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交往互动式教学设计 | 课题 | | | | | | 教学目标： 1、能听懂、会说、会读cinema, hospital, shop, zoo等地点类单词. 2、能初步运用句型How do I get to …? 及回答：Go along … Get on/ off … Turn left/ right … 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朗读故事. | | 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. | | | | | | | | Step 1 Warming-up 吸引注意，积累语言 | 1. Free talk What’s your hobby? 2. Dancing time Do you like dancing? Let’s dance! (播放兔子舞音乐，学习left, right, turn等单词) | I like … Yes. 学习新单词：left, right, turn. | | | | | 1. Su Hai and Yang Ling are also like dancing. Today Yang Ling wants to go to Su Hai’s home. Look, what are they doing? (出示插图1) 2. What are they talking about? （教读插图上的park station, city library station, book shop, moon steet，get on, get off） 3. Can you work in two and guess? | They are making a telephone. Maybe they are talking about where is Su Hai’s home? Work in two. | | Step3 Task 1 回忆相关知识，初步运用结构 | 1. Let’s watch and find Is Yang Ling find Su Hai’s home? Who helps her? 2. Read and match | 看动画，回答问题。 朗读课文，完成第28页的配对。 | 观看动画、自主阅读理解课文内容，并初步理解重点句型的意义。 达成目标2 | | Reading time: 1. read after the computer 2. read after the teacher 3. read togther (Do you have any questions?) | Read in different ways. 自主提问，老师或同伴帮助解答。 | 通过不同方式的朗读以及自主提问的方式，帮助学生理解课文内容。 达成目标3 | | 1. show time: read in three 2. How does Yang Ling get to Su Hai’s home. First, … Next, … Then, … Finally, … | Read in groups 根据第28页的Look and say完成解说。 | 在理解课文的基础上合作朗读。 达成目标4 在理解课文内容的基础上，运用重点句型。 达成目标3 | | Step6 Post–task 提供反馈评价，巩固结构 | 1. Now Yang Ling is in Su Hai’s house. They’re very happy. They want to go to some places. Can you guess? (1) There are many doctors and nurses. (2) There are many animals. (3) You can watch films there. 2. But they don’t know how to go there. Can you choose one and tell them how to go? You can discuss in groups. | Hospital Zoo Cinema Choose one and discuss in groups | 根据猜谜语的形式引出新单词的教学。 达成目标1 PPT出示地图，引导学生小组合作找出目的地并运用新句型进行表述，巩固新知。 达成目标2 | | | 1. Read Story time after the tape for 5 times. 2. Copy the new words 3 times. 3. 收集更多的地点类单词。 | | Unit 3 Asking the way
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Get on … Get off … Go along … Turn … | | | | | | | | |
交往互动式教学设计 | 课题 | | | | | | 教学目标： 1、复习巩固词汇及How do I get to…? 及回答： Go along … Turn left/ right …Get on/ off … You can see …on your left/ right. 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、感受并掌握sh在单词中的读音。 | | 1. 学习Fun time, 引导学生用问路及指路句型交流并汇报。 2. 学生能理解并掌握How do I get to…? 及回答： Go along … Turn left/ right …Get on/ off … You can see …on your left/ right. | | | | | | | | Step 1 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 How do I get to the Wanda Cinema? | Review words Free talk (work in pairs) | 图片闪烁，快速回答单词，回顾第一课时所学单词。 根据出示的图片初步交流，回顾句型。 达成目标1 | | | | 1. Review story time: PPT（出示文中图片） You are good helpers. Look, Yang Ling can’t find Su Hai’s home. Can you help her? 2. read this story | Talk about story (work in pairs) Read together (work in class) | 通过看图复习回顾文本，更好地进行英语学习。 达成目标1，2 | Step3 Task 1 回忆相关知识，初步运用结构 | 1. So if you are new, how can you ask the way? 2. If someone asks the way, how can you help him or her? You can discuss in groups. 3. read grammar time together. | How can I get to …? Go along … Turn left/ right … Get on/ off … (group work) Read together. | 通过小组总结，归纳出问路及指路句型，学生自主梳理，感受语言的功能。 达成目标1 | | | 1. (出示fun time图片) Look! This is Mary, she lives in Sunshine Town. How many streets are there? What are they? What’s in her town? 2. Do you want to visit her town? (work in two) | Four. Orange street. Apple street. Mango street. Grape street. There’s a … --How can I get to …? -- Go along …Turn … | 观看插图，师生交流图片中的街道和场所。在此基础上，两两合作，运用所学句型进行交流。 达成目标3 | | 1. Sharon is new here, too. She wants to get to the shoe shop. How can she get there? Can you help her? 2. （出示sound time图片）Look! _____ is in the _____ ______. _____ likes _______ ______. But there are so many. _____ doesn’t know which to choose. 3. Can you find the rules of the words. 4. Read after the computer. 5. Can you find more words like this? | Go along … Turn left … … 根据图片填上合适的单词，完成句子。 找规律并感受sh的发音。 Read. Find more words. | 看图完成sound time的短文填空，由此感受sh的发音规律，通过跟读和再找的方式巩固此读音在脑中的记忆。 达成目标4 | Step6 Post–task提供反馈评价，巩固结构 | | | | | | 1. Recite story time 2. Read Sound time 5 times. 3. 自主整理问路和指路句型。 | | Unit 3 Asking the way How do I get to …? Go along … Turn left/ right … | | | | | | | | |
交往互动式教学设计 | 课题 | | | | | | 教学目标： 1. 感受并掌握英美文化中对“厕所”的称呼。 2. 运用巩固指路句型。 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。 | | 能正确理解，朗读cartoon time的故事 能正确并熟练运用指路句型。 | | | | | | | | Step 1 Warming-up 吸引注意，积累语言 | 1. Look and say（看图识词, 引出toilet、restroom） 2. In the UK, we ask “Where’s the toilet?” In the US, we ask “Where’s the restroom?” 3. Do you know other differences between the UK and the US? | 跟读toilet、restroom 理解并跟读 In the US, we call policeman a cop. In the UK, we call firefighter a fireman… | 通过观察图片，复习所学单词。 通过图片感受英美文化的差异，发散思维，回顾曾经所学内容。 达成目标1 | | | | 1. (出示cartoon time插图1) Look, Bobby and Tina is reading a map. Where do they want to go? Can you guess? 2. Let’s listen. 3. How can they get to City Cinema? (呈现地图) Can you discuss in two? | They want to go to shoe shop. Because they want to buy new shoes…. Listen and answer: City cinema. They can go along …Turn left … | 看图猜测，发散思维。 听录音，找信息。 拓展图片信息，学生自主商榷行进方案，从而更好地巩固运用指路句型。 达成目标2 | Step3 Task 1 回忆相关知识，初步运用结构 | 1. How do they go there? Let’s watch cartoon. 2. Do they watch the film? (出示最后一幅插图) 3. Why? Can you read by yourself and conclude the reasons? You can use first, then, finally. | They go there by metro. No. First, they want to go there by bus. But they can’t get on it, because it is full. Then, they want to go by taxi. But there are too many cars in the street. Next, they go by metro. But it is late, the film is over. | 观看动画，初步建构故事框架。 探究性问题引发学生自主阅读归纳，并适当提示运用连接词，可以使文章脉络更为清晰。 达成目标3 | | 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 | | 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 | | 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 | | | Step6 Post–task 提供反馈评价，巩固结构 | | | | | | 1. Read Cartoon time 5 times 2. 收集更多关于英美文化差异的内容，尝试用英文表述。 | | Unit 3 Asking the way How can they get to City Cinema? They go there by bus/ taxi/ metro. … | | | | | | | | |
交往互动式教学设计 | 课题 | | | | | | 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、结合生活，写一篇上学的英文小短文。 4、通过活动和练习检测学习情况。 | | 1、巩固复习本单元的课文、单词和重点句型。 2、结合生活，写一篇上学的英文小短文。 | | | | | | | | Step 1 Warming-up 吸引注意，积累语言 | (出示第34页插图)Look, this is Dong an Town. Can you introduce it. | Hello, this is Dong an Town. There are four streets. They are … There is a … | 看地图并进行语段输出，巩固单词及小语段的表达。 达成目标1 | | | | Look, this is Robot. He is new here. Can you guide for him? （学生自由选择cinema, hospital, library, zoo, park进行交流） | Work in two: -- Excuse me, how do I get to …? -- Walk along … Then, turn …at …The …is on your … | 运用教材插图，巩固交流运用本单元重点句型。 达成目标2 | Step3 Task 1 回忆相关知识，初步运用结构 | Free talk: How do you get to these places from your school? You can choose and talk in two. | 师生交流后pair work (work in pairs) | | | 1. Where do you live? How do you get to your school? 2. Draw and write on page 35 3. Share in your groups. | I live on …street. It is near … I come to school … First, I … Then, I … … … | 综合输出语言，落实到笔头。 达成目标3 巩固复习本单元重点句型。 达成目标2 | | Game village: (1) Magic eyes. (2) 我是小小翻译家。 (3) 风之谷（结合一起作业网跟读背诵练习） (4) 语音辨析 (5) 文化大课堂 | | | Step6 Post–task 提供反馈评价，巩固结构 | 1.小组合作，完成ticking time 2.完成补充习题所有内容 | | 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 | | | 1. Draw and write 2. Review the whole unit. | | Unit 3 Asking the way How do you get to your school? I live on …street. It is near … I come to school … First, I … Then, I … … … | | | | | | | | |
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