Unit 3 How do you get to school?表格式教案（4课时）

Unit 3　How do you get to school?
课　题
Unit 3　How do you get to school?
课时
第一课时Section A(1a-2e)
课型
New
教学
目标
知识
目标
1. 学习并掌握下列词汇: train, bus, subway, ride, bike, sixty, seventy, eighty, ninety, hundred, minute, far, kilometer, new, every, by, get to, take the subway, ride a bike, every day
2. 掌握以下句型:
①—How do you get to school?
—I ride my bike.
②—How does Mary get to school?
—She takes the subway.
③—How far is it from your home to school?
—About ten kilometers.
④—How long does it take to get to school?
—About 15 minutes by bike.
能力
目标
1. 熟练掌握how特殊疑问句和交通方式的表达。
2. How far及How long特殊疑问句及答语。
情感
目标
了解东西方国家出行方式的不同, 以及不同的交通规则, 教育学生注意交通安全, 加深对交通知识的了解。
教学
重点
1. Words, phrases and sentences.
2. how特殊疑问句和交通方式的表达。
教学
难点
交通方式的表达。
课前
预习
Preview the new words
教学
方法
Situational approach; Listening and speaking approach; Communicative approach
教学过程
教学
环节
教师活动
学生活动
备课札记
Step 1
Warm up and work on 1a
1. “Enjoy the music”: listen to the song “This is the way we go to school. ”
2. Show some pictures about some traffic tools, such as train, bus, subway and so on.
T: I usually get to school by bike, but sometimes on foot. How do you get to school?
S1: I ride my bike.
S2: I go to school by bus.
S3: . . .
The teacher leads the students to answer the question.
3. Work on 1a. Match the words with the pictures.
1. Listen to a song and follow it.
2. Watch the pictures and answer the teacher’s question.
3. Ss match the words with the pictures.
听唱歌曲, 激发学生的学习兴趣, 自然地导入新课。
Step 2
Listening (1b)
1. Let Ss read the names in the box.
2. Play the tape of 1b.
1. Read the names in the box.
2. Ss listen and write the numbers to the correct students in the picture of 1a.
3. Check the answers.
在语境中呈现和导入目标语言。
续表
教学环节
教师活动
学生活动
备课札记
Step 3
Practice (1c)
First let Ss read the conversation in 1c. Then ask them to make similar conversations.
Ss first read the conversation in pairs, then make similar conversations.
通过两人小组对话, 让学生练习所学的语言知识, 同时训练他们的口语能力。
Step 4
Listening (2a, 2b&2c)
1. Let Ss read the numbers in the box in 2a first.
2. Play the tape of 2a.
3. Let Ss look at the chart of 2b carefully.
4. Play the tape of 2b.
1. Ss listen and repeat. Then write the correct numbers next to the word.
2. Ss listen to the tape in 2b and fill in the chart.
3. Listen to the tape again and check the answers in 2b.
通过听力练习和完成表格听力任务, 训练学生的听力能力。
Step 5
Oral Practice (2d)
1. Student A is Jane and Student B is Tom. Use the information in 2b to make conversations.
A: How do you get to school?
B: I. . .
A: How long does it take. . . ?
B: It takes. . .
A: How far is it from. . . to. . . ?
B: It’s about. . .
2. Ask some pairs of students to present their conversations to the class.
1. Work in pairs.
2. Some pairs show their conversations.
通过利用“信息差”进行口语结对活动, 在交流信息过程中, 进行真实的交际问答活动。
Step 6
Role-Play (2e)
1. Let Ss read the conversation of 2e and answer the questions below:
(1)How does Jane get to school?
By bike/She usually rides her bike.
(2)How far is it from Lisa’s home to school?
She isn’t sure.
(3)How long does it take to get to school from Jane’s home?
About 15 minutes by bike.
2. Let Ss read the conversation together after the tape.
3. Explain the difficulties.
4. Let Ss read in pairs.
5. Let several pairs of students role-play the conversation in front of the class.
1. Ss read the conversation and answer the questions.
2. Ss read the conversation after the tape.
3. Role-play it.
在听力练习和小对话口语练习的基础上, 进行角色对话表演 , 开展有实际意义的交际运用活动。
Step 7
Summarize
Guide the students to summarize how to express the ways of transportation.
Summarize how to express the ways of transportation.
培养学生探究、归纳总结能力。
续表
教学环节
教师活动
学生活动
备课札记
Step 8
Consolidation
教师设置巩固检测练习:
单项选择
(C)1. My father goes to work by _______bike and my mother goes to work on _______bus. ?
A. a; the　　　　B. /; /
C. /; the D. the; /
(B)2. —How does your brother go to school?
—Usually _______e-bike(电动车), but sometimes he goes to school _______foot. ?
A. by; by B. by; on
C. on; on D. on; by
(A)3. —How much are all the things?
—They are five _______yuan. ?
A. thousand
B. thousands of
C. thousands
D. thousand of
(D)4. —Do you have a lot of homework every day, Li Ming?
—Yes, it usually takes me two hours _______my homework after school every day. ?
A. doing B. do
C. does D. to do
(B)5. —Have a good day, Jim.
— _______
A. Yes, I do.
B. Thank you.
C. No problem.
D. You’re welcome.
独立完成检测练习, 进行自我评价。
通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
Step 9
Homework
1. Recite new words and phrases.
2. Recite 2e.
板书设计
Section A (1a-2e)
1. New words and phrases : train, bus, subway, ride, bike, sixty, seventy, eighty, ninety, hundred, minute, far, kilometer, new, every, by, get to, take the subway, ride a bike, every day
2. Structures:
①—How do you get to school?
—I ride my bike.
②—How does Mary get to school?
—She takes the subway.
③—How far is it from your home to school?
—About ten kilometers.
④—How long does it take to get to school?
—About 15 minutes by bike.
教学反思
在本节课的教学活动设计, 能够创设丰富的语境, 设置循序渐进的学习任务, 充分发挥学生的主体作用, 引导学生合作学习、自主探究, 重视“预习—展示—练习—反馈”的学习过程。


课　题
Unit 3　How do you get to school?
课时
第二课时Section A(Grammar Focus-3c)
课型
New
教学
目标
知识
目标
1. 学习并掌握下列词汇:
drive, car, live
2. 掌握以下句型:
①—How do you get to school?
—I ride my bike.
②—How does she get to school?
—She usually takes the bus.
③How long does it take to get to school?
④How far is it from your home to school?
⑤—Does Jane walk to school?
—No, she doesn’t. She goes by bike.
⑥—Do they take the bus to school?
—No, they don’t. They walk.
能力
目标
1. how特殊疑问句和交通方式的表达。
2. How far及How long特殊疑问句及答语
情感
目标
了解东西方国家出行方式的不同, 以及不同的交通规则, 教育学生注意交通安全, 加深对交通知识的了解。
教学
重点
1. Words, phrases and sentences.
2. How far及How long特殊疑问句及答语
3. 一般现在时的用法
教学
难点
How far及How long特殊疑问句及答语
课前
预习
Preview the new words
教学
方法
Situational approach; Task approach; Communicative approach
教学过程
教学
环节
教师活动
学生活动
备课札记
Step 1
Warm up
Let Ss ask and answer about how they get to school in pairs.
Work in pairs.
看图两人练习对话, 既练习了学生运用语言知识的能力, 又练习了学生的口语交际能力。
Step 2
Grammar Focus
1. Let Ss read the sentences in Grammar Focus
2. Explain:
(1)How do/does+sb. +get to+sp. ? 意为“某人怎样去某地? ”
how是疑问副词, 本句中用来提问出行方式。
(2)回答方式有两种:
A: Sb. +take(s)+the+交通工具+to+某地.
B: Sb. +get(s) to+sp. +by+交通工具.
(3)It takes sb. some time to do sth. 意为“做某事花费某人多长时间。”
(4)如果对时间段提问的话, 用句型“How long+does it take sb. to do sth. ? ”
对两地间的距离提问用句型: “How far+is it from+sp. +to+sp. ? ”
1. Ss read the sentences in Grammar Focus first.
2. Ss listen and take notes.
培养学生探究、归纳总结能力。
Step 3
Practice (3a&3b)
1. 3a Look at 3a. Match the questions with the answers.
2. 3b Use the words to make questions. Then ask and answer in pairs.
1. Ss finish the exercises of 3a and 3b.
2. Check answers.
3. Ask and answer in pairs.
通过练习和二人交流, 更好地发挥学生的自主学习能力。
续表
教学环节
教师活动
学生活动
备课札记
Step 4
Practice (3c)
1. Make a survey
(1)Let Ss look at the chart of 3c. Let them tell the meaning of each phrases.
(2)Let Ss work in groups according to 3c.
2. Report.
Make a report about your classmates.
1. Work in groups.
2. Some Ss say out their survey results.
通过小组活动, 培养学生互相合作学习的能力。
Step 5
Summarize
Guide the students to summarize how to use what/how questions and their answers.
Summarize how to use what/how questions and their answers.
培养学生探究、归纳总结能力。
Step 6
Consolidation
教师设置巩固检测练习:
Ⅰ. 用括号内所给单词的适当形式填空。
1. —How long does it take you to walk (walk) to the train station?
—About twenty minutes.
2. My mother usually doesn’t take (not take) the subway to work.
3. It’s about ten kilometers (kilometer) from my home to school.
4. Jim lives (live) in Beijing with his parents.
5. —Does he need about half an hour to get (get) home after school? —Yes, he does.
Ⅱ. 句型转换
1. She usually rides her bike to work. (改为一般疑问句)
Does she usually ride her bike to work?
2. My father often goes to work by car. (对画线部分提问)
How does your father often go to work?
3. It takes me one hour to watch TV every day. (对画线部分提问)
How long does it take you to watch TV every day?
4. They usually get home by train. (改为同义句)
They usually take the train to get home.
5. Lin Fei’s home is about 10 kilometers from school. (对画线部分提问)
How far is Lin Fei’s home from school?
独立完成检测练习, 进行自我评价。
通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
Step 7
Homework
1. Recite new words and phrases.
2. Write a small passage according to 3c.
板书设计
Section A(Grammar Focus-3c)
1. New words: drive, car, live
2. Sentences:
①—How do you get to school?
—I ride my bike.
②—How does she get to school?
—She usually takes the bus.
③How long does it take to get to school?
④How far is it from your home to school?
⑤—Does Jane walk to school?
—No, she doesn’t. She goes by bike.
⑥—Do they take the bus to school?
—No, they don’t. They walk.
教学反思
在本节课的教学活动设计, 能够创设丰富的语境, 设置循序渐进的学习任务, 充分发挥学生的主体作用, 引导学生合作学习、自主探究, 重视“预习—展示—练习—反馈”的学习过程。


课　题
Unit 3　How do you get to school?
课时
第三课时Section B(1a-1e)
课型
New
教学
目标
知识
目标
1. 掌握以下词汇
stop, think of
2. 掌握以下句型: ①How do you get to school?
②—How does Bob get to his grandparents’ home?
—He takes the bus.
能力
目标
熟练掌握用介词to和past表达时间和when特殊疑问句。
情感
目标
了解东西方国家出行方式的不同, 以及不同的交通规则, 教育学生注意交通安全, 加深对交通知识的了解。
教学
重点
1. Words, phrases and sentences
2. Listen and understand the conversation about talking about traffic ways.
教学
难点
Listening practice
课前
预习
Preview the new words.
教学
方法
Situational approach; Listening and speaking approach; Communicative approach
教学过程
教学
环节
教师活动
学生活动
备课札记
Step 1
Warm up and work on 1a
1. 创设场景, 学生分角色表演, 强化巩固用“How/How long/How far”引导的特殊疑问句及其回答来谈论以出行方式、所花时间及距离为话题的情景对话。
2. Show some pictures about places, and lead in to the new words in 1a.
1. Ss role-play and some Ss show theirs.
2. Learn the places of 1a.
3. Match the names of places with the pictures.
通过表演对话, 既复习巩固了所学的句型, 又联系了他们的交流, 同时激发他们的学习热情。
Step 2
Practice (1b)
1. First ask two students to read the conversation in 1b to the class.
S1: How do you get to school?
S2: Well, I ride my bike to the subway station. Then I take the subway.
2. Let Ss make similar conversations in pairs.
3. Let some pairs act out their conversations.
1. Read the conversation in 1b to the class.
2. Make similar conversations in pairs.
3. Some pairs act out their conversations.
两人相互问答, 进行口语交际, 在交流信息过程中, 进行真实的交际问答活动。
Step 3
Listening (1c, 1d)
1. Ask different students to read each line to the class.
2. Play the tape of 1c for the students to listen and check the things Mary wants to know.
3. Let Ss listen again. How does Bob get to his grandparents’ home? Check 1 or 2.
4. Play the tape again for the students to listen and check.
1. Listen to the tape and finish 1c and 1d.
2. Check the answers.
通过听力练习和完成听力任务, 练习学生的听力能力。
Step 4
Practice (1e)
1. Let Ss talk about how Bob gets to his grandparents’ home according to the pictures in 1d in groups.
2. Then let students write down these sentences.
1. Work in groups.
2. One student write his sentences on the blackboard.
3. Other students write in their exercise books.
小组讨论, 进行口语交际, 在交流信息过程中, 训练学生的口语表达能力同时辅助于写的练习, 训练学生的综合能力。
续表
教学环节
教师活动
学生活动
备课札记
Step 5
Summarize
Guide the students to summarize the new words, phrases and sentences, and how to express ways of transportation.
Summarize the new words, phrases and sentences, and how to express ways of transportation.
培养学生探究、归纳总结能力。
Step 6
Consolidation
教师设置巩固检测练习:
完成下列句子
1. —你怎样去上学? —哦, 我骑自行车去地铁站。然后坐地铁。
—How do you get to school?
—Well, I ride my bike to the subway. Then I take the subway.
2. 他住的离他祖父母家有多远?
How far does he live from his grandparents’ home?
3. 到他祖父母家要花费多长时间?
How long does it take to get to his grandparents’ home?
4. 他认为这次旅行怎么样?
What does he think of the trip?
独立完成检测练习, 进行自我评价。
通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
Step 7
Homework
Write a small passage about how you get to your grandparents’ home.
板书设计
Section B (1a-1e)
1. Words:
stop, think of
2. Sentences:
①How do you get to school?
②—How does Bob get to his grandparents’ home?
—He takes the bus.
教学反思
在本节课的教学活动设计, 能够创设丰富的语境, 设置循序渐进的学习任务, 充分发挥学生的主体作用, 引导学生合作学习、自主探究, 重视“预习—展示—练习—反馈”的学习过程。

课　题
Unit 3　How do you get to school?
课时
第四课时Section B(2a-Self Check)
课型
New
教学
目标
知识目标
1. 学习并掌握下列词汇: cross, river, many, between, bridge, boat, ropeway, year, afraid, like, villager, leave, dream, true, between. . . and. . . , come true
2. 掌握以下句型: ①Do you walk or ride a bike? ② There is a very big river between their school and the village. ③For many students, it is easy to get to school. ④So these students go on a ropeway to cross the river to school. ⑤One 11-year-old boy, Liangliang, crosses the river every school day. ⑥ It’s their dream to have a bridge.
能力
目标
读懂有关介绍贫苦地区怎样去上学的的短文, 同时练习学生的写作能力。
情感
目标
了解贫困地区孩子上学的不容易, 珍惜幸福生活。
教学
重点
1. Grasp the new words, phrases and sentences
2. Consolidate the uses of the Present Tense.
3. Develop Ss’ reading and writing skills
教学
难点
1. The uses of the Present Perfect Tense. 2. How to develop the ability of reading and writing
课前
预习
Preview the new words
教学
方法
Situational approach; Task approach; Communicative approach
教学过程
教学
环节
教师活动
学生活动
备课札记
Step 1
Revision, Warm up and work on 2a
1. Check Ss’ preparations
2. Correct Ss’ pronunciation
3. Show some pictures and let Ss know about the children’s ways of going to school in some poor areas.
1. Ss read the words:
cross, river, many, between, bridge, boat, ropeway, year, afraid, like, villager, leave, dream, true
2. Read the words after the teacher.
3. Watch the pictures.
教师结合学生读的状况, 适当领读, 并帮助学生正音。教师根据构词法知识, 帮助学生识记单词。 听写单词—反馈—利用构词法再记忆。观看图片, 引起学生对本课时话题的好奇。
Step 2
Reading (2a, 2b, 2c, )
1. Fast reading.
Let Ss read the passage quickly and find out the answers to the questions below:
(1)How do the students in the village go to school?
They go on a ropeway to go to school.
(2)Why do they go to school like this?
Because there is a very big river between their school and the village. There is no bridge and the river runs too quickly for boats.
(3)Does the boy like his school? Why?
Yes. Because he loves to play with his classmates and he loves his teacher.
(4)What is the villagers’ dream? Do you think their dream can come true? Why or why not?
They want to have a bridge. Yes, I do. May be the government can build a bridge for them.
2. Careful reading.
Let Ss read the passage carefully and complete the sentences of 2c with words from the passage.
3. Loud Reading
(1) Let Ss read the passage carefully and find out the importance and their difficulties.
(2)Let Ss read after the tape.
(3) Let Ss read the passage aloud by themselves, and then check some Ss’ reading.
1. Read the passage of 2b quickly and answer the questions.
2. Read the passage carefully again and work on 2c.
3. Read the passage carefully and find out the importance and their difficulties.
4. Read after the tape and then read the passage aloud by themselves.
5. Some Ss show their reading.
通过分层阅读, 让学生对整篇短文有一个整体的理解, 再通过大声朗读, 找出重要的语言点和难点, 培养学生的自主学习能力。
续表
教学环节
教师活动
学生活动
备课札记
Step 3
Language points
1. For many students, it’s easy to get to school. (U3, P17)
对很多学生来说, 去学校很容易。
(1)It’s + adj/n. +to do sth. 是个固定句型, 意为“干……怎么样”, 其中it是形式主语, 真正的主语是后面的不定式to do sth. 。(2)在It’s + adj. +to do sth. 中, 动词不定式的前面可以加逻辑主语, 即It’s + adj. +for/of sb. +to do sth. , 意为对某人来说干……怎么样。
It’s difficult for him to do the work.
对他来说做那项工作很难。
It’s kind of you to help the old man.
你帮助那位老人真是很善良。
2. between prep. 介于……之间。
【自主归纳】between的用法
(1)between 介词, 意为“介于……之间”, 强调在两者之间。
(2)between. . . and. . . 意为在……和……之间, 连接两个并列的名词。
﹡There is a big river between their school and the village.
在他们学校和村子之间有一条大河。
The tree is between the two houses.
那棵树在两座房子之间。
3. one 11-year-old boy　一个十一岁的男孩
数词和名词或者数词、名词和形容词构成复合形容词, 其中的名词用单数, 词与词之间用连字符“-”。
200-year history 二百年的历史
500-word composition 五百字的作文
Listen to the teacher carefully and take notes
通过对语言点的讲解, 解决学生在学习中的困难, 使学生更好地理解和掌握所学的短文。
Step 4
Practice 3a
1. Let Ss Read the e-mail from your pen pal Tom in the US. Fill in the blanks with the words in the box.
2. Check the answers.
Fill in the blanks with the words in the box.
通过这一练习, 更好地锻炼学生的阅读能力。
Step 5
writing (3b)
1. First, let’s look at these questions below:
(Students read the questions aloud. Make sure all the students know the meanings of the questions. )
2. Ask and answer the questions in pairs. And write them down on your workbook.
3. Try to write a short e-mail with the help of the sentences you wrote.
4. Check the e-mails with your partners.
5. Let some students read their e-mail to the class as a model.
1. Go through the questions.
2. Ask and answer the questions in pairs.
3. Write down their composition in their exercise books.
4. Some Ss read theirs.
通过信息的搜集, 形成所写短文的大体思路, 然后水到渠成写出完整的短文。
Step 6
Practice Self Check
Self Check 1
1. Look at the words in the boxes below to form as many expressions as possible.
2. Let some students read their answers. Let other students add more phrases.
Self Check 2
1. Look at the chart below. Write at least five questions. Then answer the questions with the information in the chart.
2. Give an example: —How does Tony get to school?
—He gets to school by bike.
1. Finish the exercises in Self Check.
2. Share the answers.
通过做练习, 更好地掌握本单元的内容。
续表
教学
环节
教师活动
学生活动
备课札记
Step 7
Summarize
Guide the students to summarize the useful expressions and how to use the Present Tense.
Summarize the useful expressions and how to use the Present Tense.
培养学生探究、归纳总结能力。
Step 8
Consolidation
教师设置巩固检测练习:
Ⅰ. 用所给词的适当形式填空
1. Don’t walk too quickly (quick). I can’t follow you.
2. The villagers (village)in this village are friendly.
3. I think it’s difficult to learn (learn) math.
4. The children go on a ropeway to cross(cross) the river.
5. It’s their(they)dream to visit the Great Wall.
Ⅱ. 单项选择
(C)1. —_______ do you want to go to the zoo? ?
—I want to go there by bike.
A. When 　 B. Why 　C. How 　 D. Where
(D)2. —What do you think of your teacher?
—She is very friendly. She is _______a mother to us. ?
A. for B. with
C. to D. like
(C)3. There is a clothes store between the library _______the park. ?
A. on B. in
C. and D. or
(D)4. Michael is _______boy. He is very smart. ?
A. a 8-years-old
B. an 8-years-old
C. a 8-year-old
D. an 8-year-old
(B)5. Everyone hopes his dream can ______. ?
A. come to true
B. come true
C. come back
D. come a true
独立完成检测练习, 进行自我评价。通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
Step 9
Homework
1. Recite new words and phrases.
2. Write a composition about how you get to school.
板书设计
Section B (2a-Self Check)
1. Words:
cross, river, many, between, bridge, boat, ropeway, year, afraid, like, villager, leave, dream, true, between. . . and. . . , come true
2. New sentences
①Do you walk or ride a bike?
② There is a very big river between their school and the village.
③For many students, it is easy to get to school.
④So these students go on a ropeway to cross the river to school.
⑤One 11-year-old boy, Liangliang, crosses the river every school day.
⑥ It’s their dream to have a bridge.
教学反思
在本节课的教学活动设计, 能够创设丰富的语境, 设置循序渐进的学习任务, 充分发挥学生的主体作用, 引导学生合作学习、自主探究, 重视“预习—展示—练习—反馈”的学习过程。