1、Unit 5 How do you get to school? Section B(1a-2c) 一、教材分析 本单元的中心话题是“transportation”,它与学生的日常生活紧密联系在一起的，因为 生活中离不开“行” ，因此本单元就是学习描述人们日常出行方式，学习一般现在时，一个 生活中离不开的时态。 Section B 的教学是在已有基础上展开的，重视读写，设置了要求运用所学语言完成的各 种任务，使学生能够对已经学过的目标句型运用自如。 Self-check 是课后自我表现检测，对本单元所学词汇的检测，添加生词，创设一段问路的 生活情景，最后在 Just for fun 小幽默中轻
2、松愉快地结束本单元。 二、教学目标 I知识能力目标 a.培养学生的阅读能力 b.让学生了解和运用一些交通标志 c.词汇掌握：bus stop, bus station, train station, subway station d.巩固句型： How do you get to school? How does it take? How far is it fromto ? Well, I ride my bike to the subway station. Next, I take the subway. Then Finally, II过程与方法： 听 说: 学会谈论交通工具和距离；
3、学会合理安排行程，并合理选用交通工具。 读 写: 学会设计实践调查报告中的问题，并提出解决问题的简单方案. III情感态度价值观目标： 不同的出行目的可以选择不同的交通工具.不同交通工具带来不同的心灵感受,让学生懂得 从环保这一角度出发,了解交通工具给环境带来的影响. 三、教学重难点 一)、本课需要重点掌握句型： A ： How do you get to school? How does it take? How far is it fromto ?要求学生能替换关键词造新句并在实际情景中自如运用。 B：交通标志的认识。 二） 、本课时的难点是：在真实的环境中，把各种交通工具用 next,
4、then, finally 等连贯 起来运用 四、教学策略方法 （1）直观教学法：充分利用图片与实例，创设真实的情景，引起学生学习兴趣。 （2）听说教学法：以听、说、读、写、练为主，通过对本课重点句型的学习培养学生听力、 口语以及书面语的能力。 （3）任务型教学法：设计各种活动如结对活动、小组合作，促使学生为用而学，增强集体 荣誉感。 五、教具准备：Music, pictures, cards 六、教学过程 Step Warming-up and revision 1.Greet the class and enjoy the English song “Row your boat“ 2.Ch
5、eck the homework. Example: A: How do you get to school? B: Well, I usually take a bus but sometimes I take the subway. A: How far is it from your home to school? B: About 10 kilometers. A: How long does it take? B: It takes 10 minutes by bus and 5 minutes by the subway. Step II Reading: Work on 3a 1
6、. Read after the tape and pay attention to these questions above it. 2. Read this text again by yourself and try to answer the questions 3. Explain the text and check the answers. ( Answers: by bike and by bus, 35 minutes.) Step III Pair work 1. Pay attention to the conversation on the top. 2. Suppo
7、se one student was Lin Fei and his/her partner ask him some questions. Make the other conversations in pairs.(Give them five minutes) 3 Ask some pairs to act the conversations. Step Info gap race 1. First help students form groups of three. Because three students work together in this activity. 2. A
8、ssign each student a letter A, B or C. Ask student A in each group to look at the chart on page 25. Ask student B to look at the chart on page 86 and C to look at the chart on page 93. Tell students not to look at others pages. 3. Show the students how to do in this activity: If they want to get the
9、 answers in the chart ,they should ask the others questions. eg: 1. How often does John go to school? 2.How long does it take Maria to get to school 3.How far is it from Johns home to school? Then fill in the blanks. Tell students the first group to fill in all the blanks wins. They will get little
10、presents. Ask the groups to continue on their own. ( Move around the room monitoring the progress of the pairs.) 4. Then go over the answers. Answers: Maria: bus; twenty minutes, five miles John: bike; ten minutes; six miles Liu Pei: Subway; fifteen minutes; eight miles ( This activity provides oral
11、 and written practice using the target language.) Step Make a survey 1. Interview (采访)your other classmates or our teachers here. By using the following questions: How do you get to school? How far is it from your home to school? How long does it take? 2. Report: Peters home is about kilometers far
12、from school. He walks to school. It takes him about ten minutes. Step VI Presentation (Section B 1a) 1.Show some pictures on the screen. Teach students some key words 2.Say something about the pictures one by one. For example： This is a train station. Trains stop here. This is a bus stop. Buses stop
13、 here. This is a subway station. This is a bus station. (Ask students to repeat these words.) Now let students open their books at page 26. Point out the blank line in front of each numbered phrase. Ask students to match each phrase with a picture by writing the letter of the picture in the blank in
14、 front of the correct word. One has done for students. Then check the answers. （Answers: 1b 2a 3c 4d) (This activity introduces more key vocabulary.) Step Role play ( Work on 1b) 1. First ask two students to read the dialogue to the class. Sa: How do you get to school? Sb: Well, I ride my bike to th
15、e subway station. Then I take the subway. 2. Now work with a partner. Suppose you use two kinds of transportation to get to school HangzhouBeijing. (bus, train, subway, walking, bike, etc.) Tell how you get there. You may use the phrases in 1a. 3. Then ask different pairs of students to present thei
16、r conversations to the class. (This activity provides guided oral practice using the target language.) Step Listening 1. Work on 2a (1) First ask students to read the list of information that Thomas wants to know. where Nina lives. how far from school she lives. how long it takes to get to school. h
17、ow she gets to school. what she thinks of the transportation. (2) Tell students what transportation and bus stop mean. bus stop 汽车站 transportation n. 运送；运输 Then tell students well hear a recording. Please put a checkmark in front of each thing that Thomas wants to know. (3) Now play the recording fo
18、r students. ( Have students pay attention to the sample answer.) (4) Then correct the answers. Answers: The first and fourth items should be checked.） Tapescript: Thomas: Where do you live, Nina? Nina: New Street. Thomas: So, how do you get to school? Nina: Well ,first I walk to the bus stop. Thomas
19、 : Uh-huh. Nina: I take a bus to the subway station. Then I take the subway. Thomas; Yeah Nina: Next I take a bus to the bus stop on 26th Street. Finally I walk. (This activity gives students practice in understanding the target language in spoken conversation.) 2. Work on 2b Show two sets of pictur
20、es on the screen. Thomas wants to know where Nina lives and how she gets to school. One of these sets of pictures shows the way Nina gets to school. First ask a different student to say what kinds of transportation each picture shows. Then tell students picture 1 show riding a bike to the subway, ta
21、king the subway to the bus and walking from the bus stop to the school. Picture 2 shows walking to the bus, taking the bus to the subway, taking another bus after the subway and walking from the bus stop to the school. Now listen to the recording again. Look at the pictures. Put a checkmark next to
22、the picture that shows how Nina gets to school. Play the recording for students. Check the answers. ( Answers: Picture 2 should be checked. ) (This activity gives students practice in understanding the target language in spoken conversation.) Step Group work ( Work on 2c) In this activity let studen
23、ts tell how Nina gets to school. Ask students to use the pictures in 2b. And write these sentences on the board. First she . Next she . Then she . Help students form groups. First one student asks about Nina. Then the other students answer. Please use the words first, next and then. Ask some student
24、s to say their descriptions to the class. (This activity provides guided oral practice using the target language.) Step Optional Activity Expand the practice of the sentence starters First she , Next, she , Then, she by writing the sentences on the board and asking students to describe another set o
25、f actions they are familiar with from earlier lessons. For example: First I get up. Next I take a shower. Then I have breakfast. Ask several different students to describe different activities. Step Summary and Homework This class weve learnt some key vocabulary and had oral practice. After class as
26、k your parents how they get to offices. Next class Ill ask some of you to report to the class. 七、板书 How do you get to school? How How long How far _ _ _ _ _ _ First leave for Next ride ones bicycle Then take.to. Finally 八、反思 本节课根据新课标提出的以学生为本的教学理念，注重学生兴趣和实际应用英语能力的培 养，把掌握知识，形成技能，发展能力与培养学生个性健康发展结合起来，努力创设真实 情境，在真实的情境中培养学生英语学习的积极情感和语言实践能力、文化意识，为学生 的可持续发展打下坚实基础。这一课时，对 How? How long? How far ?三种句型进一步作 为巩固，并结合生活实际，学生得到了听力及口语训练，掌握得较好。
