity3. Listen and sayT: Where is the square in the city? T: The square is across from the h

19、otel. Where is the hotel? Now lets discuss about hotel. What hotels do you know? Where is it? Activity4. Listen and repeatActivity1. Listen and say Ss: 學生根據類似情景導入，通過聽力輸入，追蹤到sports centre 的位置。Activity2. Discuss and say學生自主思維，感知、理解square。Activity3. Listen and say討論感知hotel。Activity4. Listen and repeat通

20、過對話情景的理解，讓學生自己建立city的概念，用豐滿的places填充city整體的框架，感知如何介紹自己的city。借助圖片的支撐和類似情景的支撐，給學生相似的語境。既要解決詞匯，也不是孤立的解決詞匯，最適合跟學生的生活經驗結合在一起。通過錄音進行正確語音輸入，鍛煉學生模仿能力。Part BAsk and answerT: We all live in Chengdu. Its a beautiful city. There are many fun places. Such as T: Here is a map about Chengdu. 把新知遷移到學生的現實生活中，靈活運用所學。

21、適度拓展，借助真實的city情景鞏固所學。Part CT: You can talk about the city. Lets write now.描摹，帶著思考完成句子。沉淀新知，規范書寫。Step4：SummaryT: We talked many about cities. There are some other big cities in China.T: I hope you can love our city. Love Chengdu. 反思、總結課堂收獲，鞏固新知的同時，提升語言的概述能力。鞏固新知，情感升華Step 5:Homework1. Listen and repeat.2. Talk about your city with your friends.綜合提升學生的聽、說、讀和寫能力。Blackboard design:教學反思：我和四年級一班的孩子一起體驗了這節PRT模式的英語課。從最初的教學設想，到幾番試講的調整，再到今日的課堂呈現，我深刻認識到本課的核心所在。本課的主題是cities，是一個比較抽象的概念，四年的學生已具備city的概念，但缺乏表達city中的places的能力。于是，思