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设计意图：激活学生的话题知识，并无意注意词汇类属及交通方式表达类别。
3. Say together:
T: How do you go to school?
WC: I go to school by … / on ….
设计意图：延续上活动，从听、读词形到认读图文、理解意义，巩固复习，从学优生到学困生的兼顾。
Step 2: Presentation
1. Lead in: How do you go to school? Where is your school?
What about our schoolmates? Where are their schools?
预设对话，板书：
T: Where is your school?
Yichen: My school is in Dongguan.
2. Present the task: They live in Dongguan. Guangzhou is near Dongguan. Beijing is far from Dongguan. Hainan is not near, but not far from Dongguan.
How do they go to school?
Does he/she go to school by train?
设计意图：为任务布置承上启下，初步感知距离不同交通方式各异。
Step 3: Practice & Production
1. Read the tips of the group work.
2. Group work: design the suitable transportation for the schoolmate.
3. Group report: show their outcomes.
S1\2\3: Where is your school?
S4: My school is in ….
S1\2\3: How do you go to school?
S4: I go to school by ….
In turns.
设计意图：发挥小组合作互助互学的优势，让学优生学有所展，让学困生学有所得。任务驱动，让学生在情境中、在生活中使用英语解决问题，发挥语言的工具性及思维性，落实课程标准。
Step 4: Extension（备用的活动设计）
Introduction: play one schoolmate and tell others the school location and the way to school.
设计意图：自我介绍，从对话是文本过渡到陈述性文本的表达训练，改编教材到回归教材。
Step 5: Homework Introduce your way to school and your hometown in the Spring Festival. 设计意图：回归学生生活。七、教学评价设计激励性语言,小组合作竞赛等方式多元推进，激发学生学习兴趣，引导他们学会调控。八、板书设计M 7 U 2 I go by train.
Where is your school?