七年级英语Finding_your_way教案3

教学反思与随笔Unit3 Finding your wayThe first lesson(Comic Strip& W elcome to the unit)Teaching aims and demands:.Use words to point out directions and use “ How do you get there”.Teaching contents:New words: follow, north, north-west, south-westPhrases: be sure, go down/up, be afraid(of), will have toStep 1. Lead-inLet Ss talk about “Sunshine Town”T: What’s in Sunshine Town?S1: A park, a school, a shopping mall….T: Where do the students live?S1: In the tall buildings.Step 2. Presentation1.Show students a map of Sunshine Town.Point at the places in it and ask:Where is/are…?Answer them by using “be north(…) of”e.g. The school is north of the park.2. Present and explain: north, south, east, west, north-west, north-east,south-west, south-eastStep 3. PracticeLook at the map, ask and answer in pairs.e.g. S1: Where is the zoo?S2: The zoo is north of the school.Where is the garden?S1: The garden is north-west of the zoo.Step 4. Welcome to the unitP39. The Class 1, Grade 7 students are planning a spring outing. Read theinstructions.Look at the map and find the places they plan to visit. Then write thenumbers in the boxes.Make dialogues:--Let’s go to …--Good idea. But where is …?--It’s …of ….--How can we get there?--We can get there by…Step 5. Presentation(Comic strips)Eddie and Hobo also get a map. They want to go somewhere.Q: Do they know the way?Listen to the tape, then answer the question by their own words.Then listen and repeat.Read and act it out.Step 6. SummaryGive the phrases then make students produce sentences.Be north of/ be sure/ be afraid (of)/ have toHomework1.Copy and recite the new words.2.Recite the dialogue and prepare for dictationThe second lessonReading 1Objectives:1.Make senses of the reading part.2.Understand and use the phrases in it.3.Make directions by asking the wayTeaching procedures:Step 1. Revision1.Revise the dialogue learned yesterday.(Reciting or dictation)2.Make directions by using “north” “west” “east”“south” and so on. Step 2. PresentationAsk Ss some questions about the article.1.What did Kitty and Simon do at lunchtime?2.Who are the two boys?Let Ss read the title and the first Para., and then answer the questions. Play the tape from Line 1-15.Let them find what the boy did and who is their friend.Check the answers and then read after the tape.Step 3. Find the clue words.Let students go through the text as quickly as they can.For 1 minute then ask them to close the books.What word flashes on their mind, and make them speak out.e.g. robbers, uniform, police, green van, knife, building, etc.Write down these words on the Bb, and let Ss imagine what the story is. Step 4. Listen and drawTeach the new word “route”: way taken or planned to go to get from one place to another.Ask: How did Paul and Justin escape?What are their routes?Listen to the tape, then draw the routes on P43Step 5. Ask Ss to find the new words (LINE 16-28)1.catch: take hold of a person or an animal2.fail: not be successful in doing sth.Fail in sth/doing3.quickly: fast(similar words)4.suddenly: quickly and unexpectedly5.surprised: experiencing or showing a feeling of surprisebe surprised to do6.work: function, operateStep 6. Read and retellRepeat after the tape, then write down clue phrase on Bb and help Ss retell the story. Ask them underline the phrases on their books.Get a call, live nearby, drive to, in police uniform, push…into, the back of, drive away, try to open, use a knife, take different routes, turn left/right into …, at the traffic lights, run away quickly, stop talking, be surprised to see, do you mean…?Using these phrases to retell the story as possible.Step 7. SummarySummarize new words and expressionsHomework1.Copy and recite new words2.Read the article3.Copy the phrases on Bb.The third lessonReading 2Objectives:1.To infer meaning from key words, context and existing knowledge.2.To understand a series of events and simultaneous actions.3.To identify specific detail by following a route and marking pointson a map.Teaching procedures:Step 1. Revision1.Dictation of the phrases learned yesterday.2.Recite or retell the textStep 2. Do exercisesRevise the new words first.Give them some sentences and let Ss guess what the meaning is and what the word is.Then do Part B 1 on their own for consolidation, as they have work on the words earlier.Ask students to write the words and definitions in a vocabulary book to encourage independent learning.Step 3. Do Part B 2Ask students to read the text on the left on their own. They then choose the correct words from the box.If there are any disagreements, ask students to check the meanings of the words by reading the text on P40 again.Step 4. Do Part C1.Explain the content of Part C1 by taking students through itcarefully. For stronger classes, tell students not to check back to P40 until they have completed the task.2.Divide the class into pairs. They work out together who said whatand write the number of each statement in the correct speech bubbles.3.Before doing C2, revise the following expressions: straight, in frontof, turn right into, turn left intoStep 5. SummaryRepeat the points of the article.Homework1.Go on reciting the reading part.2.Preview vocabulary and Grammar AThe Fourth lessonVocabulary and Grammar AObjectives:1.To recognize expressions about directions.2.To give and respond to directions.3.To use prepositions of movement to give directions.Step 1. Warm-upAsk Ss about the escape routes in Reading. Let them speak out their own escape routes.Step 2. Match workP43 Ask students to match the words and symbols. Encourage them to guess the meaning of any symbols they do not know. Check answers as a class activity.Step 3. Read a mapAsk students to draw a simple map of their local area on their own. They should include their home, two landmarks in the area and the school.Divide the class into pairs.S1 gives his/her map to S2 and explain how to get from his/her home to another place on the map. Then roles change.Step 4. Do Part BBefore doing it, list some useful expressions about asking and answering the way.1.Excuse me, where’s the …2.I’m lost.3.Do you know the way…4.Go straight along …5.turn right …6.I know how to get there, follow me.Then do Part B, and check the answers as a class.Step 5. Prepositions of movement1.First ask Ss to study the pictures illustrating the differentprepositions. Then give further explanation.e.g. round =aroundThen read the nine sentences to complete the “work out the rule”.2.Do exercises on P45Ss select suitable words to complete the gapped sentences.Then check it as a class.Step 6. SummaryDirections using and prepositions of movement.Make sentences by them.Homework1.Copy phrases2.Preview Grammar B and CThe Fifth lessonGrammar B and CObjectives:To recognize the use of “will”“shall” and “be going to” to talk about the future.Step 1. Warm-upToday is a fine day, shall we go to the park?If we do, we’ll be very happy.Step 2. The simple future tenseWe have three ways of showing future.1. will 所有人称2. shall 第一人称I, WE3.be going toStep 3. Take students through the tables at the top of P46.Make some other sample sentences as a class activity.Give examples of positive sentences, negative sentences, asking and answering questions.Step 4. Ask them to complete the conversation on their own. Set a time limit.Divide the class into pairs and ask them to read the completed conversation. Check Ss’ comprehension and the use of “will”.Step 5. P47 Part CExplain the context.Make sure that we focus on a particular time in the future and the idea of making plans.Go through the sample sentences and provide more examples based on the students’ experience.Help students identify the meaning of the words in the word box, and match them with the pictures. Then ask them to complete the sentences on their own.In pairs, students check their answers.Homework1.Copy phrases2.Finish off workbook,The Sixth lessonIntegrated skillsObjectives:1.To recognize key expressions about directions.2.To understand directions in a new content of finding a hiddentreasure3.To use key information given in instructions and identify the specificorder from listening.4.To develop intensive listening skills by following instructions andmarking a routeStep 1. Warm-upElicit from students situations from their own experience. Talk to students about treasure hunts.Make a list on the board and ask others in the class whether they know them, like them and played similar games.Do a surveyStep 2. What is a treasure hunt?Ask Ss to check their knowledge of directions by completing Part A 1Ss do this Part on their own first.Then they check with a partner.Go through the answers as a class activity.Step 3. ListeningPlay the recording.Ask Ss to listen carefully so that they can identify the order of the directions.Step 4. Read the map and play the recording againSs draw the route on the map using a pencil for the first listening.Then tell Ss to draw a treasure chest in the correct position on the map. Step 5. Giving directionsRevise the ways of giving direction learned before.Play the tape and ask Ss to repeat the sentences as they hear them.Then read Millie’s directions and draw a map.Step 6. PractiseAsk Ss to practise the conversation in pairs and then to change roles.Homework1.Copy the dialogue and recite2.Finish workbookith a new text-script.The Seventh LessonStudy SkillsObjectives:1.To use search engines effectively to find information on the Internet.2.To identify the meanings of words in different contexts,3.To categorize vocabulary according to types of information.4.To use key words to find more specific information.Step 1. Warm-upElicit from Ss what they already know about the Internet. Ask if they know what “WWW” stands for(world wide web).Step 2. What is a Web browser.Do they know any common browers?Netscape Netvigation and Internet Explorer?What are they used to do?They can help give directions to different websites and webpages, presenting information of all different kinds from around the world. Step 3 Search enginesName some common search engines:Y ahoo, Sina, GoogleThey provide a sort of sign posting to different kinds of information. How to use?They can enter a category, e.g. cartoon.Step 4. Other key aspectsSs give their ideas about other aspects : e-mails, etc.Step 5. P50 TaskAsk Ss to compare their work and discuss any disagreements.Homework1.Do exercises2.Prepare for dictation.The Eighth LessonMain task 1Objectives:1.To select, organize and present information2.To develop directions and information in the context of writing aletter of invitation.3.To discuss suitable date and time for a farewell party.Step 1. Lead- inDo you know why we write letters?Ask them about reasons.Encourage Ss to think about letter writing.Step 2. Explanation.Explain the context.The Beijing Sunshine Secondary School Ss are writing a letter of invitation to a farewell party for the exchange students.Step 3. What must be prepared for a letter.Before starting to write a letter, remind Ss of the oral task they did in the Grammar section about find out what they planned to do at certain times during the week.Step 4. Circle the correct letters according to the resultsSs compare their answers with a partner.Check understanding of vocabulary and information items.Step 5. Write instructionsLet Ss write instructions on how to get from the underground exit to Sunshine Park.Step 6. DiscussionWho gets the best instruction.By comparing their directions with a partner.Homework1.Fill in blanks on P52.532.Finish off the workbookThe Ninth LessonMain Task 2 and Check outObjectives:1.To check the use of prepositions of movement, the use of “will” and“be going to ” to talk about the future and giving of directions.2.To review key vocabulary.Step 1. RevisionRevise the letter formats.Step 2. Check the homework。