Unit2 Ways to go to school第3课时（教学设计）人教PEP版英语六年级上册

这是一份Unit2 Ways to go to school第3课时（教学设计）人教PEP版英语六年级上册，共5页。
第三课时课时内容 B let’s learn； Role-play课时分析本课时是人教版六年级上册第二单元第三课时，紧接前两课时关于交通方式的学习，转向介绍交通规则的内容。学生将通过对话学习交通规则的相关词汇和句型。Let’s learn版块通过场景设置展示了Mrs Smith和学生过马路的情景，引入了交通灯、等待、减速、通行等词汇。而Role-play则以角色扮演的方式让学生在真实语境中运用所学知识，向学生传递遵守交通规则的重要性，以此激发学生对英语学习的兴趣和信心。虽然本课时是新内容的学习，但是在前面的课时中学生已经接触过部分相关单词，为本课时的学习奠定了基础。在教学过程中，将采用多种教学方法，如情景教学法、合作教学法等，使学生在愉快的氛围中更好地理解和运用所学内容。同时，通过真实的情境和角色扮演，将学生引导到实际交通场景中，使他们能够更好地理解交通规则的重要性。课时目标（1）能够听、说、读、写单词和词组：traffic lights, wait, slow down, go。（2）能够听、说、认读句子：Slow down and stop at a yellow light. Stop and wait at a red light. Go at a green light。（3）能够熟练应用句型...must... 来提出建议。（4）了解基本交通规则，包括红灯、黄灯、绿灯的功能。课时重难点1. 重点（1）能够通过对话学习单词和词组：traffic lights, wait, slow down, go，以及句型...must... 的表达。（2）理解交通规则，包括三条交通规则和句型...must... 的表达。（3）能够运用所学内容，向学生传递遵守交通规则的重要性，激发学习英语的兴趣和信心。2.难点（1）准确掌握并运用句型...must... 提出建议。（2）理解并运用交通规则相关的词汇和词组。（3）在角色扮演中灵活运用所学内容进行真实交流。教学准备 课件、自制轮盘、词卡、录音机、磁带教学过程Step 1: Warm-up                  Greeting T: Good morning, everyone. Ss: Good morning, teacher. T: How are you today? Ss: I’m fine, thanks. How about you? T: I'm fine too. What's the weather like today? Ss: It’s sunny/... T: How do you come to school? Why? S1: I come... It's far/near. ... Design intent: Foster a closer teacher-student relationship through interactive greetings, while reviewing previous knowledge.                  Play a game. Teacher spins a spinner and guides groups to practice the sentence pattern "How do you come to school? I come..." (The spinner contains pictures of transportation modes like "on foot, by bus, by car, by bike, by taxi, by subway" in different colors.) Teaching resources: Homemade spinner Design intent: Design a game to liven up the classroom atmosphere and reinforce knowledge from the previous lesson.Step 2: Lead-in T: Look at the pictures. (Display various types and colors of traffic lights on the screen.) What are these? Ss: They are traffic lights. (Chorus the words "traffic lights") T: That's right. There are various types of traffic lights around us. Do we see lights in different colors in our city? Ss: Yes. Neon lights, traffic lights... (Guide students to mention, write the words "traffic lights" on the board, and draw a simple outline of traffic lights.) Teaching resources: PowerPoint slides Design intent: Through guided communication, naturally introduce the topic of traffic lights ("traffic lights").Step 3: Presentation                  Learn about "traffic lights". T: Observe the traffic lights. Now, please follow me in saying the words. (Students read the colors and names of the lights together.) How many colors do traffic lights have? Ss: Three. T: And what are they? Ss: Red, yellow, and green. (Students read the color words, teacher draws a simple diagram of traffic lights on the board, marking red light, yellow light, green light.) Design intent: Introduce traffic lights and colors in a vivid way through drawing and student participation.                  Learn "traffic rules" (1). T: What do these lights mean? Do you know? S1: ... (Students describe in Chinese.) T: This is a red light. What should we do? Ss: We must stop and wait. (Write "Stop and wait" on the board, guide reading, point to understand, chorus together.) This is a yellow light. What's the rule? Ss: We must slow down and stop. (Write "slow down and stop" on the board, guide students to connect with pronunciation rules, then sound out "slow," understand the phrase "slow down," chorus together.) This is a green light. What's the meaning? Ss: We can go. T: Correct. (2) Read the chant together. (3) Play a game. Teacher plays the game "Follow the Instruction, Do the Action" with the whole class. For example, the teacher says "Red," students respond with "Stop and wait," and perform the corresponding action. If they get it wrong, they're out. (4) Learn the traffic rules. T: When can we go? Ss: Green light. T: Right. We can say "Go at a green light." (Write "at a" on the board, chorus the sentence.) When do we need to stop and wait? Ss: Stop and wait at a red light. (Guide students to say and understand the sentence.) T: What do we do at a yellow light? Ss: Slow down and stop at a yellow light. (5) Listen to the tape and follow the tape. (Play the recording, students repeat the traffic rules.) (6) Read the traffic rules. a. Teacher reads aloud, students read aloud. For example, teacher says "Go," students chorus "at a green light." b. Group reading, boys and girls take turns. (7) Remember the traffic rules. Teaching resources: PowerPoint slides Design intent: Through real-life situational teaching, connect knowledge with life, stimulate students' interest. The application of nursery rhymes and games makes the learning process more relaxed and enjoyable, while improving learning outcomes.                  Learn the dialogue. (1) T: Look at the picture. (Display the textbook illustration) Who are they? Ss: They are Mrs. Smith, Mike, Amy, and John. T: Where are they going? Ss: They are heading to the nature park. T: Where are they now? Ss: They are at the intersection. T: They need to follow the traffic rules. (2) Listen to the tape and follow the tape. T: Does Mike want to go at a red light? Ss: No. They must stop and wait. (Write "must" on the board, guide understanding, chorus the word.) (3) Read the dialogue in pairs. (4) Create a new dialogue. (5) Role-play the dialogue. Teaching resources: Recording device, tape Design intent: Through listening and repeating, guide students to focus their attention and enhance their speaking and listening abilities. Dialogue creation and role-playing expand students' thinking, imagination, and comprehensive application skills.Step 4: Practice                  What’s next? Teacher displays a set of word cards, students quickly recognize and read them. Then, students recall and read the words in order. After reading all the words, the teacher suddenly stops and asks, "What's next?" Students say the next word based on their memory. Teaching resources: Word cards Design intent: Help students master the learned vocabulary proficiently and enhance their memory.                  Role-play (1) Divide students into groups of four. One student plays a blind person, another one or two students act as tour guides, and one or two students play the role of traffic lights. (2) Guide students to create dialogues. Sample sentence pattern: A: Excuse me, how can I get to...? B: Go straight/left turn/... Let me help you. It's at the... light. Slow down and wait/stop and wait/go... A: Thank you. (3) Group performances of the dialogues. Teaching resources: Traffic light cards Design intent: Through this activity, enhance students' group cooperation awareness and achieve the goal of communication in real situations.Step 5: Summary T: What did you learn from today's lesson? Students freely share their thoughts, and the teacher summarizes.                  Learned new words and phrases: slow, slow down, stop, wait, go, traffic, traffic light.                  Learned three traffic rules: Slow down and stop at a yellow light. Stop and wait at a red light. Proceed when the green light is on. Design intent: Encourage active participation in discussions, help students systematically organize learned content for better memorization. 板书设计                        B Let’s learn       traffic lights                         ....must....                         …… 必须……