6Bunit3AskingthewaypartA教学设计

1、牛津小学英语6B Unit 3 Asking the way (第一课时）教学设计 一、教材分析：本单元主要围绕“问路”这一话题展开各项语言活动。重点学习问路中常涉及的相关用语Can you tell me the way to?及其答语，同时学习与问路相关的一些词汇。在教学中，教师应尽量为学生创设情境，充分利用图片、体态语言等，引导学生理解和运用所学的知识。句型操练要与学生的生活实际相结合，提高学生实际运用语言的能力。二、教学内容：牛津小学英语6B Part A Listen, read and say三、教学目标： 1. 知识目标：通过学习使学生能正确地听、说、读、写词汇和句型：way,

2、get, along, street, take, stop, road.，turn left /right ,get on /off ; Can you tell me the way to , please? 学生能掌握三会单词和能运用对话中的日常用语：miss, crossing, kilometer, minute, post office/Go along this street and then turn left /right at the third crossing . How far is it from here? Its about a kilometer away.

3、You can take bus No. 5. How many stops are there? 进行对话交际。 2. 技能目标： 提高学生整体理解语篇的能力，为学生今后的对话学习打下良好的基础。 能正确理解、掌握对话的内容，并能有感情的朗读对话。通过英语跟读、模仿语音语调，积累感性经验，为英语表达和创造能力的进一步发展奠定基础。 引导学生在学习对话的过程中感受如何进行有礼貌的问路和指路。 3.情感目标：鼓励学生积极参与，通过多种形式的活动来激发学生的学习兴趣,在体验活动中培养学生乐于助人的良好品质。四、教学重点、难点：1.难点：能听懂、会说、会读本课词汇，初步理解运用本课句型，能正确理解、

4、掌握对话的内容并能流利的朗读对话。2.难点：单词history, museum的读音；有感情的朗读对话并适当拓展。能听懂、会说、会读、会写句型：Can you tell me the way to , please? 日常交际用语的初步运用：Go along this street, and then turn right at the third crossing. How far is it from here? Its about a kilometer away.五、教具准备： 1. 教师准备：教具准备：录音机，课件，多媒体，教学图片，“历史博物馆”和“邮局”的图片，地图，公交车站牌。

5、板书准备：课前写好标题，画好简笔画。2. 学生准备：书写本，同步导学。六、设计理念整堂课围绕“学生为主体，教师为主导”的教学理念，通过多媒体辅助教学，创设一系列情景，让学生在具体的情景中学习新句型、然后再运用于语言交流，使整个教学源于生活，又用于生活，创设了真实的生活场景，使学生学有所用，体验成功的喜悦。具体采用以下几种方法：情景教学法、任务型教学法、交际法、直观教学法、多媒体教学法。在会话教学中鼓励学生大声说，说清楚并配以丰富的表情和适当的手势，采用委婉有礼貌的语调，有条理的说，培养学生口头表达能力。在小组合作中，使说的不准的学生及时得到纠正；不愿说的学生学着说，增强了学生的自信心，激发学生

6、的学习兴趣，也让学生学会了与他人合作。七、教学过程：Step1. Warming-up. 1. Greetings. T: Hello, boys and girls ，how are you today? Ss: Fine, thank you, and you? T: I'm fine, too. Who's on duty today? S: I am. T: Is everybody here? S: Everybody is here. 2Do exercise. Follow me, follow me, turn left, turn left; Follow m

7、e, follow me, turn right, turn right; Follow me, follow me, hands up, hands up; Follow me, follow me, hands down. Hands down; Follow me, follow me, and sit down, please. 【设计意图】本环节用跟老师边说边做开头既通过活动营造师生之间和谐、轻松的课堂氛围。又复习了旧知识，激发了学生的学习兴趣，也为今天的学习做铺垫。】 T: Hello, boys and girls .Do you like singing songs? Lets

8、 enjoy a song Rabbit Danceand do it. What is it? 一起说唱做动作。 【设计意图：克鲁姆说过，成功的外语课堂教学应在课内外创设更多的情景，让学生应用学到的语言材料。小学生喜动爱玩，好表演，老师和学生的示范表演为台下的学生开了个好头。学生对兔子舞都非常熟悉，播放学生喜爱的兔子舞，不光活跃了课堂气氛，同时在听歌的过程中轻松学习left、right。激发了学生学习英语的兴趣。】Step2 Presentation1. Ask and answer:T: Whats your hobby? Where do you come from? Where do

9、you live？ How do you go to school? 【交流展示：用日常问答激活旧知，为引言部分Mr. Smith 的信息做铺垫，让学生回忆交通方式，为学生理解课文做铺垫。】Ss: On foot. / By bike. / By bus.T: （设计意图：如果有学生回答by bus）Oh, I think your home is far from your school. So you take a bus to go to school. Drill: take a busT: How far is it from your school? Ss.T: I think t

10、hats a long walk.Drill: How far is it from here? Thats a long walk.【设计意图：单词“far”在前面两单元中本已有出现,但学生可能对“how far”的理解有难度，所以在这儿做适当的铺垫。】 2. Introduce myselfT: Now I know something about you, but do you know something about me? Please look at my name card. Drill: on Road, history museum，You cant miss it.Hist

11、ory Museum: A place for showing many valuable (有价值的）things with a long history. 3.post office: A green building for sending（寄）letters（信）and receiving（收）packages.（包裹）.创新之处：通过英语和图片来解释词组，有效锻炼了学生的英语思维，让学生用英语来思考和解释问题。【设计意图：用name card 的形式让学生了解自己，拉近师生间的距离，并引出History museum, on Road词组教学，分散教学难点。】Step3:Presen

12、tation（Watch and choose）:(引入文本，整体感知，点题。) T: I like visiting the history museum. And I often visit the History Museum with my friend Mr. Smith .Do you know Mr. Smith? Ss: T: Would you like to know what is Mr. Smith doing now? Ss: Yes, I'd like to. T: Me, too. Lets watch the video, then answer. Wh

13、at is Mr. Smith doing? S: He wants to visit the History Museum. He is asking the way to the history museum. Drill: the way to T:点题：Asking the way 【设计思路：用问题What is Mr. Smith doing?引出文本，感知点题问路。用学生阅读回答的形式解决词组the way to】Step4:Listen 、circle and finish : (处理引言) Listen to the tape, finish Mr. Smiths name

14、card. Name: _ Come from: _ Live: _ Want to do: _【互动探究：引言部分较简单，让学生边听边圈完成表格，有了前面free talk的激活，此环节学生教容易完成。】 T: Great, you know Mr. Smith is asking the way .But do you know some information about him？ Let's read it.Step 5. Text comprehension.： (细化文本，获取信息) 1. Look at the pictures and answer: T: We kno

15、w Mr. Smith want to visit the History Museum, and he also want to go to anther place. Where is he going? Drill: post office 【设计思路：用问题“Where does Mr. Smith want to go to another place?”作为文本理解的第二个大问题，指导学生观察图片找到答案，培养学生的图片观察能力并渗透阅读策略。】 Learning tips在做阅读时，有关信息可以从图片中找到。 2. Read and answer: T: Youre right.

16、 Mr. Smith wants to go to the post office, too. But how? Please read and answer.【设计思路：紧接上一个问题Mr. Smith wants to go to the post office, too.提出一个延续性问题But how?让学生来读文本找到答案，并渗透阅读策略。】Learning tips当你阅读较长语篇的时候，可以采用快速阅读的方法找到主要信息。 3. Read and choose: T: Yes, youre right. From here, we know Mr. Smith take a bu

17、s to the post office. But does Mr. Smith take a bus to the History Museum? Please read and choose. A. Yes, he does. B. No, he doesnt. (设计思路：学生选择A) T： Why? Drill: How far is it from here? Its about a kilometer away. Thats a long walk. （设计思路：学生选择B） T；But how? Ss：On foot. T: Can you tell me the way to

18、the history museum, please?【设计思路：由一个问题Mr. Smith takes a bus to the post office,引发并列性问题Does Mr. Smith goes to the History Museum by bus? 让学生略读文本找到两种回答的依据，并渗透Learning tip.此环节旨在培养学生的发散性思维能力，Mr. Smith 去历史博物馆有多种选择，但哪种更好呢，进而引出to get there faster.】 4. Read and compare: T: Of course, he can get there on foo

19、t, by bus, even jog, run. But which is better? Why? Please read and compare. Learning tips当你想寻找与关键信息相关的细节时，你可以采用略读的形式。并在细节处作标记。 Drill: to get there faster. 5. Read and finish the exercise. T: Wonderful, you are very good.你们今天的表现太好了，下面我决定加大难度，看看能不能难住你？ Please read and finish the exercise. Read and ju

20、dge: Mr. Smith can get there by bus. (T/F) T: Which bus? Read and answer: How many stops are there? Drill: every five minutes Read and choose: Where is the bus stop? The bus stop is _ of the History Museum,A. in front of B. behind 【设计意图：三个问题要求学生要求学生细读文本，回答三个问题由易到难，循序渐进。在解答问题的过程中教授 every five minutes

21、和 in front of，这两个也属于非正常进度内容，但又不能不教，因此只能花少量的时间，这不违背语篇教学的原则。】6.同学们，分角色细读课文，寻找课文中的问句和答句并用铅笔划下来，小组讨论。Excuse me, can you tell me the way to , please? Go along this street, and then turn right at the third crossing.The museum is on your left.How far is it from here?Its about one kilometer away.How many st

22、ops are there?Only two.wheres the bus stop?Its Where is the post office?Its on Zhongshan Road. 【设计意图：通过小组合作细读文本，找出课本中的问句和答句，在寻找问题的过程中自然有目的性的深刻的理解了课文，可以更好的复述课文，提高语言的综合运用能力,小组合作的再次使用使学生更多的学会了合作，体验合作的重要性，同时也符合了当今小学英语教学的新型理念。】T：Im sure with the help of Yang Ling. Mr Smith can find his way easily. Yang L

23、ing is a kind girl. Please remember: Takes pleasure in serving others. (PPT)德育：Takes pleasure in serving others. 助人为乐是快乐之本。Step5:consolidation: （朗读课文，内化语言） listen and repeat: Learning tips在读较长对话时，应看文字，想意思 ，并注意语音语调的模仿。 read together 自己用简笔画的形式画出自己距离学校的路线，然后问和答。如下图某同学画的：在完成问答的过程中师生一起纠错，提高学生看图说的能力。【迁移应用

24、：请学生画画、贴贴。用这样的方式学习新知，增加学生的学习兴趣，加上图片的帮助，增强感官的刺激，让学生对全文有一个整体的了解，为下面复述全文打下基础。】 Step6： Summary 1. Fill in the blanks according to the text. I met Mr. Smith in Shanghai Street. He wanted to go to _ _ _ by bus. I told him to _ _ No. 5 and get off at the _ stop. Then he asked me how to get to _ _ _. I told

25、 him to _ _ No.9 in front of _ _ _. 2.复述课文，把课文用简笔画的形式呈现。小组讨论，把本课重要的单词和句子写在本子上，上台说，评价哪个组说的好，及时表扬。【设计思路：在此设计让学生写写路线的作业，体现了新课程标准要求的每节课保证有五分钟写的训练时间，让学生更好的概述，理解课文，提高阅读理解能力。】 3.语法教学（精讲点拨） T: Well done. I think you know a lot about asking the way. If someone doesnt know the way. You can help him, Right? Ss

26、: Yes. 找出课本中常用的介词短语，师用简笔画的形式呈现，让学生对语法知识一目了然。可以让学生自己画一画，记一记。复习介词短语：Go along this street, at the bus stop, across it T: Now you can draw and write down.【设计意图：在教学中，熟练合理地运用教学简笔画可以避免因教学图片、挂图太多，“展示”造成“脱节”的现象。图片过多可能使教师的示图陷入无序的状态，如果将简笔画插入这个过程中，有张有弛，循序渐进地刺激学生的学习欲望，可以推进教学任务更好地得到落实。】Step7: Homework 1. 模仿录音，有感情

27、的朗读对话，会分角色表演。 2. 给Mr. Smith介绍一个连云港比较著名的地方，设计一份参观路线。 3.预习B、C部分，抄四会单词两遍。【设计意图：家庭作业是课堂的延伸，听读是基础，通过课堂的学习让学生给Mr. Smith设计一份旅游路线，达到了学以致用的目的。】 八、板书设计： Unit 3    Asking the way   stops  turn left /right , post office ,   get on /off,  along,  street   Can you  tell me the way to .,please? 课文挂图和投影 九、教后笔记： 1、研究学生，改变策略 句型教学减少机械性操练，让学生在学习新知时带有目的性地去理解、记忆，不仅达到识记的要求，而且能够做到简单的运用 本节课的内容贴近学生的生活“问路”的实际，如果直接进入课文内容，既要学习生词，又要学会Can you tell me the way to , please? Go along this street and turn left /