六年級英語上冊Unit2Waystogotoschool第一課時教案人教PEP版

Page3Unit2Waystogotoschool教材分析本單元學習的主題是交通方式和交通規(guī)則。教學內(nèi)容主要是通過展示教材主要人物上學路上交通出行的情景來綻開的。教學重點是能夠聽、說、讀、寫核心句型“—Howdoyoucometoschool?—Iusually/sometimes/oftencome/go…”“Don’t…”“I/Youmust…”；能夠聽、說、讀、寫單詞和詞組：byplane,bytrain,bytaxi,byship,onfoot,bybus,bysubway,wait,slowdown,go,stop教學目標學問與實力目標:·能夠聽、說、讀、寫句型“—Howdoyoucometoschool?—Iusually/sometimes/oftencomeonfoot.”“Don’tgoattheredlight.”“Imustpayattentiontothetrafficlights.”·能夠在情景中運用句型“—Howdoyoucome/go…?—Iusually/sometimes/oftencome/go…”談論交通方式·能夠在情境中運用句型“Don’t…”“I/Youmust…”談論交通規(guī)則·能夠在圖片的幫助下正確理解并依據(jù)正確的意群及語音、語調(diào)朗讀雜志里有關上學交通方式的報道，運用本單元所學核心句型給同伴提出平安出行的建議，同時能仿照范例繪制自己的交通規(guī)則海報·能夠聽、說、讀、寫單詞和詞組：byplane,bytrain,bytaxi,byship,onfoot,bybus,bysubway,wait,slowdown,go,stop·能夠正確運用上述單詞和詞組談論或描述交通方式和交通規(guī)則·知道英語句子中單詞之間的連讀現(xiàn)象情感看法?文化意識?學習策略目標:·了解不同國家學生上學的交通方式·能夠分辨一些常見的交通標記，了解并遵守交通規(guī)則·知道英國和中國駕駛習慣的差異·能夠通過看圖捕獲主要信息，并依據(jù)提示做出聽前預料·能夠通讀文段，獲得主旨大意和細微環(huán)節(jié)信息，并能進行推理推斷課時支配第一課時：PartALet’stry&Let’stalk其次課時：PartALet’slearn&Writeandsay第三課時：PartBLet’stry&Let’stalk第四課時：PartBLet’slearn&Role-play第五課時：PartBReadandwrite第六課時：PartBLet’scheck&Let’swrapitup&PartCStorytime

Thefirstperiod(第一課時)PartALet’stry&Let’stalk?教學內(nèi)容與目標課時教學內(nèi)容課時教學目標Let’stry·能夠讀懂題目要求，并通過視察Let’stry板塊的圖片，對聽力部分的重點內(nèi)容進行預料·通過聽錄音，能夠運用基本的聽力技巧完成Let’stry板塊的聽力任務Let’stalk·通過視察、談論Let’stalk板塊的圖片，在圖片、PPT和老師的幫助下理解對話大意，并·能夠回答對話下面的問題·通過聽錄音，學會依據(jù)正確的意群及語音、語調(diào)朗讀對話，并能夠在小組中進行角色表演·能夠聽、說、讀、寫并在情景中恰當運用句型“—Howdoyoucometoschool?—Iusually/sometimes/oftencome…”提問及作答?教學重點1.能夠理解和駕馭本課時重點詞匯及句型。2.能夠在情景中運用句型“—Howdoyoucometoschool?—Iusually/sometimes/oftencome…”提問及作答。?教學難點能夠在情景中恰當運用句型“—Howdoyoucometoschool?—Iusually/sometimes/oftencome…”提問及作答。?教學打算1.預習《狀元大課堂》《創(chuàng)優(yōu)作業(yè)100分》《狀元作業(yè)本》中本課時的相關內(nèi)容。2.PPT課件?課文錄音?視頻?卡片等。Teachingpurpose歌曲熱身，借用歌曲激發(fā)學生的學習愛好，同時幫助學生預習將要學習的詞匯和句型，為后面的學習做好鋪墊。?Teachingpurpose歌曲熱身，借用歌曲激發(fā)學生的學習愛好，同時幫助學生預習將要學習的詞匯和句型，為后面的學習做好鋪墊。Step1:Warm-up&Lead-in1.Greetings.2.Let’swatchandsing.PlaythevideoofthesonginUnit2—Howdoyougetthere?(出示課件)T：Whatcanyouseeinthevideo?Ss：Subway,taxi,airplane,ship…T：Yes,youareright.Therearemanywaystogotosomeplaces.3.Lookandpredict.ShowthepicturesofthemainsceneofUnit2inthetextbook.（課件出示：Unit2主情景圖）LetstudentslookatthepicturesTeachingpurpose通過問題引導學生視察并探討圖片，借助圖片預料本單元教學內(nèi)容，培育學生的視察實力和邏輯推理實力。Teachingpurpose通過問題引導學生視察并探討圖片，借助圖片預料本單元教學內(nèi)容，培育學生的視察實力和邏輯推理實力。Thequestionsarelikethese:①Wherearethey?(Theyareatacrossroads/atschool.)②Whatcanyousee?(Fourpeopleandasubwaystation./Amy,Mikeandmanybikes.)③Whataretheytalkingabout?(Waystogotoschool.)T：Yes!Inthisunitwe’regoingtotalkabout“Waystogotoschool”.Writedownthetopic“Unit2Waystogotoschool”ontheblackboard.Teachingpurpose引導學生在聽錄音之前預料聽力內(nèi)容,培育學生的視察實力和邏輯思維實力。Teachingpurpose引導學生在聽錄音之前預料聽力內(nèi)容,培育學生的視察實力和邏輯思維實力。1.Listenandtickorcross.(1)Studentsreadthesentencesof“Let’stry”bythemselvesandgettheinformation:Who?（AmyandMike.）/Where?（Atschool.）/When?(Thismorning.)(2)ShowthesentencesonthePPT.Letstudentspredictandguesstheanswers.（課件出示：教材P14Let’stry板塊的內(nèi)容）(3)Theteacherplaystherecordingof“Let’stry”.（出示課件）Studentstrytotickorcrossthesentences.(4)Theteacherplaystherecordingagain.Studentsreadthedialogueandchecktheanswers.(課件出示：教材P14Let’stry板塊的音頻、聽力材料及答案）Teachingpurpose圖片生動形象，幫助學生直觀理解詞匯含義，并利用chant幫助學生操練核心詞匯和句型，為接下來的學習做好鋪墊。老師設計不同的活動，逐步引導學生學習，從單詞到詞組再到句型結構，層層遞進。Teachingpurpose圖片生動形象，幫助學生直觀理解詞匯含義，并利用chant幫助學生操練核心詞匯和句型，為接下來的學習做好鋪墊。老師設計不同的活動，逐步引導學生學習，從單詞到詞組再到句型結構，層層遞進。Showthepicturesofthepartofthebike,thecarandthebus.（課件出示：自行車、小汽車和公共汽車的一些局部圖片）Letstudentsguess.Teachthewordsandthephrases“bike,car,bus,bybike/car/bus”withthepictures.（出示課件）T:Icometoschoolbycar.Leadstudentstomakesentences：Icometoschoolbybike/car/bus.Thenstudentsreadachanttogether.（課件出示：與交通方式有關的歌謠）3.Learnthenewdialogue.(1)Usetheteacher’slanguagetopenetratethesentences.Thenteachthesentence“Howdoyoucometoschool?”T：Today,Icometoschoolat7:00.I’mearly.Icometoschoolbybike.Howdoyoucometoschool?S1：Icometoschoolbycar.T：Howaboutyou?S2：Icometoschoolbybike.T：That’sgoodexercise.Well,doyouknowhowMike,AmyandMrsSmithcometoschool?Now,let’shavealook.(2)Showthepictureof“Let’stalk”.（課件出示：教材P14Let’stalk板塊的圖片）Letstudentspredictthemainideaofthedialogue.Teachingpurpose引導學生帶著問題觀看動畫，整體感知文本，獲得有用信息。(3)Letstudentswatchthevideoof“Let’stalk”andtrytofindthetraffictoolsinthechart.（課件出示：教材P14Let’Teachingpurpose引導學生帶著問題觀看動畫，整體感知文本，獲得有用信息。Writedownthephrase“onfoot”ontheblackboardandteachit.(4)Letstudentswatchthecartoonagainwiththefollowingquestions.Teachingpurpose讓學生再次觀看文本動畫,引導學生理解文本，利用問題逐步引導學生跟隨文本學習新詞匯和新句型。對重點句型進行認知和操練，突破教學重點。Teachingpurpose讓學生再次觀看文本動畫,引導學生理解文本，利用問題逐步引導學生跟隨文本學習新詞匯和新句型。對重點句型進行認知和操練，突破教學重點。Letstudentsknow“Iusuallywalk.=Iusuallycomeonfoot.”Writedownthewords“always,usually,often,sometimes,never”ontheblackboard.Andusethenumbersoftheticktohelpthemunderstand.(5)Showtheanswerswiththechartandteachthesentences.（課件出示：表格的答案）Teachthesentences“—Howdoyoucometoschool?—Usually/SometimesIcomeonfoot/bybus./Ioftencomebybike./Iusuallywalk.”Letstudentspayattentiontothewordsandthephrases“usually,sometimes,often,onfoot,bybus/bike/car”inthekeysentences.4.Readandact.Teachingpurpose角色表演的活動可以熬煉學生的情景應用表達實力，并為后面的拓展交際活動做好打算。Teachingpurpose角色表演的活動可以熬煉學生的情景應用表達實力，并為后面的拓展交際活動做好打算。(2)Letstudentspracticethedialogueinrolesingroups.(3)Letstudentsactout.Step3:Practice1.Usethewordcardstopracticethewordsandthesentences.Teachingpurpose利用單詞卡片，幫助學生操練核心詞匯和句型。角色表演的活動，熬煉學生的情景應用表達實力，并為后面的拓展交際活動做好打算。Teachingpurpose利用單詞卡片，幫助學生操練核心詞匯和句型。角色表演的活動，熬煉學生的情景應用表達實力，并為后面的拓展交際活動做好打算。(2)Sharpeyes.Showthewordcardsquickly.Askstudentstoreadthecardsasfastastheycan.2.Askandanswerinpairs.Makeamodel:(出示課件)T：Howdoyoucome/gotoschool?Ss:Iusually/sometimes/oftencome/go…Studentsmakedialoguesinpairslikethemodel.3.Showtime.Theteachergivesstickerstothestudentswhodoagoodjob.Teachingpurpose通過創(chuàng)設真實的情境，讓學生依據(jù)自己的實際狀況運用所學句型來對話并展示，培育學生的語言綜合運用實力。最終拓展一些依據(jù)距離選擇的合適的交通方式，豐富學生的課外學問。Teachingpurpose通過創(chuàng)設真實的情境，讓學生依據(jù)自己的實際狀況運用所學句型來對話并展示，培育學生的語言綜合運用實力。最終拓展一些依據(jù)距離選擇的合適的交通方式，豐富學生的課外學問。Doasurvey.Studentsasktheirclassmatesandteachers,“Howdoyoucometoschool?”Thenfinishthechartbelowthedialogueof“Let’stalk”onpage14accordingtotheresults.Makeareport..Theteachermakesamodelreportlikethis:Threestudentsusuallycometoschoolbycar.Twostudentssometimescometoschoolbybus…Studentstrytomakeareporttotheclass.3.Differentwaysoftravelling.Showpicturestointroducemorewaystogotodifferentplaces.(課件出示：多種類型的交通方式)

?板書設計?作業(yè)設計Askyourparents,“Howdoyougotowork?”Readthedialogueaftertherecording.Dotheexercises.(見“狀元成才路”系列叢書《創(chuàng)優(yōu)作業(yè)100分》或《狀元作業(yè)本》對應課時作業(yè))?教學反思1.由歌曲引入，帶領學生預習新知，輕快的節(jié)奏激發(fā)學生的學習愛好。2.呈現(xiàn)活動設計豐富，易操作，且具備層次感，有效地提升了學生的核心素養(yǎng)。以學生為本，以解決問題為導向，引導學生自主學習。3.突出語用功能，聯(lián)系學生生活中的實際狀況，設置多個環(huán)節(jié)，環(huán)環(huán)相扣，層層深化，幫助學生在真實情景中自然地運用所學語言。?TeachingContents&TeachingAimsLet’stry·Beabletopredictthemaincontentofthelisteningpartbyobservingthepictures.·Beabletounderstandtherecordingandfinishthetask.Let’stalk·Beabletounderstandthemainideaofthedialoguebyobservingandtalkingaboutthepictures.Beabletoanswerthequestionsaboutthedialogue.·Beabletoreadthedialogueandfluentlyandactout.·Beabletousethesentencestructurescorrectly“—Howdoyoucometoschool?—Iusually/sometimes/oftencome…”toaskandanswerabouteachother’swaystogotoschoolproperly.?TeachingPriorities·Beabletounderstandandmasterthekeywordsandthesentencestructuresofthislesson.·Beabletousethesentencestructures“—Howdoyoucometoschool?—Iusually/sometimes/oftencome…”toaskandanswerabouteachother’swaystogotoschool.?TeachingDifficulties·Beabletousethesentencestructures“—Howdoyoucometoschool?—Iusually/sometimes/oftencome…”toaskandanswerabouteachother’swaystogotoschoolproperly.?TeachingProceduresTeachingStagesTeacher’sActivitiesStudentsActivitiesTeachingPurposesWarm-up&Lead-in1.Greetings.2.Watchandsing—Howdoyougetthere?3.Lookandpredict.1.Greetings.2.Watchandsing.3.Observethepictures

andanswerthequestions.Stimulatestudents’interestinlearningandleadinthetopicof“Waystogotoschool”andprepareforthefollowingstudy.Presentation1.Listenandtickorcross.(1)Letstudentsreadthesentencesof“Let’stry”andgettheinformation.(2)Showthesentencesof“Let’stry”onthePPT.Letstudentspredictandguesstheanswers.(3)Playtherecording.(4)Playtherecordingagainandchecktheanswers.(1)Readthesentencesandgetusefulinformation.(2)Predictandguesstheanswers.(3)Listenandtickorcrosstheanswers.(4)Readthedialogueandchecktheanswers.Leadstudentstopredictthelisteningcontentbeforelisteningtotherecording.Cultivatestudents’abilityofobservationandlogicalthinking.2.Look,guessandchant.Teachthewordsandthephraseswiththepictures.Leadstudentstomakesentences.Thenshowachant.Lookandguessthetraffictools.Learnthewordsandthephrases.Makesentences.Thenreadachant.Helpstudentsunderstandthenewwordsandthenewphrasesbythepictures.Usethechanttohelpstudentspracticethekeywordsandsentencestructuresandprepareforthenextstudy.

TeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesPresentation3.Learnthenewdialogue.(1)Teachthesentence“Howdoyoucometoschool?”(2)Showthepictureof“Let’stalk”.(3)Letstudentswatchthevideoof“Let’stalk”andtrytofindthetraffictoolsinthechart.(4)Letstudentswatchthecartoonagainwiththequestions.(5)Showtheanswerswiththechartandteachthesentences.(1)Talkwiththeteacher.Learnthesentence.(2)Predictthemainideaofthedialogue.(3)Watchthevideoandfillinthechartandlearnthephrase“onfoot”.(4)Watchthevideoagainandanswerthequestions.(5)Checktheanswersandlearnthenewsentences.Leadstudentstolearnnewwordsandsentencestructuresgraduallybydesigningdifferenttasks.Helpstudentsunderstandthetextandgetusefulinformation.Re