Unit 3 How do you get to school? Section A3a-6d 教案

How do you get to school 7B Unit 3 Section A 3a-6d
Analysis of teaching material What: The theme is "Transportation". Section A creates situations to show students how to get to school by various modes of transportation, as well as the distance and time it takes to get from school to home. Why: The purpose is to teach the vocabulary of transportation and special interrogative sentences of how, how long, how far. The emotional and attitudinal aspects of low-carbon travel and punctuality also be naturally penetrated. How: Grammar Focus presents the grammar points of the unit in the format. 3a is a matching exercise for students to identify the correct sentence structure. 3b is a semi-controlled exercise that requires students to form sentences with the given words and then combine them with real life situations. 3c is a mingle game to stimulate students' interest.
Teaching objectives By the end of the session, 1.All the students can ask and answer questions about the means of transportation, the time it takes and the distance between two places in daily communication. 2.Most students can be able to distinguish among and use the special questions led by how do/how long/how far. 3.Most students can understand the concept of low-carbon life and punctuality. 4.Students can know each other better after class, and raise their interest of learning English.
Teaching focus Distinguish the difference among the different in the special questions led by how do/how long/how far. Vocabulary: train, bus, subway, ride, bike, kilometer, hundred, exercise and so on.
Anticipated difficulties Students may feel it difficult to apply the sentence patterns to daily communication.
Teaching procedure Step 1 Lead-in 1. Show pictures of different transportations and create context to ask students to answer the questions. The context is about a boy and a girl are talking about how to get to school, the time it takes and the distance between two places. In the context, various of transportations are mentioned and students main ask and answer question led by how do/how long/how far. 2. Do a brainstorming to ask students find more words of transportations and use the sentence patterns to talk about their own daily life. Step 2 Reading 1. Ask students to read and gain the main idea of the conversation in 2e and answer the following questions. (1) What transportation are mentioned in the conversation (2) How do Lisa and Jane get to school (3) How far is it from Lisa’s home to school (4) How long does it take for Lisa and Jane 2. Role play the conversation and invite a group to share in front of the class. Step 3 Presentation 1. Ask students to work in groups of four to compare the answers of the last three questions and try to find out the differences of the three special questions led by how do/how far/how long. Invite some groups to share their findings. 2. Lead students to make a conclusion: (1) “How far” ask questions about the distance from two places. (2) “How do” ask about the way of doing something in this unit. (3) “How long” ask questions about time in this unit. Step 4 Practice 1. Finish the exercises 3a and 3b on the textbook. 2.Divergent thinking: Ask students associate with existing knowledge to list more sentence patterns led by “how”. (How old/how many/how can I…….) Step 5 Production 1. Divide students into group of four. Ask them to make a survey according to the table. And imitate 3c and 2e to make a conversation. Invite some groups to report in front of the class. NameHow far is it from your home to school How do you get to school How long does it take to school S1S2S3S4
Introductions This can arouse students’ interest and activate their existing schema, also clearing vocabulary barriers Help students grasp the main idea, leading students find answers step by step and develop their thinking ability. The conclusion can help students better understand the differences in the three kinds of questions The practice helps students consolidate what they have learned in the class. The conversation practice help students convert input into output to improve their oral English and raise their awareness of low-carbon lifestyle.
Homework 1.Use the sentence patterns learned today to make a survey: How does your father get to work 2.Think about the question: Why more and more people choose to low-carbon travel
Blackboard design Unit3 How do you get to school How do you get to school How do ---------the way of doing something How long does it take to get to school How long -------time, length How far is it from your home to school How far ---------distance Do you _____ to school Walk, ride bike, take bus…… Does your dad drive his car to work Yes, he does/No, he doesn’t.
Reflection This lesson talks about transportation, and requires students to master the vocabulary of transportation and special questions led by how do/how long/how far. Advantages: During the teaching process, students are motivated by creating situations, role play and group activities. Divergent thinking makes connections between old and new knowledge. Disadvantages: The practice of sentence pattern is too mechanical, need to combined with the actual situation.