山东省枣庄市峄城区吴林街道中学七年级英语下册 Unit 3《How do you get to school》（第三课时）教案 （新版）人教新目标版.doc

山东省枣庄市峄城区吴林街道中学七年级英语下册 unit 3how do you get to school（第三课时）教案 （新版）人教新目标版learning goalsto help ss use “how far.? how do you get? how long does it take?”和i usually get to” the target language in a different context. to give ss practice in listening for specific items to provide speaking practice with the target language. make the activity more challenging by having ss try the activity at first with their books closed. encourage them to write some notes as they listen. help ss practice correcting each other.leaning procedures：reviewingshow some pictures of some types of transportation to practice the target language. how do/does/he/she/ they you get to school? he/she/they. take the train take the boat take the bus go to on foot ride a bike设计说明：一些有能力的学生可以将自己已有的认识水平与实际运用结合起来，同时利用大量的图片来复习how do you get to school? i take the bus to school. 句型，提高学生学习英语的兴趣，掌握目标语言使用目标语言交流使他们能体会到通过学习带来成功的满足感和快了。pre-listening activitiespreviewing and testingask the ss to translate the following chinese into english. first ask the ss to put them into english orally, and then let them write english down without looking at the textbooks.1. 公共汽车站 2. 火车站 3. 地铁站 ask the ss to translate the following sentences.4. 玛丽想知道鲍勃住在哪儿。 。5. 玛丽想知道他住的地方离他祖父母家有多远。 。 6. 玛丽想知道他认为这段旅程怎么样。 。 设计说明：本部分词组和句子为学生的预习作业，词组和句子都是本节课的重要语言知识，该部分预习内容可以帮助学生更有目的性的预习。同时通过检测学生的预习效果，教师可以更有针对性地教，学生可以更有针对性的学。为下面的听力练习做好铺垫。warming up and learning in t: hello！how do you get to school?s1: by bus.t: where do you take the bus?s1: at the bus stop.t: well, if we go to a place far away, how can we get there?ss: take the train or subway.t: where can we take them?ss: at the train station or subway station.t: thats right. lets look at the picture in 1a.1a match the words with the pictures.1. bus stop 3. bus station2. train station 4. subway stationtell 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. what about you? a: how do you get to school?b: first, i walk to the bus stop. then i take the bus to school.check your answers with your partner.设计说明：学生在预习短语加强对短语的记忆。一些有能力的学生可以将自己已有的认识水平与实际运用结合起来，同时训练学生的归类的能力提高记忆的速度，利用图片来复习提高学生的兴趣。使他们能体会到通过学习带来成功的满足感和快了。while-listening activitieslistening for the general idea of 1cthe general idea of the conversation is that .a: bob goes to see his grandparents by trainb: bob seldom goes to see his grandparentsc: its a long trip from bobs home to his grandparentslistening for the specific ideas of 1clisten and check the things that mary wants to know.mary wants to know where tom lives. how far he lives from his grandparents home. how he gets to his grandparents home. how long it takes to get to his grandparents home. what he thinks of the triplisten again. how does bob get to his grandparents home? check () 1 or 2 below.1 2. check the answers.设计说明：学生通过听和归纳，来谈论有关日常活的动短语和活动时间，听力由简单到难有层次感；先听大意了解大概内容，听力填表让学生进一步熟悉日常活动短语的名称和活动的时间，本部分的内容重在培养学生们听寻大意,和听寻细节信息的能力进一步提高学生听“how far.? how do you get? how long does it take?”和i usually get to.的能力。post-listening activities 1 listen to the conversation above and repeat. 2 2 talk about how bob gets to his grandparents home.like this:a: how does bob get to his grandparents home?b: he goes to the train station.a: then, he takes a train.b: finally, he takes a bus from the train station to their home.ask several pairs to perform it to the whole class. 设计说明：通过这种活动培养学生们口头表达的能力，调动学生的记忆力来参与语言活动，并且使本课的主要语言知识得到重现，加深印象；同时通过看表格练习引导学生更好地内化语言知识。)inquiry into knowledge by translation一 bus stop/station stop 此处用作名词，意为“ ”, “在公共汽车站” 通常表示为 。bus stop通常指城镇内外的停车点，而bus station通常指能停，转车辆的汽车站点。stop也可以用作动词，意为“ ”。 常用结构stop to do sth. , 意为“ ”.stop doing sth.表示“ ”。如：（1）让我们停下来休息一下吧。lets have a rest.(2)请停止说话！ ，please！二 mary wants to know what he thinks of the trip. 1. 这是一个含有 引导的宾语从句的复合句，宾语从句要用 语序，时态通常与主句时态一致。对比：（1）他是怎样到达学校的？ ？（2）请告诉我他是怎样到达学校的. 2. think of意为“ ”,of 是 词，其后可接名词，代词或动名词作宾语。在表示“认为怎么样”时，可与think about互换。 你认为这本书怎么样？ do you the book?设计说明：通过对词汇，短语和句型的练习，引导学生观察，发现，归纳语言规律和掌握语言，形成有效的学习策略；然后再给以必要帮助，通过小组讨论的形式可获得更为准确的答案，避免单调枯燥的语法讲解。 the end-of-class test一、用所给单词的适当形式填空。1. i want to know what she (think) of the work.2. there are three train (station) in the big city.3. how do you get to your (grandma) home?4. how long does it take (get) to your school?5. dave (live) about 5 kilometers from school.二、译成英语 1. 我骑自行车去地铁站。 。2. 他认为这段旅程怎么样。 。3. 玛丽想知道他住的地方离他祖父母家有多远。 。4. 请告诉我他是怎样到他父母家的。 。5.我想知道他到他祖父母家需要多长时间。 。设计说明：本环节是在巩固所学知识，及时纠正学生的错误，在反思，顿悟和自醒中不断调整自己的学习策略，提高课堂效率。 homework:write about how your father and mother go to work.preview second b2b设计说明：本节课的作业布置我是这样设置的通过描述一下学生自己的有关日常活动的短语和活动时间，让学生把课堂上所学到的知识延伸到课外，使学生脱离死记硬背的作业模式，让学生在轻松愉快的氛围中掌握学习的词汇和句型。教学反思：任务中体现学生的主体地位。在过程中学生可能出现一些错误，本人就以积极的态度对待他们，愉快的氛围对学生的学习有很大的积极影响力。首先要调动学生的学习兴趣和积极性 加强学生语言的实践是关键，要给学生机会去说、去做、去思考。不足之处：how long does it take?句型的掌握。亮点：听力。答案：一、1. thinks 2. stations 3. grandma s 4. to get5. lives二、译成英语1