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一、教学目标（Teaching aims）
Knowledge aims：
1. To learn the words about directions and how to read a map
2. To learn to write a trip plan
Ability aims：
1. To develop the students’ abilities of listening， speaking and writing
2. To develop the ability of working as a team
Emotional aims：
To make the students be more helpful and confident
二、教材难点：（Difficulties）
To tell the way with the sentence patterns：
‘A+ is+ direction+ of+ B’ and ‘A+ is+ to /on /in the direction+ of+ B’
三、教学策略（Teaching strategies）
本单元的主题是谈论方向和方位以及如何指路，教学内容贴近学生生活，能激起学生的兴趣。通过多媒体课件为学生创设更多的语言环境，将更能激发学生主动参与的欲望。在课堂教学中巧妙运用教学艺术，采用小组合作学习的方式，完成任务，多层次调动学生的主动性、积极性，培养合作意识和探究能力，使学生在轻松愉快的环境中实现更多的信息交流，从而有效地提高课堂教学效率，达到事半功倍的效果。
四、教学工具（Teaching aids）
English books， PPT， Multi-media
五、教学过程（Teaching Procedures）
Step 1. Lead-in
T： First， let’s go through our studying aims in this class
To achieve these aims， we have some tasks to do. Are you sure to finish the tasks？ …Please remember： Group work is very important and helpful. I’m sure success is waiting for you.
（让学生明确这节课的学习目标，做到心中有数，并提醒他们小组合作的重要性）
T： Boys and girls， shall we begin our class now？ We know it’s spring now， and I think spring is the best time to go on a trip， right？ Do you remember our last school trip to Shanghai Happy Valley？ We took some photos， let’s enjoy！
You see， we had a good time there. There are many interesting places in the park. Now tell me： What will be helpful if you want to find these places quickly？
（用学生熟知的话题导入，展示春游时拍的有趣的照片，引起学生的共鸣，活跃课堂气氛，吸引学生主动参与，积极思索，引导学生说出地图）
Step 2. Presentation and practice
T： Now can you guess who is holding the map？
（展示地图，自然地引出Eddie 和 Hobo 的漫画）
T： Yes， Eddie and Hobo are also having a trip to Happy Valley. Let’s watch a video， and answer a question： Do they know the way？
T： Now， listen to the tape and then answer some more questions on the screen.
（先看视频，对漫画有个整体的理解，再听录音回答更多细节问题）
T： There is a national competition about dubbing. Do you want to take part in it？ OK， today let’s have a class competition first. Before it， we should practise well， now read after the tape sentence by sentence.
（屏幕上呈现一张英语趣味配音全国争霸赛的海报，引出要进行的配音比赛，并让学生明白参加比赛要先进行练习。学生跟着录音一句一句朗读，提高模仿能力，再进行两人操练， 开展竞赛，符合循序渐进的原理。明确评分标准，让学生自己评比，了解自己的不足和努力的方向）
Step3. Presentation
T： Now we know Eddie and Hobo can’t find the way although they have a map. Do you know why？ T： Yes， because they can’t read a map. If you want to read a map， you have to know the right directions first.
T： Look at the screen， tell me which direction it is.
（屏幕上依次呈现8个方位，边呈现边让学生一起说出。领读并齐读两遍，再点学生个别起来读，以巩固并纠正发音）
T： Now， We’ve known the directions very well， let’s play a game called what’s missing！ Look at the screen carefully， if you know the direction， just stand up and speak out. Do you understand？ Ready？ Go！
（教师点击PPT，呈现缺了一个方向的图片，学生需要快速站起来并说出所缺的方向。这样的游戏活动快速点燃了课堂气氛，学生的学习兴趣和积极性都被调动起来了）
Step 4. Presentation and practice
T： Now let’s look at a map of our city. Can you find where our school is？ Yes， it’s here. Do you know what’s around our school？
（分别展示其中两个地方的大图，引导学生说出下列句子）
The park is west of the school. = The school is east of the park.
The neighbourhood is north of the school. = The school is south of the neighbourhood.
The school is south-west of the bank. = The bank is north-east of the school.
The gym is north-west of the school. = The school is south-east of the gym.
（展示学校周围的三维立体地图，直观清晰，令人感觉身临其境，引导学生学会描述两地的位置关系）
T： Now we have learned how to describe the location， but the students in Sunshine Middle School haven’t. Here is a map of Sunshine Town，please help them find some places according to the sentences.
（让学生运用刚学的知识去帮助阳光中学的学生识别地图，自然地引出welcome的内容）
T：Look at the four sentences， work in groups of four， try to sum up the sentence pattern. Then look at the map of China and talk about the location of some places.
Where is Japan？ Japan is east of China. = Japan is to the east of China.
Where is Russia？ Russia is on the north of China.
Where is Jiangsu？ Jiangsu is in the east of China.
Where is Taiwan？ Taiwan is in the south-east of China.
（Then ask them to sum up the new patterns in groups again.）
（根据中国地图进行问答，拓展含to、on、in三个介词的句子。学生以小组为单位，讨论并总结所学句子的句型结构，充分体现新课程自主探究、合作交流的学习方式，促使学生互相学习，互相帮助，发展合作精神）
（Show students a map of Suzhou and ask them to say as many sentences as possible by using the new patterns. Work in groups of four， each group member must say at least one sentence. ）
（小组合作练习看图说句，之后每个小组四人上讲台，依次边指着地图边讲，台下其他小组成员认真倾听，如找出错误并纠正也可加分。这样，在小组活动呈现成果时，其他学生的注意力也能集中）
Step 5. Listen， ask and answer
T：Daniel and Simon are talking about their class trip. Let’s listen to their conversation and try to ask and answer. You can ask questions about four points： where to go， where is…， how far and how to get there. （Then ask students to read the dialogue together.）
（通过听对话，让学生根据教师给出的四个提示，主动提出问题。通过教师教学方式的转变引导学生学习方式的转变，突出学生学习的主体地位，让学生主动思维，畅所欲言）
Step 6. Consolidation
T： Do you want to go on a class trip again？ Please make a trip plan in groups. The plan should include time， place， location， transport， activities and something else. Each group member must say at least two sentences.
（After that， the members in other groups try to ask and answer.）
Models：
1. Where do they want to go for our next class trip？
2. Where’s …？ / What’s the location of…？
3. How far is it？ / How long does it take…？
4. How can we get there？
5. What can we do there？
……
（这一环节的设计，避免了在一个小组汇报时，其他小组的成员忙着准备自己的汇报或讲话的低效现象）
（呈现以学校为中心的7张图片，都是学生了解的景点）
T： Now on the screen， I have some places for you to choose. However， we have ten groups in all， so there are three task cards with nothing inside. You have to think of a new place by yourselves.
（让学生挑选不同颜色的任务卡，但有三个小组必须自己想出一个新的景点。这样可以增加任务的开放性、趣味性和难度，激发学生的挑战欲）
Step 7. Assessment
T：What have you learnt in this class？
（在一节课结束时，让学生自己评价一下这堂课的收获，使学生体验学习的乐趣和成功的喜悦，增强自信心）
Step 8. Homework
1. Write a trip plan.
2. Preview the new words and phrases of the reading part.
五、板书设计（Blackboard Design）
Patterns：
A is direction of B. = A is to the direction of B
A is on the direction of B
A is in the direction of B
六、教学反思
在这节课中，教师用心创设情境，营造了自由和谐的学习气氛。教学设计由易到难，环环相扣。注重学生的认知心理，主要训练了学生听说的能力。学生兴趣浓厚，积极主动 ，课堂气氛活跃 。
在开展小组合作学习之后 ，学生互帮互助 ，竞争激烈 ，集体荣誉感增强，班级的学习气氛更加浓厚。特别是在课堂小组发言的过程中，每个成员都开口说英语，课堂发言面广 。此外帮同伴找错的环节，也有效培养了学生仔细倾听他人发言的良好习惯，避免了展示环节的形式化 。
Knowledge aims：
1. To learn the words about directions and how to read a map
2. To learn to write a trip plan
Ability aims：
1. To develop the students’ abilities of listening， speaking and writing
2. To develop the ability of working as a team
Emotional aims：
To make the students be more helpful and confident
二、教材难点：（Difficulties）
To tell the way with the sentence patterns：
‘A+ is+ direction+ of+ B’ and ‘A+ is+ to /on /in the direction+ of+ B’
三、教学策略（Teaching strategies）
本单元的主题是谈论方向和方位以及如何指路，教学内容贴近学生生活，能激起学生的兴趣。通过多媒体课件为学生创设更多的语言环境，将更能激发学生主动参与的欲望。在课堂教学中巧妙运用教学艺术，采用小组合作学习的方式，完成任务，多层次调动学生的主动性、积极性，培养合作意识和探究能力，使学生在轻松愉快的环境中实现更多的信息交流，从而有效地提高课堂教学效率，达到事半功倍的效果。
四、教学工具（Teaching aids）
English books， PPT， Multi-media
五、教学过程（Teaching Procedures）
Step 1. Lead-in
T： First， let’s go through our studying aims in this class
To achieve these aims， we have some tasks to do. Are you sure to finish the tasks？ …Please remember： Group work is very important and helpful. I’m sure success is waiting for you.
（让学生明确这节课的学习目标，做到心中有数，并提醒他们小组合作的重要性）
T： Boys and girls， shall we begin our class now？ We know it’s spring now， and I think spring is the best time to go on a trip， right？ Do you remember our last school trip to Shanghai Happy Valley？ We took some photos， let’s enjoy！
You see， we had a good time there. There are many interesting places in the park. Now tell me： What will be helpful if you want to find these places quickly？
（用学生熟知的话题导入，展示春游时拍的有趣的照片，引起学生的共鸣，活跃课堂气氛，吸引学生主动参与，积极思索，引导学生说出地图）
Step 2. Presentation and practice
T： Now can you guess who is holding the map？
（展示地图，自然地引出Eddie 和 Hobo 的漫画）
T： Yes， Eddie and Hobo are also having a trip to Happy Valley. Let’s watch a video， and answer a question： Do they know the way？
T： Now， listen to the tape and then answer some more questions on the screen.
（先看视频，对漫画有个整体的理解，再听录音回答更多细节问题）
T： There is a national competition about dubbing. Do you want to take part in it？ OK， today let’s have a class competition first. Before it， we should practise well， now read after the tape sentence by sentence.
（屏幕上呈现一张英语趣味配音全国争霸赛的海报，引出要进行的配音比赛，并让学生明白参加比赛要先进行练习。学生跟着录音一句一句朗读，提高模仿能力，再进行两人操练， 开展竞赛，符合循序渐进的原理。明确评分标准，让学生自己评比，了解自己的不足和努力的方向）
Step3. Presentation
T： Now we know Eddie and Hobo can’t find the way although they have a map. Do you know why？ T： Yes， because they can’t read a map. If you want to read a map， you have to know the right directions first.
T： Look at the screen， tell me which direction it is.
（屏幕上依次呈现8个方位，边呈现边让学生一起说出。领读并齐读两遍，再点学生个别起来读，以巩固并纠正发音）
T： Now， We’ve known the directions very well， let’s play a game called what’s missing！ Look at the screen carefully， if you know the direction， just stand up and speak out. Do you understand？ Ready？ Go！
（教师点击PPT，呈现缺了一个方向的图片，学生需要快速站起来并说出所缺的方向。这样的游戏活动快速点燃了课堂气氛，学生的学习兴趣和积极性都被调动起来了）
Step 4. Presentation and practice
T： Now let’s look at a map of our city. Can you find where our school is？ Yes， it’s here. Do you know what’s around our school？
（分别展示其中两个地方的大图，引导学生说出下列句子）
The park is west of the school. = The school is east of the park.
The neighbourhood is north of the school. = The school is south of the neighbourhood.
The school is south-west of the bank. = The bank is north-east of the school.
The gym is north-west of the school. = The school is south-east of the gym.
（展示学校周围的三维立体地图，直观清晰，令人感觉身临其境，引导学生学会描述两地的位置关系）
T： Now we have learned how to describe the location， but the students in Sunshine Middle School haven’t. Here is a map of Sunshine Town，please help them find some places according to the sentences.
（让学生运用刚学的知识去帮助阳光中学的学生识别地图，自然地引出welcome的内容）
T：Look at the four sentences， work in groups of four， try to sum up the sentence pattern. Then look at the map of China and talk about the location of some places.
Where is Japan？ Japan is east of China. = Japan is to the east of China.
Where is Russia？ Russia is on the north of China.
Where is Jiangsu？ Jiangsu is in the east of China.
Where is Taiwan？ Taiwan is in the south-east of China.
（Then ask them to sum up the new patterns in groups again.）
（根据中国地图进行问答，拓展含to、on、in三个介词的句子。学生以小组为单位，讨论并总结所学句子的句型结构，充分体现新课程自主探究、合作交流的学习方式，促使学生互相学习，互相帮助，发展合作精神）
（Show students a map of Suzhou and ask them to say as many sentences as possible by using the new patterns. Work in groups of four， each group member must say at least one sentence. ）
（小组合作练习看图说句，之后每个小组四人上讲台，依次边指着地图边讲，台下其他小组成员认真倾听，如找出错误并纠正也可加分。这样，在小组活动呈现成果时，其他学生的注意力也能集中）
Step 5. Listen， ask and answer
T：Daniel and Simon are talking about their class trip. Let’s listen to their conversation and try to ask and answer. You can ask questions about four points： where to go， where is…， how far and how to get there. （Then ask students to read the dialogue together.）
（通过听对话，让学生根据教师给出的四个提示，主动提出问题。通过教师教学方式的转变引导学生学习方式的转变，突出学生学习的主体地位，让学生主动思维，畅所欲言）
Step 6. Consolidation
T： Do you want to go on a class trip again？ Please make a trip plan in groups. The plan should include time， place， location， transport， activities and something else. Each group member must say at least two sentences.
（After that， the members in other groups try to ask and answer.）
Models：
1. Where do they want to go for our next class trip？
2. Where’s …？ / What’s the location of…？
3. How far is it？ / How long does it take…？
4. How can we get there？
5. What can we do there？
……
（这一环节的设计，避免了在一个小组汇报时，其他小组的成员忙着准备自己的汇报或讲话的低效现象）
（呈现以学校为中心的7张图片，都是学生了解的景点）
T： Now on the screen， I have some places for you to choose. However， we have ten groups in all， so there are three task cards with nothing inside. You have to think of a new place by yourselves.
（让学生挑选不同颜色的任务卡，但有三个小组必须自己想出一个新的景点。这样可以增加任务的开放性、趣味性和难度，激发学生的挑战欲）
Step 7. Assessment
T：What have you learnt in this class？
（在一节课结束时，让学生自己评价一下这堂课的收获，使学生体验学习的乐趣和成功的喜悦，增强自信心）
Step 8. Homework
1. Write a trip plan.
2. Preview the new words and phrases of the reading part.
五、板书设计（Blackboard Design）
Patterns：
A is direction of B. = A is to the direction of B
A is on the direction of B
A is in the direction of B
六、教学反思
在这节课中，教师用心创设情境，营造了自由和谐的学习气氛。教学设计由易到难，环环相扣。注重学生的认知心理，主要训练了学生听说的能力。学生兴趣浓厚，积极主动 ，课堂气氛活跃 。
在开展小组合作学习之后 ，学生互帮互助 ，竞争激烈 ，集体荣誉感增强，班级的学习气氛更加浓厚。特别是在课堂小组发言的过程中，每个成员都开口说英语，课堂发言面广 。此外帮同伴找错的环节，也有效培养了学生仔细倾听他人发言的良好习惯，避免了展示环节的形式化 。