Unit 2 Around my home主要内容及教案内容

Lesson Plan

School: Wan Li Chen Experimental

school 万里城实验学校

Teacher:lily 徐筱芹

Content: Oxford English4A M3U3 Around my home

Period 1

Teaching Aims Language Aims 1.学生通过本课的学习，体验和交流，能理解并运用词汇：restaurant, bakery, bookstore,和句型表达：There is/are …. 2.学生能听懂，准确朗读，并理解文本

“Jill’s neighbourhood”.

Ability Aims 1.通过本课的互动，学生们初步掌握运用目标语言介绍自己生活的社区的基本结构和方法

Emotional Aims 1.激发起学生关注生活的周边环境，体会生活的便利。

Teaching key points: 1. 运用目标语言介绍自己生活的社区的基本结构和方法。

2. 听懂，准确朗读，并理解文本

关键性教学事件预设：

英语是一种语言，语言的学习就是为了学生走出课堂能够将所学语言进行有效运用。因而，如何将有限的英语课堂时间的每项活动都为学生能“用”而服务，是设计课的初衷，也是核心。课堂中充分调动起每个孩子的参与热情，使每个学生得到思考锻炼和提升的机会，是在设计每个教学环节时最多考虑的因素。因此，有了小组活动，开放式问题的提出，以及为短文起名字等激发学生课堂资源生成，发展学生思维的活动。对于本课语言结构There be句型以及对于介绍一个场所的学习，由教师的“扶”到学生自由讨论的“放”，是实践“教结构，用结构”的课堂教学模式。为了能让孩子们会介绍自己和他人所住的街区周边环境，要给予一个介绍的基本模版，但是不能完全是教师的“强塞”。通过学生自己的观察、讨论活动，将这样一个模式探索出来，学生的记忆更为深刻，为课后能够用于自己的介绍更有效。

文本再构：

Hello, I’m Jill. I live on Garden Street. This is my home. I am very happy because it is very convenient. There are many nice places near my home.

There is a post office

near my home. There are some postmen in the post office. They have many letters and newspapers.

I can post letters and cards there.

There are two restaurants near my home. In the restaurants, we can see some tables and chairs and there are some cooks and waiters too. I can go there to have

a big dinner with my parents. There is a bookstore near my home too. There are a lot of books in it. I can buy books there. I like the bookstore. There is a big park near my home, and there are many shops too. My neighbourhood is busy. But it’s very convenient. I can do a lot of things around my home. I love my nighbourhood.

Aids: A multimedia, exercise sheet, cards

Teaching Procedures: Procedure

Contents Teacher’s activities

Students’

activities 1.Ask and 1,.Ask questions. Pre-task preparation

answer about Jill 2.Individual answers. 营造轻松愉快的英语环境，引入主题。引入与新课相关内容，感受主题。

猜的活动是对旧知识的巩固，更是唤起对新内容的兴趣；

”Why”开放型问题提出，使学生能深入理解的同时，自由表达观点，引入主要内容。

学生根据自己的观察表达所见，不限定学习的先后，充分尊重学生在课堂中的主体地位。

单词的操练放入句型的学习，并有意识的进行文本的逐步渗透。

语言结构的学习由老师引导下师生互动,合力总结出表达模式和方法，继而由学生在此基础上去学着”用结构”。

purposes While-task procedure

1.Jill’s neighbourhood (beginning)

2.New words and structure:

post office restaurant bookstore

There is/are …. 1-1 Ask the questions.

1-2 Show Jill and her voice.

1-3Show the questions. 2-1Show the map of Jill’s neighbourhood.

2-2Elicit: There is a ____. 2-3Show picture and word cards of the new words. 2-4Show a table of Jill’s neighbourhood.

2-5Show a model.

2-6Invite groups to share, and list in the table. 2-7List out what they say 1-1Listen and guess.

1-2Listen and catch the information.

1-3Pair work to ask and answer. 2-1Look and say: I can see …

2-2Listen and imitate.

2-3Students look, listen and read.

2-4Try to say: There is/ are ….

2-5Answer and read.

2-6Discuss in groups: We can see … We can (do). 2-7Groups take turns

on the board

2-8Convert the table into a passage. to report.

2-8Students sentences themselves. 搜集学生当堂生成的资源，在板书上体现，make 鼓励学生充分表达观by 点，穿插各种师生，生生间的互动。

3.Jill’s Neighbourhood. (Ending) 3-1Show the body part of the passage.

3-2Show the questions.

3-3Show the whole passage.

3-4 Exercise sheet.

3-1Students look and read group by group.

3-2Ask and answer in pairs.

3-3Students follow and find key words

3-4Students discuss and read the whole passage.

1-1Name the passage.

1-2Read and taste

1-3Look, listen and say. 留给学生充分的时间和空间参与课堂。增加了学生思考的面和深度，也扩大了发言的面。

语言的相通性使得孩子们在语文的深厚基础上能概括并分析。并且针对中高年级篇幅比较长的特点，也帮助学生理解记忆。

为短文起名字，是经检验学生的理解，更是无形中增加了学生参与和表达的机会。

“用结构”的真正体现是要运用与实际。

Post-task activities

My neighbourhood 1-1Show the line.

1-2Show Teacher’s title.

1-3Elicit:My neighbourhood.

Assignment

1.Complete the passage, write a title, and read it nicely. 将有限的课堂进行有2.Draw a colourful map of your neighbourhood, label the places 效的延伸。

around.

作业的布置能体现针3.Write a short passage “My neighbourhood”

对不同基础学生的层次性。

There is a/an…

There are…

We

can see…

we can

do…

restaurant

Notes

bakery

bookstore