Going-to-school教案
牛津沪教版五上英语Unit 2 Going to school 教案
Module 1Unit 2 Going to school教案一、教学目标1.知识目标：①表示交通方式的单词和短语，如walk, on foot, by bus, by car, by train, by taxi, bybike , 要求学生从听、说、认、读方面掌握。
②两个句型：How do you usually go to school? I usually /often/sometimes go to schoolby bus.要求学生熟记并能拓展，进行交流。
2.能力目标：掌握与交通相关的词汇和短语，在恰当的情景下流畅地表达出来。
通过多种游戏和活动，激发学生学习英语的兴趣。
二、教学重难点1.学生能够辨别交通工具，如car, bus, bike, plane, train .2.难点是掌握How do you usually go to school? I usually /often/sometimes go toschool by bus.这两个句型,学生能用这两个问句进行口语交际三、教学过程（一）热身1.师生互相问候：Are you ready for this class?（二）导入新课1.播放图片。
2.教师发问：你喜欢哪种出行方式，是坐火车，坐汽车？这些交通工具用英语怎么表达？如：plane, train, subway, bus, car,等。
（三）练习1.教师提问：How do you usually go to school? 通常你怎么上学？引导学生说出各种交通工具后，同时介绍单词，plane, train, subway, bus, car, bike 等。
2.I usually go to school by bus.我通常坐公共汽车去学校。
3.I often go to school by car.我经常坐小汽车去学校。
4.Sometimes I walk there.有时我步行去学校。
上海市小学六年级第一学期英语(牛津上海版)教材教案课堂单词记忆课件(例句版)Unit 6 Going to school
来源：lot源自中古英语的hlot，意为抽签用的木片。
词组：a lot of cars 很多车 a lot of sheep 一群羊
例句：They make a lot of money. She gets a lot of information.
来源：源自古英语的hwenne，意为何时。
例句：When are we leaving? When are you going home?
词组： five star hotel 五星级宾馆 stay at/in a hotel 住宾馆
例句：I’ve booked the flights and the hotel. The hotel is now open to guests.
构成： ad+vert+ise+ment=advertisement
构成：fer+ry=ferry fer-: 词根：带来 -ry: 名词后缀 “带来带去的东西”→“渡船”
词组： by ferry 乘渡船，乘渡轮
ferry terminal 渡轮码头 例句：When does the next ferry leave? You can cross the river by ferry.
来源：源自中古英语的fewe；最初源自古英语的feawa， 意为少，少的。
词组：a few minutes 几分钟 a few of people 几个人
例句：He found a few coins in the car. I only know a few Chinese characters.
提示：本演示文稿采用Microsoft office PowerPoint 2013 制作，PPT动画特效在其他软件播放可能出现失真。
2020年【上海教育版】英语五年级上册：Unit 2《Going to school》教案
2020年精编沪教版英语资料课时教学设计首页课题M1U2 Going to school 课型新授课第几课时2 授课时间教具学具Multimedia课时教学目标（三维）1.学生通过Do a survey 做调查的任务，操练核心句型。
2.学生通过Think and write,用生活化的场景提供句型的写作练习。
3.学生理解短文《郭老师的上班路线》，通过阅读活动及反馈练习，引导学生抓住关键信息。
4.通过Draw and say ,学生把自己上学的路线展示出来，并作介绍，以巩固核心句型。
5.培养低碳环保意识，采用合理的出行方式。
教学重点与难点重点：词汇：Ms underground take after hour bus stop get off 语音：sp(wasp crisp)难点：表示不同交通方式的短语on foot 、by bus 等所用的介词不同。
教学方法与手段阅读讨论角色扮演使用教材的构想在设计活动时，由浅入深地引导学生学习，在读读顺序，完成地图，角色扮演的基础上，增加判断正误，看图说话环节，帮助学生进一步理解，运用语言。
课时教学互动流程教师行为学生行为补充课堂变化及处理主要环节的效果Pre-task preparationsSalon game(Pick the card for on foot)I come to school on foot.How do you come to school? S1:(Pick the card for by bus)I come to school by bus.How do you come toschool?S2:(Pick the card for by bus)How do you come to school?)etc.(by underground by taxi by school bus)While-task procedures1.Pair workS1:Do you live near school?S2:Yes,I do.S1:How do you come to school?S2:I come to school by bike.S1:What time do you leave/arrive athome/school?S2: ...课时教学互动流程教师行为学生行为补充课堂变化及处理主要环节的效果2.A survey name job come to schoolby /on... near/far from3.DialogueMy father is a doctor.He works in a hospital.He works far from home.He goes to work by bus.What does your father do?How does he go to work?4.Think and read5.Look and read①Look,this is Ms Guo.She’s a teacher.How does she goes to work? Guess.②Learn and answerPicture1What can you see?How does Ms Gus go to the underground station?③Fill in the blankPost-task activitiesIntroduce themselves S1:My father is a teacher.He works near home.He goes to work by bike.How does your father go to work?S2:He goes to work on foot.S1:She goes to work on foot.S2:She goes to work by undergroud.S3:I can see an underground station.S4:She walks there.S:I live on...(name)Street.This is my home.I live near/far from school.I go to school on foot.课时教学设计尾页达标检测Think and writeMy father goes to work__________________.My mother goes to work___________________.______________________go(es) to _______________.I go to school_______________________.板书设计U2 Going to schoolHow do you come to school?I come to school on foot.作业设计1.Talk about your way to school.2.Read the rhyme in “Learn the sounds”.※ 3.Retell the story “Ms Guo’s journey to work”.教学后记。
going to school教学设计
教学重难点
重点1.能正确听说读写四会短语by bus . by bike .by car .on foot .
2.通过listen and say的情景对话，能够运用句型how do you come to school ?询问他人去学校的方式，并能用I come to school…回答
On foot.找去介词使用的区别
当堂达标设计
课堂练习
Joe comes to school __________________ .
Alice comes to school __________________.
Kitty comes to school __________________.
Peter comes to school____________________.
Alice comes to school __________________.
Kitty comes to school __________________.
Peter comes to school____________________.
Step III. Post-task activities
作业设计
练习
1.Listen to the tape
2.Copy the new words.
3.Make some sentences.
预习
S3:I come to school on foot too.
T: You can also say“I walk to school”
Ask students wห้องสมุดไป่ตู้o comes to school on foot to say together“I walk to school”
小学英语教科EEC版六年级上册Unit1 Going to School《Class 2 Textbook p.5》优质课教案公开课教师试讲教案
小学英语教科EEC版六年级上册Unit1 Going to School《Class 2 Textbook p.5》优质课教案省级比赛获奖教案公开课教师面试试讲教案【名师授课教案】1教学目标1、知识技能a.熟练对人的名字和姓氏进行问答b.单词:first name, last name, twins, friendc.句子:My name’s…=My name is…I’m…=I am…Is Wang your first name?2、情感态度价值观a.培养对英语学习的持久兴趣,特别是读写、单词记忆的兴趣。
b.了解中西方姓名写法的习惯。
c.在真实的语境中体验参与。
3、获取知识的方法途径在模仿中体会发音规律。
2学情分析我选取的教材是EEC英语第五册第一课第二课时。
这是Tino英语课文的第一部分。
前一部分,是对重点单词,重点句型的初步感知,本部分重点内容是对姓名的提问,带领学生认识新朋友,走进Tino’sEn glishLand.需要详细讲解的是第二部分和第四部分,我将运用多媒体收集学生感兴趣的国内外名人区分他们的名和姓,使学生明确中外文化的一个重大差异,名文化差异。
突出重点,突破难点。
3重点难点教学重点:熟练对人的名字和姓氏进行问答教学难点:了解中西方姓名写法的习惯与区别4教学过程I. warm up1. Greeting2.ChantII. RevisionIII. New Lesson1. Hi.My name’s Sandy Taylor.What’s your name?Hi.I’m Wang Dongdong.(1) T: (拿出Sandy Taylor 头像的背面,放在自己的脸上)。
六年级英语上册 Unit 6《Going to school》教案1 牛津上海版(一起)
Unit Six Going to schoolPart1 ListeningI. Listen and choose the right picture (根据你听到的内容，选出相应的图片)1._______2. _______3. _______4. _______5. _______II. Listen to the dialogue and choose the best answer to the question you hear(根据你所听到的对话和问题，选出最恰当的答案)( )1. A. On foot. B. By bike. C. By bus. D. By underground.( )2. A. About 20 minutes' walk. B. About 10 minutes' walk.C. About 50 minutes' walk.D. About 15 minutes' walk( )3. A. The boy goes there by bus, but the girl doesn't.B. The girl goes there by bus, but the boy doesn't.C. They both go there by bus.D. They both go there by bike.( )4. A . On foot. B. By bike. C. By bus. D. By underground.( )5. A . A doctor. B. A hotel worker.C. A scientist.D. A nurse.III. Listen to the passage and tell whether the following statements are true or false (判断下列句子是否符合你听到的短文内容，符合的用“T”表示，不符合的用“F”表示)( )1. Simon lives near school.( )2. He usually takes the underground to school.( )3. He spends about half an hour traveling to school. .( )4. He sees some relatives on his way to school.( )5. It takes him about five minutes to walk to school after he gets off the underground.IV. Listen to the passage and complete the table (听短文，完成下列表格)V. Listen to the passage and fill in the words you hear(根据你听到的词语填空) The students in Mr. Brown's class are very (1)_______. Bill, (2)______ and Jane are working on computers. Mary is (3)______ up her hand. Wang Lin and Tom are drawing a (4)_______ . Bob is reading books by (5)______ .Part 2 Vocabulary and GrammarI. Choose the best answer (选出最恰当的答案)( ) 1. It takes me half _____hour to get to school.A. anB. aC. theD. /( )2. Alice goes to school _____bus and comes back _____foot.A. by.. .byB. by.. .onC. on.. .onD. on...by( )3. It takes me more than 2 hours to get to my friend's home. He lives _____here.A. quite far away fromB. nearC. quite nearD. not too far away from( )4. There is _____advertisement board in front of my flat.A. aB. anC. theD. /( )5. The film will start _____eight thirty.A. onB. inC. atD. for( )6. The boy takes an underground, _____walks for ten minutes to get home.A. thanB. thenC. afterD. /( )7. It usually _____Peter an hour to get to school.A. takeB. takesC. is takingD. took( )8. ______time do your family members usually spend travelling in a day?A. How manyB. How oftenC. How longD. How much( )9. - ______does it take you to get to the supermarket?-About 10 minutes.A. How manyB. How muchC. How longD. How often( )10.I like having lessons in a ______.A. schoolB. restaurantC. hospitalD. department store( )11. She saw ______new students at the school gate this morning.A. a lotB. a littleC. a groupD. a few( )12.1 will visit a friend when I _____free tomorrow.A. shall beB. am going to beC. will beD. am( )13. Would you like ______fishing this weekend?A. goB. goingC. to goD. goes( )14. _____ helps to keep the city safe.A. A shop assistantB. A cookC. A firemanD. A policeman( )15. What did you see on your way _____?A. to thereB. cinemaC. back homeD. to homeII. Choose the word or expression which is closest in meaning to the underlined part in each sentence (选择与下列各句中划线部分内容意思相近的单词或短语)A. fifteen minutesB. at weekendsC. walksD. do...wantE. see filmsF. a lot of( )1. Simon goes to school on foot.( )2. My grandma takes a walk for a quarter of an hour every day.( )3. Do you often go to the cinema?( )4. Where do you usually go on Saturdays and Sundays?( )5. Peter, would you like to work many hours in a day?( )6. You can see much traffic in streets in rush hours.III. Complete the sentences with the given words in their proper forms (用括号中所给单词的适当形式完成下列句子)1. There are many _______ on the Huangpu River. (ferry)2. _______ to many places is very interesting. (Travel)3. Have you been to any _______ in Bangkok? (temple)4. My _______ estate is near my school. (house)5.1 can see a lot of shops when I am _______ to school. (walk)6. Cherry doesn't like to be a cook because she doesn't like ______. (cook) IV. Rewrite the following sentences as required (根据所给要求，改写下列句子。
七年级新目标下Unit_2_What_time_do_you_go_to_school教案
Unit 2 What time do you go to school?耿晶1. 教材分析本单元以Daily routinesand times为话题，共设计了三个部分的内容。
旨在通过单元教学使学生学会谈论日常行为、询问并答复有关时间的问题、询问并回答人们在特定时间所从事的活动。
Section A 学习谈论日常作息时间。
1a, 1b, 1c 重点学习和学生息息相关的几种日常行为的英文表示方法，学会询问和答复日常作息时间。
2a, 2b, 2c ，2d继续学习谈论自己或他人的日常作息时间。
重点学习如何询问，这也是本单元的语法重点。
3a, 3b, 3c 学会叙述他人的日常活动安排，同时学习询问时间和时间表达法，进一步巩固询问别人的日常作息时间的表达法。
Section B 继续学习询问和谈论别人的日常行为。
1a, 1b, 2a, 1c,1d,1e,学会谈论和询问一天内各个时间段的活动安排。
2a,2b，3a，3b学会通过两个人的对比介绍来判断并养成好的作息时间。
Self check 重点单词句型复习2. 课型设计与课时分配Period 1 Listening and speaking （I）(Section A: 1a, 1b, 1c)Period 2 Listening and speaking （II）(Section A：2a, 2b, 2c,2d)Period 3 Integrating skills(Section A：3a, 3b, 3cSection B: 1a, 1b,1c,1d,1e)Period 4 Reading and writing(Section Ｂ：2a, 2b, 2c,3a,3b)Period 5 Self checkⅢ. Teaching plans for each periodPeriod 1 Listening and speaking(Ⅰ) Target language目标语言1. Words && phrases生词和短语Up,get up,dress,get dressed,brush,tooth,shower,take a shower,usually,forty, what time,2. Key sentences重点句子When do people usually ...? People usually ...What time do you usually ...? I usually ...Ability goals能力目标Enable students to learn to talk about daily routines.Learning ability goals学能目标Help the students learn how to talk about daily routines.Teaching important / difficult points教学重难点How to talk about daily routines.Teaching aids教具准备A tape recorder and a model clock.Teaching procedures and ways教学过程与方式Step ⅠWarming upIn this procedure, motivate students to learn some words and phrases by singing the songs they’ve learned before.T: Good morning, everyone. (sing) “Good morning to you. Good morning to you. Good morning, dear children. Good morning to you.” This song is easy to learn. Who can sing it to us?Encourage students to sing the song.T: Well done. Thank you! We sing “Good morning to you” in the morning. Then what do we sing in the afternoon and in the evening? S: We sing Good afternoon to you in the afternoon and Good evening to you in the evening.T: That’s right. I know all of you are very good at singing. Does anyone want to sing Good afternoon to you or Good evening to you to us?Step ⅡTalking and reading (1a)In this procedure, ask students to finish the required task and learn some key phrases about daily actions.T: As we all know, time is very important and in English there is a famous saying "An hour in the morning is worth two in the evening." So what do you do in the morning?S1: I read English. S2: I do morning exercise.T: And what do you do in the afternoon and in the evening?S1: I play basketball in the afternoon. S2: I watch TV in the evening.T: I’m very glad to hear that. You use your time very well. And there’re many daily things we can do. Now let’s read these phrases in 1a and match these actions and the time of day.Step ⅢPracticeIn this procedure, students will learn how to talk about actions and the time of day.T: I know you’re very clever. Now I want you to tell if my statements are right or wrong. First, I usually eat dinner in the morning. S: Wrong.T: When do I usually eat dinner? S: In the evening.T: Second, she gets up at 19:00 in the morning. S: Wrong.T: What is the correct way of saying the sentence? S: She gets up at 7:00 in the morning.T: How clever you are! Now let’s read the conversation in groups and see which group reads better.Ask students to do pairwork.T: Please ask your partner when people usually do these things: do homework, eat dinner, eat breakfast and go to bed.（Write “When do people usually ...”on the blackboard）Sample dialogue:S1: When do people usually do homework?S2: People usually do homework in the afternoon.Interest the students in going on practicing the conversation using a new way of reading.T: Now let’s try a new way of reading. First I name one student to ask a question, and then ask all of you repeat this question together. After that, I name another student to answer this question, and all of you repeat the answer together.Sample dialogue:S1: When do people usually go to bed?S: When do people usually go to bed?S2: People usually go to bed in the evening.S: People usually go to bed in the evening.Step ⅣTalking about time (1c)In this procedure, students will learn how to ask about and say hour times and learn some key phrases about daily routines.T: Boys and girls, please listen to what I’m saying and guess what it is. 小小骏马不停蹄，日日夜夜不休息，蹄声哒哒似战鼓，提醒人们争朝夕。
新版牛津英语五年级上册《Unit 2 Going to school》教学设计
五年级上册牛津英语Unit 2 Going to schoolUnit2 Going to school(第一课时)1.知识目标：帮助学生学习Look and learn中的新短语，并能通过Listen and say的情景对话，帮助学生掌握句型How do you come to school? I come to school…2.能力目标：能用How do you come to school?询问对方上学的交通方式，并用I come to school…告诉对方自己上学的交通方式。
3.情感态度目标：通过这节课的教学，培养低碳环保意识，采用合理的出行方式。
二、Key point:词汇：by, by bike, by bus, by car, on foot, walk.句型：How do you come to school? I come to school on foot.三、Difficultpoint:1.表示不同交通方式的短语on foot,by bus等所用的介词不同。
2.区分go to school和come to school 的用法。
四、Teachin gaids:多媒体课件，光盘。
五、Teaching and learning methods :1. 教法：根据词汇教学的特点和学生的学情实际，在本节课中我采用了任务型教学法和游戏活动教学法进行教学。
2. 学法：学生通过小组合作、小组比赛等活动来学习新词汇，从而运用所学动词短语来表达自己上学的交通方式。
六、Teaching steps:Step one:1)Lead in2) Free-talkIntroduce the topicStep two: Presentation:1)Learn the new phrases: a. Follow the teacher b.Practiseinyourgroupsc.Readthesewordstogetherandclapyourhands.d.Li stentothetapeandfollowthetape2)Play games, practice these new words : a. True or false b. Look ands ay3) Listenandsay:a.Firstlistentothetape.b.Listentothetapeagainandfollowthetape.c.Translatethetext by yourselves.4)Role-play the text:5)Fill in the blanksaccordingtothe dialogues.6)CompleteJill’snotes.Stepthree:Consolidation:1)Doasurveyinyourgroups.2)Dotheexercises.Stepfour:Summary:Stepfive:Home work:1.Finish offthinkandwriteofpage13.2. Make up the similar dialogue.Stepsix:Blackboarddesign:newphrases: bybike,b ybus,bycar,onfootnewsentences:--Howdoyoucometoschool?—I come toschoolbybus.Unit 2 Going to school 第三课时。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
Going to school:（３rd period）
（Oxford English 6A Module2, Unit 4, p41-42 ）
Teaching aims:
1.To enable students to use determiners to indicate quantities.
2.To get the students to use connectives to show the time relationship between two
actions.
3.To develop students’ability of interaction by asking and answering questions,
replying and using sentence structures in a life circumstances.
Language focus:
1. some / a few/ a lot of
2. ……when ……
3. How do you go to ……？I go to ……by……/ on foot.
4.What do you see when you are ……？I see……
Teaching method: Task-based learning method
Teaching aids: The multi-media system
Pre-task preparation
1. Ask students to tell the names of the things we usually see on our way to someplace.
2. Ask students to watch two videos and answer some questions
While-task procedure
1.Help students to describe what they see in different pictures by using determiners
2.Get students to learn the expression “when I’m on the bus……/ walking to ”by
completing a table and doing pair work.
3.Help students know the text clearly by listening, reading and filling in the blanks.
4.Help students to rewrite Simon’s way to school.
Post-task activities
1.Get students to interview their deskmates about their ways to school.
2.Help students to write reports about their classmates’ ways to school. Assignment
1.Read the text at least 5 times.
2.Survey two of your parents or friend about their ways to school, the market, etc,
and write some sentences.。