Unit2 Ways to go to school第2課時(shí)（教學(xué)設(shè)計(jì)）人教PEP版英語六年級上冊

第二課時(shí)課時(shí)內(nèi)容ALet’stry；Let’stalk課時(shí)分析本課時(shí)是人教版六年級上冊第二單元的第二課時(shí)，與第一課時(shí)密切相關(guān)，聚焦于“上學(xué)的交通方式”主題。課堂內(nèi)容圍繞對話情景展開，通過對話，學(xué)生將學(xué)習(xí)如何用英語表達(dá)上學(xué)的交通方式，包括句型“Howdoyoucometoschool?Iusually/sometimes/oftencome...”以激發(fā)學(xué)習(xí)興趣。第一課時(shí)中學(xué)習(xí)的交通方式詞組為本課的前置知識。本節(jié)課的重點(diǎn)在于能夠在具體情景中應(yīng)用句型“Howdoyoucometoschool?Iusually/sometimes/oftencome...”來提問和回答。本課時(shí)分為“Let’stry”和“Let’stalk”兩個(gè)部分。在“Let’stry”部分，通過Mike和Amy早晨到校后的對話，進(jìn)行聽力訓(xùn)練。這為后續(xù)進(jìn)入“Let’stalk”部分的正式對話提供了人物和情境信息。在“Let’stalk”部分，通過Mike、Amy和Mrs.Smith早晨到校后談?wù)撋蠈W(xué)交通方式的情景，展現(xiàn)了真實(shí)的場景，激發(fā)學(xué)生的學(xué)習(xí)興趣，促使他們希望用英語表達(dá)自己的想法。本課涉及的詞組包括“bybike,bycar,bybus,onfoot”，這些詞組在第一課時(shí)已經(jīng)學(xué)過。頻度副詞“usually,sometimes,often”也在五年級下冊教材中出現(xiàn)過。因此，教學(xué)中會(huì)通過問答、歌曲等方式進(jìn)行知識復(fù)習(xí)，幫助學(xué)生回顧已學(xué)知識。然后，教師將結(jié)合自主學(xué)習(xí)和引導(dǎo)教學(xué)方法，幫助學(xué)生更好地理解和應(yīng)用所學(xué)語言。最后，通過游戲和“我是小小調(diào)查員”等活動(dòng)，鞏固并運(yùn)用所學(xué)語言。課時(shí)目標(biāo)能夠聽、說、讀、寫句型：Howdoyoucometoschool?Usually,Icomeonfoot.能夠很好地完成Let’stry。能夠理解對話的主旨。能夠按照正確的意群、語音和語調(diào)朗讀對話。能夠在具體情景中運(yùn)用句型Howdoyoucometoschool?Iusually/sometimes/oftencome...進(jìn)行提問和回答。通過活動(dòng)激發(fā)學(xué)生的英語表達(dá)熱情，保持對英語學(xué)習(xí)的興趣。課時(shí)重難點(diǎn)1.重點(diǎn)（1）能夠聽、說、讀、寫句型：Howdoyoucometoschool?Usually,Icomeonfoot.（2）能夠成功完成Let’stry練習(xí)。（3）能夠理解對話的主旨。（4）能夠根據(jù)正確的意群、語音和語調(diào)流利地朗讀對話。（5）能夠在情景中靈活運(yùn)用句型Howdoyoucometoschool?Iusually/sometimes/oftencome...進(jìn)行提問和回答。2.難點(diǎn)（1）準(zhǔn)確理解單詞"early"的含義。（2）在適當(dāng)情境中靈活應(yīng)用句型Howdoyoucometoschool?Iusually/sometimes/oftencome...進(jìn)行提問和回答。教學(xué)準(zhǔn)備多媒體課件、詞卡、錄音機(jī)、磁帶、調(diào)查表教學(xué)過程

Step1:Warm-upGreetingT:Goodmorning,everyone.Ss:Goodmorning,teacher.T:Nicetoseeyouallagain.Ss:Nicetoseeyoutoo.T:So,whatdoyouusuallydoontheweekends?S1:Iusually...S2:Ioften...,sometimes...(Writethewords"usually,often,sometimes"ontheboard)...Teachingresources:PowerPointslidesDesignintent:Throughgreetingsandcommunication,fosteracloserteacher-studentrelationship,whilereviewingfrequencyadverbsandsettingthestagefortoday'slesson.Reviewsomephrases.a.T:Fantastic!Now,let'sreviewsomephrases.(Displaywordcardsfor"bybus,bytaxi,byship,bytrain,bysubway,byplane,onfoot"onthescreen.Studentssaythecorrespondingphrases.)b.Studentsreadthephrasestogether:bybus,bytaxi,byship,bytrain,bysubway,byplane,onfoot.Teachingresources:WordcardsDesignintent:Solidifythecontentfromthepreviouslessonthroughwordcardrecognition,preparingfortheupcominglearning.Let’ssing.Teacherplaysthesong"Howdoyougetthere?"andstudentssingalong.Teachingresources:Recordingdevice,tapeDesignintent:Capturestudents'attentionthroughthesong,livenuptheclassroomatmosphere,andreviewcontentfromthepreviouslesson.Step2:Lead-inLet’stry(1)T:Whoarethey?(Presenttheillustrationfrom"Let’stalk")Ss:TheyareMikeandAmy.T:Andwho'sthislady?Ss:She'sMrs.Smith.T:Wherearethey?Ss:Theyareatschool.T:AmyandMikemeetMrs.Smiththismorning.Whatdoyouthinktheyaretalkingabout?(2)Listentotherecording,judgetrueorfalse.Studentslistentotherecording,determinetrueorfalse,andmarkitintheappropriateplace.(3)Teachercheckstheanswers.Teachingresources:Recordingdevice,tapeDesignintent:Throughprediction,guidestudentstolistentotherecordingwithpurpose,cultivatetheirlisteningskills,andobtainkeyinformationfromthe"Let’stalk"section.Let’schant.Playtherecordingof"Let’schant,"andstudentsclapandchantalongwiththerhythm.Teachingresources:PowerPointslides,recordingdeviceDesignintent:Usethesongandrhythmtocreateanactiveclassroomatmosphere,transitioningtothenextsection.Step3:PresentationTeaching“Howdoyoucometoschool?Iusually/often/sometimescometo...”(1)T:Iusuallycometoschoolonfoot.Howaboutyou?(Writethequestionontheboardandpointtoguidestudentstounderstandthesentencestructure)S1:Iusuallycometoschool...(Writethesentence"Iusuallycome..."ontheboard)S2:Ioftencome...(Guidestudentsinanswering)S3:Ioftencome...SometimesIcome...(Haveafewstudentswhousedifferentmodesoftransportationanswer,andaskwhytheychoosethatmodeattheappropriatetime.)(2)Readaloudthefrequencyadverbs"usually,often,sometimes,"andpointtoguidestudentstograspthem.Introduce"always"and"never,"combinedwithacharttoexplainandhelpstudentsunderstand.(3)Practicedialogueingroups.A:Howdoyoucometoschool?B:Iusually/often/sometimescome...It'snear/far/notfar.(4)Pairpractice.Teachingresources:PowerPointslidesDesignintent:Elicitstudents'desiretoexpressthroughtheirownexperiences,makinglearningmoreenjoyable.Let’stalk(1)Understandthedialoguecontentthroughpictures.T:Lookatthepicture.Whoarethey?(Writethesentence)Whataretheytalkingabout?Pleasereadthedialogue.(2)Understandthesentence"You'reearly."(3)Readthetextagain,discussquestionsingroups.①HowdoesAmygotoschool?②HowdoesMikegotoschool?③HowdoesMrs.Smithgotoschool?(4)Nominatestudentstoplaceimagesincorrespondingpositions.AmyMikeMrs.SmithusuallyoftensometimesWhenansweringthethirdquestion,nominateastudentandaskwheretheyfoundtheinformation.Thenexplainthesentence"Iusuallywalk,"guidestudentstounderstand"walk,"emphasizethesynonym"Icometoschoolonfoot,"andhelpstudentsunderstand"That’sgoodexercises."(5)Understandtheusageof"go"and"come."Theteacherguidesstudentstocomparethesentencepatterns"Howdoyoucometoschool?"and"Howdotheygotoschool?"Studentsconsiderthesimilaritiesanddifferences,aidedbyillustrationstohelpthemunderstandthedifferencebetween"come"and"go."(6)Listentotherecordingandreadalongwiththerecording.(7)Role-playthedialogue.(8)Performthedialogue.Teachingresources:PowerPointslides,recordingdevice,tapeDesignintent:Inthissection,firstunderstandthedialogueasawhole,capturingkeyinformation,andthengraduallygraspthedetailstodevelopstudents'readingskills.Step4:PracticeActivity:"Who'sRight?"Theteachersaysasentence,like"Igotoschoolbyplane"or"Icometoschoolbyship."Studentsquicklyjudgewhetherthesentenceislogical.Iflogical,theyreadalong;ifnot,theycrosstheirarmstoindicateit'sincorrect.Theteacherdemonstratesafewtimesandthenletsstudentstaketurnssayingsentences.Designintent:Throughthisactivity,trainstudents'abilitytounderstandsentenceswhileaddinganelementoffun.Activity:"I'maLittleInvestigator."Studentsinvestigatehowtheirclassmatesgotoschool,fillinthesurveytableonpage14,andsummarizetheclass'sresults.Referencesentence:—Howdoyougotoschool?—Iusually/often/sometimes...Designintent:Createascenario,exercisestudents'oralexpressionability,andapplythelearnedsentencepatterns.Step5:SummaryT:So,whathavewelearnedtoday,classmates?Studentssharetheirthoughts,andtheteacherorganizesthe