新目标英语Go for it!（七年级下册）Unit 2 说课稿 (2)

新目标英语Go for it!（七年级下册）Unit 2 说课稿  一、教材分析 1、教学内容     1)、 词汇：post office, hotel, bank, supermarket, street, pay phone, avenue, clean, quiet, dirty, busy, left, right, next to, across from, in front of, near, between, turn right, turn left, go down, go straight on, walk along, go along, on the left/right     2)、 语言结构：             A、Where questions                              B、Affirmative statements             C、Prepositions of place              D、There be structure2、教材的地位及其作用本单元的教学主要内容是：学习“问路指路”的常用表达方式 ，该话题与学生的日常生活紧密联系在一起，容易唤起学生的学习兴趣，这对于提高学生的综合能力很有帮助，特别是说的能力。通过本单元的学习描述某一建筑物的位置，学会问路，指路，学会利用地图描述某一社区。 本单元继续使用一般现在时，这是一个生活中离不开的时态，也是最基本的一个时态。新课程标准要求学生重点掌握一般现在时，这在英语中使用频率很高，学好这一时态的用法对以后其他时态的学习和交际有很大的帮助。二、学生分析       学生现有的能力与已掌握的知识：       学生在上学期已经学过词汇：              big, small, old, new,       句型： Where is…?  It’s in / on / under/…           指路问路对地点特征描述都可以用到上述的词汇和句型。经过上半学期的学习学生已经积累了一定的词汇，掌握了一定的目标语，已经具备了一定的听说读写能力。 三、教学目标1、语言知识  词汇： A、重点掌握表示建筑物种类的名词, 如post office, hotel, bank, supermarket, street, pay phone, avenue,  B、掌握如下描绘性形容词及方位副词，如 clean, quiet, dirty, busy, right, left, down, along,C、方位介词,如next to, across from, in front of, near, between, behind D、短语，如 turn right, turn left, go down, go straight on, walk along, go along,  重点句型：       Is there a bank near here?   Yes, there is .   No, there  isn’t.       Where’s the supermarket?  It’s next to the library       Is there a pay phone in the neighborhood ？   Yes, it’s on Bridge Street on the right. 2、 语言技能1）、能看着图片说话出建筑物的名称；2）、能运用一般现在时询问街道上某一场所的位置；3）、能够运用所学语言为他人指明 某一场所的路线；4）、能够描述某一场所各建筑物之间的位置关系；5）、能够利用地图向他人介绍自己所居住的社区；3、情感态度1）通过各小组的对话练习培养学生的合作精神；2）通过学习本单元，教会学生礼貌待人，建立和睦的邻里关系；3）通过对本单元的任务性活动，培养同学间的友好相处，同时提高他们的观察能力和判断能力，激发他们对学习英语的兴趣和热情，在接近生活常态的交际中能乐于模仿，敢于开口，积极参与，主动请教。4、文化意识：了解西方人是如何描述场所及地点特征，表达问路指路。 四、重点难点基于上述对教材的分析，本单元的教学重点为词汇（post office, hotel, bank, supermarket, street, pay phone, avenue, clean, quiet, dirty, busy, left, right,）、词组搭配（on the right/left ,go straight on, go down, go along,）、方位介词(next to, across from, in front of, near, between)。以及指路问路的目标语言：Is there a bank near here?    Yes, there is a bank on Center Street.Where’s the supermarket?   It’s next to the library.Is there a pay phone in the neighborhood?   Yes, it’s on Bridge Street on the right.  教学难点         为训练学生的听说读写能力，教会学生在真实的语言环境中运用本单元说学的目标语言,询问某一场所的位置,为他人指明去某一场所的路线,某一场所个建筑物之间的位置关系，以及利用地图向他人介绍自己所居住的社区。五、教学手段1、导入课堂教学时用图画吸引学生的课堂注意力，让学生学习有关建筑物的单词，并对本单元的内容有了初步的意识。2、利用学校现有的建筑物以及学校的位置特征引导学生在真实的语言环境中进行交际。
3、利用学生所居住的社区使用目标语言进行交际。六、 理念与思路1.教法：（1）    本单元话题源自生活，立足这一点，充分利用学生已有的知识和经验，创设生活化的真实情境，引导学生在运用中学习语言，然后在学习新的语言知识后创造性地运用语言（为用而学，在用中学，学了能用）。（2）      设计多种任务活动，提供给学生合作交流的空间和时间，促使学生为完成任务和同学进行合作，为完成任务进行探究学习。2、学习策略1）、利用老师所提供的图片做出简单的判断，  学习相关方位介词以及描绘性形容词。2）、通过地图的展示以及目标语言的操练，学会问路指路并对地点特征做出简单的描述。3）、能够运用所学知识熟练的描述本校的校址，以及本校内各个建筑物的方位。3、学法指导在已经学过的where is/ are…?和It’s on/in/under….句型的基础上，引导学生利用本单元所教授关于指路问路的短语句型通过听、练以及小组合作的方式掌握本单元的知识目标 。七、教学流程（分四大块 ）Period 11. Talking about a room (revision)2. Buildings & positions3. Drawing maps  Teacher presents the picture of 3b in Unit 4 of Book 1, students identify the things in the picture and describe their positions.  Revision: A. The propositions： in; on; under; between; next to; behind, etc          B.  The sentence pattern              Where is the …?   It’s / They’re on / in /…Step 1   Teacher presents the picture of 1a, in which we can see many buildings.Step 2   Students identify the buildings one by one in Chinese first, then in English with teacher’s guidance with the help of the pictures of the buildings which are more clear.Step 3   Students describe the positions of the buildings, asking and answering with teacher as follow:  T: Where is the hotel /…?  Ss: It’s next to /across from / …Step 4    Exercise: true and false according to the picture of 1a they describe. Students listen to teacher’s instruction and draw out the maps:  Map 1: Across from the bank is a supermarket. There is a post office between the library and the supermarket. Across from the supermarket is a park. Next to the park is a restaurant.  Map 2:  A library is next to the park. Across from the park is a bank. Next to the bank is a post office. Across from the post office is the restaurant, which is across from the supermarket.Period 2:1. Find out the differences between the two similar pictures.2.  Asking for and showing ways3.  Listening and draw out the mapStep 1 Teacher shows two similar pictures, guiding students to find out the  differences between them.Step 1 Teacher presents the picture of 1a again,  asking the following questions to lead into the key point of this period --- showing ways ： Where is the restaurant?   How can we get there?Step 2  Teacher shows the arrows one by one on the picture, showing the steps of  the way to the restaurant.a. go straight down the Bridge Street b. turn left at the first turning c. go down the Fifth Avenue d. it’s on the right e. it’s next to the libraryStep 3  teacher presents three pictures, students try to show the way by filling the blanksA: Is there a bank  near here?B: Yes, there is.    Go _______ _____  the Sun Street, _____ ______ at the _____turning. The bank is____ the ______. It’s______ _______ the Post office.Step 4  Teacher presents the picture of 3a  in Section A, pointing out the three different positions in the picture and asking students to think about the ways to the “supermarket”Step 1  Students listen to the dialogue  for the first time and answer the  following questions: A.  Who are talking?  John and Michael.         B.  What are they talking about?  The way to Michael’s house.Step 2  listen again and fill in the blanks:          1. It’s on Bridge Street.          2. It’s a quiet street off Fifth Avenue.          3. There is a new hotel on the corner.          4. There’s a small supermarket on the street.          5. My house is across from the supermarket.Period 3:Step 1  Students talk about the picture of 3a in Section A:     1. Do you think it’s good to live here?     2. Why?      1)  What do we have here?      a.  There is a park, a bank, a supermarket ， a restaurant, and so on here. It’s very convenient.     2)   How do you think about the street here?      b.   The street here are very clean.     3)   Is it quiet?      c.    It’s quiet here.Step 2   Students look at another picture of 3b in Section B and talk about ， it by answering teacher’s questions:     1. What can you see in this picture? restaurant; post office; park; supermarket， many cars.     2. Where is the park?  It’s between the restaurant and the post office.     3. Is it a big park?  No.       4. What can you do in the park?  Big: take a walk;  Small: play the guitar, etc.     5. How do you think about the street?   It’s very busy.6. Where is the restaurant and the supermarket?      The restaurant is next to the park and the supermarket is across from the post office.7. When do you go to the restaurant? Eating dinner (when we’re hungry).8. What about the supermarket?  Buying things.9. How do you think of this street?  Very busy.10.  So , how do you think about this place?  It’s a good place to have fun.Step 3   Students fill the blanks in 3b.Step 4   Students compare the eight pictures in 1a of Section A, and find out the  four groups of acronym.Step 5   Students draw out the map of their dream neighborhood and write aboutPeriod 4:Revision and Application Step 1.Review the knowledge objects learned in the last three periods.Step 2. Presentation 1. Present some pictures of the buildings of Hainan Overseas Chinese Middle School.2. Get the students to say the names of the buildings  3. Try to describe the positions of the buildings. Step 3.Get the students to communicate according to the map of Hainan Overseas Chinese Middle School.1. Show a map of Hainan Overseas Chinese Middle School.2. Point out the map, say, Science Festival is coming. At that time many people are coming to our school. How can you guide the guests to different parts of our school? Please make a conversation about asking for and giving directions with your partner. 小结设计1、 以图片展示的方式复习本单元的知识目标。2、 通过展示本校的平面图加深巩固学生对本单元目标语言的使用。3、要求学生写出去他家的路线图，以书面的形式巩固所学的目标语言。