高教版中職英語基礎(chǔ)模塊 第2冊unit 4《i’ve tried all the means of transportation》教案

《高教版中職英語基礎(chǔ)模塊 第2冊unit 4《i’ve tried all the means of transportation》教案》由會員分享，可在線閱讀，更多相關(guān)《高教版中職英語基礎(chǔ)模塊 第2冊unit 4《i’ve tried all the means of transportation》教案（6頁珍藏版）》請在裝配圖網(wǎng)上搜索。

1、 Unit 4 I’ ve tried all the means of transportation. 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 transport

2、ation,?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、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 （設(shè)計意圖:此步驟加入圖片與交通工具?match?的設(shè)計，首先使學生對交通工具 有直觀的認識，多兩個詞匯供選擇，使最后一張圖片時，學生也仍要做出選擇。 帶讀解決不熟悉單詞，利于學習用英語表述各種交通工具的名稱，為下面的討 論作詞匯鋪墊。） 3.?Activity?1.?Discussion?(2?min) “What?kind?of?transporta

4、tion?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. 1 （設(shè)計意圖:把單詞引入句型中，進一步鞏固交通工具的詞匯，也為后面語法的 學習做鋪墊。討論中句子的使用為語言的實際運用打好基礎(chǔ)。） 4.?Activity?2.?Description?(3min)

5、 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

6、 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. … （設(shè)計意圖:在此步任務中，學生會根據(jù)地點選擇交通工具，去紐約要坐飛機， 去舟山要坐渡輪，去上海要乘火車或大巴，去上學可以乘

7、公交、小汽車、自行 車……，進一步鞏固交通工具，并說明理由，鼓勵學生用形容詞和相應的句式 描述交通方式，在討論時自然引出常用句型，并加以操練，目的性明確，為聽 力的理解和掌握作鋪墊，幫助學生掌握重點句型，又化解聽力中的難點。） 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?

8、dialogue?” 1)?ferry 2)?taxi 3)?train 4)?bus 5)?subway 6)?plane 7)light 8)?boat 2 rail （設(shè)計意圖: 通過聽對話，該步驟有助于訓練學生能根據(jù)表格提供的信息有針 對性地獲取聽力主要信息。） 2.?Activity?4.?Listen?again?and?answer?the?questions. 1)?How?did?Sara?go?to?Shanghai? 2)?What?place?did?she?v

9、isit?in?Shanghai? （設(shè)計意圖:從個人活動過度到全班活動，問答活動有助于學生掌握該關(guān)鍵句型 的用法，在訓練聽力能力外，還會訓練學生利用聽力材料中的信息組織語言回 答相關(guān)問題的能力。） 3.?Activity?5.?Listen?again?and?fill?in?the?form.. Listen?to?the?tape?again?and?catch?the?key?words. Public?Transportation?in Shanghai Sara’s?Opinion Subway Light?

10、rail Taxi （設(shè)計意圖: 進一步完成表格任務，檢測學生對聽力細節(jié)材料的理解和把握， 有目的地獲取信息的能力。再一次回顧描述交通工具，加深印象，為進一步理 解對話，完成說的活動作鋪墊。） 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?trans

11、portation.?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 …. 3 Did?you?take …? Yes, … was?comfortable. How?did?you?go?there? I?

12、went?there?by …. （設(shè)計意圖:學生通過閱讀，獨立找出?Activity?6?中關(guān)于有關(guān)交通方式的關(guān)鍵 句型，培養(yǎng)學生歸納、總結(jié)學習重點的能力，進一步加深對交通工具名稱及相 關(guān)句型的印象，為下面的活動做必要的語言儲備。） 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.

13、 （設(shè)計意圖:該步驟能幫助學生記憶本課關(guān)鍵句型，并就相關(guān)問題做出恰當反 應。為了保證學生朗讀時語調(diào)正確，教師可以和他們一起大聲朗讀作為引導和 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?teache

14、r?can?give?them?some help?if?they?arein?trouble.?Students?can?choose?different?levelsto?act out. 學生自己編演對話，對于有困難的學生可以提供一定的幫助，不同的學生提出 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?yo

15、u?go?there? B:?By?__________.?_________________?on?the?way. A:?What’s?the?transportation?like?in?__________? 4 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?g

16、o?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?___

17、_______. Level?3 學生自由發(fā)揮，自己做主，自己創(chuàng)造。 （設(shè)計意圖:分層角色扮演，可以為有需要的學生提供幫助，使不同層次的學 生都可以有展示的機會。是一種對前面所學語言的一種輸出活動，為下一步在 特定情景和語境中熟練運用語言做交際活動做準備。同時又為有能力的學生提 供發(fā)揮的空間，有助于激發(fā)學生的思考，擴展課堂知識。面向全體學生，使每 位學生都有可能獲得肯定，增加學生的自信和勇氣。） Step?Four?Summary?and?Production?(7m) (1)?Make?a?survey?about?the?transpo

18、rtation?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 5 Students’?name Pl

19、aces?he?/?she?has?been?to Means?of?transportation there Transportation?he?/?she likes?best Transportation?he?/?she likes?least Step?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. 6