Unit 2 Cities Lesson2（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 2 教案 一、教学目标 （一）知识目标 1. 学生能够听懂、会说并认读短语：buy toys（买玩具）、see a film（看电影）、go boating（去划船）。 1. 掌握问路和指路的功能句：“How can I get to...?（我怎么到达……？）”“You can take a bus.（你可以乘公交车。）”“The toy shop is between a cinema and a park.（玩具店在电影院和公园之间。）” 等。 （二）能力目标 1. 通过听录音、模仿对话、小组讨论等活动，提高学生的听力理解能力、口语表达能力以及合作交流能力。 1. 能够在实际生活场景中，运用所学的问路和指路句型，帮助他人或寻求帮助。 （三）情感目标 1. 培养学生乐于助人的良好品质，增强学生在英语交流中的自信心和积极性。 1. 激发学生对英语学习的兴趣，鼓励学生在日常生活中大胆运用英语进行交流。 二、教学重难点 （一）教学重点 1. 掌握新学的短语和问路、指路的功能句。 1. 能够正确、流利地运用这些短语和句型进行对话交流。 （二）教学难点 1. 理解并正确运用不同的指路表达方式，如 “take a bus”“go straight”“turn left/right” 等。 1. 在真实情境中灵活运用所学知识，根据不同的地点和路线进行准确的问路和指路。 三、教学方法 1. 情境教学法：创设真实的城市街道场景，让学生在情境中感受和运用英语，提高语言运用能力。 1. 任务驱动法：布置具体的任务，如根据地图指路、编写对话等，让学生在完成任务的过程中学习和巩固知识。 1. 小组合作法：组织学生进行小组合作学习，共同完成对话练习、角色扮演等活动，培养学生的合作意识和团队精神。 四、教学准备 1. 多媒体课件，包含城市街道图片、动画、对话录音等教学资源。 1. 自制城市地图、单词卡片、小道具（如人物模型）。 1. 学生每人准备一张白纸和一支彩笔。 五、教学过程 （一）Warming-up（5 分钟） Greetings T: Hello, boys and girls! Nice to see you again. How was your weekend? Ss: It was great/OK... T: Wonderful! Are you ready for our English class today? Ss: Yes! Sing a song Play the song “The Wheels on the Bus” （与出行相关的英文歌曲即可）. Let the students sing along with the music and do some actions. After singing, ask students some questions related to the song, such as “What can you see on the bus?” “How do you usually go to school?” to review the transportation words they learned before. （二）Lead-in（3 分钟） Review Show some pictures of the places they learned in Lesson 1 on the PPT, such as a city, a street, a hotel, a square. Ask students to quickly say out the English words. Then, invite some students to come to the front of the class and use the sentence pattern “Where is the...? It’s on...” to describe the location of one place on the map drawn on the blackboard. Introduction T: We know a lot about places in a city and how to ask and answer their locations. Now, if you are in a new city and you want to go to a place, like a toy shop to buy toys, but you don’t know the way. What will you do? 引导学生思考并回答，从而引出本节课问路和指路的话题。 （三）Presentation（7 分钟） Teach new phrases buy toys：Show a picture of a toy shop with many toys and a child buying toys. Say, “Look, this child is buying toys. We can buy toys in a toy shop.” Write the phrase “buy toys” on the blackboard and teach students to read it. Pay attention to the pronunciation of “buy” /baɪ/ and the stress on the first syllable of “toys”. see a film：Show a picture of a cinema with people going in to watch a movie. “We can see a film in a cinema. Look, these people are going to see a film.” Write “see a film” and teach students to read. Explain that “see a film” and “go to the cinema” both mean watching a movie. go boating：Show a picture of a lake with people boating on it. “This is a very interesting activity. We can go boating on the lake. It’s so much fun.” Write “go boating” on the blackboard and let students read. Explain that “go” often goes with -ing forms of verbs to mean “去做某事”. Drill Read the phrases together several times, first the teacher reads and students follow, then students read in chorus. Play a “Memory game”. Show the phrase cards quickly, then hide them. Ask students to recall and say out the phrases they saw. （四）Practice（10 分钟） Listen and answer Play the recording of the dialogue in Part A on the PPT. Let students listen carefully and answer the questions on the screen: “Where does the girl want to go?” “How can she get there?” Play the recording again, and this time let students listen and 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 a toy shop, a cinema, a park and some streets marked. One student acts as a person asking the way to the toy shop, and the other acts as a local to give directions using the phrases and sentences they learned. 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: There are many tourists in the city. Each group of students needs to create a short dialogue. One student is a tourist who wants to go to a place (such as a sports centre, a library, a zoo etc., which are not on the original map, they can imagine the location) and asks for directions, and the other students in the group are locals to help. They should use the sentences like “Excuse me. How can I get to the...?” “Go straight along this street. Then turn left/right at the first crossing. It’s on your left/right, next to/across from...” Let the groups practice their role - plays for a few minutes. Then, invite some groups 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 a new city map, including at least four different places. Then, they should write down at least two sets of dialogues about asking the way and giving directions on the back of the paper. After they finish, each group presents their city map and dialogues to the class. One student from the group shows the map and reads out the dialogues, 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 phrases, the key sentence patterns for asking and giving directions and the activities they did. T: Boys and girls, today we learned some new phrases and how to ask and answer the way in a city. What are the new phrases? （Point to the phrases on the blackboard and let students read them again） And what sentences did we use to ask and give directions? （Elicit the sentences “How can I get to...?” “You can...” etc.） 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 make a short video about asking and giving directions. They can act with their family members at home, and the video should be at least one minute long. Let them share their videos with their classmates in the next class. 六、板书设计 1. 左边区域：张贴单词卡片，展示 “buy toys”“see a film”“go boating” 三个短语，每个短语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 “How can I get to...?”“You can...”“It’s between/next to/across from...”，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，如某些短语学生掌握不牢，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 $$