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。
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”
【优质】小学英语沪教版五年级上册Unit 2 Going to school 优质公开课教案 2
第二课时新授教学内容：Sentences:How does he/she go to school ?He/She goes to school by ……教学目标：一、认知目标单词 by underground,by train,by ship,by plane.句型 How does he/she go to …?He/She goes to …by …二、能力目标能够正确认读句型并学会运用第三人称单数句型。
教学重难点：1．句型的正确灵活运用。
2．课文的听说及表演。
教具：磁带、录音机、单词卡片和图片教学过程：一、Warming-up1.Greeting and free talk.T: How do you go to school?S: I usually/often/sometimes go to school on foot/by bike/by bus/by car/by taxi.2、利用卡片巩固认读on foot, by bus,by car,by taxi。
二、New course:（一）学习单词by underground,by train,by ship,by plane.借助图片或生词卡片学习生词：a ship,a plane,a train,并逐步过渡到by underground,by plane,by train.by ship. 利用卡片及图片，通过“快速抢打”、“开火车”等游戏进行听、说、读、写的训练。
新授句型How does he/she go to …?a. 教师在课堂上随便找一男生问How do you go to school? 则男生回答I go to school by bus.然后，教师问除了该男生以外的全体学生“他怎样去上学？”，适时引出 How does he go to school?b.教师适当讲解一般现在时态中的第三人称单数变化，让学生对此有个初步了解。
〖2021年整理〗《Unit2 Going to school 》优秀教案
Unit2 Going to choo 第2课时教学设计【内容版）五年级上册Modue1 Unit2【主题】Do a urve, Thin and write, Learn the ound【课时】第2课时一、教学目标Teaching aim1 通过语音部分的儿歌，了解字母组合e to choo, I come to choo, I come to chooThi i the wa I come to choo I come to choo on footThi i the wa I come to choo, I come to choo, I come to chooThi i the wa I come to choo I come to choo b bieThi i the wa I come to choo, I come to choo, I come to chooThi i the wa I come to choo I come to choo b underground…2 学生通过接龙游戏，操练核心词汇及句型，并做适当拓展。
请五六位学生上来，每人抽取一张写有交通工具的单词卡片，根据卡片上的单词开展句型练习。
T: e to choo on foot How do ou come to chooS1: e to choo b bu How do ou come to chooS2 e to choo b car How do ou come to choo…也可拓展一些交通方式的词组，如b underground, b tai, b choo bu等。
Whie-ta e to chooS2: I come to choo b bieS1: What time do ou eave homeS2: I eave home at haf e to choo Let’ do a urveS1: Heo, S2’ name How do ou come to chooS2: I come to choo3 让学生延续上一次活动的调查表，填入家人上班的交通方式，并开展对子活动。
Going-to-school教案
====Word行业资料分享--可编辑版本--双击可删====Going to school:（３rd period）（Oxford English 6A Module2, Unit 4, p41-42 ）Shanghai Gaodong Middle School Meredith CaoTeaching 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 andusing sentence structures in a life circumstances.Language focus:1. some/ a few/ a lot of2. ……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 methodTeaching aids: The multi-media systemPre-task preparation1. 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 questionsWhile-task procedure1.Help students to describe what they see in different pictures by using determiners2.Get students to learn the expression “when I’m on the bus……/ walking to ”by completing atable 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 activities1.Get students to interview their deskmates about their ways to school.2.Help students to write reports about their classmates’ ways to school.Assignment1.Read the text at least 5 times.2.Survey two of your parents or friend about their ways to school, the market, etc, and writesome sentences.源-于-网-络-收-集。
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)。
2024小学英语《Unit 2 Going to school》备课教案
2024小学英语《Unit 2 Going to school》备课教案第一章：教学目标1.1 知识目标(1) 学生能够听懂、会说、会读本单元的生词和重点句子。
(2) 学生能够运用所学的词汇和句型描述自己去学校的路线和方式。
1.2 能力目标(1) 学生能够通过图片和情景，正确使用地图和方向词汇描述路线。
(2) 学生能够在真实情境中运用所学语言进行交流。
1.3 情感目标(1) 学生能够激发对英语学习的兴趣。
(2) 学生能够培养合作、探究的精神。
第二章：教学内容2.1 教材分析本单元以“去学校”为主题，通过学习学生能够掌握描述路线和交通方式的词汇和句型。
教材通过图片、情景对话和活动，让学生在真实情境中学习英语。
2.2 教学重难点(1) 重点：本单元的生词、句型和日常对话。
(2) 难点：地图的使用和方向词汇的运用。
第三章：教学方法3.1 情境教学法通过创设真实的情境，让学生在实际环境中学习英语，提高学生的语言运用能力。
3.2 互动式教学法教师与学生、学生与学生之间的互动，激发学生的学习兴趣，提高学生的参与度。
3.3 任务型教学法通过完成具体的任务，让学生在实践中学习英语，培养学生的合作和探究精神。
第四章：教学步骤4.1 热身活动（5分钟）通过唱一首关于学校的歌曲，让学生放松气氛，引入本课主题。
4.2 引入新课（10分钟）教师向学生展示一张学校的地图，引导学生观察并讨论学校的各个部分。
4.3 讲解新课（15分钟）教师讲解本课的生词和句型，并通过示范和练习，让学生掌握描述路线和交通方式的表达方法。
4.4 实践环节（10分钟）学生分组，每组设计一条从家到学校的路线，使用地图和方向词汇进行描述，并表演给其他小组。
4.5 总结环节（5分钟）教师对本课内容进行总结，并鼓励学生在生活中运用所学英语。
第五章：作业设计5.1 作业内容学生回家后，向家长介绍自己去学校的路线和交通方式，并尝试用英语表达。
5.2 作业要求(1) 学生能够正确使用地图和方向词汇描述路线。
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Going to school:（３rd period）
（Oxford English 6A Module2, Unit 4, p41-42 ）
Shanghai Gaodong Middle School Meredith Cao
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.。