教案.docx
《教案.docx》由会员分享，可在线阅读，更多相关《教案.docx（25页珍藏版）》请在冰豆网上搜索。
教案
Unit1HowDoYouGoThere?
Period1
Teachingaimsanddemands:
1.Studentsaresupposedtomasterthefollowingfour-skillphrases：
on foot，by bike，by bus，by train。
2.Studentsaresupposedtomasterthefollowingthree-skillphrases：
：
by plane，by ship，by subway。
3.Studentsaresupposedtoaskandansweraboutthetransportations,usingthetargetlanguage:
“How d0 you go to school?
How do you go to Canada／…?
”“I go by…”
4.Studentsaresupposedtosingthechant.
5.Helpthestudentstolearnsomethingaboutthetrafficerulesandtheyshouldobeythetrafficrules.
Teachingdifficulties
Studentsaresupposedtoaskandansweraboutthetransportations,using
thetargetlanguage:
“How d0 you go to school?
How do you go to Canada／…?
”“I go by…”
Teachingaids:
Pictures,flashcards,tapes.
Teachingprocedures:
1．Warm-up
（1）Review：
always，usually，often，sometimes，never.
T:
When do you get up?
/ When do you go to school?
...（Makethestudentsanswerusingalways，usually，often，sometimes）
（2）T：
Today I go to school on bus. I usually go to school on foot.
What about you?
Do you go by bike or by bus?
Do you go on foot?
Or by car?
LookatthepictureinLet’s startandanswerthequestion:
Howdoyougotoschool?
2．Preview
（1）Let's chant
PlaythetapeforLet's chant，studentsfollowingthetape.
3.Presentation
Let's learn
（1）T:
“How do I go to school?
I go to school by bike．”Write“by bike”ontheblackboard.“ What about you?
How do you go to school?
”
Ss：
“I go to school by…”
（2）Playagame.Putthecardsontheblackboard.Studentsreadthephrasesandthesentence:
“Igotoschoolby…”
（3）Playagame
Theteachersays：
by bike，studentsactitoutandsaythesentencesforexample：
I go to school by bike．
（4）theteachershowsthepictureofsubwayandask“Whatcanyousee?
”teachthewordsubway.
（5）Studentslistentothetapeandfollowthetape.
（7）Let's play
Dopairwork.Makeconversationslikethis:
A:
How do you go to Beijing／the USA／the moon?
B:
I go by train/plane／spaceship．
4．Consolidation and extension
（1）Main scene
Theteacherleadstudentslookatthemainsceneandencouragethemtrytosaythetransportatinsinthepicture.
（2）StudentsdotheexercisesforLet’slearnonActivityBook；Theteacherinstructstudentshowtowritethewordsandsentencescorrectly.
（3）Studentscopythefour-skillwords.
课后反思:
课堂上学生自主表达的氛围还没有形成，主动生成的东西还不是很多。
更多的学生止步于模仿，也许对于大多数学生而言，如何流利地发音和准确地记住单词的发音是最大的难题，这一点还需要我认真地反思和改进，将课堂变成真正以学生为主的课堂。
Period2
Teachingaimsanddemands:
1.Studentsaresupposedtomasterthefollowingfour-skillsentences：
“How do you go to school?
Usually I go to school on foot．Sometimes I go by bike．”
2．Studentsaresupposedtotalkabouttheirowntransportationsofgoingtoschoolandthereasonswhytheychoosethetransportationways,forexample:
Usually I go to school by bus because it's fast．
3．StudentsareabletounderstandtheconversationinLet’stryandtheycanusethekeysentencesinLet’s talk and read and write
Teachingdifficulties:
1．thefour-skillsentences:
How do you go to school?
Usually/Sometimes I go by…
2．Studentsaresupposedtotalkabouttheirowntransportationsofgoingtoschoolandthereasonswhytheychoosethetransportationways
Teachingaids:
Pictures,flashcards,tapes.
Teachingprocedures:
1．Warm-up
T:
“Good morning!
How do you go to school today?
What about you?
Do you go by bus，too?
”Reviewthechanttogether.
2．Preview
（1）Theteachershowsthepictureandask
“How do you go to school?
”Studentsansweraccordingtothepicture：
“I go to school by…”“How do you go to school?
I go to school by…”
Studentsdopairworkaskandanswerthewaysoftransportations.
（2）Let's try
Listenand circle.
3．Presentation
Let's talk
（1）Theteacherasks：
“How does Sarah go to school?
listen．”studentslistentothetapeandtrytoanswerthequestion.
（2）Studentsfollowthetapeandthenmaketheirownconversations.
（3）Group work
T：
“How do I go to school，do you know?
Ask me，please!
”Showabike,abusandataxiandthepriceforeachtransportation,l yuan,7 yuan“Usually I go to school by bikebecause it's good exercise．Sometimes I go by bus，because it's cheap．It costs l yuan. Sometimes I go by taxi，because it's fast，but it's too expensive．It costs 1o yuan．
Workingroupsoffour,talkabouttheirowntransportationsofgoingtoschoolandthereasonswhytheychoosethetransportationways,forexample:
My home is near．It's fast．It's cheap．good exercise．…
（4）Let’ read .Studentsreadtheconversationingroupsoffourandthenfinishtheactivity.
（5）Studentsfollowthetapeandreadtheconversation.
4.Consolidation and extension
（1）Makeasurvey:
Howdoyourparentsgotowork?
Trytowriteanarticle.
Period3
Teachingaimsanddemands:
1． Studentsareabletoreadtheconversationandunderstandit.
2． Studentsareabletomasterthepronunciationof/p／/b//t//d／/i:
/，/i/
3． StudentslearnsomethingaboutGoodtoknow，theycanuseEnglishtoexpresssometransportationsigns：
Cross way，No entry，No bikes，Turn right,No left turn。
Teachingdifficulties:
1．Studentsareabletoreadtheconversationandunderstandit.
2． Howtoinstructpeopletogettothedestinationindifferentwaysoftransportation.
Teachingaids:
Pictures,flashcards,tapes.Eachstudentprepareapieceofpaper.
Teachingprocedures:
1．Warm-up
playthetapeforLet’schant.Studentsfollowthetape.
2．Presentation
Let's read
（1）Theactivity:
TheBestRoute.
Showtwodifferentscene：
Boblivesinthemountains.Thereisariveronthefootofthemountains.Thereisabusstopatthebankandpeoplecantakethebustoschool；May’shomeisfarfromtheschool，thereisasubwaystationnearherhome，shehastotakeabustoschoolaftershegetsoffthesubway.Askthestudentstodesignthebestroutetoschool.Thenstudentsreporttheirresults.
（2）“Now let's read the dialogue and find out how Sarah goes to the park Can you draw the route on your paper?
”Studentsreadtheconversationinpairs.TheytrytodrawtheroutetoSarah’shome.
（3）Theteachershowstherouteandexplainlikethis
“FirstSarah Can go to Zhang Peng's home by bike.
Next, Sarah and Zhang Peng go to the bus stop on foot．
Then they can go to the park by bus．”Writethewords”first，next，then”ontheblackboard.Askstudentstodiscussandthenreporthowtogettothedestination.
（4）Playthetapeandstudentsrepeat.
（5）Studentsworkinpairsandpracticetheconversation.
4、Consolidation and extension
（1）Theteachertakesasurveyandasksthequestion:
“You've been toHarbin．Is it a nice city ?
What can you see there?
How do you go there?
”Studentsworkingroupsoffour,oneguess“Do you go to…by…?
”
“How do you go there?
”Theleaderofeachgroupreportsomethingabouttheplaceheorshevisited.
（2）Good to know
Helpstudentslearnsometrafficsigns：
“What's the meaning?
”“Turn right．Crosswalk．One way．”andsoon.Finishtheexercisesinthispart.Encouragestudentstoshowmoretrafficsigns.
（3）Studentsfollowthetapeandrepeat.
（4）FinishtheexerciseonActivityBook.
Period4
Teachingaimsanddemands:
1．Studentsaresupposedtomasterthefollowingfour-skillphrases：
Stopataredlight．Waitatayellowlight．Goatagreenlight．Studentsaresupposedtomasterthefollowingthree-skillphrases：
stop，wait，trafficlights，trafficrules。
2．Studentsaresupposedtolearntrafficrules，thefunctionofthetrafficlightsandtheycandoactionsaccordingtotheinstructions.
Teachingdifficulties:
1．Studentsaresupposedtomasterthefollowingfour-skillphrases:
stop，wait，trafficlights，trafficrules。
2．Howtowrite“trafficlight，trafficrule”Theyshouldunderstandthemeaningof“stop，wait”.
Teachingaids:
Pictures,flashcards,tapes.Eachstudentprepareapieceofpaper.
Teachingprocedures:
1.Warm-up
Listentomusicandstudentsdancetomusic“Left-Right-Go-Turnaround-Go，g。
，go”.
2．Preview
（1）Let’schanttogether.
（2）“Howdoyougotoschool?
”Studentsansweraccordingtotheirlifehabbits.
3．Presentation
（1）Theteacherpointstothelightintheclassroomandsay:
”IlikethelightsbecauseIcanseethingsclearlyatnight.Canweseelightsindifferentcoloursinourcity?
”Yes!
（2）“Wehavered，yellow，andgreenlights.Wecallthemtrafficlights．Whatdotheymean，doyouknow?
”“Whendowestop／wait／go?
’’Leadthestudentsanswerlikethis：
Westopataredlight．．．-
（3）Showthetrafficlights.Askonestudentpointtothetrafficlightsfreelyandtheteacheractsitout.“Itisagreenlight.Icango.Go-go。
go!
”“Itisayellowlight.Imustwait．Wait-wait-wait!
Icangoinamoment．”“Thelightisred。
CallIgo?
No，no，no!
It'sdangerous!
Imuststop．Stop-stop-stop!
”
（4）Writethekeywords“stop，wait，go”besideeachtrafficlight.
（5）Let'splay
Inviteafewstudentstoplaythegame.Iftheteachersays“yellowlight”，studentswait.Iftheteachersays“redlight”，studentsstop.Iftheteachersays“greenlight”，studentsgo.Thestudentswhoactincorrectlywillbeout.
"Stopataredfight．Waitatayellowlight-GoatagreenlightRedlight．yellowfight，greenlight．Thesearetrafficlights．”Thesearetrafficrules．
（6）“Whatdoesthe‘trafficrule’mean?
”Explain“trafficrule”，encouragestudentstosayoutthesentences.．Yes.Thesearetrafficrules．Youmustrememberthetrafficrules．”
（7）Playthetapeandstudentsrepeatafterthetape.
（8）Leadthestudentswritethefour-skillsentences.
4．Consolidationandextension
Copythefour-skillsentences.
教学反思：
靠持续不断的语言知识，而不是“玩”来培养学生持久的兴趣。
小学英语教学是要重视培养兴趣，但不能单靠唱,玩，单靠唱歌游戏不能培养学生持久的兴趣。
新鲜劲儿一过，孩子们就会厌倦。
所以，唱歌游戏应该作为小学生学习英语语言知识、技能的一些手段，而不是培养兴趣的手段。
我们可以采用多种手段帮助小学生在记忆力强的时期多记单词，多学习语言规则，并尽可能多创造模仿的机会，提高学生的语音和语调。
在英语学习中，听
升级会员 