Unit2 Ways to go to school第4课时（教学设计）人教PEP版英语六年级上册

第四课时课时内容BLet’stry；Let’stalk课时分析本课时是人教版六年级上册第二单元第四课时，与前一课时有紧密联系。在继续探讨“交通规则”这一主题的基础上，本课时进一步引入表达需遵守交通规则的句型"...must..."和"Don't..."，并探讨了骑自行车时需要注意的事项，以及不同交通警示标志和其应用场景。通过这样的教学内容，旨在激发学生对英语学习的兴趣，同时强化德育教育的影响。前一课时关于句型"...must..."的学习为本课的学习提供了基础，而本课时的重点则在于学生能够在实际交流中运用这一句型以及"Don't..."表达交通规则。本课时包含两个主要板块，即"Let’stry"和"Let’stalk"。"Let’stry"部分通过模拟Mrs.Smith和学生们乘坐公交车时的对话，引出了吴斌斌因爷爷生病不能同行的情节，为后续的"Let’stalk"和"Readandwrite"部分的展开做了铺垫。通过听力练习，学生获得了"BLet’stalk"部分中涉及的人物和场景信息，为进一步的对话学习做好了准备。"Let’stalk"部分通过吴斌斌在学校门口与Mr.Jones询问去医院的路线的对话，让学生更好地理解"...must..."和"Don't..."的语义及实际运用情景。本课内容延续了前几个课时的学习内容。在教学设计中，我将采用词卡认读、游戏等方式来帮助学生巩固已学知识。对话学习将以整体感知对话、分角色表演等方法为主，激发学生的积极性。巩固练习则包括一系列的互动活动，如"我会对他说"、"中外交通规则之多少"、"画一画"等，旨在调动学生的主动参与，巩固和扩展所学知识。通过这些多样化的教学方法，学生能够更好地掌握并灵活运用所学交通规则相关的知识。课时目标（1）能够听、说、读、写句型：Don’tgoattheredlight.Imustpayattentiontothetrafficlights.（2）能够理解对话大意。（3）能够按照正确的意群、语音和语调朗读对话。（4）能够熟练掌握句型"...must..."和"Don't..."，用以表达要遵守的交通规则。（5）理解情景语言"Imustpayattentiontothetrafficlights!"的意思。（6）了解有关欧美国家骑自行车的注意事项，掌握不同交通警示标志以及它们所适用的场景。课时重难点1.重点（1）具备听、说、读、写句型的能力：不要在红灯时前行。我必须注意交通信号灯。（2）能够理解对话的主旨。（3）能够根据正确的语音、语调朗读对话的意群。（4）掌握用句型"...must..."和"Don't..."来表达遵守交通规则的能力。（5）理解情境语言"Imustpayattentiontothetrafficlights!"的意思。2.难点能够在实际情景中运用句型"...must..."和"Don't..."来表达要遵守的交通规则。教学准备：课件、录音机、磁带、词卡教学过程Step1:Warm-upGreetingT:Goodmorning,everyone.Ss:Goodmorning,teacher.T:Howareyoutoday?Ss:Fine,thankyou.Andyou?T:I’mfine,too.Boysandgirls,let’sstartourdaywithacheerfulsong.Ss:Ok.(PlaythesongfromUnit2,andallteachersandstudentssingalong.)Teachingresources:PowerPointslidesDesignintent:Throughalivelysong,activatestudents'enthusiasm,livenuptheclassroomatmosphere,andreviewthetransportationmethodslearnedinthepreviouslesson.Reviewsomewordsandphrases.T:Fantastic!NowIhavesomewordcards.Let'sreadandtranslate.(Teacherdisplayswordcardswith"slow,slowdown,stop,wait,go,trafficlights".Studentsreadandtranslate.)Teachingresources:WordcardsDesignintent:Throughreadingandrecognizingwordcards,reviewandreinforcethevocabularylearnedinthepreviouslesson.PlayagameTeacherraiseshomemadered,yellow,andgreentrafficlights.Studentsperformcorrespondingactionsandverbalexpressions.Forexample,whentheteacherraisestheredlight,studentsstopandsay"Stopandwait".Teachingresources:Homemadered,yellow,andgreentrafficlightsDesignintent:Throughanactionandverbalexpressiongame,helpstudentsbetterunderstandandremembertheknowledgethroughactiveparticipation.Step2:Lead-inReviewthetrafficrules.T:Nomatterwherewego,it'simportanttofollowthetrafficrules.Let'sreviewthetrafficrulestogether.Ss:Slowdownandstopatayellowlight.Stopandwaitataredlight.Goatagreenlight.Designintent:Byreviewingthethreetrafficrules,recapthecontentofthepreviouslessonandsetthestagefortheupcomingdialogue.Let’stry.(1)Introducelisteningbackground.T:Lookatthechildren.Whataretheydoing?(Displaythe"Let'stry"imagetoguidestudents'understandingofthecontext.)Mrs.Smithandthechildrenaregoingtothenaturepark.WhatinstructionsmightMrs.Smithgivethechildren?Canyouguess?S1:Shecantellthemtostopandwaitataredlight....(2)Listentothetapeandanswerthequestion.WhatdoesMrs.Smithtellthechildrentodo?(3)T:WhereisWuBinbin?Whydoesn’thegowiththem?(Askforaresponsebyname.)Teachingresources:Recordingdevice,tapeDesignintent:Throughlisteningactivities,cultivatestudents'listeningskillsandpreparethemfortheupcominglisteningandspeakingactivities.Step3:PresentationPerceivethedialogueasawholeandanswerquestions.(1)T:WuBinbingoestothehospitaltomeethisgrandpa.Howcanhegetthere?Let'sguess.S1:Hecangotothehospitalbybus/......T:Now,let'sreadthetexttofindouttheanswer.(2)Studentsreadthetextontheirownandanswerquestions.S1:HecantaketheNo.57bustogetthere.(Understandtheword"No.",writethewordontheboard,leadthereading,chorustheword,leadthereadingofthesentence,helpstudentsunderstandthesentencethroughasimpledrawing,chorusthesentence.)Readthedialogueagain,understandkeysentences.(1)T:WhatareWuBinbinandMr.Jonestalkingabout?Ss:Theyarediscussingpicturesofbikes.T:Wherearethepicturesfrom?Ss:They'refromMr.Jones’cousinintheUSA.(Understandthesentence,chorusthesentence.)(2)Teaching"IntheUSApeopleonbikesmust..."T:Whatishappeninginthepicture?(Displayanimageofapersonwearingabikehelmet.)S1:He’sridingabike.T:What'sthis?(Pointtothehelmet,guidestudentstoanswer.)Ss:It'sahelmet.(Write"helmet"ontheboard,teachtheword,pointtounderstand,chorustheword,spellitout.)T:WhatshouldyouwearwhenridingabikeintheUSA?(Guidestudentstoanswer.)Ss:IntheUSA,peopleonbikesmustwearhelmets.(Displaythesentenceonthescreen,understandthesentence.Pointouttheword"wear,"understand"wear,"andemphasizethehomophone"where."Groupchorusthesentence.)(3)Teaching"Don’t...Imust..."a.T:Whatisthecorrectactionwhenyouseetheredlight?S1:Slowdownandstop.T:Correct.Don'tgoattheredlight.(Displaythesentence,understandthesentence,write"Don't..."ontheboard,explaintheusageof"don't.")b.Presentseveralimagesofbreakingtrafficrules,andstudentspracticeusing"Don't..."c.T:Weshouldalwayspayattentiontothetrafficlights.(Write"Imustpayattentiontothetrafficlights"ontheboard,understandthewords"must"andthephrase"payattentionto,"teachthewords,leadthereading,pointtounderstand,groupchorusthesentence.Usemoraleducationtopromotetrafficsafetyawareness.)Readthetextwiththerecording.Studentsreadthedialogueinrolesandperformthedialogue.Teachingresources:PowerPointslides,recordingdevice,tapeDesignintent:Throughperceivingthedialogueasawhole,analyzingkeysentencesstepbystep,andthenthroughreadingandrole-playing,cultivatestudents'readingabilityandhelpthembetterunderstandthedialogueplot.Step4:Practice"Iwouldsaytohim/her"Teacherpresentsimagesofreal-lifesituationswheretrafficrulesarebrokenorfollowed.Studentsjudgeandprovidesuggestions.Forexample,displayanimageofachildcrossingtheroadataredlight.T:Ishe/sheright?Ss:No.T:Whatcanyousaytohim/her?S1:Don'tcrosstheroadataredlight.It'sdangerous.Teachingresources:PowerPointslidesDesignintent:Throughtheactivity"Iwouldsaytohim/her,"allowstudentstopracticeusingthesentencepattern"Don't..."inpracticalcontexts.TrafficRulesAroundtheWorldTeacherdisplaysimages,texts,orvideosoftrafficrulesindifferentcountries,andstudentscomparethemwithChinesetrafficrules.Then,studentsorallyexpressthedifferences.Forexample,studentscanusethesentencepattern"InChina,youmust...Don't...InEngland,..."toexpressthetrafficrulesindifferentcountries.Designintent:Broadenstudents'perspectivesanddeveloptheircomprehensivelanguageskills.DrawandDescribe(1)Presenttrafficsignsshownonpage16ofthetextbook,andaskstudentswheretheycanseethesesigns.(2)Studentsindependentlythinkoftrafficsignsintheirdailyliv