Unit 2 Going to school (Period 1)(教学设计) -2024-2025学年沪教牛津版（深圳用）英语五年级上册

教学设计 课程基本信息 学科 英语 年级 五年级 学期 秋季 课题 Unit 2 Going to school Listen and say & Look and learn 教科书 书 名：小学英语沪教牛津版（三年级起点）五年级上册教材 出版社：上海教育出版社 教学目标 1. 在看、听、说活动中，获取梳理对话中Joe，Kitty，Alice和Peter的上学方式及可能的原因，学习词汇on foot,by bike,by bus,by car,far from,near,walk，能够辨别交通工具。(学习理解） 2. 在教师的帮助下，掌握与交通相关的词汇和短语，能够辨别交通工具是否为绿色出行交通工具, 结合对话内容和真实生活情景，对自我的上学方式及原因够在恰当的情境下流畅地表达出来。（应用实践） 3. 依托内容和课上实践模式，能够熟练使用问答句交流自己去上学的交通方式，逐步能够根据课文对话的情况，转述介绍课文中人物去上学的交通方式，并能进行拓展练习。 4. 对身边的同学或朋友进行关于如何去上学的调查，并整理成报告。（迁移创新） 完成课时目标所需的核心语言如下。 【核心词汇及短语】 by，walk，by bike，by bus，by car，on foot，far from，near 【核心句型】 —How do you come to school？ —I come to school... 教学重难点 教学重点： 1. 单词及词组：by，walk，by bike，by bus，by car，on foot，far from 2. 核心句型：How do you come to school？ I come to school... 教学难点： 1. 表示不同交通方式的短语on foot，by bus等所用的介词不同。 2. 运用far froml和near来表达距离。 教学过程 Step 1: Warming up 1.Greetings. T: Hello,boys and girls. I’m your new English teacher. My name is Lucy. In this class, we’ are going to learn module 1 Unit 2. 2.Enjoy a flash. T:What can you hear? T:What can you see? 3.Free talk. T:Look! Who are they? T:Where are they? T:What does Jill want to know about her classmates? What are they talking about? 【设计意图】：通过Enjoy a flash和Free talk环节，让学生了解本课主题，以情景体验的方式进入英语课，感受上学交通工具的学习的氛围，并简单观察了解本课文本内容,并设置疑问。 Step 2: Presentation 1.Listen to the video. T:What does Jill want to know about her classmates? T:What are they talking about? T:How do you know that? Jill is doing a survey. Look at the boys and girls. They are talking about the way to school. Jill asks “How do you come to school?” and her classmates give different answers. How about these four students? How do they come to school and why? Listen! 【设计意图】：词不离句，将新词汇walk, by，walk，by bike，by bus，by car，on foot，far from等带入听力文本中整体感知。 2. Talk about their way to school. T:Look at this picture. They live in different places. They come to school in different ways. T:What do you think of their way to school? Yes, it’s a green way. Green way is good for our life. I come to my school on weekdays. I live a little far from my school. I often come to school by bike. I like riding a bike. It’s green and makes me healthy. But when it’s rainy, I sometimes come to school by bus. It’s a green way too. It’s fast and interesting. If you live far from school, you can come to school by bus, too. 【设计意图】：通过视频中的各类交通出行方式及绿色出行方式的介绍，Green way is good for our life.过渡到老师向学生介绍自己到学校的出行方式，并了解不同出行方式的原因，深入了解本课的话题。 3.通过老师标记在地图上四位同学家的位置，让学生体会距离。 T: Look! This is our school. Our friends live in different place. Do they live far from school? Do they live near school? T:Do you live far from school? Do you live near school? Ss:Peter and Joe live far from school. Alice and Kitty live near school. Ss:I live far from/ near school. I come to school by/on... 【设计意图】：“远”和“近”既是一种主观认识，又是相对而言的，可以通过地图标记的方式让学生明白文中四个同学家离学校的远近，标记出来，对比教学。让学生先明白远近概念，再来就自我真实情况来说一说。 4.Listen and answer. T:How does Joe come to school? Ss:By bus. T:How does Peter come to school? Ss:By bus. 【设计意图】：分段，带着问题再听文本，进一步加深对文本的理解。 5.Listen and readt. 【设计意图】：跟读必不可少。 6. Listen and answer. T:How does Alice come to school? Ss:On foot. T:How does Kitty come to school? Ss:On foot. 【设计意图】：分段，带着问题再听文本，进一步加深对文本的理解。 7.比较区分on foot 和walk。 Alice and Kitty come to school on foot. Means:Alice and Kitty walk to school. 【设计意图】：单独将文本中的这两句话重点出现，先让学生读一读，感受区别,解决难点on foot放在句子结尾，而walk 紧跟主语后。 8. Listen and read. 【设计意图】：跟读必不可少。 Step 3: Practice 1.Complete Jill’s notes. 【设计意图】：写一写，让每一个同学都操练，既检测对本课主文本的理解程度，又加深学习的印象，以及对本课重点句型的复习巩固。 2.Read and Complete Jill’s report. 【设计意图】：读一读，写一写，让每一个同学都操练，既检测对本课主文本的理解程度，通过转述的方式锻炼学生学习的印象的加深，以及对本课重点句型的实践应用。 Step 4: Production: Say and write You can use these words and phrases to write down your way to school. 【设计意图】：利用本课所学，让学生发散思维，学生以自己的视角对本课重点句型的进行复习巩固与实践应用。再通过写一写，让学生的书写得到操练，达到迁移创新，利用所学，解决问题，真正让学生学以致用。 Homework: Level 1: Read the dialogue on Page 8. Level 2: Do a survey to your friends or classmates about their way to school. Level 3: Write a report about your survey. 学科网（北京）股份有限公司 $$