小学英语沪教牛津版(六三制三起)四年级上册Module 1 Getting to know youUnit 1 Meeting new people精品表格教学设计及反思

课题

Module 4 Unit 10 Around my home

章节

 Period 2

学科

英语

年级

四年级

教材分析

 《新课标》中课程基本理念第（六）条指出：英语课程应根据教和学的需求，提供贴近学生、贴近生活、贴近时代的英语学习资源。创造性地开发和利用现实生活中鲜活的英语学习资源。

本节课选用的教材内容是以上教版牛津英语Around my home为话题的会话课型。文本内容是两段对话：Jill和Alice讨论Jill家生活街区及环境的对话；Jill和Miss Fang讨论Miss Fang家生活街区及环境的对话。第一课时中，学生能够掌握自己家附近的一些场所名称并用There be 句型介绍自己家环境，本课时要求学生能在第一课时的基础上，运用There be的一般疑问句型和别人交际，获取别人所住的生活街区及周围环境的信息。

在课本对话的基础上，教师创造性地开发了新的学习资源：一个关于城市老鼠和乡村老鼠相互拜访的故事。教师在故事中创设了三个不同的情境，使学生在情境中，以说话的方式复习旧知、感悟新知、操练新知，以此达到在实际生活中运用语言的目的。

学情分析

四年级学生好奇心较强，敢于开口，乐于与同伴交流，能在图片的帮助下听懂和读懂简单的小故事，并能交流简单的个人信息，但他们注意力集中时间不长，运用故事呈现文本内容能更好地吸引学生注意力，激发学生进一步学习的兴趣。

教学目标

1、能口头运用本课时所学句型there be的一般疑问句和同伴谈论所住生活小区和周围环境。

2、懂得与别人和睦相处，热爱身边的生活环境。

教学重难点

句型Is there/Are there...near your home? 在实际生活中的运用。

教学方法

Communicative Teaching Approach

Situational Teaching Approach

Warm-up

1. Greetings.

2. Let the students guess the present for them. Then show the present, a book called Good friends on the screen.

（设计意图：以猜礼物的形式引出本节课的主导线：一本故事书。开发新的学习资源，激发学生学习兴趣，创设活跃轻松的学习氛围，为课本文本的呈现夯实基础。）

3. Turn to page1. Talk about the question frfreely: What’s in page 1?

(设计意图：创设故事中的第一个情境：一条繁华的大街。在情境中热身，复习旧知，为接下来的新知呈现作好语言上的铺垫。)

1. Greetings.

2. Guess the

Present.

3.S1: There is …

  S2: There are some…

Presentation

1. Introduce the 2 characters in the story.

(1)Attract the students’ attention to the small house on Green Street to elicit the main character the city mouse Peter.

(2)Introduce that Peter received an invitation from his friend Jerry，the country mouse.

(设计意图：介绍故事中的两位主人公：城市老鼠和乡村老鼠。帮助学生理清故事脉络，扫清交际障碍。)

2. Open the first invitation.

1) Read the invitation for the students.

(设计意图：学生通过看、听，初步感知邀请函内容。)

2) Let the students read the invitation and answer the 2 questions on the blackboard: (1)Is there a river near Jerry’s home? (2)Are there any restaurants near his home?

Then present the answers: Yes, there is. No, there aren’t.

（设计意图：此为故事的第二个情境：在读懂邀请函的基础上，根据邀请函给学生设问。两个问题的呈现突破了本课的重点。学生在情境中自然而然感受了新知.）

3. Let the Ss try to ask some other questions according to the invitation. Present the rest 2 answers: No, there isn’t. Yes, there are.

(设计意图：此环节的设置是为了自然引出there be 一般疑问句的另外两种回答方式。)

1. Know the 2 characters in the story.

2. 1） Listen to the teacher.

.2）Read the letter by themselves and try to answer the questions.

3. Try to ask some other questions according to the invitation.

Practice

1. Read the sentences.

（设计意图：加强阅读训练，培养语言能力。）

2. Ask the students to help Peter find Jerry’s home by using the new sentence patterns on the blackboard.

（设计意图：让学生通过打电话和Jerry通话的方式进行新句型的操练，同时关注学生情感教育，让学生体会帮助人的成就感，建立学习英语的自信心。）

3. Present the second invitation . Let the students make a dialogue with the help of the dialogue frame according to the map contained in the invitation.

（设计意图：此处为教师在故事中创设的第三个情境：Peter 给Jerry发出的邀请函，并附上了自己家的地图，教师呈现Peter和Jerry的对话模式，创设语言环境，请学生结对合作，在情境中编造对话，操练句型。）

1.  Read the sentences.

2. Look at the pictures and find out the differences among the environment around the 4 houses. Then they call Jerry, ask him: Is there/ Are there…? To make sure which is Jerry’s home?

3. Talk about the map in pairs with the given dialogue frame.

Consolidation

1. Present the content on the book. Let the students listen to the tape

(设计意图：听课本对话内容，回归课本，初步感知对话内容。)

2. Watch a video about the dialogues and answer 4 questions.

(设计意图：看视频动画，回答问题，加深对文本内容的理解。)

3. Have the students read the dialogue for several times.

(设计意图：阅读对话，机械训练，培养语言能力。)

4. Role play.

Have some students to act out the dialogues.

(设计意图：巩固新知，活跃课堂气氛，使学生在轻松的课堂氛围中掌握所学内容，并为下一步的语言运用打下基础。 )

1. Listen to the tape.

2. Read and answer.

3. Read the dialogues.

4. Role play actively.

Extension

 Invite your friend.

(1)   Let the students make an invitation for their good friend.

(2)   Based on the invitation, ask more questions to get more information about the environment around the other’s home.

(3)   Have some students invite their friend.

（设计意图：让学生给朋友写邀请函，并围绕自己收到的邀请函向朋友提出问题，获取更多关于朋友家庭住址的信息，培养学生在实际生活中运用语言的能力，真正做到学以致用.）

(1)   Write the invitation.

(2)   Talk about it with each other.

(3)   Invite their friend.

Emotion Sublimating

T: We live in different places, but we can visit each other. Please be friendly to others, and love the environment around us.

(设人和睦相处并爱护环境的意识。

Blackboard design

Around my home

Is there a river near Jerry’s home?

Yes, there is.  No, there isn’t.

Are there any supermarkets near his home?

 No, there aren’t.  Yes, there are.