英语人教版七年级下册Unit 3.doc

单元教材分析及教学形式安排单元名称或题目Unit 3 How do you get to school?单元教学内容分析本单元主要是学习能够正确表达如何去到一个地方单元教学目标(1) Train students listening skill.(2) Train students writing skill.(3) Train students ability to deduce.单元教学内容及教学形式安排序号课题教学形式及课时安排任务设计1Section A(1a-2b)New Teaching(1)Task-based Language Teaching2Section A(2c-3c)New Teaching(1)Saying and pair work3Section B(1a-2c)New Teaching(1)Listening, pair work4 Section B(3a-Self Check)New Teaching(1)Reading, writing and pair work课题Unit 3 How do you get to school? Section A (1a-Grammar Focus)教学目标知识与能力1. 能够正确表达如何去到一个地方。2. 学习完成任务所需要的语言：1) 词汇：take, subway, hay, walk, train, forty, fifty, sixty, seventy, eighty, ninety, hundred, minute.2) 句子：How do you get to school? I get to school by bus.3. 完成课本第19-20页1a, 1b, 1c, 2a,2b,2c的教学任务。4. 能够写一份简单的交通计划。过程与方法Listen, pair work and discuss.情感态度与价值观通过对交通方法的学习，能够对现实生活中的事情进行推理。教材分析重点How do you get to school? I get to school by bus.难点How do you get to school? I get to school by bus.课型New Teaching教学准备1.A tape recorder.2.A computer for multimedia use.预计授课时间第3周教学设计主案副案1. T: Hi! Everyone. Nice to see you again. How are you today?2. T: Do you want to listen to an English song?3. T: OK. Lets listen to a song Lemon Tree. T: Lets learn the new words.（让我们来学习新的单词）subway take the subway train take the train Section A 1a Step 2: 1a课本图画First ask students to look at the picture. And read the sample sentences to them. Ask them to repeat.T: Hey, Dave. How do you get to school?Then let Ss say how other Ss in the picture get to school. Give them some help if necessary.然后让学生说在图画中别的学生是怎样去上学的，如果需要帮助就给予帮助。Then read the phrases to them and ask them to repeat. Then ask them to write them in the box and add other ways to get to school.1. First ask Ss to say what each person is doing. Write the phrases on the board. （首先让学生说每个人都在做什么。然后把句子写到黑板上）walking riding taking the train taking the subway taking the bus2. Then tell Ss to listen to a recording. Two people are talking about some Ss get to school.（然后让同学们听录音）3. Point out the names of the Ss in the box. Read the names to the class.4. T: Now listen to the conversation. Please write the number of the name in the white box next to the student. One of them has already been done.5. Then play the recording for the first time. Ss only listen.（放一遍录音，同学们只是听）6. Play the recording a second time. This time ask the Ss to write the number of the name next to the correct Ss.（放第二遍录音，这次让同学们在学生下写出正确的名字）7. Ask Ss to complete the activity individually.8. Then check the answers.课题Section A(3a-4)教学目标知识与能力(1) Train students writing skill.(2) Train students ability to deduce.过程与方法Listen, pair work and discuss.情感态度与价值观通过对情态动词的学习，能够对现实生活中的事情进行推理。教材分析重点1. Listening and writing practice using the target language.2. Make inferences using the target language.难点Make inferences using the target language.课型New Teaching教学准备1.A tape recorder2.A computer for multimedia use预计授课时间第5周教学设计主案副案. Teaching Procedures:Step I RevisionRevise the conversations in lb. Get different pairs of students to talk about who each thing might belong to and give a reason.Step 2aThis activity provides listening practice using the target language. Using a hair band, teach students to practice the words hair band, Point to the numbered list with blank lines after each number.Step 2bThis activity provides listening and writing practice using the target language.And then have different students explain in his/her own words what each word means. Encourage students to make their own sentences using these words. For example, for the word must, a student might say, The English magazine must be Li Leis. He likes reading English magazines very much.Step 2cThis activity provides writing practice using vocabulary introduced in the unit.Step Grammar FocusAsk students to say the questions and answers in pairs. At the same time, write them on the blackboard.Ask students, what does it mean when you say something must be true How sure are you that it is true 100 percent 50 percent 10 percent Repeat the process with the words might, could and cant.Optional activityPlay the game like this:T: (Holding up a pen) Whose pen is this S1:It could be Li Leis.T: Li Lei, is this your pen L: No, it isnt.T: It cant be Li Leis. He says its not his.S2:It might be Wu Juns.T: Wu Jun, is this your pen W: Yes, it is.T: He says its his. The pen must be Wu Juns.(Holding up a notebook)Whose notebook is this S3: It must be Li Nas. I gave it to her as a birthday present.Repeat the process with the other items.Step SummarySay, In this class, weve clone some listening and writing practice using the target language. And weve learned how to make inferences using the words must, might, could and cant.Step HomeworkMake two sentences each using the words must, could, might and cant.课题Section B(1a-2c)教学目标知识与能力(1) Train students reading skill.(2) Train students communicative competence using the target language.过程与方法1. Practice method. 2. Pairwork.3. A game.情感态度与价值观When you are in trouble, send an e-mail message to your friends to ask for help.教材分析重点1.Reading practice.2.Oral practice using the target language.难点1. Key vocabulary.2. Target language.课型New Teaching教学准备1.A tape recorder.2.A computer for multimedia use.预计授课时间第5周教学设计主案副案Teaching ProceduresStep I RevisionRevise the usage of the words must, might, could and cant by checking homework.Step 3aThis activity provides reading practice using the target language.Tell students that this is the message the girl in the picture writes. Say, Right now the parts are in the wrong order. When they are in the right order, they will make a clear message. Now please read the parts carefully. Number them in order. When you are doing this, you will meet with some words you dont know.Dont worry too much about them. Just circle them. Well talk about what they mean later.Check the answers.Step 3bThis activity provides oral practice using the target language.Get students to work with a partner. As they work in pairs, move around the classroom helping students with pronunciation and answering any questions they may have. Some time later, stop the activity. Ask different students to share their conversations with the class. Practice the pronunciation of these words and explain the meaning of each word.Step Part 4This activity provides oral practice using the target language.Call students attention to the picture.Get students to name each item in it.Write the new words Chinese-English dictionary and Oxford University on the blackboard. Point to the sample conversation. Get students to complete the task in pairs. As the pairs work together, move around the classroom helping students with pronunciation, sentence formation or anything else they ask for help with.Step SummarySay, In this class, weve learned some vocabulary words, such as drop, symphony.And weve done much oral practice using the target language.Step Homework1. Read the letter in Activity 3a again for further understanding of the vocabulary words.2. Read the conversations in Activities 3b and 4 again for further understanding of the target language.3. Finish off the exercises on pages 1516 of the workbook.课题Section B (3a-4)教学目标知识与能力To train students listening, speaking, reading and writing skills.To train students ability to deduce.过程与方法Listen, pair work and discuss.情感态度与价值观When you are on a picnic, remember to bring litter back to keep our environment clean and tidy.教材分析重点To learn the key vocabulary words and the target language.To learn to make inferences using the words must, might, could and cant.难点To train students listening, speaking, reading and writing skills.To enable students to grasp the usage of must, might, could and cant.课型New Teaching教学准备1.A tape recorder2.A computer for multimedia use预计授课时间第5周教学设计主案副案Teaching Procedures:This activity provides reading practice using the target language-Point to the picture and ask student how the person in the picture is feeling( confused,upset)-Read the instructions. Say, underline the things in the article that might be making the strange noises.-Have the students note any words or sentence that they dont understandThis activity provides reading and writing practice using the target language.-Read the instructions.Point to the three sets of notes and ask a different student to read each one to the class. Ask questions to be sure that student