人教版 (PEP)六年级上册Unit 1 How can I get there? Part B教学设计及反思

第四课时

课时内容

B Let’s try  Let’s talk

课时分析

本课时是人教版六年级上册第一单元第四课时，与第三课时内容相互关联。围绕“吃饭地点在哪”这一主题，重点通过对话学习句型How can we get there? Turn left/right at the...来进行表达。旨在进一步激发学生学习英语的兴趣，巩固他们的学习信心。本课时的对话包含两个信息点：一是吴斌斌和Mike电影结束后的目的地，二是关于问路的内容。前者在A部分已有所涉及，后者则在第三课时中进行了初步学习，为本课的教学提供了基础。本课时的核心目标是让学生能在实际情境中自如地运用句型How can we get there? Turn left/right at the...来提问和回答有关问路的问题。 本课时包括Let’s try和Let’s talk两个板块。Let’s try呈现了吴斌斌和Mike通电话的场景。通过这个场景的听力练习，学生可以获取Let’s talk板块中人物和情景的信息，为随后正式的对话学习做好准备。Let’s talk板块通过吴斌斌和Mike讨论电影结束后吃饭的地点，让学生在实际情境中理解并运用句型How can we get there Turn left/right at the...。这个情境紧密联系学生的日常生活，能够激发学生的兴趣。 在教学过程中，本课时涵盖了前几个课时的内容。我会利用游戏、问答等多种教学方法来复习和巩固之前学过的知识。借助教材提供的情境来学习对话，鼓励小组合作模仿对话、表演对话，甚至创编对话，全面发挥学生的主体地位。

课时目标

1. 能够理解对话的主要内容。
2. 能够根据正确的语音、语调朗读对话，传达准确的意思。
3. 能够听、说、读、写句型：“How can we get there? Turn left at the bookstore.”
4. 能够在具体情境中运用句型“How can we get there? Turn left at the...”。
5. 培养学生学习英语的热情，帮助学生建立学好英语的自信心。

课时重难点

1. 重点

（1）能够理解对话的主要内容。

（2）能够根据正确的意群、语音和语调朗读对话。

（3）能够听、说、读、写句型：“How can we get there? Turn left at the bookstore.”

（4）能够在实际情景中使用句型“How can we get there? Turn left at the...”。

难点

将问路和作答的句型进行综合应用。

教学准备：课件、录音机、磁带、对话简图

教学过程

Step 1 Warm up

T: Good morning, boys and girls.

Ss: Good morning, teacher.

T: Are you ready for English class?

Ss: Yes.

T: Ok, let’s begin our class. Before we dive into our new lesson, let's warm up our English skills. Can you help me review some words and phrases?

Review some words and phrases.

T: Look at these pictures on the screen. What's this? (Pointing to a picture of a crossroad)

S1: It's a crossroad.

T: Great! And what about this one? (Pointing to a picture of turning left)

S2: It's turning left.

T: Perfect! And this one? (Pointing to a picture of turning right)

S3: It's turning right.

T: Awesome! You guys are doing great.

Play a game.

T: Now, let's play a fun game to get our bodies moving along with our English. I will say a word, and you'll add the right phrase and do the action. Let's start!

(As the teacher says "left," the students respond with "turn left" and mimic the action of turning left.)

T: Left!

Ss: Turn left! (They mimic turning left.)

(Repeat the same pattern for "right" and "straight," gradually picking up the pace.)

T: Right!

Ss: Turn right! (They mimic turning right.)

T: Straight!

Ss: Go straight! (They mime walking straight ahead.)

T: You guys are fantastic at this! You're all warmed up and ready to go!

Ask and answer

T: Now, let's move on to our next activity. I want to go to the cinema. How can I get to the cinema?

S1: Turn left and go straight.

T: Excellent! Now, how about you, S2? How can I get to the post office?

S2: Go straight, then turn right at the crossroad.

T: Perfect! S3, can you tell me how to get to the library?

S3: Turn right and go straight. It's on the right.

T: Well done, everyone! You're all great at giving directions. Let's practice a bit more.

(Continue the practice by having different pairs of students ask and answer about how to get to various places.)

设计意图： 在课堂开始时，通过问候和复习的方式拉近师生之间的距离，营造轻松愉快的氛围。复习环节通过图片呈现单词和短语，让学生积极参与回答。游戏环节将语言和动作结合，增加趣味性，激发学生的学习兴趣。问答环节进一步巩固了上一节课的句型，并引出本节课的主题。

Step 2 Lead in

Let’s try

T: Good job, everyone. Now let's take a closer look at our two friends, Mike and Wu Binbin. (Show pictures of Mike and Wu Binbin.) Who are these two?

Ss: Mike and Wu Binbin.

T: That's right. And where do you think they want to go? Any guesses?

S1: The cinema?

S2: Maybe the...?

...

(Teacher offers options to let students make guesses based on their ideas.)

T: Great guesses! Now, where do you think this place is?

S1: Next to the bookstore?

S2: ...

(Teacher provides options for students to choose from.)

教学资源： 课件

设计意图： 通过这个互动环节，引导学生在听之前进行预测，激发他们的思维，帮助他们提取关键信息，为接下来的听力做好准备。

2. 播放 "Let’s try" 录音，学生独立完成听力练习。师生核对答案。

T: Now, let's put our listening skills to the test. I'm going to play an audio recording for you. Listen carefully to what Mike and Wu Binbin are saying. Try to fill in the blanks with the correct answers. After the recording, we'll check together.

(播放录音)

录音内容： M: Hi, Wu Binbin! I want to go to the cinema. How can I get there? W: It’s easy, Mike. ______________ at the ______________. Then ______________ the first road on the ______________. The cinema is ______________ the ______________. You can’t miss it. M: Got it! Thank you, Wu Binbin. W: You're welcome, Mike.

T: Okay, let's see how you did. Who can fill in the blanks for us?

S1: Turn left at the crossroad. Then take the first road on the right. The cinema is on the left.

T: Excellent, S1! You've got it right. And thanks to Wu Binbin's help, Mike knows how to get to the cinema now. Keep up the good work, everyone!

教学资源： 课件、录音机、磁带

设计意图： 通过播放录音让学生独立进行听力练习，填充对话中的空格，师生一起核对答案，检验学生的听力理解能力，同时巩固了之前所学的句型和词汇。

Step 3 Presentation

1. Learn the Dialogue

(1) 预测对话内容。 T: Wu Binbin and Mike just watched an interesting film. Where do you think they want to go now? S1: The park? T: Why do you think so? S1: They want to... S2: Maybe the...? They want to... ... 设计意图： 鼓励学生预测对话情境，激发他们的好奇心和想象力。

(2) 播放对话录音，整体感知对话内容。

(3) 初读课文，理解大意。 a. 学生独自阅读对话，试着回答问题。 ...

b. 学生核对答案，整体理解对话。

教学资源： 课件

设计意图： 通过问题引导学生理解对话的大致情境，然后通过核对答案，使学生初步了解对话内容。

(4) 教授句型：“Where is the restaurant? It’s next to the park on Dongfang Street.” a. 教授单词 “pizza, street” T: Wu Binbin and Mike are hungry. So they want to go to the ... Ss: Restaurant. (带读单词，拼读单词，齐读单词。) T: Why do they want to go to an Italian restaurant? Because Mike likes to eat pizza. (呈现 pizza 图片，指名读单词，齐读单词。) T: But where is the restaurant? Ss: It’s next to the park on Dongfang Street. (引导学生回答，板书 on Dongfang Street，教学 street，联系单词 feet, meet, bee，讲解 ee 的发音规律，拼读单词。带读单词，指名读单词。强调专属名称首字母要大写。) ...

设计意图： 通过呈现对话中的重要信息，教授新的句型，帮助学生理解并使用新的表达方式。

(5) 教授句型：“How can we get there? Turn left at the...” a. T: The Italian restaurant is next to the park on Dongfang Street. How can they get there? (板书 get there, get to，解释用法) Ss: Turn left at the bookstore. Then turn right at the hospital. (学生齐声回答) ...

设计意图： 通过引导学生思考对话中的指路方式，教授新的句型，让学生在实际情境中练习使用新的语言。

2. 听录音，跟随录音朗读。

教学资源： 录音机、磁带

设计意图： 通过跟随录音朗读对话，培养学生正确的发音、语调，增强语感。

3. 分角色朗读课文，表演对话。

设计意图： 让学生分角色朗读对话，通过表演加深对对话的理解和掌握。

教学资源： 课件、录音机、磁带

设计意图： 先整体感知对话，然后学习重点语言，最后通过模仿和表演，帮助学生掌握并运用新的语言。

Step 4 Practice

1. Make a New Dialogue

(1) Group Collaboration to Create a Dialogue T: Now, let's work in groups and create your own dialogues. Imagine you want to talk about a cinema or a restaurant you like. Use the following sentence patterns: A: I like ________. Where is the _______? B: It’s ________ the _______ on _________ Street. A: How can we get there? B: __________________________ A: Ok. Let’s go.

Design Intent: This activity encourages group collaboration and creativity, allowing students to apply the language they've learned in a personalized context.

(2) Pair Practice T: Let's practice with your partners now.

教学资源： 课件 设计意图： 利用创编对话的活动锻炼学生的合作和创造能力，巩固并运用语言。

2. Talk and Draw

设计意图： 学生两人一组，交流对方的信息，并根据信息在图上画出路线，通过谈话和绘画结合的方式，提高学生的兴趣，使他们在实际情境中运用所学语言。

教学资源： 工作表、纸、笔

设计意图： 学生在交流中活用语言，同时通过绘画表达信息，提升对话的真实性。这个活动鼓励学生运用地图和方向指示，巩固语言的实际应用。

Step 5 Summary

T: Great job, everyone! Now, let's share what you've learned in today's lesson. Who would like to share their thoughts? S1: We learned about how to ask for directions and give directions using "How can we get there?" and "Turn left/right at the..." T: Excellent! That's right. We also practiced using "get to" and "get there" to talk about reaching a place. Remember, when we want to say a place is located on a certain street, we use "on... Street." Anything else you'd like to add? S2: We learned that "next to" and "near" mean the same thing. T: Exactly! "Next to," "near," and "beside" all mean that something is close to another thing. You're doing a fantastic job remembering all these details.

设计意图： 通过学生的自由发言，巩固学生对本课所学知识的掌握程度。同时，通过师生互动，帮助学生在集体讨论中对课堂知识进行整理，加深记忆。

T: Let's summarize our learning points for today:

1. We learned how to use "get to" and "get there" when talking about reaching a place.
2. We found out that we say "on... Street" to describe a place located on a specific street.
3. We practiced asking for and giving directions using the question "How can we/I/you get there?" and answering with directions like "Turn left/right at the..."

设计意图： 将学生的发言整理为简洁的总结，强调本节课所学的关键知识点，帮助学生回顾并巩固所学内容。

板书设计

                           B Let’s talk

        on Dong fang Street         get there 到那

（街道）        get to +地点 到达某地

问路：How can we /I/you get there?         

                                        (get to the...)               

                        回答： Turn left at the...