初中英语人教新目标 (Go for it) 版七年级下册Unit 3 How do you get to school?综合与测试表格教学设计及反思

这是一份初中英语人教新目标 (Go for it) 版七年级下册Unit 3 How do you get to school?综合与测试表格教学设计及反思，共18页。

课时安排
Unit 3 How do you get to school? 第 一 课时Section A (1a-2d)
课时目标
1. 能够正确表达如何去到一个地方。
2. 学习完成任务所需要的语言：
1) 词汇：take, subway, hay, walk, train, forty, fifty, sixty, seventy, eighty, ninety, hundred, minute.
2) 句子：
How do you get to school?
I get to school by bus.
3. 完成课本1a-2e的教学任务。
4. 能够写一份简单的交通计划。
课时重难点
1. 教学重点：
1) how /how far /how long 引导的特殊疑问句.
2) 乘坐交通工具的表示方法.
3) It takes / sb some time to do sth .
2. 教学难点：
—How do you get to school? —I take the …/ride …/ walk…
—How does Mary get to school? —She takes the subway.
—How long does it take? —It takes forty minutes.
—How far is it from… to… —It's… kilometers.
教学过程
教学环节
教师活动
学生活动
设计意图
Ⅰ. Warming-up and Lead in











Ⅱ. Presentation














Ⅲ. 1a



学生和老师进行简单的问候
Ss : Good morning , teacher.
T: Good morning , class
T: Look at the picture. What can you see? Do you like your school? I usually get to school by bike, but sometimes on foot . How do you get to school?



1. T: If you are here, but your school is in Shanghai. How do you get to school?
Ss: I take the bus /plane/ boat / ship / car / taxi
I ride a bike / motorbike
T: Do you know any other way?
2. Teacher shows pictures on the big screen .归纳出行方式和常用短语.
Ask some questions about how you get to…?



T: Look at the picture on your book. Match the words with the picture.
(学生们完成1a的学习任务，然后校对答案)

Ss 按实际情况作答
S1: I ride my bike.
S2: I go by bus.
S3: ………
T: Very good. You’re clever. Let’s learn Unit 4 Section A. 之后板书：
“Unit3 How do you get to school?”








Show a picture about Part 1, on the screen.
Point at girls or boys in the picture.
Ask students to answer and write in the blanks.
S1 : How does he / she go to school?
S2 : He / She … …
























让学生积极主动的思考想象总结，多媒体增加趣味性，加强直观性，效果事半功倍

Ⅳ. Listening








Ⅴ. Pair work










Ⅵ. Listening












Ⅶ. Presentation



1. Make sure the Ss know what to do. Give them an example orally if possible.
2. Read the names in the box.
3. Play the tape and check the answers.

















1. Revise the numbers, first, zero~nine, next, ten~nineteen, then, twenty, thirty, forty…finally, twenty-one, twenty-two…
Teach the new word "hundred".
2. Play the tape for the students to finish 2a. Then play again and check the answers


Show a picture on the TV and explain these are your home and school.
Teach: home----school How long 10 minutes How far two kilometers











Ask two students to read the dialogue in the speech bubbles to the class. Then ask students to work in pairs. Ask and answer how students get to school in the picture.
Finally ask some pairs of students to present their conversations to the class.


















Then 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: It's about two kilometers.
A: How long does it take?
B: It takes 30 minutes by bus。
通过图片以及各项活动让学生操练重点句型，学生掌握的较快。













培养学生的团队合作能力。




















在听中不断探索新知，巩固新知。





















利用多媒体辅助教学，设计活动，不断地通过重点句型的练习及描述学会新知。


VI. Listening








VII. Role-play


























Homework



让学生们先阅读2a部分的句子，理解大意。然后 播放2a部分的录音让学生听，引导学生根据对话内容进行填空。





1. Ask Ss to read the conversation in 2c. Then answer the questions below:
① Where does Scott work?
② What time is his radio show?
③ What time does he usually get up?
④ What time does he eat breakfast?
⑤ What time does he usually go to work?
2.Play the recording for the



再播放2a部分的对话录音让学生听，引导学生写出Jim一家人的淋浴计划(时间)。
Check the answers with the class.




学生们阅读对话，然后回答上述问题。老师让几位同学回答上述问题，然后和同学们一起校对一下答案。看学生们的掌握情况。应对话中学生们不明白的地方给予适当的解释。




















Play the recording for the Ss to listen and repeat. Then let Ss work in pairs to practice reading the conversation. Then try to act it out.
4. Ask some pairs to come to the front and act out the conversation. See which group does best.


板书设计
Section A (1a-2d)
1. —How do you get to school? —I ride my bike?
—How does Mary get to school? —She takes the subway.
2. 表达“几十” 个位数字+ty twenty, thirty,
表达“几十几” 一定要用连字符 twenty-five, sixty-nine
hundred one hundred, two hundred
3. ① How does Jane get to school?
② How far is it from home to school?
③ How long does it take to get to school from her home?

课后反思

本课时教学内容和时间有关，我由数字引出时间教学，学生通过复习数字能够准确说出时间，同事学会表述一天中的活动，在这一部分中，学习较好的学生能够准确用口语表达出每天中做事情的时间，但学习有困难的学生在口语表达上存在一定问题，我通过课后练习，让学生学会编对话，通过作业来看，学生掌握还是较好。












课时安排
第 二 课时Section A (Grammar Focus-3c)
课时目标
1. 语言知识目标：
1) 继续练习谈论出行方式take the bus /subway /train /taxi, ride a bike /walk .
2）用不同方式练习 how引导的特殊疑问句，表示乘坐何种交通工具的方式。how far, how long 引导的特殊疑问句。
3）复习基数词及时间的表示方法。
2. 情感态度价值观目标：
了解东西方国家出行方式的不同，以及不同的交通规则,教育学生注意交通安全, 加深对交通知识的了解。倡导自觉遵守交通法规及礼貌,构建和谐的人际关系。了解交通的发展，培养创新精神。
课时重难点
1. 教学重点：
1) how /how far /how long 引导的特殊疑问句.
2) 乘坐交通工具的表示方法.
3) It takes sb some time to do sth .
2. 教学难点：
—How do you get to school? —I take the …/ride …/ walk…
—How does Mary get to school? —She takes the subway.
—How long does it take? —It takes forty minutes.
—How far is it from… to… —It's… kilometers.
教学过程
教学环节
教师活动
学生活动
设计意图
Ⅰ. Warming- up and revision
1. Greet the Ss as usual. Then check the homework.
2. Go over the conversation in 2e.

热身环节由复习旧知开始，为新知做好铺垫。
Ⅱ. Grammar Focus.








Ⅲ. Practice




Ⅳ. Practice






Ⅴ. Game (Find someone who…)





1. Ss check the answer with their partners.
2. Give Ss six more minutes to try to remember the sentences.









Look at 3a. Tell Ss to match the sentences with the answers.



1. Look at 3b. Tell Ss to use these words below to make questions. Then answer them.
How do you get to school? I take a bus to school.
2. Check the answers with the partners.
For example:
1. Now, look at the chart below. Can you tell the meaning of each sentence?
2. Let some Ss say the meaning of the sentences.
3. Make sure Ss know how to do this game.

1. 学生阅读Grammar Focus中的句子，然后做填空练习。
① 你如何到达学校？ _______________________
我骑自行车。____________________
② 她如何到达学校？ ___________________
她乘公共汽车。____________________
③ 到达学校要花多长时间？____________________
大约花费15分钟。___________________
④ 从你有到学校有多远？____________________
仅约两公里。


学生们按教师说的方法，认真阅读找答语，提高阅读理解的能力。
Check the answers with the class.

学生们按教师说的方法，分析每句话中所给的提示词，并造成一个正确的问句，然后给出一个合理的答语。







1. Ss ask and answer these questions with their classmates:
S1: How far is it from your home to school, S2?
S2: It's about ten kilometers.
S1: Oh, no. How far is it from your home to school, S3?
2. 看谁能最先完成调查，并找到与表格中数据相一致的同学。
方法指导： 首先，应重点读左面的五个疑问句，分清它们是特殊疑问句还是一般疑问句；其次，要明确特殊疑问词的用法：how是对出行方式提问；how long是对行程所用的时间提问；how far是对距离提问。然后，再读答语。依次给每个问句找到正确的答语。

方法指导： 首先，应分清它们是特殊疑问句还是一般疑问句，看所给的词汇，如果含有特殊疑问词应是特殊疑问句，如果没有则应是一般疑问句；其次，要明确特殊疑问词的句式结构：特殊疑问词+ 一般疑问句。然后，再根据自己的实际情况，回答这些问题。最后，再通读一遍自己造的问句与答语，确保没有语法上的错误。
板书设计
Section A Grammar Focus-3c
一、1. How (出行方式) 2. How long (行程时间) 3. How far (距离)
二、3a: 1. c 2. e 3. d 4. a 5. b
三、 1. How do you get to school?
2. How long does it take to get to school?
3. How far is it from your home to school?
4. Do you walk to school?
5. Do your friends ride their bikes to school?
课后反思
本课时教学练习活动设计的较多，学生练习频度副词，并能够准确使用特殊疑问词问时间，同时还应该掌握单三人称的问法与回答，学生在之前学习过单三人称，但很多同学忘记了部分，因此本课时边复习边学习新知，只有通过活动才能让学生学的更好。活动的设计较多样，但学生在练习时没能很好的进行口语表达，活动设计在今后的应该少而精。


课时安排
第 三 课时Section B 1a-2c
课时目标
1. 语言知识目标：
1) 能掌握以下单词：
drive, live, stop, think of, cross, river, many, village, villager, between, between…and…, bridge, boat, ropeway, year, afraid, like, dream, come true
2) 表达采用怎样的交通方式去某地：
Well, I ride my bike to the subway station.
Then I take the subway.
3) 阅读短文，获取相关信息的能力。
2. 情感态度价值观目标：
了解东西方国家出行方式的不同，以及不同的交通规则,教育学生注意交通安全, 加深对交通知识的了解。倡导自觉遵守交通法规及礼貌,构建和谐的人际关系。了解交通的发展，培养创新精神。
课时重难点
1. 教学重点：
1) 通过进行听、说的训练，来提高学生们综合运用所学知识的能力。
2) 通过读、写的训练，来让学生们能真正在实际活动中运用所学的知识。
2. 教学难点
听力训练与阅读训练
教学过程
教学环节
教师活动
学生活动
设计意图
Ⅰ. Warming- up and revision
1. Greet Ss as usual.
2. Check the homework.


Ⅱ. Presentation





Ⅲ. Match










Ⅳ. Pairwork








我们来认识几个新单词。I'll show you some pictures on the screen. Let's learn some new words. （在屏幕上展示p16页的图片）

1. Let's open our books at page 16, point out the blank line in front of each numbered phrase. Ask Ss to match each phrase with a picture by writing the letter of the picture in the bank in front of the correct word. One has done for students.
2. Check the answers.


Let some pairs to act out their conversations.
Ss read and try to remember the new words and expressions.学生们将活动与时间一一配对，完成1a部分的教学任务。


















1. First ask two students to read the dialogue to the class.
Sa: How do you get to school?
Sb: Well, I ride my bike to the subway station. Then I take the subway.
2. Suppose you use two kinds of transportation to get to school. Tell your partner how you get ot school.
3. Ss practice the conversations in pairs.


活动的设计新知学习变得轻松简单。
Ⅴ. Listening













Ⅶ. Talking
















Ⅷ. Reading





















Ⅸ. Reading








Homework


1. Ask different Ss to read each line to the class
2. Play the tape for the Ss to listen and check the things Mary wants to know.
3. Get Ss finish the listening task then check the answers.




Check the answers:
















Fast reading
Read the passage and find the answer to this question:
What's the students' and the villagers' dream in this village?
Ss read the passage quickly and find the answer to this question: Their dream is to build a bridge.






Let's work on 2c. Let's read the passage again and complete the sentences with the words from the passage.
.










1. Listen again. How does Bob get to his grandparents' home? Check 1 or 2.
2. Play the tape twice for the Ss to listen and check.
3. Check the answers.



.
1. Let students tell how Bob gets to his grandparents' home. Ask students to use the
pictures in 1d. And write these sentences on the blackboard.
First he … Next he… Then he… Finally…
2. Ss work with their partners. Try to say how Bob get to his grandparent's home.

Read the passage again and find the answers to the questions below:
1. How do the students in the village go to school?
2. Why do they go to school like this?
3. Does the boy like his school? Why?
4. What is the villager's dream? Do you think their dream can come true?





Ss read the passage quickly and try to find the answer



1. Remember the new words and expressions in this period.
2. Ask Ss try to retell the passage after class.

阅读指导： 首先，读这四个问题，记住这四个问题。其次，带着问题去仔细读短文，并在短文中寻找相关问题的回答依据。然后，根据相关依据，写出问题的答案。











1) 首先，阅读这个五个句子，掌握句子的意思，大体确定空格处所缺单词的词性，是形容词、名词还是动词等。
2）其次，带着这五个句子，在短文去寻找与这五个句子相关的依据。在相关的句子中寻找空格处所缺的单词。比如：第一句应是在短文中的第五句中“But for the students in a village in Yunnan, it is difficult.”，可知本空格处应为difficult一词。其他几个也按这样的方法来做。
3） 最后，再读一遍这些句子，看有不有不恰当的地方。
板书设计
Section B 1a-2c
1. bus stop (站点), bus station（综合车站）
2. What's the students' and the villagers' dream?
3. 2b: They go on a ropeway to school.
Because there's not a bridge on the river.
Yes, he does. Because He loves his teacher and his classmates.
It's to have a bridge on the river. Yes, I think so.
Let more people know about it. And let more people help them build the bridge.
2c: difficult, big, quickly, afraid, true

课后反思
本课时教学是阅读教学，我通过课前一系列活动引入阅读，读的部分给学生充分的练习机会，让学生自读，分组读，齐读等方式读阅读篇章。总结提炼文本主要内容，让学生作比较，目的是教学生阅读方法。总的来说，学生学的较好，存在的问题是：读前的活动用时过多，读中的形式不够多样，读后检测没能充分练习。






课时安排
第 四 课时Section B 3a-Self Check
课时目标
1. 语言知识目标：
1) 复习及综合运用如何表达出行方式。
2) 能正确运用take + 出行方式；ride…及by… 来表达自己的出行方式。
3）能用所学的方式来描述自己或他的出行方式。
2. 情感态度价值观目标：
了解东西方国家出行方式的不同，以及不同的交通规则,教育学生注意交通安全, 加深对交通知识的了解。倡导自觉遵守交通法规及礼貌,构建和谐的人际关系。了解交通的发展，培养创新精神。
课时重难点
1. 教学重点：
1) 能恰当运用take + 出行方式；ride…及by… 来表达出行方式
2）练习运用所学的知识来表达某人的出行方式。
2. 教学难点：
如何运用所学的知识来正确表达某人的出行方式。
教学过程
教学环节
教师活动
学生活动
设计意图
Ⅰ. Warming- up and revision
Greet the Ss as usual.
1.Check the homework and have a dictation of the new words and expressions.
2.Let some Ss retell the passage in 2b.

巩固复习旧知
Ⅱ. Presentation














Ⅲ. Reading








Ⅳ. Writing
















Ⅴ. Self Check 1














Ⅵ. Self Check 2


1. Using some pictures to show some ways of transportation:
walk, take the bus/train/subway/plane/boat; ride the bike/horse; go/get to sp by bus/train/subway…
让学生们理解这几个词组的用法。


1. Read the e-mail from your pen pal Tom in the US. Fill in the blanks with the words in the box.




In this task, it's our turn to write an e-mail to Tom and tell him how you get to school.
First, let's look at these questions below:
(Let one student read the questions aloud. Make sure all the students know the meaning of the questions.)

We've learned many ways of transportations. Now let's have a short review.
Look at the words in the boxes below to form as many expressions as possible.













1. Look at the chart below. Write at least five questions. Then answer the questions with the information in the chart.
2. 写作提示：根据表格提示，应有三种类型的问题：出行方式（How）; 距离（How far）; 所用的时间 （How long）; 对每个人都问这三个问题一次。然后根据表格中的提示来回答。

1. Make some sentences using these phrases.
2. Give some examples of the sentences.











学生们按老师所指导的方法，认真阅读短文，并用正确的单词填空。







1. Work in pairs ask and answer the questions. And write them down on your workbook.
2 Try to write a short e-mail with the help of the sentences you wrote.
3. Check the e-mails with your partners.
4. Let some Ss read their e-mail to the class as a model.

1. Ss work in groups and try to write as many expressions as possible:
take a bus, by bus, take a train, by train, take a subway, by subway, ride a bike, by bike….
2. Let some Ss read their answers. Let other students add more phrases.
Note: by + 出行方式（不加the）; take(ride) + a （the）出行方式







同学们根据老师的指导进行问答。将问题与答案写在练习本。然后在小内交换检查。


















阅读指导：首先，明白方框里单词的意思；
其次，阅读这封e-mail了解大意；
然后，认真读每一个句子，根据上下文及空格前后的关键词来确定空格处的意思。并确定应哪一个单词填空。最后，再通读一遍短文，看短文是否通顺恰当。

板书设计
Section B 3a-Self Check
3a: go, leave, walk, boring
3b: 1. When do you leave home?
2. How do you get to school?
3. How far is it from your home to school?
4. How long does it take you to get to school?
5. Do you like your trip to school?
Self Check 1:
take a bus, by bus, take train, by train, take a subway, by subway, take plane, by plane; ride a bike, by bike, walk, on food
Self Check 2:　
1. How does Tony get to school from home?
He gets to school by bike.
2. How far is it from her home to school?
It's about 7 kilometers.
课后反思
本课时的内容是检测与巩固学生综合运用英语语言的能力，学生在学习了本单元以后，完成相应练习，表达出自己的上学方式以及与交通有关的时间及短语，本课时重在练习，因此，学生自主完成的较多，通过学生的自测，能发现一些问题，学生在单三人称的用法上掌握不牢固，同时，部分重点句子用的不熟练。