人教版英語七年級下冊Unit 8 Section B 1a-1d教案

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1、 教學內容  Unit 8 Is there a post office near here? Section B 1a-1d I、Analysis of the teaching material and students. The thought of teaching design. (教材分析、學生分析及設計思路) 本單元教學內容選自人教版七年級英語下冊第八單元，本節(jié)課為本單元的第四 課時。此單元的主要教學目標是學生學會如何向別人問路及如何給別人指路，談 論的內容主要集中在地點名詞、方位介詞、指示方向的動詞短語等，語言知識結 構有“There be”結構，“Whe

2、re questions”和“Prepositions of places”。通過這些 語言知識學習，學生能夠在街道上用英語詢問地點，描述位置，指明方向。而這 些內容又和學生的日常生活息息相關，具有很大的實用價值，是個讓學生對英語 學習產生興趣的好機會，教師應借此節(jié)課既讓學生學會目標語言，提高語言技能， 再適當引入一些文化滲透和情感交流，比如引入外國諺語： “ All roads lead to Rome(條條道路通羅馬) ”，讓學生欣賞歌曲“Country roads, take me home(鄉(xiāng)村小路， 帶我回家)”,使學生具有跨文化交流意識。本節(jié)課設計的寫作任務，是讓學生談論 自己的家

3、庭或學校周圍有什么建筑及如何到達此地。話題學生非常熟悉，可通過 前幾節(jié)課的聽說課、閱讀課構建知識框架，讓學生由淺入深進行學習，增加學生 寫作的自信心。本節(jié)課在備課時，可以發(fā)現書上出現的交通標志偏少，不能滿足 學生指明方位的需要，因此老師要借助多媒體或手工制作的更多的交通指示標志 來引導學生用英語說出更多的指路信息，比如拓展詞匯“  traffic lights, go past, go/walk across, cross ，at the first/second crossing, on the left/right ”等，這樣學生才能 用英語靈活、準確的給別人指明方向，因

4、此本節(jié)課詞匯教學比重稍有點大。因為 面臨的是七年級學生，他們在課堂上還是善于表現自我，也喜歡通過各種活動進 行感性學習，因此本節(jié)課可借助大量圖示來學習地點名詞，方位介詞，交通標識 等，因為這些內容都非常具體化，而且通過圖示有助于學生識記單詞。除了英語 語言知識的學習外，本節(jié)課我們還可以啟示學生，誰都有可能在路上遇到困難， 比如迷路，認不清方向等，碰到他人需要幫助時，我們要樂于助人。最后，雖然 條條道路通羅馬，但我們最好找出最便捷的路來幫助他人。 1 II. Teaching Objectives（教學目標） : By the end of this class, st

5、udents should achieve the following goals: 1. Remember the vocabulary in this class: go along, turn left, turn right, on the left/right, on one’s left/right, crossing, cross, go/walk across, at the first/second… crossing, traffic lights, go past. 2．Ask and answer questions about how to get to cert

6、ain places. A: Is there a restaurant near the hotel? B: Yes, there is. A: How can I get there? B: Just go along New Street. Turn right at the first crossing and the restaurant is on your left. 3．Be helpful to others and give others or strangers directions. 4．Appreciation of the English proverb

7、 and song showed in this class. III、Teaching key points and difficult Points(教學重點與難點 )： Teaching key points: Vocabulary about directions learned in this class. How to ask for and give directions by using target language. Teaching difficult points: Give directions about how to get to a certai

8、n place. Use more information to give people correct directions. IV、Teaching methods(教學方法 )： Audio-lingual approach, Task-based language teaching, the communicative approach and cognitive approach V、Teaching Aids(教學輔助 ): Computer Aided Instruction(CAI), pictures, blackboard VI、Teaching Pr

9、ocedures（教學過程） : 1. Lead-in and warming-up. After the greeting as usual, lead in the new class by showing the signs about directions to the students. Ask them to look at the pictures and speak out the meanings of the traffic signs. T: Boys and girls, please look at the three pictures: What kind o

10、f pictures are they? S: They are.... T: Yes, they are traffic signs. When we see these signs, what can we think about? S: ... 2 T: Great, we can think about the directions. So in today’s class, we’ll learn more traffic signs, then we can know the directions better on the roads. Now, let

11、’s begin our new class. 2. Presentation of new vocabulary. Step 1. Watch and learn the new vocabulary by showing them on the screen. Learn them one by one by reading, speaking and using in sentences. New vocabulary: go along, turn left, turn right, on the left/ right, on one ’s left/right,

12、 crossing, at the first/second/third...crossing, cross, across, go/walk across, zebra crossing, traffic lights, go past. Step 2. Check the consolidation of new words or phrases by games. Ask some students to choose the right pictures and write down the correct vocabulary on the blackboard. Make sur

13、e the students can read and spell the new words and phrases properly. Step 3. After the new vocabulary expansion, Ask students to open their books and turn to page 46, look at 1a and finish the task in it. Now it ’s very easy for them to finish the match task, so go on this task quickly. 3. Listen

14、ing practice. Step 1. Look at the picture in 1b. T: There are two persons on New Street, do you know what they are doing or talking? Please have a guess. S: ... T: Well done. Yes, one person is asking for the directions and the other is giving directions. Now listen and write the correct place f

15、or each letter in the picture. Play the tape and check the answers after listening. Step 2. Look at 1c. T: Here’s the conversation. Now listen again. Fill in the blanks. Play the tape for the second time and ask the students to fill in the blanks in 1c. Ask some volunteers to speak out the answe

16、rs after listening, check the answers in class. Then read the conversation together. 4. Pair-work and speaking practice. Step 1. Work on 1d. Imagine you and your partner are the two people in the picture in 1b. Ask and answer questions about the places. Ask some volunteers to show in class. Ste

17、p 2. Extension practice. Imagine you meet a traveler on the street, he is lost and can help him. Make your own conversations with your partners. 3 ’t find the hotel. Please Walk around and provide helps if necessary. Ask some volunteers to show and correct the mistakes appeared in the

18、 making-up conversations. 5. Culture awareness and expansion of knowledge. Step 1. Tell students that different people may choose different ways to a certain place in our daily life, but all of them can get to the same place at last, so there is an English proverb called “All roads lead to Rome”.

19、The Chinese meaning is “條條道路通羅馬”. We also have a Chinese idiom( 成語) called “殊途同歸”, it has the same meaning as this English proverb. So there ’re some differences and similarities in our Chinese and English culture. Step2. Appreciation of an English song. T: When we go to some place , we sometimes

20、can choose our favorite ways or roads. But my favorite road is the country road. Now, let ’s look at my favorite road. Play the song and appreciate the English song“Country road, take me home”. Step3. Remind students to show the easiest way to others or strangers in our daily life, that’s the best

21、way to help others. 6. Writing task. Step 1. Think about a place near our school. How to get there? Please write it down. Walk around and provide helps if necessary. Step 2. Show some samples and correct the mistakes. 7. Summary and homework: (1) Think about a place near your home. Tell us how

22、you get there in the next class. (2) Read 2b on page 47 at least five times and try to finish the tasks in 2b and 2c. Make preparation for the next class. VII、 Blackboard design Unit 8 Is there a post office near here? Section B (1a-1d) Key phrases: go along, turn left, turn right, on the le

23、ft/right, on one’s left/ right, crossing, go/walk across, at the first/second… crossing , traffic lights, go past 4 VIII、Teaching reflection(教學反思): 本節(jié)課的重點是如何問路，如何給別人指路，其中給別人指路對學生來說是 難點。要突破難點，本人覺得還要從簡明扼要和形象生動的簡單語言知識入手， 特別是對于詞匯量較少的七年級的學生來說。 本課在問路和指路的學習過程中，要談論大量的地點名詞、方位介詞、方向 指示詞等，因此語言知識點

24、集中在如何詢問地點，如何描述位置，如何指明方向 這三部分上，而這些內容中地點名詞相對簡單點，但方向指示詞課本上提供的內 容太少，不能滿足真實場景對話需要，因此本人在教學過程中補充了一部分有關 指示方向的詞匯，并用許多具體的圖片來進行形象教學，樣有助于學生記憶和理 解。除了英語語言知識的學習，本節(jié)課我還滲透思想教育，比如誰都可能在路上 遇到困難，碰到他人需要幫助時，我們要樂于助人。另外，雖然條條道路通羅馬， 但指出最便捷的路來幫助他人就是最好的路。 課本是我們教學的依據，但不是我們教學的全部，我們要以課本為依據，靈 活處理教材。如在設計本課時，我發(fā)現本節(jié)課書本上的交通標志偏少，不能滿足 學生給

25、別人指路時所需的一些信息內容，因此備課時又增加了幾個簡單的交通標 識 和 相 關 詞 匯 等 ， 如 ： zebra crossing, on one’s left/right, at the first/second/third...crossing, traffic lights，go past 等。另外，為了更進一步的練習指 路，我準備一些生動的圖片及精美的PPT課件，讓學生在課堂上以小組形式討論如 何幫助旅游者找賓館等活動，激發(fā)他們的學習興趣并鞏固所學知識。 最后，在學完知識要點后，適時加入英語諺語和英語歌曲，培養(yǎng)學生的跨文 化交流意識，開闊他們的眼界，培養(yǎng)他們的思辨能力，使學生得到全面發(fā)展。 本節(jié)課我主要采用多媒體授課，課件教學，內容不在多，而在精。每一張幻 燈片本人都精心制作，反復斟酌、修改，力求做到簡明扼要、形象生動、精準助 學。應該說每一頁，每一環(huán)節(jié)都有它的內在思路與用途。不求最好，只求更好。 當然，本節(jié)課也有遺憾的地方，由于拓展詞匯，并力求在使用中掌握新詞匯， 結果給學生留的對話和寫作時間相對倉促，沒有充分預習或學習能力較差的學生 就會感覺本節(jié)課節(jié)奏有點快，需要課下多鞏固，多復習。 5