Step 1 Warming-up and Revision
1. Enjoy the English song "Over the mountains (driving)"
… I drive in a car, I drive in a car, over the mountains, through the seas, travel the world and seven seas…
2. Greetings and free talk.
How is the weather? Do you like travelling? Do you like travelling by car or by plane or by other transportation? What do you think of it? Is it cheap or expensive? Is it fast or slow?
(这是听—说任务,通过英文歌曲,营造良好的英语氛围,引起学生兴趣,培养学生学习英语的乐趣,培养学生的语言节奏感和培养创造能力。通过师生自由问答,轻松自然地导入,让学生初步感知本课的主题与交通有关,引起学生的注意,起到热身的作用。)
Step 2. Pre-speaking
1. Activity 1 Watch a video, Let’s take a trip, and enjoy the song.
How many kinds of transportation can you get from the video?
What are they?
Let students guess how many kinds of transportation they can get from the video. Try to say the names of transportation.
(这是视听—说任务,让学生带着目的去听,有效获取关键信息, 鼓励、帮助学生说出录像中所有的交通方式。)
2. Activity 2 Guessing game
The teacher say a sentence and ask the students to guess what kind of transportation it is.
a. ---It is like a bike but goes much faster. ---A motorbike.
b. ---It is like a train but goes under the ground. ---A subway.
c. ---It goes in the water. ---A ship or a boat.
d. ---It takes you about three hours to go to Beijing from Shenzhen by it.
---A plane.
(GUESSING GAME对学生来说容易接受,具有挑战性,使大部分孩子克服胆怯心理,有体验成功的机会。在游戏的环境中教学生词有助于学生的记忆。)
3. Activity 3 Listen and guess
Listen to the voice of the transportation, let students say the names of different transportation.
(此处采纳了源自于生活场景的各类交通工具的典型音效。充分利用现成的教学资源,方便、实用。真实的情景使学生容易产生学习英语的欲望,直观的教具容易吸引学生的注意力,提高学习效率,同时有助于单词的记忆。)
4. Activity 4 Brainstorming. Let Ss say more transportation freely, then show some pictures of some special transportation.
T: Now we have known so many different means of transportation. Some are popular, but some are special. In different parts of the world, people may use different ways of transportation.
Popular: motorbike, electric bicycle, tricycle, boat
Special: ferry, helicopter, gondola, hot-air balloon, carriage, horse, camel
(使用头脑风暴法充分挖掘学生的已有经验,同时教师应将更多机会让给学生,鼓励学生说出更多的交通词汇,教师在必要的情况下进行适当的补充,适时扩充学生的词汇量。同时也让学生们对交通工具有更全面的了解,熟悉一些地理人文景观,扩充语言素材。)
5. Activity 5 Presentation and Practice
1) Ask students: There are so many means of transportations around the world. What kind of transportation do you like to choose?
Ask how do you get to school/Shanghai/ Hangzhou/ Luqiao /Paris….?
(真实的环境有助于孩子们语言的输出。)
Help the students answer: I take the subway./take the bus
take a minibus /take a taxi
take the train / take the plane
take the ship /take the car
ride my/a bike
ride a motorbike/walk
Ask the students to work in pairs.
A: How do you get to school?
B: I walk to school.
I ride a bike to school.
I take a bus to school.
I take a car to school.
I take the subway to school.
I take the train to school.
(两人对话是口语课的有效活动形式,增加了学生的参与面,简单易操作的活动可以起到事半功倍的效果。孩子们不仅可以掌握语言的表达方式,而且可以增进彼此的了解。)
2) Drill and practice
Show some pictures and ask:
How does he get to school? He takes the subway to school.
How does she get to school? She takes the train to school.
How do they get to school? They take the bus to school.
(这是读—说任务,增加不同代词的练习,让学生在交际中注意到一般现在时的第三人称单数形式。考虑到学生们的出行方式大同小异,故用图片介绍乘坐地铁、火车上学等大城市里常用的交通方式,以扩充口头操练的内容。)
3) Practice Group work
Ask the students to do group work.
A: How do you get to school?
B: I take the bus. /…
ride my bike/ bicycle.
walk.
C: How does he /she get to school?
He/She takes the bus/…
rides his/her bike/bicycle.
( 团队合作活动可以打破语言使用范围的局限性,尽可能多地使用所学的知识点。同时也是利用不同学生的性格差异,有助于学生的成长与进步。另外帮助学生在交流过程中学会倾听并适时纠正调整自己的语言,培养与人合作的能力。)
Step 3 While-speaking
1.Practice .Work on textbook.
1) To do Section A 1a. Look at the picture and make a list of how the students get to school in the morning. Then add other ways to get to school. Ask one student to report his/her answer.
(笔头巩固课堂所学,加深对新单词的记忆,并鼓励学生写出更多的交通方式。让学生口头报告答案,增加说的机会。这是读—说任务。)
2) To listen to the tape and finish 1b, and then repeat after the tape.
(让学生在听的过程中体会并模仿标准的语音语调, 体会本课句型的正确表达,并让学生跟着录音带模仿,以纠正并练习语音语调。这是听—说任务。)
2. Presentation and practice
1) Ask “How does Bob get to school?” They may answer “He takes the train.” Help them answer it in another way. “ He gets to school by train.”
Then ask “How does Paul get to school?”
"He walks." → He gets to school on foot.
Say Paul usually walks to school.
He goes to school on foot.
Show some pictures to students. Ask them to say like this.
My father rides a bike to work every day.
=My father goes to work by bike every day.
2) Show some pictures to the students then ask them to work in pairs.
A: How do you get to......?
B: I take/ride/walk......
I get to school...by.../on...
(反复的操练让学生可以当堂掌握本课时知识点。在口语练习前给学生提供一些基本的句型作为铺垫,即使接受能力较弱的学生也有能力来参加,增强他们英语口语表达的信心。)
Step 4 Post- speaking
1. Make a survey
1) Ask Ss: How does Miss Chen get to school?
I usually get to work by car but sometimes I take the bus.
Get the students to pay attention to “usually”, “sometimes”
2) Ask students to ask their partners how their parents get to school /work?
(综合运用两种句式结构)
Transportation |
You |
Your partner |
You |
|
|
Your father |
|
|
Your mother |
|
|
3) Make a report.
(先以教师为例引出,引导学生使用频度副词usually/ sometimes. 通过调查和撰写调查报告,课堂汇报的方式,培养学生调查,收集和处理信息的能力,提高他们归纳组织语言及口头汇报等综合素质。这是说—写任务。)
2. (拓展运用) Production
1) Which is the best way to get to Hangzhou?
Ask students to say the different ways to get to Hangzhou, then ask them to say which the best way is and tell why.
(引导学生对各种交通方式进行比较,说明原因以提高对各种交通工具的认识。鼓励他们有自己的想法。鼓励学生积极参与口语活动,引导学生自己进行口语纠错。)
2) Group work 假如你是一名导游,请设计杭州旅游线路的交通方案。
运用First…, next…,then…,finally
Ask students to work in groups, then talk with their group members, and discuss the best plan for traveling. Then ask them to show their plans in front of the class. Finally the students say which the best plan is.
(一次旅行常会使用不同的交通工具,让学生们在做中学,在学中用,拓展话题,拓展学生的语言思维能力和表达能力。学生们通过互相讨论共同设计合理的方案,然后向大家进行口头汇报,最后评比出最佳旅游交通方案,以增强学生学习英语兴趣。)
Step5 Summary
Take/ride the/a ...to+地点=go to +地点+by....
Walk to+地点=go to +on foot
e.g. He often takes the subway to work.
=He often goes to work by subway.
注意:当home, here, there 作地点时 to 不要。
(通过让学生自我归纳总结,从中发现规律,培养学生的学习能力,提高学习效果。) |