The first period(第一课时)

Part A Let' s try & Let's talk

内容分析

本课是PEP小学英语六年级第一册Unit1第一课时。主要学习能够理解和掌握本课时的重点词汇和句型以及能够在情景中恰当运用句型“—Where is the…? —It's…”询问地点并作答。老师将通过多种游戏活动巩固重点单词和句型，使学生掌握本节课知识点。

课时目标

知识与能力

·能够读懂题目要求，对听力的重点内容进行预测

·通过听录音，运用基本的听力技巧，勾选正确的选项

·通过观察、谈论Let's talk板块的图片，在PPT和老师的帮助下理解对话大意，并能够回答对话下面的问题

·通过听录音，能够用正确的意群及语音、语调朗读对话，并能在小组中进行角色表演

·能够在情景中恰当运用句型“—Where is the…? —It's…”询问地点并作答

·能够在语境中借助图片等帮助理解新词“museum, bookstore, post office, ask, sir”的意思，并能够正确发音

·能够运用礼貌用语寻求他人的帮助

过程与方法

利用机器人创设情境，通过各种不同功能的机器人，激发学生学习兴趣，吸引其注意力。先引导学生基于语言情境猜测吴一凡所在的场所，再通过听力验证预测的答案并完成Let's try板块的听力练习，培养学生听前预测的习惯。

情感态度价值观

引导学生通过组内交流自己居住地的相关城市设施和位置，拓展他们对其喜好与经常进行的活动的相关表达，提高学生的语言综合运用能力。

教学重难点

教学重点

能够理解和掌握本课时的重点词汇和句型。

教学难点

能够在情景中恰当运用句型“—Where is the…? —It's…”询问地点并作答。

教学准备

PPT课件､课文录音､视频等。

教学媒体选择

多媒体，录音。

教学活动

1. 录音

2. 游戏

教学过程

Step 1: Warm-up & Lead-in

1. Greetings.

Greet students. Divide them into several groups. The group which gets the most points will be the winner.

2. Quick review.

Review the words and the phrases of the locations “in front of, near, next to, behind, between” with the pictures. （课件出示: 表示方位介词的图片）

3. Read and guess.

Read the sentences and guess what places they are.

4. Lead-in.

Present the main scene on page 2.（课件出示: Unit 1主情景图）

T: What can you see in the main scene?

Ss: We can see a hospital, a park, a restaurant…

T: Here are Wu Yifan and Robin. Wu Yifan likes robots very much. Where can Wu Yifan go?

Ss: He can go to the science museum.

T: Where is the science museum? How can he get there? Today we'll learn “Unit 1 How can I get there?”

Write down the title of “Unit 1” on the blackboard.

Step 2: Presentation

1. Let's try.

（1）Freely talk about robots.

In a science museum, we can see many interesting things of high tech. Present some pictures of high tech robots on exhibition. （课件出示: 能做各种不同动作的机器人的图片及相应的动词词组） 

T: These robots are so cool! What can they do?

Ss: They can…

（2）Listen and tick.

Ask students to read “Let's try” and predict the content of listening and the answers to the questions. Then students listen and tick the right options for the questions. At last, check the answers together. （课件出示: 教材P4 Let's try板块的习题、音频及答案）

（3）Read the listening materials.

Learn the key sentences underlined. （课件出示: 教材P4 Let's try板块的听力材料）

2. Watch and answer.

Wu Yifan and Robin are at the science museum now. Wu Yifan has something to do. Watch the video of “Let's talk” and answer the questions. Lead students to get the main idea of the dialogue. （课件出示: 教材P4 Let's talk板块的对话视频和问题）

Q: What does Wu Yifan want to do? （He wants to buy a postcard and send it.）

Compare the differences between “buy” and “send” with pictures. （课件出示: 买明信片和寄明信片的图片）

3. Get more details.

Watch the video of “Let's talk”again and answer the following questions. （课件出示: 问题①②，配图museum shop和post office）

①Where can Wu Yifan buy the postcard? Where is the museum shop?

②Where can he send the postcard? Where is the post office?

Highlight the sentence structure “Where is…?” Make brief talks with students while checking the answers. （课件出示: 问题①②的答案）

Write down “museum shop, post office” and the sentence structure “Where is…?” on the blackboard.

①Key: He can buy the postcard in the museum shop. The museum shop is near the door.

T: What else can you buy in a museum shop?

Ss: I can also buy some toy robots/soft toys/toy machines/books…

②Key: He can send the postcard in the post office. The post office is next to the museum.

T: Does Robin know where the post office is?

Ss: No, he doesn't.

T: So how can they find the post office?

Ss: They can use a map./They can ask other people.

T: Yes. If you need help, just try to be brave and ask for help.

Learn the key words “ask, sir” in detail. （课件出示: ask和sir的相关内容）

Write down “ask, sir” on the blackboard.

T: Robin asks a man where the post office is. The man is so surprised that Robin can talk. It is a talking robot. He thinks the museum is a great museum. （Simply explain “a talking robot” and “What a great museum！”）

T: Where is the post office?

Ss: It's next to the museum. （课件出示: 对比near和next to的区别）

Step 3: Practice

1. Read and act.

（1）Students read after the recording. Pay attention to the pronunciation and the intonation.

（2）Let students practice the dialogue in roles in groups.

（3）Act out.

2. Draw a map for the museum.

Students read the dialogue and try to draw a simple map for the museum. Work in pairs to make a brief introduction of their maps. Then choose two students to come to the front to share their maps. They can say like this:

The museum shop is… You can…there.

The post office is… You can…there.

Step 4: Consolidation & Extension

1. Create a new dialogue.

T: If you are Wu Yifan, what gift do you want to buy? You can be in a supermarket or anywhere you want to be. Create a new dialogue and let's find out more ideas. You can do it like this:

Wu Yifan: Robin, where is the…? I want to buy…

Robin: It's…

Wu Yifan: Thanks. Where is the…? I want to…today.

Robin: I don't know. I'll ask. Excuse me, sir.

Man: Wow! A talking robot! That's interesting!

Robin: Where is the…?

Man: It's…

Robin: Thanks.

The teacher makes a model with two students first. Then ask students to work in groups. Choose one or two groups to act out.

2. Talk about your city.

T: Now we've known something about Wu Yifan's city. Can you talk about something about your city/town/village?

The teacher sets a model and makes a brief conversation with a student first. You can use these words: park, library, zoo, post office, school, museum… （课件出示: 对话练习的框架）

 Then students work in groups and talk about the places in their city/town/village.

3. Make a summary.

Lead students to make a summary of this class. Let them conclude the key words and sentence structures they've learned. Encourage students to be brave and ask for help if they need.

板书设计

作业设计

完成《核心课堂》/《一本好卷》本节课习题。

教学反思

1. 热身环节快速复习方位介词以及有关建筑物和场所的词汇，为下面即将要学习的对话做好词汇铺垫。通过主情境图创设情境，为即将学习的Let's try板块设置话题背景。

2. 呈现活动由浅入深，注重培养学生听前预测的习惯。以学生为本，引导和启发学生思考，注重对学生思维能力的培养。

3. 基于课本基础，设置多元化的教学活动，适当拓展，丰富学生表达，提高其语言综合运用能力。

4. 板书设计清晰明了，重点突出，起到了很好的辅助作用。

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