How_can_I_get_to_the_neaest_bank全单元教案

Unit 8 How can I get to the nearest bank?The Third Period Reading and WritingPart One: Analysis of the teaching materialA Status and FunctionIt is the eighth unit of this book. The question for discussion is how I can get to the nearest bank. Its function is asking for and giving directions, which is related to students’ lives and future jobs closely. And it is also an important part of our syllabus. So I believe that it is the necessary skill for our students to learn.The part Reading and Writing is the third period in my teaching plan of this unit. In the first two periods, students are expected to grasp the basic vocabulary and expressions about the topic by listening and speaking training. So this lesson focuses on reading and writing. Students will learn how to solve daily life problems with what they have learnt.B Teaching Aims1. Knowledge1) Students can grasp the background knowledge about the topic, which includes vocabulary and expressions.2) Students can catch the useful information from reading material.3) Students can understand the structure of imperatives.2. Ability1) Students are able to transform the effective information from reading material.2) Students can deal with the real life problems with what they learnt.3) With the help of the teacher and the textbook, students will know how to choose correct learning strategies.3. Emotion1) Students will show interest in learning English and build confidence. It is the root of English teaching.2) Students will be more polite and helpful.3) Students will have a strong sense of social responsibility and know the necessity of consciously obey the traffic laws.Part Two: Analysis of my studentsThe students from Class Two, Grade One major in computer application. They have strong ability of computer operation. But as for English, although, they have learnt English it for several years, a number of them are poor in foundation and habit. They have no interests or confidence. They are short of the ability of using language. But we have to say they are powerful. They are eager to receive new things and brave to face challenges.Part Three: Emphases and difficultiesA Emphases:1 Make our students be interested in learning English and help them harvest the success.2 Students should enable to catch the useful information from reading material and transform by oral or writing.B Difficulties:1 Students should pick up and process the information for dealing with more complex problems in daily life.2 According to the different activities, students should know how to choose suitable learning strategies.Part Four: StrategiesA Teaching strategies:1) Graphic method 2) Creating situations 3) Teaching with layersB Learning strategies:1) Independent strategy 2) Cooperation strategyPart Five: Teaching Aids multimedia，networkPart Six: Teaching StepsStep One Preview before classA Listen and read1 Students can download the audio our QQ group sharing.2 They should listen and read following the recorder again and again. Purpose:1 The preparation can help students use the independent learning strategy2 With the help of the software Enmp3player, students can improve their listening and speaking abilities conveniently and freely.B Read and summarizeStudents should summarize the basic patterns and phrases about giving directions from the text by themselves.Go down … Road.Turn right/left at the … traffic light.Take the … turn on the right/left.Walk along … Road.Past the … traffic lights.on your right/leftopposite to…Purpose:1 Using the method of induction is an important part of the independent learning strategy. Students should grasp some useful expressions by themselves.2 It is better for students to improve their ability of communicating with others.Step Two Warming-upA Listen and match.1 Listen to the recorder and number the words.2 Then match each with the correct picture.Students will be asked to finish the task independently first. Then check the answers in class.Purpose：1 We can help students review their learned knowledge by presenting pictures and audio files. It is easier to arouse students’interests and improve the efficiency.2 The test can attract the students’ attention quickly and create a lively English-learning environment.B Activity12: Read and underline1 Ask students read out these words first.2 Students should do the task independently first. If they have anyquestions, they may discuss it with their desk mates.Step Three ReadingA Activity 13: Read and circle1 Read the text again if necessary and circle the right words.2 Then ask them to circle the places (shop, post office, hospital) on the map.Purpose:1 Pictures can help students form the sense of space. They will be more clear that which way they will go.2 To d evelop students’ ability of picking out the useful information from the whole material.3 To encourage the weaker students to take part in class teaching.B Activity 14: Read and mark1. Ask the students to read after the recorder again.2. Mark the route from the school to the post office according to the text.3. Report their answers orally.Purpose:1. It can develop the students’ ability of reading for details.2. It is the preparation for the students’ writing.Step Four WritingActivity 15: Read and writeA from Yanyuan V ocational School to the hospital1 Look at the screen, understand the key expressions’ meaning with the help of the cartoon.2 Finish the route to hospital written.Purpose:We can take advantage of the cartoon to deepen students’impression about the key phrases.B our school surroundings1 Show the picture about our school surroundings.2 Ask the students to finish this part in pairs and write their answers down.Purpose:1 We can bring many life and work scenes to the class with the help ofthe pictures. And it can provide more practice for students.2 Combining the English words with students’ life experience is a good way to improve the efficiency of words learning.Activity 16: Discuss and writeFrom the school to the bank, which is nearer route? Which is the right route?Purpose:We should obey the traffic laws.Step Five Outreach Activities1. Discuss the crossing roads in the Chinese-style.2. Sam、Tim and Mary are exchange students from the USA. They all want to go to the cinema. Read the information about three cinemas. Choose the most suitable one for each of them. Give the correct route and your reasons.Purpose:1. Strengthen the students’ reading ability for details and writing.2. It can improve students’ ability of speculation.Step Six Homework1. Look carefully at the four pictures and describe each of them briefly.2. Your fellow-townsman will visit our city. Which is the most interesting place in your opinion? Give us your reasons and the right route. Purpose:1. Using network platform, we can extend our class.2. Develop students’ ability of independent learning.Part Seven ReflectionThe application of digital teaching means saves class time and improves the teaching efficiency. It makes the class lively and interesting. The students are willing to take part in the class activities. And the teaching efficiency was obviously improved. Thanks to my level of making courseware, other functions of multimedia will not be used. A part of my students are weak in reading and writing, so I spend too much time in Writing and Outreach. I think I should make some corrections of my teaching design.英语（基础模块）第一册高等教育出版社Unit 8How can I get to the nearest bank?Reading and Writing说课稿芜湖工业学校张红雨2013年8月8日。

How can I get to the nearest bank?. Teaching Aims:nguage aims:1)进一步掌握方位介词及介词词组：opposite to, in front of, nextto, between…and…, behind2)指路及问路的相关句型：3)Excuse me, can you tell me the way to…?4)Excuse me, which is the way to…? / How can I get to…?5)Walk along the road and turn left / right at…6)It’s opposite / in front of / next to / between…and… / behind…7)To enable the students to command the useful words andexpressions.8)To enable the students to use the sentences to ask and give thedirections.2.Ability aims:1)To enable the students to make dialogues about asking andgiving the directions.3.Emotion aims:1)To encourage the students to cooperate with the classmates andaccomplish the tasks together.2)To encourage the students to use English about the directionskillfully.Key and difficult points:1)To enable the students to grasp the details in the dialogues..2)To cultivate their cooperative abilities through group works. Teaching type: new classClass schedule: one classTeaching toys:medio.Teaching steps:1.Warming up(1)Review the worlds.Look at the screen what’s this ?Do you know them?(图片展示),Boys and girls today ,traffic signs are key in our life,its can help us point to the roads and directions.Its can also help us reduce the traffic accidents.so we must pay attention to them.Now let’s leran the traffic signs . Frist let’s enjoy a short video.(视频展示)T:Great OK today let’s go to the unit 8 how can i get to the nearest bank?2.The pictures are showed on the PPT and let the students do thematch game.Turn Left! U-Turn! Turn Right! No Entry! No Parking! Pre-task:1)Look and match.Look at the picture and write down what the letters stand for.traffic lights; the second turn; turn right; road; crossroads; turn left; go across the road2)Description.Use the Present Continuous Tense to describe what is Li Xiaonian dong?----What is Li Xiaonian doing? -----He is ….a. Go across the road.b. Turn right.c. Turn left at the crossroads.d. Take the second turn on theright.3.Translate the following into Chinese.T:Look at the screen,who is he?S:…..Jordan .T:He comes shanDong,but he meets some difficults .(how to help him？)Learn the how to point the direction.(PPT展示)S:consider to answer.4．Practice(图示)5. part 1Talk about with your partner.Part 2Game showI am lost , could you tell me the way to the …..? Summary :穿过马路cross the road, walk along the road一直向前走go straight十字路口crossroads/ turning在…对面opposite…toTurn right at the third crossroadsTurn right when you come to the third turning Take the third crossroads on the rightH ow can I get to the ……?Could you tell me the way to the……?Can ………………………………….?Go along the road and turn left…………..Homework:(1)Recite the new words.(2)Finish the exercise on Page 124.Group work:Read and act: Look at the picture about our school and introduce the important places to the teacher.How can we get to the playground?Discuss how can we go home?Blackboard writing：How can I get to the nearest bank?Teaching relection:。

Unit 8 How can I get to the nearest bank?The Third Period Reading and WritingPart One: Analysis of the teaching materialA Status and FunctionIt is the eighth unit of this book. The question for discussion is how I can get to the nearest bank. Its function is asking for and giving directions, which is related to students’ lives and future jobs closely. And it is also an important part of our syllabus. So I believe that it is the necessary skill for our students to learn.The part Reading and Writing is the third period in my teaching plan of this unit. In the first two periods, students are expected to grasp the basic vocabulary and expressions about the topic by listening and speaking training. So this lesson focuses on reading and writing. Students will learn how to solve daily life problems with what they have learnt.B Teaching Aims1. Knowledge1) Students can grasp the background knowledge about the topic, which includes vocabulary and expressions.2) Students can catch the useful information from reading material.3) Students can understand the structure of imperatives.2. Ability1) Students are able to transform the effective information from reading material.2) Students can deal with the real life problems with what they learnt.3) With the help of the teacher and the textbook, students will know how to choose correct learning strategies.3. Emotion1) Students will show interest in learning English and build confidence. It is the root of English teaching.2) Students will be more polite and helpful.3) Students will have a strong sense of social responsibility and know the necessity of consciously obey the traffic laws.Part Two: Analysis of my studentsThe students from Class Two, Grade One major in computer application. They have strong ability of computer operation. But as for English, although, they have learnt English it for several years, a number of them are poor in foundation and habit. They have no interests or confidence. They are short of the ability of using language. But we have to say they are powerful. They are eager to receive new things and brave to face challenges.Part Three: Emphases and difficultiesA Emphases:1 Make our students be interested in learning English and help them harvest the success.2 Students should enable to catch the useful information from reading material and transform by oral or writing.B Difficulties:1 Students should pick up and process the information for dealing with more complex problems in daily life.2 According to the different activities, students should know how to choose suitable learning strategies.Part Four: StrategiesA Teaching strategies:1) Graphic method 2) Creating situations 3) Teaching with layersB Learning strategies:1) Independent strategy 2) Cooperation strategyPart Five: Teaching Aids multimedia，networkPart Six: Teaching StepsStep One Preview before classA Listen and read1 Students can download the audio file form our QQ group sharing.2 They should listen and read following the recorder again and again. Purpose:1 The preparation can help students use the independent learning strategy2 With the help of the software Enmp3player, students can improve their listening and speaking abilities conveniently and freely.B Read and summarizeStudents should summarize the basic patterns and phrases about giving directions from the text by themselves.Go down … Road.Turn right/left at the … traffic light.Take the … turn on the right/left.Walk along … Road.Past the … traffic lights.on your right/leftopposite to…Purpose:1 Using the method of induction is an important part of the independent learning strategy. Students should grasp some useful expressions by themselves.2 It is better for students to improve their ability of communicating with others.Step Two Warming-upA Listen and match.1 Listen to the recorder and number the words.2 Then match each with the correct picture.Students will be asked to finish the task independently first. Then check the answers in class.Purpose：1 We can help students review their learned knowledge by presenting pictures and audio files. It is easier to arouse students’interests and improve the efficiency.2 The test can attract the students’ attention quickly and create a lively English-learning environment.B Activity12: Read and underline1 Ask students read out these words first.2 Students should do the task independently first. If they have anyquestions, they may discuss it with their desk mates.Step Three ReadingA Activity 13: Read and circle1 Read the text again if necessary and circle the right words.2 Then ask them to circle the places (shop, post office, hospital) on the map.Purpose:1 Pictures can help students form the sense of space. They will be more clear that which way they will go.2 To develop students’ ability of picking out the useful information from the whole material.3 To encourage the weaker students to take part in class teaching.B Activity 14: Read and mark1. Ask the students to read after the recorder again.2. Mark the route from the school to the post office according to the text.3. Report their answers orally.Purpose:1. It can develop the students’ ability of reading for details.2. It is the preparation for the students’ writing.Step Four WritingActivity 15: Read and writeA from Yanyuan V ocational School to the hospital1 Look at the screen, understand the key expressions’ meaning with the help of the cartoon.2 Finish the route to hospital written.Purpose:We can take advantage of the cartoon to deepen students’impression about the key phrases.B our school surroundings1 Show the picture about our school surroundings.2 Ask the students to finish this part in pairs and write their answers down.Purpose:1 We can bring many life and work scenes to the class with the help ofthe pictures. And it can provide more practice for students.2 Combining the English words with students’ life experience is a good way to improve the efficiency of words learning.Activity 16: Discuss and writeFrom the school to the bank, which is nearer route? Which is the right route?Purpose:We should obey the traffic laws.Step Five Outreach Activities1. Discuss the crossing roads in the Chinese-style.2. Sam、Tim and Mary are exchange students from the USA. They all want to go to the cinema. Read the information about three cinemas. Choose the most suitable one for each of them. Give the correct route and your reasons.Purpose:1. Strengthen the students’ reading ability for details and writing.2. It can improve students’ a bility of speculation.Step Six Homework1. Look carefully at the four pictures and describe each of them briefly.2. Your fellow-townsman will visit our city. Which is the most interesting place in your opinion? Give us your reasons and the right route. Purpose:1. Using network platform, we can extend our class.2. Develop students’ ability of independent learning.Part Seven ReflectionThe application of digital teaching means saves class time and improves the teaching efficiency. It makes the class lively and interesting. The students are willing to take part in the class activities. And the teaching efficiency was obviously improved. Thanks to my level of making courseware, other functions of multimedia will not be used. A part of my students are weak in reading and writing, so I spend too much time in Writing and Outreach. I think I should make some corrections of my teaching design.英语（基础模块）第一册高等教育出版社Unit 8How can I get to the nearest bank?Reading and Writing说课稿。

高等教育出版社英语基础模块1Unit 8How can I get to the nearest bank?(Lead-in, Listening and Speaking A教学设计一、学情分析本节课授课对象是我校酒店服务与管理专业一年级学生。

该专业学生在日常生活和今后的职场中会经常遇到外国人问路的情况，由于学生对问路和指路相关短语不熟悉, 在日常生活中对此类场景缺乏应有的体验和感知，故不能较好地帮助他人解决问，因此，本节课将借助图片、游戏、任务及多媒体技术帮助学生在初中基础上提高相关语言知识和技能。

希望通过本课的学习能使基础较弱的学生在被鼓励中一步步理解问路的表达，能借助肢体语言和简单的祈使句为他人指路，以树立他们的自信心；使基础好的学生，能掌握指路的相关祈使句的表达，帮助问路者解决问题，培养学生乐于助人、相互帮助的高尚品德。

二、教材分析1. 教学内容本节课内容选自高等教育出版社出版的中等职业学校英语教材《英语》（基础模块）1，总主编是林立和王笃勤两位教授。

所选单元为第八单元，题目是：How can I get to the nearest bank?本学时所选内容为：Lead-in , Listening and Speaking中的对话 A 问路和指路是学生在日常生活和职业场景中经常会遇到的，学好此部分内容特别是听说部分，有利于学生今后在生活和工作中更好地帮助外国客人，让他们在助人为乐的氛围中体验语言交流的乐趣，同时也能突出中职英语课程的工具性和实践性。

在设计中，我把书上P114中的任务①认识路标融入任务②中学习；用问路的练习替换了P116任务⑥中的内容，这样可以在实际教学中培养学生的自主学习能力。

2.教学重点、难点1 ）教学重点：掌握并能运用与问路和指路相关的短语和句式，如：① a. Excuse me. How can I get to the nearest …？b.Excuse me. Where is...?c.Is it by the roadside?② a. Go across / along the road. It 's on your right / left.b.Turn right / left at the crossroads/ first traffic lights.You can 't miss it.c.Take the … turn on the right / left.d.Go up/down stairs to the … floor /Take lift to the … floor.e.It ' s beside/ next to/ between …and …/ opposite/across from …2）教学难点：由于学生对问路和指路相关短语不熟悉，在日常生活中对此类场景缺乏应有的体验和感知，利用相关短语恰当解决所遇到的问路的问题就成为了本节课教学的难点。

Unit 8 How can I get to the nearest bank?Period 1一、教材分析1、教学内容本课时系第八单元的第一课时，包括lead-in & Listening and Speaking中的Dialogue A 两部分，具体内容：生活中表示方位的各种标志以及有关怎样去最近的银行的问路对话2、教学重点、难点（1）教学重点通过与问路相关的词汇和句型的学习，学生能听懂简单的问路对话并学说问路语句。

(2) 教学难点能就所学问路句型学说问路对话二、教学目标1、知识目标（1）掌握部分表示路标及方位动作的词汇，如：bank, traffic lights, second turn, crossroads, roadside, go along the road, turn left/right（2）掌握问路时的基本句型，如：Excuse me, how can I get to the nearest….?Go along the road and turn…..Is it by the roadside?Yes. It’s just…..How long will it take me to get there?About….. You can’t miss it.I see. Thank you.2、能力目标（1）能听懂关于问路对话的基本信息。

（2）能根据问路基本句型开展关于问路的对话。

3、情感目标学生了解在不同的文化背景下问路的礼仪。

三、教学步骤Step One Lead in1. Activity 1: Name the places and marksAsk students to read the new words and phrases above(1)Explain these phrases(2)Speak loudly again2. Activity 2 :Name the directionsShow the pictures of activity 2 and the following words on the screen.a.Go across the roadb.Turn rightc.Turn left at the crossroadsd.Take the second turn on the righte.Turn left at the first traffic lightf.Go along the road.(1)Ask students to match the actions(2)Ask students to read these sentences following the teacher(3)Teacher wipes out the sentences then ask students to name the directions3.Role play the actionsAsk a student to stand in front of the blackboard. Other students tell the role and the student follow the actions.Step Two Listening1. Review some names of the places, Such as, bank, post office, hotel, bookstore, bus stop, railway station, supermarket, restaurant and so on..2. Ask students to listen to the tape and choose the places that they heard in the dialogue3. Ask students to order the places in turn that appears in the dialogue (activity 3)by listening to the tape again.4. Ask students to listen again and finish filling in the blanks. (Listen and complete the dialogues.)5. Discuss the answers with partners.6. Ask students to answer it.7. Ask students to read the dialogue aloud following the tape-recorder.Step Three Speaking1. Ask students to read the dialogue of activity 5 and underline the sentences that asking for directions and giving the directions.2. Ask students to read these sentences aloud together.3. Ask students to finish the following dialogue according to the Chinese.(1) A: Excuse me, _________________.(怎样去中国银行？)B: Go along the road. It’s just on your right.(2) A: Excuse me. How can I get to the nearest post office?B: ______________ the road and turn _________ at the first traffic lights.（沿着路笔直走在第一个红绿灯处右转）（3）A: ____________. How can O get to the nearest cinema?B: ____________________.（沿着路笔直到第一个十字路口左转。

Unit 5 Asking the wayLesson2 How can I get to the nearest car park?一．教学目标1.知识目标（1）学生能掌握相关词汇和短语，如bank, crossroad, roadside, across, traffic lights, go along, turn left / right, take the first turn on the left / right等。

（2）学生能掌握有关问路和指路的句型，如：①Excuse me. How can I get to the nearest bank?②Is it by the roadside?③Go along the road and turn right at the first crossroads.2.能力目标（1）学生能够听懂有关问路和指路的对话。

（2）学生能够简单的使用祈使句问路和指路。

3.情感目标（1）通过听说练习，培养学生大胆开口、勇于实践的良好学习习惯。

（2）通过学习问路和指路的对话，强化学生“路在嘴边”的观念，即使到陌生的环境也不必紧张和忧虑，只要虚心请教，勤于问路就能达到想去的地方。

同时，引导学生乐于助人，积极为同学，亲人，陌生人指路。

二．教学重点、难点1.教学重点（1）通过听和读的练习，学生能够掌握相关词汇、短语、以及句子。

（2）通过有关问路和指路的对话，学生能够理解和运用祈使句。

2.教学难点（1）学生根据提供图片和词汇，在口头上能够简单表达问路和指路。

（2）学生根据所学内容，能够在日常生活中用英语与他人交流有关指路和问路的话题。

三．教学方式本课主要采用“任务型教学法”、“情景教学法”和“竞赛法”，并且在课堂中贯穿过程性评价。

根据职高生以及职高英语教学的特点，采用逐步降低难度，由易到难，循序渐进的方式，展开以学生为主体，教师为导向的教学双边活动。

四．教学手段为了增加教学的直观性和趣味性，激发学生兴趣，提高教学效果，因此采用现代化电教手段――多媒体辅助教学，贯穿整个教学过程。

课题：Unit 8 How can I get to the nearest bank?教学设计与反思上传: 史湖燕更新时间：2012-5-17 12:32:30 教学设计与反思一、基本信息课题：unit 8 how can i get to the nearest bank? 二、教材分析高教版《职高英语1》（基础模块）是最新版本的教材，本教材是基于基本版（第二版）进行整改后的教材，本教材更加突出学生口语交际能力的培养。

《how can i get to the nearest bank?》是该版本中第八单元的内容，《中等职业学校英语教学大纲》要求职高英语教学在让学生掌握英语基础知识，形成初步的英语综合语言应用能力的同时要了解职场文化，增强职业意识，为学生综合职业能力的形成奠定基础。

本单元的问路指路是大纲中要求基础模块学习掌握的交际功能，也是外出旅游和求职中常见的交际任务，很符合中专学生的实际，学好这一内容对学生今后的工作也是有一定的帮助。

三、学情分析本人所任教的09秋季幼师班大部分学生对英语学习兴趣较浓，但语言基础底子薄弱，同时缺乏开口说英语的勇气和信心。

因此大部分学生，上课都能积极主动地参与课堂教学，对学习效果有一定的影响。

教学大纲明确提出“英语课程旨在激发学生的英语学习兴趣，培养良好的学习习惯，树立学习英语的自信。

”因此，作为他们的老师，在课堂上我尽量采用多种途径让学生在课堂上能真正的动起来。

四、教学目标根据学生及教学内容，拟定了如下目标：1、知识目标（1）通过学习让学生学会拼读与问路指路有关的词汇: traffic lights,turn,crossroads,along,across etc （2）通过学习让学生学会运用问路和指路的句型such as:how can i get to …，how long will it take me to get there? you can’t miss it.go along... 2、能力目标（1）读：让学生能读懂关于问路和指路的对话。

Unit8HowcanIgettothenearestbank说课稿Unit 8 How can I get to the nearest bank? ——— Dialogue AⅠ. Teaching Objectives1. Aim for KnowledgeHelp the students master the basic language points in asking and giving directions, and enable them to express freely, thus improving their proficiency in using the concerning language points through exercises.2. Aim for AbilityImprove the Ss’ speaking ability, so is their ability in making sentences concerning asking and giving directions.3. Aim for EmotionDifferent kinds of activities would be des igned to enhance the Ss’ interest in learning English. Furthermore, a positive attitude be built byencouraging, supporting them.Ⅱ. Important and Difficult Points1.Important Points:To master the useful expressions in asking and giving directions.A. How can I get to…?B. Can you tell me the way to…?C. Go along the road.D. turn left rightE. on your left r ightF. How long will it take me to…?2.Difficult Points:To improve the students’ reading ability as well as the speaking ability.Ⅲ. Teaching MethodsMy teaching emphasizes the Constructivism Teaching Theory which stresses a student-centered, contextualized, resource-based and collaborative learning style.Lots of methods concerning task-leading methodology are also introduced, including some teaching tools, such as multimedia, type-recorder, and videos.Ⅳ. Teaching ProcedureThe whole class teaching is divided into 6 steps. Attention would be paid for the designing of tasts and activeties, to arouse the Ss’ learning interest.1. A Flow ChartAccording to the picture below, we can see clearly that the whole class teaching gives an emphasis on tasks of different levels, which are made to help the Ss have a better understanding.It is my belief that through the above designs, the Ss’ interest would be ins pired, and their ability in using the language improved.2.Teaching StepsStep One Lead-in（4 min）As the first step of the whole class, lead-in part is of great importance. In order to draw the Ss’ attention, several pictures of buildin gs would be given to them by using the multimedia computer, and the Ss would be asked to name the places. Later a map would be shown, thus leading to the main topic— asking and giving directions.For example:Effect Forecasting：Effect Forecasting:With the use of maps and pictures, it could be believed that the Ss’ attention would be focused. After answering the questions, the task of review would be completed, thus preparing for the new content. In addition, the maps would link lead-in part tightly with next section.Step Two Match (6 min)In this part, several phrases as well as pictures would be given. The Ss would be asked to choose the proper expressions to match the actions in the pictures.For example:Match, as an important teaching method, demonstrates knowledge. Therefore, after this part, the Ss would grasp a certain amount of language points, which would definitely do good to the later understanding of the dialogue.Step Three Dialogue A (15 min)Read and explain the dialogue to the Ss, the most attention would be focused on the important words and phrases, thus to help the Ss have a better understanding of the dialogue. Furthermore, help the Ss have a basic idea about how to ask and give directions in English.Firstly, listen to the dialogue.Secondly, the main points of the dialogue would be explained to the Ss.Key Words: along, crossroads, traffic light, missLanguage Points:A. How can I get to…?B. Can you tell me the way to…?C. Go along the road.D. turn left rightE. on your left rightF. How long will it take me to…?Thirdly, translate the important structures and try to make sentences by using them.Next, several questions concerning the dialogue would be asked, to check up how much the Ss have learned.Finally, the whole class would be divided into groups to act the dialogue, thus having a better understanding.Purpose：This section is the most important part of the whole teaching procedure, for the reason that there is a comprehensive summing-up of the language points which the Ss should bear in mind. It should also be noticed that except the dialogur, read and act are also of great importance. In this part, learning and exercises are combined together, with the purpose to let the Ss have a better understanding, finally to increase the language ability.Effect Forecasting ：Through the summarizing of the language points, as well as the exercises, it could be believed that the Ss would master the teaching importance immediately and effectively.Step Four Listen and Complete (10 min)In this section, the Ss would listen to a piece of dialogue, of which some blanks are omitted. What they should do is listen carefully, and try their best to complete the dialogue.Fill in the blanks.A: Excuse me. How can I get to the nearest ——————?B: Go along the road and turn ——————at the first traffic lights. It is just beside a —————.A: How —————— will it take me to get there?B: About —————minutes. You can’t miss it.A: I see. Thank you!Purpose：This section adopts a blank-filling exercise, and it plays an important role in linking the sections before and after. Firstly, it helps the Ss in reviewing the key structures of the dialogue. Secondly, it enables the teacher to find out how much and to what degree the Ss have learned. Thirdly, as an easy exercise, it is a good transition to the later ones.Effect Forecasting：This exercise is closely related to the dialogue, which is the main part of the teaching. These blanks can be easyly finished by the Ss, and during the process of blank-filling, the Ss would definitely intensify their understanding of the content.Step Five Exercises (8 min)Based upon the above four steps, the Ss definitely will have a clear understanding of the key points. So in this part, some maps would be drawn, the Ss be divided into groups to make dialogues on their own by using the given clues, thus, in this way, to check up how much they have learned.After showing the maps, some of the Ss would first be asked to answer several questions, which are definitely concerned with asking and giving directions. Then the whole class would be divided into groups to make dialogues according to the given maps.Purpose：The purpose of this section is to improve the Ss flexibility in using English according to the context. It is to lead the Ss into using the structures freely, and making dialogues concerning asking and giving directions by themselves. Moreover, it is through this exercise that the Ss would be able to join in the discussion under easy, practical English atmosphere.Effect Forecasting：Going through this part, we trust that the Ss would be relaxed, so that their sense of joining in the class learning would be intensified. In addition, the design of the tasks would accelerate their understanding as well as practical language using ability.Step Six Homework (2 min)Make a dialogue on one’s own, according to the maps in step 5, by using the language points of the dialogue.Purpose：It demands the Ss make a dialogue of their own. Homework not only reflects the main content, but also coincides with the last section. For this reason, this step would be used either by the teacher or the Ss to calculate how much of the content have been mastered.Effect Forecasting：It can be believed that the homework part would bring the Ss into a higher level of the unit by creating a dialogue of their own, and finally to strengthen their ability.Ⅴ. Teaching Reflection1. This design emphasizes on the participation of the Students.2. The characteristic is to arouse the Ss’ interest by making the lesson vivid.3. With the Ss’ participation, their interest increased, their knowledge expanded,the teaching objectives accomplished.Ⅵ. Blackboard Design。

Unit 8 How can I get to the nearest bank【教学目标】语言知识目标：学生能够掌握并运用与问路相关的词汇和句式并能根据具体语境使用祈使句给出方位指令。

语言技能目标：听——学生能够听懂有关问路和指示相应方位的对话。

说——学生能够用how can I get to ... 等句式问询方位，并用祈使句回答。

读——学生能够读懂一般生活工作中的方位介绍。

写——学生能够写出具体语境中指示方位路线的语句，并能运用祈使句进行表达。

学习策略：学生能够运用适当的问询方位的表达解决实际问题，理解路线标志指示。

文化意识：掌握英美国家的人们在问询和指示方位时的不同表达习惯及空间意识。

情感态度：学生能够了解和运用不同语境下礼貌性求助和回答的差异。

单元任务：能够运用所学语言向同学介绍生活中的具体路线方位。

通过征求意见，介绍学校附近的日常场所方位，为新同学解决实际生活中可能遇到的问题。

【教学步骤】Period 1Lead-in 1-2Step 1 lead-in1.“本单元我们将要学习关于路线方位的知识。

Today we are going to learn a new unit。

”板书本单元的标题“ How can I get to the nearest bank”2. 提问一名同学去学校食堂怎么走。

“你遇到一名新来的同学，她对校园环境不熟悉，她向你询问去学校食堂怎么去。

你会怎么向她指路呢”Step 2 learn the new words学习新单词以便接下来完成activity1。

跟读两遍，学生自己读一遍，给5分钟时间学生自己记单词。

再读多一遍。

Step 3 look and match (activity 1)1.个人活动。

学生先自己看图片，理解图中各个标识的方位指示含义。

再阅读右边给出的方位指示表达，与图中相应的地点进行匹配。

2.依次提问一个列学生，通过反馈给出答案并讲解。

3.打乱顺序，就图片分别提问全班同学，去各栋大厦分别该怎样走。

Unit 8 How can I get to the nearest bank?教学目的与要求：培养学生的听说读写能力。

要求学生能听懂有关问路和指示相应方位的对话；能够用How can I get to…? 等句式询方位，并用祈使句回答；能够读懂一般生活工作中的方位介绍；以及能够写出具体语境中指示方位路线的语句，并能用祈使句进行表达。

教学重难点：学生能够运用适当的问询方位的表达解决实际问题，理解路线标志指示。

学习和掌握祈使句的用法，正确运用介词的方位含义，区分基数词和序数词的用法。

教学实践和技能训练：能够运用所学语言向同学介绍生活中的具体路线方位。

通过征求意见，介绍学校附近的日常场所方位，为新同学解决实际生活中可能遇到的问题。

课时安排：8 classes教学步骤：Step 1 学新单词Learn the new words1. bank 银行中国银行Bank of China中国建设银行China Construction Bank中国农业银行Agricultural Bank of China (ABC)2. traffic 交通交通灯traffic lights交通事故traffic accident3. turnturn right v. 转弯the second turn n. 转弯处4. across & crossprep. 穿过go cross the roadv. 横过，穿过cross the road5. airport 机场昨天我去机场送我朋友。

I saw my friend off at the airport yesterday.6. subway (地铁) & railway (铁路)7. museum 博物馆电影院cinema 医院hospital 邮局post office 超市supermarket8. opposite 对面邮局在商店的对面。

The post office is opposite to the shop.(Opposite to the shop is the post office)Step 2 导入Lead-in (Activities 1-2)本活动的教学目的是导入单元话题，让学生初步了解指示方位的常用表达方式，同时也为完成本单元的任务做语言上的准备。

课程英语班级任课教师Step 3 英语中常见的问路方法：1、Is there a … near here?2、where is the …, please?3、Do you know the way to…, please?4、which is the way to …, please?5、how can i get to …?6、can you tell me the way to…?7、can you find the way to …?8、I want to go to…. do you know the way?英语中常见的指路方法：1、It’s over there.2、It’s next to the …3、It’s across from …4、It’s behind the …5、It’s between … and …6、walk/go along this street.7、It’s about… meters from here.8、take the first turn on the left. 9、walk on and turn right.2、Pay attention to the sentences:How can I get to the ……..?Go along the road and turn right at the first crossroads.Then turn left at the traffic lights.How long will it take me to get there?随便选一个地方，叫学生进行表达。

•Get into the gate ,Go down the school road.You can see the play ground on your right,Just go straight and turn right at the firstturning,teaching building is on the right,Office building is nearit,Garden is in front of it.And th en turn left at the first turning,Tt’sdown the road.The supermarket is on your right,turn left .The。

Unit 8 How can I get to the nearest bank? 复习课教学设计
授课班级: 13航空城轨授课教师：李林颖
1
step1 lead-in
step2 Presentation
3.step3 Consolidation Pair work:
4、step4 summary and homework Activity 1）: Review the
words, phrases and sentences.
Activity 2）: Listen and do
the actions
Activity 1）: Draw a map
about our school surroundings
Activity 2）: Make a dialogue
about giving the way from our
school to the Wallace
On the right of the Wallace（华
莱士）there is a supermarket.
Ask the Ss to help the teacher
to do some shopping.
Ask the way
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学生回答问题
学生分组讨论并发言
学生获取信息，完成活动任务
小组讨论并推选组长表述路线
学生提问及回顾本课所学知识
激发学生的兴趣
培养学生的分工合作能力
巩固本单元的语言知识
2
附：评价表
【注：评价等级√A: 能很好掌握B: 能较好掌握C: 能基本掌握】
3。