文檔僅供參考PAGE1Unit1HowcanIgetthere?教材分析本單元學習的主題是問路。教學內容主要是通過吳一凡和機器人Robin去參觀科學博物館途中問路的情景來展開的。教學重點是能夠聽、說、讀、寫核心句型“—Whereisthemuseumshop?—It’snearthedoor.”“—Howcanwegetthere?—Turnleftatthebookstore.”；能夠聽、說、讀、寫單詞和詞組:science,museum,postoffice,bookstore,cinema,hospital,crossing,turn,left,straight,right二、學情分析六年級英語在小學英語教學中起著承上啟下的作用，既是五年級的衍生又是初中一年級的鋪墊。經過三年的學習，大部分學生對英語仍然保持著濃厚的興趣，但有少數學生由于遇到困難，學習興趣可能會開始減退。因此，這個學期在教學中，我們應該以學生的發展為宗旨，以培養學生的創新精神和實踐能力為重點，面向全體學生，在激發學生興趣的同時，扎扎實實地從每個學生抓起。六年級的學生學習比較理性。教師在以活動為課堂教學的主要形式的同時，要充分發揮任務性教學在高年級的優化使用，設計豐富多彩的教學活動，有效的教學任務。同時注意到學生中存在的兩極分化，教學內容注意由簡到難，循序漸進，在知識的復現中做好及時補差工作。充分培養學生的聽說讀寫能力，尤其要加強識讀，拼寫的能力。重視閱讀能力和寫作能力的同步培養。重視英語作為語言的交際功能。三、教學目標1知識與能力·能夠聽、說、讀、寫句型“—Whereisthe…?—It’snearthedoor.”“—Howcanwegetthere?—Turnleftatthebookstore.”·能夠在情景中運用句型“—Whereisthe…?—It’s…”詢問地點并作答·能夠在情景中運用句型“—Howcanwegetthere?—Turnleft/rightatthe…”問路并描述路線·能夠在圖片的幫助下正確理解并按照正確的意群及語音、語調朗讀有關Robin新功能的小故事，運用本單元所學核心句型講述該故事，同時能根據閱讀所獲信息寫出故事中的關鍵信息·能夠聽、說、讀、寫單詞和詞組:sciencemuseum,postoffice,bookstore,cinema,hospital,crossing,turnleft,gostraight,turnright·能夠正確使用上述單詞和詞組描述城市設施及其位置·知道英語句子有升降調，并能使用正確的語調朗讀不同類型的句子2情感態度價值觀·能夠在迷路時主動尋求幫助·能夠適度飲食，不暴飲暴食·了解英國代表性建筑“倫敦眼”，著名河流泰晤士河以及特色快餐“Fishandchips”·能夠通過看圖捕捉主要信息，并根據提示做出聽前預測·能夠通讀文段，獲取主旨大意，通過相關細節猜測詞義四、課時安排第一課時:PartALet’stry&Let’stalk第二課時:PartALet’slearn&Makeamapandtalk第三課時:PartBLet’stry&Let’stalk第四課時:PartBLet’slearn&Beatourguide第五課時:PartBReadandwrite第六課時:PartBLet’scheck&Let’swrapitup第七課時:PartCStorytimeThefirstperiod(第一課時)PartALet'stry&Let'stalk內容分析本課是PEP小學英語六年級第一冊Unit1第一課時。主要學習能夠理解和掌握本課時的重點詞匯和句型以及能夠在情景中恰當運用句型“—Whereisthe…?—It's…”詢問地點并作答。老師將通過多種游戲活動鞏固重點單詞和句型，使學生掌握本節課知識點。課時目標知識與能力·能夠讀懂題目要求，對聽力的重點內容進行預測·通過聽錄音，運用基本的聽力技巧，勾選正確的選項·通過觀察、談論Let'stalk板塊的圖片，在PPT和老師的幫助下理解對話大意，并能夠回答對話下面的問題·通過聽錄音，能夠用正確的意群及語音、語調朗讀對話，并能在小組中進行角色表演·能夠在情景中恰當運用句型“—Whereisthe…?—It's…”詢問地點并作答·能夠在語境中借助圖片等幫助理解新詞“museum,bookstore,postoffice,ask,sir”的意思，并能夠正確發音·能夠運用禮貌用語尋求他人的幫助過程與方法利用機器人創設情境，通過各種不同功能的機器人，激發學生學習興趣，吸引其注意力。先引導學生基于語言情境猜測吳一凡所在的場所，再通過聽力驗證預測的答案并完成Let'stry板塊的聽力練習，培養學生聽前預測的習慣。情感態度價值觀引導學生通過組內交流自己居住地的相關城市設施和位置，拓展他們對其喜好與經常進行的活動的相關表達，提高學生的語言綜合運用能力。教學重難點教學重點能夠理解和掌握本課時的重點詞匯和句型。教學難點能夠在情景中恰當運用句型“—Whereisthe…?—It's…”詢問地點并作答。教學準備PPT課件?課文錄音?視頻等。教學媒體選擇多媒體，錄音。教學活動錄音游戲教學過程Step1:Warm-up&Lead-in1.Greetings.Greetstudents.Dividethemintoseveralgroups.Thegroupwhichgetsthemostpointswillbethewinner.2.Quickreview.Reviewthewordsandthephrasesofthelocations“infrontof,near,nextto,behind,between”withthepictures.（課件出示:表示方位介詞的圖片）3.Readandguess.Readthesentencesandguesswhatplacestheyare.4.Lead-in.Presentthemainsceneonpage2.（課件出示:Unit1主情景圖）T:Whatcanyouseeinthemainscene?Ss:Wecanseeahospital,apark,arestaurant…T:HereareWuYifanandRobin.WuYifanlikesrobotsverymuch.WherecanWuYifango?Ss:Hecangotothesciencemuseum.T:Whereisthesciencemuseum?Howcanhegetthere?Todaywe'lllearn“Unit1HowcanIgetthere?”Writedownthetitleof“Unit1”ontheblackboard.Step2:Presentation1.Let'stry.（1）Freelytalkaboutrobots.Inasciencemuseum,wecanseemanyinterestingthingsofhightech.Presentsomepicturesofhightechrobotsonexhibition.（課件出示:能做各種不同動作的機器人的圖片及相應的動詞詞組）T:Theserobotsaresocool!Whatcantheydo?Ss:Theycan…（2）Listenandtick.Askstudentstoread“Let'stry”andpredictthecontentoflisteningandtheanswerstothequestions.Thenstudentslistenandticktherightoptionsforthequestions.Atlast,checktheanswerstogether.（課件出示:教材P4Let'stry板塊的習題、音頻及答案）（3）Readthelisteningmaterials.Learnthekeysentencesunderlined.（課件出示:教材P4Let'stry板塊的聽力材料）2.Watchandanswer.WuYifanandRobinareatthesciencemuseumnow.WuYifanhassomethingtodo.Watchthevideoof“Let'stalk”andanswerthequestions.Leadstudentstogetthemainideaofthedialogue.（課件出示:教材P4Let'stalk板塊的對話視頻和問題）Q:WhatdoesWuYifanwanttodo?（Hewantstobuyapostcardandsendit.）Comparethedifferencesbetween“buy”and“send”withpictures.（課件出示:買明信片和寄明信片的圖片）3.Getmoredetails.Watchthevideoof“Let'stalk”againandanswerthefollowingquestions.（課件出示:問題①②，配圖museumshop和postoffice）①WherecanWuYifanbuythepostcard?Whereisthemuseumshop?②Wherecanhesendthepostcard?Whereisthepostoffice?Highlightthesentencestructure“Whereis…?”Makebrieftalkswithstudentswhilecheckingtheanswers.（課件出示:問題①②的答案）Writedown“museumshop,postoffice”andthesentencestructure“Whereis…?”ontheblackboard.①Key:Hecanbuythepostcardinthemuseumshop.Themuseumshopisnearthedoor.T:Whatelsecanyoubuyinamuseumshop?Ss:Icanalsobuysometoyrobots/softtoys/toymachines/books…②Key:Hecansendthepostcardinthepostoffice.Thepostofficeisnexttothemuseum.T:DoesRobinknowwherethepostofficeis?Ss:No,hedoesn't.T:Sohowcantheyfindthepostoffice?Ss:Theycanuseamap./Theycanaskotherpeople.T:Yes.Ifyouneedhelp,justtrytobebraveandaskforhelp.Learnthekeywords“ask,sir”indetail.（課件出示:ask和sir的相關內容）Writedown“ask,sir”ontheblackboard.T:Robinasksamanwherethepostofficeis.ThemanissosurprisedthatRobincantalk.Itisatalkingrobot.Hethinksthemuseumisagreatmuseum.（Simplyexplain“atalkingrobot”and“Whatagreatmuseum！”）T:Whereisthepostoffice?Ss:It'snexttothemuseum.（課件出示:對比near和nextto的區別）Step3:Practice1.Readandact.（1）Studentsreadaftertherecording.Payattentiontothepronunciationandtheintonation.（2）Letstudentspracticethedialogueinrolesingroups.（3）Actout.2.Drawamapforthemuseum.Studentsreadthedialogueandtrytodrawasimplemapforthemuseum.Workinpairstomakeabriefintroductionoftheirmaps.Thenchoosetwostudentstocometothefronttosharetheirmaps.Theycansaylikethis:Themuseumshopis…Youcan…there.Thepostofficeis…Youcan…there.Step4:Consolidation&ExtensionCreateanewdialogue.T:IfyouareWuYifan,whatgiftdoyouwanttobuy?Youcanbeinasupermarketoranywhereyouwanttobe.Createanewdialogueandlet'sfindoutmoreideas.Youcandoitlikethis:WuYifan:Robin,whereisthe…?Iwanttobuy…Robin:It's…WuYifan:Thanks.Whereisthe…?Iwantto…today.Robin:Idon'tknow.I'llask.Excuseme,sir.Man:Wow!Atalkingrobot!That'sinteresting!Robin:Whereisthe…?Man:It's…Robin:Thanks.Theteachermakesamodelwithtwostudentsfirst.Thenaskstudentstoworkingroups.Chooseoneortwogroupstoactout.Talkaboutyourcity.T:Nowwe'veknownsomethingaboutWuYifan'scity.Canyoutalkaboutsomethingaboutyourcity/town/village?Theteachersetsamodelandmakesabriefconversationwithastudentfirst.Youcanusethesewords:park,library,zoo,postoffice,school,museum…（課件出示:對話練習的框架）Thenstudentsworkingroupsandtalkabouttheplacesintheircity/town/village.Makeasummary.Leadstudentstomakeasummaryofthisclass.Letthemconcludethekeywordsandsentencestructuresthey'velearned.Encouragestudentstobebraveandaskforhelpiftheyneed.板書設計作業設計完成《核心課堂》/《一本好卷》本節課習題。教學反思1.熱身環節快速復習方位介詞以及有關建筑物和場所的詞匯，為下面即將要學習的對話做好詞匯鋪墊。通過主情境圖創設情境，為即將學習的Let'stry板塊設置話題背景。2.呈現活動由淺入深，注重培養學生聽前預測的習慣。以學生為本，引導和啟發學生思考，注重對學生思維能力的培養。3.基于課本基礎，設置多元化的教學活動，適當拓展，豐富學生表達，提高其語言綜合運用能力。4.板書設計清晰明了，重點突出，起到了很好的輔助作用。Thesecondperiod（第二課時）PartALet'slearn&Makeamapandtalk內容分析本課是PEP小學英語六年級第一冊Unit1第二課時。主要學習有關城市設施的單詞和詞組：sciencemuseum,postoffice,bookstore,cinema,hospital以及能夠在情景中恰當運用句型“—Whereisthe…?—It's…”開展有關問路和指路的表達。老師將通過聽音跟讀和游戲鞏固重點單詞和句型，使學生掌握本節課知識點。課時目標知識與能力·通過圖片、課件等方式，能夠聽、說、讀、寫有關城市設施的單詞和詞組：sciencemuseum,postoffice,bookstore,cinema,hospital·了解一些簡單的構詞規律，如合成詞bookstore是由兩個詞構成·了解一些簡單的發音規律，如雙音節詞、多音節詞和詞組的重音·能夠在情景中恰當運用句型“—Whereisthe…?—It's…”開展有關問路和指路的表達·能夠獨立制作地圖，并熟練運用所學詞匯介紹場所的方位過程與方法以繪制地圖描述建筑和方位的活動，鞏固本課的核心詞匯和句型，根據地圖創設的語言情境提高學生的語言運用能力，使學生能夠熟練運用所學詞匯介紹場所的方位。情感態度價值觀通過詞匯認讀、尋找消失的建筑物和雙簧三個不同形式的游戲，加深學生對詞匯的記憶和理解，培養學生的觀察能力。在學生積極參與的同時，達到寓教于樂的目的。教學重難點教學重點能夠理解和掌握本課時的重點詞匯和句型。教學難點能夠在情景中恰當運用句型“—Whereisthe…?—It's…”開展有關問路和指路的表達。教學準備PPT課件?課文錄音?相關視頻等。教學媒體選擇多媒體，錄音。教學活動錄音游戲教學過程Step1:Warm-up&Revision&Lead-in1.Greetings.Greettheclass.T：Inthisclass,Ihopeyoucanbeconfident(☆),open-minded(☆☆),andespeciallycreative(☆☆☆).2.Myfavouritecartoon—BigHero.T：（課件出示：《超能陸戰隊》中大白的圖片）Thisismyfavouritecartoon—BigHero.HeisBaymax.Doyouknowwherehelives?Ss：Helivesin…(Studentsguess.)T：Look,helivesinacity.Todaywe'lllearnsomethingaboutacity.Acityisabigtownwithmanystreetsandbuildingswherepeopleliveandwork.3.Lead-in.T：Nowlet'swatchavideo.Whatcanyouseeinthecity?（課件出示：《超能陸戰隊》視頻剪輯）Ss：Houses,policemen…T：Goodjob!Wecanalsoseeapolicestation,BRT…（學生觀看視頻后給出答案時，教師根據monster展開師生間的簡短交流對學生的回答給予補充，復習或拓展有關城市設施的詞匯。）Step2:PresentationLearntheword“cinema”.T：Goodjob!WecanwatchamonsterfilmonTV.Whereelsecanyouwatchfilms?S1:Icanwatchfilmsonthecomputers./Ican…T：Yes.Wecanwatchfilmsathome.Wecanwatchfilmsatacinema.Teachthenewword“cinema”.（課件出示：cinema的相關內容）Writedown“cinema”ontheblackboard.Studentsreadthewordinsyllables.Learnthesentencestructures“—Whereis…?—It's…”Presentthepictureofthecinemaonpage5.（課件出示：教材P5cinema的圖片）T：Whereisthecinema?(Askastudenttocometothefronttopointitoutonthepictureofthemainscene.)S1：It'shere.Writedown“—Whereis…?—It's…”ontheblackboard.Leadstudentstounderstandthemeaningbyhighlightingthepopcornandthefilmrecorderonthepicture.T：Thecinemaisnearthebookstore.Presentthepositionsof“nextto”and“near”.Comparethelocationsbetweenthesetwowords.Learntheword“bookstore”.Presentthepicturesofabookstoreandalibrary.（課件出示：bookstore和library的圖片）Leadstudentstoobserveandcomparethetwopicturesof“bookstore”and“library”onthemainscene.Presentthenewword“bookstore”.Dividethewordintotwowordsof“book”and“store”.Studentsreadthewordaftertherecordingandlearnitsregulationsofword-formation.（課件出示：bookstore的單詞合成方式、圖片和讀音）Writedown“bookstore”ontheblackboard.Learntheword“hospital”.T：Wecanstoremanybooksinashop.Wecanalsostoremanybooksinrobots.So,robotsknowlotsofthingsandgivepeoplelotsofhelp.（課件出示：帶有醫療功能的大白圖片）T：Baymaxisamedicalrobot.Heisa“walkinghospital”.Teachthenewword“hospital”.Studentsreadthewordinsyllablesandpayattentiontoitsstressinpronunciation.（課件出示：hospital的相關內容）Writedown“hospital”ontheblackboard.Learnthephrases“sciencemuseum”and“postoffice”.T：Hiroisa14-year-oldboy.HeisBaymax'sbestfriend.Helikesscienceverymuch.Hisfavouriteplaceisthesciencemuseum.（課件出示：《超能陸戰隊》里的阿宏和科學館）Presentthephrase“sciencemuseum”onthePPT.Leadstudentstolearnthemeaningandthepronunciation.Letstudentsreadingroups,inboysandgirls.（課件出示：sciencemuseum的相關內容）Writedown“museum”ontheblackboard.T：Whatcanyouseeinasciencemuseum?Ss：Icansee…T：Wow,that'sgreat!Itsoundsinteresting.Iwanttogoandhavealook.Whereisthesciencemuseum?Presentthemainscene.Leadstudentstospotthesciencemuseumonthepicture.（課件出示：Unit1主情景圖）Ss：It'snearthepostoffice.Presentthephrase“postoffice”.Leadstudentstolearnthemeaningof“post”and“office”.Helpthemgettoknowitsregulationsofword-formation.Studentsreadaftertherecordingandpracticebythemselves.（課件出示：postoffice的相關內容）Writedown“postoffice”ontheblackboard.T：Where'sthepostoffice?Ss：It'snexttothelibrary.Step3:Practice1.Wordgames.(1)Readandpoint.Presentthemainsceneonpage2.（課件出示：Unit1主情景圖）AskstudentstofindoutwhatplacesWuYifanandRobinsee.Leadstudentstoreadthewordswhilepointing.Thenstudentspracticeinpairs.(2)What'smissing？Askstudentstoobservethemainscenecarefullyandrememberthebuildingsinthepicture.Thenletstudentsnamethebuildingsquicklywhenthebuildingsdisappear.（課件出示：Unit1主情景圖，利用PPT動畫，使情景圖上的建筑物逐一消失）(3)Atwo-manact.Firstly,theteachermakesamodel.Readtheword,butinsilence.Studentsguessthewordaccordingtotheteacher'sshapeofthemouth.Thenaskastudenttocometothefrontoftheclass,andplaythegametogether.2.Wordsingroups.Presentthewordsofplacesandbuildingsthatstudentshavelearned.Askstudentstoputthemintotwogroupsaccordingtotheirregulationsofword-formation.Agroupofwordsarelike“school”andagroupofwordsarelike“bookstore”.Thenleadstudentstomakeasummaryoftheregulations.Studentslearnabouttheword-formationofthecompoundwords.Step4:Consolidation&ExtensionMakeamapandtalk.T：MakeamapofSarah'scity.Talkaboutthebuildingsandtheirlocationsinthecity.Workinpairs.Youmaytalklikethis:Describeyourowncity.T：Makeamapofyourowncityanddescribeit.Youmaytalklikethis:Thisismycity.Thereis…It'snear/nextto…Ioften…there.Askstudentstointroducetheircitytotheclass.3.Makeasummary.Leadstudentstomakeasummaryofthisclass.Letthemconcludethekeywordsandsentencestructuresthey'velearned.Leadstudentstolearntoreadthepicturesandguessthemeaningsofthecompoundwords.板書設計作業設計完成《核心課堂》/《一本好卷》本節課習題。教學反思1.利用學生喜愛的動畫短視頻導入，引出city的概念，用簡單的英英釋義幫助學生理解詞義，有助于培養學生的英語思維。2.呈現環節的活動易操作，由詞到句，豐富學生對核心詞匯的理解。不同的活動之間過渡自然，環環相扣，逐層深入。3.操練和鞏固環節活動形式多樣，通過詞匯認讀、尋找消失的建筑物和雙簧三個不同形式的游戲，不僅能加深學生對詞匯的記憶和理解，還能培養學生的觀察能力。4.根據地圖創設的語言情境提高學生語言運用能力，以繪制地圖描述建筑和方位的活動，鞏固本課的核心詞匯和句型，使學生能夠熟練運用所學詞匯介紹場所的方位，實現本課的教學目標。Thethirdperiod（第三課時）PartBLet'stry&Let'stalk內容分析本課是PEP小學英語六年級第一冊Unit1第三課時。主要學習單詞“interesting,Italian,restaurant,pizza,street,get”的意思，并能正確發音以及能夠在情景中恰當運用句型“—Howcanwegetthere?—Turnleft/rightat…”問路并作答。老師將通過多種教學活動鞏固重點單詞和句型，使學生掌握本節課知識點。課時目標知識與能力·能夠讀懂題目要求，對聽力的重點內容進行預測·能夠運用基本的聽力技巧完成本部分的聽力任務·通過觀察、談論Let'stalk板塊的圖片，并在PPT和老師的幫助下理解對話大意，并能回答對話下面的問題·通過聽錄音，學會按照正確的意群及語音、語調朗讀對話，并能在小組中進行角色表演·能夠聽、說、讀、寫并在情景中恰當運用句型“—Howcanwegetthere?—Turnleft/rightat…”問路或作答·能夠在語境中借助圖片等幫助理解新詞“interesting,Italian,restaurant,pizza,street,get”的意思，并能正確發音重點過程與方法讓學生在主情景圖和對話創設的情景中進行問路并描述路線，由于學生選取的出發點和目的地不同，使得對話內容多樣，能有效地鞏固本課核心句型。情感態度價值觀引導學生觀察圖片信息，預測對話中即將要發生的事情，培養學生的觀察能力和邏輯推理能力，在預測的活動中也能提升學生的想象力和語言運用能力。教學重難點教學重點能夠理解和掌握本課時的重點單詞和句型。教學難點能夠在情景中恰當運用句型“—Howcanwegetthere?—Turnleft/rightat…”問路并作答。教學準備PPT課件?課文錄音?視頻、卡片等。教學媒體選擇多媒體，錄音。教學活動錄音動畫教學過程Step1:Warm-up&Revision&Lead-in1.Greetings.Greetstudents.Dividethemintoseveralgroupsandtellthem,“Ifyoucanbebrave,activeandopen-mindedinclass,yourgroupcangetmorepoints.Thegroupwhichgetsthemostpointswillbethewinner.”2.Let'ssing.T：Let'swatchthecartoonandsingthesong—Whereisthehospital?（課件出示：歌曲Whereisthehospital?的視頻）3.Lead-in.Presentthemainsceneonpage2andaskquestionsaccordingtothescene.（課件出示：Unit1主情景圖）T：Whereisthehospital?/Whereisthelibrary?Ss：It's…T：Theschoolisontheleftsideofthelibrary./Thepostofficeisontherightsideofthelibrary.Presentthenewwords“left,right”.Leadstudentstolearnthenewwordsbyhandgesturesandreadthemaftertherecording.（課件出示：left和right的相關內容）Writedown“left,right”ontheblackboard.Step2:Presentation1.Tickorcross.(1)Leadstudentstoreadthetextcontentin“Let'stry”.Playtherecording.（課件出示:教材P6Let'stry板塊的音頻）Askthequestions:DoWuYifanandMikewanttogotothebookstore?/Wheredotheywanttogo?(2)Playtherecordingforthesecondtimeandaskstudentstotickorcross.Thenchecktheanswerswithstudents.（課件出示：教材P6Let'stry的音頻及答案）(3)Presentthelisteningmaterial.Studentsreadthedialogue.（課件出示：教材P6Let'stry板塊的聽力材料）(4)Highlightthekeyphrase“turnleft”inthelisteningmaterial.（出示課件）Leadstudentstoexpressthemeaningofthephrasethroughgestures.Helpthemlearnthenewphrase.2.Lookandpredict.(1)Showthemainpictureof“Let'stalk”onthePPT.（課件出示：教材P6Let'stalk板塊的圖片）T：HerewecanseeWuYifanandMike.Wherearethey?Ss：Theyareatthecinema.T：Theylookveryhappy.Thefilmmustbeveryinteresting.Presentthefirstsentenceofthedialogue.Studentslistentotherecordingandimitatetheintonation.（出示課件）Teachtheexclamatorysentence“Whataninterestingfilm!”andthenewword“interesting”.(2)Leadstudentstopredictwhatwillhappennext.T：Afterwatchingthefilm,wherewillWuYifanandMikego?Whatdotheywanttodo?Ss：Theywillgotothe…Theywantto…(Studentsguess.)3.Watchandtalk.Watchthecartoonof“Let'stalk”forthefirsttime.Answerthequestions.（課件出示：教材P6Let'stalk板塊的視頻并呈現問題）T：WherewillWuYifanandMikego?Whatdotheywanttodo?Ss：Theywillgototherestaurant.Theywanttofindsomethingtoeat.T：Yes.Becausetheyareveryhungry.4.Readandfind.(1)Watchthefirstpartof“Let'stalk”.（課件出示：教材P6Let'stalk板塊的視頻及問題）Answerthequestion:DoyouknowanyItalianfood?PresentthepicturesofanItalianrestaurantandsomeItalianspecialfood:spaghetti,pizza,toastedbread,sausage.（課件出示：意大利餐廳及意大利美食圖片）Leadstudentstolearnthenewwords“Italian,restaurant,pizza”.（課件出示：restaurant和pizza的相關內容）Writedown“Italian,restaurant,pizza”ontheblackboard.TalkabouttheItalianfoodwithstudents.T：OK.Let'sseehowwecangettotheItalianrestaurant.Presentandteachthekeysentence“Howcanwegetthere?”(2)Studentswatchthesecondpartof“Let'stalk”.(課件出示：教材P6Let'stalk板塊的視頻及問題)Thenanswerthequestions:Whereistherestaurant?Howcanwegetthere?T：Whereistherestaurant?Ss：It'snexttotheparkonDongfangStreet.Teachthenewword“street”.（課件出示：street的相關內容）Writedown“street”ontheblackboard.T：Howcanwegetthere?Ss：Turnleftatthebookstore.Thenturnrightatthehospital.Step3:Practice1.Readandact.(1)Letstudentswatchthecartoonof“Let'stalk”forthethirdtime.Thenletthemreadafteritandpayattentiontothepronunciationandtheintonation.（課件出示：教材P6Let'stalk板塊的視頻）(2)Workinpairs.Studentsreadthedialogueinroles.(3)Letstudentsreadthedialoguetogether.BoysplaytheroleofMike,andgirlsplaytheroleofWuYifan.（請學生展示時，可利用教師用書配套光盤中的角色扮演功能，請學生給對話配音。）2.Orderthesentences.Makethesentencesinthedialogueindisorder.Askstudentstonumberthesentences.Thenchecktheanswerwiththem.（課件出示：打亂順序的排序練習及答案）3.Makeacomparison.T：Comparethefollowingphrases.What'sincommon?What'sthedifference?Leadstudentstoobservetheformsandsummarizetheregulations.Step4:Consolidation&ExtensionAskfordirections.Presentthemainsceneofthisunit.(課件出示：Unit1主情景圖)Letstudentsworkinpairsandaskfordirectionsaccordingtothesceneasthemodel.（引導學生把一塊橡皮放置在地圖上代表自己所在的位置，根據主情景圖上的建筑物和方位開展問路和描述路線的對話。）T：Excuseme.Whereisthehospital?S1:It'snearthepark.T：HowcanIgetthere?S1:Turnleftatthebookstore.It'sonyourright.Shareyourfavouriteplace.T：Talkaboutacinemaorrestaurantyoulike.Drawamaptoshowhowyoucangetthere.Workingroupsandthenactout.Youcanmakeadialoguewiththestructure.(課件出示：對話練習的框架)板書設計作業設計完成《核心課堂》/《一本好卷》本節課習題。教學反思1.歌曲導入，活躍課堂氣氛，快速吸引了學生注意力，能有效幫助復習上一節課的舊知，鞏固核心句型。2.充分利用主情景圖和對話所創設的情景，讓學生在語境中創設接近于真實的對話，開展有效的問答和交流。3.教學目標明確，重難點突破巧妙。各環節之間層層深入，過渡自然。每一個教學環節都在為下一步即將學習的內容做好鋪墊或掃清學習障礙，幫助學生理解和更好地掌握新知。4.教學活動注重對學生思維品質的培養，注重觀察能力和邏輯推理能力，在預測等活動中也激發了學生的想象力，提升了語言運用能力。基于課本基礎，適時拓展，豐富學生語言輸入和表達，提高語言綜合運用能力。5.板書設計中的生詞和重點句型清晰明了，起到了很好的歸納總結作用。Thefourthperiod（第四課時）PartBLet’slearn&Beatourguide內容分析本課是PEP小學英語六年級第一冊Unit1第四課時。主要學習有關指明方向的單詞和詞組：crossing,turnleft,gostraight,turnright以及能夠在情景中熟練運用句型，并能夠運用上述單詞和詞組為他人指路。老師將通過多種教學活動鞏固重點單詞和句型，使學生掌握本節課知識點。課時目標知識與能力·通過圖片、課件等方式，能夠聽、說、讀、寫有關指明方向的單詞和詞組：crossing,turnleft,gostraight,turnright·能夠在情景中熟練運用句型，并能夠運用上述單詞和詞組為他人指路·通過角色扮演，能夠運用本單元的詞匯和句型指路并能簡單介紹景點過程與方法快速反應以及小組競賽活動，會讓學生興致勃勃地積極參與，同時也能幫助學生加深對核心詞匯的理解和記憶。看圖指路的活動能有效地幫助學生操練本課的核心句型。情感態度價值觀引導學生通過角色表演，以小組合作的形式在相對真實的語言環境中靈活運用本課核心詞匯和句型進行交流，同時經過整合舊知對名勝古跡進行簡要描述和推薦，豐富語言表達。教學重難點教學重點能夠理解和掌握本課時的重點詞匯和句型。教學難點能夠運用本單元的詞匯和句型為他人指路并能簡單介紹景點。教學準備PPT課件?課文錄音?視頻等。教學媒體選擇多媒體，錄音。教學活動錄音角色扮演教學過程Step1:Warm-up&Revision&Lead-in1.Greetings.Greettheclass.Dividethemintoseveralgroupsandtellthem,“Ifyoucanbebrave,activeandopen-mindedinclass,yourgroupcangetmorepoints.Thegroupwhichgetsthemostpointswillbethewinner.”2.Let’schant.Makeapresentationfirstandshowstudentshowtodoit.Thenstudentsclaphandsandsaythechant,andthenchantwiththeteacher.（出示課件）3.Lead-in.Presentthepictureof“Let’slearn”.Leadstudentstoobservethepictureandguesswhattheyaredoing.（課件出示：教材P7Let’slearn板塊的圖片）T：WhereareWuYifanandMike?Ss：Theyareonthestreet.T：Whataretheydoingthere?Ss：Maybetheyareaskingtheway.Step2:PresentationLearntheword“crossing”.T：Whentwostreetsmeettogether,theywillforma…Ss：Crossing.Presentthepictureandtheword“crossing”.（課件出示：十字路口圖片）Extendtheword“cross”.Teachthenewwordsandhighlightthedifferencesbetweenthesetwowords.Writedown“crossing”ontheblackboard.2.Learnthephrases“turnright/left”.(1)Playtheshortvideoof“Let’slearn”.（課件出示：教材P7Let’slearn板塊的視頻）Letstudentswatchthevideoandthinkaboutthesetwoquestions:①WheredoWuYifanandMikewanttogo?(TheywanttogototheItalianrestaurant.)②Howcantheygetthere?(Turnleft.)Writedown“turnleft”ontheblackboard.Leadstudentstoexpressmorepreciselylikethis,“Turnleftatthecrossing.”(2)Presentthenewphrase“turnright”.Leadstudentstoexpressthephrase’smeaningthroughgesturesorbodylanguage.（課件出示：左轉/右轉圖片）Studentslearnthenewphrases“turnright/left”andreadthemaftertherecording.Writedown“turnright”ontheblackboard.(3)Presentthedialogue.Letstudentsreaditaftertherecording.（課件出示：教材P7Let’slearn板塊的視頻）3.Learnthephrase“gostraight”.Presentapictureofastraightstreet.（課件出示：筆直街道的圖片）Drawastraightlineandacurvingline.Makeacomparisonandhelpstudentsunderstandtheword“straight”.Writedown“gostraight”ontheblackboard.T：Onthispartofthestreet,youcan’tturnleftorright.Youcan…Ss：Gostraightalongthestreet.T：Excellent!Presentthephrase“gostraight”.Extendtheexpressionsof“Gostraightalong…”and“Gostraightahead”.Studentslearnthenewphrasesandreadaftertherecording.（出示課件）4.Listen,readandpoint.（1）Presentthefourpicturesof“Let’slearn”.（課件出示：教材P7Let’slearn板塊的四幅圖片）Studentslisten,readaftertherecordingandpoint.（出示課件）（2）Practiceinpairsbythegame“Isay,youpoint”.Step3:Practice1.Quickresponse.(1)Flashthepicturesof“crossing,turnleft,gostraight,turnright”onthePPT.（出示課件）Studentssaythewordsorphrasesloudlywhilethepicturesareflashing.(2)Markawordoraphraseasabomb.Flashthepicturesof“crossing,turnleft,gostraight,turnright”.（出示課件）Studentssaythewordsorphrasesloudlywhilethepicturesareflashing.Butwhenstudentsmeetthebombwordorphrase,theyshouldkeepsilentandnotread.2.Groupcompetition.（1）Onestudentsaysthesewordsorphrases.Theothersdotheactions.（2）Isay,youdo.（游戲說明：將全班學生分為四個小組，教師給指令，學生做動作。首先教師示范四個指令“Crossing./Turnleft./Turnright./Gostraight.”的正確動作。然后全體學生起立，在做指令過程中，動作做錯的同學坐下，其他站立的同學繼續參加下一輪。經過兩輪指令后，站立同學最多的一組為優勝組。）3.Canyoutellmetheway?Presentseveralmaps.（出示課件）Canyouaskandansweraboutthedirections?Youcandoitlikethis：A:Excuseme,whereisthe…?B:Turnleft/right/…Theteachermakesamodelwithastudentatfirst.Thenstudentsworkinpairs.Askseveralpairsofstudentstoactoutthedialogues.Step4:Consolidation&Extension1.Beatourguide.(1)ChenJieistryingtobeatourguideforOliverinBeijing.Canyouhelpher?（課件出示：教材P7Beatourguide板塊的圖片）T：Whatinterestingplacescanyouseeonthemap?Ss：ThePalaceMuseum,Tian’anmenandBeihaiPark.T：Welldone!ThesearepopularplacesinBeijing.Theyaregreatfuntovisit.Teachtheword“Palace”.Studentsread“thePalaceMuseum,Tian’anmenandBeihaiPark”.(2)NowweareinfrontofTian’anmen.GostraightandyoucanseethePalaceMuseum.InthePalaceMuseum,youcanfeeltheChinesehistoryandculturethere.(3)PresentabiggertouristmapofBeijing.（課件出示：一張北京的旅游地圖，節選三個不同的部分）Studentsworkingroups.Thenactout.Choosethebesttourguide.T：Let’sbeatourguideandleadOliverandotherfriendstohaveagoodvisitofBeijing.2.Introduceapopularplaceinyourhometown.T：You’vepreparedahand-drawingmapofapopularplaceinyourhometown.Cometothefrontandpresentyourmap.Makeabriefintroduction.Leadustohaveagoodvisitofit.Ithinkwe’llvisititoneday.3.Makeasummary.Leadstudentstomakeasummaryofthisclass.Letthemconcludethekeywordsandsentencestructuresthey’velearned.Leadstudentstolearntoreadthemapsandbebravetoaskfordirectionswhentheydon’tknowtheway.板書設計作業設計完成《核心課堂》/《一本好卷》本節課習題。教學反思1.結合上節課重點詞匯和句型創編的歌謠，節奏明快、朗朗上口，便于學生記憶，能在熱身環節有效地幫助學生復習上節課的重點詞匯和句型。2.合理地設置問題，引導學生在聽的過程中有目的地關注聽力文本信息，培養學生良好的聽力習慣和聽力策略。3.借助手勢、肢體語言、圖片和多媒體等直觀方式解釋單詞和詞組含義，幫助學生理解和記憶。4.結合話題主題，在教學活動中適時拓展相關詞匯，豐富學生語言表達，使學生的語言基于課本，但又不拘泥于課文詞匯和句型。5.多種游戲操練單詞和詞組，讓學生在輕松、愉悅的氛圍中掌握單詞和詞組。6.創設相對真實的語言環境，引導學生在小組內合作交流，注重對舊知的整合，在提高學生的語言表達能力的同時，滲透情感目標。Thefifthperiod（第五課時）PartBReadandwrite內容分析本課是PEP小學英語六年級第一冊Unit1第五課時。主要學習單詞：GPS,gave,feature,follow,far,tell以及能夠通過閱讀問題在語篇中捕捉不同類型的信息，訓練根據上下文猜新詞的能力。老師將通過多種教學活動鞏固重點單詞和句型，使學生掌握本節課知識點。課時目標知識與能力·能夠正確聽、說、認讀單詞：GPS,gave,feature,follow,far,tell·能夠討論車輛中哪種工具能幫助人們找到自己想去的地方，并能以此激活已有的背景知識和儲備詞匯·能夠通過閱讀問題在語篇中捕捉不同類型的信息，訓練根據上下文猜新詞的能力·能夠通過推理獲得教材提供的閱讀理解題，根據閱讀所獲取的信息寫出文章梗概·知道英語句子有升降調，并能在教師的幫助下找到一般規律，正確朗讀句子過程與方法自主感知，幫助學生在仔細閱讀的過程中獲取更多信息，深入對文本的理解。根據對話內容繪制去意大利餐館的路線圖，利用手繪圖復述對話內容，既能鍛煉學生的語言表達能力又能培養他們的思維能力。以填空完成小短文的形式，提高學生在閱讀過程中根據題目要求提取關鍵詞的能力。情感態度價值觀手繪地圖環節的設計既強化了學生對文本的理解，又在動手的過程中鍛煉了學生的空間想象能力，也為學生復述故事提供了輔助，提高了學生的語言綜合表達能力。教學重難點教學重點能夠理解和掌握本課重點單詞和句型。教學難點能夠通過閱讀問題在語篇中捕捉不同類型的信息，訓練根據上下文猜新詞的能力教學準備PPT課件?課文錄音?視頻等教學媒體選擇多媒體，錄音。教學活動Freetalk朗讀教學過程Step1:Pre-reading1.Greetings.Greetstudents.Dividethemintoseveralgroupsandtellthem,“Ifyoucanactbravely,activelyandbeopen-mindedinclass,yourgroupcangetmorepoints.Thegroupwhichgetsthemostpointswillbethewinner.”2.Freetalk.T：Whatwillyoudoifyoudon’tknowtheway?（課件出示：現代人迷路的圖片）S1:Iwillaskthepolice/otherpeopleforhelp.S2:IwillusetheGPSonmymobilephone.S3:Iwilluseamap.…（課件出示：地圖的圖片，尋求警察或他人幫助的圖片及GPS的圖片）Presentthenewword“GPS”accordingtothestudent’sanswer.（課件出示：GPS的相關內容）Studentslearnthewordthroughthepicture.T：Whataboutthepeopleinancienttimes?Theydon’thavemobilephonesorcomputers.Howcantheyfindtheway?（課件出示：古代人迷路的圖片）S1:Theycanuseacompass.S2:Theycanlookatthestars.…T：Wow,you’veknownalot!That’sgreat!（課件出示：星星的圖片及指南針的圖片）Presentthenewword“compass”a