-
Unit 1 How canI get there?
第一课时
A Let’s
learn & Make a map and talk
一、
教学目标与要求
:
1
.能够听、说、读、写:
science
museum
,
post
office
,
bookstore
,
cine
ma
,
hospital
。
2
.
p>
能够听、
说、
认读短语:
< br>near
在……附近
next
to
与……
相邻
3
.
能够听、说、认读句型:
“
Where
is
the
cinema
?”
“
It
’
s
next
to
the
bookstore.
”
并进行关键词的替换
操练。
二、教学重、难点分析
1
、掌握
Let's
learn
部分的四会单词和短语。
2
、准确书写四会单词和掌握单词
museum
的发音。
三、教学步骤和建议
Step1
p>
.
Preparation
教师放三年级下册第六单元的歌曲“
They Are in
the Zoo
.'’师生
齐唱。
Step tation
1
单词呈现
(1)
“请你猜猜”活动
教
师
课
前在
黑板
上
画一
个框
,将
hospital
,
post
office
< br>,
bookstore
,
cin
ema
,
science museum
,
park
,
library
,
school
等
单
词卡片反面朝外贴在黑板上作为地图,
每张卡片面都写着数字。
教
师指着其中一张卡片说:
“
Now
I
am
in
No
·
l.
Please{what
place
it
is
.
Is it a ZOO
/
school
/
p
ark
…
?
”教师要注意先出示两个学
生的
场所,第三次再让学生猜的时候,他们首先会考虑学过的词汇,这时
再呈现新词
cinema
。教师示范朗读,学生跟读。
教师带领学生拼读
并
cinema
。<
/p>
(2)
继续做“请你猜猜”活动。教师
说:
“
No
.
3
is
a
cinema
.
We
can
see
a
film’
cinema
.
< br>”接下来教师拿出一封信,说:
“
1
want
to
post
the
letter
·
Shall
I
go
to
the
cinema?
Where
shall
I go?
Yes!Post office
.
”教师继续利用黑板上的卡片让学生猜:
“
Is
it
a
post
office?
”并领读
post <
/p>
office
。教师指着黑板上
post
office
的位置说:
“
Look at the
map
.
The
post
office
is
p>
here
.
”然后问:
“
Where
is
the
postoffice in our town?
”让
学生根据实际情况回答。
(3)
同法教授
hospital
,
bookstore
,
science
museum
。
(
< br>4
)整合读五个新单词和句型。
2
、听音正音
教师放
A
部分
Let's
learn
的录音,学生跟读。
教师请学生重点读单词
next
to
和句子
“
Where
is
the
cinema
?”
“
It
’
s
next
to
the
bookstore.
”并注意纠正其发音。
3
、
Pair work
教师请学生先在方框里填上单词或短语,
再根据所填写的地图进行描
述,如:
The
post
office
is
near
the
museum
.
The
cinema
is
next
to the post
office
.
”等。
Step3 .Practice
1
、
听音贴图。
2
、
看图快读单词。
3
< br>、根据板书呈现的地图,利用句型“
Where
is
the
---
?”
“
It
’
s
next
to
the
----.
”自编对话
Step4
.
Production
“小小设计师”活动
教师先带领学生认读六个表示场所的单词或短语:
library
,
post
office
,
hospital
,
scienc
e museum
,
cinema
,<
/p>
bookstore
,接着告
诉学生:<
/p>
“现在你们都是城市设计师,请大家设计一张地图,设计之
后会有
记者来采访。
”让学生利用单词卡片设计城市规划图,并在班
级
里选几名学生充当小记者去采访“设计师”
,逐个提问:
“
p>
Where
is
the hospit
al
/…
?
”由“设计师”来回答问题
。
ss
1
、
做配套相应的练习。
2
、
Summary
:
what have
you learned today ?
3
、
Homework
:
学生背诵并抄写本课时的四会单词。
板书设计:
Unit 1 How canI
get there?
A Let’s learn & Make a
map and talk
Where
is
the
---
?
science
museum
post
office
bookstore
,
cinema
,
hospital
It’s next to the
…
.
第二课时
A Let’s try &Let’s talk
一、教学目标与要求
1
.能够听、说、认读句子
,
并能在情景中进行运用。
2
.
能够四会掌握句子:
“
Where
is
the
museum
shop
?”
“
It
’
s
near the
door.
”
二、教学重、难点
本
课
时
的
教
学
重
点
和
难
点
是
使
学<
/p>
生
掌
握
句
型
:
“
Where
is
the
museum
shop
?”
“
It
’
s
near the
door.
”
三、教学准备:多媒体课件。单词图片
四、教学步骤和建议
Step1
p>
.
Preparation
1
、
“寻宝藏”活动。
<
/p>
请学生根据教师的描述猜单词,如果猜对了,他们将会得到“宝藏”
。
该活动也可以在两人组内进行。
2
.
Let's try
教
师
放
Let's
p>
try
时
部
分
p>
的
录
音
,
学
生
做
出
正
确
的
选
< br>择
。
Wu
Yifan
and
Robin
are
looking
at
some
robots.
L
isten
and
tick.
1.
Where
are
they?
A.
In
the
museum.
B.
In
the
bookstore.
2.
Is
Grandpa
there?
A.
Yes,
he
is
B.
No,
he
isn
’
t
Step tation
1
、教学
I want to buy
a postcard .
出示实物
postcard
,让学生根据发音规律试读,教师领读。接着老
师走到一名学生旁边问
:
I want to buy a postcard
2
、教学
I want to
send it today
买到卡片之后,老师在接着提出
I want to send
it today
引导学生理解
send
含义,教师领读,学生在小组内练读。
3
、带着问题听录音
出示两个问题
Questions:
Where
is
the
museum
shop
?
_________________________________
Where
is
post
office?
___________________________
______________
※
Let
’
s
talk.
Wu
Yifan:
Robin,
where
is
the
museum
shop?
I
want
to
buy
a
postcard.
Robin:
It’s
near
the
door.
Wu
Yifan:
Thanks.
Where
is
the
post
office?
I
want
to
send
it
today.
Robin:
I
don’t
know.
I’ll
ask.
Excuse
me,
Sir.
Man:
Wow!
A
talking
robot!
What
a
great
museum!
Robin:
Where
is
the
post
office?
Man:
It’s
next
to
the
museum.
Robin:
Thanks.
Step3 .Practice
1
、
听音答题
Questions:
Where
is
the
museum
shop
?
_________________________________
Where
is
post
office?
___________________________
______________
2
、听音跟读
3
、
角色朗读:师生、生生、同桌分角色朗读,注意语音语调。
4
、
角色表演,上台展示。
Step4
.
Production
Talk about the
places in your village.
Is there a
…
?
Where is it ?
It’s near
next to
behind
…
ss
1
、
做配套相应的练习。
2
、
Summary
:
what have
you learned today ?
3
、
Homework
:
学生熟读对话并背诵重点句型。
板书设计:
Unit 1 How can I
get there?
A Let’s try &Let’s
talk
Where is the
…
?
It’s near
next to behind
…
第三课时
B Let’s learn & Be a tour guide
一、教学目标与要求
2
.
能够听、说、读、写短语:
crossing,
turn
left
,
turn
right
,
go
straight
。
3
.
能够听、说、认读句型:
“
Where
is
the
Italian
restaurant
?
”
并能进行回答。
二、教学重、难点分析
1.
本课时的教学重点是掌握四会短语:
crossing
,
turn left,
turn
right, go straight.
2.
本课时的教学难点是
straight
的发音和
拼写。
三、教学准备:多媒体课件。单词图片
四、教学步骤和建议
Step1
.
Preparation
热身
(Warm-up)
教师准
备“兔子舞”的录音带。师生共同跳“兔子舞”
,跳的
时候要注
意强调单词
left
和
right
p>
,师生一起跳一跳、乐一乐。
Step
tation
1
.
单词呈现
(1)
教师伸出两只手介绍说:
“
T
his is my left hand and this
is
my
right
hand
.
”请两名学生分别站在自己两侧介绍说:
“<
/p>
A
is
on
the
left
.
B
is
on
the
right
.
”然后提问一学生:
“
Where
is A
/
B?
”引导学生回答:
“…
< br>is on the left
/
right
.
(2)
教师给自己发
指令并做动作:
Turn
left
.
Turn
right
.
Go
straight
ahead
.
(
3
)图片教学
crossing
2
、听音正音
教师放
B
部分
Let's
learn
的录音,学生跟读
3
、
合作学习
学生小组内读,教师把合作
要求讲清楚,一生说单词,其他同
学指图并拼出该单词,同时及时纠正发音,发音好的同
学及时
鼓励评价。
2
.
Step3 .Practice
1
、
listen and do,
师说指令,生快速做动作,如
turn left
2
、
快看快
读快记:教师指板书上的图片学生说单词,然后教
师用词卡让学生快速认读,给学生几秒
钟让他们知道拼
读,看谁记得快。
Step4
.
Production
Be a tour guide
Chen
Jie
is
trying
to
be
a
tour
guide
for
Oliver
in
Beijing
,Can
you
help her ?
ss
1
、
做配套相应的练习。
2
、
Summary
:
wha
t have you learned today ?
3
、
Homework
:
学生背诵并抄写本课时的四会单词
板书设计:
Unit 1 How can I
get there?
B Let’s learn & Be a tour
guide
crossing turn
leftturn
rightgo straight.
第四课时
B Let’s try &Let’s talk
一、教学目标与要求
1
.能够听、说、认读句子
,
并能在情景中进行运用。
2
.
能够掌握重点句子:
How
can
we
get
there?
并能回答
Turn
left
at
the
bookstore.
Then
turn
right
at
th
e
hospital.
二、教学重、难点
本
课
时
的
教
学
重
点
和
难
点
是
使
学<
/p>
生
掌
握
句
型
:
“
How
can
we
get
to the
…
?
Turn
leftright
at
...
三、教学准备:多媒体课件。单词图片
四、教学步骤和建议
Step1
p>
.
Preparation
1
、听指令做动作。
请学生根据教师的指令做动作并且大声地读出该单词。
2
.
Let's try
教
师
放
Let's <
/p>
try
时
部
分<
/p>
的
录
音
,
学
生
做
出
正
确
的
选
择
。
Wu
Yifan
is
calling
Mike
.
Listen
and
tick
or
cro
ss.
1.
(
)
They
want
to
go
to
the
bookstore.
2.
(
)
The
cinema
is
next
to
the
bookstore.
Step tation
1
、教学
what an
interesting film !
出示上节课所学的句子
what a great
museum !
由
great
引
出
interesting
让学生根据规律替换并试读,教师领
读。接着老师走到
一名学生旁边说:
what an
interesting film !
2
、教学
How
can
we
get
there?
出示第五页的地图,
由上面可以导出我们想去电影院,
但怎么去如何
说,老师走到学生跟前问:
How
can
we
get
there?
让学生试
着理解,教师领读,学生跟读,并采用各种方式进行读。并引
导学生
用上节课学的
turn left turn
right
来回答。通过地图引导学生
看
图
说
出
完
整
的
句
子
,<
/p>
Turn
left
at
the
bookstore.
Then
turn
right
at
the
hospital.
教师领读,学生在小组内练读。
3
、带着问题听录音
出示两个问题
Questions:
Where
is
the
restaurant
?
_________________________________
How
can
Wu
Yifan
and
Mike
get
to
the
res
taurant?
___
______________________________________
※
Let
’
s
talk.
Mike:
What
an
interesting
film!
Wu
Yifan:
Yes,
but
I’m
hungry
now.
I
know
a
grea
t
Italian
restaurant.
Mike:
Yum!
I
like
pizza!
Where
is
the
restaurant?
Wu
Yifan:
It’s
next
to
the
park
on
Dongfang
Str
eet.
Mike:
How
can
we
get
there?
Robin:
Turn
left
at
the
bookstore.
Then
turn
right
at
the
hospital.
Mike:
OK.
Let’s
go!
Step3 .Practice
1
、听音答题
出示两个问题
Questions:
Where
is
the
restaurant
?
_________________________________
How
can
Wu
Yifan
and
Mike
get
to
the
restaurant?
___________________________
______________
2
、
听音跟读
3
、
角色朗读:师生、生生、同桌分角色朗读,注意语音语调。
4
、角色表演,上台展示。
Step4
.
Production
Talk
about
a
cinema
or
restaurant
you
like.
How
c
an
you
get
there?
------
I
like
……
------
How
can
we
get
to
the
……?
------
Turn
left/
right
at
……
ss
1
做配套相应的练习。
2
、
Summary
:
p>
what have you learned today ?
3
、
Homework
:
学生熟读对话并背诵重点句型。
板书设计:
Unit 1 How can I
get there?
B Let’s try &Let’s
talk
How
can
we
get
to
the
……?
------
Turn
left/
right
at
……
第五课时
B Read&Write
一、
教学目标与要求
1
.学生能够讨论车辆中哪种工具能帮助人们找到自己想去的地方,
并能以此激活已有的背景知识和储备词汇。
2
.
p>
能够通过阅读问题在语篇中捕捉不同类型的信息,训练根据上
下猜新
词的能力。
3
、能通过推理获得教材
提供的阅读理解题。
4
、能根据阅读
所获取的信息写出文章概况。
5
、知道英语句子有升降调。
二、教学重、难点
1
.
p>
能够通过阅读问题在语篇中捕捉不同类型的信息,训练根据上
下猜新
词的能力。
2
、能通过推理获得教材
提供的阅读理解题。
三、教学准备:多媒体课件。单词图片
四、教学步骤和建议
Step1
p>
.
Preparation
歌曲导入。
Where is the hospital
?
Step2
.
Pre-reading
1
、看一看,说一说
1
)教师呈现本部分的四副插图,提问:
Do
you
know
these
things
?
What are
they for ?
学生讨论后,教师领读单词。
2
)请学生根据自己已有的知识,
将四幅图按照
使用年代的远近排序。
2
、教师引导学生看图,引导学生进行读
前预测。教师介绍
:Wu
Yifan
and
his
friends
wanted
to
go
to
the
Italian
restaurant,
How
did
they go there ? What
places did they pass by ?
Step3
.
In-reading
1
、第一次阅读
要求学生快速阅读,用横线画出经过的地点。
2
、第二次阅读
要求学生细读课文,完成第九页的读写题。
3
、第三次阅读
教师利用给课件展示课文,播放录音。学生跟读,模仿正确的语音、
语调。
Step4
.
Post-
reading
1
、学生再次阅读课文,画出文中出现的介词
。
2
、学生四人一组,根据课文信息
,制作吴一凡去餐馆的线路图。比
比那组的图文漂亮、准确。
3
、师生完成
Tips for
pronunciation
板块的练习。
1
)教师播放
Listen
,look and say
的录音,并解释英语句子有不
同
的声调:一般情况下,肯定句,特殊疑问句用降调,一般疑问句用
升调,并引出祈使句在
这里是礼貌请求,语气要婉转,用升调。
2
< br>)教师提供一些例句,组织学生读句子并判断应该读什么语调。
3
)教师在提供一些句子,让学生根据语调归类,并说出理由。
Robin
has
GPS .
Is
it
far
?
Where
is
the
restaurant ?
It
is a cat . Are you a student ? Who is he
?
... ...
...
ss
1
、做配套相应的练习。
2
、
Summary
:<
/p>
what have you learned today ?
3
、
Homework
:
学生熟读对话。
板书设计:
Unit 1 How can I
get there?
B Read&Write
Robin
has
GPS .
Is
it
far
?
Where
is
the
restaurant
?
It is a cat . Are you a student
? Who is he ?
...
... ...
第六课时
B Let’s check& Let’s wrap it up
一、教学目标与要求
1
.看图听录音,听后完成判断任务。
2
.
能够通过听力培养学生良好的听力习惯,提高学生的听力水平。
3
、复习本单元的核心词汇,启发学生思维,让学生学会进行总
结。
二、教学重、难点
2
.
能够通过听力培养学生良好的听力习惯,提高学生的听力水平。
3
、复习本单元的核心词汇,启发学生思维,让学生学会进行总
结。
三、教学准备:多媒体课件。单词图片
四、教学步骤和建议
Step1
p>
.
Preparation
歌曲导入。
Where is the hospital
?
Step
tation&Step3 .Practice
1
、
Listen
and
tick
the
places
you
hear
.Write
the
words
under
the picture.
1)
教师请学生看图,
说出所看到的场所,
对可能要听到的
单词做到有
心理准备。然后教师播放录音。
< br>2)
教师通过提问,检测学生是否听懂并能找出正确答案。
3)
教师校对答案,请学生在没有选中的图片下写出对应的
单词或词
组。
2
、
Listen again
and answer.
1)
教师带领学生读第一题:
Where does the boy want to go ?
请学
生回忆这里应该用什么单词回答提问,并鼓励学生说出完整句子。
2)
教师先请学生看教材中的图片,
口头描述如何从学校到邮局,
然后
听录音回答第二个问
题。
3)
师生共同核对答案。
Step4
.
Production
Let’s wrap it up
1
、教师组织学生看图,并口头造句。
2
、学生完成所有的填空,再鼓励学生学生自己增加更多的方位
词,
如:
north , south, west
,near
等,达到词汇复习和归类的目的。
ss
1
、做配套相应的练习。
2
、
Summary
:<
/p>
what have you learned today ?
3
、
Homework
:
学生做自测。
板书设计:
Unit 1 How can I
get there?
B Let’s check& Let’s wrap it
up
Left
Right
beside
behind
Unit 2
Ways to go to school
第一课时
A
Let
’
s
learn
&
Write and say
一、
教学目标与要求
:
1
.
能够听
、
说、
读、
写短语:
< br>on foot
,
by
taxi
,
by
bus
,
by train,by
plane
,
by
ship
,
by
subway
。
2.
能够正确使用上述单词和词组谈论交通方式。
如句型:
How do we get
there?
…
2·
1·
c·
n·
j·
y
能完成本页将出发地、目的地和交通方式进行匹配的活动。
二、教学重点、难点分析
:
本课时的教学重点和难点是掌握四会短语和
A Let's l
earn
部分中运用
某种交通具去某地的表达法。
三、教学准备:多媒体课件。单词图片
四、教学步骤和建议
:
Step1<
/p>
.
Preparation
(1)
复习频度副词:
always
,
usually
,
often
,
sometime
s
,
never
的读音
与词义。
(2)Let's chant
教师放多媒体
Let's
chant
部分的录音,学生先静听一遍,再跟录音
轻声吟唱一遍。教师再
放录音,带着学生一起边唱边做动作
.
Step
tation
1
单词呈现
Let's learn
(1)
教师
拿出一辆玩具公交车,
自问自答:
“How do I go
to school?I go to
school
by
bike
.
”
并在黑板上写下:
by bus
。
教师再重复刚才的句子并
p>
问某一学生:
What about you?How do
you go to
school?'’
学生如果回答:
“Me too!”
教师就继续问下一名学生,直到有不同答案,教师帮助学生
说出完整的
句子:
“I
go
。
。
to school by…
”
并将相应的短语写在黑板上。
教师示范朗读,
学生跟读
.
同法教授
on
foot
,
by
taxi
,
by train,by
plane
,
by
ship
,
by
subway
。
(2)
看短语贴卡片游戏
教师依次出示画着不同交通工具的短语卡片,
让学生迅速地贴在黑
板上的
“by'’
短语旁边,教师领读短语和句子
“
How do
we get
there?
”
“ by…”
.
< br>(3)
整合读五个新单词和句型。教师注意纠正学生的语音、语调
2
、听音正音
教师放
A
部分
Let's
learn
的录音,学生跟读。
3
、
Pair work
教师请学生先在方框里填上单词或短语,再根据所填写的进行
描述,
如:
“
How do we
get
there?
”
“ by…”
.
Step3 .Practice
5
、
听音贴图。
6
、
看图快读单词。
3
< br>、根据板书呈现的单词,利用句型
“
How do we
get
there?
”
“ by…”
.
自编对话
Step4
.
Production
1
、
“问不倒
”
游戏
教师利用课件展示四种交通工
具,
请出四名愿意接受挑战的学生到讲
台上,
< br>其余任何一名学生选择一副图片提问
“
How do
we get
there?
”
p>
被提问的学生要根据所指的图片回答
“
b
y…”
能够五次快速正确回答
提问的学生挑战成功。
2
、
write
and say
。
China
your school
USA
your home
ss
4
、
做配套相应的练习。
5
、
Summary
:
what have
you learned today ?
6
、
Homework
:
学生背诵并抄写本课时的四会单词。
板书设计:
Unit 2
Ways to go to school
A
Let
’
s
learn
&
Write and say
on foot
by taxi
by bus
How do we get
there?
by train
by plane
by ship
by subway
第二课时
A Let
’
s try
&Let
’
s talk
一、教学目标与要求
:
1.
能够在图片和教师的帮助下理解对话大意,并回答对话下
面的问
题。
2.
能够用正确的语音、语调朗读对话,并能进行角色表演。
3.
能够听、说、读、写,并在情景中运用以下句型:
How do
you come
to school? I
usually/sometimes/often come on foot.
提问及作答。
4.
能够在语境中理解生词
Mrs,
early
的意思,并能正确发音。
5.
能完成本页对同学和老师上学上班交通方式的调查活动。
二、教学重、难点分析
:
1
.
p>
本课时的教学重点是听、
说、
读、
写句型:
How do you come to school?
I usually/sometimes/often come on foot.
2
.
p>
本课时教学难点是学生书写四会句子并能简单陈述选择某种交通
方式
上学原因。
三、教学准备:多媒体课件。单词图片
四、教学步骤和建议
:
Step1
.
Preparation
Let's sing
教师放
Let's
sing
的歌曲
“How Do You
G
et
There
?”
学生听并轻声跟唱。
2
.预习
Let's try
教师放
Let's try
时部分的录
音,学生做出正确的选择。并从听觉上进
一步感知主要句型。
Step tation
1
、教学
Mrs Smith
教师呈现
Mrs Smith
的图片,并教读
Mrs Smith
2
、教学
How do you
come to school ?
(1)
教师提问学生:<
/p>
“
How do you come to
school
,
do you know? Ask me
p>
,
please!
’
鼓励要更多的学生参与提问教师:
“
How do you
come to school?
然后教师在黑板上画
,
步行,一辆公共汽车和~辆计程车的图案,并
分别在后面两图旁标&当地的价格,如:
l
yuan
,
1o
yuan
,回答说:
“
Usual
ly I come
on foot
。
because it's good
exercise
.
Sometimes I
come by
bus
,
because it's
cheap
.
It costs l mes I go by
taxi
,
because it's
fast
,
but it's too
expensive
.
It costs 10 yuan
p>
.引导学生理解
含义,教师领读,学生在小组内练读。
3
、带着问题听录音
出示三个问题
Questions:
1
、
How does Mike
come to school?
2
、
How does Amy
come to school?
3
、
How does Mrs
Smith come to school?
Step3 .Practice
听音答题
Questions:
2
、
How does Mike
come to school?
2
、
How does Amy
come to school?
3
、
How does Mrs
Smith come to school?
2
、听音跟读
7
、
角色朗读:师生、生生、同桌分角色朗读,注意语音语调。
8
、
角色表演,上台展示。
Step4
.
Production
Do a survey.
What
about
your
classmates
and
How do you come to school?
teachers
?
ss
7
、
做配套相应的练习。
8
、
Summary
:
what have
you learned today ?
3
、
Homework
:
学生熟读对话并背诵重点句型。
板书设计:
Unit 2
Ways to go to school
A Let
’
s try
&Let
’
s talk
How
do you come to school?
I
usually/sometimes/often...
第三课时
B
Let
’
s learn & Role-
play
一、教学目标与要求
1.
能够听、说、读、写描述交通规则的单词和词组:
traffic lights, wait,
slow
down, go
。
2.
能够正确使用上述单词和词组为他人提建议。
3.
学生通过角色扮演,运用本单元的词汇句型指路并简单介
绍景点。
二、教学重、难点分析
1.
能够听、说、读、写描述交通规则的单词和词组:
traffic lights, wait,
slow
down, go
。
2
.
本课时的教学难点是书写短语
traffic
light,slow
down
和理
解动词
stop
,
wait
的含义。
三、教学准备:多媒体课件。单词图片
四、教学步骤和建议
Step1
.
Preparation
“兔子舞”游戏
教师放兔子舞的音乐
,
全班学生排成长队,
后面学生把手搭在前面学
生的肩膀上,随着音乐的指令“
Left-
Right-Go-Turn around-Go
,
go
p>
,
go
”
,队伍开
始向前慢慢移动,教师最好也参与游戏。
Step
tation
3
.
单词呈现
(1)
教师指着教室里的日光灯说:
I
like the lights because I can see
things clearly at night .Can we see
lights in different colours in our
city
? Yes!Neon light , traffic
lights
.…
(2)
教师边画简笔画,
边说:
“
We have red
,
yellow
,
and green lights.
We call
them
traffic lights
.
< br>,
教师板书
traffic fights
,
然后问学生:
“
What
do they
mean
,
do
you know?
,
,学生可能会用汉语回答,教师点头表示
肯定,再请学生回答:
“
When
do
we
stop
/
wait
/
go?
’引导学
生回答:
We stop go at
a green
light
.
p>
.
.
-
(3)<
/p>
教师出示自制红绿灯,看见绿灯,教师一边向前走一边说:
“
p>
It is a green
light. Go-go
。
go!
,
,
Go at a green light .
看见黄灯,
停
住
不
动
但
摆
动
双
臂
示
意
要
走
:
“
It
is
a
yellow
-wait-wait! I can go in a
moment
.
”
Slow down
and stop
at a yellow light .
看见红灯,提问学生:
“
The
light is red
。
Wait !Stop-
stop-stop!
”
Stop and wait at
a red light
.
教师教读单词,并在句子中领读。
Step3
.Practice
3
、
listen
and
do,
师出示红绿灯指令,生快速做动作,并用英
语说出该句子。
4
、
快看快
读快记:教师指板书上的图片学生说单词,然后教
师用词卡让学生快速认读,给学生几秒
钟让他们知道拼
读,看谁记得快。
Step4
.
Production
Role -play
Slow down and stop !
Stop
and wait !
Let
’
s go
!
ss
2
、
做配套相应的练习。
2
、
Summary
:
wha
t have you learned today ?
3
、
Homework
:
学生背诵并抄写本课时的四会单词
板书设计:
Unit 2
Ways to go to school
B Let’s
learn &
Role -up
Slow down
stop
wait
go
第四课时
B
Let
’
s try
&Let
’
s talk
一、教学目标与要求
1.
能够在图片和教师的帮助下理解对话大意,并回答对话下面的问
题。
p>
2.
能够用正确的语音、语调朗读对话,并能进行角色表演。
3.
能够听、说、读、写,并在情景中运用以下句型:…
must
…和
Don
’
t
…
提出要遵守的交通规则;能理解情景语言
I
must
pay
attention to the traffic lights!
的大意;通过对话学习了解欧美国家骑自
行车的注意事项,了解不同的警示标
志和这些标志出现的场合,渗透
要遵守交通规则的德育教育。
4.
能够在语境中理解生词
helmet,
must,
wear,
pay
attention
to,
traffic
lights
的意思,并能正确发音。
5.
能完成本页描述交通标志含义和场所的活动。
二、教学重、难点分析
1
.
能够听、说、读、写,并在情景中运用以下句型:…
must
…和
Don
’
t
…
提出要遵守的交通规则;能理解情景语言
I
must
pay
attention to the traffic lights!
的大意;
2
.
能够在语境中理解生词
helmet, must,
wear, pay attention to, traffic
lights
的意思,并能正确发音。
三、教学准备:多媒体课件。单词图片
四、教学步骤和建议
Step1
p>
.
Preparation
1
、看红绿灯做动作。
请学生根据教师的红绿灯指令做动作并且大声地读出该词组。
2
.
Let's try
教师放
Let's
try
时部分的录音,学生做出正确的选择。
Step tation
1
、教学
Helmet
教师出示头盔,领读,采用各种方式读。
In the
USA
people on
bikes
must wear one
.
教师领读,学生在小组内练读。
2
、
教学
I
must pay attention to the traffic
lights!
Slow down and stop at a yellow light .
Stop and wait at a red
light .
These are traffic li
ghts
.
”
领读
traffic lights
。出示这些交通图片,并让
学生在情景中理解
pay
attention
to
的大意。在句子中
I
must
pay
attention to the traffic
lights!
教师领读,学生在小组内练读。
理解大意,渗透要遵守交通规则的德育教育。
3
、带着问题听录音
出示问题
Questions:What
do
you
learn
about
riding
a
bike
from
the
dialogue ?
Step3 .Practice
1
、听音答题
出示问题
Questions:What
do
you
learn
about
riding
a
bike
from
the
dialogue ?
2
、听音跟读
3
、角色朗读:师生、生生、同桌分角色朗读,注意语音语调。
4
、角色表演,上台展示。
Step4
.
Production
Tell
your
partner
:
What
do
these
signs
mean
?
Where
can
you
see
them
?
小组内讨论,并上台表演。
ss
1
做配套相应的练习。
2
、
Summary
:
p>
what have you learned today ?
3
、
Homework
:
学生熟读对话并背诵重点句型。
板书设计:
Unit 2
Ways to go to school
B
Let
’
s try
&Let
’
s talk
I must pay attention to the traffic
lights!
In the USA people on bikes must
wear one .
第五课时
B Read&Write
一、教学目标与要求
1.
通过让学生用头脑风暴法汇总自己所知的上学方式来激活学生的
背景知识
、储备词汇。
2.
通过阅读问题训
练学生在语篇中寻找关键词的能力,学会通过细
节进行推理的能力。
3.
根据示范的海报完成自己有关安全的海报设计。
4.
根据例句提示在文段中找到更多同类现象,最终正确朗读句子。
二、教学重、难点分析
1
.
通过
阅读问题训练学生在语篇中寻找关键词的能力,学会通过
细节进行推理的能力。
2
.
本课时的教学难点是学生能够在实际情景中恰当地表达使用某
一交通工具到
达某一目的地。
三、教学准备:多媒体课件。单词图片
四、教学步骤和建议
Step1
p>
.
Preparation
(1)
教师将全班学生分为两组,每
组选派一名代表上讲台发指令。如:
Green
/
red
/
yellow
l
ight
,各组学生在座位上做动作,做错者坐下,
即被淘汰,
最后站着的人数多的组胜出。
(2)
教师让学生用自己的话描述交通规则,表述正确者为小组争得一
分,描述有新意者得三分
.
Step2
.
Pre-reading
2
、看一看,说一说
1)
教师呈现本部分吴一凡爷爷卧病
在床的配图,
提问:
Who is he
?He
’
s
Wu
Yifan
’
s
’
s ill . What does Robin
want to do ?He wants to
read a magazine
to him . What
’
s it about ?
2)
教师利用课件呈现第一幅图,<
/p>
提问:
Who are they ?How do they
go to
school
?
师生交
谈,唤醒学生生活中的相似记忆。教师提问:
Do
you
come to school on foot ?How do you come
to school ?
3)
教师总结本地区学生常见的上学
交通方式后再次提问:
Can
you
come
to
school
by
ship
?
No
,but
some
students
go
to
school
by
ship
,Let
’
s have a look .
4)
教师呈现第二,三副图,请学生说说图上的学生都用什么交通工具
上学,教读
sled
为阅读扫清障碍。
教师呈现第四幅图,请学生猜测这幅图可能提到的是什么交通工具。<
/p>
Step3
.
In-reading
4
、第一次阅读
要求学生快速阅读,
用横线画出文中出现的交通方式,
用曲
线画出地
点。
5
、第二次阅读
要求学生细读课文,完成
Read and answer <
/p>
部分的两个问题,并能介
绍文中出现的三个地方。
6
、第三次阅读
教师利用给课件展示课文,播放录音。学生跟读,模仿正确的语音、
语调
。
4
、学
生针对这四种不同的交通方式提出安全建议,畅所欲言后阅读
课文提供的建议,讲课文中
没出现的建议补充上去。
Step4
.
Post-
reading
1
)学生分小组讨论,针对本小组成员上学的
交通方式,提出安全建
议并制作成海报。
2
)师生完成
Tips for
pronunciation
板块的练习。
教师播放
Listen
,
clap and repeat
板块的录音,请学生通过跟读录音
感知连读现象,
然后要求学生
观察并在教师的帮助下总结出连读的规
律,
最后回到文章中找出
具有同样规律的地方,
用正确的方式朗读出
来。
2-1-c-n-j-y
ss
1
、做配套相应的练习。
2
、
Summary
:<
/p>
what have you learned today ?
3
、
Homework
:
学生熟读对话。
板书设计:
Unit 2
Ways to go to school
B
Read&Write
On foot
by
sled
by ferry
by plane
第六课时
Let
’
s
check/Let
’
s wrap it up/Story
time
一、教学目标与要求
1.
要求学生先逐一看图,学会从图片信息中推测考查点,做到有目
的地去听
录音,听后完成判断任务。
2.
Let
’
s wrap it up
板
块是本单元主要句型的句法归纳,本单元在
A
部分
Let
’
s
talk
中已经让学生对
come <
/p>
和
go
进行过区分,可以利用
这个板块再进行复习巩固。
教学这个部分时应尽量启发学生思维,
让
他们自己进行总结。
3.
通过阅读趣味故事,复习巩固本单元所学语言,增加学生
语言的
输入。教师可根据学生的具体情况,制定不同层次的教学目标:即能
理解故事内容;能朗读故事;能表演故事,还能恰当运用故事中的语
言。
二、教学重,难点分析
1.
要求学生先逐一看图,学会从图片信息中推测考查点,做到有目
的地去
听录音,听后完成判断任务。
2.
Let
’
s wrap it up
板
块是本单元主要句型的句法归纳,本单元在
A
部分
Let
’
s
talk
中已经让学生对
come <
/p>
和
go
进行过区分,可以利用
这个板块再进行复习巩固。
三、教学准备:多媒体课件。
四、教学步骤和建议
Step1
p>
.
Preparation
1
.教师说口令:
< br>“If
you come to school by Car,by
bike or 0n foot
,
you
must
watch
the
traffic
1ights
and
know
the
traffic
rules
.
Red!Yellow!Green!”
学生听音做动作:
stop
,
wait
,<
/p>
go
。教师不
断变换速度,做错动作的学
生出局。
2
.教师举起左手,说:<
/p>
“This
is my left
hand
.
Show me your left hand!
Then
,
show
your
right
hand
p>
.
”
确定学生能够区分
left
和
right
后,请
p>
一小组学生上讲台,教师发出的指令做动作:
“Turn
left
.
Turn
right
.
Turn back
p>
.
”
然后换另一小组,快做动作准确的小组
获胜。
Step tation &Step3
.Practice
1
、
Listen and
number
1
)教师请学生逐一看图,尝试用自己的话描述
每一副图。然后播放
本部分录音。学生听录音,为图片排序。
2
)教师校对答案,学生纠正自己的错误。
3
、
Listen again
and answer.
1
)教师逐一提问,请学生回忆并尝
试说一说。
2
)教师播放录音,学生
听录音写单词。
师
生
核
对
答
案
,
请
学
生
注
意
单
词
的<
/p>
拼
写
是
否
正
确
Step4
.<
/p>
Production
Let
’
s wrap it up
。
1
)本版
块是对本单元主要句型的句法归纳,
本单元在
A
Let
’
s talk
中
学生区分过
come
和
go
,
可以利用这个版块再进行复习巩固。
2
)本版块尽量启发学生思维,要求他们自己进行总结。
Story time
(2)
教师放
c Story tim
e
的录音,
学生听录音回答问题:
“H
ow
do they go
home
?”
(3)
教师放两遍录音,第一遍全班学生跟读,第二遍学生分角色跟读。
ss
1
、做配套相应的练习。
2
、
Summary
:<
/p>
what have you learned today ?
3
、
Homework
:
学生做自测
。
板书设计:
Unit 2
Ways to go to
school
Let
’
s
check/Let
’
s wrap it up/Story
time
by bus
by train
on
foot
stop
wait
Come
go
Unit 3 my weekend plan
第
1
课时
教学要求:
1.
< br>学生能够听、
说、
认读句型:
W
hat are you going to do tomorrow?
I
’
m going
to have
an art lesson. I have to do my homework now.
2.
学生能够运用句型讨论自己的活动计划:
What
are
you
going
to
do
tomorrow?
I
’
m going to
3.
学生能够用正确的语音、语调朗读对话,并能进行角色表演
4.
学生能够合理计划自己的活动。
教学重点:
X|k | B| 1 . c| O
|m
学生能够听、说、认读句型:
What are you
going to do tomorrow? I
’
m
going
to have an art lesson. I have to
do my homework now.
教学难点:
能够运用句型讨论自己的活动计划
教学媒体:
Pictures, CAI,
教学过程:
Step
One:
Warming up and
revision
Free talks: What do
you often do on the weekend?
I
often…
What are you going to
do this weekend?
如果有学生回答,那么引出本单元的话题
My weekend plan.
Step Two:
Presentation
1. Let’s
try
(1)T: It’s Saturday
moring. Sarah in on the phone with Mike. Listen
and cirle the right
answer.
(2) Check the answers.
2.
New sentence learning
w
(1)
What is Sarah going to do?
She is going to…
(2)
讲解:
be going
to
的意识是“打算做什么事情”
(3) I have 5 weekend activities: go
ice-skating; wash clothes; draw pictures; make a
snowman; go for a picnic. Which activiy
do you like? Please answer my question:
T:What are you going to do this
weekend?
S: I’m going to…
3. Let’s talk
(1)
T:
Mike
is
on
the
phone
with
Sarah
now.
Watch
the
video
and
answer
the
questions:
a. What is Sarah
going to do tomorrow?
is Mike going to
do tomorrow?
(2)Watch it again and fill
in the blanks
a. Sarah and her
classmates are going to _____________ in Renmin
Park.
b. Mike have to ________now.
(3) Read the dialogue after the tape.
(4) Let’s act as Mike and
Sarah.
Step Three:
Consolidation and extension
1.
情境设计:
It
’
s Friday, you
are talking the weekend plan with your friend.
(1) A demo with a student
What are you going to do this
weekend/tomorrow?
I’m going
to…
What about you?
(Let’s …together.)
(2) Practise with the partner
(3) Feedback
http://w 1.c
om
2. Talk about our
classmates weekend plan
根据刚才同学们的反馈信息,进行提问
What is… going to do?
What are…going to do?
3. Let
’
s wrap it
up
语法小结
(1) Be
going to
表达的意思
“打算要做的事情”
(2) Be
动词的用法复习
What ____ Sarah going to
do?
_____ _____ going to
play the piano.
What
______
John
and
Mike
going
to
do?
_______
______
______
to
do
homework.
Step Four:
Assessment and homework
1.
Do the exercises on the AB.
2.
Homework:
xKb
m
板书设计:
Unit 3 My Weekend Plan
What are you going to do tomorrow?
I’m going to have an
art
lesson.
What ___ _____
going to do?
He/She is going to
We/They are going to
作业设计:
教学反思:
Unit 3 my
weekend plan
第
2
课时
教学要求
:
1.
学生能够听、
说、
读、
写本课核心词组:
visit my
grandparents,see a film, take
a trip,
go th the supermarket
2.
学生能够运用核心句型
What are you going
to do today? I
’
m going to
see a
film.
在真实的情境中进行交流周末计划。<
/p>
3.
学生能够合理安排和计划自己的周
末生活。
教学重点:
三个四会词组和两个句型。
教学难点:
X|k | B | 1 . c
|O |m
能够合理和科学地安排自己的周末生活
教学媒体
Pictures,
CAI,
教学过程:
Step
One: warming up and revision
1.
Sing a song together: What are you
going to do?
2.
Free talk:
What are you going to do tomorrow?
I’m
going to…
Step Two:
Presentation and practice
1.
Present “ this morning, this afternoon,
this evening”
(1)
What are you going to do this morning/
this afternoon/ evening?
S: I’m going
to…
(2)
Make the
students understand the meaning.
(3)
Write the words on the board, and spell
the words.
2.
Present
“tonight”
(1)
I’m
going to read a book tonight. What are you going
to do tonight?
(2)
Understand the meaning:
通过日期和实践的选择让他们明白意思。
(3)
Write the work on the
board.
3.
Ask the sentence
What are you going to do _______? I’m going to
_______.
在课件中给出单词银行,让学生进行句型操练。
(1)
Read the words or
phrases in the word bank.
(2)
Practice in pairs.
(3)
Feedback.
4.
Sarah and Chen
ar
e talking about their plan, too.
Let’s listen and answer.
(1)
What is Chen Jie going to do today?
She is going to see a film.
Choose the picture of “ see a
film”
Learn to say.
Write it on the board.
(2)
What is she going to do next week?
She is going to __________. ( take a
trip)
Choose the right picture of “take
a trip”
Read it and write it
on the board.
(3)
What is Sarah going to do this
afternoon?
She is going to ________.(
the supermarket)
go to the
supermarket------ be going to the supermarket
Spell the word and write it on the
board.
(4)
What is she going
to do tomorrow?
She is going to visit
her grandparents
Write the
words on the board.
5. Read the new
words after the tape.
Step Three:
Cosolidation and extension
1.
A task: It’s Saturday morning
now.
Two girls are asking the plan
Let’s help them make a plan.
(1)
Fill in when and what?
(2)
Talk about the weekend
plan
2. Do the exercises on the
AB.
What are you
going to do?
this morning
this afternoon
this evening
tonight
tomorrow
板书设计:
What are you going to
do
……
?
I’m going
to …
see a film
take a trip
go to the
supermarket
visit grandparents
作业设计:
教学反思:
Unit 3 my
weekend plan
第
3
课时
教学要求:
1.
学生能够听、
说、
认读句型:
Wh
ere are you going? We
’
re
going to
…
When
are you going?
We
’
re going
to
…
We
’
re going to
see a film about space travel.
2.
学生能够运用句型
What are you going
to do? Where are you going? When
are
you going?
进行某项活动计划的讨论。
教学重点:
学生能够用正确的语音、语调朗读对话,并能进行角色表演。学
生能
够区分并熟练运用句型
What are you
going to do? Where are you going? When are
you going?
教学难点:
能在实际情景中灵活运用以及正确的回答
教学媒体:
Pictures, CAI,
教学过程:
Step
One:
warming up and
revision:Brainstorm
1. Sing a song:
What are you going to do?
2. Read the
words quickly: tonight, this morning, this
evening, this afternoon, see a
film
3. Free talks: What
are you
going to do tonight?
I’m
going to …
Step
Two:
Presentation
1. Let’s try
(1)
listen and answer: John is
on his way home. He sees Amy.
What is Amy going to do?
________________
Is there
ice crea for John?
_________________
(2)
校对检查,课件出示答案。
2
.
Let
’
s
talk
w
W w . x K b 1.c o
M
(1)
承接
Let
’
s try
部分,导入对话学习。
T:
What is John going to do next week?
(2)
Watch and answer
课件出示问题:
What
is John going to do next week?
Watch
the video
(3)
校对答案
He is going
to see a film.
(4) About the film, Show
the students the post of the
film
讨论关于电影的更多细节
The name of the film : Travel to Mars
What time?
Tuesday.
The price is half.
40
﹩
, Now the half price is
20
﹩
.
(5)Watch it
again and answer the other questions?
教师板书到黑板
Where are they going?
When are they
going?
(6)Read after the tape and
imitate it.
(7) Practice with the
partner.
(8) A report about
John’s next weekend plan.
John’s
cousin
is
going
to
______
John
next
week.
They’re
going
to
_________
and see a film
about ________ ________. They are going ________
_________. But
next Tuesday is better.
Because it’s ______ ________ then.
Step Three: Extension
1.
Talk about
“
What? Where?
When?
”
教师示范填写表格
T: Where
are you going this weekend?
S: I’m
going to…
T: What are you
going to do?
http://w 1.c om
S: I’m going to
T: When are you going?
S:
I’m going at…
2.
Talk about with your partner and fill
in the form.
3.
Feedback
4.
An exercises:
ch
oose “where, what , when”
_______ are you going to do?
I’m going to
visit my grandparents.
_______ are you
going ?
I’m
going on Saturday morning.
________ are
you going?
I’m going to my
grandparents’ home.
板书设计:
Unit 3 Part B
Let
’
s talk
Where are you
going?
I’m/
We’re…
What are you going to
do?
I’m/We’re..
When
are you going?
I’m/We’re..
作业设计:
教学反思:
Unit 3 my
weekend plan
第
4
课时
教学要求:
1.
学生能够听、
说、
读、
写本课的五个新单词:
dictionary, comic book, word
book, postcard;
2.
学生能够掌握并运用句型:
Where are we
going? To the bookstore. What are
you
going to buy? I
’
m going to
buy
…
3.
能够用
What are you going to do?
Where/when
…
?
进行自由地
表达与交流。
教学重点:
dictionary
的拼写
教学难点:
区分
what where
when
并作自由的交流与运用
教学媒体:
Pictures, CAI,
教学过程:
Step One:
warming up and revision
1Sing a song:
What are you going to do?
2. Free
talks: talk about your weekend
plan
讨论上一节课填写的周末计划表格
Step Two: Presentation
1.
情境导入
(1)
Questions:
After John and his cousin
seeing the film, where are they going? Guess!
A. bookstore
B. school
C. supermarket
(2) Listen
and check the answer.
They are going to
the bookstore.
2. Learn the new words
(1) present “dictionary”
Show them a thick book, listen to the
tape.
拆音读:
dic
—
tion
—
ary
听音填单词。
(2)Present
“ comic book”
Show them some
comic books.
Read after the tape.
Spell the words and write them on the
board.
(3)Present “word
book”
Show them a word book:
“ Is this a dictionary?”
“
No, it’s a word
book.”
Spell together:
w
—
or
—
d
b-oo-k
(4)Present “
postcard”
Show some
pictures, can you tell me which one is the
postcard?
Listen to the tape.
Spell the word.
http://w 1.c
om
3. Practice
the words
Listen to the tape and read
after it.
4. Listen and write the
words:
任务书写:
John is
going to
buy
a
___________.
John’s cousin is
going to buy
a
_______, a ________ and a _______
______ for his sister.
1.
任务展示:
Today,
Zhangpeng
sarah
and
Amy
are
going
to
the
bookstore.
John
is
the
shop
assisstant. What are
they talking? Listen and answer.
What
is Zhang peng going to buy?
What is
Sarah going to buy?
2.
任务布置:
Now you are going to the bookstore.
What are you going to buy?
Let’s perform
in
the four-student group.
ck.
Step Three:
Assessment
X Kb1 .C o m
1. Do exercises on the AB book.
2. Homeowork: listen to the tape, copy
the new words
板书设计:
What are you going to
do?
Where are you going?
When are you going?
dictionary
comic book
word bank
postcard
作业设计:
教学反思:
Unit 3 my weekend plan
第
5
课时
教学要求:
1.
< br>学生能够读懂文章中的日记,并能够完成文中的信息表。
2.
学生能够用正确语音语调朗读语篇,并能够知道日记的格式。
3.
学生能够更多地了解
Mid-
autumn
Festival
的节日特征,以及相关家人团
聚的一些节日文化。
教学重点:
学生能够理解短文。
教学难点:
完成读后的信息表填空,了解节日文化
。
教学媒体:
Pictures,
CAI,
Step One:
warming up and revision
1.
Greetings
2.
Free-talks: Where are you
going next weekend?
What are you going to do?
When are you going?
Step
Two:
Pre-reading
1. Show the students some pictures and
ask:
What are
these holidays?
National Holiday
Spring Festival
Christmas
What do your family do on these
holidays?
Give
them some hints and choose:
Set
fire
works
go
shopping
get
together
buy
presents
have
a
big
dinner.
Step Three: While-reading
(1) Show them another picture of
“Mid
-
autumn
Festival”
What
holiday is it?
What do your
family do on this holiday?
(
2
)
Read and answer.
教师
This is Wu
Yifan
’
s diary.
Let
’
s read the diary.
教师课件呈现以下问题:
What are Wu Yifan’s family going to
do?
学生阅读后对问题
His family will get
together.
讲解
will
= be going to
(
2
)
Read and finish the table.
What are Wu Yifan and Robin going to
do?
What is
Wu’s aunt going to do?
What is Wu’s grandma going
to do?
(3) Check
the answers
Step Four: post
reading
1.
课文朗读(
Listen and
Read
)
(1)
Have Ss listen to the tape.
Tips:
仔细听录音,体会录音中的升降调、重音和意群的停顿。
(2) Listen again and read after the
tape..
Tips:
听录音跟读
,
听一听单词:
lesson
dinner
tonight
tomorrow
语音指导:单词的重音
(3)
重点指导
Poem
F is for family. A is for autumn. M is
for moon. I is for “I”. L is for love. Y is for
you.
Who can read it
beautifully.
(4) Read the
whole poem in pairs.
2.
课本个性化书写活动
(1)
Discuss with your partner. What are you going to
do for Mid-autumn Festival?
先让学生同桌口头交流。
教师将最后一位学生的回答在投影仪下示范书写,
然后提出一星和两星要
求,
请学生个性化书写。
(2)
Write down your plan.
For
Mid-
Autumn Festival, I’m going to
___________ __
_________________.
My partner is going to
_________________________ ___________________.
Step five: homework
Listen
and read the text.
板书设计:
Unit 3 What would you
like?
B. Read and
write
作业设计:
教学反思:
Unit 3 my weekend plan
第
6
课时
教学要求:
1.
< br>复习一般将来时态的三个核心问句以及回答:
What
are
you
going
to
do?
When are
you going? Where are you going?
2.
巩固一般将来时的句法要点,
能够用不同的主语进行
be going
to
的造句以
及自由表达。
3.
能理解、听懂并讲
Story
time
中的故事。
教学重点:
p>
一般将来时的语法要点复习。
教学难点:
能在实际情景中灵活运用以及正确的回答
教学媒体:
Pictures,
CAI,
Step One:
warming up
X|k | B| 1 . c| O |m
1. Free talks: What are you going to
do? When are you going? Where are you going?
Step Two: Wrap it up
1.
教师将提到的三个问题写到黑板上,并询问一般将来时的特点。
(
1
)
be
going to
Review:
I am
going to/ He/She is going to/ We/They/You
a
re going to…
Practice:
I
_____ going to…
He
____ going to see a film.
They ____going to watch TV
.
(2)
时间状语:
this
morning
this
afternoon
this
evening
tonight
tomorrow
next week
2. How
many sentences can you make?
(
1
)
Talk about it in pairs.
(
2
)
Fee
dback.
3.
Do the exercises
on the English book
(1)
Listen and tick.
(2)
Fill in the blanks:
1. John is going to ____
_____ ____ tomorrow afternoon.
2. This
evening the boy is going to ______ ______ ______
_______.
3. The boy is ______ ______
______ ______.
4. The woman is going to
____ _____ ____.
Step Three: Story Time
1. Watch the video and answer the
questions:
What is Zoom going to do
tomorrow?
Where are they going to
learn?
2. Watch it again and learn some
new words
(1) disturb me
(2) be afraid of
(3) learn by doing
3. Watch
the video and read along
合口读
m the story.
have your
learned from the story?
A.
Go to the swimming pool.
B.
Learning by doing
are you
going to do tomorrow?
Step Four:
Assessment
1. Review Unit 3, and
prepare the unit test.
2. Prepare to
have the oral test.
板书设计:
Unit 3 What would you
like?
What are you going to do?
When are you going?
Where are you going?
I/
We/ He/She/you/They be going to…
作业设计:
教学反思:
Recycle 1
第
1
课时教学设计
(P32-33)
一、教学目标
(一)认知目标
1.
能够完成相关练习。
2.
能够看图说故事、并根据提示自编故事进行表演。
(二)能力目标
培养学生举一反三、融会贯通的用语意识。
(三)情感目标
培养学生团结互助的合作意识。
二、教学重难点
(一)重点
巩固和拓展第一、二单元的主要知识点。
突破方法
:教师点拨,师生回忆知识
要点,小组讨论,突破重点。
(二)难点
根据提示语言猜想故事。
突破方法<
/p>
:通过仔细听、认真看,找出与提示语相匹配的图,突破难点。
三、教法与学法
引导法,点拨法,小组交流法,游戏法。
四、教学准备
教师准备多媒体课件,
课文情景动画或音频
MP3
(这些资料都可以在
英语每日
悦读公众号
平台上找到,老师可以下载整理使
用)
,指南针等。
五、教学过程
Step 1
:
Warm-up
1.
吟唱
chant
。师生一齐吟唱,或采用教师问学生答来吟唱,如:
Where is the post office?
Next to the hospital.
Where
is the hospital?
Next to the cinema.
Where is the cinema?
Next to
the bookstore.
Where is the bookstore?
Go straight ahead.
2.
复习第一、二单元的四会单词。教师说单词,学生拼写该单词。对又快又准
确
写出单词的学生予以奖励。如:
by
foot
taxi
bus train
subway ship stop
science
museum
post office
hospital
cinema
bookstore
crossing
slow
turn right
left
straight
down
3.
师生进行日常会话练习。如:
T:
Excuse me. Is there a cinema near here?
S: Yes, there is.
T: Where
is the cinema, please?
S: It’s next to the
hospital.
T: How can I get
there?
S: Go straight and turn left at
the hospital.
T: Thank you.
S: You’re welcome.
Step
2
:
Presentation
Recycle 1 P32 - 33
1. T: Wu
Yifan is going to visit his grandparents. Guys,
let
’
s go and have a look.
p>
教师
出示指南针,
询问学生东西南北四个方
向的读法和写法,
并让学生起立,
面向北
边站立,然后教师告知
方位规律:
“上北下南,左西右东”
。
教师引导学生观看
Listen
and
circle
部分的图片,并
说出图片表示的意思,然后
播放此部分录音,学生选择相应图片。教师边播放录音,边核
对答案。
学生根据刚才的听力内容,完成填空练习。
学生带着问题,再次听此部分录音,回答问题:
Are they going by bus or on foot?
When are they going?
教师播放录音,
核对答案。然后再播放两遍录音,让学生反复听,尽量听出原文
或复述。
2. T: Yifan and Robin see a little
boy crying on the street. What would they do? What
would they say? Look at the pictures
and guess what they are saying.
教师引导学生
p>
观看书本
33
页图片,让学生大胆猜想可能
发生的故事。然后教师适当评价学生
的猜想,以鼓励为主。教师让学生大声朗读
These may help you.
中的句子,然后
将学生分成三个大组,
讨论故事情节,
然后自编自导
故事。
可选举一人当小组长
负责安排,
最后三个组分别上台展示成果。
可制作一些简易小道具辅助演出,
教
师做适当评价。
教师播放此部分
录音,学生静听,感知故事,并对比本小组猜想的故事,看哪个
组猜想的故事与录音中的
故事最接近。
学生带着问题再次听录音,判断正误:
(
(
)
The boy can’t find his dog.
)
They are going
to the police station.
(
)
They should turn right at the crossing.
教师核对答案,学生复述小故事。
Step 3
:
Practice
1.
教师将上述故事中的重点对话写在卡片上,每个小组一份
,计时比赛排序,
看哪个组排得又快又对。
2.
教师说口令,学生不能做相应的动作,如:教师说
turn
right,
学生可
turn
left
或
go straight
。
做错的学生将被淘汰,其余学生进入下一轮比赛,直到最后剩下
两位学生,
这两位学生模仿
“两只小蜜蜂”
游戏,
以猜拳决定谁发口令谁做动作,
直到选出冠军。
Step
4
:
Consolidation and
extension
1.
学生朗读
1
—
3
单元四会单词和常用句型。
p>
2.
做活动手册上的配套练习。
板书设计
Recycle 1
north
west
east
south
六、教学反思
本课时主要包含了前两个单元所学的词汇、
句型等重要内容,
通过各种形式,
为学生提供了一个全面而又真实的综合运用所学语言的机会。先让学生
吟唱
chant,
然后教师说单词,
学生拼写该单词。
师生用日常会话等多种形式来复习这
两个单元
的重点单词和句型,为后面的阅读教学做了铺垫。在复习课呈现部分,
教师指导学生带着
几个问题去听录音,
这样既能集中学生的注意力,
又能迅速地<
/p>
找出问题的关键所在。本堂复习课的
精彩部分是小组看图讨论自编自导故事环
节,
这样的方式有利于
学生大胆展开想象而不被课本束縛,
充分发挥了学生的主
观能动
性,有利于学生发散性思维的培养。
Recycle 1
第
2
课时教学设计
(P34-35)
一、教学目标
(一)认知目标
1.
能够自主独立完成课本上的练习。
2.
能听懂、会唱歌曲
Hush,
little boy.
3.
p>
能够运用句子在发音中的语音语调技巧,
完成
Listen and read aloud
部分练习。
4.
能够根据城市地图,完成阅读填空练习。
5.
能够整体感知
Recycle1
叙述的事情,
在理解的基础上完善
1<
/p>
—
3
单元的知识系。
(二)能力目标
培养学生综合运用语言的能力。
(三)情感目标
培养学生的团队合作意识。
二、教学重难点
(一)重点
综合复
< br>1
—
3
单元的知识。
突破方法:
师生共同回忆,突破重点。
(二)难点
能够灵活运用前三个单元的语言知识。
三、教法与学法
引导法,点拨法。
突破方法:
罗列前三个单元的重要知识点,反复操练,突破难点。
四、教学准备
教师准备多媒体课件,课文情景动画或音频
MP3
(这些资
料都可以在
英语每日
悦读公众
平台上找
到,老师可以下载整理使用)
,城市交通图,警帽等。
五、教学过程
Step 1
:
Warm-up
1.
师生说唱
chant:
Where are you going?
Where are you going?
We’re
going to the cinema.
We’re
going to the cinema.
When
are you going?
When are you
going?
Next Wednesday.
Next Wednesday.
What are you
going to do?
What are you
going to do?
See a film. See a film.
What, where, when.
Fun
story. Fun story.
2.
师生进行日常会话。如:
T:
Where are you going this afternoon?
S:
I’m going to the bookstore.
T: What are you going to buy?
S: I
’
m going to
buy a comic book.
T: When are you
going?
S: Next Sunday.
3.
p>
教师准一张本市的城市交通图和一顶交警帽。学生两人一组,分别扮演警察
< br>和路人,可进行如下对话:
S1: Excuse
me. Where is the post office, please?
S2: Go straight. Turn right at the
hospital. It’s next to the bookstore.
S1: Thank you.
Step
2
:
Presentation
Recycle 1 P34 - 35
1. T:
Last
class, we know that Wu
Yifan is
going to
visit
his
grandparents.
Do
you
remember the little boy?
S: Yes, he is crying on the street.
T: The little boy is waiting for his
mother. Robin is singing a song to him. Listen to
the music.
教师播放歌曲
Hush, little boy.
学生先静听感受旋律,
并画出不懂的地方。
教师
答
疑,然后带读,学生跟读,最后师生跟着录音一起大声唱歌曲。可配上动作,边
唱边跳。
学生独立完成练习:
In the song, what
is Papa going to do?
教师核对答案。
学生朗读歌曲,教师说问题,学生抢答问题:
①
Who is the song for?
A. For a sad kid.
B. For a happy kid.
②
What is the meaning of
“
hush
”
?
A. Be
nice.
B. Be quiet.
2. T: The
little boy
’
s mother is on
the phone. Look at the map.
教师引导学生看城市
地图,
让学生在地图上用线画出去警察局的路线,
然后引导学生一起用英语口头
说出路线并简短地写在地图下方。
学生独立完成左边的填空练习,教师核对答案。教师带读对话,学生跟读。然后<
/p>
学生听教师朗读对话,回答问题:
①
How can the
boy
’
s mother go to the
police station?
②
Circle
the
words
for
transportation
(
交通方式
).What
other
kinds
do
you
know?
Write
them down.
教师让学生尝试使用已学语音语调技巧朗读
Listen
and
read
aloud
部分的对话,
然后播放录音,学生静听后跟读。学生之间搭档练习对话
。
Step
3
:
Practice
1.
教师整体梳理
Recycle1
部分的故事:
由
Wu Yifan
去看望袓父母这一
故事复习
方位及相关动作,如:
turn left,
turn right, go straight,
然后途中偶遇小男孩迷路,
p>
复习交通信号灯及其意
思,学唱歌曲,最后男孩的妈妈接到警察的电话,复习
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