5B U1集体备课稿.doc

5B U1 单元分析序号内容个 人 设 计备课组集体讨论意见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。同左四单元目标达成分析交往互动式教学设计课题 Unit 1 Cinderella教时第 1 课时日期教学目标：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.教 学 过 程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5minStep 1Warming-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。30min核心过程Step2Pre-task导出目标，生成结构1. Today lets 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1Step3Task 1回忆相关知识，初步运用结构1. Why is Cinderella so sad? Now, lets listen to the tape.2. So Cinderella cant go to the party. Why cant 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 sentencesFinish 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2Step4Task 2呈现刺激材料，活用结构1. Lets go into Cinderellas world.出示课文插图1Where is the party?(以思维导图的形式板书where)2. 出示课文插图2Who helps Cinderella?(以思维导图的形式板书who)3. 出示课文插图3When does Cinderella have to come back?(以思维导图的形式板书when)4. 出示课文插图5Whose shoe do the girls try on?(以思维导图的形式板书whose)At the princes house. The fairyShe has to come back before 12 oclockThe Cinderellas 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1，2Step5Task 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 roles3.Act the storyRead 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43minStep6Posttask提供反馈评价，巩固结构回顾板书 retell the story1. the teacher asks and the student answers2. Work in pairs and retell3. Retell the story togetherRetell the story回顾板书, 以思维导图的形式回顾本课内容2 minHomework1. Read Story time after the tape for 5 times.2. Copy the new words 3 times.板书设计 Unit 1 Cinderella When Who Why.? why Cinderella whose Because. where交往互动式教学设计课题 Unit 1 Cinderella教时第 2 课时日期教学目标： 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教 学 过 程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3 minStep 1Warming-up吸引注意，积累语言1.Greetings2. Play a game.If you are the same to me, please say “me too”Im 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 storyFree talk35min核心过程Step2Pre-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 cant 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1Step3Task 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-putsFit-fits try-triesdiscuss in groupsDiscuss 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4Step4Task 2呈现刺激材料，活用结构Fun time1. 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.YesWork in pairsWork in groups创编对话师生示范到小组表演达成目标3Step5Task 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 read the dialogue Use 4 more sentences in the dialogueCreate a new dialogue in your group, and add some actions. 针对学生的表演及时评价Work in groupsAct the dialogueWork 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4Step6Posttask提供反馈评价，巩固结构完成补充习题部分内容落实笔头2 minHomework1. Recite story time 2. Recite and write new words 3+1.板书设计 Unit 1 Cinderella When Who Why.? why Cinderella whose Because. where交往互动式教学设计课题 Unit 1 Cinderella教时第 3 课时日期教学目标：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教 学 过 程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3minStep 1Warming-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 time35min核心过程Step2Pre-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.Whats the boys 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 sentence5. Sing it together(work in groups)导入sound timeI can see.Work in groups能了解并掌握dr在单词中的发音达成目标1Step3Task 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 cartoon3. Are the mushrooms good for us? How do you know? OK, now open your books and underline itIn the forest Teach new word：mushroomWatch the cartoon He picks the mushroom.(teach : pick)No,he doesnt.( 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Step4Task 2呈现刺激材料，活用结构Reading time1. 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 rolesReadWork 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3Step5Task 3引发期待行为，强化结构1. Can you make an ending for the story?2. Act the storyWork in groupsAct(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41 minStep6Posttask提供反馈评价，巩固结构完成补充习题相应练习Some exercisePractice1 minHomework1.Read Cartoon time 5 times2. Talk about your home to your family. 板书设计 Unit 1 Cinderella Bobby: pick the mushroom. Sam: be bad for. 课题 Unit 1 Cinderella教时第 4 课时日期教学目标： 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。教 学 过 程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4minStep 1Warming-up吸引注意，积累语言1.Greetings 2.Imitation 模仿表演cartoonFree talk with teacherAct in groups师生交流，活跃课堂氛围35min核心过程 Step2Pre-task导出目标，生成结构Review the story time:1. 模仿表演，完成第一项ticking time2. 完成think and writeAct and tick Single work复习课文内容达成目标1Step3Task 1回忆相关知识，初步运用结构1. Check the answers.2. ask and answerWhy is Cinderella sad?Why cant she go to the party?.Single workTeach 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2Step4Task 2呈现刺激材料，活用结构Step5Task 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 say2. Write it down3. Summary: why, becaus适当拓展文化知识Ask and answerWritesummary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2Step6Posttask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 time2.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41 minHomework1. Read sound time 5 times.2. Review the whole unit.板书设计 Unit1 CinderellaLeave.behindWhy.?Because. 内 容Story time共几课时5课型新授执教第几课时1学 习目 标1.能理解并会朗读故事。2.能初步听懂、会读单词large、strong、woke、weak、net、bit、sharp、sadly、hole3.进一步巩固there be一般过去时，并注意不规则动词过去式的写法和读音。4.通过学习本课的故事，让学生懂得人与人之间应该互相帮助。教 学重 难点教学重点1.能理解并会朗读故事。2.能初步听懂、会读单词large、strong、woke、weak、net、bit、sharp、sadly、hole3.进一步巩固there be一般过去时，并注意不规则动词过去式的写法和读音。教学难点1.能理解并会朗读故事。2.能初步听懂、会读单词large、strong、woke、weak、net、bit、sharp、sadly、holeX| k |B| 1 . c| O |m3.进一步巩固there be一般过去时，并注意不规则动词过去式的写法和读音。教 学资 源1. 学生已有的学习经验：学生已经接触过过去式2. 学生可能遇到的问题： 不规则动词过去式的写法和读音。3. 教学策略：A. 加强单词的朗读指导。B. 通过观看光盘，创设情境，组织游戏等活动帮助学生建构知识C. 让学生在主动探究、合作学习的过程中，内化知识，提升能力。4.教学准备：PPT，卡片预 习作 业U1Story time，试着朗读课文，大致理解课文意思。X k B 1 . c o学 程 预 设导 航 策