-
Unit 4
I
’
ve tried all
the means of transportation.
（第一课时
教学设计）
一、学情分析
本单元教案的授课对象为服装设计与工艺专业的学生，是杭州市招标课题“基于职业
技能培养的中职服装
‘专业课程’改革的实践与研究”英语教学的首届试验班级。
学生的英
语基础参差不齐，两极分化严重，英语基础好的学生善于表达
自己，学习英语的兴趣浓厚，
但也有一部分学生基础薄弱，英语储备有限，
缺乏适当的表达技巧，自主学习能力弱，
不能
主动参
与到学习中。
因此在教学中一方面要充分发挥尖子生的带头作用，
发挥优势学生的主
观能动性，
调动学生的积极性，
带动全班学生的学习积极性，
同时在教学中还要特别关注学
有困难的学生的情感，营造宽松、民主、和谐的教学氛围，鼓励他们努力尝试，提供不同层
次的任务，创设明确、可实现的任务，并提供坚实的知识输入步骤，倡导合作学习活动，进
行情景创设的语言实践，
使学生在互相学习、
互相
帮助中体验成功的快感和成就感，
从而参
与到课堂学习中来。<
/p>
本单元设计分为
4
个课时：
第一课时
lead-in + listening and speaking
第二课时
reading and
writing
第三课时
language in use
第四课时
vocabulary
consolidation + unit task + fun time
二、教材分析
1
．教学内容
本课时系教材《英语
2
》
（基础模块
高教版）第四单元的第一课时，包括
Lead-in
&
Listening and speaking
两部分，本单元的话题——“交通”是与学生实际生活密不可分的，
具体
内容为：
有关常见的交通工具、
出行方式的英文表达；
用简单的句式和词汇描述交通方
式；听懂有关交通和出行的对话；谈论某
地的交通状况并发表简单评论。
这些内容为整个单元的学习活
动做语言和知识的准备，也为学生学以致用的语言表达
活动提供了语言铺垫。
2
．教学重点、难点
⑴
教学重点
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。
⑵
教学难点
学生通过与他人合作学习来共同解决问题。
21
三、教学目标
1.
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,
slo
w
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。
2.
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。
3.
情感目标
学生通过与他人合作学习来共同解决问题。
四、教学步骤
Step One Lead-in (7 min)
1.
Brainstorm (1min
）
The teacher asks,
“W
hat 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 (1min)
21
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。
）
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
haven
’
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。讨论中句子的使用为语言的实际运用打好基础。
）<
/p>
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 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.
…
（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
坐飞机，去舟山
21
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。
< br>）
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
dialogue?
”
1) ferry
5) subway
2) taxi
6) plane
3) train
7)light rail
4) bus
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
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
Subway
Light rail
Taxi
Sara
’
s Opinion
（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。<
/p>
）
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
transportation. Teacher asks 2 or 3 students to
tell others their opinions.
Teacher
writes down the useful sentences on the
blackboard:
21
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。
）
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 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 _________.
21
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。
）
Step Four Summary and
Production (7m)
(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?
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。
）
Step Five Homework (1
min)
(1) Practice
the dialogue and repeat the dialogue.
Student 1
Student 2
Student 3
21
(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。
）<
/p>
五、板书设计
I’
ve tried all the means of
transportation.
What to consider:
Sentences:
What
’
s the
transportation like in
…
?
The
transportation there is
…
.
Did you take
…
?
Yes,
…
was
comfortable.
Transportation:
a part-time job
How
did you go there?
subway,
train, bus, taxi, plane, car, light rail,
I went there by
…
.
ferry
…
Which means of transportation do you
like
How to describe the
transportation:
best / least?
cheap, comfortable, dangerous,
expensive,
What kind of transportation do you used
safe, fast, slo
w
…
often?
21
Unit 4
I’
ve tried all the means of
transportation.
（第二课时
教学设计）
一、教材分析
1
．教学内容
本课时系教材
《英语
2
》
（基础模块
高教版）
第
四单元的第二课时，
授课材料为
reading
and writing
，具体内容包括：读懂交通方面的短文
；根据提示写出完整的博客文章；根据提
示给出最佳出行方式的建议。
< br>
通过以上内容的学习，为学生完成本单元的单元任务作语言准备。
2
．教学重点、难点
⑴
教学重点
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。
⑵
教学难点
能够根据提示写出最佳出行方式的建议。
二、教学目标
4.
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。
5.
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。
6.
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。
三、教学步骤
Step One
Lead-in
（
5
min
）
1. Free
talk. (3 min)
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.
21
（设计意图：
通过学生有关杭州公共
自行车系统的
free talk
，
并
回答相关问题，
复习巩
固前一课所学知识，
话题紧密联系学生实际生活。
长期坚持课前
free ta
lk
，
进行展示与练习，
有利于学生熟
悉并逐步积累英语的基本表达，有利于提高学生的口语交际表达能力和英语
学习兴趣，提
高他们的生活实际运用能力。
）
2.
Revision (2 min)
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?
（设计
意图
:
以本地交通为真实场景，复习巩固上节课所学句型与词汇
，有助于活跃思
维，激发学生的参与热情，并由杭州是否存在严重的交通堵塞，学生有没
有遭遇过交通
堵塞，自然引出新课，为开展新课活动做出情境及语言铺垫。
）
Step Two
Reading (20 min)
1. Activity
8 Brainstorm. (3 min)
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?
21
traffic jams
（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. (2 min)
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。
）
3. Activity 10. Read the
article again and finish Wang
Lu
’
s fact file. Get some
students to give
their answers and
check the answers. (6 min)
Name: Wang Lu
Fact file
训练学生在阅读中查找关键信息的能力。
（设计意图
:
）
4. Activity 11 Read the
article again and complete the following chart.
Get some students to show
Year of first
visit to the U.S.: __________
Reason
for first visit: __________________
their chart and check the answer with
the whole class. (9 min)
Year of second
visit to the U.S.: __________
Reason
for second visit: _______________
Means
of transportation
Advantages
（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
Bus
Light rail
如
advan
tage
进行解释。
）
Ferry
Carpooling
Step Three
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 given information
21