译林版五年级下册unit2教案.docx

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1、Unit 2 How do you come to school一单元教材分析本单元议论如何来学校，学习bike，bus, plane, ship等交通工具与特别疑问句型扶植学生在情境中理解，感知并驾驭。二单元目的要求1. 能听懂，会读，会说，会用How do/ does come to school 及答复I by/ on 2、能听懂、会说、会读 bike，bus, plane, ship, taxi，train，metro等交通工具类单词。3、通过学习Story time与Cartoon time，能比拟流畅地朗读对话，并能创编对话。4、能唱The wheels on the bus。5、

2、能理解并驾驭tr在单词中的发音。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 的答复。在充分利用书本材料进展教学与操练的根底上，学生们自然沟通，培育学生快速捕获与获得文章大意的实力。培育学生对语法及句型的掌控实力，擅长表达的良好习惯。第 1 课时教学目的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/ does come to school 及答复及其应答I by/ on .3、能正确、流畅地朗读并理解故事.4、学生能在理解的

3、根底上合作表演故事.重点与难点1、能正确、流畅地朗读并理解故事2、能初步运用所学的单词与句型沟通.教 学 过 程Step 1Warming-up吸引留意，积累语言Free talk 老师出示一张自己的照片，向学生介绍自已I live near school.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 youWhere do you liveDo you live near scho

4、ol初步理解on foot, by car(work in class)师生沟通，引出本文的题材，吸引学生的留意力。Step2Pre-task导出目的，生成构造让其中的几位学生仿照老师来介绍一下自己。1. A: How do you usually go to schoolB: By bike.板书句型构造。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.师生沟通，引出交通工具类单词。Teach new w

5、ords: bike，bus, plane, ship, taxi，train，metro。(Work in pairs)出示ppt图片，通过看图与沟通中理解与学习生词。老师讲解far from，可以借助手势，在自己的一只手上写上my home，另一只手比作my school，当两只手分开很远时，老师可以说：my home is far from my school当两只手越来越近靠在一起时，老师可以说：my home is near my school。Step3Task 1回忆相关学问，初步运用构造1. 出示图片Who can you see in the picture2. Listen

6、 and answerWhere do they live 3. Watch and match(P18)How do they come to school4. 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等问题引领学生思索，先听再看再读，通过解决问题，学生一步步理解课文Step4Task 2呈现刺激材料，活用

7、构造Talk about story time依据板书与PPT，议论Yang Ling, Su Hai, Mike, Liu Tao, 住在哪里，如何来学校。A: Where does liveB: He/ She lives in Its near/ far from A: How does come to schoolB: He/ She comes to school by/ on A: Oh, I see.Talk about story time(work in pairs)理解课文根底上，运用句型综合输出，稳固内容。I live in I go to school by.,.Ste

8、p5Task 3引发期盼行为，强化构造1. Read after computer (听录音，逐句跟读，留意语音语调。学生加上自己的表情与动作。）2. Read together3. Read in roles4. Read or act the storyRead in many waysRead or act(work in pairs)学生能正确，流利的读故事在理解的根底上合作表演故事Step6Posttask供应反应评价，稳固构造1.回忆板书 retell the story lives in It is near/far from He/ She comes to school by

9、/ on 1)Work in pairs and retell2)Retell the story together2. 文化拓展What traffics do you know more课前先让学生自己搜集。出示各类交通工具。Retell the story回忆板书, 以思维导图的形式回忆本课内容Homework1. Read Story time after the tape for 5 times.2. Copy the new words 3 times.3. 搜集更多的交通工具。板书设计 Unit 2 How do you come to school Who Where How.

10、 Why YangLing Su Yang Mike Liu Tao课题 Unit 2 How do you come to school教时第 2 课时教学目的 1、复习稳固词汇及How do/ does come to school 及答复及其应答I by/ on .2、可以看图片复述故事内容3、学习Fun time, 引导学生用所学句型沟通并汇报。4、 学生能理解并驾驭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改变。重点与难点1. 学习Fun time, 引导学生用所学句型沟通并汇报。2. 学生能理解并驾驭Where. How 及其他疑问词，学会提问，并进一

11、步学习第三人称动词的改变。教 学 过 程Step 1Warming-up吸引留意，积累语言1. Magic eyes.See the pictures or words and say them quickly.2. Free talk Where do I liveHow do I go to Wan Da How do I come to school WhyWhat about youReview words Free talk(work in pairs)图片闪耀，快速答复单词，回忆第一课时所学单词。用沟通的方式，回忆句型。核心过程Step2Pre-task导出目的，生成构造1. Re

12、view story timePPT（出示文中图片）小组合作How about Yang Ling, Su Yang, Mike and Liu Tao Lets talk about them.A: Where does liveB: He/ She lives in Its near/ far from A: How does come to schoolB: He/ She comes to school by/ on A: Oh, I see.2. Finish Read and circle (page 18)3. Read together Talk about story(wor

13、k in pairs)Read together(work in class) 通过看图复习回忆文本，更好地进展英语学习。Step3Task 1回忆相关学问，初步运用构造Fun time:What about Joe and JaneLets 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 p

14、airs)Retell小组合作，议论自己的同桌或挚友的有关信息，利用所学的句型。利用Fun time 资源，创设人物情境，学生能结合听、说、读、写的方式理解词汇与句型Step4Task 2呈现刺激材料，活用构造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. T

15、hen report it to your class.In our group, lives near/ far from by/ on Do a survey(work in groups)Report in class.进展小组内沟通所用的交通方式，进一步稳固句型。I have a friend, he/she is ,he/she lives in,he/she comes school byStep5Task 3引发期盼行为，强化构造Grammar time1. Read and discuss in groups让学生试读由where 所引导的句子，学生说一说这两个句子之间的差异。

16、学生总结where的句型构造。（1）Where do 非第三人称单数live表示：某人居住在哪里？非第三人称单数 live in/on/near,表示；某人居住在（2）Where does第三人称单数live表示：某人居住在哪里？第三人称单数 lives in/on/near,表示；某人居住在1） 归纳特别疑问词where, who, what, when, why , who, whose, how学生试读how引导的两个句子，学生说一说这两个句子之间的差异。学生总结how的句型构造2） 助动词do， does的用法3）确定句中动词三单的用法与改变规则2. Draw a mind- map

17、in groups.3. Report in classRead grammar timeDiscuss in groupsTalk about 1)2)3) (work in groups)引导学生利用思维导图自主归纳语法，进展班级反应。 Step6Posttask供应反应评价，稳固构造完成语法相关局部练习落实笔头Homework1. Recite story time 2. Recite and write new words 3+1.3. Finish mind-map.板书设计 Unit 2 How do you come to school Where do you live How

18、 do you come to school 课题 Unit 2 How do you come to school教时第 3 课时教学目的1. 能理解并演唱“The wheels on the bus”2. 娴熟驾驭bike，bus, plane, ship, taxi，train，metro等交通工具类单词3. 理解与驾驭tr 在单词中的发音规律。4. 在老师的引导与训练下，学生能正确理解与朗读cartoon time中的故事，能读懂其中兴趣之处，并养成良好的阅读习惯。5. 在理解cartoon time的根底上，进展创建性地输出。重点与难点1. 能正确理解，朗读cartoon time的

19、故事2. 能正确并娴熟询问并答复缘由教 学 过 程Step 1Warming-up1.T:where do you live Your home is far from school. How do you go to school2.How do you go to school Why 吸引留意，积累语言4. Sing the song “The wheels on the bus”Teach: wheel round and round through the town Sing together; sing in groups2. Guessing gamewhat transport

20、ation is it？It has 2 wheels, it doesnt 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 groundmetroLearn new wordsSing a song让学生找出不相识的单词，并认读这些新单词。老师领读歌词，学生齐读歌词。跟着音乐，一起唱，学生

21、唱完之后，老师指出学生演唱中的问题，并赐予订正。(work in groups)Say a chantGuess the transportation and spell it. 通过看图来描绘Cinderella的穿着，引出sound time嬉戏的方式，复习词汇，引出主题。Step2Pre-task导出目的，生成构造What are these things aboutThey are about traffic transportation. 板书 traffic，transportation1. Learn a rhymeTraffic, traffic, on the street,

22、Beep beep, beep beep!Trans, trans, through the trees,Choo-choo, choo-choo!1) Read after computer2) Read in groups2. PronunciationCan you find out any rulesThey all have “tr”and it sounds /tr/3. Find out more words with “tr”导入sound timeRead sound timeRead in many ways.(Read in groups)Work in groups能理

23、解并驾驭tr在单词中的发音Step3Task 1回忆相关学问，初步运用构造1. Talk about the picturesWho can you see in the pictureBobby and his father.2. Listen to the tape:What does Bobby like doing3. Watch and answer.How does Bobby want to go to school 4. What about SamCan he come to school by bike too老师提出问题，让学生听录音，留意录音里的语气语调。老师领读，学生

24、仿照。老师提出问题：Does Sam like this new bikeWhat does he like doingWhat does he want to doHow does Sam so to schoolAsk and answerListen and answerWatch and answerYes , he does.He likes riding a bike.He wants to go to school by bike.Because he is too young.Sam goes to school by bike, but he is in the basket

25、.Because he is young. is not old.老师赐予评价，让学生依据黑板上的图片与问题的提示来复述课文。在理解中驾驭单词培育学生的思维实力分角色复述课文，可以适当加进自己的语言与肢体动作，留意人物的语气与表情。Step4Task 2呈现刺激材料，活用构造Reading time1. Read after computer (听录音，逐句跟读，留意语音语调。学生加上自己的表情与动作）2.Read in rolesWork in groups指导学生读出语气，指导学生在真实的情景下朗读)学生在小组内开展兴趣朗读活动，参加动作表情，读出兴趣。Step5Task 3引发期盼行为，

26、强化构造1. Can you make an ending for the story2. Act the storyWork in groupsAct(work in groups).在学生理解的根底上，激励学生创建性输出Step6Posttask供应反应评价，稳固构造完成补充习题相应练习Some exercisePracticeHomework1.Read Cartoon time 5 times2. Talk about your home to your family. 板书设计 Unit 2 How do you come to school Where do you live Ho

27、w do you come to school 课题 Unit 2 How do you come to school教时第 4 课时教学目的 1、 稳固复习本单元单词。2、 复习回忆cartoon time。3、 稳固复习本单元重点句型。4、通过活动与练习检测学习状况。重点与难点1、 稳固复习本单元的课文、单词与重点句型。2、 能对唱谣进展改编与表演唱。教 学 过 程Step 1Warming-up吸引留意，积累语言1.Sing a song “ The wheels on the bus”T : where do you live How do you go to schoolWhere

28、does she livehow does she go to schoolWhat about you2. Say a chantYou 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.Lets be early as always.Sing together.(work in groups)Read after teacherRead in groups.(work in groups)齐唱歌曲，活泼气

29、氛。用chant的方式，稳固单词。让学生自己自编chant.Step2Pre-task导出目的，生成构造Review the cartoon time:How does Bobby want to go to schoolCan Sam go to school by bikeLets act it.Ask and answerAct in groups.(work in groups)师生沟通，活泼课堂气氛复习课文内容Step3Task 1回忆相关学问，初步运用构造Free talkCan you go to school by bikeHow do you go to schoolWhat

30、 about your familyWhat about your friendI go to school by/ on My father/ mother goes to work by/ on My friend 师生沟通后pair work(work in pairs)稳固复习本单元重点句型Step4Task 2呈现刺激材料，活用构造Think and writeFinish P25 I live .It is near I go to school My father/ mother goes to work My friend lives It is near He/ She go

31、es to school His/ Her father/ mother Think and write综合输出语言，落实到笔头。稳固复习本单元重点句型。老师给出四个问题，并板书在黑板上，让学生自己探讨，并把这四道题 的答案填写在教材相应的位置。Where do you live How do you go to schoolHow do your parents go to work What about your friend学生探讨并沟通答案，老师检验答案。同学依据刚刚的答案对自己的本单元的学习作出正确的自我评价，可以自我打分，也可以同桌互评，评价里包括以下三项内容：1. 我可以议论关于

32、公共交通了。2. 我可以议论我居住在哪里了。3. 我知道字母组合tr的发音了。Step5Task 3引发期盼行为，强化构造Checkout timeWhat about them1. Look and finish.2. Look and say.3. Read together.Think and write.Look and say.(work in pairs)依据图片，完成句子，同桌沟通句型。随堂小练习。英汉互译。1. 骑车去学校2. 步行用所给词的正确的形式填空。1. how _(do) she go to school2. she often_(go) to school by busStep6Posttask供应反应评价，稳固构造1. 默写本单元的词汇跟句型，完成ticking time2.完成补充习题全部内容默写并稳固这几项根底的练习与Ticking time提炼本单元的重点教授内容。Homework1. Think and write.2. Review the whole unit.板书设计 Unit 2 How do you come to school Where do you live How do you come to school