教学日期

Sept.   4rd

教学班级

六4班

备课时间

Sept.  2nd

上传人

吴化瑜

备课组员

吴化瑜、孙芳芳徐翠翠、孙娟娟

使用时间

Sept.   4rd

教材分析

Analysis of the Teaching Material

This   class hour is the second class hour of Unit 1 in the first volume of the   sixth grade of PEP. It is closely connected with the first class hour and   focuses on the topic of "The location of the place. This lesson is   mainly to continue to learn the location of the inquiry place and the   sentence pattern Where is the of the answer through the conversation   scene...? And guide students to use polite language to seek help from others.   Where is the are the sentence patterns in the first lesson..? The study of   It's next to... laid the foundation for this lesson. the focus of this class   is to be able to flexibly use sentence pattern Where is the in situations..?   It's next to... the location of the communication place and the understanding   of the text dialogue. This class includes two sections, Let's try and Let' s   talk. Let's try is listening training. Through the dialogue between Wu Binbin   and Robin, the dialogue scene information of Alet' s talk section is drawn   out, and the sentence pattern Where is the indicating the location and   position are reproduced...? Prepare yourself for formal dialogue. Let's talk   shows Wu Binbin and Robin watching robots in a museum. Wu Binbin want to buy   postcards, they ask about the location of museum shops and post offices. The   setting of the location and scene of the inquiry place in this class is close   to the students' life, which stimulates the students' desire for knowledge   and encourages the students' enthusiasm to express in English. The vocabulary   postcard, send, ask, sir, which appear in this class, can help students   understand and remember with the help of certain context, body language,   pictures and other methods. In class, I use games to review vocabulary,   Question and answer review sentence patterns, then lead out the dialogue   through Let's try, perceive the dialogue as a whole, and process the language   locally to help students better understand and use the language. Finally, we   will consolidate the language we have learned through games and dialogue.

学情分析

Analysis of the Target Students

The   content of this class seems to have nothing to do with the content of Part A,   but it is closely related to campus life. After two and A half years of   English learning, the fifth grade students have learned A lot of daily   communication language, through the current tense study in units 5 and 6, I   have also mastered the corresponding expressions. But it is the first time   that rules appear in daily life. According to their students' cognitive   ability and knowledge ability, the rules are limited to the campus. This class   summarizes and discusses some general rules and special rules in different   places in the school, and gradually guides students to abide by the code of   conduct and school rules by judging some ongoing behaviors. Through the   combination of old and new knowledge rolling learning to improve students'   thinking ability and the comprehensive use of the present tense ability.

教学目标

Teaching Objectives

运用新课标里面学科素养几个方面来阐述：

语言能力：1.1. Able to listen, speak and read words:   postcard, send, ask, sir 2. Able to listen, speak, read and write sentence   patterns: Where is the museum shop? It's near the door.

文化意识：1.   Be able to use sentence pattern Where is the in task scenarios...? It's...

思维品质： 1.   Be able to read the dialogue according to the correct meaning group,   pronunciation and intonation. 2. Be able to understand the main idea of the   dialogue.

学习能力：1.   Be able to use polite language to seek help from others.

教学重难点

Teaching Focuses and Difficulties

1.Teaching   focus: (1) Able to understand the main idea of the   dialogue. (2) Can listen, speak, read and write sentence patterns: Where is   the museum shop? It's near the door. (3) can read the dialogue according to   the correct meaning group, pronunciation and intonation. (4) Be able to use   sentence pattern Where is the in task scenarios...? It's...

2. Teaching difficulties:able to use sentence pattern Where is the   flexibly..? It's next to... the location of the communication place. Teaching   preparation

教学过程 Teaching   Procedures

师生活动

设计意图

Step1：Lead in & Warm-up

1.Greeting

T: Good morning , boys and girls. Ss: Good morning, Miss/Mr. ...

T: How are you today? Ss: Fine, thanks. And you? T: Very well, thanks.

2.Review some words. (1)Play a game.

T: Before our class, let’s play a game.   Please guess what place it is.

What place is it? S1: Bookstore/...? T: Yes./No.

...

(2)     Read the words.

3.Ask and answer.

T: Where is the park?

S1: It’s next to/near/beside/in front of… S2: Where is the  ?

S3: ...

...

Step2：Presentation

1. The picture is   imported. The teacher presents a person and the students watch.

T: What’s this? Ss: It’s a robot.

T: Yes. Look, a robot. There are many robots here. How do you like   these robots?

Ss: Cool/Great...

T: Wu Binbin and Robin are looking at some robots, too. Where are   they? Let’s listen and tick.

2.Listen to the tape and finish “Let’s try”.

3..Introduction to the background of the dialogue.

T: Wu Binbin and John are looking at the robots in the museum. Wu Binbin   has something to do. What does he do?

4.Perceive the dialogue as a whole and answer questions .

(1)Read “Let’s talk”.

 (2)Finish “worksheet”

2. Learn dialogue. (1) Teaching “I want to   buy..." a. T: Wu Binbin wants to go to the post office. What does he   want to do? (Guide the students to speak out.) Ss: He wants to buy a post   card.(blackboard writing post card, contact post office, car, students spell   and read words by themselves, and present real objects to understand words,   read words with words, read words by name, and understand sentences.) T: What   else? Ss: He want to send the post card.(Guide students to answer. Teaching   send, lead reading, name reading, Understand sentences.)

(2). Present the sentences and read them together. I want to buy a   post card. I want to send it today. c. Group discussion on the usage of want,   teacher summary. ① directly add nouns ② add to add the original form of the verb (3)Listen to the tape   and follow the tape. (4)Read the text again. a.Teaching "ask, sir"   (use the illustrations in the textbook to understand the vocabulary ask,   sir.) B. Read in pairs.

3. Act the text.

Step3：Practice

1.Talk about the places in your city/town/village. Group of four. One   person in each group will put the prepared building word card on the city   diagram without marking the building place, and then ask and answer in the   group. Sentence pattern: A: Is there a ...? Where is it? B: It's near/next   to/ behind/in front of/...

2.Set it up and say it. In pairs, each of them gets an unfinished   orientation map. Then talk to each other and put the building on the map. For   example: Where is the cinema? It's in front of hospital ....

Step4：Production

1. Create dialogues. Create a dialogue in pairs.

Step5：Summary & Wrap up

T: What did you learn about this class? Students speak freely,   teachers summarize. T: Learned vocabulary: post card, send, sir, ask Learned   the sentence pattern of Place location: Where is...? It's... learned the   usage of want: ① add nouns directly, ② add   to add verb prototype .

设计意图

Purpose：

The courseware presents   pictures of bookstores, post offices, cinemas, hospitals and science museums.   The pictures are partially covered and students are asked to guess the name   of the place.

设计意图

Purpose：

The introduction of robots stimulates students'   interest in learning and mobilizes the attention of all students. Practice   listening, reproduce sentence patterns that indicate location and   orientation, and prepare for formal dialogue设计意图

Purpose：

Through physical objects, pictures and certain   context, students can better understand vocabulary and sentences. Imitate The   Voice and intonation by listening and reading the recording. Through the   performance of the text, deepen the understanding of the text and the use of   language.

设计意图

Purpose：

Through this activity, we can better help students   use the vocabulary they have learned and the key sentence patterns in this   lesson.

设计意图

Purpose：

Cultivate students' ability to use language   comprehensively and exercise their thinking ability.

设计意图

Purpose：

The summary link helps students summarize knowledge   points and clarify their thinking, it helps students to remember knowledge.

当堂练习

☑A类测试题：知识类，单元内容思考，教材内容测试题

□B类测试题：跨界知识融合

□C类测试题：知识运用类

作业布置

设计意图：Homework is a   bridge between class and life. Through the design of practice activities for   students to go home, consolidate the knowledge they have learned; Through the   design of operational and practical homework, students can truly master the   knowledge they have learned and apply it to life, lay the foundation for the   formation of "humanistic quality.

板书设计

Unit 1 How can I get there?

              A Let’s try & Let’s talk

post card   明信片             Where is the...?     It’s ...  +名词

sir 先生     send 寄               

ask 问             want +to+动原

教学反思    

In this lesson, we will review and   consolidate "asking about the location of the building and being able to   describe the specific location with prepositions of position", that is,   "Where is... "" It's+ orientation preposition (phrase)   "requires students to use It flexibly in oral communication. At the same   time, learn to use "I want..." To express the purpose of going   somewhere, and "What a great museum!" To express my sigh. In the   process of learning, students should imitate the standard language and   intonation to improve their oral expression ability.