教学设计-第8单元-How-can-I-get-to-the-bank

Unit 8

How can I get to the nearest bank?

（Lead-in, Listening and Speaking A）

教学设计

一、学情分析

本节课授课对象是我校酒店服务与管理专业一年级学生。该专业学生在日常生活和今后的职场中会经常遇到外国人问路的情况，由于学生对问路和指路相关短语不熟悉,在日常生活中对此类场景缺乏应有的体验和感知，故不能较好地帮助他人解决问，因此，本节课将借助图片、游戏、任务及多媒体技术帮助学生在初中基础上提高相关语言知识和技能。希望通过本课的学习能使基础较弱的学生在被鼓励中一步步理解问路的表达，能借助肢体语言和简单的祈使句为他人指路，以树立他们的自信心；使基础好的学生，能掌握指路的相关祈使句的表达，帮助问路者解决问题，培养学生乐于助人、相互帮助的高尚品德。

二、教材分析

1. 教学内容

本节课内容选自高等教育出版社出版的中等职业学校英语教材《英语》（基础模块）1，总主编是林立和王笃勤两位教授。所选单元为第八单元，题目是：How can I get to the nearest bank? 本学时所选内容为：Lead-in， Listening and Speaking中的对话A。问路和指路是学生在日常生活和职业场景中经常会遇到的，学好此部分内容特别是听说部分，有利于学生今后在生活和工作中更好地帮助外国客人，让他们在助人为乐的氛围中体验语言交流的乐趣，同时也能突出中职英语课程的工具性和实践性。在设计中，我把书上P114中的任务①认识路标融入任务②中学习；用问路的练习替换了P116任务⑥中的内容，这样可以在实际教学中培养学生的自主学习能力。 2. 教学重点、难点 1）教学重点：

掌握并能运用与问路和指路相关的短语和句式，如： ① a. Excuse me. How can I get to the nearest …? b. Excuse me. Where is...? c. Is it by the roadside?

② a. Go across / along the road. It’s on your right / left. b. Turn right / left at the crossroads/ first traffic lights. You can’t miss it.

c. Take the … turn on the right / left.

d. Go up/down stairs to the … floor /Take lift to the …floor. e. It’s beside/ next to/ between…and…/ opposite/across from….

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2）教学难点：

由于学生对问路和指路相关短语不熟悉，在日常生活中对此类场景缺乏应有的体验和感知，利用相关短语恰当解决所遇到的问路的问题就成为了本节课教学的难点。

三、教学目标

1. 知识目标：

1)学生能借助图片，通过参与游戏，完成任务等活动，掌握与问路相关的短语和句式； 2)能利用已有知识看懂路线标志指示。 2. 技能目标：

1)借助肢体语言，理解有关问路和指示方位的对话;

2)能运用How can I get to …等句式问询方位，并能根据具体情境运用以下祈使句回答。 a. Go across / along the road.

b. Turn right / left at the crossroads.

c. Turn left / right at the first traffic lights. d. Take the second turn on the right / left. 3. 情感态度目标：

1）培养学生讲文明、懂礼貌的习惯和助人为乐的精神。

2）学会与人合作的学习形式，培养团队合作意识和竞争精神，建立良好的人际关系。

四、教学步骤和设计目的 教学步骤 教师活动 1. Make the classroom like streets. There are roads, traffic lights, crossroads and some Pre-class preparation places. 2. Divide students into four groups to make competition and motivate them to complete the tasks to get a higher position during the teaching procedure. 1. Ask students two questions before they watch the video. 1. Watch the video with two questions. 1. Video is the best way to draw students’ attention quickly. 2. Questions can help students establish right attitude to help others and arouse their interests to watch. 学生活动 1. Arrange the desks according to the direction of teacher. 2. Get ready the road signs and places. 设计意图和效果预测 1. Make students feel the real situation on the street. 2. Arouse their interests and motivation to learn. Q 1: Does the white man show the 2. Answer the questions Warming up (3 minutes ) boy right way? Q 2: Will you do as the white man when someone asks you the way? 2. Play the video. together. 2

Learning the phrases Step one: learning 1. Show students a road sign to the hospital. 1. Look at the road sign and answer the question. 2. Learn the phrases by pictures. 1. Lead in the phrases naturally. 2. Pictures and the outstanding of key words can have students memorize the phrases better. 3. Cultivate students’ language sense. 2. Ask students a question and 3. Read the phrases out loud guide them to answer it to lead in after the teacher. the learning of phrases. Q: How do you show the boy the way to the hospital? 3. Have students read the phrases Lead-in (10 minutes ) after teacher. Step two: task 1 1. Complete task 1 on P114. Check students’ understanding about the phrases and get ready for next game. After students complete the task, 2. Group members speak out encourage some members in their answers. every group to speak out their answers. Step three : game 1. Show students the pictures with road signs. 2. Tell students the out-of-order English expressions of the road signs. Learning the sentence patterns Step one: learning strategy Pat the pictures using the rackets according to the expressions of teacher. 1. Arouse students’ interests and help them consolidate the phrases better. 2. The PPT can make the game become easy to be done. Preview and predict the Help students get the learning content of what they are strategy and complete task 2 Tell students the methods of about to hear according to and 3 freely. Dialogue A in Listening and Speaking ( 12 minutes ) Step two: task 2 &3 1. Play the tape. 2. Play the tape again. 1. Listen and complete task 2 Help students develop their &3 on P115. 2. Group members speak out comprehensive skills. improving listening skills. the pictures or the contents. 3. Encourage students in every their answers. group to speak out their answers. 3

Step three: task 4 1. Have students listen and read the dialogue out loud after the tape in task 4. 2. Have students underline the sentences of asking the way and giving directions. 3. Explain the key words and sentence patterns. Pay attention to correct students’ pronunciation and intonation when they read after the tape or teacher. Step four: sum-up 1. Guide students sum up related expressions of asking for and giving directions. 2. Write down the expressions on the blackboard. Practice Step one: Practice on PPT 1. Show students a map on PPT. Appoint a place and ask the way to make a demonstration. 2. Using the Flash to show students if their answer is right. Language in use ( 16 minutes ) Step two: Practice in classroom 1. Have students put up the pictures of the places in their hands. 2. Guide students practice the expressions of asking the way and giving directions in groups. Step three: role-play 1. Show students a situation. It’s about a guest asks the way to the 1. Listen and read the dialogue out loud. 2. Underline the sentences. 3. Learn the expressions of asking for and giving directions. 1. Cultivate students’ language sense. 2. Check students’ understanding about the key expressions and help them understand better. Groups discuss and speak out the expressions they knew. 1. Highlight the part of key points. 2. Help students learn different expressions of asking for and giving directions. 1. Give directions together. 2. Do more practices. 1. Help students consolidate the expressions. 2. Get ready for role-play. 1. Develop students’ ability to solve the problem in real life. 2. Check students’ learning quality and help teacher get Work in pairs to practice the expressions. 1. Suppose they are guest and waiter. 2. Discuss and make a dialogue. 3. Perform. feedback in time. 4

restaurant in a hotel. 2. Have every group make a dialogue to ask the way and give directions according to the situation. Step four: comment Comment after each group performs. Step one: conclusion Ask students two questions to help them summarize the key expressions they’ve learned in this period. Q 1: What will you say when you want to ask the way? Q2: What expressions have you learned to give directions? Step two: self progress check Show students a form and have them to make a self-progress check. Make assignments. Improve their dialogue after Help students learn from each listening to teacher. other and improve together. Answer the questions to summarize the expressions. Help students review the contents they’ve learned in this period. Summary ( 2 minutes ) Tick the contents they’ve learned. Help students check what they’ve learned in this period. 1. Make a dialogue to show a 1. Help the low level students new student the way to the dining hall of your school. build up their self-confidence and stimulate their learning desires of inquiry. 2. Develop the ability of better level students to solve related problem in daily life. Homework ( 2 minutes ) (for the low level students) 2. Make a dialogue to show the way to a hotel of your city. (for the better level students) 五、板书设计

1.黑板

Sentence patterns:

Q 1: a. Excuse me. How can I get to the nearest…?

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b. Excuse me. Where is...? Q 2: Is it by the roadside? A1: (Walking)

a. Go across / along the road. It’s on your right / left. b. Turn right / left at the crossroads/ first traffic lights. You can’t miss it.

c. Take the … turn on the right / left.

d. Go up/down stairs to the … floor /Take lift to the …floor. A2: It’s beside/ next to/ between…and…/ opposite/across from…. 2. 小白板

在白板上按阶梯状写下五个酒店职位，由低到高，四组学生通过积极参与活动和完成任务得到升职。 （板书1可以突出本堂课重点，帮助学生学习有关问路和指路的不同表达；板书2能够激发学生的学习兴趣和竞争意识。）

六、教学反思

1．在模拟的街道中进行学习，使学生置身于真实的问路情景中，利用具有反面意义的问路视频迅速吸引了学生注意力，引入主题，在教学过程中渗透德育目标，培养了学生积极的情感和正确的态度。

2. 利用小组竞赛，激发了学生积极参与活动，让学生通过合作、讨论的方式解决问题，培养了学生的团队合作意识和自主学习能力。

3. 注重激发学生学习兴趣,利用游戏和多媒体的直观、生动，帮助学生进一步理解、熟悉了相关短语和句型，使教学目标得以完成。

但是，在教学过程中，由于每组学生较多，在游戏和练习活动中，基础弱的学生参与积极性不高，教师没有充足的时间鼓励他们并为他们提供较多的锻炼机会，这是今后需要改进的地方。

2011-11-28

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