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【教材说明】
本单元的话题为“Ways to go to school”，学生通过本单元的学习可以了解几种常见的出行方式和交通规则。根据六年级学生的认知特点，本课引入绘本This is the way we go to school，围绕关键词“different”展开。通过绘本学习让学生了解到世界各地学生不同的上学方式，以丰富学生的认知，开阔学生的文化视野。该绘本由精美的插画和富有韵味的语言组成，可以从视觉上吸引学生，并将优美的语言输出给学生，让他们了解除教材语言之外的表达方式，从而激发其阅读兴趣和学习动机。
【教学目标】
1. To get to know different ways to school in different places around the world.
2. To read the text fluently and beautifully.
3. Be able to give suggestions for others.
4. To master some reading skills， e.g.， finding the key words， making a mind map？
5. To improve the safety awareness.
【教学难点】
To read the cities’ and countries’ name.
【课堂实录】
Pre-reading
1. Enjoy a song about transportation.
T： When we want to get from A to B， we can go in many different ways. We can go ...
S1： We can go by subway.
S2： By train.
S3： By taxi.
S4： ...
（設计意图：歌曲热身，复习旧知，回顾各种各样的出行方式。）
2. Guess how other teachers come to this school today.
T： Look！ We have many teachers here today. Some of them come from Tonglu. Some of them come from Jiande. Guess！How did they come to this school？
S1： I think they come to school by car / by bus / by taxi / ...
T： Good guess！ I think most of them came here by car or by bus because these places are not far from Hangzhou. But today we also have teachers who come from Qingdao， Shandong. How did they come to this school？ You may ask them.
S2： Do you come here by car？
T： Did you come by car？
T from Qingdao： No.
S2： Did you come here by train？
T from Qingdao： Yes.
T： Qingdao is far from here. Let’s welcome all the teachers here.
Ss： Welcome， teachers！
（设计意图：谈论现场真实情况，让学生根据地理位置的远近来猜测合适的出行方式。该环节有助于激发学生的好奇心，鼓励学生自主发问，找寻答案。）
3. Talk about how students come to this school today.
T： We’ve learned that the teachers came here in many different ways. How about you？ How did you come here this morning？
S1： We come here by bus.
T： How do you usually go to your own school？ And why？
S2： I usually go to school by car because it’s fast.
S3： I often go to school on foot because my home is near the school.
S4： I come by bus because my home is far from the school.
（设计意图：以大话题切入，通过谈论学生自身情况正式导入本课时的主要话题，为接下来要用到的语言做铺垫。）
While-reading
1. Read and finish the mind map. T： I know that you come to school in different ways too. How about the students in these places around the world？ Robin is reading grandpa a magazine about different ways to school. Let’s read and find out.
T： Look at the first paragraph. Where are these kids？
S： They are in ...
T： Munich， Germany.
T： How do they go to school？
S1： They go to school on foot.
T： What about others？ Find the key information just like what I did. Then finish your mind map.
Ss read and finish the mind map.
T： Let’s check the answers. We know that in Munich， Germany， some children go to school on foot. And in ...
S2： In Alaska， USA， some kids go to school by sled.
S3： In Jiangxi， China， some kids go to school by ferry.
S4： In Papa Westray， Scotland， some children go to school by ferry and by plane.
T： Please check answers on the blackboard with yours.
（設计意图：在思维导图的帮助下，由教师指导学生展开自主阅读，培养学生获取和处理信息的能力。）
2. Read， think and discuss.
T： In Alaska， USA， some kids go to school by ferry. Why？
S1： Because it snows a lot.
S2： And the sled is fast.
T： Why do they go to school on foot， by bus， by ferry first， then by plane？
S3：Because their school is near their home.
S4： Maybe their school is far from their home.
T： Those all make sense.
（设计意图：抛出问题引发学生的深层思考，同时让学生通过交流讨论，进一步探索潜藏于语言背后的文化意义。）
3. Read it better.
（1） Listen and imitate.
T： Now， let’s listen and try to read it beautifully. Pay attention to the pronunciation， intonation and liaison.
（2） Read in pairs.
T： Practice makes perfect. It’s time to read it with your partners.
（3） Read together.
T： Let’s read together.
（设计意图： 模仿正音，培养学生良好的朗读习惯。）
4. Read and give suggestions.
T： On the way to school， we must pay attention to the traffic rules or safety rules. For these kids in the article， do you have any good suggestions？
T： I’ve got one.You must wear a life jacket. This suggestion is for the kids who go ...
S1： By ferry.
T： What about other suggestions？ Please read and choose the proper suggestions. For the kids who go on foot， what’s your suggestion？
S2： You must stop at a red light.
T： For those who go by sled？
S3： Don’t let the dogs run too fast.
T： For those who go by ferry？
S4： You must wear a life jacket.
S5： Don’t run on the ferry. T： When we want to give suggestions， we usually say “You must...” or “Don’t...”. Can you give suggestions for this kid？
S1： Don’t play phone.
S2： Don’t run.
T： Thank you for your nice suggestions.
（設计意图：培养学生帮助别人的品质和给予别人恰当建议的能力。）
Post-reading
1. Read a picture book and find out more.
T： So far， we’ve got to know that in the different places，students go to school in different ways.
T： Do you want to find out more？
Ss： Yes！
T：Take out your picture book. Read and find out how the children in other areas go to school. Also you need to figure out why they go in this way.
Ss read and discuss in groups.
T： Which page do you want to talk about？
S1： Page1. Some children in San Francisco （T teaches the pronunciation.） go to school by cable car.
T： Why do they go by cable car？
S2： Maybe there are a lot of hills.
T： Yes， nice guess！ So many ways to go to school. This small picture book is from this book.
Ss： This is the way we go to school.
T： In this book， you’ll see more about today’s topic.
（设计意图：教师提供绘本素材，鼓励学生进行自主延伸阅读，在强化学生的语言运用能力的同时，也拓宽学生的文化视野。）
2. Conclusion.
T： And today we’ve learned some ways to go to school. Children who are from the same country may go to school in different ways. Children in different places may go to school in the same way. There’s a lot of ways to go to school.
（设计意图：将教材内外的知识进行有效整合，通过思维导图的再次呈现让学生清楚世界各地学生的上学方式，品味世界文化的多样性。）
3. Enjoy a song.
T： Another song to end today’s class.
（设计意图：歌曲内容正好适合本课话题，既作了最后的总结，又能使学生在课堂的末尾享受到美妙的音乐，使学生对英语课回味无穷。）
Homework
T：Today’s homework： Read Different ways to go to school beautifully.Find more in the picture book This is the way we get to school. Make a poster.
（设计意图：让学生回家模仿语文朗读，巩固语音语调；鼓励学生开展课后的自主阅读。）
（浙江省杭州市和睦小学 310011）