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1、 英語(yǔ)課堂教學(xué)設(shè)計(jì) 課題 六上?Unit?2?Ways?to?go?to?school ----Mary’s?travel?to?Hangzhou  課時(shí)??????1?????課型???單元復(fù)習(xí)課 教學(xué) 目標(biāo) 基本目標(biāo)： 1、學(xué)生能夠運(yùn)用已學(xué)的表示交通方式的詞組?on?foot,?by?bus,?by?taxi,?by?plane, by?ship,?by?subway?和?by?train?來(lái)描述到達(dá)某個(gè)目的地的完整線路。 2、學(xué)生能夠熟記并在實(shí)際生活中運(yùn)用基本的交通規(guī)則：Slow?down?an

2、d?stop?at a?yellow?light,?stop?and?wait?at?a?red?light,?go?at?a?green?light;?In?the?UK,?people drive?on?the?left?side,?in?China,?people?drive?on?the?right?side.…… 提升目標(biāo)： 1、學(xué)生能夠?qū)懗龅竭_(dá)某個(gè)地方的路線，為自己的出行做個(gè)簡(jiǎn)單規(guī)劃。 教學(xué)重點(diǎn) 教學(xué)難點(diǎn) 教學(xué)準(zhǔn)備 教學(xué)方法 熟記并運(yùn)用表示交通方式的詞組以及重要的交通規(guī)則。 運(yùn)用?first,?next…清楚地表達(dá)出行路線，

3、并在實(shí)際情景中創(chuàng)編對(duì)話。 書(shū)本、PPT 情境教學(xué)法、任務(wù)型教學(xué)法 教學(xué)環(huán)節(jié) Step1： Warm-up 熱身環(huán)節(jié) 教學(xué)流程 1.?Let’s?sing:?“How?Do?You?Go?to?School?” 2.?Free?talk:?How?do?you?usually?go?to?school? How?do?you?usually?go?to?Hangzhou??... 師生活動(dòng)和意圖 通過(guò)師生間的閑談和 吟唱熱身活動(dòng)，迅速引 導(dǎo)學(xué)生進(jìn)行角色轉(zhuǎn)變， 進(jìn)入課堂學(xué)習(xí)狀態(tài)，

4、 Step2： Presentation 新課環(huán)節(jié) 1.?Teacher?summarizes?Ss’?answers?and?presents?an e-mail?from?a?pen?pal?called?Mary?in?the?UK?通過(guò)老師的筆友?Mary who?wants?to?come?to?visit?the?West?Lake?in?來(lái)杭州西湖游玩為主 Hangzhou,?but?she?needs?our?help.?????????????線引出整堂復(fù)習(xí)課。 e-mail: Dear?Lisa,

5、 I?know?Hangzhou?is?a?beautiful?city.?It?is famous?for?the?West?Lake.?I?can’t?wait?to?visit?it, and?I?want?to?see?you?at?the?same?time.?But?I’m not?sure?if?I?can?get?to?Hangzhou?smoothly.?Can you?help?me? Yours, Mary 2.?Teacher?presents?a?simple?map?of?Mary?’s?route

6、 第?1?頁(yè)  通過(guò)?Mary?家到杭州的 to?Hangzhou,?the?students?practice?each?step?one by?one,?eg.“Mary?can?go?across?the?river?by boat;?Mary?can?go?to?the?bus?stop?on?foot…”, thus?reviewing?the?phrases?of?means?of transportation:?on?foot,?by?bus,?by?taxi,?by?plane, by?ship,?by?subway?and?by?train.

7、 3.?Teacher?presents?the?whole?route?of?Mary?’s?trip to?Hangzhou: “First,?Mary?can?go?across?the?river?by?boat. Next,?she?can?go?to?the?bus?stop?on?foot. 簡(jiǎn)易地圖，學(xué)生出謀劃 策為?Mary?設(shè)計(jì)出行線 路，復(fù)習(xí)表示交通方式 的重點(diǎn)詞組。 用語(yǔ)篇的形式鞏固交 通方式詞組的運(yùn)用，并 復(fù)習(xí)?go?和?come?的意思 區(qū)別。 Th

8、en,?she?can?take?a?bus?to?the?train?station. Then,?she?can?go?to?the?airport?by?train. And?then?she?can?get?to?Xiangshan?by?plane. At?last,?she?can?come?to?Hangzhou?City?by subway/?taxi/?bus…” The?students?learn?and?read?the?passage. 4.?With?the?help?of?the?students,?Mary?has

9、?arrived in?Hangzhou?smoothly.?However,?when?she walks?on?the?road?(she?walks?on?the?left?side?of the?road),?she?is?almost?hit?by?a?car.?Why??A?Mary?順利到達(dá)杭州后， policeman?comes?to?her…?The?students?think?由于不熟悉中國(guó)的交 about?what?the?policeman?will?say?to?Mary,?talk 通規(guī)則犯了兩個(gè)錯(cuò)誤， in?pairs.?T?gives?Ss

10、?a?framework,?they?can?fill?in 被交警及時(shí)糾正，通過(guò) the?blanks: 交警和?Mary?的兩個(gè)小 對(duì)話復(fù)習(xí)重要的表達(dá) “Policeman:?Sorry,?madam,?it’s?against?the?基本交通規(guī)則的句子。 traffic?rules. Mary:?Really??Sorry,?sir.?I’m?from?the?UK.?I don’t?know?the?traffic?rules?in?China. Policeman:?Well,?in?the?UK,?people?dri

11、ve?on?the left?side?of?the?road.?In?China,?however,?people drive?on?the?right?side.?You?should?walk?on?the right?side. Mary:?Oh,?I?see.?I’m?so?sorry,?sir! 第?2?頁(yè) Policeman:?That’s?all?right.?Have?a?good?day!” Ss?learn?and?read?the?dialogue. 5.?Mary?wants?to?continu

12、e?her?way?on?the?road,?but the?policeman?stops?her?again.?(Because?the traffic?light?is?red.)?What?will?the?policeman?and Mary?talk?about?this?time??The?students?discuss and?make?up?their?own?dialogues.?At?last?teacher presents?an?example?for?Ss?to?read?and?learn: “Policeman:?S

13、orry,?madam,?you?must?stop.?You should?pay?attention?to?the?traffic?lights.?It’s?red. Mary:?Oh,?sorry!?I?know,?Stop?and?wait?at?a?red light,?slow?down?and?stop?at?a?yellow?light,?and go?at?a?green?light. Policeman:?You’re?right. Mary:?Thank?you,?sir! Policeman:?You’re?welcome.”

14、 a 6.?Teacher?and?Mary?finally?meet?each?other?and they?have?a?good?time?in?the?West?Lake.?After Mary?goes?back?to?England,?she?sends?an?E-mail again,?it’sletter?of?thanks?for?the?Ss?and?hope for?our?travel?to?England. e-mail: Dear?friends, Thank?you?so?much?for?helping?m

15、e?to?get?to Hangzhou.?I?had?a?good?time?in the?West?Lake with?Lisa.?Chinese?people?are?all?friendly?.?I?love China!?I?love?you! Yours, Mary  Mary?游玩結(jié)束回到英 國(guó)后又寄來(lái)郵件表示 感謝，首尾呼應(yīng)貫穿主 線，同時(shí)?M

16、ary?邀請(qǐng)我 們?nèi)ビ?guó)游玩，為作業(yè) 的設(shè)計(jì)做了鋪墊。 第?3?頁(yè) 1.?Design?a?route?to?England?from?your?home. 學(xué)生嘗試寫(xiě)出從自己 from?my?home;?next,?____________________?; then?_________________?;?and?then________ Step3： Practice& extension “To?travel?to?England,?first,?I?can_________??家到

17、英國(guó)的交通路線， 在鞏固已學(xué)詞組的同 時(shí)也提高了學(xué)生的句 操練和 拓展環(huán)節(jié) ____________________?;?... ” 子表達(dá)和書(shū)寫(xiě)能力。 作業(yè) 設(shè)計(jì) 板書(shū) 設(shè)計(jì) 教學(xué) 反思 Design?a?route?to?England?from?your?home. “To?travel?to?England,?first,?I?can_____

18、____?from?my?home;?next, ____________________?;?then?_________________?;?and?then________ ____________________?;?... ” Mary’s?travel?to?Hangzhou on?foot?by?bus?by?taxi??by?plane by?ship???by?subway????by?train Stop?and?wait?at?a?red?light. Slow?down?and?stop?at?a?yello

19、w?light. Go?at?a?green?light. 本堂課是一個(gè)單元后的復(fù)習(xí)課，容量較大。我根據(jù)本單元的目標(biāo)和內(nèi)容， 利用出行的話題，設(shè)計(jì)一筆友從英國(guó)來(lái)杭游玩的學(xué)習(xí)活動(dòng)，通過(guò)大量的重點(diǎn) 語(yǔ)言復(fù)現(xiàn)和輸入，適時(shí)提供詞，句平臺(tái)，讓不同層次的學(xué)生參與進(jìn)來(lái)，重視 學(xué)生的自主生成，讓學(xué)生在已經(jīng)掌握了一些語(yǔ)言知識(shí)基礎(chǔ)上進(jìn)行靈活組織， 擴(kuò)展會(huì)話，由易到難，一步一步循序漸進(jìn)，使學(xué)生在活動(dòng)中習(xí)得、鞏固語(yǔ)言。 幫助學(xué)生樹(shù)立信心，形成繼續(xù)學(xué)習(xí)的動(dòng)力。 一堂課下來(lái)，也發(fā)現(xiàn)了一些問(wèn)題：比如，學(xué)生對(duì)?first,?next?等連接詞不熟 悉，導(dǎo)致語(yǔ)篇的輸出有些冷場(chǎng)；另外，雖然已經(jīng)是六年級(jí)了，但畢竟是農(nóng)村 學(xué)校，學(xué)生自編對(duì)話的能力有限，老師還是要為學(xué)生的語(yǔ)言輸出搭好腳手架， 要循序漸進(jìn)，不能高估了他們而太早放開(kāi)，導(dǎo)致學(xué)生無(wú)所適從。 在今后的課堂上，我應(yīng)該多了解學(xué)情，關(guān)注個(gè)體，讓每位學(xué)生都能在課 堂上有所收獲。 第?4?頁(yè)