六年級(jí)上冊(cè)Unit2HowcanIgothere

1、六年級(jí)上冊(cè)Unit 2 Ways to go to school 復(fù)習(xí)教案一、 教學(xué)內(nèi)容分析Unit 2 Ways to go to school在本單元中涉及的主要句型是How do you go/come to和How can I get to ?及其答語(yǔ)。要求學(xué)生掌握的單詞和詞組是常見(jiàn)的幾種交通方式，如：by bus/train/subway/plane/ship/taxi及on foot, 除此之外，還要求學(xué)生理解基本交通規(guī)則的英語(yǔ)表達(dá)方式：Slow down and stop at a yellow light. Stop and wait at a red light. Go at

2、 a green light.二、 學(xué)情分析六年級(jí)的學(xué)生通過(guò)三年的英語(yǔ)學(xué)習(xí)，有了一定的英語(yǔ)基礎(chǔ)，但是作為復(fù)習(xí)課，大多數(shù)學(xué)生都不愿意上，普遍感覺(jué)沒(méi)有新意，老師也很為難，不知道如何下手。所以需要老師在備課上多下功夫，利用媒體資源及學(xué)校的一些資源，讓課堂活起來(lái)，以此激發(fā)學(xué)生的學(xué)習(xí)興趣。三、 設(shè)計(jì)思路本節(jié)課大體按照總-分-總的原則進(jìn)行設(shè)計(jì)。即首先創(chuàng)設(shè)情境引導(dǎo)學(xué)生積極主動(dòng)地回顧本單元重要知識(shí)點(diǎn)；其次根據(jù)學(xué)生掌握的實(shí)際情況有針對(duì)性地將單詞和句型整合訓(xùn)練，并采取“開火車”、“新聞小記者”、“雷鋒志愿者”Pair work等一系列活動(dòng)反復(fù)操練句型及單詞；最后教師邀請(qǐng)學(xué)生代表作總結(jié)發(fā)言并引導(dǎo)學(xué)生歸納、總結(jié)本單元

3、相關(guān)知識(shí)點(diǎn)。四、 教學(xué)目標(biāo)1、 教會(huì)學(xué)生掌握乘坐某種交通工具去某地的基本句型：How do you go/come to?及其答語(yǔ)：I go/come by/on foot. How can I get to?及其答語(yǔ)： You can go by the No.57 bus.2、 讓學(xué)生認(rèn)識(shí)常見(jiàn)的交通工具：car, bus, train, subway, plane, ship, bike,taxi及on foot.3、 使學(xué)生能夠了解并遵守交通規(guī)則，特別是要學(xué)會(huì)看交通指示燈安全過(guò)馬路。五、 教學(xué)重、難點(diǎn)1. 教學(xué)重點(diǎn)1) 兩個(gè)基本句型：How do you go to?及其答語(yǔ)：I go

4、by/on foot. How can I get go?及其答語(yǔ)： You can go by the No.57 bus.2) 七種常見(jiàn)交通工具及出行方式：by bus/ train/ subway/ plane/ ship/ taxi及on foot.3) 三種交通信號(hào)燈及基本交通規(guī)則：Green, red, yellow 以及三種基本交通規(guī)則Slow down and stop at a yellow light. Stop and wait at a red light. Go at a green light.2.教學(xué)難點(diǎn)區(qū)分兩個(gè)基本句型的異同。六、 教具準(zhǔn)備多媒體課件、三種交通信

5、號(hào)燈卡片、一張靈寶市地圖、單詞卡片。七、 教學(xué)過(guò)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. How are you to

6、day?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.(設(shè)計(jì)意圖)在Greeting環(huán)節(jié)中，我故意設(shè)置懸念，激發(fā)學(xué)生的好奇心，利用小學(xué)生好奇的心理特征在Ask and answer 環(huán)節(jié)中巧妙地創(chuàng)設(shè)情

7、境Tomorrow is Saturday, 激發(fā)學(xué)生的求知欲，自然地引入go hiking, 從而為下面的Review 環(huán)節(jié)中對(duì)交通工具及交通規(guī)則的復(fù)習(xí)做好鋪墊。(教學(xué)效果)懸念的設(shè)置、情境的創(chuàng)設(shè)極大地激發(fā)了小學(xué)生的好奇心，大大調(diào)動(dòng)了學(xué)生求知的欲望。大部分學(xué)生躍躍欲試，課堂氣氛熱烈。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, plan

8、e.T： Any more?S2：Ship, subway, on foot.T: And whats this?（教師呈現(xiàn)準(zhǔn)備好的綠色交通信號(hào)燈卡片）Ss: Traffic light.T：Yes, its a green traffic light. And what about this one?（教師呈現(xiàn)準(zhǔn)備好的紅色交通信號(hào)燈卡片）Ss: Red traffic light. （教師最后拿出黃色交通信號(hào)燈卡片，學(xué)生很容易地說(shuō)出答案）T：And do you know their meaning?（巧妙過(guò)渡到交通規(guī)則的復(fù)習(xí)）S1：Red means stop and wait.S2：Gr

9、een means go.S3：Yellow means slow down and stop.T：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.”（設(shè)計(jì)意圖）課標(biāo)指出學(xué)生是課堂的主體，教師要做學(xué)生求知的引路人，要把課堂交還給學(xué)生。基于這一理念，我在設(shè)計(jì)這一環(huán)節(jié)時(shí)充分發(fā)揮學(xué)生的主觀能動(dòng)性，讓學(xué)生自己說(shuō)出本單元的知識(shí)點(diǎn)

10、，并且采用Chant形式將traffic lights 和traffic rules有機(jī)結(jié)合，增加了趣味性，學(xué)生也樂(lè)學(xué)樂(lè)用。（教學(xué)效果）在這一環(huán)節(jié)中采用的是層層推進(jìn)、步步為營(yíng)的訓(xùn)練方法，內(nèi)容多而不繁瑣，Chant 的引入更是將知識(shí)的訓(xùn)練推向高潮。并且Chant這種形式，一改復(fù)習(xí)課沉悶的課堂氛圍，對(duì)學(xué)生的學(xué)習(xí)勁頭起到了推波助瀾的作用。Step 3 Presentation and Practice1. “開火車”練習(xí)句型How do you go to?T：Whats this? （教師向?qū)W生展示準(zhǔn)備好的靈寶市地圖）Ss: A map.T： Yes, a map of Lingbao. So w

11、here is the Jinshui Park?S1：Its here.T： But how do you go there?（邊說(shuō)邊在黑板上板書：How do you go to the Jinshui Park?）S1：I go by bus.T: （指著S1）Now, you ask, and S2 answers.S2：I go by bike.T：（指著S2）Now, you ask, and S3 answers.S2：How do you go there?S3：I go on foot.（以此類推，從前至后，看哪一小組火車開得快，哪一小組就獲勝）2Group work: “新

12、聞小記者”首先把全班學(xué)生分成若干小組（4人一組），每組成員輪流采用記者采訪的形式詢問(wèn)其他同學(xué)：How do you come to the school? 并統(tǒng)計(jì)被采訪同學(xué)乘坐的交通工具。然后教師有針對(duì)性地挑選3組（優(yōu)、中、差）學(xué)生到教室前面表演對(duì)話，其他學(xué)生可以扮作法官判定他們的對(duì)錯(cuò)，最后教師再重申一遍句型How do you come to the school？及其答語(yǔ)：I come by3.“雷鋒志愿者”T：OK! Boys and girls, please look at the blackboard. Now I am here.（指著圖中的某一處）But Im lost. I

13、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?（巧妙地創(chuàng)設(shè)迷路這一情景，自然過(guò)渡到第二個(gè)句型，啟發(fā)學(xué)生回答這一問(wèn)題并板書）S1:You can go by bus.T:Which bus shall I take?（啟示學(xué)生回答完整）S1：Oh, you can go by the No.1 bus.T:Yes,I can go by No.1 bus.（邊說(shuō)邊板書）You are a good

14、 boy! But ,now if you were lost, what would you do?（逆向思維，提示學(xué)生反過(guò)來(lái)問(wèn)：How can I get to the bus station?）S1:I will find a policeman to ask for help.（教師和學(xué)生哈哈大笑，有困難找警察，該學(xué)生對(duì)此深信不疑）T:Well ,you did better, but what will you say?（進(jìn)一步啟發(fā)學(xué)生）S1:How can I get to the bus station?T:Now all of us are Lei Feng. What sha

15、ll we say?Ss: You can go by the No.1 bus.T:Yes.You can go by the No.1 bus.（教師再次強(qiáng)調(diào)答語(yǔ)）4.Pair work:同桌互相問(wèn)答T:Now suppose you are the visitor, and you are lost. Your partner is a local, so he or she can help you. Please ask and answer.（再次創(chuàng)設(shè)情境：游客迷路，當(dāng)?shù)睾眯娜酥嘎罚㏒1:How can I get to ？S2:You can go by最后教師有針對(duì)性地挑選3組

16、（優(yōu)中差）學(xué)生到教室前面表演對(duì)話，其他學(xué)生可扮作法官判定他們的對(duì)錯(cuò)，教師再重申一遍句型：How can I get to？全班學(xué)生回答：You can go by（設(shè)計(jì)意圖）這一環(huán)節(jié)是本節(jié)課的核心，也是本單元的重點(diǎn)、難點(diǎn)。由于是復(fù)習(xí)課，考慮到學(xué)生學(xué)起來(lái)可能會(huì)枯燥，因此我積極創(chuàng)設(shè)情境。從要郊游開始采用“開火車”的方式讓每一個(gè)學(xué)生都張口說(shuō)第一個(gè)句型，到“新聞小記者”采訪繼續(xù)鞏固第句型，再到郊游時(shí)迷了路尋求幫助，自然地引出第二個(gè)句型。接著采用Pair work形式繼續(xù)對(duì)第二個(gè)句型操練。整個(gè)過(guò)程銜接緊密，并且采用逆向思維、換位思考等反方式讓學(xué)生多角度接觸、鞏固、操練句型，并不斷用學(xué)過(guò)的交通工具相互替換。（教學(xué)效果）這一環(huán)節(jié)的設(shè)計(jì)，從教師與學(xué)生，都有一氣呵成之感。學(xué)生學(xué)的津津有味，他們的主觀能動(dòng)性得到了極大地發(fā)揮，無(wú)論是程度好的學(xué)生還是基礎(chǔ)差的學(xué)生都有所收獲。