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視頻課題：譯林版五下Unit 2 How do you come to school Story time鎮江
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譯林版五下Unit 2 How do you come to school Story time鎮江市中山路小學
Unit 2 How do you come to school?
Teaching material:
Unit 2 How do you come to school?
Teaching contents:
1.New vocabulary and phrases:taxi,metro,far from,street,town,moon,sunshine 2.Key structures：Where do you live? I live…
How do you come to school?
I come to school…
Teaching aims and learning objectives:
By the end of the lesson, the students would be able to:
1. scan the story and get some information according to the tasks；
2.get to know the meanings of “taxi,metro,far from,street,town,moon,sunshine”and pronounce them clearly;
3. use the key structures “Where do you live? I live… How do you come to school? I come to school…”to talk with each other.
4. understand how to choose the proper way of going to school according to the reality of their own.
Focus of the lesson:
1. Understanding the story as a whole.
2. Using the key structures to talk with each other.
Predicted area of difficulty:
Use correct sentence structures to talk about their addresses and ways of going to school with each other.
Teaching aids:
cards, objects, CAI
Teaching procedures:
StepⅠ Free talk and lead-in
1. enjoy and sing a song
2. guess how the teacher comes to her school and learn the key structure „How do you come to school?‟ „I come to school…‟.
(設計意圖：運用多媒體資源，歌曲熱身，活躍課堂氛圍，拉近師生距離，并運用學生的生活資源自然地引入本課的話題討論核心”How do you come to school?I come to school…”)
StepⅡ Understanding and learning
1.Listen to the text and try to match according to the question: How do they come to school?
(設計意圖：幫助學生整體感知課文內容，并鞏固運用重點句型。)
2.Work in groups and get the information of „ Why do they come to school in
this way‟ and “Where do they live‟?
a. Read the text and fill in the forms. Consult other team members when they meet new words.
b. Check the answers in groups and help each other when meeting the new words.
c. Report among team members.
(設計意圖：通過文本資源和學生已有語言資源的結合，在小組合作中完成相應的任務，通過對文本的精讀，讓學生相互學習和幫助，通過反饋進一步充實板書。)
Step Ⅲ Consolidation
1. Read the dialogue after the tape.
2. Retell the text in groups of three according to the blackboard design. (設計意圖：通過文本和音頻資源進一步幫助學生鞏固和正確朗讀課文，并充分利用板書進行課文復述，為進一步的學習和反饋做好鋪墊。三人一組匯報，降低難度，同時鍛煉小組內人人開口說) Step Ⅳ Production
Fill in the forms according to the real situations and use the key structures to communicate with his/her friend.
(設計意圖：跳出文本，學以致用,通過自己的生活資源，學生寫出自己的住址和出行方式，并進行談論，教師最后總結，并提出相應的建議，使用更加合理便捷的方式出行, 且能為環保出行盡一份力。) Step Ⅴ Homework
1. Read the story 3 times fluently. (necessary)
2.Read the story fluently and record it. Upload the recording to 390865235@qq.com.
3. Discuss about what to do for the green travel with parents. Step ⅤⅠ Blackboard design
(設計意圖：將學生一步步完成的任務反饋在板書上，板書將課文的核心內容完全概括其中，為孩子對課文的復述做好鋪墊，進一步總結鞏固。)
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