文档内容
Recycle 1
教材分析 本单元学习的主题是帮助学生复习巩固前三个单元的语言知识。本单元以“吴斌斌在去拜
访爷爷奶奶的路上所发生的事情”为切入点展开。将前三个单元的知识Unit 1的指路问路、Unit
2 的交通出行方式和Unit 3 的周末活动计划巧妙地融合在一系列丰富有趣的活动中，内容包含
听、说、读、写、唱和演等方面。能够在交际活动中熟练运用前三单元的重点语言知识，如：turn
right， turn left， go straight等表达问路指路的词组,“They are going on foot/by bus.”等表示
出行方式的语句。强调对学生语言综合运用能力的培养
教学内容 ·听、说、读、写并在实际情景中运用第1~3单元的核心句型
·在情景中运用句型“—Where is…? —It’s…”询问并回答某物的地点方位
·在情景中运用句型“How can we get there?”问路并描述到某地的路线
·在情景中正确运用句型“—How do you go to…? —By…”询问并回答乘坐某种交通工具去
某地
·辨认一些常见的交通标志，了解并遵守交通规则
·用 be going to句型交流计划，并使用句型“What are you going to do?”和“When are you
going to do it?”提问并作答
·听、说、读、写第1~3单元中有关地点、交通方式、交通规则以及计划的单词和词组
·在有意义的语境中运用上述单词和词组
·知道英语句子有不同语调，并用正确的语调朗读不同类型的句子
·知道英语句子中的连读，并正确连读
·知道多音节单词的重音，并正确读出单词的重音
课时安排 第一课时： Page 32 & Page 33
第二课时： Page 34 & Page 35
3The first period(第一课时)
Page 32 & Page 33
教学内容
▶
Page 32 ·理解对话大意
& ·通过学习故事、情景对话复习巩固运用句型“—Where is…? —It’s next to…”询问并回
答地点方位
Page 33
·在情景中运用句型“—How can we get there? —Go straight./Turn left/right at the…”问
路并描述去某地的路线
·查找方位，能够运用“…must…”和“Don’t…”给他人提建议；描述一些交通标志的意思
教学重点
▶
巩固和拓展第一、二单元的主要知识点。
教学难点
▶
能够在交际活动中灵活运用第1~2单元的重点语言知识。
教学准备
▶
1.预习《状元大课堂》《创优作业100分》《状元作业本》中本课时的相关内容。
2.PPT课件、课文录音、视频、教学卡片等。
教学过程
▶
Step 1: Warm-up & Lead-in
1. Greetings.
2. Sharp eyes.① Teaching purpose①
Play a short sound of cars and people on the street. (课件出示:一段 通过游戏复习第一、二
单元所学的知识，同时活跃
街道的声音) Let students listen and guess: Where is it? Lead students to
课堂气氛，激发学生的学习
say the answer: On the street.
兴趣。
Ask a question: What can you see on the street?
Show a series of pictures about different buildings and traffic signs
on the street. (课件出示：学过的建筑物和交通标志的图片) Students
try to speak them out one by one.
3. Play a game: To be a traffic policeman.
（游戏说明：一名学生拿着自制的交通灯，并变换交通灯的颜色，
其他同学需要根据不同的颜色说出相应的交通规则并做出相应的动
作。如：看到绿灯时应该说“Go at a green light.”，全班一起原地踏步
代表前进。看到黄灯时应该说“Slow down and stop at a yellow
light.”， 全班慢慢地减速停下。看到红灯时应该说：“Stop at a red
light.”，全班一起停住脚步。此时老师违反交通规则，引导学生说出句
子：“You must stop at a red light./ Don’t go at a red light.”。）
4. Lead-in.
4T: I want to go to the science museum in the city. But I don’t know
where it is. How can I go to this place?
Lead students to think of different ways to find the science
museum. Then lead students to think of different ways to get to the
science museum.
Step 2: Presentation
Teaching purpose②
1. Wu Binbin is going to visit his grandparents.②
将此部分创设为较为
(1)Show the map on page 32. (课件出示：教材P32的地图)
真实的情景，学生们通过完
Lead students to find out the differences between Pictures A and
成听、说、读、写等任务，帮
Pictures B in the map. Encourage them to express their opinions. Then 助吴斌斌找到爷爷奶奶的新
play the recording of this part. （课件出示：教材P32的音频） 家，培养学生的语言综合运
用能力。
Ask students to find out the key information and circle the right
pictures.
Check the answers together. (课件出示：教材P32第一题答案)
(2) Lead students to fill in the blanks according to the right pictures
they just circled on the map.
Ask one student to stand up and read his/her answers.
Check the answers together. Ask students to correct the mistakes.
(课件出示：教材P32第二题答案)
(3) Show the two questions on page 32. (出示课件)
Simply explain that the first question is the alternative question. We
can choose “by bus” or “on foot (walk)” to answer directly. Stress that
“walk” and “on foot” are the same kind of transportation. The second
question is to ask the time. So ask students to pay attention to the
departure time.
Then play the recording of this part again. (出示课件) Ask students
to find out the key information and write down the two answers in the
book.
Students read the dialogue and check the answers with the teacher.
(课件出示：教材P32第三题答案)
(4) Play the recording of this part twice. (出示课件) Ask students to
imitate and read after the recording. Pay attention to the tone and the
intonation of the characters.
Ask students to practice the dialogue in roles. Invite several groups
to act out the story. The best actors can get a paper traffic sign as a
reward.
2. A little boy crying on the street.③
(1)Show the first picture on page 33. (课件出示:教材P33第一幅 Teaching purpose③
图) 听前预测，带着目的去
听听力，有效培养学生的听
Let students try to guess: Why is the little boy crying? What will
力技巧和能力。学生自编故
Wu Binbin and Robin say to him? What will the boy answer them?
事，使学生情绪高涨，培养
学生的小组合作能力。
5Encourage them to speak out their answers.
(2)Show the second and third pictures on page 33. (课件出示：教材
P33第二、三幅图) Ask students to predict the content of these two
pictures.
Lead students to read the sentences in the part of “These may help
you”. Divide students into several groups. Let them talk about the
pictures with each other.
Ask one or two groups to stand up. Tell the class their story about
the pictures. Make a model:
Wu Binbin and Robin see a little boy crying on the street. He wants
to cross the road. But the light is red. Wu Binbin and Robin say, “Stop!
Don’t go at a red light.” The boy tells them that he can’t find his mother
and he is hungry. Wu Binbin and Robin tell him where he can eat food.
Then they use the BDS to help the boy find the police station.
(3) Play the recording of this part. (课件出示：教材P33音频) Ask
students to listen and feel about the story.
(4) Play the recording of this part again. (出示课件) Ask students to
find out the key information, such as “red light” “police station” “go
straight” “turn right at the second crossing” “go straight again” and
“next to the supermarket”. Then students complete the sentences in the
part of “These may help you”.
Check the answers together. (课件出示：教材P33第一题答案)
(5) Ask students to read the three sentences in the part of “Now
listen and tick or cross”. Play the recording of this part for the third time.
(出示课件) Ask students to find out the key information, such as “can’t
find my mum”, “go to the police station” and “turn right at the second
crossing”. Then tick or cross.
Teaching purpose④
Check the answers together. (课件出示：教材P33第二题答案)
通过大声读和两个游
Step 3: Practice④ 戏活动，复习巩固第一、二
1. Read aloud. 单元的重点知识，使学生认
识到遵守交通规则的重要性
Show the key words and sentences in this lesson on the PPT. Ask
同时，游戏也能让学生在玩
students to read them together.
中学，在学中玩。
2.Play a game： Don’t do what I say.
（游戏说明：老师说指令，学生不能做相应的动作。如：老师说
“turn left”时学生可右转或前行，但不能左转；老师说“turn right”时
学生可左转或前行，但不能右转；老师说“go straight”时学生可停可
转，但不能前行；老师说“stop”时学生可走可转，但不能停。做错的
学生会被淘汰出局，其余的学生进入下一轮，直到选出获胜者，奖励
贴纸一张。）
3.Play a game：To be the guardians of civilization.
（游戏说明：教师使用PPT呈现一些不文明的交通行为图片，让
学生口头用“…must…”“Don’t…”此类句子来提醒他人应该做什么
6和不能做什么。回答正确的学生奖励自制文明小卫士奖章一枚。）
Step 4: Consolidation & Extension⑤
⑤
Teaching purpose
1. Little guides.
联系生活实际，创设接
Show a map on the PPT. There’s a man standing in front of the
近真实的场景和任务，让学
cinema. And there are many other places in the map. Divide students
生训练第一、二单元的重点
into six groups. Each group chooses one place and makes a dialogue to 语言，也适当加入第三单元
ask for the directions. The teacher can make a model with one student： 的知识，将知识串联起来。
文化拓展有助于丰富学生的
T: I want to go to the bookstore. Where is it?
课外知识。
S1: It’s near the shoe store.
T: How can I get to the bookstore?
S1: Go straight. Turn right at the pet hospital. Then go straight. You
can find the bookstore in front of the shoe store.
Ask several groups to stand up and show their dialogues. Each
group that does a good job can get a medal.
2. Do a survey.
Show the chart below on the PPT. (课件出示：表格内容）
Students ask and answer the questions in the chart. Fill in the chart
according to the answers of their group members. The teacher invites
several groups to report the results of the survey. Make a model:
Student A goes to school by bike. He/ She is going to see a film on
the weekend.
Each group that does a good job can get a medal.
3. Cultural development.
T: Different countries have different traffic rules. In most countries,
people and cars should go on the right. But in some other regions and
countries, they should go on the left. Can you say some names of these
countries?
Lead students to say the names: the UK, Australia, Singapore,
Thailand, Indian, Japan and so on.
T: So can you use “…must…” and “Don’t…” to say the traffic
rules in these countries?
Ss: People must walk and drive on the left in Singapore. / Don’t
walk or drive on the right in Japan.
板书设计
▶
7作业设计
▶
1. Review the key words, phrases and sentences in Unit 1 and Unit 2.
2. Try to draw some traffic signs and write down the traffic rules beside the signs.
3. Do the exercises. (见“状元成才路”系列丛书《创优作业100分》或《状元作业本》对应课
时作业)
教学反思
▶
1. 在复习前两个单元的知识之前先为学生提供了一个全面而又真实的综合运用语言的机会，
先复习巩固所有的重点知识，然后再进入课本的学习。
2. 本课创设了大量接近真实的情景，将生活植入课堂，多以游戏的方式来进行有关的学习，提
高了学生的学习兴趣，也提高了学生的语言技能。
3. 小组活动较多，培养了学生的小组合作与交流的能力。
4. 学生在听听力之前，先自己猜测，编出故事，有利于学生发挥自己的主观能动性，让学生放
飞自己的大脑，大胆想象，有利于学生发散思维的培养。
5. 板书设计清晰明了，重点突出，起到了很好的辅助作用。
▶Teaching Contents
·Understand the main idea of the dialogue.
·Review and consolidate the sentence structures “—Where is…? —It’s next to…” by
learning stories and situational dialogues, and ask and answer the locations by using the
sentence structures.
·Use the sentence structures “—How can we get there? —Go straight./Turn left/right at
the…” to ask directions and describe the way to a place in situations.
·Find directions, use “…must…” and “Don’t…” to give advice， and describe the
meaning of some traffic signs.
▶Teaching Priorities
·Consolidate and expand the key knowledge points in Unit 1 and Unit 2.
▶Teaching Difficulties
·Be able to flexibly use the key language knowledge of Unit 1 and Unit 2 in communicative
activities.
▶Teaching Procedures
Teaching
Teacher’ s Activities Students’ Activities Teaching Purposes
Stages
Warm-up 1. Greetings. 1. Greetings. Review the knowledge
& 2. Sharp eyes. 2. Answer the teacher’s of Unit 1 and Unit 2.
8Lead-in 3. Play a game: To be a traffic question and try to speak Enliven the class.
policeman. out the right words and Stimulate students’
4. Lead-in. phrases one by one. interest in learning.
Lead students to think of 3. Play a game: To be a
different ways to find the traffic policeman.
science museum. 4. Talk about different
ways to find the science
museum.
Presentation 1. Wu Binbin is going to visit (1) Listen and circle the Set this part as a more
his grandparents. right pictures. Check the real situation. Students
(1) Show the map on page 32. answers together. help Wu Binbin find his
Play the recording of this part. (2) Fill in the blanks grandparents’ new
Ask students to circle the right according home through the
pictures. Check the answers to the right pictures circled completion of listening,
together. on the map. Check the speaking, reading,
(2) Lead students to fill in the answers together and writing and other tasks.
blanks. Check the answers correct the mistakes. Develop students’
together. (3) Listen and write down comprehensive
(3) Ask students to guess the the answers in the book. language ability.2
answers of some questions. Then (4) Listen and read after
play the recording of this part the recording. Then act out
again. the story.
(4) Play the recording twice.
2. A little boy crying on the (1) Observe the picture Cultivate students’
street. and guess the answers to listening skills and
(1) Show the first picture on the teacher’s questions. ability. Students make
page 33. Ask some questions (2) Predict the content of up stories by
about the picture. the two pictures. One or themselves, which keep
(2) Show the second and third two groups stand up and students in high spirits
pictures on page 33. Ask tell their story about the and cultivate their
students to predict the content of pictures. ability of group
the two pictures. (3) Listen and feel about cooperation.
(3) Play the recording of this the story.
part.
（续表）
Teaching
Teacher’ s Activities Students’ Activities Teaching Purposes
Stages
Presentation (4) Play the recording of (4) Listen and complete the
9this part again. Then check sentences in the part of
the answers. “These may help you”.
(5) Play the recording of Check the answers.
this part for the third time. (5) Read the dialogue and
Then check the answers. check the answers.
Practice 1. Read aloud. 1. Try to read out the key Through reading
Show the key words and words and sentences aloud. aloud and two
sentences on the PPT. 2. Play the game. games, review and
2. Play a game: Don’t do 3. Play the game. consolidate the key
what I say. knowledge of Unit 1
3. Play a game: To be the and Unit 2. Make
guardians of civilization. students realize the
importance of
obeying the traffic
rules.
Consolidation 1. Little guides. 1. Choose one place and Create real scenes
& Show a map. Divide make a dialogue to ask for and tasks to let
Extension students into six groups and the directions and show students train the key
ask each group to choose their dialogues to the class. language of Units
one place and make a 2. Ask and answer the 1~3 and connect the
dialogue to ask for the questions in the chart. Fill in knowledge together.
directions. the chart according to the Cultural development
2. Do a survey. answers of their group is helpful to enrich
Show a chart. Ask students members. students’ extra-
to fill in the chart. 3. Cultural development. curricular
3. Cultural development. knowledge.
Homework 1. Review the key words, phrases and sentences in Unit 1 and Unit 2.
2. Try to draw some traffic signs and write down the traffic rules beside the signs.
3. Do the exercises.
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