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1、Unit;10;lts;a;cold;day.unit10itsacoldday.Periodscontentsperiodsparta,boneperiodpartc,doneperiodparte,foneperiodlanguagefunction:learntotalkabouttheweatherlanguageStructurezwhafstheweatherlike?its.howdoyoufeel?ifeel.vocabulary:weather,autumn,winter,windy,cloudy,cold,dry,wetyolk,yo-yo,youngsounds:know
2、thesoundyyinthewordsperiodIbasicaimsofthisIessonzl.understandthenewwordsandphrasestheweather,autumn,winter,windy,cloudy,cold,dry,wet2.toreadandunderstandthedialogueandthemainsentenceStructureisitwetoutside?yes,itis./no,itisn,t.what,stheweatherlike?ifs.importantpoints:tosaythewordsandSentencedifficul
3、tieszthesentence:isitwetoutside?whafstheweatherlike7teachingaids:tapeandradio,wordcardspicturestep1warmingupgreetings:howareyou?imfine,thankyou.howaboutyou7i,mnotverywell.i,msorry.thankyou.youarekind1.singandchantsingasong“themorewegettogetherwchantwheels,wheels,wheelsw2.freetalkwhatcolordoyoulike?i
4、sthisapear?howoldareyou?step2presentationanddrilll.tolearnthewords:showthepicturesandlearnthewords:theweather,autumn,winter,windy,cloudy,cold,dry,wet2.matchtheseasonandtheweather3.listentothetapeandreadthesewords4.listentothetapeofthetext5.readthetextandgetthegeneralideaofit6.listenandread7.readthet
5、extformoretimes,andactthedialoguestep3practicel.actandask,whatstheweatherlike?2.askandanswer:what,sdoyoulike?step4consolidation!,readthewordsandthesentences2.drawthepicturesandsaytheWordshandwritingonthebbunit10itsacoldday.theweather,springwarmautumncloudyWindysummerhotdrywintercoldwetperiod2basicai
6、msofthislesson:l.togooverthewordsandthesentencesinperiod12.toreadthetextinparta3.tolearnthestoryinpartd4.trytoactaspartcimportantpoints:l.toreadthestoryinpartd,andgettheidea2.toactthestorydifficultpoints:thestory,thesentence:caniborrowyourblanket,pleaseteachingaids:tapeandradio,picturesandcardsstepl
7、warmingupgreetings:howareyou?i,mfine,thankyou.howaboutyou?i*mnotverywell.i,msorry.thankyou.youarekindsingandchantsingasong“themorewegettogetherwchant“wheels,wheels,wheelswfreetalkwhatcolordoyouIikePisthisapear?what,stheweatherlike?step2reviewl.showthepicturesandgooverthenewwordsinperiod12.haveamatch
8、,showthewordcardsquickly,seewhocansaythewordsthemostquickly.3.listentothetapeandrepeatthetext,havesomegroupstoactthetextstep3presentationanddrilll.toplaythegameinpartcchoosethecards,askandanswerinpairs3.lookatthepicturesinpartd,guessthemeaningofthestory4.tolearnthestoryinpartd5.haveatask:t:ihavemany
9、thingshere,whatdoyouwant?ssaskforwhattheywant:caniborrowyour.?6.listentothetapeandreadthestoryreaditformanytimesandactthedialoguestep4consolidation!,actthestory,andshowittoclass2.readthewordsandSentenceshandwritingonthebbunit10itisacoldday.whatdoyouwant?caniborrowyourblanket?period3basicaimsofthisIe
10、ssonzl.togooverthewordsandsentencesinperiod12.togoovertheletteroo-3.tolearntheletteryy4.cansaythewords:yolk,yo-yo/yongzandfindoutthepronunciationruleinthewords5.canwritetheletterCorrectlyimportantpoints:theletterandtheWordsdifficultpoints:saytheSentencesteachingaids:tape-recorder,yo-yostep1warmingUp
11、greetingshowareyou?i,mfine,thankyou.howaboutyou7i,mnotverywell.i,msorry.thankyou.youarekindsingandchantsingasong“themorewegettogetherwchant“wheels,wheels,wheelswfreetalkwhatcolordoyouIikePisthisapear?whatweatherdoyoulike?step3presentationanddrilll.togoovertheletteroo-readtheletters2.showayo-yo,thisi
12、sayo-yodrawanegg,showyolk,tolearnthewords:yo-yo,yolk,young3.listentothetapeandreadthewords4.learntowriteyy,payattentiontosmallletterystep4consolidation1,todrawandreadthewords2.tolistenandpointandreadhandwritingonthebb教学反思：本单元的内容主要是运用英语来描绘天气，气候，学生根本能利用所学内容在创设的情景中自由会话，单词在第一课时大局部都以驾驭好，家庭作业完成比拟志向，但是极个别学
13、生在运用句型对话方面还是比拟生疏，我想多练习，应当会有所提高。unit12icometoschoolbybus.教案设计学科英语年级五课题howdoyoucometoSChool课时2设计人张晓华修改人教学目标设计1.会用howdoyou询问对方的交通方式并答复。2.会用第三人称陈述某人的交通方式。3.会用befarfrom”表距离。4.能用所学句型进展对话练习，并能将所学句型在生活情景中运用。教学方法设计小组合作法，情景交际法教学程序设计教材处理设计师生活动设计一、情景导入新知二、学习新知（一）学习短语“onfoot、bybus、bybike”和byCa叫（二）初听课文，学习句型1.学习句型
14、“i/wecometoSChOOI，2.学习句型：“howdoyoucometo”1.课件呈现老师步行上学的画面，引入对交通方式的学习。（一）1.（1）通过听一听、猜一猜的方式学习bybus与bycar。（2）通过画一画、猜一猜的方式，学习bybike”。（先画一个车轮，让学生猜；再画其次个车轮，最终再加上把手及脚踏板。）（3）通过做动作，学习“onfoot”。利用看卡片、读单词的形式强化四个短语。听课文录音，说说听到了哪些交通方式。1.老师呈现自己步行上班的图片，先让学生重复交通方式，再引导学生说出整个句子：icometoschoolonfoot.后借助图片用其他三种交通方式进展替换练习。2
15、.老师手举卡片foo,找几名同样步行上学的学生站起来，依次说,：,cometoschoolonfoot.”老师借助情景顺势引入：wecometoschoolonfoot.”再通过类似的方式让学生用we描述上学的交通方式。3.学生用手中的卡片或动作分小组进展稳固训练。1.老师对一名学生提问：,cometoschoolonfoot,howdoyoucometoschooRw引导学生答复，再问一名素养较好的学生，待其答复后，由该生找同学发问，后由集体读、问，每次找一生答。2.游戏稳固（1）快速抢读：老师手举短语卡片，会读的同学站起来大声读。（2）配对游戏：让学生从老师准备好的交通工具卡片中选择一张，
16、把它贴在板书相对应的英文短语旁。4.稳固拓展：老师给学生出示三个纸袋，第一个袋里装的i或we,其次个袋里是不同地点图片，第三个袋里是不同交通工具的图片。由三名学生分别在每个袋里抽取出一张图片，其他学生依据三张图片内容连成一句话，如:igototheZoobyCar.2.问答接龙：分竖排进展游戏，学生一问学生二：icometoschoolbybus.howdoyoucometoschool?,依此类推。教学程序设计教材处理设计师生互动设计3.学习句型：“shesometimescomestoSChOOIisfarfrom4.用类似前面的方法学习四个短语:bytaxi*byplane*bytrain*byshipo并进展稳固练习。（三）整体感知课文，拓展延长练习三、总结本课所学、评价1.句子接龙完毕后，老师可依据最终一名同学的答复，手摸她的头，说：ShecomeStoschoolby引入新句型并板书，再通过描述另一男生的交通方式，引导学生总结出第三人称单数形式，动词末尾要加“s或es。2.老师呈现自己乘
