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沪教牛津版(五四制)五年级上册unit 2 My way to school教案及反思
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这是一份沪教牛津版(五四制)五年级上册unit 2 My way to school教案及反思，共20页。教案主要包含了单元整体设计，教学过程设计等内容，欢迎下载使用。
5A Module 1
Unit 2 Lesson plan
Project - Competence Chain（项目-能力链）
OE BOOK 5A Module 1 Getting to know you
Grade
Projects
Competences
5
“A birthday party”
To design a birthday party including the information about the places ,the invitation of the party.
1. Students can identify the key words about numbers, careers and transportations.
e.g., taxi, underground, zebra crossing, traffic lights, pavement, first, second, third, fourth, fifth, sixth, worker, pilot, farmer, shop assistant,
2. Students can indicate dates, means of transport with prepositions.
e.g., It’s on the 19th of September. I come to school on foot.
3. Students can ask the questions to find out specific information.
e.g., When’s your birthday? How do you come to school? What do you want to be?
4. Students can identify the job a person wants to do.
e.g., I want to be a pilot.
5. Students can write a passage logically with at least eight sentences.
6. Students can identify and compare the pronunciation of the sounds/p/ /b/ /t/ /d/ /k/ /g/ /e/ /æ/ /i:/ /i/
4
“My new friend”
To make a mini book about the one’s favourite friend with adjectives
1. Students can identify the key words about the activities, numbers and feelings.
e.g., paint, draw, read, write, swim, jump, eleven, twelve, thirteen, fourteen, fifteen, sixteen, happy, hungry, thirsty, sad, full, tired,
2. Students can introduce a person’s name, age and student number.
e.g., Her name’s Jill. She’s ten years old. Her student number is sixteen.
3. Students can find out a person’s abilities.
e.g., Can Superdog fly too? Yes, he can.
4. Students can describe feelings.
e.g., I’m happy.
5. Students can find out how people feel.
e.g., How do you feel?
6. Students can write a passage logically with at least five sentences.
7. Students can identify the pronunciation of the words ‘sk’, ‘sp’, ‘st’
3
“My new classmate and me”
To make a card about one’s new classmate by using This is ...’
1. Students can identify the words about the numbers, activities in the classroom and people.
e.g., one, two, three, four, five, six, seven, eight, nine, ten stand up, sit down, open the door, close the door Miss, Mr, Mrs
2. Students can greet to others.
e.g., How are you?
3. Students can find out one person’s name and age.
e.g., What’s your name? How old are you?
4. Students can introduce oneself and others.
e.g., I’m Dotty. This is Mr Zhang.
5. Students can write a passage with three sentences.
6. Students can identify and compare the pronunciation of the letters ‘a’ and ‘e’
7. Students can read and act out the stories vividly.
2
“You and me”
To make a report about people’s introduction with ‘I’m a …’, ‘I’m …’ ‘You’re a…’ ‘You’re …’
1. Students can identify the words about the farewell, ages.
e.g., boy, girl, big, small morning, afternoon, evening, night seven, eight, nine, ten
2. Students can introduce oneself and other people.
e.g., I’m short and thin. You are tall.
3. Students can respond to people’s greetings
e.g., How are you? I’m fine.
4. Students can make an oral description with at least four sentences.
5. Students can recognize and remember the letters: Aa, Bb, Cc, Dd, Ee, Ff
6. Students can read and act out the stories vividly.
1
“Me”
To draw a picture and talk about oneself with ‘Hello’, ‘I’m …’ and ‘This is my …’ “It’s…”
1. Students can identify the words about stationeries and facial features.
e.g., book, ruler, pencil, rubber, eye, mouth, face, nose, ear
2. Students can greet people and bid farewell.
e.g., Good morning! Good afternoon! Good-bye!
3. Students can give simple instructions.
e.g., Give me a ruler, please.
4. Students can introduce oneself to others.
e.g., Hello, I’m Kitty.
5. Students can show which item is being referred to.
e.g. This is my face.
6. Students can make an oral description with at least two sentences.
7. Students can act out the stories vividly.
Objective - Task Chain（目标-任务链 ）
OE BOOK 5A Module 1 Getting to know you
Project: A birthday party
To design a birthday party including the information about the places ,the invitation of the party.
Competences:
1. Students can identify the key words about numbers, careers and transportations.
e.g., taxi, underground, zebra crossing, traffic lights, pavement, first, second, third, fourth, fifth, sixth, worker, pilot, farmer, shop assistant,
2. Students can indicate dates, means of transport with prepositions. e.g., It’s on the 19th of September. I come to school on foot.
3. Students can ask the questions to find out specific information. e.g., When’s your birthday? How do you come to school? What do you want to be?
4. Students can identify the job a person wants to do. e.g., I want to be a pilot.
5. Students can write a passage logically with at least eight sentences.
6. Students can identify and compare the pronunciation of the sounds/p/ /b/ /t/ /d/ /k/ /g/ /e/ /æ/ /i:/ /i/
Unit 1 My birthday
Topic: A birthday party
Task: To make a plan about the birthday party for your friend by using prepositions correctly
Learning objectives:
1. To identify the key words about numbers
2. To understand prepositions to indicate dates
e.g., It’s on the 19th of September.
3. To find out the dates of one’s birthday
e.g., When’s your birthday?
4. To write about the introduction of oneself with 6 sentences.
5. To identify the phonetic symbols /i:/ and /i/
Core contents:
Words:
first, second, third, fourth, fifth, sixth, party, begin, bring, wear, favourite
Patterns:
When’s your birthday?
It’s on …
Sounds: /i:/ /i/
WB: P2-6
Unit 2 My way to school
Topic: How to get THERE
Task: To make a plan about one trip in Shanghai with prepositions
Learning objectives:
1. To identify the key words about transportations
2. To understand the means of transport
e.g., How do you come to school?
3. To write about the inquiry of the transport and the time with 6 sentences.
4. To identify the phonetic symbols /e/ and /æ/
Core contents:
Words:
taxi, underground, zebra crossing, traffic lights, pavement, live, leave, by ,on foot, arrive, cross
Patterns:
How do you come to …?
I come to … by…(on foot).
Sounds: /e/ /æ/
WB: P7-11
Unit 3 My future
Topic: My future
Task: To write a short passage about one’s dream job with ‘want to be’
Learning objectives:
1. To understand the key words about careers, their abilities and responsibilities.
2. To ask about one’s dream job by using wh-questions.
e.g., What do you want to do?
3. To identify the job a person wants to be.
e.g., I want to be a pilot.
4. To write about one’s dream job with 7 sentences
5.To identify the phonetic symbols /p/, /b/, /t/ /d/, /k/ and /g/
Core contents:
Words:
worker, pilot, farmer, shop assistant, fly, help, sick, grow vegetables, sell things to people
Patterns:
What do you want to be?
I want to be a …
Sounds: /p/ /b/ /t/ /d/ /k/ /g/
WB: P12-16
OE BOOK 5A Module 1 Unit 2 My way to school
Periods & Sub-topics
Period 1
My way to school
Period 2
My way home
Period 3
Mr Black’s journey to work
Period 4
One trip in Shanghai
Sub-tasks
To do a survey about others’ way to a certain place.
To make an instruction about crossing the road.
To retell Mr Black’s journey to work
To write a plan about one trip in Shanghai with prepositions
Learning Objectives
1. To understand the key words.
e.g. underground, scooter, leave, arrive，arrive at
2.To understand the means of transportation.
e.g. How do you come to school?
3. To identify prepositions to indicate means of transport.
e.g., I come to school on foot.
4. To review wh-questions.
e.g. When …
What time …?
5. To understand the relationship between the transportation and the distance.
1. To understand the key words about transportation.
2. To identify the ways to cross the road.
e.g, Where do we cross the road?
3. To indicate the ways to cross the road.
e.g., We cross the road at traffic lights.
4. To understand the rules we should obey on the way.
1. To understand the simple present tense to talk about the passage.
2. To understand the passage and retell it.
3. To identify the phonetic symbols /e/ and /æ/.
4. To know how to get to one place quickly.
1. To understand simple present tense to indicate one’s trip plan.
2. To find out the information about the trip.
3. To identify prepositions to indicate means of transport.
4. To know how to choose the proper transportation.
Core contents:
Words and phrase:
underground, scooter, leave, arrive，arrive at
Patterns:
How do you come to school?
I come to school …
Words and phrases:
taxi, traffic lights, wait for zebra crossings, pavement
Patterns:
Where do we cross the road?
How do we cross the road?
Words and phrases:
journey, station, take …, get off, finally, from… to…
Patterns:
Discourse
Listening and speaking:
Reading and writing:
How do you come to school?
I walk to school.
I come to school on foot.
When/What time do you leave home?
I leave home at eight.
When/What time do you arrive at school?
I arrive at school at eight ten.
Listening and speaking:
Reading and writing:
We cross the road at traffic lights or at zebra crossings. We wait on the pavement for the green light. We look left and then look right, and then cross the road. Remember! Walk quickly, but don’t run.
Listening and speaking:
Retell the passage.
Listening and speaking:
Where do you want to go?
I want to go to Shanghai Museum.
How do you get there?
I get there by underground.
What can you do there?
I can see many interesting things.
Reading and writing:
Peter wants to go to the Shanghai Museum. He can get there by underground. He can see many interesting things there.
Materials
SB: P7 Listen and enjoy;
P7 Look and learn;
P8 Look and say
P11 Do a survey
WB: P9 C D P11 G
SB: P9 Say and act
WB: P10 E F
SB: P10 Look and read
P11 Learn the sounds
WB: P12 H
WB: P13 Task
Lesson plan
Procedures
Contents
Methods
Purposes
Criterion*
Content
Level
I. Pre-task
preparations:
1. A song
2. Free talk
What …?
How …?
Is/Are …?
Activity 1: Warming up
T&Ss: Sing together.
Activity 2: Discussion
T: Show pictures of the children
Sp-Sn: Find out Kitty and Ben by raising questions.
To warm up by singing
To raise questions and get the information about the children
5.1.1
A
II. While-task
procedures:
1. Kitty’s and Ben’s ways to school
Sentence structures:
(1) Kitty walks to school.
Kitty comes to school on foot.
(2) Ben rides his bike to school.
Ben comes to school by bike.
2. Others’ ways to school.
Words:
underground
scooter
Sentence structures:
How do you come to school?
I come to school by …/I … to school.
3. Alice’s and Peter’s ways to school
Words and phrase:
leave
arrive
arrive at
Sentence structures:
How …?
When …?
What time …?
Activity 3: Substitution (1)
Ss/Sg&Sb: Chant.
T: How does Kitty/Ben go to school?
Sn: Answer.
T: Elicit the sentence patterns.
Ss-Sl/Sg/Sb: Imitate
T: Who also comes to school on foot?
Ss: Answer.
Activity 4: Imitating
T: Some students don’t live near school. How do they come to school? Show some pictures of other vehicles.
T: Elicit the words.
Ss-Sh-Sl/Sr: Imitate and memorize.
Activity 5: Substitution (2)
Sg/Sb/Sh: Do a quick -response.
Ss: Do exercises I on work sheet.
Activity 6: Sentences perception
T: Elicit the questions.
Ss: Imitate and memorize.
Sl: Ask and answer about the way to school.
Activity 7: Words learning
Ss: Listen to the tape.
T: Elicit the new words.
Ss/Sl/Sr: Imitate and memorize.
T: Summarize the collocation of new words.
Sgroup: Imitate and memorize.
Ss: Complete the sentences.
Activity 8: Summarizing
Ss: Read and circle the key questions.
Sg/Sb/Ss: Use the proper questions according to the answers.
To get familiar with the prepositions and compare them.
To imitate the new words.
To practice the new pattern.
To get familiar with the new words.
To understand the collocation of new words
To summarize and use the wh-questions.
3.7
2.1
4.2.2.2
2.1
3.7
4.2.2.2
A
A-C
A-B
A-C
A
C-L1
III. Post-task
activities:
Sally’s and Tom’s ways to school
Assignment
Activity 9: A survey
1. Ss: Read and fill.
2. Sp: Ask and answer.
3. Sn: Give a report.
1. Read the text on P8.
2. Do exercises I and III on the work sheet.
To get information and finish the task by asking and answering
4.2.2.2
5.1.1
C-L2
B
On the blackboard: 5AM1U2 P1 My way to school
How do you come to school?
I come to school on/by …
take an underground
… by underground
take a scooter
… by scooter
ride a bike
… by bike
walk
… on foot
leave
arrive
*注：根据《上海市小学英语学科教学基本要求》所示，contents部分2.1为核心词汇，3.7为介词，4.2.2为疑问句，4.2.2.2为特殊疑问句5.1.1为记叙文的基本信息，Level部分ABC为《上海市小学英语学科教学基本要求》中的学习水平分级。
Work sheet：
I． Read and change. （换一种方式表达相同的意思。）
1. Tony takes an underground to school.
______________________________________
2. We take a bus to school.
______________________________________
3. I walk to the supermarket.
______________________________________
4. Andy and Anna take a car to the park.
______________________________________
II． Read and complete. （用 ‘leave’ 或‘arrive’的适当形式补全句子。）
1. Mary is having lunch in the restaurant now. She usually ____________ the office at eleven o’clock.
2.Johnny is in the school now. He ____________ school early every morning.
3. Kelly is a doctor. In the afternoon, she always ________ the hospital at six o’clock. And then she ____________ home at seven fifteen.
III． Do a survey: My way home
1. Write down the key information. （在表格中填入自己和朋友的信息。）
Name
Way home
Time 1
Time 2
2. Make a dialogue. （选择表格中的一栏，将询问的过程记录下来。）
______ do you _________________________?
I come ________________________________.
______ do you _________________________?
I come ________________________________.
________________________________________?
_______________________________________.
?
?
?
Sheet A
Sally is a student in Rainbow Middle School. She lives far from the school. Sally likes reading and she is a help of the school librarian(图书管理员). She needs to tidy the books(整理书籍) in the morning. So she comes to school early every day. She leaves home at about a quarter to seven. She usually comes to school by underground with her mother. And she arrives at school at about half past seven.
1. Read and fill. （读一读然后填空完成Sally的信息表。）
Name
Way to school
Time to leave
Time to arrive
Sally
2. Complete the dialogue. （补全关于Tom的问题，并向同桌提问，然后记下答案。）
(1) _____________ does Tom ______________________?
He ____________________________________.
(2) _____________ does Tom _______________________?
He ____________________________________.
(3) _____________ does Tom _______________________?
He ____________________________________.
3. Give a report. （根据获得的信息，请介绍一下Tom上学的情况。）
Sheet B
Tom is a student in Rainbow Primary School. His home is near the school. Tom is a member of school skating team and he can skate very well. He needs to practice in the morning. So he comes to school early every day. He leaves home at seven o’clock. He usually comes to school on foot with his father. And he arrives at school at a quarter past seven.
1. Read and fill. （读一读然后填空完成Tom的信息表。）.
Name
Way to school
Time to leave
Time to arrive
Tom
2. Complete the dialogue. （补全关于Sally的问题，并向同桌提问，然后记下答案。）
(1) _______________ does Sally ____________________?
She _________________________________.
(2) _______________ does Sally ____________________?
She _________________________________.
(3) _______________ does Sally ____________________?
She _________________________________.
3. Give a report. （根据获得的信息，请介绍一下Sally上学的情况。）
本课时教学说明
一、单元整体设计
1. 基于《基本要求》和《指南》，分析学情，确立单元目标
通过之前四年的英语学习，学生已能够熟练运用关于地点的一些词汇，如supermarket，post office，restaurant等，能用动词结构介绍去某地的方式，如I walk/ride a bicycle to …，并能用When和What time引导的特殊疑问句进行提问。
本单元的话题是Transportation（交通运输），功能是Inquiries and introduction（询问与介绍）。本单元的核心语言内容是教材中Look and learn（关于交通方式和交通设施的词汇），Look and say（关于交通方式的问答）和Learn the sound（音标/e/和/A/）。通过本单元的学习，学生将能够体验语境，理解交通方式与路程距离的关系，并能根据路程距离选择合理的交通方式。
《基本要求》中，将小学阶段的学习水平界定为“知道（A）”“理解（B）”和“运用（C）”。据此，本课的单元目标如下表所示。
2.根据认知模式，划分课时，分解单元目标
根据四课时不同的语用功能，我按学生的认知规律，按照序列模式和问题解决模式用串联和并联的方式划分课时。
Period 1 My way to school
语用任务：新旧整合 完成新授
课时目标：
1. 背记、理解和运用核心词汇。
2. 能用核心句型对他人和自己的来校方式进行问答。
3. 复习巩固特殊疑问句。
Period 2 My way home
语用任务：以旧带新 丰富语言
课时目标：
1. 背记、理解和运用核心词汇。
2. 能用核心句型询问他人过马路的情况。
3. 能用核心句型对他人或自己过马路的情况进行表述。
序列模式
在处理完各课时之间的关系之后，我再分解各课时目标，将单元整体教学形成一个循序渐进的过程，帮助学生在累积中应用，在应用中熟练掌握。在第一课时，学生学习本单元核心词汇（交通工具）以及核心句型（询问交通方式）。在第二课时，在第一课时的基础上，学生继续学习本单元其他核心词汇（交通设施）并能介绍过马路的步骤和要素。在第三课时，结合前两课时的重点，学生学习如何运用核心词汇和句型介绍一个完整的路线图。在第四课时，融合前三课时的要点，进一步提升学生的学习素养。学生学习如何综合运用所学，设计一个旅游路线并选择合理的交通方式。分解的各课时认知模式、语用任务及课时目标如下图所示。
Period 3 Mr Black’s journey to work
语用任务：整合知识 拓展语言
课时目标：
1. 能识别并正确朗读国际音标
2. 能复述课文。
3. 能用核心句型表述某人去某地的路程和方式。
问题解决（方法迁移）
问题解决（方法迁移）
Period 4 One trip in Shanghai
语用任务：综合运用 提升技能
课时目标：
1. 能用核心句型询问他人旅行的整个路线。
2. 能用核心句型表述自己或他人的旅行路线。
二、教学过程设计
1. 内容与材料
已有知识
新授核心语言
能运用动词结构表示
某人去某地的交通方式。
e.g． I walk to school.
能运用介词结构表示
某人去某地的交通方式。
e.g. I go to school on foot.
能运用When或What time引导的特殊疑问句进行提问。
能运用How引导的特殊疑问句询问某人去某地的交通方式。
本课时的教材内容来自《英语（牛津上海版）》5A Module 2 Unit 1 My way to school中的核心栏目Look and say和Look and learn。为了给予学生更丰富的话题，让学生有言有语，又言又语，我整合学生已有知识与本课时新授核心语言结合，作为本课时主要学习内容。
2.过程与策略
本课的课型定位为语篇带动句型。在课堂活动的推进中，在语篇的支撑下，学生在循序渐进的活动中从口头表述到书面表达习得并掌握句型。在第一部分Kitty’s and Ben’s ways to school中，在老师的指导和讲解下，学生知道并理解句型。我用儿歌引出新授句型，并帮助学生展开新旧知识的对比。在第二部分Alice’s and Peter’s ways to school中，学生尝试运用新授句型和已有知识进行问答。借助课本语篇，学生总结新授和已知问句，老师引导学生辨析问句的异同。在最后一部分Sally’s and Tom’s ways to school中，学生需要运用句型进行书面表达。学生通过jigsaw reading，综合运用听、说、读、写四种技能，达到合理运用句型的目标。
以旧知带新知
Part A
Kitty’s and Ben’s ways to school
整合新旧知识
Part B
Alice’s and Peter’s ways to school
综合运用新旧知
Part C
Sally’s and Tom’s ways to school
3.教学与评价
为了凸显过程性评价的激励、诊断和改进学生学习的功能，基于《基本要求》和《指南》，首先根据本课时的教学目标我设定了本课时的评价维度。
评价维度
课时目标
1. 能正确拼读核心词汇
1. To understand the key words.
2.To understand the means of transportation.
2. 能根据情境选择正确的介词搭配
3. 能运用核心句型对同伴或自己去某地的方式进行提问和回答
3.To identify prepositions to indicate means of transport.
4.能运用核心内容表述同伴或自己去某地的基本情况
5. 能选择使用正确的特殊疑问句来获得不同的信息
4.To review wh-questions.
5.To understand the relationship between the transportation and the distance.
6. 能知晓交通方式与距离的关系
每一个教学活动的设计都按照评价目的为维度来设计。教学活动环环相扣，评价维度层层深入。然后在活动中
评价维度
评价观测点
活动过程
Activity 4 Imitating
Imitate the new words.
Activity 1 Warming up
Activity 2 Discussion
Activity 3 Substitution (1)
Get familiar with the prepositions and compare them.
Activity 6 Sentences perception
Practice the new pattern.
Activity 5 Substitution (2)
Choose the proper prepositions to talk.
3
提问互动
1和6
口头呈现
提问互动练习反馈
3
提问互动
3
Activity 7 Words learning
Understand the collocation of new words
Activity 8: Summarizing
Summarize and use the wh-questions.
Activity 9: Jigsaw reading
Get information and finish the task by asking and answering
1和2
口头呈现
练习反馈
5
提问互动
4和5
练习反馈
4.目标与作业
作业是教学的一个重要组成部分，是教学活动的补充与延续。作业的设计应保持与教学目标的一致性。本课时的作业是5AM2单元作业中的一部分。单元作业围绕单元目标展开，本课时作业则围绕本课时教学目标设计。
围绕课时目标中的掌握核心词汇和介词搭配这两个目标，我设计了针对新旧知识的替换作业。在课堂中，集体完成作业中的第一题，并掌握做题策略，余下的题目作为课后作业，帮助学生巩固语言知识和学习策略。围绕课时目标中的核心句型和统整相关特殊疑问句这两个目标，我设计了调查作业。这份作业是课堂任务活动的延伸，学生在课后用调查的形式运用相同的语言知识完成作业，是对语言知识的进一步夯实，对语言技能的进一步提升。
课时目标
作业题型
1.To understand the key words
Read and change (替换作业)
3.To identify prepositions to indicate means of transport.
5.To understand the relationship between the transportation and the distance.
Do a survey（调查作业）
2.To understand the means of transportation.
4.To review wh-questions.
另外为了满足学生的个体差异，对课后作业我进行了分层设计，以此来满足不同学生的需要。分层作业主要是以学生学习水平为依据进行设计。选择一颗星的同学，前两题与课堂练习形式相同，即补全对话，学生可以通过前两题的复习再完成第三题——撰写对话。通过课堂的练习，同学如能全完独立完成对话的撰写则可以选择两颗星的回家作业。这样的作业分层，能让全体学生各取所需，发挥其最大能力与水平。
5A Module 1
Unit 2 Lesson plan
Project - Competence Chain（项目-能力链）
OE BOOK 5A Module 1 Getting to know you
Grade
Projects
Competences
5
“A birthday party”
To design a birthday party including the information about the places ,the invitation of the party.
1. Students can identify the key words about numbers, careers and transportations.
e.g., taxi, underground, zebra crossing, traffic lights, pavement, first, second, third, fourth, fifth, sixth, worker, pilot, farmer, shop assistant,
2. Students can indicate dates, means of transport with prepositions.
e.g., It’s on the 19th of September. I come to school on foot.
3. Students can ask the questions to find out specific information.
e.g., When’s your birthday? How do you come to school? What do you want to be?
4. Students can identify the job a person wants to do.
e.g., I want to be a pilot.
5. Students can write a passage logically with at least eight sentences.
6. Students can identify and compare the pronunciation of the sounds/p/ /b/ /t/ /d/ /k/ /g/ /e/ /æ/ /i:/ /i/
4
“My new friend”
To make a mini book about the one’s favourite friend with adjectives
1. Students can identify the key words about the activities, numbers and feelings.
e.g., paint, draw, read, write, swim, jump, eleven, twelve, thirteen, fourteen, fifteen, sixteen, happy, hungry, thirsty, sad, full, tired,
2. Students can introduce a person’s name, age and student number.
e.g., Her name’s Jill. She’s ten years old. Her student number is sixteen.
3. Students can find out a person’s abilities.
e.g., Can Superdog fly too? Yes, he can.
4. Students can describe feelings.
e.g., I’m happy.
5. Students can find out how people feel.
e.g., How do you feel?
6. Students can write a passage logically with at least five sentences.
7. Students can identify the pronunciation of the words ‘sk’, ‘sp’, ‘st’
3
“My new classmate and me”
To make a card about one’s new classmate by using This is ...’
1. Students can identify the words about the numbers, activities in the classroom and people.
e.g., one, two, three, four, five, six, seven, eight, nine, ten stand up, sit down, open the door, close the door Miss, Mr, Mrs
2. Students can greet to others.
e.g., How are you?
3. Students can find out one person’s name and age.
e.g., What’s your name? How old are you?
4. Students can introduce oneself and others.
e.g., I’m Dotty. This is Mr Zhang.
5. Students can write a passage with three sentences.
6. Students can identify and compare the pronunciation of the letters ‘a’ and ‘e’
7. Students can read and act out the stories vividly.
2
“You and me”
To make a report about people’s introduction with ‘I’m a …’, ‘I’m …’ ‘You’re a…’ ‘You’re …’
1. Students can identify the words about the farewell, ages.
e.g., boy, girl, big, small morning, afternoon, evening, night seven, eight, nine, ten
2. Students can introduce oneself and other people.
e.g., I’m short and thin. You are tall.
3. Students can respond to people’s greetings
e.g., How are you? I’m fine.
4. Students can make an oral description with at least four sentences.
5. Students can recognize and remember the letters: Aa, Bb, Cc, Dd, Ee, Ff
6. Students can read and act out the stories vividly.
1
“Me”
To draw a picture and talk about oneself with ‘Hello’, ‘I’m …’ and ‘This is my …’ “It’s…”
1. Students can identify the words about stationeries and facial features.
e.g., book, ruler, pencil, rubber, eye, mouth, face, nose, ear
2. Students can greet people and bid farewell.
e.g., Good morning! Good afternoon! Good-bye!
3. Students can give simple instructions.
e.g., Give me a ruler, please.
4. Students can introduce oneself to others.
e.g., Hello, I’m Kitty.
5. Students can show which item is being referred to.
e.g. This is my face.
6. Students can make an oral description with at least two sentences.
7. Students can act out the stories vividly.
Objective - Task Chain（目标-任务链 ）
OE BOOK 5A Module 1 Getting to know you
Project: A birthday party
To design a birthday party including the information about the places ,the invitation of the party.
Competences:
1. Students can identify the key words about numbers, careers and transportations.
e.g., taxi, underground, zebra crossing, traffic lights, pavement, first, second, third, fourth, fifth, sixth, worker, pilot, farmer, shop assistant,
2. Students can indicate dates, means of transport with prepositions. e.g., It’s on the 19th of September. I come to school on foot.
3. Students can ask the questions to find out specific information. e.g., When’s your birthday? How do you come to school? What do you want to be?
4. Students can identify the job a person wants to do. e.g., I want to be a pilot.
5. Students can write a passage logically with at least eight sentences.
6. Students can identify and compare the pronunciation of the sounds/p/ /b/ /t/ /d/ /k/ /g/ /e/ /æ/ /i:/ /i/
Unit 1 My birthday
Topic: A birthday party
Task: To make a plan about the birthday party for your friend by using prepositions correctly
Learning objectives:
1. To identify the key words about numbers
2. To understand prepositions to indicate dates
e.g., It’s on the 19th of September.
3. To find out the dates of one’s birthday
e.g., When’s your birthday?
4. To write about the introduction of oneself with 6 sentences.
5. To identify the phonetic symbols /i:/ and /i/
Core contents:
Words:
first, second, third, fourth, fifth, sixth, party, begin, bring, wear, favourite
Patterns:
When’s your birthday?
It’s on …
Sounds: /i:/ /i/
WB: P2-6
Unit 2 My way to school
Topic: How to get THERE
Task: To make a plan about one trip in Shanghai with prepositions
Learning objectives:
1. To identify the key words about transportations
2. To understand the means of transport
e.g., How do you come to school?
3. To write about the inquiry of the transport and the time with 6 sentences.
4. To identify the phonetic symbols /e/ and /æ/
Core contents:
Words:
taxi, underground, zebra crossing, traffic lights, pavement, live, leave, by ,on foot, arrive, cross
Patterns:
How do you come to …?
I come to … by…(on foot).
Sounds: /e/ /æ/
WB: P7-11
Unit 3 My future
Topic: My future
Task: To write a short passage about one’s dream job with ‘want to be’
Learning objectives:
1. To understand the key words about careers, their abilities and responsibilities.
2. To ask about one’s dream job by using wh-questions.
e.g., What do you want to do?
3. To identify the job a person wants to be.
e.g., I want to be a pilot.
4. To write about one’s dream job with 7 sentences
5.To identify the phonetic symbols /p/, /b/, /t/ /d/, /k/ and /g/
Core contents:
Words:
worker, pilot, farmer, shop assistant, fly, help, sick, grow vegetables, sell things to people
Patterns:
What do you want to be?
I want to be a …
Sounds: /p/ /b/ /t/ /d/ /k/ /g/
WB: P12-16
OE BOOK 5A Module 1 Unit 2 My way to school
Periods & Sub-topics
Period 1
My way to school
Period 2
My way home
Period 3
Mr Black’s journey to work
Period 4
One trip in Shanghai
Sub-tasks
To do a survey about others’ way to a certain place.
To make an instruction about crossing the road.
To retell Mr Black’s journey to work
To write a plan about one trip in Shanghai with prepositions
Learning Objectives
1. To understand the key words.
e.g. underground, scooter, leave, arrive，arrive at
2.To understand the means of transportation.
e.g. How do you come to school?
3. To identify prepositions to indicate means of transport.
e.g., I come to school on foot.
4. To review wh-questions.
e.g. When …
What time …?
5. To understand the relationship between the transportation and the distance.
1. To understand the key words about transportation.
2. To identify the ways to cross the road.
e.g, Where do we cross the road?
3. To indicate the ways to cross the road.
e.g., We cross the road at traffic lights.
4. To understand the rules we should obey on the way.
1. To understand the simple present tense to talk about the passage.
2. To understand the passage and retell it.
3. To identify the phonetic symbols /e/ and /æ/.
4. To know how to get to one place quickly.
1. To understand simple present tense to indicate one’s trip plan.
2. To find out the information about the trip.
3. To identify prepositions to indicate means of transport.
4. To know how to choose the proper transportation.
Core contents:
Words and phrase:
underground, scooter, leave, arrive，arrive at
Patterns:
How do you come to school?
I come to school …
Words and phrases:
taxi, traffic lights, wait for zebra crossings, pavement
Patterns:
Where do we cross the road?
How do we cross the road?
Words and phrases:
journey, station, take …, get off, finally, from… to…
Patterns:
Discourse
Listening and speaking:
Reading and writing:
How do you come to school?
I walk to school.
I come to school on foot.
When/What time do you leave home?
I leave home at eight.
When/What time do you arrive at school?
I arrive at school at eight ten.
Listening and speaking:
Reading and writing:
We cross the road at traffic lights or at zebra crossings. We wait on the pavement for the green light. We look left and then look right, and then cross the road. Remember! Walk quickly, but don’t run.
Listening and speaking:
Retell the passage.
Listening and speaking:
Where do you want to go?
I want to go to Shanghai Museum.
How do you get there?
I get there by underground.
What can you do there?
I can see many interesting things.
Reading and writing:
Peter wants to go to the Shanghai Museum. He can get there by underground. He can see many interesting things there.
Materials
SB: P7 Listen and enjoy;
P7 Look and learn;
P8 Look and say
P11 Do a survey
WB: P9 C D P11 G
SB: P9 Say and act
WB: P10 E F
SB: P10 Look and read
P11 Learn the sounds
WB: P12 H
WB: P13 Task
Lesson plan
Procedures
Contents
Methods
Purposes
Criterion*
Content
Level
I. Pre-task
preparations:
1. A song
2. Free talk
What …?
How …?
Is/Are …?
Activity 1: Warming up
T&Ss: Sing together.
Activity 2: Discussion
T: Show pictures of the children
Sp-Sn: Find out Kitty and Ben by raising questions.
To warm up by singing
To raise questions and get the information about the children
5.1.1
A
II. While-task
procedures:
1. Kitty’s and Ben’s ways to school
Sentence structures:
(1) Kitty walks to school.
Kitty comes to school on foot.
(2) Ben rides his bike to school.
Ben comes to school by bike.
2. Others’ ways to school.
Words:
underground
scooter
Sentence structures:
How do you come to school?
I come to school by …/I … to school.
3. Alice’s and Peter’s ways to school
Words and phrase:
leave
arrive
arrive at
Sentence structures:
How …?
When …?
What time …?
Activity 3: Substitution (1)
Ss/Sg&Sb: Chant.
T: How does Kitty/Ben go to school?
Sn: Answer.
T: Elicit the sentence patterns.
Ss-Sl/Sg/Sb: Imitate
T: Who also comes to school on foot?
Ss: Answer.
Activity 4: Imitating
T: Some students don’t live near school. How do they come to school? Show some pictures of other vehicles.
T: Elicit the words.
Ss-Sh-Sl/Sr: Imitate and memorize.
Activity 5: Substitution (2)
Sg/Sb/Sh: Do a quick -response.
Ss: Do exercises I on work sheet.
Activity 6: Sentences perception
T: Elicit the questions.
Ss: Imitate and memorize.
Sl: Ask and answer about the way to school.
Activity 7: Words learning
Ss: Listen to the tape.
T: Elicit the new words.
Ss/Sl/Sr: Imitate and memorize.
T: Summarize the collocation of new words.
Sgroup: Imitate and memorize.
Ss: Complete the sentences.
Activity 8: Summarizing
Ss: Read and circle the key questions.
Sg/Sb/Ss: Use the proper questions according to the answers.
To get familiar with the prepositions and compare them.
To imitate the new words.
To practice the new pattern.
To get familiar with the new words.
To understand the collocation of new words
To summarize and use the wh-questions.
3.7
2.1
4.2.2.2
2.1
3.7
4.2.2.2
A
A-C
A-B
A-C
A
C-L1
III. Post-task
activities:
Sally’s and Tom’s ways to school
Assignment
Activity 9: A survey
1. Ss: Read and fill.
2. Sp: Ask and answer.
3. Sn: Give a report.
1. Read the text on P8.
2. Do exercises I and III on the work sheet.
To get information and finish the task by asking and answering
4.2.2.2
5.1.1
C-L2
B
On the blackboard: 5AM1U2 P1 My way to school
How do you come to school?
I come to school on/by …
take an underground
… by underground
take a scooter
… by scooter
ride a bike
… by bike
walk
… on foot
leave
arrive
*注：根据《上海市小学英语学科教学基本要求》所示，contents部分2.1为核心词汇，3.7为介词，4.2.2为疑问句，4.2.2.2为特殊疑问句5.1.1为记叙文的基本信息，Level部分ABC为《上海市小学英语学科教学基本要求》中的学习水平分级。
Work sheet：
I． Read and change. （换一种方式表达相同的意思。）
1. Tony takes an underground to school.
______________________________________
2. We take a bus to school.
______________________________________
3. I walk to the supermarket.
______________________________________
4. Andy and Anna take a car to the park.
______________________________________
II． Read and complete. （用 ‘leave’ 或‘arrive’的适当形式补全句子。）
1. Mary is having lunch in the restaurant now. She usually ____________ the office at eleven o’clock.
2.Johnny is in the school now. He ____________ school early every morning.
3. Kelly is a doctor. In the afternoon, she always ________ the hospital at six o’clock. And then she ____________ home at seven fifteen.
III． Do a survey: My way home
1. Write down the key information. （在表格中填入自己和朋友的信息。）
Name
Way home
Time 1
Time 2
2. Make a dialogue. （选择表格中的一栏，将询问的过程记录下来。）
______ do you _________________________?
I come ________________________________.
______ do you _________________________?
I come ________________________________.
________________________________________?
_______________________________________.
?
?
?
Sheet A
Sally is a student in Rainbow Middle School. She lives far from the school. Sally likes reading and she is a help of the school librarian(图书管理员). She needs to tidy the books(整理书籍) in the morning. So she comes to school early every day. She leaves home at about a quarter to seven. She usually comes to school by underground with her mother. And she arrives at school at about half past seven.
1. Read and fill. （读一读然后填空完成Sally的信息表。）
Name
Way to school
Time to leave
Time to arrive
Sally
2. Complete the dialogue. （补全关于Tom的问题，并向同桌提问，然后记下答案。）
(1) _____________ does Tom ______________________?
He ____________________________________.
(2) _____________ does Tom _______________________?
He ____________________________________.
(3) _____________ does Tom _______________________?
He ____________________________________.
3. Give a report. （根据获得的信息，请介绍一下Tom上学的情况。）
Sheet B
Tom is a student in Rainbow Primary School. His home is near the school. Tom is a member of school skating team and he can skate very well. He needs to practice in the morning. So he comes to school early every day. He leaves home at seven o’clock. He usually comes to school on foot with his father. And he arrives at school at a quarter past seven.
1. Read and fill. （读一读然后填空完成Tom的信息表。）.
Name
Way to school
Time to leave
Time to arrive
Tom
2. Complete the dialogue. （补全关于Sally的问题，并向同桌提问，然后记下答案。）
(1) _______________ does Sally ____________________?
She _________________________________.
(2) _______________ does Sally ____________________?
She _________________________________.
(3) _______________ does Sally ____________________?
She _________________________________.
3. Give a report. （根据获得的信息，请介绍一下Sally上学的情况。）
本课时教学说明
一、单元整体设计
1. 基于《基本要求》和《指南》，分析学情，确立单元目标
通过之前四年的英语学习，学生已能够熟练运用关于地点的一些词汇，如supermarket，post office，restaurant等，能用动词结构介绍去某地的方式，如I walk/ride a bicycle to …，并能用When和What time引导的特殊疑问句进行提问。
本单元的话题是Transportation（交通运输），功能是Inquiries and introduction（询问与介绍）。本单元的核心语言内容是教材中Look and learn（关于交通方式和交通设施的词汇），Look and say（关于交通方式的问答）和Learn the sound（音标/e/和/A/）。通过本单元的学习，学生将能够体验语境，理解交通方式与路程距离的关系，并能根据路程距离选择合理的交通方式。
《基本要求》中，将小学阶段的学习水平界定为“知道（A）”“理解（B）”和“运用（C）”。据此，本课的单元目标如下表所示。
2.根据认知模式，划分课时，分解单元目标
根据四课时不同的语用功能，我按学生的认知规律，按照序列模式和问题解决模式用串联和并联的方式划分课时。
Period 1 My way to school
语用任务：新旧整合 完成新授
课时目标：
1. 背记、理解和运用核心词汇。
2. 能用核心句型对他人和自己的来校方式进行问答。
3. 复习巩固特殊疑问句。
Period 2 My way home
语用任务：以旧带新 丰富语言
课时目标：
1. 背记、理解和运用核心词汇。
2. 能用核心句型询问他人过马路的情况。
3. 能用核心句型对他人或自己过马路的情况进行表述。
序列模式
在处理完各课时之间的关系之后，我再分解各课时目标，将单元整体教学形成一个循序渐进的过程，帮助学生在累积中应用，在应用中熟练掌握。在第一课时，学生学习本单元核心词汇（交通工具）以及核心句型（询问交通方式）。在第二课时，在第一课时的基础上，学生继续学习本单元其他核心词汇（交通设施）并能介绍过马路的步骤和要素。在第三课时，结合前两课时的重点，学生学习如何运用核心词汇和句型介绍一个完整的路线图。在第四课时，融合前三课时的要点，进一步提升学生的学习素养。学生学习如何综合运用所学，设计一个旅游路线并选择合理的交通方式。分解的各课时认知模式、语用任务及课时目标如下图所示。
Period 3 Mr Black’s journey to work
语用任务：整合知识 拓展语言
课时目标：
1. 能识别并正确朗读国际音标
2. 能复述课文。
3. 能用核心句型表述某人去某地的路程和方式。
问题解决（方法迁移）
问题解决（方法迁移）
Period 4 One trip in Shanghai
语用任务：综合运用 提升技能
课时目标：
1. 能用核心句型询问他人旅行的整个路线。
2. 能用核心句型表述自己或他人的旅行路线。
二、教学过程设计
1. 内容与材料
已有知识
新授核心语言
能运用动词结构表示
某人去某地的交通方式。
e.g． I walk to school.
能运用介词结构表示
某人去某地的交通方式。
e.g. I go to school on foot.
能运用When或What time引导的特殊疑问句进行提问。
能运用How引导的特殊疑问句询问某人去某地的交通方式。
本课时的教材内容来自《英语（牛津上海版）》5A Module 2 Unit 1 My way to school中的核心栏目Look and say和Look and learn。为了给予学生更丰富的话题，让学生有言有语，又言又语，我整合学生已有知识与本课时新授核心语言结合，作为本课时主要学习内容。
2.过程与策略
本课的课型定位为语篇带动句型。在课堂活动的推进中，在语篇的支撑下，学生在循序渐进的活动中从口头表述到书面表达习得并掌握句型。在第一部分Kitty’s and Ben’s ways to school中，在老师的指导和讲解下，学生知道并理解句型。我用儿歌引出新授句型，并帮助学生展开新旧知识的对比。在第二部分Alice’s and Peter’s ways to school中，学生尝试运用新授句型和已有知识进行问答。借助课本语篇，学生总结新授和已知问句，老师引导学生辨析问句的异同。在最后一部分Sally’s and Tom’s ways to school中，学生需要运用句型进行书面表达。学生通过jigsaw reading，综合运用听、说、读、写四种技能，达到合理运用句型的目标。
以旧知带新知
Part A
Kitty’s and Ben’s ways to school
整合新旧知识
Part B
Alice’s and Peter’s ways to school
综合运用新旧知
Part C
Sally’s and Tom’s ways to school
3.教学与评价
为了凸显过程性评价的激励、诊断和改进学生学习的功能，基于《基本要求》和《指南》，首先根据本课时的教学目标我设定了本课时的评价维度。
评价维度
课时目标
1. 能正确拼读核心词汇
1. To understand the key words.
2.To understand the means of transportation.
2. 能根据情境选择正确的介词搭配
3. 能运用核心句型对同伴或自己去某地的方式进行提问和回答
3.To identify prepositions to indicate means of transport.
4.能运用核心内容表述同伴或自己去某地的基本情况
5. 能选择使用正确的特殊疑问句来获得不同的信息
4.To review wh-questions.
5.To understand the relationship between the transportation and the distance.
6. 能知晓交通方式与距离的关系
每一个教学活动的设计都按照评价目的为维度来设计。教学活动环环相扣，评价维度层层深入。然后在活动中
评价维度
评价观测点
活动过程
Activity 4 Imitating
Imitate the new words.
Activity 1 Warming up
Activity 2 Discussion
Activity 3 Substitution (1)
Get familiar with the prepositions and compare them.
Activity 6 Sentences perception
Practice the new pattern.
Activity 5 Substitution (2)
Choose the proper prepositions to talk.
3
提问互动
1和6
口头呈现
提问互动练习反馈
3
提问互动
3
Activity 7 Words learning
Understand the collocation of new words
Activity 8: Summarizing
Summarize and use the wh-questions.
Activity 9: Jigsaw reading
Get information and finish the task by asking and answering
1和2
口头呈现
练习反馈
5
提问互动
4和5
练习反馈
4.目标与作业
作业是教学的一个重要组成部分，是教学活动的补充与延续。作业的设计应保持与教学目标的一致性。本课时的作业是5AM2单元作业中的一部分。单元作业围绕单元目标展开，本课时作业则围绕本课时教学目标设计。
围绕课时目标中的掌握核心词汇和介词搭配这两个目标，我设计了针对新旧知识的替换作业。在课堂中，集体完成作业中的第一题，并掌握做题策略，余下的题目作为课后作业，帮助学生巩固语言知识和学习策略。围绕课时目标中的核心句型和统整相关特殊疑问句这两个目标，我设计了调查作业。这份作业是课堂任务活动的延伸，学生在课后用调查的形式运用相同的语言知识完成作业，是对语言知识的进一步夯实，对语言技能的进一步提升。
课时目标
作业题型
1.To understand the key words
Read and change (替换作业)
3.To identify prepositions to indicate means of transport.
5.To understand the relationship between the transportation and the distance.
Do a survey（调查作业）
2.To understand the means of transportation.
4.To review wh-questions.
另外为了满足学生的个体差异，对课后作业我进行了分层设计，以此来满足不同学生的需要。分层作业主要是以学生学习水平为依据进行设计。选择一颗星的同学，前两题与课堂练习形式相同，即补全对话，学生可以通过前两题的复习再完成第三题——撰写对话。通过课堂的练习，同学如能全完独立完成对话的撰写则可以选择两颗星的回家作业。这样的作业分层，能让全体学生各取所需，发挥其最大能力与水平。
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