人教版六年級(jí)上英語(yǔ)Unit,1,How,can,I,get,there第一課時(shí)優(yōu)質(zhì)課教案

1、本文格式為Word版，下載可任意編輯 人教版六年級(jí)上英語(yǔ)Unit,1,How,can,I,get,there第一課時(shí)優(yōu)質(zhì)課教案 Unit 1 How can I get there? 教材分析 本單元學(xué)習(xí)的主題是問(wèn)路。教學(xué)內(nèi)容主要是通過(guò)吳一凡和機(jī)器人Robin去參觀科學(xué)博物館途中問(wèn)路的情景來(lái)開(kāi)展的。教學(xué)重點(diǎn)是能夠聽(tīng)、說(shuō)、讀、寫(xiě)核心句型“Where is the museum shop? Its near the door.”“How can we get there? Turn left at the bookstore.”； 能夠聽(tīng)、說(shuō)、讀、寫(xiě)單詞和詞組: science, museum,

2、post office, bookstore, cinema, hospital, crossing, turn, left, straight, right 教學(xué)目標(biāo) 學(xué)識(shí)與才能目標(biāo): 能夠聽(tīng)、說(shuō)、讀、寫(xiě)句型“Where is the? Its near the door.”“How can we get there? Turn left at the bookstore.” 能夠在情景中運(yùn)用句型“Where is the? Its”詢問(wèn)地點(diǎn)并作答 能夠在情景中運(yùn)用句型“How can we get there? Turn left/right at the”問(wèn)路并描述路線 能夠在圖片的扶助

3、下正確理解并按照正確的意群及語(yǔ)音、語(yǔ)調(diào)朗讀有關(guān)Robin新功能的小故事，運(yùn)用本單元所學(xué)核心句型陳述該故事，同時(shí)能根據(jù)閱讀所獲信息寫(xiě)出故事中的關(guān)鍵信息 能夠聽(tīng)、說(shuō)、讀、寫(xiě)單詞和詞組: science museum, post office, bookstore, cinema, hospital, crossing, turn left, go straight, turn right 能夠正確使用上述單詞和詞組描述城市設(shè)施及其位置 知道英語(yǔ)句子有升降調(diào)，并能使用正確的語(yǔ)調(diào)朗讀不同類型的句子 情感態(tài)度文化意識(shí)學(xué)習(xí)策略目標(biāo): 能夠在迷路時(shí)主動(dòng)尋求扶助 能夠適度飲食，不暴飲暴食 了解英國(guó)代表性建筑“

4、倫敦眼”，出名河流泰晤士河以及特色快餐“Fish and chips” 能夠通過(guò)看圖抓獲主要信息，并根據(jù)提示做出聽(tīng)前預(yù)料 能夠通讀文段，獲取主旨大意，通過(guò)相關(guān)細(xì)節(jié)推測(cè)詞義 課時(shí)安置 第一課時(shí): Part A Lets try Lets talk 其次課時(shí): Part A Lets learn Make a map and talk 第三課時(shí): Part B Lets try Lets talk 第四課時(shí): Part B Lets learn Be a tour guide 第五課時(shí): Part B Read and write 第六課時(shí): Part B Lets check Lets wrap

5、 it up The first period(第一課時(shí)) Part A Let s try Lets talk 教學(xué)內(nèi)容與目標(biāo) 課時(shí)教學(xué)內(nèi)容 課時(shí)教學(xué)目標(biāo) Lets try 能夠讀懂題目要求，對(duì)聽(tīng)力的重點(diǎn)內(nèi)容舉行預(yù)料 能夠通過(guò)聽(tīng)錄音，運(yùn)用根本的聽(tīng)力技巧，勾選正確的選項(xiàng) Lets talk 能夠通過(guò)查看、談?wù)揕ets talk板塊的圖片，在PPT和老師的扶助下理解對(duì)話大意，并能夠回復(fù)對(duì)話下面的問(wèn)題 通過(guò)聽(tīng)錄音，能夠用正確的意群及語(yǔ)音、語(yǔ)調(diào)朗讀對(duì)話，并能在小組中舉行角色表演 能夠在情景中恰當(dāng)運(yùn)用句型“Where is the? Its”詢問(wèn)地點(diǎn)并作答 能夠在語(yǔ)境中借助圖片等理解新詞“museum

6、, bookstore, post office, ask, sir”的意思，并能夠正確發(fā)音 能夠運(yùn)用禮貌用語(yǔ)尋求他人的扶助 教學(xué)重點(diǎn) 能夠理解和掌管本課時(shí)的重點(diǎn)詞匯和句型。 教學(xué)難點(diǎn) 能夠在情景中恰當(dāng)運(yùn)用句型“Where is the? Its”詢問(wèn)地點(diǎn)并作答。 教學(xué)打定 Teaching purpose 樹(shù)立課前評(píng)價(jià)機(jī)制，引導(dǎo)并激勵(lì)學(xué)生在課上大膽表達(dá)自己的想法，積極發(fā)言，保持思維開(kāi)放。采取小組合作方式，得分最多的小組為優(yōu)勝組。 1.預(yù)習(xí)本課時(shí)的相關(guān)內(nèi)容。 2.PPT課件課文錄音視頻等。 教學(xué)過(guò)程 Step 1: Warm-up Revision Lead-in 1. Greetings.

7、Teaching purpose 以看圖猜方位介詞（詞組）和讀句子猜地點(diǎn)的活動(dòng)扶助學(xué)生快速?gòu)?fù)習(xí)方位介詞以及有關(guān)建筑物和場(chǎng)所的詞匯，為下面即將要學(xué)習(xí)的對(duì)話做好詞匯鋪墊。 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. （課件出示: 表示方位介詞的圖片） 3. Read and guess. Read the sentences and guess what places they are. Teaching purpose 通過(guò)主情景圖，引導(dǎo)學(xué)生預(yù)料吳一凡將要參觀的地方，簡(jiǎn)樸描述城市設(shè)施的位置，為即將學(xué)習(xí)的Lets try板塊設(shè)置話題背景。 4. Lead-in. Present the main scene on page 2.（課件出示: Unit 1主情景圖） 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 利用機(jī)器人創(chuàng)設(shè)情境，通過(guò)各種不同功能的機(jī)器人，激發(fā)學(xué)生學(xué)習(xí)興趣，吸引其留神力。先引導(dǎo)學(xué)生基于語(yǔ)言情境推測(cè)吳一凡所在的場(chǎng)所，再通過(guò)聽(tīng)力驗(yàn)證預(yù)料的答案并完成Lets try板塊的聽(tīng)力練習(xí)，培養(yǎng)學(xué)生聽(tīng)前預(yù)料的習(xí)慣。 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. （課件出示: 能做各種不同動(dòng)作的機(jī)器人的圖片及相應(yīng)的動(dòng)詞詞組） 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. （課件出示: 教材P4 Lets try板塊的習(xí)題、音頻及答案） （3）Read the listening material. Learn the key sentences underlined. （課件出示: 教材P4 Lets try板塊的聽(tīng)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. （課件出示: 教材P4 Lets talk板塊的對(duì)話視頻和問(wèn)題） 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. （課件出示: 買明信片和寄明信片的圖片） Tea

14、ching purpose 對(duì)對(duì)話中的重點(diǎn)詞匯做詳解，基于對(duì)話文本做相應(yīng)拓展，提高學(xué)生的語(yǔ)用才能。同時(shí)滲透情感目標(biāo)，引導(dǎo)學(xué)生在外遇到困難時(shí)能夠主動(dòng)向他人尋求扶助。 3. Get more details. Watch the video of “Lets talk”again and answer the following questions. （課件出示: 問(wèn)題，配圖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. （課件出示: 問(wèn)題的答案） 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. （課件出示: ask和sir的相關(guān)內(nèi)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 讓學(xué)生聽(tīng)錄音跟讀。引導(dǎo)學(xué)生按照正確的意群及語(yǔ)音、語(yǔ)調(diào)朗讀對(duì)話，并在小組中舉行角色表演，操練對(duì)話。 T: Where is the post office? Ss: Its next to the museum. （課件出示: 比較n

19、ear和next to的識(shí)別） 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 通過(guò)讀對(duì)話、畫(huà)簡(jiǎn)易小地圖等活動(dòng)扶助學(xué)生深入理解對(duì)話文本，小組合作環(huán)節(jié)基于手繪的地圖情境，引導(dǎo)學(xué)生嘗試描述博物館、商店和郵局的位置以及不同城市設(shè)施中能夠舉行的活動(dòng)，豐

20、富學(xué)生的語(yǔ)言表達(dá)。 （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 提煉課本對(duì)話內(nèi)容，呈現(xiàn)核心語(yǔ)言框架，引導(dǎo)學(xué)生重構(gòu)文本，激勵(lì)學(xué)生創(chuàng)編新的對(duì)話，穩(wěn)定本課的核心詞匯和句型。 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 引導(dǎo)學(xué)生通

23、過(guò)組內(nèi)交流自己居住地的相關(guān)城市設(shè)施和位置，拓展他們對(duì)其喜好與經(jīng)常舉行的活動(dòng)的相關(guān)表達(dá)，提高學(xué)生的語(yǔ)言綜合運(yùn)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 （課件出示: 對(duì)話練習(xí)的框架） Teaching purpose 引導(dǎo)學(xué)生總結(jié)本課所學(xué)核心詞匯和句型，穩(wěn)定本課滲透的情感目標(biāo)。 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. 板書(shū)設(shè)計(jì) 作業(yè)設(shè)計(jì) 1. Practice the dialogue. 2. Write down your new dialogue. 3

26、. Do the exercises. 教學(xué)反思 1. 熱身環(huán)節(jié)快速?gòu)?fù)習(xí)方位介詞以及有關(guān)建筑物和場(chǎng)所的詞匯，為下面即將要學(xué)習(xí)的對(duì)話做好詞匯鋪墊。通過(guò)主情境圖創(chuàng)設(shè)情境，為即將學(xué)習(xí)的Lets try板塊設(shè)置話題背景。 2. 呈現(xiàn)活動(dòng)由淺入深，提防培養(yǎng)學(xué)生聽(tīng)前預(yù)料的習(xí)慣。以學(xué)生為本，引導(dǎo)和啟發(fā)學(xué)生斟酌，提防對(duì)學(xué)生思維才能的培養(yǎng)。 3. 基于課本根基，設(shè)置多元化的教學(xué)活動(dòng)，適當(dāng)拓展，豐富學(xué)生表達(dá)，提高其語(yǔ)言綜合運(yùn)用才能。 4. 板書(shū)設(shè)計(jì)明顯領(lǐng)略，重點(diǎn)突出，起到了很好的輔佐作用。 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. （續(xù)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