【核心素养目标】Unit 3 How do you get to school Section B Period V 3a-Self Check 表格式教学设计

中小学教育资源及组卷应用平台
新目标英语七年级下册教学设计
课题 How do you get to school Section B Period V 3a-Self Check 单元 Unit 3 学科 英语 年级 七年
教材分析（语篇研读） 本课是本单元的第五课时，是一节写作复习课。通过上节课语篇的学习，学生初步感知了上学情况的相关内容，包括交通工具的使用、行程花费时间以及两地距离的写作中的句型特点。能理解how long , how , how far引导的特殊疑问句并能准确回答，在本节课所讲授的语篇中让学生学会描述上学情况的核心句型如“I leave home at ...;I ride /take..;It is ...kilometers from ...to..; It takes ...minutes to ...”并且能够恰当使用。此外，本节课继续完善语篇结构，给学生提供另一篇优秀范文，帮助他们理清写作思路，小组合作多次修改各自的习作，教师提供给学生写作的评价标准，以便学生能通过写作巩固语言目标。
核心素养教学目标 一、语言知识目标1.复习巩固所学的有关出行方式话题的动词词汇和介词短语。 2. 进一步练习运用how, how long , how far 和复习when 引导的特殊疑问句及回答进行对话。 3.进一步练习运用It’s ...kilometers .和It takes ..minutes 并进行比较。 二、思维品质目标在实际情景中运用所学的知识能就自己上学所使用的交通方式进行简单的描述。 学习能力目标 能对英语学习有持续的兴趣和较为明确的学习需求与目标。 文化意识目标 通过介绍自己的上学方式和感受增进同学间的了解，同时了解美国学生的出行方式，初步形成跨文化学习意识。
重点 引导学生正确区分how long与how far 句型，并进行一些简单的写作练习。
难点 复习巩固上学使用交通方式的动词短语和介词短语，学会正确运用。
教学过程
教学环节 教师活动 学生活动 设计意图
导入新课 Ask one student as a model about the following three questions first :then let students work in pairs , ask and answer . (学生可以根据示范，自由发挥）A：How do you get to school B: I...to..A: How long does it take to get to school B: It takes ... A: How far is it from your home to school B: It is ... 师生彼此问候。问答练习 复习已知，温故知新，铺垫课堂。
讲授新课 Step 1 Presentation T： We can ride a bike to school . We can walk to school..Do you want to know how American students go to school Let’s look at some pictures and a video to get to know about it . S:They walk to school .. T: Their school has a school bus , so they can take the school bus to school .Do you think it’s interesting (板书词组school bus , 了解含义；并板书take parents’ car 简单了解） Make a report to your partner about the ways of getting to school Step 2 Reading 3a Before reading 指导一：引导学生看文章图片，把握文章主题和关键信息。 指导二：引导学生观察电子邮件的格式，了解电子邮件的写作特点。 T：Let’s see an e-mail from Tom . Look at the picture . Can you guess how Tom gets to school (Students may answer it quickly ) T:Look at the e-mail . There are three parts in it . Please remember how to write an e-mail . Step 3 While reading Read the e-mail from your pen pal Tom . He is also from the US. Fill in the blanks with the words in the box . (学生可再老师的引导下理解所给词的意思，便于快速而准确地完成填词任务） Read and complete the chart . WhenHowHow farHow long How is the trip How does he get to school How far is it from his home to school How long does it take to get to school Does Tom like the trip to school Now , it’s the question time . Do you have any questions Please read again and find out the problems . Retell Tom’s trip to school with the help of the key words . Step 4 Pair work Look at the five questions in 3b, and talk with your partners . A: When do you leave home B: I usually leave home at ... A: How do you get to school B: I ride /take /walk ...(I go/get to school by ..)A: How far is it from your home to school B: It is .. A: How long does it take you to get to school B: It takes ..A: Do you like your trip to school Step 5 Enjoy reading Let’s see an e-mail from Mrs. Wang to Tom . Dear Tom , How are you I want to tell you how I get to school . Well, I usually leave my home at 6:40 and walk to the bus stop . Then I take the No. 8 bus to my school . It is about ten kilometers from my home to school .It takes about 20 minutes to get to school . I am very happy to go to school by bus because I can meet my classmates , but I must get up early , so sometimes I am tired . Do you think so Answer five questions about this e-mail . When do I leave home ？How do I get to school How far is it from my home to school How long does it take How is my trip to school Step 6 :Writing Write an e-mail to Tom . Three students in a group : the first two students choose two questions to write :the third one writes the other three questions . The leader checks the e-mail and shows it to all students . (利用投影功能全班展示，全班修改点评打分） Step 7; Self Check Use the words in the boxes to write the phrases . Divide the phrases into two parts and list them Do simple exercise . Step 8: Self Check 2 Let’s work on Self Check 2 . Look at the chart and the example . You may choose A or B to finish it . Report how Tony or Mary gets to school or the library . 自由讨论。 结合三个问题，互相交流与汇报，之后在选择几个同学简单汇报。 观察与思考讨论活动填写表格。 问答练习完成3b 观察与思考观察语篇，本文文体为_______，其结构分为______ 部分。在描写上学出行方式时，可以从______ ______ ____ ______ 和_____ 五方面叙述，在写邮件时增加恰当的寒暄用语会使你的文章更有亲和力。 评分标准：文中的5个信息点是否全面邮件格式是否最准确。 寒暄用于的使用是否恰当。 书面字体是否整洁。 提供直观的图片和影像，让学生了解美国学生的出行方式和school bus 这种交通工具，同时为学习Tom的上学方式做好准备。 简单了解学习内容，并引导学生了解美国学生的 出行方式，引发情感共鸣，再由感性认知上升至理性的学习。 围绕阅读材料突出五个问题，解答的同时也为下一步的写作作铺垫。 通过细读和复述把阅读材料中的重点句型提炼出来并加以反复运用，务实基础，为写作做好准备。 先通过师生对话，板书学生回答时的关键信息，为下一步整合句型做好准备。 为学生提供更丰富的语篇资源，多渠道、多形式地为他们展现写作的特点，引导学生去模仿借鉴，从而逐渐转化为他们自己的能力。 写作前提供给学生评价标准，为学生的写作指引了方向，也是对输入部分的巩固检测，小组共同写作增加了彼此的交流，而且效率又富有趣味性。
课堂练习 你能说出另一种表达交通出行的方式吗？ I go to school by train . I ______ _____ _____ to school .She walks to school . She goes to school ______ _______ . Ben goes to school by bike . Ben ______ ______ _____ to school . 读短文，并按要求做题。 I live in the countryside of Texas . My school is in the center of the town . Mum drives me to school every day . But she is very busy today . SO I go to school by bus . She says I’m a good boy . How does the boy go to school today By car B. By bus C. on foot D. By bike Mum drives me to school every day . (同义句转换）
I ______ ______ _____ to school every day .
课堂小结 本节课任务设置由易至难，逐步递进，由自由对话到学习语篇，再到给学生提供另一篇优秀范文，帮助他们理清写作思路，提供给他们写作的评价标准，通过写作进一步巩固了语言目标。
板书 Unit 3 How do you get to school Section B 3a-Self Check I usually leave home at 7 o’clock . I walk to school . (I go to school on foot ) It is 5 kilometers from ...to .. It takes 10 minutes to ... It is interesting because ...
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