Unit4 Our neighbours 第1课时教学设计
【内容来源】上海教育出版社（2011年版）六上Module2 Unit4
【主 题】Look and learn, Listen and say, Do a quiz
【课 时】第1课时
一、教学目标(Teaching aims)
帮助学生学习Look and learn中的生词。
通过Listen and say关于邻居情况的对话，帮助学生掌握句型Did you…?
通过有关邻居熟悉程度的调查和交流，帮助学生初步运用核心句型。
二、教学重难点(Teaching points and difficulties)
词汇: neighbour, son, daughter
句型: Did you play with Sam last weekend?
Yes, I did.
日常用语：Do you know them?
三、教学准备(Teaching preparation)
课件、音频。
四、教学过程(Teaching process)
Pre-task preparations
用Apple tree游戏引出单词neighbour。
T: Let’s play a game. Guess a word. It has eight letters, (draw eight short lines for the eight letters of (“neighbor”)
S1: N.
T: Yes. (write n on the corresponding line)
…
然后教师解释neighour的意思，并请学生跟读单词neighbour。
T: Suppose Alice and I live in the same building. We are neighbours. Neighbour.
Ss: Neighbour.
2. 请学生自由交流关于他们邻居的情况。
S1: I like my neighbours. They’re very quiet.
S2: Liangliang is my neighbour. He has a lovely dog. He walks the dog every evening.
While-task procedures
询问学生他们的邻居情况，引出句型Did you…?
T: Who are your neighbours?
S1: ... are my neighbours.
T: What are their names?
S1: Their names are ...
T: Did you see them this morning?
(write this sentence on the blackboard and encourage SI to answer the question)
S1: Yes, I saw them this morning.
请学生用句型Did you ...?向教师或其他同学提问。
S1: Did you watch TV yesterday?
T: Yes, I watched TV yesterday.
3. 出示Listen and say的图片，播放录音，学生边听边看图片。再次播放录音，教师板书对话中的生词last,借助日历和年历解释词义。
T: (write last summer, last week, last month ... on the blackboard)
播放对话录音，请学生逐句跟读，鼓励学生尽量模仿录音中人物的语音语调。
4. 让学生完成Listen and say的反馈练习，圈出正确答案，然后说一说。
Post-task activities
1. 把全班分成若干个三人小组，请学生分别选择扮演Ms Guo、Peter和Alice，有感情地朗读对话。教师在教室内来回巡视，如果学生有困难，及时给予帮助。
调查活动。请学生看Do a quiz的调查表，根据实际情况打钩，完成调查任务。然后请部分同学向全班汇报他们的调查结果。
S1: I say hello to my neighbours every morning, but I don’t talk to them often.
I seldom help them. We never go out or have fun together. I know my neighbours’ names but I don’t know their jobs. I don’t have their phone numbers. So I don’t know my neighbours very well.
【板书设计】
Unit4 Our neighbours
neighbour, son, daughter
Did you play with Sam last weekend?
Yes, I did.
Unit4 Our neighbours 第2课时教学设计
【内容来源】上海教育出版社（2011年版）六上Module2 Unit4
【主 题】Read a story
【课 时】第2课时
一、教学目标(Teaching aims)
帮助学生阅读故事《吵闹的邻居》，引导学生通过阅读抓住关键信息，理解故事大意。
二、教学重难点(Teaching points and difficulties)
词汇：noisy, dig, make noise
语法：行为动词的过去式变化
三、教学准备(Teaching preparation)
课件、音频。
四、教学过程(Teaching process)
Pre-task preparations
请一个学生上台，下面的学生用Did you…?询问他/她昨天做了什么。
S1: Did you get up early yesterday morning?
S2: Yes, I got up early yesterday morning.
S3: Did you come to school by bus yesterday?
S2: No, I didn’t. I came to school by underground yesterday.
…
2. 出示兔子和猫头鹰的图片，先请学生跟读单词owl，然后请学生描述这两种动物。
T: What do the rabbit and the owl look like?
S1: The rabbit looks lovely. It has two long ears and two red eyes. It can hop.
S2: The owl doesn’t look lovely. It has two big eyes. It sleeps during the day and stays awake at night.
…
然后出示挂图，引出本单元的故事。
T: Here’s a story about an owl and some rabbits, “A noisy neighbour”.
While-task procedures
请学生带着问题阅读故事。
Where did the rabbits and the owl live? (The rabbits lived under a tree. The owl lived in the tree.)
Why was the owl not a good neighbour? (He was a noisy neighbour. He made a lot of noise every night.)
What happened one night? (The owl made noise again.)
What did the rabbits say to the owl? (“Please stop making noise at night. We can’t sleep.”）
What idea did the rabbit have? (“Let’s dig a hole and sleep in it.”)
What did the rabbits do then? (They dug a hole and had a good sleep in the hole.)
请学生回答问题，同时进行生词的教学。
T: Where did the rabbits live? Where did the owl live?
S1: The rabbits lived under a tree. The owl lived in the tree.
T: (write live and lived on the blackboard) That’s right. Was the owl a quiet neighbour?
S2: No, he wasn’t. He was a noisy neighbour.
T: (write noisy on the blackboard) Yes, he was noisy. How do you know that?
S3: He made a lot of noise every night.
播放录音，学生听录音，逐句跟读课文。鼓励学生模仿录音的语音语调。
请学生书面完成故事后面的反馈练习，然后和全班核对答案。
Post-task procedures
1.在黑板上写出关键词，请学生根据关键词复述故事。教师可以在教室里来回走动，辅导需要帮助的学生。
Picture 1: owl, rabbits, in a tree, under the tree
Picture 2: noisy neighbour, made noise, could not sleep
Picture 3: angry, stop making, could not sleep, did not listen
Picture 4: an idea, dig, underground, quiet
Picture 5: dug, good sleep
Picture 6: today, many, in holes
2. 把学生分成若干小组，分别扮演，参考资料1提供的课本剧的角色，在小组内进行表演。
【板书设计】
Unit4 Our neighbours
noisy, dig, make noise
Unit4 Our neighbours 第3课时教学设计
【内容来源】上海教育出版社（2011年版）六上Module2 Unit4
【主 题】Learn the sounds, Think and write
【课 时】第3课时
一、教学目标(Teaching aims)
帮助学生复习字母a、u、o和字母组合ar在单词中的发音。
通过Think and write的写作活动，让学生进一步巩固和运用核心句型。
通过学习任务（Task),帮助学生巩固和综合运用本单元所学的知识和技能。
二、教学重难点(Teaching points and difficulties)
语音：a，ar，u，o
句型：综合运用一般现在时和一般过去时
三、教学准备(Teaching preparation)
课件、音频。
四、教学过程(Teaching process)
Pre-task preparations
1. 把学生分成若干个三人小组，请学生仿照 Listen and say的对话自编对话。鼓励学生根据实际对课文内容进行改编。
2. 请学生说说过去一周内做的事。
T: What did you do last week?
S1: I went to see my grandparents on Wednesday.
S2: I played basketball with my friends yesterday afternoon.
While-task procedures
请学生用Did you ...? 询问教师或其他同学 与邻居相处的情况。
S1: …, did you see your neighbours this morning?
T: Yes, I saw them this morning.
S1: Did you say hello to them?
T: Yes, I said hello to them.
2. 学生完成Think and write的练习，然后在小组内互相交流。请几个学生上来说一说他们邻居的一些情况。
S1: The Lees are my neighbours. Mr Lee is a doctor. Mrs Lee is a teacher. They have a son. His name is Mike. Mike is my good friend. We play football together every Sunday. Mrs Lee can make cakes. I like the cakes. She always makes cakes at weekends. I like my neighbours.
3. 出示Learn the sounds的单词，请学生轻声朗读，找出发音规律，教师进行总结。
a, ar —/a:/
u, o— /?/
然后播放Learn the sounds的录音，请学生跟录音朗读单词。
4. 请学生完成Listen and circle的练习，然后核对答案。出示符合字母a、u、o及字母组合ar的发音规律的单词，请学生根据读音规则直接拼读。
/a:/
1) pass last vast
2) dark card mark
/?/
1) pub nut duck
2) honey mother brother
Post-task activities
1. 学生四人一组，以Our neighbours为主题设计一份海报，画出或贴上邻居的照片，写几句话介绍邻居的情况。各组派一名代表作展示介绍。
2. 请学生看《练习册》Task的第一部分，根据故事想一想、写一写蜜蜂的新邻居。然后根据第二部分的问题与同学问答，了解他们想给蜜蜂安排谁做邻居以及这样安排的理由，并作简单记录。
S1: Who’s the bee’s neighbour?
S2: A butterfly.
S1: How is he? Is he a good neighbour?
S2: He’s blue. He likes flowers. He’s quiet.
He’s a good neighbour.
最后，让学生根据问答交流的信息，思考谁最适合做蜜蜂的邻居，完成第三部分的短文。
【板书设计】
Unit4 Our neighbours
a，ar，u，o
