高一人教修订版上Unit 3Going places教Word文档格式.docx
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SheisleavingforShanghainextweek.
词汇
1．四会词汇：
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．认读词汇：
destination,raft,backpack,spider,cell-phone,eco-travel,responsibly,unpack
3．词组：
getawayform,watchout,protectsb/sthfrom,seesboff,ontheotherhand,aswellas
4．重点词汇：
consider,means,experience,nature,particular,separate
语法
ThePresentContinuousTenseforfutureaction
重点句子
1.Wherewouldyouprefergoing（todoing...）
2.Iwouldprefertodosth
3.Iprefertodo...ratherthando...
4.Howwouldyouliketogototheplaces？
5.WhenareyougoingofftoGuangzhou?
P19
6.Ifyouwantanormal...,chooseaquietstreamorriverthatiswide...orrock...P17
7.Aswithhiking,youshouldalwaysthinkabout...andweargoodclothes.P18
8.Eco-travel,ontheotherhand,isawaytotravelresponsibly.P20
9.Bystayingathotels...,touristscanhelpthevillagersmakemoney....P20
III.教材分析与教材重组
1．教材分析
本单元以“旅行”为话题，所涉及的内容有：
外出旅游的行为规范、旅游的方式等。
通过本单元的学习使学生了解旅游的不同方式，学会表达计划和任务。
能自己设计一次旅行计划并能写信介绍自己的旅行情况。
1.1WarmingUp部分提供了四幅有关外出旅行中的个别行为不当的图片，让学生判断四位旅行者在旅行过程中的错误行为，通过讨论让同学们认识到外出旅行时，应遵守交通规则和维护公共秩序，第二、三部分要求学生能根据具体情况自行选择交通工具。
1.2Listening两部分材料是机场广播和明信片。
通过表格的形式训练学生集中捕捉信息的能力，另外两段材料分别突出现在时和过去时，强化了学生的时态意识。
1.3Speaking部分借助于“时间机器”设计科幻旅游。
通过三个问题诱发他们的想象力。
同时也能表达出同学们对过去和未来的真实愿望以及情感。
1.4Pre-reading提供了三个问题使同学们自己去把这方面的经历和课文联系起来，激发他们的学习兴趣。
1.5Reading部分分为三部分。
AdventureTravel中的第一句引出本段，列举人们出行旅游的种种目的，由此引出后两个话题。
Hiking和Rafting各分为两段。
第一段分别介绍hiking和rafting，第二段列出外出hiking和rafting的建议，可以采用对比阅读的方法。
1.6Post-reading选择最佳答案和完成表格是对课文的检查和巩固，加深同学们对课文的理解。
1.7Language-study部分包括两方面的训练。
第一部分通过单词的配对练习，帮助同学们加深理解本单元的部分重要单词和词组。
语法部分通过读写来操练时态，了解进行时的另一种用法：
进行时表将来。
1.8Integratingskills部分提供“生态旅游”的信息。
先阅读，然后四人一组讨论并制定一个“生态旅行”计划来训练学生的说、读、写技能。
Writing部分要求学生书写两封信，训练他们对不同时态的应用。
1.9Tips明确写作的几要素，指导学生如何明确写作的目的。
1.10Checkpoint总结了本单元的语法——现在进行时，并设计了一些最基本的练习，检查和强化了对本部分的掌握情况。
2.教材重组
2.1Warmingup,Speaking和Talking均属于说的训练，因此把Warmingup,Speaking和Talking整合成一节“口语课”。
2.2Listening和Workbook中的Listening放在一起，设计成一节“听力课”。
2.3将Pre-reading,Reading和Postreading三项活动放在一起，合成一节“阅读课”。
2.4Languagestudy和Workbook中的Practice整合成一节“语法课”。
2.5Integratingskills中的Reading和Workbook中的Integrating，reading部分整合为一节“泛读课”。
2.6Integratingskills中的Writing和Workbook中Integratingskills，writing合为一节“写作课”。
3．课型设计与课时分配（根据学情，经教材分析，本单元要分六课时完成）
1stPeriod口语课
2ndPeriod听力课
3rdPeriod阅读课
4thPeriod语法课
5thPeriod泛读课
6thPeriod写作课
TheFirstPeriodSpeaking
Teachinggoals教学目标
1.Targetlanguage目标语言
a.词汇和短语
consider,means,transportation,information
b.重点句型和交际用语
Wherewouldyouliketogo?
Whichyearwouldyouliketogoto?
Howwouldyouliketogototheplaces,bytrainorbybus?
2.Abilitygoals能力目标
Enablethestudentstomakeaplanforatripandgivesometipsontrip.
3.Learningabilitygoals学能目标
1.Helpthestudentstotalkabouttrips.
2.Encouragethestudentstolearnhowtomakeaplanforatrip.
Teachingimportantpoints教学重点
Talkingabouttravellingmeansoftransportation.
Teachingdifficultpoints教学难点
Teachingmethods教学方法
1.listeningandresponse
2.watchingandsaying
3.pairworkorgroupwork
Teachingaids教具准备
1.slide-show
2.pictures
Teachingprocedures&
ways教学过程与方式
StepIRevision
T:
Hello,everyone,first,let’sreviewtheimportantpointsoflastunit.Pleaselookattheslideshow.（showtheslide）
1.Mothersaidtome“Besuretolockthedoorbeforeyougotoschool.”
2.“Drinkmorewatereveryday.”Thedoctorsaid.
3.“Whyareyoulateagain?
”saidtheteacherangrily.
4._________________________（别忘了）toturnoffthelightbeforeyouleavetheroom.
5.Theteachertoldus（把所有东西摆放整齐）_________
________________________________.
Studentsdotheexercisesandchecktheanswers.
Suggestanswers:
1.MotheraskedmetobesuretolockthedoorbeforeIwenttoschool.
2.Thedoctoraskedmetodrinkmorewatereveryday.
3.TheteacheraskedangrilywhyIwaslateagain.
4.Don’tforget
5.toputeverythinginorder.
StepIILeadin
Todaywearegoingtotalkabout“travelling”.Mike,haveyouevertraveled?
M:
Yes,IhaveeverbeentoBeijing.
Whendidyougothere?
Lastsummer.
Howdidyougothere?
Wewenttherebybus.
Whydidyougotherebybus?
Becauseitisn’ttoofarawayfromhereandit’sveryconvenienttogotherebybus.
Good.Howaboutyou?
LiMing,haveyouevertraveled?
L:
Yes,IhavebeentoHainanlastwintervacation.
Iwenttherebyplane?
Why?
Becauseit’stoofarfromhereandwecansavelotsoftimebygoingtherebyplane.
Askmorestudentslikethis.
StepIII.Warmingup
Ifwegooutfortraveling,wecangobybus,bytrain,byplaneorbyship.Howcanyougettotheseplaces.
Showtheslides.
conditions
transportation
Shanghai——London
Chongqing——Chendu
Beijing——Guangzhou
Dalian——Qingdao
WhatwouldyouliketotakefromShanghaitoLondon？
S1:
I’dliketogotherebyair.
Whataboutothers?
S2:
IthinkI’dliketogotherebybus.
S3:
I’dliketogobytrain.
S4:
Iwouldgotherebyship.
Wecangotoplacesbybus,bytrain,bybike,orevenonfoot.Whatdoyouhavetoconsiderbeforeyoudecidewhichmeansoftransportationyouwilluse?
Dividethestudentsintogroupstodiscussthemeansoftransportation.Theneachgroupreportstheiranswers.
Whatshouldyouconsiderbeforeyoudecidewhichmeansoftransportationyouwilluse?
Weshouldconsiderhowfaritis.
Weshouldconsiderthelandscape.
Weshouldconsidertheweather.
Weshouldalsoconsiderhowmanythingsweshould
take.
That’sgood.Afterwegettothedestination.Weshouldalsopayattentiontoourbehavior.LookatthesefourpicturesonPage15.Aretheydoinganythingwrong?
Showthepictures.
IsthereanythingwronginPicture1?
A:
Heisdrivingtoofast.
Whatshouldhedo?
Ithinkheshouldlowerdown.
WhataboutPicture2?
B:
Heislittering.Ithinkheshouldn’tthrowthingseverywhere.
IshedoinganythingwronginPicture3?
C:
Yes,heissmokingwhereheshouldn’t.
That’sright.HowaboutPicture4?
D:
Hiscarisparkedinthewrongplace.
Weshouldpayattentiontothesebehaviorswhenwearetraveling.Anyotherthingsweshouldpayattentionto?
Studentsdiscussandraisetheiranswers.
Wecan’tjumpthequeuewhenwearewaitingforthebus.
Wecan’tpickflowers.
Weshouldn’tthrowthingeverywhere.
Weshouldn’tcurveonthebuildingsoronthetrees.
StepIVSpeaking
Showapictureof“Timemachine”.
What’sit?
Studentsguesswhatitis.
It’satimemachine.Withityoucouldtraveltothepastortothefuture.Youcouldalsovisitanyyearandanyplaceyouwish.
Hi,Jim,whichyearwouldyouliketogoto?
J:
I’dliketogototheyear3000.
Wherewouldyouliketogo?
I’dliketogotoAfrica.
BecauseIwanttoseehowtheyliveatthattime.
OK.Howaboutyou,Mary?
Whereandwhenwouldyouliketogo?
I’dliketogototheyear1840inChina?
IfIwentthere,IcouldpreventtheforeignersfromattackingChina.
Good.Now,let’sworkinpairstotalkaboutwhereandwhenyouwouldliketogo.
Studentsworkinpairstodiscussaboutit.Thenasksomepairstoactitout.
eg.
Whichyearwouldyouliketogo?
I’dliketheyear3000BC.
I’dliketogotoEgypt?
IwanttobeoneofthedesignersofPyramidanddiscoverthesecretsinit.
StepVTalking
Dividethestudentsintotwopartstodiscussifitisgoodtoopenupthemountaintotourists.
Ithinkweshouldopenupthemountain.Inthatcase,wecouldmakemoremoney.
Althoughitcanhelpusmakemoremoney,butIthinkitwilldestroythemountain.
Wecanusepartofthemoneytoprotectit.Anditcanalsomakeourcityfamousanddevelopthecity.It’llbegoodforallofus.
I’mafraidIcan’tagreewithyou.Ithinkit’sbetterifourcityisfamousforagoodcompany.It’saplacefortourists.Itwillnotbeagoodplacetolive.
Ifweopenitup.Itwillhelppeoplegetmoreinterestedinhistoryandnature.
Iagreeitwillhelp,butit’snottheonlyway.Wecanbuildupawebsitetomakeitknown.
Homework
1.FillintherolecardonP98.
2.PreviewthelisteningpartonP15andP97.
TheSecondPeriodListening
board,destination,square,romantic,polar,fantastic,breathe,shark,ForbiddenCity.
b.重点句子
Attention,please!
Enablethestudentstocatchthemainideaofthematerials.
Helpthestudentstolearnhowtogetdetailedinformationbylistening.
Helpthestudentsgetthedetailedinformationinthelisteningmaterials.
Helpthestudentsimprovetheirlisteningmemoryability.
Listening,speaki
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