六年級(jí)上冊(cè)英語(yǔ)Unit 1 How can I get there A Let’s talk 教案

1、 unit1 a lets talk 教案單元主題：unit1 how can i get there?教學(xué)內(nèi)容：a lets try lets talk學(xué)情分析：本次授課的對(duì)象是小學(xué)六年級(jí)的學(xué)生，六年級(jí)是小學(xué)學(xué)習(xí)的較高階段。他們的有意注意逐步發(fā)展并占主導(dǎo)地位，注意的集中性、穩(wěn)定性、注意的廣度、注意的分配、轉(zhuǎn)移等方面都較中年級(jí)學(xué)生有較大程度的發(fā)展，但具體形象記憶的作用仍非常明顯。他們對(duì)基本的課堂用語(yǔ)和教師的指令已經(jīng)基本掌握，在圖片和多媒體課件的幫助下能聽(tīng)懂、讀準(zhǔn)英語(yǔ)單詞和句子；在教師的指導(dǎo)下能做一系列的任務(wù)活動(dòng)。小組學(xué)習(xí)的基本模式已經(jīng)初步成型，能順利地在小組長(zhǎng)的指導(dǎo)下進(jìn)行小組學(xué)習(xí)、小組競(jìng)賽。他

2、們的英語(yǔ)閱讀能力也不斷提升，已經(jīng)具備了初步的聽(tīng)、說(shuō)、讀、寫(xiě)的語(yǔ)言技能和閱讀能力。教學(xué)目標(biāo)：1. 知識(shí)與技能：(1) 能理解對(duì)話大意，能夠按照正確的意群及語(yǔ)音、語(yǔ)調(diào)朗讀對(duì)話，能夠在任務(wù)情景中運(yùn)用句型 where is the science museum? 和 its near/next to/behind/交流場(chǎng)所的方位，達(dá)到簡(jiǎn)單的交際。(2) 能正確聽(tīng)、說(shuō)、認(rèn)讀表示地點(diǎn)的名詞和短語(yǔ)：museum，post office，bookstore。2. 學(xué)習(xí)策略目標(biāo)：學(xué)生能夠通過(guò)舊知遷移、情感體驗(yàn)，感知和理解對(duì)話內(nèi)容，通過(guò)角色扮演、創(chuàng)編對(duì)話等交流合作方式，在語(yǔ)境中靈活運(yùn)用核心句型進(jìn)行交流。3. 情感

3、態(tài)度與文化意識(shí)：培養(yǎng)學(xué)生主動(dòng)用英語(yǔ)交際的習(xí)慣和樂(lè)于助人的良好品德，學(xué)會(huì)禮貌用語(yǔ)，了解中西方對(duì)于問(wèn)路與指路文化的異同，發(fā)展學(xué)生跨文化交際意識(shí)。教學(xué)重難點(diǎn)：教學(xué)重點(diǎn)：能夠表演 lets talk 的交際內(nèi)容，能根據(jù)實(shí)際情況用英語(yǔ)問(wèn)路和表述方位。教學(xué)難點(diǎn)：用英語(yǔ)準(zhǔn)確詢(xún)問(wèn)并回答地點(diǎn)方位，如：where is the ? its next to 教學(xué)準(zhǔn)備：課件，實(shí)物，圖片。1 / 5 教學(xué)過(guò)程：一、warm-up1. greetings2. sing a song（設(shè)計(jì)意圖：通過(guò)跟唱有關(guān)介詞的歌曲，既調(diào)動(dòng)學(xué)生學(xué)習(xí)的積極性，又復(fù)習(xí)了之前所學(xué)的介詞及怎樣表述物體的方位。）3. revision show a

4、 box and a ball.t: where is the ball?ss: its in/on/under/in front of/behind/next to/near the box.（設(shè)計(jì)意圖：利用實(shí)物與學(xué)生進(jìn)行問(wèn)答，復(fù)習(xí)之前所學(xué)的詢(xún)問(wèn)物體方位的句型，為后面學(xué)習(xí)怎樣表述地點(diǎn)的方位打基礎(chǔ)。） students watch a video about xiangyang city and say the places they see.與學(xué)生交流過(guò)程中，張貼句型卡片：i want to （設(shè)計(jì)意圖：采取國(guó)外課堂推崇的發(fā)散性思維方式先讓學(xué)生通過(guò)觀察隨意說(shuō)，打開(kāi)學(xué)生的思維，激發(fā)他們的學(xué)習(xí)興

5、趣。同時(shí)，讓學(xué)生復(fù)習(xí)了之前所學(xué)的地點(diǎn)名詞，又通過(guò)與學(xué)生的互動(dòng)交流，增進(jìn)師生感情，培養(yǎng)熱愛(ài)襄陽(yáng)的美好情感。在與學(xué)生的交流中，也穿插使用了對(duì)話中所需的一些句型，為后面對(duì)話的學(xué)習(xí)做鋪墊。）二、presentation and practice1. 學(xué)生說(shuō)到這節(jié)課所需的新單詞（郵局，博物館，書(shū)店）時(shí)，課件呈現(xiàn)并教學(xué)相關(guān)的動(dòng)詞短語(yǔ)。2. 呈現(xiàn)一幅新的城市圖t: whats in the new city? is there a in the city? where is it?詢(xún)問(wèn)幾名學(xué)生，然后張貼句型卡紙：is there a in the ? yes, there is. /no, thereisn

6、t. where is the ? its （設(shè)計(jì)意圖：呈現(xiàn)一幅新的襄陽(yáng)市的圖片，讓學(xué)生反復(fù)操練 a 部分要學(xué)習(xí)的關(guān)于詢(xún)問(wèn)和表述地點(diǎn)的方位的核心句型，并初步呈現(xiàn)新的語(yǔ)言知識(shí)，為 lets try 的聽(tīng)力練習(xí)做鋪墊。同時(shí)，也為后面讓學(xué)生設(shè)計(jì)新的襄陽(yáng)市埋下伏筆。）3. lets tryt: wu yifan and robin are in the new city. they are looking at some robots. where2 / 5 are they now? please listen and tick.have students try to guess the answ

7、ers. then have them listen and check the answers.t: grandpa isnt there. how do you know that?show the conversation and find the sentence: dont forget to buy gifts for grandpa.（設(shè)計(jì)意圖：教材中的練習(xí)的第一小題，我把書(shū)本中的兩個(gè)選項(xiàng)增加到了四個(gè)。補(bǔ)充兩個(gè)已學(xué)詞組作為同類(lèi)選項(xiàng)，有利于學(xué)生理解文本。在此環(huán)節(jié)最后，呈現(xiàn)了整個(gè)文本，幫助學(xué)生理解第二個(gè)問(wèn)題 is grandpa there?）4. lets talk t: what

8、 does wu yifan want to buy? please listen and find the answer.then students listen and check the answer.（設(shè)計(jì)意圖：這個(gè)問(wèn)題在此起到了承上啟下的作用。讓學(xué)生帶著疑問(wèn)去聽(tīng)，幫助學(xué)生初步了解對(duì)話大意,，有目的地去尋找所需要的信息，同時(shí)也培養(yǎng)了學(xué)生專(zhuān)注地聽(tīng)的能力。） t: where can he buy the postcard and send it? please watch the video and fill inthe blanks.（設(shè)計(jì)意圖：設(shè)置第二梯度的問(wèn)題，引導(dǎo)學(xué)生帶著問(wèn)題聽(tīng)錄

9、音，一步步理解文意，迅速抓住要點(diǎn)并進(jìn)行歸納總結(jié)。但這次以填空的形式出現(xiàn)，也增加了學(xué)生的新鮮感。） t: but where is the museum shop and where is the post office? please read letstalk and try to put the word cards with museum shop and post office on the rightplace.（設(shè)計(jì)意圖：學(xué)生自讀課文，把post office 和 museum shop 貼在黑板上相應(yīng)的建筑物上，以此來(lái)獲取文本的核心信息）after putting up “mus

10、eum shop”:t: who tells us?ss: robin. robin says: its near the door.t: oh, robin can talk. he is a talking robot.t: where is the post office? does robin know?ss: no.t: how do you know that?3 / 5 guide students to say: robin says “i dont know. ill ask.”after putting up “post card”:t: what does the man

11、 think of the museum?ss: he thinks its a great museum!t: why does the man think so?ss: because he thinks robin is the robot in the museum.t: but robin is not the robot in the museum. he is just visiting the museum.（設(shè)計(jì)意圖：在學(xué)生完成任務(wù)、理解對(duì)話的同時(shí)，穿插擊破各個(gè)重難點(diǎn)新詞句。） have students listen and repeat.(設(shè)計(jì)意圖：通過(guò)模仿原聲帶和朗讀，

12、提高學(xué)生口語(yǔ)能力，既幫助學(xué)生增強(qiáng)對(duì)詞匯和語(yǔ)言結(jié)構(gòu)的記憶，又增強(qiáng)學(xué)生的語(yǔ)感。) have students read in groups of three. then act. the students are divided into three groups to read the dialogue.（設(shè)計(jì)意圖：通過(guò)分組讀以及表演對(duì)話等多種形式讓學(xué)生理解對(duì)話、熟悉對(duì)話，理解本課意群。）三、consolidation and extension1. make a new dialogueshow a conversation which is similar to the dialogue i

13、n the book and have studentstry to make a new conversation.then pick several groups to act it out.（設(shè)計(jì)意圖：通過(guò)掏空句子的形式，有意識(shí)地引導(dǎo)學(xué)生運(yùn)用所學(xué)的語(yǔ)言知識(shí)重塑文本，培養(yǎng)學(xué)生的創(chuàng)新能力和交際能力。）2. 小小設(shè)計(jì)師“who is the best designer?”have students put up the pictures they collected to design a new xiangyang city.after that, have students come to

14、 the front and make a report about their cities.at last, choose the best designer.（設(shè)計(jì)意圖：小小設(shè)計(jì)師的活動(dòng)為學(xué)生提供運(yùn)用目標(biāo)語(yǔ)言在語(yǔ)境中進(jìn)行交際的機(jī)會(huì)，并要求學(xué)生進(jìn)行總結(jié)匯報(bào)，提供給學(xué)生拓展運(yùn)用語(yǔ)言的空間，培養(yǎng)團(tuán)結(jié)合作的精神。同時(shí)，也培養(yǎng)了學(xué)生熱愛(ài)家鄉(xiāng)的美好情感。）4 / 5 四、summary and assessmentthis lesson, we have learnt some important sentences, like “i want to where is ?its ”. we should try to use them to ask the way and give directions.五、homework1. have students write the report.2. have students talk about the places in xiangyang ci