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1、Unitl第1课时教学设计【内容来源】译林版（五年级）下册Unitl【主题】Cinderella【课时】第1课时：Story time； Fun time一、板块介绍灰姑娘（Cinderella）因为没有漂亮的衣服和鞋子，不能参加王子举办的舞会。仙女使用了魔法，让灰姑娘穿上了漂亮的裙子和水晶鞋去参加舞会，但是她必须 在夜里十二点之前回家。灰姑娘和王子在舞会上玩得很开心，但是她在离开王子 的时候丢了一只鞋。王子带着这只鞋去每家每户寻找灰姑娘，没有人能穿得上这 只鞋，直到灰姑娘最后出现。二、教学目标1 能听懂、会说、会读、会写 prince, fairy, why, because, clothe
2、s, let, before, fit 及短语 put on, have to, try on, take off 等。2、能听懂、会说、会读Story time中的故事。3、能够熟练掌握该局部出现的表示原因的从句及其答语。三、教学重难点1、句型：Why are/cant.?及其回答 Because.2、词汇：了解 put on, try on 和 take off 的用法和区别,理解 have to, be bad for, leave. behind的意思，了解它们的用法四、教学准备教学课件（教师可以在优教平台直接调用或下载）、课文录音、动画、教材图片） 五、教学过程Step 1: War
3、m-up/Lead-in1.问答活动，复习服装类单词教师可以利用单词卡片或多媒体呈现图片，和学生进行问答活动，复习服类词汇。 教师也可以要求学生两人一组进行问答活动或编创对话。如：S1:（拿起一件连衣裙）Whats this?52: Ifs a dress.53: What colour is it?54: Ifs blue. It is small. It has a driver and it can carry one to four passengers. (taxi)2.问答活动，教授新句型教师可以先介绍自己住在哪个城市，可以具体到城区和街道，教授live及其和介 词in, on的搭
4、配。教师可以列出自己所在城市的主要城区和街道，供学生回答时 选用。如：T: Where do we live? China? Jiangsu? Nanjing? All these are right. We live in Nanjing, Jiangsu, China. We all live in this city, but I still dont know where your homes are. Which district? I live in Gulou District. What about you?S1:1 live in Xuanwu District. Where
5、 do you live?S2:1 live in Qinhuai District.T: I know the district you live in, but I still dont know where your homes are. Which street/road? I live on Hunan Road. What about you?51: I live on . Street/Road.52: .3.问答活动，教授near和far from在活动2的基础上，教师可以进一步和学生进行问答活动，介绍自己住处附近的 地标性建筑或住处和学校之间的远近，教授near和far fr
6、om。教师可以列出自己 所在城市的一些地标性建筑或场所，供学生回答时选用。如：T: I live on Hunan Road, near Fenghuang Bookshop. What about you?SI: Hive.S2:1 live . T: I live on Hunan Road. I dont live near school. My home is far from school. What about you? Who lives near school? Whose home is far from school?51: I live/My home is near s
7、chool.52: My home is/I live far from school.4.问答活动，教授介词by在活动2和3的基础上，教师可以自然地导入本单元的另一个重点句型How doyou come to school?及其回答，教授介词by的用法。如：T: My home is far from school, so I come to school by bus. How do you come toschool?51: I live near school. I come to school by bike/on my fathers bike.T:（做走路状）Do you wal
8、k to school?52: Yes, I do.T: He/She walks to school. He/She comes to school on foot. What about you?S3:1 come to school on foot too.5.看图说话,预测课文内容 教师可以出示课文中的两幅图片，要求学生仔细观 察，发现图中人物上学所用的方 式，并口头表述。如：T: How do Su Hai and Su Yang come to school?Ss: They come to school by bus.T: How does Yang Ling come to s
9、chool?Ss: She comes to school on foot.T: How does Mike come to school?Ss: He comes to school by metro.T: How does Liu Tao come to school?Ss: He comes to school by taxi.6 .听录音，理解课文大意教师播放课文录音，要求学生在图片的帮助下理解对 话大意，然后完成学生用书第18页的Read and circleo.贴一贴，说一说教师可以在课前准备一幅和课文对话内容相关的地图，标出School, Moon Street, City Li
10、brary, Sunshine Town, Park Street等几个地标，并用表示道路的线将学校和 其他各处连接，同时准备课文中出现的四个人物图片及他们所用的交通方式图 片。教师安排学生独立阅读对话后，要求他们将人物图片和交通方式图片贴到地 图的相应位置上，然后再口头描述，以检测学生获取课文细节信息的能力。如： SI: Su Hais home is far from school. She lives on Moon Street, near City Library.She comes to school by bus.S2: Yang Ling lives near school.
11、She comes to school on foot.8.角色扮演，复述课文教师可以要求学生扮演其中一个人物，先介绍自己的情况，再介绍其他三位人物 的情况。这个活动可以让学生巩固一般现在时的语法知识，同时也可以培养学生 归纳复述课文的能力。如：Ss: Im Yang Ling. I live near school. I come to school on foot. Su Hais new home is very big, but its far from school. Its on Moon Street. She has to come to school by bus. Mike
12、 lives in Sunshine Town. He comes to school by metro. Liu Tao lives on Park Street. He comes to school by taxi because his father is a taxi driver.Fun time一、板块介绍本局部是一个调查活动，要求学生用句型Where do you live?和How do you come to school?调查同学的家庭地址、家距离学校的远近和上学所用的交通方式，完 成调查表，然后再汇总信息做总结报告。教师可以安排学生以小组的形式完成调 查活动，其中一人主
13、导调查活动。教师也可以让学生自由选择调查对象（不少于 三人），独立完成调查活动。二、教学活动.教师要求学生阅读调查表和范例，了解将要调查的信息和活动步骤。1 .问答活动教师组织学生进行调查活动。调查者给出两个问题，被调查者的回答要包括家庭 地址、家距离学校的远近和上学所用的交通方式。被调查者回答以下问题的时候，调 查者要在调查表格中记录下关键词，如街道名称、远或近以及交通方式，介词可 以忽略。2 .汇报结果教师邀请假设干调查者根据表格记录的信息，汇报调查结果。3 .全班汇总教师可以根据各小组的调杳结果，和学生一起汇总交通方式这一项信息，然后邀 请学生来汇报结果。如：4 : In our cla
14、ss, . students come to school on foot. students come to school by bike. . students come to school by car.Step 3: Consolidation1 .看图说话，巩固词句教师可以安排学生完成学生用书第24页Checkout time中的Look and say,以进 一步巩固表达交通方式的词汇和句型。2 .看图问答教师可以安排学生完成学生用书第18页的Match and say,然后要求他们用句型 How does . come to school?和同桌进行问答活动，以巩固本单元的重点句
15、型。3 .拓展活动，操练对话教师可以在课前设计一个表格，列出教材主线人物Wang Bing, Nancy和Helen 的住处和上学所用的交通方式，要求学生根据表格内信息，两人一组进行问答活 动，以巩固本单元的目标词汇和重点句型。如：WhoWhereHowWang Bingon Changjiang Streetby bikeNancyin Xiaohe Townby busHelenin Sunshine Townby metro51: Where does Wang Bing live?52: He lives on Changjiang Street.53: How does he com
16、e to school?54: He comes to school by bike. Step 4: Summary师生一起总结本课所学的词汇和句型，鼓励学生提出问题。教师点评学生的表 现。Match and say参考答案1. b Yang Ling comes to school on foot.2. c Su Hai comes to school by bus.3. d Mike comes to school by metro.4. a Liu Tao comes to school by taxi.Read and circle参考答案1. far from 2. near 3.
17、 in Sunshine Town 4. on Park StreetLearning tipCan you talk about their features?你能说说它们的特点吗？本单元中出现了七种交通工具，教师可以鼓励学生说说每种交通工具的特点，如 速度、平安系数、是否有益环保、是否便捷等，以帮助学生记住词汇，同时也可 以训练学生的口头表达能力。教师可以适当拓展词汇，帮助学生更好地完成任务。Unit2第2课时教学设计【内容来源】译林版（五年级）下册Unit2【主 题】How do you come to school?【课 时】第 2 课时：Grammar time; Checkout
18、time一、板块介绍本板块归纳呈现了句型 Where do/does . live?和 How do/does . come to school? 及其回答。二、教学目标教授学生熟知并运用句型：Where do/does .?和 How do/does . e to school? 三、教学重难点句型:Where do/does .?和 How do/does . e to school?的合理运用。四、教学准备教学课件（教师可以在优教平台直接调用或下载）五、教学过程Step 1: Warm-up/Lead-in朗读句子，认知结构教师安排学生两人一组，朗读两组表格中的句子，一人读问句，一人读答
19、句。教 师要提醒学生注意句子的结构、人称的变化、动词形式的变化以及介词的搭配。 如：51: Where do you live?S2:1 live on Moon Street.52: Where does he live?53: He lives in Sunshine Town.Step 2: Presentation & Practice.操练关键词教师可以用多媒体或者在黑板上呈现表格中的句子，去除或遮盖问句中的助动词 do/does和答句中的动词或者介词，要求学生填空。如：, Where does he live?, He lives in Sunshine Town., How do
20、es he come to school?, He comes to school by metro.1 .接龙问答活动，操练句型教师安排学生小组活动，接龙提问家庭地址和上学所用的交通方式，操练本单元 的两个重点句型。教师要求学生明确表达地址，用live on/at/near说出所在的街 道或附近的地标性建筑或场所。小组活动后，教师可以要求假设干学生介绍小组成 员的家庭地址和上学所用的交通方式。如：51: I live on . Street. Where do you live?S2:1 live near . Park. Where do you live?S3:1 live in . T
21、own. Where do you live? SI: I come to school on foot. How do you come to school?S2:1 come to school by bus. How do you come to school?S3:1 come to school by bike. How do you come to school? S: . lives . He/She comes to school.3 .看图说话教师安排学生完成学生用书第24页Checkout time中的Look and say。教师也可 以增加活动的难度，要求学生根据图片说
22、说图中人物居住或工作的地点。4 .拓展活动教师可以根据学生的具体情况，拓展交通方式的话题。教师可以询问学生他们的父母上班所用的交通方式，也可以和学生讨论去某个城市或国家可用的交通工具 如：T: I usually come to work by car. Sometimes I come to school by bus. How do your parents go to work?51: My father goes to work by metro. My mother goes to work on foot.52: My parents go to work by bus. T: H
23、ow can we go to Beijing/Shanghai/Shenzhen/Chongqing/the UK/the US?51: We can go to Beijing by train/by plane.52: We can go to Chongqing by ship.Checkout time:板块介绍本板块有两个活动。Look and say要求学生看图说话，正确使用交通方式词汇， 目的是检测学生对交通方式词汇的掌握和使用。Think and write要求学生根据提 示完成书写，旨在检测学生笔头描述地址和上学、上班所用的交通方式。Look and say可以作为Gram
24、mar time的教学活动，Think and write可以作为Story time或 Grammar time的巩固活动或拓展活动。Step 3: Consolidation想一想，写一写，说一说在活动5的基础上，教师可以安排学生完成学生用书第25页Checkout time中的 Think and write,写一写自己的家庭地址、父母上下班所用的交通方式、朋友的 家庭地址以及朋友父母上班所用的交通方式。教师可以灵活安排此活动，学生可 以先说后写，也可以先写后说。Step 4: Summary师生一起总结本课所学的重点语法知识点，鼓励学生提出问题。教师点评学生 的表现。Look and
25、say参考答案1. by train 2. on foot 3. by bike 4. by shipThink and write参考答案略Unit2第3课时教学设计【内容来源】译林版（五年级）下册Unit2【主 题】How do you come to school?【课 时】第3课时：Sound time; Song time一、板块介绍本板块呈现了辅音字母组合tr在单词中的发音/tr/。教师可以结合Unit 1 Sound time的/dr/进行比照教学，帮助学生更好地识别两个相近的音素。二、教学目标能听懂、会说、准确把握字母tr在单词中的读音。三、教学重难点字母组合tr在单词中的读音
26、。四、教学准备教学课件（教师可以在优教平台直接调用或下载）、课文录音、动画。五、教学过程Step 1: Warm-up/Lead-in1 .师生互致问候。2 .通过Free talk复习本单元所学词汇和句子。Step 2: Presentation & Practice.教师示范朗读单词，或请发音较好的学生示范。教师要提醒学生边听边体会, 从中找出相同音素/tr/。1 .教师播放录音，要求学生跟读单词和歌谣。2 .教师组织学生开展歌谣朗读比赛，看谁读得既准确又流利。3 .教师鼓励学生读出含有/tr/的新单词,如trip, track, treat, trick, true, travel等。4
27、 .教师朗读含有/dr/和/tr/的单词，要求学生分辨。教师也可以要求学生朗读单词, 体会两个相近音素的不同。Step 3: Consolidation.教师将学生分成假设干组，请学生找出已学过的含有相同音素的单词，哪个小 组找的越多方为获胜，教师并给予鼓励。1 . Song time教师可以将本板块的歌曲安排在单元教学之初，作为Story time板块的话题或词 汇导人活动。教师也可屡次利用歌曲，安排在新课开始或结束时，以调动学生的 学习兴趣，营造学习气氛。Step 4: Summary教师引导学生总结tr在单词中的发音，让学生说出今天所学的含有tr相同发音 的单词（可请一位学生先说，其他同
28、学补充，老师及时评价。）Unit2第4课时教学设计【内容来源】译林版（五年级）下册Unit2【主 题】How do you come to school?【课 时】第4课时：Cartoon time一、板块介绍本板块呈现的是Bobby想骑自行车去上学的故事。Bobby有一辆新自行车，他很 喜欢在公园里骑他的新车，他感觉很酷。他想在Sam面前展示一下他的新自行 车，于是问爸爸能不能骑车上学。爸爸因为他年龄小而不同意他骑车去上学， Bobby很不高兴。爸爸问Sam是怎样去上学的，Bobby说他骑自行车上学，爸 爸不相信。原来Sam是坐在他妈妈的自行车篮子里去上学的。这个故事延续了 本单元交通方式的
29、话题，同时也复现了上一单元的句Why.?及其回答Because 二、教学目标1、能听懂、会说、会读、会写以下词汇：bike, plane, ship, train, ride, show, young, basket.2、能够在图片和语境的帮助下读懂听懂Cartoon time中的故事，并能简单复述 课文大致故事内容。三、教学重难点1、词汇：bike, plane, ship, train, ride, show, young, basket.2句型：引导学生在口语中自如地运用How do/doesschool?四、教学准备教学课件(教师可以在优教平台直接调用或下载)五、教学过程Step 1:
30、 Warm-up/Lead-in自读故事，判断正误教师可安排学生自己阅读故事，整体理解故事大意。教师可以设计一些阅读任务, 检查学生的理解情况。如：Read and judge Sam has a new bike. (F) Bobby likes riding his bike in the park. (T) Bobby can go to school by bike. (F) Sam rides his bike to school. (F)Step 2: Presentation & Practice1 .再读故事，回答以下问题教师要求学生再读故事，充分理解故事和语言，然后回答以下问
31、题。如： Why does Bobby like riding his bike in the park? Why does Bobby want to go to school by bike? Why cant Bobby go to school by bike? How does Sam go to school?2 .跟读模仿，角色扮演教师安排学生跟读故事录音，模仿语音语调，然后分角色朗读故事。Step 3: Consolidation1 .教师出示故事图片，请学生分成小组，合作进行表演。2 .可挑选小组合作进行故事复述。3 .集中讨论故事的寓意，锻炼学生的发散思维。Step 4:
32、Summary师生一起总结本课故事，鼓励学生提出问题。教师点评学生的表现。Ticking timeDo you like it? I can talk about public transport.51: Yes. If s a nice dress.52: Would you like to try it on?53: Yes. Look. Ifs too short. 2.歌曲导入教师可以和学生一起再唱四年级上册Unit 7的歌曲The clothes shop,然后就歌词 和学生进行简单的问答,再利用事先准备好的一只鞋子继续问答，导入故事话题。 如：T: What colour are
33、the shoes?Ss: Theyre yellow.T: Look at my shoe. Do you like it?SI: Yes. Ifs nice.T: Please try it on.SI:（试穿鞋子）Oh, its too big. Step 2: Presentation & PracticeStory time1.说说做做，教授新词教师可以准备假设干衣物，呈现给学生，并做试穿和脱下的动作，教授新词put on, take off, try on和fit。然后教师再邀请学生试穿这些衣物，使他们更好地理解这 些新词的意思。如：T:（呈现一件衬衫）Heres a shirt.
34、 It looks nice. Let me try it on. Look. What do you think?SI: Its small.T: Youre right. If s a bit small. It doesnt fit.Ss: It doesnt fit.T: OK. Let me take it off.Ss: Take it off.I can talk about where I live.I know the sound of “tr”.本单元自评框中的要求：1）要求学生能谈论公共交通工具。2）要求学生能谈论自己的住址。3）要求学生了解字母组合tr在单词中的读音。U
35、nit3第1课时教学设计【内容来源】译林版（五年级）下册Unit3【主 题】Asking the way【课 时】第1课时：Story time； Fun time一、板块介绍本局部的场景和话题是Unit 2 Story time的延续。Yang Ling想去Su Hai的新家 看一看，但是不知道怎么走。课文由两个场景组成，场景一是Yang Ling在 里询问Su Hai去她家的路线，场景二是YangLing在途中迷路了，向警察问路。 二、教学目标.能听懂、会说、会读、会写 ask the way, get to, take, get on, station, get off, walk ,b
36、ookshop, next to, sun, ask.for help, excuse me, along, turn right, traffic light, on your right 等。1 .能听懂、会说、会读Story time中的故事。2 .句型：How do I get to ？及其回答 You can take ./Go along this street./Turn right at the traffic lights .三、教学重难点1 .句型:一How do I get to .?一Go along ./Turn left ./Get on/off ./You can
37、 .2 . 词汇：a cinema, a hospital, a shop, a zoo, get on, get off, turn right, turn left. 四、教学准备教学课件（教师可以在优教平台直接调用或下载）、课文录音、动画、教材图片） 五、教学过程Step 1: Warm-up/Lead-in.歌曲热身教师可以和学生一起演唱Unit 2的歌曲The wheels on the bus,导入新单元话题。1 .猜谜活动，复习词汇教师可以和学生用猜谜的形式复习Unit 2交通工具类的词汇。如：T: It can fly. Its fast. We usually take it
38、 to go to a city or country far away.Ss: Its a plane.3.问答活动，复习句型教师可以和学生进行简单的问答，复习Unit 2关于住处和交通方式的句型，为新 单元的话题呈现做准备。如：T: Where do you live?SI: I live on/in/at.T: How do you come to school?SI: I come to school by ./on foot.T: Where does Su Hai live?Ss: She lives on Moon Street, near City Library.T: Su
39、Hai has a new home. Do you want to go to her home and have a look?Ss: Yes.Step 2: Presentation & PracticeStory time1 .猜谜游戏，教授交通工具类词汇教师可以用多媒体或在黑板上呈现本单元出现的七种交通工具的图片，并用简单 的语言描述它们的特点，然后让学生猜出相应的交通工具。如： It has two wheels. There is usually a basket on it. (bike)It is long. It runs under the ground, (metro)
40、 It is big. It can fly. (plane)It is a big boat, (ship) It is long. It runs very fast. It usually travels between cities, (train)It is big. It runs on the road. It usually travels within a city. It can carry many people.(bus)It is small. It has a driver and it can carry one to four passengers, (taxi
41、)2 .问答活动，教授新句型教师可以先介绍自己住在哪个城市，可以具体到城区和街道，教授live及其和介 词in, on的搭配。教师可以列出自己所在城市的主要城区和街道，供学生回答时 选用。如：T: Where do we live? China? Jiangsu? Nanjing? All these are right. We live in Nanjing, Jiangsu, China. We all live in this city, but I still dont know where your homes are. Which district? I live in Gulou
42、 District. What about you?SI: I live in Xuanwu District. Where do you live?S2:1 live in Qinhuai District.T: I know the district you live in, but I still dont know where your homes are. Which street/road? I live on Hunan Road. What about you?51: I live on . Street/Road.52: .3.问答活动，教授near和far from在活动2
43、的基础上，教师可以进一步和学生进行问答活动，介绍自己住处附近的 地标性建筑或住处和学校之间的远近，教授near和far from。教师可以列出自己 所在城市的一些地标性建筑或场所，供学生回答时选用。如：T: I live on Hunan Road, near Fenghuang Bookshop. What about you?SI: I live .S2:1 live . T: I live on Hunan Road. I dont live near school. My home is far from school. What about you? Who lives near s
44、chool? Whose home is far from school?51: I live/My home is near school.52: My home is/I live far from school. 4.问答活动，教授介词by在活动2和3的基础上，教师可以自然地导入本单元的另一个重点句型How do you come to school?及其回答，教授介词by的用法。如：T: My home is far from school, so I come to school by bus. How do you come toschool?51: I live near sch
45、ool. I come to school by bike/on my fathers bike.T:（做走路状）Do you walk to school?52: Yes, I do.T: He/She walks to school. He/She comes to school on foot. What about you?S3:1 come to school on foot too.5.看图说话，预测课文内容 教师可以出示课文中的两幅图片，要求学生仔细观 察，发现图中人物上学所用的方 式，并口头表述。如：T: How do Su Hai and Su Yang come to sc
46、hool?Ss: They come to school by bus.T: How does Yang Ling come to school?Ss: She comes to school on foot.T: How does Mike come to school?Ss: He comes to school by metro.T: How does Liu Tao come to school?Ss: He comes to school by taxi.6 .听录音，理解课文大意 教师播放课文录音，要求学生在图片的帮助下理解对 话大意，然后完成学生用书第18页的Read and c
47、ircle.贴一贴，说一说教师可以在课前准备一幅和课文对话内容相关的地图，标出School, Moon Street, City Library, Sunshine Town, Park Street等几个地标，并用表示道路的线将学校和 其他各处连接，同时准备课文中出现的四个人物图片及他们所用的交通方式图 片。教师安排学生独立阅读对话后，要求他们将人物图片和交通方式图片贴到地 图的相应位置上，然后再口头描述，以检测学生获取课文细节信息的能力。如： SI: Su Hais home is far from school. She lives on Moon Street, near City Library.She comes to school by bus.S2: Yang Ling lives near school. She comes to school on foot.8.角色扮演，复述课文 教师可以