二0二三年度七年級下冊Unit3HowdoyougettoschoolUnit3教學(xué)案例

1、Unit 3 How do you get to school一、教學(xué)目標(biāo)1知識與技能目標(biāo)詞匯：subway, take the subway, train, minute, how far, quick, leave for, half, past, bus station, bus ride, stop, bust stop, north, school bus, by boat, must, car, ill, worry句式：How do you get to school? I ride my bike.How long does it take? It takes ten minu

2、tes. How far is it from your home to school? Its about 10 kilometers. 2過程與方法目標(biāo)(1) 能夠談?wù)撊绾蔚竭_(dá)目的地。(2) 能夠談?wù)撟约旱娜粘Ｉ睢?（3）能夠有效地獲取信息和處理信息。3情感目標(biāo)(1) 學(xué)會關(guān)注生命與安全；培養(yǎng)時間觀念，學(xué)會珍惜時間。(2) 了解朋友及家人的生活。二、教學(xué)重、難點通過語言目標(biāo)的學(xué)習(xí)，學(xué)會談?wù)撊绾蔚竭_(dá)目的地，如何表達(dá)距離的遠(yuǎn)近，如何表達(dá)到某地花多長時間，并在生活實際中正確運(yùn)用所學(xué)語言。三、教法與學(xué)法 1. 采用情境法、交際法和“任務(wù)型”教學(xué)途徑，使“英語學(xué)習(xí)任務(wù)化，學(xué)習(xí)活動生活化”，通過設(shè)置

3、多樣化的任務(wù)，巧妙注意任務(wù)的序列性，讓學(xué)生在教學(xué)活動中參與和完成真實的生活任務(wù)，從而培養(yǎng)學(xué)生運(yùn)用英語的能力，（用英語做事的能力）。在教學(xué)過程中，堅持“以人為本”，關(guān)注學(xué)生的情感，關(guān)注學(xué)生的發(fā)展，把說的機(jī)會留給學(xué)生，把思考的時間還給學(xué)生，把做的權(quán)利交給學(xué)生。2. 充分發(fā)揮多媒體輔助教學(xué)的優(yōu)勢，集圖片、聲音、動畫于一體，使課堂教學(xué)更為形象，更為直觀，更為生動，學(xué)生更有興趣，印象也會更深。四、教學(xué)程序設(shè)計第一課時本課的核心任務(wù)是Know more about your friends，并通過How do you get to school? How does he/she get to school

4、? How long does it take? 三個小任務(wù)組成的任務(wù)鏈完成任務(wù)前的準(zhǔn)備，課堂流程如下所示:Pre-class ActivitiesPre-class ActivitiesWarming-up ActivitiesTask1: How do you get to school?Task2: How does he/she get to school?Task3: How long does It take?SummaryTask 4: Know more about your friendsHomework: Know more about your familyPre-cla

5、ss Activities課前要求學(xué)生通過各種途徑收集有關(guān)交通工具的名稱和圖片，并利用詞典或金山詞霸來認(rèn)讀單詞。不僅培養(yǎng)了學(xué)生收集信息和處理信息的能力，而且使學(xué)生在這一過程中能夠主動地參與學(xué)習(xí)，拓寬視野，實現(xiàn)英語學(xué)習(xí)的生活化。Warming-up Activities1新單元總會讓每一個學(xué)生迫不急待，即將開始的學(xué)習(xí)內(nèi)容往往讓他們倍感好奇。教師要善于把握學(xué)生的這種心理，通過有效地設(shè)置問題來引導(dǎo)學(xué)生識讀主圖： What can you see in the picture?Guess, when is it now, morning, afternoon or evening? Why?I thi

6、nk its winter now, what about your opinion? How do you know that?Look at the boy in a red cap, what does he look like? What is he doing?Can you see the girl in pink? What is she doing? Guess, where is she going?Where is the girl with short blond hair? Can you find something strange? Why is she sitti

7、ng in a wheelchair? What can we do for her? What does “TERMINAL” mean? = 8 * GB3 How many kinds of transportation can you see in the picture?2通過小組合作的學(xué)習(xí)方式，交流彼此所收集的信息，實現(xiàn)資源共享，并通過討論小組命名和小組競賽兩個小活動來幫助學(xué)生進(jìn)一步熟悉目標(biāo)詞匯。3最后選用節(jié)奏活潑、邊說邊做的Chant，（內(nèi)容如下）Go, go, let go！Ride, ride, ride my bike.Take, take, take the bus.Ta

8、ke, take, take the subway. Task 1: How do you get to school?教師首先借助多媒體課件呈現(xiàn)本課的目標(biāo)句型How do you get to school?，同時利用圖片使學(xué)生掌握ride a bike, take the bus, take the train, take a plane, take a car等詞塊，并學(xué)會對目標(biāo)句型做出正確應(yīng)答，然后由課件演示引出目標(biāo)句型的第二種答語，并通過Match the sentences（如下所示）Match the sentences.Match the sentences.1. I ride

9、 my bike. A. I get to school by ship.2. I walk.B. I get to school by train.3. I take the bus.C. I get to school by bus.4. I take the subway.D. I get to school by bike.5. I take the train.E. I get to school on foot.6. I take the ship.F. I get to school by plane.7. I take the plane.G. I get to school

10、by subway.由“第二人稱”擴(kuò)展到“第三人稱”，由單數(shù)擴(kuò)展到復(fù)數(shù)，構(gòu)成一個有梯度的序列，不經(jīng)意間便完成了本課的第二個任務(wù)：Task 2: How does he/she get to school? /How do they get to school?1首先設(shè)置以下問題：Look at the picture, so many students go to school in the morning. Now lets think how they get to school. How does the boy get to school? How does the girl get

11、to school? How do the boy and the girl get to school?引導(dǎo)學(xué)生有針對性地第二次讀圖，然后完成1a的書寫訓(xùn)練。2聽前對錄音材料進(jìn)行簡要的背景介紹：This time you will listen to a conversation. Two people are talking about how some students get to school. 使學(xué)生對所聽內(nèi)容有所預(yù)知，有所了解，從而降低了學(xué)生聽的難度，使學(xué)生輕輕松松地完成任務(wù)型聽力1b。3聽力任務(wù)完成后，用大屏幕呈現(xiàn)完整的聽力材料，讓學(xué)生反復(fù)跟讀錄音，語音、語調(diào)、句型熟練后，改成

12、兩人一組看圖自由對話。Task 3: How long does it take?Say: Different students get to school in different ways, but you must be on time for school. You must pay close attention to time.這樣適時地對學(xué)生進(jìn)行了情感教育，培養(yǎng)了學(xué)生的時間觀念，也為后部分的學(xué)習(xí)作了成功導(dǎo)入。1借助直觀教具鬧鐘，并用手指撥動指針行走來呈現(xiàn)句型“How long does it take?”，并訓(xùn)練時間的表達(dá)，更具直觀性和生活性。2聽力無疑是學(xué)生的“老大難”，在隨后

13、進(jìn)行的2a和2b的聽力訓(xùn)練前，首先引導(dǎo)學(xué)生通過談?wù)搱D片來預(yù)測所聽問題，有效地降低聽力難度。例如：在完成2a前，引導(dǎo)學(xué)生用How do you get to school?進(jìn)行Pair Work，而在2b前，用How long does it take? 來進(jìn)行看圖說話。3完成2a和2b 后，將聽力材料完整地呈現(xiàn)，讓學(xué)生兩人一組跟讀、朗讀到上口為止。讓學(xué)生兩人一組，對話填空。這樣，便可以使有限的聽力材料得到反復(fù)聽、反復(fù)用，在聽和說的過程中培養(yǎng)學(xué)生聽、說的技能。同時，這也是幫助學(xué)生熟悉背誦語言材料的有效手段，也是必要手段！ Summary首先借助問題What have you learned in

14、 this period?來引導(dǎo)學(xué)生總結(jié)所學(xué)的目標(biāo)語言，教師板書如下： take the subway. by subway. How do you get to school? I take the train. I get to school by train. take the ship. by ship. take the plane. by plane. walk. on foot. ride(s) a bike. by bike. take(s) the bus. by bus. does he He take(s) the subway. He by subway.How does she get to school? She take (s) the train. She get(s) to school by train. do they They take(s