Unit 3 Going Places（通用2篇）
unit 3 going places
i. 单元教学目标
技能目标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. 目标语言
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.
词 汇
1.四会词汇：
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.认读词汇：
destination, raft, backpack, spider, cell-phone, eco-travel, responsibly, unpack
3.词组：
get away form, watch out, protect sb/sth from, see sb off,
on the other hand, as well as
4.重点词汇：
consider, means, experience, nature, particular, separate
语法 the present continuous tense for future action
重 点 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. 教材分析与教材重组
1. 教材分析
本单元以“旅行”为话题，所涉及的内容有：外出旅游的行为规范、旅游的方式等。通过本单元的学习使学生了解旅游的不同方式，学会表达计划和任务。能自己设计一次旅行计划并能写信介绍自己的旅行情况。
1.1 warming up部分提供了四幅有关外出旅行中的个别行为不当的图片，让学生判断四位旅行者在旅行过程中的错误行为，通过讨论让同学们认识到外出旅行时，应遵守交通规则和维护公共秩序，第二、三部分要求学生能根据具体情况自行选择交通工具。
1.2 listening两部分材料是机场广播和明信片。通过表格的形式训练学生集中捕捉信息的能力，另外两段材料分别突出现在时和过去时，强化了学生的时态意识。
1.3 speaking部分借助于“时间机器”设计科幻旅游。通过三个问题诱发他们的想象力。同时也能表达出同学们对过去和未来的真实愿望以及情感。
1.4 pre-reading提供了三个问题使同学们自己去把这方面的经历和课文联系起来，激发他们的学习兴趣。
1.5 reading部分分为三部分。adventure travel中的第一句引出本段，列举人们出行旅游的种种目的，由此引出后两个话题。hiking和rafting各分为两段。第一段分别介绍hiking和rafting，第二段列出外出hiking和rafting的建议，可以采用对比阅读的方法。
1.6 post-reading选择最佳答案和完成表格是对课文的检查和巩固，加深同学们对课文的理解。
1.7 language-study部分包括两方面的训练。第一部分通过单词的配对练习，帮助同学们加深理解本单元的部分重要单词和词组。语法部分通过读写来操练时态，了解进行时的另一种用法： 进行时表将来。
1.8 integrating skills部分提供“生态旅游”的信息。先阅读，然后四人一组讨论并制定一个“生态旅行”计划来训练学生的说、读、写技能。writing部分要求学生书写两封信，训练他们对不同时态的应用。
1.9 tips 明确写作的几要素，指导学生如何明确写作的目的。
1.10 checkpoint总结了本单元的语法——现在进行时，并设计了一些最基本的练习，检查和强化了对本部分的掌握情况。
2. 教材重组
2.1 warming up, speaking和talking均属于说的训练，因此把warming up, speaking和talking整合成一节“口语课”。
2.2 listening和workbook中的listening放在一起，设计成一节“听力课”。
2.3将pre-reading, reading和post reading三项活动放在一起，合成一节“阅读课”。
2.4 language study和workbook中的practice整合成一节“语法课”。
2.5 integrating skills中的reading和workbook中的integrating， reading部分整合为一节“泛读课”。
2.6 integrating skills中的writing和workbook中integrating skills， writing合为一节“写作课”。
3. 课型设计与课时分配（根据学情，经教材分析，本单元要分六课时完成）
1st period 口语课
2nd period 听力课
3rd period 阅读课
4th period 语法课
5th period 泛读课
6th period 写作课
the first period speaking
teaching goals 教学目标
1. target language 目标语言
a. 词汇和短语
consider, means, transportation, information
b. 重点句型和交际用语
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 能力目标
enable the students to make a plan for a trip and give some tips on trip.
3. learning ability goals 学能目标
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 教学重点
talking about travelling means of transportation.
teaching difficult points 教学难点
talking about travelling means of transportation.
teaching methods 教学方法
a. listening and response
b. watching and saying
c. pair work or group work
teaching aids 教具准备
1. slide-show
2. pictures
teaching procedures && ways 教学过程与方式
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. _____________________ (别忘了)to turn off the light before you leave the room.
5. the teacher told us (把所有东西摆放整齐)________________________.
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（说课稿）
教学内容分析
本单元的中心话题是“旅游”，可以说这是一个世界性的时尚话题，随着经济发展、社会进步、人们生活水平的提高，旅游作为现代人的一种生活方式，越来越被更多的人们所接受与喜爱。文中涵盖了有关这一话题的许多内容，如：“人们在旅游中的交通方式”“旅游点的选择”，还有新兴的旅游方式----“探险旅游”、“生态旅游”等等。而所有的语言知识和语言技能几乎都是围饶这一中心话题而设计的。而在上这一单元时，正赶上“十一”长假到哪去的话题，学生应该比较感兴趣。
warming-up 由三部分组成：第一部分通过图例可以看出人们旅游过程中发生的不文明行为；第二、三部分要求讨论有哪些交通方式。主要目的在于激活学生已有的相关背景知识，引出话题，为后面几堂课的讨论做好热身准备，是本单元的总动员。比如：第一部分的图例内容与eco-travel联系比较紧密，我就把它作为这一课（第六课时）的导入。
listening提供了两部分听力资料。前面为三则飞机起飞前的广播通知；后面是写在五张明信片上的旅游者的自叙。目的在于通过输入语言，掌握一些旅游中会碰到的常用表达法。
speaking 提供的是关于“时光机器”的资料，幻想人们可以借助于这一神奇的交通工具，在过去、未来的时间长河里随心所欲地畅游，文后设计了表格。这是一个比较开放性的话题，学生可以展开想象，结合学过的历史、地理知识畅所欲言，能充分调动他们“说”的兴趣。整个活动涉及了“听、说、写”多个技能，按要求完成一定的表格，使之“说”的时候更言之有物。
reading 分为三部分：pre-reading, reading, post-reading. pre-reading提供了与阅读材料相关的三个问题，启发学生预测课文内容；reading 是一篇关于探险旅游的材料，其中介绍了hiking 与rafting，话题较新颖；post-reading设计了一些帮助学生检测对课文作浅层、深层理解的巩固练习。
language study 分word study和grammar两部分。词汇配对练习引导学生加深对新词汇的理解与记忆；语法项目是让学生进一步学习现在进行时表示将来的用法。同时要求学生掌握有关送行与表达美好祝愿的话语。我对word study的处理，除了听写、默写等机械性记忆外，更多的是有意地把他们分散在每堂课的指令用语与话题里，让学生在语境中学，在运用中学。而grammar则渗透在reading与 writing里学，道理也同上。
integrating skills 部分可以说是阅读部分的延续，写作部分的前奏。文中提到了“生态旅游”这一越来越时尚的热门话题。以列表形式提供了两个生态旅游区的资料，让学生稍作了解这一新名词的内涵后，完成文中的表格填写，算是一种mini-writing。
writing本单元的要求是写信。以sue的口吻给父母写两封信（分别写于周六、周日），对旅游中已做的，正在做的，将要做的事情进行如实描述。考虑到学完第三单元，已经完成了本册教学任务的四分之一，我在此安排了一大一小两作文。
tips 告诉学生写作前要多作思考，不要急于动手。不失为一剂写作良方。
checkpoint 简要地总结了本单元的语法重点，并提供了一些例句。
从内容的编排上可以看出，编者打破了原有教材每单元分课而设的框框，代之以听、说、读、写四技能为侧重点的几大板块。因此新教材旨在让学生掌握一定的语言基础知识，在分别完成四技能的基础上，形成较好的综合运用语言、解决问题的能力的导向，由此可见一斑。
我们教师明确了这一意图后，在引导学生进行四技能操练时就会有的放矢，做到内容、形式、技巧三者的有机结合。当然新教材对我们教师的自身素质、备课深广度的挖掘以及学生想象力的激发都是一场不小的挑战。还有词汇，如本单元新增了hiking, rafting, eco-travel等新词，相应地词汇要求的级别高了，语言的地道性也有了提升。还有workbook, 简直是又一本教材，里面提供了许多关于听、说、读、写的材料与练习，一方面为我们提供了丰富翔实的资料库，另一方面也许也增加了我们的负荷。这是我对新教材与本单元的一点理解。
教学重点难点：
（一）重点
1. 本单元的生词、短语
2. 有关旅游的一些表达法
3. 掌握游记与来往书信的写法
4. 复习动词的用法以及现在进行时用于将来的表达法
（二）难点
1. 动词时态的综合运用
2. 语法操练与语言交际活动的有机结合
3. 一些开放性话题的实现
4. 课外查阅资料的能力培养
教学目标
1. 语言知识与技能
1） 熟练掌握与话题相关的常用词汇与表达法
2） 培养学生听、说、读、写四技能的综合运用能力
3） 使学生能就given topics较好地完成一些开放性话题
4） 培养学生使用图书馆、网络查阅资料的能力
2. 情感态度与文化意识
1） 在有趣的话题激励下，诱导学生积极参与，充分调动他们学习的兴趣
2） 在师生互动的活动中，加强教师的亲和力，增进彼此的了解与沟通，充分发挥情感教学的优势
3） 在共同完成一些调查、采访、取长补短等任务的过程中，加强团体协作意识
4） 带领学生领略世界风光之美的同时，增强他们的环保意识
3. 学习策略
1） 兴趣教学策略,其中包括对话、讨论、表演等
2） 开放式教学策略，如：brainstorm, role play, given situations 等活动
3） 任务型活动策略，在做中学，在交际中进行真实运用
为了有效地达到以上教学目的，我设计了以下六个任务：
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
我把本单元计划为六课时，warming-up & listening(1课时)，speaking(1课时)， reading(一)(1课时)，reading( 二) (1课时)，grammar & writing(1课时) ，integrating skills (1课时)，以任务为依托，分别对听、说、读、写四技能进行训练，各有侧重，但又互相结合。注重指导语篇阅读，逐步提高口头表达，笔头写作能力。
任务型语言教学的倡导者认为，掌握语言的最佳途径是让学生做事情，即完成各种任务。当学习者积极地参与用目的语进行交际的尝试时，语言也被掌握了。当学习者所进行的任务使他们当前的语言能力发挥至极点时，习得也扩展到最佳状态。
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