六年级Unit2时教案

PEP六(上)Unit2PartALet’slearn案例采用活动途径，倡导参加教学,根据小学生的心理生理特点及学习特性，运用任务型教学一、能力目的：能够在实际情境中对的使用询问路线并简朴回答，如：Whereisthelibrary?It’snearthepostoffice.useum的、本学时的录音带tionSingasongHowdoyougotoschool?主动地参加到课堂中来。)FreetalkTJustnowwesingthesong,andthesingerasksyouifyoucangotoschoolbyshiportrain.S:No,wecan’t.TThenhowdoyougotoschool?S1:Igotoschoolonfoot.TCanyouspellfoot?S1:Yes,f-o-o-t,foot.THowdoyougotoCanada?S2:Igobyplane.CanyouspellplaneS2:Yes,p-l-a-n-e,plane.(设计意图：运用freetalk，为学生提供语言交际的机会，通过让学生说说如何达成某个地eaqueueTIwanttotheparktoday.Whowanttocomewithme?SMemefindfivestudentstocometotheboardandaskthestudentswhotheyare)Taskthefivestudentstomakeaqueue)ThenwhereisYujinna?SSheisinfrontofSunyanzhenwriteinfrontofontheboard)T:WhereisSunyanzhen?eisbehindYujinnawritebehindontheboardhereisliuleiSheisnearYujinnawritenearontheboardT:Now,Iwillasksomeotherstudentstocomewithmeandtheyshouldmakethequeueaccordingtomyorder.Liushashaplease.Houlongxiao,infrontofLiushashaplease,LitianyubehindHonglongxiaoplease,Louwei,nearLitianyuplease.(thestudentsmakeanewqueue)Aretheyright?S:Yes,theyare.(设计意图：通过创设排队这一情景，让学生通过参加、体验等活动，在任务活动中总结出4.Findthepark.T:Iwanttogotothepark,butIdon’tknowwheretheparkis,nowIamatschool.WhocanhelpeS:Ican.TExcusemehowcanIgettothepark?TCanIgothereonfoot?S:Yes,ifyoulike.It’snotfar.T:Thankyou.tattheboardS:Stopattheredlight.TIfthelightisyellowS:Waitattheyellowlight.TIfthelightisgreen?S:Goatthegreenlight.(设计意图：运用学生上单元所学习的对话，为学生创设一种问路的任务情景，为引出本课ationhenewwords1)T:Theparkisverybeautiful,butIhavetosendalettertomyfriend.Iamastrangerhere.(pointtotheboard,canIgotothecinema?S:No.ehospitalS:No.ThepostofficeS:Yes.(设计意图：通过协助老师送信这一情景，在板书的协助下，协助老师找到postoffice,同时(2)T:Ihavesenttheletter,butnowIhavetobuyanewbook,whereshouldIgo?S:Bookstore.TYesbutwhereisthebookstore?S:It’sbehindthepostoffice.图：通过买书这一动作，让学生自己感受bookstore的含义，同时再次运用本课重点(3)T:Ihavegotacold.andIshouldbuysomemedicine;Imustgotothehospital.whereisthehospitalS:It’sinfrontofthepostoffice.(4)T:NowIwanttoseeHarryPorter,whereshouldIgo?S:Thecinema.TYesthecinemabutyouareastranger.Howcanyoufindthecinema?sthecinemaS2:It’sbehindthepark.S3:It’snearthebookstore.T:(pointtotheboard)Behindthepark,nearthebookstore,it’sthe?S:Cinema.T:Goodjob.TTherobotisveryinteresting,ifwewanttovisitit,whereshouldyougo?umT:Museumisadifficultword;youmustreaditagainandagain.S:Museum.T:Butyouareastranger.isthesciencemuseumS2:It’snearthehospital.S3:It’sinfrontofthepark.T:(pointtotheboard)Nearthehospital,infrontofthepark?S:It’sthesciencemuseum.(设计意图：通过以上三个新词的学习，学生们已基本掌握了问路与指路句型的基本使用方法，因此在cinema和sciencemuseum这两个新词学习上，学生就能够成为课堂的主人自己eListentothetapeandreadafterit.(设计意图：通过听录音并跟读这一环节，再次训练单词和句子的发音并且纠正学生的错误eSaythewordsaccordingtothepicture.Pointtothepicturesontheboardandsaythenameofitandspellit.Unit2PartALet'slearn"style="WIDTH:206px;HEIGHT:172px"height=201alt="词汇案例:UnitPartALetslearnsrc=""width=154border=0real_src="">T:Usethemaptomakeadialoguewiththepartner.cusemewhereisthepostofficeS2:It’snearthesciencemuseum.nIgetthereS2:Youcangobybike,it’snear.S1:Thankyou.生完毕自创对话这一任务，将本节课所学内容真正运用到实际当中，Astudentdescribealocationandtheotherstudentguesswhatitis.S1:It’sinfrontofthepostoffice.SIsitthecinema?ehospitalS1:Yes.(设计意图：本环节首先考察学生对于某个地方的方位描述，同时还考察学生对本节课板书pProductionDopairworkonthebookThestudentsfinishtheircommunityonthebookwhileaskonestudentstofinishhercommunityonthesmallblackboardLetthestudentontheplatformdescribehermap.SThisisamapdescribedbymeThisisthezoo,thisisthebookstore,thisisthemuseum……Unit2PartALet'slearn"style="WIDTH:200px;HEIGHT:150px"height=217alt="词汇案例:六上Unit2PartALet'slearn"src=""width=500border=0real_src="">2.Askandanswer.Practiceinpairs,oneasthedesigner,oneasthejournalist.Thenasksomepairstocometotheblackboardandshowtoothers.lowhereisthezooS1:It’sbehindthemuseum.(设计意图：通过让学生扮演社区设计者这一角色任务，让学生将自己的创新思想融入本环essDotheexerciseontheworkbook.Listentothetapeandfinishtheworkbook.HomeworkMakeadialoguewiththemapdesignedbythestudents.Unit2PartALet'slearn"style="WIDTH:500px;HEIGHT:192px