六年级（上）第二单元第5课时学案
Unit 2 Ways to go to school
Part B Read and write
【学习目标】
1. 能够读懂Read and write部分的四个小语篇，并完成Read the text and answer the questions 和 Choose some suggestions for kids on page 18.
2. 能够在情境中简单表达上学方式。
3. 能够在图片的帮助下了解不同地区的上学方式。
4. 能正确朗读英语中的连读。
【重点难点】
重点：1. 能够阅读Read and write中的语篇。
2. 能完成教材所提供的读写活动。
难点：通过阅读训练能过在语篇中寻找关键词，并能进行细节进行推理。
【新知预习】
一、读一读，填一填。
1. —___ __ do you go to school?
2. —__ ___ ___ __ I get to the post office.
— You can get there __ ___ bus.
3. _______ _______ and ___ __ at a yellow light.
4. Don’t go there __ ___ . Because it’s too far from here.
5. Pay attention to the traffic lights. Don’t at a red light.
【课堂探究】
探究1：将A组每个单词分别与B组汉语连线搭配。
A组 B组
by sled 乘坐飞机
by plane 乘坐轮渡
by ferry 乘坐雪橇
探究2： 阅读并回答问题。
(1) What ways to go to school can you find in the text？
Answer:
(2) Who doesn’t go to school in the text?
Answer:
探究3: 观察下面划线短语，总结朗读规律。
come and have a look pictures of stop at a red light
结论：
六年级（上）第一单元第5课时学案练习答案
Unit 1 How can I get there?
Part B Read and write
【新知预习】
一、读一读，填一填。
1.How 2. How can; by 3. Slow down; stop 4.on foot 5. go
【课堂探究】
探究1：将A组每个单词分别与B组汉语连线搭配。
A组 B组
by sled 乘坐飞机
by plane 乘坐轮渡
by ferry 乘坐雪橇
探究2： 阅读并回答问题。
(1) What ways to go to school can you find in the text？
Answer: On foot, by sled, by ferry and by plane.
(2) Who doesn’t go to school in the text?
Answer: Robin doesn’t go to school.
探究3: 观察下面划线短语，总结朗读规律。
come and have a look pictures of stop at a red light
结论：在同一个意群里，如果相邻两词中的前一个词是以辅音结尾，后一个词是以元音开头，这就要将辅音与元音拼起来连读。
六年级（上）第二单元第五课时当堂达标题
Unit 2 Ways to go to school.
B Read and write
Ⅰ.请将下列单词中不同类的一项选出来。
( )1.A. on foot B. by ferry C.by sled D.by plane
( )2.A.snow B. cloud C. quiet D. wind
( )3.A.usually B. sometimes C. often D. then
( )4.A. stop B. light C. wait D. go
( )5.A.traffic lights B. red light C. yellow light D. green light
II. 给下列句子选择合适的答语。
( )1.?How?do?you?go?to?the?USA????? A.?Great!?
( )2.?Let’s?go?to?the?park.????? ?B.?It’s?near?the?post?office.
( )3.?How?does?Amy?go?home??? ??C.?Sure.?
( )4.?Where?is.?your?home???? ?D.?She?goes?home?on?foot..?
( )5.?Can?I?go?by?bike????? E.?I?go?by?plane.
III.?根据短文内容，判断(T)正误(F）。?
Hi, I’m Mike, I’m a clever student. Usually, I go to school on foot. Because my home is near the school. Tom is my good friend. We often go to school together. My father is a doctor, he often goes to work by car. My mother is a teacher, she often goes to work by bus, but sometimes by bike.
On weekends, I often go to the park with my parents. In the afternoon, I often go to the library by bike. I like reading. After dinner, I like watching TV with my family.
( )1.?Mike’s?father?is?a?driver.?
( )2.?Tom?often?goes?to?school?on?foot.?
( )3.?On?weekends,?Mike?often?goes?to?the?park?with?his?father?and?mother.
(????? )?4.?Mike’s?mother?never?goes?to?work?by?bike.
(???? ?)?5.?After?dinner,?Mike?likes?reading.?
六年级（上）第二单元第五课时当堂达标题答案
Unit 2 Ways to go to school.
B Read and write
Ⅰ. 请将下列单词中不同类的一项选出来。
1.A 2.C 3.D 4.B 5.A
II. 给下列句子选择合适的答语。
1.E 2.A 3.D 4.B 5. C
III. ?根据短文内容，判断(T)正误(F）。
1.F 2.T 3.T 4.F 5. F
六年级英语(上)第2单元第5课时
Unit 2 Ways to go to school
Part B Read and write
一、【教材分析】
教
学
目
标
知识
目标
1. 能够读懂Read and write部分的四个小语篇，并完成Read the text and answer the questions 和 Choose some suggestions for kids on page 18.
2. 能够在情境中简单表达上学方式。
3. 能够在图片的帮助下了解不同地区的上学方式。
4. 能正确朗读英语中的连读。
能力
目标
1. 能够通过阅读问题在语篇中捕捉不同信息，并根据信息复述文章大意。
2. 能够在讨论中知道不同地区有不同的上学交通方式，并以此激活已有背景知识和储备。
3. 在小组合作学习中锻炼能力，并结合实际情景描述简单的安全海报设计。
4. 能够在教师帮助下找到英语连读朗读的一般规律，并能正确朗读。
情感
目标
在合作学习交流中逐步养成团结友爱、关心他人、互帮互助、与别人分享快乐的良好品质。
教学重点
1. 能够阅读Read and write中的语篇。
2. 能完成教材所提供的读写活动。
教学难点
通过阅读训练能过在语篇中寻找关键词，并能进行细节进行推理。
教学方法
情境教学法、任务型教学法
二、【教学流程】
环节
师生活动
二次备课
I.复习
热身
1. 欣赏歌曲并回答：How do you get there? 说出从歌曲中听出的交通方式。
2. Talk with your partner.
How do you go to school? How many ways can you think of to go to school?
Sum up the ways to school in the local area.
Ⅱ.
阅读前
活动
1. T: Can you come to school by plane?
T: But some Ss go to school by plane. 课件呈现图片，让学生说说图上的学生上学用的交通工具。
板书并教读：sled 和ferry.
2. 拓宽学生视野，讲解生词，扫除阅读障碍。
Ⅲ.
阅读中
活动
1. 快速默读，回答问题。
Read the passage quickly and underline:
(1)How many ways to go to school can you find in the text?
Answer: Four. On foot, by sled, by ferry, by plane.
(2) Does everyone in the text go to school?
Answer: Yes.
2. 仔细阅读，完成文中活动。
Read again carefully and answer:
(1) How do children in Munich, Germany, go to school?
Answer: They go to school on foot.
(2) How do kids in Alaska, USA, go to school?
Answer: They go to school by sled.
(3) How do children in Jiangxi, China, go to school?
Answer: They go to school by ferry.
(4) How do children in Papa Westray, go to school?
Answer: They go to school by ferry.
Ⅳ.
阅读后
活动
听音跟读，模仿发音，提高朗读能力。
学习英语连读朗读，掌握一般规律。
小组合作角色朗读，同时发现问题共同解决。
Choose some suggestions for the kids on page 18.
Ⅴ.
发展与
提高
1. 结合板书和课件，让学生重回文本找出时间、地点和上学的交通方式。
2. 根据文本方位复述小语篇，小组合作并彼此分享。
3. 学生分小组讨论，针对本组成员上学的交通方式，提出安全建议并制作成海报。
4. 引导学生总结本节课所学重点，并提炼板书。
Munich Germany on foot
Alaska USA by sled
Jiang Xi China by ferry
Papa Westray Scotland by ferry …
Ⅵ.作业
布置
1. Listen and repeat the text three times.
2. Write a poster of suggestions for your friends.
三、【板书设计】
Unit2 B Read and write
Munich Germany on foot
Alaska USA by sled
Jiang Xi China by ferry
Papa Westray Scotland by ferry …
四、【教后反思】
这篇短文较长，地点等生词较多，在备课时，我感到对于学生来说较难理解，因此我充分利用图片、课件来降低难度，帮助学生理解，虽然学生理解了整篇短文，但是在拓展练习时，有部分学生不会灵活运用语言知识。所以我又进行二次阅读，通过阅读训练能过在语篇中寻找关键词，并能进行细节进行推理，进一步帮助学生提高综合语言运用能力。
