Unit 1 My neighbourhood Let's check（教学设计）-2024-2025学年人教新起点版英语四年级下册

人教版四年级下册 Unit 1 My neighbourhood Let's check 教案 一、教学目标 知识目标 学生能够听懂、会说、认读本单元关于场所（如 restaurant、post office、bank 等）和方位（如 across from、next to、between 等）的重点词汇以及功能句型，如 “How can... get to...?” 。 学生能够读懂有关社区介绍的短文，获取关键信息，并能正确完成相关的阅读任务。 能力目标 通过听力和阅读练习，提高学生捕捉关键信息、理解语篇的能力。 培养学生在实际情境中运用所学知识进行问路和指路的能力，提升语言表达和交流能力。 情感目标 激发学生对英语学习的兴趣，增强学生学习英语的自信心。 培养学生的合作意识和团队精神，鼓励学生积极参与课堂互动和小组活动。 二、教学重难点 教学重点 复习巩固本单元重点词汇和功能句型，使其能够熟练运用。 提高学生的听力和阅读技巧，让学生能够准确获取听力和阅读材料中的关键信息。 教学难点 在实际情境中灵活运用所学知识进行问路和指路，解决实际问题。 培养学生的阅读理解能力，引导学生理解文章细节并能根据文章内容进行合理的推理和判断。 三、教学方法 情境教学法：创设真实的生活情境，如在社区中问路、指路等，让学生在情境中运用所学知识进行交流。 任务驱动法：布置听力、阅读和口语表达等任务，让学生在完成任务的过程中掌握知识和技能。 小组合作法：组织学生进行小组合作学习，共同完成任务，培养学生的合作意识和团队精神。 四、教学准备 多媒体课件，包含与教学内容相关的图片、音频、视频等资料。 单词卡片、自制地图、奖励小贴纸等。 五、教学过程 （一）Warming-up（5 分钟） Greetings T: Hello, boys and girls! How are you today? Ss: Fine, thank you. And you? T: I'm very well, too. Nice to see you! Sing a song Play the song related to places in the neighborhood, such as “The Place in My Neighborhood” （可自行根据旋律填词）. Let the students sing along with the music and do some simple actions. After singing, ask students to share what places they heard in the song. （二）Lead-in（3 分钟） Show a picture of a neighborhood on the PPT. T: Look at this picture. This is a neighborhood. What places can you see in it? Encourage students to say out the places they know, such as “school”, “park”, “hospital” etc. Review some key words Take out some word cards of the places and prepositions learned in this unit, like “restaurant”, “next to” etc. and ask students to read them quickly. （三）Presentation（10 分钟） Listen and fill in the blanks (A part) First, let students observe the picture in A part on their books. Explain that they are going to listen to a dialogue about the places in this neighborhood. Read the four words on the top - right corner of the picture with the students: “bank”, “grocery”, “bookstore” and “cinema”. Let them predict which place might be in each blank area. Play the recording for the first time. Students just listen to get a general idea. Play the recording again. This time, students listen carefully and fill in the blanks with the words they hear. Check the answers together. Ask students to read out the sentences with the filled - in words, for example, “The bank is across from the school.” Read, draw the route and write (B part) Present the short passage in B part on the PPT. Read the passage aloud to the students first, and explain some new or difficult words if there are any. Ask students to read the passage by themselves and then draw the route on the map according to the description in the passage. After they finish drawing, ask some students to share their routes. Let them describe how to get from the starting point to the destination using the sentences like “Go straight, then turn left/right at the... crossroads.” Finally, ask students to complete the writing task according to the passage, and remind them to pay attention to the grammar and spelling. （四）Practice（10 分钟） Group work - Role - play Divide the students into groups of four. Each group gets a self - made map of a neighborhood with some places marked on it. In each group, two students act as the people asking for directions, and the other two act as the people giving directions. They create a dialogue according to the map, for example, “A: Excuse me. How can I get to the park? B: Go straight and turn right at the second crossroads. It's on your left.” After a few minutes, ask some groups to come to the front of the class and perform their dialogues. Listen and answer Play another short audio about asking and giving directions. After listening, ask students some questions related to the audio, such as “Where does the speaker want to go?” “How can he/she get there?” （五）Production（7 分钟） Design your own neighborhood Let students design their own dream neighborhoods on a piece of paper. They need to draw different places and mark the names. Then, ask them to write at least three sentences to describe the locations of the places in their neighborhoods, for example, “The library is next to the museum. The supermarket is across from the cinema.” In groups, students share their designs with each other. They take turns to introduce their neighborhoods and ask each other questions about the locations of the places. （六）Summary（3 分钟） Summarize the key points of this class with the students, including the important words, sentences and the skills of listening and reading. T: Boys and girls, today we reviewed the words and sentences about places and directions in our neighborhood. We also practiced listening and reading skills. Can you tell me some of the words we learned? Encourage students to answer. Praise the students' good performance in class and give some rewards to the students or groups who did well. （七）Homework（2 分钟） Ask students to make a short dialogue about asking and giving directions, and record it with their mobile phones. Let them describe the way from their home to their school in writing, using the knowledge they learned in this unit. 六、板书设计 左边区域：写出本单元重点场所词汇，如 restaurant、post office、bank 等，每个单词旁边配上简单的简笔画。 中间区域：写下重点句型，如 “How can I get to...?”“Go straight. Turn left/right at the... crossroads.” 右边区域：在学生进行口语练习和汇报时，记录学生的精彩表达或出现的错误，以便及时总结和纠正 。 七、教学反思 在教学过程中，要密切关注学生的反应和参与度。对于学生在听力和阅读中遇到的困难，要及时给予指导和帮助。在小组活动中，要加强巡视和监督，确保每个学生都能积极参与。同时，要根据学生的作业和反馈情况，对教学效果进行评估，以便在后续的教学中做出调整和改进。 学科网（北京）股份有限公司 $$