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2019年年秋六年级英语上册Unit1HowcanIgetthere教案人教版PEP精品教育.doc

教学案例 一、学生情况说明 Unit 1 How can I get there? 小学六年级的学生通过三年的英语学*,在听、说、读、写等方面都有了很大提高,并 且能在教师的指导下很好地完成活动,达到既定的目标。但是他们还不能很好地控制情绪, 集中注意力,这就需要教师在活动过程中作为教学活动的组织者、学*知识的指导者、学生 学*的合作者、学*过程的评价者、问题情境的创设者,运用呈现、操练、交际等活动,发 展学生的综合语言运用能力。 二、设计理念 采用活动途径,倡导参与教学,根据小学生的心理生理特点及学*特征,利用任务型教 学让小学生通过感知、体验、实践、参与和合作探究等活动方式,实现任务的目标,感受成 功。在本节课中,我通过创设各种情境,设计贴*生活的各种活动,鼓励学生积极参与,大 胆表达。如让学生当一回“问路者”和“指路者”,让学生用所学的语言与朋友自如地交流 等,创建了一个以活动课为主的任务型教学模式。在一系列的活动中,学生能用极大的热情 投入到英语学*过程中,并能在 40 分钟的课堂里,真正有所收获。 三、教学目标: 1.知识目标 1)能够听、说、读、写单词 hospital、cinema、post office、bookstore,能够听、说、 认读 science museum。 2)能够听、说、认读句型 Where is the library? It’s near the post office.并能进 行关键词的替换。 2.能力目标 1)能够在实际情境中正确使用询问路线的语言并能简单回答,如:Where is the library? It’s near the post office. 3.情感态度目标: 1)培养学生团结友爱、乐于助人的优良品质。 2)培养学生在生活中自觉遵守交通规则的意识。 四、教学重、难点: 结合教学目标的要求,把本课的重难点设置为: 1. 教学重点: 1 掌握 Let’s learn 部分的四会单词和短语。 2. 教学难点: 正确书写四会单词和掌握三会单词 museum 的发音。 五、课前准备: 依据教学目标和教学重难点的设置,教学准备了教学卡片,自制课件,学生自制单词卡片等 等。 六、教学过程: ↘ 热身 / 复*(Warm-up / Revision) 1.Sing a song: How do you go to school? 2.Daily Oral Practice T:Just now we sing the song, and the singer asks if you can go to school by ship or train. Can you? S: No, we can’t. T: Then, how do you go to school? S1: I go to school on foot. T: Can you spell foot? S1: Yes, f-o-o-t, foot. T: How do you go to Canada? S2: I go by plane. T: Can you spell plane? S2: Yes, p-l-a-n-e, plane. ... 3.Make a queue T: I’d like to go to the park today. Who wants to come with me? S: Me, me… ( T finds five students to come to the board and asks them who they are) T: (asks the five students to make a queue) Then where is Yu Jinna? S: She is in front of Sun Yanzhen. (writes in front of on the board) T: Where is Sun Yanzhen? S: He is behind Yu Jinna? (writes behind on the board) T: Where is Liu Lei? S: She is near Yu Jinna. (writes near on the board) T: Now, I will ask some other students to come with me and they should make the queue according to my 设计意图 【设计意图】利用 free talk 的形式为学生提供语言交际 的机会,通过让学生说说以何 种交通方式到某个地方,巩固 复*学过的单词和句子,并为 学*新课奠定基础。 【设计意图】通过创设排队这 一情景,让学生通过参与、体 验等活动,总结归纳以前所学 方位词的用法,并练* where is...?这一句型,为下面展开 新课做好铺垫。 2 order. Liu Shasha please. Hou Longxiao stands in front of Liu Shasha please. Li Tianyu stands behind Hong Longxiao please. Lou Wei is near Li Tianyu please. (the students make a new queue) Are they right? S: Yes, they are. 4.Find the park. T: I want to go to the park, but I don’t know where the park is. Who can help me? I am at school now. I will start from here. S: I can. T: Excuse me, h



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