Unit3 SectionB（3a-Self Check）名师教案
1.0教情分析
1.1 Teaching objectives-教学目标
1.1.1 Language targets 语言目标
1.1.1.1 Key Words and Chunks
1.1.1.1.1 For applying: thanks for, talk to, how far, how long,
1.1.1.1.2 For comprehending: bus ride, what about
1.1.1.2 Sentence Structures
1) Thanks for….
2) My school is about…from my home. 3) It takes…to get to…by….
4) The bus ride is never boring because I always talk to my classmates.
5) How do you get to school?
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6) How far is it from your home to school?
7) How long does it take you to get to school?
1.1.1.3
Grammar Focus
1) Thanks for your last e-mail.（谢谢你的最后一封电子邮件。thanks for sth. / doing sth.意思是因为某事而表示感谢。）
2）The bus ride is never boring because I always talk to my classmates.（校车行程从来都不无聊，因为我总是和同学们说说笑笑。这是一句由because引导的原因状语从句，because引导的从句表示原因，需要注意的是，so的意思是“所以”，在英语的表达中“because”和“so”不能同时使用。）
1.1.2 Ability goals 能力目标
1.1.2.1 教师引导学生全面浏览性复习，总结归纳所有学过的出行方式、距离、路程所需时间的表达。
1.2.2.2 教师引导学生学会用同伴商讨交流，达到共同完善与提高。
1.2.2.3教师培养学生发散思维，通过写作练习帮助学生建构话题表达的框架体系。
1.2.2.4 教师培养学生在朗读句子时的重读意识，能用正确的语音语调朗读文章。
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1.1.3 Emotional goals 情感目标
1.1.3.1教师鼓励学生积极交流，正确沟通，合理表达，允许不同意见的存在。
1.1.3.2 对比中外学生上学方式的异同，教师引导学生思考、探讨，培养学生审辨式思维和国际视野。
1.2 Important and difficult teaching points 教学重难点
1.2.1 准确使用目标语言进行写作表达。
1.2.2 引导学生在写作时有谋篇布局的框架意识。
1.2.3 鼓励学生通过访谈、讨论、实地考查，寻找最佳出行方案。
2.0 Student analysis学情分析
2.1 Fundamental State基本情况
学生通过本单元的学习，学生基本掌握了本单元目标句型和单元话题词汇，能灵活运用相关语言进行话题重组，表达具体语境下的情境对话。通过本单元语篇的学习，激发了学生对生活中的交通方式的思考，有对自己所拥有的平凡而普通的生活的重新审视，进而激发出珍惜幸福生活的情感，也有对山区的孩子求学路的坎坷的同情，进而思考帮助他人的方式和对自身能力强大的情感渴求，同时在教师的引导下有审辨式思维的发展：帮助村民建一座桥好还是让村民搬出极端不便利的山村好？这些知识和情感上的铺垫对本节课的写作都具有积极的作用。
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2.2 Knowledge Reserve知识储备
本课时是一个复习与写作的课时，学生对于单元主题下的语篇理解及语言结构表达有了充分的积累学习，为本课时的开展积累了扎实的语言知识和表达能力。学生对交通方式的选择、出行距离、出行时间的句型基本上能熟练掌握，但是how far与how long容易受母语的影响，学生易混淆，另外，动词的形式也是一个易错点，所以，本课除了结合语篇中的情感教学，激发学生的写作激情，更要在语言知识上通过学生的说---议---写来夯实本单元目标句型的掌握。
2.3 Class data本班实际
本班学生积极向上，活泼开朗，有较强的语言表达欲望和表达能力。通过围绕单元话题内容的学习，学生们具备了表达出行方式、询问和回答出行距离、时间的语言能力，教师应该适当引导学生归纳总结，内化知识，帮助学生建立写作时的谋篇布局意识。
3.0 Teaching methods教法建议
Self-directed learning method自主学习法；
Discussion method讨论法；
Exercise method练习法
4.0 教学辅助
blackboard and chalk, computer or IPad, projector
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5.0 Teaching procedures 教学进程
5.1 Reviewing and Summarizing 复习与总结
5.1.1 Enjoy a short video, and then revise some phrases:
• 1、步行回家
• 2、骑自行车去图书馆
• 3、开车去上班
• 4、坐火车去成都
• 5、多远
• 6、多久
• 7、多少钱
• 8、多大（年龄）
5.1.1.1 Self Check 1
Teach Ss to read the words in the boxes, help the Ss understand the part of speech of the phrases.
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Give Ss two mints to fill in the blanks in Ex.1, then check the answers in their groups, pay attention to the phrases in the articles.
5.1.1.2 Self Check 2
Revise the sentence patterns “How far is it from A to B?” “How long does it take sb. to get to B from A?” Then ask the Ss to make sentences according to the information in the chart.
Ss work in groups to make sentences, then check their answers, walk around the classroom, pay attention to the sentences in which Ss may have mistakes in sentence structures.
5.2 Discussing and Expressing 讨论与表达
5.2.1 Ask the Ss to fill in the blanks according to the passage in 2b.
It is ___ for us to go to school every day, but for the students in this village, it is so ______ . Because there ____ a big river _______ their school _____ the village. They have to ____ it to school. There is ____ bridge and they cannot go by boat because the river runs too ______. So they have to go on a _______ to cross the river to school. It’s dangerous but the boy is not_______. Because he _____ _____ play with his classmates and he _____ his teacher, he is _____ a father to him.
The students and the villagers want to have a bridge. Can their dream
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come______?
Answers: easy, difficult, is, between, and, cross, no, quickly, ropeway, afraid, loves to, loves, like, true
5.2.2 Show the picture of the passage, get the Ss to discuss “What idea can you think of to help the villagers?” The Ss may think of the following answers: I think they can write a letter to the TV station
to ask for help. / I think the villagers can move out from the village. / For me, I want to be a teacher to teach the students in their village….Encourage the Ss to express their ideas, let them know every idea is possible if we put our heart to do it. For different people, they think up different ways to give help.
5.2.3 Elicit the e-mail from Tom, show the Ss more outside their daily life. Show the same five questions:
1). When do the students leave home?
2). How do the students get to school?
3). How far is it from their homes to school?
4). How long does it take them to get to school?
5). Do they like their trip to school?
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Ask: “Are the answers the same in some small villages in China and in UK?”
5.2.4 Show pictures about Tom’s trip to school, talk about the picture together with the Ss. Then ask the Ss to finish 3a.
Answers: get to, leave, walk, kilometers, takes, boring
5.3 Writing and Improving 写作与完善
5.3.1话题剖析
本单元的话题是“谈论出行”。在中考中这个话题一般不会单独进行命题，通常是与介绍个人的情况糅合在一起的，例如与2单元的话题：日常生活，七年级上的个人喜好等。
5.3.2 写作任务
在本单元的写作中3b的5个问题是写作的重难点，教师可以根据这5个点设计写作任务。在本单元的阅读训练课中学生学习了山区孩子的出行方式，并且在本课中教师引导学生进行了该话题更加深入的探讨，一方面是从学生自身的思考出发为山区孩子提供帮助，另一方面是从国际视野出发，让学生比较中外学生上学的交通方式。所以，本课时设计了两个写作任务，一是模仿3a的邮件写一篇短文介绍自己的上学路程；二是以第三人称的方式向他人介绍山区孩子的上学情况，提出自己的观点，即如何帮助他们，最后呼吁更多的人关注和帮助这些孩子。这两个写作任务难度层次有明显差距，基础较差的学生可以选择第一个写作任务，基础较好的学生可以选择第二个写作任务，可以预测的是，第二个写作任务会让学生更感兴趣，所以，教师要关注学生在写作中遇到的词汇上的困难，引导学生运用已有的语言
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储备来完成写作。
5.3.3 写作指导（一）
5.3.3.1 写作任务Write an e-mail to Tom and tell him how you get to school.
写作指导
1）确定人称：第一人称
2）确定文本结构：
第一段：问候对方
第二段：简单的居住环境；上学方式（按时间顺序叙述）；路程中的情感态度
第三段：文章结尾（邀请、期望、感叹等）
5.3.3.2 表达储备
1）表达问候的句子：
Hi, how are you ?
Hello, how is it going?
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Thank you for your e-mail.
2) 关于介绍居住环境的句子:
You know I live in a city / in a small village.
My home is near / far from our school.
3) 关于介绍自己住址，交通方式，花费时间，距离的句型：
I usually leave home at….
I walk to / take a bus to…our school.
It’s about …from my home to our school.
The bus ride / The train ride takes me….
It takes me…to get to our school.
4) 表达情感态度的句型：
I always go with my classmates, so the trip is interesting.
I feel happy on the way, because….
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The way is too long, I am tired.
I don’t like the bus ride, it’s boring.
5) 文章结尾：
邀请式：If you come to China, I can have a good time with you.
期待式：I really want to live near to our school. / I want to ride a bike to school.
感叹式: I love our school, and I love the bus ride. It is great!
5.3.3.3 范文实例
Dear Tom,
How are you? Thank you for your last e-mail. I know how you get to school. Now let me tell you how I get to school.
You know I live in the center of our city, but my home is a little far from our school. I usually leave home at seven. First, I walk to the bus stop. It takes me about 8 minutes. Then I take the bus to school. The bus ride is about 10 minutes, but I can meet some of my classmates. So we can talk and have fun on the bus. It’s really interesting. I often get to school at 7:20. It’s quite early, right?
I like my school life. If you come to China, I can show you our school and I
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believe we can have a good time then.
Li Ming
5.3.4 写作任务（二）
5.3.4.1 写作指导 Let’s help the villagers
1) 简要转述课文内容（第三人称 2个自然段）
How does Liangliang get to school?
How far is it from his home to the school?
How long does it takes?
What does he think of it?
What is his dream?
…
2）表达自己的观念（第一人称提出解决办法）
I think they can….
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It is a good idea to….
5.3.4.2 范文实例
It is easy for us to get to school every day. But for some students in a village, it is difficult.
Liangliang lives in the village. There is a big river between his home and his school, and the river runs too quickly for boats. Also there is no bus in the village. So Liangliang has to go to school on a ropeway. The school is very far from his home to the school, and it takes him about one or two hours to get to school every day. That is too bad. But he is not afraid, because he loves his classmates and the teacher.
The villagers like Liangliang want to have a bridge. I hope their dream can come true. But I think they can move to a city near the village, then the children can take a bus to school like us. Do you think it is a good idea?
6.0 Homework 课后作业
Finish your writing;
Work with your group members, share your writing, read your own writing to them.
Revise Unit 3.
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