基础模块-2-unit-3-教案

授课课题Unit3Haveyoueverdoneaparttimejob?课时安排Period1教学目标及能力要求教学目的：1.Knowledgegoals掌握局部职业名称、描述个人性格和才能等的短语及词汇，如salesperson;secretary;part-time;applicant;creative;strongpoints;speakfluentEnglish;havegoodcommunicationskills;掌握询问和提供个人经历、才能及应聘原因等信息时所使用的句型，如：1)询问个人经历、才能及应聘原因等信息时:Canyoutellmesomethingaboutyourself?Haveyoudoneanypart-timejob?Whatareyourstrongpoints?Whydoyouwanttoworkforourcompany?2)提供个人经历、才能及应聘原因等信息时:Iamastudentat…Iwillgraduate…Iam(creativeandhard-working…)Ihaveworkedasapart-time…inacompanyfor…Ican(speakfluentEnglish).AndIhave(verygoodcommunicationskills).Ithinkitisa/an(exciting)placetowork.2.Abilitygoals学生能听懂关于进行招聘/应聘面试时的询问和提供个人经历、才能及应聘原因等信息的简单对话。学生能熟记并表演关于进行招聘/应聘面试时的询问和提供个人经历、才能及应聘原因等信息的简单对话。在日常生活中灵活应用提供个人经历、才能及应聘原因等信息的句型.3.Eotionalgoals在模拟情景交流中，调教学生正确的应聘穿着及言谈举止方面的礼仪。能力要求：学生能听懂关于进行招聘/应聘面试时的询问和提供个人经历、才能及应聘原因等信息的简单对话。学生能熟记并表演关于进行招聘/应聘面试时的询问和提供个人经历、才能及应聘原因等信息的简单对话。在日常生活中灵活应用提供个人经历、才能及应聘原因等信息的句型.教学重点通过与表达能力、性格和经历的相关的词汇和句型的学习，学生模拟招聘及应聘场景并展开相应对话。教学难点生了解词汇记忆的策略之一——分类记忆；学生读懂招聘广告并能据此展开对话。授课方法教学用具录音磁带教学过程补充内容Step1Lead-in〔8m〕1.

Agame.Weplayagamefirst.Studentsguesswhothefamouspersoniswiththehelpofthekeysentencessbcandosth,sbworksas“Yaoming!Yaoming!〞Studentswillalwaysshoutwithgreatinterest.ThencomeLiuDehua,LuoXuejuan,ZhouJielun,J.K.Rowling,andthemostimportantpersoninthelessonBarackObama.Forexample:Apersoncansingsongsverywell.Heworksasasingerandanactor.Possibleanswer:LiuDehua2.Brainstorm.Studentsareencouragedtolistthevocabularyofjobstheyhavelearnedasmanyastheycan.Thengowiththethirdactivity,thistimestudentswillguessthejobaccordingtothekeysentences,whichconsistofsomenewwordsandexpressionsrelatedtoskills.

Forexample:Apersoncantypeveryfast.What’shis/herjob?

Possibleanswer:typist.3.Lead-inactivity1.Tickthetalentsthatyouhave.Makesurestudentsunderstandthemeaningofeachexpressionandhelpthemtofindthetalentstheyhave.4.Lead-inactivity2.Circlethejobsthatyouthinkyoumightdowell.Makesurestudentsunderstandthemeaningofeachjobinthelistandhelpthemtofindthesuitablejob，especiallythekeywordsintheunit,suchassalesperson,secretary,andsoon.Step2Listeningandspeaking(22m)Activity3.Listenandticktherightpictureforthequestion.Listentothedialogueandticktherightpicturefromthefourpicturesoffourdifferentplaces.Activity4.Listenagainanddecidewhetherthefollowingstatementaretrueorfalse.Makesurestudentsunderstandthemeaningofeachsentenceandhighlightthepresentperfecttenseinthefollowingsentencesandtrytoguesstheuseofthetense.Practiceasimilardialoguewithyourpartner.LiXiaohonghasvisitedthecompany’swebsite.LiXiaohonghaspassedthemarketingtest.3.Activity5.Listenagainandtick.ListentothedialogueagainandticktheadvantagesLiXiaohonghas.Helpstudentslearnthekeyexpressionsbyparaphrasingtheexpressions.Forexample:Anexpressionmeansbeinggoodatusingcomputer.(havegoodcomputerskills)Anexpressionmeansbeinggoodatcommunicatingwithothers.(havegoodcommunicationskills)AnexpressionmeansbeingabletospeakEnglishverywell.(speakfluentEnglish)4.Activity6.Readandunderline.Readthedialogueandunderlinetheinterviewquestionsandanswersaboutaskingandansweringtheinformationofone’spersonality,workingexperience,skillsandpurpose.Canyoutellmesomethingaboutyourself?Haveyoudoneanypart-timejob?Whatareyourstrongpoints?Whydoyouwanttoworkforourcompany?Iamastudentat…Iwillgraduate…Iam(creativeandhard-working…)Ihaveworkedasapart-time…inacompanyfor…Ican(speakfluentEnglish).AndIhave(verygoodcommunicationskills).Ithinkitisa/an(exciting)placetowork.5.Readthekeysentencesaftertheteacher.Makesurethatstudentscansaythemoutfluentlyandtheirpronunciationofthewordsiscorrect.6.Practicethesentenceswiththeinformationfromstudents’own.7.Activity7.Practicethedialogueinpairs.UseActivity6asanexample.8.

Asksomepairstodemonstratetheirperformance.Step3SummaryandProduction(14m)1.Makeashortsummaryofwhatwe’velearnedtoday.(1)keyvocabulary：salesperson;secretary;part-time;applicant;creative;strongpoints;speakfluentEnglish;havegoodcommunicationskills;(2)expressionaboutaskingandansweringtheinformationofone’sworkingexperience,skillsandpurpose.Canyoutellmesomethingaboutyourself?Haveyoudoneanypart-timejob?Whatareyourstrongpoints?Whydoyouwanttoworkforourcompany?Iamastudentat…Iwillgraduate…Iam(creativeandhard-working…)Ihaveworkedasapart-time…inacompanyfor…Ican(speakfluentEnglish).AndIhave(verygoodcommunicationskills).Ithinkitisa/an(exciting)placetowork.2.Thinkofwordsofjobsandone’stalents.3.Thinkofmorewaystoaskaboutone’sinformationofworkingexperience,skillsandpurpose.Whydidyouleaveyourlastjob？Whatcontributiondidyoumaketoyourcurrent(previous)organization？Areyouamulti-taskedindividual？Doyouworkwellunderstressorpressure？Howwouldyourfriendsorcolleaguesdescribeyou？Howdoyounormallyhandlecriticism？Howdoyouhandleyourconflictwithyourcolleaguesinyourwork?Howdoyouhandleyourfailure？Step4

Homework(1m)1.Copyandmemorizethenewwordsandexpressions.2.Practicedialoguewithyourclassmatesafterclass.3.Makeasimilardialogue,talkingaboutpersonalinformation.板书设计Unit3Haveyoueverdoneaparttimejob?AskforinformationCanyoutellmesomethingaboutyourself?Haveyoudoneanyparttimejob？Whatareyourstrongpoints？……教学反思：授课课题Unit3Haveyoueverdoneaparttimejob?课时安排Period2教学目标及能力要求教学目的：knowledgegoals进一步稳固职业名称、描述个人性格和才能等的短语及词汇，如salesperson;secretary;part-time;applicant;creative;strongpoints;speakfluentEnglish;havegoodcommunicationskills;进一步熟练掌握并稳固询问和提供个人经历、才能及应聘原因等信息时所使用的句型，如：1)询问个人经历、才能及应聘原因等信息时:Canyoutellmesomethingaboutyourself?Haveyoudoneanypart-timejob?Whatareyourstrongpoints?Whydoyouwanttoworkforourcompany?提供个人经历、才能及应聘原因等信息时:Iamastudentat…Iwillgraduate…Iam(creativeandhard-working…)Ihaveworkedasapart-time…inacompanyfor…Ican(speakfluentEnglish).AndIhave(verygoodcommunicationskills).Ithinkitisa/an(exciting)placetowork.ilitygoals学生能编写关于进行招聘/应聘面试时的询问和提供个人经历、才能及应聘原因等信息的简单对话。根据招聘广告的要求和要点，展开人员招聘/求职应聘对话。在日常生活中灵活应用提供个人经历、才能及应聘原因等信息的句型.3.Emotionalgoals在模拟情景交流中，进一步调教学生正确的应聘穿着及言谈举止方面的礼仪。能力要求：学生能编写关于进行招聘/应聘面试时的询问和提供个人经历、才能及应聘原因等信息的简单对话。根据招聘广告的要求和要点，展开人员招聘/求职应聘对话。在日常生活中灵活应用提供个人经历、才能及应聘原因等信息的句型.教学重点在创设的情境中，以上一课时掌握的对话为根底，自编对话并进行表演。教学难点根据招聘广告的要求和要点，展开人员招聘/求职应聘对话。授课方法教学用具教学过程补充内容Step1Lead-in(10m)1.Teachershowspicturesofdifferentjobsandaskstudentstomatchthemwithwordsofjobs2.Brainstorm:listallthewordsstudentsknowaboutjobs.3.

Survey:Whatskillsdoyouthinkasalespersonandasecretaryshouldhave?Studentsdogroupworktodiscussitandwritetheanswersdown.Step2Speaking(25min)1.Askme.Studentshaveacompetitiontoaskteacherquestionsaboutpersonality,workingexperience,skills,personalityandpurpose.2.Activity8.Abigcompanyisholdingajobfairinyourschool.Thecompanywantstofindasecretaryandasalesperson.Youwanttofindajob.Nowpleaseroleplaythejobinterviewwithyourpartner.(1)Teacherexplainsthedifficultiesinthetwojobadvertisementsmakessurestudentsunderstandthemthoroughly,especiallythekeysentencesasfollowings:Applicantsshouldhave……arerequired.Wearelookingfor…who…(2)Teacherhandsoutthecards(intwocolors:redandyellow)oftworolesofinterviewerandintervieweerandomlyintheclass.Makesureeverystudentgetsacardandrole.(3)Teacherasksthestudentswhowillactouttheroleofinterviewertopreparethequestionstheywillaskandtheotherstudentstopreparethewaystoprovidetheirinformation.(4)Teacheraskseachstudentwitharedcardtofindanotheronewithayellowcardthentomakeupadialogue.(5)Teacherwalksaroundtheclassroomandgiveshelptothosewhohavedifficulties,andcorrectsthemistakesstudentsmake.3．Performance.Teacheraskssomepairstodemonstratetheirdialogueinfrontoftheclass.4.Evaluation.Teacherasksthestudentstojudgethefourbestinterviewersandintervieweesandgivereasons.5.Performanceguidance:Teachergivesmoredirectionsaboutone’swaysofappearance,apparel,speakingandbodylanguageinaformalinterviewtomakeitsuccessful,especiallytheattentiononpoliteness.6.Teachershowstwomorejobadvertisementsandasksstudentstoprepareforitandthenpracticeitinpairs.Twogroupsofstudentswillexchangetheirrolesthistime.MarketingassistantWearelookingforstudentswhoareabletoworkunderpressure.Applicantsshouldhavegoodcommunicationskills.KindergartenEnglishteacherApplicantsshouldlovechildrenandhavegoodEnglish.Goodcomputerskillsarerequired.7.Teacherasksthefourinterviewerstoactaspersonnelmanagersandtheotherspeoplewhowanttoapplyfortheposition.Step3Summary(9min)1.Teacherasksstudentstotrytomaketheirownjobadvertisementsbyfillingintheblankswiththemissinginformation.

________________Applicantsshould_____________andhave______________._____________arerequired.

_______________Wearelookingforstudentswhoareableto_____________.Applicantsshouldhave______________.2.Designaposter.Teacherasksstudentstodesignaposterofjobadvertisementwiththepicturesandthestyletheylike.Step4Homework(1m)1.Makeasimilardialogueaccordingtothedialogueinthebookandwriteitdown.2.

Polishyourposterofjobadvertisement.Collectasmanyjobwordsaspossible.板书设计Unit3Haveyoueverdoneaparttimejob?KindergartenPart-timeEnglishteachersIfyouareinterested,pleasesendyourresumetous,andwewillcontactyouassoonaspossible教学反思：授课课题Unit3Haveyoueverdoneaparttimejob?课时安排Period3教学目标及能力要求教学目的：1.knowledgegoals学生能掌握描述职业名称、个人职业能力及经历等词汇及短语，如kindergartenteacher，marketingassistant，havegoodcomputerskills，havegoodcommunicationskills，beabletoworkunderpressure,

workas…，two-yearworkingexperience;学生能掌握简单招聘广告中的典型句型，如：Wearelookingfor…Ifyouareinterested,…Pleasecall…at…Pleasevisit…formoreinformation.Pleasesendyourresumetous.接触现在完成时态的句子并进行初步讲解;IhavepassedtheTOEFLtest.IhavewrittenmanyEnglishstories.2.Abilitygoals学生能读懂简单的招聘广告，并能找出关键信息点。学生能根据关键信息点，填入恰当的词汇完成招聘广告。3.emotionalgoals帮助学生发现自我能力和价值，帮助学生树立信心，开展能力，为今后求职打下坚实根底。能力要求：学生能读懂简单的招聘广告，并能找出关键信息点。学生能根据关键信息点，填入恰当的词汇完成招聘广告。教学重点教学重点读懂简单的招聘广告，并能找出关键信息点。教学难点根据关键信息点，填入恰当的词汇完成招聘广告。授课方法教学用具教学过程补充内容Step1Lead-in(10m)1.Vocabularymemory:theteachershowsagroupofpicturesabouttalents,skillsandabilitiesonpptandasksthestudentstodescribeeachpicture.2.Activity9.Matchthetalents,skillsandabilitieswiththetwojobs:kindergartenteacherandmarketingassistant.Andthenlistatleasttwoqualitiesrequiredbyeachjob.3.

Brainstorm:Listtheskillsandabilitiesthetwojobsrequiredinordertodothejobsbetter.Step2Readingandwriting(20min)1.Activity10.Readthefollowingads,andtickthecommonqualificationsforthetwojobs.Teacherasksstudentstounderlinethekeywordsofthequalificationinthejobadsandtellwhatkindoftalentseachitembelongsto.2.Activity11.Readtheadvertisementsagainandcompletethechart.Teacherasksstudentstofindthekeyinformationinthejobads,includingthetitleoforganization,thepositionandthewebsiteaddress.Checktheanswerswiththestudents,explainingthedifficulties,especiallythemeaningofthewords:organization,positionandwebsiteaddress.Teachercangiveanexampletodemonstrateit.Forexample:Name:WeiZhe(卫哲)Organization:Alibaba(阿里巴巴)Position:CEOWebsiteaddress:://china.alibaba2.Activity12.Discusswhoarethefittestforthetwojobs.Teacherasksstudentstoreadthedescriptionofeachpersonandunderlinethekeywords,whichshowstheskillsandtalents.Andfindthefitpersonforthejob.Teacherasksstudentstounderlinethesentenceswithpresentperfecttenseandtrytounderstandtheuseofthetense.

IhavepassedtheTOEFLtest.IhavewrittenmanyEnglishstories.3．Furtherreading.Findandunderlinethekeysentencesinthejobads.

Wearelookingfor…

Ifyouareinterested,pleasesendyourresumetous./call…at….

Wewill…youassoonaspossible.

Youshould…4.Activity13.Youarenowdesigningtwojobadvertisements.Finishtheadswiththegiveninformation.Teacherhelpsstudentstofillintheblanksinjobadswiththeinformationinthechart.5.Anadditionalactivity.Fillintheblankswiththemissinginformation.DesignajobadvertisementforUCcafé.Step3

Unittask:Prepareforajobfair(14m)1.Youandyourclassmatesaretoholdajobfair.Nowworkingroupandpreparethejobfair.Designajobadvertisementwiththekeysentencesinthejobads.1).Brainstormthepositions,suchasanEnglishteacher,asalesperson,andsoon.Thenwrite

downthemostpopularpositioninyourgroup.2).Decideatleast3qualificationsqualificationsofapplicationfortheposition.3).Designajobadvertisementforthisposition.4).Prepareatleast5interviewquestions.

Step4Homework(1m)1.Copythenewwordsandexpressions.2.Supposeyouaretoholdajobfair.Designajobadvertisementforyourcompany.Makeitimaginativeaspossible.3.Collectasmanyjobwordsaspossible.板书设计Unit3Haveyoueverdoneaparttimejob?OrganizationUCcaféPositionwaiters/waitressesWorkingtimepart-time

Qualification1.aged16to182.havegoodcommunicationskillsTelephone1395718321

Wearelookingfor…Ifyouareinterested,…Pleasecall…at…Pleasevisit…formoreinformation.Pleasesendyourresumetous.教学反思：授课课题Unit3Haveyoueverdoneaparttimejob?课时安排Period4教学目标及能力要求教学目的：1.

knowledgegoals学生能理解并掌握现在完成时态的意义和构成。学生能进一步稳固职业名称及描述个人职业能力和经历的词汇和句型。2.Abilitygoals学生能用现在完成时态描述职业或生活经历。学生掌握正确的词汇归类学习策略。Emotionalgoals学生通过讨论学校生活，更热爱学校，珍惜生活。能力要求：学生能用现在完成时态描述职业或生活经历。学生掌握正确的词汇归类学习策略。教学重点学生总结本单元关于求职应聘的关键句型及其运用情境，并能正确理解和运用现在完成时态。教学难点理解运用现在完成时态的情境并在具体情境中运用现在完成时态。授课方法教学用具教学过程补充内容Step1

Lead-in:现在完成时〔10min〕1.Teachershowssomepicturesindifferentplacesoffamousresortsorscenicspots,andtellsthetravellingexperienceinthepastyear.Ihavebeento…Ihavetastedthefamousdishesin…,suchas…Ihaveseenakindofstrangeanimal/bird/custom…2.Talkaboutthestudents’schoollifefromthefollowingtopics:Haveyoujoinedanyclubintheschool?Whatactivitieshaveyoutakenpartin?Haveyoumadeanynewfriendsintheschool?Haveyougoneshoppingtogether?Haveyouhadanew-yearparty?...HaveyouimprovedyourspokenEnglish?...HaveyouseenthemoviecalledTitanic?…HaveyoubeentotheDisneylandinHongKong?…Haveyoutakenapart-timejob?…Step2

Languageinuse

(Activity14,15,16,17)

(20min)1.Activity14.Readanddecidewhetherthestatementsaretrueandfalse.2.Activity15.Workinpairsandtaketurnstoaskandanswerquestions.3.Activity16.Answerthequestionswiththewordsgiven.

4.Activity17.Youarewritingtoafriend.Usethepresentperfecttenseofthewordsgiventofinishtheletter.5.Teacherasksstudentstowritemoresentencesaboutschoollife,usingpresentperfecttense.Step3

Vocabularypractice

(13min)1.Activity18.Completethechartfromthelist.2.Activity19.Checkyourexperiences.Tickthosethataretrueforyourself.3.Activity20.Completethesentenceswithproperformsofthegivenwords.4.Activity21.ThefollowingfourpicturestellastoryaboutMary.Useonesentencetodescribeeachpicture.Step4

Selfcheck

(1min)Studentscheckwhattheyhavelearntbytickingtheitems.Step5

Homework

(1min)Studentsfinishallexercisesinworkbookandgetreadyfordictation.

板书设计Unit3Haveyoueverdoneaparttimejob?现在完成时:have/h教学反思：肃南职教中心电子补充式教案授课课题Unit3Haveyoueverdoneaparttimejob?课时安排Period4教学目标及能力要求教学目的：1.

knowledgegoals学生能理解并掌握现在完成时态的意义和构成。学生能进一步稳固职业名称及描述个人职业能力和经历的词汇和句型。2.Abilitygoals学生能用现在完成时态描述职业或生活经历。学生掌握正确的词汇归类学习策略。Emotionalgoals学生通过讨论学校生活，更热爱学校，珍惜生活。能力要求：学生能用现在完成时态描述职业或生活经历。学生掌握正确的词汇归类学习策略。教学重点学生总结本单元关于求职应聘的关键句型及其运用情境，并能正确理解和运用现在完成时态。教学难点理解运用现在完成时态的情境并在具体情境中运用现在完成时态。授课方法教学用具教学过程补充内容Step1

Lead-in:现在完成时〔10min〕1.Teachershowssomepicturesindifferentplacesoffamousresortsorscenicspots,andtellsthetravellingexperienceinthepastyear.Ihavebeento…Ihavetastedthefamousdishesin…,suchas…Ihaveseenakindofstrangeanimal/bird/custom…2.Talkaboutthestudents’schoollifefromthefollowingtopics:Haveyoujoinedanyclubintheschool?Whatactivitieshaveyoutakenpartin?Haveyoumadeanynewfriendsintheschool?Haveyougoneshoppingtogether?Haveyouhadanew-yearparty?...HaveyouimprovedyourspokenEnglish?...HaveyouseenthemoviecalledTitanic?…HaveyoubeentotheDisneylandinHongKong?…Haveyoutakenapart-timejob?…Step2

Languageinuse

(Activity14,15,16,17)

(20min)1.Activity14.Readanddecidewhetherthestatementsaretrueandfalse.2.Activity15.Workinpairsandtaketurnstoaskandanswerquestions.3.Activity16.Answerthequestionswiththewordsgiven.

4.Activity17.Youarewritingtoafriend.Usethepresentperfecttenseofthewordsgiventofinishtheletter.5.Teacherasksstudentstowritemoresentencesaboutschoollife,usingpresentperfecttense.Step3

Vocabularypractice

(13min)1.Activity18.Completethechartfromthelist.2.Activity19.Checkyourexperiences.Tickthosethataretrueforyourself.3.Activity20.Completethesentenceswithproperformsofthegivenwords.4.Activity21.ThefollowingfourpicturestellastoryaboutMary.Useonesentencetodescribeeachpicture.Step4

Selfcheck

(1min)Studentscheckwhattheyhavelearntbytickingtheitems.Step5

Homework

(1min)Studentsfinishallexercisesinworkbookandgetreadyfordictation.

板书设计Unit3Haveyoueverdoneaparttimejob?Eg.Ihaveseenafilm.Hehaslivedhereforthreeyears.教学反思：肃南职教中心电子补充式教案授课课题Unit4Ihavetriedallthemeansoftransportation.课时安排Period1教学目标及能力要求教学目的：knowledgegoals学生能理解并运用有关交通工具的词汇，如：subway,train,bus,taxi,plane,car,lightrail,ferry等。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,slow等。What’sthetransportationlikein…?Thetransportationthereis….Didyoutake…?Yes,…wascomfortable.Howdidyougothere?Iwentthereby….学生能听懂有关交通工具、出行方式的对话。Abilitygoals学生能运用有关词汇与句式对交通方式进行简单描述。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。motionalgoals学生通过与他人合作学习来共同解决问题。能力要求：学生能运用有关词汇与句式对交通方式进行简单描述。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。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。教学难点学生通过与他人合作学习来共同解决问题授课方法合作学习教学用具教学过程补充内容Step1Lead-in(7min)1.Brainstorm(1min〕Theteacherasks,“Whatwouldyouconsiderwhenyoulookforapart-timejob?〞(ability,salary,opportunity,worktime,workplace,trafficormeansoftransportation,boss,distance…)2.Match(1min)Theteacherasks,“Whichmeansoftransportationdoyoutakewhenyougotowork/gotoschool?〞Showsomepicturesofmeansoftransportation.Matchthepictureswiththewords.Thenreadthewordsaftertheteacher.

1.subway2.train3.bus4.taxi5.bicycle6.motorbike7.plane8.car9.ferry10.lightrail3.Activity1.Discussion(2min)“Whatkindoftransportationhaveyoutaken?Workinpairsanddiscussthemeansoftransportationyouhaveused.〞Example:A:Haveyouevertakenthesubway?

B:Yes,Ihave./No,Ihaven’t.Activity2.Description(3min)Whichmeansoftransportationwillyouchoosewhenyou…?Andwhywillyouchooseit?Whatdoyouthinkthesubway/…islike?a.gotoNewYork.b.gotoschoolc.gotoZhoushand.gotoShanghaie.…Encouragethestudentstodescribethemeansoftransportation.Encouragethestudentstomakeuseoftheadj,suchascheap,comfortable,dangerous,expensive,safefast,slow….Givethestudentsanexample.Getthemtomakesentences.Example:ThelightrailinShanghaiiscomfortable.Step2Listening(10min)1.Activity3.Listenandtickwhatyouhear.Listentothetapeandanswerthequestion,“Whatmeansoftransportationmentionedinthedialogue?〞1)ferry2)taxi3)train4)bus5)subway6)plane7)lightrail8)boat2.Activity4.Listenagainandanswerthequestions.1)HowdidSaragotoShanghai?2)WhatplacedidshevisitinShanghai?3.Activity5.Listenagainandfillintheform..Listentothetapeagainandcatchthekeywords.Step3Speaking(20min)1.Readandunderline.

(2min)StudentsreadthedialogueinActivity6individually,andthentheyunderlineimportantsentencesaboutmeansoftransportation.Teacherasks2or3studentstotellotherstheiropinions.Teacherwritesdowntheusefulsentencesontheblackboard:What’sthetransportationlikein…?Thetransportationthereis….Didyoutake…?Yes,…wascomfortable.Howdidyougothere?Iwentthereby….2.Readthedialoguetogether.

(2min)Studentsreadthedialoguetwicetogether.Thefirsttimeisbetweentwogroups,andthesecondisbetweenboysandgirls.Roleplay(16min)

Workinpairs.Thestudentscanmaketheconversationoftheirown.Thestudentspracticethedialoguethemselves.Thentheteacherinvitesseveralpairstoshowtheirplays.Theteachercangivethemsomehelpiftheyareintrouble.Studentscanchoosedifferentlevelstoactout.Step4SummaryandProduction(7m)(1)Makeasurveyaboutthetransportationinthecitythatyourclassmatehasbeento.Youcanask:Whatcityhaveyoubeento?Whatwasthetransportationlikeinthecity?Didyoutake…?Whichmeansoftransportationdidyoulikebest/least?

(2)EverydayEnglish:Haveyouevermissedyourlasttrainorushome?Haveyoueverriddenahorse?Howaboutamotorbike?Howmanytimeshaveyoutraveledbyairplane?Whatkindoftransportationdoyouusedoften?Thetransportationthereisveryconvenient.Step5Homework(1min)

(1)Practicethedialogueandrepeatthedialogue.(2)Dosomeexercisesintheworkbook.(3)Writedowntheirdialogueoftheirownaboutthetransportation.板书设计Unit4Ihavetriedallthemeansoftrasnsportation.1.subway2.train3.bus4.taxi5.bicycle6.motorbike7.plane8.car9.ferry10.lightrailHaveyouevertakenthesubway?

B:Yes,Ihave./No,Ihaven’t.教学反思：肃南职教中心电子补充式教案授课课题Unit4Ihavetriedallthemeansoftransportation.课时安排Period2教学目标及能力要求教学目的：1.knowledgegoals学生能掌握有关交通博客的词汇，如trafficjam,rushhour,carpooling,asecondhandcar,publictransportation,blog,workplace,strange。⑵能够读懂有关交通方面的短文。2.Abilitygoals学生能快速阅读，总结、归纳及概括文章大意。学生能在阅读中查找关键信息。

学生能根据提示和要求完成写作。3.Emotionalgoals学生能比拟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。能力要求：学生能快速阅读，总结、归纳及概括文章大意。学生能在阅读中查找关键信息。

学生能根据提示和要求完成写作。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。教学难点能够根据提示写出最正确出行方式的建议。授课方法教学用具教学过程补充内容Step1Lead-in〔5min〕1.Freetalk.(3min)

GetthestudenttointroducetheHangzhoupublicbicycletransportationsystem.Gettheotherstudentstolistencarefullyandanswersomequestionsaboutthepublicbicycletransportationsystem.2.Revision(2min)Theteachercanasksomethingaboutlocaltransportation.Thenaskthestudents:Haveyoutakenthebus?Haveyoutaken…?Howabout…?What’sthetransportationlikein……?/How’strafficinyourcity?Whichmeansoftransportationdoyoulikebest/least?Howdoyoutraveleveryday?Whatkindoftransportationdoyouusemostoften?ArethereterribletrafficjamsinHangzhou?Haveyoueverbeencaughtinatrafficjam?WhatdoyouknowthetransportationinNewYorkislike?Step2Reading(20min)1.Activity8Brainstorm.(3min)Workingroupsoffourandbrainstormaboutthecausesoftrafficjamsinbigcities.Theycangiveanysuggestionfortheimprovementofthetrafficinbigcities?

2.Activity9Fastreading.(2min)GettheSstoreadWangLu’sblogasquicklyastheycanandchoosethebesttitle.Thenchecktheanswerwiththewholeclass.

(1)MyfirstjobinNewYork.

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)(2)TransportationinNewYork.

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)(3)TrafficjaminNewYork.

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)3.Activity10.ReadthearticleagainandfinishWangLu’sfactfile.Getsomestudentstogivetheiranswersandchecktheanswers.(6min)

4.Activity11Readthearticleagainandcompletethefollowingchart.Getsomestudentstoshowtheirchartandchecktheanswerwiththewholeclass.(9min)Step3Writing(20min)1.Activity13Fastwriting.(6min)WangLuhaswrittenabouthertriptotheUnitedStatesinherblog.Usethepicturesandkeywordstofinishthearticle.StudentsreadtheinformationinActivity13individually.Theycanusethegiveninformationtodescribethepictures.Workingroupsandwritedownthesentencesaccordingtothepictu2.Activity12Discussionandwriting.(14min)SupposeyouaregoingtoNewYorknextmonth.WhereareyougoingtovisitinNewYork?Whichmeansoftransportationwouldyouliketotry?Andwhy?Discussingroups.Example:A:WhereareyougoingtovisitinNewYork?B:Wearegoingto…A:Whichmeansoftransportationwillyouchoose?B:Wewill…A:Why?B:Because…Studentswritethediscussionintoacomposition.Getsomestudentstoreadtheircompositions.Step4Homework(1min)(1)Dosomeexercisesintheworkbook.(2)Writedowntheircompositionaboutthe