初中英语-Unit 5 How do you get to schoolSectionA 1a教学设计学情分析教材分析课后反思

Unit5Howdoyougettoschool（SectionA1a-2d）课标分析新课标对于交通方式，时段和距离功能项目的要求，是能够理解并运用有关交通方式、时段和距离的句型进行简单的角色扮演和对话交流。围绕到校方式、时段、距离这个话题，可设计多样化的听说活动，让学生能正确认读词汇，建立其读音与实际事物的联系；多样化的练习关于交通方式、时段和距离的三个句型，使学生能初步运用它们进行会话表达；在活动过程中，能充分调动学生的积极性和参与度，激励他们积极合作，大胆表达。个人设计的多样化的听说方式如下：一、听：图文配对和对话问答的方式。二、说：采取两两操练对话，讲述你和他人的出行方式，是身边熟悉的话题；chant2b中的对话并进行角色扮演；调查组内人员所用的交通方式，时段、距离等，增进相互了解。三、读：跟读听力材料，chant压缩了的听力对话等。根据新课标理念，结合自己对教材的把握和学情分析，我确定了如下教学目标：一、知识与能力：能立即认读交通方式的词汇，建立交通方式图片和语言之间的内在联系；语音基本正确；能初步运用下列三个句型及其答语，就该话题进行简单交流：Howdoyougettoschool/gethome?Iridemybike.Howlongdoesittake?Ittakes20minutes.Howfarisitfromyourhometoschool?It’s2kilometers.其中，后面两个句型较难，一次掌握不太现实，所以只要会基本的句型表达Howlongdoesittake?Howfarisit?并熟练运用它们的答语即可。二、过程与方法基本按照听前准备，听中输入，听后输出三个环节组织教学；通过教师讲故事，看图说词组等形式，认读、识记词汇短语；通过个人学习，对话练习，小组合作，成果展示等多样化的听说活动，引领学生初步会用本课时重点句型，激发学生兴趣，提高学生参与度。三、情感态度价值观：通过多样化的听说活动，鼓励孩子积极参与，大胆表达，合作互助共同完成学习任务；同时培养孩子注意倾听他人，增进了解。 Unit5Howdoyougettoschool?(SectionA1a-2d)教材分析本节课是鲁教版英语教材六年级下册：U5Howdoyougettoschool?SectionA(1A---2d)部分,是本单元的开篇，是一节听说课，主要话题围绕“gettoschool”展开，涉及“Howdoyougettoschool,Howlongdoesittake,Howfarisit”三个句型及答语，意在初步训练学生使用它们，与他人讨论到达某地的方式、时间及距离，并为后续的学习做好词汇和句型准备。本课时涉及到的三个重点句型，同时也是本单元的难点，在教学设计中要注意由易到难，循序渐进的进入，避免操之过急给学生造成学习障碍。本课时内容包括下列两大部分：1.1a-1c:通过听说活动，引领学生学习常用出行方式，并运用相关句型，就到校方式展开问答。在听的过程中关注学生快速、简要记录信息的能力；重视说的操练，为后续听说活动的展开做好词汇和句型铺垫。易错点:ride的读音.出行方式的词汇：takethetrain,takethebus,takethesubway,takethesubway,rideabike,walk等。句式：A:Howdoyou/theygettoschool？B:I/Theytakethebus/Iridemybike/Iwalktoschool.A:Howdoes…gettoschool?B:He/She…语境分析：根据上述内容分析，结合听力材料内容，可创设谈论到校情况语境。首先，教师讲述自己到校的方式，呈现乘坐各种交通工具的短语；其次，询问同学们，你怎样到校，引入句型Howdoyougettoschool及其答语；运用1a图画，询问Howdoes...gettoschool?Howdotheygettoschool?引入该句型第三人称形式，同时问答活动中进行短语的学习效果检测；再次，1b听力活动，训练孩子们记录速度重要信息的能力；运用1b听力语境,师生问答、生生练习Howdoes...?最后，运用上述词汇和句型，讨论自己和他人的到校方式，准备两两对话并展示。2.2a-2d:主要通过听说活动，学习十位及百位数字的表达；巩固有关到家方式的句型，并学习新句型：询问及回答时间、距离。其中，上册内容出现过学习数字的内容，笔者对十位和百位数的表达做过补充，平常上课也经常用到，所以2a听力不再作为重点。通过语境对数字表达进行复习检测即可；将重点放在难点句型Howlong/Howfar及其回答的操练上面。因为句型较难，故需降低听力难度，将原来的听力填表改为直接回答How,Howlong,Howfar问题，并就听力内容展开问答，形成操练语境，并水到渠成的进行角色扮演和组内调查。词汇：十位及百位数字的表达，minute,kilometer.句型巩固：A：Howdoyougethome(fromschool)?B：Itakethebus./I...新句型：A:Howlongdoesittake?B:Ittakes...A:Howfarisitfromyourhometoschool?B:Itisabout2kilometers.语境分析：作为上一语境的延伸，是关于怎样回家，需要多长时间，距离是多少的话题。可以在听前师生随机对话，巩固谈论出行方式的句型Howdoyougetto...?形成引入Howlong/Howfar新句型的语境；听对话，直接回答Tom和Jane怎样回家，所花时间，距离多远，在问答过程中直接形成句型操练的语境；水到渠成的进行角色扮演和组内调查本课教学素材中辅有图片和音频，整合利用教材和资源，以及学生的生成性资源，创设语言学习或运用的语境会带给课堂更生动的感受。Unit5Howdoyougettoschool（SectionA1a-2d）学情分析六年级的孩子，对外界事物充满了好奇，喜欢和他人交流，对自己同学的信息很感兴趣；而本课时话题是Howdoyougettoschool,主要讨论怎样到校，需用时间和距离多远，是同学们感兴趣的话题；就此设置情境，一定参与度比较高。但是，关于这个话题的知识储备并不多，而且本课时中询问所需时间和距离远近的句型Howlongdoesittake?和Howfarisitfromyourhometoschool?是本课时乃至整个单元的难点，不容易掌握。这决定了我们在进行教学设计时需注意以下三点：一是做好充分的词汇预习；二是由于涉及的句型较难，所以在教学设计时，要注意整合教材，注意降低听力题目设置的难度，让它有利于学生的语言操练和输出；设计的活动一定要由易到难，循序渐进，做好句型铺垫，避免操之过急给学生造成障碍；三是学习目标要设置得当：能熟练运用简略形式（Howlongdoesittake?Ittakes…/Howfarisit?It’s…kilometers.）即可。Unit5Howdoyougettoschool（SectionA1a-2d）教学设计[TargetLanguage]1.Vocabulary：takethetrain,takethebus,takethesubway,takethesubway,rideabike,walk,minute,kilometer,etc。2.Sentencepatterns:Howdoyou/theygettoschool？I/Theytakethebus.Howdoes…gettoschool?He/She…Howlongdoesittake?Ittakes...Howfarisitfromyourhometoschool?Itisabout2kilometers.

[TeachingAims]Afterthisclass,thestudentsaresupposedto:1.BeabletosaythewaysoftransportationinEnglishassoonastheyseethem;2.Beabletousethesentencepatternstotalkaboutwaystogettoschool/home,howlongittakes,andhowfaritis.3.Bewillingtotakepartintheactivitiesandshowthemselvesactively,andwillingtocooperatewithotherstofinishtasks.[TeachingFocus]1.Students’immediateresponseaboutwaysoftransportationwhenseeingpictures;2.Usefreelythethreebasicsentencepatterns–especiallyhowfar/howlong—totalkaboutwaystogettoschool,timetouse,andthedistance.[Preparation]1.Ppt;2.Amarkingtabledrawnaheadoftimeasfollowstorecordtheirmarks.GroupsG1G2G3G4MarkswhilestudyingTotalscore[Teachingprocess]StepIWarmup1.IntroducehowIgettoschool,AskthemtoreadthephrasesaboutwaysoftransportationT:Thisismywaystogettoschool:Igettoschoolbybiketoday.Iusuallyrideabiketoschool.SometimesItakethebus.SometimesItakeataxi.ButInevertakethesubwaytoschool,becausethereisnosubwayinLinzi.Idon’ttakethetrainortheplaneeither.BecauseIdon’tneedthat.ButwhenIgotoBeijingorShanghai,Iwilltakethetrainortaketheplane.2.Askthestudents:Howdoyougettoschool?Howdothestudentsinthepicturegettoschool?Procedureandtheaims:First,IintroducehowIgettoschoolwhilepresentingpicturesaboutthewaysoftransportationwiththephrasesunderthem.ThenasktheSstosaythephrasesontheppttogetherforthreetimes.Firstwiththeboththepicturesandthephrasesonthescreen,thenonlypictures.ThatmeanstoacquainttheSswiththewords,andtrytotrainthemtosaythephrasesimmediatelytheyseethepictures;Second,Askthestudents:Howdoyougettoschool?Thenaskthestudentsaboutpersonsinthepictures:Howdotheygettoschool?Thesetwoactivitiesintroducenewsentencepatternsinordertoclearthewayofthelisteningin1b,whileevaluatingiftheyhavecansaythephrasesaboutthetransportationStep2Listeningandspeaking

Activity1ListeningAskthestudentstolistencarefullyandanswer:Whoarethey?Thenfillintheblanksinthepicturewiththenamesin1b.(Keys:PictureA-Bob,PictureE-Mary,PictureD-John,PictureC-PaulandYangLan,PictureB-Jim)Activity2AskandanswerAskandanswerquestionsaboutthestudentsinthepictureagainlikethis:A:HowdoesBob/Mary/John/…gettoschool?B:He/She…A:HowdoPaulandYangLangettoschool?B:They…Activity3PairworkAskthestudentstotalkaboutthemselves.Askeachotherthefollowingquestions:Howdoyougettoschool?Howdoes...gettoschool?Procedureandaims:First,listenandfindthenamesofthepersonsinthepicture,andcallresponsesaroundclass,toformacontextrelatedtowaysoftransportation;Second,askastudentquestionsaboutthepersonsinthepictureaslistedinActivity2togiveotherstudentsanexample.Thenimmediatelyaskotherstudentsinpairstomakeconversationsabout2blikeus.Thisaimstopracticethesentencepatternsandtheexpressionsinthecontext.Finally,talkaboutthemselveshowtogettoschool,howlongdoesittakeandhowfarisit.Givethestudents2or3minutestoprepareforit.Theactivitiesarearrangedtoconsolidatethesentencepatternsandevaluatehowmuchtheyhavelearnedandwheretheyarenow.Step3Pre-listeningfor2bActivity1Smalltalk1.Asksomestudentstoconverttopics:Howdoyougethome?Howlongdoesittake?Howfarisit?Activity2GuessthedistanceProcedure:First,askastudentfromanothercity:HowfarisitfromyourhometoLinzi?Askhimorhertogiveasecretanswer.ThenGuess:Howfarisitfromthisstudent’shometoLinzi?Theansweravailableisonthescreen.Aims:Theinteractionswiththestudentsaredisignedtopresentthenewsentencepatterns“howlong”and“howfar”,andpreparethestudentsforthelistening.Guessingaboutthedistancemeanstoreviewandcheckiftheycansaythenumbersin2aright.Step4Listening2b/2candspeaking1.Listening:1)Listencarefully.answer:HowdoesTomgettoschool?Howlongdoesittake?Howfarisit?2)Listenagainandanswer:HowdoesJanegettoschool?Howlongdoesittake?Howfarisit?2.Listenandrepeat.Listenandrepeat.Trytoimitatetheintonationandpronunciationwhilerepeating.3.ChanttheconversationChanttheconversationingroupslikethis.Howdoyougethomefromschool?Iwalk,Itakethebus,Iridemybike.How

longdoesittake,doesittake,doesittake?Howlongdoesittake?It

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kilometers!Procedure:First,givethemtimetoprepareforthechant.Theneachgroupshowtheirjobstogetherwithsomeinformationaboutthesentencepatternsomitted.Iftheydowell,theywillget4points.4.Roleplaytheconversationin2b.Aims:Activity1istotraintheirlisteningskillsandconsolidatethepatternswhilecallingresponsesaboutthequestions.Activity2mainlyfocusesonthereappearanceoftheexpressionsandthesentencepatternsaswellasthepronunciation,theintonation,andthestressofasentence.Activity3istorepeatandstressthepatternsandthevocabulary.ThentheRolePlayfollowedcanhappenmorespontaneouslyandnaturally..Step5Makeasurvey.Workingroupsoffour,andaskyourgroupmembersthefollowingquestions.Don’tforgettomakenotes.Howdoyougettoschool/gethome?Howlongdoesittake?Howfarisit?ProcedureandaimsGivethematleastfiveminutestopreparethesurvey.Thenaskthemtoshowtheirjobs.Thisisarrangedtoconsolidatetheknowledgeandcheckiftheycanuseitwellinpractice.Rules:thegroupwhosemembersspeakfluently5points.Iftheyperformwell,theywillgetanother5points.[Homework]Writedowntheresultsofthesurvey.Theexamplehasbeengivenoutonthescreen.Unit5Howdoyougettoschool?(SectionA1a-2d)评测练习Pairwork–askandanswerA:Howdoyougettoschool?B:I...A:Howdoes...gettoschool?B:He/She…Thenshowyourwork.Makeasurvey:Askthestudentsinyourgroupthesequestions:Howdoyougettoschool?Howlongdoesittake?Howfarisit(fromyourhometoschool)?Thenshowyourworktogetherasagroupbeforeclass.Unit5Howdoyougettoschool？（SectionA1a-2d）效果分析针对不同的重点难点，我设计了充分的操练环节和不同的评价反馈活动。针对有关交通方式的短语，我设置了利用1a图画，采用对话的形式，在语境中进行评测，抽测的几个同学几乎没有错误，可以认定达标率在95以上；关于句型How