七下 unit 6 topic 3教学案例设计

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Unit 6 Topic 3 How can I get to the bookstore
Section A
Section A needs 1~2 periods. Section A需用1~2课时。
The main activities are 1a, 2a and 3. 本课重点活动是1a, 2a和3。
Ⅰ. Aims and demands目标要求
1. Learn some new words and phrase:
bridge, along, turn, meter, across from
2. Learn the prepositional phrases and the imperative sentences.
on the corner of, across from, between...and...
Go along Xinhua Street and turn left at the first street.
3. (1)Learn how to ask the way.
Excuse me, is there a bank near here
Excuse me, how can I get to the bookstore
Excuse me, which is the way to the post office
(2)Learn how to give directions.
Go up this street to the end, and you’ll find it on your left.
Go along Xinhua Street and turn left at the first street.
Go across the bridge.
It’s about one hundred meters along on the right.
Ⅱ. Teaching aids 教具
录音机/挂图/球/简单地图/本校平面图
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:15分钟)
通过复习, 引出1a, 2a和3。
1. (拿着一个球, 把它放在不同位置上, 通过师生互动, 复习学过的介词短语。)
T: What’s this
Ss: It’s a ball.
T: Where is the ball
Ss: It’s on the table.
T: Where is the ball
Ss: It’s in the box.
…
(给予肯定和表扬, 同时变化位置关系, 导出新的介词短语。)
(板书)
between…and… on the corner of across from
T: Is the desk between S1 and S2
Ss: Yes, it is.
T: Is the teachers’ office on the corner of the Central Road
Ss: Yes, it is.
T: Is it across from that English book
Ss: Yes, it is.
T: Is it next to the box
Ss: Yes, it is.
…
(让学生两人一组练习和巩固介词短语, 一名学生把东西放在不同位置, 另一名学生进行描述, 然后交换角色。)
2. (1) (谁是优胜者。学生以小组为单位, 通过比赛形式, 总结回顾已学过的地点名词, 写出
最多的为优胜者。)
T: Boys and girls, let’s have a competition in groups. The group that writes the most places is the winner.
Example:
G1: Bank, post office, bus station, bookstore …
G2: …
(2)(指着3的地图, 呈现新的地点名词及问路的应答方式。)
(板书)
Peking University, Ren’ai Education Institute, Haidian Theater
T: Where is Ren’ai Education Institute
Ss: It’s next to Bayi School.
…
3. (呈现多幅简单的地图, 让学生们掌握以下几个短语。)
Example:
(通过对短语的熟悉和操练初步了解祈使句, 为下一步听力扫清了障碍, 为学生更好掌握1a做了铺垫。)
(板书)
go along turn righton the right/left at the third street
T: Excuse me, how can I get to the bookstore
Ss: Go along Suzhou Street to the end and you’ll see it.
T: Excuse me. Which is the way to the post office
Ss: Sorry, I don’t know. I’m new here.
T: Thank you all the same!
…
(利用以上地图和几种问路的方式进行操练, 自然过渡到下一步。)
Step 2 Presentation 第二步 呈现(时间:8分钟)
呈现1a。
1. (设置并板书听力任务, 让学生带着任务听1a录音。)
(1) Is there a bank near here (2) How to get to the bookstore
2. (让学生听1a的录音, 回答问题并核对答案。)
3. (和学生一起总结问路的方式。)
4. (将关键词写在黑板上, 呈现1a, 为下一步学生不看课本自由对话打下基础。)
go along—turn left—at the first street—go across—one hundred—on the right—new—all the same
Step 3 Consolidation 第三步 巩固(时间:5分钟)
巩固1a。
1. (放1a的录音, 让学生跟读, 用铅笔标出重读与语调。)
T: Follow the tape and mark the stress and intonation with your pencil.
2. (让学生擦去所标重读与语调, 先自读, 然后跟着录音一起读。)
T: Erase your marks and check your pronunciation sentence by sentence. Go!
3. (人机对话。)
T: Suppose you were A/B, listen to the tape and make a dialog with B/A.
4. (让学生合上书, 根据黑板上1a的关键词, 两人一组表演1a。)
T: Work in pairs. Close your books. Look at the key words on the blackboard and act out the dialog.
Step 4 Practice 第四步 练习(时间:7分钟)
通过练习，完成1b, 2b。
1. (向学生出示1a的图, 利用1a中的问路和指路的句型, 完成1b。)
T: Boys and girls, please look at the picture in 1a. If you are standing at A. How can you get to the park
Ss: ...
2. (让学生看图, 快速说出介词短语, 完成2a。)
T: Look at the maps, and tell me the prepositions as quickly as you can.
3. (让学生看黑板上的地点、介词短语, 加深印象, 完成2b。)
(填空, 并与搭档核对答案。)
T: Fill in the blanks according to the map, then check the answers with your partner.
4. (方案一: 呈现3的地图, 根据地图, 布置教室, 把学生分成4组, 每组选定一名组长, 组长担任警察, 其余的学生扮成夏令营成员, 向警察问路, 警察指路。对于表现好的同学, 教师给予表扬。)
Example:
S 1: Excuse me, which is the way to the supermarket
S2: Go along the street, and turn right at the second street. You can see...
(通过这次活动, 既能让学生掌握问路和指路的基本句型, 加强语言实践, 又能激发学生学习英语的兴趣, 提高英语的交际能力, 培养帮助他人的意识。)
(方案二: 呈现本校的平面图, 要求学生利用学过的介词短语和问路的句型, 来熟悉校园环境, 热爱自己的校园。)
Example:
(1) S3: Where is …
S4: It’s …
(2) S5: Excuse me. Is there a …
S6: Yes, there is.
S5: How can I get to …
S6: Go along …
(3) S7: Excuse me, which is the way to …
S8: Sorry, I don’t know.
S7: Thank you all the same.
Step 5 Project 第五步 综合探究活动(时间:10分钟)
通过活动, 培养学生实际运用语言能力。
1. (让学生两人一组互相邀请对方到家里玩, 为其描述路径并画一张简单的路径图, 在地图上标出标志性建筑。)
T: If you invite your partner to come to your home, please draw and describe your route.
2. (设计一道听力题, 让学生根据所听到的内容画图, 谁能在最短的时间里画出准确的路线图, 给予奖励。)
Example:
I know you are arriving next Sunday. Let me tell you the way to my house. Take a taxi from the airport. Pass a bank on your right and then go down Long Street. Go through Six Avenue and Seven Avenue. When you see a big supermarket, turn left. Then go down Bridge Street and turn left at New Park. Go down Center Street and my house is on your right.
T: Listen and draw the route as quickly as you can.
(提高听力能力和动手实践能力, 培养竞争意识。)
3. (家庭作业。)
(1)(让学生练习Section A, 3, 根据地图编对话。)
(2)(预习Section B。)
Section B
Section B needs 1 period. Section B需用1课时。
The main activities are 1a and 3. 本课重点活动是1a和3。
Ⅰ. Aims and demands目标要求
1.(1)Learn the words and expressions about the signs of transportation and transport facilities:
sidewalk, crosswalk, public phone, traffic lights, Turn left, No right turn, No left turn, Turn right, Go straight, No parking, No U-turn, Parking, Danger
(2)Learn other new words:
until, miss, kilometer, should, change, public, light
2.(1)Go on learning how to ask the way.
Excuse me, could you tell me the way to Dinghao Building
Excuse me, where is Beitai Road
(2)Go on learning how to give directions.
Go along this road until you get to Beisihuan Road.
Turn left and walk on.
It’s about 15 kilometers away from here.
First, you need to take bus No. 718, then you should change to the No. 108 bus at
Anzhen Bridge.
3.Learn to help others.
Ⅱ. Teaching aids 教具
录音机/挂图/自画地图
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
通过复习, 呈现3, 完成4。
1. (师生一起唱歌, 激发学生学习兴趣, 活跃课堂气氛。完成4。)
T: Let’s chant together.
Stop, look, and listen,
Before you cross the street.
Use your eyes, use your ears,
Before you use your feet.
2. (方案一: 让学生以双人活动来复习已学过的句型, 呈现Section A, 3的地图。)
T: Look at the map. You are standing at Train Station, please make a dialog with your partner about how to get to Tsinghua University. Then change your roles. Ready Go!
(让学生体验合作学习的乐趣。)
T: OK. Stop. Which group wants to show us your dialog
(方案二: 双人活动。一个学生描述回家的路线, 另一名学生在黑板上画出路线图, 让其他学生进行点评。)
T: I’ll ask two students to come to the blackboard. One describes the route of going home, the other draws the route on the blackboard, the rest of you check.
Example:
I’m standing at the school gate. Go along Jiankang Street, and turn left at the second street. Go across …
(自然导出新的问路句型。)
(板书)
Excuse me. Could you tell me the way to... Excuse me. Where is...
3. (1)(假设师生在校园里遇见, S1问教师图书馆在哪儿, 教师给予回答, 导出新的指路句型。)
S1: I’m looking for our library. Where is it
T: Go along this road and turn left. You can’t miss it.
(2)(假设在校园的另一角, S2问教师宿舍在哪儿, 教师给予回答, 导出新的指路句型。)
S2: Could you tell me the way to the dormitory
T: Go along this road and you’ll see it on your right. It’s about 500 meters away from here.
(让学生们熟悉新的句型及回答形式, 为第二步的听力及操练打下基础。)
(板书画线部分。)
You can’t miss it.
4. (呈现本地的方位图, 教师可根据实际发挥。)
Example:
T: You are at Fuzhou Train Station now. If someone asks how to get to Qingkou, you can say:
It’s about 30 kilometers away from here. You need to take bus No. 51, then change to the No. 30 bus at Taijiang. It will take you there.
5. (呈现交通标志图, 让学生们初步认识这些标志, 为下一步作铺垫。)
T: Look at the pictures. What do they mean
(导出: Turn left, Go straight, Turn right)
6. (给学生几分钟时间看3中的交通标志图, 通过讨论, 了解其含义, 并让学生补充其他的交通标志, 最后老师归纳总结。)
T: Now I’ll give you some minutes to look at the traffic signs in 3. When you see these signs,
what will you do
Example:
When we see “Parking”, we can park the cars here.
(板书补充内容。)
Road up, detour. 前面施工, 车辆绕行。Keep away. 请勿靠近。Keep right. 请靠右行。No honking. 禁止鸣号。One-way traffic. 单行道。Danger ahead. 前面危险。Drive slowly. 车辆慢行。Slow down, look around and cross. 一慢二看三通过。
Step 2 Presentation 第二步 呈现(时间:5分钟)
呈现1a。
1. (设置听力任务, 让学生带着任务听录音, 以降低难度。)
T: Listen to 1a and answer the following questions.
(板书)
(1) How to get to Dinghao Building (2) At which bus stop can you chang to the No.108 bus
2. (让学生听1a的录音, 根据关键词, 回答问题。然后师生一起核对答案。)
(板书)
go along, until, turn left, miss, kilometers, need to, take, change to
Step 3 Consolidation 第三步 巩固(时间:5分钟)
巩固1a。
1. (再放1a的录音, 让学生跟读, 用铅笔标出重读与语调。)
T: Follow the tape and mark the stress and intonation with your pencil.
2. (让学生擦去所标重读与语调, 先自读, 然后跟录音一起读, 逐句核对语音语调, 这
样可以使学生集中注意力, 效率更高。)
T: Erase your marks now, first read by yourselves and then check your pronunciation and intonation sentence by sentence according to the tape. Go!
3. (人机对话。)
T: Suppose you were A/B. Listen to the tape and make a dialog with B/A.
4. (让学生两人一组, 只看黑板上的关键词对话。)
T: Work in pairs. Close your books, look at the key words on the blackboard and act out the
dialog.
Step 4 Practice 第四步 练习(时间:10分钟)
练习1b, 1c, 2。
1. (1)(呈现1b的图, 让学生完成1b。)
T: Listen, read and complete 1b. Do it by yourselves. And then we will check the answers together.
(2)(要求学生表演1b。)
T: Let’s act it out now. Who wants to try
(3)(要求学生同桌合作完成1c。)
T: Ask the way and give directions to familiar places with your partner.
2. (呈现2的图片, 引出交通设施的名称, 让学生拓展其他设施的名称, 增大词汇量。完成
2。)
T: Look at the pictures. What do they mean
(导出: sidewalk, public phone, traffic lights, crosswalk)
T: Anything else
Ss: Bus station...
Step 5 Project 第五步 综合探究活动(时间:15分钟)
通过实践活动, 培养学生实际操作能力。
1. (小组活动。将全班分成四组。小组每名学生一张白纸, 教师提供一段指引路线的文字。小组一名学生读文字, 其他学生画路线图。小组成员之间交换路线图, 推选出最标准的一幅图交给老师。老师总结情况, 对最好的组给予表扬。)
(材料)
(1) Find Wang Xue’s house. Go along Buxing Street and take the second turning on the right. It’s on the left, opposite to the museum.
(2) Find Wei Ming’s house. Go along Lanhou Street to the traffic lights and turn right. Go along the road and take the second turning on the left. Wei Ming’s house is on the left, next to the post office.
(3) Find Chen Hui’s house. Go along Chang’an Street and take the first turning on the right, and go a bit further. Then take the first turning on the left. Chen Hui’s house is next to the supermarket.
(4) Find Ke Lin’s house. Go down Chang’an Street to the end. Turn left. When you see the bank, turn left again. It’s the house behind the bank.
A. Wang Xue’s house B. Wei Ming’s house
C. Chen Hui’s house D. Ke Lin’s house
T: Boys and girls, here are four passages. They tell us the ways to some different houses. I’ll give each group one passage. One of the group members reads the passage, the others try to draw the map.
2. (做义务指路员。)
T: Boys and girls, look at your guide book! Could you please tell your partner the way to a building.
3. (家庭作业。)
(让学生看图示, 假如现在你在博物馆与银行之间, 想去剧院, 该怎么走 请编一段对话。)
T: Suppose you were standing between the museum and bank. If you want to go to the theater, how can you get there Make a dialog.
Section C
Section C needs 1 period. Section C 需用1课时。
The main activities are 1 and 3. 本课重点活动是1和3。
Ⅰ. Aims and demands目标要求
1. Learn some new words:
safe, hurt, lose, accident, rule, most, part, before, cross, third, last, ticket, speed, place, fast, wait for, when, careful, be late for
2. Go on learning the imperative sentences.
Turn right.
Be careful!
Don’t be late for school.
3. Talk about traffic rules and improve the road safety consciousness.
Before we cross the road, we must stop and look both ways.
Wait for your turn when the lights are red.
Don’t play on the street.
Ⅱ. Teaching aids 教具
录音机/自制卡片/图片
Ⅲ. Five-finger Teaching Plan 五指教学法
Step 1 Review 第一步 复习(时间:15分钟)
通过复习, 引入1。
1. (师生共唱歌曲, 激发学生兴趣, 活跃课堂气氛, 完成5。)
T: Sing this song Traffic Lights together.
2. (小组活动。将全班分成几组, 每组派一名学生到讲台上来, 给两分钟时间, 要求写出学过的有关问路句型, 选出获胜者。)
T: I’ll ask one member of each group to write down the sentence patterns about asking the way. Who writes more sentences in two minutes will be the winner! Are you ready Go!
Example:
Excuse me, where is...
Excuse me, which is the way to...
Excuse me, how can I get to...
Excuse me, could you tell me the way to...
…
3. (以教室为地图, 横排为Street 1, Street 2, Street 3……竖排为Road 1, Road 2, Road 3……给出具体路线说明, 要求每组的一名成员根据指令完成任务。)
T: Now, suppose our classroom was a map. Rows were streets, lines were roads. Row 1 was Street 1, Line 1 was Road 1. I’ll give you some examples, please finish the task.
Example:
G1: Go along Road 1 until you get to Street 2, turn left and walk on. It’s on your right.
G2: First, turn right and go to Road 3. Then walk on and turn left. Go down until you come to Street 2. It’s on your left.
…
4. (呈现自制卡片, 复习交通标志图, 导出新的目标语言。)
Example:
T: What’s this
Ss: It’s a traffic sign.
T: What does it mean
Ss: It means that we can’t park here.
T: If we do that, what will we get
Ss: We’ll get a ticket for parking in the wrong place. So we must obey the traffic rules.
(板书画线部分。)
get a ticket for parking in the wrong place, obey the traffic rules
(通过教师的引导, 让学生熟悉新的语言目标, 为下一步操练做准备, 可以再举例巩固。)
5. T: OK! Boys and girls, you did very well! But please be quiet! Be quiet! Don’t talk! Listen to me carefully!
(板书呈现Be quiet! Don’t talk!引出祈使句, 让学生每人说一句祈使句。)
Be quiet!Don’t talk!
Example:
Look at the blackboard, please.
Don’t eat in the classroom.
Open the door.
(让学生接触到祈使句的表达方式, 为下个环节作铺垫。)
6. (呈现自制的七幅图片, 利用图片, 通过师生互动, 导出每幅图的新的目标语言。 以下是图片的内容展示。)
(图一: ) (图二: )
(图三: ) (图四: )
(图五: ) (图六: ) (图七: )
(拿着图一, 引导学生学习新的目标语言。)
Example:
T: What’s this
Ss: It’s a car.
T: What’s that
Ss: It’s a street light.
T: What happened in this picture
Ss: A car hit a street light.
T: We know it’s a traffic accident. The man in the car got hurt.
(呈现图二, 图三。)
T: What happened in Picture 2 and 3
Ss: Traffic accidents.
T: Yes. And the men died in the accidents. I think every year many people get hurt or die in accidents. But how can we make the roads safe
(让学生发挥想象, 自由讨论, 然后逐一呈现图四, 图五, 图六, 图七, 引出新的目标语言。)
T: OK. Look at the pictures together. What should we do to make the roads safe
(教师根据学生的中英文描述进行总结, 并板书。)
Traffic keeps on the right of the road.We must stop and look both ways before we cross the road. We must never play on the street.It’s good to help children and old people to cross the road.We must obey the traffic rules.
(通过以上七幅图的呈现及对其的讨论、描述, 让学生更直观, 更形象地理解情景并掌握目标语言, 为下一步的课文阅读作铺垫。板书以上句型的画线部分。)
a traffic accident get hurtdie keep on the right of stop look … beforehelp to cross the roadnever playWe must obey the traffic rules.
Step 2 Presentation 第二步 呈现(时间:5分钟)
呈现1,完成任务。
1. (设置阅读任务, 让学生带着任务阅读。完成1后的问题。)
T: Read the passage in 1 and then mark these statements True (T) or False (F) in 1. And then check the answers together.
2. (答案核对结束后, 要求学生找出对这段文章的不理解之处。)
T: Well done! Boys and girls, do you have any questions If you have, please tell me. Let’s solve them together.
3. (学生在阅读后找出其中还未解决的难点后, 教师把这些难点、重点呈现在黑板上, 为进行下一个环节做准备。)
(板书)
must, obey the traffic rules, both ways, it’s good to do…
Step 3 Consolidation 第三步 巩固(时间:10分钟)
巩固1。
1. (让学生再次阅读1的文章, 注意黑板上呈现的关键词。)
T: Read the text again and pay attention to the key words.
2. (让学生两人一组利用关键词设置一个小对话。)
T: Now please work in pairs to make a dialog using the key words on the blackboard.
3. (放1录音, 让学生跟读, 注意关键词。)
T: Follow the tape and pay attention to the key words.
4. (让学生根据黑板上的图片和关键词来复述课文。)
T: Now, I think you can retell the text using the pictures and key words on the blackboard. OK. Who can have a try
Step 4 Practice 第四步 练习(时间:5分钟)
练习3, 完成4。
1. (呈现3的交通标志图, 要求学生说出该图表示的交通规则, 看哪组说得既快又好。)
T: Please look at these traffic signs and then tell us some traffic rules. You can do it like this:
Don’t park here.
Are you clear Let’s begin!
2. (提出问题：“如果不遵守交通规则, 交警会怎么做 ”呈现2中的图片, 让学生了解其中的含义。)
T: If we don’t obey the traffic rules, what will the police do Look at the pictures and answer the question.
Ss: They will give you a ticket, a ticket for speeding, a ticket for drinking and driving, a ticket for parking in the wrong place, a ticket for making a wrong turn.
T: Well done! Now, please finish 2. Then check the answers.
3. (你知道吗？)
T: What are the rules in our school Let’s make a survey today and take some notes.
Name: Li Ming
Activity Can Can’t
Listen to music in the classroom
Eat in the classroom
Wear a hat in class
4. (让学生四人一组讨论学校的规章制度, 完成4。)
T: Talk about the rules at our school, then report them to the class.
Example:
G1: Keep quiet in class.
G2: Don’t be late for school.
…
Step 5 Project 第五步 综合探究活动(时间:10分钟)
通过活动, 培养学生动手能力, 展示学生个性。
1. (让学生做一份调查表, 教师将全班分为四组, 讨论该如何遵守交通规则。)
T: Now, please make a survey. The whole class will be divided into four groups. The topic is “How to obey the traffic rules ”Then fill in the blanks and make a report.
Group 1 1.2.3.
Group 2 1.2.3.
Group 3 1.2.3.
Group 4 1.2.3.
2. (做校园文化建设的主人, 通过此项活动激发学生主动探究知识的欲望, 培养学生的动手能力, 展示学生的个性。)
T: There are some signs in English in our school, because it’s very necessary for us to use
English in our daily life. What other places do you think need English signs and rules on
campus Let’s work out together.
Example:
(1) Keep quiet.
(2) Clean the classroom every day.
(3) Wear sports shoes for gym class.
(4) …
3. (家庭作业。)
(让学生搜集近一年各种交通事故的统计数字, 思考一个问题: 为什么会有这种现象？如何避免？然后写成短文。)
T: Collect the total number about the traffic accidents of last year. Then think about the question: Why do we have this phenomenon and how to avoid it Then write a passage about it.
Section D
Section D needs 1 period. Section D 需用1课时。
The main activities are 1, 2 and 5. 本课重点活动是1, 2和5。
Ⅰ. Aims and demands目标要求
1. Learn the vowels:
//, /?/, /?/, //
2. Learn new word: down
3. Review the imperative sentences.
Be careful!
Don’t play on the street.
Keep quiet in class.
Don’t be late for school.
4. Review how to ask the way and give directions.
Excuse me, how can I get to...
Excuse me, could you tell me the way to…
Excuse me, where is…
Could you tell me how to get to…
How far is it from here
Excuse me, which is the way to...
Go up/down this street to the end and …
Turn left at the first street.
Go across the bridge.
You need to take bus No.718.
It’s about … away from here.
Go along this road until you get to...
Ⅱ. Teaching aids 教具
录音机/挂图/单词卡片/音标卡片/北京交通图
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:15分钟)
复习本话题单词和句型。
1. (单词竞赛。把本单元单词按功能归类, 制成单词卡片, 要求每名学生必答两个单词, 呈现简单单词, 如: bridge, museum, theater... 然后呈现较难的单词及短语, 进行全班抢答, 呈现词组, 如: no parking, turn left...)
T: Now, let’s have words competition. First required answers. Each student gets two words. I’ll give you the Chinese meanings, please say them in English. You’ll get one point for each word. OK Ready Go!
...
T: Well done! This time let’s have a quick response. If you know the word, stand up and answer quickly.
(通过学生对单词的必答和抢答, 进一步巩固本单元的词汇, 融入竞争意识, 调动学习气氛。)
2. (小组活动。将全班分成几组, 要求每组一名成员到黑板前来, 教师给出1分钟, 让他们写出学过的介词或介词短语, 教师讲评, 1个单词加1分。)
T: Now. Let’s go on with another competition. I’ll ask one student in each group to come here, write down the words about prepositions you have learnt. Each of you has only one minute. Are you ready Go!
3. (小组活动。将全班分为四组。要求每组一名成员到讲台上来, 说出到学校的路线, 要求使用本话题所学的问路句型。)
T: Great! Just now you did a good job. Now four students will tell us how they come to our school.
Step 2 Presentation 第二步 呈现(时间:5分钟)
呈现1, 完成2。
1. (让学生听2的录音, 填空, 教师核对答案。)
T: Now listen to 2 and fill in the blanks. And then check the answers.
2. (让学生再听一遍, 要求4名学生在黑板上画地图。)
T: Listen again! This time I’ll ask four students to draw the route. Who can have a try
3. (让学生针对黑板上的4幅图, 复述课文内容。)
T: Good! You draw well. Who can retell it using this route
4. (1)(呈现brown, flower, cow, 要求学生找出规则, 得出相同发音为//, 然后让学生回忆所学过的单词。)
T: Look at these words. What will you find out ... Right. They all include the sound //. What other words also include //
(2)(先呈现//的音, 要求学生说出发//的音的单词。)
Example:
//
yellow, blow, borrow…
(用同样方法复习及导出//, //, //。)
(3)(让学生齐读黑板上呈现的音标和单词。)
Step 3 Consolidation 第三步 巩固(时间:5分钟)
巩固1。
1. (听1的录音, 要求学生写出所听到的单词, 每词加1分。)
T: Now listen to 1. Write down the words you hear. One word one point.
2. (要求学生总结含//, /?/, /?/, //的单词。)
T: Let’s sum up the words that have the pronunciations //, /?/, /?/, //.
Step 4 Practice 第四步 练习(时间:10分钟)
练习校规、交通规则, 呈现3a, 3b。
1. (方案一: 小组活动。将全班分成四组。要求每组学生在两分钟内说出学过的祈使句, 一句2分。)
T: Now. I’ll give you two minutes. Please say the imperative sentences as many as you can. One sentence two points.
(方案二: 谁是优胜者。学生以小组为单位, 通过比赛的形式总结上课已学的有关校规、交通规则的祈使句。说出或写出最多的组为获胜者。)
T: Group 1 writes school rules, Group 2 writes traffic rules. Let’s begin.
Example:
G1: Keep quiet in class!
…
G2: Don’t play on the street!
…
(2)(呈现3a让学生朗读句子。)
T: Well done! Look at these sentences, read them together.
2. (呈现3b, 让学生朗读句子并掌握其用法。)
Step 5 Project 第五步 综合探究活动(时间:10分钟)
通过活动, 培养学生综合运用能力。
1. (方案一:小组活动。将全班分成六组。让学生看地图, 把以下的6个地方任意放在A、B、C、D、E、F中, 然后按照要求给出走过的路线。完成5。)
T: Look at the map. Put the following six places on A, B, C, D, E or F as you like.
post office supermarketbookstore hospitalbank school
T: Ask the following ways:
(1) from A to D
(2) from B to E
(3) from C to F
(4) from...to...
…
(方案二：)
(小组活动, 完成5。老师在黑板上画出如上的平面图。把全班学生分成4人一组。S1 把这6个地名post office, supermarket, bookstore, hospital, bank, school写在A、B、C、D、E、F的任意位置。S2 和S3 编一段关于问路和指路的对话, S4根据对话内容用彩笔画出路线, 这个活动可以让全班学生都能参与。表现好的一组老师给予奖励。)
T: Boys and girls, please look at the plan on the blackboard. I’ll divide the class into some groups of four. In each group, S1 puts the six places on A,B,C,D,E or F as he/she likes. S2 and S3 make a dialog about asking the way and giving directions, S4 draws the route according to the dialog. Now, let’s begin.
(每组给一个任务, 要求学生讨论, 再写下来, 然后向全班汇报, 展示他们的作品, 按照他们的表现给分数。)
2. (弹性课堂。给每组学生一张北京交通图, 假设一名学生现在是在海淀桥, 如何到达长城？让学生4人一组共同讨论, 制订路线图, 并附上说明, 然后选出代表在讲台上作报告。)
T: Suppose you were at Haidian Bridge now, you would go to the Great Wall. Here’s the map of Beijing. Please discuss in groups of four, then write a passage, at last report to the whole class.
3. (家庭作业。)
(完成4。要求学生画一张从家到学校的路线图, 用英语描述自己的路线, 写成短文。)
T: Draw a route from your house to your school, write a pas about it in English.
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