（第一课时教学设计）
一、学情分析
本教案的授课对象为高一年级旅游英语专业学生。该班共有54名学生，其中女生42名，男生12名。相对来说，该班学生英语基础较好，能用简单的英语进行交流，但由于词汇量缺乏和知识面相对狭窄，所以使用英语还不够流利、熟练。教师可根据学生的实际情况设计教学目标与教学过程，既要通过情景设置，调动学生参与学习的主动性，又要分配交际和阅读任务，让学生在有目的有节奏的情景和活动中学，而且学有成效，为她们今后的职业生涯打下一定的英语基础。
二、教材分析
1、教学内容
本课时系教材《英语1》（基础模块 高教版）第八单元的第一课时，包括lead-in & Listening and Speaking中的Dialogue A How can I get to the nearest bank?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。
这些内容为整个单元的学习活动做语言和知识的准备，也为学生学以致用的语言表达活动提供了语言铺垫。问路是学生日常生活中最常见的事例，也是作为旅游专业学生必须熟练掌握的内容，学生通过在真实的语言环境中体验英语，能积极而自信地加入到课堂教学活动中来。
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
学生能就所学问路句型学说问路对话
三、教学目标
1、知识目标
（1）学生能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）学生能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）学生能听懂关于问路对话的基本信息。
（2）学生能根据问路基本句型开展关于问路的对话。
3、情感目标
学生能了解在不同的文化背景下问路的礼仪。
四、教学步骤
Step One Lead in
1. Name the places and marks
T: How did you go to school today?
S:…
T: I go to school on foot. And this is the map from my home to school.
Draw a picture on the screen. (从老师自己家到学校的路程图，简要画出活动1中的几个地点)
(1)Ask students to read the new words and phrases above
(2)Explain these phrases
(3)Speak loudly again
2. Name the directions
Show the pictures of activity 2 and the following words on the screen.
a.Go across the road
b.Turn right
c.Turn left at the crossroads
d.Take the second turn on the right
e.Turn left at the first traffic light
f.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 directions
3.Role play the actions
Ask a student to stand in front of the blackboard. Other students tell the role and the student follow the actions.
（设计意图：通过学单词和具体方位动作的句型的学习，以游戏的方式让学生记住呢过同东这些指示方位的句子，为下文的问路对话的学习奠定基础。）
Step Two Listening
1.T: Just now we played a game about actions. We know in our life, there are many places around us. So next let’s listen to me carefully and tell me what these words represent. Such as, bank, post office, hotel, bookstore, bus stop, railway station, supermarket, restaurant
（设计意图：通过复习地点单词为下面的听力练习扫清障碍）
2. Ask students to listen to the tape and choose the places that they heard in the dialogue among the above words
3. 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.) (activity 4)
5. Discuss the answers with partners.
6. Ask students to answer it.
7. Ask students to read the dialogue aloud following the tape-recorder.
(设计意图：根据不同的听力目标通过一遍遍的听来加强学生听懂文章中的详细信息的能力)
Step Three Speaking
1. 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 point out the sentences and teacher writes them down on the blackboard.
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.
3. Ask students to read these sentences aloud together.
（通过朗读对话找出问路基本句型为下面的学说对话作铺垫）
4. 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。）
（设计意图：初步练习和运用问路对话使学生能进一步明确问路句型。）
5. Making a dialogue.
Suppose: You meet a stranger at the gate of school. He asks you where the Hualian Department Store is. Please make a dialogue according to this.
Ask students to prepare for the dialogue in the group. Then ask some pairs to act out the dialogue.
（设计意图：根据学生熟悉本地方位的特点，设置情景让学生带着兴趣和自信积极地投入到问路对话练习。如果学生比较感兴趣且活动时间有余的话可以多提出本地有名的地点让学生进行对话练习。）
Step Four Summary
Ask students to review the sentences of asking for directions of this part. Then read them together.
Step Five Homework
1. Ask students to recite the dialogue of listening after class.
2. Ask students to copy the new words and phrases of this part.
板书设计
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. |
(第二课时教学设计)
一、教材分析
1、教学内容
本课时系教材《英语1》（基础模块 高教版）第八单元的第二课时dialogue B，内容：有关怎样去新机场的问路对话。
在第一课时的学习基础上学生有了问路的一定词汇和基本句型的了解。通过本课时的学习学生可以了解和掌握有关问路的进一步知识，并能熟练运用基本句型进行对话练习。问路是学生日常生活中最常见的事例，也是作为旅游专业学生必须熟练掌握的内容，学生通过在真实的语言环境中体验英语，能积极而自信地完成课堂教学活动。
2、教学重点、难点
（1）教学重点
通过进一步学习与问路相关的词汇和句型，学生能听懂有关问路对话并进行运用。
(2)教学难点
学生能就所学问路句型通过情景进行运用。
二、教学目标
1、知识目标
（1）学生能掌握下列词和词组：the way to…, no problem, would like to, the Art museum
（2）学生能掌握问路时的基本句型， 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……
Thank you.
2、能力目标
（1）学生能听懂关于问路对话的基本信息。
（2）学生能根据问路基本句型开展相关问路的对话。
3、情感目标
学生能了解在不同的文化背景下问路的礼仪。
三、教学步骤
Step One Lead in----We can help you.
T: Look at the screen. What’s this?
(Show a simple city map on the screen or teacher can draw a single map on the blackboard)
S: It’s a map.
T: Yes, it’s a city map. Suppose I’m a stranger in this city. And I want to go to some places, but I don’t have this map. Can you help me?
S: …..
T: Now. Let’s play a game. I just get out of the railway station and I tell you the place I want to go, please tell me how to get there by using the knowledge that you learned last class.
S:……
Then teacher asks students to tell the direction to the following places: school, hotel, bank, cinema, post office, supermarket, park, book store
(设计意图：以游戏的方式让学生通过听具体的指示来说出所在的位置，起到了承上启下的作用。)
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)
1.As 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.
（设计意图：训练学生听懂对话大概意思。）
2. Ask students to read the sentences of activity 8 first and then listen to the tape again do true or false exercises with their partner.
(设计意图：训练学生边听录音边读句子做判断对于学生来说有一定困难，让他们先把这些句子读一遍再听录音判断会容易一些。）
3.Teacher 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.
(设计意图：通过核对答案的过程来解释对话中的难点词组和句型。）
4. Check the answer one by one.
5. Ask students to listen to the tape again and complete the dialogue by filling in the blanks.
(设计意图：进一步训练学生听懂每一句话的能力。）
6. Ask students to read the dialogue loudly following the tape-recorder.
(设计意图：大声地朗读有助于学生留下深刻印象为下面的说做铺垫。）
Step Three Speaking
1. Ask students to read the dialogue of activity 9 and underline the sentences of asking for directions and giving directions.
2. Teacher writes down the sentences on the blackboard.
A: Excuse me. Could you tell me the way to….
I’d like to take……
Where can I take it?
B: No problem. Would you like to go by….
You can take….… It’s about …... to get there.
3. Ask students to read the dialogue following the tape-recorder.
4. Practice----make a dialogue according to the pictures of activity 11with the help of the above sentence structures. (pair work) Teacher can first make a dialogue with one of the students to make an example. It can reduce the difficulty of this activity.
(设计意图：利用所给句型结构帮助学生进行问路对话练习，同时考虑到学生的具体情况。老师先做示范，既增加了师生的融洽度又降低了编对话的难度。）
Step Four Performance (group work)
1. Suppose you meet a foreigner at the school gate, and he is a stranger in Yuyao. Please help him to find the place that he want to go. You can choose any place as your destination.
T: Since you will be a guide in the future, direct the way is your skill. We know there are many interesting places in Yuyao. So you can choose this places for the destination, such as Hemudu, Siminshan Forest Park, Simin Lake, Wangyangming Old building, China Plastic City and so on.
2. Act out and evaluate.
(设计意图：指路问路对于旅游专业的学生来说是必备的知识，在这里设计这个游余姚的情景让学生来进行问路和指路，学生会有极大地兴趣参与。所给地点有远有近由此也要求学生对本节课和上节课的内容进行综合运用。有一定的难度，但由于是小组合作活动应该能完成此任务。
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.
(设计意图：概括总结句型结构使学生更加明确问路指路具体应用句型。）
Step Six Homework
1.Ask students to recite the dialogue of activity 9 after class.
2.Ask students to write down one of the dialogues of activity 11.
(设计意图：口头练习并不能使所有的学生都能掌握所学知识，故以书面形式进行检查以确保学生是否真正掌握。)
板书设计
A: Excuse me. Could you tell me the way to….
I’d like to take……
Where can I take it?
B: No problem. Would you like to go by….
| You can take….… It’s about …... to get there. |
Unit 8 How can I get to the nearest airport?
（第三课时教学设计）
一、教材分析
1、教学内容
本课时系教材《英语1》（基础模块 高教版）第八单元的第三课时reading and writing. 具体内容为一篇介绍学校周边环境的短文及对此所展开的相关练习。重点讲了学校附近的一家商店和一个邮局的具体方位。从第一、二课时的对话问路到了本课以阅读的形式把具体方位描述清楚，因此本课时在本单元中起重要作用。教师要能够运用阅读课的特点加以路线图让学生掌握本课介绍文章的内容。
2、教学重点、难点
（1）教学重点
学生能掌握课文中出现的重点词汇和句型并理解文章内容。
(2) 教学难点
学生能理解介绍学校周边情况的文章内容并展开模仿的练习
二、教学目标
1、知识目标
（1）学生能掌握下列单词的用法：surroundings, post office, opposite, past, direction
(2)学生能掌握下列句型：There is a shop near our school
2、能力目标
（1）学生能理解介绍关于某个地方周边情况的文章
（2）学生能根据所给文章内容写出行走路线
3、情感目标
通过介绍增进学生方位感熟悉周边环境
三、教学步骤
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.drug-store 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
（设计意图：采用头脑风暴的形式让学生选择不同的地点，复习了第二课时中出现的单词，又为下面的活动打下基础。）
Step Two Pre-reading
3.As students to tell different places in our school.
传达室a janitor's room 教学楼teaching building 行政楼executive building 实验楼laboratory building
食堂dining room 寝室 操场playground 花坛 flower bed 草坪lawn
(设计意图：学生对于学校里的环境都比较熟悉但不一定会用英语表达，在此可以增加他们的兴趣和知识面。)
2.T: Just now we learned the name of some places in our school. Can you describe the directions of these places if you stand at the school gate?
S:……
T: Ok, you did good work. But can you describe the places around our school?
S: …….
（设计意图：学校周围的各种地点引出课文话题----描述周边环境的方位。）
Step Three Reading
T: Today we will learn a new passage about this topic.
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?
（设计意图：让学生带着问题快速浏览课文找出答案，训练学生快速阅读并捕捉信息的能力。）
2. Scanning
(1) Ask students to read the passage and underlined the sentences from school to hospital and from school to the hospital.
(2) Ask students to read the passage and fill in the blanks.
Yanyuan Vocational School ---- ____________---- the first traffic lights----_____________----the shop----post office
Yanyuan Vocational School----Zhongshan Road----___________----_____________----_______________
----_____________----the hospital
(3) Ask students to read the passage loudly and fill in the verbs on each arrow
Yanyuan Vocational School ----------------- Zhangshan Road---------- the first traffic lights------------the first traffic lights-------------the shop------------------post office
Yanyuan Vocational School-------------------Zhongshan Road----------------------first turn -----------------------the first traffic lights ------------------------Zhongshan West Road ----------------------the second traffic lights----------------------the hospital
(4) Ask students to do some true or false exercises.
(a) There is a shop in our school.
(b) The shop is near the post office.
(c) From school to the shop you must go down the Zhongshan West Road.
(d) School is between the Zhongshan Road and the Zhongshan West Road.
(e) Hospital is opposite to the shop.
（设计意图：通过填写文字地图让学生了解课文内容，从而更加明确具体的动作和方位。这个文字地图包含了这篇课文中的语言点，在讲解地图的同时也引出了重点词汇和词组。对错练习使得学生能够更加明确文中描述地点的具体方位。）
Step Four Post-reading
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)
（设计意图：根据文字地图和具体的课堂讲解，学生能够以文字形式顺利完成此项活动。）
Step Five Performance
Ask students to make a dialogue according to the given map. (Show a map of Yuyao City) One acts as a tourist and the other acts as a local guider.
First, find the school and choose a place around our school.
Then, prepare for the dialogue.
Thirdly, act it out in front of the class.
Fourthly, evaluation.
（设计意图：通过做练习和对话表演再次巩固课文内容并复习重点词汇和句子，让学生在情景和交际中学习英语。通过拓展性训练，开阔学生思维，让学生学以致用。）
Step Six Summary
Ask students to review the key language points and sentences.
Step Seven Homework
1. Ask students to write down the line from our school to the Pacific Swimming Pool.
2. Ask students to Search for some information of giving directions in different countries after class.
板书设计
Yanyuan Vocational School ----------- Zhangshan Road---------- the first traffic lights
-----------the shop----------post office
Yanyuan Vocational School-----------Zhongshan Road----------first turn
-------------the first traffic lights ----------Zhongshan West Road
----------the second traffic lights----------the hospital
| 学生写的地理位置 | surroundings post office opposite past direction There is a shop near our school. |
（第四课时教学设计）
一、教材分析
1、教学内容
本课时系教材《英语1》（基础模块 高教版）第八单元的第四课时language in use & Unit task. 具体内容为祈使句的学习和介绍学校周边环境给新同学的写作。祈使句的学习在初中已经出现过，学生在本单元学习中应该能够顺利进行。由于有第三课时打基础，介绍学校周边环境给新同学其实就是一个本单元内容的总结。教师可以以复习带新内容的方式进行本课的教学。
2、教学重点、难点
（1）教学重点
学生能掌握祈使句的具体用法。
(2) 教学难点
学生能介绍学校周边情况并以文字形式展现。
二、教学目标
1、知识目标
祈使句的结构及用法。
2、能力目标
（1）学生能运用祈使句进行问路和指路的对话及写作
（2）学生能根据所处环境描写具体行走路线
3、情感目标
通过介绍增进学生方位感熟悉周边环境
三、教学步骤
Step One Lead in
Look and match: Show some pictures of traffic signs.
Step Two Grammar
1. Sentence structure and the use of imperative sentence
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.
Summarize the character of the imperative sentences.
（设计意图：由具体句子引出祈使句的特点。）
2. Activity 17 Read and choose
Ask students to do it first. Then check the answer. Teacher can explain the use of number ad the verbs I the imperative sentences.
（设计意图：通过练习明确祈使句中动词的使用方法以及基数词和叙述词的不同使用场合。）
3. Activity 20 Look and complete
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 complete 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.
（设计意图：通过北京几个著名的风景区的地图演示让学生练习问路和指路的对话，对本单元所学对话知识进一步检查和巩固。）
Step Four Unit Task
1.Brainstorm with your group members the places near your school you have to go to for some services and write them down on the lines.
2.Draw a map of these places. Remember to add some necessary signs to give a better direction. You’d better make your school as the standing point.
3.Work with your group members to write clear directions for the places.
4.One group comes to the front. Other groups come to ask for directions.
5.Other students decide whether the direction is clear.
The best group is _____________
They introduced the following places: ___________________________
（设计意图：通过层层设计活动完成最后的写作目的----write clear directions。 学生通过小组活动中的说、想、画和演，对本环节的任务有足够的兴趣和自信心，课堂气氛比较活跃。）
Step Five Homework
Introduce interesting places near your home to your classmates and write it down on the exercise books.
对本节内容进一步拓展。
板书设计
祈使句
用途：用语命令、建议、劝告和鼓励
特点：1、通常以动词原形开头，不用主语。
Be careful!
Try it again.
否定式：Don’t try it again.
2、Let’s + 动词原形
Let’s go home.
| 否定式: Let’s not go home. |
本单元听、说、读、写四部分组成自然，课程排列由浅入深。通过问路对话的学习到课文学校周边环境的介绍，最终对本单元词汇和语法----祈使句的综合复习，学生在学习的过程中并不感到有太难的语言点。由于问路比较接近学生的日常生活，故利用情景教学法结合学生专业实际进行课堂教学，学生会有更大的兴趣。本班同学以女生为主，通过适量的游戏和活动设计，他们会感到学英语的乐趣所在，本单元四节课设计时大多用到了活动设计，由于有大量的活动组成,学生表现活跃，都积极踊跃地上台来表演动作，这是值得我在以后的教学设计中多多考虑的现象。个别同学在课堂上“羞于启口”，还需要做更深层次的了解，以后在教学过程中要多注意。
