Unit 1 How can I get there？Part A let’s try & Let’s talk优质教案
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| 名称 | Unit 1 How can I get there？Part A let’s try & Let’s talk优质教案 |  | |
| 格式 | docx | ||
| 文件大小 | 133.9KB | ||
| 资源类型 | 试卷 | ||
| 版本资源 | 人教版(PEP) | ||
| 科目 | 英语 | ||
| 更新时间 | 2021-07-24 14:54:26 | ||
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文档简介
课时教学设计
课题
Unit 1 How can I get there？
Part A let’s try & Let’s talk
课型
对话课
授课时间
教学
目标
能理解对话大意，能够按照正确的意群及语音语调朗读对话，能够在任务情景中运用句型Where is the science museum? It’s near /next to/behind…交流场所的方位，达到简单的交际。
能正确听说认读表示地点的名词和短语：museum, post office, bookstore.
学生能够通过角色扮演，创编对话等交流合作方式，在语境中灵活运用核心句型进形交流。
培养学生主动用英语交际的习惯和乐于助人的良好品德，学会礼貌用语，了解中西方对于问路和指路文化的差异，发展学生跨文化交际意识。
重点难点
重点：能够表演Let’s talk的交际内容，能根据实际情况用英语纹路和表述方位。
难点：用英语准确询问并回答地点方位，如：Where is the…? It’s next to…
关键
课前
准备
课件 实物 图片
教学 活 动 过程 设 计
教学环节
活动预设
方法意图
二次备课
Step 1:Warm-up
（8'）
Step 2 Presentation（20'）
Step 3:Practice（5'）
Step 4:
Consolidation and extension（5'）
Step 5:Summary（2'）
Greetings
Sing a song
3.Revision
Show a box and a ball
T: Where is the ball?
Ss: It’s in/on/under/in front of/behind/next to/near the box.
Students watch a video about our city and say the places they see.
与学生交流过程中，张贴句型卡片： I want to go to…
1.继续上面的对话练习，遇到本节课新单词（邮局，博物馆，书店）时，课件呈现新单词并教学相关的动词短语。
2.呈现一幅新的城市图
T：What’s in the new city?
Is there a …in the city?
Ss: Yes ,there is./No ,there isn’t.
T: Where is the …?
Ss: It’s …
Let’s try
T: Wu Yifan and Robin are in the new city. They are looking at some robots. Where are they now? Please listen and tick
(Let students try to guess the answers.
Check the answers.)
T: Grandpa isn’t there. How do you know that?
(Show the conversation and find the sentences: Don’t forget to buy gifts for grandpa.)
Let’s talk
“who where what”
T:Ok.Now look at these three words,can you ask some questions about the dialogue? At first, let’s listen.
S1:Who are they in the dialogue?
S2:where are they going?
S3:What does Wu Yifan want to buy?
Then students listen again and check the answer.
T：Where can he buy the postcard and send it ?
Please watch the video and fill in the blanks.
T：But where is the museum shop and where is the post office? Please read this part and try to put the word cards with museum shop and post office on the right place.
(After putting up ‘museum shop’)
T: Who tells us?
Ss：Robin。Robin says: It’s near the door.
T: Oh, Robin can talk. He is a talking robot.
T: Where is the post office? Does Robin know?
Ss: No.
T: How do you know that?
Guide students to say : Robin says ”I don’t know .I ‘ll ask.”
(After putting up “post card”)
T: What does the man think of the museum?
Ss: He thinks it’s a great museum!
T: Why does the man think so?
Ss: Because he thinks Robin is the robot in the museum.
T: But Robin is not the robot in the museum. He is just visiting the museum.
Let students listen and repeat.
Have students read in groups of three. Then act.
The students are divided into three groups to read
Make a new dialogue
Show conversation which is similar to the dialogue in the book and have students to make a new conversation,
Then pick several groups to act it out.
2.小小设计师“Who is the best designer?”
Have students put up the pictures they collected to design our new city.
After that, have students come to the front and make a report about their cities.
At last, choose the best designer.
This lesson, we have learnt some important sentences, like “I want to …Where is …? It’s …”
We should try to use them to ask the way and give directions.
跟唱有关介词的歌曲，调动学生学习积极性，又复习了之前所学介词及怎样表述物体的方位。
利用实物与学生进形问答练习，复习之前所学的询问物体方位的句型，为后面学习怎样表述地点
的方位打基础
让学生复习之前所学地点名词，通过与学生的交流，增进师生感情，培养热爱家乡的美好情感。在对话中穿插对话中句型，为后面学习做铺垫。
让学生反复操练A部分要学习的关于询问和表述地点的方位的核心句型，并初步呈现新的语言知识，为Let’ s try 的听力练习做铺垫。
在此环节，呈现整个文本及句型，帮助学生理解第二个问题 Is Grandpa there?
在黑板上给出三个关键词，让学生带着问题去听课文，整体感知课文。帮助学生初步了解对话大意，有目的去寻找所需要的信息，同时也培养了学生专注地听的能力。
设计第二梯度的问题，引导学生带着问题听录音，一步步理解文意，迅速抓住要点进形归纳总结。但这次以填空题出现，增加了学生的新鲜感。
学生自读课文，把post office和museum贴在黑板上相应的建筑物上，以此来获取文本的核心信息
在学生完成任务，理解对话的同时，穿插问题击破各个重难点新词句。
通过模仿和朗读，提高口语能力，帮助学生增强对词汇和语言结构的记忆，又增强学生的语感。
通过分组读以及表演对话等多种形式让学生理解对话，熟悉对话，理解本课意群。
通过掏空据悉的形式，有意识的引导学生运用所学的语言知识重塑文本，培养学生的创新能力和交际能力。
此活动为学生提供运用目标语言在语境中进形交际的机会，并要求学生进形总结汇报，提供给学生拓展运用语言的空间，培养团结合作的精神。同时也培养了学生热爱家乡的美好情感。
作业
设计
Have students write the report
Have students talk about the places in our city with their partners in English
板书
设计
Unit 1 How can I get there?
“ Who Where What”
Ask the way Give directions
Excuse me.
I want to…
bookstore
Where is the post office ? It’s near/next to.
museum shop
教学反思
课题
Unit 1 How can I get there？
Part A let’s try & Let’s talk
课型
对话课
授课时间
教学
目标
能理解对话大意，能够按照正确的意群及语音语调朗读对话，能够在任务情景中运用句型Where is the science museum? It’s near /next to/behind…交流场所的方位，达到简单的交际。
能正确听说认读表示地点的名词和短语：museum, post office, bookstore.
学生能够通过角色扮演，创编对话等交流合作方式，在语境中灵活运用核心句型进形交流。
培养学生主动用英语交际的习惯和乐于助人的良好品德，学会礼貌用语，了解中西方对于问路和指路文化的差异，发展学生跨文化交际意识。
重点难点
重点：能够表演Let’s talk的交际内容，能根据实际情况用英语纹路和表述方位。
难点：用英语准确询问并回答地点方位，如：Where is the…? It’s next to…
关键
课前
准备
课件 实物 图片
教学 活 动 过程 设 计
教学环节
活动预设
方法意图
二次备课
Step 1:Warm-up
（8'）
Step 2 Presentation（20'）
Step 3:Practice（5'）
Step 4:
Consolidation and extension（5'）
Step 5:Summary（2'）
Greetings
Sing a song
3.Revision
Show a box and a ball
T: Where is the ball?
Ss: It’s in/on/under/in front of/behind/next to/near the box.
Students watch a video about our city and say the places they see.
与学生交流过程中，张贴句型卡片： I want to go to…
1.继续上面的对话练习，遇到本节课新单词（邮局，博物馆，书店）时，课件呈现新单词并教学相关的动词短语。
2.呈现一幅新的城市图
T：What’s in the new city?
Is there a …in the city?
Ss: Yes ,there is./No ,there isn’t.
T: Where is the …?
Ss: It’s …
Let’s try
T: Wu Yifan and Robin are in the new city. They are looking at some robots. Where are they now? Please listen and tick
(Let students try to guess the answers.
Check the answers.)
T: Grandpa isn’t there. How do you know that?
(Show the conversation and find the sentences: Don’t forget to buy gifts for grandpa.)
Let’s talk
“who where what”
T:Ok.Now look at these three words,can you ask some questions about the dialogue? At first, let’s listen.
S1:Who are they in the dialogue?
S2:where are they going?
S3:What does Wu Yifan want to buy?
Then students listen again and check the answer.
T：Where can he buy the postcard and send it ?
Please watch the video and fill in the blanks.
T：But where is the museum shop and where is the post office? Please read this part and try to put the word cards with museum shop and post office on the right place.
(After putting up ‘museum shop’)
T: Who tells us?
Ss：Robin。Robin says: It’s near the door.
T: Oh, Robin can talk. He is a talking robot.
T: Where is the post office? Does Robin know?
Ss: No.
T: How do you know that?
Guide students to say : Robin says ”I don’t know .I ‘ll ask.”
(After putting up “post card”)
T: What does the man think of the museum?
Ss: He thinks it’s a great museum!
T: Why does the man think so?
Ss: Because he thinks Robin is the robot in the museum.
T: But Robin is not the robot in the museum. He is just visiting the museum.
Let students listen and repeat.
Have students read in groups of three. Then act.
The students are divided into three groups to read
Make a new dialogue
Show conversation which is similar to the dialogue in the book and have students to make a new conversation,
Then pick several groups to act it out.
2.小小设计师“Who is the best designer?”
Have students put up the pictures they collected to design our new city.
After that, have students come to the front and make a report about their cities.
At last, choose the best designer.
This lesson, we have learnt some important sentences, like “I want to …Where is …? It’s …”
We should try to use them to ask the way and give directions.
跟唱有关介词的歌曲，调动学生学习积极性，又复习了之前所学介词及怎样表述物体的方位。
利用实物与学生进形问答练习，复习之前所学的询问物体方位的句型，为后面学习怎样表述地点
的方位打基础
让学生复习之前所学地点名词，通过与学生的交流，增进师生感情，培养热爱家乡的美好情感。在对话中穿插对话中句型，为后面学习做铺垫。
让学生反复操练A部分要学习的关于询问和表述地点的方位的核心句型，并初步呈现新的语言知识，为Let’ s try 的听力练习做铺垫。
在此环节，呈现整个文本及句型，帮助学生理解第二个问题 Is Grandpa there?
在黑板上给出三个关键词，让学生带着问题去听课文，整体感知课文。帮助学生初步了解对话大意，有目的去寻找所需要的信息，同时也培养了学生专注地听的能力。
设计第二梯度的问题，引导学生带着问题听录音，一步步理解文意，迅速抓住要点进形归纳总结。但这次以填空题出现，增加了学生的新鲜感。
学生自读课文，把post office和museum贴在黑板上相应的建筑物上，以此来获取文本的核心信息
在学生完成任务，理解对话的同时，穿插问题击破各个重难点新词句。
通过模仿和朗读，提高口语能力，帮助学生增强对词汇和语言结构的记忆，又增强学生的语感。
通过分组读以及表演对话等多种形式让学生理解对话，熟悉对话，理解本课意群。
通过掏空据悉的形式，有意识的引导学生运用所学的语言知识重塑文本，培养学生的创新能力和交际能力。
此活动为学生提供运用目标语言在语境中进形交际的机会，并要求学生进形总结汇报，提供给学生拓展运用语言的空间，培养团结合作的精神。同时也培养了学生热爱家乡的美好情感。
作业
设计
Have students write the report
Have students talk about the places in our city with their partners in English
板书
设计
Unit 1 How can I get there?
“ Who Where What”
Ask the way Give directions
Excuse me.
I want to…
bookstore
Where is the post office ? It’s near/next to.
museum shop
教学反思
同课章节目录