Period 1

教学内容与分析

教学内容：Make a list ; Listen and write ; Pairkwork

教学目标：

a. 能够谈论：How do you get to school?

b. 掌握各种交通工具的英语表达法。

c. 能够听、说、认读句子：A：How does Bob get to school?

　　 B：He takes the train.

并能用熟练地运用这些句型对不同交通工具的使用进行谈论和比较。

教学重点、难点分析：

教学重点：能够听、说、读、写各类交通工具并在实际情景中会运用How do you get to school?句型进行交际活动。

教学难点：take \ ride the \ a ... to + 地点 = go to + 地点 + by ...

walk to +地点 = go to + on foot

 课前准备

教师准备 多媒体课件或教学挂图。

 教师准备磁带和录音机。

 教学设计

教学步骤 建议和说明

Step Ⅰ Warming-up and Revision

1. Enjoy the English song "Over the mountains (driving)"

2. Greetings and free talk.

Step Ⅱ Lead in

1. Listen and guess what it is.

Listen and guess what it is. Revise the old words and teach the new words.

2. Guessing game

The teacher say a sentence ask the students to guess what kind of transportation it is.

a. ---It is like a bike but goes much faster. ---A motorbike.

b. ---It is like a train but goes under the ground. ---A subway.

c. ---It goes in the water. ---A ship or a boat.

d. ---It takes you about three hours to go to Beijing from Shenzhen by it.

---A plane.

e. ---It can take people to the moon. ---A spaceship.

f. ---It is very useful, you may ride it to school. ---A bike/ bicycle.

3. There are so many transportations around the world. What kind of transportation do you like to choose ?

Ask how do you get to school/Shanghai/ Hangzhou/ Luqiao /Paris....?

Help the students answer: I take the subway./take the bus

　 take a minibus /take a taxi

　 take the train / take the plane

take the ship/take the car

　 ride my/a bike

ride a motorbike/walk

Step Ⅲ To work in pairs, ask and answer

Ask the students to work in pairs.

A: How do you get to school?

B: I walk to school.

I ride a bike to school.

I take a bus to school.

I take a car to school.

I take the subway to school.

I take the train to school.

Step Ⅳ Presentation

1. Enjoy a good flash named "How does Emilio get to school?"

2. First ask two students to ask and answer in pair.

Then ask the other students "how does he/she get to school?"

He/She takes the subway. /......

rides his/her bike......

　　　　 walks.

Step Ⅴ Group work

　　Ask the students to do group work.

　　 A: How do you get to school?

B: I take the bus. /...

ride my bike/ bicycle.

walk.

C: How does he /she get to school?

　　　 He/She takes the bus/...

rides his/her bike/bicycle.

walks.

Step Ⅵ Work on 1a and 1b.

1. To do Section A 1a look at the picture and write down the way of transportation.

2.To listen to the tape and finish 1b . . Step Ⅶ Presentation

Ask "how does Bob get to school?'

Help them answer he takes the train.

Then ask "how does Paul get to school?"

"He walks."

Say Paul usually walks to school.

He goes to school on foot.

Show some pictures to students. Ask them to say like this.

My father rides a bike to work every day.

=My father goes to work by bike every day.

Step Ⅷ To work in pairs, ask and answer

Show some pictures to the students then ask then to work in pairs.

A: How do you get to......?

B: I take/ride/walk......

I get to school...by.../on...

Step Ⅸ Summary

Take/ride the/a ...to+地点=go to +地点+by....

Walk to+地点=go to +on foot

　　　　e.g. He often takes the subway to work.

=He often goes to work by subway.

　　　注意：当home, here, there 作地点时 to 不要。

Step Ⅹ Discuss

What should I take if I go to Xianmen for vacation? Why?

Which is the fastest way and which is the cheapest way?

Step Ⅺ Homework

1. Copy the new words.

2. Make a survey: How do your relations go to school/work?

3. Make a report according your survey.

通过英文歌曲，营造氛围，培养学生学习英语的乐趣，培养学生的语言节奏感和培养创造能力。

　　此处采纳了源自于生活场景的各类交通工具的音效。充分利用现成的教学资源，方便、实用。真实的情景使学生容易产生学习英语的欲望，直观的教具容易吸引学生的注意力，提高的学习效率，同时有助单词的记忆。

　随后的GUESSING GAME对学生来说容易接受，使大部分孩子有体验成功的机会。

　　真实的环境有助于孩子们语言的输出。

　　简单易操作的活动可以起到事半功倍的效果。孩子们不仅可以掌握语言的表达方式，而且可以增进彼此的了解。

　　欣赏完flash之后教师Ask some questions about it.然后再由学生们小组操作。

　　通过生动有趣的画面进一步巩固所学知识，拓展学用渠道，使学习与生活紧密结合。操作过程中须注意单数第三人称动词的用法。

　　团队活动可以打破语言使用范围的局限性，尽可能的使用所学的知识点，达到学以致用，而且孩子们可以了解更多的同学的情况，增进彼此的了解。

　　锻炼学生的听写能力，加深对新单词的记忆。

　　意在告诉学生：同样的一种东西可以有不同的表达方式

　　培养学生运用语言的灵活性，学生可以选择自己擅长或喜欢的方式来表达自己。

　　反复的操练让学生可以当堂掌握本课时知识点。即使接受能力较弱的学生也有能力来参加，增强他们学习英语的信心。

　总结归纳去某地的不同表达方式

　　拓展学生的语言思维能力和表达能力，活学活用。