| 序号 | 内容 | 个 人 设 计 | 备课组集体讨论意见 |
| 一 | 单元 教材 分析 | 本单元谈论如何来学校，学习bike，bus, plane, ship等交通工具和特殊疑问句型帮助学生在情境中理解，感知并掌握。 | 同左 |
| 二 | 单元 目标 要求 | 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, taxi，train，metro等交通工具类单词。 3、通过学习Story time和Cartoon time，能比较流畅地朗读对话，并能创编对话。 4、能唱《The wheels on the bus》。 5、能了解并掌握tr在单词中的发音。 | 同左 |
| 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 …的回答。在充分利用书本材料进行教学与操练的基础上，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。 | 同左 |
| 四 | 单元 目标 达成 分析 | ||
| 课题 | Unit 2 How do you come to school? | 教时 | 第 1 课时 | ||||
| 日期 | |||||||
| 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. | 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 | |||||||
| 时间 | 活动版块 | 活动内容与呈现方式 | 学生活动方式 | 交流方式 | |||
| 5 min | Step 1 Warming-up 吸引注意，积累语言 | Free talk I live near school. I often go to school on foot. Teach: on foot I live far from the Wan Da. So I go to Wan Da by car. Teach: far from, by car. How about you? Where do you live? Do you live near school? | 初步理解on foot, by car (work in class) | 师生交流，引出本文的题材，吸引学生的注意力。 | |||
30 min | 核心过程 | Step2 Pre-task 导出目标，生成结构 | 1.A: How do you usually go to school? B: By bike. 板书句型结构。 2. Do you know? Let’s 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. | 师生交流，引出交通工具类单词。 Teach new words: bike，bus, plane, ship, taxi，train，metro。 (Work in pairs) | 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 | ||
| Step3 Task 1 回忆相关知识，初步运用结构 | 1.出示图片 Who can you see in the picture? 2.Listen and answer： Where do they live? 3.Watch and match(P18) How do they come to school? 4.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 | ||||
| Step4 Task 2 呈现刺激材料，活用结构 | Talk about story time 根据板书和PPT，谈论Yang Ling, Su Hai, Mike, Liu Tao, 住在哪里，如何来学校。 A: Where does … live? 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. | Talk about story time (work in pairs) | 理解课文基础上，运用句型综合输出，巩固内容。 达成目标1，2 | ||||
| Step5 Task 3 引发期待行为，强化结构 | 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 together 3. Read in roles 4. Read or act the story | Read in many ways
Read or act (work in pairs) | 学生能正确，流利的读故事 达成目标3 在理解的基础上合作表演故事 达成目标4 | ||||
| 3 min | Step6 Post–task 提供反馈评价，巩固结构 | 1.回顾板书 retell the story … lives in … It is near/far 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。 | Retell the story | 回顾板书, 以思维导图的形式回顾本课内容 | |||
| 2 min | Homework | 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。 | |||||
| 板书设计 | Unit 2 How do you come to school? Who Where How...? Why? YangLing Su Yang Mike Liu Tao | ||||||
| 课题 | Unit 2 How do you come to school? | 教时 | 第 2 课时 | ||||
| 日期 | |||||||
| 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。 | |||||
| 教 学 过 程 | |||||||
| 时间 | 活动版块 | 活动内容与呈现方式 | 学生活动方式 | 交流方式 | |||
| 3 min | Step 1 Warming-up吸引注意，积累语言 | 1.Magic eyes. See the pictures or words and say them quickly. 2.Free talk Where do I live? How do I go to Wan Da? How do I come to school? Why? What about you? | Review words Free talk (work in pairs) | 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 | |||
| 35 min | 核心过程 | Step2 Pre-task 导出目标，生成结构 | 1. Review story time PPT（出示文中图片） How about Yang Ling, Su Yang, Mike and Liu Tao? Let’s talk about them. A: Where does … live? 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. 2. Finish Read and circle (page 18) 3. Read together | Talk about story (work in pairs) Read together (work in class) | 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 , | ||
| Step3 Task 1 回忆相关知识，初步运用结构 | Fun time: What about Joe and Jane? Let’s 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 write Check in pairs (work in pairs) Retell | 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 | ||||
| Step4 Task 2 呈现刺激材料，活用结构 | 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. Then report it to your class. In our group, … lives …near/ far from … by/ on … | Do a survey (work in groups) Report in class. | 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 | ||||
| Step5 Task 3 引发期待行为，强化结构 | Grammar time 1.Read and discuss in groups 1）归纳特殊疑问词 2）助动词do， does的用法 3）肯定句中动词三单的用法和变化规则 2. Draw a mind- map in groups. 3. Report in class | Read grammar time Discuss in groups Talk about 1)2)3) (work in groups) | 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 | ||||
| Step6 Post–task提供反馈评价，巩固结构 | 完成语法相关部分练习 | 落实笔头 | |||||
| 2 min | Homework | 1. 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 do you come to school? … | ||||||
| 课题 | Unit 2 How do you come to school? | 教时 | 第 3 课时 | ||||
| 日期 | |||||||
| 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。 | 重点 与 难点 | 1.能正确理解，朗读cartoon time的故事 2.能正确并熟练询问并回答原因 | |||||
| 教 学 过 程 | |||||||
| 时间 | 活动版块 | 活动内容与呈现方式 | 学生活动方式 | 交流方式 | |||
| 3 min | Step 1 Warming-up 吸引注意，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 groups 2.Guessing game what transportation is it？ It has 2 wheels, it doesn’t 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 ground—metro | Learn new words Sing a song (work in groups) Say a chant Guess the transportation and spell it. | 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 | |||
| 35 min | 核心过程 | Step2 Pre-task 导出目标，生成结构 | What are these things about? They are about traffic transportation. 板书： traffic，transportation 1.Learn a rhyme Traffic, traffic, on the street, Beep beep, beep beep! Trans, trans, through the trees, 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”? | 导入sound time Read sound time Read in many ways. (Read in groups) Work in groups | 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 | 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? | Ask and answer Listen and answer Watch and answer Because he is young. … is not old. | 在理解中掌握单词 达成目标 4 培养学生的思维能力 | ||||
| Step4 Task 2 呈现刺激材料，活用结构 | 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 Work 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 趣味朗读活动，加 入动作表情，读出 趣味。 达成目标3 | ||||
| Step5 Task 3 引发期待行为，强化结构 | 1.Can you make an ending for the story? 2.Act the story | Work in groups Act(work in groups). | 在学生理解的基础上，鼓励学生创造性输出 达成目标4 | ||||
| 1 min | Step6 Post–task 提供反馈评价，巩固结构 | 完成补充习题相应练习 | Some exercise | Practice | |||
| 1 min | Homework | 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? … | ||||||
| 课题 | Unit 2 How do you come to school? | 教时 | 第 4 课时 | ||||
| 日期 | |||||||
| 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。 | |||||
| 教 学 过 程 | |||||||
| 时间 | 活动版块 | 活动内容与呈现方式 | 学生活动方式 | 交流方式 | |||
| 4 min | Step 1 Warming-up 吸引注意，积累语言 | 1.Sing a song “ The wheels on the bus” 2. Say a chant You 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. Let’s be early as always. | Sing together. (work in groups) Read after teacher Read in groups. (work in groups) | 齐唱歌曲，活跃气氛。 用chant的方式，巩固单词。 达成目标1 | |||
| 35 min | 核心过程 | Step2 Pre-task 导出目标，生成结构 | Review the cartoon time: How does Bobby want to go to school? Can Sam go to school by bike? Let’s act it. | Ask and answer Act in groups. (work in groups) | 师生交流，活跃课堂氛围复习课文内容 达成目标2 | ||
| Step3 Task 1 回忆相关知识，初步运用结构 | Free talk Can you go to school by bike? How do you go to school? What about your family? What about your friend? | 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) | 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 | 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 | ||||
| Step5 Task 3 引发期待行为，强化结构 | Checkout time What about them? 1.Look and finish. 2.Look and say. 3.Read together. | Think and write. Look and say. (work in pairs) | 根据图片，完成句子，同桌交流句型。 达成目标3 | ||||
| Step6 Post–task 提供反馈评价，巩固结构 | 1.默写本单元的词汇跟句型，完成ticking time 2.完成补充习题所有内容 | 默写并巩固 | 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 min | Homework | 1.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? … | ||||||
