英语Unit 1 How can I get there? Part B教学设计

第六课时

课时内容

 B Let’s check；Let’s wrap it up C story time

课时分析

本课时是人教版六年级上册第一单元的第六课时，与之前的课程内容密切相关。本课时围绕本单元的核心词汇和句型展开。"Let’s check"环节旨在检测学生对本单元A、B部分核心句型和词汇的书写能力。"Let’s wrap it up"则通过复习巩固和总结本单元所学的介词词组。"Story time"部分引导学生复习、强化并扩展本单元的核心语言，同时告诉学生要注意饮食的适度，避免暴饮暴食。本课时的设计旨在回顾前几课时的重点知识。一旦掌握本课时的内容，学生将完全掌握本单元的核心要点。本课时的着重点包括介词词组的总结、四会词汇的掌握以及句型的灵活应用。 本课时由三个板块组成：Let’s check、Let’s wrap it up和Story time。"Let’s check"板块展示了一张地图，通过图片信息，引导学生有针对性地倾听录音并完成听力任务，这要求学生从中推测出考察点。教师在这个环节要着重培养学生良好的听力习惯，以提升他们的听力水平。"Let’s wrap it up"板块呈现了Zoom不知道往哪走的情景，通过色块和Zoom的相对位置，提示学生填写方位介词，以激活学生对方位词和词组的掌握。"Story time"板块讲述了Zoom询问路线以购买食品的故事。这个故事引人入胜，情节有趣，贴近学生的日常生活，符合学生的心理，有助于激发学生的阅读兴趣。通过故事的学习，学生在复习、巩固和拓展本单元所学语言的同时，还能增加语言输入。 由于本课时是复习课，涉及的话题相对较多。在设计教学过程中，不同板块采用不同方法。"Let’s wrap it up"板块倾向于让学生总结，而教师进行归纳，以培养学生的思维能力。在"Story time"板块中，通过引导学生初步感知、详细学习和角色扮演等方式，巩固语言知识，拓展语言能力。

课时目标

 （1）能够独立完成Let’s check，以培养学生良好的听力习惯。

（2）通过巩固复习，将所学的介词词组进行归纳。

（3）具备理解故事内容的能力。

（4）透过故事的复习巩固本单元的重点语言。

（5）能够进行故事表演，恰当地运用故事中的语言。

（6）引导学生注意适度饮食，避免暴饮暴食。

课时重难点

1.重点

（1）能够较好地完成Let’s check，以培养学生良好的听力习惯。

（2）巩固复习并归纳所学的介词词组。

（3）具备理解故事内容的能力。

（4）通过故事复习巩固本单元的重点语言。

2.难点

在表演故事时，能够恰当地运用故事中的语言。

教学准备：

课件、录音机、磁带、词卡

教学过程

Step 1

T: Good morning, everyone. I hope you're all doing well today. T： 早上好，大家。我希望你们今天都过得很好。

Ss: Good morning, teacher. Ss: 早上好，老师。

T: It's so wonderful to have you all back here with me. T： 能够再次见到你们真是太好了。

Ss: We're glad to be here too. Ss: 我们也很高兴能在这里。

T: Let's talk about something fun – the weather! What's the weather like today? T： 我们来聊一些有趣的东西——天气！今天的天气怎么样？

S1: It's sunny and warm. S1: 是晴天，很暖和。

T: That's right! It's a sunny day. Are you all excited for our English class? T： 没错！今天是个晴朗的好天气。大家对我们的英语课感到兴奋吗？

S2: Yes, we're ready to learn! S2: 是的，我们准备好学习了！

设计意图： 通过问候和聊天，引导学生们进入课堂氛围，创造轻松愉快的学习氛围。同时，用英语对话的方式让学生在实际情境中运用所学内容。

T: Alright, let's move on to our exciting English lesson now!

T： 好了，现在让我们开始精彩的英语课程吧！

教师呈现一个简单的图片，包含一些地点和方向。

T: Look at this picture. Can you tell me what you see? T： 看看这张图片。你们能告诉我你们看到了什么吗？

S3: I see a park, a school, and some roads. S3: 我看到了一个公园，一所学校和一些道路。

T: Great job! Now, who can tell me how to get from the park to the school? T： 做得很好！现在，谁能告诉我怎么从公园到学校呢？

S4: You can go straight down the road. S4: 你可以沿着这条路一直走。

T: Excellent! And what if you want to go to the library? How do you get there? T： 太棒了！如果你想去图书馆呢？怎么走？

S5: Turn left at the school and then go straight. S5: 在学校左转，然后一直走。

设计意图： 通过图片引入话题，让学生们根据图片描述地点和方向，从而引发对方位和方向词汇的兴趣。

Step 2 Lead in

T: Fantastic, boys and girls! In our last class, we learned a really cool song. Today, let's have some fun and sing it together! T： 太棒了，男孩们和女孩们！在上节课，我们学了一首很酷的歌。今天，让我们一起来唱一唱吧！

Ss: Where is the hospital? Ss: 医院在哪里？

（播放歌曲 "Where is the hospital?"，学生跟着一起唱。）

T: Great job, everyone! You're all singing so well. Now, let's move on and review some words together. T： 做得很好，大家！你们唱得都非常好。现在，让我们继续，一起复习一些单词。

T: Let's read and spell these words together: cinema, bookstore, science museum, hospital. Now, say them all together as a class. T： 我们一起读一读并拼写这些单词：电影院、书店、科学博物馆、医院。现在，全班一起说出这些单词。

Ss: Cinema, bookstore, science museum, hospital. Ss: 电影院、书店、科学博物馆、医院。

T: Excellent! Now, who can show us how to turn left? T： 太棒了！现在，谁能向我们展示一下怎么向左转？

S6: (Raises hand and turns left) Like this! S6: （举手并向左转）就像这样！

T: Perfect! And how about turning right? T： 完美！那么怎么向右转呢？

S7: (Raises hand and turns right) Like this! S7: （举手并向右转）就像这样！

T: You got it! Now, let's all go straight together! T： 你们明白了！现在，我们一起往前走！

Ss: (All move forward and say) Go straight! Ss: （大家一起往前走并说）往前走！

T: Awesome job, everyone! You all remembered those phrases perfectly. Let's keep going! T： 太棒了，大家！你们都完美地记住了这些短语。让我们继续前进吧！

设计意图： 通过唱歌和回顾单词、短语，使学生们积极参与到课堂中，巩固和复习已学内容，并培养他们的参与和表达能力。

Step 3 Presentation

1. Let’s check. (1) Listen and tick the places you hear. Write the words under the picture.

T: Look at these pictures. You're going to listen to a recording. As you listen, tick the places you hear and write the words under the pictures.

T: 大家看看这些图片。你们将会听一段录音。在听的时候，打勾在你们听到的地方，并在图片下面写出相应的单词。

T: Are you ready? Let's listen.

T: 大家准备好了吗？我们开始听。

(2) Listen again and answer.

T: Let's listen to the recording again. I'll ask you some questions about it.

T: 我们再次听一下录音。我会问你们一些问题。

T: Where does the boy want to go?

T: 这个男孩想去哪里？

(S1): He wants to go to the cinema. (S1): 他想去电影院。

T: Good job! Now, how can he get there from the post office?

T: 做得好！那么，他从邮局怎么走到那里？

(S2): He can go straight and turn left at the park. (S2): 他可以一直走然后在公园左转。

T: Excellent! You're all doing great.

T: 太棒了！你们都做得很好。

2. Let’s wrap it up. (1) Look at the pictures, discuss the words "next to," "near," and "beside." (1) 看图片，讨论“next to”，“near”，和“beside”这些词的意思。

T: Now, let's talk about these words. What does "next to" mean?

T: 现在，让我们谈谈这些单词。"next to" 是什么意思？

(S3): "Next to" means very close to. (S3): “Next to” 意思是非常靠近。

T: Exactly! And how about "near"?

T: 正确！那么，“near”呢？

(S4): "Near" means not far. (S4): “Near” 意思是不远。

T: Perfect! And "beside"?

T: 完美！那么“beside”呢？

(S5): "Beside" means next to, too. (S5): “Beside” 也是指靠近。

(3) Complete the sentences individually. (3) 个人完成填空。

T: Now, I want you to fill in the blanks with the right words: "next to," "near," or "beside."

T: 现在，我希望你们用正确的单词 "next to"，"near" 或者 "beside" 填写空格。

(4) Let's check together. (4) 我们一起核对答案。

T: Okay, let's go over the answers together.

T: 好的，我们一起来检查答案。

(5) Learn “Story time” (5) 学习“故事时间”

T: Now, let's get ready to learn a story. First, let me introduce the characters.

T: 现在，让我们准备学习一个故事。首先，让我来介绍一下人物。

T: So, the story is about Zoom. He wants to get some food but doesn't know the way. He asks for directions. Can he get the food?

T: 所以，这个故事是关于 Zoom 的。他想去买些食物，但不知道路怎么走。他向别人问了路。他最后能买到食物吗？

(3) Play the animation, give an overview. (3) 播放动画，了解整体情节。

T: Now, let's watch an animated version of the story to get an idea of what happens.

T: 现在，让我们观看一个动画版的故事，了解大致情节。

(4) Study the text. (4) 学习课文。

T: Now, let's read the story and try to answer some questions.

T: 现在，我们读一读这个故事，然后试着回答一些问题。

Read the story with questions in mind. (a) 读故事，思考问题。

T: Read the story and keep these questions in mind: Where is the London Eye? Can Zoom get the food? How much food did he eat? Why does Zoom want to eat tanghulu?

T: 读故事时，请记住这些问题：伦敦眼在哪里？Zoom 能买到食物吗？他吃了多少食物？Zoom 为什么想吃糖葫芦？

Discuss the questions in groups. (b) 分组讨论问题。

T: Now, discuss these questions in your groups and share your thoughts.

T: 现在，请在小组中讨论这些问题，分享你们的想法。

T: Great job, everyone! You're all doing so well. Now, let's read the story again and try to answer the questions together.

T: 做得很好，大家！你们都做得非常好。现在，我们再次读一读故事，一起尝试回答问题。

设计意图： 通过听力活动、单词讨论、故事学习等环节，让学生在积极参与中巩固所学内容，提高听说读写的综合能力。

Step 4 Presentation

 Sure! Here's how you can design the role-play activity for the story:

1. Adjust the Story Text: You can adapt the story text to make it suitable for role-play. Simplify the language and make sure it's engaging and easy for the students to understand.

2. Role-play Practice: Divide the students into small groups and assign roles to each student. Assign roles such as Zoom, friends, and people giving directions. Provide the students with the adapted story text and encourage them to practice their roles within their groups.

3. Perform the Story: After sufficient practice, have each group perform the story in front of the class. This gives students the opportunity to use the language they've learned in a meaningful context and also showcases their creativity.

4. Peer Assessment and Feedback: After each performance, encourage other groups to provide positive feedback and praise for their peers. This fosters a positive and supportive learning environment.

5. Teacher Feedback: As the teacher, provide feedback and commendations on each group's performance. Highlight the good use of language, clear pronunciation, and creative interpretations.

6. Class Discussion: After all groups have performed, lead a class discussion about the activity. Ask questions like: "What did you enjoy about the role-play?", "Was it challenging to use the language in a role-play?", "What did you learn from watching your classmates?"

7. Language Reflection: Guide students to reflect on the language they used during the role-play. Ask them to point out phrases, vocabulary, and sentences they found useful or interesting.

8. Extension Activity: To further enhance the learning experience, you can have students suggest alternative ways the story could have played out. This encourages critical thinking and creativity.

设计意图： 通过分组角色扮演故事，让学生在实际应用中巩固所学语言，同时促进合作与创造力。提供同伴评价和反馈，以及教师的指导，让学生在积极的氛围中掌握语言技能。最后，通过课堂讨论和延伸活动，深化学生的理解和思考。

Step 5: Summary

T: Great job, everyone! Now it's time to hear what you've learned from today's lesson. Raise your hand and share your thoughts. 学生自由发言，教师积极鼓励。

S1: We learned a lot of prepositions like "next to," "near," and "beside." T: Excellent! That's right. We practiced using these prepositions to describe the positions of different places. Who else wants to add something?

S2: We also reviewed the important words and phrases we studied in this unit. T: Absolutely! It's important to keep practicing those words and phrases so we don't forget them. What else did you learn?

S3: We learned a fun story about Zoom and his adventure to find food using directions. T: That's correct! The story was not only entertaining but also helped us practice using the language we've learned. Thank you all for sharing.

T: So, to summarize:

1. We reviewed and practiced using various prepositions to talk about locations.
2. We reinforced the key vocabulary and sentence patterns from this unit.
3. We enjoyed and learned from the story about Zoom's journey.

Great job, everyone! Keep up the good work, and remember to use these skills in your everyday conversations. See you next time! 很棒，大家！继续加油，记得在日常交流中运用所学技能。下次见！

板书设计

                  B Lets’ wrap it up    C story time

                     介词

                 beside   behind   east  

 near     on      west

                next to    in      north

                 left      at      south

                right     under

                in front of above