1、Unit3 SectionA（1a-2d） 教案1.0 Teaching Analysis教情分析1.1 Teaching Objectives 教学目标1.1.1 Language goals 语言目标1.1.1.1 Key Words and Chunks For applying: train, bus, subway, bike, minute, kilometer, far, sixty, seventy, eighty, ninety, hundred, ride, get to, take the bus/train/subway, ride a bike 1.1.1. 2 Se
2、ntence Structures1) How do you get to school? I walk. 2) How does Mary get to school? She takes the subway. 3) How long does it take? It takes about 20 minutes.4) How far is it from the school to your home? Only about two kilometers.1.1.1.3 Grammar Focus1) How do you get to school? I walk. （how引导的特殊
3、疑问句对交通方式提问）2) How does Mary get to school? She takes the subway. （how引导的特殊疑问句对交通方式提问，主语为第三人称单数）3) How long does it take to get to school? It takes about 15 minutes.（how long引导的特殊疑问句对所需时间长度提问）4) How far is it from your home to school? Its only about two kilometers.（how far引导的特殊疑问句对不同地点之间的距离提问）1.1.2 A
4、bility goals 能力目标1.1.2.1 教会学生在口语对话中介绍自己和询问他人上学的交通方式；1.1.2.2 教会学生运用how long引导的特殊疑问句谈论上学所需时间；1.1.2.3 教会学生运用how far引导的特殊疑问句谈论家校之间的距离。1.1.3 Emotional goals 情感目标帮助学生树立合理安排自己的时间和守时意识。1.2 Important and difficult teaching points教学重难点1.2.1 教会学生使用不同的方法表达交通方式；1.2.2 教会学生使用How long引导的特殊疑问句及其回答方式；1.2.3 教会学生英语十位数和
5、百位数的表达方式，特别是区分“十几”和“几十”的读音。2.0 Student analysis学情分析2.1 Fundamental State基本情况作为本单元第一课时，学生在初中一学期的学习中基本上没有接触到“交通方式”这一话题相关的词汇和句型，但是该话题与学生生活实际密切相关，会引发学生的学习兴趣。只要教师引导得法，定能让学生“有话想说”；通过听和说的练习，一定能让学生“有话能说”。2.2 Knowledge Reserve知识储备通过7年级上学期的学习和本学期前两个单元的学习，学生对一般现在时的各种句型已经比较熟悉，本单元仍以一般现在时为主，只是增加了新的特殊疑问句。学生虽然在7上开始
6、时就接触了How开头的特殊疑问句（询问健康状况），接触过How much引导的特殊疑问句表示询问价格，但是本单元涉及到的功能意念项目对学生来说是全新的，会让他们的学习有一定的难度。十位数到百位数基数词的学习，由于学生在7上已经学会了1-50的基数词，本课时的生词学习不会有太大的难度，只是在听力练习中，“十几”和“几十”的读音会给学生造成一定的困难。2.3 Class data本班实际通过7年级上学期的小组建设和小组合作学习的训练，本班学生有比较明确的小组合作学习的意识，小组内开展活动有分工合作，能倾听别人意见，敢于用英语来表达自己的观点。虽然本课时的语言现象学生在学习本单元之前基本上没有接触，
7、但是涉及的话题“交通方式”与学生本人和家人生活实际密切相关，完成本课时任务是应该没有太大的困难的。3.0 Teaching methods教法建议3.1 situational teaching approach情景教学法3.2 question and answer method问答法3.3 discussion method讨论法4.0 教学辅助blackboard and chalk, computer, projector5.0 Teaching procedures 教学进程5.1 Leading-in and warming-up 引入与激趣活动 Greet Ss and play
8、 the video “Lets take a trip”, Ss listen and watch. T might ask“How do you want to take a trip?”5.2 New points input 新知输入(贴标签)5.2.1 Language presentationShow pictures of different types of transportation and teach the new words and chunks: train-take the train, bus-take the bus, subway-take the subw
9、ay, bike-ride a bike, walk.Ask Ss“How do you get to school?” Collect answers from different Ss. 5.2.2 Activity 1a5.2.2.1 Ask Ss to look at the picture in 1a. T might ask the whole class: What can you see in the picture?5.2.2.2 Students finish the word match in 1a, then read the chunks and the word i
10、n chorus.Chain drill. T might start a chain drill with a few Ss. like this:T: I get to school by bus. (To S1) How do you get to school?S1: I walk to school. (To S2) How do you get to school?S2: I take the subway to school. (To S3) How do you get to school?S3: I.5.3 Listening practice 听力训练5.3.1 Activ
11、ity 1b5.3.1.1 Pre-listening.Ask Ss to look at the picture in 1a again, and ask and answer like this: T: How does Student A get to school?Ss: He gets to school by train. /He takes the train to school.Then ask Ss to guess who they might be before listening.5.3.1.2 While-listening.Ss listen to the reco
12、rding of 1b and finish 1b. Check the answers: 1. a Bob takes the train.2.e Mary takes the subway.3.d John takes the bus.4.c Paul walks.5.c Yang Lan walks.6.b Jim rides his bike. When checking the answers, encourage Ss to try to talk about the pictures in complete sentences.5.3.1.3 Post-listening.Act
13、ivity 1c. Ask the Ss to work in pairs to talk about how the students in the picture in 1a get to school. Ss can follow the sample conversation in 1c.5.3.2 Activity 2aActivity 2a gives Ss listening practice with the target language.5.3.2.1 Pre-listening. Review numbers by looking at the pictures on p
14、pt. and saying the numbers5.3.2.2 While-listening. T plays the recording of 2a for Ss to listen and repeat. Then ask Ss to write the correct number next to the word.5.3.2.3 Post-listening.A word game. Get Ss to say the numbers as soon as they see them appear on ppt.5.3.3 Activities 2b and 2c5.3.3.1
15、Pre-listening.Predicting. Get Ss to predict what they might hear in the listening. Elicit them to look at the information in the chart. Make sure they understand the meaning of“how long” and “how far”. T may give them some examples to show the meaning of“how long” and “how far”.5.3.3.2While-listenin
16、g. T plays the recording of 2b for Ss to listen and complete the chart. T may ask Ss to take notes while they listen to the recording. Play the recording again and check the answers.5.4 Oral Output 口语输出5.4.1 Before Ss start to make conversations as instructed in Activity 2d, T may call their attenti
17、on to the pronunciation of some pairs of numbers: thirteen-thirty, fourteen-forty, fifteen-fifty, sixteen-sixty, seventeen-seventy, eighteen-eighty, nineteen-ninety. 5.4.2 Activity 2d. Ss follow the instructions of Activity 2d and make conversations in pairs. Get some pairs to perform their conversa
18、tions. 5.5 Sentence interpretation 难句解读5.5.1How does Mary get to school? She takes the subway. 玛丽怎样到校？她坐地铁。在这个特殊疑问句中，疑问词how表示方式，get to是“到达”的意思；答语She takes the subway.中动词take是“乘坐”的意思，完整的回答应该是She takes the subway to school. 也可以说成She goes to school by subway.。5.5.2 How long does it take? It takes about
19、 20 minutes.要花多长时间？要花20分钟。这个特殊疑问句和答语中都用了动词take，意思是“花费”，完整的结构一般是It takes sb. some time to do sth. 指“某人花费多少时间来做某事”。此处因有上文，所以省掉了动词不定式to get to school。5.5.3 How far is it from the school to your home? Only about two kilometers.学校距离你家有多远？只有两千米。how far是对“距离”提问，“多远”的意思，常与介词短语from.to.搭配。答语是一个省略回答，完整的回答应该是It
20、 is only two kilometers from the school to my home.。5.6 Sentence Apply 好句运用5.6.1 How do you get to school? I walk. P13【原句翻译】_【仿写造句】How do/ does sb. get to. ? _5.6.2 How far is it from your home to school? Im not sure. P14【原句翻译】_【仿写造句】How far is it from A to B.? _5.7 Summary5.7.1 GuideSs to work in g
21、roups and talk about :Q1:What have you learnt in this period? Q2: What do you still have problem with? Q3: How will you work out the problems? 5.7.2 Get the Group leader (GL) to make a report about their summary. Put some key points on the Bb to form a clear mind map.6.0 Homework 课后作业(标号形式不对)1)Listen to the recording of 1b and 2b again and try to imitate the pronunciation and intonation.2) Make a conversation about how you get to school and how your parents get to work.3) Learn the numbers 1-100 by heart.
