外研版（三起）2024Unit 6 Find your way教学设计

这是一份外研版（三起）2024Unit 6 Find your way教学设计，共9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）
Review and cnslidate place names (museum, library, z, park, supermarket, cinema, hspital, sprts centre, shp, restaurant) and directin phrases (g straight n, turn left/right, start frm), and master the new wrd chse (/tʃuːz/) (选择).
Understand and use sentences t describe places and crrespnding activities in a twn: "I want a + place + in my dream twn. I/Children can + activity + there." (e.g., "I want a park in my dream twn. I can fly a kite there.").
Create a mdel f a "dream twn" with clear rutes, and intrduce the twn t classmates in fluent English, including places, activities and rutes (e.g., "This is my dream twn. Start frm the park. G straight n, and yu can see a museum.").
Use evaluatin criteria (gd design, clear expressin, bdy language) t assess peers’ twn mdels and intrductins.
（二）文化意识（Cultural Awareness）
Understand that twns arund the wrld usually have similar public places (museums, parks, supermarkets) and that peple’s needs fr twn facilities are universal, reflecting the similarity f daily life acrss cultures.
Learn that "twn planning" (城镇规划) is a cmmn practice glbally, and realize that a gd twn needs reasnable layut f places and cnvenient rutes, which is a shared cncept in urban cnstructin.
（三）思维品质（Thinking Quality）
Develp creative thinking by designing a "dream twn" with unique places and activities, breaking away frm fixed twn layuts.
Cultivate lgical thinking by arranging the lcatin f places in the twn mdel and designing clear rutes (e.g., placing the park near the schl fr cnvenience), ensuring the twn is functinal and easy t get arund.
Enhance expressive thinking by cnverting the visual twn mdel int ral intrductins, cnnecting spatial layut with language descriptin.
（四）学习能力（Learning Ability）
Imprve hands-n and cperative learning skills thrugh grup wrk (discussing twn design, making mdels) and class presentatins, learning t cmmunicate ideas and cllabrate n creatin.
Develp rganizatinal skills by fllwing steps t make the twn mdel (draw a map → chse bxes → draw windws/drs → place bxes), and srting ut the structure f the twn intrductin.
Cultivate the ability t apply knwledge in practical creatin, by using the learned place names and directin phrases t design and intrduce the dream twn.
二、教学重难点
教学重点（Teaching Key Pints）
Cnslidate place names, directin phrases and the new wrd "chse".
Design and make a "dream twn" mdel with clear places and rutes.
Intrduce the dream twn in English, including places, activities and rutes.
教学难点（Teaching Difficult Pints）
Designing a lgical twn layut: Ensuring the lcatin f places is reasnable and rutes are easy t describe (aviding messy placement that is hard t explain).
Using cherent sentences t intrduce the twn, cnnecting places, activities and rutes smthly (e.g., nt just listing places but explaining hw t get frm ne place t anther).
Using apprpriate bdy language and clear prnunciatin during the intrductin t make the presentatin mre vivid.
三、教学准备（Teaching Preparatin）
Multimedia equipment: Cmputer and prjectr t play the PPT (including Lndn place reviews, dream twn examples, mdel-making steps and evaluatin criteria).
Teaching aids:
Place name cards: Review cards with place names and crrespnding activity prmpts (e.g., "park → fly a kite", "library → read bks") t assist in designing the dream twn.
Mdel-making materials: Glue sticks, scissrs, clred paper, cardbard bxes and white paper (fr drawing maps) fr each grup.
Evaluatin sheets: Printed sheets with criteria (gd design, clear expressin, bdy language) fr students t assess peers.
Small rewards: Sticker sheets with twn r place themes (e.g., small museums, parks) fr rewarding students with creative twn designs r excellent intrductins.
四、教学过程（Teaching Prcess）
1. Warm-up & Lead-in (5 minutes)
The teacher greets students in English: "Gd mrning, everyne! Last class we talked abut getting arund Lndn. What places did we see there?" Invite students t list Lndn’s places (museum, library, z, etc.).
Shw PPT pictures f mre twn places (shp, restaurant, sprts centre). Review their English names and ask: "What can we d in these places?" (e.g., "We can buy tys in a shp.", "We can eat fd in a restaurant.").
Intrduce the lessn theme: "Tday yu will be twn planners! Yu will design and make a mdel f yur dream twn, then intrduce it t the class. Let’s start!"
Design Intent
Reviewing Lndn’s places cnnects prir knwledge t the new lessn, activating students’ memry f place names and activities.
The "twn planner" rle-play aruses students’ interest in creatin, laying a fundatin fr the dream twn design.
2. Presentatin: Guide Dream Twn Design (15 minutes)
Step 1: Discuss twn places and activities
Divide students int pairs. Ask them t discuss tw questins:
What places d yu want in yur dream twn? (e.g., ty shp, big park)
What can yu d in these places? (e.g., buy tys in a ty shp, ride bikes in a big park)
Prvide a sample table n the PPT (clumns: "Place", "Activity") and ask pairs t fill in their ideas. Invite 2-3 pairs t share their answers (e.g., "Place: z; Activity: see animals").
Step 2: Teach mdel-making steps
Shw the fur mdel-making steps n the PPT:
Draw a map: Sketch the utline f the dream twn n white paper, marking the psitins f places (e.g., park in the nrth, schl in the east).
Chse bxes: Pick different-sized cardbard bxes fr different places (e.g., a big bx fr the park, a small bx fr the shp). Teach the new wrd "chse" (/tʃuːz/) (选择) and make a sentence: "We chse big bxes fr the park."
Draw windws and drs: Use clred pencils t draw windws and drs n the bxes t represent different places.
Place the bxes: Stick the bxes n the crrespnding psitins f the map.
Shw a finished dream twn mdel picture n the PPT t help students understand the final effect.
Step 3: Guide intrductin structure
Intrduce the structure fr intrducing the dream twn:
Greeting: "This is my dream twn."
Intrduce places and activities: "It has a park. I can fly a kite there."
Describe rutes: "Start frm the park. G straight n, and yu can see a museum n yur left."
Give a cmplete sample intrductin: "This is my dream twn. It has a big park and a small shp. I can fly a kite in the park. Start frm the park. Turn right, and yu can buy tys in the shp."
Design Intent
Pair discussins help students brainstrm creative ideas fr the dream twn, ensuring the design is diverse.
Clear mdel-making steps guide students t cmplete the task in rder, aviding cnfusin.
The intrductin structure prvides a framewrk fr students t rganize their language, ensuring their presentatins are lgical.
3. Practice: Make Dream Twn Mdels (20 minutes)
Activity 1: Prepare design ideas (5 minutes)
Ask students t wrk in pairs t finalize their dream twn design: Cnfirm 4-5 places, their psitins n the map and crrespnding activities. The teacher walks arund t help pairs with unclear ideas (e.g., suggesting a "sprts centre" if they nly have places fr entertainment).
Activity 2: Make the mdel (10 minutes)
Distribute mdel-making materials t each pair. Students fllw the fur steps t make the dream twn mdel:
Draw the map tgether, marking place psitins with simple symbls (e.g., a tree fr the park, a bk fr the library).
Chse suitable bxes fr each place, and label the bxes with place names (e.g., write "cinema" n a small bx).
Draw windws and drs n the bxes with clred pencils.
Stick the bxes n the map accrding t the marked psitins.
The teacher prvides ne-n-ne help (e.g., helping with cutting bxes, guiding map drawing) fr pairs with difficulties.
Activity 3: Prepare the intrductin (5 minutes)
Pairs practice intrducing their dream twn based n the mdel, using the structure frm the presentatin. One student intrduces places and activities, the ther describes rutes. The teacher helps crrect language mistakes (e.g., "I can fly kite" → "I can fly a kite").
Design Intent
Preparing design ideas ensures the mdel-making prcess is efficient and targeted.
Hands-n mdel-making cmbines art and English, making learning mre engaging and develping students’ practical skills.
Practicing the intrductin in advance helps students express mre fluently during the class presentatin.
4. Extensin: Class Presentatin & Evaluatin (7 minutes)
Activity 1: Present dream twns
Invite 3-4 pairs t bring their mdels t the frnt f the class and intrduce their dream twn. Fr example: "This is ur dream twn. It has a z, a library and a supermarket. We can see mnkeys in the z. Start frm the z. G straight n, and the library is n yur right."
After each presentatin, encurage ther students t ask simple questins (e.g., "Can yu g t the supermarket by bike?") and the presenting pair answers.
Activity 2: Peer evaluatin
Distribute evaluatin sheets t each student. Guide them t assess the presenting pairs based n three criteria:
Gd design: Are the places and rutes clear?
Clear expressin: Is the intrductin easy t understand?
Bdy language: D they use gestures t shw directins?
Students scre each pair with stickers (1 sticker fr each gd criterin). The pair with the mst stickers wins the "Best Twn Planner" award.
Design Intent
Presentatins imprve students’ ral expressin ability and cnfidence in public speaking.
Peer evaluatin nt nly makes students mre engaged in the class but als helps them understand the standards f a gd twn design and intrductin.
5. Summary (3 minutes)
The teacher guides students t review the key cntent f the class:
Ask: "What did we d tday?" (Expected answer: Designed and made a dream twn mdel, then intrduced it.)
Ask: "What places did yu include in yur dream twn?" (Guide students t list 3-4 cmmn places.)
Ask: "What sentence structure did we use t intrduce places?" (Expected answer: "I want a + place + in my dream twn. I can + activity + there.")
The teacher summarizes: "Tday yu were great twn planners! Yu made creative dream twns and intrduced them clearly. Remember t use the place names and directin phrases we learned t talk abut twns arund yu!"
Design Intent
Guiding students t review independently helps them srt ut the knwledge and skills learned, strengthening memry f place names, sentences and mdel-making steps.
Praising students’ perfrmance enhances their sense f achievement and interest in English learning.
6. Hmewrk (2 minutes)
Imprve the dream twn mdel with family members (e.g., adding mre places like a "hspital" r "schl") and practice the intrductin again.
Recrd a 1-minute vide intrducing the imprved dream twn, using the learned English sentences and directin phrases.
Finish the exercises abut twn places and rutes in the textbk.
(Optinal) Draw a pster f the dream twn, writing 3 English sentences t describe its mst interesting place.
Design Intent
Imprving the mdel with family members prmtes family interactin and makes the creatin mre cmprehensive.
Recrding a vide encurages students t practice ral English and apply the learned knwledge in a creative way.
The ptinal pster task cmbines art and English, increasing the fun f hmewrk.
五、板书设计（Blackbard Design）
六、教学反思（Teaching Reflectin）
1. Strengths
The "twn planner" rle-play effectively arused students’ interest in creatin. Mst pairs designed creative dream twns with diverse places (e.g., a "ty shp" r "pet z") and crrespnding activities.
Guiding the mdel-making prcess step by step was clear and in line with 四年级 students’ hands-n ability. Mst pairs cmpleted the mdel smthly and clearly marked places and rutes.
The class presentatin and peer evaluatin increased interactin. Students actively participated in asking questins and scring, making the class atmsphere lively and psitive.
2. Weaknesses
A few pairs had difficulty designing lgical rutes. Their twn mdels had places placed randmly, leading t cnfusing intrductins (e.g., "Start frm the park. Turn left... n, turn right...").
The time fr mdel-making was a little tight. Sme pairs did nt have enugh time t decrate the mdel (e.g., frgetting t draw windws) r practice the intrductin, resulting in hasty presentatins.
When teaching the wrd "chse", the teacher did nt give enugh ral practice. Sme students misprnunced it as /tʃuːs/ instead f /tʃuːz/.
3. Imprvement Measures
Fr rute design difficulties, prepare a "rute template map" (with marked directins like nrth, suth) fr the next class. Guide students t place places alng the template rutes, ensuring clarity.
Adjust the time allcatin, shrten the discussin time apprpriately, and extend the mdel-making and practice time. Prvide a "checklist" (e.g., "□ Draw map □ Label places □ Practice intrductin") t help pairs manage time.
Fr the prnunciatin f "chse", add a shrt "wrd drill" in the next review class (e.g., "chse /tʃuːz/ → we chse bxes") and let students read the wrd in pairs, crrecting prnunciatin in time.
Left Side
Middle
Right Side
Place Names (Review)museumlibraryzparksupermarketcinemahspitalsprts centreshprestaurantNew Wrdchse /tʃuːz/ (选择)
Tpic: My Dream Twn (Hit it big)(Dream twn mdel sample sticker)
Key Sentences & Phrases1. Sentences:- I want a + place + in my dream twn.- I/Children can + activity + there.- This is my dream twn. Start frm + place. G straight n/turn + left/right.2. Phrases:g straight nturn left/rightstart frm
Mdel-Making Steps1. Draw a map2. Chse bxes3. Draw windws/drs4. Place bxes
Evaluatin Criteria1. Gd design2. Clear expressin3. Bdy language