4AM3U2耕耘獎教案新部編本

精選教課教課設計設計|Excellentteachingplan教師學科教課設計[20–20學年度第__學期]任教課科：_____________任教年級：_____________任教老師：_____________市實驗學校育人好像春風化雨，授業(yè)不惜蠟炬成灰精選教課教課設計設計|ExcellentteachingplanTeachingPlanforOxfordEnglish(ShanghaiEdition)4AModule3PlacesandactivitiesUnit1InourschoolName(English)GraceName朱利平CoursebookOxfordEnglish4ATopic4AM3U1Inourschool(Period1)DateNumberofstudents36School(English)TongChuanSchoolLessonLength35minutes一、設計思路本節(jié)內容選自牛津英語4AModule3Unit1Inourschool的第一課時。這是一個圍繞placesandactivities為模塊主題的話題之一，結合我校“本草園”的課程資源，我以“Inourschool”為情境設計，由此對教課內容進行了整理，在原教課內容的基礎進步行了文本再構。本節(jié)課的教課內容是新授supermarket,postoffice,restaurant,nextto,between的單詞和Is/Arethere?Yes,thereis/are./No,thereisn的使’t/aren’t.用。我講課的班級是四(2）班，經(jīng)過三年扎實的訓練和學習，學生已經(jīng)掌握了很多句型，并能在一些真實的語言環(huán)境中進行真實的對話。我用What’sonyourdesk?這個句型引入Dailytalk,，復習Thereis和Thereare的句型。利用學生課桌上的學習用品引出Isthereabookonyourdesk?Arethereanybooksonyourdesk?而且讓同桌之間進行操練對話。結合本班學生學習熱忱高的特色，這節(jié)課的教課環(huán)節(jié)設計了歌曲、Sayarhyme,Drawandsay等小組合作活動，調動學生的踴躍性，使學生有興趣地學習英語。二、教課目的（一）知識與技術1學習單詞supermarket,postoffice,restaurant,nextto,between。2、掌握句型Is/Arethere?Yes,thereis/are./No,thereisn’t/aren’t.（二）過程與方法1、學生經(jīng)過本課的學習，體驗和交流，能理解并運用介詞：nextto,between句型：Is/Arethere?Yes,thereis/are.No,thereisn’t/aren’t.2．學生能聽懂對話，能分角色朗讀，綜合運用學過的句型咨詢別人小區(qū)周邊的狀況。（三）感情態(tài)度與價值觀經(jīng)過本課的互動，增強學生對家、社區(qū)的認識，激倡始學生關注生活的周邊環(huán)境，領悟生活的便利和學生對家、對社區(qū)的熱愛之情，育人好像春風化雨，授業(yè)不惜蠟炬成灰精選教課教課設計設計|Excellentteachingplan三、教課要點難點（一）教課要點1、熟練朗讀單詞supermarket,postoffice,restaurant,nextto,between。2、用Is/Arethere?Yes,thereis/are./No,thereisn的’句t/aren型來進’行互t.相問答。（二）教課難點運用Is/Arethere?Yes,thereis/are./No,thereisn’的t/aren句型來’進t行.問答，熟習四周街區(qū)的環(huán)境。四、教課準備：本節(jié)課運用多媒體課件輔助教課，經(jīng)過圖片、實物以及視頻等教課媒體，創(chuàng)立口語社交的情境，增添學習內容的直觀性，提升學生的學習興趣。五、教課過程Teachingprocedures:StagesTeacher’sactivitiesStudents’purposesactivitiesPre-task1.Playtheflash.1.Followthesongand創(chuàng)立輕松快樂的英1.Songandtherhyme.語環(huán)境，引入主題。rhyme.2.Askdailyquestions.2.Individualanswers.2.FreetalksWhile-task1-1Askthequestions.1-1Listenandguess.1.AnewgirlEg.HowisAlice?1-2ShowAliceandher1-2Listenandcatchvoice.theinformation.T:Listenthenanswerthesethreequestions.1.WheredoesAlicecomefrom?

猜的活動是對舊知識的牢固，更是喚起對新內容的興趣。WhenisAlice’sbirthday?DoesAliceknowthewaywell?鍛煉學生聽的能1-3Showthequestions.1-3Answerquestions.力，抓住有效的信1.WheredoesAliceS:1.Shecomesfrom息，并為新課文本comefrom?America.做鋪墊。2.WhenisAlice’2s.NextSunday.birthday?3.No,shedoesn’t.育人好像春風化雨，授業(yè)不惜蠟炬成灰精選教課教課設計設計|ExcellentteachingplanDoesAliceknowthewaywell?2.Newstructure2-1Playtherecordingof2-1knowandimitateandword:thedialoguebetweentoread..inviteJillandAlice.Chant:SendaninvitationTeach:inviteinvitationtoyourIstherenearinvitationhome,inviteyoutoourhome?Showpictureandwordmyhome,warmYes,thereis.cardsofthenewwords.welcome,tomyNo,thereisn’T:t.WhatdoesAlicewanthome.todo?

拓展的單詞，讓學生感知并認識單詞的意思，而不是直接見告其意思，能讓學生記憶更加深刻。2-2Elicit:Istherenearourhome?Yes,thereis.No,thereisn’t.T:DoyourememberhowAliceasksJill?

句型的從文本中引2-2Readandsay.出，并有意識的進行文本的漸漸滲透。2-3Showsomepictures.T：Whocanmakesentences?2-4Showamodel.Pleasediscusswithyourdeskmatethencompletethislittledialogue.2-5Read.

2-3Trytosay:Isthereanearourhome?Yes,thereis.No,thereisn’t.2-4Pairwork.Istherea_____nearyourhome?Yes,thereis.It’ons_____Road.Whatcanyoudothere?Ican______there.2-5Read.

語言結構的學習由老師指引下師生互動,協(xié)力總結出表達模式和方法，既而由學生在此基礎上去學著”用結構”，在對話中操練新授的句型。鍛煉學生朗讀的能力。育人好像春風化雨，授業(yè)不惜蠟炬成灰精選教課教課設計設計|Excellentteachingplan3.Newword3-1Brainstorm.andstructure:T:IfyouwanttoinvitenexttoyourfriendstoyourArethereany?home,whatcanyoudoYes,thereare.together?No,therearen’t.3-2Playtherecordingtoelicit:ArethereanyYes,thereare.No,therearen’t.

3-1Say:Wecan_____留給學生充分的時togetherinmyhome.間和空間參加課堂。增添了學生思考的面和深度，也擴大了發(fā)言的面。從文本引出新句型3-2Readafterthe的教授，讓學生整體理解，并帶動文teacher.本的學習。Are?thereany____nearourhome?Yes,thereare.No,therearen’t.3-3Teach:’nextto’“3-3Studentsandtrytoshowchant.makeanewchant.Nextto,nextto,nexttothebank,Thereisapark,abigbigpark.Nextto,nextto,nexttothepark.Thereisa___,a_________.

讓孩子創(chuàng)立兒歌，在機械操練時也讓學生充分參加。3-4Showamodel.3-4Pairwork.Pleasetalkwithyourdeskmatethencompletethislittledialogue.

讓學生依據(jù)記憶填要點詞，察看對文本字詞的理解。3-5Showthepassage.3-5Fillintheblanks.4.Newword4-1Teach:booka4-1Knowandlearn:andstructure:restaurantbookarestaurantbookarestaurantbetween4-2Elicitthenewword4-2Learntheword.between.T:Thereisarestaurantnexttothebookstore.Thereisabookstorenexttothepostoffice.Game:Goldeneyes.

拓展學習以前學過單詞的新意思，讓學生體驗詞組搭配的魅力。由已學句型和詞匯帶動新詞匯的學習，讓學生學會總結。游戲的進行，既是育人好像春風化雨，授業(yè)不惜蠟炬成灰精選教課教課設計設計|ExcellentteachingplanSowecansay:ThereisThereisa______對新介詞的操練，abookstore______thebetweenthe_____也提升了學生的學postofficeandtheandthe________.習興趣。restaurant.在前一個填空的基礎上，再加深程度，4-3Showthedialogue.4-3Fillintheblanks.層層遞進，充分鍛煉學生的記憶能力。Post-task1-1Askaboutyour1-1Askabouttheir用所學知識來進行deskmate’sdeskmates’對話，在語用中檢neighbourhood.neighbourhood.查所學。1-2Showthemodel.1-2Fillinthetable對學生填寫表格能1-3Letstudentstosay.1-3Introduce力的培育。deskmates’、neighbourhood.達到語用的目的。Homework:1.Readthedialogueonpage37將有限的課堂進行Askaboutyourfriend’sneighbourhood有效的延伸。Writeaboutyourfriend’sneighbourhood作業(yè)的部署能表現(xiàn)針對不同樣基礎學生的層次性。BoardwritinginviteinvitationbookarestaurantnexttobetweenIs/Arethere?Yes,thereis/are.No,thereisn’t/aren’t.Dailyexercises改為一般疑問句，并作一定和否定回答：Thereisabookstorenearmyhome.Therearesomerestaurantsnearmyhome.ReflectionText(s)forreference:(1J:Hello，thisisJillspeaking.Whoisthat?Hi,Jill.NextSundayismybirthday.Iwanttohaveabirthdayparty.Iwanttoinvitesomefriendstomyhome.Ineedtosendinvitationstomyfriends.Isthereapostofficenearyourhome?J:Yes,thereis.It’sonRainbowRoad.A:Oh,Isee.ThenIcansendinvitationsthere.(2)A:Thentheycanvisitmynewhomeintheafternoon.MaybeIneedtobuysomecartoonvideos.Wecanwatchtogether.Arethereanyvideoshopsnearourhome?J:No,therearen’t.Butthereisabookstore.Youcanbuyvideosthere.育人好像春風化雨，授業(yè)不惜蠟炬成灰精選教課教課設計設計|ExcellentteachingplanA:OK.Whereisit?J:Letmesee.It’sonRainbowRoadtoo.It’snexttothepostoffice.Icangotheretobuysomecartoonvideos.Wecanhaveanicetimeinmyhome.Howhappy!(3)J:Whatels