〔教学设计〕_He lives next to me._英语_小学_罗娟.doc

Unit 4 NeighbourhoodLesson 1 He lives next to me.一、教学目标：1.学生能够在情境中运用单词及短语next to，neighbour, stay, neighbourhood, show, around, idea以及句型 “Hes/Shes from” “ He/She lives in” “ He/She likes” 来讨论他人的相关生活信息。2.学生能够综合运用所学词句描述、介绍自己的邻居。3.通过本节课的学习，学生能够懂得邻里之间要互相关心帮助，远亲不如近邻。4.学生能通过听、读等方式获取文本关键信息。5.学生了解美国、印度、法国、加拿大四个国家的地理位置及国旗等知识。了解中国食物、京剧、秧歌、太极拳等知识。二、教学重难点教学重点是正确运用一般现在时的第三人称单数形式表述他人的居住地点、兴趣爱好等。教学难点是理解Andy, Li Ming和Jenny 三人在北京和渥太华的邻居关系。三、教学准备 教学课件、单词卡、贴图。四、教学过程1. 课前热身 (1) 教师带领学生做Read and judge游戏：学生读课件中关于英语老师本人的相关信息并作出判断。如果认为正确说“Yes”, 如果认为不正确说“No”。I am a PE teacher. Im from Zibo. I like dogs. I have a dog. I live in Shaohai Neighbourhood.教师说: I dont live in Shaohai Neighbourhood. I live in Tianyuxinghe neighbourhood. ” 教读单词neighbourhood 并在黑板上借助楼房、路灯、树等贴图呈现社区情境，同时呈现本单元谈论的话题“Neighbourhood”。(2) 教师课件出示学校周边社区图，问学生Where do you live? 引导学生用I live in ”表达。之后教师做小调查，如“Who lives in Shaohai Neighbourhood?”假设有五个学生举手，教师说:“ Five pupils live in Shaohai Neighbourhood. They are neighbours. ” 教学单词neighbour. 用同样的方式调查并操练neighbour。【设计意图】通过Read and judge活动从职业、居住地、爱好等方面增进学生对教师的了解, 激发学生的学习兴趣。同时渗透复习“Im from ” “I like” “ I live in ”等句型，为本课第三人称的运用作了铺垫。引入单元主题“Neighbourhood” 及本课核心词neighbour。2. 新课学习 (1) 教师说：“I think we know more about each other. Now let me introduce a new friend to you. His name is Andy. ”课件出示课本图1。请学生观看课文动画后回答问题：“Where is Andy from?”。学生回答:“ He is from Ottawa.”。之后教师在黑板上贴出渥太华城市图。板书“Hes from ”。设计意图 学生带着简单问题观看动画，整体感知课文内容。(2) 教师说:“ But now Andy is in Beijing.”， 在黑板贴北京城市图。教师提问：“ Where does Andy live in Beijing? Listen to Paragraph 1 and underline the answer. ”。学生找到答案：“He lives next to Li Ming. ”接着教师在黑板社区楼房图上贴Li Ming和Andy头像，帮助学生进一步理解句子意思。之后教学next to，并借助课件“ The dog is next to the cat. The school is next to the hospital. ”操练。最后出示句子“He lives next to me.” 请几位同学朗读。设计意图 通过听第一段录音画出问题答案，学习重点句“He lives next to me. ”，同时培养了学生通过听音获取关键信息的能力。通过图片情境的呈现促进了学生对next to 的理解和运用。(3) 请学生读第二段回答：“Who was Andy s neighbour in Canada? ”学生回答:“ Jenny.” 。 课件出示句子“We were neighbours in Canada. ”学生听Jenny的话“I lived in Young Street.”教师在黑板上画出Young Street并贴上Jenny头像及房子图，请另一名同学尝试贴出Andy住处。教师评价:“Wow! I think its a good idea.” 教学单词idea。再请另外一个学生把Andy 房子贴另一位置。并在情境中再次运用idea。设计意图 通过读第二段找出问题答案，帮助学生理解Jenny和Andy在加拿大是邻居，同时培养了学生通过阅读提取关键词句的能力。通过让学生参与板书贴一贴Andy在青年大街的住处，进一步帮助学生理解了Jenny和Andy在加拿大的邻居关系。(4) 请学生听第三段录音并跟读，学习“Do you enjoy your stay in Beijng?”。掌握发音规律：ay- day- May- play- stay 。教师提问：“What does Andy like?” 听音选择Andy的回答，学习句子“Shall I show you around?”， 教学短语show around。课件操练：“In Beijing the woman says to the foreigner ” “At the museum the teacher says to the pupils”设计意图 通过听录音选择帮助学生理解安迪在中国的喜好。在教学show around时通过拓展两个场景帮助学生更好的理解、运用该短语。(5) 借助板书复述课文。Andy is from Ottawa. In Ottwa Andy and Jenny lived in Young Street. They were neighbours in Canada. Now he is in Beijing. He lives next to Li Ming. They are neighbours in China. Andy likes Chinese food and the new neighbourhood.设计意图 充分借助板书图片和语言支架，帮助学生回顾、梳理课文内容。3. 巩固练习(1) 请学生听音跟读课文，之后分角色读。 设计意图 培养学生良好的语音语调和语感，同时为后续语言操练做好准备。(2) 课本活动2对话操练。课件呈现人物图片，教师说:“They are from different countries. But now they are in China. Do they enjoy their stay in China? Look! ”依次呈现四个人物喜欢的中国文化。教师首先分别与两名同学示范对话，然后同桌两人对话，并尝试记住图中四个人物的相关信息。之后请一名学生到台前，其他学生询问图中人物的信息，比一比谁的记忆力最好。设计意图 将活动2四个人物的姓名、国家和喜好分层呈现，降低了学生理解难度。通过对话问答巩固操练本课重点句型，为语言运用作铺垫。在问答展示时设计了两人对话展示和生生全班互动两个步骤，扩大了学生参与面，激发了学生的学习兴趣。4. 语言运用(1) 教师说：“Children, we know Andy and Li Ming are neighbours in Beijing. Andy and Jenny are neighbours in Ottawa. I also have a good neighbour. Look! 介绍邻居李莹的相关信息。(2) 教师说：“Find your neighbour and write it down. The words about jobs and hobbies can help you.”。学生写完后先组内交流，然后全班展示。教师对学生进行德育渗透：T：“We all have our neighbours. How can we be good neighbours?” 欣赏视频, 理解“ A good neighbour is better than a brother far off.”设计意图教师通过介绍自己的邻居，给学生提供了写作范例。学生通过写出自己的邻居，将本课所学词