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1、Unit 1 How can I get there 教学设计(Period 2)一、教材内容分析本部分学习的单词和词组是 science museum, post office, bookstore, cinema, hospital教材通过吴一凡和Robin的对话呈现单词及词组的词形和意义。二、学生情况分析学生在之前已经学习过很多表示地点的单词，如restaurant, school, park等，在本 单元的第一课时，学生也学习了本单元的主要核心句型，因此，教师通过复习，让学生激活 旧知，为本课时的学习做好铺垫。同时，由于六年级的学生即将进入中学，对于一些语音知 识，如复合词和音节的划分
2、等，教师也可以进行适当的补充铺垫，先让学生讨论、总结，教 师再进行归纳。三、教学目标1 . 能听、说、读、写有关建筑物的单词或词组：science, museum, post office, bookstore, cinema, hospitalo2 .能够正确运用以上单词和词组介绍场所的方位。3 .理解一些简单的构词规律，如合成词bookstore是由两个词构成的。4 .理解一些简单的发音规律，如双音节词、多音节词和词组的重音四、教学重难点教学重点：1 .能听、说、读、写和运用下列单词： science, museum, post office, bookstore, cinema, hos
3、pitalo2 . 了解复合词构词形式。教学难点：1 .在语境中正确使用六个核心词汇进行表达。2 .多音节词的音节划分。五、教学步骤1 .热身环节(1)师生问候，用英语打招呼。(2)小组表演A部分Let s talk对话内容。(3)对Let s talk课文内容进行提问复习。课件出示问题。Where are Robin and Wu Yifan?Where does Wu Yifan want to go?Where is the museum shop?Where is the post office?设计意图：复习上节课所学对话内容和核心句型，既让学生在情境中运用所学，又为本 节课的词汇学
4、习做铺垫。T: Good morning, boys and girls!Ss: Good morning, Ms Zang.T: Before we begin, let? s review what we learnt in last class. First, act the dialogue out in your groups. Then we will enjoy together. T: Which group wants to show for us?T: Well, you did very well. Here are some questions about the di
5、alogue. Let s ask and answer in pairs.2 .呈现(1)呈现上节课已经学习的science museum和post office的图片，学生对单词进行 复习、朗读、拼写，复习上一节课已经学过的两个单词，进行巩固。(2)学生说一说他们所知道的公共场所，先在小组内讨论一下，然后进行反馈。学生 知道的教师不教，充分放手，小组内进行讨论自己知道的单词，可以先进行资源的分享，让 更多的学生参与进来。What other places do you know?T: Look at these pictures. Can you read the words below?
6、Ss: science museum, post off ice*T: How to spell them?Ss: s-c-e-n-c-e m-u-s-e-u-m, science museum, p-os-t, o-f-f-i-c-e, post office.T: Well done. What other places do you know around us? Discuss in groups.SI: Park, school, supermarket, restaurant (3)呈现bookstore, cinema和hospital的图片，教读发音，与学生进行自然的交流。 如
7、：Is there a near your home/in the city? Where is it? Do you often go to the ,? 设计意图：利用学生学过的句子自然的进行交流，避免脱离情境，只教授单词，做到词 不离句。T: Look at these pictures. Which one do you know? Little teachers.Ss:T: Follow me, please. Bookstore, cinema, hospitalSs: Bookstore, cinema, hospitalT: Is there a near your home/
8、in the city?Ss: Yes, it is.T: Where is it?Ss: It s next to T: Do you often go to the ?Ss: Yes, I do.(4)学生观察单词bookstore的构词结构，教师帮助学生了解复合词构成形式的特征, 并让学生说一说他们学过的复合词都有哪些。(5)教师展示cinema和hospital的图片，学生尝试给两个单词划分音节，总结音节 划分的技巧。设计意图：了解复合词的构词形式特征，通过说出自己学过的复合词，帮助学生激活原 有的知识，进一步理解掌握单词。学生通过自己的尝试了解音节划分的知识，能够更好地记 忆单词。T
9、: Look at this word. Let s read together.Ss: book, store, bookstore.T: Yes, there are two parts in this word. This is a compound word. What others do you know?Ss: class, room, classroom. (6)听读录音，跟读模仿。注意语音语调。T: Now let s listen and repeat. Try to imitate.T: Finished? Now, please read in roles.3 .巩固操练
10、Brain Storm,快速闪过单词和图片，学生说出答案。(2)Riddle.猜谜语。教师可呈现与核心词汇有关的英文信息，学生阅读并猜测单词。 学生在语境中体会、理解单词的含义，巩固所学。设计意图：头脑风暴和猜谜语的练习，作为趣味性的游戏，消除了机械操练单词的枯燥 性弊端，帮助学生快速强化记忆，为后面的语言运用做准备。猜谜语练习，难度加深，让学 生在语境中理解和体会所学单词的含义，以达到灵活运用的目的。T: Now let? s have a brain storm. Here comes some words of places. They will flash very fast. Ple
11、ase say them out as quickly as you can.Ss: Bookstore, cinemaT: wow, you did very good job. Now here are some riddles for you. Let s read and guess. What are they? Please read together.55: It s big. There are many people in it. We like to eat popcorns in it. We can see many wonderful movies. What is
12、it?T: Please guess. What is it?56: It s a cinema.T: Bingo.(3)教师呈现自己所设计的地图，与一位学生进行示范，描述地图中不同地点的位置。(4)学生在小组内自己设计地图，然后根据句型提示描述位置。在情境中运用核心词 汇和句型，做到真实的语言的运用。设计意图：教师先呈现自己的地图，起到很好的示范作用，为后面学生自己设计和讨论 打好基础。最后的地图设计，充分考虑到学生的个体差异，小组合作的形式能够让不同的学 生发挥所长，自主学习能力和合作学习能力得到提高。T: Look. I design a map. Let, s read the pla
13、ces in my map.Ss: hospital, school, zoo, park, museumT: Let s talk about the map. Try to make a dialogue. Who wants to have a try with me?57: There is a school in my city.T: Where is it?58: It s near my city.T: Now design a map in your group. Then make a dialogue with your partners. Here we go!4 .总结让学生总结一下本节课都学习了那些知识，老师做一下总结。下课前对知识进行梳理, 让学生进一步巩固所学。培养学生的归纳总结的能力。What have we learnt today?5 .作业1 .找出两个复合词。2 .两人一组，选取喜欢的地图或导航图，就“路线指示”的话题设计对话并练习。