【正文】 板 書 設(shè) 計(jì) 祈使句 用途：用語(yǔ)命令、建議、勸告和鼓勵(lì) 特點(diǎn)： 通常以動(dòng)詞原形開頭，不用主語(yǔ)。 學(xué)生通過(guò)小組活動(dòng)中的說(shuō)、想、畫和演，對(duì)本環(huán)節(jié)的任務(wù)有足夠的興趣和自信心，課堂氣氛比較活躍。） 3. Activity 20 Look and plete First teacher asks students to read the given phrases loudly together. Then teacher asks students to mark the line on the map of the book. Thirdly teacher asks students to plete the driven route. Step Three Practice Activity 18 Look and talk First teacher asks students to tell the meaning of the places I the map. Then choose gate of the park as the start point, ask students to tell the way to the Great Wall as an example. Thirdly teacher asks students to tell the way to the other places in the map. Fourthly choose different place as the start point to do the exercise. （ 設(shè)計(jì)意圖： 通過(guò)北京幾個(gè)著名的風(fēng)景區(qū)的地 圖演示讓學(xué)生練習(xí)問路和指路的對(duì)話，對(duì)本單元所學(xué)對(duì)話知識(shí)進(jìn)一步檢查和鞏固。 教具準(zhǔn)備 多媒體 知識(shí)鏈接 關(guān)于祈使句相關(guān)圖片和知識(shí) 教法學(xué)法 Multimedia ,Group_learning 教 學(xué) 過(guò) Step One Lead in Look and match: Show some pictures of traffic signs Ss match 增刪 程 Step Two Grammar 1. Sentence structure and the use of imperative sentence ⑴ Find the imperative sentences in the following sentences: You are a good student. Stand up, please. Go down the street and turn right on the first traffic lights. What a beautiful bag. Don’t play fire. Please get to the airport at 5 o’clock. Let’s go to school. ⑵ Summarize the character of the imperative sentences. （ 設(shè)計(jì)意圖： 由具體句子引出祈使句的特點(diǎn)。 能力目標(biāo) （ 1）學(xué)生能運(yùn)用祈使句進(jìn)行問路和指路的對(duì)話及寫作 （ 2）學(xué)生能 根據(jù)所處環(huán)境描寫具體行走路線 情感目標(biāo) 通過(guò)介紹增進(jìn)學(xué)生方位感熟悉周邊環(huán)境 教學(xué)重難點(diǎn) （ 1）教學(xué)重點(diǎn) 學(xué)生能掌握祈使句的具體用法。教師可以以復(fù)習(xí)帶新內(nèi)容的方式進(jìn)行本課的教學(xué)。祈使句的學(xué)習(xí)在初中已經(jīng)出現(xiàn)過(guò)，學(xué)生在本單元學(xué)習(xí)中應(yīng)該能夠順利進(jìn)行。通過(guò)拓展性訓(xùn)練，開闊學(xué)生思維，讓學(xué)生學(xué)以致用。） Step Four Postreading Ask students to write down the line from school to the post office and from school to the bank according to the above words map. (activity 15) （ 設(shè)計(jì)意圖：根據(jù)文字地圖和具體的課堂講解，學(xué)生能夠以文字形式順利完成此項(xiàng)活動(dòng)。這個(gè)文字地圖包含了這篇課文中的語(yǔ)言點(diǎn)，在講解地圖的同時(shí)也引出了重點(diǎn) 詞匯和詞組。） Step Three Reading T: Today we will learn a new passage about this topic. 增刪 1. Skimming Ask students to listen to the tape of the passage and answer the following question: How many “places” are mentioned in the text? What are they? （ 設(shè)計(jì)意圖：讓學(xué)生帶著問題快速瀏覽課文找出答案，訓(xùn)練學(xué)生快速閱讀并捕捉信息的能力。s room 教學(xué)樓 teaching building 行政樓 executive building 實(shí)驗(yàn)樓 laboratory building 食堂 dining room 寢室 操場(chǎng) playground 花壇 flower bed 草坪 lawn (設(shè)計(jì)意圖：學(xué)生對(duì)于學(xué)校里的環(huán)境都比較熟悉但不一定會(huì)用英語(yǔ)表達(dá)，在此可以增加他們的興趣和知識(shí)面。 (2) 教學(xué)難點(diǎn) 學(xué)生能理解介紹學(xué)校周邊情況的文章內(nèi)容并展開模仿的練習(xí) 教具準(zhǔn)備 多媒體 知識(shí)鏈接 關(guān)于打電話的相關(guān)圖片和知識(shí) 教法 Multimedia ,Group_learning 學(xué)法 教 學(xué) 過(guò) 程 Step One Lead in Brainstorm Choose the one that is not the same kind as the others a. bank hospital post office restaurant b. supermarket park department store bookstore c. airport subway station bus stop crossroads d. shop museum cinema theater e. drugstore supermarket grocery cinema f. fridge road river bus g. bus car train ship h. vocational school middle school primary school library i. teaching building dinning room living room bedroom （設(shè)計(jì)意圖：采用頭腦風(fēng)暴的形式讓學(xué)生選擇不同的地點(diǎn)，復(fù)習(xí)了第二課時(shí)中出現(xiàn)的單詞，又為下面的活動(dòng)打下基礎(chǔ)。教師要能夠運(yùn)用閱讀課的特點(diǎn)加以路線圖讓學(xué)生掌握本課介紹文章的內(nèi)容。重點(diǎn)講了學(xué)校附近的一家商店和一個(gè)郵局的具體方位 。 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. (設(shè)計(jì)意圖：概括總結(jié)句型結(jié)構(gòu)使學(xué)生更加明確問路指路具體應(yīng)用句型。所給地點(diǎn)有遠(yuǎn)有近由此也要求學(xué)生對(duì)本節(jié)課和上節(jié)課的內(nèi)容進(jìn)行綜合運(yùn)用。老師先做示范，既增加了師生的融洽度又降低了編對(duì)話的難度。） 6. Ask students to read the dialogue loudly following the taperecorder. (設(shè)計(jì)意圖：大聲地朗讀有助于學(xué)生留下深刻印象為下面的說(shuō)做鋪墊。） 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. (設(shè)計(jì)意圖：通過(guò)核對(duì)答案的過(guò)程來(lái)解釋對(duì)話中的難點(diǎn)詞組和句型。 ) 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) 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. （設(shè)計(jì)意圖：訓(xùn)練學(xué)生聽懂對(duì)話大概意思。 (2)教學(xué)難點(diǎn) 學(xué)生能就所學(xué)問路句型通過(guò)情景進(jìn)行運(yùn)用。 情感目標(biāo) 學(xué)生能了解在不同的文化背景下問路的禮儀。 預(yù)設(shè)目標(biāo) 知識(shí)目標(biāo) （ 1）學(xué)生能掌握下列詞和詞組： the way to… , no problem, would like to, the Art museum （ 2）學(xué)生能掌握問路時(shí)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…… 能力目標(biāo) （ 1）學(xué)生能聽懂關(guān)于問路對(duì)話的基本信息。 在第一課時(shí)