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5B U2 單元分析 內(nèi)容 個 人 設 計 備課組集體討論意見 單元 教材 分析 本單元談論如何來學校，學習bike，bus, plane, ship等交通工具和特殊疑問句型幫助學生在情境中理解，感知并掌握。 要重點記憶和書寫“bike\bus\on foot等常見詞匯。 單元 目標 要求 1. 能聽懂，會讀，會說，會用How do/ does …come to school? 及回答：I… by on… 2、能聽懂、會說、會讀 bike，bus, plane, ship, taxi，train，metro等交通工具類單詞。 3、通過學習Story time和Cartoon time，能比較流暢地朗讀對話，并能創(chuàng)編對話。 4、能唱《The wheels on the bus》。 5、能了解并掌握tr在單詞中的發(fā)音。 單元 設計 意圖 以學生生活相關如何來學校的話題為主線，呈現(xiàn)本單元重點How do/ does …?的詢問及…by/ on …的回答。在充分利用書本材料進行教學與操練的基礎上，學生們自然交流，培養(yǎng)學生快速捕捉和獲取文章大意的能力。培養(yǎng)學生對語法及句型的掌控能力，善于表達的良好習慣。 單元 目標 達成 分析 交往互動式教學設計 教時 第 1 課時 日期 1、能正確、流利地朗讀并理解故事 2、能初步運用所學的單詞和句型交流. 活動內(nèi)容與呈現(xiàn)方式 學生活動方式 備課組意見 初步理解on foot, by car (work in class) 師生交流，引出本文的題材，吸引學生的注意力。 Step4 Task 2 呈現(xiàn)刺激材料，活用結構 Talk about story time 根據(jù)板書和PPT，談論Yang Ling, Su Hai, Mike, Liu Tao, 住在哪里，如何來學校。 A: Where does … live? B: He/ She lives in …It’s near/ far from … A: How does …come to school? B: He/ She comes to school by/ on … A: Oh, I see. Talk about story time (work in pairs) 理解課文基礎上，運用句型綜合輸出，鞏固內(nèi)容。 達成目標1，2 Step5 Task 3 引發(fā)期待行為，強化結構 1. Read after computer (聽錄音，逐句跟讀，注意語音語調(diào)。學生加上自己的表情和動作。） 2. Read together 3. Read in roles 4. Read or act the story Read in many ways Read or act (work in pairs) 學生能正確，流利的讀故事 達成目標3 在理解的基礎上合作表演故事 達成目標4 1.回顧板書 retell the story … lives in … It is near/far from … He/ She comes to school by/ on … 1)Work in pairs and retell 2)Retell the story together 2. 文化拓展 What traffics do you know more? 出示各類交通工具。 Retell the story 回顧板書, 以思維導圖的形式回顧本課內(nèi)容 1. Read Story time after the tape for 5 times. 2. Copy the new words 3 times. 3. 收集更多的交通工具。 交往互動式教學設計 課題 Unit 2 How do you come to school? 教時 第 2 課時 日期 教學目標： 1、復習鞏固詞匯及How do/ does …come to school? 及回答：及其應答I… by/ on …. 2、能夠看圖片復述故事內(nèi)容 3、學習Fun time, 引導學生用所學句型交流并匯報。 4、 學生能理解并掌握Where...? How …?及其它疑問詞，學會提問，并進一步學習第三人稱動詞的變化。 重點 與 難點 1. 學習Fun time, 引導學生用所學句型交流并匯報。 2. 學生能理解并掌握Where...? How …?及其他疑問詞，學會提問，并進一步學習第三人稱動詞的變化。 教 學 過 程 時間 活動版塊 活動內(nèi)容與呈現(xiàn)方式 學生活動方式 交流方式 3 min Step 1 Warming-up吸引注意，積累語言 1. Magic eyes. See the pictures or words and say them quickly. 2. Free talk Where do I live? How do I go to Wan Da? How do I come to school? Why? What about you? Review words Free talk (work in pairs) 圖片閃爍，快速回答單詞，回顧第一課時所學單詞。 用交流的方式，回顧句型。 達成目標1 35 min 核心過程 Step2 Pre-task 導出目標，生成結構 1. Review story time PPT（出示文中圖片） How about Yang Ling, Su Yang, Mike and Liu Tao? Let’s talk about them. A: Where does … live? B: He/ She lives in …It’s near/ far from … A: How does …come to school? B: He/ She comes to school by/ on … A: Oh, I see. 2. Finish Read and circle (page 18) 3. Read together Talk about story (work in pairs) Read together (work in class) 通過看圖復習回顧文本，更好地進行英語學習。 達成目標1，2 , Step3 Task 1 回憶相關知識，初步運用結構 Fun time: What about Joe and Jane? Let’s listen. 1. Listen and write and check in pairs. 2. Talk about Joe and Jane. Where does … live? How …? 3. Retell. Joe lives … by/ on … Jane lives … by/ on … Listen and write Check in pairs (work in pairs) Retell 利用Fun time 資源，創(chuàng)設人物情境，學生能結合聽、說、讀、寫的方式理解詞匯和句型 達成目標3 Step4 Task 2 呈現(xiàn)刺激材料，活用結構 What about your friend? Where do they live and how do they come to school? Can you do a survey？ 1. Make a survey of your group and fill in the chart. Where do you live? How do you come to school? … 2. Then report it to your class. In our group, … lives …near/ far from … by/ on … Do a survey (work in groups) Report in class. 進行小組內(nèi)交流所用的交通方式，進一步鞏固句型。 達成目標3 Step5 Task 3 引發(fā)期待行為，強化結構 Grammar time 1. Read and discuss in groups 1） 歸納特殊疑問詞 2） 助動詞do， does的用法 3）肯定句中動詞三單的用法和變化規(guī)則 2. Draw a mind- map in groups. 3. Report in class Read grammar time Discuss in groups Talk about 1)2)3) (work in groups) 引導學生利用思維導圖自主歸納語法，進行班級反饋。 達成目標4 Step6 Post–task提供反饋評價，鞏固結構 完成語法相關部分練習 落實筆頭 2 min Homework 1. Recite story time 2. Recite and write new words 3+1. 3. Finish mind-map. 板書設計 Unit 2 How do you come to school? Where do you live? How do you come to school? … 交往互動式教學設計 課題 Unit 2 How do you come to school? 教時 第 3 課時 日期 教學目標： 1. 能理解并演唱“The wheels on the bus” 2. 熟練掌握bike，bus, plane, ship, taxi，train，metro等交通工具類單詞 3. 理解與掌握tr 在單詞中的發(fā)音規(guī)律。 4. 在教師的引導和訓練下，學生能正確理解和朗讀cartoon time中的故事，能讀懂其中趣味之處，并養(yǎng)成良好的閱讀習慣。 5. 在理解cartoon time的基礎上，進行創(chuàng)造性地輸出。 重點 與 難點 1. 能正確理解，朗讀cartoon time的故事 2. 能正確并熟練詢問并回答原因 教 學 過 程 時間 活動版塊 活動內(nèi)容與呈現(xiàn)方式 學生活動方式 交流方式 3 min Step 1 Warming-up 吸引注意，積累語言 4. Sing the song “The wheels on the bus” Teach: wheel round and round through the town Sing together; sing in groups 2. Guessing game what transportation is it？ It has 2 wheels, it doesn’t go fast.---bike It has 4 wheels, it goes fast.---car It has many wheels , It looks like a snake.----train It has two wings, it can fly high.---plane It looks like a snake , it goes under ground—metro Learn new words Sing a song (work in groups) Say a chant Guess the transportation and spell it. 通過看圖來描述Cinderella的穿著，引出sound time 達成目標1 游戲的方式，復習詞匯，引出主題。 達成目標2 35 min 核心過程 Step2 Pre-task 導出目標，生成結構 What are these things about? They are about traffic transportation. 板書： traffic，transportation 1. Learn a rhyme Traffic, traffic, on the street, Beep beep, beep beep! Trans, trans, through the trees, Choo-choo, choo-choo! 1) Read after computer 2) Read in groups 2. Pronunciation Can you find out any rules? They all have “tr”and it sounds /tr/ 3. Find out more words with “tr”? 導入sound time Read sound time Read in many ways. (Read in groups) Work in groups 能了解并掌握tr在單詞中的發(fā)音 達成目標3 Step3 Task 1 回憶相關知識，初步運用結構 1. Talk about the pictures： Who can you see in the picture? Bobby and his father. 2. Listen to the tape: What does Bobby like doing? 3. Watch and answer. How does Bobby want to go to school? 4. What about Sam? Can he come to school by bike too? Ask and answer Listen and answer Watch and answer Because he is young. … is not old. 在理解中掌握單詞 達成目標 4 培養(yǎng)學生的思維能力 Step4 Task 2 呈現(xiàn)刺激材料，活用結構 Reading time 1. Read after computer (聽錄音，逐句跟讀，注意語音語調(diào)。學生加上自己的表情和動作） 2.Read in roles Read Work in groups 指導學生讀出語 氣，指導學生在真 實的情景下朗讀) 學生在小組內(nèi)開展 趣味朗讀活動，加 入動作表情，讀出 趣味。 達成目標3 Step5 Task 3 引發(fā)期待行為，強化結構 1. Can you make an ending for the story? 2. Act the story Work in groups Act(work in groups). 在學生理解的基礎上，鼓勵學生創(chuàng)造性輸出 達成目標4 1 min Step6 Post–task 提供反饋評價，鞏固結構 完成補充習題相應練習 Some exercise Practice 1 min Homework 1.Read Cartoon time 5 times 2. Talk about your home to your family. 板書設計 Unit 2 How do you come to school? Where do you live? How do you come to school? … 交往互動式教學設計 課題 Unit 2 How do you come to school? 教時 第 4 課時 日期 教學目標： 1、 鞏固復習本單元單詞。 2、 復習回顧cartoon time。 3、 鞏固復習本單元重點句型。 4、通過活動和練習檢測學習情況。 重點 與 難點 1、 鞏固復習本單元的課文、單詞和重點句型。 2、 能對歌謠進行改編和表演唱。 教 學 過 程 時間 活動版塊 活動內(nèi)容與呈現(xiàn)方式 學生活動方式 交流方式 4 min Step 1 Warming-up 吸引注意，積累語言 1.Sing a song “ The wheels on the bus” 2. Say a chant You go to work by bike. He walks to school with Mike. She comes here by plane. They go there by train. We are busy on weekdays. Let’s be early as always. Sing together. (work in groups) Read after teacher Read in groups. (work in groups) 齊唱歌曲，活躍氣氛。 用chant的方式，鞏固單詞。 達成目標1 35 min 核心過程 Step2 Pre-task 導出目標，生成結構 Review the cartoon time: How does Bobby want to go to school? Can Sam go to school by bike? Let’s act it. Ask and answer Act in groups. (work in groups) 師生交流，活躍課堂氛圍復習課文內(nèi)容 達成目標2 Step3 Task 1 回憶相關知識，初步運用結構 Free talk Can you go to school by bike? How do you go to school? What about your family? What about your friend? I go to school by/ on … My father/ mother goes to work by/ on … My friend … 師生交流后pair work (work in pairs) 鞏固復習本單元重點句型 達成目標3 Step4 Task 2 呈現(xiàn)刺激材料，活用結構 Think and write Finish P25 I live …. It is near … I go to school … My father/ mother goes to work … My friend … lives … It is near … He/ She goes to school … His/ Her father/ mother … Think and write 綜合輸出語言，落實到筆頭。 達成目標3 鞏固復習本單元重點句型。 達成目標3 Step5 Task 3 引發(fā)期待行為，強化結構 Checkout time What about them? 1. Look and finish. 2. Look and say. 3. Read together. Think and write. Look and say. (work in pairs) 根據(jù)圖片，完成句子，同桌交流句型。 達成目標3 Step6 Post–task 提供反饋評價，鞏固結構 1. 默寫本單元的詞匯跟句型，完成ticking time 2.完成補充習題所有內(nèi)容 默寫并鞏固 這幾項基礎的練習和Ticking time提煉本單元的重點教授內(nèi)容。 達成目標4 1 min Homework 1. Think and write. 2. Review the whole unit. 板書設計 Unit 2 How do you come to school? Where do you live? How do you come to school? …