Asking the way 教学设计与反思
教学内容
牛津小学英语（译林版）6B Unit 3 Asking the way A
教学目标
1．能理解对话内容并朗读对话。
2．能运用本课所学语言进行“问路”的对话交际。
3. 强化助人为乐的处事方式。
教学重点
能理解对话内容并朗读对话。
教学难点
能比较流畅地朗读对话，并能在掌握对话的基础上运用本课语言进行“问路”的对话交流。
教学准备
教具准备：卡片，图片，磁带，录音机，课件
教学过程
Step 1 Pre-reading
1. Greeting
2. Free talk
T: Oh, it’s a fine day today. What day is it today?
S1: It’s Monday.
T: What date is it today?
S2: It’s the 18th of May.
T: Oh, I see. Look, boys and girls, is he as tall as me? (point to the boy who answered the question)
Ss: No, he isn’t.
T: Who’s taller?
Ss: Zhao Yiqun is taller than you.
T: That’s true. I’m shorter than some of you.
Ss: (Laugh.)
T: But I can dance better than you. Do you think so?
Ss: No.
T: No? I’ll show you. The children, who are taller than me, come here, please. Dance with me. (课件呈现： “兔子舞”音乐)
Ss: (Some Ss come and dance with T.)
T: I like dancing very much. And I like doing exercise, too. Because I want to be thinner. These days I do some exercise before I go to work. We know that doing exercise is good for our health. Let’s do some exercise together.
Ss: (Do the actions according to the orders.)
T: Do you feel tired now?
Ss: No, we don’t.
T: But I feel a little tired because I’m older and fatter than you. Now I need to have a rest. Would you like to listen to a song with me?
     Ss: Yes. (Enjoy the song ‘Excuse me’)
[将left和right分别以跳舞和听口令的形式进行操练，一来可以激发学习的热情，二来也可以为对话的学习作铺垫。]
Step 2 While-reading
T: Oh, it’s a beautiful song. It tells us how to ask the way. Today, we’ll learn Unit 3 Asking the way.
Ss: (Read the title after T.)
1. 问题引领，理解对话
T: Who wants to ask the way? Let’s read the narration and find out the answer.
S1: Mr. Smith wants to ask the way.
T: Where does he want to go? Please watch the cartoon and then tell me.
S2: The History Museum and the Post office.
(1) the way to the History Museum
T: How can Mr. Smith get to the History Museum? Open your books to page 22. Read the dialogue and underline the answer.
T: Who can read the answer?
S3: Go along this street, and then turn right at the third crossing. And take bus No.5.
T: (新授history museum, post office, go along this street, crossing, take bus No.5.)
（利用课件呈现简单的地图，以辅助师生进一步练习相关词汇与句子。）









如：T: Excuse me, can you tell me the way to the History Museum, please?
Ss: Go along this street, and then turn right at the third crossing. It’s on your left.
T: Thank you very much. I can’t miss it. (学习I can’t miss it.)
T: I can’t miss the History Museum, Mr. Smith can’t miss it. But how can he get there faster? On foot or by bus?
S4: By bus.
T: Which bus will he take?
S5: He’ll take bus No. 5.
T: Why doesn’t he go there on foot?
S6: It’s very far.
T: How far is it from here?
S6: About a kilometer away.
T: How many stops are there?
S7: Only two.
(同时学习how far, about a kilometer away, stop.)
T: After reading, we know how Mr.Smith get to the History Museum. He has two ways to get there. One is to get there on foot, he can go along this street, and then turn right at the third crossing. The History Museum is on his left. Another one is to get there by bus. He can take bus No.5. There are only two stops. If I was Mr. Smith, I think I will go there on foot. Because walking can make me thinner. If you were Mr. Smith, how will you go there?
Ss: (Some students tell the answer and the reasons.)
[在此处拓展，我认为可以进一步帮助学生理解对话内容，使文本生活化、情趣化。这样的设计不仅可以激发学生说的欲望，还可以提高学生的表达的能力。]
(2) the way to the Post office
T: You found the way to the History Museum, can you find the way to the Post office, too? Please underline and then tell your partner.
Ss: (Tell others the way to the Post office.)
（课件呈现地图）








2. 跟读对话，纠正语音语调
3. 完成课后填空，教师给予评价
4. 引导学生总结对话内容，并把词组卡片按要求贴在黑板上
[我把这部分的自主权交给了学生，鼓励他们用自己的语言展示他们的收获,并引导他们边说边贴卡片，帮助我完成板书内容。]
Step 3 Post-reading
1. 把教室模拟成城市，开展问路指路活动
T: From the dialogue, we know that Yang Ling is a nice girl, she helps others. I think you are warm hearted, too. Many people heard that the dragon boat races in Qintong are very exciting. They want to visit Jiangyan, but they don’t know the way. Would you like to be the guide?
   Ss: Yes.
   （师生示范→生生操练→生生展示）
    2. 布置作业，提醒学生助人为乐
    T: You are good guides. And here’s today’s homework. Boys and girls, don’t forget to help others when they’re in trouble. Goodbye!
[在学生充分理解新词和对话的基础上，我结合本地旅游资源——溱潼会船创设情景，引导学生给游客指路，鼓励孩子们动起来、说起来。随后我提出本课的情感目标“助人为乐”，引导学生做一个助人为乐的好孩子。]
教学反思：
整节课学生能够紧跟我的教学设计，逐步完成预设的学习任务，积极性较高，参与性较强。尤其是在“问路”这一拓展环节中，让学生边说边走，从而进一步巩固知识点时，收到了比较好的反馈，学生的思维方式有了一定的转变，学生的表现欲再一次被激活。我认为，在今后的教学中，我将围绕紧抓课文脉络，由粗到细；紧贴对话内容，从整体到部分；紧扣重难点，由点到面的教学模式，为学生营造一个快乐学英语的良好环境！ 当然，由于本人是第一次录制这样的课，所以在本节课上，略显拘谨，今后我将不断完善自己的课堂教学，全面提高自己，力争做一位与时俱进的好老师。