外研版（三起）2024四年级上册（2024）Unit 6 Find your way教案设计

这是一份外研版（三起）2024四年级上册（2024）Unit 6 Find your way教案设计，共8页。教案主要包含了教学目标，教学重难点，教学准备，教学过程，板书设计，教学反思等内容，欢迎下载使用。
（一）语言能力（Language Cmpetence）
Master the phnetic sunds f the letter cmbinatin "th": /ð/ (viced cnsnant, e.g., "this", "there") and /θ/ (viceless cnsnant, e.g., "three", "think"), and identify wrds with these sunds in cntext.
Learn new wrds and phrases: undergrund (/ˌʌndəˈɡraʊnd/) (在地下), the British Museum (大英博物馆), the British Library (大英图书馆), and review directin phrases (g straight n, turn left/right) and place names (cinema, supermarket, museum).
Prficiently chant the "Getting arund Lndn" chant, and cmplete "listen and match" tasks based n the dialgue abut Gary and Aunt Jane’s Lndn trip.
Describe hw t get arund a hmetwn using the learned directin phrases and lgical sequence, e.g., "Frm my hme, g straight n and turn left. Yu can see a library n yur right."
（二）文化意识（Cultural Awareness）
Understand that Lndn has famus public places (the British Museum, the British Library) and cmmn transprtatin tls (undergrund trains, buses), learning abut the characteristics f urban travel in Lndn.
Realize that the way f asking and giving directins (using place names and directin phrases) is similar in China and the UK, reflecting the universality f spatial cmmunicatin acrss cultures.
（三）思维品质（Thinking Quality）
Develp phnetic discriminatin thinking by distinguishing between "th" sunds /ð/ and /θ/ thrugh wrd reading and tngue twisters.
Cultivate lgical thinking by srting ut the rute frm Gary’s hme t Lndn’s places (supermarket → cinema → the British Museum → the British Library) and understanding the cnnectin between starting pints, directins and destinatins.
Enhance spatial thinking by describing the hmetwn travel rute, cnnecting map psitins with directin cmmands.
（四）学习能力（Learning Ability）
Imprve cperative learning skills thrugh grup chanting, pair wrk (talking abut hmetwn rutes) and "listen and match" activities, learning t cmmunicate and cllabrate with teammates.
Develp phnetic learning ability by mastering "th" sunds and expanding mre wrds with the same sunds independently.
Cultivate the ability t apply knwledge in real scenaris, by using directin phrases t describe travel rutes in Lndn and ne’s hmetwn.
二、教学重难点
教学重点（Teaching Key Pints）
Master the tw sunds f "th" (/ð/ and /θ/) and identify wrds with these sunds.
Prficiently chant the "Getting arund Lndn" chant and cmplete the "listen and match" task.
Use directin phrases t describe hw t get arund Lndn and ne’s hmetwn.
教学难点（Teaching Difficult Pints）
Crrectly prnuncing "th" sunds: Aviding substituting /ð/ with /d/ (e.g., "this" /dɪs/ instead f /ðɪs/) r /θ/ with /s/ (e.g., "three" /sriː/ instead f /θriː/).
Describing rutes clearly and lgically, including accurate references t starting pints, directins and landmarks (e.g., "Turn left at the supermarket, then g straight n").
Cnnecting the learned Lndn travel cntext t persnal hmetwn scenaris, flexibly applying directin phrases withut rigid repetitin.
三、教学准备（Teaching Preparatin）
Multimedia equipment: Cmputer and prjectr t play the PPT (including Lndn pictures, chant audi, "th" sund explanatins, dialgue audi and hmetwn rute prmpts).
Teaching aids:
Phnetic sund cards: Cards with "th /ð/" and "th /θ/", and example wrds (e.g., "this", "three") n the back.
Chant sheets: Printed lyrics f "Getting arund Lndn" fr students t use in chanting activities.
Lndn map prps: A printed map f Gary’s hme and Lndn’s places (supermarket, cinema, the British Museum) fr "listen and match" and rute analysis.
Hmetwn map templates: Blank templates fr students t draw their hmetwn’s places and rutes.
Small rewards: Sticker sheets with Lndn landmarks (the British Museum) r phnetic symbls fr encuraging students wh actively participate in activities, prnunce well r describe rutes clearly.
四、教学过程（Teaching Prcess）
1. Warm-up & Lead-in (5 minutes)
The teacher greets students in English: "Gd mrning, everyne! Have yu ever heard f Lndn? It’s a famus city in the UK. Tday we will learn hw t get arund Lndn and a special phnetic sund—'th'!"
Shw PPT pictures f Lndn (the British Museum, undergrund train). Ask: "What places can yu see? Hw d peple travel in Lndn?" Guide students t guess (e.g., by bus, by train).
Intrduce the lessn theme: "Tday we will learn the 'th' sunds, chant abut Lndn travel, and talk abut getting arund ur hmetwns. Let’s start!"
Design Intent
Using Lndn’s famus landmarks attracts students’ interest in the city, creating a natural cnnectin t the travel theme.
Guessing Lndn’s travel tls lays a fundatin fr learning the chant and dialgue abut Lndn.
2. Presentatin (20 minutes)
Step 1: Teach "th" sunds
Extract wrds with "th" frm the upcming chant (e.g., "this", "there" fr /ð/; "three", "things" fr /θ/).
Teach "th /ð/" (viced cnsnant):
Explain the prnunciatin methd: Vibrate the vcal crds, tuch the back f the upper teeth with the tip f the tngue, and let air flw ut with frictin.
Give examples: "this" /ðɪs/, "there" /ðeə(r)/, "mther" /ˈmʌðə(r)/. Guide students t practice reading, using hand gestures t feel vcal crd vibratin.
Teach "th /θ/" (viceless cnsnant):
Explain the prnunciatin methd: D nt vibrate the vcal crds, with the same tngue psitin as /ð/.
Give examples: "three" /θriː/, "think" /θɪŋk/, "muth" /maʊθ/. Let students practice reading, cmparing with /ð/ by tuching their thrats t check vibratin.
Play the "clurful buttns" game n PPT: Click buttns t shw wrds (e.g., "that", "thank"), students read and identify the "th" sund.
Step 2: Learn the "Getting arund Lndn" chant
Distribute chant sheets. Play the chant audi nce. Invite students t listen and mark wrds with "th" sunds.
Play the audi again, and guide students t chant alng line by line. Emphasize the "th" sunds and rhythm (e.g., lively tne fr "One, tw, three. Let’s g arund.").
Explain new wrds in the chant: "undergrund" (/ˌʌndəˈɡraʊnd/) (在地下) – cnnect t Lndn’s undergrund trains; "get arund" (travel arund) – explain with simple examples.
Step 3: Analyze the Lndn travel dialgue
Play the dialgue audi f Gary and Aunt Jane nce. Ask students t answer basic questins: "Wh are they? What are they talking abut?" (Gary and Aunt Jane; talking abut Lndn’s places and rutes).
Intrduce new place names: "the British Museum" (大英博物馆), "the British Library" (大英图书馆). Shw pictures t help students understand.
Design Intent
Teaching "th" sunds with specific methds and games makes abstract phnetics cncrete, imprving students’ prnunciatin accuracy.
Integrating the chant with phnetic learning and new wrds makes learning mre chesive and interesting.
The dialgue analysis lays a fundatin fr the subsequent "listen and match" task.
3. Practice (15 minutes)
Activity 1: Chant cmpetitin
Divide students int 4 grups. Assign each grup a verse f the chant. Cnduct a cmpetitin t see which grup chants with the mst accurate "th" sunds and rhythm. Award stickers t the winning grup.
Activity 2: Listen and match
Shw the Lndn map n PPT (marked with Gary’s hme, supermarket, cinema, the British Museum, the British Library) and 4 place labels (a-d).
Play the dialgue audi twice. Ask students t match each place with its rute frm Gary’s hme n the wrksheet. After matching, check the answers tgether, and explain the rute details (e.g., "Frm Gary’s hme, g straight n and turn right t the supermarket").
Activity 3: Tngue twister practice
Shw tngue twisters with "th" sunds n PPT: "Three thin tigers take the path." "This Thursday, three thieves threw thse things thrugh the windw!"
Guide students t read the tngue twisters slwly, then quickly, practicing the "th" sunds. Invite 2-3 students t read alud.
Design Intent
The chant cmpetitin cnslidates the chant and "th" sunds, enhancing teamwrk.
The "listen and match" activity imprves students’ listening cmprehensin and ability t extract rute infrmatin.
Tngue twisters make phnetic practice fun, helping students master "th" sunds thrugh repeated reading.
4. Extensin: Talk Abut Hmetwn Rutes (7 minutes)
Activity: Pair wrk – Describe hmetwn travel
Distribute hmetwn map templates. Ask students t draw 3-4 familiar places (e.g., hme, schl, supermarket, park) n the template.
Explain the activity rules: Students wrk in pairs. One describes the rute frm hme t a place using directin phrases, the ther listens and pints t the place n the map. Fr example: "Frm my hme, g straight n and turn left. Yu can see the schl n yur right."
Give students 5 minutes t practice. The teacher walks arund t guide students with rute descriptin (e.g., reminding them t use "g straight n" r "turn left").
Invite 2 pairs t share their dialgue in frnt f the class.
Design Intent
The activity cnnects Lndn’s travel theme t students’ real life, enabling them t apply directin phrases and lgical sequence t describe their hmetwn rutes, imprving practical language applicatin ability.
Drawing maps and describing rutes enhances spatial thinking and creativity.
5. Summary (3 minutes)
The teacher guides students t review the key cntent f the class:
Ask: "What phnetic sunds did we learn tday?" (Expected answers: "th /ð/" and "th /θ/")
Ask: "What did we chant abut?" (Expected answer: Getting arund Lndn, including travel tls like buses and undergrund trains)
Ask: "What can we use t describe a travel rute?" (Expected answers: Directin phrases like g straight n, turn left/right)
The teacher summarizes: "Tday we learned the 'th' sunds, chanted abut Lndn travel, and talked abut ur hmetwn rutes. Remember t practice the 'th' sunds and use directin phrases t describe rutes t friends!"
Design Intent
Guiding students t review independently helps them srt ut the knwledge framewrk, strengthening memry f phnetics, the chant and directin phrases.
Emphasizing practice and applicatin encurages students t cnslidate learning after class.
6. Hmewrk (2 minutes)
Listen t the "Getting arund Lndn" chant at hme, and chant it t family members, paying attentin t the "th" sunds.
Find 3 mre wrds with "th /ð/" and 3 with "th /θ/" (e.g., "they" fr /ð/, "thin" fr /θ/), and write them dwn.
Draw a detailed map f yur hmetwn (with 5 places) and write 3 sentences t describe the rute frm hme t ne place (e.g., "Frm my hme, g straight n. Turn right at the park. The supermarket is n my left.").
Finish the "listen and answer" exercises abut the Lndn dialgue in the textbk.
Design Intent
Chanting t family members helps students cnslidate the chant and "th" sunds, imprving ral expressin ability.
Finding new phnetic wrds cultivates students’ self-learning ability and expands their vcabulary.
Drawing the hmetwn map and writing rutes applies the learned knwledge t real life, enhancing practicality and creativity.
五、板书设计（Blackbard Design）
六、教学反思（Teaching Reflectin）
1. Strengths
The warm-up with Lndn’s landmarks effectively arused students’ interest in the travel theme, and the transitin t "th" sunds and the chant was natural. Mst students culd fcus n the phnetic practice.
Teaching "th" sunds with vcal crd vibratin checks and tngue twisters was intuitive. Mst students culd distinguish the tw sunds and read example wrds crrectly.
The "listen and match" activity and hmetwn rute descriptin were clsely cnnected t the lessn’s cre, which fully mbilized students’ participatin and imprved their ability t apply directin phrases.
2. Weaknesses
A few students still had difficulty prnuncing "th" sunds, especially /θ/, ften substituting it with /s/ (e.g., "three" /sriː/). They needed mre individual guidance.
The time fr the hmetwn rute descriptin was a little tight. Sme pairs did nt have enugh time t practice, and their rute descriptins were t shrt (nly 1 sentence instead f a cmplete sequence).
When explaining "undergrund" in the chant, the teacher did nt shw a real picture f Lndn’s undergrund train, leading t sme students’ cnfusin abut the wrd’s meaning.
3. Imprvement Measures
Fr students with pr "th" prnunciatin, add a 5-minute "ne-n-ne drill" in the next class. Use mirrrs t let students see their tngue psitin, and practice with simple wrds repeatedly.
Adjust the time allcatin in the next class, shrten the phnetic explanatin time apprpriately, and extend the hmetwn practice time. Prvide rute templates (e.g., "Frm hme, f
Left Side
Middle
Right Side
Phnetics: "th" Sunds1. /ð/ (viced, vcal crd vibratin)Example wrds: this, there, the, with2. /θ/ (viceless, n vibratin)Example wrds: three, think, thank, things
Tpic: Get Arund Lndn & Hmetwn (Fuel up)(Lndn map sticker)
Key Directin Phrasesg straight nturn left / rightn ne’s left / rightwalk alng + radtake + N. + bus
Chant Key LinesThis is Lndn, With s many things t see.Walk t places near t here, And buses run frm here t there.There is a train. It ges undergrund.
Lndn Placesthe British Museumthe British Librarysupermarketcinemaundergrund train