Howdoyougotoschool(2)教学目标：掌握关于交通工具的问答方法。能力目标：通过小组合作、师生互动、游戏操练等形式，让学生完成听说读写的技能训练。使学生能够灵活运用本课对话，培养学生实践，创新和自主探究学习的能力，并提高学生语言的实际运用能力。情感目标：培养学生学习英语的兴趣，能够初步用英语和他人进行沟通交流。教学重点：Howdoyougotoschool?Howdoesshe／hegotoschool?教学难点：运用所学内容，进行不同人称的转换交流。教具：磁带录音机交通工具图片表演录象教学过程展开：Step1.warmupT:Hello,boysandgirls.Howareyoutoday?Ss:Fine,thankyou.Andyou?T:I’mfine,too.Ok,doyourememberthechant“Howdoyougotoschool?”Ss:Yes.T:Ok,Let’schantittogether.Livelive!Doyoulivenearschool?No,Idon’t.No,Idon’t.Far,farIlivefarfromschool.School,school!Howdoyougotoschool?Bycar,bycar!Igotoschoolbycar.Take,takesometimesItakethesubway.T:Good!But,Ifwelivefarfromschool,Whatwillyoudo?Ss:Bytraffic.T:Whattrafficdoyouknow?Now,Let’swatchthetraffictogether.(afterit)T:Howdoyougotoschool?S1:Ilivefarfromschool.Igotoschoolbycar,S2:Igotoschoolbybike.T:Howaboutyou?S3:Ilivenearschool.Iwalktoschool.T:DoyouwanttoknowourfriendsDongdong,Janeandothershowtheygotoschool?Ss:Yes.T:Now,Let’swatchhowtheygotoschool?(afterthevideotape)T:Whoisshe?Ss:Sheis××.T:××,Howdoyougotoschool?S××:Ilivequitefarfromschool.Igotoschoolbyjet.(板书byjet,Teaching:byjet)T:HowdoesJanegotoschool?S4:Bysubway.T:Shegoestoschoolbysubway.T:What’thedifferencebetweenthissentenceandthatsentence?S5:第三人称单数。T:HowdoesDongdonggotoschool?S6:Bybus.T:Hegoestoschoolbybus.Theyaretwins.Howtheygotoschool?S7:Walk.T:Theywalktoschool.Good!Followme.(readthetext)please,turntopage20.Step3:ChanttogetherPicture1:chanttogetherPicture2:boysask,girlsanswerPicture3:girlsask,boysanswerPicture4:chanttogetherStep4:T:Boysandgirlsdoyouwanttoknowhowtheygotoschool.Ifyouwant,Let’sinterviewthem.nametrafficS1S2S3S4subwaybikemotorcarwalkStep5:ReportStep6:T:Doyoulikesinging?Ss:Yes.(singtogether)Step7:SumupT:Today,welearnhowyou∕she∕he∕theygotoschool?Andgivethecorrectanswers.Homework:Askyourpartnershowtheygotowork.板书：Howdoyougotoschool？(2)Howdoyougotoschool？ByjetHowdoesDongdong∕Janegotoschool?Bybus∕bysubway反思：本节课的教学较好的体现了在任务中学习语言和用语言做事的新理念。我创设了较为贴近的学生生活实际的任务，
要求
对教师党员的评价套管和固井爆破片与爆破装置仓库管理基本要求三甲医院都需要复审吗
各组讨论并结合实际情况来说说自己去学校的乘作方式，进行语言交流并纪录下来，做出汇报。使学生了解职了本节课谈论的话题﹑要做的事以及学习目标，从而激发了学生的学习兴趣和强烈的求知欲。关注每个学生的发展，培养学生用英语思维的能力。教学不仅是为了让学生掌握知识，更多地是为了学生以后的可持续发展。基于此认识，我在
设计
领导形象设计圆作业设计ao工艺污水处理厂设计附属工程施工组织设计清扫机器人结构设计
任务时并没有局限于教材中所涉及的内容，而是创造性地将本课教学内容适当加以拓展，并利用多媒体课件对学生进行发散性思维训练。本节课的不足之处：幻灯片呈现的方式如能一张一张播放，学生对理解的问题会更准确一些。板书的设计需要加强。
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