PEP小学英语教学设计Book 7
Unit 2 ways to go to school
一．教学目标
1.  能听、说、认读本课的重点单词：sled, ferry, Alaska, Scotland;
2.能利用句型“Some children go to school by （不同的交通方式）in （某些地点）.”去描述不同地方孩子上学的交通方式。3．培养学生学习的兴趣及从文中出关键信息的能力，鼓励学生积极合作，引导学生了解不同地方不同的交通方式。
二．教学重点
西红柿做法本课中目标句型“Some children go to school by （不同的交通方式）in （某些地点）.”的运用和单词“sled, ferry, Alaska, Scotland”的掌握
三．教学难点：
1单词Papa Westray，Alaska的发音；
2 学生查关键信息能力的培养；
四．教学准备：
PPT课件、句子卡片、
五．学生情况分析
孩子多动怎么办本次上课学生为六年级的学生，经过了三年多的英语学习，他们有相对比较好的英语基础，但在自由表达方面存在困难，因此教学设计中我突出了教学的多样性和层次性。我从学生的知识和生活环境出发
多方面考虑，在教学设计中突出课程标准中“以人为本”的理念，设计贴近学生的学习实际和生活实际。
六、教学过程
1.Warming-up
1）Greeting:
T: Good afternoon，boys and girls.
Ss: Good afternoon, Amy.
（设计意图：与学生口语的对话，拉近教师与学生的距离。）
element是什么意思2）Free talk：
T: I come to school by car. How do you go to school?
S1: On foot.
S2: By car.
T: How do you go home?
S3: By school bus.
S4: On foot.
T：So we can go to school by car, by bus, on foot. Anything else?
S5: By taxi.
S6: By subway.
T: And when we go to the university, we can go there by plane, by train, by ship.(肢体语言：plane——胳膊向上，train——胳膊平举，ship ——胳膊向下）
设计意图：利用free talk中的问句---How do you go to school? ---On foot/ 激活学生的思维，为新课的语言知识做好铺垫。）
二、presentation
1)lead in:
T: can you think of more ways to go to school?
T: OK. I will introduce two special ways to go to school.
T: Look at the screen, what are they?
S: They are dogs.
T: Yeah. But they can drive. We call it sled.
教读sled：s——/s/, l——/l/，e——/e/，d——/d/, sled——/sled/ T/Ss: Some children go to school by sled.
T: Another way. Look. What’s this?
Ss: Ship.
T: What’s this?
Ss: Boat.
T: How about this one?
S: Ferry.
T: Yes. Ferry.
教读ferry：f——/f/, e——/e/,r——/r/, y——/i/，ferry——/feri/
T/Ss: Some children go to school by ferry.
T: Do you know where the children go to school by ferry/by sled?
T: Today, let’s know different ways in different countries.
(设计意图：结合已经学过的交通方式，引出本节课要学习的交通方式，同时为接下来的阅读环节扫清障碍。）
2）Presentation:
Listen and answer：
T: Now please listen and answer: How many countries are there？
T: OK. How many counties are there? Who can answer?
S: Four.
T: Maybe. Let’s check. The first one is ...
Ss: Germany.
T: The second one is ...
Ss: The USA.
T: the third
Ss: China.
T: The last one is ...
Ss: Scotland.
T: Scotland is not a country. It’s just a big part of the UK, clear?
T: Now, let’s look at one by one.
(设计意图：通过一个总括性问题引导学生进入文本，整体感知文本，熟悉文本。通过答案，扫除两个生词：Germany和Scotland带来的阅读障碍。）
Listen and fill:
T: Look. This is Munich, Germany. The buildings are very different from ours, right?
Ss:Yeah.
T: Now, please listen and fill: How do the children go to school in Munich, Germany?
T: Who can try?
S1: On foot.
T: Yes. Let’s read together.
Ss: Some children go to school on foot in Munich, Germany.
T: Now, look at this table.
张骞出使西域的故事（设计意图：通过问题的提出让引导学生带着问题听文本，寻答案，学生既学到了知识，也锻炼了其听力及捕捉信息的能力。）
T: In Munich, Germany, the children go to school on foot. How about Alaska? Let’s read and fill in the table.
T: Look. Alaska, USA. How is the weather？
Ss: It’s snowy and cold.
小学英语教学设计T: So can you guess the way to go to school here?
Ss: By sled.
T: Maybe. Let’s check. First. Let’s read.
Ss: In Alaska, USA, it snows a lot. Some kids go to school by sled. It’s fast.
T: How do the kids go to school in Alaska, USA?
Ss: By sled.
T: (圈出答案）Yes. Because it snows a lot. It means maybe there is a big snow. Maybe it always snows.
T: Look at the table, We can say: In Alaska, USA, some children go to school by sled.
（在展示文本之前，要求学生根据图片猜测当地学生上学的交通方式，既激发了学生的好奇心也可以锻炼学生的推断能力；先读后填有利于学生更好地感知整体文本，同时关注其他与本问题不想关的细节，领会更多；在学生回答完问题后，再在文中圈出正确答案，展示给学生了阅读和查信息的方法和技巧。）
Group work：read, find and fill
T: How about other places and ways? Now, boys and girls, five studentswin8 1升级到win10