Unit 2 Ways to go to school

教学日期

9.25

教学班级

六4班

备课时间

9.23

上传人

吴化瑜

备课组员

吴化瑜、孙芳芳徐翠翠、孙娟娟

使用时间

9.23

新课标核心素养

Combined   with the reading and writing part of the textbook, the mode of transportation   and information about school in four different countries and regions, this   lesson is designed according to Bloom's cognitive target classification,   "cognitive input characteristics" theory and the development of   core literacy in English subjects. The design ideas are as follows: First, in   the Pre-reading session, we will stimulate interest through games such as   talking about pictures, Free talk, Sharp eyes, etc. and review the core   sentence patterns and words of this unit. Then, in the While-reading session,   students are instructed to look at pictures and observe, read texts, ask and   answer teachers and students, and practice in class, guide students to   understand the humanistic environment of different regions and the special   and necessary information about the choice of school methods, and cultivate   students' abilities of skipping reading, logical speculation, analysis and   synthesis in this process. The Post-reading session is divided into two   parts. One is to understand the relevant traffic rules and penetrate traffic   safety awareness through rule matching. The second is to create rules and   guide students to say the rules by watching various pictures that violate   traffic rules. Finally, the poster design with the theme of "Suggestions   about the traffic" was complete.

教材分析

Analysis of the Teaching Material

The topics studied in this unit are traffic modes and   traffic rules. This lesson is selected from the Unit2 B Read and write in the   first volume of the sixth grade of the People's Education Edition "English"   (starting point of the third grade). Its teaching content is to Read the   passages provided by the text on the schooling methods of some children in   four different countries and regions, and can train the ability to capture   detailed information and think about thrust problems in the text through   reading problems, and finally carry out meaningful reading-to-writing   activities.

学情分析

Analysis of the Target Students

This   class is aimed at students who are in Grade 3 at the beginning of English learning.   After three years of English learning, they have already possessed certain   listening, speaking, reading and writing skills, can carry out some simple   language interaction and communication. But as primary school students, they   also have the characteristics of short concentration time, like performance,   strong imitation ability, and easy to accept intuitive images and interesting   things. Therefore, flexible and diverse teaching methods should be adopted in   the teaching design according to the skills training requirements of   "listening, rap, play, reading and writing, and audition, stimulate   students' interest in learning and participation, cultivate good cognition,   language communication habits and positive learning attitude..

教学目标

Teaching Objectives

运用新课标里面学科素养几个方面来阐述：

语言能力：Master   the correct expression of various ways of going to school; Can read and   discuss according to text information; Can complete the design of traffic   safety suggestion posters according to the demonstration posters; Have the   phonological awareness of continuous reading, master the phenomenon of Wen   Duanzhong continuous reading.

文化意识：Understand   the humanistic environment of different countries and regions, choose the   appropriate mode of transportation, and develop the awareness of safe travel.

思维品质： By solving   problems, the ability to capture detailed information in the discourse and   think about inferential problems is formed.

学习能力：Stimulate   interest in reading, master reading methods, and build up self-confidence in   reading, thus forming continuous reading and writing habits.

教学重难点

Teaching Focuses and Difficulties

1.Teaching   focus: (1) Be able to find key information in the   discourse and conduct detailed reasoning through reading problem training.(2)Understand   the mode of transportation for students from different countries to go to   school. (3) Be able to know the phenomenon of continuous reading between   words in English sentences.  

2. Teaching difficulties:(1) Be able to complete

activities based on the information obtained from   reading. (2) Find more similar phenomena in the Wen Duanzhong according to   the prompts of example sentences, and finally read the sentences correctly.

教学过程 Teaching   Procedures

师生活动

设计意图

Step1：Lead in & Warm-up

1.Greeting

T: Good morning, everyone.Ss: Good morning,   teacher.T: How are you today?Ss: Fine, thank you. And you?

T: I’m fine, too.      

2. Let’s   chant   T: I have a chant for you. Let’s chant together.

Step2：Presentation

1. Ask and answer T: How do you come to school?S1:   I come......T: Do you come to school by plane/by train/...?Ss: No, I don’t.

2. T: Look at the picture.（呈现吴斌斌的爷爷卧病在床的图片）Who is he?Ss: He’s Wu Binbin’s grandpa.T: He’s ill. What does Robin want to do?Ss: He wants to read a magazine   to him.（引导学生说出）T: What’s it   about? Let’s have a look together.

3. Before reading

(1) Present the first picture. T: Look at picture 1.   How do the children go to school? (Answer by name) (2) Summarize the common   modes of transportation to school for students in this area. (3) Present the   second picture and the third picture. T: How do the children go to school?   (Answer by name, blackboard writing sled,ferry, teach reading sled, read by   name, read together) (4) present the fourth picture, students guess how to go   to school.

Step3：Practice

Reading

(1) First   reading. a. Students read the passage quickly, draw the mode of   transportation with horizontal lines and draw the location with curves. B.   Students check. c. Teach reading Munich, Germany, Alaska, Papa Westray,   Scotland.

(2) Read a for   the second time. Read the passage carefully and complete the  form.

Step4：Production

(3) 1,Discuss in   groups and check the answers.

(4) Refers to the   group description and writing on the blackboard according to the content of   the description. Some children go to school...

(5)  Complete the Read and write two questions.

(6) After reading  

(7) for the Wen   Duanzhong four different modes of transportation, safety recommendations. (2)   The courseware presents the safety suggestions in the book, which the   students read and supplement the suggestions that do not appear. (3) Learning   Tips for pronunciation. a. Play Listen, clap and repeat the exercises in the   section, and students follow and perceive the phenomenon of continuous   reading. B teachers and students summarize the rules of continuous reading   together. c. Go back to the article and find out where the phenomenon of   continuous reading is read aloud.

(8) Discuss in   groups, make safety suggestions and make posters for the transportation mode   of the group members to school

Step5：Summary & Wrap up

T: What did   you learn about this class? Students speak freely and teachers summarize.

(1) Learned words   and phrases: Munich, Germany, Alaska, Papa Westray, Scotland, by sled, by   ferry

(2) Learn about   the transportation methods for students from different countries to go to   school.

(3) I learned the   continuous reading of pronunciation.

设计意图

Purpose：

The   use of nursery rhymes not only enlivens the classroom atmosphere, but also   reviews the vocabulary and sentences that have been learned, preparing for   the Study of the text.

设计意图

Purpose：

Through the discussion between teachers and   students, we can understand the background of the text and pave the way for   formal reading.

设计意图

Purpose：

By observing the picture, we can initially perceive   the content of the passage.

设计意图

Purpose：

 Through   initial reading, careful reading, following Reading and imitation reading,   students' reading methods and habits are cultivated.

设计意图

Purpose：

Learn pronunciation, let students perceive it more,   and then find the rules.

设计意图

Purpose：

Through students' hands-on operation, this lively   and interesting activity greatly improves students' interest in learning and   can flexibly apply what they have learned.

当堂练习

☑A类测试题：知识类，单元内容思考，教材内容测试题

一、选出不是同类的单词。

(   )1. A. China B.   Germany C. Munich

(   )2. A. ferry B.   sled  C. foot

(   )3. A. run  B.   work  C. must

二、单项选择。

(   )1. Some kids go to   school ________. It’s fast.

A. on foot B. by sled C. by   bike

(   )2. Let me read   this_________ you.

A. of  B. for  C to.

(   )3. You must drive_________.   

A. slowly B. slow    C. near

□B类测试题：跨界知识融合

□C类测试题：知识运用类

作业布置

设计意图：Consolidate   and use the vocabulary learned in part A to learn and use flexibly. Through   listening, reading and copying, students are helped to master key sentence   patterns and vocabulary, and on the premise of a solid foundation, students   are encouraged to apply your learning to improve your performance and apply   what they have learned in this class to their daily lives, to develop   students' language skills and cultivate and infiltrate cultural awareness.

板书设计

Unit 2 Ways to go to school

              B Read and write

教学反思     

This class is for reading and writing. On the   basis of expanding students' knowledge, the reading part reviews the   expression of travel mode. The writing section requires students to be able   to combine the content given, Use "You must.... Don't.. Sentence patterns   give advice. These two pieces are a summary of what the students have learned   in this unit. They are required to have a solid foundation and memorize the   key sentence patterns and phrases of this unit by heart.

学科重点学生关注

1. Layer A can have multiple stories;

2. Layer B can read the story;

3. With the help of the teacher, layer C can read the story after   reminding.