人版新课标PEP《小学英语+六年级（上册）》教学案说课稿

.目录小学英语说课模板英文版3小学英语说课稿模板二6小学英语说课稿模板三7说课的内容要求和评价8PEP小学英语六年级上册教学计划9Unit 1 How Do You Go There?12Unit1Howdoyougothere教案12Unit1 How do you go there?说课稿20Unit 2 Where Is the Science Museum?22Unit 2 Where Is the Science Museum? 教学设计6课时22Unit 2 Where Is the Science Museum? PartA说课稿一30Unit 2 Where Is the Science Museum? PartA说课稿二33Unit 2 Where Is the Science Museum? PartB说课稿二英文版37Unit 2 Where Is the Science Museum? PartB说课稿二41Unit 2 Where Is the Science Museum? PartB说课稿三44Unit 3 What Are You Going to Do?49Unit 3 What Are You Going to Do 教学设计6课时49Unit 3 What Are You Going to Do Part A 说课57Unit 3 What Are You Going to Do Part A 说课二62Unit 3 What are you going to do ?第一课时说课稿64Unit 3 What Are You Going to Do Part B 说课68Unit 3 What Are You Going to Do Part B 说课71Unit 4 What are you going to do?第四课时说课稿73Unit 4 What are you going to do? 全英文说课75Recycle 178Recycle 1 教学设计3课时78Unit 4 I Have a Pen Pal82Unit 4 I Have a Pen Pal 教学设计6课时82Unit 4 I have p pen pal第一课时说课设计90Unit4Ihaveppenpal第二课时说课稿95Unit4 I Have a Pen Pal Part B第一课说课97unit4 I Have a Pen Pal 全英文说课98Unit4 I Have a Pen Pal 综合活动说课100Unit 5 What Does She Do?105Unit 5 What Does She Do? 教学设计六课时105Unit5 What Does She Do?Part A说课112Unit5 What Does She Do?Part A说课二115Unit5 What Does She Do?Part B说课117Unit5 What Does She Do?Part B说课120Unit5 What Does She Do?Part B说课三122Unit5 What Does She Do?Part B说课二123Unit 6 The story of rain说课125Unit 6 The story of rain说课二128Unit 6 The Story of Rain130Unit 6 The Story of Rain教学设计六课时130Unit 6 The Story of Rain Part A 说课138Unit 6 The Story of Rain Part A 说课二140Unit 6 The Story of Rain 说课142Unit 6 The Story of Rain 说课二148Unit 6 The Story of Rain 说课三149Recycle 2152Recycle 2教学设计三课时152小学英语说课模板英文版Goood moring, Im glad to interpret my lesson here . The lesson plan I am going to talk about is Part A lets learn of unit1 PEP Primary English book7. I will explain how to teach and the reason for doing this from following aspects. analysis of the teaching content. ways of teaching and learning . teaching procedures blackboard designV assessmentNow Lets focus on the analysis of teaching content. It can be divided into 3 parts as followed: the status and the function, the teaching objectives , the main points and difficult points, Ill talk about it one by one.This lesson is the first lesson of unit 1, book7 . It includes two parts: Lets learn and lets play. In section 1, it mainly deals with these key phrases: on foot, by bike, by bus, by train, by subway. And in section 2, it provides a game for the Ss to prastise the patterns: How do you go to? And the answer: I go by./ on foot.Our students have already known some vehicles in the daily life. Its not difficult for them to understand and use these words . If students can learn it well, it will help students to learn the rest of this unit. So, I set the following aims:The first is language objectivesTo make sure that students can read, recognize and use these key phrases :on foot,by bike,by bus,bytrain skillfully.The next is ability objectives To develop Ss abilities of listening and speaking. To train the Ss ability of working in groups.moral objectivesto help students know some vehicles and comprehend the trafficrulesTo foster Ss consciousness of good co-operation and proper competition.The main points and difficult points about this lesson is: To make sure that Ss can use these key phrases correctly and skillfully. To enable Ss to study in groups and co-operate skillfully. To develop Ss interest in English.Difficult points To help the Ss ask and answer the question How do you go to?partways of teaching and learningAs we all know: the main instructional aims of learning English in primary school is to cultivate pupils basic abilities of listening and speaking and their good sense of the English language. So in this lesson Ill mainly use Task-based teaching method. That is to say, I will let the Ss learn in real situations, finish a task by making a surveyHow do you go to school? to help Ss to get a better understanding of the key phrases. I will arrange these activities: guessing game, finishing a survey and having a competition. And in this lesson a recorder, CAI, will be needed.part teaching proceduresIll finish this lesson in five steps.step1 lead-in activitiesI will begin my class with drawing and guessinggame, just like this : I show students some vehicles such as bike ,bus ,jeep which they learned before by Stick Figures and ask them guess whats it.Purpose: It is important to form a better English learning surrounding for the Ssby guessing game. and at the same timeit provides situations to review learned knowledge for the next step.step2 prestentationNow Ill mainly talk about this step.1、first there is a Free talk between T and Ss. For example: I show many pictures of beautiful cities and ask students some questions, such as do you like this city?where do you want to go ?and help Ss to answer them with by train ,by plane,by ship.By the way, I show the picture of a school, and say I go to schiool by bus ,Ss read this sentence. do the actions and ask how do you go to school?,show many pictures of tools such as ,on foot by bike ,by bus to help students answer my question oneby one.To present the key structures one by one is much easier for the Ss to learn and grasp the meanings.2 With the help of the CAI I set a situation to help Ss understand the way of using these key phrases:A boy is coming, who is going to school. He says: I go to school byThen play the sounds of bus, bike ask students to listen carefully and tell I go to school by according to the different sounds, by the way , I present another new phrases:by subwayPurpose:Make Ss use these new phrases with sentence structures, to help Ss use the language in a real situation.step3 practise3 I order to make every student read these new phrases correctly, I design a drill in this step, I show cards as soon as possible ,students shouldread the words quickly and spell them. Then I ask How do you go to school?students answer I go to .also I will quicken the speed to ask.The purpose is to draw the whole studentsattention to the spelling of the words4 After this, I ask Ss to do Lets play in fours. They use places cards and vehicle cards, ask and answer:How do you go to ? I go to by5, If Ss can ask and answer expertly, I will ask them to make a short dialogue.the purpose of this is to help students to learn those sentenses through a ture situation and make the dialogues in order to check if Ss can usse these key prases、sentences structures skillfullystep 4 consolidationlet students do a survey about how do you go to school?and the table like this :write down names and tools another Ss chooseTask-based teaching method is used here to develop Ss ability of communication and also their ability of co-operation will be well trained. step 5 homeworkask students to collect other kinds of transport tools through the library ,computer.the purpose of this is to stimulate the interest of learning english and to wide the studentsknowledgestep6 blackboard designmy blackboard design like this :on the left Ishow thephrases:on foot,by bus.on the right there are many sentences:how do you go to school?I go to .step 7 assessmentdue to the studentsage ,I make every students work in class through many activities in order to stimulate the studentsinterest and provide they a wide thinking room. Imake students learn this lesson very well through desiring scene statuesthats all,thank you for your listening !小学英语说课稿模板三今天我说课的内容是义务教育课程标准实验教科书,人教版小学英语的第 单元第 课时。1 说教材教材内容 A本课时的教学内容为 B需要掌握的词汇有 C需要掌握的句型有地位和作用 本课是第 单元的第 课时,教材中出现了 的用法,本课时又是第 单元的重点,因此本课时的教学对第单元的学习起着关键的作用。2 说目标教学目标 根据新课程理念教材内容,教学要求,我制定以下教学目标：知识目标：能听懂,会说,会读,会拼写本课时主要词汇： 以及句型；能力目标：能用本课时所学句型： 就日常生活中的话题进行交流,使学生掌握 的用法；情感目标：引导学生 总思路：重点和难点 本课时的重点使要求学生掌握词汇 以及句型 ,本课时的难点是： 3说教法本课是 学生情况教法分析创设情境,事物展示,活动 英语教学的目的在于让学生获得用英语焦急的能力,所以在课堂教学活动中需创设特定的情景,使学生通过模仿和想象,促进学生的理解和记忆,启发学生思维达到教学目的。学法指导要让全班学生都参与到课堂活动中来,同桌之间的合作,尤为重要,可使同学们都敢于在课堂中操练口语,更可使学生们不会有被忽视的感觉,合作简单,增多操练机会。教学手段充分利用多媒体,投影仪,录音机等教学手段,为学生创设英语学习的环境增加学生的学习兴趣。4教学过程为了完成以上教学任务,我设计了一下教学过程：Step1:Warming upIts time for English class.Lets ；创设轻松的氛围,带领学生进入英语学习的；复习动词Lets do 通过你说我做的TPR活动在复习旧知的同时,为新课做好铺垫,因为学生都熟悉这些动作,建议教师让学生当小老师来发指令,这样可以充分体现学生的主动性。Step2：Free talk提问 Game本课学习的重点是 教学手段 巩固 的掌握,为导入新课作准备。Step3：Presentation单词新授 通过事物或图片教学单词,学生能更好的理解和掌握单词；单词复习 互问互答 让学生通过对句子的操练巩固语言知识,拓宽学生的视野和增添学习兴趣；句子新授巩固新句型,快速抢答,互问互答A 在紧张激烈的比赛中,大量输入降低学习的难度,使学生学习的积极性更加高涨讲情规则；B 生活情景展示 通过多媒体等方式把语言知识放在特定的情景中进行操练,体现语言运用的真实性；播放录音 学生观看相关的动作画面,跟着录音听,说,演,做,在轻松自然的状态下巩固所学语言。Step4 Practice and consolidation同桌互助合作,体现了以语言为载体和以真实情景交际为目的的小学英语教学的基本要求。Step5 HomeworkA 听录音 巩固所学词汇和句型 B 运用句型板书设计Unit 1 How Do You Go There?Unit1Howdoyougothere教案第一课时 一、教学目标与要求 1能够听、说、读、写短语：onfoot,bybike,bybus,bytrain。 2能够听、说、认读短语：byplane,byship,bysubway。 3能用句子Howd0yougotoschool?HowdoyougotoCanada?来替换关 询问别人的出行方式；并能够用句子Igoby进行回答。 4能够听懂、会吟唱Letschant的歌谣。 二、教学重点、难点分析 本课时的教学重点和难点是掌握四会短语和ALetslearn部分中运用某种交通具去某地的表达法,并能替换关键词进行问答。 三、课前准备 1教师准备Letsstart部分和主情景图的教学挂图。 2教师准备录音机和本课时的录音带。 3学生准备一些玩具,如自行车、汽车、火车、飞机等。 4教师和学生准备ALetslearn部分的单词卡片。 四、教学步骤和建议 1热身 Letsstart 教师说：TodayIgotoschoolbybike/bus.UsuallyIgotoschoolbybike/bus. 教师利用肢体动作帮助学生理解句子意思。然后问学生：Whataboutyou?Doyougobybikeorbybus?Doyougoonfoot?Orbycar?师生之间自由会话,引出几种常见的交通方式。 2自由会话之后,教师继续说：Therearemanywaystogosomewhere.Lookatthesepictures.Doyouknowwhattheyare?引导学生看本课时Letsstart部分的标图并回答问题。 2预习 复习频度副词：always,usually,often,sometimes,never的读音与词义。有关活 动可借鉴五年级下册教师教学用书第一单元。 Letschant 教师放本课时Letschant部分的录音,学生先静听一遍,再跟录音轻声吟唱一遍。教师再放录音,带着学生一起边唱边做动作：唱到onfoot时,全班跺跺脚；唱到byCarbikebusplanetrain的时候,学生举起自己带来的玩具。然后教师根据歌谣内容随机出示Letslearn部分的单词卡片加深学生印象,全班学生再跟录音边唱边做一遍。 3新课呈现 Letslearn 教师拿出一辆玩具自行车,自问自答：HowdoIgotoschool?Igotoschoolbybike并在黑板上写下：bybike。教师再重复刚才的句子并问某一学生：0jWhataboutyou?Howdoyougotoschool?学生如果回答：Metoo!教师就继续问下一名学生,直到有不同答案,教师帮助学生说出完整的句子：Igo。toschoolby并将相应的短语写在黑板上。 看短语贴卡片游戏 教师依次出示画着不同交通工具的短语卡片,让学生迅速地贴在黑板上的by短语旁边,教师领读短语和句子lgotoschoolby 快速反应游戏 教师说出某个短语,如：bybike,让学生做相应的动作或迅速举起相应的道具并说出句子,如：Igotoschoolbybike 教师拿出刚才学生可能没有提到的交通工具的图片,如：byplanesubway/shipboat等,呈现和练习这些短语。然后指着课本上的配图问：Whatcanyouseeinthepictures?注意引导学生,尤其是农村学生理解地铁的。含义：ItsanundergroundrailwayinacityIttravelsveryfast教师领读新学短语。 学生听录音,跟读Letslearn部分的内容。教师注意纠正学生的语音、语调 教师引导学生进行单词的拼读竞赛。可空出单词中的元音字母让学生填写,也可打乱组成单词的字母的顺序,让学生重新排序,组成单词。 教师还可利用学生卡片背面的灰体词引导学生进行单词描红,学生边描边读,看谁又快又好。 Letsplay 教师请学生制作简易的单词卡片,一摞是地点,比如：school,Beijing,theUS,themoon等；另一摞是交通方式,比如：byship,bybike,bytrain等。教师鼓励!生大胆想象出行方式和所去地点。然后学生两人结对进行句型操练,一人问HowdoyougotoBeijingtheUSAthemoon?另一学生给出答案：Igobytrain/planespaceship对于词汇表述上有困难的学生,教师要及时地提供帮助。对一些特别有创意的想法,教师可以写在黑板上加以鼓励。 4巩固和延伸 Mainscene 教师引导学生看主情景图,说出其中表现的交通方式。学生多能说出：onfootbybike,bysubway。如有学生问及小丑骑的独轮车以及幼儿骑的三轮儿童车教师可补充说明那分别是unicycle和tricycle；而自行车bike的另一说法：bicycle,意为两轮车。 学生做Letslearn部分的活动手册配套练习；教师指导学生规范书写。新学伊始,教师非常有必要对学生重申一下书写的要求。 学生背诵并抄写四会单词；复习说唱歌谣。 学生预习cLetssing部分的歌曲。 第二课时 一、教学目标与要求 1能听、说、读、写四会掌握句子：Howdoyougotoschool?UsuallyIgotoschoolonfootSometimesIgobybike并能在情景中正确运用。 2能够表述自己以何种方式上学并简单陈述原因,如：UsuallyIgotoschoolbybus becauseitsfast 3能够听董Letstry的录音内容并选出正确选项。 二、教学重、难点分析 1本课时的教学重点是听、说、读、写句型：Howdoyougotoschool?Usually SometimesIgoby 2本课时的教学难点是学生书写四会句子并能简单陈述选择某种交通方式上学的原因。 三、课前准备 1教师准备录音机和本课时的录音带。 2教师准备本单元ALetslearn部分的单词卡片。 3教师课前在一张纸上画出空白柱状图,用于统计班内学生上学方式的调查 4学生每人准备一张卡片,画一个印象最深刻的交通标志。 四、教学步骤和建议 1热身 师生对话,复习上一课时内容,比如：Goodmorning!Howdoyougotoschooltoday?Whataboutyou?Doyougobybus,too?然后学生复习Letschant部分的歌谣。 Letssing 教师放cLetssing部分的歌曲HowDoYouGotoSchool?第一遍学生听并轻声跟唱。第二遍学生跟录音大声唱一遍。 2预习 教师出示单词卡片,提问：Howd0yougotoschool?学生根据图片内容回答：Igotoschoolby师生会话直到班级里大部分学生能够准确说出图中交通工具的名称以及该句型。然后学生两人一组用单词卡片练习句型：Howdoyougotoschool?Ig0t0schoolby教师对表达仍有困难的学生给予个别辅导。 Letstry 教师放录音,学生看图选择正确答案,并从听觉上进一步感知主要句型。 录音内容如下： John：HowdOyougOtOschool,Mike? Mike：Iusuallygot0schoolbybikeSometimesIgo0nfoot John：Isyourhomenearourschool? Mike：Yesitis J0hn：Thatsfine! 3新课呈现 Letstalk 教师提问学生：HowdoIgotoschool,doyouknow?Askme,please!鼓励要更多的学生参与提问教师：Howdoyougotoschool?然后教师在黑板上画一辆自行车、一辆公共汽车和辆计程车的图案,并分别在后面两图旁标当地的价格,如：lyuan,1oyuan,回答说：UsuallyIgotoschoolbybike。becauseitsgoodexerciseSometimesIgobybus,becauseitscheapItcostslyuan.SometimesIgobytaxi,becauseitsfast,butitstooexpensiveItcosts1oyuan 教师放课文录音,之前向学生提出问题：HowdoesSarahgotoschool?listen学生听后模拟Sarah来回答问题。 学生跟读录音,然后两人一组替换句型中的关键词练习对话。教师请几组生日.生展示对话。要求尽量多地使用已学过的句子,例如： A：Howdoyougotoschool? B：UsuallyIgobybus A：Canyougobybike? 生：Yes,Ican,butitstoofarSometimesIgobytaxi,butitsexpensive Whataboutyou? A：Igotoschoolonfoot,becausemyhomeisnear 教师事先准备一些打乱顺序的单词卡片,让学生读词后陕速拼成正确的句.或者空出四会句子当中的某些短语或单词,只给出打头的第一个字母作黄示,让学生填充句予。最后再让学生书写四会句子。 Groupwork 教师让学生四人一组,通过提问Howdoyougotoschool?了解同学用何种互方式上学,并鼓励学生简单阐述原因,如：MyhomeisnearItsfastItscheapgoodexercise 巩固和延伸Consolidationandextension1 Tasktime 学生询问班级内六名同学以何种方式上学。可随意走动,以保证所询问的相关信息确实是自己事先不知道的。教师可用课前准备的空白柱状图注统计结果,并告诉学生还可以用扇形图来演示统计数据。学生根据所获取的信息,制作一个扇形统计图,并准备口头汇报。教师在室里巡回走动,选取一些优秀作品在班内展示,并请学生汇报调查情况,如TwostudentsusuallygotoschoolbybusOnestudentgoestoschoolby 学生回家调查父母及其他亲戚的上班方式,准备下一节课做汇报。教师可 MyfatherandUncleWanggotoworkbybus,becauseitscheapMymothergo toworkonfoot,because 学生做本部分活动手册配套练习,并抄写四会句子。 第三课时 一、教学目标与要求 1能够充分理解并正确朗读对话,能完成文后回答问题的练习。 2能够了解辅音,p,厂b,t,d与元音i：,I的发音规则,并能读出相 3了解Goodtoknow部分的内容,能够辨认常见的交通标志,如：Crossway,Noentry,Nobikes,Turnright和Nolefttum。 二、教学重、难点分析 1本课时的教学重点是学生能够充分理解并正确朗读对话。 2本课时的教学难点是如何指引他人在不同地点换用不同的交通工具到达某一 三、课前准备 1教师准备录音机以及ALetsread,CPronunciation和cLetssing部分的录 2教师准备ZhangPeng与Sarah的头饰。 3教师课前在教室里张贴各种交通工具的图片或准备多媒体来展示。 4学生每人准备一张白纸。 5学生四人一组,课前填写一张曾去过的最喜欢的旅游地点及所用交通方式的调查 表,要求空出最后一列不填。表格如下： NameDestinationWhatcanyouseethere?HowdOyougOthere? 四、教学步骤和建议 1热身 教师放cLetssing部分的录音,学生跟唱。可组织男女生各唱一遍,看谁好。 2预习 教师检查上一课时布置的调查任务,要求学生两人一组交换信息,如：MandUncleWanggotoworkbybusbecauseitscheapMymothergoest0work.because教师巡回检查并选几组学生到讲台前做汇报。 3新课呈现 Letsread 最佳路线活动 教师用简笔画呈现两个情境：Bob家住在山上,山脚有一条河,河对岸有公交车站通向学校；May家离学校很远,家附近有个地铁站,May的学校附近.虽没有地铁站,但有一路公交车直通地铁站的入口。教师让学生分组活动,设计最佳上学路线,原则是省时方便。教师注意指导学生使用连词then来表示动作的先后顺序。教师要求各组派一人假设自己是Bob或May,上讲台汇报,比如：MynameIsBobMyschoolisnotnearmyhomeIgotoschoolonfoot,thenbyboat,andthenbybike 教师说：NowletsreadthedialogueandfindouthowSarahgoestotheparkCanyoudrawtherouteonyourpaper?学生两人一小组分角色朗读对话,教师在教室里巡回走动,解惑答疑,并指导学生简单画出Sarah的路线。 教师展示学生画出的路线并示范如何描述Sarah去公园的路程：First,SarahCangotoZhangPengshomebybikeNext,SarahandZhangPenggotothebusstoponfootThentheycangototheparkbybus教师板书first,next,then,让学生知道恰当使用一些连词有助于表达更为流畅。然后请几名学生依照顺序来描述Sarah和ZhangPeng去公园的路线,比一比谁说得最好。 学生阅读对话,完成文后的两个问答练习。 教师放Letsread部分的录音,学生跟读。 学生两人一组练习对话。 Pronunciation 教师先让学生听录音、认音标,再试读例词,让学生把发音的音、发音的的形与发音在单词中的表现形式对照学习。 Readandmatch 学生先试着将课本上四个单词的音标与词形和配图连线,然后教师公布正确答案。 教师让学生分组讨论,说出同时包含Pronunciation部分任意一个元音和一个辅音的单词,说一个,得一分。以下单词可供参考： bebeanbeefbeebidbillbitbitter deandiddeeddeepdigdinnerdip teacherteaseteenstillticktip peapianopickpicnicpicturepinkpizza 4、巩固和延伸 教师随意抽取一张学生课前填写的调查表,对该学生说：YouvebeentoHarbinIsitanicecity?Whatcanyouseethere?Howdoyougothere?问同组其他三名学生以上几个问题。学生仍以四人一小组的形式展开活动,用问题：Doyougotoby? 测某一小组成员到达表格中目的地的方式。一人只有一次猜测机会,不对,大家再一起问：Howdoyougothere?该学生回答。每小组选一名代表描述自己曾去过的某个地方,可以在表格内容的基础上适：当发挥,比如：IgotoHainanbyplaneTheseathereiscleanandniceIcaneata10tOfseafoodandmanykindsOffruitthereIlikeHainanverymuch Goodtoknow 教师询问学生课本上各个交通标志的意思：Whatsthemeaning?然后帮助学生回答：TurnrightCrosswalkOneway等。再让学生完成图与文字搭配的练习。鼓励学生展示课前绘制的交通标志图并寻找更多交通标志与其他同学进行交流. 学生听录音、跟读对话。 学生完成本部分活动手册配套练习。 第四课时 一、教学目标与要求 1能够听、说、认读以下短语：StopataredlightWaitatayellowlightGoatagreenlight能够听、说、读、写短语和单词：stop,wait,trafficlights,trafficrules。 2能够了解基本的交通规则,即红灯、黄灯、绿灯的功能；并能听懂英语指令做出 相应的动作。 二、教学重、难点分析 1本课时的教学重点是掌握四会短语和单词：stop,wait,trafficlights,trafficrules。 2本课时的教学难点是书写短语trafficlight,trafficrule和理解动词stop,wait的含义。 三、课前准备 1教师准备兔子舞的音乐和录音机、本课时的录音带及教学挂图。 2教师自制教具模拟红绿灯：即在一块板上挂红黄绿三张圆形纸卡。 3学生准备本课时的单词卡片。 四、教学步骤和建议 1热身 兔子舞游戏 教师放兔子舞的音乐,全班学生排成长队,后面学生把手搭在前面学生的肩膀上,随着音乐的指令Left-Right-Go-Turnaround-Go,g。,go,队伍开始向前慢慢移动,教师最好也参与游戏。 2预习 师生一起吟唱Letschant的歌谣。 教师从歌谣中引出问题：Howd。yougotoschool?请学生根据实际情况回答,复习A部分主要句型。 3新课呈现 教师指着教室里的日光灯说：IlikethelightsbecauseIcanseethingsclearlyatnight.Canweseelightsindifferentcoloursinourcity?Yes!Neonlight,trafficlights 教师边画简笔画,边说：Wehavered,yellow,andgreenlights.Wecallthem trafficlights,教师板书trafficfights,然后问学生：Whatdotheymean,doyouknow?,学生可能会用汉语回答,教师点头表示肯定,再请学生回答：Whendowestopwaitgo?引导学生回答：Westopataredlight- 教师出示自制红绿灯,请一名学生随意指向不同的颜色,教师示范动作,比如：看见绿灯,教师一边向前走一边说：Itisagreenlight.Icango.Go-go。go!,看见黄灯,停住不动但摆动双臂示意要走：Itisayellowlight.ImustwaitWait-wait-wait!Icangoinamoment看见红灯,提问学生：Thelightisred。CallIgo?No,no,no!Itsdangerous!ImuststopStop-stop-stop! 教师板书stop,wait,go在相应的交通灯旁。为了帮助学生区别stop与wait,可以适当使用汉语解释词义。 5Letsplay 教师请出若干名学生,根据指令做相应的动作,连续做错两次动作的学生将被淘汰,如：教师说redlight,学生停着不动,教师说yellowlight,学生做好走的准备,教师说greenlight,学生往前走。然后换一组学生再做这个游戏,由其中一名学生来发指令。也可让全班学生分成六人一组分别进行小组活动。最后教师小结：StopataredfightWaitatayellowlight-GoatagreenlightRedlightyellowfight,greenlightThesearetrafficlights教师再指着以上三句话总结说：Thesearetrafficrules 教师继续提问：Whatdoesthetrafficrulemean?板书并解释trafficrule,鼓励学生说出Letslearn部分的三个句子。然后教师说Yes.Thesearetraffic.rulesYoumustrememberthetrafficrules通过手势帮助学习理解remember的意思。 教师放Letslearn部分的录音,学生跟读。 教师引导学生以竞赛的形式书写四会单词和短语。可先引导学生利用学生卡片背面的灰体词进行单词描红,学生边描边拼读单词。 4巩固和延伸 师生讨论不同的出行方式及其应当遵循的交通规则。下列问题可供参 Howdoyougotoschool? IgotoschoolOnfootCanyoutellmeanytrafficrules? Youmustwatchthetraffic1ights IgotoschoolbybusCanyoutellmeanytrafficrules? Dontruninthebus DontstickyourheadOrarmsoutOfthewindow IgotoschoolbybikeCanyoutellmeanytrafficrules? Dontgotoofast Nevergointothesideways 学生做BLetslearn部分活动手册配套练习。 学生背诵并抄写四会词语。 学生画一张从家到学校的