where is the post office教案.docx

where is the post office教案.docx

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whereisthepostoffice教案

Unit2Where'sthepostoffice?

Languagegoal

Thisunitstudentsleamtoaskforandgivedirections（方向）onthestreet.

Newlanguage

Isthereabanknearhere?

Yes,there'sabankonCenterStreet,Where'sthesupermarket?

It'snexttothelibrary.Isthereapayphoneintheneighbhood?

Yes,it'sonBridgeStreetontheright.

locationsintheneighborhoodsuchaspostoffice,hotel,videoarcade.

Descriptivewordssuchasnew,old,dirty,clean.

Descriptionsoflocationsuchasacrossfrom,nextto,Between

Recycledlanguage

Whatareyoudoing?

Doyouwantto...?

SectionA

Asktworowsofthreestudentseachtostandfacingeachotherinthefrontoftheclassroom.Pointtostudentsstandinginfrontandasktheclasstorepeatthequestionsandanswers.

Example1

Teacher:

Where'sYangLi?

（Pointtotwostudentsstandingbesideeachother.）YangLiisnexttoLiPeng.

Example2

Teacher:

Where'sZhengWen?

（Pointtotwostudentsindifferentlinesfacingeachother.）ZhengWenisacrossfromShengLin.

Example3

Teacher:

Where'sLinJiahui?

（Pointtoonestudentstandingbetweentwootherstudents.）LinJiahuiisbetweenShengLinandLiDai.

laThisactivityintroducesthekeyvocabulary.

Focusattentiononthepicture.Askstudentstonameasmanyoftheplacestheyseeinthepictureastheycan.Thennamealltheplacesandaskstudentstorepeat.

Pointoutthenumberedlistofwords.Sayeachoneandaskstudentstorepeat.

Thenaskstudentstomatcheachwordorphraseonthelistwithoneofthepictures.Say,Writetheletterofeachplaceinthepicturenexttothecorrectwordorwordsonthelist.Pointoutthesampleanswerf.Checktheanswers.

1bThisactivitygivesstudentspracticelisteningtoandunderstandingthetargetlanguage.

Pointoutthebuildingsandotherlocationsinthepicture.Saythenameofeachonetotheclass.

Say,NowIwillplayrecordingsofthreeconversations.Listencarefullyandcirclethepictureofeachplaceyouhearonthetape..

Playtherecordingthefirsttime.Studentsonlylisten.

Playtherecordingasecondtime.Thistineaskstudentstolistenandcircletheitemstheyhearonthepicture.

Correcttheanswers.

Theseitemsshouldbecircle:

videoarcade,postoffice,supermarket.

Tapescript（录音稿）

Convernation1

A:

IsthereavideoarcadeonFifthAvenue?

B:

Yes,thereis.

Conversation2

A:

Isthereapostofficenearhere?

B:

Yes,thereis.There'soneonBridgeStreet.

Conversation3

A:

IsthereasupermarketonCenterStreet?

B:

No,thereisn't.

1CThisactivityprovidesguidedoralpracticeusingthetargetlanguage.

Pointtothedifferentlocationsshowninthepicture.Askdifferentstudentstonameeachone.Ifnecessary,saythenameandaskthestudenttorepeat.

PointtothequestionandanswerIntheexampleconversationandaskapairofstudentstoreadtheconversationtotheclass.Askotherpairsofstudentstorepeattheactivityifyouwish.

Askstudentstoworkinpairs.Say,Firstonepersonasksaquestionandthentheotherpersontakesaturn.

Demonstrate（示范）theactivity.Pointtothepictureandask.Isthereapostofficenearhere?

Thenchooseastudenttoanswer.Guidethestudenttosay,Yes,there'sapostofficeonBridgeStreet.

Asstudentswork,movearoundtheroomandcheckprogress（进展情况）.Helpstudentsunderstandhowtolocatethingsonthemap,ifnecessary.

Askseveralstudentstosaysomeoftheirquestionsandanswersfortheclass.

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。

2aThisactivityintroducesthetermsacrossfrom,nextto,between,andon.

Focusattentiononthepictures.Askstudentstotalkaboutthepictures,namingasmanyplacesastheycan.Thennamealltheplacesinthepicturesandaskstudentstorepeat.

Pointoutthefoursentences.Sayeachoneandaskstudentstorcpeat.

Thenaskstudentstomatcheachsentencewithoneofthepictures.Say,Eacbsentencetalksaboutoneofthepictures.Writethenumberofthesentenceintheboxonthepicturethatitistalkingabout.Pointoutthesampleanswer1.

Checkihcanswers.

2bThisactivitygivesstudentspracticelisteningtoandunderstandingthetargetlanguage.

Pointoutthebuildingsandstreetnamesinla.Sayeachoneandaskstudentstorepeat.

Callattentiontothefoursentencesin2b.Readthemtotheclasssayingblankeachtimeyoucometoablankline.

Say.NowIwillplayrecordingsofthreeconversations.Listencarefullyandwriteawordfromtheboxoneachblankline.Pointoutthesampleanswer.

Playtherecordingthefirsttime.Studentsonlylisten.

Playtherecordingasecondtime.Thistimeaskstudentstofillintheblanksbylisteningtotheitemsonthetape.

Correcttheanswers.

Tapescript（录音稿）

Conwaraation1

A:

Excuseme.Istherealibraryaroundhere?

B:

Yes.It'sbetweenthevideoarcadeandthesupermarket.

Conversation2

A:

Where'sthepark?

B:

Thepark?

Oh,it'sacrossfromthebank.

Conversation3

A:

Excuseme.Isthereasupermarketaroundhere?

B;Yes,it'sonFifthAvenue.

Conversation4

A:

Where'sthepayphone?

B:

It'snexttothepostoffice.

2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.

Pointtothelistofbuildingsinla.Askastudenttoreadthelistaloud.

Pointtothequestionandanswerinthespeechbubbles（泡沫）in2candaskapairofstudentstoreadtheconversationtotheclass.Askotherpairsofstudentstorepeattheactivityifyouwish.

Askstudentstoworkinpairs.Say,Firstonepersonasksaquestionandthentheotherpersontakesaturn.Askaboutthebuildingsin1a.

Demonstrate（示范）theactivity.Pointtothemapandask,Where'sthepark?

Thenchooseastudenttoanswer.Guidethestudenttosay,It'sacrossfromthebank.

Asstudentswork,movearoundtheroomandcheckprogress.（进度）

Askseveralstudentstosaysomeoftheirquestionsandanswersfortheclass.

Grammarfocus

Reviewthegrammarbox.Askstudentstosaythequestionsandanswers.

Askstudentstocirclethesewordsinthegrammarfocussectionoftheirbooks:

on,acrossfrom,nextto,andbetween.Ask,Whichwordstalkabouttwodifferentbuildings?

（across/row,nextto,andbetween）Ask,Whichonetalksaboutonebuildingallalone!

'（on）

Culturenote

ManyvisitorstotheUnitedStatesbelievethatAmericansdon'tliketoanswerquestionsorgivedirections（方向）totourists（旅行者）andothervisitors.Thisisnotnecessarilytrue.ThepaceoflifeisfastintheUnitedStates,especially（特别）inbigcities.Mostpeoplewalkquickly,talkquickly,andareinahurrytogetwherevertheyaregoing.Also,mostAmericansspeakonlyonelanguageandaren'tusedtotalkingwithspeakersofotherlanguages.However,whenavisitorasksaquestion,manypeoplearepleasedtobeabletosharetheirknowledgeoftheircityortheirneighborhood.Apleasantsmileandashort,directquestionwillalmostalwaysgetyoutheinformationyouneed.

3aThisactivityprovidestarget-orientedreadingpracticeusingthelanguageitemstaughtinthisunit.

Drawattentiontotheconversationinthebox.Askstudentstoreaditoutloud.

AskastudenttopointouttheplacethatPaulwantstogetto.Guidethestudenttopointtothebookandsay,Here'sthehotel.Here'sBridgeStreet.

Pointtothetwoarrows.（箭头）Askstudentstorepeatleftandright.Thenaskthemtoholduptheirlefthandsandthentheirrighthands.

Askstudentstoreadtheconversationagain.ThenaskthemtofindPaulandNancyinthepicture.

Answer

PaulandNancyarethetwofiguresoutsidetheentrancetothepark.

3bThisactivityprovidesguidedwritingpracticeusingthetargetlanguage.

Callattentiontothethreepictures.Explainthatthethreepairsinthesepicturescorrespondtothreepairsinthelargepictureabove.Askstudentstofindthepairsinthebigpicture.

Pointtothequestionsbeloweachpictureandaskastudenttoreadthemaloud.

Pointtothethreewrite-onlinesinthespeechbubbles.Say,Writetheanswerstothequestionshere.

Askstudentstocompletethewritingindividually.（个别的）

Correcttheanswers.

1.Yes,thereis.GostraightdownNewStreetandturnright.There'sapayphoneontheright.

2.GostraightdownNewStreetandturnright.TurnleftatBridgeStreet.Thebankisacrossthestreet.

3.Yes,thereis.Turnright,thengostraightdownBridgeStreet.Thepostofficeisontheleft.It'sacrossfromthevideoarcade,nexttothesuper-market.

4Thisactivityprovidesguidedoralpracticeusingthetargetlanguage,

Callattentiontothepictureinla.Askstudentstonameallthebuildingsinthepicture.

PointouttheconversationInthepicturein4.Askdifferentstudentstoreadeachline.

HavethestudentsworkIngroups.Onepersonchoosesabuildinginthelapicturebutdoesn'ttellanyonewhichbuildingitis.Theothersaskquestionslikethoseintheactivity4pictureuntiltheyguesswhichbuildingitis.

Severalstudentscantaketurnschoosingthebuildingfortheotherstoguess.

SectionB

laThisactivityintroducesthekeyvocabulary.

Focusattentiononthepictures.Askdifferentstudentstonametheplacesshowninthepictures.Theywillprobablynotincludewordssuchasold,new,busy,quiet,big,small,dirty,andcleanintheirstatements.

Pointtoandnamealltheplaces