Lesson 2教学设计模板

Unit4 Going Outing

(The second period) 课堂教学设计

Teaching context：

(Vocabulary, target and song activity)

Ⅰ.Teaching Aims:

(1)Knowledge Aims: 1．Students are able to grasp the words (sometimes, ever, take a taxi, take the subway, take the bus, ride my bike, drive a car, never, usually, always) 2. Students are able to grasp the sentences （How do you go to school? I usually take the bus. Do you take a taxi to school? No, I never take a taxi to school.）

(2) Ability Aims: 1．Students are able to improve the communication ability. 2．Students are able to improve the ability of English thinking.

3．Students are able to train the team-work ability. (3) Emotion Aims: 1．Students are able to love the lowest carbon travel——

walking, and develop their good characters. 2. Students are able to cherish the happy life we have now and study hard.

(4) Learning strategy：

1．Students are able to take part in the activities in class. 2. Students are able to cooperate with others. (5)Culture Aims: 1. Students are able to know the beautiful school buses in different countries. 2. Students are able to know how the students in the mountains get to school. Ⅱ.Teaching Key Points: 1. Students are able to use the new words and the sentences to talk about the ways of transportation. 2. Students are able to say something about their travel modes. Ⅲ.Teaching Difficult Points: Students are able to describe their travel modes. Ⅳ.Teaching Aids:

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computer, PPT, learning materials. Ⅴ.Teaching Period: The 2nd period Ⅵ.Teaching produce:

2、教学过程

Step I

Warming up

1. Greetings. 2. Free talk.

Do you like weekends?

Where do you usually go at weekends? 3、Tell the students what the teacher usually do at weekends, how to get to some places and thus lead into the topic of transportations. 4．Brainstorming Try to guess about the transportation the teacher chooses to go to Shihua Park. Thus review the kinds of transports and teach the phrases.

Design Intent：Through having a free talk about where the students go at weekends,

and having them guess about the transportation the teacher goes to Shihua Park,

review the words of transportation and lead into the topic of transportations. StepⅡ Presentation

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1. Tell the students about Tony’s family members how to go to school or go to work in small passages and learn the new phrases: sometimes, take a taxi, take the subway, take the bus, ride my bike, drive a car, and also consolidate the words: never, usually,always and sometimes.

Design Intent：Students love stories. According to this character and the content of

this lesson, the teacher tells a story about Tony’s family members how to go to

school or go to work and have students learn the new phrases.

3. Practice the new words and phrases while presenting them.

4. Chant.

Have each group of students act as Tony’s Family members. Then chant in groups.

Eg. T: Mr. Green, Mr. Green, how do you get to work? Then guide group 1 chant together: Always, always, I always drive a car to work.

groups. It can consolidate vocabulary in sentences and arouse students’ interest. At

the same time, it accords with the new curriculum standard.

5.

Read the new words and phrases together. And then have students try to act as Tony’s family and tell the ways they go to school ot go to work.

Design Intent：Have students act as Tony’s Family members. Then chant in

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Eg. Hello, I’m Mr. Green. I always drive a car to work. 6. Presentation of target language.

T: Look, Who’s coming? (Show a picture of Gogo) Gogo wants to interview how Tony’s family goes to school\go to work. How to interview? Let’s have a look.

Watch and act it out once. 7. Have an interview. Interview how Tony’s family members go to school or go to work. First, the teacher acts as Tony, and have some students act as Tony’ family. The whole class act as Gogo. Then have some students act as Gogo to have an interview.

Design Intent：Have students act out the Target. The students are interested in

imitating the intonation of it. It can improve their speaking skills. In fact, the target is

just a part of the interview. The students show their great passions in interviewing

Tony

’s family. It can practice the sentence patterns so well.

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Step Ⅲ

Practice 1. Guide the students to ask about the ways their classmates get to school, using the sentence patterns in the target language.

Design Intent：Guide the students to ask about the ways their classmates get to

school. It foreshadows the following step---- make a survey. It can also train the

’ oral English and train their co-operation with their partners. students

Step IV

Consolidation：

1. Make a survey. Interview three of your classmates, and then give a report about it.

Who

Me

Frequency always\usually \sometimes\never always\usually \sometimes\never

always\usually \sometimes\never always\usually \sometimes\never How to get to school? drive a motorbike \ take the subway

\take the bus\ take a taxi \ ride a bike\ walk drive a motorbike \ take the subway \ take the bus\ take a taxi \ ride a bike\ walk drive a motorbike \ take the subway \ take the bus\ take a taxi \ ride a bike\ walk drive a motorbike \ take the subway

\ take the bus\ take a taxi \ ride a bike\ walk Guide the students to use the sentence patterns while doing the survey. How do you get to school? I usually take the bus. Do you

take a taxi to school? No, I never take a taxi to school.

2. Give a report of the survey.

First, have students give a reporter in their groups. Then have some students come to the blackboard to give a report. ( To find the best reporter) 2.

Give advice to the students that “Walking is the lowest carbon travel!”

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Design Intent：Have students interview three of their classmates, and then give a

report about it. It’s a good extension to talk about the students’ transportation to

school or to work. It can also train the students’ oral English and thinking ability.

Well, the design of the form can help them so well. And then, give advice to the

students that “Walking is the lowest carbon travel”, which can gives them affective

education.

3. Song activity. Have students listen to the song, and then fill in the blanks. 4. Show some pictures about how the students in mountains go to school. Then have a discussion about it. Tell the students that “We should cherish the happy life we have now and study hard”.

Design intent: Have students listen to the song, and then fill in the blanks. It can

consolidate what they have learnt and train the students’

listening and writing

ability. Through showing some pictures about how the students in mountains get to

school to tell the students that “We should cherish the happy life we have now and

study hard”. It is an affective education.

Step V Homework.

1、Make a report to your parents about how your classmates go to school. （向你的父母说说你在课堂上采访到的同学的上学方式。）

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六．板书设计：

Unit 4 Going Outing

( Vocabulary, target & song activity)

How do you go to school\work? Who I

Frequency always usually sometimes never

How

take the bus take the subway take a taxi

ride a bike walk Do you

__________? Yes. \ No.

七．课堂练习：

一．Make a survey.

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Interview three of your classmates, then give a

report about it. (采访三个同学，采访后在单词或短语上打勾。然后口头简单报道。）

Who

Me

Frequency always\usually How to get to school? drive a motorbike \ take the subway

\sometimes\never \take the bus\ take a taxi \ ride a bike\ walk always\usually drive a motorbike \ take the subway \sometimes\never \ take the bus\ take a taxi \ ride a bike\ walk

always\usually drive a motorbike \ take the subway \sometimes\never \ take the bus\ take a taxi \ ride a bike\ walk always\usually drive a motorbike \ take the subway

\sometimes\never \ take the bus\ take a taxi \ ride a bike\ walk 口头简单报道：

I always walk to school…

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