1、最新英语新目标七年级下册教案+2名师优秀教案英语(新目标)七年级下册Unit 2教案Unit 2 Wheres the post office?Language goalThis unit students leam to ask for and give directions(方向) on the street.New languageIs there a bank near here? Yes, theres a bank on Center Street, Wheres the supermarket? Its next to the library.Is there a pay pho
2、ne in the neighbhood?Yes, its on Bridge Street on the right.locations in the neighborhood such as post office, hotel,video arcade.Descriptive words such as new, old, dirty, clean.Descriptions of location such as across from, next to,Between Recycled languageWhat are you doing?Do you want to .?Sectio
3、n AAsk two rows of three students each to stand facing each other in the front of the classroom. Point to students standing in front and ask the class to repeat the questions and answers.Example 1Teacher: WheresYang Li? (Point to two students standing beside each other.) Yang Li is next to Li Peng.E
4、xample 2Teacher: Wheres Zheng Wen? (Point to two students in different lines facing each other.)Zheng Wen is across from Sheng Lin.Example 3Teacher: Wheres Lin Jiahui? (Point to one student standing between two other students.) Lin Jiahui is between Sheng Lin and Li Dai.la This activity introduces t
5、he key vocabulary.Focus attention on the picture. Ask students to name as many of the places they see in the picture as they can.Then name all the places and ask students to repeat.Point out the numbered list of words. Say each one and ask students to repeat.Then ask students to match each word or p
6、hrase on the list with one of the pictures. Say, Write the letter of each place in the picture next to the correct word or words on the list. Point out the sample answer f.Check the answers.1b This activity gives students practice listening to and understanding the target language.Point out the buil
7、dings and other locations in the picture. Say the name of each one to the class.Say, Now I will play recordings of three conversations. Listen carefully and circle the picture of each place you hear on the tape.Play the recording the first time. Students only listen.Play the recording a second time.
8、 This tine ask students to listen and circle the items they hear on the picture.Correct the answers.These items should be circle:video arcade, post office, supermarket.Tapescript(录音稿)Convernation 1A: Is there a video arcade on Fifth Avenue?B: Yes, there is.Conversation 2A: Is there a post office nea
9、r here?B: Yes, there is. Theres one on Bridge Street.Conversation 3A: Is there a supermarket on Center Street?B: No, there isnt.1C This activity provides guided oral practice using the target language.Point to the different locations shown in the picture.Ask different students to name each one. If n
10、ecessary,say the name and ask the student to repeat.Point to the question and answer In the example conversation and ask a pair of students to read the conversation to the class. Ask other pairs of students to repeat the activity if you wish.Ask students to work in pairs. Say, First one person asks
11、a question and then the other person takes a turn.Demonstrate(示范) the activity. Point to the picture and ask. Is there a post office near here? Then choose a student to answer. Guide the student to say, Yes,theres a post office on Bridge Street.As students work, move around the room and check progre
12、ss(进展情况). Help students understand how to locate things on the map, if necessary.Ask several students to say some of their questions and answers for the class.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
13、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
14、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。2a This activity introduces the terms across from, next to, between, and on.Focus attention on the pictures. Ask students to talk about the pictures, naming as many places as they can.Then name all the places in the picture
15、s and ask students to repeat.Point out the four sentences. Say each one and ask students to rcpeat.Then ask students to match each sentence with one of the pictures. Say, Eacb sentence talks about one of the pictures. Write the number of the sentence in the box on the picture that it is talking abou
16、t. Point out the sample answer 1.Check ihc answers.2b This activity gives students practice listening to and understanding the target language.Point out the buildings and street names in la.Say each one and ask students to repeat.Call attention to the four sentences in 2b. Read them to the class say
17、ing blank each time you come to a blank line.Say. Now I will play recordings of three conversations. Listen carefully and write a word from the box on each blank line. Point out the sample answer.Play the recording the first time. Students only listen.Play the recording a second time. This time ask
18、students to fill in the blanks by listening to the items on the tape.Correct the answers.Tapescript(录音稿)Conwaraation 1A: Excuse me. Is there a library around here?B: Yes. Its between the video arcade and the supermarket.Conversation 2A: Wheres the park?B: The park? Oh, its across from the bank.Conve
19、rsation 3A: Excuse me. Is there a supermarket around here?B; Yes, itson Fifth Avenue.Conversation 4A: Wheres the pay phone?B: Its next to the post office.2c This activity provides guided oral practice using the target language.Point to the list of buildings in la. Ask a student to read the list alou
20、d.Point to the question and answer in the speech bubbles( 泡沫) in 2c and ask a pair of students to read the conversation to the class. Ask other pairs of students to repeat the activity if you wish.Ask students to work in pairs. Say, First one person asks a question and then the other person takes a
21、turn. Ask about the buildings in 1a.Demonstrate(示范) the activity. Point to the map and ask,Wheres the park? Then choose a student to answer.Guide the student to say, Its across from the bank.As students work, move around the room and check progress.(进度)Ask several students to say some of their quest
22、ions and answers for the class.Grammar focusReview the grammar box. Ask students to say the questions and answers.Ask students to circle these words in the grammar focus section of their books: on, across from, next to, and between. Ask, Which words talk about two different buildings? (across/row, n
23、ext to, and between) Ask, Which one talks about one building all alone! (on)Culture noteMany visitors to the United States believe that Americans dont like to answer questions or give directions(方向) to tourists(旅行者)and other visitors. This is not necessarily true. The pace of life is fast in the Uni
24、ted States, especially(特别) in big cities. Most people walk quickly, talk quickly, and are in a hurry to get wherever they are going. Also, most Americans speak only one language and arent used to talking with speakers of other languages. However, when a visitor asks a question,many people are please
25、d to be able to share their knowledge of their city or their neighborhood. A pleasant smile and a short, direct question will almost always get you the information you need.3a This activity provides target-oriented reading practice using the language items taught in this unit.Draw attention to the c
26、onversation in the box. Ask students to read it out loud.Ask a student to point out the place that Paul wants to get to. Guide the student to point to the book and say,Heres the hotel. Heres Bridge Street.Point to the two arrows.(箭头) Ask students to repeat left and right. Then ask them to hold up th
27、eir left hands and then their right hands.Ask students to read the conversation again. Then ask them to find Paul and Nancy in the picture.Answer(4)直线与圆的位置关系的数量特征:Paul and Nancy are the two figures outside the entrance to the park. 30 o 45 o 60 o3b This activity provides guided writing practice usin
28、g the target language.本册教材在第五单元之后安排了一个大的实践活动,即“分扣子”和“填数游戏”。旨在综合运用所学的知识,从根据事物的非本质的、表面的特征把事物进行分类,发展到根据客观事物抽象、本质的特征进行不同方式的分类,促进孩子逻辑思维能力的发展。同时,安排学生填数游戏,旨在对孩子的口算能力、逻辑思维能力和观察能力的训练,感受数学的乐趣!Call attention to the three pictures. Explain that the three pairs in these pictures correspond to three pairs in the
29、large picture above. Ask students to find the pairs in the big picture.Point to the questions below each picture and ask a student to read them aloud.Point to the three write-on lines in the speech bubbles. Say, Write the answers to the questions here.二、学生基本情况分析:Ask students to complete the writing
30、individually.(个别的)Correct the answers.1. Yes, there is. Go straight down New Street and turn right. Theres a pay phone on the right.2. Go straight down New Street and turn right. Turn left at Bridge Street. The bank is across the street.3. Yes, there is. Turn right, then go straight down Bridge Stre
31、et. The post office is on the left. Its across from the video arcade, next to the super-market.三、教学内容及教材分析:说明:根据垂径定理与推论可知对于一个圆和一条直线来说,如果具备:4 This activity provides guided oral practice using the target language,9切线长定理:过圆外一点所画的圆的两条切线长想等,圆外切四边形对边相等,直角三角形内切圆半径公式.如果圆的半径为r,点到圆心的距离为d,则Call attention to the picture in la. Ask students to name all the buildings in the picture.弦心距:从圆心到弦的距离叫做弦心距.Point out the conversation In the picture in 4. Ask different students to read each line.(3)三角形的外心的性质:三角形外心到三顶点的距离相等.
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