人教(PEP)六年级英语上册教案设计《Unit1 How can I get there-》Lesson4

Unit 1 How can I get there?Objectives:Students will be able to ask for and give directions using prepositions of place.Students will be able to use imperative sentences to give directions.Students will be able to use the simple present tense to talk about routines.Materials:PEP English for Grade 6 textbookMap of a city or townFlashcards with pictures of different modes of transportationWhiteboard and markersProcedure:Warm-up:Greet the students and ask them if they have ever been to a new place that they are unfamiliar with.Ask them how they found their way around and what methods they used.Use flashcards with pictures of different modes of transportation and ask students to name them.Presentation:Use the textbook to introduce the target language "prepositions of place" and explain how they are used to give directions.Use the whiteboard to write down examples of different prepositions of place that can be used to give directions.Use the map to give examples of different routes and ask students to give directions using appropriate prepositions of place.Use the textbook to introduce imperative sentences and explain how they are used to give directions.Practice:Divide the class into pairs and give them a picture of a location on the map.One student will ask for directions to the location using appropriate prepositions of place and the other student will give directions using imperative sentences.The roles will be switched and the activity will be repeated.Use the whiteboard to write down any errors and correct them as a group.Production:Ask the students to choose a location on the map and write a set of directions using appropriate prepositions of place and imperative sentences.They will take turns sharing their directions with the class and asking their classmates to follow them to the location.Wrap-up:Review the target language and the different prepositions of place that were learned.Ask students if they have any questions or if they would like to share their experiences from the activity.Assign any homework, such as practicing giving and following directions using prepositions of place and imperative sentences.Assessment:Observation during the pair activity and participation in class discussions will be used to assess students' understanding of the target language and their ability to ask for and give directions using appropriate prepositions of place and imperative sentences. Additionally, the accuracy of their directions and the ability of their classmates to follow them will also be used for assessment purposes.Exercise:Use appropriate prepositions of place to complete the following sentences:a) The post office is __________ the bank.b) The supermarket is __________ the library.c) The school is __________ the park.d) The hospital is __________ the museum.e) The cinema is __________ the restaurant.Use imperative sentences to give directions to the following locations:a) The train stationb) The airportc) The shopping malld) The city centere) The beachUse the simple present tense to complete the following sentences:a) I __________ (take) the bus to school every day.b) She __________ (walk) to work in the morning.c) They __________ (ride) their bikes to the park on the weekends.d) He __________ (drive) his car to the gym after work.e) We __________ (take) the subway to the museum last weekend.Homework:Choose a location in your city or town and write a set of directions using appropriate prepositions of place and imperative sentences.Observe the transportation methods used by people in your community and write down at least three sentences using the simple present tense to describe their routines.Practice giving and following directions using prepositions of place and imperative sentences with a friend or family member.。

人教PEP版英语六年级上册Unit 1《How can I get there》单元教案一. 教材分析人教PEP版英语六年级上册Unit 1《How can I get there》主要讲述了如何询问和描述路线。

本单元包括问候语、介绍自己和询问地点及路线等日常用语。

教材通过图片、情景对话和任务型活动等形式，使学生在真实语境中学习英语，提高他们的语言运用能力。

二. 学情分析六年级的学生已经具备了一定的英语基础，能够听、说、读、写一些简单的英语句子。

但是，他们在口语表达和听力理解方面还存在一定的困难。

因此，在教学过程中，教师需要关注学生的个体差异，创设真实、有趣的学习情境，激发学生的学习兴趣，帮助他们提高语言运用能力。

三. 教学目标1.知识目标：学生能够掌握询问和描述路线的日常用语，正确运用How can I get there?和You can take…来询问和描述路线。

2.能力目标：学生能够在真实情境中听、说、读、写有关路线的英语句子，提高他们的语言运用能力。

3.情感目标：学生能够积极参与课堂活动，增强团队协作意识，提高学习英语的兴趣。

四. 教学重难点1.重点：学生能够熟练运用How can I get there?和You can take…来询问和描述路线。

2.难点：学生能够正确理解并运用情态动词can的肯定和否定形式。

五. 教学方法1.情境教学法：通过创设真实、有趣的情境，让学生在实际交流中学习英语。

2.任务型教学法：通过完成各种任务，让学生在实践中掌握英语知识。

3.交际法：注重师生互动、生生互动，提高学生的口语表达能力。

4.游戏教学法：运用游戏激发学生的学习兴趣，巩固所学知识。

六. 教学准备1.教材、课件和教学挂图。

2.实物模型、地图等教学辅助材料。

3.录音机、耳机等音响设备。

4.教学卡片、奖品等。

七. 教学过程1.导入（5分钟）教师通过与学生问候、谈论日常话题，激发学生的学习兴趣。

然后，引导学生思考如何描述路线，为新课的学习做好铺垫。

人教PEP版六年级英语上册Unit 1《How can I get there》说课稿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 lesson 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 game 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 theway 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 and understand 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 make 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 the 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.。

人教PEP版英语六上Unit 1《How can I get there》（A let’s ltalk ）教学设计一. 教材分析人教PEP版英语六上Unit 1《How can I get there》主要讲述了如何询问和描述路线。

通过学习本节课，学生能够掌握询问路线的常用句型“How can I get to …?” 和描述路线的常用句型“Go strght, then turn right/left, …”。

本节课涉及到的人物角色和场景为学生们提供了丰富的交际机会，让他们在实际情境中学会运用英语询问和描述路线。

二. 学情分析本节课针对的是六年级的学生，他们已经掌握了基本的英语语法和词汇，具备一定的听、说、读、写能力。

在学习本节课之前，学生们已经学过了有关日常生活中的交际用语，对本节课的主题和内容有一定的了解。

因此，在教学过程中，教师可以充分利用学生已有的知识基础，引导他们通过实践、合作和探究的方式，进一步巩固和提高英语交际能力。

三. 教学目标1.知识目标：–能够听懂、会说、会读、会写关键词汇“How can I get to …?”和描述路线的句型“Go strght, then turn right/left, …”。

–能够正确使用地图和指示牌来询问和描述路线。

2.能力目标：–能够在真实情境中运用英语询问和描述路线。

–能够通过合作、实践和探究的方式，提高自己的英语交际能力。

3.情感目标：–培养学生的合作精神和团队意识。

–提高学生学习英语的兴趣和自信心。

四. 教学重难点•关键词汇“How can I get to …?” 和描述路线的句型“Go strght, then turn right/lef t, …” 的学习与运用。

•在真实情境中，运用英语询问和描述路线的能力。

五. 教学方法1.任务型教学法：通过设置具有实际意义和挑战性的任务，激发学生的学习兴趣，培养他们的合作精神和团队意识。

2.情境教学法：创设真实的语境，让学生在实际情境中学习、实践和运用英语。

人教PEP版英语六年级上册Unit 1《How can I get there》说课稿一. 教材分析《人教PEP版英语六年级上册Unit 1 How can I get there》是一篇关于日常交际用语的课文。

本节课主要介绍了如何询问和描述路线和方向。

通过本节课的学习，学生能够掌握日常生活中常用的交通方式，如“walk”, “bus”, “bike”等，并能够运用所学知识询问和描述到达某地的路线。

教材内容贴近学生生活实际，有利于激发学生学习兴趣，提高学生英语应用能力。

二. 学情分析六年级的学生已经具备了一定的英语基础，对日常交际用语有一定的了解。

但是，学生在实际运用英语进行交际时，还存在一定的困难。

因此，在教学过程中，教师需要关注学生的个体差异，充分调动学生的积极性，引导他们积极参与课堂活动，提高他们的英语交际能力。

三. 说教学目标1.知识目标：学生能够掌握日常生活中常用的交通方式，如“walk”,“bus”, “bike”等，并能够运用所学知识询问和描述到达某地的路线。

2.能力目标：学生能够听懂、说出生日的日常交际用语，提高英语交际能力。

3.情感目标：通过本节课的学习，学生能够增强自信心，更加热爱英语学习。

四. 说教学重难点1.重点：学生能够掌握日常生活中常用的交通方式，并能够运用所学知识询问和描述到达某地的路线。

2.难点：学生能够在实际情景中灵活运用所学知识进行交际。

五. 说教学方法与手段1.情景教学法：通过设置真实的生活场景，让学生在实际情景中学习、运用英语。

2.交际法：引导学生积极参与课堂交际活动，提高他们的英语交际能力。

3.任务型教学法：通过完成具体任务，让学生在实践中掌握英语知识。

4.多媒体教学手段：运用多媒体课件、视频等资源，丰富教学内容，提高学生的学习兴趣。

六. 说教学过程1.热身（5分钟）：教师与学生进行简单的英语对话，营造轻松愉快的课堂氛围。

2.引入（10分钟）：教师通过展示一幅地图，引导学生谈论自己熟悉的路线和方向，为新课的学习做好铺垫。

can新人教PEP版六年级上册英语Unitl Howcan I get there第五课时教案教学设计第五课时课时内容B Read and write课时分析本课时是人教版六班级上册第一单元第五课时。

主要围绕“Robin 运用GPS找到饭店”这一话题绽开，通过文本学习词汇far, GPS, gave, feature, follow, tell及能够通过推理、阅读获得的信息写出文章梗概。

引导同学了解英语句子中的升降调，并能在老师的关心下找到一般规律，正确朗读句子。

培育同学的思维力量，学习英语的爱好和树立学习英语的信念。

前几课时词汇、对话的学习为本课时的学习奠定了基础，本课时是第一单元学问的拓展。

本课时的重点是能够听、说认读单词far, GPS, gave, feature, follow, tell以及能够捕获文本的关键信息，能够通过推理、阅读获得的信息写出文章梗概。

本课时分为读、写、语音三部分：第一部分通过图片了解从古到今辨别方位的几种方法，拓展同学的生活常识。

其次部分供应了一篇短文，短文呈现了Robin运用GPS和吴一凡、Mike找到饭店的情景。

短文情节特别吸引人，大大的提高了同学的阅读爱好。

通过同学阅读短文完成教材供应的读写活动。

第三部分呈现了几组句子，同学要能够明白并能正确读出英语句子的升降调。

本课时的词汇，对于同学来说有肯定的难度。

老师要结合图示、联系上下文关心同学理解。

遵循以同学为主体，老师为主导的原则，实行小组合作的方式，全面调动同学的参加，引导同学自主学习，培育良好的阅读习惯和技巧。

课时目标(1)能够听、说、认读单词：far, GPS, gave, feature, follow, tello(2)能够通过相关细节猜想词义。

(3)能够知道车辆中哪种工具能关心人们找到自己想去的地方。

(4)能够在文中捕获不同类型的信息，并能够推理获得教材供应的阅读理解题。

(5)能够依据阅读猎取的信息写出文章梗概。

本文由一线教师精心整理/word 可编辑1 / 1《Unit1 How can I get there 》教案一、教学目标与要求1． 能够听、说、认读句子,并能在情景中进行运用。

2． 能够四会掌握句子：“Where is the museum shop ？”“ It’s near the door.” 二、教学重、难点本课时的教学重点和难点是使学生掌握句型：“Where is the museum shop ？” “ It’s near the doo r .” 三、教学准备：多媒体课件。

单词图片 四、教学步骤和建议 Step1．Preparation 1、Greetings2、熟悉、学习两个地点名词：museum, post office3、Let's try教师放Let's try 时部分的录音，学生做出正确的选择。

Wu Yifan and Robin are looking at some robots. Listen and tick.1. Where are they? A. In the museum. B. In the bookst ore.2. Is Gran dpa there? A. Yes, he is B. No, he isn’t Step 2.Presentation1、教学I want to buy a postcard .出示实物postcard ，让学生根据发音规律试读，教师领读。

接着老师走到一名学生旁边问：I want to buy a postcard2、教学I want to send it today买到卡片之后，老师在接着提出I want to send it today引导学生理解sen d 含义，教师领读，学生在小组内练读。

3、带着问题听录音出示两个问题Questions: Where is the museum shop ？ _________________________________ Where is post office?_________________________________________※ Let’s talk.Wu Yifan: Robin, where is the museum shop? I want to buy a postcard. Robin: It’s near the door.Wu Yifan: Thank s. Where is t he p ost office? I want to send it today. Robin: I don’t know. I’ll ask. Excuse me, Sir.Man: Wow! A talking robot! What a great museum! Robin : Where is the post office? Man: It’s next to the museum. Robin: Thanks. Step3 .Practice 1、听音答题Questions: Where is the museum shop ？ _________________________________Where is post office?_________________________________________ 2、听音跟读3、角色朗读：师生、生生、同桌分角色朗读，注意语音语调。

Unit 1 How can I get there?Part A教学内容Let's learn,Make a map and talk,Let's try,Let's talk教学目标【知识目标】1.四会词汇：science,museum,post office,bookstore,cinema,hospital2.三会词汇:ask,sir3.常见方位介词：near,next to,behind等4.重点句型：—Where is the…? —It's near/next to/behind…【能力目标】1.能够听、说、读、写建筑物名称（四会）词汇，能够听、说、认读三会词汇。

会区分并且正确运用常见方位介词。

2.能够理解并熟练运用重点句型。

教师帮助学生学会运用near,nextto,behind等表述方位的介词，完成简单的交际问答。

【情感目标】1.学会有礼貌地询问某一建筑物的位置。

2.通过本课的学习，培养学生主动用英语交际的习惯和乐于助人的良好品德。

教学重点Let's learn中地点词汇的学习，以及询问、回答某一建筑物方位的句型的学习。

教学难点 1.掌握单词museum的发音。

2.常见方位介词意义和用法的区分。

教学准备课件、录音机、磁带（或其他音频播放设备）、一本书、教学图片若干、一张明信片、地图等课时安排2课时第一课时教学过程批注一、Warm-up & Revision师生自由问答。

T：Good morning,everyone!Ss：Good morning,Miss Wang！T：What's the weather like today？Ss：It's sunny！T：Good！What's this in English？（教师拿出一本书）Ss：It's a book．T：Yes，it's my book．Where can we buy books?(教师出示书店图片）Ss:In the bookstore.“T”代表教师，“Ss”代表全班学生，后同。

人教版（PEP）六年级上册《Unit1 How can I get there Part A》教案一. 教材分析《Unit1 How can I get there Part A》是人教版（PEP）六年级上册的第一单元，主要介绍如何去某个地方。

本节课主要通过学习不同的交通工具和询问路线的方式，让学生能够用英语进行简单的日常交流。

教材内容丰富，插图生动，符合学生的兴趣。

二. 学情分析六年级的学生已经具备了一定的英语基础，能够听懂并运用简单的英语进行交流。

但是，对于如何描述路线和交通工具的用法，学生可能还比较陌生。

因此，在教学过程中，需要注重引导学生理解和运用新知识。

三. 教学目标1.知识目标：学生能够掌握表示交通工具的单词和询问路线的句型；2.能力目标：学生能够用英语描述如何去某个地方；3.情感目标：培养学生热爱生活，乐于探索的情感。

四. 教学重难点1.重点：学生能够正确拼读和书写单词“bus, trn, subway, on, off, go,stop”等；2.难点：学生能够运用句型“How can I get there?”和“Go strght, thenturn left/right.”等进行实际交流。

五. 教学方法1.情境教学法：通过设置生活中的场景，让学生在实际情境中学习和运用英语；2.游戏教学法：通过趣味游戏，激发学生的学习兴趣，巩固所学知识；3.任务型教学法：通过完成具体任务，培养学生实际运用英语的能力。

六. 教学准备1.准备相关的图片和地图，用于展示交通工具和路线；2.准备录音机和磁带，用于播放教材中的听力材料；3.准备单词卡片，用于引导学生进行词汇学习。

七. 教学过程1.导入（5分钟）教师通过提问学生“How do you come to school?”等方式，引导学生谈论交通工具，为新课的学习做好铺垫。

2.呈现（10分钟）教师展示相关的图片和地图，引导学生说出表示交通工具的单词，并板书在黑板上。

PEP六上Unit1 How can I get there?单元整体设计《2022年新课标》首次使用了“大观念”一词，强调“以学科大概念为核心，使课程内容结构化，以主题为引领，使课程内容情景化”。

基于真实语言运用视角，分析教材内容与学生情况，确定学习发展的内容主题，初定真实任务（鲁子问，张荣干，2005）。

确定单元大任务和具体的小任务。

秉持真实语言运用的语言理念，围绕主题语境，依托语篇，联结英语课堂与真实生活，设计语言、思维、文化相融合的层次性学习活动，使学生在追求达成真实任务成果的过程中学习和尝试运用语言或非语言手段理解与表达意义，实现深度学习，从而培养文化意识，发展多元思维形成学习能力。

基于学生学习视角，设定以达成真实任务成果为目标的学生学习过程，以及教师对学生任务成果达成和素养学习发展的相应支持引导过程（张荣干，2017），形成主题意义引领下基于真实任务的任务前、任务中、任务后等阶段及其环节的师生活动流程。

◎感情◎态度知1.能够在迷路时主动寻求帮助。

2.能够适当饮食，不暴饮暴食。

六、单元设计框架（一）单元课时安排及板块分配（示意图）If you want to...,you can go to the…S3:robot museum更直观的感知。

4.Watch and answer S1:post officeS 2:museum shopS2:sent a postcard通过找规律引出本节课的重点单词，学生对这种方式更感兴趣，同时也增加了学生的视觉、听觉的语言输入，为后面输出打下基础。

5:Read and answer S1:It’s near the door6:Listen and read Ss listen carefully 通过思考，加深对对话的理解Posttask 1.Read and fillS1:where is the museum shopS 2:It’s near the door.S2:Where is the post office训练学生的听力和图文匹配能力，提高学生对新词的理解能力，同时也是检验学生的学习方式。