资源简介

Unit 9 From Here to There-Preparing for the Topic-Function
This unit is about "From Here to There", and the "Function" part mainly focuses on the language functions of asking the way and giving directions. Students will learn relevant sentence patterns, vocabulary, and expressions to communicate about getting to a certain place.
教学目标 A. Knowledge Objectives Students can master sentence patterns for asking the way, such as "Excuse me, is there a... near here ", "Could you tell me the way to... ", "How can I get to... " and so on. They are able to use sentence patterns for giving directions, like "It's on...", "Go along...", "Turn left/right at the... crossing", "You need to take...". Students can remember vocabulary related to places (hotel, supermarket, bank, hospital, etc.) and transportation (underground, bus, bike, etc.). B. Ability Objectives Enable students to ask for and give directions correctly and fluently in real-life situations through oral practice. Improve students' listening ability to catch key information about directions in dialogues. Develop students' reading ability to understand texts about asking and giving directions. Cultivate students' writing ability to describe a route. C. Emotional Objectives Encourage students to be brave enough to communicate with others in English when asking for help in daily life. Foster students' awareness of helping others when they are asked for directions.
教学重难点 A. Key Points Sentence patterns for asking the way and giving directions. Vocabulary related to places and transportation. B. Difficult Points How to guide students to use the learned sentence patterns and vocabulary flexibly in different real-life scenarios. Help students understand and express complex routes clearly.
A. Sentence Patterns
Asking the way
Excuse me, is there a + place (e.g., hotel, supermarket) near here
Could you tell me the way to + place
How can I get to + place
Where is + place
Giving directions
Yes, there is. It's on + street name.
Go along/down + street name until you get to the + number + crossing.
Turn left/right at the + number + crossing.
You need to take the + transportation (e.g., underground Line 2, bus No. 18).
It's about + distance (e.g., 15 kilometers) away. It takes + time (e.g., 10 minutes) on the + transportation.
B. Vocabulary
Places: hotel, supermarket, bank, hospital, gym, theater, museum, restaurant, station, airport, etc.
Transportation: underground, bus, bike, car, taxi, train, plane, ferry, etc.
Others: corner, crossing, direction, map, north, south, east, west, etc.
教学过程
A. Warming-up (5 minutes)
Greet students as usual.
Show some pictures of different places in the city, such as a hotel, a supermarket, and a bank, on the PPT. Ask students to say the names of these places in English quickly. This can review relevant vocabulary and arouse students' interest in the topic.
B. Presentation (12 minutes)
Present the sentence patterns for asking the way
Write "Excuse me, is there a hotel near here " on the blackboard. Read it aloud several times and ask students to imitate. Explain the meaning and usage of this sentence.
Use the same way to teach other asking - the - way sentence patterns, like "Could you tell me the way to the hospital " and "How can I get to the museum ". Let students practice reading these sentences in pairs.
Present the sentence patterns for giving directions
Suppose a student asks "How can I get to the supermarket ". The teacher gives the answer "Go along this street and turn left at the first crossing. It's on your right." Write this answer on the blackboard. Read it aloud and explain each part, such as "go along", "turn left", "at the first crossing".
Teach other giving - directions sentence patterns in the same way. For example, when teaching "You need to take the underground Line 2", show a picture of the subway map to help students understand.
C. Practice (15 minutes)
Listening practice
Play the recording of Activity 3 on Page 40. In the recording, Li Ming asks different people for the way to the Jianguo Hotel. Before playing, ask students to look at the pictures and questions related to the recording in the textbook. Let them predict what they will hear.
Play the recording for the first time. Students just listen. Then play it again. This time, students listen carefully and complete the notes, such as which underground line to take, which bus to change to, and the specific walking directions. Check the answers together.
Oral practice
Divide students into pairs. One student is Li Ming, and the other is the person giving directions. They make up dialogues according to the example in Activity 3. They can change the destination and the way of getting there. Walk around the classroom to monitor and offer help if necessary.
Invite several pairs to come to the front of the classroom and act out their dialogues. The rest of the students listen and evaluate their performance in terms of pronunciation, intonation, and the correct use of sentence patterns.
D. Production (10 minutes)
Group work
Divide students into groups of four. Give each group a simple map of a small area, which includes some places like a park, a school, a bookstore, and a cinema.
Each group member takes turns to ask the way to a certain place on the map, and the others in the group give directions. They should use the learned sentence patterns and vocabulary. Encourage them to make the dialogues as real as possible.
After a few minutes, each group selects one set of dialogues to present to the whole class. Other groups listen and can ask questions if they have any doubts.
Writing practice
Ask students to write a short passage about how to get from their school to a nearby park according to the map in their group work. They should use at least three sentences of giving directions. Walk around to help students with grammar and spelling mistakes.
After students finish writing, ask some of them to read their passages aloud. The teacher gives comments and praise.
E. Summary (2 minutes)
Summarize the key sentence patterns for asking the way and giving directions with students, and review some important vocabulary.
Emphasize the importance of using polite language when asking for help and being patient when giving directions.
F. Homework (1 minute)
Ask students to make a dialogue about asking the way and giving directions with their parents at home, and record it if possible.
Let students draw a map of their neighborhood and write down the routes from their home to at least three different places, such as a library, a shop, and a bus stop.
教学反思
After this class, students showed great interest in the topic of asking the way and giving directions. Through various activities like listening, speaking, and writing, most students have basically mastered the relevant sentence patterns and vocabulary, and can use them to communicate simply in simulated situations. However, there are still some problems. For example, in the group work of production, some students were a bit shy and did not actively participate in the dialogue making. In future teaching, more encouragement and guidance should be given to these students to make them more involved. Also, when students described complex routes, some of them made mistakes in using prepositions and adverbs. In the next class, more targeted exercises can be designed to strengthen this part. Overall, this class has achieved the expected teaching goals, but there is still room for improvement in teaching methods and student participation.

展开更多......

收起↑