六年级英语毕业复习教案Howdoyougotoschool
六年级上英语教案-Lesson5Howdoyougotoschool-科普版
六年级上英语教案Lesson 5 How do you go to school 科普版教学内容本节课是科普版六年级上册英语第五课，主题为"How do you go to school?"。
课程内容围绕交通工具和日常上学的交通方式展开，包括新词汇的介绍、基本句型的构造以及日常对话的练习。
教学目标1. 知识目标：学生能够听懂并准确使用关于交通工具的词汇，如"bus"、"train"、"bike"等。
2. 能力目标：学生能够运用"How do you go to school?"句型进行询问和回答。
3. 情感目标：培养学生对日常交通安全的意识，并激发他们对英语学习的兴趣。
教学难点1. 词汇掌握：对于一些较为复杂的交通工具词汇，如"subway"、"motorbike"等，学生可能难以准确记忆和发音。
2. 句型应用：在实际对话中灵活运用"How do you go to school?"句型，并能够根据不同的回答做出适当的反应。
教具学具准备1. 多媒体设备：用于播放与课程相关的视频和音频资料。
2. 单词卡片：制作各种交通工具的单词卡片，帮助学生记忆和理解。
3. 情景图：准备一些日常上学场景的图片，用于模拟真实对话。
教学过程1. 导入：通过播放一首关于上学的英文歌曲，引起学生的兴趣，并自然过渡到本课主题。
2. 新授：展示单词卡片，教授本课的新词汇，并让学生跟读，确保正确发音。
3. 实践：设计一些简单的对话练习，让学生两人一组进行角色扮演，实践所学句型。
4. 游戏活动：进行"交通方式接力"游戏，巩固对交通方式词汇的掌握，并提高口语表达能力。
板书设计板书将围绕本课的主题进行设计，左边列出重点词汇，右边列出基本句型。
在授课过程中，将逐步引导学生参与到板书的建设中，使他们对所学内容有更直观的认识。
Howdoyougotoschool教学设计
How do you go to school?7 I.教学内容：单词教学：taxi tram underground school bus motor bike bicycle句型教学：How do you go to school? How do you go to the park/zoo/Yanan Road…? I go to … by … How does he / she go to … ?He /She goes to … by …II.教学要求：1. 识记常用的几种交通工具，能快速准确拼读这些单词。
2. 能正确使用How开头的句型与人交流。
3. 正确运用一般现在时态，注意do/does的用法，区别。
4. 根据语境，正确选择合适的交通工具。
5. 在教学中开阔学生的眼界，培养他们热爱学习，热爱学校，热爱家乡，热爱祖国的大好河山，热爱自然的思想感情，积极努力使用当天所学的词句表情达意。
III.教学背景：教学内容所处的模块：Places and activities中的第一单元A day at school，是第四教时。
前三个教时分别是“介绍学校的建筑，教室里的陈设，学生和教师的简单情况，还有说说一天的作息情况等。
教学本课时，教师自然能顺着谈学校和学习.情况，引出本课内容，进行单词及句型的教学和交流。
教师情况：教龄十八年，教学英语六年，小学英语高级教师。
学生情况：本校五年级（4）班学生，共36人，其中男生24人，女生12人，有一名随班就读生。
该班学生为务工子女班，本人从2005年9月接班，本学期为第三个学期。
接班时，学生在英语学习水平上参差不齐，除了两三名学生基本能达到三年级的要求外，其余的学生好一点的能读出简单的单词，但不能拼写，或者是死记硬背，看到中文能拼出单词，但不会读，也听不懂别人说的。
最糟糕的一些学生甚至连26个字母都认不全。
通过两学期多教学，大多数学生基本上能达到教学目标，个别落后的学生也至少能掌握教材上的基础内容。
小学英语六年级上册全册教案Unit1 How do you go to school
Unit 1 How do you go there?第一课时一、教学目标和重点1、四会词语：on foot,by bike,by bus,by train,by car,2、三会词语：by plane by train by ship =by sea. by jeep3、重点句型：How do you go to school/Canada/the US?I go by+vehicle (plane/bus/train/car/bike/subway/ship)on foot4能够听懂、会吟唱L et‟s chant的歌谣。
二、教学步骤1、Warm upGreetings：T: Class begins! Hello, boys and girlsSs: Hello, Miss Zhang!T: How are you today?/What‟s the weather like today?Ss: Fine, thank you ./It‟s sunny/rainy/windy/snowy/ cloudy2、L et’s starta) T:It …s sunny today so I go to school on ually I go to school bybike?(use my body language to make everyone can follow me)b) T: What about you? Do you go by bike? Or by bus? Do you go on foot? Orby Car?c) Sum up: There are many ways to go somewhere. Look at these pictures. Doyou know what they are?(pick up the picture)3、Previewa)always usually often sometimes never (explain these words meaning andpronunciation)b)Let‟s chantListen-----sing in light voice----sing and act-----show the card----sing and act again(these part is over)4、PresentationLet‟s learna)T: First, show the toy car and toy bike; next ask myself: “How do I go to school? Igo to school by bike/(板书).”then read it and ask several class to repeat; at last T:how do you go to school? What about you? Ss: I go by bike.b)T: invite five boys and girl come to act like train, next other class guess whichvehicle are they act; then everyone show his letter T-R-A-I-N (train).T: I always go to school by train(板书)----by trainSs: by trainT:(show the card)by train. I go to school by trainSs: by train. I go to school by trainc)Ss can‟t say some phrases such as by plane/by subway/by ship/by boat. Then I‟llpoint out in the picture and ask: “what can you see in the pictures.”(依次总结上述引单词的可用性引词并让学生跟读掌握)d)快速反应游戏T：by trainSs: I go to school by bike(出示相应的动作)e)Subway: It‟s an underground railway in a city like as Shanghai. It travel very fast.f)Listen and read (Part A Let‟s learn)Let‟s playSs1：制作地点such as：school、the US、England……Ss2：制作交通方式such as：by ship、by bus、by plane……Ss1：How do you go to school/the US/England……Ss2：I go by ship/by bus /by plane…………5、Consolidation & ExtensionMain scene:独轮车：unicycle电车：streetcar/a trolly三轮车：tricycleHomework:a) 四会单词抄三次（要求书写规范）（备下次课前听写）b) 复习Let‟s chantc) 预习C课后反思：在课堂教学过程中，学生是学习的主体，他们总会有"创新的火花"在闪烁，我应当充分肯定学生在课堂上提出的一些独到的见解，这样不仅使学生的好方法、好思路得以推广，而且对他们也是一种赞赏和激励。
howdoyougotoschool-优质教学设计
h o w d o y o u g o t o s c h o o l-优质教学设计(共2页)--本页仅作为文档封面，使用时请直接删除即可----内页可以根据需求调整合适字体及大小--《how do you go to school》优质教学设计这是一篇由网络搜集整理的关于《how do you go to school》优质教学设计的文档，希望对你能有帮助。
学会四会单词3个，三会词6个，二会词1个。
本课继续学一般现在时，以及how引导的特殊疑问句及相关回答，还要学会一些常用交通工具的表示法。
本科继续学习并要更加熟练运用一般现在时，并且继第3，4课以后又学习常用交通工具，并能用来交际，使英语更加贴近生活，使学生能在生活中更加会活用英语。
培养学生一定的语感语音基础，为进一步学习打下基础。
学情分析根据小学生的特点以及本班学生的学习基础本可以自学为主，兵教兵的方法进行，我班学生在前几个单元基本掌握了一般现在时的用法，并且很多都会读常见的音标，因此我觉得分组自学的模式还可以。
然后，要侧重我班学生语言的感受和说、演的.能力，我班学生对于用英语之方面比较薄弱，因此更要锻炼学生的自信心。
教学目标1，能听懂、会说、会认读并会拼写far/last/window.熟练掌握和运用一般现在时的各种句式，能听懂、会说并能用如下句子交际：how do you usually go to schoolI usually walk to school. How does she usually go to school She usually goes to school by bus.2. 有兴趣说英语、表演英语对话，做游戏等；增加英语学习兴趣。
3. 敢于开口，积极参与，主动请教。
增加学习英语的自信。
4.更加熟悉英语自学方法.教学重点和难点用how引导的特殊疑问句表达使用什么交通工具.。
Howdoyougotoschool英语课教案设计
Howdoyougotoschool英语课教案设计How do you go to school英语课教案设计教材分析1.本课是小学六年级英语科普版Lesson5 How do you go to school?2.本课主要是在前面所学的一般现在时的一般疑问句基础上进一步学习一般现在时针对交通工具或交通方式进行提问的特殊疑问句。
围绕如何去学校上学这一主题，利用本课所学知识简单介绍每天所乘的交通工具以及出行的交通方式。
3.通过对话形式以及角色表演的方式呈现本课的知识，在一节课中偏重于语言的'运用以及口语交际的练习。
学情分析1. 本节课的教学对象是六年级的同学，对于已经有三年英语基础的他们，学习兴趣还是可以的，课堂主要通过听说读练演的方式展开，分角色表演，男女生以竞赛方式对演等。
2. 学生对与对话部分的教学还是很有兴趣的，课堂积极配合，认真开展老师组织的每项活动，课堂气氛活跃。
3. 知识运用方面，本课时贴近学生实际生活的内容掌握起来比较容易，通过主题句型—How do you usually go to school? —I usually go to school on foot.练习主语为第一人称特殊疑问句句型和第三人称单数时特殊疑问句4. 在前面一般疑问句的基础上学习特殊疑问句，学生更容易掌握，学习起来更容易。
教学目标1.知识目标：复习集中识词中本课出现的单词，学习主要句型—How do you usually go to school? —I usually go to school on foot.2.能力目标：学生能用句子—How do you usually go to school? —I usually go to school on foot。
进行简单的口语交际。
3.情感目标：通过本节课的学习让学生了解身边的交通工具以及自己国家先进的交通工具，开阔学生的视野，拓展课外知识。
Howdoyougotoschool英语教案及反思doyougotoschool
Howdoyougotoschool英语教案及反思doyougotoschool 教学目标：1.KnowledgeandAbilityAim(1)Learnandtrytoundertandandreadtheword:bybu,walktochool,byc ar,bybike2.ProceandMethodAimUeTak-baedLearningandSituationLearning.3.EmotionAim：Cooperatewellandhelpwitheachother.重点难点：1.KeypointTalkaboutthewayofgoingtochoolinreal-lifeituationbyuingthephrae:bybu,walktochool,bycar,bybikeanddrill :Howdoyougotochool2.DifficultieHowtouethenewwordandthedrilltoTalkaboutthewayofgoingtochoolf reelyandfluentlyinourdailylife.教学准备：Tape-recorder,Card,CAI教学过程：一、Warmingup1.Greeting:Clabegin.Standup!Goodmorning,boyandgirl.HowareyouLet’chant:play----Iplay,youplay,heplay,heplay,itplay.go----Igo,yougo,hegoe,hegoe,itgoe.2.Freetalk二、Tak-preentingandpreparing1.TodayIbringthreefriendtoyou,nowlook!(Showthreeheadornament)Openyourbook,turntopage30,litenandpoint.2.Let’litenagain,Iwillak:③DoeTomgotochoolbycar3.Afterlitening,anwerthequetion:Igotochoolbybu./Shegoetochoolbybu.(ShowCAI:pictureofbuand“bybu”，doaction,readthephraetwobytwo,thenboyandgirl.)Iwalktochool./Shewalktochool.(ShowCAI:pictureofwalkand“walk tochool”，doaction,readthephraetwobytwo,thengroupbygroup.)③DoeTomgotochoolbycar(ShowCAI:pictureofcarand“bycar”，doaction,readthephraetwobytwo,thenrowbyrow.)No,hedoen’t.Hegoetochoolbybu.Hegoetochoolbybu.(ShowCAI:pictureofbikeand“bybike”，doaction,readthephraetwobytwo,thenboyandgirl)5.Readthefourphraeanddoaction:bybu,walk,bycar,bybikePractieingroup.6.Playagamebetweenfourgroup:Teacherdoeaction,tudentay.Studentdoeaction,tudentay.三、Practiingandcouneling1.Look!Aphotoofme.(ShowCAI)Igotoworkbybu.What’meaningof“go towork”Gue!Readthephraerowbyrow,thentogether.2.(Showheadornament)Look,anewfriend.HeiLingling’father.Igotoworkbybu.Let’lit en!Howdoehegotowork3.Afterlitening,anwerthequetion:Howdoehegotowork4.Akandanwer:Howdoeyourfathergotowork5.Doyouknow:HowdoemyfathergotoworkGue!HeworkinShanghai.Hegoetoworkbyhip.Readanddoaction.6.TheOlympicGamewillbeheldinBeijingin2022.MyiterwanttogotoBeijing.HowdoehegotoBeijingShegoetoBeijingbyplane.Readanddoaction.ShegoetoBeijingbytrain.Readanddoaction.7.Readthephraeanddoaction:Bybu,walktochool,bycar,bybike,byhip,byplane,bytrain8.Playgame:①Teacherdoeaction,tudentay.②TeacherhowCAI,tudentgue.四、Tak-fulfilling1.Litenandpoint.2.Litenandrepeat.3.Litenandcircleomephraeandword.4.Checkthewordandphrae.5.Practiebythetudent.6.Showtudent’photoandaythewayofgoingtochool.五、Sumupandhomework.Howdoyougotochool教学反思在教Howdoyougotochool这节课时，我用了这些教学方法。
How do you go to school教学设计
小学六年级英语口语课教学设计How do you go to school?教材分析：本课主要内容是让学生能够用英语来回答以及提问以怎样的方式到学校。
也就是乘坐什么交通工具的表达方法。
锻炼学生的口语交际能力，以及树立学生养成低碳生活的理念，选择合适的交通工具出行。
学情分析：教学对象为小学六年级学生，他们对英语学习已经有了一点基础。
结合此年龄段孩子的特点，在课堂上运用音频，CAI，卡片，对话，调查表等多种形式调动孩子的积极性。
教学目标：1.学生能较熟练地在口语交际中运用短语：bybus，bycar,bybike , by train等短语。
2.能在相互地交流中运用句型：“How do you go to school？”了解同学们和他们的朋友或家人是怎样上学上班的。
3.能够大胆、自然的用英文交谈，有表达的勇气和信心，能做到语音语调清晰、准确。
教学步骤：1.Warmi ng up: a song“How do you go to school?”2.Lead in : CAI“Some names of transportation”3.Listen and repeat:Read the new words about transportation4.Card:在黑板上出示各种交通工具的卡片。
放录音或读每个单词，请学生指出相应的图。
5. Presentation: by bike\car\ bus\ train\... on foot6.Ask and answer:个别提问—How do you go to school?—I go to school by….7. Practice in pairs8. Activity:把不同的交通工具的卡片展示在黑板上，要求学生在自己所乘坐的交通工具下面打勾，然后老师提问，学生根据情况回答。
9. SurveyNameOliviaHow do you go to school?by bus。
科普版小学六年级英语Lesson 5 How do you go to school -优秀教学设计和反思
科普版小学六年级英语Lesson 5 How do you go to school ?优秀教学设计和反
思
科普版小学六年级Lesson 5 How do you go to school ?
薛海洋孟津县小浪底镇李岭小学
教材分析
本课介绍学生通过什么方式去学，学习句型How do you go to school ? 并熟练运用句型对话。
学情分析
让学生学会运用How do you go to school ? 和表达运用什么方式上学。
教学目标
1．学习生词和短语。
2．掌握运用How do you go to school ? 和By bike\ By car\ By bus \on foot.
3．日常生活用语
教学重点和难点
掌握运用How do you go to school ? 和By bike\ By car\ By bus \on foot.
教学过程
教学反思
本节课的教学充分利用教材这个载体，为学生创设贴近生活的语言环境，让学生在情境中学，活动中练，生活中用；并鼓励学生积极参与，大胆表达，使学生在轻松自信的学习过程中获得成功的体验，培养学生的自信心。
小组活动锻炼了学生的语言表达能力,在小组活动中相互学习,提高了学生的学习兴趣，提高了教学效率。
六年级英语毕业复习教案Howdoyougotoschool
六年级英语毕业复习教案Howdoyougotoschool六年级毕业复习教案话题复习：Hodoyougotoschool?话题复习：Hodoyougotoschool?教学目标：知识目标：复习有关出行方式的短语。
利用这些英语短语组织交际会话。
能力目标：在各种时态中运用这些表示出行方式的短语。
德育目标：Looatthetrafficlights,reeberthetrafficrules.eepsafe.重点和难点：重点是识记表示出行方式的短语和对出行方式的问答。
难点是运用有关出行方式的短语和句型进行交际会话。
教具准备：学案录音机教学过程：Step1.ar-upLet’ssing:Hodoyougotoschool?Dailyreport:学生点评互动Step2.Presentation就学生的dailyreport提问：Hodoyougothere?Hodoyougotoschool?板书出示句型和短语：Hodoyougotoschool?Igotoschoolonfoot/bybie/bybus/byp lane/byship/bysubay/train.Pairor:Hodoyougotoschool?Step3.Practiceritedonthephrasesonyourtestpaper.Listentothetapeandanser:Hodoourfriendsgotoschool?Step4.Presentation就听力问题引出：Hodoesshe/hegotoschool?提问学生，由二人称过渡到第三人称单数，提醒学生主意第三人称单数形式的运用。
Step5.Practiceaeasurvey:Hodoyourgroupebersgotoschool?Giveusarreportaboutyoursurvey.Eg.Igotoschoolonfoot.Zhanginggoestoschoolbybie.------Step6.PresentationT:Iusuallygotoschoolonfoot.ButIenttoschoolbybieyest erday.Hodidyougotoschoolyesterday?板书：Hodidyougotoschoolyesterday?Ientbybie.领读句型，强调过去式。
科普版小学六年级英语Lesson 5 How do you go to school-优秀教学设计和反思
科普版小学六年级英语Lesson 5 How do you go to school?优秀教学设计和
反思
教材分析
1．本节课的话题是“交通工具”；要求学生学会用how 引导的一般现在时的特殊疑问句，学会一些常用交通工具的表示法。
前四课学习了一般现在时的各种句式，本课继续学习一般现在时，重点学习how引导的特殊疑问句及相关答语。
2．学会对交通方式的提问，重点是主要是第三人称单数时助动词和动词的变化。
学情分析
六年级学生已经具备了一定的英语基础和简单的语法知识，前四课又学习了一般现在时的一般疑问句、特殊疑问句及主语是第三人称单数形式的句式。
本节课我们继续学习一般现在时，重点学习how引导的特殊疑问句及相关答语，有前面的语法知识做铺垫，学生学习起来不会感到很困难。
但主语是第三人称单数时，问句中助动词的变化和答语中动词的相应变化是学生学习中的一个难点，需要多加指导，多多练习。
教学目标
1、能力目标：学会用how引导的一般现在时的特殊疑问句及相关答语。
2、知识目标：掌握一些常用的英语交通工具短语。
3、情感态度与价值观目标：了解一些交通常识和交通工具。
教学重点和难点
1、本节课的教学重点是学习how引导的特殊疑问句及相关答语；乘坐日常交通工具短语。
2、本节课的教学难点是how引导的特殊疑问句中主语是第三人称单数时问句中助动词的变化及答语中动词的相应变化。
教学过程
1. 通过单词、短语卡片复习日常交通工具的短语，先学习主语是第二人称的特殊疑问句，强调动词用原型。
2. 学习主语是第三人称单数时的特殊疑问句，强调问句中助动词用does，答语中动词用单三形式。
Howdoyougotoschool教案
Howdoyougotoschool教案2020-11-27How do you go to school教案Howdoyougotoschool?一、重点短语：byplane坐飞机byship坐轮船onfoot步行bybike骑自行车bybus坐公共汽车bytrain坐火车trafficlights交通灯trafficrules 交通规则gotoschool去上学getto到达geton上车getoff下车Stopataredlight.红灯停Waitatayellowlight.黄灯等Goatagreenlight.绿灯行二、重点句型：1.Howdoyougotoschool?你怎么去上学?uallyIgotoschoolonfoot.SometimesIgobybus.通常我步行去上学。
有时候骑自行车去。
3.HowcanIgettoZhongshanPark?我怎么到达中山公园?4.YoucangobytheNo.15bus.你可以坐15路公共汽车去。
三、重点语法：1、Therearemanywaystogosomewhere.到一个地方去有许多方法。
这里的ways一定要用复数。
因为thereare是Therebe句型的复数形式。
2、onfoot步行乘坐其他交通工具大都可以用介词by…，但是步行只能用介词on。
4、gotoschool的前面绝对不能加the，这里是固定搭配。
5、USA和US都是美国的意思。
另外America也是美国的意思。
6、gotothepark前面一定要加the.如果要去的地方有具体的名字，就不能再加the，如果要去的地方没有具体名字，都要在前面加the.(gotoschool除外。
)7、Howdoyougoto…?你怎样到达某个地方?如果要问的是第三人称单数，则要用：Howdoeshe/she…goto…?8、反义词：geton(上车)---getoff(下车)near(近的)—far(远的`)fast(快的)—slow(慢的)because(因为)—why(为什么)same(相同的)—different(不同的)9、近义词：seeyou---goodbyesure---certainly---ofcourse10、频度副词：always总是，一直usually通常often经常sometimes有时候never从来不。
英文教案Howdoyougotoschool？（最终五篇）
英文教案Howdoyougotoschool？（最终五篇）第一篇：英文教案How do you go to school？How do you go to school? Teaching objectives 1.Students learn and master the words about transportand the key sentences.2.Students can listen,speak,read and write thethings study in this Unit.And they can use and talk about transportation in real-life situation.3.Students can have a opposite attitudes toward their colorful life and appreciate their life better.They can work together actively and train the spirits of team-work.Key and different points Key Words:School,train,bus,bicycle,foot Key sentences:How do you go to school?I go to school on foot./ by bus/by train/by bicycle.Teaching methods PPP model of teaching Teaching aids PPT,pictures,video Teaching procedures Step 1Leadingin:play a video about the transport,ask students what it is about.The students answer “transport”.Lead in the theme“How do you go to school”.Step 2 Presentation:(1)Use the videoand pictur es to introduce the key e the structure:how does he/she go to school?He/She goes to school…(2)Students learn to say the words with the help of pictures.I read the word, and the students read after me.Step 3 Practice(1)Point the pictures and ask stu dents “how does he/she go to school”,students answer together “He/She goes to school on foot./By bus/By train/By bicycle.”(2)Ask some students to do actions and others guess how he goes to school.(3)Pair-work: Students make a dialogue.Ask and answer like daily life.Step 4 Production Role-play:One is a reporter,and use what is learned to do an interview in group of 6.Ask and write down the ways.Volunteer to present the dialogueand the result.Ask others “how does XXX go to school”.Other students ment it and choose the best reporter.Step5 Homework:describe the family how to go to school/work and make a form.Blackboard Design train,bus,bicycle,footHow do you go to school?I go to school on foot./ by bus/by train/by bicycle.第二篇：英文教案冀教版九年级下册Unit 5教案（英文版）Unit 5 Culture Shapes Us Lesson 33: Welcome, Guest!Teaching Content: Mastery words and expressions: shape, perhaps, though T eaching Aims:1.Know more about the foreign culture.2.Good manners at table.Teaching Important Points: 1.Learn different cultures.2.Practice the object complements and attributive clauses.Teaching Difficult Points: The object complements.T eaching Preparation: pictures Teaching Aids: audiotape, flashcards, picturesType of lesson: new lesson Teaching Procedure: e to “THINK ABOUT IT”.Lead in by discussing the following questions: What do you know about dinosaurs? List the names of some types of dinosaurs you know of.Discuss the questions in groups.Every member writes his or her answers down.Then discuss it in groups.Make a complete answer.Then present it in the class.Step2.Listen to the tape and answer the following questions: 1.Where was Danny yesterday afternoon? He was at Dinosaur School.2.Did Danny learn Dinosaur song at school? Yes, he did.Finish the task in class in oral.Step3.Reading task Read the text and encourage the students to ask more questions about this part.S1: What did Danny learn at Dinosaur school? S2: He learned dinosaur culture.S3: When will they have dinner together?S4: On Saturday.Step4.Practice Do with the main grammar: the object complements.Point out the sentences with object complements: I find other cultures interesting.Make examples by the students: We must keep the classroom clean every day.Step5.Activity Invite your friend to your home.What do you do? Make up a dialogue with your partner.Then let them present it in front of the e to “LET’S DO IT”.What do you think dinosaur food is like? Do you think Brian and Jenny will like the food? Write down your ideas.Then share it with your partner.After a while, let some students show their answers in front of the class.Remind them to tell the students why they think so.Step7.Homework 1.Finish off the exercise book.2.Go on the next reading in the student book.Summary: Students are strange to hear of the Dinosaur culture.We all want to know what real Dinosaur culture is, including their food, songs, clothes and so on.Give the students time to say some other countries’ culture in front of the class.Let them search on the Internet for more informa tion.Lesson 34: Danny’s Dinosaur Dinner Teaching Content:Mastery words and expressions: knock, hang, hang up, offer Oral words and expressions: hung, hanged Teaching Aims: 1.Know about the Dinosaur culture.2.Cultivate the students’ cooperation ability.Teaching Important Points: 1.Learn something about having a meal.2.The object complement and the attributive clause.Teaching Difficult Points: Have a meal.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, picturesType of lesson: new lesson Teaching Procedure: e to “THINK ABOUT IT”.Lead in by discussing the following questions:Have you ever invited a guest to your home? Have you ever been a guest? What’s the worst food you’ve ever had? Discuss the following questions in groups.Then present it in front of the class.Step2.Listen to the tape and fill in the blanks with the correct words you hear.1.When Jenny and Brian come to Danny’s home, he is in the _____.2.Danny gives Brian and Jenny some _____ to eat.Finish the task in class in oral.Step3.Reading task Read the text and decide the following statements are true or false.1.Jenny and Brian come to Danny’s home on Sunday.2.Jenny and Brian drink some milk in Danny’s home.3.Dinosaur food is certainly different.Finish the task in class in oral.Step4.Read the text again and retell the story in their own words.Correct their grammar mistakes after he finish telling the story.Ste5.Do with the language points: Make sentences with the useful phrases: Would like to…? Help yourself to… S1: Would yo u like some dumplings? S2: Yes, I’d love to.S3: Would you like to have an apple? S4: No, thank e to “LET’S DO IT”.Divide the class into several groups to finish the activity.Every member writes his ideas on a piece of paper.Are guests important in your home? What do you do to make guests feel comfortable? Let the students show their dialogues out in front of the class.Step7.Homework 1.Finish off the exercises in class.2.Go on the next reading in the student book.Summary: It is important for you to make your guests feel comfortable.At first, you must be polite.Then you can provide them with different drinks and fruits.Ask them what their favourite food is.Of course, as a guest, you must be polite enough, too.Lesson 35: Keeping Culture Alive Teaching Content: Mastery words and expressions: hand in, strange, mind, share Oral words and expressions: Chinatown Teaching Aims:1.Learn more about foreign cultures.2.Cultivate the students’abilities.3.Grasp the important grammars.Teaching Important Points: 1.Know more about the Chinatown.2.Having meals.3.Object complements.Teaching Difficult Points: Object complementsTeaching Preparation: pictures Teaching Aids: audiotape, flashcards, picturesType of lesson: new lesson Teaching Procedure: Step1.Lead in by discussing the following questions: Have you ever heard of Chinatown? What do you think of it?Work in groups.Everyone writes his or her answers down.Then discuss for five minutes.Present it in front of the class.Step2.Listen to the tape and fill in the blanks.This is the _____ time for Danny to Chinatown.Would Chinese students visit _____ _____ _____.Finish the task in class in oral.Step3.Read the text and answer the following questions: 1.Did Brian enjoy the school trip?2.Is there an area called Little North America in Beijing?Finish the task in class in oral.Step4.Read the text again.Then ask the students to retell the story in their own words.They can practice with her partner first.Step5.Do with the language points: Let the students read the text again.Sum the new words and language points in this lesson.Make up sentences with the new words and the language points.S1: Must I hand in the paper now? S2: Let’s share the experience in the summer holiday.S3: I shall share the fruit with the little girls.S4: Will it rain tomorrow? S5: I don’t think so.Step6.Activity Group work.If there were Little North America in Beijing, what will it be like?Divide the class into groups to finish the task.Every member writes his or her answers down.Then change it with the others.Then choose the complete one to present in front of the e to “LET’S DO IT”.Finish this part in groupsof three or four.One student sums his group’s advice.Then present it in front of the class.Step8.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary: Chinatown is used for Chinese in America.They can speak Chinese.It if convenient for those people who can’t speak English live there.They are all kinds of shops there.Lesson 36: So We Can Be Friends Teaching Content: Mastery words and expressions: difference Oral words and expressions: Peru, Scotland, bagpipe Teaching Aims:1.Learn more about the foreign culture.2.Learn to sing English songs.Teaching Important Points: 1.Keep one countr y’s culture.2.Grasp the object complement.3.How to use keep.Teaching Difficult Points: Keep one culture’s culture.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, picturesType of lesson: new lesson Teaching Procedure: Step1.Show some pictures about the foreign culture.Pointing to the pictures, ask the students to guess where they are and what special culture they have.Step2.Listen to the tape for two times.While they are listening, let the students sing after it in a low voice.Step3.Read the song as a poem.Let them find if it has rhythms.Step4.Ask the students to know the meaning of the song with the help of the pictures.Step5.Listen to the tape again and sing after if for several times.Step6.Let the volunteers sing in front of the e to PROJECT.1.List the differences between the Chinese and Chinese cultures.Finish it in work group.Talk about the different ways in China and Canada.What are the differences between the two countries?2.Ask the students to act short plays out in front of the class.Show what would happen in Canada and what will happenin China.Step8.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary: Different countries have different culture.We must keep it.Students should know more about it.It can help them when they go abroad to study further.Ask the students to search more after the class.Then present it in the next lesson.Lesson 37: The Fox and the Stock Teaching Content: Mastery words and expressions: fox, flat, hardly, fetch, thin, stick, regard, realize, promise Oral words and expressions: stork, Aesop, rudely, beak Teaching Aims: 1.Learn about more about the foreign culture.2.The importance of cooperation in the world.3.Improve the student’s creation a bility.Teaching Important Points: 1.The lessons we learn from the story.2.The object complement and the attributive clauses.Teaching Different Points: Practice object complement and the attributive clauses.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: Step1.Lead in by discussing the following questions: Tell a story about the animals.What can we learn from the story? Finish the task in groups.Let some students come to the front and tell his class his wonderful story.Step2.Listening task Listening to the tape and find the correct answers to the following questions.1.There is a _____ and a _____ in the story.2.The fox brought the soup in large flat _____.Finish the task in class in oral.Step3.Read the text and answer the following questions: 1.Is the fox polite to the stork?2.What are the stock’s noodles in?3.Were they still friends?Finish the task in class in oral.Step4.Read and tell the stories by their own words.Step5.Do with the new language points in this text.1.“Certainly” said the stork, who was doing her best to be polite.Do one’s best S1: I am doing my best to learn well.2.Thestork fetched two tall, thin jars.Fetch=go and come back S2: Can you fetch me two bottles of water, please? Step6.Work in groups.Divide the class into groups.Then one member of the group tells a story which are with animals about characters.Then let the others sum the lessons that we learn from the story.Step7.Homework Find the most wonderful story after class.Prepare to tell the class in the next lesson.Summary: All of the students know many interesting stories about animals.We can learn important lessons from the story.They must respect others in their life, or they might have a fight.This is the same as man.We must respect others in our life.Then we can have a peaceful world.Lesson38: One Country, Many Cultures Teaching Content: Mastery words and expressions: central, although, respect Oral words and expressions: immigrant, tolerant, dancer Teaching Aims:1.Know about the culture in the world.2.Keep one country’s culture.3.Create the students’ basic abilities.Teaching Important Points: 1.The details about Canadian cultures.2.Different cultures have different features.3.Practice the object complement and the attributive clauses.Teaching Difficult Points: The object complement and the attributive clauses.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, pictures Type of lesson: new lesson Teaching Procedure: e to “THINK ABOUT IT”.Lead in by discussing the following questions: How many cultures does China have? How many can you name? What are some of the interesting things in your culture? Discuss the questions above in groups.Then every group answer the questions one by one.Step2.Listen to the tape and fill in the blanks with the words you hear: 1.Only _____ percent of all Canadians are from First Nations.2.Canada has _____ officiallanguages.Finish the task in class in oral.Step3.Read the text and decide the following statements are true or false.1.Most Canadians speak both languages: English and French.2.Canadians have many cultures.3.There is a Canadian way of understanding the world.Finish the task in class in oral.Step4.Read the text again and encourage the students to ask more questions about the text.Why is Canada home to many cultures? Can people from different cultures live together? Step5.Practice Explain some English words in English.ancestor, central, immigrant, respect, tolerant ancestor: the first people who came to live herecentral: in the middle of immigrant: people who come here from other placesrespect: be polite to sb.or sth.tolerant: not complain e to “LET’S DO IT.” Work in groups.1.Guess the meanings of “bilingual” and “multicultural”.Explain them in English.Then look them up in the dictionary.Let’s find out the exact meanings of the words.2.Talk about different customs.Every member writes his or her answers down.Then change their ideas in the groups.Finally, give a report in front of the class.Step7.Homework 1.Finish off the exercises in the activity book.2.Search more information about Canadian cultures on the Internet.Summary: Different countries have different cultures.One culture also has many cultures.When you go to another country, if you know its culture, you may make mistakes.So it is good for you to know more about more about one country.Lesson 39: Memories of Canada Teaching Content: Mastery words and expressions: memory, accept Oral words and expressions: host T eaching Aims:1.Different cult ures in the world.2.Cultivate the students’abilities.3.Grasp the main grammars in this unit.Teaching Important Points: 1.Know about the different cultures between China and the other countries.2.The unit grammars: the object complement and attributive clauses The Difficult Points: The differences between Chinese cultures and the Canadian ones.Teaching Preparation: pictures Teaching Aids: audiotape, flashcards, picturesType of lesson: new lesson Teaching Procedure: Step1.Lead in by talking about the Canadian cultures in groups.Then sum it by one student in each group in front of the class.Pay attention to the differences between Chinese cultures and Canadian ones.Step2.Listen to the tape and answer the following questions:1.Did Li Ming eat many things that he had never eaten before?2.Which country has more people, Canada or China? Finish the task in class in oral.Step3.Read the text and decide the following statements are true of false.1.The food was the only thing that was strange.2.Li Ming went to Chinatown in Canada.3.The one who served them at the restaurant that day was from Shanghai.Step4.Do with the new words.The new words: host, accept 1.host: the persons who live in their own houses2.accept: look on sth.as his own S1: We are the host of the 2008 O lympics.S2: Mary got some red flowers, but she didn’t accept them.Step5.Do with the language points: 1.Even in the city, it felt like there was so much space.feel like doing S3: The cat didn’t feel like eating anything because of his illness.2.The Chinese people in Canada are very proud.And they work hard to keep their culture alive.keep+adj.S4: It’s our duty to keep our classroom e to “LET’S DO IT’.Finish the task in groups of three or four.Every member in each group writes their diaries down.Then exchange them in groups.Talk about whyyou went there and what made the trip unforgettable or special.Step7.Show some pictures about different cultures in different countries.Let them what they are doing.What festival they are celebrating? Step8.Homework 1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary: We learn so many different cultures in this unit.Every country must work hard to keep one’s culture.China is a country with a long history.We must keep our country.At the same time, know about more culture about the other countries’.It is good for the development of the world.Lesson 40: Unit Review Teaching Content: Mastery words and expressions from Lesson33 to Lesson40.Oral words and expressions from Lesson33 to Lesson40.Teaching Aims: 1.Know about the cultures in the world.2.Cultivate the students’ abilities.3.Grasp the main grammars in this unit.Teaching Important Points: 1.The different cultures in different countries.2.The main grammars in this unit: the object complement and the attributive clauses.Teaching Difficult Points: The main grammars in this unit: the object complement and the attributive clauses.Teaching Preparation: picturesTeaching Aids: audiotape, flashcards, pictures Type of lesson: review lesson Teaching Procedure: Step1.Lead in by discussing in groups: what do you about the different cultures in different countries? Discuss in groups for five minutes.During the time, each group exchanges their ideas in groups.Then sum the best ones to show in front of the class.Step2.Finish the exercises on Page 49.At the same time, write the difficult ones on the e to “Grammar in Use”.Solve the problems on the blackboard.Ask the students to make up dialogues with the main grammars or sentences.The attributiveclauses: S1: I like the skirt my mother bought for me yesterday.S2: He doesn’t mind whose coat it is.The object complement: S3: Keep the door open.It’s hot inside.S4: Don’t keep me e to “Speaking the Language”.Finish the dialogue.Make up similar dialogues and act it out in front of the class.Ask several groups to speak in front of the class.Praise the good ones.At the same time, point out their e to “Putting it All Together”.1.Finish the exercise in Part A.2.Finish Part B in groups.Divide the class into several groups of three or four.Then discuss the following questions in groups.Make a list of the things that threaten your culture.What you personally will do to keep your culture? Share ideas with another group.Do they have the same opinions? Step6.Work in groups.Finish Part C in groups.Talk about good Chinese table manners and write them down.Exchange the ideas in groups.Then exchange the ideas with another group.Step7.Homework 1.Finish off the exercises in the activity book.2.Search more information about different cultures on the Internet.Summary: Cultures are important to one country.It represents the peoples’ spirit in this country.So we must work hard to keep it.Some old cultures need to protect.When we go abroad to study further, we must work hard to keep our cultures, too.第三篇：英文教案（范文模版）Book2 Lesson7Balloon（大小声游戏—吹气球）小朋友们，我们一起来吹一个大大的气球吧。
六年级上英语教案-Lesson5-2Howdoyougotoschool-科普版
六年级上英语教案Lesson 52 How do you go to school科普版教学内容本课教学内容为科普版六年级上册英语Lesson 52《How do yougo to school》。
本课主要围绕交通工具和日常出行方式展开，要求学生掌握不同交通方式的英语表达，并能就自己的出行方式进行简单介绍。
教学目标1. 知识与技能：使学生掌握不同交通方式的英语表达，如： bus、subway、 bike等。
2. 过程与方法：通过情境创设、小组讨论等形式，培养学生合作学习能力和英语口语表达能力。
3. 情感态度与价值观：引导学生关注环保出行方式，培养其绿色出行的意识。
教学难点1. 交通方式的表达和记忆。
2. 询问和回答关于出行方式的问题。
教具学具准备1. 多媒体课件。
2. 交通工具图片。
3. 学生用书。
教学过程1. 导入：通过播放一首关于交通工具的英文歌曲，激发学生的学习兴趣，引入本课主题。
2. 新授：展示不同交通工具的图片，教授相应的英语表达，并引导学生进行跟读和模仿。
3. 实践：分组进行角色扮演，让学生模拟日常出行场景，用英语询问和回答出行方式。
4. 巩固：通过多媒体课件展示一些出行方式的场景，让学生用英语进行描述。
板书设计1. 本课Lesson 52 How do you go to school2. 重点词汇： bus、 subway、 bike等。
3. 重点句型： How do you go to school? I go to school作业设计1. 书面作业：完成课后练习题，巩固所学知识。
2. 口头作业：与家长或同学用英语进行关于出行方式的对话。
课后反思本节课通过多种教学手段，使学生掌握了不同交通方式的英语表达，并能就自己的出行方式进行简单介绍。
在教学中，注重情境创设和小组合作，提高了学生的英语口语表达能力。
同时，通过引入环保出行的概念，培养了学生的绿色出行意识。
在今后的教学中，应更加注重学生的个体差异，因材施教，提高教学效果。
科普版英语六年级上册：Lesson5Howdoyougotoschool教案设计
科普版英语六年级上册：Lesson 5 How do you go to school 教案设计教学内容：本课为科普版英语六年级上册的第五课，主题为"How do you go to school?"，主要学习交通工具的英文表达和询问交通方式。
教学内容包括：交通工具词汇、常用交通方式的句型、听力理解、口语表达和阅读理解。
教学目标：1. 学生能够听懂、会说、会读本课的交通工具词汇，如：bus, subway, bike, car等。
2. 学生能够运用常用交通方式的句型，如："I go to school bus." 进行口语表达。
3. 学生能够理解听力材料，并能回答相关问题。
4. 学生能够阅读课文，并能完成相关练习。
5. 培养学生的合作意识和实践能力。
教学难点：1. 交通工具词汇的发音和记忆。
2. 常用交通方式句型的运用。
3. 听力理解能力的培养。
4. 阅读理解能力的培养。
教具学具准备：1. 多媒体设备：用于播放课件和听力材料。
2. 教学卡片：用于展示交通工具词汇。
3. 学生练习册：用于课堂练习和课后作业。
教学过程：1. 导入：通过图片展示不同的交通工具，引导学生复习已学的交通工具词汇。
2. 新课导入：展示本课的交通工具词汇，教授新词汇的发音和用法。
3. 句型学习：教授常用交通方式的句型，并通过角色扮演进行实践。
4. 听力训练：播放听力材料，引导学生理解并回答相关问题。
5. 阅读理解：阅读课文，完成相关练习。
6. 小组活动：学生分组，进行交通工具词汇的记忆和句型的实践。
板书设计：1. Lesson 5 How do you go to school?2. 交通工具词汇：bus, subway, bike, car等。
3. 常用交通方式句型：I go to school bus.4. 听力材料和阅读材料的关键信息。
作业设计：1. 完成练习册上的相关练习。
2. 写一篇关于自己上学方式的短文。
《HowDoYouGotoSchool？》教学设计
《How Do You Go to School?》教学设计《How Do You Go to School?》教学设计作为一位杰出的教职工，编写教学设计是必不可少的，教学设计把教学各要素看成一个系统，分析教学问题和需求，确立解决的程序纲要，使教学效果最优化。
那么什么样的教学设计才是好的呢？以下是小编为大家整理的《How Do You Go to School?》教学设计，仅供参考，希望能够帮助到大家。
《How Do You Go to School?》教学设计1教材分析1．要求学会去学校的几种常见方式 by bike by car by train by ship on foot本节内容是新旧结合，起着承上启下的作用，前后教材内容紧密相连。
2．本节核心内容的功能为了学会上学图中的表达方式。
价值是能够上学时用英语询问同学怎样上学，并能回答同学们的反问。
学情分析1．我认为学生的基础差，学这节课有一定的难度。
同时学生又对这节课有一定的兴趣，孩子们都具有强烈好奇心。
我课下询问学生大都愿意学这节课，又都认为不容易。
2．学生认知发展分析：主要分析学生现在的认知基础是仅知道一些简单的单词，及一些简单的句子，要学习本节内容应该先学生词包括本节及学生不认识的，然后是句子和课文。
3．学生认知障碍点单词，只有会单词，才能学会句子，可是除了本单元的生词，学生们还有其它的生词。
句子是下一个难点。
教学目标1单词 by bike by train by ship by car.2 How do you go to school? I go to school by bike.She goes to school by car.He goes to school on foot.3上学不幸和骑自行车是一种健康和环保的方式。
教学重点和难点重点How do you go to school?I go to school by bike. By car. By train. On foot.难点：She goes to school by train .by bike.He goes to school on foot.《How Do You Go to School?》教学设计2教学目标：1．知识目标：感知、识别时间单位，熟悉其英语表达方法。
howdoyougotoschool教案
How do you go to school?一、教学对象分析:本节课是人教版英语第三单元的一节课，学生已经有了一定的英语基础，学生的学习积极性很浓，具有探索和求知的欲望，所以教学内容的设计应以生动活泼、浅显易懂、学生易于接受和运用为主导思想，努力吸引学生的学习兴趣。
二、教学目标：1. 知识目标:让学生能够掌握本节课与交通工具有关的单词：taxi, train, by 等，能听懂、会说、会读本课中的句型How do you get to school? I walk to school by subway. Kitty takes the bus to school . 理解对话的意思，并能就具体的地点进行提问和回答。
2.能力目标：使学生学会正确表达自己出行所用的交通工具。
积极与他人合作，练习本模块所学的句型，培养学生的认知能力和模仿能力，引导学生模仿、感悟，提高表达能力。
3.情感目标：注意培养学生一定的英语思维，激发学生学习英语的兴趣，调动学习积极性，引导学生积极与他人合作，在活动中培养学生的协作精神和竞争意识。
同时，注意发挥评价的激励作用，体验学习的乐趣，培养学生良好的听课习惯，增强每位学生学习的自信心。
三、教学重点：学会表达自己出行所用的交通工具。
四、教学难点：课文中重点句型How do you go to school? I walk to school How long does it take? It takes…How far is it from …to …?It’s….kilometers.的掌握。
创设各种真实或接近真实的语言环境，让学生体验并参与其中，体会学习的快乐。
五、教学准备：课件六、教学过程如下：Part1 GreetingT: Hello everyone. Do you like watching TV? Now Let’s watch TV.but after watching ,you should answer me a question :How many kinds of transportation can you remember?(学生看视频，为开课做准备) Are you ready for class? Let’s begin.Part2T:Every morning I walk to school.How do you go to school?Look at pictures. Ask and answer: How do you get to school？(出示交通工具图片) Ss: bus , car……T: I walk to school.(出示短语walk to)Introduce other vehicle (介绍其他交通工具bus, car, subway, bike，train)T: I walkto school . What about you? How do you go to school?(板书并引导学生回答问题) I…to school(板书句型)Ask student make dialogue. Practice in pairs.Part31、学生展示对话，询问学生是否喜欢玩猜谜游戏后问其他人，这名同学是如何到达学校的。
【K12学习】新课标小学英语六年级Lesson5 How do you go to school-教学设计和反思
新课标小学英语六年级Lesson5 How do you go to school?教学设计和反思
教材分析
1.本节课内容主要讲一些有关交通方式的词组如：by bus/car/train/subway/ship,on foot等，还有句型How do you go to school?I go to school ...
2.本课时教材是对前几册教材所学有关词汇的扩充和所学句型的扩展，使学生的词汇量在原来的基础上有一个提高。
学情分析
1.六年级学生正处于记忆力旺盛，逻辑思维和观察思考能力形成时期，因此在英语课堂上教学形式要多样化，让孩子占主动地位，注重培养他们的语言综合能力。
2.本节课内容贴近孩子日常生活，便于孩子理解运用，从而达到良好的教学效果。
教学目标
1.知识目标：能够听说读写本课单词；能听说并认读句型“How do you go to school?
2.能力目标：能够熟练掌握本课句型 ,并能在日常生活中灵活运用。
3.情感目标：在课堂上培养孩子积极用英语表达的习惯，同时培养孩子们的兴趣，提高自信心。
教学重点和难点
重点：掌握本课所有单词及How引导的句型；
难点：掌握当主语是单三时句型的变化。
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六年级英语毕业复习教案Howdoyougotos chool
How do you go to school
六年级英语毕业复习教案Howdoyougotoschool
前言：小泰温馨提醒，英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校
选择英语作为其主要或唯一的外语必修课。
英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。
本教案根据
英语课程标准的要求和针对教学对象是小学生群体的特点，将教学诸要素有序安排，确定
合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。
便于学习和使用，本
文下载后内容可随意修改调整及打印。
六年级毕业复习教案
话题复习：
how do you go to school?
话题复习：how do you go to school?
教学目标：
知识目标：
1.复习有关出行方式的短语。
2.利用这些英语短语组织交际会话。
能力目标：
在各种时态中运用这些表示出行方式的短语。
德育目标：
look at the traffic lights, remember the traffic
rules. keep safe.
重点和难点：
重点是识记表示出行方式的短语和对出行方式的问答。
难点是运用有关出行方式的短语和句型进行交际会话。
教具准备：学案录音机
教学过程：
step1.warm-up
1.let’s sing: how do you go to school?
2.daily report: 学生点评互动
1.就学生的daily report提问：how do you go there?
how do you go to school?
2.板书出示句型和短语：
how do you go to school? i go to school on foot/ by bike/ by bus/ by plane/ by ship/ by subway/train.
3.pair work: how do you go to school?
step3.practice
1.write down the phrases on your test paper.
2.listen to the tape and answer: how do our friends go to school?
step4.presentation
就听力问题引出：how does she/he go to school?
提问学生，由第一二人称过渡到第三人称单数，提醒学生主
意第三人称单数形式的运用。
step 5.practice
1.make a survey: how do your group members go to school?
2.give us a rreport about your survey.
eg. i go to school on foot. zhang ming goes to school by bike.------
step6.presentation
1.t: i usually go to school on foot. but i went to school by bike yesterday. how did you go to school yesterday?
2.板书：how did you go to school yesterday? i went by bike.
3.领读句型，强调过去式。
4.chain drill: how did you go to school yesterday?
5.t: where did you go last weekend? how did you go there? 引导学生在句子中应用出行方式的过去时态。
6.make a sentence like this: i went to rizhao last weekend. i went by train.
（如果时间允许，可以复习一下对将来时态的出行方式进行提问。
）
运用本节课所复习的词组和句式，编一个有关出行的完整对
话
homework:
写一篇文章，介绍你和你的朋友如何上学的。
step8.progress
完成学案上有关单词、举行和阅读的练习。
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