小学英语北京版六年级上册Lesson 10优秀教学设计

Lesson 10  第一课时

一、教学内容：

主题课文：How did you get to the museum last Saturday, Lingling?

I took a bus first and then changed to the subway.

Was it crowded on the bus?

No, it wasn’t. But there was a big crowd in the museum.

Did you enjoy your visit?

Yes, I did. But I had to line up for everything.

功能句型：How did you get to the museum last Saturday, Lingling?

I took a bus first and then changed to the subway.

词汇：crowded, line up, airport, festival

二、教学目标

（一）知识与技能目标

  1.能够正确地理解、朗读课文

  2.能在恰当情景下听懂、会说询问某人在过去某个时间如何到达某地并能在实际情景中初步学习使用。How did…get to….?及其答语

  3.能听、说、读、写crowded, line up, airport, festival等四会单词

（二）过程与方法

  1.通过听录音,跟读录音,模仿对话表演等来使学生掌握课文的正确读音.

  2.创设贴切的真实情景,帮助学生理解所学功能句,然后通过反复练习、实践来使学生掌握功能句.

  3.在恰当的语境中,让学生体验、感知、运用后掌握所学词汇.

(三)情感态度价值观

  1. 培养学生的公共道德意识，养成排队的意识，懂得排队可以节省时间，提高效率。

三、教学重难点

(一)重点

   1.在恰当情景下理解和运用询问某人如何到达某地How did…get to….?及其答语

   2.能朗读课文

(二)难点

  1.掌握功能句并在恰当情景中适当的运用。

2.理解并表演课文内容。

四、教具准备

幻灯片、课文对话录音、与课文情景有关的图片、单词卡片

五、教学过程

(一) Warming-up

活动一 Free talk

活动目标：帮助学生练习、巩固Was it…?结构。

实施方法及师生预设语言：

  T: What’s the weather like today?

  S: … .

  T: What’s the weather like yesterday?

  S: … .

  T：Was it cold/ warm/ sunny/ cloudy yesterday?

  (show on the board)

（二）Presentation and practice

活动一 Learn words “crowded, line up” and “bus station”

活动目标：帮助学生理解和学习 crowded, line up

实施方法及师生预设语言：

(1) Show the picture of the crowded bus station.

     T: Was it crowded at the bus station?

     Ss: Yes, it was.

Show the picture of the orderly bus station.

     T: Was it crowded at the bus station?

     Ss: No, it wasn’t.

     T and Ss: It was orderly.

     Read the crowded together and learn how to spell it.

  (2) T: If we stand like that (point to the orderly picture), it will save us a lot of time.

     T: If we stand like this (point to the crowded picture), it will waste us a lot of time.

     T: So we should stand orderly to wait the bus on the bus station.

     T: Stand like that means … (line up).

     Show the word “line up”, and read it.

     Explain the meaning of “ line up”.

活动二 Learn the dialogue

活动目标：帮助学生理解课文

实施方法及师生预设语言：

Show the picture of the new science museum

　T: Do you know where it is?

　Ss: Science museum.

　T: Great! There are so many people in the science museum.

　  Is it very crowded.?

　Ss: Yes, it’s very crowded.

　T: Because people love science and thirst for knowledge.

　  Do you thirst for knowledge?

　T: Yes, I think so, too.

　  Students all thirst for knowledge. And students should obey the rules.

　T: Do you think we should obey the rules?

　T: Let’s see did Guoguo obey the rules or not?

　Play the tape.

　Ask some questions about the new words.[来源:]

活动三 Learn the sentence pattern

活动目标：帮助学生理解和掌握功能句的结构。

实施方法及师生预设语言：

T: How did Guoguo get to the museum last Saturday?

  Ss: She took a bus first and then changed to the subway.

  T: Oh! It will take a long time.

  T: We often go to some places. But finding the way is very hard for us. We have to   take bus, take taxi, take subway and walk.

  Show some different ways to different places, let students to do more exercises.

Took a taxi first and then change to the subway

   Took a bus first and then change to a taxi

   Walk first and then took a bus

   Walk first and then took the subway

   Took a bus first and then walk

活动四 Drill the dialogue

活动目标：使学生能够正确朗读课文。

实施方法及师生预设语言：

 Play the tape and imitate

  (2) Have the students read the dialogue

  (3) Practice in groups

  (4) Have them read or act

（三）Production

活动一 根据所给内容创编新对话

活动目标： 学生能够将所学知识在生活中运用

实施方法及师生预设语言：

How did …get to…last Saturday?

I/She/He…and then changed to….

Was it crowded on the…?

No, it wasn’t. But there was a big crowd in the….

Did you enjoy your visit?

Yes, I did. But I had to …for everything.

设计意图：通过编写话，提高学生听、说、读、写的综合语言运用能力。

（四）学习效果评价（检测题）

检测目标和意图：检测学生对本课教学目标的达成度

检测题：选一选：

(    ) 1. -- How        you get to the Great Wall last weekend?

        -- We        a train.

　　      A. did, take    B. does, take    C. did, took

(    ) 2.        it crowded on the subway?

        A. Did    B. Does    C. Was

(    ) 3.        you enjoy your trip?

        A. Did    B. Does    C. Were

(    ) 4. -- Did you go to school by bus?

        --      

          A. Yes, I was.    B. Yes, I did.    C. No, I wasn’t.

填空。

 line up     crowded    

1. There are so many people here, you have to       .    

2. It’s very       . You should try not to step on others’ feet.

（五）Homework

 1. Write and recite the new words.

 2. Listen and read the text 3 times.

六、板书设计：

                           Lesson 10

Crowed—line up

How did you get to the museum last Saturday?

I took a bus first and then changed to the subway.
七、课后反思

Lesson 10  第二课时

一、教学内容

Let’s practice: How did …get to…?

… … first and then changed to the ….

词汇: crowded, line up, airport, festival

Listen and choose: Circle the word you hear.

Read and write

Story time

二、教学目标：

（一）知识与技能目标：

1.能朗读课文、表演对话。

2.能在各种语境中询问某人在过去某个时间如何到达某地How did …get to…?

… … first and then changed to the ….并进行替换练习。

3.能借助录音读懂书上story time中的故事，完成课后问题。

（二）过程与方法：

1.通过跟读录音、合作学习帮助学生熟练掌握课文对话。

2.通过合作学习、小组操练等途径来使学生掌握功能句的替换练习。

3.通过观察图片、根据重点词预测句子含义来完成故事下的问题。

（三）情感态度价值观：

   1.使学生热爱生活、喜爱外出旅游。

三、教学重难点：

（一）重点：

1. 能在恰当的情景下就功能句How did …get to…?

… … first and then changed to the ….进行替换练习。

（二）难点：

    1. the airport/bus/taxi, the train station/subway/bus/taxi, the spring festival fair/on foot/by bus, the drugstore/by bike/on foot.在恰当情景中的正确运用。

四、教具准备：

   幻灯片、录音、短语卡片，相关场所图片

五、教学过程：

（一）Warming up

活动一：听一听，演一演

活动目标：通过复习，帮助学生进一步强化、巩固上一课时所学内容。

实施方法及师生预设语言：

教师播放课文录音，T: Listen carefully.

学生听录音。

然后请学生开展Role play 分角色表演课文对话

设计意图：对不同层次的学生进行反馈，了解学生对上一课时教学内容的掌握情况。

（二）Presentation and practice

活动一:说一说，练一练

活动目标：使学生能够熟练替换、应用所学功能句

实施方法及师生预设语言：

Show the picture on books

(1) THE AIRPORT

Show the picture.

T: Where is it? There are a lot of airplanes.

Ss: It’s the airport.

Show the words “bus/taxi”

T: First bus, then taxi.

  How did Sara get to the airport yesterday?

Ss: She took a bus first and then changed to the taxi.

(2) THE TRAIN STATION

Show the picture.

T: I can get to the train station through different ways.

  We can take the subway, take a bus, take a taxi.

T: How did “he” get to the train station?

Ss: He ...

T: Can you ask?

Let students ask and answer.

(3) THE SPRING FESTIVAL FAIR

T: The Spring Festival is a traditional Chinese Festival.

  There are a lot of people go to the Spring Festival Fair every year.

  They go the Spring Festival Fair by bus/ on foot/ by bike/ by car/ by subway.

  How did you get to the Spring Festival Fair last year?

Ss: I get to the Spring Festival Fair by bus/ on foot/ by bike/ by car/ by subway.

(Explain the different ways)

(4) THE DRUGSTORE

T: If you are sick, you can go to the hospital to see the doctor.

  Maybe you can got the drugstore to buy some medicine.

Show by bus/ on foo/ by bike/ by car/ by subway on the board.

T: How did you get to drugstore?

Ss: I get to ...

活动二：Listen and choose:

活动目标：提高学生的听的能力

实施方法及师生预设语言：

(1) Let students read the sentences.

  (2) Listen and choose.

  (3) Check the answers

活动三： Read and write

活动目标：帮助学生再次巩固所学四会词以及其在恰当情景中的运用

实施方法及师生预设语言：[来源:学,科,网Z,X,X,K]

1.先请学生读对话，预测空缺处学要填写的单词

2. 与自己的伙伴讨论空缺的地方填写哪个单词最合适

3. 请学生说出自己填写的单词，并翻译整句话。

设计意图：帮助学生进一步强化crowded, line up, airport, festival四会单词的总合运用。

活动四：读一读，做一做

活动目标：把故事做为阅读材料，利用故事的趣味性，激发学生读的兴趣，提高学生的阅读能力

实施方法及师生预设语言：

教师先请学生观察故事图片，揣摩故事所表达的意思。

请学生读故事，画出生单词和词组。

小组讨论生单词和词组。

教师订正生词和词组的意思。

请学生完成故事下问题。

教师订正答案。

播放录音，请学生模仿录音中的语音，语调跟读故事。

（三）Production

活动一：设计自己外出路线及交通方式

活动目标：通过设计自己外出路线及交通方式使学生更灵活运用所学知识。

实施方法及师生预设语言：[来源:Z§xx§k.Com]

教师给出一些地点和交通方式

地点：amusement park    summer palace   science museum   Beihai park …

交通方式：by bus   by taxi    by bike    by train     on foot….

学生用所给地点、交通方式或自己的设想设计自己外出路线。

（一）     学习效果评价（检测题）

检测目标和意图：

检测题：

1. It        (be) hot yesterday and most children        (be) outside.

2. --How        you        (come) to china?　

   --By air.

3. --How did you get to the airport?

   --I took a bus        and        changed to the subway.(then, first)

4. She watches TV every evening. But she        (not watch) TV last night.

5. --When        you        (get) to Beijing yesterday?

--We        (get) to Beijing at 9:00 in the evening.

 (五) Homework

1. Write and recite the new words[来源:Z&xx&k.Com]

2. Write and recite the important sentences.

[来源:]

六、  板书设计

                     Lesson 10

How did …get to…?

… … first and then changed to the ….

.

七、课后反思