2019精品教育Book7_U4_教案课时5Task1
Book7U4教案课时1Welcometotheunitandwordpower
Book7U4教案课时1Welcometotheunitandwordpower 单元：Unit 4 Public transport板块：Welcome to the unit and word powerThoughts on the design:鉴于本单元的Welcome to the unit 和word power都涉及到各种公共交通工具以及不同交通方式之间的特点，内容有重复之处，因此对两部分进行整合调整，放在一个课时进行教学。
本节课以看、听、说、读为主，第一是温故知新，学生摸索有关交通的词汇，教师关心补充各种公共交通的方式及其优缺点，其次探究新知识，了解各种交通道路的名称，然后使用新知识，利用前面所学知识来阅读文章，最后是拓展知识，学习与使用交通有关联的专门词汇。
学生在小组讨论中分享观点、操练词汇，并在各种设置的情境中运用所学知识。
Teaching aims:After learning this period, the students will be able to:1.know different means of transport and their main functions;pare the advantages and disadvantages of public transport;3.understand different names of roads;4.enlarge their vocabulary related to transport.Teaching procedures:Step 1 BrainstormingHave a free talk to review the word “transport”, such as “How do you go to school every day？”“How did you go to Beijing this summer?”and then categorize the different ways that we can travel in a flow chart, referring to page54 word power Part B.( PPT4―5)Step 2 Sharing information and discussionDiscuss the seven pictures in the book(Page 49). Encourage the students to express what is included in “public transport”(PPT6). Ask students to have a group discussion and make a comparison among all the means of transport mentioned in this sectionBuses and CoachesBuses have routes. They pick up and drop off people at different places on the route. It is a popular means of transport within a city. (PPT7）Coaches are buses that carry people over long distances. (PPT8)Ships and aero planesShips were a popular way to travel from place to place in the 20th century. (PPT9)Aeroplanes are used to travel quickly over long distances. (PPT10)Underground trainsThe Underground trains have become popular in crowded cities. (PPT11)high-speed trainshigh-speed trains run much faster than normal trains. (PPT12)Your choice (PPT13)Situation 1 If you are going to Shanghai from Nanjing, what means of transport would you use? Why？(I would choose MU train bullet train动车组because it is extremely fast and comfortable.) Situation 2 If you want to go to Taiwan from Xiamen, will you go there by ship or by plane? Why?(I would choose to travel by aeroplane rather than by ship.There are two reasons. First, air travel is quicker. Businessmen who value time regularly travel by aeroplane because of its speed. Second, travelling by plane is more comfortable than by ship. With the improvement of technology, many airline companies offer excellent services at a reasonable price.)Group Discussion:types of transport can meet different customers’needs. Each type of transport has its own strengths and limitations. And under certain conditions, people may prefer to use one rather than another one. I enjoy riding my bicycle on the avenue. What about you?Step 3Word power—Vocabulary learningAsk students to read Part A on Page54 (PPT22), understanding different types of roads. Then in the form of “Question and Answer”, students are asked to speak out these words. Meanwhile, the teacher is expected to write down some words on the blackboard.Pictures of lanes or paths（PPT23）Very small roads are called lanes, paths or foot passes.Pictures of motorways freeways expressways and highways (PPT24)Roads where cars can go very fast are called motorways in Britain, freeways or expressways in the USA.Pictures of flyovers (PPT25)Roads that go over other roads are known as flyovers or overpasses.Pictures of underpasses (PPT26)Roads that go through a tunnel are called underpasses.Pictures of toll roads (PPT27)If you have to pay to use the roads, they are called toll roads.Pictures of an intersection and a junction (PPT28)The area where many roads link up is called an intersection or a junctionPicture of Spaghetti Junction (PPT29)The road that is made up of many flyovers and intersections is called Spaghetti Junction. In the UK, there is such one near Birmingham.Step 4 Word power―Vocabulary usingAsk students to read the passage in Part C and complete the introduction with the words learnt in Part A and B (PPT30)Then Check the answers with the class. Students are asked to read the whole passage.Step 5 Word power—Vocabulary extensionAsk students if they know any other vocabulary related to transport. Set a situation to introduce special expressions related to using transport (PPT31―32). Then go over Part D and fill the box (PPT33―34).Step 6 HomeworkReview what we learned today. Workbook P130 Reading A. (PPT35)[Explanation]第一步“brainstorming”让学生说出各种交通工具，教师再以“word power Part B”结构图的形式归为land、air、sea三类。
新版BOOK 7 Unit 4 教案
Steps 1:Warm up exercises:1. Sing an English song 《My new pen pal》2. Make a free talk T~S.A：Does he/she…?B：Yes ,he/she does.No ,he/she doesn’t.A：…B：…3. Review the dialogue last class with the video. (Purpose:通过歌曲活跃课堂气氛，通过自由对话及复习上节课所学对话即再次巩固知识又引出新知)Step 2:Presentation:Let’s learn：(1)T shows teaching picture: who are they?Ss: John and his brother.T: What are they talking about?(师提示从John的电脑屏幕得出答案)Ss: they are talking about John ‘s pen pal.T: yes, his name is John, too. Let’doing word puzzles? Does he do wordevery day? Lead to the phrases: does puzzles.Then lead to other phrases: cooks Chinese studies Chinese, goes hinking.Ss listen to the tape , follow the tape and try read the new words.忆单词)Step 3:Pratice(1)A game: What’s missing ?T shows the new phrases.Ss say the new phrases quickly.(2) listen ,match and sayA: Does Oliver do word puzzles every day?B: Yes, he does.……(Purpose: 游戏的设计，充分调动了学生学习英语的兴趣。
高二英语选修7 unit4教案2.doc
The students are very active to describe the pictures and try their best to say something about what did Rosemary write to Jo in her letter.
Students could do this activity as a survey by asking others in their class these questions. Students should be put into groups to discuss.
Step 2
While-reading.
To guide students know more about the text .
2. emotion and attitude
Cultivate students
Emphasis and difficulty
The usage of verbs
Teaching material
Textbook blackboard slides cassette
To cultivate students a good reading habit and skills.
2. emotion and attitude
Help students get the idea about what’s the subject of a letter home and something about Jo’s high school.
Step
5
Homework
1.Copy down the new words and expressions.
新译林版七年级下册英语 Unit 7 课时4 教案(教学设计)
Unit 7 AbilitiesGrammar1.To recognize and understand how to use can and could to talk about ability in thepresent and past.2.To recognize and understand how to use can and could to talk about Possibility inthe present and past.3.To recognize and understand how to use can, could and may to ask for permission.1.How to recognize and understand the use of “can, could and may”.2.The use of “can, could and may”.Step 1 RevisionRevise the last lesson.Step 2 Warm-upAsk the student on duty to give a free talk.Step 3 Presentation1. Revise the key vocabulary about leisure activities and introduce “row a boat/ride a bike /fly a kite “Talk to students about summer camps in general and the type of activities offered. Elicit as much real information from students as possible .2. Students have already learned the use of “can” and “may” in making requests. Therefore, you need to introduce the idea that the word “can” is used to expressability.Step 4 Practice1. Ask students to identify activities that they can do well. Write students’ statements on the board. First write “I can” on the board.2. Ask students to say the things they can do, and sort them into categories: sports/ school subjects3. Explain the use of “can/could” and their negative forms. We use “can” to say that we are able to do something. We use “could” to say that we were able to do something in the past.4. Ask students to work out the rule on their own. Then they check with a partner and confirm that their answer is correct with the whole class.5. Ask students to check the informationStep 5 Practice1. Reinforce the use of “could/ could not” for the past and “can/can not” for the present. Then they complete some sentences on their own.Step 6 Presentation1. Say:---Can I borrow your pen?---Yes, you can.---Could I smoke here?---Sorry, I am afraid you can not.---May I use your pen? Of course you may.---Sorry, I am afraid you can not.2. Show the sentences above on the screen and explain them to the students: We use “can \could\may” to ask for permission.Step 7 PracticeStep 8 Summary1. Review the contents of this lesson.2. Finish the exercises in the workbook.。
Book 7_U4_教案新部编本课时4Grammar and usage
教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校牛津高中英语教学设计单元：Unit 4 Public transport板块：Grammar and usageThoughts on the design:本课将分别从四个方面具体介绍现在分词和过去分词的用法（a v-ed or a v-ing like an adjective, a v-ed or a v-ing like an adverb, passive and perfect forms of v-ing, the subject of v-ing or v-ed clause）。
由于学生在上语法课时，往往会思想不集中或有枯燥厌倦之感，所以，教师采用“悟、导、练”的教学方法，即首先呈现一些典型例句，让学生通过朗读自己领悟语言规则，然后再引导他们在对比分析的基础上，进行归纳和总结。
最后配一些相应的练习（填词、选择题、句型转换等）或创设各种真实的情境，来帮助学生运用所学的知识。
这样的设计旨在激活学生的思维，调动其学习积极性，提高课堂效率。
Teaching aims:After learning this period, students will be able to1.understand how the v-ed or a v-ing can be used as adjective;2.understand how the v-ed or a v-ing can be used as adverb;3.summarize the rules in which a v-ed or a v-ing is used;4.learn to use v-ed or v-ing in correct way according to different contexts.Teaching procedures:Step 1 Lead inGuide students to read the following passage and help them to analyze the function of the v-ing used in the passage. (PPT4)[Explanation]教师可以根据教学内容灵活运用教材中的练习。
Book+7_U4_教案新部编本课时3Reading+2
教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校牛津高中英语教学设计单元：Unit 4 The first underground in the world板块：Reading 2Thoughts on the design:本节课是阅读教学的第二课时，其目的是帮助学生在进一步理解课文信息的基础上，感知、领悟、操练并运用关键词及短语。
各语言点不是零散的孤立呈现，而是以地铁发展过程为主线自然地呈现，并贯穿于文本的研读之中。
语言点的讲解方式以呈现示例及学生归纳为主，力求体现对学生自学能力的培养及教师的指导相结合的教学理念。
此外，在语言点的运用过程中，教师设置各种真实的情境，为学生搭建实践平台，强化他们的语用意识。
Teaching aims:After this class, students will be able to1.further understanding of the text.2.understand and use the words and phrases: distinction, complex, distant, choke, accelerate.3.be placed under the authority of…, link up, permit.4.help students analyze the following sentences：1）However, most trains into London only went to the outer city limits, because building railway tracks into the city would have damaged many old buildings. 2）Having seen the situation, a wealthy American businessman, Charles Yerkes, undertook improving the system by obtaining ownership of the many different lines and setting up the Underground Electric Railways of London, in 1902.5.apply the target language to practical use and in certain contexts.Teaching procedures:Step 1 A brief revision of the textTry to help students to recall the information of the London Underground in the world in the following aspects: introduction, reasons, development, unusual functions, popularity (ppt.4)Step 2 Language focusPart one the brief introduction to the undergroundDuring this process, teacher can offer relevant exercises to students and help them make a summary about usage by themselves. Students are supposed to work first individually and then in pairs or in groups.1.Please fill in the blanks in the two sentences (ppt.5)☆Welcome to the London Underground, or as it is ________ known, the Tube.☆It has the ___________of being the oldest and most _________ underground system inthe world.Answers:usually, distinction, complex2. Ask students to read the following sentences with the word “distinction”and choose the sentence which has similar meaning to that in the text. (ppt.6)☆The school makes no distinction between male and female students.☆No one today doubts Yao Ming is a basketball player of distinction.3. Ask students to answer two questions and explain the meanings of the word “complex”. (ppt.7-8)☆why do we call it the most complex underground system?☆Can you guess what the detective is saying to himself ?Answers:No one today doubts Yao Ming is a basketball player of distinction.Many different parts are closely connected.My God, the case is so complex!Part two The reasons for the building of the underground1. Help students to paraphrase the sentence (ppt.10)Most trains into London only went to the outer city limits, because building railway tracks into the city would have damaged many old buildings..If the railway tracks ____ ____ built into the city, they would have caused damage to many historic building. So trains only went to the places that are _____ away from the city.Answers: had been, far2. Help students to find another word to replace “convey”? (ppt.12)Horse-drawn buses, trams, cabs and carriages were used to convey people to and around the city centre.☆All this information can be conveyed in a simple diagram.☆Your luggage will be conveyed to the hotel by taxi.Answers: expressed, carried3. help students to fill in the blank.Unfortunately, the number of vehicles on the road caused unbelievable traffic ________, and the road became so busy that no one could travel anywhere. This traffic problem led to the development of the underground system.Answer: jamPart three The development of the underground system (ppt.14-23)Help students find detailed information about the development of the underground system. At the same time, explain some new words.Part four The unusual uses of the undergroundHelp students understand different meanings by analyzing the following two sentences (ppt.24)☆During World War II, when London was bombed, many underground stations functioned as bomb shelter.(L41)☆What other functions does the underground system have?Part five The popularity of the underground1. Help the students list the reasons for the popularity of the underground (ppt.26)☆The London underground system is working to transport millions of people as it has done formany years.☆Three million people travel on the underground every day.☆The network of the underground system includes twelve lines and now goes twenty-six miles out of central London.2. Help the students fill in the blank and explain the meaning of “permit”(ppt.26)So, why not take a trip on the oldest underground system today? Visit our ticket office and buy one of the travel cards that __________ you to travel all over the underground system.Answer: permit3. Help the students summarize the usage of “permit” by analyzing the following two sentences and list some functions of a card of Nanjing Underground by using the word “permit”.(ppt. 27)☆This club does not permit smoking.☆The security system will not permit you to enter without the correct password.Answers: + ing form of verb, + object + to infinitiveStep 3 Language in useHelp the students use the following words to say something about the underground system in Nanjing. (ppt.28)Suggested words:distinction, complex, distant, choke, accelerate, permit, link up[Explanation]1. 讲解部分中所涉及的语言点以课文内容为主线依次呈现，这样可以帮助学生在加深对文本理解的过程中学习词汇，而不是孤立地记忆单词。
Book7Unit4-A-Letter-home教学设计
设计意图：任务型活动：通过欣赏图片让学生明白volunteer所做的一些工作，从而让他们总结出这一词的内涵，这样既激发了学生的学习兴趣又激发了他们参与学习过程的热情。
步骤2：Step II Pre—reading
(1) Word hunting复习检测 把握学情
Everyone seemed to be a ________ of Tombe’s.
Cooking methods
_________ are placed in an _______, then ___________ are placed in the drum, covered with__
I could only see a few __________ and _____ and a couple of ____.
设计意图：细读课文，对文章的整体框架结构有一个清晰明确地了解, 完成此题目,进一步加深了对文章内容的理解。
Task2:Read the passage again,and do the exercises
(2)Put new words and phrases you learned into use by making new sentences or doing some exercises.
7. Teaching methods:
Listening; speaking;discussing
8. Teaching aids:
设计意图：变式拓展, 深化理解,竞争机制, 再度剖析.充分发挥了学生的主观能动性，把他们的表现欲充分调动起来，敢于表现自己，将课堂活动推向高潮。
Step IV. The important sentences in the reading
Book7U4教案课时5Task1
Book7U4教案课时5Task1单元：Unit 4 Public transport板块：Task 1Thoughts on the design:本节课以听、读为手段的语言输入为主，为第二课时的口语表达和写作奠定基础。
通过活动激活学生有关打算安排度假的相关词汇和知识。
第一次听力练习后进一步重申两个课时中要完成的学习任务。
由于本单元任务的设定环环相扣，因此每个活动前将前一环节的活动稍加总结，对下一个环节活动起到语境提示作用，从而使活动有明确的指向。
Teaching aims:After this period of learning, students will be able to:1.Spot instructive words and learn how to make notes while listening;pare information and make a choice through group work;3.Give reasons for their choices;4.Apply what has been learnt to produce an e-mail to give information about travel toDalian.Teaching procedures:Step 1: listening to instructions1. Lead in by giving instructionsAsk the monitor to remove a pile of exercise books from the teacher’s desk to the back of the classroom using instructions.Teacher: Monitor, can you do me a favor? Please get these exercise books on the desk at the back of our classroom. You’ll need to check whether everyone’s exercise book is there after class.And then get them to my office and give me the list of people who haven’t handed in their work. Ok? Thank you.2. After the monitor does what is told, ask students:What did I do just now? (Giving instructions) (PPT 4)Have you noticed what sentence structures I have used to five instructions?(Imperative sentences and some sentence patterns like: You’ll need to do …; You should do …)3. Ask students to read more expressions. (PPT5)[Explanation] 由老师示范做出指令，给学生一个例子，引导学生注意指示性的句子结构（祈使句）、句型和短语，并适当增加一些具体的表达句式，提示学生在下一步的听力练习中注意这些词的显现，从而快速记录下要做的情况。
Book7U4教案课时7Project
Book7U4教案课时7Project单元：Unit 4 Public transport板块：ProjectThoughts on the design:Project（项目学习）的依照宗旨是Learn by doing“做中学”。
通过阅读课本所提供的素材，使学生了解有关交通事故起因以及如何幸免交通事故的措施，为写作做预备。
写作由小组合作完成，组长明确每个成员的工作，教师提供适当的写作辅导，并鼓舞各组将自己认为专门的体会加入到写作中，最后各组由一名成员展现成果，稍加评点。
Teaching aims:After this period learning, the students will be able to:1.learn how to protect themselves from dangers on the roads;2.write an action plan.Teaching procedures:Step 1 Lead-in1.Show some pictures of traffic accidents and get students to know some statistics. (PPT 4-5)➢How many people die in crashes on the world's roads every year?(1.3 million dead; a further 50 million injured)➢In China, in 2009, how many people died in traffic accidents and how many got wounded?(67,759 dead; 275,125 wounded)➢In the first half of 2010, how many people were killed and how many injured?(27,270 dead; 116,982 injured)2.Watch a video clip and think what caused the traffic accident. (drunk driving)(PPT 6)3.Show some pictures of senses of traffic accidents to show that besides drivers, cyclists andpedestrians also are responsible for road accidents. Therefore, we all should raise our awareness of road safety. (PPT 7)Step2 Reading1.Read the passage and answer some questions. (PPT 8-9)1)For what purpose is the notice written? Why?2)What are some major causes of road accidents related to drivers, cyclists andpedestrians?Encourage students to find more causes of accidents.2.Read again and complete the following notes: (PPT 10-13)drivers should …cyclists should …pedestrians should …Encourage students to find more ways to avoid accidents.Step 3 Writing an action plan1.Planning (PPT 14 +Worksheet)1)Divide students into groups of 4, assigning one of them group leader.2)The leader assigns different jobs to each member.2.Brainstorming (PPT 15+Worksheet)1)Discuss what students could do to help prevent traffic accidents. Encourage students tofind new ideas.2)Show students how certain sentence patterns to put these items into their action plan.3)Tick the items which can be included in the action plan.3.Writing (PPT 16 +Worksheet)1)Give a brief guide how to arrange this action plan. Give some expressions if needed.2)Write the action plan on the worksheet.3)Have it proofread.4.PresentingOne member of each group presents their action plan in class. Others make brief comments and choose which one is the best.[Explanation]写作由“brainstorming”开始，指导学生用课文材料中的素材用于写作，并鼓舞学生依照自己的体会增加idea。
Book7U4教案课时6Task2
Book7U4教案课时6Task2单元：Unit 4 Public transport板块：Task 2Thoughts on the design:本节课是以说、写技能为主的语言输出课。
前者旨在关心和指导学生在设定的语境中，如何比较不同信息，做出最合理的解决方案；后者为整个Task的最终目标：写一篇电子邮件，说明旅行打算的安排。
Teaching aims:After this period of learning, students will be able to:1.make a decision to buy the suitable train tickets through a role play activity;2.write an e-mail.Teaching procedures:Step 1: role play: finding out information1.Ask students ‘If you were Father, what information do you want to know?’ and guide them tolist the following items. (PPT 4)➢ways to travel➢the fastest way to travel➢time of departure / arrival➢travel time➢cost➢number of train changesThen ask ‘How do you ask?’ to introduce expressions used to ask for specific information (PPT 5)➢Could you please tell me how we can get to …?➢Could you tell me what time …?➢How long does it take to get to …?➢How much does it cost to buy the fastest trains?➢How many times do we need to change trains?2.Get students to work in pairs. One student acts as ‘you’ and the other ‘your father’. Fathertries to find more information about the plan of this trip.Possible example: ( A: Father B: you)A: Could you tell me how we can go to Dalian?B: We can go there by train, by car, by air or by coach.A: Then, what’s your decision?B: By train.A: Why?B: …(refer to information in Part C)[Explanation]通过角色扮演，运用问话技巧猎取信息。
2019学年度高中英语人教版选修七Unit4Sharing Period 5 Using language--Writing教案设计(3页)
2019学年度人教版选修七Unit4Sharing Period 5 Using language--Writing教案设计Teaching Goal:Enable the Ss to write about a person’s experience by using time expression Enable the Ss to write a letter to a child they would like to sponsorTeaching important and difficult pointsThe characteristics of narrationTeaching methods:Task-based methodTeaching AidA projector and PPT.Teaching Procedures:Step 1 RevisionCheck the homeworkAsk some Ss to read sentences with attributive clauses in “ A letter from plan”.Step 2 Pre-writingLet’s recall something about Dr Mary Murray, who worked as a volunteer with Medicines Sans Frontiers (MSF). Who’d like to say something about her? Let’s try it this way. Each of you is given the chance to say only one sentence about Dr Mary Murray. OK, begin. Of course, you can have an attributive clause in your sentenceDr Mary Murray was a volunteer, who worked with Medicines Sans Frontiers (MSF). Dr Mary Murray once worked in clinic in both Malawi and Sudan which are developing countries in AfricaStep 3 WritingVery good. Now you are asked to write about Dr Murray for the school magazine. Write a paragraph on each topic below in the order shown. Remember to use time expressions listed on Page 35.Points must be included:1.who she is2.reasons why she joined MSF3.what she did in Malawi4.what she did in the Sudan5.the effects on her of her experiences.6.her plans for the futureStep 4 Writing taskDeal with writing task on Page75.Imagine that you have decided to sponsor Shanshan, a 11-year-old girl from Gansu province. Her family cannot afford to keep her at school. But she loves practicing English. Write a letter to her in English. In your letter, you can:Introduce yourselfSay something about your interests and hobbiesDescribed your familyLet her know you want to make friend with her and her from herOther things you would like to tell her.After the Ss have finished writing, ask several of them to read their letters.Sample writing:Dear Shanshan,I’m a student of Guangzhou No.1 senior High School, Guangdong province. My English name is Steve, and I like English very much. Maybe I can help you to continue with your school.I go to school everyday except on Sundays. Every morning, we have four lessons, including P.E., arts, music. I like sports very much, especially football .Whenever I’m free I would play football with my classmates. I also enjoy reading English papers, which gives me great delight, and helps improve my studies.I have a small family. There are father, mother and I. Mum often cooks delicious food for me. And Dad usually encourages me to study hard in order to serve the country and people better. I think so. So I work very hard at my lessons.I’m looking forward to hearing from you. I want to know what you need badly so that I know what I can do fro you .Don’t hesitate to ask for what you want. I will try tohelp youYours sincerelySteveStep 5 AssignmentAsk Ss to polish the letter they wrote in class and hand it in tomorrow.。
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牛津高中英语教学设计
单元：Unit 4 Public transport
板块：Task 1
Thoughts on the design:
本节课以听、读为手段的语言输入为主，为第二课时的口语表达和写作奠定基础。
通过活动激活学生有关计划安排度假的相关词汇和知识。
第一次听力练习后进一步重申两个课时中要完成的学习任务。
由于本单元任务的设定环环相扣，因此每个活动前将前一环节的活动稍加总结，对下一个环节活动起到语境提示作用，从而使活动有明确的指向。
Teaching aims:
After this period of learning, students will be able to:
1.Spot instructive words and learn how to make notes while listening;
pare information and make a choice through group work;
3.Give reasons for their choices;
4.Apply what has been learnt to produce an e-mail to give information about travel to
Dalian.
Teaching procedures:
Step 1: listening to instructions
1. Lead in by giving instructions
Ask the monitor to remove a pile of exercise books from the teacher’s desk to the back of the classroom using instructions.
Teacher: Monitor, can you do me a favor? Please get these exercise books on the desk at the back of our classroom. You’ll need to check whether everyone’s exercise book is there after class.
And then get them to my office and give me the list of people who haven’t handed in their work. Ok? Thank you.
2. After the monitor does what is told, ask students:
What did I do just now? (Giving instructions) (PPT 4)
Have you noticed what sentence structures I have used to five instructions?
(Imperative sentences and some sentence patterns like: You’ll need to do …; You should do …)
3. Ask students to read more expressions. (PPT5)
[Explanation] 由老师示范做出指令，给学生一个例子，引导学生注意指示性的句子结构（祈使句）、句型和短语，并适当增加一些具体的表达句式，提示学生在下一步的听力练习中注意这些词的出现，从而快速记录下要做的事情。
指令示范可根据本班课堂情况自定，这里只是一个例子。
Step 2: taking notes for future action
1.Lead-in: ask about planning a holiday (PPT 6)
If you were planning a holiday, what do you need to decide on?
➢Wherer to go? (The destination.)
➢When to go there and when to come back? (The departure and arrivla times.)
➢How long to stay there? (The duration.)
➢How to get there? (The means of transport.)
➢How much money to spend? (The tralvel allowance or the budget.)
➢Who to go with? (People to go with.)
➢What to do there? (The activities.)
[Explanation] 问题过后会显示出与其应的名词，用以增加学生相关信息的词汇量。
2.Listening and note-taking: Part A
1)Explain the context of Part A. (PPT 7)
Introduce your travel destination and your travel route (Your family are in Nanjing and will meet your cousins’family in Beijing and then go to visit Dalian together.). Give a brief introduction of Dalian if needed. .
2)Go through the notes quickly.
3)Listen and complete the notes.
4)Check the answers with the class. (PPT 8)
5)Clarify the steps to finish the task. (PPT 8)
➢Call Mr An →Part B
➢Surf the Internet to decide on the method of travel →Part C
➢Buy a ticket →Step 2
➢Write an e-mail →Step 3
[Explanation] 由于本单元任务的设定环环相扣，因此在此借助听力练习Part A的提纲将接下来要做的事情简单地交代一下，让学生了解每一步需完成的任务，有明确的目标。
Step 3: Listening
1.Lead in: Name some means of transport and discuss briefly the advantages and disadvantages
of different means of transport. (PPT 9)
2.Ask students to go through the table in Part B. Listen and complete Part B. Check the
answers with the class. (PPT 10)
3. A follow-up question: Why won’t they go by plane? (PPT 11)
Step 4: Reading
1.Pair work: Read and compare information and then make choices: Part C
Expain some expressions when students need help.
2.Check the answers in class. (PPT 12)
3.Check the comprehension of some expressions. (PPT 13)
[Explanation] 将阅读材料中的一些短语进行总结并要学生给出相应中英文注释，旨在帮助学生更好地理解材料中提供的信息。