新人教版七年级英语下册 Unit3四课时-优质教案.doc
Unit 3 How do you get to school?第三课时听说课Section B (1a-1e) p16Teaching 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, trainstation, 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 bydifferent 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. ReviewStudents 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。
)Ste p2.Pre-listening activities一．Preview1. 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.Mary wants to know…＿where Bob lives.＿how far he lives from his grandparents’ home.＿how he gets to hi s grandparents’ home.＿how long it takes to get to his grandparent’s home.＿what he thinks of the trip.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. 1dT: Boys and girls, please listen to the recording again, how does Bob get to his grandparents’ home? Check 1 or 2.12The 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。
七年级英语下人教版 Unit3 教案四
Unit 3 Why do you like koalas?Period Four Section B 1, 3, 3a,3b, 3c教学目标（知识技能、过程方法、情感态度）1. Master the main vocabulary: ugly, clever, friendly shy, cute, scary, small, beautiful grass, sleep, during, at night, leaf, him, guess, meat, relax, lazy ect.2. Master the sentence structure: What (other) animals do you like? Where are __ from? They are from_____.3. Cultivate the feeling of love nature, love animals and be friendly with the animals.重点1.The ability to understand fully and imate a sample short instruction passage and write a simlar one.2.The new description words．难点1.Understand and write a short passagw about an animal.2. Use the language to describe the animals freely．教学过程Step1Free talk ( Section B 1 )Greeting the students．Say today we are going to have a trip to the zoo. Would you like go with me? At the first, we should know some friends in the zoo. Then talk about the animals learnt before. Show the students some funny pictures of all kinds of the animals them have already learnt and ask them to describe the anlmals. By doing this we can lead to the new description words which is included in activity 1 in Section B. This activity introduces more key vocabulary,Call attention to the animals in the picture and ask a student to say the name of each one.Point out the list of eight numbered adjectives at the top.Say, Now please match the adjectives at the top with the animals in the picture. Write the letter of the animal on the line after the adjective. Point out the sample answer.As students work, move around the room offering to answer questions as needed.Correct the answers.Step 2 Dialogue making ( Section B 3 )This activity provides guided oral practice using the target language.Say to the students there are so many animals, which animal do you like? Ask one single students to answer this question. Then ask he/she why do you like it? What other animal do you like? Why? Thus the teacher and the student form a sample dialogue. Next ask all the students to make a similar dialogue like this. As they work, move around the room checking on progress and give necessary help and guide.Ask some pairs to present their conversations to the class.When the pairs are presenting their dialogues ask the rest students to listen carefully they have a chance to comment on the performers’ pronouncation, intonation, stress, facial expression, eye contact, the creativity of the dialogue. They can say anything aboout the dialogue.Step 3 ( Section B 3a )This activity provides reading practice using the target language.Show a picture of the leader of the zoo. And say to the students that the leader come across with some difficulties, can you help him? Then lead to “ Let’s help. (1)”. Say that the three animal instrctions and the animal names are in wrong order because of the heavy rain. Can you help putting them in right order? Then ask the students to resd the three instruction by themsekves and match the instruction with the animals.Check the answers.Say in order to let the visitors fully understand the three animals, let’s make a table to compare the three animals. But the table haven't finished would you please finish it?Give the students some minutes to finish the table then check the answers.Step 4 ( Section B 3b )This activity introduces some new vocabulary words and provides reading and writing practice using the target vocabulary.Say the instruction of the lions is destoried by the heavy rain. Would you please help filling the blanks of the instruction so that the other visitors could know the lions more.Call attention to the pictures of animals in 3a, and draw attention to the grass, leaves, and meat. Ask a student to explain each word or use it in a sentence to show he or she understands what it means. Teach the expression sleeps.Point out the description in 3b with blank lines where some words are missing. Read it to the class saying blank each time you come to a blank line.Point out the six words in the box. Say, You can write these words in the blanks. Use each word only once.As students work, move around the room checking progress and offering language support as needed.Check the answers.Step 5 ( Section B 3c )This activity provides reading and writing practice using the target language.Say the leader of the zoo have another problem. The zoo decided to bring in a new kind of animal that is penguins. But the instruction haven’t been written. Would you please help writing a instruction of the penguins for the zoo. The main features of the penguins are on the screen for you. Then give the students several minutes to write the short passage. While the students are writing, move around the classroom and give necessary help. Ask students to share their writing with others in the class. The other students should comment on the short passage written by one specific student. They can comment on the grammar, the vocabulary, and the structure of the short passage.Step 6 ( Words from the leader )Say the animal are so lovely, right? But ther are some ones always want to hurt the lovely animals in order to make money. Then show the students a picture of a dead elephant whose teeth are taken by someone. Is it brutal? So out leader have words for you. Let’s love animals and be friends with them and love nature. Wuold like to do it?Step 7 ( Homework )1. Finish the exercise book part 5 and 6.2. Copy the new words on page 16 and 17 three times and remember them by heart.3. Find some proverbs concering the animals.。
新人教版七年级英语下册Unit3 教案
Unit 3 How do you get to school？教案Part 1:Teaching design (第一部分：教学设计)Structures: How questions; Affirmative and negative statementsTarget language:How do you get to school? I take the bus.How long does it take? It takes 20 minutes.How far is it? I t’s 10 miles.Vocabulary: get to, how far, bicycle, subway, car, train, bus stop, train station, bus station, subway station, minute, kilometer, mile, transportation, calendarLearning strategies: Personalizing; I nferring vocabularySECTION AGoals●To learn to use How questions, affirmative and negative statements●Lean to talk about how to get to places, how long it takes to go to places, and how far theplaces are●To talk about kinds of transportationProceduresWarming up by talkingHello, everyone! What’s the weather like today? It’s a sunny day with a gentlebreeze. It’s comfortable. So this morning I come to school by bike. It took menearly 50 minutes. You know I live far from school. I often take buses to comehere. But it takes me more than an hour. What about you? Today, let’s talkabout how you go from one place to another. And wewill talk about the time it takes to get to places and how far it is between twoplaces.1a Looking and writingOpen your book at page19. Look at the picture carefully and read thedialogue. Then please write how the students in the picture get to school inSample answers:1. take the subway2. ride a bike3. take the bus4. take the train5. walk(on foot)6. take a boat7. take a taxi 8. go in a parent’s car1b Listening and writingLook at the picture again. How do students get to school? Let’s listen toa conversation between two people talking about this. Listen carefullyand write the number of the name in the white box next to the student.Please do it individually. Then let’s check the answer.Answers:1. Bob takes the train.2. Mary takes the subway.3. John takes the bus.4. Paul walks.5. Yang Lan walks.TapescriptA: How do Bob and Mary get to school?B: Bob takes the train and Mary takes the subway.A: How does John get to school?B: He takes the bus.A: How do Paul and Yang Lan get to school?B: They walk. Look, there they are waling now!Now read the tapescript, shadow the how questions and underling the expressions.1c Doing pairworkPlease read the dialogue on page 19 in the box. And make your own conversations about how the’ll ask some pairs to say their dialogue. Sample dialogueA: How does Bob get to school?B: He takes the train.A: Does John take the train to school, too?B: No. He takes the bus.A: What aboutMary and Paul?B: Paul walks,and Mary takes thesubway.A: And Yang Lan walks, does she?B: Yes, she does.2a Listening and repeatingListen to these numbers and repeat. Please pay attention to the pronunciation.Tapescript32, 40, 50, 60, 70, 80, 90, 100forty-six 46 thirty-three 33 seventy-two 72one hundred and five 105 fifty-eight 58 ninety-nine 99sixty-one 61 eighty-four 84Now please look at the five transportation pictures. And we’ll listen to two conversations. The people are talking about how students get to school and how long it takes. Listen carefully and put a checkmark to show the kinds of transportation they talk about. Check your answer.40 minutes 35minutes25minutes10 minutesListen carefully again and match the time with the kinds ofTapescriptConversation 1Boy: How do you get to school?Girl: I take the train.Boy: How long does it take?Girl: Oh, around forty minutes. How aboutyou?Boy: I take the subway.Girl: How long does that take?Oh, around thirty-five minutes.Conversation 2Girl: How do you get to school, Tom?Tom: I ride my bike.Girl: How long does it take?Tom: It takes around twenty-five minutes.Tom: How do you get to school?Girl: I walk.Tom: And how long does that take?Girl: It only takes ten minutes.Look at the sentences on the board. “They take the train. It takes about forty minutes.”“Take the train” means to ride the train. And we also use “take” to talk about a length of time. For example, it takes me 20minutes to get to school. So we use the same word, take, in two different ways. Now read the tapescript, shadow the how questions and underling the expressions.2d Doing pairworkNow please make your own conversations about how you get to school and how long it takes.Example:A: How do you get to school?B: well, I usually walk but sometimes I take the bus.A: How long does it take?B: It takes about 25 minutes to walk and 10 minutes by bus. What about you? A: I get to school by bike, sometimes I take my father’s car.B: Oh, how long does it take?A: It takes around 40 minutes by bike and 15 minutes by car.3a Reading and writingSo far you have learned to talk about how you get to school and how long it takes.The passage you will learn in this part tells us something about Li Lei. Pleaseread the questions about Li Lei in the speech bubbles. Then read the passage andwrite the answers to the questions on the line. You should complete the activityindividually.1How does he 2 How long does 3 How far is it fromget to school? it take? his home to school?By bike and It usually takes About 10 kilometers.by bus. about 35 minutes.Now read the passage following the tape sentence by sentence. Please pay attention to the pronunciation and intonation of the native readers and try to imitate them. Then draw lines under the useful phrases and structures.Lin Fei’s home/ is about 10 kilometers /from school. He gets up /at six o’clock/ every day, showers, and has a quick breakfast. Then/ he leaves for school/ at around six-thirty. First, he rides his bicycle/ to the bus station. That takes about ten minutes. Then/ the early bus/ takes him to school. The bus ride/ usually/ takes about 25 minutes.school? What time do you get up? How do you get to school? Let’s ask some students to say something about you.3b Doing pairworkLook at the pictures on page 21. Can you name each form of transportation? They are easy to you. Read the time and distance that goes with each form of transportation. Pay attention to “mile”, which is a common measure of distance in some western countries. (1 mile=1.6 kilometers). Read the example dialogue in the box.A: How do you get to school?B: I take the train.A: How far is it from your home to school?B: It’s eight miles.A: How long does it take you to get from home toSchool ?B: It takes 35 minutes.A: How do you get to school?B: I walk.A: How far is it from your home to school?B: It’s two miles.A: How long does it take you to get from home to school ?B: It takes 40 minutes.A: How do you get to school?B: I take the bus.A: How far is it from your home to school?B: It’s four miles.A: How long does it take you to get from home to school?B: It takes 15 minutes.4 Talking and writingWell done everyone! Now let’s play a game: Info Gap Race! This time you work in groups of three. You decide which one is A, which one is B and which one is C. Please read the instruction. You ask each other questions to learn information for your chart, and then write the answers on the chart in your book. Don’t look at others’ pages please. The first group to fill in all the blanks is theWho How How long How far1. Maria bus twenty minutes five miles2. John bike ten minutes six miles3. Liu Pei subway fifteen minutes eight milesC:How does Maria get to school?A: She takes the bus. How long does it take Maria to get to school?B: It takes her twenty minutes. How far is it from her home to school?C:It’s five miles.Closing down by asking and answering(using the useful information learned in this part)*How do you get to school?*I usually walk, but sometimes I take the bus.*How long does it to take you to get from your home to school?*It takes 25 minutes.*How far is it from your home to school?*It’s around 4miles. A bus station Section BGoals●To learn to use: bus stop, train station, subway station●To learn to talk about how to get to places further.ProceduresWarming up by asking some individuals questionsHow does Li Lei get to school? First, he rides his bicycle to the bus station. Then he takes the early bus to school. Do you know the bus station? It’s a place where trains stop here. Today we’ll study some other “stations”.1a Looking and matchingLook at the four phrases on the top of page 22 and read them loudly. Then match the words withAnswers: 1. b bus stop 2. a train station 3. c bus station 4. d subway station1b Doing pairworkRead the dialogue in the box first. Then suppose you use two kinds of transportation to get to school. Now make your own dialogues to tell your partner how you get to school, using theSample dialogue:A: How do you get to school?B: Well, I ride my bike to the subway station. Then I take the subway. What about you?A: First, I walk to the bus stop. Then I take the bus to school.A: How does your father get to his school?B: Well, he walks for ten minutes to Bus No. 11. He takes the bus and gets off at Da Yingpan. Then he walks again for five minutes to his classroom.2a Listening and checkingOK, now. Let’s listen to the conversation between Tina and Thomas. What does Thomas want to know about Nina? Here is a list of information that Thomas wants to know. I’ll ask some students to read lines to the class. Then listen carefully and put a checkmark in front of each thing thatThomas wants to know…√where Nina lives.how far from school she lives.how long it takes Nina to get to school.√how she gets to school.what she thinks of the transportation.2b Listening and checkingLook at the pictures on page 22 with a blank line in front of each. They show the ways of how to get to school. Which one is Nina’s? Listen carefully and put a checkmark next to the picture that shows how Nina gets to school.1.—to ride a bike to the subway—to take the subway tothe bus—to walk from the bus stop to the school2.√to walk to the bus—to take the bus to the subway—totake another bus after the subway—to walk from the busTypescriptThomas: Where do you live, Nina?Nina: New Street.Thomas: So, how do you get to school?Nina: Well, first I walk to the bus stop.Thomas: Uh-huh.Nina: I take a bus to the subway station. Then I take the subway.Thomas: Yeah…Nina: Next I take a bus to the bus stop on 26thStreet. Finally I walk.You may turn to the tapescript to read it, underlining theexpressions and shadowing the how questions.2c Doing groupworkNow make your conversations about how Nina gets to school in groups of four. You can use the pictures in activity 2b. Pay more attention to the sentence starters: S he…; Next, she…; Then, she…Sample dialogue:A: How does Nina get to school?B: She walks to the bus stop.C: Next, she takes a bus to the subway station.D: Then she takes another bus to the bus stop on 26th street after the subway.A: Finally she walks to school.Now let’s ask some of you to say your descriptions to the class.3a Reading and writingNow you can say something about how you get to school.Do you want to know how students around the world get to school? Read the article on page 23, and then decide if the statements are true or false in your exercise book.Check the answers:T 1. In North America, not all students take the bus to school.T 2. Other parts of the world are different from the United States.F 3. In Japan, the three most popular ways of getting to school are bus, train and bike. (Students take trains, or walk, or ride bikes)F 4. In China, bikes and buses are the most popular means of transportation. (It depends on where you are)T 5. Students in Hongshanhu and Kaishandao have to take a boat to get to school.Read the article once again, this time, to slash/ the sentences, underline the useful expressions in it and shadow the connectives. After school, you are going to write them down in your notebook. How do students around the world get to school?In North America, most students/ go to school/ on the school bus. Somestudents/ also walk/ or ride bikes to school. In other parts of the world,things are different. In Japan, most students/ take trains to school,although others also walk/ or ride their bikes. In China, it depends on /where you are. In big cities, students usually ride bikes to school/ or take buses. And in places/ where there are rivers and lakes, like Hongshanhu and Kaishandao, students usually go to school/ by boat. That must be a lot more fun/ than taking a bus!3b Reading and writingLook at the chart. Then read the article and fill in the blanks. You can findthe answers in the chart. Please complete the activity individually.How do the students get to Garden High School?At Garden High School, most students ride their bikes to school. Many students walk. Some students drive. Other students take the bus. A small number of students take the subway.3c WritingJust now we filled in an article about how students get to Garden High School. What about you?How do students in our class get to school? Let’s make a survey and listyour ideas on the board. You can use the words and numbers to write apassage about how students in our class get to school.Sample passage:In my class, most students ride their bikes to school. Many students go to school on foot. Some students live far from school, so they go to school by bus. A few students take their parents' car to school.At Taiyuan Wuzhong, most students live at school. They just walk to their classroom. So they don’t ride their bikes to school. Many students play on the playground in the early morning. Some students play football. Some read aloud their English texts. But at the same time, other students in other schools have to take the bus, ride the bike, to hurry to their schools.4 Making a surveyNow turn to page 82, please. Look at the chart. Read the heading and the phrases listed below.Please complete the chart in ten minutes. You can go around the class and ask questions to find out the answers. Look at the dialogue in the box next to the chart. You can ask questions like this.Find someone who…Nameslives 10 miles away from school.walks to school.takes a bus to school.takes more than an hour to get to school.ride s a bike to school.takes the subway to school.takes less than ten minutes to get to school.Do you remember Nina? How does she get to school? How do students around the world get to school? Please tell me in your own words. And I will also ask some of you to say something about themselves. Who will be the first to have a try?SELF CHECKGoals●To revise the vocabulary introduced in the unit●To practice writing skillProcedures1 Filling the blanks and making sentencesLook at part 1 on page 24. Fill in the blanks with the words given to you. Change the form of the word if necessary.Check the answers:1.How do you get to school in the morning?2.What do you think of the transportation in your town?3.When it rains I take a taxi.4.How far do you live from the bus station?5.I like to ride my bike on the weekend.Now make your own sentences with the words. I’ll ask some students to write the answers on the1.When will you get to Beijing?2.I cannot think of any good methods to learn English.3.I take a plane to go to my school in Shanghai.4.My teacher lives close to the school.5.I never ride a bike in life. But I like riding horses sometimes.Saturday SundayMorning: go to visit Mt. WutaiMorning: take a bus around the city, goshopping at supermarketsAfternoon: visit Jinci Afternoon: go around Pingyao City Evening: watch Jinju at a therter Evening: fly home from TaiyuanJust for fun!Let’s sing a song in English.Three Blind MiceThree blind mice, see how they run!They all ran after the farmer's wife,Who cut off their tails with a carving knife,Did you ever see such a thing in your life,As three blind mice?Part 2: Teaching resources(第二部分:教学资源)I. Background reading1.Traffic in EnglandWhen you are in England, you must be very careful in the streets because the traffic drives on the left.Before you cross a street, you must look to the right first and then the left.If the traffic lights are red, the traffic must stop. Then people on foot can cross the road carefully. If the traffic lights are green, the traffic can go. People on foot mustn't cross. In the morning and in the evening when people go to or come from work, the streets are very busy. Traffic is the most dangerous then.When you go by bus in England, you have to be careful, too. Always remember the traffic moves on the left. So you must be careful. Have a look first, or you will go wrong.In many English cities, there are big buses with two floors. You can sit on the second floor. From there you can see the city very well. It's very interesting!III. Word studies （词语学习）1.takev.1.抓住拾起get hold of something or someone; pick something up: Please take my hand. 请拉住我的手。
新人教版七年级英语下册教案— Unit 3 How do you get to school？(第4课时)
1、To listen and read the words after the teachers.
2、To read the words in the box aloud.
3、To match the words with the pictures.
How he gets to his grandparents’ home....
教学后记
通过本节课的实际教学，大部分同学掌握的还可以，但小部分同学对听力材料的理解能力仍有一定的问题，其原因是单词量不够，基础较差。因此对他们应给与适当的辅导，采用分层次教学，以减少俩极分化。
2、Speaking and listening practice
3、学会合理安排交通方式，为旅游打下基础。
教学准备
Some cards and a tape player
教学重点、
难点、关键
Speaking and li stening pract ice.
Listen and check the ways.
1、To play the tape again.
2、To as k them to talk about how Bob gets to hi s grandparents’.
1、To read the se ntences in 1c and listen to the tape.
2、To check the things that Ma ry wants to know.
Unit 3 How do you get to school？
课 题
Unit 3-3 How do you get to school?
新人教版七年级英语下册教案：Unit 3 教案4 四课时
UNIT 3 How do you get to school?Section A 第1课时（1a～1c）自主学习方案1.自学生词，并记住拼读及拼写。
2.预习课本找出重点短语及句子。
（见学案自学导练内容）3.读记后完成自学导练内容。
课堂导学方案Step1 情景导入(教师利用多媒体准备学校及交通工具图片）Teacher：Look at the picture. What can you see？Students：A school.Teacher：Do you like your school？Students：Yes，we do.Teacher： I usually get to school by bike，but sometimes on foot. How do you get to school？环节说明：通过师生对话引出新知识—即how对交通方式的提问。
Step 2完成教材1a—1c的任务1.教师领读1a中的单词或词组，巩固预习内容，并且将交通方式和图片匹配。
（3分钟）2.先大声朗读图片中的小对话，再认真听录音，完成课本1b的听力任务。
教师核对答案。
（3分钟)3.利用1a中的词组和1b中的信息，仿照1c中的对话，学生分小组练习1c的对话，并表演。
（5分钟）。
参考案例：4.小结训练。
（3分钟）（1）一How does your sister get to school？— C .A. Once a dayB. Two milesC. Take the busD. Twenty minutes（2）My brother B to school every morning.A. takesB. walksC. on foot（3）The girl rides her bike to school.(对画线部分提问）How does the girl go to school？环节说明：听说结合，第一时间向学生传达语言目标，通过结对对话练习和小结训练，语言目标得以强化。
人教版七年级英语下册第3单元教学设计初稿4
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:
Ⅴ. Self Check
2.Scan reading
Read the passageagain, and complete the sentences with words from the passage.2c
3.Careful reading
Show the languages points: cross the river, for many students, in one small village, between…and ,no bridge go on a ropeway ,one 11-year-old boy, be like ,leave the village, come true.
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.
镇中学七年级英语学科教学设计(初稿)
主备教师：辅备教师：
教学内容
Unit 3 How do you get to school?
Section B3a-Self Check
课时
第4课时
教学目标
1.词汇：cross the river, for many students, in one small village, between and, no bridge,go on a ropeway , one 11-year-old boy , be like, leave the village, come true.
七年级英语下册(人教版)Unit3第4课时(SectionB2a2d)教学设计
（二）过程与方法
在本章节的学习过程中，学生将通过以下方法培养英语学习能力：
1.通过小组合作、讨论、分享等形式，激发学生学习兴趣，提高课堂参与度。
2.利用图片、实物、情境等直观教具，帮助学生形象地记忆和理解词汇和句型。
3.通过听力训练，培养学生捕捉关键信息的能力，提高英语听力水平。
4.设计丰富的课堂活动，如：角色扮演、调查问卷、小组讨论等，让学生在实际操作中运用所学知识，提高语言运用能力。
5.教师给予及时的反馈和指导，帮助学生发现和纠正错误，提高学习效果。
（三）情感态度与价值观
在本章节的学习中，学生将培养以下情感态度与价值观：
1.培养学生对运动的兴趣和爱好，认识到运动对身体健康的重要性。
七年级英语下册（人教版）Unit3第4课时（SectionB2a2d）教学设计
一、教学目标
（一）知识与技能
在本章节的学习中，学生将掌握以下知识与技能：
1.能够正确理解和运用本节课的重点词汇，如：baseball, basketball, soccer, volleyball, interesting, relaxing, difficult, competition等。
4.学生在情感态度上，对于运动话题表现出较高的兴趣，有利于激发学生的学习热情。但在课堂活动中，部分学生表现出害羞、紧张等情绪，需要教师关注和引导。
5.学生在团队合作方面，具备一定的合作意识，但在分工学重难点
1.重点：本节课的重点在于学生对一般现在时态的掌握，以及能够运用该时态描述自己喜爱的运动及原因。此外，对重点词汇和句型的理解和运用也是教学的重点。
1.学生在上一课时已经学习了一般现在时态的用法，具备了一定的语法基础。但在实际运用中，部分学生对时态的把握仍需加强，需要在课堂教学中进行巩固和提高。
人教版英语七年级下册Unit3优秀教学案例
（二）问题导向
1.设计富有挑战性和思考性的问题，引导学生主动探究和思考，激发他们的学习兴趣和动力。例如，提出问题：“你们认为篮球运动对身体健康有什么好处？”让学生进行思考和讨论。
四、教学内容与过程
（一）导入新课
1.利用多媒体教学资源，如图片、视频等，为学生提供与球类运动相关的视觉和听觉信息，激发他们的学习兴趣。例如，播放一段篮球比赛的精彩片段，让学生边观看边用英语描述比赛情况。
2.引导学生回顾已学过的与球类运动相关的知识，为新课的学习做好铺垫。例如，询问学生：“你们还记得我们之前学过的篮球词汇吗？”引导学生复习并巩固已学知识。
五、案例亮点
1.情景创设的生动性和真实性：在教学过程中，我注重创设生动、真实的情境，如模拟篮球比赛，让学生在实际语境中运用所学知识。这种情境创设不仅提高了学生的学习兴趣，还增强了他们的口语表达能力和交际能力。
2.问题导向的有效性：我设计了一系列富有挑战性和思考性的问题，如“你们认为篮球运动对身体健康有什么好处？”引导学生主动探究和思考，激发他们的学习兴趣和动力。年级下册Unit3优秀教学案例
一、案例背景
人教版英语七年级下册Unit 3的主题是“Can you play basketball?”，主要介绍一般疑问句的构成及其在日常交际中的应用，同时学习与球类运动相关的词汇和短语。针对这一单元，我设计了一份优秀教学案例，旨在通过生动有趣的活动和真实的语言环境，激发学生的学习兴趣，提高他们的口语表达能力和合作意识。
（三）小组合作
1.设计小组活动，让学生在小组内进行交流和合作，共同完成任务。例如，分组进行篮球比赛，并要求学生用英语进行比赛介绍和总结。
七年级英语下册(人教版)Unit3第4课时(SectionB2a2d)优秀教学案例
1.在学生对一般过去时态有一定的了解基础上，我通过展示文本中的句子，引导学生观察和分析一般过去时态的疑问句和回答句的结构，如“What did you do yesterday?”和“I watched TV yesterday.”。
2.我通过举例和讲解，让学生明确一般过去时态的构成和用法，以及如何用一般过去时态描述过去发生的事情。同时，我鼓励学生进行实际操作，用一般过去时态进行造句，巩固所学知识。
四、教学内容与过程
（一）导入新课
1.课堂开始时，我通过展示一张学Байду номын сангаас运动会的图片，引发学生的兴趣和好奇心，提问学生：“Can you guess what the picture is about?”，激发学生对故事情节的猜测和期待。
2.接着，我向学生介绍本节课的主题是询问过去发生的事情，引导学生思考和分享自己昨天的活动，自然地引入一般过去时态的学习。
作为一名特级教师，我深知教学目标的重要性，只有明确了教学目标，才能确保教学过程的方向性和有效性。因此，在设计本节课的教学目标时，我注重了知识与技能、过程与方法、情感态度与价值观三个方面的有机结合，力求为学生提供一个全面、立体的学习体验，帮助他们更好地掌握语言知识，提高语言运用能力，培养良好的学习态度和团队精神。
（四）反思与评价
1.在教学过程中，我鼓励学生进行自我反思，思考自己在学习过程中的优点和不足，并提出改进措施。例如，让学生在课后撰写反思日记，记录自己在课堂上的表现和学习收获，培养学生的自我评价和自我改进的能力。
2.进行同伴评价和小组评价，鼓励学生相互之间给予反馈和建议，促进学生之间的相互学习和共同进步。例如，学生在小组合作活动中，相互评价对方的口语表达和合作能力，并提出改进的建议。
人教版新目标七年级英语下册 Unit 3教学设计
人教版新目标七年级英语下册 Unit 3教学设计一. 教材分析人教版新目标七年级英语下册Unit 3的主题是“Where’s my school bag?”，主要学习如何询问和描述物品的位置。
本单元包括问候与介绍、询问物品位置、描述物品位置、电话交流等情景，旨在培养学生的日常交际能力。
教材内容丰富，贴近生活，有利于激发学生的学习兴趣。
二. 学情分析七年级的学生已经掌握了基本的英语语法和词汇，具备一定的听说读写能力。
但是，学生在实际运用英语进行交流时，还存在着一定的困难。
因此，在教学过程中，需要注重培养学生的实际交际能力，提高他们的语言运用水平。
三. 教学目标1.知识目标：学生能够掌握表示位置的词汇和句型，如“on, under, nextto, between”等，并能够用英语描述物品的位置。
2.能力目标：学生能够在真实情境中运用所学知识进行交流，提高日常交际能力。
3.情感目标：学生能够积极参与课堂活动，增强学习英语的兴趣。
四. 教学重难点1.重点：学生能够掌握表示位置的词汇和句型，并能够用英语描述物品的位置。
2.难点：学生能够在真实情境中灵活运用所学知识进行交流。
五. 教学方法1.任务型教学法：通过设置各种真实的任务，让学生在完成任务的过程中运用所学知识，提高实际交际能力。
2.情境教学法：创设各种生活情境，让学生在情境中感知和运用语言。
3.互动式教学法：鼓励学生积极参与课堂活动，进行师生互动、生生互动。
六. 教学准备1.准备教材、教学课件和相关教具。
2.设计各种真实的任务和情境。
3.准备一些与本节课主题相关的图片、视频等资料。
七. 教学过程1.导入（5分钟）利用图片或视频引入主题，激发学生的学习兴趣。
教师可以用一些简单的问题引导学生进行思考，如“你们在生活中是怎样描述物品位置的？”等。
2.呈现（10分钟）教师通过展示图片或实物，引导学生学习表示位置的词汇和句型，如“on, under, next to, between”等。
人教版七年级英语下册unit3教案
Unit 3 How do you get to school?Section A (1a-2d)一、教学目标：1. 语言知识目标：1) 能掌握以下单词：train, bus, subway, ride, bike, sixty, seventy, eighty, ninety, hundred, far, minute, kilometer, new, every, every day2) 能掌握以下句型：①—How do you get to school? —I ride my bike.②—How does Mary get to school? —She takes the subway.2. Talk about how to get to places (谈论出行方式)take the bus /subway /train /taxi , ride a bike /walk .3. 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。
4. 复习基数词及时间的表示方法。
二、教学重难点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.三、教学过程Ⅰ. Warming-up and Lead in学生和老师进行简单的问候Ss : Good morning , teacher.T: Good morning , classT: 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?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：“Unit 4 How do you get to school?”Ⅱ. Presentation1. 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 / taxiI ride a bike / motorbikeT: 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…?(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)3. 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 … …Ⅲ. 1aT: 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)Ⅳ. Listening1. 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.Ⅴ. Pair workAsk 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.Ⅵ. Listening1. 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 Ⅶ. PresentationShow a picture on the TV and explain these are your home and school.Teach: home----school How long 10 minutes How far two kilometersThen 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 busⅧ. Listening1. Tell Ss the following recording is about how Tom and Jane go to school.2. First, listen to the recording fill in the first column.3. Then, play the recording for the Ss again. Ss listen and complete the rest of thechart.4. Check the answers.Ⅸ. Role-play1. Read the dialogue and find the answer to these questions:①How does Jane get to school?②How far is it from home to school?③How long does it take to get to school from her home?2. Ss read the conversations and then find the answers to the questions.3. Check the answers with the class.4. Play the recording for the Ss to listen and repeat.5. Ss read the conversation then role-play the conversation.6. Let some pairs act out the conversation.HomeworkRole-play the conversation after class.教学反思：学生们初步掌握take 的用法但不熟练，需加强练习和记忆。