1、Module4Module4Planes,Planes, shipsships andand trainstrainsUnit1Unit1HeHe liveslives thethe farthestfarthest fromfrom school.school.【导入】【导入】Stage1Stage1PrePretasktask1.激活话题背景，构建话题语境 Establish situation:教师由“旅游引出交通方式”导入话题，引出第四模块标题。Im from Luoyang. Do you know anything about Luoyang?Would you like to g
2、o there with me?How do we go there?设计意图上课前的简单自我介绍很自然地导入本模块话题”交通方式”，而且旅游也是学生很兴趣的话题. 通过标题、图片构建学习谈论该话题的必要词汇。2.话题词汇的构建 Elicit the vocabulary:教师提出问题：What kinds of transportation can we choose? Let me see if youare familiar with them.教师在问答中帮助学生学习、构建话题词汇，并为顺利进入下一步形容词副词最高级的引入及练习活动做铺垫。bike, bus, train, taxi,
3、 plane, underground, choice 等.设计意图通过问题诱导出话题需要词汇, 并促使学生思考、谈论如何比较,选择最佳旅游出行方式.【呈现和操练呈现和操练】Stage2Stage2WhileWhiletasktask1.比较不同出行方式 present and practice the superlative教师提出问题 lets compare them and see which way is the best choice.根据不同的图片,从描述性词汇的原级, 比较极自然过渡并引出最高级.slowest, fastest, cheapest, the most expe
4、nsive, the most crowded 等.2. 听小对话 Activity2onP26听力训练刚才练习到的几个词汇.3. 对话练习 Pairwork教师布置任务 talk about the ways of going to Luoyang.学生对前面提到的描述性词汇及其最高级强化训练.4.引入单元话题“上学方式” Present Unit1教师抛出问题 Do you have time to go to Luoyang this week?/this month?/thisyear?(No, we have to go to school every day. ) Why not
5、consider the way to schoolas a trip, a short travel and enjoy it?铺垫和预测 Prediction:InstructtheSstoguess how Bettys classmates go to school accordingthe distances from their home to school. 为听长对话做背景铺垫5.长对话 Activity3onP26Setthe firsttask: Listen and finish the chart.Ssaretolistentoseeiftheirpredictions
6、wereright.Sshavetofinishthechartwhilelistening.（在语境中感知体会上学方式这一话题Set the secondtask. Listen again, answer questions. (听主旨大意和细节) Set the third task. Read and match. (读细节) Set the fourth task. Read aloud by yourselves, and see if you meet anylanguage points.Explain and then finish Activity4 and Activit
7、y5. (分析词汇及疑难点)设计意图Todevelopthessskillsoflisteningforthe mainideaandthe details.To develop the Ss skills of reading for the main ideaandthe details.4.借助图表转述对话内容。Nowyou haveknownsomethingabout Bettys and his classmates ways ofgoing to school,canyouretellitinyourownwords? ( If theycant do it well, show
8、 another exercise“Complete the passage according tothe conversation.”)（会归纳，会运用）设计意图搭建复述的框架，使学生进一步内化“上学方式”这一话题及相关词汇最高级的运用。【运用和升华运用和升华】Stage3Stage3PostPosttasktask1.教师设置情境，铺垫任务背景，激发会话：Groupwork教师将学生分四组，四个记者采访，并汇总报告本组学生最喜爱的上学方式及原因。设计意图通过这一任务来练习、内化、输出所学的新语言（词汇和句型） 。Todevelopspeakingfluencyonthetopic of
9、transportation and thegrammar.2.汇总升华：Discuss“Which is the best way of going to another place?”3.语法总结：Grammar Exercises : 学生通过习题来自己归纳总结语法需要注意的地方。 Talk big: 对本课语法做趣味练习。4.Homework必做：Youmustdo:A: Gooverthevocabulary&expressionsaboutthe ways of going toschool.B: ImitatethedialogueinActivity3afterther
10、ecording.C: Review the grammar on superlative on P125-126.选作：Youcanchoose:Write a passage “My classmates favorite ways to go to school” accordingto the conversation in Activity 3.设计意图课后作业是对课堂上所学内容学习的巩固和拓展。学生通过 A、B 两项作业可以巩固该话题下的词汇及表达，同时，通过模仿朗读能够规范语音语调并体会对话的语流、语调、节奏，训练听的技能。C 项作业学生能对该模块的语法有更系统的复习。另外分层次作业给学生提供不同难度的内容，有利于促进学生语言技能的提高和英语思维的培养。
