Lesson 6 Is there a library near here？ 教案 （含教学设计）

Lesson6 Is there a library near here
教学设计
科学普及出版社 六年级下册
Lesson6 Is there a library near here
教学内容
本节课的教学内容出自科学普及出版社《英语》（三年级起点）六年级下册Lesson6 Is there a library near here 本节课以会话教学为主，通过教材提供的示范性对话，引导学生复习并使用所学重点句型进行有意义的表达，并鼓励学生创编新对话，以培养学生的语言表达能力。六年级下册以系统复习为主，本课的复习重点有两个，一是There be句型，二是问路和指路的方法。
设计思路
1. 以任务型教学为导向，以整体语言教学的理念为引领，注重学生整体理解文本。
2. 采用多种有效的方法创设情景，鼓励学生运用对话，在真实交际中使用所学语言。
教学目标及重难点
1. Can read and understand the text.
2.Can use the key sentences “There is/are…” “Is/Are there … ” to describe things or ask the way.
3.Can use the key sentences “Go down this street.” “Turn left/ right at…” “You can see…” to show the way.
教学准备
多媒体课件、视频素材、畅言教学通、自制教具等。
教学过程
Warm-up
Watch a video of a chant. Then say the chant and do the action together.
（设计意图：通过儿歌视频，复习left, right, go straight on, turn right等词汇、短语。唤醒学生的记忆，为后面的学习打下基础。）
Presentation
1. Find our school on the map from “Gao de Map”. And talk about “What’s near our school ” “Is there a library near here ”
2. Talk about the libraries.
（设计意图：由学生熟悉的校园入手，观察地图并自由谈论学校附近有什么？是否有图书馆？对There be 句型进行复习，并引出课题。）
3. Look at the picture of the text. Talk about it freely. Then try to guess “What are Lulu and Ming ming talking about ”
4. Listen to the text and answer “What are they talking about ”
5. Read the text by themselves and find the answer to “How can I get there ”
（设计意图：对课文配图进行读图、猜测、讨论，发散学生思维，发展学生语言。听录音整体感知课文，捕捉课文主要话题的关键词句。自读课文并理解课文大意。）
Practise
1. Find out the key sentences “Go down this street.” “Turn left at the end.” “You can see it on the right.” Read the sentences again and try to find the “Library” in the picture.
（设计意图：指路的关键句是本文比较难理解的地方，特别是end一词的理解，以及转弯后left和right的区分。利用图片模拟课文中的街道，让学生自主思考究竟该如何根据到达图书馆。出现错误及时纠正、讲解，帮助学生理解课文。）
2. Students think and show the way to “Shop” “Hospital” “School” in the picture.
（设计意图：巩固对重点句型的理解并运用重点句型。）
3. Read the text.
1) Listen and repeat.（在这个过程中老师及时纠正学生发音，指导朗读时的语音语调、连读等。）
2）Listen and repeat again. Teacher checks some students.（再次跟读，教师对重点句子的朗读进行抽测，及时发现问题并指导。）
3）Read the text with the recording at the same time.（影子跟读，让学生尽量模仿课文录音的语速、语音、语调。）
4）Read in pairs for twice.（分角色朗读课文。）
5）Teacher chooses a pair of students to show their performance. Then the student trys to find the sign of “Library” in the classroom.（在教室中模拟街道，将对课文的表演真实呈现，再次帮助学生理解课文，也可以检测学生是否真正读懂了课文。）
4. Teacher sets up the classroom as a city with students. There is a cinema, a zoo, a school, a library and two streets in the city. Students try to show teacher the way to these places.
（设计意图：老师和学生一起将教室布置成一个简单的城市，学生尝试给老师指出去各个地方的路，在模拟场景中运用语言，突破“指路”这一难点。）
5. Students look, think and say the way to the “Library” from their own seat.
（设计意图：学生的座位不同，到达“图书馆”的路线则不同，学生需要通过观察、思考，结合实际使用所学语言。培养学生的自主学习能力。）
6. Teacher lets students guess “How many libraries are there in our city ” Then read a piece of news to find out the answer.
（设计意图：城市中现在有许许多多的图书馆，学生读一读新闻，可以深入了解我们的城市。同时倡导学生多走进图书馆，养成爱读书的好习惯。）
Production
Make a dialogue about asking the way.
Our city is more and more beautiful now. More and more visitors come to our city every year. If they would like to find a place, try to show the way to them. Watch a video before making the dialogue.
Tips:
1. Please be polite.
2. Please use the key sentences.
（设计意图：创设游客问路的情境，和实际生活相结合，让学生用所学语言创编对话。创编前先观看一段问路的视频，给学生一定的示范，视频中丰富的语言也可以打开学生的思路。）
Summary
What shall we do if we can’t find some places in our daily life
（设计意图：生活中寻找目的地的方法有很多，不局限于课本所学，让学生发散思维去谈，在课堂中和学生分享更多生活中的技能和方法。）
Homework
1. Read the text for three times.
2. Write a short passage to show the way to an interesting place in Luoyang.