2教案二Unit3HowdoyougettoschoolSectionA

1、Unit 3 How do you get to school? 第二課時教學設(shè)計單元名稱Unit 3 How do you get to school?課時安排第二課時教學目標1能夠詢問他人如何到達某地；準確表達自己如何到達某地；讀懂簡單的路線說明。2學習完成任務(wù)所需要的語言：詞匯：bus stop, bus station, train station, subway , how far, kilometer, mile句子：How do you get to school?I ride my bike.How does he get to school?He walks to schoo

2、l.How do they get to school?They take the train.How long does it take?It takes about forty minutes.3完成課本 Grammar focus-3c的教學任務(wù)。教學環(huán)節(jié)突出內(nèi)容教師活動學生活動2d1. T: Good morning! I'm very glad to see you again. Do you remember what words we learned in the last lesson?2.  T: Good! Now look at activity 2d.

3、 Can you read the dialogue in 2d?3.  T: Can you ask your partner the same questions? Let's see what information you will get?4. T: Will you present your conversations to the class? Let's have four pairs.5. The teacher summarizes this activity and points out common mistakes, if any.1. Ss

4、: Yes.Ss say these words randomly:take, subway, hay, walk, train, forty, fifty, sixty, seventy, eighty, ninety, hundred, minute, .2. Ss read the dialogue in 2d together.3. Ss practice asking and answering the questions about transportation.4.  Four pairs of students present their conversations

5、to the class.5.  Ss listen carefully and reflect on what they said.Grammar focus課本上Grammar Focus1. T: We made some mistakes in our own conversations. Let's take look at the grammar focus of this unit here. Can you find out the difference between the sentences here and the sentences we used

6、just now? Do you know how to ask and answer correctly now?2. The teacher points out the sentence pattern. Explain the following to the students:We can take a bus or take a train, . and we also use "take" to talk about a length of time. For example, we say something takes five minutes

7、or takes one hour. So we use the same word, take, in two different ways.Can you find more examples  from this unit?1. Ss compare the sentences listed in the book and their own conversations.2. Ss look for more examples from the book and speak up.3a, 3bReading1. T: Ask a few students how they ge

8、t to school in the morning? How long does it take?2. T: Now let's look at 3a. What questions do we have here? Can someone read the questions for us?3. T: Now please read the passage quickly and find the answers to the questions.4. T: Can you share your answers?The teacher asks a couple of studen

9、ts to give their answers to the questions.5. The teacher checks the answers. And then the teacher asks a few students how they are different from Lin Fei.Example questions:How far is your home from school?What time do you get up?How do you get to school?6.   T: Very good. Now let's loo

10、k at 3b. What do you know from the pictures here?7.  T: Good. I'd like to invite a pair of students to read the sample dialogue for us. Who'd like to try?8.   T: Now work with a partner and make your own conversations using the information in the pictures. You have 5 minutes t

11、o prepare, and after that, I will ask some of you to present your conversations. (The teacher walks around to give support if necessary.)9.  T: Ok, time is up. Who'd like to try?10. The teacher summarizes students' performance. Call students' attention to the common mistakes they ma

12、de in their conversations.1. A few students answer the questions as the teacher asks them.2. A student volunteers to read the questions in 3a.3. Students read the passage.4. Students give answers.5. Ss think about their own life and answer the questions with different answers.6.  Ss say what th

13、ey learn from the pictures, such as transportation, times, distances, etc.7.   A pair of students read aloud the dialogue.8. Students work in pairs.9.  Some students present their conversations.10.   Students reflect what they have done.4Information gapThe teacher explains h

14、ow to play the game. If necessary, the teacher can play one of roles to give a clear demonstration.Students learn what to do in the game and then play the game in groups of three.SummaryThe teacher calls students' attention again to grammar focus and highlight the functions of the structures.Students reflect what they have d