Lesson 16 How Do You Go to School?教学设计及教案分析

Lesson 16 How Do You Go To School? 教学设计

教学环节

教学时间

教师活动

学生活动

设计意图

Class 4 minutes opening and review Hello! Hello! I’m fine.

How are you?

It’s a bike, car, What is it? bus.

Where do you live? What’s your address? I live ________.

My address is _______.

Listen and read.

简单的问候，活跃气氛，复习与本节课内容有关联的知识，让学生更好的进入新知的学习。

New concept 22 minutes 1．出示自己上班的图片，介绍新句型: I live far from school. How do I go to work?

I go to work by

bike.

教师通过自身情况，如家离学校的远近，如何去上班，引出本节课的新句型，这种方式更能满足学生想对教师有更多了解的好奇心，激发求知欲，加深对所学知识的印象。

Is your house near or far from My house is near/ school? far from school.

How do you go I go to school by to school? ____. By _____．

(解释by 的含义) 步行，on foot, walk 2．

Student book: listen and discuss．

How does Danny/ Kim/ Jenny/ Steven go to school?

Role-play.

分角色朗读课文，比一比哪组读得好。

出示教师自己去其他一些地方的方式，与学生一起习。

How do I go to I go to ____ by

四人一组分角色读。

I walk to school.

Listen and follow to read.

Answer the questions．

Group work: I go to school on foot.

听录音跟读，让学生尽量接触规范的语音语调。

听时出示任务，让学生有目的地去听，提高听力技巧。

角色扮演活动符合学生爱模仿的特性，采用竞赛形式能活跃课堂气氛，易调动学生的学习热情。

根据学生的接受情况，适当拓展知识，开

_____? Do I walk to /go to _____? /by ____? ____. I walk to ______. I go to _____ on foot.

阔学生视野。

practice 10 minutes Pair work.

Let’s chant!

Let’s do it!

S1: How do you go to______? S2:I go to _____ by _____.

Do it together．

Do you _____ to_____? Yes./No, I go to ____ by ______. How do you go to ______? 把时间充分的留给学生，让他们多听多说多操练，这样才符合语言教学的规则。

朗朗上口的chant 是学生喜闻乐见的形式。

链式操练扩大了学生的参与面，让更多的学生参与到语言练习的活动中来。

classclosing 2 minutes Homework: Read the text. Write some sentences. Exercise book.

Write down the homework. 听、说、读、写不同形式的作业，满足不同层次学生的需求，学生可以适当选择，各有提高。

板书设计：

Lesson16: How Do You Go To School?

How do you go to school? I go to/walk to school by _____./ on foot. Do you go to ____ by _____? Yes./ No, I go to ____ by ____.