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1、保康县中等职业技术学校保康县中等职业技术学校Unit8Unit8 第一、二课时教学设计第一、二课时教学设计授课人：授课人：课题课题Unit8Unit8How can I get to the nearest bank?How can I get to the nearest bank?课课型型新授课课新授课课课课时时2 2 课时课时知识与技能:1. 知识目标1）学生能掌握部分表示路标及方位动作的词汇，如：bank, traffic lights, second turn,crossroads, roadside, go along the road, turn left/right2）学生能掌
2、握问路时的基本句型， 如：Excuse me, how can I get to the nearest.?Go along the road and turn.Is it by the roadside?How long will it take me to get there?About. You cant miss it.2. 能力目标（1）学生能听懂关于问路对话的基本信息。（2）学生能根据问路基本句型开展关于问路的对话。学学习习目目标标重点重点难点难点学生能就所学问路句型学说问路对话过程与方法：首先让学生根据已有的语言经验与积累自己学习activity1 和 activity 2,通过
3、对本课题在关的语言内容进行再现和再认 ,为新的语言点的学习找到良好的基础 ,达到”温故而促新”的目的”;然后通后通过在旧语言知识的基础上植入新的语言知识,然后大密度的进行听力朗读训练,精讲多练,让学生对本课题有关的语言知识印象深刻;再进行拓展训练,学以致用;最后,适时的总结内化(课堂小结,背诵和作业),让语言根植大脑.情感态度与价值观：学生能了解在不同的文化背景下问路的礼仪。通过与问路相关的词汇和句型的学习，学生能听懂简单的问路对话并学说问路语句。问问题题导导入入1. Name the places and marksT: How did you go to school today?T: I
4、 go to school on foot. And this is the map from my home to school.10分钟1Draw a picture on the screen.(从老师自己家到学校的路程图，简要画出活动1 中的几个地点)1).Ask students to read the new words and phrases above2).Explain these phrases3).Speak loudly again2. Name the directionsShow the pictures of activity 2 and the followin
5、g words on the screen.a.Go across the roadb.Turn rightc.Turn left at the crossroads自自主主探探究究d.Take the second turn on the righte.Turn left at the first traffic lightf.Go along the road.(1) Ask students to match the actions(2) Ask students to read these sentences following the teacher(3) Teacher wipes
6、 out the sentences then ask students to name the directions3.Role play the actionsAsk a student to stand in front of the blackboard. Other students tell the role and thestudent follow the actions.（设计意图：通过学单词和具体方位动作的句型的学习，以游戏的方式让学生记住（设计意图：通过学单词和具体方位动作的句型的学习，以游戏的方式让学生记住呢过同东这些指示方位的句子，为下文的问路对话的学习奠定基础。呢过
7、同东这些指示方位的句子，为下文的问路对话的学习奠定基础。 ）20分钟互互动动质质疑疑（1）学生完成了任务后,小组内进行交流,选出班级交流的代表人.（2）班级交流.为后面的学习奠定基础.20分钟1、 在学生交流展示的语言点的基础上,呈现新的语言知识点.2、 听力练习1).T: Just now we played a game about actions. We know in our life, there are manyplaces around us. So next lets listen to me carefully and tell me what these wordsrepr
8、esent. Such as, bank, post office, hotel, bookstore, bus stop, railway station,supermarket, restaurant（设计意图：通过复习地点单词为下面的听力练习扫清障碍）（设计意图：通过复习地点单词为下面的听力练习扫清障碍）2). Ask students to listen to the tape and choose the places that they heard in the dialogueamong the above words23). Ask students to order the
9、places in turn that appears in the dialogue (activity 3)bylistening to the tape again.4). Ask students to listen again and finish filling in the blanks. (Listen and complete thedialogues.) (activity 4)5). Discuss the answers with partners.6). Ask students to read the dialogue aloud following the tap
10、e-recorder.(设计意图： 根据不同的听力目标通过一遍遍的听来加强学生听懂文章中的详细信息的能力)3、 朗读练习1. Ask students to read the dialogue of activity 5 and underline the sentences that askingfor directions and giving the directions.2. Ask students to point out the sentences and teacher writes them down on theblackboard.Excuse me, how can I
11、 get to the nearest.?Go along the road and turn.Is it by the roadside?Yes. Its just.How long will it take me to get there?About. You cant miss it.3. Ask students to read these sentences aloud together.（通过朗读对话找出问路基本句型为下面的学说对话作铺垫）检检测测反反馈馈4. Ask students to finish the following dialogue according to th
12、e Chinese.(1) A: Excuse me, _.(怎样去中国银行？)B: Go along the road. Its just on your right.(2) A: Excuse me. How can I get to the nearest post office?B: _ the road and turn _ at the first traffic lights. （沿着路笔直走在第一个红绿灯处右转）（3）A: _. How can O get to the nearest cinema?B: _.（沿着路笔直到第一个十字路口左转。 ）（设计意图：初步练习和运用问路
13、对话使学生能进一步明确问路句型。（设计意图：初步练习和运用问路对话使学生能进一步明确问路句型。 ）5. Making a dialogue.Suppose: You meet a stranger at the gate of school. He asks you where the HualianDepartment Store is. Please make a dialogue according to this.Ask students to prepare for the dialogue in the group. Then ask some pairs to act out t
14、hedialogue.（设计意图：根据学生熟悉本地方位的特点，设置情景让学生带着兴趣和自信积极（设计意图：根据学生熟悉本地方位的特点，设置情景让学生带着兴趣和自信积极地投入到问路对话练习。如果学生比较感兴趣且活动时间有余的话可以多提出本地地投入到问路对话练习。如果学生比较感兴趣且活动时间有余的话可以多提出本地有名的地点让学生进行对话练习。有名的地点让学生进行对话练习。 ）320分钟总总结结提提升升1. Summary1. Summary Make a short summary of what weve learned today.Ask students to review the sent
15、ences of asking for directions of this part. Then readthem together2.Homework (2 mins)2.Homework (2 mins)1. Ask students to recite the dialogue of listening after class.2. Ask students to copy the new words and phrases of this part.（设计意图：进一步巩固所学词汇，训练学生的书面表达能力。）10分钟板书设计板书设计Excuse me, how can I get to
16、 the nearest.?Go along the road and turn.Is it by the roadside?Yes. Its just.How long will it take me to get there?About. You cant miss it.I see. Thank you.4保康县中等职业技术学校保康县中等职业技术学校Unit8Unit8 第三、四课时教学设计第三、四课时教学设计授课人：授课人：课题课题Unit8Unit8How can I get to the nearest bank?How can I get to the nearest bank?
17、知识与技能:1. 知识目标1) 掌握以下词词组 the way to, no problem, would like to, the Art museum2）学生能掌握问路时的基本句型， 如：Could you tell me the way to.?No problem. Would you like to go by or by.?Id like to .You can .It takes aboutto get there.Where can I take it?课型课型新授课课新授课课课时课时2 2 课时课时学学习习目目标标is in front of /near2.能力目标（1）学生
18、能听懂关于问路对话的基本信息。（2）学生能根据问路基本句型开展相关问路的对话。过程与方法：首先让学生根据已有的语言经验与积累自己学习activity1 和 activity 2,通过对本课题在关的语言内容进行再现和再认 ,为新的语言点的学习找到良好的基础 ,达到”温故而促新”的目的”;然后通后通过在旧语言知识的基础上植入新的语言知识,然后大密度的进行听力朗读训练,精讲多练,让学生对本课题有关的语言知识印象深刻;再进行拓展训练,学以致用;最后,适时的总结内化(课堂小结,背诵和作业),让语言根植大脑.重点重点难点难点学生能就所学问路句型通过情景进行运用。情感态度与价值观：学生能了解在不同的文化背景
19、下问路的礼仪。通过进一步学习与问路相关的词汇和句型，学生能听懂有关问路对话并进行运用。5问问题题导导入入T: Look at the screen. Whats this?(Show a simple city map on the screen or teacher can draw a single map on theblackboard)S: Its a map.10T: Yes, its a city map. Suppose Im a stranger in this city. And I want to go to some分places, but I dont have th
20、is map. Can you help me?钟( (设计意图：设计意图：以游戏的方式让学生通过听具体的指示来说出所在的位置，以游戏的方式让学生通过听具体的指示来说出所在的位置， 起到了承上起到了承上启下的作用。启下的作用。) )T: Just now, you helped me how to get to the places I want to get. Now, lets listen to thetape that is about Jane asks for directions.(dialogue B)1.As students to listen to the dialogu
21、e - Could you tell me the way to the new airport?and think about the questions of activity 7. Then ask students to answer it.（设计意图：训练学生听懂对话大概意思。）（设计意图：训练学生听懂对话大概意思。）2. Ask students to read the sentences of activity 8 first and then listen to the tape again dotrue or false exercises with their partne
22、r.( (设计意图：设计意图：训练学生边听录音边读句子做判断对于学生来说有一定困难，训练学生边听录音边读句子做判断对于学生来说有一定困难， 让他们先让他们先把这些句子读一遍再听录音判断会容易一些。）把这些句子读一遍再听录音判断会容易一些。）253.Teacher can explain some sentences when doing it, such as: the way to, take the分bus=by bus, It will take somebody time to do something.钟( (设计意图：通过核对答案的过程来解释对话中的难点词组和句型。）设计意图：通过
23、核对答案的过程来解释对话中的难点词组和句型。）4. Check the answer one by one.5. Ask students to listen to the tape again and complete the dialogue by filling in theblanks.( (设计意图：进一步训练学生听懂每一句话的能力。）设计意图：进一步训练学生听懂每一句话的能力。）6. Ask students to read the dialogue loudly following the tape-recorder.( (设计意图：大声地朗读有助于学生留下深刻印象为下面的说做铺
24、垫。设计意图：大声地朗读有助于学生留下深刻印象为下面的说做铺垫。 ）自自主主探探究究互互动动质质疑疑（3）学生完成了任务后,小组内进行交流,选出班级交流的代表人.（4）班级交流.为后面的学习奠定基础.15分钟64、 在学生交流展示的语言点的基础上,呈现新的语言知识点.5、 听力练习1. Ask students to read the dialogue of activity 9 and underline the sentences of asking fordirections and giving directions.2. Teacher writes down the sentenc
25、es on the blackboard.A: Excuse me. Could you tell me the way to.Id like to takeWhere can I take it?B: No problem. Would you like to go by.You can take.Its about .to get there.3. Ask students to read the dialogue following the tape-recorder.4. Practice-make a dialogue according to the pictures of act
26、ivity 11with the help of theabove sentence structures. (pair work) Teacher can first make a dialogue with one of thestudents to make an example. It can reduce the difficulty of this activity.( (设计意图：设计意图：利用所给句型结构帮助学生进行问路对话练习，利用所给句型结构帮助学生进行问路对话练习， 同时考虑到学生的具体同时考虑到学生的具体情况。老师先做示范，既增加了师生的融洽度又降低了编对话的难度。）情
27、况。老师先做示范，既增加了师生的融洽度又降低了编对话的难度。）6、 小组任务Performance (group work)1. Suppose you meet a foreigner at the school gate, and he is a stranger in Yuyao. Please检检测测反反馈馈help him to find the place that he want to go. You can choose any place as yourdestination.T: Since you will be a guide in the future, direct
28、 the way is your skill. We know there aremany interesting places in Yuyao. So you can choose this places for the destination, suchas Hemudu, Siminshan Forest Park, Simin Lake, Wangyangming Old building, ChinaPlastic City and so on.2. Act out and evaluate.( (设计意图：设计意图：指路问路对于旅游专业的学生来说是必备的知识，指路问路对于旅游专业
29、的学生来说是必备的知识， 在这里设计这个游余在这里设计这个游余姚的情景让学生来进行问路和指路，学生会有极大地兴趣参与。所给地点有远有近姚的情景让学生来进行问路和指路，学生会有极大地兴趣参与。所给地点有远有近由此也要求学生对本节课和上节课的内容进行综合运用。有一定的难度，但由于是由此也要求学生对本节课和上节课的内容进行综合运用。有一定的难度，但由于是小组合作活动应该能完成此任务。小组合作活动应该能完成此任务。25分钟7总总结结提提升升1. Summary1. Summary Make a short summary of what weve learned today.Ask students
30、to review what they have learned in dialogue A and dialogue B. Andsummarize the sentence structures of asking for directions and giving directions.Teacher shows them on the screen and asks students to read it together.Teacher shows them on the screen and asks students to read it together.( (设计意图：概括总
31、结句型结构使学生更加明确问路指路具体应用句型。）设计意图：概括总结句型结构使学生更加明确问路指路具体应用句型。）2.Homework (2 mins)2.Homework (2 mins)1.Ask students to recite the dialogue of activity 9 after class.2.Ask students to write down one of the dialogues of activity 11.( (设计意图：口头练习并不能使所有的学生都能掌握所学知识，故以书面形式进设计意图：口头练习并不能使所有的学生都能掌握所学知识，故以书面形式进行检查以确保
32、学生是否真正掌握。行检查以确保学生是否真正掌握。) )10分钟板书设计板书设计A: Excuse me. Could you tell me the way to.Id like to takeWhere can I take it?B: No problem. Would you like to go by.You can take. Its about . to get there.8保康县中等职业技术学校保康县中等职业技术学校Unit8Unit8 第五、六课时教学设计第五、六课时教学设计授课人：授课人：课题课题Unit8 How can I get to the nearest bank
33、?Unit8 How can I get to the nearest bank?课型课型新授课课新授课课课时课时2 2 课时课时学学习习目目标标知识与技能:1. 知识目标（1）学生能掌握下列单词的用法：surroundings, post office, opposite, past, direction(2)学生能掌握下列句型：There is a shop near our school2. 能力目标（1）学生能理解介绍关于某个地方周边情况的文章（2）学生能根据所给文章内容写出行走路线重点重点学生能掌握课文中出现的重点词汇和句型并理解文章内容。学生能理解介绍学校周边情况的文章内容并展开模
34、仿的练习难点难点教学内容：本课时系教材英语1（基础模块 高教版）第八单元的第三课时reading andwriting. 具体内容为一篇介绍学校周边环境的短文及对此所展开的相关练习。重点讲了学校附近的一家商店和一个邮局的具体方位。情感态度与价值观：通过介绍增进学生方位感熟悉周边环境Brainstorm -Choose the one that is not the same kind as the othersa.bankhospitalpost officerestaurantb.supermarketparkdepartment storebookstorec.airportsubway
35、stationbus stopcrossroadsd.shopmuseumcinematheater问问题题导导入入e.drug-storesupermarketgrocerycinemaf.fridgeg.busroadcarriverbustrainshiplibrary10分钟h.vocational schoolmiddle schoolprimary schooli.teaching buildingdinning roomliving roombedroom（设计意图：采用头脑风暴的形式让学生选择不同的地点，复习了第二课时中出现（设计意图：采用头脑风暴的形式让学生选择不同的地点，复
36、习了第二课时中出现的单词，又为下面的活动打下基础。的单词，又为下面的活动打下基础。9自自主主探探究究Pre-reading1.As students to tell different places in our school.传达室a janitors room教学楼teaching building行政楼executive building实验楼 laboratory building食堂 dining room寝室操场 playground花坛 flower bed草坪 lawn( (设计意图：设计意图：学生对于学校里的环境都比较熟悉但不一定会用英语表达，学生对于学校里的环境都比较熟悉但
37、不一定会用英语表达， 在此可以增在此可以增加他们的兴趣和知识面。加他们的兴趣和知识面。) )2.T: Just now we learned the name of some places in our school. Can you describe thedirections of these places if you stand at the school gate?S:T: Ok, you did good work. But can you describe the places around our school?S: .（设计意图：学校周围的各种地点引出课文话题（设计意图：学校
38、周围的各种地点引出课文话题-描述周边环境的方位。）描述周边环境的方位。）While-readingActivity 1: learning the purpose of this e-mailT: Just now, we saw Wang Yang was writing an e- mail. Now lets see the details of thee-mail. Why did he write this e-mail to Mike? Listen to the tape and try to find theanswer.Wang Yang wrote the e-mail t
39、o _tell him he will be a volunteer of the 2008 Beijing Olympic Gamestell him something about his study设计意图：此环节训练学生概括文章大意的能力。考虑到学生的英语基础较弱故进设计意图：此环节训练学生概括文章大意的能力。考虑到学生的英语基础较弱故进行选择练习来降低难度。行选择练习来降低难度。T: Today we will learn a new passage about this topic.1. SkimmingAsk students to listen to the tape of t
40、he passage and answer the following question: Howmany “places” are mentioned in the text? What are they?（设计意图：让学生带着问题快速浏览课文找出答案，训练学生快速阅读并捕捉信（设计意图：让学生带着问题快速浏览课文找出答案，训练学生快速阅读并捕捉信息的能力。）息的能力。）2. Scanning(1) Ask students to read the passage and underlined the sentences from school to hospitaland from sch
41、ool to the hospital.(2) Ask students to read the passage and fill in the blanks.(3) Ask students to read the passage loudly and fill in the verbs on each row(4) Ask students to do some true or false exercises.(a) There is a shop in our school.(b) The shop is near the post office.(c) From school to t
42、he shop you must go down the Zhongshan West Road.(d) School is between the Zhongshan Road and the Zhongshan West Road.(e) Hospital is opposite to the shop.（设计意图：通过填写文字地图让学生了解课文内容，从而更加明确具体的动作和（设计意图：通过填写文字地图让学生了解课文内容，从而更加明确具体的动作和方位。这个文字地图包含了这篇课文中的语言点，在讲解地图的同时也引出了重点方位。这个文字地图包含了这篇课文中的语言点，在讲解地图的同时也引出了重点3
43、0分钟词汇和词组。对错练习使得学生能够更加明确文中描述地点的具体方位。）词汇和词组。对错练习使得学生能够更加明确文中描述地点的具体方位。）10互互动动质质疑疑（5）学生完成了任务后,小组内进行交流,选出班级交流的代表人.（6）班级交流.为后面的学习奠定基础.10分钟板书设计板书设计Yanyuan Vocational School - Zhangshan Road- the firstsurroundingstraffic lightspost office-the shop-post officeoppositeYanyuan V ocational School-Zhongshan Roa
44、d-first turnpast-the first traffic lights -Zhongshan West Road-the second traffic lights-the hospital学生写的地理位置11Post-readingPost-readingAsk students to write down the line from school to the post office and from school to thebank according to the above words map. (activity 15)（设计意图：根据文字地图和具体的课堂讲解，学生能
45、够以文字形式顺利完成此项（设计意图：根据文字地图和具体的课堂讲解，学生能够以文字形式顺利完成此项活动。）活动。）学生交流展示：检检测测反反馈馈Ask students to make a dialogue according to the given map. (Show a map of YuyaoCity) One acts as a tourist and the other acts as a local guider.First, find the school and choose a place around our school.Then, prepare for the di
46、alogue.Thirdly, act it out in front of the class.Fourthly, evaluation.（设计意图：通过做练习和对话表演再次巩固课文内容并复习重点词汇和句子，让（设计意图：通过做练习和对话表演再次巩固课文内容并复习重点词汇和句子，让学生在情景和交际中学习英语。学生在情景和交际中学习英语。 通过拓展性训练，通过拓展性训练， 开阔学生思维，开阔学生思维， 让学生学以致用。让学生学以致用。 ）25分钟1. Summary1. SummaryAsk students to review the key language points and sent
47、ences.总总结结提提升升2.Homework (2 mins)2.Homework (2 mins)1. Ask students to write down the line from our school to the Pacific SwimmingPool.2. Ask students to Search for some information of giving directions in differentcountries after class.10分钟directionThere is a shop near ourschool.保康县中等职业技术学校保康县中等职业技
48、术学校Unit8Unit8 第七、八课时教学设计第七、八课时教学设计授课人：授课人：课题课题Unit8 How can I get to the nearest bank?Unit8 How can I get to the nearest bank?课型课型新授课课新授课课课时课时2 2 课时课时知识与技能:1. 知识目标祈使句的结构及用法。2.能力目标（1）学生能运用祈使句进行问路和指路的对话及写作（2）学生能根据所处环境描写具体行走路线学学习习目目标标教学内容： 本课时系教材 英语 1 （基础模块 高教版） 第八单元的第四、 五课时 languagein use & Unit task.
49、 具体内容为祈使句的学习和介绍学校周边环境给新同学的写作。祈使句的学习在初中已经出现过，学生在本单元学习中应该能够顺利进行。由于有第三课时打基础，介绍学校周边环境给新同学其实就是一个本单元内容的总结。教师可以以复习带新内容的方式进行本课的教学。重点重点学生能掌握祈使句的具体用法。学生能介绍学校周边情况并以文字形式展现。难点难点情感态度与价值观：通过介绍增进学生方位感熟悉周边环境Look and match:Show some pictures of traffic signs.10分钟问问题题导导入入12自自主主探探究究1. Sentence structure and the use of
50、imperative sentenceFind the imperative sentences in the following sentences:You are a good student.Stand up, please.Go down the street and turn right on the first traffic lights.What a beautiful bag.Dont play fire.Please get to the airport at 5 oclock.Lets go to school.Summarize the character of the
51、 imperative sentences.（设计意图：由具体句子引出祈使句的特点。）（设计意图：由具体句子引出祈使句的特点。）2. Activity 17 Read and chooseAsk students to do it first. Then check the answer. Teacher can explain the use ofnumber ad the verbs I the imperative sentences.（设计意图：通过练习明确祈使句中动词的使用方法以及基数词和叙述词的不（设计意图：通过练习明确祈使句中动词的使用方法以及基数词和叙述词的不同使用场合。）同使
52、用场合。）3. Activity 20 Look and completeFirst teacher asks students to read the given phrases loudly together.Then teacher asks students to mark the line on the map of the book.Thirdly teacher asks students to complete the driven route. Activity 18 Look and talkFirst teacher asks students to tell the m
53、eaning of the places I the map.Then choose gate of the park as the start point, ask students to tell the way to theGreat Wall as an example.Thirdly teacher asks students to tell the way to the other places in the map.Fourthly choose different place as the start point to do the exercise.（设计意图：通过北京几个著
54、名的风景区的地图演示让学生练习问路和指路的（设计意图：通过北京几个著名的风景区的地图演示让学生练习问路和指路的对话，对本单元所学对话知识进一步检查和巩固。）对话，对本单元所学对话知识进一步检查和巩固。）25分钟互互动动质质疑疑（7）学生完成了语法练习任务后,小组内进行交流.（8）班级交流.教师再核对答案，进一步的讲解分析.15分钟131.Brainstorm with your group members the places near your school you have to go tofor some services and write them down on the lines
55、.2.Draw a map of these places. Remember to add some necessary signs to give a betterdirection. Youd better make your school as the standing point.3.Work with your group members to write clear directions for the places.检检测测反反馈馈4.One group comes to the front. Other groups come to ask for directions.5.
56、Other students decide whether the direction is clear.The best group is _They introduced the following places: _（设计意图：通过层层设计活动完成最后的写作目的（设计意图：通过层层设计活动完成最后的写作目的-write clear directions-write clear directions。 学学生通过小组活动中的说、想、画和演，对本环节的任务有足够的兴趣和自信心，课生通过小组活动中的说、想、画和演，对本环节的任务有足够的兴趣和自信心，课堂气氛比较活跃。堂气氛比较活跃。 ）25分
57、钟板书设计板书设计祈使句用途：用语命令、建议、劝告和鼓励特点：1、通常以动词原形开头，不用主语。Be careful!Try it again.否定式：Dont try it again.2、Lets + 动词原形Lets go home.否定式: Lets not go home.14总总结结提提升升1. Summary1. Summary Make a short summary of what weve learned today.Ask students to review what we have learned in this class.适时的复习巩固本节课所学知识。2.Home
58、work (2 mins)2.Homework (2 mins)Introduce interesting places near your home to your classmates and write it down onthe exercise books.对本节内容进一步拓展。10分钟教学反思教学反思本单元听、说、读、写四部分组成自然，课程排列由浅入深。通过问路对话的学习到课文学校周边环境的介绍，最终对本单元词汇和语法-祈使句的综合复习，学生在学习的过程中并不感到有太难的语言点。 由于问路比较接近学生的日常生活， 故利用情景教学法结合学生专业实际进行课堂教学，学生会有更大的兴趣。本班同学以女生为主，通过适量的游戏和活动设计，他们会感到学英语的乐趣所在，本单元四节课设计时大多用到了活动设计，由于有大量的活动组成,学生表现活跃， 都积极踊跃地上台来表演动作， 这是值得我在以后的教学设计中多多考虑的现象。个别同学在课堂上“羞于启口”，还需要做更深层次的了解，以后在教学过程中要多注意。15
