人教版八年级英语上册第四单元说课稿

Unit 4 How do you get to school ?

ⅠTeaching material analysis

Since the topic of this unit is about how to get to places, I will help students to learn some kinds of transportation means and know how to choose transportation means to get to places. I will also help students to learn how to use these expressions. What’s more, this lesson will also improve students’ comprehensive abilities in listening, speaking, reading, and writing. Ⅱ Teaching aims 1. Knowledge aims

(1) To enable students to master the key words: take, subway, train, get to, etc.

(2) To enable students to master the target language:

How do you get to school? ---I walk/ I ride a bike/ I take the subway. How does he /she get to school? --- He/ she takes the bus. How does Bob get to school? ---He takes the train. 2. Ability aims

(1) To make students know various kinds of transportation ways; (2) To improve students’ listening, speaking, reading and writing abilities. 3. Moral aims

This lesson mainly aims to develop students’ potential ability of talking about transportation means with people around them, and let students learn to communicate with others and show their care to others. Ⅲ Teaching key points (1) Learn new words;

(2) Master the special questions guided by “how〞; (3) Learn to make a conversation. Ⅳ Teaching difficult points

Master the special questions guided by “how〞. (1) How do you get to school? ---I walk/ I ride a bike. (2) How does he / she get to school? --- He/ she takes the train. (3) How does Bob get to school? ---He takes the train. Ⅴ Teaching methods Task-based teaching method Situational teaching method Ask and answer teaching method Ⅵ Learning methods

Independent learning method and cooperative learning method Ⅶ Teaching aids

A tape recorder; a computer; some colorful pictures; blackboard. Ⅷ Teaching procedures Step 1 Lead-in (3')

I will show students a picture which shows a lot of students getting

to school. Then I will say, “You get to school everyday. How do you get to school?〞

After hearing my words, students will try to give different answers according to their own experiences.

Then I will say, “OK, today we are going to talk about the ways you get to school〞 (write down the title of this unit on the blackboard)

(Using something familiar to students to lead in the lesson can arouse their learning interest) Step 2 Presentation (8')

I will use some colorful pictures to show students various transportation means, then ask them to identify what they are (When students can not tell, I will give them some guidance to help them to answer the questions).

T: What is this? (pointing to one of the pictures) Ss (together): It’s a train. T: Good! And what is this? S1: It’s a bike.

T: Well done! Now please look at this picture, do you know what this is? Ss: Em…, no.

T: It looks like a train, but it is not a train. We call it “subway〞. Are you clear now? Ss: Yes!

After showing all the pictures, I will write down the new words “train〞 and “subway〞 on the blackboard. Then I will ask students to read after me and correct their pronunciations.

(Learning the new words is the foundation of learning the lesson) Step 3 Practice (7')

I will show some pictures of transportation means in ppts, then I will ask students to answer the following questions (after they answered these questions, I will check answers and write them down on the blackboard) How do you get to school?

I walk to school/ I ride my bike to school. How does he /she get to school? He/she takes the train /plane to school. How does Mary get to school? She takes the bus/car/subway to school. (The practice can make students get familiar with the special questions guided by “how〞) Step 4 Wholework (12') (1) Part 1a

Ask students to open their books and look at Part 1a, then ask them to find more ways to get to school from the picture and write down on the line. And the students will do as I said, about 6 minuets later I will check the answers.

(2) Part 1b

In this part, I will play tape recorder and ask them to write down the right number in the picture. I will play the recorder twice: the first time I will ask students to listen carefully and finish this task, and the second time I will check the answers.

(Part 1b can train students’ listening ability and these two activities aim to train students’ independent learning ability.) Step 5 Pairwork (10')

Work on Part 1c. This time I will leave time to the students. Firstly, ask them to find their partner, two students make one group and then use phrases in Part 1a and people in Part 1b to make conversations. It goes like this.

S1: How does Bob get to school? S2: He takes the train.

Several minutes later, I will ask two or three groups to come to the front to perform (they can make a conversation according to their own experiences).

S1: How do you get to school, Wang Ming? S2: I ride my bike. S3: How do you get to school, Li Hua? S4: I take the bus. S5: How do you get to school, Guo Yan? S6: I walk to school. (The pairwork can improve students’ cooperative learning ability) Step 6 Summary and homework (5')

(1) Summarize the target language of this unit; (2) Ask students to revise the new words and phrases;

(3)Ask students to write 3 pieces of conversations according to the picture in Part 1a. Blackboard design: Unit 4 How do you get to school? train, subway, take, get to

How do you get to school? I walk to school/ I ride my bike to school. How does he/she get to school? He /she takes the train/ plane to school. How does Mary get to school? She takes the bus/car/subway to school.