文档内容
Unit 1 How can I get there?
教材分析 本单元学习的主题是问路。教学内容主要是通过吴斌斌和机器人Robin去参观科学博物馆
途中问路的情景来展开的。教学重点是能够听、说、读、写核心句型“—Where is the museum
shop? —It’s near the door.”“—How can we get there? —Turn left at the bookstore.”；能够
听、说、读、写单词和词组: science, museum, post office, bookstore, cinema, hospital, crossing,
turn, left, straight, right
教学内容
·听、说、读、写句型“—Where is the…? —It’s near the door.”“—How can we get there?
—Turn left at the bookstore.”
·在情景中运用句型“—Where is the…? —It’s…”询问地点并作答
·在情景中运用句型“—How can we get there? —Turn left/right at the…”问路并描述路线
·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，运用
本单元所学核心句型讲述该故事，同时根据阅读所获信息写出故事中的关键信息
· 听、说、读、写单词和词组: science museum, post office, bookstore, cinema, hospital, crossing,
turn left, go straight, turn right
·正确使用上述单词和词组描述城市设施及其位置
·知道英语句子有升降调，并使用正确的语调朗读不同类型的句子
课时安排 第一课时: Part A Let’s try & Let’s talk
第二课时: Part A Let’s learn & Make a map and talk
第三课时: Part B Let’s try & Let’s talk
第四课时: Part B Let’s learn & Be a tour guide
第五课时: Part B Read and write
第六课时: Part B Let’s check & Let’s wrap it up
3The first period(第一课时)
Part A Let’ s try & Let’s talk
教学内容
▶
Let’s try ·读懂题目要求，对听力的重点内容进行预测
·通过听录音，运用基本的听力技巧，勾选正确的选项
Let’s talk ·通过观察、谈论Let’s talk板块的图片，在PPT和老师的帮助下理解对话大意，并能够回答
对话下面的问题
·通过听录音，能够用正确的意群及语音、语调朗读对话，并在小组中进行角色表演
·在情景中恰当运用句型“—Where is the…? —It’s…”询问地点并作答
·在语境中借助图片等理解新词“museum, bookstore, post office, ask, sir”的意思，并能够
正确发音
·运用礼貌用语寻求他人的帮助
教学重点
▶
能够理解和掌握本课时的重点词汇和句型。
教学难点
▶
能够在情景中恰当运用句型“—Where is the…? —It’s…”询问地点并作答。
教学准备
▶
1.预习《状元大课堂》《创优作业100分》《状元作业本》中本课时的相关内容。
2.PPT课件､课文录音､视频等。 Teaching purpose①
教学过程 树立课前评价机制，引
▶
导并鼓励学生在课上大胆表
Step 1: Warm-up & Revision & Lead-in
达自己的想法，积极发言，
1. Greetings.①
保持思维开放。采取小组合
Greet students. Divide them into several groups. The group which 作方式，得分最多的小组为
gets the most points will be the winner. 优胜组。
2. Quick review.② Teaching purpose②
Review the words and the phrases of the locations “in front 以看图猜方位介词（词
of, near, next to, behind, between” with the pictures. （课件出示: 组）和读句子猜地点的活动
帮助学生快速复习方位介词
表示方位介词的图片）
以及有关建筑物和场所的词
3. Read and guess.
汇，为下面即将要学习的对
Read the sentences and guess what places they are.
话做好词汇铺垫。
44. Lead-in.③
Teaching purpose③
Present the main scene on page 2.（课件出示: Unit 1主情景图）
通过主情景图，引导
T: What can you see in the main scene?
学生预测吴斌斌将要参观
Ss: We can see a hospital, a park, a restaurant…
的地方，简单描述城市设施
T: Here are Wu Binbin and Robin. Wu Binbin likes robots very
的位置，为即将学习的Let’s
much. Where can Wu Binbin go?
try板块设置话题背景。
Ss: He can go to the science museum.
T: Where is the science museum? How can he get there? Today
we’ll learn “Unit 1 How can I get there?”
Write down the title of “Unit 1” on the blackboard.
Step 2: Presentation
Teaching purpose④
1. Let’s try.④
利用机器人创设情境，
（1）Freely talk about robots.
通过各种不同功能的机器
In a science museum, we can see many interesting things of
人，激发学生学习兴趣，吸
high tech. Present some pictures of high-tech robots on 引其注意力。先引导学生基
exhibition. （课件出示: 能做各种不同动作的机器人的图片及相应的 于语言情境猜测吴斌斌所
在的场所，再通过听力验证
动词词组）
预测的答案并完成 Let’s
T: These robots are so cool! What can they do?
try板块的听力练习，培养
Ss: They can…
学生听前预测的习惯。
（2）Listen and tick.
Ask students to read the text content in“ Let’s try” and
predict the content of listening and the answers to the questions.
Then students listen and tick the right options for the questions.
At last, check the answers together. （课件出示: 教材P4 Let’s try
板块的习题、音频及答案）
（3）Read the listening material.
Learn the key sentences underlined. （课件出示: 教材P4 Let’s
try板块的听力材料）
2. Watch and answer.
Wu Binbin and Robin are at the science museum now. Wu
Binbin has something to do. Watch the video of “Let’s talk”
and answer the question. Lead students to get the main idea of the
dialogue. （课件出示: 教材P4 Let’s talk板块的对话视频和问题）
5Q: What does Wu Binbin want to do? （He wants to buy a
postcard and send it.）
Compare the differences between “buy” and “send” with
pictures. （课件出示: 买明信片和寄明信片的图片）
3. Get more details.⑤
Teaching purpose⑤
Watch the video of “ Let’s talk” again and answer the
对对话中的重点词汇
following questions. （课件出示: 问题①②，配图museum shop和
做详解，基于对话文本做相
post office）
应拓展，提高学生的语用能
① Where can Wu Binbin buy the postcard? Where is the 力。同时渗透情感目标，引
museum shop? 导学生在外遇到困难时能
②Where can he send the postcard? Where is the post office? 够主动向他人寻求帮助。
Highlight the sentence structure “Where is…?” Make brief
talks with students while checking the answers. （课件出示: 问题
①②的答案）
Write down “museum shop, post office” and the sentence structure
“Where is…?” on the blackboard.
① Key: He can buy the postcard in the museum shop. The
museum shop is near the door.
T: What else can you buy in a museum shop?
Ss: I can also buy some toy robots/soft toys/toy
machines/books…
②Key: He can send the postcard in the post office. The post
office is next to the museum.
T: Does Robin know where the post office is?
Ss: No, he doesn’t.
T: So how can they find the post office?
Ss: They can use a map./They can ask other people.
T: Yes. If you need help, just try to be brave and ask for
help.
Learn the key words “ask, sir” in detail. （课件出示: ask和
sir的相关内容）
Write down “ask, sir” on the blackboard.
T: Robin asks a man where the post office is. The man is so
surprised that Robin can talk. It is a talking robot. He thinks the
museum is a great museum. （Simply explain “a talking robot”
and “What a great museum！”）
T: Where is the post office?
Teaching purpose⑥
Ss: It’s next to the museum. （课件出示: 对比near和next to
让学生听录音跟读。引
的区别）
导学生按照正确的意群及
Step 3: Practice
语音、语调朗读对话，并在
小组中进行角色表演，操练
对话。
61. Read and act.⑥
（1）Students read after the recording. Pay attention to the
pronunciation and the intonation.
（2）Let students practice the dialogue in roles in groups.
（3）Act out.
2. Draw a map for the museum.⑦ Teaching purpose⑦
Students read the dialogue and try to draw a simple map for the
通过读对话、画简易
museum. Work in pairs to make a brief introduction of their maps. Then 小地图等活动帮助学生深
choose two students to come to the front to share their maps. They can 入理解对话文本，小组合作
say like this: 环节基于手绘的地图情境，
引导学生尝试描述博物馆、
The museum shop is… You can…there.
商店和邮局的位置以及不
The post office is… You can…there.
同城市设施中能够进行的
Step 4: Consolidation & Extension
活动，丰富学生的语言表达。
1. Create a new dialogue.⑧
T: If you are Wu Binbin, what gift do you want to buy? You
can be in a supermarket or anywhere you want to be. Create a Teaching purpose⑧
new dialogue and let’s find out more ideas. You can do it like 提炼课本对话内容，呈
this: 现核心语言框架，引导学生
重构文本，鼓励学生创编新
Wu Binbin: Robin, where is the…? I want to buy…
的对话，巩固本课的核心词
Robin: It’s…
汇和句型。
Wu Binbin: Thanks. Where is the…? I want to…today.
Robin: I don’t know. I’ll ask. Excuse me, sir.
Man: Wow! A talking robot! That’s interesting!
Robin: Where is the…?
Man: It’s…
Robin: Thanks.
The teacher makes a model with two students first. Then ask Teaching purpose⑨
students to work in groups. Choose one or two groups to act out.
引导学生通过组内交
2. Talk about your city.⑨ 流自己居住地的相关城市
T: Now we’ve known something about Wu Binbin’s city. Can 设施和位置，拓展他们对其
you talk about something about your city/town/village?
喜好与经常进行的活动的
相关表达，提高学生的语言
The teacher sets a model and makes a brief conversation with
综合运用能力。
a student first. You can use these words: park, library, zoo, post
office, school, museum… （课件出示: 对话练习的框架）
Then students work in groups and talk about the places in their
Teaching purpose⑩
city/town/village.
引导学生总结本课所
3. Make a summary.⑩
学核心词汇和句型，巩固本
Lead students to make a summary of this class. Let them conclude 课渗透的情感目标。
the key words and sentence structures they’ve learned. Encourage
students to be brave and ask for help if they need.
7板书设计
▶
作业设计
▶
1. Practice the dialogue.
2. Write down your new dialogue.
3. Do the exercises. (见“状元成才路”系列丛书《创优作业100分》或《状元作业本》对
应课时作业)
教学反思
▶
1. 热身环节快速复习方位介词以及有关建筑物和场所的词汇，为下面即将要学习的对话做好
词汇铺垫。通过主情境图创设情境，为即将学习的Let’s try板块设置话题背景。
2. 呈现活动由浅入深，注重培养学生听前预测的习惯。以学生为本，引导和启发学生思考，注
重对学生思维能力的培养。
3. 基于课本基础，设置多元化的教学活动，适当拓展，丰富学生表达，提高其语言综合运用能
力。
4. 板书设计清晰明了，重点突出，起到了很好的辅助作用。
▶Teaching Contents
Let’s try
·Predict the main content of the listening part by reading the questions.
·Understand the recording and tick the right answers.
Let’s talk
·Understand the main idea of the dialogue by observing the picture and answer the questions
below the dialogue.
·Read the dialogue correctly, fluently and emotionally, and then act out in groups.
·Use the sentence structures “—Where is the…?—It’s…” properly to ask and answer about
the locations in scenes.
·Have a good command of the new words “museum, bookstore, post office, ask, sir”.
·Learn to ask for help politely.
▶Teaching Priorities
·Be able to understand and master the key words and sentence structures of this lesson.
▶Teaching Difficulties
·Be able to use the sentence structures “—Where is the…? —It’s…” properly to ask and answer
about the locations in scenes.
▶Teaching Procedures
8Teaching
Teacher’ s Activities Students Activities Teaching Purposes
Stages
Warm-up 1. Greetings. 1. Greet the teacher and Review the words and
& 2. Quick review. understand the mode of the phrases of locations
Lead-in 3. Read and guess. evaluation. and buildings through
4. Lead-in. Present the main 2. Review the words of the guessing game. Get
scene on page 2 on the PPT. locations. students prepared for
3. Read and guess what the following learning,
places they are. and set a topic
4. Talk about the main scene background for the
on page 2. dialogue.
Presentation 1. Let’s try. （1）Freely talk about Stimulate students’
(1) Present pictures and talk robots. interest in learning and
with students. （2）Listen and tick. attract their attention
(2) Ask students to listen and （3）Read the listening through a variety of
tick. material. robots with different
(3) Present the listening functions. Cultivate
material and teach the key students’ habit of
sentences. making predictions
before listening.
2. Watch and answer. Watch the video of “Let’s Lead students to get a
Play the video of “Let’s talk” talk” and answer the question. whole perception of the
and ask the question. Lead Get the main idea of the dialogue and the main
students to get the main idea of dialogue. idea of it with the
the dialogue. question.
3. Get more details. Watch the video of “Let’s Make corresponding
Play the video of “Let’s talk” talk” again and answer the extension based on the
again and ask students to questions. context to improve
answer the questions. Learn “museum, shop, post students’ pragmatic
Teach “museum, shop, post office” and “—Where is…? ability. Penetrate the
office” and “—Where is…? — —It’s…” emotional aim. Lead
It’s…” Talk with the teacher about students to ask for help
Talk with students and teach more details. Learn the words from others when they
the words “ask, sir” in detail. “ask, sir” in detail. encounter difficulties.
“It’s time for…” Understand the sentence
Teach the sentence “Time to go “Time to go home.” and the
home.” and the word “kid”. word “kid”. Learn the
Contrast “It’s time for…” with difference between “It’s time
“It’s time to…” for…”and “It’s time to…”
（续表）
Teaching Teacher’ s Activities Students’ Activities Teaching Purposes
9Stages
Practice 1. Read and act. (1)Read after the recording. Lead students to read the
Pay attention to the dialogue in correct
pronunciation and the pronunciation and
intonation. intonation and act it out in
(2)Practice in roles in groups to practice the
groups. dialogue.
(3)Act out.
2. Draw a map for the Read the dialogue and try to Help students go deeper
museum. draw a simple map for the into the text. Lead students
museum. Work in pairs and to describe the locations as
make a brief introduction of well as the activities that
the maps. can be carried out there.
Enrich students’
expression.
Consolidation 1. Create a new dialogue. Work in groups. Create a Lead students to
& new dialogue and find out reconstruct the text.
Extension more ideas. Consolidate the key words
and sentence structures by
creating new dialogues.
2. Talk about your city. Talk about the places in Extend students’
Set a model and make a their city/town/village. expression of their
brief conversation with a preferences and frequent
student first. activities. Improve their
comprehensive language
using ability.
3. Make a summary. Conclude the key words and Get an overview of the
sentence structures they’ve class and penetrate the
learned. emotional goal.
Homework 1. Practice the dialogue.
2. Write down your new dialogue.
3. Do the exercises.
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