how do ou go to school.docVIP

How do you go to school？任务型教学设计 以下是关于本课时的两个教案设计，各有各的特点，你更喜欢哪个设计或哪个环节呢？ 案例设计1： 莒县城阳街道第二小学 葛安芬 主题 ：交通 核心语句：Lingling: How do you go to school, Amy? Amy: I go to school by bus. Lingling: How does Sam go to school? Amy: He goes to school by bike. Lingling: Thank you. 教学过程： 一、导入新知 利用生活化的话题和照片呈现功能句 （出示自己骑车上班的照片） T: Look, boys and girls. Who’s in this photo? Ss: It’s you. T: Yes,it’s me . I go to work by bike every day. T: Boys and girls, how do you go to school? (板书句子How do you go to school? 领读，确认学生理解句子意思。) T:If you go to school by bike too, you can say, (板书I go to school by bike.) 请学生试读，再请学习能力较强的学生单个读。 与几名学生问答，为全班作示范，然后请几组学生问答，确认学生能正确问答后，请学生同桌问答。完成后请几组学生展示。 二、 任务呈现 T:Boys and girls,now we have moved to the new school,how do you go to school now? And how about your friends? Let’s learn how to ask your friends ,find out how they go to school every day,OK? (设计意图：利用搬入新校这一新鲜事件，设置真实生活情境。有的学生可能因为校址变动，上学方式也发生了相应的变化，就此呈现本课的任务：调查同学们的上学方式，让学生带着这一任务学习课文，调动学生参与任务的积极性。为了避免此处用于介绍任务的课堂语言过长，此时只简单呈现任务，具体的任务完成方式留在后面再向学生说明。) 三、课文学习 1、呈现课文，整体感知 T:Who are they? Ss:Lingling and Amy. T:What are they talking about? Ss:How to go to school.(可以用汉语，师用英语复述，使学生感知。) （设计意图：呈现课文图片，提问简单问题，帮助学生整体感知课文。） 2、设疑激趣，全面深入学习文本 （1）课件出示问题，播放课文CD-ROM，学生观看后回答问题： How does Amy go to school? She goes to school ___________. How does Sam go to school? He goes to school____________. (设计意图：提供给学生一个支架，降低问题的难度。用红色标出动词的第三人称单数形式，给学生视觉上的提醒，促使学生不自觉地注意这些动词。) 学生回答完问题之后，再听CD-ROM检查答案，板书： How does Sam go to school? He goes to school by bike. (2)请多名学生看板书练习问答。 (3)跟读课文，模仿语音语调。 (4)请学生分角色读对话，表扬语音语调好的学生，及时纠正发音问题。 四、拓展练习 Maomao’s Family. Look,read and answer.多媒体出示毛毛一家分别去了哪里，图示他们采用的交通方式，学生看图，读句子并回答，再出示答案检查。 ① How does Maomao go to school? （学生回答：She goes to school by bike.） ② How does her father go to work? (He goes to work by car.) ③ How does her brother go to Rizhao? (He goes to Rizhao by bus.) ④ How does her mother go to the park? (She