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視頻標(biāo)簽：a post offic,near here
視頻課題：新目標(biāo)英語(yǔ)七年級(jí)下冊(cè)Unit 8 Is there a post office near here Section A 2d—3c襄陽(yáng)
教學(xué)設(shè)計(jì)、課堂實(shí)錄及教案：新目標(biāo)英語(yǔ)七年級(jí)下冊(cè)Unit 8 Is there a post office near here Section A 2d—3c襄陽(yáng)市第二十一中學(xué)
Unit 8 Is there a post office near here?
Section A Grammar Focus—3c
Analysis of teaching content【教學(xué)內(nèi)容分析】
Grammar Focus – 3c is the third period of this unit. This period focuses on reviewing the prepositions of places and the words about places. Also this period will help students summarize the structure “there be”and “where” questions about asking for and giving directions. In Grammar Focus, students will review the key words and sentences, and then they should summarize the words and the structures. In 3a, students will read a map and answer questions about the locations of places. In 3b, students will write some sentences to describe where a place is. In 3c, students will play a game --- ask and answer to guess what the place is. In this lesson, the teacher integrates these contents and designs some activities to help students learn better.
Analysis of teaching aims【教學(xué)目標(biāo)分析】
1. Knowledge and ability aims
A: Learn the new words and phrases (north, North Street).
B: Review the prepositions of places (on, across from, in front of, behind, between ... and ... , next to) and the words about places (post office, police station, pay phone, hospital, hotel, restaurant, bank, park). C: Review how to use the structure “there be”and “where” questions to ask for and give directions. 2. Process and approach aims
A: Develop students’ ability of turning the information from listening to visual information by listening and drawing a map.
B: Develop students’ ability of observing and summarizing by summing up the structures. C: Develop students’ ability of listeing and speaking. 3. Emotional aims
A: Develop students’ interpersonal skills by asking for and giving directions appropriately. B: Develop the habit of helping people in need. 4. Comprehensive quality
Develop students’ comprehensive quality by learning and using the target language.
Analysis of important and difficult points【重難點(diǎn)分析】
1. The prepositions of places: on, across from, in front of, behind, between ... and ... , next to. 2. “There be” structure and “where” questions about asking for and giving directions on the street.
Teaching Procedures【教學(xué)過(guò)程】 Step 1 Let’s sing: warm-up and lead-in
1. Daily greetings:
greet and talk about the weather 2. Enjoy a song:
Where’s the park? Where’s the park? On Center Street, on Center Street.
In front of the bank, in front of the bank.
So beautiful, so beautiful.
Where’s the pay phone? Where’s the pay phone? On Bridge Street, on Bridge Street. Near the river, near the river. So useful, so useful. 3. Sing the song: Sing together
Group 1 and Group 2 compete
Step 2 Let’ chant: review the prepositions of places
1. Show pictures about different prepositions of a cat and a box and chant
2. Teacher gives an example
eg: Where’s the cat? Where’s the cat? On the box. It’s on the box. 3. Show more pictures and chant Group 1 and Group 2 compete
Step 3 Let’s talk: review the words about places and the sentences about asking for and give directions
1. Create a situation
Tom is from the US, and now he is visiting Xiangyang. Can you tell him the places around here? 2. Teacher plays Tom and students play the people in Xiangyang, then role play a conversation T: I’m new here. I am hungry now. Is there a restaurant around here? Ss: Yes, there is. It’s on North Street.
T: Thank you. And I like reading very much. Are there any libraries near here? Ss: No, there isn’t.
3. Students work in pairs and talk 4. Show time
Students show their conversations and Group 1 compete with Group 2
Step 4 Let’s sum up: summarize the sentence structures about asking for and give directions
1. Present one sentence structure
Is there a .... around/near here? Yes, there is. It’s ... Show pictures and let students make sentences
Is there a bank near here? Yes, there is. It’s on Center Street. 2. Present more structures and pictures, and then let students make sentences 3. Show the Grammar Focus chart and stress the importance
Step 5 Let’s guess: play a game of guessing what the place is 1. Teacher gives an example
Teacher holds a card of a place in her hand and let students ask questions. At last, guess what it is. S1: Is it on Center Street? A: Yes, it is. S2: Is it next to the post office? A: Yes, it is. S3: Is it the police station? A: No, it isn’t.
S4: Is it the hotel? A: Yes, it is. 2. Ask students to play this game in front of class
3. Group 1 compete with Group 2 to guess what the place is
Step 6 Let’s draw: draw a map according to the passage the teacher reads
1. Before class, hand out a map to each student
2. Teacher reads a passage and students draw a map ( One student stick pictures onto the blackboard.)
There are three streets around here. They are Bridge Street, Center Street and North Street. The hospital is
between Bridge Street and Center Street. There is a park. It's on Center Street, across from the hospital. The hotel is on North Street, across from the hospital, too. Between the hotel and the bank is a post office. There is a police station and a pay phone on Bridge Street. There is also a restaurant around here. It's next to the pay phone.
3. Check answers
4. Retell the passage according to the map
Retell together and then ask two or three students to retell
Step 7 Let’s write: write sentences to describe the places according to the map
1. Give students 2 minutes to work in group of four to write sentences
2. Group 1 and Group 2 compete
Two groups take turns to say their sentences and which group says more will win
Step 8 Homework
1. Summarize what we have learned in this class briefly 2. Assign the homework
Read and remember the sentences in Grammar Focus Draw a map and then make conversations
Teaching Reflection【教學(xué)評(píng)價(jià)與反思】
In this class, almost all students have grasped the target language and I have achieved my aims. I think I did well in some aspects. For example, I used the song “Where is the park?”to lead in the lesson. It was not only
helpful to arouse students’ interest, but also helped students to review some key words, phrases and sentences. On the other hand, I designed different kinds of activities on the basis of the teaching content to help students learn better and develop their abilities, such as “Let’s chant”, “Let’s draw”, “Let’s guess” and so on.
However, there are still some aspects I should pay more attention to. One is that I should redesign the blackboard-writing. I should write down the key points on the blackboard and combine them with my teaching. The other is that I should use various positive words to evaluate students and motivate them to be more active in learning.
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