《六年級上教學(xué)設(shè)計(jì)Unit 2 Ways to go to school_人教(PEP)》由會(huì)員分享,可在線閱讀,更多相關(guān)《六年級上教學(xué)設(shè)計(jì)Unit 2 Ways to go to school_人教(PEP)(4頁珍藏版)》請?jiān)谘b配圖網(wǎng)上搜索。
1、
英語課堂教學(xué)設(shè)計(jì)
課題 六上?Unit?2?Ways?to?go?to?school
----Mary’s?travel?to?Hangzhou
課時(shí)??????1?????課型???單元復(fù)習(xí)課
教學(xué)
目標(biāo)
基本目標(biāo):
1、學(xué)生能夠運(yùn)用已學(xué)的表示交通方式的詞組?on?foot,?by?bus,?by?taxi,?by?plane,
by?ship,?by?subway?和?by?train?來描述到達(dá)某個(gè)目的地的完整線路。
2、學(xué)生能夠熟記并在實(shí)際生活中運(yùn)用基本的交通規(guī)則:Slow?down?an
2、d?stop?at
a?yellow?light,?stop?and?wait?at?a?red?light,?go?at?a?green?light;?In?the?UK,?people
drive?on?the?left?side,?in?China,?people?drive?on?the?right?side.……
提升目標(biāo):
1、學(xué)生能夠?qū)懗龅竭_(dá)某個(gè)地方的路線,為自己的出行做個(gè)簡單規(guī)劃。
教學(xué)重點(diǎn)
教學(xué)難點(diǎn)
教學(xué)準(zhǔn)備
教學(xué)方法
熟記并運(yùn)用表示交通方式的詞組以及重要的交通規(guī)則。
運(yùn)用?first,?next…清楚地表達(dá)出行路線,
3、并在實(shí)際情景中創(chuàng)編對話。
書本、PPT
情境教學(xué)法、任務(wù)型教學(xué)法
教學(xué)環(huán)節(jié)
Step1:
Warm-up
熱身環(huán)節(jié)
教學(xué)流程
1.?Let’s?sing:?“How?Do?You?Go?to?School?”
2.?Free?talk:?How?do?you?usually?go?to?school?
How?do?you?usually?go?to?Hangzhou??...
師生活動(dòng)和意圖
通過師生間的閑談和
吟唱熱身活動(dòng),迅速引
導(dǎo)學(xué)生進(jìn)行角色轉(zhuǎn)變,
進(jìn)入課堂學(xué)習(xí)狀態(tài),
4、
Step2:
Presentation
新課環(huán)節(jié)
1.?Teacher?summarizes?Ss’?answers?and?presents?an
e-mail?from?a?pen?pal?called?Mary?in?the?UK?通過老師的筆友?Mary
who?wants?to?come?to?visit?the?West?Lake?in?來杭州西湖游玩為主
Hangzhou,?but?she?needs?our?help.?????????????線引出整堂復(fù)習(xí)課。
e-mail:
Dear?Lisa,
5、
I?know?Hangzhou?is?a?beautiful?city.?It?is
famous?for?the?West?Lake.?I?can’t?wait?to?visit?it,
and?I?want?to?see?you?at?the?same?time.?But?I’m
not?sure?if?I?can?get?to?Hangzhou?smoothly.?Can
you?help?me?
Yours,
Mary
2.?Teacher?presents?a?simple?map?of?Mary?’s?route
6、
第?1?頁
通過?Mary?家到杭州的
to?Hangzhou,?the?students?practice?each?step?one
by?one,?eg.“Mary?can?go?across?the?river?by
boat;?Mary?can?go?to?the?bus?stop?on?foot…”,
thus?reviewing?the?phrases?of?means?of
transportation:?on?foot,?by?bus,?by?taxi,?by?plane,
by?ship,?by?subway?and?by?train.
7、
3.?Teacher?presents?the?whole?route?of?Mary?’s?trip
to?Hangzhou:
“First,?Mary?can?go?across?the?river?by?boat.
Next,?she?can?go?to?the?bus?stop?on?foot.
簡易地圖,學(xué)生出謀劃
策為?Mary?設(shè)計(jì)出行線
路,復(fù)習(xí)表示交通方式
的重點(diǎn)詞組。
用語篇的形式鞏固交
通方式詞組的運(yùn)用,并
復(fù)習(xí)?go?和?come?的意思
區(qū)別。
Th
8、en,?she?can?take?a?bus?to?the?train?station.
Then,?she?can?go?to?the?airport?by?train.
And?then?she?can?get?to?Xiangshan?by?plane.
At?last,?she?can?come?to?Hangzhou?City?by
subway/?taxi/?bus…”
The?students?learn?and?read?the?passage.
4.?With?the?help?of?the?students,?Mary?has
9、?arrived
in?Hangzhou?smoothly.?However,?when?she
walks?on?the?road?(she?walks?on?the?left?side?of
the?road),?she?is?almost?hit?by?a?car.?Why??A?Mary?順利到達(dá)杭州后,
policeman?comes?to?her…?The?students?think?由于不熟悉中國的交
about?what?the?policeman?will?say?to?Mary,?talk 通規(guī)則犯了兩個(gè)錯(cuò)誤,
in?pairs.?T?gives?Ss
10、?a?framework,?they?can?fill?in 被交警及時(shí)糾正,通過
the?blanks:
交警和?Mary?的兩個(gè)小
對話復(fù)習(xí)重要的表達(dá)
“Policeman:?Sorry,?madam,?it’s?against?the?基本交通規(guī)則的句子。
traffic?rules.
Mary:?Really??Sorry,?sir.?I’m?from?the?UK.?I
don’t?know?the?traffic?rules?in?China.
Policeman:?Well,?in?the?UK,?people?dri
11、ve?on?the
left?side?of?the?road.?In?China,?however,?people
drive?on?the?right?side.?You?should?walk?on?the
right?side.
Mary:?Oh,?I?see.?I’m?so?sorry,?sir!
第?2?頁
Policeman:?That’s?all?right.?Have?a?good?day!”
Ss?learn?and?read?the?dialogue.
5.?Mary?wants?to?continu
12、e?her?way?on?the?road,?but
the?policeman?stops?her?again.?(Because?the
traffic?light?is?red.)?What?will?the?policeman?and
Mary?talk?about?this?time??The?students?discuss
and?make?up?their?own?dialogues.?At?last?teacher
presents?an?example?for?Ss?to?read?and?learn:
“Policeman:?S
13、orry,?madam,?you?must?stop.?You
should?pay?attention?to?the?traffic?lights.?It’s?red.
Mary:?Oh,?sorry!?I?know,?Stop?and?wait?at?a?red
light,?slow?down?and?stop?at?a?yellow?light,?and
go?at?a?green?light.
Policeman:?You’re?right.
Mary:?Thank?you,?sir!
Policeman:?You’re?welcome.”
14、
a
6.?Teacher?and?Mary?finally?meet?each?other?and
they?have?a?good?time?in?the?West?Lake.?After
Mary?goes?back?to?England,?she?sends?an?E-mail
again,?it’sletter?of?thanks?for?the?Ss?and?hope
for?our?travel?to?England.
e-mail:
Dear?friends,
Thank?you?so?much?for?helping?m
15、e?to?get?to
Hangzhou.?I?had?a?good?time?in the?West?Lake
with?Lisa.?Chinese?people?are?all?friendly?.?I?love
China!?I?love?you!
Yours,
Mary
Mary?游玩結(jié)束回到英
國后又寄來郵件表示
感謝,首尾呼應(yīng)貫穿主
線,同時(shí)?M
16、ary?邀請我
們?nèi)ビ瓮妫瑸樽鳂I(yè)
的設(shè)計(jì)做了鋪墊。
第?3?頁
1.?Design?a?route?to?England?from?your?home.
學(xué)生嘗試寫出從自己
from?my?home;?next,?____________________?;
then?_________________?;?and?then________
Step3:
Practice&
extension
“To?travel?to?England,?first,?I?can_________??家到
17、英國的交通路線,
在鞏固已學(xué)詞組的同
時(shí)也提高了學(xué)生的句
操練和
拓展環(huán)節(jié)
____________________?;?... ”
子表達(dá)和書寫能力。
作業(yè)
設(shè)計(jì)
板書
設(shè)計(jì)
教學(xué)
反思
Design?a?route?to?England?from?your?home.
“To?travel?to?England,?first,?I?can_____
18、____?from?my?home;?next,
____________________?;?then?_________________?;?and?then________
____________________?;?... ”
Mary’s?travel?to?Hangzhou
on?foot?by?bus?by?taxi??by?plane
by?ship???by?subway????by?train
Stop?and?wait?at?a?red?light.
Slow?down?and?stop?at?a?yello
19、w?light.
Go?at?a?green?light.
本堂課是一個(gè)單元后的復(fù)習(xí)課,容量較大。我根據(jù)本單元的目標(biāo)和內(nèi)容,
利用出行的話題,設(shè)計(jì)一筆友從英國來杭游玩的學(xué)習(xí)活動(dòng),通過大量的重點(diǎn)
語言復(fù)現(xiàn)和輸入,適時(shí)提供詞,句平臺(tái),讓不同層次的學(xué)生參與進(jìn)來,重視
學(xué)生的自主生成,讓學(xué)生在已經(jīng)掌握了一些語言知識(shí)基礎(chǔ)上進(jìn)行靈活組織,
擴(kuò)展會(huì)話,由易到難,一步一步循序漸進(jìn),使學(xué)生在活動(dòng)中習(xí)得、鞏固語言。
幫助學(xué)生樹立信心,形成繼續(xù)學(xué)習(xí)的動(dòng)力。
一堂課下來,也發(fā)現(xiàn)了一些問題:比如,學(xué)生對?first,?next?等連接詞不熟
悉,導(dǎo)致語篇的輸出有些冷場;另外,雖然已經(jīng)是六年級了,但畢竟是農(nóng)村
學(xué)校,學(xué)生自編對話的能力有限,老師還是要為學(xué)生的語言輸出搭好腳手架,
要循序漸進(jìn),不能高估了他們而太早放開,導(dǎo)致學(xué)生無所適從。
在今后的課堂上,我應(yīng)該多了解學(xué)情,關(guān)注個(gè)體,讓每位學(xué)生都能在課
堂上有所收獲。
第?4?頁