Lesson 2课堂实录【2】

课

题

Unit 2 Looking for a Hospital (Period 2) 1.

Language and skills:

①

Ss are able to have a good command of words as cross the street, across from, next to, behind;

②

They know the word clusters as go straight to, turn right/ left at. 教③

Ss can direct the way masterly by using words as first, then, next while 学

speaking and writing. 2.

Strategy:

目

Ss learn the knowledge and skills by imitating teacher’s pronunciation, 标

taking part in the activities and cooperating with group members. 3.

Affects:

Students should know: one can’t run on the streets because it’s dangerous; meanwhile, he/she shouldn’t drive a car until 18 years old and get the driver’s license.

1.

Key words and sentences:

①

Excuse me, where is the ...?

重

点

难②

Go straight to .../ turn left/ right at.../ cross the street. ...is across from.../ ... is next to.../is behind...

③

first, then, next

点

2.

Difficult points:

Some Ss can’t distinguish left from right, go straight to from turn right/ left at, and they may find difficulties in the names of places and words as first, then, next.

1

The topic is about directing the way to certain places, which is, to a large 教材分析

extent, concerned with life. Thus, it’s better to set up contexts related to life. The topic touches upon words from three perspectives, names of places, words to direct ways, and the words to order the sentences like first, then, next. It’s better to review the names of places firstly for they have been learned before at Grade four and Grade five. That’s why I spent plenty of time to review them at the previous class. 1.

Language and skills: ①

Students have reviewed some words about places in the last class and they know when direct the way, they should say go straight, turn right/ left.

②

Yet they don’t know how to direct the way specifically like go straight to, 学turn right/ left at.

情③

And they don’t know how to use the language orderly by using first, then, 分next.

析

④

The class is also aimed at learning some new words as cross the street, across from, next to. 2.

Emotion :

They are students wanting to move, interested in pictures and other funny and new things. They care about the points they get, as they are competitive. 准

备

PPT, word cards, video clips, etc. Unit 2 Looking for a Hospital Excuse me, where is the ...? 板书

First,

设

Then,

计

Next,

2

go straight to…

turn right/ left at…

cross the road across from next to assessment

Step 1 warming up ①

Greeting. T: How are you today? Ss: I’m fine. / I feel bad.

T: I’m fine, too. / I’m sorry to hear that.

②

Action game to review the words learnt in the last lesson. T: Now, let’s play a game. Stand up and do the action.

T says turn right, Ss should turn right. Two rounds. 教

Round 1: turn right, turn left, go straight, swim, eat, look, listen

Round 2: go straight, turn left, turn right, see a movie, write a letter, run! 学

③

Guessing game to review the names for the places.

T: Are you happy? Do you like running? 过

T: But let’s look, can we run here? (show a map)

T: Of course not! You see...It’s dangerous! We shouldn’t ________ on the 程

street! Do you have good habits? Yes, we do! So what is it? It’s a map. Here are some places, do you know what are they? Let’s guess.

④

lead in the topic,

T: And the last place is the hospital. Today, we continue to learn unit 2 Looking for a Hospital. Step 2 presentation ①

Get an overall idea of the whole class by watching video made by teachers 3

and students. T: When do we look for a hospital? When we’re sick. Show a pic of a student Sam who has a toothache. T: What’s wrong with him? Let’s watch a video and after watching tell me what’s wrong with him. ②

Teach the words as go straight to, turn right/ left at, cross the street, across from, next to, behind by unfolding Sam’s story. a.

T: What’s wrong with Sam?

Ss: He has a toothache.

T: What should he do?

Ss: He should see the dentist.

T: Where is the dentist?

Ss: The dentist is in the hospital.

T: But where is the hospital? Ss: go straight... T: cross, cross the street.(do the action and read one by one) Ss: go straight to the traffic light. (group by groups, louder and faster) T: When we direct the way, you should say, first, then and next (write the words on the blackboard) (boys and girls). T: Next, turn right at the corner. The hospital is ...across from the park. T: across from, across from (ask five students to read). b.

T: The second place Sam goes to is ...(cake shop? Swimming pool?), no, it’s 4

the bank! Why? Because they need money! But where is the bank? Ss: First, go straight to the traffic light.

Then, turn right at the corner.

Next, go straight.

T: The bank is ...next to the swimming pool. T: next to, next to T: let’s see who read the faster and louder. (shift the word cards and show it suddenly) C.

T: Now, we have money! We can go to the park! But where is the park?

Ss: First, turn left at the corner. The park is ...

T: behind the supermarket. behind, behind. Let’s make words, behind the supermarket, behind the bank, behind the park...

Step 3 Activity and practice. ①

Stimulated situation to practice the language. a.

T: Now, we have money! We can go to the park! See! This is the park! Is it beautiful? (show three pics of the Chimelong Ocean Park of Zhuhai) Ss: Yes, it is! b.

T: Where do you want to go? Let’s look! The ride zone! The animal zone, parade, movie theater, supermarket, canteen, bank. Do you want to go? c.

T: Now, I have some cards, let’s see what they are. The ride zone, the animal zone, parade, movie theater, supermarket, canteen, and bank. 5

T: I want some students to hold them. d.

T: see, what’s this? Street and corner. I also want two of you to hold them.

e.

T: OK. Now, let’s ask one to come and wear an eyepatch. And the group member, please look at the screen and tell him how to get to the place. For example, where is it? The supermarket. Turn right… the other group you can interfere. (four rounds) ②

Speaking task. T: We’re tired. Let’s go home. But it’s very far from home. How can we get home. Supposed you can drive a car! Hahaha! Please tell me where is your home! Group1 your home is here. Group2 your home is here…Let’s discuss with your deskmate. Please use first, then, next. Ask four students to show. ③

Writing task. T: OK, boys and girls, can you drive a car? No, you can’t. You should be at the age of 18, and also you should get a driver’s license. You can do it later in the future. We’re not really in the park now, neither! You’re at school! So where is your home? (show a map of the local place and hand out a piece of paper with some words and lines as hints)

T: Group1 your home is here. Group2… Now, let’s write down your way home.

Show two of the writings and read it together to review what Ss have learned in class. Step 4 Summary 6

Read the words on the blackboard to review what’ve learnt in this lesson. Step 5 Homework T: Recite the words and sentences learned today. And then revise your writing. 本节课的设计基于以下三个出发点：

一、以旧知识引出新知识。上一单元围绕生病的话题展开，而本单元需要学习问路与指路的表达。为了循序渐进地引出新知识，我利用了同学受伤的例子，既复习了上单元What’s the matter with him? What should he do?的句型，也由Where is the hospital? 引出本单元的话题Looking for a hospital，进而学习如何指路，实现了由旧知识引出新知识的目标。

二、情景教学。在教授的环节，我将要学习的词汇与句型串联成一反个整体故事，随着故事的推进，学生就初步学会了这些词汇与句型。

思

三、知识生活化。知识教授完毕后，我设置了贴近生活的活动。第一个活动是将课室布置成街道，让一位学生蒙着面，其他学生指路，最终看看能不能到达目的地。第二个活动，提供简易的现实街道图，让学生通过划线，自己设计回家的路线，并且写好引导语。

本节课的缺点在于整节课的信息量比较少，学生在思维上得不到拓展，没有训练高阶思维。

总结来说，本节课达到了课程的基本目标，但是在学生思维上仍然需要琢磨与修改。

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