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学习手册Unit3 Going places(人教版高一英语上册教案教学设计)

●学习目标Ⅰ.单词和词组transportation,means,destination,postcard,adventure,adventurous,exper ience,get awayfrom,hiking,rafting,get closeto,basic,equipment,backpack,tip,successful,sunscreen,watchout,spider,poisonous,protect,paddle,normal,handle,put…indanger,leather,similarity,benefit,particular,effect,see…off,say“Hi”to Bob for me,combine,on the other hand,unpack,pick upⅡ.日常交际用语Where would you prefer going?In which year would you like to go there?Why would you like to go there…?Do you think so?When are you g oing off to…?Is anybody seeing you off?My plane leaves at seven.Are you going anywhere for the holidays?Well,I must be off.Go skiing.Go for walks.Have a picnic.Ⅲ.语法学习现在进行时表示将来时及其他的用法●学习障碍Ⅰ.单词及短语prefer,means,instead of,close,fun,successful,get awayfrom,consider,watch out,protect,normal,wear,put…in danger,similarity,benefit,effect,on the other hand,pick up Ⅱ.语法现在进行时表示将来时及其他用法。

九年级英语下册 Unit 3 Going places教案 (新版)牛津上海版

Unit3Goingplaces1教学目标Teaching aims: By the end of this period, the students are expected to1. get the meaning of some words and expressions2. understand the articles3. practice reading skills4. be aware of the value of educational exchanges2学情分析总体而言，学生阅读量无限，课外几乎没有学生有意识主动在这个方面加强训练，因此，英语阅读技能的指导和阅读理解能力的提高只能靠课堂无限的时间做些必要的强化。

为了更好地引导学生参与阅读活动，突破重难点，达成教学目标，课堂上需设计有坡度的语言活动。

一方面，学生需要注重读的统统过程，因此读前的情境引入，有用利用一些图片资源，可以激活学生已学和已知；对语段进行整体阅读任务后加以多样性检测，并在读的过程中融会词汇教学和理解运用，有助于学生在问题或任务驱动下，逐步深入理解语篇的内容和主旨。

另一方面，在层层递进的阅读任务中，学生能有用地训练和运用扫读、跳读、推断、概括等基本阅读技能。

考虑到语言输入为输出服务的宗旨，不能忽略板书设计的针对性和目的性，呈现严重的语言内容和知识点，为学生语用提供参照，得以当堂巩固，增强记忆。

在读中和读后活动中，鼓励学生小组交流，有助于例外学习水平的学生之家分享到正确的观点，让更多的学生提升了理解能力。

3重点难点Focus on:1. making Ss read and understand the articles2. developing Ss’ reading skillsTeaching difficulties:1. to make Ss find detailed information from the articles2. to enable Ss to express opinions properly in English4教学过程4.1一学时教学活动活动1【讲授】9BU3Morepractice－－－－－EducationalvisitsTeaching procedure:I. Pre-readingPurpose: To elicit the topic and get the students ready for the reading tasksTask 1T: Show students a few pictures and elicit the topic.Ss: Talk about the pictures.Task 2T: Encourage students to judge the statements according to the pictures and theinstruction.Ss: Judge the statements.II. While-readingPurpose: To practice and improve students’ reading skills, including skimmingfor main ideas, scanning for specific information, guessing the meaning of thenew words, summarizing, and so onTask 1:T: Ask Ss to skim through the passages and fill in the table.Ss: Take a quick look at the articles and fill in the table.Task 2:T: Give students time to read the first article again and ask more questions for students to discuss and answer.Ss: Read the first article carefully and get some specific information. Task 3:T: Ask students read the second article and do some comprehension exercises aswell.Ss: Read the second article and get a better understanding of it.III. Post-readingPurpose: To improve students’ ability to express their opinions in EnglishTask 1:T: Make students discuss and express their ideas about educational visits.Ss: Work in groups to share their ideas with each other.IV. AssignmentPurpose: To consolidate what have learnt1. Read the passages fluently and recite the new words and expressions.2. Write at least 60 words about the topic: “Educational visits in my eyes”.WorksheetI. Read the first article and find the detailed information.How did Tammy tell about her own culture?1.2.3.What did Tammy think of her visit? Why?II. Read the second article and list the things Sylvia did during her visitIII. Writing:Educational visits in my eyes Nowadays, we may get the chances to visitother countries as exchange students. In my opinion, it is ... (and) ... to have such an educational visit. During the visit, we can ...Besides, it is ...to...I’m sure (that) the educational visit will be a valuable experience for us.。

高一英语新教材教案Unit 3 Going Places(人教版高一英语上册教案教学设计)

Unit Three Going PlacesTeaching Goals:1. to talk about traveling and means of transportation;2. to grasp the ways of expressing good wishes;3. to review verb tenses;4. to use the Present Continuous Tense for future actions;5. to write travel letters.Teaching Key points:1. to grasp different verb tenses;2. to use the Present Continuous Tense for future actions;3. to do writing about traveling.Teaching difficult points:1. to grasp the Present Continuous Tense for future use;2. to write a travel letter;3. to learn to use the following phrases:1) get away from2) watch out3) protect sb/sth from4) see sb. off5) on the other hand6) as well asTeaching methods: listening, speaking, discussingThe First PeriodTeaching Aims:1. to get some knowledge about traveling;2. to promote the Ss’ abilities of imagination;3. to improve the Ss’ listening abilityTeaching procedures:Step One Warming up1. As the society develops, people can go places in many means of transportation. Ask the Ss to list means of transportation they have known.car, bus , train, plane, spaceship, …….2. Present the four pictures to the Ss and ask them to talk about what is happening in the pictures.1) He is driving too fast.2) He is littering waste things everywhere.3) He is smoking in the park.4) He is parking his car at a non-parking place.The Ss conclude: We must protect our environment while traveling and obey the rules.3. ask the Ss to discuss what they have to consider before they decide which means of transportation they will use.1) distance 2) weather 3) fare 4) whether it is easy to get tickets5) the time the journey will take4. Ask the Ss to discuss how would they like to go to the places and give reasons1) from Shanghai to London 2) from Beijing to Guangzhou3) from Chongqing to Chengdu 4) from Dalian to QingdaoStep Two Listening1. Teach the new words :1) board 2) boarding calls/cards/gate 3) destination2. The Ss listen and fill in the form:1 2 3Flight numberDestinationGate3. Listen and fill in the form:Where (travelers) What did he/she do? How did he/she travel?123454. check the answers with the class.Step Three Speaking1. Introduce the speaking task to the Ss.2. The Ss ask three classmates about the year and the place they want to travel to.Name Which year Where WhyThe Ss use the following patterns:1) Which year would you like to go to?2) Where would you go?3) Why would you go to China in the year ……?3. Ask one or two pairs to act out their dialogues.Step Four Workbook1. do the listening practice on page 97.1) listen to the tape and arrange the pictures in the right order.2) Ask the Ss to repeat the story in their own words.2. Discussion:1) What are the advantages and disadvantages of opening up a local mountain?Advantages: ________________________________Disadvantages: ______________________________2) What are the advantages and disadvantages of developing the lake?Step Five Assignments1. write a passage with the title “My opinion on developing the lake”2. Preview the text of Unit Three.The Second PeriodTeaching Aims:1. to promote the Ss’ ability of reading comprehension;2. to get some common knowledge about travel;3. to learn to use the following expressions:1) experience sth.2) get away from….3) a good way to do sth.4) watch out for..5) protect …from…6) come from..Teaching procedures:Step One Pre-reading1. ask the Ss to discuss:1) Do you like traveling? Why or why not?2) Where would you most like to travel? Why3) What do you think adventure is?2. teach the new words:1) a place you are going to ----- d_____________2) a means or way of carrying passengers or goods ---- t_____________3) any period of holiday ---- v_____________4) having the effect of poison ---- p______________5) being the main or important part of ----- b_________3. ask the Ss to describe what kinds of sport hiking and rafting are.Step Two Fast reading1. ask the Ss to answer the question:What is the passage about?(Adventure travel: hiking and rafting are used as examples)Step Three Careful reading1. ask the Ss to read through the passage again and then choose the correct answers.(page 18)2. ask the Ss to compare hiking and rafting and the fill in the chart:Hiking RaftingSimilaritiesDifferences PlacesEquipmentCostSkills neededPossible dangersStep Four Language points1. experience 1) (n.) They have shared high school experiencesHe has a rich experience of studying.2) (v.) The young people want to experience colorful life.2. get away from… 1) He wants to get away from his fam ily.2) They want to get away from cold weather.3. get close to / take exercise4. watch out (for….) = be careful of……5. protect sb. from(against) +(n.)/doing…1) wear a hat to protect yourself from the sun.2) we should protect the forest from being destroyed.6. as with hiking = as it is with hikingStep Five Discussion1. ask the Ss to read through the passage and then discuss in groups of four.If you go for adventure travel, which do you prefer, hiking or rafting? Why?2. ask the Ss to discuss in groups of four:Do you think of any other adventure travel? What do you need to prepare? Step Six Workbook1. fill in the blanks with the correct word.(page 99)Step Seven Assignments1. Finish off workbook exercises;2. Do additional exercises.The Third PeriodTeaching Aims:1. to learn to use the Present Continuous Tense for future actions;2. to learn to use the patterns of express good wishes.Teaching procedures:Step One Revision1. check the homework with the Ss.2. ask one student to describe his experience of adventure travel.Step Two Dialogue1. read through the dialogue and then answer:What are Jane and Betty going to do?2. language points:1) go on holidays/ go on a journey/ go on a trip2) in a few days’ timeI will come back in two days.I wil l come back after two o’clock.3) be off to …../ go off to4) see sb. off = say goodbye to sb. at the station or airport5) my plane leaves at seven.The train arrives at eight./ The plane takes off at seven.6) I must be off = I must be leaving / I must go.7) Have a good trip = have a good journey/ have a good flight.Step Three Grammar1. ask the Ss to underline the verbs that express future.1) are going 2) leaves 3) will take2. The Present Continuous Tense is often used for plans in the near future:1) Bob is going with me to the airport.2) How are you getting there?3. The Present Continuous Tense --- Present use1) We are doing our exercises now.2) Adventure travel is becoming more and more popular.Step Four Express good wishes1. ask the Ss to find out the patterns about expressing good wishes:1) Have a nice time in …..2) Say hi to Bob from me.3) Have a good trip.4) The same to you.5) Enjoy yourself.6) Take care of yourself.Step Five Practice1. work in pairs:Questions Your answer Your par tner’s answerWhereWhenHowHow longWhenStep Six Discussion1. Ask the Ss to discuss :As times change, how will the way of our life change?action Past Present FutureTravelReadingWritingShoppingWorking2. ask the Ss to say something about the chart above in different tenses.In the past, people used to travel by horse. Today most people travel by car or by plane. In the future, people will perhaps travel by spaceship.Step Seven Workbook1. Do part 1 of grammar (page 99).2. Do part 3 orally.Step Eight Assignments1. Do the translation in their exercise booksThe Fourth PeriodTeaching Aims:1. to get some knowledge about eco-travel =eco-trip (ecological travel)2. to write a letter.Teaching proceduresStep One Revision1. check the answers with the Ss.2. review what we learned in the last period and ask the Ss to give some examples about the Present Continuous Tense.Step Two Reading and talking1. ask the Ss to answer the following:1) what does eco-travel mean?2) Why is eco-travel very popular now?2. language points:1) combine …with….We should combine theory with practice.2) On one hand…; on the other hand….3) as well asHis sisters as well as his brother like playing football.He likes maths as well as English.He plays football as well as basket ball.3. imagine going on an eco-trip and then prepare role cards for the discussion.Red River Village Snow mountainI think we should …..And we can learn about….We can help ….. I think we should …..And we can learn about….We can help …..4. work in groups of four.5. ask some groups to report their opinions.Step Three Writing1. ask the Ss to go through the schedule for Sue’s trip.2. Make the Ss know their tasks.3. give the Ss some tips:1) to think about you what you are going to write;2) to list good ideas and make some notes;3) consider what you are going to tell and what you need to explain.4. ask the Ss to say their letters orally and then point out the Ss should use the correct tenses.5. ask the Ss to write their lettersStep Four Assignments1. write their letters in their exercise books.The Fifth PeriodTeaching Aims:1. to review the words and phrases;2. to review the Present Continuous Tense.Teaching procedures:Step One Revision1. check the homework with the students.2. point out the mistakes the Ss have made in their writing.Step Two Word study1. ask the Ss to fill in the blanks using the new words:1) If you want to know the flight number, you should pay attention to the b____ calls.2) Cars, buses, trains and planes are means of t____________.3) Rafting is a good way to e_________ nature.4) Eco-travel is a form of travel that c_________ normal tourism with learning.5) If you do something wrong, you should be r____________ for it.Step Three Phrases1. ask the Ss to recall useful expressions in this unit:1) experience sth.2) get away from….3) a good way to do sth.4) watch out for..5) protect …from…6) come from..7) combine ….with…8) on the other hand9) as well as2. ask the Ss to make sentences using these phrases above.Step Four Grammatical revision1. ask the Ss to give some examples about the uses of The Present Continuous Tense.1) Present use2) Future use2. ask the Ss to summarize the forms of expressing future actions.1) will(shall) 2) be going to…. 3) be doing…4) leaves(goes)Step Five Reading1. ask the Ss to read through the passage and then do the post-reading exercises.1) answer the questions:2) think of some similarities and differences.Step Six Writing1. ask the Ss to read the notice on page 101.2. the Ss try to write an essay to explain why they want to go.Step Seven Assignment1. write an essay in their exercise books.The Sixth PeriodTeaching Aims:1. to revise the words and phrases2. to revise the grammar item.3. to improve the Ss’ a bility of reading4. to get some feedback from the Ss.Exercises for Unit Three:一、用所给的词或短语填空：fall, prefer, raft, excite, think about, get close to, adventure;poison, separate, safe1. Let's go _________ on the Yellow River at the weekend.2. Before climbing a hill, you must consider your ________ carefully.3. There were so many _______ trees in front of us that we had to turn our car.4. You'd better ________ (not) the dry well. It’s too dangerous.5. Nothing is ________ than jumping off the peak of the Himalayas6. In which year would you _______ going to the moon?7. Even ________ films can kill people with serious heart trouble.8. Before they left home to travel, they _______ everything carefully.9. There are ________ spiders in the mountain, and yo u’ll be killed once bitten.10. We arrived together, but left _________.1. rafting2. safety3. fallen 4 not get close to 5 more adventurous6. prefer 7 exciting 8 (had) thought about 9 poisonous 10 separately二、句型转换：1. Wear sun-glasses to stop the sun from hurting your eyes.Wear sun-glasses to ______ ______ ______ ______ the sun.2. If you can't swim, you should not go rafting._______ you know _____ _____ ______, you should not go rafting.3. My birthday is several days away.My birthday is _____ _______ ______ ______ _______.4. They feel like going for a hike on the top of the mountain.They would like ______ _____ ________ on the top of the mountain.5. You can use a small boat to paddle down the river and stream.You can ____ ______ the river and stream ______ _____ ______ boat.(1. protect your eyes from 2. Unless; how to swim 3. in a few days’ time4. to go hiking5. paddle down; in a small )三、完成句子：1. 他摆脱不了对不幸损失的悲伤。

Unit 3 Going places完美版

1
Flight number
Destination
CA1145 Tokyo
Gate
D45
2
3
UA445
SE3765
Changsha Paris
A15
E34
Where is/are the What did
How did
traveller(s)?
he/she/they do? he/she/they
Unit 3
Going places
Match the words:
C_o_n_s_id_e_r__ 1 think carefully , have an opinion about M_e_a_n_s____ 2 a method or a way to achieve something S_im__p_ly____ 3 just, only ,
S_im__il_a_ri_ty__ 9 likeness S_e_p_a_ra_t_e__ 10 divided , not united T_ra_n_s_p_o_r_ta_tion 11 carry from one place to another V_a_c_a_ti_o_n__ 12 holiday Co_m__b_in_e____ 13 become united, join together
Situation 1: from Shanghai to London Situation 2: from Chongqing to Chengdu Situation 3: from Beijing to Guangzhou Situation 4: from Dalian to Qingdao
• Hi, this is _____from China Daily. Now I’ll

【步步高】高考英语大一轮复习讲义 TB1A Unit 3 Going places课件大纲人教

→ responsibility n.责任 8． particular adj.特别的，特殊的；讲究的，挑剔的
9．consider vt.考虑；顾及；认为→consideration n.体谅；
考虑→considerate adj.考虑周到的→considerable adj.相当多
(或大、重要等)的→considering prep.& conj.考虑到；鉴于
考点探究
重点单词
1．consider vt.考虑；认为 consideration n.体谅；考虑 considering prep.考虑到；就……而言 considerate adj.考虑周到的；体贴的 considerable adj.相当多(或大、重要等)的
consider doing sth.考虑做某事 consider＋wh-＋to do sth.
swim，and you should always wear a life jacket. 句式分析 unless的意思是“除非……；如果不……”，常用来引导条件状语从句。
句式仿写如果天不下雨，本周末我们将去野餐。 We’ll go for a picnic this weekend unless it rains . ＝We’ll go for a picnic if it does not rain .
解析句意为：学校规定，除非由成年人陪伴，孩子不允许白天出校门。unless除非，符合语境，unless后省略了they are。once一旦；when当……的时候；if如果。
2．Eco-travel is a way to find out what can be done to help
animals and plants as well as people.

《Going places》教案共3篇

《Going places》教案共3篇《Going places》教案1教学目标：1. 理解生活中常见的地方名称和词汇；2. 熟练掌握用英语询问和回答出行方式；3. 培养学生自主交流和查询信息的能力；4. 培养学生的口语表达和听力理解能力。

教学重点：1. 出行方式的询问和回答；2. 怎样用英语表达所要去的具体地点。

教学难点：如何培养学生在沟通中积极主动的交流能力。

教学过程：Step 1 自我介绍T: Hello, everyone! My name is Jason. And what’s your name? S1: My name is Lily.S2: My name is Mike.S3: My name is Jane.Step 2 视听材料欣赏T: OK, let’s watch a video about “Going Places”. When you watch the video, please pay attention to where they are going and how they are going there.(播放视频)T: What places have they gone to?S1: They went to the beach, the park, the zoo, the store and the library.T: How did they go there?S2: They walked, they rode a bike, they took a bus, they drove a car and they took a train.Step 3 课文解析T: Now, let’s look at the sentences in the video.“Where are you going?” 你们去哪里？“I’m going to the beach.” 我去海滩。

Unit;3《Going;places》教案1

Unit;3《Going;places》教案1 period 1 i. teaching aims: 1. learn and master the following words: traveling, transportation, consider, boarding call, destination. 2. do some listening. 3. do some speaking and talk about traveling to the past or future. ii. important points: 1. improve the students' listening ability. 2. improve the students' speaking ability by discussion, talks and making some dialogues. iii. difficult points: how to finish the task of speaking and how to make dialogues correctly. iv. teaching methods 1. warming up to arouse the students’ interest in traveling. 2. listening activity to improve the students’ listening ability. 3. get as many activities as possible for the students to get more chances to practice. v. teaching procedures: step ⅰ. greetings greet the class as usual. step 2 lead in t: with the development of society, we are changing our way of life. more and more people like to travel. do you often travel? where have you been? what should you do when you are traveling? collect the answers: bring the things we need think about our safety travel with otherpeople in the mountain or in the forest throw waste things in the dustbins park cars in parking plots step 2 warming up ask the students to open their books at page 15 and look at the four pictures in it. discuss in pairs and see if the people in the pictures are doing anything wrong. after a while, teacher asks at least four students to talk about the pictures before the class. (picture 1) the man is driving too fast. he should drive at the speed of 30 km an hour, but he is driving at 60 km per hour. (picture 2) the woman is littering waste things. she is going outing in the mountain. she shouldn't throw rubbish where there is a sign, saying "no littering!". (picture 3) the man is in the park. he shouldn't be smoking in the place where there is a sign, saying "no smoking!". (picture 4) the car is stopping at the wrong place. there is a sign, saying "no parking!" for ex. 2, tell the students that "means of transportation" refers to the ways of carrying people or goods from one place to another and "consider" means "think about". ask: who can give us the names of the transportation? by bike, by bus, by train, by car, by boat, by plane or on foot.(write them on the bb.)then get some students to answer the question. possible answer: we must consider time and money we have to spend, and whether we'll feel comfortable and safe during our travels. look at ex. 3 and answer it after a short discussion: situation 1: from shanghai to londonsituation 2: from chongqing to chengdu situation 3: from beijing to guangzhou situation 4: from dalian to qingdao situation 1: by air. it’s a long way from shanghai to london. it’s the better and faster way to get there by air than by ship. situation 2: by bus, chongqing is not far from chengdu. it takes us only several hours to get there by bus. it’s faster by bus than by train. situation 3: by train. beijing is far from guangzhou. we can get the re by train or by plane. it’s faster by plane, but it’s much more expensive. i think it’s better to go there by train. on the train we can be comfortable and enjoy the beautiful scenes on the way there. situation 4: by boat / ship. it’s shorter by ship than by bus or train. meanwhile, we can enjoy the beautiful scene on the sea. step ⅳ. listening p15, part 1. listen three times and fill in the form. then check the answers together. teach “destination”. stepⅴ.speaking ask the students to look at the speaking part on p16 and think about the places you'd like to visit best, the years when you would go there and the reasons. write them on a piece of paper. after three minutes, teacher asks three students to give the answers and fill in the form on the screen. name where would your prefer going in which years would you like to go there why then look at the dialogue between two students in the book. they are talking about traveling to the future. ask the students read it first, and then make up a new one, using the information in the form. homework write down the dialogue made up in your exercise books and preview the reading text.。

剑桥英语2 Unit5 Going places资料讲解

Grammar Focus
page 31, no. 3
For possible plans, use:
▪I guess… ▪I think… ▪Probably ▪I suppose… ▪I expect.
Travel Planning
page 32, no. 4
Workbook page 26, no. 2
my studying. ▪ I’m going to relax on the
Peres
books closed
True or False? ▪It’s necessary to have exact change for the bus.
▪ access: ability to find something easily
Modals for necessity & Suggestion
page 33, no. 7
Practice exercise A ☺
Tourist Tips
page 34, no. 9
▪ Planning a trip ▪ Tours ▪ Safety ▪ Money
Getting Away from it all
▪ I’m going to paint my apartment.
▪ I’m going to rent a car ▪ Maybe I’ll visit my sister
Joanne. ▪ I think I’ll go to the
mountains ▪ I’ll probably catch up on
page 33, no. 7
Describing Necessity
You must have a driver’s license. You need to make a reservation. You have to get a passport. You don’t have to get a visa.

高中英语 Unit 3 Going places 人教版第一册知识精讲

高中英语 Unit 3 Going places 人教版第一册知识精讲【本讲教育信息】一、教学内容：Unit 3 Going places（一）重点单词（二）重点短语（三）重点句型（四）语法：现在进行时表将来二．知识精讲（一）重点单词：1. consider: vt “考虑”例：You had better consider that plan.你最好考虑一下那个计划。

Have you considered what you should do next?你考虑过下一步该做什么吗？He considers buying a new car.他考虑买一辆新车。

意思是“认为”时，通常构成consider …as…或consider sb. to be…，意为“把……看作……”或“认为……是……”。

例：He considered me (as) his best friend.他把我看作他最要好的朋友。

You can’t consider him (to be ) an honest man.你不能认为他是一个老实人。

2. means: n.方法，手段，工具（单复数同形）例：A train is a means of transportation.火车是一种交通工具。

I took all possible means.我试过一切可能的方法。

There is / are no means of getting there.没有办法可以到达那里。

→Every possible means ______ to save the boy.A.has been triedB. have been triedC. has triedD. have tried常构成的短语：The poor old man made a living by means of begging.那位可怜的老人靠乞讨来谋生。

——Do you mind if I have a look?——By no means.“我看一眼行吗？”“当然可以。

Unit 3《Going places》教案1

Unit 3《Going places》教案1Period1I.TeachingAims:1.Learnandmasterthefollowingw ords:traveling,transportation,consider,boardingcall ,destination.2.Dosomelistening.3.Dosomespeakingandt alkabouttravelingtothepastorfuture.II.ImportantPoin ts:1.Improvethestudents'listeningability.2.Improvet hestudents'speakingabilitybydiscussion,talksandmaki ngsomedialogues.III.DifficultPoints:Howtofinishthet askofspeakingandhowtomakedialoguescorrectly.IV.Teac hingmethods1.warminguptoarousethestudents’interestintraveling.2.Listeningactivitytoimprovethe students’listeningability.3.Getasmanyactivitiesaspossiblefor thestudentstogetmorechancestopractice.V.TeachingPro cedures:StepⅠ.GreetingsGreettheclassasusual.Step2LeadinT:witht hedevelopmentofsociety,wearechangingourwayoflife.mo reandmorepeopleliketotravel.Doyouoftentravel?whereh aveyoubeen?whatshouldyoudowhenyouaretraveling?colle cttheanswers:bringthethingsweneedthinkaboutoursafetytravelwithotherpeopleinthemountainorintheforestthr owwastethingsinthedustbinsparkcarsinparkingplotsSte p2warmingupAskthestudentstoopentheirbooksatPage15an dlookatthefourpicturesinit.Discussinpairsandseeifth epeopleinthepicturesaredoinganythingwrong.Afterawhi le,teacherasksatleastfourstudentstotalkaboutthepict uresbeforetheclass.Themanisdrivingtoofast.Heshouldd riveatthespeedof30kmanhour,butheisdrivingat60kmperh our.Thewomanislitteringwastethings.Sheisgoingouting inthemountain.Sheshouldn'tthrowrubbishwherethereisa sign,saying"Nolittering!".Themanisinthepark.Heshoul dn'tbesmokingintheplacewherethereisasign,saying"NoS moking!".Thecarisstoppingatthewrongplace.Thereisasi gn,saying"Noparking!"ForEx.2,tellthestudentsthat"me ansoftransportation"referstothewaysofcarryingpeople orgoodsfromoneplacetoanotherand"consider"means"thin kabout".Ask:whocangiveusthenamesofthetransportation ?Bybike,bybus,bytrain,bycar,byboat,byplaneoronfoot. Thengetsomestudentstoanswerthequestion.Possibleansw er:wemustconsidertimeandmoneywehavetospend,andwheth erwe'llfeelcomfortableandsafeduringourtravels.Looka tEx.3andansweritafterashortdiscussion:Situation1:fromShanghaitoLondonSituation2:fromchongqingtochengdu Situation3:fromBeijingtoGuangzhouSituation4:fromDal iantoQingdaoSituation1:Byair.It’salongwayfromShanghaitoLondon.It’sthebetterandfasterwaytogettherebyairthanbyship.Sit uation2:Bybus,chongqingisnotfarfromchengdu.Ittakesu sonlyseveralhourstogettherebybus.It’sfasterbybusthanbytrain.Situation3:Bytrain.Beijingi sfarfromGuangzhou.wecangettherebytrainorbyplane.It’sfasterbyplane,butit’smuchmoreexpensive.Ithinkit’sbettertogotherebytrain.onthetrainwecanbecomfortabl eandenjoythebeautifulscenesonthewaythere.Situation4 :Byboat/ship.It’sshorterbyshipthanbybusortrain.meanwhile,wecanenjoy thebeautifulsceneonthesea.StepⅣ.ListeningP15,Part1.Listenthreetimesandfillinthef orm.Thenchecktheanswerstogether.Teach “Destination”.Step Ⅴ.SpeakingAskthestudentstolookatthespeakingpartonP 16andthinkabouttheplacesyou'dliketovisitbest,theyea rswhenyouwouldgothereandthereasons.writethemonapiec eofpaper.Afterthreeminutes,teacherasksthreestudentswhe rewouldyourprefergoingInwhichyearswouldyouliketogot herewhyThenlookatthedialoguebetweentwostudentsinthe book.Theyaretalkingabouttravelingtothefuture.Askthe studentsreaditfirst,andthenmakeupanewone,usingthein formationintheform.Homeworkwritedownthedialoguemade upinyourexercisebooksandpreviewthereadingtext.。

Going places教案

Going places教案《Going places》教案篇1the sixth period integrating skillsteaching goals1. target language1. do some reading and learn about eco-travel.2. do some writing and learn to write travel letters.2. abilities:train the students' reading and writing ability.teaching key points: get the students to understand the importance of eco-travel and improve the reading ability.teaching methods:1. fast reading to go through the reading material.2. discussion to finish the writing task.3. individual, pair or group work to make every student work in class.teaching aids: a multi-media roomteaching procedures:stepⅰ. lead-instepⅱ. warming-up (多媒体展示multi-media slides show)stepⅲ. speaking team work /group work.stepⅳ. language points1. eco-travel is a form of travel that combines normal tourism and learning.2. normal travel is simply for pleasure and is often bad for the environment while eco-travel is a way of traveling responsibly to protect the environment and of finding out what can be done to help animals and plants as well as people.step ⅴ. homework / classwork根据以下提示，以travel 为题写一篇80字左右的短文1 当工作累了时，你可以旅游，领略大自然的美丽，呼吸新鲜空气，还可以交友。

Unit 3 Going places学习指导

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你考虑过怎样去那儿吗？
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Unit 3 Going Places说课稿

Unit 3 Going Places（说课稿）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。

aking 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。

牛津上海版英语九下Unit 3《Going places》单元英文教学设计

牛津上海版英语九下Unit 3《Going places》单元英文教学设计一. 教材分析《Going places》是牛津上海版英语九下Unit 3的主题单元，主要讨论旅游和交通的话题。

通过本单元的学习，学生将了解各种交通方式，学会描述旅行的计划和经历，以及了解不同国家的文化差异。

教材包括阅读理解、听力、口语表达、语法和写作等多个方面，旨在提高学生的综合语言运用能力。

二. 学情分析九年级的学生已经具备了一定的英语基础，能够理解和运用一些基本的英语词汇和句型。

但是，对于一些交通方式的表达和旅行计划的描述，可能还需要进一步的引导和练习。

此外，学生的阅读能力和听力水平也各有差异，需要在教学过程中给予不同的关注和指导。

三. 教学目标1.能够理解并运用本单元的核心词汇和句型，如交通工具的名称、旅行计划的描述等。

2.能够通过阅读和听力材料，获取关于旅行的信息，并能够进行简单的交流和讨论。

3.能够描述自己的旅行经历，并能够编写一篇关于旅行的短文。

4.能够提高自己的跨文化交际能力，了解不同国家的文化差异。

四. 教学重难点1.重点：本单元的重点是各种交通工具的名称和描述旅行计划的句型。

2.难点：对于一些特殊的交通方式，如“热气球”、“游轮”等，学生可能不太熟悉，需要进行额外的解释和练习。

五. 教学方法1.任务型教学法：通过各种任务活动，让学生在实际语境中运用英语，提高学生的语言运用能力。

2.交际型教学法：通过小组讨论、角色扮演等形式，让学生进行真实的交流，提高学生的口语表达能力。

3.合作学习：鼓励学生相互合作，共同完成任务，培养学生的团队协作能力。

六. 教学准备1.教师准备PPT，包括本单元的核心词汇和句型，以及相关的阅读和听力材料。

2.准备一些关于旅行的图片和视频，用于激发学生的兴趣和想象力。

3.准备一些旅行计划的小卡片，用于课堂操练和巩固环节。

七. 教学过程1.导入（5分钟）：教师通过展示一些关于旅行的图片和视频，引导学生谈论自己的旅行经历，激发学生的兴趣和想象力。

牛津上海版英语九年级下册《Unit 3 Going places》教学设计

牛津上海版英语九年级下册《Unit 3 Going places》教学设计一. 教材分析《牛津上海版英语九年级下册》Unit 3的主题是“去各地旅行”，涉及旅游、文化差异、交通工具等内容。

通过本单元的学习，学生能够掌握与旅行相关的词汇和表达方式，描述自己的旅行经历和梦想，以及讨论不同文化背景下的旅游习俗。

本单元主要包括以下几个部分：阅读理解、听力练习、口语表达、语法讲解、写作练习等。

二. 学情分析九年级的学生已经具备了一定的英语基础，能够听、说、读、写一些简单的句子。

但是，对于一些与旅行相关的词汇和表达方式可能比较陌生，同时对于不同文化背景下的旅游习俗可能了解不多。

因此，在教学过程中，需要帮助学生掌握相关词汇和表达方式，并引导学生了解和尊重不同文化的旅游习俗。

三. 教学目标1.知识目标：学生能够掌握与旅行相关的词汇和表达方式，理解不同文化背景下的旅游习俗。

2.能力目标：学生能够运用所学知识，描述自己的旅行经历和梦想，以及与他人讨论旅游相关的话题。

3.情感目标：学生能够尊重和理解不同文化，培养跨文化交流的能力。

四. 教学重难点1.重点：与旅行相关的词汇和表达方式的掌握。

2.难点：对不同文化背景下的旅游习俗的理解和运用。

五. 教学方法1.情境教学法：通过设定旅行相关的场景，让学生在实际情境中学习和运用英语。

2.交际教学法：通过小组讨论、角色扮演等方式，培养学生与他人交流和合作的能力。

3.任务型教学法：通过完成旅行计划、介绍旅游景点等任务，提高学生的综合语言运用能力。

六. 教学准备1.教材：《牛津上海版英语九年级下册》Unit 3相关内容。

2.多媒体教学设备：用于展示图片、视频等教学资源。

3.教学资源：与旅行相关的图片、视频、文章等。

七. 教学过程1.导入（5分钟）利用多媒体展示不同国家的旅游景点，引导学生谈论自己最喜欢的旅游目的地，激发学生的学习兴趣。

2.呈现（10分钟）展示本节课的主题“Going Places”，引导学生学习与旅行相关的词汇和表达方式。