2023学年完整版Unit1HowcanIgettherePartCstorytime表格式教案

课题：ATripinLondon——PEPUnit1PartCstorytime科目：小学英语教学对象：六年级课时：第六课时一、教材分析本课是六年级上册第一单元的故事课，故事内容生动有趣，通过Zoom在伦敦被fishandchips诱惑,进而问路寻食展开故事。故事的知识主要围绕第一单元所学内容进行展开。本课利用Zoom与路人的问答，将文本与图片进行了转换，使故事文本变成了一张地图，直观、清晰地可供学生进行演绎、表达。另外，从文化角度出发，从美食、建筑、娱乐活动等方方面面向学生传达本故事里的英国文化背景知识，激发学生兴趣，并以一张模拟真实的简易英国伦敦地图，为学生留足语言发挥空间，发散学生思维。二、教学目标：语言目标：通过阅读趣味故事，复习巩固本单元所学语言，增加学生语言的输入。能力目标：能够按正确的意群及语音、语调朗读故事；能表演故事，恰当运用故事中的语言。情感目标：1）.能拓宽知识面，对英国文化的知识又初步了解，感受英国建筑、美食，娱乐活动。2）.能在迷路时主动寻求帮助。4.学习策略目标：能够通过文段，获取主旨大意，通过相关细节猜测词义。三、教学重难点能够理解故事大意，初步认识英国文化，综合运用本单元核心语言，在图片帮助下理解“LondonEye,fishandchips,theThames”.能够按正确的意群及语音、语调朗读故事；能表演故事，恰当运用故事中的语言。能够用所学语言知识，在迷路时主动寻求帮助。四、课前准备板书、ppt五、教学环节教学步骤设计意图Warmingup&RevisionEnjoysomepicturesofLondon学生边听边欣赏伦敦图片，认识并说一说对伦敦印象。T:ZoomandZiparesearchingsomeinterestingpicturesonline.Whatarethesepicturesabout?Ssenjoythepicturesandanswer:London.T:Howdoyouknow?Whatdoyouseeinthepictures?Ss:Isee…T:LondonisthecapitalcityoftheUK.DoyoulikeLondon?WhatdoyouthinkofLondon?Ss:IthinkLondonis….Because…Let’schant.T:ZoomandZipwanttotraveltoLondon.Buttheyneedtogototheairportfirst.Dotheyknowhowtogettotheairport?Ss:No.T:WecanuseGPStohelpthem.Sschant.Sslistenandchant.学生听GPS语音指令，跟老师一起边做动作边chant前两个路口。Ssmakeanewchant学生观看GPS指引，按节奏和同桌进行编创chant.Sslookandthenmakeanewchantwithdeskmates.=3\*GB3③SsthinkandguessT:Therearesomeotherwaystotheairport.Whydotheychoosethiswaytotheairport?Ssobserveandthenguess:Maybeheisafoodie./MaybehelikesChinesefood…T:Hooray!Finally,theyarriveintheairport.They’regoingtoflytohaveanicetrip.Today’sstoryisaboutZoomandZip’stripinLondon.Let’sgoandhavealook!（贴课题板书）用视频欣赏伦敦，在课前就给学生大量的伦敦信息介绍，例如Fishandchips,Londoneye等等，为学生提供不同方面的伦敦文化，使学生能够对本课话题从一开始就有所了解，并未后方活动做好文化与思维铺垫。用GPS的语音导航，结合chant的方式对本单元所学知识内容进行复习，不仅是为了提高学生的学习兴趣，也是为了贴近学生的真实生活。本问题是为了引发学生思考，为Zoom这个人物角色的特点做好一定的铺垫，使学生能对后方猜测他肚子吃撑了还要吃糖葫芦的原因有更多不同的见解。PresentationLookandguessT:Now,theyhavearrivedinLondon.Look,wherearethey?Ss:Theyareinapark.T:Theymeetaboyinthepark.LookatZoomandtheboy.What’shappeningbetweenthem?Ss:Zoomishungry.Hewantstoeatthefoodintheboy’shand.T:What’sthatfood?Ssguess.T:Fishandchips.Doesheeatthefoodatlast?Howdoeshegetthefoodatlast?Ssguess.WatchandanswerSswatchandanswer:Hebuysfishandchipsinashop.(贴板书)ThinkandguessT:Doesheknowthewaytothefishandchipshop?Ss:No.T:Heaskssomepeopleforhelp.Howmanypeopledoesheask?Ss:Three.T:IfyouwereZoom,howwouldyouask?Ssthinkandguess:HowcanIgetto…/Whereis…ReadquicklyandfindSsreadandfindoutwhatZoomsay.学生读前五幅图片，快速浏览找答案。S1:Excuseme.WherecanIbuyone?S2:Excuseme.WhereistheLondoneye.S3:Excuseme.IstheThamesfarfromhere?（学生说完后跟读，教师贴板书）Read,underlineandcircleT:Whatdothemensay?Ssreaditagain,underlinewhattheysayandcircletheplacestheymentioned.Tcheckstheanswer:Whatdothemensay?Ss:NeartheLondonEye.Gothatway.It’snexttothefilmmuseumneartheThames.No.Gostraightandturnleft.T:Whatplacesarementioned?Ss:LondonEye.Filmmuseum.TheThames.（学生说，教师贴板书并带读）学生通过板书初步了解LondonEye.theThames.Lookandmatch.Ssmatchthepictureswiththesentencesofwhatthethreemensay.Enjoyandlearn.TintroducestheLondonEyeandtheThamestoSs.DiscussandchooseT：DoyouknowthecorrectplaceofLondonnow?Ssdiscusswithdeskmateandchoosethecorrectplaceoftheshop.Tplacesthepictureswithstudentstochecktheanswer.ListenandactT:Finally,ZoomandZipfindtheshop.Howdotheyfeel?Ssthinkandanswer.T:WhatdoesZoomsay?Sslookandread:Zip,look!T:WhatdoesZoomsay?Sslistenandfollow:Finally!T:Finallymeansatlast.Becauseit’snoteasytofindtheshop.Sotheyareveryhappy,butalsoalittletired.S1actsasZoom:Zip,look!SsactasZip:Finally!在阅读故事前，通过第一幅图的观察，让学生先对故事有初步的猜测，发散学生思维，提高学生的读图能力，发展他们的想象能力。用不同的阅读方式训练学生不同的阅读技能与方法。通过解读地点，使学生进一步对课文插图有所理解，加深学生对文本印象，也能帮学生进一步记忆Zoom问路的顺序。通过路人的描述，合作让学生选一选fishandchips的位置，使文本可视化，能进一步让学生直观理解三幅图的文本内涵，同时在过程中也能发展学生一定的合作能力。PracticeListen,repeatandact.Ssreadafterthetape.Let’sactSsworkinfourandchooseoneleveltoactthestory.学生可根据自己的能力，选择看完整对话表演，也可以挑战看板书上的对话框架表演。level1level2LookandactT:Finally,theyfindtheshop.Howdotheyfeel?Ss:Theyaresohappy.T:WhatdoesZoomsay?Sslookandsay:Zip,look!T:HowaboutZip?Sslistenandanswer:Finally!T:Finallymeans“atlast”.Isiteasytofindtheshop?Ss:No.T:Maybehefeelsveryhappybutalittle...?Ssthinkandsay:tired.S1actasZoom.SsactasZip.Listenandguess.T:Now,theyentertheshop.Theyaretiredandhungry.Sohowmuchwilltheyorder?Sslistenandanswer:Threelargeportionsandonesmallone.Ssfollowtoread“portion”T:Whatdoesitmean?Sslookandchoose.T:DoyouthinkhowmanyportionsareforZoom?Ssguessandsharetheiropinionsandtellthereasons.ReadalongwiththeaudioT:AftereatingsomuchFishandchips,whathappens?S1:Hefeelsstomachhurts.Ssactslikestomachache:Oh,mystomachhurts.Imissmytanghulu.T:CanyouactasZip?OnestudentactsasZoom.TheotherstudentsactasZip.Ssreadalongwiththeaudiotoenjoythewholestoryagain.BrainstormT:WhydoesZoomfeelsstomachachebutstillsays“Iwanttoeatmytanghulu”?Ssguess:MaybehemissesChinesefood./Maybetanghulucanmakehisstomachbetter./Maybetanghuluishisfavouritefood….SsactasZoomandsharethereasons:BecauseImissChinesefood/BecauseIlovetanghulu…通过拆分问句与答句，帮助学生理清Zoom的路线脉络，并能将整个过程以板书的形式呈现，使课文内容从你文本到图片，变得更为直观。学生可以直接通过看板书进行表演。学生根据路线图可以清晰地对课文进行理解与记忆。通过有感情地表演，加深学生对课文的理解，也能为后方理解finally做好铺垫。学生通过模仿演绎理解finally的含义。通过选择让学生用最直观的方式理解Portion.通过猜测故事结局，帮助学生发挥想象力，理解“适度饮食，暴饮暴食”的后果。通过前方的铺垫，让学生对Zoom肚子疼却还想吃的糖葫芦有了更多的发散空间。本环节旨在提升学生的思维力与想象力。ConsolidationWorkinfour:MakingupaniceendingT:IfyouwereZip,wouldyouagreetoeattanghulu?Sssharetheiropinionsandtellreasons.T:Ifyouwanttohaveanicetrip,youshouldeattastyfood,butalsoshouldgotoseeso