on,my,way,to,school

篇一：预备英语作文on my way to school

on my way to school

I live far away from my school . I take a bus to school every day . It usually takes me about half an hour to get to school every day . I usually see a lot of shops and supermarkets on my way to school . I often see many people going to work by bicycle when I am on the bus .I always see plenty of students going to school on foot when I am on the bus .

篇二：On My Way to School课后随笔

On My Way to School课后随笔

书面表达是写的一种途径，是英语交际的重要组成部分。客观地说，书面表达一直是英语教学的一个难点，也是学生应试的一个难点。尤其对于六年级的学生来说，他们刚刚从五年级升上来，语言能力大多还停留在小学阶段，写作对于他们来说也就是5到6句话的事情。句型单一，内容空洞，结构松散。写作是一个由浅入深、由易到难、由简到繁的训练过程，任何一个环节出问题都会影响对学生写作能力的培养。

就华老师的整节课而言，这无疑是一堂令人喝彩的课，无论是从学生参与课堂实践的积极性来看，还是从学生出色完成教师布置的任务后而展示的成果来看，都给听课的老师留下了一种意犹未尽的印象，尤其是以下几个地方使我受益颇丰。

第一，营造良好的英语写作氛围，培养学生的英语写作兴趣，使学生拥有一个良好的写作动机。在导入部分，华老师很有创意的让学生先闭起眼睛听上学路上听到的声音，以此来调动学生的积极性，创设了一个非常生动的学习情境。学习动机与学习兴趣是相辅相成的，只有不断地激发学生的学习兴趣，才能引导他们将兴趣转化为良好而稳定的学习动机。

第二，注意多种训练方法相结合。有目的的写作常能更好地调动学生的积极性，华老师在培养学生这方面的能力时，有效的将教学目标与多样化的教学任务相结合，而不是纯粹布置一篇作文。组织多样的小组活动。重视培养学生的合作精神，组织学生在小组活动中共同完成教师布置的任务，从而降低其难度，使基础好的同学在写作时起点更高，基础较差的同学也能言之有物，互相启发，共同提高。如此一来，不仅加强了同学们之间的合作与交流，也培养了学生们的写作热情及兴趣，学生们的写作动机也越来越明确。

第三，坚持循序渐进的训练原则。华老师从简单的单词、词组入手，让学生试着进行简单句进行造句，而后试着写较长的复合句，在这个基础上，再提出更高的要求，对于一部分有能力的学生要求他们加入自己的想法。由浅入深，由短到长，使整个教学过程循序渐进，非常流畅，学生在学习也不会觉得突兀，接受起来也比较容易，取得较好的教学效果。

篇三：On+my+way+to+school

On my way to school

One afternoon, I was riding on a bus on my way to school. The bus was not very crowded at that time. Among all the passengers, a woman stood up from her seat and moved to the front to pay for her ticket. As she did so, a yound man who had stood by her seat sat down there, probably because he thought she was getting off.

Moments later, the woman came back. Seeing her seat taken, she said to the man, with an open dissatisfaction on her face, “Young man! It’s hard for you to lay eggs, but easy to take others’ nest, isn’t it?”

Hearing this, the young man stood up quickly, moved aside and said, “Oh! I’m terribly sorry, Madam! I shouldn’t have hindered you from laying eggs.”

篇四：On My Way to School

On My Way to School

上学路上

Today I got up very early in the morning. After I finished breakfast, I went to school. On my way to school I saw something lying on the ground. I picked it up and found it was a mobile phone. I was afraid I would be late for school. I had no time to wait for the owner. So I gave it to the policeman.

Shortly after I reached my school, the headmaster came to my class and praised me in front of the class. How could he knew all about it? I guess it must be the policeman who told him what I did.

I am very happy that I have done a good job.

篇五：Treasures unit two theme 5 On my way to school教案

这是一节阅读讨论课的教案。

Treasures G1 Unit 2 Theme 5 On my way to school教案

（P126---143）

Teaching Aims:

1、Rhyming words.

2、Retell the text by using “first, next, then, last”.

Step one： set a purpose for reading

T：Today we are going to read a funny story together.

Focus Question ：Ask a child to read aloud the “Read to Find Out” question. Encourage children to set their own purpose for reading.

Step Two：Analyzing the text.

Turn to P127.

Discuss: What can you see in the picture ?

Main Selection Student pages 128–129

Ask a child to read P128-129

T：After reading and looking at the pictures on pages 128 and 129, I think that this boy is going to have some interesting things happen to him on his way to school. What happens to the boy first?

S：(He sees a pig in a wig as he walks to the school bus.)

T: What is the pig doing? What does the pig look like?

Main Selection Student pages 130–131

Ask a child to read P130-131

T：Let’s look at this sentence on page 130: “The bus zips away.” What does zip mean?

S：(to move away quickly)

Remember that when you see an s at the end of an action word, it means that the action is happening now. “The bus zips away” means the bus is moving quickly away as the little boy is speaking.

T：This is the perfect story to visualize or picture in my mind! I have only read a few pages, and I can already see such funny scenes. I can see that silly pig in a wig asking the boy to play basketball. I can see them running for the bus, too. When I picture the next scene, I can see two apes and a duck sitting on a truck. When I visualize, it helps me remember details of the story and it makes it more interesting. It also helps me know if I understand what is going on.

I have some questions for you :

Where are the apes?

What type of truck is it? Who is with them?

What are they holding?

What do you think will happen next?

Main Selection Student pages 132–133

Ask a child to read P132-133

The last sentence on page 133 ends with an exclamation mark. When I read a sentence ending with an exclamation mark, I need to sound excited. Listen to the way I read the sentence: Apes make me late for school today! Now read the sentence after me with excitement.

5 MAINTAIN: RETELL EVENTS IN ORDER

Think about the important events in the story so far.

What animals does the boy see on his way to school?

(First he sees a pig, and then he sees two apes and a duck on a truck.) Why do the animals make him late for school?

(The pig asks the boy to play, the apes need a ride on the bus, and these things make him late.)

Main Selection Student pages 134–135

Ask a child to read P134-135

Teacher Think Aloud:In my mind I can picture those apes and the duck on top of the trash truck. I bet the trash really smells bad! I can see the animals riding on the bus to school. What kinds of things do you see when you picture the frogs?

Encourage children to apply the strategy in a Think Aloud.

Student Think Aloud ：I can picture the frogs up in the tree, and it is full of gumdrops! I see frogs with scissors cutting the gumdrops and other frogs mopping them up. I think it would be funny to see all these things while sitting on the school bus.

LITERARY ELEMENTS: ALLITERATION

Read plip, plop, on page 135, and point out the first two letters in each word. Explain that repeating the beginning consonant sound is called alliteration. Have children find alliteration in the story.

Main Selection Student pages 136–137

Ask a child to read P136-137, discuss the following questions:

Which animal got on the bus first? (the pig)

Which animals got on next? (two apes and a duck)

Who got on next? (frogs)

Let’s remember to add this information to our Retelling Chart.

What do you think will happen next? (Accept reasonable responses.) MONITOR AND CLARIFY: VISUALIZE

Remember that if you are confused by what is going on in the story, it can help to try and visualize what is happening. Reread page 136. What picture do you see in your mind when you read about the frogs getting on the bus

with the boy and the other animals? Is the scene humorous or serious? Remind children to apply this strategy to help them as they read.

Step Seven：Main Selection Student pages 138–139

Ask a child to read P138-139, discuss the following questions:

What does the boy see after the duck and the apes get off the bus? (He sees the duck flying to get gas and the apes napping.)

Main Selection Student pages 140–141

Ask a child to read P140-141。Read ahead to page 140. What is the last thing that happens?

(He gets to school.)

Let’s add these events to our Retelling Chart.

Tell me what you saw and heard in your mind as you read the story. What do you picture in your mind when you think about what will happen at the end of the story?

Student Think Aloud ：I pictured all the things that happened. I could see and hear all the animals on the bus. It was amusing to picture them. I think the boy will finally get to school. I can picture him running into his classroom because he is so late.

Step Three: Listening and retelling

Listen to the text again.

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