Unit 3 Welcome to our school第5课时示范课教学设计（译林版七年级上册教案）

Unit 3 Welcome to our school!

Integrated skills

一、教学目标

1. 掌握本课重点词汇及短语：take, a.m., p.m., only, sure, kind, borrow, reading room

2. 掌握本课重点句型：

It is a long way from my home to the school.

It takes her about twenty minutes to get to school.

3. 通过听，获取Millie，Amy和Sandy上学方式和所用时间的信息。
4. 通过听，获取Amy学校图书馆的开放时间和存书种类的信息，推断Amy是否喜欢图书馆。
5. 通过模仿短文写一个介绍学校的对话。

二、教学重点及难点

重点：

1. 在听中设计不同的活动帮助学生获取Millie，Amy 和Sandy上学方式和所用时间的信息。

2. 在听读中，关注回归文本，从文本的字面信息推断Amy是否喜欢图书馆。

6. 难点：模仿短文写一个介绍学校的对话。

三、教学过程

Task A How do you get to school?

Step 1 Warming-up

Ask Ss some questions to have a free talk about going to school.

1. Do you like your school?

2. How do you get to school?              

3. How long does it take from your home to your school?

【设计意图】通过询问学生的实际情况，了解学生的学情，为听力做铺垫。

Step 2 Pre-listening

1. Look and learn

Ask Ss play a game Challenge your memory to consolidate the ways to go to school. Then ask them to work in pairs to ask and answer the ways to go to school. Finally, ask them to make a dialogue to practise asking and answering the ways and time to go to school.

【设计意图】通过观察图片和呈现本课重点词汇和短语，帮助学生记忆和掌握语言知识点。

2. Look and write

Show the exercise about matching the persons with the ways to go to school and guide them to predict and write the ways beside the pictures.

【设计意图】通过写的形式进一步巩固本节课新知识。

Step 3 While-Listening

1. Ask Ss to listen carefully to match the persons with the ways. And then let them write the ways in the first column. Next, let them listen and complete the second column.

【设计意图】通过听力匹配和完成表格，帮助学生聚焦上学的交通方式，引起学生对核心语言核心的注意。

2. Ask Ss to listen and complete the notes.

【设计意图】通过听，完成短文填空，培养学生在听中根据语境和所听内容，完成笔记的能力。同时，聚焦核心语言的拼写。

Step 4 Post-listening

Ask Ss to ask and answer to make up a dialogue like this:

A: How does Millie / … get to school?

B: She gets to school by …

A: How long does it take?

B: It takes her …

【设计意图】让学生在编对话的过程中，内化语言和信息，培养对所获取的信息进行加工处理的能力。

B Speak up: Simon spends the most time on his hobbies

Step 1 Pre-listening

Ask Ss to look at the picture and talk about the two questions below.

1. Can you guess who they are?

2. What are they talking about?

【设计意图】通过观察图片猜测短文内容，再次活跃课堂气氛。

Step 2 While-listening

1. Listen and answer

Ask Ss to listen and answer the following questions.

1. When is the library open?

2. Does Amy like the library? Why or why not?

【设计意图】通过听，使学生聚焦核心信息，并关注核心语言的表达和使用，同时，引导学生通过文本的字面意思进行简单的推断。

2. Listen and judge

Ask Ss to listen again and judge which one is right or wrong.

【设计意图】进一步通过听读的活动让学生掌握短文内容。

Step 3 Post-reading

1. Ask Ss to listen and repeat.

【设计意图】通过听录音朗读，训练学生的语音水平，听后在语境中关注核心语言的表达和使用，有助学于学生对核心语言的记忆和强化。

2. Ask Ss to make a similar dialogue like this:

A: Do you have a / an … at school?

B: Yes, we have  a / an … .

A: Really? When is it open?

B: It’s open from … to … .

A: Do you often …?

B: Sure.

【设计意图】要求学生仿照范本编对话，及内化语言和信息，又培养学生的综合语言语用能力，提升学生的英语学科核心素养。

Step 4 Summary

Ask Ss to sum up the ways to go to school and key sentences.

【设计意图】梳理和总结相关表达，进一步强化核心语言。

Step 5 Homework

1. Read and recite the passage in A3.

2. Write a similar dialogue.

3. Summarize the notes in your note book.

【设计意图】将课上的口头汇报落实在笔头，强化语言和信息，形成写作的习惯和意识。同时，培养学生总结的意识和能力。

四、板书设计