« Go for it » Book III Unit4 说课稿
Teacher: Chen Chuxia
Students: Class __, Grade 8 (No. 9 Middle School in Haikou)
Teaching content: Unit 4 How do you get to school?
Period 1(Section A 1a-1c)
Teaching Aims:
1. Students can talk about how to get to places.
2. Students can be more confident and co-operative during the study of English, and have great fun of study.
3. Let the students know the importance of the natural environment, and display the students’ imagination.
Difficult teaching points:
Students should master the sentences:
1. A: How +do/does + subject + get to+ places?
B: Subject+ take/ takes the transportation to+ places
Subject+ get/ gets to places + by transportation
Teaching environment: Multi-media class
Teaching aids: 1. U disk (ppt.) 2. Microphone
Teaching process:
Step 1 Warming up ( Listen to the song--- Pretty boy)
漂亮而动感的画面，轻松而愉快的歌谣。这一环节的设计能有效的达到减少学生疲劳、调节课堂气氛、激发学生学习兴趣、提高学生学习效益等多方面的好处。
Step 2 Lead-in（Free talk）
Do you like travelling?
Where do you want to go if you can go travel?
How do you get to the places?
面对陌生的学生，教师应当向学生做一个简单的自我介绍，拉近与学生的距离。因此我在上课之前先做一个自我介绍，并把与这节课相关的问题融入这个“自由谈话”活动中来，自然而然地过渡到今天要学习的新课文。
Step 3 New contents
1．Look at the pictures and learn the new words.
T: What’s this? Ss: This is a bike/ subway/ car/ taxi/ train/ bus.
这一环节的设计主要是通过一些交通工具图片的展示，将单词具体形象化，不仅能复习七年级学过的句型What’s this?和一些交通工具名称，更重要的是能引出本课的新单词，温故而知新。
2. Ask the students ---How do you get to school?
1). Let the students answer and say the left part in another way.
I take the car to school. by car
I take the bus to school. by bus
I take the subway to school. by subway
I take the train to school. I get to school by train
I take a taxi to school. by taxi
I ride my bike to school. by bike
I walk to school. on foot
教授完新词之后，便可以进入句型的教授。因此这一环节我的设计是先给出一些句子结构，让学生加上交通工具，如car/ bus/ subway/ train/ taxi/ bike. 学生不但可以很容易就能把交通工具补充上去，而且对于take the/ take a/ ride后面应该加那些交通工具一目了然。并且在此基础上再引导他们学会“乘坐交通工具”的另外一种表达法。
2). Free conversations between teacher and students.
T: Do you get to school by subway? Ss: No, I don’t.
T: How do you get to school? Ss: I get to school by ___.
T: How does your father get to work? Ss: He gets to work by ___.
这一环节我的设计是通过教师与学生的“自由对话”，将刚学习的单词和句型运用到实际交流上来，为了使对话灵活多样，我在对话中加入了由Do引导的一般疑问句，并引出了第三人称如何到达某地的表达法--- How does your father get to work?
3). Look at the pictures and answer the questions.
T: How do you/ they get to school? Ss: I / They get to school by ____.
T: How does he/ she/ get to school? Ss: He/ She gets to school by ____.
(Ss will say their answers in another way) For example,
T: How do you get to school?
Ss: I take the car to school. / I get to school by car.
这一环节的设计是主要是为了对刚学过的单词和句型进行全体操练以达到巩固的目的。通过一些交通工具图片的展示，让学生们比较容易的切入新的内容，特别是根据交通工具图片的引导，学生们能很快的找到答案，增加了学生们的自信心，提高了学生们的学习兴趣。如果说上一环节是“点的练习”，这一环节则是“面的练习”。
4). Ask the students to read the target language together.
How do you get to school?
I take the car to school. / I get to school by car.
How does he get to school?
He takes the subway to school. / He gets to school by subway.
How do they get to school?
They walk to school. / They get to school on foot.
这一环节的设计主要是为了总结前面所学的生词和句型。
3. Listening
1). Listen and circle the transportations you hear.
car bus bike train taxi subway
2). Listen and match the names with the pictures.
Bob Mary Paul Yang Lan John
这是一节听说课，因此听力的设计非常重要。听力是听说读写中最难的一项，因此我有意将听力部分简易化、形象化，以保持学生听的兴趣和积极性。
3). The teacher asks and the students answer.
T: How does Bob/ Mary/ Paul/ Yang Lan/ John get to school?
Ss: Bob/ Mary/ Paul/ Yang Lan/ John gets to school by/on ____.
这一步骤的设计是为了加强听的练习，检测听的效果，并能到达对新句型再次操练的目的。
4. Watch a short movie.
1). Choose the right order you hear the transportations. ( )
A. train---plane---boat---car---bus---bike
B. train---plane--- bike ---car---bus--- boat
C. train---plane--- bus ---car--- bike --- boat
该短片是本节课的一大亮点，因为电影能将运用语言的真实情景展现在学生面前，通过形、声、情、景都方面的视听刺激，使学生对语言知识的理解、记忆更加牢固、准确，语言技能更加熟练，并能达到调节课堂气氛、激发学生学习兴趣、提高学生学习效益等多方面的好处。
2). The teacher can pause the movie and asks the students some questions while playing the movie.
T: How does Mickey travel? Ss: He travels by ___.
这一步骤的设计是为了加强听的练习，检测听的效果，并能到达对新句型再次操练的目的。
5. Make a survey--- How do your classmates get to school?
Classmates
How
Bob
By bus
1). You can make the survey like this. (Choose two classmates and do the group work)
A: Hello, I want to make a survey. Can I ask your some questions?
B: OK.
A: How do you get to school?
B: I take the bus to school.
C: How does she get to school?
B: She gets to school by bus.
A: Thank you very much.
B/C: You’re welcome.
My report
Bob takes the bus to school and Yang Lan takes her bike to school. But I get to school on foot.
2). You can report your survey like this.
这一环节的设计分为两个步骤第一是小组调查对话。目的是为了运用新句型进行情景交流，达到人人都能参与和培养学生们团结合作意识的目的。第二步骤是小组代表进行小组报道，这一步骤的设计是由面到点的练习。
Step4. Sum up what we learned today and read the target language.
这一环节的设计总结了前面所学的生词和句型。让学生对这节课的主要内容了然于胸。
Step5. Homework--- How do your family members get to work or school?
Family members
How
Father
By bus
Mother
作业的安排类似于前面的调查活动，
这样学生便知道如何有效地去完成这一任务，并能达到对所学的生词和句型的运用和巩固。
Step6. Do you know how students go to school in 2050?
这一环节的设计是本节课的第二大亮点，对于学生不能只是教会他们知识，且应发散他们的思维。
本课所倡导的英语教学基本理念是：
1. 面向全体学生，实施素质培养。
2. 整体设计目标，体现灵活开放。
3. 突出学生主体，尊重个体差异。
4. 倡导积极学习，采用活动途径。
5. 开发课程资源，拓展学用渠道。
由于缺少经验，在教学过程中难免会出现不足，敬请各位老师不吝赐教。
« Go for it » Book III Unit4 说课稿
Teacher: Chen Chuxia
Students: Class __, Grade 8 (No. 9 Middle School in Haikou)
Teaching content: Unit 4 How do you get to school?
Period 1(Section A 1a-1c)
Teaching Aims:
1. Students can talk about how to get to places.
2. Students can be more confident and co-operative during the study of English, and have great fun of study.
3. Let the students know the importance of the natural environment, and display the students’ imagination.
Difficult teaching points:
Students should master the sentences:
1. A: How +do/does + subject + get to+ places?
B: Subject+ take/ takes the transportation to+ places
Subject+ get/ gets to places + by transportation
Teaching environment: Multi-media class
Teaching aids: 1. U disk (ppt.) 2. Microphone
Teaching process:
Step 1 Warming up ( Listen to the song--- Pretty boy)
漂亮而动感的画面，轻松而愉快的歌谣。这一环节的设计能有效的达到减少学生疲劳、调节课堂气氛、激发学生学习兴趣、提高学生学习效益等多方面的好处。
Step 2 Lead-in（Free talk）
Do you like travelling?
Where do you want to go if you can go travel?
How do you get to the places?
面对陌生的学生，教师应当向学生做一个简单的自我介绍，拉近与学生的距离。因此我在上课之前先做一个自我介绍，并把与这节课相关的问题融入这个“自由谈话”活动中来，自然而然地过渡到今天要学习的新课文。
Step 3 New contents
1．Look at the pictures and learn the new words.
T: What’s this? Ss: This is a bike/ subway/ car/ taxi/ train/ bus.
这一环节的设计主要是通过一些交通工具图片的展示，将单词具体形象化，不仅能复习七年级学过的句型What’s this?和一些交通工具名称，更重要的是能引出本课的新单词，温故而知新。
2. Ask the students ---How do you get to school?
1). Let the students answer and say the left part in another way.
I take the car to school. by car
I take the bus to school. by bus
I take the subway to school. by subway
I take the train to school. I get to school by train
I take a taxi to school. by taxi
I ride my bike to school. by bike
I walk to school. on foot
教授完新词之后，便可以进入句型的教授。因此这一环节我的设计是先给出一些句子结构，让学生加上交通工具，如car/ bus/ subway/ train/ taxi/ bike. 学生不但可以很容易就能把交通工具补充上去，而且对于take the/ take a/ ride后面应该加那些交通工具一目了然。并且在此基础上再引导他们学会“乘坐交通工具”的另外一种表达法。
2). Free conversations between teacher and students.
T: Do you get to school by subway? Ss: No, I don’t.
T: How do you get to school? Ss: I get to school by ___.
T: How does your father get to work? Ss: He gets to work by ___.
这一环节我的设计是通过教师与学生的“自由对话”，将刚学习的单词和句型运用到实际交流上来，为了使对话灵活多样，我在对话中加入了由Do引导的一般疑问句，并引出了第三人称如何到达某地的表达法--- How does your father get to work?
3). Look at the pictures and answer the questions.
T: How do you/ they get to school? Ss: I / They get to school by ____.
T: How does he/ she/ get to school? Ss: He/ She gets to school by ____.
(Ss will say their answers in another way) For example,
T: How do you get to school?
Ss: I take the car to school. / I get to school by car.
这一环节的设计是主要是为了对刚学过的单词和句型进行全体操练以达到巩固的目的。通过一些交通工具图片的展示，让学生们比较容易的切入新的内容，特别是根据交通工具图片的引导，学生们能很快的找到答案，增加了学生们的自信心，提高了学生们的学习兴趣。如果说上一环节是“点的练习”，这一环节则是“面的练习”。
4). Ask the students to read the target language together.
How do you get to school?
I take the car to school. / I get to school by car.
How does he get to school?
He takes the subway to school. / He gets to school by subway.
How do they get to school?
They walk to school. / They get to school on foot.
这一环节的设计主要是为了总结前面所学的生词和句型。
3. Listening
1). Listen and circle the transportations you hear.
car bus bike train taxi subway
2). Listen and match the names with the pictures.
Bob Mary Paul Yang Lan John
这是一节听说课，因此听力的设计非常重要。听力是听说读写中最难的一项，因此我有意将听力部分简易化、形象化，以保持学生听的兴趣和积极性。
3). The teacher asks and the students answer.
T: How does Bob/ Mary/ Paul/ Yang Lan/ John get to school?
Ss: Bob/ Mary/ Paul/ Yang Lan/ John gets to school by/on ____.
这一步骤的设计是为了加强听的练习，检测听的效果，并能到达对新句型再次操练的目的。
4. Watch a short movie.
1). Choose the right order you hear the transportations. ( )
A. train---plane---boat---car---bus---bike
B. train---plane--- bike ---car---bus--- boat
C. train---plane--- bus ---car--- bike --- boat
该短片是本节课的一大亮点，因为电影能将运用语言的真实情景展现在学生面前，通过形、声、情、景都方面的视听刺激，使学生对语言知识的理解、记忆更加牢固、准确，语言技能更加熟练，并能达到调节课堂气氛、激发学生学习兴趣、提高学生学习效益等多方面的好处。
2). The teacher can pause the movie and asks the students some questions while playing the movie.
T: How does Mickey travel? Ss: He travels by ___.
这一步骤的设计是为了加强听的练习，检测听的效果，并能到达对新句型再次操练的目的。
5. Make a survey--- How do your classmates get to school?
Classmates
How
Bob
By bus
1). You can make the survey like this. (Choose two classmates and do the group work)
A: Hello, I want to make a survey. Can I ask your some questions?
B: OK.
A: How do you get to school?
B: I take the bus to school.
C: How does she get to school?
B: She gets to school by bus.
A: Thank you very much.
B/C: You’re welcome.
My report
Bob takes the bus to school and Yang Lan takes her bike to school. But I get to school on foot.
2). You can report your survey like this.
这一环节的设计分为两个步骤第一是小组调查对话。目的是为了运用新句型进行情景交流，达到人人都能参与和培养学生们团结合作意识的目的。第二步骤是小组代表进行小组报道，这一步骤的设计是由面到点的练习。
Step4. Sum up what we learned today and read the target language.
这一环节的设计总结了前面所学的生词和句型。让学生对这节课的主要内容了然于胸。
Step5. Homework--- How do your family members get to work or school?
Family members
How
Father
By bus
Mother
作业的安排类似于前面的调查活动，
这样学生便知道如何有效地去完成这一任务，并能达到对所学的生词和句型的运用和巩固。
Step6. Do you know how students go to school in 2050?
这一环节的设计是本节课的第二大亮点，对于学生不能只是教会他们知识，且应发散他们的思维。
本课所倡导的英语教学基本理念是：
1. 面向全体学生，实施素质培养。
2. 整体设计目标，体现灵活开放。
3. 突出学生主体，尊重个体差异。
4. 倡导积极学习，采用活动途径。
5. 开发课程资源，拓展学用渠道。
由于缺少经验，在教学过程中难免会出现不足，敬请各位老师不吝赐教。
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楼主
发表于 2011-8-25 01:31:47
