2022年(秋)六年級(jí)英語(yǔ)上冊(cè) Unit1 How can I get there教案 人教PEP

2022年(秋)六年級(jí)英語(yǔ)上冊(cè) Unit1 How can I get there教案 人教PEP教學(xué)案例一、學(xué)生情況說明小學(xué)六年級(jí)的學(xué)生通過三年的英語(yǔ)學(xué)習(xí)，在聽、說、讀、寫等方面都有了很大提高，并且能在教師的指導(dǎo)下很好地完成活動(dòng)，達(dá)到既定的目標(biāo)。但是他們還不能很好地控制情緒，集中注意力，這就需要教師在活動(dòng)過程中作為教學(xué)活動(dòng)的組織者、學(xué)習(xí)知識(shí)的指導(dǎo)者、學(xué)生學(xué)習(xí)的合作者、學(xué)習(xí)過程的評(píng)價(jià)者、問題情境的創(chuàng)設(shè)者，運(yùn)用呈現(xiàn)、操練、交際等活動(dòng)，發(fā)展學(xué)生的綜合語(yǔ)言運(yùn)用能力。二、 設(shè)計(jì)理念采用活動(dòng)途徑，倡導(dǎo)參與教學(xué)，根據(jù)小學(xué)生的心理生理特點(diǎn)及學(xué)習(xí)特征，利用任務(wù)型教學(xué)讓小學(xué)生通過感知、體驗(yàn)、實(shí)踐、參與和合作探究等活動(dòng)方式，實(shí)現(xiàn)任務(wù)的目標(biāo)，感受成功。在本節(jié)課中，我通過創(chuàng)設(shè)各種情境，設(shè)計(jì)貼近生活的各種活動(dòng)，鼓勵(lì)學(xué)生積極參與，大膽表達(dá)。如讓學(xué)生當(dāng)一回“問路者”和“指路者”，讓學(xué)生用所學(xué)的語(yǔ)言與朋友自如地交流等，創(chuàng)建了一個(gè)以活動(dòng)課為主的任務(wù)型教學(xué)模式。在一系列的活動(dòng)中，學(xué)生能用極大的熱情投入到英語(yǔ)學(xué)習(xí)過程中，并能在40分鐘的課堂里，真正有所收獲。三、教學(xué)目標(biāo)：1.知識(shí)目標(biāo)1）能夠聽、說、讀、寫單詞hospital、cinema、post office、bookstore，能夠聽、說、認(rèn)讀science museum。2）能夠聽、說、認(rèn)讀句型Where is the library? Its near the post office.并能進(jìn)行關(guān)鍵詞的替換。2.能力目標(biāo)1）能夠在實(shí)際情境中正確使用詢問路線的語(yǔ)言并能簡(jiǎn)單回答，如：Where is the library? Its near the post office.3.情感態(tài)度目標(biāo)：1）培養(yǎng)學(xué)生團(tuán)結(jié)友愛、樂于助人的優(yōu)良品質(zhì)。 2）培養(yǎng)學(xué)生在生活中自覺遵守交通規(guī)則的意識(shí)。四、教學(xué)重、難點(diǎn)：結(jié)合教學(xué)目標(biāo)的要求，把本課的重難點(diǎn)設(shè)置為：1. 教學(xué)重點(diǎn)：掌握Lets learn部分的四會(huì)單詞和短語(yǔ)。2. 教學(xué)難點(diǎn)：正確書寫四會(huì)單詞和掌握三會(huì)單詞museum的發(fā)音。五、課前準(zhǔn)備：依據(jù)教學(xué)目標(biāo)和教學(xué)重難點(diǎn)的設(shè)置，教學(xué)準(zhǔn)備了教學(xué)卡片，自制課件，學(xué)生自制單詞卡片等等。六、教學(xué)過程： 熱身 / 復(fù)習(xí)（Warm-up / Revision） 設(shè) 計(jì) 意 圖1. Sing a song: How do you go to school?2. Daily Oral PracticeT：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 cant.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 queueT: Id like to go to the park today. Who wants to e with me?S: Me, me ( T finds five students to e 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 e with me and they should make the queue according to my 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 dont 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, how can I get to the park?S: You can go by the No.15 bus.T: Can I go there on foot?S: Yes, if you like. Its not far.T: Thank you.(T points at the board)T: I can go by the No.15 bus. What will the bus do, if the traffic light is red?S: Stop at the red light.T: If the light is yellow?S: Wait at the yellow light.T: If the light is green?S: Go at the green light.【設(shè)計(jì)意圖】利用free talk的形式為學(xué)生提供語(yǔ)言交際的機(jī)會(huì)，通過讓學(xué)生說說以何種交通方式到某個(gè)地方，鞏固復(fù)習(xí)學(xué)過的單詞和句子，并為學(xué)習(xí)新課奠定基礎(chǔ)。【設(shè)計(jì)意圖】通過創(chuàng)設(shè)排隊(duì)這一情景，讓學(xué)生通過參與、體驗(yàn)等活動(dòng)，總結(jié)歸納以前所學(xué)方位詞的用法，并練習(xí)where is.?這一句型，為下面展開新課做好鋪墊。【設(shè)計(jì)意圖】利用學(xué)生上單元所學(xué)習(xí)的對(duì)話，為學(xué)生創(chuàng)設(shè)一個(gè)問路的任務(wù)情景，為引出本課的總體情景打下基礎(chǔ)，同時(shí)培養(yǎng)學(xué)生助人為樂的精神和遵守交通規(guī)則的行為習(xí)慣。 呈現(xiàn) / 操練 （ Presentation / Practice）1. Learn the new words (1) T: The park is very beautiful, but I have to send a letter to my friend now. Where should I go? I am a stranger here. (T points to the board), can I go to a cinema?S: No.T: A hospital?S: No.T: A post office?S: Yes.(2) T: I have sent the letter. I want to buy a new book now, where should I go?S: Bookstore.T: Yes, but where is the bookstore?S: Its behind the post office. (3) T: I feel bad now. (教師做不舒服狀) Ive got a cold. I have to go to the hospital. Where is the hospital, can you help me?S: Its in front of the post office.(4) T: Im OK now. I want to see Harry Porter, where should I go?S: Cinema.T: Yes, a cinema, but Im a stranger. How can I find the cinema? What should I say?S1: Where is the cinema, please？S2: Its behind the park.S3: Its near the bookstore.T: (T points to the board) Behind the park, near the book store, its the S: Cinema.T: Good job.T: I know you all like robots. Theyre very interesting. If you want to visit robots, where should you go?S: Science museum.T: Museum is a difficult word. Lets read it once again.Ss: Museum.T: Remember you are a stranger here. What will you say?S1: Where is the science museum, please?S2: Its near the hospital.S3: Its in front of the park.T: (T points to the board) Near the hospital, in front of the park?S: Its the science museum.2Listen to the tape. Listen to the tape and read after it.【設(shè)計(jì)意圖】通過幫助老師送信這一情景，在板書和圖片的幫助下，引導(dǎo)學(xué)生幫助老師找到post office,同時(shí)利用方位介詞確定post office 的方位，自己總結(jié)出本課所學(xué)核心句型?！驹O(shè)計(jì)意圖】通過以上三個(gè)新詞的學(xué)習(xí)，學(xué)生已經(jīng)基本掌握問路與指路的表達(dá)法，所以在學(xué)習(xí)cinema和science museum這兩個(gè)新詞時(shí)，學(xué)生就可以成為課堂的主人，自己將這兩個(gè)新詞運(yùn)用到實(shí)際情境中去?！驹O(shè)計(jì)意圖】通過聽錄音并跟讀這一環(huán)節(jié)，再次訓(xùn)練單詞和句子的發(fā)音并且糾正學(xué)生的錯(cuò)誤發(fā)音，同時(shí)也鍛煉了聽力。拓展/鞏固（Extension/Consolidation）1.Say the words according to the picture.Point to the pictures on the board, say the words and spell them.2Make a dialogue.T: Use the map and make a dialogue with your     partner.S1: Excuse me, where is the post office?S2: Its near the science museum.S1: How can I get there?S2: You can go by bike, its near.S1: Thank you.3Play a game. One student describes the location, the other student guess what place it is.S1: Its in front of the post office.S2: Is it the cinema?S1: No.S2: Is it the hospital?S1: Yes.【設(shè)計(jì)意圖】再次強(qiáng)化詞匯教學(xué)，進(jìn)一步指導(dǎo)學(xué)生不夠熟練的詞匯?！驹O(shè)計(jì)意圖】通過看圖自創(chuàng)對(duì)話這一任務(wù)，靈活運(yùn)用本節(jié)課所學(xué)內(nèi)容，鍛煉學(xué)生的口語(yǔ)表達(dá)能力和創(chuàng)新思維能力。【設(shè)計(jì)意圖】本環(huán)節(jié)首先考查了學(xué)生如何正確描述某個(gè)方位，同時(shí)考查了學(xué)生對(duì)本節(jié)課板書的注意程度。除此之外還運(yùn)用了句型Is it,為下節(jié)的對(duì)話學(xué)習(xí)做好鋪墊。作業(yè)布置（homework）1. Make a dialogue based on the map, which is designed by the students.板書設(shè)計(jì)： Unit 3 My weekend plan B read and write Mid-autumn FestivalWill What are you going to do for Mid-autumn Festival？Im going to.七、教學(xué)反思這堂課我覺得有兩點(diǎn)比較滿意的地方：一是在呈現(xiàn)活動(dòng)中引導(dǎo)激趣。我通過運(yùn)用各種手段和方法，展現(xiàn)本節(jié)課的詞匯和句型。從利用歌曲引入本節(jié)課所授內(nèi)容，到引導(dǎo)同學(xué)幫助老師找到某個(gè)地方，再到學(xué)生自己去問路、指路，都圍繞著本節(jié)課的重點(diǎn)教學(xué)內(nèi)容展開，讓學(xué)生在形式豐富的活動(dòng)中練習(xí)本節(jié)課的單詞和句型，并在活動(dòng)中加深了學(xué)生間的友誼。二是我注重在交際活動(dòng)中提高學(xué)生綜合運(yùn)用語(yǔ)言的能力。我充分利用了合作學(xué)習(xí)這一模式，改變了傳統(tǒng)英語(yǔ)課堂中“教師講、學(xué)生聽；教師問、學(xué)生答”這種單一、單向的教學(xué)方式，使學(xué)生有了更多主動(dòng)學(xué)習(xí)的機(jī)會(huì)。在設(shè)計(jì)課堂活動(dòng)時(shí)，從讓學(xué)生完成基本對(duì)話練習(xí)，到讓學(xué)生創(chuàng)編對(duì)話，體現(xiàn)了從“抓”到“放”的過程，同時(shí)使這些任務(wù)活動(dòng)具有了實(shí)際操作的意義，使課堂氣氛輕松、愉快。通過完成各種活動(dòng)任務(wù)，使學(xué)生綜合運(yùn)用語(yǔ)言的能力有了較大提高。這堂課使我深刻感受到小學(xué)英語(yǔ)教學(xué)要求創(chuàng)建的以活動(dòng)課為主的任務(wù)型教學(xué)模式，不是簡(jiǎn)單的動(dòng)動(dòng)玩玩，教學(xué)活動(dòng)一定要有實(shí)效，要為主題服務(wù)，要為真正發(fā)展學(xué)生的綜合語(yǔ)言運(yùn)用能力服務(wù)。在授課過程中，我也發(fā)現(xiàn)自身有很多不足，比如在操練過程中對(duì)于學(xué)生發(fā)音問題重視不夠，詞匯教學(xué)中對(duì)寫的要求落實(shí)不到位，在評(píng)價(jià)語(yǔ)上缺乏技巧和方法，不能針對(duì)學(xué)生特點(diǎn)進(jìn)行個(gè)別評(píng)價(jià)，整堂課各環(huán)節(jié)時(shí)間分配不是很合理等一些細(xì)節(jié)上的問題，我會(huì)針對(duì)這些問題進(jìn)行再思考，爭(zhēng)取下次上得更好。八、指導(dǎo)評(píng)析 這節(jié)課很常態(tài)、很樸實(shí)、課堂容量比較大。在Preparation階段通過歌曲演唱熱身，然后將第一單元的交通方式、交通規(guī)則和以前學(xué)過的方位詞以認(rèn)讀圖卡詞卡、對(duì)話、站隊(duì)、情景表演的方式進(jìn)行復(fù)習(xí)。在Presentation階段，老師注意情景的運(yùn)用，引出五個(gè)新詞時(shí)分別設(shè)置了寄信、買書、感冒買藥、看哈里波特、看機(jī)器人展覽的情景，在每個(gè)情景中教讀新詞、學(xué)生練習(xí)、然后將主句型與新詞結(jié)合加以鞏固。五個(gè)新詞全部出現(xiàn)后，在Practice階段通過認(rèn)讀圖詞卡、描述猜地點(diǎn)、結(jié)合板書形成的地圖進(jìn)行問答等形式加以操練。Production階段利用課本中的Pair work，讓學(xué)生設(shè)計(jì)自己的社區(qū)，在書上寫的同時(shí)找一名同學(xué)上小黑板寫，再由她介紹自己的社區(qū)，老師有針對(duì)性地詢問，為后面的問答作一個(gè)示范。因每名學(xué)生安排的社區(qū)布局不同，產(chǎn)生信息差，同桌間扮演“記者”采訪“設(shè)計(jì)者”，相互問答就顯得有意義，最后教師找?guī)捉M在全班同學(xué)面前展示出來。最后階段的Progress完成了活動(dòng)手冊(cè)上的練習(xí)，進(jìn)行了總結(jié)。 整堂課老師全程英語(yǔ)教學(xué)，教學(xué)方法直接有效，雖然是農(nóng)村的孩子但是平時(shí)訓(xùn)練到位所以語(yǔ)言水平比較好，六年級(jí)的學(xué)生也能踴躍舉手發(fā)言，這點(diǎn)比較可貴。這節(jié)課學(xué)生的主體地位體現(xiàn)得也比較好。存在的不足是在操練過程中對(duì)于學(xué)生發(fā)音問題重視不夠，hospital重音問題老師沒有及時(shí)糾正；詞匯教學(xué)中寫的要求落實(shí)不到位，只在最后設(shè)計(jì)社區(qū)時(shí)涉及到一點(diǎn)；評(píng)價(jià)語(yǔ)過于單一，缺乏即時(shí)評(píng)價(jià)和有針對(duì)性的評(píng)價(jià)；整堂課顯得前松后緊，各環(huán)節(jié)的時(shí)間分配需要再調(diào)整。