人版新課標(biāo)PEP《小學(xué)英語+六年級(jí)（上冊(cè)）》教學(xué)案說課稿

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1、 ...wd... 目錄 小學(xué)英語說課模板〔英文版〕3 小學(xué)英語說課稿模板二6 小學(xué)英語說課稿模板三7 說課的內(nèi)容要求和評(píng)價(jià)8 PEP小學(xué)英語六年級(jí)上冊(cè)教學(xué)方案9 Unit 1 How Do You Go There?12 Unit1?How?do?you?go?there教案(6課時(shí))12 Unit1 How do you go there?說課稿20 Unit 2 Where Is the Science Museum?22 Unit 2 Where Is t

2、he Science Museum? 教學(xué)設(shè)計(jì)〔6課時(shí)〕22 Unit 2 Where Is the Science Museum? Part?A說課稿一30 Unit 2 Where Is the Science Museum? Part?A說課稿二33 Unit 2 Where Is the Science Museum? Part?B說課稿二〔英文版〕37 Unit 2 Where Is the Science Museum? Part?B說課稿二41 Unit 2 Where Is the Science Museum? Part?B說課稿三44 Unit 3 What A

3、re You Going to Do?49 Unit 3 What Are You Going to Do 教學(xué)設(shè)計(jì)〔6課時(shí)〕49 Unit 3 What Are You Going to Do Part A 說課57 Unit 3 What Are You Going to Do Part A 說課二62 Unit 3 What are you going to do ?第一課時(shí)說課稿64 Unit 3 What Are You Going to Do Part B 說課68 Unit 3 What Are You Going to Do Part B 說課71 Unit 4

4、What are you going to do?第四課時(shí)說課稿73 Unit 4? What are you going to? do? 全英文說課75 Recycle 178 Recycle 1 教學(xué)設(shè)計(jì)〔3課時(shí)〕78 Unit 4 I Have a Pen Pal82 Unit 4 I Have a Pen Pal 教學(xué)設(shè)計(jì)〔6課時(shí)〕82 Unit 4 I have p pen pal第一課時(shí)說課設(shè)計(jì)90 Unit?4?I?have?p?pen??pal第二課時(shí)說課稿95 Unit4 I Have a Pen Pal Part B第一課說課97 unit4 I Have

5、 a Pen Pal 全英文說課98 Unit4 I Have a Pen Pal 綜合活動(dòng)說課100 Unit 5 What Does She Do?105 Unit 5 What Does She Do? 教學(xué)設(shè)計(jì)〔六課時(shí)〕105 Unit5 What Does She Do?Part A說課112 Unit5 What Does She Do?Part A說課二115 Unit5 What Does She Do?Part B說課117 Unit5 What Does She Do?Part B說課120 Unit5 What Does She Do?Part B說課三1

6、22 Unit5 What Does She Do?Part B說課二123 《Unit 6 The story of rain》說課125 《Unit 6 The story of rain》說課二128 Unit 6 The Story of Rain130 Unit 6 The Story of Rain教學(xué)設(shè)計(jì)〔六課時(shí)〕130 Unit 6 The Story of Rain Part A 說課138 Unit 6 The Story of Rain Part A 說課二140 Unit 6 The Story of Rain 說課142 Unit 6 The Sto

7、ry of Rain 說課二148 Unit 6 The Story of Rain 說課三149 Recycle 2152 Recycle 2教學(xué)設(shè)計(jì)〔三課時(shí)〕152 小學(xué)英語說課模板〔英文版〕 Goood moring, I'm glad to interpret my lesson here . The lesson plan I am going to talk about is Part A let's learn of unit1 PEP Primary English book7. I will explain how to teach and the reason

8、for doing this from following aspects. Ⅰ analysis of the teaching content. Ⅱ ways of teaching and learning . Ⅲ teaching procedures Ⅳ blackboard design? V assessment Now Let’s focus on the analysis of teaching content. It can be divided into 3 parts as followed: the status and the function, the

9、 teaching objectives , the main points and difficult points, I’ll talk about it one by one. This lesson is the first lesson of unit 1, book7 . It includes two parts: Let’s learn and let’s play. In section 1, it mainly deals with these key phrases: on foot, by bike, by bus, by train, by subway. And

10、in section 2, it provides a game for the Ss to prastise the patterns: How do you go to…? And the answer: I go… by../ on foot. Our students have already known some vehicles in the daily life. It’s not difficult for them to understand and use these words . If students can learn it well, it will help

11、students to learn the rest of this unit.? So, I set the following aims: The first is language objectives To make sure that students can read, recognize and use these key phrases :on foot?,by bike,by bus,by?train ??????skillfully. The next is ability objectives (1)? To develop Ss’ abilities of li

12、stening and speaking. (2)? To train the Ss’ ability of working in groups. moral objectives (1)to help students know some vehicles and comprehend the traffic?rules ?(2)?To foster Ss’ consciousness of good co-operation and proper competition. ?The main points and difficult points about this lesso

13、n is: (1)?? To make sure that Ss can use these key phrases correctly and skillfully.? (2)?? To enable Ss to study in groups and co-operate skillfully. (3)?? To develop Ss’ interest in English. Difficult points ???? To help the Ss ask and answer the question “How do you go to…? part?Ⅱways of te

14、aching and learning As we all know: the main instructional aims of learning English in primary school is to cultivate pupils’ basic abilities of listening and speaking and their good sense of the English language. So in this lesson I’ll mainly use “Task-based〞 teaching method. That is to say, I wil

15、l let the Ss learn in real situations, finish a task by making a survey〞How do you go to school?〞 to help Ss to get a better understanding of the key phrases. I will arrange these activities: guessing game, finishing a survey and having a competition.? And in this lesson a recorder, CAI, will be nee

16、ded. partⅢ teaching procedures I’ll finish this lesson in five steps. step1 lead--in activities I will begin my class with "drawing and guessing"?game, just like this : I show? students some vehicles such as bike ,bus ,jeep which they learned? before by "Stick Figures" and ask them guess what’s

17、it. Purpose: It is important to form a better English learning surrounding for the Ss????by guessing game. and at the same time??it provides situations to review learned? knowledge? for the next step. step2 prestentation Now I’ll mainly talk about this step. 1、first there is a Free talk between

18、T and Ss. For example: I show many pictures of beautiful cities and ask students some questions, such as "do you like this city?where do you want to go ?"and help Ss to answer them with "by train ,by plane,by ship". By the way, I show the picture of a school, and say“ I go to schiool by bus〞 ,Ss re

19、ad this sentence. do the actions and ask "how do you go to school?",show many pictures of tools such as ,on foot by bike ,by bus to help students answer my question one?by one. To present the key structures one by one is much easier for the Ss to learn and grasp the meanings. 2 With the help of th

20、e CAI I set a situation to help Ss understand the way of using these key phrases: A boy is coming, who is going to school. He says: I go to school by…Then play the sounds of bus, bike ask students to listen carefully and? tell “I go to school by…" according to the different sounds, by the way , I p

21、resent another new ????phrases:by subway Purpose:Make Ss use these new phrases with sentence structures, to help Ss use the language in a real situation. step3 practise 3 I order to make every student read these new phrases correctly, I design a? "drill "in this step, I show cards as soon as poss

22、ible ,students should?read the words quickly and spell them. Then I ask 'How do you go to school?'students answer "I go to? ......"also I will quicken the speed to ask?. The purpose is to draw the whole students'attention to the spelling of the words 4 After this, I ask Ss to do "Let's play " in f

23、ours. They use places cards and vehicle cards, ask and answer:How? do you go to …? I go to … by…〞 5, If Ss can ask and answer expertly, I will ask them to make a short dialogue. the purpose of this is to help students to learn those sentenses through a ture situation and make the dialogues in orde

24、r to check if Ss can usse these key prases、sentences structures skillfully step 4 consolidation let students do a survey about "how do you go to school?"and the table like this :write down names and tools another Ss choose Task-based teaching method? is used here to develop Ss’ ability of? commun

25、ication and also their ability of co-operation will be well trained. ? step 5 homework ask students to collect other kinds of transport tools through the library ,computer. the purpose of this is to stimulate the interest of learning english and to wide the students'knowledge step6 blackboard de

26、sign my blackboard design like this :on the left Ishow the?phrases:on foot,by bus.......on the right there are many sentences:how do you go to school?I go to ......" step 7 assessment due to the students'age ,I?? make every students work in class through many activities in? order to stimulate the

27、 students'interest and provide they a wide thinking room. I??make students learn this lesson very well through desiring scene statues that's? all,thank you for your listening ! 小學(xué)英語說課稿模板三 今天我說課的內(nèi)容是義務(wù)教育課程標(biāo)準(zhǔn)實(shí)驗(yàn)教科書，人教版小學(xué)英語的第 單元第 課時(shí)。 1． 說教材 ⑴教材內(nèi)容 A本課時(shí)的教學(xué)內(nèi)容為 B需要掌握的詞匯有 C需要掌握的句型有 ⑵地位和作用 本課是第 單元的第 課時(shí)，教

28、材中出現(xiàn)了 的用法，本課時(shí)又是第 單元的重點(diǎn)，因此本課時(shí)的教學(xué)對(duì)第單元的學(xué)習(xí)起著關(guān)鍵的作用。 2． 說目標(biāo) ⑴教學(xué)目標(biāo) 根據(jù)新課程理念教材內(nèi)容，教學(xué)要求，我制定以下教學(xué)目標(biāo)： 知識(shí)目標(biāo)：能聽懂，會(huì)說，會(huì)讀，會(huì)拼寫本課時(shí)主要詞匯： 以及句型； 能力目標(biāo)：能用本課時(shí)所學(xué)句型： 就日常生活中的話題進(jìn)展交流，使學(xué)生掌握 的用法； 情感目標(biāo)：引導(dǎo)學(xué)生 總思路： ⑵重點(diǎn)和難點(diǎn) 本課時(shí)的重點(diǎn)使要求學(xué)生掌握詞匯 以及句型 ，本課時(shí)的難點(diǎn)是： 3．說教法〔本課是 學(xué)生情況〕 ⑴教法分析〔創(chuàng)設(shè)情境，事物展示，活動(dòng) 〕 英語教學(xué)的目的在于讓學(xué)生獲得用英語焦急的能力，所以在課堂教學(xué)活動(dòng)中需

29、創(chuàng)設(shè)特定的情景，使學(xué)生通過模仿和想象，促進(jìn)學(xué)生的理解和記憶，啟發(fā)學(xué)生思維到達(dá)教學(xué)目的。 ⑵學(xué)法指導(dǎo) 要讓全班學(xué)生都參與到課堂活動(dòng)中來，同桌之間的合作，尤為重要，可使同學(xué)們都敢于在課堂中操練口語，更可使學(xué)生們不會(huì)有被無視的感覺，合作簡(jiǎn)單，增多操練時(shí)機(jī)。 ⑶教學(xué)手段 充分利用多媒體，投影儀，錄音機(jī)等教學(xué)手段，為學(xué)生創(chuàng)設(shè)英語學(xué)習(xí)的環(huán)境增加學(xué)生的學(xué)習(xí)興趣。 4．教學(xué)過程 為了完成以上教學(xué)任務(wù)，我設(shè)計(jì)了一下教學(xué)過程： Step1:Warming up ⑴It’s time for English class.Let’s ； ⑵創(chuàng)設(shè)輕松的氣氛，帶著學(xué)生進(jìn)入英語學(xué)習(xí)的； ⑶復(fù)習(xí)動(dòng)詞Let

30、’s do 通過“你說我做〞的TPR活動(dòng)在復(fù)習(xí)舊知的同時(shí)，為新課做好鋪墊，因?yàn)閷W(xué)生都熟悉這些動(dòng)作，建議教師讓學(xué)生當(dāng)小教師來發(fā)指令，這樣可以充分表達(dá)學(xué)生的主動(dòng)性。 Step2：Free talk ⑴提問 ⑵Game 本課學(xué)習(xí)的重點(diǎn)是 教學(xué)手段 穩(wěn)固 的掌握，為導(dǎo)入新課作準(zhǔn)備。 Step3：Presentation ⑴單詞新授 通過事物或圖片教學(xué)單詞，學(xué)生能更好的理解和掌握單詞； ⑵單詞復(fù)習(xí) 互問互答 讓學(xué)生通過對(duì)句子的操練穩(wěn)固語言知識(shí)，拓寬學(xué)生的視野和增添學(xué)習(xí)興趣； ⑶句子新授 ⑷穩(wěn)固新句型，快速搶答，互問互答 A 在緊張劇烈的比賽中，大量輸入降低學(xué)習(xí)的難度，使學(xué)生學(xué)習(xí)的積極性

31、更加高漲〔講情規(guī)則〕； B 生活情景展示 通過多媒體等方式把語言知識(shí)放在特定的情景中進(jìn)展操練，表達(dá)語言運(yùn)用的真實(shí)性； ⑸播放錄音 學(xué)生觀看相關(guān)的動(dòng)作畫面，跟著錄音聽，說，演，做，在輕松自然的狀態(tài)下穩(wěn)固所學(xué)語言。 Step4 Practice and consolidation 同桌互助合作，表達(dá)了以語言為載體和以真實(shí)情景交際為目的的小學(xué)英語教學(xué)的 基本要求。 Step5 Homework A 聽錄音 穩(wěn)固所學(xué)詞匯和句型 B 運(yùn)用句型 板書設(shè)計(jì) Unit 1 How Do You Go There? Unit1?How?do?you?go?there教案(6課時(shí)) 第一課時(shí)

32、 一、教學(xué)目標(biāo)與要求 1．??能夠聽、說、讀、寫短語：on?foot，by?bike，by?bus，by?train。 2．??能夠聽、說、認(rèn)讀短語：by?plane，by?ship，by?subway。 3．??能用句子“How?d0?you?go?to?school?How?do?you?go?to?Canada／…?〞來替換關(guān) ????詢問別人的出行方式；并能夠用句子“I?go?by…〞進(jìn)展答復(fù)。 4．??能夠聽懂、會(huì)吟唱Let’s?chant的歌謠。 二、教學(xué)重點(diǎn)、難點(diǎn)分析 ????本課時(shí)的教學(xué)重點(diǎn)和難點(diǎn)是掌握四會(huì)短語和A?Let’s?learn局部中運(yùn)

33、用某種交通具去某地的表達(dá)法，并能替換關(guān)鍵詞進(jìn)展問答。 三、課前準(zhǔn)備 1．??教師準(zhǔn)備Let’s?start局部和主情景圖的教學(xué)掛圖。 2．??教師準(zhǔn)備錄音機(jī)和本課時(shí)的錄音帶。 3．??學(xué)生準(zhǔn)備一些玩具，如自行車、汽車、火車、飛機(jī)等。 4．??教師和學(xué)生準(zhǔn)備A?Let’s?learn局部的單詞卡片。 四、教學(xué)步驟和建議 1．熱身(Warm-up) Let’s?start (1)??教師說：Today?I?go?to?school?by?bike/bus.Usually?I?go?to?school?by?bike/bus. 教師利用肢體動(dòng)作幫助學(xué)生理解句子

34、意思。然后問學(xué)生：What?about?you?Do?you?go?by?bike?or?by?bus?Do?you?go?on?foot?Or?by?car?師生之間自由會(huì)話，引出幾種常見的交通方式。 〔2〕自由會(huì)話之后，教師繼續(xù)說：There?are?many?ways?to?go?somewhere.Look?at?these?pictures.Do?you?know?what?they?are?引導(dǎo)學(xué)生看本課時(shí)Let’s?start局部的標(biāo)圖并答復(fù)以下問題。 2．??預(yù)習(xí)(Preview) (1)復(fù)習(xí)頻度副詞：always，usually，often，sometimes，n

35、ever的讀音與詞義。有關(guān)活 ????動(dòng)可借鑒五年級(jí)下冊(cè)教師教學(xué)用書第一單元。 (2)Let’s?chant ??教師放本課時(shí)Let’s?chant局部的錄音，學(xué)生先靜聽一遍，再跟錄音輕聲吟唱一遍。教師再放錄音，帶著學(xué)生一起邊唱邊做動(dòng)作：唱到on?foot時(shí)，全班跺跺腳；唱到by?Car／bike／bus／plane／train的時(shí)候，學(xué)生舉起自己帶來的玩具。然后教師根據(jù)歌謠內(nèi)容隨機(jī)出示Let’s?learn局部的單詞卡片加深學(xué)生印象，全班學(xué)生再跟錄音邊唱邊做一遍。 3．??新課呈現(xiàn)(Presentation) Let’s?learn (1)教師拿出一輛玩具自行車，自問

36、自答：“How?do?I?go?to?school?I?go?to?school??by?bike．〞并在黑板上寫下：by?bike。教師再重復(fù)剛剛的句子并問某一學(xué)生：0jWhat?about?you?How?do?you?go?to?school?’’學(xué)生如果答復(fù)：“Me?too!〞教師就繼續(xù)問下一名學(xué)生，直到有不同答案，教師幫助學(xué)生說出完整的句子：“I?go。。to?school?by…〞并將相應(yīng)的短語寫在黑板上。 (2)看短語貼卡片游戲 ????教師依次出示畫著不同交通工具的短語卡片，讓學(xué)生迅速地貼在黑板上的“by’’短語旁邊，教師領(lǐng)讀短語和句子“l(fā)?go?to?school?b

37、y…〞 (3)“快速反響〞游戲 ????教師說出某個(gè)短語，如：by?bike，讓學(xué)生做相應(yīng)的動(dòng)作或迅速舉起相應(yīng)的道具(單詞卡片)并說出句子，如：I?go?to?school?by?bike． (4)教師拿出剛剛學(xué)生可能沒有提到的交通工具的圖片，如：by?plane／subway/?ship／boat等，呈現(xiàn)和練習(xí)這些短語。然后指著課本上的配圖問：“What?can?you?see?in?the?pictures?〞注意引導(dǎo)學(xué)生，尤其是農(nóng)村學(xué)生理解“地鐵〞的。含義：“It’s?an?underground?railway?in?a?city．It?travels?very?fast．

38、〞教師領(lǐng)讀新學(xué)短語。 (5)學(xué)生聽錄音，跟讀Let’s?learn局部的內(nèi)容。教師注意糾正學(xué)生的語音、語調(diào) (6)教師引導(dǎo)學(xué)生進(jìn)展單詞的拼讀競(jìng)賽。可空出單詞中的元音字母讓學(xué)生填寫,也可打亂組成單詞的字母的順序，讓學(xué)生重新排序，組成單詞。 (7)教師還可利用學(xué)生卡片反面的灰體詞引導(dǎo)學(xué)生進(jìn)展單詞描紅，學(xué)生邊描邊讀，看誰又快又好。 Let’s?play 教師請(qǐng)學(xué)生制作簡(jiǎn)易的單詞卡片，一摞是地點(diǎn)，比方：school，Beijing，the?US，the?moon等；另一摞是交通方式，比方：by?ship，by?bike，by?train等。教師鼓勵(lì)!生大膽想象出行方式和所去地點(diǎn)。然

39、后學(xué)生兩人結(jié)對(duì)進(jìn)展句型操練，一人問“How?do?you?go?to?Beijing／the?USA／the?moon?〞另一學(xué)生給出答案：“I?go?by?train/plane／spaceship．〞對(duì)于詞匯表述上有困難的學(xué)生，教師要及時(shí)地提供幫助。對(duì)一些特別有創(chuàng)意的想法，教師可以寫在黑板上加以鼓勵(lì)。 4．??穩(wěn)固和延伸(Consolidation?and?extension) (1)Main?scene ????教師引導(dǎo)學(xué)生看主情景圖，說出其中表現(xiàn)的交通方式。學(xué)生多能說出：on?foot??by?bike，by?subway。如有學(xué)生問及小丑騎的獨(dú)輪車以及幼兒騎的三輪兒童車教

40、師可補(bǔ)充說明那分別是unicycle和tricycle；而自行車bike的另一說法：bicycle，意為兩輪車。 (2)學(xué)生做Let’s?learn局部的活動(dòng)手冊(cè)配套練習(xí)；教師指導(dǎo)學(xué)生標(biāo)準(zhǔn)書寫。新學(xué)伊始，教師非常有必要對(duì)學(xué)生重申一下書寫的要求。 (3)學(xué)生背誦并抄寫四會(huì)單詞；復(fù)習(xí)說唱歌謠。 (4)學(xué)生預(yù)習(xí)c?Let’s?sing局部的歌曲。 ???? 第二課時(shí) 一、教學(xué)目標(biāo)與要求 1．能聽、說、讀、寫四會(huì)掌握句子：“How?do?you?go?to?school?Usually?I?go?to?schoo

41、l????on?foot．Sometimes?I?go?by?bike．〞并能在情景中正確運(yùn)用。 2．能夠表述自己以何種方式上學(xué)并簡(jiǎn)單陳述原因，如：Usually?I?go?to?school?by?bus because?it’s?fast． 3．能夠聽董Let’s?try的錄音內(nèi)容并選出正確選項(xiàng)。 二、教學(xué)重、難點(diǎn)分析 1．??本課時(shí)的教學(xué)重點(diǎn)是聽、說、讀、寫句型：How?do?you?go?to?school?Usually ????Sometimes?I?go?by… 2．??本課時(shí)的教學(xué)難點(diǎn)是學(xué)生書寫四會(huì)句子并能簡(jiǎn)單陳述選擇某種交通方式上學(xué)的原因。 三

42、、課前準(zhǔn)備 1．??教師準(zhǔn)備錄音機(jī)和本課時(shí)的錄音帶。 2．??教師準(zhǔn)備本單元A?Let’s?learn局部的單詞卡片。 3．??教師課前在一張紙上畫出空白柱狀圖，用于統(tǒng)計(jì)班內(nèi)學(xué)生上學(xué)方式的調(diào)查 4．??學(xué)生每人準(zhǔn)備一張卡片，畫一個(gè)印象最深刻的交通標(biāo)志。 四、教學(xué)步驟和建議 1．熱身(Warm-up) (1)師生對(duì)話，復(fù)習(xí)上一課時(shí)內(nèi)容，比方：“Good?morning!How?do?you?go?to?school??today?What?about?you?Do?you?go?by?bus，too?〞然后學(xué)生復(fù)習(xí)Let’s?chant局部的歌謠。 (2)Let’

43、s?sing ????教師放c?Let’s?sing局部的歌曲“How?Do?You?Go?to?School?〞第一遍學(xué)生聽并輕聲跟唱。第二遍學(xué)生跟錄音大聲唱一遍。 2．預(yù)習(xí)(Preview) (1)教師出示單詞卡片，提問：“How?d0?you?go?to?school?〞學(xué)生根據(jù)圖片內(nèi)容答復(fù)：“I?go?to?school?by…〞師生會(huì)話直到班級(jí)里大局部學(xué)生能夠準(zhǔn)確說出圖中交通工具的名稱以及該句型。然后學(xué)生兩人一組用單詞卡片練習(xí)句型：“How?do?you?go?to?school?I?g0?t0?school?by…〞教師對(duì)表達(dá)仍有困難的學(xué)生給予個(gè)別輔導(dǎo)。 (2)Le

44、t’stry ????教師放錄音，學(xué)生看圖選擇正確答案，并從聽覺上進(jìn)一步感知主要句型。 ????錄音內(nèi)容如下： ????John：How?dO?you?gO?tO?school，Mike? ????Mike：I?usually?go?t0?school?by?bike．Sometimes?I?go?0n?foot． ????John：Is?your?home?near?our?school? ????Mike：Yes．it?is． ????J0hn：That’s?fine! 3．新課呈現(xiàn)(Presentation) Let’s?talk (1)教師提問學(xué)

45、生：“How?do?I?go?to?school，do?you?know??Ask?me，please!’’鼓勵(lì)要更多的學(xué)生參與提問教師：“How?do?you?go?to?school?然后教師在黑板上畫＆一輛自行車、一輛公共汽車和～輛計(jì)程車的圖案，并分別在后面兩圖旁標(biāo)＆當(dāng)?shù)氐膬r(jià)格，如：l?yuan，1o?yuan，答復(fù)說：“Usually?I?go?to?school?by?bike。because?it’s?good?exercise．Sometimes?I?go?by?bus，because?it’s?cheap．It?costs?l?yuan.Sometimes?I?go?by?ta

46、xi，because?it’s?fast，but?it’s?too?expensive．It?costs?1o?yuan． (2)教師放課文錄音，之前向?qū)W生提出問題：“How?does?Sarah?go?to?school?listen．〞學(xué)生聽后模擬Sarah來答復(fù)以下問題。 (3)學(xué)生跟讀錄音，然后兩人一組替換句型中的關(guān)鍵詞練習(xí)對(duì)話。教師請(qǐng)幾組生日.生展示對(duì)話。要求盡量多地使用已學(xué)過的句子，例如： ????A：How?do?you?go?to?school? ????B：Usually?I?go?by?bus． ????A：Can?you?go?by?bike? ?

47、?生：Yes，I?can，but?it’s?too?far．Sometimes?I?goby?taxi，but?it’s?expensive． ????What?about?you? ????A：I?go?to?school?on?foot，because?my?home?is?near． (4)教師事先準(zhǔn)備一些打亂順序的單詞卡片，讓學(xué)生讀詞后陜速拼成正確的句.或者空出四會(huì)句子當(dāng)中的某些短語或單詞，只給出打頭的第一個(gè)字母作黃示，讓學(xué)生填充句予。最后再讓學(xué)生書寫四會(huì)句子。 Group?work 教師讓學(xué)生四人一組，通過提問“How?do?you?go?to?school?’’

48、了解同學(xué)用何種互方式上學(xué)，并鼓勵(lì)學(xué)生簡(jiǎn)單闡述原因，如：My?home?is?near．It’s?fast．It’s?cheap．good?exercise．…???? 穩(wěn)固和延伸(Consolidation?and?extension?1 (1)Task?time ????學(xué)生詢問班級(jí)內(nèi)六名同學(xué)以何種方式上學(xué)?？呻S意走動(dòng)，以保證所詢問的相關(guān)信息確實(shí)是自己事先不知道的。教師可用課前準(zhǔn)備的空白柱狀圖注統(tǒng)計(jì)結(jié)果，并告訴學(xué)生還可以用扇形圖來演示統(tǒng)計(jì)數(shù)據(jù)。學(xué)生根據(jù)所獲取的信息，制作一個(gè)扇形統(tǒng)計(jì)圖，并準(zhǔn)備口頭匯報(bào)。教師在室里巡回走動(dòng)，選取一些優(yōu)秀作品在班內(nèi)展示，并請(qǐng)學(xué)生匯報(bào)調(diào)查情況，如Two?

49、students?usually?go?to?school?by?bus．One?student?goes?to?school?by… (2)學(xué)生回家調(diào)查父母及其他親戚的上班方式，準(zhǔn)備下一節(jié)課做匯報(bào)。教師可 ??My?father?and?Uncle?Wang?go?to?work?by?bus，because?it’s?cheap．My?mother?go ??to?work?on?foot，because…． (3)學(xué)生做本局部活動(dòng)手冊(cè)配套練習(xí)，并抄寫四會(huì)句子。 ? 第三課時(shí) 一、教學(xué)目標(biāo)與要求 1．

50、??能夠充分理解并正確朗讀對(duì)話，能完成文后答復(fù)以下問題的練習(xí)。 2．??能夠了解輔音，p／，廠b，，／t／，／d／與元音／i：／，，I／的發(fā)音規(guī)則，并能讀出相 3．??了解Good?to?know局部的內(nèi)容，能夠識(shí)別常見的交通標(biāo)志，如：Cross??way，No?entry，No?bikes，Turn?right和No?left?tum。 二、教學(xué)重、難點(diǎn)分析 1．??本課時(shí)的教學(xué)重點(diǎn)是學(xué)生能夠充分理解并正確朗讀對(duì)話。 2．??本課時(shí)的教學(xué)難點(diǎn)是若何指引他人在不同地點(diǎn)換用不同的交通工具到達(dá)某一 三、課前準(zhǔn)備 1．??教師準(zhǔn)備錄音機(jī)以及A?Let’s?read，C?P

51、ronunciation和c?Let’s?sing局部的錄 2．??教師準(zhǔn)備Zhang?Peng與Sarah的頭飾。 3．??教師課前在教室里張貼各種交通工具的圖片或準(zhǔn)備多媒體來展示。 4．??學(xué)生每人準(zhǔn)備一張白紙。 5．??學(xué)生四人一組，課前填寫一張?jiān)ミ^的最喜歡的旅游地點(diǎn)及所用交通方式的調(diào)查 ????表，要求空出最后一列不填。表格如下： ? ????Name??Destination?What?can?you?see?there?How?dOyou?gOthere?? ???? 四、教學(xué)步驟和建議 1．熱身(Warm-up) 教師放c?Let’s?

52、sing局部的錄音，學(xué)生跟唱?？山M織男女生各唱一遍，看誰好。 2．預(yù)習(xí)(Preview) 教師檢查上一課時(shí)布置的調(diào)查任務(wù)，要求學(xué)生兩人一組交換信息，如：“M　and?Uncle?Wang?go?to?work?by?bus?because?it’s?cheap．My?mother?goes?t0?work.because…〞教師巡回檢查并選幾組學(xué)生到講臺(tái)前做匯報(bào)。 3．新課呈現(xiàn)(Presentation) Let’s?read (1)“最正確路線〞活動(dòng) ????教師用簡(jiǎn)筆畫呈現(xiàn)兩個(gè)情境：Bob家住在山上，山腳有一條河，河對(duì)岸有公交車站通向?qū)W校；May家離學(xué)校很遠(yuǎn)，家附近

53、有個(gè)地鐵站，May的學(xué)校附近.雖沒有地鐵站，但有一路公交車直通地鐵站的入口。教師讓學(xué)生分組活動(dòng)，設(shè)計(jì)最正確上學(xué)路線，原則是省時(shí)方便。教師注意指導(dǎo)學(xué)生使用連詞then來表示動(dòng)作的先后順序。教師要求各組派一人假設(shè)自己是Bob或May，上講臺(tái)匯報(bào)，比方：My?name?Is?Bob．My?school?is?not?near?my?home．I?go?to?school?on?foot?,then?by?boat，and?then?by?bike． (2)教師說：“Now?let’s?read?the?dialogue?and?find?out?how?Sarah?goes?to?the?par

54、k??Can?you?draw?the?route?on?your?paper?’’學(xué)生兩人一小組分角色朗讀對(duì)話，教師在教室里巡回走動(dòng)，解惑答疑，并指導(dǎo)學(xué)生簡(jiǎn)單畫出Sarah的路線。 (3)教師展示學(xué)生畫出的路線并示范若何描述Sarah去公園的路程：“First，Sarah??Can?go?to?Zhang?Peng’s?home?by?bike．Next,?Sarah?and?Zhang?Peng?go?to?the?bus?stop?on?foot．Then?they?can?go?to?the?park?by?bus．〞教師板書first，next，then，讓學(xué)生知道恰當(dāng)使用一些連

55、詞有助于表達(dá)更為流暢。然后請(qǐng)幾名學(xué)生依照順序來描述????Sarah和Zhang?Peng去公園的路線，比一比誰說得最好。 ??(4)學(xué)生閱讀對(duì)話，完成文后的兩個(gè)問答練習(xí)。 ??(5)教師放Let’s?read局部的錄音，學(xué)生跟讀。 ??(6)學(xué)生兩人一組練習(xí)對(duì)話。 ??Pronunciation ??(1)教師先讓學(xué)生聽錄音、認(rèn)音標(biāo)，再試讀例詞，讓學(xué)生把發(fā)音的“音〞(讀音)、發(fā)音的的“形〞(音標(biāo))與發(fā)音在單詞中的表現(xiàn)形式(字母或字母組合)對(duì)照學(xué)習(xí)。 ??(2)Read?and?match ????學(xué)生先試著將課本上四個(gè)單詞的音標(biāo)與詞形和配圖連線，然后教師公布正確答

56、案。 ??(3)教師讓學(xué)生分組討論，說出同時(shí)包含Pronunciation局部任意一個(gè)元音和一個(gè)輔音的單詞，說一個(gè)，得一分。以下單詞可供參考： ????be?bean?beef?bee?bid?bill?bit?bitter ????dean?did?deed?deep?dig?dinner?dip ????teacher?tease?teens?till?tick?tip ????pea?piano?pick?picnic?picture?pink?pizza 4、穩(wěn)固和延伸(Consolidation?and?extension) (1)教師隨意抽取一張學(xué)生課前

57、填寫的調(diào)查表，對(duì)該學(xué)生說：“You’ve?been?to　Harbin．Is?it?a?nice?city??What?can?you?see?there??How?do?you?go?there?〞問同組其他三名學(xué)生以上幾個(gè)問題。學(xué)生仍以四人一小組的形式展開活動(dòng)，用問題：“Do?you?go?to…by…? 測(cè)某一小組成員到達(dá)表格中目的地的方式。一人只有一次猜想時(shí)機(jī)，不對(duì)，大家再一起問：“How?do?you?go?there?〞該學(xué)生答復(fù)。每小組選一名代表描述自己曾去過的某個(gè)地方，可以在表格內(nèi)容的根基上適：當(dāng)發(fā)揮，比方：I?go?to?Hainan?by?plane．The?sea?t

58、here?is?clean?and?nice．I?can?eat　a10t?Of?sea?food?and?many?kinds?Of?fruit?there?．I?like?Hainan?very?much?． (2)Good?to?know ????教師詢問學(xué)生課本上各個(gè)交通標(biāo)志的意思：“What’s?the?meaning?〞然后幫助學(xué)生答復(fù)：“Turn?right．Crosswalk．One?way．〞等。再讓學(xué)生完成圖與文字搭配的練習(xí)。鼓勵(lì)學(xué)生展示課前繪制的交通標(biāo)志圖并尋找更多交通標(biāo)志與其他同學(xué)進(jìn)展交流. (3)學(xué)生聽錄音、跟讀對(duì)話。 (4)學(xué)生完成本局部活動(dòng)手冊(cè)配套

59、練習(xí)。 ? 第四課時(shí) 一、教學(xué)目標(biāo)與要求 1．??能夠聽、說、認(rèn)讀以下短語：Stop?at?a?red?light．Wait?at?a?yellow?light．Go?at?a?green??light．能夠聽、說、讀、寫短語和單詞：stop，wait，traffic?lights，traffic?rules。 2．??能夠了解 基本的交通規(guī)則，即紅燈、黃燈、綠燈的功能；并能聽懂英語指令做出 ??相應(yīng)的動(dòng)作。 二、教學(xué)重、難點(diǎn)分析 1．??本課時(shí)的教學(xué)重點(diǎn)是掌握四會(huì)短語和單詞：stop，wait

60、，traffic?lights，traffic?rules。 2．??本課時(shí)的教學(xué)難點(diǎn)是書寫短語traffic?light，traffic?rule和理解動(dòng)詞stop，wait的含義。 三、課前準(zhǔn)備 1．??教師準(zhǔn)備兔子舞的音樂和錄音機(jī)、本課時(shí)的錄音帶及教學(xué)掛圖。 2．??教師自制教具模擬紅綠燈：即在一塊板上掛紅黃綠三張圓形紙卡。 3．??學(xué)生準(zhǔn)備本課時(shí)的單詞卡片。 四、教學(xué)步驟和建議 1．熱身(Warm-up) “兔子舞〞游戲 教師放兔子舞的音樂，全班學(xué)生排成長(zhǎng)隊(duì)，后面學(xué)生把手搭在前面學(xué)生的肩膀上，隨著音樂的指令“Left-Right-Go-Turn?ar

61、ound-Go，g。，go〞，隊(duì)伍開場(chǎng)向前慢慢移動(dòng)，教師最好也參與游戲。 2．預(yù)習(xí)(Preview) ??(1)師生一起吟唱Let’s?chant的歌謠。 ??(2)教師從歌謠中引出問題：“How?d。you?go?to?school?〞請(qǐng)學(xué)生根據(jù)實(shí)際情況回????答，復(fù)習(xí)A局部主要句型。 3．新課呈現(xiàn)(Presentation) (1)教師指著教室里的日光燈說：I?like?the?lights?because?I?can?see?things?clearly?at?night?.Can?we?see?lights?in?different?colours?in?our?

62、city???Yes!Neon?light?,?traffic?lights．… (2)教師邊畫簡(jiǎn)筆畫，邊說：“We?have?red，yellow，and?green?lights.?We?call?them traffic?lights．，教師板書traffic?fights，然后問學(xué)生：“What?do?they?mean，do?you?know?，，學(xué)生可能會(huì)用漢語答復(fù)，教師點(diǎn)頭表示肯定，再請(qǐng)學(xué)生答復(fù)：“When?do?we?stop／wait／go?’’引導(dǎo)學(xué)生答復(fù)：We?stop?at?a?red?light．．．- (3)教師出示自制紅綠燈，請(qǐng)一名學(xué)生隨意指向不同的顏

63、色，教師示范動(dòng)作，比方：看見綠燈，教師一邊向前走一邊說：“It?is?a?green??light.?I?can?go.?Go-go。go!，，看見黃燈，停住不動(dòng)但擺動(dòng)雙臂示意要走：“It?is?a?yellow?light.?I?must????wait．Wait-wait-wait!?I?can?go?in?a?moment．〞看見紅燈，提問學(xué)生：“The?light?is?red。Call?I?go??No，no，no!?It’s?dangerous?!I?must?stop．Stop-stop-stop!〞 (4)教師板書stop，wait，go在相應(yīng)的交通燈旁。為了幫助學(xué)生區(qū)別s

64、top與wait，可以適當(dāng)使用漢語解釋詞義。 〔5〕Let’s?play ????教師請(qǐng)出假設(shè)干名學(xué)生，根據(jù)指令做相應(yīng)的動(dòng)作，連續(xù)做錯(cuò)兩次動(dòng)作的學(xué)生將被淘汰，如：教師說red?light，學(xué)生停著不動(dòng)，教師說yellow?light，學(xué)生做好走的準(zhǔn)備，教師說green?light，學(xué)生往前走。然后換一組學(xué)生再做這個(gè)游戲，由其中一名學(xué)生來發(fā)指令。也可讓全班學(xué)生分成六人一組分別進(jìn)展小組活動(dòng)。最后教師小結(jié)："Stop?at?a?red?fight．Wait?at?a?yellow?light-Go?at?a?green?light?Red?light．yellow?fight，green?l

65、ight．These?are?traffic?lights．〞教師再指著以上三句話總結(jié)說：These?are?traffic?rules． (6)教師繼續(xù)提問：“What?does?the‘?traffic??rule?’mean?〞板書并解釋traffic?rule，????鼓勵(lì)學(xué)生說出Let’s?learn局部的三個(gè)句子。然后教師說．Yes.These?are?traffic.rules．You?must?remember?the?traffic?rules．〞通過手勢(shì)幫助學(xué)習(xí)理解remember的意思。 (7)教師放Let’s?learn局部的錄音，學(xué)生跟讀。 (8)教師引導(dǎo)

66、學(xué)生以競(jìng)賽的形式書寫四會(huì)單詞和短語。可先引導(dǎo)學(xué)生利用學(xué)生卡片反面的灰體詞進(jìn)展單詞描紅，學(xué)生邊描邊拼讀單詞。 4．穩(wěn)固和延伸(Consolidation?and?extension) (1)師生討論不同的出行方式及其應(yīng)當(dāng)遵循的交通規(guī)則。以下問題可供參 ??How?do?you?go?to?school? ??I?go?to?school?On?foot．Can?you?tell?me?any?traffic?rules? ??You?must?watch?the?traffic?1ights． ??I?go?to?school?by?bus．Can?you?tell?me?any?traffic?rules? ??Don’t?run?in?the?bus． ??Don’t?stick?your?head?Or?arms?out?Of?the?window． ??I?go?to?school?by?bike．Can?you?tell?me?any?traffic?rules? ??Don’t?go?too?fast． ??Never?go?int