人教版PEP英语六年级上册 Unit 1 How can I get there

Robin: Thanks.
Language points
知识点1 “Where is...?”问路的句型及其回答
课本原句：—Robin,where is the museum shop? —It's near the door.
句型结构：问句 Where is +地点? 答语 It's + 方位介词（介词短语）+地点.
Presentation
Let's talk
Lead in:
Wu Yifan and Robin are in the museum.What are they talking about?Let's go and see.
Task:Read the questions,then listen and answer.
hospital
science museum
Make a map and talk
pet hospital
park
There is a pet hospital in my city.
Where is it ?
It’s near the park.
Group work
pet hospital bookstore
Presentation
Let's try
Wu Yifan is calling Mike. Listen and tick or cross.
1. ( ×) They want to go to the bookstore.
2. (√ ) The cinema is next to the bookstore.
Unit One How can I get there?
Part A （Let's learn & Make a map and talk）
Let's sing
Warming-up
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点击图片，播放视频
Let's learn Presentation
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点击图片，播放视频
There be 句型的一般疑问句。肯定回答： Yes,there is/are.否定回答：No,there isn't/aren't.
—Is there a _p_a_r_k__?
—Yes,there is./No,there isn't.
—Where is it?
ቤተ መጻሕፍቲ ባይዱ
next to
—It’s_n_e_a_r__the library.
what开头的感叹句另外一种结构形式：②What +形容词+可数名词复数/不可数名词（+主语+ 动词）！
例句：What a fine day! What beautiful flowers!
Practice
Talk about the places in your city/town/village.
Wu Yifan: Robin, where is the museum shop? I want to buy a postcard.
Robin: It's near the door. Wu Yifan: Thanks. Where is the post
office?I want to send it today. 问
—Where is the hospital? —It's next to the... . —Where is the post office? —It's behind the... .
Presentation
Let's try
Wu Yifan and Robin are looking at some robots. Listen and tick.
联想：movie/film 电影 Let’s go to the cinema this evening.
On Monday morning, I’m ill（生病的）. Where can I go?
短语：pet hospital 宠物医院
My father works in a hospital.
3.door near the It's (.) ____It'_s_ne_a_r_th_e_d_o_or_. _______________
（听、说、认读、写）词汇： science museum、post office、 bookstore、cinema、 hospital
句子： —Where is the cinema？ —It's next to/near...the bookstore.
Robin: I don’t know. I'll ask. Excuse me, sir. Man: Wow! A talking robot! What a great museum! Robin: Where is the post office? Man: It's next to the museum.
1.Where do they want to go?
A restaurant.
2.Where is the place?
It's next to the park on Dongfang Street.
Tip2: Intersive reading
（精读课文）
Mike: OK. Bye.
Presentation
New words
Let's talk
which direction(方位) is it?
left
right
turn left
turn right
Tip1:
Skimming （略读课文）
Read the questions,then listen and try to find the answers.
1.Where are they?
□In the museum. □In the bookstore.
2.Is Grandpa there?
□Yes, he is.
□No, he isn’t.
听力原文
Wu Yifan: These robots are so cool!I love this museum!
museum
park
post office
Where is the bookstore?
It's next to the post office.
cinema
home
Exercise 1 图文匹配连一连。
bookstore
cinema
science museum hospital post office
I want to know about science.Where can I go?
拓展：art museum 美术博物馆
We will go to the science museum this week.
I want to send a letter(信). Where can I go?
例句：—Where is the hospital?
—It's next to/near/in front of the bookstore.
常用方位介词/介词短语有：
near 在……附近 next to 紧挨着 beside 在……旁边 behind 在……后面 in front of 在……前面
Exercise 2 连词成句。
1.post office the is Where (?) __W__he_r_e_is_th_e_p_o_s_t o_ff_ic_e_?____________
2.bookstore is a There (.) ___T_h_er_e_is_a__bo_o_k_st_or_e_. _____
post组成的复合词:postcard She goes to the post office.
I want to buy some books. Where can I go?
book组成的复合词:bookshop I will go to the bookstore.
I want to see a film (看电影).Where can I go?
忘记
Robin: Me too!Don't forget to buy some gifts for Grandpa. Wu Yifan: I know.But I really need to go to the bathroom.
Where is it? Robin: It's on the second floor. Wu Yifan: OK,thanks.
Unit One
How can I get there?
Part A （Let's try& Let's talk）
Main scene
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点击图片，播放视频
Revision
Free talk
If we are sick, we should go to the _h_o_sp_i_ta_l __.
听力原文
Wu Yifan: Hi, Mike. Let’s go to the cinema. Mike: Sure. How can I get there?
Wu Yifan: Go to Main Street. Turn left at the bookstore. The cinema is next to the bookstore. See you soon.

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人教PEP版英语六年级上册Unit 1 How can I get there 单元复习-

人教PEP版英语六年级上册Unit 1 How can I get there 单元复习（知识梳理+检测）一、重点单词、短语。

science 科学museum 博物馆bookstore 书店cinema 电影院hospital 医院crossing 十字路口turn 转弯left 左straight 笔直地right 右ask问interesting有趣的street 大街restaurant饭店post office 邮局get to 到达turn right 右转next to 靠近in front of 在……前面over there 在那儿far from 离……远on the left 在左边at the first crossing在第一个十字路口turn left 左转go straight 直走on the right 在右二、重点句型。

1. —Where is the museum shop? —博物馆的商店在哪儿？—It’s near the door. —在大门附近。

2. —Where is the science museum? 科学博物馆在哪儿？—It’s near the library. 它在图书馆附近。

3. —How can I get there? 我怎么到那儿？—Turn right at the school. Then go straight. 在学校右转。

然后直走。

4. I want to buy a postcard. 我想买一张明信片。

5. —Where is the cinema? 电影院在哪里？—It’s near the hospital. 它在医院附近。

6. There is a pet hospital in my city. 在我的城市里有一家宠物医院。

7. —How can we get to the hospital? 我们怎么到医院？—Turn left at the cinema. 在电影院左转。

人教版六年级上册英语第一单元Unit1《How can I get there？》重要知识点总结

【精选】人教pep版六年级上册英语第一单元Unit1《How can I get there？》重要知识点总结Unit1 How can I get there?一、重点单词和短语Science科学museum博物馆post office邮局bookstore书店cinema电影院hospital医院tasty美味的，可口的London Eye伦敦眼stomach胃crossing十字路口turn left/turn right向左/右转go straight=walk straight直走next to紧挨着/与……相邻far from(离……远)near在……附近behind(在……后面)in front of(在……前面)between…and…(在…和…之间)二、重点句子1.How do you go to school? 你是怎样去上学的？2.where is the restaurant? 餐馆在哪里？3. Usually I go to school on foot. 我通常走路去上学。

4. Sometimes I go by bike. 有时候我骑自行车去。

5.问路之前，出于礼貌，我们要说“Excuse me”与后面的句子要用标点符号隔开。

6.Look at the traffic lights, remember the traffic rules. 看着交通灯，记住交通规则。

7.Stop at a red light.Wait at a yellow light. Go at a green light.红灯停。

黄灯等一等。

绿灯行。

8.Red means stop, yellow means wait, green means go. 红色的意思是停止，黄色的意思是等待，绿色的意思是通行。

9.How can I get to the park? 我该怎样到达公园呢？10.You can go by the No.15 bus. 你可以坐15路公交车去。

人教PEP版英语六年级上册Unit1《HowcanIgetthere》单元教案

人教PEP版英语六年级上册Unit 1《How can I get there》单元教案一. 教材分析人教PEP版英语六年级上册Unit 1《How can I get there》主要讲述了如何询问和描述路线。

本单元包括问候语、介绍自己和询问地点及路线等日常用语。

教材通过图片、情景对话和任务型活动等形式，使学生在真实语境中学习英语，提高他们的语言运用能力。

二. 学情分析六年级的学生已经具备了一定的英语基础，能够听、说、读、写一些简单的英语句子。

但是，他们在口语表达和听力理解方面还存在一定的困难。

因此，在教学过程中，教师需要关注学生的个体差异，创设真实、有趣的学习情境，激发学生的学习兴趣，帮助他们提高语言运用能力。

三. 教学目标1.知识目标：学生能够掌握询问和描述路线的日常用语，正确运用How can I get there?和You can take…来询问和描述路线。

2.能力目标：学生能够在真实情境中听、说、读、写有关路线的英语句子，提高他们的语言运用能力。

3.情感目标：学生能够积极参与课堂活动，增强团队协作意识，提高学习英语的兴趣。

四. 教学重难点1.重点：学生能够熟练运用How can I get there?和You can take…来询问和描述路线。

2.难点：学生能够正确理解并运用情态动词can的肯定和否定形式。

五. 教学方法1.情境教学法：通过创设真实、有趣的情境，让学生在实际交流中学习英语。

2.任务型教学法：通过完成各种任务，让学生在实践中掌握英语知识。

3.交际法：注重师生互动、生生互动，提高学生的口语表达能力。

4.游戏教学法：运用游戏激发学生的学习兴趣，巩固所学知识。

六. 教学准备1.教材、课件和教学挂图。

2.实物模型、地图等教学辅助材料。

3.录音机、耳机等音响设备。

4.教学卡片、奖品等。

七. 教学过程1.导入（5分钟）教师通过与学生问候、谈论日常话题，激发学生的学习兴趣。

然后，引导学生思考如何描述路线，为新课的学习做好铺垫。

人教PEP版六年级英语上册Unit-1《How-can-I-get-there》说课稿

人教PEP版六年级英语上册Unit 1《How can I get there》说课稿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 lesson 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 focus 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 will 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 talk 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 theway 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 target 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 presentation. Thank you for your listening.。

人教PEP版英语六上Unit1《HowcanIgetthere》(Alet'sltalk)教学设计

人教PEP版英语六上Unit 1《How can I get there》（A let’s ltalk ）教学设计一. 教材分析人教PEP版英语六上Unit 1《How can I get there》主要讲述了如何询问和描述路线。

通过学习本节课，学生能够掌握询问路线的常用句型“How can I get to …?” 和描述路线的常用句型“Go strght, then turn right/left, …”。

本节课涉及到的人物角色和场景为学生们提供了丰富的交际机会，让他们在实际情境中学会运用英语询问和描述路线。

二. 学情分析本节课针对的是六年级的学生，他们已经掌握了基本的英语语法和词汇，具备一定的听、说、读、写能力。

在学习本节课之前，学生们已经学过了有关日常生活中的交际用语，对本节课的主题和内容有一定的了解。

因此，在教学过程中，教师可以充分利用学生已有的知识基础，引导他们通过实践、合作和探究的方式，进一步巩固和提高英语交际能力。

三. 教学目标1.知识目标：–能够听懂、会说、会读、会写关键词汇“How can I get to …?”和描述路线的句型“Go strght, then turn right/left, …”。

–能够正确使用地图和指示牌来询问和描述路线。

2.能力目标：–能够在真实情境中运用英语询问和描述路线。

–能够通过合作、实践和探究的方式，提高自己的英语交际能力。

3.情感目标：–培养学生的合作精神和团队意识。

–提高学生学习英语的兴趣和自信心。

四. 教学重难点•关键词汇“How can I get to …?” 和描述路线的句型“Go strght, then turn right/lef t, …” 的学习与运用。

•在真实情境中，运用英语询问和描述路线的能力。

五. 教学方法1.任务型教学法：通过设置具有实际意义和挑战性的任务，激发学生的学习兴趣，培养他们的合作精神和团队意识。

2.情境教学法：创设真实的语境，让学生在实际情境中学习、实践和运用英语。

人教版PEP英语六年级上册Unit1 How can I get there-B课件等

S1: I know a great Korean restaurant. The food there is very delicious! S2:How can I get to the restaurant? S1:Turn left at the cinema and then turn right at the park. S2:OK,let's go.
What's missing?

cinema
hospital
Let's say I can see a post office. I can see a post office and a cinema. I can see a post office,a cinema and a bookstore …
根据提示画出平面图
The library is in the middle. The post office is west of the library. The shoe store is east of the library. The hospital is north of the library. The bookstore is south of the library.
homework
1、抄写并默写四会词组。
2、试着用英语给同学指路。
Unit6 How do you feel?
学习目标
1. 能够听、说、读、写单词angry, afraid, sad, worried, happy ，及听、说、认读单词ill。
2. 能够完成Write and say部分的练习。
cinema
bbooookkssttoorree

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。

人教版(PEP)六年级上册《Unit1 How can I get there Part A》教案

人教版（PEP）六年级上册《Unit1 How can I get there Part A》教案一. 教材分析《Unit1 How can I get there Part A》是人教版（PEP）六年级上册的第一单元，主要介绍如何去某个地方。

本节课主要通过学习不同的交通工具和询问路线的方式，让学生能够用英语进行简单的日常交流。

教材内容丰富，插图生动，符合学生的兴趣。

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交流。

但是，对于如何描述路线和交通工具的用法，学生可能还比较陌生。

因此，在教学过程中，需要注重引导学生理解和运用新知识。

三. 教学目标1.知识目标：学生能够掌握表示交通工具的单词和询问路线的句型；2.能力目标：学生能够用英语描述如何去某个地方；3.情感目标：培养学生热爱生活，乐于探索的情感。

四. 教学重难点1.重点：学生能够正确拼读和书写单词“bus, trn, subway, on, off, go,stop”等；2.难点：学生能够运用句型“How can I get there?”和“Go strght, thenturn left/right.”等进行实际交流。

五. 教学方法1.情境教学法：通过设置生活中的场景，让学生在实际情境中学习和运用英语；2.游戏教学法：通过趣味游戏，激发学生的学习兴趣，巩固所学知识；3.任务型教学法：通过完成具体任务，培养学生实际运用英语的能力。

六. 教学准备1.准备相关的图片和地图，用于展示交通工具和路线；2.准备录音机和磁带，用于播放教材中的听力材料；3.准备单词卡片，用于引导学生进行词汇学习。

七. 教学过程1.导入（5分钟）教师通过提问学生“How do you come to school?”等方式，引导学生谈论交通工具，为新课的学习做好铺垫。

2.呈现（10分钟）教师展示相关的图片和地图，引导学生说出表示交通工具的单词，并板书在黑板上。

Unit1HowcanIgetthere知识点整合(素材)人教PEP版英语六年级上册

Unit 1 How can I get there?一、How can I get there?1、how :特殊疑问词，如何，怎样，对方式进行提问2、can :情态动词，后接动词原形，没有人称和数的变化。

（could,would,should,must,will,may)3、第三人称单数主语：she, he, it, 单个人名，单个称呼语非第三人称单数主语：you, I, we, they, ...and...4、 get, go, come+地点副词（there, here, home)get to, go to, come to+地点名词二、1、问路的句型（如何询问某地在哪里）：-Where is the+地点名词？-It's +表示地点的介词短语。

/ It's +方位介词+地点Where:在哪里，用来询问地点，位于句首。

2、询问某人或某物在哪里：Where is /are+某人/某物？It's/They ’re+介词短语+地点。

3、如何表达“某人想要做某事”（1）主语+ want to+动词原形+其他。

例句：I want to do my homework.（2）主语+ want+某物表示想要某物例句：She wants an apple.4、know(1)表达“知道”I don’t know Miss Feng is my English teacher.(2)表示“懂得”I know some English.(3)表示“认识”I know her for 5 years.5、区别Excuse me&sorry的用法(1)“Excuse me”意为“对不起；打扰（一下）”。

当我们需要麻烦别人或是打扰别人，比如问路、询问情况、表示异议等时，应该先说“Excuse me”，再说出自己的问题。

(2)“I'm sorry”也表示“对不起”，但是它用于犯了错误或不能为别人提供帮助时表示歉意。