4bu6第一課時案例-預(yù)覽頁
【正文】 things, can you tell me where Mr. Brown wants to go? S: He wants to go to… 2 T: Mr. Brown is from England. He is very interested in China. He wants to have a look at some famous cities. Now look! He wants to go to Beijing. Shall we go to Beijing, too? How do we go there? Shall we go there on foot? (No) Learn by plane T: He also want to visit Suzhou, Su Zhou is a nice place, let’s go together. But how do we go there? Su Zhou is not far from Wuxi, I think we can go there by……… ? Please talk to your deskmate. Learn by train by plane Step 5 操練鞏固 1 Part C部分 2— 3兩幅圖 2 1， 4兩副圖 提供學(xué)生詞匯句子： I’m thirsty. // I’d like some… . // On foot? It’s too tired // What’s the matter? I’m ill Step 6作業(yè) 1 課堂作業(yè)： C部分完成， 并挑一幅圖 找 partner編長對話 放學(xué)前檢查 2 家庭：口頭訓(xùn)練 C，閱讀 A部分，抄寫單詞和指定句子 How do we go there? Shall we go to the hospital by car? 教后記 1 本節(jié)課以一天的具體行程 來作為學(xué)習(xí)的主題線，使各個場所單詞的的學(xué)習(xí)得到了有機的聯(lián)系，避免為學(xué)一詞一句設(shè)一景容易出現(xiàn)的瑣碎感覺，學(xué)生的學(xué)習(xí)思路能夠順暢，同時主題凌駕于句型之上，使句型的學(xué)習(xí)統(tǒng)一為主題服務(wù)，由于主題的確立，學(xué)生能夠自發(fā)的調(diào)動自己以前學(xué)過的內(nèi)容為其服務(wù)，例如課上有學(xué)生在去醫(yī)院前的對話鋪墊。句型 How do we go there？ Shall we go to… by..?得以有效的生成。當(dāng)然，本課的句子由于還有其他生成變化如 How do we go to… ./ Shall we go by… ?等，這還需要學(xué)生另外的學(xué)習(xí)過程，本節(jié)課最終達成的效果是，能夠使學(xué)生以去某場所的情景為基礎(chǔ)，立足本課運用結(jié)構(gòu)，聯(lián)系舊有知識，做一個實用型的對話如： A: I’m thirsty. I’d like some pears. B: Shall we go to the supermarket? We can buy some in the supermarket. A: OK. But how do we go there? B: Shall we go there on foot? A: No, it’s too tired. I’m very thirsty. Shall we go there by bus? B: OK. Let’s go.
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