小学英语人教版 (PEP)六年级上册Unit 2 Ways to go to school Part B教案设计

第五课时

课时内容

 B Read and write

课时分析

本课时是人教版六年级上册第二单元的第五课时。重点围绕“Different ways to go to school!”这一话题展开，通过阅读文本来学习新词汇如Munich、Germany、Alaska、sled、fast、ferry、Papa Westray、Scotland，并了解不同国家学生上学的交通方式。此次学习旨在培养学生的细节推理和理解能力，同时通过语音学习掌握连读现象，激发学生对英语学习的兴趣，增强学习英语的信心。前几课时的词汇和对话学习为本课时的内容打下了基础，这节课是第二单元知识的延伸与拓展。重点在于学会从语篇中找出关键信息，并根据阅读内容完成各种活动，同时理解并识别连读现象。 本课时的Read and write版块包含了读、写和语音三个部分。第一部分要求学生阅读图片和文段，然后回答两个问题。第二部分是有趣的“以读促写”活动，分为两个步骤：首先，学生从前文中选择交通建议；接着，他们制作交通建议的海报。第三部分关注语音意识的培养，通过示例学习连读现象的发音规则。文本内容描述了吴斌斌的爷爷生病住院，而Robin为爷爷阅读了有关不同国家学生上学交通方式的文章。文章内容新颖有趣，贴近学生生活，激发了学生的阅读兴趣。 这节课的词汇量较大，对学生来说可能会有一定难度。教师可以利用真实图片和视频等资源来辅助学生理解。在教学过程中，应以学生为主体，教师为指导者的原则，采用自主学习和小组合作的方式，积极引导学生参与，培养他们良好的阅读习惯和技巧。

课时目标

（1）能够听、说、辨认单词：Munich、Germany、Alaska、sled、fast、ferry、Papa Westray、Scotland

（2）能够运用阅读技巧，在文章中找到关键信息，并进行细节推断。

（3）能够参照示范海报的设计，完成安全海报的构思和创作。

（4）能够辨识英语句子中的连读现象，根据例句指导，在文段中发现其他类似现象，最终准确地朗读句子。

（5）了解各国学生上学的不同交通方式。

（6）培养学生的推理和理解能力，激发对学习英语的兴趣，并树立自信心。

课时重难点

1.重点

（1）能够运用阅读问题训练，从语篇中寻找关键信息并进行细节推断。

（2）了解不同国家学生上学的交通方式。

（3）理解英语句子中单词之间的连读现象。

2.难点

（1）能够根据阅读内容完成相关活动。

（2）运用例句提示在文段中找到更多类似现象，最终准确地朗读句子。

教学准备

   多媒体课件、卡片、录音机、磁带

教学过程

Step 1: 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 fun chant for you. Let's all chant together. (Play a children's song, and students clap along while singing.) Teaching resources: PowerPoint slides Design intent: Through the use of a song, create an engaging classroom atmosphere, review the vocabulary and sentences covered in the lesson, and prepare for the upcoming learning activities.

Step 2: Lead-in

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. (Display an image of Wu Binbin's grandfather lying in bed.) 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. (Guide students to respond.) T: What’s it about? Let’s take a look together. Design intent: Through interactive discussions between the teacher and students, introduce the main content of the text and set the stage for the upcoming reading.

Step 3: Presentation

1. Pre-reading (1) Present the first picture. T: Let’s take a look at picture 1. How do the children go to school? (Point to students for answers) (2) Summarize common transportation methods used by students in the local area. (3) Present the second and third pictures. T: How do the children go to school? (Point to students for answers, write "sled" on the board, teach and pronounce the word, point to understand, group chorus) (4) Present the fourth picture and let students guess the mode of transportation. Design intent: Use images to guide students in perceiving the content of the text, encouraging active participation.
2. While-reading (1) First reading. a. Students quickly read the text and underline different modes of transportation, and mark different locations with curves. b. Students check their work. c. Teach and pronounce "Munich, Germany, Alaska, Papa Westray, Scotland." (2) Second reading. a. Read the text carefully and fill in the table. b. Discuss within groups and check answers. c. Point to students to describe content and write down based on their descriptions. (Some children go to school...) d. Answer two questions in the "Read and write" section. (3) Third reading. Play the recording, and students follow along with the recording. Teaching resources: PowerPoint slides, recording device, tape Design intent: Through various reading approaches, cultivate students' reading strategies and skills.
3. Post-reading (1) Provide safety advice for the four different modes of transportation mentioned in the text. (2) Display safety advice from the textbook on the screen, students read, and add any missing advice. (3) Learn "Tips for pronunciation." a. Play the "Listen, clap and repeat" exercise from the recording, and students imitate along with the recording. b. Teacher and students summarize the patterns of connected speech. c. Read parts of the text that exhibit connected speech. Teaching resources: PowerPoint slides, recording device, tape Design intent: Through various methods, cultivate students' sensitivity to pronunciation, helping them better understand the patterns of connected speech.

Step 4: Practice Students work in small groups to discuss safety advice for their group members' modes of transportation to school and create posters. Design intent: Through group collaboration, encourage hands-on activities, stimulate creativity, and enhance the enjoyment of learning.

Step 5: Summary T: What did you learn from today's class? Students share their thoughts, and the teacher summarizes.

1. Learned new words and phrases: Munich, Germany, Alaska, Papa Westray, Scotland, by sled, by ferry.
2. Learned about different modes of transportation to school in various countries.
3. Learned about connected speech in pronunciation. Design intent: Through teacher-student interaction, summarize the key points of today's class.

板书设计

                  B Read and write