how do you come to school教案.docx

Unit 28 How do you come to school一、教材分析1、教学内容本单元的核心教学工程是“运用某种交通工具去某地的表达法”（Talking about ways of transportation）。这个话题与学生的日常生活严密联络。学生应当有爱好进展这方面的学习，因此教学过程不会太难。2、教学目的与要求本单元要求进一步驾驭一般如今时在不同人称作主语时的确定、否认、疑问形式，特殊要驾驭并运用以How开头的特殊疑问句。娴熟运用助动词do与does。驾驭出行交通工具的表达方法：by+交通工具名称及on foot。通过对本单元语言学问的教与学及句型的运用，培育学生驾驭英语的根本技能，激发学生在日常对话中用英语进展交际的爱好，进步口语表达实力。3、教学重点与难点本单元的语法要点是通过对人们日常出行方式的描绘、引出动词的一般如今时，即表示常常的或习惯性动作的用法，驾驭出行方式的英语表达方法。 by+交通工具名称。 on foot。4、日常交际用语How do you usually come to school I usually come byHow log does it take by place It takes aboutDont you usually come to school by bike Yes, I do.Its fine day for walking.Walking is good.5、连续。二、课时支配本单元共4课时，每课1课时三、教学打算投影仪、磁带、录音机、交通工具的玩具，图片若干。四、教学任务设计Lesson 109A：老师快速展示一张图片，图上有确定数目的各种交通工具，请学生描绘，二人一组进展对话，运用句型： What can you see in the picture I can see How many are there in the picture There is /are Where is it /are they Its/Theyre然后老师重新展示图片，校对答案，展示其它图片，使学生对不同的交通工具，运用的范围（空中、陆地上、海中）有比拟感性的相识与理解。复习并稳固一些介词及冠词的用法。完成课本第一、第二局部。B、嬉戏，事先让学生打算些交通工具的玩具，先小组内相互猜，然后可以小组之间猜，对话可以支配为：学生介绍：I have a toy. Its a kind of vehicle. Whats it Can you guess其他学生可以这样问： Can many people sit in it Does it go fast/slow Does it go in the sky/on the water/on the road Is it cheap/dear to take it How many wheels does it have然后问学生Whats the most popular transportation is China/in our city/in our school/in our class老师依据学生的答复引出句子In China most people ride bikes to go to work. They go to work by bike.etc.为Lesson 110 课做打算。Lesson110A：展示老师骑车上班的照片及步行上班的照片。介绍：I usually come to school by bike. But sometimes I come to school on foot. (I walk to school sometimes)然后问学生 What about you How do you come to school学生用I come to school by bike/bus/n foot. How do you come to school各小组进展链条式操练，直到能娴熟运用。完成课文第一局部。B:小组支配旅游支配，操练句型How long does it takeIt takes too much time.S1: I think we can go by bus.S2: I dont think so. It takes too much time.S3: I think we can go there by train. Its cheap and safe.S1、S2: Thats a good idea. Lets go by train.然后过渡到课文第二局部。Lesson 111A: Tell Ss:I came to school late today. Do you know why Can you guess依据学生揣测不同的答案，老师选中I think your bike is broken 作为课文第一局部的切入点，然后引出Part 1.理解对话后老师提问。Do you sometimes come to school late because your bike is brokenPlease use “I like walking. Walking is good. Its a fine day for walking. The air to day is nice and clean.ete.”在学生充分理解、驾驭对话并娴熟运用口语进展对话后，老师布置新 务，“假设你通常是步行上学，今日早上起得晚了，不得不骑车或乘出租车，二人之间开展对话。”要求在第一个对话根底上进步难度，综合运用已学学问，对根底扎实的学生提出更高的要求。B：二人小组探讨家庭成员出行方式，运用句型。 How does your father/mother go to work He/She goes to work by car/by bike/on foot/ How long does it take him/her to go by car/bike It takes him/her twenty minutes/half an hour.然后过渡到课文第二、第三局部。Lesson 112A：本课语音重点是练习如何连续，告知学生连续的规则及条件，引导学生在平常的对话及课文背诵时多练，驾驭句子的语感，逐步做到自然连续。B：课文第二局部既是一篇很好的练习学生口头表达实力的看图说话，又是一篇很不错的写作材料，老师先支配小组探讨，选出正确的依次，然后用英语表达图画内容，尽可能让每组学生有发言的时机，评出优胜组，激发学生参加热忱，并作为课后稳固练习的写作内容。C：课文第三局部是一篇阅读文章，老师可以先让学生通读全文，然后答复课后的7个问题，这也是一篇很好的进展德育教化的短文，通过第7个问题：Do you think Sun Yang is a good boy Why do you think so对学生进展爱的教化，培育学生从小爱祖国、爱父母的情怀，对于文中出现的单词、短语，学生可以依据上下文进展揣测，理解文章内容后，跟读录音带，让学生仿照其中的语音调，根底好的学生能依据老师供应的关键词进展复述。