1、第 3 页 共 8 页 Unit 1 How can I get there? 教材分析 本单元学习的主题是问路。 教学内容主要是通过吴一凡和机器人 Robin 去参观科学博物馆途 中问路的情景来展开的。教学重点是能够听、说、读、写核心句型“Where is the museum shop? Its near the door.” “How can we get there? Turn left at the bookstore.” ；能够听、说、读、 写单词和词组: science, museum, post office, bookstore, cinema, hospital, cros
2、sing, turn, left, straight, right 教学目标 知识与能力目标知识与能力目标: 能够听、说、读、写句型“Where is the? Its near the door.” “How can we get there? Turn left at the bookstore.” 能够在情景中运用句型“Where is the? Its”询问地点并作答 能够在情景中运用句型“How can we get there? Turn left/right at the”问路并描述路线 能够在图片的帮助下正确理解并按照正确的意群及语音、语调朗读有关 Robin 新功能的小故 事
3、，运用本单元所学核心句型讲述该故事，同时能根据阅读所获信息写出故事中的关键信息 能够听、 说、 读、 写单词和词组: science museum, post office, bookstore, cinema, hospital, crossing, turn left, go straight, turn right 能够正确使用上述单词和词组描述城市设施及其位置 知道英语句子有升降调，并能使用正确的语调朗读不同类型的句子 情感态度情感态度文化意识文化意识学习策略目标学习策略目标: 能够在迷路时主动寻求帮助 能够适度饮食，不暴饮暴食 了解英国代表性建筑“伦敦眼” ，著名河流泰晤士河以及特色
4、快餐“Fish and chips” 能够通过看图捕捉主要信息，并根据提示做出听前预测 能够通读文段，获取主旨大意，通过相关细节猜测词义 课时安排 第一课时:Part ALets try & Lets talk 第二课时:Part ALets learn & Make a map and talk 第三课时:Part B Lets try & Lets talk 第四课时:Part B Lets learn & Be a tour guide 第五课时:Part B Read and write 第六课时:Part B Lets check & Lets wrap it up 第 4 页 共
5、8 页 The first period( (第一课时第一课时) ) PartALets try & Lets talk 教学内容与教学内容与目标目标 课时教学内容 课时教学目标 Lets try 能够读懂题目要求，对听力的重点内容进行预测 能够通过听录音，运用基本的听力技巧，勾选正确的选项 Lets talk 能够通过观察、谈论 Lets talk 板块的图片，在 PPT 和老师的帮助下理解对话大意，并能 够回答对话下面的问题 通过听录音，能够用正确的意群及语音、语调朗读对话，并能在小组中进行角色表演 能够在情景中恰当运用句型“Where is the? Its”询问地点并作答 能够在语境中
6、借助图片等理解新词“museum, bookstore, post office, ask, sir”的意思，并能 够正确发音 能够运用礼貌用语寻求他人的帮助 教学重点教学重点 能够理解和掌握本课时的重点词汇和句型。 教学难点教学难点 能够在情景中恰当运用句型“Where is the? Its”询问地点并作答。 教学准备教学准备 1.预习本课时的相关内容。预习本课时的相关内容。 2.PPT 课件课文录音视频等。 教学过程教学过程 Step 1: Warm-up & Revision & Lead-in 1. Greetings. Greet students. Divide them int
7、o several groups. The group which gets the most points will be the winner. 2. Quick review. Review the words and the phrases of the locations“in front of, near, next to, behind, between” with the pictures. （课件出示: 表示方位介 词的图片） 3. Read and guess. Read the sentences and guess what places they are. Teach
8、ing purpose 树立课前评价机制，引 导并鼓励学生在课上大胆表 达自己的想法，积极发言， 保持思维开放。采取小组合 作方式，得分最多的小组为 优胜组。 Teaching purpose 以看图猜方位介词（词 组）和读句子猜地点的活动 帮助学生快速复习方位介词 以及有关建筑物和场所的词 汇，为下面即将要学习的对 话做好词汇铺垫。 第 5 页 共 8 页 4. Lead-in. Present the main scene on page 2.（课件出示: Unit 1 主情景图） T: What can you see in the main scene? Ss: We can see
9、a hospital, a park, a restaurant T: Here are Wu Yifan and Robin. Wu Yifan likes robots very much. Where can WuYifan go? Ss: He can go to the science museum. T: Where is the science museum? How can he get there? Today well learn “Unit 1 How can I get there?” Write down the title of “Unit 1” on the bl
10、ackboard. Step 2: Presentation 1. Lets try. （1）Freely talk about robots. In a science museum, we can see many interesting things of high tech. Present some pictures of hightech robots on exhibition.（课件出 示: 能做各种不同动作的机器人的图片及相应的动词词组） T: These robots are so cool! What can they do? Ss: They can （2）Listen
11、 and tick. Ask students to read the text content in“Lets try” and predict the content of listening and the answers to the questions. Then students listen and tick the right options for the questions. At last, check the answers together. （课件出示: 教材 P4 Lets try 板块的习题、音频及 答案） （3）Read the listening mater
12、ial. Learn the key sentences underlined. （课件出示: 教材 P4 Lets try 板块的听力材料） 2. Watch and answer. Wu Yifan and Robin are at the science museum now. Wu Yifan has something to do. Watch the video of “Lets talk”and answer the question. Lead students to get the main idea of the dialogue. （课件出示: 教材 P4 Lets ta
13、lk 板块的对话视频和问题） Teaching purpose 通过主情景图，引导学 生预测吴一凡将要参观的 地方，简单描述城市设施的 位置，为即将学习的 Lets try 板块设置话题背景。 Teaching purpose 利用机器人创设情境， 通过各种不同功能的机器 人，激发学生学习兴趣，吸 引其注意力。先引导学生基 于语言情境猜测吴一凡所 在的场所，再通过听力验证 预测的答案并完成 Let s try 板块的听力练习，培养学生 听前预测的习惯。 第 6 页 共 8 页 Q: What does Wu Yifan want to do? （He wants to buy a postca
14、rd and send it.） Compare the differences between “buy” and “send” with pictures. （课件出示: 买明信片和寄明信片的图片） 3. Get more details. Watch the video of “Lets talk”again and answer the following questions. （课件出示: 问题，配图 museum shop 和 post office） Where can Wu Yifan buy the postcard? Where is the museum shop? Wh
15、ere can he send the postcard? Where is the post office? Highlight the sentence structure “Where is?” Make brief talks with students while checking the answers. （课件出示: 问题的答 案） Write down “museum shop, post office” and the sentence structure “Where is?” on the blackboard. Key: He can buy the postcard
16、in the museum shop. The museum shop is near the door. T: What else can you buy in a museum shop? Ss: I can also buy some toy robots/soft toys/toy machines/books Key: He can send the postcard in the post office. The post office is next to the museum. T: Does Robin know where the post office is? Ss: N
17、o, he doesnt. T: So how can they find the post office? Ss: They can use a map./They can ask other people. T: Yes. If you need help, just try to be brave and ask for help. Learn the key words “ask, sir” in detail. （课件出示: ask 和 sir 的相关内容） Write down “ask, sir” on the blackboard. T: Robin asks a man wh
18、ere the post office is. The man is so surprised that Robin can talk. It is a talking robot. He thinks the museum is a great museum. （Simply explain “a talking robot” and “What a great museum！ ” ） T: Where is the post office? Ss: Its next to the museum. （课件出示: 对比 near 和 next to 的 区别） Step 3: Practice
19、 1. Read and act. （1）Students read after the recording. Pay attention to the pronunciation and the intonation. Teaching purpose 对对话中的重点词汇 做详解，基于对话文本做相 应拓展，提高学生的语用能 力。同时渗透情感目标，引 导学生在外遇到困难时能 够主动向他人寻求帮助。 Teaching purpose 让学生听录音跟读。引 导学生按照正确的意群及 语音、语调朗读对话，并在 小组中进行角色表演，操练 对话。 第 7 页 共 8 页 （2）Let students p
20、ractice the dialogue in roles in groups. （3）Act out. 2. Draw a map for the museum. Students read the dialogue and try to draw a simple map for the museum. Work in pairs to make a brief introduction of their maps. Then choose two students to come to the front to share their maps. They can say like th
21、is: The museum shop is You canthere. The post office is You canthere. Step 4: Consolidation & Extension 1. Create a new dialogue. T: If you are Wu Yifan, what gift do you want to buy? You can be in a supermarket or anywhere you want to be. Create a new dialogue and lets find out more ideas. You can
22、do it like this: Wu Yifan: Robin, where is the? I want to buy Robin: Its Wu Yifan: Thanks. Where is the? I want totoday. Robin: I dont know. Ill ask. Excuse me, sir. Man: Wow!Atalking robot! Thats interesting! Robin: Where is the? Man: Its Robin: Thanks. The teacher makes a model with two students f
23、irst. Then ask students to work in groups. Choose one or two groups to act out. 2. Talk about your city. T: Now weve known something about Wu Yifans city. Can you talk about something about your city/town/village? The teacher sets a model and makes a brief conversation with a student first. You can
24、use these words: park, library, zoo, post office, school, museum （课件出示: 对话练习的框架） Then students work in groups and talk about the places in their city/town/village. 3. Make a summary. Lead students to make a summary of this class. Let them conclude the key words and sentence structures theyve learned
25、. Encourage students to be brave and ask for help if they need. 板书设计板书设计 Teaching purpose 提炼课本对话内容，呈 现核心语言框架，引导学生 重构文本，鼓励学生创编新 的对话，巩固本课的核心词 汇和句型。 Teaching purpose 通过读对话、画简易小 地图等活动帮助学生深入 理解对话文本，小组合作环 节基于手绘的地图情境，引 导学生尝试描述博物馆、商 店和邮局的位置以及不同 城市设施中能够进行的活 动，丰富学生的语言表达。 Teaching purpose 引导学生通过组内交 流自己居住地的相关城市
26、 设施和位置，拓展他们对其 喜好与经常进行的活动的 相关表达，提高学生的语言 综合运用能力。 Teaching purpose 引导学生总结本课所 学核心词汇和句型，巩固本 课渗透的情感目标。 第 8 页 共 8 页 作业作业设计设计 1. Practice the dialogue. 2. Write down your new dialogue. 3. Do the exercises. 教学反思教学反思 1. 热身环节快速复习方位介词以及有关建筑物和场所的词汇，为下面即将要学习的对话做好 词汇铺垫。通过主情境图创设情境，为即将学习的 Lets try 板块设置话题背景。 2. 呈现活动由
27、浅入深，注重培养学生听前预测的习惯。以学生为本，引导和启发学生思考， 注重对学生思维能力的培养。 3. 基于课本基础，设置多元化的教学活动，适当拓展，丰富学生表达，提高其语言综合运用 能力。 4. 板书设计清晰明了，重点突出，起到了很好的辅助作用。 Teaching Contents & Teaching Aims Lets try Be able to predict the main content of the listening part by reading the questions. Be able to understand the recording and tick the
28、 right answers. Lets talk Be able to understand the main idea of the dialogue by observing the picture and answer the questions below the dialogue. Be able to read the dialogue correctly, fluently and emotionally, and then act out in groups. Be able to use the sentence structures “Where is the?Its”
29、properly to ask and answer about the locations in scenes. Be able to have a good command of the new words “museum, bookstore, post office, ask, sir”. Be able to learn to ask for help politely. Teaching Priorities Be able to understand and master the key words and sentence structures of this lesson.
30、Teaching Difficulties Be able to use the sentence structures “Where is the? Its” properly to ask and answer about the locations in scenes. Teaching Procedures 第 9 页 共 8 页 Teaching Stages Teacher s ActivitiesStudents ActivitiesTeaching Purposes Warm-up & Lead-in 1. Greetings. 2. Quick review. 3. Read
31、 and guess. 4. Lead-in. Present the main scene on page 2 on the PPT. 1. Greet the teacher and understand the mode of evaluation. 2. Review the words of locations. 3. Read and guess what places they are. 4. Talk about the main scene on page 2. Review the words and the phrases of locations and buildin
32、gs through the guessing game. Get students prepared for the following learning, and set a topic background for the dialogue. Presentation 1. Lets try. (1) Present pictures and talk with students. (2)Ask students to listen and tick. (3) Present the listening material and teach the key sentences. （1）F
33、reely talk about robots. （2）Listen and tick. （3）Read the listening material. Stimulate students interest in learning and attract their attention through a variety of robots with different functions.Cultivate studentshabit of making predictions before listening. 2. Watch and answer. Play the video of
34、 “Lets talk” and ask the question. Lead students to get the main idea of the dialogue. Watch the video of “Lets talk” and answer the question. Get the main idea of the dialogue. Lead students to get a whole perception of the dialogue and the main idea of it with the question. 3. Get more details. Pl
35、ay the video of “Lets talk” again and ask students to answer the questions. Teach “museum, shop, post office” and “Where is? Its” Talk with students and teach the words “ask, sir” in detail. “Its time for” Teach the sentence “Time to go home.” and the word “kid”. Contrast “Its time for” with “Its ti
36、me to” Watch the video of “Lets talk” again and answer the questions. Learn “museum, shop, post office” and “Where is? Its” Talk with the teacher about more details. Learn the words “ask, sir” in detail. Understand the sentence “Time to go home.” and the word “kid”. Learn the difference between “Its
37、 time for”and “Its time to” Make corresponding extension based on the context to improve studentspragmatic ability. Penetrate the emotional aim. Lead students to ask for help from others when they encounter difficulties. （续表） 第 10 页 共 8 页 Teaching Stages Teacher s ActivitiesStudents ActivitiesTeachi
38、ng Purposes Practice 1. Read and act. (1)Read after the recording. Pay attention to the pronunciation and the intonation. (2)Practice in roles in groups. (3)Act out. Lead students to read the dialogue in correct pronunciation and intonation and act it out in groups to practice the dialogue. 2. Draw
39、a map for the museum. Read the dialogue and try to draw a simple map for the museum. Work in pairs and make a brief introduction of the maps. Help students go deeper into the text. Lead students to describe the locations as well as the activities that can be carried out there. Enrich students expres
40、sion. Consolidation & Extension 1. Create a new dialogue. Work in groups. Create a new dialogue and find out more ideas. Lead students to reconstruct the text. Consolidate the key words and sentence structures by creating new dialogues. 2. Talk about your city. Set a model and make a brief conversat
41、ion with a student first. Talk about the places in their city/town/village. Extend students expression of their preferences and frequent activities. Improve their comprehensive language using ability. 3. Make a summary. Conclude the key words and sentence structures theyve learned. Get an overview of the class and penetrate the emotional goal. Homework 1. Practice the dialogue. 2. Write down your new dialogue. 3. Do the exercises.
