1、Unit 1 How can I get there教学设计（Period 2）一、教材内容分析本部分学习的单词和词组是science museum, post office, bookstore, cinema, hospital。教材通过吴一凡和Robin的对话呈现单词及词组的词形和意义。二、学生情况分析学生在之前已经学习过很多表示地点的单词，如restaurant, school, park等，在本单元的第一课时，学生也学习了本单元的主要核心句型，因此，教师通过复习，让学生激活旧知，为本课时的学习做好铺垫。同时，由于六年级的学生即将进入中学，对于一些语音知识，如复合词和音节的划分等，教师
2、也可以进行适当的补充铺垫，先让学生讨论、总结，教师再进行归纳。三、教学目标1.能听、说、读、写有关建筑物的单词或词组：science, museum, post office, bookstore, cinema, hospital。2.能够正确运用以上单词和词组介绍场所的方位。3.理解一些简单的构词规律，如合成词bookstore是由两个词构成的。4.理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四、教学重难点教学重点：1.能听、说、读、写和运用下列单词：science, museum, post office, bookstore, cinema, hospital。2.了解复合
3、词构词形式。教学难点：1.在语境中正确使用六个核心词汇进行表达。2.多音节词的音节划分。五、教学步骤1.热身环节（1）师生问候，用英语打招呼。（2）小组表演A部分Lets talk对话内容。（3）对Lets talk课文内容进行提问复习。课件出示问题。Where are Robin and Wu Yifan?Where does Wu Yifan want to go?Where is the museum shop?Where is the post office?设计意图：复习上节课所学对话内容和核心句型，既让学生在情境中运用所学，又为本节课的词汇学习做铺垫。T: Good morning
4、, boys and girls!Ss: Good morning, Ms Zang.T: Before we begin, lets review what we learnt in last class. First, act the dialogue out in your groups. Then we will enjoy together.T: Which group wants to show for us?T: Well, you did very well. Here are some questions about the dialogue. Lets ask and an
5、swer in pairs.2.呈现（1）呈现上节课已经学习的science museum和post office的图片，学生对单词进行复习、朗读、拼写，复习上一节课已经学过的两个单词，进行巩固。（2）学生说一说他们所知道的公共场所，先在小组内讨论一下，然后进行反馈。学生知道的教师不教，充分放手，小组内进行讨论自己知道的单词，可以先进行资源的分享，让更多的学生参与进来。What other places do you know?T: Look at these pictures. Can you read the words below?Ss: science museum,post offi
6、ceT: How to spell them?Ss: s-c-e-n-c-e m-u-s-e-u-m, science museum, p-o-s-t, o-f-f-i-c-e, post office.T: Well done. What other places do you know around us? Discuss in groups.S1: Park, school, supermarket, restaurant （3）呈现bookstore, cinema和hospital的图片，教读发音，与学生进行自然的交流。如：Is there a near your home/in t
7、he city? Where is it? Do you often go to the ?设计意图：利用学生学过的句子自然的进行交流，避免脱离情境，只教授单词，做到词不离句。T: Look at these pictures. Which one do you know? Little teachers.Ss: T: Follow me, please. Bookstore, cinema, hospitalSs: Bookstore, cinema, hospitalT: Is there a near your home/in the city?Ss: Yes, it is.T: Whe
8、re is it?Ss: Its next to T: Do you often go to the ?Ss: Yes, I do.（4）学生观察单词bookstore的构词结构，教师帮助学生了解复合词构成形式的特征，并让学生说一说他们学过的复合词都有哪些。（5）教师展示cinema和hospital的图片，学生尝试给两个单词划分音节，总结音节划分的技巧。设计意图：了解复合词的构词形式特征，通过说出自己学过的复合词，帮助学生激活原有的知识，进一步理解掌握单词。学生通过自己的尝试了解音节划分的知识，能够更好地记忆单词。T: Look at this word. Lets read togethe
9、r.Ss: book, store, bookstore.T: Yes, there are two parts in this word. This is a compound word. What others do you know?Ss: class, room, classroom.（6）听读录音，跟读模仿。注意语音语调。T: Now lets listen and repeat. Try to imitate.T: Finished? Now, please read in roles.3.巩固操练（1）Brain Storm.快速闪过单词和图片，学生说出答案。（2）Riddle.
10、猜谜语。教师可呈现与核心词汇有关的英文信息，学生阅读并猜测单词。学生在语境中体会、理解单词的含义，巩固所学。设计意图：头脑风暴和猜谜语的练习，作为趣味性的游戏，消除了机械操练单词的枯燥性弊端，帮助学生快速强化记忆，为后面的语言运用做准备。猜谜语练习，难度加深，让学生在语境中理解和体会所学单词的含义，以达到灵活运用的目的。T: Now lets have a brain storm. Here comes some words of places. They will flash very fast. Please say them out as quickly as you can.Ss: B
11、ookstore, cinemaT: wow, you did very good job. Now here are some riddles for you. Lets read and guess. What are they? Please read together.Ss: Its big. There are many people in it. We like to eat popcorns in it. We can see many wonderful movies. What is it?T: Please guess. What is it?Ss: Its a cinem
12、a.T: Bingo.（3）教师呈现自己所设计的地图，与一位学生进行示范，描述地图中不同地点的位置。（4）学生在小组内自己设计地图，然后根据句型提示描述位置。在情境中运用核心词汇和句型，做到真实的语言的运用。设计意图：教师先呈现自己的地图，起到很好的示范作用，为后面学生自己设计和讨论打好基础。最后的地图设计，充分考虑到学生的个体差异，小组合作的形式能够让不同的学生发挥所长，自主学习能力和合作学习能力得到提高。T: Look. I design a map. Lets read the places in my map.Ss: hospital, school, zoo, park, museu
13、mT: Lets talk about the map. Try to make a dialogue. Who wants to have a try with me?Ss: There is a school in my city.T: Where is it?Ss: Its near my city.T: Now design a map in your group. Then make a dialogue with your partners. Here we go!4.总结让学生总结一下本节课都学习了那些知识，老师做一下总结。下课前对知识进行梳理，让学生进一步巩固所学。培养学生的归纳总结的能力。What have we learnt today?5.作业1.找出两个复合词。2.两人一组，选取喜欢的地图或导航图，就“路线指示”的话题设计对话并练习。
