國中英語閲讀教學設計推薦

一、教學內容：

Unit4 How do you get to school?

二、教學目標：

1、知識目標：單詞：subway take the subway train ride a bike walk 等。

2、語言目標：how引導的特殊問句；肯定句與否定句。聽：能聽懂談話出行的方式。説：能表達自己想到達目的的出行方式。讀：能正確朗讀本單元的對話和句型。寫：能寫本單元的單詞和句型。

3、學習策略：注意通過語言語調的表達來推測詞義，也可藉手勢動作和表情來完成。（主動參與學習，善於和他人合作交流）。

4、情感目標：學會在交流活動中尊重和理解別人，學會交換不同的看法，瞭解他人的生活習慣，增進情誼。

5、德育目標：在歌曲和遊戲中習他人積極、樂觀、努力進取的團隊合作精神。

6、多元智能：人際交往 邏輯表達 個性呈現

7、文化意識：瞭解英、美國家中國小生上學的方式，培養世界意識。瞭解中西文化的差異。

三、教學重點、難點：

1. how /how far /how long 引導的特殊疑問句.

2. 乘坐交通工具的表示方法.

3. It takes /will take/took sb. some time to do sth.

四、課前準備：

cards and a tape-recorder .

五、教學運用：情景交際法、遊戲法等。

六、教學手段：多媒體演示、flash動畫、ppt演示、歌曲遊戲及肢體語言的應用。

七、教學過程：

Step ing up.

Great the class as usual.

Talk about the weather .

T: How’s the weather today?

T：How was the weather like yesterday? ?? point student A say

“ Hello! Listen to me ok ?.I will sing a song to you you must ?”.(用手指作安靜動作)

Listening to a song

歌曲欣賞，創造輕鬆愉快的學習氣氛, 激發學生的好奇心，為學習新課打下伏筆。 Step 2 、Games

用肢體語言表達讓學生猜測意思，完成交通工具詞彙的預知。

Step 3、Play

多媒體技術呈現以上預知的詞彙導入新句型how do you get to ?.?的學習。 Ask students to try to read these words :bike train subway car boat correct the wrong pronunciation of these words do a words game .(比記憶力)。

Step 4、Listening .

過渡到Section A 1a 1b的學習，並逐步完成課文1b的填空。

Using the picture on the screen. Ask students some questions about the picture.

T: What can you see in the picture?

T: How many people are there in the picture?

T: What are they doing?

After this, play the recording for two times, ask students to finish Activity 1b and write down the phrases of the transports.

takes the train, takes the subway, takes the bus

Then ask students to repeat the conversation and check the answers together.

The teacher give the correct answers on the screen.

(通過聽説使學生領悟如何表達使用交通工具)。

Step 5、Structures（操練詞彙及句型 ）

a、Show the pictures to students and read these phrases , ask students to repeat.

b、show the pictures to them and ask them to say each phrase one by one. c、Then show the pictures to students and ask students to answer the question “How do you go to school?” one by one.

d、Then do another exercise.

The first student say “I go to school by ??or I take??to school.”. Then the second student say “He/She goes to school by??or He/She takes??to school.”

（完成第三人稱的轉換，目的是從“句子接龍”中讓學生達到聽與説的結合。） Step 6、Pairwork

Ask two students to read the dialogue about 1a.

Then ask students to work in pairs. Ask and answer how students get to school in the picture.

As they work, move around the room, offering language or pronunciation support as needed.

Finally ask some pairs of students to present their conversations to the class.

（通過情景對話讓學生更好的掌握所學的句型。）

Step 7： Exercises

1. ( ) do you get to school?

I take the bus.

A. Why B. How C. When D. Where

2. How ( ) Dave ( ) to school yester day?

A. does; get B. did; got C. does; got D. did; get

3. She goes to the library ( ).

A. walk B. on foot C. by foot D. in foot

4. How ( ) Tom and Marry ( ) home?

A. do; get to B. does; get to C. do; get D. does; get

（通過練習鞏固所學內容，特別是練習3強調了步行用“on foot”練習4強調了地點副詞“home”前不用介詞“to”）

Step 8 ：Homework:

Write down your own conversations in pairwork.

Interview ten students how they get to someplace, make a list.

八、板書設計：

Unit4 How do you go to school?

How do you go to school?

takes the train takes the bus

takes the subway walk

I go to school by?.

九、教學反思：

1) 基本按照新課標的.要求讓學生成為課堂的主體，遵循學習認知規律，通過設疑、提問、啟發、誘導、遊戲、多媒體動畫等方法，調動學生積極性，使整個教學呈現輕鬆的發展過程。

2) 多媒體教學使課堂生動活潑，增加了教學容量，使老師更好的利用和節省時間。

3) 隨堂的幾道習題幫助學生更好的掌握了所學。

4)多設計一些合適的活動吸取他人經驗改進自己的教學方法，這節課一定會取得更好的效果。