Unit 2 At Century Park教案设计（一等奖）

Oxford English Book 4A M4 U2

Where is

Century Park ?

Dana 2012、11

教学设计（2012、11）

Teaching material:

Oxford English 4AM4U2 At Century Park

P53

Look and say

( Dialogue ① )

Period 1 Topic:

Where is Century Park ?

一、教材分析

At Century Park 是Module4 The natural world的第二单元，共分为四课时。第一课时要求学生通过所学句型: ‘Where is…? It’s…

’来寻找方位，学生能在生活中运用地图寻找具体地理位置，体现语言生活功能。第二课时要求学生学习单词：sketchbook, cap, camera等并了解野餐前所要做的准备。第三课时要求学生学会单词：aviary, fountain, pond并正确表述物体间的方位关系并能用祈使句：

Don’t …发出命令和禁止他人做某事。第四课时要求学生运用介词来表明物体间的位置关系。

本节课是

At Century Park 教学主题的第一课时，通过学习，学生能够运用‘Where is…? It’s…

’来寻找方位，找出具体地理位置并了解怎么去。依据本教材中Look and say 中Dialogue ①的教学文本，在教学中我将教学文本进行了再构。在本节课的文本再构中，为了使教学更切合学生的生活，体现语言的生活功能。

二、教学目标

1、知识目标：

（1）、会听读理解并运用新词及词组：Century Park, where , far away from , take，take a/the …

（2）、会听读理解并运用句子：Where is … ?

It’s in …

来寻找并描述所在的地理位置

（3）、了解去往Century Park等地点的路线

2、技能目标：

（1）、能够运用‘Where is…? It’s…

’来寻找方位，找出具体地理位置并了解怎么去。

（2）、能够运用‘…far away from… ’来描述两地点间的距离。

（3）、能够以Century Park等场所为主题进行谈论，并和同学间互相交流。

3、情感目标：

鼓励学生发现生活中的美景，出去多看看、走走，让学生懂得更好地热爱生活，享受生

活。

4、教学重点和难点：

（1）、会听读理解并运用新词及词组：Century Park, where , far away from , take，take a/the …

（2）、会听读理解并运用句子：Where is … ?

It’s in …

来寻找并描述所在的地理位置

（3）、能够以Century Park等场所为主题进行谈论，并和同学间互相交流。

三、学习策略：

本课以学生的生活经验和兴趣为出发点，创设“闯关式”任务活动来驱动学生的学习动力，以真实的生活经验来引导学生主动学习英语知识、发展语言技能，提高实际语言运用能力。

本课通过完成五个任务（五个问题）：1. What place is it?

2 .Where is Century Park? 3. How can you go to Century Park?

4 .Can you talk about Century Park ? 5.Can you talk more ?来进行贯穿。学生在解决这是什么地方，寻找世纪公园的地理位置，采用什么交通工具去世纪公园以及在世纪公园能看到些什么和做些什么这些问题的基础上；进而将语言学习运用到生活中，充分体现语言的生活功能。本节课的教学目标为掌握词组：

Century park , in… , far away from ,take a/the …及能用句型：Where is…? It’s… 引出一系列的问题，最终能正确描述世纪公园及自己喜欢的公园来输出文本。

引导学生通过任务型活动来促使学生主动获取信息，乐意用英语交流，发展用英语解决实际问题的能力。

四、具体做法：

1) 、Topic 体现教材原有的主体

4A M4U2 At Century Park的Look and say中为对话形式文本，在教材原有基础上，我将对话文本再构成语段文本。并设topic为‘Where is Century Park ？’，学生通过学习可以正确说出：Century Park is in Pudong. It’s far away from here. We can take a bus ,take a car or take the underground there.At Century Park, we can see beautiful flowers and green plants. We like playing in it. We have a good time at Century Park. 2)、Contents 必须体现教材内容的安排

教材提供了句型: Where is…? It’s…，学生通过这个句型引出一系列关于‘Century Park’的问题。如：

Where is Century Park? Is it far away from our school? How can you go to Century Park? What can you do at Century Park? What can you see at Century Park? 学生对这些问题一一解答的同时，新的文本：This is Century Park.It’s big and nice. It’s in Pudong. It’s far away

from here. We can take a bus ,take a car or take the underground there.At Century Park, we can see beautiful flowers and green plants. We like playing in it. We have a good time at Century Park.也就很自然地呈现了。

3)、Level 必须符合学生的语言水平

学生已有四年多的英语学习经历，在日常生活中，学生能正确表达自己的所闻所见以及喜好之情。本课的主题为‘Where is Century Park ？’，经过学习学生对世纪公园的地理位置及如何去的路线等已有了解，能正确使用所学语言对世纪公园进行整体描述。与此同时，学生也能灵活运用语句对其他公园进行介绍，如：I like Linjiang Park . It’s in Baoshan. It’s not far away from our school. I can walk there. I can see green trees and nice flowers. I can paint a picture. I have a good time there.

Teaching aims:（教学目标）

1. Words and phrases:

Century Park, where , far away from , take a/the …

2. Structure: Where is … ?

It’s in … It’s far away from …

Knowledge objectives:

1)

To know the meaning of these phrases and use the phrases correctly in the text :

Century park, in Pudong, far away from, take a/the …,

2)

To learn the wh-question to find out location: Where is…? It’s… ,

3)

To know the way to go to Century park or other places 4)

To be willing to talk about Century Park and other interesting places with friends.

Skill objectives: 1)

Understanding wh-questions to find out location: Where is…? It’s… ,

2)

Using the phrase ‘…far away from…

‘to describe the place 3)

Using the phrase ‘take a/the …

‘to tell the way

4)

Reading the key words, sentences and the text aloud with the appropriation pronunciation and intonation 5)

Being able to talk about Century Park and other places with classmates. Emotion objectives:

Enjoy the places, and enjoy the life.

Important points:（教学重点）

1)

To use the key pattern:‘ Where is…? It’s…’ to find out location. 2)

To know the way to go to Century park or places want to go

Difficult points:（教学难点）

1) To talk about ‘ Where is Century Park? ’

2) To find out parks’ location with the map and talk about them.

Teaching aids:（教具准备）

1)

Multi-media.

2) A map

3) Words cards

Teaching steps:（教学过程）

一．

Pre-task preparation: 1. Introduce the tasks.

Introduce the castle and the five doors. T:

Look, what is this ? Ss: It’s a castle.

Fairy: Hello, boys and girls. Please come in. Ss: OK.

Fairy :

There are five doors in it. Five doors, five tasks.

Finsh one task, open one door. Good Luck!

Can you open the doors ? Are you ready ? Ss: Yes. Let’s go ! 【介绍任务背景，以学生的生活经验和兴趣为出发点，创设“闯关式”任务活动来驱动学生的学习动力】

Ready for the tasks Fairy: Hello, boys and girls. Please come in. Ss: OK.

Look, she’s the fairy who lives in the castle.

Fairy: Hello, boys and girls. Please come in. Ss: Hello.

OK.

播放比赛音乐

Task 1

F: Task 1

What place is it ?

Ask the magic bags for help.

Red bag : (a picture of Century Park) Green bag. (an introduction of Century Park)

2) Ask: What place is it ? Ss: It’s Century Park.

3) Ss read it one by one : Century

T: Century – a period of 100 years. Here it’s a name of the park. Ss read it one by one : Century Park

4) What place is it ?

It’s Century Park. (teacher ask , Ss answer)

5)

Task1 is finished. Room 1 open.

1.Interview your friends. Talk about his/her family. S1：

How many people are there in your family ?

S2：

There are …

S1:

Who’s he/ she ?

S2:

How old … ?

S1:

Have you … ?

S2: Yes, I have …

…

…

【Interview是本课的一条主线。课前通过interview让学生回顾之前所学关于介绍朋友或朋友家庭的句型描述，再通过本课关于职业的学习，来逐步完善Module2的模块任务】

2. Revision

Show some photos

a.

photo 1

P17 T: Who’s that man

? Ss: He’s Jill’s uncle. T: How is he ? Ss: He’s…

T: What is he ? Lead to : police office

b. photo 2

P16 T: Look at the man in the green shirt. How is he? Ss: He’s…

T: What is he ? Lead to : post office

c.

photo

3

T: Who’s this lady? Ss: She’s Mrs Zhu. T: How is she? Ss: …

T: What is she ? Lead to : teacher 【通过回顾学生在本册教材中已学习过部分关于jobs的词，来引导学生对Jobs这一话题有初步感知，并激发学习兴趣，为之后的新授作铺垫】

二．

While-task Procedure: 1. Lead to

: Jobs.

T: Police officer, post man,teacher…they are jobs.

Today we’ll learn about ‘jobs’.

Ss read the topic: Jobs 2. Teach :

What does he/ she do ?

He / She is …

1). Kitty interviews her friends, to know about their family’s jobs.

T: If Kitty wants to know friends’ family’s job, what does she ask ?

Ss listen and look carefully. 2)

T: If you want to know Jill’s father’s job, Kitty may ask : What is your father? Or : What ____your father

____ ? Ss: What does your father do, Jill ?

Ss read the new sentence one by one. 【学生带着任务的听去学习本课的主要句型，不仅实现了听力文本的意义，也有效唤起了学生学习的有效性。】

3) Listen to Jill and find the answer: What does Jill’s father do ?

Jill: My father is a firefighter. He can put out the fire and keep people safe. He isn’t afraid of the fire. He is very brave. My father likes his job very much.

3. Teach : firefighter

a. Lead to : fire

Ss understand the word ‘ fire ’ (with the help of PPT) and read it

b. Lead to : fighter Ss understand the word ‘ fighter ’ (with the help of PPT) and read it

c. Lead to : firefighter Ss understand the word ‘ firefighter’ and read it one by one

5).Question ：What can the firefighter do ? Lead to : put out the fire

Ss get the meaning of the phrase and read it

Ss : The firefighter can put out the fire. 6). Question：Is the firefighter afraid of the fire ?

Ss: No, he isn’t.

… …

Lead to : brave

Ss understand:

The firefighter is brave. 7). Lead to Job card: Firefighter

Ask students to fill in the blanks and introduce the job：

A firefighter A firefighter can put out the fire and keep people safe. He isn’t afraid of the fire. The firefighter is brave. 【firefighter 是一个较长也较难的词，为了学生掌握新词并了解其职业特性与意义，本课我根据学生的能力特点设计了生动形象的合词法，让学生通过对‘ fire ’

和‘ fighter ’

的分词学习来明白‘ firefighter ’的词义，再通过设计问题What can the fighter do ? Is he afraid of the fire ? 来引导学生全方面的了解消防员的工作特性与意义。】

4. Teach :

police officer T: Jill’s father is brave. In Jill’s family, who is brave,too ?

.Ask : What does your uncle do, Jill ? 1)Sreen：

thieves and robbers

Ss: The police can catch thieves and robbers 【媒体生动形象的解释police officer的工作特点，让学生更清晰的理解这个职业】

2) police office = policeman 3) Introduce :

armed police ,network police, traffic police T: Those who can fight against bad people with weapons, they are…

Ss: Armed police. T: Those who can work in the net to catch the bad , they are …

Ss: Network police.

T: The policeman work on the road to make people obey the traffic rules, who are they ? Ss: Traffic police. 4) Fill in the job card : police officer

The ___________ can _____ the bad people and keep people safe. He ____ afraid of ___________ . The ___________ is brave.

【由扶到放，鼓励学生渐进的学会介绍各种jobs 】

5. Teach :

cook

bus driver

student

1.

Show some job cards and pictures. S1: What does he do ? S2: He’s a …

1) a person who can drive the bus 2) a person who can cook nice food

3) a person who can studies at school

【通过游戏给予keywords来猜测职业单词，提高学生的理解运用能力。】

三．

Post-task activities:

1.Sing a song : Jobs 2.Talk about jobs

My … is …

He is a …

That’s a cool job !

He / She can ….

He /She likes

…

…

3.Interview your friends to talk about their family’s jobs Introduce your family with the given structures and interview your friends’ family to talk about jobs. 【鼓励学生结合本课所学，来从名字、年龄、外表特征、才能、职业、衣着等方面来描述家人。】

四．

Homework 1.Listen and read P23. 2.Interview and introduce your family’s jobs

3.Write about your family’s job

五．

Summing up

T: Today we learn about peole’s jobs. Each job isn’t an easy job. Respect all the workers. 【引导学生正确看待每份工作。培养他们尊重每个劳动者的良好情感。】

六．

Writing on the blackboard:

4AM2U2 Jobs firefighter

What does he/she do? police officer

He’s / She’s …

student

cook bus driver

Texts for reference：

My father My father is a firefighter. He can put out the fire and keep people safe. He isn’t afraid of the fire. He is very brave. He likes his job very much.

My uncle My uncle is Mr Li. He’s tall and strong. He’s thirty-one years old. He’s a police officer. He can catch the bad people and keep people safe. He isn’t afraid of the bad people. He is very brave. He likes his job very much.