小学英语沪教牛津版(五四制)四年级上册unit 1 In our school教案
展开这是一份小学英语沪教牛津版(五四制)四年级上册unit 1 In our school教案，共5页。教案主要包含了教学目标，教学设计等内容，欢迎下载使用。
Oxford English（Shanghai Edition）
4A Module3 Unit 1 In our school (Period 2)
一、教学目标
（一）、单元教学目标
【语用任务】
能根据学校大队部十月份Running Kid活动的要求，借助自己绘制的学校地图，创作一本介绍自己的学校的小书。能用本单元的核心词汇和句型，用至少7-8句话对自己学校的不同场所及活动进行口头和书面的介绍。要求内容完整、口头表达流利，书面表达基本正确。
●语言知识与技能
1． 语音和词汇
（1） 能尝试运用发音规律，正确拼读含有字母fr-, gr-, tr- 的新词。
（2） 能在Running Kid的语境中，较为熟练地运用本单元核心词汇canteen, computer lab, office, gym, behind, in front of对学校的不同场所、位置进行口头和书面表达。
2. 句法和语段
能在Running Kid的语境中，较为熟练地运用本单元核心句型There is / are… 对学校不同场所的设施进行口头和书面表达。发音基本正确，口头表达流利，书面表达基本正确。
●语言情感
在Running Kid的语境中，全方位地了解自己的学校，体验学校丰富多彩的活动所带来的乐趣，加深对校园的喜爱。
●学习经历
通过Running Kid的闯关活动，尝试通过提取信息、归纳信息以及整合信息完善对自己学校的口头和书面介绍。
（二）、分课时教学目标
| 话题 | 语用任务 | 语言知识与技能 |
第一课时 | Places in our schoolⅠ |
能根据学校Running Kid活动的要求，绘制一张学校的地图，并借助该地图和本单元的句型结构用本单元的核心词汇口头介绍学校不同场所的名称。要求内容基本达意、语音基本正确。 | 1. 感知字母组合fr-, gr-, tr-在单词中的发音，并能正确跟读含有字母组合fr-, gr-, tr-的单词。 2. 能在Running Kid的语境中，听懂、正确跟读核心词汇canteen, computer lab, office, gym, behind, in front of，并能正确抄写。 3.能在Running Kid的语境中，听懂、读懂核心句型There is/are… |
第二课时 | Places in our schoolⅡ |
能根据学校Running Kid活动的要求，借助板书和任务卡，尝试用本单元的核心词汇和句型口头介绍学校里的不同场所及活动。要求内容基本达意，语音正确，表达流利。 | 1. 能正确跟读含有字母组合fr-, gr-, tr-的单词的儿歌，知道字母fr-, gr-, tr-在单词中的发音规律。 2. 能在Running Kid的语境中，正确认读、拼读核心词汇canteen, computer lab, office, gym, behind, in front of，尝试运用核心词汇对学校不同场所、位置进行口头表达。 并能正确拼写表示学校不同场所的核心词汇，如canteen。 3. 能在Running Kid的语境中，正确认读核心句型There is/are…，能初步地运用核心句型进行口头表达。 4. 能熟练运用已知句型We can…对学校不同场所内可以做的事情进行口头表达。 |
第三课时 | Fun in our school |
能根据学校Running Kid活动的要求，通过阅读、摘录描写学校的句子，借助板书用本单元的核心词汇和句型，以口头和书面的形式介绍学校的不同场所及活动。要求内容较完整，语音、句法基本正确，表达流利。 | 1. 能正确朗读儿歌，并尝试归纳字母组fr-, gr-, tr- 在单词中的发音规律。 2. 能在Running Kid的语境中，尝试正确地运用核心词汇canteen, computer lab, office, gym, behind, in front of，对学校的不同场所、位置进行口头和书面表达。音、形、义基本正确。 3. 能在Running Kid的语境中，尝试正确地运用核心句型There is/are…对学校不同场所的设施进行口头和书面表达。 |
第四课时 | School in my eyes |
能根据学校Running Kid活动的要求，借助自己绘制的学校地图，创作一本介绍自己学校的小书。能用本单元的核心词汇和句型，用至少7-8句话对自己的学校的不同场所及活动进行口头和书面的介绍。要求内容完整，口头表达流利，书面表达基本正确。
| 1. 能尝试运用发音规律，正确拼读含有字母fr-, gr-, tr- 的新词。 2. 能在Running Kid的语境中，熟练地用本单元核心词汇canteen, computer lab, office, gym, behind, in front of，对学校的不同场所、位置进行口头和书面表达。 3. 能在Running Kid的语境中，熟练地运用本单元核心句型There is / are… 对学校不同场所的设施进行口头和书面表达。发音基本正确，口头表达流利，书面表达基本正确。 |
二、教学设计
（一） 、文本设计
4A M3U1 Period 1文本
Places in our school I
Look! Our school is new and beautiful. There are many classrooms in our school. They are clean and tidy. This is our computer lab. We can surf on the Internet in computer lessons. There is a big gym in our school. There are many balls in it. The music room is behind the office. There is a piano in it. The office is in front of the music room. Teachers work there. There is a canteen in front of the playground. We can have lunch there. The playground is beside the library. We can run and play on it. This is our school. It’s so great!
4A M3U1 Period 2文本
Places in our schoolⅡ
This is our computer lab. It’s in front of the gym. There are many computers in it. We can surf on the Internet in computer lessons. And sometimes we can play computer games in it. It’s so cool!
This is our gym. It’s behind the computer lab. There is a big TV in it. There are many ropes in the gym too. We can skip with our friends. We have so much fun.
The office is in front of the music room. The teachers work in it. There are a lot of books and paper in the office. We can talk to teachers here. It’s nice.
This is our canteen. It’s in front of the playground. There are a lot of cooks and nice food here. We can have lunch in our canteen. And we can have a Little Dragon Buffet in our canteen every year. We like yummy food.
4A M3U1 Period 3文本
Fun in our school
Look at our school. It’s new and beautiful.
This is our computer lab. It’s in front of the gym. There are many computers in it. I often use Baidu to find pictures. There are a lot of beautiful pictures on the Internet. I often use iQIYI to watch cartoons. I love surfing on the Internet.
This is our gym. It’s behind the computer lab. There is a big TV in it. There are many ropes and basketballs in the gym too. We can do sports with our friends. I like cheerleading in the gym. We put on the same clothes and dance together. We have so much fun.
The office is in front of the music room. The teachers work in it. There are a lot of books and paper in the office. We can talk to teachers here. Peter is my favourite teacher. There are many story books in his office. He often lends me some interesting books. And I love reading.
This is our canteen. It’s in front of the playground. There are a lot of cooks and nice food here. We can have lunch in our canteen. And we can have a Little Dragon Buffet in our canteen every year. It’s my favourite activity. There is much yummy food in the buffet. I like eating pizzas, cakes and noodles. So delicious!
This is our school. There are so many interesting places in it. It’s so great!
（二） 、教学与评价活动设计
第二课时教学流程：
Procedures | Contents | Methods | Purpose | Assessment | |||||
I. Pre-task preparations | 1.Warming up Rap: Running Kid
2. A video: Places in our school
3.Homework checking | 1-1 Watch and chant
2-1 Watch the video 2-2 Have a free talk e.g. What do you think of our new school?
3-1 Look and say
| 通过让学生吟唱儿歌引出主题、激发学生兴趣。
通过问答和作业检查，帮助学生回顾前一课时学习内容，并对作业进行即时评价。 | 评价目的：检测学生对前一课时学习的内容是否掌握。 评价维度：学业成果 评价内容：语言运用 评价主体：学生互评 评价方式：观察表现 评价标准：
| |||||
II. While-task procedures | 1.The rules of Running Kid
2.Task card I computer lab in front of
3. Task card II gym behind
| 1-1 Listen and answer e.g. How many places shall we go? How much time can we use? 2-1 Spell and write 2-2 Listen and answer e.g. What can we do in the computer lab? 2-3 Look and say 2-4 Read and memorize 2-5 Think and talk
3-1 Spell and write 3-2 Chant with the rap 3-3 Guess the questions e.g. What’s the name of this place? Where is it? What’s in it? What can we do in it? 3-4 Look and say 3-5 Think and match 3-6 Think and say |
引导学生在完成任务卡的过程中提取信息，理解文本，尝试说一说。
帮助学生借助Rap的内容，在处理信息的过程中通过四个核心问题作为提示，来描述gym，能正确地进行口头表达。 |
评价目的：检测学生是否能积极地说。 评价维度：学习兴趣 评价内容：表达兴趣 评价主体：学生 评价方式：学生自评 评价标准：能积极地说即可得到’say actively’的章
评价目的：检测学生是否有大声地讲的好习惯。 评价维度：学习习惯 评价内容：说的习惯 评价主体：学生 评价方式：学生互评 评价标准：能大声地讲即可得到’speak loudly’的章。 | |||||
III. Post-task activity | Task card III / Task card IV canteen / office
| 1-1 Spell and write 1-2 Choose and say
| 让学生自主选择一个场所，并借助任务卡中的任一提示，进行正确且有序地介绍。
| 评价目的：检测学生通过本课学习，是否能够用核心词汇和句型正确有序地介绍学校里的不同场所及活动。 评价维度：学业成果（句法） 评价内容：语言运用 评价主体：教师 评价方式：即时评价+课后评价 评价标准：能正确有序地表达即可得到’express correctly’ 的章。 | |||||
IV. After class
| 1. Choose 3 places and finish the task cards. 2. Talk about the places you choose. | ||||||||
Board Design | 从右往左引导 从左往右输出 | ||||||||
课堂练习
书写练习 | 口头练习 |
相关教案
这是一份小学英语沪教牛津版(五四制)五年级上册unit 2 My way to school教案，共3页。教案主要包含了教学目标，教学重难点，教学过程等内容，欢迎下载使用。
这是一份小学英语沪教牛津版(五四制)五年级上册unit 2 My way to school教案，共2页。教案主要包含了教学目标，教学重难点，教学过程等内容，欢迎下载使用。
这是一份沪教牛津版(五四制)四年级下册Unit 1 Sounds教案，共2页。教案主要包含了教学目标，教学重难点，教学过程，作业布置等内容，欢迎下载使用。
