Module 6 Around town Unit 1 Could you tell me how to get to
the National Stadium
1 通过听、读、说训练，初步学习问路和指路的方法。 2. 熟悉方位的表达方式。 教学目标 教学重点 学习问路和指路的表达方式 教学难点 问路和指路的准确表达 学情分析 学法指导 自主学习，合作与探究 教 学 过 程 效果预测（可能出现的问题） 1、 2、 补救措施 1、 2、 教学内容 教师活动 学生活动 修改意见 一、Lead-in
1、播放幻灯片，导入北京的地名the National Stadium国家体育馆，Tian’anmen Square天安门广场，Wangfujing Dajie王府井大街 2、教读新单词 bank 银行 museum博物馆 along 沿着 across越过 cross穿过 opposite在.....的对面 tourist游客 excuse原谅；谅解 turn 换方向 bookshop书店 could可以；能 underground地铁 take 搭乘；乘坐； Why not 为什么不....呢？ 1、看图片，认识并记住北京的地名。 2、自主拼读新单词。 3、听录音，纠正读音。
二、Listening Activity1.Match the words from the box with the pictures. 3、用新单词写一句话，引导学生记住新单词。 1、教师播放磁带 三、Activity 3.Listen and read （翻译、熟记并运2、和学生一起寻找正用以下表示方位的确答案 词与句子。） 1、引导学生翻译课 文。 2、讲解重点词、句的 用法。 （1）.如何用英语问 路及回答. 问路的常用句型有： Where is the...? How could/can I get to ...? Is there a-----near here? Could/Can you tell me the way to ...? （2）.指路的常用句 型有： Go along … Turn right / left at the …crossing . It’s next to … It’s opposite … It’s between … and … 等。
4、小组合作，熟悉单词，用新单词些一句话，记住重点单词。 1、听录音，独立完成练习 2、小组交流听力内容，检查答案 1、学生熟悉课文，了解课文大意。 2如何用英语问路. 3.学习如何用英语指路.
例如： A. Where’s the pose office? 邮局 在哪里？ B. Is there a bank near here? 附近有 银行么？ C. Do you know the way to the airport? 你知道去机场的路怎 么走么？ D. How can I get to the post office? 我怎样去邮 局？ E. It’s down bridge Street on the right. 沿着大桥街 走，就在右边。 F. Go down Center Street . 沿着中心 大街走。. G. Let me tell you the way to my house. 让我告诉你来 我家的路。 H. Walk until the end. 走到头。 I. Turn right at the first traffic light. 在第一个红绿 灯处向右拐。 J. You can see it in front of you. 你会看到它就 在你的前面。 3、get to， arrive in/at ， reach 的区 别 get to直接接地点名 词，接副词时不用加 介词如： 4、掌握get to，
四、课堂练习 五、课堂小结 here, there home arrive in/at也直接加地点名词，接副词时不用加介 词，但in 接大地方，at接小地方 reach直接接地点名词或副词，后不用加介词， 如 I reach school。 注意：若只表到达，后不接地点时，用arrive 4.Why not do sth?=Why don’t sb. do sth? 为什么不做某事？ 5.take the +交通工具+to+地点= go to +地点+by +交通工具 意为：乘--------去某地 1、引导学生独立完成课文后面的练习。 2、和学生分享答案。 1、让学生来对本课所学内容作总结。 2、带领全体学生对本课再次巩固。 arrive in/at ， reach 的区别并用这几个词造句 4、学习Why not do sth?=Why don’t sb. do sth? 为什么不做某事？的用法 5、学习：乘--------去某地用英语怎么说。 1、独立完成课文后面的练习。 2、小组合作，分享答案。 3、全班交流。 1、小组合作，巩固本课的重点单词，短语和问路、指路的准确表
达。。 2、小组到讲台展示（两人一组，自己编写一段问路和指路的对话，到台前展示）。 板书设计 Excuse me! 打扰一下！ Can you tell me the way to----? 你能告诉我去------的路吗？ You’re welcome. 不用谢。 Could you tell me how to----? 你能告诉我怎么去------吗？ Have a nice day! 祝你玩得愉快。 参考书目及 推荐资料 教学反思
sModule 6 Around town Unit 1 Could you tell me how to get to
the National Stadium
1 通过听、读、说训练，初步学习问路和指路的方法。 2. 熟悉方位的表达方式。 教学目标
教学重点 学习问路和指路的表达方式 教学难点 问路和指路的准确表达 学情分析 学法指导 自主学习，合作与探究 教 学 过 程 效果预测（可能出现的问题） 1、 2、 补救措施 1、 2、 教学内容 教师活动 学生活动 修改意见 一、Lead-in 二、Listening Activity1.Match the words from the box with the pictures.
1、播放幻灯片，导入北京的地名the National Stadium国家体育馆，Tian’anmen Square天安门广场，Wangfujing Dajie王府井大街 2、教读新单词 bank 银行 museum博物馆 along 沿着 across越过 cross穿过 opposite在.....的对面 tourist游客 excuse原谅；谅解 turn 换方向 bookshop书店 could可以；能 underground地铁 take 搭乘；乘坐； Why not 为什么不....呢？ 3、用新单词写一句话，引导学生记住新单词。 1、看图片，认识并记住北京的地名。 2、自主拼读新单词。 3、听录音，纠正读音。 4、小组合作，熟悉单词，用新单词些一句话，记住重点单词。
1、教师播放磁带 1、听录音，独立 完成练习 三、Activity 3.Listen and read （翻译、熟记并运2、和学生一起寻找正2、小组交流听力用以下表示方位的确答案 内容，检查答案 词与句子。） 1、引导学生翻译课 文。 1、学生熟悉课 2、讲解重点词、句的文，了解课文大 用法。 意。 （1）.如何用英语问 路及回答. 2如何用英语问 问路的常用句型有： 路. Where is the...? How could/can I get to ...? Is there a-----near here? Could/Can you tell me the way to ...? （2）.指路的常用句 型有： Go along … 3.学习如何用英 Turn right / left at 语指路. the …crossing . It’s next to … It’s opposite … It’s between … and … 等。 例如： A. Where’s the pose office? 邮局 在哪里？ B. Is there a bank near here? 附近有 银行么？ C. Do you know the way to the airport?
你知道去机场的路怎 么走么？ D. How can I get to the post office? 我怎样去邮 局？ E. It’s down bridge Street on the right. 沿着大桥街 走，就在右边。 F. Go down Center Street . 沿着中心 大街走。. G. Let me tell you the way to my house. 让我告诉你来 我家的路。 H. Walk until the end. 走到头。 I. Turn right at the first traffic light. 在第一个红绿 灯处向右拐。 J. You can see it in front of you. 你会看到它就 在你的前面。 3、get to， arrive in/at ， reach 的区 别 get to直接接地点名 词，接副词时不用加 介词如： 4、掌握get to， here, there home arrive in/at ， arrive in/at也直接reach 的区别并加地点名词，接副词用这几个词造句 时不用加介 词，但in 接大地方， at接小地方 reach直接接地点名 词或副词，后不用加 介词，
四、课堂练习 五、课堂小结 如 I reach school。 注意：若只表到达，后不接地点时，用arrive 4.Why not do sth?=Why don’t sb. do sth? 为什么不做某事？ 5.take the +交通工具+to+地点= go to +地点+by +交通工具 意为：乘--------去某地 1、引导学生独立完成课文后面的练习。 2、和学生分享答案。 1、让学生来对本课所学内容作总结。 2、带领全体学生对本课再次巩固。 4、学习Why not do sth?=Why don’t sb. do sth? 为什么不做某事？的用法 5、学习：乘--------去某地用英语怎么说。 1、独立完成课文后面的练习。 2、小组合作，分享答案。 3、全班交流。 1、小组合作，巩固本课的重点单词，短语和问路、指路的准确表达。。 2、小组到讲台展示（两人一组，自己编写一段问路和指路的对话，到台前展示）。
板书设计 Excuse me! 打扰一下！ Can you tell me the way to----? 你能告诉我去------的路吗？ You’re welcome. 不用谢。 Could you tell me how to----? 你能告诉我怎么去------吗？ Have a nice day! 祝你玩得愉快。 参考书目及 推荐资料 教学反思
赠送：英语说课范文
Lesson Plan Interpretation
Unit 4 Unforgettable experiences
The 1st Period listening &Speaking
Good morning, ladies and gentlemen. It is my great honor to interpret my lesson here and the lesson plan I am going to talk about is from SEFC Book 1 A, the first period of Unit 4 Unforgettable experiences. To make my presentation clear, I’ll explain it in the following 5 aspects: My teaching principles; my understanding of the teaching material; teaching methods and learning ways; teaching procedure; blackboard work.
Ⅰ. My teaching principles
First I’d like to talk about my teaching principles .In the New Curriculum of senior middle school, the speaking and listening is emphasized and the audio-lingual method is adopted in English teaching. We should offer more opportunities for students to be exposed to more authentic English. And listening at a suitable level is one of the best ways. We should also concern about how to create and present good situations with suitable topics for practicing and learning. So in such a teaching case, the governing guideline is to input enough information to the Ss and to activate the Ss to talk in English by providing them with live situations. The main feature is to combine speaking with listening, observing, reading and writing. The good point is that the Ss will know not only how to speak but also what to speak about. Ⅱ.My understanding of the teaching material
In my understanding of the teaching material, there are three parts: teaching aims & demands, the important functional items and also teaching important & difficult points. According to these, the purpose of the listening material is to help student get familiar with how to talk about personal experience, especially disasters. It demands Ss to pay attention to the
detailed information about the material. The purpose of the speaking material is to help the Ss master some useful expressions when they want to show their emotions. In addition , I’d like to divide this lesson’s objectives into three categories.
① Knowledge objective Students should know some background information about disasters, some names of disasters and also learn some words and expressions used to describe the disaster such as earthquake. And they should do some speaking practice to grasp some useful expressions about showing their emotions, such as Help! /I’m afraid to …/Don’t be afraid. /It’ll be ok. /Well done. And so on.
② Ability objective Because this period combines listening with speaking, the Ss’ speaking ability and listening ability should be trained. So in my class I’ll play a story about Hankstam trapped in the earthquake , and teach them a few listening skills. Besides, in order to cultivate their ability of discussion, dialogue and even performing. Students should be asked to talk freely in English with partners by using the useful expressions and then act their dialogues out.
③ Moral objective The speaking exercises help teach students to express their feelings when they are having difficulties and how others would say to encourage or comfort them. So through the dialogue and acting, the Ss are enabled to understand the importance of friendship and love between human beings. Ⅲ.Teaching methods and learning ways
Now come to the part of teaching methods and learning ways. In my class, I will take advantage of the situational method and “3 P” teaching method, that is “Presentation” “Practice” “Production”. Besides, I’ll use a tape recorder and some pictures as my teaching aids. Ⅳ.Teaching procedure
Now, I’d like to talk about my teaching procedure. I want to carry it out in the following 5steps: lead-in; listening; speaking; consolidations; homework
Step 1 lead-in
According to the schema theory, I will ask Ss to recall their own experience of disasters and share it with each other. Get them familiar with what is going to learn and prepare for the listening part.
Step 2 listening
According to Krashen’s input hypothesis that learners acquire language as a result of comprehending input addressed to them. So a moderate input is necessary. Therefore I will play a story about earthquake to them for understanding. Before listening, Ss are asked to see some pictures and guess what happened in the pictures. A reasonable guess is conductive to their master of the listening material. Then they should finish the questions and fill in the blanks in the book. They can have a discussion when come across some difficulties, finally I will check the answer and make a conclusion by teaching some listening skills.
Step 3 Speaking As far as I concerned, speaking is the most important section of my lesson so it should be paid more attention to. And at this stage, I adopt the “3 P” teaching method and situational method.
First I will invite them to a situation of being Hankstram in the earthquake encouraging them to give out as many expressions as possible ,which is used to express worries and also guess what the doctor will say to comfort and encourage him. They are also asked to read a dialogue to find some expressions for encouragement. After that I will list out more
relative expressions on the blackboard. What I am going to do next is to produce half-controlled speaking activity. A student is invited to talk with me about a picture about fire. Here I play a leading role, so my questions are designed to activate him to use these expressions spontaneously. Then the whole class is divided into groups to talk about the pictures separately. Ss are familiar with the situations in these pictures ,for they directly come from our daily life; I will make Ss talk freely, so that they can get full involved in the activity. Before they start, I’d like to remind and encourage them to use those useful expressions. After preparing for several minutes, they are asked to act their dialogue out.
Step 4 Consolidation In this step, students should try their best to recall the useful expressions they have learned in this lesson without looking at their books.
Step 5 Homework Since the next lesson is the reading course for Ss to improve their reading ability and it is a little difficult, I will ask them to preview the reading part and find out some important words and expressions ,especially verbs in the text. It’ll ensure them to take an active role in the reading course.
Ⅴ.Blackboard work
The last aspect of my lesson plan is the blackboard work. On the left is the answer of the listening part; in the center is a form about useful expressions about showing people’s emotions when they are having troubles, comforting or encouraging someone. On the right is the word s and expressions about disaster, earthquake. They should be listed clearly to draw the Ss’ attention again. That’s all for my presentation. Thank you！
Lesson Plan Interpretation
Unit 4 Unforgettable experiences
The 1st Period listening &Speaking
Good morning, ladies and gentlemen. It is my great honor to interpret my lesson here and the lesson plan I am going to talk about is from SEFC Book 1 A, the first period of Unit 4 Unforgettable experiences. To make my presentation clear, I’ll explain it in the following 5 aspects: My teaching principles; my understanding of the teaching material; teaching methods and learning ways; teaching procedure; blackboard work. Ⅰ. My teaching principles
First I’d like to talk about my teaching principles .In the New Curriculum of senior middle school, the speaking and
listening is emphasized and the audio-lingual method is adopted in English teaching. We should offer more opportunities for students to be exposed to more authentic English. And listening at a suitable level is one of the best ways. We should also concern about how to create and present good situations with suitable topics for practicing and learning. So in such a teaching case, the governing guideline is to input enough information to the Ss and to activate the Ss to talk in English by providing them with live situations. The main feature is to combine speaking with listening, observing, reading and writing. The good point is that the Ss will know not only how to speak but also what to speak about. Ⅱ.My understanding of the teaching material
In my understanding of the teaching material, there are three parts: teaching aims & demands, the important functional items and also teaching important & difficult points. According to these, the purpose of the listening material is to help student get familiar with how to talk about personal experience, especially disasters. It demands Ss to pay attention to the detailed information about the material. The purpose of the speaking material is to help the Ss master some useful expressions when they want to show their emotions. In addition ,
I’d like to divide this lesson’s objectives into three categories.
④ Knowledge objective Students should know some background information about disasters, some names of disasters and also learn some words and expressions used to describe the disaster such as earthquake. And they should do some speaking practice to grasp some useful expressions about showing their emotions, such as Help! /I’m afraid to …/Don’t be afraid. /It’ll be ok. /Well done. And so on.
⑤ Ability objective Because this period combines listening with speaking, the Ss’ speaking ability and listening ability should be trained. So in my class I’ll play a story about Hankstam trapped in the earthquake , and teach them a few listening skills. Besides, in order to cultivate their ability of discussion, dialogue and even performing. Students should be asked to talk freely in English with partners by using the useful expressions and then act their dialogues out.
⑥ Moral objective The speaking exercises help teach students to express their feelings when they are having difficulties and how others would
say to encourage or comfort them. So through the dialogue and acting, the Ss are enabled to understand the importance of friendship and love between human beings. Ⅲ.Teaching methods and learning ways
Now come to the part of teaching methods and learning ways. In my class, I will take advantage of the situational method and “3 P” teaching method, that is “Presentation” “Practice” “Production”. Besides, I’ll use a tape recorder and some pictures as my teaching aids. Ⅳ.Teaching procedure
Now, I’d like to talk about my teaching procedure. I want to carry it out in the following 5steps: lead-in; listening; speaking; consolidations; homework
Step 1 lead-in
According to the schema theory, I will ask Ss to recall their own experience of disasters and share it with each other. Get them familiar with what is going to learn and prepare for the listening part.
Step 2 listening According to Krashen’s input hypothesis that learners acquire language as a result of comprehending input addressed to them. So a moderate input is necessary. Therefore I will play
a story about earthquake to them for understanding. Before listening, Ss are asked to see some pictures and guess what happened in the pictures. A reasonable guess is conductive to their master of the listening material. Then they should finish the questions and fill in the blanks in the book. They can have a discussion when come across some difficulties, finally I will check the answer and make a conclusion by teaching some listening skills.
Step 3 Speaking As far as I concerned, speaking is the most important section of my lesson so it should be paid more attention to. And at this stage, I adopt the “3 P” teaching method and situational method.
First I will invite them to a situation of being Hankstram in the earthquake encouraging them to give out as many expressions as possible ,which is used to express worries and also guess what the doctor will say to comfort and encourage him. They are also asked to read a dialogue to find some expressions for encouragement. After that I will list out more relative expressions on the blackboard. What I am going to do next is to produce half-controlled speaking activity. A student is invited to talk with me about a picture about fire. Here I
play a leading role, so my questions are designed to activate him to use these expressions spontaneously. Then the whole class is divided into groups to talk about the pictures separately. Ss are familiar with the situations in these pictures ,for they directly come from our daily life; I will make Ss talk freely, so that they can get full involved in the activity. Before they start, I’d like to remind and encourage them to use those useful expressions. After preparing for several minutes, they are asked to act their dialogue out.
Step 4 Consolidation In this step, students should try their best to recall the useful expressions they have learned in this lesson without looking at their books.
Step 5 Homework Since the next lesson is the reading course for Ss to improve their reading ability and it is a little difficult, I will ask them to preview the reading part and find out some important words and expressions ,especially verbs in the text. It’ll ensure them to take an active role in the reading course. Ⅴ.Blackboard work
The last aspect of my lesson plan is the blackboard work. On the left is the answer of the listening part; in the center is
a form about useful expressions about showing people’s emotions when they are having troubles, comforting or encouraging someone. On the right is the word s and expressions about disaster, earthquake. They should be listed clearly to draw the Ss’ attention again. That’s all for my presentation. Thank you！
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