PEP人教版六年级上英语Unit 1 How can I get there第六课时优质课教案.doc

1、第 3 页 共 7 页 The sixth period（第六课时）（第六课时） Part B Lets check left; right; behind. (2)Try to write more words. T：Can you write more words like these? Ss：Yes. We know “in, on, under, on the left/right, at the back of, in the middle” T：Excellent! Lead students to have a quick review of these prepositions

2、 or prepositional phrases for locations. Make sure they can understand them well. （课件出示：相关的方位介词及词组） Extend the words of directions: east, west, south, north. Use a good way to help students memorize the four words. （出示课件） (引导学生用 news 一词来记忆这四个单词，新闻即表示来自四 面八方的消息， 因此单词中的 n-e-w-s 四个字母即为北 north、 东 east、

3、西 west 和南 south 四个单词的首字母，而这四个方向在单词中 +的顺序正好与“北东西南”相同，可利用趣味的谐音记忆。) (3)Make sentences. T：Can you make sentences with these words? We can describe the locations of our classmatesdesks. The teacher makes a model first. Students can say like this: S1 is in front of S2. Step 3: Consolidation & Extension 1.

4、 Read and act. “Story time” Introduce the background of the story: Zoom wants to get some food, but he doesnt know the way to the shop. He asks the way. 1. Number the pictures. Present the pictures of the story in disorder. Lead students to predict the main idea. （ （课件出示：打乱教材 P11 Story time 板块的图片顺 序

5、） T：Observe the pictures carefully. Pay attention to the logical relations among them. Put them into the right order. Then open your books and check the answers. Teaching purpose 引导学生学会看图，关 注细节和图片之间的逻辑 顺序，初步预测故事的情节 发展。 Teaching purpose 引导学生学会观察和 发现单词的规律，培养他们 的观察能力和逻辑思维能 力。利用巧妙的记忆方法帮 助 学 生 理 解 和 记 忆

6、east, west, south, north 这四个表 示方向的拓展单词，寓教于 乐。通过描述同学座位关系 的教学活动有效地巩固学 生对方位介词的掌握情况。 第 6 页 共 7 页 2. Watch, read and answer. Play the video of “story time” and ask the questions. Make brief conversations with students. Students watch the video, then read and answer the questions. T：I think Zoom is clever

7、. He knows how to ask for help and finds the way. / Wow, thats a lot. Can you eat three large portions of fish and chips? / Zoom shouldnt eat so much. His stomach will be hurt. Its bad for health. 3. Read the story. （1）Students read the story after the recording. (课件出示：教材 P11 Story time 板块的音频）Imitat

8、e the pronunciation and the intonation. （2）Practice in groups. Read the story in roles. （3）Ask several students to come to the front and act out the story. 4. Make a summary. Lead students to conclude the key words and sentence structures theyve learned in this class. 板书设计板书设计 作业作业设计设计 1. Remember t

9、he key words and sentence structures. 2. Do the exercises. Teaching purpose 观看故事视频，初步感 知故事内容。通过三个问答 题，引发学生思考，关注文 本细节，加深对故事的理 解。在解答第三个问题时渗 透情感目标：注意合理并适 量地饮食，做到饮食健康。 Teaching purpose 培养学生的语音语调 意识，让他们学会按正确的 意群朗读故事。以小组合作 和角色扮演的活动形式，引 导学生恰当并熟练运用故 事中的语言。通过故事拓展 阅读，丰富学生的语言表 达，增加单元主题相关的语 言输入。 Teaching purpos

10、e 引导学生总结本单元 所学核心词汇和句型。 第 7 页 共 7 页 教学反思教学反思 1. 利用快速复习的方式，激活学生相关词汇和本单元的背景知识。复习之前先让学生回忆和 总结， 不仅能帮助学生唤醒已有知识， 还能让他们在下面的学习中更有针对性地复习遗忘的知识。 2. 教学活动设计逐层深入，以学生为主体，注重对学生思维的引导和启发，培养学生的自主 学习能力和思维能力。 3. 设计贴合学生生活的不同层次的语言表达活动，引导学生大胆表达，复习和巩固本单元的 核心语法点，提高语言综合运用能力。 4. 通过学习故事，丰富语言输入，拓展本单元主题的相关表达，让学生了解暴饮暴食的坏处， 帮助他们树立健康

11、饮食的观念。 Teaching Contents & Teaching Aims Lets check Be able to complete the listening exercises in “Lets check” and consolidate the key words and sentence structures of this unit. Be able to predict the key words of listening through the pictures, and try to listen with purpose, then complete the ex

12、ercises. Develop studentsgood listening habits, and improve their listening level. Lets wrap it up Have a good command of the key words and sentence structures of this unit. Be able to inspire thinking and learn to summarize under the teachers guidance. Teaching Priorities Teaching Priorities Test s

13、tudentslearning outcomes. Review and consolidate the key words and sentence structures of this unit. Teaching Difficulties Be able to inspire thinking and learn to summarize under the teachers guidance. Teaching Procedures 第 8 页 共 7 页 Teaching Stages Teacher s ActivitiesStudents ActivitiesTeaching P

14、urposes Warm-up & Revision 1. Greetings. 2.Aquick review of the key words and phrases of this unit. 1. Greet the teacher. 2. (1) Bingo game. (2) Traffic police game. (3) Be a city guide. Review the key words and phrases, so as to arouse students relevant vocabulary and background knowledge. Lay a go

15、od foundation for the following activities. Presentation & Practice 1. Lets check. (1)Present the picture of “Lets check”. (2)Ask students to listen and tick. (3)Ask students to listen again and answer. (4)Present the listening material. (5)Ask students to find a new way for Bob. (1)Look at the pict

16、ure and answer the questions. Predict the listening content. (2)Listen and tick the places they hear. (3)Listen again and answer the questions. (4)Read the listening material. (5)Find a new way for Bob. Test studentsmastery of the key words and phrases. Help them get in-depth understanding of the li

17、stening text by various activities. Consolidate the key words and sentence structures of this unit. 2. Lets wrap it up. (1)Present the picture of “Lets wrap it up”. (2)Ask students to write more words. (3)Ask students to make sentences. (1)Find the words regulation. (2)Try to write more words. (3)Ma

18、ke sentences. Cultivate students observation ability and logical thinking ability by asking them to observe and find the regulation. Effectively consolidate their mastery of the prepositions and prepositional phrases for locations. 第 9 页 共 7 页 （续表） Teaching Stages Teacher s ActivitiesStudents Activi

19、tiesTeaching Purposes Consolidation & Extension “Story time” 1. Present the pictures of the story in disorder. 2. Play the video of “Story time” and make brief conversations with students.Ask the questions. 1. Number the pictures. 2. Watch the video of “Story time”. Read and answer the questions. Le

20、ad students to learn to observe the pictures. Pay attention to the details and the logical order between pictures. Predict the storys plot development preliminarily. Stimulate studentsthinking through the questions. Deepen their understanding of the story. Penetrate the emotional goal of keeping a h

21、ealthy diet. 3.Ask students to read the story and practice. 4. Lead students to make a summary. 3. Read the story. 4. Make a summary. Enrich studentslanguage expression, and increase the language input related to the topic of this unit. Homework 1. Remember the key words and sentence structures. 2. Do the exercises.