Reading and speaking板书设计及设计说明

教学设计

教学课题：I’ve tried all the means of transportation

课程类型：阅读课

教材分析：本课是中职英语基础模块2第四单元的阅读课，是一篇介绍各种交通工具的文章，内容包括作者如何在美国使用各种交通工具的心得体会，以及介绍了四种常见的交通工具的特点。我在教学中将淡化语言点和语法知识的简单传授，采用任务型教学法和小组合作探究学习法，从而扩大课堂的语料输入及学生的语言输出。

学情分析：在初中英语学习的基础上，学生已有一定的语言基础，一定的英语词汇。但大部分学生的语言基础知识很薄弱，运用语言进行交际活动的能力很差，主动学习的动力不够，词汇量欠缺，开口说英语的主动性也不太高，对英语学习兴趣不浓。所以重点应放在提高学生学习英语的兴趣上来，把活动步骤由简到难的有序进行，因材施教，才能让学生真正的投入到课堂活动中来。

教学目标：

1.Teaching goals (1)Knowledge and skills goals a. To grasp the new words: b. To grasp the phrases: c.

To know the main idea of the article by fast reading. d.

To know the details of the passage by careful reading.

(2)Process and methods goals Enable the students to describe the advantages and disadvantages of the means of transportation. (3)Emotional goals Help the students know the advantages and disadvantages of the means of transportation, Choose environmentally friendly means of transportation. 教学重难点：

2.Teaching important and difficult points Enable the students describe the advantages and disadvantages of the means of transportation. 教学方法：

3. Teaching methods Task-based teaching method

Discussion and group work. 教学工具：

4. Teaching tools A computer, a projector, power point and a smart phone. 教学步骤：

5. Teaching procedures Step Ⅰ

Pre-reading

a.

Play a guessing game 1.

It goes in the water .

2.

It has two wheels (轮子), you can ride it.

3.

It is like a bike but goes much faster.

4．………

Ask the students to guess the means of transportation according to the blue sentences. 设计意图：通过文字猜测交通工具的小游戏进行导入学习，学生先看文字进行猜测，随后老师展示图片核对答案，提高了学生的学习兴趣。

b.

Ask the students the question: How do you get to school? And ask

some students to answer it. c.

Cover up part of the picture of the means of transportation and ask the students to guess.

take the bus

take the plane 设计意图：先通过问学生每天如何上学使他们开口说英语，随后遮住有关交通工具的图片一部分让他们再次猜测这是什么交通工具，从而做好了阅读前的单词熟悉环节。

Step ⅡReading Task 1: Fast reading Ask the students to read the article quickly and choose the best title.(part9 page 54)

Read and choose My first job in New York

Transportation in New York Traffic jam in New York And then check the answer after one minute. 设计意图：通过快速阅读选择最合适的标题让学生对文章有了一定的了解。

Task 2: Careful reading

a.

Ask the students to read the passage carefully and finish part 10 in the textbook.

Name: Wang Lu Year of first visit to the U.S.: __________ Reason for first visit: __________________ Year of second visit to the U.S.: __________ Reason for second visit: _______________ And then check the answer after three minutes. 设计意图：让学生详细阅读带着问题去找答案，对文章有了更深层次的理解。

b.

Ask the students to read the passage again and finish part 11 in the textbook.

And then check the answer after three minutes. 设计意图：让学生详细阅读带着问题去找答案，对文章有了更深层次的理解。

Step Ⅳ

Group reading Divide the students into four groups and make them choose a means of transportation as their group name. And then ask them to choose a picture in the power point to answer the questions. The group could get one point if they answered it right. How many years has it been since WangLu last came to New York? What did WangLu do when she got her first part time job? Why did WangLu get very tired of driving her car? ………

设计意图：把学生分成四个组并让他们选择一种交通工具来给自己组命名，然后向学生展示八张图片让他们随便选中一张点进去回答相关问题，回答正确该组可得一分，实际上是采用小组竞赛的方式再次巩固练习阅读文章，这样会极大的提高他们的学习兴趣，同时还设置了一个两人对话环节，目的在于提高他们的口语表达能力。

Step Ⅴ

Discuss and talk Give every group two minutes to discuss the advantages and disadvantages of the means of transportation. And then ask the students to choose a picture in the power point to answer the question . The group can get one point if they answered it right. 设计意图：给每组两分钟的时间去讨论下他们选择的四种交通工具的优缺点，随后展示八张图片让学生任意选择一张回答任意一种交通工

具的优点或缺点，回答正确该组可得一分。学生之间通过小组合作讨论使学生增强对新知识的理解和运用，通过交际使学生能明显感受到学习的意义，展示了学以致用，举一反三的功效。

Step Ⅵ

Summary and Homework a. Give them applause and review the content they learned.

b. Assign homework: Writing advantages and disadvantages of the means of transportation you know, at least 100 words. c.