人教PEP六年级上册英语全册教案

人教PEP六年级上册英语教学设计行者无疆文化传播Unit 1 How can I get there？单元整体分析本单元是人教版英语六年级上册的第一单元，单元的话题是“How can I get there?”本单元通过不同的场景，提供了表达地点、问路的句型结构。教学中三个版块:A 部分， B部分和C 部分。A部分包括重点词汇和情景对话，共两个课时。第一课时呈现了吴一凡和Robin的谈话，引出表示地点的词汇。.第二课时吴一凡和Robin的谈话，引出句型Where is the.? ItsA 部分重点掌握词汇和询问地点并回答的句型。 B部分包括重点词汇、情景对话和读和写，共三个课时。第一课时呈现Mike问路的对话，引出关于路线的一些词汇。第二课时吴一凡和Mike 看完电影讨论吃饭地点在哪，呈现了问路并回答的句型How can we get there? Turn left/right.,并进一步表达句型 Where is the .? Its next to.第三课时通过图片了解辨别方位的方法。通过吴一凡、Mike和Robin寻找意大利餐馆，拓展本单元所学句型。B部分重点是掌握词汇和问路及回答的句型How can we get there? Turn left/right. C 部分包括听力测试、介词词组的总结和故事，共一课时。重点是复习巩固本单元所学重点词汇和句型。在课堂教学中，首先要整体把握本单元教学内容，教学重点和教学难点，了解学生学情。然后围绕本单元主题“How can I get there?”展开教学设计。本单元的教学内容与学生的生活相关，在组织语言教学时要注意设计生活化，充分利用教材已经设定的情境展开教学，引导学生在合作学习中表达和语用所学句型。鼓励学生自编对话巩固所学知识。同时还要引导学生自己归纳介词词组，启发学生的思维。本单元所需要掌握的词汇中science, post office 中的office,在四年级、五年级的教材中已经学过。本单元所需要掌握的询问地点并回答的句型在Where is the .?Its in/on/under/near/in front of/behind.在四年级、五年级的教材中已经学过。这个句型的表达为本单元的教学奠定了一定的基础。单元教学目标1. 知识目标（1）能够听、说、读、写单词和词组：science museum, post office, bookstore, cinema, crossing, turn left, go straight, turn right（2）能够听、说、认读单词：ask, sir, interesting, Italian, restaurant, pizza, street, get, GPS, street, gave, feature, follow, far, tell（3）能够听、说、读、写句型：Where is the.? Its near the door. How can we get there? Turn left at the bookstore.（4）能够掌握句式：Where+系动词+地点名词？It+系动词+表示地点的介词短语。How can I/we + get to +地点？ （5）知道英语句子有升降调。2. 能力目标（1）能够正确使用science museum, post office, bookstore, cinema, crossing, turn left, go straight, turn right这些单词和词组描述城市设施及其位置。（2）能够在情景中运用句型询问地点并作答： Where is the.? Its .（3）能够在情景中运用句型问路并描述路线。 How can we get there? Turn left/right at the.（4）能够使用正确的语调朗读不同类型的句子。（5）能够在图片的帮助下正确理解并按照正确的意群及语音、语调朗读有关Robin新功能的小故事，同时能够根据阅读所或信息写出故事中的关键信息。3.情感目标（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。教学重难点1. 教学重点（1）能够听、说、读、写单词：能够听、说、读、写单词和词组：science museum, post office, bookstore, cinema, crossing, turn left, go straight, turn right （2）能够听、说、读、写句型：Where is the.? Its near the door. How can we get there? Turn left at the bookstore.2. 教学难点（1）能够正确的使用本单元的四会单词和词组描述城市设施及其位置。（2）能够在情境中恰当的运用四会句型。教学方法任务型教学法、合作探究法、情景交际法、愉快教学法。教学时间本单元共分六课时教学。第一课时: A Lets learn Make a map and talk第二课时: A Lets try Lets talk 第三课时: B Lets learn Be a tour guide第四课时: B Lets try Lets talk第五课时: B Read and write 第六课时: B Lets check Lets wrap it up. C Story time知识视窗1.北极星 北极星是接近北天极的一颗星星，北半球可以用它来定位，正因为北极星的位置相对稳定，没变化，可以帮助人们分辨方向。古代没有发明指南针之前，人们常用北极星判断方位。2.问路的几种常见的表达方法（1）How can I/we get to.? 例：我怎么能到电影院？ How can I get to the cinema?（2）Where is the .? 例：图书馆在哪儿？ Excuse me, where is the library? (3) Can you tell me the way to the.?例：你能告诉我去医院的路吗？ Can you tell me the way to the.?（4）Is there a . near here?例：在这儿附近有个饭店吗？ Is there a restaurant near here? 第一课时课时内容 A Lets learn ；Make a map and talk课时分析本课时是人教版六年级上册第一单元第一课时。围绕Where is the.?这一话题展开，主要通过对话学习词汇science museum, post office, bookstore, cinema, hospital及句型Where is the.? Its next to.的表达。引导学生了解一些简单的构词规律，发音规律，培养学生学习英语的热情，树立学好英语的信心。第一课时是本单元的基础，学会了本课时所要掌握的知识，再学习其他课时就会很容易。本课时的重点是四会单词的掌握以及能够运用四会单词介绍场所的位置。 本课时包括Lets learn 和Make a map and talk 两个版块。Lets learn呈现了吴一凡和Robin的对话，体现了单词及词组的词形和意义。此版块呈现的对话情境是吴一凡问Robin电影院在哪，Robin告诉吴一凡在书店旁边。此情境贴近学生的实际生活，很能激发学生学习的兴趣。Make a map and talk版块是一个综合性的操练活动。学生可以通过这个活动巩固A 部分Lets learn所学的词汇和句型，做到学以致用。 本课时虽然是新授课，但是四会单词和词组比较简单，所以学生很容易掌握。在设计教学过程时，遵循以学生为主体的原则，采用猜一猜、说一说、读一读、玩一玩、儿歌等多种教学手段调动全体学生的积极参与。通过任务型教学法、合作探究教学法等引导学生自主学习。课时目标 （1）能够听、说、读、写单词：science museum, post office, bookstore, cinema, hospital。 （2）能够运用所学词汇介绍场所的位置。（3）了解一些简单的构词规律和一些简单的发音规律。（4）能够听、说、运用句型Where is the.? Its next to.（5）培养学生学习英语的热情，树立学好英语的信心。课时重难点1.重点（1）能够听、说、读、写单词：science museum, post office, bookstore, cinema, hospital。（2）能够运用所学词汇介绍场所的位置。（3）了解一些简单的构词规律和一些简单的发音规律。（4）能够听、说、运用句型Where is the.? Its next to.2.难点（1）能够正确运用所学词汇介绍场所的位置。（2）句型Where is the.? Its next to.的灵活运用。 教学准备 多媒体课件、卡片、图片、录音机、磁带、空白简图教学过程Step 1 Warm up 1. GreetingT: Good morning, everyone. Ss: Good morning, teacher.T: How are you today? Ss: Im fine, thank you. And you?T: Im fine, too. Are you ready for English class?Ss: Yes.设计意图：师生间的问候，拉近与学生的距离。 2. Ask and answerT: Look at the picture. This is Robins room. Where is the picture?（课件呈现图片，并板书句子Where is the.?）S1: Its on the wall/above the bed.（板书句子Its .） T: Where is the chair?S2: Its in front of the desk. T: Can you ask some questions like me? Who can?S3: Where is the.?S4: Its beside/near.教学资源：课件设计意图：利用图片，进行问答，帮助学生回忆Where is the.? Its.的句型，为学习本课做好准备。3. Lets chant T: Now lets chant together. (课件展示儿歌，学生齐说。）in在里, on在上, under, under, 在下面，near, beside,在旁边。in front of, 在前面，behind, behind, 在后面，between, between在中间。. 教学资源：自制课件。设计意图：通过chant，既复习了与本课相关的词汇，为学习新的词汇做准备。同时也活跃了课堂气氛，激发学生学习的热情。Step 2 Lead inT: Boys and girls, lets play a game. Please guess what place it is.（课件出示学生熟悉的场所,并遮住一部分，让学生猜。）T: Look at picture 1. This is a place.S1: A zoo/.?T: No.S2: A park?T: Yes, youre right. Its a park. Next one. What place is it?S3: A school/.? .T: Yes, its a library. We can read books in it.教学资源：自制课件。设计意图：通过学生们猜测熟悉的场所，既吸引了全体学生的学习兴趣，又自然的引出了新知。Step 3 Presentation1. Teaching “cinema, post office, bookstore, science museum, hospital”.(1)Teaching “bookstore” T: Look at picture 3. What place is it? It has many books, dictionaries, magazines there. If you want some books, you can go there. Its a . Ss: Bookstore.(引导学生说出，张贴bookstore。联系单词or，试着自己读出单词，教师强调st的发音。带读，指名读，齐读。)(2)Teaching “cinema” T: Look at picture 4. Its a big place. If you want to see Kung Fu Panda, Spider Man.You can go there. What place is it? Its a . Ss: Cinema.（引导学生说出。张贴单词cinema，领读，拼读，指名读，齐读。）T: Picture 4 is a cinema. We can see a film in the cinema.(3)Teaching “post office”T: I write a letter to my friend. I want to post the letter.（教师拿出一封信。）Shall I go to the cinema?Ss: No.T: Bookstore?Ss: No.T: Where shall we go? Look at picture 5. What place is it? Ss: Post office.（张贴词组post office，联系单词teachers office，强调字母o在词组中的不用发音，然后让学生自己拼读单词，指名读，带读，齐读。）(4)Teaching “hospital”T: Look at picture 6. If you have a headache, have a stomachache, have a cold, you can go there.（教师做动作帮助学生理解。）Guess what place it is. Ss: Its a hospital.（引导学生说出。张贴单词hospital，领读，拼读，指名读，齐读。）(5)Teaching “science museumT: Look at this picture. What place is it? Its a. Ss: Museum.（教读单词museum，拼读单词，齐读单词。）T: Its a Science museum（张贴词组，指名读，分组读。）教学资源：课件、卡片设计意图：通过猜一猜，引出要学习的新知，引起学生的兴趣，然后利用学生的迁移能力，引导学生自读单词，培养学生的思维能力。2. 听录音跟读单词，两人读单词，儿歌记忆单词。cinema, cinema电影院bookstore, bookstore书店hospital, hospital是医院.post office, post office, 邮局science museum科学博物馆教学资源：课件、录音机、磁带设计意图：儿歌的教学更好的帮助记忆单词的音和义。3. Teaching “Where is the .? Its next to.”(1)呈现医院和书店的图片，学习句子。 T: Where is the hospital?（将hospital卡片贴到板书的句子中，将Where is the.补充完整） S1: Its near/beside the bookstore. T: We also can say “Its next to the hospital.”（板书next to，讲解next to，并将句子Its .补充完整，然后指名讲解句型。） (2)齐读板书句子。Where is the hospital?Its next to the bookstore. (3)呈现邮局和电影院的图片，学生两人一组练习。句型：A: Where is the.?B: Its next to the. (4)指组演练。教学资源：自制课件设计意图：将上课复习的句型和学习的词汇结合起来，引出新句型，然后模仿句型，使学生轻松的掌握新知。4. Lets learn(1)Show the pictures about Wu Yifan and Robin.（呈现教课书图片。）T: Who are they? Ss: WuYifan and Robin.T: What do they say? Lets listen to the tape. (2)Listen to the tape again and answer the question. Where is the cinema? (3)Open the books and follow the tape.(4)Read in pairs.教学资源：录音机、磁带设计意图：通过听录音，跟读录音，分角色朗读，集中学生注意力，提高听读的效果，巩固所学的知识。5. Do practice in pairs. (1)课件呈现图片，两人一组编对话。 A：Where is the .? B：Its . (next to, in front of, behind) (2)指组表演对话。 教学资源：课件设计意图：创设一定的情境，帮助学生更好的运用所学词汇和语言。Step 4 Practice 1. Lets play a game. Guess the words.教师出示单词词卡，用白纸遮住单词的一部分（开头或结尾），学生快速猜出单词并大声读出来。教学资源：词卡设计意图：猜单词的游戏，活跃了课堂气氛，巩固了单词的认读。2. Whats the missing? 课件呈现本课所学词汇的图片，请学生观察几秒，然后依次消失图片，请学生快速说出消失的是什么？教学资源：课件设计意图：有趣的游戏帮助学生更好的记住本课单词。3.了解合成词。(1)呈现学过的场所，学生小组讨论，把词汇分成两类，并说出理由。school, cinema, park, science museum, library, bookstore, hospital, zoo, computer room, post office, washroom, garden(2)教师公布答案，讲解合成词。school science museum cinema bookstore park post office library computer roomzoo washroom hospital教学资源：课件设计意图：通过小组讨论，归纳，锻炼学生的思维能力，引导学生在合作学生中了解合成词的构成。4. Make a map and talk (1)Make a map for your toy city. Introduce it to the class. (2)Write 1-3sentences about your toy city. Look, this is my toy city. There is a_. _.教学资源：自制课件、空白简图设计意图：通过此活动，不仅将所学知识得以运用，还锻炼了学生的口语交际能力。Step 5 Summary T: What did you learn about this lesson? 学生自由说，教师总结。1.五个表示建筑的单词及词组：cinema, post office, bookstore, science museum, hospital2.next to与near, beside是同义词。2.询问地点及回答的句型：Where is +the+地点？ Its +介词短语。 设计意图：将本节课所学的知识进行归纳，帮助学生理解和记忆，巩固提升本课时所学的知识。课堂作业一、看图连线。 1. 2. 3. 4. A. hospital B. cinema C. post office D. science museum 二、单项选择。( )1._is the cinema? Its behind the park.A. Where B. Who C. What( )2. There _ a pet hospital in my city.A. are B. is C. am( )3. The bookstore is _ the school. A. near to B. next to C. next三、看图，将句子补充完整。1. Where is the _? Its _ _ the cinema.2. _ _ the bookstore? _ beside the cinema. 四、猜一猜。A. cinema B. hospital C. post office D. bookstore E. science museum 1. You can see a film （电影）at the_. 2. If you are sick, you should see a doctor in the _. 3. You can buy some books in the _. 4. You can watch the dinosaur（恐龙）show in the _. 5. You can send a letter in the _.Answers: 一、1.B2.A3.D4.C二、1. A 2. B 3. B三、1. hospital, next to 2. Where is, Its四、1.A2.B3.D4.E5.C板书设计 Unit 1 How can I get there? A Lets learn bookstore cinema post office 书店 电影院 邮局 hospital science museum 医院 科学博物馆Where is the hospital?Its next to the bookstore. (与相邻，挨着)第二课时课时内容A Lets try ；Lets talk课时分析本课时是人教版六年级上册第二单元的第二课时，与第一课时紧密相连，围绕“来上学的交通方式”这一话题展开。本节课主要是通过对话的情景学会用英语表达如何来上学的的句型How do you come to school? I usually/sometimes/often come.激发学生学习英语的兴趣。在第一课时中的交通方式词组的学习为本课时奠定了基础。本课时的重点是能够在情景中运用句型How do you come to school? I usually/sometimes/often come.提问及作答。本课时包括Lets try 和Lets talk 两个版块。Lets try是听力训练，呈现的是Mike和Amy早晨到校后谈话的情景。通过听力的练习获得Lets talk版块的人物及场景信息，为进入正式的对话做好准备。Lets talk呈现的是Mike, Amy和Mrs Smith早晨到校后谈论来上学的交通方式的场景。情景设置真实，学生们都非常感兴趣，激发了学生学习的热情和想要用英语表达的欲望。本课时出现的词组by bike, by car, by bus, on foot，学生们在第一课时已经学会了表达。频度副词usually, sometime, often在五年级下册教材中也接触过。所以教学本课时，先采用问答、歌曲等方法复习前面所学的知识，帮助学生回忆。接着采用学生自主学习、教师引导相结合的方式，帮助学生更好的理解和运用语言。最后通过游戏、“我是小小调查员”等活动巩固和运用语言。课时目标1. 能够听、说、读、写句型：How do you come to school? Usually, I come on foot.2. 能够很好的完成Lets try。3. 能够理解对话大意。4. 能够按照正确的意群及语音、语调朗读对话。5. 能够在情景中运用句型How do you come to school? I usually/sometimes/often come.提问和作答。6. 激发学生用英语表达的热情，保持对英语学习的兴趣。课时重难点1.重点（1）能够听、说、读、写句型：How do you come to school? Usually, I come on foot.（2）能够很好的完成Lets try。（3）能够理解对话大意。（4）能够按照正确的意群及语音、语调朗读对话。（5）能够在情景中运用句型How do you come to school? I usually/sometimes/often come.提问和作答。2.难点（1）单词early的理解。（2）在情景中恰当的运用句型How do you come to school? I usually/sometimes/often come.提问和作答。教学准备 多媒体课件、词卡、录音机、磁带、调查表教学过程Step 1 Warm up1. GreetingT: Good morning, everyone.Ss: Good morning, teacher.T: Nice to see you again.Ss: Nice to see you, too.T: What do you do on the weekend?S1: I usually.S2: I often ., sometimes.（板书单词usually, often, sometimes）.教学资源：课件设计意图：师生之间的交谈，既拉近了与学生之间的距离，又复习了频度副词usually, often, sometimes，为正文的学习做好准备。2. Review some phrases.a. T: Great! Everyone, now lets review some phrases. （课件呈现by bus, by taxi, by ship, by train, by subway, by plane, on foot的词卡，学生说词组。）b. 学生齐读词组by bus, by taxi, by ship, by train, by subway, by plane, on foot。教学资源：词卡设计意图：词卡的认读，既复习和巩固了上节课的知识，又为学习的学习打下基础。3. Lets sing.教师播放歌曲How do you get there?学生跟唱。教学资源：录音机、磁带设计意图：歌曲的运用吸引了学生的学习兴趣，活跃了课堂气氛，复习了上节课的知识。Step 2 Lead in1. Lets try(1) T: Who are they?（呈现Lets talk的插图） Ss: Mike and Amy. T: Whos this lady?Ss: Mrs Smith.T: Where are they?Ss: At school.T: Amy and Mike meets Mrs Smith this morning. What are they talking about? Please guess.(2) Listen to the tape and tick or cross. 指名读题目，然后完成练习。(3)师生核对答案。教学资源：录音机、磁带设计意图：听前预测，做到有目的听录音，提高听力的技巧，获得Lets talk版块的人物和场景信息。How do you come to school?Sometimes by bike.Sometimes by bus.But never come by train.How do you get to London?Never on foot, never by bus,Always by train or by plane. 2. Lets chant. 播放Lets chant, 学生拍手吟唱。教学资源：课件、录音机设计意图：活跃课堂气氛，自然的引起下文。Step 3 Presentation1. Teaching “How do you come to school? I usually/often/sometimes come to.” (1)T: I usually come to school on foot. How do you come to school?（板书问句，指名理解句子） S1: I usually come to school.（板书句子I usually come.） S2: I often come .（引导学生回答） S3: I often come .Sometimes I come . .（找几名采用不同交通方式来上学的学生说一说，教师适时的追问why） (2)齐读频度副词usually, often, sometimes，指名理解。 呈现always, never，并利用图表，帮助学生理解。always 100usually 80often 60sometimes 20never 0 (3)Do the dialogue in pairs.A: How do you come to school? B: I usually/often sometimes come.Its near/far/not far. (4) 指组练习。教学资源：课件设计意图：从学生的实际生活入手，很能激发学生想要表达的欲望。2. Lets talk (1)带着问题整体感知对话。 T: Look at the picture. They are Mrs Smith, Mike and Amy. How do they go to school?（板书句子）Please read the dialogue. (2)理解Youre early. (3)再读课文，分组讨论问题。 How does Amy go to school? How does Mike go to school? How does Mrs Smith go to school? (4)指名说，适时在相应的位置粘贴图片。Amy Mike Mrs Smithusually oftensometimes 理解第三个问题时，指名说从哪句话知道的。然后讲解I usually walk. 指名理解walk，并强调它的同义句I come to school on foot，顺势理解Thats good exercises. (5)理解go和come的用法。 教师领读黑板上的句型：How do you come to school? 和How do they go to school? 学生思考句型的异同，并用下图帮助学生理解come 和go。 Youre here.therecomego (6)Listen to the tape and follow the tape.(7)Read in role.(8)Act the dialogue.教学资源：课件、录音机、磁带设计意图：处理本环节，我采取先整体感知对话，抓重点提取关键信息，然后再整体把握，逐步的培养学生的阅读方法和阅读能力。Step 4 Practice1. Play a game “Who is fast?” 教师说句子，如: I go to school by plane./I come to school by ship. 学生马上做出判断是否符合逻辑，若符合逻辑则跟读，不符合逻辑则双手交叉说No. 教师示范几次，学生来说句子。设计意图：训练学生理解描述交通方式的句子。 2. 活动“我是小小调查员。” 调查班里的同学来上学的交通方式，完成P14的调查任务，并进行全班汇总。参考句型：How do you come to school?I usually/often/sometimes. 设计意图：创设情境，锻炼了学生的口语表达能力，巩固和运用了所学的句子。Step 5 SummaryT: Boys and girls, what did you learn about this lesson? 学生自由发言，教师整理。 1. 学习了单词early。 1. 学习了谈论交通方式的句子：How do you come/go to.? I usually/often/sometimes go/come . 2. 知道了I usually walk.=I go/come to .on foot.设计意图：教师帮助学生归纳和整理本节课的重点句型，加深学生对知识的记忆。课堂作业一、看图，写出相应的交通方式。 1. 2. 3. _ _ _二、单项选择。( ) 1. I come to school_. Its not far.A. on foot B. by subway C. by plane( ) 2. I often go to school _bus. A. on B. buy C. by( ) 3. Mike often comes by bike, _ by bus. A. sometime B. sometimes C. some times( )4. I usually _to the park. A. walk B. on foot C. goes三、连词成句。1. I, usually, to, come, by, taxi, school(.)_2. is, good, that, exercise(.)_3. do, how, you, to, come, school(?)_四、我是阅读小能手。阅读短文，判断正“T”误“F”。 Ann: Lets go to Zhongshan Park. Lucy: Hooray! Ann: How do we get there?Lucy: Its easy. Come to my home by bike. Then we go to Zhongshan Park by bus. Ann: Where is your home? Lucy: Its next to the science museum. Ann: Which floor? Lucy: The first floor, Room 2 A.Ann: See you.Lucy: See you.( )1. Ann and Lucy want to go the zoo.( )2. They go to the park by bike. ( )3. Lucy comes to Anns home by bus.( )4. Lucys home is behind the science museum.Answers:一、1. by car 2. on foot 3. by bike二、1. A 2. C 3. B 4.A三、1. I usually come to school by taxi./ Usually, I come to school by taxi. 2. That is good exercise. 3. How do you come to school?四、1.F2.F3.F4.F 板书设计 A Lets talk 频度副词 always How do you come to school? early早到的 usually I usually/often/sometimes come. I usually walk. often =I come to school on foot. sometimes 第三课时课时内容 B lets learn Be a tour guide课时分析本课时是人教版六年级上册第一单元第三课时。围绕“问路”这一话题展开，主要通过对话学习单词和词组crossing, turn left, go straight, turn right及句型How can I get to the.? Turn left/. 的表达。激发学生学习英语的热情，保持对英语学习的兴趣，树立学习英语的信心。在第一、二课时中学习了句型Where is the.?为本课时做了很好的铺垫。本课时的重点是四会单词和短语的掌握以及能够运用四会单词和词组为他人指路。本课时包括Lets learn 和Be a tour guide两个版块。Lets learn通过Mike问路的对话，呈现了单词及词组的词形和意义。此话题与我们的生活很密切，很能激起学生学习的兴趣。Be a tou