Unit 2 Cities lesson 1（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 2 Cities lesson 1 教案 一、教学目标 （一）知识目标 1. 学生能够听懂、会说并认读单词：city（城市）、street（街道）、sports centre（体育中心）、hotel（酒店）、square（广场）。 1. 掌握句型：“Where is the...? It’s on...”，用于询问和描述城市中场所的位置。 （二）能力目标 1. 通过观察图片、对话练习等活动，培养学生的观察力、模仿能力和口语表达能力。 1. 能够在实际情境中运用所学知识，进行简单的问路和指路交流。 （三）情感目标 1. 激发学生对英语学习的兴趣，增强学生学习英语的自信心。 1. 培养学生对自己所在城市以及不同城市的探索欲望和热爱之情。 二、教学重难点 （一）教学重点 1. 掌握表示城市场所的词汇和询问、描述位置的句型。 1. 能正确发音和运用所学单词和句型进行简单对话。 （二）教学难点 1. 在真实情境中灵活运用所学知识，准确描述场所位置。 1. 区分 “on”“in”“at” 等表示方位的介词在描述位置时的用法。 三、教学方法 1. 情境教学法：创设城市街道的情境，让学生在情境中学习和运用知识。 1. 游戏教学法：通过游戏激发学生的学习兴趣，提高学生参与度。 1. 小组合作法：组织学生小组合作，共同完成对话练习和任务，培养学生的合作能力和交流能力。 四、教学准备 1. 多媒体课件，包含城市街道图片、对话视频、动画等教学资源。 1. 单词卡片、自制城市地图、小道具（如人物模型）。 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 great. Nice to see you all. Sing a song Play the song “Big Big World”（与城市主题相关的简单英文歌曲即可）. Let the students sing along with the music and do some simple actions. After singing, ask students what they think of the world in the song and if they have been to different cities. （二）Lead-in（3 分钟） Review Show some pictures of places in the neighborhood on the PPT, such as a school, a park, a hospital from the previous unit. Ask students to quickly say out the English words for these places. Then, ask students to describe the location of one place using prepositions they learned before, like “The school is next to the park.” Introduction T: We know many places in our neighborhood. Now, let's think about a bigger place - a city. What can you think of when you hear the word “city”? （Show a picture of a busy city street with many buildings on the PPT）. 引导学生说出一些城市里的元素，如高楼大厦、街道、车辆等，从而引出本节课要学习的城市中的场所相关词汇。 （三）Presentation（7 分钟） Teach new words City：Show a picture of a big city on the PPT, with many buildings, streets and people. Say, “Look, this is a city. A city is a big place with a lot of people, buildings and streets.” Write the word “city” on the blackboard and teach students to read it. Pay attention to the pronunciation, especially the /s/ sound at the beginning. Street：Point to the streets in the city picture and say, “These are streets. We walk on the street. The cars run on the street.” Write “street” on the blackboard and let students read it. Explain that when we talk about a specific street, we usually say “on...” street, for example, “on Apple Street”. Sports centre：Show a picture of a sports centre with people doing different sports like basketball, swimming etc. “This is a sports centre. We can do many sports here, such as playing basketball, swimming and running.” Write the words and teach students to read. Notice the stress on the first syllable of “sports” and the pronunciation of “centre” /ˈsentə(r)/. Hotel：Show a picture of a hotel building. “A hotel is a place where people can stay when they are away from home. Many travelers live in hotels.” Write “hotel” on the blackboard and read it with students. Let them try to think of some famous hotels they know. Square：Show a picture of a square with people walking, dancing and flying kites. “This is a square. People can relax and have fun in the square.” Write “square” and teach students to read, emphasizing the pronunciation of the consonant combination “sq” /skw/. Drill Read the words together several times, first the teacher reads and students follow, then students read in chorus. Play a “Flash - card” game. Show the word cards quickly and let students read the words as fast as they can. The one who reads correctly and quickly gets a small sticker. （四）Practice（10 分钟） Listen and point Play the recording of the dialogue in the textbook. Let students listen carefully and point to the corresponding pictures or words on their books. This helps them connect the audio with the visual and written forms of the words and sentences. Play the recording again, and this time let students repeat sentence by sentence. Pay attention to their pronunciation and intonation, and correct them if necessary. Pair work Divide the students into pairs. Give each pair a simple city map drawn on a piece of paper, with some places marked but without names. One student asks, “Where is the sports centre?” and the other student answers according to the map, “It’s on Green Street.” They can change roles and practice several times. Walk around the classroom to monitor and offer help if needed. （五）Production（10 分钟） Role - play Set up a situation: One student is a tourist new to the city, and the other is a local. The tourist wants to find a hotel, a sports centre or a square. They should have a conversation using the sentences they learned, like “Excuse me. Where is the hotel?” “Go straight along this street. It’s on your right, across from the supermarket.” Let the pairs practice their role - plays for a few minutes. Then, invite some pairs to come to the front of the class and act out their dialogues. After each performance, ask the other students to give some comments, such as what they did well and what could be improved. Group work Divide the students into groups of four. Each group gets a larger piece of paper and some colored pens. They need to draw their own ideal city, including at least three different places they learned today. Then, they should write down sentences to describe the location of each place on the map. For example, “The square is in the middle of the city, next to the park.” “The sports centre is on the left of the hotel.” After they finish, each group presents their city map to the class. One student from the group shows the map and reads out the sentences, while the other group members can add some explanations if necessary. （六）Summary（3 分钟） Summarize the key points of this class with the students, including the new words, the key sentence pattern and the activities they did. T: Boys and girls, today we learned some new words about places in a city. What are they? （Point to the words on the blackboard and let students read them again） And we also learned how to ask and answer the location of these places. What sentence did we use? （Elicit the sentence “Where is the...? It’s on...”） Praise the students' good performance in class and give some rewards to the students or groups who did well, such as stickers, small English - learning cards. （七）Homework（2 分钟） Ask students to draw a map of their hometown (or a city they know well) and write at least five sentences to describe the location of some important places in the city. Let them share their maps and sentences with their parents or family members at home. 六、板书设计 1. 左边区域：张贴单词卡片，展示 “city”“street”“sports centre”“hotel”“square” 五个单词，每个单词旁边配上相应的简笔画，帮助学生记忆。 1. 中间区域：写下重点句型 “Where is the...? It’s on...”，并用不同颜色的粉笔标注出关键词。 1. 右边区域：记录学生在课堂活动中的精彩表现和出现的典型错误，以便及时总结和纠正。比如，如果学生在发音或使用句型时出现错误，写在这边进行分析和讲解。 七、教学反思 在教学过程中，要充分关注每个学生的参与度和表现。对于基础较弱的学生，要给予更多的鼓励和指导，帮助他们克服困难，积极参与课堂活动。同时，根据学生在课堂练习、小组活动和作业中的反馈情况，及时评估教学效果，分析教学过程中存在的问题，如某些单词学生掌握不牢，某些句型运用不熟练等，以便在后续教学中调整教学策略，加强巩固和练习，提高教学质量 。 学科网（北京）股份有限公司 $$