【unit】Unit 30 Mainly revision-Lesson 117

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Lesson 117 PPT 多媒体教学设计方案

一、教学内容

1．词汇(略)。

2．日常交际用语：复习表示请求、交通工具等日常表达用语。

二、教具

PPT 多媒体课件。

三、课堂教学设计

Step 1. revision

[课件展示] 值日生报告。教师展示课件中的有关交通工具的图片，与学生展开有关交通工具的问答练习对话练习：

T: I usually come to school by bike, and you?

S: by car/ by bus.

T：How do you usually come to school，×××？

  ：I usually come by bike / bus/ on foot.

T： How does your father/ mother usually go to work？

  ：He usually go to work by bike / bus/ on foot．

之后，每两位学生进行对话练习，将这种对话进行下去。

Step 2. Read and act.

[课件展示]1。教师在给学生放录音之前，提出问题（Pre－listening question）T: How does David/ David’s father / mother usually go to work？教师放课文录音一遍  ，指导学生回答问题S: He usually goes by bike. Sometimes by bus. David’s father usually go to work by car. His mother goes to work by bike, sometimes on foot.再放录音，学生跟读两遍，熟练听读。T: Now please listen to the tape again. Please pay more attention to its intonation.教师让学生两人一组练习对话。可以让若干组学生演示对话。T: Well, please practise your dialogue in the class with your partner.

2．教师可以点击影片，播放课文对话情景影片，使学生边观看边模仿，教师强调一下对话中出现的交通工具。可以在学生看录像之前设置一个问题：T: How many transportations（） in the dialogue.教师解释transportation的意思

Step 3. dialogue.

[课件展示]教师点击  放录音，学生跟读。让学生两人一组操练对话并使用方框中的替换词课件中红色字体的单词，编练新的对话。教师请两组学生表演，并予以讲评。

T: Please read the dialogue first, and you will change the word  which is on the table in your own dialogue. Now practise your dialogue with your deskmate , after that I will let some boys and girls act out their dialogues.

Step 4. Consolidation

[课件展示]教师总结这一节课的语言点。(共有两页，教师点击按钮可进入下一页的consolidation)

1. Walking is good for health. 走路对健康有益。

Walk是动词，不能做主语。若要用walk做主语，就需在Walk后加—ing，即用walking做主语。动名词是动词的另一种非限定形式。它在句中起名词的作用，可单独使用或引起短语，做句子的主语、表语、宾语或介词的宾语。如：

Reading in bed is bad for you eyes.主语

2.Be good for 意为“对….有益”，与be bad for（对……有害） 相对。如：

Doing morning exercises is good for health.

Eating too much is bad for health.

3．Take the bus

take在句中是“乘，搭”的意思，表示一种行为。而“by+ 交通工具名词”则表示一种方式。如：

You can take the No.5 bus.

My mother often comes back home by bike.

4．总结交通工具

l）长途：by air / plane, by sea / ship, by train, by bus, by taxi, by car等。

  短途：on foot, by bike, by bus, by taxi, by car, by boat, by minibus等。

2）地理环境

  海：by sea／ship，by boat

  陆：on foot，by bike，by bus，by minibus，by car，by taxi，by train等。

  空：by air/plane

Step 5. Practice

[课件展示]教师指导学生完成课件中的练习，逐步点击鼠标，就会逐一显现练习答案。要求学生用笔头形式完成。

T: Let’s do some exercises in text book.

Please turn to page…

练习：

1.How _____these fish?

A.much is B. much are C. many is D. many are

2.I like _____.

A.cooking a lot B. cooking a lot of

C.cook a lot D. to cook many

3. Do you often get up ____ six ____ Sunday morning?

A.on; at B. at; in C. in; on D. at; in

4. There ____ a big tree near the house.

A.are B.is C. have D. has

5. Mr. Gao is a teacher. He works in a new _____.

A.shop B. school C. factory D.hospital

Step 6．Homework

[课件展示]教师布置家庭作业 

1）练习朗读本课对话；2）完成练习册习题。

Lesson 117教学设计方案

一、教学内容

1．词汇(略)。

2．日常交际用语：复习表示请求、交通工具等日常表达用语。

二、教具

录音机；交通工具的图片。

三、课堂教学设计

Step 1. revision

  值日生报告。教师展示手中的有关交通工具的图片，问学生

T: What is this?

S: This is a bike/ bus/ car/ …

T: I usually come to school by bike, and you?

S: by car/ by bus.

教师和学生展开有关交通工具的问答练习对话练习。如教师与一位学生进行对话示范：

T：How do you usually come to school，×××？

  ：I usually come by bike / bus/ on foot.

T：（转向全班） How does he usually come to school？

  ：He usually comes to school by bike / bus/ on foot．

之后，请这位学生叫起另外一名学生，将这种对话进行下去。

Step 2. Read and act.

教师在给学生放录音之前，提出问题（Pre－listening question）

T: How does David’s father usually go to work？

教师放课文录音一遍，指导学生回答问题

S: David’s father usually go to work by car.

再放录音，学生跟读两遍，熟练听读。

T: Now please listen to the tape again. Please pay more attention to its intonation.

教师让学生两人一组练习对话。建议在练习中不必拘泥于课本上对话内容，可依据实际情况，有条件的班级可以让若干组学生演示对话。

T: Well, please practise your dialogue in the class with your partner.

Step 3. Read and make up dialogue.

教师让学生两人一组，先将本课第2部分对话阅读一遍，然后使用方框中的替换词，编练新的对话。教师请两组学生表演，并予以讲评。

T: Please read the dialogue first, and you will change the word  which is on the table in your own dialogue. Now practise your dialogue with your deskmate , after that I will let some boys and girls act out their dialogues.

Step 4. Practice

教师指导学生做练习册习题，要求学生用笔头形式完成。

T: Let’s do some exercises in text book.

Please turn to page…

Step 5. Consolidation

教师总结这一节课的语言点。

1. By air=by plane / by sea=by ship/ by train/by bus/ by taxi/ by bike/ by minibus

2. Walking is good for health. 走路对健康有益。

Walk是动词，不能做主语。若要用walk做主语，就需在Walk后加—ing，即用walking做主语。动名词是动词的另一种非限定形式。它在句中起名词的作用，可单独使用或引起短语，做句子的主语、表语、宾语或介词的宾语。如：

Reading in bed is bad for you eyes.主语

My favourite sport is swimming.表语

Lily likes dancing.宾语

Thank you very much for helping me.介宾短语

Be good for 意为“对….有益”，与be bad for（对……有害） 相对。如：

Doing morning exercises is good for health.

Eating too much is bad for health.

3．Take the bus

take在句中是“乘，搭”的意思，表示一种行为。而“by+ 交通工具名词”则表示一种方式。如：

You can take the No.5 bus.

My mother often comes back home by bike.

4．总结交通工具

1．运用这个功能项目的主要起因：询问去某地、某处所的方式：

How do you come to school／go to work／go home for your holiday？

2．一般的交通方式（运用何种交通工具），可能取决于路途的远近、地理环境、经济条件等因素。

l）长途：by air / plane, by sea / ship, by train, by bus, by taxi, by car等。

短途：on foot, by bike, by bus, by taxi, by car, by boat, by minibus等。

2）地理环境

海：by sea／ship，by boat

陆：on foot，by bike，by bus，by minibus，by car，by taxi，by train等。

空：by air/plane

3）经济条件：可以比较国内不同地区的差异，中国与欧美国家人旅行方式的差异。

3．各种交通工具特点的比较。

by air / plane 与 by train

by air / plane: quick, save time, expensive

by train: take much time, cheap, safe, can see a lot.

Step 6．Homework

教师布置家庭作业 

1）练习朗读本课对话；2）完成练习册习题。

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