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Unit 4 How do you go to school?
Talk about your travel plan during the National holiday. and yoursel Pictures 導(dǎo)入任務(wù) Guessing game 將要去旅游的城市 Task1 where are you going for vacation and what are you doing there? Task2 You group decide where to go and how to go there. Task3 Write a travel plan and the whole class decide where to have the vacation.
Teaching procedures Task1 where are you going for vacation and what are you doing there? Aim: Know something about other cities and lead in the main sentence structure. Steps Teacher’s activities Students’ activities Step1 Lead-in In a few days we are having a long holiday—National holiday. So I am taking you out to have a trip. Do you want to stay in Beijing or go out of Beijing? Students decide weather stay in Beijing or go out of Beijing. Step 2 Here I choose some cities for you. Maybe we are going there. Look at the pictures and tell me where we are going. Students look at the pictures and guess by using the sentences: Are we going to Shanghai? Yes, we are. No, we aren’t. Step3 Give students some introduction about different cities, and let them choose the city they are going, read it and fill in the form. Choose the city they like and fill in the chart. Questions: Where are you going for vacation? What are you doing there? How are you going there? Step4 presentation Ask Students to give the report about the city they choose. Give the report by using the sentences: I am going……for vacation. I am swimming there. We are going there by plane/bus/ ship. Task2 Each group decides where to go and how long to stay. Aim: practice the sentences 1. Where are you going for vacation? 2. What are you doing there? 3. How are you going there? 4. When are you going there? 5. When are you coming back? Steps Teacher’s activities Students’ activities Step1 Pair work Ask students to change their information in pairs and give them support Students fill in the chart by asking their partner the three questions. Step 2 After students have filled in the chart ask them to give the report. Give the report by using the sentences: Bob is going to Hainan for vacation. Bob is going fishing there. It is fine there. Step2 Group work Ask each group to decide the city they all want to go and show them some questions to answer. Each group decide the city they all want to go and discuss the questions: 1. Where are you going for vacation? 2. How long are you staying there? 3. How are you going there? 4. When are you going there? 5. When are you coming back? Step3 Report Ask one of the Ss in each group to give the report. Report the result like this: 1.We are going Xian for vacation. 2. We are staying there for five days. 3.We are going there by plane/train. 4. I am going there on October 1st. 5. I am coming back on October 5th. Task 3: Write a travel plan Aim: Learn how to write a travel plan. Steps Teacher’s activities Students’ activities Step 1 writing Now, you have known the city you group are going, but before we should make a travel plan and we will choose the best one. The students write the one-day travel plan including what they are doing in the morning, in the afternoon, and in the evening. Step2 Correction Ask each group to show their travel plan to the class, and the teacher help students to correct their letters. Show the travel plan and the whole class choose the city they all want to going. Home work: Make poster about their travel plan. Chart 1 name Where are you going? What are you doing there? How are you going there? I 1.教學(xué)思路 本單元的句型較多，主要是讓學(xué)生能夠較詳細(xì)地介紹自己。所以前三節(jié)課通過各種練習(xí)及相關(guān)的任務(wù)讓學(xué)生基本掌握了本單元的主要句型，而本節(jié)課主要是通過任務(wù)的完成，培養(yǎng)學(xué)生語言綜合能力的應(yīng)用，本節(jié)課中閱讀量較大，為學(xué)生提供了一定量的輸入，為語言的最終輸出做準(zhǔn)備。在任務(wù)過程中學(xué)生通過小組活動不但可以充分練習(xí)語言而且可以培養(yǎng)學(xué)生的協(xié)作精神。最終學(xué)生在掌握語言的同時(shí)還能了解一些國家的背景知識及地理知識。 2.教學(xué)環(huán)節(jié) 此次課的課型是寫作課，寫一份自己的旅游計(jì)劃，時(shí)間正值國慶節(jié)黃金旅游周的到來，所以本節(jié)課設(shè)計(jì)的一個(gè)大任務(wù)是全班選出一個(gè)出游的城市并作出一份旅游計(jì)劃，項(xiàng)任務(wù)又有層層遞進(jìn)的四個(gè)小的任務(wù)組成，為任務(wù)的最終完成奠定基礎(chǔ)。 任務(wù)1、讓學(xué)生看不同城市的圖片, 猜我們在國慶節(jié)期間可能會去哪個(gè)城市旅游, 由于各城市的圖片都是從不顯著到最著名的建筑物及風(fēng)光. 提供了信息差，學(xué)生充分練習(xí)了Are we going to Hainan? 的句型. 而且讓學(xué)生增加對一些城市的了解，及地理知識。 任務(wù)2、讓學(xué)生通過討論選出本組成員都想去的城市。 I am going to ……because 任務(wù)3、小組內(nèi)制定旅游計(jì)劃，包括日常的安排，所采用的交通方式，出發(fā)的時(shí)間，及應(yīng)隨身攜帶的物品等充分應(yīng)用以下語言：I am taking a credit card. I am going there by plane. I am swimming there. 任務(wù)4、獨(dú)立完成旅游計(jì)劃的寫作并當(dāng)堂完成批改。 由于前兩步語言的鋪墊, 學(xué)生有了一定的輸入, 所以在短時(shí)間內(nèi)， 學(xué)生能夠完成寫作,并全班范圍內(nèi)進(jìn)行修改，在此過程中學(xué)生學(xué)會如何修改自己的寫作。 教學(xué)反思： 任務(wù)型教學(xué)是一種較新的教學(xué)方法，大家都還處于一個(gè)摸索階段，所以本節(jié)課是對任務(wù)型教學(xué)與教材的相結(jié)合作了一個(gè)研究與嘗試，本節(jié)課的一個(gè)大任務(wù)就是制定假期出游計(jì)劃，為完成這個(gè)任務(wù)，在課堂上又呈現(xiàn)了三個(gè)環(huán)環(huán)相扣的小任務(wù)，形成一個(gè)完整的任務(wù)鏈，為任務(wù)的最終完成奠定基礎(chǔ)。在完成任務(wù)過程中學(xué)生通過小組活動不但可以充分練習(xí)語言而且可以培養(yǎng)學(xué)生的協(xié)作精神。
最終學(xué)生在掌握語言的同時(shí)還能了解一些國家的背景知識及地理知識。本節(jié)課任務(wù)的設(shè)置基本本著以上三條原則，任務(wù)真實(shí)，活動量大，內(nèi)容充實(shí)，通過group work 使學(xué)生做到互動，節(jié)奏快，學(xué)生都能最終完成本課設(shè)計(jì)的任務(wù)。而且由于各環(huán)節(jié)多給予了學(xué)生語言支持，很多同學(xué)都在較短的時(shí)間內(nèi)，完成了一篇質(zhì)量較高的寫作，內(nèi)容豐富，語言流暢。
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