第六册第四单元教学设计说课教学反思.doc

教学设计 Book 6 Unit 4 Lesson1 He lives next to me. 徐家店镇中心小学 姜丽霞 一、教材分析 Book 6 Unit 4的主题是“Neighbourhood”，语言功能是谈论社区内的设施及社区休闲活动方式；本课“Lesson1 He lives next to me.”的学习任务是“Where is Jack from? ”“He’s from Ottawa.” “Does he enjoy his stay in China?” “Yes, he does. He likes Beijing Opera. He likes his neighbourhood.”。：next to, neighbor, stay, neighbourhood, show, around, idea。 能听说、认读并理解运用下列句子：“Where is Jack from?” “He’s from Ottawa.” “Does he enjoy his stay in China?” “Yes, he does. He likes Beijing Opera. He likes his neighbourhood.”。“Where is … from?” “Does he/she enjoy his/her stay in China?”句型谈论他人来自哪里及是否喜欢现居住地，并能灵活运用一般现在时的第三人称单数形式讨论他人的喜好等生活信息。 （三）情感目标 在学习中能了解东西文化，如一些国家国旗和标志建筑，中国的传统文化京剧和秧歌等，进而逐步开拓学生眼界，培养学生的跨文化交际意识。 2.培养学生关心邻居，注重邻里和谐的意识。 3.学生能够形成浓厚的学习兴趣，积极合作，建立学习的成就感和自信心。 四、教学要点分析 （一）教学重点 1.能听懂、会说并认读单词：next to, neighbour, stay, neighbourhood, show, around, idea。 2．能听说、认读并运用句子“Where is Jack from?” “He’s from Ottawa.” “Does he enjoy his stay in China?” “Yes, he does. He likes Beijing Opera. He likes his neighbourhood.”。 （二）教学难点 正确运用一般现在时的第三人称单数形式讨论他人的喜好等生活信息。 五、教学准备 多媒体课件、CD-ROM、形状为各国地图的单词卡片、人物头像。 六、教学程序 Step 1 Warm up 1. Greetings. 2. Say countries’ names as many as possible. 看着中国地图，引导学生说出“China”,并用头脑风暴的方法尽可能地说出学过的国家名称，然后逐步出现各国国旗，让学生齐读各国名称。 Step 2 Presentation 1. Review and leading-in. 教师引导学生一起说出“We are from China.”,然后课件呈现一个印度小女孩背景为泰姬陵，让学生根据图片信息猜一猜“Where’s she from?”,同学回答“She’s from India.”；然后课件呈现一个英国小男孩，背景为大笨钟，让学生根据图片信息猜一猜“Where’s he from?”,同学回答“He’s from Britain.” 教师说“We live in Yantai”,引导学生说出“He lives in London.”，并让学生注意“I/we/you/they live” “He/She lives”，并把“s”单独标记一下颜色。然后课件呈现一个中国小男孩，背景为鸟巢，问学生“Where’s Xiaogang from?”,引导学生说出“He’s from China，he lives in Beijing.”。课件接着呈现一个中国小女孩，背景为长城，问学生“Where’s Xiaolin from?”引导学生说出“She’s from China，she lives in Beijing.”。 2. New words: neighbourhood, next to, neighbour 教师出示那两个来自中国北京的小朋友小刚和晓琳的图片，说他们都住在一个小区，课件上出示一个小区的平面图，并出现单词“neighbourhood”，先让学生猜意思，然后出示单词卡片“neighbourhood”，板书上“Unit 4 Neighbourhood”,提醒学生字母组合“oo”的发音和字母组合“gh