Unit 3 How do you get to school听课反思
Unit3 How do you get to school教学反思
Unit3 How do you get to school?教学反思周一我在本校上了一节公开课。
这节课的教学内容是七年级下册Unit3 How do you get to school? （SectionA 1a-1c）。
本课是新目标英语七年级下册第三单元，教材以“Transportation”为中心话题，围绕“How questions”和“Talk about how to get to places”展开，学习运用“I take/ride the/a…”和“I go to…by…”；本节课的教学目标是1.掌握本课时的重点词汇和短语；2.让学生掌握用How do you get to...?及其答语来询问到某地的交通方式；我的教学过程分为以下几个步骤：1. 导入。
通过复习上一单元的重点句型---What time do you go to school?----I go to school at 6:00，引出本节课话题How do you get to school?。
2.播放视频，让学生找出出现的交通工具。
出示交通工具的图片，用师生，生生问答等多种方式让学生进行操练目标句型I walk/ride/take a /the交通工具to school或者I get to school by 交通工具；3.师生对话引出第三人称---How does he/she get to school?---He/She gets to school；4.小组对话操练目标句型，并展示。
5.教学1a,1b;6.总结本课知识点，联系实际，教育学生出行时要多步行，少开车，让环境变得更加美好。
本节课的成功之处：一.目标清晰，重点突出，整节课都围绕重点单词和句型进行教学活动；二、教学设计合理，由易到难，层层递进，符合学生的认知规律；三、环节设计合理，结构紧凑，过程流畅，时间把握恰到好处；四、课堂操练形式多样，学生参与度广；五.板书简洁，重点突出。
Unit 3 How do you get to school听课反思
Unit 3 How do you get to school?听课反思星期三我听了一节七年级的英语课，这是一节阅读课，我把一些听课想法记录如下。
整节课分为: Before reading.---While reading---After reading---Conduction四个部分，这是李如的第二次比较正式的试课，与第一次相比，在课堂控制与教师教态方面进步了很多，更加自然大方，环节设计合理，思路清晰，教师语言简洁明了，指令较为清晰。
另把一些好的地方与小小的建议记录如下：一、Before reading1、好：老师用用索道图片引出rope way，把rope 和way分开，让学生更容易理解，在让学生理解ropeway 的意思的时候，老师提问参加拔河比赛时要用到的是什么，从而让学生理解Rope 是绳子的意思。
随后引出词组go on a rope way, 然后用四幅图片展示Go on a ropeway for…这个用法。
（建议：可以稍为加上一些身体语言把拔河表演出来，学生更容易理解，在板书时与学生可以有点交流）2、好：老师在教授afraid 的用法时，先给出句子让学生感受afraid 三个词组的用法，再让学生自己尝试总结。
最后教师再进行总结以及让学生进行造句。
3、好：老师用farm—farmer, 引出village—villager，这样一个类比是很好的引出方法。
4、好：教师给出三幅图片，提问学生：According to this three pictures, can you image what is the story about? 问题引领，让学生预测信息，然后让学生尝试用自己的语言说一下这篇故事的大概内容。
然后老师提出问题：why they go on a rope way to school? 让学生进入正式阅读。
总：在这一部分，教师呈现了阅读里面的重点单词和句型，并进行简单的操练，为接下来的while reading 做好准备与铺垫。
《Unit 3 How do you get to school》英语课教学反思
《Unit 3 How do you get to school》英语课教学反思《Unit 3 How do you get to school》英语课教学反思这个周我进行了(人教版)七年级英语下册的第三单元第一课时的教学，由于我们七八年级在探索我校的“三点七步”教学模式，所以我通过自主、合作、探究的小组合作学习形式，它不仅促使学生主动探究，而且大幅度的增加课堂小组展示活动的参与度，形成不同程度学生间的相互促进，有利于教学目标的实现。
具体设计如下：“情景引入--出示目标--自研自探--合作交流--展示汇报--归纳提升--当堂检测”。
这样的课堂设计改变了传统的讲授型教学模式，留给了学生更多自由活动的空间；既不脱离教材，又不局限于教材；不仅使学生掌握了课本内容，还使他们学到不少与本课主题相关的课外知识。
例如：当我出示交通工具的图片时，并要求学生就“交通工具”这一问题展开2～3分钟的小组讨论时，学生马上聚在了一起，从bike、bus、car 谈论起来，在小组展示中将课本上没有提到的交通工具也提了出来--plane、boat等。
当学生围绕“How do you get to school?”展开第二次小组讨论时，学生除了运用课本上的例句，也将我黑板上补充的短语用上了，每个小组都在积极的展示自己小组的结论。
当我第三次要求学生合作对话练习时，课堂气氛是很热烈的，七年级学生的积极性就这样调动起来了。
本节课我在教学设计时考虑到学生的实际知识水平和语言能力，从课前准备入手，让学生对于所讨论的话题感兴趣，所以在小组讨论时有话可说，使学生在展示时乐于比拼。
这样设计增加了学生参与学习活动的机会，语言表达能力强的学生带动小组其他成员，代表小组汇报时我兼顾全盘，根据不同的学生设计的问题难易不同，让课堂显得轻松愉快，学习较差的学生也敢于当堂展示了。
Unit 3 How do you get to school说课稿及反思22
Unit 3 How do you get to school? 说课稿一、说教材本单元以How do you get to school?为中心话题,主要运用How long/How far 询问“去某地的交通方式、时间、距离”，简单描述路线。
本课时为本单元的第二课时，是一节听说练习与写作相结合的课型，我将采用大量操练使学生掌握How far 和how long 的句型以及学会运用简单的语言对自己上学的路线、方式进行描述。
根据《英语课程标准》关于总目标的具体描述及《新目标英语》教材的语言教育理念，我将教材内容进行整合，如为了让学生更好的理解3a课文我将书上的三个预设问题分解为听文章回答简单问题，理解问题，以及细节问题三个层次，层层递进。
二、说学情复习课是对旧知识的巩固和对考点的强化记忆，学生没有对新知识的渴望，有些学生认为复习课是无趣的，这就需要教师好好地设计一堂有意义的复习课，力争在复习课上调动学生的学习积极性。
英语复习课必须对本单元单词、短语、重点句型进行巩固，单充的记忆这些东西学生会觉得枯燥、乏味。
上好一节复习课对教师有一定的挑战性。
让不同学生在原有的知识基础上有所提升是复习课要达到的最终目的。
三、说教学目标及教学重难点知识目标1. 掌握以下词汇：cross, river, many, village , between, between...and..., bridge, boat, ropeway, year, afraid, like, villager, leave, dream, true, come true.2. 掌握并会运用下列重要短语和句型：1) 短语：between...and..., come true, go on a ropeway to cross the river, run too quickly, for many students, one 11-year-old boy, be afraid, be like, many of the students, like this2) 句型：There is a very big river between their school and the village.For many students，it’s easy to get to school.Can their dream come true?能力目标听：通过学习本课时的话题，能听懂有关某人乘坐交通工具的对话。
七年级下册Unit3 How do you get to school教学反思
七年级下册Unit3 How do you get to school教学反思七年级下册Unit3 How do you get to school教学反思SectionA1a-1c教学反思在这次教学活动中，我选择的是与学生生活息息相关的内容作为导入认读单词和短语by bus, by bike, by car, walk to school及句子 How do you go to school/I go to school by...的运用。
备课的过程中，最让我困惑的就是如何把课的步骤自然地过渡。
为了这事，我还真花费了不少的脑筋。
可是，直到做课的那天我也没想好如何从前面的游戏过渡到后面的学生小组活动。
为了活泼气氛以及复习旧知，我选用了一首非常好听的歌曲（tick tock time），学生们跟着音乐边唱边跳，很快进入了状态。
首先我使用孩子们很熟悉的动画角色蓝猫上学作为例子。
然后通过听声音复习三种交通工具bus, bike, car.让孩子们发挥自己的想象来猜想蓝猫是怎么去上学的，导入新单词“by〞，得出“乘坐〞的意思后，再将词组by bus, by bike, by car带入进行操练。
接着，我又用动画人物喜洋洋，巧虎等引出答句“I get to school by…〞运用师问，个别问，男女生问，齐问等反复操练问句“How do you get to school〞为了更能加深孩子们的理解记忆，在教授新单词“I walk to school.〞时，先让孩子们听脚步声，加上我的肢体言语，学生很简单就猜出“走，步行〞的意思。
一个个熟悉的角色出现在眼前，孩子们很喜欢，很高兴。
接着操练“How do you get to school/I get to school by...〞。
在这个环节中，我先带读，再利用图片分别让学生问与答。
这一局部教学设计还是缺少趣味性，所以感觉效果不是太好，有学生分神。
最后我还设计出一个调查表作为拓展延伸，让学生运用本堂课所学进行自由问与答。
Unit3_How_do_you_get_to_school教学反思
Unit3_How_do_you_get_to_school教学反思Unit3How do you get to school? 教学反思今天上完七年级英语Unit3How do you get to school?第一课时。
通过这节课，我看到了自己在教学中所存在的问题和不足，以下内容是我对这节课的教学反思：1．课前歌曲导入，在歌曲选择上，紧扣本课时内容，激发学生对导入语言产生足够的兴趣，从而为教学的顺利进行埋下孕伏，使整堂课收到水到渠成的效果。
2.预习感知英汉短语互译：好的开始等于成功的一半，仔细点，一定能做好的。
学生踊跃参与，并言之有理，就可以评价为：Wonderful！我们不吝啬表扬，因为我们知道学生很想从老师那得到鼓励，给学生多些关爱和理解，让他们快乐也是我们希望的。
在英语教学中设计开放性的活动，旨在培养学生兴趣，发展智力和个性，展现才能。
至于“正确答案”就不是唯一的。
关键要看学生在学习过程中的表现，他们是怎么去完成任务的，怎样去拓展思维的。
2．在单词教学设计上，我们同样要注重学生自主能力的培养。
通过听音猜词，利用简笔画，猜图片上的单词让学生直观接触，这样音，形，义相结合的方式便于学生记忆。
没有把教材作为唯一的资源，遵循了新的课程理念，确立了教师即课程、学生即课程、教学环境即课程等新的观念。
教师应根据新的课程观，突破以往的条条框框，打破既定思维定势，努力调整自己的教学行为，利用一切可以利用的资源，尤其是真实的课堂情境中动态生成的教学资源，动态完成教学目标。
如果教学过程中教师过多依赖教材、教学用书，进行规范教学，教学过程就会流于形式，过分单一，从而挫伤学生的学习积极性，也不利于他们对知识的接受。
所以我在教授by+交通工具，take a/ the + 交通工具的用法时，没有过多地去讲语法，而是让学生在反复的语言练习中找到其用法。
可以让学生去总结，去讨论，教师聆听，必要时作出解释在课堂中学生对I get to school by bus. 这一句型容易出错成I by bus to school. 因此应增加这一句型的口头训练。
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。
初中英语_Unit 3 How do you get to school B 2a教学设计学情分析教材分析课后反思
Pep 七年级英语人教版 (go for it）Unit 3 How do you get to School ? 教案Section B 2a–3bTeaching aims （教学目标）1. 能用所学知识阅读文章。
2. 能理解文章内容，回答问题。
3. 能够理解文章细节内容。
4. 能够运用所学内容介绍自己的上学路线。
Language points (语言点)1. 词汇：1) 名词n. river, village, bridge, boat, ropeway, year, villager, dream2) 形容词adj. afraid， true， many3) 动词v. cross，leave4）短语between … and …, come true2. 句型：It’s not easy to cross the river on a ropeway. There is no bridge.Difficulties （教学难点）1. 理解文章内容，正确回答问题。
2. 用所学知识写出完整的文章。
Teaching steps （教学步骤）Step 1. Warm-up and lead in（课堂热身和导入）1.show the song:walking to school2.shoe the teaching aims and language points3.play the videoabout how students get to school.4. play flash cards: different ways to school1)different ways to school in cities or towns.lead in：For many students，it'easy to go to school.2)different ways to school in the poor villages in china. lead in：But for the students in the small villages,it's not easy,it's difficult.Step 2. before reading1.predicting:show the picture in this passage2.Now class, let’s look at the title and the picture ofa newspaper passage,What is the title?Are they stuents?What’s under the boys? Is it dangerous?If you’re one of them, and you go to school this way every day, are you afraid?引导学生读题目看图，预测将要读到的内容。
how do you get to school 教学反思
Teaching ReflectionFrom this lesson, I have seen many problems as well as some success in my teaching. The following is my teaching reflection：1.In this lesson, there are enough interactions between the teacher and students and the ones between students. I finished the teaching contents of this lesson with students together.2.In this lesson, most students’performances are very well done. They are very active and have a strong thirst for knowledge. And they are also willing to interact with the teacher or students. Although there are still some students who want to share their ideas with classmates, they are too shy to speak English in the public. So I would try my best to encourage them to show themselves bravely at class in the future.3.There is an unexpected incident. When I was teaching, a student had a stomachache. So, i asked him whether he should go to hospital or not. He said that he just wanted to go to toilet. I let him go. Then I continued my class again.4.I feel surprised that the students finished a survey very well.5.In this lesson, there are some successful points from me. First, I controlled the rhythm of this lesson well. Second, when students made some mistakes, especially their pronunciation mistakes, I corrected them properly and in time. Third, I was so energetic that I created a relaxing studying environment and got along well with students.6.The contents of lesson interpretation are not very comprehensive and concise and my words of lesson interpretation are not very fluent. And during this lesson, my interlanguages are not appropriate.7.There are something to be improved, such as my board writing,courseware-making and teaching aids. I should make eye contact with students. And also my instructional mode should be given more attention to.Through this teaching practice, I have known a lot about my teaching ability and my English level. I know I must study harder and harder and improve myself both in teaching skills and my English skills.。
《How_do_you_get_to_school》教学设计与反思
《Unit 3 How do you get to school》教学设计与反思一、教学内容与分析本课是新目标英语七年级下册第三单元，本课的教学围绕How do you get to school这一话题展开教学，引导学生通过本课的语言素材看图说话、句型操练、实际描述、对话表演等使学生学会正确运用例外的交通工具，采用例外的交通方式来表达如何到达目的地。
二、教学目标：能够谈论：How do you get to school?掌握各种交通工具的英语表达法。
能够听、说、认读句子：A：How does Bob get to school? B：He takes the train.并能用熟练地运用这些句型对例外交通工具的使用进行谈论和比较。
三、教学重点、难点分析：1、教学重点：能够听、说、读、写各类交通工具并在实际情景中会运用Howdoyougetto school?句型进行交际活动。
2、教学难点：take ride the a…to +地点= go to +地点+ by…walk to +地点= go to + on foot课前准备：多媒体课件或教学挂图。
Period 1教学设计StepⅠWarming-up and Revision1. Enjoy the English song “Over the mountains (driving)“2. Greetings and free talk.StepⅡLead in1.Listenandguesswhatitis. Listenandguesswhatitis.Revisetheoldwordsand teach the new words.2. Guessinggame Theteacher saya sentence ask the students to guess what kindof transportation it is.---It is like a bike but goes much faster. ---A motorbike.---It is like a train but goes under the ground. ---A subway.---It goes in the water. ---A ship or a boat.---It is like a bird,and it flies in the sky.---A plane.---It can take people to the moon. ---A spaceship.---It is very useful, you may ride it to school. ---A bike/ bicycle.3.Therearesomanytransportationsaroundtheworld.Whatkindoftransportationdo you like to choose ?Ask how do you get to school/Shanghai/ Hangzhou/ Luqiao /Paris….?Help the students answer:I take the subway./take the bustake a minibus /take a taxitake the train / take the planetake the ship/take the carride my/a bikeride a motorbike/walkStepⅢTo work in pairs, ask and answerAsk the students to work in pairs.A: How do you get to school?B: I walk to school. I ride a bike to school.I take a bus to school. I take a car to school.I take the subway to school. I take the train toschool.StepⅣPresentation1. Enjoy a good flash named “How does Emilio get to school?“2. First ask two students to ask and answer in pair.Then ask the other students“how does he/she get to school?”He/She takes the subway. /……rides his/her bike……walks.StepⅤGroup workAsk the students to do group work.A: How do you get to school?B: I take the bus. /…ride my bike/ bicycle.walk.C: How does he /she get to school?He/She takes the bus/…rides his/her bike/bicycle. walks.StepⅥWork on 1a and 1b.1.TodoSectionA1alookatthepictureandwritedownthewayoftransportation.2.To listen to the tape and finish1b.StepⅦPresentationAsk“how does Bob get to school?’Help them answer he takes the train.Then ask“how does Paul get to school?”“He walks.“Say Paul usually walks to school. He goes to school on foot.Show some pictures to students. Ask them to say like this.My father rides a bike to work every day. =My father goes to work by bikeevery day.StepⅧTo work in pairs, ask and answerShow some pictures to the students then ask them to work in pairs.A: How do you get to......? B: I take/ride/walk......to school.I get to school...by.../on...StepⅨSummaryTake/ride the/a ...to+地点=go to +地点+by....Walk to+地点=go to +on foot e.g. He often takes the subway to work.=He often goes to work by subway.注意：当home, here, there作地点时to不要。
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Unit 3 How do you get to school?听课反思
星期三我听了李老师的一节七年级的英语课，这是一节阅读课，我把一些听课想法记录如下。
整节课分为: Before reading.---While reading---After reading---Conduction四个部分，这是李如的第二次比较正式的试课，与第一次相比，在课堂控制与教师教态方面进步了很多，更加自然大方，环节设计合理，思路清晰，教师语言简洁明了，指令较为清晰。
另把一些好的地方与小小的建议记录如下：
一、Before reading
1、好：老师用用索道图片引出rope way，把rope 和way分开，让学生更容易理解，在让学生理解ropeway 的意思的时候，老师提问参加拔河比赛时要用到的是什么，从而让学生理解Rope 是绳子的意思。
随后引出词组go on a rope way, 然后用四幅图片展示Go on a ropeway for…这个用法。
（建议：可以稍为加上一些身体语言把拔河表演出来，学生更容易理解，在板书时与学生可以有点交流）
2、好：老师在教授afraid 的用法时，先给出句子让学生感受afraid 三个词组的用法，再让学生自己尝试总结。
最后教师再进行总结以及让学生进行造句。
3、好：老师用farm—farmer, 引出village—villager，这样一个类比是很好的引出方法。
4、好：教师给出三幅图片，提问学生：According to this three pictures, can you image what is the story about? 问题引领，让学生预测信息，然后让学生尝试用自己的语言说一下这篇故事的大概内容。
然后老师提出问题：why they go on a rope way to school? 让学生进入正式阅读。
总：在这一部分，教师呈现了阅读里面的重点单词和句型，并进行简单的操练，为接下来的while reading 做好准备与铺垫。
让学生更容易理解这篇阅读。
二、While reading
1、在这里，老师直接说出了上面那个问题的答案
（建议：可以让同学来回答。
）
2、老师播放课文录音
（可以提出问题，再让学生听录音，回答问题,问题可以提出两个不同层次的问题，让学生可以用到两个阅读策略。
）
3、好：老师运用了简笔画，主要的地点表示出来，帮助学生理清课文主要脉络，也有助于学生后来复述故事。
也用简笔画把between and 表示出来。
老师在在让学生练习造句的时候，还就地取材，用学生的位置来造句。
我觉得这里非常巧妙。
三、conduction
1、老师设计了一个活动，fill the blank, 主要是让学生尝试复述故事
2、老师运用where、who、how、why、what 来引导学生做一个
summary.
(这里几个疑问代词设计得很好，但是在那个what 那里有点牵强，学生一开始不知道是what 什么，后来老师才说了是what dream，直接把what换成what dream是不是会比较好，另外，如果把这两个环节做一个调换，先让同学做一个summary,再让他们完成填空，最后直接做复述，是不是会更简单？)
总的来说，李老师这节课有很多亮点，很多值得我去学习的地方，思维很好，以上的评课知只是我个人的看法，或许不专业，或许有说得不好的地方，我们一起讨论，一起学习，一起成长。