一、教材内容分析   

 

This unit is the third unit in the second volume of the textbook for Grade 7 Go for it! This unit mainly focuses on means of transportation, using simple present tense to talk about life scenarios related to daily commuting, such as the travel mode, the distance, and the trip time. The key point of this unit is to put special questions introduced by “How” and means of transportation into use. There are five periods in this unit. Section A focuses on listening and speaking skills. Students are supposed to master meanings and usages of the key expressions of transportation and make conversations to ask about details in daily commuting. Besides, students are required to distinguish three different special questions introduced by “How…” and apply them into practice. Section B introduces more vocabulary about transportation and focuses on reading and writing skills. The reading material is about the difficulty for children of some village to get to school, which can not only enlarge students’ topic-related vocabulary but also cultivate their sympathy towards children from deprived families and gratitude for their own living conditions. For the writing task, students are asked to write a letter containing details of their commuting after analyzing the sample writing, which trains their reading comprehension ability and writing skill at the same time. 

 

二、学习者特征分析

 

After a term of English learning, students have possessed certain English foundation in terms of vocabulary and grammar, which will help them understand the basic points in this unit. Furthermore, students will show great interest in the expression of daily transportation. However, students have not gained complete autonomy of language learning and language perception, so they still depend a great deal on the teacher’s instruction. In addition, considering that this unit involves a number of grammar rules in tense and special questions, students might find it challenging to use them correctly at the same time. Most of students might confuse “How long” with “How far” questions if they fail to recognize the difference between them, since it is their first time to learn these sentences. Therefore, the teacher should employ a range of 

teaching activities to facilitate students’ learning.

 

 

课时教学设计

一、教材内容分析

二、学习者特征分析

三、单元教学目标

四、单元重点、难点

五、单元教学安排

六、教学环境及资源准备

七、单元教学过程

八、教学反思