新译林牛津小学英语五下5B Unit 2 How do you come to school交往互动式教学设计集体备课表格.docx

1、新译林牛津小学英语五下5B Unit 2 How do you come to school交往互动式教学设计集体备课表格五下5B Unit 2 How do you come to school?交往互动式教学设计集体备课表格5B U2单元分析序号内容个人设计备课组集体讨论意见一单元教材分析本单元谈论如何来学校，学习bike，bus, plane, ship等交通工具和特殊疑问句型帮助学生在情境中理解，感知并掌握。同左二单元目标要求1.能听懂，会读，会说，会用How do/ does come to school?及回答：I by/ on 2、能听懂、会说、会读bike，bus, plane

2、, ship, taxi，train，metro等交通工具类单词。3、通过学习Story time和Cartoon time，能比较流畅地朗读对话，并能创编对话。4、能唱The wheels on the bus。5、能了解并掌握tr在单词中的发音。同左三单元设计意图以学生生活相关如何来学校的话题为主线，呈现本单元重点How do/ does ?的询问及by/ on 的回答。在充分利用书本材料进行教学与操练的基础上，学生们自然交流，培养学生快速捕捉和获取文章大意的能力。培养学生对语法及句型的掌控能力，善于表达的良好习惯。同左四单元目标达成分析交往互动式教学设计课题Unit 2 How do y

3、ou come to school?教时第1课时日期教学目标：1、能听懂、会说、会读bike，bus, plane, ship, taxi，train，metro等交通工具类单词.2、能初步运用句型How do/ doescome to school?及回答：及其应答Iby/ on.3、能正确、流利地朗读并理解故事.4、学生能在理解的基础上合作表演故事.重点与难点1、能正确、流利地朗读并理解故事2、能初步运用所学的单词和句型交流.教学过程时间活动版块活动内容与呈现方式学生活动方式交流方式5minStep 1Warming-up吸引注意，积累语言Free talkI live near scho

4、ol.I often go to school on foot.Teach: on footI live far from the Wan Da.So I go to Wan Da by car.Teach: far from, by car.How about you?Where do you live?Do you live near school?初步理解on foot,by car(work in class)师生交流，引出本文的题材，吸引学生的注意力。30min核心过程Step2Pre-task导出目标，生成结构1.A: How do you usually go to school

5、?B: By bike.板书句型结构。2. Do you know? Lets learn。出示交通工具图片，教授词汇：bike，bus, plane, ship, taxi，train，metro。3.Practice the sentences and the words.师生交流，引出交通工具类单词。Teach new words:bike，bus, plane, ship, taxi，train，metro。(Work in pairs)出示ppt图片，通过看图和交流中理解和学习生词。达成目标1Step3Task 1回忆相关知识，初步运用结构1.出示图片Who can you see

6、in the picture?2.Listen and answer：Where do they live?3.Watch and match(P18)How do they come to school?4.Read the dialogue and underline.Why do they come to school by/ on ?板书以思维导图的方式呈现。带着问题听录音，以听促思Watch the cartoon and match. (P18)Read and underline以who, where, how, why等问题引领学生思考，先听再看再读，通过解决问题，学生一步步理

7、解课文达成目标2Step4Task 2呈现刺激材料，活用结构Talk about story time根据板书和PPT，谈论Yang Ling, Su Hai, Mike, Liu Tao,住在哪里，如何来学校。A: Where does live?B: He/ She lives in Its 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)理解课文基础上，运用句型综合输出，巩固内容。达成目标

8、1，2Step5Task 3引发期待行为，强化结构1.Read after computer (听录音，逐句跟读，注意语音语调。学生加上自己的表情和动作。）2.Read together3.Read in roles4.Read or act the storyRead in many waysRead or act(work in pairs)学生能正确，流利的读故事达成目标3在理解的基础上合作表演故事达成目标43minStep6Posttask提供反馈评价，巩固结构1.回顾板书retell the story lives in It is near/far from He/ She com

9、es to school by/ on 1)Work in pairs and retell2)Retell the story together2.文化拓展What traffics do you know more?出示各类交通工具。Retell the story回顾板书,以思维导图的形式回顾本课内容2 minHomework1. 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。板书设计Unit 2 How do you come to school?WhoWhere

10、How.?Why?YangLingSu YangMikeLiu Tao交往互动式教学设计课题Unit 2 How do you come to school?教时第2课时日期教学目标：1、复习巩固词汇及How do/ does come to school?及回答：及其应答I by/ on .2、能够看图片复述故事内容3、学习Fun time,引导学生用所学句型交流并汇报。4、学生能理解并掌握Where.? How?及其它疑问词，学会提问，并进一步学习第三人称动词的变化。重点与难点1.学习Fun time,引导学生用所学句型交流并汇报。2.学生能理解并掌握Where.? How?及其他疑问词，

11、学会提问，并进一步学习第三人称动词的变化。教学过程时间活动版块活动内容与呈现方式学生活动方式交流方式3 minStep 1Warming-up吸引注意，积累语言1.Magic eyes.See the pictures or words and say them quickly.2.Free talkWhere do I live?How do I go to Wan Da?How do I come to school? Why?What about you?Review wordsFree talk(work in pairs)图片闪烁，快速回答单词，回顾第一课时所学单词。用交流的方式，回

12、顾句型。达成目标135min核心过程Step2Pre-task导出目标，生成结构1.Review story timePPT（出示文中图片）How about Yang Ling, Su Yang, Mike and Liu Tao? Lets talk about them.A: Where does live?B: He/ She lives in Its 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 (pag

13、e 18)3.Read togetherTalk about story(work in pairs)Read together(work in class)通过看图复习回顾文本，更好地进行英语学习。达成目标1，2,Step3Task 1回忆相关知识，初步运用结构Fun time:What about Joe and Jane?Lets 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 writeCheck in pairs(work in pairs)Retell利用Fun time资源，创设人物情境，学生能结合听、说、读、写的方式理解词汇和句型达成目标3Step4Task 2呈现刺激材料，活用结构Wh