1、 1 教学设计 课程名称：新人教版七年级下册 unit3 How do you get to school? Section A 2e-3c 一、教材分析（Teaching material analysis） 内容：新人教版年七年级下册英语第三单元How do you get to school？ SectionA 2e 3c。本单元的话题涉及学生上学的交通方式，SectionA 部分展现了 学生以不同的交通方式上学的场景，自然而然地将学生带入到有关彼此上学方 式、出行花费的时间，以及家与学校之间的距离等问题的讨论中。2e 的对话内 容进一步深化了“出行”话题，而 Grammar Focus
2、 里面的句子呈现了本单元的 语法要点，包括：以 how, how long 和 how far 引导的特殊疑问句及其答语，用 于谈论“方式” 、 “时长”和 “距离”, 一般疑问句的句式和答语则是复习以前学 到的一般现在时态的句型； 3a 和 3b 的题目重点针对本单元的语言形式进行训 练；3c 是通过采访调查、互动交流来巩固所学到的语法项目，这个活动要求学 生在情境中运用所学到的语言来表达自己，达到采访的目的。 二、学情分析（Analysis of the students） 学生进入到了初一下学期阶段，对英语学习慢慢呈现出两种状态：一种是越 学越感兴趣，想要学得更多更好；另一种则是慢慢失去
3、兴趣和信心，学习积极性 不高。 本堂课旨在如何兼顾到各层次的学生，让他们在课堂学习和交流活动中有 更多的参与性， 乐于开口、 倾听、 交流和合作。 但他们还需在老师的正确引导下， 养成良好的英语学习习惯，提高英语语言水平。 三、教学目标（Teaching aims） (一) 语言知识目标： 能够掌握以下单词和短语： bike, bus, subway, train, car, plane （拓展词汇） , take the subway, ride a bike, minute, far, kilometer, new, every, every day, by, by bike, drive
4、, live。 (二) 基本技能目标： 1训练学生如何正确使用 How、How far、How long 引导的特殊疑问句及 其答语和交通方式的表达，提升语言表达能力。 2. 在情境教学中训练和练习学生的语言组织能力、口语表达和应变能力。 (三) 思维品质目标： 通过互相询问或者谈论自己或对方的出行方式和活动计划让学生合理地安 排出行方式，培养学生良好的环保和安全意识。 (四) 学习能力目标： 通过图片屏幕展示、实物引入、句型操练、情景对话及小组 PK 问答活动， 使学生学会根据场景来学习交通方式的名称， 运用句型句式来询问别人的和表达 自己的出行方式、时间和“从家到学校”距离，进而在参与、实
5、践的过程中，培 养学生学习英语的兴趣，提高学生的学习主动性。 四、教学重点和难点(Important points and difficult points) (一)教学重点： 1. 掌握重点词汇: bike, bus, subway, train, car, minute, far, kilometer, new, every, 2 by, drive, live。 2. 掌握重点词组：take the subway/ bus/ train, ride a bike, walk to school, drive ones car, every day, by bike/ subway/ bu
6、s/ train/ car。 (二)教学难点： 熟练地运用 How、How far、How long 引导的特殊疑问句及其答语、交通 方式的表达。 五、教法和学法(Teaching methods and study ways) 1. 教法：图片展示法，游戏互动法，情景交际法，任务型教学法。 2. 学法：学生互动，合作学习，自主学习，任务型学习。 六、教学过程(Teaching procedures) Step I. Review the words about vehicles 1. T: Boys and girls, do you know these? Ss: (The student
7、s say out things they saw) T: Yes, these are vehicles. Now lets move on. Look at this picture. Whats this in English? Ss: Its a bus. T: Yes, its a bus. Read after me, bus.(The teacher show more pictures, and review the words about vehicles.) 2. Students free talk together. T: Today WeiZhihan wants t
8、o introduce a new friend to you, “the panda”, Ok, now lets welcome them here. WeiZhihan: Hello, everybody, I have a new friend, his name is “panda”. “Panda”, say hello to my classmates. Panda: Good morning, everyone. I am your new friend, “panda”. I bring some vehicle toys for you. Look at here, wha
9、ts this? Do you know? Ss: Its a bus. Panda: And what about this one? Who can answer? Whose voice is louder? The girl, you please. S1: Its a bike. Panda: very good. And this toy bike is for you now. (Then the free talk will not stop until WeiZhihan and “Panda” finish introducing all the vehicle toys
10、and giving the toys as presents to the students.) 3 (环节说明：这个课时是第三单元第二课时，所以该环节的设计目的是为了让学 生巩固之前学过的有关交通工具的词汇，并且通过“熊猫”这一角色设计，让学 生能够轻松地运用目标语言与“熊猫”进行对话、问答，而交通工具玩具的引入 也能够使学生开心地进入课堂，更加形象地认识这些交通工具。) Step II. Lead in and learn the conversation in 2e 1. The students will enjoy a conversation roll-played by two
11、 girls after the free talk. One girl pushes a bike coming into the classroom, the other girl talks with her. 2. After the show, the teacher asks the students to turn to page14 and learn about the conversation in 2e together. The teacher explains the language points to them. 3. Language points: (1) 特
12、殊疑问词 How 表示“怎样到达某地” ; get to 表示“到达”。2. take the bus 4 乘坐地铁 ；take 意为“乘坐某种交通工具去某地”，take + the/a + 交通工具 + to + 地点 = get/go to + 地点 + by + 交通工具 。 (2) how far 用于对距离提问， 意为“多远”。 How far is it from to ? “从 到有多远？”其常见的答语为：Its + 距离（kilometers 等） 。 (3) how long 意为“多久， 多长时间”， “take” 意为“花费”， 句型 How long does it t
13、ake? 意为“花费多长时间?” It takes + sb. + 时间 + to do sth. 是一个 十分常用的句型,意思是“做某事花费某人多长时间”。 (4) “by + 交通工具”属固定介词短语， 表示“乘坐、 使用某种交通工具”。 例如： by bus 乘公交车； by train 坐火车 by bike 骑自行车； by subway 坐地铁 请注意，英语中 on foot 表示“步行；走路”，而不是 by foot ；因此，“走路去上 学”可以这样表达： go to school on foot= walk to school 。 (环节说明：两个女生的对话表演可以很好地导入课
14、文 2e 的内容，引起学生对刚 刚所表演的对话产生好奇心，进而对课文进行知识点讲解。 ） Step III. Presentation After explaining the main sentences in 2e, the teacher shows pictures on the screen to strengthen the learning of these sentences and teaches students how to use them. （环节说明：教师在屏幕上展示图片，与学生操练句型，让学生懂得如何询问交 通方式、所需要的时间和从家到学校的距离有多远，并且懂得如
15、何做出回答。 ） Step IV. Pair work T: Please make a conversation with your partner according to the pictures and sentences given on the screen. Just choose a picture, and answer the questions according to the fact. After two minutes, I will ask several pairs to come to the platform to show your conversatio
16、ns. A: How do you get to school? B: I get to school A: How long does it take to get to school? B: It takes about minutes . A: How far is it from your home to school? B: Its about meters / kilometers. (环节说明：在上一环节的句型操练之后，教师留出两分钟时间给学生进行双人 对话活动，之后邀请几对学生到讲台进行对话表演。) Step V. Grammar Focus The teacher tells
17、 the students what they learned just now is the main content in Grammar Focus. The teacher asks the students to read out the sentences on the screen. Next, the students will learn the last four sentences according to the pictures. The teacher asks, and the students answer. T: Does Jane walk to schoo
18、l? Ss: No, she doesnt. She goes by bike. T: Do they take the bus to school? Ss: No, they dont. They walk. (环节说明：前面的课文讲解和句型操练其实都是在为进入到语法重点这一部分 内容作铺垫，都是在练习语法重点出现到的句子；而最后的四个句子是对以前学 5 到过的一般疑问句及其答语进行复习。这种利用图片来引出问句、并让学生根据 图片进行回答的方式更容易让学生接受和理解， 避免了枯燥地学习和朗读语法句 子。) Step VI. Exercises T: Lets do the exercises
19、 in Activity 3a-3b. After you finish, I will ask some students to tell me the answers and check the answers with you. 3a. Match the questions with the answers. 1. How does Mike get to school? _ 2. How long does it take to get home? _ 3. How far is it from here? _ 4. Do your friends go to school by b
20、us? _ 5. Does your dad drive his car to work? _ a. Yes, they do. b. No, he doesnt. c. He rides his bike. d. Its five kilometers. e. About 15 minutes. 3b. Use the words to make questions. 1. school/you/get to/do/how _ ? 2. to/school/get to/does/how long/take/it _ ? 3. school/your/ from/it/is/how far/
21、 home/to _ ? 4. you/to/walk/do/school _ ? 5. ride/their bikes/do/school/your friends/to _ ? (环节说明：本课时为语法重点句子的学习，之前的课堂活动都是为了语法重点 句子的学习；因此，学生学完之后，就要做练习进行巩固了。教师把课文活动 3a 和 3b 的内容作为了巩固练习，以达到加强语法学习的目的。检测方式是：找 出两组（列）学生，从前面到后面一个接着一个学生来回答问题，与学生对答案 的过程就能够知道学生掌握知识的程度。) Step VII. Group work The students will pl
22、ay a PK game in activity3c. They will be divided into four groups. Each group finds out two representatives to interview their classmates and fill in the names in the chart. The group which finishes the chart first will be the winner. And the teacher will give some rewards to the winners. T: The rep
23、resentatives can use these questions to ask your classmates, and the other students can answer the questions according to your fact. You can use these questions to help you: Q1: How do you get to school? Q2: How long does it take? Q3: How far is it? Find someone who Name 6 goes to school by bike wal
24、ks to school needs about 10-20 minutes to get to school lives about 1-2 kilometers from school （环节说明：通过小组 PK 活动，尽量使每个学生都能够积极参与到活动中去； 学生通过采访、 一问一答的方式， 能够很好地运用所学过的句型来进行对话交流， 达到了学习目标语言的目的。此外，比赛和奖励也能够提高他们学习英语、参与 课堂的兴趣。 ） Step VIII. Summary 1.-How do you get to school? -I get to school by bike. / I ride
25、my bike to school. 2.-How long does it take to get to school? -It takes about 15 minutes. 3.-How far is it from your home to school? -Its only about two kilometers. 4. -Does Jane walk to school? -No, she doesnt. She goes by bike. 5. -Do they take the bus to school? -No, they dont. They walk. Step IX
26、. Homework 1. Recite the conversation in 2e. 2. Finish the exercises on the exercise book. 3. Try to remember the words and phrases we have learned today. We will have the dictation tomorrow. 七、板书设计： Unit3 How do you get to school? 1.-How do you get to school? -I ride my bike. 2.-How does she get to
27、 school? -She usually takes the bus. 3.-How long does it take to get to school? -It takes about 15 minutes. 4.-How far is it from your home to school? -Its only about two kilometers. 5. -Does Jane walk to school? -No, she doesnt. She goes by bike. 6. -Do they take the bus to school? -No, they dont. They walk. 八、教学反思： 这堂课的活动设计非常突出重点，无论是单词复习、学生的 free talk、句子 操练、两人对话活动、练习巩固还是小组 PK 赛，都是围绕语法重点的句子来进 进行设计的。我个人觉得，学生能够积极地参与到课堂活动中去就是一堂课最大 的成功。 这次教学体验让我体会到了教师不断创新与设计教学活动的趣味性与重 要性， 也让学生们尝到了成功运用英语对话的喜悦。这对我以后的英语教学帮助 很大，我相信在接下来的教学中我会更加自信、教学专业水平会更高。
