Unit 3 Asking the way教案和课堂实录

小学牛津英语6B

Unit 3

《Asking the way》

靖江市新桥城实验学校 薛冬梅 【教学内容】

牛津小学英语6B第三单元第1课时B部分单词和C部分句型

【教材分析】

本课时主要是围绕问路话题来展开语言训练的，BC部分分别是本单元的单词及句型结构部分，重点学习句型及其答句：Can you tell me the way ...?

Go along ..., and then turn ...at ...crossing .The ...is on your ... .在教学中应结合学生的生活经历和已有的知识经验，充分利用我们身边熟悉的场景，使教学内容与学生生活紧密结合，以提高学生实际运用语言的能力。

【教学目标】

（一）知识与技能：

1.正确掌握B部分出现的四会单词post office, get on, get off和C部分句型Can you tell me the way to...?

2.掌握B部分中出现的三会单词: middle school , train station, shopping center, history museum.

3.能听懂、会说、会读日常交际用语：

Go along this street, and then turn right/left at the ... crossing. （二）情感态度与价值观：在体验活动中培养学生乐于助人的良好品质。

【教学重点、难点】

1.能正确理解、掌握B部分单词。

2.能熟练运用C部分句型操练单词

3.单词history, museum的正确发音。

4.问路交际用语的初步运用。

【教学过程】

Step 1.Free talk Talk about the English teacher’s hobbies.

（设计意图：通过谈论老师的爱好，缩小师生之间的距离，并为下面的环节做铺垫。）

【点评:师生之间互相问候是一堂课的开始,也是很重要的一个环节,良好的问候不但能拉近师生之间的距离,让同学们感觉你是作为他们的伙伴来到课堂,更能为学生营造一个轻松、和谐的学习氛围,从而体现了一种民主、平等、合作、交流的教学思想。】

Step 2.Presentation and practise 1.

Teach: a train station (出示怀特先生的照片)T: I like traveling and Mr Smith likes traveling, too. He wants to visit Nanjing. Let’s show him a map.(出示南京旅游地图)What can you see on this map? They are so beautiful. Mr Smith comes to visit. Where is he now?

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（呈现火车站图片) Teach: a train station （出示公交汽车总站、警察局图片）T: What station is it? （设计意图：由Mr Smith喜欢旅行引出要去参观南京各景点，由已学地点名称过渡。）

【点评:以旧带新，复习已学地点名称，引出所要学习的地点名称，为下面的句型操练做好准备。】

2.Teach: Can you tell me the way to…,please?

T: First Mr Smith wants to visit Xuanwu Park. He is asking the way.(揭示标题) （出示句型）Teach: Can you tell me the way to…,please?

（出示多个地点图片）Ss: Make sentenses. 3. Teach: Go along this street, and then turn…at the … crossing.

（1）（出示地图）T: Can you draw the way from the train station to Xuanwu Park for Mr Smith ?（请学生在白板上画出路线）

T: Now Mr Smith knows the way . He begins to walk. (怀特先生走动，教师同步描述)

T: What’s this? （street）First Mr Smith should go along this street. Teach: along

T: Then he meets a crossing. Teach: crossing

T: What should Mr Smith do at the first crossing? （turn left at the first crossing）

（2）A game “I draw, you say”.

【点评：读是基础，演是手段，用才是目的，因此在这一环节要鼓励有能力的学生进行复述。】

（3）(呈现四个人及电影院)T: Look, a, b, c, d are new here. They want to watch films in the cinema but they don’t know the way.

Work in pairs：

A: Excuse me, can you tell me the way to the cinema, please? B: Go along this street, and then turn … at the … crossing.

A: Thank you. B: Not at all.

【点评：Mr Smith首次来南京参观，不认识路之因而引出本课的问路重点句型，并通过在白板上的路线演示，呈现指路的答句，并给学生从不同的出发点操练问路的句型。】

4. Teach: The … is on your …

(1)T: With our help, Mr Smith finds the park ！The park is on the right. Teach: on the right

(2)Chant:

Left, left, on my left. The hospital is on my left. Right, right, on your right. The theatre is on your right. (Chant中的地点隐去，变成可填的横线)S: Make a new chant. 【点评：引用Chant的改编，使身处的方位难点降低到最小。】

5. Teach: a post offcie 2

T: In Xuanwu Park，Mr Smith had a good time. He bought some presents for her family. Now he wants to go to the post office to post them. Teach: post office

(出示地图及句型，与一生示范）

T: Now Mr Smith is asking the way . Excuse me, can you tell me the way to the post office, please? S1: Go along this street, and then turn right at the third crossing. The post office is on your left. W: Thank you . S1: Not at all. 【点评：通过Mr Smith去玄武湖游完后买了礼物想寄回而想去邮局，引出问路问答的巩固操练，通过这一环节，把上面的两个环节贯穿成整个问路的模式。】

6. Practice. T: Now Mr Smith gets to the post office and posts the presents for his family. （地图上呈现其它景点）Where is Mr Smith going then?…Choose one place and work in pairs.

Work in pairs：

A: Excuse me, can you tell me the way to…, please?

B: Go along this street, and then turn … at the … crossing. The … is on your…

A: Thank you. B: Not at all./ You are welcome. …（呈现：middle school、primary school、history museum）

T: With our help, Mr Smith had a good day. Do you feel happy? In our life, we always have a lot of difficulties. If we can help each other, our life will be better.

【点评：通过呈现其他的地点名称和新授，加强对问路的问答操练。】

Step 3.Consolidation 1. T: It is spring now. The weather is fine. Shall we have a spring outing?（出示淹城和天目湖的图片) Look at the pictures. Do you know their names? Now suppose we’re in Liyang. Let’s go to Tianmu Lake, OK? Show some key sentences and let Ss make dialogues in groups. 2. Read a passage and choose the right answer. 3. Look at the picture and fill in the blanks. 【点评：问路话题是一个很实际的话题，只要是去不认识的地点就可以展开对话。结合学生实际生活, 作为课堂的延伸。】

Step4. Homework （呈现Nancy问路的图片）Make a new dialogue about the picture and write it down on your notebook. 【点评：在此设计让学生写写路线的作业，填补了课堂上书写方面的空缺。】

板书设计：

Unit 3 Asking the way

（Date）

A: Excuse me, can you tell me the way to…, please?

B: Go along this street, and then turn … at the

… crossing.

The … is on your…

3

A: Thank you.

B: Not at all./ You are welcome.

【总评】

在新课程标准实施的过程中，我们要求课堂教学逐步转化为以倡导学生主动参与为主的任务驱动型教学模式。尽量创设有助于学生自主学习，与学生生活环境、知识背景密切相关的，又是学生感兴趣的学习情景，让学生在观察、操练、猜测、交流等不知不觉的活动中，亲历实践，亲近生活，开阔视野，将英语学得兴趣盎然。本节课就是结合这一原则，把学生熟悉的生活场景与对话相结合，在生活中去探索，并最终运用到生活中去。

一开始从兴趣入手，带着学生边做动作边说，来激发学习热情，创设良好的英语学习氛围，也为本课学习作铺垫。在谈论了解教师的家乡展开话题，引入到新知识的学习中。也由此先学习一部分新知识。在“问路”的情境中来学习本课对话。学生由易到难，从粗读到细读来掌握所学知识。让学生在完成各种任务的同时学会了综合运用语言的能力。养成学生乐于助人的良好品质。

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