HowcanIgettothebookstore教学设计

1、How can I get to the bookstore? 教学设计 一、教材分析1. 教学内容这节课的教学内容是七年级英语（仁爱版）下册Unit 6 Topic 3 How can I get to the bookstore?的第一课时。在这一课时中，我们将会对一些有关地点的词汇和问路、指路的相关用语进行学习。2.教学目标知识与能力：1）掌握词汇，如bookstore,museum,bank,restaurant,library等2）掌握句型，How can I get to the bookstore? Go along and turn left at the first stre

2、et. Its on the left.3）灵活运用所学知识于实际生活中，学以致用。情感目标： 鼓励学生发扬互相帮助，助人为乐的精神。3. 教学重点使学生掌握相关的地点名词、向他人问路以及对他人的询问做出准确指引的英语交际用语，如How can I get to .? Turn left/right,go along,on the left等，而且能进行实际交际。为了突出重点，每一个环节都要以教学重点为依托，围绕着谈论问路、指路的话题展开丰富多样的训练，并运用图片、地图等教具，根据教室的布局设计一个问路的场景，使学生在一种生动活泼逼真的氛围中获得信息掌握知识并加以灵活运用。4. 教学难点重点句

3、型的掌握。为了突破这一难点，首先在热身活动中复习已有知识方位词以及相关指令，对后面的教学内容做铺垫，紧接着通过图片呈现有关的地点名词引出重点句型，再运用地图和学校平面图来练习，然后利用教室设置真实场景让学生学以致用，在用中学。通过多种真实有趣、不同形式的活动反复操练,最终达到学生熟练掌握、灵活运用。5.教具及教学手段图片、地图、录音机、小黑板二、教学对象分析七年级学生活泼好动，又是英语的初学者，如果以单词的记背、语言点和语法知识的反复讲解和强化训练为重点,势必导致课堂教学枯燥，课堂气氛压抑，学生也会对英语失去兴趣。因而激发学生学习的兴趣，须以学生的生活经验和兴趣为出发点。三、教学策略及教法设计

4、英语课程标准（实验稿）倡导“任务型”的教学模式。本节课围绕以学生为中心的总策略，综合运用任务型教学法，情景教学法，趣味教学法，通过设置信息差任务增强交际的真实性，使教学符合学生的心理特点及语言的习得规律，充分体现语言的运用功能，努力达到新课标的要求。四、教学过程设计与分析Teaching procedures设计思路.Warming up1.Song “Hokey Pokey” 2.Activies “Simon says”热身激趣通过英语歌曲、活动，创设英语氛围，激发学生热情，并复习方位词以及指示指令等已有知识。.Presentation1.Key vocabulary.Show some

5、pictures of some buildings. Learn the names of the places together,then stick the pictures on the board to form a map.2.Provide a real situation to ask the ways and give directions according to the map on the board.T point at a place,then askT:Suppose I am standing at A. How can I get to the booksto

6、re? Ss:(look at the map and say)Go along the street and turn leftT:Thanks a lot. (Write down the sentences on the board and have Ss to repeat them twice)3.Listen to the tape of 1a and find out the answer to 2 questions1)Where do they want to go?2)How can they get there?Ask for the Ss answers, then l

7、isten again and check the answers. Write the key words on the board 呈现任务通过图片直观地呈现地点名词，并用这些图片呈现一个问路的场景。通过听力训练，让学生能够对今天课堂上所学的目标句型有一个初步的感知。.Consolidation1.Listen and read after the tape.2.Repeat the conversations according to the key words on the board.3.Role play the three conversations.Then ask some

8、pairs to act out the conversations.4.Ask the ways to other places in the map.T:Suppose I am standing at A. How can I get to ?对目标句型进行操练，以至能够在下一个任务环节中熟练地应用。.Practice1. Pairwork.1).Show the plan of our school.Ask the ways and give directions.e.g. How can I get to the reading room?2).Ask your partner th

9、e way to his/her house.2.Game “Hide and seek”. Ask S1 to get out of the classroom, at the same time T hides an object in some place.After that,ask S1 to come in and begin to find out where the object is according to the other Ss directions. S1: How can I get to ?Ss: Walk along, then turn left 

10、执行任务。1. 结合学生的生活实际运用目标句型进行简短的实际交际对话。2.在游戏中设置信息差任务，增强交际的真实性,寓教于乐。.Project Make a survey about where your group members live in and draw a plan of your community.Learning function structures.培养学生“用英语做事”的能力。. Summary1.Key words and phrases about places and indications.2.Asking the ways and giving direct

11、ions。评价任务。总结、归纳。.Homework (choose 2)1.Copy the key words and sentences.2.Tell your partner how to get to your best friends house.3.Make a conversation using what weve learned and write it down on your exercise book.面向全体学生。不同阶层的学生可有选择性地完成作业。Blackboard designHow can I get to the bookstore?T: How can I get to the bookstore? go alongSs:Go along the street and turn lef