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Unit 3 How do you get to school?第三课时听说课Section B (1a-1e) p16Teaching and learning Goals:一．话题：Transportation二、功能：Talk about how to get to places.三、语法：Learn the use of “stop to do sth, stop doing sth , think of ... ”四、词汇和常用表达：1.Learn to use words and useful expressions: bus station, bus stop, subway station, trainstation, thinks of, his grandparents’ home.2.Review to use:How do you get to school?How long/How far questions.First,..then….五、学习策略: Learn to talk about how to get to places with the paterns:How do you get to...?How long does it take...? How far is it from ...to...? First,… then,…六、文化知识: Tell the students to pay attention to the safety of going to different places bydifferent meanings of transportation.(设计意图：用一段话表达了本节课的知识、能力和情感目标，一目了然。
) Teaching and learning steps:Step1. ReviewStudents make conversations in rows.T: Let’s practice the conversations we’ve learned last class.(设计意图：成排问答，可以照顾到每个学生，更好地落实复习的内容。
Unit 3 Why do you like koalas?Period Four Section B 1, 3, 3a,3b, 3c教学目标（知识技能、过程方法、情感态度）1. Master the main vocabulary: ugly, clever, friendly shy, cute, scary, small, beautiful grass, sleep, during, at night, leaf, him, guess, meat, relax, lazy ect.2. Master the sentence structure: What (other) animals do you like? Where are __ from? They are from_____.3. Cultivate the feeling of love nature, love animals and be friendly with the animals.重点1.The ability to understand fully and imate a sample short instruction passage and write a simlar one.2.The new description words．难点1.Understand and write a short passagw about an animal.2. Use the language to describe the animals freely．教学过程Step1Free talk ( Section B 1 )Greeting the students．Say today we are going to have a trip to the zoo. Would you like go with me? At the first, we should know some friends in the zoo. Then talk about the animals learnt before. Show the students some funny pictures of all kinds of the animals them have already learnt and ask them to describe the anlmals. By doing this we can lead to the new description words which is included in activity 1 in Section B. This activity introduces more key vocabulary,Call attention to the animals in the picture and ask a student to say the name of each one.Point out the list of eight numbered adjectives at the top.Say, Now please match the adjectives at the top with the animals in the picture. Write the letter of the animal on the line after the adjective. Point out the sample answer.As students work, move around the room offering to answer questions as needed.Correct the answers.Step 2 Dialogue making ( Section B 3 )This activity provides guided oral practice using the target language.Say to the students there are so many animals, which animal do you like? Ask one single students to answer this question. Then ask he/she why do you like it? What other animal do you like? Why? Thus the teacher and the student form a sample dialogue. Next ask all the students to make a similar dialogue like this. As they work, move around the room checking on progress and give necessary help and guide.Ask some pairs to present their conversations to the class.When the pairs are presenting their dialogues ask the rest students to listen carefully they have a chance to comment on the performers’ pronouncation, intonation, stress, facial expression, eye contact, the creativity of the dialogue. They can say anything aboout the dialogue.Step 3 ( Section B 3a )This activity provides reading practice using the target language.Show a picture of the leader of the zoo. And say to the students that the leader come across with some difficulties, can you help him? Then lead to “ Let’s help. (1)”. Say that the three animal instrctions and the animal names are in wrong order because of the heavy rain. Can you help putting them in right order? Then ask the students to resd the three instruction by themsekves and match the instruction with the animals.Check the answers.Say in order to let the visitors fully understand the three animals, let’s make a table to compare the three animals. But the table haven't finished would you please finish it?Give the students some minutes to finish the table then check the answers.Step 4 ( Section B 3b )This activity introduces some new vocabulary words and provides reading and writing practice using the target vocabulary.Say the instruction of the lions is destoried by the heavy rain. Would you please help filling the blanks of the instruction so that the other visitors could know the lions more.Call attention to the pictures of animals in 3a, and draw attention to the grass, leaves, and meat. Ask a student to explain each word or use it in a sentence to show he or she understands what it means. Teach the expression sleeps.Point out the description in 3b with blank lines where some words are missing. Read it to the class saying blank each time you come to a blank line.Point out the six words in the box. Say, You can write these words in the blanks. Use each word only once.As students work, move around the room checking progress and offering language support as needed.Check the answers.Step 5 ( Section B 3c )This activity provides reading and writing practice using the target language.Say the leader of the zoo have another problem. The zoo decided to bring in a new kind of animal that is penguins. But the instruction haven’t been written. Would you please help writing a instruction of the penguins for the zoo. The main features of the penguins are on the screen for you. Then give the students several minutes to write the short passage. While the students are writing, move around the classroom and give necessary help. Ask students to share their writing with others in the class. The other students should comment on the short passage written by one specific student. They can comment on the grammar, the vocabulary, and the structure of the short passage.Step 6 ( Words from the leader )Say the animal are so lovely, right? But ther are some ones always want to hurt the lovely animals in order to make money. Then show the students a picture of a dead elephant whose teeth are taken by someone. Is it brutal? So out leader have words for you. Let’s love animals and be friends with them and love nature. Wuold like to do it?Step 7 ( Homework )1. Finish the exercise book part 5 and 6.2. Copy the new words on page 16 and 17 three times and remember them by heart.3. Find some proverbs concering the animals.。
UNIT 3 How do you get to school?Section A 第1课时（1a～1c）自主学习方案1.自学生词，并记住拼读及拼写。
2.预习课本找出重点短语及句子。
（见学案自学导练内容）3.读记后完成自学导练内容。
课堂导学方案Step1 情景导入(教师利用多媒体准备学校及交通工具图片）Teacher：Look at the picture. What can you see？Students：A school.Teacher：Do you like your school？Students：Yes，we do.Teacher： I usually get to school by bike，but sometimes on foot. How do you get to school？环节说明：通过师生对话引出新知识—即how对交通方式的提问。
Step 2完成教材1a—1c的任务1.教师领读1a中的单词或词组，巩固预习内容，并且将交通方式和图片匹配。
（3分钟）2.先大声朗读图片中的小对话，再认真听录音，完成课本1b的听力任务。
教师核对答案。
（3分钟)3.利用1a中的词组和1b中的信息，仿照1c中的对话，学生分小组练习1c的对话，并表演。
（5分钟）。
参考案例：4.小结训练。
（3分钟）（1）一How does your sister get to school？— C .A. Once a dayB. Two milesC. Take the busD. Twenty minutes（2）My brother B to school every morning.A. takesB. walksC. on foot（3）The girl rides her bike to school.(对画线部分提问）How does the girl go to school？环节说明：听说结合，第一时间向学生传达语言目标，通过结对对话练习和小结训练，语言目标得以强化。
⼈教版七年级英语下册Unit3教案Unit 3 How do you get to school?单元教学⽬标⼀、Teaching Aims(教学⽬标)1.Knowledge Object and Ability（知识与技能）(1)掌握有关交通的词汇，如take the subway/train, ride the bicycle, by bus/boat, transportation, bus stop, trainstation，kilometer, mile, river以及其他⼀些词汇。
(2)掌握由how引导的特殊疑问句，表⽰乘坐何种交通⼯具的⽅式.how far,how long 引导的特殊疑问句及其答句：How do you get to school? I ride my bike.How long does it take?It takes about ...minutes.How far is it from your home to school? It’s /doc/93990d89f011f18583d049649b6648d7c1c7088f.html es...(3)复习基数词及时间的表达⽅法.(4)了解中外⽂化的差异.2.Process and teaching methods（过程与⽅法）：(1)情景交际法：本单元话题源⾃⽣活，⽴⾜这⼀点，充分利⽤学⽣已有的知识和经验，创设⽣活化的真实情境，引导学⽣在运⽤中学习语⾔，然后在学习新的语⾔知识后创造性地运⽤语⾔（为⽤⽽学，在⽤中学，学了能⽤）。
(2)任务型语⾔教学法：设计多种任务活动，提供给学⽣合作交流的空间和时间，促使学⽣为完成任务和同学进⾏合作，为完成任务进⾏探究学习。
(3)开放性教学策略：教师要开放性地处理教材，结合教材插⼊学⽣感兴趣的图⽚、电影⽚段等，丰富学⽣知识，拓宽他们视野，实现知识的整合。
3.Moral Objects（情感态度与价值观）：Through learning this unit , Ss can enable them to care for each other whenever crossing the roads and pay attention to the sign of traffic⼆、Teaching Key points（教学重点）：掌握有关交通的词汇，如take the subway/train, ride the bicycle, by bus/boat, transportation, bus stop, train station，kilometer, mile, river以及其他⼀些词汇。
七年级英语·下新目标【人】Unit 3 How do you get to school?1.引导学生能口、笔头熟练地运用表达“乘坐某种交通工具”的名词和动词短语,并用于询问他人和表达自己的交通方式。
2.引导学生正确而熟练地运用句型:How do you/does he go to school?How long does it take?以及How far is it?等对交通方式、用时和距离进行问答。
3.能通过听、说、读等各项课堂活动,提高学生的听、写、记的能力。
4.能运用所学的语言知识进行语言的运用。
教法:以听说领先,在英语语境中大量感知和训练本单元的表示出行方式的句型,养成良好的学习英语的习惯。
通过单元的语言学习,归纳总结关于how,how long 及how far 的用法以及关于花费的用法,使知识的记忆系统化。
采用Pair work 和Group work 相结合的方式,练习询问出行方式的英文句型。
阅读活动设计为“读前、读中、读后”,每一步都设计了不同的任务或活动,重在培养学生的阅读策略和技能,同时结合阅读材料进行拓展性语言训练和运用。
让学生在语言学习的过程中,养成积极参加文体活动的习惯。
教学突破:创设语境,重视听说能力,反复训练询问出行方式。
在练习中正确使用how 及how long 及how far 培养学生对词语及句型的运用能力,为写作练习做准备。
第一课时:Section A 1a —1c第二课时:Section A 2a—3c 第三课时:Section B 1a—2c第四课时:Section B 3a —Self Check英国人的出行习惯首先英国人是有靠左走的习惯,在英国资产阶级革命胜利后第一次工业革命前,由于商业的繁荣,上层社会多用马车出行,如果靠右边行驶,马车夫的马鞭很容易伤到行人,所以英国议会就颁布了一项法令,规定马车必须靠左行驶,此后一直到今天,在英国驾车一直都要遵守此惯例,而现在其他靠左走的国家只是在制定交通规则时,照抄而已,所以开车靠左走,既体现了英国的传统,又体现了对人的关怀!红色双层巴士是英国的重要标志。
Unit 3 How do you get to school?第三课时听说课Section B (1a-1e) p16Teaching and learning Goals:一．话题：Transportation二、功能：Talk about how to get to places.三、语法：Learn the use of “stop to do sth, stop doing sth , think of ... ”四、词汇和常用表达：1.Learn to use words and useful expressions: bus station, bus stop, subway station, trainstation, thinks of, his grandparents’ home.2.Review to use:How do you get to school?How long/How far questions.First,..then….五、学习策略: Learn to talk about how to get to places with the paterns:How do you get to...?How long does it take...? How far is it from ...to...? First,… then,…六、文化知识: Tell the students to pay attention to the safety of going to different places bydifferent meanings of transportation.(设计意图：用一段话表达了本节课的知识、能力和情感目标，一目了然。
) Teaching and learning steps:Step1. ReviewStudents make conversations in rows.T: Let’s practice the conversations we’ve learned last class.(设计意图：成排问答，可以照顾到每个学生，更好地落实复习的内容。
)Ste p2.Pre-listening activities一．Preview1. Translate these phrases .(1) 公共汽车站点________ (2) 公共汽车站__________(3) 火车站_______________ (4) 地铁站__________________(5) 他祖父母家___________ (6) 认为_____________________(7)骑我的自行车（8）坐地铁2. Ask the students to translate the following sentences.(1) Bob怎样到达他祖父母家？_____________________________________________________(2) 首先他从家去火车站。
_____________________________________________________(3) 然后他乘汽车到他祖父母家。
_____________________________________________________（4）然后我坐地铁。
（5）然后我从火车站坐汽车到他们家。
(设计意图：课前对文本中的重点短语和句型有所了解，能够帮助学生课上有针对性的听讲，尤其是4,5句，是听力材料中的句子，提前预习，可以有效地降低听力难度，能帮助学生更好的理解文本。
)二. Warming up and lead-in.Task1. Match the words with the pictures.Bus stop Bus station Subway station Train station Show some pictures one by one, let students tell what it is.Then make a dialogue like this.T: Hello, how do you get to school?S1: By bus.T: Where do you take the bus?S1: At the bus stop.T: Well, I want to go to Beijing, how can I get there?S2: Take the train.T: Where can I take the train?S3: At the train station.T: That’s right. Let’s look at the pictures and match the words with the pictures.Students match the words with the pictures.Task 2. 1b Pair work.T:Look at the picture . It’s me. How do I get to school? First I … Then I …Encourage students to use two different meanings of transportation to describe. First…Then…Practice the dialogue like this:A: How do you get to school?B: Fir st I …. Then I ….Let the students work in pairs and make their own conversations.Finally, ask some pairs to act it out.(设计意图:利用本土的资源展开，学生更容易接受也更感兴趣。
教师引导学生说出到达学校所乘的交通工具，为1c,1d听力做好铺垫。
)Step 3. While-listening activities.1. Listen for the general idea听取大意T: Boys and girls, just now we talked about how you get to school. Now, please look at the boy and the girl, the boy is Bob and the girl is Mary. They are talking about something. Please listen to the recording carefully and find out the main idea of the conversation.The main idea of the conversation is that_______．A. Bob goes to see his grandparents by train.B. Bob usually goes to see his grandparents.C. It’s a long trip from Bob’s home to grandparents’.(设计意图:让学生通过听录音整体感知，并找出谈论的主旨大意。
在听之前先仔细审题，找出需要听的关键词,听听力之前要对学生进行相关听力策略的指导。
这样能提高学生整体理解听力内容的能力，并能提高学生的听力效能。
)2. Listen for the specific ideas听取细节Task 1. Listen and check the things that Mary wants to know.T: Class, please look at 1c,read the sentences silently, please.Mary wants to know…＿where Bob lives.＿how far he lives from his grandparents’ home.＿how he gets to his grandparents’ home.＿how long it takes to get to his grandparent’s home.＿what he thinks of the trip.T: Now, please listen to the recording carefully and check the things that Mary wants to know.Then, check their answers.(设计意图:第二次听，在听之前，引导学生读并理解这些句子，这样有助于学生快速而准确的获取信息。
)Task 2. 1dT: Boys and girls, please listen to the recording again, how does Bob get to his grandparents’home? Check 1 or 2.The teacher should play the recording twice, the first time, listen and check 1 or 2 . The second time, listen and check their answers.（设计意图:让学生通过听录音选出Bob到达他祖父母所乘的交通工具，训练学生捕捉细节信息的能力。
）Task 3. Listen and fill in the blanks.Mary: I love your home, Bob. It’s so__________!Bob: Thanks, Mary. My _______________home is very big, too.Mary: Where do they______________?Bob: Very____________ from my home.Mary: Oh, how far?Bob: It’s about_____________ kilometers from here.Mary: Wow! That’s far.Bob: Yes, it is. So, I go there and see my grandparents __________ one or two times a year. Mary: How do you get there?Bob: I usually take the_____________.Mary: How ___________does it take?Bob: It takes about ____________hours. And then I take a_________ from the ____________station to their home.Mary: Wow. That’s a _________trip.（设计意图:听并填出空缺的单词，此环节在学生掌握文章大意的基础上，深入把握文章具体的细节内容。
