Unit 3 Going Places
Ｉ． 單元教學(xué)目標
技能目標Goals
Talk about traveling
Talk about means of transportation
Express good wishes
Review verb tenses
Use the present continuous tense for future actions
Write travel letters
ＩＩ． 目標語言
功
能
句
式 Intentions and plans
Where would you prefer doing ...?
How would you like to go ...?
When are you going off to ...?
How are you going to ...?
Wishes
Have a good trip!
Have a nice / pleasant trip!
When are you going to Guangzhou?
How are you getting to the airport?
Is anybody seeing you off?
She is leaving for Shanghai next week.
詞
匯 1．四會詞匯：
consider, means, transportation, board, experience, simply, vacation, nature, basic, equipment, simple, tip, poisonous, paddle, stream, normal, excitement, adventurous, handle, similarity, particular, poison, separate, combine, task
2．認讀詞匯：
destination, raft, backpack, spider, cell-phone, eco-travel, responsibly, unpack
3．詞組：
get away form, watch out, protect sb/sth from, see sb off,
on the other hand, as well as
4．重點詞匯：
consider, means, experience, nature, particular, separate
語法 The Present Continuous Tense for future action
重
點
句
子 1. Where would you prefer going (to doing ...)
2. I would prefer to do sth
3. I prefer to do ... rather than do ...
4. How would you like to go to the places？
5. When are you going off to Guangzhou? P19
6. If you want a normal ..., choose a quiet stream or river that is wide ... or rock ... P17
7. As with hiking, you should always think about...and wear good clothes.P18
8. Eco-travel, on the other hand, is a way to travel responsibly. P20
9. By staying at hotels ... , tourists can help the villagers make money ... . P20
III. 教材分析與教材重組
1. 教材分析
本單元以“旅行”為話題，所涉及的內(nèi)容有：外出旅游的行為規(guī)范、旅游的方式等。通過本單元的學(xué)習(xí)使學(xué)生了解旅游的不同方式，學(xué)會表達計劃和任務(wù)。能自己設(shè)計一次旅行計劃并能寫信介紹自己的旅行情況。
1.1 Warming Up部分提供了四幅有關(guān)外出旅行中的個別行為不當(dāng)?shù)膱D片，讓學(xué)生判斷四位旅行者在旅行過程中的錯誤行為，通過討論讓同學(xué)們認識到外出旅行時，應(yīng)遵守交通規(guī)則和維護公共秩序，第二、三部分要求學(xué)生能根據(jù)具體情況自行選擇交通工具。
1.2 Listening兩部分材料是機場廣播和明信片。通過表格的形式訓(xùn)練學(xué)生集中捕捉信息的能力，另外兩段材料分別突出現(xiàn)在時和過去時，強化了學(xué)生的時態(tài)意識。
1.3 Speaking部分借助于“時間機器”設(shè)計科幻旅游。通過三個問題誘發(fā)他們的想象力。同時也能表達出同學(xué)們對過去和未來的真實愿望以及情感。
1.4 Pre-reading提供了三個問題使同學(xué)們自己去把這方面的經(jīng)歷和課文聯(lián)系起來，激發(fā)他們的學(xué)習(xí)興趣。
1.5 Reading部分分為三部分。Adventure Travel中的第一句引出本段，列舉人們出行旅游的種種目的，由此引出后兩個話題。Hiking和Rafting各分為兩段。第一段分別介紹hiking和rafting，第二段列出外出hiking和rafting的建議，可以采用對比閱讀的方法。
1.6 Post-reading選擇最佳答案和完成表格是對課文的檢查和鞏固，加深同學(xué)們對課文的理解。
1.7 Language-study部分包括兩方面的訓(xùn)練。第一部分通過單詞的配對練習(xí)，幫助同學(xué)們加深理解本單元的部分重要單詞和詞組。語法部分通過讀寫來操練時態(tài)，了解進行時的另一種用法： 進行時表將來。
1.8 Integrating skills部分提供“生態(tài)旅游”的信息。先閱讀，然后四人一組討論并制定一個“生態(tài)旅行”計劃來訓(xùn)練學(xué)生的說、讀、寫技能。Writing部分要求學(xué)生書寫兩封信，訓(xùn)練他們對不同時態(tài)的應(yīng)用。
1.9 Tips 明確寫作的幾要素，指導(dǎo)學(xué)生如何明確寫作的目的。
1.10 Checkpoint總結(jié)了本單元的語法--現(xiàn)在進行時，并設(shè)計了一些最基本的練習(xí)，檢查和強化了對本部分的掌握情況。
2. 教材重組
2.1 Warming up, Speaking和Talking均屬于說的訓(xùn)練，因此把Warming up, Speaking和Talking整合成一節(jié)“口語課”。
2.2 Listening和Workbook中的Listening放在一起，設(shè)計成一節(jié)“聽力課”。
2.3將Pre-reading, Reading和Post reading三項活動放在一起，合成一節(jié)“閱讀課”。
2.4 Language study和Workbook中的Practice整合成一節(jié)“語法課”。
2.5 Integrating skills中的Reading和Workbook中的Integrating， reading部分整合為一節(jié)“泛讀課”。
2.6 Integrating skills中的Writing和Workbook中Integrating skills， writing合為一節(jié)“寫作課”。
3． 課型設(shè)計與課時分配（根據(jù)學(xué)情，經(jīng)教材分析，本單元要分六課時完成）
1st Period 口語課
2nd Period 聽力課
3rd Period 閱讀課
4th Period 語法課
5th Period 泛讀課
6th Period 寫作課
The First Period Speaking
Teaching goals 教學(xué)目標
1. Target language 目標語言
a. 詞匯和短語
consider, means, transportation, information
b. 重點句型和交際用語
Where would you like to go?
Which year would you like to go to?
How would you like to go to the places, by train or by bus?
2. Ability goals 能力目標
Enable the students to make a plan for a trip and give some tips on trip.
3. Learning ability goals 學(xué)能目標
1. Help the students to talk about trips.
2. Encourage the students to learn how to make a plan for a trip.
Teaching important points 教學(xué)重點
Talking about travelling means of transportation.
Teaching difficult points 教學(xué)難點
Talking about travelling means of transportation.
Teaching methods 教學(xué)方法
a. listening and response
b. watching and saying
c. pair work or group work
Teaching aids 教具準備
1. slide-show
2. pictures
Teaching procedures && ways 教學(xué)過程與方式
Step I Revision
T: Hello, everyone, first, let’s review the important points of last unit. Please look at the slide show.(show the slide)
1. Mother said to me “Be sure to lock the door before you go to school.”
2. “Drink more water every day.” The doctor said.
3. “Why are you late again?” said the teacher angrily.
4. _____________________ (別忘了)to turn off the light before you leave the room.
5. The teacher told us (把所有東西擺放整齊)________________________.
Students do the exercises and check the answers.
Suggest answers:
1. Mother asked me to be sure to lock the door before I went to school.
2. The doctor asked me to drink more water every day.
3. The teacher asked angrily why I was late again.
4. Don’t forget
5. to put everything in order.
Step II Lead in
T: Today we are going to talk about “travelling”. Mike, have you ever traveled?
M: Yes, I have ever been to Beijing.
T: When did you go there?
M: Last summer.
T: How did you go there?
M: We went there by bus. T: Why did you go there by bus?
M: Because it isn’t too far away from here and it’s very convenient to go there by bus.
T: Good. How about you? LiMing, have you ever traveled?
L: Yes, I have been to Hainan last winter vacation.
T: How did you go there?
L: I went there by plane?
T: Why?
L: Because it’s too far from here and we can save lots of time by going there by plane.
Ask more students like this.
Step III. Warming up
T: If we go out for traveling, we can go by bus, by train, by plane or by ship. How can you get to these places.
Show the slides.
conditions transportation
Shanghai--London
Chongqing--Chengdu
Beijing--Guangzhou
Dalian--Qingdao
T: What would you like to take from Shanghai to London？
S1: I’d like to go there by air.
T: What about others?
S2: I think I’d like to go there by bus.
S3: I’d like to go by train.
S4: I would go there by ship.
T: We can go to places by bus, by train, by bike, or even on foot. What do you have to consider before you decide which means of transportation you will use?
Divide the students into groups to discuss the means of transportation. Then each group reports their answers.
T: What should you consider before you decide which means of transportation you will use?
S1: We should consider how far it is.
S2: We should consider the landscape.
S3: We should consider the weather.
S4: We should also consider how many things we should take.
T: That’s good. After we get to the destination. We should also pay attention to our behavior. Look at these four pictures on Page 15. Are they doing anything wrong?
Show the pictures.
T: Is there anything wrong in Picture 1?
A: He is driving too fast.
T: What should he do?
A: I think he should lower down.
T: What about Picture 2?
B: He is littering. I think he shouldn’t throw things everywhere.
T: Is he doing anything wrong in Picture 3?
C: Yes, he is smoking where he shouldn’t.
T: That’s right. How about Picture 4?
D: His car is parked in the wrong place.
T: We should pay attention to these behaviors when we are traveling. Any other things we should pay attention to?
Students discuss and raise their answers.
S1: We can’t jump the queue when we are waiting for the bus.
S2: We can’t pick flowers.
S3: We shouldn’t throw thing everywhere.
S4: We shouldn’t curve on the buildings or on the trees.
Step IV Speaking
Show a picture of “Time machine”.
T: What’s it?
Students guess what it is.
T: It’s a time machine. With it you could travel to the past or to the future. You could also visit any year and any place you wish.
T: Hi, Jim, which year would you like to go to?
J: I’d like to go to the year 3000.
T: Where would you like to go?
J: I’d like to go to Africa.
T: Why?
J: Because I want to see how they live at that time.
T: OK. How about you , Mary? Where and when would you like to go?
M: I’d like to go to the year 1840 in China?
T: Why?
M: If I went there, I could prevent the foreigners from attacking China.
T: Good. Now, let’s work in pairs to talk about where and when you would like to go.
Students work in pairs to discuss about it. Then ask some pairs to act it out.
eg.
A: Which year would you like to go?
B: I’d like the year 3000 BC.
A: Where would you like to go?
B: I’d like to go to Egypt?
A: Why?
B: I want to be one of the designers of Pyramid and discover the secrets in it.
Step V Talking
Divide the students into two parts to discuss if it is good to open up the mountain to tourists.
A: I think we should open up the mountain. In that case, we could make more money.
B: Although it can help us make more money, but I think it will destroy the mountain.
A: We can use part of the money to protect it. And it can also make our city famous
and develop the city. It’ll be good for all of us.
B: I’m afraid I can’t agree with you. I think it’s better if our city is famous for a good company. It’s a place for tourists. It will not be a good place to live.
A: If we open it up. It will help people get more interested in history and nature.
B: I agree it will help, but it’s not the only way. We can build up a web site to make it known.
Homework
1. Fill in the role card on P98.
2. Preview the listening part on P15 and P97.