牛津小学英语6B_Unit_3_Asking_the_way_教_案 2.doc

牛津小学英语6B Unit 3 Asking the way 教 案 2009.12 杨巷小学 蒋春兰一、 教学内容：牛津小学英语6B Unit 3 Asking the way 第一课时 part A.二、 教学目标：（一） 知识与技能：1、 能听懂、会说 、会读单词：way, get, along, street, take, stop, road.2、 能听懂、会读单词：history, museum, crossing, miss, kilometer, post office, get off, in front of, faster, minute3、 能听懂、会说、会读日常交际用语：Go along this street, and then turn right at the third crossing.How far is it from here? Its about a kilometer away.How many stops are there?4、 能听懂、会说、会读句型：Can you tell me the way to , please?（二） 过程与方法体验：1. 利用媒体技术，创造动感情景。 2. 凭借生活创造生动、真实的语言环境。模仿：根据小学生善于模仿的特点，通过英语跟读、模仿语音语调，积累感性经验，为英语表达和创造能力的进一步发展奠定基础。（三） 情感态度与价值观：在体验活动中培养学生乐于助人的良好品质。三、 教学重点：1、 能听懂、会说 、会读单词：way, get, along, street, take, stop, road.2、 日常交际用语的初步运用。 Go along this street, and then turn right at the third crossing.How far is it from here? Its about a kilometer away.3、 能听懂、会说、会读句型：Can you tell me the way to , please?4、 课文的朗读与理解。四、 教学难点：1、 单词history, museum, kilometer, street, minute的正确发音。2、 问路交际用语的初步运用。3、 课文的朗读与理解。五、 教学准备：课件， 单词、日常交际用语卡片， 地点图片。六、 教学过程：Step1: Free talk:1.greetings:?2.ask and answer:T: Whats your hobby? Where do you come from? Where do you live?How do you go to school?（设计意图：用日常问答激活旧知，为引言部分Mr Smith 的信息做铺垫，让学生回忆交通方式，为学生理解课文做铺垫。）Ss: On foot./ By bike./ By bus.T: （设计意图：如果有学生回答by bus）Oh, I think your home is far from your school. So you take a bus to go to school. drill: take a busT: How far is it from your school? Ss:.T: I think thats a long walk.drill: How far is it from here? Thats a long walk.（设计意图：单词“far”在前面两单元中本已有出现，但是因为教本课时时，前两单元还没有教， 学生可能对“how far”的理解有难度，所以在这儿做适当的铺垫。）3. introduce myself T: Now I know something about you, but do you know something about me? Please look at my name card. drill: on Road, history museum(设计意图：用name card 的形式让学生了解自己，拉近师生间的距离，并引出History museum, on Road词组教学，分散教学难点。)Step2: Watch and choose:(引入文本，整体感知，点题。) T: I like visiting the history museum. And I often visit the History Museum with my friend Mr Smith .Do you know Mr Smith? Ss: T: Would you like to know what is Mr Smith doing now ? Ss: T: Me, too . Lets watch the video, then answer. What is Mr Smith doing?A.He is talking about the history museum.B.He is asking the way to the history museum.drill: the way to T:点题：Asking the way （设计思路：用问题What is Mr Smith doing?引出文本，感知点题问路。并用选择题的形式解决词组the way to）Step3: Listen 、circle and finish : (处理引言) Listen to the tape, finish Mr Smiths name :_ come from:_live:_want to do:_（设计意图;引言部分较简单，让学生边听边圈完成表格，有了前 面free talk的激活，此环节学生教容易完成。） T: Great ,you know Mr Smith is asking the way .But do you know some information about him? please listen ,circle and finish .Step 4：Reading (细化文本，获取信息) 1.look at the pictures and answer: T: We know Mr Smith want to visit the History Museum, and he also want to go to anther place. Where is he going? drill: post office（设计思路：用问题“Where does Mr Smith want to go to another place?”作为文本理解的第二个大问题，指导学生观察图片找到答案，培养学生的图片观察能力并渗透阅读策略。） Learning tips在做阅读时，有关信息可以从图片中找到。 2. read and answer: T: Youre right . Mr Smith wants to go to the post office, too. But how? Please read and answer.（设计思路：紧接上一个问题Mr Smith wants to go to the post office, too.提出一个延续性问题But how?让学生来读文本找到答案，并渗透阅读策略。）Learning tips当你阅读较长语篇的时候，可以采用快速阅读的方法找到主要信息。 3.read and choose: T: Yes ,youre right. From here, we know Mr Smith take a bus to the post office. But does Mr Smith take a bus to the History Museum? please read and choose. A. Yes , he does. B. No , he doesnt.(设计思路：学生选择A) T： Why?drill: How far is it from here? Its about a kilometer away.Thats a long walk.（设计思路：学生选择B） T；But how?Ss：On foot.T: Can you tell me the way to the history museum, please?（设计思路：由一个问题Mr Smith takes a bus to the post office,引发并列性问题Does Mr Smith go to the History Museum by bus?让学生略读文本找到两种回答的依据，并渗透Learning tip.此环节旨在培养学生的发散性思维能力，Mr Smith 去历史博物馆有多种选择，但哪种更好呢，进而引出to get there faster.） 4. read and compare: T: Of course, he can get there on foot, by bus, even jog, run. But which is better? Why? Please read and compare. Learning tips当你想寻找与关键信息相关的细节时，你可以采用略读的形式。并在细节处作标记。 drill: to get there faster. （因为第一、二单元学生还没有学，所以学生对单词“faster”可能不理解，所以这儿设计了人与小汽车进行比较。） 5. read and finish the exercise. T: Wonderful, you are very good.你们今天的表现太好了，下面我决定加大难度，看看能不能难住你？ Please read and finish the exercise.Read and judge:Mr Smith can get there by bus. (T/F)T: Which bus ?Read and answer:How many stops are there?drill: every five minutesRead and choose:Where is the bus stop?The bus stop is _ of the History Museum,A. in front of B. behind （设计意图：三个问题要求学生要求学生细读文本，回答三个问题由易到难，循序渐进。在解答问题的过程中教授 every five minutes和 in front of，这两个也属于非正常进度内容，但又不能不教，因此只能花少量的时间，这不违背语篇教学的原则。）Step5:consolidation: （朗读课文，内化语言） 1. listen and repeat: Learning tips在读较长对话时，应看文字，想意思 ，并注意语音语调的模仿。 2.read togetherStep6: 适度拓展文本，提升文本。 1. Look and say: T: Terrific . Very very good. Do you understand the passage? Do you remember the passage?Ss: T: Really? Lets have a try , please look and answer.(当学生回忆到走的路线和站台的位置时，请学生画画、贴贴。用这样的方式回忆全文，增加学生的学习兴趣，再加上图片的帮助，增强感官的刺激，让学生对全文有一个整体的了解，为下面复述全文打下基础。) 2. Exercise (on book) 3. Application T: Well done. I think you know a lot about asking the way . If someone doesnt know the way .you can help him, Right? Ss: T: Remember helping people be happy. please read after me.Ss:T: Do you want to be happy? Ss:T: OK, my friend Andy needs your help, listen.Andy: Hello, boys and girls , Im at the train station .Can you tell me the way to the shopping cent