Unit 5 Our town 教案
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| 名称 | Unit 5 Our town 教案 |  | |
| 格式 | docx | ||
| 文件大小 | 15.8KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 北师大版（一年级起点） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-05-16 12:31:27 | ||
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文档简介
Unit 5 Our town教学设计
单元教学目标
1．能够用简单的英语问路和指路；
2．能够读看懂简单的地图、辨别方向、识别城市中主要的建筑物或地点；
3．能够了解字母组合ir和ur在单词中的发音；
4．能够正确用Where开头用于问路和地点的句型，并能作出恰当的回答。
学情分析
原有知识水平及认知能力：
本班学生是我校中科院实验班四年级1班的24名学生。经过三年多的英语学习，积累了一些词汇和交际用语知识，并具备一定的听说能力，但对于读写能力，特别是相关方法的掌握还有待提高。本课的阅读材料对于本班学生来说并不难，但绝大部分学生还仅是停留在对阅读文本表层的理解和信息提取，欠缺“参阅文章内容，结合认知和经历，对文章信息进行提取、分析”的能力。学生在三年级时已有过仿写的经历，但还需通过有指导性的练习掌握仿写的技巧。因此“掌握一些相关的读写学习策略”成为本节课学生知识技能方面的发展点。
心理发展水平：
超常儿童活泼、好动，具有极强的求知欲，模仿能力很强。但他们之间的差异性比普通班学生更大，个性张扬，乐于面对新的、难的挑战。
重点难点
教学重点：
能够用简单的英语问路和指路。
教学难点：
养成英文阅读的习惯。
教学过程
课时教学目标
1．能够读懂电子邮件内容，通过“扫读”提取重点信息，通过“阅读细节”及“推理”判断建筑物的位置；
2．能够读懂电话对话，理解并画出正确路线，尝试在模拟情境中运用；
3．能够初步了解并运用圈画重点信息的阅读策略，并尝试运用阅读策略读懂阅读材料；
4．能够通过小组合作，仿写电子邮件，享受用英语做事情带来的乐趣。
学时重点
运用恰当的阅读策略在短文语境中理解相关的建筑物位置关系。
学时难点
尝试与他人利用地图上的建筑物之间的位置关系进行初步模拟交际。
教学活动
【导入】I. Warm up热身环节
1. 演唱歌谣，回顾词汇
T: Children, do you like chants Let’s enjoy a chant! You can say with the computer.
学生跟电脑一起说唱本单元的小歌谣。
T: What places do you know from the chant Open your books. You can find the chant on page59. Let’s find out the words of places together. Please read and circle the words.
学生边读歌谣边圈画出场所词汇。
学生边说边将这些场所词汇的单词图贴到黑板上。
T: Let’s read the words together.
St: They’re the library, the school, the swimming pool, the post office, the zoo, the bank, the house and the store.
2. 头脑风暴，复习词汇
T: You did a good job. What other words do you know about places
学生说完后，到讲台前找到相应的单词卡片并贴到黑板上相应的图片下，同时可以得到一个自制贴画作为奖励，这些贴画也是产出环节要使用的学具。
T: Please read the words on the blackboard with your partner.
【讲授】II. Pre－reading读前活动
1. 观察地图，尝试描述
T: In the chant, we say, “Look on the map! There’s so much more.” So a map is very useful for us. Look! What’s this （电脑课件呈现主题图，引导学生观察图片。）
St: It’s a map.
T: Would you please say something about the map
S1: I can see a zoo.
S2: There is a book store.
S3: There is a park near the library.
S4: It has a big train station.
…
2. 观察文章，了解文体
T: Wow, you know a lot. What else do you want to know about the map
S1: Whose map is it
S2: What place is next to the park
…
T: Please open your books and turn to page 55. Look! What’s this
St: It’s an e-mail.
T: Who wrote the e-mail
St: Sue wrote the e-mail.
T: Who will get the e-mail
St: Bill will get the e-mail.
T: So children, when we write an e-mail, we should write the name of who will get it at the …
St: Beginning.
T: And we should write our names at the ...
St: At the end of the e-mail.
T: That’s the same as when we write an e-mail in Chinese. But do you know what the differences are between writing e-mails in English and in Chinese
学生通过观察文体，发现中、英文化差异，初步了解电子邮件这种新文体。在学生回答后教师总结，简单介绍电子邮件的文体格式要求。
T: At the beginning of the e-mail, after the name, when we write in Chinese, we use a colon. But when we write in English we use a comma.
T: When we write our names, in a Chinese e mail we always write on the right of the last line. But in English we write on the left.
【活动】III. While－reading读中活动
1. 快速扫读，查找信息
T: Are you clear about the form of an e-mail Let’s look back at Sue’s e-mail. What places do you know from the e-mail Please read it quickly and circle the place words.
学生第一次快速读电子邮件，圈画出场所词汇。
T: If you are finished, please talk about the answer with your partner.
先完成的学生同桌讨论答案，教师巡视帮助慢一些的学生。
T: This question is really easy for you. Let’s check it together.
St: They are the park, Sue’s school, the library, the supermarket, a train station, two book stores and a big zoo.
T: Don’t forget Sue’s house. She has a new house. Sue moved to her new house. She introduced her town in the e-mail. And she invited her friend Bill to come to visit her. But can we find all the places on the map which Sue mentioned in the e-mail Let’s try. Sue’s house. Can you find Sue’s house on the map
St: Yes.
T: The park Where is the park
St: It’s near the library.
T: How about Sue’s school
St: We can’t find it.
St: The library is near the park.
T: What about the supermarket
St: No.
St: The train station. Their town has a train station. It is next to the park.
St: A book store, two book stores, but we can only find one on the map.
T: Finally, we have the zoo.
St: They have a big zoo.
2. 运用策略，细读短文
T: So there are only some places on the map. We should think it over and finish the map. I think this is Sue’s house. Because at the beginning of the first part, Sue says, “We have a new house now. It is near the park.” Do you agree with me 教师利用PPT示范“针对问题找出答案”策略。
T: Let’s read the e-mail again. This time, please read it silently and quickly. Underline the answers, and then write the names of the places on the e on!
学生第二遍默读电子邮件，阅读细节，在文章中画出理由，判断、补全地图上的场所词汇。
3. 运用推理，核对答案
T: Have you written all the place names Let’s check. Where’s the school
St: It’s here. It’s next to the park.
T: How do you know that
St: Because in sentence 4. Sue says, “My school is next to the park.”
T: How about the supermarket
S1: I think it is here. Because in sentence 5 and 6. Sue says, “I can walk to school. I can also walk to the library and the supermarket.”
T: So you mean, from these two sentences, we know the distance from these three places, the school, the library and the supermarket, to Sue’s house are similar. So, the supermarket is over there.
S2: But I think the supermarket is next to the school. Because there are some supermarkets near our school, so maybe there is also a supermarket next to Sue’s school.
T: Maybe. Good guessing.
S3: I agree with S1. Because I think the supermarket is bigger than the book store. So the square is bigger.
T: You all did a good job. How about the last one
S1: The last one must be the book store. The first sentence in the second paragraph. “Our town has a train station, two book stores and a big zoo!” So we can find the answer. The other book store is next to the school.
S2: I don’t think so. I think maybe the two book stores are on the same street. It is next to the book store.
T: Very good. Boys and girls, let’s listen and check. You can also read with the computer.
【练习】IV. Post－reading读后活动
1. 阅读对话，完成练习
T: You know the e-mail quite well. Look, Bill is coming today. He is at the train station. How can he get to Sue’s house We read the e-mail and the map, so we know where Sue’s house is. But Bill doesn’t have a map. What should he do
St: He calls Sue.
T: If you were Bill, what would you ask
St: Hello Sue. This is Bill. Where is your house
T: Please read the dialogue and find the answer. The tips for you. When you read, maybe you can draw circles or lines about the key information.
学生阅读电话对话并在地图上画出Bill从火车站到Sue家的路线。
T: Please look at the screen. Let's check the answer. Walk straight to the fire station. Turn right. Sue’s house is near the park between the library and the book store. Are you right
2. 模拟情境，实际应用
T: Look at our classroom. This is Sue’s town. … I want to be Sue. Who wants to be Bill
请一位同学和教师一起示范表演对话。
T: There is only one train station. So we cannot all at the train station, right Try to make a new dialogue. Maybe you’re at the different places and ask the way to Sue.
学生两人一组练习从不同的地点到达Sue家。
【测试】V. Production拓展产出
1. 小组合作，设计地图
Step 1. Four in a group. One student is the writer, one student is the reporter and two students are the designers.
Step 2. Make a map of your town. Stick the place stickers which you have got on the map and introduce one by one in English.
Step 3. Write an e-mail to invite a friend to your town.
2. 小组分工，展示介绍
组长分工，要求每个同学都要参与，合作介绍自己的小镇。被邀请同学接受邀请，这组展示成功获得奖励。
【作业】VI. Homework布置作业
1. Introduce a town, maybe Sue’s town, maybe your group’s town to your parents or friends.
2. Try to write an e-mail to your pal in our sister school in Finland to introduce your local community.
单元教学目标
1．能够用简单的英语问路和指路；
2．能够读看懂简单的地图、辨别方向、识别城市中主要的建筑物或地点；
3．能够了解字母组合ir和ur在单词中的发音；
4．能够正确用Where开头用于问路和地点的句型，并能作出恰当的回答。
学情分析
原有知识水平及认知能力：
本班学生是我校中科院实验班四年级1班的24名学生。经过三年多的英语学习，积累了一些词汇和交际用语知识，并具备一定的听说能力，但对于读写能力，特别是相关方法的掌握还有待提高。本课的阅读材料对于本班学生来说并不难，但绝大部分学生还仅是停留在对阅读文本表层的理解和信息提取，欠缺“参阅文章内容，结合认知和经历，对文章信息进行提取、分析”的能力。学生在三年级时已有过仿写的经历，但还需通过有指导性的练习掌握仿写的技巧。因此“掌握一些相关的读写学习策略”成为本节课学生知识技能方面的发展点。
心理发展水平：
超常儿童活泼、好动，具有极强的求知欲，模仿能力很强。但他们之间的差异性比普通班学生更大，个性张扬，乐于面对新的、难的挑战。
重点难点
教学重点：
能够用简单的英语问路和指路。
教学难点：
养成英文阅读的习惯。
教学过程
课时教学目标
1．能够读懂电子邮件内容，通过“扫读”提取重点信息，通过“阅读细节”及“推理”判断建筑物的位置；
2．能够读懂电话对话，理解并画出正确路线，尝试在模拟情境中运用；
3．能够初步了解并运用圈画重点信息的阅读策略，并尝试运用阅读策略读懂阅读材料；
4．能够通过小组合作，仿写电子邮件，享受用英语做事情带来的乐趣。
学时重点
运用恰当的阅读策略在短文语境中理解相关的建筑物位置关系。
学时难点
尝试与他人利用地图上的建筑物之间的位置关系进行初步模拟交际。
教学活动
【导入】I. Warm up热身环节
1. 演唱歌谣，回顾词汇
T: Children, do you like chants Let’s enjoy a chant! You can say with the computer.
学生跟电脑一起说唱本单元的小歌谣。
T: What places do you know from the chant Open your books. You can find the chant on page59. Let’s find out the words of places together. Please read and circle the words.
学生边读歌谣边圈画出场所词汇。
学生边说边将这些场所词汇的单词图贴到黑板上。
T: Let’s read the words together.
St: They’re the library, the school, the swimming pool, the post office, the zoo, the bank, the house and the store.
2. 头脑风暴，复习词汇
T: You did a good job. What other words do you know about places
学生说完后，到讲台前找到相应的单词卡片并贴到黑板上相应的图片下，同时可以得到一个自制贴画作为奖励，这些贴画也是产出环节要使用的学具。
T: Please read the words on the blackboard with your partner.
【讲授】II. Pre－reading读前活动
1. 观察地图，尝试描述
T: In the chant, we say, “Look on the map! There’s so much more.” So a map is very useful for us. Look! What’s this （电脑课件呈现主题图，引导学生观察图片。）
St: It’s a map.
T: Would you please say something about the map
S1: I can see a zoo.
S2: There is a book store.
S3: There is a park near the library.
S4: It has a big train station.
…
2. 观察文章，了解文体
T: Wow, you know a lot. What else do you want to know about the map
S1: Whose map is it
S2: What place is next to the park
…
T: Please open your books and turn to page 55. Look! What’s this
St: It’s an e-mail.
T: Who wrote the e-mail
St: Sue wrote the e-mail.
T: Who will get the e-mail
St: Bill will get the e-mail.
T: So children, when we write an e-mail, we should write the name of who will get it at the …
St: Beginning.
T: And we should write our names at the ...
St: At the end of the e-mail.
T: That’s the same as when we write an e-mail in Chinese. But do you know what the differences are between writing e-mails in English and in Chinese
学生通过观察文体，发现中、英文化差异，初步了解电子邮件这种新文体。在学生回答后教师总结，简单介绍电子邮件的文体格式要求。
T: At the beginning of the e-mail, after the name, when we write in Chinese, we use a colon. But when we write in English we use a comma.
T: When we write our names, in a Chinese e mail we always write on the right of the last line. But in English we write on the left.
【活动】III. While－reading读中活动
1. 快速扫读，查找信息
T: Are you clear about the form of an e-mail Let’s look back at Sue’s e-mail. What places do you know from the e-mail Please read it quickly and circle the place words.
学生第一次快速读电子邮件，圈画出场所词汇。
T: If you are finished, please talk about the answer with your partner.
先完成的学生同桌讨论答案，教师巡视帮助慢一些的学生。
T: This question is really easy for you. Let’s check it together.
St: They are the park, Sue’s school, the library, the supermarket, a train station, two book stores and a big zoo.
T: Don’t forget Sue’s house. She has a new house. Sue moved to her new house. She introduced her town in the e-mail. And she invited her friend Bill to come to visit her. But can we find all the places on the map which Sue mentioned in the e-mail Let’s try. Sue’s house. Can you find Sue’s house on the map
St: Yes.
T: The park Where is the park
St: It’s near the library.
T: How about Sue’s school
St: We can’t find it.
St: The library is near the park.
T: What about the supermarket
St: No.
St: The train station. Their town has a train station. It is next to the park.
St: A book store, two book stores, but we can only find one on the map.
T: Finally, we have the zoo.
St: They have a big zoo.
2. 运用策略，细读短文
T: So there are only some places on the map. We should think it over and finish the map. I think this is Sue’s house. Because at the beginning of the first part, Sue says, “We have a new house now. It is near the park.” Do you agree with me 教师利用PPT示范“针对问题找出答案”策略。
T: Let’s read the e-mail again. This time, please read it silently and quickly. Underline the answers, and then write the names of the places on the e on!
学生第二遍默读电子邮件，阅读细节，在文章中画出理由，判断、补全地图上的场所词汇。
3. 运用推理，核对答案
T: Have you written all the place names Let’s check. Where’s the school
St: It’s here. It’s next to the park.
T: How do you know that
St: Because in sentence 4. Sue says, “My school is next to the park.”
T: How about the supermarket
S1: I think it is here. Because in sentence 5 and 6. Sue says, “I can walk to school. I can also walk to the library and the supermarket.”
T: So you mean, from these two sentences, we know the distance from these three places, the school, the library and the supermarket, to Sue’s house are similar. So, the supermarket is over there.
S2: But I think the supermarket is next to the school. Because there are some supermarkets near our school, so maybe there is also a supermarket next to Sue’s school.
T: Maybe. Good guessing.
S3: I agree with S1. Because I think the supermarket is bigger than the book store. So the square is bigger.
T: You all did a good job. How about the last one
S1: The last one must be the book store. The first sentence in the second paragraph. “Our town has a train station, two book stores and a big zoo!” So we can find the answer. The other book store is next to the school.
S2: I don’t think so. I think maybe the two book stores are on the same street. It is next to the book store.
T: Very good. Boys and girls, let’s listen and check. You can also read with the computer.
【练习】IV. Post－reading读后活动
1. 阅读对话，完成练习
T: You know the e-mail quite well. Look, Bill is coming today. He is at the train station. How can he get to Sue’s house We read the e-mail and the map, so we know where Sue’s house is. But Bill doesn’t have a map. What should he do
St: He calls Sue.
T: If you were Bill, what would you ask
St: Hello Sue. This is Bill. Where is your house
T: Please read the dialogue and find the answer. The tips for you. When you read, maybe you can draw circles or lines about the key information.
学生阅读电话对话并在地图上画出Bill从火车站到Sue家的路线。
T: Please look at the screen. Let's check the answer. Walk straight to the fire station. Turn right. Sue’s house is near the park between the library and the book store. Are you right
2. 模拟情境，实际应用
T: Look at our classroom. This is Sue’s town. … I want to be Sue. Who wants to be Bill
请一位同学和教师一起示范表演对话。
T: There is only one train station. So we cannot all at the train station, right Try to make a new dialogue. Maybe you’re at the different places and ask the way to Sue.
学生两人一组练习从不同的地点到达Sue家。
【测试】V. Production拓展产出
1. 小组合作，设计地图
Step 1. Four in a group. One student is the writer, one student is the reporter and two students are the designers.
Step 2. Make a map of your town. Stick the place stickers which you have got on the map and introduce one by one in English.
Step 3. Write an e-mail to invite a friend to your town.
2. 小组分工，展示介绍
组长分工，要求每个同学都要参与，合作介绍自己的小镇。被邀请同学接受邀请，这组展示成功获得奖励。
【作业】VI. Homework布置作业
1. Introduce a town, maybe Sue’s town, maybe your group’s town to your parents or friends.
2. Try to write an e-mail to your pal in our sister school in Finland to introduce your local community.