《unit4Ivetriedallthemeansoftransportation教案.docx》由会员分享，可在线阅读，更多相关《unit4Ivetriedallthemeansoftransportation教案.docx（7页珍藏版）》请在课桌文档上搜索。
1、Unit4Ivetriedal1themeansoftransportation.StepOne1.ead-in(7min)1. Brainstorm(Imin)Theteacherasks,“Whatwou1dyouconsidcrwhenyoulookforapart-timejob?(abi1ity,salary,opportunity,worktime,workplace,trafficormeansoftransportation,boss,distance)2. Match(Imin)Theteacherasks,“Whichmeansoftransportationdoyouta
2、kewhenyougotowork/gotoschool?”Showsomepicturesofmeansoft*ansportation.Matchthepictureswiththewords.Thenreadthewordsaftertheteacher.1. subway2.train3.bus4.taxi5.bicycle6.motorbike7.plane8.car9.ferry10.lightrailBCDEFGH(设计意图:此步骤加入图片及交通工具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
3、学习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. Activity1.Discussion(2min)wWhatkindoftransportationhaveyoutaken?Workinpairsanddiscussthemeansoftransportationyouhaveused.,Example:A:Haveyouevertakenthesubway?B:Yes,Ihave./No,Ihaven,t.(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。探讨中句子的运用为语言的实际运用打好基础。)4. Activity2.Descript
4、ion(3min)Whichmeansoftransportationwillyouchoosewhenyou?ndwhywillyouchooseit?Whatdoyouthinkthesubway/islike?a. gotoNewYork.b. gotoschoolc. gotoZhoushand. gotoShanghaie. Encouragethestudentstodescribethemeansoftransportation.Encouragethestudentstomakeuseoftheadj,suchascheap,comfortable,dangerous,expe
5、nsive,safefast,slow.Givethestudentsanexample.Getthemtomakesentences.Example:Thelightrai1inShanghaiiscomfortable.（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，进一步巩固交通工具，并说明理由，激励学生用形容词和相应的句式描述交通方式,在探讨时自然引出常用句型，并加以操练，目的性明确，为听力的理解和驾驭作铺垫，帮助学生驾驭重点句型，又化解听力中的难点。）StepTwo1.istening（10
6、min）1. Activity3.1.istenandtickwhatyouhear.1.istentothetapeandanswerthequestion,mWhatmeansoftransportationmentionedinthedialogue?1)ferry2)taxi3)train4)bus5)subway6)plane7)lightrail8)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. Activity4.1.istenagainandanswerthequestions.1） HowdidSaragotoSha
7、nghai?2） WhatplacedidshevisitinShanghai?（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回答相关问题的实力.）3） Activity5.1.istenagainandfillintheform.1.istentothetapeagainandcatchthekeywords.PublicTransportationSara,sOpinioninShanghaiSubway1.ightrailTaxi(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和把握
8、,有目的地获得信息的实力。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.)StepThreeSpeaking(20min)1. Readandunder!inc.(2min)StudentsreadthedialogueinActivity6individually,andthentheyunderlineimportantsentencesaboutmeansoftransportation.Teacherasks2or3studentstotellotherstheiropinions.Teacherwritesdowntheusefulsentencesonth
9、eblackboard:What,Sthetransportationlikein?Thetransportationthereis.Didyoutake？Yes,wascomfortable.Howdidyougothere?Iwentthereby.（设计意图:学生通过阅读，独立找出ACtiVity6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备。）2. Readthedialoguetogether.(2min)Studentsreadthedialoguetwicetogether.Thefirst
10、timeisbetweentwogroups,andthesecondisbetweenboysandgirls.(设计意图:该步骤能帮助学生记忆本课关健句型，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，老师可以和他们一起大声朗读作为引导和示范。3. Roleplay(16min)Workinpairs.Thestudentscanmaketheconversationoftheirown.Thestudentspracticethedialoguethemselves.Thentheteacherinvitesseveralpairstoshowtheirplays.Theteac
11、hercangivethemsomehelpiftheyareintrouble.Studentscanchoosediffere11tlevelstoactout.学生H己编演对话，对于有困难的学生可以供应确定的帮助，不同的学生提出不同的要求，例如：1.evel1:Hi,!Didyougoanywhereduringthehoiiday?B:Yes.Ihavejustcomebackfrom.A: Great!Howdidyougothere?B: By.ontheway.A: What,Sthetransportation1ikein?B: It,s.1.evel2:Hi,!Didyoug
12、oanywhereduringtheholiday?B:Yes.Ihavejustcomehackfrom.A: Great!Howdidyougothere?B: By.ontheway.:What,sthetransportationlikein?C: IttsThetransportationinhaschangedalot.Therearemore.A: Really?Didyoutakethe.B: Ofcourse,the.wasvery1.evel3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帮助，使不同层次的学生都可以有展示的机会。是一种对
13、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，增加学生的自信和志气。)StepFourSuamaryandProduction(7m)(1) Makeasurveyaboutthetransportationinthecilythatyourclassmatehasbeento.Youcanask:Whatcityhaveyoubeento?Whatwasthetransportation1ikeinthecity?Didyoutake?Whi
14、chmeansoftransportationdidyouikebest/least?Student1Student2Student3Students*namePlaceshe/shehasbeentoMeansoftransportationthereTransportationhe/shelikesbestTransportationhe/shelikesleastStepFiveHomework(1min)(2) Practicethedialogueandrepeatthedialogue.(3) Dosomeexercisesintheworkbook.(4) Writedowntheirdialogueoftheirownaboutthetransportation.
