鲁教六年级下学期unit5Howdoyougettoschool_SectionB2a-3d教案

How do you get to school? Section B (Reading) 2a-3d 教材分析 Section B 是对出现交通方式之一话题进行更深入的探讨，语境更加复杂。 Reading 部分介绍了一个偏远山村孩子上学的故事。这一题材展现了偏远地区孩 子上学的健康，目的是为了唤醒城市孩子的关注，同时让他们懂得并珍惜自己 的生活和学习条件，从而更加努力地学习。2a 旨在培养学生的预测能力，2b 侧 重于语篇信息的理解，2e 活动则是利用句子填空的方式来强化、巩固对阅读内 容的理解，填空内容均为描述性的词语，正是这些词语形成了对文段细节的描 述。 这部分的教学重点是培养学生的阅读能力，向学生渗透阅读策略，包括预 测语篇信息和获取具体信息，对信息进行加工的策略。另外，利用语境学生生 词也是教学重点。 学情分析 初一的孩子刚接触英语学习，尤其是像 Crossing the River to School.这样篇 幅较长，句子较长的阅读材料对于他们来说难度不小。有难度的阅读材料，生 词生句多，学习注意力不能长时间集中的因素都影响着篇章阅读的教学。 怎样吸引学生的注意力，降低阅读难度是本节课应该考虑的两个问题。 生词教学放在语境里学习加上简笔画的配合，会把难度降低便于学生接受。 有递进式特点的阅读问题，把篇章化整为零，循序渐进，利于学生理解篇章内 容。在学习具体篇章内容的时候，借助课件中的图片及 Mind-map 帮助学生理解 并整合信息。在学习完篇章整合提升环节中，通过两个读后任务来帮助学习反 馈总结，一是根据文章内容选词填空，另一个是角色扮演采访，为学生提供一 个输出的平台。 教学目标： 1. 语言知识目标: 1) 能掌握以下单词: village, bridge,quickly,ropeway,cross,afraid,leave,come true ,be like,go on a rope way 2) 能掌握以下句子: It is easy to get to school. There is a very big river between the village and the school. He is like a father to me. 2.通过对语篇的学习掌握预测语篇信息、获取信息整合信息的阅读策略;利用语 境学习生词，猜测词义。 3.通过展现偏远地方孩子上学的艰苦,让学生懂得珍惜自己的生活和学习条件, 从而更努力地学习。 教学重难点: 重点:理解课文内容以及感知课文的结构和框架。 难点:重点句型的掌握及信息的加工。 教学过程 Part 1 Lead in T: Draw a picture on the blackboard. Ask the students to read the new word one by one. S: Follow the teacher to read the new words. T: There lives two girls in the village. Next, let’s watch a video about them. And ask the students a question: Where do the two girls go? S: Watch the video. After watching, try to find the answer. They go to school. T: How do you go to school? S: Answer the question. I go to school on foot/ by bus/ by bike/by car. 设计意图： 通过简笔画导入，吸引学生的注意力，创设情境为学生学习新单词 并且为学生进入篇章的阅读打下基础。 Part 2 Reading T: Oh, I see. It is easy for you to go to school. But the two girls go to school on a ropeway. It is difficult for them to go to school. But why do they go to school on a ropeway? T: Read Paragraph 1 and try to answer the question S: Read and then answer. S: According to the picture, the students try to retell paragraph 1. 设计意图：通过学生的上学方式和山区孩子的上学方式作为对比，让学生体 验到自己的学习生活条件要好于山区孩子的条件。利用课间里图例及重点词汇 的帮助，有助于学生对第一段的理解，2 个原因促成山区孩子要坐索道上学，分 别是有河没桥以及水流流速太快没法行船。并且为学生复述第一段主要内容降 低了难度。 Part 3 T：Liang liang, a 11-year-old boy also lives in the village. Ask the students to read Para 2 and answer three questions. Does he cross the river to school? Is he afraid? Does he like his school? Why ? S: Read Para 2 and answer the questions. T: According to the picture, make an example to retell Para 2. the the villagevillage the the schoolschool a big rivera big river no bridgeno bridge the river runs quicklythe river runs quickly There is There is ……between between ……and and …… There is noThere is no…….and the river.and the river…….... So they cross the river to school on a ropeway.So they cross the river to school on a ropeway. Why do they go to school on a ropewayWhy do they go to school on a ropeway?? He crosses the He crosses the river every day.river every day. He is not He is not afraidafraid, He loves to play with classmates. He loves He loves his teacherhis teacher 设计意图：利用简单的 Mindmap 为学生呈现第二段落中的重点内容，帮助学生 理清思路，复述段落大意。 Part 4 T: The two girls go to school on a ropeway, and Liang liang crosses the river to school. It is difficult for them. And it is also dangerous. I think their parents are worried. So what do they want to have? S: Read Para 3 and try to answer the question. T: It is their dream to have a bridge. 设计意图：阅读问题设置环环相扣，牢牢抓住篇章的重点词汇，引导学生阅读 并理解篇章内容。 Part 5 T：Ask the students to read the text again, and according to the main idea, try to fill in the blanks. The students and the villagers want to The students and the villagers want to have a bridge.have a bridge. I think their dream can come true. Read Paragraph3and answer the question.Read Paragraph3and answer the question. 阅读短文第三段落，回答问题阅读短文第三段落，回答问题 S: Read and fill in the blanks. After that, lisen to the tape and try to follow the tape. 设计意图: 通过对内容的整合提取设计的选词填空的评价练习，检测学生对篇 章内容的理解，提高学生对文本主要内容的整体把握，同时要求学生完成后跟 读，练习口语朗读，将阅读和朗读这两种主要的英语学习方式有机结合起来。 Part 6 T: Ask the students to play in role. Make an interview between the reporter and Liang liang. S: Work in pairs. 设计意图：通过角色扮演采访，创设情境让学生将阅读的内容内化变成自己的 语言输出，达到阅读的最终目的，整合并输出。 Homework： For the students in the village, it is ______ For the students in the village, it is ______ to get to school. They have to cross a veryto get to school. They have to cross a very ____ river between the village and the school. ____ river between the village and the school. They canThey can’’t go to school by boat because the t go to school by boat because the river runs too _______. But Liang liang is not river runs too _______. But Liang liang is not _______. He _______ his school.The students _______. He _______ his school.The students and the villagers want to have _______.and the villagers want to have _______. bigbig difficultdifficult quicklyquickly a bridgea bridge loveslovesafraidafraid 角色扮演采访角色扮演采访 RR LL R:Hello! Liangliang! How do you go to school? L:….. R:Why? L:…… R:Are you afraid? L:…. R:Do you like your school? L:…… R:What is your dream? L:….. Homework:Homework: 两人一组，继续角色两人一组，继续角色 扮演采访。扮演采访。