1、课题：ATrip in LondonPEP Unit 1 Part C story time 科目：小学英语教学对象：六年级课时：第六课时 一、教材分析 本课是六年级上册第一单元的故事课，故事内容生动有趣，通过 Zoom 在伦敦被 fish and chips 诱惑, 进而 问路寻食展开故事。故事的知识主要围绕第一单元所学内容进行展开。本课利用 Zoom 与路人的问答，将 文本与图片进行了转换，使故事文本变成了一张地图，直观、清晰地可供学生进行演绎、表达。另外，从 文化角度出发，从美食、建筑、娱乐活动等方方面面向学生传达本故事里的英国文化背景知识，激发学生 兴趣，并以一张模拟真实的简易英国伦敦
2、地图，为学生留足语言发挥空间，发散学生思维。 二、教学目标： 1. 语言目标：通过阅读趣味故事，复习巩固本单元所学语言，增加学生语言的输入。 2. 能力目标：能够按正确的意群及语音、语调朗读故事；能表演故事，恰当运用故事中的语言。 3. 情感目标：1）.能拓宽知识面，对英国文化的知识又初步了解，感受英国建筑、美食，娱乐活动。 2）.能在迷路时主动寻求帮助。 4.学习策略目标：能够通过文段，获取主旨大意，通过相关细节猜测词义。 三、教学重难点 1. 能够理解故事大意， 初步认识英国文化， 综合运用本单元核心语言， 在图片帮助下理解“London Eye, fish and chips, the
3、Thames”. 2. 能够按正确的意群及语音、语调朗读故事；能表演故事，恰当运用故事中的语言。 3. 能够用所学语言知识，在迷路时主动寻求帮助。 四、课前准备 板书、ppt 五、教学环节 教学步骤 设计意图 Warming up &Revision 1. Enjoy some pictures of London 学生边听边欣赏伦敦图片，认识并说一说对伦敦印象。 T: Zoom and Zip are searching some interesting pictures on line. What are these pictures about? Ss enjoy the picture
4、s and answer : London. T: How do you know? What do you see in the pictures? Ss: I see T: London is the capital city of the UK. Do you like London? What do you think of London? Ss: I think London is . Because 1.Lets chant. T: Zoom and Zip want to travel to London. But they need to go to the airport f
5、irst. Do they know how to get to the airport? Ss: No. T: We can use GPS to help them. Ss chant. 1Ss listen and chant.学生听 GPS 语音指令，跟老师一起边做动作边 chant 前两个路口。 用视频欣赏伦敦，在课前就给学 生大量的伦敦信息介绍，例如 Fish and chips, London eye 等等， 为学生提供不同方面的伦敦文 化，使学生能够对本课话题从一 开始就有所了解，并未后方活动 做好文化与思维铺垫。 用 GPS 的语音导航，结合 chant 的方式对本单元所学知
6、识内容 进行复习，不仅是为了提高学生 的学习兴趣，也是为了贴近学生 的真实生活。 2Ss make a new chant 学生观看 GPS 指引，按节奏和同桌进行编创 chant. Ss look and then make a new chant with desk mates. Ss think and guess T: There are some other ways to the airport. Why do they choose this way to the airport? Ss observe and then guess: Maybe he is a foodie.
7、/ Maybe he likes Chinese food T: Hooray! Finally, they arrive in the airport. Theyre going to fly to have a nice trip. Todays story is about Zoom and Zips trip in London. Lets go and have a look! （贴课题板书） 本问题是为了引发学生思考，为 Zoom 这个人物角色的特点做好 一定的铺垫，使学生能对后方猜 测他肚子吃撑了还要吃糖葫芦 的原因有更多不同的见解。 Presentation 1.Look an
8、d guess T: Now, they have arrived in London. Look, where are they? Ss: They are in a park. T: They meet a boy in the park. Look at Zoom and the boy. Whats happening between them? Ss: Zoom is hungry. He wants to eat the food in the boys hand. 在阅读故事前，通过第一幅图的 观察，让学生先对故事有初步的 猜测，发散学生思维，提高学生 的读图能力，发展他们的想象
9、能 力。 T: Whats that food? Ss guess. T: Fish and chips. Does he eat the food at last? How does he get the food at last? Ss guess. 2.Watch and answer Ss watch and answer: He buys fish and chips in a shop. (贴板书) 3.Think and guess T: Does he know the way to the fish and chip shop? Ss: No. T: He asks some
10、 people for help. How many people does he ask? Ss: Three. T: If you were Zoom, how would you ask ? Ss think and guess: How can I get to/ Where is 4.Read quickly and find Ss read and find out what Zoom say. 学生读前五幅图片，快速浏览找答案。 S1: Excuse me. Where can I buy one? S2: Excuse me. Where is the London eye.
11、S3: Excuse me. Is the Thames far from here? （学生说完后跟读，教师贴板书） 5.Read, underline and circle T: What do the men say? Ss read it again,underline what they say and circle the places they mentioned. T checks the answer: What do the men say? Ss: Near the London Eye. Go that way. Its next to the film museum
12、near the Thames. No. Go straight and turn left. T: What places are mentioned? Ss: London Eye. Film museum. The Thames. （学生说，教师贴板书并带读） 学生通过板书初步了解 London Eye. the Thames. 6.Look and match. Ss match the pictures with the sentences of what the three men say. 用不同的阅读方式训练学生不 同的阅读技能与方法。 通过解读地点，使学生进一步对 课文插图有
13、所理解，加深学生对 文本印象，也能帮学生进一步记 忆 Zoom 问路的顺序。 7.Enjoy and learn. T introduces the London Eye and the Thames to Ss. 8.Discuss and choose T：Do you know the correct place of London now? Ss discuss with desk mate and choose the correct place of the shop. T places the pictures with students to check the answer.
14、 9.Listen and act T:Finally, Zoom and Zip find the shop. How do they feel? Ss think and answer. T: What does Zoom say? Ss look and read: Zip, look! T: What does Zoom say? Ss listen and follow: Finally! T:Finally means at last. Because its not easy to find the shop. So they are very happy, but also a
15、 little tired. S1 acts as Zoom: Zip, look! Ss act as Zip: Finally! 通过路人的描述，合作让学生选 一选 fish and chips 的位置， 使文 本可视化，能进一步让学生直观 理解三幅图的文本内涵，同时在 过程中也能发展学生一定的合 作能力。 Practice 1.Listen, repeat and act. Ss read after the tape. 2.Lets act 通过拆分问句与答句，帮助学生 理清 Zoom 的路线脉络，并能将 整个过程以板书的形式呈现，使 课文内容从你文本到图片，变得 更为直观。学生可以直
16、接通过看 板书进行表演。 Ss work in four and choose one level to act the story.学生可根据自己的能力，选择看完整对 话表演，也可以挑战看板书上的对话框架表演。 level1level 2 3.Look and act T: Finally, they find the shop. How do they feel? Ss: They are so happy. T: What does Zoom say? Ss look and say: Zip, look! T: How about Zip? Ss listen and answer:
17、Finally! T:Finally means “at last”. Is it easy to find the shop? Ss: No. T: Maybe he feels very happy but a little.? Ss think and say: tired. S1 act as Zoom. Ss act as Zip. 4.Listen and guess. T: Now, they enter the shop. They are tired and hungry. So how much will they order? Ss listen and answer:
18、Three large portions and one small one. Ss follow to read “portion” T: What does it mean? Ss look and choose. 学生根据路线图可以清晰地对 课文进行理解与记忆。通过有感 情地表演，加深学生对课文的理 解， 也能为后方理解 finally 做好 铺垫。 学生通过模仿演绎理解 finally 的含义。 通过选择让学生用最直观的方 式理解 Portion. T:Do you think how many portions are for Zoom? Ss guess and share the
19、ir opinions and tell the reasons. 5.Read along with the audio T:After eating so much Fish and chips, what happens? S1: He feels stomach hurts. Ss acts like stomachache: Oh, my stomach hurts. I miss my tanghulu. T: Can you act as Zip? One student acts as Zoom. The other students act as Zip. Ss read a
20、long with the audio to enjoy the whole story again. 6.Brainstorm T: Why does Zoom feels stomachache but still says “ I want to eat my tanghulu”? Ss guess: Maybe he misses Chinese food./ Maybe tanghulu can make his stomach better./ Maybe tanghulu is his favourite food. Ss act as Zoom and share the re
21、asons: Because I miss Chinese food/ Because I love tanghulu 通过猜测故事结局，帮助学生发 挥想象力，理解“适度饮食，暴 饮暴食”的后果。 通过前方的铺垫，让学生对 Zoom 肚子疼却还想吃的糖葫芦 有了更多的发散空间。本环节旨 在提升学生的思维力与想象力。 Consolidation 1.Work in four: Making up a nice ending T: If you were Zip, would you agree to eat tanghulu? Ss share their opinions and tell r
22、easons. T: If you want to have a nice trip, you should eat tasty food, but also should go to see some beautiful places and do some fun activities. 通过对 nice trip 的阐述，让学生 了解旅游可以从不同方面进行 欣赏、游览。 T introduces different places of London and shows a map to students. Ss work in four to make up a better endin
23、g for this story. S1: Oh, my stomach hurts. I miss my tanghulu. S2: You still want to eat? S1: Because S2: Yes./ No. Lets I/ can want to S2: OK./ Sure S1: Excuse me. How can I get to?/ Where is?/ Is far from here?/ Where can I buy? S3: Go/ Turn S4: Go/ Turn S1/ S2: Thank you. S1:Zip, look! S2: Finally!. 利用一张模拟伦敦真实地图而 制的简化地图，使学生对伦敦有 了进一步的认识，也能使学生从 本课所学的路径拓展出去，又课 内走向课外，既能起到复习本单 元知识内容的作用，又能提升学 生的文化内涵，拓宽学生知识 面，提高学生一定的思维力。同 时在过程中学习问路的礼貌交 际用语。 作业 1.Read after the audio 3 times. 2.Google to know more about London. 板书设计
