资源简介

人教版初中英语七年级下册
Unit 3 How do you get to school？
第五课时Section B (3a-Self Check)　 (
1
)
Language ability goal【语言能力目标】
Talk about transportation and how to get to places .
Key teaching points 【教学重点】
Review the use of “how, how far ,how long”.
Review to use some useful expressions: take the bus /subway /train /taxi , ride a bike/walk,by bike/bus/train ,think of,come true,every day.
Guide the students to master the writing skills of transportation.
Special difficulties 【教学难点】
Lead the students to learn the different transportation between countries, express themselves correctly and know something more about western culture.
Teaching method【教学方法】
写作：采用多媒体展示，小组互动；解释性讲解；思维导图列写作提纲等教学法。
Teaching preparation【教学准备】
Teacher preparation: 课本，教案，PPT图片，本课音频，多媒体等
Student preparation：1. 预习P18 3a 。2. 预习 Self Check。
Teaching Steps【教学步骤】
Step1. Warm-up and revision（课堂热身和复习）
单元话题复习: 采用三个视频给学生展示水，陆，空交通运输方式，，让他们充分的了解现代化的运输方式。
T: Now, in our daily life, there are many new ways of transportation. Let’s watch the video.
Fast reaction: Translate some key phrases.
Step 2. Complete the passage in 3a on P 18.
T: Read the e-mail from my pen pal Tom in the US.
Read quickly and find out what it is talking about.
(学生通读短文掌握大意。)
T: It’s an e-mail about how Tom gets to school. Writing an e-mail is a great way of expressing your opinion . The advantage of most e-mails is convenient to reply the friends.Use the right greeting is very important(Dear Mr. / Ms.).You must keep it short and clear ,and you can use first, second, next, and finally to express your opinions.At last,you can end up with “I am looking forward to your reply," "Thank you,"或者"Sincerely".
(简单介绍电子邮件的特点及作用。)
T: Now, please read carefully and fill in the blanks with your own words first.
(引导学生根据上下文及所缺部分在句子中所作的成分选词。)
T: This time, read carefully and fill in the blanks with the words in the box.
(引导学生根据上下文及所缺部分在句子中所作的成分判断选填哪个词。)
Have the Ss check their answers with their partners first. Then choose several Ss to show their answers blank by blank.
(Answers: get to，leave ，walk，kilometers， takes ，boring )
T: Let’s see if your words can be used to fill in the blanks.
(帮助学生分析他们的词语能否用来填空。同时强调get to这个短语的用法。)
Give the students time to read the completed passage.
(帮助学生大声读出完整的e-mail，可以储备语句，提高语感。)
Step 3. Analysis of the article文体结构分析
T: Read again, Can you answer these questions
(1)What is the name of the writer
(2)What kind of passage is it
(3)What is the e-mail about
(4)What does the writer think of the school bus
(5) What tenses does it use
Answers: (1) Tom (2) It’s an e-mail. (3)It is about how Tom gets to school. (4) He thinks the bus ride is never boring. (5) The simple present tense.
(设计意图：通过提问题的方式，分析范文文体结构，帮助学生理清文章脉络，为写作打下基础。)
Step4 Talk about the Ss’ own ideas about how they go to school. Work on 3b on P18.
1.Show the standards展示标准
T: Let’s think what details should an e-mail about how they go to school include
（1)When do you leave home _______________________________ __
（2) How do you get to school _______________________ ________
（3)How far is it from your home to school _______________________________ __
（4)How long does it take you to get to school _______________________________ __
（5)Do you like your trip to school _______________________________ __
(设计意图：引导学生关注3b中列出的内容，思考回复电子邮件包括哪些部分，为后面写电子邮件打开思路。)
2.Talk about your own e-mail to Tom about how you get to school 谈论实际
I am an editor(编辑) of “The best” of our School English Club.I want to choose the best e-mail.
T: We need some e-mails for “The best” of our School English Club . Can you choose an e-mail for it and write an e-mail Finish 3b by yourself and then work in groups of four and talk about your e-mails.
3. Choose several students to talk about their e-mails orally to the rest of the students. At the same time write some key words on the blackboard.
While-writing activities写中活动
Step 5 Practice: Write the Ss’ own e-mails. Work on 3b on P18.
1.Write an outline拟定提纲
Help the Ss make sure the composition must include the following things before they start to write their own e-mails.
（1) When to leave home:I usually leave home at …
（2) The way to get to school: Take the subway.
（3) The distance(距离) from home to school: About 30 kilometers.
（4) The time it takes：25 minutes.
（5) Like or not and the reason: Yes,because it’s fast.
（6）Tense: The simple present tense.
(设计意图:一起学习写作要求和注意事项，引导学生关注篇章结构和语篇标记词汇，帮助学生整理写作信息。鼓励有能力的学生创新思维，丰富写作内涵。)
2.Write the first draft起草初稿
T: I will give you several minutes to write your own e-mail down.
Choose one student to write his/her e-mail on the blackboard.
3. Revise the first draft修改初稿
After all the students finish writing, first check the composition on the blackboard with all the students according to the following evaluation scale.
Is there the greeting of the e-mail
Does he/she mention how he/she gets to school
Does he/she mention when he/she leave home
Does he/she mention how far it is from home to school
Does he/she mention how long it takes
Does he/she use the simple present tense
Are there any grammatical mistakes
Choose several students to evaluate the composition item by item in the evaluation scale.
4. Ask the Ss to check their own compositions according to the above evaluation scale.
（设计意图：提供具体评价标准，引导学生对照写作要求反思自己的作品，发现问题解决问题，有助于学生提高书面表达中的语言准确性，培养了学生通过自己独立思考，来解决问题的能力。）
Post-writing activities写后活动
Step 6 Make comments on the Ss’ movie reviews.
1. Presentation and evaluation典型展示,师生评价
T: Let’s see another e-mail of you together. (利用投影仪展示学生作文)
Students listen carefully and prepare for answering the teacher’s questions later on.
（设计意图：通过投影展示，点评学生习作，教师根据上述提供的写作标准，详细点评两篇习作的篇章结构和句法功能。目的是使学生尽力领会教师对文章的点评，培养学生选词和用词的能力，指导学生多模仿好文章的优点，纠正共同的缺点。）
T: What do you think of your classmates’ e-mails Why
(要求学生对两篇邮件进行评论)
2. Students mutual evaluation 生生互评
T: Now let’s check your partner’s composition according to the above evaluation scale.
(设计意图：采用生生互评的方式，既可发现问题，提出改进意见，也可在学生间建立真诚友情。有利于学生提高对学习状况的自我反思能力提高学生学习的积极性和主动性。)
Step7 I am a reporter 新闻采访
I am a reporter from our School English Club.I want to report you about some questions.
Reporter：What do you think of these means of transportation Can you write these phrases down
(设计意图：鼓励学生从小方框中找出单词搭配成短语，并写出同义短语书写出来，这样便于学生归纳总结所学的知识，同时完成Self Check1部分相应的内容。)
（设计意图：让学生以小组为单位讨论,找出交通方式的两种表达，并最终得出结论。）
Here is a chart, I have some questions to ask you, can you answer out
（小组内活动：小记者用采访的方式进行提问，找学生回答问题。这样一举两得，既完成了Self Check的任务，又进行了小组活动，效果较好。）
Question 1： How far is it from Tony’s home to school
S1： It’s five kilometers.
Question 2： How long does it take Tony to get to school
S2： It takes about 20 minutes.
Question 3: How does Mary get to the library
S3: She gets to the library by bus.
Question 4: How far is it from Mary’s home to the library
S4: It’s about fifteen kilometers.
Question 5: How long does it take Mary to get to the library
S5: It takes about forty minutes.
（设计意图：本题是根据表格中的提示词或短语来进行问答。问句都是用第三人称来询问，回答也相应的用第三人称来答，第三人称单数形式还应注意动词用恰当的第三人称单数形式。）
Step8 Report
With the information from Self Check 2, report out how Tony gets to school, and how Mary gets to the library. Choose two of the passages to read out.
（设计意图：结合Self Check2中的信息，结合新闻采访中的5个问题，让学生写出短文，并找两个学生读出自己的文章。）
Step 9 Assignment【课后作业】May Day is coming, do you have good vacation plans Write an article about how you and your classmates get there.You may begin like this: I want to go to the Great Wall. It’s too far from my home.First, I …Next, I …At last I …My friend ZhouPei wants to go to Hangzhou.First, he … to …Next, he … to …At last he …
Reflection【教学反思】
Advantages(亮点)：在本节课一开始，通过短片展示、为学生创设真实的语境，激发学生的好奇心和学习兴趣，引出本课话题。在一定的环境下培养学生运用语言进行交流合作的能力,形成语感，以便在具体情境下开展有效交流。
整节课通过不同层次的写作活动，学生积极参与到教学活动中来。本教学活动注重教师的过程性指导，教学评价也比较及时、有效，同时注重学生良好的写作习惯的培养。
Disadvantages(不足)： 在今后的教学过程中要多关注后进生，对他们要多表扬，勤激励，提高他们学习英语的兴趣和学好英语的信心。
Advice（建议）：
1.典型展示环节如果投影仪使用不方便也可要求学生朗读作文。
2.I am a reporter 新闻采访和Self Check为合并环节。

展开更多......

收起↑