段芙蓉 章玉梅

教学过程

Step 1.Warm-up（略）

设计意图：通过与学生谈论当天是星期几、天气状况等，培养学生用英语交流的习惯。播放本校学生清晨上学的视频，让学生复习已学过的常用交通方式的表达方法，为本节课的交流做好铺垫。

Step 2.Presentation

1．Free talk

Teacher shows many means of transportation to the students,such as walking,by bus,on foot,by bike,by motorbike,by taxi，and chat with the students.

T:OK,children,how do you come to school today?

S1: Today, I come to schoolby bus,butI usually come on foot.

T: Oh, you’re so good.How do you come to school?

S2:I come by car,sometimes I come by bus.

S3:Icome by motorbike with my mom.

S4:I often go to school on foot, my home is near the school.

T: Me, too. Walking is good exercise.How about you?

S5:I usually come by bus with my uncle,he is a teacher in our school.

T:Mmm,you’re so lucky.

S6:I...

设计意图：激活学生的学习兴趣后，师生一起轻松、自由地谈论自己去学校的方式,学生根据个人实际情况作答。学生上学的交通方式很多：I come to school by bus/by car.....教师适当引导，让学生运用usually，often等词交流，注重语言交流的真实性。以生为本，以学定教，通过师生对话逐步生成本课板书，也能充分体现学生在课堂学习中的主体地位。

2.Listening practice

T: Look at the picture,AmymeetsMikethismorning,Where are they?How does Mike come to school? Getthe students to guess， then play the MP3.Students listen to the tape and tick or cross.Finally,check the answers.

设计意图：在进入文本学习之前，让学生做一个听力练习，先引导学生读图预测听力内容：Mike and Amy meet Mrs Smith at school in the morning,maybe Mike comes by bike.然后让学生认真读题，并引导学生注意获取对话的关键词（如sports meet,by bus等），提高听力练习的有效性，进一步为新课作铺垫。

Step 3.Practice

1.Watch and answer

T:Amy and Mike will go to the nature park by bus.Does Amycometoschoolbybus?Please watch and answer.Does Mikeoften cometoschoolby bike? Teacherplays the flash,Students watch and answer.

设计意图：通过观看Flash动画，调动学生的多种感官，引导学生初识文本，并通过回答分层设置的问题来激发学生思维，充分体现学生学的过程。

2.Read and judge

T:Please read the conversation and judge the sentences.

Students read the conversation alone and judge the sentences,then check the answers.Pay attention to the last sentence.

设计意图：精读语篇，教师给出四个句子，让学生自读对话，获取对话的有用信息来判断句子对错，培养学生的英语思维能力，理解整个语篇的意义。特别是第四个句子“Mrs Smithsometimes comes by bike.”注重学生对话轮转换准确理解能力的培养。

3.Listen and imitate

设计意图：学习英语离不开模仿，因此采用传统的跟读环节，重视朗读训练，加强对话朗读，模仿语音、语调。

4.Group work

Students read the conversation three in a group， pay attention to the tone and the stress.

Then act out the conversation in class.

设计意图：学生三人一组开展角色朗读练习和表演，提醒学生有感情地朗读，并注意朗读时的语调(By car?)和句子中的重音，加强对对话内容的深刻理解。小组内表演对话让每一个学生都有练习的机会，通过班级内展示为学生提供表演的平台，教师为主导，学生为主体，把课堂的阵地还给学生。

Step 4.Extension

Try to talk

T:Dearclass,tomorrow is Saturday,I will go to see a film,but I often go on a trip in Panwan village on the weekends.I often go there by bus.What do you often do on the weekends?

S1:I often play basketball in the gym with my father,we go there by bike.

S2:I sometimes go to Renmin Park with my friendson foot.

T:OK,how about the holidays?

S3:My parents work in Beijing,so I go there by train.I stay with my parents all the summer holiday.

Students work two or three in a group to talk about.

设计意图：借助板书的语言支架和教师提供的words bank，引导学生谈论周末、假期活动的交通方式，让学生分享绿色出行、轻松愉快的假期生活感受，升华本课的情感教育。

Step 5.Homework

Students talk about the ways to go to school/travel with friends after class.

设计意图：通过课后谈话交流，进一步巩固本节课所学的语言知识，促使学生养成良好的英语学习习惯。

附：板书设计