七年级下册Unit2《Wheresthepostoffice》教案.docx

七年级下册Unit2《Wheresthepostoffice》教案.docx

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七年级下册Unit2《Wheresthepostoffice》教案

七年级下册Unit2《Where'sthepostoffice》教案

　　七年级下册Unit2《here'sthepostoffice》教案

　　Languagegoal

　　Thisunitstudentsleatoasforandgivedirectionsonthestreet.

　　Nelanguage

　　Isthereabannearhere?

yes,there'sabanoncenterStreet,here'sthesuperaret?

It'snexttothelibrary.Isthereapayphoneintheneighbhood?

yes,it'sonBridgeStreetontheright.

　　locationsintheneighborhoodsuchaspostoffice,hotel,videoarcade.

　　Descriptiveordssuchasne,old,dirty,clean.

　　Descriptionsoflocationsuchasacrossfro,nextto,Beteen

　　Recycledlanguage

　　hatareyoudoing?

　　Doyouantto...?

　　SectionA

　　Astorosofthreestudentseachtostandfacingeachotherinthefrontoftheclassroo.Pointtostudentsstandinginfrontandastheclasstorepeatthequestionsandansers.

　　Exaple1

　　Teacher:

here'syangLi?

yangLiisnexttoLiPeng.

　　Exaple2

　　Teacher:

here'sZhengen?

ZhengenisacrossfroShengLin.

　　Exaple3

　　Teacher:

here'sLinjiahui?

LinjiahuiisbeteenShengLinandLiDai.

　　laThisactivityintroducestheeyvocabulary.

　　Focusattentiononthepicture.Asstudentstonaeasanyoftheplacestheyseeinthepictureastheycan.Thennaealltheplacesandasstudentstorepeat.

　　Pointoutthenuberedlistofords.Sayeachoneandasstudentstorepeat.

　　Thenasstudentstoatcheachordorphraseonthelistithoneofthepictures.Say,ritetheletterofeachplaceinthepicturenexttothecorrectordorordsonthelist.Pointoutthesapleanserf.chectheansers.

　　bThisactivitygivesstudentspracticelisteningtoandunderstandingthetargetlanguage.

　　Pointoutthebuildingsandotherlocationsinthepicture.Saythenaeofeachonetotheclass.

　　Say,NoIillplayrecordingsofthreeconversations.Listencarefullyandcirclethepictureofeachplaceyouhearonthetape..

　　Playtherecordingthefirsttie.Studentsonlylisten.

　　Playtherecordingasecondtie.Thistineasstudentstolistenandcircletheitestheyhearonthepicture.

　　correcttheansers.

　　Theseitesshouldbecircle:

videoarcade,postoffice,superaret.

　　Tapescript

　　convernation1

　　A:

IsthereavideoarcadeonFifthAvenue?

　　B:

yes,thereis.

　　conversation2

　　A:

Isthereapostofficenearhere?

　　B:

yes,thereis.There'soneonBridgeStreet.

　　conversation3

　　A:

IsthereasuperaretoncenterStreet?

　　B:

No,thereisn't.

　　cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.

　　Pointtothedifferentlocationsshoninthepicture.Asdifferentstudentstonaeeachone.Ifnecessary,saythenaeandasthestudenttorepeat.

　　PointtothequestionandanserIntheexapleconversationandasapairofstudentstoreadtheconversationtotheclass.Asotherpairsofstudentstorepeattheactivityifyouish.

　　Asstudentstoorinpairs.Say,Firstonepersonassaquestionandthentheotherpersontaesaturn.

　　Deonstratetheactivity.Pointtothepictureandas.Isthereapostofficenearhere?

Thenchooseastudenttoanser.Guidethestudenttosay,yes,there'sapostofficeonBridgeStreet.

　　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,naingasanyplacesastheycan.Thennaealltheplacesinthepicturesandasstudentstorepeat.

　　Pointoutthefoursentences.Sayeachoneandasstudentstorcpeat.

　　Thenasstudentstoatcheachsentenceithoneofthepictures.Say,Eacbsentencetalsaboutoneofthepictures.ritethenuberofthesentenceintheboxonthepicturethatitistalingabout.Pointoutthesapleanser1.

　　checihcansers.

　　bThisactivitygivesstudentspracticelisteningtoandunderstandingthetargetlanguage.

　　Pointoutthebuildingsandstreetnaesinla.Sayeachoneandasstudentstorepeat.

　　callattentiontothefoursentencesin2b.Readthetotheclasssayingblaneachtieyouetoablanline.

　　Say.NoIillplayrecordingsofthreeconversations.Listencarefullyandriteaordfrotheboxoneachblanline.Pointoutthesapleanser.

　　Playtherecordingthefirsttie.Studentsonlylisten.

　　Playtherecordingasecondtie.Thistieasstudentstofillintheblansbylisteningtotheitesonthetape.

　　correcttheansers.

　　Tapescript

　　conaraation1

　　A:

Excusee.Istherealibraryaroundhere?

　　B:

yes.It'sbeteenthevideoarcadeandthesuperaret.

　　conversation2

　　A:

here'sthepar?

　　B:

Thepar?

oh,it'sacrossfrotheban.

　　conversation3

　　A:

Excusee.Isthereasuperaretaroundhere?

　　B;yes,it'sonFifthAvenue.

　　conversation4

　　A:

here'sthepayphone?

　　B:

It'snexttothepostoffice.

　　cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.

　　Pointtothelistofbuildingsinla.Asastudenttoreadthelistaloud.

　　Pointtothequestionandanserinthespeechbubblesin2candasapairofstudentstoreadtheconversationtotheclass.Asotherpairsofstudentstorepeattheactivityifyouish.

　　Asstudentstoorinpairs.Say,Firstonepersonassaquestionandthentheotherpersontaesaturn.Asaboutthebuildingsin1a.

　　Deonstratetheactivity.Pointtotheapandas,here'sthepar?

Thenchooseastudenttoanser.Guidethestudenttosay,It'sacrossfrotheban.

　　Asstudentsor,ovearoundtherooandchecprogress.

　　Asseveralstudentstosaysoeoftheirquestionsandansersfortheclass.

　　Graarfocus

　　Reviethegraarbox.Asstudentstosaythequestionsandansers.

　　Asstudentstocircletheseordsinthegraarfocussectionoftheirboos:

on,acrossfro,nextto,andbeteen.As,hichordstalabouttodifferentbuildings?

As,hichonetalsaboutonebuildingallalone!

'

　　culturenote

　　anyvisitorstotheUnitedStatesbelievethatAericansdon'tlietoanserquestionsorgivedirectionstotouristsandothervisitors.Thisisnotnecessarilytrue.ThepaceoflifeisfastintheUnitedStates,especiallyinbigcities.ostpeoplealquicly,talquicly,andareinahurrytogetherevertheyaregoing.Also,ostAericansspeaonlyonelanguageandaren'tusedtotalingithspeaersofotherlanguages.Hoever,henavisitorassaquestion,anypeoplearepleasedtobeabletosharetheirnoledgeoftheircityortheirneighborhood.Apleasantsileandashort,directquestionillalostalaysgetyoutheinforationyouneed.

　　aThisactivityprovidestarget-orientedreadingpracticeusingthelanguageitestaughtinthisunit.

　　Draattentiontotheconversationinthebox.Asstudentstoreaditoutloud.

　　AsastudenttopointouttheplacethatPaulantstogetto.Guidethestudenttopointtothebooandsay,Here'sthehotel.Here'sBridgeStreet.

　　Pointtothetoarros.Asstudentstorepeatleftandright.Thenasthetoholduptheirlefthandsandthentheirrighthands.

　　Asstudentstoreadtheconversationagain.ThenasthetofindPaulandNancyinthepicture.

　　Anser

　　PaulandNancyarethetofiguresoutsidetheentrancetothepar.

　　bThisactivityprovidesguidedritingpracticeusingthetargetlanguage.

　　callattentiontothethreepictures.Explainthatthethreepairsinthesepicturescorrespondtothreepairsinthelargepictureabove.Asstudentstofindthepairsinthebigpicture.

　　Pointtothequestionsbeloeachpictureandasastudenttoreadthealoud.

　　Pointtothethreerite-onlinesinthespeechbubbles.Say,ritetheanserstothequestionshere.

　　Asstudentstopletetheritingindividually.

　　correcttheansers.

　　yes,thereis.GostraightdonNeStreetandturnright.There'sapayphoneontheright.

　　GostraightdonNeStreetandturnright.TurnleftatBridgeStreet.Thebanisacrossthestreet.

　　yes,thereis.Turnright,thengostraightdonBridgeStreet.Thepostofficeisontheleft.It'sacrossfrothevideoarcade,nexttothesuper-aret.

　　Thisactivityprovidesguidedoralpracticeusingthetargetlanguage,

　　callattentiontothepictureinla.Asstudentstonaeallthebuildingsinthepicture.

　　PointouttheconversationInthepicturein4.Asdifferentstudentstoreadeachline.

　　HavethestudentsorIngroups.onepersonchoosesabuildinginthelapicturebutdoesn'ttellanyonehichbuildingitis.Theothersasquestionsliethoseintheactivity4pictureuntiltheyguesshichbuildingitis.

　　Severalstudentscantaeturnschoosingthebuildingfortheotherstoguess.

　　SectionB

　　laThisactivityintroducestheeyvocabulary.

　　Focusattentiononthepictures.Asdifferentstudentstonaetheplacesshoninthepictures.Theyillprobablynotincludeordssuchasold,ne,busy,quiet,big,sall,dirty,andcleanintheirstateents.

　　Pointtoandnaealltheplacesinthepicturesagainithoutthedescribingordsandhavestudentsrepeat.

　　Nopointtoeachhalfofeachpictureandasaboutthedifferencebeteenthehalves.Forexaple,youightsay;Thisisapar.Isitacleanparoradirtypar?

clarifytheeaningoftheordscleananddirtybypointingoutdetailsinthepictures.

　　Pointoutthepairsofordsorphrases.Sayeachoneandasstudentstorepeat,

　　Thenasstudentstoatcheachordorphraseonthelistithoneofthepictures.Pointoutthesaplanser.

　　chectheansers.

　　bThisactivityprovidesguidedoralpracticeusingthetargetlanguage.

　　callattentiontotheconversationinthepicture.Asapairofstudentstoreaditaloud.Thenasseveraldifferentstudentsthesaequestion.Asthetotellthetruth.

　　Pointoutthelistofphrasesin1a.AsstudentstoorinpairsTheytaeturnsasingeachotherquestionsaboutthethingsonthislist.Asthetotelleachotherthetruth.

　　Asstudentsortogether,ovearoundtheroochecingontheirprogress.

　　Asseveralstudentstopresentsoequestionsandanserstotheclass.

　　aThisactivitygivesstudentspracticelisteningtoandunderstandingthetargetlanguage.

　　Pointoutthelistofplacesinla.Saydienaeofeachonetotheclass.

　　Say,NoIillplayarecordingofaconversation.Listencarefullyandcircletheordsin1athattellaboutichael'sstreet.

　　Playtherecordingthefirsttie.Studentsonlylisten.

　　Playtherecordingasecondtie.Thistieasstudentstolistenandcircletheplacestheyhear.

　　correcttheansers.

　　bThisactivitygivesstudentspracticelisteningtoandunderstandingthetargetlanguage.

　　callattentiontothestreetapinthebox.

　　Say,NoIillplaytheconversationagain.Listentoifanddratheplacesinichael'sneighborhoodonthestreetap.

　　Playtherecording.Studentsonlylisten.

　　Deonstratetheactivitybysaying.hatarethethreeplacesonthetape?

.Anseranyquestionsstudentsayhave.

　　Playtherecordingagain.Studentsdraapsofichael'sneighborhood.

　　ovearoundtheroo,offeringassistanc