中职基础模块一教案精-unit-8--2.doc

Unit 8 How Can I get to the nearest bank?
(第二课时教学设计)

一、教材分析
1、教学内容
本课时系教材《英语1》（基础模块 高教版）第八单元的第二课时dialogue B，内容：有关怎样去新机场的问路对话。
在第一课时的学习基础上学生有了问路的一定词汇和基本句型的了解。通过本课时的学习学生可以了解和掌握有关问路的进一步知识，并能熟练运用基本句型进行对话练习。问路是学生日常生活中最常见的事例，也是作为旅游专业学生必须熟练掌握的内容，学生通过在真实的语言环境中体验英语，能积极而自信地完成课堂教学活动。

2、教学重点、难点
（1）教学重点
通过进一步学习与问路相关的词汇和句型，学生能听懂有关问路对话并进行运用。
(2)教学难点
学生能就所学问路句型通过情景进行运用。

二、 教学目标
1、知识目标
（1）学生能掌握下列词和词组：the way to…, no problem, would like to, the Art museum
（2）学生能掌握问路时的基本句型， 如：
Could you tell me the way to….?
No problem. Would you like to go by …or by….?
I’d like to ….
You can ….It takes about…to get there.
Where can I take it?
……is in front of /near……
Thank you.

2、能力目标
（1）学生能听懂关于问路对话的基本信息。
（2）学生能根据问路基本句型开展相关问路的对话。

3、情感目标
学生能了解在不同的文化背景下问路的礼仪。
三、教学步骤
Step One Lead in----We can help you.
T: Look at the screen. What’s this?
(Show a simple city map on the screen or teacher can draw a single map on the blackboard)
S: It’s a map.
T: Yes, it’s a city map. Suppose I’m a stranger in this city. And I want to go to some places, but I don’t have this map. Can you help me?
S: …..
T: Now. Let’s play a game. I just get out of the railway station and I tell you the place I want to go, please tell me how to get there by using the knowledge that you learned last class.
S:……
Then teacher asks students to tell the direction to the following places: school, hotel, bank, cinema, post office, supermarket, park, book store
(设计意图：以游戏的方式让学生通过听具体的指示来说出所在的位置，起到了承上启下的作用。)

Step Two Listening
T: Just now, you helped me how to get to the places I want to get. Now, let’s listen to the tape that is about Jane asks for directions.(dialogue B)
1.As students to listen to the dialogue ---- Could you tell me the way to the new airport? and think about the questions of activity 7. Then ask students to answer it.
（设计意图：训练学生听懂对话大概意思。）
2. Ask students to read the sentences of activity 8 first and then listen to the tape again do true or false exercises with their partner.
(设计意图：训练学生边听录音边读句子做判断对于学生来说有一定困难，让他们先把这些句子读一遍再听录音判断会容易一些。）
3.Teacher can explain some sentences when doing it, such as: the way to…, take the bus=by bus, It will take somebody time to do something.
(设计意图：通过核对答案的过程来解释对话中的难点词组和句型。）
4. Check the answer one by one.
5. Ask students to listen to the tape again and complete the dialogue by filling in the blanks.
(设计意图：进一步训练学生听懂每一句话的能力。）
6. Ask students to read the dialogue loudly following the tape-recorder.
(设计意图：大声地朗读有助于学生留下深刻印象为下面的说做铺垫。）

Step Three Speaking
1. Ask students to read the dialogue of activity 9 and underline the sentences of asking for directions and giving directions.
2. Teacher writes down the sentences on the blackboard.
A: Excuse me. Could you tell me the way to….
I’d like to take……
Where can I take it?
B: No problem. Would you like to go by….
You can take….… It’s about …... to get there.
3. Ask students to read the dialogue following the tape-recorder.
4. Practice----make a dialogue according to the pictures of activity 11with the help of the above sentence structures. (pair work) Teacher can first make a dialogue with one of the students to make an example. It can reduce the difficulty of this activity.
(设计意图：利用所给句型结构帮助学生进行问路对话练习，同时考虑到学生的具体情况。老师先做示范，既增加了师生的融洽度又降低了编对话的难度。）

Step Four Performance (group work)
1. Suppose you meet a foreigner at the school gate, and he is a stranger in Yuyao. Please help him to find the place that he want to go. You can choose any place as your destination.
T: Since you will be a guide in the future, direct the way is your skill. We know there are many interesting places in Yuyao. So you can choose this places for the destination, such as Hemudu, Siminshan Forest Park, Simin Lake, Wangyangming Old building, China Plastic City and so on.
2. Act out and evaluate.
(设计意图：指路问路对于旅游专业的学生来说是必备的知识，在这里设计这个游余姚的情景让学生来进行问路和指路，学生会有极大地兴趣参与。所给地点有远有近由此也要求学生对本节课和上节课的内容进行综合运用。有一定的难度，但由于是小组合作活动应该能完成此任务。

Step Five Summary
Ask students to review what they have learned in dialogue A and dialogue B. And summarize the sentence structures of asking for directions and giving directions.
Teacher shows them on the screen and asks students to read it together.
(设计意图概括总结句型结构使学生更加明确问路指路具体应用句型。）

Step Six Homework
1. Ask students to recite the dialogue of activity 9 after class.
2. Ask students to write down one of the dialogues of activity 11.
(设计意图：口头练习并不能使所有的学生都能掌握所学知识，故以书面形式进行检查以确保学生是否真正掌握。)

板书设计
A: Excuse me. Could you tell me the way to….
I’d like to take……
Where can I take it?

B: No problem. Would you like to go by….
You can take….… It’s about …... to get there.

宁波市余姚职业技术学校 姚萍
2009年10月