新目标七年级下册说课稿 How do you get to school说课稿

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 analysis 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.
Knowledge 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 difficult point 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. For 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 will build 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 key words and phrases on the left, and target sentences on the right.
That’s all for my teaching plan. Thanks for your attention!
 

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