Unit_5_How_do_you_go_to_school_lesson_17教学设计

1、i北京版小学英语二年级下册Unit 5 How do you go to school?Lesson17教学基本信息课题Un it5 How do you go to school? Less on17是否属于地方课程或校本课程否学科英语学段：低年级年级二年级相关 领域教育学心理学信息技术教材书名：英语出版社：北京出版社出版日期：2015年1月教学设计参与人贝姓名单位联系方式设计者实施者指导者课件制作者其他参与者指导思想与理论依据小学英语课程标准指出：通过教学激发和培养学生学习英语的兴趣，使学生树立自信心，养成 良好的学习习惯，形成有效的学习策略，发展自主学习的能力和合作精神，形成一定的综合语

2、言运 用能力，培养学生的观察、思维、想象能力和创新精神，让学生在教师的指导下，通过感知、体验、 实践、参与和合作等方式，实现任务的目标，感受成功。因此，在整个教学过程中我利用图片、视 频创设情景，激发学生兴趣，充分发挥学生的主体作用，调动学生的积极性，让学生乐于参与语言2实践，做到“学有所用教学背景分析教学内容：Unit5 How do you go to school?(Lesson 17)是北京版版小学英语二年级下册第5单元。本课是本单元的第1课时。主要教学内容是句型结构How do you go to？和I goto by/on 学生情况：知识基础：相对于本单元的学习，话题是新的，而呈现

3、的内容大多都是学生在之前的学习中学过的，女口一年级学生学习了 bike, car, go to school, go to the park, 二年级上册又学习了 go to the cinema, go to the zoo, go to t he farm, go to see my grandparents等动词短语，这些都为本课的学习奠定了基础。 对这 个话题有生活上的感知和积累，例如自己和家人朋友一起乘坐某种交通工具外出。但对于问题的提出有难度，所以对问句的训练也是学生需要加强的一方面，因此多给学生提问的机会。情感方面：小学二年级的学生活泼好动，心理负担轻，好奇心强，学习态度积极，爱

4、模仿，学生整体语言感良好，部分学生的英语基础较好。教学方式：情境教学法、视听法、游戏教学法教学手段：利用光盘，课件等多媒体手段创设情境，激发兴趣，提高实效。技术准备：教师：多媒体课件、单词卡片、活动材料。学生：教材教学目标(内容框架)1.能够在动画、视频、图片、声音的帮助下理解对话内容，正确朗读对话。2.能够听懂、会说、认读：by bus, by car , by bike , on foot, 能够初步了解 by train, by planeby taxi , by subway 等出行方式。结合 go to school(park, zoo, cinema)等地点，合理选择出行方式。3.

5、通过观看视频、模仿跟读等方式理解、 运用主题句 “ Howdo you go to？和I go toby/on 询问他人的出行方式，并做出相应的回答。4.通过谈论 When do you？渗透合理安排时间，通过谈论How do you？结合出行方式的学习，培养学生文明出行和绿色出行的意识。教学重点：听，说，认读“How do you go to ?和Igo toby/on教学难点：理解功能句的含意，正确运用功能句进行问答。教学过程（文字描述）3I 、Warm up1.解释评价Are you ready for our class? Let s begin. Children, in this

6、class, I divide you into three groups. Bus Group, Bike Group and On foot Group. If you can hear carefully and speak English loudly, you can get a sticker. Are you happy? Try your best, OK?2. Free talkT: Look at the pictures. How to say?Ss: get up, go to bed, go to schoolT: When do you get up? When d

7、o you go to bed?S1:.S2:T: Sounds good. We should go to bed early and get up early. It s good for our health.When do you go to school in the morning?S1:S2:T: Ok. you go to school from Mon day to Friday,a nd on Saturday and Sun day,Do you go to school? Saturday and Sunday,we call them “weekends” （教学生发

8、音）When you go to school,you should from7:00 to 7:30,because our schoolgate is open,if you too early or too late,our schoolgate is close.you should go to school on time.设计意图：通过复习句型When do you?为后面学习对话做充分的准备，渗透weekends为后面的拓展做铺垫。并适时适度渗透德育。如：早睡早起身体好，按时上学不迟到。3. Lead inT: In the morning you go to school. W

9、hat do I do?出示图片 go to work. Yes, I go to workin the morning. 学习 go to work 并板书词卡。课件出示 go to work, go to school图片，让学生快速说出正确词组。设计意图：通过图片展示，让学生理解go to work词组的意思，通过看图说词组，让学生进一步理解词义并巩固发音。T: Can you guess when I go to work in the morning? I go to work at 6:50. Whendo your parents go to work? And how abou

10、t Baobao s pare nts? Let s begi n our new less on.Un it5 Less on 17.4设计意图：通过猜测教师早上几点上班，为学生后面学习新对话时猜测Amy s dad几点上班做铺垫。n、Listen and say:In troduce the posterT: Look at the picture. Who are they?介绍新朋友 Amy and her father. How does Baobao callAmy s dad? Yes, he call him Uncle. Baobao and his mum come to

11、Amy s house.T： Let s watch a video and think: What are they talking about?Ss:设计意图：通过视听，整体感知故事。Picture2 :1. T: Amy s dad goes to work in the morning, too. When does he go to work? Let s watchthe video.播放视频。学生选择。2. T: How does un cle go to work? A. By taxi. B. By car.学生进行选择。根据学生回答问题情况决定是否再听一遍。指taxi 问：

12、Is it a car? No, it s a taxi. 学习 by car/taxi.T: How does un cle go to work?Ss: By car.T: How does Baobao ask?学生听录音跟读。练习问答。师板书句型，学生书空。How do you go to work? I go to work by car.设计意图：从听力入手，让学生带着问题听对话，对学生进行听力策略的培养，听前让学生猜测，发散学生的思维。听后将问题以选择的形式出现，降低难度，适应二年级学生的听力水平。二年级学生处在英文书写的初步阶段，模仿教师书写进行书空练习为培养良好的书写习惯打下

13、基础。3.跟读课件。Pictured1. T: Look, who are they? Amy and Baobao. How does Amy go to school every day? You go to school from Mon day to Friday. Every day means the five days.出示表格释义。Mon dayTuesdayWedn esdayThursdayFridaygo to schoolHow does Baobao go to school? Let s watch the video.设计意图：任务型教学，让学生带着问题听对话，并

14、找出答案。通过表格释义，帮助学生正确理解5every day 的含义。2.回答问题后学习词组on the school bus 和by bus，贴词卡，学生跟读。Let s look at thepictures and say the right phrases quickly.设计意图：利用小游戏操练词组，让学生在音、义、形三方面加以巩固。63. T : How does Baobao ask? How does Amy ask? 练习说 How about you?设计意图：通过创设语境，让学生感知句意，并能够在不同的语境中灵活运用。4. Follow to read. Page42.通

15、过集体读，男女生分读，随机让学生读等不同方式巩固发音。5. Pair work. Choose the pictures to read, the n show it.设计意图：通过原声输入巩固对话。选择图片进行展示，体现学生差异，进行分层要求。川、Listen, look and learn.1. T: You did a good job. Nowlet s enjoy a video. If you like it, you can follow it together. 设计意图：通过 video进一步巩固本课功能句型，让学生在朗朗上口的韵律中熟练掌握功能句。2. T: How do

16、you go to school?播放铃声，弓I导学生说出听到的交通方式。课件出示相应的交通方式。设计意图：通过听声音猜测交通工具，激发学生开口说的兴趣，从而学生们对交通方式理解更深刻。3.随机叫学生问答 How do you go to school? I go to school by/on.Do you go to school bycar? Where do you live? I know most of you live in Lvcheng community. It s near our school. I think you d better go to school on

17、foot. It s good for your health.设计意图：联系学生实际问答，学生乐于参与活动，课堂气氛达到了高潮。IV Extention1. T:We don t go to school on weekends? What do you do on weekends?When do you?How doyou ? Ss:设计意图：学生说一说自己周末做的事情，教师张贴词卡，为学生后面的语言输出做准备。2.教师与一名学生示范，然后让学生两人一组编对话。展示。设计意图：通过 pair work ，学生能够在操练本课时主要句型的同时将前面学过的对话有机地联系在一起加以运用。3.T

18、: I know what you do on the weekends. Nowlet s watch a video about Micky. Micky travels on the weekends. Let s enjoy and try to remember how Micky travels.设计意图：播放学生喜爱的动画，让学生在轻松愉悦的氛围中补充更多的出行方式，为下一课的学 习做好铺垫。4.How do you travel?让学生说一说他们会选择怎样的交通方式。设计意图：通过图片展示，让学生理解交通现状，如交通堵塞，汽车尾气污染环境等，引导学生选择环保的出行方式，绿色出行。L tWK- a7V、Homework:1. Read the dialogue on page42. You can get one sticker.2. Make new dialogues with your part ners. You can get two stickers.1. Read the dialogue on page 42.2. Make new dialogues with your part ners.学习效果评价设计评价方式1 .对全体学生采用口头表扬的方式。如G