七年級英語Go for it! Unit 2 說課稿課件人教版新目標(biāo)

新目標(biāo)英語新目標(biāo)英語GO FOR IT!（七年級下冊）七年級下冊）Unit 2 說課稿說課稿一、教材分析一、教材分析1、教學(xué)內(nèi)容、教學(xué)內(nèi)容 1)、 詞匯：詞匯：post office, hotel, bank, supermarket, street, pay phone, avenue, clean, quiet, dirty, busy, left, right, next to, across from, in front of, near, between, turn right, turn left, go down, go straight on, walk along, go along, on the left/right 2)、 語言結(jié)構(gòu)：語言結(jié)構(gòu)： A、Where questions B、Affirmative statements C、Prepositions of place D、There be structure2、教材的地位及其作用、教材的地位及其作用本單元的教學(xué)主要內(nèi)容是：學(xué)習(xí)“問路指路”的常用表達(dá)方式 ，該話題與學(xué)生的日常生活緊密聯(lián)系在一起，容易喚起學(xué)生的學(xué)習(xí)興趣，這對于提高學(xué)生的綜合能力很有幫助，特別是說的能力。通過本單元的學(xué)習(xí)描述某一建筑物的位置，學(xué)會問路，指路，學(xué)會利用地圖描述某一社區(qū)。 本單元繼續(xù)使用一般現(xiàn)在時(shí)，這是一個(gè)生活中離不開的時(shí)態(tài)，也是最基本的一個(gè)時(shí)態(tài)。新課程標(biāo)準(zhǔn)要求學(xué)生重點(diǎn)掌握一般現(xiàn)在時(shí)，這在英語中使用頻率很高，學(xué)好這一時(shí)態(tài)的用法對以后其他時(shí)態(tài)的學(xué)習(xí)和交際有很大的幫助。二、學(xué)生分析 學(xué)生現(xiàn)有的能力與已掌握的知識： 學(xué)生在上學(xué)期已經(jīng)學(xué)過詞匯： big, small, old, new, 句型： Where is? Its in / on / under/ 指路問路對地點(diǎn)特征描述都可以用到上述的詞匯和句型。經(jīng)過上半學(xué)期的學(xué)習(xí)學(xué)生已經(jīng)積累了一定的詞匯，掌握了一定的目標(biāo)語，已經(jīng)具備了一定的聽說讀寫能力。 三、教學(xué)目標(biāo)1、語言知識 詞匯： A、重點(diǎn)掌握表示建筑物種類的名詞, 如post office, hotel, bank, supermarket, street, pay phone, avenue, B、掌握如下描繪性形容詞及方位副詞，如 clean, quiet, dirty, busy, right, left, down, along, C、方位介詞,如next to, across from, in front of, near, between, behind D、短語，如 turn right, turn left, go down, go straight on, walk along, go along, 重點(diǎn)句型： Is there a bank near here? Yes, there is . No, there isnt. Wheres the supermarket? Its next to the library Is there a pay phone in the neighborhood? Yes, its on Bridge Street on the right. 2、 語言技能1）、能看著圖片說話出建筑物的名稱；2）、能運(yùn)用一般現(xiàn)在時(shí)詢問街道上某一場所的位置；3）、能夠運(yùn)用所學(xué)語言為他人指明 某一場所的路線；4）、能夠描述某一場所各建筑物之間的位置關(guān)系；5）、能夠利用地圖向他人介紹自己所居住的社區(qū)；1）通過各小組的對話練習(xí)培養(yǎng)學(xué)生的合作精神；2）通過學(xué)習(xí)本單元，教會學(xué)生禮貌待人，建立和睦的鄰里關(guān)系；3）通過對本單元的任務(wù)性活動，培養(yǎng)同學(xué)間的友好相處，同時(shí)提高他們的觀察能力和判斷能力，激發(fā)他們對學(xué)習(xí)英語的興趣和熱情，在接近生活常態(tài)的交際中能樂于模仿，敢于開口，積極參與，主動請教。了解西方人是如何描述場所及地點(diǎn)特征，表達(dá)問路指路。 四、重點(diǎn)難點(diǎn)基于上述對教材的分析，本單元的教學(xué)重點(diǎn)為詞匯基于上述對教材的分析，本單元的教學(xué)重點(diǎn)為詞匯（post office, hotel, bank, supermarket, street, pay phone, avenue, clean, quiet, dirty, busy, left, right,）、）、詞組搭配（詞組搭配（on the right/left ,go straight on, go down, go along,）、方位介詞方位介詞(next to, across from, in front of, near, between)。以及指路問路的目標(biāo)語言：以及指路問路的目標(biāo)語言：Is there a bank near here? Yes, there is a bank on Center Street. Wheres the supermarket? Its next to the library. Is there a pay phone in the neighborhood? Yes, its on Bridge Street on the right. 教學(xué)難點(diǎn)教學(xué)難點(diǎn) 為訓(xùn)練學(xué)生的聽說讀寫能力，教會學(xué)生在真實(shí)的語言環(huán)境中運(yùn)用本單元說學(xué)的目標(biāo)語言,詢問某一場所的位置,為他人指明去某一場所的路線,某一場所個(gè)建筑物之間的位置關(guān)系，以及利用地圖向他人介紹自己所居住的社區(qū)。五、教學(xué)手段五、教學(xué)手段 六、 理念與思路1.教法：教法：（1） 本單元話題源自生活，立足這一點(diǎn)，充分利用學(xué)生已有的知識和經(jīng)驗(yàn)，創(chuàng)設(shè)生活化的真實(shí)情境，引導(dǎo)學(xué)生在運(yùn)用中學(xué)習(xí)語言，然后在學(xué)習(xí)新的語言知識后創(chuàng)造性地運(yùn)用語言（為用而學(xué)，在用中學(xué)，學(xué)了能用）。（2） 設(shè)計(jì)多種任務(wù)活動，提供給學(xué)生合作交流的 空間和時(shí)間，促使學(xué)生為完成任務(wù)和同學(xué)進(jìn)行合作，為完成任務(wù)進(jìn)行探究學(xué)習(xí)。1）、利用老師所提供的圖片做出簡單的判斷， 學(xué)習(xí)相關(guān)方位介詞以及描繪性形容詞。2）、通過地圖的展示以及目標(biāo)語言的操練，學(xué)會 問路指路并對地點(diǎn)特征做出簡單的描述。3）、能夠運(yùn)用所學(xué)知識熟練的描述本校的校址， 以及本校內(nèi)各個(gè)建筑物的方位。3、學(xué)法指導(dǎo)、學(xué)法指導(dǎo)在已經(jīng)學(xué)過的where is/ are?和Its on/in/under.句型的基礎(chǔ)上，引導(dǎo)學(xué)生利用本單元所教授關(guān)于指路問路的短語句型通過聽、練以及小組合作的方式掌握本單元的知識目標(biāo) 。1. Talking about a room (revision)2. Buildings & positions3. Drawing mapsPeriod 1:Step 1 Teacher presents the picture of 3b in Unit 4 of Book 1, students identify the things in the picture and describe their positions. Revision: A. The propositions in; on; under; between; next to; behind, etc B. The sentence pattern Where is the ? Its / Theyre on / in /Step 1 Teacher presents the picture of 1a, in which we can see many buildings.Step 2 Students identify the buildings one by one in Chinese first, then in English with teachers guidance with the help of the pictures of the buildings which are more clear.Step 3 Students describe the positions of the buildings, asking and answering with teacher as follow: T: Where is the hotel /? Ss: Its next to /across from / Step 4 Exercise: true and false according to the picture of 1a they describe. Students listen to teachers instruction and draw out the maps: Map 1: Across from the bank is a supermarket. There is a post office between the library and the supermarket. Across from the supermarket is a park. Next to the park is a restaurant. Map 2: A library is next to the park. Across from the park is a bank. Next to the bank is a post office. Across from the post office is the restaurant, which is across from the supermarket.Period 2: 1.Find out the differences between the two similar pictures.2. Asking for and showing ways3. Listening and draw out the mapStep 1 Teacher shows two similar pictures, guiding students to find out the differences between them.schoolBookstoreparkbankPostofficeSuper-marketrestauranthotellibrary payphonePicture 1schoollibrarybankparkhotelrestaurantBookstorepayphoneSuper-marketPost officePicture 2Step 1 Teacher presents the picture of 1a again, asking the following questions to lead into the key point of this period - showing ways. Where is the restaurant? How can we get there?Step 2 Teacher shows the arrows one by one on the picture, showing the steps of the way to the restaurant. a. go straight down the Bridge Street b. turn left at the first turning c. go down the Fifth Avenue d. its on the right e. its next to the libraryStep 3 teacher presents three pictures, students try to show the way by filling the blanksbankSun StreetPost OfficeA: Is there a bank near here?B: Yes, there is.straight downturnrightfirstonleftacross from Go _ _ the Sun Street, _ _ at the _turning. The bank is_ the _. Its_ _ thePost office.Step 4 Teacher presents the picture of 3a in Section A, pointing out the three different positions in the picture and asking students to think about the ways to the “supermarket”Step 1 Students listen to the dialogue for the first time and answer the following questions: A. Who are talking? John and Michael. B. What are they talking about? The way to Michaels house.Step 2 listen again and fill in the blanks: 1. Its on Bridge Street. 2. Its a quiet street off Fifth Avenue. 3. There is a new hotel on the corner. 4. Theres a small supermarket on the street. 5. My house is across from the supermarket.Step 3 Students try to draw out the map according to the five sentences.Step 4 Teacher shows four maps, and Ss judge whether they are right or not.Fifth AvenueBridge Streethotel supermarketmy houseFifth AvenueBridge Streethotelsupermarketmy houseFifth AvenueBridge Streethotelsupermarketmy houseFifth AvenueBridge Streethotelsupermarketmy housePeriod 3:Step 1 Students talk about the picture of 3a in Section A: 1. Do you think its good to live here? 2. Why? 1) What do we have here? a. There is a park, a bank, a supermarket, a restaurant, and so on here. Its very convenient. 2) How do you think about the street here? b. The street here are very clean. 3) Is it quiet? c. Its quiet here.Step 2 Students look at another picture of 3b in Section B and talk about it by answering teachers questions: 1. What can you see in this picture? restaurant; post office; park; supermarket; many cars. 2. Where is the park? Its between the restaurant and the post office. 3. Is it a big park? No. 4. What can you do in the park? Big: take a walk; Small: play the guitar, etc. 5. How do you think about the street? Its very busy.6. Where is the restaurant and the supermarket? The restaurant is next to the park and the supermarket is across from the post office.7. When do you go to the restaurant? Eating dinner (when were hungry).8. What about the supermarket? Buying things.9. How do you think of this street? Very busy.10. So , how do you think about this place? Its a good place to have fun.Step 2 Students fill the blanks in 3b.Step 3 Students compare the eight pictures in 1a of Section A, and find out the four groups of acronym.Step 4 Students draw out the map of their dream neighborhood and write about.Period 4:Revision and Application Step 1.Review the knowledge objects learned in the last three periods.Step 2. Presentation 1.Present some pictures of the buildings of Hainan Overseas Chinese Middle School.2.Get the students to say the names of the buildings 3.Try to describe the positions of the buildings. Step 3.Get the students to communicate according to the map of Hainan Overseas Chinese MiddleSchool.1.Show a map of Hainan Overseas Chinese Middle School.2.Point out the map,say,Science Festival is coming. At that time many people are coming to our school.How can you guide the guests to different parts of our school? Please make a conversation about asking for and giving directions with your partner. Period 4Period 4Step 4.writing.1.Show the writing requirement below :Next day is your birthday.You are going to invite Tom to your home and draw a map to show how to get to your home. 2.Get the students to finish the writing task with 8 minutes.3.Get some students to read their writing.小結(jié)設(shè)計(jì)1、 以多媒體展示的方式復(fù)習(xí)本單元的知識目標(biāo)。2、 通過展示本校的平面圖加深鞏固學(xué)生對本單元目標(biāo)語言的使用。3、要求學(xué)生寫出去他家的路線圖，以書面的形式鞏固所學(xué)的目標(biāo)語言。