第二册 Unit 4 教案英语基础模块2教案

1、攀枝花市华森职业学校导学案首页课程 英语 班级 任课教师 年 月 日 第 周课题或教材章节名称Ive tried all the means of transportation.总课时4教学目标知识、能力目标1. 听能够听懂有关交通工具、出行方式的对话。 说用相关词汇与句式描述某地的交通状况和出现方式并发表简单评论。 读能带着问题完成有关交通方面的短文。 写能够根据提示信息写出最佳出行方式的建议。2.能够理解并运用交通工具的词汇并在口头及书面表达中正确使用现在完成时。德育目标1.了解交通工具的变迁及人们出行方式的变迁。2.根据实际选择合适的交通工具出行。教学重点1.能带着问题完成有关交通方面的

2、短文。2.在口头及书面表达中正确使用现在完成时。教学难点1.能带着问题完成有关交通方面的短文。2.在口头及书面表达中正确使用现在完成时。教具课本，教师，粉笔教法讲授法，合作探究授课内容及课时分配第一课时：Words& Expressions, Lead-in两部分第二课时：Listening & Speaking第三、四课时：Reading and Writing作业布置课后小结：教务科、师傅检查记录 签名： 日期：攀枝花市华森职业学校导学案内页教学过程学生活动和补充内容Unit 4 Ive tried all the means of transportation.(第一、二

3、课时教学设计)1、 教学内容分析  本教学内容选自中职一年级英语2基础模块Unit4 Ive tried all the means of transportation第一、二课时.本教材以培养学生的综合能力为导向，教学内容围绕日常交际、购物消费、社区资源、卫生保健、职业能力等主题展开，着重培养学生在生活、学习和工作中最为实用的技能，使其能够学以致用。学生在学习本内容之前已经学习过少量简单的交通工具的单词和比较交通方式优缺点的形容词，本节内容重在拓展交通方式和相应优缺点形容词的单词学习，通过单词和句型学习，学会询问

4、和回答去某地所乘坐的交通工具，以及比较不同交通方式之间的优缺点。（一）、教学目标1、知识目标：能听懂、会说新单词 subway, train, bus, taxi, plane, car, high-speed train, light rail, ferry, cheap, expensive, slow, fast, safe, dangerous.句型：How do you go 

5、to ? I go toby. Its. 2、能力目标：能用英语询问和回答去某地所乘坐的交通工具，以及比较不同交通方式之间的优缺点。3、情感目标：通过对交通方式的选择提高学生安全出行意识，培养学生对家乡对祖国大好河山的热爱之情。（二）、教学重点及难点重点：用“How do you go to ?”询问，及用“I go toby”对此问题做出回应，介绍去某地所使用的交通工具。难点：理解并运用“I go toby . Its

6、60;.”等句型来客观比较不同交通方式之间的优缺点。2、 教学内容设计Step One Words& Expressions（可为学生做出相应的补充）常见的交通工具Motorcycle/motorbike 摩托车Truck 卡车Tricycle 三轮车Electric bicycle 电动自行车Cab, taxicab （美）计程汽车，出租汽车Underground, tube (英) 地铁与铁路相关的词汇Stop 停车站 Conductor 售票员Minimum fare (of a taxi) 最低车费Railway 铁路 （美 railroad）Track 轨道 Express

7、train 特快车Fast train 快车Station hall 车站大厅Booking office, ticket office 售票处Platform 月台，站台 Platform ticket 站台票Buffet 小卖部Waiting room 候车室Left-luggage office 行李暂存处Platform-ticket 验票处Terminal, terminus 终点站Change, transfer 换乘Inspector 检查员Car attendant, train attendant 列车员Guard, conductor 列车长Timetable 时刻表与船运

8、相关的词汇Porter 搬运工人Boat, ship 船（Passenger） liner 游轮，客轮Sailing boat, sailing ship 帆船Yacht 游船Hovercraft 气垫船Cabin 船舱Life buoy 救生圈Life boat 救生艇Life jacket 救生衣First-class stateroom (cabin) 头等舱second-class stateroom (cabin) 二等舱Steerage, third-class 三等舱Crossing 横渡Cruise 游弋与空运相关的词汇Aircraft, airplane 飞机Airliner

9、 班机Jet, supersonic plane 喷气机Airline, passenger aircraft 客机Airline 航线Passenger cabin 客舱Tourist class 普通舱，经济舱First class 一等舱Waiting list 等机票名单Customs formalities 报关单Boarding check 登机牌Airport 飞机场Air hostess, stewardess 空中小姐，女乘务员Steward 乘务员Aircraft crew, air crew 机组，机务人员Pilot 驾驶员，机长Step two 1. Brainstor

10、m (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 s

11、chool?” 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 rail A B C D E F G H （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

12、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

13、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 school c. go to Zhoushand. go to Shanghai e. Encourage the student

14、s 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

15、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 Three 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

16、the dialogue?” 1)ferry 2) taxi 3) train 4) bus 5) subway 6) plane 7)light rail 8) 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

17、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 Shanghai Saras Opinion Subway Light rail Taxi （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。） S

18、tep Four 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 blac

19、kboard: 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

20、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 dia

21、logue 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 1 A: Hi, _! Did you go anywhere during the holiday? B: Yes. I h

22、ave 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 2 A: 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 trans

23、portation like in _?教学反思：(第三、四课时教学设计)Step One Writing (20 min)1. Activity 13 Fast writing. (6 min)Wang Lu has written about her trip to the United States in her blog. Use the pictures and key words to finish the article.Students read the information in Activity 13 individually. They can use the

24、 given information to describe the pictures. Work in groups and write down the sentences according to the pictures. Then ask 2 or 3 students to tell others their sentences, and writes down the sentences on the blackboard.（设计意图:把Activity 13提到Activity 12前，有利于内容的连贯性，此步骤只是针对学生训练在写作中正确使用现在完成时态，通过此步骤

25、的练习，为扩充Activity 12提供必要的知识基础。学生在描述图片时有问题，教师可给予适当辅导。教师可以请两三名学生给出答案，进行核对比较，这能让学生对关键句型的印象更加深刻。）2. Activity 12 Discussion and writing. (14 min)Suppose you are going to New York next month. Where are you going to visit in New York? Which means of transportation would you like to try? And why? Discuss in g

26、roups.Example:A: Where are you going to visit in New York?B: We are going to A: Which means of transportation will you choose?B: We will A: Why?B: Because Students write the discussion into a composition. Get some students to read their compositions.（设计意图:小组活动，创设讨论情景，根据提示进行小组讨论，然后教师以小组为单位提问并给予反馈。小组讨

27、论中加入Activity 13中的参观地点，巩固所学知识。再增加一步把小组讨论的结果写成作文的步骤，进一步训练学生总结、归纳及根据提示信息，写出完整文章的能力。在讨论过程中，教师可根据需要提供词汇或句式的帮助。） Step Two 相关知识点补充Key Words:Fast, slow, comfortable, convenient, effective, interesting, exciting, cheap, expensiveSafe, dangerous, uncomfortable, terribleIt takes more/ less than.Save time and moneyEnjoy the beautiful viewsStep Three 文章解读1、 Everything seemed new and strong. 一切都是那么新鲜和陌生。 A. seem+ adj. Eg. The question seems quite easy. B. See