中小学教育资源及组卷应用平台
Lesson
16
《
How
Do
You
Go
to
School?》
Good
morning,
dear
judges.
It’s
my
great
pleasure
to
be
here
sharing
my
lesson
with
you.
Now,
I
will
analyze
my
lesson
from
the
following
aspects:
Ⅰ
The
teaching
material
My
teaching
content
today
is
the
fourth
lesson
of
unit
3
for
the
second
volume
of
grade
four.Students
begin
to
use
words
and
sentences
that
can
help
them
talk
about
themselves.
The
content
is
closely
related
to
the
students'
lives
and
meets
their
interests.
The
text
takes
the
character
activity
as
the
main
line,
uses
the
dialogue
expression
form,
tells
how
to
go
to
school,
fits
the
life
scene.
Ⅱ
Talk
about
the
students
Students
in
grade
four
have
a
certain
ability
of
listening,
speaking,
reading
and
writing,
and
most
of
them
can
discuss
the
topic
in
simple
English.
Fourth-grade
students
began
to
have
unique
insights,
desire
and
ability
to
learn,
curiosity
increased,they
can
think
about
new
knowledge
,
explore
and
learn
more.
Ⅲ
The
teaching
goals
1.
Knowledge
goal
A
students
can
understand,
can
say,
read
and
write
the
following
words:
foot
by
B
students
can
read,
understand
and
use
the
basic
sentence
structure:
How
do
you
go
to
school
?
I
go
to
school
by
_.
Do
you
__to
school
?No,
I
__to
school.
2.
Capacity
goal
Students
will
be
able
to
use
these
sentence
constructions
in
everyday
situations
3.
Emotional
attitude
and
cultural
consciousness
goal
Experience
that
English
is
around
us,
cultivate
students'
interest
in
learning
English,
stimulate
enthusiasm
for
participation,
and
form
a
good
learning
attitude.
By
looking
for
sentence
rules
and
understanding
the
different
ways
of
people's
travel,
guide
students
to
understand
that
English
learning
is
a
regular,
English
is
easy!
And
communication
to
broaden
their
horizons
English
is
funn!
Help
students
recognize
the
similarities
and
differences
in
the
way
Chinese
and
Canadian
students
go
to
school,
compare
and
discuss.
For
example,
school
buses
are
not
very
common
in
China.
Students
from
both
countries
go
to
school
on
foot.
Chinese
students
usually
ride
bicycles
by
their
parents.
Ⅳ
The
teaching
difficulty
1.
Teaching
focus
on
if
students
can
use
the
sentence
pattern
:Do
you
walk
to
school?
they
have
learned.
How
do
you
go
to
school?
I
go
to
_
by_
/
on
foot
to
ask
and
express
the
way
you
travel.
2.
Teaching
difficulties:
make
students
master
the
application
of
key
sentence
patterns
and
the
expression
of
related
knowledge.
Ⅴ
The
teaching
preparation
multimedia
courseware,
cards,
tape
recorder
Ⅵ
The
teaching
methods
In
order
to
complete
the
teaching
goals
successfully,
better
highlight
the
key
points,
break
through
the
difficult
points,
according
to
the
Students
'
cognition
law,
I
adopt
the
situational
teaching
method,
the
visual
demonstration
method,
the
task
teaching
method
and
the
communicative
method.
For
mobilizing
the
enthusiasm
and
initiative
of
students,
I
used
pair
work
and
group
work,
let
the
class
participate
in
it,
forming
interactive
between
students,
improve
the
teaching
effect.
Use
a
variety
of
methods
in
the
classroom
to
encourage
students
to
listen
more,
read
more
and
say
more.
Let
the
students
become
the
master
of
learning.
Ⅶ
The
teaching
process
Reasonable
arrangement
of
teaching
program
is
the
key
to
teach
successfully,
according
to
the
students
'
understanding
and
the
characteristics
of
the
teaching
materials,
I
have
arranged
the
following
teaching
steps:
Step
1:Warm-up
1.Listen
to
a
song
(reviews
transportation
words)
What
kind
of
transportation
is
involved
in
the
song?
What
other
transportation
do
you
know?
(show
bus,
car,
bike,
plane,
train
pictures)
Design
intention:
use
song
to
stimulate
children's
enthusiasm
in
class,
so
that
children
can
quickly
go
into
English
class.
I
use
a
song
to
introduce
the
study
content
of
this
class,
easy
songs
can
reduce
students'
tension
before
class,
stimulate
students'
interest
in
learning.
2.Free
talk
T:
How
are
you
today?
How’s
the
weather
today?
Do
you
like
English?
Do
you
like
school?
Do
you
like
your
home?
Where
is
your
home?
Do
you
live
near
or
far
from
school
Design
intention:
Free
talk
is
a
necessary
link
in
conventional
teaching.
Although
it
is
only
a
simple
dialogue
and
communication,
it
exercises
children's
English
expression
ability
while
reviewing
the
old
knowledge.
Each
and
every
problem
is
closely
related
to
them,
so
that
children
really
feel
that
English
is
around
them,
and
feel
the
confidence
that
communication
brings
to
them.
Step
2:
New
Concepts
1.
T:
Oh,
really?
You
live
near
school!
In
the
introduction
of
the
new
class,
the
form
of
free
dialogue
requires
students
to
use
the
English
knowledge
they
learned
before
to
communicate
with
the
actual
situation,
and
to
present
new
knowledge
in
the
vivid
and
natural
language
environment.
Keep
talking,T:
Do
you
live
near
school？The
students
answer
according
to
their
own
situation,
which
leads
to
the
new
sentence
pattern.“I
live
far
from
school”
2.
How
do
you
go
to
school?
Using
living
topics
and
photos
to
present
functional
sentences.
a.Show
a
picture
of
myself
walking
to
work
T:
Look,
boys
and
girls.
Who’s
in
this
photo?
Ss:
It’s
you.
T:
Yes,
it’s
me
.
I
live
near
school,
So
I
go
to
school
on
foot.
T:
Boys
and
girls,
how
do
you
go
to
school?
(blackboard-writing
How
do
you
go
to
school?
Lead
to
read
and
confirm
that
the
students
understand
the
meaning
of
the
sentence)
T:If
you
live
near
school
too,
you
can
say,
I
go
to
school
on
foot.
(blackboard-writing
I
go
to
school
on
foot)
Point
out
another
way
---
I
walk
to
school.
T：Do
you
walk
to
school?
Ss:
Yes,
I
walk
to
school/No,I...
(At
this
point,
a
different
answer
appears,
and
the
teacher
can
then
ask
How
do
you
go
to
school?
Other
modes
of
transport
will
appear.)
b.Ask
a
few
students,
there
will
certainly
be
students
to
answer
cycling,
at
this
time,
the
teacher
led
the
How
do
you
go
to
school?
I
go
to
school
by
bike.
c.
(show
a
picture
of
the
bus)
T:
Boys
and
girls.
Who
goes
to
school
by
bus?
S1：I
go
to
school
by
bus.
(blackboard-writing
by
bus)
T:
Ah,
I
think
you
live
far
from
school,
right?
S1:
Yes,
I
live
far
from
school.
d.
T:
xxx
lives
far
from
school,
so
he
goes
to
school
by
bus,
what
else?
(the
teacher
plays
the
sound
of
the
car
horn,
when
the
student
can
answer
by
car.)
Teacher
guides
all
students
question
and
answer-How
do
you
go
to
school?
-I
go
to
school
by
car.
(simultaneous
sketch
by
car)
e.
Pair
work
A:
Do
you
walk
to
school?
B:No,
I
go
to
school
by
bus./Yes,
I
go
to
school
on
foot.
How
do
you
go
to
school?
A:I...
(design
intention:
make
up
a
dialogue
and
show
it
to
practice
classmates'
ability
of
speaking
English.)
Step
3:
Drills
1.Try
to
find.
T:
Do
you
know
how
do
Danny,
Jenny,
Kim
and
Steven
go
to
school?
Why?
(为什么）Listen
and
finish
the
blanks.
How
does
he/she
go
to
school?
Kim
goes
to
school
on___/walks
to
school.
Jenny
goes
to
school
by___.She
lives
far
from
school.
Steven
goes
to
school
by___.His
dad
drives
him.
Danny
goes
to
school
by___.He
rides
his
bike.
(design
intention:
return
to
the
textbook
and
ask
the
children
to
listen
to
the
tape
with
the
question
and
answer
the
question.
Then
read
after
the
tape.
Make
children
improve
their
English
reading
ability
while
practicing
their
listening.)
2.Let’s
chant.
(design
intent:
ballads
are
loud
enough
to
enhance
students'
interest
while
consolidating
their
new
knowledge.)
3.
Practice
Show
pictures
of
different
locations
(restaurants,
zoos,
parks,
etc.)
to
practice
sentence
patterns.
(Design
intent:simple
lateral
development
of
knowledge,
training
students'
ability
to
apply
English
comprehensively.
).
Step
4：Expansion
Make
a
survey(Group
work)
Where
do
you
want
to
go?
How
do
you
go
there
?
Students,
Children's
Day
is
coming.
Do
you
want
to
go
out
and
play?
Where
are
you
going
to
play?
How
do
I
get
there?
Ask
the
students
to
start
an
investigation
in
the
group.
Complete
the
table
below
and
make
up
your
own
dialogue.
Name
Where
do
you
want
to
go?
How
do
you
go
to___?
Guide
the
students
to
use
the
following
sentence
patterns
for
dialogue:
A:
Children’s
Day
is
coming
,
Where
do
you
want
to
go?
B:
I
want
to
go
to
Nanhu
Park
A:
How
do
you
go
to
Nanhu
Park？
B:
I
live
far
from
Nanhu
Park.
So
I
go
to
Nanhu
Park
by
bus.
(Design
intention:
fourth
graders'
rational
thinking
has
been
gradually
strengthened,
they
need
to
cooperate,
explore
to
bring
them
a
sense
of
achievement
and
satisfaction.
In
the
expansion
exercise,
I
designed
a
survey
activity
for
them
to
use
what
I
learned
to
solve
practical
problems.)
Step
5
Homework
Describe
how
your
family
members
go
to
work/
go
to
school.
by
bus,
by
car,
on
foot
,
by
bike
I
go
to
school
___________.
My
mother
goes
to
work
by
_________.
My
father
goes
to
work
by___________.
（Design
intention:According
to
the
content
of
classroom
tasks,
complete
in
personal
form,
so
that
extracurricular
homework
and
task-based
language
classroom
teaching
are
integrated.
Knowledge
serves
real
life.
Homework
is
related
to
classroom
learning
tasks
and
students'
life
experiences.
It
not
only
reviews
and
strengthens
the
knowledge
learned,
changes
mechanical
learning
into
meaningful
learning,
but
also
provides
a
stage
for
students
to
show
their
personalities
and
abilities.)
Ⅷ
Blackboard-writing
design
Lesson
16
How
Do
You
Go
to
School?
How
do
you
go
to
school
?
I
go
to
school
by
.
on
foot.
Do
you
__to
school
?No,
I
__to
school.
Ⅸ
The
teaching
evaluation
The
fourth
grade
students
are
active
in
thinking
and
already
have
certain
English
listening,
speaking,
reading
and
writing
abilities.
In
the
existing
learning
experience,
the
experience
of
learning
achievement
and
self-confidence
has
gradually
formed
a
stable
interest
to
most
students.
But
the
individual
difference
of
the
students
also
makes
the
polarization
appear
gradually.
In
this
course,
I
give
full
play
to
the
role
of
teacher-led,
student-oriented,
using
cards,
slides
as
the
main
line
of
training,
and
strive
to
train
students
to
listen,
speak,
read
and
write
four
basic
skills.
Teaching
should
be
oriented
to
all
students,
introverted,
not
good
at
speaking
students
should
pay
more
attention
to,
let
them
speak
English,
so
that
every
student
has
the
opportunity
to
speak,
take
the
initiative
to
speak
English.
Only
through
constant
reflection
can
greater
progress
be
made.中小学教育资源及组卷应用平台
Lesson
16《How
do
you
go
to
school?》
尊敬的各位老师：
大家上午好,我今天说课的题目是——Lesson
16
《How
do
you
go
to
school?》
下面我将从以下几个方面进行说课：
一、教材分析：
本课是冀教版小学英语四年级下的第三单元（All
about
me)的第4个新授课，Lesson16：How
do
you
go
to
school?
学生开始使用能够帮助他们谈论关于他们自己的一些单词和句子，内容与学生的生活联系紧密，符合学生的兴趣需要。课文以人物活动为主线，以对话的表现形式，讲述了如何去上学，符合生活实际的情景。
2、学生分析：
学生已经具备了一定的听说读写能力，大部分学生能够用简单的英语进行话题的讨论。四年级的学生开始有独特的见解，求知的欲望和能力，好奇心有所增加，对新知识有所思考，探索，学习的兴趣更加广泛。
三、教学目标：
1、知识技能目标：
A学生能听懂，会说，认读并书写下列词汇：foot
by
B学生能认读，理解并运用基本句型结构：
How
do
you
go
to
school
?
I
go
to
school
by
_.
Do
you
__to
school
?No,
I
__to
school.
2、能力目标：
在日常生活情景中熟练运用句型。
3、情感态度与文化意识目标：
体会英语就在我们身边，培养学生学习英语的兴趣，激发参与热情，形成良好的学习态度。通过寻找句子规律及了解不同人们的出行方式，引导学生体会英语学习是有规律可循的，English
is
easy!
及交流开阔自己的眼界English
is
fun！帮助学生认识到在中国和加拿大学生上学方式的异同处，对两者进行比较并开展讨论。例如，在中国校车并不是很常见。两国的学生都步行上学。中国的学生通常由父母骑自行车接送。
四、教学重难点：
1、教学重点：学生能够运用所学句型Do
you
walk
to
school?
How
do
you
go
to
school?
I
go
to
___
by___
/
on
foot...询问、表达适合自己的出行方式。
2、教学难点：使学生掌握重点句型的实际运用及相关知识的表达。
5、教学准备：多媒体课件、卡片、录音机
六、教法学法
为了顺利完成教学目标，更好地突出重点，突破难点，按照学生的认识规律，我采用情景教学法、直观演示法、任务教学法、交际法相结合的方法。在调动学生积极性和主动性方面，我采用了pair
work和group
work，让全班参与其中，形成生生互动，提高教学效果。
在课堂中运用多种方法促使学生多听、多读、多说，让他们成为学习的主人。
七、教学过程：
合理安排教学程序是教学成功的关键，针对学生的认识状况及本课教材的特点，我安排了以下几个教学环节：
Step
1:Warm-up
1.Listen
to
a
song(复习交通工具单词)
T：歌曲中涉及到了哪种交通工具？你们还知道有哪些交通工具？（出示
bus,
car,
bike,
plane,
train图片
）
(设计意图：以歌曲导入激发孩子们的上课热情，使孩子们快速融入英语课堂。我用一首歌曲导入本节课的学习，轻松的歌曲可以缓减学生课前的紧张情绪，激发学生的学习兴趣。)
2.Free
talk
T:
How
are
you
today?
How’s
the
weather
today?
Do
you
like
English?
Do
you
like
school?
Do
you
like
your
home?
Where
is
your
home?
Do
you
live
near
or
far
from
school
(设计意图：Free
talk是常规教学中必有的一个环节，虽然只是简单的对话交流，但它在复习旧知的同时锻炼了孩子英语表达能力。每一个问题都和他们息息相关，使孩子真正感受到英语就在他们身边，感受到交流带给他们的自信。)
Step
2:
New
Concepts
1.
T:
Oh,
really?
You
live
near
school!
在引入新课时，采取自由对话的形式，要求学生运用以前学习的英语知识结合实际情况进行交流，在生动自然的语言环境中呈现新知。
继续话题，T:
Do
you
live
near
school？
学生根据自身情况回答，以此引出新句型，“I
live
far
from
school”
2.How
do
you
go
to
school?
利用生活化的话题和照片呈现功能句
a.（出示自己步行上班的照片）
T:
Look,
boys
and
girls.
Who’s
in
this
photo?
Ss:
It’s
you.
T:
Yes,
it’s
me
.
I
live
near
school,
So
I
go
to
school
on
foot.
T:
Boys
and
girls,
how
do
you
go
to
school?
(板书
How
do
you
go
to
school?
领读，确认学生理解句子意思。)
T:If
you
live
near
school
too,
you
can
say,
I
go
to
school
on
foot.
(板书
I
go
to
school
on
foot)
提示步行的另外说法I
walk
to
school.
T：Do
you
walk
to
school?
Ss:
Yes,
I
walk
to
school/No,I...(此时，会出现不同的答案，紧接着教师可以问How
do
you
go
to
school?引出其他交通方式)
b.问几个学生，肯定会有学生回答骑自行车，此时，教师领读How
do
you
go
to
school?
I
go
to
school
by
bike.
c.
(出示公交车的图片)
T:
Boys
and
girls.
Who
goes
to
school
by
bus?
S1：I
go
to
school
by
bus.
(板书
by
bus)
T:
Ah,
I
think
you
live
far
from
school,
right?
S1:
Yes,
I
live
far
from
school.
d.
T:
xxx
lives
far
from
school,
so
he
goes
to
school
by
bus,
what
else?(教师播放汽车喇叭声音，此时学生可以回答出by
car.)
教师引导全体学生问答---How
do
you
go
to
school?
---I
go
to
school
by
car.(同时板书by
car)
e.
Pair
work
A:
Do
you
walk
to
school?
B:No,
I
go
to
school
by
bus./Yes,
I
go
to
school
on
foot.
How
do
you
go
to
school?
A:I...
(设计意图：编对话并展示,以此来练习同学说英语的能力)
Step
3:
Drills
1.
Try
to
find.
T:
Do
you
know
how
do
Danny,
Jenny,
Kim
and
Steven
go
to
school?
Why?
(为什么）Listen
and
finish
the
blanks.
How
does
he/she
go
to
school?
Kim
goes
to
school
on___/walks
to
school.
Jenny
goes
to
school
by___.She
lives
far
from
school.
Steven
goes
to
school
by___.His
dad
drives
him.
Danny
goes
to
school
by___.He
rides
his
bike.
(设计意图：回归课本，要求孩子们带着问题听一遍录音，回答问题。然后跟读一遍录音。使孩子在练习听力的同时提高英语朗读能力。)
2.
Let’s
chant.
(设计意图：歌谣朗朗上口，在提高学生兴趣的同时巩固了新知)
3.
Practice
出示不同地点的图片（饭店，电影院，动物园，公园等）操练句型。
（设计意图：简单的横向拓展知识，培养学生综合应用英语的能力。）
Step
4：Expansion
Make
a
survey(Group
work)
Where
do
you
want
to
go?
How
do
you
go
there
?
同学们，六一要到了，你们想出去玩吗？都到哪儿玩呢？怎么去呢？请同学们在小组内展开调查。完成下边的表格，并编出自己的对话。
Name
Where
do
you
want
to
go?
How
do
you
go
to___?
引导同学们用下边的句型进行对话:
A:
Children’s
Day
is
coming
,
Where
do
you
want
to
go?
B:
I
want
to
go
to
Nanhu
Park
A:
How
do
you
go
to
Nanhu
Park？
B:
I
live
far
from
Nanhu
Park.
So
I
go
to
Nanhu
Park
by
bus.
学生用自己小组内的调查表格进行对话表演。
(设计意图：四年级学生的理性思维已经逐渐加强，他们需要合作、探究带给他们成就感和满足感。在拓展操练这一环节里我为他们设计了一个调查活动,运用所学知识解决实际问题。)
Step
5
Homework
Describe
how
your
family
members
go
to
work/
go
to
school.
by
bus,
by
car,
on
foot
,
by
bike
I
go
to
school
___________.
My
mother
goes
to
work
by
_________.
My
father
goes
to
work
by___________.
（设计意图：根据课堂任务内容，以个人形式完成，使课外作业与任务型语言课堂教学融为一体。知识是为现实生活服务的,作业与课堂学习任务及学生的生活经历有关，既复习和强化所学知识，变机械学习为有意义的学习，又可以为学生提供展示个性和能力的舞台。）
八、板书设计
Lesson
16
How
Do
You
Go
to
School?
How
do
you
go
to
school
?
I
go
to
school
by
.
on
foot.
Do
you
__to
school
?No,
I
__to
school.
九、教学评价
四年级的学生思维活跃，已经具有一定的英语听、说、读、写能力，在已有的学习经历中，学习成就感和自信心的体验让多数同学逐步形成了稳定的兴趣，但学生的个体差异也使两极分化现象逐步显现。本课我充分发挥教师为主导，学生为主体的作用，利用卡片，幻灯片以训练为主线，努力培养学生听、说、读、写四项基本技能。
教学要面向全体学生，对于性格内向，不善于发言的学生要多给予关注，让他们开口说英语，让每一位同学都有发言的机会，主动地开口说英语。只有不断地反思，才能取得更大进步。(共26张PPT)
Lesson
16
How
Do
You
Go
to
School?
冀教版四下
一、教材分析
本课是冀教版小学英语四年级下的第三单元（All
about
me)的第4个新授课，Lesson16：How
do
you
go
to
school?
学生开始使用能够帮助他们谈论关于他们自己的一些单词和句子，内容与学生的生活联系紧密，符合学生的兴趣需要。课文以人物活动为主线，以对话的表现形式，讲述了如何去上学，符合生活实际的情景。
二、学生分析
学生已经具备了一定的听说读写能力，大部分学生能够用简单的英语进行话题的讨论。四年级的学生开始有独特的见解，求知的欲望和能力，好奇心有所增加，对新知识有所思考，探索，学习的兴趣更加广泛。
三、教学目标
1、知识技能目标：
A学生能听懂，会说，认读并书写下列词汇：foot
by
B学生能认读，理解并运用基本句型结构：
How
do
you
go
to
school
?
I
go
to
school
by
_.
Do
you
__to
school
?No,
I
__to
school.
2、能力目标：
在日常生活情景中熟练运用句型。
3、情感态度与文化意识目标：
体会英语就在我们身边，培养学生学习英语的兴趣，激发参与热情，形成良好的学习态度。通过寻找句子规律及了解不同人们的出行方式，引导学生体会英语学习是有规律可循的，English
is
easy!
及交流开阔自己的眼界English
is
fun！帮助学生认识到在中国和加拿大学生上学方式的异同处，对两者进行比较并开展讨论。例如，在中国校车并不是很常见。两国的学生都步行上学。中国的学生通常由父母骑自行车接送。
四、教学重难点
1、教学重点：学生能够运用所学句型Do
you
walk
to
school?
How
do
you
go
to
school?
I
go
to
school
by___
/
on
foot...询问、表达适合自己的出行方式。
2、教学难点：使学生掌握重点句型的实际运用及相关知识的表达。
五、教学准备
多媒体图片、卡片、表格、录音机
六、教法学法
为了顺利完成教学目标，更好地突出重点，突破难点，按照学生的认识规律，我采用情景教学法、直观演示法、任务教学法、交际法相结合的方法。在调动学生积极性和主动性方面，我采用了pair
work和group
work，让全班参与其中，形成生生互动，提高教学效果。
在课堂中运用多种方法促使学生多听、多读、多说，让他们成为学习的主人。
七、教学过程
Revision
1.Listen
to
a
song(复习交通工具单词)
Free
talk
T:
How
are
you
today?
How’s
the
weather
today?
Do
you
like
English?
Do
you
like
school?
Do
you
like
your
home?
Where
is
your
home?
Do
you
live
near
or
far
from
school
?
How
do
you
go
to
school?
I
go
to
school
on
foot.
=
I
walk
to
school.
How
do
you
go
to
school?
I
go
to
school
by
bike.
就好看了好回家看看金坷垃黄金客户
How
do
you
go
to
school?
I
go
to
school
by
bus.
就好看了好回家看看金坷垃黄金客户
How
do
you
go
to
school?
I
go
to
school
by
car.
Let’s
do
it
Do
you
walk
to
school?
No,
I
go
to
school
by
bus.
How
do
you
go
to
school?
I
…
Ask
and
answer
in
pairs
就好看了好回家看看金坷垃黄金客户
How
do
Danny,
Jenny,
Kim
and
Steven
go
to
school，do
you
know?
Listen
and
finish
the
blanks.
①Kim
goes
to
school
on___/walks
to
school.
②
Jenny
goes
to
school
by___.She
lives
far
from
school.
③Steven
goes
to
school
by___.His
dad
drives
him.
④Danny
goes
to
school
by___.He
rides
his
bike.
Listen
to
the
text
Let’s
chant
点击“Let’s
chant”，跟我一起读吧！
视
频
就好看了好回家看看金坷垃黄金客户
How
do
you
go
to
school?
On
foot,
on
foot.
Let’s
chant
How
do
you
go
to
school?
By
car,by
car.
How
do
you
go
to
school?
By
bus,
by
bus.
How
do
you
go
to
school?
By
bike,
by
bike.
就好看了好回家看看金坷垃黄金客户
cinema
zoo
restaurant
park
How
do
you
go
to...?
Group
work
Make
a
survey
Name
Where
do
you
want
to
go?
How
do
you
go
to___?
同学们，六一要到了，你们想出去玩吗？都到哪儿玩呢？怎么去呢？请同学们在小组内展开调查。完成下边的表格，并编出自己的对话。
A:
Children’s
Day
is
coming
,
Where
do
you
want
to
go?
B:
I
want
to
go
to
Nanhu
Park
A:
How
do
you
go
to
Nanhu
Park？
B:
I
live
far
from
Nanhu
Park.
So
I
go
to
Nanhu
Park
by
bus.
可以这样说
Homework
调查：调查一下你的家庭成员，都是怎么去工作和上学的。用“How
do
you
go
to
school?”句型来问一问。
Homework
就好看了好回家看看金坷垃黄金客户
八、板书设计
Lesson
16
How
Do
You
Go
to
School?
How
do
you
go
to
school
?
bike.
I
go
to
school
by
bus.
car.
on
foot.
Do
you
walk
to
school
?No,
I
__to
school.
?
九、教学评价
四年级的学生思维活跃，已经具有一定的英语听、说、读、写能力，在已有的学习经历中，学习成就感和自信心的体验让多数同学逐步形成了稳定的兴趣，但学生的个体差异也使两极分化现象逐步显现。本课我充分发挥教师为主导，学生为主体的作用，利用卡片，幻灯片以训练为主线，努力培养学生听、说、读、写四项基本技能。
教学要面向全体学生，对于性格内向，不善于发言的学生要多给予关注，让他们开口说英语让每一位同学都有发言的机会，主动地开口说英语。只有不断地反思，才能取得更大进步。
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