how do you get to school?
一、teaching aims
objects：
a)key vocabulary：train, subway, bus ，bike…（几种交通工具的名称）
b)how do you get to school? how does she\he get to school?(重点句型)
c)oral practice.（练习说的能力，在说中体会句型，练习关键词汇）
objects
a)let all the students to aster some main transportations ，be able to use“how do you get to…”and “how does she\he get to school?”to make a conversation.
b)to teach the students some listening skills.
objects：
a)use the languages to talk br**ely and communicative competence
b)communicational and cooperation attitude.
二、teaching steps
free talk（设计目的：课前师生交流对话，为学生开口说英语创设交际场所，既体现了语言的交际功能，又吸引学生的注意力，同时也拉近了师生的距离。）
t:hello,every one,how are you today?
ss:fine,thanks,and you.
t:i am very the weather today?
ss:it’s sunny\cloudy\windy...
t:what’s your f**ourite tv programme?
s1:i like “animal world”
s2:i like cctv-3
s3:i like super-girls(超级女生).
t:why do you like them? s3:because they are beautiful...
then encourage ss to ask t questions.
s1:how are you?
s2:what’s your f**orite food?
s3,s4,..
（设计意图：用学生熟悉的人物创设较为真实的语言情境，学生有身临其境的真实感，在完成任务的同时，进行语言的操练和交流，从而达到呈现语言知识的教学目的。同时，学生也得到一份真实的生活体验。
调动学生的好奇心和积极参与的欲望。）
famous friend is coming to our
she? then t shows the photo of “李宇春” slowly,guess how does she come to our school?
guess how does she come to our school?
t: does she walkide a bikeun to our school?(with different gestures)how does she get to our school?
s1:ride a bike t: maybe
s2:take a taxi t: maybe
s3:take a car t: maybe you are right
s4,s5,s6...
t:let’s h**e a look,how does she get to our school?
ppt (li yuchun is walking),learn the word “walk”
t: where is she going? ppt (li yuchun is walking to a subway station),learn subway .
the same way to teach the new words.
t:then where is she going?
walk→subway station→train station →take the ship →bus stop→take no 5 bus →airport→take the plane→school
t:how does she get to our school? guide ss to repeat.
1)t shows the word cards ,read follow me.
2)chant.(ppt)
walk,↗walk↘,take a walk. ↗
subway,↗subway↘,take the subway↗.
train,↗train↘,take the train. ↗
ship↗ship↘,take the ship. ↗
用学生从小学就开始熟悉的旋律把所学的新知识编成chant,读起来琅琅上口，方便记忆，学生也感兴趣。）
3)do actions. （设计意图：师生共同参与做动作，把学习变的生动活泼，既活跃课堂，也调动学生的积极性，体现、听、说读全面发展，让学生在不知不觉中把复杂的知识语言牢牢掌握。）
由how do you … 自然过渡到how does she\he.
此处结合生活实际，导入新知，教师的引导、学生的提问、师生的对话、生生对话操练、表演中习得知识语言，体现教师主导和学生主体。）
a)t does some expressions, like“ride a bike,take a walk...ss guess what’s it?
b)invite some ss come to bb and do expressions, other ss guess.
4)divided ss into eight groups, give each group one word card, then t gives orders, like“subway, subway stand up;bike, bike, show me your english books;..
3.1)t:i usually ride my bike to school, how do you get to school?
s1:i walk to school.
t:how does she get to school?
ss:she walks to school.
s2:i ride my bike to school. (the same way to practice “how does he\she get to school?”)
s3,s4...s6
2)t:who can use “how do you get to school”to ask me questions.
s1,s2,s3...t answers them individually.
3)work in pairs and act out.
4．listening exercises :
invite s1 come to bb and wear the head-photo(头饰) of “bob”.
t:guess,how does bob get to school?
s1:he takes the train to school.
t:maybe he gets to school by train.(write take the train=by train on bb.)
s2:he takes the bus to school.(the same way to by bus)
s3,s4...
t:listen to the tape,and h**e a look how does bob get to school?(give prizes to the ss who get the right answer)
the same way for mary,paul...all ss ask s2 how does
mary get to school)
上面环节的设计意图：听说领先，读写跟上。角色表演能吸引学生的注意力，有利于组织听说练习，不但有效地巩固了所学知识，还有助于培养学生的交际能力，对于活跃课堂气氛有很好的作用。
激励制教学有助于调动学生的积极性。）
三．homework
make a survey：how do the student in your school get to school?
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