unit4-I've-tried-all-the-means-of-transportation-教案.docx

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1、Unit4Ivetriedallthemeansoftransportation.Step One Lead-in (7 min)1. Brainstorm (1min）The teacher asks, “What would you consider when you look for a part-time job”(ability, salary, opportunity, work time, workplace, traffic or means of transportation, boss, distance)2. Match (1min)The teacher asks, “

2、Which means of transportation do you take when you go to work / go to school” Show some pictures of means of transportation. Match the pictures with the words. Then read the words after the teacher.1. subway 2. train 3. bus 4. taxi 5. bicycle 6. motorbike 7. plane 8. car 9. ferry 10. light railABCDE

3、FGH（设计意图:此步骤参加图片与交通工具match的设计，首先使学生对交通工具有直观的相识，多两个词汇供选择，使最终一张图片时，学生也仍要做出选择。带读解决不熟识单词，利于学惯用英语表述各种交通工具的名称，为下面的探讨作词汇铺垫。）3. Activity 1. Discussion (2 min)“What kind of transportation have you taken Work in pairs and discuss the means of transportation you have used.”Example: A: Have you ever taken the s

4、ubwayB: Yes, I have. / No, I havent.（设计意图:把单词引入句型中，进一步稳固交通工具的词汇，也为后面语法的学习做铺垫。探讨中句子的运用为语言的实际运用打好根底。）4. Activity 2. Description (3min)Which means of transportation will you choose when you And why will you choose it What do you think the subway /is likea. go to New York.b. go to schoolc. go to Zhousha

5、nd. go to Shanghaie.Encourage the students to describe the means of transportation. Encourage the students to make use of the adj, such as cheap, comfortable, dangerous, expensive, safe fast, slow.Give the students an example. Get them to make sentences.Example: The light rail in Shanghai is comfort

6、able.（设计意图:在此步任务中，学生会依据地点选择交通工具，去纽约要坐飞机，去舟山要坐渡轮，去上海要乘火车或大巴，去上学可以乘公交、小汽车、自行车，进一步稳固交通工具，并说明理由，激励学生用形容词与相应的句式描绘交通方式，在探讨时自然引出常用句型，并加以操练，目的性明确，为听力的理解与驾驭作铺垫，扶植学生驾驭重点句型，又化解听力中的难点。）Step Two Listening (10 min)1. Activity 3. Listen and tick what you hear.Listen to the tape and answer the question, “What means

7、 of transportation mentioned in the dialogue”1) ferry2) taxi3) train4) bus5) subway6) plane7)light rail8) boat（设计意图:通过听对话，该步骤有助于训练学生能依据表格供应的信息有针对性地获得听力主要信息。）2. Activity 4. Listen again and answer the questions.1) How did Sara go to Shanghai2) What place did she visit in Shanghai（设计意图:从个人活动过度到全班活动，问答

8、活动有助于学生驾驭该关键句型的用法，在训练听力实力外，还会训练学生利用听力材料中的信息组织语言答复相关问题的实力。）3. Activity 5. Listen again and fill in the form.Listen to the tape again and catch the key words.Public Transportation in ShanghaiSaras OpinionSubwayLight railTaxi（设计意图:进一步完成表格任务，检测学生对听力细微环节材料的理解与把握，有目的地获得信息的实力。再一次回忆描绘交通工具，加深印象，为进一步理解对话，完成说的

9、活动作铺垫。）Step Three Speaking (20 min)1. Read and underline.(2 min)Students read the dialogue in Activity 6 individually, and then they underline important sentences about means of transportation. Teacher asks 2 or 3 students to tell others their opinions. Teacher writes down the useful sentences on th

10、e blackboard:Whats the transportation like inThe transportation there is.Did you takeYes,was comfortable.How did you go thereI went there by.（设计意图:学生通过阅读，独立找出Activity 6中关于有关交通方式的关键句型，培育学生归纳、总结学习重点的实力，进一步加深对交通工具名称及相关句型的印象，为下面的活动做必要的语言储藏。）2. Read the dialogue together.(2 min)Students read the dialogue

11、 twice together. The first time is between two groups, and the second is between boys and girls.（设计意图:该步骤能扶植学生记忆本课关键句型，并就相关问题做出恰当反响。为了保证学生朗读时语调正确，老师可以与他们一起大声朗读作为引导与示范。3. Role play (16 min)Work in pairs. The students can make the conversation of their own. The students practice the dialogue themselve

12、s. Then the teacher invites several pairs to show their plays. The teacher can give them some help if they are in trouble. Students can choose different levels to act out.学生自己编演对话，对于有困难的学生可以供应确定的扶植，不同的学生提出不同的要求，例如：Level 1A: Hi, _! Did you go anywhere during the holidayB: Yes. I have just come back f

13、rom _.A: Great! How did you go thereB: By _. _ on the way.A: Whats the transportation like in _B: Its _.Level 2A: Hi, _! Did you go anywhere during the holidayB: Yes. I have just come back from _.A: Great! How did you go thereB: By _. _ on the way.A: Whats the transportation like in _B: Its _. The t

14、ransportation in _ has changed a lot. There are more _.A: Really Did you take the _.B: Of course, the _ was very _.Level 3学生自由发挥，自己做主，自己创建。（设计意图:分层角色扮演，可以为有须要的学生供应扶植，使不同层次的学生都可以有展示的时机。是一种对前面所学语言的一种输出活动，为下一步在特定情景与语境中娴熟运用语言做交际活动做打算。同时又为有实力的学生供应发挥的空间，有助于激发学生的思索，扩展课堂学问。面对全体学生，使每位学生都有可能获得确定，增加学生的自信与志气。）S

15、tep Four Summary and Production (7m)(1) Make a survey about the transportation in the city that your classmate has been to.You can ask:What city have you been toWhat was the transportation like in the cityDid you take Which means of transportation did you like best / leastStudent 1Student 2Student 3

16、Students namePlaces he / she has been toMeans of transportation thereTransportation he / she likes bestTransportation he / she likes leastStep Five Homework (1 min)(1)Practice the dialogue and repeat the dialogue.(2) Do some exercises in the workbook.(3) Write down their dialogue of their own about the transportation.