Module 4 Planes, ships and trains .Unit 3 Language in use .教案

中小学教育资源及组卷应用平台
Module 4 Planes, ships and trains
Unit 3 Language in use
课型
Revision and application
教学目标
Knowledge: To summarise and consolidate the use of the superlative forms and
“by + means of transport”
To learn to make a practical travel plan
教学重点
学习并使用形容词和副词最高级形式，by +交通工具
教学难点
比较各种交通方式，介绍旅行计划
教学方法
Formal and interactive practice
教学用具
Multi-Media (or Tape recorder, OHP)
教学过程
Language practice Preparation
* Read the sentences in the box with the whole class.
* Go over the grammar points with the students. Check they understand the rules of how to make a superlative.
* Ensure they can use the rules correctly.
* Tell the students "The more information, the better." is a new structure and they just need to understand the meaning at this stage.
* Ask the students to read the sentences aloud.
1. Complete the sentences with the correct form of the words in brackets.
* Read through the sentences with the students.
Talk about the words in brackets and tell the students to say why the words in- brackets need to be changed.
* Ask which words need "-est" and which words need "most" to make a superlative.
* Tell the students to complete the sentences individually and then check answers with their partners.
* Elicit answers in full sentences from the whole class.
2. Complete the conversation with the sentences in the box.
* Read through the sentences with the students. Tell them that these are answers to some questions about ways of travelling. Make sure that they all understand the meaning of the sentences.
* Ask the students to think about the questions for the sentences in the box.
* Get the students to read the conversation and find out some repetitive expressions in the questions and the sentences in the box (e.g. the cheapest way, the most comfortable). Tell them these expressions may offer some clues for the answers.
* Ask the students to work out the answers on their own.
* Elicit answers in full sentences from the whole class.
* Ask the students to practise the conversation in pairs.
3. Complete the conversation with the correct form of the words in the box.
* Write "good ?better ??" on the board and elicit "best". ?
* Go through other words in the box in the same way.
* Ask the students to read the conversation and think about the missing words.
* Ask them to complete the conversation on their own and read it in pairs to check their answers.
* Elicit answers in pairs, one student asking and another answering around the class.
4. Complete the word map.
* Copy the word map on the board. Do an example with the class.
* Ask the students to complete the word map on their own and then check answers in pairs.
* Elicit answers by asking them to fill in the map on the board.
Learning to learn
* Ask the students to read through the information.
* Check if the students understand the idea of putting words in groups.
* Ask them to produce another list of words that can be be put into groups (e.g. sports).
5. Work in pairs. Choose a place you would like to visit. Ask and answer the questions about the ways by which you can get there.
* Ask the students to work in pairs and choose a place they would both like to visit.
* Get them to work through the questions, asking and answering about the place.
* If the students need to research information before doing the activity, set this for homework. In that case, tell them they can choose some places they are not familiar with. If time is limited, ask the students to choose somewhere they know well, such as their home town.
* Nominate a few pairs to ask and answer.
6. Complete the email with the words in the box.
* Go through the words in the box with the class.
* Tell the students to read the email quickly and find the answers to three questions:
1. Who is it to?
2. Why is Sally writing the email?
3. Which cities does Sally's family want to visit?
* Elicit answers from the class.
* Ask the students to complete the email individually. Circulate as they work.
* Elicit answers by asking several students to read their emails aloud.
7. Listen and match the cities with the information.
* Ask the students what English cities they know. Write them on the board. Repeat the names of the cities chorally for pronunciation recognition.
* Ask the students to look at the cities and information in this activity and guess how to match them.
* Play the recording. Ask them to recognise the cities.
* Play the recording again for them to match the cities with the information.
* Ask them to check their answers in pairs.
* Play the recording once more for them to check answers.
* Elicit answers in full sentences from the whole class.
8. Listen again and answer the questions.
* Ask the students to read the questions first and check if they understand the meaning.
* Play the recording and ask the students to take notes.
* Ask them to ask and answer the questions in pairs.
* Elicit answers by telling a few pairs to ask and answer.
Around the world: The longest railway
* Ask the students to look at the picture and say what they can see.
* If possible, show the students a map of the railway, so they can see its route.
* Read the information and answer any questions the students have.
Module task: Making a holiday plan for a family trip to a city in China
9. Work in groups. Make a holiday plan for a family trip to a city in China.
* Put the students in groups of 3-4 to look at the map of China and choose a city to visit.
* Ask each group to make a list of the advantages of going there, i.e. the kinds of things to see and do.
* Tell each group to prepare a talk to persuade the class to go there.
* Circulate and monitor as they work.
* Ask the groups to present their talks, with each person in the group saying something about the city.
* Tell the class to take notes about every city.
10. Work in groups. Choose the best plan.
* Ask the students to work in groups and talk about the cities presented in Activity 9. Tell them to use the notes they made and decide which city is the best to visit.
* Read through the example sentence with the whole class and ask the students to come up with reasons of their own for the city they chose. Elicit factors they can mention, i.e. journey time, how many interesting places there are to visit, etc.
* Nominate some groups to share their ideas.
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