1、译林小学英语译林小学英语6B Unit4 Road Safety(Period 2)教学内容：教学内容：译林英语 6B Unit 4 Grammar time & Checkout time A教学目标教学目标:1.能对 story time 进行自主复习，在认识交通标志的基础上掌握安全知识，做遵守交通规则的社会公民。2.能理解情态动词 can，must 及其否定形式 cant (cannot), must not（mustnt）在用法上的相同与不同之处，并能够根据不同的情境正确运用不同的情态动词。3.能在情感认识上有所升华。能了解更多不同的规则与规定，了解在不同的地方要遵守不同的规则或法则，
2、努力做一个遵纪守法的文明人。教学重点：教学重点：1.正确理解 must，can，mustnt, cant 的用法，了解它们在用法上的相同与不同之处。2.能够灵活运用 must，can，mustnt, cant 来表述在不同的地方应遵守的规则或法则。3.能够运用思维导图进行小组合作，呼吁、倡导更多的人争做文明人。教学难点：教学难点：1.利用不同的游戏训练，使学生能够根据不同的情境，灵活、正确地运用不同的情态动词 must，can，mustnt, cant 来表述在不同的地方应遵守的规则或法则。2.能够通过对 Road Safety Rules 的学习，将 Life Rules 和 Public
3、Rules 建立联系，并在此基础上理解 Follow the rules!的具体含义。课前准备：课前准备：PPT, 思维导图作业纸，红绿灯牌，板书贴纸，奖品思维导图作业纸，红绿灯牌，板书贴纸，奖品教学过程：教学过程：课前播放课前播放： Twinkle, twinkle, little star 教师带领学生做一做动作教师带领学生做一做动作， 进行课前热身进行课前热身。Step 1: Warm up1. Watch a short video.T:先播放一遍，然后提醒 I think we can watch the video carefully. 再播放一遍。2. T: Class begi
4、ns. Good morning, class. Today, Im your new English teacher, myname is Linda. So, hello, boys and girls.Ss: Hello, Linda.T: Nice to meet you.Ss: Nice to meet you, too.T: Just now, we watched a video about an old woman. What is she doing?Ss: She is crossing the road.T: Is it dangerous to cross the ro
5、ad like the old woman?（PPT 出示 Dangerous?）Ss: Yes.T: Its too dangerous. （PPT 出示 Dangerous!）Look, Mr. Rule wants to give hersome suggestions. Listen! (播放 road safety rules)设计意图：让学生听一听建议，增加了趣味性，带着趣味进入课堂。设计意图：让学生听一听建议，增加了趣味性，带着趣味进入课堂。3. He means that we must keep safe on the road. So, today, we are goin
6、g tocontinue talk about Unit4 Road safety.板书贴标题。Step2 : Presentation1. T:Last lesson, weve learned about story time. Can you tell me: How can you crossthe road safely according to the story time? (板书 How? )You can answer me withmust or can. (PPT 出示 Tip)Ss: 学生回答 We can We must。T:根据学生的回答在 PPT 中点出相应的图形
7、，并且板书短语 look for , lookat , cross with , wait on 同时在短语后贴上相应的图画。2. T: You know what we can do when we crossing the road. What must you not do onthe road? (PPT 出示问题并板书 What?) You can answer like this: I mustntSs: I mustntT: It is equal to “must not”, I must notSs: 跟读“must not”, I must not (PPT 出示句子 I
8、mustnt )T: What must you not do on the road?S: I / We mustnt / must not run or play on the road. (PPT 出示三幅图片并贴图画于黑板)4. 汇总学习 Grammar time -相同点相同点。（1）T: Just now, you have mentioned these sentences. Lets open our Englishbooks and read them together.Ss: 学生齐读 Grammar time 问答句。设计意图设计意图：学生齐读书上句子学生齐读书上句子，能
9、够提示同学们在学习时将书本用起来能够提示同学们在学习时将书本用起来，并并对对Grammar time的内容进行初步感知。的内容进行初步感知。（2）T: Can you find any rules about how to make these sentences?设计意图：由学生观察句子，找出情态动词并对其进行学习。设计意图：由学生观察句子，找出情态动词并对其进行学习。Ss: 学生总结“主语+情态动词+动词原形” 。 （板书）T: Lets look at the modal verbs. There are four different modal verbs, they aremust,
10、 mustnt, can, cant. (将四个情态动词贴于板书)Ss: 学生跟读 must, mustnt, can, cant。T:Do you know, what are the similarities in use? (PPT 出示问题。)Ss:学生思考并回答。T: （不论学生回答正确与否，用不同的方法引导学生说出“情态动词+动词原形” 。 ）And there are more similarities. Lets have a look. (播放泰微课-相同点)T:Look, I have one question. 当我们在使用情态动词时，情态动词是否会受到主语人称的影响呢？
11、（PPT 出示各人称主语）Ss: No.T: 也就是说，不论主语是 I，We, You, He, She, They 情态动词后面都接动词原形。Ss: 学生齐读主语 I，We, You, He, She, They。T: You all know the similarities, and heres a song for you. Its called “Make achange” Song. These are the singing rules. (PPT 出示演唱规则，教师简单阐述。)Are you clear?Ss: Yes.第一遍：TSs 示范表演（Find the mistake
12、s） 。T: Lets look at this song. Is there any incorrect sentence in this song?S: Yes. (找到错误内容并说出正确的句子 She cant run on the road.)T: Now, Ill sing with you. Lets start. (播放配乐)Ss: 跟教师一起完成对唱。第二遍：BoysGirls 演唱。(改唱成否定句 negative sentence)第三遍：Girls Boys 演唱。(改唱成一般疑问句 general question)注意：在改唱前都要给学生几秒钟看句子的时间，帮助降低对
13、唱难度。设计意图设计意图：通过歌曲改唱通过歌曲改唱，让学生巩固理解让学生巩固理解“情态动词情态动词+动词原形动词原形”不受主语人不受主语人称的影响以及其他一些在使用时的相同点。同时，通过歌曲对唱找错误等的方称的影响以及其他一些在使用时的相同点。同时，通过歌曲对唱找错误等的方式既新鲜又有趣，增加了语法学习的趣味性。式既新鲜又有趣，增加了语法学习的趣味性。5. 汇总学习 Grammar time -不同点不同点。(1)T: Just now, we talked about the similarities between the modal verbs, butthink carefully,
14、whats the differences between them?S:学生想一想，根据已有经验说一说。(2)T: You did a good job. Lets look at these sentences.教师带领学生再带着明显的语气读一读这些句子， 然后分三类： important，dangerous， alternative,帮助学生了解 must 和 can 的语气及使用情境区别。 （板书贴上表示不同程度的标志）(3)读一读“Differences” 。(4)T: But there are more differences, lets look. (播放泰微课-不同点)(5)
15、T: Are you clear?Ss: Yes.T: Lets play a game. In this game, you must find out the correct modal verbsfor the phrases. For example, (举例，带领学生说一说游戏内容)Do youunderstand?Ss: Yes.T: Here we go.游戏规则：当学生看到 cross the road with other people 等词组，选出适当的情态动词，大声说出 must 或者 can。设计意图设计意图：通过游戏通过游戏，让学生更加快速有效地理解情态动词让学生更加
16、快速有效地理解情态动词must和和can在情境在情境中的用法不同。同时，也让教师及时地检测了解学生的理解情况。中的用法不同。同时，也让教师及时地检测了解学生的理解情况。(6) T:Lets read them together and fell the tones of them.设计意图：继续加强对比，加深学习印象。设计意图：继续加强对比，加深学习印象。注：如果学生在读 must词组时没有注意到语气上的加强，那么就要进行纠正。(7)T: Please look and this picture, and try to circle the correct word.Ss: 两位学生以问答方式
17、选出正确答案。T：He mustnt run fast on the road, because it is too .Ss: Dangerous! (通过以上的学习，学生应该理解并可以说出该词。)T: Look, Mr. Rule has some suggestions. Listen! (播放播放 road safety rules)设计意图设计意图：作为对作为对road safety rules的总结练习的总结练习，也是对下面一个学习板块的引也是对下面一个学习板块的引出出,起到承上启下的作用。起到承上启下的作用。6. T: It means we must ! (PPT 出示 Foll
18、ow the road safety rules！)Ss: 学生齐说 Follow the road safety rules（板书 Road safety rules）But we mustnot only follow the road safety rules, but also follow the life rules. （板书 Liferules）What are the life rules? Lets look at these pictures. (带领学生一起完成Think and circle 的两幅图)T: If you go to bed on time and ha
19、ve a rest when you are sick, they mean that youhave a good habit. （板书 have a good habit）A good habit is important, and ahealthy diet is important too（板书 have a healthy diet）. Please fill in the blankswith suitable modal verbs.S:三位学生回答，每人一句话完成表格内容。然后全班齐读。T: Look, he comes again for some suggestions.
20、Listen.（播放 diet rules 录音）Itmeans we must (PPT 出示 Follow the diet rules！)Ss: 学生齐说 Follow the diet rules.7. T: Just now, we talked about some life rules and road safety rules. What otherrules do you know?Ss:学生自由地说一说，如 classroom rules 等等。T:（教师将学生的答案在黑板上写一写。 ）Yes, you know so many rules. And wecall thes
21、e rules “Public rules”. (板书 Public rules) Do you know what does “public”mean?Ss: 学生可以通过理解与猜测得到答案“公共的” 。T: You are clever. There are different rules in different public places. Look! Hereare some numbers for you. Each number represents a public scene. If I show youthe green one, you say “Green man, g
22、o.” If I show you the red one, you say “Redman, stop.” And then you should ask and answer with your classmates. And,there is also a surprise for you.Ss: 学生合作完成游戏。（在一位学生表演时， 其余学生要帮助发出指令“Greenman, go.” “Red man, stop.”，并且还要以 go，go，go 来增加课堂气氛。 ）设计意图：通过游戏的形式让学生用句型操练设计意图：通过游戏的形式让学生用句型操练public rules，既增加了检
23、测学生，既增加了检测学生理解能力的趣味性，又有效地让学生增强了对理解能力的趣味性，又有效地让学生增强了对different rules in different publicplaces的理解。的理解。注意：当学生抽中 Mr Rule 撒花时，教师即给予小花朵。当学生抽中问答时，问答结束后教师说 Good!/ Heres a present for you.Step3 : Consolidation1. T: Is this game interesting?Ss: Yes!T: If you follow the public rules, if you follow the road sa
24、fety rules, and if youfollow all the rules, you can be a civilized people. Lets try to be a civilized people,OK? (PPT 出示 Try to be a civilized people)Ss: OK!T：And I think we should make more people to be civilized one. Look at this mindmap, you can try to finish this mind map with your partners.Ss:
25、四人一人小组，完成思维导图。然后到前面进行展示，说一说。 （对展示好的学生给予奖励。 ）2. T: After class, you can write a proposal to ask more people to join us with thismind map. For example: Dear friends, when we go to the cinema, you must,you mustnt You can You cant3. T: And you can read some books about different rules around us. (播放绘本录音
26、)4. T: Now, please tell me, must we follow the rules?Ss: Yes, I / we must!T: So, lets say(出示 PPT)Ss: We should know the rules. We must follow the rules. We can live a happy life.T: Look, he comes again to give the last suggestion. Listen. （播放总结 rules 录音）Step4 : HomeworkT: Thank you Mr. Rule. And tha
27、nk you my students. Thats all about this lesson.Heres the homework. 1.Know more about Modal Verbs and the way of using. Youcan search on “泰微课” to find out(出示泰微课二维码). Are you clear?Ss: Yes.T: 2.Make a mind map about rules, and then make a proposal to tell others how tofollow the rules. Its time to say “Goodbye!”Ss: Goodbye, Linda!
