单元教学设计说明：
学习内容与水平分析：
内容
单元
学习内容
学习水平
能力要求
语音
辅音音标/s/，/z/。
A
知晓这两个辅音与/t/、/d/构成的辅音连缀：/ts/、/dz/。
词汇
hotel, bank, hospital, bakery, museum, cinema, along, turn
C
能够背记、理解和运用这十个核心词汇。
词法
情态动词can的属性和功能。
B
能够在具体语境中描述自己或他人能做的事情。
动词want to do的意思和用法。
B
能够在具体语境中描述想要做的事情。
介词短语next to, on the right/left, on one’s right/left的意思和用法。
A
知晓介词短语在表达所处方位和位置的用法。
现在进行时are looking at a map, are jumping and swimming, are looking for a restaurant。
B
能够在具体语境中描述公园或动物园中某人或某物正在做某事。
一般现在时（第三人称单数）。
C
运用一般现在时描述在海洋馆里游玩时发生的故事。
一般将来时The Wangs are going to Ocean World。
A
知晓一般将来时在句子中的功能和用法。
句法
陈述句Excuse me.的意思及用法。
B
能够在问路的语境中运用该句开始对话。
祈使句Walk along… Road.的意思和用法。
C
运用该祈使句指路或做出回答。
特殊疑问句How do/can I get to…, please?的提问及应答。
C
运用该特殊疑问句问路并做出回答。
语篇
Look and say （P32）
B
能够在问路的语境中运用语篇中词句询问目的地的路线或为他人指路。
Say and act （P34）
B
能够在动物园游玩的语境中运用语篇中词句与他人进行语言交际, 能够询问他人，并能表达个人意愿，听懂、理解别人游玩的路线并能自己设计和描述游玩路线。
Read a story （P35）
A
通过故事的学习，能够简单讲述故事中的人物、地点、事情发生的起因经过和结果。
第二部分：单元目标
知识与技能
背记、理解和运用核心词汇hotel, bank, hospital, bakery, museum, cinema, along, turn和非核心词汇shark, dolphin，语音标准，书写正确。
理解on _____ Road, on _____ Street, tell me the way, turn left/right at …, the first crossing, on the left/right, Ocean World, sea animals, look for在语境中的意思。
理解和运用核心句型 How do/can I get to…, please? Walk along ...及You can...句型框架，向他人问路，并获取相关帮助信息；运用I want to see...表达个人的意愿; 表达完整，拼写及语法准确。
识别国际音标/s/, /z/, /ts/ , /dz/，正确朗读含有该音标的单词。
文化与情感
通过向他人指路，培养助人为乐的好习惯。
通过参观游览zoo和Ocean World，了解城市中的美丽景观以其蕴含的丰富的人文内涵，培养学生热爱生活、热爱城市的感情。
学习策略
在课堂交流中，注意倾听，积极思考，参与小组讨论
利用提供的学习资源，通过小组讨论、合作、交流、练习等形式完成学习任务。
分课时话题
Topic
Period 1
Around the city
Period 2
Asking the way
Period 3
At the zoo
Period 4
A visit to Ocean World
第三部分： 单课教学目标
教学目标：
能够在语境中正确朗读单词lane和crocodile并理解其含义。
能在语境中熟练运用句型What do you want to see?询问他人，并运用I want to see …表达个人的意愿。
能够在语境中理解词组on one's left/right，并能在描述路线时正确表达方向。
能在语境中熟练运用句型How can we get there?询问他人，并运用 First we can walk along Summer Lane and then turn right.描述游玩路线。
能在语境中运用First...、Then...、After that...按顺序表达路线。
6. 能看懂景点地图，根据景点地图及小组成员的需求合理设计游玩路线。
7. 能用正确的语音语调表演对话。
教学重难点
教学重点
1. 能在语境中学习、正确朗读及运用What do you want to see?询问他人，并运用I want to see …表达个人的意愿。
2. 能在语境中熟练运用句型How can we get there?询问他人，并运用 First we can walk along...，Then...，After that....描述游玩路线。
教学难点
熟练运用句型How can we get there?询问他人，并运用 First we can walk along...，Then...，After that....描述游玩路线。看懂地图信息，根据小组成员的需求,合理设计游玩的路线。
教学技术与学习资源
PPT、黑板、视频、地图、练习纸等
第四部分： 第三课时文本
Kitty meets her friends at the zoo. They want to see different animals. They are looking at a map of the zoo.
Peter: What do you want to see, Alice?
Alice: I want to see the monkeys.
Peter: What do you want to see, Kitty?
Kitty: I want to see the birds. What about you, Peter?
Peter: I want to see the crocodiles.
Alice: How can we get there?
Peter: First we can walk along Summer Lane and then turn right. We can see the monkeys on our right.
Kitty: Then we can walk along Spring Lane. We can see the birds on our right.
Alice: After that, we can turn left and walk along Winter Lane. We can see the crocodiles on our left.
Alice: OK. Let’s go.
第五部分： 教学过程
Procedure
Contents
Methods
Purposes
Pre-task
Sing a song
Review
Zoo party
Ask:
How does Kitty get to the zoo?
歌曲热身，调动学习兴趣，引出本课主题。复习巩固，引出新授内容。
While-task
Leading in
Look at the map and read：lane
Season/Spring/Summer/Autumn/
Winter Lane
1-2 Listen and circle
What animal do they want to see?
1-3 Show and read：crocodile & crocodiles
1-4 Role play
1-5 Group work:
Draw the best way to see three kinds of animals and try to say:
First they see...
Then they see...
After that they see...
学生通过观察，认识lane并借助板书正确朗读。
整体感知文本，边听边圈，锻炼听的能力。
通过图片让学生认识鳄鱼并能够正确朗读。
小组进行角色扮演，熟悉文本内容。
通过小组讨论初步有规划路线的体验。
How can we get there?
(see the monkeys)
Walk along Summer Lane and then turn right.
We can see the monkeys on our right.
2-1 Read and choose the right way to see the monkeys.
2-2 Let’s read.
2-3 Read and say
Alice shares the photos on Wechat and reply the question.
Jill: I am at the zoo, too. I like monkeys. How can I get there？
通过阅读让学生选出正确的路线，并且认识左右方向。
朗读熟悉文本内容。
学生初次借助提示文字，描述新路线。
See the birds
Then we walk along Spring Lane. We can see the birds on our right.
3-1 Ask: Then what do they want to see?
3-2 Say a chant
Kitty answers the question from the birds.
根据给出的范例，让学生在有节奏的chant中描述路线，活跃气氛且加深印象.
See the crocodiles
After that we can turn left and walk along Winter Lane. We can see the crocodiles on our left.
4-1 Ask: After that what do they want to see?
How can they get there?
4-2 Enjoy a video
4-3 Describe the crocodile
The crocodile is ...
It has ...
It can ...
让学生回忆想看什么动物，并尝试自己表达路线。
观看视频，真实感知鳄鱼的形态
描述Peter画出的鳄鱼，让学生对鳄鱼形态印象更加深刻。
Group work
5-1 Role play
小组活动，填空并对话，复习巩固整个文本内容。
Post-task
Group work
Discuss and say
Say and circle the animals you want to see
Draw the best way and say the way
小组合作进行问答，经过讨论，设计路线，用今日所学正确表述想看的动物以及路线
Assignments
Design and write down the best way.
让学生根据语境设计路线，培养学生思维。
板
书
设
计
5AM3U1 At the zoo
课件28张PPT。5AM3U1 Around the cityAt the zooPeriod 3Sing a songPark RoadCity RoadFlower RoadGarden StreetGreen StreetWater StreetCity CinemaStar BakeryCity MuseumCity HospitalPost officeDentist'sMoon RestaurantToy ShopBookshopBus
No.2Bus
No.2Kitty meets her friends at the zoo. They want to see
different animals. They are looking at a map of the zoo.Season Summer Spring Autumn Winter Lane Lane Lane Lane Lane You are here.Listen and circlePeter meets his friends at the zoo. They want to see different animals. They are looking at a map of the zoo.Role playGroup work: Draw and sayYou are here.You are here.Read and chooseAliceHaha, the monkeys are lovely and naughty! Do you like my photos?1 minute agoJill Walk along Winter Lane and then turn left. Walk along Spring Lane.The monkeys are on our left.Read a chantThen we can walk along ____ ____.
We can see the birds on our ____.
Then we can walk along Spring Lane.
We can see the birds on our right.
We can see the birds on our right.
correctly
fluently
nicelyTeam A Team BLook! The crocodile is really big and strong. It has hard skin and sharp teeth. It can swim in the water. I like it. Let me draw a picture of it.crocodileThe crocodile is ...
It has...It can...Think and saySay and actGroup workSay and circleS1: I want to see...
S2: I want to see...
S3: I want to see...Group workWhat do you want to see?Group workS1: First ...
S2: Then ...
S3: After that ...How can you get there?Draw and sayGroup work1. Say and circle
What do you want to see?
S1: I want to see...
S2: I want to see...
S3: I want to see...HomeworkDesign and write down the best way. 基于语境，任务驱动，提升语用
----牛津英语5AM3U1 At the zoo教学课例
【课例背景】
《英语课程标准》基本教学理念中指出，“倡导任务型的教学模式，让学生在教师的指导下，通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功。在学习过程中进行情感和策略调整，以积极的学习态度，促进语言实际运用能力的提高。” “任务型教学——作为一种新型的课堂教学模式，能使教学过程任务化，充分体现学生的主体地位，以任务活动为主要教学途径，让学生积极“动”起来，让课堂“活”起来。
本堂课的教学内容选自牛津英语5A M3U1中Page 34的Say and act At the zoo, 课堂中，我将全班分成6人一组，以小组为单位，利用What do you want to see?和How can you get there?两个问题，引领学生通过感知、体验、实践、参与和合作的方式，实现教学目标。本课的教学目标是根据我班学生的实际情况，我这样设定教学目标：1.能够在语境中正确朗读单词lane和crocodile并理解其含义。2.能在语境中熟练运用句型What do you want to see?询问他人，并运用I want to see …表达个人的意愿。3.能够在语境中理解词组on one's left/right，并能在描述路线时正确表达方向。 4.能在语境中熟练运用句型How can we get there?询问他人，并运用 First we can walk along Summer Lane and then turn right.描述游玩路线。5.能在语境中运用First...、Then...、After that...按顺序表达路线。6. 能看懂景点地图，根据景点地图及小组成员的需求合理设计游玩路线。7. 能用正确的语音语调表演对话。
【课堂实录】
文本一：通过小组讨论First they see...Then they see... After that they see...初步有规划路线的体验。
/
T: Kitty, Alice and Peter want to see different animals. Now three in a group. Draw the best way to see the animals and try to say First they see...Then they see... After that they see...
S: OK.
T: Which group can try?
S1: First they see the monkeys.S2: Then they see the birds.
S3: After that they see the crocodiles.
T: Is it the best way?
S: Yes.
评析：在学生了解语境中三个主人公想看的三个动物后，给出小组讨论的任务，任务内容为画出参观三个动物的最佳路线，并能够用First they see...Then they see... After that they see...进行描述。此处学生能够基于语境，在任务的驱动下，提升自身的语用能力。
文本二：在完本内容全部学习完之后，给与任务清单，让学生小组完成任务，任务内容为询问组员想看什么动物，并讨论规划出参观动物的最佳路线，并写下来。
T：Do you like the animals
S: Yes.
T: Let’s go to the zoo. Now you have a map of the zoo. Three in a group. First, try to say the favourite animal you want to see and circle it. Then, Draw the best best way to see the animals and try to say.
T: Which group wants to try?
S1: What animal do you want to see?
S2: I want to see the snakes.
S3: I want to see the crocodiles.
S1: I want to see the birds.
S1: First, we walk along Summer Lane. We can see the snakes on our left.
S2:Then we turn right. Walk along Autumn Lane. We can see the crocodiles on our right.
S3:After that, we turn right and walk along Winter Lane. We can see the birds on our right.
T: Are they right?
S: Yes.
T: Is this the best way?
S: Yes.
评析：学生在学习完语境中的内容，然后落实到自己身上，选择自己想看的动物并规划路线，一方面对于学生来说有一种真实的体验感，使学生活学活用，另一方面，学生在任务的驱动下，合作学习，学会倾听与讨论，体验规划最佳路线的成功，在小组合作的过程中提升语言能力与合作能力。
【教学反思】
今天非常感谢吴老师的细致点评，吴老师不仅教给我一些理论知识，且在本节课具体的环节上给出了可操作性的建议。针对吴老师给出的建议，我记录下来，并以此作为之后修改的参照。
课时的内容应衔接起来，本课时是第三课时，可以在pre-task的部分复习前两个课时的内容。通过复习第一课时的相关地点，然后说There are many places around us. Do you want to visit the zoo? Let’s go and have a look. 衔接到去动物园。
环节的语言链接，课堂用语要适合学生且浅显易懂、衔接语言、角色语言（体现角色的味道）、肢体语言，本节课的衔接语音应更加多一些。
语境的合理体现，因本课时的语境是没有进入到动物园，地图前的观察，找寻最合理的路线，重头不是参观动物，不能关注动物。可以通过陈述想看这个动物的理由调整文本What do you want to see？I want to see... They are... They can...How...怎么走呢？让学生自己说理由，概述。给文本增添更丰富的素材。在此处可以让学生进行发挥。
过程的思维训练，吴老师给出建议是在一开始的时候猜猜看他们要看什么动物，然后再进行听他们到底要看什么动物，多的问题引领，多一点预测猜想、自编对话、来培养学生的思维。
板书的语义体,因为本节课核心问题之一How can you get there？是到达多个地点，所以应该用First... Then... After that...给到一个任务支架。
最后吴老师给出浦东新区针对这个单元设计的课时话题
第一课时What a convenient neighbourhood!
第二课时What nice people in Shanghai!
第三课时What a funny zoo!
第四课时What a wonderful visit to Ocean World!
看到这四个课时话题，有统一性，重点突出，且有地域性的体现，以后自己设计话题时，应该朝着这个方向走。今天对我来说是一次非常宝贵的学习机会，每一次在教学中问题的发现都是改正及前进的方向，感谢组员的付出与陪伴指导。
