小学外研版（三起）2024Unit 6 Find your way教学设计

这是一份小学外研版（三起）2024Unit 6 Find your way教学设计，共9页。教案主要包含了教学目标，教学重难点，教学准备，教学过程，板书设计，教学反思等内容，欢迎下载使用。
（一）语言能力（Language Cmpetence）
Master new wrds and phrases: tmrrw (/təˈmɒrəʊ/) (明天), wman (/ˈwʊmən/) (成年女子；妇女，plural: wmen), excuse me (劳驾), here yu are (给你 / 你在这儿呢), find ut (查明；弄清楚), g ut (出去), and review directin phrases (turn left/right, g straight n) and place names (museum, hspital, etc.).
Understand and prficiently use the cre dialgue patterns fr asking and giving directins:
Asking the way (plite): "Excuse me. Can yu tell me the way t + place + frm + place, please?" (e.g., "Excuse me. Can yu tell me the way t the sprts centre frm the hspital, please?")
Giving directins: "G straight n. Turn + left/right (at + place)." (e.g., "G straight n. Turn right at the museum.")
Cmprehend the stry abut Lingling’s cat Susu, including why Lingling is wrried and hw they find Susu, and cmplete "read and chse" tasks crrectly.
Cnduct rle-plays f the stry and 问路 dialgues with crrect prnunciatin, intnatin and plite language.
（二）文化意识（Cultural Awareness）
Learn that "excuse me" is a cmmn plite expressin in English fr asking directins r seeking help, and understand the imprtance f pliteness in daily cmmunicatin acrss cultures.
Realize that the way f asking and giving directins (using place names and directin phrases) is similar in many cuntries, reflecting the universality f spatial cmmunicatin habits.
（三）思维品质（Thinking Quality）
Develp inferential thinking by "lking and saying" Lingling’s md (wrried) and guessing the reasn, then verifying thrugh the stry.
Cultivate lgical thinking by srting ut the stry’s develpment (Lingling is wrried abut Susu → plan t find Susu → fllw Susu’s rute → find Susu at the wman’s huse) and the cat’s travel rute (g straight t the museum → turn left → turn right at the hspital).
Enhance spatial thinking by drawing and describing the rute frm the wman’s huse t Lingling’s huse, cnnecting map psitins with directin cmmands.
（四）学习能力（Learning Ability）
Imprve cperative learning skills thrugh grup rle-plays, pair wrk (asking and giving directins) and stry discussins, learning t cmmunicate and cllabrate with teammates.
Develp self-learning ability by reviewing the stry and dialgue patterns after class, and practicing 问路 dialgues with friends r family.
Cultivate the ability t apply knwledge in real scenaris, by using plite language and directin phrases t simulate 问路 in daily life.
二、教学重难点
教学重点（Teaching Key Pints）
Master new wrds and phrases (tmrrw, wman, excuse me, here yu are) and the cre dialgue patterns fr asking and giving directins.
Understand the stry abut Susu and cmplete related reading tasks.
Cnduct rle-plays f the stry and 问路 dialgues with crrect language and pliteness.
教学难点（Teaching Difficult Pints）
Crrectly using the plite 问路 pattern, especially the prepsitins "t" (fr destinatin) and "frm" (fr starting pint), aviding mistakes like "Can yu tell me the way frm the hspital the sprts centre?".
Describing rutes clearly and lgically, including sequential directin cmmands (e.g., "first g straight, then turn left") and accurate place references.
Using apprpriate emtinal expressins in the stry rle-play (e.g., wrried tne fr Lingling, friendly tne fr the wman).
三、教学准备（Teaching Preparatin）
Multimedia equipment: Cmputer and prjectr t play the PPT (including stry pictures, audi, map fr rute descriptin, and rle-play prmpts).
Teaching aids:
Wrd cards: Cards with new wrds and phrases, marked with phnetic symbls and crrespnding pictures (e.g., a "tmrrw" calendar picture, a wman’s picture fr "wman").
Stry scripts: Printed scripts f the Susu stry fr students t read, imitate and act.
Rle cards: Cards marked with rles (Lingling, Daming, Bb, the wman, narratr) fr grup rle-plays.
Map prps: A printed map f the stry’s places (museum, hspital, Lingling’s huse, the wman’s huse) fr rute drawing and descriptin.
Small rewards: Sticker sheets with stry characters (Susu, Lingling) r directin themes (arrws) fr encuraging students wh actively participate in activities, answer crrectly r act well.
四、教学过程（Teaching Prcess）
1. Warm-up & Lead-in (5 minutes)
The teacher greets students in English: "Gd mrning, everyne! Let’s review first. Lk at the pictures n the PPT and say the place names quickly!"
Shw PPT pictures f places (library, cinema, hspital, museum). Students stand up and say the English names. Then play the adapted "Wheels n the Bus" sng frm the previus lessn, inviting students t sing alng t review directin phrases.
After the sng, cnduct free talk: "Have yu ever wrried abut a pet? Why?" Invite 1-2 students t share. Then intrduce the lessn theme: "Tday we will read a stry abut Lingling’s wrried feeling—her cat Susu ges ut every day, but she desn’t knw where it ges!"
Design Intent
The review f place names and the sng cnslidates prir knwledge, helping students quickly enter the learning state.
Free talk abut pets cnnects students’ life experience with the stry, naturally leading int the cre cntent f Lingling’s wrry.
2. Presentatin (20 minutes)
Step 1: Predict the stry and learn new wrds
Shw the PPT picture f Lingling, Daming and Bb. Ask: "Wh are they? Hw des Lingling lk? Why d yu think she is wrried?" Let students guess freely.
Play the stry audi nce. After listening, cnfirm the initial guess: "Lingling is wrried because her cat Susu ges ut every mrning, but she desn’t knw where it ges."
Play the audi again, pausing at key parts t teach new wrds and phrases:
When the audi says "Let’s find ut tmrrw", teach "tmrrw" (/təˈmɒrəʊ/) (明天) and "find ut" (查明；弄清楚). Use examples like "I will find ut the answer tmrrw." t help understanding.
When the audi says "Yur cat visits me every day" (the wman speaks), teach "wman" (/ˈwʊmən/) (成年女子；妇女) and its plural "wmen". Shw a picture f a wman t assist memry.
When the audi says "Susu, here yu are!", teach "here yu are" (给你 / 你在这儿呢). Demnstrate by handing a pencil t a student and saying the phrase.
Intrduce the plite expressin "excuse me" (劳驾), explaining its use fr asking directins: "We say 'excuse me' befre asking fr help."
Step 2: Analyze the stry and rute
Distribute the stry scripts. Ask students t read the stry silently, then answer guided questins:
Why is Lingling wrried? (Her cat Susu ges ut every mrning, but she desn’t knw where it ges.)
What d they plan t d? (Find ut where Susu ges tmrrw.)
Where des Susu g? (T the wman’s huse.)
What’s Susu’s rute? (G straight n t the museum → turn left → turn right at the hspital.)
Shw the map n the PPT. Trace Susu’s rute with a pinter, and ask students t repeat the directin cmmands (e.g., "G straight n t the museum.").
Step 3: Teach the 问路 dialgue pattern
Based n the map, intrduce the plite 问路 pattern:
Questin: "Excuse me. Can yu tell me the way t + place + frm + place, please?" (e.g., "Excuse me. Can yu tell me the way t the wman’s huse frm the museum, please?")
Answer: "G straight n. Turn + left/right (at + place)." (e.g., "G straight n. Turn left at the museum.")
Explain the prepsitins: "Use 't' fr where yu want t g, and 'frm' fr where yu start." Invite students t make a dialgue with the teacher using the map.
Design Intent
Teaching new wrds in the stry cntext makes vcabulary cncrete and cnnected t the plt, imprving memry.
Analyzing the stry and rute helps students understand the lgical sequence and spatial relatinships, laying a fundatin fr rute descriptin.
Intrducing the 问路 pattern with the map cnnects the pattern t a visual scenari, making it easy fr students t understand and apply.
3. Practice (15 minutes)
Activity 1: Read and chse
Shw the "read and chse" exercise n the PPT (e.g., "Hw des Susu g t the wman’s huse?"). Ask students t select the crrect rute ptin based n the stry. After cmpletin, check the answers tgether and explain the reasn (matching the rute in the stry).
Activity 2: Stry rle-play
Divide students int grups f 5 (assign rles: Lingling, Daming, Bb, the wman, narratr). Distribute rle cards and stry scripts.
Let grups practice acting ut the stry, paying attentin t emtins: Lingling uses a wrried tne, the wman uses a friendly tne. The teacher walks arund t guide grups with prnunciatin r emtinal issues.
Invite 1 grup t perfrm in frnt f the class. The class evaluates based n prnunciatin, intnatin and acting.
Activity 3: Lk, draw and say
Distribute the map prps. Ask students t draw the rute frm the wman’s huse t Lingling’s huse (reference: g straight t the hspital → turn left → turn right at the museum).
After drawing, ask students t describe the rute in English, using the pattern: "G straight n t the hspital. Then turn left. Turn right at the museum." Invite 2-3 students t share their descriptins.
Design Intent
The "read and chse" exercise cnslidates students’ understanding f the stry’s rute details.
Stry rle-plays imprve students’ ral expressin ability and emtinal understanding f the characters.
Drawing and describing the rute enhances spatial thinking and the ability t apply directin phrases.
4. Extensin: Pair Wrk (Asking and Giving Directins)
Activity: Plite 问路 simulatin
Explain the activity rules: Students wrk in pairs. One acts as a turist (asks the way plitely), the ther as a lcal (gives directins). Use the map’s places (e.g., frm the hspital t the sprts centre, frm the supermarket t the library).
Prvide dialgue prmpts:
Turist: "Excuse me. Can yu tell me the way t the [place] frm the [place], please?"
Lcal: "Sure. G straight n. Turn [left/right] at the [place]."
Give students 5 minutes t practice. The teacher walks arund t crrect mistakes (e.g., prepsitin use, plite language).
Invite 2 pairs t demnstrate their dialgue in frnt f the class. Emphasize the use f "excuse me" and crrect prepsitins.
Design Intent
The simulatin activity lets students apply the plite 问路 pattern t real-like scenaris, imprving practical cmmunicatin skills.
Pair wrk encurages interactin and helps students master the dialgue pattern thrugh repeated practice.
5. Summary (3 minutes)
The teacher guides students t review the key cntent f the class:
Ask: "What new wrds and phrases did we learn tday?" (Expected answers: tmrrw, wman, excuse me, here yu are, find ut, g ut)
Ask: "What plite pattern d we use t ask the way?" (Guide students t recite the 问路 questin: "Excuse me. Can yu tell me the way t... frm... please?")
Ask: "What’s Susu’s rute t the wman’s huse?" (Guide students t describe the rute briefly)
The teacher summarizes: "Tday we read a sweet stry abut Susu, learned new wrds and a plite way t ask fr directins. Remember t use 'excuse me' when asking fr help!"
Design Intent
Guiding students t review independently helps them srt ut the knwledge framewrk, strengthening memry f key pints.
Emphasizing pliteness in cmmunicatin reinfrces the practical value f the lessn cntent.
6. Hmewrk (2 minutes)
Listen t the stry audi f Susu 2-3 times, and rle-play the stry with family members.
Practice the plite 问路 dialgue with a friend, chsing 2 different place pairs (e.g., frm the museum t the supermarket) and recrding the dialgue (ptinal).
Finish the "ask and answer" exercises abut directins in the textbk.
(Optinal) Draw a simple map f yur neighbrhd (with places like yur hme, schl, park) and write 2 sentences t describe the rute frm yur hme t schl.
Design Intent
Rle-playing with family members helps students cnslidate the stry and imprve ral expressin ability.
Practicing the 问路 dialgue and drawing a neighbrhd map applies the learned knwledge t daily life, enhancing practicality.
The ptinal recrding task increases the fun f hmewrk and mtivates students t practice ral English.
五、板书设计（Blackbard Design）
六、教学反思（Teaching Reflectin）
1. Strengths
The warm-up with place name review and the adapted sng effectively activated students’ prir knwledge, and the transitin t the stry was natural. Mst students culd quickly fcus n Lingling’s wrry.
Teaching new wrds and the 问路 pattern in the stry and map cntext made abstract language pints cncrete. Mst students culd master the new vcabulary and use the plite 问路 pattern.
The practice activities (rle-play, rute drawing, pair wrk) were diverse and clsely cnnected t the lessn’s cre, which fully mbilized students’ participatin and imprved their applicatin ability.
2. Weaknesses
A few students had difficulty using the prepsitins "t" and "frm" in the 问路 pattern, ften mixing up their psitins (e.g., "Can yu tell me the way frm the sprts centre t the hspital?" was crrect, but sme said "frm t the sprts centre the hspital").
The time fr the stry rle-play was a little tight. Sme grups did nt have enugh time t practice emtinal expressin, leading t flat perfrmances withut shwing Lingling’s wrry.
When teaching the plural "wmen" f "wman", the teacher did nt give enugh ral practice, leading t sme students misprnuncing it as /ˈwʊmənz/ instead f /ˈwɪmɪn/.
3. Imprvement Measures
Fr prepsitin mistakes, add a "sentence crrectin game" in the next class. Shw wrng sentences and ask students t crrect the psitins f "t" and "frm", helping them remember the rule.
Adjust the time allcatin in the next class, shrten the stry analysis time apprpriately, and extend the rle-play practice time. Prvide emtin prmpts (e.g., "wrried: lwer vice, frwn") t help students express emtins.
Fr the plural "wmen", add a prnunciatin drill (e.g., "wman /ˈwʊmən/ → wmen /ˈwɪmɪn/") and let students read the wrd in pairs, crrecting prnunciatin in time.
Left Side
Middle
Right Side
New Wrds & Phrasestmrrw /təˈmɒrəʊ/ (明天)wman /ˈwʊmən/ (妇女) → wmenexcuse me (劳驾)here yu are (给你)find ut (查明)g ut (出去)Review: turn left/right, g straight n
Tpic: Find Susu (Start up)(Susu & Lingling picture sticker)
Key Dialgue Patterns1. Asking the way (plite):Excuse me. Can yu tell me the way t + place + frm + place, please?(Example: Excuse me. Can yu tell me the way t the sprts centre frm the hspital, please?)2. Giving directins:G straight n. Turn + left/right (at + place).(Example: G straight n. Turn right at the museum.)
Susu’s Rute1. Start → Museum: g straight n2. Museum → Next: turn left3. Hspital: turn right4. Arrive: the wman’s huse