5B U1 单元分析
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序号 |
内容 |
个 人 设 计 |
备课组集体讨论意见 |
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一 |
单元 教材 分析 |
本单元以cinderella的故事为主线，以why提问，because回答的方式为重点，学生在情境中理解，感知并掌握。 |
同左 |
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二 |
单元 目标 要求 |
1. 能听懂，会读，会说，会用why…? 询问原因，用Because…回答原因。 2、能听懂、会说、会读 prince，fairy，why，because，clothes，let，put on, before等单词。 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、能了解中西文化中的一些经典故事。 5、能了解并掌握dr在单词中的发音。 |
同左 |
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三 |
单元 设计 意图 |
以学生们熟知的cinderella的故事，呈现本单元重点why的询问及because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 |
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四 |
单元 目标 达成 分析 | ||
交往互动式教学设计
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课题 |
Unit 1 Cinderella |
教时 |
第 1 课时 | ||||
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日期 | |||||||
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教学目标： 1、能听懂、会说、会读prince,fairy,why,because,clothes,let,put on,take off,before,have to,try on,fit. 2、能初步运用句型Why ...? 及其应答Because …. 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. | |||||
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教 学 过 程 | |||||||
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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 | |||
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5 min |
Step 1 Warming-up 吸引注意，积累语言 |
Free talk 1.What do you like doing? Why? 2.Do you like English stories? Why? |
I like .... Because I... 初步理解why和 because |
师生交流，引出本文的题材，吸引学生的注意力。 | |||
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30 min |
核心过程 |
Step2 Pre-task 导出目标，生成结构 |
1. Today let’s learn an English story: Cinderella. (出示插图并板书) 2. Who is the writer of Cinderella? 2.出示图片 Who can you see in the pictures? What is Cinderella doing? 3.出示图片 Look at Cinderella. Is she happy? So why is she so sad? You can guess with “because she...” |
Teach new words: fairy,prince,Cinderella. Teach new words: take off, put on，clothes 师生交流，学生猜测，理解why及because的意思 |
出示ppt图片，通过看图理解新词 达成目标1 | ||
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Step3 Task 1 回忆相关知识，初步运用结构 |
1.Why is Cinderella so sad? Now, let’s listen to the tape. 2.So Cinderella can’t go to the party. Why can’t she go to the party? And why can the prince find her? 3.But when do all these things happen? Now can you read by yourselves and try to order them? |
带着问题听录音，以听促思 Watch the cartoon and underline the sentences Finish read and match(P8) |
以why的问题引领学生思考，先听再看再读，通过解决问题，学生一步步走进Cinderella 达成目标2 | ||||
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Step4 Task 2 呈现刺激材料，活用结构 |
1.Let’s go into Cinderella’s world.出示课文插图1 Where is the party?(以思维导图的形式板书where) 2.出示课文插图2 Who helps Cinderella?(以思维导图的形式板书who) 3.出示课文插图3 When does Cinderella have to come back?(以思维导图的形式板书when) 4.出示课文插图5 Whose shoe do the girls try on?(以思维导图的形式板书whose) |
At the prince’s house. The fairy She has to come back before 12 o’clock The Cinderella’s shoe |
以多个问题推进课堂活动，帮助学生理解。并在理解中教授部分新词have to，try on 达成目标1，2 | ||||
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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 in roles 3.Act the story |
Read Read in roles Work in pairs |
学生能正确，流利的理解故事 达成目标3 留足空白，让学生自编，自导，自演 达成目标4 | ||||
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3 min |
Step6 Post–task 提供反馈评价，巩固结构 |
回顾板书 retell the story 1.the teacher asks and the student answers 2.Work in pairs and retell 3.Retell the story together |
Retell the story |
回顾板书, 以思维导图的形式回顾本课内容 | |||
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2 min |
Homework |
1. Read Story time after the tape for 5 times. 2. Copy the new words 3 times. | |||||
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板书设计 |
Unit 1 Cinderella When Who Why...? why Cinderella whose Because... where | ||||||
交往互动式教学设计
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课题 |
Unit 1 Cinderella |
教时 |
第 2 课时 | ||||
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日期 | |||||||
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教学目标： 1、复习巩固词汇及why...? Because... 2、能够看图片复述故事内容 3、学习Fun time, 引导学生创编，提高创造力和学习英语的兴趣。 4. 学生能理解并掌握why...?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 |
重点 与 难点 |
1.学习Fun time, 引导学生创编，提高创造力和学习英语的兴趣。 2.学生能理解并掌握why...?及其他疑问词，并进一步学习第三人称动词的变化 | |||||
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教 学 过 程 | |||||||
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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 | |||
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3 min |
Step 1 Warming-up吸引注意，积累语言 |
1.Greetings 2. Play a game. If you are the same to me, please say “me too” I’m very happy today. Why? I like rabbits. Why? I like summer. Why? I am a teacher. Why? I like reading stories. Why? Do you remember the story? Retell the story with some pictures. |
Free talk with teacher Retell the story |
Free talk | |||
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35 min |
核心过程 |
Step2 Pre-task 导出目标，生成结构 |
1.PPT（出示图片） Look at these pictures. Do you want to ask some questions about Cinderella? (hint: where, who, why, whose, when) 2. A:Where is the party? B:... A:who helps Cinderella? B:... A:why is Cinderella sad? B:... A:why can’t Cinderella go to the party? B:... A:when does Cinderella have to come back? B:... A:whose shoe do the girls try on? B:.... |
个别交流 Make a dialogue (Pair work) |
通过看图复习，活跃气氛，更好地进行英语学习。 达成目标2 小组内提问并回答 达成目标1 | ||
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Step3 Task 1 回忆相关知识，初步运用结构 |
Grammar time: 1.板书相关问题 What do you find? When do we use “why”“because”？ 2.板书相关答案 Come---comes put---puts Fit---fits try---tries |
discuss in groups Discuss in groups ( 巩固复习第三人称动词的变化) |
学生能理解并掌握why...?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 达成目标4 | ||||
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Step4 Task 2 呈现刺激材料，活用结构 |
Fun time 1. So now you know what happens to Cinderella? Can you enrich the story？ 2. Fun time插图：Can you make add some words to it? 3. 教师示范后：look，this is my story. Can you make up your story? Now work in groups and act this story out. |
Yes Work in pairs Work in groups |
创编对话 师生示范到小组表演 达成目标3 | ||||
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Step5 Task 3 引发期待行为，强化结构 |
Read a dialogue（卡通故事） 1.Can you ask some questions with“where, who, why, whose, when”？ 2. act ① read the dialogue ② Use 4 more sentences in the dialogue ③Create a new dialogue in your group, and add some actions. 针对学生的表演及时评价 |
Work in groups Act the dialogue Work in pairs |
本部分作为课外延伸部分，学以致用，进一步巩固提问方式 达成目标4 | ||||
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Step6 Post–task提供反馈评价，巩固结构 |
完成补充习题部分内容 |
落实笔头 | |||||
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2 min |
Homework |
1. Recite story time 2. Recite and write new words 3+1. | |||||
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板书设计 |
Unit 1 Cinderella When Who Why...? why Cinderella whose Because... where | ||||||
交往互动式教学设计
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课题 |
Unit 1 Cinderella |
教时 |
第 3 课时 | ||||
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日期 | |||||||
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教学目标： 1. 能了解并掌握dr在单词中的发音 2. 熟练掌握单词mushroom,late,pick,understand,be bad for... 3. 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。 4. 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 | |||||
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教 学 过 程 | |||||||
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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 | |||
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3 min |
Step 1 Warming-up 吸引注意，积累语言 |
1.Look at this picture. Who is she? Oh, she is Cinderella. 2. What does she wear? |
A dress |
通过看图来描述Cinderella的穿着，引出sound time | |||
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35 min |
核心过程 |
Step2 Pre-task 导出目标，生成结构 |
Sound time: 1. So Andrea is also drawing a dress.(出示sound time图片) 2. What can you see in the picture? So the boy is having a drink. And the girl is drawing a dress.What’s the boy’s name? His name is Andrew. What do you find with the red words? 3. Read these words. Can you name more? 4. Learn sound time sentence by sentence 5. Sing it together(work in groups) |
导入sound time I can see... Work in groups |
能了解并掌握dr在单词中的发音 达成目标1 | ||
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Step3 Task 1 回忆相关知识，初步运用结构 |
1.talk about the pictures： Where are Sam and Bobby? What does Bobby find? 2.So what does Bobby do after finding the mushroom? Does Bobby understand at first? Watch the cartoon 3.Are the mushrooms good for us? How do you know? OK, now open your books and underline it |
In the forest Teach new word：mushroom Watch the cartoon He picks the mushroom. (teach : pick) No,he doesn’t. ( 方法1：Because these mushrooms are bad for us. Teach:be bad for... 方法2：看图 ) |
在理解中掌握单词 达成目标 2 在理解中掌握单词 达成目标 2 培养学生的思维能力 | ||||
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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 | ||||
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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 | ||||
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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 | |||
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1 min |
Homework |
1.Read Cartoon time 5 times 2. Talk about your home to your family. | |||||
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板书设计 |
Unit 1 Cinderella Bobby: pick the mushroom. Sam: be bad for... | ||||||
交往互动式教学设计
|
课题 |
Unit 1 Cinderella |
教时 |
第 4 课时 | ||||
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日期 | |||||||
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教学目标： 1、巩固复习本单元单词。 2、巩固复习本单元重点句型。 3、能了解中西文化中的一些经典故事。 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。 | |||||
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教 学 过 程 | |||||||
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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 | |||
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4 min |
Step 1 Warming-up 吸引注意，积累语言 |
1.Greetings 2.Imitation 模仿表演cartoon |
Free talk with teacher Act in groups |
师生交流，活跃课堂氛围 | |||
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35 min |
核心过程 |
Step2 Pre-task 导出目标，生成结构 |
Review the story time: 1.模仿表演，完成第一项ticking time 2.完成think and write |
Act and tick Single work |
复习课文内容 达成目标1 | ||
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Step3 Task 1 回忆相关知识，初步运用结构 |
1.Check the answers. 2.ask and answer Why is Cinderella sad? Why can’t she go to the party? ... |
Single work Teach the new word: leave ...behind 师生交流后pair work |
落实笔头 巩固复习本单元重点句型 达成目标2 | ||||
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Step4 Task 2 呈现刺激材料，活用结构 Step5 Task 3 引发期待行为，强化结构 |
Culture time： 1.lead-in：Cinderella is a fairy tale. 2.Listen. What does Mike like reading? What does Yang Ling like reading? 3.what fairy tales do you know in China? How about the fairy tales in Western countries? Show some pictures: 1.look and say 2.Write it down 3.Summary: why, because |
适当拓展文化知识 Ask and answer Write summary |
能了解中西文化中的一些经典故事。 达成目标3 巩固复习本单元重点句型。 达成目标2 | ||||
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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 | ||||
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1 min |
Homework |
1.Read sound time 5 times. 2.Review the whole unit. | |||||
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板书设计 |
Unit1 Cinderella Leave...behind Why...? Because... | ||||||