Lesson 7教学设计和教学实录

精通版小学英语六年级下册Lesson 7教学设计

1.教学目标 1.学生借助图片的帮助可以听说认读表示方位的词：behind,beside,across,between,并能够流利使用，并通过图片和英文描述准确说出supermarket,bank, hotel等地点名词。

2. 学生能够通过自然拼读的方法流利读出 community和near,main,中ear和ai字母组合的发音规则。 3.学生能够在描述社区建筑的情境中熟练使用There be对于方位进行描述。

4．学生可以通过圈读，持续性默读，猜读等方式理解healthy food的含义。

5.学生通过对于社区的多维度学习和描述，可以表现出对于社区的热爱之情。

2.教学重，难点：

对本课表示方位的单词及词组的准确理解和在真实语境的使用。

3.教学用具：教学光盘，PPT课件，表示地点的卡片和文字卡片 奖励小贴纸（自制）社区模板 一．教学过程：

课前讲全班分成六组：Park Group；Hospital Group；School Group；

Bank group；Hotel Group；

Supermarket Group，告知：评价规则：回答对问题的小组可以得到sticker用于制作自己的理想的home。

T：Look！We have six groups in this class. Say out your group name and let me know. S1: We are Park Group. S2: We are Hospital Group. T: Let’s work in groups, the best group can get a beautiful sticker to make a colorful design. Ss: OK! 设计意图：培养学生合作竞争意识，同时突破本课的表示地点的词汇为后面的学习做铺垫。

I Warm-up: 1.

Let’s play a game. Free talk: Let’s talk about our English learning. T:

Good morning, boys and girls!

Ss：Good morning, Mr Dong.

T: How long have you learned English? Ss: We have learned English for six years. T: Do you love English? Ss: Yes, we do. T: How did you learn English? S1: I learned English by reading. S2: I learned English by speaking. T: Let’s learn English by playing games, shall we? Ss: Good idea. 告知学生游戏规则：

Task 1 : Spell the name of this game correctly.

正确拼读出游戏名称。

Task 2：Say out the places with “there be”. 用There be句型

说出地点名称。

T：What is in the community? (引导学生操练community 的发音)

S1: There is a park in this picture. S2: There is a hotel in this picture. （学生边描述，教师边展示并张贴图片）

T: Sounds great! Do you like these places?

Ss: Yes. T: What do you think of this place? Ss: It is a nice / clean/ busy place. (在教师引导下说出以上形容词，教师板书句子) T: They are all in our community. Do you love this place? Would you like to introduce our community in English? Ss: Sure. 2：Lead-in ：How to introduce the community to other people? Let’s learn from Susan. T: Can you introduce our community with these words and sentences? Today, let’s learn from Susan. (给出Hints) （设计意图：

通过学生身边的社区，引起学生的好奇，并铺垫本课课文中的句型和词汇。）

Presentation:

1. SSR（Sustained Silent Reading 持续性默读）

T: Now let’s read silently by ourselves. Here comes the first task (PPT出) 1). What is the topic of this passage? Ss: It is about Susan’s community.

设计意图：整体感知文章的主题，(教师板书本课的标题再次复现community并巩固其发音。) 2. Learn the first paragraph by listening. Listen to the tape and answer the questions below.（让学生听读的方式画出关键信息和生词）

T: Where does Susan live?

Ss: She lives in one of the tall buildings. After listening to the passage answer the following questions.

①

Where is the park?

It is near Susan’s home. (利用图示的方法帮助学生理解near并通过图示的方法解释near的含义再通过自然拼读的方式让学生了解ear的字母组合发音规则并进行看图造句)

②

Where is the river?

③

Is there a river near the park?

Yes, it is. The river is behind the park (通过图示的方法学习behind并通过看图造句的方式让学生理解和运用behind) 教师随即板书贴图和文字，再次帮助学生理解并复现课文内容。

Let’s make a chant:

Home, home, near my home. There is a park near my home. Park, park, behind the park.

There is a river behind the park. T：You chant very well. Do you like this community? Ss: Yes, I do. T: I know you like this community very much. Because it is a… place. Ss: It is a nice/ beautiful…place. 让学生借助板书来复述第一自然段。

设计意图：通过歌谣的方式巩固练习方位介词的用法，同时作为课堂评价的手段。同时在操练环节培养学生对于生活的热爱之情。

3. What is on the main street? Learn the second paragraph. （通过听音方式学习）

T:: Look! There are two streets in this community. There are many cars and people on this street. It is called a main street. (通过自然拼读的方式掌握ai的字母组合发音) Task1：What’s on the main street? （让学生画出问题的答案）

Ss：On the main street, there is a bank. Task2：Let’s ask and answer in groups. T: Where is the hospital? Ss: The hospital is beside the bank. (通过图示和肢体语言让学生理解beside的示意) T：What can you do in the hospital? Ss：We can go to see a doctor when we are ill. T：Is the supermarket near Susan’s home? Ss; Not very near. T: Where is it? Ss: It is across the street.（教师通过图片让学生板书理解across 和between …and …的含义）

T：There is a supermarket between the hotel and the bookshop.(让学生操练句子) 给出英文字母ABC. Can you say something about B? Ss: Look! B is between A and C. 让学生模仿造句开发学生的思维品质。让学生用between造句：例如：March is between February and April. What do you often do in the supermarket? Ss: We can often buy healthy food? T: Is healthy food very good ?

Ss: Yes, it is. T: You are right! Healthy food is good for us. It make us strong. In a word, healthy food is good for our health.（给出中文释义和英文句子给学生拓展healthy&health的用法）

(引导学生说出简单句) 设计意图：通过视听结合的方式，让学生朗读培养阅读技巧，开发学生的思维。

Listen and repeat and then make a presentation to the front. (让学生借助思维导图进行复述) 4. Learn the third paragraph.

T: Does Susan like her community? Why? How do you know it? Ss：She likes her community very much. It is a nice / clean and busy place. 设计意图：

再次复现课文中句子，并引出学生对社区的喜爱之情，进行德育渗透。

同时开放性的问题让学生有更加深入的思考，更好的运用所学语言材料表情达意。

②What is in the centre of her community?

（在这其中告知学生center/ centre英美书写方面的小知识）

Ss：There is a school in the centre of her community. T：How about our school？Is our school in the centre of our community? Ss: Yes.

③What can Susan see on her way to school? (注意on one’s way home的拓展以及I can see everything 的含义) Ss: She can see a bank, a hospital and…

T: Yes, she can see everything on her way to school. Is this com communitymunity very good? Ss: Yes. T: There is everything in this community. Is there everything in our community? Ss:Yes, there is everything in our community. T: Do you love our community? Here is the show time. Let’s talk about the community together, III Practice: Let me introduce community in my ways.

I can tell you about my community in my ways. T: You can choose your favorite way to talk about the community.

1.Talk about the community by blackboard design or by chanting. 2.Talk about the community designed by pupils.学生通过课堂评价所得的卡片设计社区

设计意图：学生基于文本和自己的设计完成文本的输出和创新，让学生根据自己的学习能力在不同层面有所发展。

Summary：

T: In today’s lesson, we have learned Susan’s community, it is a nice place. We all love this community. And our home is also very beautiful, our community is wonderful,too. Do you have any idea? S1：Our life is colorful.We should work hard to make our life more and more beautiful.

学生和老师的语言互动让学生感受生活的美好，感受到学习的乐趣。

作业：

1．

通过口语100软件听录音并熟读课文（必做）

2．

通过歌谣或思维导图的方式复述课文（必做）

3. 小组合作完成你的社区的介绍，下次课前做展示。（选做）

备注：彩色的部分是按照您指导的修改的内容，情感渗透在课文每个环节都有设计，作业的布置也进行了调整，分出了层次性。healthy food的讲解有了改动。

板书设计：

river

behind park park Lesson Seven Susan’s community

one of the buildings In the centre of …

beside

main

across

There is There are

There is a supermarket between the hotel and the bookshop.

nice

It is a

busy

place.

clean