1、教材版本：Friends with English 、教学设计 一、教材分析 (一)教材整体分析 开心学英语( Friends with English )这套教材为了让学生开心学英语， 设计了可爱、调皮的外星人 Gogo。整套教材讲述了 Gogo 和它的朋友 Tony、Jenny 之 间发生的种种历程，小学生们通过观看他们的种种历程，在笑声中学习英语。它根 据小学生的生理、心理和语言学习的特点，调动学生学习英语的积极性，培养学生 学习英语的兴趣。它设计了 conversation, 通过生动的对话呈现了一个个有趣的故 事，并且每个单元的故事是有联系的，来整体呈现每个单元的知识目标。它设计了
2、vocabulary &Target, 让学生扎扎实实的学习单词和基本句型。 它设计了practice, song activity, activity 让学生在练习中巩固知识点。它设计了 Reading and writing, More reading and wring, 让学生提高阅读理解能力。它设计了 sounds and words 让学生学习发音。 它还设计了文化单元，反映英语国家的习俗、生活方式和 社会文化、思维方式等。 (二)单元内容分析 1） 开心学英语这一教材按“话题-功能-结构-任务”相结合的原则编 写，我们所选取的这一单元也不例外。本单元的语言功能是：谈论交通方式 2
3、) 重点句型有： How do you go to the zoo? I usually Do you usually take a taxi to school? No,I never take a taxi to school. 3) 重点词汇有：never, sometimes, usually, always, subway, a car, a taxi, a bike. 4）语音有：字母组合 al 发/ :/ 二、学情分析 (一)五年级学生的认知特点 五年级的学生正处于儿童思维发展的关键期，具体形象思维占优势，感知觉的 无意性和情绪性比较明显，有意注意的能力有所发展但不持久，对知识的
4、记忆正从 机械记忆向理解记忆过渡。这个年龄段的孩子具有好奇、好活动、爱表现、善模仿 等特点。他们喜欢新鲜事物，对英语的学习怀有好奇心，有持续学习的兴趣。 （二）经过四年多的学习，我校五年级的学生已经积累了一定英语基础知识，他们 已经学习了 ship, plane, bus, train 等交通工具， 并学习了谈论未来的时间的交通方式。 他们具备与他人合作共同用简单的英语完成学习任务的能力。 三、 总体教学目标 1. 认知目标：理解对话，表演对话内容，能掌握本单元词汇、句型，能运用基 本句型进行交际，能阅读短文，具有初步的阅读理解能力。 2. 技能目标： 重点词汇、句型能够听说读写，灵活运用，能
5、阅读短文，具有初 步的阅读理解能力。能用简单的句子谈论交通方式。 、情感目标：激发学生学习英语的兴趣，自信心。大胆地介绍自己上学等的交 通方式，谈论文明乘车的规则和礼仪。能够积极参与课堂活动，能与他人进行 合作完成学习任务，感受到阅读、创作的乐趣，喜欢用英语来进行交流，对自 己的学习状态感到满意并有用英语来表达自己的想法的愿望。 4、文化目标：了解世界上关于地铁的各种名称和习俗。 四、教学策略 1) 整体教学。让学生通过篇章教学来学习单词，理解句子的意思。 （Whole language teaching . Let the students learn the words, understa
6、nd the sentence throughout the whole dialogues. ） 2)任务型教学。让学生在阅读与各种能力的培养中得到信息，完成各种任务。 （Task based teaching. Let the students get the information throughout reading and train the students the skills of reading. ） 3) 教具：多媒体教学、图片和头饰等。通过看卡通视频，使用图片，以及各种教 学活动激发学生学习英语的兴趣。 （Teaching aids：CAI, pictures and h
7、eadbands. Arouse students interests throughout watching cartoons, using the pictures and teaching activities. ） 七、 课时安排: 本单元分 5 个课时。 第一课时：Conversation 第二课时：Vocabulary , Target, Practice 1 & 2 and song activity 第三课时： Reading and writing 第四课时：Sounds and words and Activity 第五课时：More reading and writing
8、 八、第三课时 Reading and writing （一）教学流程图 Unit 4 Going Outing Reading and writing At the bus stop Period 3 Pre-reading While-reading Talk about the pictures of the book ,using ppt. Step1 Have students read and choose the main idea of the passage. Step3 Have Ss read for the third time silently and choose
9、the answers. Step 2 Have Ss read for the second time silently, and judge True or False. Step 4 Have the students talk about the bus drivers behavior. Step1 Practice reading aloud. Warm-up Post-reading Homework Step2 Retell the passage. Step 3. Have Ss talk about the other bus rules and manners. Dail
10、y talk. Step 4 Group work Talk about the light railway rules and manners for the school trip . Step 5 Writing exercise. Finish the writing and share the writing. （二）Teaching content Unit 4 Going outing Reading and writing At the bus stop （三）Teaching objectives 1) Cognitive objectives A. Be able to m
11、aster the reading strategies and improve the abilities of the reading comprehension, such as skimming, scanning and guessing words from the context. B. Be able to master the new words and phrases: bus stop, wait in line, push, give seat to elderly people or children, front of the line C. Be able to
12、talk about the bus rules and manners，talk about the other transportation rules and manners, such as light railway rules and manners. 2) Emotional objective: know clearly about bus rules and manners. Have the team work spirit. 3) Intellectual faculty objective: Be able to master the reading strategie
13、s and improve the abilities of the reading comprehension, such as skimming, scanning and guessing words from the context. （四）Teaching key points 1. Be able to master the reading strategies and improve the abilities of the reading comprehension, such as skimming, scanning and guessing words from the
14、context. 2. Be able to master the new words and phrases: bus stop, wait in line, push, give seat to elderly people or children, front of the line 3. Be able to talk about the bus rules and manners in the reading materials and other bus rules and manners besides the materials. (五) Teaching difficult
15、points 1. Be able to master the reading strategies and improve the abilities of the reading comprehension, such as skimming, scanning and guessing words from the context. 2. Be able to talk about the other transportation rules and manners, such as light railway rules and manners. 3. Be able to write
16、 down the light railway rules and manners in groups. （六）Teaching strategies. 1) Whole language teaching. Let the students learn the words, understand the sentence throughout the whole dialogues. 2) Task based teaching. Let the students get the information throughout reading and train the students th
17、e skills of reading. 3) Teaching aids： CAI and pictures Arouse students interests throughout watching pictures, guessing and reading. （七） Teaching steps Step 1 Warm up Daily talk 【设计意图：拉近师生距离，吸引学生的注意力,创造良好的学习氛围。并自然过渡 到下一个教学环节。】 Step 2 Pre-reading Talk about the pictures of the book, using ppt. In th
18、is way, students know that we should wait in line and give seats to the elderly people, children, etc. 【设计意图：利用课文插图，激活学生已有的与文本相关的图式，引领学生自找， 回忆与文本相关的知识、经验。为阅读文本做好充分的铺垫。】 Step 3 While-reading 1. Have students read and choose the main idea of the passage. 【设计意图: 设定一分钟的时间，让学生在短时间内通读全文，获取文章大意，渗 透阅读技巧的学习。
19、】 2. Have Ss read for the second time silently, and judge True or False. 1）Xiangqiang and his mom are on the bus. 2）Xiangqiang should (应该) wait in line for the bus. 3) Xiangqiang should push. 4) Xiangqiang should give his seat to elderly people or children on the bus. 【设计意图: 再次阅读，帮助学生深层理解语言材料，同时引导学生
20、理解新的语言 知识。】 3. Have Ss read for the third time silently and choose the answers. 1) What is the man doing? A. Hes waiting in line. B. Hes giving the seat to the children. C. Hes pushing to the front of the door. 2) Who asks the man to wait in line? A. Xiangqiangs Mom B. Xiangqiang 3) What does the ma
21、n do? A. Hes a doctor. B. Hes a teacher. C. Hes a driver. 【设计意图: 第三次阅读，引导学生通过选择的形式回答问题，进一步深层理解语 言材料】 4. Have the students talk about the bus drivers behavior. 1) If you are a driver, will you push to the front of the line ? 2) What will you do if you are the driver? 【设计意图:让学生谈论司机推开乘客上车的行为，培养学生学会思考问题
22、，有正确 的文明礼仪观，明确这位司机的行为并不恰当，从而进一步深层理解语言材料】 Step 4 Post-reading 1. Practice reading aloud. 1) Read after the teacher. 2) Read by role. 【设计意图：通过指导朗读，帮助学生内化知识，为其语言输出做准备。】 2. Retell the passage. 【设计意图：通过复述文本，引导学生内化知识，初步输出语言。】 3. Have Ss talk about the other bus rules and manners. 【设计意图：通过引导学生谈论其他的礼仪和规则，让学
23、生进一步思考，并用英语 表达，输出语言,并为下一步的谈论乘坐轻轨的礼仪和规则作好铺垫。】 4. Group work 1) Talk about the light railway rules and manners for the school trip. 【设计意图：通过引导学生谈论学校旅游时乘坐轻轨的礼仪和规则，让学生深层次 思考，并用英语表达，输出语言,并为下一步的写作作好铺垫。】 2) Writing exercise: write down the light railway rules and manners for the school trip. 【设计意图: 培养学生的写作能力，让学生体验学习的成就感。并在写作中让学生 明确乘坐轻轨的礼仪和规则。】 Step 5 Homework： Finish the writing and sharing the writing. 【设计意图：将阅读与写作延伸到课堂之外，让学生进一步巩固相关知识。】
