安徽省黄山市中心小学六年级英语下册Unit4RoadsafetyStorytime教案1新版牛津译林

Unit 4 Road safety Story time （第一课时）
教学内容：六下Unit 4 Road safety Story time （第一课时）
教学目标：
1.在情景中整体理解Story time的内容。

2.在 Storytime 的学习过程中掌握有关道路交通方面的新词 road, light, zebra
crossing, pavement, look out for, easily, rules, follow，体会情态动词must及其否定must not 的用法，并能简单区分形容词safe,名词safety及副词safely的不同。

3.能用正确的语音语调朗读Story time。

4.能理解道路安全知识，尝试用英语说说道路交通规则。

5.能牢记过马路的交通规则，树立安全意识。

教学重点：
1.能理解道路安全知识，尝试用英语说说道路交通规则。

2.在 Storytime 的学习过程中掌握有关道路交通方面的新词 road, light, zebra
crossing, pavement, look out for, easily, rules, follow，must，safety，safely。

教学难点：
1. 体会情态动词must及其否定must not 的用法，并能简单区分形容词safe,名词safety 及副词safely的不同。

2.能牢记过马路的交通规则，树立安全意识。

教学过程：
Step 1 Pre-reading
Teach: road , safe, safety, safely, cross, rules
1.Free talk: T: How do you go to school? How does your mother\father go to work? S: On foot or by bike\bus\car
T: 总结： Every day, we walk or drive on the road.
2. Look at some pictures. (看一些行人、司机图片)
1）Look and judge. Are they right? Ss: Yes, yes, yes! \No. no, no!
2）T：总结We must keep safe.\Road safety is very important.
3.Lead-in: T：揭题：Today we are going to talk about “Road safety”.
There are many busy roads in the cities. How can we cross the roads safely?
To keep safe, we must follow some rules.
4.T:Do you know any rules?
（让学生表达自己已有的生活经验，了解学生的语言基础。

）
Ss: 学生自由说说交通规则：eg: We must look for a zebra crossing. We must look at the traffic lights.
Step 2 While-reading （Story time）
1.速读课文并对文中的图片进行排序
2.课文第一部分
T: How can we cross the roads safely ？Let’s learn from the storytime.
1）Read together and find the first rule.
2）Try to answer with “first…,then…”
带着全班复述课文
3）对traffic lights进行教学，并渗透yellow light的教学
Teach: green\red man
T: What is green man? What is red man? What do they mean?
When the light is green , that means we can cross the road
When the light is red, that means we must not cross the road.
What about the yellow man?
The policeman tells us. Let’s read and act.（创设闯红灯的情景）
Read and act the policeman.
3. 自读课文，学习课文第二部分
T:Can you always find a zebra crossing near you?
sometimes you cannot find a zebra crossing near you.How can we cross the road safely?
1)Read freely. And try to answer these questions.
Questions：
①Where must we wait before we cross the road?
②What should we do when we wait?
③How should we look out for the traffic?
④Is it a good idea to cross the road with other people? Why?
2)Line down the answers of these queations.
根据图片提示让学生尝试复述课文
4. 看图讨论，学习课文第三部分
呈现课文第三部分的两张插图(加上一幅奔跑穿过马路的同学)
T: What can you see in the pictures?
Ss: Some boys are playing football by the road. A boy is skating\running on the road. T: Is it safe?
Why?
Ss: Because there are many cars and bikes on the road.
So what rules do you know?
Ss: We must not run or play on the road.
T: We must follow the rules and stay safe on the road!
5. 整理理解，巩固
1) Watch and repeat.
2) Reading the text.（自主选择朗读方式）
3) Think and write.( 书上P 38)
Step 3 Post-reading
1. Today we learnt some rules about road safety.
Let’s sum up.（板书并附上图片）
Rule1: look for a zebra crossing,…
Rule2: wait on the pavement,…
Rule3: don’t run or play on the road.
(Learning tip: The pictures can help you cross the road safely.)
2.Look and say.(书上 P38 )
T: What must you do to cross the road safely?
Ss: We must…
T: What must you not do on the road?
Ss: We mustn’t…
3.回到开头提供的图片，用英语描述解释 Why yes.\ Why no. Step 4 Consolidation
1. Learn some proverbs about the road safety.
Never forget about safety.
Safety is as simple as ABC--- Always Be Careful.
2. Homework.
1) Read the story time fluently（流利地）.
2) Collect more rules about “Road Safety.”
must look for a look at the
can wait on the look out for …
look left-right-left cross…with …
must not run or play
follow these rules stay safe
教后反思：
本课时围绕“行路安全”这一话题，呈现了若干行路规则和安全知识，旨在引导学生树立正确过马路的安全知识。

这一话题与学生的生活紧密相关，重点学习过马路的规则，在教学过程中我能联系生活实际，鼓励学生从自身的已有经验出发，说说自己日常的上学方式以及有关过马路的交通规则，并对学生的回答进行及时反馈。

在文本的学习中，我采取了总分总的方式展开，先让学生略读课文，对文本有大致的了解，接着集体学习有斑马线的情况下过马路的规则，并通过板书及图片带领学生复述文本，然后通过四个问题让学生自学没有斑马线的情况下过马路的规则，问题也许过于细化，所以课堂节奏较慢，最后通过图片法让学生自主归纳过马路一定不能做的事情，发挥了学生学习的自主性。

由于文本存在一定的知识性，如何将其趣味性体现的更好，我为学生创设了一位母亲带孩子闯红灯的情景来让学生演一演交警，将红绿灯知识进行角色扮演，想法是好的，但在操作的过程中若能放开文本，发挥学生的创造性也许课堂效果会更好。

通过这次的教学活动，我想我们应更关注学生的主观能动性，挖掘学生的无限潜能，让学生们爱上英语课，爱讲英语，爱展现自我。

Period 3 Let’slearn Listen, match and say P37
Learning aims(学习目标):
1.听说读写单词及短语：cycling, ice- skate, badminton，go cycling
2.能听说认读句子：I didn’t like winter before. I bought it was too cold, and I
couldn’t go cycling. How about now? Now I love to ice-skate, so I like winter.
Important &difficult points(重难点):
1. 听说读写单词cycling, ice- skate, badminton.
2. 记忆badminton.
导学探究:
Step 1.预习温故(用时5分钟）
1.Go over the words. dining hall grass gym star easy
2.谈论学校的今昔对比。

T: Tell us about your old school, please.
S1: There were no computers in my old school.
T: How do you know that? S1: Our head teacher told us.
Step 2. 新课内容展示（用时15分钟）
1.教学单词及词组：cycling, go cycling, ice- skate, play badminton.
(1).出示骑车的图片T: Which sport is it?板书cycling并教读。

（2）教师边做骑车的动
作边说Go cycling, I can go cycling.。

（3）出示羽毛球拍图片T: Do you like badminton? Ss: Yes, I do. / No, I don’t. T: Can you play badminton? 板书并教读badminton，play badminton. I can play badminton.（4）出示滑冰的图片，教学ice-skate. 边做动
作边说：Ice-skate, Ice-skate， I can ice-skate.
2. 板书句子：I didn’t like winter before. I thought it was too cold, and I couldn’t
go cycling.告诉学生think—thought, can – could.
3.板书句子How about now? Now I love to ice-skate, so I like winter. 请学生说出
意思，全班齐读。

4. 播放Let’s learn录音，学生跟读。

Step 3.合作交流：（用时10分钟）
1.学生开火车读单词，词组。

2.学生灵活运用所学单词及句子表演对话。

3.Finish Listen, match and say. (1) 听录音，把人物与做的活动连起来。

（2）根据连
线同桌对话：Before, Allen couldn’t ... Now ...
Step4、达标检测（用时9分钟）
一．读句子，选图片。

（）1. She didn’t like winter before.
（）2.I love to ice-skate.
（）3. He could play badminton.
（）4. My sister couldn’t go cycling three months ago.
（）5. His brother could play the piano.
A. B. C. D. E.
二．选择正确的汉语意思。

1. I couldn’t go c ycling . A. 我以前的学校里没有操场。

2. How about now? B. 你怎么知道的？
3. I didn’t like summer before. C. 我以前不会骑自行车。

4. How do you know that? D. 我以前不喜欢夏天。

5. There was no playground in my old school. E. 现在呢？
三．选择最佳答案。

1. There no library in my old city. A. is B. are C. was
2. Tell us your family, please. A. about B. at C. of
3. There computers in my old school. A. are B. were C. is
4. -- do you know that? -- I looked it up on the Internet.
A. What
B. When
C. How
5. I a bike every day. A. rode B. ride C. rides
★学生小结：这节课我学到了。

Step5、布置当堂作业（用时1分钟）
板书设计： Unit4 Then and now
cycling, go cycling, ice- skate, badminton, play badminton
I didn’t like winter before. I thought it was too cold, and I couldn’t go cycling. think – thought can -- could
How about now? Now I love to ice-skate, so I like winter.
教学反思：
The sixth period（第六课时）
Part B Let’s check & Let’s wrap it
up
▶教学内容与目标
课时教学内容课时教学目标
Let’s check ·能够完成Let’s check板块的语篇听力训练，巩固本单元所学重点内容
·能够根据图片信息推测听力内容，做到有目的地去听录音，听后完成判断任务·培养学生良好的听力习惯，有策略地提高学生听力水平
Let’s wrap it
up ·能够巩固复习归纳本单元所学的介词词组·能够在教师的引导下，启发思维，学会总结
1检测学生的学习成果。

2能够复习并巩固本单元所学的核心词汇和句型。

▶教学难点
能够在教师的引导下，启发思维，学会巩固复习和归纳总结。

▶教学准备
1.预习《状元大课堂》《创优作业100分》《状元作业本》中本课时的相关内容。

2.PPT课件､课文录音､视频等。

▶教学过程
Step 1: Warm-up & Revision
1. Greetings.
Greet the class. Divide them into several groups and tell them, “If you can read loudly, clearly and correctly in class, your group can get more points. The group which gets the most points will be the winner.”
2. A quick review of the key words and phrases of this unit.
(1)Bingo game. (出示课件)
Help students review these words and phrases “science museum, post office, bookstore, restaurant, cinema, hospital, library, school, park” quickly.
（游戏说明：呈现一个九宫格，每个格子中有一张建筑物的图片，选择一个格子并正确拼出格中图片的单词，使横行/竖行或斜行连成一条线的小组就是获胜组。

）
(2)Traffic police game. (出示课件)
Help students review these words and phrases “crossing, turn left/right, go straight”.
(游戏说明：请一位学生到讲台上来出示指示牌，其他同学起立扮演交警。

活动过程中动作做错的同学需要坐下，两轮过后，站立同学最多的一组为优胜组。

) Teaching purpose
树立课前评价机制，引导并鼓励学生在课上大声、清晰、准确地朗读词汇或句子。

采取小组合作方式，得分最多的小组为优胜组。

Teaching purpose
让学生先自主回忆本单元的所学内容，再带领学生快速复习核心词汇和句型，唤醒学生的相关词汇和背景知识，为即将进行的复习巩
(3)Be a city guide. (出示课件)
Help students review the expressions of giving directions.
(游戏说明：呈现一张城市地图，请一位同学扮演导游，另一位扮演游客，根据游客想要参观的地方展开交流。

句型提示：)
A: Excuse me, how can I get to…?/Excuse me, where is…?
B: You can…/It’s…
Step 2: Presentation & Practice
1. Let’s check.
(1)Present the picture of “Let’s check”. (课件出示：教材P10 Let’s check板块的图片)
Point to the buildings one by one and ask students questions. Lead students to predict the content of the listening.
T：Do you know the place? What is it?
Ss：It is the hospital/school/post
office/cinema/bookstore/science museum.
T：Good job! Now write down the words or phrases under the pictures.
(2)Listen and tick.
Play the recording. Let students listen and tick the places they hear. Then check the answers together. （课件出示：教材P10 Let’s check 板块的音频及答案）
(3)Listen again and answer.
Lead students to learn to use the map. Students can circle the key information or make marks on the map while listening, then complete the answers after listening. （课件出示：教材P10 Listen again and answer 的相关内容）
Check the answers together. （课件出示：教材P10 Listen again and answer的答案）
(4)Present the listening material and lead students to read it together. （课件出示：教材P10 Let’s check板块的听力材料）
(5)Find a new way for Bob.
T：Work in pairs. Can you find a new way for Bob? Share your routes. Let’s see who can find the nearest way.
2. Let’s wrap it up.
(1)Find the words’ regulation.
Present the picture of “Let’s wrap it up”. Students read the words. （课件出示：教材P10 Let’s wra p it up板块的图片）T：Can you find the regulation? What words are they?
Ss：它们是表示方位的词/介词……
T：Yes, they are prepositions for locations.
Keys: in front of; left; right; behind.
(2)Try to write more words.
T：Can you write more words like these? Teaching purpose
带领学生读图，了解图片信息，预测听力文本的内容，检测学生对核心词句的掌握情况。

通过听音打勾和问答的活动形式帮助学生进一步理解听力文本。

为Bob寻找新路线的活动能帮助学生有效地巩固本单元的核心词句，做到在语境中自主表达。

Teaching purpose
引导学生学会观察和发现单词的规律，培养他们的观察能力和逻辑思维能力。

利用巧妙的记忆方法帮助学生理解和记忆east, west, south, north这四个表示方向的拓展单词，寓教于乐。

通过描述同学座位关系的教学活动有效地巩固学生对方位介词的掌握情况。

Ss：Yes. We know “in, on, under, on the left/right , at the back of, in the middle…”
T：Excellent!
Lead students to have a quick review of these prepositions or prepositional phrases for locations. Make sure they can understand them well. （课件出示：相关的方位介词及词组）
Extend the words of directions: east, west, south, north. Use a good way to help students memorize the four words. （出示课件）(引导学生用news一词来记忆这四个单词，新闻即表示来自四面八方的消息，因此单词中的n e w s四个字母即为北north、东east、西west
和南south四个单词的首字母，而这四个方向在单词中
+的顺序正好与“北东西南”相同，可利用趣味的谐音记忆。

)
(3)Make sentences.
T：Can you make sentences with these words? We can describe the locations of our classmates’ desks.
The teacher makes a model at first. Students can say like this: S1 is in front of S2.
Step 3: Consolidation & Extension
1. Read and act.
“Story time”
Introduce the background of the story: Zoom wants to get some food, but he doesn’t know the way to the shop. He asks the way.
1. Number the pictures.
Present the pictures of the story in disorder. Lead students to predict the main idea. （课件出示：打乱顺序的教材P11 Story time板块的图片）
T：Observe the pictures carefully. Pay attention to the logical relations among them. Put them into the right order. Then open your book and check the answers.
2. Watch, read and answer.
Play the video of “story time” and ask the questions. Make brief conversations with students. Students watch the video, then read and answer the questions.
T：I think Zoom is clever. He knows how to ask for help and finds the way./Wow, that’s a lot. Can you eat three large portions of fish and chips?/Zoom shouldn’t eat so much. His stomach will be hurt. It’s bad for health. Teaching purpose
引导学生学会看图，关注细节和图片之间的逻辑顺序，初步预测故事的情节发展。

Teaching purpose
观看故事视频，初步感知故事内容。

通过三个问答题，引发学生思考，关注文本细节，加深对故事的理解。

在解答第三个问题时渗透情感目标：注意合理并适量地饮食，做到饮食健康。

3. Read the story.
（1）Students read the story after the recording. (课件出示：教材P11 Story time 板块的音频）Imitate the pronunciation and the intonation.
（2）Practice in groups. Read the story in roles.
（3）Ask several students to come to the front and act out the story. 4. Make a summary.
Lead students to conclude the key words and sentence structures they’ve learned in this class.
▶板书设计
▶作业设计
1. Remember the key words and sentence structures.
2. Do the exercises. (见“状元成才路”系列丛书《创优作业100分》或《状元作业本》对应课时作
业)
▶教学反思
1. 利用快速复习的方式，激活学生相关词汇和本单元的背景知识。

复习之前先让学生回忆和总结，不仅能帮助学生唤醒已有知识，还能让他们在下面的学习中更有针对性地复习遗忘的知识。

2. 教学活动设计逐层深入，以学生为主体，注重对学生思维的引导和启发，培养学生的自主学习能力和思维能力。

3. 设计贴合学生生活的不同层次的语言表达活动，引导学生大胆表达，复习和巩固本单元的核心语法点，提高语言综合运用能力。

4. 通过学习故事，丰富语言输入，拓展本单元主题的相关表达，让学生了解暴饮暴食的坏处，帮助他们树立健康饮食的观念。

Teaching purpose
培养学生的语音语调意识，让他们学会按正确的意群朗读故事。

以小组合作和角色扮演的活动形式，引导学生恰当并熟练运用故
事中的语言。

通过故事拓展阅读，丰富学生的语言表达，增加单元主题相关的语言输入。

Teaching purpose
引导学生总结本单元所学核心词汇和句型。

▶Teaching Contents & Teaching Aims
Let’s check
·Be able to complete the listening exercises in “Let’s check” and consolidate the key words and sentence structures of this unit.
·Be able to predict the key words of listening through the pictures, and try to listen with purpose, then complete the exercises.
·Develop students’ good listening habits, and improve their listening level.
Let’s wrap it up
·Have a good command of the key words and sentence structures of this unit.
·Be able to inspire thinking and learn to summarize under the teacher’s guidance. Teaching Priorities
▶Teaching Priorities
·Test students’ learning outcomes.
·Review and consolidate the key words and sentence structures of this unit.
▶Teaching Difficulties
·Be able to inspire thinking and learn to summarize under the teacher’s guidance.
▶Teaching Procedures
（续表）
Unit 8 Farewell
Part A
教学目标
◆语言知识目标
1. 学习单词：farewell, miss, year book, address。

2. 学习句型：Why not...?
3. 学习字母组合tr, dr, ts和ds在单词中的发音。

4. 功能：谈论毕业活动。

◆语言技能目标
1. 能用英语为欢送晚会活动提出合理的建议。

2. 能用Why not ...?句型建议他人做某事。

3. 能用英语介绍自己的个人信息，并制作毕业留念册。

◆情感态度
教育学生学会热心为他人服务,珍惜同学间的友谊。

教具准备
1. 单词卡片：
（1）课文新单词卡片。

（2）本课词组卡片。

2. 一本毕业留念册。

3. 录音机或多媒体教学光盘。

教学重难点
能用Why not ...?句型建议他人做某事。

教学过程
Step 1 Warming up
1. 师生互致问候。

2. 齐唱歌曲：Our School Will Shine
3. 生自由对话：
Hello, ×××. Nice to meet you.
What’s your English name?
What’s your phone number?
What class are you in?
Which school will you go to in September?
4. 揭示课题。

（1）导入：You are in Grade Six now. You’ll go to a middle school soon.（出示Sally的头像）Sally will go to a middle school, too. She will go back to the USA. So her classmates are going to have a party to say goodbye to her.
（2）揭示并板书课题：Unit 8 Farewell Part A
（3）告诉学生farewell意为告别，再见。

告别与goodbye同义。

教学单词farewell。

Step 2 Review
1. 教师出示本课的一些词组卡片，将它们贴在黑板上。

如：
a middle school in the USA
have a party say goodbye
take some photo sour class
make a DVD invite her parents
2. 教师播放课文录音，学生边听边小声模仿，然后给学生一些时间，自读对话内容，并从书中找出词组，根据上下文领会它们的含义。

3. 认读上述所有词组，帮助学生巩固它们的音和义。

Step 3 Presentation
（一）理解对话内容，学习词组year book和单词address
1 .教师提出问题，并出示下列表格。

They are going to have a party. How will they have the farewell party? What are their ideas?
3. 教学词组year book和单词address。

（1）教师出示一本毕业留念册，让学生明白year book的含义，练说词组make a year book。

（2）教师说：Do you know how to make a year book? Can you find the answer from the dialogue?学生看书并找出句子。

（3）教学单词address。

教师出示卡片address和dress,让学生通过比较，学习和记忆新词address。

再出示address，复习以s结尾的名词的复数形式要加-es,读作/Iz/的知识。

如：dress→dresses, bus→buses, class→classes。

（4）在表格make a year book旁板书句子：We can put our names，addresses and phone numbers in the book.并指导朗读。

该句子较长，要注意意群的划分和语音、语调的处理。

（二）学习本课句型
1. 复习以Let’s开头的句子。

（1）请学生读一读课文中Let’s take some photos of our class.这句话，复习以Let’s 开头的祈使句的表达法，即它含有表示邀请或建议对方一起做某事的意思。

（2）请学生看黑板上的表格，用Let’s来描述，如：
Let’s take some photos of our class.
Let’s make a DVD for our class.
Let’s make a year book for our class.
Let’s invite her parents to the party.
2. 复习含有情态动词can的句型。

（1）请学生找出对话中含有can的句型并读一读。

（2）请学生看黑板上的表格，用can的句型来描述。

如：
I can take some photos of our class.
I can make a DVD for our class.
I can make a year book for our class.
...
3. 学习Why not ...?的句型。

（1）教师出示句子：Why not make a year book? 告诉学生Why not ...?句型表示劝诱、建议或命令，意为怎么样？为什么不？
（2）请学生看黑板上的表格，用Why not ...?的句型来描述。

如：
Why not take some photos of our class?
Why not make a DVD for our class?
（三）教学单词miss，并熟读课文
1. 教学单词：miss。

（1）请学生看I’ll miss her.这句话，看看能否猜测出miss的含义。

教师出示卡片miss 和kiss，通过比较来学习miss的发音。

（2）出示下列句子，请学生读一读。

I’ll miss my classmates.
I’ll miss my teachers.
I’ll give my mom a big kiss.
...
2. 教师播放课文录音或多媒体教学光盘二至三遍，学生模仿跟读。

3. 请个别学生示范读一读对话。

4. 学生每五人一组，在小组内分角色将对话熟读，然后上台展示，表演对话。

（四）巩固练习
1. 完成课本第58页的Look and say.部分。

请学生同桌间互相用句型 Why not ...?描述图片内容。

2. 完成课本第61页的Learn to write.部分。

（1）学生独自完成练习，教师巡视指导和帮助学生。

（2）请三位学生在黑板上写出答案，全班学生核对、订正。

3. 情感渗透：教育学生要互助互爱，珍惜同学间的友谊。

（五）语音学习
1. 请学生翻开课本第58页，教师播放Listen and learn the English sounds.部分的录音，学生听音模仿。

2. 教师告诉学生字母组合tr, dr, ts和ds在单词中的发音。

3. 教师再次播放录音，学生跟读。

4. 游戏——步步为营。

游戏规则：请四位学生到讲台前，面向全班学生站成一排，教师将tr, dr, ts和ds四张卡片分别发给他们，然后站在他们身后，随机举起一张单词卡片，如：tree，全班学生齐读该词，手持卡片tr的学生就要迅速说出tree并往前进一步。

做出错误反应的学生要往后退一步。

活动结束时，站在最前面的学生为获胜者。

Step 4 Extension
综合活动：制作毕业留念册。

1. 请学生模仿课本第61页Make a year book.部分，根据个人喜好，制作一张本人信息表。

2. 教师展示一些字迹工整、有个性的个人信息表，供全班学生参考。

3. 教师邀请几个小组的代表上台说一说自己的信息情况，其余学生认真听，然后教师提出问题，奖励答对的学生。

4. 教师收集已经完成的一些学生信息表，装订成册。

Step 5 Homework
1. 听录音，模仿跟读。

2. 完成《活动手册》中本课的练习。

3. 根据自己的信息表，以It’s Me为题，写一篇小短文介绍自己。

4. 找出几张近几年班级活动的照片，下节英语课带来。