七年级英语下册Uint2Whereisyourpostoffice

1、七年级英语下册Uint 2 Where is your post office?说课稿教材分析问路与指路是常用的生活用语之一，几乎所有的基础英语教程中都会涉及这项内容， JEFC将这项内容编排在初二（上）第六单元，由此可知，本单元的重要性。教学内容词汇.Namesofplaces:postoffice、library、hotel 、restaurant、bank、supermarket 、street 、 payphone、park 、house、garden 、market.Descriptionadjectives:clean、dirty、 new、old 、quiet 、 busy. 其

2、它： enjoy 、 visit、beginning 、tour 、through 、walk 、hungry. 介词短语：nextto 、infront短语of 、between、behind 、acrossfrom. 其它： takeawalk 、havefun.句型. 掌握 there. 初步认识ifbe 句型。句型 . 掌握指路时所常用的祈使句，包括gostraight、turnleft/right、takethe.turning.日常交际用语. 掌握问路常用语：Excuseme.Isthere.?/Whereis.?. 了解问路的其它用语：Excuseme.Whichistheway

3、to.?/Canyoutellmethewayto.?教学重点. 词汇. 句型： therebe 句型. 问路与指路的基本用语教学难点. 设计一些学生能够主动参与的活动，让学生能够对所学的知识进行操练与扩展。课时划分考虑到所教学生的实际情况以及本单元在本册书中的“前沿”位置，我将本单元细划分为 5 个课时（不包括 self-check）。第一课时：SectionA1a-1c第二课时：SectionA2a-2c第三课时：SectionA3a-4第四课时：SectionB1a-2c第五课时：sectionB3a-3b主要策略1.教学策略. 提倡循序渐进的教学过程，使学生在认识新知识时有一个心理适应

4、的过程。. 倡导“任务型”教学过程，让学生“做中学”，“学”是前提，“做”是目的。. 因人因材施教。2.学习策略. 倡导合作学习的理念，课堂中使学生有尽可能多的合作机会。. 强调家庭作业的重要性，提倡学生的自主学习，家庭作业的形式尽可能的多样化，比如让学生准备下节课的一些课堂道具。教学目标1.知识目标 :. 谈论问路与指路. 学会方位介词 nextto 、infrontof 、betweenand、across 、behind. 学会形容词 new、old 、busy、quiet 、clean、 dirty、big 、 small2. 语言技能. 能围绕“问路与指路”的交际用语进行交际。* 能

5、用一些形容词准确地描述和表达自己的观点。. 能用简单的图表、地图、句子等描述和传递信息3. 情感目标. 通过运用简单的问路和引路的交际用语，学会相互合作，培养乐于助人的精神。. 通过运用问路和引路的交际用语，帮助各个层次的同学树立自信心，敢于用英语进交际。4. 文化意识. 了解中西方问路与引路方式的不同教学过程Thefirstperiod(SectionA1a-1c)Warm-UpAskstudents“Wheredoeshe/shelive? ”ve?”,givestudentstheanswer“Iliveind”(showSsthepictureontheWord-Teach?Direc

6、tSsattentiontothepicture“WheredoIlithisneighborhooscreen).onthescreenand?Giveask plentySs“What sthis?placesonofopportunity”,presentthetheboard.forbothchoralnames oftheandindividua?Referlrepetitionto1aandof1bthe innew Sectionwords.Aonp7.Targetlanguage-Teach?HaveSssk“Is/Arelook thereatthepicture.? ”,p

7、resentonSsthe thescreen answersagainand“Yes,thereais/are.”“No,thereisn t/arent.”.?Ontheboard,writethemodels.?HaveSslookatthepictureandtheexamplequestionandanswertogether,havethemtaketurnspracticing asking and answering questions.?Invite volunteers to role-play their dialogs.Make a survey?Organize Ss

8、 into groups,have them make a survey by asking others in the group questions Yes/nowherepost officelibraryhotelrestaurantbanksupermarketpay phoneparkHomework?Draw one of the places with color pens.?Complete the conversations according to the illustration in 1a.板书设计-Is there a.?post office-Yes,there

9、is.It son.street. /libraryNo,therearen t.hotel-Are there any.?restaurant-Yes there are.They are on.street./bankNo,therearen t.supermaketparkpay phoneThe second period(Section A 2a-2c)Warm-Up?Review the target language taught last lesson by askingSs“ Is/Arethere.?” suchas “ Isthere a post office?” .W

10、ord-Teach.Show a stick-figure picture on the screen.parkschoolmarketmy houseCenterstreethotel.Point to thepark,say“ whereis the park? ” getthe response ” It onsCenterStreet” fromSs,tell Ss wecan use other prepositions to describe the location of the park,present the newprepositions.Put the prepositi

11、ons on the board,have Ss repeat.To reinforce the understanding,refer to 2a,2b on Page 8 in the book.Check the answers by asking Ss“ whereis.?”.Activity 1: Competition?Focus Ss attentionto the picture on the screen.Choose 4 Ss from different group,give each of the m 2 minutesto describe the location

12、of a place to see the can say the most different descriptions of one place inthe limited time.Target language-TeachModel a dialog on the board,have Ss repeat.Orgnize Ss into groups of 4,have them take out their cards of places on the desk and imagine eac hcard as a real place,have them take turns pr

13、acticing the diagog by changing the locations of their c ards.Have less advanced Ss come to the board to perform as places with cards in their hands,have adv ancedSs perform the dialog according to the locations of the“ places ”frontin.Homework?Draw the places between your house and your school.?Mak

14、e up new dialogues with the target language according to the picture in 1a,at least 5 differentdialogues.板书设计-Where is.?next to-It s.in front of-Where are.?across from-They are.behindbetweenThe third period(Section A 3a-4)Warm-Up.Show a stick-figure picture on the screen.Ask Ss the locations of the

15、places in the picture.LibraryFood MarketPaul shouseGreenStreetNo.1 Middle SchoolBankRestaurantBridgeStreetHotelParkPost Office.Point to theboy,say“ Thisis Paul,he wants to go to a hotel.Which is the way to the ho o straight,in the same way present turntel?” presentgleft/right 、 take the.turning.?Ref

16、er to 3a,3b on Page 9.Practice.Have Ss take out their picture of their route from their house to the school.Organize Ss into groups of four.Have them take turns telling their group members the way to theirhouse or from their house to the school.Monitor them with vocabulary and grammar.Show a stick-f

17、igure map of Sisu on thescreen,say“ Excuseme.Can you tell me the way to your house? ” ,havevolunteers give their directions.Yang aoZhang aoschoolMeixiQianyangMei aoChentanBoyanYangchuan.Tell Ss they can use different ways of asking for directions.Elicit the questions from Ss.(take notes while Ss are

18、 saying)Activity: A short play set in a street?Have Ss put their pictures or models of the places on the desk and -the desk as a real place.?Desigh the classroom into a neighborhood.Organize Ss into groups,have them take on roles of a passer-by and a police officer. Homework?Draw a picture of your i

19、deal neighborhood.Write down the route from your home to your school.Make up a dialog between a police officer and a passer-by.Finish off the exercises on Page 5 in Pink Book.Copy the words on Page 9 in the book,twice each.板书设计-Excuse me.Is there.?go straightWhere is .?turn leftWhich is the way to .

20、?turn rightCan you tell me the way to .?take the.turningThe fourth period(Section B 1a-2c)Warm-upDraw a stick-figure picture on the screen,have Ss say the routes between places.Point to two parks,one big,onesmall,have Ss tell the difference,elicit the two adjectives big、 small from Ss.Word-Teach.Sho

21、w three pairs of items,elicit the three pairs of antonyms.Reinforce with examples Ss familiar with,for example our class is clean,but the W.C is dirty,etc.Refer to 1a,2a, in Section B.Target language-Teach.Refer to 2a in section B.Check the answers in 2b by asking one student to draw the map ofMicha

22、elsneighborhood on theboard.Use there-be clause to describe the existence of one of the places,have Ss give the rest answers using there-be clause.Write the structure of there-be clause on the board.Expain that there-be clause can describe the e xistence of items,present the negative and interrogati

23、ve forms of there-be clause.To reinforce the understanding,have Ss make up sentences about the items in the classroom.Activity: Guess Game.Organize Ss into groups of 4,have them prepare a short description of a place using there-be clause without mention its name.Put an example on the board. “ Thepl

24、ace is scary at night,it xt to it,there isn tahouse near it,there are always dead people inoldsand big, there are many trees ne ” ,haveSs guess which place is it.being referred to.When each group is reday,have them take turns reading out their descriptions for the rest of the cla ssto guess.Homework

25、.Use there-be clause and adjectives to describe your neighborhood.板书设计There is .There isn t.cleannewdirtyoldIs there .?quietbusyThere are .There aren t.Are there.?The fifth period(Section B 3a-4b)Warm-upAsk Ss “ Doyou have a schooltrip?”“ Doyou want to have a schooltrip?”“ Why?” etc.Elicitthenewwords and phrases.ReadingBefore-Reading.Tell Ss thatit simportannt for us to get information from a tour guide if we want to have a tour.AskSs “ Whatinformation can you from a tourguide? ” elicitanswers from Ss.(take notes as Ss answering)While-Reading.Have Ss look at the lists of the items