初中英语人教版七年级下册Is there a post office near he.docx

新目标英语七年级下册Unit 8 Is there a post office near here?教学设计 一、 教学背景分析1 . 教学内容分析： 本课为初中英语新目标版七年级下册unit 8 is there a post office near here ? section a 。本单元教材以“问路”为中心话题，学习和运用句型进行问路及指路。而本课作为本单元的第一课，以学习并运用is there?及关于建筑名称的单词、一些方位介词进行简单的问路与指路，为本单元之后的学习做铺垫。2. 学生情况分析：本节课的授课对象是七年级的学生，他们对英语知识有了初步的积累，充满了好奇心和想象力，具有合作学习和独立思考的能力，因此，在本节课的教学过程中，本人注意充分利用学生已有的基础，创设了贴近生活的情境，将难点、重点巧妙化解于各种形象的图片，视频、游戏、竞赛及生活化的情境中，充分激活学生思维，让学生最终能够leaning by doing，达到真正运用语言的能力。二、 教学目标分析1知识目标： （1）学生能够听、说、读、写四会掌握建筑物词汇，如：bank, hospital, post office及方位介词：next to， across from, in front of 等。（2） 听、说、读、写四会掌握以下用于问路的一般疑问句及其回答： a: is there hospital near here? b: yes, there is. its on bridge street.2能力目标：通过本课学习学生能看懂英文地图，增强方向感，用英语简单问路、指路。3情感目标：学生具有乐于助人的品质以及热爱自己的家乡，争做家乡小主人的情操。三、教学重点、难点分析教学重点：方位介词、there be 句型一般疑问句的问答的教学。教学难点：能够运用所学知识在实际情境中问路、指路。四、教学准备教师：课件、彩打实景、街道标识。学生：地点头饰，练习纸【点评】整体而言，教师能较准确把握学生特点和教材特点设定目标，知识目标的定位很具体；能力目标能够紧扣本课知识目标，较为具体精准；情感目标贴近文本主题。若能够在教学设计中关注学习策略、学习方法的培养目标，会更有助于学生能力的提升。 五、教学过程设计step 1 watch video-introduction of ganzhou1. old city-ganzhout: you know ganzhou is a beautiful city with long history. its famous for songcheng culture. lets enjoy a video to know about ganzhou.2. modern city-ganzhou t: ganzhou is also a modern city. in jiu fang mall, you can go shopping, eat delicious food or watch movies. and if you are tired, you can have a rest in central park.3. convenient city-ganzhout: its also very convenient to live in ganzhou. look, whats it? supermarket, you can buy many things in it.【设计意图】视频播放由宋城古色古香的宋城文化进而介绍赣州的现代化、都市化，唤起学生的共鸣和了解家乡赣州的欲望，同时复习学生以前学过的地点名词。【点评】魅力赣州视频导入主题，创设本堂课的大语言环境走进赣州。既激发了兴趣，又让学生发现了家乡的美，唤醒了热爱家乡的情怀。step 2 lead in ppt呈现赣州城区的西园和银行图片，复习单词park 和bankt： what about this one? s: park.t: we can take a walk in the park. wow, whats it? what can we get from it?s: money.t: aha, money. now follow me. (带读单词)【设计意图】通过众所周知的一些建筑，复习学过的建筑词汇，自然导出本节课一些新的建筑词汇。【点评】：step 1已经是一个很好的导入，不需要再加入图片，避免重复累赘，多留时间在本课的重点新知和难点处理上。此环节是否可以与下一个环节合二为一会显得更加紧凑，提高课堂效率？ step 3 presentation ppt出示赣州南门口处文清路与红旗大道交汇处的地图，学生看建筑图片学习新单词以及根据地图布局运用there be 句型。1. t: look at the map, where is the bank? its on wenqing street. so we can say: there is a bank on wenqing street.2. 放大地图中kfc照片t: now,look, kfc, its a restaurant.(领读单词restaurant)t: where is the restaurant? its on so we can say:there is a kfc on wenqing street.3. 放大地图中书店的照片，引导学生运用there be 的复数句型造句there are some bookstores on wenqing street.t: here, what are they? they are bookstores. we can buy books here. (领读单词bookstore)t: where are the bookstores? they are on so we can say: 4. 放大地图中公用电话、赣龙酒店、人民医院、警察局的照片。t: what about this one? its a pay phone.(领读单词 pay phone) there are many pay phones on hongqi avenue. (以此方法教学其它生词并用there is /are 造句)【设计意图】结合赣州地理实际，让学生通过自己熟知的东西过渡到对新知识的学习，这符合学生由已知导入未知的学习过程，同时将句型与词汇的学习结合起来，提高学习效率。【点评】 “字不离词，词不离句” 是语言学习的规则，此环节教师处理得很紧凑，有助于学生语言运用能力的培养。思考：七年级的学生已经具有一定的音标基础，因此词汇的教学是否可以分层次教学？如简单的单词，让学生尝试自己读，稍难的单词小组商量读？step 4 listening 1. 展示一张呈现赣州街道和三名外国游客的照片。t: now do you remember all these places? well, boys and girls, there are 3 visitors in nanmenkou（南门口） square. they want to go to different places. can you help them?2. 播放录音，学生完成填空练习，然后核对答案。t: lets listen， where do they want to go？ listen carefully and write them down on your paper sheet. conversation 1visitor1: excuse me, is there a _ on hongqi avenue? g: yes, there is.conversation 2visitor2: hi, excuse me, is there a _ near here? g: um, yes, there is. theres one on wenqing street.conversation 3visitor3: is there a _ on hongqi avenue? g: _ , there _.3. 跟读听力材料t: wonderful，now lets read them together, ok? listen and follow.4. 分角色朗读听力材料t: well done. this time, group 1 is visitor 1, group 2 is visitor 2, group 3 is visitor 3. lets read together.【设计意图】根据语言学习先听后说的认知规律，让学生先听听原汁原味的录音，通过听后模仿朗读，让学生建立良好的语感，感知并形成较为地道的语音语调。【点评】人教版教材安排的听说材料和录音内容都是生动鲜活的，语言真实地道，磁带中所听到的都是英语国家的人所说的语言，为学生提供了原汁原味的语言输入。因此，对于七年级的学生来说，模仿听力材料是形成良好语音语调的好办法。step 5 competition 给学生发放地点头饰，教室布置成赣州一角。1. 解释比赛规则t: lets have a competition. this is ganzhou, there are some places, park, bankand this is wenqing street, that is hongqi avenue. when i show the pictures, one team ask: is there a on the ? the other team answer.2.小组展开竞赛a: is there a near here? /are there . near here? b: yes, there is/ are . its on . street. /no, there isnt/ arent.【设计意图】对教室进行布置，设置对话的真实情境，形象直观，解决了学生抽象思维能力弱的困难；competition环节面向全体学生，让每个孩子都有机会来操练知识；比赛和彩色卡纸头饰增加了，调动了孩子们的兴趣和好胜心，活跃了课堂气氛。【点评】用活动的形式可以降低机械训练的枯燥。思考：这个活动操作起来能否更加简洁，高效？竞赛效果如何？既然教室已经布置成了城市一角，为什么学生又要看着老师手里举着的图片问答呢？能否放手学生自己去问答，而不仅仅是局限于老师手中的图片？step 6 pair work两人小组操练对话：is there?1. t: you all did a good job. can you show the way to your desk mates?well, lets make conversations with your desk mates. give you minute to prepare.2. t: ok, boys and girls, time is up. lets stop here. which group would like to show your conversation?两两展示准备好的对话。【设计意图】由大面积的操练到学生两两操练，以及师生的双边活动，关注学生个体的同时，为下一环节介词的教学做好铺垫。）【点评】是否可以把半班操练与两人操练整合一下？毕竟课堂只有45分钟，还有几个重要的介词新授还未进入，可以等介词学习后再结合问句进行pair work,保证学生有足够时间操练。step 7 presentation 21. t: hey, girl. excuse me, is there a on ? girl 1: yes, there is.t：yes, its on street. and its also next to the park.(教师利用班级布置好的街道，和师生所处位置来教学介词next to。)2.用同样的方法教授方位介词in front of, behind, betweenand,across from 等。【设计意图】通过教师与学生的双边活动，自然而然地教学方位介词，直观形象，易于学生理解接受。【点评】资源利用的很充分，有助于学生对方位介词的理解和记忆。step 9 2b listening 1.听对话，用介词填空。t: now, lets check if you have a good listening. listen and fill in the blanks with these prepositions.2. 听前指导t: first, look there are some places. what are they? 3. 播放听力材料，学生用介词填空，然后核对答案。4. 朗读对话。【设计意图】 听力输入，再模仿发音，为之后的语言输出做准备。【点评】教师听前指导旨在培养学生的听力策略。step 10 play a game（砸金蛋游戏）砸金蛋游戏巩固方位介词。1. t： now lets play a game. here are 5 eggs. each egg has different points. when you finish the task, you can get the points for your group.(解释游戏规则)2. t: for example, i choose an egg, wow, its 80 points. where is the park? its behind the bank.(教师示范)3. t: now its your turn.（学生砸金蛋，对话，得分）【设计意图】在游戏中复习方位介词，调剂了课堂气氛，巩固知识，为最后语言运用环节做准备。【点评】一张一弛、动静结合的课堂气氛有助于学生学习状态的调整，在枯燥的学习中增加一点乐趣。step 11 group work（a little guide）1. t：im happy that youve remembered all the places and know how to show the way. 2. t: you know today many visitors are coming. they want to go to different places. look! 观看一段小小导游为外来游客指路的视频3. t: shall we help the visitors to find the places? ok, lets have a group work.4. 解释小组活动的规则。t: four students in a group, one is a guide, the other three are the visitors. then the guide helps the visitors to find the places.t: ill give you 2 minutes to prepare. then i will ask several groups to come here and show your dialogs.5. 四人小组合作，运用本节课所学的句型，分角色完成任务，为来赣州的游客指路。【设计意图】创设了真实的情境，学生通过小组合作活动，达成本节课的目标及难点，运用所学知识解决生活中的问题【点评】group work通过设计了一个小组活动，装扮游客成游客和小导游，让学生进入了一个真实的语境，让他们作为小导游帮助游客，在老师创设的情境下发挥自己、充分展示了学生的个性，体现了教学的开放性。step 11 summary小结本节课的重点。1. t: i think all of you are very good. and in this class, youve learned how to show others the way, i hope you can help other people.2. t: and lets enjoy some beautiful places again, lets love our city and be the good guide of our hometown. (播放ppt,回顾赣州美景)【设计意图】小结可以让学生对本节课的内容做一次梳理，有个系统的认识。【点评】是否可以请同学们自己先小结，然后老师再补充不足之处？学生忙了快一节课，停下来思考一下，把学到的知识内化一下。step 12 homework1. review the new words and the prepositions.2. introduce the buildings near your home, make conversations with your partner.【总评】在江西省“赣教杯”初中英语教师教学基本功大赛上，周雅娟老师执教的这节课获得了大赛二等奖第一名。周老师在整节课的教学中，能够紧扣本节课的话题ask for and give directions on the street，把握听说课课型特点，以任务型教学为支撑，从激发学生的学习兴趣和生活经验出发，合理设计教学任务，开展形式多样的教学活动，培养学生的综合语言运用能力。整节课以了解赣州城市为主线，以问路及指路为功能目标，以当好赣州小导游为任务，最后形成热爱家乡的美好情感。首尾呼应，教学目标达成效果较好。其突出亮点表现在：1. 文本与生活实际相结合 教师在教授关于建筑物的词汇bookstore、post office、park、the police station等时，选择的照片都是学生实际生活的城市的真实照片，紧接着导入的赣州红旗大道附近地图，引导学生根据地图谈论每天最熟悉不过的街道；最后又设计了group work（a little guide）,将教室一角依照赣州的实际地理位置布置，请学生充当导游为外来游客指路。这个任务充分激活了学生作为赣州主人的内心情感，让语言的运用与生活实际的需要融合起来，将社会主义核心价值观教育自然渗透在语言知识教学中。2. 合理改编教材一般情况老师们处理这节课往往会图片教学词汇后就播放听力材料，大都不会注意到图片与听力材料的背景毫无关系，从而使课堂教学的情景