教案示例
Unit 1 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. |
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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。
