Unit Four How do you go to school?
一、Analysis of the Teaching Material：
本單元是新目標英語《Go for it》八年級第一學期內容。本單元討論的話題是交通運輸方面的，是非常具有實用性的內容。學好本課，學生不但能夠加深對一般現(xiàn)在時態(tài)的理解和運用，也可以用英語來和別人討論到達某地的最佳方式。
二、Analysis of the Students：
對于出二第一學期的學生來說，他們在經過初一一年的英語學習后，已具有了相當的英語基礎，同時也具備一些運用的語言知識的能力。在這樣的基礎上，學生對于討論跟他們生活息息相關的行的相關內容一概很容易產生興趣，老師應在這一教學過程中教育學生要自覺遵守交通法規(guī)。
三、Design the principle：
新目標英語強調的是任務型教學，強調學生要成為教學活動的主體，而老師只是從中起到協(xié)調引導作用，因此在我的教學設計里，比較重視學生活動。充分調動起學生的積極性，讓他們成為學習的主動者。本節(jié)課是本單元的第一課時，主要讓學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…….
（強化交際能力，檢查復習學過知識)
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.)
(通過多媒體屏幕向學生展示所學單詞,圖文并茂，非常直觀地向學生展示了新單詞.簡單的單詞游戲既調動了學生的學習積極性又強化了單詞記憶。)
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.
(通過聽力讓學生對于本課的基本句型有了一個初步印象，并且讓他們自己從聽力中領悟怎樣表達使用某種交通工具。)
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.”
（讓學生通過圖片來記短語，生動形象。句子接龍能引起學生的注意，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.
（通過對話讓學生更好的掌握所學的句型。）
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
（通過練習鞏固所學內容，特別是練習3強調了步行用“on foot”練習4強調了地點副詞“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、教學反思：
本節(jié)課上完后有如下感覺：
a) 多媒體教學使課堂生動活潑，增加了教學容量，使老師更好的利用課堂45分鐘。
b) 基本按照新課標的要求讓學生成為課堂的主體，讓他們多說多練，教學效果較好。
c) 隨堂的幾道習題幫助學生更好的掌握了所學。
d) 由于學生較多，所以設計的活動有些進行得很倉促.
e) 對于基礎較差的學生來說，課堂容量較大，很難進行完。