Unit6 Topic3 SectionA参考教案
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
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。 2. Emotional aims
能够在音标学习中，规范音标的发音； 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、黑板 VI. Teaching procedures Step Interaction pattern Introduction (5 minutes) 1. The whole class work. 1. Focus their attention on the teacher. 2.Do duty report. 1.Get students ready for learning. 2. Help the students Student activity Teacher activity 2. Group work. 3. The whole class work. Collect words about rooms and furniture in homes. 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. revise the words and expressions in last topic. 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. Take out a toy and a box. T: What can you see? 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. 3.Help the students revise the prepositions. ... 4.Look at the pictures shown by the teacher. 4.Use the pictures to help the students Learn new prepositions, learn some new across from, between ... prepositions. 4.The whole class and..., on the corner of. work. 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 supermarket. ... Presentation (10 minutes) 1. Individual work and the 1. Look at the pictures in 1a. 1.Create situations to help the students whole class work. (1)Suppose you are new guess and know the in a city. You are missing. How can you ask the way? S1: Excuse me, is there ... near here? function sentences about asking ways and giving directions in this section. S2: Excuse me, how 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 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.