How-do-you-get-to-school公开课说课稿

Unit_6_How_do_you_get_to_school说课稿Unit 6 How do you get to school. (Section A)说课稿⼀．说教材(⼀)教材的地位和作⽤教材以How do you get to school?为中⼼话题，围绕“traffic way”展开。

主要是在学习和运⽤某种交通⼯具去某地表达法的基础上，运⽤How/How long /How far询问如何到达某地，描述“去某地的交通⽅式、时间、距离”, 让学⽣学会正确使⽤交通⼯具和数字的英⽂表达。

教学内容与学⽣的实际⽣活密切相关，学⽣很熟悉，也乐于去说，易于引发学⽣运⽤简单的英语进⾏交际和交流，同时培养学⽣的交通安全意识。

本节课是这个单元的第⼀课时，是⼀节听说课。

主要完成三个模块的内容。

第⼀模块围绕How do you get to school这⼀话题展开思维训练；第⼆模块围绕数字展开练习How long does it take这⼀句型;第三模块围绕the kinds of transportation进⾏听⼒、⼝语训练。

(⼆)教学⽬标知识⽬标:（1）掌握重点词汇和短语subway,train,take,forty,fifty,sixty,seventy,eighty,ninety,hundred,by bus等.(2)学会⽤⽬标语:How do you get to school? I take the bus./How does he get to school? He rides a bike./How long does it take? It takes 20 minutes.谈论去某地的交通⽅式、花费的时间。

能⼒⽬标:（1）能够根据录⾳判断交通⽅式、花费的时间；（2）能够询问他⼈到达某地的交通⽅式和花费的时间;情感⽬标了解各种交通⼯具情况；⿎励学⽣学会关⼼别⼈，帮助别⼈，增强⼈际交往意识。

Unit 3 How do you get to school? Period3说课稿一、说教材.本节课的教材内容七年级下册 Unit 4 的第三课时，SectionA(3a-3b)。

本单元以 How do you get to school?为中心话题，围绕交通方式而展开，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。

这一话题贴近学生们的日常生活，符合学生的认知结构和年龄特征，它将为后几个单元的学习打下坚定的语言基础，而第三课时则重点了解同学们从家到学校的距离。

教学目标分为：（一）语言知识目标通过学习对话掌握语汇mile,kilometer,quick等；学会谈论并描述交通方式;学习掌握 How 引导的特殊疑问句:How far is it from your home to school？（二）能力目标能根据录音判断交通方式、花费的时间及距离；能询问他人到达某地的交通方式并转述。

（三）情感目标：鼓励学生学会关心别人，帮助别人。

本节课的教学重点是：学习掌握 How 引导的特殊疑问句及相应回答句型；学习掌握表达交通工具的词汇；要求学生掌握好助动语do在不同人称，特别是第三人称单数后的变化。

难点：区别take的用法，学习介绍自己的到校方式。

二、说学情1.七年级下的学生，已经有了一定的英语基础知识和听说能力，正逐渐向读写过渡，同时，学生们对英语学习还保持着较浓厚的兴趣。

再加上受新课程理念的熏陶及实践，能巩固所学知识，又能提高解决问题的能力以及综合运用语言的能力。

2. 从年龄特征看，学生们也很在乎他人的评价。

在学习过程中通过小组训练，鼓励性评价等措施，提高学生综合语言技能。

三、说教法1. 高效教学模式，在整个教学过程中，体现了“优化教学模式，构建高效课堂”的教学理念，以学生为主体，让学生分小组讨论，合作探究，展示交流。

因此本节课我将始终引导学生通过完成具体的任务活动来学习语言，让小组内、小组间互相学习交流，通过完成特定的交际任务来获得和积累相应的学习经验，让学生在用中学，在学中用。

Good morning, ladies and gentlemen.I’m very honored to be here to present my teaching ideas. I’m going to talk about section A of Unit3 “How do you get to school?” for grade 7 in junior middle school.I am going to illustrate my plan from the following 7 aspects.They are teaching material, teaching aims, key and difficult points, teaching and learning methods, teaching procedure, teaching aids and blackboard design.Ⅰ.First, I’ll give a brief an alysis of the teaching material. The teaching material includes 2 parts: textbook, status and functions.The textbook Go for It is published from People’s Education Press. It is designed to cultivate students overall abilities and it is also designed with the aim of making students use English to exchange ideas, fulfill certain tasks and solve practical problems. The function of unit 3 is to talk about how to get to places. The sentence pattern to be talked about is a kind of “WH” question. Students have learned “What time” questions before.Ⅱ. Next, teaching aims. According to the new national curriculum, teaching aims are composed of three aspects. They are knowledge aims, ability aims and affection aims.K nowledge aims: I’ll enable Ss to have a good command of the new words and target sentences. Such as train, bus, subway, ride a bike, and “how questions” and so on.Ability aim: By learning this part, students can talk about how to get to places in real situations freely.As for the affection aim, I will tell students to obey the transportation rules and pay attention to their safety all the time.Ⅲ.The third part, key and difficult points. The key points of this section are to master the new words and sentence patterns. The difficultpoint is to talk about how to get to places in real situations freely.Ⅳ.Let’s come to the forth part, teaching and learning methods. The new national curriculum advocates that language is for communication. F or this purpose, I’ll mainly adopt 2 teaching methods. They are task-based language teaching and communicative language teaching. Here I’ll mainly talk about Task-based language teaching, that is to say, in my class I’ll design different activities and get students to fulfill the tasks. In that way, students will learn to experience and explore to improve their overall abilities. As for learning methods, I think students should learn how to cooperate with others, of course, they should also know how to learn by themselves, and so I will use cooperative learning method and autonomous learning method.Ⅴ.OK, let’s turn to the most important part, teaching procedure. I’ll arrange 6 steps in this part: lead in, pre-task, task-cycle, post-task, conclusion and homework. First, lead in. I will chat with students by comparing the vehicles in the ancient time and the present time. I will design such a situation: There are two people, and one is from the ancient time, while the other is from the present time. Both of them want to go to a place which is far from them. How do they get there? Apparently, the ancient boy will walk, and walk tiredly to get there. Now, I will ask students how about the present boy. Students will answer my question with several transportation means. At this time, I will show students cards and tell them the related English words. After that, students get familiar with the new words, and then I will move to the 2nd step, pre-task. I will use autonomous learning method and let students remember the new words by themselves within several minutes, and after that, I will check the words by showing the cards. Let’s come to the 3rd step, Task-cycle. In order to make students understand “How questions”clearly. I willbuild the relationship with the last lesson. Students have learned “What time do you go to school” in the last lesson. I will replace “what time”with “how”, and ask students the sentence meaning, and then I will ask a student to answer this question. After this leading, I will make students master the dialogue through pair work. Since students have learned “how”question, “how far”question and “how long”question will be easy for students to learn. Here, I think the conversation in 2e is a good material to learn the sentence patterns, so I will let students make a role-play of the conversation in 2e. At the moment, students have learned all the language points. It’s time to consolidate them. I will move to the 4th part, post-task. Students make up a dialogue with their partners according to a map which signs the length between the buildings. I will lead students to finish 2a, 3a, 3b in the textbook.Conclusion: With some practice above, the whole class will go into the conclusion time. Firstly, I’ll summarize the useful expressions. Secondly, I will tell students although kinds of vehicles can bring us convenience, it brings us dangers. We should obey the transportation rules and be careful of our safety all the time.The last step, homework. I’ll give students 2 homework. One is to write each new word for 5 times; the other is to recite the conversation in 2e.Ⅵ.After illustrating the procedure, let’s come to the sixth part, teaching aids. I will use cards to help students learn the new words.Ⅶ.The last part, blackboard design. I design the blackboard in this way. I’ll write some ke y words and phrases on the left, and target sentences on the right.That’s all for my teaching plan. Thanks for your attention!。

How do you get to school 说课稿How do you get to school ？NO.1 Middle school Li LingdiHello !everyone !I’m No,I’m very happy to have opportunity to talk about my teaching plan in front of you .My topic is the first period of Unit 4 Grade 8 .The title is（ How do you get to school ） .I’ll analysis this teaching project by these steps. step1 Analysis of teaching materials .step2 ,Analysis of teaching aims and demands .step 3, Analysis of teaching difficult and important points .step 4 Analysis of teaching methods and learning methods. Step 5 Analysis of teaching procedures .step 6 Analysis of blackboard design .Step 1 Analysis of teaching materials .This lesson is the first part of this unit , It’s mainly about the means of transportation ,The new words and expressions are subway, train, forty, sixty, seventy ,eighty ,ninety, hundred ,by, minute, how far and so on. The key sentence are :How do you get to schoolI take the train .It plays an important part of this unit ,If the students learn well, it will be good for the further study .At the same time ,they can also get more practice from listening ,speaking ,reading and writing .They can also receive some moral education .Step2 Analysis of teaching aims and demands.1.It’s very important for the students to learn to use the new structure in their daily life .It can also help the students to communicate with others .2.Through learning this lesson ,let the students know more waysabout traffic.Step 3Analysis of teaching difficult and important points1. Train the students to use the structure: How do you get to schoolI take the train .2. Train the students to use some other ways to describe.3.Train the students to understand the target language in spoken conversations with others.Step 4 Analysis of teaching methods and learning methods.According to the facts of the students and materials, I’ll use the following methods : listening and making conversations in pairs ,Think of examples from the students’ real life : Role playing Step5 Analysis of teaching procedures.I think this is the most important part of these steps. First in order to let the students become more interested in English. I’ll show some pictures to the students, discuss them with the students together by asking some questions about new lesson. At the same time ,write the new words and structures on the blackboard. Let the students repeat till they understand and learn to use them. Next listen to recording, first finish 1b and repeat 2a. Before listening to 2c, explain the meanings of all the sentences and pictures. Then play the recording for the first time. The students only listen, play it for the second time, check the right pictures and then share the answers. If the students make some mistakes correct them，there’re three parts of listening in 1b. 2a and 2c.During the listening they’ll find something new. For the students.I think they should try to guess the meanings of the new parts. For theteacher. I think I should provide enough help for my students and help them to understand the new parts. After learning these four parts. I’ll add 1c to 2d.Let the students practice in pairs by using the target language. At last. I’ll guide my students to revise the grammar focus. Ask them to pay attention to the new structure. After that I’ll give them five minutes to go over the key points. Then let them do some exercises to reflect the result of this lesson. The homework is to make up some new sentences. I do this to improve their ability of writing.Step 6.Analysis of blackboard design .I only write down the target language on the Bb. There are only four sentences. It looks clean and makes the students think it’s easy to learn.I want to make it inductive，instructive and artistic. This is my teaching plan. That’ s all thank you for listening !。

How do you get to school?一、授课题目Topic/Theme How do you get to school ?二、课型 Lesson type 新授课三、学情分析（Analysis of the students）：初二学生经过小学和初中的学习，已经有了一定的英语基础知识和听说能力，知道一些关于交通工具的单词及一些英语表达方法，同时，学生们对英语学习还保持着较浓厚的兴趣，也对各种交通工具有一定的兴趣，中间可通过同学们的分组合作练习提高活跃课堂气氛，让他们在轻松的氛围中通过具体实践的方式来学习新的知识，能提高解决问题的能力以及综合运用语言的能力。

四、教学目标(Objectives)（1）语言知识目标(Language knowledge)：掌握语汇subway 、train、 bus、 car、bus stop、boat、ship、plane、bike、等交通工具的单词，以及forty，fifty，sixty，seventy，eighty， ninety，one hundred等数字，并能熟练运用乘坐某交通工具时的介词，语言功能：学会谈论并描述交通方式语言结构：学习掌握How引导的特殊疑问句： How do you get to school？ How long does he get to school?How long does it take? 要求学生掌握好助动语do在不同人称，特别是第三人称单数后的变化。

（2）语言技能目标(Language skills)：1、能询问他人到达某地的交通方式及所需时间并转述。

2、能根据录音判断交通的方式，花费的时间及距离。

（3）情感态度目标(affect)：鼓励学生学会关心别人，并学会团队合作精神。

根据实际情况选择最合理，最经济的交通方式，从小养成勤俭节约的好习惯。

（4）文化意识目标(Cultural consciousness)使学生了解不同的国家和地区一般使用的交通工具不同，并了解一定距离中不同的交通工具所花费的时间不同的关系。

Unit3 How do you get to school?建平镇中学董莲凤各位领导，各位老师：大家好!我说课的内容是人教版《go for it 》七年级下册第三单元How do you get to school?的第一课时，即SectionA的1a-1c部分。

下面我从以下7方面来说一下我对这一课的认识及我的教学实施过程。

一、教材分析1、教材的地位及作用本单元的话题涉及学生上学的交通方式，与上一单元关于上学时间的话题紧密相连。

SectionA 部分展现了学生以不同的交通方式上学的场景，自然而然地将学生带入到有关彼此上学方式、出行花费的时间以及家与学校的之间的距离等问题的讨论中。

本单元的第一课时则是通过1a，1b 和1c三个主要内容的学习，来引出本单元的语言和知识目标，学习了常见的交通方式的表达，并让学生初步感知和学习“How do you get to school?”“I walk.”"How does she get to school？She takes the subway. "这样的句型，为进一步深入学习由“How long…”和“How far…?”引导的句型作好铺垫。

二、学生情况分析：对于七年级的学生来说，他们在经过七年级上个学期的英语学习后，已具有了一定的英语基础知识，同时也具备一些运用语言知识的能力。

在这样的基础上，学生对于讨论跟他们生活息息相关的内容，会很容易产生兴趣。

三、教学目标的制定根据课程标准的要求，教材的地位及作用和学生的实际情况我确立如下三方面的教学目标：即知识目标、能力目标和情感目标。

1. 知识目标：1）通过本节课的学习，使学生熟练掌握表示常见的交通工具的英文单词,如bus, train, bike, car. subway , 以及出行方式的英文表达法如：walk ，ride a bike, take the bus，drive a car , by bus ，on foot。

Unit3 How do you get to school?SectionB（2a-2c）（说课稿）一、说教学重点与难点：根据教学大纲的要求，及本课在教材中所处的地位和作用，确定本课的重难点为：1、教学重点：学会不同的交通工具（subway , train, bus , bike , taxi , car ,）与交通工具相关的动词（take, ride , walk）,相关介词：（on foot , by , in a car ）使用--How do you get to school?-- I take the bus .谈论相关话题。

2、教学难点：使用上面所学词汇和句子，使用不同人称围绕对话主题实行操练，并能熟练使用。

二、学情分析1、初中学生的抽象思维水平较低，形象思维水平强，但注意力容易分散。

本课采用多种形式展示，并配以丰富的色彩，从而增强学生的兴趣和注意力。

2、初中生的学习心理特点是：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，已不满足教师对课文的简单重复。

在本课教学过程中，注重启发引导，培养学生分析、概括水平的同时，更要注重教学方法的灵活性，通过任务型教学法，情景交际法，全身反应教学法等，激发学生学习的兴趣，让学生乐于接受，易于接受。

三、学法指导《英语课程标准》把"培养学生学习英语的兴趣，树立自信心，培养良好学习习惯和形成有效策略，发展自主学习和合作精神"放在了首位。

依据这个前提，我从以下几个方面对学生实行学法指导。

1、学习方法的指导：培养学生观察力，想象力，记忆力以及思维水平。

用生动的课件调动学生的感官实行听说读写的训练。

2、学习积极性的调动：我在教学过程中创造一种开放的，和谐的，积极互动的语言气氛，把课堂变成有声有色的舞台，让学生在乐中学。

3、学习水平的培养：通过连接的听说读写，游戏，竞赛等，培养学生的交际水平，发展他们的思维水平。

四：教学步骤Teaching aims:a.培养学生的阅读水平和写作水平。

Unit 3 How do you get to School? Section A 1a-2e 说课稿一、教材分析1.教材的地位和作用Unit 3 以“How do you get to school?”为中心话题，围绕交通方式开展讨论，主要运用“How/ How long/ How far…”询问去某地的方式、时间、距离，并简单描述路线，这一话题是Unit 2 “What time do you go to school?”的延伸，贴近学生日生活，是非常实用和重要的内容。

本单元1a-2d部分是本单元话题、基础单词、基础巨型导入部分，通过How引导的一般现在时的特殊疑问句，以及一般现在时的陈述句的问答训练，提升学生的听、说、读、写的综合能力。

2.教材的处理与应用在教材的处理过程中，我根据教学的重点、难点和教学流程的需要、学生的特点，对教材进行重组与编排，灵活地将新单词、短语、句型和语法穿插在整个教学环节。

在信息采集上，我在网上查找相关教学图片和多媒体课件，通过整理和筛选，取其精华，将本课的重点知识与图片相结合，做出精美的幻灯片为教学服务。

同时利用好教材录音，进行听说操练。

二、学生情况分析对于七年级的学生来说，他们在经过小学和七年级上学期的学习后，已经具有了一定的英语基础知识，同时也具备了一些运用语言知识的能力，在这样的基础上，学生对于谈论跟他们生活息息相关的内容很容易产生兴趣；但是目前我们的学生日常使用的交通工具比较单一，因此为完成教学的知识目标和语言目标，我们在教学过程中不仅要联系现实来学习出行方式的表达，也要适当进行拓展延伸，让学生了解和学习到更多出行方式的表达。

三、教学目标1. 知识目标：通过Section A 1a-1d内容的教学，学生能掌握新词汇及日常用语，培养学生听说能力和阅读能力。

2.语言能力目标：通过这部分内容的教学，学生能表达自己、周围同学朋友、老师家长上学或上班的交通方式。

初中英语第四单元《 How do you get to school》说初中英语第四单元《 How do you get to school》说课稿在教学工作者开展教学活动前，常常需要准备说课稿，借助说课稿可以提高教学质量，取得良好的教学效果。

快来参考说课稿是怎么写的吧！下面是小编精心整理的初中英语第四单元《 How do you get to school》说课稿，仅供参考，欢迎大家阅读。

作为一节英语教学竞赛用课，我主要从对这节课的定位、任务目标、教学环节设计、独特的创意和对突发事件的应对等几个方面来说一下这一节课。

一、对本节课的定位作为一名从事初中英语教育有近八年的教学实践的青年教师，我认为在“新课程标准”和“新基础教育”的理念的指导下，这节课应该既能够让学生的学习有意义，也能够让教师在扎实、充实、平实、真实的授课过程中真正享受到，“教学作为一个创造过程的全部欢乐和智慧的体验”。

同时，本单元是以话“交通”题材为教学主要内容的新目标（Go for it）教材典型设计，借助本单元可以给学生在学习方法上以很好的指导，并可以在小空间内进行大规模的扎实、有效的训练。

二、任务目标的确定本单元的教学任务是在“交通(transportation)”这一话题下，让学生学会谈论“交通”（包括不同的交通方式，到某地的距离以及以某种交通方式到某地所花费的时间等），学习一些文化常识，掌握一定的学习方法，并在大量的、有效的训练中提高学生的听说读写等基本能力。

三、教学环节的设计思路本着整体划一，循序渐进，高效有序，并在教学中能不断地深化教学的设计思路来安排本节的每一个环节。

（一）整体划一在本节课中，对于“整齐划一”可以从两点来说明: 首先，本人一直认为作为语言教学，听说读写等能力的训练应该是一个整体，不可分割开来的，因此在教学设计中可以说一个话题，一个训练都蕴含着各种能力的培养；其次，在教学中每一节课都是独立的，但在我的教学设计中每一节课不仅可以独立，更重视它在单元教学整体中的地位与作用。