2015-2016(PEP)六年级英语上册Unit1HowcanIgettherePartALet’slearn教学案例

1、PEP 六年级上 Unit 1 How can I get there?Part A Letlearn教学案例一、 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地控制情绪， 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。二、 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

2、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。如让学生当一回“问路者”和“指路者”，让学生用所学的语言与朋友自如地交流 等，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，并能在40 分钟的课堂里，真正有所收获。三、 教学目标：1知识目标1） 能够听、说、读、写单词 hospital 、cinema、post office 、bookstore，能够听、说、 认读 scieneemuseum。2） 能够听、说、认读句型Where is the libra

3、ry? It s near the post office.并能进行关键词的替换。2.能力目标1）能够在实际情境中正确使用询问路线的语言并能简单回答，如：Where is the library?It s near the post office.3.情感态度目标：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的意识四、教学重、难点：结合教学目标的要求，把本课的重难点设置为：1.教学重点:掌握 Let s learn 部分的四会单词和短语。2.教学难点：正确书写四会单词和掌握三会单词museum 的发音。五、课前准备：依据教学目标和教学重难点的设置，教学准备了教

4、学卡片，自制课件，学生自制单词卡片等六、教学过程: 热身 / / 复习(Warm-upWarm-up / /RevisionRevision)【设计意图】利用free talk的形式为学生提供语言交 际的机会，通过让学生说T: Just now we sing the song, and the sin ger asks if说以何种交通方式至U某个you can go to school by shipor train. Can you? S: No, we can t.T: Then, how do you go to school?S1: I go to school on foot.T

5、: Can you spell foot? S1: Yes, f-o-o-t, foot.T: How do you go to Can ada? S2: I go by pla ne.T: Can you spell pla ne?S2: Yes, p-l-a-n-e, pla ne.3.Make a queueT: Id like to go to the park today. Who wants to comewith me?S: Me, me, ( T finds five students to come to the boardand asks them who they are

6、)T: (asks the five students to make a queue) Thenwhere is Yu Jinna?S: She is in front of Sun Yan zhe n. (writes in front of on the board)T: Where is Sun Ya nzhe n?S: He is behind Yu Jinna? (writes behind on the board)T: Where is Liu Lei?S: She is n ear Yu Jinna. (writes n ear on the board)设计意图1.Sing

7、 a song: How do you go to school?2.Daily Oral Practice地方， 巩固复习学过的单 词和句子，并为学习新课 奠定基础。【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，总结 归纳以前所学方位词的用 法，并练习where is.?这 一句型，为下面展开新课 做好铺垫。T: Now, I will ask some other stude nts to come withme and they should make the queue according to myorder. Liu Shasha please. Hou Lon

8、gxiao stands infront of Liu Shasha please. Li Tianyu sta nds beh indHong Lon gxiao please. Lou Wei is n ear Li Tianyuplease. (the stude nts make a new queue) Are theyright?S: Yes, they are.4.Find the park.T: I want to go to the park, but I don t know where thepark is. Who can help me? I am at school

9、 no w. I willstart from here.S: I ca n.T: Excuse me, how can 1 get to the park?S: You can go by the No.15 bus.T: Can 1 go there on foot?S: Yes, if you like. Its not far.T: Thank you.(T points at the board)T: I can go by the No.15 bus. What will the bus do, ifthe traffic light is red?S: Stop at the r

10、ed light. T: If the light is yellow?S: Wait at the yellow light.T: If the light is gree n?S: Go at the gree n light.【设计意图】利用学生上 单兀所学习的对话，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。呈现 / 操练 (Presentation / Practice)1. Lear n the new words(1) T: The park is very beautiful, but I have

11、to send aletter to my frie nd now. Where should I go? I am a stranger here. (T points to the board), can 1 go to a cinema?S: No.T: A hospital?S: No.T: A post office?S: Yes.(2) T: I have sent the letter. I want to buy a new booknow, where should I go?S: Bookstore.【设计意图】通过帮助老 师送信这一情景，在板书 和图片的帮助下，引导学 生

12、帮助老师找到post office,同时利用方位介词 确定post office的方位，自己总结出本课所学核心 句型。T: Yes, but where is the bookstore?S: Its behind the post office.T: I feel bad now.(教师做不舒服状)Ive got a cold. Ihave to go to the hospital. Where is the hospital, canyou help me?S: Its in front of the post office.(4) T: Im OK now. I want to see

13、 Harry Porter, whereshould I go?S: Cin ema.T: Yes, a cinema, butm a stranger. How can 1 findthe cin ema? What should I say?S1: Where is the cin ema, pleaseS2: Its behi nd the park.S3: Its n ear the bookstore.T: (T points to the board) Behi nd the park, n ear thebook store, it s the ,S: Cin ema.T: Go

14、od job.T: I know you all like robots. Theyre very in terest ing. If you want to visit robots, where should you go?S: Science museum.T: Museum is a difficult word. Lets read it once again.Ss: Museum.T: Remember you are a stra nger here. What will yousay?S1: Where is the scie nee museum, please?S2: It

15、s n ear the hospital.S3: Its in front of the park.T: (T points to the board) Near the hospital, i n front ofthe park?S: Its the scienee museum.【设计意图】 通过以上三 个新词的学习，学生已经 基本掌握问路与指路的表 达法，所以在学习cinema和scieneemuseum这两个 新词时，学生就可以成为 课堂的主人，自己将这两 个新词运用到实际情境中 去。2.Listen to the tape.Liste n to the tape and read

16、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 时也锻炼了听力。拓展 / /巩固(Extension/ConsolidatioExtension/ConsolidatioI.Say the words accordi ng to the picture.Point to the pictures on the board, say the words ancspell them.【设计意图】再次强化词 汇教学，进一步指导学生 不够熟练的词汇。2.Make a dialogue.T: Use the map and make a

17、 dialogue with yourpart ner.S1: Excuse me, where is the post office?S2: Its n ear the scie nee museum.S1: How can 1 get there?S2: You can go by bike, ifs near.S1: Tha nk you.3.Play a game.One stude nt describes the locati on, the other stude nguess what place it is.S1: Its in front of the post offic

18、e.S2: Is it the ci nema?S1: No.S2: Is it the hospital?S1: Yes.【设计意图】 通过看图自 创对话这一任务，灵活运 用本节课所学内容，锻炼 学生的口语表达能力和创 新思维能力。:【设计意图】本环节首先 考查了学生如何正确描述 某个方位，同时考查了学 生对本节课板书的注意程 度。除此之外还运用了句 型Is it,为下节的对话学 习做好铺垫。作业布置（homeworkhomework）1.Make a dialogue based on the map, which is designed by the stude nts.板书设计：Uni

19、t 3 My weekend plan- B read and writeMid-autu mn FestivalWillWhat are you going to do for Mid-autu mn Festival?Im going to.七、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，到引导同学帮助老师找到某个地方，再到学生自己去问路、指路，都围绕着本节课的重点教学内容展开，让学生在形式丰富的活动中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。二是我注重在交际活动中提高学生综

20、合运用语言的能力。我充分利用了合作学习这一模式，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、单向的教学方式，使学生 有了更多主动学习的机会。 在设计课堂活动时， 从让学生完成基本对话练习， 到让学生创编 对话，体现了从“抓”到“放”的过程，同时使这些任务活动具有了实际操作的意义，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的能力有了较大提高。这 堂课使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， 教学活动一定要有实效， 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。在授课过程中， 我也发现自身有很多不足， 比如在操练过程中对于学生发音问题重视不 够，词汇教学中对写的要求落实不到位， 在评价语上缺乏技巧和方法， 不能针对学生特点进 行个别评价， 整堂课各环节时间分配不是很合理等一些细节上的问题， 我会针对这些问题进 行再思考，争取下次上得更好。八、指导评析这节课