七年级英语上册 Unit6 How do you get to school教案 鲁教版.docx

1、七年级英语上册 Unit6 How do you get to school教案 鲁教版2019-2020年七年级英语上册 Unit6 How do you get to school教案 鲁教版I. Teachig Aims and Demands1. Knowledge Objects:Key vocabulary; Target language; Oral practice.2. Ability Objects:Listening and writing skills; municative petence.II. Teaching Key PointsKey vocabulary:

2、walk, subway, take the subway, train, take the train, ride a bike, take the bus, take a taxi, go in a parents car.III.Teaching DifficultiesTarget language :Hey, Dave. How do you get to school?I walk. How about you , Sally?I ride my bike.How does Bob get to school?He takes the train.IV. Teaching Meth

3、ods:Listening and writing methods; Pairwork.V . Teaching Aid : A tape recorder; A projector.VI. Teaching ProceduresStep I Greet the class and show the screen:(This is a picture. A house on one side of the board and a school on the other side. Some streets with left and right turns leading from the h

4、ouse to the school.) Teach the two buildings home and school.Use finger to trace a path from the house to the school.Ask students, How do you get to school? Do you walk? Do you ride a bicycle?(For example, if you ask , How do you get to school? and a student replies, Bike, say , Oh , you ride your b

5、ike. Class, repeat. I ride my bike. The class repeats.)Say, Today were talking abot how you go from one place to another.Step II Section A 1a First ask students to look at the picture. And read the sample sentences to them. Ask them to repeat.Hey, Dave. How do you get to school?I walk. How about you

6、, Sally?I ride my bike. Then let students say how other students in the picture get ot school. Give them some help if necessary. For example, take the bus ; take the train; take the subway.Read the phrases to them and ask them to repeat. Then ask them to write them in the box and add other ways to g

7、et to school.Then check the answers.Step IV 1bFirst point out the names of the students in the box. Ask one student to read the names. 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.Then ask students to say

8、what each person is doing.Write the phrases on the board: walking, taking the train, taking the subway, taking the bus.Check the answers on the screen. Then ask the students how Bob /Mary /Paul /Yang Lan /John gets to school?Then, use these persons to make a dialogue like this:A: Hey, Bob. How do yo

9、u get to school?B: I take the train. How about you, Mary?A: I take the subway.Ask students to plete the activity individually.Then check the answersStep V 1c PairworkAsk two students to read the dialogue in the box to the class.A: How does Bob get to school?B: He takes the train.Now work with a part

10、ner. Make your own conversations about how the people in the picture get to school.Then ask students to work in pairs. Ask and answer how students get to school in the picture.(Present their conversations to the class.)As they talk , move around the room, offering language or pronunciation support a

11、s needed.Step VI Summary and Homework This class weve learnt some key vocabulary and the target language . How do you (does he )get to school? Next class Ill ask some students to tell me the answers.Step VII Blackboard DesignUnit 4 How do you get to school? walk subway train take the subway/train go

12、 in a parents carHow do you get to school? I walk.How does he get to schllo? He walks.Step VIII Teaching reflection:2019-2020年七年级英语上册 unit6 教案 人教新目标版一、教学背景分析（一）教学内容分析本单元的中心话题是Food，主要语言功能项目是Talk about likes and dislikes，语法结构为Present tense to like, Yes / No questions and short answers, Affirmative and

13、 negative statements。本单元Section A所呈现的是与谈论喜好与厌恶相关的基本语言知识及其初步运用。这部分内容从呈现食物词汇开始，通过视、听等方式输入信息，并引出本单元主要句型：Do you like? 及其回答Yes,I do / No, I dont.接着设计了一个听力练习，要求圈出所听到的食物以及补全对话，强化记忆所学词汇和初学句型。然后教材设计了一个结对活动，以此操练主语是第三人称单数时句型的变化以及回答。并借此突出本单元的语法重点。最后教材设计的Food Survey起到了引导学生初步综合运用所学语言的作用，以调查的形式使学生在富有挑战性的活动中主动运用所学语

14、言，落实新知。Section B是在Section A基础上的知识的扩展和延伸。本单元中，Section B首先以听、说、写的形式展开了食物与名称配对以及对食物进行分类。接着设计了听力填写Sandra和Tom喜欢与不喜欢的食物；自然引到了谈论一日三餐的话题的结对活动，实现了新旧知识的综合运用；一日三餐合理健康膳食引出同步阅读；之后的写一段话谈谈Tom 的一日三餐到写一段关于自己一日三餐喜欢吃的食物，直到最后的小组活动列出购物清单，使学生从完成半真实的任务转向了完成真实的任务，从而达到了创造性活用所学语言的目的。Self check部分的主要内容是对本单元主要词汇及语言运用能力的自我评价。综上所

15、述，本单元以食物为主线，围绕着谈论喜欢与不喜欢以及一日三餐等语言功能项目展开了一系列任务活动。教材内容从基本语言知识到语言综合运用层层递进，听说读写依次展开，以一种循序渐进的生活化的学习程序，引导学生在做事中有目的地学习语言。（二）教学重点和难点教学重点：1、掌握关于食物的词汇。 2、熟练运用所学功能项目谈论喜好和厌恶。 3、能准确地用英语描述一日三餐的食谱。教学难点：1、交际用语Do you like bananas? Yes, I do. /No, I dont. 2、描述一日三餐的方法。 3、一般现在时，主语是三单时，助动词与动词的变化。 4、可数名词和不可数名词的区别。（三）教学目标

16、新课程标准之基础教育阶段英语课程的总体目标是培养学生综合语言运用能力，而这种综合语言运用能力的形成是建立在语言知识、语言技能、情感态度、学习策略和文化意识的整体发展基础上的，根据本课教学内容和学生知识结构及认知特点，本单元的教学目标确定为：1、语言知识目标：立足语言实践活动，在完成任务的过程中掌握谈论喜好和厌恶以及表述一日三餐的词汇和语言结构。2、语言技能目标：（1） 开展多种任务型的听力活动，获得理解、识别和处理与谈论喜好、厌恶相关的信息。（2） 展开各种任务活动，使学生具备较熟练地运用所学语言谈论喜好与厌恶，描述一日三餐的合理搭配的能力。（3） 引导同步阅读，使学生理解与主题相关的语言材料，并增强学生运用语言获取更多信息的能力。（4） 进行写作练习，使