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视频标签：by taxi
所属栏目：初中英语优质课视频
视频课题：外研版九年级下册Module 1 Travel Unit 1 We toured the city by bus and by taxi安徽省 - 合肥
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外研版九年级下册Module 1 Travel Unit 1 We toured the city by bus and by taxi安徽省 - 合肥
Module 1 Travel
一、 题材内容
本模块的中心话题是“旅行”，具体涉及外出旅行的交通工具，出游地点和旅游类型等内容。通过对涉及旅游的一些表达方式的学习来提高学生的表达能力和语言运用能力。旅游这一话题能比较好的引起学生的学习兴趣和参与度，通过这个话题也应该更好的增加学生自主学习的能力。 二、 教学目标 1）
语言知识：
单词 airplane, coach, departure, lounge, transport，set off, nod,
tear, towards, cigarette, though, get off…
语法 冠词的用法
功能 谈论关于旅行的各个方面 话题 旅行 2） 语言技能：
听 听懂有关“旅行”的简短对话，提高学生实际应用能力。 说 能谈论自己的假期生活，学会组织自己的表达顺序。 读
能读懂含有包含各种时态的关于旅行的简单文章。 进行快速阅读技能训练，学会通过关键信息预测文章内容，掌握文章的大意。
写
1.能写出各种类型的比较复杂的句子
2.能围绕一个话题展开联想，写出表达自己多种的观点的
文章。
演示与表达 面向全班同学讲述自己假期的生活 3)学习策略
学习一定程度形成自主学习，有效交际、信息处理、英语思维能力。学习与同学分享信息的能力的意识。能够在小组讨论中恰当的表达自己的观点。 认知 联系，归纳，推测等技能
调控
从teamwork和brainstorm中得到提升，对自己在叙述及作文中的错误进行修改
交际
学习运用恰当词语介绍自己的观点，有联想发散性思维
资源
通过其他资源获取更多有关旅游领域的内容。
自学策略
培养话题和词汇的语言域意识，形成快速阅读的习惯。 合作学习策略 掌握交流共享策略。掌握搭配策略。 4)文化意识：
旅游文化
旅游可以让人开阔视野，增长见识，以及了解不同国家的自然文化。在旅游过程中同样也可以学习到很多的语
言知识。
情感态度
学习如何表达出自己在旅游过程中对旅游过程的评价，如何更有效的在旅游过程中放松自己，同时又能收获一些其他方式无法得到的知识和技能
三、 教学重点和难点 重点：1．冠词的用法
2．对事物或事件的多个方面进行描述和评价
难点：能用恰当地道的用英语思维和发散性思维表达自己的观
点。
四、 教学方法
本模块的主要任务是培养学生的英语表达能力和英语思维，应该多采取课堂讨论，teamwork的形式来让学生大胆的表达他们关于一件事情的观点，教师适当的引导，帮助学生使用发散性的思维表达法。同时采用对时间关键词的梳理给学生介绍快速阅读的方法。语法内容是关于冠词的用法，着重讲授一些规律性的内容，一些特殊的用法和例外可以让学生自己去整理或是教师准备好发给学生自己去学习。 五、 学情分析
整体来说，这班学生的学习积极性比较差，特别是英语基础差， 通过几年的英语学习， 大多数学生已能听懂有关熟悉话题的语段和简短的故事。 能与教师或同学就熟悉的话题交换信息。 能读懂短篇故事， 但由于各种因素的影响，学生发展参差不齐。 有少数学
生因为基础不够好， 学习很吃力而自暴自弃， 有的因此扰乱课堂次序， 这给教学带来不少困难。 六 教学过程Teaching procedure
Unit 1 We toured the city by bus and by taxi.
Step 1. Lead in
Show some pictures of different transport tools to the students and give a brief introduction about them. Then ask the students to talk about their preferred forms of transport and say why. After some students answer talk their opinions on the plat, the teacher can lead up into the topic of this module —— TRAVEL. Step 2. Lead to brainstorming
Ask the students some questions such as “How many of you ever traveled?” “Where did you travel?” “What was the most interesting thing when you traveled?” etc. According to their answers, the teacher can lead them to brainstorming “What do we need when we travel?” Step 3. Activity 1
Teach the students this sentence structure “I like…by…because….” and spare some time for them to practice in class. Until most of the students can express their ideas with this structure, the teacher can go on to the next step.
Step 4. Listen and answer (activity 2)
Give some background information and explain the new vocabulary to
the students. Then play the tape for the students to listen. Suggest the students take some notes when they are listening in order to answer the following questions about the dialogue. Then the teacher asks some question about the dialogue.
Step 5. Listen and complete the table (activity 2)
Ask about the situation in which we need to listen to numbers. Then, introduce the correct method to listen to numbers. Then teacher plays the tape and the students finish activity 3. After students finish it, the teacher checks the answer and then asks them to express what they heard with a complete sentence. Step 7. Text (activity 3)
Play the tape of the text and ask the students to follow it. Explain the language uses in the text. (If time allows, the teacher can ask two students play character act.)
Step 8. Practices (activity 3-5)
Activity5: fill in the blank —— strategy: Only pay attention to the missed words which should be filled.
Activity6: answer the question —— strategy: Listen carefully and learn note taking.
Activity7: complete the sentence —— strategy: Focus on the sentence blanks.
Step 9. Pronunciation (activity 6)
Give a detailed introduction of the “sense group”. Teach the method how to divide the sense groups to the students. Ask the students to try some sentences in order to find out the obstacles of it and solve them. Play the tape, ask the students listen to it and find out the way to divide the sense groups.
Step 10. Speaking (activity 7)
Give the student a topic and ask them to brainstorm about it, and then discuss it in a group. At last, ask some representatives to speak on the plat. (The aim is to improve the students’ ability to talk about an affair in different dimensions.)
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