Part B名师教学设计1

Unit 3 How Do You Come to School ? Teaching plan for the second lesson. Teaching aims: I. Knowledge aims: Students can uderstand and use the following sentences: (1) –How do you come to school/go home? -I come to school/go home…

(2) –Do you come to school/go home…? -Yes, I do./No, I don’t. II. Ability aim: Students can use the key sentences above in daily communication in a flexible way. III. Emotional aim: Develop students’ good habit of learning English and improve their interest in English. Teaching important points and difficult points: Important points: (1) -How do you come to school? -Icome to school by bus. (2) -Do you go …by …? -Yes, I do./No, I don’t. (3) –How do they/does he go to …? -They go/He goes to …by…

Difficult points: Students how to use the following key sentences in exercises and communication : (1) -How do you come to school? -Icome to school by bus. (2) -Do you go …by …? -Yes, I do./No, I don’t. (3) –How do they/does he go to …? -They go/He goes to …by…

Teaching ways: Group work, pair work and communicative way. Teaching procedures: i. Greeting &Revision Greeting: T: Good morning,boys and girls! Ss: Good morning,Miss Yan! T:How are you? Ss:I’m fine,thank you.And you? T: I’m fine ,too. I come to school by bike this morning.How do you come to school? Ss:I come to school by…/on foot. Revision: T: T use Flash card to guide ss to review the words and give the cards to some ss, then ask ss who hold the word cards. T: How do you come to school? Ss看自己手里的卡片然后回答).I come to school by…/on foot. ii. Lead in(Part B Listen and do). Teacher guides ss to do a TPR action.Teacher orders ss while ss do the actions,someone who is slow will be out while someone is better will be in teacher’s role to continue the game. orders: Go on foot/Drive a car/Ride a bike/Take a bus. iii.Presentation. Part A:Let’s talk 1. (教师把学校的图片贴在黑板的一侧，边走边说): Come to school. Come to school. Icome to school on foot. 2. (教师让两个学生向贴有学校图片的那一边走去，教师边示意学生做动作边说)：Come to school. Come to school on foot. And say “Look! … and … come to school on foot.”

3. Ask and answer: T: S1, do you come to school on foot? S1: Yes, I do. T: Oh, you come to school on foot.

What about you,S2? Do you come to school on foot? S2: No, I don’t. T: How do you come to school ?Do you come to school by bike/bus? S2:Yes,I do. T;Oh, you come to school by bike/bus. 4.(教师把家的图片贴在黑板的一侧，然后收拾东西、背起书包，朝着图片边走边说)：Go home.Go home.I go home on foot. Ask and answer to make ss know and say go home by …/ on foot. 5.T eacher shows the pictures about transportation on the blackboard, then ask two ss as a group to practice the sentences pattern: How do you come to school?/How do you go home. iii.Practice

1. 埋炸弹

Teacher guides ss to read “ by bike,by bus, by train, by ship, by plane, on foot.” ,and emphsize the difference between these phrases and on foot. 1.Teacher can put the bomb in any words of these phrases,and ss have to read it loudly especially when answer T’s questions. eg: By bike-bomb T: How do you come to school? S1:I come to school by bike.(loudly) T: What about you? S2: Icome to school on foot.(normally) 2. Pair work. Two ss as a group to practice the sentences: Do you go home/come to school on foot/by…? one asks, the other throws the coin. If the coin is the front side, Yes,I do.

Or No, I don’t. 3.默契搭档大考验

T:(任意走到一名学生跟前) Hello! S1：Hello! T:Who is your friend? S1: …is my friend. T:OK! Come to the front,please!

(教师邀请两位学生背对背站立，全班同学一起提问) Ss: How do you come to school? Two ss do the actions and answer”

I come to school by…” If their actions are different,T asks”

Do you come to school

…?” to lead in “No, I don’t.” Teacher should encourage ss in time. iv. Activities 1. Let’s act. Ss read the dialogue acting a person or an animal that they like in a group to compare which group is better. 2. Do a survey. Four ss as a group to Ask and Answer the

sentences in Part B Summmary and Homework Summmary: T asks ss what we have learned in this class and ss answer. Homework: Rrflextion: 1. Teacher’s sentences teaching should be more interesting and different. 2. Ss’ ability of key sentences using should be strengthened.