案例分析六年级上册Unit2HowcanIgothere

1、英语教学案例六年级上册Unit 2 Ways to go to school 复习一、 教学内容分析Unit 2 Ways to go to school在本单元中涉及的主要句型是How do you go/come to和How can I get to ?及其答语。要求学生掌握的单词和词组是常见的几种交通方式，如：by bus/train/subway/plane/ship/taxi及on foot, 除此之外，还要求学生理解基本交通规则的英语表达方式：Slow down and stop at a yellow light. Stop and wait at a red light. G

2、o at a green light.二、 教学目标1、 教会学生掌握乘坐某种交通工具去某地的基本句型：How do you go/come to?及其答语：I go/come by/on foot. How can I get to?及其答语： You can go by the No.57 bus.2、 让学生认识常见的交通工具：car, bus, train, subway, plane, ship, bike,taxi及on foot.3、 使学生能够了解并遵守交通规则，特别是要学会看交通指示灯安全过马路。三、 教学重、难点1. 教学重点1) 两个基本句型：How do you go

3、to?及其答语：I go by/on foot. How can I get go?及其答语： You can go by the No.57 bus.2) 七种常见交通工具及出行方式：by bus/ train/ subway/ plane/ ship/ taxi及on foot.3) 三种交通信号灯及基本交通规则：Green, red, yellow 以及三种基本交通规则Slow down and stop at a yellow light. Stop and wait at a red light. Go at a green light.2.教学难点区分两个基本句型的异同。四、 教具

4、准备多媒体课件、三种交通信号灯卡片、一张灵宝市地图、单词卡片。五、 教学过程Step1 Warming-up1. GreetingT: Hello, everyone! （故作神秘）Now , I have three difficult questions. Do you want to answer?Ss: Yes, I want.T: The first one is: What is your name?Ss: .T: Next is more difficult. How old are you?Ss:.T: The last one is the most difficult. H

5、ow are you today?Ss:.T: Are they difficult?Ss: No, they arent.T: Well, you are so clever!2. Ask and answerT: As we know, tomorrow is Saturday. So do you want to go hiking with me?Ss: Yes, we would like to go with you!T: Lets prepare for it.(评析)在Greeting环节中，我故意设置悬念，激发学生的好奇心，利用小学生好奇的心理特征在Ask and answe

6、r 环节中巧妙地创设情境Tomorrow is Saturday, 激发学生的求知欲，自然地引入go hiking, 从而为下面的Review 环节中对交通工具及交通规则的复习做好铺垫。Step 2 ReviewT：I think, at first we should know something about traffic. So can you say some transportation?S1： Yes, I can. For example, bike, car, bus, plane.T： Any more?S2：Ship, subway, on foot.T: And what

7、s this?（教师呈现准备好的绿色交通信号灯卡片）Ss: Traffic light.T：Yes, its a green traffic light. And what about this one?（教师呈现准备好的红色交通信号灯卡片）Ss: Red traffic light. （教师最后拿出黄色交通信号灯卡片，学生很容易地说出答案）T：And do you know their meaning?（巧妙过渡到交通规则的复习）S1：Red means stop and wait.S2：Green means go.S3：Yellow means slow down and stop.T：

8、The chant about the traffic lights and traffic rules, do you remember?Ss: Yes, the chant is “Green green go go go ,red red stop and wait, slow down and stop是yellow.”（评析）课标指出学生是课堂的主体，教师要做学生求知的引路人，要把课堂交还给学生。基于这一理念，我在设计这一环节时充分发挥学生的主观能动性，让学生自己说出本单元的知识点，并且采用Chant形式将traffic lights 和traffic rules有机结合，增加了趣味

9、性，学生也乐学乐用。Step 3 Presentation and Practice1. “开火车”练习句型How do you go to?T：Whats this? （教师向学生展示准备好的灵宝市地图）Ss: A map.T： Yes, a map of Lingbao. So where is the Jinshui Park?S1：Its here.T： But how do you go there?（边说边在黑板上板书：How do you go to the Jinshui Park?）S1：I go by bus.T: （指着S1）Now, you ask, and S2 an

10、swers.S2：I go by bike.T：（指着S2）Now, you ask, and S3 answers.S2：How do you go there?S3：I go on foot.（以此类推，从前至后，看哪一小组火车开得快，哪一小组就获胜）2Group work: “新闻小记者”首先把全班学生分成若干小组（4人一组），每组成员轮流采用记者采访的形式询问其他同学：How do you come to the school? 并统计被采访同学乘坐的交通工具。然后教师有针对性地挑选3组（优、中、差）学生到教室前面表演对话，其他学生可以扮作法官判定他们的对错，最后教师再重申一遍句型Ho

11、w do you come to the school？及其答语：I come by3.“雷锋志愿者”T：OK! Boys and girls, please look at the blackboard. Now I am here.（指着图中的某一处）But Im lost. I want to go to the bus station. Who can help me? Who wants to be a volunteer like Lei Feng? How can I get to the bus station?（巧妙地创设迷路这一情景，自然过渡到第二个句型，启发学生回答这一问

12、题并板书）S1:You can go by bus.T:Which bus shall I take?（启示学生回答完整）S1：Oh, you can go by the No.1 bus.T:Yes,I can go by No.1 bus.（边说边板书）You are a good boy! But ,now if you were lost, what would you do?（逆向思维，提示学生反过来问：How can I get to the bus station?）S1:I will find a policeman to ask for help.（教师和学生哈哈大笑，有困难

13、找警察，该学生对此深信不疑）T:Well ,you did better, but what will you say?（进一步启发学生）S1:How can I get to the bus station?T:Now all of us are Lei Feng. What shall we say?Ss: You can go by the No.1 bus.T:Yes.You can go by the No.1 bus.（教师再次强调答语）4.Pair work:同桌互相问答T:Now suppose you are the visitor, and you are lost. Yo

14、ur partner is a local, so he or she can help you. Please ask and answer.（再次创设情境：游客迷路，当地好心人指路）S1:How can I get to ？S2:You can go by最后教师有针对性地挑选3组（优中差）学生到教室前面表演对话，其他学生可扮作法官判定他们的对错，教师再重申一遍句型：How can I get to？全班学生回答：You can go by（评析）这一环节是本节课的核心，也是本单元的重点、难点。由于是复习课，考虑到学生学起来可能会枯燥，因此我积极创设情境。从要郊游开始采用“开火车”的方式让

15、每一个学生都张口说第一个句型，到“新闻小记者”采访继续巩固第句型，再到郊游时迷了路寻求帮助，自然地引出第二个句型。接着采用Pair work形式继续对第二个句型操练。整个过程衔接紧密，并且采用逆向思维、换位思考等反方式让学生多角度接触、巩固、操练句型，并不断用学过的交通工具相互替换。Step 4 Summary and Task1. SummaryT:Well, please look at the blackboard. Lets check Unit 2 together.（教师指着黑板上的板书再现重点、难点，再次引领学生复习相关知识点）2Task动手画一幅自己家到学校的示意图并用英语介绍是如何到达的。（评析）本环节是本节课设计理念的尾声，同样重要。为此我采用以点带面的形式将整单元的知识点用一根线穿了起来。而Task的引入一改以往的Homework形式，学生乐于接受也乐于完成。六、 教学反思六年级的学生通过三年的英语学习，有了一定的英语基础，但是作为复习课，大多数学生都不愿意上，普遍感觉没有新意，老师也很为难，不知道