教学设计《Howdoyougettoschool》

1、人教新目标七年级英语下册教学设计 Unit 3 How do you get to school? 第二课时 Section A 2a 3c 陆川县乌石镇初级中学 丘凤莲 句子： How do you get to school? How does he get to school? How do they get to school? How long does it take? How far is it from your home to school? 3. 复习基数词及时间的表示方法。 4. 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

2、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。 教学内容 1. 学会运用表示文体活动的动词或动词短语： far, kilometer, mile 2. 复习基数词及时间的表示方法。 3. 学会询问交通方式的句型： How do you get to school? How does he get to school? 4. 学会询问时间花费： How long does it take? 5. 准确表达自己如何到达某地；读懂简单的路线说明。 重点难点 1、 熟练拼写和运用单词： bus stop, bus stati on, tr

3、ain stati on, subway , how far, kilometer, mile 2、 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 minu tes. How far is it from your home to school? It s only about five kilometers. 教学思路 本课时的教学内容是人教

4、版七年级下册英语第三单元的第二课时， 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( bus stop, bus statio n, train statio n, subway , how far, kilometer, mile)，自然地导入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。 How long does it take?以活动和任务引起学生的听说兴趣， 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 学习完成任务所需要的语言： 词汇： bus stop, bus stati on, tr

5、ain stati on, subway , how far, kilometer, mile I ride my bike. He walks to school. They take the train. It takes about forty minu tes. It s only about five kilometers. bus stop, bus stati on, train stati on, subway , how How do you get to school? How does he get to school? 训练学生的听力和口语表达能力。 因此，教 情感目标

6、 了解东西方 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。 师可以将知识目标定为掌握本课时新出现的动词和短语， 询问和回答能力的句型。 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。 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。 教学准备 设计教学 PPT,录音机，多媒体，相应的插图，表示一些活动的图片和单词卡片。 教学方法 liste ning and speak ing methods. groupwork pairwork 教学过程 Stepl. Warming up and Lead in Leading in【情

7、景 1】 I. Warm ing up by talk ing about ages and the dates: T: Good morning/ afternoon, boys and girls. Nice to see you back at school. Ss: Good morni ng, 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。 Le

8、ading 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: (Showi ng the ppt and teachi ng 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

9、far is it from your home to school? S1: It s only about five kilometers. The teacher uses pictures or performs the acti ons to teach the new words. And write the words and teach their pronun ciati ons and spell in gs. 2、 Presentation: Show a picture on the ppt and expla in these are your home and sc

10、hool. Teach: homeschool How long 10 minu tes How far two kilometers Then 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 minu tes by bus 设计意图：利用学生学

11、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，禾 U 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 liste ning Revise the nu mbers, first, zero nine, n ext, t

12、ennin etee n, the n, twen ty, thirty, forty twenty-one, twenty- two Teach the new word hun dred. 2. While liste ning Play the tape for the stude nts to finish 2a. Then play aga in and check the an swers 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

13、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 : 2d T: Good! Now look at activity 2d. Can you ask your partner the same questi ons? Ss practice ask ing and an sweri ng the questi ons about tran sportati on. T: Will you present your conversations to the class? Lets have four pairs. ( Four pairs of

14、 students present their conversations to the class. 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。 Step 4 Role-play: 1、 Read the dialogue and find the answer to these questions: 1. How does Jane get to schoo

15、l every day? 2. How does Lisa get to school every day? 3. How far is it from Lisa schoioi to 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? 2、 Ss read the conversations and then find the answers to the questions. 3、 Check

16、the an swers with the class. 4、 Play the record ing for the Ss to liste n and repeat. 5、 Ss read the con versati on the n role-play the con versati on. 6、 Let some pairs act out the con versati on. 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 summ

17、arizes this activity and poi nts out com mon mistakes : 1. T: We made some mistakes in our own con versati ons. Lets look at the grammar focus of this un it here. Can you find out the differe nee betwee n the senten ces here and the sentences we used just now? Do you know how to ask and an swer corr

18、ectly now? final 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 2. The teacher points out the sentence patter n. Expla in the follow ing to the stude nts: We can take a bus or take a train,and we also use take to talk about a len gth of time. For example, we say something takes five min utes or takes

19、 one hour. So we use the same word, take, in two differe nt ways. Can you find more examples from this un it? 3.Ss compare the sentences listed in the book and their own conversations. 4.Ss look for more examples from the boo k 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，

20、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 questi ons do we have here? Can some one read the questi ons for us? A stude nt volun teers to read the questi ons in 3a. 2. T: Now please read the

21、 passage quickly and find the answers to the questions. Stude nts 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 an swers? The teacher asks a couple of stude nts to give their an swers to the questi ons. Stude nts give an swers. 4. The teacher checks the an swers with the cl

22、ass. Step7. Practice 3b 1. Look at 3b. Tell Ss to use these words below to make questi ons. Then an swer 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

23、，然后给出 一个合理的答语。 4. Check the an swers with the part ners. 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 (Find someone who ) 1. Now, look at the chart below. Can you tell the meaning of each sentence? 2. Let some Ss say the meaning of the se

24、nten ces. 3. Make sure Ss know how to do this game. 4. Ss ask and an swer these questi ons 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

25、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

26、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 Gree n ofte n goes to work by train. Mr Gree n ofte n 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。 例女口 :How far is it from Beijing to Shanghai ？ About several thousand kilometers。 在回答 how far 的提问时，有 3 种情形：（1）有具体的数字时，应与

27、 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 ”答。 Eg: How far is it from the zoo to the park? It s about 2 kilometer 大约 2 公里。 【知识链接】由 how 构成的常用词组 词组 用法 例句 how far （多远） 提问路程和距离 How far is it from your home to your school? how often （多久一次） 表频度，意为多长 How ofte n does your mother exe

28、rcise? 时间一次”多久一次” Three times a week. how soon （再过多久 . ）常用于将来时，多久以 How soon will he be back? 后” In two mon ths. how long （多久，多长） 对时间提问， 多长时间 ” How long J L - i、 how many （多少） 后加可数名词 How many trees are there in front of the house ? how much （多少） 后加不可数名词 How much milk is there in the glass ? Step9. Su

29、mmary Sum up what you have lear nt in this class! The teacher calls stude nts atte nti on aga in to grammar focus and highlight the functions of the structures. 设计意图：结合多媒体课件，反思、归纳本节课语法项目，使之系统化。是学生对所学 知识进行内化、提升的过程。巩固本节课的目标语言 。 SteplO. Exercises I. 根据句意及首字母或汉语提示完成单词 1. My uncle has a car, he usually d

30、 _ to work. 2. What time do you go to school b _ bus? 3.1 walk to school e _day. 4. There are nine _（百）stude nts in our school. 5. My home is about 15 k _ from the school. 6. It usually takes us two hours _ （do） our homework. II. 用适当的特殊疑问词填空。（每空一词） 1. _ does Tom go to bed ? At half past eight . 2. _ can you do ? I can dance . 3. _ do you go to