英语情景对话4人问路

英语问路情景对话

经常会在校园里碰到老外问路

如果英语口语不太好

可能还一时答不上来哦

从网上找了些资料

希

望对大家有用

1. Can you tell me the way to the station? (D)

请你告诉我去火车站怎么走？

Go straight ahead and turn left at the traffic lights. (D)

沿这条路一直向前走，在红

绿灯那儿向左转。

1).

问路的几种表示方法：

a. Excuse me, but can you tell me the way to the museum?

请你告诉我去博物馆

怎么走？

b. Could you tell me how I can get to the museum?

请你告诉我去博物馆怎么走？

c. Would you please tell me where the post office is?

请告诉我邮局在哪儿？

d. Excuse me, but please tell me how to get to the railway station?

请问，去

火车站怎么走？

e. Excuse me, but I'm trying to find a chemist's shop.

对不起，我要找一家药

店。

f. Would you please tell me if there is a hospital nearby?

请问附近有医院吗？

g. Is the zoo far from here?

动物园离这儿远吗？

h. Will it take long to get to the airport?

去机场要很长时间吗？

2).

回答别人问路的表示方法：

a. Go along the street until you come to the traffic lights.

沿这条路一直走

到红绿灯那儿。

b. Turn right / left at the second crossing. (Take the second turning on the

right / left.)

在第二个十字路口向右

左转弯。

c. Take a number 46 bus, and get off at the square.

坐

路公共汽车，在广场

下车。

d. It's on the corner of Huaihai Street and Xizang Road.

在淮海路和西藏路的

路口。

e. Go straight ahead along the bund and then turn left.

沿着外滩往前走，然后

往走转弯。

PEP小学六年级英语里面Let's chant,Group work,Pair work,match and say是什么意思啊？

《Look at the Monkeys》教案(一)

　教学目标

　1、能够听、说、读、写句型：What is it doing? It?s eating bananas. What is she doing? She?s jumping.

　2、能够听、说、认读句子：The elephant is drinking water with its trunk.

　教学重难点

　教学重点本课时的教学重点是能够听、说、读、写句型：What is it doing? It?s eating bananas. What is she doing? She?s jumping.

　教学难点能够听、说、认读句子：The elephant is drinking water with its trunk.

　教学过程

　Step1: Pre-reading 1. Chant together.

　Look at the elephants.

　What are they doing? What are they doing?

　They are drinking water. They are drinking water.

　Look at the monkeys.

　What are they doing? What are they doing?

　They are swinging. They are swinging.

　设计意图：通过说唱的形式，吸引学生的注意力，活跃课堂气氛。

　2、Review

　(1)出示，教师提问，请学生来回答。T: What is it? Do you like it? What is it doing? Yes, it?s hungry.等。

　(2)展示下一张幻灯片，教师接着询问，T:What can you see? What are they? Oh, the baby kangroo is so cute. What is it doing? What is the mother

　kangroo doing?

　(3)之后的几幅请学生来问答。

　设计意图：起到了复习和铺垫的作用。

　(4)(最后一幅呈现大象喝水的，学生问答之后，教师进行讲解。)T:We drink water with our mouths.But the elephant is drinking water with its trunk.(教师边说句子边做动作。)并解释：Trunk means elephant?s nose.然后领读句子，并进行机械操练。

　设计意图：运用并加上教师肢体动作的方法来帮助学生理解难点句子，更加形象，生动，便于理解和记忆。

　Step2: While-reading Task

　1.Read the dialogue silently and quickly. And find out the answers. Please circle the key words. Q:What animals are there in the dialogue?

　2. Read the dialogue silently again and circle the right pictures. (文后第1题)

　Read and answer.

　( ) (1). Kangaroos live in Australia.

　( ) (2). Kangaroos like to be quiet at night.

　( ) (3). Baby kangaroos remain in their

　mother?s pouch for 5-6 years.

　3. Read the dialogue loudly and write the answers and the questions. (文后第2题)

　(1).What is the mother kangaroo doing ?

　She is jumping.

　(2).What is the baby kangaroo doing?

　It's sleeping.

　(3). What is the elephant doing ?

　It?s drinking water.

　Step3: Post-reading

　1.Listen to the tape.

　2. Follow the tape.

　3. Read the dialogue in pairs, then act.

　4. 补全对话。内容如下： Sarah：Look at the minkey. Chen: ____________________? Sarah：It is ______ bananas. It?s hungry. Chen: That baby kangroo is so cute. It?s sleeping.

　Sarah：What about the mother kangroo? ______________________? Chen: ______ jumping. Sarah：Do you see any elephants? I love elephants. Chen: Yes. Look there! That elephant is drinking water with its trunk.

　设计意图：让学生以写的形式来巩固本课重点句型。

　5. Read and do the actions

　(1) 教师利用本课句型进行询问，并请学生作答。示范两三组后，进行生生问答。 (2)Write some sentences about the picture.

　6.Make a show report.

　设计意图：培养学生的语言表达能力和语言运用能力。

　Step4： Homework

　每人画一幅动物园的图画并进行描述。

　设计意图：激发兴趣，提高积极性，并使学生能学以致用。

　六、板书设计

　Unit 5 Look At The Monkeys

　A Read and write

　What is it doing?

　It is ?ing. What is she doing? She is ?ing.

　《Look at the Monkeys》教案(二)

　教学目标

　1. 句型What are they doing? They are swimming。They are climbing trees. 2. 培养学生语言运用能力与创造力。能够运用语言去完成一些任务型的活动。 3. 培养学生通过以旧带新的方式自主阅读，同时注重合作学习。

　教学重难点

　重点 What are they doing? They are...... Can the animals really do something?

　难点 Here come two tigers . Can tigers really swim? Yes , they can . They?re good climbers.

　教学过程

　1.Sing the song: (rhythm: Happy new year.)

　What are they doing (3) in the park? They are jumping\walking\flying in the park? What are they doing (3) in the park? They are swimming unning\fighting in the park? What are they doing (3) in the park? They are swinging\drinking\sleeping in the park?

　2.Let?s chant:

　Koalas are sleeping.

　Kangaroos are leaping(跳跃).

　Two bears are fighting.

　The small bear is biting(咬).

　A monkey is climbing.

　A bird is flying.

　A lion is snoring.

　The zoo is never boring(不无聊).

　3. Show them a park: Do you see any animals?

　Models: Oh, boys and girl. Just look at the beautiful park! It?s beautiful, isn?t it? So many animals are in it. How many animals can you see? Do you see any animals. Look ! Here come some birds! What are the birds doing? Can the birds really fly? ...... Very well, boys and girls! You did a good job! I have some friends. They are in a big nature park. They are Sarah, Amy, and ChenJie. Let?s go and have a look with them! And we can watch what the animals are doing now. OK? NaturePark 适时鼓励学生所作出的成绩,为他们的自信加油打气.为进一步的自主学习打下良好的基础.既然有了上一步的情景的引出,很轻松地引出本课的三个主人翁:Sarah, Amy, and ChenJie. 并及时有效的引导学生去和他们一起观察自然公园中的动物们在做什么

　4. General reading: Show them four questions, and then let them read the leaning material and find the answers quickly!

　①: Can tigers really swim?( ) A:Yes,they can?t: No, they aren?t

　②: The pandas are( ). A: climbing trees B: drinking water (When the students find the answers, as a teacher, he should go into with them and help them to find the answers quickly.)

　设计意图由猜测到寻求答案，教师先出示问题，指导学生带着问题阅读并通过快速默读理解语篇大意。主要采用个人阅读的方式。设置的问题是较简单的判断，以便给予学生阅读的自信。

　5.Detailed reading: Show them two questions, and then let them read the leaning material carefully, circle the answers with pens.

　Answer the questions

　What are the tigers doing?

　What are the pandas doing?

　(blackboard design)

　Read and write: Pay attention to the students? writing and let them finish this task. e.g:What is she doing? (he) ? what is he doing?

　①:They are climbing trees. (drinking water)

　②:Can tigers swim? (rabbits fly)

　6.Listen to the tape: (twice) Watch the video and pay attention to the pronunciation and intonation, and then encourage them to imitate.

　7.Read aloud:(read in groups) Now boys and girls, your time is coming! I will give you two minutes to practice it! And I hope you can believe it and do it! OK! GO!

　8.Role play(3 minutes)

　Several student showing their practical results and role play fluently. what a big nature park(rhythm: Persian cat) What a big nature park. What a big nature park. What a big nature park.

　6.Show them a picture and then let them make a report like this。

　设计意图内容一定要新颖且有一定的意义:教学效果的体现及情感教学的发展.让学生自主的去爱动物:They are our friends. Please don?t hurt(伤)them.突出主题.

　7. Let?s sing

　板书设计 Unit5 Look at the Monkeys Part(B)Read and write

　What are they doing? They?re swimming. They?re climbing trees.

Pep小学六年级下册第一单元说课稿

P.A Let’s read / Pair work

说教材

1.教材内容

本课时的教材内容是一篇对话,让学生围绕着Ben和Ben’s father对动物园里三只猴子的讨论,进一步掌握高度、长度以及形容词比较级的用法.

2.教材的地位

本课时教材是在学习了形容词的比较级以后,为了提高学生对比较级的阅读能力而设计的,可以说有些句型对于前两个课时是一个阶梯式的提高.

说目标

1.教学目标

根据教材的内容和<<英语课程标准>>要求,我确定了以下教学目标.

知识目标能够听、说、认读Let’s read 中的三会单词和句型并完成填充句子的练习;特别要能看懂、会朗读句子:I think the little monkey is only 40 cm tall.。The monkey is shorter but you are funnier.能够完成Pair work部分的绘图并描述最好朋友的活动.

能力目标学会用形容词的比较级来谈论自己朋友及其他人或事物,如I’m taller than you,but you are stronger than me.学会用英文的长度单位来描述人、物的身高和长度,并能根据所给数据,对两种事物进行比较.

情感目标培养学生在观察和测量中使用英语的习惯,引导学生关注自己身边的人、事物及自然界中与我们共同生活的其他生命,在阅读中培养学生的团结合作意识.

2．教学重难点

本课时的教学重点是使学生能够充分理解、正确朗读对话;教学难点是学生能看懂、会朗读句子:I think the little monkey is only 40cm tall. The monkey is shorter but you are funnier.

说教法

1.教法设计

小学英语教学应该把培养学生的学习兴趣、调动学生学习英语的主动性作为教学重点,根据学生的认知规律,本课采用以下教学法-----让学生通过思考、调查、讨论、交流和合作等方式学习和使用英语,完成学习任务;游戏教学法---通过游戏引导学生完成本课学习任务.

2．学法指导

在学习过程中,从学生的学习兴趣、生活经验和认知水平出发,倡导体验、实践、参与和交流的学习方式,培养学生的英语综合语言运用能力,主动思维,大胆实践,形成自主学习的能力.

3.教学手段

根据本课教材的特点,我除了采用常规的教学手段外,同时采用了现代教学技术,使学生的多种感官共同参与到整个学习过程中,激发学生的学习兴趣,提高课堂教学效率.

说设计

1．导入设计

(1)Let’s chant.

在热身时让学生一起说唱本单元Main Scene中的chant.让学生进入到学习英语的氛围中.

(2)Listen and do.

Touch your head / nose / ….教师发指令,学生做动作.

2．新课呈现

（1）呈现猴子,初步接触知识.

教师在发指令时,加入 Touch your tail.当学生觉得茫然时,老师趁机出示课件(一只猴子)Look,We have no tails,but the monkey has.Look at the monkey,How long is the tail?在课件上呈现数据38cm.学生回答:Its tail is 38cm long.根据教材内容教师提问:How tall is the monkey?学生:It’s 40cm tall.老师自己引出only一词,注意这个词的发音.

多媒体再出示两只猴子的,一只**,一只棕色,让学生加以比较.教师问:Which monkey do you like?The yellow one or the brown one?

设计思路学生在回答这些问题时,也同时在复习前两课时所学内容,起到知识循环的作用.

（2）猜一猜游戏:它们有多高?

让学生猜一猜这两只猴子的身高.注意提示学生用上I think….这一句型,表示自己的猜测.在这里也可安排一个竞赛,看谁能猜中正确数据,教师让一些学生猜后出示数据.

设计思路学生对有悬念的东西都特别感兴趣,在此不仅练习了两位数的读法,又满足了学生的好胜心理.

（3）学习younger、taller、funnier.

画面上同时出现上述三只猴子,让学生比较Which one is older?Which one is younger?Which one is taller?Which one is funnier?在此特别注意funnier的发音,可在屏幕上同时出现funny/funnier,happy/happier.

（4）任务阅读

经过以上过程,已基本解决了短文中的难点.这时,就可让学生小组合作阅读课文中的对话,教师用课件出示一些判断题,让学生带着任务阅读.判断题如下:

①There are three monkeys. Two are big,one is small.

②The yellow monkey is taller than the brown one.

③The yellow monkey is stronger than the brown one.

④The little monkey is 38cm tall.

⑤The little monkey is younger.

⑥The yellow monkey is about 150cm tall.

⑦The brown monkey’s tail is 40cm tall.

⑧Ben is taller than the little monkey.

⑨Ben is funnier than the monkey.

如果学生可以判断以上句子,就说明他们读懂了这篇阅读材料.

设计思路阅读最主要的目的是让学生看懂短文主要内容,通过上述判断题,可了解学生的掌握程度.

(5)完成课文中的填空并校对.

(6)学生听录音跟读,模仿录音中的语音语调.

3.操练巩固

请学生合作表演课文中的对话,课件出示情景和提示.这里也可进行分层次教学:有些学生擅长表演但语音语调在这节课上还没完全掌握,这里就可以请那些擅长表演的学生脱开课文表演,一部分学生可以与他人合作进行配音.

设计思路采用这个方式,可以照顾到程度不同的学生,参与面更广.

本课时的阅读材料是动物间的比较,接下来我们要进行人物间的比较,让学生能更好地运用比较词和人称代词.这里可以采用游戏法和交际法.教师在屏幕上依次出现下列几组学生熟悉的人物:小丸子和蜡笔小新:王楠和张怡宁:贝克汉姆和欧文:樱木花道和流川枫.首先可以让学生猜一猜How old is he/she? How tall is he/she?Who is stronger/taller?Who is older/younger?等.在这一块内容里,教师需在课前找好资料.待学生做出猜测后,教师可同时出示上述几组人物地和资料,让学生同桌配合自主选择一组进行讨论比较.资料如下:

姓名

身高()

年龄

出生日期

樱木花道

188

流川枫

187

贝克汉姆

180

1975.5.2

欧文