新人教PEP版六年级上册小学英语全册教案

1、新人教PEP版六年级上册小学英语全册教案（教学设计）第一课时课时内容 A Lets learn ；Make a map and talk课时分析本课时是人教版六年级上册第一单元第一课时。围绕Where is the.?这一话题展开，主要通过对话学习词汇science museum, post office, bookstore, cinema, hospital及句型Where is the.? Its next to.的表达。引导学生了解一些简单的构词规律，发音规律，培养学生学习英语的热情，树立学好英语的信心。第一课时是本单元的基础，学会了本课时所要掌握的知识，再学习其他课时就会很容易。本课

2、时的重点是四会单词的掌握以及能够运用四会单词介绍场所的位置。 本课时包括Lets learn 和Make a map and talk 两个版块。Lets learn呈现了吴一凡和Robin的对话，体现了单词及词组的词形和意义。此版块呈现的对话情境是吴一凡问Robin电影院在哪，Robin告诉吴一凡在书店旁边。此情境贴近学生的实际生活，很能激发学生学习的兴趣。Make a map and talk版块是一个综合性的操练活动。学生可以通过这个活动巩固A 部分Lets learn所学的词汇和句型，做到学以致用。 本课时虽然是新授课，但是四会单词和词组比较简单，所以学生很容易掌握。在设计教学过程时，

3、遵循以学生为主体的原则，采用猜一猜、说一说、读一读、玩一玩、儿歌等多种教学手段调动全体学生的积极参与。通过任务型教学法、合作探究教学法等引导学生自主学习。课时目标 （1）能够听、说、读、写单词：science museum, post office, bookstore, cinema, hospital。 （2）能够运用所学词汇介绍场所的位置。（3）了解一些简单的构词规律和一些简单的发音规律。（4）能够听、说、运用句型Where is the.? Its next to.（5）培养学生学习英语的热情，树立学好英语的信心。课时重难点1.重点（1）能够听、说、读、写单词：science muse

4、um, post office, bookstore, cinema, hospital。（2）能够运用所学词汇介绍场所的位置。（3）了解一些简单的构词规律和一些简单的发音规律。（4）能够听、说、运用句型Where is the.? Its next to.2.难点（1）能够正确运用所学词汇介绍场所的位置。（2）句型Where is the.? Its next to.的灵活运用。 教学准备 多媒体课件、卡片、图片、录音机、磁带、空白简图教学过程Step 1 Warm up 1. GreetingT: Good morning, everyone. Ss: Good morning, teac

5、her.T: How are you today? Ss: Im fine, thank you. And you?T: Im fine, too. Are you ready for English class?Ss: Yes.设计意图：师生间的问候，拉近与学生的距离。 2. Ask and answerT: Look at the picture. This is Robins room. Where is the picture?（课件呈现图片，并板书句子Where is the.?）S1: Its on the wall/above the bed.（板书句子Its .） T: Whe

6、re is the chair?S2: Its in front of the desk. T: Can you ask some questions like me? Who can?S3: Where is the.?S4: Its beside/near.教学资源：课件设计意图：利用图片，进行问答，帮助学生回忆Where is the.? Its.的句型，为学习本课做好准备。3. Lets chant T: Now lets chant together. (课件展示儿歌，学生齐说。）in在里, on在上, under, under, 在下面，near, beside,在旁边。in fr

7、ont of, 在前面，behind, behind, 在后面，between, between在中间。. 教学资源：自制课件。设计意图：通过chant，既复习了与本课相关的词汇，为学习新的词汇做准备。同时也活跃了课堂气氛，激发学生学习的热情。Step 2 Lead inT: Boys and girls, lets play a game. Please guess what place it is.（课件出示学生熟悉的场所,并遮住一部分，让学生猜。）T: Look at picture 1. This is a place.S1: A zoo/.?T: No.S2: A park?T: Y

8、es, youre right. Its a park. Next one. What place is it?S3: A school/.? .T: Yes, its a library. We can read books in it.教学资源：自制课件。设计意图：通过学生们猜测熟悉的场所，既吸引了全体学生的学习兴趣，又自然的引出了新知。Step 3 Presentation1. Teaching “cinema, post office, bookstore, science museum, hospital”.(1)Teaching “bookstore” T: Look at pic

9、ture 3. What place is it? It has many books, dictionaries, magazines there. If you want some books, you can go there. Its a . Ss: Bookstore.(引导学生说出，张贴bookstore。联系单词or，试着自己读出单词，教师强调st的发音。带读，指名读，齐读。)(2)Teaching “cinema” T: Look at picture 4. Its a big place. If you want to see Kung Fu Panda, Spider Ma

10、n.You can go there. What place is it? Its a . Ss: Cinema.（引导学生说出。张贴单词cinema，领读，拼读，指名读，齐读。）T: Picture 4 is a cinema. We can see a film in the cinema.(3)Teaching “post office”T: I write a letter to my friend. I want to post the letter.（教师拿出一封信。）Shall I go to the cinema?Ss: No.T: Bookstore?Ss: No.T: Wh

11、ere shall we go? Look at picture 5. What place is it? Ss: Post office.（张贴词组post office，联系单词teachers office，强调字母o在词组中的不用发音，然后让学生自己拼读单词，指名读，带读，齐读。）(4)Teaching “hospital”T: Look at picture 6. If you have a headache, have a stomachache, have a cold, you can go there.（教师做动作帮助学生理解。）Guess what place it is.

12、 Ss: Its a hospital.（引导学生说出。张贴单词hospital，领读，拼读，指名读，齐读。）(5)Teaching “science museumT: Look at this picture. What place is it? Its a. Ss: Museum.（教读单词museum，拼读单词，齐读单词。）T: Its a Science museum（张贴词组，指名读，分组读。）教学资源：课件、卡片设计意图：通过猜一猜，引出要学习的新知，引起学生的兴趣，然后利用学生的迁移能力，引导学生自读单词，培养学生的思维能力。2. 听录音跟读单词，两人读单词，儿歌记忆单词。cin

13、ema, cinema电影院bookstore, bookstore书店hospital, hospital是医院.post office, post office, 邮局science museum科学博物馆教学资源：课件、录音机、磁带设计意图：儿歌的教学更好的帮助记忆单词的音和义。3. Teaching “Where is the .? Its next to.”(1)呈现医院和书店的图片，学习句子。 T: Where is the hospital?（将hospital卡片贴到板书的句子中，将Where is the.补充完整） S1: Its near/beside the books

14、tore. T: We also can say “Its next to the hospital.”（板书next to，讲解next to，并将句子Its .补充完整，然后指名讲解句型。） (2)齐读板书句子。Where is the hospital?Its next to the bookstore. (3)呈现邮局和电影院的图片，学生两人一组练习。句型：A: Where is the.?B: Its next to the. (4)指组演练。教学资源：自制课件设计意图：将上课复习的句型和学习的词汇结合起来，引出新句型，然后模仿句型，使学生轻松的掌握新知。4. Lets learn(

15、1)Show the pictures about Wu Yifan and Robin.（呈现教课书图片。）T: Who are they? Ss: WuYifan and Robin.T: What do they say? Lets listen to the tape. (2)Listen to the tape again and answer the question. Where is the cinema? (3)Open the books and follow the tape.(4)Read in pairs.教学资源：录音机、磁带设计意图：通过听录音，跟读录音，分角色朗

16、读，集中学生注意力，提高听读的效果，巩固所学的知识。5. Do practice in pairs. (1)课件呈现图片，两人一组编对话。 A：Where is the .? B：Its . (next to, in front of, behind) (2)指组表演对话。 教学资源：课件设计意图：创设一定的情境，帮助学生更好的运用所学词汇和语言。Step 4 Practice 1. Lets play a game. Guess the words.教师出示单词词卡，用白纸遮住单词的一部分（开头或结尾），学生快速猜出单词并大声读出来。教学资源：词卡设计意图：猜单词的游戏，活跃了课堂气氛，巩固

17、了单词的认读。2. Whats the missing? 课件呈现本课所学词汇的图片，请学生观察几秒，然后依次消失图片，请学生快速说出消失的是什么？教学资源：课件设计意图：有趣的游戏帮助学生更好的记住本课单词。3.了解合成词。(1)呈现学过的场所，学生小组讨论，把词汇分成两类，并说出理由。school, cinema, park, science museum, library, bookstore, hospital, zoo, computer room, post office, washroom, garden(2)教师公布答案，讲解合成词。school science museum

18、cinema bookstore park post office library computer roomzoo washroom hospital教学资源：课件设计意图：通过小组讨论，归纳，锻炼学生的思维能力，引导学生在合作学生中了解合成词的构成。4. Make a map and talk (1)Make a map for your toy city. Introduce it to the class. (2)Write 1-3sentences about your toy city. Look, this is my toy city. There is a_. _.教学资源：

19、自制课件、空白简图设计意图：通过此活动，不仅将所学知识得以运用，还锻炼了学生的口语交际能力。Step 5 Summary T: What did you learn about this lesson? 学生自由说，教师总结。1.五个表示建筑的单词及词组：cinema, post office, bookstore, science museum, hospital2.next to与near, beside是同义词。2.询问地点及回答的句型：Where is +the+地点？ Its +介词短语。 设计意图：将本节课所学的知识进行归纳，帮助学生理解和记忆，巩固提升本课时所学的知识。课堂作业一

20、、看图连线。 1. 2. 3. 4. A. hospital B. cinema C. post office D. science museum 二、单项选择。( )1._is the cinema? Its behind the park.A. Where B. Who C. What( )2. There _ a pet hospital in my city.A. are B. is C. am( )3. The bookstore is _ the school. A. near to B. next to C. next三、看图，将句子补充完整。1. Where is the _?

21、 Its _ _ the cinema.2. _ _ the bookstore? _ beside the cinema. 四、猜一猜。A. cinema B. hospital C. post office D. bookstore E. science museum 1. You can see a film （电影）at the_. 2. If you are sick, you should see a doctor in the _. 3. You can buy some books in the _. 4. You can watch the dinosaur（恐龙）show

22、in the _. 5. You can send a letter in the _.Answers: 一、1.B2.A3.D4.C二、1. A 2. B 3. B三、1. hospital, next to 2. Where is, Its四、1.A2.B3.D4.E5.C板书设计 Unit 1 How can I get there? A Lets learn bookstore cinema post office 书店 电影院 邮局 hospital science museum 医院 科学博物馆Where is the hospital?Its next to the bookst

23、ore. (与相邻，挨着)第二课时课时内容A Lets try ；Lets talk课时分析本课时是人教版六年级上册第二单元的第二课时，与第一课时紧密相连，围绕“来上学的交通方式”这一话题展开。本节课主要是通过对话的情景学会用英语表达如何来上学的的句型How do you come to school? I usually/sometimes/often come.激发学生学习英语的兴趣。在第一课时中的交通方式词组的学习为本课时奠定了基础。本课时的重点是能够在情景中运用句型How do you come to school? I usually/sometimes/often come.提问及

24、作答。本课时包括Lets try 和Lets talk 两个版块。Lets try是听力训练，呈现的是Mike和Amy早晨到校后谈话的情景。通过听力的练习获得Lets talk版块的人物及场景信息，为进入正式的对话做好准备。Lets talk呈现的是Mike, Amy和Mrs Smith早晨到校后谈论来上学的交通方式的场景。情景设置真实，学生们都非常感兴趣，激发了学生学习的热情和想要用英语表达的欲望。本课时出现的词组by bike, by car, by bus, on foot，学生们在第一课时已经学会了表达。频度副词usually, sometime, often在五年级下册教材中也接触过

25、。所以教学本课时，先采用问答、歌曲等方法复习前面所学的知识，帮助学生回忆。接着采用学生自主学习、教师引导相结合的方式，帮助学生更好的理解和运用语言。最后通过游戏、“我是小小调查员”等活动巩固和运用语言。课时目标1. 能够听、说、读、写句型：How do you come to school? Usually, I come on foot.2. 能够很好的完成Lets try。3. 能够理解对话大意。4. 能够按照正确的意群及语音、语调朗读对话。5. 能够在情景中运用句型How do you come to school? I usually/sometimes/often come.提问和作

26、答。6. 激发学生用英语表达的热情，保持对英语学习的兴趣。课时重难点1.重点（1）能够听、说、读、写句型：How do you come to school? Usually, I come on foot.（2）能够很好的完成Lets try。（3）能够理解对话大意。（4）能够按照正确的意群及语音、语调朗读对话。（5）能够在情景中运用句型How do you come to school? I usually/sometimes/often come.提问和作答。2.难点（1）单词early的理解。（2）在情景中恰当的运用句型How do you come to school? I usua

27、lly/sometimes/often come.提问和作答。教学准备 多媒体课件、词卡、录音机、磁带、调查表教学过程Step 1 Warm up1. GreetingT: Good morning, everyone.Ss: Good morning, teacher.T: Nice to see you again.Ss: Nice to see you, too.T: What do you do on the weekend?S1: I usually.S2: I often ., sometimes.（板书单词usually, often, sometimes）.教学资源：课件设计意

28、图：师生之间的交谈，既拉近了与学生之间的距离，又复习了频度副词usually, often, sometimes，为正文的学习做好准备。2. Review some phrases.a. T: Great! Everyone, now lets review some phrases. （课件呈现by bus, by taxi, by ship, by train, by subway, by plane, on foot的词卡，学生说词组。）b. 学生齐读词组by bus, by taxi, by ship, by train, by subway, by plane, on foot。教学

29、资源：词卡设计意图：词卡的认读，既复习和巩固了上节课的知识，又为学习的学习打下基础。3. Lets sing.教师播放歌曲How do you get there?学生跟唱。教学资源：录音机、磁带设计意图：歌曲的运用吸引了学生的学习兴趣，活跃了课堂气氛，复习了上节课的知识。Step 2 Lead in1. Lets try(1) T: Who are they?（呈现Lets talk的插图） Ss: Mike and Amy. T: Whos this lady?Ss: Mrs Smith.T: Where are they?Ss: At school.T: Amy and Mike mee

30、ts Mrs Smith this morning. What are they talking about? Please guess.(2) Listen to the tape and tick or cross. 指名读题目，然后完成练习。(3)师生核对答案。教学资源：录音机、磁带设计意图：听前预测，做到有目的听录音，提高听力的技巧，获得Lets talk版块的人物和场景信息。How do you come to school?Sometimes by bike.Sometimes by bus.But never come by train.How do you get to Lon

31、don?Never on foot, never by bus,Always by train or by plane. 2. Lets chant. 播放Lets chant, 学生拍手吟唱。教学资源：课件、录音机设计意图：活跃课堂气氛，自然的引起下文。Step 3 Presentation1. Teaching “How do you come to school? I usually/often/sometimes come to.” (1)T: I usually come to school on foot. How do you come to school?（板书问句，指名理解句

32、子） S1: I usually come to school.（板书句子I usually come.） S2: I often come .（引导学生回答） S3: I often come .Sometimes I come . .（找几名采用不同交通方式来上学的学生说一说，教师适时的追问why） (2)齐读频度副词usually, often, sometimes，指名理解。 呈现always, never，并利用图表，帮助学生理解。always 100usually 80often 60sometimes 20never 0 (3)Do the dialogue in pairs.A

33、: How do you come to school? B: I usually/often sometimes come.Its near/far/not far. (4) 指组练习。教学资源：课件设计意图：从学生的实际生活入手，很能激发学生想要表达的欲望。2. Lets talk (1)带着问题整体感知对话。 T: Look at the picture. They are Mrs Smith, Mike and Amy. How do they go to school?（板书句子）Please read the dialogue. (2)理解Youre early. (3)再读课文，

34、分组讨论问题。 How does Amy go to school? How does Mike go to school? How does Mrs Smith go to school? (4)指名说，适时在相应的位置粘贴图片。Amy Mike Mrs Smithusually oftensometimes 理解第三个问题时，指名说从哪句话知道的。然后讲解I usually walk. 指名理解walk，并强调它的同义句I come to school on foot，顺势理解Thats good exercises. (5)理解go和come的用法。 教师领读黑板上的句型：How do

35、you come to school? 和How do they go to school? 学生思考句型的异同，并用下图帮助学生理解come 和go。 Youre here.therecomego (6)Listen to the tape and follow the tape.(7)Read in role.(8)Act the dialogue.教学资源：课件、录音机、磁带设计意图：处理本环节，我采取先整体感知对话，抓重点提取关键信息，然后再整体把握，逐步的培养学生的阅读方法和阅读能力。Step 4 Practice1. Play a game “Who is fast?” 教师说句子

36、，如: I go to school by plane./I come to school by ship. 学生马上做出判断是否符合逻辑，若符合逻辑则跟读，不符合逻辑则双手交叉说No. 教师示范几次，学生来说句子。设计意图：训练学生理解描述交通方式的句子。 2. 活动“我是小小调查员。” 调查班里的同学来上学的交通方式，完成P14的调查任务，并进行全班汇总。参考句型：How do you come to school?I usually/often/sometimes. 设计意图：创设情境，锻炼了学生的口语表达能力，巩固和运用了所学的句子。Step 5 SummaryT: Boys and

37、girls, what did you learn about this lesson? 学生自由发言，教师整理。 1. 学习了单词early。 1. 学习了谈论交通方式的句子：How do you come/go to.? I usually/often/sometimes go/come . 2. 知道了I usually walk.=I go/come to .on foot.设计意图：教师帮助学生归纳和整理本节课的重点句型，加深学生对知识的记忆。课堂作业一、看图，写出相应的交通方式。 1. 2. 3. _ _ _二、单项选择。( ) 1. I come to school_. Its

38、not far.A. on foot B. by subway C. by plane( ) 2. I often go to school _bus. A. on B. buy C. by( ) 3. Mike often comes by bike, _ by bus. A. sometime B. sometimes C. some times( )4. I usually _to the park. A. walk B. on foot C. goes三、连词成句。1. I, usually, to, come, by, taxi, school(.)_2. is, good, tha

39、t, exercise(.)_3. do, how, you, to, come, school(?)_四、我是阅读小能手。阅读短文，判断正“T”误“F”。 Ann: Lets go to Zhongshan Park. Lucy: Hooray! Ann: How do we get there?Lucy: Its easy. Come to my home by bike. Then we go to Zhongshan Park by bus. Ann: Where is your home? Lucy: Its next to the science museum. Ann: Whic

40、h floor? Lucy: The first floor, Room 2 A.Ann: See you.Lucy: See you.( )1. Ann and Lucy want to go the zoo.( )2. They go to the park by bike. ( )3. Lucy comes to Anns home by bus.( )4. Lucys home is behind the science museum.Answers:一、1. by car 2. on foot 3. by bike二、1. A 2. C 3. B 4.A三、1. I usually

41、come to school by taxi./ Usually, I come to school by taxi. 2. That is good exercise. 3. How do you come to school?四、1.F2.F3.F4.F 板书设计 A Lets talk 频度副词 always How do you come to school? early早到的 usually I usually/often/sometimes come. I usually walk. often =I come to school on foot. sometimes 第三课时课时

42、内容 B lets learn Be a tour guide课时分析本课时是人教版六年级上册第一单元第三课时。围绕“问路”这一话题展开，主要通过对话学习单词和词组crossing, turn left, go straight, turn right及句型How can I get to the.? Turn left/. 的表达。激发学生学习英语的热情，保持对英语学习的兴趣，树立学习英语的信心。在第一、二课时中学习了句型Where is the.?为本课时做了很好的铺垫。本课时的重点是四会单词和短语的掌握以及能够运用四会单词和词组为他人指路。本课时包括Lets learn 和Be a to

43、ur guide两个版块。Lets learn通过Mike问路的对话，呈现了单词及词组的词形和意义。此话题与我们的生活很密切，很能激起学生学习的兴趣。Be a tour guide版块是用于操练B Lets learn版块中的词汇。通过学生简单介绍景点，达到巩固语言、运用语言的目的。本课时的词汇很容易理解，但是单词crossing, turn, straight的发音有点难度。要利用学生的迁移能力，从学过的单词入手，尝试让学生自己发现规律，自己拼读。在教学句型时，不只是教本课书上的知识，还要拓展句型，发散学生的思维。在整个教学过程中，遵循以学生为主体的原则，采用唱歌、游戏、角色扮演等多种教学手

44、段调动全体学生的参与，让学生在轻松、快乐的环境下，自主的学习。课时目标1.能够听、说、读、写单词和词组：crossing, turn left, go straight, turn right2.能够正确运用上述单词和词组为他人指路。3.激发学生学习英语的热情，保持对英语学习的兴趣，树立学习英语的信心。课时重难点1. 重点（1）能够听、说、读、写单词和词组：crossing, turn left, go straight, turn right（2）能够正确运用上述单词和词组为他人指路。（3）能够听、说、认读单词Italian，restaurant（4）能够听、说、认读句型： How can

45、I get to .? 2. 难点（1）单词crossing, turn, straight, restaurant的发音。（2）问路句型的灵活运用。教学准备 课件、词卡、录音机、磁带教学过程Step 1 Warm up 1. Greeting T: How are you, everybody? Ss: Im fine, thanks. And you?T: Very well, thanks. 2. Lets chant. T: Boys and girls, I have a chant for you. Listen to the tape and follow the tape.Wh

46、ere is the post office? Next to the hospital. Where is the hospital? Next to the cinema. Where is the cinema? Next to the bookstore.Where is the bookstore? Go straight ahead. 教学资源：课件、录音机、磁带设计意图：通过儿歌帮助学生复习和本课相关的单词和句型，同时本课的四会短语Go straight也出现在儿歌中，为本课的学习做好了铺垫。Step 2 Lead inLets do.播放“兔子舞”，师生一起跳，跳的时候注意强调

47、单词left，right。 教学资源：录音机、磁带设计意图：有趣的旋律，有趣的动作，师生之间的互动加深了教师与学生的感情，调节了课堂气氛，同时很自然的引出要学习的单词left, right。Step 3 Presentation1.Teaching the new words and phrases“turn left, turn right, go straight, crossing”(1)Teaching “left, right” T: Boys and girls, look, this is my left hand and this is my right hand.(教师伸出自

48、己的左右手，理解词汇。板书left, right，教学right,让学生联系单词light, night的音、形，自己试着拼读单词，指名读单词，齐读单词，并总结-ight的发音规律。)(2) Teaching “on the left, on the right” a. T: Look at the picture. Who are they? Ss: They are Xionger and Xiongda. T: Xiongda is next to Xionger. Who is on the left? Who is on the right.（课件呈现短语on the left, o

49、n the right. ） Ss: . is on the left/right.（引导学生回答。齐读短语on the left, right。）b.同桌两人用身边的同学练习句型，然后指名说。 _ is on the left/right.(3) Teaching “turn left, turn right.” a. 呈现“向左转、向右转”的标志，引出短语turn left, turn right。（板书单词turn。） b. 呈现单词Thursday, hamburger，让学生读出并找出字母组合ur的发音规律，然后试着拼读turn，指名读，带读，分组读。 c. 分组读短语，男女生读短语

50、。(4) Teaching “go straight.” a. Teaching “straight” 呈现straight的图片，引出单词，教学单词，注意ai的发音。 b. Teaching “go straight. 呈现“直走”的标志，引出短语go straight，板书短语。(5)Play a game 教师发指令turn left/right/ go straight，学生做动作。 小组练习，一人发指令，学生做动作。(6)Teaching “crossing” a. T: Everyone, look at the picture. This is a crossing.（呈现十字路

51、口的图片引出单词crossing，板书单词，拼读单词，教读，跟读，指名读，齐读。） T: Dont run at the crossing. Dont .(play) at the crossing.（板书at the crossing，齐读短语。）(7)Listen to the tape and follow the tape.听录音，跟读板书的词汇。(8)Read the phrases in pairs.(9)Lets chant. 呈现儿歌，小组记忆儿歌。turn left, turn left, 向左转turn right, turn right, 向右转go straight,

52、指着走at the crossing 在十字路口教学资源：课件、录音机、磁带设计意图：利用肢体语言、图片引出词汇，吸引学生的兴趣。然后利用学生的迁移能力，自己总结发音规律，读出单词，培养学生的思维能力。接着听录音，跟读录音，模仿录音，最后儿歌记忆。在教学单词和短语中还穿插了有趣的游戏，让学生在轻松的环境下掌握知识。2. Teaching “How can I get to .? Turn left/right.”(1) T: Look, this is Lisa. She wants to buy a new magazine. She wants to go to the bookstore

53、. But.（呈现Lisa的问句，教学get there，指名理解句子，齐读句子。）Lisa doesnt know where the bookstore is. Lets help her. Ok?Ss: Ok. Go straight, turn right.（呈现地图，学生简单描述路线。）(2)呈现句型，同桌两人讨论路线，然后一起描述。 _ at the_. Then（然后） _ at the_. Its on the_.(3)呈现简易地图，学生两人一组练习。 A: How can I get to the.? B: Turn right/. at the. Its on the/yo

54、ur left/right.(4)指组练习。(3)Lets learn T: Its 12 oclock. Mike and Wu Yifan are hungry. They want to go to the Italian restaurant（课件呈现饭店的图片，板书单词Italian， restaurant，理解单词，教学单词。）. T: Where is the Italian restaurant?(自读课文，回答问题。) Ss: Turn left. (4)Listen to the tape and follow the tape.(5)Read in roles.教学资源：

55、课件、录音机、设计意图：教学句型，由简单到复杂，逐步学习，层层递进。Step 4 Practice1. Play a game. (1)Guess the words. 课件呈现单词turn, straight, crossing, right, left，开头或结尾被遮住，学生快速猜测并读出单词。(2)地雷游戏。 教师在黑板上其中的一个单词下方画上地雷，学生读黑板上的单词，遇到有地雷的单词就要安静。(3)看动作说词组。 请一名学生到讲台前做出turn left/right, go straight的动作，其他学生说词组。（此活动可以在小组内完成。）教学资源：课件设计意图：通过游戏，让学生在玩

56、中巩固B Lets earn词汇。2. Be a tour guide在班级中举办“最佳导游”选拔赛。比赛程序先在小组内参加，再选出代表参加全班评比。参考句型：Now we are in front of/near/next to.Go straight /go along/.Turn left/right at . You can see.设计意图：此活动通过角色扮演，运用所学词汇句型指路并简单介绍，达到了活学活用的目的。Step 5 SummaryT: What did you learn about this lesson?学生自由发言，教师总结。1.单词和词组：turn left, t

57、urn right, go straight, crossing2.在左边、右边：on the left/right 在十字路口：at the crossing3.问路的句型：How can I get to the./get there? Turn left/right.at the.设计意图：帮助学生整理和归纳，加深对知识的理解和记忆。课堂作业一、根据汉语将单词补充完整。笔直的str _ _ ght右边r_ _ _t转弯t_ _ n 1. 2. 3. 二、看图选择正确的选项。( )1. A. crossing B. go straight( )2. A. turn left B. turn

58、 right( )3. A. restaurant B. Italian三、单项选择。( )1._ can I get there? A. What B. Where C. How( )2. Turn left _ the bookstore.A. in B. at C. on( )3. Dont run _ the crossing.A. in B. at C. on( )4. Amy sits beside Sarah. Amy is _the left. A. on B. in C. at四、看图，补全句子。 1. How can I get to the bookstore? _ _,

59、 and _ _. 2. Where is the cinema? _ _ at the _. Go straight, you can see it.Answers:一、1. ur 2. igh 3. ai二、1.A 2.B 3.A三、1.B 2.B 3.B 4.A四、1.Go straight, turn left 2. Turn right, go straight板书设计 B Lets learn turn left 向左转 How can I get there? turn right 向右转 （到那） go straight 直走 Turn left/right.at the. a

60、t the crossing在十字路口 第四课时课时内容B Lets try Lets talk课时分析本课时是人教版六年级上册第一单元第四课时，与第三课时紧密相连。围绕“吃饭地点在哪”这一话题展开，主要通过对话学习句型How can we get there? Turn left/right at the.的表达。继续培养学生学习英语的兴趣以及树立学好英语的信心。本课时的对话有两个信息点：一是吴一凡和Mike看完电影后要去的地方，二是问路。前者在A部分已学过，后者也在第三课时中初步学习，为本课的教学奠定了基础。本课时的重点是能在情景中灵活运用句型How can we get there? T