新目标七年级英语下册全册英文Unit2教案.docx

1、新目标七年级英语下册全册英文Unit2教案新目标七年级英语下册全册英文Unit2教案Unit2heresthepostoffice?LanguagegoalThisunitstudentsleatoasforandgivedirectionsonthestreet.NelanguageIsthereabannearhere?yes,theresabanoncenterStreet,heresthesuperaret?Itsnexttothelibrary.Isthereapayphoneintheneighbhood?yes,itsonBridgeStreetontheright.locati

2、onsintheneighborhoodsuchaspostoffice,hotel,videoarcade.Descriptiveordssuchasne,old,dirty,clean.Descriptionsoflocationsuchasacrossfro,nextto,BeteenRecycledlanguagehatareyoudoing?Doyouantto.?SectionAAstorosofthreestudentseachtostandfacingeachotherinthefrontoftheclassroo.Pointtostudentsstandinginfronta

3、ndastheclasstorepeatthequestionsandansers.Exaple1Teacher:heresyangLi?yangLiisnexttoLiPeng.Exaple2Teacher:heresZhengen?ZhengenisacrossfroShengLin.Exaple3Teacher:heresLinjiahui?LinjiahuiisbeteenShengLinandLiDai.laThisactivityintroducestheeyvocabulary.Focusattentiononthepicture.Asstudentstonaeasanyofth

4、eplacestheyseeinthepictureastheycan.Thennaealltheplacesandasstudentstorepeat.Pointoutthenuberedlistofords.Sayeachoneandasstudentstorepeat.Thenasstudentstoatcheachordorphraseonthelistithoneofthepictures.Say,ritetheletterofeachplaceinthepicturenexttothecorrectordorordsonthelist.Pointoutthesapleanserf.

5、chectheansers.bThisactivitygivesstudentspracticelisteningtoandunderstandingthetargetlanguage.Pointoutthebuildingsandotherlocationsinthepicture.Saythenaeofeachonetotheclass.Say,NoIillplayrecordingsofthreeconversations.Listencarefullyandcirclethepictureofeachplaceyouhearonthetape.Playtherecordingthefi

6、rsttie.Studentsonlylisten.Playtherecordingasecondtie.Thistineasstudentstolistenandcircletheitestheyhearonthepicture.correcttheansers.Theseitesshouldbecircle:videoarcade,postoffice,superaret.Tapescriptconvernation1A:IsthereavideoarcadeonFifthAvenue?B:yes,thereis.conversation2A:Isthereapostofficenearh

7、ere?B:yes,thereis.TheresoneonBridgeStreet.conversation3A:IsthereasuperaretoncenterStreet?B:No,thereisnt.cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.Pointtothedifferentlocationsshoninthepicture.Asdifferentstudentstonaeeachone.Ifnecessary,saythenaeandasthestudenttorepeat.Pointtothequ

8、estionandanserIntheexapleconversationandasapairofstudentstoreadtheconversationtotheclass.Asotherpairsofstudentstorepeattheactivityifyouish.Asstudentstoorinpairs.Say,Firstonepersonassaquestionandthentheotherpersontaesaturn.Deonstratetheactivity.Pointtothepictureandas.Isthereapostofficenearhere?Thench

9、ooseastudenttoanser.Guidethestudenttosay,yes,theresapostofficeonBridgeStreet.Asstudentsor,ovearoundtherooandchecprogress.Helpstudentsunderstandhotolocatethingsontheap,ifnecessary.Asseveralstudentstosaysoeoftheirquestionsandansersfortheclass.教学后记：教学方法有问题？教了这么多年的英语，总幻想有一种方法，能让学生轻轻松松把英语学好。哪怕自己多浪费点时间。有时

10、想来，自己的教学效率实在是太低了，每天不分上课上自习，都是一个样。也就是说在不误课的情况下，我的教学时间应该是学校规定时间的两倍，然而教学的效果却很不理想。每天看着自己的队伍步履蹒跚的前行，自己不由的怀疑自己的教学方法。与此同时，这段时间由于我在学生每天记十个词前，先领读他们一遍，再分开音节，讲一讲英语的拼读规则，发现学生的记忆效率大大的提高，这更让我有理由怀疑自己的教学方法是不是不适合学生的实际？吃早饭时突发“奇想”，是不是给学生一点时间，让他们把每单元几句重点句背下来更好呢？单词需要积累，这点勿容置疑。对于我们的学生来说，典型句子同样需要积累。句子背下来，在用的时候就可以举一反三，就像语文

11、中背范文一样。对于我们我们这些基础较差的学生来说，他们在交际时需要模仿，在他们的记忆库中贮存就是十必要的。当然，如果学生能够在课堂上用英语去表达的话，说明这些典型的句子他们已经掌握。但现实的情况是，这种方法更容易适用于尖子生，或者基础较好的学生，很多学生只是充当的观众。让学生死记硬背是不对的，但不让学生背也是不对的。aThisactivityintroducesthetersacrossfro,nextto,beteen,andon.Focusattentiononthepictures.Asstudentstotalaboutthepictures,naingasanyplacesasthe

12、ycan.Thennaealltheplacesinthepicturesandasstudentstorepeat.Pointoutthefoursentences.Sayeachoneandasstudentstorcpeat.Thenasstudentstoatcheachsentenceithoneofthepictures.Say,Eacbsentencetalsaboutoneofthepictures.ritethenuberofthesentenceintheboxonthepicturethatitistalingabout.Pointoutthesapleanser1.ch

13、ecihcansers.bThisactivitygivesstudentspracticelisteningtoandunderstandingthetargetlanguage.Pointoutthebuildingsandstreetnaesinla.Sayeachoneandasstudentstorepeat.callattentiontothefoursentencesin2b.Readthetotheclasssayingblaneachtieyouetoablanline.Say.NoIillplayrecordingsofthreeconversations.Listenca

14、refullyandriteaordfrotheboxoneachblanline.Pointoutthesapleanser.Playtherecordingthefirsttie.Studentsonlylisten.Playtherecordingasecondtie.Thistieasstudentstofillintheblansbylisteningtotheitesonthetape.correcttheansers.Tapescriptconaraation1A:Excusee.Istherealibraryaroundhere?B:yes.Itsbeteenthevideoa

15、rcadeandthesuperaret.conversation2A:heresthepar?B:Thepar?oh,itsacrossfrotheban.conversation3A:Excusee.Isthereasuperaretaroundhere?B;yes,itsonFifthAvenue.conversation4A:heresthepayphone?B:Itsnexttothepostoffice.cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.Pointtothelistofbuildingsinl

16、a.Asastudenttoreadthelistaloud.Pointtothequestionandanserinthespeechbubblesin2candasapairofstudentstoreadtheconversationtotheclass.Asotherpairsofstudentstorepeattheactivityifyouish.Asstudentstoorinpairs.Say,Firstonepersonassaquestionandthentheotherpersontaesaturn.Asaboutthebuildingsin1a.Deonstrateth

17、eactivity.Pointtotheapandas,heresthepar?Thenchooseastudenttoanser.Guidethestudenttosay,Itsacrossfrotheban.Asstudentsor,ovearoundtherooandchecprogress.Asseveralstudentstosaysoeoftheirquestionsandansersfortheclass.GraarfocusReviethegraarbox.Asstudentstosaythequestionsandansers.Asstudentstocircletheseo

18、rdsinthegraarfocussectionoftheirboos:on,acrossfro,nextto,andbeteen.As,hichordstalabouttodifferentbuildings?As,hichonetalsaboutonebuildingallalone!culturenoteanyvisitorstotheUnitedStatesbelievethatAericansdontlietoanserquestionsorgivedirectionstotouristsandothervisitors.Thisisnotnecessarilytrue.Thepa

19、ceoflifeisfastintheUnitedStates,especiallyinbigcities.ostpeoplealquicly,talquicly,andareinahurrytogetherevertheyaregoing.Also,ostAericansspeaonlyonelanguageandarentusedtotalingithspeaersofotherlanguages.Hoever,henavisitorassaquestion,anypeoplearepleasedtobeabletosharetheirnoledgeoftheircityortheirne

20、ighborhood.Apleasantsileandashort,directquestionillalostalaysgetyoutheinforationyouneed.aThisactivityprovidestarget-orientedreadingpracticeusingthelanguageitestaughtinthisunit.Draattentiontotheconversationinthebox.Asstudentstoreaditoutloud.AsastudenttopointouttheplacethatPaulantstogetto.Guidethestud

21、enttopointtothebooandsay,Heresthehotel.HeresBridgeStreet.Pointtothetoarros.Asstudentstorepeatleftandright.Thenasthetoholduptheirlefthandsandthentheirrighthands.Asstudentstoreadtheconversationagain.ThenasthetofindPaulandNancyinthepicture.AnserPaulandNancyarethetofiguresoutsidetheentrancetothepar.bThi

22、sactivityprovidesguidedritingpracticeusingthetargetlanguage.callattentiontothethreepictures.Explainthatthethreepairsinthesepicturescorrespondtothreepairsinthelargepictureabove.Asstudentstofindthepairsinthebigpicture.Pointtothequestionsbeloeachpictureandasastudenttoreadthealoud.Pointtothethreerite-on

23、linesinthespeechbubbles.Say,ritetheanserstothequestionshere.Asstudentstopletetheritingindividually.correcttheansers.yes,thereis.GostraightdonNeStreetandturnright.Theresapayphoneontheright.GostraightdonNeStreetandturnright.TurnleftatBridgeStreet.Thebanisacrossthestreet.yes,thereis.Turnright,thengostr

24、aightdonBridgeStreet.Thepostofficeisontheleft.Itsacrossfrothevideoarcade,nexttothesuper-aret.Thisactivityprovidesguidedoralpracticeusingthetargetlanguage,callattentiontothepictureinla.Asstudentstonaeallthebuildingsinthepicture.PointouttheconversationInthepicturein4.Asdifferentstudentstoreadeachline.

25、HavethestudentsorIngroups.onepersonchoosesabuildinginthelapicturebutdoesnttellanyonehichbuildingitis.Theothersasquestionsliethoseintheactivity4pictureuntiltheyguesshichbuildingitis.Severalstudentscantaeturnschoosingthebuildingfortheotherstoguess.SectionBlaThisactivityintroducestheeyvocabulary.Focusa

26、ttentiononthepictures.Asdifferentstudentstonaetheplacesshoninthepictures.Theyillprobablynotincludeordssuchasold,ne,busy,quiet,big,sall,dirty,andcleanintheirstateents.Pointtoandnaealltheplacesinthepicturesagainithoutthedescribingordsandhavestudentsrepeat.Nopointtoeachhalfofeachpictureandasaboutthedif

27、ferencebeteenthehalves.Forexaple,youightsay;Thisisapar.Isitacleanparoradirtypar?clarifytheeaningoftheordscleananddirtybypointingoutdetailsinthepictures.Pointoutthepairsofordsorphrases.Sayeachoneandasstudentstorepeat,Thenasstudentstoatcheachordorphraseonthelistithoneofthepictures.Pointoutthesaplanser

28、.chectheansers.bThisactivityprovidesguidedoralpracticeusingthetargetlanguage.callattentiontotheconversationinthepicture.Asapairofstudentstoreaditaloud.Thenasseveraldifferentstudentsthesaequestion.Asthetotellthetruth.Pointoutthelistofphrasesin1a.AsstudentstoorinpairsTheytaeturnsasingeachotherquestion

29、saboutthethingsonthislist.Asthetotelleachotherthetruth.Asstudentsortogether,ovearoundtheroochecingontheirprogress.Asseveralstudentstopresentsoequestionsandanserstotheclass.aThisactivitygivesstudentspracticelisteningtoandunderstandingthetargetlanguage.Pointoutthelistofplacesinla.Saydienaeofeachonetot

30、heclass.Say,NoIillplayarecordingofaconversation.Listencarefullyandcircletheordsin1athattellaboutichaelsstreet.Playtherecordingthefirsttie.Studentsonlylisten.Playtherecordingasecondtie.Thistieasstudentstolistenandcircletheplacestheyhear.correcttheansers.bThisactivitygivesstudentspracticelisteningtoan

31、dunderstandingthetargetlanguage.callattentiontothestreetapinthebox.Say,NoIillplaytheconversationagain.Listentoifanddratheplacesinichaelsneighborhoodonthestreetap.Playtherecording.Studentsonlylisten.Deonstratetheactivitybysaying.hatarethethreeplacesonthetape?.Anseranyquestionsstudentsayhave.Playtherecordingagain.Studentsdraapsofichaelsneighborhood.ovearoundtheroo,offeringassistanceifneeded.Havesoestudentsshot