人教版六年级上英语Unit,1,How,can,I,get,there第一课时优质课教案

1、本文格式为Word版，下载可任意编辑 人教版六年级上英语Unit,1,How,can,I,get,there第一课时优质课教案 Unit 1 How can I get there? 教材分析 本单元学习的主题是问路。教学内容主要是通过吴一凡和机器人Robin去参观科学博物馆途中问路的情景来开展的。教学重点是能够听、说、读、写核心句型“Where is the museum shop? Its near the door.”“How can we get there? Turn left at the bookstore.”； 能够听、说、读、写单词和词组: science, museum,

2、post office, bookstore, cinema, hospital, crossing, turn, left, straight, right 教学目标 学识与才能目标: 能够听、说、读、写句型“Where is the? Its near the door.”“How can we get there? Turn left at the bookstore.” 能够在情景中运用句型“Where is the? Its”询问地点并作答 能够在情景中运用句型“How can we get there? Turn left/right at the”问路并描述路线 能够在图片的扶助

3、下正确理解并按照正确的意群及语音、语调朗读有关Robin新功能的小故事，运用本单元所学核心句型陈述该故事，同时能根据阅读所获信息写出故事中的关键信息 能够听、说、读、写单词和词组: science museum, post office, bookstore, cinema, hospital, crossing, turn left, go straight, turn right 能够正确使用上述单词和词组描述城市设施及其位置 知道英语句子有升降调，并能使用正确的语调朗读不同类型的句子 情感态度文化意识学习策略目标: 能够在迷路时主动寻求扶助 能够适度饮食，不暴饮暴食 了解英国代表性建筑“

4、伦敦眼”，出名河流泰晤士河以及特色快餐“Fish and chips” 能够通过看图抓获主要信息，并根据提示做出听前预料 能够通读文段，获取主旨大意，通过相关细节推测词义 课时安置 第一课时: Part A Lets try Lets talk 其次课时: Part A Lets learn Make a map and talk 第三课时: Part B Lets try Lets talk 第四课时: Part B Lets learn Be a tour guide 第五课时: Part B Read and write 第六课时: Part B Lets check Lets wrap

5、 it up The first period(第一课时) Part A Let s try Lets talk 教学内容与目标 课时教学内容 课时教学目标 Lets try 能够读懂题目要求，对听力的重点内容举行预料 能够通过听录音，运用根本的听力技巧，勾选正确的选项 Lets talk 能够通过查看、谈论Lets talk板块的图片，在PPT和老师的扶助下理解对话大意，并能够回复对话下面的问题 通过听录音，能够用正确的意群及语音、语调朗读对话，并能在小组中举行角色表演 能够在情景中恰当运用句型“Where is the? Its”询问地点并作答 能够在语境中借助图片等理解新词“museum

6、, bookstore, post office, ask, sir”的意思，并能够正确发音 能够运用礼貌用语寻求他人的扶助 教学重点 能够理解和掌管本课时的重点词汇和句型。 教学难点 能够在情景中恰当运用句型“Where is the? Its”询问地点并作答。 教学打定 Teaching purpose 树立课前评价机制，引导并激励学生在课上大胆表达自己的想法，积极发言，保持思维开放。采取小组合作方式，得分最多的小组为优胜组。 1.预习本课时的相关内容。 2.PPT课件课文录音视频等。 教学过程 Step 1: Warm-up Revision Lead-in 1. Greetings.

7、Teaching purpose 以看图猜方位介词（词组）和读句子猜地点的活动扶助学生快速复习方位介词以及有关建筑物和场所的词汇，为下面即将要学习的对话做好词汇铺垫。 Greet students. Divide them into several groups. The group which gets the most points will be the winner. 2. Quick review. Review the words and the phrases of the locations “in front of, near, next to, behind, betwee

8、n” with the pictures. （课件出示: 表示方位介词的图片） 3. Read and guess. Read the sentences and guess what places they are. Teaching purpose 通过主情景图，引导学生预料吴一凡将要参观的地方，简朴描述城市设施的位置，为即将学习的Lets try板块设置话题背景。 4. Lead-in. Present the main scene on page 2.（课件出示: Unit 1主情景图） T: What can you see in the main scene? Ss: We can

9、 see a hospital, a park, a restaurant T: Here are Wu Yifan and Robin. Wu Yifan likes robots very much. Where can Wu Yifan go? Ss: He can go to the science museum. T: Where is the science museum? How can he get there? Today well learn “Unit 1 How can I get there?” Write down the title of “Unit 1” on

10、the blackboard. Teaching purpose 利用机器人创设情境，通过各种不同功能的机器人，激发学生学习兴趣，吸引其留神力。先引导学生基于语言情境推测吴一凡所在的场所，再通过听力验证预料的答案并完成Lets try板块的听力练习，培养学生听前预料的习惯。 Step 2: Presentation 1. Lets try. （1）Freely talk about robots. In a science museum, we can see many interesting things of hightech. Present some pictures of hight

11、ech robots on exhibition. （课件出示: 能做各种不同动作的机器人的图片及相应的动词词组） T: These robots are so cool! What can they do? Ss: They can （2）Listen and tick. Ask students to read the text content in“Lets try” and predict the content of listening and the answers to the questions. Then students listen and tick the right

12、options for the questions. At last, check the answers together. （课件出示: 教材P4 Lets try板块的习题、音频及答案） （3）Read the listening material. Learn the key sentences underlined. （课件出示: 教材P4 Lets try板块的听力材料） 2. Watch and answer. Wu Yifan and Robin are at the science museum now. Wu Yifan has something to do. Watch

13、 the video of “Lets talk” and answer the question. Lead students to get the main idea of the dialogue. （课件出示: 教材P4 Lets talk板块的对话视频和问题） Q: What does Wu Yifan want to do? （He wants to buy a postcard and send it.） Compare the differences between “buy” and “send” with pictures. （课件出示: 买明信片和寄明信片的图片） Tea

14、ching purpose 对对话中的重点词汇做详解，基于对话文本做相应拓展，提高学生的语用才能。同时渗透情感目标，引导学生在外遇到困难时能够主动向他人寻求扶助。 3. Get more details. Watch the video of “Lets talk”again and answer the following questions. （课件出示: 问题，配图museum shop和post office） Where can Wu Yifan buy the postcard? Where is the museum shop? Where can he send the pos

15、tcard? Where is the post office? Highlight the sentence structure “Where is?” Make brief talks with students while checking the answers. （课件出示: 问题的答案） Write down “museum shop, post office” and the sentence structure “Where is?” on the blackboard. Key: He can buy the postcard in the museum shop. The

16、museum shop is near the door. T: What else can you buy in a museum shop? Ss: I can also buy some toy robots/soft toys/toy machines/books Key: He can send the postcard in the post office. The post office is next to the museum. T: Does Robin know where the post office is? Ss: No, he doesnt. T: So how

17、can they find the post office? Ss: They can use a map./They can ask other people. T: Yes. If you need help, just try to be brave and ask for help. Learn the key words “ask, sir” in detail. （课件出示: ask和sir的相关内容） Write down “ask, sir” on the blackboard. T: Robin asks a man where the post office is. The

18、 man is so surprised that Robin can talk. It is a talking robot. He thinks the museum is a great museum. （Simply explain “a talking robot” and “What a great museum！”） Teaching purpose 让学生听录音跟读。引导学生按照正确的意群及语音、语调朗读对话，并在小组中举行角色表演，操练对话。 T: Where is the post office? Ss: Its next to the museum. （课件出示: 比较n

19、ear和next to的识别） Step 3: Practice 1. Read and act. （1）Students read after the recording. Pay attention to the pronunciation and the intonation. （2）Let students practice the dialogue in roles in groups. Teaching purpose 通过读对话、画简易小地图等活动扶助学生深入理解对话文本，小组合作环节基于手绘的地图情境，引导学生尝试描述博物馆、商店和邮局的位置以及不同城市设施中能够举行的活动，丰

20、富学生的语言表达。 （3）Act out. 2. Draw a map for the museum. Students read the dialogue and try to draw a simple map for the museum. Work in pairs to make a brief introduction of their maps. Then choose two students to come to the front to share their maps. They can say like this: The museum shop is You cant

21、here. The post office is You canthere. Step 4: Consolidation Extension 1. Create a new dialogue. Teaching purpose 提炼课本对话内容，呈现核心语言框架，引导学生重构文本，激励学生创编新的对话，稳定本课的核心词汇和句型。 T: If you are Wu Yifan, what gift do you want to buy? You can be in a supermarket or anywhere you want to be. Create a new dialogue an

22、d lets find out more ideas. You can do it like this: Wu Yifan: Robin, where is the? I want to buy Robin: Its Wu Yifan: Thanks. Where is the? I want totoday. Robin: I dont know. Ill ask. Excuse me, sir. Man: Wow! A talking robot! Thats interesting! Robin: Where is the? Man: Its Teaching purpose 引导学生通

23、过组内交流自己居住地的相关城市设施和位置，拓展他们对其喜好与经常举行的活动的相关表达，提高学生的语言综合运用才能。 Robin: Thanks. The teacher makes a model with two students first. Then ask students to work in groups. Choose one or two groups to act out. 2. Talk about your city. T: Now weve known something about Wu Yifans city. Can you talk about somethin

24、g about your city/town/village? The teacher sets a model and makes a brief conversation with a student first. You can use these words: park, library, zoo, post office, school, museum （课件出示: 对话练习的框架） Teaching purpose 引导学生总结本课所学核心词汇和句型，稳定本课渗透的情感目标。 Then students work in groups and talk about the place

25、s in their city/town/village. 3. Make a summary. Lead students to make a summary of this class. Let them conclude the key words and sentence structures theyve learned. Encourage students to be brave and ask for help if they need. 板书设计 作业设计 1. Practice the dialogue. 2. Write down your new dialogue. 3

26、. Do the exercises. 教学反思 1. 热身环节快速复习方位介词以及有关建筑物和场所的词汇，为下面即将要学习的对话做好词汇铺垫。通过主情境图创设情境，为即将学习的Lets try板块设置话题背景。 2. 呈现活动由浅入深，提防培养学生听前预料的习惯。以学生为本，引导和启发学生斟酌，提防对学生思维才能的培养。 3. 基于课本根基，设置多元化的教学活动，适当拓展，丰富学生表达，提高其语言综合运用才能。 4. 板书设计明显领略，重点突出，起到了很好的辅佐作用。 Teaching Contents Teaching Aims Lets try Be able to predict th

27、e main content of the listening part by reading the questions. Be able to understand the recording and tick the right answers. Lets talk Be able to understand the main idea of the dialogue by observing the picture and answer the questions below the dialogue. Be able to read the dialogue correctly, f

28、luently and emotionally, and then act out in groups. Be able to use the sentence structures “Where is the?Its” properly to ask and answer about the locations in scenes. Be able to have a good command of the new words “museum, bookstore, post office, ask, sir”. Be able to learn to ask for help polite

29、ly. Teaching Priorities Be able to understand and master the key words and sentence structures of this lesson. Teaching Difficulties Be able to use the sentence structures “Where is the? Its” properly to ask and answer about the locations in scenes. Teaching Procedures Teaching Stages Teacher s Acti

30、vities Students Activities Teaching Purposes Warm-up Lead-in 1. Greetings. 2. Quick review. 3. Read and guess. 4. Lead-in. Present the main scene on page 2 on the PPT. 1. Greet the teacher and understand the mode of evaluation. 2. Review the words of locations. 3. Read and guess what places they are

31、. 4. Talk about the main scene on page 2. Review the words and the phrases of locations and buildings through the guessing game. Get students prepared for the following learning, and set a topic background for the dialogue. Presentation 1. Lets try. (1) Present pictures and talk with students. (2) A

32、sk students to listen and tick. (3) Present the listening material and teach the key sentences. （1）Freely talk about robots. （2）Listen and tick. （3）Read the listening material. Stimulate students interest in learning and attract their attention through a variety of robots with different functions. C

33、ultivate students habit of making predictions before listening. 2. Watch and answer. Play the video of “Lets talk” and ask the question. Lead students to get the main idea of the dialogue. Watch the video of “Lets talk” and answer the question. Get the main idea of the dialogue. Lead students to get

34、 a whole perception of the dialogue and the main idea of it with the question. 3. Get more details. Play the video of “Lets talk” again and ask students to answer the questions. Teach “museum, shop, post office” and “Where is? Its” Talk with students and teach the words “ask, sir” in detail. “Its ti

35、me for” Teach the sentence “Time to go home.” and the word “kid”. Contrast “Its time for” with “Its time to” Watch the video of “Lets talk” again and answer the questions. Learn “museum, shop, post office” and “Where is? Its” Talk with the teacher about more details. Learn the words “ask, sir” in de

36、tail. Understand the sentence “Time to go home.” and the word “kid”. Learn the difference between “Its time for”and “Its time to” Make corresponding extension based on the context to improve students pragmatic ability. Penetrate the emotional aim. Lead students to ask for help from others when they encounter difficulties. （续表） Teaching Stages Teacher s Activities Students Activities Teaching Purposes Practice 1. Read and act. (1)Read after the recording. Pay attention to the pronunciation and the