时间：年月日星期第节NO:Unit1HowcanIgetthere?第三课时教学内容：B.Let’slearn&Beatourguide教学目标：1.能够听、说、读、写描述方位的单词和词组：crossing,turnleft,gostraight,turnright。2.能够正确使用上述单词和词组为他人指路。3.学生通过角色扮演，运用本单元的词汇句型指路并简单介绍景点。重点难点：重点：1.能够听、说、读、写描述方位的单词和词组：crossing,turnleft,gostraight,turnright。2.能够正确使用上述单词和词组为他人指路。难点：学生通过角色扮演，运用本单元的词汇句型指路并简单介绍景点。教学方法：TBLT（任务型教学法）、SituationalTeachingMethod（情境教学法）、Ropes（合力英语教学法）教学准备：1、自制有关城市设施的地图。2、单词卡片。3、有关北京景点的图片。Teachingprocedures持教者二次备课Step1Review1.Greeting.2.Reviewtheprepositionsinfrontof/nextto/behindbyasking:Whereis(sth.)?Whereis(sb.)?3.Testyoueyes.Readthewordsandsentencesasquicklyasyoucan.Step2OverviewTask:Doyouwanttobeatourguide?Let’sbeatourguide!Step3Presentation1.T:Iamhungry.WherecanIgo?(ShowSsthepicture.)Iamgoingtotherestaurant.Whereistherestaurant?NowI’mhere.Whatplaceisit?(crossing)HowcanIgettotherestaurantfromhere?Teachgostraight.Tdoactionsandrepeatthephrase.Thenaskthestudentstospellthephrases.2.Iwanttobuysomebooks.HowcanIgettothebookstore?Teachturnleft.T:Left,left,turnleft.Ss:Left,left,turnleft.3.Mikewantstosendaletter.Howcanhegettothepostoffice?Teachturnright.T:Right,right,turnright.互助学习给学生提供了一个轻松、自主的学习环境可以提高学生创造性思维能力，还能培养良好的团队意识。Ss:Right,right,turnright.(Tshowsanothermeaningofrightis“对的”。)4.Playagame“Simonsays”.Ssshouldfollowtheinstructionwhichincludesthephrase"Simonsays".E.g:WhenTsays:“Simonsays,turnright.”Ssshouldturnright.WhenTsays:“Turnright”.Ssshouldn’tturnright，orhe/shewillbeeliminated.Step4Engagement1.MikewantstogotoanItalianrestaurant.Howcanhegothere?Turnleftorturnright?Let’slisten.Sslistenandthenchecktheanswer.Booksopen,Sslistenandrepeat.2.TshowsSssomepicturesofattractionsinBeijing.AskSstonamethetourattractions.ChenJieisgoingtobeatourguide.Let’shelphertoshowdifferentattractionsinpairs.S1:Iwanttogotothe…/Whereisthe…S2:Nowweareinfrontof…Turnleftatthe…,youcanseethe…ontheleft/right.Step5SummaryAskseveralSstosummarizewhattheylearnedinthislesson.Readthekeysentences.HomeworkCopythenewphrases.BlackboardDesign：Unit1HowcanIgetthere?crossingturnleftturnrightgostraightTeachingintrospection：本课学生对四会单词中掌握得较好，学生先自己读，再对比标准、地道的读法，以便能更容易发现自己读得不够好的地方。下节课还可以多用一些其他熟知的地点进行拓展运用。
