Unit1 Where’s the post office? Period I
教学目标 ：
1、掌握表示地点的词汇；
2、掌握where 引导的特殊疑问句；
3、能够简单地描述地点方位；
4、能够画出简单的示意图。
教学向导：
语言目标 | 学习策略与思维技巧 | 重点词汇 |
表示地点的词汇 where 引导的特殊疑问句 | 个体、群体思维； 看图作答； 交换信息； | Post office; library; hotel… Between; on; next to；across from… |
语言结构 | 语言功能 | 跨学科学习 |
There be 句型 Where句型的问答 | 询问路线 指出方位 | 通过绘画激发学生学习兴趣 |
教学过程 设计：
Steps | Teacher’s activity | Students’ activity | Preparation |
Brain storm | Look at some pictures and know the words of these places | Look and read and learn | Ppt. |
Task I pair work: Is there …. | |||
Aim | Use ‘there be’ sentences, familiar with the new words | ||
1 | Read and match the new words in 1a | Read and finish the work | Picture |
2 | Show the target language: Is there a bank near here? | Look at the sentence and the answer | |
3 | Ask Ss to talk about the places in the picture | Pair work to talk about the places and streets | Pair work |
4 | Move around the room and give support as needed | Talk to each other | |
5 | Ask pairs of students to show their works | Pairs of Ss show their works | Check out the conversations |
Task II Listening comprehensions | |||
Aim | Familiar with the prepositions in the sentences | ||
1 | Look at the picture in 2a and explain the prepositions | Look and learn | Write on the blackboard |
2 | Listen to the tape for two times | Fill in the blanks and know the meaning | Recorder |
3 | Move around the room and give support as needed | Write down the answer | |
4 | Check the answer and point out the mistakes | Check the answers | |
Task III group work: our school | |||
Aim | Use the target language and familiar with our school and places | ||
1 | Teach some more words to the Ss and read | Learn the new words | Pictures |
2 | Ask Ss to draw a picture of our school and to introduce it | Draw the picture | |
3 | Move around the room and give support as needed | Discuss in groups and finish the picture | |
4 | Ask Ss to show their works and talk about it | Introduce their works | |
Task IV pair work: talk about the pictures | |||
Aim | Use ‘where’ question, and know how to answer it. | ||
1 | Target language: where is the bank? | Learn the sentences | |
2 | Ask Ss to talk about the pictures | Pair work to talk about the places | Ss’ pictures or the picture in 1a |
3 | Move around the room and give support as needed | Discuss in pairs and | |
4 | Ask Ss to show their works and perform it | Show the conversation with the picture | |
Homework | Draw a picture of your neighborhood and write a short passage to introduce it | ||
教学反思：本单元的主题是方位，所以很多地点的名词是学生单词突破的重点，与学生的生活相结合，要扩充一些词汇，如学校的教学楼、操场，社区里的饭店、医院等，让学生学到的句子能够用的灵活。介词表示的方位应该讲解清楚，这样学生才能更加明确的表述各个建筑所处的位置。这些知识不能死板的传授，一定要在任务中完成，让学生不知不觉地学习目标语言。图片的展示能给学生更立体的感受，更加明确空间位置关系。运用画图的辅助形式，激发学生的兴趣，能够达到更好的效果。
教案点评：
本单元的主题是方位，地点名词是学生单词突破的重点，与学生的生活相结合，扩充一些词汇，明确的表述各个建筑所处的位置。围绕这几点设置了四个活动，利用多媒体素材，以任务型的教学模式来完成整个教学。其中图片的展示能给学生更立体的感受，更加明确空间位置关系。运用画图的辅助形式，激发学生的兴趣，能够达到更好的效果。
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