Story time优秀教学设计

How do you come to school

教学设计

Teaching content:

五年级下

译林英语

第二单元

第一课时

Teaching material: 本单元讲述的是孩子们谈论自己家离学校远近以及自己的出行方式，这是与学生日常生活息息相关的生活用语，对于学生来讲英语很生活化。第一课时，苏海、杨玲、迈克和刘涛四个孩子在讨论各自的家庭住址，离学校路途远近以及自己的出行方式，本板块有两段对话：第一段对话发生在杨玲和苏海之间，第二段对话发生在迈克和杨玲孩子们在一问一答中学会了Where do you live 和How do you come to school的句型。

Teaching aims and learning objectives: 1.

能初步了解故事的主要内容并尝试运用阅读策略自主解构故事文本。

2. 能正确的听、说、读

单词：taxi, train, metro, bike, take, bus, plane, ship,station, sun. 3. 能理解文章内容，用正确的语音语调朗读短文，并初步复述。

4. 正确运用日常交际用语: --Where do you live?

---I live in/on…

--How do you come to school?--I come to school by/on…’

5. 通过课文重点语言知识点的学习，提高对语篇的阅读能力，进一步提高学生听、说、读、写综合语言运用能力。

6. 让学生感受英语的生活化和实用性。

Teaching important and difficult points: 1. 能理解文章内容，用正确的语音语调朗读短文，并初步复述。

2. 正确运用日常交际用语: --Where do you live?

---I live in/on…

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

Design concept：

英语教学要符合学生生理和心理特点，遵循语言学习的规律，力求满足不同类型和不同层次学生的需求，使每个学生的身心得到健康的发展。我在设计教学时依据课程的总体目标并结合教学内容，创造性地设计贴近学生实际的教学活动，吸引和组织他们积极参与。学生通过思考、调查、讨论、交流和合作等方式，

学习和使用英语，完成学习任务。《英语课程标准》强调，教师应从学生的兴趣出发，倡导体验、实践、参与、合作和交流的学习方式和任务型的教学途径，发展学生的语言综合应用能力，我认为，小学英语课堂必须树立“语言学习的外延和生活的外延相等”的观念，教师要围绕“in life, by life ,for life”设计教学活动，从生活和英语的结合上，探究有效途径。为此，在本课的教学中，我充分考虑到教学内容要贴近学生的生活，使学生能够通过活动的方式运用课堂所学的语言。

Design ideas：

本节课我将教师设计成一名借班上课的新老师，在课前先与同学们唱首英语歌曲，活跃气氛，接近与学生的距离。整节课我都紧紧Where do you live? How do you come to school? 这两个话题展开教学，并且谈论不同人的家庭住址以及出行方式：教师本人——动物朋友——同学们——苏海、杨玲、迈克、刘涛——同学们的周末出行。这样的设计也贴近学生的实际生活，让学生感到学有所用。在课堂中我争取将课堂交给学生，充分体现学生的主体性，让学生互助，使所有的学生在课堂中都能有所收获。并且整节课从听说读写各方面提高学生的英语的综合能力。

Teaching procedures Warming up before class:

Sing a song T: Good afternoon, boys and girls. Do you like songs? Let’s enjoy a song: The wheels on the bus. Ss: Listen, move and enjoy a song.

设计意图：通过欢乐的歌曲渲染学习氛围，让学生初步感受新知，引出话题。

Step 1 Pre-reading 1.

Free talk:

T: Boys and girls. I’m your new English teacher. Do you want to know something about me? Now, you can ask me some questions as an interviewer. S1:…

S2…

…

Try to interviewmeTry to interviewme做个小记者来采访下老师吧！做个小记者来采访下老师吧！How old are you?What do you like doing?What do you do at weekends?Where do you live?...

预设问题：What do you like? What do you like doing? How many people are there in your family? What do you usually do at weekends? Do you have a friend? Where do you live? …

T: I live on Qianjin Street. (多媒体出示从家到学校的地图) It’s far from school, so I come to school by e-bike.( 教授新词：street, e-bike, far from).

I live on QianjinStreet,far fromschool.my homefar

(远from

离)schoolschool

设计意图：让学生作为记者的身份向学生提出一些问题，能激发学生的兴趣和好奇心，并能拉近与学生之间的距离，使课堂气氛显示得融洽。同时还能自然地引

出本课的话题，并创设有效的情境教学本节课中的新单词: street ,far from, e-bike.

2.

Listen and guess.(Learn the new words: bus, train, metro, plane, ship) 1）T: I live far from school, I come to school by e-bike. What about our animal friends? T: How does Winnen Bear come to school? Let’s listen. Oh, He comes to school by bike.(带读bike)

Listen and guessListen and guess猜猜是哪种交通工具猜猜是哪种交通工具How do you come to school?I come to school.......by bike.

T: How does Jump Jump Tiger come to school? Let’s listen. Oh, He comes to school by bus.(带读bus) T: How does Snoopy come to school? Let’s

listen. Oh, He comes to school by metro.(带读metro) T: How does Mikey Mouse come to school? Let’s listen. Oh, He comes to school by metro.(带读taxi) 2）Work in pairs. T: How do you come to school? (板书课题，并带读) Please work in paris and make a dialogue. Show time.

Work in pairsA: How do you come to school?B: I come to schoolby/on...

T: They come to school by different transportation. What about our friends:Su Hai,

Yang Ling, Mike and Liu Tao.

设计意图：从教师自己的来学校方式过渡到同学们都特别喜爱的动画人物的

上学方式，让学生兴奋起来，以便他们能愉快地学习新知。

Step 2 While-reading 1.

watch and match. 1）T: Watch the cartoon and find how they come to school. 2）Check the answers. A: How does Su Hai come to school? B: She comes to school by taxi. A:Howdoes…come to school?Watch and answerB:He/She comes to school by/on…

设计意图：初步感知文本，把握大意和相关信息,并且通过老师的示范作用，让学生再

次尝试本节课中的新句型的运用。

2.Read and answer. Q1:Where does Su Hai live now? Q2:Does Yang Ling live near school? Q3:How does Liu Tao come to school?

Read and answer•Q1:Where does Su Hailive now?She liveson Moon Street.•Q2:Does Yang Ling live near school?Yes，she does.•Q3:How does Liu Tao come to school?He comesto school by taxi.

3.Read and underline 1) Read the story carefully and underline the sentences about "Where does Su Hai live?" with “_______”and

"How does Su Hai come to school?" with “~~~~”.

2) Check the answers. 设计意图：再次整体感知文本，深入理解课文。 Read and underline (精读课文)Read the story carefully and underlinethe sentences about "Where does Su Hai live?"with “”and "How does Su Hai come to school?"with “~~~~”.(仔细阅读故事，用“”划出关于“苏海住在哪”的句子，用“~~~~”划出关于“苏海如何去学校”的句子。)WhoWhere On Moon StreetOnStreetHowby bus

A: Where does Su Hai live? B: She lives on Moon Stree. A: How does she come to school? B: She comes to school by taxi. 3) What about Yang Ling, Mike and Liu Tao. Read the story carefully and underline the sentences about "Where do they live?"

with “ ______

” and

"How do they come to school?" with “~~~~”.

4) Check the answers.

设计意图：以苏海的家庭住址以及出行方式为切入口，带领学生找出其他三位同学的家

庭住址和出行方式，并学习单词和词组。同时指导学生把握文章脉络，找出句式，

把握思维走向，为描述学生自己的家庭住址和出行方式。同时体现学生的主体性，将课堂交给学生。

4. Read and imitate. T：Read after the tape and imitate the pronunciation and intonation. 5.Enjoy reading.

设计意图：先让学生跟读录音，感受语音语调，再让他们自由享受阅读，选

择自己喜欢的阅读方式，这样进一步激发学生的学习热情。

Step 3 Post-reading T: Where do you usually go at weekends?

Where do you live?

How do you usually get there? Now work in pairs, make a dialogue with your partners. Make a dialogueWork in groupsA:Where do you live,...?B:I live in/on ...C:Let's go to the ...this weekends.B:Great idea!A:Howdo you go to the...?B:I go to the...by/on...C:I go to the...by/on...Zhou Enlai Memorial Hallcinemazoopark

Homework：

1. Listen, read and try to retell the text. 2. Copy the new words

设计意图：从听说读写各技能角度巩固本课所学内容，为下节课做准备。

Blackboard design

Unit 2 How do you come to school?

Su Hai Yang Ling Mike Liu Tao where On Moon Street near school in Sunshine Town on Park Street

how by bus

on foot by metro by taxi