Step1: Warming up (5’)
1. Enjoy an English song.(3’)
Have the Ss enjoy a Disney song Let’s take a trip first.
“Train, train, train, train, train.
Plane, plane, plane, plane, plane.
Car, car, car, car, car.
Boat, boat, boat, boat, boat.
Bike, bike, bike, bike, bike.
Let’s take a trip! Take a trip! Let’s travel!
Let’s take a trip! Take a trip! Let’s go!
Let’s take a trip! Take a trip! Let’s travel!
I have my suitcase. I’m ready to go.
Traveling together by train, by train./ by car, by car.
It’s Fun! Fun! Fun!/Best!/ Best!
Traveling together by boat, by boat.
I’m ready to go! /fly!”
Then have them sing the song together.
(借助flash动画音乐,旨在引起学生兴趣,在轻松愉悦的氛围中共同确定本课的学习任务——学会谈论交通方式。)
2. Brain storming.(2’)
T: Do you like traveling?
Ss: Yes.
T: How do we travel?
Possible answer: Take the plane; Take the bus; Ride the bike and so on.
Or some Ss answer like this: By plane; By bus; By bike and so on.
Collect the Ss’ answers on the Bb by using a web spider.
car walk
ship bike/bicycle
Ways of Transportation
subway train
(利用Brainstorming来复习巩固相关词汇,并在此过程中引出新单词bicycle的教学,也可以给学生一些提示扩展一些必要的课外词汇,如motorbike, tricycle, spaceship等等。教师可在此步中领读单词并纠错,目的是为了突破发音易出错这一难点和扫清口语表达的词汇障碍。)
Step2: Revision and Lead-in (5’)
T: these are the ways of transportation. They are important for us. We take them to get to different places. I usually take the car to go to work. That means I usually go to work by car. (Write the sentences on the Bb.)
Collect Ss’ answers like this:
T: How do you get to school?
Ss: walk on foot.
ride a bike by bike.
I + take a bus + to school = I get to school by bus.
take a car by car.
Help several Ss to answer by using the sentence patterns correctly.
T: How long does it take?
S1: It takes about 40minutes.
T: Oh, you live far away from school. How far is it from your home to school?
S1:…
T: Is it …miles? (Help the student to answer the question by using miles or kilometers.)
(教师陈述自己的真实情况,引出两个句型的表达。再通过询问学生的真实情况进一步激活学生的知识网络,无形中来操练句型,板书学生的输出,让学生有一种自豪感。教师要对学生忽视的地方给予适当的补充。和其中一名学生共同完成的一个对话,给下步的结对活动起到示范作用。)
Step 3 Pairwork (P21 3b) (5’)
Show Ss some pictures. Ss look at the pictures.
Ss do pairwork by asking and answering like this:
A: How do you get to school?
B: I take a bus. /I get to school by bus.
A: How far is it from your home to school?
B: It’s 3 miles.
A: How long does it take you to get from home to school?
B: It takes about 25 minutes.
Ss can also ask and answer about their own information.
Ask some pairs to present their conversations in front of the class. Ss may comment on other’s dialogue. And the teacher gives necessary comments.
(谈论有关自己的话题,让学生觉得有话可说。而sample conversation可以降低难度,每个学生都能开口说几句;同时,教师积极鼓励并帮助学生进行真实的、个性化的问答练习。)
Step 4 A Guessing Game (5’)
Show the trip route of Fuwa. Divide the class into 4 groups. Shadow the pictures or play some audio files, ask Ss to guess how Fuwa get to places. The student who can answer correctly by using either pattern can get 1 star for his or her group.
(利用福娃的旅游线路来帮助学生更好地复习巩固目标语言的第三人称问答形式,为后面的信息沟任务打好语言基础。而猜测游戏也可以起到活跃课堂的作用。)
Step 5 Information Gap (7’)
T: Three Fuwa get to our school from different places in Wenzhou. Here are 3 pieces of information chart about their trips. You need to work in a group of 3, try to ask the questions to fill in your chart. The first group to fill in all the blanks win.
Ss in a group get different chart.
Student A
Who |
How |
How long |
How far |
Beibei |
bus |
|
|
Jingjing |
|
Ten minutes |
|
Huanhuan |
|
|
Eight miles |
Student B
Who |
How |
How long |
How far |
Beibei |
|
Twenty minutes |
|
Jingjing |
|
|
Six miles |
Huanhuan |
subway |
|
|
Student A
Who |
How |
How long |
How far |
Beibei |
|
|
Five miles |
Jingjing |
bike |
|
|
Huanhuan |
|
Fifteen minutes |
|
Help Ss make a report.
(通过巧妙的利用课后练习中的图表,将孩子们熟悉的福娃形象作为主角,学生们可以根据已知信息,直观地感知目标语言,合理的信息差增加了句型学习的趣味性。此步的表格也为下步的学生调查活动提供模板。)
Step 6 Role Play (P24 2) (6’)
T: Nini wants to visit Wenzhou Zoo, but she gets lost on the way. Suppose you meet her, would you like to help her?
Ss fill in the blanks to finish the conversation.
Offering language support when necessary. Ask some pairs to act out their conversations.
(利用福娃角色改编Shelf Check第二部分的对话内容,使课堂教学主线清晰。学生也乐于进行该角色扮演活动,在半真实的情景中运用目标语言。)
Step 7 A Survey(9’)
T: Yingying wants to do a survey about where you want to take a trip. Would you please work in a group of four to help her finish the survey.
Name |
Where |
How far |
How |
How long |
Tom |
Nanxi River |
40 kilometers |
Bus |
1 hour |
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Language support:
Which place do you want to go?
How far is it from … to …?
How long does it take from … to …?
How can you get there?
Which transportation do you like best?
What’s your ideal traffic tool to get there?
Make a report like this:
In Wenzhou, there are so many interesting places we can have fun. Tom want to visit …It’s …from here. He …
(该调查活动室对整堂课的检验,在此过程中学生可以创造性地感知目标语言。在填写表格的同时,培养了学生归纳总结的能力。把调查结果用表格形式整理好并用课本知识将其表述出来,锻炼了学生的语言表达能力和交际能力。)
Step 8 Summary and Homework (2’)
Help Ss sum up what they learnt today by Bb design. |