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1、一起二年级上册 Module 7 Unitl How do you go to school?郸都区实验孙新莲教学目标语言知识目标功能询问到采用的交通方式。语法学生能初步运用：How do you go to school ? I go to school by bus/bike/car. I walk to school.局部学生能初步运用：He goes to work by bike.词汇学生能初步理解：how, bus, by, walk, How about ? goes, work, go to work, bike, with.学生能初步运用：how, bus, by, walk
2、.局部学生能初步运用：train, How about*. . ? goes, work, go to work, bike, with.1 口日通过跟读、操练感知英语拟声词。语言技能目标听多数学生能听懂：How do you go to school ? I go to school by bus/bike/car. I walk to school. He goes to work by bike.说局部学生能说：How do you go to school ? I go to school by bus/bike/car. I walk to school. He goes to wo
3、rk by bike.读多数学生能认读:how, bus, by, walk.局部学生能认读：train, How about*. . ? goes, work, go to work, bike, with.写多数学生能拼写:by, bike, bus, car.运用学生能初步运用：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.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.文化意
4、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.情感态度通过积极参与各种课堂学习活动，开口说英语。任务询问他人到采用的交通方式.板书设计Module 7 Unit 1 How do you go to school? How do you go to school ?C by bike.I go to school by bus.Vby car.I walk to school.教学过程Step 1. Warming up&lead-in.（ 5 mins ）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。）2. Listen and gue
5、ss.（设计意图：通过播放声音让孩子们猜是什么交通工具， 同时这些交通工具被做成了实物卡片，作为四个大组分组比赛的代表。）T： Listen, whats this?55: Its a train.T: Group one, you are the car team.T： Listen, whats this?56: Its a train.T: Group two, you are the plane team.T： Listen, whats this?57: Its a train.T: Group three, you are the bus team.T： Listen, whats
6、 this?58: Its a train.T: Group four, you are the bike team.Step 2. Presentation （25mins）L（出示Amy头像和的图片）T： Who is she?Ss: She is Amy.T: What does Amy do?Ss: Go to school.2 . Watch and answer: How does Amy go to school?（设计意图：从 Amy 去过渡 Amy怎样去；先整体感知课文，看动画答复下列问题以选择题的形式降低难度。）3 .（分解课文，呈现第一幅图）T： What does Am
7、y do?55: Go to school.T: Listen, what does Lingling ask?Ss: How do you go to school, Amy?T: And what does Amy say? Amy says. I go to school by bus.（遮挡重要信息， 让孩子们听音填空，同时也降低难度。随之马上教读新单词bus,由bus到by bus 再到I go to school by bus。练习单词以开火车方式开展。）4 .呈现第二幅图）T： How about Lingling? How does Lingling go to school?
8、 Lingling says: I walk to school.（遮挡重要信息walk,让孩子们听音填空。教读新单词walk,由词到句，练习单 词以开火车和单独起来读的方式开展。）5 .（呈现第一和第二幅图，进行角色扮演，分层评价）Role-play： 一个人扮演艾米，一个人扮演玲玲，表演一幅图一颗星，两幅 图两颗星，两幅图并且加上动作得三颗星。6 .呈现第三幅图）Guess x How about Linglings father?He goes to work by bike.7 .（出示Tom头像）T: Who is he?Ss: He is Tom.呈现第四和第五幅图）Discuss
9、: How does Tom go to school?He goes by bus with mother.8 . Listen and repeat.（设计意图：跟读主课文两遍，强调模仿语音语调，也是 回归课文。9 . Read together.Step 3. Practice. （8 mins）1 .老师带着孩子们简单地复述课文，并同时完成板书。2 .拓展：展示的照片和自己的照片，引出I go to school by bus.3 .过渡到学生本身是怎样去上学的？ （ How about you? How do you go to school?）4.再过渡到学生家人又是怎样去上学的？ How about your families?）Step 4. Summary & Homework （2mins）1. Make a survey.（运用 “How do you go to work/school?”询问家人怎样上班/上 学.）2. Read the story 3 times.（课文读 3 遍）