C教案板书设计

Unit2 Different Ways to go to school 六(2)班陈韫老师教学目标

1. The kids can understand the text and get the key information: Different ways to go to school. They can answer the questions on the book. They can match the ways and the places correctly. 2. The kids can retell the text with main information: Some children go to school…in….

3. The kids can read the text after the tape.

4. The kids can know there are different ways to go to school and write a short passage about their different ways to go to school.

5. The kids can know whatever we take, we must know the traffic rules. And they can try to make a big poster together. 教学重点

1. The kids can understand the text and get the key information from i t.

2. The kids can retell the text with the key information.

3. The kids can match the ways and the rules.

教学难点

1. To know the places and try to read them.

2. To know the sentences: It snows a lot. But in 20009, they

went to school by plane because the ferry didn’t work. 教学准备

PPT word cards sentence cards

设计理念

1. 定位读写课。

新版教材中Read and write的课文以信件、故事、广告等多种形式出现,既呈现了单元的主话题,又在综合运用上提出了更高的要求。读写课的目标:学生能够在图片的帮助下读懂文本内容;能够在语境中理解生词的意义;能够按照正确的语音、语调和语气朗读文本;能够完成读后的读、写任务。

2. 解读读写课。

本课课文的形式为杂志文章,内容为不同国家孩子不同的上学方式,和学生生活实际远,难点较多。为了抓住主线,突出重点,我将本课的教学目标定为:阅读,理解,匹配国家和上学方式;用核心句简单复述课文主要内容;听录音,跟读课文;简单了解地名;了解不同上学方式要遵守的规则;写写身边的different ways to go to school, 一起制作简单的poster.

3. 操作读写课。

根据目标定位和教材解读,我将本课的教学思路定为:(1)梳理主线。围绕different ways to go to school 展开,并了解相关rules。(2)有所取舍。本课难点较多,对地名只做了解,降低朗读要求。(3)精读和泛读结合。通过初读、再读、精读、仿读,帮助

学生获取信息,理解课文。(4)文化和阅读方法的渗透。

教学过程

Step one:Warning-up / Revision.

1. Enjoy a song: “ Transportation song”

2. Greet with the kids.

3. Review the ways to go

Present the ways on the board:

by sled by ferry

Step two: Presentation.

1.Talk about our ways to go to school.

T--How do you go to school? Ss-- I go to school by/on... Ss--How do you go to school? T-- I usually go to school by car. But today I went by bus because the car didn’t work.

2. How did grandpa go to school?

Read the dialogue between Robin and Grandpa.

Lead in the topic: Different ways to go to school.

3.How does Robin go to school?

(1) Guide the kids to read the text and answer the question: --How many places can you find in the text?

Present the four places on the board.

Simple introduction of the four places on PPT.

(2) Guide the kids to read the text again and tick or cross:

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

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

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

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

(3) Guide the kids to read the text again and answer the question: --How many ways can you find in the text?

Present the four ways on the board.

(4) Guide the kids to match the places and the ways on the board. ----In…, how do the children go to school?

Step three: Practice.

1. Learn the text passage by passage.

Talk about the picture, the place and the way.

Passage1: the sentence structure:

Some children go to school _________ in _______, _______. Passage 2: Understand the sentences.

Some children go to school _________in _______, _______. Passage 3: Change the sentence.

Some children go to school _________ in _______, _______. Passage 4: Understand the meaning.

Some children go to school _________ in _______, _______. But in 2009, they went to school_________.

Listen to the tape and read after it.

Put different stress and intonation on each passage:

Know the traffic rules at the same time.

Step four: Extension.

1. Guide the kids to retell the text.

2. Write a passage and make a poster together: Different ways to go to school around us.

3. Talk about traffic rules and suggestion for the kids Safety is more important.

Step five: Homework.

(1) Listen and imitate reading the text.

(2) Finish the exercise on the workbook.

(3) Search the information on the line and finish the sentences on the paper.

设计意图

一首欢快的交通歌曲活跃课堂氛围,吸引学生的目光。

通过Robin的Ipad呈现的过去不同的出行方式,复习词组与句子。并教学新的两个词组。

师生之间关于出行的问答,在图片的帮助下理解didn’t work 的含义。

快速阅读文本寻找关键信息,了解难点句型went to.... 泛读:

初读,找到不同的地点;再读,判断对与错;找到不同的地点。请学生进行阅读后的信息检索和匹配。

精读,各段有侧重点学习,提炼主要句子结构,为复述做铺垫,同时结合交通规则和建议。在跟读的过程中,教师注重引导学生升降调和连读。

延续different ways 主线,结合学生生活实际,写写身边的different ways to go to school.并完成课文要求,制作poster. 板书设计

Unit2 Different ways to go to school

B Read and write

Some children go to school _________ in _______, _______. on foot Munich, Germany

by sled Alaska, USA

by ferry Jiangxi, China

by plane Papa Westray, Scotland

课后反思

本课课文的形式为杂志文章,内容为不同国家孩子不同的上学方式,和学生生活实际远,难点较多。为了抓住主线,突出重点,我首先梳理主线。围绕different ways to go to school 展开,并了解相关rules。这篇文章虽然篇幅很短,但难点较多,我依据自己的设计进行取舍,对地名只做了解,降低朗读要求。把连读直接放在文章当中,在跟读的时候直接把连读和语调一起强调渗透。在阅读指导的时候,

我注意精读和泛读结合。通过初读、再读、精读、仿读,帮助学生获取信息,理解课文。此外,我还加强了文化的渗透,通过对过去出行方式的欣赏和中国各地学生出行方式的演练,开阔了学生的视野。但是课无完课,总是存在一些不足之处,比如交通规则的渗透,就存在些欠缺,希望自己能再改进。