人教PEP版英语六年级上册-Unit-1【-Let’s-try--Let’s-talk】(教案).doc

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1、好好学习 天天向上第四課时課时内容B Lets try Lets talk課时分析本課时是人教版六年级上册第一单元第四課时,与第三課时紧密相连.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.表达.继续培养学生学习英语兴趣以及树立学好英语信心.本課时对话有两个信息点:一是吴一凡和Mike看完电影后要去地方,二是问路.前者在A部分已学过,后者也在第三課时中初步学习,为本課教学奠定了基础.本課时重点是能在情景中灵活运用句型How can we get there? Turn left/right at

2、the.问路和作答.本課时包括Lets try和Lets talk两个版块.Lets try呈现了吴一凡和Mike打电话情景.通过此情景设计听力练习,使学生获得Lets talk版块人物及场景信息,为进入正式对话学习做好准备.Lets talk 版块通过吴一凡和Mike 看完电影后讨论吃饭地点在哪情景,让学生感知句型How can we get there? Turn left/right at the.语义及语用情景.此情境设计,与学生生活息息相关,很能激起学生求知欲.本課时涉及了前面几个課时内容,在本課教学过程中,我采用游戏、问答等方法复习和巩固学过知识.利用教材设置情境学习对话,小组合作

3、模仿对话,表演对话,创编对话等,充分发挥学生主体地位.課时目标1. 能够理解对话大意.2. 能够按照正确意群及语音、语调朗读对话.3. 能够听、说、读、写句型:How can we get there? Turn left at the bookstore.4. 能够在情景中运用句型How can we get there? Turn left at the.5. 培养学生学习英语兴趣以及树立学好英语信心.課时重难点1. 重点（1）能够理解对话大意.（2）能够按照正确意群及语音、语调朗读对话.（3）能够听、说、读、写句型:How can we get there? Turn left at t

4、he bookstore.（4）能够在情景中运用句型How can we get there? Turn left at the.2. 难点问路及作答句型综合运用.教学准备:課件、录音机、磁带、对话简图教学过程Step 1 Warm up1. GreetingT: Good morning, boys and girls.Ss: Good morning, teacher.T: Are you ready for English class? Ss: Yes. T: Ok. Lets begin our class. Before our class, lets review some wor

5、ds and phrases first.2. Review some words and phrases. 教师呈现十字路口、左转,右转,笔直等单词、短语图片,指名说.3. Play a game. 教师依次说出单词left, right, straight,学生说短语做动作.例如:教师说left, 学生说turn left, 然后做出相应动作.反复循环,可以加快语速和节奏进行操练.教学资源:課件设计意图:通过游戏复习和巩固上节課知识,并为本課对话学习做好准备.3. Ask and answer T: I want to go to the cinema? How can I get to

6、the cinema? S1: Turn left and go straight.S2: How can I get to the ?S3:.(首先师生问答,然后指几组学生做问答练习.)教学资源:課件设计意图:通过问答环节复习了上一节課所学句型,为学习本課做好铺垫.Step 2 Lead inLets try1.T: Good, everyone. I have some pictures. Now lets have a look. (展示Mike 和吴一凡人物图片.) Who are they? Ss: Mike and Wu Yifan.T: Where do they want to

7、 go? Guess?S1: The cinema?S2: The.?.（提供选项让学生按照自己想法选择.）T: Where is the place?S1: Next to the bookstore?S2: . （提供选项,让学生选择.）教学资源:課件设计意图:通过听前预测,激活学生思维,帮助学生抓到核心信息,为听做好准备.2.播放Lets try录音,学生独立完成听力练习.师生核对答案.教学资源:課件、录音机、磁带设计意图:通过此环节练习,使学生获得了对话人物和场景信息,很自然过渡到对话学习.Step 3 Presentation1. Learn the dialogue.(1) 听前预

8、测. T: Wu Yifan and Mike saw an interesting film. Where do they want to go now? S1: The park? T: Why? S1: They want to. S2: The.? They want to.设计意图:听前预测,激发学生求知欲,丰富学生想象力.（2）播放对话,整体感知对话内容.（3）初读課文,理解大意.a. 带着问题自读課文.1. Where do they want to go?zoo museum clothes shop Italian restaurant2. How can they get

9、there? _ at the _. Then(然后)_ at the _. b.核对答案,了解課文.教学资源:課件设计意图:问题设计使学生初步了解文本信息.(4)Teaching “Where is the restaurant? Its next to the park on Dongfang Street.” a. Teaching “pizza, street”T: Wu Yifan is hungry. So they want to go to the .Ss: Restaurant.（带读单词,拼读单词,齐读单词.）T: Why do they want to go to Ita

10、lian restaurant? Because Mike likes to eat pizza.（課件呈现pizza图片,指名读单词,齐读单词.）T: But where is the restaurant?Ss: Its next to the park on Dongfang Street.（引导学生回答,板书on Dongfang Street,教学street, 联系单词feet, meet, bee,思考字母组合ee发音规律,拼读出单词.带读单词,指名读单词.讲解on Dongfang Street,强调专属名称首字母要大写.） b.学生练读短语,观察异同,归纳介词词组特点. A

11、组 B组on Shuguang Street at the bookstoreon Guangming Street at the hospitalon Zhongshan Street at the cinema （課件先呈现A组,学生认读.然后再呈现B组,学生认读,最会学生讨论,归纳两组介词短语特点.） c. 呈现句型Where is the restaurant? Its next to the park on Dongfang Street.师生问答同桌两人问答. d. 操练句型.同桌两人练习,指组练习.hospital cinema, Lihua Streetbookstore li

12、brary Zhongshan Street句型: Where is the _? Its next to/near the_ on _.教学资源:課件设计意图:在学生短语on.street时,让学生与at the.短语比较,然后自己总结规律,培养学生思维能力.(5)Teaching “How can we get there? Turn left at the.” a. T: Italian restaurant is next to the park on Dongfang Sreet. How can they get there?（板书get there, get to,讲解get t

13、here, get to用法）Ss: Turn left at he bookstore. Then turn right at the hospital.（学生齐说） b. 学生画路线.教师发给学生一张对话简图,学生画出路线. c. 呈现句型How can we get there? Turn left at the bookstore.指名理解句子,分角色读句子.） d. 操练句型.句型: How can we get to the_? Turn left/right at the_.（課件呈现一张简图,学生操练句型.）教学资源:課件、对话简图设计意图:理解问答句型,要求学生画出路线,加深

14、对词汇、短语、句子理解. 2. Listen to the tape and follow the tape. （播放录音,跟读录音）教学资源:录音机、磁带设计意图:跟读录音,培养学生能用正确语音、语调朗读对话. 3. 分角色朗读課文,表演課文.设计意图:表演課文加深了学生对課文理解. 教学资源:課件、录音机、磁带、设计意图:先呈现整篇課文对话,让学生整体感知语言,然后再学习重点语言,练习语言.最后模仿整体对话,并创设真实情境表演,达到理解语言、运用新语言目.Step 4 Practice1. Make a new dialogue （1）小组合作创编对话. Talk about a cine

15、ma or restaurant you like. 参考句型: A: I like_. Where is the _? B: Its _ the _ on _ Street.A: How can we get there? B: _A: Ok. Lets go. （2）指组练习.教学资源:課件设计意图:创编对话,培养学生之间合作意识,达到巩固语言、运用语言目.2. Talk and draw 两人一组,各自手上拿着一张不同worksheet.上面写有自己想去场所,自己想去街区图,但没标路线.学生互相交流,根据对方信息在图里画出自己要去地方路线. 参考句型:How can I get ther

16、e? Go straight. Turn left/Turn right. 设计意图:谈一谈、画一画,吸引了全体学生兴趣,达到了在真实语境中运用语言目.Step 5 SummaryT: What did you learn about this lesson?学生自由发言,教师总结.1. get to, get there用法.2. “在某街道”应说:on. Street3. 问路句型:How can we/I/you get there? 回答:Turn left/ right at the .设计意图:归纳和整理本节課学习重点知识,帮助学生理解、记忆和运用.課堂作业一、 选出不是同类单词.

17、A. pizzaB. cakeC. crossingA. leftB. atC. rightA. restaurantB. cinemaC. street1. 2. 3.二、单项选择.( )1. What_ interesting film!A. a B. an C. /( )2. How can I _ there? Go straight.A. get to B. go to C. get ( )3. Where is the hospital? Its near the park _ Dongfang Street.A. in B. at C. on三、改错. ( )1. Turn le

18、ft on the bookstore. _ A B C( )2. The zoo is next the post office. _ A B C ( )3. How can we get the museum? _ A B C四、连词成句. 1. at, right, hospital, the, turn(.) _ 2. I, know, Italian, great, a, restaurant(.) _Answers:一、1.C 2.B 3.C二、1.B 2.C 3.C三、1.B, at 2. C, next to 3.C, get to四、1. Turn right at the hospital.2. I know a great Italian restaurant. 板书设计 B Lets talk on Dong fang Street get there 到那（街道） get to +地点 到达某地问路:How can we /I/you get there? (get to the.) 回答: Turn left at the. 8