Unit3 SectionA（1a-2d）教案1.0 Teaching Analysis 教情分析1.1 Teaching Objectives 教学目标1.1.1 Language goals 语言目标1.1.1 .1 Key Words and ChunksFor applying: train, bus, subway, bike, minute, kilometer, far, sixty, seventy, eighty, ninety, hundred, ride, get to, take the bus/train/subway, ride a bike1.1.2 .2 Sentence Structures1） How do you get to school? I walk.2） How does Mary get to school? She takes the subway.3） How long does it take? It takes about 20 minutes.4） How far is it from the school to your home? Only about two kilometers.1.1.1.3 Grammar Focus1） How do you get to school? I walk.（how引导的特殊疑问句对交通方式提问）2） How does Mary get to school? She takes the subway.（how 引导的特殊疑问句对交通方式提问，主语为第三人称单数）3） How long does it take to get to school? It takes about 15 minutes.（how long 弓|导的特殊疑问句对所需时间长度提问）4） How far is it from your home to school? Its only about tWhowilarmeters.导的特殊疑问句对不同地点之间的距离提问）1.1.2 Ability goals 能力目标1.1.2.1 教会学生在口语对话中介绍自己和询问他人上学的交通方式；1.1.2.2 教会学生运用how long引导的特殊疑问句谈论上学所需时间；1.1.2.3 教会学生运用how far引导的特殊疑问句谈论家校之间的距离。1.1.3 Emotional goals 情感目标帮助学生树立合理安排自己的时间和守时意识。1.2 Important and difficult teaching points 教学重难点1.2.1 教会学生使用不同的方法表达交通方式；1.2.2 教会学生使用How long引导的特殊疑问句及其回答方式；1.2.3 教会学生英语十位数和百位数的表达方式，特别是区分“十几”和“几十”的读音。2.1 Student analysis 学情分析2.2 Fundamental State 基本情况作为本单元第一课时，学生在初中一学期的学习中基本上没有接触到“交通方式”这一话题相关的词汇和句型，但是该话题与学生生活实际密切相关，会引发学生的学习兴趣。只要教师引导得法，定能让学生“有话想说”；通过听和说的练习，一定能让学生“有话能说”。2.3 Knowledge Reserve 知识储备通过7年级上学期的学习和本学期前两个单元的学习，学生对一般现在时的各种句型已经比较熟悉，本单元仍以一般现在时为主，只是增加了新的特殊疑问句。学生虽然在7上开始时就接触了 How开头的特殊疑问句（询问健康状况），接触过How much引导的特殊疑问句表示询问价格，但是本单元涉及到的功能意念项目对学生来说是全新的，会让他们的学习有一定的难度。十位数到百位数基数词的学习，由于学生在7上已经学会了1-50的基数词，本课时的生词学习不会有太大的难度，只是在听力练习中，“十几”和“几十”的读音会给学生造成一定的困难。2.4 Class data本班实际通过7年级上学期的小组建设和小组合作学习的训练，本班学生有比较明确的小组合作学习的意识，小组内开展活动有分工合作，能倾听别人意见，敢于用英语来表达自己的观点。虽然本课时的语言现象学生在学习本单元之前基本上没有接触，但是涉及的话题“交通方式”与学生本人和家人生活实际密切相关，完成本课时任务是应该没有太大的困难的。3.1 Teaching methods 教法建议3.1 situational teaching approach 情景教学法3.2 question and answer method 问答法3.3 discussion method 讨论法4.0教学辅助blackboard and chalk, computer, projector5.0 Teaching procedures 教学进程5.1 Leading-in and warming-up 引入与激趣活动Greet Ss and play the video “Lets take a trip”, Ss listen and watch. T might ask“How do you want to take a trip?”5.2 New points input 新知输入(贴标签)5.2.1 Language presentationShow pictures of different types of transportation and teach the new words and chunks: train-take the train, bus-take the bus, subway-take the subway, bike-ride a bike, walk.Ask Ss“How do you get to school?” Collect answers from different Ss.5.2.2 Activity 1a5.2.2.1Ask Ss to look at the picture in 1a. T might ask the whole class: What can you see in the picture?5.2.2.2Students finish the word match in 1a, then read the chunks and the word in chorus.Chain drill. T might start a chain drill with a few Ss. like this:T: I get to school by bus.(To S1) How do you get to school?51: I walk to school.(To S2) How do you get to school?52: I take the subway to school.(To S3) How do you get to school?53: I.5.3 Listening practice 听力训练5.3.1 Activity 1b5.3.1.1Pre-listening.Ask Ss to look at the picture in 1a again, and ask and answer like this:T: How does Student A get to school?Ss: He gets to school by train./He takes the train to school.Then ask Ss to guess who they might be before listening.5.3.1.21 .a Bob takes the train.2 .e Mary takes the subway.3 .d John takes the bus.4 .c Paul walks.5 .c Yang Lan walks.6 .b Jim rides his bike.When checking the answers, encourage Ss to try to talk about the pictures in complete sentences.5.3.1.3Post-listening.Activity 1c. Ask the Ss to work in pairs to talk about how the students in the picture in 1a get to school. Ss can follow the sample conversation in 1c.1.1.2 Activity 2aActivity 2a gives Ss listening practice with the target language.1.1.2.1Pre-listening. Review numbers by looking at the pictures on ppt. and saying the numbers1.1.2.2While-listening. T plays the recording of 2a for Ss to listen and repeat. Then ask Ss to write the correct number next to the word.1.1.2.3Post-listening.A word game. Get Ss to say the numbers as soon as they see them appear on ppt.1.1.3 Activities 2b and 2c1.1.3.1Pre-listening.Predicting. Get Ss to predict what they might hear in the listening. Elicit them to look at the information in the chart. Make sure they understand the meaning of“how long” and “how far”. T may give them some examples to show the meaning of“how long” and “how far”.1.1.3.2may ask Ss to take notes while they listen to the recording. Play the recording again and check the answers.5.4 Oral Output 口语输出5.4.1 Before Ss start to make conversations as instructed in Activity 2d, T may call their attention to the pronunciation of some pairs of numbers: thirteen-thirty, fourteen-forty, fifteen-fifty, sixteen-sixty, seventeen-seventy, eighteen-eighty, nineteen-ninety.5.4.2 Activity 2d. Ss foll