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Unit_6_How_do_you_get_to_school说课稿Unit 6 How do you get to school. (Section A)说课稿⼀．说教材(⼀)教材的地位和作⽤教材以How do you get to school?为中⼼话题，围绕“traffic way”展开。
主要是在学习和运⽤某种交通⼯具去某地表达法的基础上，运⽤How/How long /How far询问如何到达某地，描述“去某地的交通⽅式、时间、距离”, 让学⽣学会正确使⽤交通⼯具和数字的英⽂表达。
教学内容与学⽣的实际⽣活密切相关，学⽣很熟悉，也乐于去说，易于引发学⽣运⽤简单的英语进⾏交际和交流，同时培养学⽣的交通安全意识。
本节课是这个单元的第⼀课时，是⼀节听说课。
主要完成三个模块的内容。
第⼀模块围绕How do you get to school这⼀话题展开思维训练；第⼆模块围绕数字展开练习How long does it take这⼀句型;第三模块围绕the kinds of transportation进⾏听⼒、⼝语训练。
(⼆)教学⽬标知识⽬标:（1）掌握重点词汇和短语subway,train,take,forty,fifty,sixty,seventy,eighty,ninety,hundred,by bus等.(2)学会⽤⽬标语:How do you get to school? I take the bus./How does he get to school? He rides a bike./How long does it take? It takes 20 minutes.谈论去某地的交通⽅式、花费的时间。
能⼒⽬标:（1）能够根据录⾳判断交通⽅式、花费的时间；（2）能够询问他⼈到达某地的交通⽅式和花费的时间;情感⽬标了解各种交通⼯具情况；⿎励学⽣学会关⼼别⼈，帮助别⼈，增强⼈际交往意识。
2021年七年级英语上册 Unit 6《How do you get to school》教案2 鲁教版I.Teaching Aims and Demands：1.Knowledge ObjectsKey vocabularyTarget language2.Ability ObjectsListening skillWriting skillmunicative petence.3.Moral ObjectKnow about some traffic rules.II.Teaching Key Points：Key vocabulary: subway, take the subway, train, ride a bike, takethe bus, take the train, walk, take a taxiIII.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.IV.Teaching Methods：Listening method.Pair workV.Teaching Aids：A tape recorder.A projector.Pictures.Word cards.VI.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…….（强化交际能力，检查复习学过知识)Step Two: New wordsShow some pictures of the new words on the screen. Ask students to try to read these words.bike, train, subway, car, ship, boat, bus, airplaneMaybe 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.)(通过多媒体屏幕向学生展示所学单词,图文并茂，非常直观地向学生展示了新单词.简单的单词游戏既调动了学生的学习积极性又强化了单词记忆。
八年级英语H d u get t shl教学案八年级英语Hdugettshl教学案SetinBTeahers’rds:ThsetieistsavetieTeahingAis:Talabuthetgettplaesbedifferentfr2dependn3ustbe4anuberf一、预习导学翻译下列短语，并会读会写)北美洲_____________________2)视------而定，决定于_______________3)乘船____________________4)汽车站_____________/_____________)地铁站__________________6)全世界___________________________7)与------不同_________________8)更有趣_________________9)需要做------__________________________二、自主学习eans名词，方法；手段；工具。
Thereare/isneansfgettingthere eexpressurfeelingsbeansfrds我们用语言来表达感情。
【易错点提醒】eans单复数相同。
【即景活用】Duhaveanther________fringuttheprble? AeansBeaningeansesDseeans2rethan超出Therearerethan3,000studentsinurshlrethannegirlishere【归纳拓展】ntrethan之多；不超出rethanne不止一个lessthan少于；不到【易错点提醒】rethan相当于ver；rethanne之后接名词单数作主语时，谓语动词用单数形式，意为“不止一个”；rethanne直接作主语时，谓语动词用复数形式。
【即景活用】（XX福州模拟）e’velearnedver1,000 rdssine1996AnlBrethannearlDlessthan3dependn由……而定；决定于；以来；依靠；信赖Gdhealthdependsngdfd,exerise andenughsleep Heasthesrtfpersnuulddependn他是你可以信赖的人。
Unit 6 How do you get to school?预习学案预习导航1单词：识记下列单词地铁，地下火车＿＿＿＿n. 火车________n. 走，步行 ________ v.搭乘/花费__________v.2,巧记数词：（1）二十＿＿＿三十＿＿＿四十＿＿＿五十＿＿＿一百＿＿＿（2）六十＿＿＿七十＿＿＿＿八十＿＿＿＿九十＿＿＿＿（你发现了什么？）＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿数词其实很简单：46 forty-six 57 fifty-seven你可以从一数到一百了对吗？试试看。
2词组：到达学校______________去学校______________乘地铁__________ 坐公共汽车__________乘坐火车__________ 乘出租车__________骑自行车_________ 步行________/ ______3. 理解句子。
How do you get to school？_______________________________I walk, How about you? _____________________________________I ride my bike. _________________________________________4.你感到疑难的地方（短语\句子）Unit 6 How do you get to school?预习学案预习导航1单词：识记下列单词地铁，地下火车＿＿＿＿n. 火车________n. 走，步行 ________ v.搭乘/花费__________v.2,巧记数词：（1）二十＿＿＿三十＿＿＿四十＿＿＿五十＿＿＿一百＿＿＿（2）六十＿＿＿七十＿＿＿＿八十＿＿＿＿九十＿＿＿＿（你发现了什么？）＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿数词其实很简单：46 forty-six 57 fifty-seven你可以从一数到一百了对吗？试试看。
How Do You Get to School?优质教案How Do You Get to School?教案一、教学目标：1.知识和技能：(1)能够谈论” how to get to places?”(2)学习有关交通工具的单词和短语(3)掌握句型：--- How do you get to school? /How does he/she get to school?---I walk/ take the bus…2.过程和方法：通过听、说、读、写以及结对活动使学生学会谈论” how to get to places?”3.情感和态度：(1)根据学生的实际水平设计教学活动，使学生乐于参与教学活动，并能够在学习英语的过程中最大限度地发挥自主学习的积极性。
(2)通过学习谈论”how to get to places?”，以及一些交通工具的表达，提倡同学们保护环境，选择绿色的出行方式。
二、教学重点：1.词汇：bike, subway, train, minute, mile…2.句型：(1)--- How do you get to school? /How does he/she get to school?---I walk/ take the bus…(2)---How long does it take…?---It takes…(3)---How far is it from… to…?---It’s about…三、教学难点：1.特殊疑问句：how/how far/how long…?2.选择不同交通工具的表达四、教学对象：七年级学生五、教学方法：讲授法、讨论法六、教学过程：1.导入：（3分钟）通过谈论老师是乘坐什么交通工具来学校的，引出课题” How do you get to school?”，并且抽取一些同学回答他们是如何来上学的。
由此引发新单词的学习。
2.内容和实例：（20分钟）(1)看图片学习新单词。
03Unit 6 How do you get to school? (Section B 1a-2c)教学分析1 教学内容这部分主要学习单三人称如何使用交通工具的句型How does…get to school?2 教材分析与处理这是本单元的第二课时，学生有了前一课时How do you get to school? 的知识基础，学习和理解本部分应该不会太难，因此处理教材的主要思路是通过大量的贴近学生生活的场景的任务设计，让学生通过听说读写等多种学习方式充分熟练的运用这一目标语言，同时要对第一课时的内容进行整合处理，便于知识的不断再现和运用。
对话设计的句型尽量丰富，可以让学生充分发挥想象，将Where does…live? How far is it from…to…? How does… go to school? How long does it take?等句型进行有效融合，从而实现用语言而不是说句子的目的，同时培养学生的创新思维能力。
运用小组合作的学习方式帮助学生养成自主学习和合作学习的良好习惯。
3 教学目标知识目标：The words of transportation walk,by bus, take the subway，by train…some place s bus stop, train station, subway statio n. some numbers sixty kilometers , seventy minutes…the drill how does…go to school? How long does it take? How far is it from…to…?能力目标：Can use the drills to express themselves freely and bravely.情感目标：Care for the persons around them, try to learn by cooperating.4 教学重点创设多种生活情景，设计多种活动吸引学生进行语言的训练和应用句型How does…go to school/ work/Beijing…?5 教学难点在创设的语言环境中熟练运用本部分的单词短语及句型进行灵活的对话表演或情景剧表演，尤其是动词单三形式的正确使用，并且能够落实到书面上。
2019-2020年七年级英语上册 Unit6 How do you get to school教案鲁教版I. Teachig Aims and Demands1.Knowledge Objects:Key vocabulary; Target language; Oral practice.2.Ability Objects:Listening and writing skills; municative petence.II. Teaching Key PointsKey vocabulary: walk, subway, take the subway, train, take the train, ride a bike, take the bus, take a taxi, go in a parent’s car.III.Teaching DifficultiesTarget language :Hey, Dave. How do you get to school?I walk. How about you , Sally?I ride my bike.How does Bob get to school?He takes the train.IV. Teaching Methods:Listening and writing methods; Pairwork.V . Teaching Aid : A tape recorder; A projector.VI. Teaching ProceduresStep I Greet the class and show the screen:(This is a picture. A house on one side of the board and a school on the other side. Some streets with left and right turns leading from the house to the school.) Teach the two buildings home and school.Use finger to trace a path from the house to the school.Ask students, How do you get to school? Do you walk? Do you ride a bicycle?(For example, if you ask , How do you get to school? and a student replies, Bike, say , Oh , you ride your bike. Class, repeat. I ride my bike. The class repeats.) Say, Today we’re talking abot how you go from one place to another.Step II Section A 1aFirst ask students to look at the picture. And read the sample sentences to them. Ask them to repeat.Hey, Dave. How do you get to school?I walk. How about you, Sally?I ride my bike.Then let students say how other students in the picture get ot school. Give themsome help if necessary. For example, take the bus ; take the train; take the subway. Read the phrases to them and ask them to repeat. Then ask them to write them in the box and add other ways to get to school.Then check the answers.Step IV 1bFirst point out the names of the students in the box. Ask one student to read the names. Now listen to the conversation. Please write the number of the name in the white box next to the student. One of them has already been done.Then ask students to say what each person is doing.Write the phrases on the board: walking, taking the train, taking the subway, taking the bus.Check the answers on the screen. Then ask the students how Bob /Mary /Paul /Yang Lan /John gets to school?Then, use these persons to make a dialogue like this:A: Hey, Bob. How do you get to school?B: I take the train. How about you, Mary?A: I take the subway.Ask students to plete the activity individually.Then check the answersStep V 1c PairworkAsk two students to read the dialogue in the box to the class.A: How does Bob get to school?B: He takes the train.Now work with a partner. Make your own conversations about how the people in the picture get to school.Then ask students to work in pairs. Ask and answer how students get to school in the picture..(Present their conversations to the class.)As they talk , move around the room, offering language or pronunciation support as needed.Step VI Summary and HomeworkThis class we’ve learnt some key vocabulary and the target language . How do you (does he )get to school? Next class I’ll ask some students to tell me the answers. Step VII Blackboard DesignUnit 4 How do you get to school?walk subway traintake the subway/train go in a parent’s carHow do you get to school? I walk.How does he get to schllo? He walks.Step VIII Teaching reflection:2019-2020年七年级英语上册 unit6 教案人教新目标版一、教学背景分析（一）教学内容分析本单元的中心话题是Food，主要语言功能项目是Talk about likes and dislikes，语法结构为Present tense to like, Yes / No questions and short answers, Affirmative and negative statements。
How do you get to school?一、教学目标1. 让学生掌握常用的上学交通工具的表达方式。
2. 培养学生用英语询问和描述上学路线的能力。
3. 提高学生运用英语进行日常交流的积极性。
二、教学内容1. 单词：bus, trn, car, bike, on foot2. 句型：How do you get to school?I get to school / on + 交通工具.三、教学重点与难点1. 重点：单词bus, trn, car, bike, on foot的掌握及运用。
2. 难点：句型How do you get to school? & I get to school / on + 交通工具. 的应用。
四、教学方法1. 情境教学法：通过设置上学场景，让学生在实际情境中学习单词和句型。
2. 互动教学法：引导学生进行小组讨论，增强课堂活力。
五、教学步骤1. 导入：展示一张学校图片，引导学生谈论上学的话题。
2. 新课内容：介绍单词bus, trn, car, bike, on foot，并板书句型How do you get to school? & I get to school / on + 交通工具.3. 讲解与示范：用举例的方式讲解单词和句型的用法。
4. 练习：学生两人一组，用单词和句型进行问答练习。
5. 小组活动：学生分小组，讨论各自的上学路线，并用英语进行描述。
6. 课堂总结：回顾本节课所学内容，检查学生掌握情况。
7. 作业布置：要求学生课后用英语向家人或朋友介绍自己的上学路线。
六、教学评估1. 课堂问答：检查学生对单词和句型的掌握情况。
2. 小组活动：观察学生在小组讨论中的表现，评估他们的交流能力。
3. 作业：检查学生课后作业，评估他们对所学内容的应用能力。
七、拓展活动1. 组织一次角色扮演活动，让学生模拟在车站或学校门口用英语询问和描述上学路线。
一、教学目标：1. 知识目标：（1）能够正确听、说、读、写"How do you get to school?" 及其回答。
（2）掌握情态动词"can" 的用法，并能够用它来询问和描述能力。
（3）了解不同交通工具的英文表达。
2. 能力目标：（1）能够运用所学的句子询问和描述别人和自己的上学方式。
（2）通过小组合作，提高口语交流能力和团队协作能力。
3. 情感目标：培养学生的环保意识，鼓励他们选择绿色出行方式。
二、教学重难点：1. 重点：（1）正确使用"How do you get to school?" 及其回答。
（2）运用情态动词"can" 询问和描述能力。
2. 难点：（1）不同交通工具的英文表达。
（2）在实际情景中运用所学的句子进行交流。
三、教学准备：1. 教学材料：人教版新目标八年级英语上册教材。
2. 教学工具：多媒体教学设备。
四、教学过程：1. 热身（5分钟）：（1）与学生进行简单的问候和交流，营造轻松的课堂氛围。
（2）引导学生回顾已学过的交通工具词汇，如"bus", "trn", "bike", "car" 等。
2. 导入（10分钟）：（1）通过展示一张学校的图片，引导学生思考他们是如何到达学校的。
（2）提问学生："How do you get to school?"，并鼓励他们用中文回答。
3. 呈现（10分钟）：（1）展示教材中的插图，引导学生观察并说出不同交通工具的名称。
（2）通过插图，呈现"How do you get to school?" 及其回答的句子。
4. 实践（15分钟）：（1）将学生分成小组，让他们互相询问并记录组员的上学方式。
（2）鼓励学生用"How do you get to school?" 及其回答的句子进行交流。
Unit 6 How do you get to school1, Aims and demands :1) Language skills :Ss learn to talk about kinds of transportation, and how long it takes to go places, and how far apart places are.2) Target Language : Words : how far , get to , bicycle , subway , bus stop, train station , minute, kilometer, mile , transportation , calendar Sentences: How do you get to school ? / How long does it take ? / How far is it ?3) Moral object : Through learning this unit , Ss can enable them to care for each other whenever crossing the roads and pay attention to the sign of traffic.2, Analysis of the material:Students have learned the transportation before.. In this unit ,they need to learn more details about the transportation. At the same time ,they need t o learn “How long and How far” and they can use them freely.3. Teaching methods:pairwork , groupwork ,listening and speaking, practicing4, learning strategies :Personalizing Inferring vocabulary5.Teaching aids:Tape recorder, a projector or a computer6.Teaching period:Four periods.The First Period1 Aims and Demands: Key vocabulary, How do you get to school ? Howdoes he get to school ?2 Teaching methods : Listening Writing Pairwork3 Teaching Aids : A tape recorder.Step I Leading inT: Good morning, everyone! Y ou know I live far away ,so I go to school by bus every day. What about you? David, “How often do you go to school?”S:--------T: So we will talk about how to get to places in this unit.Step IINow I wil l show you pictures and let’s review the transportations we know. Then we will learn more about it .(take the subway) Please openyour books and finish 1a.Step III1. There are five names in 1b.Now they are in the picture. We should find them.2. Play the tape .They should listen carefully and find the persons .Write the numbers next to the correct students in the picture above. After listening , check the answers together .Step IVPoint to the example in the box , ask two students to read it .then ask them to make up their conversations about how the people in the picture get to school .Teacher choose some pairs to act their conversations.Step VPracticing the listening :T: I will play two conversations The people are talking about how students get to school and how long it takes .The first time check the kinds of transportation that you hear. The second time match the time with the kinds of transportation activity 2a.Step VI1. Pay attention to the picture and dialogue.2. Make your own dialogue into pairs.3. Act it in front of the students.Step VIISummary and homework: This class we have learnt some key vocabulary and the target language .I hope after class you can survey how does your friends get to school .and pre-revise the 3a,3b.Step VIII Blackboard DesignUnit 4 How do you get to school ? do you How get to school ?does he How long does it take ?It takes about 10 minutes .The Second Period1 Aims and demonds: Key vocabulary : minute hour second take somebody some time to do sth. Kilometer2 Teaching Methods : Reading and writing Pairwork3Teaching Aids : Recorder A projectorStep I Reading1. Pay attention to these questions.2. Read this text by yourself and try to answer the questions3. Explain the text and check the answers.Step II Pairwork1. Pay attention to the conversation on the right.2. Read this text in different roles.3. Look at the picture and time on the left.4. Make the other conversations in pairs.(Give them five minutes)5. Ask some pairs to act the conversations.Step III ( Into group race)Three students a group. A ,look at page 21.B, look at page 85.C, look at page 86.If they want to get the answers in the chart ,they should ask the others questions.eg: 1. How often does John go to school?2.How long does it take Maria to get to school?3.How far is it from John’s home to school?Get the answers from the conversations .At the same time ,they can practise the basic sentences in this unit.Step V WorkbookComplete these questions and answers.1. Q: How does she get to school? A: She takes the bus.2. Q; How do ____get to school? A:I _____my bike.3. Q:______ does he get to school? A: He ____ the subway.4. Q: How do they get _____school? A:______ walk.Step VI SummaryThis class we’ve had reading and writing practice. And we’ve done a game.Step VII HomeworkFinish off the workbook exercise.Step VIII Blackboard DesignUnit 4 How do you get to school? How; How long; How far_______ ________ ______________ ________ _______The Third Period1 Aims and Demands: Key vocabulary: bus stop, bus station, train station, subway station.2 Teaching Methods: Listening methods. Reading methods. Pairwork. Groupwork. Practice.3 Teaching Aids: A tape recorder, a projector.Step ISection B 1a , Ss match the words with the pictures .Ask them torecognize the different stations.Check the answers together .1b, Role play . Teacher give some explanations about this activities.Then they do it.Step IIPracticing listening : Play the tape twice , the first time please give out the general meaning . the second time check the things that Tomas wants to know. The third time listen how does Nina get to school? The forth check the answers together .Step IIIPracticing reading :T: class , Do you want to know the students around world how to get to school ? ok, please read silently the article. (1 minute later ) T: Who can tell me the main idea of the article .? Good ,look at the five sentences, write T or F. Ss check the answer each other.Step IV 3bStudents look at the chart first. Make sure they know what to do. Ask them to finish the activity individually according to the chart. Then check the answers.Step V SummaryToday we have learnt some more key words and done some reading and writing practice.Step VI Home workPreview the 3c and finish the self check.Step VII Blackboard DesignUnit 4How do you get to school? First...... Next...... Then (175)most100 many 50 some 40 other 30 a small numberThe Fourth Period1 Aims and Demands: Writing practice ,make a survey, exercises over the workbook.2 Teaching Methods: Writing method, speaking method, self check method.3 Teaching Aids: A projector.Step 1 3cJust now you filled in an article about how students get to Hillsville High School. How do students get to your school?As a students say, list them on the board. Tell students to use the words on the board to write about how students at your school get to school.Ask students to write individually.Choose some students to read their work to the class.Give them little present s if they do well.Step II 4 Survey Find someone who…Tell students we’ll do a survey. Please turn to page 92.First look at the chart. You want to know how far people live from school, how they get to school, and how long it takes them to get to school. Let me tell you how to do the survey. Go around the class and ask questions like this:How far do you live from school?How do you get to school?How long does it take to get to school?And find out these answers and write them names in the chart. The students with the most names in his or her chart wins the game.Step III Self check 1Tell them to use the words in the box to fill in the blanks. Ask them to do this exercise individually. After finishing, write some on the board .Underline any mistakes and ask students to tell how to correct each of them.Step IV 2Show the picture on the screen. Tell them imagine you meet an American who needs help. His friend is ill in hospital .He has got a map .But it’s a Chinese map. He doesn’t know Chinese. Can you tell him how to get to the hospital?Students work in pairs to present their conversations to the class.Step V SummaryToday we’ve reviewed key vocabulary in the unit and done writing and oral practice.Step VI HomeworkFinish off the exercise of the workbook and preview the next unit.The Fifth PeriodCheck the answers to the exercisesThe Sixth PeriodCheck the answers to the exercisesThe Seventh PeriodHave a testThe Eighth PeriodCheck the answers to the exercises to the test paper教学反思。
以下案例在任务设计、阅读、听力教学等方面有很多可取之处，提供给大家，供参考。
在格式方面请根据所提供格式安排！Unit 6 How do you get to school?一、教材分析本单元的中心话题是“Transportation”，围绕“How do you get to school”，“How long does it take?”，“How far is it?”层层展开，并采用“任务型语言教学途径”，编排了一系列凸现“交际功能（Talk about how to get to school）”使用的听说读写综合语言活动，让学生学会谈论如何到达某个地方，距离有多远，要花多长时间等等。
这些活动紧贴学生的生活实际，极具真实性，从而使学生的个人经历成为课堂学习的有效图式，有助于学生对所获取的声音和文字英语信息的理解；有助于调动他们用英语表达自己的经验和感受兴趣和热情；有助于促动他们语言功能的使用；有助于提升他们为应用而主动学习和掌握语言知识（词汇和语法结构等）的兴趣。
在教材编排上，Section A是基础，是底线，是学生必须掌握的目标语言；而Section B是Section A的扩展和引申，通过任务型听力来讨论交通工具及方式的最佳组合方式，并通过任务型阅读协助学生了解不同国家学生上学的交通工具及方式的异同。
二、教学目标1．语言目标词汇：subway, take the subway, train, minute, how far, quick, leave for, half, past, bus station, bus ride, stop, bust stop, north, school bus, by boat, must, car, ill, worry句式：How do you get to school? I ride my bike.How long does it take? It takes ten minutes.How far is it from your home to school? It’s about 10 kilometers.2．水平目标(1) 能够谈论如何到达目的地。
(2) 能够谈论自己的日常生活。
（3）能够有效地获取信息和处理信息。
3．情感目标(1) 学会注重生命与安全；培养时间观点，学会珍惜时间。
(2) 了解朋友及家人的生活。
4．跨学科学习(1) 社会实践：学习距离、交通方式的表达。
(2) 个性培养：学会合理安排自己的生活，培养时间观点，学会珍惜时间。
(3) 跨文化研究：了解不同国家、不同地区学生上学的交通工具及方式的异同。
三、教学重、难点通过语言目标的学习，学会谈论如何到达目的地，如何表达距离的远近，如何表达到某地花多长时间，并在生活实际中准确使用所学语言。
四、教法与学法1. 采用情境法、交际法和“任务型”教学途径，使“英语学习任务化，学习活动生活化”，通过设置多样化的任务，巧妙注意任务的序列性，让学生在教学活动中参与和完成真实的生活任务，从而培养学生使用英语的水平，（用英语做事的水平）。
在教学过程中，坚持“以人为本”，注重学生的情感，注重学生的发展，把说的机会留给学生，把思考的时间还给学生，把做的权利交给学生。
2. 充分发挥多媒体辅助教学的优势，集图片、声音、动画于一体，使课堂教学更为形象，更为直观，更为生动，学生更有兴趣，印象也会更深。
3. 采用小组合作的学习方式，让学生学会交流，学会分享，学会合作，并有效地避免班额过大、不同学生之间知识水平和智力发展参差不齐，同时师生之间、学生之间的交际得不到充分发挥等问题。
五、教学程序设计根据本单元学习相关交通方面的内容，设计核心任务为“2000元欢乐假日行”，形成如下任务链：了解周围的人是如何到校、如何上班的——选择适合自己的交通工具或交通工具组合方式——威海一日游——说明不同国家、不同地区学生上学的交通工具及方式的异同——2000元欢乐假日行——比较交通工具的特点与优劣势——向政府提出合理建议，改善交通环境。
第一课时第一课时以听说为主，教学目标为：1．学会谈论如何到达某地，学会谈论自己、朋友、家人如何上学、工作；2．熟练掌握到达某地要花多长时间的表达，学会谈论自己的生活；3．学会合作，了解朋友和家人的生活；4．学会注重生命与安全；培养时间观点，学会珍惜时间。
本课的核心任务是Know more about your friends，并通过How do you get to school? How does he/she get to school? How long does it take? 三个小任务组成的任务链完成任务前的准备，课堂流程如下所示：Pre-class Activities课前要求学生通过各种途径收集相关交通工具的名称和图片，并利用词典或金山词霸来认读单词。
不但培养了学生收集信息和处理信息的水平，而且使学生在这个过程中能够主动地参与学习，拓宽视野，实现英语学习的生活化。
Warming-up Activities1．新单元总会让每一个学生迫不急待，即将开始的学习内容往往让他们倍感好奇。
教师要善于把握学生的这种心理，通过有效地设置问题来引导学生识读主图：①What can you see in the picture?②Guess, when is it now, morning, afternoon or evening? Why?③I think it’s winter now, what about your opinion? How do you know that?④Look at the boy in a red cap, what does he look like? What is he doing?⑤Can you see the girl in pink? What is she doing? Guess, where is she going?⑥Where is the girl with short blond hair? Can you find something strange? Why is she sitting in a wheelchair? What can we do for her?⑦What does “TERMINAL” mean?⑧How many kinds of transportation can you see in the picture?显然，读图的目的并非仅仅是导入课堂教学，更重要的是巧妙地使用课本所提供的课程资源，尽可能多地为学生提供“说英语”的机会，协助他们逐步养成英语思维习惯。
2．通过小组合作的学习方式，交流彼此所收集的信息，实现资源共享，并通过讨论小组命名和小组竞赛两个小活动来协助学生进一步熟悉目标词汇。
3．最后选用节奏活泼、边说边做的Chant，（内容如下）Go, go, let’ go！Ride, ride, ride my bike.Take, take, take the bus.Take, take, take the subway.…使学生在不知不觉中强化识记了相关交通工具的词汇和词块，而且也是对其后实行的Lucky 52游戏作了一次简单热身。
Task 1：How do you get to school?教师首先借助多媒体课件表现本课的目标句型How do you get to school?，同时利用图片使学生掌握ride a bike, take the bus, take the train, take a plane, take a car等词块，并学会对目标句型做出准确应答，然后对两种答语的转换实行强化，并在此基础上，采用Pair Work的形式，小步快走，循序渐进，由“第二人称”扩展到“第三人称”，由单数扩展到复数，构成一个有梯度的序列，不经意间便完成了本课的第二个任务：Task 2：How does he/she get to school? /How do they get to school?熟悉目标语言后，迅速进入听和写的训练。
1．首先设置以下问题：Look at the picture, so many students go to school in the morning. Now let’s think how they get to school.How does the boy get to school?How does the girl get to school?How do the boy and the girl get to school?…引导学生有针对性地第二次读图，然后完成1a的书写训练。
2．听前对录音材料实行简要的背景介绍：This time you will listen to a conversation. Two people are talking about how some students get to school. 使学生对所听内容有所预知，有所了解，从而降低了学生听的难度，使学生轻轻松松地完成任务型听力1b。
3．听力任务完成后，用大屏幕表现完整的听力材料，让学生反复跟读录音，语音、语调、句型熟练后，改成两人一组看图自由对话。
4．最后采用学生喜闻乐见的“Lucky 52”的游戏方式，将全班分为A, B, C三组实行活动：A组面向大屏幕，并试着用动作表演屏幕所显示的交通工具，背对屏幕的C组回答B组所提问题How does he/she get to school?，也能够用Does he/she take the subway/take the bus?实行猜测，在规定时间内未能完成的小组将有一位本组成员被淘汰，最后人数多者胜出。
这个活动使学生的积极性瞬间被调动，那种一猜再猜而又未猜中，想得到真实答案的欲望也更增强烈，在竞猜中习得了前两个任务所学习的目标语言。
Task 3：How long does it take?Say：D ifferent students get to school in different ways, but you must be on time for school. You must pay close attention to time.这样适时地对学生实行了情感教育，培养了学生的时间观点，也为后部分的学习作了成功导入。
1．借助直观教具闹钟，并用手指拨动指针行走来表现句型“How long does it take?”，并训练时间的表达，更具直观性和生活性。
