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視頻標簽：A Trip,in London
所屬欄目：小學英語優質課視頻
視頻課題：人教版PEP小學英語六年級上冊A Trip in London—PEP Unit 1 Part C story time浙江省 - 溫州
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人教版PEP小學英語六年級上冊A Trip in London—PEP Unit 1 Part C story time浙江省 - 溫州
課題：A Trip in London——PEP Unit 1 Part C story time 科目：小學英語 教學對象：六年級 課時：第六課時
一、教材分析
本課是六年級上冊第一單元的故事課，故事內容生動有趣，通過Zoom在倫敦被fish and chips誘惑, 進而問路尋食展開故事。故事的知識主要圍繞第一單元所學內容進行展開。本課利用Zoom與路人的問答，將文本與圖片進行了轉換，使故事文本變成了一張地圖，直觀、清晰地可供學生進行演繹、表達。另外，從文化角度出發，從美食、建筑、娛樂活動等方方面面向學生傳達本故事里的英國文化背景知識，激發學生興趣，并以一張模擬真實的簡易英國倫敦地圖，為學生留足語言發揮空間，發散學生思維。
二、教學目標：
1. 語言目標：通過閱讀趣味故事，復習鞏固本單元所學語言，增加學生語言的輸入。
2. 能力目標：能夠按正確的意群及語音、語調朗讀故事；能表演故事，恰當運用故事中的語言。 3. 情感目標：1）.能拓寬知識面，對英國文化的知識又初步了解，感受英國建筑、美食，娛樂活動。 2）.能在迷路時主動尋求幫助。
4. 學習策略目標：能夠通過文段，獲取主旨大意，通過相關細節猜測詞義。
三、教學重難點
1. 能夠理解故事大意，初步認識英國文化，綜合運用本單元核心語言，在圖片幫助下理解“London Eye, fish and chips, the Thames”.
2. 能夠按正確的意群及語音、語調朗讀故事；能表演故事，恰當運用故事中的語言。 3. 能夠用所學語言知識，在迷路時主動尋求幫助。 四、課前準備 板書、ppt 五、教學環節 教學步驟
設計意圖
Warming up &Revision
1. Enjoy some pictures of London
學生邊聽邊欣賞倫敦圖片，認識并說一說對倫敦印象。
T: Zoom and Zip are searching some interesting pictures on line. What are these pictures about? Ss enjoy the pictures and answer : London.
T: How do you know? What do you see in the pictures? Ss: I see…
T: London is the capital city of the UK. Do you like London?
What do you think of London? Ss: I think London is …. Because… 1. Let’s chant.
T: Zoom and Zip want to travel to London. But they need to go to the airport first. Do they know how to get to the airport?
Ss: No.
T: We can use GPS to help them. Ss chant.
① Ss listen and chant.學生聽GPS語音指令，跟老師一起邊做動作邊chant前兩個路口。
用視頻欣賞倫敦，在課前就給學生大量的倫敦信息介紹，例如Fish and chips, London eye等等，為學生提供不同方面的倫敦文化，使學生能夠對本課話題從一開始就有所了解，并未后方活動做好文化與思維鋪墊。
用GPS的語音導航，結合chant的方式對本單元所學知識內容進行復習，不僅是為了提高學生的學習興趣，也是為了貼近學生的真實生活。
② Ss make a new chant 學生觀看GPS指引，按節奏和同桌進行編創chant.
Ss look and then make a new chant with desk mates.
③ Ss think and guess
T: There are some other ways to the airport. Why do they choose this way to the airport? Ss observe and then guess: Maybe he is a foodie. / Maybe he likes Chinese food…
T: Hooray! Finally, they arrive in the airport. They’re going to fly to have a nice trip.
Today’s story is about Zoom and Zip’s trip in London. Let’s go and have a look!（貼課題板書）
本問題是為了引發學生思考，為Zoom這個人物角色的特點做好一定的鋪墊，使學生能對后方猜
測他肚子吃撐了還要吃糖葫蘆
的原因有更多不同的見解。
Presentation
1. Look and guess
T: Now, they have arrived in London. Look, where are they? Ss: They are in a park.
T: They meet a boy in the park. Look at Zoom and the boy. What’s happening between them? Ss: Zoom is hungry. He wants to eat the food in the boy’s hand.
在閱讀故事前，通過第一幅圖的觀察，讓學生先對故事有初步的猜測，發散學生思維，提高學生的讀圖能力，發展他們的想象能力。
T: What’s that food? Ss guess.
T: Fish and chips. Does he eat the food at last? How does he get the food at last? Ss guess.
2. Watch and answer
Ss watch and answer: He buys fish and chips in a shop. (貼板書) 3. Think and guess
T: Does he know the way to the fish and chip shop? Ss: No.
T: He asks some people for help. How many people does he ask? Ss: Three.
T: If you were Zoom, how would you ask ?
Ss think and guess: How can I get to…/ Where is… 4. Read quickly and find
Ss read and find out what Zoom say. 學生讀前五幅圖片，快速瀏覽找答案。 S1: Excuse me. Where can I buy one? S2: Excuse me. Where is the London eye.
S3: Excuse me. Is the Thames far from here? （學生說完后跟讀，教師貼板書） 5. Read, underline and circle
T: What do the men say?
Ss read it again, underline what they say and circle the places they mentioned. T checks the answer: What do the men say? Ss: Near the London Eye. Go that way.
It’s next to the film museum near the Thames. No. Go straight and turn left. T: What places are mentioned?
Ss: London Eye. Film museum. The Thames. （學生說，教師貼板書并帶讀）
學生通過板書初步了解London Eye. the Thames.
6. Look and match.
Ss match the pictures with the sentences of what the three men say.
用不同的閱讀方式訓練學生不同的閱讀技能與方法。
通過解讀地點，使學生進一步對課文插圖有所理解，加深學生對文本印象，也能幫學生進一步記憶Zoom問路的順序。
7. Enjoy and learn.
T introduces the London Eye and the Thames to Ss. 8. Discuss and choose
T：Do you know the correct place of London now?
Ss discuss with desk mate and choose the correct place of the shop. T places the pictures with students to check the answer.
9. Listen and act
T:Finally, Zoom and Zip find the shop. How do they feel? Ss think and answer. T: What does Zoom say? Ss look and read: Zip, look! T: What does Zoom say? Ss listen and follow: Finally!
T:Finally means at last. Because it’s not easy to find the shop. So they are very happy, but also a little tired.
S1 acts as Zoom: Zip, look! Ss act as Zip: Finally!
通過路人的描述，合作讓學生選一選fish and chips的位置，使文本可視化，能進一步讓學生直觀理解三幅圖的文本內涵，同時在
過程中也能發展學生一定的合作能力。
Practice
1. Listen, repeat and act. Ss read after the tape.
2. Let’s act
通過拆分問句與答句，幫助學生理清Zoom的路線脈絡，并能將整個過程以板書的形式呈現，使課文內容從你文本到圖片，變得更為直觀。學生可以直接通過看
板書進行表演。
Ss work in four and choose one level to act the story.學生可根據自己的能力，選擇看完整對話表演，也可以挑戰看板書上的對話框架表演。
level1 level 2 3. Look and act
T: Finally, they find the shop. How do they feel? Ss: They are so happy. T: What does Zoom say? Ss look and say: Zip, look! T: How about Zip?
Ss listen and answer: Finally!
T:Finally means “at last”. Is it easy to find the shop? Ss: No.
T: Maybe he feels very happy but a little...? Ss think and say: tired. S1 act as Zoom. Ss act as Zip.
4. Listen and guess.
T: Now, they enter the shop. They are tired and hungry. So how much will they order? Ss listen and answer: Three large portions and one small one. Ss follow to read “portion”
T: What does it mean? Ss look and choose.
學生根據路線圖可以清晰地對課文進行理解與記憶。通過有感情地表演，加深學生對課文的理解，也能為后方理解finally做好
鋪墊。
學生通過模仿演繹理解finally的含義。
通過選擇讓學生用最直觀的方式理解Portion.
T:Do you think how many portions are for Zoom? Ss guess and share their opinions and tell the reasons.
5. Read along with the audio
T: After eating so much Fish and chips, what happens? S1: He feels stomach hurts.
Ss acts like stomachache: Oh, my stomach hurts. I miss my tanghulu. T: Can you act as Zip?
One student acts as Zoom. The other students act as Zip. Ss read along with the audio to enjoy the whole story again.
6. Brainstorm
T: Why does Zoom feels stomachache but still says “ I want to eat my tanghulu”?
Ss guess: Maybe he misses Chinese food./ Maybe tanghulu can make his stomach better./ Maybe tanghulu is his favourite food….
Ss act as Zoom and share the reasons: Because I miss Chinese food/ Because I love tanghulu…
通過猜測故事結局，幫助學生發揮想象力，理解“適度飲食，暴飲暴食”的后果。
通過前方的鋪墊，讓學生對Zoom肚子疼卻還想吃的糖葫蘆有了更多的發散空間。本環節旨在提升學生的思維力與想象力。
Consolidation
1. Work in four: Making up a nice ending
T: If you were Zip, would you agree to eat tanghulu? Ss share their opinions and tell reasons.
T: If you want to have a nice trip, you should eat tasty food, but also should go to see some beautiful places and do some fun activities.
通過對nice trip的闡述，讓學生
了解旅游可以從不同方面進行
欣賞、游覽。
T introduces different places of London and shows a map to students. Ss work in four to make up a better ending for this story. S1: Oh, my stomach hurts. I miss my tanghulu. S2: You still want to eat? S1: Because…
S2: Yes./ No. Let’s … I/ can want to… S2: OK./ Sure…
S1: Excuse me. How can I get to…?/ Where is…?/ Is… far from here?/ Where can I buy…? S3: Go…/ Turn… S4: Go…/ Turn… S1/ S2: Thank you. S1:Zip, look! S2: Finally!...
利用一張模擬倫敦真實地圖而制的簡化地圖，使學生對倫敦有了進一步的認識，也能使學生從本課所學的路徑拓展出去，又課內走向課外，既能起到復習本單元知識內容的作用，又能提升學生的文化內涵，拓寬學生知識面，提高學生一定的思維力。同時在過程中學習問路的禮貌交際用語。
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