Find the right place.docx

1、Find the right placeFind the right place教学目标1.知识目标（1） New words and phrases: place, twenty-first, bank, theatre, book shop, toilet, museum, front, in front of, left ,right, side, on the left/right side, all the same, need, ask for, along, road, turn, turning, metre（meter）, kilometer（kilometre）, had

2、better（do）, coin, keep, as, moment, tell, street, next to, around（2）日常交际用语：Excuse me. Wheres? Wheres the nearest hospital, please?Its next to /in front of /outside/on the left/right side.Thank you all the same.Youd （had）better catch a bus.Which bus do I take?Go down this street.（3）语法项目：表示需要：He needs

3、 some help.询问方向：Where is the nearest hospital, please? 指点方向：Go along this road .it s only 100 meters along on the left.（4）语音：/ei/ a ay /ai/i ie y / Ri/oi oy2能力目标：（1）使学生掌握英语的问路和指点方向的交际用语并能够在教师创设的情景中灵活运用。（2）使学生能够读懂课文并能回答课后的问题，按照课文内容表演游戏。（3）使学生掌握相关表示方向的介词短语，并能根据情景做口头和笔头练习。（4）使学生能听懂与课文难度相当的文章，并能迅速对听力材料中

4、的相关地点和方向路线做出判断。3德育目标：通过教学让学生注意在日常生活中注意礼貌用语，乐于帮助别人。通过学习，让学生感受到在生活中受人帮助的欣慰和帮助别人的兴奋之情，培养学生乐于助人的品质。教学重点和难点：询问方向（asking for directions）指点方向（Giving direction）是本单元的重点和难点。教学建议教材分析本单元的主要教学内容是问路，从第一课简单的介绍某地在何处。到第二课如何问路和指路。到第四课的扩展练习。问路的相关用语由易到难，由简单到复杂贯穿始终。教师应在教学过程循序渐进，注意打好基础。本单元中第二十三课中还有一个小的游戏，该游戏主要是训练学生阅读理解能力

5、，同时也能活跃课堂气氛，使学生会在快乐中学习。关于日常交际用语分析（询问方向和指点方向）问路一般包括四个方面的内容：（1）引起话题：Excuse me (2) 询问路在何方：How can I get to ？ （3）指路：Walk along / down (4) 致谢：Thank you.Excuse me, (but) 通常用于以下几种情景：（1）引起别人注意。（2）请求让路、躲开时。（3）向人问路或打听消息时。（4）在席间或聚会上等离开一会儿时。（5）谈话间或会间突然打喷嚏、咳嗽时。询问方向的表达法:在向别人打听情况、征询意见时，常用Excuse me；在向别人提出请求时，常用Coul

6、d you? 而不用Can you? 更显得礼貌。（1）Excuse me，wheres the bus station?请问车站在哪?（2）Excuse me，which is the way to the bus station?请问，哪一条是去车站的路?（3）Excuse me，can you tell me the way to the bus station?请问，你能告诉我车站的路吗?（4）Excuse me, how can I get to the bus station?请问，我如何能到达车站?（5）Excuse me, is there a bus station near

7、 here?请问附近有车站吗?指点方向的表达法：如果别人向你问路，你熟悉这条路，你又该如何帮助别人呢?下面是几种指点方问的表达法：（1）Go along this street. 或Walk along this street. 沿这条街道走。（2）Take the (second ) turning on the left / right.第（2）个十字路口左(右)转。（3）Its about (four) kilometers away form here.离这大约(4)公里远。（4）The bus station is along that road on the right.车站是沿着

8、那条路的右边。（5）Its next to the police station. 它与警察局相邻。（6）Its about ten kilometers away. 大约10公里远。（7）Its quite far / near from here. 离这儿相当远/近。（8）It about (five) minutes walk form here.从这儿步行大约5分钟。注：别人向你问路，即使你不知道，你也要说：Im sorry I dont know. 对方应回答道：Thank you all the same.表示需要：need +名词或need + to + v. （1）He nee

9、ds a number 2 bus. 他需乘2路车。（2）You need to take a taxi. 你需要乘出租车。关于口语的教学建议本单元的教学活动主要是围绕问路这一主题展开。而这个主题可为口语练习提供丰富的素材和场景，所以口语教学是本单元的重点。（1）第20课是简单的询问方向。要求学生在熟练掌握表示方向的介词用法的基础上，利用图片和媒体资料创设情景，进行口语练习。例如：教师在黑板上画出一张简易地图，用各种的形状的硬纸片上面写上不同的地点，分别贴在公路两侧。如图所示：然后让学生就内容进行对话练习。教师可以用顶针的手法连续进行快速提问，以锻炼学生的反应能力和句型熟练程度如：Where

10、is the school? It is next to the hospital. Where is the hospital? It is in front of the factory. Where is the factory? It is behind the hotel. 然后，教师可以重新调整图片的位置，让学生再进行练习。（2）在22课的对话教学中，教师在教学过程中可以先让预习好的学生做表演，在表演的过程中，边演边总结问路的三种情况：第一种情况是指明路线。第二种情况是乘车的回答。第三种情况是不知路线的答复。然后，再请学生进行替换词练习。教师可以设计一个问路的情景，将学生分成三个大

11、组，每个大组选择上述一种情况。每个大组又以两人为单位分成几个小组，进行练习。每个大组选出一个练习情况好的小组代表本组进行角色表演。情景设计如下：Mike moves into new house. One day, her friend Lily want to see her. But she doesnt know the way. What can she do? At this moment, a boy comes up to her. How does Mary ask the way?（3）在24 课的口语练习中，学生可进一步加大练习的综合性，使这个练习更贴近实际生活，给学生更多

12、的发挥的空间。教师只提供地图和要去的地点，要学生自己设计情景，编写对话，教师出示问题where is B? How can I get to B from A? Where is C? How to get to C from B? How can I get to A from C? 下面是学生设计情景和对话：Mary is going to the theater to see a concert. But she doesnt know the way. So she ask a policeman.Mary: Excuse me! I want to go to the theater

13、. Where is the theater?Police man: It is next to the factory, in front of the library.Mary: Can you tell me the way to the theater?Policeman: Walk along this road; turn left at the first turning. Go straight the street. The theater is on the left of the road. It is about three miles from here.Mary:

14、Thank you.When the concert is over, Mary is tired; she wants to go home by bus .So she asks the police man again how to get to the bus station. But when she gets to bus station, it is too late, and there are no buses in it .so she has to ask the way three times to get home.（问路具体内容模仿本课第二十二课对话内容）总之，教师

15、在安排口语练习时应逐步的从简单到复杂，由单项到综合，由机械训练到学生自由的表演。有关听力的教学建议本单元的听力教学难点在于如何听懂指路人的指令，从而找到要去的地点。教师可以在学生听第一遍时，先找出出发点和目的地。然后，看一下地图，迅速判断一下应该怎样走，并要求学生用英语讲出自己设计的路线。然后在听第二遍后，再按照材料的内容，在地图上画出相应的路线，并验证与自己设计路线是否一致，这样有助于分解听力难度，帮助学生排除听力障碍。教师可以组织一个小游戏以训练学生听清有关指令，在教室中摆几个路牌如the Beijing zoo. the Beijing university 等。两个学生分别向对方讲述所

16、要去的路线。看那个学生先找到要去的地点。教师可以拿表计时，当裁判。教师对先到达目标的同学进行奖励。（注意学生需要按照对方所提供的路线到达目标）要求学生必需先听完指令再开始行动。有关单词教学建议本单元第一课表示地点和方向的单词比较多。建议教师在设计练习时把表示方向的介词和表示地点的名词结合在一起练习，教师使用图片教学，效果较佳。如：教师向学生出示一张银行的图片如课本page iv,，教师进行介绍This is a bank .然后将图片贴在黑板上。教师出示一张书店的图片如课本page iv, 教师进行介绍This is a shop.将图片贴在银行的前面。分别指着图向大家介绍：The shop

17、is in front of the bank.通过演示让学生体会in front of 的含义。接着，教师在把商店的图片换成博物馆或厕所的图片，引导学生说出the museum /the toilet is in front of the bank.随后，教师可以将图片交换位置，使学生能够更加熟练的掌握介词的用法。使用同样的办法可以讲解其它单词。学法指导本单元的话题是用英语问路。“询问方向”（Asking for directions）及特点方向（Giving directions）。因此，可采用大量的操练来让学生熟悉句型。同时重点掌握表示方位的介词短语以及简单的询问方向、指点方向的方法，并

18、达到实现交际的目的。He needs some help.他需要一些帮助。这里，need作及物动词是需要的意思。例如：I need your help。Need还可以后面接动词不定式例如：I need to have a rest.（我需要休息）除此而外，need还可以做情态动词。但只用于某些疑问句和否定句中。它的一般疑问句的回答方式往往用must 和neednt来回答。例如：Need you leave so soon? Yes, I must. /No, I neednt.Youd better catch a bus. 你最好乘车去。Youd better是you had better的

19、缩写形式，情态动词，后面接动词原形。其否定式为had better not to do。它常带有威胁，告诫或催促的含义。例如：It is very cold outside. You had better put on your sweater.（外面冷，你最好穿上毛衣）The teacher is very angry. You had better not be late again.（老师生气了，你最好不要再迟到）catch a bus意为“乘车”、“赶车”，和take a bus意义接近，但不完全相同。take a bus指“乘坐”，和介词短语“by bus”, “in a bus”差

20、不多，它们都指方式，交通手段，和其他手段相区别，而catch a bus 指行动为争取能赶上汽车。如：You may go there by bus.（=You may take a bus there.）你们乘公共汽车却那儿吧。比较in front of 和in/at the front of 的不同。in/at the front of是指在某一范围内的前面。而in front of是指在某一范围以外的前面。如图：例如：the car stops in the front of the gate,and the driver in front of car open the door of

21、 the door. 汽车停在大门前，车前座的司机把车门打开。The other students in the class keep their eyes closed.班里的其他学生闭上眼睛。keep+名词/代词+形容词，表示使某人或某物保持某种状态。此句型为主语+及物动词+宾语+宾语补足语。例如：We must keep our room clean and tidy.（我们必需保持屋子的干净和整洁）同样的例子还有：Dont call me little Tom.（不要再叫我小汤姆了。）“keep +宾语+宾语补足语”结构此结构的含义为“使（宾语）处于（状态）”。其中的“宾补”成分可以由

22、很多结构充当。如形容词、介词短语、名词（组）或动词的-ing形式等。“keep sb. / sth. +形容词”结构，如在keep ones eyes closed这一短语中，动词keep表示“保持”，形容词closed表示“闭着”。连起来可理解为“使眼睛闭着状态”，即“闭着眼”。再如：Keep the box open, please.请让这个箱子开着。This little girl always keeps her room nice and clean.这个小女孩总是使房间保持美观整洁。“keep sb. / sth. +介词短语”也是一种常用结构，如：Dont come in, I

23、must keep you outside the door.别进来，我得把你堵在门外面。He kept his hands behind his back.他一直把手放在背后。“keep sb. / sth. +动词-ing”结构的用法，这个结构意为“让某人或某物（长时间地）进行着某个动作”。如：The teacher kept Bob standing for ten minutes.老师让Bob站了十分钟。辨析along，down 和 up作介词时，它们均能表示“顺着”，“沿着”，后面一般接表示河流，街道，道路的名词。如：Go down/along this road and take

24、the first turning on the left.沿着这条马路走，在第一个拐弯处向左拐。We often take a walk along/down/up the road.我们经常沿着这条路散步。要注意的是：介词“down”有时含有“在下游”的意思，介词“up”则含有“在上游”的意思。如：The house is 300 metres up/down the river.房子在这条河上游/下游300米处。down含有离说话人而去的意思，介词up则含朝说话人而来之意，along 不强调方向。试比较：Whos the man coming up/going down the road

25、?沿着这条路走来/走去的那个人是谁？另外，介词up有向上之意，介词down则有“往下”之意。如：The cat is running up the tree.猫正往树上爬去。The dogs are running down the hill.狗正从山上跑下来。这三个词还可用作副词，意为“向前”，如：The farm is about 30 metres along.农场大约在前面30米远处。Please walk down. Don t come up.请往前走，别朝这儿来。教学设计示例 Lesson 21Period: The First periodContent: Lesson 21P

26、roperties: Map, recorder.Teaching Objectives: Show places on the map; ask for and give directions in the simplest way.Language Focus:in front of, next to, on the left/right side, Thank you all the same.Teaching Procedures: I. Organizing the classGreeting and a duty report.II. RevisionRevise the lang

27、uage focus in the last unit. Leading - in1.Make conversations with several students, likeTeacher: Excuse me. Wheres the nearest ?Excuse me. How far is (an important place near school)?Is there near our school?Students: Answer with the help of the teacherTeacher: Thank you very much.Thank you all the

28、 same.2. (To students) Are you good at distinguishing directions? Are you always ready to help someone who cant find his way?. Practice1. Look at the picture in the book and ask students to work in pairs to practise showing places, using prepositional phrases like “next to, in front of, behind, outs

29、ide and on the left/right side”eg. Theres a school next to the supermarket. In front of/behind the school, theres a market.2. Call 3 pairs to say out their dialogues.V. Teaching dialogues1. Show students some maps and ask them for directions, using the patterns in the book.Excuse me. Wheres the near

30、est ?2. Listen to the tape.3. Read the dialogue in the book4. Game: Which place is it?(With the help of a map, on which some places are marked).One student describes the location, asks other students to guess the place. . ConsolidationGo over the lesson. Exercises in classFill in the blanks1. Theres a cinema next _ the shop.2. _ the left side of the room, theres a desk.3. Im sorry I cant help you. _.4. Please come to the front and stand _ the class.Key: to, on, Thank you all the same, in front of.Complete the dialogueA: _ _, where is the nearest police station, please?B: Im _