外研版（一起）二年级下册Module 10-Unit 1 It's next to the park.-ppt课件-(含教案+视频+音频+素材)-公开课-(编号：300ba).zip
外研社新标准一起二下外研社新标准一起二下 supermarket station park school Wheres the zoo? Wheres the park? Its next to the . 1.How many people are there in the story? 2.Who are they? 1.How many people are there in the story? Five. 2.Who are they? They are Daming, , Dalin, Sam, grandma and a man. 1.Wheres the supermarket? 2.What does Dalin do? 1.Wheres the supermarket? 2.What does Dalin do? Its next to the park. He is a taxi driver. c couousinsin ？ ？ ？ Excuse me. Wheres the ,please? wrwro ongng wayway ？ ？ next to The supermarket is next to the park. ？ ？ ？ in in frontfront ofof The zoo is in front of the school. WorkWork in in pairspairs.(.(两人小组合作）两人小组合作） 表演我最棒表演我最棒 1.可以根据教室里六个地点的分布进行可以根据教室里六个地点的分布进行 询问路线的情境扮演；询问路线的情境扮演； 2.也可以选择活动四中的地点进行询问也可以选择活动四中的地点进行询问 路线的表演。路线的表演。 ？ 助人为乐是一种美德。助人为乐是一种美德。 帮助他人让快乐与你相伴！帮助他人让快乐与你相伴！ Homework: 熟练读对话两遍。熟练读对话两遍。 用用 Excuse me. Wheres the进行地点的询进行地点的询 问，并能用问，并能用TurnIts 进行路线的提示。进行路线的提示。 1 Module 10 Unit1 Its next to the park.教学设计教学设计 教材及教材及 年级名称年级名称 外研社新标准英语 （一起）二年级下册 模块名称模块名称Module 10 教材分析教材分析 本课时是小学新标准英语第四册第十模块第一单元的内容，课题为 Its next to the park. 。在 Module9 中出现了关于方位的指令性短语：Turn left. Turn right. Go straight on.以及对地点的询问：Wheres。本课时在 Module9 所学内容的基础上进行拓展延伸，通过对话语篇学习，呈现新的方 位短语 next to，in front of，通过 Daming, Sam, Dalin 三人在路边遇到两位问 路人的对话情境，呈现 Wheres? TurnIts next to.Its in front of.句式 用于问路并进行路线描述，将指令性方位语言融入询问路线的生活化运用。 学情分析学情分析 知识储备方面：知识储备方面： 1.我校二年级学生学习了近两年的英语，有一定的语言积累。了解与实际生 活相关的地点单词 park, zoo, station, school, hospital, supermarket 并能基本认 读。 2.在 Module9 的学习中，学生已经能说会认 lost, Turn left. Turn right. Go straight on.对 Wheres句型有了一定的了解。他们基本能听方向类指令做动 作。 习惯能力方面：习惯能力方面： 1.我校地处城镇中心，家长重视孩子的英语学习，学生学习习惯良好，学习 主动性高，对英语学习有着浓厚的兴趣。 2.他们模仿能力强，能在老师的引导下积极参与课堂教学活动。 当然，个别学生对知识与指令的反应稍慢，在语言输出上会出现一些错误， 因此，我尊重学生差异，通过多种英语活动培养学生自信心，尽量让每个孩 子都能得到发展。 课时教学课时教学 目标目标 语言知识目标：语言知识目标： 1.能在文本语境中准确理解和认读单词：cousin, next to , in front of, wrong, way, well. 2.能在文本语境中理解句型：Wheres? TurnIts next to .Its in front of . 语言技能目标：语言技能目标： 2 1.能听懂并理解整个语篇； 2.能够准确运用 Excuse me. Wheresplease? Turn Its next to .Its in front of .进行地点的询问与路线的描述。 情感与态度目标：情感与态度目标： 1.通过表演等活动挖掘课堂中的“兴奋点”，培养学生乐于用英语表达的能力； 2.培养学生乐于助人的良好品质。 教学重点教学重点 与难点与难点 能在文本语境中理解句型：Wheres? TurnIts next to .Its in front of .（本课重点） 能够准确运用 Excuse me. Wheresplease? Turn Its next to.Its in front of .进行地点的询问与路线的描述。（本课难点） 教学辅助教学辅助Tape-recorder, pictures, CAI 教学方法教学方法TPR，情境教学法，活动教学法，图文解码法，互助合作法。 教学活动教学活动 教学内容教学内容 教师活动学生活动 设计意图设计意图 Step 1 warm- up 1.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. 师生问候，说唱表 演歌谣，创设教学 和谐氛围；同时为 进入本课关于询问 路线知识点的出现 打下基础。 Step 2 Lead-in 1.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. 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 借助歌谣，通过 PPT 图片，自然引 出在路途中看到的 本课将涉及到的地 点，并将地点图片 放置于六位能回答 出地点名的学生桌 上，为后面的情境 表演做好铺垫。 顺势展示 two bears 的图片，自然进入 对 activity 1 中 two bears 的描述。 通过师生对话，让 3 What colour are they? Guess: What are they doing? teacher. Theyre brown bear and white bear. Theyre talking. 孩子看图了解 two bears 的画面信息， 让学生带着趣味与 探究进入课文设置 的情境中。 Step 3 Presentation Text Learning Practice and production 1.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 to 3.Lead Ss try to ask and answer with Wheres? Its next to the Then 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? 1.Ss watch the video, listen carefully and answer the question: Theyre talking about home 2.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 the Ss 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 the two questions: There are five people in the story. 通过观看无字幕的 一段带音视频，让 学生清晰 bears 对 话谈论的主要内容， 有效提高学生的听 力水平。 带着问题再次观看 视频，让学生巩固 对 Wheres的了 解与运用，呈现新 的方位词组 next to, 让学生对该词组产 生初步印象。 通过图片直观了解 next to，并以问答 活动方式进行操练； 同时根据学生座位 对方位词组 next to 进行有效的问答练 习，进一步加深学 生印象。 利用 activity1 这一 引导对话中的 Wheres，转入主 体对话的第一个画 面，将学生自然而 然地带入到主体对 话语篇的学习中。 贯彻听说领先原则， 学生带着问题听无 字幕的英文对话， 让学生整体感知对 话情境并对问题做 出回答。 4 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 saying T leads Ss to understand the meaning of cousin according to card and know about Nice to meet you. Then listen and imitate. 8.Show picture2 T 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 picture3 T: Please guess. What is the man saying? 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 picture2 Ss 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. 带着问题再次观看 有字幕的主体对话 语篇英文视频，让 学生进一步整体感 知、全面了解语篇 信息。 在图片 1 的语境中 接触、体验文本语 言，根据图片与文 字信息回答问题， 认识 Dalin , 了解 初次见面的问候方 式。 图片 2 是本课时的 重点。通过让学生 看图猜、波浪式说 句子游戏、我说你 做的大组活动、角 色扮演两人小组合 作等活动教学方式， 让学生理解 Wheres? TurnIts next to，掌握图片 2 的内容，有效突出 重点。 根据图 2 的了解， 学生通过猜、看地 图路线、师生快速 扮演、模仿读的方 5 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 picture4 T: Daming is laughing. Why? T leads Ss to answer the question and makes sure that Ss can know about it. 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 picture4 Ss 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 式准确理解图 3 内 容。同时，呈现 in front of 并通过师生 互助进行理解式操 练活动。 图二和图三是本课 的重难点所在。在 通过图文解码完成 图二图三的理解与 练习后。将活动四 中关于如何问路及 如何进行路线描述 的活动提到此处， 有效融入在引入环 节中放置在教室里 六个孩子桌面上的 地点，让孩子们自 由选择地点路线， 有效开展角色扮演。 让问路的语言功能 与生活实际相结合， 有效输出，突破难 点。 引导学生看第四幅 图的图文，通过师 生互助，了解 Daming 开心笑的 原因；并让学生在 说句子做动作中理 解文本。 Step 4 Practice and consolidation 1.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? 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. 最后，看全文视频 并跟读，让学生巩 固对主体对话的全 面了解。 通过引导学生讨论 是否喜欢 Dalin， 师生共同简述 Dalin 帮助他人的 事情,让整个故事跃 然于脑海。同时， 自然凸显帮助他人 是一种良好品质， 6 3.Show the senteces: Helping others is a good virtue. Helping others makes you feel happy. 4.Chant with the Ss. 3.Ss understand the two sentences and know that helping others is a nice thing. 4.Ss chant happily. 让情感教育得到有 效升华。 再次一起说唱 Left foot, right foot.歌谣， 让帮助他人带来的 快乐在英语课后延 续。 Classroom Assessment 采用个人评价与小组评价相结合的方式。小组评价中将学 生分成四组，分别在一条路口，通过教学活动进行小组评价，确定各组向上 走的步数，哪组能最先到达 Park，哪组就是 winner.这种方式能有效提高学 生参与课堂教学活动的积极性。 家庭作业：家庭作业： 熟练读对话两遍。 用Excuse me. Wheres the进行地点的询问，并能用 TurnIts 进行路线的提示。 板书设计：板书设计：
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外研社新标准一起二下外研社新标准一起二下 supermarket station park school Wheres the zoo? Wheres the park? Its next to the . 1.How many people are there in the story? 2.Who are they? 1.How many people are there in the story? Five. 2.Who are they? They are Daming, , Dalin, Sam, grandma and a man. 1.Wheres the supermarket? 2.What does Dalin do? 1.Wheres the supermarket? 2.What does Dalin do? Its next to the park. He is a taxi driver. c couousinsin ？ ？ ？ Excuse me. Wheres the ,please? wrwro ongng wayway ？ ？ next to The supermarket is next to the park. ？ ？ ？ in in frontfront ofof The zoo is in front of the school. WorkWork in in pairspairs.(.(两人小组合作）两人小组合作） 表演我最棒表演我最棒 1.可以根据教室里六个地点的分布进行可以根据教室里六个地点的分布进行 询问路线的情境扮演；询问路线的情境扮演； 2.也可以选择活动四中的地点进行询问也可以选择活动四中的地点进行询问 路线的表演。路线的表演。 ？ 助人为乐是一种美德。助人为乐是一种美德。 帮助他人让快乐与你相伴！帮助他人让快乐与你相伴！ Homework: 熟练读对话两遍。熟练读对话两遍。 用用 Excuse me. Wheres the进行地点的询进行地点的询 问，并能用问，并能用TurnIts 进行路线的提示。进行路线的提示。 1 Module 10 Unit1 Its next to the park.教学设计教学设计 教材及教材及 年级名称年级名称 外研社新标准英语 （一起）二年级下册 模块名称模块名称Module 10 教材分析教材分析 本课时是小学新标准英语第四册第十模块第一单元的内容，课题为 Its next to the park. 。在 Module9 中出现了关于方位的指令性短语：Turn left. Turn right. Go straight on.以及对地点的询问：Wheres。本课时在 Module9 所学内容的基础上进行拓展延伸，通过对话语篇学习，呈现新的方 位短语 next to，in front of，通过 Daming, Sam, Dalin 三人在路边遇到两位问 路人的对话情境，呈现 Wheres? TurnIts next to.Its in front of.句式 用于问路并进行路线描述，将指令性方位语言融入询问路线的生活化运用。 学情分析学情分析 知识储备方面：知识储备方面： 1.我校二年级学生学习了近两年的英语，有一定的语言积累。了解与实际生 活相关的地点单词 park, zoo, station, school, hospital, supermarket 并能基本认 读。 2.在 Module9 的学习中，学生已经能说会认 lost, Turn left. Turn right. Go straight on.对 Wheres句型有了一定的了解。他们基本能听方向类指令做动 作。 习惯能力方面：习惯能力方面： 1.我校地处城镇中心，家长重视孩子的英语学习，学生学习习惯良好，学习 主动性高，对英语学习有着浓厚的兴趣。 2.他们模仿能力强，能在老师的引导下积极参与课堂教学活动。 当然，个别学生对知识与指令的反应稍慢，在语言输出上会出现一些错误， 因此，我尊重学生差异，通过多种英语活动培养学生自信心，尽量让每个孩 子都能得到发展。 课时教学课时教学 目标目标 语言知识目标：语言知识目标： 1.能在文本语境中准确理解和认读单词：cousin, next to , in front of, wrong, way, well. 2.能在文本语境中理解句型：Wheres? TurnIts next to .Its in front of . 语言技能目标：语言技能目标： 2 1.能听懂并理解整个语篇； 2.能够准确运用 Excuse me. Wheresplease? Turn Its next to .Its in front of .进行地点的询问与路线的描述。 情感与态度目标：情感与态度目标： 1.通过表演等活动挖掘课堂中的“兴奋点”，培养学生乐于用英语表达的能力； 2.培养学生乐于助人的良好品质。 教学重点教学重点 与难点与难点 能在文本语境中理解句型：Wheres? TurnIts next to .Its in front of .（本课重点） 能够准确运用 Excuse me. Wheresplease? Turn Its next to.Its in front of .进行地点的询问与路线的描述。（本课难点） 教学辅助教学辅助Tape-recorder, pictures, CAI 教学方法教学方法TPR，情境教学法，活动教学法，图文解码法，互助合作法。 教学活动教学活动 教学内容教学内容 教师活动学生活动 设计意图设计意图 Step 1 warm- up 1.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. 师生问候，说唱表 演歌谣，创设教学 和谐氛围；同时为 进入本课关于询问 路线知识点的出现 打下基础。 Step 2 Lead-in 1.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. 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 借助歌谣，通过 PPT 图片，自然引 出在路途中看到的 本课将涉及到的地 点，并将地点图片 放置于六位能回答 出地点名的学生桌 上，为后面的情境 表演做好铺垫。 顺势展示 two bears 的图片，自然进入 对 activity 1 中 two bears 的描述。 通过师生对话，让 3 What colour are they? Guess: What are they doing? teacher. Theyre brown bear and white bear. Theyre talking. 孩子看图了解 two bears 的画面信息， 让学生带着趣味与 探究进入课文设置 的情境中。 Step 3 Presentation Text Learning Practice and production 1.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 to 3.Lead Ss try to ask and answer with Wheres? Its next to the Then 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? 1.Ss watch the video, listen carefully and answer the question: Theyre talking about home 2.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 the Ss 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 the two questions: There are five people in the story. 通过观看无字幕的 一段带音视频，让 学生清晰 bears 对 话谈论的主要内容， 有效提高学生的听 力水平。 带着问题再次观看 视频，让学生巩固 对 Wheres的了 解与运用，呈现新 的方位词组 next to, 让学生对该词组产 生初步印象。 通过图片直观了解 next to，并以问答 活动方式进行操练； 同时根据学生座位 对方位词组 next to 进行有效的问答练 习，进一步加深学 生印象。 利用 activity1 这一 引导对话中的 Wheres，转入主 体对话的第一个画 面，将学生自然而 然地带入到主体对 话语篇的学习中。 贯彻听说领先原则， 学生带着问题听无 字幕的英文对话， 让学生整体感知对 话情境并对问题做 出回答。 4 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 saying T leads Ss to understand the meaning of cousin according to card and know about Nice to meet you. Then listen and imitate. 8.Show picture2 T 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 picture3 T: Please guess. What is the man saying? 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 picture2 Ss 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. 带着问题再次观看 有字幕的主体对话 语篇英文视频，让 学生进一步整体感 知、全面了解语篇 信息。 在图片 1 的语境中 接触、体验文本语 言，根据图片与文 字信息回答问题， 认识 Dalin , 了解 初次见面的问候方 式。 图片 2 是本课时的 重点。通过让学生 看图猜、波浪式说 句子游戏、我说你 做的大组活动、角 色扮演两人小组合 作等活动教学方式， 让学生理解 Wheres? TurnIts next to，掌握图片 2 的内容，有效突出 重点。 根据图 2 的了解， 学生通过猜、看地 图路线、师生快速 扮演、模仿读的方 5 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 picture4 T: Daming is laughing. Why? T leads Ss to answer the question and makes sure that Ss can know about it. 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 picture4 Ss 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 式准确理解图 3 内 容。同时，呈现 in front of 并通过师生 互助进行理解式操 练活动。 图二和图三是本课 的重难点所在。在 通过图文解码完成 图二图三的理解与 练习后。将活动四 中关于如何问路及 如何进行路线描述 的活动提到此处， 有效融入在引入环 节中放置在教室里 六个孩子桌面上的 地点，让孩子们自 由选择地点路线， 有效开展角色扮演。 让问路的语言功能 与生活实际相结合， 有效输出，突破难 点。 引导学生看第四幅 图的图文，通过师 生互助，了解 Daming 开心笑的 原因；并让学生在 说句子做动作中理 解文本。 Step 4 Practice and consolidation 1.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? 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. 最后，看全文视频 并跟读，让学生巩 固对主体对话的全 面了解。 通过引导学生讨论 是否喜欢 Dalin， 师生共同简述 Dalin 帮助他人的 事情,让整个故事跃 然于脑海。同时， 自然凸显帮助他人 是一种良好品质， 6 3.Show the senteces: Helping others is a good virtue. Helping others makes you feel happy. 4.Chant with the Ss. 3.Ss understand the two sentences and know that helping others is a nice thing. 4.Ss chant happily. 让情感教育得到有 效升华。 再次一起说唱 Left foot, right foot.歌谣， 让帮助他人带来的 快乐在英语课后延 续。 Classroom Assessment 采用个人评价与小组评价相结合的方式。小组评价中将学 生分成四组，分别在一条路口，通过教学活动进行小组评价，确定各组向上 走的步数，哪组能最先到达 Park，哪组就是 winner.这种方式能有效提高学 生参与课堂教学活动的积极性。 家庭作业：家庭作业： 熟练读对话两遍。 用Excuse me. Wheres the进行地点的询问，并能用 TurnIts 进行路线的提示。 板书设计：板书设计：
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