溫州市初中“精品百課”教學(xué)設(shè)計(jì)
類 別： □常規(guī)課 □創(chuàng)新課
學(xué)校（全稱）： 溫州市實(shí)驗(yàn)中學(xué)
姓 名： 謝金霞
課 題： 人教版 Go for it八年級(jí)英語(yǔ)上冊(cè)
Unit4 How do you get to school（Section A）教學(xué)設(shè)計(jì)
聯(lián) 系 方 式： 13676715003
報(bào) 送 時(shí) 間：
1.設(shè)計(jì)簡(jiǎn)述：（簡(jiǎn)要說明設(shè)計(jì)的指導(dǎo)思想、理論依據(jù)和特色，不超過800字）
本課題是人教版 Go for it八年級(jí)英語(yǔ)上冊(cè)Unit4 How do you get to school（Section A）的教學(xué)設(shè)計(jì)。其指導(dǎo)思想是依據(jù)《新課標(biāo)》，通過促進(jìn)學(xué)生語(yǔ)言技能、語(yǔ)言知識(shí)、情感態(tài)度、學(xué)習(xí)策略和文化意識(shí)等素養(yǎng)的整體發(fā)展來培養(yǎng)學(xué)生綜合語(yǔ)言運(yùn)用能力。
根據(jù)《新課標(biāo)》所提倡的“面向全體學(xué)生，為學(xué)生全面發(fā)展和終身發(fā)展奠定基礎(chǔ)”的理念，本課設(shè)計(jì)為一個(gè)用《環(huán)游地球80天》這一經(jīng)典故事將交通方式的教學(xué)串起來的過程。由于這個(gè)故事的廣為人知和其本身故事情節(jié)的吸引力，能最大程度地調(diào)動(dòng)所有學(xué)生的興趣，使其樂于參與教學(xué)活動(dòng)成為教學(xué)的主體。同時(shí)通過跨文化意識(shí)的滲透，使學(xué)生拓寬了視野、了解了世界，情感也得到了升華。
為體現(xiàn)《新課標(biāo)》“整體設(shè)計(jì)目標(biāo)，體現(xiàn)靈活開放； 開發(fā)課程資源，拓展學(xué)用渠道”的基本理念，并實(shí)施新課程所倡導(dǎo)的“任務(wù)型教學(xué)”。在設(shè)計(jì)本課時(shí)，我翻看了原著和電影，從網(wǎng)上查找了許多相關(guān)資料，將整個(gè)Section A部分的教材布局和教學(xué)內(nèi)容做了很大的調(diào)整，將知識(shí)點(diǎn)的教學(xué)也進(jìn)行了合并整合。整個(gè)教學(xué)過程圍繞兩條主線展開。
一條是任務(wù)主線。由《環(huán)游地球80天》中的主人公Mr Fogg 帶領(lǐng)學(xué)生重游世界為線索，從中選取四個(gè)極具特色的國(guó)家，從London到France再到India；然后經(jīng)過中國(guó)到達(dá)Japan；在到達(dá)the USA 后再回到London。通過Mr Fogg在不同的國(guó)家，與不同的人，用不同的人稱來討論不同的交通出行方式，了解到世界各地的交通特色，也為后面Section B部分的對(duì)各國(guó)學(xué)生上學(xué)的交通方式的閱讀教學(xué)作一個(gè)鋪墊。整個(gè)過程一環(huán)扣一環(huán)，首尾呼應(yīng)，融為一體。
另一條知識(shí)教學(xué)主線從教學(xué)數(shù)字和路程，交通工具和花費(fèi)時(shí)間的單詞句型開始。然后以第一、二人稱、第三人稱和復(fù)數(shù)人稱逐一進(jìn)行操練，以及最后綜合人稱的操練和短文總結(jié)。整個(gè)知識(shí)教學(xué)過程從詞到句，由句到文，層層遞進(jìn)，循序漸進(jìn)，反復(fù)操練，符合學(xué)生的認(rèn)知特點(diǎn)。
本課設(shè)計(jì)的最大特色就是以環(huán)游世界的故事為主線，教學(xué)設(shè)計(jì)新穎，教學(xué)過程流暢，前后呼應(yīng)，融為一體。同時(shí)，教學(xué)語(yǔ)言知識(shí)反復(fù)呈現(xiàn)，學(xué)生操練充分，記憶深刻，掌握度與有效度高。尤為突出的是本設(shè)計(jì)可以開拓學(xué)生視野，了解世界文化，是滲透跨文化意識(shí)的極好案例。
2.教材分析：
（1）根據(jù)《課程標(biāo)準(zhǔn)》，分析本課教學(xué)的基本要求
（2）分析本課內(nèi)容的知識(shí)體系（地位和作用）
（3）分析本課內(nèi)容與相關(guān)知識(shí)的區(qū)別和聯(lián)系
（4）說明教學(xué)內(nèi)容的調(diào)整、整合、解構(gòu)和補(bǔ)充
本課主是要談?wù)撊绾蔚竭_(dá)某個(gè)地方（talk about how to get to places），涉及到交通工具（transportation）、行程距離(how far)和所花費(fèi)的時(shí)間 (how long)。
本課的教學(xué)內(nèi)容以Section A部分為主：SectionA1a-1c（P19）主要是引入新句型How do you get to school?以學(xué)生熟悉的日常生活來教授和操練此句型的不同人稱形式（第二和第三人稱）。在2a-2d（P20）中，首先以數(shù)字作為教學(xué)鋪墊，以便教授新句型How long does it take? 在3a-3b-4（P21）中，在復(fù)習(xí)how do you get to ...? 和how long does it take?的基礎(chǔ)上，引入How far is it from ... to ...? 以一篇小短文和一個(gè)對(duì)話來操練和鞏固此三個(gè)主要句型。第4部分是一個(gè)Info gap race (信息溝比賽)，讓學(xué)生在具體情境中來操練這三個(gè)句型。
本課涉及的相關(guān)知識(shí)主要是一般現(xiàn)在時(shí)的特殊疑問句形式，以及對(duì)數(shù)字的復(fù)習(xí)，補(bǔ)充和運(yùn)用。很多學(xué)生在小學(xué)已經(jīng)學(xué)過交通工具介詞表達(dá)法，如：by bus/train, car../on foot. 這些知識(shí)可能會(huì)對(duì)本課的交通工具動(dòng)詞詞組表達(dá)法，如：take the bus/train/car…/walk等的學(xué)習(xí)產(chǎn)生干擾。
在設(shè)計(jì)本課時(shí)，我對(duì)原教材內(nèi)容和教學(xué)順序作了極大的調(diào)整。 首先我將交通工具（how）、行程距離(how far)和所花費(fèi)的時(shí)間 (how long) 的三個(gè)主要教學(xué)句型和內(nèi)容整合在一起同時(shí)操練，并逐步變換人稱形式對(duì)其進(jìn)行反復(fù)操練。對(duì)于原教材我只截取了Section A 部分的1a, 1b, 2a,2b 和3a. 將其整合在每個(gè)教學(xué)環(huán)節(jié)中。其呈現(xiàn)操練的順序也有不同。首先是2a&2b. 然后才是1a, 1b,1c&3a. 同時(shí)補(bǔ)充了一些新的與環(huán)游故事相關(guān)的交通工具的教學(xué)，如：hot- air balloon, carriage, yacht, airship, sleigh。并且在教學(xué)數(shù)字時(shí)增加了“thousand”比較大的一些數(shù)字的教學(xué)。
亮點(diǎn)與反思：
本課設(shè)計(jì)的最大亮點(diǎn)就是對(duì)原教材的重新開發(fā)和整合利用。以原教材為基礎(chǔ)，對(duì)其內(nèi)容進(jìn)行整合，對(duì)教學(xué)先后順序進(jìn)行調(diào)整，對(duì)教材的內(nèi)容進(jìn)行適當(dāng)?shù)膭h減和補(bǔ)充，從而最優(yōu)化地使用教材和最大化地提高教學(xué)效果。
3.學(xué)情分析：
（1）分析學(xué)生的學(xué)習(xí)起點(diǎn)，可能遇到的困難和問題及其依據(jù)
（2）確定促進(jìn)學(xué)生有效學(xué)習(xí)，解決困難的思路和策略。
對(duì)于八年級(jí)第一學(xué)期的學(xué)生來說，在經(jīng)過小學(xué)和七年級(jí)一年的英語(yǔ)學(xué)習(xí)，已經(jīng)具備了一定的英語(yǔ)基礎(chǔ)。他們已經(jīng)掌握了簡(jiǎn)單數(shù)字，一般現(xiàn)在時(shí)態(tài)，時(shí)間的表達(dá)， 對(duì)世界各國(guó)情況的也有些粗略的了解等，這些對(duì)于學(xué)生學(xué)習(xí)本課有關(guān)交通，行程距離和花費(fèi)時(shí)間都很有幫助。
但由于學(xué)生在小學(xué)所學(xué)的交通工具的介詞表達(dá)法，如：by bus/train, car../on foot.印象深刻，運(yùn)用度較高。由于思維定式和先入為主的心理，這些知識(shí)可能會(huì)對(duì)本課的交通工具動(dòng)詞詞組表達(dá)法，如：take the bus/train/car…/walk等的學(xué)習(xí)產(chǎn)生負(fù)遷移和干擾。所以學(xué)生在口語(yǔ)和書面表達(dá)時(shí)很容易犯語(yǔ)言錯(cuò)誤，如：I by bus to school.同時(shí)由于對(duì)It takes …表示花時(shí)間的句型的take的理解偏差，學(xué)生也很容易寫出 “ I take 30 minutes”這樣的句子。還有就是對(duì)于路程距離中以百，千位數(shù)字的表達(dá)，部分學(xué)生也難以一時(shí)熟練掌握。
對(duì)于可能出現(xiàn)的困難，我想可以從以下幾個(gè)方面去解決。首先，對(duì)于句型的學(xué)習(xí)，可以采取對(duì)比歸納法。讓學(xué)生仔細(xì)觀察，發(fā)現(xiàn)總結(jié)規(guī)律，然后再反復(fù)造句舉例練習(xí)。對(duì)于較大數(shù)字的學(xué)習(xí)和記憶可以采取記憶競(jìng)賽等挑戰(zhàn)性活動(dòng)來進(jìn)行反復(fù)操練。當(dāng)然，不能因?yàn)閷W(xué)生犯語(yǔ)言錯(cuò)誤而制止其表達(dá)，多表?yè)P(yáng)、勤鼓勵(lì)的評(píng)價(jià)方法仍是提高學(xué)生積極性，提高學(xué)生語(yǔ)言能力的重要途徑。
亮點(diǎn)與反思：
本課學(xué)情分析的亮點(diǎn)是從心理學(xué)的角度，對(duì)學(xué)生的學(xué)習(xí)心理進(jìn)行分析，發(fā)現(xiàn)學(xué)生學(xué)習(xí)心理需求和心理障礙；從自己的教學(xué)實(shí)踐經(jīng)驗(yàn)出發(fā)，準(zhǔn)確定位學(xué)生學(xué)習(xí)可能遇到的語(yǔ)言學(xué)習(xí)困難；以教育學(xué)理論為依據(jù)，采取恰當(dāng)有效的教學(xué)方法來解決學(xué)生的學(xué)習(xí)困難。
4、教學(xué)目標(biāo)設(shè)計(jì)：
用具體、明確、可操作的行為語(yǔ)言，描述本課的知識(shí)、技能、能力、方法、情感、態(tài)度、價(jià)值觀等方面的教學(xué)目標(biāo)。
（一）語(yǔ)言知識(shí)目標(biāo)
1.能正確運(yùn)用how引導(dǎo)的特殊疑問句， 如：How do you get to school? How long does it take? How far I it?
2. 能熟練運(yùn)用表達(dá)使用不同的交通工具句型，掌握與之有關(guān)的短語(yǔ)， 如：walk, take the bus/train/subway/, by boat/bus/train/plane, ride a bike/…
3. 復(fù)習(xí)基數(shù)詞并能正確地運(yùn)用時(shí)間和距離的表示方法，如：ten minutes, thirty-five minutes…
4. 能掌握并使用以下詞匯：how long, how far, get to, bicycle, subway, car, train, bus stop, train station, bus station, subway station, minute, kilometer, mile, transportation.
（二）語(yǔ)言技能目標(biāo)
1. 能對(duì)交通方式進(jìn)行問答，如：How do you /they/we get to …?
How does he/she go to…?
I walk/take the bus/train/subway/… to school. He/She goes to …by bus/train/ subway/on foot…
2. 能對(duì)所需的時(shí)間進(jìn)行問答，如：How long does it take? It takes about 20 minutes.
3. 能對(duì)兩地距離進(jìn)行問答，如：How far is it from…to …? About six kilometers/ nine miles.
4. 能讀懂有關(guān)交通方式的短文，并提取有效信息。
5. 能寫簡(jiǎn)單的有關(guān)交通出行方式的短文或調(diào)查報(bào)告。
（三）情感態(tài)度目標(biāo)
1．在談?wù)摻煌üぞ叩耐瑫r(shí)，有意識(shí)地引導(dǎo)學(xué)生正確選擇交通工具出行。
2．在“交通運(yùn)輸”的主題下，自然滲透“遵守交通規(guī)則”的意識(shí)。
3．學(xué)會(huì)了解同學(xué)，相互溝通，相互合作，培養(yǎng)樂于助人的精神。
（四）文化意識(shí)目標(biāo)
1． 了解不同國(guó)家不同地區(qū)的交通規(guī)則。
2．了解世界各地在出行方面上，因各國(guó)各地區(qū)文化意識(shí)、實(shí)際情況的差異，所使用的交通工具也有所差異。
（五）學(xué)習(xí)策略目標(biāo)
1．交際策略：通過pairwork和survey, 幫助學(xué)生實(shí)現(xiàn)語(yǔ)言的交際和交流， 通過“ask and answer”鼓勵(lì)學(xué)生個(gè)性化問答，主動(dòng)參與到課堂學(xué)習(xí)活動(dòng)中。
2．資源策略：鼓勵(lì)學(xué)生利用多種資源收集各種交通工具的表達(dá)法，并了解更多國(guó)外交通方式的信息。
3．認(rèn)知策略：大膽猜測(cè)單詞意思，積極進(jìn)行口語(yǔ)實(shí)踐，并通過撰寫調(diào)查報(bào)告提高自己處理數(shù)據(jù)的能力。
4．調(diào)控策略：通過課堂各項(xiàng)活動(dòng)反饋, 不斷反思，明確學(xué)習(xí)現(xiàn)狀，適時(shí)調(diào)控學(xué)習(xí)策略。
5.重點(diǎn)難點(diǎn)設(shè)計(jì)：本課的教學(xué)重點(diǎn)和教學(xué)難點(diǎn)及依據(jù)
1． 教學(xué)重點(diǎn)
（1）重點(diǎn)詞匯：how long, how far, get to, bicycle, subway, car, train, bus stop, train station, bus station, subway station, minute, kilometer, mile, transportation.
（2）重點(diǎn)句型：
How do you /they/we get to …? I walk/take the bus/train/subway/… to school.
How does he/she go to…? He/She goes to …by bus/train/ subway/on foot…
How long does it take? It takes about 20 minutes.
How far is it from…to …? About six kilometers/ nine miles.
2． 教學(xué)難點(diǎn)
(1) 正確區(qū)別并熟練運(yùn)用交通工具的動(dòng)詞表示法（如：walk, take the bus/train/subway/）和介詞表示法（如：by boat/bus/train/plane, ride a bike/）。 這是因?yàn)閷W(xué)生在小學(xué)所學(xué)的（by+交通工具）的介詞表達(dá)交通方式印象深刻。所以在表達(dá)時(shí)很容易犯口頭語(yǔ)言錯(cuò)誤， 很容易說出I by bus to school.這樣的句子。
（2）熟練使用It takes …的句型來表示花費(fèi)時(shí)間。因?yàn)樵谄吣昙?jí)學(xué)過spend表達(dá)花費(fèi)時(shí)間，對(duì)于It takes …的句型還很陌生，需強(qiáng)化訓(xùn)練。
（3）學(xué)會(huì)用百、千數(shù)字的表達(dá)較遠(yuǎn)的路程距離。雖然七年級(jí)已多次學(xué)到基數(shù)詞但都是百位以下的數(shù)字。在本節(jié)課中由于教學(xué)需要，百、千位以上的數(shù)字需要用到，可以作為課外拓展知識(shí)來教學(xué)，但有一部分學(xué)生很難一時(shí)熟練掌握。
6.教學(xué)策略與手段：本課教學(xué)中所運(yùn)用的教學(xué)模式、教學(xué)策略和教學(xué)手段，包括課前準(zhǔn)備：（1）學(xué)生的學(xué)習(xí)準(zhǔn)備；2．教師的教學(xué)準(zhǔn)備；3．教學(xué)環(huán)境的設(shè)計(jì)與布置；4．教學(xué)用具的設(shè)計(jì)和準(zhǔn)備。
本課采用“任務(wù)型”的教學(xué)模式，讓學(xué)生在教師的指導(dǎo)下，通過感知、體驗(yàn)、實(shí)踐、參與和合作等方式，實(shí)現(xiàn)任務(wù)的目標(biāo)，感受成功。在學(xué)習(xí)過程中進(jìn)行情感和策略調(diào)整，以形成積極的學(xué)習(xí)態(tài)度，促進(jìn)語(yǔ)言實(shí)際運(yùn)用能力的提高。
本課采用的教學(xué)方法有：1）情景教學(xué)法，設(shè)置“重游世界80天”的教學(xué)情景，使學(xué)生身臨其境，將具體生動(dòng)的形象展示給學(xué)生，使教學(xué)在生動(dòng)活潑的情景中進(jìn)行，提高學(xué)生興趣。2）多媒體輔助教學(xué)法。運(yùn)用多媒體來輔助教學(xué)并貫穿整個(gè)教學(xué)過程。這樣增加了直觀性和趣味性，加大了課堂密度，提高了教學(xué)效果。3）合作學(xué)習(xí)法，讓學(xué)生開展小組合作調(diào)查活動(dòng)，培養(yǎng)學(xué)生的合作意識(shí)。4）小組競(jìng)賽法和游戲法，激活課堂氣氛，提高學(xué)生興趣。運(yùn)用交際法，設(shè)置情境，讓學(xué)生展開自由的語(yǔ)言交流。
本課的教學(xué)手段主要以多媒體來輔助教學(xué)。1）學(xué)生課前準(zhǔn)備：讓學(xué)生課前閱讀或查閱《環(huán)游世界80天》的原著或影視資料，對(duì)該故事有一個(gè)大致的了解。并利用網(wǎng)絡(luò)查閱各國(guó)或各地的交通特色，體會(huì)它們的不同之處。收集有關(guān)交通工具的英文單詞。2）教師教學(xué)準(zhǔn)備：教師要制作多媒體課件，準(zhǔn)備電腦和世界地圖，以及不同國(guó)家的小國(guó)旗。3）教學(xué)環(huán)境的設(shè)計(jì)和布置：將教室布置成小組合作形式。4）教學(xué)用具的設(shè)計(jì)和準(zhǔn)備：教師自己制作五面不同國(guó)家的國(guó)旗（英國(guó)，法國(guó)、印度、日本、美國(guó)）。
7. 教學(xué)過程：這是教學(xué)設(shè)計(jì)的主體部分。分幾個(gè)環(huán)節(jié)具體說明教學(xué)活動(dòng)的安排，包括學(xué)生學(xué)習(xí)活動(dòng)、教師指導(dǎo)活動(dòng)、師生交互活動(dòng)。應(yīng)采用文字?jǐn)⑹黾狱c(diǎn)評(píng)的格式，不要采用表格或流程圖的形式。
Unit4 How do you get to school（Section A）
------人教版 Go for it八年級(jí)英語(yǔ)上冊(cè)
Step1 Warming up & leading in
Let the students watch the video of a part of the movie called Round the World in Eighty Days.
T: Have you seen the movie? Do you like the story? Do you know the name of the movie?
Ss: Yes/No.
Help the students speak out the name loudly. Then show the post of the movie and the cover of the original book.
T: Well, this is an interesting story full of unexpected experience. It’s very famous and many people around the world love it. Do you remember the leading character, Mr Fogg and his traveling route around the world? Now let’s review it.
設(shè)計(jì)說明：以輕松的電影片段容易激起學(xué)生學(xué)習(xí)興趣，順利導(dǎo)入新課的主題任務(wù)。
Step 2 Presentation & learning
1. Show the photo of the leading character, Phleas Fogg and some pictures of the different countries such as France, India, China, Japan, America and so on to review the traveling route.
T: He traveled around the world. But Do you know how far he traveled?
Then show a map of the world, and draw the route with lines from one country to another country. And teach the numbers and the new words “hundred” “thousand” “miles” and “kilometers”.
1) Ask the students to finish 2a&2b on page 20 and have a memory challenge to practice the numbers.
2) Show a chart of the distance between these countries.
London ---Paris about 110 km Paris --Turkey--India about 3000km
India---China---Japan about 5000km Japan --- USA about 8000km
The USA---London about 2000km
Ask the students to practice the conversation:
A: How far is it from_______ to ________?
B: It’s ___________ kilometers.
T: Well. We have known the distance between the countries. But do you know how he go from one place to another place? What kinds of transportation do you know?
2. Show some pictures of different kinds of transportation. Then teach the new phrases of transportation “take the bus, take the train, take the plane, take the subway, ride the bike, walk.” Add some other kinds of transportation mentioned in the original book, such as “ hot- air balloon, carriage, yacht, airship, sleigh” and so on.
1) Practice and memorize the new phrases of transportation by playing a guessing game.
２）Imagine you are the reporter to interview Mr Fogg, your partner. Practice the conversation:
A: How do you get to ______ ?
B: I ______________ to _______.
T: Ok, now we know the distance and the transportation, but we don’t know how long it takes. Now let’s see the time he spent.
3. Show a chart about the time he spent. Teach the new word “minute(s)”. Then practice the conversation:
London ---Paris about five days Paris --Turkey--India about 20days
India---China---Japan about 30days Japan --- USA about 20days
The USA---London about 15days
A: How long does it take to ________?
B: It takes _______ days/minutes.
T: How wonderful! Do you want to travel around the world? Mr Fogg wants to travel again. Maybe this time he can save more time because he has the new transportation. Today let’s go around the world with Mr Fogg.
設(shè)計(jì)說明: 通過與學(xué)生共同回憶Mr Fogg 的環(huán)游經(jīng)歷逐步呈現(xiàn)新句型“How far…? How …? How long…?”. 并同時(shí)進(jìn)行新課單詞的教學(xué)。
Step3 Task1 ( In France)
1. Show a map of the world and the route from London to Paris.
T: Mr Fogg first leaves from London to Paris. How far is it from London to Paris, do you remember?
Ask the students to answer it.
T: How does he get to Paris? Which is the best vehicle for Mr Fogg to take from London to Paris? Now let’s choose one vehicle for him.
Ask the students to give their own opinions and the reasons.
T: Maybe he can take the train under the sea. It’s the only undersea railway in the world. It’ quite famous. But how long does it take? Let me tell you . It just takes 50 minutes. It must be special and convenient.
2. Show a picture of Mr Fogg in Paris.
T: Great. Mr Fogg gets to Paris fast. He meets many French people. We know the French like to go on vacation in their free time. So Mr Fogg wants to know how they go on vacation.
T: Now he is talking with some French people about their transportation. Imagine you are a Frenchman or Frenchwoman and your partner is Mr Fogg. Make a conversation in pairs.
Model: A: How do you go on vacation to the beach/ mountain/country…?
B: I often________ to go on vacation./ I often go on vacation by ______.
A: How long does it take?
B: It takes _________ minutes.
A: How far is it from your house to the ________?
B: It’s __________ miles/kilometers.
設(shè)計(jì)說明：以第一站Paris為地點(diǎn)，通過扮演Mr Fogg和法國(guó)人討論休閑度假的交通出行方式，操練句型“how, how long , how far”的第一、二人稱的用法。并同時(shí)可以鞏固復(fù)習(xí)Unit3 有關(guān)度假的知識(shí)。
Step 4 Task 2 ( In India)
1. Show a map of the world and the route from Paris to India.
T: Now Mr Fogg leaves for India. How far is it from Paris to India?
S: It’s 3000 kilometers.
T: How does he get to India? What do you think？
S: It’s too far. So he can take a plane there.
T: Good idea. How long does it take?
S: Maybe 24 hours.
T: Great. Mr Fogg arrives in India easily and fast. He thinks India is a very interesting country. So he wants to know if the Indians go to work by elephant yet. But now it’s different from before.
2. Show some pictures of the most common transportation --- Auto rickshaw and other popular transportation in India.
T: After he talked with some Indians about the transportation. A reporter wants to interview him. Imagine you are the reporter and your partner is Mr Fogg. Make a conversation in pairs.
Model: A: How does the Indian usually get to work?
B: He/She usually ____ to work./ He/She usually get to work by ____.
A: How long does it take?
B: It takes _________ minutes.
A: How far is it from his/her house to the workplace?
B: It’s __________ miles/kilometers.
T: Ok. Mr Fogg has known something about India. Now he wants to tavel to the next place. Do you know where he is going.
S: It’s China.
T: Yes, you are right. He goes to China by plane, but he can’t stay for a long time because a friend in Japan is waiting for him. So he leaves for Japan.
設(shè)計(jì)說明：以第二站India為地點(diǎn)，通過扮演Mr Fogg和印度人討論上班工作的交通出行方式，操練句型“how, how long , how far”的第三人稱的用法。
Step 5 Task 3 ( In Japan)
Show a map of the world and the route from China to Japan
T: How far is it from China to Japan?
S: It’s 300 kilometers.
T: How does he get to Japan? What do you think？
S：It’s not far. And there is a beautiful sea between them. So he can take a ship to enjoy the beautiful view in the sea.
T: Good idea. How long does it take?
S: Maybe 20 hours.
T: Great. Mr Fogg gets to Japan happily. He finds many women don’t go to work after they got married. So he wants to know how these housewives go shopping.
T: After he talked with some Japanese housewives about their transportation. The reporters are interviewing him. Imagine you are a reporter and your partner is Mr Fogg. Make a conversation in pairs.
Model: A: How do the housewives go shopping ?
B: They ________ to go shopping./They always go shopping by ______.
A: How long does it take?
B: It takes _________ minutes.
A: How far is it from their house to the shop?
B: It’s __________ miles/kilometers.
T: Ok. Mr Fogg knows something about Japan. Now he wants to tavel to the next place. Do you know where he is going. He wants to go to the USA.
設(shè)計(jì)說明：以第三站Japan為地點(diǎn)，通過扮演Mr Fogg和日本主婦討論購(gòu)物的交通出行方式，操練句型“how, how long , how far”的第復(fù)數(shù)人稱的用法。
Step 6 Task 4 ( In the USA)
1. Show a map of the world, the route from Japan to the United States.
T: How far is it from Japan to the USA?
S: It’s 3000 kilometers.
T: How does he get to The USA? What do you think？
S: It’s far. So he can fly to the USA.
T: Good idea. How long does it take?
S: Maybe 20 hours.
T: Mr Fogg arrives in the United states early. He walks on the street near a school and meet a group of students. They are going to school. Mr Fogg wants to know how they get to school. So he talks with them. Imagine you are Mr Fogg, and your partner is one student of them, make a conversation in pairs.
Model: A: How do you get to school?
B: I ________ to school.
A: How long does it take?
B: It takes _________ minutes.
A: How far is it from your house to school?
B: It’s __________ miles/kilometers.
T: Ok. These students are our friends now. Do you want to know their names? They are Bob, Paul, John, Mary and Yang Lan. Now let’s open the Books to Page19 to know more about them.
2. Do 1a, 1b and 1c.
A: How does Bob/ Paul… get to school?
B: He takes the train/bus…
T: Well. There are other students in the school. How about them? How do they get to school? How long does it take to get to school? Now let’s listen and find it out.
3. Do 2c
T: Lin Fei is a hard working student. He lives far from school. How does he get to school? How long does it take? And how far is it from his home to the school? Let’s read the 3a and find the answers.
4. Do 3a.
設(shè)計(jì)說明：以第四站the United States為地點(diǎn)，通過扮演Mr Fogg和美國(guó)學(xué)生討論上學(xué)交通出行方式，綜合操練句型“how, how long , how far”的各種不同人稱的用法。同時(shí)將課本內(nèi)容串聯(lián)起來，充分利用教材，訓(xùn)練學(xué)生的聽力技能。
Step 7 Survey
Divide the class into groups of four. Each one acts the people from different countries. Ask them to survey how the people travel in these different countries.
T: Ok, Mr Fogg comes back to London from the Unites States by plane. After 20 days’ trip. He really wants to find out the most popular vehicle in the countries he traveled. Now let’s help him make a survey to find out what kind of transportation is the most popular in these countries.
People in different countries
How
How long
How far
A Frenchman
An Indian
A Japanese housewife
An American
Report:
We find a Frenchman often____________ for vacation. It takes him _____ minutes. It’s ______ kilometers from his home to the place. The Indian likes to go to work by_____. It takes her _____ minutes. It’s ______ kilometers from her home to the place. The Japanese housewife usually ________ to go shopping. It takes him _____ minutes. It’s ______ kilometers from his home to the place. The American students always go to school by ______. It takes him _____ minutes. It’s ______ kilometers from his home to the place. We think ______ is the most popular transportation.
設(shè)計(jì)說明：通過調(diào)查活動(dòng)既可以復(fù)習(xí)之前所學(xué)的知識(shí)，更能鍛煉學(xué)生的口述能力和合作意識(shí)。
Step 8 Summary
T: Today we follow Mr Fogg to travel around the world. What do you learn from the trip. Now let’s review it and get a summary.
First Mr Fogg travels from ___to____ . It’s ______ kilometers. It takes him _______ minutes. He ________ to the place. And he find the people usually _________ for vacation. Then Mr Fogg travels from ____ to _____. It’s ______ kilometers. It takes him _______ minutes. He goes to the place by _____. And he finds the Indians usually ________to work. Next Mr Fogg travels from ____ to _____. It’s ______ kilometers. It takes him _______ minutes. He ________ to the place. And he finds the Japanese housewives usually _________to go shopping. After that, Mr Fogg travels from ____ to _____. It’s ______ kilometers. It takes him _______ minutes. He gets there by _______ . And he goes to the school ______ and finds American students usually _________to school. Finally he _____ back to London. He just spent 20 days traveling around the world. What a fantastic trip!
T: Do you think Mr Fogg is a hero. He traveled round the world without plane at that time. He overcame so many difficulties. At last he won. So where there is a will, there is a way. Remember it.
設(shè)計(jì)說明：改變大家常用的口頭講述總結(jié)方式，讓學(xué)生在“做題”中來總結(jié)所學(xué)的知識(shí)。這種方法讓學(xué)生印象更深刻，記得更牢固。同時(shí)這種總結(jié)方法既可以訓(xùn)練學(xué)生的閱讀能力，也可以為之后的寫作任務(wù)作好鋪墊。同時(shí)在總結(jié)環(huán)節(jié)學(xué)生的道德感情也可以得到升華。
Step9 homework
T：Mr Fogg traveled to China, but he didn’t stay in China for a long time. So he doesn’t know about the transportation in China. Let’s take the transportation in Wenzhou for example to write a letter about the transportation in China to Mr Fogg. In the letter you should write the situation of the transportation in Wenzhou. Then describe the problems in it and your ideas to solve the problems.
1. Write a letter to Mr Fogg.
2. Read the original books or watch the movie of Round the world in eighty years.
Surf on the Internet to find more information about the transportation in different countries and take some notes in the notebook.
設(shè)計(jì)說明：通過作業(yè)使學(xué)生從情景回到現(xiàn)實(shí)，通過對(duì)溫州交通出行方式的討論來培養(yǎng)學(xué)生解決實(shí)際問題的能力。并且適當(dāng)?shù)恼n外學(xué)習(xí)可以培養(yǎng)學(xué)生興趣，提升學(xué)習(xí)效果。
（可附頁(yè)）
8.板書設(shè)計(jì)
Unit 4 How do you get to school? (Section A)
How far is it from…to…? hundred How long does it take ?
It’s …kilometres/miles… thousand It takes….minutes/hours/days…
How do you go on vacation/..? How does he/she go to work/…? How do they go shopping/..?
I take the train/..to go on /… He/She takes the bus/…to work/… They take the car..to..
I go on vacation by train/… He/She goes to work by bus/… They go shopping by car/…
Take the train/bus/subway/car/plane/ship… by train/bus/subway/car/plane/ship…
Ride the bike by bike
Walk on foot
9.作業(yè)設(shè)計(jì)
1. Write a letter. take the transportation of Wenzhou for example to write a letter about the transportation in China to Mr Fogg. In the letter you should write the situation of the transportation in Wenzhou. Then describe the problems in it and your ideas to solve the problems.
2. Read the original books or watch the movie of Round the world in eighty years.
3. Surf on the Internet to find more information about the transportation in different countries and take some notes in the notebook.
亮點(diǎn)與反思：
（1) 有聲類作業(yè)與書面類作業(yè)同行。書面作業(yè)寫一封信，貼近學(xué)生生活，培養(yǎng)學(xué)生解決問題的能力。而觀看相關(guān)影視作品，既可以增強(qiáng)學(xué)生的興趣，更能從人物的英文對(duì)白中提高學(xué)生的聽說能力。
（2）課內(nèi)作業(yè)與課外作業(yè)互補(bǔ)。課內(nèi)作業(yè)鞏固課內(nèi)知識(shí)，而課外作業(yè)拓展學(xué)生學(xué)用渠道，課內(nèi)外互補(bǔ)可以極大地提高學(xué)生的學(xué)習(xí)效果。
（3）規(guī)定作業(yè)與自主作業(yè)并進(jìn)。讓學(xué)生學(xué)會(huì)通過摘筆記來積累知識(shí)是提升學(xué)生自主學(xué)習(xí)能力的重要途徑。
10.問題研討：提出2-3個(gè)與本課設(shè)計(jì)相關(guān)的、值得反思和討論的問題。
1． 如何設(shè)置生動(dòng)而真實(shí)的情境，使學(xué)生如身臨其境并樂于積極地參與活動(dòng)？
本課的設(shè)計(jì)是一個(gè)接一個(gè)的情景構(gòu)成。在設(shè)置情景時(shí)，我除了展示圖片，電影場(chǎng)景，還增加了一些音樂背景，盡量地使學(xué)生能感受到一個(gè)真實(shí)的交際情景，使他們能夠自如地展開交際口語(yǔ)活動(dòng)。
2． 如何使口語(yǔ)課堂的口語(yǔ)操練循序漸進(jìn)產(chǎn)生高效？
口語(yǔ)操練是口語(yǔ)課堂的精髓所在。如何高效地進(jìn)行口語(yǔ)操練是我一直所探尋的問題。在本課中，我設(shè)計(jì)了多種不同形式的口語(yǔ)操練活動(dòng)，希望學(xué)生能夠逐步掌握口語(yǔ)交際技能，實(shí)現(xiàn)自主交流。
參考資料：
1.中華人民共和國(guó)教育部：《英語(yǔ)課程標(biāo)準(zhǔn)》，北京師范大學(xué)出版社
2. Jules Verne：Round the world in eighty days, 上海譯文出版社
3. 李文梅主編：《英語(yǔ)課堂教學(xué)設(shè)計(jì)與活動(dòng)案例》，浙江教育出版社
