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译林版五年级英语下册教学计划和教学设计

一、班级学情分析：
经过四年半的学习，大部分学生对英语仍然保持着浓厚的兴趣，但有少数学生由于遇到困难，学习兴趣就开始减退。因此，这个学期在教学中，作为教师，我觉得应该以学生的发展为宗旨，以培养学生的创新精神和实践能力为重点，面向全体学生，在激发学生兴趣的同时，扎扎实实地从每个学生抓起。五年级的学生学习相对来说比较理性，教学时，在以活动为课堂教学的主要形式的同时，更要充分发挥任务性教学在高年级的优化使用，设计丰富多彩的教学活动，有效的教学任务；同时还要关注学生中存在的两极分化现象，教学内容注意由简到难，循序渐进，在知识的复现中做好及时补差工作。作为老师，要充分培养学生的听说读写能力，尤其要加强识读，拼写的能力；与此同时重视学生阅读能力和写作能力的同步培养，< br>重视英语作为语言的交际功能。
二、全册教材分析：
小学《英语》五年级下册教材以 规定的课程目标和教学要求为依据，在原有教材的基础上进一步注重
素质教育，全面渗透德育，有机融入 社会主义核心价值体系；进一步面向全体学生，解决“内容偏多、要
求偏高、难度偏大”的问题，切实减 轻学生的课业负担；进一步设计教学目标，突出语言学习的实践性和
应用性，有效地培养学生初步的语言 能力和基本英语素质；进一步优化教学活动，激发学生的学习兴趣和
求知欲，引导学生学会学习，使教材 在思想性、科学性、趣味性和灵活性等方面更加符合课程改革的精神。
全册教材共设计了8个单元和2 个综合语言实践项目(Project)。每个单元由8个板块组成。与四年
级教材比较，减掉了Rhy me time,增加了Grammar time和Culture time。
Story ti me：使学生在相对真实、完整的语境中接触、体验、理解语言，帮助学生掌握基本的英语语
言知识，发 展基本的英语听、说、读技能，初步形成用英语与他人交流的能力，同时发展学生的思维能力，
提高学生 的综合人文素养。
Grammar time:通过对本单元新授词语和句型的归纳，帮助学生理解并 初步掌握相关语法知识，引导
教师宏观地把握本单元的主要语法内容。
Fun time：通过趣味性、互动性较强的语言实践活动，帮助学生熟练掌握Story time中呈现的主要
句型和单词，以提高他们用英语进行交流的能力。
Sound time ：通过例词和简短押韵的歌谣，帮助学生了解字母和字母组合在单词中的基本读音，逐
步掌握 最基本的拼读规则。
Culture time:通过图片和简单的文字介绍，呈现中外文化的异同， 帮助学生拓展视野，加深对中华
民族优秀传统文化的认识和热爱。
Song time:通过唱歌曲，激发学生的兴趣，活跃学生的身心，帮助学生巩固所学内容，提高听说能力

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和思维能力。
Cartoon time：通过趣味 卡通故事，帮助学生强化语言知识，训练语言技能，着重培养学生的阅读理
解能力。该板块的故事既是很 好的阅读材料，也是供学有余力的学生表演的鲜活剧本。
Checkout time：按照单元教学 目标，通过形式多样的综合性语言实践活动，帮助学生检测并复习本
单元所学的主要内容。
Ticking time：通过自我评价，引导学生了解自己对本单元所学主要内容的掌握情况，反思 和调控自
己的学习过程，体验进步与成功。
Project由几个环环紧扣、联系紧密的语言 实践活动组成。在活动过程中，让学生经过思考、调查、
讨论、交流和合作等环节，综合运用前几个单元 所学的语言知识和语言技能，完成一定的学习任务，展现
自己的学习成果。
三、教学总体目标：
1．能按四会与三会要求掌握所学的单词。
2．能按四会要求掌握所学的句型。
3．能运用日常交际用语，活用四会句型，进行简单的交 流，并做到大胆开口，发音正确，所用话语与场
合符合。
4．能在图片、手势，情景等非语言提示的帮助下，听懂清晰的话语与录音。
5．培养良好的书写习惯，能做到书写规范整洁。
6．培养良好的听英语、读英语、说英语、用英语的习惯，能自觉的模仿语音、语调，逐步培养语感。
7．能在任务型学习的过程中运用相关的语言知识，完成某项任务，并促使语言能力的提高。
8．能演唱已学过的英语歌曲，朗诵已学过的歌谣。
9．能渗透给学生良好的自学英语的方法。
四、学期教学措施：
1．课堂上尽量使 用英语组织教学，做到持之以恒，由少积多，以助于创造英语气氛，养成学生听英语，
用英语思维的习惯 。
2．根据学生的特征，可将每个单元，该单元的教学内容重新组合，科学合理的把单词教学，对话操 练，
复习巩固融为一体。
3．多以图片、手势呈现英语单词及对话情景，图片呈现采用灵活多 样的方法将该单元所学的内容柔和在
一起进行综合操练。如师生快速问候和介绍、学生间连续的相互问候 和介绍，创设情景进行表演等，让学
生将所学的对话用于不同的情景。采用先听说，后读写，先整体，后 局部的方法教学。
4．在课堂教学中，尽量开展形式多样的活动教学，活跃气氛提高兴趣和学习效率。
5．词汇教学上，尽量利用实物和图片，增加复现次数，反复循环，循序渐进，注重师生操练、生生操练 。

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6．逐步渗透任务型教学，培养学生活用英语，用英语完成任务的本领。
7．适当增加教学内容量，以滚动式教学，以反复渗透巩固的方法提高学习效率。
8．语音教学中采用“分散出现，集中归纳，经常接触”的方法。
9．初步渗透任务型教学的教学理念。
五、教学进度安排
单元
Unit 1
Unit 2
Unit 3
Unit 4
Project 1
Unit 5
Unit 6
Unit 7
Unit 8
Project2
Review
内容
Cinderella
How do you come to school?
Asking the way
Seeing the doctor.
Around our city
Helping our parents.
In the kitchen
Chinese festivals.
Birthdays
My important days
Unit1～ unit8
教时
5
5
5
5
3
5
5
5
5
3
5
进度
222～31
32～315
316～328
329～48
411～418
419～53
54～513
516～525
526～61
62～616
617～最后





Unit1 Cinderella（5课时）
教材学情简析：
本单元的课文内容是一个学生比较喜欢的 童话故事——《灰姑娘》。课文以叙述故事的手法，呈现了
整个故事情节。它的教学重难点是Why can’t……问句的表达。教师可以借助故事情境，帮助学生初步
感知和理解Why can’t……，同时通过朗读，角色扮演等教学活动，使学生能够自然地运用所学内容。
第1课时
教学目标：
1. 在整体理解的基础上听懂、会说、会读故事中出现的词汇：prince, fairy, why, because, clothes,
let, put on, before, have to, try on, fit；
2. 基于故事听懂、会说、会读、会写句型：Why…? Because …?并理解句型的意思；
3. 能够听懂、会说、会读日常用语：Come and help me… Let me help you. I have to …
4. 能较流利有感情地朗读故事。
教学重点：
1．在听故事的过程中理解词汇及句型Why…? Because …?能够从整体到局部理解内容；
2．能以正确的语音语调朗读故事，合作表演故事。

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教学难点：Why? Because … 句型，教师可充分利用生活实际和文本帮助学生理解。
教学具准备：
1.教师准备：PPT，词汇卡和图片，板书等。
2.学生准备：听5遍Story time 录音。
教学过程： 教学随记栏
Step1：Free talk
T: Do you like reading storybooks?
What storybooks?
Do you like ? Why?
Step2：Presentation
1. Present the title.
T: Today we’ll read a story. See, the handsome man is a prince. The pretty girl
is Cinderella. (present the title)
2. Try to say
T: I think you all know this story. Can you say something about the story?
party
can’t go …
helps
comes back
Whose shoe…
3. Try to read
T: There’s a party at the prince’s house, but Cinderella cannot go. Listen, who
are shouting?
Ss:(picture)Two sisters and the stepmother.
T: What do they say? Try to read like the bad sisters.
Ss read the sentences
4. Watch and answer.
T: The two sisters can go to the party happily. But Cinderella cannot go, so she
is very …
Ss: Sad.
T: Why she cannot go to the party and who helps her? Let’s watch the cartoon.
check the answer
Teach: a faira witch (tell the differences)
5. Act in two
after the computer.
r make an example.
in two.
6. About the party
(1)Listen and say
T: Cinderella puts on the new clothes and shoes. What does the fairy say?
Teach: beforeafter(作为板书)
(2)Read and underline
Cinderella is at the party. The prince sees her. What would he say?
Ss: What a pretty…? Would you …?
T: She has a good time at the party. (钟声) Does she want to go home?

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Ss read and underline
T: Please tell me the sentences you underline
Teach: have to …
make some new sentences
T: She left her shoe. So the prince shout:
Ss: Hey, your shoe.
T: How do you think of Cinderella?
Ss: …
(3)Teacher show two important sentences.
Read and order
T: Cinderella has to go home.
Q: What does the prince do?
Does Cinderella try on the shoe at first?
Ss read and answer
7. Read and match
T: Do you like my story?
the exercise (Read and match together)
Step3:Read and act the story
1. Reading time
(1)Read after the computer.
(2)Read after the teacher.
2. Ask and answer Act the story.
3. Retell the story.
4. Talk about the writer.
5.完成相关练习。
Step4：Homework
1.听录音熟练朗读story time。
2.小组内表演故事。
3.阅读这本故事书。
板书设计：
Unit1 Cinderella
Before the party
Come…
Where …?
Why?
Because…
After the party
Visit…
Try on …

第2课时
教学目标：
1.进一步巩固并掌握故事中出现的词汇：prince, fairy, why, because, clothes, let, put on, before,
have to, try on, fit ,leave…behind；
2. 进一步巩固并掌握四会句型：Why? Because …

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3. 学生能够根据Fun time中的图片说和演。
4. 学生能够根据故事，完成Checkout time中的Think and write,进一步巩固故事，理解故事。
教学重点：
1．运用Why？ Because…交流，掌握句子结构。
2．复习巩固故事，叙述故事。
教学难点：能够掌握Why are you …? Why can’t you …? Why does …？等句子结构。
教学具准备：
1.教师准备：PPT，图片，板书。
2.学生准备：预习Fun time和Culture time。
教学过程： 教学随记栏
Step1：Warm up
1．Let’s review.
Retell the story:
(出示图片) P1: There is …
P2: A fairy …
P3: Cinderella …
P4: Cinderella …
P5: The prince …
Step2: Presentation
1. Fun time
出示Fun time的图片
Ask and answer:
P1: Why can’t she go to the party? Because …
P2: Look, who comes? What will she say?
P3: Cinderella meets price. …
P4: Look at the picture, What do they say?
Read
Act 选择两幅图演一演。
Checkout time: Think and write (leave…behind)
2. Grammar time:
Show the sentences:
Why are you so sad?
Because I can’t go to the party.
Why can’t you go to the party?
Because I don’t have any nice clothes or shoes.
Read and summary(学生根据自己的理解总结Why…? Because…的用法。)
3. What question words do you remember?
Why?
What (What time, what colour, what subject…)
When
Where
Who
Whose
How (how old, how many, how much…)
学生交流，这些提问词的具体用法。

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4. 完成一些相关练习。
Step3：Homework
1.读语法部分。
2.表演Fun time。
the new words and the story.
板书设计：
Unit1 Cinderella
Why are you so sad?
Because I can’t go to the party.
Why can’t you go to the party?
Because I don’t have any nice clothes or shoes.
What… (What time, what colour, what subject…)
When… Where… Who… Whose
How (how old, how many, how much…)

第3课时
教学目标：
1. 能够听懂、会说、会读卡通故事中出现的词汇：mushroom, late, pick, understand, be bad for
2. 能够理解并掌握Why…? Because…的句型结构，并正确交际运用。
3．能够整体理解并简单表演卡通对话。
教学重点：能正确理解、朗读卡通故事，读懂故事传递的信息。
教学难点：掌握Why…? Because…的句型结构，并正确交际运用。
教学具准备：
1.教师准备：PPT，图片，录音、人物头饰，板书。
2.学生准备：预习Cartoon time。
教学过程： 教学随记栏
Step1：Warm up
1．Free talk
What season do you like?
Why do you like …?
Because…
(Ask and answer)
Step2：Cartoon time
1．出示Tina和Bobby的图片，
（1）Look at the picture: Where are they? How are they?
They are in the forest.
They are very hungry.
Guess: What are they saying?
I want _________. Do you have ___________?
(Picture 1 出示，学生读，根据snack bar说说snack的含义)
（2） Pictuce2
Look at the picture:
T: What’s under the tree?
There are some mushrooms under the tree. (mushroom)
Who finds the mushrooms? (find --- finds)

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Bobby finds the mushrooms.
What will he say?
Let’s ________ We can ________
(pick摘---pick some mushrooms)
（3）Picture3
Look at the picture:
T: What does Bobby do?
Ss： He picks a mushroom.
T: Look at the mushroom. How is the mushroom?
Ss:It’s nice. It’s red. It’s very big. (引导学生观察蘑菇，用英语表达)
T: Do you like the mushroom? Do you want to eat it?
Why we can’t eat it?
(4) Picture4
T: How about Sam and Bobby?
Read it by yourselves.
(学生自读，理解be bad for…引导学生说说反义词 be good for…Milk is good for
us.)
2. Read the story.
模仿语音，语调。
想一想读的语气。
3. Act the story.
Step3: Checkout time
1. Look and write
Talk about the picture.
P1:We are having an English lesson now. How about Yang Ling? Is Yang Ling at
school today?
Try to use “Why…” to ask a question.
(Why is Yang Ling not at school today?)
Then, answer. (Because she’s ill at home.)
P2: Look at Liu Tao, How is he? Is he sad?
Ask and answer: Why is Liu Tao so happy? Because his birthday comes. He can
get some presents
P3: What does Nancy do?
Ask and answer: (Why does Nancy take off her coat? Because she’s hot.)
P4: How about Mike?
Ask and answer: Why does Mike put on his jacket? Because he’s cold.
Pair work
2. Write
3. 完成一些相关练习。
Step4：Homework
1. Read and act Cartoon time.
2. Dub for the story.
板书设计：
Unit1 Cinderella
Where?

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Sam and Bobby How?
What’s …? …can…
pick…
Why can’t we eat…?

第4课时
教学目标：
1.能够正确、流利、生动地讲故事Cinderella。
2.了解字母dr在单词中的发音。
3.了解中西方儿童的阅读喜好。
4.能正确并熟练地运用“Why”“Because”。
教学重点：能在教师的引导下完成 本单元的三项目标检测，与同学合作完成自评和互评，了解和调整自己
的学习情况。
教学难点：能够使用正确使用Why… Because ….进行问答。
教学具准备：
1.教师准备：PPT，图片，录音，板书。
2.学生准备：预习Sound time和 Culture time。
教学过程： 教学随记栏
Step1：Warm up
1．Free talk
T：Do you like the story of Cinderella? Why? What else do you like reading?
Step2：Presentation
1．Show teaching aims
In this lesson, we’ll have some learning aims. Look at the learning aims. First,
I can understand “Cinderella”. Then, I can use “Why” and “Because” to ask
and answer questions. Finally, I know the sound of the letter “dr”. (PPT
出示teaching aims)
2. Act the story.
Now, first, let’s come to the first aim. Can you understand “Cinderella”?
学生根据自己的理解叙述故事。
(1)Work in groups
(2) Ask some students to act the story(PPT出示ticking form)
3. Culture time
Different children like different stories.
What does Mike like reading?
He likes reading fairy tales.
How about Yang Ling?
She likes reading stories about the Monkey King and Nezha.
(Read the sentences of culture time)
Ask and answer: What about you? What do you like reading?
(Pair work)
中国经典故事和西方经典故事欣赏，出示封面，简单介绍。一些比较 熟悉的，可以让学
生用中文介绍。
4. Sound time
(1) Let’s come to the second aim.

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Look at the picture. The boy is Andrew. The girl is Andrew’s sister. She’s
Andrea. (Andrew Andrea)
T: Let’s guess:
a What is Andrew doing? (drink some waterhave a drink )
Andrew is having a drink.
Use “why” to ask question and answer:
Why is Andrew having a drink?
Because he’s thirsty.
b What is Andrea doing? (draw a dress)
Andrea is drawing a dress.
Try to ask: Why is Andrea drawing a dress?
Because she likes drawing.
Because she wants a new dress.
……
(I think you can use “why” and “Because” to ask and answer questions.
出示teaching aims)
c Why is Andrea drawing a dress? Because she’ll give it to her friend Sue.
示Sound time 部分)
Read and find:
What’s the pronunciation of the letters “dr”?
Can you say more words?
Try to read
(PPT出示teaching aims)
5. 完成一些相关练习。
Step3：Homework
1. Read an English story.
2. Finish some exercise in workbook.
板书设计：
Unit1 Cinderella
Why is Andrew having a drink?
Because he’s thirsty.
Why is Andrea drawing a dress?
Because she likes drawing.
Because she wants a new dress.
…
dr: draw dress drink driver …

第5课时
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。
教学重点：
1.巩固复习本单元的课文、单词和重点句型。

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PPT
(出

2.能对歌谣进行改编和表演唱。
教学难点：
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。
教学具准备：
1.教师准备：PPT，录音，相关练习，板书。
2.学生准备：复习本单元内容。
教学过程： 教学随记栏
Step1: Warming-up
吸引注意，积累语言。
ngs
ion
模仿表演cartoon。
Step2：Pre- task
导出目标，生成结构
Review the story time:
1.模仿表演本单元的对话内容。
2.完成相关练习题目。
Step3：Task 1
回忆相关知识，初步运用结构
the answers.
and answer
Why is Cinderella sad?
Why can’t she go to the party?
...
让学生针对课文内容进行问答训练，教师可以给予一些指导。
Step4：Task 2
呈现刺激材料，活用结构。
Culture time：
-in：Cinderella is a fairy tale.
. What does Mike like reading? What does Yang Ling like reading?
fairy tales do you know in China? How about the fairy tales in Western
countries?
Step5：Task 3
引发期待行为，强化结构。
Show some pictures:
and say.
it down.
y: why, because…
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。
2.完成补充习题所有内容
Step7: Homework
sound time 5 times.

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the whole unit.
板书设计
Unit1 Cinderella
Leave...behind
Why...?
Because...























Unit 2 How do you come to school? (5课时)
教材学情简析：
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。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。

第1课时
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。
教学重点:
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。
教学难点:

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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。
教学具准备：
1.教师准备：PPT，单词卡片，图片，录音，板书。
2.学生准备：预习Story time。
教学过程： 教学随记栏
Step1：Warming-up
Free talk：
I live near school.
I often go to school on foot.
Teach: on foot
I live far from Nanjing.
So I go to Nanjing by car.
Teach: far from, by car.
How about you?
Where do you live?
Do you live near school?
Step2：Presentation
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。
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)
Step3: Task 1
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 …?
Watch the cartoon and match. (P18)
Read and underline.
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?

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B: He She comes to school by on …
A: Oh, I see.
Talk about story time
(work in pairs)
Step5：Task 3
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.
5. Read or act
(work in pairs)
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 nearfar 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.
Step7: 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

第2课时
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。
教学重点：
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。
教学难点：
1.学习Fun time, 引导学生用所学句型交流并汇报。

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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。
教学具准备：
1.教师准备：PPT，图片，录音，相关练习，板书。
2.学生准备：复习Story time,预习Fun time。
教学过程：
Step1：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 Nanjing?
How do I come to school? Why?
What about you?
Review words.
Free talk(work in pairs)
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)
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.
and write and check in pairs.
about Joe and Jane.
Where does … live? How …?
.
Joe lives … by on …
Jane lives … by on …
Listen and write
Check in pairs
(work in pairs)

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教学随记栏

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)
3. Report in class.
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)
Step6：Post–task提供反馈评价，巩固结构。
完成语法相关部分练习。
Step7: Homework
1. Recite “story time”.
2. Recite and write new words 4+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? …

第3课时
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。
教学重点：

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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。
教学具准备：
1.教师准备：PPT，录音，单词卡片，图片，板书。
2.学生准备：预习Cartoon time。
Step1：Warming-up
吸引注意，积累语言。
1. Sing the song “The wheels on the bus”
Teach: wheel round and round through the town
Sing togethersing in groups.
2. Guessing game
（1）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
（2）Learn new words.
（3）Sing a song.
(work in groups)
（4）Say a chant.
（5）Guess the transportation and spell it. （通过看图来描述Cinderella的穿
着，引出sound time）
游戏的方式，复习词汇，引出主题。
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”?
（1）Read sound time.
（2）Read in many ways.

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教学过程： 教学随记栏
导入sound time。

（3）Read in groups.
（4）Work in groups.
能了解并掌握tr在单词中的发音。
Step3：Task 1
回忆相关知识，初步运用结构。
about the pictures.
Who can you see in the picture?
Bobby and his father.
to the tape.
What does Bobby like doing?
and answer.
How does Bobby want to go to school?
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。
Step4：Task 2
呈现刺激材料，活用结构。
Reading time
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）
in roles
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。
Step5：Task 3
引发期待行为，强化结构。
you make an ending for the story?
the story Work in groups.
在学生理解的基础上，鼓励学生创造性输出。
Step6：Post–task
提供反馈评价，巩固结构，完成补充习题相应练习。
Cartoon time 5 times.
about your home to your family.
Step7: Homework
Cartoon time 5 times.
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? …

18

第4课时
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。
教学重点：
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。
教学具准备：
1.教师准备：PPT，录音，板书。
2.学生准备：复习本单元所学内容。
教学过程：
Step1: Warming-up
吸引注意，积累语言。
a song “ The wheels on the bus”.
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。
Step2：Pre-task
导出目标，生成结构。
1. Review the cartoon time:
How does Bobby want to go to school?
Can Sam go to school by bike?
2. 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
Step3：Task 1
回忆相关知识，初步运用结构。

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教学随记栏

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。
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。
巩固复习本单元重点句型。
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.
4. Think and write.
5. Look and say.(work in pairs)
根据图片，完成句子，同桌交流句型。
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。
Step7: Homework
and write.
the whole unit.
板书设计：

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