10 Around my home优秀课堂实录

《Around my home》教学设计

学校

课题

学科

绿影小学

Module 4 Unit 10 Around my home

教师

章节

年级

郑雯

Period 1

英语

四年级

教材分析

学情分析

教学目标

本节课选用的教材内容是

4A Module 4 Unit 10 Around my home本课是第一课时，教材中的主要教学板块的内容为：Look and learn, Draw and say。本节课将学习核心词汇：restaurant, park, supermarket，核心句型：There is a ...near my home. There are... near my home.本册书的第七单元已经学习了there be的陈述句，第九单元的内容是学习介词，因此本节课的内容对学生来说难度不大。为了让学生有话可说，有话想说，能熟练地描述自己家所在的位置，我们将拓展一些公共场所的词汇，如：cinema, bank, hospital, bookstore，post office, 丰富语言内容，锻炼语言运用的能力。

我们设定的本课主题是I love my home.教学时将创设帮小狗找家的情境，为学生学习词汇、操练句型提供一个良好的语境。最后与老师的朋友Jemma进行互动交流，让学生体会到East, west, home is best.

我校四年级的学生热爱学习，喜欢活动。经过一年多的学习，他们已经有了初步的英语基础，能听懂老师的课堂用语，有一定的听、说、读、写的能力，本课中的一些词汇：park, supermarket,shop对他们来说并不陌生，能较好地掌握。授课中的故事情节也能吸引学生的注意力，大部分学生模仿能力较强，能根据引导完成语句。因此在教学中我们将适当地拓展，以语段和语境为主题带动词、句的学习。

1、能听懂会说单词：restaurant, park, supermarket, street. 知识目标

2、能理解会说句子：My home is on...

There is a ...near my home.

There are... near my home.

1、能运用所拓展的词汇：cinema, bank, hospital, post office. 能力目标

2、能用核心词汇和句型描述家所在的位置。

3、能运用句型：We can ...in the ...描述公共场所的功能。

情感目标

学时

教学重难点

及措施

1课时

激发学生热爱家庭、社区，体会到Home is the best place的情感。

教学重点：能运用核心词汇restaurant, park, supermarket, 和句型My home is on... There is a ...near my home. There are... near my home. 描述家所在的位置。

措施：故事引入，感知文本。听读带动，加强文本。

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教学准备

PPT 教

学

过

程

教学环节

媒体使用及分析

Pre-task preparation

教师活动

1. Greetings. 学生活动

1. Greetings. 设计意图

2.Ask and answer. T: Last Sunday, I went to the park. I took a photo. Let’s see.

What can you see?

Where is the rabbit? Where is the dog? Introduce the new word: near 3.Group work:

Talk about the picture. T: Let’s talk about the picture in groups.

2.

通过free talk

创设轻松的氛

S: I can see a tree/ 围，复习学过

a dog /a table/two 的介词，为新

birds…

单词near的学习S: It’s under the 做铺垫。

tree.

S: It’s beside the rabbit. 3.Ss:

让学生综合地

There is a … in 运用所学词汇

/near/beside/under和句型，锻炼

…. 口语表达能

There are …in…

力。在组内交

The dog is…

流，同学间互

The birds are…

相学习和帮

The rabbit is…

助，能更好地

The dog/ rabbit 进行实践。

has…

The birds have…

4. Say a chant. 4. Ss: Chant朗朗上

T: Let’s say a chant. There, there, there 口，能激发兴

is a dog. 趣，吸引学生

Under, under, under 的注意，巩固

the tree. 和操练句型。

There, there, there are two birds. In, in, in the tree. There, there, there is a rabbit. Near, near, near the dog. 5. T: Listen! Who is 5. S: The dog is 设置悬念，激

crying? crying. 发学生的兴

Listen to a short

趣，导入本课的dialogue between the

主题。

dog and the rabbit.

T: What’s the matter? S: The dog can’t find his home.

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教学环节

媒体使用及分析

While-task procedure

While-task

procedure 教师活动

1.Ask and answer:

T: Can you help the dog? Let’s listen to a story.

T: Where is the dog’s home? Teach: street

2．Pair work: -- Where is your home? -- It’s on … Street/ Road.

3. Listen and find. T: Look at the pictures. Which picture is the supermarket/park/resta

urant? Introduce: restaurant, park, supermarket. 设计意图

1. 初步了解故事内

Ss: Yes. 内容，锻炼听力。

Listen to the story.

通过听短文，帮见：文本1 助学生抓住最主要的信息。

S: It’s on Apple Street.

2. Ask and answer in 通过同桌问答巩

pairs. 固运用本单元主

要句型之一。

学生活动

点击笑脸进入相应

的情境界面。点击

Next到下一环节页面。

Ss: Picture 1 / 3 / 4.

Ss learn to read. 检验学生是否

听懂了短文，

学习新单词。

4. Brainstorming: T: Look at the picture. What’s in the picture? What’s in the park/ restaurant/

supermarket? 4. S: There is a park/ 在句型中操练

restaurant/superma单词，词句结

rket. 合，使学生能

There is/there 更好地理解和

are….in the park/ 表达。

restaurant/ supermarket.

点击Back返回

5. Think and say: T: What can you do in the restaurant /school/ park/classroom/superm

arket? 6. Group work: T: Let’s talk about the public places in groups.

5.S: I can eat / read 拓展本节课的

books/ fly a kite/ 句型，丰富学

draw pictures/.. 生的语言。

6. Ss: It’s a.. It’s… There is/are…

I can…in…

设置任务，培

养和锻炼小

组的合作能

力。

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教学环节

媒体使用及分析

教师活动

7. Read and find. T: Let’s read the story and find where the dog’s home is.

8.Pair work:

T: Let’s talk in pairs. 学生活动

设计意图

7.Ss read the story 培养阅读能

in individuals. 力，创设任务

进行反馈。

Look at the map and say which one is the dog’s home.

Post-task

Activity

Post-task

Activity 1. Elicit Jemma and UK. T: I have a friend. Her name’s Jemma. She’s Shanghainese but now she is not in Shanghai.

Let’s see! T: Where is Jemma now? 2. T: She misses her home so much. Where is her home in Shanghai? T: Where is Jemma’s home?

3. Talk about Jemma’s

neighbourhood. T: Read the passage by yourselves. What’s the place on the

map?

What can we buy in the convenience store?Elicit: convenience store T: What can you buy in Seven ElevenLawsonthe convenience store?

Family MartAlldays

There are some convenience stores near my home.What can we buy in the convenience store?Elicit: news-stand T: Are there many new- stands near her

Seven ElevenLawsonhome?

Family MartAlldays

There are some convenience stores near my home.8.Talk about in pairs. 培养学生综合

S1:Where is your 运用语言的能

home? 力。

S2: My home is on…

There is…near my home. S1:What can you do in…?

S2: I can…

1.

Ss l isten and 创设情境，拓展watch. 学习内容。

Ss: She’s in London. 2.

S: It’s on Gumei Street.

3. Ss read and finish 进行文本的再

the map.见：文本2 构，增加语量，

Words and phrase: 锻炼阅读能

bakery, convenience 力。

store, news-stand, bank

Imitate.

Imitate.

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教学环节

媒体使用及分析

教师活动

Elicit: bank T: What do your

parents do in the bank? 学生活动

Imitate.

设计意图

bank

4. T: London is a big and beautiful city. Jemma doesn’t like her home in Lodon. She misses her home in Shanghai. Why?

T: East, west, home is best. 4. Discuss in groups. 锻炼学生的想

S1: Her parents are 象空间，培养

in Shanghai. 发散性思维。

S2:She likes the food 同时进行德育

in Shanghai…. 渗透，揭示主

题：I love my

home.

East,west,

home is best. 5.S: Look! This is my 设置任务，让

home.It’s on … 学生画画、说

Street. There is a … 说，培养学生

near my 热爱家庭、社

home.It’s …I can 区的情感。

see … in it.There is … behind

my home.There are …I love my home.

5. Draw and say. T: Do you love your home?

Please draw and say.

6. Homework

Module 4 Unit 10 Around my home

supermarket 板书设计

-- Where is your home? -- It’s on Apple Street. -- What’s near your home? -- There is … / There are…

We can … there.

bakery

bank …

park

restaurant

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