Module 10 Unit1 Its next to the park.教學設計教材及年級名稱外研社新標準英語（一起）二年級下冊模塊名稱Module 10教材分析本課時是小學新標準英語第四冊第十模塊第一單元的內容，課題為Its next to the park.。在Module9中出現了關于方位的指令性短語：Turn left. Turn right. Go straight on.以及對地點的詢問：Wheres。本課時在Module9 所學內容的基礎上進行拓展延伸，通過對話語篇學習，呈現新的方位短語next to，in front of，通過Daming, Sam, Dalin三人在路邊遇到兩位問路人的對話情境，呈現Wheres? TurnIts next to.Its in front of.句式用于問路并進行路線描述，將指令性方位語言融入詢問路線的生活化運用。 學情分析知識儲備方面：1.我校二年級學生學習了近兩年的英語，有一定的語言積累。了解與實際生活相關的地點單詞park, zoo, station, school, hospital, supermarket并能基本認讀。2.在Module9的學習中，學生已經能說會認lost, Turn left. Turn right. Go straight on.對Wheres句型有了一定的了解。他們基本能聽方向類指令做動作。習慣能力方面：1.我校地處城鎮中心，家長重視孩子的英語學習，學生學習習慣良好，學習主動性高，對英語學習有著濃厚的興趣。2.他們模仿能力強，能在老師的引導下積極參與課堂教學活動。當然，個別學生對知識與指令的反應稍慢，在語言輸出上會出現一些錯誤，因此，我尊重學生差異，通過多種英語活動培養學生自信心，盡量讓每個孩子都能得到發展。課時教學目標語言知識目標：1.能在文本語境中準確理解和認讀單詞：cousin, next to , in front of, wrong, way, well.2.能在文本語境中理解句型：Wheres? TurnIts next to .Its in front of .語言技能目標：1.能聽懂并理解整個語篇；2.能夠準確運用Excuse me. Wheresplease? Turn Its next to .Its in front of .進行地點的詢問與路線的描述。情感與態度目標：1.通過表演等活動挖掘課堂中的“興奮點”，培養學生樂于用英語表達的能力；2.培養學生樂于助人的良好品質。教學重點與難點能在文本語境中理解句型：Wheres? TurnIts next to .Its in front of .（本課重點）能夠準確運用Excuse me. Wheresplease? Turn Its next to.Its in front of .進行地點的詢問與路線的描述。（本課難點）教學輔助Tape-recorder, pictures, CAI教學方法TPR，情境教學法，活動教學法，圖文解碼法，互助合作法。教學內容教學活動設計意圖教師活動學生活動Step 1 warm-up1.T greets with the Ss, trying to use Nice to meet you.2.T chants with the Ss.1.Ss greet with the T, trying to understand and response with Nice to meet you too.2.Ss chant together with music and do the actions: Left foot, right foot.師生問候，說唱表演歌謠，創設教學和諧氛圍；同時為進入本課關于詢問路線知識點的出現打下基礎。Step 2Lead-in1.T leads Ss to go to look at some pictures about places. T:While youre marching, what can you see?2. Then lead Ss to look at the screen and say.3.T leads Ss to talk about the bears.What colour are they?Guess:What are they doing?1.Ss try to speak with I can see If she/he can speak well, she/he can get the picture.2.Ss look at the screen and try to say: I can see two bears.3.Ss look at the screen and talk about the bears with the teacher.Theyre brown bear and white bear. Theyre talking. 借助歌謠，通過PPT圖片，自然引出在路途中看到的本課將涉及到的地點，并將地點圖片放置于六位能回答出地點名的學生桌上，為后面的情境表演做好鋪墊。順勢展示two bears的圖片，自然進入對activity 1中two bears的描述。通過師生對話，讓孩子看圖了解two bears的畫面信息，讓學生帶著趣味與探究進入課文設置的情境中。Step 3PresentationText LearningPracticeandproduction1.Lead Ss to watch the video without the words, answer the question: What are they talking about?2. Lead Ss to watch the video again with the questions Wheres the white/brown bear s home? and understand the phrase: next to3.Lead Ss try to ask and answer with Wheres? Its next to theThen practice with Ss seats.Wheres? Hes/Shes next to 4.T:Wheres Sam?Wheres Daming? Lead Ss to look at the first picture of the main dialogue and talk about it.T: What are they doing? Guess.5.Lead Ss to watch the whole movie with two questions:How many people are there in the story? Who are they?6.Lead Ss to watch movie again with another two questions:Wheres the supermarket?What does Dalin do?7.T:Lets look at picture1. Daming is sayingT leads Ss tounderstand the meaning of cousin according to card and know about Nice to meet you. Then listen and imitate.8.Show picture2T leads Ss to guess. What is the grandma saying? What is Daling saying?Lead Ss to understand the words ,phrases and the route by the map and playing games.T gives a model and have Ss act. Have Ss listen and imitate.9.Show picture3T: Please guess. What is the man saying? Have Ss listen and imitate.10.Show the picture of activity4, have Ss speak out the places.Lead Ss to work in pairs to act how to ask the way and how to answer.11.Show picture4T: Daming is laughing. Why?T leads Ss to answer the question and makes sure that Ss can know about it.1.Ss watch the video, listen carefully and answer the question:Theyre talking about home2.Ss watch the video with words, answer the questions, recognize Wheres? and try to know the phrase: next to. 3.Ss look at the pictures of the zoo and the park, practicing Wheres? Its next to theSs practice with their seats with Wheres? Hes/Shes next to 4.Elicit:Sam is next to Daming.Daming is next to Sam.Ss look at the picture and talk about Sam and Daming.Elicit: They are talking.5. Ss watch and answer thetwo questions:There are five people in the story.They are Daming, Sam, Dalin, a grandma and an uncle/a man.6.Ss watch the movie again carefully and answer the questions:Its next to the park.Hes a taxi driver.7.Ss look at the picture1 and say under the Ts leading.Ss learn cousin together according to the word card and understand when people meet for the first time, they should greet with Nice to meet you.Then listen and imitate.8.Look at picture2Ss say with the teachers leading and guess individually.Ss understand the words and phrases, turn back wrong, way, and the route to the supermarket according to the situation and games.Ss work in pairs to act grandma and Dalin.Ss listen and imitate.9.Ss guess according to Pictues2, further understanding of the phrase Excuse me. Learn in front of.Ss listen and imitate.10.Ss look at the picture of activity4,trying to speak out the places. Then, Ss work in pairs to act how to ask the way and how to answer. They can use the places and routes in activity4, and they can also use the places in the classroom where the Ss who get the pictures about the places.11.Look at picture4Ss try to answer the question under the teachers leading: Because his cousin Dalin knows the city well. Dalin is a taxi driver.Daming is proud of Dalin通過觀看無字幕的一段帶音視頻，讓學生清晰bears對話談論的主要內容，有效提高學生的聽力水平。 帶著問題再次觀看視頻，讓學生鞏固對Wheres的了解與運用，呈現新的方位詞組next to,讓學生對該詞組產生初步印象。通過圖片直觀了解next to，并以問答活動方式進行操練；同時根據學生座位對方位詞組next to 進行有效的問答練習，進一步加深學生印象。利用activity1這一引導對話中的Wheres，轉入主體對話的第一個畫面，將學生自然而然地帶入到主體對話語篇的學習中。貫徹聽說領先原則，學生帶著問題聽無字幕的英文對話，讓學生整體感知對話情境并對問題做出回答。帶著問題再次觀看有字幕的主體對話語篇英文視頻，讓學生進一步整體感知、全面了解語篇信息。在圖片1的語境中接觸、體驗文本語言，根據圖片與文字信息回答問題，認識Dalin , 了解初次見面的問候方式。圖片2是本課時的重點。通過讓學生看圖猜、波浪式說句子游戲、我說你做的大組活動、角色扮演兩人小組合作等活動教學方式，讓學生理解Wheres? TurnIts next to，掌握圖片2的內容，有效突出重點。根據圖2的了解，學生通過猜、看地圖路線、師生快速扮演、模仿讀的方式準確理解圖3內容。同時，呈現in front of并通過師生互助進行理解式操練活動。圖二和圖三是本課的重難點所在。在通過圖文解碼完成圖二圖三的理解與練習后。將活動四中關于如何問路及如何進行路線描述的活動提到此處，有效融入在引入環節中放置在教室里六個孩子桌面上的地點，讓孩子們自由選擇地點路線，有效開展角色扮演。讓問路的語言功能與生活實際相結合，有效輸出，突破難點。引導學生看第四幅圖的圖文，通過師生互助，了解Daming開心笑的原因；并讓學生在說句子做動作中理解文本。Step 4Practiceand consolidation1.T leads the Ss to listen, point and repeat correctly.2.T leads Ss to try to retell what Daming did with the questions:T：Do you like Dalin?Why do you like Dalin?3.Show the senteces:Helping others is a good virtue.Helping others makes you feel happy.4.Chant with the Ss.1.Ss listen, point and repeat.2. Ss answer the questions with the teacher: Daming is a good man. He helped a grandma and a man.3.Ss understand the two sentences and know that helping others is a nice thing.4.Ss chant happily.最后，看全文視頻并跟讀，讓學生鞏固對主體對話的全面了解。通過引導學生討論是否喜歡Dalin，師生共同簡述Dalin幫助他人的事情,讓整個故事躍然于腦海。同時，自然凸顯幫助他人是一種良好品質，讓情感教育得到有效升華。再次一起說唱Left foot, right foot.歌謠，讓幫助他人帶來的快樂在英語課后延續。Classroom Assessment采用個人評價與小組評價相結合的方式。小組評價中將學生分成四組，分別在一條路口，通過教學活動進行小組評價，確定各組向上走的步數，哪組能最先到達Park，哪組就是winner.這種方式能有效提高學生參與課堂教學活動的積極性。家庭作業：熟練讀對話兩遍。用Excuse me. Wheres the進行地點的詢問，并能用TurnIts 進行路線的提示。板書設計：6