Page3Thefifthperiod（第五課時）PartBReadandwrite?教學內容與目標課時教學內容課時教學目標Readandwrite·通過頭腦風暴活動匯總自己所知的各種上學方式，激活已有的背景學問和儲備詞匯·通過閱讀問題訓練，能夠在語篇中找尋關鍵詞，并能就細微環節進行推理·能夠依據示范的海報完成平安海報的設計·能夠依據例句提示在文段中找到更多同類現象，最終正確朗讀句子?教學重點能夠聽懂、讀懂“Readandwrite”板塊的短文，并能夠依據短文內容完成相應的練習。?教學難點能夠了解不同國家的文化差異和出行方式。?教學打算1.預習《狀元大課堂》《創優作業100分》《狀元作業本》中本課時的相關內容。2.PPT課件?課文錄音?視頻、交通信號燈模型等。Teachingpurpose通過與學生互動，調動學生參加課堂的主動性。通過復習舊知引入本課將要學習的內容，為后面的學習做好鋪墊。?Teachingpurpose通過與學生互動，調動學生參加課堂的主動性。通過復習舊知引入本課將要學習的內容，為后面的學習做好鋪墊。Step1:Pre-reading1.Greetings.2.Review.Holdamodeloftrafficlights.Talkwithstudents.T：Whatdothetrafficlightsmean?Ss：Redmeans…Greenmeans…Yellowmeans…T：Youaresoclever!Doyouknowdifferentcountrieshavedifferenttrafficrules?Forexample,inChina,wewalkontherightoftheroad.ButinEngland,peopleshouldwalkontheleft.Doyouknowanyothercountries’waysoftransportation?Now,let’sseewhatwewilllearntoday!Lead-in.Showsomepictures.(出示課件)Helpstudentsknowthenamesoftheseplaces.Studentsreadaftertheteacher.Step2:While-readingTeachingpurpose通過問題引導學生視察并探討圖片，借助圖片預料教學內容，培育學生的視察實力和邏輯推理實力。通過預料教學內容激活已有學問，并提取與文本有關的學問，進入文本話題。Teachingpurpose通過問題引導學生視察并探討圖片，借助圖片預料教學內容，培育學生的視察實力和邏輯推理實力。通過預料教學內容激活已有學問，并提取與文本有關的學問，進入文本話題。T：Howmanywayscanyouthinkoftogotoschool?Pleasetalkwithyourpartner.Studentsdothe“Brainstorm”.Gatherallthewaystheyknowtogotoschool.（課件出示：本單元學過的上學的方式bycar/bus/bike/subway/taxi/plane/ship/train和onfoot的相關內容）Lookandpredict.Showthepicturesof“Readandwrite”onthePPT.（課件出示：教材P18Readandwrite板塊的圖片）Letstudentsobservethepictures，readthedialogueanddiscussthequestions.Questions：①Whoarethey?(RobinandWuYifan’sgrandpa.Andthegrandpaisill.)Teachingpurpose引導學生帶著問題閱讀文本，整體感知文本，獲得有用信息。利用問題逐步引導學生理解文本，逐步跟隨文本學習新句型。②Teachingpurpose引導學生帶著問題閱讀文本，整體感知文本，獲得有用信息。利用問題逐步引導學生理解文本，逐步跟隨文本學習新句型。③What’sthemagazineabout?(Differentwaystogotoschoolindifferentcountries.)Listenandsay.(1)Showthefourpicturesonebyone.（課件出示：依次出示教材P18Readandwrite板塊的四幅圖片）Letstudentsobservethepicturesanddiscussthequestions.Questions:①Whoarethey?(Theyarestudents/kids/children.)②Wherearethey?(InMunich,Germany.InAlaska,USA.InJiangxi,China.InPapaWestray,Scotland.)③Howdotheygotoschool?Letstudentsreadthetextquicklyandfindthewaysofthechildrentogotoschool.Teachingpurpose運用任務型教學方法，設計不同的任務，環環相扣，逐步引導學生跟隨文本學習新詞匯、新句型，對重點句型進行認知和操練，突破教學重點，降低學習的難度。Teachingpurpose運用任務型教學方法，設計不同的任務，環環相扣，逐步引導學生跟隨文本學習新詞匯、新句型，對重點句型進行認知和操練，突破教學重點，降低學習的難度。(3)Checktheanswers.4.Learnthenewwordsandsentences.(1)Playtherecordingagain.（課件出示：教材P18Readandwrite板塊的音頻）Leadstudentstolearnthenewwordsandsentences.①Showthepictureofthesledanddotheactiontohelpstudentsunderstandthephrase“bysled”.（課件出示：雪橇圖片）Dotheactionfastfirst,thendothesameactionslowly.Letstudentsunderstandtheword“fast”.Askstudentstodoandsaythesentences“Somekidsgotoschoolbysled.It’sfast.”“Don’tletthedogsruntoofast.Youmustdriveslowly.”②Showthepicturesofaboat,aferryandashiponthePPT.Helpstudentsunderstandthedifferencesamong“ship,boatandferry”.Dotheactionandteachthephrase“byferry”.Wearalifejackettohelpstudentsunderstandthesentence“Wemustwearalifejacketbyferry.Anddon’trunontheferry.”Writedownthesentencestructure“Somekidsgotoschoolby…”ontheblackboard.Dotheactionsandletstudentsusethesentencestructuretomakesentences.③LeadstudentstolookatPicture4.Askthemtoreadthesentencesandtrytoanswerthequestions.T：HowdothechildreninPapaWestraygotoschool?Teachingpurpose播放錄音,讓學生聽錄音跟讀。引導學生依據正確的意群及語音、語調朗讀對話。Ss：Teachingpurpose播放錄音,讓學生聽錄音跟讀。引導學生依據正確的意群及語音、語調朗讀對話。T：Howdidtheygotoschoolin2009?Ss：Byplane.T：Why?Ss：Becausetheferrydidn’twork.(2)Playtherecording.（課件出示：教材P18Readandwrite板塊的音頻）Letstudentsreadaftertherecording.Payattentiontothepronunciationandtheintonation.Teachingpurpose利用插圖引導學生分組復述原文。最終，帶領學生閱讀后文給出的關于選擇不同交通方式的建議，引導學生對前文的孩子們的不同的出行方式供應合適的建議。5.Teachingpurpose利用插圖引導學生分組復述原文。最終，帶領學生閱讀后文給出的關于選擇不同交通方式的建議，引導學生對前文的孩子們的不同的出行方式供應合適的建議。(1)Letstudentspracticethepassage.(2)Letstudentsactout.(3)Letstudentsretellthewaysofthekidstogotoschoolingroupsbylookingatthepictures.(4)Letstudentsgivesomesuggestionsforthekids.Dividestudentsintosixgroups.Letthemreadthesuggestionsonpage19onebyone.Thenaskthemtochoosethesuitablesuggestionsforthekidsandwritethemdownonpage18.Practicethewordsandthesentences.(1)Playthegameof“Drivethetrain”.Makeupachantofthewordsandthephrases.Askstudentstochantitonebyoneinlines.Giveastickertothestudentwhodoesagoodjob.(2)Playthegameof“Rollthesnowball”.Leadstudentstopracticethekeysentences“Somekidsgotoschoolonfoot./Bysled,youmustdriveslowly./Onfoot,don’tgoataredlight.”Teachingpurpose滾雪球嬉戲可以熬煉學生的快速反應實力，讓學生在嬉戲中進一步鞏固所學學問，加深對本課重點詞匯和句型的理解，體現在玩中學、學中玩的思想，讓學生在課上剛好汲取消化所學學問。Teachingpurpose滾雪球嬉戲可以熬煉學生的快速反應實力，讓學生在嬉戲中進一步鞏固所學學問，加深對本課重點詞匯和句型的理解，體現在玩中學、學中玩的思想，讓學生在課上剛好汲取消化所學學問。Step3:Post-reading1.Playtherecordingof“Tipsforpronunciation”.（課件出示：教材P19Tipsforpronunciation的音頻）Teachingpurpose利用小組調查活動，創建學生說英語的機會，使學生能夠在實際情景中運用核心詞匯和句型。Teachingpurpose利用小組調查活動，創建學生說英語的機會，使學生能夠在實際情景中運用核心詞匯和句型。Doasurvey.(1)Makeamodel：A:Howdoyougotoschool?B:Igotoschoolby/on…(2)Letstudentsaskandansweringroups.Finishthechart.(課件出示：調查表)Thenletthegroupleadermakeareportwiththesentencestructure“…goestoschoolby/on…”Teachingpurpose緊密聯系前面布置的小組調查活動，環環相扣，讓學生能夠在嫻熟運用核心詞匯和句型之后,自由設計海報，學以致用。3.Teachingpurpose緊密聯系前面布置的小組調查活動，環環相扣，讓學生能夠在嫻熟運用核心詞匯和句型之后,自由設計海報，學以致用。(1)Letstudentslistthewaysofthegroupmemberstogotoschool.(2)Letstudentswritedownatleasttwosuggestionsforeachway.Makeamodal:Byferry,youmustwearalifejacket./Don’trunontheferry.(3)Letstudentsmakeaposteringroups.(4)Showtime.?板書設計?作業設計Readaftertherecording.Dotheexercises.(見“狀元成才路”系列叢書《創優作業100分》或《狀元作業本》對應課時作業)?教學反思在本堂課中，以學生為主體、訓練為主線，開展多類型的小組活動，使學生在學中用、用中學。學用結合，激發學生的多元智能學習實力。這節課以句型教學為主，配以簡潔的詞組來運用所學句型。采納chant、滾雪球等多種形式來逐步引導學生操練詞匯和句型，有效地幫助學生鞏固重點詞匯和句型。呈現活動設計豐富，易操作，且具備層次感，有效地提升了學生的核心素養。以學生為本，以解決問題為導向，引導學生自主學習。突出語用功能，聯系學生和班級的實際狀況，設置多個環節，環環相扣，層層深化，幫助學生在真實情景中自然地運用所學語言。?TeachingContents&TeachingAimsReadandwrite·Gatherallkindsofwaystogotoschooltheyknowthroughthebrainstormandactivatethebackgroundknowledgeandthevocabularytheyhavelearned.·Beabletofindthekeywordsinthetextandreasonaboutdetailsthroughsolvingtheproblemsbelowthetext.·Beabletocompletethedesignofasafetyposteraccordingtothedemonstrationposter.·Beabletofindmoresimilarsentencesinthepassageaccordingtotheexamplesentencepromptandreadthesentencescorrectly.?TeachingPriorities·Beabletolistenandreadthepassageandcompletethecorrespondingexercisesaccordingtothepassage.?TeachingDifficulties·Beabletolearnabouttheculturaldifferencesandthewaysoftravellingindifferentcountries.?TeachingProcedures

TeachingStagesTeacher’sActivitiesStudents’ActivitiesTeachingPurposesPre-reading1.Greetings.2.Review.3.Lead-in.1.Greetings.2.Lookandtalkwiththeteacher.3.Lookandlearnthenamesoftheplaces.Readaftertheteacher.Reviewthewordsandthesentences.Stimulatestudents’interestinlearningandleadinthetopic.Prepareforthenextpart.While-reading1.Brainstormingactivity.Askstudentstodothe“Brainstorm”.GatherallthewaystogotoschoolDothebrainstormingactivity.Leadstudentstopredictthecontentbeforelisteningtotherecording.Cultivatestudents’observationabilityandlogicalreasoningability.Prepareforthenextstudy.2.Lookandpredict.Lookatthepicturesanddiscussthequestions.Predictthemainidea.3.Listenandsay.(1)Showthefourpicturesonebyone.Letstudentsobserveanddiscussthequestions.(2)Playtherecording.(3)Checktheanswers.(1)Observethepicturesanddiscussthequestions.(2)Watchandanswerthequestions.(3)Checktheanswers.4.Learnthenewwordsandsentences.(1)Playtherecordingagainandshowthepictures.Leadstudentstolearnthenewwordsandthesentences.(2)Letstudentsreadaftertherecording.(1)Learnthenewwordsandthesentencesandanswerthequestions.(2)Readaftertherecording.Stimulatestudents’interestinlearning.Trainstudents’abilityofrespondingquickly.Practicethekeywordsandsentences.Reducethedifficultyoflearning.5.Readandchoose.Practicethepassageandactout.Retellthepassageandchoosethesuitablesuggestions.6.Practicethewordsandthesentences.(1)Playthegame