六年级上册英语教案unit2waystogotoschool人教

人教版PEP六年级上册Unit 2 Ways to go to school第二课时教案1I. Teaching objectives:1. Be able to listen, say, recognize and write the main words: by train, by plane, by subway, by ship, by bike, on foot and by taxi.2. Be able to ask someone his subjects on a certain day using the sentence pattern: “How do you get to _ from _? By _.”3. Be able to understand and say the chant.4.By learning the words, be able to figure out which way is the best for them.II. Teaching difficulties and importance:1. Be able to listen, say, recognize and write the main words: by train, by plane, by subway, by ship, by bike, on foot and by taxi.2. Be able to ask someone his subjects on a certain day using the sentence pattern: “How do you get to _ from _? By _.”III. Teaching aids:Pictures, CAI,IV. Board Design How do you get to_ from _?trainplanesubway,ship,biketaxiBy _.On foot. V. Teaching process:Step1. Warm up1.Lets chant of Unit 12. free talk(Review Unit1):T: Where is the bookstore? Where is Australian?()Practise in pairs.3. Teacher present her friends Lindas travel plan to Hangzhou for the National holiday and ask the students for help to figure out the transportation for her.Step2.Presentation Present the topic: “Lindas Plan” and draw a map for herby planeHangzhou Wenhuaby busby taxiGermanyby subwayWest Lakeon footIntime Xianlinby trainGermanyby shipZhoushan by planeNingbo1. Lets learn1)Present “by plane”L: How can I get to Hangzhou?T emphasizes when you are using some transportation by is using. And let students try to spell plane.2)Present “by taxi”L:How can I get to Wenhua hotal?T figures out the reason: Its late.3) Present “by bus”L:How can we get to the West lake?If possible students should tell the reasons.4)Present “on foot” S: How can I get to Intime?T emphasizes on foot is very special because the foot is myselves.5)Present “by subway”S：How can I get to Xianlin?T: In _, I can see _.6) Present “by train”S:How can we get to Ningbo?7) Present “by ship”S:How can we get to Zhoushan?T tell the difference of a boat, a ferry and a ship.Step3. Practice.1. listen and number2. Lets chant.You go by subway.And Ill go by taxi.And Ill be at school before you.You go by airplane.And Ill go by a big ship.And Ill be in Scotland before you.3. Play a game “Can you remember”. PS1: How can Linda go _ from _?S2: By _.3.the real situationHow can I get _ from _?Step four Consolidation and Extension Make a travel planStep4. Assessment.1) T explains the meaning of the task in the activity book. 2) Homework: Listen to tape and read the new words and the chant 5 times.语文课本中的文章都是精选的比较优秀的文章,还有不少名家名篇。如果有选择循序渐进地让学生背诵一些优秀篇目、精彩段落,对提高学生的水平会大有裨益。现在,不少语文教师在分析课文时,把文章解体的支离破碎,总在文章的技巧方面下功夫。结果教师费劲,学生头疼。分析完之后,学生收效甚微,没过几天便忘的一干二净。造成这种事倍功半的尴尬局面的关键就是对文章读的不熟。常言道“书读百遍,其义自见”,如果有目的、有计划地引导学生反复阅读课文,或细读、默读、跳读,或听读、范读、轮读、分角色朗读,学生便可以在读中自然领悟文章的思想内容和写作技巧,可以在读中自然加强语感,增强语言的感受力。久而久之,这种思想内容、写作技巧和语感就会自然渗透到学生的语言意识之中,就会在写作中自觉不自觉地加以运用、创造和发展。VI 课后反思家庭是幼儿语言活动的重要环境，为了与家长配合做好幼儿阅读训练工作，孩子一入园就召开家长会，给家长提出早期抓好幼儿阅读的要求。我把幼儿在园里的阅读活动及阅读情况及时传递给家长，要求孩子回家向家长朗诵儿歌，表演故事。我和家长共同配合，一道训练，幼儿的阅读能力提高很快。“教书先生”恐怕是市井百姓最为熟悉的一种称呼，从最初的门馆、私塾到晚清的学堂，“教书先生”那一行当怎么说也算是让国人景仰甚或敬畏的一种社会职业。只是更早的“先生”概念并非源于教书，最初出现的“先生”一词也并非有传授知识那般的含义。孟子中的“先生何为出此言也？”；论语中的“有酒食，先生馔”；国策中的“先生坐，何至于此？”等等，均指“先生”为父兄或有学问、有德行的长辈。其