人教版六年级英语上册教案(完整).doc

_Unit 1 How can I get there？单元整体分析本单元是人教版英语六年级上册的第一单元，单元的话题是“How can I get there?”本单元通过不同的场景，提供了表达地点、问路的句型结构。教学中三个版块:A 部分， B部分和C 部分。A部分包括重点词汇和情景对话，共两个课时。第一课时呈现了吴一凡和Robin的谈话，引出表示地点的词汇。.第二课时吴一凡和Robin的谈话，引出句型Where is the.? ItsA 部分重点掌握词汇和询问地点并回答的句型。 B部分包括重点词汇、情景对话和读和写，共三个课时。第一课时呈现Mike问路的对话，引出关于路线的一些词汇。第二课时吴一凡和Mike 看完电影讨论吃饭地点在哪，呈现了问路并回答的句型How can we get there? Turn left/right.,并进一步表达句型 Where is the .? Its next to.第三课时通过图片了解辨别方位的方法。通过吴一凡、Mike和Robin寻找意大利餐馆，拓展本单元所学句型。B部分重点是掌握词汇和问路及回答的句型How can we get there? Turn left/right. C 部分包括听力测试、介词词组的总结和故事，共一课时。重点是复习巩固本单元所学重点词汇和句型。在课堂教学中，首先要整体把握本单元教学内容，教学重点和教学难点，了解学生学情。然后围绕本单元主题“How can I get there?”展开教学设计。本单元的教学内容与学生的生活相关，在组织语言教学时要注意设计生活化，充分利用教材已经设定的情境展开教学，引导学生在合作学习中表达和语用所学句型。鼓励学生自编对话巩固所学知识。同时还要引导学生自己归纳介词词组，启发学生的思维。本单元所需要掌握的词汇中science, post office 中的office,在四年级、五年级的教材中已经学过。本单元所需要掌握的询问地点并回答的句型在Where is the .?Its in/on/under/near/in front of/behind.在四年级、五年级的教材中已经学过。这个句型的表达为本单元的教学奠定了一定的基础。单元教学目标1. 知识目标（1）能够听、说、读、写单词和词组：science museum, post office, bookstore, cinema, crossing, turn left, go straight, turn right（2）能够听、说、认读单词：ask, sir, interesting, Italian, restaurant, pizza, street, get, GPS, street, gave, feature, follow, far, tell（3）能够听、说、读、写句型：Where is the.? Its near the door. How can we get there? Turn left at the bookstore.（4）能够掌握句式：Where+系动词+地点名词？It+系动词+表示地点的介词短语。How can I/we + get to +地点？ （5）知道英语句子有升降调。2. 能力目标（1）能够正确使用science museum, post office, bookstore, cinema, crossing, turn left, go straight, turn right这些单词和词组描述城市设施及其位置。（2）能够在情景中运用句型询问地点并作答： Where is the.? Its .（3）能够在情景中运用句型问路并描述路线。 How can we get there? Turn left/right at the.（4）能够使用正确的语调朗读不同类型的句子。（5）能够在图片的帮助下正确理解并按照正确的意群及语音、语调朗读有关Robin新功能的小故事，同时能够根据阅读所或信息写出故事中的关键信息。3.情感目标(1) 能够在迷路时主动寻求帮助。(2) 能够适当饮食，不暴饮暴食。教学重难点1. 教学重点(1) 能够听、说、读、写单词：能够听、说、读、写单词和词组：science museum, post office, bookstore, cinema, crossing, turn left, go straight, turn right (2) 能够听、说、读、写句型：Where is the.? Its near the door. How can we get there? Turn left at the bookstore.2. 教学难点（1）能够正确的使用本单元的四会单词和词组描述城市设施及其位置。（2）能够在情境中恰当的运用四会句型。教学方法任务型教学法、合作探究法、情景交际法、愉快教学法。教学时间本单元共分六课时教学。第一课时: A Lets learn Make a map and talk第二课时: A Lets try Lets talk 第三课时: B Lets learn Be a tour guide第四课时: B Lets try Lets talk第五课时: B Read and write 第六课时: B Lets check Lets wrap it up. C Story time知识视窗1.北极星 北极星是接近北天极的一颗星星，北半球可以用它来定位，正因为北极星的位置相对稳定，没变化，可以帮助人们分辨方向。古代没有发明指南针之前，人们常用北极星判断方位。2.问路的几种常见的表达方法（1）How can I/we get to.? 例：我怎么能到电影院？ How can I get to the cinema?（2）Where is the .? 例：图书馆在哪儿？ Excuse me, where is the library? (3) Can you tell me the way to the.?例：你能告诉我去医院的路吗？ Can you tell me the way to the.?（4）Is there a . near here?例：在这儿附近有个饭店吗？ Is there a restaurant near here?第一课时课时内容 A Lets learn ；Make a map and talk课时分析本课时是人教版六年级上册第一单元第一课时。围绕Where is the.?这一话题展开，主要通过对话学习词汇science museum, post office, bookstore, cinema, hospital及句型Where is the.? Its next to.的表达。引导学生了解一些简单的构词规律，发音规律，培养学生学习英语的热情，树立学好英语的信心。第一课时是本单元的基础，学会了本课时所要掌握的知识，再学习其他课时就会很容易。本课时的重点是四会单词的掌握以及能够运用四会单词介绍场所的位置。 本课时包括Lets learn 和Make a map and talk 两个版块。Lets learn呈现了吴一凡和Robin的对话，体现了单词及词组的词形和意义。此版块呈现的对话情境是吴一凡问Robin电影院在哪，Robin告诉吴一凡在书店旁边。此情境贴近学生的实际生活，很能激发学生学习的兴趣。Make a map and talk版块是一个综合性的操练活动。学生可以通过这个活动巩固A 部分Lets learn所学的词汇和句型，做到学以致用。 本课时虽然是新授课，但是四会单词和词组比较简单，所以学生很容易掌握。在设计教学过程时，遵循以学生为主体的原则，采用猜一猜、说一说、读一读、玩一玩、儿歌等多种教学手段调动全体学生的积极参与。通过任务型教学法、合作探究教学法等引导学生自主学习。课时目标 （1）能够听、说、读、写单词：science museum, post office, bookstore, cinema, hospital。 （2）能够运用所学词汇介绍场所的位置。（3）了解一些简单的构词规律和一些简单的发音规律。（4）能够听、说、运用句型Where is the.? Its next to.（5）培养学生学习英语的热情，树立学好英语的信心。课时重难点1.重点（1）能够听、说、读、写单词：science museum, post office, bookstore, cinema, hospital。（2）能够运用所学词汇介绍场所的位置。（3）了解一些简单的构词规律和一些简单的发音规律。（4）能够听、说、运用句型Where is the.? Its next to.2.难点（1）能够正确运用所学词汇介绍场所的位置。（2）句型Where is the.? Its next to.的灵活运用。 教学准备 多媒体课件、卡片、图片、录音机、磁带、空白简图教学过程Step 1 Warm up 1. GreetingT: Good morning, everyone. Ss: Good morning, teacher.T: How are you today? Ss: Im fine, thank you. And you?T: Im fine, too. Are you ready for English class?Ss: Yes.设计意图：师生间的问候，拉近与学生的距离。 2. Ask and answerT: Look at the picture. This is Robins room. Where is the picture?（课件呈现图片，并板书句子Where is the.?）S1: Its on the wall/above the bed.（板书句子Its .） T: Where is the chair?S2: Its in front of the desk. T: Can you ask some questions like me? Who can?S3: Where is the.?S4: Its beside/near.教学资源：课件设计意图：利用图片，进行问答，帮助学生回忆Where is the.? Its.的句型，为学习本课做好准备。3. Lets chant T: Now lets chant together. (课件展示儿歌，学生齐说。）in在里, on在上, under, under, 在下面，near, beside,在旁边。in front of, 在前面，behind, behind, 在后面，between, between在中间。. 教学资源：自制课件。设计意图：通过chant，既复习了与本课相关的词汇，为学习新的词汇做准备。同时也活跃了课堂气氛，激发学生学习的热情。Step 2 Lead inT: Boys and girls, lets play a game. Please guess what place it is.（课件出示学生熟悉的场所,并遮住一部分，让学生猜。）T: Look at picture 1. This is a place.S1: A zoo/.?T: No.S2: A park?T: Yes, youre right. Its a park. Next one. What place is it?S3: A school/.? .T: Yes, its a library. We can read books in it.教学资源：自制课件。设计意图：通过学生们猜测熟悉的场所，既吸引了全体学生的学习兴趣，又自然的引出了新知。Step 3 Presentation1. Teaching “cinema, post office, bookstore, science museum, hospital”.(1)Teaching “bookstore” T: Look at picture 3. What place is it? It has many books, dictionaries, magazines there. If you want some books, you can go there. Its a . Ss: Bookstore.(引导学生说出，张贴bookstore。联系单词or，试着自己读出单词，教师强调st的发音。带读，指名读，齐读。)(2)Teaching “cinema” T: Look at picture 4. Its a big place. If you want to see Kung Fu Panda, Spider Man.You can go there. What place is it? Its a . Ss: Cinema.（引导学生说出。张贴单词cinema，领读，拼读，指名读，齐读。）T: Picture 4 is a cinema. We can see a film in the cinema.(3)Teaching “post office”T: I write a letter to my friend. I want to post the letter.（教师拿出一封信。）Shall I go to the cinema?Ss: No.T: Bookstore?Ss: No.T: Where shall we go? Look at picture 5. What place is it? Ss: Post office.（张贴词组post office，联系单词teachers office，强调字母o在词组中的不用发音，然后让学生自己拼读单词，指名读，带读，齐读。）(4)Teaching “hospital”T: Look at picture 6. If you have a headache, have a stomachache, have a cold, you can go there.（教师做动作帮助学生理解。）Guess what place it is. Ss: Its a hospital.（引导学生说出。张贴单词hospital，领读，拼读，指名读，齐读。）(5)Teaching “science museumT: Look at this picture. What place is it? Its a. Ss: Museum.（教读单词museum，拼读单词，齐读单词。）T: Its a Science museum（张贴词组，指名读，分组读。）教学资源：课件、卡片设计意图：通过猜一猜，引出要学习的新知，引起学生的兴趣，然后利用学生的迁移能力，引导学生自读单词，培养学生的思维能力。2. 听录音跟读单词，两人读单词，儿歌记忆单词。cinema, cinema电影院bookstore, bookstore书店hospital, hospital是医院.post office, post office, 邮局science museum科学博物馆教学资源：课件、录音机、磁带设计意图：儿歌的教学更好的帮助记忆单词的音和义。3. Teaching “Where is the .? Its next to.”(1)呈现医院和书店的图片，学习句子。 T: Where is the hospital?（将hospital卡片贴到板书的句子中，将Where is the.补充完整） S1: Its near/beside the bookstore. T: We also can say “Its next to the hospital.”（板书next to，讲解next to，并将句子Its .补充完整，然后指名讲解句型。） (2)齐读板书句子。Where is the hospital?Its next to the bookstore. (3)呈现邮局和电影院的图片，学生两人一组练习。句型：A: Where is the.?B: Its next to the. (4)指组演练。教学资源：自制课件设计意图：将上课复习的句型和学习的词汇结合起来，引出新句型，然后模仿句型，使学生轻松的掌握新知。4. Lets learn(1)Show the pictures about Wu Yifan and Robin.（呈现教课书图片。）T: Who are they? Ss: WuYifan and Robin.T: What do they say? Lets listen to the tape. (2)Listen to the tape again and answer the question. Where is the cinema? (3)Open the books and follow the tape.(4)Read in pairs.教学资源：录音机、磁带设计意图：通过听录音，跟读录音，分角色朗读，集中学生注意力，提高听读的效果，巩固所学的知识。5. Do practice in pairs. (1)课件呈现图片，两人一组编对话。 A：Where is the .? B：Its . (next to, in front of, behind) (2)指组表演对话。 教学资源：课件设计意图：创设一定的情境，帮助学生更好的运用所学词汇和语言。Step 4 Practice 1. Lets play a game. Guess the words.教师出示单词词卡，用白纸遮住单词的一部分（开头或结尾），学生快速猜出单词并大声读出来。教学资源：词卡设计意图：猜单词的游戏，活跃了课堂气氛，巩固了单词的认读。2. Whats the missing? 课件呈现本课所学词汇的图片，请学生观察几秒，然后依次消失图片，请学生快速说出消失的是什么？教学资源：课件设计意图：有趣的游戏帮助学生更好的记住本课单词。3.了解合成词。(1)呈现学过的场所，学生小组讨论，把词汇分成两类，并说出理由。school, cinema, park, science museum, library, bookstore, hospital, zoo, computer room, post office, washroom, garden(2)教师公布答案，讲解合成词。school science museum cinema bookstore park post office library computer roomzoo washroom hospital教学资源：课件设计意图：通过小组讨论，归纳，锻炼学生的思维能力，引导学生在合作学生中了解合成词的构成。4. Make a map and talk (1)Make a map for your toy city. Introduce it to the class. (2)Write 1-3sentences about your toy city. Look, this is my toy city. There is a_. _.教学资源：自制课件、空白简图设计意图：通过此活动，不仅将所学知识得以运用，还锻炼了学生的口语交际能力。Step 5 Summary T: What did you learn about this lesson? 学生自由说，教师总结。1.五个表示建筑的单词及词组：cinema, post office, bookstore, science museum, hospital2.next to与near, beside是同义词。2.询问地点及回答的句型：Where is +the+地点？ Its +介词短语。 设计意图：将本节课所学的知识进行归纳，帮助学生理解和记忆，巩固提升本课时所学的知识。课堂作业一、看图连线。 1. 2. 3. 4. A. hospital B. cinema C. post office D. science museum 二、单项选择。( )1._is the cinema? Its behind the park.A. Where B. Who C. What( )2. There _ a pet hospital in my city.A. are B. is C. am( )3. The bookstore is _ the school. A. near to B. next to C. next三、看图，将句子补充完整。1. Where is the _? Its _ _ the cinema.2. _ _ the bookstore? _ beside the cinema. 四、猜一猜。A. cinema B. hospital C. post office D. bookstore E. science museum 1. You can see a film （电影）at the_. 2. If you are sick, you should see a doctor in the _. 3. You can buy some books in the _. 4. You can watch the dinosaur（恐龙）show in the _. 5. You can send a letter in the _.Answers: 一、1.B2.A3.D4.C二、1. A 2. B 3. B三、1. hospital, next to 2. Where is, Its四、1.A2.B3.D4.E5.C板书设计 Unit 1 How can I get there? A Lets learn bookstore cinema post office 书店 电影院 邮局 hospital science museum 医院 科学博物馆Where is the hospital?Its next to the bookstore. (与相邻，挨着) 第二课时课时内容A Lets try Lets talk课时分析本课时是人教版六年级上册第一单元的第二课时，与第一课时紧密相连，围绕“场所的方位”展开话题。本节课主要是通过谈话的情景继续学习询问场所的方位及回答的句型Where is the.? 并且引导学生能运用礼貌用语寻求他人的帮助。第一课时中句型Where is the.? Its next to.的学习，为本课时奠定了基础。本课时的重点是能在情景中灵活运用句型Where is the.? Its next to.交流场所的方位及课文对话的理解。本课时包括Lets try 和 Lets talk 两个版块。Lets try是听力训练，通过吴一凡和Robin的对话，引出A Lets talk版块的对话场景信息，并复现表示地点方位的句型Where is the.?为进入正式的对话学习做好准备。Lets talk呈现的是吴一凡和Robin在博物馆看机器人，吴一凡想要买明信片，从而引起对于博物馆商店、邮局方位的询问。本课时询问场所的方位情景的设置，贴近学生的生活，激发了学生求知欲望，鼓励了学生想要用英语表达的热情。本课时出现的词汇postcard, send, ask, sir，可以借助于一定的语境，肢体语言，图片等方法帮助学生理解和记忆。在课堂教学中，我采用游戏复习词汇，问答复习句型，然后通过Lets try引出对话，整体感知对话，局部处理语言，帮助学生更好的理解和运用语言。最后在通过游戏、创编对话的环节巩固所学语言。课时目标1. 能够听、说、认读单词：postcard, send, ask, sir2. 能够听、说、读、写句型：Where is the museum shop? Its near the door.3. 能够在任务情景中运用句型Where is the.? Its.4. 能够按照正确的意群及语音、语调朗读对话。5. 能够理解对话大意。6. 能够运用礼貌用语寻求他人的帮助。课时重难点1.重点（1）能够理解对话大意。（2）能够听、说、读、写句型：Where is the museum shop? Its near the door.（3）能够按照正确的意群及语音、语调朗读对话。（4）能够在任务情景中运用句型Where is the.? Its.2.难点能够灵活运用句型Where is the.? Its next to.交流场所的方位。教学准备 多媒体课件、课文图片、录音机和磁带、学生自备建筑物单词词卡、空白场所简图若干教学过程Step 1 Warm up1. GreetingT: Good morning , boys and girls.Ss: Good morning, Miss/Mr. .T: How are you today?Ss: Fine, thanks. And you?T: Very well, thanks. 2. Review some words. (1)Play a game.T: Before our class, lets play a game. Please guess what place it is. What place is it?S1: Bookstore/.?T: Yes./No.（课件呈现书店、邮局、电影院、医院、科学博物馆的图片，图片被遮住一部分，让学生猜地点名称。）(2)Read the words.教学资源：课件设计意图：有趣的游戏，帮助学生复习和巩固上节课所学的词汇。3. Ask and answer.教师呈现部分场所名称和介词短语，然后展示一幅城市简图，接着师生交流。 T: Where is the park? S1: Its next to/near/beside/in front of S2: Where is the.?S3: . .教学资源：课件设计意图：通过师生间的交流引出相关的场所名称和方位名称，并开展模仿活动，既复习的巩固了上节课的句型和介词短语，又为对话的学习打下基础。Step 2 Lead in 1.图片导入教师呈现一个人，学生观看。T: Whats this?Ss: Its a robot.T: Yes. Look, a robot.（教师呈现各种各样的机器人。） There are many robots here. How do you like these robots?Ss: Cool/Great.T: Wu Yifan and Robin are looking at some robots, too. Where are they? Lets listen and tick. 2. Listen to the tape and finish “Lets try”.教学资源：课件、录音机、磁带设计意图：机器人的导入激发了学生学习的兴趣，调动了全体学生的注意力。听力的练习，复现表示地点方位的句型，为进入正式的对话做好准备。Step 3 Presentation1.介绍对话背景。T: Wu Yifan and John are looking at the robots in the museum. Wu Yfian has something to do. What does he do?教学资源：课文图片 设计意图：介绍背景，帮助学生了解场景。2.整体感知对话并回答问题。 (1)Read “Lets talk”. (2)Finish “worksheet” 1. Places you find in the dialogue.school museum post office museum shop hospital 2. Ask and answer.(1)Where is the museum shopIts next to the post office. Its near the door. (2)Where is the post office?Its next to the museum. Its next to the cinema. 教学资源：课件设计意图：观看文本，通过worksheet帮助学生梳理和获取文本信息。3. 学习对话。(1)Teaching “I want to buy.”a. T: Wu Yifan wants to go to the post office. What does he want to do?（引导学生说出。） Ss: He wants to buy a post card.（板书post card，联系post office, car，学生自己拼读单词，并呈现实物理解单词，带读单词，指名读单词，理解句子。） T: What else? Ss: He want to send the post card.(引导学生回答。教学send, 领读，指名读，理解句子。)b. 呈现句子，齐读句子。 I want to buy a post card. I want to send it today.c.小组讨论want的用法，教师总结。 直接加名词加to加动词原形 (2)Listen to the tape and follow the tape. (3)Read the text again. a. Teaching “ask, sir”（利用教材插图，理解词汇ask, sir。） b. Read in pairs. (4)Act the text.教学资源：课件、录音机、磁带设计意图：通过实物、图片、一定的语境更好的帮助学生理解词汇、句子。通过听录音，跟读录音，模仿语音、语调。通过表演课文，加深对课文的理解和语言的运用。Step 4 Practice1. Talk about the places in your city/town/village. 四人一组，每组中一人将准备好的建筑物单词词卡放到没有标出建筑场所的城市简图上面，然后小组内问答练习。 句型：A: Is there a .? Where is it? B: Its near/next to/ behind/in front of/.教学资源：建筑物单词词卡、空白场所简图设计意图：通过此活动，更好的帮助学生运用所学词汇和本课重点句型。2. 摆一摆，说一说。 两人一组，各自拿到一幅没有完成的方位图。然后互相交流，将建筑物摆在地图上。 例如：Where is the cinema? Its in front of hospital. .设计意图：能够交流场所的位置，达到巩固语言的目的。3. 创编对话。 两人一组，创编对话。A: _, where is the _?B: I want to buy a_.A: Its _.B: Where is the_?A: I dont know. Ill ask. Excuse me, sir. Where is the _?Man: Its_.A: Thanks, sir. Man: You are welcome. 教学资源：课件设计意图：培养学生综合运用语言的能力，锻炼学生的思维能力。Step 5 SummaryT: What did you learn about this class?学生们自由说，教师总结。T：学习了词汇：post card, send, sir, ask学习了场所方位的句型：Where is the.? Its. 学习了want的用法：直接加名词加to加动词原形设计意图：总结的环节帮助学生归纳知识点，理清思路，有助于学生对知识的记忆。课堂作业一、看图，将下列单词补充完整。1. 2. 3. 4. c_ n_ m_ h_ sp_ tal b_ _ kst _ _ _ _ _ se_ m二、给下列句子的画线部分选择正确的汉语。( )1. This is a postcard. A.信 B.明信片 C.邮票( )2. I want to send a shirt to my sisterA.寄 B.买 C.给( )3. Excuse me, sir. Is there a zoo near here? A.女士 B.先生 C.孩子三、用单词的适当形式填空。1. Where _ the park?(be) 2. I want_ a book. (buy) 3. I_ know.(not)四、选择合适的句子补全对话。 Amy: Hi, John. Where is the post office? 1._ Lily: Im sorry. 2. _ Lets ask that woman.Amy: Excuse me, madam. 3. _ Woman: 4. _Amy & Lily: Thank you. Woman: 5. _A. I dont know.B. Where is the post office?C. Youre welcome.D. Its near Hong Xing Bookstore.E. I want to send a letter to my grandma.Answers:一、1. i, e,a 2. o,i 3. oo,ore 4. mu,u 二、1.B2.A3.B三、1.is 2. to buy 3. dont四、1.E2.A3.B4.D5.C 板书设计 A Lets talk post card明信片 Where is the.? send寄 Its . sir先生 +名词 ask 问 want +to+动原 第三课时课时内容 B lets learn Be a tour guide课时分析本课时是人教版六年级上册第一单元第三课时。围绕“问路”这一话题展开，主要通过对话学习单词和词组crossing, turn left, go straight, turn right及句型How can I get to the.? Turn left/. 的表达。激发学生学习英语的热情，保持对英语学习的兴趣，树立学习英语的信心。在第一、二课时中学习了句型Where is the.?为本课时做了很好的铺垫。本课时的重点是四会单词和短语的掌握以及能够运用四会单词和词组为他人指路。本课时包括Lets learn 和Be a tour guide两个版块。Lets learn通过Mike问路的对话，呈现了单词及词组的词形和意义。此话题与我们的生活很密切，很能激起学生学习的兴趣。Be a tour guide版块是用于操练B Lets learn版块中的词汇。通过学生简单介绍景点，达到巩固语言、运用语言的目的。本课时的词汇很容易理解，但是单词crossing, turn, straight的发音有点难度。要利用学生的迁移能力，从学过的单词入手，尝试让学生自己发现规律，自己拼读。在教学句型时，不只是教本课书上的知识，还要拓展句型，发散学生的思维。在整个教学过程中，遵循以学生为主体的原则，采用唱歌、游戏、角色扮演等多种教学手段调动全体学生的参与，让学生在轻松、快乐的环境下，自主的学习。课时目标1.能够听、说、读、写单词和词组：crossing, turn left, go straight, turn right2.能够正确运用上述单词和词组为他人指路。3.激发学生学习英语的热情，保持对英语学习的兴趣，树立学习英语的信心。课时重难点1. 重点（1）能够听、说、读、写单词和词组：crossing, turn left, go straight, turn right（2）能够正确运用上述单词和词组为他人指路。（3）能够听、说、认读单词Italian，restaurant（4）能够听、说、认读句型： How can I get to .? 2. 难点（1）单词crossing, turn, straight, restaurant的发音。（2）问路句型的灵活运用。教学准备 课件、词卡、录音机、磁带教学过程Step 1 Warm up 1. Greeting T: How are you, everybody? Ss: Im fine, thanks. And you?T: Very well, thanks. 2. Lets chant. T: Boys and girls, I have a chant for you. Listen to the tape and follow the tape.Where is the post office? Next to the hospital. Where is the hospital? Next to the cinema. Where is the cinema? Next to the bookstore.Where is the bookstore? Go straight ahead. 教学资源：课件、录音机、磁带设计意图：通过儿歌帮助学生复习和本课相关的单词和句型，同时本课的四会短语Go straight也出现在儿歌中，为本课的学习做好了铺垫。Step 2 Lead inLets do.播放“兔子舞”，师生一起跳，跳的时候注意强调单词left，right。 教学资源：录音机、磁带设计意图：有趣的旋律，有趣的动作，师生之间的互动加深了教师与学生的感情，调节了课堂气氛，同时很自然的引出要学习的单词left, right。Step 3 Presentation1.Teaching the new words and phrases“turn left, turn right, go straight, crossing”(1)Teaching “left, right” T: Boys and girls, look, this is my left hand and this is my right hand.(教师伸出自己的左右手，理解词汇。板书left, right，教学right,让学生联系单词light, night的音、形，自己试着拼读单词，指名读单词，齐读单词，并总结-ight的发音规律。)(2) Teaching “on the left, on the right” a. T: Look at the picture. Who are they? Ss: They are Xionger and Xiongda. T: Xiongda is next to Xionger. Who is on the left? Who is on the right.（课件呈现短语on the left, on the right. ） Ss: . is on the left/right.（引导学生回答。齐读短语on the left, right。）b.同桌两人用身边的同学练习句型，然后指名说。 _ is on the left/right.(3) Teaching “turn left, turn right.” a. 呈现“向左转、向右转”的标志，引出短语turn left, turn right。（板书单词turn。） b. 呈现单词Thursday, hamburger，让学生读出并找出字母组合ur的发音规律，然后试着拼读turn，指名读，带读，分组读。 c. 分组读短语，男女生读短语。(4) Teaching “go straight.” a. Teaching “straight” 呈现straight的图片，引出单词，教学单词，注意ai的发音。 b. Teaching “go straight. 呈现“直走”的标志，引出短语go straight，板书短语。(5)Play a game 教师发指令turn left/right/ go straight，学生做动作。 小组练习，一人发指令，学生做动作。(6)Teaching “crossing” a. T: Everyone, look at the picture. This is a crossing.（呈现十字路口的图片引出单词crossing，板书单词，拼读单词，教读，跟读，指名读，齐读。） T: Dont run at the crossing. Dont .(play) at the crossing.（板书at the crossing，齐读短语。）(7)Listen to the tape and follow the tape.听录音，跟读板书的词汇。(8)Read the phrases in pairs.(9)Lets chant. 呈现儿歌，小组记忆儿歌。turn left, turn left,