Unit 2 There is a park near my home
Lesson 11教学设计
一、教学重点与难点?
??1．重点词汇：
shopping?centre,food?stalls,noodle?restaurant,subway,on?foot,by?bus?,excuse?me,city,library?
??2．重要句型：
?1)Excuse?me?,how?can?I?get?to…
2）You?can?take…???
二、课前准备?
??教材相配套的教学磁带和课件。???简单地区示意地图???
三、教学过程?
??1.Warming-up?and?revision.?
??老师和学生互相问好，然后让学生拿出上次的家庭作业进行评比???
2.Just?read?and?speak?
??1）.老师先放一遍录音带，然后自己领读。?
??2）鼓励三位同学一组自愿上台扮演Man, ?Lisa和Yang?Ming进行对话，会话结束后，要做出鼓励性的评价。???
3.Just?practice.?
??把学生分为两两一组进行会话练习，会话内容可如下：（只作为参考）???
A:Excuse?me,how?can?I?get?to?the?City?Liberary????
B:You?can?take?the?NO.16?bus?there.???And?you?can?go?there?on?foot.???It?is?not?far?.?老师尽量鼓励学生自我发挥，不必拘泥于课本内容的句式和词汇，增强学生创新与灵活运用的能力，选表现好的上台表演会话，老师再向其他学生说出这些同学表现好的地方和不妥的地方，让学生能取长补短，共同提高进步。???
4.Just?write.?
??用英语写出乘坐不同交通工具到达library的不同路线。???
5.Let’s?play.?
??根据书上的路线图，做问答游戏。?
??例如，当一名学生现在在公园，然后她想去市图书馆：
I?am?in?the?park?now. How?can?I?get?to?the?City?Library?另一名学生课根据图上所示，做出回答：You?can?take?the?
??NO.6?bus?firstly,and?take?the?NO.31?bus?and?get?off?at?the?final?stop.You?will?get???there?then.?
?6.Let’s?read?and?chant?
?老师先放磁带，然后再由老师领唱，最后提示学生找出句子中单词的相同部分
四、家庭作业
1.复习所学知识，并且能够灵活运用。
2.预习下一课。
五、教学反思?
在本课中我首先利用学生们都熟知的地点来进行新课渗透，通过“看”和“猜”的活动练说句型What’s?this?in?English??It’s?a/an….同时还熟悉了地点名称，学生不会产生陌生和厌烦的情绪。在授课的过程中，充分发挥学生为主体的作用，教师只是一种辅导，环节虽然都是老师设计，但是在练习、做对话、游戏的时候都是学生完成的并有足够发挥的空间。学生对于不同的方式会觉得新鲜，增加兴趣的同时还提高学习效率，在做对话的时间多学生加入给关于交通安全的知识，让学生在学到知识的同时更注意到我们生活中的一些常识。学生的掌握能力和课堂的反应证明了他们对于本课时的内容都十分接受，让我觉得欣慰不已，总之，本节课充分发挥新课标的教学理念，教学成果十分不错，对教师和学生都是一种鼓舞。?
六、板书设计?
Unit3??There?is?a?park?near?my?home?
Lesson11?
Where?is?the?post?office??How?can?I?get?to?the?post?office???You?can?take?the?No.16?bus.?
Unit 2 There is a park near my home
Lesson 11教学设计
一.?教学目标
?(一)?知识技能目标?
1、?正确听、说、读、写单词和词组excuse?me,?library, city,?on?foot,?by?bus。?
2?、正确听,说,认，读句型How?can?I?get?to?the?City?Library??You?can?take?the?No.16?bus?there.?
3?、大部分学生能够使用英语来询问想要去的地方和回答别人的询问。?
(二)?能力目标?
1、能够在适当的情景中运用所学知识，获取未知信息，传递新信息?
2、能够在真实的情景中理解﹑运用“How?can?I?get?to…?”来询问具体的地点，并用“You?can…”作出关于交通方式正确的回答。能够听懂使用简短的指令用语。如：turn?left,?turn?right,?go?straight…?
（三）情感目标?
1、培养和深化学生良好的学习习惯，发扬合作精神。?
2、了解更多的交通安全常识。
?二．教学重点?
正确认识单词和词组：library,?excuse?me,?city,?on?foot,?by?bus?
三. 教学难点
能正确运用句型和短语
How?can?I?get?to?…??You?can?take…,?Go?straight?along?this?street??turn?left/right??in?front?of??on?the?left?/right.进行简单的交流。
四. 教具准备?
录音机、自制不同地点建筑物彩色卡片?
五. 教学课型
新授课?
六. 教学方法?
1.教法：情境教学法、游戏学习法、师生互动教学法?
2.学法：小组合作?
七. 教学步骤?
Step?1?Warming?up??
1)?Greetings:(Good?morning!?boys?and?girls)?
2)?Play?a?guessing?game.（教师出示自己制作好的地点建筑物卡片，遮住它们的一部分让学生来猜）???????
T:Look, I?have?a?lot?of?buildings?.Now?I?show?them?to?you?,?please?tell?me?the?name?of?the?place.?OK??
S:OK.??
T:Good．Let’s?guess…(教师开始从袋子里拿出图片遮住一部分，让学生说出地点名称)?
S:…?
T:Where?is?it?in?English??
S:It's?a?hospital/bank/post?office…?
Step?2?Presentation?
询问几个地点之后教师可以拿着地点的图片下座位询问某一位学生?
T:What’s?this?in?English?
S1:It's?a?hospital.?
教师继续用学过的语句问：Where?is?the?hospital??
S1:?…（学生可以用学习过的短语和句型进行回答）?
2、教师将地点图片发给坐在教室不同位置的学生，让他们举起图片，其他学生模仿身临其境，然后教师请一位学生与之对话：?
T:Excuse?me,(教师解释它的意思)，Where?is?the?post?office??
S1:Go?straight?along?this?street,?then?turn?left.?T:?How?can?I?get?to?the?bank??
3、学生以同桌为伴进行对话练习，练习How?can?I?get?to??…? You?can?…句型（教师要提醒学生更换不同的地点让学生对地点掌握得更熟悉。）?
4、教师在黑板上板书Where?is?the?post?office?这个句型，并排板书How?can?I?get?to?the?post?office? 句型，让学生找出不同。?
Step3?Practice?
1、用幻灯片展示课件，出示本课的对话：?
教师可以先找几个学习不错的学生分角色进行朗读，让下面的学生明白几组短语不同的意思。?
2、播放录音，让学生四人一组边跟读边学着演示。小组比赛，看哪组说得又快又好，动作形象。教师评出最优给与奖励。?
3、在幻灯片上展示一些常见的交通指示和相关的交通规则。
①Please?walk?on?the?pavement.?
②When?you?walk?along?the?street?you?should?walk?on?the?right?of?the?street.?
③Don’t?play?in?the?middle?of?the?road.?
教师可以抓住这个机会，在翻译的同时给学生们灌输交通知识。让学生在上学放学的路上注意自己的安全。?
Step3?Summary?
找学生来说这节课自己学到了什么，还有什么地方不足。?最后教师给与点评，引导学生总结本课所学知识点?
八. Homework?
Remember?the?new?words?and?sentences?you?have?learned.?
Make?a?survey.（两人合作制作一个地图，针对这个地图改编对话）
Unit 2 There is a park near my home
Lesson 11
教案
Teaching aims:
Knowledge:
The new word: on foot, food, stall, subway, by bus and take.
Ability:
1. Ask and answer the way by taking a bus.
2. Develop the pupils’ ability of listening speaking reading and writing.
Moral education:
To be polite children.
Important and difficult points:
1. The new words.
2. Ask and answer the way by taking a bus.
Teaching aids:
Some word cards, some pictures and a tape.
Teaching steps:
Step 1 Revision:
①Look at the word cards read aloud and make up sentences with some of them.
②Ask and answer the way to ....
A: Excuse me. How can I get to the hospital?
B: Go straight and turn...
Step 2 The new words:
①Look at the new words and try to read, if he/she can’t read well, others or the teacher give him/her some help.
②Read freely
③Listening practice: listen twice and then say what did you hear?
③Read in groups
Step 3 Presentation
①我做你猜----看老师的动作演示，猜出处所。顺势学习library, restaurant, post office.巩固发音
②看图猜词---卡片出示一角，让学生猜猜看是在干什么。顺势教学出行方式的单词。
③引导学生看图，师生交流，熟悉课文情境。
④播放录音，整体感知。再听第二遍后，搭配图片，尝试回答问题。
Q1: Where is the man going?
Q2: Does he know the way?
Q3: Where is the bus stop?
⑤阅读中遇到的拦路虎，逐个突破。An hour /half an hour.
Step 4 Practice
①)模仿录音。以大组角色扮演。
②三人一组，表演对话。
Step 5 Grammar
①There be 句型的主谓一致
There be后面所接的某物有多个时，谓语动词be要根据最靠近它的那个名词的单复数来确定，即就近原则。如：
There is a pen, a pencil-box and some books on my desk.
我的桌子上有一支钢笔，一个铅笔盒和一些书。
There are two boys and a teacher at the school gate.
门口有两个男孩，一个老师。
②There be 结构和have的区别与联系
1)区别点：there be 意为存在，强调某地有某物，不表示所属关系；have 表示所有关系，强调某人或某地有某物，这是其基本用法。如：
There are some trees in front of the house.
房前有些树。
Tom has many friends in China.
汤姆在中国有许多朋友。
2)相同点：在表示结构上的含有时，既可以用there be 句型，也可以用have（has） 来表示。如：
中国有许多长河。
There are many long rivers in China.
China?has?many?long?rivers.
Step 6 Reading comprehension:
Peter was a small boy. He lived with his parents in a small house near some hills. The people there were all poor. One night it was very dry and windy. When everybody was asleep, Peter suddenly heard some noise. It came out from the kitchen (厨房). He got up and walked to the kitchen. He found that the wood beside the stove (火炉) was burning . There was no water tap (水龙头) in the house , so he could not put out (扑灭) the fire . He shouted loudly to wake up everyone in the house. Then he ran out of his house and knocked on the doors of many houses to wake the people up. They all left their houses quickly. At last the fire was put out by the firemen. Many houses were burnt. But nobody was burnt in the fire.
( ) 1. Peter lived with his______.
A. sisters B. brothers C. uncles D. parents
( ) 2. One night he found that______ beside the stove was burning.
A. the table B. the wood C. the door D. the window
( ) 3.______, so he could not put out the fire.
A. Everybody was asleep
B. He couldn't shout loudly
C. The kitchen was very big
D. There was no water tap in the house
( ) 4.Peter knocked on the doors of many houses______.
A. to wake the people up
B. to get some water
C. to find his classmates
D. to visit them
( ) 5.______hurt in the fire.
A. People in other houses were
B. Peter’s parents were
C. Nobody was
D. Peter was
Key: DBDAC
Step 7 Homework:
1. Read and recite the text
2. Do some exercises of this lesson.
3. Read the dialogue fluently.
