The first period(第一課時(shí))

Part A Let' s try & Let's talk

內(nèi)容分析

本課是PEP小學(xué)英語六年級(jí)第一冊(cè)Unit1第一課時(shí)。主要學(xué)習(xí)能夠理解和掌握本課時(shí)的重點(diǎn)詞匯和句型以及能夠在情景中恰當(dāng)運(yùn)用句型“—Where is the…? —It's…”詢問地點(diǎn)并作答。老師將通過多種游戲活動(dòng)鞏固重點(diǎn)單詞和句型，使學(xué)生掌握本節(jié)課知識(shí)點(diǎn)。

課時(shí)目標(biāo)

知識(shí)與能力

·能夠讀懂題目要求，對(duì)聽力的重點(diǎn)內(nèi)容進(jìn)行預(yù)測(cè)

·通過聽錄音，運(yùn)用基本的聽力技巧，勾選正確的選項(xiàng)

·通過觀察、談?wù)?/span>Let's talk板塊的圖片，在PPT和老師的幫助下理解對(duì)話大意，并能夠回答對(duì)話下面的問題

·通過聽錄音，能夠用正確的意群及語音、語調(diào)朗讀對(duì)話，并能在小組中進(jìn)行角色表演

·能夠在情景中恰當(dāng)運(yùn)用句型“—Where is the…? —It's…”詢問地點(diǎn)并作答

·能夠在語境中借助圖片等幫助理解新詞“museum, bookstore, post office, ask, sir”的意思，并能夠正確發(fā)音

·能夠運(yùn)用禮貌用語尋求他人的幫助

過程與方法

利用機(jī)器人創(chuàng)設(shè)情境，通過各種不同功能的機(jī)器人，激發(fā)學(xué)生學(xué)習(xí)興趣，吸引其注意力。先引導(dǎo)學(xué)生基于語言情境猜測(cè)吳一凡所在的場(chǎng)所，再通過聽力驗(yàn)證預(yù)測(cè)的答案并完成Let's try板塊的聽力練習(xí)，培養(yǎng)學(xué)生聽前預(yù)測(cè)的習(xí)慣。

情感態(tài)度價(jià)值觀

引導(dǎo)學(xué)生通過組內(nèi)交流自己居住地的相關(guān)城市設(shè)施和位置，拓展他們對(duì)其喜好與經(jīng)常進(jìn)行的活動(dòng)的相關(guān)表達(dá)，提高學(xué)生的語言綜合運(yùn)用能力。

教學(xué)重難點(diǎn)

教學(xué)重點(diǎn)

能夠理解和掌握本課時(shí)的重點(diǎn)詞匯和句型。

教學(xué)難點(diǎn)

能夠在情景中恰當(dāng)運(yùn)用句型“—Where is the…? —It's…”詢問地點(diǎn)并作答。

教學(xué)準(zhǔn)備

PPT課件?課文錄音?視頻等。

教學(xué)媒體選擇

多媒體，錄音。

教學(xué)活動(dòng)

1. 錄音

2. 游戲

教學(xué)過程

Step 1: Warm-up & Lead-in

1. Greetings.

Greet students. Divide them into several groups. The group which gets the most points will be the winner.

2. Quick review.

Review the words and the phrases of the locations “in front of, near, next to, behind, between” with the pictures. （課件出示: 表示方位介詞的圖片）

3. Read and guess.

Read the sentences and guess what places they are.

4. Lead-in.

Present the main scene on page 2.（課件出示: Unit 1主情景圖）

T: What can you see in the main scene?

Ss: We can see a hospital, a park, a restaurant…

T: Here are Wu Yifan and Robin. Wu Yifan likes robots very much. Where can Wu Yifan go?

Ss: He can go to the science museum.

T: Where is the science museum? How can he get there? Today we'll learn “Unit 1 How can I get there?”

Write down the title of “Unit 1” on the blackboard.

Step 2: Presentation

1. Let's try.

（1）Freely talk about robots.

In a science museum, we can see many interesting things of high tech. Present some pictures of high tech robots on exhibition. （課件出示: 能做各種不同動(dòng)作的機(jī)器人的圖片及相應(yīng)的動(dòng)詞詞組） 

T: These robots are so cool! What can they do?

Ss: They can…

（2）Listen and tick.

Ask students to read “Let's try” and predict the content of listening and the answers to the questions. Then students listen and tick the right options for the questions. At last, check the answers together. （課件出示: 教材P4 Let's try板塊的習(xí)題、音頻及答案）

（3）Read the listening materials.

Learn the key sentences underlined. （課件出示: 教材P4 Let's try板塊的聽力材料）

2. Watch and answer.

Wu Yifan and Robin are at the science museum now. Wu Yifan has something to do. Watch the video of “Let's talk” and answer the questions. Lead students to get the main idea of the dialogue. （課件出示: 教材P4 Let's talk板塊的對(duì)話視頻和問題）

Q: What does Wu Yifan want to do? （He wants to buy a postcard and send it.）

Compare the differences between “buy” and “send” with pictures. （課件出示: 買明信片和寄明信片的圖片）

3. Get more details.

Watch the video of “Let's talk”again and answer the following questions. （課件出示: 問題①②，配圖museum shop和post office）

①Where can Wu Yifan buy the postcard? Where is the museum shop?

②Where can he send the postcard? Where is the post office?

Highlight the sentence structure “Where is…?” Make brief talks with students while checking the answers. （課件出示: 問題①②的答案）

Write down “museum shop, post office” and the sentence structure “Where is…?” on the blackboard.

①Key: He can buy the postcard in the museum shop. The museum shop is near the door.

T: What else can you buy in a museum shop?

Ss: I can also buy some toy robots/soft toys/toy machines/books…

②Key: He can send the postcard in the post office. The post office is next to the museum.

T: Does Robin know where the post office is?

Ss: No, he doesn't.

T: So how can they find the post office?

Ss: They can use a map./They can ask other people.

T: Yes. If you need help, just try to be brave and ask for help.

Learn the key words “ask, sir” in detail. （課件出示: ask和sir的相關(guān)內(nèi)容）

Write down “ask, sir” on the blackboard.

T: Robin asks a man where the post office is. The man is so surprised that Robin can talk. It is a talking robot. He thinks the museum is a great museum. （Simply explain “a talking robot” and “What a great museum！”）

T: Where is the post office?

Ss: It's next to the museum. （課件出示: 對(duì)比near和next to的區(qū)別）

Step 3: Practice

1. Read and act.

（1）Students read after the recording. Pay attention to the pronunciation and the intonation.

（2）Let students practice the dialogue in roles in groups.

（3）Act out.

2. Draw a map for the museum.

Students read the dialogue and try to draw a simple map for the museum. Work in pairs to make a brief introduction of their maps. Then choose two students to come to the front to share their maps. They can say like this:

The museum shop is… You can…there.

The post office is… You can…there.

Step 4: Consolidation & Extension

1. Create a new dialogue.

T: If you are Wu Yifan, what gift do you want to buy? You can be in a supermarket or anywhere you want to be. Create a new dialogue and let's find out more ideas. You can do it like this:

Wu Yifan: Robin, where is the…? I want to buy…

Robin: It's…

Wu Yifan: Thanks. Where is the…? I want to…today.

Robin: I don't know. I'll ask. Excuse me, sir.

Man: Wow! A talking robot! That's interesting!

Robin: Where is the…?

Man: It's…

Robin: Thanks.

The teacher makes a model with two students first. Then ask students to work in groups. Choose one or two groups to act out.

2. Talk about your city.

T: Now we've known something about Wu Yifan's city. Can you talk about something about your city/town/village?

The teacher sets a model and makes a brief conversation with a student first. You can use these words: park, library, zoo, post office, school, museum… （課件出示: 對(duì)話練習(xí)的框架）

 Then students work in groups and talk about the places in their city/town/village.

3. Make a summary.

Lead students to make a summary of this class. Let them conclude the key words and sentence structures they've learned. Encourage students to be brave and ask for help if they need.

板書設(shè)計(jì)

作業(yè)設(shè)計(jì)

完成《核心課堂》/《一本好卷》本節(jié)課習(xí)題。

教學(xué)反思

1. 熱身環(huán)節(jié)快速復(fù)習(xí)方位介詞以及有關(guān)建筑物和場(chǎng)所的詞匯，為下面即將要學(xué)習(xí)的對(duì)話做好詞匯鋪墊。通過主情境圖創(chuàng)設(shè)情境，為即將學(xué)習(xí)的Let's try板塊設(shè)置話題背景。

2. 呈現(xiàn)活動(dòng)由淺入深，注重培養(yǎng)學(xué)生聽前預(yù)測(cè)的習(xí)慣。以學(xué)生為本，引導(dǎo)和啟發(fā)學(xué)生思考，注重對(duì)學(xué)生思維能力的培養(yǎng)。

3. 基于課本基礎(chǔ)，設(shè)置多元化的教學(xué)活動(dòng)，適當(dāng)拓展，豐富學(xué)生表達(dá)，提高其語言綜合運(yùn)用能力。

4. 板書設(shè)計(jì)清晰明了，重點(diǎn)突出，起到了很好的輔助作用。

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