人教(PEP)版六年级英语上册全册说课稿
六年级上册英语说课稿《Ways to go to school》人教(PEP)
六年级上册英语说课稿《Ways to go to school》人教（PEP）一. 教材分析《Ways to go to school》是人教版PEP六年级上册英语第三单元的一篇阅读课文。
本节课的主要内容是让学生掌握各种交通工具的英文表达以及询问和回答去学校的方式。
通过本节课的学习，学生能够进一步巩固和运用已学的动词短语，提高阅读理解能力，培养学生的观察能力和语言表达能力。
二. 学情分析六年级的学生已经具备了一定的英语基础，掌握了基本的单词和句型。
但是，学生在阅读理解方面还存在一定的困难，因此需要在教学过程中加强对学生的阅读指导。
此外，学生对于不同交通工具的了解还不够全面，需要在课堂上进行补充和拓展。
三. 说教学目标1.知识目标：学生能够掌握各种交通工具的英文表达，能够用英语询问和回答去学校的方式。
2.能力目标：学生能够通过阅读理解文章，提高阅读能力，培养观察能力和语言表达能力。
3.情感目标：学生能够学会尊重和理解他人的生活方式，培养良好的团队合作意识。
四. 说教学重难点1.重点：学生能够掌握各种交通工具的英文表达，能够用英语询问和回答去学校的方式。
2.难点：学生能够正确运用动词短语描述乘坐交通工具的动作，提高阅读理解能力。
五. 说教学方法与手段1.采用情境教学法，通过展示各种交通工具的图片，激发学生的学习兴趣，帮助学生更好地理解和记忆单词。
2.采用任务型教学法，让学生在完成具体任务的过程中，提高阅读理解和语言表达能力。
3.利用多媒体教学手段，如课件、视频等，丰富教学内容，增强学生的学习兴趣。
六. 说教学过程1.导入：通过展示各种交通工具的图片，引导学生谈论自己上学的方式，激发学生的学习兴趣。
2.新课呈现：教师带领学生学习课文，引导学生关注课文中的交通工具和动词短语。
3.阅读理解：学生独立阅读课文，回答相关问题，教师进行指导和讲解。
4.小组讨论：学生分组讨论，用英语询问和回答去学校的方式，培养学生的团队合作意识。
人教版新课标PEP《小学英语六年级上册》说课稿
人教版新课标PEP《小学英语六年级上册》说课稿小学英语说课模板（英文版） (2)小学英语说课稿模板二 (5)小学英语说课稿模板三 (6)说课的内容要求和评价 (7)PEP小学英语六年级上册教学计划 (8)Unit 1 How Do You Go There? (11)Unit1 How do you go there教案(6课时) (11)Unit1 How do you go there?说课稿 (19)Unit 2 Where Is the Science Museum? (20)Unit 2 Where Is the Science Museum? 教学设计（6课时） (20) Unit 2 Where Is the Science Museum? Part A说课稿一 (29) Unit 2 Where Is the Science Museum? Part A说课稿二 (32) Unit 2 Where Is the Science Museum? Part B说课稿二（英文版） (35)Unit 2 Where Is the Science Museum? Part B说课稿二 (40)Unit 2 Where Is the Science Museum? Part B说课稿三 (43)Unit 3 What Are You Going to Do? (46)Unit 3 What Are You Going to Do 教学设计（6课时） (46)Unit 3 What Are You Going to Do Part A 说课 (55)Unit 3 What Are You Going to Do Part A 说课二 (59)Unit 3 What are you going to do ?第一课时说课稿 (61)Unit 3 What Are You Going to Do Part B 说课 (65)Unit 3 What Are You Going to Do Part B 说课 (68)Unit 4 What are you going to do?第四课时说课稿 (70)Unit 4 What are you going to do? 全英文说课 (71)Recycle 1 (74)Recycle 1 教学设计（3课时） (74)Unit 4 I Have a Pen Pal (78)Unit 4 I Have a Pen Pal 教学设计（6课时） (78)Unit 4 I have p pen pal第一课时说课设计 (87)Unit 4 I have p pen pal第二课时说课稿 (91)Unit4 I Have a Pen Pal Part B第一课说课 (93)unit4 I Have a Pen Pal 全英文说课 (94)Unit4 I Have a Pen Pal 综合活动说课 (96)Unit 5 What Does She Do? (101)Unit 5 What Does She Do? 教学设计（六课时） (101)Unit5 What Does She Do?Part A说课 (109)Unit5 What Does She Do?Part A说课二 (112)Unit5 What Does She Do?Part B说课 (113)Unit5 What Does She Do?Part B说课 (116)Unit5 What Does She Do?Part B说课三 (118)Unit5 What Does She Do?Part B说课二 (119)《Unit 6 The story of rain》说课 (121)《Unit 6 The story of rain》说课二 (124)Unit 6 The Story of Rain (125)Unit 6 The Story of Rain教学设计（六课时） (125)Unit 6 The Story of Rain Part A 说课 (133)Unit 6 The Story of Rain Part A 说课二 (135)Unit 6 The Story of Rain 说课 (138)Unit 6 The Story of Rain 说课二 (143)Unit 6 The Story of Rain 说课三 (144)Recycle 2 (147)Recycle 2教学设计（三课时） (147)小学英语说课模板（英文版）Goood moring, I'm glad to interpret my lesson here . Thelesson plan I am going to talk about is Part A let's learn of unit1 PEP Primary English book7. I will explain how to teach and the reason for doing this from following aspects.Ⅰ analysis of the teaching co ntent.Ⅱ ways of teaching and learning .Ⅲ teaching proceduresⅣ blackboard designV assessmentNow Let’s focus on the analysis of teaching content. It can be divided into 3 parts as followed: the status and the function, the teaching objectives , the main points and difficult points, I’ll talk about it one by one.This lesson is the first lesson of unit 1, book7 . It includes two parts: Let’s learn and let’s play. In section 1, it mainly deals with these key phrases: on foot, by bike, by bus, by train, by subway. And in section 2, it provides a game for the Ss to prastise the patterns: How do you go to…? And the answer: I go… by../ on foot.Our students have already known some vehicles in the daily life. It’s not difficult for them to understand and use the se words . If students can learn it well, it will help students to learn the rest of this unit. So, I set the following aims:The first is language objectivesTo make sure that students can read, recognize and use these key phrases :on foot ,by bike,bybus,by train skillfully.The next is ability objectives(1) To develop Ss’ abilities of listening and speaking.(2) To train the Ss’ ability of working in groups.moral objectives(1)to help students know some vehicles and comprehend the traffic rules(2) To foster Ss’ consciousness of good co-operation and proper competition.The main points and difficult points about this lesson is:(1) To make sure that Ss can use these key phrases correctly and skillfully.(2) To enable Ss to study in groups and co-operate skillfully.(3) To develop Ss’ interest in English.Difficult pointsTo help the Ss ask and answer the question “How do you go to…?part Ⅱways of teaching and learningAs we all know: the main instructional aims of learning English in primary school is to cultivate pupils’basic abilities of listening and speaking and their good sense of the English language. So in this lesson I’ll mainly use “Task-based” teaching method. That is to say, I will let the Ss learn in real situations, finish a task by making a survey”How do you go to school?” to help Ss to get a better understanding of the key phrases. I will arrange these activities: guessing game, finishing a survey and having a competition. And in this lesson a recorder, CAI, will be needed.partⅢ teaching pr oceduresI’ll finish this lesson in five steps.step1 lead--in activitiesI will begin my class with "drawing and guessing" game, just like this : I show students some vehicles such as bike ,bus ,jeep which they learned before by "Stick Figures" and ask them guess what’s it.Purpose: It is important to form a better English learning surrounding for the Ss by guessing game. and at the same time it provides situations to review learned knowledge for the next step.step2 prestentationNow I’ll mainly talk abou t this step.1、first there is a Free talk between T and Ss. For example: I show many pictures of beautiful cities and ask students some questions, such as "do you like this city?where do you want to go ?"and help Ss to answer them with "by train ,by plane,by ship".By the way, I show the picture of a school, and say“ I go to schiool by bus” ,Ss read this sentence. do the actions and ask "how do you go to school?",show many pictures of tools such as ,on foot by bike ,by bus to help students answer my question one by one.To present the key structures one by one is much easier for the Ss to learn and grasp the meanings.2 With the help of the CAI I set a situation to help Ss understand the way of using these key phrases:A boy is coming, who is going to school. He says: I go to school by…Then play the sounds of bus, bike ask students to listen carefully and tell “I go to school by…" according to the different sounds, by the way , I present another new phrases:by subwayPurpose:Make Ss use these new phrases with sentence structures, to help Ss use the language in a real situation.step3 practise3 I order to make every student read these new phrases correctly, I design a "drill "in this step, I show cards as soon as possible ,students should read the words quickly and spell them.Then I ask 'How do you go to school?'students answer "I go to ......"also I will quicken the speed to ask .The purpose is to draw the whole students'attention to the spelling of the words4 After this, I ask Ss to do "Let's play " in fours. They use places cards and vehicle cards, ask and answer:How do you go to …? I go to … by…”5, If Ss can ask and answer expertly, I will ask them to make a short dialogue.the purpose of this is to help students to learn those sentenses through a ture situation and make the dialogues in order to check if Ss can usse these key prases、sentences structures skillfullystep 4 consolidationlet students do a survey about "how do you go to school?"and the table like this :write down names and tools another Ss chooseTask-based teaching method is used here to develop Ss’ ability of communication and also their ability of co-operation will be well trained.step 5 homeworkask students to collect other kinds of transport tools through the library ,computer.the purpose of this is to stimulate the interest of learning english and to wide the students'knowledgestep6 blackboard designmy blackboard design like this :on the left Ishow the phrases:on foot,by bus.......on the right there are many sentences:how do you go to school?I go to ......"step 7 assessmentdue to the students'age ,I make every students work in class through many activities in order to stimulate the students'interest and provide they a wide thinking room. I make students learn this lesson very well through desiring scene statuesthat's all,thank you for your listening !小学英语说课稿模板二学生分析根据小学高年级阶段学生的特点：好奇、好动、善模仿、好表演，对英语的学习兴趣浓，但不能持久，因此，需要具体、形象的教学材料及灵活多样的教学方法来引导学习。
人教版(PEP)六年级上册《Unit1Let'slearn~Makeamapandtalk》说课稿
人教版（PEP）六年级上册《Unit 1 Let’s learn~Make a map and talk》说课稿一. 教材分析人教版（PEP）六年级上册《Unit 1 Let’s learn~Make a map and talk》是一篇以地理知识为背景的英语教材。
本单元的主题是学习如何描述一个地方的位置和特征，通过制作地图和谈论地图上的内容来提高学生的英语表达能力。
教材内容丰富，包括词汇的学习，如方位词、地理特征词等，还有句型的学习，如“Where is …?It’s …”“There is … and …”“Can you show me …?”等。
此外，教材还通过各种活动培养学生的合作意识和观察能力。
二. 学情分析六年级的学生已经具备了一定的英语基础，能够听懂并运用简单的英语进行日常交流。
他们在学习过程中充满好奇心和求知欲，具备一定的观察力和合作意识。
然而，部分学生对地理知识的了解较为有限，可能会对教材中的某些内容感到困惑。
因此，在教学过程中需要关注这部分学生的学习需求，适当拓展相关知识，帮助他们更好地理解教材内容。
三. 说教学目标1.知识目标：学生能够掌握描述地点和方位的词汇，如north, south,east, west, upstrs, downstrs等；能够运用所学句型正确描述一个地方的位置和特征。
2.能力目标：学生能够在地图制作和谈论过程中提高英语口语表达能力，培养观察力和合作意识。
3.情感目标：学生能够激发对地理知识的兴趣，增强自信心，培养积极的学习态度。
四. 说教学重难点1.重点：描述地点和方位的词汇和句型的学习。
2.难点：在实际情境中运用所学知识进行地图制作和谈论。
五. 说教学方法与手段1.交际法：通过师生互动、生生互动，让学生在实际语境中练习英语口语，提高交际能力。
2.情境教学法：创设各种情境，如制作地图、谈论地图上的内容等，帮助学生更好地理解和运用所学知识。
3.任务型教学法：通过完成各种任务，如小组合作制作地图，激发学生的学习兴趣，培养合作意识。
人教PEP版英语六年级上册Unit 1《How can i get there》说课稿
人教PEP版英语六年级上册Unit 1《How can I get there》说课稿一. 教材分析《人教PEP版英语六年级上册Unit 1 How can I get there》是一篇关于日常交际用语的课文。
本节课主要介绍了如何询问和描述路线和方向。
通过本节课的学习，学生能够掌握日常生活中常用的交通方式，如“walk”, “bus”, “bike”等，并能够运用所学知识询问和描述到达某地的路线。
教材内容贴近学生生活实际，有利于激发学生学习兴趣，提高学生英语应用能力。
二. 学情分析六年级的学生已经具备了一定的英语基础，对日常交际用语有一定的了解。
但是，学生在实际运用英语进行交际时，还存在一定的困难。
因此，在教学过程中，教师需要关注学生的个体差异，充分调动学生的积极性，引导他们积极参与课堂活动，提高他们的英语交际能力。
三. 说教学目标1.知识目标：学生能够掌握日常生活中常用的交通方式，如“walk”,“bus”, “bike”等，并能够运用所学知识询问和描述到达某地的路线。
2.能力目标：学生能够听懂、说出生日的日常交际用语，提高英语交际能力。
3.情感目标：通过本节课的学习，学生能够增强自信心，更加热爱英语学习。
四. 说教学重难点1.重点：学生能够掌握日常生活中常用的交通方式，并能够运用所学知识询问和描述到达某地的路线。
2.难点：学生能够在实际情景中灵活运用所学知识进行交际。
五. 说教学方法与手段1.情景教学法：通过设置真实的生活场景，让学生在实际情景中学习、运用英语。
2.交际法：引导学生积极参与课堂交际活动，提高他们的英语交际能力。
3.任务型教学法：通过完成具体任务，让学生在实践中掌握英语知识。
4.多媒体教学手段：运用多媒体课件、视频等资源，丰富教学内容，提高学生的学习兴趣。
六. 说教学过程1.热身（5分钟）：教师与学生进行简单的英语对话，营造轻松愉快的课堂氛围。
2.引入（10分钟）：教师通过展示一幅地图，引导学生谈论自己熟悉的路线和方向，为新课的学习做好铺垫。
人教PEP六年级上册英语教学说课稿《Unit1PartA》第一课时说课稿
人教PEP六年级上册英语教学说课稿《 Unit 1 Part A 》第一课时说课稿一. 教材分析人教PEP六年级上册英语教学说课稿《Unit 1 Part A》的第一课时说课稿，主要围绕本节课的教学内容进行展开。
本节课主要涉及以下几个部分：let’s learn，let’s spell，let’s do，以及练习题。
教材内容丰富，旨在让学生在掌握新知识的同时，提高听、说、读、写的综合能力。
二. 学情分析针对六年级学生的学情，他们在学习英语方面已经有了一定的基础，掌握了基本的英语语法和单词。
但是，对于一些较为复杂的句子结构和较长的文本理解仍存在一定的困难。
因此，在教学过程中，需要关注学生的个体差异，因材施教，尽量让每个学生都能在课堂上得到锻炼和提高。
三. 说教学目标1.知识目标：让学生掌握本节课的重点单词和句子，能够听、说、读、写这些单词和句子。
2.能力目标：提高学生的英语听力、口语、阅读和写作能力，使他们能够在实际生活中运用所学知识。
3.情感目标：激发学生学习英语的兴趣，培养他们的自信心，让他们在学习过程中感受到英语的乐趣。
四. 说教学重难点1.重点：本节课的重点是让学生掌握新单词和句子，以及相应的语法知识。
2.难点：对于一些发音和语法较为复杂的部分，需要引导学生正确理解和运用。
五. 说教学方法与手段1.采用任务型教学法，让学生在完成任务的过程中，自然而然地学习和掌握新知识。
2.运用多媒体教学手段，如课件、视频等，提高学生的学习兴趣和积极性。
3.采用分组合作、角色扮演等互动式教学方法，激发学生的学习热情，提高他们的口语表达能力。
六. 说教学过程1.热身（5分钟）：通过简单的英语歌曲或游戏，让学生放松心情，进入学习状态。
2.引入（10分钟）：利用课件或视频展示本节课的主题，引导学生进入学习情境。
3.讲解（20分钟）：讲解本节课的重点单词和句子，让学生听、说、读、写并进行实际操作。
4.练习（10分钟）：布置一些针对性的练习题，让学生巩固所学知识。
人教PEP六年级上册英语说课稿
目录Unit 1 How can I get there? A Let’s learn 说课稿 (2)Unit 2 Ways to go to school A Let’s learn 说课稿 (5)Unit 2 Ways to go to school B Let’s learn 说课稿 (9)Unit 3 My weekend plan A let’s talk说课稿 (11)Unit 4 I have a pen pal A let's talk说课稿 (15)Unit 5 What does he do? A Let's learn 说课稿 (19)Unit 6 How do you feel? A Let's talk 说课稿 (23)Unit 1 How can I get there? A Let’s learn说课稿Good morning, dear judges. I’m the second examinee. It’s my great honor to have this opportunity to interpret my teaching design here. My topic is Unit 1 How can I get there? According to the New Curriculum Standard, I will interpret my teaching design from the following parts, such as teaching aims, teaching procedures and so on.I. The analysis of teaching materialThe first part in my presentation is the analysis of teaching material. (Firstly, please allow me to talk about the analysis of teaching material) This le sson is chosen from part A Let’s learn of Unit 1 of PEP Primary English, book 7, and the main topic of this lesson is to ask and answer the way. After learning this lesson, students will be able to know how to help others find the way. Therefore, this lesson plays an important role in their studying.II. The analysis of studentsAfter analysis of teaching material, let’s move to the next step: analysis of students. Students are the subject of our class. Students of this period are active and curious. They are interested in new things after learning English for 3 years. They have some basic English background knowledge, so the teacher should attach more importance to the communication with them.III. The analysis of teaching aimsAccording to the New Curriculum Standard in English, I set the teaching aims as follows: Firstly, knowledge aim: students can understand the basic meaning of some new words, such as crossing, turn left, turn right, go along and so on.Secondly, ability aim: students can use some simple expressions and target language to communicate in daily life.Lastly, emotional aim: students are willing to help others after class.IV. The analysis of teaching key point and difficult pointThen, I want to put forward the key point and the difficult point of this lesson. Students can apply these new words and sentences naturally and appropriately.V. The analysis of teaching methodsNow I want to talk about the teaching methods. Communicative Approach, Tasked-based Teaching Method and TPR Teaching Method will be adopted in this lesson to active my students.VI. The analysis of teaching aidsTo help students learn better. I will mainly use pictures and tape recorder as teaching aids. VII. The analysis of teaching procedureNext, let’s f ocus on the most important part of this lesson, the analysis of teaching procedures. It consists of the following steps: warming-up, pre-listening, while-listening, post-listening, summary and homework.Now, let’s go to the first step, warming-up. In this step, I will divide students into groups Monkey 1 and Monkey 2, the one who gets banana first is the winner. Then I will sing a song named penguin’s Game. After listening, students should tell me what they have heard in this song. Then I will tell students this song is about directions. This song is closed related to the topic of this lesson. Besides, It’s very interesting for students. They would be very glad to pay attention to this lesson. Then, let’s come to the second step, pre-listening. I will draw a map and some buildings on the blackboard. Imagine I’m a foreigner and get lost. Let students help me find my way. Then I will show them some new words such as, turn left, turn right, crossing and go straight through many actions. And a word game wi ll be arranged. It’s a bomb game. If I say a word, students should read after me quickly. But when I read the boom word, students should be quiet. Through this activity, students will be attracted and know how to read and use the new words.Now let’s ta lk about next period, while-listening. There are 3 activities in this step. The first activity is extensive listening. I’ll ask students to listen to the tape, then find out the main idea of this conversation. The second activity is intensive listening. I will ask students to listen to the tape once again. And try to find the answer, “Where is the Italian restaurant?” The third activity is to read. Students should read after the tape and pay attention to their pronunciation. Through this section, students could develop the ability of grasp detailed information and cooperation spirit. They will join more class activities actively.Next step is post-listening. Some students will be asked to come the front of the class, and do some actions. The other students will guess the meaning of these new words. Then I will pick one place in the map like bookstore. Ask students “Where’ the bookstore?” Students will tell me the way in their own words according to the map. Role play is very attractive for students. Students would like to take part in it very actively. By this, students can improve their speaking skills and understand how to use these sentences to communicate with others.Now, let’s move on to the summary and homework. At the end of the class, I’ll make a summary together with students. The purpose of this step is to help students recall what we have learned today. And deepen their impression of the key words and sentences. The homework is to be a guide. Tell their friends the way to the house with the tar get language. Next class, I’ll invite some students to share it. It can develop their independent learning ability and provide more opportunities to practice after class. At last, I will attract students attention and tell students the winner of this class.VIII. The analysis of blackboard designThe last part is my blackboard design. These are the new words and phrases. These are key sentences. It’s very clear and simple for students. And the pictures can attract students attention. That’s all for my p resentation. Thank you for your listening.Unit 2 Ways to go to school A Let’s learn说课稿一、说教材本单元以“交通方式和交通规则”为主题，意图让学生了解掌握一些常用的交通方式和学生应该知道的交通规则。
人教PEP版英语六上《Unit 1 How can I get there》(第3课时)说课稿
人教PEP版英语六上《Unit 1 How can I get there》（第3课时）说课稿一. 教材分析《Unit 1 How can I get there》（第3课时）是人教PEP版英语六上的一个重要单元，主要围绕着“如何到达某个地方”展开。
通过本单元的学习，学生能够掌握有关交通工具和方向的词汇，如bus, trn, car, boat, left, right, strght等，并能够运用所学知识询问和描述如何到达某个地方。
本单元的核心句型是“How can I get there?”和“You can take a/an…to…”，学生通过这两个句型能够更好地理解和表达出行方式和方法。
二. 学情分析学生在进入六上阶段时，已经具备了一定的英语基础，能够听懂并运用一些简单的日常用语进行交流。
然而，对于本单元所涉及的交通工具和方向词汇，学生可能比较陌生，因此需要通过图片、实物等直观的方式进行学习和理解。
此外，学生可能对如何用英语描述如何到达某个地方存在一定的困难，因此需要通过大量的练习和实际操作来提高。
三. 说教学目标1.知识目标：学生能够掌握有关交通工具和方向的词汇，如bus, trn,car, boat, left, right, strght等；学生能够运用所学知识询问和描述如何到达某个地方。
2.能力目标：学生能够听懂并能够正确回答核心句型“How can I getthere?”和“You can take a/an…to…”；学生能够在实际情境中运用所学知识进行交流和表达。
3.情感目标：通过小组合作和互动交流，学生能够提高团队合作意识和语言表达能力，增强自信心。
四. 说教学重难点1.重点：学生能够掌握有关交通工具和方向的词汇，如bus, trn, car,boat, left, right, strght等；学生能够运用所学知识询问和描述如何到达某个地方。
2.难点：学生能够灵活运用核心句型“How can I get there?”和“You cantake a/an…to…”进行交流和表达，能够正确使用方向词汇描述路线。
人教PEP六年级上册英语《Unit1PartBLet'stry-Let'stalk》说课稿
人教PEP六年级上册英语《Unit 1 Part B Let’s try-Let’s talk 》说课稿一. 教材分析人教PEP六年级上册英语《Unit 1 Part B Let’s try-Let’s talk》是人教版小学英语教材PEP六年级上册的第一单元Part B部分，本节课的主要内容是围绕“询问时间”和“回答时间”的交际情景展开。
通过本节课的学习，学生能够掌握一般现在时的疑问句和回答句的构成及运用，能够运用所学知识进行实际生活中的时间交流。
二. 学情分析根据六年级学生的认知特点，他们对英语有了一定的了解和掌握，具备一定的听说读写能力。
但是，对于一般现在时的疑问句和回答句的运用，部分学生可能还存在一定的困难。
因此，在教学过程中，需要关注学生的个体差异，针对性地进行教学设计和引导。
三. 说教学目标1.知识目标：学生能够掌握一般现在时的疑问句和回答句的构成及运用。
2.能力目标：学生能够运用所学知识进行实际生活中的时间交流。
3.情感目标：激发学生学习英语的兴趣，培养良好的学习习惯。
四. 说教学重难点1.教学重点：一般现在时的疑问句和回答句的构成及运用。
2.教学难点：一般现在时的疑问句和回答句在实际交流中的运用。
五. 说教学方法与手段1.情景教学法：通过创设生活中的时间场景，让学生在实际情境中学习和运用英语。
2.任务型教学法：设计具有实际意义的学习任务，让学生在完成任务的过程中运用所学知识。
3.互动式教学法：引导学生积极参与课堂互动，提高学生的口语表达能力和交际能力。
4.信息技术手段：利用多媒体课件、图片等教学资源，增加课堂的趣味性和生动性。
六. 说教学过程1.导入：通过与学生生活相关的时间话题，引起学生对时间的关注，激发学习兴趣。
2.呈现：展示一般现在时的疑问句和回答句的图片，引导学生观察和理解。
3.操练：让学生分组进行角色扮演，模拟实际生活中的时间交流情景，巩固所学知识。
4.实践：设计具有实际意义的时间任务，让学生在完成任务的过程中运用所学知识。
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人教（PEP）版六年级英语上册全册说课稿Unit 1 How can I get there?一、教学内容1、本单元要求会听，说，认读的单词：Science, museum, post office, bookstore,cinema, hospital, crossing, turn, left,straight, right.2、本单元要求会听，说认读的句型：Where is the...? It’s near/next to/behind...? How can we get there? Turn left/right.... Then ....3、能够掌握朗读句子时的升降调。
二、教学要求1、知识与能力目标1）能够听、说、认读句型：Where is the...? It’s near/next to/behind... How can we get there? Turn left/right.... Then ....2）能够在情景中运用句型Where is the...? It’s near/next to/behind...询问回答位置。
并表述行走路线。
X k B 1 . c o m3）能够掌握朗读句子时的升降调4）能够听、说、认读单词：Science, museum, post office, bookstore,cinema, hospital, crossing, turn, left,straight, right.6）运用上述描述表达路线。
2、情感态度、文化意识、学习策略目标1）学习礼貌言行，知道遵守交通规则。
三、教学重点和难点重点：1、听懂、会说本单元的对话，并能对路线进行描述。
2、听、说、认读本单元单词。
3、能够掌握朗读句子时的升降调。
难点：难点单词的正确发音四、教学时间本单元共6课时，每周3课时，2周完成。
第一课时一、教学内容：A Let’s try Let’s talk C Let’s wrap it up二、教学目标：1. 帮助学生理解对话，并学会运用句型“Where is the ...? ”问路。
2. 帮助学生学会运用词组“near, next to, behind”等表述方位。
达到简单的交际。
三、教学重难点：重点：1. 句型：Where is the ...? It’s near/next to/behind ....2. 运用句型问路，表述方位。
难点：运用句型问路，表述方位。
四、教学过程：五、教学过程：1. Warm---up （热身及预习展示）师生自由问答：T：Hello，nice to meet you！Ss：Nice to meet you！T：What's the weather like today？Ss：It's sunny！T：Good！What's this in English？Ss：A book．T：Yes，It's my book．Where can we buy the book?Ss: The bookstore.2. Presentation and practice（精讲点拨）(1)教师在黑板上画一座房子和一个机器人，指着机器人说：Who’s that? 学生回答：It’s Robin. 再指着房子说：Where can we find Robin? 学生回答：In the museum. 教师出示感叹句：What a great museum!(2)教师出示一张明信片，说："It’s a post card．Robin want to sent a post card．Where should he go?” 引出单词post office.(3)教师出示一张地图，问学生：“Where is the post office?”出示单词：next to, near, behind.教师利用三个例句结合图片理解next to, near, behind.(4)在学生理解三个方位介词后，小组活动，利用方位介词描述途中各个场馆的位置。
(5)Let’s try教师让学生阅读听力题目，然后听录音独立完成内容。
(6)教师出示对话内容，请学生听录音，然后朗读对话。
(7)学生进行操练，先同桌互练，再在全班表演．3. Consolidation and extension（拓展延伸）(1)教师出示兰州市的地图，请学生根据地图来描述位置。
(2)Let’s wrap it up根据学生的描述，请学生说一说我们都学过那些方位介词。
教师帮助学生总结。
然后以小组为单位造句。
4. Summary（总结）5. 板书设计Unit 1 How can I get there？Where is the ...？It’s next to/near/behind ... ．第二课时一、教学内容：A Let's learn二、教学目标：1．能够听、说、读、写单词：science museum, post office, bookstore, cinema, hospital. 2．能用句子“Where is the cinema? It’s next to the bookstore. ”来替换有关询问和回答位置的表达。
三、教学重难点：本课时的教学重点和难点是掌握四会短语和A Let's learn部分中运用方位借此表述位置。
四、教学准备：1．教师准备本课时的录音。
2．单词卡片。
五、教学过程：http://w ww. 1. Warm---up （热身及预习展示）学生复习对话，教师请学生两人一组表演朗读对话。
2. Presentation and practice（精讲点拨）(1)教师出示Robin, 并说：Robin is a robot. Where can we find Robin? 引导学生说出单词science museum.(2)教师出示地图，并说：Robin wants to sent a post card, it’s near the museum. Where is it? 引出单词post office.(3)教师根据地图继续引导学生：Robin wants to buy some books, the place is next to the post office. Can you find where Robin want to go?(4)以同样的方法教单词cinema和hospital．(5)教师领读单词，学生小组内读单词，相互纠正发音。
(6)教师利用地图，请学生描述每个地方的位置。
(7)学生进行操练，先同桌互练，再在全班表演．X k B 1 . c o m3. Consolidation and extension（拓展延伸）请学生拿出事先画好的地图两人或四人为一组，以一问一答的形式描述地图上的位置。
教师请个别小组展示对话。
4. Sum-up（总结）5、板书设计Unit 1 How can I get there ？Where is the cinema?图画图画It’s next to/near/behind the图画第三课时一、教学内容：B Let’s try Let’s talk二、教学目标1. 帮助学生理解对话，并学会运用句型“How can we get there?”问路。
2. 帮助学生学会运用词组“turn left, turn right,”等表述路线。
达到简单的交际。
三、教学重点难点重点：学生能够充分理解并正确朗读对话。
难点：如何正确的表述路线，指引他人到达目的地。
四、教学准备：录音五、教学过程1. Warm---up （热身及预习展示）（1）教师出示地图，让学生根据地图描述某地的位置。
（2）Let’s try: 教师先让学生阅读句子然后听录音完成练习。
（3）Free talkingT: Can you guess which food is favorite?Ss: ... wT: I like pizza best. Where can I buy the pizza? Yes, it’s restaurant. It’s Italian restaurant.教师领读单词：pizza，Italian restaurant（二）Presentation and practice（精讲点拨）Let’s talk（1）教师出示地图，说：“Now, I want to have some pizza, I want to go to the Italian restaurant. How can I get there?”。
让学生先画出路线，然后教师引导学生表述路线：Turn left at the ... .Then turn right at the .... 再请同学来说说他们的路线。
（2）朗读课文对话，分角色完成对话。
或小组内朗读表演对话。
3. Consolidation and extension（拓展延伸）（1）教师课件出示兰州市或安宁区的地图，请学生小组内完成对话。
How can I get to the ...?Turn ... at the .... Then turn ... at the...（2）教师用单词卡片在黑板上拼一个地图，先让学生自己说一说路线，然后请一个学生通过抽卡选出他的出发地和目的地，并进行描述，在他描述的同时。
请其他同学通过描述画出路线。
4、板书设计Unit 1 How can I get there ？How can I get to the ...?Turn ... at the 图片Then turn ... at the图片第四课时一、教学内容B Let’s learn Let’s play二、教学目标1、能够听、说、认读以下短语：Stop at a red light ．Wait at a yellow light．Go at a green light。
能够听、说、读、写短语和单词：stop wait traffic lights traffic rules2、能够了解基本的交通规则，即红、黄、绿灯的功能，并能根据英文指令做动作。
三、教学重点难点重点：掌握四会短语和单词。
难点：书写短语traffic light ，traffic rule 和理解动词stop wait的含义。
四、教学准备准备兔子舞的音乐和录音机录音带及教学挂图。
五、预习提纲附县下发的预习提纲。
六、教学过程（一）Warm---up （热身及预习展示）（1）师生一起吟唱Let’ chant的歌谣。