新译林英语苏教版五年级下册Unit2 How do you come to school集体备课稿

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 本单元谈论如何来学校，学习bike，bus, plane, 教材 ship等交通工具和特殊疑问句型帮助学生在情同左 分析 境中理解，感知并掌握。 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, ship, 单元 3、通过学习Story time和Cartoon time，能比目标 同左 较流畅地朗读对话，并能创编对话。 要求 4、能唱《The wheels on the bus》。 5、能了解并掌握tr在单词中的发音。 taxi，train，metro等交通工具类单词。 二 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/ 三 单元 on …的回答。在充分利用书本材料进行教学与设计 同左 意图 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。 四 单元 目标 达成 分析

交往互动式教学设计

课题 Unit 2 How do you come to school? 教时 日期 第 1 课时 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/ does …come to school? 及回答：及其应答I… by/ 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. 时间 活动版块 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 活动内容与呈现方式 学生活动方式 初步理解on foot, by car (work in class) 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) 交流方式 师生交流，引出本文的题材，吸引学生的注意力。 Free talk I live near school. I often go to school on foot. Teach: on foot Step 1 5 Warming-up I live far from the Wan Da. min 吸引注意，积So I go to Wan Da by car. Teach: far from, by car. 累语言 How about you? Where do you live? Do you live near school? 1. A: How do you usually go to school? B: By bike. Step2 板书句型结构。 Pre-task 2. Do you know? Let’s learn。 导出目出示交通工具图片，教授词标，生成汇：bike，bus, plane, ship, taxi，结构 train，metro。 3. Practice the sentences and 核 the words. 心30 1. 出示图片 过min Who can you see in the picture? 程 出示ppt图片，通过看图和交流中理解和学习生词。 达成目标1 带着问题听录音，以听促思 2. Listen and answer： Step3 Where do they live? Watch the cartoon and Task 1 match. (P18) 回忆相关3. Watch and match(P18) 知识，初How do they come to school? 步运用结4. Read the dialogue and Read and underline 构 underline. Why do they come to school by/ on …? 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，学生一步步理解课文 达成目标2

板书以思维导图的方式呈现。 Step4 Task 2 呈现刺激材料，活用结构 Step5 Task 3 引发期待行为，强化结构 Step6 3 Post–task min 提供反馈评价，巩固结构 2 Homework min 板书设计 Talk about story time 理解课文基础上，根据板书和PPT，谈论Yang Talk about story time 运用句型综合输Ling, Su Hai, Mike, Liu Tao, (work in pairs) 住在哪里，如何来学校。 出，巩固内容。 A: Where does … live? 达成目标1，2 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. 学生能正确，流利1. Read after computer (听录Read in many ways 的读故事 音，逐句跟读，注意语音语调。 达成目标3 学生加上自己的表情和动 作。） 2. Read together 在理解的基础上合Read or act 作表演故事 (work in pairs) 3. Read in roles 达成目标4 4. Read or act the story 回顾板书, 以思维1.回顾板书 retell the story 导图的形式回顾本… lives in … It is near/far Retell the story 课内容 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? 出示各类交通工具。 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。 Unit 2 How do you come to school? Who Where How...? Why? YangLing Su Yang Mike Liu Tao

交往互动式教学设计

课题 Unit 2 How do you come to school? 教时 日期 第 2 课时 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，学会提问，并进一步学习第三人称动词的变化。 交流方式 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，回顾句型。 达成目标1 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 , 时间 活动版块 教 学 过 程 活动内容与呈现方式 学生活动方式 Review words Free talk (work in pairs) 1. Magic eyes. See the pictures or words and say them Step 1 quickly. Warming-3 2. Free talk up吸引注min Where do I live? 意，积累How do I go to Wan Da? 语言 How do I come to school? Why? What about you? 1. Review story time PPT（出示文中图片） How about Yang Ling, Su Yang, Mike Talk about story Step2 and Liu Tao? Let’s talk about them. (work in pairs) Pre-task A: Where does … live? 导出目B: He/ She lives in …It’s near/ far 标，生from … 核成结构 A: How does …come to school? B: He/ She comes to school by/ on … Read together 35 心A: Oh, I see. (work in class) min 过2. Finish Read and circle (page 18) 程 3. Read together Fun time: Step3 Task 1 What about Joe and Jane? 回忆相Let’s listen. Listen and write 关知1.Listen and write and check in pairs. Check in pairs 识，初(work in pairs) 步运用2.Talk about Joe and Jane. Where does … live? How …? 结构

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3

3.Retell. Joe lives … by/ on … Jane lives … by/ on … Retell Step4 Task 2 呈现刺激材料，活用结构 Step5 Task 3 引发期待行为，强化结构 Step6 Post–task提供反馈评价，巩固结构 What about your friend? Where do they live and how do they come to school? Can you do a survey？ Do a survey 1. Make a survey of your group and (work in groups) fill in the chart. Where do you live? How do you come to school? … Report in class. 2. Then report it to your class. In our group, … lives …near/ far from … by/ on … Read grammar Grammar time time 1. Read and discuss in groups 1） 归纳特殊疑问词 Discuss in groups 2） 助动词do， does的用法 3）肯定句中动词三单的用法和变化Talk about 1)2)3) 规则 2. Draw a mind- map in groups. (work in groups) 3. Report in class 完成语法相关部分练习 进行小组内交流所用的交通方式，进一步巩固句型。 达成目标3 引导学生利用思维导图自主归纳语法，进行班级反馈。 达成目标4 落实笔头 2 1. Recite story time 2. Recite and write new words 3+1. Homework min 3. Finish mind-map. Unit 2 How do you come to school? Where do you live? 板书设计 How do you come to school? …

交往互动式教学设计

课题 Unit 2 How do you come to school? 教时 日期 第 3 课时 教学目标： 1. 能理解并演唱“The wheels on the bus” 2. 熟练掌握bike，bus, plane, ship, taxi，train，metro等交通工具类单词 3. 理解与掌握tr 在单词中的发音规律。 4. 在教师的引导和训练下，学生能正确理解和朗读cartoon time中的故事，能读懂其中趣味之处，并养成良好的阅读习惯。 5. 在理解cartoon time的基础上，进行创造性地输出。 教 学 过 程 时活动版块 活动内容与呈现方式 学生活动方式 间 4. Sing the song “The wheels on the bus” Learn new words Teach: wheel round and Sing a song round through the town (work in groups) Sing together; sing in groups Say a chant 2. Guessing game what transportation is it？ Step 1 It has 2 wheels, it doesn’t go 3 Warming-up fast.---bike min 吸引注意，积 It has 4 wheels, it goes 累语言 fast.---car Guess the transportation It has many wheels , It and spell 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 What are these things about? 导入sound time They are about traffic Step2 transportation. 核Pre-task 板书： traffic，transportation 35 心导出目1. Learn a rhyme min 过标，生成Traffic, traffic, on the street, Read sound time 程 结构 Beep beep, beep beep! Trans, trans, through the trees,

重点 与 难点 能正确理解，朗读cartoon time的故事 能正确并熟练询问并回答原因 交流方式 通过看图来描述Cinderella的穿着，引出sound time 达成目标1 游戏的方式，复习词汇，引出主题。 达成目标2 能了解并掌握tr在单词中的发音 达成目标3

Step3 Task 1 回忆相关知识，初步运用结构 Step4 Task 2 呈现刺激材料，活用结构 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”? 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? Reading time 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 in roles Read in many ways. (Read in groups) Work in groups Ask and answer Listen and answer Watch and answer Because he is young. … is not old. Read Work in groups 在理解中掌握单词 达成目标 4 培养学生的思维能力 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 趣味朗读活动，加 入动作表情，读出 趣味。 达成目标3 在学生理解的基础上，鼓励学生创造性输出 达成目标4 Practice Step5 Task 3 引发期待行为，强化结构 Step6 Post–task 提供反馈评价，巩固结构 1.Can you make an ending Work in groups for the story? 2.Act the story Act(work in groups). 完成补充习题相应练习 Some exercise 1 min 1 Homework min 1.Read Cartoon time 5 times 2. Talk about your home to your family.

板书设计 Unit 2 How do you come to school? Where do you live? How do you come to school? …

交往互动式教学设计

课题 Unit 2 How do you come to school? 教时 日期 第 4 课时 教学目标： 1、巩固复习本单元单词。 2、复习回顾cartoon time。 3、巩固复习本单元重点句型。 4、通过活动和练习检测学习情况。 重点 与 难点 1、巩固复习本单元的课文、单词和重点句型。 2、能对歌谣进行改编和表演唱。 时间 活动版块 教 学 过 程 活动内容与呈现方式 学生活动方式 Sing together. (work in groups) Read after teacher Read in groups. (work in groups) 交流方式 齐唱歌曲，活跃气氛。 用chant的方式，巩固单词。 达成目标1 1.Sing a song “ The wheels on the bus” 2. Say a chant You go to work by bike. Step 1 4 Warming-up He walks to school with min 吸引注意，积Mike. 累语言 She comes here by plane. They go there by train. We are busy on weekdays. Let’s be early as always. Review the cartoon time: How does Bobby want to go Step2 Pre-task to school? 导出目Can Sam go to school by 标，生成bike? 核结构 Let’s act it. 35 心min 过Free talk Step3 程 Can you go to school by Task 1 bike? 回忆相关How do you go to school? 知识，初What about your family? 步运用结What about your friend? 构 Ask and answer Act in groups. (work in groups) I go to school by/ on … My father/ mother goes to work by/ on … My friend … 师生交流后pair work (work in pairs) 师生交流，活跃课堂氛围复习课文内容 达成目标2 巩固复习本单元重点句型 达成目标3

Step4 Task 2 呈现刺激材料，活用结构 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 Think and write. Look and say. (work in pairs) 综合输出语言，落实到笔头。 达成目标3 巩固复习本单元重点句型。 达成目标3 根据图片，完成句子，同桌交流句型。 达成目标3 Checkout time What about them? Step5 1. Look and finish. Task 3 引发期待2. Look and say. 行为，强3. Read together. 化结构 1.默写本单元的词汇跟句默写并巩固 型，完成ticking time Step6 Post–task 提供反馈2.完成补充习题所有内容 评价，巩固结构 这几项基础的练习和Ticking time提炼本单元的重点教授内容。 达成目标4 1 Homework min 1.Think and write. 2.Review the whole unit. Unit 2 How do you come to school? Where do you live? How do you come to school? … 板书设计