六年级Unit2第一课时-教案.doc

PEP 六（上）Unit2 Part A Lets learn 案例学生情况说明 小学六年级的学生通过三年的英语学习，在听、说、读、写等方面都有了很大提高，并且能在教师的指导下很好地完成活动，达到既定的目标。但是他们还不能很好的控制情绪，集中注意力，这就需要教师在活动过程中作为教学活动的组织者、学习知识的指导者、学生学习的合作者、学习过程的评价者、问题情境的创设者，运用呈现、操练、交际等活动，发展学生的综合语言运用能力。设计理念 采用活动途径，倡导参与教学,根据小学生的心理生理特点及学习特征，利用任务型教学让小学生通过感知、体验、实践、参与和合作探究等活动方式，实现任务的目标，感受成功。在本节课中，我通过创设各种情境，设计贴近生活的各种活动，鼓励学生积极参与，大胆表达。如让学生身临其境的当一回“问路者”和“指路者”，让学生用所学的语言与朋友自如的交流，创建了一个以活动课为主的任务型教学模式。在一系列的活动中，学生能用极大的热情投入到英语学习过程中，并在40分钟的课堂里，真正有所收获。教学目标一、能力目标：能够在实际情境中正确使用询问路线并简单回答，如：Where is the library? Its near the post office. 二、知识目标：1.能够听、说、读、写单词hospital、cinema、post office、bookstore，能够听、说、认读science museum。2.能够听、说、认读句型Where is the library? Its near the post office.并能进行关键词的替换。 三、情感、文化目标1.培养学生团结友爱、乐于助人的优良品质。2.培养学生在生活中自觉遵守交通规则。教学重难点1.重点：掌握Lets learn部分的四会单词和短语。2.难点：正确书写四会单词和掌握三会单词museum的发音。课前准备 1.与教学有关的卡片。2.录音机、本课时的录音带教学步骤 Step1: Preparation1. Sing a song: How do you go to school?（设计意图：在音乐中活跃气氛，使学生身心得到放松，并积极主动地参与到课堂中来。）2. Free talkT: Just now we sing the song, and the singer asks you if you can go to school by ship or train.S: No, we cant.T: Then, how do you go to school?S1: I go to school on foot.T: Can you spell foot?S1: Yes, f-o-o-t, foot.T: How do you go to Canada?S2: I go by plane.T: Can you spell plane?S2: Yes, p-l-a-n-e, plane. (设计意图：利用free talk ，为学生提供语言交际的机会，通过让学生说说如何到达某个地方，不仅复习了所学过的单词和句子，并为进行新课奠定基础。)3. Make a queueT: I want to the park today. Who want to come with me?S: Me, me (find five students to come to the board and ask the students who they are)T: (ask the five students to make a queue) Then where is Yujin na?S: She is in front of Sunyan zhen.(write in front of on the board)T: Where is Sunyan zhen ?S: He isbehind Yujin na?(write behind on the board)T: Where is liulei?S: She is near Yujin na.(write near on the board)T: Now, I will ask some other students to come with me and they should make the queue according to my order. Liusha sha please. Houlongxiao, in front of Liusha sha please, Litian yu behind Honglong xiao please, Louwei, near Litian yu please.(the students make a new queue) Are they right?S: Yes, they are.(设计意图：通过创设排队这一情景，让学生通过参与、体验等活动，在任务活动中总结出以前所学的方位名词，并且练习where is?这一句型，为下面展开新课做好铺垫。)4. Find the park.T: I want to go to the park, but I dont know where the park is , now I am at school. Who can help me?S: I can.T: Excuse me, how can I get to the park?S: You can go by the No.15 bus.T: Can I go there on foot?S: Yes, if you like. Its not far.T: Thank you.(point at the board)T: I can go by the no.15 bus, if the traffic light is red?S: Stop at the red light.T: If the light is yellow?S: Wait at the yellow light.T: If the light is green?S: Go at the green light.(设计意图：利用学生上单元所学习的对话，为学生创设一个问路的任务情景，为引出本课的总体情景打下基础，同时，培养学生助人为乐的精神和遵守交通规则的行为习惯。) Step2: Presentation1. Learn the new words(1)T: The park is very beautiful, but I have to send a letter to my friend. I am a stranger here.(point to the board), can I go to the cinema?S: No.T: The hospital?S: No.T: The post office?S: Yes.(设计意图：通过帮助老师送信这一情景，在板书的帮助下，帮助老师找到post office,同时利用方位名次确定post office 的方位，自己总结出本课所学句型。)（2）T:I have sent the letter, but now I have to buy a new book, where should I go?S: Bookstore.T: Yes but where is the bookstore?S: Its behind the post office.(设计意图：通过买书这一动作，让学生自己感受bookstore的含义，同时再次利用本课重点句型，完成指路者这一角色任务。)（3）T: I have got a cold .and I should buy some medicine; I must go to the hospital. where is the hospital?S: Its in front of the post office.(设计意图：通过帮老师拿药这一情景，让学生找到hospital，同时，再次熟悉并强化本课重点句型。)（4）T: Now I want to see Harry Porter, where should I go?S: The cinema.T: Yes, the cinema, but you are a stranger. How can you find the cinema?S1: Where is the cinema？S2: Its behind the park.S3: Its near the bookstore.T: (point to the board) Behind the park, near the book store, its the ?S: Cinema.T: Good job.T: The robot is very interesting, if we want to visit it, where should you go?S: Since museumT: Museum is a difficult word; you must read it again and again.S: Museum.T: But you are a stranger.S1: Where is the science museum?S2: Its near the hospital.S3: Its in front of the park.T: (point to the board) Near the hospital, in front of the park?S: Its the science museum.(设计意图：通过以上三个新词的学习，学生们已基本掌握了问路与指路句型的基本用法，所以在cinema和science museum这两个新词学习上，学生就可以成为课堂的主人自己将这两个词运用到实际情境中来。)2Listen to the tape.Listen to the tape and read after it.(设计意图：通过听录音并跟读这一环节，再次训练单词和句子的发音并且纠正学生的错误发音，同时锻炼听力。)Step3: Practice1. Say the words according to the picture.Point to the pictures on the board and say the name of it and spell it.(设计意图：再次强化词汇教学，同时对学生不够熟练的词汇再作指导。) Unit2 Part A Lets learn style=WIDTH: 206px; HEIGHT: 172px height=201 alt=词汇案例:六上 Unit2 Part A Lets learn src=/bmiddle/4fa0ac4243f0766228a63 width=154 border=0 real_src=/bmiddle/4fa0ac4243f0766228a632Make a dialogue:T: Use the map to make a dialogue with the partner.S1: Excuse me, where is the post office?S2: Its near the science museum. S1: How can I get there?S2: You can go by bike, its near.S1: Thank you.(设计意图：通过让学生完成自创对话这一任务，将本节课所学内容真正运用到实际当中，同时锻炼学生的口语表达能力，和英语学习的创新能力。)3Play a gameA student describe a location and the other student guess what it is.S1: Its in front of the post office.S2: Is it the cinema ?S1: NoS2: Is it the hospital?S1: Yes.(设计意图：本环节首先考查学生对于某个地方的方位描述，同时还考查学生对本节课板书的注意程度，再次，运用句型is it,为下节对话学习做好铺垫。)Step4.Production1. Do pair work on the bookThe students finish their community on the book while ask one students to finish her community on the small black board.Let the student on the platform describe her map.S1: This is a map described by me. This is the zoo,this is the bookstore, this is the museumUnit2 Part A Lets learn style=WIDTH: 200px; HEIGHT: 150px height=217 alt=词汇案例:六上 Unit2 Part A Lets learn src=/bmiddle/4fa0ac4206cb3f0b1e1b9 width=500 border=0 real_src=/bmiddle/4fa0ac4206cb3f0b1e1b92. Ask and answer.Practice in pairs, one as the designer, one as the journalist. Then ask some pairs to come to the blackboard and show to others.S2: Hello, where is the zoo?S1: Its behind the museum.(设计意图：通过让学生扮演社区设计者这一角色任务，让学生将自己的创新思想融入本环节，同时又找些小记者来采访设计者，使这一环节变得生动、有趣。)Step 5: Progress1. Do the exercise on the work book.Listen to the tape and finish the work book.(设计意图：考查学生对本课句型和单词的掌握情况。)2. HomeworkMake a dialogue with the map designed by the students. 另附板书设计： Unit2 Part A Lets learn style=WIDTH: 500px; HEIGHT: 192px alt=词汇案例:六上 Unit2 Part A Lets learn src=/bmiddle/4fa0ac4243f07676c2cbb border=0 real_src=/bmiddle/4fa0ac4243f07676c2cbb 教学反思：这堂课我觉得有两点比较满意的地方。一是在呈现活动中引导激趣。我通过运用各种手段和方法，展现本节课的词汇和句型。从利用歌曲引入本节课所授内容，到出现同学帮助老师找某地，再到学生自己去问路去指路，都围绕本节课的重点展开。最后，到学生自己成为一名社区设计者和记者，让学生身临其境的练习本节课的单词和句型，并在活动中加深了学生间的友谊。这些活动都极大的激发了学生的学习兴趣。二是我注重了在交际活动中提高学生的综合运用能力。利用合作学习这一模式，改变了传统英语课堂中“教师讲，学生听，教师问，学生答”这种单一、单向的刻板教学方式，使学生有了更多的主动学习的机会。同时，从学生完成基本对话练习，到让学生创编对话，体现了语言源于生活、用于生活这一思想，使这些任务活动具有实际操作的意义，使课堂气氛轻松、愉快。通过完成各种活动任务，使学生综合运用语言能力有了较大提高。通过这堂课我深刻感受到小学英语教学要求创建的以活动课为主的任务型教学模式，不是简单的动动玩玩，我们的活动一定要有实效，要为主题服务，要为真正发展学生的综合语言运用能力服务。 当然，在市教研室尹若飞老师与我座谈时在肯定了我的优点