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根据人民教育出版社《义务教育教科书英语》七年级下册How do you get to school? Section B1a-1e部分，进行完整的教学设计。
【参考设计】
1. Teaching aims:
Students will reach a high mastery level in words, phrases and sentences of different transportation methods.
Students will be able to organize and express their routine by using the target language.
Students can become more conscious of the traffic safety and are attracted by the sense of achievement after communications.
2. Key and difficult points:
Students can have a good command of the words and structures about transport.
Students’ awareness of obeying the traffic rules will be aroused, and they will become qualified traffic participants in the future.
3. Warm-up (6 mins):
The teacher and students greet each other at the beginning of the class. Then, the teacher shows a map of this city on the screen and asks students what their names are and where they are. Students can succeed in answering them by evoking the former knowledge. The next question is: “How to get there?” This is a little bit difficult for students and the teacher will lead in today’s task without any trouble.
Justification: Starting from the surrounding that students know well can narrow the gap between the new knowledge and students’ own cognition system. And a harder question about this lesson will surely makes students feel curious.
4. Pre-listening (7 mins):
Students listen to an audio material which is about the sounds collected from some public places in this city, and then tell which place it is.
Justification: Diversified sounds can wake students’ auditory organs, and this activity is interesting enough to get them well prepared for the next step.
5. While-listening (12 mins):
The record of 1c and 1d is played. Students finish the two tasks individually. Next, some students act as little teachers to lead others to check the answers of these two parts. And the correct answers are presented on the blackboard.
A competition is held during the listening. Students need behave more actively and try to find the accurate answers of the questions. The winner group will get one token, which can be used in redeeming gifts at the end of the semester.
Justification: The purpose of designing those activities is to enable students to train their listening abilities and use listening strategies proficiently in a relaxing and attractive way. The competition can facilitate students’ team spirits and get more involved in the English learning.
6. Post-listening (10 mins):
(1) Students work in pairs to introduce the types of transportation that Bod uses to get to his grandparents’ house. After certain time, two or three representatives can come to the stage and display their dialogues.
(2) The teacher leads students to work in groups of four, exchanging ideas and taking notes about how they get to school every day.
Justification: Retelling the content in the tape can assist students to understand the material, and it can also lay a solid foundation for next part. It is much easier and more relaxing for students to talk about their own lives. Therefore, sharing the types of transportation they use can increases their confidence as well as expressing desires.
7. Summary and homework (10 mins):
The teacher uses the game, Hot Potato, to choose some students to make a conclusion about today’s key points. Other students are encouraged to ask questions and make compliments.
Homework is a travel plan for the coming holiday. Students should emphasize the transportation used during traveling.
Justification: This summary can excite students when the class is coming to an end, and the important information is also reviewed. In order to ensure that students can use the target language in their daily life, the homework needs to be practical and closely related to real situation.
8. Blackboard design
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