unit4-Ive-tried-all-the-means-of-transportation-教案.doc

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, “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 railABCDEFGH（设计意图:此步骤加入图片与交通工具match的设计，首先使学生对交通工具有直观的认识，多两个词汇供选择，使最后一张图片时，学生也仍要做出选择。带读解决不熟悉单词，利于学习用英语表述各种交通工具的名称，为下面的讨论作词汇铺垫。）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 subway?B: Yes, I have. / No, I havent.（设计意图:把单词引入句型中，进一步巩固交通工具的词汇，也为后面语法的学习做铺垫。讨论中句子的使用为语言的实际运用打好基础。）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 like?a. go to New York.b. go to schoolc. go to Zhoushand. 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 comfortable.（设计意图:在此步任务中，学生会根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，进一步巩固交通工具，并说明理由，鼓励学生用形容词和相应的句式描述交通方式，在讨论时自然引出常用句型，并加以操练，目的性明确，为听力的理解和掌握作铺垫，帮助学生掌握重点句型，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 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根据表格提供的信息有针对性地获取听力主要信息。）2. Activity 4. Listen again and answer the questions.1) How did Sara go to Shanghai?2) What place did she visit in Shanghai?（设计意图:从个人活动过度到全班活动，问答活动有助于学生掌握该关键句型的用法，在训练听力能力外，还会训练学生利用听力材料中的信息组织语言回答相关问题的能力。）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，检测学生对听力细节材料的理解和把握，有目的地获取信息的能力。再一次回顾描述交通工具，加深印象，为进一步理解对话，完成说的活动作铺垫。）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 the blackboard:Whats the transportation like in?The transportation there is.Did you take?Yes,was comfortable.How did you go there?I 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，培养学生归纳、总结学习重点的能力，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备。）2. Read the dialogue together.(2 min)Students read the dialogue twice together. The first time is between two groups, and the second is between boys and girls.（设计意图:该步骤能帮助学生记忆本课关键句型，并就相关问题做出恰当反应。为了保证学生朗读时语调正确，教师可以和他们一起大声朗读作为引导和示范。3. Role play (16 min)Work in pairs. The students can make the conversation of their own. The students practice the dialogue themselves. 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提供一定的帮助，不同的学生提出不同的要求，例如：Level 1A: Hi, _! Did you go anywhere during the holiday?B: Yes. I have just come back from _.A: Great! How did you go there?B: By _. _ on the way.A: Whats the transportation like in _?B: Its _.Level 2A: Hi, _! Did you go anywhere during the holiday?B: Yes. I have just come back from _.A: Great! How did you go there?B: By _. _ on the way.A: Whats the transportation like in _?B: Its _. The transportation 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，自己创造。（设计意图:分层角色扮演，可以为有需要的学生提供帮助，使不同层次的学生都可以有展示的机会。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和语境中熟练运用语言做交际活动做准备。同时又为有能力的学生提供发挥的空间，有助于激发学生的思考，扩展课堂知识。面向全体学生，使每位学生都有可能获得肯定，增加学生的自信和勇气。）Step 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 to?What was the transportation like in the city?Did you take ?Which means of transportation did you like best / least?Student 1Student 2Student 3Students namePlaces he / she has been toMeans of transportation thereTranspor