Unit 3 How do Section B(课件 教案 练习 反思)

第3单元How do you get to school?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.(表示方式)乘(交通工具) drive v.开车car n.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？—I ride my bike.我骑自行车。

2.—How long does it take to get to school？去学校要多长时间？—It takes about 15 minutes. 大约15分钟。

3.—How far is it from your home to school? 从你家到学校有多远？语法how引导的一般现在时的特殊疑问句写作介绍自己或他人的出行方式知识目标掌握how引导的特殊疑问句。

能力目标能掌握有关乘坐交通工具的对话和谈论各种交通工具的文章，并能熟练运用“介词by+交通工具”和“take + a/an/the+交通工具”等短语,写短文。

情感目标了解现在人们的出行方式与以前发生了哪些变化；培养自己的时间观念，养成良好的守时习惯。

Unit3 SectionB（2a-2e）优质课教案requests?While ReadingSkimming:1. How many paragraphs are there in this passage?2. Please underline the topic sentence of each paragraph.Scanning:1. Read the first paragraph and choose the right answer.____sound less polite than ___. (A: Where are the restrooms? B: Could you please tell me where the restrooms are?)2. Guess the Chinese meaning of “direct”?3.引出思维导图：教师引导学生划分段落，画出每段的中心句。

教师引导学生抓关键信息，选择正确选项。

师引导学生猜出“direct”的意思。

教师引导学生理出思维导图的呈现过程。

学生根据阅读提示，划分段落，画出每段的中心句。

学生扫读第一自然段然后选择正确答案。

学生根据教师提示说出答案。

学生理清思维导图的思路。

Tip: The topicsentence isusually the______ orthe______sentence ofeach paragraph.Sometimes it isalso in the____ of theparagraph.目的是引出下面的思维导图。

Tip: Guess fromthe context.思维导图可以帮助学生理清文章思路和结构。

4. Read Para.2 and fill the table. Requests To whomWhen is theschool trip?Excuse me, MrWest. Do youknow when theschool trip is?5. Read Para.2 again and fill in the blanks: Good speakers change the way they speak in different situations. The expressions good speakers use might depend on ______or______.6.进一步完善思维导图：7. Watch a video What polite questions can you hear? 教师引导学生填表格。

Unit 3 How do you get to school？Section B (2a-2c)一、【教材分析】Unit 3 How do you get to school？Section B (2a-2c)学情分析我所教学的对象是七年级学生，对英语普遍感兴趣，但有很大的不稳定性，好奇心强，求知欲旺盛，他们学习英语既感到好奇又担忧，希望能得到他人的肯定。

因此我在教学活动中尽量让他们参与到活动中来，有更多的机会来说英语，减少他们的恐惧感，通过学生间的合作学习，降低他们的学习难度，使他们体验到成功的喜悦。

提高他们综合运用语言的能力，使各层次的学生都有所收获。

刚刚步入初中的学生，英语基础知识和听说能力普遍较差，大部分学生虽然在小学接触过英语，但应用能力十分薄弱，而且学生都来自农村。

因此，学生的各方面能力相对来说都比较薄弱。

但七年级的学生也有一些优势，由于学习的内容比较简单，大多数的知识他们在小学已经接触过，所以学生学起来比较感兴趣。

本单元以交通方式为载体，让学生了解上学方式、出行花费的时间和家和学校之间的距离等，通过一系列的活动来激发他们的兴趣。

但是学生在情感态度、学习策略和文化意识方面还存在诸多需要进一步解决的问题。

例如：个别学生不明确学习英语的目的；有些学生对学好英语缺乏自信，不敢用英语表达；缺乏小组合作意识；一些学生没养成良好的学习习惯，不能做好课前预习和课后复习，学习没有计划性和策略性；不善于发现和总结语言规律，不注意知识的巩固和积累。

针对这种情况，在入门教学阶段，努力做好中小学的衔接，培养良好的学习习惯，放慢教学进度，并为提高学生学习兴趣想一些办法。

Unit 3 How do you get to school？Section B (2a-2c)效果分析根据学校的安排，我做了精心的准备，在我讲这节课的过程中，我们英语组老师给与了很多的帮助和精心的指导。

课后各位老师对我的表现也给与了一致肯定：教态自然，语言很有亲和力，很注重对已有知识的推广和升华；导入自然，课堂效果好；层次分明，富有节奏感，学生参与度广而且热情很高，练习题设置的针对性很强。

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。

Unit 3 Could you please tell me where
the restrooms are?
Section B (3a—3b)
一、教学目标
1.能够综合运用本单元的目标语言写一封询问信息的信件。

2. 能够根据设定的情境，提出相关问题，并整理写作思路。

3. 能够掌握如何在书信中使用得体语言有礼貌地进行咨询。

4.能够在不同的场合使用礼貌及得体的语言。

二、教学重点及难点
重点：能够掌握如何在书信中使用得体语言有礼貌地进行咨询。

难点：能够在不同的场合使用礼貌及得体的语言。

三、教学过程
四、板书设计
Unit 3 Could you please tell me where the restrooms are?
第3课时Section B (3a—3b)
How to write a letter of asking for information：
➢Greeting
➢ A self-introduction
➢Writing purpose
➢Main body: your requests
➢Ending: your thanks and wish
➢Signature。

九年级Unit 3 Could you please tell me where the restrooms are?Section B 2a-2d Could you please...?教学设计Teacher :Analysis: This unit is about asking for information politely. This reading passage is telling us where should we need to make polite requests and how. Students have learned how to say politely in Section A and they will keep learning how to make polite requests in the reading passage. They will be interested in talking rudely and politely and compare with different ways of speaking. So the teacher will design these kinds of activities for them to learn better.Objectives:1. Language skillsStudents will be able to make polite requests according to different situations and different people.Students will learn how to make polite requests.Students will be able to rewrite impolite requests.2. Language knowledgeStudents will be grasp these new words and sentence structures, politely, request, direction, correct, polite, direct, speaker, impolite, Could you please...? May I ask...? Excuse me, I wonder if you can help me. I’m sorry to trouble you, but...Students will be able to speak politely, gently and slowly when making request.3. AffectsStudents will be able to choose and use suitable language based on cultural knowledge, such as in a foreign country, in public places, at school and at home.4. Cultural awarenessStudents will be able to learn to ask politely and pay attention to the body language and remember to say thank you.Students will learn not to ask rude questions, such as age, salary or use rude gestures.5. Learning strategyStudents will be able to realize the wrong ways they are using in daily life and correct them. Students will be able to get information from the pictures given from the passage.Focuses:Students will be able to choose and use suitable language based on cultural knowledge, such as in a foreign country, in public places, at school and at home.Students will be able to rewrite impolite requests.Difficulties:Students will be able to learn to ask politely and pay attention to the body language and remember to say thank you.Students will be able to realize the wrong ways they are using in daily life and correct them. Students will be able to get information from the pictures given from the passage.Teaching process:So let’s take a look at the structure of the passage. First paragraph, the writer leads in the topic. ...Step 3 Close-readingT: So what examples does the writer give us to lead in the topic? Request 1 VS Request 2Topic: When we visit a foreign country, we need to ask for help_________ and _________.T: How can we speak politely? What does a good speaker do? What examples does the writer give us as good speakers?When is the school trip?Excuse me, Mr. West. Do you know when the school trip is?T: Whom do we usually say it to?Why?Tip 1: Good speakers change the way they speak depending on__________________ and ___________________.T: How can we make questions longer and more polite?Could you please...?May I ask...?Excuse me, I wonder if you can help me.I'm sorry to trouble you, but.......Tip 2: Longer questions can be more ______ and we need to spend time ___________________before asking for help.PracticeWhat are you going to say to them if you are thirsty? Can you talk about it with your partner?What does the writer tell us in the end?Why do we need to speak politely? 细读阶段，通过找作者给出的例子一步步带出话题和make polite requests 的两个方法。

Unit3How 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 b ike,butsometimes 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 Unit4Section A.Ⅱ.Presentation1.T:If you are here,but your school is in Shanghai.How do you get to sc hool?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.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 Part1,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 pos sible.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 askstudents to work in pairs.Ask and answer how students get to school in th e picture.Finally ask some pairs of students to present their conversations to the cla ss.Ⅵ.Listening1.Revise the numbers,first,zero~nine,next,ten~nineteen,then,twenty,t hirty,forty…finally,twenty-one,twenty-two…Teach the new word"hun dred".2.Play the tape for the students to finish2a.Then play again and check the answersⅦ.PresentationShow a picture on the TV and explain these are your home and school. Then makeup 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 takes30minutes by busⅧ.Listening1.Tell Ss the following recording is about how Tom and Jane go to scho ol.2.First,listen to the recording and fill in the first column.3.Then,play the recording for the Ss again.Ss listen and complete the re st of thechart.4.Check the answers.Homework1.Remember the new words and expressions in this period.2.Role-play the conversation after class.教学反思：本课时的重点在于掌握交通工具的名称、表达“使用某种交通工具”的动词搭配，如：take the bus, ride a bike等，还导入了谈论出行方式的句式；以及十位数和百位数的表达方式。