【中职专用】高中英语 外研版2021·基础模块1 Unit 4课件+教案

课题名称

Unit 4 How Can I Get There?

授课教师

小兜老师

授课内容

Reading and Writing 2

授课班级

课    时

第3课时

授课时间

单  元  主  题  分  析

本单元围绕交通、出行展开，属于课标中“人与自我”范围内的“学习与生活”主题。内容涉及出行方式、询问路线等话题。通过让学生练习问路和指路、讨论共享交通方式的利弊等，使学生意识到合理选择交通方式的重要性，培养他们辩证看待问题的意识，并引导他们根据不同的需求制订合理的出行方案。另外，本单元还介绍了中国高铁，向世界展示了“中国速度”，培养学生的国家意识和民族自豪感。

教  学  内  容  分  析

读写部分的两篇课文围绕交通方式的话题展开。第一篇课文的语篇类型为说明文，主要介绍了中国高铁和飞机，说明交通方式的发展促进全球互联互通。首先，引导学生带着问题阅读课文，理解语篇基本信息。之后，引导学生通过补充图表，对语篇内容进行归纳。第二篇课文是关于共享交通方式利弊的讨论。通过引导学生探讨共享交通方式的利弊，提高其思辨能力和语言综合运用能力。

学 习  目  标

知识目标

1. Students will learn some words and phrases like means of sharing economy，eased traffic problems，convenient etc.;
2. Students can grasp the general ideas of the passage and learn more about the sharing economy.

能力目标

1. Students will be able to use different basic reading strategies like skimming and scanning correctly in their reading process.
2. Students can express their opinions about by using the target.

素质目标

1. Students can build confidence in learning language and arouse learning interest.
2. Students can cooperate with other group mates actively and complete the task together.

学 习  重  难  点

学习重点

1. Can use skimming, scanning and other reading strategies to obtain the general idea and details of the article.
2. Can dialectically look at the problem, for the sharing of traffic advantages and disadvantages, express personal views.

学习难点

1. Can analyze and summarize the stylistic characteristics and basic structure of critical articles.
2. Can use charts, integrate and summarize the basic information of the article, briefly introduce the advantages and disadvantages of shared transportation modes, and rationally use shared transportation tools.

资  源  与  工  具

PPT课件、多媒体设备、语音素材、拓展资源包等

教  学  方  法

小组讨论法、任务教学法、情境教学法

教  学  过  程  结  构  设  计

教学环节

教  学  活  动  设  计

设计意图

Step 1

Lead - in

1. Greet the students and divide them into four groups.

    Good morning, boys and girls. It’s nice to see you again. How are you doing today ?

2. The teacher asks students to discuss what new changes are in transportation in China.

通过问候，尽快让学生进入课堂。

引导学生谈论中国交通方式的新变化并且感受人类文明的伟大，中国人民的智慧。

Step 2

Pre-reading

1. The teacher shows video of shared bikes, asks the students to think other sharing means of transport and discuss why people choose them.

用学生熟悉的场景引入共享交通方式的话题，结合学生切身体会，思考人们选择共享交通方式的原因。

Step 3

While-reading

1. The students read the text in Activity Three and answer the following questions:

(1) How many shared means of transport are mentioned in the text?

(2) What are they?

2. The students scan the text and find out its basic structure.

3. The students listen to the text recording and guess the meaning of difficult words. The teacher analyzes the key expressions and There be pattern:

(1) effects, advantages, ease, rush hour, block, etc.

(2) traffic problems

(3) be good for

(4) the last part of my journey

(5) as good as

(6) there be

4. The students read the text again and underline the relevant sentences to find the opinions of the three people. The teacher checks the answer afterwards.

5. The students work in groups, analyze the three people’s opinions and finish the chart of pros and cons in Activity Three.

带着问题通读课文，快速捕捉关键信息，初步了解文章内容。

通过扫读全文, 了解文章的大致结构,培养学生总结和归纳的阅读能力。

熟悉单词发音、语调和节奏等语音知识；帮助学生运用上下文语境推测词义，并通过分析重难点词句和there be 句型，夯实语言知识，扫除阅读障碍，逐步培养独立阅读的能力。

培养学生在阅读中运用下划线提取细节信息的找读技巧和判断、辨识的能力。

通过小组讨论，对文中三人观点深入分析，提炼总结共享交通方式的利弊，提升独立思辨和总结归纳的能力。

Step 4

Post-listening

1. The teacher shows video of shared-bikes left without care on the sides of the streets and ask students to think why it happens and whether bike-sharing is a good thing or bad thing.

2. The teacher asks students to have a debate about bike-sharing: It’s good or It’s bad. The students are divided into two groups according to their opinions and debate against the other group with supporting ideas and facts.
3. The teacher asks students to summarize the opinions and the solutions to the problems mentioned in the debate.

通过共享单车乱停乱放的图片引导学生思考共享交通方式存在的问题、产生问题的原因以及解决问题的办法。

通过组织辩论的方式，引导学生辩证地看待事物，培养学生分析和判断能力，并且深度思考共享单车的利弊。

Step 5

Summary

With the help of the teacher, the students try to sort out the knowledge points. 

梳理板书内容，高效整理本课思路，归纳知识点。

Step 6

Homework

1. Finish the exercise in this period.

2. Write down their opinions about the sharing bikes and give reasons.

知  识  点  详  解

1. What effects has the sharing economy had on transport?

【句子分析】

* what 为疑问代词，引导特殊疑问句。

* sharing 为动名词，与 economy 构成合成名词。

* had 为谓语，采用现在完成时。

* has 为助动词。the 为定冠词。

【知识点讲解】

①　have effect on... 对...有影响

2. It has eased traffic problems in Rome, as you can see that there are fewer cars on the road. 

【句子分析】

* eased 为谓语，采用现在完成时。

* as 为连词，引导状语从句。

* see 为谓语。

* that 为连词，引导宾语从句。

* there 引导 there be ... 句型, 表示“有”的意思。

* are 为系动词作谓语，采用一般现在时。

* you 为人称代词。can 为情态动词。has 为助动词。the 为定冠词。

【知识点讲解】

①　on the road 1) 在途中  2) 居无定所,漂泊

3. It’s good for the environment, too！

【句子分析】

* is 为系动词作谓语，采用一般现在时。

* good 为形容词作表语。

* the 为定冠词。

【知识点讲解】

①　be good for... 1) 适宜于..., 适合...  2) 有益于...

4. Bike-sharing is popular here, but I don’t think it’s as good as people say it is.

【句子分析】

* but 为并列连词，连接并列句，表转折。

* 第1个 it 开头为宾语从句，引导词 that 被省略。

* 句中含有用于比较的结构 as...as...，意为“和……一样……”

* 第2个 as 为连词，引导比较状语从句。

* 第2个 it 开头为宾语从句，引导词 that 被省略。

【知识点讲解】

①　as...as... 与...一样...

5. Sometimes it’s really difficult to find a bike during the rush hour. 

【句子分析】

* it 为先行主语，代表后移的不定式。

* is 为系动词作谓语，采用一般现在时。

* difficult 为形容词作表语。

* to find 为不定式。

* the 为定冠词。a 为不定冠词。

【知识点讲解】

① be difficult to do sth 难于...

② rush hour （上下班时的）交通拥挤时间, 高峰时段

6. And sometimes, the road is totally blocked by bikes!  

【句子分析】

* blocked 为谓语，采用一般现在时和被动语态。

* is 为助动词。the 为定冠词。

【知识点讲解】

① by bike 骑单车

板  书  设  计

Unit 4 How can I Get There?

教  学  反  思