How do you get to school 说课稿.123doc
部编版小学英语《How do you get to school》说课稿
部编小学英语《How do you get to school》说课稿说教材：First of all,I’d like to give some analysis of the teaching material.The lesson is the first period of section A,unit3, PEP for middle school book7B.The content is about the transportation means,which is close to students’life. Students can know how to ask and answer the transportation means. By this course,it will become the bedding of the following lesson.The main idea is to cultivate students’awareness of safety.说教学目标：Base on the new curriculum standard,the teaching objectives can be divided into3parts.First,knowledge objective.Knowledge objective is to grasp new words like train, nus,subway,hike and walk,and phrases like take the train, take the bus,take the subway,and ride a bike,and sentence pattern like“-How do you get to school?-I...”.Second, ability objective.Ability objective is to foster students’observation competence,thinking ability and self-studyability.Third,emotional objective.Emotion objective is to arouse students’learning interest,cultivate students’awareness of safety and spirit of team cooperation.说教学重难点：Based on the analysis of teaching material,my teaching key point and difficult point are as follows.The teaching key point includes vocabulary,phrases and sentence pattern;and the difficult point is to use them in real situation.说学情：After analysis of teaching material,now let me analyze the students.With the growth of age,students in Grade7have some mental changes,from activity to quietness,and dislike showing themselves.What’s more,they have four-year study experience, know some English words and can express the things they can do. All of these provide a foundation for the coming lesson.However, their abstract thinking ability is low and their attention can be scattered in a relatively easy way.All of these will be considered in my teaching plan.说教法和学法：According to students’physical and mental characteristics,I will adopt TBLT method,and the situation method to improve students’enthusiasm,design a variety of activities and make them learn to play and play to learn.Correspondingly,students will take part in the activities and finish the tasks in pairs and in groups.They can use the language in a relaxing,pleasant and harmonious atmosphere.说教学过程：Step1:leading inI will lead in the class by greeting and asking questions “Hello,boys and girls.Did you get to school alone or with your parents?”Through a simple question,students can become interested in the coming lesson.Step2:presentationI will show five pictures about bus,train,subway,bike and walk and ask them“What can you see?”Students answer the question with“I can see...”.In this way,I can present the new words.And then teach the pronunciation of each word. Students read after me until they can read them correctly and fluently.Based on the presentation of new words,I will present the phrases by matching the pictures with the phrases.After this step,I will give further explanation of each phrase.Listen to a tape and ask them“Do you know how to say when you want to know how other students get to school?”Lead students say“-How do you get to school?-I...”.Step3:practiceFor words,I will deign a game:look and match.I will show students some pictures and let students match the pictures with words.For phrases,I will design a task:fill in the blanks.I will show them some expressions with missing words and let students fill in the blanks.For sentence pattern,I will design a role-play activity. One student asks“How do you get to school?”and the other answers“I...”.Repeat the process to practice other sentences. With these activities,students can practice what they have learned in the class.Step4:consolidationIn this part,I will design a TBLT task:complete a form. Divide students into4groups and group members ask each other and complete a form with their answers.In this way,students can consolidate their learning in a funny way.Step5:summaryFirst,let students summarize the content and then I make supplement when stly,I will stress the importance of safety.Step6:homeworkI have one task for students:ask their parents“How do you get to work?”and share it with classmates next time. ReflectionThrough the study of the relevant content in the classroom,I understand that as an English teacher,we should not only givea good lecture in class,but also pay attention to teaching methods and students’learning methods,so as to cultivate students'enthusiasm and initiative.After class,I have the following reflections:1.The teaching objectives should be accurate.2.The design of teaching link should be reasonable.3.The questions in classroom teaching should be appropriate.。
Unit_6_How_do_you_get_to_school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。
How do you get to school说课稿
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?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。
How do you get to school 试讲说课稿
How do you get to school 说课稿Good morning！I am Dengjiajun from Class7. Thank you for giving me this opportunity to present my teaching plan here. Today, my presentation is based on the first book of Go For It Grade8 Unit4 How do you get to school？section A 1a—2c.一: Analysis of the teaching material1）This lesson is important; it is the first part of this U nit. So if the students learn it well, it will be usefulto learn the rest of this Unit.2）The main topic of this unit is “transportation”. students will learn to talk about kinds of transportation, how long it takes to go places, and how far apart places are.3）The content of the lesson is related closely to students' actual life, apt to cause students to use simple English to communicate and exchange message in their daily life二、Analysis of the students:Students of Grade 8 have learned English for more th an 4 years. They have a good foundation in words and sentences. They have mastered some skills oflistening, speaking, reading and writing .They have pl enty of imagination,but the attention can be scattered easily.三、Analysis of the teaching aims1. Knowledge goalsIn this lesson, students should master the new words “bus, subway, train…”etc. At the same time, they should know how to use these structures “How do you get to s chool? How does he get to school? How long does it take?”and know how to a nswer these questions.2. Ability goalsIn this lesson, the teacher will mainly train the students’ lis tening and speaking abilities and develop the Ss’ abilities of co mmunication by learning the useful structures.3. Moral goals•Know about some traffic rules.•Don’t be late for school四、Analysis of the important and difficult pointsLearning & teaching focus:1. Vocabulary of this lesson：bus, subway, train，take…2. Important sentence patterns :How do you get to school? I take the subway.How long does it take? It takes 20 minutes Anticipated difficulties:• 1. Students may find it difficult to remember so many new words, especially the spelling of forty and fifty.• 2. It may be a little difficult for some students to make conv ersations about how to get to places.五、Analysis of the teaching methods :In this lesson, the teacher will mainly use the “task-based” t eaching method, and it will be used in the whole lesson. I think it’s helpful to develop the Ss’ thought.The teacher will also use “situation communicating” method.It can provide enough listening and speaking situations for students. I think good teaching methods are the keys to succes s.六、Analysis of the teaching aids :In order to practice my teaching methods better, the following teac hing aids will be used: A projector, a tape recorder, multimedia and of course the blackboard.七、Analysis of the teaching procedureAltogether，there are 7 stepsStep 1 Warm up and lead inTeacher greetings and show a cartoon about transportation. Students enjoy the cartoon and pay attention to the means of transportation. This will offer the students an easy atmosphere to get mentally prepared for English learning.Step 2 PresentationTeacher present pictures and say: I usually take the bus to school. How do you go to school?Tell students we will learn the ways of transportations, write down the sentence “ How do you get to school?” on the blackboard.Show different pictures and teach Ss new words and the structures like “How do you get to somewhere? I take a bus to somewhere or I walk to somewhere.”by asking and answering questions between the teacher andthe students.Step 3 PracticeActivity 1 PairworkAsk two students read the conversation, and then let the students practice in pairs like:A: How do you get to school?B: I take a subway.This activity will help weak students build up their confidence in speaking and learning English.Activity 2 A guessing gameTeacher show a picture of boy, and say: This is Tom. How does he get to school every day? Could you guess? Help the students try to guess: He takes the bus / subway /… to school.This activity will check the common students to use the structures Correctly or not. maybe some students forget to use “takes”.Activity 3Show the pictures and say: Jay usually goes to work by car. He usually leaves home at 7:30 and gets to the workplace at 8:00, so how long does it take? Help the students to answer It takes 30 minutes. CAI can provide a real situation with its sound and picture and it makes the relationships between the Ss better.Ss can understand the main contents of this dialogue and get the key points by the example.Step 4 ProductionAsk students make a survey and give a report in pair.Practice the conversation with their partners like this:A: How do you get to school?:B: I take the subway.A: How long does it take?B: It takes 15 minutes.Role play can help students use English to communicate with others in the real situations and raise students’ interests in learning English as well. Meanwhile, students may have mutual improvement in exchanging information during the communication.Step 7 Summary and HomeworkSummarize how to talk about getting to places.Write a conversation about how their friends go to school or work and how long it takes, then perform it tomorrow八Board design。
Unit-3-How-do-you-get-to-School说课稿
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《Howdoyougettoschool》说课稿
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。
Unit 3 How do you get to school说课稿及反思22
Unit 3 How do you get to school? 说课稿一、说教材本单元以How do you get to school?为中心话题,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。
本课时为本单元的第二课时，是一节听说练习与写作相结合的课型，我将采用大量操练使学生掌握How far 和how long 的句型以及学会运用简单的语言对自己上学的路线、方式进行描述。
根据《英语课程标准》关于总目标的具体描述及《新目标英语》教材的语言教育理念，我将教材内容进行整合，如为了让学生更好的理解3a课文我将书上的三个预设问题分解为听文章回答简单问题，理解问题，以及细节问题三个层次，层层递进。
二、说学情复习课是对旧知识的巩固和对考点的强化记忆，学生没有对新知识的渴望，有些学生认为复习课是无趣的，这就需要教师好好地设计一堂有意义的复习课，力争在复习课上调动学生的学习积极性。
英语复习课必须对本单元单词、短语、重点句型进行巩固，单充的记忆这些东西学生会觉得枯燥、乏味。
上好一节复习课对教师有一定的挑战性。
让不同学生在原有的知识基础上有所提升是复习课要达到的最终目的。
三、说教学目标及教学重难点知识目标1. 掌握以下词汇：cross, river, many, village , between, between...and..., bridge, boat, ropeway, year, afraid, like, villager, leave, dream, true, come true.2. 掌握并会运用下列重要短语和句型：1) 短语：between...and..., come true, go on a ropeway to cross the river, run too quickly, for many students, one 11-year-old boy, be afraid, be like, many of the students, like this2) 句型：There is a very big river between their school and the village.For many students，it’s easy to get to school.Can their dream come true?能力目标听：通过学习本课时的话题，能听懂有关某人乘坐交通工具的对话。
Unit3How do you get to school说课稿课件
教学难点：
让学生能够熟练运用和区别walk和on foot; take, ride和by 表示交通方式。
IF语句的应用
5.教法
教法分析
本节课通过将所需要的录音、图片、动画、 文字制成多媒体课件，使抽象的语言变得直观， 为学生运用英语进行交际创设情景，实现师生互 动，生生互动和人机互动的多项交流。增添了语 言学习直观性和趣味性，加大了课堂密度，提高 了教学效果。
How do you get to school?
IF语句的应用
ride a bike
I ride a bike to school.
= I get to school by bike.
请注意错误表达
I by bike to school. I ride a bike to school by bike.
=He gets to Hong Kong by plane.
IF语句的应用
How does she get home?
car
She drives the car .
=She often gets home by car.
IF语句的应用
How does Yao Ming get to work?
take the train
take the plane
take the ship
drive the car
IF语句的应用
take the plane walk
take the train
take the subway ride the bike take the taxi
take the bus
walk
ride a bike
take the car
How_do_you_get_to_school说课课件
Part 4 Analysis of the important and difficult points Learning & teaching focus: 1 . vocabulary of this lesson：bus, subway, train，take… 2. Important sentence patterns : How do you get to school? I take the subway. How long does it take? It takes 20 minutes Anticipated difficulties: • 1. Students may find it difficult to remember so many new words, especially the spelling of forty and fifty. • 2. It may be a little difficult for some students to make conversations about how to get to places. Solutions: • Relevant exercises as shown in the teaching procedure are designed to help students to overcome difficulties.
Step 4 Presentation
Activity 1
Teacher 1. Show the picture of a famous actor: Jay and ask: activity How does he get to work? 2.Then present the new sentence pattern: He gets to work by car Repeat with: walk = go… on foot take the subway = go…by subway take the train = go… by train ride the bike = go … by bike Student Ss try to say: He takes the car to work. And repeat activity with the teacher. Purpose To begin the class with a cartoon will offer the students a light and easy atmosphere; This is an activity for students to get mentally prepared for English learning.
八年级(上)Unit 4 How do you get to school说课稿
八年级（上）Unit 4 How do you get to school说课稿一、说教材(一）、教材的地位和作用本单元以how do you get to school?为中心话题，围绕交通方式而绽开，主要运用how long/how far 询问“去某地的交通方式、时间、距离。
”简洁描述路线。
这一话题贴近同学们的日常生活，它继第三单元谈论“假日方案”后支配这样一个话题，符合同学的认知结构和年龄特征，它将为后几个单元的学习打下坚决的语言基础。
而seetiona第一课时重点则采访同学们上学的交通方式，及花费的时间、距离等等。
(二)、教学目标（语言学问力量目标情感目标）语言学问：1、语言目标，把握语汇subway 、train、 bus、 car、bus stop等。
语言功能：学会谈论并描述交通方式语言结构：学习把握how引导的特别疑问句：how do you get to school？ how long does he get to school?how long does it take?要求同学把握好助动语do在不同人称，特殊是第三人称单数后的变化。
2、语言技能1、能依据录音推断交通的方式，花费的时间及距离。
2、能询问他人到达某地的交通方式并转述。
力量目标：1、培育同学听、说、读、写的力量。
2、训练同学小组合作的力量。
3、让同学通过有用的目标语言学会与他人沟通的力量。
情感目标：鼓舞同学学会关怀别人，关心别人。
(三)、教学重点和难点重点：关心同学学会使用how do you get to school?i take the train to school.how does he get to school？he takes the bus to school.进行交际难点:区分take 的用法。
二、说教学方法(一）、学情分析1、初二同学经过学校和学校的学习，已经有了肯定的英语基础学问和听说力量，正渐渐向读写过渡，同时，同学们对英语学习还保持着较深厚的爱好。
(完整版)Unit3Howdoyougettoschool说课稿
Unit3 How do you get to school?SectionB 1a—1e 说课稿一、说教材1.教材分析本单元的话题是“谈论如何去某地”，它与我们日常生活密切联系，生活离不开“行”。
本单元就是描述人们日常出行的的主要方式，学习一般现在时。
其中，SectionB 的教学是在学习完SectionA 的基础上展开的，重视读、写，设置了运用所学语言去完成各项任务，使学生能够对已经学过的目标句型运用自如。
2.教学目标：⑴知识目标①学生能掌握stop，think of 等单词。
②复习巩固how long/far 引导的特殊疑问句用于询问乘交通工具从某地到另一地所耗费的时间及两地间的距离。
⑵能力目标熟练运用how引导的特殊疑问句来询问出行方式⑶情感目标让学生感受到他们学英语是为了在现实中进行交流，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。
3.重难点分析重点:⑴掌握有关交通方式的词汇，如take the subway/train, ride a bike, by bus/boat, bus stop, train station以及其他词汇⑵学会运用句型：How do you get to school?I ride my bike.How far is it from your home to school?It’s…难点：如何区别和准确运用how 和how far引导的特殊疑问句。
二、说学生对于七年级的学生来说，他们经过了上个学期的英语学习后，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，学生对于讨论与他们息息相关的内容，很容易产生兴趣。
但是我们的学生，了解和使用的交通工具比较单一，因而联系实际来学习交通工具相对比较困难。
三、说教法和学法《新目标英语》中的具体语言目标是通过各种各样的Tasks来实现的，学生需要运用特定的行动来完成一定的交际任务。
How do you get to school 说课稿
How do you get to school 说课稿Good morning, everyone! I am Ye Xiaoyu from Guangdong Polytechnic Normal University. Thank you for giving me this o pportunity to present my teaching plan here. Today, my prese ntation is based on the first book of Go For It Grade8 Unit4 HOW DO YOU GETＴＯＳＣＨＯＯＬ？section A 1a—2c. Altogether there are 8 parts.一: Analysis of the teaching material1) This is the fourth unit of Book 1 used for Grade Eight students in middle school.2) The main topic of this unit is “transportation”.3) In this unit, students will learn to talk about kinds of transportation, how long it takes to go places, and how far ap art places are.4) The content of the lesson is related closely to students' actual life, apt to cause students to use simple English to communicate and exchange message in their daily life二、Analysis of the students:1) Easy to arouse their learning emotion.2) Poor in cooperative learning skills.3) Thinking ability of the image is strong, but the attentioncan be scattered easily,4) Students understand new knowledge in certain degree through the mental process of seeing, hearing, observingand thinking.三、Analysis of the teaching aims1. Knowledge goalsIn this lesson, students should master the new wo rds “bus, subway, train…”etc. At the same time, they sho uld know how to use these structures “How do you get to school? How does he get to school? How long does it tak e?”and know how to answer these questions.2. Ability goalsIn this lesson, the teacher will mainly train the student s’ listening and speaking abilities and develop the Ss’ abi liti es of communication by learning the useful structures.3. Moral goals•Know about some traffic rules.•Don’t be late for school四、Analysis of the important and difficult points Learning & teaching focus:1. Vocabulary of this lesson：bus, subway, train，take…2. Important sentence patterns :How do you get to school? I take the subway.How long does it take? It takes 20 minutes Anticipated difficulties:• 1. Students may find it difficult to remember so many ne w words, especially the spelling of forty and fifty.• 2. It may be a little difficult for some students to make c onversations about how to get to places.Solutions:Relevant exercises as shown in the teaching procedure are designed to help students to overcome difficulties.五、Analysis of the teaching strategies :In this lesson, the teacher will mainly use the “task-bas ed” teaching method, and it will be used in the whole l esson. I think it’s helpful to develop the Ss’ thought.The teacher will also use “situation communicating” m ethod.It can provide enough listening and speaking situ ations for students. I think good teaching methods are the keys to success.六、Analysis of the teaching procedureAltogether，there are 8 steps.叶小宇七、Board design八、Analysis of teaching effects and teaching reflection•The teaching aims of this lesson had been finished. I thi nk it will be successful to use the two teaching methodsto help the students learn the knowledge well. And theexercise helps the Ss improve the grammar.•But because of the large number of the students, there still some students don’t u nderstand this lesson well. Students should do more exercise next lesson.。
Unit_3_How_do_you_get_to_school_说课稿新
Unit3 How do you get to school? 说课稿襄垣二中郭季易今天我说课的内容是七年级下册How do you get to school ?的第一课时，即Section A的1a-1c 部分。
下面我将从教材分析、学生分析、教学方法、教学目标、教学重难点、教学准备、教学过程、板书设计、教学反思等几个方面来阐述我对本节课的教学。
一、教材分析第三单元以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。
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目标和知识目标，学习了常见的交通工具的英文名称，并让学生初步感知和学习“How do you get to school?”和“I take the bus”"I get to school by bus."这样的句型。
二、学生分析对于七年级下册的学生来说，他们在经过七年级一学期的英语学习后，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，本单元联系实际来学习交通工具相对比较容易。
三、教学目标分析1、知识目标：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,subway,taxi ,bike ,car 以及乘坐交通工具的英文表达法如take the bus .by bus ,on foot2 、语言目标：1）引导学生学会How引导的特殊疑问句，以及如何熟练运用动词“take”和介词“by”,来表达乘坐交通工具的方法。
2）能运用简单的语言对自己上学的方式进行描述；3、能力目标：1）培养学生听、说、读、写的能力。
2）训练学生小组合作的能力。
3）让学生通过有用的目标语言学会与他人交流的能力。
Unit4 How do you get to school？说课稿
Unit4 How do you get to school？说课稿
Unit4Howdoyougettoschool?
一.说教材
1.内容：新目标英语八年级上册Unit4Howdoyougettoschool?SectionA1a-1c 第一课时。
2.教材的地位及作用
本单元以Howdoyougettoschool?为中心话题，围绕“trafficway”展开。
主要是运用Howlong/Howfar询问“去某地的交通方式、时间、距离”。
本单元谈论的交通工具与上一单元谈论的度假有必然的联系。
本课话题是如何到达某地，主题与学生生活实际息息相关，从而激励学生积极投身英语学习。
3.教材的处理
我把1c的内容进行了整合，增加了一个调查表。
学生在对话交流信息后将调查的结果记录下来，这一环节体现合作学习，形成听，说，与反馈的三重收益。
二．说学生
1.学生现有的能力与已掌握的知识。
2.初中学生的抽象思维能力较低，形象思维能力强，以丰富多彩的图片展示学生早晨到校的情景，即形象，又直观，还能激发学生的兴趣吸引他们的注意力。
3.学生很注重课堂上教师对他们的评价，评价应及时多样。
三.说教学目标
1).知识目标：
学习掌握词汇。
How do you get to school说课稿〔优秀篇〕
Unit 4 How do you get to school?说课稿各位领导、老师：大家好!我是来自九三分局嫩江农场中学的蒋敏，我说课的内容是新目标英语八年级上第四单元How do you get to school ?本世纪英语越来越受世界人民的关注，英语作为一种语言，要经过反复的循环和大量的实践才能获得。
学外语的中国学生普遍不具备耳濡目染的语言环境，只有通过大量的听、说、读、写的多次反复的实践训练，并通过多次强化和反馈来获得和巩固知识。
因而，增强英语教学的实效性势在必行；要提高英语教学效果，首先必须了解学生的特点。
那么，如何激发学生的兴趣和求知欲呢？如何引导学生关注学习过程呢？如何达到交际目的呢？又如何能突出课程标准的评价对学习策略的修正呢？下面我们带着这些问题一起探索一下本单元的教学设计。
一、教材分析（一）教材的地位及作用《新目标英语》教材有图文并茂、实用性强、注重交际等特色。
1、单元分析及教材处理：本单元是新目标英语八年级上册第4单元，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 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”。
其教学内容与学生的实际生活密切相关，易于引发学生运用简单的英语进行交际和交流，这对于提高学生的综合能力，特别是说的能力很有帮助。
2、补充拓展：为了让学生正确表达到达某地、距离、时速，熟练掌握一般现在时的用法，在每一课时中补充相关的一些词汇、课前搜集与交通相关的文章、各种车的图片及交通工具的模型等资源来扩展教学任务活动：扩大学生的思维、文化视野；补充的词汇：交通工具类型：jeep，truck，helicopter，tractor，carriage，sedan，minibus ，A spaceship，ambulance，UFO，sailboat，hot balloon，磁悬浮列车MAGLEV (Magnetically Levitated Trains)交通方式的转换：take the bus ，by bus，on a bus；take a taxi ，by taxi，in a taxi.；rides her bike ，by bike，on her bike；walks ，go… on foot，；含take 的短语take exercise 运动；锻炼take off 脱掉等；补充的阅读：1）、英国交通规则的文章，引导学生了解各国相关的交通现状；2）、青藏铁路干线的开通；增强民族自豪感。
Unit 3 How do you get to school 说课稿 Section B 1a-1e
各位老师：大家好！今天我说课的内容是人教版新目标英语七年级下册第三单元Section B 1a-1e 。
下面我将从教材分析、教法、学法及教学过程四个方面谈下我对本节课的设计。
一、教材分析1、教材地位和作用。
本单元的中心话题是“transportation”,它与学生的日常生活紧密联系在一起的，因为生活中离不开“行”，因此本单元就是学习描述人们日常出行方式，学习一般现在时，一个生活中离不开的时态。
2、教学目标a.让学生了解和运用一些交通标志b.词汇掌握：bus stop, bus station, train station, subway stationc.巩固句型：How do you get to school? How long does it take? How far is it from…to …?3、教学重点:掌握词汇,如take the subway,by bus等.相应的句型,如How do you get to school? How long do es it take? How far is it from …to…?等.4、教学难点：如何区别和准确运用How long 和第一单元出现的How far引导的特殊疑问句.二、教法交际法、情景法、任务型教学法三、学法要求学生采用自主学习的方式，能根据需要进行有目的预习；通过小组讨论，采访，调查等多种形式，确立在用中学，在做中学的思想。
四、教学过程StepⅠWarming-up and revisionⅡ. PresentationLet's learn some new words. 2. Ss read and try to remember the new words and expressions.Ⅲ. Match 1aLet's open our books at page 16, point out the blank line in front of each numbered phrase.Ⅳ. Pairwork 1b Sa: How do you get to school?Sb: Well, I ride my bike to the subway station. Then I take the subway.Ⅴ. Listening 1c 1. Ask different Ss to read each line to the class2. Play the tape for the Ss to listen and check the things Mary wants to know.1d: 1. Listen again. How does Bob get to his grandparents' home? Check 1 or 2.2. Play the tape twice for the Ss to listen and check.Ⅵ. Talking 1e Let students tell how Bob gets to his grandparents' home. Ask students to use the First he … Next he… Then he…Finally…VII. Summary五、布置作业1. Make a survey.2. write a report.六、板书设计The important words,phrases and sentences.一、教学目标：a.让学生了解和运用一些交通标志b.词汇掌握：bus stop, bus station, train station, subway stationc.巩固句型：How do you get to school? How long does it take? How far is it from…to …?Well, I ride my bike to the subway station. Next, I take the subway. Then .... Finally,..二、教学重点:掌握词汇,如take the subway,by bus等.相应的句型,如How do you get to school? How long does it take? How far is it f rom …to…?等.三、教学难点：如何区别和准确运用How long 和第一单元出现的How far引导的特殊疑问句. Teaching procedures四、教学过程Ⅰ. Warming- up and revisionⅡ. Presentation1. I'll show you some pictures on the screen. Let's learn some new words.2. Ss read and try to remember the new words and expressions.Ⅲ. Match 1a point out the blank line in front of each numbered phrase.Ⅳ. Pairwork 1b1. First ask two students to read the dialogue to the class. Sa: How do you get to school?Sb: Well, I ride my bike to the subway station. Then I take the subway.2. Suppose you use two kinds of transportation to get to school. Tell your partner how you get to school.3. Ss practice the conversations in pairs.4. Let some pairs to act out their conversations.Ⅴ. Listening 1c:1. Ask different Ss to read each line to the class2. Play the tape for the Ss to listen and check the things Mary wants to know.3. Get Ss finish the listening task then check the answers.1d: 1. Listen again. How does Bob get to his grandparents' home? Check 1 or 2.2. Play the tape twice for the Ss to listen and check.Ⅵ. Talking 1e1. Let students tell how Bob gets to his grandparents' home. Ask students to use thepictures in 1d. And write these sentences on the blackboard.First he … Next he… Then he…Finally…2. Ss work with their partners. Try to say how Bob get to his grandparent's home.VII. Summary五、布置作业1. Make a survey.2. write a report.六、板书设计The important words,phrases and sentences.。
教师资格考试初中英语说课稿Howdoyougettoschool优选版
说课稿Unit 4 How do you get to school ?Lesson 1一、教材分析1、教材的地位和作用本课选自人教版新目标英语八年级上册第四单元的第一课时。
本单元围绕着Transportation这个主题，通过对话和情景，使学生掌握有关交通工具和和描述距离的日常用语，帮助学生积极地使用英语策划旅游活动。
本课是该单元的第一课时，也是该单元的突破点，它以讨论如何上学为话题，密切联系学生的实际生活，突出语言的实践性。
学生急于了解该话题，于是师生之间形成了一个Information gap ,便于调动学生学英语的积极性，培养学生综合运用英语的能力。
2、教学目标依据教材大纲的要求，结合学生的实际情况，为了更好地实施目标导学，以提高教学效率，我将本课的教学目标设定如下：1)语言目标：A.学习句型：How do you get to school ?---- I take the bus . / I get to school by bus .及其第三人称单数的句型。
B.重点词汇：a.交通工具： bicycle. subway.car. train. boat.plane .ship等。
b.其它： hey.take .by. get to2)能力目标：听：能听懂与谈论出行方式的相关听力材料。
说：能跟别人交流自己上学的交通方式。
读：能阅读描述如何到达学校的简短对话。
写：能简单描述他人如何到达学校。
3)情感目标：通过引导学生谈论自己的上学方式，来帮助他们根据自己的实际情况选择最合理的、最经济的交通方式，从小养成勤俭节约的好习惯，并在交流与合作中体会交际所带来的快乐和成就感，从而增强他们学好英语的自信。
教学重点：掌握有关的交通工具名称及自由地表达如何到达学校。
教学难点：区别动词“take”与介词”by”在交通方面的用法。
二、学情分析在教学过程中，对学情的了解是教师因材施教的关键。
初中的学生注意力容易分散，抽象思维能力较低，形象思维能力强，具有强烈的“成人感”及“独立感”，他们渴望独立，渴望他人的理解和尊重，极力想向他人证明自己的能力。
How do you get to school 试讲说课稿
How do you get to school 说课稿Good morning！I am Dengjiajun from Class7. Thank you for giving me this opportunity to present my teaching plan here. Today, my presentation is based on the first book of Go For It Grade8 Unit4 How do you get to school？section A 1a—2c.一: Analysis of the teaching material1）This lesson is important; it is the first part of this U nit. So if the students learn it well, it will be usefulto learn the rest of this Unit.2）The main topic of this unit is “transportation”. students will learn to talk about kinds of transportation, how long it takes to go places, and how far apart places are.3）The content of the lesson is related closely to students' actual life, apt to cause students to use simple English to communicate and exchange message in their daily life二、Analysis of the students:Students of Grade 8 have learned English for more th an 4 years. They have a good foundation in words and sentences. They have mastered some skills oflistening, speaking, reading and writing .They have pl enty of imagination,but the attention can be scattered easily.三、Analysis of the teaching aims1. Knowledge goalsIn this lesson, students should master the new words “bus, subway, train…”etc. At the same time, they should know how to use these structures “How do you get to s chool? How does he get to school? How long does it take?”and know how to a nswer these questions.2. Ability goalsIn this lesson, the teacher will mainly train the students’ lis tening and speaking abilities and develop the Ss’ abilities of co mmunication by learning the useful structures.3. Moral goals•Know about some traffic rules.•Don’t be late for school四、Analysis of the important and difficult pointsLearning & teaching focus:1. Vocabulary of this lesson：bus, subway, train，take…2. Important sentence patterns :How do you get to school? I take the subway.How long does it take? It takes 20 minutes Anticipated difficulties:• 1. Students may find it difficult to remember so many new words, especially the spelling of forty and fifty.• 2. It may be a little difficult for some students to make conv ersations about how to get to places.五、Analysis of the teaching methods :In this lesson, the teacher will mainly use the “task-based” t eaching method, and it will be used in the whole lesson. I think it’s helpful to develop the Ss’ thought.The teacher will also use “situation communicating” method.It can provide enough listening and speaking situations for students. I think good teaching methods are the keys to succes s.六、Analysis of the teaching aids :In order to practice my teaching methods better, the following teac hing aids will be used: A projector, a tape recorder, multimedia and of course the blackboard.七、Analysis of the teaching procedureAltogether，there are 7 stepsStep 1 Warm up and lead inTeacher greetings and show a cartoon about transportation. Students enjoy the cartoon and pay attention to the means of transportation. This will offer the students an easy atmosphere to get mentally prepared for English learning.Step 2 PresentationTeacher present pictures and say: I usually take the bus to school. How do you go to school?Tell students we will learn the ways of transportations, write down the sentence “ How do you get to school?” on the blackboard.Show different pictures and teach Ss new words and the structures like “How do you get to somewhere? I take a bus to somewhere or I walk to somewhere.”by asking and answering questions between the teacher andthe students.Step 3 PracticeActivity 1 PairworkAsk two students read the conversation, and then let the students practice in pairs like:A: How do you get to school?B: I take a subway.This activity will help weak students build up their confidence in speaking and learning English.Activity 2 A guessing gameTeacher show a picture of boy, and say: This is Tom. How does he get to school every day? Could you guess? Help the students try to guess: He takes the bus / subway /… to school.This activity will check the common students to use the structures Correctly or not. maybe some students forget to use “takes”.Activity 3Show the pictures and say: Jay usually goes to work by car. He usually leaves home at 7:30 and gets to the workplace at 8:00, so how long does it take? Help the students to answer It takes 30 minutes. CAI can provide a real situation with its sound and picture and it makes the relationships between the Ss better.Ss can understand the main contents of this dialogue and get the key points by the example.Step 4 ProductionAsk students make a survey and give a report in pair.Practice the conversation with their partners like this:A: How do you get to school?:B: I take the subway.A: How long does it take?B: It takes 15 minutes.Role play can help students use English to communicate with others in the real situations and raise students’ interests in learning English as well. Meanwhile, students may have mutual improvement in exchanging information during the communication.Step 7 Summary and HomeworkSummarize how to talk about getting to places.Write a conversation about how their friends go to school or work and how long it takes, then perform it tomorrow八Board design。
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How do you get to school 说课稿
尊敬的各位评委老师大家上午好!我今天说课的题目是How do you get to school本次说课主要包括以下七个部分：1说教材，2说学情，3 说教学目标，4说教学重难点，5说教法学法，6说教学过程，7说板书设计。
一．说教材：
本单元地位：本单元是人教版七年级下册第三段单元，人教版初中英文教材是以话题为主线，以任务为中心，兼顾交际功能和语言知识结构的学习，以一种循序渐进的生活化的学习程序，引导学生学会在实际生活中正确使用英语。
其语言目标是主要谈论和学习去某地的交通方式、时间、距离，围绕how do you get to some place 这一话题展开，话题源于生活，通过结合图片和对话创造一个真实的生活情景，给学生以直观的印象，让学生更好的掌握基本语言技能。
本课时地位：根据教学时间和学生语言基础，我把本单元sectionA部分作为第一课时。
所以我将这节课定位为听说课，主要以锻炼学生的听、说能力为主，读写能力为辅。
二．说学情:
七年级的学生经过小学学习，有一定的英语基础，并且对周围的事物有着强烈的好奇心、喜欢接触新内容，探索新知识，对学习有着很大的兴趣和强烈的小组合作意识。
但是该年龄段的学生缺乏一定的概括、分析和表达能力。
本课的主题是谈论交通方式，话题贴近学生生活，可以激发他们的学习兴趣和上课的积极性。
不过，对于how引导的特殊疑问句和第三人称单数的表达，学生掌握起来会有难度。
三．说教学目标:
根据初中英语课程标准3级的要求，强调英语教育要面向全体和学生的全面发展,能够听懂有关话题的语段,能与教师或同学就熟悉的话题交换信息，参与简单的课堂表演活动。
为了体现新课标提倡的知识与能力、过程与方法、情感与态度并重的教学理念，我的教学目标设计如下：
1.知识目标：1）学生能够识记并恰当运用以下重点词汇，例如walk、bus、
bike、train、plane .
2)学生能够熟练运用以下句型来讨论交通方式、时间,例如
How do you get to school ？
I walk to school/take a bus/ride a bike...
How long does it take？ It takes about ...
2.根据上述知识目标，能力目标为： 1）学生能够简单的用语言对自己上
学的方式和所用时间进行描述以及询问他人到达某地的交通方式。
2) 学生能够通过听懂有关交通工具
的关键信息，运用所学的交通对话知识进行语言的实际运用。
3.情感目标：1）学生能够通过小组活动增强合作意识。
2) 学生能够从环保角度出发，选择低碳的交通出行方式并养成环保出行的习惯。
四．说重难点：
教学重点:引导学生熟练地运用新词汇、短语和句型并进行询问他人和表达自己的交通方式及所花费的时间，例如walk to school、It takes about 20minutes. 教学难点：1.由how引导的特殊疑问句和第三人称单数的表达。
2.运用所学的单词和句型进行拓展性的对话。
五．说教学学法：根据现代教育的新理念，以人为本，以学生为主体，以教师为主导的思想和上述教材特点，学情特点和课标要求以及教学目标。
我制订了以下教法学法：
教法:本节课将采用交际法、情境教学法、任务型教学法。
其中交际法有利于充分发挥学生的主观能动性；情景教学法把知识学习融入实际生活中，有利于提高学生的实际会话能力；任务型学习法让学生在任务中学习新知，有利于增强学生的学习兴趣。
学法: 教师充分运用合作学习法,视听说法和小组活动法。
合作学习法有利于在合作中提高学生自主学习的能力，调动学生学习的积极性；视听说法将视听结合使知识显示更加形象化；小组活动法有利于调动小组积极性和合作意识。
六．说教学过程：
一．导入:
二.学习新知:老师询问学生how do you get to school ?学生结合自身情况回答步行、乘公交车和骑自行车等方式来学校，由此导出单词walk、bus 和bike 以
及how do you get to school这一句型。
暑期临近，老师准备去黄山旅游，在ppt上展示安徽地图，标注合肥与黄山这两个地点，向大家询问I want to go to Huangshan ,how do I get to it ?让同学们猜，然后老师播放ppt显示火车从合肥行驶到黄山这一路程，由此导出train.紧接着在ppt上显示中国与美国地图，将中国作为起点，美国作为终点，询问学生如果你们到美国应该采取哪种交通工具，由此学生猜出飞机plane.教授完以上单词，自然地引出how long does it take 这一句型,告知从中国到美国需花费10个小时。
(8min)(设计意图：教师采用提问式法和多媒体辅助法并用图片来教授与之相关的单词，学生可以在大脑中建立联系，提高学习效率，有利于学生接受并理解新知。
)
三. 小组活动：在新知教授过后，接着是分小组进行活动，将全体学生分为3组，教师随机抽取其中一个小组成员上台根据卡片选择相应地交通方式，再任意选取其他2组中的2名成员就挑选的话题进行对话，接着手持卡片的学生与老师进行转述，然后再挑选一名伙伴进行反复练习。
(8min)(设计意图：这一活动将在词汇句型教完，听力活动进行前实施，有利于巩固新知，提高学生口头表达英语的能力，为下面的听力任务作铺垫，承上启下，衔接自然。
)
四.听力练习：
五.游戏环节：击鼓传花
将全体学生分为a,b c三组，教师给a和b组成员发放写着著名景点的图片，然后随机让c组中的一位学生喊停，于是手持图片的2名学生起来进行对话，对话内容老师事先示范，由c组2名成员转述对话。
再进行第二轮，让a和c组参加活动，b组喊停，以此类推，最后老师对学生表现点评。
（14min）（设计用途：在本堂课的最后阶段，进行这样的游戏活动，有利于缓解学生的疲劳，提起学生的积极性，在巩固新知的同时，达到寓乐与教的效果。
)
六．作业布置：
七．说板书设计：
Unit 3 How do you get to school?
How do you get to school ？
walk does she/he
I walk to school...
bus She/He walks to school...
bike How long does it take？
train It takes about...
plane
板书设计是对教学内容的总结和加工。
由于ppt占据了黑板的一部分，所以我
们的板书设计采用了二分板，黑板未被遮住部分的左边是重点单词，右边是重点
句型，这样设计是为了便于学生理解和记录本课的关键知识，有利于整个板书的
美观和整洁。
教学总结
本节课坚持“以人为本，以学生为主体，以教师为主导”的现代教育新理念，
采用灵活多样和丰富多彩的教学方法，使学生能够轻松欢快地参与课堂活动，增
强合作意识，促进新知输入。
但是本课在设计安排上也有很多不足之处，欢迎大
家批评指正。