Unit2 Ways to go to school第2课时（教学设计）人教PEP版英语六年级上册

第二课时

课时内容

A  Let’s try ；Let’s talk

课时分析

本课时是人教版六年级上册第二单元的第二课时，与第一课时密切相关，聚焦于“上学的交通方式”主题。课堂内容围绕对话情景展开，通过对话，学生将学习如何用英语表达上学的交通方式，包括句型“How do you come to school? I usually/sometimes/often come...”以激发学习兴趣。第一课时中学习的交通方式词组为本课的前置知识。本节课的重点在于能够在具体情景中应用句型“How do you come to school? I usually/sometimes/often come...”来提问和回答。

本课时分为“Let’s try”和“Let’s talk”两个部分。在“Let’s try”部分，通过Mike和Amy早晨到校后的对话，进行听力训练。这为后续进入“Let’s talk”部分的正式对话提供了人物和情境信息。在“Let’s talk”部分，通过Mike、Amy和Mrs. Smith早晨到校后谈论上学交通方式的情景，展现了真实的场景，激发学生的学习兴趣，促使他们希望用英语表达自己的想法。

本课涉及的词组包括“by bike, by car, by bus, on foot”，这些词组在第一课时已经学过。频度副词“usually, sometimes, often”也在五年级下册教材中出现过。因此，教学中会通过问答、歌曲等方式进行知识复习，帮助学生回顾已学知识。然后，教师将结合自主学习和引导教学方法，帮助学生更好地理解和应用所学语言。最后，通过游戏和“我是小小调查员”等活动，巩固并运用所学语言。

课时目标

1. 能够听、说、读、写句型：How do you come to school? Usually, I come on foot.
2. 能够很好地完成Let’s try。
3. 能够理解对话的主旨。
4. 能够按照正确的意群、语音和语调朗读对话。
5. 能够在具体情景中运用句型How do you come to school? I usually/sometimes/often come...进行提问和回答。
6. 通过活动激发学生的英语表达热情，保持对英语学习的兴趣。

课时重难点

1.重点

（1）能够听、说、读、写句型：How do you come to school? Usually, I come on foot.

（2）能够成功完成Let’s try练习。

（3）能够理解对话的主旨。

（4）能够根据正确的意群、语音和语调流利地朗读对话。

（5）能够在情景中灵活运用句型How do you come to school? I usually/sometimes/often come...进行提问和回答。

2.难点

（1）准确理解单词"early"的含义。

（2）在适当情境中灵活应用句型How do you come to school? I usually/sometimes/often come...进行提问和回答。

教学准备

 多媒体课件、词卡、录音机、磁带、调查表

教学过程

Step 1: Warm-up

1.   Greeting T: Good morning, everyone. Ss: Good morning, teacher. T: Nice to see you all again. Ss: Nice to see you too. T: So, what do you usually do on the weekends? S1: I usually... S2: I often..., sometimes... (Write the words "usually, often, sometimes" on the board) ... Teaching resources: PowerPoint slides Design intent: Through greetings and communication, foster a closer teacher-student relationship, while reviewing frequency adverbs and setting the stage for today's lesson.
2.   Review some phrases. a. T: Fantastic! Now, let's review some phrases. (Display word cards for "by bus, by taxi, by ship, by train, by subway, by plane, on foot" on the screen. Students say the corresponding phrases.) b. Students read the phrases together: by bus, by taxi, by ship, by train, by subway, by plane, on foot. Teaching resources: Word cards Design intent: Solidify the content from the previous lesson through word card recognition, preparing for the upcoming learning.
3.   Let’s sing. Teacher plays the song "How do you get there?" and students sing along. Teaching resources: Recording device, tape Design intent: Capture students' attention through the song, liven up the classroom atmosphere, and review content from the previous lesson.

Step 2: Lead-in

1.   Let’s try (1) T: Who are they? (Present the illustration from "Let’s talk") Ss: They are Mike and Amy. T: And who's this lady? Ss: She's Mrs. Smith. T: Where are they? Ss: They are at school. T: Amy and Mike meet Mrs. Smith this morning. What do you think they are talking about?

(2) Listen to the recording, judge true or false. Students listen to the recording, determine true or false, and mark it in the appropriate place.

(3) Teacher checks the answers. Teaching resources: Recording device, tape Design intent: Through prediction, guide students to listen to the recording with purpose, cultivate their listening skills, and obtain key information from the "Let’s talk" section.

2.   Let’s chant. Play the recording of "Let’s chant," and students clap and chant along with the rhythm. Teaching resources: PowerPoint slides, recording device Design intent: Use the song and rhythm to create an active classroom atmosphere, transitioning to the next section.

Step 3: Presentation

1.   Teaching “How do you come to school? I usually/often/sometimes come to...” (1) T: I usually come to school on foot. How about you? (Write the question on the board and point to guide students to understand the sentence structure) S1: I usually come to school... (Write the sentence "I usually come..." on the board) S2: I often come... (Guide students in answering) S3: I often come... Sometimes I come... (Have a few students who use different modes of transportation answer, and ask why they choose that mode at the appropriate time.)

(2) Read aloud the frequency adverbs "usually, often, sometimes," and point to guide students to grasp them. Introduce "always" and "never," combined with a chart to explain and help students understand.

(3) Practice dialogue in groups. A: How do you come to school? B: I usually/often/sometimes come... It's near/far/not far.

(4) Pair practice. Teaching resources: PowerPoint slides Design intent: Elicit students' desire to express through their own experiences, making learning more enjoyable.

2.   Let’s talk (1) Understand the dialogue content through pictures. T: Look at the picture. Who are they? (Write the sentence) What are they talking about? Please read the dialogue.

(2) Understand the sentence "You're early."

(3) Read the text again, discuss questions in groups. ① How does Amy go to school? ② How does Mike go to school? ③ How does Mrs. Smith go to school?

(4) Nominate students to place images in corresponding positions. Amy Mike Mrs. Smith usually often sometimes

When answering the third question, nominate a student and ask where they found the information. Then explain the sentence "I usually walk," guide students to understand "walk," emphasize the synonym "I come to school on foot," and help students understand "That’s good exercises."

(5) Understand the usage of "go" and "come." The teacher guides students to compare the sentence patterns "How do you come to school?" and "How do they go to school?" Students consider the similarities and differences, aided by illustrations to help them understand the difference between "come" and "go."

(6) Listen to the recording and read along with the recording.

(7) Role-play the dialogue.

(8) Perform the dialogue. Teaching resources: PowerPoint slides, recording device, tape Design intent: In this section, first understand the dialogue as a whole, capturing key information, and then gradually grasp the details to develop students' reading skills.

Step 4: Practice

1.   Activity: "Who's Right?" The teacher says a sentence, like "I go to school by plane" or "I come to school by ship." Students quickly judge whether the sentence is logical. If logical, they read along; if not, they cross their arms to indicate it's incorrect. The teacher demonstrates a few times and then lets students take turns saying sentences. Design intent: Through this activity, train students' ability to understand sentences while adding an element of fun.
2.   Activity: "I'm a Little Investigator." Students investigate how their classmates go to school, fill in the survey table on page 14, and summarize the class's results. Reference sentence: —How do you go to school? —I usually/often/sometimes... Design intent: Create a scenario, exercise students' oral expression ability, and apply the learned sentence patterns.

Step 5: Summary T: So, what have we learned today, classmates? Students share their thoughts, and the teacher organizes the points.

1.   Learned a new vocabulary word: "early."
2.   Learned sentences to discuss modes of transportation: "How do you come/go to...? I usually/often/sometimes go/come..."
3.   Understood the meaning of "I usually walk," and learned the synonymous sentence "I go/come to... on foot." Design intent: By having students summarize, help them consolidate the learned content and deepen their memory.

板书设计

                           A  Let’s talk       

               频度副词                                      

               always       How do you come to school?        early早到的      

        usually       I usually/often/sometimes come...    I usually walk.      

                often                                     =I come to school on foot.

              sometimes