Unit Four How do you go to school?
一、Analysis of the Teaching Material：
本單元是新目標(biāo)英語《Go for it》八年級(jí)第一學(xué)期內(nèi)容。本單元討論的話題是交通運(yùn)輸方面的，是非常具有實(shí)用性的內(nèi)容。學(xué)好本課，學(xué)生不但能夠加深對(duì)一般現(xiàn)在時(shí)態(tài)的理解和運(yùn)用，也可以用英語來和別人討論到達(dá)某地的最佳方式。
二、Analysis of the Students：
對(duì)于出二第一學(xué)期的學(xué)生來說，他們?cè)诮?jīng)過初一一年的英語學(xué)習(xí)后，已具有了相當(dāng)?shù)挠⒄Z基礎(chǔ)，同時(shí)也具備一些運(yùn)用的語言知識(shí)的能力。在這樣的基礎(chǔ)上，學(xué)生對(duì)于討論跟他們生活息息相關(guān)的行的相關(guān)內(nèi)容一概很容易產(chǎn)生興趣，老師應(yīng)在這一教學(xué)過程中教育學(xué)生要自覺遵守交通法規(guī)。
三、Design the principle：
新目標(biāo)英語強(qiáng)調(diào)的是任務(wù)型教學(xué)，強(qiáng)調(diào)學(xué)生要成為教學(xué)活動(dòng)的主體，而老師只是從中起到協(xié)調(diào)引導(dǎo)作用，因此在我的教學(xué)設(shè)計(jì)里，比較重視學(xué)生活動(dòng)。充分調(diào)動(dòng)起學(xué)生的積極性，讓他們成為學(xué)習(xí)的主動(dòng)者。本節(jié)課是本單元的第一課時(shí)，主要讓學(xué)生掌握交通工具和基本句型“How do you……？”
四、Teaching Aims and Demands：
1. Knowledge Objects
Key vocabulary
Target language
2. Ability Objects
Listening skill
Writing skill
Communicative competence.
3. Moral Object
Know about some traffic rules.
五、Teaching Key Points：
Key vocabulary: subway, take the subway, train, ride a bike, take the bus, take the train, walk, take a taxi
六、 Difficult Points：
Target language:
Hey, Dave. How do you get to school?
I walk. How about you, Sally?
I ride my bike.
How does Mary go to school?
She takes the train.
七、Teaching Methods：
Listening method.
Pair work
八、Teaching Aids：
A tape recorder.
A projector.
Pictures.
Word cards.
九、Teaching Procedures：
Step One: Greet the class as usual.(Talk about the weather. Use Present tense and Past tense. )
T: How’s the weather today?
S: It is…….
T：How was the weather like yesterday?
S: It was…….
（強(qiáng)化交際能力，檢查復(fù)習(xí)學(xué)過知識(shí))
Step Two: New words
Show some pictures of the new words on the screen. Ask students to try to read these words.
bike, train, subway, car, ship, boat, bus, airplane
Maybe there is only one new word for students---subway, so the teacher only correct the pronunciation of these words.
There is a words game.( Ask students to look through the new words quickly, then check how many they can remember. Give students some pictures about the new words and some word cards. The teacher show the new words or the pictures of the new words on the screen. If the teacher show the word “train” to the students, the student who got the picture of the train should stand up quickly and say “I’m here!” And so on.)
(通過多媒體屏幕向?qū)W生展示所學(xué)單詞,圖文并茂，非常直觀地向?qū)W生展示了新單詞.簡(jiǎn)單的單詞游戲既調(diào)動(dòng)了學(xué)生的學(xué)習(xí)積極性又強(qiáng)化了單詞記憶。)
Step Three: Listening
Ask students to look at the picture in their books. Ask them some questions about the picture.
Show the questions on the screen.
What can you see in the picture?
How many people are there in the picture?
What are they doing?
After this, play the recording for two times, ask students to finish Activity 1b and write down the phrases of the transports.
takes the train, takes the subway, takes the bus
For the third time, ask students to repeat the conversation and check the answers together.
The teacher give the correct answers on the screen.
(通過聽力讓學(xué)生對(duì)于本課的基本句型有了一個(gè)初步印象，并且讓他們自己從聽力中領(lǐng)悟怎樣表達(dá)使用某種交通工具。)
Step Four: Structures
Phrases
take the bus, take the train, take the subway, ride a bike, take a car, take the airplane, take the boat, on foot
Show the pictures to students and read these phrases , ask students to repeat.
Then show the pictures to them and ask them to say each phrase one by one.
（2）Structures:
The teacher show the pictures to students and ask students to answer the question “How do you go to school?” one by one.
Then do another exercise. The first student say “I go to school by ……or I take……to school.”，then the second student say “He/She goes to school by……or He/She takes……to school.”
（讓學(xué)生通過圖片來記短語，生動(dòng)形象。句子接龍能引起學(xué)生的注意，讓他們既要考慮自己怎么說還要注意聽別人怎么說，而且在這一過程中充分訓(xùn)練了單三人稱的句子）
Step Five: Pairwork
Ask two students to read the dialogue in the speech bubbles to the class.
Then ask students to work in pairs. Ask and answer how students get to school in the picture.
As they work, move around the room, offering language or pronunciation support as needed.
Finally ask some pairs of students to present their conversations to the class.
（通過對(duì)話讓學(xué)生更好的掌握所學(xué)的句型。）
Step Six: Exercises
1. ( ) do you get to school?
I take the bus.
A. Why B. How C. When D. Where
2. How ( ) Dave ( ) to school yester day?
A. does; get B. did; got C. does; got D. did; get
3. She goes to the library ( ).
A. walk B. on foot C. by foot D. in foot
4. How ( ) Tom and Marry ( ) home?
A. do; get to B. does; get to C. do; get D. does; get
（通過練習(xí)鞏固所學(xué)內(nèi)容，特別是練習(xí)3強(qiáng)調(diào)了步行用“on foot”練習(xí)4強(qiáng)調(diào)了地點(diǎn)副詞“home”前不用介詞“to”）
Homework:
Write down your own conversations in pairwork.
Interview ten students how they get to someplace, make a list.
十、教學(xué)反思：
本節(jié)課上完后有如下感覺：
a) 多媒體教學(xué)使課堂生動(dòng)活潑，增加了教學(xué)容量，使老師更好的利用課堂45分鐘。
b) 基本按照新課標(biāo)的要求讓學(xué)生成為課堂的主體，讓他們多說多練，教學(xué)效果較好。
c) 隨堂的幾道習(xí)題幫助學(xué)生更好的掌握了所學(xué)。
d) 由于學(xué)生較多，所以設(shè)計(jì)的活動(dòng)有些進(jìn)行得很倉促.
e) 對(duì)于基礎(chǔ)較差的學(xué)生來說，課堂容量較大，很難進(jìn)行完。