Unit2 Ways to go to school第3課時(shí)（教學(xué)設(shè)計(jì)）人教PEP版英語六年級(jí)上冊(cè)

第三課時(shí)課時(shí)內(nèi)容Blet’slearn；Role-play課時(shí)分析本課時(shí)是人教版六年級(jí)上冊(cè)第二單元第三課時(shí)，緊接前兩課時(shí)關(guān)于交通方式的學(xué)習(xí)，轉(zhuǎn)向介紹交通規(guī)則的內(nèi)容。學(xué)生將通過對(duì)話學(xué)習(xí)交通規(guī)則的相關(guān)詞匯和句型。Let’slearn版塊通過場(chǎng)景設(shè)置展示了MrsSmith和學(xué)生過馬路的情景，引入了交通燈、等待、減速、通行等詞匯。而Role-play則以角色扮演的方式讓學(xué)生在真實(shí)語境中運(yùn)用所學(xué)知識(shí)，向?qū)W生傳遞遵守交通規(guī)則的重要性，以此激發(fā)學(xué)生對(duì)英語學(xué)習(xí)的興趣和信心。雖然本課時(shí)是新內(nèi)容的學(xué)習(xí)，但是在前面的課時(shí)中學(xué)生已經(jīng)接觸過部分相關(guān)單詞，為本課時(shí)的學(xué)習(xí)奠定了基礎(chǔ)。在教學(xué)過程中，將采用多種教學(xué)方法，如情景教學(xué)法、合作教學(xué)法等，使學(xué)生在愉快的氛圍中更好地理解和運(yùn)用所學(xué)內(nèi)容。同時(shí)，通過真實(shí)的情境和角色扮演，將學(xué)生引導(dǎo)到實(shí)際交通場(chǎng)景中，使他們能夠更好地理解交通規(guī)則的重要性。課時(shí)目標(biāo)（1）能夠聽、說、讀、寫單詞和詞組：trafficlights,wait,slowdown,go。（2）能夠聽、說、認(rèn)讀句子：Slowdownandstopatayellowlight.Stopandwaitataredlight.Goatagreenlight。（3）能夠熟練應(yīng)用句型...must...來提出建議。（4）了解基本交通規(guī)則，包括紅燈、黃燈、綠燈的功能。課時(shí)重難點(diǎn)1.重點(diǎn)（1）能夠通過對(duì)話學(xué)習(xí)單詞和詞組：trafficlights,wait,slowdown,go，以及句型...must...的表達(dá)。（2）理解交通規(guī)則，包括三條交通規(guī)則和句型...must...的表達(dá)。（3）能夠運(yùn)用所學(xué)內(nèi)容，向?qū)W生傳遞遵守交通規(guī)則的重要性，激發(fā)學(xué)習(xí)英語的興趣和信心。2.難點(diǎn)（1）準(zhǔn)確掌握并運(yùn)用句型...must...提出建議。（2）理解并運(yùn)用交通規(guī)則相關(guān)的詞匯和詞組。（3）在角色扮演中靈活運(yùn)用所學(xué)內(nèi)容進(jìn)行真實(shí)交流。教學(xué)準(zhǔn)備課件、自制輪盤、詞卡、錄音機(jī)、磁帶教學(xué)過程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