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Asking the way 第一课时
教学内容:
B Look ,Read and learn C Look and say
教学目标:
1.能正确地听、说、读、写单词way,get,along, street 和句型Excuse me, can you tell me the way to …,please?
2.能正确地听、说、读单词a middle school, a train station, a shopping centre, a history museum, a post office, a primary school,crossing, turn left /right ,get on /off和句型Go along this street, and then turn … at the … crossing.The …is on your….
3.能根据图片提供的情景,利用所学单词和句型进行问路的对话。
教学重、难点:
1.能正确地听、说、读、写四会单词和句型。
2.能正确地听、说、读三会单词和问路的句型。
课前准备:
录音机、图片、头饰、多媒体课件、准备若干建筑物标志,用于布置教室。
教学过程:
Step 1 Warming up
1.Greeting.
2.Listen to a song:Excuse me.
(设计意图:先让学生欣赏感受歌曲旋律,了解歌词大意,为将要学习的内容做铺垫。)
3.Play a game:Liste and do
Stand up. Sit down. Put up your hands. Put down your hands. Open your books.Close your books.Turn left. Turn right. Get on. Get off.
(设计意图:听音做动作,通过教师带领学生一起有节奏地做有关活动的动作,以旧引新,引出要学习的Turn left. Turn right. Get on. Get off.在活动的过程中调动学生的各个感觉器官,利用眼、耳、口、手实现全身动作反应,加深对语言材料的理解、学习、记忆。)
Step 2 Presentation and practice
1.导入新课
(1)出示课件,半幅购物中心的图片,让学生猜测这是什么,学习单词:a shopping centre
(2)师:There are many things in the shopping centre.I want to buy a new bag for my mother. But where’s the shopping centre? Can you tell me the way to the shopping centre?(板书,教读,让学生明白其意思)
学生回答这个问题,师总结:Oh, you don’t know the way. It doesn’t matter.I have a map.I think I can find it. Today ,let’s learn “Unit 3 Asking the way”.
2.课件出示B部分地图,学习单词及词组
(1)师指导学生沿着shopping centre所在的那条路线看图,学习单词及词组。
T:Please look at the map, this is a shopping centre. What is this? It’s a middle school.引出并学习a middle school
T:Look,the shopping centre and the middle school are in the same street. 学习单词street
T:In this street,there are some crossings.Look, this is the first crossing. 学习单词及词组crossing, the first/second/… crossing
(设计意图:利用课件展示的画面,学习B部分没出现的两个单词street,crossing,因为这两个单词在练习句型时特别重要,一定要先借助直观的、形象的教具将他们呈现出来,让学生理解学会,然后再来运用它们。)
(2)师接着描述:Go along this street,you’ll find a primary school on your right and a post office on your left.借助课件及手势理解这个句子,然后学习其中的along,a primary school,a post office,on your right/ left。
(3)通过课件动态的呈现,学习单词a history museum,a train station .
3.练读单词及词组
(1)让学生听录音,模仿跟读单词。
(2)采用各种形式朗读单词,在学生读的过程中,纠正学生朗读出现的错误。
4.结合课堂教学情景,在与学生的交谈中引出C部分的句型,然后练习对话。
(1)T:Now, we know all the words in the map.I’ m here.I want to buy a bag. Can you tell me the way to the shopping centre?
师生共同说出:Go along this street, and then turn left at the second crossing.The shopping centre is on your right.(板书,跟读,齐读问答。)
(设计意图:紧扣课开始时想要为妈妈买包的设计,在学习的过程中圆满解决任务,体现了语言的实用性和教学的完整性。)
(2)在老师的启发下,小组练习扩充对话。
A:I want to buy … ,but I can’t find the shopping centre .Excuse me , can you tell me the way to the shopping centre,please?
B: Go along …
A:Thank you very much.
B:That’s all right./You’re welcome.
…
(设计意图:句型与对话是两个不同的概念,可以说对话是由句型有机组合而成的,而且具有一定的情景性。这儿的小组练习,就是由句型上升至对话的练习,可以在同一情景下进行对话的创新,培养了学生发散性思维的能力。)
Step 3 Consolidation
1.出示课件:一个外国小男孩的图片,他站在地图中,教师介绍:This is Yang Ling’s friend Andy. Andy is in Nanjing now. He wants to go to some places ,but he doesn’t know the way.Can you help him?
(1)课件发问:I am Andy. Can you tell me the way to … ,please?
引导学生回答,练习句型。
(2)让学生选择一个对话写下来。
2.创设情景,为Andy指路。
以教室每排之间的道路为street,交叉口为crossing,拿着相应建筑物卡片或标志的同学代表所在地点。一人戴头饰扮Andy,其他同学作为小导游给他指路。
(设计意图:这个环节将教学内容生活化,将学生熟悉的地点变成课堂模拟的较为真实的情景来作扩展练习,真正做到学以致用。)
Step 4 Assign homework
1. Read “Part B”and copy the words four times.
2. Talk and write “Part C”板书设计:
Unit 3 Asking the way
A:Can you tell me the way to the shopping centre,please?
B:Go along this street, and then turn left at the second crossing.
The shopping centre is on your right.
教后反思:
“问路”是学生生活中的常见情景,本节课为教学的第一课时,主要学习B部分单词,并初步学习C部分问路的句型。B部分单词要求学生熟练掌握,但句型练习要求不高,给出的目的地简单、清晰、明了,易于学生表达。为了增强语言的真实性,本节课设计使用了动态多媒体课件,利用活动的Andy在地图上“行走”寻找地点,使学生犹如身临其境。另外,还设计了教室模拟情景,请学生为Andy当小导游等任务,调动学生学习语言、运用语言的积极性。本节课以活动开始,再以活动结束,环环紧扣,层次清晰,在活动中帮助学生逐步掌握基础知识和基本技能,提高运用英语的能力。
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