人教精通版三年级下册Unit 2 I'm in Class One,Grade Three.-Lesson 12-ppt课件-(含教案)-公开课-(编号：d0386).zip

Name: Emma Hobby: writing Job: teacher Now I work here. I graduated (毕毕 ) from Qiqihar university How can I get to school? How can I get to school? You can get there by bus. You can get there by bus. Where is the bus stop? Where is the bus stop? Its just over there. Its just over there. bus stop How can I get to the park? You can get there by car. Its not too far. A: How can I get to ? B: You can go there ( by bus/ by bike/ by car/ on foot/. ) How can I get to the City Library You can go there by No.6 bus. ? (离离 ) Is it far from here? A. No, its about an hour by bus. B. No, its about half an hour by bus. 30 minutes (离离 ) Is it far from here? A. No, its about an hour by bus. B. No, its about half an hour by bus. Where is the bus stop? Its just over there. 1. How can I get to the City Library? 2. Is it far from here? 3. Where is the bus stop? You can go there by No.6 bus. No, its about half an hour by bus. Its just over there. You can get off the bus at the third stop, and then youll find a supermarket on your right. The City Library is near the supermarket. super- market Man: Excuse me. How can I get to the _? Li Yan: The City Library? Oh, you can go there by No.6 _. Man: Is it _ from here? Yang Ming: No, its about _ an _ by bus. Man: But where is the _ _? Li Yan: Look! Its just over _. City Library bus far half hour bus stop there Fill in the blanks. Yang Ming: You can get off the bus at the _ stop, and then youll find a supermarket on your _. The City Library is _ the supermarket. Man: Thanks a _. Li Yan & Yang Ming: Youre welcome! third right near lot 1. Read the dialogue. 2. Make up a new dialogue in pairs: How can you get to school? Lesson 11 说课稿说课稿 一、一、 说教材说教材 本课贴近学生实际生活，在本册书中起着引导的作用，学生在对本本课贴近学生实际生活，在本册书中起着引导的作用，学生在对本 课的问路学习中，更加深刻地了解如何询问及回答问路问题，并为课的问路学习中，更加深刻地了解如何询问及回答问路问题，并为 下一单元的地理位置文化的学习做铺垫。下一单元的地理位置文化的学习做铺垫。 二、说学情二、说学情 根据社会现状，重视国学，忽视双语教学，导致英语两极分化趋势根据社会现状，重视国学，忽视双语教学，导致英语两极分化趋势 明显。明显。 三、说教法三、说教法 1.教法：情境教学法、师生互动教学法教法：情境教学法、师生互动教学法 、小组合作学习、小组合作学习 2.学法：自主预习，合作交流，互助探究，分层展示，巩固提升。学法：自主预习，合作交流，互助探究，分层展示，巩固提升。 四、说教学目标四、说教学目标 (一一) 知识与技能目标知识与技能目标 1、正确听、说、读、写单词和词组、正确听、说、读、写单词和词组 excuse me, by bus，city library. 2 正确听正确听, 说说, 认认, 读句型读句型 学习目标语言学习目标语言“How can I get to.? You can go there by . “ 3 、大部分学生能够使用英语来询问想要去的地方和回答别人的询、大部分学生能够使用英语来询问想要去的地方和回答别人的询 问。问。 (二二) 过程与方法目标过程与方法目标 1、能够在适当的情景中运用所学知识，获取未知信息，传递新信息、能够在适当的情景中运用所学知识，获取未知信息，传递新信息 2、能够在真实的情景中理解、能够在真实的情景中理解运用运用“How can I get to?”来询问来询问 具体的地点，并用具体的地点，并用“You can”作出关于交通方式正确的回答。能作出关于交通方式正确的回答。能 够听懂使用简短的指令用语。如：够听懂使用简短的指令用语。如：turn left, turn right, go straight （三）情感态度价值观（三）情感态度价值观 1、培养和深化学生良好的学习习惯，发扬合作精神。、培养和深化学生良好的学习习惯，发扬合作精神。 五、说教学重点：学生能够充分理解并正确朗读对话。五、说教学重点：学生能够充分理解并正确朗读对话。 六、说教学难点：如何正确的表述路线，指引他人到达目的地。六、说教学难点：如何正确的表述路线，指引他人到达目的地。 七、说教学过程：七、说教学过程： Step 1 Warm up.（课前导入）（课前导入） 1. Self - Introduction: First, let me introduce myself. Would you like to know something more about me? 2. Let s chant. (设计意图：教师通过自我介绍，拉近师生的距离，设计意图：教师通过自我介绍，拉近师生的距离， 同时为本课学习新语言做铺垫。同时为本课学习新语言做铺垫。) Step 2 Presentation. 1. Show some places. T: I can get to the park by car. Well go to some other places in our daily life, such as: park, - How can I get to ? - You can get there (by bus, by bike, by car, on foot) (Ask and answer in pairs.) (设计意图：通过替换有关地点和交通方式的词汇来操练句型，突破设计意图：通过替换有关地点和交通方式的词汇来操练句型，突破 了本课的重点。了本课的重点。) 2.- Where does the man want to go? - He wants to go to the City Library. 1)- How can I get to the City Library?(Let the students ask this question.) - You can go there by No.6 bus. 2)- Is it far from here? - No, its about half an hour by bus. 3)- Where is the bus stop? - Its just over there. (设计意图：在师生、生生的交流中，学生自然地进行单词和句型的设计意图：在师生、生生的交流中，学生自然地进行单词和句型的 学习和理解。学习和理解。) 3.How can I get to the City Library? You can get off at the third stop, and then youll find a supermarket on your right. The City Library is near the supermarket. (设计意图：请学生根据提示完成任务，按事情发展的顺序分解难点。设计意图：请学生根据提示完成任务，按事情发展的顺序分解难点。 最后再汇总，谈论问路、指路的全过程。这样，学生易于理解和掌最后再汇总，谈论问路、指路的全过程。这样，学生易于理解和掌 握。从而对如何问路和指路的表达有了更深的印象。握。从而对如何问路和指路的表达有了更深的印象。) 4. Watch the video. Then read the dialogue in groups. (设计意图：模仿语音语调，提高学生的朗读能力和表达能力。设计意图：模仿语音语调，提高学生的朗读能力和表达能力。) Step 3 Practice Fill in the blanks. (设计意图：根据课文填词，锻炼学生写的能力，同时检测学生对课设计意图：根据课文填词，锻炼学生写的能力，同时检测学生对课 文的掌握程度。文的掌握程度。) Step 4 Homework. 1. Read the dialogue. 2. Make up a new dialogue in pairs: How can you get to school? 八、说板书八、说板书 本课中我的板书将本课重点句本课中我的板书将本课重点句“How can I get to ？ You can get there ”标明在黑板上，简单明了，学生易于观看重点句。标明在黑板上，简单明了，学生易于观看重点句。 九、课后反思九、课后反思 在本次教学活动中，我个人认为，激发学生对学科兴趣的过程中，在本次教学活动中，我个人认为，激发学生对学科兴趣的过程中， 不能只停留在课堂表面的不能只停留在课堂表面的“活活”“”“乐乐”“”“玩玩”中，我们更要注重学中，我们更要注重学 科本身。面向全体，分层教学并适时适度，我认为不能力求面面俱科本身。面向全体，分层教学并适时适度，我认为不能力求面面俱 到，游戏过多，而忽略了主要教学内容的讲授和训练，喧宾夺主。到，游戏过多，而忽略了主要教学内容的讲授和训练，喧宾夺主。 适得其反。适得其反。