七年級(jí)下冊(cè)第三單元案例參考

1、 Unit 3 How do you get to school? 一、教材分析本單元的中心話題是“Transportation”，圍繞“How do you get to school”，“How long does it take?”，“How far is it?”層層展開(kāi)，并采用“任務(wù)型語(yǔ)言教學(xué)途徑”，編排了一系列凸現(xiàn)“交際功能（Talk about how to get to school）”運(yùn)用的聽(tīng)說(shuō)讀寫(xiě)綜合語(yǔ)言活動(dòng)，讓學(xué)生學(xué)會(huì)談?wù)撊绾蔚竭_(dá)某個(gè)地方，距離有多遠(yuǎn)，要花多長(zhǎng)時(shí)間等等。這些活動(dòng)緊貼學(xué)生的生活實(shí)際，極具真實(shí)性，從而使學(xué)生的個(gè)人經(jīng)歷成為課堂學(xué)習(xí)的有效圖式，有助于學(xué)生對(duì)所獲取的

2、聲音和文字英語(yǔ)信息的理解；有助于調(diào)動(dòng)他們用英語(yǔ)表達(dá)自己的經(jīng)驗(yàn)和感受興趣和熱情；有助于促進(jìn)他們語(yǔ)言功能的運(yùn)用；有助于提高他們?yōu)閼?yīng)用而主動(dòng)學(xué)習(xí)和掌握語(yǔ)言知識(shí)（詞匯和語(yǔ)法結(jié)構(gòu)等）的興趣。在教材編排上，Section A是基礎(chǔ)，是底線，是學(xué)生必須掌握的目標(biāo)語(yǔ)言；而Section B是Section A的擴(kuò)展和引申，通過(guò)任務(wù)型聽(tīng)力來(lái)討論交通工具及方式的最佳組合方式，并通過(guò)任務(wù)型閱讀幫助學(xué)生了解不同國(guó)家學(xué)生上學(xué)的交通工具及方式的異同。二、教學(xué)目標(biāo)1語(yǔ)言目標(biāo)詞匯：subway, take the subway, train, minute, how far, quick, leave for, half,

3、past, bus station, bus ride, stop, bust stop, north, school bus, by boat, must, car, ill, worry句式：How do you get to school? I ride my bike.How long does it take? It takes ten minutes. How far is it from your home to school? Its about 10 kilometers. 2能力目標(biāo)(1) 能夠談?wù)撊绾蔚竭_(dá)目的地。(2) 能夠談?wù)撟约旱娜粘Ｉ睢?（3）能夠有效地獲取信息和

4、處理信息。3情感目標(biāo)(1) 學(xué)會(huì)關(guān)注生命與安全；培養(yǎng)時(shí)間觀念，學(xué)會(huì)珍惜時(shí)間。(2) 了解朋友及家人的生活。4跨學(xué)科學(xué)習(xí)(1) 社會(huì)實(shí)踐：學(xué)習(xí)距離、交通方式的表達(dá)。(2) 個(gè)性培養(yǎng)：學(xué)會(huì)合理安排自己的生活，培養(yǎng)時(shí)間觀念，學(xué)會(huì)珍惜時(shí)間。(3) 跨文化研究：了解不同國(guó)家、不同地區(qū)學(xué)生上學(xué)的交通工具及方式的異同。三、教學(xué)重、難點(diǎn)通過(guò)語(yǔ)言目標(biāo)的學(xué)習(xí)，學(xué)會(huì)談?wù)撊绾蔚竭_(dá)目的地，如何表達(dá)距離的遠(yuǎn)近，如何表達(dá)到某地花多長(zhǎng)時(shí)間，并在生活實(shí)際中正確運(yùn)用所學(xué)語(yǔ)言。四、教法與學(xué)法 1. 采用情境法、交際法和“任務(wù)型”教學(xué)途徑，使“英語(yǔ)學(xué)習(xí)任務(wù)化，學(xué)習(xí)活動(dòng)生活化”，通過(guò)設(shè)置多樣化的任務(wù)，巧妙注意任務(wù)的序列性，讓學(xué)生在教學(xué)

5、活動(dòng)中參與和完成真實(shí)的生活任務(wù)，從而培養(yǎng)學(xué)生運(yùn)用英語(yǔ)的能力，（用英語(yǔ)做事的能力）。在教學(xué)過(guò)程中，堅(jiān)持“以人為本”，關(guān)注學(xué)生的情感，關(guān)注學(xué)生的發(fā)展，把說(shuō)的機(jī)會(huì)留給學(xué)生，把思考的時(shí)間還給學(xué)生，把做的權(quán)利交給學(xué)生。2. 充分發(fā)揮多媒體輔助教學(xué)的優(yōu)勢(shì)，集圖片、聲音、動(dòng)畫(huà)于一體，使課堂教學(xué)更為形象，更為直觀，更為生動(dòng)，學(xué)生更有興趣，印象也會(huì)更深。3. 采用小組合作的學(xué)習(xí)方式，讓學(xué)生學(xué)會(huì)交流，學(xué)會(huì)分享，學(xué)會(huì)合作，并有效地避免班額過(guò)大、不同學(xué)生之間知識(shí)水平和智力發(fā)展參差不齊，同時(shí)師生之間、學(xué)生之間的交際得不到充分發(fā)揮等問(wèn)題。五、教學(xué)程序設(shè)計(jì)課時(shí)安排及任務(wù)設(shè)置課 時(shí)內(nèi) 容課 型主要任務(wù)設(shè)計(jì)1Section A

6、 1aGrammar focus基本語(yǔ)言的介紹、前任務(wù)的交待與操練聽(tīng)說(shuō)課Know more about your friends2Section A 3a3b鞏固基本語(yǔ)言，筆頭落實(shí)基本內(nèi)容讀寫(xiě)課Make a schedule for yourself3Section B 1a2c擴(kuò)展語(yǔ)言，深化任務(wù)， 聽(tīng)說(shuō)課One-day Tour to Weihai4Section B 3a3c深化理解目標(biāo)語(yǔ)言，綜合運(yùn)用閱讀寫(xiě)作課Reading and Writing5Revision總結(jié)和完善任務(wù)及其結(jié)果，綜合活動(dòng)課2000元?dú)g樂(lè)假日行核心任務(wù)及任務(wù)鏈根據(jù)本單元學(xué)習(xí)有關(guān)交通方面的內(nèi)容，設(shè)計(jì)核心任務(wù)為“200

7、0元?dú)g樂(lè)假日行”，形成如下任務(wù)鏈：了解周圍的人是如何到校、如何上班的選擇適合自己的交通工具或交通工具組合方式威海一日游說(shuō)明不同國(guó)家、不同地區(qū)學(xué)生上學(xué)的交通工具及方式的異同2000元?dú)g樂(lè)假日行比較交通工具的特點(diǎn)與優(yōu)劣勢(shì)向政府提出合理建議，改善交通環(huán)境。第一課時(shí)第一課時(shí)以聽(tīng)說(shuō)為主，教學(xué)目標(biāo)為：1學(xué)會(huì)談?wù)撊绾蔚竭_(dá)某地，學(xué)會(huì)談?wù)撟约?、朋友、家人如何上學(xué)、工作；2熟練掌握到達(dá)某地要花多長(zhǎng)時(shí)間的表達(dá)，學(xué)會(huì)談?wù)撟约旱纳睿?學(xué)會(huì)合作，了解朋友和家人的生活；4學(xué)會(huì)關(guān)注生命與安全；培養(yǎng)時(shí)間觀念，學(xué)會(huì)珍惜時(shí)間。本課的核心任務(wù)是Know more about your friends，并通過(guò)How do you g

8、et to school? How does he/she get to school? How long does it take? 三個(gè)小任務(wù)組成的任務(wù)鏈完成任務(wù)前的準(zhǔn)備，課堂流程如下所示:Pre-class ActivitiesWarming-up ActivitiesTask1: How do you get to school?Task2: How does he/she get to school?Task3: How long does It take?SummaryTask 4: Know more about your friendsHomework: Know more a

9、bout your familyPre-class Activities課前要求學(xué)生通過(guò)各種途徑收集有關(guān)交通工具的名稱和圖片，并利用詞典或金山詞霸來(lái)認(rèn)讀單詞。不僅培養(yǎng)了學(xué)生收集信息和處理信息的能力，而且使學(xué)生在這一過(guò)程中能夠主動(dòng)地參與學(xué)習(xí)，拓寬視野，實(shí)現(xiàn)英語(yǔ)學(xué)習(xí)的生活化。Warming-up Activities1新單元總會(huì)讓每一個(gè)學(xué)生迫不急待，即將開(kāi)始的學(xué)習(xí)內(nèi)容往往讓他們倍感好奇。教師要善于把握學(xué)生的這種心理，通過(guò)有效地設(shè)置問(wèn)題來(lái)引導(dǎo)學(xué)生識(shí)讀主圖： What can you see in the picture?Guess, when is it now, morning, afternoo

10、n or evening? Why?I think its winter now, what about your opinion? How do you know that?Look at the boy in a red cap, what does he look like? What is he doing?Can you see the girl in pink? What is she doing? Guess, where is she going?Where is the girl with short blond hair? Can you find something st

11、range? Why is she sitting in a wheelchair? What can we do for her? What does “TERMINAL” mean?How many kinds of transportation can you see in the picture?顯然，讀圖的目的并非僅僅是導(dǎo)入課堂教學(xué)，更重要的是巧妙地運(yùn)用課本所提供的課程資源，盡可能多地為學(xué)生提供“說(shuō)英語(yǔ)”的機(jī)會(huì)，幫助他們逐步養(yǎng)成英語(yǔ)思維習(xí)慣。2通過(guò)小組合作的學(xué)習(xí)方式，交流彼此所收集的信息，實(shí)現(xiàn)資源共享，并通過(guò)討論小組命名和小組競(jìng)賽兩個(gè)小活動(dòng)來(lái)幫助學(xué)生進(jìn)一步熟悉目標(biāo)詞匯。3最后選用節(jié)奏

12、活潑、邊說(shuō)邊做的Chant，（內(nèi)容如下）Go, go, let go！Ride, ride, ride my bike.Take, take, take the bus.Take, take, take the subway. 使學(xué)生在不知不覺(jué)中強(qiáng)化識(shí)記了有關(guān)交通工具的詞匯和詞塊，而且也是對(duì)其后進(jìn)行的Lucky 52游戲作了一次簡(jiǎn)單熱身。Task 1: How do you get to school?教師首先借助多媒體課件呈現(xiàn)本課的目標(biāo)句型How do you get to school?，同時(shí)利用圖片使學(xué)生掌握ride a bike, take the bus, take the trai

13、n, take a plane, take a car等詞塊，并學(xué)會(huì)對(duì)目標(biāo)句型做出正確應(yīng)答，然后由課件演示引出目標(biāo)句型的第二種答語(yǔ)，并通過(guò)Match the sentences（如下所示）Match the sentences.1. I ride my bike. A. I get to school by ship.2. I walk.B. I get to school by train.3. I take the bus.C. I get to school by bus.4. I take the subway.D. I get to school by bike.5. I take

14、the train.E. I get to school on foot.6. I take the ship.F. I get to school by plane.7. I take the plane.G. I get to school by subway.對(duì)兩種答語(yǔ)的轉(zhuǎn)換進(jìn)行強(qiáng)化，并在此基礎(chǔ)上，采用Pair Work的形式，小步快走，循序漸進(jìn)，由“第二人稱”擴(kuò)展到“第三人稱”，由單數(shù)擴(kuò)展到復(fù)數(shù)，構(gòu)成一個(gè)有梯度的序列，不經(jīng)意間便完成了本課的第二個(gè)任務(wù)：Task 2: How does he/she get to school? /How do they get to school?熟悉

15、目標(biāo)語(yǔ)言后，迅速進(jìn)入聽(tīng)和寫(xiě)的訓(xùn)練。1首先設(shè)置以下問(wèn)題：Look at the picture, so many students go to school in the morning. Now lets think how they get to school. How does the boy get to school? How does the girl get to school? How do the boy and the girl get to school?引導(dǎo)學(xué)生有針對(duì)性地第二次讀圖，然后完成1a的書(shū)寫(xiě)訓(xùn)練。2聽(tīng)前對(duì)錄音材料進(jìn)行簡(jiǎn)要的背景介紹：This time you w

16、ill listen to a conversation. Two people are talking about how some students get to school. 使學(xué)生對(duì)所聽(tīng)內(nèi)容有所預(yù)知，有所了解，從而降低了學(xué)生聽(tīng)的難度，使學(xué)生輕輕松松地完成任務(wù)型聽(tīng)力1b。3聽(tīng)力任務(wù)完成后，用大屏幕呈現(xiàn)完整的聽(tīng)力材料，讓學(xué)生反復(fù)跟讀錄音，語(yǔ)音、語(yǔ)調(diào)、句型熟練后，改成兩人一組看圖自由對(duì)話。4最后采用學(xué)生喜聞樂(lè)見(jiàn)的“Lucky 52”的游戲方式，將全班分為A, B, C三組進(jìn)行活動(dòng)：A組面向大屏幕，并試著用動(dòng)作表演屏幕所顯示的交通工具，背對(duì)屏幕的C組回答B(yǎng)組所提問(wèn)題How does he/s

17、he get to school?，也可以用Does he/she take the subway/take the bus?進(jìn)行猜測(cè)，在規(guī)定時(shí)間內(nèi)未能完成的小組將有一位本組成員被淘汰，最后人數(shù)多者勝出。這個(gè)活動(dòng)使學(xué)生的積極性瞬間被調(diào)動(dòng)，那種一猜再猜而又未猜中，想得到真實(shí)答案的欲望也更加強(qiáng)烈，在競(jìng)猜中習(xí)得了前兩個(gè)任務(wù)所學(xué)習(xí)的目標(biāo)語(yǔ)言。Task 3: How long does it take?Say: Different students get to school in different ways, but you must be on time for school. You must

18、pay close attention to time.這樣適時(shí)地對(duì)學(xué)生進(jìn)行了情感教育，培養(yǎng)了學(xué)生的時(shí)間觀念，也為后部分的學(xué)習(xí)作了成功導(dǎo)入。1借助直觀教具鬧鐘，并用手指撥動(dòng)指針行走來(lái)呈現(xiàn)句型“How long does it take?”，并訓(xùn)練時(shí)間的表達(dá)，更具直觀性和生活性。2聽(tīng)力無(wú)疑是學(xué)生的“老大難”，在隨后進(jìn)行的2a和2b的聽(tīng)力訓(xùn)練前，首先引導(dǎo)學(xué)生通過(guò)談?wù)搱D片來(lái)預(yù)測(cè)所聽(tīng)問(wèn)題，有效地降低聽(tīng)力難度。例如：在完成2a前，引導(dǎo)學(xué)生用How do you get to school?進(jìn)行Pair Work，而在2b前，用How long does it take? 來(lái)進(jìn)行看圖說(shuō)話。3完成2a和2b

19、 后，將聽(tīng)力材料完整地呈現(xiàn)，讓學(xué)生兩人一組跟讀、朗讀到上口為止。4將聽(tīng)力材料重新設(shè)置成聽(tīng)力填空（如下所示）Listen again. Fill in the blanks.Conversation 1Boy: How do you get to school?Girl: I take the t_.Boy: How long does it take?Girl: Oh, around f_ minutes. How about you?Boy: I take the s_.Girl: How long does that take?Boy: Oh, around t_ minutes.Conv

20、ersation 2Girl: How do you get to school, Tom?Tom: I ride my b_.Girl: How long does it take?Tom: It takes around t_ minutes. How do you get to school?Girl: I w_.Tom: And how long does that take?Girl: It only takes t_ minutes.Listen again. Complete the dialogue.Conversation 1Boy: How do you get to sc

21、hool?Girl: I _.Boy: How long does it take?Girl: Oh, around_. How about you?Boy: I _.Girl: How long does that take?Boy: Oh, around _.Conversation 2Girl: How do you get to school, Tom?Tom: I _.Girl: How long does it take?Tom: It takes around _. How do you get to school?Girl: I _.Tom: And how long does

22、 that take?Girl: It only takes _.讓學(xué)生兩人一組，對(duì)話填空。這樣，便可以使有限的聽(tīng)力材料得到反復(fù)聽(tīng)、反復(fù)用，在聽(tīng)和說(shuō)的過(guò)程中培養(yǎng)學(xué)生聽(tīng)、說(shuō)的技能。同時(shí)，這也是幫助學(xué)生熟悉背誦語(yǔ)言材料的有效手段，也是必要手段！ Summary首先借助問(wèn)題What have you learned in this period?來(lái)引導(dǎo)學(xué)生總結(jié)所學(xué)的目標(biāo)語(yǔ)言，教師板書(shū)如下： take the subway. by subway. How do you get to school? I take the train. I get to school by train. take the

23、 ship. by ship. take the plane. by plane. walk. on foot. ride(s) a bike. by bike. take(s) the bus. by bus. does he He take(s) the subway. He by subway.How does she get to school? She take (s) the train. She get(s) to school by train. do they They take(s) the ship. They by ship. take(s) the plane. by

24、 plane. walk(s). on foot. five minutes. ten minutes.How long does it take? It takes thirty minutes. forty minutes. two hours.然后以When do we use these sentences?來(lái)幫助學(xué)生進(jìn)一步明確所學(xué)語(yǔ)言結(jié)構(gòu)的語(yǔ)用。Task 4: Know more about your friends這是一個(gè)綜合性的任務(wù)，其設(shè)計(jì)以學(xué)生的生活經(jīng)驗(yàn)和興趣為出發(fā)點(diǎn)，分為Make a survey和Make a report兩個(gè)環(huán)節(jié)：1. Make a surveyMake

25、a survey of your best friends and fill in the chart below.NameHow do you get to school?How long does it take?2. Make a report Make a report according to your chart.Example: Lucy takes the bus to school. It takes her ten minutes NameHow do you get to school?How long does it take?Lucytake the busten m

26、inutes通過(guò)這兩個(gè)活動(dòng)，讓學(xué)生進(jìn)一步了解周圍朋友的生活，使學(xué)生通過(guò)做事，通過(guò)思考，通過(guò)合作來(lái)體驗(yàn)?zāi)繕?biāo)語(yǔ)言，體驗(yàn)學(xué)的過(guò)程和快樂(lè)，在“用”中發(fā)展思維能力和各種語(yǔ)言應(yīng)用能力。當(dāng)然，在Make a survey和Make a report之前，教師必須為學(xué)生提供有效的語(yǔ)言范例。為了更好地貼近生活，達(dá)到學(xué)以致用，教師可提供與話題相關(guān)的擴(kuò)展詞匯，例如：motorbike（摩托車）, electric bike（電動(dòng)自行車）,boat, helicopter (直升飛機(jī))等等，對(duì)于農(nóng)村中學(xué)來(lái)說(shuō)，還可以補(bǔ)充學(xué)生生活中常見(jiàn)的tractor（拖拉機(jī)）, cart（馬車），tricycle（三輪車）等等，并提醒

27、學(xué)生上下學(xué)乘車時(shí)要乘坐有牌有照的客車，關(guān)注生命，關(guān)注安全。Homework: Know more about your familyMake a survey of your family and fill in the chart below, then write a passage about it.NameHow do they get to work?How long does it take?FatherMother寫(xiě)作能客觀地反映學(xué)生各方面的語(yǔ)言運(yùn)用能力，如語(yǔ)言表達(dá)能力、思維組織能力等等，將調(diào)查完的表格寫(xiě)成短文，不僅能夠促進(jìn)學(xué)生獲取、處理和使用信息，鞏固課堂所學(xué)語(yǔ)言知識(shí)，提高寫(xiě)作

28、能力，而且使學(xué)生從關(guān)注自己轉(zhuǎn)向關(guān)注家人，英語(yǔ)學(xué)習(xí)也真正地延伸到了課堂之外。第二課時(shí) 第二課時(shí)為讀寫(xiě)課，教學(xué)目標(biāo)為：1. 學(xué)會(huì)談?wù)摼嚯x的遠(yuǎn)近；2. 學(xué)會(huì)選擇合適的交通工具；3. 體驗(yàn)快速閱讀的方法，學(xué)會(huì)有目的地檢索信息，跳讀，計(jì)算等。4. 學(xué)會(huì)科學(xué)地安排生活。本課的核心任務(wù)是Make a schedule for yourself, 主要分為Warming-up Activities, Pre-reading, While-reading，Post-reading四個(gè)部分。課堂流程如下所示: Warming-up ActivitiesPre-readingPost-readingDiscussi

29、onWritingHomeworkWhile-readingLeading-inReadaloudReadanddrawExpla-nationReadandSayReadandanswerWarming-up Activities通過(guò)限時(shí)游戲來(lái)復(fù)習(xí)上一課時(shí)所學(xué)的目標(biāo)語(yǔ)言。要求學(xué)生在三分鐘內(nèi)，以最快的速度詢問(wèn)How do youget to school?, How long does it take?兩個(gè)問(wèn)題，直到聽(tīng)到與第一次所聽(tīng)完全相同的答案后返回座位，否則繼續(xù)，被詢問(wèn)者要盡可能地給出意想不到的答案?；顒?dòng)過(guò)程中，每一個(gè)學(xué)生都在動(dòng)，教室里看起來(lái)亂套了，但是正是這種 “互動(dòng)、開(kāi)放、創(chuàng)造”的課堂

30、氛圍，使學(xué)生獲得相當(dāng)大的主動(dòng)權(quán)，主動(dòng)地使用所學(xué)語(yǔ)言，從而更好地表現(xiàn)自己，發(fā)展自己。Pre-reading 游戲后小結(jié)并進(jìn)行課堂導(dǎo)入：We have known many kinds of transportation. Its important for us to choose the right transportation. But which is the best way? 提出本課要解決的問(wèn)題，激發(fā)學(xué)生學(xué)習(xí)的動(dòng)機(jī)，增強(qiáng)學(xué)生學(xué)習(xí)的目的性，并讓學(xué)生小組討論，自由表達(dá)自己的觀點(diǎn)，努力為學(xué)生提供“開(kāi)口說(shuō)英語(yǔ)”的機(jī)會(huì)。在Pre-reading環(huán)節(jié)，采用數(shù)學(xué)圖例解釋的方法(如下所示) How

31、far is from A to B? 10 kilometers Its 5 kilometers (km.)3051010 A B C D E How long does it take? It takes 15 minutes 4 hours 呈現(xiàn)目標(biāo)語(yǔ)言How far is it fromto? 要求學(xué)生按照?qǐng)D示用Its 來(lái)回答，然后在時(shí)鐘旁給出所用時(shí)間，繼續(xù)用How long does it take?來(lái)引導(dǎo)學(xué)生用It takes 回答，隨后提出問(wèn)題：Which is the best way? 并不斷延長(zhǎng)線段反復(fù)進(jìn)行訓(xùn)練?；顒?dòng)過(guò)程中學(xué)生需要進(jìn)行計(jì)算才能給出正確的答案，注意了與數(shù)學(xué)學(xué)

32、科的整合，極好地調(diào)動(dòng)了學(xué)生的學(xué)習(xí)情緒，讓學(xué)生積極地投入到語(yǔ)言操練中，實(shí)現(xiàn)雙向互動(dòng)，把教師“一言堂”變?yōu)閹熒叭貉蕴谩?，并通過(guò)Pair Work進(jìn)一步得到鞏固。在整個(gè)Pre-reading過(guò)程中，學(xué)生通過(guò)計(jì)算、推理、判斷等一系列的活動(dòng)，解決Which is the best way這一問(wèn)題。在探究過(guò)程中，使學(xué)生明確要根據(jù)距離的遠(yuǎn)近和所需時(shí)間來(lái)選擇合適的交通工具。While-reading在任務(wù)型語(yǔ)言教學(xué)中，教師要從學(xué)生“學(xué)”的角度來(lái)設(shè)計(jì)教學(xué)活動(dòng)，使學(xué)生的學(xué)習(xí)活動(dòng)具有明確的目標(biāo)，并構(gòu)成一個(gè)有梯度的連續(xù)活動(dòng)。另外，閱讀訓(xùn)練不僅僅是做幾道閱讀理解題，更重要的是幫助學(xué)生從中獲取信息，獲得樂(lè)趣。因此，將W

33、hile-reading分為五個(gè)步驟：1. Read and say.Read the passage and say what you have got.首先讓學(xué)生閱讀短文，這看起來(lái)似乎與當(dāng)前盛行的“帶著問(wèn)題閱讀”相矛盾，但閱讀之后要求學(xué)生口頭敘述閱讀后所獲得的信息，鍛煉了說(shuō)，也考查了讀。2. Read and draw.Read again and draw a diagram about Lin Feis Route to school.當(dāng)判斷題、選擇題讓學(xué)生們的雙眼已經(jīng)疲憊的時(shí)候，很難想象為之激發(fā)的閱讀興趣會(huì)有多大。“讀一讀，畫(huà)一畫(huà)”，聽(tīng)起來(lái)就象是幼兒園里要做的事，閱讀檢測(cè)照樣可以生動(dòng)

34、起來(lái)。3. Read and answerRead the passage carefully and fill in the chart.通過(guò)完成下列表格When does Lin Fei get up?What does he usually do before school?When does he leave for school?How does he get to the bus station?How long does it take?How does he get to school?How long does it take?從而使學(xué)生進(jìn)一步理解短文。4. Explanat

35、ion釋疑短文中所出現(xiàn)的難點(diǎn)，例如：have a quick breakfast, leave for, at around half past six, take him to school等。在這個(gè)過(guò)程中，教師要努力控制做老師的欲望，引導(dǎo)學(xué)生根據(jù)上下文進(jìn)行詞義猜測(cè)。5. Read aloud.學(xué)生只有通過(guò)大量的朗讀，才能不斷地糾正自己的語(yǔ)音和語(yǔ)調(diào)，逐步形成英語(yǔ)語(yǔ)感。朗讀訓(xùn)練單靠課堂上的幾分鐘是遠(yuǎn)遠(yuǎn)不夠的，可以要求學(xué)生在課后不斷練習(xí)，直到自己感到滿意的時(shí)候，錄制成磁帶，收入到自己的成長(zhǎng)檔案袋中。通過(guò)以上五個(gè)微型任務(wù)，構(gòu)成一個(gè)層層遞進(jìn)，逐步深入的任務(wù)鏈，培養(yǎng)了學(xué)生的閱讀能力，增強(qiáng)了閱讀興趣。P

36、ost-readingPost-reading是一個(gè)讀后輸出的過(guò)程，共分兩個(gè)環(huán)節(jié)：1. DiscussionWhat do you think of Lin Feis schedule? Do you think his arrangement is reasonable? Why?引導(dǎo)學(xué)生進(jìn)行思考和討論并進(jìn)行小結(jié)，幫助學(xué)生學(xué)會(huì)科學(xué)地安排生活。2. Make a schedule for yourself.聽(tīng)上去復(fù)雜，但實(shí)際上只是更字換詞的仿寫(xiě)句子訓(xùn)練，學(xué)生可以輕松完成。HomeworkMother is great, and hard-working. What about her sche

37、dule?How does she get to work? How long does it take? How far is it from your home to her office?Know your mother better and write a passage.本次作業(yè)要求學(xué)生了解母親的日常生活并形成短文，在鞏固課堂所學(xué)的目標(biāo)語(yǔ)言外，引導(dǎo)他們體諒母親，關(guān)愛(ài)母親。第三課時(shí)第三課時(shí)以聽(tīng)說(shuō)為主，擴(kuò)展語(yǔ)言與詞匯。本課的核心任務(wù)是選擇合理的交通路線和交通工具，制定“威海一日游”計(jì)劃。本課設(shè)置了Talking Hall, Listening House, On holiday三個(gè)生活化

38、場(chǎng)景，從而使課堂教學(xué)更貼近學(xué)生的生活。課堂流程如下所示:Talking HallListening HouseOn HolidayTask: One-day Tour to WeihaiHomeworkTalking Hall1. Talk about the pictures教師要善于淋漓盡致地使用有限的課程資源，要盡可能多地為學(xué)生提供“開(kāi)口說(shuō)英語(yǔ)”的機(jī)會(huì)。在這一環(huán)節(jié)，教師首先進(jìn)行讀圖示范：Look at this. Its a train station. Trains stop here.然后引導(dǎo)學(xué)生正確讀出其他各圖。2. Match the words with the picture

39、s. (1a) 圖文搭配，進(jìn)一步幫助學(xué)生鞏固所學(xué)詞匯。3. Pair Work and Role Play. (1b)Role play. Suppose you use two kinds of transportation to get to school (bus, train, subway, walking, bike, etc.) Tell how you get to school. 以此來(lái)訓(xùn)練學(xué)生合理選擇個(gè)人交通工具及方式的最佳組合方式。Listening House1. 根據(jù)2a圖中所提供的內(nèi)容，引導(dǎo)學(xué)生猜測(cè)在對(duì)話中怎樣詢問(wèn)才能獲得表格內(nèi)的信息，讓學(xué)生思考后能夠說(shuō)出聽(tīng)力材料中

40、即將出現(xiàn)的句子，例如：Where do you live?，How far do you live from school?，How long does it take to get to school?，How do you get to school?，What do you think of the transportation?等等，這樣不僅復(fù)習(xí)了前面所學(xué)的語(yǔ)言知識(shí)，而且也有效地降低了2a的聽(tīng)力難度。 2. Listen. Check ( ) the things that Thomas wants to know. 完成2a的聽(tīng)力任務(wù)。3. 要求學(xué)生兩人一組說(shuō)明2b圖中所出現(xiàn)的交通方

41、式。例如：Nina rides her bike. Nina walks等等，鍛煉了學(xué)生說(shuō)的能力，也為下一步的聽(tīng)力教學(xué)做了準(zhǔn)備。4. Listen again. How does Nina get to school? Check ( ) 1 or 2 below.完成2b的聽(tīng)力任務(wù)。5. Listen again and complete the dialogue. 將聽(tīng)的結(jié)果落實(shí)到寫(xiě)。Thomas: Where do you live, Nina?Nina: New Street.Thomas: So, how do you get to school?Nina: Well, first

42、I _to the bus stop.Thomas: Uh-huh.Nina: I _ to the subway station. Then I _.Thomas: YeahNina: Next I _ to the bus stop on 26th Street. Finally I _.6.將聽(tīng)力材料完整地呈現(xiàn)給學(xué)生，并要求兩人一組進(jìn)行錄音跟讀、對(duì)話訓(xùn)練，朗朗上口直至背誦。7. Group Work. Tell how Nina gets to school. (2c)有了前幾步的層層鋪墊，再進(jìn)行復(fù)述就輕松簡(jiǎn)單了。采用小組接力的活動(dòng)形式，讓每個(gè)學(xué)生都動(dòng)起來(lái)，互幫互學(xué)，兵練兵。A: How

43、 does Nina get to school? B: She C: Next, she D: Then she On Holiday 有了前面語(yǔ)言知識(shí)的學(xué)習(xí)與技能的培養(yǎng)，我們可以設(shè)置一個(gè)創(chuàng)造性任務(wù)： One-day Tour to Weihai假設(shè)友好學(xué)校的學(xué)生到我校訪問(wèn)，你作為他們的導(dǎo)游，幫助他們安排威海一日游。要求課前準(zhǔn)備一幅威海旅游交通圖，并標(biāo)出感興趣的特色旅游景點(diǎn)，例如：劉公島，環(huán)翠樓，昆崳山，天盡頭，銀灘等等。學(xué)生以六人小組為單位展開(kāi)活動(dòng)，共同安排“一日游”的旅游路線。說(shuō)明將要使用的交通工具，要求符合實(shí)際，具有可行性。這一任務(wù)的設(shè)置緊貼學(xué)生生活實(shí)際，讓學(xué)生“學(xué)了就用”，并在活動(dòng)過(guò)

44、程中，通過(guò)領(lǐng)略家鄉(xiāng)的美麗景色，激起每一個(gè)學(xué)生做威海人的自豪感。任務(wù)完成后進(jìn)行小結(jié)和評(píng)價(jià)，由學(xué)生說(shuō)明自己是如何尋找交通工具及方式的最佳組合。Homework 150 m 800m 1500m 3 minutes 5 minutes 3 minutes假如A是你的家，B是你的學(xué)校，請(qǐng)你根據(jù)圖示運(yùn)用本單元的知識(shí)點(diǎn)描述一下你是如何上學(xué)的？將書(shū)寫(xiě)訓(xùn)練置于真實(shí)的語(yǔ)言情境中，使學(xué)生有感而發(fā)，有話可寫(xiě)。第四課時(shí)第四課時(shí)為閱讀寫(xiě)作課，教學(xué)目標(biāo)為：1通過(guò)閱讀，了解不同國(guó)家學(xué)生上學(xué)的交通工具及方式的異同；2培養(yǎng)學(xué)生有目的地進(jìn)行閱讀，并能夠根據(jù)上下文猜測(cè)詞義、句義的能力。本課分為L(zhǎng)eading-in, Pre-rea

45、ding, While-reading 和 Post-reading 四個(gè)部分。課堂流程如下所示:Leading-inPre-readingWhile-readingPost-readingWriteReadingcomprehensionLook at the chartComplete the articlesLeading-in1. Say: We usually ride bikes or walk or take buses to school. But in other parts of the world, things are different. What about stu

46、dents around the world? How do they get to school? 以設(shè)疑導(dǎo)入，激起學(xué)生學(xué)習(xí)的興趣和參與課堂的積極性。2. Students express their own opinions. 既表達(dá)了學(xué)生的觀點(diǎn)，也提高了他們說(shuō)英語(yǔ)的能力。Pre-reading 1. Talk about the map of the world. 通過(guò)Where is China? Where is North America? Where is Japan?等問(wèn)題引導(dǎo)學(xué)生談?wù)?，?a的閱讀儲(chǔ)備必要的地理知識(shí)。2. Imagine and draw the right

47、kinds of transportation mark in some places in the map, such as China, North America, Japan, etc. 這一活動(dòng)旨在預(yù)測(cè)閱讀內(nèi)容，激起學(xué)生為探求預(yù)測(cè)是否真實(shí)而產(chǎn)生的閱讀需要。While-reading1. Fast reading(1) Read the article and correct your work(2) Say what you have got. 通過(guò)這兩項(xiàng)活動(dòng)，使學(xué)生快速瀏覽掌握全文大意。2. Careful readingRead and write “T” or “F”. (3a

48、)有效設(shè)置疑問(wèn)，使學(xué)生帶著問(wèn)題去閱讀，在閱讀中積極思維。3. Explanation 采用小組合作的方式，“兵教兵”地解決文中的難點(diǎn)，例如：a. How do students around the world get to school? b. Other parts of the world are different from the United States. c. In China, it depends in where you are. d. That must be a lot more fun than taking a bus. 4. Read aloud.朗讀可以有效地

49、幫助學(xué)生形成正確的語(yǔ)音語(yǔ)調(diào)，增強(qiáng)語(yǔ)感。與第二課時(shí)這一環(huán)節(jié)作同樣處理，可以讓學(xué)生將兩段短文都錄音，也可以讓學(xué)生選擇自己喜歡的一段進(jìn)行錄制。5. Be a host. Say: CCTV wants a host. Dont you want a go? Now tell how students around the world get to school according to your map of the world.有了前面各個(gè)環(huán)節(jié)的鋪墊，又有地圖中的交通工具標(biāo)志作為Key words, 復(fù)述便很輕松了。假定中央臺(tái)的招聘，也使復(fù)述增添了不少挑戰(zhàn)性。Post-reading1. Look

50、 at the chart and complete the article.（3b）閱讀不僅僅是指讀短文，還包括讀圖表。看表格，填短文，也為后面的寫(xiě)作做了熱身訓(xùn)練。2. Reading comprehension. 提供下面方框內(nèi)的一篇對(duì)話，限時(shí)閱讀，進(jìn)行比賽，看誰(shuí)完成的表格又快又準(zhǔn)。既要閱讀，還得計(jì)算，發(fā)展了學(xué)生的綜合思維能力。A: Mr. Yang, how many students ride their bikes to school in Class Two?B: We have fifty-two students in my class. Half of them go to

51、school by bike.A: How many students take the bus?B: About five.A: What about the others?B: I dont see any students take the car. Some students about ten usually take the subway. The others walk every day.根據(jù)對(duì)話內(nèi)容完成下表：How do students get to school in Class Two?BusCarSubwayWalkingBikeNumber of students1_2_3_4_5_提高閱讀水平，只靠每單元教材上的一兩篇文章遠(yuǎn)