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Book 7 Unit 2 I usually look for cookies. (The second period)
课堂教学设计
Teaching context：Unit 2 I usually look for cookies. (Vocabulary, target and song activity)
Ⅰ.Teaching Aims:
(1)Knowledge Aims:
1．Students are able to grasp the words (sometimes, ever, take a taxi, take the subway, take the bus, ride my bike, drive a car, never, usually, always)
2. Students are able to grasp the sentences （How do you get to school? I usually take the bus. Do you ever take a taxi to school? No, I never take a taxi to school.）
(2) Ability Aims:
1．Students are able to improve the communication ability.
2．Students are able to improve the ability of English thinking.
3．Students are able to train the team-work ability.
(3) Emotion Aims:
1．Students are able to love the lowest carbon travel—— walking, and develop their good characters.
2. Students are able to cherish the happy life we have now and study hard.
(4) Learning strategy：
1．Students are able to take part in the activities in class.
2. Students are able to cooperate with others.
(5)Culture Aims:
1．Students are able to know the development of the transports in different times, for example, in our modern times and in ancient times.
2. Students are able to know the beautiful school buses in different countries.
3. Students are able to know how the students in the mountains get to school.
Ⅱ.Teaching Key Points:
1. Students are able to use the new words and the sentences to talk about the
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ways of transportation.
2. Students are able to say something about their travel modes.
Ⅲ.Teaching Difficult Points:
Students are able to describe their travel modes.
Ⅳ.Teaching Aids:
Word cards, computer, PPT, learning materials.
Ⅴ.Teaching Period: The 2nd period
Warming-up and revision
Ⅵ.Teaching produce:
Homework
Presentation and drills
Consolidation :( talking)
Learn new words
And sentences
Practice and extension
2、教学过程
Step I Warming up
1. Greetings.
2. Free talk.
Do you like weekends?
Where do you usually go at weekends?
3、Tell the students what the teacher usually do at weekends, how to get to some places and thus lead into the topic of transportations.
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4．Brainstorming
Try to guess about the transportation the teacher chooses to go to Sunwen Park.
Thus review the kinds of transports and teach the phrases.
5. Have students look at the PPT about the transportations from Tang Dynasty to modern times.
Design Intent：Through having a free talk about where the students go at weekends, and having them guess about the transportation the teacher goes to Sunwen Park, which can review the words of transportation and lead into the topic of transportations. And then, have students pass through the Tang dynasty, show them the transportations from ancient times to modern times, which can draw students’ attentions and infiltrate culture.
StepⅡ Presentation
1. Tell the students about Tony’s family members how to get to school or get to work in small passages and learn the new phrases: sometimes, ever, take a taxi, take the subway, take the bus, ride my bike, drive a car, and also consolidate the words: never, usually, and always.
2. Show some school buses in other countries.
Design Intent：Students love stories. According to this character and the content of this lesson, the teacher tells a story about Tony’s family members how to get to school or get to work and have students learn the new phrases. What’s more,
show some school buses in other countries, which can infiltrate culture.
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3. Practice the new words and phrases while presenting them.
4. Chant.
Have each group of students act as Tony’s Family members. Then chant in groups.
Eg. T: Mr. Green, Mr. Green, how do you get to work?
Then guide group 1 chant together: Always, always, I always drive a car to work.
Design Intent：Have students act as Tony’s Family members. Then chant in groups. It can consolidate vocabulary in sentences and arouse students’ interest. At the same time, it accords with the new curriculum standard.
5. Read the new words and phrases together. And then have students try to act as Tony’s family and tell the ways they get to school ot get to work.
Eg. Hello, I’m Mr. Green. I always drive a car to work.
6. Presentation of target language.
T: Look, Who’s coming? (Show a picture of Gogo) Gogo wants to interview how Tony’s family gets to school\get to work. How to interview? Let’s have a look.
Watch and act it out once.
7. Have an interview. Interview how Tony’s family members get to school or get to work.
First, the teacher acts as Tony, and have some students act as Tony’ family. The
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whole class act as Gogo.
Then have some students act as Gogo to have an interview.
Design Intent：Have students act out the Target. The students are interested in imitating the intonation of it. It can improve their speaking skills. In fact, the target is just a part of the interview. The students show their great passions in interviewing Tony’s family. It can practice the sentence patterns so well.
Step Ⅲ Practice
1. Guide the students to ask about the ways their classmates get to school, using the sentence patterns in the target language.
Design Intent：Guide the students to ask about the ways their classmates get to school. It foreshadows the following step---- make a survey. It can also train the students’ oral English and train their co-operation with their partners.
Step IV Consolidation：
1. Make a survey.
Interview three of your classmates, and then give a report about it.
Who
Frequency
How to get to school?
Me
always\usually
\sometimes\never
drive a motorbike \ take the subway
\take the bus\ take a taxi \ ride a bike\ walk
always\usually
\sometimes\never
drive a motorbike \ take the subway
\ take the bus\ take a taxi \ ride a bike\ walk
always\usually
\sometimes\never
drive a motorbike \ take the subway
\ take the bus\ take a taxi \ ride a bike\ walk
always\usually
\sometimes\never
drive a motorbike \ take the subway
\ take the bus\ take a taxi \ ride a bike\ walk
Guide the students to use the sentence patterns while doing the survey.
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How do you get to school? I usually take the bus. Do you ever take a taxi to school? No, I never take a taxi to school.
2. Give a report of the survey.
First, have students give a reporter in their groups. Then have some students come to the blackboard to give a report. ( To find the best reporter)
2. Give advice to the students that “Walking is the lowest carbon travel!”
Design Intent：Have students interview three of their classmates, and then give a report about it. It’s a good extension to talk about the students’ transportation to school or to work. It can also train the students’ oral English and thinking ability. Well, the design of the form can help them so well. And then, give advice to the students that “Walking is the lowest carbon travel”, which can gives them affective education.
3. Song activity. Have students listen to the song, and then fill in the blanks.
4. Show some pictures about how the students in mountains get to school. Then have a discussion about it. Tell the students that “We should cherish the happy life we have now and study hard”.
Design intent: Have students listen to the song, and then fill in the blanks. It can consolidate what they have learnt and train the students’ listening and writing ability. Through showing some pictures about how the students in mountains get to school to tell the students that “We should cherish the happy life we have now and study hard”. It is an affective education.
Step V Homework.
1、Draw and write down how you get to school on page 13.（在书本13页画上并写上你上学的方式）
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2、Make a report to your parents about how your classmates get to school.
（向你的父母说说你在课堂上采访到的同学的上学方式。）
六．板书设计：
Unit 2 I usually look for cookies.
( Vocabulary, target & song activity)
How do you get to school\work?
Who
Frequency
How
I
always
take the bus
usually
take the subway
sometimes
take a taxi
never
ride a bike
walk
Do you ever __________?
Yes. \ No.
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七．课堂练习：
一．Make a survey.
Interview three of your classmates, then give a report about it. (采访三个同学，采访后在单词或短语上打勾。然后口头简单报道。）
Who
Frequency
How to get to school?
Me
always\usually
\sometimes\never
drive a motorbike \ take the subway
\take the bus\ take a taxi \ ride a bike\ walk
always\usually
\sometimes\never
drive a motorbike \ take the subway
\ take the bus\ take a taxi \ ride a bike\ walk
always\usually
\sometimes\never
drive a motorbike \ take the subway
\ take the bus\ take a taxi \ ride a bike\ walk
always\usually
\sometimes\never
drive a motorbike \ take the subway
\ take the bus\ take a taxi \ ride a bike\ walk
口头简单报道：
I always walk to school…
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二、Listen to the song and fill in the blanks.
How do you get to school every day?
I always take the bus.
How do you get to school every day?
I always take the bus.
Every day, every day, every day I take the bus.
Every day, every day, every day I take the bus.
Do you _____ ride your bike to school?
Yes, I _________ride my bike.
Do you ______ ride your bike to school?
I _______ ride my bike.
Usually, usually, usually I ride my bike.
Usually, usually, usually I ride my bike.
Do you _____ drive your car to work?
Yes, I ______ drive my car.
Do you ______ drive your car to work?
Yes, I _______ drive my car.
Every day, every day,
every day I drive my car.
Every day, every day,
every day I drive my car.
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单元检查安排：
1.每节课有相应的听、说、读、 写的训练和检测，以保证课堂效率，做到一课一过关、课课过关。
2.完成本单元的教学后，将选用两个时间段，两种方式来检测学生对本单元知识是否掌握。
一是利用早读时间进行小组读书比赛
二是利用习题对学生进行检测：1）如与课本配套的练习册：新课程辅导。
2）教师自己出的单元检测题，在学生做题的时候，老师可以巡视，观察学生对知识是否掌握。
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