Unit 1 How can I get therePart A Let’s try & Let’s talk 教案（含反思，详案与简案）

Unit
1
How
can
I
get
there?
教材分析
本单元学习的主题是问路。教学内容主要是通过吴一凡和机器人Robin去参观科学博物馆途中问路的情景来展开的。教学重点是能够听、说、读、写核心句型“—Where
is
the
museum
shop?
—It’s
near
the
door.”“—How
can
we
get
there?
—Turn
left
at
the
bookstore.”；能够听、说、读、写单词和词组:
science,
museum,
post
office,
bookstore,
cinema,
hospital,
crossing,
turn,
left,
straight,
right
教学目标
知识与能力目标:[]·能够听、说、读、写句型“—Where
is
the…?
—It’s
near
the
door.”“—How
can
we
get
there?
—Turn
left
at
the
bookstore.”·能够在情景中运用句型“—Where
is
the…?
—It’s…”询问地点并作答·能够在情景中运用句型“—How
can
we
get
there?
—Turn
left/right
at
the…”问路并描述路线·能够在图片的帮助下正确理解并按照正确的意群及语音、语调朗读有关Robin新功能的小故事，运用本单元所学核心句型讲述该故事，同时能根据阅读所获信息写出故事中的关键信息·
能够听、说、读、写单词和词组:
science
museum,
post
office,
bookstore,
cinema,
hospital,
crossing,
turn
left,
go
straight,
turn
right·能够正确使用上述单词和词组描述城市设施及其位置·知道英语句子有升降调，并能使用正确的语调朗读不同类型的句子情感态度?文化意识?学习策略目标:·能够在迷路时主动寻求帮助·能够适度饮食，不暴饮暴食·了解英国代表性建筑“伦敦眼”，著名河流泰晤士河以及特色快餐“Fish
and
chips”·能够通过看图捕捉主要信息，并根据提示做出听前预测·能够通读文段，获取主旨大意，通过相关细节猜测词义
课时安排
第一课时:
Part
A
Let’s
try
&
Let’s
talk第二课时:
Part
A
Let’s
learn
&
Make
a
map
and
talk第三课时:
Part
B
Let’s
try
&
Let’s
talk第四课时:
Part
B
Let’s
learn
&
Be
a
tour
guide第五课时:
Part
B
Read
and
write第六课时:
Part
B
Let’s
check
&
Let’s
wrap
it
up
The
first
period
Part
A
Let’
s
try
&
Let’s
talk
?教学内容与目标
课时教学内容
课时教学目标
Let’s
try
·能够读懂题目要求，对听力的重点内容进行预测·通过听录音，运用基本的听力技巧，勾选正确的选项
Let’s
talk
·通过观察、谈论Let’s
talk板块的图片，在PPT和老师的帮助下理解对话大意，并能够回答对话下面的问题·通过听录音，能够用正确的意群及语音、语调朗读对话，并能在小组中进行角色表演·能够在情景中恰当运用句型“—Where
is
the…?
—It’s…”询问地点并作答·能够在语境中借助图片等帮助理解新词“museum,
bookstore,
post
office,
ask,
sir”的意思，并能够正确发音·能够运用礼貌用语寻求他人的帮助
?教学重点
能够理解和掌握本课时的重点词汇和句型。
?教学难点
能够在情景中恰当运用句型“—Where
is
the…?
—It’s…”询问地点并作答。
?教学准备
PPT课件?课文录音?视频等。
?教学过程
Step
1:
Warm-up
&
Lead-in
1.
Greetings.
Greet
students.
Divide
them
into
several
groups.
The
group
which
gets
the
most
points
will
be
the
winner.
2.
Quick
review.
Review
the
words
and
the
phrases
of
the
locations
“in
front
of,
near,
next
to,
behind,
between”
with
the
pictures.
（课件出示:
表示方位介词的图片）
3.
Read
and
guess.
Read
the
sentences
and
guess
what
places
they
are.
4.
Lead-in.
Present
the
main
scene
on
page
2.（课件出示:
Unit
1主情景图）
T:
What
can
you
see
in
the
main
scene?
Ss:
We
can
see
a
hospital,
a
park,
a
restaurant…
T:
Here
are
Wu
Yifan
and
Robin.
Wu
Yifan
likes
robots
very
much.
Where
can
Wu
Yifan
go?
Ss:
He
can
go
to
the
science
museum.
T:
Where
is
the
science
museum?
How
can
he
get
there?
Today
we’ll
learn
“Unit
1
How
can
I
get
there?”
Write
down
the
title
of
“Unit
1”
on
the
blackboard.
Step
2:
Presentation
1.
Let’s
try.
（1）Freely
talk
about
robots.
In
a
science
museum,
we
can
see
many
interesting
things
of
high?tech.
Present
some
pictures
of
high?tech
robots
on
exhibition.
（课件出示:
能做各种不同动作的机器人的图片及相应的动词词组）
T:
These
robots
are
so
cool!
What
can
they
do?[]
Ss:
They
can…
（2）Listen
and
tick.
Ask
students
to
read
“Let’s
try”
and
predict
the
content
of
listening
and
the
answers
to
the
questions.
Then
students
listen
and
tick
the
right
options
for
the
questions.
At
last,
check
the
answers
together.
（课件出示:
教材P4
Let’s
try板块的习题、音频及答案）
（3）Read
the
listening
materials.
Learn
the
key
sentences
underlined.
（课件出示:
教材P4
Let’s
try板块的听力材料）
2.
Watch
and
answer.
Wu
Yifan
and
Robin
are
at
the
science
museum
now.
Wu
Yifan
has
something
to
do.
Watch
the
video
of
“Let’s
talk”
and
answer
the
questions.
Lead
students
to
get
the
main
idea
of
the
dialogue.
（课件出示:
教材P4
Let’s
talk板块的对话视频和问题）
Q:
What
does
Wu
Yifan
want
to
do?
（He
wants
to
buy
a
postcard
and
send
it.）
Compare
the
differences
between
“buy”
and
“send”
with
pictures.
（课件出示:
买明信片和寄明信片的图片）
3.
Get
more
details.
Watch
the
video
of
“Let’s
talk”again
and
answer
the
following
questions.
（课件出示:
问题①②，配图museum
shop和post
office）
①Where
can
Wu
Yifan
buy
the
postcard?
Where
is
the
museum
shop?
②Where
can
he
send
the
postcard?
Where
is
the
post
office?
Highlight
the
sentence
structure
“Where
is…?”
Make
brief
talks
with
students
while
checking
the
answers.
（课件出示:
问题①②的答案）
Write
down
“museum
shop,
post
office”
and
the
sentence
structure
“Where
is…?”
on
the
blackboard.
①Key:
He
can
buy
the
postcard
in
the
museum
shop.
The
museum
shop
is
near
the
door.
T:
What
else
can
you
buy
in
a
museum
shop?
Ss:
I
can
also
buy
some
toy
robots/soft
toys/toy
machines/books…
②Key:
He
can
send
the
postcard
in
the
post
office.
The
post
office
is
next
to
the
museum.
T:
Does
Robin
know
where
the
post
office
is?
Ss:
No,
he
doesn’t.
T:
So
how
can
they
find
the
post
office?
Ss:
They
can
use
a
map./They
can
ask
other
people.
T:
Yes.
If
you
need
help,
just
try
to
be
brave
and
ask
for
help.
Learn
the
key
words
“ask,
sir”
in
detail.
（课件出示:
ask和sir的相关内容）
Write
down
“ask,
sir”
on
the
blackboard.
T:
Robin
asks
a
man
where
the
post
office
is.
The
man
is
so
surprised
that
Robin
can
talk.
It
is
a
talking
robot.
He
thinks
the
museum
is
a
great
museum.
（Simply
explain
“a
talking
robot”
and
“What
a
great
museum！”）
T:
Where
is
the
post
office?
Ss:
It’s
next
to
the
museum.
（课件出示:
对比near和next
to的区别）
Step
3:
Practice
1.
Read
and
act.
（1）Students
read
after
the
recording.
Pay
attention
to
the
pronunciation
and
the
intonation.
（2）Let
students
practice
the
dialogue
in
roles
in
groups.
（3）Act
out.
2.
Draw
a
map
for
the
museum.
Students
read
the
dialogue
and
try
to
draw
a
simple
map
for
the
museum.
Work
in
pairs
to
make
a
brief
introduction
of
their
maps.
Then
choose
two
students
to
come
to
the
front
to
share
their
maps.
They
can
say
like
this:
The
museum
shop
is…
You
can…there.
The
post
office
is…
You
can…there.
Step
4:
Consolidation
&
Extension
1.
Create
a
new
dialogue.
T:
If
you
are
Wu
Yifan,
what
gift
do
you
want
to
buy?
You
can
be
in
a
supermarket
or
anywhere
you
want
to
be.
Create
a
new
dialogue
and
let’s
find
out
more
ideas.
You
can
do
it
like
this:
Wu
Yifan:
Robin,
where
is
the…?
I
want
to
buy…
Robin:
It’s…
Wu
Yifan:
Thanks.
Where
is
the…?
I
want
to…today.
Robin:
I
don’t
know.
I’ll
ask.
Excuse
me,
sir.
Man:
Wow!
A
talking
robot!
That’s
interesting!
Robin:
Where
is
the…?
Man:
It’s…
Robin:
Thanks.
The
teacher
makes
a
model
with
two
students
first.
Then
ask
students
to
work
in
groups.
Choose
one
or
two
groups
to
act
out.
2.
Talk
about
your
city.
T:
Now
we’ve
known
something
about
Wu
Yifan’s
city.
Can
you
talk
about
something
about
your
city/town/village?
The
teacher
sets
a
model
and
makes
a
brief
conversation
with
a
student
first.
You
can
use
these
words:
park,
library,
zoo,
post
office,
school,
museum…
（课件出示:
对话练习的框架）
Then
students
work
in
groups
and
talk
about
the
places
in
their
city/town/village.
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.
Encourage
students
to
be
brave
and
ask
for
help
if
they
need.
?板书设计
?教学反思
1.
热身环节快速复习方位介词以及有关建筑物和场所的词汇，为下面即将要学习的对话做好词汇铺垫。通过主情境图创设情境，为即将学习的Let’s
try板块设置话题背景。
2.
呈现活动由浅入深，注重培养学生听前预测的习惯。以学生为本，引导和启发学生思考，注重对学生思维能力的培养。
3.
基于课本基础，设置多元化的教学活动，适当拓展，丰富学生表达，提高其语言综合运用能力。
4.
板书设计清晰明了，重点突出，起到了很好的辅助作用。
?Teaching
Contents
&
Teaching
Aims
Let’s
try
?·Be
able
to
predict
the
main
content
of
the
listening
part
by
reading
the
questions.
?·Be
able
to
understand
the
recording
and
tick
the
right
answers.
Let’s
talk
?·Be
able
to
understand
the
main
idea
of
the
dialogue
by
observing
the
pictures
and
answer
the
questions
below
the
dialogue.
?·Be
able
to
read
the
dialogue
correctly,
fluently
and
emotionally,
and
then
act
out
in
groups.
?·
Be
able
to
listen,
speak,
read，
write
and
use
the
sentence
structures
“—Where
is
the…?—It’s…”
properly
to
ask
and
answer
about
the
locations
in
scenes.
?·Be
able
to
have
a
good
command
of
the
new
words
“museum,
bookstore,
post
office,
ask,
sir”.
?·Be
able
to
learn
to
ask
for
help
politely.
?Teaching
Priorities
·Be
able
to
understand
and
master
the
key
words
and
sentence
structures
of
this
lesson.
?Teaching
Difficulties
·Be
able
to
use
the
sentence
structures
“—Where
is
the…?
—It’s…”
properly
to
ask
and
answer
about
the
locations
in
scenes.
?Teaching
Procedures
Teaching
Stages
Teacher’
s
Activities
Students
Activities
Teaching
Purposes
Warm-up
&Lead-in
1.
Greetings.2.
Quick
review.3.
Read
and
guess.4.
Lead-in.
Present
the
main
scene
on
page
2
on
the
PPT.
1.
Greet
the
teacher
and
understand
the
mode
of
evaluation.2.
Review
the
words
of
locations.3.
Read
and
guess
what
places
they
are.4.
Talk
about
the
main
scene
on
page
2.
Review
the
words
and
the
phrases
of
prepositions
and
buildings
through
the
guessing
game.
Get
students
prepared
for
the
following
learning,
and
set
a
topic
background
for
the
dialogue.
Presentation
1.
Let’s
try.(1)Present
pictures
and
talk
with
students.(2)Ask
students
to
listen
and
tick.(3)Present
the
listening
materials
and
teach
the
key
sentences.
（1）Freely
talk
about
robots.（2）Listen
and
tick.[][]（3）Read
the
listening
materials.
Stimulate
students’
interest
in
learning
and
attract
their
attention
through
a
variety
of
robots
with
different
functions.
Cultivate
students’
habit
of
making
predictions
before
listening.
2.
Watch
and
answer.Play
the
video
of
“Let’s
talk”
and
ask
the
questions.
Lead
students
to
get
the
main
idea
of
the
dialogue.
Watch
the
video
of
“Let’s
talk”
and
answer
the
questions.Get
the
main
idea
of
the
dialogue.
Lead
students
to
get
a
whole
perception
of
the
dialogue
and
the
main
idea
of
it
with
questions.
3.
Get
more
details.Play
the
video
of
“Let’s
talk”
again
and
ask
students
to
answer
the
questions.Teach
“museum,
shop,
post
office”
and
“—Where
is…?
—It’s…”
Talk
with
students
and
teach
the
words
“ask,
sir”
in
detail.
“It’s
time
for…”Teach
the
sentence
“Time
to
go
home.”
and
the
word
“kid”.Contrast
“It’s
time
for…”
with
“It’s
time
to…”
Watch
the
video
of
“Let’s
talk”
again
and
answer
the
questions.Learn
“museum,
shop,
post
office”
and“—Where
is…?
—It’s…”Talk
with
the
teacher
about
more
details.
Learn
the
words
“ask,
sir”
in
detail.
Understand
the
sentence
“Time
to
go
home.”
and
the
word
“kid”.
Learn
the
difference
between
“It’s
time
for…”and
“It’s
time
to…”
Make
corresponding
extension
based
on
the
context
to
improve
students’
pragmatic
ability.
Penetrate
the
emotional
aim.
Lead
students
to
ask
for
help
from
others
when
they
encounter
difficulties.
（续表）
Teaching
Stages
Teacher’
s
Activities
Students’
Activities
Teaching
Purposes
Practice
1.
Read
and
act.
(1)Read
after
the
recording.
Pay
attention
to
the
pronunciation
and
the
intonation.(2)Practice
in
roles
in
groups.(3)Act
out.
Lead
students
to
read
the
dialogue
in
correct
pronunciation
and
intonation
and
act
it
out
in
groups
to
practice
the
dialogue.
2.
Draw
a
map
for
the
museum.
Read
the
dialogue
and
try
to
draw
a
simple
map
for
the
museum.
Work
in
pairs
and
make
a
brief
introduction
of
the
maps.
Help
students
go
deeper
into
the
text.
Lead
students
to
describe
the
locations,
as
well
as
activities
that
can
be
carried
out
there.
Enrich
students’
expression.
Consolidation&Extension
1.
Create
a
new
dialogue.
Work
in
groups.
Create
a
new
dialogue
and
find
out
more
ideas.
Lead
students
to
reconstruct
the
text.
Consolidate
the
key
words
and
sentence
structures
by
creating
new
dialogues.
2.
Talk
about
your
city.Set
a
model
and
make
a
brief
conversation
with
a
student
first.
Talk
about
the
places
in
their
city/town/village.
Extend
students’
expression
of
their
preferences
and
frequent
activities.
Improve
their
comprehensive
language
using
ability.
3.
Make
a
summary.
Conclude
the
key
words
and
sentence
structures
they’ve
learned.
Get
an
overview
of
the
class
and
penetrate
the
emotional
goal.
Homework
Practice
the
dialogue.Write
down
your
new
dialogue.Do
the
exercises.
Teaching
purpose
树立课前评价机制，引导并鼓励学生在课上大胆表达自己的想法，积极发言，保持思维开放。采取小组合作方式，得分最多的小组为优胜组。
Teaching
purpose
以看图猜方位介词（词组）和读句子猜地点的活动帮助学生快速复习方位介词以及有关建筑物和场所的词汇，为下面即将要学习的对话做好词汇铺垫。
Teaching
purpose
通过主情景图，引导学生预测吴一凡将要参观的地方，简单描述城市设施的位置，为即将学习的Let’s
try板块设置话题背景。
Teaching
purpose
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。先引导学生基于语言情境猜测吴一凡所在的场所，再通过听力验证预测的答案并完成Let’s
try板块的听力练习，培养学生听前预测的习惯。
Teaching
purpose
对对话中的重点词汇做详解，基于对话文本做相应拓展，提高学生的语用能力。同时渗透情感目标，引导学生在外遇到困难时能够主动向他人寻求帮助。
Teaching
purpose
让学生听录音跟读。引导学生按照正确的意群及语音、语调朗读对话，并在小组中进行角色表演，操练对话。
Teaching
purpose
通过读对话、画简易小地图等活动帮助学生深入理解对话文本，小组合作环节基于手绘的地图情境，引导学生尝试描述博物馆、商店和邮局的位置以及不同城市设施中能够进行的活动，丰富学生的语言表达。
Teaching
purpose
提炼课本对话内容，呈现核心语言框架，引导学生重构文本，鼓励学生创编新的对话，巩固本课的核心词汇和句型。
Teaching
purpose
引导学生通过组内交流自己居住地的相关城市设施和位置，拓展他们对其喜好与经常进行的活动的相关表达，提高学生的语言综合运用能力。
Teaching
purpose
引导学生总结本课所学核心词汇和句型，巩固本课渗透的情感目标。