英语（2）Unit4---三三五教案.docx

保康县中等职业技术学校 Unit4 第一、二课时教学设计 授课人：
课题
Unit 4 I’ve tried all the means of transportation.第一课时
课型
新授课
课时
2课时
学习目标
知识目标
⑴ 学生能理解并运用有关交通工具的词汇，如：subway, train, bus, taxi, plane, car, light rail, ferry等。
⑵ 学生能理解并运用描述交通工具、出行方式的词汇与句式，如：cheap, comfortable, dangerous, expensive, safe, fast, slow等。
What’s the transportation like in …?
The transportation there is ….
Did you take …?
Yes, … was comfortable.
How did you go there?
I went there by ….
⑶ 学生能听懂有关交通工具、出行方式的对话。

能力目标
⑴ 学生能运用有关词汇与句式对交通方式进行简单描述。
⑵ 学生能运用所学语言谈论某地的交通状况并发表简单评论。
情感目标
学生通过与他人合作学习来共同解决问题。
重点
学生能听懂有关交通和出行的简单对话，并在仿真的情景中运用相关的词汇和句式对交通工具和出行方式进行简单描述和评论。
难点
学生通过与他人合作学习来共同解决问题。
问题导入
1. Brainstorm
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 …)

a part-time job

（设计意图: 通过游戏，利用头脑风暴的形式引起学生发散思维，抓住学生注意力，活跃气氛，在复习第三单元的基础上引出本单元话题，由旧知引出新知。）
2. Match
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 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。）

5分钟
自主探究
1. Activity 1. Discussion
“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 haven’t.
2. Activity 2. Description
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 Zhoushan
d. go to Shanghai
e. …
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.
…
3. 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) ferry
2) taxi
3) train
4) bus
5) subway
6) plane
7)light rail
8) boat
4. Activity 4. Listen again and answer the questions.
1) How did Sara go to Shanghai?
2) What place did she visit in Shanghai?
5. Activity 5. Listen again and fill in the form..
Listen to the tape again and catch the key words.
Public Transportation in Shanghai
Sara’s Opinion
Subway

Light rail

Taxi

20分钟
互动质疑
1. Read and underline.
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:
What’s 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。）
30分钟
检测反馈
Role play
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 1
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: What’s the transportation like in __________?
B: It’s __________.
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: What’s the transportation like in __________?
B: It’s ________. 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。）

20分钟
总结提升
Summary and Production
(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 1
Student 2
Student 3
Students’ name

Places he / she has been to

Means of transportation there

Transportation he / she likes best

Transportation he / she likes least

(2) Everyday English:
Have you ever missed your last train or us home?
Have you ever ridden a horse? How about a motorbike?
How many times have you traveled by airplane?
What kind of transportation do you used often?
The transportation there is very convenient.
（设计意图:此项活动有助于学生把掌握的语言输出，应用到真实的语境中，训练学生在相对真实的情景下运用所学语言进行交际。并在活动中对本课所学知识做一小结。）
Homework
(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.
（设计意图:对话的复述和一定的练习，可以巩固课上所学的语言重点，写下他们自己的对话，又可以锻炼学生的语言表达能力。）

15分钟

保康县中等职业技术学校 Unit4 第三、四课时教学设计 授课人：
课题
Unit 4 I’ve tried all the means of transportation.第三、四课时
课型
新授课
课时
2课时
学习目标
知识目标
⑴ 学生能掌握有关交通博客的词汇，如traffic jam, rush hour, carpooling, a second hand car, public transportation, blog, workplace, strange。
⑵ 能够读懂有关交通方面的短文。

能力目标
⑴ 学生能快速阅读，总结、归纳及概括文章大意。
⑵ 学生能在阅读中查找关键信息。
(3) 学生能根据提示和要求完成写作。
情感目标
学生能比较各种交通方式的异同，并在实际出行时选择适合的交通方式。
重点
能够读懂有关交通方面的短文；能够根据提示，写出完整的文章。
难点
能够根据提示写出最佳出行方式的建议。
问题导入
1. Free talk.
Get the student to introduce the Hangzhou public bicycle transportation system. Get the other students to listen carefully and answer some questions about the public bicycle transportation system.
2. Revision
The teacher shows some pictures about the transportation in Hangzhou. (The teacher can ask something about local transportation.) Then ask the students:
Have you taken the bus?
Have you taken …? How about …?
What’s the transportation like in Hangshou? / How’s traffic in your city?
Which means of transportation do you like best / least?
How do you travel every day?
What kind of transportation do you use most often?
Are there terrible traffic jams in Hangzhou?
Have you ever been caught in a traffic jam?
What do you know the transportation in New York is like?
5分钟
自主探究
1. Activity 8 Brainstorm.
Work in groups of four and brainstorm about the causes of traffic jams in big cities. They can give any suggestion for the improvement of the traffic in big cities?

traffic jams
in big cities

（设计意图:发散思维，先小组活动，四人一组讨论，再全班活动，组间交流互补，学生公布讨论结果，教师给出反馈。为下面的阅读活动和写作任务做必要的语言准备。）
2. Activity 9 Fast reading.
Get the Ss to read Wang Lu’s blog as quickly as they can and choose the best title. Then check the answer with the whole class.
(1) My first job in New York. ( )
(2) Transportation in New York. ( )
(3) Traffic jam in New York. ( )
（设计意图:训练学生快速阅读的能力，训练学生能总结、归纳及概括文章主旨的阅读能力。）

20分钟
互动质疑

Fact file
1. Activity 10. Read the article again and finish Wang Lu’s fact file. Get some students to give their answers and check the answers.

Name: Wang Lu
Year of first visit to the U.S.: __________
Reason for first visit: __________________
Year of second visit to the U.S.: __________
Reason for second visit: _______________

（设计意图: 训练学生在阅读中查找关键信息的能力。）
2. Activity 11 Read the article again and complete the following chart. Get some students to show their chart and check the answer with the whole class.

Means of transportation
Advantages
Bus
Light rail
Ferry
Carpooling

（设计意图: 训练学生在阅读中查找关键信息的能力。教师可在阅读之前对相关单词如advantage进行解释。）

30分钟
检测反馈
1. Activity 13 Fast writing.
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 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.
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 groups.
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。）
20分钟
总结提升
Homework
(1) Do some exercises in the workbook.
(2) Write down their composition about the city where they want to visit. They need choose the right transportation.
（设计意图:学生针对所学，完成一定的练习，是对本课所学知识必要的巩固。学生自主选择要去游玩的城市，自主选择交通工具，既是对课堂所学的延伸，也是一种对所学知识的应用与拓展。）

15分钟

保康县中等职业技术学校 Unit4 第五、六课时教学设计 授课人：
课题
Unit 4 I’ve tried all the means of transportation.第五、六课时
课型
新授课
课时
2课时
学习目标
知识目标
(1) 学生能体会since和for在现在完成时句子中的用法。
(2) 现在完成时的结构及用法，即某一动作开始于过去，一直持续到现在。
能力目标
学生能正确理解和使用现在完成时的第二种用法。
情感目标
学生能了解并能在讨论过程中正确选择现在完成时进行情感表述。
重点
学生能在口头及书面表达中正确使用现在完成时。
难点
正确理解、区分和使用瞬间动词和延续性动词。
问题导入
1. Revision
Show some pictures about transportation. Ask the students to answer the questions “Have you ever taken …?” Then get them to ask and answer the questions with partners according to the pictures.
(设计意图: 由交通工具图片的形式引入现在完成时的用法，吸引学生的注意力，降低起点，产生“低门槛效应”.）
2. Revision
The teacher gets the students to make some sentences according to the following information. They need use the present perfect tense.
(1) take a part-time job (2) fly to another city
(3) visit Beijing (4) have a job interview
(5) take the TOEFL test (6) read a job advertisement
Students can discuss first. Then teacher asks some of them to give their ideas. Then they can work in pairs to ask and answer according to the information.
（设计意图: 用现在完成时造句，复习第三单元学习的现在完成时的第一种用法，巩固现在完成时的结构及句型转换，为学习现在完成时的第二种用法做铺垫。）

5分钟
自主探究
1. Presentation
I have been in New York for just two weeks.
It has been ten years since I last came to New York.
She has visited many places in New York since she went there.
She has studied in the university for two months.
Get the students to read the sentences together and tell something about the usage of the present perfect tense. Get them to underline the expresses with “for” or “since”. Get the students to tell the difference between “for” and “since”.
（设计意图: 通过例句向学生呈现现在完成时的基本用法，朗读加深印象，先全班齐读，还可点名让学生朗读。个人活动，叙述自读句子并试着画出现在完成时的结构及引导时间状语的词——for, since。）
2. Give them some exercises to practice. Complete the following expresses with “for” or “since”.
(1) five years (2) he left his hometown (3) 3 minutes
(4) last year (5) his father worked in the factory (6) the whole spring
（设计意图: 通过一分钟的练习，让学生更加明确for和 since的用法区别，为接下来教学使用延续性动词这一难点，打好时间状语的基础。）

20分钟
互动质疑
1. Activity14. Complete the sentences with “for” and “since”.
(1) Jane has been in America __________ last weekend.
__________ a week.
(2) My brother hasn’t eaten any food __________ 24 hours.
__________ yesterday.
(3) I have learned English __________ last July.
__________ six months.
(4) My parents haven’t phoned me __________ Saturday.
__________ two days.
(5) This team hasn’t won __________ last year.
__________ a year.
（设计意图:先个人活动，学生用for或since完成句子搭配。再双人活动，学生相互改错，请学生对for，since在现在完成时中的用法进行归纳，教师给予反馈。让学生在练习中自己体会for，since在现在完成时中的用法。）

30分钟
检测反馈
2. Activity 15. Talk with your partner and see if you have the same experiences. (8 min)
They can ask like this:
Have you lived here for ten years?
Have you lived here since you were born?
Have you watched English TV programs for several years?
Have you been to other cities by plane?
Have you never been late for class?
…
They can ask other questions which they are interested in and fill in the form.
（设计意图:双人活动，根据比昂内容，学生间交谈，也可以利用现在完成时针对生活中学生感兴趣的话题进行交谈，在语言运用中根据真实情况提问和回答，教师对几组学生进行抽查并给出反馈。教师可在学生进行口头交流前带学生读，并讲解较难理解的句子。）
2. Activity 16. Description.
Work in groups. The students describe the pictures to show what Sara has done recently. The teacher makes them understand what the expresses mean in the pictures.
（设计意图：小组活动，四人一组，根据图片信息及提示描述图片，写下交流中的句子，点名反馈，检测学生能否准确运用现在完成时的能力，在学生讨论中教师给予有困难的学生以帮助。该步骤有助于学生通过描述图片巩固现在完成时的运用。）

20分钟
总结提升
Homework
(1) Do some exercises in the workbook.
(2) Write down their composition about the pictures
（设计意图:学生针对所学，完成一定的练习，是对本课所学知识必要的巩固。有助于学生巩固本课所学知识，锻炼学生的书面表达能力。）

15分钟

保康县中等职业技术学校 Unit4 第七、八课时教学设计 授课人：
课题
Unit 4 I’ve tried all the means of transportation.第七、八课时
课型
新授课
课时
2课时
学习目标
知识目标
本单元重点词汇的学习及其应用。
能力目标
⑴ 学生能够运用本单元所学语言完成一个真实的任务。
⑵ 学生能利用所学语言制作幻灯片。
情感目标
学生能了解交通工具的变化，理解不同国家的人们在出行时选择的交通工具的差异，地球是个大的地球村。
重点
通过语言在具体语境中的使用和操练，巩固本单元重点词汇的学习及其应用。
难点
让学生能够运用本单元所学语言完成一个真实的任务，及接受交通工具的发展及变化，并制作三种不同类型的交通工具（水、陆、空）相关的幻灯片或者制作展现交通工具变迁的幻灯片。

问题导入
Revision: Let’s act it out!
The teacher puts up two pictures on the blackboard, in which people are doing various activities. Get the students to make a dialogue about what they have done. Then students act the dialogue out in a group with 4 members.
（设计意图: 该步骤有助于学生对本单元知识进行回顾和复习，并在真实情景中运用。图片教学的导入形式新鲜有趣。模拟画面中人物的对话有难度，但前三个课时的学习为学生完成任务奠定了基础。）

5分钟
自主探究
1. Activity 17.
The students circle the word that does not fit in each group. They can describe with their partner if they are in trouble. Then check the answers with the whole class.
Th