精通版六年级英语下册Lesson11教学设计.doc.docx

Lesson11 教学设计 一、教学内容与分析 Just read and talk 本课是一个关于问路的小对话。通过男人向  Li Yan 和 Yang Ming 问路，引 出有关出行方式、所用时间及路线的语言表达，即要学习的目标语言 How can I get to ...? You can go hereby 通过师生 、生生之间的对话，学生自主感知、模仿、 理解和体验，运用 You can get off the bus at the third stop.等表示指路的功能语句 在真实语境中进竹交际 主要目标语言： How can I get to the City Library? You can get there by No. 6 bus. 二、课前准备 准备第 11 课的图片、音频或教学课件，以备新授课环节使用。 准备一个钟表和标有 6 路公共汽车所有停靠站的站牌， 以备新授课使用。 准备小红旗作为本课的评价用品。 三、教学步骤与建议 1. 热身 /复习 (Warm-up / Revision) 师生问候，铺垫新知： 师生进行简短问候和英语交流， 既营造了英语学习氛 围，拉近师生距离，也为本课学习新语言做了铺垫。 How are you today? How’ sthe weather today? What day is today? Is your home far from our school? How do you come to school today? How long does it take to get to our school? ... 因为本课新的语言有对出行方式的表达，因此在此环节要强调来学校的方 式，多提问一些学生，从而使学生多练习对于不同出行方式的表达。 新课呈现 (Presentation) 1) 问题引入，启发疑问 教师出示本课图片或 PPT，就图片和学生展开讨论， 在师生、生生之间的交 流中熟悉本课情境，为后续学习打下基础。 T: What ’ s in the picture? S: There are three people, a bus stop and a map in it. T: Who are the children? They ’ re Li Yan and Yang Ming. What are they doing? They are talking. Do you want to know what they are talking about? Is this a map of a community? Yes! Let ’ s listen to the dialogue. 聆听录音，整体感知 学生带着教师提出的问题来听本课对话， 整体感知对话内容。 整体感知对话 是对话教学的策略之一，此方法能够避免学生支离破碎地学匀和理解対话内容。 让学生对本课对话先有一个整体了解， 为后续编演对话打下基础。 录音至少听两 遍。 回答问题，熟悉情境 学生根据图片和听到的内容，尝试回答问题。 T: Is this d map of a community? S: No, it isn ’ t. T: Where is the man going? He is going to the City Library. Does he know the way? Right. So he is asking the way. Li Yan and Yang Ming are telling him the way. 4) 自然交流，突破新知 在师生、生生交流中，学生自然地进行新词、新句的理解和学习。 教师出本钟表讲解 an hour, half an hour。 通过地图图示，理解 It ’ s about half an hour by bus. T: The City Library isn ’ t far from here. It takes half an hour to get there by bus. Its about half an hour by bus. 教师通过图片讲解 bus stop, by No. 6 bus,通过汽车站牌讲解 You can get off the bus at the third stop. How can the man go to the City Library, on foot or by bus? By bus. T: Good idea! This is a bus stop. It ’ s the No. 6 bus stop. Look at the route of No.