资源简介

课 时 教 学 设 计 首 页
授课时间：2023年 月 日
课题 Unit 3 How do you get to school Section B (1a-1d) 班级 备课教师
课型 听说课 课时 3
核心素养与思政渗透 本课主要学习有关“换乘”交通工具的表达方式，通过对交通方式的谈论，引导学生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。夯实语言知识和听说技能，发展学生的语言运用能力和逻辑思维能力，培养学生积极的情感态度和合作精神，能够运用有效的学习策略来完成学习任务、解决实际生活中的问题，树立对英语学习的自信心。
课标分析 新课标要求七年级学生能听懂发音清晰、语速较慢的简短口头表达，获取关键信息；积累常用的词语搭配；在听、读、看的过程中，围绕语篇内容记录重点信息，整体理解和简要概括主要内容；能围绕相关主题，运用所学语言，与他人进行日常交流，语音、语调、用词基本正确，表达比较连贯；初步具备用所学英语进行跨文化沟通与交流的能力；能多角度、辩证地看待事物和分析问题；有积极主动的学习态度和较强的自信心；能主动参与课内外各种英语实践活动，注意倾听，积极使用英语进行交流。
教学目标 语言能力 能够正确使用stop，station等词来表达车站、机场等场所，并利用first, next, then，finally等，以听说的方式理解和表达他人和自己的出行交通方式，包括“换乘”；
文化意识 能够了解因地域文化差别所造成的出行方式的不同，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；
思维品质 能够通过听说训练，准确获取有关交通工具的关键信息，联系自身实际，有逻辑地表达个人日常出行，实现知识与思维能力的迁移；
学习能力 能够通过谈论更多的出行方式，提高英语学习兴趣；通过听说训练，提升捕捉细节信息和叙述较复杂方式的能力。
教材内容分析 Section B对出行交通方式这一话题进行更深入的探讨，语境更加复杂，呈现了“换乘”的概念。1a-1b旨在扩充本单元话题词汇，教授换乘交通工具的表达方式，并在听说活动中训练学生捕捉细节信息的能力和叙述较复杂事情的能力。1c-1e通过进一步的听力输入和口语输出帮助学生练习本单元的目标语言结构。
重点 使用first, next, then，finally等连词，正确用英语表述两种以上交通方式的方法； 通过听说练习，提高学生综合运用所学知识的能力；
难点 熟练运用相关词汇和表达，描述较为复杂的“换乘”经过； 听对话获取正确信息的能力。
学情分析 通过A部分的学习，学生已经掌握了简单的有关交通方式的词汇表达和特殊疑问句型，具备了本单元话题下的一定的听说写技能，对语言学习的热情也在不断增加，他们对如何用英语来表述与现实生活息息相关的交通方式话题很感兴趣。本课有关“换乘”交通方式的话题仍与学生日常生活联系密切，且他们具备一定的生活经验和常识，教师应结合实际生活创设情境，鼓励学生多发言多交流，在“学中用、用中学”。
教 学 流 程
设 计 教 学 过 程 设 计 意 图
学 生 活 动 教 师 导 学
Step 1. Warm-up and revision. Sa: I take a bus. Sa: It takes 20 minutes. Sb: He walks. Sb: It’s 1 kilometer. Step 2. Before-listening. With the teacher’s help, learn some names of the places. Ss: train station. Ss:bus stop. ... Match the words with the pictures in1a. Learn and repeat how the teacher gets to school. Then some students tell how they get to school. They are expected to use two types of transportation. Sa: How do you get to school Sb: Well, I ride my bike to the subway station. Then I take the subway. Ss: She rides her bike to the subway station. Then she takes the subway. Step 3. While-listening. Read the sentences together. Ss: Mary wants to know where Bob live. Listen and check the things that Mary wants to know. Sa: Mary wants to know... Observe the pictures carefully. After listening, check the answer. Listen again and choose the best answer. Step 4. After-listening. Talk about how Bob gets to his grandparents’ home. Sa: How does Bob get to ... Sb: He... Sa: How far he lives from... Retell how does Bob go to his grandparents' home. Sc: Bob's grandparents live... So he sees them only ... He ... Step 5. Language points. With the help of some pictures, guide Ss to talk about the transportation, time and distance. T: How do you get to school T: How long does it take T: Look at the man. How does he go to work T: How far is it from his home to work T: The vehicles are very useful as they make our life easy. If we want to take a train, where do we need to go T: Let’s learn different places we can take vehicles. T: Where is it T: Think:What's the difference between a bus stop and a bus station (A bus station is a building where the buses live. A bus stop is a bench, usually inside a rain shelter, where the buses stop to pick people up.) T: Every morning, I walk to Tiyuchang bus stop. Then I wait for a No. 51 bus and take the bus to school. How about you Ask Ss to ask and answer questions about how they use two types of transportation to get to school or other places. T: Boys and girls, how does Alice get to school Let Ss to read the sentences in 1c and translate them if necessary. Play the recording twice and let Ss finish 1c. Check the answers then. Play the recording for another time and let Ss check the right picture. Ask Ss to work with their partners and ask and answer the questions they checked in 1c. Show pictures on the screen. Ask Ss to retell how Bob gets to his grandparents’ home. 利用图片提示，帮助学生复习之前所学有关交通方式、时长、距离等表达，激活旧知，以故引新。 利用图片介绍几种车站，让学生对其产生听觉意识，识别读音。除教材中所列场所外，另补充taxi stand, coach station, airport, ferry pier等词汇，丰富表达资源。 通过1a匹配练习，帮助学生巩固生词，明确易混词，建立音形联系。 教师亲身示范，将自己上班的路线展示出来并讲述给学生，学生通过重复、模仿巩固“换乘”的表达。 学生对话后，向其他学生提问，帮助学生养成认真倾听的习惯。 听中进行听力策略的渗透，如听取有关交通方式的关键词，对图片对应。 增加一项听力活动，进行针对更具体的数字信息的考查。 利用1c问题开展口语对话。在巡视指导时，适时提供帮助。 根据路线图，锻炼学生复述所听对话内容的能力，提升其逻辑性思维。 适时点评，对表现突出的学生要给予表演，对积极参与者做出肯定，对有欠缺者提供帮助、提出希望。
第 页
课 时 达 标 检 测
Ⅰ. 根据句意和汉语提示完成对话练习。 A: He Yu, do you get to your school B:First, I (步行) to a river, then I (乘船)across the river，next I (乘公共汽车) to the bus stop, finally I get to my school (步行). A: is it from your home to school B: ten kilometers. A: does it take you to reach your school B: thirty minutes.(三十多分钟) Ⅱ. 用所给词的适当形式完成句子。 1. Jack often ________ ( fly ) to Hong Kong for the meeting. 2. I like English very much, so I usually spend three hours ________ ( learn ) it. 3. A large number of students ________ ( be ) interested in soccer. 4. Can you tell the ____________(区别) between city and town 5. How far ________ he ________ ( live ) from the train station 6. It takes me 30 minutes ____________ ( surf ) the Internet. 7. The most popular _________ (type ) of transportation in China are bikes and buses. 8. It’s about twenty _________ (分钟) walk to get there. 9. The n________ of the apples is ten. 10. It ________ (花费) about one hour to walk to the zoo. Ⅲ. 短文填空。 Bob lives far __________ his grandparents. It’s about 500 ___________ from his home. So he goes to ________ his grandparents only one or two times(次) a year. He usually ________ the train. It ________ him about six hours. Then he takes a bus _________ the train station _______their home. That’s ________ a long trip.
第 页
课 时 教 学 设 计 尾 页
板 书 设 计
Unit 3 How do you get to school (Section B 1a-1d)
作 业 设 计
Level A Record a video of your travel options from Monday to Sunday.
Level B Write a short passage about how Bob gets to his grandparents’ home.
教 学 反 思
第 页课 时 教 学 设 计 首 页
授课时间：2023年 月 日
课题 Unit 3 How do you get to school Section A (1a-2d) 班级 备课教师
课型 听说课 课时 1
核心素养与思政渗透 本课以How do you get to school 为中心话题,主要运用How/How long/How far 询问“去某地的交通方式、时间、距离”，简单描述路线。让学生感受到他们学习英语是为了在现实生活中进行交流，而不单纯是为了英语课和应付考试而学习,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。倡导自觉遵守交通法规及礼貌,构建和谐的人际关系。
课标分析 新课标要求七年级学生能听懂发音清晰、语速较慢的简短口头表达，获取关键信息；能围绕相关主题，运用所学语言，与他人进行日常交流，语音、语调，用词基本正确，表达比较连贯；积累日常生活中常用的习惯用语和交流信息的基本表达方式；初步具备用所学英语进行跨文化沟通与交流的能力；能多角度、辩证地看待事物和分析问题；能主动参与课内外各种英语实践活动，注意倾听，积极使用英语进行交流；能在学习过程中积极与他人合作，共同完成学习任务。
教学目标 语言能力 能够正确使用有关交通方式的动词短语和介词短语以及how引导的特殊疑问句询问和谈论自己与他人上学的交通方式；能够在听力中抓取有关交通工具的关键词完成任务，提高听力效率；
文化意识 能够通过互相询问或谈论自己的日常出行，互相了解增进友谊，关注出行安全等。；
思维品质 能够在听说活动中准确获取并表达有关交通方式和日常出行的信息，提高思维的逻辑性和缜密性；
学习能力 能够积极与他人合作，相互帮助，共同完成学习任务，体验在“做”中使用目标语言，提高英语学习兴趣；
教材内容分析 Section A 以听说为主，通过听和看图来描述人物的出行方式，教材以How do you get to school？为中心话题，围绕“交通方式”展开，运用一般现在时。本单元的教学内容与学生的实际密切相关，易于引发学生用英语进行交流，先完成听说读写的任务活动重视读写，设置了运用所学语言去完成的各种任务，使学生能够对已经学过的目标句型运用自如。
重点 交通方式的不同表达方式； How引导的特殊疑问句询问不同人称的交通方式的用法；
难点 不同人称的转换；动词短语和介词短语的正确使用
学情分析 初一学生经过小学和初一上半年的学习，已经有了一定的英语基础知识和听说能力，同时，学生们好奇心强、求知欲旺盛，对英语学习还保持着较浓厚的兴趣。可是初一学生的抽象思维能力较低，形象思维能力强，注意力容易分散，有很大的不稳定性，所以本节课我采用多种形式展示，并配以丰富的色彩，从而增强学生的兴趣和注意力。学生在小学阶段已经学习了bus、train、car、taxi等交通工具的词汇。在本课学习之前已经学习了第三人称单数。所以本节课的教学难度不大。初一阶段的孩子仍然喜欢游戏、比赛的方式学习英语，我注重逐步引导学生掌握听力技巧，朗读技巧，为以后的学习打下良好的基础。
教 学 流 程
设 计 教 学 过 程 设 计 意 图
学 生 活 动 教 师 导 学
Step 1. Lead in. Watch a video about transportation. Ss: 交通（means of the transportation）. Ss: Bikes, cars... (to learn the key words) Guess the type of transportation they hear. Step 2. Before-listening. Look at the pictures and learn the phrases: Take the subway/train/bus... Sa: How do you get to school Sb: I take a bus to school. / I go to school by bus. Match the words with the pictures. Repeat the conversation after the recording. Read the names in 1b and try to guess who they are. Step 3. Listening.(1b) Listen and write the numbers next to the correct students in the picture. Work in pairs. Sa: How does Mary get to school Sb: She takes the subway to school. Work in groups of four. Sa: How do you get to ... Sb: I take the Bus No.10 to ... Sc: How does he/she ... Sd: He/She takes ... Step 4. Listening.(2a, 2b) Learn to read the numbers correctly. All students stand and one student reads a number following the sequence in the chart. If a student makes a mistake, he/she must sit down. All students continue the activity until there is only one student left standing. That student is the winner! Sa: Tom walks to school. It takes 20 minutes. It’s about 2 km. Student A is Jane and Student B is Tom. Use the information in 2b to make conversations. Step 5. After-listening. Groupwork Work in group and talk about Jake's morning. 2. 2.Role-play.(2d) Listen and repeat the conversation in roles between Jane and Lisa. After listening, answer the following questions. Some pairs to come to the front and act out their own conversations or role-play the conversation only. Step 6. Exercises and summary. Step 7. Homework. Play the video and then have a free talk with Ss. T: What is it about T: What means of the transportation do you know Play a game with Ss. Play some sounds to let Ss guess the type of transportation they hear. Show some pictures to guide Ss say out the verb phrases and preposition phrases about transportation. Ask Ss to ask and answer questions about their ways to school. Ask Ss to finish 1a and practice the conversation. T: There are some students in the picture. Can you guess their names Play the recording twice and let Ss number the students. Provide some listening strategies. Let Ss make conversations to talk about how the students in the picture get to school. Invite some pairs to show their conversations. Let Ss have a group work. Two Ss ask and answer about their ways to school. Another two Ss repeat their questions and answers with “he/she”. Play a video: count by tens. Let Ss play a game to consolidate the numbers. Play the recording and let Ss finish 2a and 2b. Explain the meaning of “how” “how long” and “how far” before listening. Encourage Ss to check their answers by making sentences. Ask Ss to make conversations using the information in 2b. Show some pictures and numbers to help Ss finish the task. T: Jane and Lisa are talking about their means of the transportation, the amount of time and distance to school. Ask some questions: 播放有关交通方式的英语歌曲，激发学生学习兴趣，直入本课话题。 渗透单词音标教学，引导学生根据读音规则和音标拼读单词。 通过“听力大考验”游戏，联系小学所学和生活实际，激活学生背景知识和生活经验，在兴趣中完成单词音形义的巩固记忆。 由已知的交通工具词汇引入要学的乘坐方式短语，再自然过渡到用“How do you get to school ”加以询问，由短到长，遵循语言学习规律。 听前引导学生观察主题图，利用问题帮助学生养成观察主题图的习惯，培养他们对细节的观察能力，认读人物名字，并注意性别，尝试猜测，为听力活动做好铺垫。 听中注意听力策略的及时渗透，如注意听取人物名字和对应的交通方式等关键信息。 核对答案时，注意引导学生用完整的句子陈述。 引导学生在自然的交流语境下注意到第一二人称与第三人称的转换。 通过游戏的形式帮助学生正确读出表中所列数字，同时，锻炼他们的快速反应能力。 鼓励学生边听编简单记录，以便抓住关键信息。 利用填好的表格进行编对话联系，巩固目标语言，加强口头表达能力。 鼓励学生进行角色扮演并进行示范性表演，给予适当点评和鼓励。
第 页
课 时 达 标 检 测
Ⅰ. 汉译英 到学校________________ 乘火车________________ 乘公共汽车________________ 乘地铁________________ 骑自行车________________ Ⅱ. 单项选择 ( ) 1.—____ does your father go to work every day — He goes to work on his bike. A.How B. Where C. Why D. What ( ) 2.—____is it from your home to school —Not very far. It’s about five miles. A.How far B. How many C. How much D. How long ( ) 3.—Are you going there by____ train —No, I am taking ____ bus. A. /; a B. the; / C. a; the D. the; a ( ) 4.— ____ does it take her to get to school — It takes her around twenty-five minutes. A. How far B. How long C. How D. How much ( ) 5.It____ us about two hours ____ the book. A.take; read B. takes; reads C. takes; to read D. take; to read ( ) 6.— How ____ is it ____ your school to the Children’s Palace — It’s ten kilometers. A. long; to B. far; to C. long; from D. far; from
第 页
课 时 教 学 设 计 尾 页
板 书 设 计
Unit 3 How do you get to school (Section A 1a-2d)
作 业 设 计
Level A Make a survey about how ten of your classmates get to school, how long does it take and how far is their homes from school. Draw some charts about your survey results and report them next class.
Level B Write a short passage to talk about how your family get to work or school or some other places.
教 学 反 思
第 页课 时 教 学 设 计 首 页
授课时间：2023年 月 日
课题 Unit 3 How do you get to school Section B (2a-2d) 班级 备课教师
课型 阅读课 课时 4
核心素养与思政渗透 本课主要介绍了一个偏远乡村孩子上学的故事，这一题材展现了偏远地区孩子上学的艰苦，目的是为了唤起城市孩子的关注，同时让他们懂得珍惜自己的生活和学习条件，从而更努力地学习。通过本课学习，夯实语言知识和阅读技能，发展学生的语言运用能力和批判创新能力，培养学生积极的情感态度，能够运用有效的阅读策略来完成学习任务，树立对英语学习的自信心。
课标分析 新课标要求七年级学生能读懂语言简单、主题相关的简短语篇，提取并归纳关键信息，理解隐含意义；能在听、读、看的过程中，围绕语篇内容记录重点信息，整体理解和简要概括主要内容；能根据听到或读到的关键词对人物、地点、事件等进行推断；能自尊自爱，正确认识自我，关爱他人，尊重他人，有社会责任感；能从不同角度解读语篇，推断语篇的深层含义，作出正确的价值判断；能在学习活动中积极与他人合作，共同完成学习任务能在学习过程中积极思考，主动探究，发现并尝试使用多种策略解决语言学习中的问题，积极进行拓展性运用。
教学目标 语言能力 通过阅读偏远乡村孩子上学的故事，能够巩固复习和扩充关于交通出行的表达和其他相关词汇；能通过预测、略读、扫读等阅读策略快速获取信息,完成相关的阅读任务；理解篇章结构,能根据结构线索运用所学目标词汇来复述故事；
文化意识 能够懂得珍惜自己的生活和学习条件，从而更努力地学习；
思维品质 能够通过读前预测、读中对关键信息的获取和读后的再加工，提高思维的逻辑性、批判性和创新性；
学习能力 能够通过阅读有关偏远乡村孩子上学的故事，提高英语学习兴趣，端正学习态度，强化学习动机；通过阅读策略的感悟、体验和学习，提升阅读理解能力；通过小组合作，树立团队协作意识。
教材内容分析 Section B对出行交通方式这一话题进行更深入的探讨，语境更加复杂，2a-2c阅读教学部分，2a旨在培养学生的预测能力，2b侧重于语篇信息理解，2c活动则利用句子填空的方式来强化、巩固对阅读内容的理解。这一读后任务也可视为语言知识的学习——对形容词、副词的学习与巩固。
重点 引导学生进行阅读策略的训练，包括预测语篇信息和获取具体信息、对信息进行加工的策略； 合理开展词汇教学，利用语境学习生词；
难点 熟练掌握本单元与交通出行相关的词汇和表达，描述故事经过并实现口头和笔头输出。
学情分析 通过本单元前面的听说活动，学生已经掌握了一定的有关交通出行的词汇和表达，同时具备了一定的听、看、说技能，对本单元所涉及到的语法知识也有所了解。但对于本课所学故事中乡村孩子的上下学交通出行，学生知之甚少，可引导学生通过活动体会滑铁锁上学和过桥上学的不同感受，认识现在的幸福生活来之不易，珍惜当前宝贵的读书时光。
教 学 流 程
设 计 教 学 过 程 设 计 意 图
学 生 活 动 教 师 导 学
Step 1. Warm up. Play a game “I say, you say” with the teacher. Have a free talk. Sa: I walk to school. Sb: I get to school on foot. Sc: I take a bus to school. Ss: Yes! Step 2. Pre-reading. Watch a video about Liangliang and learn some new words. Ss: He cross the river to school. / He goes to school on a ropeway. Step 3. While-reading. 1.Skim the passage: Choose the best title. And talk about their reasons. Match main idea of each paragraph. Detailed reading. Read Paragraph 1, and find the answers to the questions. Sa: They go on a ropeway to cross a river to school. Sb: There is a big river between the school and the village. There is no bridge and the river runs too quickly for boats. Read paragraph 2 and answer the questions. Sc: 11 years old. Sd: No. He loves to go to school. Read paragraph 3 and answer the question. Se: It is their dream to have a bridge. Do“T”or “F”activity. Step 4. Post-reading. Retell the passage. According to the key words and pictures, let students retell the passage. 2.Role-play. Read the story again and complete the interview in 2c. 3.Group work. Work in groups of four. Think of some ways to help the villagers. Have a discussion with group members and then share their thoughts in class. Step 5. Conclusion. Step 6. Exercises. T: I say “By bus”, you say “How”. I say “Two minutes”, you say “How long”. I say “Two kilometers”, you say “How far”. T: Last class, we talk about how we get to school. Now, let's review it. How do you get to school （show pictures and let students to talk about the ways of transportation.） T: Is it easy for you to get to school T: We can walk to school. We can take the bus to school. We can ride a bike to school. It's easy for us to get to school. We are lucky. But look at this boy. How does he get to school every day T: Liangliang comes from a village in Yunnan. There is a big river between his home and school. But there is no bridge. So it’s difficult for him to cross the river. T: What's the passage about Show three choices: A. How to get to school B. Crossing the River to School C. Going to School Is Fun Present the questions: ①How do the students in the village go to school ②Why do they go on a ropeway to school Present the questions: ①How old is Liangliang ②Is Liangliang afraid to cross the river Why or why not T: What is the villagers’ dream T: In my opinion, it is not only a bridge to school, it’s also a bridge to a bright future. Do you agree with me？ Ask Ss to talk about their answers and try to correct the false statements. Let Ss finish the conversation by themselves first. Then ask them to work in pairs to role-play this conversation. Invite some pairs to perform in front of the class. T: Can their dream come true What can we do to help them Provide some words and sentence structures for Ss. T: It’s so lucky for us to go to school easily. Let’s cherish our happy life and study hard. 通过游戏的形式帮助学生复习有关“交通方式”、“时长”和“距离”的表达，通过旧知结合视频，引入亮亮的故事，向学生呈现出和自己完全不同的同龄人生活，引起阅读兴趣。 通过简单介绍亮亮的生活，铺垫部分生词，并为接下来的阅读做好准备。 通过观察图片和寻读每段主题句的方式，确定文章标题和段落主要大意，渗透寻读抓主旨的阅读方法指导。 通过分段细读、问题导向，引导学生关注细节信息，理清内在逻辑，深入解读文意，并在语境中学习生词。 引导学生体会文本背后的含义，对文章进行深度解读和思维发散。 通过信息判断，帮助学生更准确地理解文章内容。对于错误的和不知道的陈述，应引导学生说出正确内容或相近内容。 利用图片和关键词提示帮助学生复述课文内容，巩固所学语言，梳理文章结构。 通过对话形式，引导学生对所学内容进行二次呈现，对文本进行再创作，并为学生提供角色扮演的展示机会，让其体会语言学习的成功感受。 利用小组合作，进行课文的后续创编，帮助学生提高想象力和创造力，并加深对幸福生活来之不易、要珍惜当前宝贵读书时光的认识，得到情感态度价值观的升华。
第 页
课 时 达 标 检 测
Ⅰ. 根据句意及汉语提示或首字母填单词。 When the girl sees the dog, she is always _______ (害怕). Her lifelong(毕生的) ________(梦想) is to be a famous writer. Lily is only two years old so she can’t r______ a horse. In the past, many _____ (河) were polluted(污染) seriously, but now they are cleaned up. There are ______ (许多) balls in the box. Many _______ (村民) want to find jobs in the city. —How old are you —I’m 12 _______ (岁) old. There is an old b______ over the river. And they need to take the train b________ schools and homes every week. It’s not easy for Liangliang to c______ the river on a ropeway(索道) every day. My sister________ (离开) home for school at half past seven every day. Ⅱ. 从方框中选择合适的句子补全对话，其中有两项多余
第 页
课 时 教 学 设 计 尾 页
板 书 设 计
Unit 3 How do you get to school (Section B 2a-2d)
作 业 设 计
Level A Now there is a bridge across the river and the children do not have to go on the ropeway to get to school anymore. Imagine you are a reporter and want to interview Liangliang. Make up a conversation.
Level B Imagine you’re Liangliang, write a letter to a reporter to talk about how he gets to school every day and ask for help.
教 学 反 思
第 页单 元 教 学 设 计
单元 Unit 3 How do you get to school 总课时数 5
制定教学目标的依据 学科核心素养与课标分析 本单元以“交通(Transportation)”为话题，属于新课标中“人与自我”范畴内“生活与学习”主题群中的“多彩、安全、有意义的学校生活”子主题内容。通过本单元，学生将主要学习熟练运用how, how long, how far引导的特殊疑问句询问出行方式、所花费时间和两地之间的距离，通过谈论这一与日常生活息息相关的话题，激发学生的英语学习兴趣，使其在语言学习中发展思维，在思维发展中学习语言，提升思维的逻辑性、批判性和创新性，通过了解更多的出行方式以及因地域文化差别所造成的的出行方式的差异，使学生开阔视野，并树立更强的绿色出行意识。
教材分析 本单元话题为“交通方式”，A部分以谈论自己与他人上学上班的交通方式为主，贴近学生生活。主要通过听说活动让学生感知How引导的询问方式、时长和聚力的特殊疑问句，并让他们尝试使用目标句型来谈论自己、同学或家人的交通方式；B部分在话题、词汇、语言结构和语言技能基础上都有所拓展，呈现了“换乘”的概念，注重了阅读策略的培养，并帮助学生实现关于出行方式的笔头输出。
学情分析 本单元话题涉及学生上学的交通方式，与上一个单元关于上学时间的话题紧密相关，并为学生所熟悉，贴近学生生活实际，极易激发学生学习英语的欲望和兴趣，使他们乐于参与各种英语实践活动。通过有效的情境创设和问题引导，学生会积极主动参与各种语言实践活动。交通工具在小学阶段和前面单元均出现过，学生在以前的学习中也曾运用How引导的特殊疑问句，这都为此单元的学习奠定一定基础。
教 学 目 标 语言能力 能够在谈论不同人物出行方式的情境中借助how, how long, how far引导的特殊疑问句以听、说、读、看、写等方式理解和表达出行方式、所花费时间和两地之间的距离；能够体会语块对于词汇学习的重要性；能够记录听力对话中的数字；
文化意识 能够了解因地域文化差别所造成的出行方式的差异；能够提升绿色低碳环保出行的意识。
思维品质 能够在各种语言实践活动中，通过听说读看写等训练，准确获取有关出行方式、所花费时间和两地之间距离的信息，在此基础上联系自身实际，学会与人探讨、交流和表达自我观点和看法，进行合理推测，有逻辑、辩证地、创新性地表达个人看法，实现知识与思维能力的迁移；
学习能力 通过了解不同出行方式，激发对英语语言学习的兴趣；通过听、说、读、写等各项技能策略的感悟、体验和学习，形成良好的学习习惯，提高学习效率。能够参与结对活动、小组活动时，能积极与他人合作，相互帮助，共同完成学习任务，体验在“做”中使用目标语言；能够有意识地训练自己的英语思维，努力做到善学、乐学。课 时 教 学 设 计 首 页
授课时间：2023年 月 日
课题 Unit 3 How do you get to school Section B (3a-self check) 班级 备课教师
课型 写作课 课时 5
核心素养与思政渗透 本课主要复习和综合运用有关交通出行的表达方式，话题对接中国学生发展核心素养中的“社会参与”之“责任担当”素养中“社会责任”一项，在本课中，通过对本单元的系统学习和在一定情境下的写作应用，可帮助学生养成自觉遵守交通法规及礼貌待人的行为,构建和谐的人际关系。
课标分析 新课标要求七年级学生能分析和梳理常见书面语篇的基本结构特征；积累常用的词语搭配；能辨识和分析常见句式的结构特征；在书面表达中，能选用不同句式结构和时态，描述和介绍身边的人、事物或事件，表达情感、态度、观点和意图等；初步具备用所学英语进行跨文化沟通与交流的能力；能从不同角度解读语篇，推断语篇的深层含义，作出正确的价值判断；能在学习活动中积极与他人合作，共同完成学习任务能在学习过程中积极思考，主动探究，发现并尝试使用多种策略解决语言学习中的问题，积极进行拓展性运用。
教学目标 语言能力 通过读写训练，能够正确使用交通方式表达、描述性词语，根据图片内容完成写作示范，并仿照写出自己的上学出行方式；能流畅且有逻辑性地组织句子，合理安排电子邮件语篇结构；
文化意识 能够了解因地域文化差异所造成的出行方式的不同以及校车文化；能够运用英语思维进行学习和写作；
思维品质 能够在老师的帮助下，通过对于范文结构的梳理和所需信息的收集整合，提升思维的逻辑性、批判性和创新性；在写作中，注意到语篇的整体性、结构性、逻辑性；
学习能力 能够通过谈论和讲述自己和他人的出行方式，保持英语学习兴趣；通过写作策略的感悟、体验和学习，提高写作能力。
教材内容分析 本课是Section B的写作训练部分。3a-3c活动让学生根据图片内容完成一篇写作示范，然后仿照该范文写作。Self check各项活动均为对本单元所学要点内容及能力的总结及反馈性检查。
重点 本单元所学关于“交通出行”话题下的词汇和表达的正确运用； 写作能力的训练，如能流畅且有逻辑性地组织句子，合理安排语篇结构；
难点 内化并正确运用所学语言知识，运用英语思维进行习作，并注意到语篇的整体性、结构性、逻辑性。
学情分析 通过前面的听、说、读活动，学生已经掌握了一定的有关交通出行的词汇和句型，具备了一定的听、看、说、读技能，对本单元所涉及到的语法知识也有所了解。在最后的写作输出环节，通过所创设的阅读外国笔友电子邮件和给笔友回复邮件的场景,激发知识输出能力，通过思维导图等方式引导学生进行语言素材的积累和篇章布局等写作能力的提升。
教 学 流 程
设 计 教 学 过 程 设 计 意 图
学 生 活 动 教 师 导 学
Step 1. Warm-up and revision. Work in pairs. Make a dialogue with the pictures. Use at least 10 sentences including how,how long ,how far,etc. Step 2. Pre-writing. Activity 3a. Read the e-mail message. Fill in the blanks with the words in the box. 2 minutes later, check their answers with the teacher. One S reads the e-mail aloud. The other Ss check with him/her. Read it again and complete the information card. List the aspects Tom writes in his email. Step 3. While-writing. Ss: When to leave/ How to go/... Read the questions aloud together. Make sure they know the meaning of the questions. Work in pairs ask and answer the questions. And write them down on their workbook. Try to write an e-mail with the help of the sentences they wrote. 10 minutes will be given. Step 4. Post-writing. After finishing writing, have a self-check for 3 minutes. Then share their e-mail with partners and evaluate each other according to the evaluation sheet. Step 5. Self check. 1.Self Check 1 1)Look at the words in the boxes below to form as many expressions as possible. 2)Work in groups and try to write as many expressions as possible: E.g. take a bus, by bus, take a train, by train, take a subway, by subway, ride a bike, by bike…. 2.Self Check 2 Look at the chart below. Write at least five questions. Present some pictures on the screen for Ss to ask and answer questions. Take an example with a S first. T: Suppose we have a pen pal in the US. Here is an e-mail from him to us. Let’s read it and finish it. Make sure Ss know all the words before reading. Show and explain the information card. Then make a conclusion. T: What does Tom write in his email T:Now it's our turn to write an e-mail to Tom and tell him how we get to school. T: What aspects can we write T: So clever! Good job! Let's look at these questions below. Give writing instructions. Guide Ss to analyze the email in 3a based on these aspects. T: Write an e-mail to Tom and tell him how you get to school. Have a try! Pay attention to your writing! Remind Ss of some good ways to write a good e-mail： A.Structure(including given information) 结构清晰 B.Beautiful words优美辞藻 C.Sentence pattern句式丰富 D.Linking words/Conjunction过渡词/连词 T: We've learned many ways of transportation. Now let's have a short review. 3)Let some Ss read their answers. Let other students add more phrases. Note: by + 出行方式（不加the）; take(ride) + a （the）出行方式 Then ask Ss to answer the questions with the information in the chart. 通过图片提示和对话练习帮助学生回忆再现所学词汇以及询问谈论有关交通出行的句型，激活旧知，做写作准备。 利用3a呈现的关于外国同龄人上学方式的文本，训练学生联系上下文理解词汇的含义。在核对答案时，可鼓励学生说明没空填词依据。 利用信息卡和提纲式导图，训练学生提取交通方式主题下的有效信息的能力，为后面的写作积累结构性素材。 引导学生依据优秀作文的几点要素分析范例，从邮件格式、主要内容、遣词造句，再到文章的衔接，具体详细地进行写作技巧指导，为后面的写作做准备。 进行限时写作训练，帮助学生提高写作效率，养成高效自主学习的习惯。 完成习作后，要求学生朗读自己的习作，自我欣赏，并依据几个自查的问题进行自我检查与修改。之后，学生交换习作，相互欣赏与评价。 之后若有时间可进行当堂二次重写。 引导学生总结和运用本单元的语言知识点，提高综合语言运用能力。
第 页
课 时 达 标 检 测
Ⅰ. 完型填空 How do you usually go to work By bus My 　1　 have different ways of going outside. My parents work in a hospital. The hospital is 　2　 our home, so they go to work by car. The car ride 　3　 about 45 minutes. My sister has a clothes store. It’s about 2 kilometers from her 　4　 to our home. She goes there 　5　 every day. She thinks walking is good 　6　 her health. I’m a middle school student. I take the school bus to school. Many students 　7　 taking the school bus is boring, but I don’t think so. 　8　 I can talk with my classmates on the bus. It gives me a lot of 　9　. I like every minute of it. 　10　 about your family Do you have the same way of going outside or different ( )1. A.family B.friends C.teachers D.classmates ( )2.A.far to B.away from C.far from D.far away ( )3.A.finds B.takes C.gets D.wants ( )4.A.club B.room C.school D.store ( )5.A.by bike B.on foot C.by bus D.by subway ( )6.A.at B.with C.to D.for ( )7.A.think B.know C.see D.show ( )8.A.So B.And C.Because D.But ( )9.A.time B.fun C.love D.help ( )10.A.When B.Who C.Where D.What Ⅱ. 阅读下面短文,在空白处填入一个适当的词,或填入括号中所给单词的正确形式。 It’s Sunday today. I am free 1　　　　　 I don’t have to go to school. In the morning, my father goes out to play basketball with his friends after 2　　　　　(have) breakfast. For 3　　　　　(I), I just don’t want to stay at home and do nothing. I like to play with my friends, 4　　　　　 I call some of my friends to come to my house for dinner. They live a little far from me. It takes them about half an hour 5　　　　　(get) to my house on foot. My mother is happy that my friends can come 6　　　　　 dinner. So she goes out to go shopping for something to eat. It’s 3:00 p.m. now, and my friends are still at their home. They don’t get here yet. And my mother and I start to prepare(准备) for their coming. Look! My mother 7　　　　　(clean) the house. Every room 8　　　　　(look) tidy and clean. Where am I I am preparing some 9　　　　　(drink), like milk, juice and tea in the living room. And the dishes are ready(准备好了). Then I just expect to have 10　　　　　 happy dinner. It’s really a happy day.
第 页
课 时 教 学 设 计 尾 页
板 书 设 计
Unit 3 How do you get to school (Section B 3a-Self check)
作 业 设 计
Level A Write another e-mail to your pen pal abroad about how children in Chinese go to school. (including you, your classmates, Liangliang, etc.)
Level B Write another e-mail to your pen pal abroad about how your parents go to work.
教 学 反 思
第 页课 时 教 学 设 计 首 页
授课时间：2023年 月 日
课题 Unit 3 How do you get to school Section A (GF-3c) 班级 备课教师
课型 阅读课 课时 2
核心素养与思政渗透 在本课中，学生在教师的引导下，在贴近生活实际的情境创设下，发挥主动性，探究动词短语和介词短语对交通方式的不同表达，和take，from...to...表示花费时间和距离的用法。通过对交通方式的谈论，引导学生增强环保意识，夯实基本语言能力，发展学生的语言运用能力和逻辑思维能力，培养学生积极的情感态度和合作精神，能够运用有效的学习策略来完成学习任务、解决实际生活中的问题，树立对英语学习的自信心。
课标分析 新课标要求七年级学生能归纳学过的语法规则；能辨识和分析常见句式的结构特征；积累日常生活中常用的习惯用语和交流信息的基本表达方式；初步具备用所学英语进行跨文化沟通与交流的能力；能多角度、辩证地看待事物和分析问题；能在学习活动中积极与他人合作，共同完成学习任务能在学习过程中积极思考，主动探究，发现并尝试使用多种策略解决语言学习中的问题，积极进行拓展性运用。
教学目标 语言能力 能够正确使用动词短语和介词短语谈论出行方式，掌握以how,how long和how far引导的特殊疑问及及其答语，用于谈论方式、时长和距离，并复习基数词及时间的表示方法；
文化意识 能够树立绿色出行意识和环保观念；提高合作意识；
思维品质 能够通过观察例句，主动探究和归纳语言规律，提高思维的逻辑性和深刻性；
通过 学习能力 能够通过谈论彼此的交通出行，提高英语学习兴趣；通过认真观察和主动探究语言规律，提高自主学习能力。
教材内容分析 Grammar Focus呈现了本单元的语法要点，3a的问句和答句匹配练习让学生领悟、辨别正确的句型结构；3b要求学生在理解的基础上组句并回答问题，针对语言形式进行训练；3c要求学生做调查，通过互动交流来巩固本单元所学语法项目，引导学生在活动中关注语义。
重点 乘坐交通工具的表示方法； how/how far/how long引导的特殊疑问句； It takes sb. sometime to do sth.
难点 正确恰当使用动词短语和介词短语表示乘坐不同交通工具； 疑问句中助动词的使用以及语序。
学情分析 通过上一节课的学习，学生初步感知并尝试运用了表示交通方式的动词和介词短语，并利用英语的十位数和百位数来表达时长和距离。七年级的学生课堂积极性高，在学习中乐于参与、积极合作，应创设具体语境，引导学生对语言现象进行进一步的观察和探究，尝试总结归纳语言规律，形成自主学习能力。
教 学 流 程
设 计 教 学 过 程 设 计 意 图
学 生 活 动 教 师 导 学
Step 1. Revision. Look at the pictures and say the names of vehicles. Practice two means of expressing modes of trip. Sa: How do they get to school Sb: They take the bus to school. Ss: It takes forty minutes. Ss: It’s about 5 kilometers from his home to the park. Step 2. Grammar Focus Observe the sentences in Grammar Focus and try to sum up some grammar rules by themselves. They can discuss with their partners. And then share their conclusions in class. 4 minutes later, invite some Ss to talk about their discovery. Step 3. Work on 3a&3b. Do activity 3a. Match the questions with the answers. Check the answers by asking and answering questions in pairs. Do activity 3b. Use the words to make questions. Then answer them. Check the answers by asking and answering questions with partners. Step 4. Work on 3c. Read and translate the sentences in the chart. Ask and answer these questions with their classmates: Sa: How far is it from your home to school, Peter Sb: It's about ten kilometers. Sa: Oh, no. How far is it from your home to school, Tina Sc: It's about five kilometers. Sa: Oh, yeah. … Step 5. Summary. Step 6. Exercises and Homework. Have a brainstorming with Ss. Show different transportations on the screen. T: Usually, I walk to school. But sometimes, I get to school by bus. Guide Ss to make a summary. Then play a guessing game with Ss to practice”How, How long, How far”. T: It takes thirty minutes to take the bus and ten minutes to walk. So how long does it take T: How far is it from his home to the park Ask some questions to guide Ss to find out the language rules. e.g. 1)不同的疑问词分别用于询问什么话题？ 2)特殊疑问句和一般疑问句的语序有何异同？ 3)不同的人称代词分别使用什么助动词？ 4)特殊疑问句中使用了助动词后，实义动词的位置和形式有何变化？ Let Ss finish 3a and 3b individually first. Remind them to read the instructions carefully. After checking answers, lead Ss to sum up some tips. T: Now, look at the chart below. Can you tell the meaning of each sentence Explain the instruction to make sure Ss know how to play this game. Ask Ss to find some classmates to ask questions. T: The first student to fill in all the blanks wins! T: Vehicles make our life fast and easy. But we need to go green to save the earth. 通过头脑风暴，回忆和复习有关交通工具的词汇。 引导学生及时小结知识点，加深理解和记忆。 通过猜测游戏，吸引学生学习兴趣，巩固交通方式的两种表达，进行灵活切换。 利用不同语境的创设，用填空的方式引导学生巩固花费时长和距离的表达。 通过问题导向，引导学生有目的地观察表格中所列语句，布置探究任务，让学生限时发现并讨论，期间要巡视指导。 另外，教师应引导学生观察和了解一般现在时的特殊疑问句和一般疑问句在语序结构及应答方式上的区别，并关注学生运用目标语言的准确性。 学生汇报后，教师进行点评、引导、补充。 让学生自主完成3a和3b任务，教师巡视、指导，并及时纠错，核对答案后，引导学生总结出一些做题技巧，既为做对者提供经验分享的平台，培养学生良好的学习习惯，又能帮助弱生改进，体现了以学生的主体地位。 提示：对部分能力的较差的学生，可以给他们下列问题提示： ① How far is it from your home to school ② How do you get to school ③ How long does it take you to get to school 通过在教室里自由询问，学生能够将所学语言感兴趣地用起来，巩固目标语言，提高口语表达能力。 但教师要注意对学生的监控，要求学生用完整的问句和答语交流信息。避免中文。
第 页
课 时 达 标 检 测
Ⅰ. 根据句意填写疑问词，完成句子。 -- do you get tot school --By bus. -- people are there in the picture --Six. -- does she read every day --For two hours. -- is it from your school to the park --About ten kilometers. -- money does Linda need --1,000 yuan. Ⅱ. 单项选择。 ( ) 6. -- does Bob usually go to work --He usually rides his bike. What B. Who C. How ( ) 7. --Mr. Smith, is the new bridge --Oh, let me see! It’s about 800 meters. how old B. how long C. how much ( ) 8. -- is it from the hotel to the train station --It’s about 10 minutes’ bus ride. How far B. How long C. How soon Ⅲ. 对句中画线部分提问，每空一词。 My brother is eight years old. your brother It takes me half an hour to take a shower. It you to take a shower She usually goes to work by bus. she usually go to work This pair of shoes is twenty dollars. this pair of shoes
第 页
课 时 教 学 设 计 尾 页
板 书 设 计
Unit 3 How do you get to school (Section A GF-3c)
作 业 设 计
Level A Write a short passage about your survey results in 3c.
Level B Make six sentences according to the chart in 3c.
教 学 反 思
第 页

展开更多......

收起↑