1、（1）知识目标：能够听、说、认读词汇：能够听、说、认读句型：（2）能力目标：能够基本学会帮人指路。培养学生的方向感和空间思维能力。（3）情感目标：培养学生乐于助人的好品质。4教学重点、难点（1）教学重点：（2）教学难点：使学生能够分清左右，并能正确指路。5教学准备（1）制作多媒体课件。（2）每组准备两张地图：一张教室模拟小镇平面图，一张美国小镇平面图。（3）教室场景布置：整个教室为一个模拟小镇，每个小组为一个具体的场所，其间还有十字路口和交通灯。二、教学过程：Step 1: Warm-up （2）介绍教室场景：T: Today, our classroom is a small town.Th
2、is is a post office. Here is a bank.Are you clear?Ss: Yes.设计意图通过对教室场景的介绍，复习了所学场所的名称，使学生熟悉了模拟小镇的布局，为后面在小镇中准确找方位做好准备。同时，也使学生仿佛真的置身于一个小镇之中，从心理上进入了教学情境,并对这堂课充满了期待。Listen and do. Now, please listen and do. Touch your nose. Touch your eye.（发令速度渐快）Touch your right ear. Touch your left ear.Touch your right
3、eye. 通过听听、做做，让学生热身、放松，同时也初步感知左右，特别是随着老师发令速度的加快，学生会变得越来越兴奋，越来越投入。Step 2: Presentation教学新词汇：turn left, turn right, go straight（1）随着听做活动的继续，新的教学内容开始呈现： Stand up, please. Show me your right hand. Turn right. Show me your left hand. Turn left. Go straight. （2）（2）当学生基本上能按照老师的口令做动作之后，请两个学生试着发令，教师跟其他学生一起做动作
4、。（2）（3）多媒体一一呈现表示左转、右转、直行的图片，教师问：“What does it mean?”，学生一一作答，教师呈现词汇，并让学生以各种形式认读新词汇。（3）通过简单听做到感知左右，再利用左右手搞清左转、右转和直行，然后考察口头语言输入的有效性，最后呈现新词汇并学习新词汇，从听做、听说到读，使得一切都水到渠成，丝毫不会让学生感到为难。crossing（1）游戏：Find the treasure （2）（教师拿出一个宝盒）Now, lets play a game: Find the treasure.OK? OK. Who wants to find the treasure?（
5、教师请一名学生上来，面对黑板，然后把宝盒藏到小镇的某一个地方。） Now, please listen. Turn left, go straight, turn left, go straight, turn right（直到找到宝盒）（2）教学新词汇：crossing （3）当该学生找到宝盒之后，请他打开看看里面有什么宝贝。 Whats in the treasure box? Open it and see.S1: Its a paper. What does it say? It says: Find the near the bank. Find the treasure.（教师通过
6、投影，指着十字路口的图形）What does it mean?（多媒体出示十字路口图形和单词，教师领读并让学生以小组形式齐读。 How many crossings are there in our town? Four. Where is the bank?S2: Its here. How can I get to the crossing? You turn right, go straight, turn left, go straight Who can help me go to the crossing and find the treasure?教师请一名学生根据指令找宝藏。（
7、当那名学生找到了银行旁边的十字路口。）Can you find the treasure?S3: Its an envelope. Its a paper, too. It says: Find the near the bookstore. Its under the .（教师通过投影，指着交通灯的图形）What does it mean?（多媒体出示交通灯图形和单词，教师领读并抽部分学生读。 How many traffic lights are there in our town? Two. Where is the bookstore?S4: How can I get to the
8、traffic lights? You turn left, go straight, turn right, go straight Who can help me go to the traffic lights and find the treasure?教师再请一名学生根据指令找宝藏。通过Find the treasure这个游戏，学生复习了turn left, turn right, go straight三个词汇，并借助教室里的模拟场景分清左右，慢慢学会正确指方向。同时，在游戏中还进行了新词汇crossing的教学，学生要找到宝藏，必须破解藏宝图的密码，从而学习了新词汇。这种探险小
9、说里才有的寻宝活动在课堂中进行了演绎，学生参与热情高涨。学习英语是为了更好地完成寻宝任务，学生愿学、乐学，也体现了任务型教学的理念。Step 3: Consolidation （6）1. 阅读活动（学生在交通灯下面找出宝藏）What is the treasure? （教师接过宝藏，在投影中展示）It is from Air China, free tickets to the USA. Wow! What a surprise! Do you want to go to the USA? But you have to pass a test first. Look at the tasks
10、, group 1, 2 and 3 finish task one.（多媒体出示三个阅读任务，学生以小组为单位，边读边在地图上找相应的场所，地图为教室里模拟小镇的平面图。Task example:Now, you are at the hotel. You turn left at the hotel gate, go straight, turn right at the first crossing, go straight, then turn left at the traffic lights. What place is on your left?2.实践检验学生完成阅读任务后，
11、教师分别请三个不同任务的小组在模拟小镇中实践检验阅读成果。这个阅读活动是对新学语言的巩固，也为学生提供了给人指路的语言范例，为接下去的指路活动做好了铺垫。同时，这也是训练学生思维的一个过程，从原来在教室里的模拟小镇中找路过渡到了在平面图上找路，思维活动更为抽象，促进了学生空间思维能力的发展。Step 4: Extension1.引入拓展活动 （2） Now, its time for us to go to the USA. I have a friend in the USA. Her hometown is very nice. Lets go to her hometown, OK? Let me call her first.（拿出电话与在一旁听课的外教通话）Hello! Molly. This is Lin. Im very excited. Im going to
