人教版新课标PEP《小学英语 六年级上册》教案说课稿

目录
小学英语说课模板（英文版） (2)
小学英语说课稿模板二............................................................................................................................... 错误！未定义书签。

小学英语说课稿模板三.. (4)
说课的内容要求和评价............................................................................................................................... 错误！未定义书签。

PEP小学英语六年级上册教学计划 .......................................................................................................... 错误！未定义书签。

Unit 1 How Do You Go There? .. (5)
Unit1 How do you go there教案(6课时) (5)
Unit1 How do you go there?说课稿 (14)
Unit 2 Where Is the Science Museum? (15)
Unit 2 Where Is the Science Museum? 教学设计（6课时） (15)
Unit 2 Where Is the Science Museum? Part A说课稿一 (24)
Unit 2 Where Is the Science Museum? Part A说课稿二 (26)
Unit 2 Where Is the Science Museum? Part B说课稿二（英文版） (28)
Unit 2 Where Is the Science Museum? Part B说课稿二 (30)
Unit 2 Where Is the Science Museum? Part B说课稿三 (34)
Unit 3 What Are You Going to Do? (38)
Unit 3 What Are You Going to Do 教学设计（6课时） (38)
Unit 3 What Are You Going to Do Part A 说课 (47)
Unit 3 What Are You Going to Do Part A 说课二 (49)
Unit 3 What are you going to do ?第一课时说课稿 (51)
Unit 3 What Are You Going to Do Part B 说课 (53)
Unit 3 What Are You Going to Do Part B 说课 (55)
Unit 4 What are you going to do?第四课时说课稿 (57)
Unit 4 What are you going to do? 全英文说课 (58)
Recycle 1 (62)
Recycle 1 教学设计（3课时） (62)
Unit 4 I Have a Pen Pal (66)
Unit 4 I Have a Pen Pal 教学设计（6课时） (66)
Unit 4 I have p pen pal第一课时说课设计 (75)
Unit 4 I have p pen pal第二课时说课稿 (77)
Unit4 I Have a Pen Pal Part B第一课说课 (79)
unit4 I Have a Pen Pal 全英文说课 (80)
Unit4 I Have a Pen Pal 综合活动说课 (82)
Unit 5 What Does She Do? (84)
Unit 5 What Does She Do? 教学设计（六课时） (84)
Unit5 What Does She Do?Part A说课 (93)
Unit5 What Does She Do?Part A说课二 (94)
Unit5 What Does She Do?Part B说课 (95)
Unit5 What Does She Do?Part B说课 (97)
Unit5 What Does She Do?Part B说课三 (98)
Unit5 What Does She Do?Part B说课二 (99)
《Unit 6 The story of rain》说课 (100)
《Unit 6 The story of rain》说课二 (102)
Unit 6 The Story of Rain (103)
Unit 6 The Story of Rain教学设计（六课时） (103)
Unit 6 The Story of Rain Part A 说课 (112)
Unit 6 The Story of Rain Part A 说课二 (114)
Unit 6 The Story of Rain 说课 (116)
Unit 6 The Story of Rain 说课二 (118)
Unit 6 The Story of Rain 说课三 (120)
Recycle 2 (121)
Recycle 2教学设计（三课时） (121)
小学英语说课模板（英文版）
Goood moring, I'm glad to interpret my lesson here . The lesson plan I am going to talk about is Part A let's learn of unit1 PEP Primary English book7. I will explain how to teach and the reason for doing this from following aspects.
Ⅰ analysis of the teaching content.
Ⅱ ways of teaching and learning .
Ⅲ teaching procedures
Ⅳ blackboard design
V assessment
Now Let’s 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, I’ll talk about it one by one.
This lesson is the first lesson of unit 1, book7 . It includes two parts: Let’s learn and let’s 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. It’s 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 objectives
To make sure that students can read, recognize and use these key phrases :on foot ,by bike,by bus,by train skillfully.
The next is ability objectives
(1) To develop Ss’ abilities of listening and speaking.
(2) To train the Ss’ ability of working in groups.
moral objectives
(1)to help students know some vehicles and comprehend the traffic rules
(2) To foster Ss’ consciousness of good co-operation and proper competition.
The main points and difficult points about this lesson is:
(1) To make sure that Ss can use these key phrases correctly and skillfully.
(2) To enable Ss to study in groups and co-operate skillfully.
(3) To develop Ss’ interest in English.
Difficult points
To help the Ss ask and answer the question “How do you go to…?
part Ⅱways of teaching and learning
As 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 I’ll mainly u se “Task-based” teaching method. That is to say, I will let the Ss learn in real situations, finish a task by making a survey”How 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.
partⅢ teaching procedures
I’ll finish this lesson in five steps.
step1 lead--in activities
I will begin my class with "drawing and guessing" game, just like this : I show students some vehicles such as bike ,bus ,jeep which they learned before by "Stick Figu res" and ask them guess what’s it.
Purpose: It is important to form a better English learning surrounding for the Ss by guessing game. and at the same time it provides situations to review learned knowledge for the next step.
step2 prestentation
No w I’ll 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 t he 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 one by 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 g o to school by…Then 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 subway
Purpose:Make Ss use these new phrases with sentence structures, to help Ss use the language in a real situation.
step3 practise
3 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 should read 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 students'attention to the spelling of the words
4 After this, I ask Ss to do "Let's play " in fours. They use places cards and vehicle cards, ask and answer:How do you go to …? I go to … by…”
5, 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 skillfully
step 4 consolidation
let students do a survey about "how do you go to school?"and the table like this :write down names and tools another Ss choose
Task-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 homework
ask 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 students'knowledge
step6 blackboard design
my blackboard design like this :on the left Ishow the phrases:on foot,by bus.......on the right there are many sentences:how do you go to school?I go to ......"
step 7 assessment
due to the students'age ,I make every students work in class through many activities in order to stimulate the students'interest and provide they a wide thinking room. I make students learn this lesson very well through desiring scene statues
that's 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
⑴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
⑵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
⑴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：
⑵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）
⑴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。

⑵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。

⑶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 up
⑴It’s time for English class.Let’s ；
⑵创设轻松的氛围，带领学生进入英语学习的；
⑶复习动词Let’s 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
⑴提问⑵Game
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
⑴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；
⑵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；
⑶句子新授
⑷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；
⑸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 Homework
A 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?
Unit1 How do you go there教案(6课时)
第一课时
一、教学目标与要求
1．能够听、说、读、写短语：on foot，by bike，by bus，by train。

2．能够听、说、认读短语：by plane，by ship，by subway。

3．能用句子“How d0 you go to school?How do you go to Canada／…?”来替换关
询问别人的出行方式；并能够用句子“I go by…”进行回答。

4．能够听懂、会吟唱Let’s chant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A Let’s learn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Let’s start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A Let’s learn部分的单词卡片。

四、教学步骤和建议
1．热身(Warm-up)
Let’s start
(1) 教师说：Today I go to school by bike/ually I go to school by bike/bus.
教师利用肢体动作帮助学生理解句子意思。

然后问学生：What about you?Do you go by bike or by bus?Do you go on foot?Or by car?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：There are many ways to go somewhere.Look at these pictures.Do you know what they are?引导学生看本课时Let’s start部分的标图并回答问题。

2．预习(Preview)
(1)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。

(2)Let’s chant
教师放本课时Let’s chant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on foot时，全班跺跺脚；唱到by Car／bike／bus／plane／train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Let’s learn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(Presentation)
Let’s learn
(1)教师拿出一辆玩具自行车，自问自答：“How do I go to school?I go to school by bike．”并在黑板上写下：by bike。

教师再重复刚才的句子并问某一学生：0jWhat about you?How do you go to school?’’学生如果回答：“Me too!”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：“I go。

to school by…”并将相应的短语写在黑板上。

(2)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“l go to school by…”
(3)“快速反应”游戏
教师说出某个短语，如：by bike，让学生做相应的动作或迅速举起相应的道具(单词卡片)并说出句子，如：
I go to school by bike．
(4)教师拿出刚才学生可能没有提到的交通工具的图片，如：by plane／subway/ ship／boat等，呈现和练习这些短语。

然后指着课本上的配图问：“What can you see in the pictures?”注意引导学生，尤其是农村学生理解“地铁”的。

含义：“It’s an underground railway in a city．It travels very fast．”教师领读新学短语。

(5)学生听录音，跟读Let’s learn部分的内容。

教师注意纠正学生的语音、语调
(6)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。

(7)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。

Let’s play
教师请学生制作简易的单词卡片，一摞是地点，比如：school，Beijing，the US，the moon等；另一摞是交通方式，比如：by ship，by bike，by train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“How do you go to Beijing／the USA／the moon?”另一学生给出答案：“I go by train/plane／spaceship．”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(Consolidation and extension)
(1)Main scene
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：on foot by bike，by subway。

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。

(2)学生做Let’s learn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。

(3)学生背诵并抄写四会单词；复习说唱歌谣。

(4)学生预习c Let’s sing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：“How do you go to school?Usually I go to school on foot．Sometimes I go by bike．”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：Usually I go to school by bus
because it’s fast．
3．能够听董Let’s try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：How do you go to school?Usually
Sometimes I go by…
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A Let’s learn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(Warm-up)
(1)师生对话，复习上一课时内容，比如：“Good morning!How do you go to school today?What about you?Do you go by bus，too?”然后学生复习Let’s chant部分的歌谣。

(2)Let’s sing
教师放c Let’s sing部分的歌曲“How Do You Go to School?”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(Preview)
(1)教师出示单词卡片，提问：“How d0 you go to school?”学生根据图片内容回答：“I go to school by…”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：“How do you go to school?I g0 t0 school by…”教师对表达仍有困难的学生给予个别辅导。

(2)Let’stry
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：How dO you gO tO school，Mike?
Mike：I usually go t0 school by bike．Sometimes I go 0n foot．
John：Is your home near our school?
Mike：Yes．it is．
J0hn：That’s fine!
3．新课呈现(Presentation)
Let’s talk
(1)教师提问学生：“How do I go to school，do you know? Ask me，please!’’鼓励要更多的学生参与提问教师：“How do you go to school?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：l yuan，1o yuan，回答说：“Usua lly I go to school by bike。

because it’s good exercise．Sometimes I go by bus，because it’s cheap．It costs l yuan.Sometimes I go by taxi，because it’s fast，but it’s too expensive．It costs 1o yuan．
(2)教师放课文录音，之前向学生提出问题：“How does Sarah go to school?listen．”学生听后模拟Sarah来回答问题。

(3)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：How do you go to school?
B：Usually I go by bus．
A：Can you go by bike?
生：Yes，I can，but it’s too far．Sometimes I goby taxi，but it’s expensive．
What about you?
A：I go to school on foot，because my home is near．
(4)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。

Group work
教师让学生四人一组，通过提问“How do you go to school?’’了解同学用何种互方式上学，并鼓励学生简单阐述原因，如：My home is near．It’s fast．It’s cheap．good exercise．…
巩固和延伸(Consolidation and extension 1
(1)Task time
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Two students usually go to school by bus．One student goes to school by…
(2)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
My father and Uncle Wang go to work by bus，because it’s cheap．My mother go
to work on foot，because…．
(3)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Good to know部分的内容，能够辨认常见的交通标志，如：Cross way，No entry，No bikes，Turn right 和No left tum。

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A Let’s read，C Pronunciation和c Let’s sing部分的录
2．教师准备Zhang Peng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：
Name Destination What can you see there?How dOyou gOthere?
四、教学步骤和建议
1．热身(Warm-up)
教师放c Let’s sing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(Preview)
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：“M and Uncle Wang go to work by bus because it’s cheap．My mother goes t0 work.becau se…”教师巡回检查并选几组学生到讲台前做汇报。

3．新课呈现(Presentation)
Let’s read
(1)“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：My name Is Bob．My school is not near my home．I go to school on foot ,then by boat，and then by bike．
(2)教师说：“Now let’s read the dialogue and find out how Sarah goes to the park Can you draw the route on your paper?’’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。

(3)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，Sarah Can go to Zhang Peng’s home by bike．Next, Sarah and Zhang Peng go to the bus stop on foot．Then they can go t o the park by bus．”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Zhang Peng去公园的路线，比一比谁说得最好。

(4)学生阅读对话，完成文后的两个问答练习。

(5)教师放Let’s read部分的录音，学生跟读。

(6)学生两人一组练习对话。

Pronunciation
(1)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”(读音)、发音的的“形”(音标)与发音在单词中的表现形式(字母或字母组合)对照学习。

(2)Read and match
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。

(3)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：
be bean beef bee bid bill bit bitter
dean did deed deep dig dinner dip
teacher tease teens till tick tip
pea piano pick picnic picture pink pizza
4、巩固和延伸(Consolidation and extension)
(1)教师随意抽取一张学生课前填写的调查表，对该学生说：“You’ve been to Harbin．Is it a nice city ?What can you see there? How do you go there?”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：“Do you go to…by…?
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：“How do you go there?”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：I go to Hainan by plane．The sea there is clean and nice．I can eat a10t Of sea food and many kinds Of fruit there ．I like Hainan very much ．
(2)Good to know
教师询问学生课本上各个交通标志的意思：“What’s the meaning?”然后帮助学生回答：“Turn right．Crosswalk．One way．”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.
(3)学生听录音、跟读对话。

(4)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：Stop at a red light．Wait at a yellow light．Go at a green light．能够听、说、读、写短语和单词：stop，wait，traffic lights，traffic rules。

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，traffic lights，traffic rules。

2．本课时的教学难点是书写短语traffic light，traffic rule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(Warm-up)
“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-Turn around-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(Preview)
(1)师生一起吟唱Let’s chant的歌谣。

(2)教师从歌谣中引出问题：“How d。

you go to school?”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(Presentation)
(1)教师指着教室里的日光灯说：
I like the lights because I can see things clearly at night .Can we see lights in different colours in our city ? Yes!Neon light , traffic lights．…
(2)教师边画简笔画，边说：“We have red，yellow，and green lights. We call them
traffic lights．，教师板书traffic fights，然后问学生：“What do they mean，do you know?，，学生可能会用汉语回答，教师点头表示肯定，再请学生回答：“When do we stop／wait／go?’’引导学生回答：We stop at a red light．．．- (3)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：“It is a green light. I can go. Go-go。

go!，，看见黄灯，停住不动但摆动双臂示意要走：“It is a yellow light. I must wait．Wait-wait-wait! I can go in a moment．”看见红灯，提问学生：“The light is red。

Call I go? No，no，no! It’s dangerous !I must stop．Stop-stop-stop!”
(4)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。

（5）Let’s play
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red light，学生停着不动，教师说yellow light，学生做好走的准备，教师说green light，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："Stop at a red fight．Wait at a yellow light-Go at a green light Red light．yellow fight，green light．These are traffic lights．”教师再指着以上三句话总结说：These are traffic rules．
(6)教师继续提问：“What does the‘ traffic rule ’mean?”板书并解释traffic rule，鼓励学生说出Let’s learn部分的三个句子。

然后教师说．Yes.These are traffic.rules．You must remember the traffic rules．”通过手势帮助学习理解remember 的意思。

(7)教师放Let’s learn部分的录音，学生跟读。

(8)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(Consolidation and extension)
(1)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
How do you go to school?
I go to school On foot．Can you tell me any traffic rules?
You must watch the traffic 1ights．
I go to school by bus．Can you tell me any traffic rules?
Don’t run in the bus．
Don’t stick your head Or arms out Of the window．
I go to school by bike．Can you tell me any traffic rules?
Don’t go too fast．
Never go into the sideways．
(2)学生做B Let’s learn部分活动手册配套练习。

(3)学生背诵并抄写四会词语。

(4)学生画一张从家到学校(或从学校到家)的简单路线图，准备下一他同学进行交流。

第五课时
一、教学目标与要求
1．能够听懂、会说并能书写句型：“How Can I get to Zhongshan Park? You can go by
the No．15 bus．”能够在情景中正确运用。

2．能够在对话中正确使用礼貌用语，比如：“Excuse me．Thank you．You’re welcome．”等。

二、教学重、难点分析
1．本课时的教学重点是四会掌握句型：How Can I get to Zhongshan Park? You can go
By the No．15 bus．
2．本课时的教学难点是学生能够在实际情景中恰当地表达使用某一交通工具到达某一目的地。

三．课前准备
1．教师准备录音机和本课时的录音带。

2．教师准备一张简易地图，要能够呈现本校附近的一些建筑物。

四、教学步骤和建议
1．热身(Warm-up)
(1)教师将全班学生分为两组，每组选派一名代表上讲台发指令。

如：Green／red／yellow light，各组学生在座位上做动作，做错者坐下，即被淘汰，最后站着的人数多的组胜出。

(2)教师让学生用自己的话描述交通规则，表述正确者为小组争得一分，描述有新意者得三分，如：It’s a yellow light，
I must wait．Now the light is green，I can gO．Don’t go at a red light，a car may hit you．
2．预习(Preview)
Let’s try
教师放Let’s町部分的录音，学生听录音选择相应的图片。

录音内容如下：
Man：Excuse me．how can I get tO Dongfang Primary School?
Zhang：You can g0 by the No．14 bus．It’s next t0 the nature park．
Man：Thank you．
Zhang：You’re welcome．
教师检查有多少学生能够准确区分14与40的发音，如果答对率低，教师要注意纠正。

教师还可以板书一组相似的数字，如：13／30，18／80，15／50，教师说英文，学生说出中文的数字，帮助学生区分／-ti：n／与l-u／。

3．新课呈现(Presentation)
Let’s talk。