资源简介

Unit 3大单元教学整体教学设计
教学基本信息
课题 How do you get to school 总课时数 8
教学内容 Section A -Section B 授课时间
主备课人 协助备课人
教材分析
本单元主题属于“人与社会”范畴，涉及“交通法规、安全意识”。核心语言项目是ask and answer the questions about different means of transportation。主要话题是 How do you get to school 围绕交通方式而展开，主要运用“How/How long/How far”询问“去某地的交通方式、时间、距离”。围绕“如何到达学校”这一话题安排了三个任务:一是列举所学的交通工具，从中挑选出各自喜欢的交通方式，并说明原因,巩固并学习一些交通方式的名词;二是让学生互相询问所喜爱的出行方式,并根据情况作出描述，学会用how long/how far进行提问与回答,了解It takes sb. some time to do sth.句型;三是运用目标语言进行简单的书面描述，进一步复习、巩固所学的语言目标How do you get to school How long does he get to school How long does it take 要求学生掌握好助动词do在不同人称，特别是第三人称单数后的变化。
学情分析
该单元学习内容贴近学生的生活，谈论的主题是学生日常生活的一部分，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。 本单元通过听说技能的训练，能正确运用动词take以及介词by来表达出行方式。教师在导人时要层层递进，以免造成不良影响。
教学目标
语言能力：通过情境体验，能掌握出行方式、距离和花费时间的提问和表达， 运用本单元目标语言询问并回答日常出行方式，提升语言运用能力。能够掌握 “how”, “how long”, “how far” 的具体用法，提升理解语言现象的能力。 学习能力:对听力内容进行预测和预判，提高听力理解能力以及策略运用能力。通过互动、小组合作、游戏等方式，能够掌握独立阅读的策略，进行深度思考和沟通。能够对文章主要内容进行推断，理解文章细节并复述文章，通过互动、小组合作、游戏等 思维品质 ：通过小组活动，运用目标语言规划更加合理的出行方式，提升自我管理意识。 通过访谈活动，能够理解人物的教育环境，激起同理心，珍惜自身当下的学习环境。
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。
单元课时安排
语篇 课型 课时 课时目标
Section A 1a-2c 听说课 第一课时 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
Section A 2d-3c 语法课 第二课时 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
Section B1a-1f 听说课 第三课时 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”
Section B 2a-2e 读写课 第四课时 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
Section B 3a-Self Check 写作课 第五课时 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
Revision 练习课 第六课时 本节课通过对知识点的梳理，使学生对本单元的单词，短语，句子掌握的更加扎实。
Exercise 练习课 第七课时 句型，综合填空能够检验学生的学习掌握情况。
Unit 3大单元教学第一课时教学设计
教学基本信息
课题 How do you get to school 总课时数 8
课型 听说课 本节课时 1
教学内容 Section A 1a-2c 授课时间
主备课人 协助备课人
教材分析
【What】The conversations are talking about how to get to some places. 【Why】Students can use key words and sentences to talk about how to get places in daily life. 【How】Students can extract key information from the recording by locating key words. Besides, students can talk different transport ways with their classmates.
学情分析
【Know】Students are highly motivated before the class. They have a general understanding of transports. And some key words and expressions in the conversations have been previewed before this class. 【Want to know】Students want to know how to get places by different transports. Then they’re able to use them to make conversations with their partners. 【Learned】At the end of this class, students will summarize what they’ve learned.
教学目标
Language ability: To master key words and expressions about transports and key sentences. Get to know key sentences. Learning ability: Learn to key words and sentences to talk about how to get places in daily life. Cultural awareness:Learn about the different transport ways in different cultures.
教学重难点
Teaching key points: To master key words and expressions about transports and sentences. Teaching difficult points: Get to know key sentences,
教学评一体化教学过程设计
Teaching steps Teaching activities Teaching purpose
Teacher’s activities Students’ activities
Lead-in （3 mins） T shows Ss some pictures and asks Ss to think about what they are. Ss look at the pictures and share their ideas. To get the students engaged in the class with pictures about transports.
效果评价 学生是否能够根据所给图片积极思考，回答教师提出的问题。
Pre- listening （7 mins） New words :T shows students the new words in the picture. Ss learn to read the new words and match the words with pictures. To introduce the new words to Ss.
Activities Match and say What’s missing Ss match the words with pictures.Then they need to look carefully which word is missing. To help Ss practice new words through two activities. Thus students are able to finish 1a.
1a:T asks Ss to finish 1a and check their answers. Ss finish 1a. To finish 1a.
效果评价 学生是否能够正确朗读新授词汇；学生是否能够在练习中做到单词和音形义匹配。
While listening （15 mins） 1b:T plays the tape and asks Ss to finish 1b. Ss listen to the tape and finish 1b. To improve Ss’ ability of listening.
1c:T plays the tape again and asks Ss to repeat the conversations they hear. Ss listen to the tape again and then repeat the conversations with their partners. Repetition strengthen Ss’ ability of listening and speaking.
Guess and make conversations. Ss say the numbers and guess what kind of transport it is. Then they make a dialogue with partners. To help Ss practice the key sentences learned in 1c.
2a T plays the tape. T plays the tape again. Ss listen, repeat and circle the numbers they hear. Ss listen and write the correct number next to the word. To finish 2a and prepare for 2b.
2b T plays the tape. Ss listen and complete the chart in 2b. To listen and learn about key sentences in 2b.
效果评价 学生在听力过程中能够抓住关键词，准确完成听力任务。
Post- listening （10min） 2c:T tells Ss the rules of group work. Ss do a sport survey in groups. To cultivate students’ ability of group work.
2d:Use information in 2b make conversations. Ss make conversation in pairs. To offer a good chance to practise oral English.
Activity: Use the key sentences in 1c & 2c to make conversations with your partner. Ss make conversations with partners. To offer a good chance to employ key sentences.
效果评价 学生是否能积极主动地与同伴进行对话练习；学生是否能运用1c和2c的句型编写对话。
课时总结
Summary（2 mins） T and Ss make a summary of today’s class together.
效果评价 学生是否能与老师一起总结出今日所学知识。
课时作业设计
Homework （1 min） Compulsory homework: Copy the new words and expressions for three times with Chinese meanings. B. Optional homework:Use the key sentences to make conversations with your partner. To consolidate what Ss have learned in the class.
板书设计
反思与改进
Unit 3大单元教学第二课时教学设计
教学基本信息
课题 How do you get to school 总课时数 8
课型 语法课 本节课时 2
教学内容 Section A 2d-3c 授课时间
主备课人 协助备课人
教材分析
【What】The text is a dialogue between Jane and Lisa. They’re talking about how they get to school, how far it is from their home to school and how long it is take them to get to school. 【Why】This text provides a context for grammar learning of how-question. Learning grammar in context can deepen their understanding of the usage of this how-question and help them to use how-question. 【How】The words and sentences used in this dialogue are simple and clear. So it’s easy to understand. Besides, this dialogue is so closed to students’ school life that they can understand it easily.
学情分析
【Know】Students have a general understanding of how-questions. 【Want to know】Students want to know more about how-questions. Then they’re able to use them to make conversations with their partners. 【Learned】At the end of this class, students will summarize what they’ve learned.
教学目标
Language ability: To master key words in the dialogue: new, drive, kilometer, meter, hour, minute. To master key sentences. Learning ability: Learn to use the key sentences to talk about how to get places, how far it is and how long it is take in daily communication. Cultural awareness:Learn about the different transport ways in different cultures.
教学重难点
Teaching key points: Students can use the how-questions to talk with their partners. Teaching difficult points: Students can distinguish different usages among “how, how far and how long”.
教学评一体化教学过程设计
Teaching steps Teaching activities Teaching purpose
Teacher’s activities Students’ activities
Lead-in （3 mins） T shows Ss a picture and asks Ss to answer questions. Ss look at the picture and answer questions. To help students review what we’ve learned last class.
Look and guess T shows Ss a picture and asks Ss to answer questions. Ss look at the picture and share their answers. To get students engaged in the class with pictures about today’s lesson.
效果评价 学生是否能够根据所给图片积极思考，回答教师提出的问题。
Presentation （15 mins） 2e Listen and answer questions. Ss listen to the tape and then answer questions. To help students have a general idea of the dialogue.
Listen and check:T plays the tape again. Ss listen again and then check their answers. To help Ss check their answers.
3.Read and finish the chart:T asks Ss to finish the chart after reading the dialogue. Ss read the dialogue and then finish the chart. To check Ss’ understanding of the dialogue.
Read and think about the sentence structure：T shows Ss how to use the question words “how”, “how far” and “how long”. Ss think about the questions sentences. To help Ss analyze the usage of “how”, “how far”,and “how long”.
效果评价 学生听完对话是否能够获取准确信息，回答问题；学生阅读完对话是否能够定位信息，完成表格；学生是否能够积极思考特殊疑问词“how”, “how far”和“how long”的用法。
Practice （7 mins） 1.3a: Match he questions with the answers. Ss match the questions with the answers. To consolidate Ss’ understanding of the grammar.
2. 3b:T clarifies the the game rules and then give Ss an example. Ss use the given words to make sentences, then they ask and answer with their partners. To help Ss practice the key sentences learned in grammar focus.
效果评价 学生在是否能够准确匹配问句和答句；学生是否能够用所给单词组成正确的问句并进行对话练习。
Production （10 mins） 3c:T tells Ss the rules of group work. Ss do a survey in groups. To cultivate students’ ability of group work.
Presentation:Use information in 3c and make conversations. Ss make conversation in pairs. To offer a good chance to practise oral English.
效果评价 学生是否能积极主动地与同伴对话练习；是否能够用grammar focus的句型编写对话。
课时总结
Summary （2 mins） T and Ss make a summary of today’s class together. To help students summarize and review today’s class.
效果评价 学生是否能与老师一起总结出今日所学知识。
课时作业设计
Homework （1 min） A.Compulsory homework: 1. Review language points in today’s class. 2. Recite the sentences structure in Grammar Focus. B. Optional homework: 1. Finish the chart and make conversations with your partner in 3c. To consolidate what Ss have learned in the class.
板书设计
反思与改进
Unit 3大单元教学第三课时教学设计
教学基本信息
课题 How do you get to school 总课时数 8
课型 听说课 本节课时 3
教学内容 Section B 1a-1f 授课时间
主备课人 协助备课人
教材分析
【What】The listening conversation is between Mary and Bob. 【Why】 Students can use linking words, first, next, then, finally to talk about getting to a place by using different types of transportation. 【How】This conversation is easy for students to understand.
学情分析
【Know】Students are highly motivated before the class. They have a general understanding of transports. 【Want to know】Students want to know how to express getting to a place by using different types of transportation.Then they can practice in daily life. 【Learned】At the end of this class, students will summarize what they’ve learned.
教学目标
1.Language ability: To master key words and expressions: stop, station, bus stop, bus station, train station, subway station 2.Learning ability: Learn to use linking words, first, next, then, finally 3.Cultural awareness:Learn about the different transport ways in different cultures.
教学重难点
Teaching key points: Students can employ different listening skills. Teaching difficult points: Students are able to use linking words.
教学评一体化教学过程设计
Teaching steps Teaching activities Teaching purpose
Teacher’s activities Students’ activities
Lead-in (3 mins） Questions:T shows Ss some pictures and questions. Then T asks Ss to think and answer them. Ss answer questions according to the given pictures. To get the students engaged in the class with some questions.
效果评价 学生是否能够根据所给图片积极思考，回答教师提出的问题。
Pre- listening (7 mins） 1.New words :T shows students the new words. Then T teaches Ss the pronunciation and meaning of the two new words. Ss learn to read the new words. To introduce the new words to Ss.
bus stop vs. bus station: T shows Ss the differences between “bus stop” and “bus station”. Ss try to find “bus stop” and “bus station” on the map. To help Ss understand the differences between “bus stop” and “bus station”.
4.1a:T asks Ss to finish 1a and check their answers. Ss finish 1a. To help Ss finish 1a.
Look and talk:T shows Ss the transportation that Jack use to get to school. Then T asks Ss to answer the question Ss look at the pictures about transportation and then answer how Jack goes to school. To make preparations of the listening part.
效果评价 学生是否能够正确朗读新单词“stop”和“station”；区分“bus stop”和“bus station”的不同并完成1a练习;根据所给交通工具的图片，输出正确表达，完成对话。
While listening (15 mins） 1.1c:T plays the tape and asks Ss to finish 1c. Ss listen to the tape and finish 1c. To practice Ss’ ability of listening.
2.Listen and answer :T plays the tape again and asks Ss to answer questions. Ss listen to the tape again and then answer questions. To practice Ss’ ability of listening.
3.Listen and fill in the blanks. T plays the tape again and asks Ss to fill in the blanks. Ss listen and fill in the blanks. To strengthen Ss’ understanding of the conversation.
4.Role play:T asks Ss to role play this conversation in pairs. Ss role play the conversation in pairs. To offer a good chance to practise oral English.
效果评价 学生是否能够在听力过程中记录关键词，正确完成听力任务；模仿和复述录音原文。
Post- listening （10min） 1.1e:T asks Ss to draw the transportation that Bob uses to get to his grandparents’ home. Ss draw the transportation that Bob uses to get to his grandparents’ home. To check Ss’ understanding of the conversation.
2.1e:T asks Ss to make conversations in pairs. Ss make conversation in pairs. To cultivate students’ ability of speaking.
3.Activity:T shows the transportation that Mary uses to get to his uncle’s home and asks Ss to make conversations in pairs. Ss make conversations with partners. To practice Ss’ oral English and improve their ability of cooperation.
效果评价 学生是否能够根据1c听力对话，正确画出Bob去外祖父母家使用的交通工具；运用连接词表达换乘多种交通工具去某地.
课时总结
Summary (2 mins） T and Ss make a summary of today’s class together. To help students summarize and review what Ss have learned in today’s class.
效果评价 学生是否能与老师一起总结出今日所学知识。
课时作业设计
Homework （1 min） A.Compulsory homework:Review language points in today’s class. B. Optional homework:Make a conversation with your partner to talk about how you get to school. To consolidate what Ss have learned in today’s class.
板书设计
反思与改进
Unit 3大单元教学第四课时教学设计
教学基本信息
课题 How do you get to school 总课时数 8
课型 读写课 本节课时 4
教学内容 Section B 2a-2e 授课时间
主备课人 协助备课人
教材分析
【What】This passage is about how the students in one small village get to school. 【Why】Students can get to know how students in small villages get to school. 【How】This passage concludes three paragraphs. Paragraph one talks about the difficulties that students in the small village meet on their way to school. Paragraph two talks about one 11-year-old boy, Liangliang’s opinion on the difficulty he meets. Paragraph three talks about students and villagers’ dream.
学情分析
【Know】Students are highly motivated before the class. They have a general understanding of transportation. Some key words and expressions in the conversation have been previewed before this class. 【Want to know】Students want to know how students in small villages get to school. 【Learned】At the end of this class, students will summarize what they’ve learned.
教学目标
Language ability: Be able to master key words through reading: Learning ability: Employing today’s class in daily life. Cultural awareness:Students can get to know how students in small villages get to school. Then students can cherish the convenience they enjoy and try to help students in small villages.
教学重难点
Teaching key points: Students can employ different reading skills, e.g., skimming, scanning, locating key sentences, to finish the reading tasks. Teaching difficult points: Students are able to make an interview conversation after reading.
教学评一体化教学过程设计
Teaching steps Teaching activities Teaching purpose
Teacher’s activities Students’ activities
Lead-in （3 mins） 1.Look and say：T shows Ss a picture and asks Ss to find the transport tools in it. 2.Help them to get to school T asks Ss to match the suitable transport tools for the three students in the picture. Ss look and find the transport tools in the picture. Ss look at the road map and match the suitable transport tools for the three students. To help Ss review last lesson and get them engaged in the class.
效果评价 学生是否能够找到并输出图中标注的交通工具；
Pre- reading （7 mins） 1.Think and talk :T asks Ss to think about how students in cities get to school. Ss think and talk about how students in cities get to school. To help Ss make a comparison between the students in cities and those in villages.
2.Make a prediction:T shows Ss two pictures about students in small villages. Then T asks Ss to guess how they go to school. Ss look at the given pictures and guess how students in villages get to school.
3.2a :T shows Ss a picture and asks Ss to think about three questions Ss finish 2a. To help Ss guess the main idea of this passage.
效果评价 学生是否能够根据所给图片推测农村学生去学校的交通方式； 学生能够观察文章插图，抓取有效信息，推测文章主旨大意。
While reading （15 mins） 1.Skimming:T asks Ss to skim the passage and match the main idea with each paragraph. Ss skim the passage and match the main idea with each paragraph. To practice Ss’ ability of grasping main idea.
2.Choose the best title:T asks Ss to skim the passage again and choose the best title for it. Ss skim the passage again and choose the best title for it. To practice Ss’ ability of summarizing.
3.Careful reading: Para.1-3 T asks Ss to read Para.1 carefully and answer questions. Ss read Para.1-3 carefully and answer questions. To strengthen Ss’ understanding of this passage .
效果评价 学生是否能够快读阅读文章，找出关键词和关键信息，归纳段落主旨大意，选择最合适的标题；是否能够根据问题链，寻找答案，完成思维导图。
Post- reading (10mins) 1.2c:T asks Ss to complete the dialogue between the reporter and Liangliang. Ss try to complete the dialogue according to the passage in 2b. To check Ss’ understanding of the passage in 2b.
2.2d: Imagine you are a reporter and want to interview a student in the school. Make up a conversation. Ss make a conversation in pairs. To cultivate students’ ability of speaking and practice Ss’ oral English and improve their ability of cooperation.
效果评价 学生是否能够根据2b所学文章，将记者与亮亮之间的采访对话补充完整； 学生是否能够根据2b文章和2c采访练习，自编采访对话；
课时总结
Summary （2 mins） T and Ss make a summary of today’s class together.
效果评价 学生是否能与老师一起总结出今日所学知识。
课时作业设计
Homework （1 min） Compulsory homework: 1. Review language points in today’s class. B. Optional homework: 1. Make a conversation with your partner about 2d. To consolidate what Ss have learned in today’s class.
板书设计
反思与改进
Unit 3大单元教学第五课时教学设计
教学基本信息
课题 How do you get to school 总课时数 8
课型 写作课 本节课时 5
教学内容 Section B 3a-Self check 授课时间
主备课人 协助备课人
教材分析
【What】This is an e-mail from Tom. It’s about how Tom get to school. 【Why】Students can get to know how to write an e-mail in daily life. 【How】The genre of this passage is an e-mail. Students can get to know the structure of e-mails.
学情分析
【Know】Students are highly motivated before the class. There is no new words or phrases in this e-mail. They have reviewed this e-mail before class. 【Want to know】Students want to know how to write an e-mail. 【Learned】At the end of this class, students will summarize what they’ve learned.
教学目标
1.Language ability: Get to master the structure of e-mails; Get to know how to write on this topic: how to get to school 2.Learning ability: Students can write e-mails in their life and work. 3.Cultural awareness:Students can get to know how to write e-mails.
教学重难点
Teaching key points: Students can master the structure of e-mails and get to know how to write on this topic. Then they can finish the writing in class. Teaching difficult points: Students are able to revise their writing according to the writing assessment table.
教学评一体化教学过程设计
Teaching steps Teaching activities Teaching purpose
Teacher’s activities Students’ activities
Lead-in （3 mins） 1.Brainstorming: T asks Ss to say more words about “transport”. 2.Write questions and answer: T asks Ss to write at least five questions and answer the questions with the information in the chart. Ss try to think more words about “transport”, then they use the words in the boxes to form expressions. Ss write questions and answer them with the information in the chart. To help Ss review last lesson and get them engaged in the class.
效果评价 学生是否能够输出有关“交通工具”的词汇，并组合有关乘坐某种交通工具的词组；
Pre- writing （7 mins） 1.The Structure of e-mail: T asks Ss to summarize the structure of this e-mail. Ss read and summarize the structure of this e-mail. To help Ss summarize the structure of e-mails.
2.Salutation:T asks Ss to think about how to write the “Salutation” of e-mails. Ss think about how to write the “Salutation” of e-mails. To help Ss get to know how to write e-mails.
3.Opening: T asks Ss to think about how to write the “Opening” of e-mails. Ss think about how to write the “Opening” of e-mails.
4.Body: T asks Ss to think about how to write the “Body” of e-mails. Ss think about how to write the “Body” of e-mails.
5.Closing: T asks Ss to think about how to write the “Closing” of e-mails. Ss think about how to write the “Closing” of e-mails.
效果评价 学生能否在阅读邮件后准确回答问题；
While writing （15 mins） Step1 Read:T tells Ss the writing task Ss read the writing task and think about the genre, topic and tense of this writing. To practice Ss’ ability of grasping the key information
Step2 Analyze:T asks Ss to think about the structure Ss think about the structure of this writing. To practice Ss’ ability of analyzing.
Step3 Think:T asks Ss to think about how to write the “body” part. Ss think about how to write on this topic. To practice Ss’ ability of analyzing.
Step4 Write:T asks Ss to write. Ss write this e-mail in class. To let Ss write in class.
效果评价 学生能否准确审题，抓取题目关键信息，分析写作体裁、主题和时态
Post- writing （10min） 1.Self-assessment：T asks Ss to assess their writing Ss assess their writing by themselves and then revise their writing. To cultivate Ss’ ability of self-assessment.
2.Peer assessment：T asks Ss to exchange their writing with their partners. Ss exchange their writing with their partners. To cultivate students’ ability of raising suggestions.
效果评价 学生能否根据写作自评表对自己的作文进行评价，并修改。
课时总结
Summary（2 mins） T and Ss make a summary of today’s class together. To help students summarize and review what Ss have learned in today’s class.
效果评价 学生是否能与老师一起总结出今日所学知识。
课时作业设计
Homework （1 min） A：Compulsory homework: Finish the exercise sheets. B. Optional homework:Write an e-mail to your friend about how your parents go to work. To consolidate what Ss have learned in today’s class.
板书设计
反思与改进
Unit 3大单元教学第六课时教学设计
教学基本信息
课题 How do you get to school 总课时数 8
课型 练习课 本节课时 6
教学内容 知识点巩固 授课时间
主备课人 协助备课人
教材分析
【What】The conversations are talking about how to get to some places. 【Why】Students can use these key words and sentences to talk about how to get places in daily life. 【How】Students can extract key information from the recording by locating key words. Besides, students can talk different transport ways with their classmates.
学情分析
【Know】Students are highly motivated before the class. They have a general understanding of transports. And some key words and expressions in the conversations have been previewed before this class. 【Want to know】Students want to know how to get places by different transports. Then they’re able to use them to make conversations with their partners. 【Learned】At the end of this class, students will summarize what they’ve learned.
教学目标
1.Language ability: To master key words and expressions about transports. To master key sentences, i.e., -How do you get to school -I ride a bike. -How does she get to school -She takes the subway. Get to know key sentences, i.e., -How long does it take -It takes about twenty minutes. -How far is it from your home to school -It’s about two kilometers. 2.Learning ability: Learn to key words and sentences to talk about how to get places in daily life. 3.Cultural awareness:Learn about the different transport ways in different cultures.
教学重难点
Teaching key points: To master key words and expressions about transports and key sentences. Teaching difficult points: Get to know key sentences.
教学评一体化教学过程设计
Revision Unit3重点短语： take the train乘火车 take the bus乘汽车 take the subway乘地铁 ride a bike骑自行车 get to school达到学校 how far多远 how long多久 by bike/bus/train骑车/乘汽车/坐火车 at school在学校 walk to school走路到校 think of认为 for many students对于许多学生而言 between…and…在…和…之间 go on a ropeway划索道 cross the river跨过河流 11-year-old boy 11岁的男孩 play with和…一起玩 be like像… come true实现 thanks for谢谢 it’s adj. for sb. to do sth. 对某人而言，做某事...... Unit3重点句型： （1）. --How do you get to school 你怎样到达学校？ --I ride my bike.我骑自行车。 （2）. –How long does it take to get to school 花多长时间到达学校？ --It takes about 15 minutes. 要花15分钟。 （3）. –How far is it from your home to school 从你的家到学校多远？ --It’s only about two kilometers. Unit3知识点归纳： (1) how 的主要用法 a. how对方式、方法提问 How do you get to school b. how far询问“距离” How far is it from your home to school c. how long 询问“时间或物体的长度” How long does it take you to get to school d. how soon 用来提问做完某事还需要多长时间, 常用“in+时间段”来回答。 --How soon will you arrive in Beijing --In 3 hours. (2). “交通方式”的表述方法 a. by+交通工具（注意：工具的名词前不能加冠词或代词等修饰语） b. in/on +冠词（物主代词）+交通工具（注意：on foot例外） 注意：By bus =on a bus乘坐公共汽车 by bike=on a bike骑自行车 By train=on a train乘火车 by car=in a car乘坐汽车 By ship=in a ship乘轮船 by plane/air乘飞机 On foot步行 c. take/ride/drive +a/the +交通工具(注意：交通工具的名词前必须加冠词) 骑自行车：________ the bike 乘坐地铁：___________ the subway 乘坐小轿车：_________the car 乘火车：__________ the train 乘做公车：_________ the bus 坐轮船__________ the ship 步行：___________ d. 用某些动词来表示交通方式：walk to drive to ride to fly to (3). get表示“到达”，后接名词需加to，接地点副词不加to. Eg: get home get there get here reach 给示到达，是及物动词，其后直接接宾语。 arrive in+大地点 arrive at +小地点 后接副词不需介词。 (4). a. It takes sb some money/time to do sth.花费某人多少时间/钱做某事 b. Sb spend some time/money on sth 某人在做某事或某物上花费时间/钱 Sb spend some time/ money (in)doing sth c. Sth cost sb some money 某物花费某人多少钱 (5). take 的用法 take 表示“花费”，句型：It takes sb. sometime to do sth.“花某人多少时间做某事”。 (6). like 的用法 a. like 作介词，意为“像….; 跟…一样” be like b. like 作动词，意为“喜爱” （7）a. It is easy/difficult to do sth. 做…很容易/困难 b. It is easy/difficult for sb. 对某人很简单/困难
课时作业设计
板书设计
反思与改进
Unit 3大单元教学第七课时教学设计
教学基本信息
课题 How do you get to school 总课时数 8
课型 听说课 本节课时 7
教学内容 习题练习 授课时间
主备课人 协助备课人
教材分析
【What】The conversations are talking about how to get to some places. 【Why】Students can use these key words and sentences to talk about how to get places in daily life. 【How】Students can extract key information from the recording by locating key words. Besides, students can talk different transport ways with their classmates.
学情分析
【Know】Students are highly motivated before the class. They have a general understanding of transports. And some key words and expressions in the conversations have been previewed before this class. 【Want to know】Students want to know how to get places by different transports. Then they’re able to use them to make conversations with their partners. 【Learned】At the end of this class, students will summarize what they’ve learned.
教学目标
1.Language ability: To master key words and expressions about transports. To master key sentences, i.e., -How do you get to school -I ride a bike. -How does she get to school -She takes the subway. Get to know key sentences, i.e., -How long does it take -It takes about twenty minutes. -How far is it from your home to school -It’s about two kilometers. 2.Learning ability: Learn to key words and sentences to talk about how to get places in daily life. 3.Cultural awareness:Learn about the different transport ways in different cultures.
教学重难点
Teaching key points: To master key words and expressions about transports and key sentences. Teaching difficult points: Get to know key sentences.
教学评一体化教学过程设计
Exercise Fill in the blanks with the proper form of the words given. Many people like to travel _1____ plane, but I don’t like it _2____ an airport is usually far from the city. You have to get there early and wait _3_____hours for the plane to take off and it is often late. You _4____ open the window. You can’t choose the food. Planes are fast, but they still take hours to get out of the airport and into the city. I like _5____ by train. I think trains are safe. Railway stations are usually in cities. When you are late for a train you can catch _6______ one .You can walk around in the train and open the windows.You can see many interesting things on your way . I know it _7_____ a little more time. I also like cars.You can start your journey _8____ you want to, and you don’t need to get to a railway station _9____a bus stop. Also you can _10___ many things with you in a car. But sometimes there are too many cars on the road. 1__________ do you get to school Do you walk or ride a bike Do you go by bus or by train 2 __________ many students, it is 3____________to get to school. But for students in a village in Yunnan, it is difficult. There is a big river 4____________their school and the village. There is no bridge and the river runs 5___________ quickly for boats. So these students go on a ropeway 6___________ the river to school. One 11-year-old boy, Liangliang, crosses the river every school day. But he is not 7___________. “I love to play with my classmates. And I love my teacher. He’s 8___________ a father to me.” Many of the students and villagers never leave the village. It is really their dream 9___________ a bridge. Can their dream come 10_____________ 句型转换 1. Most students takes trains to school in Japan.（就画线部分提问） ________do most students__________to school in Japan 2. He often gets up at 7:00 every morning.（就画线 部分提问） _________ _________ does he often get up every morning 3. Tom usually gets to school on foot.（改为同义句） Tom usually _________ ___________ school. 4. I take the subway to the factory.（改为同义句） I get to the factory___________ __________ 5. 格林先生每天骑自行车去公交车站。 Mr. Green ____________ ___________ ___________ to the bus station every day. 6. 学生每天不得不乘船去上学。 The students ___________ __________ go to school __________ ___________ every day. 7. I ride my bike to school . (划线提问) ________ do you to school？. 8. It usually takes me two hours to exercise every day.（就画线部分提问） ________ _________ does it usually take you to exercise every day 9.林飞每天上学得花多长时间？大约十分钟。 _________ __________ does it _________ Lin Fei to get to school It’s ______ ten minutes. 10.从你家到医院有多远？大约三千米。 __________ __________ is it _________ your home_______ the hospital It’s about three __________.
课时作业设计
板书设计
反思与改进

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