Unit2 Ways to go to school第3课时（教学设计）人教PEP版英语六年级上册

第三课时课时内容Blet’slearn；Role-play课时分析本课时是人教版六年级上册第二单元第三课时，紧接前两课时关于交通方式的学习，转向介绍交通规则的内容。学生将通过对话学习交通规则的相关词汇和句型。Let’slearn版块通过场景设置展示了MrsSmith和学生过马路的情景，引入了交通灯、等待、减速、通行等词汇。而Role-play则以角色扮演的方式让学生在真实语境中运用所学知识，向学生传递遵守交通规则的重要性，以此激发学生对英语学习的兴趣和信心。虽然本课时是新内容的学习，但是在前面的课时中学生已经接触过部分相关单词，为本课时的学习奠定了基础。在教学过程中，将采用多种教学方法，如情景教学法、合作教学法等，使学生在愉快的氛围中更好地理解和运用所学内容。同时，通过真实的情境和角色扮演，将学生引导到实际交通场景中，使他们能够更好地理解交通规则的重要性。课时目标（1）能够听、说、读、写单词和词组：trafficlights,wait,slowdown,go。（2）能够听、说、认读句子：Slowdownandstopatayellowlight.Stopandwaitataredlight.Goatagreenlight。（3）能够熟练应用句型...must...来提出建议。（4）了解基本交通规则，包括红灯、黄灯、绿灯的功能。课时重难点1.重点（1）能够通过对话学习单词和词组：trafficlights,wait,slowdown,go，以及句型...must...的表达。（2）理解交通规则，包括三条交通规则和句型...must...的表达。（3）能够运用所学内容，向学生传递遵守交通规则的重要性，激发学习英语的兴趣和信心。2.难点（1）准确掌握并运用句型...must...提出建议。（2）理解并运用交通规则相关的词汇和词组。（3）在角色扮演中灵活运用所学内容进行真实交流。教学准备课件、自制轮盘、词卡、录音机、磁带教学过程Step1:Warm-upGreetingT:Goodmorning,everyone.Ss:Goodmorning,teacher.T:Howareyoutoday?Ss:I’mfine,thanks.Howaboutyou?T:I'mfinetoo.What'stheweatherliketoday?Ss:It’ssunny/...T:Howdoyoucometoschool?Why?S1:Icome...It'sfar/near....Designintent:Fosteracloserteacher-studentrelationshipthroughinteractivegreetings,whilereviewingpreviousknowledge.Playagame.Teacherspinsaspinnerandguidesgroupstopracticethesentencepattern"Howdoyoucometoschool?Icome..."(Thespinnercontainspicturesoftransportationmodeslike"onfoot,bybus,bycar,bybike,bytaxi,bysubway"indifferentcolors.)Teachingresources:HomemadespinnerDesignintent:Designagametolivenuptheclassroomatmosphereandreinforceknowledgefromthepreviouslesson.Step2:Lead-inT:Lookatthepictures.(Displayvarioustypesandcolorsoftrafficlightsonthescreen.)Whatarethese?Ss:Theyaretrafficlights.(Chorusthewords"trafficlights")T:That'sright.Therearevarioustypesoftrafficlightsaroundus.Doweseelightsindifferentcolorsinourcity?Ss:Yes.Neonlights,trafficlights...(Guidestudentstomention,writethewords"trafficlights"ontheboard,anddrawasimpleoutlineoftrafficlights.)Teachingresources:PowerPointslidesDesignintent:Throughguidedcommunication,naturallyintroducethetopicoftrafficlights("trafficlights").Step3:PresentationLearnabout"trafficlights".T:Observethetrafficlights.Now,pleasefollowmeinsayingthewords.(Studentsreadthecolorsandnamesofthelightstogether.)Howmanycolorsdotrafficlightshave?Ss:Three.T:Andwhatarethey?Ss:Red,yellow,andgreen.(Studentsreadthecolorwords,teacherdrawsasimplediagramoftrafficlightsontheboard,markingredlight,yellowlight,greenlight.)Designintent:Introducetrafficlightsandcolorsinavividwaythroughdrawingandstudentparticipation.Learn"trafficrules"(1).T:Whatdotheselightsmean?Doyouknow?S1:...(StudentsdescribeinChinese.)T:Thisisaredlight.Whatshouldwedo?Ss:Wemuststopandwait.(Write"Stopandwait"ontheboard,guidereading,pointtounderstand,chorustogether.)Thisisayellowlight.What'stherule?Ss:Wemustslowdownandstop.(Write"slowdownandstop"ontheboard,guidestudentstoconnectwithpronunciationrules,thensoundout"slow,"understandthephrase"slowdown,"chorustogether.)Thisisagreenlight.What'sthemeaning?Ss:Wecango.T:Correct.(2)Readthechanttogether.(3)Playagame.Teacherplaysthegame"FollowtheInstruction,DotheAction"withthewholeclass.Forexample,theteachersays"Red,"studentsrespondwith"Stopandwait,"andperformthecorrespondingaction.Iftheygetitwrong,they'reout.(4)Learnthetrafficrules.T:Whencanwego?Ss:Greenlight.T:Right.Wecansay"Goatagreenlight."(Write"ata"ontheboard,chorusthesentence.)Whendoweneedtostopandwait?Ss:Stopandwaitataredlight.(Guidestudentstosayandunderstandthesentence.)T:Whatdowedoatayellowlight?Ss:Slowdownandstopatayellowlight.(5)Listentothetapeandfollowthetape.(Playtherecording,studentsrepeatthetrafficrules.)(6)Readthetrafficrules.a.Teacherreadsaloud,studentsreadaloud.Forexample,teachersays"Go,"studentschorus"atagreenlight."b.Groupreading,boysandgirlstaketurns.(7)Rememberthetrafficrules.Teachingresources:PowerPointslidesDesignintent:Throughreal-lifesituationalteaching,connectknowledgewithlife,stimulatestudents'interest.Theapplicationofnurseryrhymesandgamesmakesthelearningprocessmorerelaxedandenjoyable,whileimprovinglearningoutcomes.Learnthedialogue.(1)T:Lookatthepicture.(Displaythetextbookillustration)Whoarethey?Ss:TheyareMrs.Smith,Mike,Amy,andJohn.T:Wherearetheygoing?Ss:Theyareheadingtothenaturepark.T:Wherearetheynow?Ss:Theyareattheintersection.T:Theyneedtofollowthetrafficrules.(2)Listentothetapeandfollowthetape.T:DoesMikewanttogoataredlight?Ss:No.Theymuststopandwait.(Write"must"ontheboard,guideunderstanding,chorustheword.)(3)Readthedialogueinpairs.(4)Createanewdialogue.(5)Role-playthedialogue.Teachingresources:Recordingdevice,tapeDesignintent:Throughlisteningandrepeating,guidestudentstofocustheirattentionandenhancetheirspeakingandlisteningabilities.Dialoguecreationandrole-playingexpandstudents'thinking,imagination,andcomprehensiveapplicationskills.Step4:PracticeWhat’snext?Teacherdisplaysasetofwordcards,studentsquicklyrecognizeandreadthem.Then,studentsrecallandreadthewordsinorder.Afterreadingallthewords,theteachersuddenlystopsandasks,"What'snext?"Studentssaythenextwordbasedontheirmemory.Teachingresources:WordcardsDesignintent:Helpstudentsmasterthelearnedvocabularyproficientlyandenhancetheirmemory.Role-play(1)Dividestudentsintogroupsoffour.Onestudentplaysablindperson,anotheroneortwostudentsactastourguides,andoneortwostudentsplaytheroleoftrafficlights.(2)Guidestudentstocreatedialogues.Samplesentencepattern:A:Excuseme,howcanIgetto...?B:Gostraight/leftturn/...Letmehelpyou.It'satthe...light.Slowdownandwait/stopandwait/go...A:Thankyou.(3)Groupperformancesofthedialogues.Teachingresources:TrafficlightcardsDesignintent:Throughthisactivity,enhancestudents'groupcooperati