2 Going to school教学实录与评析

小学英语教学设计

Going to school 上海版牛津英语 5A Module 1 Unit 2

一、内容分析

本节课的内容是牛津英语5A Unit2 Going to school本课时呈现了Jill, Joe等谈论各自上学的交通方式的场景，要求学生掌握核心句型How do you come to school? I come to school on foot.并能自由交流同学们上学的交通方式。

本单元教学围绕交通工具展开。此话题很容易结合实际生活展开，也比较易于深入和扩展。本课时的重点句型为下一个语篇教学做了很好的知识铺垫，这体现了教材循序渐进、由易入难的编排思想。

二、学情分析

1、知识基础：

学生已经在三年级下册学习了简单的交通工具词汇，具备了知识基础。

2、学习能力：

经过两年的英语学习，他们已经养成了初步的学习策略，语言有了一定的积累，具备了一定的交际能力．更可贵的是，他们能在老师的引导下积极主动的开展英语活动，参与意识强，能够在活动中自主地学习英语。

3、习惯态度：

五年级的学生活泼好动，情感丰富，好奇心强，有较强的模仿能力，对游戏、特别感兴趣，有极强的求知欲和表现欲，希望得到鼓励和肯定，易于引起对英语学习的兴趣，却不稳定持久。

三、教学目标

1、认知目标：

（1）能听懂、会读Listen and say中的对话内容。

（2）能听懂、会读词组：by car, on foot, by bus, by bike. 2、能力目标：

（1）能理解运用句型：How do you come to school? I come to school…询问他人的上学方式。

（2）能理解运用其他表示交通方式的词组：by ship, by plane, by taxi, by 1

underground. （3）能运用第三人称描述他人的上学方式。

3、情感目标：

（1）学生能自主、合作学习，有探究精神。

（2）学生能敢于、乐于、善于开口说英语。

四、教学重难点

本课的教学重点是能听、说、读、写四会单词。能听懂、会运用句型How do you come to school? I come to school…和他人交流各自的上学方式。

本课的难点是能运用第三人称描述他人的上学方式。

五、教学准备

多媒体课件

六、教学方法

小组合作学习法、任务型教学法、交际法

教学过程设计

教学步骤

Pre-task preparations

教学过程

1. Sing a song:

Our school will shine today. Our school will shine. Our school will shine today. All down the line. Our school will shine today. Our school will shine. When the sun goes down. When the moon goes up. Our school will shine. 设计意图

营造活跃轻松的课前气氛，提高学生的兴趣和注意力。

2. Play a game. 复习表示交通工具的单The words will be passed in ppt quickly. Students 词，为后面的对话和交read them loudly. 流做好铺垫。

While-task procedures 1. Show the pictures of some transportations,

teach the key phrases and sentences. T: I live near our school. I come to school on foot.(Show the flashcard for on foot.)

Ss repeat follow the teacher. T: I come to school on foot. I can also say I walk to school. Ss: I walk to school. T ：Do you come to school on foot? S1: No. I live far from school T: How do you come to school? Do you come to 创设情境，运用课件和图片，在与学生交际的轻松氛围中，形象直观地呈现新知。使学生易于理解和运用，并养成学生用英语思维的习2

school by bus? S3: Yes, I come to school by bus. The same way to introduce other phrases.

惯。

While-task procedures

2. Ss listen to the dialogue, watch the video of Listen and say. Then answer the questions. 1) Does Alice come to school by bus? 2) Who comes to school by bus? 3) Who comes to school by bike? 4) Who walks to school together? 5) Who lives far from school? 检验学生是否理解和掌握对话内容。

3. Ss read the passage and do some exercises. 通过演示让学生理解T: How do you come to school? S1: I come to school by car. go 和cone的区别。

T: How do you go home? S1: I go home on foot. T: S1 comes to school by car, and he goes home on foot. He is now here at school, so we say” S1 comes to school by car.”

If he is now at home, we say “S1 goes to school by car.”

And “S1 comes home on foot.

4. Retell the dialogue. 操练主语由第一人称转向第三人称的动词变化。

5. Do the exercise: Fill in the blanks. 有口头操练落实到笔头练习。

6. Ss say and act. 分角色表演对话，进一步锻炼学生的口语表达能力。

Post-task activities 1. Read and complete.

巩固核心词汇和句型，Jill, Joe, Alice, Kitty and Peter are _____________. They are talking about how 检验学生对课文细节的they come to _________. Joe ________ to school _________. He ______ far from school. 理解程度。

Peter ________ comes to school by bus. Alice comes to school _____________. She lives _________ school. Kitty ________ to school with Alice.

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Blackboard design 2. Show some pictures and practice the 创设真实情境，锻炼学sentences. T: This is …(place). How do you go to (place)? 生综合运用语言的能S1: I go to …(place) …

力。

Unit 1

Going to school

-How do you come to school? -I come to school by …

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