初中英语_人教版新目标七下Unit3 How do you get to school(1a教学设计学情分析教材分析课后

教学设计

Unit 3 How do you get to school?

Section A (1a-2e)

Teaching aims

1. Knowledge aims:

Students are able to learn key words and useful expressions:

take,

subway,

half,

walk,

train,

forty,

fifty,

sixty,

seventy,

eighty,

ninety,

hundred,

minute,

get

to

school,

take

the

subway/bus/train, ride a bike, every day.

2. Ability aims:

Students are able to talk about how to get to places by using

the key sentences: How do/ does sb. get to

…

? How long does it

take sb. to do sth.? How far is it from

…

to

…

?

3. Moral aims:

Students

are

able

to

know

about

different

ways

of

transportation and be willing to go out and see the beautiful

world.

Key points and difficult points

Key structures:

How

questions.

How long

questions.

How far

questions.

Teaching aids:

CAI & learning sheets.

Teaching procedures:

Step 1 Warm up and lead in:

Enjoy

a

video

named

Over

the

mountains

and

brainstorm

the

ways

of transportation.

Step 2 Presentation:

Listen to 1b about how Bob, Mary, John, Paul, Yang Lan ang Jim

get

to

school.

Then

help

the

students

find

out

the

key

sentence

——

How do/ does sb. get to

…

?

Step 3 Pairwork:

Have students work in pairs to ask and answer about how they

and others get to school.

Step 4 Presentation:

Listen

to

2b&

2c

for

specific

items

in

conversations.

Then

help

the

students

find

out

the

key

sentences

——

How

long

does

it

take

(sb.) to do sth.?/ How far is it from

…

to

…

?

Step 5 Pairwork:

Have students work in pairs to ask and answer by using the

key sentences about some places of interest in Qingdao

，

such

as Qingdao University, May 4

th

Square, Zhongshan Park and the

zoo.

Step 6 Role-play:

Give students the opportunity to role-play the conversation.

Encourage them to try and recreate the scene.

Step 7 Homework:

1. Role- play the conversation with your partners.

2. If you have time, make a survey about how your parents go

to work.

Father

Mother

How

How long

How far

I ask my parents about how they get to work every day. My

father______________ _______________________________________

__________________________________________________ _________

______________________________ _____________________________

__________ _________________________________________________< /p>

________________________________________ __________________.

Blackboard Design

Unit 3 How do you get to school?

Transportation Key sentences

take

the

train-

by

train How

do/

does

sb.

get

to

…

?

take

the

bus-

by

bus How

long

does

it

take

do?

take the subway-by subway How far is it from

…

to

…

?

ride a bike- by bike

walk- on foot

学情分析

一、所教班级基本情况分析：

本届七年级新生英语水平存在较大差异，

他们来自不同的小学，

因以

往重视程度不同，

对本学科学习的要求 也不一样，

因此带来许多问题。

如他们在写的技能方面基本没有 得到过训练，许多学生书写不规范，

拼写错误多；在读、说方面，语音也有不少需要纠正 的地方，英语基

础参差不齐。

二、学生情况分析：

1.

学生水平不平均。班级中不乏有从小参加英语兴趣班，对语言本

身很感兴 趣的学生。他们领悟能力强，对于朗读背诵得心应手，口语

比较标准，甚至熟练掌握并按 要求进行语言输出，可以自编对话，达

到应用效果。

但有的学生 没有养成良好的学习习惯，

对英语学习不感

兴趣，学起来比较困 难，接受程度低，对句子理解有偏差，比较难达

到基本的学习要求。

因此整个班级的英语学习水平不均衡，

存在两极

分化的现象 ，增加了教学难度。

2.

学习习惯 需改善。已经下半学期，但是有部分学生对于进入一个

新的学习阶段，学习任务加重仍不 适应，还存在课前不预习，课后不

复习的问题，

没有形成一定的 适合自己的方法。

以本单元

How do you

get to school?

为例，由于学生在小学所学的交 通工具的介词表达法，

如：

by bus

、

by train

等运用度较 高，加之先入为主的心理，这些对本

课的动词词组表达法，如：

take the bus

、

take the train

等产生干扰和

混淆。

3.

词汇量小，阅读写作有困难。中考时以阅读理解、阅读表达和书

面表达三类题型为主来 优中选优。

而一些学生仅限于掌握课本上的基

础词汇，