Unit 4 How Can I Get There？Warming-up & Listening and Speaking教学设计-2025-2026学年中职英语外研版（2021）基础模块1

Unit 4 How Can I Get There? Period 1 Warming up & Listening and Speaking Teaching Analysis 【Textbook Analysis】 This is the first period of Unit 4 “How Can I Get There?”, focusing on the Warming up and Listening & Speaking section. The content revolves around transportation and asking for directions. It aims to activate students’ existing knowledge about means of transport, develop basic conversational skills for asking and giving directions, and build awareness of transportation choices in daily life. The textbook uses picture matching, listening tasks, and map-based dialogues to engage students. 【Student Analysis】 Students are familiar with various means of transport and have personal experiences with daily travel. They may already know some related vocabulary but need structured practice in asking and giving directions in English. The topic is highly relatable, making students motivated to communicate in real-life contexts. 【Teaching Focus & Difficulties】 Teaching Focus: 1.Mastering English expressions for common means of transport. 2.Understanding dialogues about asking for and giving directions. 3.Practicing basic conversational patterns for direction-giving. Teaching Difficulties: 1.Correct usage of prepositions and directional phrases (go straight, turn left/right). 2.Distinguishing similar-sounding location names in listening tasks. 3.Fluently asking for directions and understanding responses. 1. 1. Learning Objectives 【Knowledge & Skills】 1.Students will be able to identify and name common means of transport in English (on foot, ride a bike, take the subway, by air, etc.). 2.Students will be able to understand simple dialogues about asking for directions and extract key location information. 3.Students will be able to ask for and give simple directions using basic English phrases. 1. 1. 【Process & Methods】 Through picture recognition, listening comprehension, pair work, and map-based activities, students will develop listening and speaking skills in the context of transportation and travel. Multimodal input and interactive tasks will facilitate language use in real-life scenarios. 【Affect, Attitude & Values】 To stimulate students’ interest in travel and transportation, develop practical communication skills for real-world situations, and encourage awareness of sustainable travel choices. To foster cooperation and confidence in using English for daily navigation. Procedure Design 步 骤 教 学 活动 设 计 意 图 Step 1: Warming up & Lead-in · Picture Talk: Show pictures of different means of transport. Ask: “How do you usually go to school?” Board responses. · · Topic Introduction: Introduce unit title: “How Can I Get There?” Discuss briefly: Why is it important to know how to ask for directions? · To activate prior knowledge and personal experiences related to transportation. Creates a visual and interactive start. Connects topic to real-life needs and builds relevance. Step 2: Vocabulary Building & Recognition · Listen and Match (Activity 1): Play audio for “on foot, ride a bike, take the subway, by air.” Students match with pictures. · · Look and Mark (Activity 2): Students look at a street scene and mark locations (subway station, traffic lights, etc.). · To build and reinforce vocabulary for transport. Provides auditory and visual input for better retention. Develops visual recognition of common travel-related signs and places. Step 3: Listening for Context & Details · Pre-listening Prediction: Show options: “At school” vs. “On the street.” Ask: “What might you hear in a street conversation?” · · First Listening (Activity 1): Play dialogue (Sarah & Zhou Bo). Students choose where it happens: On the street. · · Second Listening (Activity 2): Students listen again and mark locations on map (Café, Chaoyang Road, Subway Station). · To develop listening strategies for context prediction. Practice listening for gist and specific information in a spatial context. Step 4: Speaking Practice (Controlled → Semi-controlled) · Controlled Practice (Activity 3): In pairs, students use map to ask/give directions to places like library, hospital, etc. · · Class Performance: Invite pairs to perform their dialogues. Provide feedback. · Design Intent: To scaffold speaking practice with visual support. Reduces pressure and builds confidence. Encourages fluency and public speaking skills. To scaffold speaking practice with visual support. Reduces pressure and builds confidence. Encourages fluency and public speaking skills. Step 5: Listening for Route Planning · Context Setting: Introduce Sarah and Li Wei. Ask: “Sarah wants to go to Beijing Zoo. How can she get there?” · · Listening for Details (Activity 4): Play dialogue. Students complete subway route (Line 1 → Xidan → transfer to Line 4). · · Post-listening Discussion: Discuss: “Do you prefer subway or bus? Why?” · To set a clear purpose for listening and connect to real-world travel planning. Practice listening for route details. Encourage personal expression and critical thinking about transport choices. Assessment & Reflection 【Assessment】 Formative Assessment: Observation during matching, listening, and pair work activities. Accuracy in map marking and dialogue creation. Summative Assessment: Completion of Learning Plan tasks and participation in speaking activities. 【Reflection】 The lesson successfully connects transportation to students’ daily lives. The use of maps and visuals supports spatial understanding. Pair work encourages collaboration. Clear modeling of direction phrases is essential. Ensure all students practice both asking and giving directions. Time management is key—allow enough time for map-based practice and real-life application. 学科网（北京）股份有限公司 $