鲁教六年级下学期Unit 5 How do you get to school? Section B 2a-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.
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.
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：