七年级下册Unit8教案.doc

备课日期2018.05 教学课题Unit 8 Is there a post office near here?课时安排1Section B 1a-1d40mins授课教师唐小凤（广汉市雒城镇第三中学）教学目标1.语言能力：学生能够体验真实情景中问路和指路的过程；能够熟练运用go along,turn right,turn left,first crossing 等在问路指路过程中的常用语。能够使用 There be 句型进行礼貌的问路指路。2.学习能力：能够通过听关键词捕捉关键信息，并且做到听说结合，运用于真实情景中。3.文化素养：学生能够充分体会到英语语言在实际生活中的用处，坚定学习英语的信念。在语言交际中学会使用礼貌用语，做有素养的文明中学生。重点1. 关于位置、方向的语块。2. 运用目标句型指路、问路。3. 听对话捕捉关键信息。难点There be 句型的一般疑问句式的运用。对长段路线信息的理解、内化，并形成路线图的过程。本课分析： 本课是一节听说课，呈现了在街道问路指路的情景。要求学生使用目标语言就问路指路进行对话交流。教材在听力呈现之前，通过单词图片配对的方式呈现本课新词。通过两个听力训练让学生感知、运用目标句型：A：Excuse me. Is there a hotel around here?B: Yes,there is.Just go along Bridge Street and turn left when you see the library. 让学生理解There be 句型的一般疑问形式在真实场景中的运用，并归纳其用法。指路问路的实用性很强，能让学生体会到英语作为工具语言的用处，激发他们学习英语的兴趣。学情分析： 通过本单元Section A的学习，学生对街区内的地点名词和表示位置关系的语块已较为熟悉，能够较容易地听辨和运用。但对于指路时较为常用的关于转向，左右的语块是第一次接触，需要积极地呈现和操练。本课听力材料的信息量大，需要学生学会使用关键词捕捉法，信息转换成图像等方法去处理听力内容，提高信息处理能力，最终做到听说结合。教学过程设计教学步骤教学目的Step 1 Lead-in 1. Greet the students2. Wheres Peppa? -wheres Peppa? -Its next to/between.and/behind/in front of/across from/near.the box.教师活动：show pics about Peppas different places and ask students to find out where Peppa is. Write down key sentences on blackboard.学生活动：answer the question and repeat the sentences clearly.Step 2 Pre-listening1. Look and Answer-Is there a restaurant/bank/park/pay phone. near here?-Yes,there is./No, there isnt.教师活动：tell students that Peppa is hungry and she needs to go to the supermarket and ask students to help her to find the supermarket. Using questions to help students to be familiar with the pics on 1b.学生活动：answer questions by yes/no. 2. Traffic SignsGo along turn right turn left stop park crossing教师活动：show pics of traffic signs ask students to guess the meaning and write them down on the blackboard teach students to repeat them.学生活动：guessing the meaning and repeat them. Then finish the work on 1a.3. Lets walk教师活动：ask some students to set the scene and invite two students to walk according to sentences on blackboard.学生活动：walk according to teachers command.Step 3 While-listening1. Listen and write 1b教师活动：ask students to listen to the conversation between Peppas family and the stranger. Point out where Peppas family is before listening.学生活动：try to find out what places A and B are.2. Listen and fill 1c教师活动:tell students to get key words and fill学生活动:try to write down the key wordsStep 4 Post-listening1. Role -play the conversation教师活动：ask students to practice the conversation in pairs 学生活动：role-play the conversation in pair and show 2. Pair-work 1d教师活动：ask and answer with one student ,try to do an example for students学生活动：practice in pairsStep 5 SummaryReview the word and sentences. Step 6 HomeworkTranslate 1cRecite 1cMake conversation利用找小猪佩奇的活动复习方位介词短语，引起学生兴趣，为听力活动扫除词汇障碍问答以熟悉任务地图，为听力活动降低难度。展示交通标志图片学习指路用语 让学生亲身体验转向短语，熟悉路线的表达。第一次听 找出A/B位置并写出地名第二次听 填写关键词，捕捉关键信息第三次听确认答案通过角色扮演与搭档练习对话，熟悉指路问路场景为学生提供编写对话示范，然后让学生两人一组独立编写对话，并在全班进行展示，做到听说结合。总结复习本课所学。 教学反思