译林版五下英语教案Unit2_第1课时教学设计.doc

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1、Unit2 第1课时教学设计【内容来源】译林版（五年级）下册Unit2【主 题】How do you come to school?【课 时】第1课时：Story time；Fun time一、板块介绍本部分的对话场景设置在学校的操场上。Yang Ling询问Su Hai的新家情况，在一旁踢球的Mike和Liu Tao后来也加入了对话，他们各自介绍了家庭地址和上学所用的交通方式。课文的亮点出现在最后：Liu Tao每天乘出租车上学的原因是他爸爸是出租车司机。二、教学目标1、能听懂、会说、会读、会写far from, moon, street, near, city, by, bus, on f

2、oot, metro, taxi等。2、能听懂、会说、会读Story time中的故事。3、句型：Where do/does live?及其回答 live/lives on/in How do/does come to school?及其回答 come/comes to school by /on foot.三、教学重难点1、句型：Where do/does live?及其回答 live/lives on/in How do/does come to school?及其回答 come/comes to school by /on foot.2、词汇：in, on, by, near, far

3、from的用法。四、教学准备教学课件（教师可以在优教平台直接调用或下载）、课文录音、动画、教材图片）五、教学过程Step 1: Warm-up/Lead-in1. 歌曲热身，导人词汇教师播放Song time的歌曲The wheels on the bus，激活课堂气氛，进而学习bus一词，导人本单元的目标词汇。2. 听力活动，导人句型教师可以在课前准备一段录音（也可以自己朗读）、一组标注人名的人物图片和一组国旗图片，要求学生听录音并将相应的人物图片与国旗图片连线。听力活动结束后，教师用Where does . live? 和学生进行问答活动，以核对答案，同时为新课的呈现做铺垫和热身。如：Wa

4、ng Bing has four e-friends. Theyre Peter, Jack, Tom and Li Ming. Peter lives in the UK. Jack lives in Canada. Tom lives in Australia. Li Ming lives in Beijing.T: Where does . live?Ss: He lives in .教师最后可以提醒学生注意：live一词后面可以接国家、城市，也可以接乡镇和街道乃至房子。3. 接龙游戏教师可以呈现一幅房间图片，要求学生仔细观察房间内物品位置，用句型Where is/ are the ?

5、Its/Theyre in/on/under/beside/between . 进行接龙问答。如：T: Look at this picture. Wheres the football?S1: Its under the table. Where are the books?S2: Theyre on the desk. Where are the dolls?S3: Theyre on the sofa. Wheres the schoolbag?Step 2: Presentation & PracticeStory time1. 猜谜游戏，教授交通工具类词汇教师可以用多媒体或在黑板上呈

6、现本单元出现的七种交通工具的图片，并用简单的语言描述它们的特点，然后让学生猜出相应的交通工具。如： It has two wheels. There is usually a basket on it. (bike) It is long. It runs under the ground, (metro) It is big. It can fly. (plane) It is a big boat, (ship) It is long. It runs very fast. It usually travels between cities, (train) It is big. It r

7、uns on the road. It usually travels within a city. It can carry many people. (bus) It is small. It has a driver and it can carry one to four passengers. (taxi)2. 问答活动，教授新句型教师可以先介绍自己住在哪个城市，可以具体到城区和街道，教授live及其和介词in, on的搭配。教师可以列出自己所在城市的主要城区和街道，供学生回答时选用。如：T: Where do we live? China? Jiangsu? Nanjing? Al

8、l these are right. We live in Nanjing, Jiangsu, China. We all live in this city, but I still dont know where your homes are. Which district? I live in Gulou District. What about you?S1: I live in Xuanwu District. Where do you live?S2: I live in Qinhuai District.T: I know the district you live in, bu

9、t I still dont know where your homes are. Which street/road? I live on Hunan Road. What about you?S1: I live on . Street/Road.S2: .3. 问答活动，教授near和far from在活动2的基础上，教师可以进一步和学生进行问答活动，介绍自己住处附近的地标性建筑或住处和学校之间的远近，教授near和far from。教师可以列出自己所在城市的一些地标性建筑或场所，供学生回答时选用。如：T: I live on Hunan Road, near Fenghuang Boo

10、kshop. What about you?S1: I live S2: I live T: I live on Hunan Road. I dont live near school. My home is far from school. What about you? Who lives near school? Whose home is far from school?S1: I live/My home is near school.S2: My home is/I live far from school.4. 问答活动，教授介词by在活动2和3的基础上，教师可以自然地导入本单元

11、的另一个重点句型How do you come to school? 及其回答，教授介词by的用法。如：T: My home is far from school, so I come to school by bus. How do you come to school?S1: I live near school. I come to school by bike/on my fathers bike.T: (做走路状) Do you walk to school?S2: Yes, I do.T: He/She walks to school. He/She comes to school

12、 on foot. What about you?S3: I come to school on foot too.5. 看图说话,预测课文内容 教师可以出示课文中的两幅图片，要求学生仔细观察，发现图中人物上学所用的方 式，并口头表述。如：T: How do Su Hai and Su Yang come to school?Ss: They come to school by bus.T: How does Yang Ling come to school?Ss: She comes to school on foot.T: How does Mike come to school?Ss:

13、He comes to school by metro.T: How does Liu Tao come to school?Ss: He comes to school by taxi.6. 听录音，理解课文大意 教师播放课文录音，要求学生在图片的帮助下理解对话大意，然后完成学生用书第18页的Read and circle。7. 贴一贴，说一说教师可以在课前准备一幅和课文对话内容相关的地图，标出School, Moon Street, City Library, Sunshine Town, Park Street等几个地标，并用表示道路的线将学校和其他各处连接，同时准备课文中出现的四个人物

14、图片及他们所用的交通方式图片。教师安排学生独立阅读对话后，要求他们将人物图片和交通方式图片贴到地图的相应位置上，然后再口头描述，以检测学生获取课文细节信息的能力。如：S1: Su Hais home is far from school. She lives on Moon Street, near City Library. She comes to school by bus.S2: Yang Ling lives near school. She comes to school on foot.8. 角色扮演，复述课文教师可以要求学生扮演其中一个人物，先介绍自己的情况，再介绍其他三位人物

15、的情况。这个活动可以让学生巩固一般现在时的语法知识，同时也可以培养学生归纳复述课文的能力。如：Ss: Im Yang Ling. I live near school. I come to school on foot. Su Hais new home is very big, but its far from school. Its on Moon Street. She has to come to school by bus. Mike lives in Sunshine Town. He comes to school by metro. Liu Tao lives on Park

16、Street. He comes to school by taxi because his father is a taxi driver.Fun time一、板块介绍本部分是一个调查活动，要求学生用句型Where do you live?和How do you come to school? 调查同学的家庭地址、家距离学校的远近和上学所用的交通方式，完成调查表，然后再汇总信息做总结报告。教师可以安排学生以小组的形式完成调查活动，其中一人主导调查活动。教师也可以让学生自由选择调查对象（不少于三人），独立完成调查活动。二、教学活动1. 教师要求学生阅读调查表和范例，了解将要调查的信息和活动步骤

17、。2. 问答活动教师组织学生进行调查活动。调查者给出两个问题，被调查者的回答要包括家庭 地址、家距离学校的远近和上学所用的交通方式。被调查者回答问题的时候，调查者要在调查表格中记录下关键词，如街道名称、远或近以及交通方式，介词可以忽略。3. 汇报结果教师邀请若干调查者根据表格记录的信息，汇报调查结果。4. 全班汇总教师可以根据各小组的调查结果，和学生一起汇总交通方式这一项信息，然后邀 请学生来汇报结果。如：S: In our class, . students come to school on foot. students come to school by bike. . students

18、 come to school by car.Step 3: Consolidation1. 看图说话，巩固词句教师可以安排学生完成学生用书第24页Checkout time中的Look and say，以进一步巩固表达交通方式的词汇和句型。2. 看图问答教师可以安排学生完成学生用书第18页的Match and say，然后要求他们用句型How does come to school?和同桌进行问答活动，以巩固本单元的重点句型。3. 拓展活动，操练对话教师可以在课前设计一个表格，列出教材主线人物Wang Bing, Nancy和Helen的住处和上学所用的交通方式，要求学生根据表格内信息，两人

19、一组进行问答活动，以巩固本单元的目标词汇和重点句型。如：WhoWhereHowWang Bingon Changjiang Streetby bikeNancyin Xiaohe Townby busHelenin Sunshine Townby metroS1: Where does Wang Bing live? S2: He lives on Changjiang Street. S3: How does he come to school? S4: He comes to school by bike.Step 4: Summary师生一起总结本课所学的词汇和句型，鼓励学生提出问题。教

20、师点评学生的表现。 Match and say参考答案1. b Yang Ling comes to school on foot.2. c Su Hai comes to school by bus.3. d Mike comes to school by metro.4. a Liu Tao comes to school by taxi.Read and circle参考答案1. far from 2. near 3. in Sunshine Town 4. on Park StreetLearning tipCan you talk about their features?你能说说它们的特点吗？本单元中出现了七种交通工具，教师可以鼓励学生说说每种交通工具的特点，如速度、安全系数、是否有益环保、是否便捷等，以帮助学生记住词汇，同时也可以训练学生的口头表达能力。教师可以适当拓展词汇，帮助学生更好地完成任务。 7 / 7