七年级下册英语Unit 3 How do you get to school Section B（3a-Self check）

PAGEPAGE13Unit3Howdoyougettoschool?写作课SectionB3a-SelfCheckTeachingandLearningGoals:一、话题：Transportation.二、功能：Talkabouttransportationandhowtogettoplaces.三、语法：Reviewtheuseof“how,howfar,howlong”.四、词汇和常用表达:1.Reviewtousesomeusefulexpressions:takethebus/subway/train/taxi,rideabike/walk,bybike/bus/train,thinkof,cometrue,everyday.2.Reviewthenumbers,andexpresstime.五、学习策略：Guidethestudentstomasterthewritingskillsoftransportation.六、文化知识：Leadthestudentstolearnthedifferenttransportationbetweencountries,expressthemselvescorrectlyandknowsomethingmoreaboutwesternculture.TeachingandLearningSteps:Pre-writingactivities写前活动StepⅠ:TeachingAims展示目标Tellthestudentsthelearningaims:Totalkabouttransportationandhowtogettoplaces.StepⅡ:Leadin：ShowashortvideoandsomepicturesaboutBeijingHangzhouGrandCanal(枣庄段京杭大运河)inZaozhuangtothestudents.Andintroduce“Aplaceofwaterinthenorthoftheriver,ahistoricaltownwithahistoricalcanal”(江北水乡，运河古城)（设计意图:课前通过有关枣庄段京杭大运河的视频和图片介绍，使学生在大运河畔的历史中，从古老的交通工具延伸到现代化的交通运输方式，能够很快的进入英语学习情境，并能够很好地导入新课.）1.Review单元话题复习T:Fromthevideoandthepictures,howdidpeopleinZaozhuanggettoplaceslonglongago?Ss:Byship\boat.（作为枣庄人，我们熟知自己家乡的地理情况，学生张口就能答出以前人们出行的方式。）T:Now,inourdailylife,therearemanynewwaysoftransportation,doyouknow?Ss:Yes.ByBRT,bytaxi,bycar,byplane\air,bytrain…(古今对比，现在我们地区的交通非常发达，学生能列举出很多。)T:Doyouknowotherwaysoftransportation?(设计意图:采用思维导图的方式给学生展示乘坐船以及其它的交通运输方式，适当的时候做补充，让他们充分的了解现代化的运输方式。)2.T:Ihavetwoe-mails.OneisfromXuZheng,hetalksabouthowhegoeshome;theotherisfromTom,hetalksabouthowhegoestoschool.(利用介绍两封电子邮件的形式，让学生在语境中复习交通运输方式，并加深理解)E-mailOne：T：DoyouknowthemovieLostonJourney(人在囧途)？Ss：Yes.T：MyfriendXuZhengactsit.I’mveryproudof(为…感到骄傲)myfriend.Questions:(1)Doyouknowtheotheractor?(2)Whatdoyouthinkofthem?(3)Doyouknowwhatthemovieisabout?(4)Canyousaysomemeansoftransportationinthemovie?(5)Doyouhavethesameexperienceasthem?Answers:Yes.WangBaoqiang.Ithinktheyhaveabadluck./Theyareunlucky.(此处可以让学生用汉语回答)Howtogethome/Transportation.Byplane,bycar,byship,walk，bytractor…Yes/No…(设计意图：给学生展示电影中的相关图片，激发学生的学习兴趣。再引导学生讨论相关问题，目的是激活学生头脑中和写作话题交通方式相关的词汇，语段等，为接下来形成一篇文章做好铺垫。)3.ShowtheSsapassagewithsomeblanks.It’saboute-mailone.AsktheSstotrytofillintheblanksaccordingtothepictures.热身导入DearQian：DoyoulikethemovieLostonJourney?IthinkI’mveryunluckyinitwithmyfriendWangBaoqiang.Inordertogohome,first,I________,andatthesametimeImeetmynewfriendWangBaoqiang,wegohometogether.Thenwe___________,sixhourslater,wegettoabusstation,andwe___________.Becausetherearetoomanypersonsinthebus,we_____forabout30minutes.It’salsotoofarfrommyhome,sowe________.It’scoldbutinteresting.Atlast,Igethomeafterthelongjourney(旅程).Yours,XuZheng4.Checktheanswers.ThenasktheSstoreadthewholepassageforconsolidation.(Answers:takeaplane,takeatrain,takeabus,walk,takeatractor)(设计意图：引导学生形成文章意识，然后再鼓励他们去朗读，进行语言的输入，为输出做好积累，为接下来的写作练习做好准备。)StepⅢ:Consolidation:Completethepassagein3aonP18.Talkaboutpictures看图说话T:Well,therearesomanywaysoftransportationaroundus.WhataboutintheUS?T:WhocantellussomethingaboutwaysoftransportationintheUS?S1:Therearetoomanycarsonthestreet.S2:Mostofthecarsareyellow.S3:Americanslovetheirlives.Theyobeythetrafficrules.(学生如不能用英语表达也可使用汉语。)（设计意图：鼓励和引导学生谈论自己所了解的美国交通，激活学生的背景知识。）T:Let’sseesomepicturesaboutcarsintheUS...T:Canyouseeyellowcars?Whatarethey?Whatdoyouthinkofthem?（设计意图：利用图片吸引学生，展开对美国校车的讨论，激发学生学习兴趣。）2.Fillintheblanks短文填空E-mailTwoT:Readthee-mailfrommypenpalTomintheUS.Readquicklyandfindoutwhatitistalkingabout.(学生通读短文掌握大意。)T:It’sane-mailabouthowTomgetstoschool.Writingane-mailisagreatwayofexpressingyouropinion.Theadvantageofmoste-mailsisconvenienttoreplythefriends.Usetherightgreetingisveryimportant(DearMr./Ms.).Youmustkeepitshortandclear,andyoucanusefirst,second,next,andfinallytoexpressyouropinions.Atlast,youcanendupwith“Iamlookingforwardtoyourreply,""Thankyou,"或者"Sincerely".(简单介绍电子邮件的特点及作用。)T:Now,pleasereadcarefullyandfillintheblankswithyourownwordsfirst.(引导学生根据上下文及所缺部分在句子中所作的成分选词。)T:Thistime,readcarefullyandfillintheblankswiththewordsinthebox.(引导学生根据上下文及所缺部分在句子中所作的成分判断选填哪个词。)HavetheSschecktheiranswerswiththeirpartnersfirst.ThenchooseseveralSstoshowtheiranswersblankbyblank.(Answers:getto，leave，walk，kilometers，takes，boring)T:Let’sseeifyourwordscanbeusedtofillintheblanks.(帮助学生分析他们的词语能否用来填空。同时强调getto这个短语的用法。)Givethestudentstimetoreadthecompletedpassage.(帮助学生大声读出完整的e-mail，可以储备语句，提高语感。)3.Analysisofthearticle文体结构分析T:Readagain,Canyouanswerthesequestions?(1)Whatisthenameofthewriter?(2)Whatkindofpassageisit?(3)Whatisthee-mailabout?(4)Whatdoesthewriterthinkoftheschoolbus?(5)Whattensesdoesituse?Answers:(1)Tom(2)It’sane-mail.(3)ItisabouthowTomgetstoschool.(4)Hethinksthebusrideisneverboring.(5)Thesimplepresenttense.(设计意图：通过提问题的方式，分析范文文体结构，帮助学生理清文章脉络，为写作打下基础。)StepⅣTalkabouttheSs’ownideasabouthowtheygotoschool.Workon3bonP18.1.Showthestandards展示标准T:Let’sthinkwhatdetailsshouldane-mailabouthowtheygotoschoolinclude?（1)Whendoyouleavehome?_________________________________（2)Howdoyougettoschool?_______________________________（3)Howfarisitfromyourhometoschool?______________________________（4)Howlongdoesittakeyoutogettoschool?____________________________（5)Doyoulikeyourtriptoschool?________________________________(设计意图：引导学生关注3b中列出的内容，思考回复电子邮件包括哪些部分，为后面写电子邮件打开思路。)2.Talkaboutyourowne-mailtoTomabouthowyougettoschool谈论实际Iamaneditor(编辑)of“Thebest”ofourSchoolEnglishClub.Iwanttochoosethebeste-mail.T:Weneedsomee-mailsfor“Thebest”ofourSchoolEnglishClub.Canyouchooseane-mailforitandwriteane-mail?Finish3bbyyourselfandthenworkingroupsoffourandtalkaboutyoure-mails.（设计意图:学生先独立完成3b,然后组内分享，小组内同学互相帮助，修改并完善所填内容，丰富自己的语言。通过合作目的是让学生借鉴更多的同伴资源，帮助学生打开思路。要求学生从3b提供的5个方面进行讨论，为学生提供了语言“支架”。鼓励同学之间相互进行讨论。）3.Chooseseveralstudentstotalkabouttheire-mailsorallytotherestofthestudents.Atthesametimewritesomekeywordsontheblackboard.（设计意图:引导学生讨论自己的e-mail，先口头表达。黑板上的关键词，便于学生们借鉴和思考。）While-writingactivities写中活动StepⅤPractice:WritetheSs’owne-mails.Workon3bonP18.1.Writeanoutline拟定提纲HelptheSsmakesurethecompositionmustincludethefollowingthingsbeforetheystarttowritetheirowne-mails.（1)Whentoleavehome:Iusuallyleavehomeat…（2)Thewaytogettoschool:Takethesubway.（3)Thedistance(距离)fromhometoschool:About30kilometers.（4)Thetimeittakes：25minutes.（5)Likeornotandthereason:Yes,becauseit’sfast.（6）Tense:Thesimplepresenttense.(设计意图:一起学习写作要求和注意事项，引导学生关注篇章结构和语篇标记词汇，帮助学生整理写作信息。鼓励有能力的学生创新思维，丰富写作内涵。)2.Writethefirstdraft起草初稿T:Iwillgiveyouseveralminutestowriteyourowne-maildown.Chooseonestudenttowritehis/here-mailontheblackboard.(设计意图:让一个学生把他的例文书写在黑板上，引起所有学生的注意，全体学生一起修改。）3.Revisethefirstdraft修改初稿Afterallthestudentsfinishwriting,firstcheckthecompositionontheblackboardwithallthestudentsaccordingtothefollowingevaluationscale.Istherethegreetingofthee-mail?Doeshe/shementionhowhe/shegetstoschool?Doeshe/shementionwhenhe/sheleavehome?Doeshe/shementionhowfaritisfromhometoschool?Doeshe/shementionhowlongittakes?Doeshe/sheusethesimplepresenttense?Arethereanygrammaticalmistakes?Chooseseveralstudentstoevaluatethecompositionitembyitemintheevaluationscale.4.AsktheSstochecktheirowncompositionsaccordingtotheaboveevaluationscale.（设计意图：提供具体评价标准，引导学生对照写作要求反思自己的作品，发现问题解决问题，有助于学生提高书面表达中的语言准确性，培养了学生通过自己独立思考，来解决问题的能力。）Post-writingactivities写后活动StepⅥMakecommentsontheSs’moviereviews.1.Presentationandevaluation典型展示,师生评价T:Let’sseeanothere-mailofyoutogether.(利用投影仪展示学生作文)Studentslistencarefullyandprepareforansweringtheteacher’squestionslateron.（设计意图：通过投影展示，点评学生习作，教师根据上述提供的写作标准，详细点评两篇习作的篇章结构和句法功能。目的是使学生尽力领会教师对文章的点评，培养学生选词和用词的能力，指导学生多模仿好文章的优点，纠正共同的缺点。）T:Whatdoyouthinkofyourclassmates’e-mails?Why?(要求学生对两篇邮件进行评论)2.Studentsmutualevaluation生生互评T:Nowlet’scheckyourpartner’scompositionaccordingtotheaboveevaluationscale.(设计意图：采用生生互评的方式，既可发现问题，提出改进意见，也可在学生间建立真诚友情。有利于学生提高对学习状况的自我反思能力提高学生学习的积极性和主动性。)StepⅦIamareporter新闻采访IamareporterfromourSchoolEnglishClub.Iwanttoreportyouaboutsomequestions.Reporter：Whatdoyouthinkofthesemeansoftransportation?Canyouwritethesephrasesdown?(设计意图：鼓励学生从小方框中找出单词搭配成短语，并写出同义短语书写出来，这样便于学生归纳总结所学的知识，同时完成SelfCheck1部分相应的内容。)（设计意图：让学生以小组为单位讨论,找出交通方式的两种表达，并最终得出结论。）2.Hereisachart,Ihavesomequestionstoaskyou,canyouanswerout?（小组内活动：小记者用采访的方式进行提问，找学生回答问题。这样一举两得，既完成了SelfCheck的任务，又进行了小组活动，效果较好。）Question1：HowfarisitfromTony’shometoschool?S1：It’sfivekilometers.Question2：HowlongdoesittakeTonytogettoschool?S2：Ittakesabout20minutes.Question3:HowdoesMarygettothelibrary?S3:Shegetstothelibrarybybus.Question4:HowfarisitfromMary’shometothelibrary?S4:It’saboutfifteenkilometers.Question5:HowlongdoesittakeMarytogettothelibrary?S5:Ittakesaboutfortyminutes.（设计意图：本题是根据表格中的提示词或短语来进行问答。问句都是用第三人称来询问，回答也相应的用第三人称来答，第三人称单数形式还应注意动词用恰当的第三人称单数形式。）StepⅧReportWiththeinformationfromSelfCheck2,reportouthowTonygetstoschool,andhowMarygetstothelibrary.Choosetwoofthepassagestoreadout.HowdoesTonygettoschool?Tonyismygoodfriend.Helivesaboutfivekilometersfromschool.Heusuallygetstoschoolbybike.Itusuallytakesabouttwentyminutes.HowdoesMarygettothelibrary?Maryismygoodfriend.Shelivesaboutfifteenkilometersfromthelibrary.Sheusuallytakesthebustothelibrary.Ittakesaboutfortyminutestogettothelibrary.（设计意图：结合SelfCheck2中的信息，结合新闻采访中的5个问题，让学生写出短文，并找两个学生读出自己的文章。）StepⅨSummaryandSublimationT:Transportationisveryimportantinourdailylife.It’sveryconvenienttouseandit’sreducethedistanceoftheworld.Wemustsaveourlivesandobeythetrafficrules.Weshouldstudywellsomeknowledgetoavoid(避免)trafficaccidents.(设计意图：交通工具作为我们的代步工具，在我们的日常生活中起着至关重要的作用，有了交通工具，我们的出行才变得便捷。但是我们必须为了自己和他人的生命安全，遵守交通法规，避免交通事故的发生。)T:Therearemoreandmoretrafficaccidentsintoday’slife.Whatshouldwedotoreducethetrafficaccidents?Wedon’tneedChinesestyleofcrossingroad(中国式过马路).Wecan’tcrosstheroadwhentheredlight,abidebytrafficorder.Weshouldtellrelatives（亲属）nottodriv