Unit5 第2课时教学设计

教学目标

1. 能听懂、会说、会用句型：Is  there a ... near here? Can you tell me the way to...? Go along the ... The ... is beside / behind it. / There is a ... between ... and ... 就场所的位置进行问答，并能在日常生活中恰当自如地问路、指路。

2. 能够在对话中正确使用礼貌用语。

3. 能在教师的带领和组织下，完成Part B Look, find and answer部分的活动。

教学准备

1. 教师准备：

(1) Let’s talk部分的教学挂图和音频。

(2) Part B Look, find and answer部分要用到的图片。

(3) 若干张纸条，上面写上Is there a supermarket / ... near here? I want to buy some fruits /...等句子。

2. 学生准备：自己设计的一张街区图。

教学方法建议

I. 课程导入(Leading In)

1. 课前热身

教师可根据上一课时刚学过的词汇设计类似于下面这样的小对话进行课前热身活动：

T: Hello, boys and girls! It’s a fine day. Let’s go to the Children’s Park.

Ss: OK.

T: But how can we go there?

Ss: We can take a bus.

T: Great! Let’s take the bus to the Children’s Park.

2. 新课导入

教师可借助Part A Warming up中的第二个活动Look and talk about the differences，引领学生运用上一课时所学的词汇描述场所的位置。

通过师生问答，引导学生认真观察，找出两幅图中的各个场所的位置有哪些不同。

T: Oh, look. There are two pictures here. Let’s look at them carefully. Are they the same? What are the differences?

教师可通过提问引导学生观察，如：

Where is the Children’s Park in the first picture?

What is behind it?

Can you see the zoo? Where is it?

What is beside the shop?

之后可请两个学生分别对所提场所在两幅图中的位置进行描述。

II. 课程展示活动和过程的设计建议（Presentation)

1. 新课展示

(1) 教师承接课程导入部分，引入对话中问路的功能句：

T: Now children, let’s go to the Children's Park.

Ss: OK.

教师故作不知往哪个方向走的样子，来回走动着。

T: But how can we go there? Who can tell me the way to the Children’s Park?

教师走到一位同学身旁，向他问路，并引导其作答：

T: Excuse me.

T&S1: Yes? Can I help you?

T: Is there a Children’s Park near here?

S1: (教师点头引导学生作肯定回答)Yes.

T: (做出问路的样子)Can you tell me the way to the Children’s Park?

教师重复问句：Can you tell me the way to the Children’s Park?

引导全班同学一起重复：Can you tell us the way to the Children’s Park?

S1: (教师点头引导学生作肯定回答)Yes./OK.

T: Thank you.

之后，教师走到另一位同学身旁，向他问如何去超市。

T: Excuse me. I want to buy something. Is there a supermarket near here?

S2: Yes, there is.

T: Can you tell me the way to the supermarket?

S2: Yes. / OK.

T: Thank you.

(2) 展示Let’s talk部分的教学挂图，教授指路的常用语句。

教师走到另一位同学身旁，引导其与自己进行对话：

T: Do you want to buy anything in the supermarket?

S2: (教师点头引导学生作肯定回答)Yes, I do.

T: Do you know the way to the supermarket?

S2: (教师摇头引导学生作否定回答，并引导其问路)No. I don’t know. Can you tell me the way to the supermarket?

T: Yes.

教师边回答边引导学生观察教学挂图中的路线：

T: Look! Go along the way and you can see the hospital on the left. The supermarket is behind it.

S2: Thank you.

T: You are welcome.

2. 听音问答

教师播放录音，让学生听Let’s talk部分的对话，并向其展示本部分的教学挂图，引起问答：

T: What does the man want to buy?

S: He wants to buy some fruits.

T: Can you tell him the way to the supermarket?

引导学生边观察教学挂图中的路线边回答：

T&Ss: Go along the street and you can see ... on the left / right.

板书并朗读功能句：

—Can you tell me the way to the supermarket?

—Go along the street and you can see ... on the left / right.

3. 角色扮演

教师再次播放录音，鼓励学生多加练习，表演对话。其间，教师要注意启发学生的角色意识，提醒扮演老人的学生在表演时应注意语气及动作要符合身份及年龄特点。

III. 操练活动的设计与实施建议（Practice Activities)

1. 传话游戏

教师将学生分成若干组，给每组的第一位学生一张纸条，上面写上“Is there a supermarket /... near here? I want to buy some fruits /.…”等句子，由学生采用耳语的方式依次把纸条上的内容传下去，每组最后一名学生则要大声说出听到的句子。教师要注意给每个组的纸条都不一样，并确保每组到达的地点都不相同，看哪组说得又迅速又准确。通过这个活动提高学的听读能力。

2. 小组活动

教师准备一些主题，如：怎样去商店？怎样去公园？怎样去学校？然后将学生分成若干小组，请各组抽选主题。组员拿出各自设计的街区图， 合作完成对话的内容并进行表演。在各组表演完对话后，选出最佳队员及获胜组。

教师可提示学生尽量多地使用如下功能句：

A: Excuse me.

B: Yes? Can I help you?

A: I want to…Is there a…near here?

B: Yes.

A: Where is it?

B: Can you see the…there? The…is…it.

A: Thank you.

B: You are welcome.

3. Part B Look, find and answer

教师出示Look, find and answer部分的图片，引领学生观察并确认各个场所的位置：The supermarket is between the bus stop and the bookstore. The bookstore is next to the school. The cinema is behind the bookstore. ...然后让学生两人一组完成对话。