Unit 2 A new student（教学设计）-2024-2025学年译林版（三起）英语五年级上册

译林版英语五上 Unit 2 A new student 教材内容 本单元教学内容为译林版《英语》五年级上册第二单元A new student，属于“人与自我”和“人与社会”主题范畴，涉及“生活与学习”、“社会服务与人际沟通”“历史、社会与文化”主题群，“学习与生活的自我管理”、“运动与游戏，安全与防护”、“个人感受与见解”等子主题。 Story time本板块的故事发生在开学之初的校园内：Miss Li 介绍新同学Nancy给Yang Ling认识，并请Yang Ling带领Nancy熟悉校园环境。对话中呈现了本单元句型 How many … are there …? Is there a …? Are there any … ? Grammar time本板块呈现了There be句型的一般疑问句Is/ Are there … ? 和特殊疑问句How many … are there ? 及其答语，并归纳了基数词one, two, three 序数词形式。 Fun time本板块是一个看图问答活动，要求学生观察图片中教室的物品，用there be 句型的一般疑问句和特殊疑问句进行问答对话。 Sound time本板块呈现了辅音字母c在单词中的发音/ s /。教师可以利用第一单元语音板块的内容，设计导入活动。同时也可以用对比的方法，引导学生总结字母c 在单词中的发音规律，即c在元音字母a, o, u前发/k/, 在e, i, y前发/s/ 。 Culture time该板块呈现的是英美国家关于楼层表达的差异。 Cartoon time本板块呈现了Bobby和Sam在操场荡秋千时发生的趣事，再现了there be 句型的肯定句和前一单元表示感觉的形容词happy 和afraid。 Checkout time本板块包括两个活动。Think and write 旨在检测学生对目标词汇和重点词汇there be 以及序数词的掌握情况。Listen and number 目的是检测学生对目标词汇和序数词的辨识能力。Think and write 和Listen and number都可以作为Story time 的巩固活动来操作。 学情分析 本单元的对话场景是在校园里，谈论的话题是学校的教室和场所。其中所包含的语法重点是学习there be 句型结构的一般疑问句Is there/ Are there … ? 和特殊疑问句How many … are there... ? 及其答语。学生在四年级下册Unit 1 已学过科目类词汇，教师可结合这些词汇教授教室类词汇，并呈现学校内各场所的照片，让学生在真实的情境下理解和运用。学生在五上第一单元已经熟练掌握there be结构的陈述句，教师在此基础上可以引出本单元的疑问句，同时结合本校教学楼楼层示意图及楼内设施，和学生进行问答活动。在本单元的教学中，教师可以以英语学习活动观为指导，设计与教学重难点相关的游戏和活动，调动学生的积极性，激发学习兴趣，使教学效果事半功倍，让学生在学习中理解，在运用中实践，在迁移中创新。 教学目标 本单元学习后，学生能够： 1.在情境中，熟练地介绍自己的和他人的校园，如用目标语言交流学校功能室及所在楼层、里面有什么物品、学生可以在其中从事什么活动等。了解英国和美国对于楼层的不同定义，并能用英语做正确的介绍。 2.通过听、读，模仿语调朗诵诗歌，体会与同学相处时的愉悦心情；分析、整合和概括文本信息，提炼出课外活动的安全常识，增强自我保护意识。 3.基于三段式结构框架，合理架构文章，向别人介绍自己心中的理想学校，表达对学校的热爱之情。 评价目标 1.借助主题语境，学生能运用目标语言描述和询问学校各功能室的情况及所在楼层，了解英国与美国楼层表达的差异，熟练地介绍自己和他人的校园。 2.借助韵律诗主题情境，体验活动中同学相处的愉悦之情；借助图片和核心语言讲述故事的主要内容，能在原有故事的基础上展开合理的想象，续编故事。 3.通过想一想、写一写等活动，补全语篇信息，介绍自己学校的功能室数量及所在楼层，并尝试用三段式写作的方法书写理想学校。 重点难点 （1） 教学重点 借助主题语境，学生能运用目标语言描述和询问学校各功能室的情况及所在楼层，了解英国与美国楼层表达的差异，熟练地介绍自己和他人的校园。 （二） 教学难点 用三段式写作的方法书写理想学校，介绍自己学校的功能室数量及所在楼层。 单元主题意义 通过多模态语篇阅读，学会介绍校园设施，体验助人乐趣，培养学生互帮互助的精神；引导学生参与校园活动，激发学生对新事物的好奇之情，增强安全意识；能以书面形式介绍自己的学校的教室与场所，加深对学校的了解，激发其爱校情感，享受美好校园生活。 分课时教学 课时 教材板块 教学内容 课时子主题 课时教学目标 课时评价目标 Period 1 Story time Story time 拓展资源：人教PEP英语五上Unit 6 In a nature park Nancy’s new school 1.在Story time语境中理解词句，在看、听、说、读等活动中分析、整合和概括文本信息，提炼出“学校功能室的数量及所在楼层”语篇关键信息,完成思维导图； 2.基于思维导图，运用目标语言复述文本内容；并尝试分角色表演对话。 3.在交流中帮助新同学快速了解新学校，并能尽快融入到新的学习环境中，建立同学情。 借助故事情境，学生初步感知和理解序数词的用法。在语境中，询问和应答学校功能室的情况及所在楼层，帮助新同学快速了解新学校,并能尽快融入到新的学习环境中，建立同学情。 Period 2 Fun time, Culture time &Grammar time Fun time, Culture time & Grammar time 拓展资源：British English and American English(视频） Nancy’s new classroom 1.基于结构化知识，运用Grammar time中的目标语言交流学校功能室及所在楼层，并能够以两两对话以及小组合作的形式巩固操练; 2.运用目标语言谈论自己家的一个房间，并向全班汇报交流。 3.通过查阅书籍、浏览网络等方式，更多了解西方国家楼层的表达差异，增强文化多样性的感知。 1.借助主题语境，运用 How many引导的特殊疑问句和There be句型的陈述句和疑问句来描述和询问学校各功能室的情况及所在楼层； 2.围绕图片内容，运用目标语言进行交流，在练习语言的同时，加深对主题意义的理解， 产生对新事物的好奇之情； 3.在听、读的过程中了解主要英语国家英国与美国楼层表达的差异，体验文化的多样性。 Period 3 Cartoon time &Sound time Cartoon time &Sound time 拓展资源：字母c在单词中的发音规律（视频），Play safe song（视频） Activities in and out of school 1.分析、整合和概括Cartoon time文本信息，理解故事内容，提炼出课外活动的安全常识，增强自我保护意识; 2. 通过听、读，模仿语调朗诵诗歌，理解并且会读字母c在单词中的发音，体会与同学相处时的愉悦心情; 3.与同伴交流、分享自己和同学、朋友间的相处生活与感受。 1.借助图片和核心语言讲述故事的主要内容，能在原有故事的基础上展开合理的想象，续编故事; 2.借助韵律诗主题情境，在听、读过程中学生发现、总结字母Cc在单词中的发音规律，体验活动中同学相处的愉悦之情； 3.与同伴交流、分享自己和同学、朋友间的相处生活与感受。 Period 4 Checkout time &Revision Checkout time & Revision Our dream school 1.通过想一想，写一写等活动，补全语篇信息,并用英语介绍自己学校功能室的数量及所在楼层; 2.通过给Checkout板块的文本增加开头和结尾的活动，学生建构以My school为主题的英语小作文的结构框架; 3.基于三段式结构框架，设计写作提纲；合理架构文章，向别人介绍自己心中的理想学校，表达对学校的热爱之情。 1.能熟练用英语介绍自己学校功能室的数量及所在楼层； 2.建构以My dream school为主题的三段式结构框架并完成写作。 五上 Unit 2 A new student（Period 1） ——Nancy’s new school 【教学内容】 Story time 【教学目标】 通过本课时学习，学生能够： 1.在Story time语境中理解词句，在看、听、说、读等活动中分析、整合和概括文本信息，提炼出“学校功能室的数量及所在楼层”语篇关键信息，完成思维导图； 2.基于思维导图，运用目标语言复述文本内容；并尝试分角色表演对话。 3.在交流中帮助新同学快速了解新学校，并能尽快融入到新的学习环境中，建立同学情。 完成课时目标所需的核心语言如下。 核心词汇： classroom，computer room, library, music room, table tennis room, first, second, third, floor, student, show…around 核心句型： Is/Are there…? 及答语。 How many…are there…?及答语。 It’s/They’re on the first/second/third floor. 【教学重点】 1.能在Story time语境中理解词句，并在看、听、说、读等活动中感知并理解其表达的意义。 2.借助主题语境，分析、整合和概括文本信息，提炼出“学校功能室的数量及所在楼层”语篇关键信息，完成思维导图。 【教学难点】基于思维导图，比较流利地复述文本内容并尝试分角色表演对话。 【教学准备】PPT, 图片，板书 【教学过程】 Step 1 Warming up 1. Greetings 2. Play a game: Look and say (最后一个是图文结合的There is a school.) 【设计意图】通过Look and say快速闪现这个游戏活动，激发学生学习的兴趣，激活学生旧知，最后一个There is a school.为本课下面的教学做好铺垫。) Step 2 While-reading 1. Learn Picture （1）出示学校轮廓图 Q: Whose school is it ? (It’s Yang Ling’s .)There is a new student in Yang Ling’s school today. （2）Look and learn Q: Who’s the new student? Teach：Nancy Black （Nancy Black is from the US.） Tip: 在英语中名字放在前面（称为first name），姓氏在后（称为last name）。因此，Nancy是名，Black是姓。 Today, we’ll learn Unit 2 A new student.(揭题) (3)Listen and answer Q: Nancy is new here. What does Miss Li ask Yang Ling to do? Teach：show her around ( playground—ground-- around) 用杨玲和南希的人物图、脚印图动态展示show...around，并猜测词义：A.给......看 B.带领......参观 Q；What does Yang Ling say? Listen and answer. Read and imitate 2.Think and ask Q:If you’re Nancy, can you ask some questions about her new school? (What? How? Who? Where?重点引导用一般疑问句提问：Is there a/an …in the school? Are there any …in the school?) 3.Watch and tick(看卡通，勾出他们所看到的房间) Q: What places are mentioned in Nancy’s new school? Check the answers. 教学生词并板书: classroom （class room-----classroom） computer room （computer----computer room） 【设计意图】紧扣whose、who、what三大关键词，厘清人物间的关系，明白Miss Li要杨玲干的事情。Think and guess帮助学生初步感知there be的一般疑问句这个新句型，Watch and tick让学生找出涉及的地方,培养学生边看视频边捕捉信息的能力！ 4.Learn Picture 2 （1）Look and ask Q：When Nancy sees the classrooms, what will she ask？（What? Where? How? How many?） (呈现问句：How many classrooms are there in our school? Where is our classroom？) （2）Listen and find There are 24 classrooms.=There are 24. Our classroom is on the second floor. (出示楼层图)Look at the building. There are three floors. Teach: This is the first floor.(bird--first door--floor) 简写1F This is the second floor. 简写2F This is the third floor.(thirty--third) 简写3F Q：Where is Yang Ling and Nancy’s classroom? It is on the__________floor.（second）在示意图二楼标注好 Try to say: There are ______classrooms in the school. ___________ is on the second floor. Read after the tape. Act it out! Summary: Look, this is Nancy’s new school. Yang Ling is showing her around. How many classrooms are there in the school?(There are 24.) Where is Nancy’s new classroom?(It’s on the second floor.)根据问答用思维导图完成板书。 【设计意图】在教师的引导下，学生有序学习询问数量以及楼层的表达方式，结合楼层示意图，给学生建立了清晰的表象，并为下面的自主学习作了很好的示范。 5.Learn Picture 3 and 4 (1) Read and finish 自读第3和第4幅图，用横线划出表示数量的词，用圆圈圈出表示楼层的词，并完成思维导图。 Q: How many computer rooms/libraries/music rooms/table tennis are there in the school? Where it/are they? What can they do in the computer room/library/music room/table tennis room? Summary: There is________in the school. It’s/They’re on the ______________floor. Read after the tape(Picture 3 and 4). Let’s summary.(移动图片完成思维导图板书) 【设计意图】通过划一划、圈一圈完成思维导图的活动，发展学生自主学习的能力，让学生能自然掌握知识，用所学语言自主表达，从而获得学习的成就感。 Step 3Post reading 1. Happy reading 1) Read after the tape 2) Read together. 3) Act in groups. Tips: 1.三人或二人一小组分角色扮演。 2.选择Scene1(P1-2)或者Scene2 (P3-4)表演。 3.加上表情和动作会更好哦！ 2.Let’s know more！ School is over. Yang Ling is showing Nancy around a park beside the school. What’s in the park? (出示人教PEP英语五上Unit 6 In a nature park)Find and learn. What a happy day! 3.Think and answer: Nancy is a new student. Yang Ling shows Nancy around the new school and the park. How is Yang Ling? 情感提升：To be helpful in our daily life! Love our school! 【设计意图】通过角色扮演，培养学生乐于助人的好品质，建立同学情。在带领Nancy参观公园的过程中，实现了语言的拓展和输出，并适时进行了情感升华！ Step 4. Homework 1.Read Story time fluently.熟练朗读课文。 2. I’m a little designer. 小组合作为学校设计，制作平面示意图，并用以下句型，编出新的对话，准备汇报。 Is there a/an…? Are there any…? What’s in your school? How many…are there…? Where is/are the…? 【设计意图】通过设置真实情景，让学生制作自己学校的平面示意图，将教材所学的知识与实际生活紧密联系，灵活运用，体现所学知识的实际用途，让课堂任务有了更丰富的内涵。 【板书设计】 Unit2 A new student Is there a/an...? Are there any...? 1F How many...are there...? 2F There is/are... It’s/They’re on the...floor. 3F 五上 Unit 2 A new student（Period 2） ——Nancy’s new classroom 【教学内容】 Grammar time, Fun time& Culture time；British English and American English(视频） 【教学目标】 通过本课时学习，学生能够： 1.基于结构化知识，运用Grammar time中的目标语言交流学校功能室及所在楼层，并能够以两两对话以及小组合作的形式巩固操练; 2.运用目标语言谈论自己家的一个房间，并向全班汇报交流。 3.通过查阅书籍、浏览网络等方式，更多了解西方国家楼层的表达差异，增强文化多样性的感知。 完成课时目标所需的核心语言如下。 核心词汇： art room, classroom，computer room, library, music room, table tennis room, isn't=is not, aren’t=are not, the ground floor, the first floor 核心句型： Is/Are there…? 及答语Yes, there is/No, there isn’t. Yes, there are/No, there aren’t. How many…are there…?及答语There is/are... Where is/are...? It’s/They’re on the first/second/third floor. In the US, this is the first floor. In the UK, this is the ground floor. 【教学重点】 1.能理解并掌握There be 的一般疑问句及其答语和How many …are there…?句型。 2.英语楼层及1到3序数词的用法。 【教学难点】 运用目标语言交流学校功能室及所在楼层，并尝试介绍自己家里的一个房间。 【教学准备】 PPT 【教学过程】 Step 1 Warming up 1. Sing a song: In the classroom Q1: What’s in the classroom? Q2: What do we do in the classroom? We can do so many things in the classroom. Here are some other places. 2. Look, listen and guess(Puzzle game): ①There is a piano in it. We play the piano. We sing and dance in it. ②There are many books and we can read books in it. We can’t eat or drink here. 2 We play table tennis in it. 3 We have PE lessons on it and we run, jump and play basketball. Where is it? 4 There are some computers in the room. We have computer classes in it. We can play computer games too. 5 There are some pictures on the wall. We draw pictures in it. (Teach: art room---an art room) 3.Quick response看图片快速说单词(最后一个music room) 【设计意图】从学生熟悉的歌曲入手，利用学生已有的认知水平进行猜测游戏，激发他们参与课堂的热情，从而自然引入新单词，并在看图练说中巩固所有单词，以趣促学。 Step2 Revision We know a lot about Nancy’s new school.(出示楼层示意图框架，教师提问，学生回答后逐一显示房间图） Q1:Is there a music room in the school? Where is it? Q2: Is there a table tennis room in the school? Where is it? Q3: Is there a library in the school? Where is it? How many libraries are there in the school?(出示句子,并根据学生回答呈现答句) Q4: Are there any computer rooms in the school? How many computer rooms are there in the school?(出示句子,并根据学生回答呈现答句) Where are they? Q5: Are there any classrooms in the school? How many classrooms are there in the school?(出示句子,并根据学生回答呈现答句) Where is Nancy’s new classroom? 【设计意图】通过快速问答，复习再现了Story time内容，厘清了文本脉络，加深了对Nancy新学校功能室及数量的记忆，课堂教学充满活力。 Step 3 Presentation 1. Grammar time(特殊疑问句和序数词） 1） Read and find How many libraries are there in the school? There is one. How many computer rooms are there in the school? There are two. How many classrooms are there in the school? There are 24. Tip:当我们不知道某个地方物体的数量时可以用How many…are there…?来进行询问。 回答时用There is/are...(数字). 2）Summary: How many 用来问数量， 后面跟上名词复数； are there 千万别忘记， 回答都用there be, 单数is，复数are 。 How many 问数量。 结构：How many +复数+are there +地点词? 【设计意图】通过朗读活动，引导学生感悟其用法，自己归纳问数量这个句型的语法结构，并在朗朗上口的总结中强化语法点，方便学生记忆，提高教学效率。 3）Let’s talk Nancy会怎样介绍自己的新学校呢？试着说一说吧。 Hello, I'm Nancy. I’m a new student. Look at my school. There is/ are... It’s / They’re on the … floor. Oh, I like my school ./... 4） Summary: There are many rooms in Nancy’s new school.（出示楼层示意图和句子框架，让学生用one two three first second third填空） There is one music room on the first floor. There are two computer rooms on the third floor. There are three classrooms on the second floor. Tip: one two three是基数词，是表示数量的多少的量词；first, second, third是序数词，是表示顺序的词，一般用来谈论日期、楼层、位置等。表示第几时，需要在序数词前加上the。 2.Culture time (教师指着1楼)In China, this is the first floor. In the US, this is the first floor too.(标好中国和美国国旗) But in the UK, this is the ground floor.在上图的右侧标好the ground floor和英国国旗） (教师指着2楼)In China, this is the second floor. In the US, this is the (second)floor too. But in the UK, this is the(first)floor. (教师指着3楼)In China and the US, this is the (third) floor. But in the UK, this is the(second)floor. Read Culture time after the tape. Read together. 【设计意图】Nancy介绍新校园后，教师延续书本上的学校语境，提供框架让学生完成句子，深切领悟基数词和序数词的不同之处，在对比中感悟两者的差异，对序数词的用法有了更深入的了解。 3.Fun time（Grammar time中一般疑问句的表达） 1）Guess, remember and answer There are three classrooms on the second floor. Nancy’s new classroom is on the second floor too. What’s in it？Let’s guess! (Is there a/an...in Nancy’s classroom?/Are there any...in Nancy’s classroom?) What’s in Nancy’s classroom? Let’s go and have a look. Try to remember the things in 30 seconds. Q：Is there a football in the classroom? (Yes, there is.) Is there a TV in the classroom?(No, there isn’t.) Teach: isn’t=is not Q: Is there any milk in the classroom? (No, there isn’t.) Q: Are there any desks in the classroom?(Yes, there are.) Are there any dolls in the classroom?(No, there aren’t) Teach: aren’t=are not 2）Read and find 单数句子Is there a/an...+地点？在（地方）有（东西）吗？Yes, there is. No, there isn’t. 不可数句子 Is there any...+地点？ Yes, there is. No, there isn’t. 复数句子Are there any...+地点?Yes, there are. No, there aren’t. 3）Read and compare A．There is a football in the classroom. Is there a football in the classroom? B．There is some milk in the classroom. Is there any milk in the classroom? C．There are some desks in the classroom. Are there any desks in the classroom？ Summary:一般疑问句把be动词提前，句号改问号，some改any. 4)Work in pairs.(再次呈现Nancy的教室图,同桌对话) Is there… ?/Are there … ? How many … ? 5)Try to introduce Nancy’s classroom. 【设计意图】利用教材图片资源，对Nancy新教室的物品用一般疑问句进行了讨论，提高了语言运用的真实性，并使语言点的运用落实在对话交流之中，使运用更具意义。 Step 4 Consolidation 1. Summary:询问在某个地方有(东西)吗?单数用...不可数用...复数用... 询问数量用: 介绍在一楼/二楼/三楼用: In the US, this is...(the first floor). In the UK, this is...(the ground floor). 2. Let’s know more!(观看视频British English and American English) 3.练习反馈： 用there be 的适当形式填空 1). ___________a sofa and two beds in the bedroom. 2). ___________some milk in the glass. 3). A: ____________an apple on the plate? B: Yes, _____________. 4).A: ____________any pineapples in the basket? B: No, ______________. ____________some pears in it. 5). A:____________any soup on the table? B: No, ______________. 6).A: How many desks _____________in the office? B:________________six. 【设计意图】通过总结，巧妙渗透其它英式和美式英语不同的说法，开阔学生的眼界，拓宽学生的知识面。在练习中内化知识，提高实效，提升综合运用的能力。 Step 5 Homework 1. Talk about one room in your home. 2. Know more about British English and American English. 【设计意图】以语言交际为中心，通过生生对话，帮助学生在新授的基础上与拓展内容相结合，真正体现言语交际的重要性。积极鼓励学生自己查阅英式和美式英语表达的不同，促进自我学习，自我成长，培养学习英语的兴趣。 【板书设计】 Unit2 A new student Is there a/an/any...? Nancy’s new classroom Yes, there is./No, there isn’t. Are there any...? Yes, there are./No, there aren’t. How many...are there...? ( It’s/They’re on the...floor. ) There is/are... 五上 Unit 2 A new student （Period 3） ——Activities in and out of school 【教学内容】 Sound time，Cartoon time，字母c在单词中的发音规律（视频）, Play safe song(视频) 【教学目标】 通过本课时学习，学生能够： 1.分析、整合和概括Cartoon time文本信息，理解故事内容，提炼出课外活动的安全常识，增强自我保护意识； 2. 通过听、读，模仿语调朗诵诗歌，理解并且会读字母c在单词中的发音，体会与同学相处时的愉悦心情； 3.与同伴交流、分享自己和同学、朋友间的相处生活与感受。 完成课时目标所需的核心语言如下。 核心词汇: cinema, in the playground, on the swing, stop, high, heavy, push 核心句型: 以韵律诗的形式表达和同学相处的愉悦之情： They…(sing and dance, drink some nice juice, go to the cinema, have a nice cream…) 讲述Bobby和Sam在操场荡秋千时发生的趣事： Push me. You’re so heavy. It’s great fun. Let’s play again. 【教学重点】 1. 在语境中理解Cartoon time的故事内容，学习文本中的词汇和核心语言，通过跟读、分角色朗读和表演故事，理解故事内容，内化语言，体验和同学相处时的愉悦，增强活动中的安全意识，引导学生在游戏和运动时注意个人安全防护。 2. 用正确的语音语调朗读小诗和感知理解字母Cc在单词中的发音。 【教学难点】 1.借助图片和核心语言讲述故事的主要内容，能在原有故事的基础上展开合理的想象，续编故事。 2.正确区分字母Cc在单词中的发音。 【教学准备】 PPT，板书 【教学过程】 Step1Warmingup Sing a song: In the classroom 唱后追问:What’s in the classroom? Where is the classroom? How many rooms are there in the school? What are they? What do students do in the rooms? Whose classroom/school is it? How does Nancy introduce her school? 【设计意图】用歌曲导入，吸引学生注意力，唱完之后通过系列问题追问，在复习旧知的同时，激活学生已有的与主题相关的知识、经验及语言表达。 Step2 Cartoon time 1. Show a picture: Whose school? 引出Bobby. What’s in Bobby’s school? 2. Look and say: Q:Where are Sam and Bobby? Ss: They’re in the playground. Q:What’s in the playground? Ss: There is a swing. Teach: swing Q: What do they want to do? Ss: They want to play on the swing. 【设计意图】学生基于图片和已有经验，在教师的启发下，预测故事内容，感知新语言。教师观察学生参与互动和交流的情况，主动分享并可根据学生情况调整提问方式，进行追问或给予鼓励。 3. Watch and answer: Do they like playing on the swing? How do you know? Look at Picture 4: How is Sam/Bobby? Ss: Sam is happy, but Bobby is afraid. 【设计意图】学生观看故事视频，验证预测，理解故事主要情节。 4. Read and find: How do they play on the swing? Look at Picuture2: Push me, Bobby. (teach: push 推) Bobby pushes Sam hard. It doesn’t work. Why? Because Sam is big and tall. Bobby is small and short. What does Bobby say?(Listen) You’re so heavy, Sam. (teach: heavy 沉的,重的) Look at Picture3: It is Bobby’s turn. Can Sam push Bobby? How is Bobby? Why? It’s too high. (teach: high 高的) Bobby asks Sam to stop. (teach: stop 停止) 【设计意图】学生通过自主阅读，理解故事细节，如“How do they play on the swing? Why is Bobby afraid?”，找到故事中Sam和Bobby在操场荡秋千时发生的趣事。在过程中，学生借助图文理解新词汇，在语境中理解故事内容，学习故事中的词汇和核心语言。 5. Listen and read after the computer.（跟读课文，注意模仿语音语调。） Read with the computer. (跟录音一起读，注意人物的语气变化。) Read in roles./Act this story. 【设计意图】学生通过跟读和分角色朗读对话，进一步理解故事内容，内化语言，为语言输出奠定基础。在教师的指导下，基于故事内容，学生进行角色扮演，进一步深入角色，运用语言理解意义。鼓励学生可以在原有故事的基础上展开合理的想象，丰富故事内容，促进语言内化。 6. Think and discuss: Sam pushes Bobby so hard. Is it safe? What should Sam/Bobby do? When we play games, we should keep safe. 【设计意图】分析和讨论Sam和Bobby荡秋千的过程，对他们的做法进行评价，并思考和体会故事背后隐含的意义。 Step3 Sound time 1. Show a picture: Who are they? Introduce the girls: Alice and Cindy They’re good friends. 2. Look and say: What do they usually do? They sing and dance. They drink some nice juice. They go to the cinema. They have a nice ice cream. They usually have a good time. 【设计意图】教师通过人物介绍导入语音部分的学习，用人物关系引出相应场景，通过提问What do they usually do?引导学生观察、回答问题，帮助学生在整体感知、理解语言的基础上，体会语音的表意功能。 3. Learn the rhyme Listen to the rhyme Listen and repeat Read with the music (跟着节奏读一读，注意意群朗读，注意连读和重音。) Alice and I /sing and dance, And｀drink some nice/ juice! Then we go to the /cinema, And｀have a /nice cream! Find the sound of letter Cc in these words: Cc / s / Alice dance nice juice cinema ice Try to say more words: rice pencil Know other sound of letter Cc: Cc / k / cream Do some Exercise: Find the right home cake coat cinema dance come cold juice doctor pencil cup Find the rules of the sound of letter Cc: 字母Cc在元音字母a, o, u前发/ k /，在e, i, y 前发/ s / Read some new words according to the rules: mice face cave cola cut fancy city circle 【设计意图】为学生提供大量听音、模仿和实践的机会，感知并模仿诵读小诗，体会单词的重音、意群、语调及节奏等，在此基础上，进一步感知字母在单词中的发音，感知简单的拼读规则，尝试借助拼读规则拼读单词，帮助学生形成语音意识。 Step4 Summary 1. Think and talk Today we talk about the story of Bobby and Sam and the story of Alice and Cindy. In our school, we have a lot of rooms. We have a lot of activities. What do we do in the school? We in the . 2.Bobby and Sam play on the swing. Alice and Cindy are friends. They have a good time together. What do you do with your friends? I with my friend(s). We usually have a good time. 3.Watch a video: Play safe song When we play games in and out of school, we should keep safe. 【设计意图】根据教师的板书，梳理、归纳本课学习内容，有效联结Cartoon time和Sound time，同时与学生生活经验进行链接，在充分交流后进而观看Play safe song视频，引导学生在游戏和运动时注意个人安全防护。 Step5 Homework 1. Read Sound time and Cartoon time. 2. Design your dream school. 用下面的句子说一说： My dream school is … There is a/an … It’s on the … floor. There are … They’re on the … floor. There isn’t a/an … There aren’t any … in my school. 【教学板书】 Unit 2 A new student Period3 Activities in and out of school 五上 Unit 2 A new student （Period 4） ——Our dream school 【教学内容】Checkout time, Revision 【教学目标】 通过本课时学习，学生能够： 1.通过想一想、写一写等活动，补全语篇信息，并用英语介绍自己学校功能室的数量及所在楼层; 2.通过给Checkout板块的文本增加开头和结尾的活动，建构以My school为主题的英语小作文的结构框架; 3.基于三段式结构框架，设计写作提纲；合理架构文章，向别人介绍自己心中的理想学校，表达对学校的热爱之情。 完成课时目标所需的核心语言如下。 核心词汇: classroom, art room, music room, library, computer room, table tennis room, dancing room, lab, show… around 核心句型: 介绍自己理想中的学校功能室的数量及所在楼层 There is/are … There isn’t/aren’t … It’s on the first/second/ third floor. My dream school is … 【教学重点】 综合运用核心词汇和句式介绍自己的学校并进行书面表达。 【教学难点】 建构以My school为主题的英语小作文的结构框架，尝试三段式写作的方法，用英语介绍自己理想中的学校功能室的数量及所在楼层，做到言之有物、言之有理、言之有序。 【教学准备】 PPT，板书 【教学过程】 Step1 Warming up Show a picture: Whose house is it? It’s Nancy’s. Nancy lives in China now. She is a new student here. 1. Look and say: Look at the big house. How many floors are there? In the UK, this is the ground floor, this is the first floor. In the US, this is the first floor, this is the second floor. This is a house in China. This is the first floor, this is the second floor. 2. This is a map of the second floor. What’s in it? There is/are… 3. How about the first floor? Guess in pairs. Is there ….? Yes, there is./ No, there isn’t. Are there any …? Yes, there are./ No, there aren’t. How many … are there…? There is/are … 【设计意图】运用图片直击话题，既帮助学生复现了Culture time板块的知识，又通过师生交流、生生猜测等活动进一步思维、形成完整的表述。在表述过程中，图片辅助直观清晰，易于学生在语境中交流与表达。 Step2 Revision and Checkout time 1. This is Nancy’s new school. There are many buildings in it. Look, this is one of them. Listen and number(P25) ①Look and say: Look at this building. There are three floors. What’s on the first floor? There’s a music room. What’s on the second floor? There’s an art room. What’s on the third floor? There’s a computer room. ②Listen and number the room. ③Check for the answer. ④Our friends are on the different floors. Look. Who’s on the first/second/third floor? Liu Tao is./ Nancy and Mike are./ Yang Ling is. 2. Nancy and Mike are on the second floor. They are talking about their school. Listen and judge: 听力材料 M: Hello, Nancy. N: Hi, Mike. How many art rooms are there in our school? M: Two. They’re on the second floor. N: Is there a reading room? M: Yes. It’s on the third floor, next to the library. N: I see. Where’s the dancing room? M: Sorry. There’s no dancing room. But there’s a garden on the first floor. It’s small, but very beautiful. N:Right. There aren’t any swings in it. I hope we can have one. ( T )1. There’s a reading room on the third floor. ( F )2. There are two art rooms on the first floor. (There are two art rooms on the second floor.) ( F )3. There is a dancing room in their school. (There isn’t a dancing room in their school.) ( T )4. There’s a garden on the first floor. ( F )5. There are some swings in the garden. (There aren’t any swings in the garden.) Summary: There be 结构否定句有: There is not/isn’t a/an+可数名词单数+地点. There is not/isn’t any+不可数名词+地点. There is no+可数名词单数/不可数名词+地点. There are not/aren’t any+可数名词复数+地点. There are no+可数名词复数+地点. 3. Recall and say something about Nancy’s new school 4. Think and write(P24) 5. Read and compare with Nancy’s article. My school My school is not big, but it’s beautiful. There are twenty-four classrooms in my school. There is a garden. It’s on the first floor. There is a music room and a table tennis room too. There are two art rooms. They’re on the second floor. There is a library and two computer rooms on the third floor. There is not a dancing room in my school. There are not any swings in my school. I love my school. What about your school? Read and find: 比较后增加文章的开头和结尾，帮助学生建构以My school为主题的英语小作文的结构框架。 开头：总体介绍概括特点 中间：具体描写学校的设施与地点 结尾：简要总结 【设计意图】Checkout time板块有Think and write和Listen and number两个部分组成，基于板块内容教师构建与主题密切相关的完整的意义探究语境，围绕Nancy’s new school，将教材Checkout time板块的内容与单元核心语言项目巧妙融合。在Listen and number环节，了解学校功能室及所在楼层；在listen and judge环节，关注到Nancy了解新学校的询问方式；在Think and write环节，关注用英语介绍自己学校功能室的数量及所在楼层，同时对比Nancy的文章，为文章增加开头和结尾，帮助学生建构以My school为主题的英语小作文的结构框架，为向别人介绍自己的理想学校做好铺垫。 Step3 Write about our dream school 1. Enjoy some different schools in the world. 2. Discuss and share: What’s in your dream school? 3. Make an outline of your dream school and write an article. Step4 Homework 1. Write an article about your dream school and talk about it with your friends. 2. Review Unit2. 【教学板书】 Unit 2 A new student Period4 Our dream school 学科网（北京）股份有限公司 $$