六年级英语下册Unit2《Thereisaparknearmyhome》（Lesson9）教学设计人教精通版（三起）.docx

Lesson9 教学设计一、教学内容与分析Just read and talk本部分以Lisa搬到一个新小区居住，由于不熟悉路况向Kate问路为主题情境，引出要学习的目标语言 Go down this street and turn right at the traffic lights. Then you can see the .bookshop on the left.通过师生、生生之间的对诗，学生自主感知、模仿、理解和体验，学会运用表示问路、指路能的语句在真实语境中进行交际。主要目标语言：Where is it?Go down this street and turn right at the traffic lights. Then you can see the bookshop on the left.二、课前准备1. 准备Where are you going歌曲录音或动画 。2. 准备第7课挂图和人物剪影小图片，以备操练环节使用。3. 学生准备小区内设施小图片和自家小区简图，以备听力训练和小组讨论时使用。4. 准备小区内设施较大图片作为评价工具，并在语言拓展环节做道具使用。5. 准备音频、本课教学图片或课件，用于给学生创设情景和趣味操练等活动使用。三、教学步骤与建议1. 热身/复习(Warm-up / Revision)1) 听力训练，复习巩固学生提前准备自画小区内设施的小图片，在前几课曾获得老师奖励卡片的同学可以使用获得的小区设施图片来听录音、摆位置。如听到There is a school between the toy shop and the cake shop时，可以用卡片摆在相应的位置。2) 反应游戏，铺垫新授教师（或推选出的学生依次发指令，其他学生快速做出反应、做错或做得最 慢者算输，淘汰出局。如Show me your right hand. Show me your left food. Turn right Turn left. Go to the teachers desk. Go back to your seat.等。2. 新课呈现(Presentation)1) 视听展示，整体感知教师播放本课的动画（或展示本课挂图或课件），通过师生对展示内容的讨论与猜测引发学生求知的兴趣。在设计讨论问题时，教师要注意调动学生运用所学语言进行问答和讨论，以便在实际交流中训练学生对所学语言的运用。听录音前，教师要根据录音材料提出几个相关问题，让学生带着问题去听，这样能够通过问题熟悉录音材料内容，使听力训练更有针对性。录音最好听23遍，使学生充分熟悉和了解其内容。T: Look at the picture. Whats in the picture?S: There is a community and two girls in it.T: Who are the girls, do you know?S: Theyre Kate and Lisa.T: What are they talking about? Have a guess!S: Are they talking about their school? Are they talking about their community? T: Lets listen. Before listening, please pay attention these questions:Q1: Who is new in the community?Q2: When did Lisa move here?Q3: Where is Lisa going?Q4: How will Lisa go there?Q5: Does Kate know the way?2) 回答五个问题，深入了解对话通过听本课录音或观看课件，学生尝试回答老师提出的五个问题，引出Lisa和Kate之间这段对话的背景，即Lisa新搬到Kate居住的小区，由于不熟悉小区情况，所以向Kate打听去书店的路，从而对本课对话有更深一步了解。本环节通过师生、生生之间的讨论，学生熟悉以下句子：I moved to this community last week. I live in this community. Where are you going? I want to go to the bookshop.3) 聚焦目标语言，逐一呈现讲解教师展示到书店的路线图，边在图上标出路线边用英语进行表达，学生模仿教师对路线的表达。T: Where is the bookshop? Look. Go down this street and turn right at the traffic lights. Then you can see the bookshop on the left.4) 突破难点语言，尝试模仿教师设置不问出行方式，通过自问自答帮助学生理解How long does it take to go there?通过设置问题，引导学生对此句式进行理解、模仿和表达。T: Lisa will go there on foot. How long does it take to go there on foot? It takes about ten minutes. How long does it take to go there by bike?S: About five minutes.T: How long does it take to go there by car?S: About two minutes.3. 趣味操练(Practice )1) 利用图片，操练语言利用第7课图片，操练本课目标语言：Where is.? Go down Then you can see 学生在熟悉的场景中操练目标语言，便于理解和掌握。建议将路名标出，道路增加交通灯，并将人物剪影置于图片某一位置，男生用男孩剪影，女生用女孩剪影，以便学生更清晰地进行表达。S1: Im here, on Green Road. Where is the hospital?S2: Go down this road and turn left at the traffic lights. Go down the main road. Then you can see the hospital on the right.2) 模仿录音，配音表演教师带领学生们利用录音机或本课课件再次整体听、读本课课文，形式可以为模仿录音语音、语调跟读，分组朗读课文或给人物配音等。小组间相互进行评价，选出最佳的配音小组，以此增加学生对用英语朗读的兴趣。4. 语言运用(Language use)展示自己小区，带领同学参观：学生利用照片或自己画的简图展示自己家所在小区的概况，带领同学们进行参观，为同学们指路。对话编演内容可模仿本课对或自创小对话。语言支持：S1: Hi, S2/everybody. Welcome to my community. I moved here last year. Its a nice and clean community. Where do you want to visit?S2: I want to visit the swimming pool.S1: OK! Lets go down this street and turn left at the traffic lights. Then we can get to the swimming pool. Its on our right.S2: How long does it take to go there by bike?S1: Only a few minutes.S2: Great! Lets go!5. 课堂评价(Assessment)1) 课堂教学过程中的评价(1) 评价工具：较大小区内设施的图片。正面为小区设施图片，反面为单词。教师在课前公布奖励办法：大图片作为给小组的奖励，对于在课堂上表现积极，和老师、同学互动，正确回答问题，语音语调正确，声音洪亮或有突出进步的小组可以得到教师课前准备的图片（得到的图片越多的小组在最后语言拓展环节布置的小区越实用、漂亮）。此评价工具不但起到对学生的激励作用，同时也复习巩固了所学过的单词，并且为后面拓展环节教学内容作了准备。(2) 对话表演展示，小组进