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视频标签：get there
所属栏目：小学英语优质课视频
视频课题：人教版PEP小学英语六年级上册Unit 1 How can I get there Part C story time安徽省 - 合肥
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Unit 1 How can I get there ? Part C story time教学设计
一． 教材分析：
本课为PEP教材六年级上册第一单元的第六课时，在问路和指路的真实情景中引出一个生动有趣的故事。本故事以Zoom和Zip去伦敦旅游，Zoom想吃炸鱼薯条为开端到吃到食物为结束，在问路的过程中认识了英国的伦敦眼，泰晤士河等景观。由于Zoom过于贪吃最终导致胃痛，贪吃的Zoom依然想通过吃来解决问题，Zip对此感到惊讶万分。本课充满了浓厚的英国文化背景知识，包含了英国的景观文化，饮食文化等。学生将问路的主要句型在生动有趣的故事中进行操练，从而提升学生的语言交流能力和文化意识。
二． 学情分析：
六年级的学生经过几年的英语学习已经具备了一定英语学习基础，对单词和句型有一定的积累，但解读语篇能力不足，所以加强学生的阅读能力尤为重要。在阅读教学中要加强学生解读文本的能力，教授学生相应的阅读策略。六年级的学生其思维品质已经由具体形象思维发展为初级的抽象逻辑思维，所以在教学中需要加强对学生思维品质的培养。
三．教学目标： I. Knowledge Aims:
1. Students will be able to grasp the meaning of these key words: tasty、London Eye、Thames、film museum、Fish and Chips、portion. 2. Students will be able to master the sentence pattern:
“Where is the London Eye?” “It’s next to the film museum near the Thames.”“Go straight and turn left.”“My stomach hurts.”
3.Students will be able to understand the main content of the story by pictures and key words.
II. Ability Aims:
1. Students will be able to read the story accurately and smoothly. 2. Students will be able to act the story vividly in a group.
3. Students’ cooperative learning ability will be improved by working in groups.
4. Students’ creative thinking will be improved by comprehensive language using activities. III. Emotional Aim:
Students can feel the British culture (human landscape、cooking culture) and enlarge their global vision.
四．教学重难点：
Key point: Students will be able to master the key words and sentence pattern.
Difficult point: 1 .How to act the story in a group.
2. Design a route map of London and describe it to all students.
五．教学过程： I. Pre-reading:
1. Broadcast a video of the UK
2. Brainstorming: Let students consider and say something about the UK.
（设计意图：通过播放英国的视频直接引入本节课的主题，同时让学生整体认知英国的地标性景点，渗透跨文化意识；通过头脑风暴让学生说一说关于英国的相关特色事物，激发学生的思维，提升学生的课堂参与度，同时也会后续活动的开展奠定基础。）
II. While-reading:
1. Present the scene: Zoom and Zip travel to London.
2. Present all the pictures of the story and let students guess the main content of the story.
3. Broadcast a video of the story and show the answer “They want to find a restaurant to eat some delicious food.”
(设计意图：首先通过Zoom和Zip去伦敦旅游场景的引入降低学生对文本的陌
生感；通过对文本图片环游并预测，推理，再到播放视频验证的方式，进一步激发学生的思考能力，培养学生利用图片挖掘文本信息的能力，培养学生的思维品质；通过整体到部分的阅读教学，让学生清晰的了解文本的主要内容。)
4. Let students observe picture 1 to 3 and answer the question：
What can you see in these pictures?
5. Read picture 1 and teach the words “tasty” and “London Eye”. 6. Read the sentences after recording and ask students a question: If you were Zoom, how can you find the place ? 7. Broadcast a video of London Eye and show the information of it. (设计意图：前三幅图为本课的第一个场景，主要描述了“Zoom问路的
过程”，主要涉及了一些英国的著名地标景点。通过让学生观察文本的前三幅图，抓住图片中的关键信息，从而帮助学生理解文本内容；通过阅读第一幅图，在句型的教学中帮助学生解决“tasty”和“London Eye”的读音问题和具体含义，通过开放性问题“如果你是Zoom，你将如何去寻找你所要去的地点”进一步激发学生的思维能力，培养学生在现实生活中熟练使用各类导航工具的意识；通过观看伦敦眼的视频，扩大学生的眼界，帮助学生更直观的了解伦敦眼的信息，进一步了解英国的人文文化。)
8. Read picture 2, then teach the words “Thames” and “film museum”
and the sentences “Where is the London Eye ?”“It’s next to the
film museum near the Thames.”
9. Read the sentences after recording and invite students to read it. 10. Present a picture about Thames and introduce it to students, then show a picture of the Yellow River.
11. Present some famous places near the Thames.
(设计意图：通过情景教学词汇“Thames”和“film museum”以及相关句
型，降低学生学习难度；将听读过程渗透在阅读中，加强对学生的语言输入，为后续的表演活动扫清学习障碍，同时通过学生模仿Zoom的语气去阅读句型增加了课程的趣味性；通过图片展现泰晤士河，并向学生科普相关泰晤士河的背景知识，帮助学生更全面掌握“Thames”这个词汇，通过对比中英
两国的母亲河“the Yellow River”and “Thames”培养学生的跨文化意识。)
12. Read the picture 3 and teach the sentence “Go straight and turn left”, then let students speak the sentence with action.
13. Let students pay attention to the traffic lights and explain the difference of traffic rules between China and the UK.
14. Invite a student to finish the route map according to some key sentences.
(设计意图：利用相关动作来演绎相关句型，既降低了难度，又增强了课堂
的趣味性；通过让学生观察图3中的交通信号灯，培养学生的安全意识和规则意识;通过科普中英两国交通规则的不同，让学生体验中英文化的差异，培养学生的跨文化意识；最后，邀请学生上台还原前三幅图的路线，突出了场景1的主题“问路”同时也考察了学生是否真正读懂文本内容，掌握了Zoom的前进路线，通过全班同学共同提供关键句型，既降低了还原路线同学的难度，又全面巩固了场景1的核心内容。)
15. Read the picture 4 to 5 and ask students two questions:
What’s name of the restaurant ? How much food does Zoom eat ?
16. Broadcast a video of “Fish and Chips” and introduce it to students.
17. Invite students to talk about other famous food in the UK and China, then list some famous food to students.
18. Use the picture to explain the word“portion”and invite students to read the sentences “Three large portions and one small one, please.” (设计意图：后4幅图为场景2，主要描述了“Zoom找到饭店后的相关故事”。
通过两个问题为引导，让学生挖掘信息的目的更加明确，从而引出“Fish and Chips”和“portion”两组词汇。通过播放“Fish and Chips”的视频，帮助学生直观的了解其为英国的著名美食，随后通过开放性问题“中英两国的美食分别还有什么？”的提问，进一步激发学生的思维品质，然后，通过罗列出中英两国的特色美食，向学生渗透不同的饮食文化；利用对比的图片来解释“portion”的含义，降低了学生的学习难度，邀请学生模仿阅读，加强语言输入。)
19. Read picture 6 to 7 after recording and teach the sentence “My stomach hurts” with action. 20. Ask students two questions: Why does Zoom miss tanghulu ?
If you were Zip, can you give some advice to Zoom ?
(设计意图：通过全班同学一起做动作来教学“My stomach hurts”有趣高效，
最后通过两个开放性问题的提问，进一步激发学生的思维品质，把课堂还给学生，让学生在思维的碰撞中学习和成长。)
III. Post-reading:
1. Group work 1: Read the story in the group, then choose the favourite part to act it out.
2. Group work 2 : Design a route map of London to Zoom and Zip, then describe it to all the students.
(设计意图：通过小组中阅读的方式，加强学生的语言输入，为后面更好的
输出做准备。同时小组成员可以互相帮助，互相评价，自主学习。通过选择学生自己喜爱的部分去表演，给予了学生高度的自主性，在表演的时候建议学生注意自己的情感，动作，从而全面培养学生的综合语言运用能力；通过为Zoom 和Zip设计路线图并描述这个小组活动，既培养了学生的创造性思维，又为学生提供了合作学习的机会，全方面的培养了学生英语的核心素养，在描述活动中，我创设了句型支架，降低了学生描述的难度，让更多的学生参与进来，尽情发挥自我，展现自我。)
IV. Summary and homework: 1. Sum up together 2. Homework:
1. Listen and read the story after class. 2. Choose and read a picture book after class. 3. Make a new dialogue with your group and act it out.
(设计意图：通过分层作业的设计，能够满足不同层次学生的学习需求，既有较
为简单的听读作业，也有开阔视野的绘本阅读和激发思维的续写故事对话，表演，真正做到以人为本，面向全体学生。)
V. Blackboard Design:
Unit 1 How can I get there ?
Part C story time
Where is the London Eye ?
It’s next to the film museum near the Thames.
Go straight and turn left.
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