人教pep六上英语 Unit 2 The fifth period第五课时教案

The fifth period（第五课时）

Part B Read and write

▶教学内容与目标

▶教学重点

能够听懂、读懂“Read and write”板块的短文，并能够根据短文内容完成相应的练习。

▶教学难点

能够了解不同国家的文化差异和出行方式。

▶教学准备

PPT课件､课文录音､视频、交通信号灯模型等。

▶教学过程

1

Step 1: Pre-reading

1. Greetings.

2. Review.

Hold a model of traffic lights. Talk with students.

T：What do the traffic lights mean?

Ss：Red means… Green means… Yellow means…

T：You are so clever! Do you know different countries have different traffic rules? For example, in China, we walk on the right of the road. But in England, people should walk on the left. Do you know any other countries’ ways of transportation? Now, let’s see what we will learn today!

3. Lead-in.

Show some pictures. (出示课件) Help students know the names of these places.

Students read after the teacher.

Step 2: While-reading

1. Brainstorm.

T：How many ways can you think of to go to school? Please talk with your partner.

Students do the “Brainstorm”. Gather all the ways they know to go to school.（课件出示：本单元学过的上学的方式by car/bus/bike/subway/taxi/plane/ship/train和on foot的相关内容）

2. Look and predict.

Show the pictures of “Read and write” on the PPT. （课件出示：教材P18 Read and write板块的图片）

Let students observe the pictures，read the dialogue and discuss the questions.

Questions：

①Who are they? (Robin and Wu Binbin’s grandpa. And the grandpa is ill.)

②What does Robin want to do? (He wants to read a magazine to the grandpa.)

③What’s the magazine about? (Different ways to go to school in different countries.)

3. Listen and say.

(1)Show the four pictures one by one.  （课件出示：依次出示教材P18 Read and write板块的四幅图片） Let students observe the pictures and discuss the questions.

Questions:

①Who are they? (They are students/kids/children.)

②Where are they? (In Munich, Germany. In Alaska, USA. In Jiangxi, China. In Papa Westray, Scotland.)

③How do they go to school?

Let students read the text quickly and find the ways of the children to go to school.

(2)Play the recording.  （课件出示：教材P18 Read and write板块的音频）Let students listen to it and answer the questions below the passage in the book.

(3)Check the answers.

4. Learn the new words and sentences.

(1)Play the recording again. （课件出示：教材P18 Read and write板块的音频） Lead students to learn the new words and sentences.

①Show the picture of the sled and do the action to help students understand the phrase “by sled”. （课件出示：雪橇图片）

Do the action fast first, then do the same action slowly. Let students understand the word “fast”.

Ask students to do and say the sentences “Some kids go to school by sled. It’s fast.” “Don’t let the dogs run too fast. You must drive slowly.”

②Show the pictures of a boat, a ferry and a ship on the PPT.

Help students understand the differences among “ship, boat and ferry”.

Do the action and teach the phrase “by ferry”. Wear a life jacket to help students understand the sentence “We must wear a life jacket by ferry. And don’t run on the ferry.”

Write down the sentence structure “Some kids go to school by…” on the blackboard. Do the actions and let students use the sentence structure to make sentences.

③Lead students to look at Picture 4. Ask them to read the sentences and try to answer the questions.

T：How do the children in Papa Westray go to school?

Ss：By ferry.

T：How did they go to school in 2009?

Ss：By plane.

T：Why?

Ss：Because the ferry didn’t work.

(2)Play the recording. （课件出示：教材P18 Read and write板块的音频） Let students read after the recording. Pay attention to the pronunciation and the intonation.

5. Read and choose.

(1)Let students practice the passage.

(2)Let students act out.

(3)Let students retell the ways of the kids to go to school in groups by looking at the pictures.

(4)Let students give some suggestions for the kids.

Divide students into six groups. Let them read the suggestions on page 19 one by one. Then ask them to choose the suitable suggestions for the kids and write them down on page 18.

6. Practice the words and the sentences.

(1)Play the game of “Drive the train”.

Make up a chant of the words and the phrases.

Ask students to chant it one by one in lines. Give a sticker to the student who does a good job.

(2)Play the game of “Roll the snowball”.

Lead students to practice the key sentences “Some kids go to school on foot./By sled, you must drive slowly./On foot, don’t go at a red light.”

Make students stand in a line. Let the first student say the first word “some” of the sentence. Then the second student says “some kids”. The third student says “some kids go” …Students say till the last student speaks out the whole sentence “Some kids go to school on foot.” Once one of the students says it wrong, the team loses the game. Oppositely, the team can get a sticker if all the students say it correctly.

Step 3: Post-reading

1. Play the recording of “Tips for pronunciation”.  （课件出示：教材P19 Tips for pronunciation的音频）

Let students listen and compare, then find out the rule of pronunciation. Tell students the law of linking sounds. Ask students to listen again and repeat. Then let students find and say more words like these from the text on page 18.

2. Do a survey.

(1)Make a model：

A: How do you go to school?

B: I go to school by/on…

(2)Let students ask and answer in groups. Finish the chart. (课件出示：调查表) Then let the group leader make a report with the sentence structure “… goes to school by/on…”

3. Make a poster.

(1)Let students list the ways of the group members to go to school.

(2)Let students write down at least two suggestions for each way. Make a modal:

By ferry, you must wear a life jacket./Don’t run on the ferry.

(3)Let students make a poster in groups.

(4)Show time.

1

▶板书设计

▶作业设计

Read after the recording.

▶教学反思

1. 在本堂课中，以学生为主体、训练为主线，开展多类型的小组活动，使学生在学中用、用中学。学用结合，激发学生的多元智能学习能力。
2. 这节课以句型教学为主，配以简单的词组来运用所学句型。采用chant、滚雪球等多种形式来逐步引导学生操练词汇和句型，有效地帮助学生巩固重点词汇和句型。
3. 呈现活动设计丰富，易操作，且具备层次感，有效地提升了学生的核心素养。以学生为本，以解决问题为导向，引导学生自主学习。
4. 突出语用功能，联系学生和班级的实际情况，设置多个环节，环环相扣，层层深入，帮助学生在真实情景中自然地使用所学语言。

▶Teaching Contents & Teaching Aims

Read and write

·Gather all kinds of ways to go to school they know through the brainstorm and activate the background knowledge and the vocabulary they have learned.

·Be able to find the key words in the text and reason about details through solving the problems below the text.

·Be able to complete the design of a safety poster according to the demonstration poster.

·Be able to find more similar sentences in the passage according to the example sentence prompt and read the sentences correctly.

▶Teaching Priorities

·Be able to listen and read the passage and complete the corresponding exercises according to the passage.

▶Teaching Difficulties

·Be able to learn about the cultural differences and the ways of travelling in different countries.

▶Teaching Procedures

（续表）

1