Unit 3 How do you get to school? Section A1a-4d 教案

Go For It 7B Unit 3 Section A 1a-4d
Analysis of teaching material What: This lesson is a listening conversation between Bob, Mary and other children about their transportation to school. Why: The dialogue between Bob, Mary and other children in real-life situations can help students understand a variety of means of transportation, and be able to judge which mode of transportation to use according to different situations, such as distance and time, and guide students to consciously abide by traffic order and enhance the good habits of safety awareness. How: By learning the vocabulary of transportation and the expressions related to sentence patterns, the length of the journey, and the time learned in the previous unit.
Teaching objectives Through this lesson, students will be able to: 1. Acquire and master numerical and transportation vocabulary, as well as phrases and sentence patterns such as transportation methods, time expenditure, and inquiry distance, and be able to understand how Tom and Jane arrived at school, departure time and arrival time, and distance required to get to school. 2. Based on the dialogue in the textbook, be able to understand and repeat different children's arrival at school, including how, how long, how far, and use fill-in-the-blank, multiple-choice questions, mind maps and other methods to test students' mastery. 3. Set up multiple related contexts, such as parades, let students consider appropriate travel methods according to time, distance, money and other factors, design travel planners and role-play with peers, complete written tasks and oral expressions.
Teaching focus Listening: Understand the main idea of the conversation and be clear about the transportations. Vocabulary: train, bus, subway, and other expressions“take the + transportation” ；“by + transportation(single form)” ；“It takes sb. some time to do something.” Target sentences: (transportation) A: How do you get to school B: I usually take the bus. （time）A: How long does it take B: It takes about 25 minutes by bus. (distance) A：How far is it from… to… B: It’s about 10 kilometers.
Anticipated difficulties Students may be confused about different expressions of transportation, distance, and time.
Teaching procedure Step 1: Lead in(5mins) Students have a preliminary understanding of the diversity of transportation and the characteristics of them through brainstorming and word guessing games, and use the MES Games game platform to effectively combine the pictures and pronunciations of transportation through fun shooting games. Step 2: Prediction(8mins) 1)Through some mechanical exercises, students gradually learn and master the expression of using transportation, such as by bus/take the bus, and complete the content of 1a in the book, and have a preliminary dabbling in the next listening materials. 2)Before listening, students guess which modes of transportation they will hear, and at the same time scan the names of key people in the listening materials in advance, and associate the names of people with their corresponding modes of transportation to verify their predictions. Effect evaluation From easy to difficult, students' vocabulary mastery is tested, and students' word memory is exercised from various aspects of understanding, listening and reading, and response speed, which lays the foundation for subsequent classroom teaching. According to the reasonable degree of students' guessing of the material, roughly evaluate their judgment ability, and grant students some listening skills and techniques to help them improve their listening ability
Step 3: Fill the table and role play(15mins) 1)Students complete some of the listening tasks in the textbook, then sort out Tom and Jane's information, summarize or write out key words in the table, and check the answers given by the teacher. (extensive + intensive listening) 2)Students role-play, Tom and Jane, follow the corresponding sentence to dialogue, discuss in pair work, and the roles need to be exchanged. Observe students' ability to extract key information, check whether students' language use is correct, grasp the situation of students' internalization of learned content and language, and observe whether students' reading and language expressions are correct.
Step 4: Group competition(6mins) Students participate in group competition, and each group can choose tasks of different difficulties and different scores, and select people to answer the questions in order. The question types include multiple-choice questions, fill-in-the-blank questions, judgment questions, etc., and each question has a corresponding context setting, and students can relate to reality and substitute situations. For example, it is 8:00, the class time is 8:20 (students are required to use the time expression learned in the previous unit), and the distance from Sara's home to school is 3km, which of the following modes of transportation can she use to get to school. Step 5: Personal travel scheme(3mins) Students use some information provided by the teacher to develop a personal travel scheme and write it. Step 6: Travel plan share(3mins) Students verbally express their travel plans, and conduct self-evaluation and group evaluation according to the teacher's dialogue evaluation scale. The scale is as follows: ScaleLogicExpressionFluencyVoiceExcellentGreatFine
The higher the difficulty of the question, the more knowledge points it contains, which requires students to answer the questions carefully and flexibly use the knowledge they have learned before, which is a partial test of students' learning achievements in the previous stage. Context settings allow students to better understand knowledge points and combine existing internalized knowledge with new knowledge for meaningful learning. Adapt to the individualized development of students, respect students' diversity and individual differences, set scales without fixed answers, help students self-test first, and teachers give guidance and feedback as needed.
Homework Required:1. Go back home and ask parents the way they get to work. (how, how long, how far) Write a report and share it in the next class. Optional:1. Search the internet and find some other ways to go to a place, maybe take the spaceship to the moon.
Blackboard design Reflection Advantages: A variety of teaching methods are adopted to make it as fun as possible to increase the attraction of the class. At the same time, the TPR teaching method is adopted to help students consolidate the knowledge learned in practice and test the mastery of each link many times. Disadvantages: This lesson has less teaching of students' emotional attitudes, and although some situations close to life are set up for students to practice, it does not clearly point out that the education of life outlook and values needs to be improved.