初中英语七年级下册 Unit3四课时教案C

Unit 3 How do you get to school?

第三课时 听说课 Section B (1a-1e) p16

Teaching and learning Goals:

一．话题：Transportation

二、功能：Talk about how to get to places.

三、语法：Learn the use of “stop to do sth, stop doing sth , think of ... ”

四、词汇和常用表达：

1.Learn to use words and useful expressions: bus station,  bus stop,  subway station,  train station,  thinks of,  his grandparents’ home.

2.Review to use:How do you get to school?

              How long/How far questions.

              First,..then….

五、学习策略: Learn to talk about how to get to places with the paterns: How do you get to...? How long does it take...? How far is it from ...to...? First,… then,…

六、文化知识: Tell the students to pay attention to the safety of going to different places by different meanings of transportation.

 (设计意图：用一段话表达了本节课的知识、能力和情感目标，一目了然。)

Teaching and learning steps:

Step1. Review

Students make conversations in rows.

T: Let’s practice the conversations we’ve learned last class.

 (设计意图：成排问答，可以照顾到每个学生，更好地落实复习的内容。)

Step2. Pre-listening activities

一．Preview

1. Translate these phrases .

(1) 公共汽车站点________   (2) 公共汽车站__________                         

(3) 火车站 _______________ (4) 地铁站 __________________ 

(5) 他祖父母家 ___________ (6) 认为_____________________

(7)骑我的自行车           （8）坐地铁                 

2. Ask the students to translate the following sentences.

(1) Bob怎样到达他祖父母家？  

_____________________________________________________

(2) 首先他从家去火车站。  

_____________________________________________________

(3) 然后他乘汽车到他祖父母家。  

_____________________________________________________

（4）然后我坐地铁。

（5）然后我从火车站坐汽车到他们家。

(设计意图：课前对文本中的重点短语和句型有所了解，能够帮助学生课上有针对性的听讲，尤其是4,5句，是听力材料中的句子，提前预习，可以有效地降低听力难度，能帮助学生更好的理解文本。)

二. Warming up and lead-in.

Task1. Match the words with the pictures.

Bus stop              Bus station          Subway station          Train station

Show some pictures one by one, let students tell what it is.

Then make a dialogue like this.

T:  Hello, how do you get to school?

S1:  By bus.

T:  Where do you take the bus?

S1:  At the bus stop.

T:  Well, I want to go to Beijing, how can I get there?

S2:  Take the train.

T:  Where can I take the train?

S3:  At the train station.

T:  That’s right. Let’s look at the pictures and match the words with the pictures.

Students match the words with the pictures.

Task 2. 1b Pair work.

T:Look at the picture . It’s me. How do I get to school? First I … Then I …

Encourage students to use two different meanings of transportation to describe. First…

Then…  Practice the dialogue like this:

A: How do you get to school?

   B: First I …. Then I ….

 Let the students work in pairs and make their own conversations.

Finally, ask some pairs to act it out.

(设计意图:利用本土的资源展开， 学生更容易接受也更感兴趣。教师引导学生说出到达学校所乘的交通工具，为1c,1d听力做好铺垫。)

Step 3. While-listening activities.

1. Listen for the general idea听取大意

T:  Boys and girls, just now we talked about how you get to school. Now, please look at the boy and the girl, the boy is Bob and the girl is Mary. They are talking about something. Please listen to the recording carefully and find out the main idea of the conversation.

The main idea of the conversation is that_______．

A. Bob goes to see his grandparents by train.

B. Bob usually goes to see his grandparents.

C. It’s a long trip from Bob’s home to grandparents’.

(设计意图:让学生通过听录音整体感知，并找出谈论的主旨大意。在听之前先仔细审题，找出需要听的关键词,听听力之前要对学生进行相关听力策略的指导。这样能提高学生整体理解听力内容的能力，并能提高学生的听力效能。)

2. Listen for the specific ideas听取细节

Task 1. Listen and check the things that Mary wants to know.

T:  Class, please look at 1c,read the sentences silently, please.

T:  Now, please listen to the recording carefully and check the things that Mary wants to know.

Then, check their answers.

(设计意图:第二次听，在听之前，引导学生读并理解这些句子，这样有助于学生快速而准确的获取信息。)

Task 2. 1d

T:  Boys and girls, please listen to the recording again, how does Bob get to his grandparents’ home? Check 1 or 2.

The teacher should play the recording twice, the first time, listen and check 1 or 2 . The second time, listen and check their answers.

（设计意图:让学生通过听录音选出Bob到达他祖父母所乘的交通工具，训练学生捕捉细节信息的能力。）

Task 3. Listen and fill in the blanks.

Mary:  I love your home, Bob. It’s so__________!

Bob:   Thanks, Mary. My _______________home is very big, too.

Mary:  Where do they______________?

Bob:   Very____________ from my home.      

Mary:  Oh, how far?

Bob:   It’s about_____________ kilometers from here.

Mary:  Wow! That’s far.

Bob:  Yes, it is. So, I go there and see my grandparents __________ one or two times a year.

Mary:  How do you get there?

Bob:   I usually take the_____________.

Mary:  How ___________does it take?

Bob:  It takes about ____________hours. And then I take a_________  from the ____________station to their home.      

Mary:  Wow. That’s a _________trip.

（设计意图:听并填出空缺的单词，此环节在学生掌握文章大意的基础上，深入把握文章具体的细节内容。同时，指导学生写提示词的策略，慢慢培养学生的听力能力。）

Task 4. Listen and repeat.

Let students listen to the recording and repeat after it to get their pronunciations right.

（设计意图:跟读部分是为了正音，让学生模仿录音的语音和语调，对培养学生的语音、语调、语流、语感是很有帮助的。）

Step 4. Post-listening activities.

Task 1. Pair work.

First, let the students work in pairs according to the pictures， to talk about how Bob gets to his grandparents’ home.

A:  How does Bob get to his grandparents’ home?

B:  First he goes to the …Next he takes the …Then he takes the…to his grandparents’ home.

 Ask some pairs to act it out.

（设计意图:引导学生用First.. Next... Then...来表达换乘不同的交通工具去目的地。既形成了对听力内容的一个总结，又丰富了学生的语言能力。此环节稍有难度，教师要有耐心，给学生充分的时间准备）

Task 2. Groupwork.

T:  Boys and girls, please look at the pictures. Who’s she? Yes, she’s Li Ying .This Sunday she wants to go to Dong Hu park. How can she get there? Now please have a discussion with your group .Then report it to class. Do it as quickly as you can.

Get the students to prepare for telling in groups .Then ask several groups to show their work,
Report : First,she rides...next she takes... then she takes...to Dong Hu park.
 

.

（设计意图:给学生提供真实图片，以激发学生兴趣,对换乘交通工具表达进行巩固，实现了英语学习的最终目的---综合运用语言。给出多个出行方式，让学生进行拓展练习，训练思维发散。本环节稍有难度，让学生进行小组合作，然后形成小组成果，增强了同学们的参与意识和集体荣誉感。）

Step 5. Inquiry into knowledge by translation.

一．Bus stop /station

stop此处用作名词，意为 “      ”,在公共汽车站通常表示为      。bus stop通常指城镇内外的停车点，而bus station通常指能停、转车辆的汽车站点。

stop也可用作动词，意为“      ”,常用结构stop to do sth，意为“      ”,而stop doing sth意为“      ”。如：

①       让我们停下来休息一下吧。

Let’s         have a rest.

②请停止说话。

        ，please！

二．Mary wants to know what he thinks of the trip.

_______________________________________________________

1．这是一个含有___________引导的宾语从句的复合句，宾语从

句要用__________语序，时态通常与主句时态一致。对比：

（1）他是怎样到达学校的？

______________________________________________________

 (2)请告诉我他是怎样到达学校的。

______________________________________________________

2. think of 意为_______________,of 是 ___________词，其后

可接名词，代词或动词的_____________形式作宾语。

你认为这本书怎么样？

__________ do you __________  ___________the book?

（设计意图:让学生自己通过观察上面的例句，自己感知来尝试归纳语言的规律，自己解决不了的问题，可以小组之间讨论。必要时老师可以给予适当的点拨。）

Step6. Summary

T: Look at the pictures. Let’s sum up what we’ve learned this class .How far is it from Bob’s home to his parents’ home?

Ss: It’s…

T: How does he get to his parents’ home?

Ss: First…Then…

T: How long does it take?

Ss: It takes…

（设计意图:采用一问一答的形式，复习本节课所学重要内容，同时结合图片又对本课听力内容做了回顾。）

Teacher’s words

T: There are so many kinds of transportation now .It’s very easy for us to go from a place to another.We should enjoy the travelling . But don’t forget safety. Because safety is the most important while we are travelling

（设计意图: 在对学生进行知识教育的同时，依然要重视对学生的情感教育和安全教育）

Step 7. The end-of- class test当堂检测

一、用所给词的适当形式填空。

1.  I want to know what she          (think) of the work.

2.  There are three train      (station)in the big city.

3.  He usually goes to his         (parents) home on weekends.

4.  How long does it take         (get) to your school?

5.  Where does Jim      (live)?

二、请翻译下列句子。

1.我骑自行车去地铁站。                                                      

2.玛丽想知道到他祖父母家需要多长时间。                                    

3.我想知道他住的地方离他祖父母家有多远。                                 

4.请告诉我他是怎样到他父母家的。                                         

5.他认为这次旅行怎么样？                                                 

 （设计意图：当堂检测题是针对本节课所学内容进行的形成性评价，这样既能使学生巩固本节课所学知识，又能让老师了解到学生本堂课真实的学习情况，并对错误较多的知识点进行巩固强化。）

Step 8. Homework.

1. Read and retell the tapescription .

2. Write down how you get to your grandparents’ /uncle’s/aunt’s/brother’s/sister’s home.

答案

Step2. 一、translat these phrases:

1.(1)bus (2)bus station (3)train station(4) subway station (5)his grandparents’ home (6)think of (7)ride my bike (8)take the subway

Ask the students to translate the following sentences

(1)How does Bob get to his grandparents’ home ?

(2)First he goes to the train station from his home .

(3)Then he takes the bus to his grandparents’home.

(4)Then I take the subway .

(5)Then I take the bus from the train station to their home.

Step3.Task 3

big,grandparents’,live ,far,500,only,train,long,six,bus,train,long

Inquiry into knowledge by translation.

一．公共汽车站   车站；at the bus stop  停止；停下来去做某事；停止做某事  ①stop to

②stop talking

二．Mary想知道他认为这段旅程怎么样。

1． What ;陈述

（1）How does he get to school?

 (2)  Please tell me how he gets to school.

2. 认为；介；ing; What; think of

The end-of- class test当堂检测

一、1. thinks  2. stations  3. parents’ 4. to get  5.live

二、1.I ride my bike to the subway station.

2.Mary wants to know how long it takes to get to his grandparents’ home.

3.I want to know how far he lives from his grandparents’ home.

4.Please tell me how he gets to his parents’ home.

5.What does he think of the trip?

亮点：

   对出行方式的表达，是学生们的兴趣点。特别是各种类型的交通工具，孩子们大都愿意学，愿意记。相比上堂课内容，本节课内容上有增加，难度上有所提高。几个句子融合在一起，有的学生表达起来，就有些吃力。因此，我在教授过程中，给学生们充足的时间，进行练习，讨论。结合身边的真实图片进行会话练习，激发了学生们的学习兴趣，活跃了课堂气氛。另外，为了有效降低听力难度，我提前呈现听力内容的几个长句子，让学生先一步进行感知。这样，学生们听起来就不会感到太费劲，有利于听力水平的提高。最后，又设计对本课知识点的反馈，更好地落实了本节课的重点内容。

不足之处：

1. 在时间安排上有所欠缺，前轻后紧，后面的内容处理不够细致。

2. 对重点句型操练的还有点少，有的学生表达还有些生硬。特别是对于部分学生，要真正做到小步子，勤反馈。

使用建议：

1．最好提前把听力中有难度的句子呈现给学生，以降低听的难度。

2．注意课堂的节奏，提高上课的质量和效率。

3. 注意口头到笔头的转化。