Unit 4 How Can I Get There？For Better Performance教学设计-2025-2026学年中职英语外研版（2021）基础模块1

Unit 3 How Can I Get There? Period 4 For Better Performance Teaching Analysis 【Textbook Analysis】 This is the fourth period of Unit 4, focusing on extending listening, speaking, reading, and planning skills. The listening task involves drawing a route based on a dialogue. The reading part compares four transport modes. The final task requires students to plan a real-life trip, integrating all skills and encouraging critical thinking and practical application. 【Student Analysis】 Students have learned basic direction-giving and transport vocabulary. They are now ready for more challenging tasks that require listening for details, comparing options, and making decisions based on multiple factors (time, cost, comfort, etc.). 【Teaching Focus & Difficulties】 Teaching Focus: 1.Listening for specific directions and drawing a route accurately. 2.Understanding and comparing pros and cons of different transport modes. 3.Planning a trip based on real constraints (time, budget, etc.). Teaching Difficulties: 1.Extracting sequential information from listening for route drawing. 2.Balancing multiple factors when making travel decisions. 3.Expressing route alternatives clearly in English. 1. 1. Learning Objectives 【Knowledge & Skills】 1.Students will be able to listen to a dialogue and draw the described route on a map. 2.Students will be able to suggest different routes to the same destination. 3.Students will be able to compare four transport modes and complete a pros/cons table. 4.Students will be able to plan a suitable trip based on a given scenario. 1. 1. 【Process & Methods】 Through multi-step listening, group discussion, comparative reading, and scenario-based planning, students will integrate listening, speaking, reading, and decision-making skills. Collaborative tasks encourage problem-solving and real-world application. 【Affect, Attitude & Values】 To develop flexibility in thinking (“All roads lead to Rome”). To foster practical planning skills and awareness of factors influencing travel choices. To encourage collaborative decision-making and reasoned justification. Procedure Design 步 骤 教 学 活动 设 计 意 图 Step 1: Listening for Route Drawing · Predict: Look at the map, predict possible routes to the café. Listen for gist: Where is Sarah going? Who is helping? Listen for details: Draw the route step by step. Check and repeat: Follow the dialogue and imitate pronunciation. · To develop detailed listening skills and spatial understanding. To reinforce direction language through repetition. Step 2: Route Alternatives Discussion 1Group task: Find at least two different routes to the café on the map. Describe routes in English. Discuss the saying: “All roads lead to Rome.” What does it mean in this context? ·  To encourage flexible thinking and multiple solutions. To develop descriptive speaking and collaborative skills. Step 3: Reading & Comparison of Transport Modes · Read the descriptions of four transport modes. · · Complete the table with cost, speed, and other factors. · · Group discussion: Which do you prefer? Why? · To develop reading for specific information and comparative analysis. To connect reading to personal opinion. Step 4: Scenario-based Trip Planning · Introduce the scenario: Li Yifei’s trip from Tianjin to Dalian. · · Group planning: Consider time, cost, speed, comfort. · · Choose the best transport and justify. · · Present and compare group plans. · To integrate all skills in a realistic task. To develop decision-making, justification, and presentation skills. Assessment & Reflection 【Assessment】 · Formative: Accuracy of route drawing, participation in group discussions, completion of comparison table. · · Summative: Quality of trip plan and justification presented. · 【Reflection】 This lesson is highly integrative and practical. Ensure maps are clear and accessible. Encourage creativity in route-finding. In the planning task, guide students to consider multiple factors, not just speed or cost. Provide language support for justification (“I think... because...”). 学科网（北京）股份有限公司 $