《How do you get to school?》PPT课件2
Match the words with the picture.
1. ___ bus stop 3. ___ bus station
2. ___ train station 4. __ subway station
Tell your partner how you get to school. Imagine you use two types of transportation.
A: How do you get to school?
B: Well, I ride my bike to the subway station.
Then I take the subway.
... ... ...
Listen and check (√) the things that Mary wants to know?
Mary wants to know…
＿ where Bob lives.
＿ how far he lives from his grandparents’home.
＿ how he gets to his grandparents’ home.
＿ how long it takes to get to his grandparent’s home.
＿ what he thinks of the trip.
... ... ...
Careful reading
1. How do the students in the village go to school?
2. Why do they go to school like this?
3. Does the boy like this school? Why?
4. What’s the villagers’ dream? Do you think their dream can come true? Why or why not?
阅读指导
1.细读每个问题，确定每句话的意思。
2. 带着问题读短文，在短文中寻找相关信息，确定问题回答的依据。
3. 找到答题依据后，再根据问题是一般疑问句还是特殊疑问句来确定如何回答。
4. 最后，再读一遍课文，检查一下答案的正确性。
... ... ...
Check the answers
1. They go on a ropeway to cross the river to school.
2. Because there is a big river their school and the village. There’s no bridge and the river runs too quickly for boats.
3. Yes, he does. He loves to play with his classmates. He loves his teacher.
4. Their dream is to have a bridge.
Yes. I think so. Many kind people will help them.
... ... ...
一、用括号内单词的适当形式填空。
1. Is it easy for them ______ (get) to school?
2. The river runs too _______ (quick) for boats.
3. His brother _______ (cross) the river on a ropeway every day.
4. Can this dream _____ (come) true?
5. All the _________ (village) want to have a nice bridge.
6. It takes six hours to get to his _____________ (grandparents) home.
二、选词填空。
think of, come true, by boat, on a ropeway, between
1. There’s a shop _______ our school and the park.
2. The students in Kaishandao goes to school _______.
3. — How do they cross the big river?
— They go ____________.
4. What do you ________ the new violin?
5. His parents’ dream is to have a big house.
They think it can _________ soon.
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