初中英语人教版七年级下册How to get to school 教学设计.docx

教 学 设 计Unit 3. How do you get to school ? 宏升中心学校 康轶菲一、设计理念运用游戏教学法，激发学生参与课堂教学活动的热情；利用探究手段，培养合作探究的习惯能力；努力使教学设计贴近生活实际，让学生在解决实际问题中掌握知识，提升能力；教学中不断渗透环保教育，增强学生环保意识。二、教材分析 本单元七年英语下册 Unit 3.How do you get to school?的第一课时，是以“谈论交通 方式”为主题。学生身边充斥着各种交通工具，他们几乎每天都在使用交通工具，所以该主题贴近学生生活，非常具有实用性。通过本单元的学习，使学生学会询问对方使用哪种交通工具的基本句型：“How do you/does she/he get to.?”掌握使用各种交通工具的表达方法：“I take the train to.”等，以及由此衍生出来的相关话题询问两地之间所需时间的句型“How long does it take ?”。 通过以上重要句型的操练，不但能够加深学生对一般现在时的理解和运用，而且也让学生了解别人使用哪种交通工具及使用某种交通工具所需时间的表达，以增进同学间的了解。同时帮助学生了解交通环保知识，增强环保意识，达到学以致用的目的。三、学情分析 对于七年级第二学期的学生来说，已经具备了相当的英语基础，同时也具备了一些运用语言知识的能力。在此基础上，学生对讨论跟他们生活息息相关的“行”的话题就很容易产生兴趣。教师应在这一教学环节中引导学生选择最适合的交通工具，并自然渗透遵守交通法规教育，是学生认识遵守交通法规法则的必要性和重要性，在学习英语知识的过程中实施渗透环保知识，法规和德育教育。四、教学目标1语言技能目标（1）能对交通方式进行提问；能用英语表达多种交通方式并能就所需时间进行问答;（2）能初步统计某一群体所使用的交通工具并写出简单的报告。2语言知识目标（1）能正确使用how引导的特殊疑问句；（2）能熟练运用表达使用不同的交通工具的句型，掌握与之相关的短语。3情感态度目标（1）在谈论交通工具时，有意识地引导学生正确选择某些交通工具，近距离的旅途可以选择步行或者自行车，既省钱又环保；（2）通过谈论和交通运输有关的话题，进一步促进学生之间的相互了解有利于营造轻松和谐的学习氛围。五、重点难点1教学重点(1)重点句型:how引导的特殊疑问句及答语:How do you get to school? I take a bus.How does he/she get to school ?How long does it take? It takes 20 minutes.使用交通工具的两种表达:I take the train to Beijing. = I get to Beijing by train.(2)用How do you/ does he/she. get to .?句型谈论交通方式;用How long does it take?谈论路途所花的时间.2教学难点（1）正确区分并熟练运用交通方式的2种表达方法：take the train/by train；六、教学过程1. Warming-up An English song“Ten trucks” （跟课文内容有关的歌曲激发学生兴趣的同时还能让学生明白这40分钟的主要内容,为下面的活动做好情绪上的准备。）2. Game Play a game as Lucky 52 to select some cantestants. Do it as a competition. Divide the class into 4 groups. Ask the students some questions, such as: Whats the name of your school? Whats 10 and 20?How many years are called “Guxi” in Chinese? How many years are there in a century? When the student has the right answer, he/she can get one point. The group that has the most stars is the winner, and the group members can go to Beijing to meet Li Yong, the host. During the process, have them read the answers. (采用游戏法容易提高学生的兴致，让学生在玩中学；而小组为单位的竞赛又能培养学生的竞争意识和集体荣誉感。把这节课的部分内容融合在这些由易到难的小问题中进行落实，既不会增加负担又能为下面的教学活动做铺垫。）3. PresentationPoint to the winners and say “Now they have the chance to meet Li Yong, but they have a problem. Would you like to help them?” Show a part of the map of China, “Were in Pingyang, Li is in Beijing now. How do you get to Beijing from Pingyang?”And show out the pictures of the transportations for them, helping them to answer “I take the bus to Beijing.” After several answers, add another way “I get to Beijing by”.（情境式教学法联系了生活实际，让学生带有目的，就实际生活问题来展开这节课的学习，真实地体验到解决难题的快乐。而作为游戏中输者的其他3组学生也能在帮助别人的时候体验快乐，以此为基础培养他们助人为乐的精神。把本课的难点在活动中部分分化于无形。）During the process, teach the new world, such as: train.（结合情境教学单词不会使单词音、形、义孤立，有助于学生的理解识记。）Show a simple map of Beijing with CCTV Station and Beijing Train Station，and get them to ask “How do you get to CCTV Station?”. Repeat the same steps.（渴望见到自己喜欢的主持人的积极情绪驱使他们更积极地使用句型，有助于重点句型的落实和巩固。）4. Summary“Yes, if you want to go out, we can use these transportations.” Revise the names of the transportation with the pictures together.Teach the new wordtransportation.（及时的总结巩固有助于温故知新，符合这个年龄段学生的认知规律。）5. Practice6. “Now our trip to Beijing is over, were back at school. How do I get to school? Can you guess?” Show the question.Show the pictures when a student gets the right answer, “I ride my bike to school/ I get to school by bike.（利用学生对老师信息的好奇作为切入点，设置信息沟再一次巩固新单词和句型，使用疑问句的形式。）”Then ask the student who got the right answer “What about you? How do you get to school?”Have them do it as a chain drill.（自然地把课堂时间还给学生，让学生做课堂的主人，给他们一个展示自己在这一节课所学知识的机会，体现了学生的主体作用，同时，教师积极鼓励并帮助学生进行真实的个性化的问答练习，并进行遵守交通法规和环保意识的渗透。）Have them do 1a.Then have them work in pairs about the picture in 1a, using “How does she/he get to school?”.（了解域外学生的交通方式开阔眼界，并利用图片把本课的重点句型转换成单三形式加以落实。）7.Show a picture with a moving car from Home to School for them to ask “How does he get to school?Show tow numbers(7:00、 7:20) below the two places, guide them to ask “How long does it take?” Help them to answer “It takes 20 minutes.” Teach the new word-minute.(引导学生结合图中数字进行信息转换，培养他们自主探究的学习能力。)Then some more pictures to practice “How/How long” structures.At last, discuss the two “takes” together.（大量的输入后能有效地简化重点及难点。）8. Survey and reportHave them make a survey about the classmates.Then report like this: In my group, Jacky gets home by bike, and it takes 40 minutes. Linda gets home by bus, I walk home.（足够的语言积累后输出综合性任务让学生在自主检测语言的掌握程度过程中提高交换信息的能力，口头汇报可以培养学生处理信息、综合概括的能力。学生答案的多样性又使任务充满不可预测性，激发学生的探索欲望。）9.DiscussionSet a task for them to discuss in groups of 5 to find out the fastest way, then the cheapest way, at last, a reasonable and comfortable way.The task：I will go to Shanghai on business, but I dont have much time(4 days) or much money(700 yuan), and I have to go to Hangzhou to visit my uncle. Look at the diagram, and help me find the fastest（最快的）and the cheapest（最便宜的）way.（生活化的问题和场景贴近学生实际，让他们能结合自己相似或相同的经历在小组活动过程中给出建议，有话说。同时，可以引导他们正确选择交通工具，培养他们珍惜时间和合理消费的观念。）10.