《Unit 3 How do you get to school》教学设计7-七年级下册新目标英语【人教版】

课题名称：Section B 3a-3b, Unit 3 How do you get to school?  

教材版本：2013人教版新目标七年级下册

教学指导思想与理论依据

《英语课程标准》明确指出：英语教学应以学生为本，面向全体学生，不断激发学生的学习兴趣，采用活动途径，倡导体验和参与，注重语言实践，培养学生的语言运用能力，使学生初步形成有效的学习策略。创设情境，让学生感知体验情态动词表推测的用法，再学以致用。结合实际创造性地使用教材，注重培养学生的技能，培养学生的语篇意识。

教学内容分析

1. 本课教学内容源自人教版的新目标七年级下册Unit3 How do you get to school?，本单元的功能结构是How/ How long/ How far引导的特殊疑问句及其答语来谈论去某地的交通方式、时间和距离。Section A主要围绕“学生上学的交通方式”展开，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。Section B对出行交通方式这一话题进行更深入的探讨，语境更加复杂，呈现了“换乘”的概念，语言输入量较大，是对Section A所学知识的巩固、提升和拓展。
2. 本节课是一节写作训练课。讲授这一课时，通过对交通方式头脑风暴这一游戏导入，激活学生的兴趣。其次通过美国朋友Tom写给我的电子邮件，创设情境，为学生提供语言实践的机会，帮助学生巩固运用How/ How long/ How far引导的特殊疑问句及其答语来谈论去某地的交通方式、时间和距离，调动学生的积极性和主动性。到后来引导学生了解茹荷镇地图从而实现目标语的口头和笔头输出。从语篇上，让学生注意e-mail的格式。总体来说，本节课设计整合新旧知识，让学生进行讨论教材中所学过的相关话题，使学生有话可写，最终出示写作标准，指引学生写作。
3. 本单元中所出现的生词、短语以及句型将被合理地放在不同的环节里，自然渗透词句的运用，加深学生对于目标语运用的理解。

学生情况分析

1. 授课对象为普通校初一学生。

2. 学生在七年级下册第二单元已经学过上学时间的话题。

3. 学生已有的基础知识水平：

①本课单词表所列出学生需要掌握的单词中，学生已经比较熟知get to, train, bus, subway, ride, bike, minute, kilometer, etc.

②学生接触过How/ How long/ How far引导的特殊疑问句及其答语的用法。

Teaching objectives

On finishing the lesson, Ss will be able to

(1) Words & expressions:

① Review and understand the words: train, bus, subway, ride, bike, minute, kilometer, etc.

② Review and understand the phrases: get to, take the bus, ride a bike, by bike, think of, from… to…,etc.

(2) Sentence structure and the functions:

Understand and use the sentence patterns (How/ How long/ How far questions and answers) to talk about how to get to places.

(3) Learning skills and strategies:

① Predict the main idea of the passage.

② Skim for the main ideas of the passage.

③ Write an e-mail.

④ Develop the students’ writing skills upon the basis of reading comprehension.

(4) Significance of learning:

Be interested in learning and using English in students’ daily life.

Key points and difficulties

Key points:

①Understand and use the sentence patterns (How/ How long/ How far questions and answers) to talk about how to get to places.

②Learn to write an e-mail.

Difficulties:

①Understand and use the sentence patterns (How/ How long/ How far questions and answers) to talk about how to get to places.

②Learn the layout of an e-mail.

Teaching approach and aids

Teaching approach：Task-based approach, Cooperative learning, Discussion method

Teaching aids：PPT slides

Teaching procedure

Stage 1: Warming up (2 minutes)

Step1: Daily greeting.

Step2: T guides Ss to review the words about transportation by playing a game “brainstorming”.

Step3: T writes the grades of each group on the Bb and praises the winner.

Stage 2: Pre-writing (13 minutes)

 Step1: T introduces the background information of Tom’s e-mail by showing picture and e-mail.

Step2: Ss predict the main idea of the e-mail (How Tom gets to school) according to the picture.

 Step3: Ss read the e-mail and find the main idea.

 Step4: T shows a map of RuHe Town and guides Ss to talk about how they get to school in group. If necessary, T shows some useful sentences.

e.g. I usually leave my home at ….

My school is about … kilometers from my home.

It’s about … kilometers from my home to the school.

It takes … minutes to get to school.

 Step5: Ss report their results.

Stage 3: While-writing (10 minutes)

Step1: T introduces the background information (Tom wants to know how you get to school.) of the writing.

Step2: T guides Ss to pay attention to the layout(格式) of an e-mail.

 Step3: Ss write the e-mail.

Stage 4: Post-writing (15 minutes)

 Step1: T shows Ss the Writing Standard and Ss check by themselves.

 Step2: Ss check their writing in group according to the Writing Standard.

 Step3: Ss choose the best writing in each group and read the best one aloud.

 Step4: T guides Ss to summarize the knowledge they have learnt in this lesson.

      1. How to write an e-mail?

      2. some useful sentences

Step5: Homework

1. Make a list of the transportation(交通方式) that you know.

2. Write an e-mail to Tom and tell him how your friend gets to school.

Blackboard Design

Writing, Unit 3 How do you get to school?

Heading

        Greeting words

Body    When/How/How far/How long/feeling

Linking words: so, because, and, but...

Ending          

Teaching Reflection

本节课分为写作前、写作中、写作后三个环节，设计思路清晰，写作内容紧贴学生的生活实际，由易到难，步步递进，帮助学生如何写好一篇文章。在教学中，注重根据学生的基础，去挖掘他们原有的知识资源，尤其是引导学生了解茹荷镇地图从而实现目标语的口头和笔头输出，这一环节设计的很好。但本节课中仍有一些值得探讨的地方，如在布置写作任务前，教师引导学生对写作格式进行了总结，导致学生的笔头输出过于形式单一，没有给学生更多机会进行创造。在今后的教学中，要更多地给予学生表现自我的机会，在课堂上真正地做到学生为主体，教师为主导。