Section A第二课时教案

Uite2 SectionA

I. Material analysis

本话题是第六单元的第三个话题，以问路和指路为主，贯穿交通规则、交通标志、交通设施等常识性知识，让学生掌握“问路”的功能用语，学会遵守交通法规和其他规则，增强交通安全意识，使学生懂得珍爱生命，同时也向他们渗透了乐于助人、帮助别人也快乐自己的德育思想。Section A是第一课，主要活动是1a，2a和3a。通过地图和对话呈现本课教学内容，学习问路及指路的表达；还通过看图并根据表示方位的介词和介词短语来完成句子，学习建筑物地理位置的表达法；通过听录音、朗读，初步掌握辅音字母j及字母组合o+m/n/v/th,or,qu的发音规则。本课的话题设计问路和指路，贴近生活，实际运用性很强，因此教师可引导学生结合身边真实的生活、学习环境进行实际对话操练，进而提高学生学习的兴趣，调动他们的学习积极性。

II. Teaching aims

1.Knowledge aims

能根据已学语音、音标及发音规则，正确朗读下列词汇并在实际的

对话操练中加以应用：

along, turn, crossing, meter, across, bridge, across from

能够在小组合作活动中，掌握辅音字母j和字母组合o+m/n/v/th,or,qu的发音规则并尝试辨音；

能够正确使用方位介词或介词短语来表达方向以及建筑物的地理位置；

能够运用介词、介词短语进行问路、指路等话题功能的交流与对话操练，如：

（1）—Excuse me, is there a bank near here? —Yes. Go up Xinhua Street to the end, and you’ll find it on your left.

（2）—How can I get to the library? —Go along Xinhua Street and turn right at the first crossing. It’s about twenty meters along on the left.

... 2.Skill aims

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能听懂谈论建筑物地理位置的对话；

能听懂问路及指路的表达方式；

能够听辨单词的不同发音；

能使用英语进行问路及指路；

能在口头表达中做到发音清晰，语音语调准确；

能正确朗读对话，注意语音语调；

能读懂简单的英文地图；

能使用所学表达法进行对话写作，描述到达某地（建筑物）的路线。

3.Emotional aims 能够在音标学习中，规范音标的发音；

能够与同伴积极合作，参与课堂活动，大胆实践；

能够在课堂活动中培养乐于助人的观念。

III.The key points and difficult points

1.在小组合作活动中，能掌握辅音字母j及字母o+m/n/v/th,or,qu的发音规则并尝试辨音；

2.能够在情景对话中，就“问路和指路”等话题功能，学会用方位介词或介词短语来表达方向以及建筑物的地理位置。

IV. Learning strategies 1.能够养成运用图片、关键词等帮助听说的学习策略；

2.能够清楚、大声地进行朗读，认真听录音和老师的发音，大胆开口，反复模仿；

3.能在学习过程中养成结合实际学习英语的好习惯。

V. Teaching aids

录音机、教学挂图、闪卡和黑板

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VI. Teaching procedures

Step Interaction pattern Introduction

(5 minutes) 1.

The whole class 1.

Focus their attention 1.Get work.

2.

Group work.

on the teacher.

students Student activity Teacher activity ready for learning. 2.Do duty report. 2.

Help the students Collect words about revise the words rooms and furniture and expressions in homes.

in last topic.

Discuss in groups

and design your ideal

home with your group

members. Draw a

picture of it.

Write down a passage

to describe your ideal

home.

Some groups show

your pictures and

passages to the whole

class:

In our ideal room,

there will be three

rooms, one is a study

and the other two will

be bedrooms.

...

3.

The whole class 3.

Take out a toy and 3.Help the students work. a box. revise the

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T: What can you see? prepositions. Ss: A toy and a box.

T: (Put the toy on the

box.) Where is the

toy? Ss: It’s on the box.

T: (Put the toy in the

box.) And now? Ss: It’s in the box. ...

4.The whole class 4.Look at the pictures 4.Use the pictures to work.

shown by the teacher. help the students Learn new prepositions, learn some new across from, prepositions. between ... and..., on the corner of. T: (Show the picture, a library across from the bank.) Where is the bank? Ss: It’s across from the library. T: (Show the picture, a building between two buildings.) Where is the post office? Ss: It’s between the library and the

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supermarket. ... Presentation

(10 minutes) 1.

Individual work

1.

Look at the pictures 1.Create and the whole class in 1a.

work.

situations to help (1)Suppose you are the students guess new in a city. You are and know the missing. How can function you ask the way? sentences about S1: Excuse me, is asking ways and there ... near here? giving directions S2: Excuse me, how in this section. can I get to ...?

S3: Excuse me, which

is the way to ...? ...

(2)Now suppose you

are a native in a city.

Someone asks you

the way. How can

you give directions?

S4:Go along/up/ down/

across... S5: Turn left/right...

S6:It’s on your left/

right. ...

(3)Look at the picture

in 1a. Listen to the

teacher and try to

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guess where the

teacher wants to get

to.

T: Now I am in front

of the supermarket. I

go down Xinhua

Street. I turn right at

the second crossing.

The building is on my

left. Where do I want

to go? Ss: The post office.

...

2.

Individual work Do 1b. Look at the 2. Play the tape and pair work.

Consolidation

(10 minutes) pictures in 1b. Try to recorder and check predict what the the answers. conversation may be

about in 1a. Then

listen to the tape of

1a and match the

pictures with the

correct sentences in

1b individually. Then

check your answers

with your partner. 1.

The whole class 1.

Read 1a after the 1. Play the tape work and pair work.

tape. Practice the recorder. To be a conversation in pairs. good listener. Some pairs act out

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the conversation to

the whole class.

2.The whole class 2.

Close the books 2.Ask the students work and individual and look at the questions in 1a to work.

picture of 1a on the consolidate the blackboard. Try to expressions about answer the teacher’s how questions. to give directions. T: Excuse me, is there

a bank near here? Ss: Yes. Go up/down Xinhua Street to the end, and you will find it on your left. T: Excuse me, how can I get to the library? Ss: Go along Xinhua Street and turn right at the first crossing. It’s about twenty meters along on the left. ... Practice (10 minutes) 1.

Pair work.

1.

Do 1c. After 1. To be a good the listener.

practicing conversation in 1a,

look at the map in 1a

and make up a new

conversation with

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your partner. Then

practice in pairs.

Some pairs act out

the conversation to

the whole class.

the 2.

Individual work 2.

Do 2a. Look at the 2.

Check and pair work.

pictures in 2a. Complete answers. the sentences with

the given words or

phrases individually.

Then check the answers

with your partner.

3.

Individual work 3.

Do 2b. Look at the 3.

Help and pair work.

the map in 2b. Try to students practice describe the three the routines, A, B and C.

of Then listen to the directions. tape and choose the

way to Jane’s home. Then check

expressions giving the

answers with your

partner.

the 4. Group work and 4.

Do 3a. Divide the 4.

Make the whole class class into four groups. students learn the work.

Every group reads sounds in group one group of words. work Discuss in groups themselves. and find the rules

of sounds about

by

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5.Individual work.

Production

(10 minutes) Pair work.

o+m/n/v/th, or, j, qu

by themselves. Then

one student in each

group reads out the

sound and teaches the

sound to the whole

class. Then the whole

class listen to the tape

recorder and check

the sounds. Read the

sounds and words

aloud after the tape.

5.

Do 3b. Read the 5.Play the tape words in 3b by recorder. Check yourself. Then listen the answers. to the tape, check your answers and repeat after the tape. Sit in pairs. Draw 1.

Make the your own map to students learn to describe how to get use what they to the school from have learned in your home. Make up real situation. a new conversation in

pairs. Then practice

the conversation. Some

pairs act out the

conversations. e.g.

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A: Maria, how can

you get to your

school?

B: Well, I live on

Guangqian Road. Go

up Guangqian Road

and turn left at the

second crossing. It’s

on West Street. Go

down West Street to

the end. The school

will be on my right.

And you? A: ... ...

2.

Assign homework: Review the words and practice the conversations in Section A with your partner; Go on making conversations about how to express the ways with your partners. Then report it to the class next the

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day; Preview Section B. Teaching reflection：

在本课中，学生在听力活动与两两对话中，学习并操练了关于“问路”和“指路”的表达方式。“问路”和“指路”是我们生活中常见的话题，但是有的学生方向感不强，尤其在平面地图中经常会迷失方向，因此，教师可引导学生结合身边真实的生活环境来操练“问路”和“指路”的对话，这样一来，学生就能比较直观、有效地学习并掌握这两个话题功能的用法。

VII. Blackboard design Topic 3

How can I get to the library? Section A 1.—Is there a bank near here?

along —Yes. Go up... to the end, and you’ll find it on your left.

turn 2.—How can I get to the library?

crossing —Go along...and turn right at the first crossing.

meter It’s about twenty meters along on the left.

across 3.—Which is the way to the hospital?

bridge —… Go across the bridge …

across from

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