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1、PEP 小学英语六年级上册unit2 partB lets learn1. 教学目标（1） 学问目标：能够听、说、认读词汇：turn left，turn right，go straight，crossing能够听、说、认读句型：Go straight，turn left at the first crossing, go straight on, turn left at the traffic lights, its on your left（2） 力量目标：能够根本学会帮人指路。培育学生的方向感和空间思维力量。（3） 情感目标：培育学生乐于助人的好品质。2. 教学重点、难点（1） 教学重点
2、：能够听、说、认读词汇：turn left，turn right，go straight，crossing能够听、说、认读句型：Go straight，turn left at the first crossing, go straight on, turn left at the traffic lights, its on your left（2） 教学难点：使学生能够分清左右，并能正确指路。3. 教学预备（1） 制作多媒体课件。（2） 每组预备两张地图：一张教室模拟小镇平面图，一张美国小镇平面图。（3） 教室场景布置：整个教室为一个模拟小镇，每个小组为一个具体的场所，其间还有十字路口和交
3、通灯。二、教学过程： Step 1: Warm-up 介绍教室场景：T: Today, our classroom is a small town. This is a postoffice. Here is a bank. Are you clear?Ss: Yes.设计意图通过对教室场景的介绍，复习了所学场所的名称，使学生生疏了模拟小镇的布局，为后面在小镇中准确找方位做好预备。同时，也使学生仿佛真的置身于一个小镇之中，从心理上进入了教学情境,并对这堂课布满了期盼。Listen and do.T: Now, please listen and do. Touch your nose. Tou
4、ch youreye. 发令速度渐快Touch your right ear. Touch your left ear. Touch your righteye. 设计意图通过听听、做做，让学生热身、放松，同时也初步感知左右，特别是随着教师发令速度的加快，学生会变得越来越兴奋，越来越投入。Step 2: Presentation教学词汇：turn left, turn right, go straight（1） 随着听做活动的连续，的教学内容开头呈现：T: Stand up, please. Show me your right hand. Turn right.Show me your le
5、ft hand. Turn left. Go straight. (2)（2） 当学生根本上能依据教师的口令做动作之后，请两个学生试着发令，教师跟其他学生一起做动作。(2)（3） 多媒体一一呈现表示左转、右转、直行的图片，教师问： “What does it mean?”，学生一一作答，教师呈现词汇，并让学生以各种形式认读词汇。(3)设计意图通过简洁听做到感知左右，再利用左右手搞清左转、右转和直行， 然后考察口头语言输入的有效性，最终呈现词汇并学习词汇，从听做、听说到读，使得一切都水到渠成，丝毫不会让学生感到犯难。教学词汇：crossing（1） 玩耍：Find the treasure (2
6、)T:教师拿出一个宝盒Now, lets play a game: Find thetreasure. OK?Ss: OK.T: Who wants to find the treasure?教师请一名学生上来，面对黑板，然后把宝盒藏到小镇的某一个地方。T: Now, please listen. Turn left, go straight, turn left,go straight, turn right直到找到宝盒（2） 教学词汇：crossing (3)当该学生找到宝盒之后，请他翻开看看里面有什么珍宝。T: Whats in the treasure box? Open it and
7、 see.S1: Its a paper.T: What does it say?S1: It says: Find the near the bank. Find the treasure. T:教师通过投影，指着十字路口的图形What does it mean? (多媒体出示十字路口图形和单词，教师领读并让学生以小组形式齐读。)T: How many crossings are there in our town? Ss: Four.T: Where is the bank?S2: Its here.T: How can I get to the crossing?Ss: You turn
8、 right, go straight, turn left, go straight T: Who can help me go to the crossing and find the treasure? 教师请一名学生依据指令找宝藏。T:当那名学生找到了银行旁边的十字路口。Can you find the treasure?S3: Its an envelope.T: Open it and see.S3: Its a paper, too. It says: Find the. near thebookstore. Its under the. .T:教师通过投影，指着交通灯的图形Wh
9、at does it mean? (多媒体出示交通灯图形和单词，教师领读并抽局部学生读。) T: How many traffic lights are there in our town?Ss: Two.T: Where is the bookstore?S4: Its here.T: How can I get to the traffic lights?Ss: You turn left, go straight, turn right, go straightT: Who can help me go to the traffic lights and find the treasur
10、e?教师再请一名学生依据指令找宝藏。设计意图通过Find the treasure 这个玩耍，学生复习了turn left, turn right, go straight 三个词汇，并借助教室里的模拟场景分清左右， 渐渐学会正确指方向。同时，在玩耍中还进展了词汇crossing 的教学，学生要找到宝藏，必需破解藏宝图的密码，从而学习了词汇。这种探险小说里才有的寻宝活动在课堂中进展了演绎，学生参与热忱高涨。学习英语是为了更好地完成寻宝任务，学生愿学、乐学，也表达了任务型教学的理念。Step 3: Consolidation (6)1. 阅读活动T:学生在交通灯下面找出宝藏What is the
11、 treasure? 教师接过宝藏，在投影中呈现It is from Air China, free tickets to the USA.Ss: Wow!T: What a surprise! Do you want to go to the USA? Ss: Yes.T: But you have to pass a test first. Look at the tasks,group 1, 2 and 3 finish task one. (多媒体出示三个阅读任务，学生以小组为单位，边读边在地图上找相应的场所，地图为教室里模拟小镇的平面图。)Task example:Now, you
12、are at the hotel. You turn left at the hotel gate, go straight, turn right at the2. 实践检验学生完成阅读任务后，教师分别请三个不同任务的小组在模拟小镇中实践检验阅读成果。设计意图这个阅读活动是对学语言的稳固，也为学生供给了给人指路的语言范例，为接下去的指路活动做好了铺垫。同时，这也是训练学生思维的一个过程，从原来在教室里的模拟小镇中找路过渡到了在平面图上找路，思维活动更为抽象，促进了学生空间思维力量的进展。Step 4: Extension1. 引入拓展活动 (2)T: Now, its time for us
13、 to go to the USA. I have a friend in the USA. Her hometown is very nice. Lets go to her hometown, OK?Ss: OK.T: Let me call her first.拿出 与在一旁听课的外教通话Hello! Molly. This is Lin. Im very excited. Im going to your hometown with my students tomorrow. Will you meet us at the airport? OK. See you tomorrow.2
14、. At the airport (5)T: Lets fly to Mollys hometown. 多媒体演示飞机飞行、轰鸣，然后到达一个机场，同时外教走到教室前面。T: Hello, Molly! Nice to meet you againM: Nice to meet you again! my hometown. T: These are my students.M: Nice to meet you!Ss: Nice to meet you!T: Molly. Can you introduce your hometown to us?M: OK.多媒体出示Molly 家乡的画面
15、Look at the map. This is my hometown. Now, we are here at the airport. This is my home. The school is near my home. The super market is behind the school. This is a hotel. You will stay in this hotel. The post office is behind the hotel. There is a zoo, a farm, and a nature park in my town. They are
16、 very nice places. You can visit these places in the following days.T: Thank you. Molly, how can we get to the hotel?M: Turn right at the airport gate, cross the first crossing, go straight, then turn right at the traffic lights. The hotel is on your left.T: Boys and girls, are you clear? Ss: Yes.T:
17、 Good. Lets go to the hotel.教师和全体学生看着画面， 边说路径边做行进的动作。T: Oh, the hotel. Here we are. Thank you, Molly. 设计意图多媒体的演示和外教的消灭使原本的模拟情境变得更加趋于真实，学生也变得更加兴奋和投入。请外教介绍她的家乡并指出去hotel的路，既是对学生进展了纯粹英语的听力训练，也是给学生供给了又一次指路的语言范例。3. Find the way ( 4)T: Tomorrow, we are going to visit the zoo, the farm, thetheme park and th
18、e natural park. Lets find the way first, OK?Ss: OK.T: Group 1, group 2 and group 3 find the way to the zoo. 教师安排任务，让学生在地图上找到去参观的路线，并在小组间谈论各自的路线。设计意图通过找路可以生疏路线，小组间的谈论给学生最终的语言输出供给了必要的练习时间和时机，同时也是对空间思维力量的又一次训练。4. 帮人指路 (5)T: Have you found the way? Ss: Yes.T: 多媒体出示几个学生生疏的人物。Look, who are they? Ss: They
19、are Mike, Sarah and Amy.T: Mike is going to the zoo. Sarah is going to the naturalpark. Amy is going to the farm. But they cant find the way.(教师戴上Mike 的头饰)T: Excuse me, how can I get to the zoo?请一个学生帮助指路T: 教师拿出Sarah 和 Amy 的头饰Who can act as Amy / Sarah?(请两组学生分别问路、指路) 设计意图通过角色扮演，培育学生乐于助人的好品质。在帮人指路的过程中，实现了语言的输出。5. Sing and doT: Can you find the way now? Lets go and visit theseplaces.( 放兔子舞音乐，教师和学生边唱边跳，本课完毕。) 设计意图在left, left, right, right 的音乐声中，使学生进一步稳固了左与右的方向感。在开心的情境中完毕课堂，让学生更加宠爱英语课，并对下一堂英语课布满了期盼。Step 5: Homework完成活动手册P12(Look at the map and write)。画出你家到学校的路线，并把他讲给你的好朋友听。