教育部参赛卜彩霞Unit 3 Asking the way教学设计.doc

6B Unit3 Asking the way镇江市桃园中心小学 卜彩霞 212002第一部分 简要提示【课题】6B Unit3 Asking the way PartA (Look, read and say)【教材简解】本单元的核心教学内容是“问路”，围绕这一话题展开各项语言活动。重点学习问路中常涉及的相关用语Can you tell me the way to？How far is it from here? How can I get to?及其答语。本单元A部分通过创设情景，展开一段有关问路的情景对话； 【目标预设】1、能听懂、会说 、会读单词：way, get, along, street, take, stop, road.2、能听懂、会读单词：history, museum, crossing, miss, kilometer, post office get off, in front of, faster, minute3、能听懂、会说、会读日常交际用语：Go along this street, and then turn right at the third crossing.How far is it from here? Its about a kilometer away.How many stops are there?4、能听懂、会说、会读句型：Can you tell me the way to , please?【重点、难点】能熟练运用本课所学的单词和句子进行问路听情景对话。【设计理念】1、面向全体学生2、关注学生的情感，营造宽松、民主、和谐的教学氛围3、倡导任务型的教学途径，培养学生综合语言运用能力4、利用现代教育技术，拓宽学生学习和运用英语的渠道5、组织生动活泼的活动，促进学生的英语学习6、遵循课时安排的高频率原则，保证教学质量和效果【设计思路】1、通过与学生之间的交流，拉近与学生之间的距离，在这当中我采用了谈话式的教学，同时也为下一步引入单词做了铺垫。2、在热身运动结束后，用日常问答激活旧知，为引言部分Mr Smith 的信息做铺垫，让学生回忆交通方式，为学生理解课文做铺垫。3、用name card 的形式让学生了解自己，拉近师生间的距离,并引出History museum, on Road词组教学，分散教学难点。4、引入文本，整体感知，点题。5、用问题What is Mr Smith doing?引出文本，感知点题问路。并用选择题的形式解决词组the way to7、用问题“Where does Mr Smith want to go to another place?”作为文本理解的第二个大问题，指导学生观察图片找到答案，培养学生的图片观察能力并渗透阅读策略。8 出示任务Andy，Andy是本单元B部分的人物，在此设计让学生写写路线的作业，一方面填补了课堂上书写方面的空缺，另一方面是顺利地把A和下节课要教授的B板块连接了起来。第二部分 教学过程Step1: Free talk:1.greetings:?2.ask and answer:T: Whats your hobby? Where do you come from? Where do you live?How do you go to school?Ss: On foot./ By bike./ By bus.T: （设计意图：如果有学生回答by bus）Oh, I think your home is far from your school. So you take a bus to go to school.drill: take a busT: How far is it from your school? Ss:.T: I think thats a long walk.drill: How far is it from here?-Thats a long walk.（设计意图：单词“far”在前面两单元中本已有出现，但是因为教本课时时，前两单元还没有教， 学生可能对“how far”的理解有难度，所以在这儿做适当的铺垫。）3. introduce myselfT: Now I know something about you, but do you know something about me? Please look at my name card.drill: on Road, history museumStep2: Watch and choose:T: I like visiting the history museum. And I often visit the History Museum with my friend Mr Smith .Do you know Mr Smith?Ss: T: Would you like to know what is Mr Smith doing now ?Ss: T: Me, too . Lets watch the video, then answer. What is Mr Smith doing?A.He is talking about the history museum.B.He is asking the way to the history museum.drill: the way toT:点题：Asking the way Step3: Listen 、circle and finish : (处理引言) Listen to the tape, finish Mr Smiths name :_ come from:_live:_want to do:_（设计意图;引言部分较简单，让学生边听边圈完成表格，有了前 面free talk的激活，此环节学生教容易完成。）T: Great ,you know Mr Smith is asking the way .But do you know some information about him? please listen ,circle and finish .Step 4：Reading (细化文本，获取信息)1.look at the pictures and answer:T: We know Mr Smith want to visit the History Museum, and he also want to go to anther place. Where is he going?drill: post office Learning tips在做阅读时，有关信息可以从图片中找到。2. read and answer:T: Youre right . Mr Smith wants to go to the post office, too. But how? Please read and answer.（设计思路：紧接上一个问题Mr Smith wants to go to the post office, too.提出一个延续性问题But how?让学生来读文本找到答案，并渗透阅读策略。）Learning tips当你阅读较长语篇的时候，可以采用快速阅读的方法找到主要信息。3.read and choose:T: Yes ,youre right. From here, we know Mr Smith take a bus to the post office. But does Mr Smith take a bus to the History Museum? Pleaseread and choose.A. Yes , he does. B. No , he doesnt.(设计思路：学生选择A) T： Why?drill: How far is it from here? Its about a kilometer away.Thats a long walk.（设计思路：学生选择B） T；But how?Ss：On foot.T: Can you tell me the way to the history museum, please?（设计思路：由一个问题Mr Smith takes a bus to the post office,引发并列性问题Does Mr Smith go to the History Museum by bus?让学生略读文本找到两种回答的依据，并渗透Learning tip.此环节旨在培养学生的发散性思维能力，Mr Smith 去历史博物馆有多种选择，但哪种更好呢，进而引出to get there faster.）4. read and compare:T: Of course, he can get there on foot, by bus, even jog, run. But whichis better? Why? Please read and compare. Learning tips当你想寻找与关键信息相关的细节时，你可以采用略读的形式。并在细节处作标记。drill: to get there faster. （因为第一、二单元学生还没有学，所以学生对单词“faster”可能不理解，所以这儿设计了人与小汽车进行比较。）5. read and finish the exercise.T: Wonderful, you are very good.你们今天的表现太好了，下面我决定加大难度，看看能不能难住你？ Please read and finish the exercise.Read and judge:Mr Smith can get there by bus. (T/F)T: Which bus ?Read and answer:How many stops are there?drill: every five minutesRead and choose:Where is the bus stop?The bus stop is _ of the History Museum,A. in front of B. behind （设计意图：三个问题要求学生要求学生细读文本，回答三个问题由易到难，循序渐进。在解答问题的过程中教授 every five minutes和 in front of，这两个也属于非正常进度内容，但又不能不教，因此只能花少量的时间，这不违背语篇教学的原则。）Step5:consolidation: （朗读课文，内化语言）1. listen and repeat:Learning tips在读较长对话时，应看文字，想意思 ，并注意语音语调的模仿。2.read togetherStep6: 适度拓展文本，提升文本。1. Look and say: T: Terrific . Very very good. Do you understand the passage? Do you remember the passage? Ss: T: Really? Lets have a try , please look and answer.(当学生回忆到走的路线和站台的位置时，请学生画画、贴贴。用这样的方式回忆全文，增加学生的学习兴趣，再加上图片的帮助，增强感官的刺激，让学生对全文有一个整体的了解，为下面复述全文打下基础。) 2. Exercise (on book) 3. Application T: Well done. I think you know a lot about asking the way . If someone doesnt know the way .you can help him, Right? Ss: T: Remember helping people be happy. please read after me.Ss:T: Do you want to be happy? Ss:T: OK, my friend Andy needs your help, listen.Andy: Hello, boys and girls , Im at the train station .Can you tell me