七年级下册Unit2《Wheresthepostoffice》教案.docx
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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
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- Wheresthepostoffice 年级 下册 Unit2 教案