科普版六年级下册Lesson 6 Is there a library near here -教案、教学设计-部级优课-(配套课件编号：7107f).doc

1、Lesson3Is there a library near here? 教学内容教学内容 本节课的教学内容为科普版英语 （三年级起点）六年级下册 Lesson6 Is there a library near here?本节课以会话教学为主，通过教材 提供的示范性对话， 引导学生复习并使用所学重点句型进行有意义的 表达，并鼓励学生创编新对话，以培养学生的语言表达能力。六年级 下册以系统复习为主，本课的复习重点有两个，一是 There be 句型， 二是问路和指路的方法。 设计思路设计思路 1. 以任务型教学为导向，以整体语言教学的理念为引领，注重学生 整体理解文本。 2. 采用多种有效的方法

2、创设情景，鼓励学生运用对话，在真实交际 中使用所学语言。 教学目标教学目标 1. Can read and understand the text. 2.Can use the the important sentences “There is/are” “Is/Are there ?” to describe things or ask the way. 3.Can use the important sentences “Go down this street.” “Turn left/ right at” “Its on the left/ right.” to show the way

3、. 教学准备教学准备 多媒体课件、视频素材、畅言教学通、自制教具 教学过程教学过程 Preparation 1. Watch a vidoe about Luoyang. Then talk about Luoyang simply. 2. Find our school on the map from “Gaode Map”. 3. What can you see near our school? Is there a library near here? （设计意图：分享关于洛阳的视频，为后面学生介绍洛阳做铺垫。同 时， 引出我校在洛阳所处的位置， 出示地图， 通过直观感受引出课题。 ）

4、 Presentation 1. Listen to the text and check the answers. The boy is asking the way. Lulu is showing the way. （板书 ask the wayshow the way 明确本课话题） 2. Listen to the text and try to repeat it one sentence by one sentence. （设计意图：训练学生的听音辨识能力，难以听辨的句子反复听，突 破听读障碍。 ） Practise 1. Do the activity of “Ask and

5、answer” on Page33 in pairs. Then show the dialogues to class. （设计意图：加深学生对重点句型的理解，同时进行重点句型的操 练。 ） 2. Read the sentences “Go down this street. Turn left at the end. You can see it on the right.” Look at the picture and find out the “LIBRARY”. （通过直观的图片帮助学生理解重点句型。 ） 3. Teacher asks a student to walk in

6、the class to find the card of library. Then teacher changes the position of the cards “library” and “school”. Try to find “library” again. （设计意图：在教室中模拟课文内容找到提前放在教师中“图书馆” 的牌子，让学生通过体验再次理解课文。通过改变“图书馆”和“学 校”两个牌子的位置，让学生理解 turn left at的用法。 ） 4. Play a game Teacher lets one studend face to the wall. Other

7、students watch the map and remember the position of the “zoo”. Then the student can ask anyone to find the “zoo” in the classroom. （设计意图：通过游戏的方式，创设情境，让学生将问路和指路的方 式真正内化，将句型的使用从“会说”转化为“会用” 。培养学生的 思维。 ） 5. Read the text in pairs. Then teacher chooses some pairs to show. 6. Teacher makes a dialogue with

8、 one student. （在与学生对话中，教师特意出示一幅目的地比较远的图片，让学生 思考， 如果目的较远该如何指路， 培养学生的创新思维。 活动结束后， 总结并板书： ask the wayshow the way Is there?Go down this street. Where is?Turn left/ right at How can I get to?Its on the left/ right. You can take a taxi/ bus.） Production In our school, there comes a new basketball coach “

9、Eagrose”. He wants to know more about our school and Luoyang. Students should be the little guides to introduce our school and Luoyang to him. Task1 Introduce our school to the foreign teacher. Before the task. Teacher shows the vidoe from Eagrose. e.g. Hello, Eagrose! My name is Welcome to our scho

10、ol! There is/ are in our school. I likebest. Thank you! （设计意图：创设情境，让学生运用 There be 句型介绍自己熟悉的 校园。播放外教老师提前给学生们录的视频，使任务更加真实，增强 学生完成任务的积极性。范例用于指导学生，在介绍时要注意使用礼 貌用语。在学生展示时，运用平板电脑同步录制，将介绍反馈给外教 老师。 ） Task2 Make a dialogue to introduce how to get to an interesting place from our school. Before the task. Teach

11、er shows the vidoe which made before class. （设计意图：结合本课复习 there be 句型和问路指路方法的教学目 标，让学生创编对话给外教老师介绍自己生活的城市。课前，教师录 制好与外教交流对话的视频给学生作为示范。 让学生明白对话应该是 怎样的构成，如何在生活中运用语言。在学生展示时，运用平板电脑 同步录制，将介绍反馈给外教老师。 ） e.g. A: Excuse me. Could you introduce some ineresting places to me? B: Of course. I think you can go to La

12、ocheng. A: Is there any delicious food there? B: Yes, there is. Such as Jiangmiantiao Noodles, Beef Soup and many kinds of soup. A: Sounds nice! How can I get there? B: You can take a taix or No.101 bus. A: Youre nice. Thank you. B: Youre welcome. Have a nice day! Summary When someone asks the way. What shall we do? 1. We can show the way to him. 2. We can show the way on the map. 3. We can use the apps on the phone. But as children, we cant take strangers to any place. We must produce ourselves. Homework 1. Read the text for three times. 2. Write down the dialogue you made just now.