共15张。

　　教 学 案 例
　　教学内容：牛津初中英语 七年级下 第三单元 第42-43页
　　Fun with English 7B
　　Unit 3  Finding your way
　　Period 1 Welcome to the unit
　　课堂类型：南京市英语青年教师优质课评比
　　教学对象：南京市雨花台中学 初一某班级 共20名学生
　　一． 教学目标 (Teaching Targets)
　　1.  Involve students into the topic of this new unit.
　　2.  Madents realize that ‘maps can be use to help us find the way to different places.’
　　3.  Introduce some directions while reading a map.
　　4.  Encourage students to produce more L2 output via pair work and group work.
　　二． 教学重难点 (Target knowledge)
　　1. 重点A：书上P42的对话，鼓励学生能够在和老师问与答的过程中，利用新词组，新词汇来retell the story.
　　2. 重点B：书上P43的地图，能够进行带有directions的问与答，引导学生在回答中使用be north/south/west/east of的结构来进行作答。
　　3. 重点C：鼓励学生们能够用所学的方位词表达教室里同学之间的位置。
　　4. 难点A：如何引出今日话题，并将今日话题和书上的Eddie & Hobo对话以及P43的地图相结合。
　　5. 难点B：如何让学生用所要教授的短语p; Hobo的故事内容。
　　6. 难点C：如何按照设计的方式来帮助学生们复习8个方位词。
　　7. 难点D：如何在Pair worp work中给有需要的学生提供帮助，并且让他们顺利表达含有目标语言的句子。
　　三． 教学步骤 (Teaching Schedules)
　　Step 1 Greeting and Introduction
　　1. Say hello to my students and make them be in touch with my English pronunciation for the first time.
　　2. Introduce myself, including my family name and my working place.
　　3. Ask Qs: What shall I do if I don’t know the way from my school to your school?
　　4. Introduce a map between these two schools and bring learners into today’s topic, asking them to tell me the main function of a map.
　　5. Write down the title of Unit 3on the blackboard: ‘Finding your way’ on the blackboard.
　　Step 2 The dialogue between Eddie and Hobo on P42
　　1. Pre-listening to their dialogue:
　　Ask and Answer: What’s in Eddie’s hands? What are they going to do? What is Eddie doing? What about Hobo? Is he reading a map?
　　2. While listening: Ask: Does Hobo really know the way?
　　3. Post-listening: Discuss: What do they need to do in Picture 2? How does Eddie feel? What do they have to do in Picture 4? Why?
　　4. Follow the tape to read again; Boys and Girls play the role respectively and act it out.
　　Step 3 Four main directions and some others
　　1. Do you think Eddie is good at reading a map? Are you good at reading a map?
　　2. If you want to understand a map, you need to know something like this, (show ‘N’) ask: ‘What does it mean?’
　　3. What’s opposite? What about this one? And what opposite ‘West’?
　　4. Read these four words again, teach ‘directions’ to sum up the previous ideas.
　　5. Review these four directions with the help of Student A, B, C, D, and O. Meanwhile, I need to encourage students to produce their answers with ‘be north/south/west/east of…’
　　6. Do we only have these four directions? Anything else?
　　7. The teacher may need some more students’ help while learning/teaching the others, inviting student R, X, Y, Z to stand up and teach ‘north-east/north-west/south-east/south-west’ to them.
　　8. Review these eight directions again with a pen, using it to direct to different directions and encourage students to elicit their answers.
　　Step 4 Reading a map on P43