人教版 (PEP)六年级上册Unit 1 How can I get there? Part C评课课件ppt
展开课题：A Trip in London——PEP Unit 1 Part C story time | |||
科目：小学英语 | 教学对象：六年级 | 课时：第六课时 | |
一、教材分析 | |||
本课是六年级上册第一单元的故事课，故事内容生动有趣，通过Zoom在伦敦被fish and chips诱惑, 进而问路寻食展开故事。故事的知识主要围绕第一单元所学内容进行展开。本课利用Zoom与路人的问答，将文本与图片进行了转换，使故事文本变成了一张地图，直观、清晰地可供学生进行演绎、表达。另外，从文化角度出发，从美食、建筑、娱乐活动等方方面面向学生传达本故事里的英国文化背景知识，激发学生兴趣，并以一张模拟真实的简易英国伦敦地图，为学生留足语言发挥空间，发散学生思维。
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二、教学目标： | |||
2）.能在迷路时主动寻求帮助。 4. 学习策略目标：能够通过文段，获取主旨大意，通过相关细节猜测词义。
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三、教学重难点 | |||
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四、课前准备 | |||
板书、ppt | |||
五、教学环节 | |||
教学步骤 | 设计意图 | ||
Warming up &Revision | |||
学生边听边欣赏伦敦图片，认识并说一说对伦敦印象。 T: Zoom and Zip are searching some interesting pictures on line. What are these pictures about? Ss enjoy the pictures and answer : London. T: How do you know? What do you see in the pictures? Ss: I see… T: London is the capital city of the UK. Do you like London? What do you think of London? Ss: I think London is …. Because…
T: Zoom and Zip want to travel to London. But they need to go to the airport first. Do they know how to get to the airport? Ss: No. T: We can use GPS to help them. Ss chant. ① Ss listen and chant.学生听GPS语音指令，跟老师一起边做动作边chant前两个路口。 ② Ss make a new chant 学生观看GPS指引，按节奏和同桌进行编创chant. Ss look and then make a new chant with desk mates. ③ Ss think and guess T: There are some other ways to the airport. Why do they choose this way to the airport? Ss observe and then guess: Maybe he is a foodie. / Maybe he likes Chinese food… T: Hooray! Finally, they arrive in the airport. They’re going to fly to have a nice trip. Today’s story is about Zoom and Zip’s trip in London. Let’s go and have a look!（贴课题板书） |
用视频欣赏伦敦，在课前就给学生大量的伦敦信息介绍，例如Fish and chips, London eye等等，为学生提供不同方面的伦敦文化，使学生能够对本课话题从一开始就有所了解，并未后方活动做好文化与思维铺垫。
用GPS的语音导航，结合chant的方式对本单元所学知识内容进行复习，不仅是为了提高学生的学习兴趣，也是为了贴近学生的真实生活。
本问题是为了引发学生思考，为Zoom这个人物角色的特点做好一定的铺垫，使学生能对后方猜测他肚子吃撑了还要吃糖葫芦的原因有更多不同的见解。 | ||
Presentation |
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T: Now, they have arrived in London. Look, where are they? Ss: They are in a park. T: They meet a boy in the park. Look at Zoom and the boy. What’s happening between them? Ss: Zoom is hungry. He wants to eat the food in the boy’s hand. T: What’s that food? Ss guess. T: Fish and chips. Does he eat the food at last? How does he get the food at last? Ss guess.
Ss watch and answer: He buys fish and chips in a shop. (贴板书)
T: Does he know the way to the fish and chip shop? Ss: No. T: He asks some people for help. How many people does he ask? Ss: Three. T: If you were Zoom, how would you ask ? Ss think and guess: How can I get to…/ Where is…
Ss read and find out what Zoom say. 学生读前五幅图片，快速浏览找答案。 S1: Excuse me. Where can I buy one? S2: Excuse me. Where is the London eye. S3: Excuse me. Is the Thames far from here? （学生说完后跟读，教师贴板书）
T: What do the men say? Ss read it again, underline what they say and circle the places they mentioned. T checks the answer: What do the men say? Ss: Near the London Eye. Go that way. It’s next to the film museum near the Thames. No. Go straight and turn left. T: What places are mentioned? Ss: London Eye. Film museum. The Thames. （学生说，教师贴板书并带读） 学生通过板书初步了解London Eye. the Thames.
Ss match the pictures with the sentences of what the three men say.
T introduces the London Eye and the Thames to Ss.
T：Do you know the correct place of London now? Ss discuss with desk mate and choose the correct place of the shop. T places the pictures with students to check the answer.
T:Finally, Zoom and Zip find the shop. How do they feel? Ss think and answer. T: What does Zoom say? Ss look and read: Zip, look! T: What does Zoom say? Ss listen and follow: Finally! T:Finally means at last. Because it’s not easy to find the shop. So they are very happy, but also a little tired. S1 acts as Zoom: Zip, look! Ss act as Zip: Finally! | 在阅读故事前，通过第一幅图的观察，让学生先对故事有初步的猜测，发散学生思维，提高学生的读图能力，发展他们的想象能力。
用不同的阅读方式训练学生不同的阅读技能与方法。
通过解读地点，使学生进一步对课文插图有所理解，加深学生对文本印象，也能帮学生进一步记忆Zoom问路的顺序。
通过路人的描述，合作让学生选一选fish and chips的位置，使文本可视化，能进一步让学生直观理解三幅图的文本内涵，同时在过程中也能发展学生一定的合作能力。
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Practice |
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Ss read after the tape.
Ss work in four and choose one level to act the story.学生可根据自己的能力，选择看完整对话表演，也可以挑战看板书上的对话框架表演。
level1 level 2
T: Finally, they find the shop. How do they feel? Ss: They are so happy. T: What does Zoom say? Ss look and say: Zip, look! T: How about Zip? Ss listen and answer: Finally! T:Finally means “at last”. Is it easy to find the shop? Ss: No. T: Maybe he feels very happy but a little...? Ss think and say: tired. S1 act as Zoom. Ss act as Zip.
T: Now, they enter the shop. They are tired and hungry. So how much will they order? Ss listen and answer: Three large portions and one small one. Ss follow to read “portion” T: What does it mean? Ss look and choose. T:Do you think how many portions are for Zoom? Ss guess and share their opinions and tell the reasons.
T: After eating so much Fish and chips, what happens? S1: He feels stomach hurts. Ss acts like stomachache: Oh, my stomach hurts. I miss my tanghulu. T: Can you act as Zip? One student acts as Zoom. The other students act as Zip. Ss read along with the audio to enjoy the whole story again.
T: Why does Zoom feels stomachache but still says “ I want to eat my tanghulu”? Ss guess: Maybe he misses Chinese food./ Maybe tanghulu can make his stomach better./ Maybe tanghulu is his favourite food…. Ss act as Zoom and share the reasons: Because I miss Chinese food/ Because I love tanghulu… | 通过拆分问句与答句，帮助学生理清Zoom的路线脉络，并能将整个过程以板书的形式呈现，使课文内容从你文本到图片，变得更为直观。学生可以直接通过看板书进行表演。
学生根据路线图可以清晰地对课文进行理解与记忆。通过有感情地表演，加深学生对课文的理解，也能为后方理解finally做好铺垫。
学生通过模仿演绎理解finally的含义。
通过选择让学生用最直观的方式理解Portion.
通过猜测故事结局，帮助学生发挥想象力，理解“适度饮食，暴饮暴食”的后果。
通过前方的铺垫，让学生对Zoom肚子疼却还想吃的糖葫芦有了更多的发散空间。本环节旨在提升学生的思维力与想象力。
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Consolidation |
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T: If you were Zip, would you agree to eat tanghulu? Ss share their opinions and tell reasons. T: If you want to have a nice trip, you should eat tasty food, but also should go to see some beautiful places and do some fun activities. T introduces different places of London and shows a map to students. Ss work in four to make up a better ending for this story. S1: Oh, my stomach hurts. I miss my tanghulu. S2: You still want to eat? S1: Because… S2: Yes./ No. Let’s … I/ can want to… S2: OK./ Sure… S1: Excuse me. How can I get to…?/ Where is…?/ Is… far from here?/ Where can I buy…? S3: Go…/ Turn… S4: Go…/ Turn… S1/ S2: Thank you. S1:Zip, look! S2: Finally!... | 通过对nice trip的阐述，让学生了解旅游可以从不同方面进行欣赏、游览。
利用一张模拟伦敦真实地图而制的简化地图，使学生对伦敦有了进一步的认识，也能使学生从本课所学的路径拓展出去，又课内走向课外，既能起到复习本单元知识内容的作用，又能提升学生的文化内涵，拓宽学生知识面，提高学生一定的思维力。同时在过程中学习问路的礼貌交际用语。 | ||
作业 | |||
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板书设计 | |||
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