Lesson 10课堂实录【3】

新京版小学英语四年级下册Unit 3 Can you tell me the way? Lesson 10 北京市大兴区第七小学

毛莉

一、指导思想与理论依据：

本课学习毛毛在小区内为她人指路的内容，教师引领学生在课堂中通过口语练习，分层达标，同桌活动和绘本阅读等多种活动，引导学生主动参与、积极体验、合作学习，培养学生的综合语言运用能力。

其理论依据源于《义务教育英语课程标准（2011年版）》中提出的“通过体验、实践、参与、探究和合作等方式，发现语言规律，逐步掌握语言知识和技能，不断调整情感态度，形成有效的学习策略，发展自主学习能力”。本节课通过创设Miss Li家访，Maomao介绍同学家住在哪的情境，为学生提供语言学习和实践的机会，促进学生综合语言运用能力的逐步形成。

教学背景分析：

二、教学内容分析：

本单元的话题为“指路与问路”。这一主题的表达方法有多种。Lesson9介绍了Mike在校内给新来的同学指路，侧重“Excuse me, where is …?”的表达与运用。Lesson10语境扩展到了更大的范围内。在一个小区内，另外，也对于问路的句型和指路的介词使用进行了补充。侧重“Where can I find…? ”的表达与运用。Lesson 11则是介绍怎样开车达到场所。侧重“Can you tell me the way to …? ”的表达与运用。

本课位于单元的第二课即lesson 10，第一板块是Listen and say对话学习，在一个小区内，一位女士迷路了，毛毛在给她指路，女士礼貌地询问五号楼在哪里，毛毛说在灰色楼的旁边以及四号楼的后边。教师创设了女士是毛毛老师Miss Li的情境，Miss Li去家访生病的毛毛，毛毛为她指路。其中，学到主要句型“Where can I find building No. 5?”以及使用介词right behind 和beside it向他人指明方向。最后，如何有礼貌的向指路人表达谢意，感激他人的指引。

第二个板块是Listen,look and learn词句学习。在这个板块，教师将绘本引入词句学习，通过绘本的二次创作，创设毛毛介绍同学家住哪的情境，将课本中的词和句融入到绘本学习中，学习通过情境学习“Where can I find...?”

和“It’s ...”的表达和运用。

第三板块是Let’s do.教师将这个板块的地图和第二板块完成的毛毛家社区地图结合，通过Miss Li去其他同学家家访的情境，创编多话轮的新对话，学生在情境中体验并运用语言。

三、学生情况分析：

四年级学生在课堂表现中比较积极，大部分同学能够积极举手发言，并且学生对绘本有着浓厚的兴趣，喜欢在情境中体验语言，并且运用语言进行交流。

学生在第9课中即在本单元的第一节课中已经学习了Excuse me, where is ...?的基本结构向他人问路，并用It’s „给他人指路提供帮助。并且复习了三年级所学到的序数词和基数词使用，来表达楼层的具体方位。此课延续了上节课的话题，补充了更多的介词和地点名词，在为他人指路时得以使用。学生在前三年已经学习过方位介词in, on, under, behind, in front of,同时在以往的学习中，教师拓展过near, between, next to等方位介词。

四、教学目标：

1.能正确理解并朗读对话内容。

2.能听说认读词汇Building No.5，police station，drugstore，cinema, supermarket，building，beside，nearby，behind，in front of。

3. 能够在恰当的情景中运用Where can I find...?和It’s... .句型问路、指路。

4. 能够通过学习本课内容体会到帮助别人的快乐。

五、

教学重点与教学难点

教学重点：

1.在恰当的情景中运用“Where can I find...?”和“It’s ...”句型问路、指路。

2.能够认读场所类单词：Building No.5, police station, the red building, cinema, supermarket, drugstore 和介词短语：right beside, in front of , behind。

教学难点：

1.

能恰当的使用方位介词来描述场所的位置

2.

在语境中理解right behind中right的含义

六、教学过程：

Step 1: Warming up T：Look, this is Mr. Monkey. Can you guess where he is? S1: Maybe it’s on the box. T: Maybe. Now let’s enjoy the song and check who is right. Ss enjoy the song. 【设计意图】：本环节通过教师提问，学生先猜一猜“Where is Mr. Monkey?”激活学生旧知，再欣赏英语歌曲“Where is Mr. Monkey?”核对答案。既调动学生学习兴趣，同时复习了已学的方位介词in，on，under，in front of，

behind等，为新课的学习进行了铺垫。

Step 2: Learn the new dialogue 1.

Show the picture of Baobao. T: Who is he? Show a short passage, T asks: What’s wrong with him? Ss read it and answer the questions. Show the picture of the lady. T: The lady is Miss Li. She is Baomao’s teacher. Baomao has a flu, and he doesn’t go to school today. Miss Li wants to visit Baomao,Baomao lives on the 15th floor in Building No.5.But she can’t find it.Then she meets Maomao. What does she say? Can you guess? (预设一)：S1：Where is Building No.5? (预设二)：Ss can’t answer, the teacher play the tape and help them. Now please listen and answer what she says? Ss only listen and answer the question and check the answer. S1: Excuse me, please. I’m looking for Building No.5. Where can I find it?

2.

Show the picture. Ss watch and guess T: Can you guess what Maomao say? S1:…

3.

Watch and listen T: Now, lease watch and listen. Then answer “What does Maomao say?”

S1: It’s nearby. Do you see that grey building? T: Does she see that grey building? S1: Yes, she does. T: What does Maomao say next? S1: Building No.5 is right beside it. 教师通过图片在黑板上的摆放，帮助学生理解beside T: Miss Li and Maomao go along. Then Miss Li says “

Ah! I see Building No.5 now.” What does Maomao say then? S1: Yes. It’s right behind Building No.4. T: Does Miss Li thank Maomao? How do you know? S1:…

T: Is Maomao happy? Why? S1:…

T：Maomao help Miss Li find Building No.5, so he is very happy. Building No.5 is right beside the grey building,and it’s right behind Building No.4. Now look at this map. 教师PPT呈现地图解释right的意思。

Show the pictures of a cinema and a supermarket. T:Where can I find the cinema? S1:The cinema is right beside the supermarket. 4.

Watch and listen again. 5.

Listen and repeat. 6.

Read in roles. 7.

Let’s show.

【设计意图】：通过观察图片和听课文录音，教师让学生获取文本的主旨信息、细节信息。在图片和所给选项的帮助下，让学生去感悟right在这句话中的真正含义。整体理解文本，提升孩子理解的能力。

Step 3: Learn a new story 1.

T：Maomao tells us Baobao’s home. Now Maomao will introduce his friends’ houses. Let’s follow him and have a look. (P1-P2) Ss watch and listen T：Excuse me, which is Mary’s house? How do you know? S1: No. 2 is Mary’s house. T: Where can I find the drugstore? S1: It’s right beside Mary’s house. Explain the drugstore with pictures and words. 2.

(P3)T and Ss watch and read together. T: Look, this is Robert’s house. Who can read it? S1 read it. T: Which is Robert’s house? S2: No.1 is Robert’s house. T: Who can ask? S1:Excuse me, where can I find the cinema? S2: It’s in front of Robert’s house. S2 puts up the cinema on the map. 3.

(P4-P5) Ss read page 4 and page 5 by themselves and finish the exercise on the map. Then pair work, ask and answer. S1: Which is Amy’s house? S2: No. 4 is Amy’s house. S1: Excuse me, where can I find…? S2: It’s …. Ss put up the pictures on the map.

【设计意图】：本环节将绘本进行二次创作，绘本内容和本课词汇学习内容进行整合。通过师生共读、生生示范、自主阅读、同桌交流等多种方式，学生先找出Maomao朋友的家，然后再根据文本内容，找到药店等场所的具体位置。引导学生在情境中体验语言、学习语言。

Step 4: Practice Show the map of Maomao’s neighborhood. T: Just now Maomao introduces his friends’houses ,Now Miss Li wants to visit them. Can you help her? 1.

师生示范

T: Now I am Miss Li. Who can help me? S2:…

T: Excuse me, where can I find the …? S2: It’s …

T: I’m new here. S2: I will go with you. T: Thank you so much./You’re so kind./…

S2: You’re welcome./It’s Ok./Not at all./…

2.

Pair work, and make a new dialogue about asking the way. 3.

Let’s show. 【设计意图】：借助学生完成的毛毛家社区的地图，师生示范创编多话轮的对话，引导学生同桌合作进行对话创编，巩固所学语言，培养学生用语言交流的能力。

Step 5: Homework 1.

Read the dialogue. 2.

Try to design other parts of the map of Maomao’s neighborhood make a new dialogue about asking the way.

七、板书设计

Unit 3 Can you tell me the way? Lesson 10

Excuse me, where can I find …? It’s

…

八、学习效果评价设计 1.通过观察理解，表演对话，检测学生对于对话的理解。

2.通过阅读绘本和完成阅读练习、创编新对话，检测学生对于功能句型“Where can I find the drugstore?”“It’s …”的运用。

3. 通过生生示范，同桌活动，回答问题，检测学生对于 Building No.5, police station, the red building, cinema, supermarket, drugstore ，right beside, in front of , behind的认读和运用。

九、本教学设计与以往或其他教学设计相比的特点

1. 绘本阅读和词汇学习内容进行整合，引导学生在情境中体验语言。 在本课的学习中，教师将绘本引入词汇学习，进行了二次创作，创设了毛毛家社区的情境，学生通过阅读，先找出毛毛朋友的家，再根据文本，找出药店等场所的位置，师生共同构建毛毛家社区的地图。培养学生的阅读能力，学生在情境中体验语言，运用语言。

2.“问题”引领，培养学生的思维能力，引导学生深入理解对话内容

在对话教学的过程中，教师借助问题“Where can the lady find Building No.5? Can you guess?”

“Can you guess what Maomao says? ”多次引导学生先观察图片，结合学生已知和真实生活猜一猜，接着再通过听录音和观看课件，核对问题答案，进行语言输入，在理解情景的同时，培养学生的思维能力和观察能力，突破了教学的重难点。