Askingtheway.doc

说课稿Asking the wayGood morning. Today Im going to talk about unit3 Asking the way of Fun with English 6B.It mainly deals with the structures of asking and showing the way. Some places are mentioned in this unit, such as a history museum, a post office and so on. I plan to finish this unit in 5 periods and today Im going to talk about the second period in which the students will learn the first part of the dialogue. For students of Grade6,I think the main task is communication. So I will provide them with a vivid communicative environment and help them foster their ability to use the language.My teaching strategies:I adopt different teaching methods in my overall design, including situation teaching method, task-based teaching method and communicative teaching method to help students use the language in real situations. In the process, I use TPR, CAI and group work to arouse students thirsty for knowledge.Teaching aims: The New Standards reinforce the combination of knowledge, skill and emotion so I set up my teaching aims in the following ways.1. The aims on knowledge is to enable the students to remember and spell the words: way along street, to help the students understand the structures of asking and showing the way: Excuse me, can you tell me the way to Go along this street, and then turn right/left at the crossing. Make sure that they can use them in real situations.2. The aim on ability is to develop the students abilities of listening, writing and speaking and the ability of working in a group.3. The aim on emotion is to encourage the students to cooperate with others, arouse their interests in English learning, and also cultivate their awareness of taking pleasure in helping people.The most difficult and important points of this unit are how to make the students master the new structures as well as to use them fluently in real situations.Then, lets come to my teaching procedures.The first step warming up After greeting with each others, I design a game “I say you do”. I give some orders and the students act them out. For examples, put your left hand on your head, touch your left leg and so on. I think this game can attract the students attention and create a relaxed atmosphere. By doing some total physical response, the students can review the words about directions which foreshadows the teaching of “turn left and turn right”. I think a perfect warming up should build an effective bridge between the old and new knowledge. Then with the help of CAI, I will show a map of Nantong, when I click the icon, the students speak out the places as soon as possible. It can help the students remember the words they have learned and lay a good foundation for the following structures.The second step presentation and practice I create a situation that some travelers come to Nantong and the students will be the guides. The design of this situation provides a communicative environment and makes it necessary to learn how to ask and show the way. When the travelers arrive at the bus station they ask the way to our school: Excuse me, can you tell me the way to the second primary school? One student uses the computer to point the way from the bus station to the school. I present the structures of showing the way: Go along this street, and then turn left at the fifth crossing. The school is on your left. After practice for a short time Ill encourage the students to find out some other ways to get to the school by using the new structures of showing the way. The map of Nantong presented through CAI gives students a vivid picture of their well-known places. The students have a general idea of how to show the way through communication. Then I encourage the students to come up with different route from the bus station to the school. This task not only helps them to express what they have learned, but also fosters their ability to think divergently. Then I design a group-work. The travelers want to visit some tourist attractions in Nantong and the guides show them the way. Some students will be the travelers and some will be the guides. Before class I turn the classroom into a vivid map of Nantong, including the streets, crossroads, with the name cards of different places put on the desk. The students could communicate in the mini situation, which can boost up their eagerness to participate. They use what theyve learned and they learn what they will use. Then, I give students a task to recommend a hotel for the travelers. The students can discuss in groups about which hotel is suitable by giving the reasons about how far it is from here and which bus they can take to get there. During the process they can learn and use the structures: How far is it from here? Its aboutkilometers away. You can take bus NO.5. The new standards advocate task-based pattern of teaching. This part is to involve students into vividly meaningful activities, instead of mechanic practice. When it turn out to be their inner requirement, the students language potentiality would be inspired. Finally, the students are divided into some groups and each group deals with different situations created by themselves, such as getting lost or foreigners visiting Nantong, ect, which requires the students to use the structures of asking the way. Students creativity and language utility are developed through communication in vivid situations.The third step consolidation The students watch the flash and listen to the first part of the dialogue about the scene that Mr Smiths is asking the way. After listening theyll be required to complete the cloze. The adoption