牛津小学英语6B Unit 3 Asking the way (A)教学设计
镇江新区平昌小学 田佳丽
一、教材简解：
本单元主要围绕“问路”这一话题展开各项语言活动。重点学习问路中常涉及的相关用语Can you tell me the way to??及其答语，同时学习与问路相关的一些词汇。在教学中，教师应尽量为学生创设情境，充分利用图片、体态语言等，引导学生理解和运用所学的知识。句型操练要与学生的生活实际相结合，提高学生实际运用语言的能力。 二、教学目标：
1．能听懂、会说、会读、会写单词：way, get, along, street, take, stop, road。 2．能听懂、会说、会读History Museum，kilometre, miss, crossing, No., post office并让学生感受a kilometre away, at the third crossing的用法。 3．能正确理解并能体验句型Can you tell me the way to ??及其答句的使用语境。
4．能正确理解、掌握对话的内容，并能有感情的朗读对话。
5．引导学生在学习对话的过程中感受如何进行有礼貌的问路和指路。 三、教学重点：
1.理解对话，并且了解问路和指路的细节。 2.掌握正确的问路和指路的方法。
3.能运用本课所学日常交际用语和句型就“问路”话题进行对话交流。 教学难点：
1.部分单词的发音，意思和用法，如crossing , along , far , kilometer 2.有感情的朗读对话并适当拓展。 四、设计理念：
本课教学设计是以学生“能做某事”为教学目标，采用“任务型”教学模式，通过让学生感知日常生活常见“问路”这一问题展开思考，充分利用直观手段引导学生学习，为学生提供提问的好机会，将提问的权力还给学生，在不断的提问和回答的过程中，引出并学习使用问路的问句及答句，然后设计真实的情境让学生运用，真正达到学以致用的教学目的。 五、设计思路：
一开始从兴趣入手，在谈论了解教师由家到学校的路上能看到哪些标志展开
话题，引入到新知识的学习中，扫清部分障碍。通过引言的学习来了解本课主人公和话题。在“问路”的情境中来学习本课对话。由看课文前沿完成填空，自读课文发现问路问题和回答，细读课文完成复述和设计史密斯先生一天行程的操练来理解和巩固课文内容。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。 六、教学过程：
Step 1.Greeting and free talk 1. Free talk
2. I live in DaGang. Every day, I go to work on foot. Because I want to keep healthy.
How do you go to school? Ss回答 On your way to school, what can you see? S1: ?
T: Good! You can see some buildings, people on your way to school, and I can also see a lot of traffic signs on my way to work. Look, here they are! But what do they mean? PPT出示大港的地图 教授turn left turn right crossing Go along this street. 3.T: Good! All the traffic signs can show us the way. Let’s read them. 4.出示箭头，让学生根据箭头指的路，说一说
S1: Go along Dong Feng Street, then turn right at the second crossing. S2: Go along Dong Feng Street, then turn left at the first crossing. 【设计意图】：通过自由对话拉近与学生的距离，切入今天要学习的一些关于公共标志的单词和句子turn left ,turn right , the first /second crossing , Go along this street .为后面新课文的学习做铺垫。在不经意间把学生带入了本课教学的主题，自然过渡，直截了当。充分利用身边的各种教学资源，在教学时采用直观手段，为学生创设语言环境，展示他们所熟悉的环境，力求带给学生一个身临其境的感觉。
Step 2 Lead-in
1. T: Now , you know the way to Da Gang. Welcome to Da Gang.
Look!(PPT) He’s my friend Mr Smith. He is new in Nanjing. So he
doesn’t know the way. What should he do?
Ss: Ask the way. 揭示课题 板书 领读 2. Listen and answer
学生听课文第一段，回答问题（边说问题边出示填空）：
(1). Where does Mr Smith come from? Mr Smith comes from . (2). Where is he living now? He is living in now. (3). What does he want to do? He wants to . (4). What is he doing? He is .
Learning tip①:同学们，当我们听短文时，可以抓住问题记录关键词的。 教授单词 History Museum Post office
History Museum is where you can see old and historical things. Post office is where you can post letters and buy stamps. 3. 根据填空复述引言部分
【设计意图】：用同样是新来南京的Mr Smith想要参观南京，又不认识路来引出今天的课题，从而学习课文引言部分。根据老师的提问，听录音来抓住引言部分主要句子，让学生知道今天课文里的人物和要讨论的话题。
Step 3 Presentation and Practice 1. Read loudly, draw and find
Mr Smith wants to go to the History Museum and post office. But where’s the History Museum? Where’s the post office?
This time, read the dialogue by yourselves, draw the lines and circle the right places.
Learning tip②:同学们，大声读课文，划出Mr Smith 想去的两个地方，并且在文中找出判断的依据。 History Museum
Go along this street, then turn right at the third crossing, the museum is on your left.
(教师板书，并引导学生学看动画，一起说) Post office
It’s on Zhongshan Road. You can take bus No. ? and get off at the?stop.
(教师板书，并引导学生一起看动画，一起说)
2. Read in silence默读课文，在书上找出问路的问句。
T: Mr Smith doesn’t know the way,how to ask the way. Please read the text fast, and fine out the questions. When you find it,please write on the blackboard.
Learning tip③:同学们，快速朗读课文，找出文中的问句吧。 (1)Excuse me, can you tell me the way to ?, please? (2)How far is it from here? (3)How many stops are there? (4)Where’s the bus stop? (5)Where is the post office? 学生找出问句并板书在黑板上 Mr Smith has these questions. 3. 细读课文，找出相应问句的答句。
Learning tips:④同学们，分角色细读课文，寻找答句吧。 可以小组讨论。 (1)Excuse me, can you tell me the way to ?, please?
Go along this street, and then turn right at the third crossing. The museum is on your left. (2)How far is it from here? It’s about one kilometre away. (3)How many stops are there? Only two.
(4)Where’s the bus stop? It’s ?
(5)Where is the post office? It’s on Zhongshan Road. 男女同学分角色读问句和答句。
【设计意图】：三遍阅读对话，设计由浅入深的选择题和找出问句和答案来抓住课文重要的内容来学习课文中重要词组和句子。要学生知道问路应该用哪些句子。让学生在整体理解中学习新知识。
4. Read the text after the tape recorder and complete the sentences.
Learning tip⑤:同学们，认真精读课文，综合理解来填写吧。
I think most of you know the dialogue well. Now Yang Ling is telling Wang Bing about her conversation with Mr Smith. Please read and complete according to the dialogue. 校对答案
I’m sure with the help of Yang Ling. Mr Smith can find his way easily. Yang Ling is a kind girl.
Please remember: Takes pleasure in serving others. (PPT) 情感教育：Takes pleasure in serving others. 助人为乐是快乐之本。 【设计意图】：本课新单词和句型较多，只有让学生反复读才能理解好。通过Yang Ling的复述的填空题来检查学生对课文的理解，也让学生学会综合运用语言。结合课文进行德育，养成学生乐于助人的良好品质。 Step 4 Task Garden city
At this lesson, you’ve learned how to ask the way and how to show the way. Now let’s act! Suppose we’re in a garden city. There are many roads and streets in the garden city. Look, this is?Road. This is?Street.(共5条) And of course, there are many places. Look, zoo, park, cinema, supermarket, history museum.
T: I want to go to the zoo! Can you tell me the way to the zoo please? You can use these sentences.你可以用到以下的句子
A: Excuse me,can you tell me the way to the History Museum and the post office?
B: Go along this street, and turn ? at the?crossing. The museum is on your ?.Then take bus No?.in front of the History Museum and get off at the ? stop.
A: Thank you very much. B: Not at all. Ss: ?
Ss: Act in pairs.
【设计意图】：综合拓展环节，让学生运用本节课所学的问路和指路的句型交流。也培养了学生的开口说话的能力和合作能力。达到了学以致用的目的。
Step5 Homework
1.模仿录音，有感情的朗读对话。
2.给Mr Smith介绍一个镇江比较著名的地方，设计一份参观路线。 板书
Unit3 Asking the way
Excuse me, can you tell me the way to ?, please? How far is it from here? How many stops are there? Where’s the bus stop? Where is the post office? 反思：
本节课围绕问路和指路这个话题展开，在教学过程中，考虑到学生的基础，特别注意分散难点，一边学生能够更好地理解；对话练习也是由浅入深；在操练的过程中，不光要学生说、表演，还要让他们写------写下重要的对话，以便将来复习，同时使学生对所学知识印象深刻；通过听、说、读、写的训练，学生对本节课所学内容比较熟悉，本堂课的目标基本达到。在课堂活动中，大多数同学能够积极参与、开动脑筋，部分同学表现很出色尤，其是几个基础较好的同学，他们都能够积极回答问题，积极参与课堂活动，给其他同学起着表率的作用，同时也带动了基础薄弱的同学的学习激情；尽管有一些基础薄弱的同学的表达还不是很流畅，但是他们他们参与课堂活动的热情，表明了他们积极进取的决心，这是很可喜的进步。但是，还有少部分学生由于基础较差，在课堂上表现得比较拘谨，参与意识还不够。这需要在今后的教学中对他们多加关注，如何在课堂有限的时间里，让更多的学生参与到课堂实践中来，需要师生做进一步的共同努力。在今后的教学中，怎样培养那部分基础相当薄弱的学生的学习兴趣，提高他们的学习热情，提高学习主动性，让他们尽快赶上来，是一项相当艰巨的工作。