1、1 Unit4 Going Outing (The second period) 课堂教学设计课堂教学设计 Teaching context： (Vocabulary, target and song activity) .Teaching Aims: (1)Knowledge Aims: 1Students 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.
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: 1Students are able to improve the communication ability. 2Students are able to improve the ability of English thinking. 3Stud
3、ents 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： 1Students are able to take part in the ac
4、tivities 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. .Teaching Key Points: 1. Students are able to use the new w
5、ords and the sentences to talk about the ways of transportation. 2. Students are able to say something about their travel modes. .Teaching Difficult Points: Students are able to describe their travel modes. .Teaching Aids: 2 computer, PPT, learning materials. .Teaching Period: The 2nd period .Teachi
6、ng produce: 2 2、教学过程教学过程 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. 4Brainstorming Try to guess about
7、the transportation the teacher chooses to go to Shihua Park. Thus review the kinds of transports and teach the phrases. Step Presentation 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,
8、review the words of transportation and lead into the topic of transportations. 3 1. Tell the students about Tonys 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 c
9、onsolidate the words: never, usually,always and sometimes. 3. Practice the new words and phrases while presenting them. 4. Chant. Have each group of students act as Tonys Family members. Then chant in groups. Eg. T: Mr. Green, Mr. Green, how do you get to work? Then guide group 1 chant together: Alw
10、ays, always, I always drive a car to work. 5. Read the new words and phrases together. And then have students try to act as Tonys family and tell the ways they go to school ot go to work. Design Intent： Students love stories. According to this character and the content of this lesson, the teacher te
11、lls a story about Tonys family members how to go to school or go to work and have students learn the new phrases. Design Intent：Have students act as Tonys Family members. Then chant in groups. It can consolidate vocabulary in sentences and arouse students interest. At the same time, it accords with
12、the new curriculum standard. 4 Eg. Hello, Im Mr. Green. I always drive a car to work. 6. Presentation of target language. T: Look, Whos coming? (Show a picture of Gogo) Gogo wants to interview how Tonys family goes to schoolgo to work. How to interview? Lets have a look. Watch and act it out once. 7
13、. Have an interview. Interview how Tonys 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 s
14、tudents 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 Tonys family. It can practice the sentence patterns so well. 5 Step Practice 1. Guide the studen
15、ts to ask about the ways their classmates get to school, using the sentence patterns in the target language. Step IV Consolidation： 1. Make a survey. Interview three of your classmates, and then give a report about it. Who Frequency How to get to school? Me alwaysusually sometimesnever drive a motor
16、bike take the subway take the bus take a taxi ride a bike walk alwaysusually sometimesnever drive a motorbike take the subway take the bus take a taxi ride a bike walk alwaysusually sometimesnever drive a motorbike take the subway take the bus take a taxi ride a bike walk alwaysusually sometimesneve
17、r 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. Fir
18、st, 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!” Design Intent：Guide the students to ask about the ways their classmates get to s
19、chool. It foreshadows the following step- make a survey. It can also train the students oral English and train their co-operation with their partners. 6 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 sc
20、hool. Then have a discussion about it. Tell the students that “We should cherish the happy life we have now and study hard”. 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（向你的父母说说你在课堂上采访到的同学的上学方式。 ）的同学的上学方式。 ） Design Intent：Have students int
21、erview three of their classmates, and then give a report about it. Its 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 s
22、tudents that “Walking is the lowest carbon travel”, which can gives them affective education. 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 abo
23、ut 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. 7 六板书设计：六板书设计： Unit 4 Going Outing ( Vocabulary, target & song activity) How do you go to schoolwork? Who Frequency How I always take
24、the bus usually take the subway sometimes take a taxi never ride a bike walk Do you _? Yes. No. 七课堂练习：七课堂练习： 一一Make a survey. 8 Interview three of your classmates, then give a report about it. (采访三采访三 个同学，采访后在单词或短语上打勾。然后口头简单报道。 ）个同学，采访后在单词或短语上打勾。然后口头简单报道。 ） Who Frequency How to get to school? Me alw
25、aysusually sometimesnever drive a motorbike take the subway take the bus take a taxi ride a bike walk alwaysusually sometimesnever drive a motorbike take the subway take the bus take a taxi ride a bike walk alwaysusually sometimesnever drive a motorbike take the subway take the bus take a taxi ride a bike walk alwaysusually sometimesnever drive a motorbike take the subway take the bus take a taxi ride a bike walk 口头简单报道： I always walk to school
