改版后(2012)七年级英语 下Unit 3学案

Unit 3 How do you get to school? Section A (1a-2e)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 day 2) 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 / taxi I ride a bike / motorbike T: 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。

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。

七年级下册英语unit3教案教案标题：七年级下册英语Unit 3教案教学目标：1. 通过本单元的学习，学生将能够掌握有关描述人物外貌特征的词汇，并能够用英语进行简单的人物描述。

2. 学生将能够运用所学的词汇和句型，进行有关人物特征的问答和对话。

3. 学生将培养观察力和描述能力，提高他们的口语表达能力。

教学重点：1. 掌握描述人物外貌特征的词汇。

2. 学会用英语进行简单的人物描述。

3. 运用所学的词汇和句型进行问答和对话。

教学难点：1. 运用所学的词汇和句型进行实际对话练习。

2. 提高学生的观察力和描述能力。

教学准备：1. 多媒体设备及相关教学资源。

2. 单词卡片、图片或者海报等辅助教具。

3. 练习题和活动手册。

教学过程：Step 1: 导入新课 (5分钟)1. 利用图片或者海报展示不同的人物外貌特征，引起学生的兴趣。

2. 引导学生观察图片，让他们描述图片中的人物外貌特征。

Step 2: 词汇学习 (15分钟)1. 呈现并教授与人物外貌特征相关的词汇，如hair, eyes, nose, mouth, tall, short 等。

2. 运用图片或者实物，帮助学生理解和记忆这些词汇。

3. 进行词汇练习，巩固学生对这些词汇的掌握。

Step 3: 句型学习 (15分钟)1. 呈现并教授描述人物外貌特征的句型，如"He/She has + adj. + noun."。

2. 通过示范和操练，让学生掌握并运用这个句型进行人物描述。

3. 进行句型练习，巩固学生对这个句型的掌握。

Step 4: 对话练习 (20分钟)1. 分组进行对话练习，让学生运用所学的词汇和句型进行问答和对话。

2. 教师巡回指导，纠正学生的发音和语法错误。

3. 鼓励学生展示他们的对话成果，提高他们的口语表达能力。

Step 5: 拓展活动 (10分钟)1. 让学生以小组为单位，选择一位他们喜欢的名人进行人物描述，并展示给全班。

Unit 3 How do you get to school?第二课时Section A（2d-3c）【教师寄语】Seeing is believing.【Free talk】Talk about how you get to school【Learning tasks】掌握以下单词和句型：1、询问怎样到达某处；2、表示需要多少时间到达某处。

【Importance and difficulties】学会出行方式及时间的问和答。

【学习过程】一、超前预习I. 请试着写出下列短语。

get to____ ____ how long______ __ how far______ __from to______ __ get up___ _____ leave for_____ ___has a quick breakfast___ ______the bus station___ __ride one＇bicycle to_____ ___ take sb.to___ ____ take the subway____ ___ look at_____ __II. 你能通过预习说出下的句子吗？1、他是如何到校的？他每天步行到校。

2、他每天步行到校要花多少时间？要花大约20分钟。

3、从他家到学校大约有多远？大约有3公里。

Ⅲ. 找出你的疑惑：__________________________________________二、课中学习I. 预习检测II. 解决疑惑自主互助学习知识剖析：take的具体用法take的本义是“carry sh/sth from one place to another”,即“携带，运载”。

但灵活的它在不同的场合有不同的含义。

(1)表示“乘、坐”某一交通工具。

例如：My father usually takes a bus to work.我爸爸常乘公共汽车去上班。

注意：take和by都有“乘、坐”之意。

七年级英语下册unit3教案教案标题：七年级英语下册 Unit 3 教案教学目标：1. 通过本单元的学习，学生将能够掌握有关描述人物外貌特征和性格特点的词汇。

2. 学生将能够使用所学的词汇和句型进行简单的人物描述和对话。

3. 学生将能够通过听、说、读、写的综合训练提高他们的英语综合运用能力。

教学重点：1. 掌握人物外貌特征和性格特点的词汇。

2. 学会使用所学的词汇和句型进行简单的人物描述和对话。

教学难点：1. 学生能够灵活运用所学的词汇和句型进行口头表达。

2. 学生能够进行听力和阅读理解，并能够写出简单的人物描述。

教学准备：1. 教材：七年级英语下册教材 Unit 3 部分。

2. 多媒体设备：投影仪、电脑等。

3. 教学资源：图片、录音等。

教学过程：Step 1: 导入新课 (5分钟)1. Greet the students and ask them about their favorite celebrities or famous people.2. Show pictures of different celebrities and ask students to describe theirappearance and personality traits.Step 2: 学习新词汇 (15分钟)1. Introduce new vocabulary related to physical appearance and personality traits.2. Use flashcards, pictures, and gestures to help students understand and remember the new words.3. Practice pronunciation and spelling of the new words.Step 3: 听力训练 (15分钟)1. Play a recording of a conversation between two people describing their friends.2. Students listen and try to identify the physical appearance and personality traits mentioned in the conversation.3. Check the answers as a class and discuss any difficulties or questions.Step 4: 口语练习 (20分钟)1. Divide the class into pairs or small groups.2. Students take turns describing their favorite celebrities or famous people using the new vocabulary and sentence patterns.3. Encourage students to ask questions and have conversations about each other's descriptions.Step 5: 阅读理解 (15分钟)1. Provide students with a short reading passage about a famous person.2. Students read the passage individually and answer comprehension questions.3. Check the answers as a class and discuss any challenging vocabulary or concepts.Step 6: 书面表达 (15分钟)1. Ask students to choose a famous person they admire and write a short paragraph describing their appearance and personality traits.2. Encourage students to use the new vocabulary and sentence patterns learned in class.3. Collect and review the written paragraphs for assessment and feedback. Step 7: 总结和复习 (5分钟)1. Review the key vocabulary and sentence patterns covered in the lesson.2. Summarize the main points and encourage students to ask any remaining questions.教学延伸：1. 为学生提供更多的听力材料，让他们熟悉不同口音和语速。

七年级下册unit3教案教案标题：七年级下册 Unit 3 教案教案目标：1. 通过本单元的学习，学生将能够掌握有关描述人物外貌特征和个性特点的词汇和句型。

2. 学会使用形容词来描述人物的外貌特征和个性特点。

3. 提高学生听、说、读、写的能力，培养他们的语言表达能力和交际能力。

教学重点：1. 学习并掌握有关人物外貌特征和个性特点的词汇和句型。

2. 运用所学知识进行听、说、读、写的综合训练。

教学难点：1. 学生能够正确运用所学的形容词来描述人物。

2. 学生能够用英语进行简单的人物描述和交流。

教学准备：1. 教材：七年级下册英语教材 Unit 32. 多媒体设备：投影仪、电脑等3. 教学辅助材料：词汇表、图片、录音机等教学过程：Step 1: Warm-up (热身活动)1. 让学生观看一些图片，描述图片中的人物外貌特征和个性特点。

2. 引导学生用英语进行简单的人物描述和交流。

Step 2: Presentation (呈现)1. 呈现并教授本单元的词汇和句型，如：tall, short, long hair, short hair, friendly, outgoing, etc.2. 通过图片、示范和多媒体等方式帮助学生理解和记忆所学内容。

Step 3: Practice (练习)1. 进行听力练习，播放录音，让学生根据听到的描述选择正确的图片。

2. 进行口语练习，让学生两人一组互相描述自己和对方的外貌特征和个性特点。

Step 4: Consolidation (巩固)1. 组织学生进行小组活动，让他们根据所学内容创作一个简短的对话，描述自己和他人的外貌和个性。

2. 鼓励学生积极参与讨论和交流，提高他们的口语表达能力。

Step 5: Extension (拓展)1. 让学生用所学词汇和句型写一篇关于自己或他人的短文，描述外貌和个性特点。

2. 学生可以互相交换作文并互相评价，提出改进建议。

Step 6: Summary (总结)1. 回顾本节课所学的内容，让学生总结所学的词汇和句型。

六合中心学校六年级英语导学案班级姓名课题Unit 3 How do yougo to school?课型预习+展示课时 4 主备刘凤媛副备段丽娜审稿备课时间2013.4 授课时间领导审核教学目标知识与技能 1.谈论如何到达某地；学会用how 来问路2.学习how对交通方式提问的特殊疑问句过程与方法小组合作探究情感态度与价值观培养学生用英语表达如何到达某地。

教学重点一般现在时态的用法教学难点巩固how对交通方式的提问和how long对时间段的提问以及how far 对距离和路程的提问教学内容引导点拨教学流程Section A 一．预习检测翻译官1.到校_______________2.坐火车___________________3.坐公汽______________4.乘地铁___________________ 4.骑单车______________教学流程5.骑单车______________6. 步行_____________________5.到达________________6. 多远_______________7.乘坐地铁__________8.乘公交车___________________9.乘火车____________________10.八十八___________________11.你样去学校_________________________12.这花费你多长时间？________________________英汉对对碰：Match each word with the right Chinese meaning.二．师生合作探究1、It takes about 15 minutes to walkIt takes sb some time to do sth的意思是花费某人多少时间做某事注意to do如：It took me an hour ______(write ) the letter .如果我们提问时间宾语时，就用_________引导的句型。

七年级英语下unit,3教学案及教学反思教案Unit 3: Learning to LearnLesson 1: Introducing Learning StylesObjective:- To introduce the concept of learning styles to students - To help students identify their own learning stylesPreparation:- Prepare a variety of learning style inventories and activities to engage students in identifying their learning preferences- Create a mind map or chart to display different learning styles- Prepare examples of famous individuals who achieved success by understanding and utilizing their learning style effectivelyProcedure:1. Opening (5 minutes)- Greet the students and introduce the topic of learning styles.- Explain the importance of understanding one's learning style in order to maximize learning potential.2. Presentation (15 minutes)- Present a brief overview of the different types of learning styles such as visual, auditory, and kinesthetic.- Use the mind map or chart to highlight the characteristics of each learning style.3. Activities (20 minutes)- Engage students in various activities to help them identify their own learning style, such as self-assessment quizzes, group discussions, and interactive exercises.- Encourage students to reflect on past learning experiences to determine which style they are most comfortable with.4. Discussion (10 minutes)- Facilitate a class discussion on the advantages and disadvantages of each learning style.- Discuss the idea that individuals can have a combination of learning styles and that understanding this can help them adapt to different learning situations.5. Conclusion (5 minutes)- Summarize the main points of the lesson and emphasize the importance of recognizing and utilizing one's learning style.Lesson 1 Reflection:The introduction of learning styles was well received by the students. They actively participated in the activities and demonstrated a strong interest in understanding their own learning preferences. The use of examples of successful individuals who embraced their learning styles effectively helped to inspire the students and highlight the practical application of the concept. Overall, the lesson achieved its objective of introducing the concept of learning styles and helping students identify their own preferences.Lesson 2: Study Habits and Time ManagementObjective:- To introduce effective study habits and time management techniques to students- To encourage students to develop a personalized study planPreparation:- Prepare a list of effective study habits and time management techniques- Create a study plan template for students to fill out - Gather examples of study schedules and time management toolsProcedure:1. Opening (5 minutes)- Review the concept of learning styles and emphasize the importance of applying effective study habits and time management techniques to maximize learning potential.2. Presentation (15 minutes)- Present a list of effective study habits and time management techniques, such as setting goals, creating a study environment, prioritizing tasks, and using time management tools.- Discuss the benefits of each technique and provide examples of how they can be applied in real-life situations.3. Activities (20 minutes)- Engage students in a hands-on activity to create their own study plan based on their learning style and personal goals.- Encourage students to share and discuss their study plans with their peers for feedback and improvement.4. Group Discussion (10 minutes)- Facilitate a group discussion on common challenges and solutions related to time management and effective study habits.- Encourage students to share their own experiences and strategies for overcoming study obstacles.5. Conclusion (5 minutes)- Summarize the main points of the lesson and emphasize the importance of developing personalized study habits and time management techniques.Lesson 2 Reflection:The presentation of effective study habits and time management techniques was well received by the students. They actively participated in creating their study plans and demonstrated a strong understanding of how to apply the techniques to their own learning situations. The group discussion allowed students to share their own experiences and learn from each other, creating a supportive and collaborative learning environment. Overall, the lesson successfully introduced students to effective study habits and time management techniques and encouraged them to develop personalized study plans.In conclusion, the unit on learning to learn was an engaging and informative experience for the students. Thelessons effectively introduced the concepts of learning styles, study habits, and time management techniques, and encouraged students to reflect on their own learning preferences and develop personalized strategies for success. The active participation and enthusiasm of the students demonstrated their genuine interest in understanding how to learn effectively, setting a strong foundation for their future academic endeavors.。

七年级英语Unit 3 How do you get to school? sectionA(1a-1c)对交通工具以及特点有了更进一步的认识，并且扩充了词汇量，学生通过和老师交流，慢慢放松，参与到教学中来。

)Step2 Presentation1.Teacher: How do you go to school? Student1: I take the bus to school.Teacher: How do you go to school? Student2: …….Teacher: How do you go to school? Student3:（设计说明：《新课程标准》强调重视利用直观教具和现代化教学手段，努力创设英语环境，遵循方便，简洁，真实，直观的原则。

这一环节主要是语块的学习，通过句型框架的展现来学习正确的语块知识。

本环节中，利用PPT课件，直观清晰的展示所教授的语块知识，课件中音标的展现，可以更充分理解新语言项目的音，形，意）Teacher: How does your farther go to Shanghai? Students: He takes the train to Shanghai/ He goes to Shanghai by train.（设计说明：英语教学的迁移非常重要，由第一人称向第三人称迁移，知识的教授不单纯的局限于书本上，还需要拓展，以扩大学生的知识面，扩充了同义句，使学生丰富所学知识，迁移运用，活学活用，不但可以应付考试，还可以将所学知识真正用到交际中。

）Look!Who is that woman ? she is Mrs Huang .T :how do I go to work?Student1:Maybe you take the train.T: No ,my home is near school,I don’t have to take it.S2: Maybe you ride the bike.T: No,it is boring ,I do not like it.S3: Maybe you take the subway.T: No, there is no subway station near here .S4: Maybe you take the taxi.T: No, it is too expensive,I don’t have much money.S5: Maybe you go to work on foot.T: Really?How do you know that?S5: I guess.（）T; on foot means walk. I walk to work.I go to work on foot.But sometimes I run to work.Because I am afraid I am late.So I am never late for class.（设计说明：用熟悉的人和熟悉的场景，来引导学生记忆刚学过的知识，巩固旧知识，“温故而知新”用on foot引出新词组：walk to; run to ,抓住用英语交际的机会，在交际中把注意力集中在意思的表达上，必要时借助手势和表情。