Unit 1 How do you go to school?教学设计第二课时

教学目标

一、语言知识目标功能：

询问到学校采用的交通方式。

1.语法

全体学生能运用：How do you go to school？

I go to school by bus/bike/car/train. I walk to school.

He goes to work by bike. 2.词汇

全体学生能理解: how, train, bus, by, walk, How about……? goes, work, go to work, bike, with. 全体学生能运用: how, bus, by, walk. 部分学生能运用: train, How about…..? goes, work, go to work, bike, with. 3.语音

通过跟读、操练感知英语拟声词。

二、语言技能目标

1.听

全体学生能听懂:How do you go to school？

I go to school by bus/bike/car. I walk to school. He goes to work by bike. 2.说

全体学生能说:How do you go to school？

I go to school by bus/bike/car. I walk to school. He goes to work by bike. 3.读

全体学生能认读: how, bus, by, walk. 部分学生能认读: train, How about…..? goes, work, go to work, bike, with. 4.写

全体学生能拼写:by, bike, bus, train. 5.运用

全体学生能运用：How do you go to school？

I go to school by bus/bike/car/train. I walk to school.

He goes to work by bike.谈论交通方式. 三、学习策略

积极运用所学英语进行表达和交流,通过动作感知和记忆关于交通方式的短语. 四、文化意识

通过进一步感知英语拟声词的特点,初步注意到英汉两种语言的差异. 五、情感态度

通过积极参与各种课堂学习活动，开口说英语。

2学情分析

对于二年级的学生，语言的学习最主要的是兴趣，而本课的话题是有关交通工具，与学生生活息息相关。因此学生很能接受这一语言。通过设计活动来学习语言是学生喜欢的，但怎样有序有效地进行，是我本课想要去探索的。另外，在教学设计中应该更注重实效性和梯度。真实的语言学习，应当从有意义的活动出发，在真实的情景中运用，最终落实到生活中来。不同的学生在同一堂课中应该有不同的收获。活动设计应该层层深入，满足每一个层次孩子的学习需求。能够走进教材，走出教材，提升教材才是最高的境界。

3重点难点

. 全体学生能理解: how, train, bus, by, walk, How about……? goes, work, go to work, bike, with. 全体学生能运用: how, bus, by, walk. 部分学生能运用: train, How about…..? goes, work, go to work, bike, with.全体学生能运用：

How do you go to school？

I go to school by bus/bike/car/train. I walk to school.

He goes to work by bike.谈论交通方式. 4教学过程

. 4.1 第一学时

4.1.1教学活动

. 活动1【导入】Warming

up

and

lead

in. . I. Warming up. 1. Greetings.（设计意图：教师热情地和全班学生打招呼，师生之间相互问好。）

T: Now let’s begin our class. Good morning, boys and girls. Ss: Stand up. Good morning, Miss Chen. T: How are you? Ss: I’m fine. Thank you, and you? T: I’m fine, too. Thank you. Children, today we will learn a new lesson. Firstly, let’s say a chant,. 2. Say a chant. （设计意图：热身运动让学生放松身心，感受到课堂的活泼与轻松的课堂氛围，通过学生开口说唱缓解学生的紧张情绪。）

Get up , get up, I get up. Go swimming, go swimming, I go swimming. Watch TV, watch TV, I watch TV. Play football, play football, I play football. 3. Free talk.（设计意图：复习第六模块所学的“what do you do on Sundays?”

I ….. on Sundays.”的句型，与学生互动，顺利导入本课内容。）

T: Just now, all of you did a good job. Miss Chen watch TV and play basketball on Sundays. And boys and girls, what do you do on Sundays? ( show the pictures about activities) S1: I watch TV on Sundays. S2: I play football on Sundays. S3: I play basketball on Sundays. T: Last Sunday, I go to the zoo. And I heard so much voice. Do you want to know what are they? Ss: Yes. T: OK. Let’s listen and guess. 4. Let’s listen and guess.（设计意图：从Free Talk引入该环节, 通过播放各种声音让学生猜并学习本课关于交通工具单词。）

T: What’s this? Ss: Cat T：Yes. It’s a cat. And what’s this? Ss: It’s a dog. T: Wonderful. After I visiting the zoo, I also heard some voice on my way home. Now please listen carefully and guess. （点击播放音效）

T: What’s it? Who knows? S1: 是自行车的铃声。

T: Oh, you are a clever boy. It’s the bike. Read after me, bike. (教授新单词bike，全班跟读，分组朗读，high and low, higher and higher, lower and lower.) (依次播放bike, train, car, bus, walk的音效，让学生猜，并教学带读新单词。)

5.Missing Game （设计意图：在教授完以上交通工具的单词后，马上组织一个快速的小游戏进行操练，有利于学生掌握新学的单词。）

T: Boys and girls, now let’s play the missing game. I show the card and please read the words. Ss: bike-----car. T: What is missing? (教师放下一张卡片，问哪个单词不见了，学生再将不见了的单词读出来。) Ss: train. （卡片数量有两个到三个，再到四个，逐渐增加难度，这样便满足了不同水平程度学生的学习需要。）

T: Just now, we heard so much voice. And our friends Sam and Daming are playing the game, they are making the voice like vehicle. Do you want to know what are they making? Ss: Yes. T: OK. Let’s see the CD-ROM together. (播放学生用书A1的动画) T：Is interesting? Ss: Yes. T: And can you imitate like Sam and Daming? Let’s have a try, OK? (再次播放动画，请学生逐句跟读。) T: Sam and Daming are making voice like train and bus. Can you make more voice? Please look the screen, let’s say and clap. 6.Let’s say.(设计意图：这一个环节紧扣学生用书A1, 通过分组练习各交通工具的声音来巩固所学单词，并活跃课堂气氛，也让学生进一步感知英语拟声词的特点，初步注意到英汉两种语言的差异。) I’m a train, chug, chug, chug. I’m a bus, beep, beep, beep. I’m a bike, ding, ding, ding. I’m a car,

da, da, da. (老师带读一遍之后，由全班同学齐读，再分任务分组朗读。) II. Lead-in T: Children, please look at the photo. I go to school by bike. And how do you go to school? (教学单词by, how, 揭示课题“How do you go to school?”。) T: So today we will learn Module 7 Unit 1 How do you go to school? （带读课题并出示今天的学习任务。）And today our task is learning how to ask your classmates how do they go to school, and make a survey. T：Miss Chen goes to school by bike. And how do you go to school? Ss: by bike. T: Very good. You can answer like this “I go to school by bike”. S1:I go to school by bus. S2:I go to school by car. S3: I go to school by train. T: If don’t use any vehicle, you can say “I walk to school.”

(呈现并带读五个答句，读完之后及时询问个别学生此问句再次操练句型。) 7. Let’s chant.（设计意图：结合本课的所学的短语、单词，编一简短的歌谣，易于学生掌握，也再次活跃了课堂氛围。）

T: Now here is a short chant for you, can you read by yourselves? Please try your best.

Ss: Bike, bike, bike, by bike. Car, car, car, by car. Bus, bus, bus, by bus. Walk, walk, walk, I walk. 活动2【讲授】Presentation. . III. Presentation. 8. Listen and answer the question.(引入课文，并出示问题，让学生初步感知课文。) T: Boys and girls, do you want to know our friends Amy and Lingling, how do they go to school? Now let’s listen and find the answer. (PPT呈现How does Amy go to school?和How about Linging?的图片选择题，让学生带着问题看动画找答案。) 播放SBUnit1活动2的动画，请学生看动画帮助学生理解课文语境，完成问题。听完之后教授新词How about，并带读。

Ss: Amy goes to school by bus. Lingling walks to school. T: Now let’s watch the CR-ROM again and find how about Lingling’s father and Tom? 第二次播放动画，请学生完成Lingling’s father 和Tom的相关问题，并教授新单词go to work 和with，再带读句子。

Ss: Lingling’s father goes to work by bike. Tom goes to school by bus with his mother. 9. Listen and repeat.（设计意图：跟读活动2，听过两遍完成了相关的选择题，学生也理解了课文内容，在此基础上进行课文的跟读，强调模仿CD-ROM中的语音语调。）

师生一起复习概括活动2几个人物的出行方式。

Ss：Amy goes to work by bus. Lingling walks to school. Lingling’s father goes to work by bike. （超链接到How does your father go to school?,出示图片并让学生回答He goes to work…….）

Tom goes to school by bus with his mother. 引入活动3 T: Do you want to know more people, how do they go to school or go to work? Now please turn to page40, listen and repeat. (出示PPT，呈现相关图片句子学生读。)

活动3【活动】Consolidation . 10．Bomb Game(设计意图：通过简单的游戏巩固复习本课所学的单词、短语。）

T: Whole class, now let’s have a break and play an interesting game. It’s the Bomb Game. Do you like it ? Ss: Yes. T: OK .Let’s go. （呈现4张PPT，集体学生完成炸弹游戏，进行单词、词组的操练）

11. Make a survey. （设计意图：让学生通过本节课所学的句型，小组合作完成调查表，展示学生的综合语言运用技能。）

T：Boys and girls, it’s time for us to finish the survey. I will invite three of you to be my partners. And I will ask them and tick. Please look at the TV carefully. OK, you three please come here. (教师示范，问How do you go to school，并指导学习回答I go to school___________.完成表格。) T: Please work in four. I will give you three minutes to finish. Let’s go!

Ask, answer and tick. Name A: How do you go to school? B: I go to school______或者I walk to school. (反馈：请二至三组学生拿着调查表上台投影展示并口头表达，教师给予评价。)

活动4【作业】Homework . T: So today’s homework, please look at the screen. The first one, after class, please ask your parents to finish the survey. Second, listen and repeat M7U1. And the third, please preview M7U2. Please write down on you exercise book. OK, time is limited, class is over. Goodbye, boys and girls. Ss: Goodbye