人教版英语七年级下册Unit8 SectionA1a2d名师教案Word文档格式.docx

1、目标语言知识目标：1. 通过借助音标分析及图片匹配，学生能识记和巩固所学词汇与常用表达，post,office, police, hotel, restaurant, bank, hospital, street, pay, near, across, front, behind, town, around, on, next to, across from, in front of, behind, between and2. 通过句型呈现口语小组操练,学生能进行简单的有关问路的句型表达。A: Excuse me. Is there a hospital near here?B:Yes, t

2、here is. Its on Bridge Street. A: Excuse me. Is there a post office near here?Yes, there is. Theres one on Long Street. Excuse me. Is there a bank near here?No , there isnt. Wheres the park? The park? Oh, its across from the bank.语言能力：1.通过听力抓有关描述街区设施和方位介词的关键词，学生能够比较准确的获取听力材料的关键信息。2.通过对话的话轮学习，学生能分角色表

3、演2d对话，并能仿照结构创设语境替换部分信息编新对话。 情感态度价值观：通过在情景中运用简短的问路与指路的交际用语，帮助各个层次的同学树立自信心，敢于用英语进行交际。文化意识：如何有礼貌地在实际生活中向别人问路。重难点教学重点：1.表述街区设施的名词和表述方位的介词及短语。2.问路的礼貌用语及方位介词在句型中的表达。3对话的语言知识学习和话轮结构的理解。教学难点：在听力活动中，准确的获取并辨析方位介词的关键信息。遵循对话的话轮结构，替换信息改变对话并展示。建议法情景交际法，任务型教学法，听说课的“3P”教学模式 ：P-呈现（头脑风暴，词汇短语的语言输入）P-操练（1.机械操练2. 听力训练）P

4、-运用application（语言输出）设置情景意义操练 设计听后活动任务，先模仿再迁移总结，听后设置任务提升学生语言运用能力教学流程（详见相应教学设计）教学评价1.本课时的目标设计清晰可操作，活动的设计紧扣目标要求并与目标达成一致。2 在听前和听中强调对学生听力技能和策略的逐步渗透。3.遵循语言学习规律，体现从“欣赏-模仿-再创”的语言输入到输出的搭支架的学习过程。附：教学活动设计步骤过程措施 （教师活动与学生活动） 目的持续性评价1预备与激活先期知识Step 1Greeting andLeading inT: T leads Ss to talk about some words abou

5、t places in some picturesS: Ss think about the words in mind and try to say something about the places through the pictures. 通过以学生熟悉的话题“我生活的地方”为引线，展开头脑风暴活动，激活学生的思维图式，建立与本课时话题相关的背景知识。学生是否能说出与周围相关的社区地方的名词。2 获取新知识Step 2Pre-listening T shows Ss the topic picture and asks them to see the words in 1a and

6、the places in the picture carefully. Ss first read the words in 1a and match the words with the places in the pictures.Answers: 1.f 2.a 3.e 4.i 5.c 6.b 7.h 8.g 9.d为1b的听力作铺垫准备和搭支架，这样通过直观图片和单词匹配的方式，能让学生更容易记住这些表示社区设施的名词，也为1b的听力活动扫清了一部分词汇障碍。学生是否能轻松进行词汇与图片的匹配。2新知识 Step 3While-listening1.T: T lets Ss do t

7、he listening practice 1b. Ss do the listening part 1b and circle the places they hear in 1a.2.T: T lets Ss work in pairs to practice the sentence patterns. Ss: Ss ask and answer questions about the other places in 1a,and then some Ss show the conversation. Excuse me, is there a hospital near here?Th

8、ank you very much. Youre welcome.这是一个听后的活动，让学生进一步的感知there be 句型，初步的让学生用该句型进行简单的问和答。是否基本90%的学生能模仿这样的句型进行简单的问路的操练。3深度加工知识4评价学生学习Step 4Post-listeningStep 5Summary Step6 Exercises3.T : T lets Ss see the pictures and read the six sentences about 2a in groups. Ss first read the sentences and try to transl

9、ate them into Chinese, and then match the sentences with the pictures.1. The pay phonies across from the library.2. The pay phone is next to the library.3. The pay phone is between the post office and the library.4. The pay phone is on Center Street.5. The pay phone is in front of the library.6. The

10、 pay phone is behind the library.4. T: T lets Ss do the listening practice in 2b.Ss: Ss first read the phrases in the box and the sentences, then listen and fill in the blanks with the words in the box.next to in front of betweenbehind across from on1.The police station is between the restaurant and

11、 the hospital.2.The park is _ the bank.3.The hospital is _ Bridge Street.4.The pay phone is _ the post office.5.The restaurant is _ the post office.6.The hotel is _ the police station.2b Answers：1.between 2.across from 3.on 4.next to 5.in front of 6.behind1.T：T lets Ss work in pairs to make conversa

12、tions like 2c: Wheres the hospital ? Its next to the police station. Ss try to ask and answer in pairs and show it in class. T lets Ss read the conversation in 2d and give three questions. Ss first read the conversation and try to answer the three questions.1）Who is new in town ? Tony is new in town

13、.2）Where does Tony want to go ? He wants to go the bank.3）Is there a bank around here ? Yes, there is.3.T: T lets Ss find out some sentences about “there be or some positions” in these sentences. Ss try to find these sentences from 2d in groups and try to ask and answer. 1）.Is there a bank around he

14、re ? 2） Its on Center Street. Its across from the park. 3）Wheres Center Street ? Its not too far from here.4.T: T lets Ss find out some polite sentences in the conversation. Ss try to find out the polite sentences and explain them how to use them.Excuse me 打扰别人或请求帮助How can I help you ? 主动提供帮助Oh, tha

15、ts great. 表扬别人或赞同别人时No, problem.回答别人的请求，乐意帮助别人时5.T: T plays the video and asks Ss to read it together after the tape. Ss role-play the conversation in two groups.（boys: Tony / Girls: Linda）6.T: T asks Ss to work in pairs to act the conversation out or make their own conversation by changing some inf

16、ormation or adding something of their own. Some students work in pairs to act the conversation out. Some students try to make their own conversation by using some sentence pattern from 2d. Hi, excuse me. Yes, what can I do for you ?Well, Im new in town. Is there a around here ?Yes, there is. Its on

17、. Its Thanks so much. No, problem.7. T: T lets some of the students show their own conversation in class . Ss try to share their own conversation in class.Positionsnear, behindon, across fromin front ofnext toAsking the wayPlacespost officepolice stationhotel, restaurantbank, hospitalpay phoneStruct

18、ure1. A:2. A:Ss do some exercises in class.一单项选择 1. Is there a bank _ your house ?A. near B. next C. on D. at2.Is there a restaurant next to the supermarket ? _. AYes, it is. BNo, it isnt. CYes, there is. D. Yes, they are.3. She wants to call the police. Is there a _ near here. A. pay phone B. libra

19、ry C. bank D. park4. My grandmother lives _ town and her son is far_ her. A .in, from B. in, to C. in the, from D. in the, at5. The pay phone is just across _ the park.A. to B. in C. at D. from二、根据书上2d对话原文填空Tony:Linda: Yes. _ _ I help you ? Well, Im new _ _. _ _ a _ around here? Yes, _ _. Its _ Cent

20、er Street. Its _ _ the park. Oh, _ Center Street ? Its not too _ _here. I can walk with you. Oh, thats great! _ so much. No problem.Homework 1） Try to recite the conversation about 2d.2） Finish some exercises after class.通过图片与句子的配对，让学生能直观形象并准确的理解方位介词的表义功能。进一步通过听力练习让学生在听中获取表示方位的关键信息，再次感知there be 句型的一

21、般疑问句和应答语。进一步体现听后活动语言的活用。在真实的语境中展开交流，逐步体现语言的输出。培养学生带着问题和目的去阅读，激发学生求知欲望。通过在对话中寻找本课时的重点语法句型知识，进一步加深对there be 句型和方位介词的理解，也让学生深入理解对话的两个话轮结构。引导学生怎样进行礼貌的问路的日常交际的表达用语，体现对学生文化意识的渗透。通过让学生在理解学习后的基础上再次跟读并模仿标准的语音语调，让学生进一步体会在真实语境中问路的交际用语。通过分层任务要求学生对话进行表演或改编再创，体现语言的整进整出的话轮结合，也充分体现让学生所学的知识运用到新的情景中去。鼓励学生大胆自信的展示，体现对学

22、生情感态度价值观的培养。体现知识从零碎到整合，给学生在大脑慢慢构建从语言知识到语言运用的思维导图结构，培养学生善于归纳，总结的逻辑思维能力和对所学知识的结构化和系统化。体现基础知识的当堂检测与及时反馈，并让学生能再次巩固本和运用堂课的基础知识。及时的对所学的知识进行理解性的记忆，并通过课后练习来及时的获得反馈。学生是否能首先机械准确的翻译这6个句子，进而能准确的根据方位词的含义进行和图片配对。学生是否能准确完成听力任务，是否能关注听力细节，准确的选出在句子中的方位介词。是否有80%的学生能自编对话进行问答活动。是否60%的学生能获取对话有效信息回答问题。是否70%的学生能很容易的在对话中找到这几个句子，并进行问答。学生是否能首先从对话中找出一些日常交际的表达用语，并尝试说出中文意思。学生能否进入角色进行流利的朗读。学生的对话展示语言是否准确和流畅，是否有学生进行了改编对话，是否改编后的对话内容真实和话轮结构是否完整。是否学生积极参自信地参与角色表演。大部分学生是否能在老师的引导下进行对本堂课知识的梳理与总结，包括所学词 汇，短语及句型。90%学生应该能比较轻松容易的完成。是否能有70%的学生能在当天背诵2d对话。