How do you get to school教案2篇

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+地點=go to +地點+by....

Walk to+地點=go to +on foot

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

=He often goes to work by subway.

注意：當home, here, there 作地點時 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.

通過英文歌曲，營造氛圍，培養(yǎng)學生學習英語的樂趣，培養(yǎng)學生的語言節(jié)奏感和培養(yǎng)創(chuàng)造能力。

此處采納了源自于生活場景的各類交通工具的音效。充分利用現(xiàn)成的教學資源，方便、實用。真實的情景使學生容易產生學習英語的欲望，直觀的教具容易吸引學生的注意力，提高的學習效率，同時有助單詞的記憶。

隨后的GUESSING GAME對學生來說容易接受，使大部分孩子有體驗成功的機會。

真實的環(huán)境有助于孩子們語言的輸出。

簡單易操作的活動可以起到事半功倍的效果。孩子們不僅可以掌握語言的表達方式，而且可以增進彼此的了解。

欣賞完flash之后教師Ask some questions about it.然后再由學生們小組操作。

通過生動有趣的畫面進一步鞏固所學知識，拓展學用渠道，使學習與生活緊密結合。操作過程中須注意單數第三人稱動詞的用法。

團隊活動可以打破語言使用范圍的局限性，盡可能的使用所學的知識點，達到學以致用，而且孩子們可以了解更多的同學的情況，增進彼此的了解。

鍛煉學生的聽寫能力，加深對新單詞的記憶。

意在告訴學生：同樣的一種東西可以有不同的表達方式

培養(yǎng)學生運用語言的靈活性，學生可以選擇自己擅長或喜歡的方式來表達自己。

反復的操練讓學生可以當堂掌握本課時知識點。即使接受能力較弱的學生也有能力來參加，增強他們學習英語的信心。

總結歸納去某地的不同表達方式

拓展學生的語言思維能力和表達能力，活學活用。

Step Ⅰ Revision

1. Greeting

What day is it today?

What’s the weather like today?

How do you get to school?

How does he/she get to school?

How do your parents get to work?

2.Show some pictures ask some students ask and answer in pairs

A: How do you get to school?

B: I take the bus…

A: How does he/she get to work?

B: He/She takes the bus….

3. Show a picture then say how does he/she get to work?

Step Ⅱ Lead-in

1.Sing a number song

2. Revise the numbers from 1 to 20.

3. Learn and tell the differences and the same.

4. Say these numbers.

5. Have a competition.

Step Ⅲ Play the tape for the students to finish 2a&2b.

Then play again and check the answers.

Step Ⅳ Presentation

1. Show the students a picture of a clock.

Say an hour=60 minutes

2:10____2:50/40 minutes

It takes her about 40 minutes to go to school by bike.

2:10____2:25/15 minutes

通過問答，自然地創(chuàng)設英語語言氛圍，使學生快速地溶入到英語語言學習的情景中來。

通過生動的圖片，對上課時的教學內容進行鞏固。

加強動詞的單數第三人稱在所學句型中的練習與使用。

運用相關音樂不僅能使學生安靜下來，而且可以讓學生在潛移默化中感受語言，習得歌曲。同時也能為下面的教學作鋪墊。相信這個環(huán)節(jié)之后課堂氣氛會相當活躍。

通過聽與寫對所學的數字進行鞏固。

直觀的教具容易吸引學生的注意力，提高

It takes her about 15 minutes to go to school by car.

2. Show some pictures.

T: How does he get to school?

S: He walks. / He gets to school on foot.

T: How long does it take?

S: It takes twenty-five minutes.

T: How long does it take you to get from home to school?

S: It takes me 20 minutes to go to school by bike.

T: How long does it take you to get to from home to school?

S: It takes me 10 minutes to go to school by bus.

Step Ⅴ Section A 2c

Listen and check( √ )the kinds of transportation that you hear.

Listen again. Match the times with the kinds of transportation.

Step Ⅵ Pair work ( 2c and Grammar Focus)

Make a conversation about how you get to school and thenact out in front .

Step Ⅶ Do some exercise

A: How do you ____ _____school?

B: I ______ ride my bike, but sometimes

I ____ the train.

A: ____ _____ does it take?

B: It _____ about forty-five minutes to ride the bike and fifteen minutes by train.

句型轉換

1. They ride their bikes toschool. (就畫線部分提問）

_____ _____ _____ get to school?

2. It takes 50 minutes to get here. (就畫線部分提問)

_____ ______ _____ it take to get here?

3. It takes only 10 minutes to take the bus. (改為同義句

It takes only _____ minutes _____ ____.

4. It takes about 40 minutes on foot. (改為同義句)

It takes about ______ minutes ______ _____.

Step ⅧPresentation

T: How far is it from your home to school?

S: It’s about 10 kilometers.

T: How far is it from your home to school?

S: It’s about …kilometers/meters/miles. ( If need, offer them help)

1kilometer=1000meters1mile=1609meters

Step ⅨPair work

Look at the picture. Ask and answer questions.

A: How do you get to school?

B: I take the subway.

A: How far is it from your home to school?

B: It’s three miles.

A: How long does it take you to get from home to school?

B: It takes 25 minutes.

Step Ⅹ Puzzles

1. How far is it from Luqiao to Xialiang?

About 20 kilometers.

2. How long does it take from Luqiao to Beijing by plane?

2 hours and 10 minutes.

3.How long is the Changjiang River?

More than 6,300 kilometers

4. How high is Mount Qomolangma?

More than 8,844 meters

5.How deep is the BaikalLake（貝加爾湖）?

1,620 meters.

6. How long is the Great wall ?

More than 6,000 kilometers.

7. How far is it from the earth to the moon?

380,000 kilometers.

8. What’s the population (人口）in the world?

More than 6,000,000,000

9. How much is the Rolls Royce?

$ 253,590

Step Ⅺ Homework

1. Remember the numbers from 30-100.

2. Recite 3b.

3. Ask your classmates. Fill in the blanks.

學習效率。

展示圖片引入本節(jié)課所要學的重點，遵循有易到難的原則，同時又有知識的拓展與延伸。

鍛煉學生的聽力能力。

通過Pairwork增加英語語言練習的量。

在前面聽懂會說的基礎上進行寫的訓練, 不僅為學生提供了感性的書寫材料,而且減輕了難度

教師以己為例，根據自己的自身的實際情況，介紹引入How far…?句型

結合以上所學兩個重點句型進行小組活動，相互合作學習，既鍛煉了學生的口頭表達能力又鍛煉了他們的交際能力。

課外知識拓展，不僅可以延伸學生的知識面，而且還可引發(fā)學習英語的趣味性

要求學生去調查身邊人的相關出行情況，增進同學之間的相互了解，培養(yǎng)學生的英語口頭表達能力，并達到鞏固所學知識的目的。

Who

How

How far

How long

Mary

walk

1 mile

10 minutes

Teaching procedures

Suggestions& Explanation

StepⅠ Warming-up and revision

1.Greet the class and enjoy the English song "Row your boat"

2.Check the homework.

Step IIReading: Work on 3a

1.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 IIIPairwork

1.Pay attention to the conversation on the top.

2. Suppose 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 Ⅳ Info gap race

First help students form groups of three. Because three students work together in this activity.

StepⅤ Make a survey

1. Interview (采訪)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 ?

通過具有節(jié)奏性的歌曲和歌謠來調動學生英語學習的積極情緒；通過Check the homework為新授內容做準備。

通過閱讀來鞏固學生所學句型。

通過小組對話來加深對著篇文章的理解。

這部分內容為學生提供了口頭和筆頭的練習。

這是一項貼近學生實際生活的活動，集交際，任務等目標等于一體，旨在通過實踐，參與和合作等途徑，培養(yǎng)學生積極的學習態(tài)度，發(fā)展學生語言活動活動中的思維能力

2. Report:

Peters home is about … kilometers far from school. He walks to school. It takes him about ten minutes….

Step VIPresentation (Section B 1a)

Show some pictures on the screen. Teach students some key words.

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 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 front of the correct word. One has done for students.

Then check the answers.

（Answers: 1．b 2．a 3．c 4．d）

(This activity introduces more key vocabulary.)

通過呈現(xiàn)真實交通站點的畫面，介紹了更多的key vocabulary, 培養(yǎng)學生的辨別能力和觀察能力。