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

Unit 4 How do you get to schoolSection A六安市裕安区丁集镇学校 丁俊一、 Teaching material analysis 以How do you get to school?为中心话题，围绕traffic way展开，运用一般现在时。Section A与学生的实际密切相关，易于引发学生用英语进行交际交流，完成听说读写的任务活动。 教学策略重点地位在三个教学环节上，即Presentation ,practice and production上，将激发兴趣，激活思维,轻松导入，读后仿说，逐层训练，强化能力，创设情景，迁移知识，实现目标作为本课的设计导向。 二、Teaching aims: 1、技能目标：学生能听懂本课录音；能听懂师生之间就本课内容而展开的一切形式的问答；会和别人展开对话，了解和传递信息；能将本课重难点理解透彻，灵活恰当运用；无大的语言错误；就类似话题创造性地自编对话，掌握比较级的用法。 2、知识目标：take subway train forty ninety hundred minute kilometer How do you get to school? How long does it take? 3、情感目标：让学生感受到他们学习英语是为了在现实生活进行交流，而不单纯是为了英语课和应付考试而学习；让学生感受到他们是英语学习活动中的主体和中心，以此来激励他们在英语课上积极参与，追求创新，使学生爱学英语，爱说英语，想说口语。 4、学习策略目标：改变传统的死记硬背，积极主动的投入到语言的实践中去，用英语去思考问题，在实践中提高语言的综合使用能力，加深对基础知识的掌握和记忆，学会使用brains storing 。 5、文化意识目标：中外交通规则差异 三、Difficult and important points: How do you get to school? I take the ./ride ./ walk. How long does it take? 四、Teaching method 1 交际法和情景法教学。 2 以学生为中心和任务型教学，并辅助于TPR全身反应教学法及猜谜活动,调动各层次学生的自主能动性。 五、教学步骤： Step 1 复旧引新阶段 学生和老师进行简单的问候 Ss : Good morning , teacher. T: Good morning , class T: I usually get to school by bike ,but sometimes on foot . How do you get to school? Ss 按实际情况作答 S1: I ride my bike S2: I take the bus. S3: . T: Very good . Youre clever. Lets learn Unit 4 Section A . 之后板书：Unit 4 How do you get to school? Step II Presentation 1 T: If you are here ,but your school is in Shanghai. How do you get to school? Ss: I take the bus /plane/ boat / ship / car / taxi I ride a bike / motorbike T: Do you know any other way? Teacher shows a picture on the TV and teach subway , train , walk (让学生积极主动的思考想象总结，多媒体增加趣味性，加强直观性，效果事半功倍) 2 Show a picture about Part 1 , on the TV . Point at girls or boys in the picture . Ask students to ask and answer and writer in the planks . S1 : How does he / she go to school? S2 : He / She . . 3 看图对话，集兴趣与实用于一身 Listen to the tape , twice ,and try to match them. 1 Bob take the subway 2 Mary take the train 3 Paul walk 4 Yang Lan take the bus 5 John Listen again and try to finish 1b, then discuss the answers. (听力由易到难，由浅入深，层次明朗，训练听力好方法) 4 Practice in groups or pairs. Task 1 Show three pictures and some information ,such as Mike/ bus , to make conversations . According to your own life, and practice freely. S1 : How do you get to school? S2 : I get to school by subway S1 : How does S2 get to school? S3 : She / He . . (通过示图训练对话，提高积极主动性，根据实际情况练习，将英语用于生活，解决于生活) Step III Play games to practice numbers. Teacher shows numbers on the cards and ask them to say together and then check some students . Pay attention to -ty . do 2b together. Then listen twice to match 2c and check the answers. (游戏来学数字，练数字，比单纯的教更易激活思维) Step IV Show a picture on the TV and explain these are your home and school .Teach 1 How long 2 10 minutes home-school Look at 2d Then make up a dialogue to practice. A: How do you get to school? B: I usually take the bus. A: How long does it take? B: It takes 10 minutes by bus 利用多媒体导入how long 和minutes是网络与英语的经典整合。 2 Task 2 : Make a surney and practice in groups , the repeat it . (小组内合作练习对话，谈论生活，之后列图表加深思考) 3 Practice the passage Give them 3 questions on the TV . Read the passage in groups and try to answer them. If you have any questions, you can ask me. A How does he get to school? B How long does it take? C How far is it from his home to school? Check the answers and solve the difficult points. Pay attention to quick, bicycle , early ,shower Give them some minutes and try to retell. (阅读文章由表及里，步步深入的思路，活跃思想，提高读说能力) 4 Play games to practice how long how far 通过多媒体出示几张同学们所熟知的小演员，猜出他花费多长时间上学，离校多远，答案与接近的组为优胜组 （游戏中有竞争，竞争中有游戏，真是黄金搭档，将课堂推向高潮） 5 Task 3 : The Winter holiday is coming . Discuss your holiday plan and fill in the chart. (任务3，在人物活动中，分别则中学生的听说读写能力，让学生在小组中交流合作竞争，每一个人物都存在一定的信息差，易于激发学生的表达欲望，再活动中他们一定会努力表现自己做到最好，给同学们提供了一个创造性想象的平台，学生们不亦乐乎) Step V Sum up 1 If you have any questions ,put up your hands. 2 What do you learn from this lesson? S1 : We learn some knowledge about the traffic. S2：We should choose the best traffic way to save time and money. S3: Safety is the first, we should be careful if were out. T: Youre wonderful , youre the best, thank you. (在学生尽情的参与活动后，再让学生反思本