Unit 8 How can I get to the nearest bank(第4课时)教学设计——2024-2025学年中职《英语1 基础模块》（高教版）

Unit 8 How Can I get to the nearest bank (第四课时) 一、教材分析 1. 教学内容 本课时系教材《英语1 (基础模块) 》第八单元的第四课时Language in Use 和Unit Task. 具 体内容为祈使句的学习和有关介绍学校周边环境给新同学的写作。祈使句的学习在初中已 经出现过，学生在本单元学习中应该能顺利进行。由于有第三课时打基础，介绍学校周边 环境给新同学其实就是一个对本单元内容的总结。教师可以以复习带新内容的方式进行本 课的教学。 2. 教学重点、难点 1) 教学重点 学生能掌握祈使句的具体用法 2) 教学难点 学生能介绍学校周边情况并以文字形式呈现 二、教学目标 1. 知识目标 祈使句的结构及用法。 2. 能力目标 1) 学生能运用祈使句进行问路和指路的对话及写作； 2) 学生能根据所处环境描写具体行走路线。 3. 情感目标 通过介绍增进学生方位感并熟悉周边环境。 三、教学步骤 Step One Lead-in. (5m) Look and match: Show some pictures of traffic signs. Step Two Grammar. (10m) 1. Sentence structure and the use of imperative sentence. 1) Find the imperative sentences in the following sentences: You are a good student. Stand up, please. Go down the street and turn right at the first traffic lights. What a beautiful bag. Don’t play with fire. Please get to the bank at 5 o’clock. Let’s go to school. 2) Summarize the characteristics of the imperative sentences. (设计意图：由具体句子引出祈使句的特点。) 2. Activity 17 Read and choose. Ask students to do it first. Then check the answer. Teacher can explain the use of number ad the verbs in the imperative sentences. (设计意图：通过练习明确祈使句中动词的使用方法以及基数词和叙述词的不同使用。) 3. Activity 20 Look and complete. Teacher asks students to read the given phrases aloud together. Then teacher asks students to mark the line on the map of the book. Teacher asks students to complete the drive route. Step Three Practice. (10m) Activity 18 Look and talk. Teacher asks students to tell the meaning of the places in the map. Then choose a gate of the park as the start point, ask students to tell the way to the Great Wall as an example. Teacher asks students to tell the way to the other places in the map. Then choose different places as the start points to do the exercise. (设计意图：通过北京几个著名的风景区的地图演示让学生练习问路和指路的对话，对 本单元所学对话知识进一步检查和巩固。) Step Four Unit task. (23m) 1. Brainstorm with your group members the places near your school you have to go to for some services and write them down on the lines. 2. Draw a map of these places. Remember to add some necessary signs to give a better direction. You’d better make your school as the standing point. 3. Work with your group members to write clear directions for the places. 4. One group comes to the front. Other groups come to ask for directions. 5. Other students decide whether the direction is clear. The best group is: . They introduced the following places: . (设计意图：通过层层设计活动完成最后的写作: Write clear directions. 学生通过小组活 动中的说、想、画和演，对本环节的任务有足够的兴趣和自信心。) Step Five Homework. (2m) Introduce interesting places near your home to your ... ...