Unit1 Where’s the post office? Period I
教學目標 ：
1、掌握表示地點的詞匯；
2、掌握where 引導的特殊疑問句；
3、能夠簡單地描述地點方位；
4、能夠畫出簡單的示意圖。
教學向導：
語言目標 | 學習策略與思維技巧 | 重點詞匯 |
表示地點的詞匯 where 引導的特殊疑問句 | 個體、群體思維； 看圖作答； 交換信息； | Post office; library; hotel… Between; on; next to；across from… |
語言結構 | 語言功能 | 跨學科學習 |
There be 句型 Where句型的問答 | 詢問路線 指出方位 | 通過繪畫激發學生學習興趣 |
教學過程 設計：
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 | ||
教學反思：本單元的主題是方位，所以很多地點的名詞是學生單詞突破的重點，與學生的生活相結合，要擴充一些詞匯，如學校的教學樓、操場，社區里的飯店、醫院等，讓學生學到的句子能夠用的靈活。介詞表示的方位應該講解清楚，這樣學生才能更加明確的表述各個建筑所處的位置。這些知識不能死板的傳授，一定要在任務中完成，讓學生不知不覺地學習目標語言。圖片的展示能給學生更立體的感受，更加明確空間位置關系。運用畫圖的輔助形式，激發學生的興趣，能夠達到更好的效果。
教案點評：
本單元的主題是方位，地點名詞是學生單詞突破的重點，與學生的生活相結合，擴充一些詞匯，明確的表述各個建筑所處的位置。圍繞這幾點設置了四個活動，利用多媒體素材，以任務型的教學模式來完成整個教學。其中圖片的展示能給學生更立體的感受，更加明確空間位置關系。運用畫圖的輔助形式，激發學生的興趣，能夠達到更好的效果。