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。