一、学生情况说明

小学六年级的学生通过三年的英语学习，在听、说、读、写等方面都有了很大提高，并且能在教师的指导下很好地完成活动，达到既定的目标。但是他们还不能很好地控制情绪，集中注意力，这就需要教师在活动过程中作为教学活动的组织者、学习知识的指导者、学生学习的合作者、学习过程的评价者、问题情境的创设者，运用呈现、操练、交际等活动，发展学生的综合语言运用能力。

二、设计理念

采用活动途径，倡导参与教学，根据小学生的心理生理特点及学习特征，利用任务型教学让小学生通过感知、体验、实践、参与和合作探究等活动方式，实现任务的目标，感受成功。在本节课中，我通过创设各种情境，设计贴近生活的各种活动，鼓励学生积极参与，大胆表达。如让学生当一回“问路者”和“指路者”，让学生用所学的语言与朋友自如地交流等，创建了一个以活动课为主的任务型教学模式。在一系列的活动中，学生能用极大的热情投入到英语学习过程中，并能在40分钟的课堂里，真正有所收获。

三、教学目标

（一）能力目标：能够在实际情境中正确使用询问路线的语言并能简单回答，如：Where is the library? It’s near the post office.

（二）知识目标：

1.能够听、说、读、写单词hospital、cinema、post office、bookstore，能够听、说、认读science museum。

2.能够听、说、认读句型Where is the library? It’s near the post office.并能进行关键词的替换。

（三）情感、文化目标

1.培养学生团结友爱、乐于助人的优良品质。

2.培养学生在生活中自觉遵守交通规则的意识。

四、教学重、难点

1.重点：掌握Let’s learn部分的四会单词和短语。

2.难点：正确书写四会单词和掌握三会单词museum的发音。

五、课前准备

1.与教学有关的卡片。

2.录音机、本课时的录音带。

六、教学步骤

Step1: Preparation

1. Sing a song: How do you go to school?

（设计意图：在音乐中活跃气氛，使学生身心得到放松，积极主动地参与到课堂中来）

2. Free talk

T: Just now we sing the song, and the singer asks if you can go to school by ship or train. Can you?

S: No, we can’t.

T: Then, how do you go to school?

S₁: I go to school on foot.

T: Can you spell foot?

S₁: Yes, f-o-o-t, foot.

T: How do you go to Canada?

S₂: I go by plane.

T: Can you spell plane?

S₂: Yes, p-l-a-n-e, plane.

...  

(设计意图：利用free talk的形式为学生提供语言交际的机会，通过让学生说说以何种交通方式到某个地方，巩固复习学过的单词和句子，并为学习新课奠定基础)

3. Make a queue

T: I’d like to go to the park today. Who wants to come with me?

S: Me, me… ( T finds five students to come to the board and asks them who they are)

T: (asks the five students to make a queue) Then where is Yu Jinna?

S: She is in front of Sun Yanzhen. (writes in front of on the board)

T: Where is Sun Yanzhen?

S: He is behind Yu Jinna? (writes behind on the board)

T: Where is Liu Lei?

S: She is near Yu Jinna. (writes near on the board)

T: Now, I will ask some other students to come with me and they should make the queue according to my order. Liu Shasha please. Hou Longxiao stands in front of Liu Shasha please. Li Tianyu stands behind Hong Longxiao please. Lou Wei is near Li Tianyu please. (the students make a new queue) Are they right?

S: Yes, they are.

(设计意图：通过创设排队这一情景，让学生通过参与、体验等活动，总结归纳以前所学方位词的用法，并练习where is...?这一句型，为下面展开新课做好铺垫)

4. Find the park.

T: I want to go to the park, but I don’t know where the park is. Who can help me? I am at school now. I will start from here.

S: I can.

T: Excuse me, how can I get to the park?

S: You can go by the No.15 bus.

T: Can I go there on foot?

S: Yes, if you like. It’s not far.

T: Thank you.

(T points at the board)

T: I can go by the No.15 bus. What will the bus do, if the traffic light is red?

S: Stop at the red light.

T: If the light is yellow?

S: Wait at the yellow light.

T: If the light is green?

S: Go at the green light.

(设计意图：利用学生上单元所学习的对话，为学生创设一个问路的任务情景，为引出本课的总体情景打下基础，同时培养学生助人为乐的精神和遵守交通规则的行为习惯)

     Step2: Presentation

1. Learn the new words

(1) T: The park is very beautiful, but I have to send a letter to my friend now. Where should I go? I am a stranger here. (T points to the board), can I go to a cinema?

S: No.

T: A hospital?

S: No.

T: A post office?

S: Yes.

(设计意图：通过帮助老师送信这一情景，在板书和图片的帮助下，引导学生帮助老师找到post office,同时利用方位介词确定post office 的方位，自己总结出本课所学核心句型。详见所附板书图片)

（2）T: I have sent the letter. I want to buy a new book now, where should I go?

S: Bookstore.

T: Yes, but where is the bookstore?

S: It’s behind the post office. （学生根据板书内容回答，详见所附板书）

(设计意图：通过买书这一环节，让学生自己感受bookstore的含义，同时再次利用本课重点句型，完成“指路者”这一角色任务)

（3）T: I feel bad now. (教师做不舒服状) I’ve got a cold. I have to go to the hospital. Where is the hospital, can you help me?

S: It’s in front of the post office.