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Unit1 How can I get there?Part A Let’s learn（Page 5）教案教学目标1．语言技能：（1）能够听懂、会说、认读、默写五个表示“地点”的词汇：science museum, post office, bookstore, cinema, hospital, pet hospital.（2）能够正确使用句型“Where is the …? It’s next to / near the …”询问与答复有关地点所在的方位。
（3）能够制作一张地图，并根据地图内容进行有关地点的询问与答复。
2．语言知识：（1）能够理解和运用有关“地点问答”的语言表达形式“Where is the …? It’s next to / near the …”。
（2）能够根据单词的音、义、形，拆分单词的方式来记忆词汇。
3．情感态度、学习策略与文化意识：（1）在学习的过程中，能够做到乐于感知并积极尝试使用英语。
（2）在课堂交流中，遇到问题主动向老师或同学请教。
（3）在学习和日常交际中，能初步注意到中外文化异同。
教学重点1．句型：①Where is the cinema? ②It’s next to the bookstore. ③There is a …in my city.④Where is it? ⑤It’s near the park.2．词汇：science museum, post office, bookstore, cinema, hospital, pet hospital.教学难点1．science museum的发音与默写。
2．学生根据所画地图进行自主谈论。
教学用具1．教师准备与本课时相关的课件与音视频。
教学过程Step 1：warm-up1．Greeting.师生用英语互相问候。
2．Review the text on Page 4 by asking and answering the questions.通过问答方式复习课本第4页的内容，每题一分。
Unit 1 How can I get there？A Let’s try Let’s talk备课时间：2016-8-19(1)学生能听懂会说： where is the museum shop. I want to buy a postcard。
能替换关键词造句并能在实际情景中应用。
(2)能够听说读写单词ask、 sir等称呼，能够根据不同情境运用(3)能够听懂会背写词组。
(4) 了解中西方一些交通工具。
教学重点：掌握句型：能够掌握四会词组。
how can I get there？where is the post office？能够完成替换练习。
教学难点：museum 的发音。
教具：课件、卡片课时第一课时导入：观看主题情景图，导入教学。
教学过程：1、听录音，看书P4，掌握相关词组的读音。
一个问句的说法：where is the post office？2、小组内互相教一教，保证每个同学都会读。
3、组长领组员读三遍。
4、同桌之间互读单词，直到会读为止。
同桌之间互相翻译。
5、能够用所学句型来进行对话。
掌握句型“What a great museum!”6、应用前面所学的单词小组内练一练“where is the post office？独自把单词读几遍，直到会读为止。
要注意发音准确！7、试着把这几个单词写在四线三格内，每个单词写三遍。
8、小组长听写单词，同桌互评。
9、完成Let’s try习题。
当堂检测：（一）必做题句子互译①图书馆商店怎么走？②where is the post office？③它在图书馆的旁边。
（二）选做题。
Where is the post office？------------What a great _____________？(图书馆)I want to buy a _____________。
(明信片)作业：练习册板书设计Unit1 How can I get there？Where is the post office？It’s near the door.教学反思：听音不错做的不错，但let’s talk 部分掌握不够扎实，当堂还是有一部分同学不会读。
2019-2020年人教版六年级英语上册Unit1 How can I get there?Part A Let’s talk （Page 4）教案教学目标1．语言技能：（1）能够听懂、会说、认读词组或单词：museum, postcard, post office, send, next to.（2）能够读懂题目要求，根据题目要求对将要听的内容进行预测，并运用听力技巧，捕捉重点信息，完成听力任务，选择正确的答案。
（3）能够运用句型“Where is the ……It’s near / next to / behind the ……”进行有关地点的询问与答复。
（4）能够根据课文中的单词与句型提示，自行编出一个有关“地点问答”的对话。
（5）能够正确理解对话大意并能正确朗读所学对话。
2．语言知识：（1）能够理解和运用有关“地点问答”的语言表达形式“Where is the ……It’s near / next to / behind the ……”。
3．情感态度、学习策略与文化意识：（1）在学习的过程中，能够做到乐于感知并积极尝试使用英语。
（2）在课堂交流中，遇到问题主动向老师或同学请教。
（3）在学习和日常交际中，能初步注意到中外文化异同。
教学重点1．句型：①Where is the museum shop? ②Where is the post office? ③Is there a …? ④It’s near / next to / behind the …2．词汇：museum, postcard, post office, send, next to.教学难点1．museum的发音。
2．句型在现实生活中的具体应用。
教学用具1．教师准备与本课时相关的课件与音视频。
教学过程Step 1：warm-up1．Greeting.师生用英语互相问候。
2．Play a game.教师与学生通过玩一个游戏来猜测museum这个单词，游戏的名字叫做“吊死鬼”，首先教师在黑板上画六条小横线，画好之后，请学生猜测这六条横线的字母，学生可以说出任意一个字母，如果学生所说的字母是正确的，教师就将字母写在横线上，但如果学生猜错一次，教师就在黑板的旁边画上“吊死鬼”的一个身体部位，“吊死鬼”有六个部位，头、身体、两条胳膊和两条腿，如果学生猜错六次，那么全班学生得接受教师的一个小惩罚，惩罚之后，教师再公布答案，我平常的惩罚主要是要求学生一边念口令，一边完成以下四个动作“拍拍手、跺跺脚、扭扭屁股、弯弯腰”，名义上是一个小惩罚，事实上还是想让学生运动运动。
Unit 1 How can I get there? A Let’s learn说课稿Good morning, dear judges. I’m the second examinee. It’s my great honor to have this opportunity to interpret my teaching design here. My topic is Unit 1 How can I get there? According to the New Curriculum Standard, I will interpret my teaching design from the following parts, such as teaching aims, teaching procedures and so on.I. The analysis of teaching materialThe first part in my presentation is the analysis of teaching material. (Firstly, please allow me to talk about the analysis of teaching material) This le sson is chosen from part A Let’s learn of Unit 1 of PEP Primary English, book 7, and the main topic of this lesson is to ask and answer the way. After learning this lesson, students will be able to know how to help others find the way. Therefore, this lesson plays an important role in their studying.II. The analysis of studentsAfter analysis of teaching material, let’s move to the next step: analysis of students. Students are the subject of our class. Students of this period are active and curious. They are interested in new things after learning English for 3 years. They have some basic English background knowledge, so the teacher should attach more importance to the communication with them.III. The analysis of teaching aimsAccording to the New Curriculum Standard in English, I set the teaching aims as follows: Firstly, knowledge aim: students can understand the basic meaning of some new words, such as crossing, turn left, turn right, go along and so on.Secondly, ability aim: students can use some simple expressions and target language to communicate in daily life.Lastly, emotional aim: students are willing to help others after class.IV. The analysis of teaching key point and difficult pointThen, I want to put forward the key point and the difficult point of this lesson. Students can apply these new words and sentences naturally and appropriately.V. The analysis of teaching methodsNow I want to talk about the teaching methods. Communicative Approach, Tasked-based Teaching Method and TPR Teaching Method will be adopted in this lesson to active my students.VI. The analysis of teaching aidsTo help students learn better. I will mainly use pictures and tape recorder as teaching aids. VII. The analysis of teaching procedureNext, let’s focus on the most important part of this lesson, the analysis of teaching procedures. It consists of the following steps: warming-up, pre-listening, while-listening, post-listening, summary and homework.Now, let’s go to the first step,warming-up. In this step, I will divide students into groups Monkey 1 and Monkey 2, the one who gets banana first is the winner. Then I will sing a song named penguin’s Game. After listening, students should tell me what they have heard in this song. Then I will tell students this song is about directions. This song is closed related to the topic of this lesson. Besides, It’s very interesting for students. They would be very glad to pay attention to this lesson.Then, let’s come to the second step, pre-listening. I will draw a map and some buildings on the blackboard. Imagine I’m a foreigner and get lost. Let students help me find my way. Then I will show them some new words such as, turn left, turn right, crossing and go straight through many actions. And a word ga me will be arranged. It’s a bomb game. If I say a word, students should read after me quickly. But when I read the boom word, students should be quiet. Through this activity, students will be attracted and know how to read and use the new words.Now let’s talk about next period, while-listening. There are 3 activities in this step. The first activity is extensive listening. I’ll ask students to listen to the tape, then find out the main idea of this conversation. The second activity is intensive listening. I will ask students to listen to the tape once again. And try to find the answer, “Where is the Italian restaurant?” The third activity is to read. Students should read after the tape and pay attention to their pronunciation. Through this section, students could develop the ability of grasp detailed information and cooperation spirit. They will join more class activities actively.Next step is post-listening. Some students will be asked to come the front of the class, and do some actions. The other students will guess the meaning of these new words. Then I will pick one place in the map like bookstore. Ask students “Where’ the bookstore?” Students will tell me the way in their own words according to the map. Role play is very attractive for students. Students would like to take part in it very actively. By this, students can improve their speaking skills andunderstand how to use these sentences to communicate with others.Now, let’s move on to the summary and homework. At the end of the class, I’ll m ake a summary together with students. The purpose of this step is to help students recall what we have learned today. And deepen their impression of the key words and sentences. The homework is to be a guide. Tell their friends the way to the house with th e target language. Next class, I’ll invite some students to share it. It can develop their independent learning ability and provide more opportunities to practice after class. At last, I will attract students attention and tell students the winner of this class.VIII. The analysis of blackboard designThe last part is my blackboard design. These are the new words and phrases. These are key sentences. It’s very clear and simple for students. And the pictures can attract students attention. That’s all for my presentation. Thank you for your listening.。
Unit 1 How can I get there?A.Let’s talk and Let’s learn一、写出下列单词或句子的中文意思。
hospital cinema post office bookstore science museumWhere is the cinema?It’s next to the bookstore.二、单项填空。
( )1. Hey, John. ____ is the zoo?A. WhereB. HowC. Who( )2. I want to borrow (借) a book. Where is the ____?A.parkB. libraryC. hospital( )3. ____. Where is the post office?A. Excuse meB. GoodbyeC. Sorry( )4. Jack: Is there a computer room in your school?Lucy: ____.A.Yes, there isB. Yes, there areC. Yes, it is( )5. ____ great museum!A. HowB. WhatC. What aB.Let’s talk and Let’s learn一、填上正确的单词，使句子完成。
1. It’s next the cinema.2. Please turn left Renmin park.3. How can we there?4.There is a nature park our city.5. What interesting film!6. How can I the bookstore?二、选择正确的答案。
（）1. Is it birthday today.A. JohnB. John’sC. Johns’（）2. How can I the hospital?A. getsB. getC. get to（）3. Turn left at the cinema, go straight.A.butB. becauseC. then（）4. I know Italian restaurant.A. aB. anC. /（）5. The science museum is in front of the park Dongfang Street.A. fromB. onC. atB.Read and write一、根据句意，选择正确的单词，补全句子。
Unit 1 How can I get there?第一课时A Let’s learn & Make a map and talk一、教学目标与要求:1．能够听、说、读、写：science museum ，post office，bookstore，cinema ，hospital 。
2．能够听、说、认读短语：near 在……附近next to 与……相邻3．能够听、说、认读句型：“Where is the cinema？”“ It’s next to the bookstore.” 并进行关键词的替换操练。
二、教学重、难点分析1、掌握Let's learn部分的四会单词和短语。
2、准确书写四会单词和掌握单词museum的发音。
三、教学步骤和建议Step1．Preparation教师放三年级下册第六单元的歌曲“They Are in the Zoo．'’师生齐唱。
Step 2.Presentation1单词呈现(1)“请你猜猜”活动教师课前在黑板上画一个框，将hospital，post office，bookstore，cinema，science museum，park，library，school等单词卡片反面朝外贴在黑板上作为地图，每张卡片面都写着数字。
教师指着其中一张卡片说：“Now I am in No•l. Please{what place it is．Is it a ZOO／school／park…?”教师要注意先出示两个学生的场所，第三次再让学生猜的时候，他们首先会考虑学过的词汇，这时再呈现新词cinema。
教师示范朗读，学生跟读。
教师带领学生拼读并cinema。
(2)继续做“请你猜猜”活动。
教师说：“No．3 is a cinema．We can see a film’ cinema．”接下来教师拿出一封信，说：“1 want to post the letter•Shall I go to the cinema?Where shall I go?Yes!Post office．”教师继续利用黑板上的卡片让学生猜：“Is it a post office?”并领读post office。
⼈教版六年级上册英语教材课⽂翻译Unit~⼈教版六年级上册英语教材课⽂翻译U n i t1~3R e c y c l e 1 Unit1 How can I get there Hey，Robin. Where is the science museum嘿，罗宾。
科学博物馆在哪⼉？It's near the library.它在图书馆附近。
I see. How can I get there 我知道了。
我怎么到那⼉？Turn right at the school. Then go straight.到学校右转。
然后直⾛。
OK. Let's go.好的。
让我们⾛吧。
Excuse me. Can you help me打扰⼀下，你能帮助我吗？Sure.当然。
How can I get to the science museum 我怎么到科学博物馆？It's over there.它在那边。
Thanks.谢谢。
Oh, where is Robin哦，罗宾在哪⼉？P4 Let's tryWu Yifan and Robin are looking at some robots. Listen and tick.吴⼀凡和罗宾正在看⼀些机器⼈。
听⼀听并打钩。
1.Where are they 他们在哪⼉？In the museum．在博物馆⾥。
In the bookstore 在书店⾥。
2.Is Grandpa there (外)祖⽗在那⼉吗？Yes，he is．是的，他在。
No，he isn't.不，他不在。
P4 Let's talk部分翻译Wu Yifan：Robin，where is the museum shop I want to buy a postcard.吴⼀凡：罗宾，博物馆的商店在哪⼉？我想要买⼀张明信⽚。
Robin：It's near the door.罗宾：在⼤门附近。
