2022六年级英语上册 Unit 1 How can I get there教学设计（Period 1） 人教PEP.docx

1、Unit 1 How can I get there教学设计（Period 1）一、教材内容分析本部分的核心句型是：Where is ? Its next to 教材通过吴一凡和Robin的对话，让学生感知上述句型的语义及语用情景。二、学生情况分析学生在之前已学过询问物品方位的句型Where is the ?教师可组织一些游戏先复习已学的方位介词和词组in, on, under, near, in front of, beside, behind, next to等。三、教学目标1.能够在图片和教师的帮助下理解对话大意，并回答读后问题。2.能用正确的语音、语调及意群朗读所学对话，并能进行角色表

2、演。3.能听、说、读、写并在情境中运用以下核心句型：Where is ? Its next to 交流场所的方位；能够运用礼貌用语寻求他人的帮助。四、教学重难点教学重点：1.能听、说、读、写及运用核心句型：Where is thepost office? Itsnext tothe museum.2.运用核心句型Where is the ? Its the .进行问路并能对别人的询问做出正确回答。教学难点：1.Lets try中存在生词museum，同时Grandpa的所在位置信息并未直接给出，需要学生推理。2.未进行单词教学的前提下，进行情景对话教学。五、教学步骤1.热身环节（1）师生问候，

3、用英语打招呼。（2）Look and answer.教师使用课件呈现不同图片，学生回答Where is the ?（3）教师引导学生完成Lets try部分的练习。学生先观看插图思考robot是什么意思，这个对话发生在哪里？然后完成Lets try部分的练习。设计意图：通过Look and answer的练习，开门见山地让学生了解本节课的学习内容，并复习之前学过的句型Where is ?以及一些方位词：in, on, under, near, in front of, beside, behind, next to等；通过完成听力活动，作为对话故事的“引子”，学生不仅能够体验新句型，还能获得对

4、话部分的人物及场景信息，为进入正式的对话学习做好更充分准备。T: Good morning, boys and girls!Ss: Good morning, teacher.T: Before we begin, here are some pictures for you. Look and answer my questions. Look, where is the teacher?S1: Shes in front of the blackboard.T: Well done. Any different answers?S2: She is behind the teachers

5、desk.T: Very good.T: Please look at this picture. Wu Yifan and Robin are looking at some robots. What does “robot” mean?Ss:机器人T: Where can you see a robot? At home? At school?Ss:博物馆、科技馆。T: Right. In a museum. Follow me, museum.Ss: museumT: Now lets listen and tick. Try to finish this part.2.呈现（1）预测：

6、呈现课本情景图，让学生观察图中男子的表情，猜测他为什么这么吃惊，以及他和Robin说了什么。设计意图：通过观察图片进行猜测和预设信息的方式，培养学生的观察、分析能力，发展学生的想象力。同时为情景语a talking robot和what a great museum的学习做铺垫。T: Children, please look at this picture. What can you see in the picture?Ss: I can see a man and some robots.T: Yes, you are right. Please look at his face. Wh

7、y is he so surprised? What does he say to Robin? Can you guess?Ss: （2）教师提出问题：Why is the man so surprised? What does he say to Robin?学生观看故事视频。（3）师生就两个问题进行讨论。（4）课件呈现：museum shop和post office图片。教师提问：这是什么地方？T: Wu Yifan wants to go to these places. Where is the museum shop and where is the post office?学生带

8、着问题阅读课文，划出答案。教师就学生的作答进行反馈，并补充板书、教读词汇和对话。设计意图：让学生带着问题观看故事，培养学生有针对性地听、看和思考的分析思维和抓取主要信息的能力。朗读文本内容，理解核心语句，培养学生的阅读分析能力，并引导学生树立良好阅读习惯的意识。T: Now lets watch and find out the answers.T: Now watch it carefully. Can you answer these questions?S1: S2: T: Look at these two pictures. What are they?Ss: This is a m

9、useum shop and this is a post office.T: Yes, and actually Wu Yifan wants to go to these places. Where is the museum shop and where is the post office? Now lets read and find out the answers. Please read carefully and underline the key sentences.S1: The museum shop is near the door. The post office i

10、s next to the museum.T: Wow, you are right. Youre a good listener. Now lets read together.（5）学生听录音，跟读对话，模仿录音的语音语调。（6）小组分角色朗读对话内容。设计意图：学生进行配套录音跟读练习，训练学生用正确的语音语调进行朗读，帮助学生加深对重点句型的理解和体会，从而达到巩固语言运用的目标。T: Now lets listen and repeat. Try to imitate.T: Finished? Now, please read in roles.3.巩固操练（1）教师使用课件呈现关于

11、公共场所的图片，向学生提问：What are they?学生通过看图运用所学对话句式进行回答。设计意图：通过图片复习关于公共场所的名词，为学生下一环节的对话拓展输出活动做铺垫。T: Look at these pictures. What are they?S1: This is a school.S2: This is a park.S3: T: Now practice to use this sentenceThis is a （2）同桌活动：完成话题Talk about some places in your city/town/village.通过Is there a ?和Where

12、 is ?两个问题就所在城市公共场所进行描述。设计意图：组织学生运用本课学习的核心句型来谈论自己所在城市、城镇或村庄里有哪些场所，描述他们的具体位置，实现在真实的情境中运用、巩固本节课所学内容的语言综合运用。T: Well, children, what places are there in our city?Ss: There is a post office, a T: There are so many places. Where are they? Now lets make a dialogue in pairs. Who wants to make a dialogue with

13、 me?T: Is there a post office in our city?S1: Yes, there is.T: Where is it?S1: Its behind our school.T: Now please ask and answer like this in pairs.4.总结先让学生陈述本节课的学习内容，教师再做梳理、总结，让学生进一步巩固、体会学习内容，培养学生的归纳、总结的学习能力。What have we learnt today?5.作业同桌两人设计对话，介绍并询问对方喜欢的地方。对话需包含Is there a ?和Where is the ?及其回答的句型。