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1、 Unit 4 How do you get to school? Go for it Book III Unit4 教學設計 Period 4 ( Revision ) 本節(jié)課是Unit 4 How do you get to school? 的第四課時，即本單元的復習課。本課時要求學生在前面學習的基礎上對本單元重要句型（1.How do you get to school? 2. How long does it take you to get from your home to school?

2、3. How far is it from your to school?）進行操練和鞏固，并能靈活運用本單元的單詞、短語、句子進行日常交際，完成聽、說、讀、寫的任務。 由于是一節(jié)復習課，所以學生的興趣不是很濃，因此為了讓他們在掌握知識還不是太熟練的情況下學到更多一些知識，我在本節(jié)課的設計上就注重了任務型教學，設計了許多圍繞交通的任務讓他們去完成，從激發(fā)他們的興趣入手，收到了意想不到的效果。 本節(jié)課的教學目標: 1. 復習并鞏固談論交通工具和距離的表達方式; 2. 在所學句型的基礎上,合理安排行程,并合理選用交通工具; 3. 運用所學句型,學習設計實踐調查報告中的問題,并提出解決問題

3、的簡單方案. 本節(jié)課的教學流程: Revise key words and key expressions. Assign tasks: Make a survey Have a discussion Make up a travel plan Practice listening Pairwork: Ask students to help Alice get to Xinhua Bookshop Do some exercises

4、 Watch a flash of traffic rules Homework 本節(jié)課的教學過程: Step1 Revision Revise the key words, expressions and sentences in this unit. And write down some key points on the blackboard. Let students make up sentences using some of the words. For example： the words are transportation 、

5、subway、 mile、 calendar and so on. Step 2 Pairwork This activity provides oral practice using the target language. 1. Ask students to have a conversation about how to get to Book Shop. 設計情景: Alice wants to go to Xinhua Bookshop in Shiqi, but she doesn’t know the way. Can you help her how to get

6、 there? 2. Teacher says: Now work with your partner: make your own conversations about how Alice get to Xinhua Bookshop in Shiqi . You can use the words in this unit. 3. Ask some pairs to present their conversations to the class. Step 3 Listening This activity gives students practice in under

7、standing the target language in spoken language. 1. Play the recording for the first time. Students only listen. 2. Then play again. This time ask them to answer the questions of listening material. 3. Check the answers. 1). What’s John? （A worker.） 2). How does he

8、 go to a bus station? （ By bike. ） 3). Where does he take a bus to? （ The River Stop.） 4). How does he get across the river? （ By boat.） 5). How does he get to his factory at last? （ He walks to his factory.） Step 4 Listening material.

9、John is a young man. He works in a factory in a new town. But he lives far from his factory. Every day he gets up very early. He eats breakfast at home. Then he goes to a bus station by bike. There he takes a bus to get to the River Stop from the bus station. There is no bridge across the river. He

10、does the same thing every weekday. Step 5 Assign some tasks. This activity provides oral and written practice using the target language. Task 1: Make up a travel plan. 此活動為四人或六人小組活動。假設北京的學生要到我們學校學習訪問，你做為他們的導游，幫助他們安排周末中山一日游。 1. The teacher says: Some students from Beijing are coming to our schoo

11、l next weekend. They want to visit in Zhongshan and are going to some places. Please make up a travel plan for them. And tell them how to get there, how far it is and how long it takes. 2. Ask students to prepare for a map of Zhongshan and circle some interesting places. 3. Ask them to have a grou

12、p work and make up a travel plan 4. At last ask some groups to act it out. Task 2: Discussion. 此活動為小組活動。讓學生計算從廣州到北京乘坐不同的交通工具所用的時間，討論并比較各種交通工具的優(yōu)缺點。 1. The teacher says: Suppose we’re going to Beijing for a holiday. It’s about 2,294 kilometers from Guangzhou to Beijing. 2. Ask studen

13、ts to discuss how to get to Beijing and work out the time of kinds of transportation. Then fill in the form. From Guangzhou to Beijing Distance train plane bike ship bus car 2,294km About 26hrs 3. Ask students to discuss which transportation they would like to choose. And analyz

14、e which is the best and which is the worst. 4. Ask them to answer the questions. 1). How shall we go there? 2). How long will it take us? 3). Do you like taking a train to Beijing? Why or why not? 4). Which transportation do you like best? 5. Ask some groups to tell us their results. Task 3：

15、Make a survey. 此活動仍為小組活動。讓學生調查廣州市交通狀況，并對一些敏感問題讓學生參與討論，把結果以書面形式寫下來，不僅鍛煉了他們的書寫能力，同時也對他們進行了愛國主義教育，讓他們關心國家的環(huán)保事業(yè)，并從自己做起。 1． The teacher says: Let’s do a survey about the transport condition in Guangzhou and ask some questions to your classmates. And write your results and try to find out some solu

16、tions. 2． Ask students to discuss the transport condition in Guangzhou ( e.g. the train system, the bus system, the subway system , the taxi service, the parking lots, etc.) 3． Ask students to ask and answer some questions. 1). What do you think of the transportation system in Guangzhou? 2). Ho

17、w do you get to school? 3). How long does it take? 4). What can we do to improve it? 4． Then write their results of their discussions and read them in class. Step 6 Watching. 到此時，學生做了幾項有趣的活動之后，應讓他們進行適當?shù)男菹⒄{整。因此我就安排了一個有趣的有關交通規(guī)則的flash影片。 Step 7 Doing some exercises. This activity focuses

18、 on basic and key language in this unit. 1. Ask them to do the exercises one by one. 2. Explain some difficult problems. Step 8 Homework. This activity provides writing using the target language of the unit. Ask students to write their family ways of transportation to work or school. The

19、design of the blackboard: Unit 4 How do you get to school? get to how far depend on leave for How do you get to school? How long does it take? How far

20、 is it? subway train minute kilometer station transportation 教學后記： 通過本節(jié)課的教學，學生已經基本掌握了各種交通工具的名稱以及如何表達交通工具方式，例如take the bus, take the subway, by boat等；并通過句型How long does it take you to get to school?掌握了做某事花多長時間的表達方式。本節(jié)課通過任務型的教學方式，給學生布置了三個任務，并在課件中插入flash 影片，提高了學生的學習興趣，調動了學生的積極性。同時還關注了學生的情感教育，讓他們形成了環(huán)保意識。學生在本節(jié)課頗有收獲，我本人也圓滿地完成了本節(jié)課的教學任務。 7