初中英语人教版七年级下册unit 3 How do you go to school.doc

教学设计 人教版八年级英语上 Unit3 How do you go to school？第二学时 Grammar focus-3c 西安市黄河中 闫芳平一：教学设计思路本课时的教学内容是人教版七年级下英语第三单元的第二学时，重点在于引导学生观看图片，理解语境，从表示交通工具的名词词组开始，自然地导入询问他人如何到达某地；准确表达自己如何到达某地；读懂简单的路线说明。并能自如的运用How do you get to school? How does he get to school? How long does it take?句型，同时以活动和任务引起学生的听说兴趣，训练学生的听力和口语表达能力。利用动作、手势和图片学习英语单词，同时在对话中反复运用新学的单词和短语。因此，可以将本节课的知识目标定为掌握本课新出现的动词和短语及询问和回答能力的应用。情感目标定为通过话题的学习，培养学生的学习习惯和兴趣，使学生对课外活动感兴趣。了解东西方不同的交通规则，教育学生注意交通安全，加深对交通知识的了解。二：学情分析我所带的班级是平行班，绝大多数同学英语学习水平中等偏下，上课时有三分之二的同学较活跃，敢说敢做，勇于发言，积极参与课堂活动，听说能力较强，英语基础相对还可以，成绩较好，但是还有三分之一的同学，基础很差，学习英语的积极性不高，听说读写都较弱，在课堂学习中，有点跟不上，学习知识有点困难。三：教材分析新目标Go for it教材主要从培养学生的学习兴趣，生活经验和认识水平出发，倡导体验，实践，参与，合作与交流的学习方式，发展学生的综合语言运用能力，为学生的英语学习提供一个循序渐进的方法。人教版七年级下unit3 How do you go to school?本单元的核心话题是谈论“交通方式”，主要是让学生在课堂学习中学会表达自己是如何到达某地某处，及询问某地有多远，到某地要花费多长时间，重在培养学生的语言运用能力，实践能力，合作能力和创新能力。Section A的第一学时，基本上让学生已了解学习了本单元的目标句型和短语，第二学时重点是巩固加强本节课的语法，及难点，在知识点上有所提升，所以对基础较差的学生来说，本节课很有挑战性，因此在教学设计上，重在鼓励学学生多参与活动，多实践，争取在活动中学会知识。四：教学目标1能够询问他人如何到达某地；准确表达自己如何到达某地；读懂简单的路线说明。2掌握并能运用以下语言词组和句型：词汇：take the bus , take the train, ride the bike , take the subway , by bus, by train, by subway, how far, how long ,kilometer, mile句子：How do you get to school?I ride my bike.How does he get to school?He walks to school.How do they get to school?They take the train.How long does it take?It takes about forty minutes.How far is it from your home to school?Its only about five kilometers.3完成课本Grammar focus-3c的教学任务。4.复习基数词及时间的表示方法。5.情感态度价值观目标：了解东西方国家出行方式的不同，以及不同的交通规则,教育学生注意交通安全,加深对交通知识的了解。倡导自觉遵守交通法规及礼貌,构建和谐的人际关系。了解交通的发展，培养创新精神。五：重点 难点1、熟练拼写和运用单词：take the bus, take the train, ride the bike , take the subway , by bus, by train by bus, on foot how far, how long , kilometer, mile2、掌握和运用下列句型：How does he get to school?He walks to school.How do they get to school?They take the train.How long does it take?It takes about forty minutes.How far is it from your home to school?Its only about five kilometers.六：教学方法：listening and speaking methods. Group work ， pair work七：教学过程：Step1. Warming upandLead inLeading in【情景1】1.Warming up by talking aboutages and the dates:T: Good morning/ afternoon, boys and girls. Nice to see you back at school.Ss: Good morning, Mr./ Ms. XX. Nice to see you.T:How old are you?S1:I am 14.T:How old is he?S1:He is 13.设计意图：利用学生学过的内容，从谈论“年龄”话题开始引出数词复习，为2a听力教学扫清障碍。Leading in【情景2】1、教师寻问学生是任何上学的，帮助他们回答问题，并将出现的新词、短语及句子写在黑版上。T: (Showing thepptand teaching the verbs)利用多媒体课件创设情境，进行问答：T:How does he get to school?S1：He walks to school.T:How do they get to school?S1：They take the train.T:How long does it take?S1：It takes about forty minutes.T:How far is it from your home to school?S1：Its only about five kilometers.The teacher uses pictures or performs the actions to teach thenew words. And write the words and teach their pronunciations and spellings.2、Presentation：Show a picture on the ppt and explain these are your home and school.Teach: home-school How long 10 minutes How far two kilometersThen make up a dialogue to practice.A: How do you get to school?B: I usually take the bus.A: How far is it from your home to school?B: Its about two kilometers.A: How long does it take?B: It takes 30 minutes by bus设计意图：利用学生学过的内容，从谈论“日常交通方式”话题开始，轻松进入语境，进而介绍生词，利用多媒体课件创设情境将词汇的音、形、意融为一体，促进理解，加深记忆。使动词学习更加形象直观，自然地进入新话题。为2a、2b听力教学扫清词汇和语言障碍。Step2.Listening活动2a.2b的听力练习是以听的方式进行目标语言的输入活动，让学生从输入的语言中获取信息，并进行加工、整合，复习本课的重点词汇、句式的同时，也为后面的目标语言的输出活动做好了准备。1. Before listeningRevise the numbers, first, zeronine, next, tennineteen, then, twenty, thirty, fortyfinally, twenty-one, twenty-twoTeach the new word hundred.2.While listeningPlay the tape for the students to finish 2a. Then play again and check the answers播放录音。第一遍要求学生只听并跟读；完成2a。听第二遍时，完成2a；边播放第三遍录音，边让学生核对答案，如果错了，重听该句子，直到学生听懂为止。设计意图：创设情境是为了使学生能在真实的语境中学习目标语言，并通过听、读的方式来获取信息，完成相应练习。Step3.pairwork：2dT: Good! Now look at activity 2d.Can you ask your partner the same questions?Ss practice asking and answering the questions about transportation.T:Will you present your conversations to the class? Lets have four pairs.（Four pairs of students present their conversations to theclass. Ss listen carefully and reflect on what they said.）设计意图:利用图片创设情境，巩固训练目标语言。学生在听了细节之后，朗读巩固，训练学生的语言语调；再模仿2b的对话，编出自己的对话，培养学生运用目标语言进行交际的能力。Step4Role-play：1、Read the dialogue and find the answer to these questions:1.How does Jane get to school every day?2.How does Lisa get to school every day?3.How far is it from Lisas home to school?4.How long does it take Lisa from her home to school by bus?5.How long does it take Jane from her home to school by bike?The answers:1._2_3_4_5_2、Ss read the conversations and then find the answers to the questions.3、Check the answers with the class.4、Play the recording for the Ss to listen and repeat.5、Ss read the conversation then role-play the conversation.6、Let some pairs act out the conversation.设计意图:利用教材创设情境，巩固训练目标语言。使学生大胆发言，表达思想，培养学生的阅读、合作能力、口语表达及语言运用能力。Step5.Grammar Focus：The teacher summarizes this activity and points out common mistakes：1. T: We made some mistakes in our own conversations. Lets look at the grammar focus of this unit here. Can you find out the difference between the sentences here and the sentences we used just now? Do you know how to ask and answer correctly now?2. The teacher points out the sentence pattern. Explain the following to the students:We can take a bus or take a train,. and we also use take to talk about a length of time. For example, we say something takes five minutes or takes one hour. So we use the same word, take, in two different ways.Can you find more examples from this unit?3.Ss compare the sentences listed in the book and their own conversations.4.Ss look for more examples from the book and speak up.设计意图：总结规律、学生对所学目标语言进行内化、巩固、提升。Step6.Practice 3a方法指导：首先，应重点读左面的五个疑问句，分清它们是特殊疑问句还是一般疑问句；其次，要明确特殊疑问词的用法：how是对出行方式提问；how long是对行程所用的时间提问；how far是对距离提问。然后，再读答语。依次给每个问句找到正确的答语。1.T: Now lets look at 3a. What questions do we have here? Can someone read the questions for us?A student volunteers to read the questions in 3a.2. T: Now please read the passage quickly and find the answers to the questions.Students read the passage.学生们按教师说的方法，认真阅读找答语，提高阅读理解的能力。3. T: Can you share your answers?The teacher asks a couple of students to give their answers to the questions.Students give answers.4.The teacher checks the answerswith the class.Step7.Practice3b1. Look at 3b. Tell Ss to use these words below to make questions. Then answer them.2.方法指导：首先，应分清它们是特殊疑问句还是一般疑问句，看所给的词汇，如果含有特殊疑问词应是特殊疑问句，如果没有则应是一般疑问句；其次，要明确特殊疑问词的句式结构：特殊疑问词+一般疑问句。然后，再根据自己的实际情况，回答这些问题。最后，再通读一遍自己造的问句与答语，确保没有语法上的错误。3.学生们按教师说的方法，分析每句话中所给的提示词，并造成一个正确的问句，然后给出一个合理的答语。4. Check the answers with the partners.For example:How do you get to school? I take a bus to school. 设计意图：通过语言训练、培养学生对所学目标语言的实际运用能力。Step8. Game (make a report about your class)1:In my group, Jim lives about five kilometers from school. He goes to school by bus. It takes about ten minutes to get to school. 2:In my group ,Tom lives about3: In my group ,Mary lives about.4. Ss ask and answer these questions with their classmates:S1: How far is it from your home to school, S2?S2: Its about ten kilometers.S1: Oh, no. How far is it from your home to school, S3?S3: Its about five kilometers.S1: Oh, yeah. 5.提示：对部分能力的较差的学生，可以给他们下列问题提示：How far is it from your home to school?How do you get to school?How long does it take you to get to school?6.看谁能最先完成调查，并找到与表格中数据相一致的同学。设计意图：通过任务活动，联系实际，进行语言训练、培养学生对所学目标语言的实际运用能力。教材知识点解读1、注意：take和by都有“乘、坐”之意。take是一个动词，后面接具体的交通工具，在表示该交通工具的名词前一般应有冠词等修饰语；而by是一个介词，它后面所跟的表示交通工具的名词前一般不可用冠词等修饰语。by短语在句中修饰动词等作状语。例如：格林先生经常乘火车去上班。Mr Green often goes to work by train.Mr Green often takes a train to work.2、How far用于询问两地间的距离，答语要用表示两地间的距离的词语。例如:How far is it from Beijing to Shanghai？About several thousandkilometers。在回答how far的提问时，有3种情形：（1）有具体的数字时，应与away from连用，表具体距离。（2）可用模糊的概念回答，即far或near。（3）可用“数字+minutes”回答。Eg: How far