八年级Unit 4 How do you get to school? 第二课时教学设计

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　　单元

　　名称 Unit 4 How do you get to school?课时安排 第二课时

　　教学目标1.能够询问他人如何到达某地;准确表达自己如何到达某地;读懂简单的路线说明。

　　2.学习完成任务所需要的语言：

　　词汇：bus stop, bus station, train station, subway station, how far, kilometer, shower, quick, bicycle, early, mile

　　句子：How do you get to school?

　　I ride my bike.

　　How does he get to school?

　　He walks to school.

　　How do they get to school?

　　They take the train.

　　How long does it take?

　　It takes about forty minutes.

　　3.完成课本第20页 2d, Grammar focus; 第21页 3a, 3b, 4的教学任务。

　　教学

　　环节突出内容教师活动学生活动

　　2d

　　1. 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. 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: 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 to the class.

　　5. Ss listen carefully and reflect on what they said.

　　Grammar focus课本上

　　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 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 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, 3b

　　Reading

　　1. T: Ask a few students how they get 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 students 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 look 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 to 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 made 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 they 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.

　　4Informati-on gap

　　The teacher explains how 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.

　　Summary

　　The teacher calls students' attention again to grammar focus and highlight the functions of the structures.

　　Students reflect what they have done.

　　板书

　　设计Unit 4 How do you get to school?

　　How do you get to school?

　　I ride my bike.

　　How does he get to school?

　　He walks to school.

　　How do they get to school?

　　They take the train.

　　How long does it take?

　　It takes about forty minutes.