初中英语_初中英语七年级Unit3教学设计学情分析教材分析课后反思
Unit 3 How do you get to school?试卷讲评【教师寄语】Seeing is believing.【Free talk】Talk about how you get to school【Learning tasks】理解错题原因【Importance and difficulties】学会出行方式及时间的问和答。
【学习过程】一、学生小组讨论错题二、出示答案, 小组内校正后,任然不会的小组内互帮互助三. 以小组为单位, 把不明白的题提出来,先有其他组学生回答,不清楚的有老师讲解.四. 拓展词组应用重点难点释义:1、How far 用于询问两地间的距离，答语要用表示两地间的距离的词语。
例如:How far is it from Beijing to Shanghai？About several thousand kilometers。
在回答how far的提问时，有3种情形：（1）有具体的数字时，应与away from连用，表具体距离。
（2）可用模糊的概念回答，即far或near。
（3）可用“数字+minutes’…”回答。
Eg: How far is it from the zoo to the park?It’s about 2 kilometers.大约2公里。
It’s very near.非常近。
It’s about 10 minutes’ walk.步行大约10分钟的路程。
【知识链接】由how构成的常用词组词组用法例句how far（多远）提问路程和距离How far is it from your home to yourschool?从你家到学校有多远？how often（多久一次）表频度，意为“多长时间一次”“多久一次”How often does your mother exercise?你母亲多久锻炼一次？Three times a week.一周三次。
how soon（再过多久……）常用于将来时，“多久以后”How soon will he be back?他什么时候回来？In two months.两个月以后。
how long（多久，多长）对时间提问，“多长时间”How long does she live here?他在那里住了多长时间？how many （多少）后加可数名词How many trees are there in frontof the house ?房子前后多少树？how much （多少）后加不可数名词How much milk is there in theglass ？杯子里有多少牛奶？【课堂练习】一、用所给词的适当形式填空。
1．He often (ride ) to school, but sometimes he (walk) to school.2. My mother always ( go ) to work by bus.3. T om never ( take) the train to school .4.Yesterday I ( walk) to school .5.How ( do ) your sister get to school ?二、根据要求完成句子1. I walked to the supermarket yesterday. （同义句转换）I went to the supermarket yesterday.2. Tom sometimes goes to work by taxi. （同义句转换）Tom sometimes to work.3. Lucy usually goes to school by bike. （同义句转换）Lucy usually to school.4. 安通常怎样去上学？Ann to school?5. 她乘坐地铁去学校。
She to school by the .三、短文填空，每空一词，单词的第一个字母已经给出。
Jack l_______ near a little town. It is about 15 kilometers f______ his home to school. Every day, he g______ up at six o’clock, showers, and has a quick b_______. Then he l_______ for school at around half past six. First, he rides his bike to the bus s_______. That takes about ten m_______. Then the early b______ takes him to school. The bus ride u_______ takes about 25 minutes.【总结反思】课标分析根据英语新课堂标准规定，通过听、说、读、写的训练，使学生获得英语基础知识和为交际初步运用英语的能力，激发学生的学习兴趣，为进一步学习打好初步的基础。
此外，也根据我国国情和外语教学大纲的要求，根据现阶段外语教学的素质教育的要求确立重点与难点。
根据教学大纲的要求，本课在教材中所处于重要地位，学生实际学习中要加以重视。
通过学习，掌握现代生活中常用的交通工具，学会谈论交通方式。
提高学生听、说、读、写综合能力，提高学生对一般现在时态用法、结构的理解和使用。
使学生在人际交往中学会尊重和理解别人，学会交换不同的看法，了解他人的喜好，增进情谊。
教材分析本单元以How do you get to school?为中心话题，围绕交通方式而展开，主要运用how/How long/How far 询问“去某地的交通方式、时间、距离。
”简单描述路线。
这一话题贴近学生们的日常生活，安排这样一个话题，符合学生的认知结构和年龄特征，它将为后几个单元的学习打下坚定的语言基础。
本节课是本单元的重点.通过学习谈论交通方式,为今后学习合理安排行程,合理选用交通工具以及设计实践调查报告并提出解决问题的简单方案打下基础,同时通过对话学习以及pairwork的反复操练，进一步提高学生听、说、读、写综合素质能力。
学情分析对七年级学生来说，他们在经过七年级上学期的英语学习后，已具有了一定的英语基础知识，同时也具备一些运用语言知识的能力。
在这样的基础上，学生对于讨论跟他们生活息息相关的内容，很容易产生兴趣。
我们农村的学生，了解和使用的交通工具比较单一，因而联系实际来学习交通工具相对比较容易。
通过本节课的学习，使学生熟练掌握表示常见的交通工具的英文单词, 如bus. Train 以及乘坐交通工具的英文表达法如take the bus by bus on foot学生学会How far, how long 引导的特殊疑问句，能询问他人到达某地的交通方式的表达，并转述;、能运用简单的语言对自己上学的方式进行描述；通过本堂课的学习培养学生小组合作学习的能力，并让学生懂得从环保的角度出发，了解交通工具给环境带来的影响，尽量采用骑自行车或步行的交通方式来减少污染。
评测练习一、用所给词的适当形式填空。
1．He often (ride ) to school, but sometimes he (walk) to school.2. My mother always ( go ) to work by bus.3. T om never ( take) the train to school .4.Yesterday I ( walk) to school .5.How ( do ) your sister get to school ?二、根据要求完成句子1. I walked to the supermarket yesterday. （同义句转换）I went to the supermarket yesterday.2. Tom sometimes goes to work by taxi. （同义句转换）Tom sometimes to work.3. Lucy usually goes to school by bike. （同义句转换）Lucy usually to school.4. 安通常怎样去上学？Ann to school?5. 她乘坐地铁去学校。
She to school by the .三、短文填空，每空一词，单词的第一个字母已经给出。
Jack l_______ near a little town. It is about 15 kilometers f______ his home to school. Every day, he g______ up at six o’clock, showers, and has a quick b_______. Then he l_______ for school at around half past six. First, he rides his bike to the bus s_______. That takes about ten m_______. Then the early b______ takes him to school. The bus ride u_______ takes about 25 minutes.效果分析本节课我设计了三个有针对性的评测练习:一是单词的适当形式填空,考察在对话中对于交通方式话题的各种情境.二是根据要求完成句子,考察句型转换中各种句式结构的组织形式三是综合填空,培养学生对交通方式话题的综合运用能力这几个题目紧扣教材，贴近学生实际生活，很好的考察了学生的运用能力和交流能力，并兼顾了对学生的实践创新能力的考查。
题型中有对词汇、句型结构的考查，又有对日常交际用语及初步语法知识的考查。
不同的题型结构有不同的考查目标，兼顾了在整体上突出语境，照顾知识覆盖面。
可存在诸多不足,通观学生试卷答题情况，学生对于单词的认知比句子的应用好。
可以看出平时学生在应用句子上下的工夫及少，课堂句型的训练还是不够。
特别是第三大题的综合填空,对于上游的学生来说是比较得心应手的，但是中下游的学生基本上不能判断出来，总的来说，就是学生在学习上还不够主动，积极。
从另一个方面说也是知识的掌握不牢靠。
这也说明了我在教学上还必须做很大的改进，学习运用更多有效的教学方法，帮助学生更好的获取知识，巩固知识。
改进措施1、教学中要继续突出学生的主体地位。
一切教学活动的设计和开展应符合学生的心理和生理特点，遵循语言学习的规律，用多种手段激发学习兴趣，力求使学生在生动活泼的课堂活动中掌握英语基础知识，提高听、说、读、写能力2、继续加强语音、词汇及句型教学训练。
初中英语_初一unit3教案设计_教学反思
Unit 2 This is my sister.Period 3,教学反思：本堂课是开始实习期间的第一堂教学课，承接指导老师对第三单元的两次教学后展开复习运用与简单的短文写作实践。
虽然已经有了将近一周的旁听与学习，但当自己实际教学时还是出现的不少问题，最明显的是对于课堂上完全采用英语教学，作为初中一年级的学生接受比较困难，但可以看到他们努力地神情与学习状态。
通过本单元教学，目的在于使学生能运用所学英语，正确地描述物体的颜色；同时进一步学习分辨人物的用语，并加以运用。
本次教学过程中出现的问题主要有：第一，语速较快。
教学中发现自己的语速较快，及时调整的速度，而且教师话语较长，以后设计将注意简明而要，易懂清晰。
第二，个别教师反馈不足，语言形式单调。
在教学中我比较关注与学生互动，给予他们较多的表达机会以在学习过程中担当主动方，同时了解其英语学习程度及对语言知识点的理解与掌握。
但个别教师反馈不足，没有就回答内容给予恰当充分的评价，话语过于单调，显得乏味。
因此必须注意语言的多样性，相同意思可以采用不同的表达形式，潜移默化中丰富学生的口语表达，培养其良好交际能力。
可以采用如：T: Well done, thank you. Please sit down. Do you agree with him?T: Thank you for sharing. Please sit down. You are a good learner.T: It’s a good guess. Thank you.T: Good job!等等。
教师要尽量顾全学生感受，无论对错都要及时和学生交流，让他们清楚自己的情况。
这样学生才会感到被老师肯定，而且的确有人倾听自己的想法，从而提高课堂积极性。
第三，对学生提问，回答者范围局限。
课后反省是我发现自己点名互动的学生较多关注于某几位同学，在有限时间内远远多出其他学生。
主要原因可能在于该生座位较靠前并且听课认真，作为教师有偏向性。
七年级英语Unit3教学反思
七年级英语Unit3教学反思一、本单元教学结构分析与其他每个单元一样，本单元共六页（6pages），其中包括SectionA，SectionB和Selfcheck。
SectionA(Pages1,2&3)提供了本单元教学的基本词汇和语言结构，为本单元的目标句型提供示例和指导性练习，并通过简单的语言活动进行操练和巩固；Page1,2,有听、说、读和Grammarfocus,Page3是语言运用。
SectionB(Pages4&5)的教学是在已有的基础上开展的，许多知识点都是以旧带新，但学习任务的难度在逐渐递升，口头训练也过度到笔头训练，通过这部分的学习，使学生能够对已学过的目标句型运用自如。
Selfcheck是课后自我检测和评价，包括对本单元所学词汇的检测，词汇扩展训练，以及语言运用能力的检测和评价。
通过这部分内容的训练，使学生对本单元的语言目标的`掌握程度有较为明确的认识。
二、本单元教学内容本单元的语言功能是辨别物品的所有者“Isthisyour/her/his…?”，中心话题是Thingsintheclassroom(P.1,BooKI（上册）,Goforit),学习和掌握新词汇：pencil,pen,book,eraser,ruler,pencilcase,dictionary,backpack,base ball,watch,key,computergame,notebook,ring.语言结构有：指示代词this&that,Whatquestions,Yes/Noquestionsandshortanswers,Ho wdoyouspellit?语言目标是掌握句型：Isthisyour…?Yes,itis./No,itisn’t.What’sthisinEnglish?It’sa…Ho wdoyouspellit?P-E-N.三、教学重点和难点1.重点：A）词汇：pencil,pen,book,eraser,ruler,pencilcase,dictionary,backpack,base ball,watch,key,computergame,notebook,ring.B）语言结构：指示代词this&that,Whatquestions,Yes/Noquestionsandshortanswers,Ho wdoyouspellit?C）语言功能：询问物品属性What’sthis/that…?和辨别物品所有者Isthisyour/her/his…?”2.难点：词汇的教和学，多种语言结构的综合运用。
初中英语_七下Unit3 SectionB 2a教学设计学情分析教材分析课后反思
Teaching PlanTeacher: Ding FangTime:March 2nd, 2017School: Hongwen Middle SchoolSubject: 7bUnit3 Section B 2a-2bTeaching aims:1.Be able to master the methods of reading2.Be able to master the passage and study hard.Teaching methods:Guide the students step by stepKey points and difficult points:1.How to retell the passage and find out the useful information correctly. Teaching procures:Step 1. Lead in and warm-upTo sow pictures and Let students talk about their transportations.Step 2. PresentationWith the given pictures, Ask how other students in the small village get to school. And help them to answer：They go to school by ropeway.Step 3.Fast readingShow pictures, guess how they go to school. 2aStep 4 Careful readingRead the passage 2b carefully, and help them answer the questions. Show the methods of reading.Step 5 Careful readingTo talk about 2c, fill in the blanks.Step 6. RetellShow the video and the mind-map, help the students retell the passage. Then ask one or two students try to retell in front of the whole class.Step7. warm-upShow some pictures of students who go to school on a ropeway. And then ask studentswhat they think of this, and what they want to say. Ask one or two students to make a model.Step 8. WritingSuppose you are liangliang, try to write a letter to the newspaper, talk about yourself and ask for some help.Step 9 HomeworkFinish the exercises.学情分析刚刚步入初中的学生，英语基础知识和听说能力普遍较差，大部分学生虽然在小学接触过英语，但应用能力薄弱，书写不规范，发音不准确，经过半年的努力，学生学习语言的能力提高，能够听懂老师的基本课堂用语，学习能力有了普遍提高。
初中英语_Unit 3 My life in the future 写作教学设计学情分析教材分析课后反思
Teaching DesignI.Teaching Objectives1. Knowledge aim: Learn to use the future tense to talk about future life.2. Ability aim: Learn to make a writing frame and beautify compositions.3. Emotional aim：Learn to enjoy the pleasure of predicting the future. II.Key and Difficult PointGuide students to make a writing frame and beautify the compositions.教学对象为初二年级学生，他们对学习英语即感到好奇又担忧，希望得到他人肯定。
因此我在教学活动中尽量让所有学生都能参与到活动中来，创造更多机会来使用英语。
通过本单元前部分的学习，学生已经具备一定的词汇量，已基本掌握如何运用一般将来时对话，但是不具备一定的写作技巧，因此写作未来生活仍难度较大。
结合以人为本，以生为的教学理念，在课堂上运用视频、对话、图片等，通过探究、合作、讨论、小组PK等学习方式，激发学生学习兴趣，鼓励学生大胆展示。
学生具备一定的口语表达能力，基本能够运用所学的词汇和句型表达自己的想法。
为说后写奠定基础。
部分学生的词汇量不够，对于未来生活的描述不够准确到位，需不断增加词汇量。
学生有较强的求知欲和表现欲，但部分学生存在不自信，羞于表现等思想顾虑，但又希望能得到他人的肯定。
因此在教学活动中尽量让这部分学生参与到活动中来，有更多的机会来说英语，减少他们的恐惧感；部分学生对于写作技巧的运用还稍显生疏，只掌握了部分写作美化技巧；对于写作步骤的掌握较为熟练；有一些学习困难生由于基础薄弱，缺少丰富的语言基础，对某些任务的完成有一定的难度，在教学设计中通过学生间的合作学习，促进小组成员之间的互帮互学，鼓励小组中的优秀成员主动帮助学习困难生，培养学生的团队意识。
初中英语_unit3 I'm more outgoing than my sister.教学设计学情分析教材分析课后反思
（Unit 3 I’m more outgoing than my sister.）The Fourth Period Section B（2a-2e）Teaching aims（教学目标）1．读懂Jeff Green, Huang Lei & Mary Smith 关于朋友的个人观点并完成阅读任务。
2．学会欣赏别人的优点，会拿自己或朋友和文中人物做对比。
Language points（语言点）1.要求掌握以下句式：It is not necessary to be the same.It’s not easy for me to make friends.That’s why + clause.I don’t really care if …2．要求掌握以下词汇及短语：(1)形容词和副词：serious, necessary, both, loud, similar(2)名词：mirror, kid, grade, saying, hand, heart, fact, arm(3)动词：should, reach, touch, break-broke, laugh, share(4)短语：as long as, be different from, bring out, the same as, in fact, be similar toDifficulties（难点）：把自己或者周围的人恰当地和他人进行比较。
Teaching steps（教学步骤）1. Before readingCheck homeworkT: I hope you’ve prepared your homework! Please get into groups and share your five sentences about your best friend and you with your group members.Give Ss two minutes to share.While Ss share, write the comparative words Ss used in their sentences on the blackboard. This helps students to focus on the key points.CompetitionShow some adjectives on the screen. Have Ss say the comparative forms of the adjectives as quickly as they can. See who can say the comparative forms the fastest.教学设计说明:检查上节课布置的关于比较自己和朋友的五个句子，引出今天的内容，快速复习比较级，查看学生掌握情况，阅读前的这些活动都是在为阅读做准备。
七年级英语教案及教学反思UNIT
七年级英语教案及教学反思UNIT：Unit3Isthisyourpencil?一、教学目标1.知识目标：掌握本节课的生词和短语，如：pencil,eraser,ruler,pen,isthis,it's,yours等。
学习并运用一般疑问句询问物品是否属于某人，如：Isthisyourpencil?学习并运用肯定回答和否定回答，如：Yes,itis./No,itisn't.2.能力目标：能够在真实场景中运用所学知识进行交流，如：借东西、询问物品归属等。
培养学生的观察力和想象力。
3.情感目标：培养学生关爱同伴，乐于助人的品质。
二、教学重点与难点1.教学重点：生词和短语的掌握。
一般疑问句的构成和回答。
真实场景中的语言运用。
2.教学难点：一般疑问句的回答。
询问物品归属时的交际策略。
三、教学过程1.导入利用多媒体展示一张铅笔图片，引导学生说出单词“pencil”。
学生跟读，确保发音准确。
2.新课呈现利用多媒体展示本节课的生词和短语，让学生跟读并模仿。
利用图片和实物展示，引导学生学习一般疑问句的构成和回答。
3.课堂活动分组活动：每组选出一个组长，组长负责提问，其他成员回答。
提问内容包括：询问物品归属、借东西等。
个人活动：学生自由发挥，用本节课所学知识编写一个对话，展示给全班同学。
4.课堂练习完成课本P34的练习题。
学生互相检查答案，教师解答疑问。
教师带领学生回顾本节课所学内容，巩固知识点。
学生分享学习心得，交流课堂感受。
四、教学反思1.本节课的教学效果较好，学生们对新知识的接受程度较高，课堂氛围活跃。
2.在课堂活动中，部分学生表现出较强的参与意识，但也有部分学生表现较为内向，需要教师在课后给予更多关注和指导。
3.课堂练习环节，学生能够积极完成练习，但个别学生在回答问题时仍存在困难，需要加强个别辅导。
4.在今后的教学中，教师应更加关注学生的学习需求，调整教学策略，提高教学效果。
五、教学建议1.针对不同学生的学习程度，教师可以采取分层教学，使每个学生都能在课堂上有所收获。
初中英语_Unit 3 I'm more outgoing than my sister. Section A 1a教学设计学情分析教材分析课后反思
Teaching PlanUnit 3 I’m more outgoing than my sister.(Period 1：Section A 1a-1c)Type: Listening &Speaking Teacher：Teaching Objectives1.Knowledge objectives1)read and use these words appropriately in speaking: outgoing, both, better,loudly, quietly;review and master the following words: tall, short, long, thin, heavy, hair, sing friendly.2)learn and grasp the following sentence structures :①That’s Tara, isn’t it? No, it isn’t.②Tina is taller than Tara.③And she also sings more loudly than Tara.2.Ability objectives1)Talk about personal traits.2)learn and know the rules of comparatives of adjectives/ adverbs and use themto compare people.3.Emotional objectivesFind out the different traits of others.Important Points and Difficult Points:Important points:1.Key words: outgoing, both, better, loudly, quietly2. The changing rules of comparative forms of adjectives and adverbs.Difficult points:1. Compare people by using comparatives. .2. The changing rules of comparative degree of adjectives and adverbs.Teaching Methods:Listening and speaking, pair work and group work Teaching Aids:multi-media, blackboard, text bookTeaching Steps:Step 1 : lead in1..Greet the class and introduce what to learn in this period.2.Look at the pictures on PPT and review descriptive words for people.What does/do he/she/they look like? What is he/she like?(注意引导学生回顾这两个问句的区别，前者为描述外貌特征，后者是性格特征，从而复习thin, fat, tall, short, quiet, loud 等形容词)3.Have a free talkDo you have a sister, brother or good friend?What does she/he look like?handsome/ medium height/ long hair/ curly hair/ short/ strong/ wear glasses...... What is she/he like?friendly/ funny/ brave/ outgoing/polite/ hard-working/ creative......Try to describe him or her to your partner.Step 2 : Presentation----pre-listening1. Write the opposite words according to the pictures and finish 1a.short-----tall thin-----heavy loudly----quietly long hair----short hair serious----funny weak----strong outgoing---quiet2.Teacher invites one student and compare.T: we are both Chinese and we have some similarities and we both have black hair. But there are also many differences between us. I am taller than Song and I have longer hair than him.3.Present more comparatives by showing picturesJordan is tall. Yao Ming is taller than Jordan. Jordan is shorter than Yao Ming. Angelababy is thinner than Jia Ling.Jia Ling is fatter than Angelababy.Today is hotter than yesterday.Deng Chao is funnier than Bai Yansong. Bai Yansong is more serious than Deng Chao.The white car is more expensive than the red car.(意在让学生学会比较级的用法，结构，对人物进行比较)4.More training about comparatives.There is a picture about animals on the screen. Could you please make sentences by using comparatives? I will give you an example.The elephant has longer nose than the rabbit.The monkey has longer tail than the mouse. .......Invite students to make more sentences.Step 3 : Work on 1b and 1cWhile-listening1. Listen for the first time and finish:Task :Listen and number the pairs of twins in the picture.2.Then listen to the tape for the second time, and answer the questions:Who has longer hair, Tom or Sam?Who is taller, Tina or Tara?Who is heavier, Peter or Paul?Who plays the drums better, Tom or Sam?Who sings more loudly , Tina or Tara?Who is shorter, Peter or Paul?(To help students recognize the target language. )Post-listening----Pair work(work on 1c)Practice the conversation in the picture above. Then make conversations about the other twins.A: That’s Tara, isn’t it?B: No, it isn’t. It’s Tina. Tina is taller than Tara. And she also sings more loudly than Tara.(Pairwork, let them make their own conversations and help students use the target language in natural speech)Step 4 : work on 2a and 2bPre-listeningAsk students to read the words in2aWhile-listening1. Listen for the first time and complete the chart in 2a.2. Listen again and complete the sentences.I’m more outgoing than Tara. I’m friendlier and funnier too.She can run faster and jump higher than me.Who’s more hard-working at school?Tina thinks she works harder than me, but I work as hard as Tina. But she’s smarter than me.I think I’m lazier than Tara. She always gets up earlier than me.3.Listen for the third time and finish 2b.How are Tina and Tara different?Tina is more outgoing than Tara. Tara works as hard as Tina.is friendlier and funnier than Tara. gets up earlier than Tina.runs faster and jumps higher than Tara.is smarter than Tara.is lazier than Tara.Step 5 : Post-listening---Group WorkInterview and Reportquestions:1. Do you have a brother/sister/friend...?2. Do you think you are different from your brother/sister/ friend?3. Who is taller/heavier/more outgoing.....Step 6 : Homework1.Write about the things that are the same and different between you and your best friend.2. Look at the conversation in 2d and role -play it with your partner.Blackboard Design本单元话题内容贴近学生生活实际，同学们感兴趣，有话可说，有话愿说。
初中英语_Unit3Howdoyougettoschool？SectionB(2a-2c)教学设计学情分析教材分析课后反思
Unit 3 How do you get to school？Section B (2a-2c)一、【教材分析】Unit 3 How do you get to school？Section B (2a-2c)学情分析我所教学的对象是七年级学生，对英语普遍感兴趣，但有很大的不稳定性，好奇心强，求知欲旺盛，他们学习英语既感到好奇又担忧，希望能得到他人的肯定。
因此我在教学活动中尽量让他们参与到活动中来，有更多的机会来说英语，减少他们的恐惧感，通过学生间的合作学习，降低他们的学习难度，使他们体验到成功的喜悦。
提高他们综合运用语言的能力，使各层次的学生都有所收获。
刚刚步入初中的学生，英语基础知识和听说能力普遍较差，大部分学生虽然在小学接触过英语，但应用能力十分薄弱，而且学生都来自农村。
因此，学生的各方面能力相对来说都比较薄弱。
但七年级的学生也有一些优势，由于学习的内容比较简单，大多数的知识他们在小学已经接触过，所以学生学起来比较感兴趣。
本单元以交通方式为载体，让学生了解上学方式、出行花费的时间和家和学校之间的距离等，通过一系列的活动来激发他们的兴趣。
但是学生在情感态度、学习策略和文化意识方面还存在诸多需要进一步解决的问题。
例如：个别学生不明确学习英语的目的；有些学生对学好英语缺乏自信，不敢用英语表达；缺乏小组合作意识；一些学生没养成良好的学习习惯，不能做好课前预习和课后复习，学习没有计划性和策略性；不善于发现和总结语言规律，不注意知识的巩固和积累。
针对这种情况，在入门教学阶段，努力做好中小学的衔接，培养良好的学习习惯，放慢教学进度，并为提高学生学习兴趣想一些办法。
Unit 3 How do you get to school？Section B (2a-2c)效果分析根据学校的安排，我做了精心的准备，在我讲这节课的过程中，我们英语组老师给与了很多的帮助和精心的指导。
课后各位老师对我的表现也给与了一致肯定：教态自然，语言很有亲和力，很注重对已有知识的推广和升华；导入自然，课堂效果好；层次分明，富有节奏感，学生参与度广而且热情很高，练习题设置的针对性很强。
初中英语_ Unit 3 How do you get to school教学设计学情分析教材分析课后反思
Unit3 How do you get to school?SectionB (2a—2c)Learning objectives1. Students can remember some new words and structures in this passage and understand the passage.2. Students can use the target language to communicate in our daily life and have a clear mind-map about this passage.3. Through learning, lead students to love school, cherish their life and study hard. Key points and difficult points1) Key points: New vocabularies and some sentence patterns: village、bridge、boat 、ropeway、afraid、cross、leave、come true、between… and… It’s easy to… He is like a father to me. There is no bridge…2) Difficult points: Understand the passage and be able to form a clear mind-map of the whole passage.Teaching procedures:Step1 Warm up and lead-in1. Let’s chant2. Have a free talk: How do you go to school? How do they go to school?Step2. Pre-reading:Look at the picture and the title. Predict what the passage is about.Step3 While-reading1.Fast reading:Task 1：Read the passage quickly and answer the question:How do the students in the village go to school?_____________________________________________________________________ 2. Careful reading仔细阅读Read Para.1, finish the following tasks:Task 2：Translate the sentenceFor many students, it’s easy to get to school._____________________________________________________________________ Task 3：Answer the questionWhy do they go to school like this?_____________________________________________________________________ Read Para.2 and 3, finish the following tasksTask 4：True or false.1. Liangliang is 11 years old.2. Many of the students and villagers leave the village.Task 5：Answer the questions1. Does the boy like his school? Why?_____________________________________________________________________ 2. What’s the villagers’ dream? Do you think their dream can come true?_____________________________________________________________________3.Discussion(讨论)How can their dream come true?What can we do?What can they do?Their dream can come true if(如果) people around the world(世界各地的人们)help them.By discussing the answers of the questions, it can improve their ability of cooperation.4. Read the passage again. Complete the sentences with the words from the passage.1) For the students in the village, it is ________ to get to the school.2) They have to cross a very _____ river between their school and the village.3) They cannot go by boat because the river runs too _________.4) It is not easy to cross the river on a ropeway, but the boy is not _______.5) The students and villagers want to have a bridge. Can their dream come _____? 5. ListeningListen and repeat, try to imitate the pronunciation and intonation.Step4.Post-reading:Retell the whole passage according to the mind-map.For many students-----It’s easy to get to schoola big river between…difficult no bridge so……For the students inone small village the river runs quicklyone 11-year-old boyLiangliangis is not afraidloves schoolDream------have a bridge-----come trueRewritingComplete the passage without looking at your own books.Life is precious(宝贵的). We should cherish our good life now.（珍惜现有的生活）Step7.Homework1. For all: Finish the exercise and preview 3a and 3b.2. Optional: Write a letter to the village students and tell them the way you get to school and what you want to do for them.Unit 3 How do you get to school?学情分析Section B (2a-2c)七年级下册教材内容，较七年级上册内容比，英语知识点深入，而且我们这里的学生地处比较偏远的农村地区，各种条件相对比较落后。
人教版七年级下册英语Unit 3 教学设计
人教版七年级下册英语Unit 3 教学设计一. 教材分析人教版七年级下册英语Unit 3以“日常活动”为主题，通过介绍日常生活中的活动，让学生学会描述自己的日常安排和兴趣爱好。
本单元的核心词汇有play, watch, read, write, listen to, cook等，核心句型为“What do you do on…? I usually…”和“Do you like…? Yes, I do./ No, I don’t.”。
本单元旨在培养学生用英语进行简单交流的能力，提高他们的语言运用能力。
二. 学情分析七年级的学生已经掌握了基本的英语语法和一定数量的词汇，具备了一定的听说读写能力。
但部分学生在语言运用方面还存在一定的困难，特别是在口语表达和听力理解方面。
因此，在教学过程中，教师需要关注学生的个体差异，调动他们的学习积极性，引导他们主动参与课堂活动。
三. 教学目标1.知识目标：学生能够掌握本单元的核心词汇和句型，正确运用“Whatdo you do on…? I usually…”和“Do you like…? Yes, I do./ No, I don’t.”进行日常交流。
2.能力目标：学生能够在真实情境中运用英语描述自己的日常活动和兴趣爱好，提高他们的语言运用能力。
3.情感目标：培养学生对英语学习的兴趣，增强他们的自信心，使他们更加积极主动地参与课堂活动。
四. 教学重难点1.重点：学生能够熟练掌握并运用本单元的核心词汇和句型进行日常交流。
2.难点：学生能够在真实情境中运用英语描述自己的日常活动和兴趣爱好。
五. 教学方法1.任务型教学法：通过设计各种真实的任务，让学生在完成任务的过程中运用英语，提高他们的语言运用能力。
2.情境教学法：创设各种日常活动的情境，让学生在真实的情境中学习英语，增强他们的学习兴趣。
3.小组合作学习：学生进行小组讨论和合作，培养他们的团队精神和沟通能力。
六. 教学准备1.教材：人教版七年级下册英语教材。