教學設計 人教版八年級英語上 Unit3 How do you go to school？第二學時 Grammar focus-3c 西安市黃河中 閆芳平一：教學設計思路本課時的教學內容是人教版七年級下英語第三單元的第二學時，重點在于引導學生觀看圖片，理解語境，從表示交通工具的名詞詞組開始，自然地導入詢問他人如何到達某地；準確表達自己如何到達某地；讀懂簡單的路線說明。并能自如的運用How do you get to school? How does he get to school? How long does it take?句型，同時以活動和任務引起學生的聽說興趣，訓練學生的聽力和口語表達能力。利用動作、手勢和圖片學習英語單詞，同時在對話中反復運用新學的單詞和短語。因此，可以將本節課的知識目標定為掌握本課新出現的動詞和短語及詢問和回答能力的應用。情感目標定為通過話題的學習，培養學生的學習習慣和興趣，使學生對課外活動感興趣。了解東西方不同的交通規則，教育學生注意交通安全，加深對交通知識的了解。二：學情分析我所帶的班級是平行班，絕大多數同學英語學習水平中等偏下，上課時有三分之二的同學較活躍，敢說敢做，勇于發言，積極參與課堂活動，聽說能力較強，英語基礎相對還可以，成績較好，但是還有三分之一的同學，基礎很差，學習英語的積極性不高，聽說讀寫都較弱，在課堂學習中，有點跟不上，學習知識有點困難。三：教材分析新目標Go for it教材主要從培養學生的學習興趣，生活經驗和認識水平出發，倡導體驗，實踐，參與，合作與交流的學習方式，發展學生的綜合語言運用能力，為學生的英語學習提供一個循序漸進的方法。人教版七年級下unit3 How do you go to school?本單元的核心話題是談論“交通方式”，主要是讓學生在課堂學習中學會表達自己是如何到達某地某處，及詢問某地有多遠，到某地要花費多長時間，重在培養學生的語言運用能力，實踐能力，合作能力和創新能力。Section A的第一學時，基本上讓學生已了解學習了本單元的目標句型和短語，第二學時重點是鞏固加強本節課的語法，及難點，在知識點上有所提升，所以對基礎較差的學生來說，本節課很有挑戰性，因此在教學設計上，重在鼓勵學學生多參與活動，多實踐，爭取在活動中學會知識。四：教學目標1能夠詢問他人如何到達某地；準確表達自己如何到達某地；讀懂簡單的路線說明。2掌握并能運用以下語言詞組和句型：詞匯：take the bus , take the train, ride the bike , take the subway , by bus, by train, by subway, how far, how long ,kilometer, mile句子：How do you get to school?I ride my bike.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 minutes.How far is it from your home to school?Its only about five kilometers.3完成課本Grammar focus-3c的教學任務。4.復習基數詞及時間的表示方法。5.情感態度價值觀目標：了解東西方國家出行方式的不同，以及不同的交通規則,教育學生注意交通安全,加深對交通知識的了解。倡導自覺遵守交通法規及禮貌,構建和諧的人際關系。了解交通的發展，培養創新精神。五：重點 難點1、熟練拼寫和運用單詞：take the bus, take the train, ride the bike , take the subway , by bus, by train by bus, on foot how far, how long , kilometer, mile2、掌握和運用下列句型：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 minutes.How far is it from your home to school?Its only about five kilometers.六：教學方法：listening and speaking methods. Group work ， pair work七：教學過程：Step1. Warming upandLead inLeading in【情景1】1.Warming up by talking aboutages and the dates:T: Good morning/ afternoon, boys and girls. Nice to see you back at school.Ss: Good morning, 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.設計意圖：利用學生學過的內容，從談論“年齡”話題開始引出數詞復習，為2a聽力教學掃清障礙。Leading in【情景2】1、教師尋問學生是任何上學的，幫助他們回答問題，并將出現的新詞、短語及句子寫在黑版上。T: (Showing thepptand teaching the verbs)利用多媒體課件創設情境，進行問答：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 far is it from your home to school?S1：Its only about five kilometers.The teacher uses pictures or performs the actions to teach thenew words. And write the words and teach their pronunciations and spellings.2、Presentation：Show a picture on the ppt and explain these are your home and school.Teach: home-school How long 10 minutes How far two kilometersThen 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 minutes by bus設計意圖：利用學生學過的內容，從談論“日常交通方式”話題開始，輕松進入語境，進而介紹生詞，利用多媒體課件創設情境將詞匯的音、形、意融為一體，促進理解，加深記憶。使動詞學習更加形象直觀，自然地進入新話題。為2a、2b聽力教學掃清詞匯和語言障礙。Step2.Listening活動2a.2b的聽力練習是以聽的方式進行目標語言的輸入活動，讓學生從輸入的語言中獲取信息，并進行加工、整合，復習本課的重點詞匯、句式的同時，也為后面的目標語言的輸出活動做好了準備。1. Before listeningRevise the numbers, first, zeronine, next, tennineteen, then, twenty, thirty, fortyfinally, twenty-one, twenty-twoTeach the new word hundred.2.While listeningPlay the tape for the students to finish 2a. Then play again and check the answers播放錄音。第一遍要求學生只聽并跟讀；完成2a。聽第二遍時，完成2a；邊播放第三遍錄音，邊讓學生核對答案，如果錯了，重聽該句子，直到學生聽懂為止。設計意圖：創設情境是為了使學生能在真實的語境中學習目標語言，并通過聽、讀的方式來獲取信息，完成相應練習。Step3.pairwork：2dT: Good! Now look at activity 2d.Can you ask your partner the same questions?Ss practice asking and answering the questions about transportation.T:Will you present your conversations to the class? Lets have four pairs.（Four pairs of students present their conversations to theclass. Ss listen carefully and reflect on what they said.）設計意圖:利用圖片創設情境，鞏固訓練目標語言。學生在聽了細節之后，朗讀鞏固，訓練學生的語言語調；再模仿2b的對話，編出自己的對話，培養學生運用目標語言進行交際的能力。Step4Role-play：1、Read the dialogue and find the answer to these questions:1.How does Jane get to school every day?2.How does Lisa get to school every day?3.How far is it from Lisas home to school?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?The answers:1._2_3_4_5_2、Ss read the conversations and then find the answers to the questions.3、Check the answers with the class.4、Play the recording for the Ss to listen and repeat.5、Ss read the conversation then role-play the conversation.6、Let some pairs act out the conversation.設計意圖:利用教材創設情境，鞏固訓練目標語言。使學生大膽發言，表達思想，培養學生的閱讀、合作能力、口語表達及語言運用能力。Step5.Grammar Focus：The teacher summarizes this activity and points out common mistakes：1. T: We made some mistakes in our own conversations. Lets look at the grammar focus of this unit here. Can you find out the difference between the sentences here and the sentences we used just now? Do you know how to ask and answer correctly now?2. The teacher points out the sentence pattern. Explain the following to the students:We can take a bus or take a train,. and we also use take to talk about a length of time. For example, we say something takes five minutes or takes one hour. So we use the same word, take, in two different ways.Can you find more examples from this unit?3.Ss compare the sentences listed in the book and their own conversations.4.Ss look for more examples from the book and speak up.設計意圖：總結規律、學生對所學目標語言進行內化、鞏固、提升。Step6.Practice 3a方法指導：首先，應重點讀左面的五個疑問句，分清它們是特殊疑問句還是一般疑問句；其次，要明確特殊疑問詞的用法：how是對出行方式提問；how long是對行程所用的時間提問；how far是對距離提問。然后，再讀答語。依次給每個問句找到正確的答語。1.T: Now lets look at 3a. What questions do we have here? Can someone read the questions for us?A student volunteers to read the questions in 3a.2. T: Now please read the passage quickly and find the answers to the questions.Students read the passage.學生們按教師說的方法，認真閱讀找答語，提高閱讀理解的能力。3. T: Can you share your answers?The teacher asks a couple of students to give their answers to the questions.Students give answers.4.The teacher checks the answerswith the class.Step7.Practice3b1. Look at 3b. Tell Ss to use these words below to make questions. Then answer them.2.方法指導：首先，應分清它們是特殊疑問句還是一般疑問句，看所給的詞匯，如果含有特殊疑問詞應是特殊疑問句，如果沒有則應是一般疑問句；其次，要明確特殊疑問詞的句式結構：特殊疑問詞+一般疑問句。然后，再根據自己的實際情況，回答這些問題。最后，再通讀一遍自己造的問句與答語，確保沒有語法上的錯誤。3.學生們按教師說的方法，分析每句話中所給的提示詞，并造成一個正確的問句，然后給出一個合理的答語。4. Check the answers with the partners.For example:How do you get to school? I take a bus to school. 設計意圖：通過語言訓練、培養學生對所學目標語言的實際運用能力。Step8. Game (make a report about your class)1:In my group, Jim lives about five kilometers from school. He goes to school by bus. It takes about ten minutes to get to school. 2:In my group ,Tom lives about3: In my group ,Mary lives about.4. Ss ask and answer these questions 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：對部分能力的較差的學生，可以給他們下列問題提示：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.看誰能最先完成調查，并找到與表格中數據相一致的同學。設計意圖：通過任務活動，聯系實際，進行語言訓練、培養學生對所學目標語言的實際運用能力。教材知識點解讀1、注意：take和by都有“乘、坐”之意。take是一個動詞，后面接具體的交通工具，在表示該交通工具的名詞前一般應有冠詞等修飾語；而by是一個介詞，它后面所跟的表示交通工具的名詞前一般不可用冠詞等修飾語。by短語在句中修飾動詞等作狀語。例如：格林先生經常乘火車去上班。Mr Green often goes to work by train.Mr Green often takes a train to work.2、How far用于詢問兩地間的距離，答語要用表示兩地間的距離的詞語。例如:How far is it from Beijing to Shanghai？About several thousandkilometers。在回答how far的提問時，有3種情形：（1）有具體的數字時，應與away from連用，表具體距離。（2）可用模糊的概念回答，即far或near。（3）可用“數字+minutes”回答。Eg: How far