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PEP英语六上教案 Unit1 Part A Let’s learn
PEP Book7 Unit1 How do you go to there?
第一课时 Part A Let’s learn教案
一、教学目标与要求
1． 能够听、说、读、写短语：on foot，by bike，by bus，by train。
2． 能够听、说、认读短语：by plane，by ship，by subway。
3． 能用句子“How do you go to school? How do you go to Canada／…?”来询问别人的出行方式；并能够用句子“I go by…”进行回答。
二、教学重点、难点分析
本课时的教学重点和难点是掌握四会短语和运用某种交通具去某地的表达法，并能替换关键词进行问答。
三、教学准备 录音机、磁带、折纸、单词卡片
四、教学步骤
Step 1 Warm-up
1. Greetings.
2. Free talk.
T: What do you usually do on the weekend?
S1:I usually fly kites…
T: What do you usually do in the holidays?
S2: I often…
T: In the holidays, I often have a trip. Three days later, there is a holiday—Dragon Boat Festival, I hope you have a good time.
Step 2 Presentation
1. 折纸教学plane
T: Boys and girls, what’s this?
Ss: It’s a plane.
T: Yes, it’s a plane. I can make a …(fold) What’s this now?
Ss: It’s a plane.
T: Yes, it’s a paper plane. (书写、朗读)
Look, the plane can fly in the sky. What can fly in the sky, too?（拓展学生思维）
Ss: The bird/butterfly/dragonfly/cloud/bee/…can fly in the sky.
T: Good job. I want to the USA, how can I go there?
Ss: By plane. (引导学生回答)
T: Oh, I go to the USA by plane.
2. 模型教学ship
T: Look, I have a toy. What’s this?
Ss: A ship.
T: Yes, it’s a toy ship. sh, sh, sh,/∫/, /∫/, /∫/ fish, English, sheep (书写、朗读)
Do you know Zhou Shan? There are many ships, because Zhou Shan has lots of seas. I like seas very much, so I want to go to Zhou Shan, but how do I go there?
Ss: By ship.
T: I know. Thank you.
3. 听音教学train
T: Listen, what is coming?
Ss: Train.
T: Train, train. Tr, tr, /tr/, /tr/, /tr/ ai, ai, / eI /,/ eI /, / eI / wait, paint, rain （书写，朗读）
I often go to Xi’an by train, because my brother is in Xi’an, I often visit him.
4. 比较教学subway
T: Please look at the picture, is it a train?
Ss: 地铁。
T: It’s a subway. u, u, u, / Λ/, / Λ/,/ Λ/ ay, ay, / eI /, / eI /, / eI / day, play （书写，朗读）
The train and the subway are different. What’s the difference between them?
Ss: …
T: The train runs on the ground. The subway runs under the ground in big cities. It runs very fast. Where can we see subways in China?
Ss: We can see subways in Hangzhou, Beijing, Shanghai, Shenzhen…
T: You’re right.
5. 问答教学新短语
T：We also can see subways in Japan, too. Most of students in Japan always go to school by subways. How do you go to school?
S1: I go to school by bike. （书写，朗读）
S2: I go by bus. （书写，朗读）
S3: I go to school on foot. Double o, double o, / u:/, / u:/, / u:/ cook, look （书写，朗读）
S4: I go by taxi/car/motorbike/electrical bike/…（拓展词汇）
6. Listen and read the words and sentences.
T: There are so many ways to go somewhere, let’s listen and read.
7. Practice—Make a dialogue.
师生示范对话
T: Hello!
S: Hello!
T: Dragon Boat Festival is coming. Where do you want to go?
S: I want to go to Hongkong
T: How do you go there?
S: I go there by plane.
T: I want to go to Zhou Shan by ship. I hope you have a good time.
生自编对话
T: I give you 2 minutes to talk about your holiday. Where do you want to go? How do you go there? Discuss with your partner.
T: Stop! Who want to have a try?
三组学生展示对话，教师根据内容提出问题。
8. Listen and fill in the blanks.
T: Let’s do some exercises. Take out your paper, look at the passage, I read it and fill in the blanks.
I’m Lily. Amy is my good friend. She lives near my home. We usually go to school (on foot). When is rainy, we go (by bus). We come back to home (on foot), too. On Saturday, we often go to the park (by car); we fly kites and collect leaves. On (Sunday), we go to the library to read books (by bike).
9. Read the passage and answer the questions.
A: How do they go to school?
They go to school on foot.
B: How do they go to park?
They go by car.
C: How do they go to the library?
They go by bike.
D: what do they do in the library?
They read books in the library.
Step 3 Homework--Make a survey.
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教学反思：
本课的内容是PEP 六年级上册Unit 1 How do you go there?的第一课时。本单元的重点内容是学习如何询问和回答人们日常出行的方式，这个话题与学生的日常生活紧密联系，能激发孩子说的欲望和学习的兴趣。本课时的重点是掌握7种交通方式和在情景中运用句型。
Warm-up部分主要是复习旧知识，目的是为了让学生尽快进入英语课堂的氛围，让学生自由表达自己的活动安排，也为后面的对话教学做铺垫。Presentation部分，用手工折纸、模型、声音、比较、问答等多种形式呈现新短语，教授新单词时，注重语音的渗透，注重培养孩子发散性的思维习惯。新短语放入句型中不断滚动、复现，以达到理解和熟练运用的目的。单词教学后，借端午3天假期，和学生进行情景对话，再由学生自编对话讨论假期安排。六年级应侧重于语篇教学，最后就设计了一篇短文，内容比较简单，主要目的是让学生养成书写规范的习惯，培养学生朗读意识。这一环节培养了学生听说读写四种技能，达到综合运用语言的目的。