Unit 3 Going Places（通用2篇）
Unit 3 Going Places 篇1
unit 3 going places
i. 單元教學目標
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，所涉及的內容有：外出旅游的行為規范、旅游的方式等。通過本單元的學習使學生了解旅游的不同方式，學會表達計劃和任務。能自己設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外出旅行中的個別行為不當的圖片，讓學生判斷四位旅行者在旅行過程中的錯誤行為，通過討論讓同學們認識到外出旅行時，應遵守交通規則和維護公共秩序，第二、三部分要求學生能根據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。通過表格的形式訓練學生集中捕捉信息的能力，另外兩段材料分別突出現在時和過去時，強化了學生的時態意識。
1.3 speaking部分借助于“時間機器”設計科幻旅游。通過三個問題誘發他們的想象力。同時也能表達出同學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們自己去把這方面的經歷和課文聯系起來，激發他們的學習興趣。
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，加深同學們對課文的理解。
1.7 language-study部分包括兩方面的訓練。第一部分通過單詞的配對練習，幫助同學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，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“生態旅游”的信息。先閱讀，然后四人一組討論并制定一個“生態旅行”計劃來訓練學生的說、讀、寫技能。writing部分要求學生書寫兩封信，訓練他們對不同時態的應用。
1.9 tips 明確寫作的幾要素，指導學生如何明確寫作的目的。
1.10 checkpoint總結了本單元的語法——現在進行時，并設計了一些最基本的練習，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均屬于說的訓練，因此把warming up, speaking和talking整合成一節“口語課”。
2.2 listening和workbook中的listening放在一起，設計成一節“聽力課”。
2.3將pre-reading, reading和post reading三項活動放在一起，合成一節“閱讀課”。
2.4 language study和workbook中的practice整合成一節“語法課”。
2.5 integrating skills中的reading和workbook中的integrating， reading部分整合為一節“泛讀課”。
2.6 integrating skills中的writing和workbook中integrating skills， writing合為一節“寫作課”。
3. 課型設計與課時分配（根據學情，經教材分析，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 學能目標
a. help the students to talk about trips.
b. encourage the students to learn how to make a plan for a trip.
teaching important points 教學重點
talking about travelling means of transportation.
teaching difficult points 教學難點
talking about travelling means of transportation.
teaching methods 教學方法
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 教學過程與方式
step i revision
t: hello, everyone, firsts 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: thatis 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: im afraid i cant 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.
step vi homework
1. fill in the role card on p98.
2. preview the listening part on p15 and p97.
Unit 3 Going Places 篇2
unit 3 going places（說課稿）
教學內容分析
本單元的中心話題是“旅游”，可以說這是一個世界性的時尚話題，隨著經濟發展、社會進步、人們生活水平的提高，旅游作為現代人的一種生活方式，越來越被更多的人們所接受與喜愛。文中涵蓋了有關這一話題的許多內容，如：“人們在旅游中的交通方式”“旅游點的選擇”，還有新興的旅游方式----“探險旅游”、“生態旅游”等等。而所有的語言知識和語言技能幾乎都是圍饒這一中心話題而設計的。而在上這一單元時，正趕上“十一”長假到哪去的話題，學生應該比較感興趣。
warming-up 由三部分組成：第一部分通過圖例可以看出人們旅游過程中發生的不文明行為；第二、三部分要求討論有哪些交通方式。主要目的在于激活學生已有的相關背景知識，引出話題，為后面幾堂課的討論做好熱身準備，是本單元的總動員。比如：第一部分的圖例內容與eco-travel聯系比較緊密，我就把它作為這一課（第六課時）的導入。
listening提供了兩部分聽力資料。前面為三則飛機起飛前的廣播通知；后面是寫在五張明信片上的旅游者的自敘。目的在于通過輸入語言，掌握一些旅游中會碰到的常用表達法。
speaking 提供的是關于“時光機器”的資料，幻想人們可以借助于這一神奇的交通工具，在過去、未來的時間長河里隨心所欲地暢游，文后設計了表格。這是一個比較開放性的話題，學生可以展開想象，結合學過的歷史、地理知識暢所欲言，能充分調動他們“說”的興趣。整個活動涉及了“聽、說、寫”多個技能，按要求完成一定的表格，使之“說”的時候更言之有物。
reading 分為三部分：pre-reading, reading, post-reading. pre-reading提供了與閱讀材料相關的三個問題，啟發學生預測課文內容；reading 是一篇關于探險旅游的材料，其中介紹了hiking 與rafting，話題較新穎；post-reading設計了一些幫助學生檢測對課文作淺層、深層理解的鞏固練習。
language study 分word study和grammar兩部分。詞匯配對練習引導學生加深對新詞匯的理解與記憶；語法項目是讓學生進一步學習現在進行時表示將來的用法。同時要求學生掌握有關送行與表達美好祝愿的話語。我對word study的處理，除了聽寫、默寫等機械性記憶外，更多的是有意地把他們分散在每堂課的指令用語與話題里，讓學生在語境中學，在運用中學。而grammar則滲透在reading與 writing里學，道理也同上。
integrating skills 部分可以說是閱讀部分的延續，寫作部分的前奏。文中提到了“生態旅游”這一越來越時尚的熱門話題。以列表形式提供了兩個生態旅游區的資料，讓學生稍作了解這一新名詞的內涵后，完成文中的表格填寫，算是一種mini-writing。
writing本單元的要求是寫信。以sue的口吻給父母寫兩封信（分別寫于周六、周日），對旅游中已做的，正在做的，將要做的事情進行如實描述。考慮到學完第三單元，已經完成了本冊教學任務的四分之一，我在此安排了一大一小兩作文。
tips 告訴學生寫作前要多作思考，不要急于動手。不失為一劑寫作良方。
checkpoint 簡要地總結了本單元的語法重點，并提供了一些例句。
從內容的編排上可以看出，編者打破了原有教材每單元分課而設的框框，代之以聽、說、讀、寫四技能為側重點的幾大板塊。因此新教材旨在讓學生掌握一定的語言基礎知識，在分別完成四技能的基礎上，形成較好的綜合運用語言、解決問題的能力的導向，由此可見一斑。
我們教師明確了這一意圖后，在引導學生進行四技能操練時就會有的放矢，做到內容、形式、技巧三者的有機結合。當然新教材對我們教師的自身素質、備課深廣度的挖掘以及學生想象力的激發都是一場不小的挑戰。還有詞匯，如本單元新增了hiking, rafting, eco-travel等新詞，相應地詞匯要求的級別高了，語言的地道性也有了提升。還有workbook, 簡直是又一本教材，里面提供了許多關于聽、說、讀、寫的材料與練習，一方面為我們提供了豐富翔實的資料庫，另一方面也許也增加了我們的負荷。這是我對新教材與本單元的一點理解。
教學重點難點：
（一）重點
1. 本單元的生詞、短語
2. 有關旅游的一些表達法
3. 掌握游記與來往書信的寫法
4. 復習動詞的用法以及現在進行時用于將來的表達法
（二）難點
1. 動詞時態的綜合運用
2. 語法操練與語言交際活動的有機結合
3. 一些開放性話題的實現
4. 課外查閱資料的能力培養
教學目標
1. 語言知識與技能
1） 熟練掌握與話題相關的常用詞匯與表達法
2） 培養學生聽、說、讀、寫四技能的綜合運用能力
3） 使學生能就given topics較好地完成一些開放性話題
4） 培養學生使用圖書館、網絡查閱資料的能力
2. 情感態度與文化意識
1） 在有趣的話題激勵下，誘導學生積極參與，充分調動他們學習的興趣
2） 在師生互動的活動中，加強教師的親和力，增進彼此的了解與溝通，充分發揮情感教學的優勢
3） 在共同完成一些調查、采訪、取長補短等任務的過程中，加強團體協作意識
4） 帶領學生領略世界風光之美的同時，增強他們的環保意識
3. 學習策略
1） 興趣教學策略,其中包括對話、討論、表演等
2） 開放式教學策略，如：brainstorm, role play, given situations 等活動
3） 任務型活動策略，在做中學，在交際中進行真實運用
為了有效地達到以上教學目的，我設計了以下六個任務：
1）the students are to discuss the means of transportation
2）the students are to describe a place they know
3）the students are expected to know what an adventure travel is like
4） the students are supposed to take a virtual travel
5） the students are to write a travel diary/letter
6） the students are to finish a proposal letter/make a survey report
我把本單元計劃為六課時，warming-up & listening(1課時)，speaking(1課時)， reading(一)(1課時)，reading( 二) (1課時)，grammar & writing(1課時) ，integrating skills (1課時)，以任務為依托，分別對聽、說、讀、寫四技能進行訓練，各有側重，但又互相結合。注重指導語篇閱讀，逐步提高口頭表達，筆頭寫作能力。
任務型語言教學的倡導者認為，掌握語言的最佳途徑是讓學生做事情，即完成各種任務。當學習者積極地參與用目的語進行交際的嘗試時，語言也被掌握了。當學習者所進行的任務使他們當前的語言能力發揮至極點時，習得也擴展到最佳狀態。