人教版七年级英语下册教案unit3教案
This activity provides listening practice using the target language. Using a hair band, teach students to practice the words hair band, Point to the numbered list with blank lines after each number.
4. T: Now listen to the conversation. Please write the number of the name in the white box next to the student. One of them has already been done.
5. Then play the recording for the first time. Ss only listen.（放一遍录音，同学们只是听）
Section A 1a
Step 2: 1a
课本图画
First ask students to look at the picture. And read the sample sentences to them. Ask them to repeat.
T: Hey, Dave. How do you get to school?
Saying andpairwork
3
SectionB(1a-2c)
New Teaching(1)
Listening,pairwork
4
SectionB(3a-Self Check)
New Teaching(1)
Reading,writing and pairwork
课 题
Unit3How do you get to school?Section A(1a-Grammar Focus)
(3) Train students' ability to deduce.
单元教学内容及教学形式安排
序号
课 题
教学形式及课时安排
任务设计
1
SectionA(1a-2b)
New Teaching(1)
Task-based Language Teaching
2
SectionA(2c-3c)
New Teaching(1)
8. Then check the answers.
课 题
Section A(3a-4)
教
学
目
标
知识与能力
(1) Train students' writing skill.(2) Train students' ability to deduce.
过程与方法
Listen, pair work and discuss.
Step Ⅲ 2b
This activity provides listening and writing practice using the target language.
And then have different students explain in his/her own words what each word means. Encourage students to make their own sentences using these words. For example, for the word must, a student might say, The English magazine must be Li Lei's. He likes reading English magazines very much.
Step Ⅵ 2c
This activity provides writing practice using vocabulary introduced in the unit.
Step Ⅴ Grammar Focus
Ask students to say the questions and answers in pairs. At the same time, write them on the blackboard.
3.完成课本第19-20页1a, 1b, 1c, 2a,2b,2c的教学任务。
4.能够写一份简单的交通计划。
过程与方法
Listen, pair work and discuss.
情感态度
与价值观
通过对交通方法的学习，能够对现实生活中的事情进行推理。
教
材
分
析
重点
How do you get to school?I get to school by bus.
S2:It might be Wu Jun's.
T: Wu Jun, is this your pen
W: Yes, it is.
T: He says it's his. The pen must be Wu Jun's.
(Holding up a notebook)Whose notebook is this
6. Play the recording a second time. This time ask the Ss to write the number of the name next to the correct Ss.（放第二遍录音，这次让同学们在学生下写出正确的名字）
7. Ask Ss to complete the activity individually.
2. T: Do you want to listen to an English song?
3. T: Ok. Let's listen to a song "Lemon Tree". T: Let's learn the new words.（让我们来学习新的单词）
subway take the subway train take the train
难点
How do you get to school?I get to school by bus.
课 型
New Teaching
教学准备
1.A tape recorder.
2.A computer for multimedia use.
预计授课时间
第3周
教 学 设 计
主 案
副 案
1. T: Hi! Everyone. Nice to see you again.How are you today?
Ask students, what does it mean when you say something must be true How sure are you that it is true 100 percent 50 percent 10 percent
Repeat the process with the words might, could and can't.
教
学
目
标
知识与能力
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.
单元教材分析及教学形式安排
单元名称或题目
Unit3How do you get to school?
单元教学内容分析
本单元主要是学习能够正确表达如何去到一个地方
单元教学目标
(1) Train students' listening skill.
(2) Train students' writing skill.
Then let Ss say how other Ss in the picture get to school. Give them some help if necessary.
然后让学生说在图画中别的学生是怎样去上学的，如果需要帮助就给予帮助。
Then read the phrases to them and ask them to repeat. Then ask them to write them in the box and add other ways to get to school.
课 型
New Teaching
教学准备
1.A tape recorder
2.A computer for multimedia use
预计授课时间
第5周
教 学 设 计
主 案
副 案
Ⅵ. Teaching Procedures:
Step I Revision
Revise the conversations in lb. Get different pairs of students to talk about who each thing might belong to and give a reason.
过程与方法
1. Practice method.2. Pairwork.3. A game.
情感态度
与价值观
When you are in trouble, send an e-mail message to your friends to ask for help.
Step Ⅶ Homework
Make two sentences each using the words must, could, might and can't.
七年级英语下册unit3教案课堂教学设计
本文将分享一份关于七年级英语下册Unit 3的课堂教学设计。
这一单元的主题是“Excuse me, where’s the post office?”，旨在帮助学生学会寻问和指示方向。
一、教学目标1.学生能够利用“Excuse me, where’s…?”和“Go straight / Turn left /Turn right / Do a U-turn…”等相关表达方式寻问和指示方向。
2.学生能够掌握交通工具和要素的相关单词和短语，如bus stop, subway, trainstation, etc.3.学生能够在交流中理解和使用地图和城市布局相关的词汇。
二、教学准备1.PowerPoint演示文稿2.学习用的绘画和游戏材料3.相关练习题和课堂活动材料三、教学步骤1.导入引入问题：幻灯片上展示一张城市地图，要求学生根据已知的地标(如学校、体育场、购物中心等)找出周围的其他地方。
2.学习交通工具和要素教师通过幻灯片展示不同的交通工具和点。
继续讨论如何利用不同的交通工具到达一个点，例如，利用地铁从学校到达电影院：Excuse me, how do I get to the movie theater?Take the subway.Where's the subway?Turn right and go straight. The station is on your left.3.教学寻问和指示方向教师在幻灯片上展示不同地理位置的照片和地图，提示学生开始学习如何问路和指路。
教师向学生展示如何使用“Excuse me, where’s…?”句型，以及“Go straight / Turn left / Turn right / Do a U-turn…”等表达方式来指示方向。
教师可以与学生分组进行角色扮演，以加强他们的语言进程和提高他们的口语表达能力。
4.练习方向、地图和城市布局相关的词汇通过游戏、图片和绘画等多种形式收集和展示不同的地图和城市布局相关的单词和短语，例如：Bus stop / Subway / Train stationNorth / South / East / WestOn the left / On the right / Across the street / Next to5.面向现实场景的实践通过现实场景的练习加强学生的学习效果。
初一七年级英语下册人教版Unit 3 How do you get to school？ 单元教案、教学设计
Unit 3 How do you get to school?Learning Objectives一、Topics（话题）:Transportation二、Functions (功能)Talk about how to get to places三、Structures (结构)1. How questions2. How long questions3. How far questions四、Target Language (目标语言)How do you get to school?I ride my bike.How long does it take to get to school?It takes about 20 minutes.How far is it from your home to school?It’s about two kilometers.五、V ocabulary （词汇）train, bus, subway, bike, car, boat, river, year, minute, kilometer, sixty, seventy, eighty, ninety, hundred, ride, drive, live, leave, cross take the train/bus, go by bike/subway, ride a bike, drive a car, think of, between … and …, leave home/school, come true六、Skills (技能)Listening for key informationScanning in reading七、Recycling （复习巩固）Numbers 1–30I usually …It is easy to …Thanks for …八、教材分析本单元以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。
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.。
人教版七年级英语下册《Unit 3 How do you get to school单元教案
授课时间年月日第周星期第1课时教学内容Unit 3 How do you get to school? SectionA教学目标1. Words & phrases: get to , how far , bicycle , subway ,minute , mile , bus stop .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..教学重点难点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 /will take/took some time to do sth .教学辅导材料与手段Multimedia教学过程教学环节教师活动学生活动Step 1 Leading inAsk some Ss some questions :I usuallytake the motorbike to school? How about you? Step 2 Pre-task1. Write down how you get to school .2. Look at the picture .Write down how the studentsget to school.3. Make dialogues with the phrases .4. Groupwork: Divide the students into groups ofthree or four .Practice reading the dialogues. 5. Act out their dialogues .Page 19 , 1b .Listening1. Make sure the Ss know what ot do .Give them an Greet the classReview the things learntbefore.Answer the questions.Say something abou ttheir own experience.Learn the conversationsand the drills.example orally if possible .教学环节教师活动学生活动2. Read the names .3. Play the tape and check the answers .Correct the answers .Step 3 PairworkA: How do you get to school?B:I…A:How does he\she get to school?B:He\She…Step4 Group WorkMake a survey: How do the Ss get to school inyour group? Do a report.Step5HomeworkMake a survey: How your parents get to work..Look at the pictures.Look at the picturescarefully and answer thequestions.Read the conversationand do a pairwork withpartners.Do this part carefullyFinish the exercises andhomework carefully.板书设计Unit 3 How do you get to school?take the bus /subway /train /taxi , ride a bike /walk .A:How do you get to school?B:I…A:How does he\she get to school?B:He\She…教学反思授课时间年月日第周星期第2课时教学内容Unit 3 How do you get to school? SectionA 教学目标1.复习基数词及时间的表示方法.2.了解中外文化的差异.教学重点难点1.It takes /will take/took some time to do sth .2. Target language. The use of the drill.教学辅导材料与手段Multimedia教学过程教学环节教师活动学生活动Step 1 Leading in1. Greetings .2. Check the homework .Step 2 Pre –taskPage 20 , 2a.2b&2c .1. Revise the numbers .2. Teach the new word :minute .3. Play the tape for the students to finish Greet the classReview the things learntbefore.Revise the numbers .Listen to the recordingcarefully.2a&2c .Then play again and check theanswers ..4. Go over the dialogue in Page20 ,2d.Step 3 Pre-taskCheck the answer.教学环节教师活动学生活动Page 20 ,Grammar focus .1. Review the grammar box .Ask students to saythe statements and responses .2. Practice reading .Explain the usage of “take” in “take the train”and “take some time to do sth” .activityStep 4 PairworkMake a conversation about how you get toschool. Then practice in pairs.Step5 HomeworkRemember the Grammar Focus .Read the conversationand do a pairwork withpartners.Do this part carefullyFinish the exercises andhomework carefully.板书设计Unit 3 How do you get to school? Numbers: 32 40 41 50 60 70 80 90 100 Phrases:It takes /will take/took some time to do sth .教学反思授课时间年月日第周星期第3课时教学内容Unit 3 How do you get to school? SectionA教学目标1. 复习how far ,how long 引导的特殊疑问句.2. Reading practice.3. Writing practice.4.New words and phrases: town ill worry so much教学重点难点1. Key vocabulary, key phrases2. Target language. The use of the drill.教学辅导材料与手段Multimedia教学过程教学环节教师活动学生活动Step 1 Leading in1.Have Ss make sentences with “take to” .Explain the usage of “take” in “take the train”and “take some time to do sth” .Step 2 While-taskPage 21,3a .1. Pay attention to the speech bubbles .Read thequestions .2. Read the passage by the Ss. Find the answersto the questions and write the answers on thelines .Correct the answers .Step 3 Page 21, 3b .Greet the classReview the things learntbefore.Answer the questions.Say something abouttheir own experience.Learn the conversationsand the drills.教学环节教师活动学生活动1. Show Ss the example in the box .Two studentsread it to the class .2. Pairwork: Make your own conversations usingthe information in the left box.3. Ask some pairs to present the conversations tothe classStep 4 Post-taskPage 21 ,Part 4 .Groupwork.Divide the Ss into groups of three .In each group ,one is A,who look at Page 21.One is B,who look at Page 85,the other is C,who look at Page 86 .Fill in the blanks .The group who fill in the blanks first wins .Step 5 HomeworkWrite the sentences in Part 4 on the exercise books .Look at the pictures. Look at the pictures carefully and answer the questions.Read the conversation and do a pairwork with partners.Read this part carefullyFinish the exercises and homework carefully.板书设计Unit 3 How do you get to school?A:How far is it from your home to school?B:It’s…It takes/took sometime to do something.教学反思时间年月日第周星期第4课时教学内容Unit 3 How do you get to school?. SectionB教学目标1. vocabulary :bus stop bus station train station subwaystation .2. 能力目标:谈论上学的全过程。
英语人教版七年级下册Unit3 reading 教案
What can we do to make their dream come true?
6. Can the boy’s dream come true?
Why not?
1.对文章进行逐层分析，抽丝剥茧，引导学生对目标文章有一个通透的理解。
3.学生从中能够锻炼沟通合作能力。
Step3.
展示交流
(6分钟)
帮助学生用投影进行展示，聆听、欣赏并给予点评。
小组代表到教室前进行展示，并读出自己的海报内容。
通过小组合作成果的展示，学生互通有无的同时体会合作后的成就感、提高自信心并能更全面地了解交通安全。
Step4.
总结拓展
（1分钟）
总结道路安全同时拓展食品安全、用火用电安全及语言安全等，并给予简单有效的建议。然后领读名言，体会珍惜生命。
2.设置不同难度问题让各个程度的学生都能有所表现，增强自信，从而更乐意从事英语阅读。
3.最后开放型问题启迪学生思考：（1）怎样尽己所能关爱他人；（2）生命只有一次，我们要珍爱生命。怎样在上学路上珍爱生命？（引入下一个任务。）
任务2：校本阅读资料。
通过制作交通安全主题海报，进一步落实上学路上安全问题。
教学目标
语言能力目标
1)巩固表达采用怎样的交通方式去某地。
2)阅读短文，获取并整合相关信息。
3)学会表达简单的交通规则。
思维品质目标
学会关爱他人，合作共赢。
学习能力目标
强化听说读写的能力及合作学习的能力。
文化意识目标
倡导自觉遵守交通法规,珍爱生命，构建和谐的人际关系。
教学
重难点
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。
人教版英语七年级下Unit3教案
2、自主学习：给学生2分钟熟读交通工具的英文名称。
3、交流探究：组内同学相互介绍交通工具名称。
活动二询问出行方式
（一）活动目标：能够就出行方式进行询问。
（二）活动步骤：
理解阶段
1、构建理解动场：在学习完交通工具英语表达后，导入How do you get to school?的询问方式表达。
所需句型How do you get to school?
I get to school by bike/car/train.
I take a train/car/bus to go to school.
对话任务分配：同组同学相互询问组内成员的出行方式，并用两种表达方式回答。
2、自主学习：教师与学生model数遍---T-S相互问答model---给学生3分钟时间，S-S操练model问答，教师巡视指导----教师出示第三人称变型，让学生一一套入句型练习第三人称单数表达，给学生5分钟时间，S-S操练问答，教师巡视指导。
5分
情感态度及文化意识目标：
1．有明确的学习目的，能认识到学习英语的目的在于交流；2．有学习英语的愿望和兴趣，能体会英语学习中的乐趣，乐于参与各种英语实践活动；3．有学好英语的信心，敢于用英语进行表达；4．能在小组活动中积极与他人合作，相互帮助，共同完成学习任务；5.谈论出行方式的话题。
5分
创新支点：1、理解阶段----通过自主学习、交流来理解被动语态的意义；2、听力活动-----抓住信息点词汇；3、操练阶段----反复读；4、语言应用阶段----构建动场、交流评价。
5分
分析教材（单元）的重点和难点。
1.能正确使用下列词汇：bus, train, bike, subway car, minute, stop, station, between, by, sixty, seventy, like, ride, take, ,dream, bridge
人教版初中七年级英语下册第三单元Unit3教案含教学反思
第3单元How do you get to school?本单兀教学计划弋，本单元知识梳理类别课程标准要求掌握的内容话题Transportation交通方式Section A 单词train n.火车bus n.公共汽车subway n.地铁ride v.骑n.旅程bike n.自行车sixty num.六十seventy num.七十eighty num.八十ninety num.九十hundred num.一百minute n.分钟far adv.&adj.远；远的kilometer(-kilometre)(abbr.km)n.千米；公里new adj.新的；刚出现的every adj.每一；每个by prep.(表小方式)乘(交通工具)drive v.开车earn.小汽车；轿车live v.居住；生活短语get to到达take the subway乘地铁ride a bike骑自行车every day每天by bike骑自行车from home to school从家到学校how far多远句型1.—How do you get to school?你怎样去上学？一I ride my bike.我骑自行车。
2.一How long does it take to get to school?去学校要多长时间?—It takes about15minutes.大约15分钟。
3.—How far is it from your home to school?从你家到学校有多远？一Ifs only about two kilometers.大约只有2千米。
4.H ave a good day at school.祝你在校过得愉快。
5.D oes Jane walk to school?简步行去学校吗？Section B 单词stop n.车站；停止cross v.横过；越过river n.河；江many adj.&pron.许多villagen.村庄；村镇between prep.介于....之间bridge n.桥boat n.小船year n.年；岁afraid adj.害怕；畏惧like prep.像；怎么样villager n.村民leave v.离开；留下dream n.梦想；睡梦v.做梦true adj.真的；符合事实的ropeway n.索道短语think of认为；想起between...and...在....和....之间come true实现；成为现实have to不得不；必须句型1.Mary wants to know what he thinks of the trip.玛丽想知道他认为这次旅行怎么样。
人教版七年级英语下册教案与习题：Unit 3 How do you get to school
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。
2. 情感态度价值观目标：让学生感受到他们学习英语是为了在现实生活中进行交流，而不单纯是为了英语课和应付考试而学习,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。
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 answersⅦ. 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 the chart.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.Homework1. Remember the new words and expressions in this period.2. Role-play the conversation after class.Section A (Grammar Focus-3c)一、教学目标：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。
人教版七年级下册unit3-How-do-you-get-to-school-单元教案
Unit 3 How do you get to schoolPeriod 1教学内容与分析教学内容：Make a list ; Listen and write ; Pairkwork教学目标：1) 能够谈论：How do you get to school? 掌握各种交通工具的英语表达法。
2) 能够听、说、认读句子：A：How does Bob get to school? B：He takes the train.3) 能用熟练地运用这些句型对不同交通工具的使用进行谈论和比较。
教学重点、难点分析教学重点：能够听、说、读、写各类交通工具并在实际情景中会运用How do you get to school?句型进行交际活动。
教学难点：take ride the/ a …to + 地点= go to + 地点+ by…walk to +地点= go to + on foot教学设计Teaching proceduresStep ⅠWarming-up and Revision1.Greetings and free talk.2.RevisionStep ⅡLead in1. Listen and guess what it is.Listen and guess what it is. Revise the old words and teach the new words.2. Guessing gameThe teacher say a sentence ask the students to guess what kind of 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 takes you about three hours to go to Beijing from Shenzhen by it. ---A plane.---It can take people to the moon. ---A spaceship.---It is very useful, you may ride it to school. ---A bike3. There are so many transportations around the world. What kind of transportation do 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/walkStep ⅢTo 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 to school.Step ⅣPresentation1. 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.Step ⅤGroup 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/bicyc le ./ walks.Step ⅥWork on 1a and 1b.1. To do Section A 1a look at the picture and write down the way of transportation.2. To listen to the tape and finish1b.Step ⅦPresentationAsk “h ow 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 bike every day. Step ⅧTo work in pairs, ask and answerShow some pictures to the students then ask then to work in pairs.A: How do you get to......? B: I take/ride/walk......I get to school...by.../on...Step ⅨSummaryTake/ride the/a ...to+地点=go to +地点+by....Walk to+地点=go to +on foote.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。
Unit 3SectionB2a-2d教案2021-2022学年人教版英语七年级下册
Unit 3 Will people have robots?Section B 2a-2d教学设计一、教学设计指导思想和理论依据《中学英语教学大纲》指出：“中学英语教学的目的是对中学生进行听、说、读、写的基本训练，培养学生口头上、书面上初步运用英语的能力，侧重培养阅读能力”。
阅读理解是吸收书面信息的最重要手段，它能给学生提供更为丰富的教育教学资源。
现行初中教材中，阅读课文是各单元教学的核心，容量大、密度高、话题广、课时紧。
但阅读课是培养学生阅读能力的主要渠道，在教学实践中构建合理有效的阅读课堂模式，以充分调整学生的积极性和主动性是英语教学的重点。
本节课旨在创设各种机会和条件，让学生参与语言的实践活动，不断提高他们的语言运用能力。
二、教学背景分析1、教学内容分析本节课是一篇阅读课。
围绕机器人发展之路展开话题，内容主要涉及机器人的现在和未来，其中还穿插了科学家的不同观点。
篇幅较长，旨在训练发展学生的阅读能力。
同时通过对机器人现在与未来的讨论，激发、培养学生对未来生活的向往，鼓励学生为实现美好的梦想更加努力地学习。
2、学情分析优势：通过学习，学生能听懂基本的课堂指示语，经过不断的训练，学生能有效地展开课堂活动。
本节课的内容涉及机器人，学生会有很浓厚的兴趣，会对教学产生良好的影响。
困难：班级学生整体水平差异很大，部分学生词汇量不足，阅读习惯不好，导致阅读速度慢，阅读理解能力差，对整体教学带来一定困难。
因此在组织教学活动中，要注重学习策略的指导，灌输自主、合作、探究学习的思路，同时注意调整活动任务设置的梯度，使每个学生通过学习活动，都能学有所成，体验到成功。
3、教学方式、教学手段、技术设备说明本节课设计利用思维导图的形式从robots today, robots in the future两个方面梳理文章脉络，并指导学生用思维导图来复述文章，锻炼学生的归纳总结和语言表达能力。
运用“讨论-限时自读-导读-复读-讨论”的基本课堂教学模式，设计学生学习活动。