2022六年级英语上册 Unit 2 Ways to go to school教学设计（Period 1） 人教PEP.docx

1、Unit 2 Ways to go to school教学设计（Period 1）一、教材内容分析本课时通过Mrs Smith与Mike和Amy在校园里相遇的情景，呈现核心句型How do you come to school?及其答语I usually/often/sometimes come on foot.的语用功能和意义。本课时的教学目标是学生能够在图片和教师的帮助下理解对话大意；能够按正确的意群及语音、语调朗读对话，并进行角色表演；能够听、说、读、写，并在语境中运用句型How do you come to school? I usually/sometimes/often come

2、on 进行提问及作答。二、学生情况分析学生在此以前已经学习过关于交通工具的单词，如car, bike, bus等，也在五年级下册接触过频率副词usually, sometimes, often，所以能够在图片的帮助下分别理解频率副词和交通方式by bike, by car, by bus的用法；在教师的帮助下，理解词组和语篇。因此，教师在本课时的课堂教学将为利用语境Mrs Smith, Mike and Amy are at school.让学生在针对主线人物讨论How do they come to school?的话题，完成本节课核心句型的学习和运用。经过三年的英语学习，学生具备表演对话和

3、运用核心语言做事的能力，可以为本课时中的表演活动和调查活动起到一定的支架作用。这些活动的开展也将进一步培养学生运用英语的思维进行表达的能力。三、教学目标1.能够在图片和教师的帮助下理解对话大意，并回答读后问题。2.能够按正确的语音、语调及意群朗读对话，并进行角色表演。3.能够听、说、读、写，并在情景中运用以下句型：How do you come to school? I usually/sometimes/often come on foot.提问及作答。4.能够在语境中理解生词Mrs和early的意思，并能正确发音。四、教学重难点教学重点：学生能够运用句型How do you come to

4、 ?询问别人出行时使用的交通工具；面对别人的询问能恰当地运用三个频度副词usually, often, sometimes做出回答。教学难点：1.学生能够理解、区分并运用三个频度副词usually, often, sometimes。2.词组by bike, by car, by bus, on foot等，并理解“步行”采用的是不同的介词。五、教学步骤1.热身和导入此教学环节为师生的自由会话，引出课堂教学的话题。师生问候，以问题How was your morning?的提出展开师生间的free talk。教师以早上My car didnt work this morning. So I c

5、ame to school on foot.的遭遇为“引子”，与学生交流上学所用的交通工具，同时教学词组on foot。T: Hello, Children! How was your morning?Ss:根据自己的情况与教师进行自由会话。T: Oh, I felt bad this morning. My car didnt work, so I had to come to school on foot.（PPT呈现，帮助学生理解on foot的意义。）How did you come to school this morning, on foot, by bike, or by bus

6、?Ss:根据自己的情况做出回答。设计意图：通过师生间的自由会话，让学生在语境中理解on foot的含义，并在教师的提示下对交通方式做初步的了解，为主要内容的学习做好铺垫。2.呈现（1）对话学习的准备教师使用PPT呈现Mike和Amy在学校的照片，提供Mike and Amy are at school.的情景。然后教师播放录音，学生完成Lets try的内容，录音播放两遍。教师可向学生提供听力练习的相关技巧，如提示学生在第一遍听取录音时就对话的主旨进行判断，听取第二遍录音时详细了解对话内容，完成课本14页的判断题。T:Look, Mike and Amy are at school now.

7、Do you want to know how they come to school? I have a dialogue here. Listen carefully and answer this question: Are they talking about their ways to come to school?（学生听录音）T: So can you answer the question: Are they talking about their ways to come to school? Whats the answer?Ss: No.T: Yes, youre rig

8、ht. They are not talking about their ways to come to school. Then what are they talking about? Listen again and tick or cross.（学生再听录音，完成教材14页的练习。教师确认学生理解录音内容。）设计意图：Lets try是Lets talk的铺垫环节，学生对此部分内容的理解情况与交流将直接影响对Lets talk的学习效果，教师需明确学生对此部分的理解情况。（2）了解大意教师使用PPT呈现Miss Smith、Mike和Amy对话的情景图，再次提出问题Are they t

9、alking about their ways to come to school? If yes, how do they come to school?引导学生听对话，并依据对话内容自行设立问题如How does Amy come to school? How does Mike come to school? How does Mrs. Smith come to school?T: Look! Who do Mike and Amy meet at school?Ss: Mrs Smith.（教师使用PPT出示Mrs Smith图片，并板书Mrs Smith，引导学生注意Mrs的读音）

10、T: Guess what are they talking when they meet? Listen to the dialogue and answer this question: Are they talking about their ways to come to school?（学生听录音）T: Answer the question, please.Ss: Yes, they are.T: Then what do you want to know?（教师帮助学生提出以下问题，可先给学生做示范）For example, I want to know: What does M

11、rs Smith say to Mike and Amy?S1: How does Mike come to school?S2: How does Amy come to school?S3: How does Mrs Smith come to school?T: Good questions! Now lets listen again and find out the answers to your questions.设计意图：Lets try的呈现并没有解决导入环节中的提示性问题How do they come to school? Mrs Smith的出现，为Lets talk呈

12、现出完整的语言交流背景。在此语境下，教师带领学生对这个问题进行回顾，不仅有利于学生对文本内容与核心句型的关注，也培养学生学会提问的能力。（3）文本分析教师使用PPT呈现词组on foot, by bus, by bike, by car，让学生预先了解出行方式，再带着问题再听对话，将上述词组与三个主要人物进行匹配。T: Look at the screen and tell me: who comes to school on foot?Ss: Amy and Mrs Smith.T: How do you know Mrs Smith comes to school on foot?Ss:

13、She says walk.T: Yes, walk means on foot.T: Who comes to school by bus?Ss: Amy.T: Who comes to school by bike?Ss: Mike.T: Does Mrs Smith alsways come to school on foot?Ss: No. Sometimes by car.设计意图：为了帮助学生在初次听取对话时顺利地了解大意，教师可利用PPT给学生呈现三个人物及一些出行方式，让学生在听完对话后进行连线匹配。这样的任务形式不仅降低了学习的难度，也有利于强化学生对by bike, on

14、foot, by car, by bus词组的感知。（4）副词usually, often, sometimes学习教师再次播放录音，学生听对话，关注Mike, Amy和Mrs Smith的回答：Amy: Usually, I come on foot. Sometimes I come by bus.Mike: I often come by bike.Mrs Smith: Sometimes, but I usually walk.教师使用PPT呈现三个频度副词及示例图片，讲解这三个副词所代表的频率含义。学生能在教师的问题引导下用这三个频率副词进行造句练习。T: Now listen to

15、 the dialogue again. Pay attention to these words: usually, sometimes and often.（教师提示学生重点听取含有此三个单词的句子，也可多次播放）T: Did you hear these words: usually, sometimes and often?Ss: Yes.（教师借助PPT比较三个单词，帮助学生进一步理解频率含义）T：Can you find out some differences among usually, sometimes, and often?Ss:根据图片的呈现，说出对这三个单词的理解（允

16、许使用母语）。（教师板书这三个单词，并教读）T: Now, listen carefully and think. John gets up at six oclock on Sunday, Tuesday, Wednesday, Thursday, and Friday every week. Wu Yifan gets up at six oclock on Sunday, Tuesday, Thursday, and Friday every week. Zhang Peng gets up at six oclock on Thursday every weekSo who usual

17、ly gets up at six oclock? Who often gets up at six oclock? Who sometimes gets up at six oclock?Ss: John usually gets up at six oclock. Wu Yifan often gets up at six oclock. Zhang Peng sometimes gets up at six oclock.T: Do you know who usually/often/sometimes get up at six oclock in our class? And do

18、 you know who usually/often/sometimes eat breakfast at seven oclock in the morning?Ss:根据教师提出的问题进行造句练习。设计意图：日历的呈现更加形象地帮助学生将usually, often, sometimes进行比对，也有利于学生进行理解和掌握。教师围绕学生身边同学，引导学生进行造句练习，让学生的操练变得真实而有意义，也增加了教学趣味性。（5）对话理解巩固教师第三遍播放对话，要求学生在听后完整回答前面提出的三个问题：How does Amy come to school? How does Mike come

19、 to school? How does Mrs Smith come to school?T: Now listen to the dialogue again and find out the answers to these questions.（教师再次使用PPT展示本课时的三个重点问题：How does Amy/Mike/Mrs Smith come to school?学生听录音，回答问题，跟读回答）S1: Amy usually comes by bus. Sometimes comes by bike.S2: Mike often comes by bike.S3: Mrs S

20、mith usually walks, sometimes by car.T: Good. Now lets listen to their answers again and repeat them.（6）学生自读对话学生自读课文，教师根据情况帮助学生在语境中理解Youre early.的语义。T: Read the dialogue by yourselves and see if you have some questions. If not, I have a question here. Why does Mrs Smith say youre early to Mike and A

21、my?若学生说出句意，教师追问How do you get it?若学生不说、说不出或说不清，教师可带领学生再读对话前四句，给予下列提示Who come to school first? Who do they meet then?以帮助学生理解Youre early.的意义。设计意图：在学生对三个频度副词有了完整的理解之后，让学生带着问题再次听对话后直接回答问题的教学步骤，既突破了本课的一个重难点，即对三个人物上学所用交通方式的学习，也让学生对整个对话有了一个完整、准确的理解。同时，紧扣Listen and match环节中，教师给出提示性词组引导学生回答问题的教学方法，帮助学生加深对文本的

22、理解和核心句型的体会、运用。3.操练（1）学生听录音，跟读对话。（2）师生、生生分角色朗读对话。（3）学生表演对话：先以小组为单位练习，再在全班进行示范表演。设计意图：角色表演是受学生喜爱的学习任务。即使是六年级的学生，也愿意将自己置身于故事中，以自己的理解展现对话内容。更重要的是，表演的教学活动可以帮助学生更积极、主动地内化学习内容。（4）Do a survey活动教师使用PPT呈现一些交通方式，如by bus, by bike, on foot, by taxi, by car，以by bike和自身出行情况作为示范，如I usually go to school by bike.并在相应

23、的表格内做记号。学生参照教师举例，调查其他同学到校选择的交通方式，在表格内做相应的标记。学生通过自己的调查情况，在表格下方写出调查的结果，如Three students usually come to school by bike.并运用本课所学的三个频度副词在班内和其他同学进行交流。T: Now lets do a survey about your classmates ways to go to school. You can go around in classroom, ask your classmates: How do you come to school? Then mark

24、 in the table. During your survey, you may use the phrases to answer your classmates questions. For example, I usually go to school by bike/by car/by bus OK, lets do.（学生做调查）T: OK! Now do a summary about your survey and write it down: How many people you asked in your survey? How many people usually

25、come to school by bike? How many people come to school often by bike? And how many people sometimes come to school by bike?（学生整理调查情况）T: Now tell us about your survey.Ss:陈述自己的调查。设计意图：交通方式词组的呈现为学生提供了语言支持。其中subway和taxi是生词，考虑到学生可能会用到，但单词教学又是下一节课的重点词汇，所以教师可进行简单的提示。调查活动让学生的语言学习从课本迁移到实际生活，调查后的总结汇报帮助学生对本课时的

26、语言内容进一步运用和巩固，加深印象。（5）活动小结教师请学生运用本课时的交通方式词组和频率副词来说一说自己喜欢的一些出行方式，陈述原因，引导学生选择健康、绿色的出行方式，实现在情感、态度价值观方面引导学生树立环保意识的教学目标。设计意图：通过环保意识的教育，提倡学生多选择绿色出行方式，如步行、骑自行车、利用公共交通工具，减少对环境的污染。（6）Make a new dialogueT: OK, its time to make a new dialogue. The background of the dialogue is: You meet your friends in the park

27、 on Sunday morning. You can go there in different ways. So how would you talk about the ways you go? Please make a dialogue in groups of four.教师使用PPT展示一些情景和出行方式，学生四人一组设计、练习、展示对话。设计意图：学生根据教师提供的语境，仿照教材内容，自行设计对话。这项教学活动不仅为学生提供展示的机会，也有助于学生在真实、自然的情景下进行语言表达，提升自信。4.作业T: Todays homework is: Do a survey about other teachers ways to go to school. Then make a report. We will talk about it next class.设计意图：调查教师选择的到校交通方式，对学生来说是一个新鲜、意外、充满期待的作业，在这个过程中的语言运用是学生真正学会的、掌握的。