2019春魯教版英語(yǔ)六下Unit 5《How do you get to school》（Section B）word教案1.doc

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2019春魯教版英語(yǔ)六下Unit 5How do you getto school（Section B）word教案1一、教材分析本單元的中心話題是“transportation”,它與學(xué)生的日常生活緊密聯(lián)系在一起的，因?yàn)樯钪须x不開(kāi)“行”，因此本單元就是學(xué)習(xí)描述人們?nèi)粘３鲂蟹绞剑瑢W(xué)習(xí)一般現(xiàn)在時(shí)，一個(gè)生活中離不開(kāi)的時(shí)態(tài)。Section B的教學(xué)是在已有基礎(chǔ)上展開(kāi)的，重視讀寫(xiě)，設(shè)置了要求運(yùn)用所學(xué)語(yǔ)言完成的各種任務(wù)，使學(xué)生能夠?qū)σ呀?jīng)學(xué)過(guò)的目標(biāo)句型運(yùn)用自如。Self-check是課后自我表現(xiàn)檢測(cè)，對(duì)本單元所學(xué)詞匯的檢測(cè)，添加生詞，創(chuàng)設(shè)一段問(wèn)路的生活情景，最后在Just for fun小幽默中輕松愉快地結(jié)束本單元。二、教學(xué)目標(biāo)I知識(shí)能力目標(biāo)a.培養(yǎng)學(xué)生的閱讀能力b.讓學(xué)生了解和運(yùn)用一些交通標(biāo)志c.詞匯掌握：bus stop, bus station, train station, subway stationd.鞏固句型： How do you get to school? How does it take? How far is it fromto ?Well, I ride my bike to the subway station. Next, I take the subway. Then . Finally,.II過(guò)程與方法：聽(tīng) 說(shuō):學(xué)會(huì)談?wù)摻煌üぞ吆途嚯x；學(xué)會(huì)合理安排行程，并合理選用交通工具。讀 寫(xiě):學(xué)會(huì)設(shè)計(jì)實(shí)踐調(diào)查報(bào)告中的問(wèn)題，并提出解決問(wèn)題的簡(jiǎn)單方案.III情感態(tài)度價(jià)值觀目標(biāo)：不同的出行目的可以選擇不同的交通工具.不同交通工具帶來(lái)不同的心靈感受,讓學(xué)生懂得從環(huán)保這一角度出發(fā),了解交通工具給環(huán)境帶來(lái)的影響.三、教學(xué)重難點(diǎn)一)、本課需要重點(diǎn)掌握句型：A ：How do you get to school? How does it take? How far is it fromto ?要求學(xué)生能替換關(guān)鍵詞造新句并在實(shí)際情景中自如運(yùn)用。B：交通標(biāo)志的認(rèn)識(shí)。二）、本課時(shí)的難點(diǎn)是：在真實(shí)的環(huán)境中，把各種交通工具用next, then, finally等連貫起來(lái)運(yùn)用四、教學(xué)策略方法（1）直觀教學(xué)法：充分利用圖片與實(shí)例，創(chuàng)設(shè)真實(shí)的情景，引起學(xué)生學(xué)習(xí)興趣。（2）聽(tīng)說(shuō)教學(xué)法：以聽(tīng)、說(shuō)、讀、寫(xiě)、練為主，通過(guò)對(duì)本課重點(diǎn)句型的學(xué)習(xí)培養(yǎng)學(xué)生聽(tīng)力、口語(yǔ)以及書(shū)面語(yǔ)的能力。（3）任務(wù)型教學(xué)法：設(shè)計(jì)各種活動(dòng)如結(jié)對(duì)活動(dòng)、小組合作，促使學(xué)生為用而學(xué)，增強(qiáng)集體榮譽(yù)感。五、教具準(zhǔn)備：Music, pictures, cards六、教學(xué)過(guò)程Step Warming-up and revision1.Greet the class and enjoy the English song Row your boat2.Check the homework. Example: A: How do you get to school? B: Well, I usually take a bus but sometimes I take the subway.A: How far is it from your home to school?B: About 10 kilometers.A: How long does it take?B: It takes 10 minutes by bus and 5 minutes by the subway.Step II Reading: Work on 3a1. Read after the tape and pay attention to these questions above it.2. Read this text again by yourself and try to answer the questions3. Explain the text and check the answers.( Answers: by bike and by bus, 35 minutes.) Step III Pair work1. Pay attention to the conversation on the top. 2. Suppose one student was Lin Fei and his/her partner ask him some questions. Make the other conversations in pairs.(Give them five minutes) 3. Ask some pairs to act the conversations.Step Info gap race 1. First help students form groups of three. Because three students work together in this activity.2. Assign each student a letter A, B or C. Ask student A in each group to look at the chart on page 25. Ask student B to look at the chart on page 86 and C to look at the chart on page 93. Tell students not to look at others pages.3. Show the students how to do in this activity: If they want to get the answers in the chart ,they should ask the others questions. eg: 1. How often does John go to school?2.How long does it take Maria to get to school3.How far is it from Johns home to school? Then fill in the blanks. Tell students the first group to fill in all the blanks wins. They will get little presents. Ask the groups to continue on their own.( Move around the room monitoring the progress of the pairs.)4. Then go over the answers.Answers:Maria: bus; twenty minutes, five milesJohn: bike; ten minutes; six milesLiu Pei: Subway; fifteen minutes; eight miles ( This activity provides oral and written practice using the target language.)Step Make a survey 1. Interview (采訪)your other classmates or our teachers here. By using the following questions: How do you get to school? How far is it from your home to school? How long does it take? 2. Report: Peters home is about kilometers far from school. He walks to school. It takes him about ten minutes.Step VI Presentation (Section B 1a)1.Show some pictures on the screen. Teach students some key words2.Say something about the pictures one by one. For example：This is a train station. Trains stop here.This is a bus stop. Buses stop here.This is a subway station.This is a bus station. (Ask students to repeat these words.)Now let students open their books at page 26. Point out the blank line in front of each numbered phrase. Ask students to match each phrase with a picture by writing the letter of the picture in the blank in front of the correct word. One has done for students.Then check the answers.（Answers: 1b 2a 3c 4d)(This activity introduces more key vocabulary.) Step Role play ( Work on 1b)1. First ask two students to read the dialogue to the class.Sa: How do you get to school?Sb: Well, I ride my bike to the subway station. Then I take the subway.2. Now work with a partner.Suppose you use two kinds of transportation to get to school HangzhouBeijing. (bus, train, subway, walking, bike, etc.) Tell how you get there. You may use the phrases in 1a.3. Then ask different pairs of students to present their conversations to the class.(This activity provides guided oral practice using the target language.) Step Listening1. Work on 2a(1) First ask students to read the list of information that Thomas wants to know.where Nina lives.how far from school she lives.how long it takes to get to school.how she gets to school.what she thinks of the transportation.(2) Tell students what transportation and bus stop mean. bus stop 汽車(chē)站 transportation n. 運(yùn)送；運(yùn)輸Then tell students well hear a recording. Please put a checkmark in front of each thing that Thomas wants to know.(3) Now play the recording for students.( Have students pay attention to the sample answer.) (4) Then correct the answers.Answers: The first and fourth items should be checked.）Tapescript:Thomas: Where do you live, Nina?Nina: New Street.Thomas: So, how do you get to school?Nina: Well ,first I walk to the bus stop.Thomas : Uh-huh.Nina: I take a bus to the subway station. Then I take the subway.Thomas; YeahNina: Next I take a bus to the bus stop on 26th Street. Finally I walk.(This activity gives students practice in understanding the target language in spoken conversation.) 2. Work on 2bShow two sets of pictures on the screen.Thomas wants to know where Nina lives and how she gets to school. One of these sets of pictures shows the way Nina gets to school.First ask a different student to say what kinds of transportation each picture shows. Then tell students picture 1 show riding a bike to the subway, taking the subway to the bus and walking from the bus stop to the school.Picture 2 shows walking to the bus, taking the bus to the subway, taking another bus after the subway and walking from the bus stop to the school.Now listen to the recording again. Look at the pictures. Put a checkmark next to the picture that shows how Nina gets to school.Play the recording for students. Check the answers.( Answers: Picture 2 should be checked. ) (This activity gives students practice in understanding the target language in spoken conversation.) Step Group work ( Work on 2c)In this activity let students tell how Nina gets to school. Ask students to use the pictures in 2b. And write these sentences on the board.First she . Next she . Then she . Help students form groups. First one student asks about Nina. Then the other students answer. Please use the words first, next and then.Ask some students to say their descriptions to the class.(This activity provides guided oral practice using the target language.) Step Optional ActivityExpand the practice of the sentence starters First she , Next, she , Then, she by writing the sentences on the board and asking students to describe another set of actions they are familiar with from earlier lessons. For example: First I get up. Next I take a shower. Then I have breakfast. Ask several different students to describe different activities.Step Summary and HomeworkThis class weve learnt some key vocabulary and had oral practice. After class ask your parents how they get to offices. Next class Ill ask some of you to report to the class.七、板書(shū)How do you get to school? How How long How far _ _ _ _ _ _ First leave forNext ride ones bicycleThen take.to.Finally 八、反思本節(jié)課根據(jù)新課標(biāo)提出的以學(xué)生為本的教學(xué)理念，注重學(xué)生興趣和實(shí)際應(yīng)用英語(yǔ)能力的培養(yǎng)，把掌握知識(shí)，形成技能，發(fā)展能力與培養(yǎng)學(xué)生個(gè)性健康發(fā)展結(jié)合起來(lái)，努力創(chuàng)設(shè)真實(shí)情境，在真實(shí)的情境中培養(yǎng)學(xué)生英語(yǔ)學(xué)習(xí)的積極情感和語(yǔ)言實(shí)踐能力、文化意識(shí)，為學(xué)生的可持續(xù)發(fā)展打下堅(jiān)實(shí)基礎(chǔ)。這一課時(shí)，對(duì)How? How long? How far ?三種句型進(jìn)一步作為鞏固，并結(jié)合生活實(shí)際，學(xué)生得到了聽(tīng)力及口語(yǔ)訓(xùn)練，掌握得較好。附送：2019春魯教版英語(yǔ)六下Unit 5How do you getto school（Section B）word教案2一、教材分析 本單元的中心話題是“transportation”,它與學(xué)生的日常生活緊密聯(lián)系在一起的，因?yàn)樯钪须x不開(kāi)“行”，因此本單元就是學(xué)習(xí)描述人們?nèi)粘３鲂蟹绞?，學(xué)習(xí)一般現(xiàn)在時(shí)，一個(gè)生活中離不開(kāi)的時(shí)態(tài)。Section B的教學(xué)是在已有基礎(chǔ)上展開(kāi)的，重視讀寫(xiě)，設(shè)置了要求運(yùn)用所學(xué)語(yǔ)言完成的各種任務(wù)，使學(xué)生能夠?qū)σ呀?jīng)學(xué)過(guò)的目標(biāo)句型運(yùn)用自如。Self-check是課后自我表現(xiàn)檢測(cè)，對(duì)本單元所學(xué)詞匯的檢測(cè)，添加生詞，創(chuàng)設(shè)一段問(wèn)路的生活情景，最后在Just for fun小幽默中輕松愉快地結(jié)束本單元。二、教學(xué)目標(biāo)I知識(shí)能力目標(biāo)：a.培養(yǎng)學(xué)生的閱讀能力和寫(xiě)作能力。b.詞匯掌握：North America, school bus, depend, by boat, must, carc.鞏固和掌握句型： How do you get to school? How does it take? How far is it fromto ?Most students ride their bikes to school. Many students walk.Some students drive.Other students take the bus.A small number of students take the subway.How far do you live from school?I live 10 miles from school. II過(guò)程與方法：聽(tīng) 說(shuō):學(xué)會(huì)談?wù)摻煌üぞ吆途嚯x；學(xué)會(huì)合理安排行程，并合理選用交通工具。讀 寫(xiě):學(xué)會(huì)設(shè)計(jì)實(shí)踐調(diào)查報(bào)告中的問(wèn)題，并提出解決問(wèn)題的簡(jiǎn)單方案.III情感態(tài)度價(jià)值觀目標(biāo)：不同的出行目的可以選擇不同的交通工具.不同交通工具帶來(lái)不同的心靈感受,讓學(xué)生懂得從環(huán)保這一角度出發(fā),了解交通工具給環(huán)境帶來(lái)的影響.三、教學(xué)重難點(diǎn)本課需要重點(diǎn)掌握句型：A ：How do you get to school? How does it take? How far is it fromto ?要求學(xué)生能替換關(guān)鍵詞造新句并在實(shí)際情景中自如運(yùn)用。B：閱讀與寫(xiě)作。本課時(shí)的難點(diǎn)是：在真實(shí)的環(huán)境中使用本單元目標(biāo)語(yǔ)言；寫(xiě)作。四、教學(xué)策略方法（1）直觀教學(xué)法：充分利用圖片與實(shí)例，創(chuàng)設(shè)真實(shí)的情景，引起學(xué)生學(xué)習(xí)興趣。（2）聽(tīng)說(shuō)教學(xué)法：以聽(tīng)、說(shuō)、讀、寫(xiě)、練為主，通過(guò)對(duì)本課重點(diǎn)句型的學(xué)習(xí)培養(yǎng)學(xué)生聽(tīng)力、口語(yǔ)以及書(shū)面語(yǔ)的能力。（3）任務(wù)型教學(xué)法：設(shè)計(jì)各種活動(dòng)如結(jié)對(duì)活動(dòng)、小組合作，促使學(xué)生為用而學(xué)，增強(qiáng)集體榮譽(yù)感。五、教具準(zhǔn)備：Music, pictures, cards六、教學(xué)過(guò)程Step Warming-up and revision 1. Greet the class as usual and enjoy an English song.2. Check the homework.Ask some students to report how their parents get to their offices. If they use these words “first, next, then” , give them presents and praise them.Step Presentation. Show some new words on the screen. Then teach the new words and ask students to repeat.north n. 北部；北方 east n. 東方；東部south n. 南方；南部 west n. 西方；西部North America 北美洲school bus 校車(chē)although pron. 雖然，即使，盡管depend v. 依賴(lài)；依靠 depend on by boat 乘坐小船must aux. v. 必須；一定要river n. 河流 lake n. 湖泊than 與，比Step Reading ( Work on 3a )1. First play the recording of the article to students.2. Now let students read the article again. Then have them look at the five sentences on the screen.（1）In North America, not all students take the bus to school.（2）Other parts of world are different from the United States.（3）In Japan, the three most popular ways of getting to school are bus, train and bike.（4）In China, bikes and buses are the most popular means of transportation.（5）Students in Hongshan Lake and Kaishan Island have to take a boat to get to school. 3. Read again the passage carefully and answer thesequestions: (1)How do most students go to school in North America? (2). How do most students go to school in Japan?(3). How do students usually go to school in big cities in China?Step 3b1. First let students look at the chart. This chart shows how students get to Garden High School. There are 175 students riding their bikes to school. The number 175 means most. ( That is the sample answer. ) At Garden High School most students ride their bikes to school. ( Make sure students know what to do. )2. Ask them to finish the activity individual-ly according to the chart. 3. Then check the answers.Step Task 1. Task one : Make a survey ( Work on 3c )2. Task two: Survey Find someone who 3. Task three: Tomorrow is National Day . Tomorrow is National Day . Where are you going? How are you going?Step Game What other transportations do you know? Well, lets make a petition. Show some pictures of other transportations. Lets who know more than others. ( Maybe students can exert their imagination. )Step Self Check 11.First tell students to use these words: “ride, take, live, think of and get to” to fill in the blanks. Ask them to do thisexercise individually.2. Then check the answers3.Then ask students to make their own sentences with the words.Step Pair work : Self-check 2 First let students look at the picture. Imagine you meet an American who needs help. His friend is ill in hospital. He has got a map. But its a Chinese map. He doesnt know Chinese. Can you tell him how to get to the hospital?Step Just for Fun! cater pillar 毛毛蟲(chóng) butterfly 蝴蝶 Ask students to read the cartoon to themselves.How do they get to school?The cater pillar walks.The butterfly flies.Step SummaryToday weve learnt some key vocabulary and done some reading and writing practice. And then pay more attention to the usage of take Step Homework1. Write 3c down in your exercise book2. Finish off the exercises. 七、板書(shū)Unit 5 How do you get to school? 175 most by boat 100 many depend on 50 some more + (adj)+ than 40 other a part of parts of 30 a small number not all 八、反思本節(jié)課根據(jù)新課標(biāo)提出的以學(xué)生為本的教學(xué)理念，注重學(xué)生興趣和實(shí)際應(yīng)用英語(yǔ)能力的培養(yǎng)，把掌握知識(shí)，形成技能，發(fā)展能力與培養(yǎng)學(xué)生個(gè)性健康發(fā)展結(jié)合起來(lái)，努力創(chuàng)設(shè)真實(shí)情境，在真實(shí)的情境中培養(yǎng)學(xué)生英語(yǔ)學(xué)習(xí)的積極情感和語(yǔ)言實(shí)踐能力、文化意識(shí)，為學(xué)生的可持續(xù)發(fā)展打下堅(jiān)實(shí)基礎(chǔ)。