Module 10 Unit 2 Go straight on!（教学设计）-2024-2025学年外研版（三起）英语六年级上册

《Module 10——Unit 2 Go straight on!》教学设计—外研社版英语六年级上册 一、教学目标 知识与技能目标 学生能够听懂、会说、认读并拼写单词：“turn, left, right, road, excuse me, straight, lost, out, factory” 等与方向和地点相关的词汇。 熟练掌握指路的常用句型 “Go straight on. / Turn left. / Turn right.” 以及询问路线的句型 “Where's...? How can I get to...?” 并能在实际情境中准确运用，进行简单的问路与指路交流。 能够理解课文内容，获取关于在城市中寻找地点的信息，并能仿照课文进行简单的口语交流和书面表达，描述从一个地方到另一个地方的路线。 过程与方法目标 通过情境创设、小组合作、角色扮演、游戏活动等多种教学活动，激发学生的学习兴趣，培养学生的观察力、想象力、合作能力和语言运用能力。 引导学生在实际情境中自主探究、归纳总结指路和问路句型的结构和用法，提高学生的自主学习能力和逻辑思维能力。 情感态度与价值观目标 培养学生乐于助人的品质，当他人问路时能够热情地提供帮助。 在教学过程中，关注学生的情感体验，营造轻松、愉快、和谐的课堂氛围，尊重学生的个性差异，对学生的表现给予及时的肯定和鼓励，增强学生学习英语的自信心和积极性，体现教师的人文关怀。 二、教学重难点 教学重点 掌握本单元的重点词汇和短语，以及指路和问路的常用句型。 理解课文内容，学会用所学语言描述路线和地点。 教学难点 能够在实际情境中灵活、准确地运用问路与指路句型进行交流，尤其是在处理复杂的路线指示或应对多种可能的路线情况时。 引导学生根据实际场景，有条理地用英语表达路线信息，提高学生的口语表达和逻辑思维能力，并培养学生在交流中关注对方理解程度和需求的能力。 三、教学方法 情境教学法、直观演示法、小组合作法、任务驱动法 四、教学过程 （一）Warming-up Greeting and Free Talk 教师带着亲切的笑容走进教室，热情地与学生打招呼：“Good morning, dear students. How are you all today? It's so nice to see your bright smiles.” 引导学生积极回应，营造温馨的课堂氛围。 教师接着说：“Let's have a little chat. Have you ever been to a new place and got a bit confused about how to get around? What did you do?” 邀请几位学生分享他们在陌生地方的经历，鼓励学生用简单的英语表达，如：“I asked someone for help.”“I used my phone to find the way.” 教师认真倾听学生的回答，给予肯定和反馈，如：“That's a smart way to deal with it. Asking for help is always a good option.” 通过自由交谈，拉近与学生的距离，了解学生的生活经历，为后续教学做好铺垫。 （二）Lead-in Map Introduction 教师在多媒体上展示一张简单的城市地图，地图上标注有一些常见的地点，如学校、公园、超市等，并提问学生：“Boys and girls, look at this map. If you want to go from the school to the park, what should you do? Do you know how to find the right way?” 引导学生观察地图并思考问题，激发学生对问路与指路话题的兴趣和好奇心。 教师顺势引出本节课的主题：“Today, we are going to learn how to ask for and give directions in English. Let's explore together!” 以充满期待的语气引导学生进入学习状态。 （三）Presentation New Words Learning 教师利用多媒体课件展示一个人向左转弯的动画，引出单词 “left”，并教读发音：“Look at this animation. The man is turning left. L-e-f-t, left. It means the opposite direction of right.” 让学生跟读几遍，然后教师用简单的英语解释单词含义，并举例说明：“When you are at a crossroads and you want to go to the left side, you turn left. For example, turn left at the second corner.” 以同样的方式依次展示并教授其他新单词：“right”（展示向右转弯的动画，说：“This is right. R-i-g-h-t, right. We turn right to go in the other direction.”）、“road”（展示一条道路的图片，教师用手指沿着道路比划，说：“This is a road. We walk or drive on the road. R-o-a-d, road.”）、“excuse me”（教师做打扰别人的动作，说：“When we want to ask for help or get someone's attention, we say 'excuse me'. It's a polite way.”）、“straight”（教师用手做直线的动作，说：“Go straight on. It means to move forward in a direct line. S-t-r-a-i-g-h-t, straight.”）、“lost”（教师做出迷茫的表情，说：“If you don't know where you are, you are lost. L-o-s-t, lost.”）、“out”（教师指向教室外面，说：“Go out of the classroom. Out means outside. O-u-t, out.”）、“factory”（展示工厂的图片，说：“This is a factory. Many things are produced in a factory. F-a-c-t-o-r-y, factory.”）。在教授过程中，注重单词的发音、拼写和词义理解，采用多种教学手段帮助学生记忆，如单词卡片、动画演示、简单例句等。同时，鼓励学生积极参与，大胆开口朗读单词，教师及时给予纠正和鼓励，如：“Excellent pronunciation. You are doing a great job!” Sentence Pattern Teaching 教师展示一张街道的图片，图片上有一个人站在路口，教师提问学生：“What should this person do if he wants to go straight? Can you tell me in English?” 引导学生用英语回答自己的想法，然后教师引出重点句型：“Go straight on. We use this sentence to tell someone to move forward without turning. Now listen carefully. Go straight on. And if we want to tell someone to turn left or right, we say 'Turn left.' or 'Turn right.'” 教师通过图片和简单的句子解释句型的用法，让学生理解并跟读几遍。 教师再展示一张带有多个地点的地图，提问：“If someone asks you 'Where's the supermarket?', how can you answer? We can say 'Go straight on and turn left at the first corner. The supermarket is on your right.' Now let's practice. How can I get to the park? Use the sentence patterns we just learned.” 让学生模仿练习，教师巡视指导，及时纠正学生的错误，如：“Pay attention to the prepositions. It should be 'turn left at the corner' not 'turn left in the corner'.” （四）Practice（10 分钟） Pair Work 教师将学生分成两人一组，给每组学生发放一张简单的校园地图（地图上标注有教学楼、图书馆、操场等地点），要求学生根据地图，运用所学的句型 “Where's...? How can I get to...? Go straight on. / Turn left. / Turn right.” 互相询问和回答关于在校园内如何到达某个地点的问题，如：“Where's the library? Go straight on and turn right at the second building. The library is in front of you.” 学生练习过程中，教师巡视各小组，倾听学生的对话，给予必要的帮助和指导，鼓励学生大胆开口说英语，如：“You are making good progress. Keep talking and you will speak more fluently.” Group Game: Direction Relay 将学生分成若干小组，每组 5 - 6 人。教师在教室的一角设置一个 “起点”，在另一角设置一个 “终点”，终点处放置一个小奖品。每组的第一个学生站在起点，教师给他们一个目的地（如某个同学的座位），学生需要用英语说出从起点到目的地的路线，如 “Go straight on. Turn left at the third row. Then go straight again.” 说对的学生向前走一步，下一个学生接力，继续描述路线，直到有小组的学生到达终点拿到奖品。在游戏过程中，教师提醒学生注意句型的正确运用和表达的准确性。游戏结束后，对表现出色的小组给予表扬：“Your group did a great job in the direction relay. You worked well together and used the English sentences very well.” （五）Text Learning Pre-reading 教师在黑板上写下课题 “Go straight on!”，然后提问学生：“Boys and girls, what do you think we are going to read about in this text? Can you make some predictions?” 引导学生根据课题和之前所学的知识，对课文内容进行预测，如：“Maybe it's about someone's journey in a city and how they find their way.” 教师鼓励学生积极思考，分享自己的预测，不做对错评判，培养学生的想象力和预测能力。 教师介绍课文背景：“This text is about a man who is looking for a factory in a city. Let's read and find out how he gets there.” 让学生对课文有一个初步的了解，激发学生的阅读兴趣。 While-reading 教师让学生打开课本，默读课文第一遍，要求学生圈出不认识的单词和不懂的句子。学生默读过程中，教师巡视教室，观察学生的阅读情况。 读完第一遍后，教师针对学生圈出的难点单词和句子进行讲解，如：“Some of you may have trouble with this sentence. Let's look at it together. 'The factory is near the cinema.' Here, 'near' means close to. So this sentence means the factory is close to the cinema.” 通过简单易懂的方式帮助学生理解课文中的难点，扫清阅读障碍。 教师让学生默读课文第二遍，这次要求学生边读边思考问题：“Where does the man want to go? What directions does he get?” 学生读完后，教师组织学生回答问题，引导学生从课文中获取关键信息，如：“The man wants to go to the factory. He is told to go straight on and turn left.” 教师通过提问和回答，帮助学生理解课文的主要内容和结构。 Post-reading 教师将学生分成小组，让小组学生分角色朗读课文，一人扮演 the man，一人扮演 the woman，通过朗读进一步体会课文的情感和语言表达。朗读结束后，教师对各小组的朗读进行评价，表扬朗读流利、有感情的小组，如：“Your group read the text very vividly. I can feel the man's confusion and the woman's helpfulness in your voices.” 同时，对朗读存在问题的小组，如发音不准确、语调不自然等，给予指导和建议，鼓励学生多模仿原声录音，提高朗读水平。 教师引导学生回顾课文内容，进行简单的复述：“Now, let's try to retell the story. Who can start?” 邀请几位学生上台进行复述，其他学生认真倾听并补充。教师在学生复述过程中，给予提示和帮助，如：“Remember, first, the man was lost. Then, what happened next?” 通过复述，加深学生对课文的理解和记忆，提高学生的口语表达能力和语言组织能力。 （六）Production Role-play 教师创设情境：“Suppose you are a stranger in a new city and you need to find a hotel. You ask a local person for directions. Use the sentences and words we learned today to make a dialogue.” 将学生分成两人一组，一位学生扮演陌生人，一位学生扮演当地人，要求学生根据情境进行角色扮演对话。学生准备过程中，教师巡视指导，帮助学生构思对话内容，提醒学生注意语言的准确性和礼貌性，如：“Stranger: Excuse me. Where's the hotel? Local: Go straight on and turn right at the traffic lights. The hotel is on your left.” 角色扮演结束后，教师邀请几组学生上台展示他们的对话，其他学生观看并评价。评价可以从语言表达、表演技巧、内容丰富度等方面进行，教师先引导学生发表自己的看法，如：“What do you think of their dialogue? Did they use the sentences correctly?” 然后教师进行总结评价，肯定学生的优点，指出存在的不足，并给予改进的建议，如：“Your dialogue was very good. You used the new words and sentences well. But you could add some more details about the landmarks along the way. Keep practicing and you will get better.” My City Map and Route Description 教师布置制作任务：“Now, it's time for you to show your creativity. Draw a simple map of our city and mark some places you like. Then write a description of how to get from one place to another. Use the words and sentences we learned in this class. Try to make your map and description clear and accurate.” 让学生根据自己对所在城市的了解制作一张城市地图并描述路线。在学生制作过程中，教师巡视指导，关注学生的创意和困难，对有困难的学生，教师给予启发和帮助，如：“If you want to show the way from the school to the zoo, you can draw the main roads and write 'Go straight on the main street and turn left at the park. The zoo is ahead.'” 制作完成后，教师选取几篇学生的作品进行展示和分享，先让作者介绍自己的地图和路线描述，然后其他学生进行评价和反馈，教师最后进行总结评价，表扬学生的创意和努力，如：“Your city map and route description are really well-made. You showed a good understanding of our city and the English language. Keep up the good work.” 通过制作地图和描述路线展示和评价，提高学生的综合语言运用能力和空间认知能力，同时增强学生的自信心和成就感。 （七）Summary 教师引导学生回顾本节课所学的重点内容：“Boys and girls, let's review what we learned today. We learned some new words, like 'left, right, road...' And we also learned the sentence patterns 'Go straight on. / Turn left. / Turn right.' and 'Where's...? How can I get to...?' We read a text about finding a place in a city and did a lot of interesting activities. What did you like most about today's class?” 让学生积极回答，教师进行总结和补充，强化学生对知识的记忆和理解。 教师强调帮助他人的重要性：“When someone asks for directions, we should be kind and helpful. It makes our world a nicer place. Do you agree?” 引导学生树立乐于助人的价值观，积极参与社会交往。 五、教学资源 多媒体课件、校园地图、城市地图模板、单词卡片、黑板、课本、绘画工具（用于制作地图） 六、教学评价 课堂表现评价 观察学生在课堂上的参与度，包括是否积极回答问题、参与小组讨论、角色扮演、对话展示等活动。对积极参与、表现活跃的学生，及时给予表扬和鼓励，如：“You are always so active in class. Your enthusiasm is really inspiring.” 评价学生的学习态度，如是否认真听讲、专注阅读、积极思考等。对认真学习、态度端正的学生，给予肯定和认可，如：“I can see that you are really concentrating on the lesson. Keep up the good work.” 关注学生在语言学习方面的表现，如单词发音是否准确、句型运用是否正确、口语表达是否流利等。对在语言学习上有进步或表现突出的学生，给予针对性的表扬和建议，如：“Your pronunciation of this word has improved a lot. Keep practicing and you will speak English more fluently.” 对于存在语言错误的学生，教师以温和、耐心的方式给予纠正和指导，如：“There is a small mistake in your sentence. It should be 'Turn left at the corner' not 'Turn left on the corner'. Try to remember the correct form.” 作业评价 认真批改学生的书面作业，从与家人交流记录的完整性、准确性、语言表达的流畅性以及短文写作的内容丰富度、语法正确性、词汇句型运用等方面进行评价。对作业完成质量高的学生，在课堂上进行展示和表扬，如：“This student's conversation with family is very detailed. The sentences are correct and the language is natural. Let's give him/her a big hand.” 同时，将优秀的短文张贴在教室的展示栏中，供其他学生欣赏和学习。 对于作业存在问题的学生，教师进行一对一的辅导，帮助学生找出问题所在，并给予具体的改进建议，如：“Your short passage has a few grammar mistakes. Let's go through it together and make it better.” 鼓励学生认真修改作业，培养学生严谨认真的学习态度和自我完善的能力。通过全面、细致的教学评价，关注学生的学习过程和学习成果，体现教师对学生的尊重和关怀，促进学生在知识、技能、情感态度等方面的全面发展。 学科网（北京）股份有限公司 $$