1.整体设计思路  指导依据说明（结合课程理念）

当前，我国基础教育课程改革迈入了全面深化改革阶段，新时期学校教育面临着发展学生核心素养，落实立德树人根本任务的重大挑战。2016年教育部颁布了中国学生发展的核心素养整体框架，英语学科的核心素养包括：语言能力、学习能力、文化品格和思维品质。

阅读作为语言学习的一个重要当面，既可以扩大学生的词汇量，又可以让学生在阅读的过程中了解英美国家的文化背景、生活习俗、思维习惯以及英语语言的特点。PEP教材中的阅读课基本都是读写课，该板块提供一定意义的语篇综合训练活动，包括阅读理解以及个性化书写句子或补全文段的活动，旨在帮助学生巩固本单元的核心词汇和句型。

本节课的设计思路主要体现在以下方面：1、读前看图预测故事内容，激发学生的阅读兴趣，引起阅读期待；2、初读文本，提出问题，略读中培养学生掌握文章主旨大意的阅读策略；3、再次阅读，设置细节问题，细读中提高学生的理解能力，培养学生查找关键信息的阅读策略；4、读中关注语言知识、适时渗透文化品格，做到有“知”有“味”；5、拓展延伸中提升语言运用能力，实现知识的迁移，学习致用。

2.教学背景分析

教学内容分析：本课选自PEP六年级上册unit2 Ways to go to school Read and write.本节课通过一凡给爷爷读杂志这个情景，介绍了四个国家孩子不同的上学方式，让学生在有意义的主题语境中巩固并拓展本单元所学核心语言。学生除了复习和巩固交通方式以外，还通过图片和上下文拓展不同国家的地理、天气等情况。对不同的上学方式给出合理建议，并知道安全出行的重要性。对比贫困地区孩子上学的方式，激发学生用于吃苦，勤奋好学的良好品质，阅读材料成为提高语言运用能力的载体。

学生情况分析：

交通方式这个话题对于学生来说比较熟悉，在第一单元和第二单元中他们已经学习了交通方式以及 问路相关词汇，六年级的孩子也已经具备了一定的语言积累，要增强学生之间的合作意识，活动的设计要富有启发性和指导性，关注学生高阶思维品质的培养和自主、合作学习能力的培养。所以，在教学中，我结合学生的心理、生理特点，为他们创设尽可能真实有趣的语言学习环境，引导学生观察、感知、体验并归纳，通过丰富的课堂教学活动，激发他们学习英语的兴趣，调动他们学习英语的积极性和主动性，拓展学生的视野。通过有梯度的问题链的设计帮助学生理解文本，培养学生思维品质的逻辑性、批判性和创造性。

3.教学目标分析

Language competences：

1.     Make sure the Ss can understand the passage and complete the exercises.

2.     Review the words and sentences about transportation in this unit by reading the passage.(on foot, by ferry, by sled, by plane. )

3.     Use: “You must…Don’t…” to give suggestions.

4. Improve Ss’ reading ability of scanning and skimming.

5. Make sure Ss can use the language to talk about their ways to go to school and write a passage.

Learning ability: Cultivate Ss’ ability of prediction.

Culture consciousness:

1.     Cultivate Ss to cherish school life and study hard.

2.  Know the weather and some more about Munich, Alaska, Scotland and Jiangxi

Thinking quality: Cultivate Ss’ logically thinking and innovative thinking.

4.教学重点、难点分析

Teaching key Points: To understand and read the text.

Teaching difficult Points: To use the language (Some children/kids go to school by…in….) and so on in real situation.

5.教学过程设计

Step1.Warming up

1.Greetings

2. Sing a song. “How do you go there?”

设计意图：利用与本节课相关的歌曲激活学生已有知识，让学生快速进入英语学习氛围。

Step2.Pre- reading

1.     Revision.

Use a game called “Who is the lucky guy” to review the words and sentences about ways to go to school.

How do you come/go to school?

Usually, I come /go on foot/by…

Sometimes I come/go by….

2.     Today we are going to talk about “Ways to go to school.”

Look at the picture, Who are they? What is wrong with grandpa?

设计意图：通过游戏“谁是幸运儿”将全班名字放入一个神秘盒子里，复习交通方式相关词汇句型，教师做一个示范，接下来学生接龙问。通过这个游戏激发了孩子们学习的兴趣，也在不知不觉中复习了语言，为阅读活动做好铺垫，阅读前的读图目的在于引导学生预测文本内容，引起阅读期待。

Step3. While-reading

1.     Extensive reading.

Robin wants to read a magazine to him. What is it about?

Watch the video and think about the question.

It’s about “different ways to go to school”.

Read again by yourself and underline, then fill in the blanks.

Ø  How many ways of go to school are there in the text? Go over the text quickly and underline.

Ø  How many places are there mentioned in the text? Underline them in the text.

设计意图：泛读中训练学生在较短时间内查找关键信息的能力，引导学生画出关键词，完成表格，初步理解文本的内容，有助于学生对文章整体的把握。

2.     Intensive reading.

Read one picture by one picture and talk about more information about the four places.

Ø  Munich Germany: rains a lot, BMW, conference of Munich.

Ø  Alaska USA: cold, Alaska current, it snows a lot

Ø  Jiang xi, China: Many mountains and rivers, very poor

Ø  Papa Westray Scotland: only 70 people, 6 students, no junior middle school.

设计意图：细读中，猜测词义训练学生对句子以及上下文的理解，适时拓展不同国家的文化、历史、气候相关知识，比如慕尼黑的工业，阿拉斯加的气候，江西是中国红色革命的发源地，在处理文章语言的时候还要注意让学生了解中西方地名发表达方式的差异。

3.     In different places, children go to school in different ways. Can you give them some suggestions?

Ø  You must stop at a red light. Don’t go at a red light.

Ø  You must drive slowly. Don’t let the dog run too fast.

Ø  You must wear a life jacket. Don’t run on the ferry.

4.     Look at the key words on the board try to use the sentences:

l  Some children in____, ____go to school by____.

l  In____, ____some kids go to school by___.

Step 4 .Post- reading

1.     Look at the pictures on PPT to talk about ways of go to school in different places.

Does everyone in the text go to school? Why does the children in Jiangxi, China go to school by ferry? Why not by bus/car/taxi?

Robin learn at home, he is also hard working. It’s very hard for some children in the text to go to school. But they never give up. I hope you can cherish our school life and study hard. Just as Chairman Xi said: seize the time and never lose the time. In Chinese it means: “只争朝夕，不负韶华”。

设计意图：适时渗透情感，引发学生深度思考，为什么江西孩子上学坐轮渡，不坐公交车、地铁出租车呢？江西很多地方山多、水多，比较贫困，中国还有很多地方的孩子上学很艰难但是依然没有放弃，引导学生珍惜今天的幸福生活，“不负韶华，只争朝夕，”努力学习。

2.     Write a passage about different ways to go to school.

Share in groups and ask some individuals to show in class.

设计意图：创设情境，让学生体会到语言是用来交流的，在交流中自然而然的完成英语学习，让学生运用写自己上学方式，贴近生活实际，是语言的迁移与运用，也是高阶思维中创造性思维培养的体现与具体表现。

Step5. Home work

1.     A: Listen and read the passage fluently.

2.     B: Retell the passage to your partners.

3.      C: Write a passage about ways to go to school.

6.教学评价设计

评价方法：采用语言评价为主，基于学生在课堂中可能的表现，及时做出评价，结合本节课话题，根据学生回答及时给出评价“It’s fast. It’s a good exercises. It’s near/cheap/expensive.等等”,对于学生的发言是一个有意义的评价和鼓励，同时也是为后面的写作做好铺垫。在课堂的实施过程中针对学生的语言输出表现及时给与评价，培养学生之间倾听习惯，鼓励学生积极参与到课堂活动中，快乐学习, 引导学生之间互相学习和评价，鼓励生生之间的评价，同学之间互相学习。