人教版 (PEP)六年级上册Unit 2 Ways to go to school Part B优秀教学课件ppt

课题

Unit 2 Ways to go to school Part B （Read and write）

教学目标

一、能够读懂Read and write部分的四个小语篇，并完成Read the text and answer the questions 和Choose some suggestions for kids on page 18.

二、能够在情境中简单表达上学方式。

三、能够在图片的帮助下了解不同地区的上学方式。

四、完成Let’s check and Let’s wrap it up.

教学重点

能够阅读Read and write中的语篇。

教学难点

结合上下文猜词的能力；不同地名的正确读音。

教学准备

Teacher preparation: multimedia courseware, textbook recordings

Student Preparation: Pre-class preparation

教学过程

一、Warm-up

1.Let’s chant.

2. Free talk. 运用单元核心句型进行问答会话。

 —How do you come to school?

 —I usually / often come …

   Sometimes I come…

二、Lead in

Look and answer.

Why does Wu Yifan need to go to the Fuxing hospital?

Who is in the hospital with Grandpa? What are they doing?

Let’s go and see.

三、Presentation

Let’s watch: Read the paragraph.

Ask and answer.

While reading:

Different ways to go to school:

学习四幅图片相对应的不同国家上学的交通方式。

Underline the places and the ways to go to school.

Ask and answer.

How many ways to go to school can you find in the text?

Does everyone in the text go to school?

Let’s read and tick or cross

In Munich, Germany, some children go to school on foot. (    )

Some children in Jiangxi, China, go to school by ship. (    )

In Alaska, USA, some children go to school by sled. (    )

In Papa Westray, Scotland, the children went to school by ferry in 2009. 

四、Practice

1.Practice

2.Group work

3.Choose some suggestions for kids on page 18.

4.Tips for pronunciation

学习英语连读朗读，掌握一般规律。

5.Let’s check.

6.Let’s wrap it up.

五、Summary

 本课时我们了解了国外更多的出行方式，如by sled、by ferry。 明白了在采取不同的交通方式出行时，我们要遵守不同的交通规则。                    

板书设计

Unit 2 Ways to go to school B Read and write   

Munich        Germany       on foot

Alaska        USA           by sled

Jiang Xi       China          by ferry

Papa Westray   Scotland        by ferry …

课后作业

1.听录音跟读课文，注意正确模仿语音、语调。
2.完成有关交通安全建议的海报。

3. 复习本单元词汇和句型，准备单元检测。

教学反思

1. 亮点：任务阅读法能帮助学生理解课文内容，并为学生提供语言表达的平台。同时本课也渗透了对学生的安全教育和人文教育，提高了学生的安全意识和人文素养。

2. 不足之处：用“…must…”和“Don’t…”结构表达时，语言贫乏，句子没有新意。