Unit1 How can I get there A Learn学历案
文档属性
| 名称 | Unit1 How can I get there A Learn学历案 |  | |
| 格式 | doc | ||
| 文件大小 | 1.2MB | ||
| 资源类型 | 试卷 | ||
| 版本资源 | 人教版(PEP) | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-10-10 14:09:45 | ||
图片预览
文档简介
中小学教育资源及组卷应用平台
Unit1 How can I get there 英语学历案设计
课 题 Unit One How can I get there 课时 2
课标要求 语言技能目标 能够在感知，体验，积累和运用等语言实践活动中，认识英语与汉语的异同，逐步形成语言意识，积累语言经验，进行有意义的沟通和交流；语言知识目标 能够领悟基本语调表达的意义，理解常见词语的意思，理解基本句式以及意义。情感态度目标 能够树立国际视野，坚定文化自信；学习策略目标 能够通过看图捕捉重要信息，并根据提示做出预测；
学习目标 · 通过图片、课件等方式，能够听、说、读、写有关城市设施的单词和词组：science museum, post office, bookstore, cinema, hospital·了解一些简单的构词规律，如合成词bookstore是由两个词构成·了解一些简单的发音规律，如双音节词、多音节词和词组的重音·能够在情景中恰当运用句型“—Where is the… —It’s…”开展有关问路和指路的表达
资源建议学法指导 运用PPT课件，通过创设情景，让学生在模仿、学习、操练、表演的基础上逐步达成运用所学语言知识的目的。
学习过程
环 节 过程设计 意 图
Step 1: Warm up& Review 1. Greetings.Greet the class. T：Hello, boys and girls.It’s a nice day. In this class, I hope you can be confident, open-minded, and especially creative.2. My favourite cartoon—Big Hero.T：（Show the picture of big hero.）This is my favourite cartoon—Big Hero. He is Baymax. Do you know where he lives Ss：He lives in... (Students guess.)T：Look, he lives in a city. Today we’ll learn something about a city. A city is a big town with many streets and buildings where people live and work.3. Lead-in.T：Now let’s watch a video. What can you see in the city （Show the video clip of Big Hero）Ss：Houses, policemen… T：Good job! We can also see a police station, BRT…（When students give answers after watching the video, the teacher will conduct a short communication between teachers and students based on Monster to supplement students' answers, review or expand vocabulary related to urban facilities.） 导入环节的动画短视频能充分吸引学生注意力，利用问题设置引导学生关注视频内容，进行头脑风暴，复习或拓展与本课主题相关的词汇，丰富学生语言表达。通过学生喜爱的动画角色——《超能陆战队》中的大白，引入city的概念，利用简单的英英释义帮助学生了解city一词的内涵，为下文即将要学习的城市设施单词和词组建立语境背景。
Step2: Presentation 1.Learn the word “cinema”.T：Good job! We can watch a monster film on TV. Where else can you watch films S1: I can watch films on the computers. / I can…T：Yes. We can watch films at home. We can watch films at a cinema.Teach the new word “cinema”. Write down “cinema” on the blackboard. Students read the word in syllables.2.Learn the sentence structures “—Where is… —It’s…”Present the picture of the cinema on page 5. T：Where is the cinema (Ask a student to come to the front to point it out on the picture of the main scene.)S1：It’s here. Write down “—Where is… —It’s…” on the blackboard.Lead students to understand the meaning by highlighting the popcorn and the film recorder on the picture.T：The cinema is near the bookstore. Present the positions of “next to” and “pare the locations between these two words.3.Learn the word “bookstore”.Present the pictures of a bookstore and a library. Lead students to observe and compare the two pictures of “bookstore” and “library” on the main scene. Present the new word “bookstore”. Divide the word into two words of “book” and “store”. Students read the word after the recording and learn its regulations of word-formation. Write down “bookstore” on the blackboard.Learn the word “hospital”.T：We can store many books in a shop. We can also store many books in robots. So, robots know lots of things and give people lots of help. T：Baymax is a medical robot. He is a “walking hospital”.Teach the new word “hospital”. Students read the word in syllables and pay attention to its stress in pronunciation. Write down “hospital” on the blackboard.5.Learn the phrases “science museum” and “post office”.T：Hiro is a 14-year-old boy. He is Baymax’s best friend. He likes science very much. His favourite place is the science museum. Present the phrase “science museum” on the PPT. Lead students to learn the meaning and the pronunciation. Let students read in groups, in boys and girls. Write down “museum” on the blackboard.T：What can you see in a science museum Ss：I can see…T：Wow, that’s great! It sounds interesting. I want to go and have a look. Where is the science museum Present the main scene. Lead students to spot the science museum on the picture. Ss：It’s near the post office.Present the phrase “post office”. Lead students to learn the meaning of “post” and “office”. Help them get to know its regulation of word-formation. Students read after the recording and practice by themselves. Write down “post office” on the blackboard.T：Where’s the post office Ss：It’s next to the library. 利用机器人创设情境，通过各种不同功能的机器人，激发学生学习兴趣，吸引其注意力。
Step 3: Practice 1. Word games.(1) Read and point.Present the main scene on page 2. Ask students to find out what places Wu Binbin and Robin see.Lead students to read the words while pointing. Then students practice in pairs.(2)What’s missing？Ask students to observe the main scene carefully and remember the buildings in the picture. Then let students name the buildings quickly when the buildings disappear. (3)A two-man act.Firstly, the teacher makes a model. Read the word, but in silence. Students guess the word according to the teacher’s shape of the mouth. Then ask a student to come to the front of the class, and play the game together.2. Words in groups.Present the words of places and buildings that students have learned. Ask students to put them into two groups according to their regulations of word-formation. A group of words are like “school” and a group of words are like “bookstore”.Then lead students to make a summary of the regulations. Students learn about the word-formation of the compound words. 通过词汇认读、寻找消失的建筑物和双簧三个不同形式的游戏，加深学生对词汇的记忆和理解，培养学生的观察能力。在学生积极参与的同时，达到寓教于乐的目的。
Step 4: Consolidation & Extension 1.Make a map and talk.T：Make a map of Sarah’s city. Talk about the buildings and their locations in the city. Work in pairs. You may talk like this: 2.Describe your own city.T：Make a map of your own city and describe it. You may talk like this:This is my city. There is… It’s near/next to… I often…there. Ask students to introduce their city to the class.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. Lead students to learn to read the pictures and guess the meaning of the compound words. 以绘制地图描述建筑和方位的活动，巩固本课的核心词汇和句型，根据地图创设的语言情境提高学生的语言运用能力，使学生能够熟练运用所学词汇介绍场所的方位。
Wrap up学后反思 1. 利用学生喜爱的动画短视频导入，引出city的概念，用简单的英英释义帮助学生理解词义，有助于培养学生的英语思维。2. 呈现环节的活动易操作，由词到句，丰富学生对核心词汇的理解。不同的活动之间过渡自然，环环相扣，逐层深入。3. 操练和巩固环节活动形式多样，通过词汇认读、寻找消失的建筑物和双簧三个不同形式的游戏，不仅能加深学生对词汇的记忆和理解，还能培养学生的观察能力。4. 根据地图创设的语言情境提高学生语言运用能力，以绘制地图描述建筑和方位的活动，巩固本课的核心词汇和句型，使学生能够熟练运用所学词汇介绍场所的方位，实现本课的教学目标。
Homework课后作业 Read and remember the words and the phrases that you have learned in this class. Write down your new dialogue.Draw a map and write about your city.Do the exercises.
21世纪教育网 www.21cnjy.com 精品试卷·第 2 页 （共 2 页）
HYPERLINK "http://www.21cnjy.com/" 21世纪教育网(www.21cnjy.com)
Unit1 How can I get there 英语学历案设计
课 题 Unit One How can I get there 课时 2
课标要求 语言技能目标 能够在感知，体验，积累和运用等语言实践活动中，认识英语与汉语的异同，逐步形成语言意识，积累语言经验，进行有意义的沟通和交流；语言知识目标 能够领悟基本语调表达的意义，理解常见词语的意思，理解基本句式以及意义。情感态度目标 能够树立国际视野，坚定文化自信；学习策略目标 能够通过看图捕捉重要信息，并根据提示做出预测；
学习目标 · 通过图片、课件等方式，能够听、说、读、写有关城市设施的单词和词组：science museum, post office, bookstore, cinema, hospital·了解一些简单的构词规律，如合成词bookstore是由两个词构成·了解一些简单的发音规律，如双音节词、多音节词和词组的重音·能够在情景中恰当运用句型“—Where is the… —It’s…”开展有关问路和指路的表达
资源建议学法指导 运用PPT课件，通过创设情景，让学生在模仿、学习、操练、表演的基础上逐步达成运用所学语言知识的目的。
学习过程
环 节 过程设计 意 图
Step 1: Warm up& Review 1. Greetings.Greet the class. T：Hello, boys and girls.It’s a nice day. In this class, I hope you can be confident, open-minded, and especially creative.2. My favourite cartoon—Big Hero.T：（Show the picture of big hero.）This is my favourite cartoon—Big Hero. He is Baymax. Do you know where he lives Ss：He lives in... (Students guess.)T：Look, he lives in a city. Today we’ll learn something about a city. A city is a big town with many streets and buildings where people live and work.3. Lead-in.T：Now let’s watch a video. What can you see in the city （Show the video clip of Big Hero）Ss：Houses, policemen… T：Good job! We can also see a police station, BRT…（When students give answers after watching the video, the teacher will conduct a short communication between teachers and students based on Monster to supplement students' answers, review or expand vocabulary related to urban facilities.） 导入环节的动画短视频能充分吸引学生注意力，利用问题设置引导学生关注视频内容，进行头脑风暴，复习或拓展与本课主题相关的词汇，丰富学生语言表达。通过学生喜爱的动画角色——《超能陆战队》中的大白，引入city的概念，利用简单的英英释义帮助学生了解city一词的内涵，为下文即将要学习的城市设施单词和词组建立语境背景。
Step2: Presentation 1.Learn the word “cinema”.T：Good job! We can watch a monster film on TV. Where else can you watch films S1: I can watch films on the computers. / I can…T：Yes. We can watch films at home. We can watch films at a cinema.Teach the new word “cinema”. Write down “cinema” on the blackboard. Students read the word in syllables.2.Learn the sentence structures “—Where is… —It’s…”Present the picture of the cinema on page 5. T：Where is the cinema (Ask a student to come to the front to point it out on the picture of the main scene.)S1：It’s here. Write down “—Where is… —It’s…” on the blackboard.Lead students to understand the meaning by highlighting the popcorn and the film recorder on the picture.T：The cinema is near the bookstore. Present the positions of “next to” and “pare the locations between these two words.3.Learn the word “bookstore”.Present the pictures of a bookstore and a library. Lead students to observe and compare the two pictures of “bookstore” and “library” on the main scene. Present the new word “bookstore”. Divide the word into two words of “book” and “store”. Students read the word after the recording and learn its regulations of word-formation. Write down “bookstore” on the blackboard.Learn the word “hospital”.T：We can store many books in a shop. We can also store many books in robots. So, robots know lots of things and give people lots of help. T：Baymax is a medical robot. He is a “walking hospital”.Teach the new word “hospital”. Students read the word in syllables and pay attention to its stress in pronunciation. Write down “hospital” on the blackboard.5.Learn the phrases “science museum” and “post office”.T：Hiro is a 14-year-old boy. He is Baymax’s best friend. He likes science very much. His favourite place is the science museum. Present the phrase “science museum” on the PPT. Lead students to learn the meaning and the pronunciation. Let students read in groups, in boys and girls. Write down “museum” on the blackboard.T：What can you see in a science museum Ss：I can see…T：Wow, that’s great! It sounds interesting. I want to go and have a look. Where is the science museum Present the main scene. Lead students to spot the science museum on the picture. Ss：It’s near the post office.Present the phrase “post office”. Lead students to learn the meaning of “post” and “office”. Help them get to know its regulation of word-formation. Students read after the recording and practice by themselves. Write down “post office” on the blackboard.T：Where’s the post office Ss：It’s next to the library. 利用机器人创设情境，通过各种不同功能的机器人，激发学生学习兴趣，吸引其注意力。
Step 3: Practice 1. Word games.(1) Read and point.Present the main scene on page 2. Ask students to find out what places Wu Binbin and Robin see.Lead students to read the words while pointing. Then students practice in pairs.(2)What’s missing？Ask students to observe the main scene carefully and remember the buildings in the picture. Then let students name the buildings quickly when the buildings disappear. (3)A two-man act.Firstly, the teacher makes a model. Read the word, but in silence. Students guess the word according to the teacher’s shape of the mouth. Then ask a student to come to the front of the class, and play the game together.2. Words in groups.Present the words of places and buildings that students have learned. Ask students to put them into two groups according to their regulations of word-formation. A group of words are like “school” and a group of words are like “bookstore”.Then lead students to make a summary of the regulations. Students learn about the word-formation of the compound words. 通过词汇认读、寻找消失的建筑物和双簧三个不同形式的游戏，加深学生对词汇的记忆和理解，培养学生的观察能力。在学生积极参与的同时，达到寓教于乐的目的。
Step 4: Consolidation & Extension 1.Make a map and talk.T：Make a map of Sarah’s city. Talk about the buildings and their locations in the city. Work in pairs. You may talk like this: 2.Describe your own city.T：Make a map of your own city and describe it. You may talk like this:This is my city. There is… It’s near/next to… I often…there. Ask students to introduce their city to the class.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. Lead students to learn to read the pictures and guess the meaning of the compound words. 以绘制地图描述建筑和方位的活动，巩固本课的核心词汇和句型，根据地图创设的语言情境提高学生的语言运用能力，使学生能够熟练运用所学词汇介绍场所的方位。
Wrap up学后反思 1. 利用学生喜爱的动画短视频导入，引出city的概念，用简单的英英释义帮助学生理解词义，有助于培养学生的英语思维。2. 呈现环节的活动易操作，由词到句，丰富学生对核心词汇的理解。不同的活动之间过渡自然，环环相扣，逐层深入。3. 操练和巩固环节活动形式多样，通过词汇认读、寻找消失的建筑物和双簧三个不同形式的游戏，不仅能加深学生对词汇的记忆和理解，还能培养学生的观察能力。4. 根据地图创设的语言情境提高学生语言运用能力，以绘制地图描述建筑和方位的活动，巩固本课的核心词汇和句型，使学生能够熟练运用所学词汇介绍场所的方位，实现本课的教学目标。
Homework课后作业 Read and remember the words and the phrases that you have learned in this class. Write down your new dialogue.Draw a map and write about your city.Do the exercises.
21世纪教育网 www.21cnjy.com 精品试卷·第 2 页 （共 2 页）
HYPERLINK "http://www.21cnjy.com/" 21世纪教育网(www.21cnjy.com)
同课章节目录