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并简单回答，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。
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。
课前准备
1.与教学有关的卡片。
2.录音机、本课时的录音带
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，并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 you if you can go to school by ship or train.
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 ，为学生提供语言交际的机会，通过让学生说说如何到达某个地方，不仅复习了所学过的单词和句子，并为进行新课奠定基础。)
3. 游戏:Make a queue
T: Let’s make a queue.
S: Me, me… (find five students to come to the board and ask the students who they are)
T: (ask the five students to make a queue) Then where is Liu Xiangdi?
S: She is in front of Qiao shiling.(write in front of on the board)
T: Where is …… ?
S: He is behind ……?(write behind on the board)
T: Where is ……?
S: She is near …….(write 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. ……please, in front of …… please, …… behind …… please, ……, near……please.(the students make a new queue) Are they right?省略部分为人名。
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，在任务活动中总结出以前所学的方位名词，并且练习where is……?这一句型，为下面展开新课做好铺垫。)
Step2: Presentation
1. Learn the new words
(1)T: I have a letter here, I want to send the letter to my friend. Where can I go? Can I go to the park?
S: No.
T: The hospital?
S: No.
T: The post office?
S: Yes.
(设计意图：通过老师要送信这一情景，在板书的帮助下，帮助老师找到post office,同时利用方位名次确定post office 的方位，自己总结出本课所学句型。)
（2）T:I have sent the letter, but now I have to buy a new book, where should I go?
S: Bookstore.
T: Yes but where is the bookstore?
S: It’s behind the post office.
(设计意图：通过买书这一动作，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 have got a cold .and I should buy some medicine; I must go to the hospital. where is the hospital?
S: It’s in front of the post office.
(设计意图：通过帮老师拿药这一情景，让学生找到hospital，同时，再次熟悉并强化本课重点句型。)
（4）T: Now I want to see Harry Porter, where should I go?
S: The cinema.
T: Yes, the cinema, but you are a stranger. How can you find the cinema?
S1: Where is the cinema？
S2: It’s behind the park.
S3: It’s near the bookstore.
T: (point to the board) Behind the park, near the book store, it’s the ?
S: Cinema.
T: Good job.
T: The robot is very interesting, if we want to visit it, where should you go?
S: Since museum
T: Museum is a difficult word; you must read it again and again.
S: Museum.
T: But you are a stranger.
S1: Where is the science museum?
S2: It’s near the hospital.
S3: It’s in front of the park.
T: (point to the board) Near the hospital, in front of the park?
S: It’s the science museum.
(设计意图：通过以上三个新词的学习，学生们已基本掌握了问路与指路句型的基本用法，所以在cinema和science museum这两个新词学习上，学生就可以成为课堂的主人自己将这两个词运用到实际情境中来。)
2．Listen to the tape.
Listen to the tape and read after it.
(设计意图：通过听录音并跟读这一环节，再次训练单词和句子的发音并且纠正学生的错误发音，同时锻炼听力。)
Step3: Practice
1. Say the words according to the picture.
Point to the pictures on the board and say the name of it and spell it.
(设计意图：再次强化词汇教学，同时对学生不够熟练的词汇再作指导。)
2．Make a dialogue:
T: Use the map to make a dialogue with the partner.
S1: Excuse me, where is the post office?
S2: It’s near the science museum.
S1: How can I get there?
S2: You can go by bike, it’s near.
S1: Thank you.
……
(设计意图：通过让学生完成自创对话这一任务，将本节课所学内容真正运用到实际当中，同时锻炼学生的口语表达能力，和英语学习的创新能力。)
3．Play a game
A student describe a location and the other student guess what it is.
S1: It’s in front of the post office.
S2: Is it the cinema ?
S1: No
S2: Is it the hospital?
S1: Yes.
(设计意图：本环节首先考查学生对于某个地方的方位描述，同时还考查学生对本节课板书的注意程度，再次，运用句型is it…,为下节对话学习做好铺垫。)
Step4.Production
1. Do pair work on the book
The students finish their community on the book while ask one students to finish her community on the small black board.
Let the student on the platform describe her map.
S1: This is a map described by me. This is the zoo,
this is the bookstore, this is the museum……
2. Ask and answer.
Practice in pairs, one as the designer, one as the journalist. Then ask some pairs to come to the blackboard and show to others.
S2: Hello, where is the zoo?
S1: It’s behind the museum.
……
(设计意图：通过让学生扮演社区设计者这一角色任务，让学生将自己的创新思想融入本环节，同时又找些小记者来采访设计者，使这一环节变得生动、有趣。)
Step 5: Progress
1.Do the exercise on the work book.
Listen to the tape and finish the work book.
(设计意图：考查学生对本课句型和单词的掌握情况。)
2. Homework
Make a dialogue with the map designed by the students.
2. Ask and answer.
Practice in pairs, one as the designer, one as the journalist. Then ask some pairs to come to the blackboard and show to others.
S2: Hello, where is the zoo?
S1: It’s behind the museum.
……
(设计意图：通过让学生扮演社区设计者这一角色任务，让学生将自己的创新思想融入本环节，同时又找些小记者来采访设计者，使这一环节变得生动、有趣。)
Step 5: Progress
1. Do the exercise on the work book.
Listen to the tape and finish the work book.
(设计意图：考查学生对本课句型和单词的掌握情况。)
2. Homework
Make a dialogue with the map designed by the stud
ents.
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