C板书设计及设计说明

小学英语教学设计

-------人教版英语六年级上册Unit 1. How can I get there?

Ⅰ.教材依据

本课是新版PEP(人教版)小学英语六年级上册第1单元Read and write部分。

Ⅱ.设计思路

1.

教材分析

在新课标的指导下，本单元Read and write部分是使学生认识从古到今辨别方位的不同方法，map,compass,stars,GPS等,拓展了学生的生活常识。在阅读部分，使学生掌握一些简单问路的描述性语言，如in front of/behind, go straight, turn left/right at the…/等，并能够通过学会问路到达某地，增强学生之间的合作意识及培养学生乐于助人的品质。

2.

教学对象分析

从学生年龄和认知特点及对英语学习的情感表现来看，本单元的教学对象是小学六年级的学生，他们富有想象力，且具有较强表现欲，且经过三年的英语学习，已有一定的词汇和语言基础。且也有较强的竞争意识，倾向于通过活动游戏等形式学习新知。

3.教法、学法分析

教法：整堂课围绕“学生为主体，教师为主导”的教学理念，通过简笔画、CAI辅助教学，创设一系列情景，让学生在具体的情景中学习新单词、新句型，然后再运用于语言交流，使整个教学源于生活，又用于生活，创设了真实的生活场景，使学生学有所用，体验成功的喜悦。具体采用以下几种方法：1、情景教学法；2、全身反应法(TPR)；3、任务型教学法；4、交际法；5、游戏法；6、多媒体教学法。

学法：1、使学生认识到预习的重要性，学会利用现有资料；2、充分利用已学的知识利用学习正迁移作用，为本课的学习做铺垫；3、在会话教学中鼓励学生大声说，说清楚并配以丰富的表情和适当的手势，采用委婉有礼貌的语调，有感情，有条理的说，培养学生口头表达能力。

Ⅲ. 教学目标（Teaching Aims）

1.

Knowledge Aim a. Words: GPS,gave,feature,follow,far,tell,help,find.

Sentences: 1.He can help the boys find the Italian restaurant.

2.We are in front of /behind the cinema/hospital.

3. Let’s go straight and turn left/right at the bookstore.

4.Is it far from here?

b. Ss can master the words and sentences.

2. Ability Aim

Ss can use different expressions to ask /direct the way to the right place.

3. Emotion Aim

Ss can be cultivated to own the ability to help others and have a good communication with others.

4. The Aim In Modern Teaching Means

Ss can open his mind and improve his thinking skills. Ⅳ.Teaching Key Points

Ss can ask the way and describle the route of the place. V. Teaching Difficult points

Ss can use his languages to tell others the right way.

VI.Teaching Preparations

A tape-recorder, pictures, ppt are well prepared and served to this class.

VII. Teaching procedures:

Step 1: Warming-up (Pre-reading)

Play the children’s rhymes and sing songs. (Let’s chant)

T: Do you know these things? What are they for? ( pictures:map,compass,GPS,stars)

T:If your father drives a car to a strange place with you,which one will you choose to help you? Now ,you can discuss them with your partners.Then tell us the result.(Why)

T: Can you reorder the four pictures according to the times?

设计理由：通过四张学生熟悉的图片（map,compass,GPS,stars），导入今天的新课，教读后，设计一个情景，父母开车去一个游玩，迷路时，需要那种帮助？展开讨论后，讲述原因是，大部分学生会选择GPS，这样就切合了学生的生活实际，并能够根据时代的发展，进行简单的排序。从学生熟悉的生活情境入手，可以提高学生的积极性，并为后面教学内容的展开奠定良好的基础。

Step 2: Greetings and Lead-in

T: Hello, boys and girls. Nice to meet you! How are you today?

Step 3: Preview.

T: If you are a stranger in a city ,you want to find a friend.But you are lost.What will you do?(four pictures).Why? I like to tell you the GPS is very useful.

T: OK, today Wu Yifan and his friends just like you wanted to go to the Italian restaurant.How did they go there?What places did they pass by?

设计理由: 通过阅读前情景的预设，为后面内容的展开奠定良好的基础。

Step 4: presentation.(While-reading) 1.

T: Ok, just now, Let’s see Read and write,how many pictures can you

see?Who are they? Ss: I can see four pictures. They are Wu Yifan and his friends. T: Let’s listen and anwer the questions on TV.

You can underline the anwers by using the red pen. Q1: How many places did they pass by? What are they?

How did they go there?

Ss: They passed by three places. They are the cinema,the bookstore and the

hospital. They go there on foot. 2.

T: Now,let’s listen again and imatite, pay attention to the pronuncition and

intonation. 3.

Now ,you read for the second time.Then answer the questions on TV.

Q1:.What is Robin's new feature? A: He can find food.

B.He can find the way with GPS Q2. Which word under the fourth picture means “奏效，起作用”？___

设计理由：通过设计由浅入深的问题逐步引导学生，让学生对全文的大意有了简单的理解和认识。在第一次跟读听力时，让学生勾画出Wu Yifan 和他的朋友经过的地方，对全文的脉络有了大致的了解。第二次跟读时，通过简单的问题，“What is Robin’s new feature?及Which word under the fourth picture means”

奏效，起作用”？等进行深入的阅读。第三次，跟读标准的同步听力，纠正学生的语音和语调。并在学生跟读后，学生给出答案后作出相应的点评。

4.

T：Now, fill in the blanks. Then retell the story. 1.___________ gave Robin a new_______, GPS. He can ________the boys_____ the

Italian restaurant. 2.They_______and________ at the bookstore.They_________ and then turn right again .

（教师引导学生进行填空,核对答案后，并逐步引导学生复述，然后小组内复述故事并进行展示

)

5．T：Act in roles. Need four students to be Robin, Mike ,Wu Yifan and a narrator. Four teams to act in different roles.(Give an evaluation)

设计理由：通过相关细节问题的设置，学生逐步理解了在Robin 的帮助下，Wu Yifan 和Mike 如何到达意大利的餐厅。再通过分角色朗读课文，教授学生朗读技巧，达到了课文的再次巩固，深化了文章的主题（Robin has GPS），并且重视了阅读中培养学生朗读的好习惯。

6.

Let’s sing a song.<>（Post-reading）

Wu Yifan and his friends

want to eat some pizza.

In an Italian restaurant

in an Italian restaurant. They are in front of

in front of the cinema. Go straight and

turn left at the bookstore. They are behind

behind the hospital. Turn right and

and then turn right again. T: Clap your hands with the chant and have a competition to check which one is better. 7.

T: Well, Let read the other one and find the useful information. 阅读判断.(T/F) ZhangPeng and his friends want to come to LiuYun’ s home.They turn left at the bookstore and go straight. They turn right and then turn right at the KFC. 1.They turn left at the library.

(

F

) 2.They turn right at the MC.

(

F

)

T: Let’s check your answers.

设计理由：把文章的主要线索或主旨大意通过熟悉的歌曲（chant）形式让学生进行高效的记忆和强化，更有利于帮助学生掌握本篇文章，也提高了学生的积极性和课堂参与度。然后通过另一篇与本文相关的课外阅读来达到阅读课培养学生从阅读中提取有效信息的能力。

Step 5: Consolidation and extension Pairwork T: OK, discuss with your friends to draw a map and then tell others to how can he/she get to the right place. Eg. A:How can I get to the science museum?

B:Turn right/Turn left/ Go straight…….

It’s near/ next to /in front of /behind…….

设计理由：在巩固和拓展延伸这个环节，通过进一步的巩固和强化，让

学生对所学知识进行了再一次的灵活运用，引导学生通过实践引用巩固所学知识，提高语言的综合运用能力。

Step 6: Exercise. 1.

WuYifan's grandpa gave Robin a new ___________(特点), GPS.

2.

He can

_________(帮助) the boys ________(找到) the Italian restaurant. 3.

We are ___________________(在…….前面)the cinema. 4.

They_______________(直走)and___________________(在书店右转)。

5.

They_______________(右转) and then turn right again. 6.

They are ____________(在…….后面) the hospital. 7.

There is the ______________(餐馆). I’ll___________ (告诉)Grandpa.

Step 7: Summary

T: What did you learn in this class? Ask students to talk about it. (让学生谈谈自己在这节课上的收获，最后老师进行点评。)

T: Not only you want a GPS in your car ,but also you want a GPS in your life.(不仅你的车需要一部导航仪，你的生活更需要一部导航仪) 设计理由：通过学生的总结，引导学生进行情感的升华，本课不仅学习了关于导航仪的相关知识，还要让学生意识到我们的学习、生活及成长都需要有明确的目标，这样才会为之努力奋斗。

Step8: Homework 1.

Tell the story to your parents with your own words. 2.

Draw the route from your home to school,then introduce it to your partners. VIII. Self-reflection

本课是新版PEP

六年级上册第一单元Read and write,课前通过歌曲的热身，激发学生的课堂兴趣，让学生快速进入到课堂中来。四幅图片的展示以及情景的设置,贴近学生的生活,从而逐步引导学生学习新单词：map,compass,GPS,stars。通过课件上展示课本上的四幅图，听文中的对话并回答问题，逐层理解文章的大意，并通过读前、读中及读后细节问题的处理，复述文章大意，编chant等形式让学生理解文章内容，再引导学生通过自制地图进行问路对话练习，掌握本课的重点，难点也进行了突破。通过本课的学习，学生也学会了如何在迷路或陌生的城市问路和描述到达某地的路线，同时也培养了学生语言交际的能力和乐于助人的品质，增强了同学间的合作意识。在最后总结时，进行了情感的升华，不仅我们的车里需要一部导航仪，我们的人生更需要一部导航仪，引导学生要树立远大的人生目标。

IX. 板书设计.

Unit 1 How can I get there? 1.

give(gave) → feature →GPS →help(Italian restaurant)→ find

2.

cinema →

(bookstore)→

×

2