Unit 3 How do you get to school
Section A (1a-2e)
In this class, we will learn how to talk about the methods of transport , the time and the distance with the patterns as “How do you get to school How long does it take…. How far is it from… to… ’’ Listen to the recording and get some information about how to get places. We should know how to arrange the trip and how to choose the different means of transportation properly .
（目标引领，用一段话表达了本节课的知识、能力和情感目标。）
Step1: Preview:
Can you write down the following phrases
1. 到校__________________ 2.乘火车__________________
3.乘公共汽车_____________ 4.乘地铁__________________
5.骑自行车_______________ 6.一百零五________________
7.两百_________________ 8.多久________________
9.多远_________________ 10.你的新自行车__________
11.玩得开心_____________ 12.每天______________
13.你是怎样到校的 __________________________________
(通过预先检测,可以帮助他们巩固新学习的关于交通工具的词汇和含有how do / does … 的句型。教师可以更有针对性地教，学生可以更有针对性的学。)
Step2: Warming-up and lead in:
Task I Free talk
T:I often ride my electric bike to school, but sometimes I walk to school .What about you Let’s talk about your ways to school. First I’ll give you a video .
Task II．Show some pictures of different means of transportation, it includes train, bus, subway, bike and so on which are the new words of this unit. Let some Ss stand up and say how they get to school.
（设计意图：实物展示形象、直观，能很好的激发学生的学生兴趣和参与热情）
Task III．Look at the picture on page 13, write down how the students get to school in the morning.
Step3 While- listening activities
Task I．Listening for the general idea of 1b:
Listen and choose the main idea of three conversations.
The general idea of the conversation is about ___________.
Where they live
How they get to school.
The distance (距离) from their homes to school
Task II． Listening for the specific ideas of 1b:
1b1.Listen and write the numbers next to the correct students in the picture above.
1b2. Listen again and fill in the blanks:
Boy: How do Bob and Mary________ to school
Girl: Bob takes the _______and Mary takes the subway.
Boy: How _____John get to school
Girl: He takes the ___________.
Boy: How_____ Paul and Yang Lan get to school
Girl: They_____. Look, there they are now!
Boy: Does Jim______ to school
Girl: No, he doesn’t. He______ his bike
(设计意图：本环节的内容虽然简单，却是引导学生学习、理解并掌握本课时最基础的功能语言的关键环节。)
Step4. Post-listening Activities：
Look at the picture in 1a.How do the students get to school Make conversations with your partner.
A: How does Mary get to school
B: She takes the subway.
(设计意图：本环节开始就所学内容展开初步的模仿式交流，并运用了第三人称单数的形式，让学生近一步理解和熟悉所学的新语言。)
Step5. Presentation:
（设计意图：运用PPT的动画及示意图引导学生学习新的目标语言。形象直观，便于学生掌握。）
Step6. Listening.
Task1. Listening for the general idea of 2a:
The general idea of this part is about __________
some numbers.
some ways to get to school.
some places.
Task2. Listen for the specific ideas.
1. Listen to the tape and fill in the first column.
2. Then check the answers to 2a in pairs. After that the students listen to the conversation again and complete2c ,fill in the rest of the chart.
3.Check the answers to 2c ,then the students go over the tape script and discuss any points they don’t understand in pairs or in groups.
（设计意图：在充分训练的基础上，进行听力环节，难度降低，能够增强学生的听力信心，从而提升学生的听力水平。通过做听力练习，可以锻炼学生们的听力能力以及帮助他们进一步学习和理解本课时的目标语言。）
Step7. Post-listening activities
I. Pair work
The students make conversations in pairs, using the information in 2b.One is Jane, the other is Tom. Then ask some pairs to act out the dialogue in front of the class.
（设计意图：本环节为学生提供了真实的语言环境，让学生用英语处理生活中的实际问题。）
II. Role-play:
1. Show the picture in 2e and say: Look at the picture .This is Jane and this is Lisa.
Where are they
How does Jane get to school
How does Lisa get to school？
How long does it take Jane to get to school
Ss read the dialogue and underline the answers. Check their answers with their partners.
2. Ss read the dialogue again in pairs .Find out the points they don’t understand. After students’ discussing , the teacher emphasizes some of them.
3. Let Ss practice the conversation to the class. Then Ask some pairs to act out the conversation in front of the class.
（设计意图：让学生们对自己的表现及语言表达能力进行自我评价，在小组内评价，然后进行评出最优秀的小组。并鼓励学生们下一次争取做最优秀的小组及个人。）
Step8. Inquiry into knowledge by translation:
I．------ How do you get to school ________________________
-------I ride my bike. _________________________
1.特殊疑问词How表示“___________”
2.get to表示“_______”。相当于____________ .
注意：get to + 名词，必须有“to”，因为“get”是_______动词，如get to Beijing。 另外：get to后如果跟“there , here , home”这三个________时，不加“to”。get there/here/home 到达那里/这里/家。arrive也表示到达，后面要加介词＿＿＿或＿＿＿＿.
如：He arrived in London at 3 p.m. 他下午三点到达伦敦。
此外：（同“get to”一样，后跟副词“there , here , home”时介词“in”或“at”不出现。）
3. take /ride/ + the/a +交通工具=_________ +交通工具，用来表示“乘/骑…..”.如:我通常骑自行车上班。
I usually ride a bike to work.=I usually go to work _____ _____.
II. How far is it from your home to school _____________________________________
1.本句中it指代的是_________.
2.how far 意为___________,用于询问两地间的距离，答语要用表示距离的词语。如：
从你家到图书馆有多远？
_______ ______ is it ________your home ______ the library
III. How long does it take you to get to school
_____________________________________
1.how long 意为_______,用来询问某个动作所持续的时间。
2.“It takes sb. some time to do sth.”是固定用法，意为“___________”.it 是形式主语，不定式_____________是真正的主语。如果对时间宾语提问，要用_________引导的特殊疑问句。
（1）我的爸爸每天早晨锻炼半个小时。
It ________ my father half an hour _____ _______ every morning.
（2）It takes me about 15 minutes to get to the school.(对划线部分提问)
______ ______does it ______ you _____get to school？
(设计意图：帮助学生观察英语句子,归纳总结语言规律.形成自己的解题思路.教师只在学生有疑惑的地方解答.让学生真正成为课堂的主人.)
Step9. Summary :
What do you get from this lesson
1. How do/does + 某人 + get to 某地 某人怎么去某地
how是疑问副词, 本句中用来提问出行方式。
2. 回答方式有两种:
A: 某人 + take(s) + the 交通工具+ to 某地。
B: 某人 + get(s) to 某地 + by交通工具
3. it takes sb. some time to do sth. 意为：某事花费某人…..时间.
4. 如果对时间段提问的话，就用 How long + does it take sb. to do sth.
5. 对两地间的距离提问下列句型：How far+ is it from某地 to某地？
（设计意图：再现本课的教学重点，让学生谈一下自己的收获 以便获取成功的喜悦。）
Step10. The end-of class test
一，用所给单词的适当形式填空。
1.How long does it take (walk) to the bus stop.
2.Does Mike (take)the bus to school
3.Do your friends drive (they)cars to work.
4.He lives about four (kilometer)away from school.
5.There are (hundred) of people in the park every day.
二．根据提示完成句子。
1. I spend two hours doing my homework. (改为同义句)
It ______ me two hours ______ ______ my homework.
2. takes, the, he, usually, out, subway, to, go (.)(连词成句)
_________________________ _.
3.I take the bus to get to school.(同义句)
4.She takes the car to get to work.(同上)
5.They walk to school. (同上)
Homework:
Remember the words and phrases of this class and recite 2e.
Make a survey.
How do your parents go to work And how long does it take Write a short survey report.(At least 30-40 words.)
反思：
本节课主要是在不断地听和对话训练中让学生掌握有关交通工具的英语名称，学习用how引导的特殊疑问句提问交通方式，询问距离及所用时间及其相应的回答。但学生对本课中的三种交通工具的表达方式的用法易混淆，还需要继续进行练习。
亮点：
1. 本课的导入。通过学唱chant，吸引学生的注意力，轻松热身，并引出本课的的目标语言。
2. 本课的角色表演。语言学习的最终目的是为了应用，要多为学生提供真实的语言环境，让学生用英语处理生活中的实际问题。
不足：本节课由于内容过多，所以操练部分练习的不够充分。
使用建议：本课是学习关于交通工具的英文单词。贴近学生的日常生活，可以多创设真实的语言环境，从而达到了语言学习的目的。帮助学生观察英语句子,归纳总结语言规律.形成自己的解题思路.授课过程中可以采用小组合作互助的方式进行,既调动了学生英语学习的积极性,又争强了学生的集体荣誉感.
Answers:(Preview)
1. get to school 2.take the train 3.take the bus 4.take the subway 5.ride a bike 6.one hundred and five
7. two hundred 8.how long 9.how far
10. your new bike 11.have a good day 12.every day
13. How do you get to school
Answers：(while-listening activities)
I.B II. get, train, does, bus, do, walk, walk, rides, IV. A
Answers：(Inquiry into knowledge by translation)
I.你是怎样到校的 我骑我的自行车.
1.怎样 2.到达 reach 不及物 副词 at in 3.by by bike
II.从你家到学校有多远
1.距离 2.多远 how far from to
III．你花多长时间到校？
1.多长时间 2.某人花费一段时间做某事 to do sth. How long (1) takes to exercise (2) How long take to
Answers：(The end-of class test)
I.1---to walk 2---take 3---their 4---kilometers 5----hundreds
II.1.takes to do 2. He usually takes the subway to go out.
3.I get to school on the bus / by bus .
4.She gets to work in the car / by car.
5.They get to school on foot.
Teaching and Learning Goals
Teaching stepsUnit 3 How do you get to school
第三课时 听说课 Section B (1a-1e) p16
Teaching and learning Goals:
一．话题：Transportation
二、功能：Talk about how to get to places.
三、语法：Learn the use of “stop to do sth, stop doing sth , think of ... ”
四、词汇和常用表达：
1.Learn to use words and useful expressions: bus station, bus stop, subway station, train station, thinks of, his grandparents’ home.
2.Review to use:How do you get to school
How long/How far questions.
First,..then….
五、学习策略: Learn to talk about how to get to places with the paterns: How do you get to... How long does it take... How far is it from ...to... First,… then,…
六、文化知识: Tell the students to pay attention to the safety of going to different places by different meanings of transportation.
(设计意图：用一段话表达了本节课的知识、能力和情感目标，一目了然。)
Teaching and learning steps:
Step1. Review
Students make conversations in rows.
T: Let’s practice the conversations we’ve learned last class.
(设计意图：成排问答，可以照顾到每个学生，更好地落实复习的内容。)
Step2. Pre-listening activities
一．Preview
1. Translate these phrases .
(1) 公共汽车站点________ (2) 公共汽车站__________
(3) 火车站 _______________ (4) 地铁站 __________________
(5) 他祖父母家 ___________ (6) 认为_____________________
(7)骑我的自行车 （8）坐地铁
2. Ask the students to translate the following sentences.
(1) Bob怎样到达他祖父母家？
_____________________________________________________
(2) 首先他从家去火车站。
_____________________________________________________
(3) 然后他乘汽车到他祖父母家。
_____________________________________________________
（4）然后我坐地铁。
（5）然后我从火车站坐汽车到他们家。
(设计意图：课前对文本中的重点短语和句型有所了解，能够帮助学生课上有针对性的听讲，尤其是4,5句，是听力材料中的句子，提前预习，可以有效地降低听力难度，能帮助学生更好的理解文本。)
二. Warming up and lead-in.
Task1. Match the words with the pictures.
Bus stop Bus station Subway station Train station
Show some pictures one by one, let students tell what it is.
Then make a dialogue like this.
T: Hello, how do you get to school
S1: By bus.
T: Where do you take the bus
S1: At the bus stop.
T: Well, I want to go to Beijing, how can I get there
S2: Take the train.
T: Where can I take the train
S3: At the train station.
T: That’s right. Let’s look at the pictures and match the words with the pictures.
Students match the words with the pictures.
Task 2. 1b Pair work.
INCLUDEPICTURE "http://img.taopic.com/uploads/allimg/131119/318764-13111916113634.jpg" \* MERGEFORMATINET
T:Look at the picture . It’s me. How do I get to school First I … Then I …
Encourage students to use two different meanings of transportation to describe. First…
Then… Practice the dialogue like this:
A: How do you get to school
B: First I …. Then I ….
Let the students work in pairs and make their own conversations.
Finally, ask some pairs to act it out.
(设计意图:利用本土的资源展开， 学生更容易接受也更感兴趣。教师引导学生说出到达学校所乘的交通工具，为1c,1d听力做好铺垫。)
Step 3. While-listening activities.
1. Listen for the general idea听取大意
T: Boys and girls, just now we talked about how you get to school. Now, please look at the boy and the girl, the boy is Bob and the girl is Mary. They are talking about something. Please listen to the recording carefully and find out the main idea of the conversation.
The main idea of the conversation is that_______．
A. Bob goes to see his grandparents by train.
B. Bob usually goes to see his grandparents.
C. It’s a long trip from Bob’s home to grandparents’.
(设计意图:让学生通过听录音整体感知，并找出谈论的主旨大意。在听之前先仔细审题，找出需要听的关键词,听听力之前要对学生进行相关听力策略的指导。这样能提高学生整体理解听力内容的能力，并能提高学生的听力效能。)
2. Listen for the specific ideas听取细节
Task 1. Listen and check the things that Mary wants to know.
T: Class, please look at 1c,read the sentences silently, please.
Mary wants to know…
＿ where Bob lives.
＿ how far he lives from his grandparents’ home.
＿ how he gets to his grandparents’ home.
＿ how long it takes to get to his grandparent’s home.
＿ what he thinks of the trip.
T: Now, please listen to the recording carefully and check the things that Mary wants to know.
Then, check their answers.
(设计意图:第二次听，在听之前，引导学生读并理解这些句子，这样有助于学生快速而准确的获取信息。)
Task 2. 1d
T: Boys and girls, please listen to the recording again, how does Bob get to his grandparents’ home Check 1 or 2.
SHAPE \* MERGEFORMAT
SHAPE \* MERGEFORMAT
The teacher should play the recording twice, the first time, listen and check 1 or 2 . The second time, listen and check their answers.
（设计意图:让学生通过听录音选出Bob到达他祖父母所乘的交通工具，训练学生捕捉细节信息的能力。）
Task 3. Listen and fill in the blanks.
Mary: I love your home, Bob. It’s so__________!
Bob: Thanks, Mary. My _______________home is very big, too.
Mary: Where do they______________
Bob: Very____________ from my home.
Mary: Oh, how far
Bob: It’s about_____________ kilometers from here.
Mary: Wow! That’s far.
Bob: Yes, it is. So, I go there and see my grandparents __________ one or two times a year.
Mary: How do you get there
Bob: I usually take the_____________.
Mary: How ___________does it take
Bob: It takes about ____________hours. And then I take a_________ from the ____________station to their home.
Mary: Wow. That’s a _________trip.
（设计意图:听并填出空缺的单词，此环节在学生掌握文章大意的基础上，深入把握文章具体的细节内容。同时，指导学生写提示词的策略，慢慢培养学生的听力能力。）
Task 4. Listen and repeat.
Let students listen to the recording and repeat after it to get their pronunciations right.
（设计意图:跟读部分是为了正音，让学生模仿录音的语音和语调，对培养学生的语音、语调、语流、语感是很有帮助的。）
Step 4. Post-listening activities.
Task 1. Pair work.
SHAPE \* MERGEFORMAT
First, let the students work in pairs according to the pictures， to talk about how Bob gets to his grandparents’ home.
A: How does Bob get to his grandparents’ home
B: First he goes to the …Next he takes the …Then he takes the…to his grandparents’ home.
Ask some pairs to act it out.
（设计意图:引导学生用First.. Next... Then...来表达换乘不同的交通工具去目的地。既形成了对听力内容的一个总结，又丰富了学生的语言能力。此环节稍有难度，教师要有耐心，给学生充分的时间准备）
Task 2. Groupwork.
T: Boys and girls, please look at the pictures. Who’s she Yes, she’s Li Ying .This Sunday she wants to go to Dong Hu park. How can she get there Now please have a discussion with your group .Then report it to class. Do it as quickly as you can.
Get the students to prepare for telling in groups .Then ask several groups to show their work,
Report : First,she rides...next she takes... then she takes...to Dong Hu park.
.
（设计意图:给学生提供真实图片，以激发学生兴趣,对换乘交通工具表达进行巩固，实现了英语学习的最终目的---综合运用语言。给出多个出行方式，让学生进行拓展练习，训练思维发散。本环节稍有难度，让学生进行小组合作，然后形成小组成果，增强了同学们的参与意识和集体荣誉感。）
Step 5. Inquiry into knowledge by translation.
一．Bus stop /station
stop此处用作名词，意为 “ ”,在公共汽车站通常表示为 。bus stop通常指城镇内外的停车点，而bus station通常指能停、转车辆的汽车站点。
stop也可用作动词，意为“ ”,常用结构stop to do sth，意为“ ”,而stop doing sth意为“ ”。如：
让我们停下来休息一下吧。
Let’s have a rest.
②请停止说话。
，please！
二．Mary wants to know what he thinks of the trip.
_______________________________________________________
1．这是一个含有___________引导的宾语从句的复合句，宾语从
句要用__________语序，时态通常与主句时态一致。对比：
（1）他是怎样到达学校的？
______________________________________________________
(2)请告诉我他是怎样到达学校的。
______________________________________________________
2. think of 意为_______________,of 是 ___________词，其后
可接名词，代词或动词的_____________形式作宾语。
你认为这本书怎么样？
__________ do you __________ ___________the book
（设计意图:让学生自己通过观察上面的例句，自己感知来尝试归纳语言的规律，自己解决不了的问题，可以小组之间讨论。必要时老师可以给予适当的点拨。）
Step6. Summary
T: Look at the pictures. Let’s sum up what we’ve learned this class .How far is it from Bob’s home to his parents’ home
Ss: It’s…
T: How does he get to his parents’ home
Ss: First…Then…
T: How long does it take
Ss: It takes…
（设计意图:采用一问一答的形式，复习本节课所学重要内容，同时结合图片又对本课听力内容做了回顾。）
Teacher’s words
T: There are so many kinds of transportation now .It’s very easy for us to go from a place to another.We should enjoy the travelling . But don’t forget safety. Because safety is the most important while we are travelling
（设计意图: 在对学生进行知识教育的同时，依然要重视对学生的情感教育和安全教育）
Step 7. The end-of- class test当堂检测
一、用所给词的适当形式填空。
1. I want to know what she (think) of the work.
2. There are three train (station)in the big city.
3. He usually goes to his (parents) home on weekends.
4. How long does it take (get) to your school
5. Where does Jim (live)
二、请翻译下列句子。
1.我骑自行车去地铁站。
2.玛丽想知道到他祖父母家需要多长时间。
3.我想知道他住的地方离他祖父母家有多远。
4.请告诉我他是怎样到他父母家的。
5.他认为这次旅行怎么样？
（设计意图：当堂检测题是针对本节课所学内容进行的形成性评价，这样既能使学生巩固本节课所学知识，又能让老师了解到学生本堂课真实的学习情况，并对错误较多的知识点进行巩固强化。）
Step 8. Homework.
1. Read and retell the tapescription .
2. Write down how you get to your grandparents’ /uncle’s/aunt’s/brother’s/sister’s home.
答案
Step2. 一、translat these phrases:
1.(1)bus (2)bus station (3)train station(4) subway station (5)his grandparents’ home (6)think of (7)ride my bike (8)take the subway
Ask the students to translate the following sentences
(1)How does Bob get to his grandparents’ home
(2)First he goes to the train station from his home .
(3)Then he takes the bus to his grandparents’home.
(4)Then I take the subway .
(5)Then I take the bus from the train station to their home.
Step3.Task 3
big,grandparents’,live ,far,500,only,train,long,six,bus,train,long
Inquiry into knowledge by translation.
一．公共汽车站 车站；at the bus stop 停止；停下来去做某事；停止做某事 ①stop to
②stop talking
二．Mary想知道他认为这段旅程怎么样。
1． What ;陈述
（1）How does he get to school
(2) Please tell me how he gets to school.
2. 认为；介；ing; What; think of
The end-of- class test当堂检测
一、1. thinks 2. stations 3. parents’ 4. to get 5.live
二、1.I ride my bike to the subway station.
2.Mary wants to know how long it takes to get to his grandparents’ home.
3.I want to know how far he lives from his grandparents’ home.
4.Please tell me how he gets to his parents’ home.
5.What does he think of the trip
亮点：
对出行方式的表达，是学生们的兴趣点。特别是各种类型的交通工具，孩子们大都愿意学，愿意记。相比上堂课内容，本节课内容上有增加，难度上有所提高。几个句子融合在一起，有的学生表达起来，就有些吃力。因此，我在教授过程中，给学生们充足的时间，进行练习，讨论。结合身边的真实图片进行会话练习，激发了学生们的学习兴趣，活跃了课堂气氛。另外，为了有效降低听力难度，我提前呈现听力内容的几个长句子，让学生先一步进行感知。这样，学生们听起来就不会感到太费劲，有利于听力水平的提高。最后，又设计对本课知识点的反馈，更好地落实了本节课的重点内容。
不足之处：
1. 在时间安排上有所欠缺，前轻后紧，后面的内容处理不够细致。
2. 对重点句型操练的还有点少，有的学生表达还有些生硬。特别是对于部分学生，要真正做到小步子，勤反馈。
使用建议：
1．最好提前把听力中有难度的句子呈现给学生，以降低听的难度。
2．注意课堂的节奏，提高上课的质量和效率。
3. 注意口头到笔头的转化。
A: How do you get to school
B: I …
A: How long does it take you to get to school
B: It takes me…
B: How do you get to school
C: I …
B: How long does it take you to get to school
C: ...
1
2Unit 3 How do you get to school
第六课时 写作课 Section B 3a-Self Check P18
Teaching and Learning Goals:
一、话题： Transportation.
二、功能： Talk about transportation and how to get to places .
三、语法： Review the use of “how, how far ,how long”.
四、词汇和常用表达:
1.Review to use some useful expressions: take the bus /subway /train /taxi , ride a bike/walk,by bike/bus/train ,think of,come true,every day.
2.Review the numbers, and express time.
五、学习策略：Guide the students to master the writing skills of transportation.
六、文化知识：Lead the students to learn the different transportation between countries, express themselves correctly and know something more about western culture.
Teaching and Learning Steps:
Pre-writing activities写前活动
StepⅠ: Teaching Aims 展示目标
Tell the students the learning aims:To talk about transportation and how to get to places.
StepⅡ: Lead in：Show a short video and some pictures about Beijing Hangzhou Grand Canal (枣庄段京杭大运河) in Zaozhuang to the students .And introduce “A place of water in the north of the river,a historical town with a historical canal”(江北水乡，运河古城)
H:\枣庄四十四中学刘倩七年级下Unit3第六课时 Section B（3a-Self check）\江北水乡运河古城 魅力枣庄宣传片 00_01_30-00_02_20.wmv ( H:\\枣庄四十四中学刘倩七年级下Unit3第六课时 Section B（3a-Self check）\\江北水乡运河古城 魅力枣庄宣传片 00_01_30-00_02_20.wmv )
（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:From the video and the pictures, how did people in Zaozhuang get to places long long ago
Ss:By ship\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,in our daily life,there are many new ways of transportation, do you know
Ss: Yes. By BRT, by taxi, by car, by plane\ air, by train …
(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: Do you know other ways of transportation
(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:I have two e-mails.One is from Xu Zheng , he talks about how he goes home; the other is from Tom,he talks about how he goes to school.
(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-mail One：
T：Do you know the movie Lost on Journey(人在囧途) ？
Ss：Yes.
T：My friend Xu Zheng acts it.I’m very proud of(为…感到骄傲) my friend.
Questions:
(1) Do you know the other actor
(2) What do you think of them
(3) Do you know what the movie is about
(4) Can you say some means of transportation in the movie
(5) Do you have the same experience as them
Answers:
Yes. Wang Baoqiang.
I think they have a bad luck./They are unlucky.(此处可以让学生用汉语回答)
How to get home /Transportation.
By plane,by car,by ship,walk，by tractor…
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. Show the Ss a passage with some blanks. It’s about e-mail one.
Ask the Ss to try to fill in the blanks according to the pictures. 热身导入
Dear Qian：
Do you like the movie Lost on Journey I think I’m very unlucky in it with my friend Wang Baoqiang.In order to go home, first, I ________ ,and at the same time I meet my new friend---Wang Baoqiang, we go home together.Then we ___________,six hours later,we get to a bus station,and we ___________.Because there are too many persons in the bus,we _____ for about 30minutes.It’s also too far from my home ,so we ________ .It’s cold but interesting.At last,I get home after the long journey(旅程).
Yours,
Xu Zheng
4. Check the answers. Then ask the Ss to read the whole passage for consolidation.
(Answers: take a plane,take a train ,take a bus ,walk,take a tractor )
(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。)
Step Ⅲ: Consolidation: Complete the passage in 3a on P 18.
Talk about pictures 看图说话
T: Well,there are so many ways of transportation around us. What about in the US
T: Who can tell us something about ways of transportation in the US
S1: There are too many cars on the street.
S2:Most of the cars are yellow.
S3: Americans love their lives.They obey the traffic rules.
(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’s see some pictures about cars in the US...
T: Can you see yellow cars What are they What do you think of them
（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. Fill in the blanks短文填空E-mail Two
T: Read the e-mail from my pen pal Tom in the US.
Read quickly and find out what it is talking about.
(学生通读短文掌握大意。)
T: It’s an e-mail about how Tom gets to school. Writing an e-mail is a great way of expressing your opinion . The advantage of most e-mails is convenient to reply the friends.Use the right greeting is very important(Dear Mr. / Ms.).You must keep it short and clear ,and you can use first, second, next, and finally to express your opinions.At last,you can end up with “I am looking forward to your reply," "Thank you,"或者"Sincerely".
(简单介绍电子邮件的特点及作用。)
T: Now, please read carefully and fill in the blanks with your own words first.
(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: This time, read carefully and fill in the blanks with the words in the box.
(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。)
Have the Ss check their answers with their partners first. Then choose several Ss to show their answers blank by blank.
(Answers: get to，leave ，walk，kilometers， takes ，boring )
T: Let’s see if your words can be used to fill in the blanks.
(帮助学生分析他们的词语能否用来填空。同时强调get to这个短语的用法。)
Give the students time to read the completed passage.
(帮助学生大声读出完整的e-mail，可以储备语句，提高语感。)
3. Analysis of the article文体结构分析
T: Read again, Can you answer these questions
(1)What is the name of the writer
(2)What kind of passage is it
(3)What is the e-mail about
(4)What does the writer think of the school bus
(5) What tenses does it use
Answers: (1) Tom (2) It’s an e-mail. (3)It is about how Tom gets to school. (4) He thinks the bus ride is never boring. (5) The simple present tense.
(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。)
Step Ⅳ Talk about the Ss’ own ideas about how they go to school. Work on 3b on P18.
1.Show the standards展示标准
T: Let’s think what details should an e-mail about how they go to school include
（1)When do you leave home _______________________________ __
（2) How do you get to school _______________________ ________
（3)How far is it from your home to school _______________________________ __
（4)How long does it take you to get to school _______________________________ __
（5)Do you like your trip to school _______________________________ __
(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.Talk about your own e-mail to Tom about how you get to school 谈论实际
I am an editor(编辑) of “The best” of our School English Club.I want to choose the best e-mail.
T: We need some e-mails for “The best” of our School English Club . Can you choose an e-mail for it and write an e-mail Finish 3b by yourself and then work in groups of four and talk about your e-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. Choose several students to talk about their e-mails orally to the rest of the students. At the same time write some key words on the blackboard.
（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-writing activities写中活动
Step Ⅴ Practice: Write the Ss’ own e-mails. Work on 3b on P18.
1.Write an outline拟定提纲
Help the Ss make sure the composition must include the following things before they start to write their own e-mails.
（1) When to leave home:I usually leave home at …
（2) The way to get to school: Take the subway.
（3) The distance(距离) from home to school: About 30 kilometers.
（4) The time it takes：25 minutes.
（5) Like or not and the reason: Yes,because it’s fast.
（6）Tense: The simple present tense.
(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.Write the first draft起草初稿
T: I will give you several minutes to write your own e-mail down.
Choose one student to write his/her e-mail on the blackboard.
(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. Revise the first draft修改初稿
After all the students finish writing, first check the composition on the blackboard with all the students according to the following evaluation scale.
Is there the greeting of the e-mail
Does he/she mention how he/she gets to school
Does he/she mention when he/she leave home
Does he/she mention how far it is from home to school
Does he/she mention how long it takes
Does he/she use the simple present tense
Are there any grammatical mistakes
Choose several students to evaluate the composition item by item in the evaluation scale.
4. Ask the Ss to check their own compositions according to the above evaluation scale.
（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-writing activities写后活动
Step Ⅵ Make comments on the Ss’ movie reviews.
1. Presentation and evaluation典型展示,师生评价
T: Let’s see another e-mail of you together. (利用投影仪展示学生作文)
Students listen carefully and prepare for answering the teacher’s questions later on.
（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: What do you think of your classmates’ e-mails Why
(要求学生对两篇邮件进行评论)
2. Students mutual evaluation 生生互评
T: Now let’s check your partner’s composition according to the above evaluation scale.
(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。)
StepⅦ I am a reporter 新闻采访
I am a reporter from our School English Club.I want to report you about some questions.
Reporter：What do you think of these means of transportation Can you write these phrases down
(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Self Check1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.
Here is a chart, I have some questions to ask you, can you answer out
（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Self Check的任务，又进行了小组活动，效果较好。）
Question 1： How far is it from Tony’s home to school
S1： It’s five kilometers.
Question 2： How long does it take Tony to get to school
S2： It takes about 20 minutes.
Question 3: How does Mary get to the library
S3: She gets to the library by bus.
Question 4: How far is it from Mary’s home to the library
S4: It’s about fifteen kilometers.
Question 5: How long does it take Mary to get to the library
S5: It takes about forty minutes.
（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。）
StepⅧ Report
With the information from Self Check 2, report out how Tony gets to school, and how Mary gets to the library. Choose two of the passages to read out.
How does Tony get to school Tony is my good friend. He lives about five kilometers from school. He usually gets to school by bike. It usually takes about twenty minutes.
How does Mary get to the library Mary is my good friend. She lives about fifteen kilometers from the library. She usually takes the bus to the library. It takes about forty minutes to get to the library.
（设计意图：结合Self Check2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。）
Step Ⅸ Summary and Sublimation
T:Transportation is very important in our daily life.It’s very convenient to use and it’s reduce the distance of the world. We must save our lives and obey the traffic rules.We should study well some knowledge to avoid(避免) traffic accidents.
(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:There are more and more traffic accidents in today’s life. What should we do to reduce the traffic accidents
We don’t need Chinese style of crossing road(中国式过马路).
We can’t cross the road when the red light, abide by traffic order.
We should tell relatives（亲属）not to drive after drinking. Safety driving.
Find road damage（损坏）,inform relevant departments, early solve the problems.
The lost plane in Malaysia(马来西亚飞机失踪事件).
We should treasure life, drive safely. (关爱生命，安全出行)
（设计意图：此部分属于感情升华部分，作为中国公民，我们应该随时注意安全，关爱自己的生命。）
Step Ⅹ Homework
May Day is coming, do you have good vacation plans Write an article about how you and your classmates get there.You may begin like this: I want to go to the Great Wall. It’s too far from my home.First, I …Next, I …At last I …My friend ZhouPei wants to go to Hangzhou.First, he … to …Next, he … to …At last he …
Blackboard Design
教学反思：在本节课一开始，通过短片展示、为学生创设真实的语境，激发学生的好奇心和学习兴趣，引出本课话题。在一定的环境下培养学生运用语言进行交流合作的能力,形成语感，以便在具体情境下开展有效交流。
亮点：利用本单元中心内容“交通”展开讨论，帮助学生收集写作信息，为写作技能提升做充分的铺垫性工作。本节课开始前播放的视频---江北水乡运河古城 魅力枣庄宣传片具有承前启后的作用,既能唤醒学生已有的知识记忆，又能使教师很好地导入新课。在单元话题复习环节中，利用思维导图的模式做出来一辆车，和这个单元的话题“交通”相吻合。在写前活动中，我利用我的两个朋友的两封邮件导入，第一封是来自朋友徐峥的，他是电影“人在囧途”的演员，他在电子邮件中向我描述他在电影中怎么回家；第二封是来自美国朋友Tom的，他在邮件中描述怎么去学校，这个也是3a部分的内容。最后的总结部分，仍然做到话不离题，谈论交通，并告诫大家注意交通安全，保护生命！整节课通过不同层次的写作活动，学生积极参与到教学活动中来。本教学活动注重教师的过程性指导，教学评价也比较及时、有效，同时注重学生良好的写作习惯的培养。
不足：我个人认为在热身导入环节设计的文章不够完美,设计成漏词填空的形式，效果会更好。在今后的教学过程中要多关注后进生，对他们要多表扬，勤激励，提高他们学习英语的兴趣和学好英语的信心。
使用建议：
1.典型展示环节如果投影仪使用不方便也可要求学生朗读作文。
2.I am a reporter 新闻采访和Self Check为合并环节。柴胡店中学七年级英语下册 Unit 3 How do you get to school
New Words and phrases
Teaching and Learning Goals：
Learn the new words of Unit3 in one class. Memorize the words by reading and using them. Learn the use of them and try to spell the words in this unit. Students try to learn how to read and remember the words and phrases, and how to learn individually and collectively. In order to finish off this task, the students must learn in groups and find out the best ways to remember the new words. They can listen, read and use about these new words. Then they can make a story with the new words and try to memorize this story.
Teaching and learning steps
Step 1: Learn to read the words on P148
Students try to read the words using the phonetics by themselves.
Then read with their partners in groups.
Get some individual students to read and correct their pronunciations. Follow the teacher because they can hear the teacher pronounce the word clearly and correctly.
Read after the tape.
Read aloud and the teacher walks around to see if they have any question. Get some individual students to read again to see if everyone can read correctly.
(设计意图：利用音标读单词是一种能力，（7）年级学生已初步具有这种能力。让学生学会试读单词是一种学习习惯的培养，首先学生自己根据音标字读单词，并标出试读时有困难的。接着两人一组或以小组为单位解决遇到的困难。然后找单个同学读单词，教师及时更正错音，帮助学生正音。最后让学生跟录音读。如此几步的学习，大多数学生可以熟悉单词的读音，正确试读出单词。最后还是不会的同学，就给他们找“老师”，他们组的组长就是他们的“老师”，负责课下教会他们。单词的学习坚持从个体—同伴—小组—整体的原则，培养学生自主学习和小组互助学习的能力。尽量培养学生不用音标也能读单词的能力。)
Step 2 : Learn to remember words on P13-17
一. Remember the words by looking at pictures.
river
car
train
Boat
subway
bike
ropeway
bridge
walk
bus
village
二．Remember the words by their similar pronunciations and forms.
1. six sixteen sixty num. 六十
2. seven seventeen seventy num.七十
3.eight eighteen eighty num.八十
4.nine nineteen ninety num.九十
5.car card far adv & adj远；远的
6.top shop stop n.车站；停止
7.funny any many adj & pron许多
8.ear hear year n.年；岁
9.class glass cross v.横过；越过
三． Remember the words by matching itself with its meaning.
1．Hundred 真的；符合事实
2．Minute 介于……之间
3．Every 乘（交通工具）
4．Between 村民
5．Afraid 梦想；做梦
6．Leave 分钟
7．dream 千米；公里
8．True 一百
9．By 离开
10．Think of 害怕；畏惧
11．Villager 每一；每个
12．Kilometer 认为
（设计意图：记忆单词的方法很多，利用多种手段和多种形式呈现给学，来吸引学生的兴趣，降低难度扩大学生的词汇量。例如：通过图画和简单的句子记忆，学生易于接受，印象深刻；用一些相近词形、发音的单词帮助记忆，使学生举一反三，极大的扩充词汇量；通过重点短语对比和汉意的方式全面的加深对词汇的理解。）
Step 3 Consolidation of words
Give the students a few minutes to try to memorize the words first .
1. Get the students to read the word by looking at the Chinese. Then look at the Chinese and say English.
2. Then get them to work in pairs to spell the words or write down the words with the Chinese given in guide books. Underline the words they haven’t grasped.
3. Get the students to have a short dictation about the important words and phrases. If they can’t , dictate after class in groups.
（设计意图：此环节为巩固单词。通过两两提问或使用助学默写的形式来对单词加以巩固。这一环节有五分之二的学生往往不达标，需要利用自习课或课余的时间让小组长跟踪检查，尽量能让再有五分之一的学生顺利过关，其余的五分之一还需要时间和同学习们的帮助，教师应及时督促、让小组长反馈检查的结果，做好跟踪检查。）
Step 4 Read the story and translate into Chinese:
1. Get the students to read the story, and underline the new words.
2. Translate the story into Chinese in groups of three.
3. Read the story fluently by them selves.
How do you go to school Do you walk or ride a bike Do you know how students around the world(世界各地) go to school In North America, most students go to school by bus. Some students get to school by subway. Others also walk to school. In other parts of the world, things are different(不同的). In England, some students take buses to school, some go to school in their parents’ cars.
In China, it depends on(取决于)where you are. In places(地方) where there are rivers and lakes(湖泊), like Hongshanhu and Kaishandao , students usually go to school by boat. But for some students in one small village, it is difficult. There is a very big river between their school and the village. There is no bridge and the river runs too quickly for boats. So these students go on a ropeway to cross the river to school. Many of the students and villagers never leave the village. It is their dream to have a bridge. Can their dream come true
你是怎样去上学的？你是步行还是骑自行车你知道世界各地的学生都是怎样去上学的吗？在北美州大部分的学生乘公共汽车去上学。一些学生乘地铁到校。其他的也有步行去上学的。在世界的其他一些地方，情况就不一样了。在英国一些学生乘公共汽车去学校。有些学生乘坐他们父母的小汽车去上学。
在中国它取决于你住在哪里。在有河流和湖泊的地方，像洪山湖、开山岛。学生们通常乘船去上学。但是对于在某些小村庄的学生来说上学是件困难的事。在他们学校和村庄之间有一条大河。河面上没有桥并且水流湍急无法渡船。因此这些学生乘索道过河去上学。很多学生和村民从没离开过村庄。有一座桥是他们的梦想。他们的梦想能实现吗？
Step 5 Mind map
Get the students to read the mind map and fill in the mind map according to the story , they can discuss in groups.
Get the students to retell the story using the mind map.
设计意图：把故事和思维导图结合起来，让学生加深对本单元词汇和短语的理解，使学生对词汇从逻辑范畴上进一步巩固记忆。
Step 6 当堂检测
按要求写出下列单词或短语。
1.乘火车 2.乘地铁 3.骑自行车
4.一百零五 5.九十九 6.公共汽车站
7.认为 8.每天 9.在…..和…..之间
10.实现 11.害怕…… 12.梦想
13.许多
二．根据括号中的汉语意思或首字母提示写单词, 并用其适当形式完成句子。
1.Does your father take the t to work
2.Sixty m is an hour.
3. Fifty and fifty is one h
4. How far is it from here
About 3 k
5.This is a n book.
6.My father (开车) to work every day.
7.You should be careful when you (穿过) the road.
8.Our teacher is (像) our parents.
三．用括号内所给单词的适当形式天空
1. Mary (ride) her bike to school every day.
2.It takes (she) about an hour (do) her homework
3. Dave (live) about 5 kilometers from school.
4. I want to know what she (think) of the work.
5. How long does it take (get) to your school.
亮点：
本单元的单词课堂设计涵盖了本单元的全部词汇及词组。尤其是故事编写不仅让学生在故事中对单词有了大致理解，更是展开了丰富的想象让学生感兴趣。单词的拼读注重了学生自学能力和小组合作能力的培养。同时通过各种形式的单词记忆既加深了单词的识记，又理解了部分单词的大致用法。当堂检测的设计更是有效地补充与巩固了词汇的用法。
不足之处：
一节课内容设计的有些多，如果合理的利用，还是能充分完成的。同时本节课容量较大，部分环节不能很好的展示与训练。
使用建议：
首先要对单元内容达到熟练掌握，能够基本明确单词在单元中的位置及其用法，同时必须准备完善的的多媒体课件，而且不一定每一步都详细的进行。要有针对性的取舍才能有效地增加课堂效率。
答案：
一、1.take a train 2.take a subway 3.ride a bike 4.a hundred and five 5.ninety-nine 6.bus station 7.think of 8.every day 9.between…..and e true 11.be afraid of…. 12. dream 13.many
二、1.train 2.minutes 3.hundred 4.kilometres 5.new 6.drives 7.cross 8.like 三、1.rides 2.her 3.lives 4.thinks 5.get
The river runs too quickly.
I drive my car to work.
The train runs too quickly.
There is a boat on the river.
I take the subway to work.
I ride my bike to school.
I go on a ropeway to work.
There is a bridge over the river.
I walk to work.
I take a bus to school.
My grandparents live in the village.
some; in their
parents’ car
others,
walk
take
buses
How…go to school
In North America
Some students
In England
walk or ride a bike
most students
by bus
some,
by subway
big river
no bridge or boats
There between their school and the village
on a ropeway
in small village
cross the river
Students go to school by boat
by boat
Many of….
and never leave
There…
rivers and lakes
their dream
In China
come trueUnit3 How do you get to school
第五课时Section B 2a-2e (Page17)
【教学目标】
一、功能：Learn to talk about different kinds of transportation.
二、词汇和常用表达：Learn to read, spell and use the new words, phrases and sentences.
Curriculum words: cross, village, bridge, ropeway, leave, many, dream.
Useful phrases: between...and..., be afraid of, be like, leave for, come true.
Sentences: 1. Crossing the river to school.
2. There is no bridge and the river runs too quickly for boats.
3. These students go on a ropeway to cross the river to school.
4. Many of the students and villagers never leave the village.
5. Can their dream come true
三、学习策略：Guide the students to master the reading skills of skimming and scanning.
四、文化知识：Lead the students to get to know different transportation in different areas in China. According to learning the passage, students can recognize that they must help with each other and work hard now.
【课前准备】背景知识
2013感动中国十大人物
格桑德吉，女，河北师范大学民族学院1997届毕业生。2013年9月被评为“最美乡村教师”。2014年2月10日晚格桑德吉荣获2013感动中国人物。
人物事迹：
为了让雅鲁藏布江边、喜马拉雅山脚下的门巴族孩子有学上，格桑德吉放弃拉萨的工作，主动申请到山乡小学。她的教育梦想就是让门巴族孩子都能上学。格桑德吉老师所在的帮辛乡小学是墨脱最后一个通公路的乡，因常年泥石流、山体滑坡，从未有过完整的路。为了劝学，12年来格桑德吉老师天黑走悬崖、在满是泥石流、山体滑坡的道路上频繁往返；为了孩子们不停课，别村缺老师时她不顾六个月身孕、背起糌粑上路；为了把学生平安送到家，每年道路艰险、大雪封山时，作为校长的格桑德吉跟男老师一样，过冰河、溜铁索、走悬崖峭壁，把四个月才能回一次家的学生们平安送到父母的身边。在格桑德吉老师十二年如一日的努力下，门巴族孩子从最初失学率30%，变成到今天入学率95%。12年来，她教的孩子有6名考上大学、20多名考上大专、中专，而她自己的孩子却留在了拉萨，一年才能见一次。村民们亲切地称她为门巴族的“护梦人”。
荣誉记录：
【颁奖词】：不想让乡亲的梦，跌落于山崖。门巴的女儿执意要回到家乡，坚守在雪山、河流之间。她用一颗心，脉动一群人的心，用一点光，点亮山间更多的灯火。[1]
【评语】：格桑花开
(设计意图:此部分为课前准备环节，老师可以把相关背景知识以学案或课件的形式展示给学生，让他们能够了解到该人物。为后面的阅读活动做好情感铺垫。)
【教学过程】
Step I. Teaching Aims：
We have known about some common transportation. Do you want to know some other special transportation Let’s learn Section B 2a-2c. And show students the learning aims of this lesson.
(设计意图:上课伊始，向学生展示学习课题与学习目标，帮助他们明确这一节课的学习任务所在。)
StepⅡ.Pre-reading activities
1. Preview
(1)Preview the new words
Let the students to read the new words according to phonetic symbols (音标). Then check the pronunciations.
(2) Ask the students to turn to P17 and read 2b by themselves. Then say out these phrases and sentences orally according to the Chinese. If possible, they can close their books and write them down...
①过河_______________________
②在他们学校和村庄之间__________________
③河流湍急_______________________________
④乘索道过河________________________
⑤他对我来说就像一个父亲____________________
⑥许多学生和村民从没离开过村庄__________________________
⑦有一座桥是他们的梦想_________________________________
⑧他们的梦想能实现吗？____________________________________________
(设计意图:让学生提前感知课文，掌握基本的单词和短语，便于学生理解和掌握课文。这样也可以促使学生养成必备的预习习惯，为其今后的学习打下基础。)
2. Warming up and leading in
(1)Show students some pictures.
Then ask and answer questions with the students.
T: How do you get to school
Ss: I ride my bike to school.
I take the bus to school.
I get to school by taxi...
T: There are so many transport methods! It is easy for you to get to school, do you think so
Ss: Yes.
T: OK, Let’s look at some pieces of video clips.
2014感动中国候选人 格桑德吉---美丽的乡村教师[流畅版]-0001 00_04_06-00_04_57.wmv ( 2014感动中国候选人%20格桑德吉---美丽的乡村教师%5b流畅版%5d-0001%2000_04_06-00_04_57.wmv )
T: Do you know her
Ss: She is Gesang Deji
T: Yes. She’s Gesang Deji. We have known a little about her. How do they get to school
Ss: Go on a ropeway.
T: Do you still think it is easy to get to school
Ss: No.
T: What do you think of this kind of transport
Ss: It’s very dangerous.
T: Why do they choose so dangerous transport Do you want to know
Ss: Yes.
T: Let’s read the passage.
(设计说明：（1）部分是利用图片来导入，一方面复习运用上一节课所学内容，另一方面为下面的话题铺垫。（2）部分播放一段视频，为学生创造了视觉上的冲击。图片的内容与视频的内容形成强烈的对比，为学习新课埋下伏笔。)
Step Ⅲ While-reading activities
1. Fast-reading
Read the passage fast and silently to find the general idea.
The main idea of the article is about_____.
A. an 11-year-old boy
B. how the students in a small village get to school
C. the villagers’ dream
(设计意图: 该任务意在引导学生速读课文，通过回答问题来实现对课文的整体感知。因为学生要回答这个问题，必须运用略读的技巧捕捉有用的信息，进而获取文章的大意。)
2. Carefully-reading
Read the passage carefully and silently to find the specific ideas.
Give the students four tasks.
Task one: Read the whole passage and fill the chart.
Crossing the river to school
Means
Reasons
Dream
Check the answers with each other.
(设计意图：此为细读环节，目的是锻炼学生寻找细节的能力。第一个任务要求学生通读全文，从整体上把握课文。在阅读中把握信息呈现信息。该步骤的目的是培养学生寻读的策略。寻读一般要求搜索一些特殊的细节信息，这些信息在文字形式上有特点，比较容易搜索，学生甚至不需要一字一句地阅读文章就能够发现。表格的设计形式，更简单易懂并为下一步的复述课文做好准备。)
Task two: Read the first plete the sentences with words from the passage.
(1) For the students in the village, it is _______ to get to school.
(2) They have to cross a very _____ river between their school and the village.
(3) They cannot go by boat because the river runs too _____.
(4) These students cross the river to school on a
（设计意图：第二个任务是填空的句型设计，引导学生注意阅读材料的细节。要求学生仔细默读短文，找到有用信息，把句子补充完整。锻炼学生信息输出的能力，帮助学生从知识向能力的转化。）
Task three: Read the second paragraph and judge T (true) or F (false)
(1) Liangliang’s father is a teacher. ( )
(2) Liangliang is not afraid of crossing the river on a ropeway. ( )
(3) The boy likes his school because he likes his classmates and teacher. ( )
（设计意图：第三个任务是判断对错，针对阅读中容易出现理解干扰的句子进行有目的的练习，适当地降低了阅读的难度。主要是为激发中下等的学生参与热情做的设计。）
Task four: Read the last paragraph and answer the questions.
(1) Do many villagers stay in the village all the time
(2) Do you think their dream can come true Why or why not
（设计意图：第四个任务主要是开放性问题的设计，让学生各抒己见。有利于培养学生发散性思维，拓展学生的思维空间。有利于提高学生的创造性思维能力和运用所学知识解决问题的能力。）
Step Ⅳ Post-reading activities
1. Task one: Read aloud
(1) Listen to the tape and repeat.
(2) Ask Ss to read the passage by imitating the tape
(设计意图)此环节鼓励后进生展现自己，在大声朗读课文中培养学生的语感，此环节可评出“朗读之星”。
2. Task two: Retell
Let Ss retell the passage according to the pictures using your own words.
If you can’t, you can retell the passage according to the chart.
Crossing the river to school
Means go on a ropeway to cross the river
Reasons no bridge
the river runs too quickly for boats
Dream to have a bridge
(设计意图:此环节分层次要求，程度中下等可看表格复述，成绩优秀的学生，可用自己的语言看图复述。鼓励并帮助后进生复述，哪怕说一句也要表扬，让他们体会成功的喜悦。让学生在了解文章的基础上，锻炼他们的思维能力、口头表达能力。)
3. Task three: Complete the rewriting without looking at the passage.
(设计意图:让学生用第一人称对短文进行改写，此环节是对以上两个学习任务的一个检测，同时可起到强化巩固的作用。)
Step Ⅴ Emotional education
T: We have known that it is dangerous to get to school on a ropeway. Do you think that there is only one dangerous transport in China Let’s look at some pictures.
T: What about these transport methods
Ss: They’re also difficult and dangerous for them to get to school.
T: We should be ready to hold out a friendly hand. I think I can go there to teach them as a volunteer like Gesang Deji. What about you What can you do And what can they do
Ss: I think I can give my pocket money to help them.
I think I must work hard now. I can build a bridge for them in the future.
I think we all need to study hard now, and they must stick to the end.
I think we can collect social donations for them. …… (The teacher can give help)
T: Great, Knowledge changes destiny！ We all need to work hard and stick to the end.
成龙 - 一路 - 励志电影 走路上学 主.mp3 ( 成龙%20-%20一路%20-%20励志电影%20走路上学%20主.mp3 )
StepⅥ Summary: Inquiry into knowledge by translation
一、For many students, it is easy to get to school.
__________________________________________________
1. many意为“________”，后跟可数名词_________形式。much也表示“_____”，
但他修饰________名词。
用many或much填空。
①I have ______ pens. ②There is __________ water in the glass.
2. “It is + adj.+ to do sth.”意为“做某事------”。其中_______是形式主语。没有实际意义；to do sth.是真正的_________。在英语中为了避免头重脚轻，常用it作形式主语，把动词不定式放在后面。
如：骑自行车很简单。
_______ is easy _______ _______ a bike.
二、One 11-year-old boy, Liangliang, crosses the river every school day.
______________________________________________________
11-year-old 是一个复合形容词，作定语，修饰名词 _______, 意为“_______”。在这种复合形容词中，名词只能用_______形式。
①The girl is 12 years old.(换成同义句)
___________________________________________
②两周的假期_______________________________
三、But he is not afraid.
___________________________________________
afraid意为“_________”，是一个表语形容词，其用法有：
①be afraid of sth.意为“害怕某事/某物”。
许多女孩怕狗。
Many girls ___________ ______________ ______________ dogs.
②be afraid to do sth.意为“害怕做某事”。
她害怕一个人呆在家里。
She _____ _______ _______ stay at home alone.
③be afraid of doing sth.意为“害怕做某事”，指担心做某事会引起某种后果。
不要害怕向老师求助。
Don’t __________ afraid___________ ______________ the teacher for help.
四、He’s like a father to me.
_____________________________________________
此句中like是介词，意为“____________”,常与look或be连用。like还可用作动词，意为“________”。如：
他像他妈妈。
He _______ ________his mother.
看起来要下雨。
It________ ________rain.
我弟弟喜欢吃香蕉.
My brother _______bananas.
答案：
一．对于许多学生来说，到达学校是容易的。
1. 许多； 复数； 许多； 不可数
① many ②much
2. it; 主语； It; to ride
二．一个11岁的男孩，亮亮，每天过河上学。A
boy; 11岁的； 单数
① She is a 12-year-girl.
② a two-week holiday
三．但是他不害怕。
害怕的，畏惧的
① are afraid of
② is afraid of
③ be; of asking
四．他对我来说，就像父亲一样。
像； 喜欢
① is like
② looks like
③ likes
(设计意图：引导学生先自己独立完成题目，而后小组内部讨论或分享自己的答案，最后老师适当点拨学生认为比较难以理解的部分，从以往的竞争模式转向合作模式,以此来培养学生学习的自主性和合作探究的能力。)
StepⅦ Exercises: the end-of-class test
练习.exe ( 练习.exe )
T: Do you remember their dream
Ss: Have a bridge
T: Yes, they want a bridge. What do you think of this bridge
Ss: How beautiful a bridge!
It’s exciting.
It’s moving. ( 允许学生使用汉语)
T: Our wills unite like a fortress! The PLA built a bridge with their bodies. Let’s do our best to do a bridge for them. Ok
Ss: Yes
T: Come on!
一． 根据句意及汉语提示完成单词
1. The girl is only five (岁)old, but she can play the guitar.
2. My (梦想) is to go to France in 2015.
3. She doesn’t go on a ropeway; She is very (害怕)
4. How many (小船) can you see now
5. There are three (hundred) trees in the park.
二．用所给单词的适当形式填空.
It’s difficult for the students (cross) the river.
He often has many (dream) at night.
She usually has a (quickly) breakfast and then goes to school.
Many people think the bus (ride) is boring.
My little sister is eight (year) old.
三．翻译下列句子
1. 对于一些学生来说，到达学校是困难的。
______________ _______________________
2. 在我们的学校和村庄之间有一条很大的河。
______________________ __________________
3. 她对于我们来说就像母亲一样。
__________________________________________
4. 他们的梦想是有一所新学校。
________________________ _______
T: Thank you very much. We built a bridge with the efforts of everyone.
《走路上学》电影预告片 00_01_30-00_01_46.wmv ( 《走路上学》电影预告片%2000_01_30-00_01_46.wmv )
I think they are very happy.
（设计意图：本环节的设计为flash展示。每做完一个题目就会展示出大桥的一部分
最终通过大家的共同努力完成大桥的建造。检测了学生对本节课所学内容的掌握又呼应了情感教育。）
Homework:
必做作业：
Remember the new words and expressions in this period.
Try to retell the passage after class.
选做作业：
Let’s write a letter to give Liangliang encouragement and comfort.
【本节课亮点】
1.本课的背景知识是人物传记，让学生做好感情铺垫。
2.导入环节，利用直观形象的图片和结合学生实际生活谈论交通工具，利用师生会话的形式，先复习了上一节课的词汇与句式，再自然过渡到新课的学习。视频与图片的展现可以帮助学生更好的了解彼此的差距。
3.本课的阅读训练。学生带着问题略读文章，找出文章的关键信息，这是对文章总体的把握；本课的细读训练采取总分总的模式，让不同层次的学生都能有所收获。第一个任务让学生细读2b的信息，首先，让学生寻读全文，对文章有一个整体的感知，完成表格，为下步的复述课文做好铺垫。然后，分层阅读，设计不同难度的题目。让每一个阶层的学生都能参与其中，大大的调动了学生的积极性。最后，采用开放性问题的形式，拓展了学生的思维，培养了学生的创新能力。
4. 读后的听、跟读、复述等活动有利于学生内化所读内容，使所学知识得到巩固,从而达到能力的提升。
5. 本课的情感教育自然渗透。我认为本节课的情感教育远远大于知识传授。因此本节课的制作运用了大量的视频文件和图片，给学生营造最直观的视觉冲击，从而达到一种感同身受的情感体验。最终自然意识到学习的重要性。
【不足之处】
1.学生在阅读过程中，缺少一些阅读技巧或策略的指导，更能让学生明白老师这样设计教学的目的所在，逐步提高学生的阅读能力。
2.小组合作讨论的时间不够充分，效果不是很理想。
【使用建议】
1.视频的播放可以根据自己的实际教学时间适当的精简。
2.根据使用者当地的实际情况适当的添加一些更贴近生活的素材。
【参考答案】
Step II
(2) ① cross the river
② between their school and the village
③ the river runs too quickly
④ go on a ropeway to cross the river
⑤ He’s like a father to me.
⑥ Many of the students and villagers never leave the village.
⑦ It’s their dream to have a bridge.
⑧ Can their dream come true
Step
1: B
2: Task one:
Crossing the river to school
Means go on a ropeway to cross the river
Reasons no bridge
the river runs too quickly for boats
Dream to have a bridge
Task two: different
big
quickly
ropeway
Task three:
F T F
Task four: (1) Yes, they do.
(2) Yes, I think so, but it needs time, money and technology.(参考)
Step IV
Task three:
one small village
difficult
between …and
bridge
runs too quickly
go on a ropeway
afraid
play with
to have a bridge
come true
StepⅦ
一． 1. years 2.dream 3. afraid 4. hundred
二． 1. to cross 2. dreams 3. quick 4. ride 5. years
三． 1. For some students, it is difficult to get to school.
2. There is a very big river between our school and the village.
3. There is no school.
4. She’s like a mother to us.
5. It is their dream to have a new school.
I’m an 11-year-old boy, Liangliang. I live in ___________ in China. It’s _______ to get to school. There is a big river their school the village. There is no ________ and the river ____________.
So we all to cross the river to school. But I am not _________. I love to ___________ my classmates. My teacher is like ___________. We never leave _________. Our dream is __________. Can our dream _____________.
Dear,
I am…I know that it’s difficult for you to get to school.
YoursUnit 3 How do you get to school Section A (Grammar Focus-3c)
第三课时 语法课
展示目标
Teaching and learning aims学习目标：
一、知识目标
1. 复习Section A 所学重点内容。
2.掌握下列词汇：drive, car, live
二、能力目标
1.学会运用how, how long, how far引导的特殊疑问句询问出行方式、所花费的时间和两地之间的距离。
2. 一般疑问句 出行方式的表达方法。
三、学习策略
1. 能根据词块记忆单词。
2.在运用基础上总结它的规律。
四、情感目标
了解因地域文化差别所造成的出行方式的差异。
【设计意图】 目标引领，采用尽量简单的语言表述本节课的学习目标。
Teaching and Learning Steps（教学步骤）:
Step1. Revision
1. Lead in
Listen to an English song How do you go to school
2. Role-play 2e
Ask some pairs to role-play the conversation in 2e in front of class.
【设计意图】 通过复习，让同学们迅速回忆上节课的重点内容同时为本节课的学习作了铺垫。
Step2语境中感知语法(用How 询问出行方式，how long 询问花费的时间，how far询问两地之间的距离以及答语。)
1. How
Get the students to say out the transportation and different ways of transportation.
【设计意图】 通过复习为下一步的对话扫清障碍。
T: Excuse me, Liu ting. How do you get to school
Liu Ting: I ride my bike./ I get to school by bike/ on the bike.
T: Look at the pictures. How does Zhang Hong get to school
Ss: She takes the subway to school. / She gets to school by subway/ in the subway.
Look at the following pictures, ask and answer in pairs with:
A: How does…get to school B: He / She …
(Ask some pairs to act in front of class.)
T: Excuse me, Li Chao. Do you get to school by bike
Li Chao: Yes, I do.
T: Ma Chong, do you get to school by bike, too
Ma Chong: No, I don’t. I walk to school.
T: Look at the picture, does the girl takes the taxi to school
Ss: No, she doesn’t. She gets to school by car.
T: Do they take the bus to school
Ss: No, they don’t. They walk.
2. How long
Look at the following pictures. Ask and answer in pairs with:
A: How long does it take B: It takes…
Play a game:
3. How far
Look at the following pictures. Ask and answer in pairs with:
A: How far is it from home to… B: It’s about …kilometers.
Look at the following picture, ask and answer with your partner.
Ask some pairs to act in front of class.
【设计意图】 通过情景中的学习、练习使得同学们更进一步熟悉语法内容。
Step3 呈现语法
1. How do you get to school
I ride my bike. / I get to school by bike.
2. How does Zhang Hong get to school
She takes the subway to school./ She gets to school by subway.
3. How does Li Lin get to school
He takes the car. / He gets to school by car.
4. How does Wei Fang get to school
She takes the bus./ She gets to school by bus.
5. How does Li Lei get to school
He rides the bike. / He gets to school by bike.
6. Does the girl takes the taxi to school
No, she doesn’t. She gets to school by car.
7. Do they take the bus to school
8. No, they don’t. They walk.
9. How long does it take It takes her about 20 minutes to walk.
10. How long does it take
It takes her 24 minutes to take the subway from home to school.
11. How long does it take Zhou Bichang to get to the cinema
It takes half an hour.
12. How far is it from home to school It’s about 2 kilometers.
13. How far is it It’s about 3 kilometers.
【设计意图】 语法的呈现有利于下一步归纳语法规律。
Step4发现归纳语法规律
1. how可用于构成特殊疑问句， 意思为“ ”， 用于提问“程度，方式，状态”等。
How 用于提问出行方式的结构是：How do / does + +谓语+其他？其答语分为三种情况。
(1) take a / the +
(2) by +表示交通工具的单数名词。
（3）on/in + 限定词+表示交通工具的名词。
2. how long 可用来提问时间的长短，意为“ ”。用来提问时间长短的结构是： How long does + +takes 其答语通常用It takes + . 此处的it 指 。
3. how far用来提问距离，意为“ ”。用来提问距离的结构是：How far + + from…to… 其答语是It’s + . 此处的it 指 。
4. 特殊疑问句和一般疑问句的语序有何异同？
5. 不同的人称代词分别使用什么助动词
6. 特殊疑问句中使用了助动词后，实义动词的位置和形式有何变化？
7.看表总结特殊疑问句和一般疑问句的语序。
特殊疑问句：
1 How Do you get To school
2 How does he get To his aunt’s home
3 How long does it take To get to school
成分及词性 疑问词 助动词do/does 主语/ 人称代词 动词原形 其它部分
一般疑问句
1 Does Mary walk to work
2 Do they take the bus to school
成分及词性 助动词do/does 主语 / 人称代词 动词原形 其他部分
(设计意图：各种语言知识的呈现和学习都应该从语言使用的角度出发，为提升学生用语言做事情的能力服务。语法要在语言运用中习得和内化。教师要通过创设接近实际生活的各种语境，采用循序渐进的语言实践活动，以及各种强调过程和结果并重的教学途径和方法，培养学生用语言做事情的能力。语言形式融合在语境之中；在语境中引出语言形式，在语境中理解语言形式，在语境中操练语言形式。)
Step5 控制性机械练习
3a.Match the questions with the answers. Then practice them.
1. How does Mike get to school
2. How long does it take to get home
3. How far is it from here
4. Do your friends go to school by bus
5. Does your dad drive to work
句型转换：
1. I take the bus to get to school.(同义句)
2. She takes the car to get to work.(同上)
3.They walk to school. (同上)
4. It takes him 35 minutes to walk there. (对划线部分提问）
5. Allan is coming back by train next month. (就画线部分提问)
_____ _____ Allan coming back next month
【设计意图】 机械操练巩固语法的形式
Task 1 3b. Use these words to make questions. Then ask and answer them with your partner.
1. school/you/get to/do/how
___________________________________
___________________________________
2. to/school/get to/does/how long/take/it
___________________________________
___________________________________
3. school/your/from/it/is/how far/home/to
___________________________________
___________________________________
4. you/to/walk/do/school
___________________________________
___________________________________
5. ride/their bikes/do/school/your friends/to
___________________________________ Yes, they do.
Task 2 Group work
Discuss We’re in Beijing now. We’re going to Shanghai for vacation. It’s 1,056 kilometers
from Shanghai.
Report like this:
… get to Shanghai by … It takes about …
Task3. 3c. Ask your classmates questions and write their names in the chart. The first student to fill in all the blanks wins!
Find someone who… Name
lives about five kilometers from school.
walks to school.
takes a bus to school.
goes to school by bike.
needs about an hour to get to school.
needs about 10 minutes to get to school.
【设计意图】通过各种练习让学生能够掌握本节课的内容。
Step7 开放性交际运用
Make a job interview in your group. One is the interviewer and the others are the interviewees. Ask how he / she gets to work, how long it takes him / her to get from home to school, and how far it is from his / her home to school. Fill in the blanks. Then Write them into an article.
Who How How long How far
Tom
John
Jane
【设计意图】 学以致用。
Homework.
1. Read Grammar Focus on P17 and try to recite(背诵) the sentences.
2. Finish off the exercises in the workbook.
练习答案：
Step4 发现归纳语法规律：
1.怎样，如何；主语；表示交通工具的名词。
2. 多长时间， it； 时间段；时间
3. 多远； is it 长度； 距离
4. 特殊疑问句语序比一般疑问句多了个特殊疑问词。
5. 第三人称单数用does，其余人称用do。
6. 实义动词放在助动词之后，用原形
7. 特殊疑问句=特殊疑问词+助动词do/does+主语+动词原形+其他
8. 一般疑问句=助动词DO/Does+主语+动词原形+其他
3a. CEDAB
句型转换： 1. I get to school by bus/ on the bus.
2. She gets to school by car / in the car.
3. They go to school on foot.
4. How long does it take to walk there
5. How is
3b.1.How do you get to school
I ride my bike.
2. How long does it take to get to school
It takes about five minutes.
3. How far is it from your home to school
It’s about two kilometers.
4. Do you walk to school
No, I don’t. I always ride my bike.
5. Do your friends ride their bikes to school
Yes, they do.
亮点：1. 本堂课精心设计各个环节，有利于学生对于语法知识的掌握。
2. 充分体现了学生的主体性。很多任务都是由学生来完成的。
3. 充分体现了合作学习，共同探究的教学新理念。
使用建议：1. 在实际教学中运用小组合作竞争机制，激发学生的学习积极性。
2、及时评价，多鼓励学生参与课堂活动。还有不当之处，敬请各位领导老师批评指正。
a. Yes, they do.
b. No, he doesn’t.
c. He rides his bike.
d. It’s five kilometers.
e. About 15 minutes.
