Unit 1 How can l get there(第三课时教案)-2025-2026学年人教PEP版(2012)英语六年级上册

《Unit 1 How can I get there?》第3课时教案

学科

English

年级册别

Sixth Grade, Upper Term

共1课时

教材

People's Education Press (PEP) Primary English, Sixth Grade, Upper Term

授课类型

Integrated Skills & Application

第3课时

教材分析

教材分析
本课是人教PEP版小学英语六年级上册Unit 1的第三课时，属于“综合运用与拓展”环节。教材以“如何到达某个地方”为核心话题，围绕交通方式、方向描述、问路与指路等语言功能展开，整合了词汇、句型、听力、口语和阅读技能训练。本课时重点在于通过真实情境任务，引导学生在实际交流中灵活运用所学语言进行表达，提升跨文化交际能力。内容设计贴近学生生活，有助于培养其空间思维能力和解决问题的能力。

学情分析
六年级学生已掌握基本的方位词（如near, next to, behind, in front of）和常用交通方式（by bus, on foot, by bike, by subway），具备一定的听说基础。他们对城市地图、路线规划有初步认知，但缺乏在复杂语境中组织语言的能力。部分学生存在表达不连贯、语法错误较多的问题。针对此，教师需创设真实情境，借助角色扮演、小组合作等方式激发兴趣，强化语言输出，帮助学生突破语言障碍，实现从“能说”到“会用”的跨越。

课时教学目标

Language Ability
1. Students can use target language to ask for and give directions in real-life situations.
2. Students can describe a route using prepositions of place and transportation methods accurately.

Cultural Awareness
1. Students can understand the differences between Chinese and Western ways of giving directions.
2. Students can show respect for different cultural norms when navigating public spaces.

Thinking Quality
1. Students can analyze map information and plan an optimal route logically.
2. Students can solve navigation problems through collaborative thinking and decision-making.

Learning Capacity
1. Students can work in groups to complete a travel challenge with clear roles and responsibilities.
2. Students can reflect on their own performance and peer feedback to improve

communication skills.

教学重点、难点

重点
1. Master the use of key phrases: “How can I get to…?”, “Go straight ahead”, “Turn left/right”, “It’s next to/behind/in front of”.
2. Accurately describe a route from one location to another using correct sequence and vocabulary.

难点
1. Combine multiple directional instructions into a coherent spoken narrative.
2. Adapt speech to different contexts—e.g., asking a stranger vs. giving directions to a friend.

教学方法与准备

教学方法
Situation-based Learning, Collaborative Inquiry, Task-driven Instruction

教具准备
Interactive whiteboard, city map handouts, role cards, audio clips, student laptops/tablets

教学环节

教师活动

学生活动

Warm-up & Story Introduction
 

一、Story-Based Launch: The Lost Tourist Mission

（一）、Present a dramatic scenario via video clip:
Show a 30-second animated short: A foreign tourist named Alex stands at a busy intersection in a big city, holding a crumpled map, looking confused. He says in broken English: "I need help... Where is the museum? I can’t find it!"
1. Pause the video after Alex speaks. Ask students: “What do you think happened?”
2. Guide students to notice visual clues: the signboard says “Central Square”, the clock tower is visible, and a bus stop is nearby.
3. Introduce the mission: “Today, we are all young guides! Our task is to help Alex reach the City Museum safely and correctly.”
4. Explain that each group will receive a map and must create a step-by-step guide to get from Central Square to the museum.
5. Emphasize the goal: not just to say the

1. Watch the video and discuss what happened.
2. Identify key details like signs, buildings, and vehicles.
3. Understand the mission: help Alex find the museum.
4. Take turns reading role cards and assign group roles.
5. Listen carefully and jot down possible route options.
6. Respond quickly to teacher’s questions using English.
7. Repeat target phrases aloud with correct intonation.

words, but to speak clearly, use correct grammar, and be polite.
6. Distribute role cards: “Guide”, “Tourist”, “Map Reader”, “Time Keeper”. Assign roles within groups.
7. Play the full video again slowly, allowing students to listen carefully and take notes on possible routes.
（二）、Activate prior knowledge with quick-fire Q&A:
1. Ask: “What are some common ways to get somewhere?”
- Accept answers: by bus, on foot, by bike, by subway, by taxi.
2. Ask: “How do we say ‘turn left’ in English?”
- Prompt: “Turn left at the traffic light.”
3. Ask: “If something is near the park, where is it?”
- Guide to: “It’s next to the park.”
4. Use flashcards with images of landmarks (museum, library, school, post office) and have students match them with names in English.
5. Highlight key phrases: “How can I get to…?”, “Go straight ahead”, “Turn right”, “It’s behind the bank”.
6. Practice pronunciation together: stress the word “straight” and clarify the difference between “left” and “right”.
7. Introduce the concept of “landmark” as a fixed point used to locate places.
8. Briefly compare how people in China might say “走两百米就到了”，while in English speakers often say “go past the supermarket and turn left”.

评价任务

1. Participation: ☆☆☆
2. Vocabulary Recall: ☆☆☆
3. Listening Focus: ☆☆☆

设计意图

通过一个生动的“失联游客救援任务”故事线，将抽象的语言知识融入真实情境，激发学生的共情力与责任感。利用动画视频调动视听感官，激活已有语言经验，为后续任务铺垫。分组角色设定增强互动性，明确分工，使每个学生都有参与感，同时自然引入核心语言点，为接下来的探究活动打下坚实基础。

Task Exploration & Group Work
 

一、Map-Based Route Planning Challenge

（一）、Distribute materials and set clear

1. Receive map and role cards.
2. Work