【学习实践】Unit 1 Where's the post office-(新目标七下英文

Unit 1 Where's the postoffice?(新目标七下英文教案) Unit1where'sthepostoffice?LanguagegoalThisunitstudentsle amtoaskforandgivedirectionsonthestreet.NewlanguageI sthereabanknearhere?yes,there'sabankoncenterStreet, where'sthesupermarket?It'snexttothelibrary.Istherea payphoneintheneighbhood?yes,it'sonBridgeStreetonthe right.locationsintheneighborhoodsuchaspostoffice,ho tel,videoarcade.Descriptivewordssuchasnew,old,dirty ,clean.Descriptionsoflocationsuchasacrossfrom,nextt o,BetweenRecycledlanguagewhatareyoudoing?Doyouwantt o...?SectionAAsktworowsofthreestudentseachtostandfa cingeachotherinthefrontoftheclassroom.Pointtostuden tsstandinginfrontandasktheclasstorepeatthequestions andanswers.Example1Teacher:where'syangLi?yangLiisne xttoLiPeng.Example2Teacher:where'sZhengwen?Zhengwen isacrossfromShengLin.Example3Teacher:where'sLinjiah ui?Thisactivityintroducesthekeyvocabulary.Focusattentiononthepicture.Askstudentstonameasmanyoftheplacesth eyseeinthepictureastheycan.Thennamealltheplacesanda skstudentstorepeat.Pointoutthenumberedlistofwords.S ayeachoneandaskstudentstorepeat.Thenaskstudentstoma tcheachwordorphraseonthelistwithoneofthepictures.Sa y,writetheletterofeachplaceinthepicturenexttothecor rectwordorwordsonthelist.Pointoutthesampleanswerf.c hecktheanswers.1bThisactivitygivesstudentspracticelisteningtoandunde rstandingthetargetlanguage.Pointoutthebuildingsando therlocationsinthepicture.Saythenameofeachonetothec lass.Say,NowIwillplayrecordingsofthreeconversations .Listencarefullyandcirclethepictureofeachplaceyouhe aronthetape..Playtherecordingthefirsttime.Studentso nlylisten.Playtherecordingasecondtime.Thistineaskst udentstolistenandcircletheitemstheyhearonthepicture .correcttheanswers.Theseitemsshouldbecircle:videoar cade,postoffice,supermarket.Tapescriptconvernation1 A:IsthereavideoarcadeonFifthAvenue?B:yes,thereis.co nversation2A:Isthereapostofficenearhere?B:yes,there is.There'soneonBridgeStreet.conversation3A:IsthereasupermarketoncenterStreet?B:No,thereisn't.1cThisactivityprovidesguidedoralpracticeusingthetarge tlanguage.Pointtothedifferentlocationsshowninthepic ture.Askdifferentstudentstonameeachone.Ifnecessary, saythenameandaskthestudenttorepeat.Pointtothequesti onandanswerIntheexampleconversationandaskapairofstu dentstoreadtheconversationtotheclass.Askotherpairso fstudentstorepeattheactivityifyouwish.Askstudentsto workinpairs.Say,Firstonepersonasksaquestionandthent heotherpersontakesaturn.Demonstrate（示范）theactivity.Pointtothepictureandask.Isthereapostoff icenearhere?Thenchooseastudenttoanswer.Guidethestud enttosay,yes,there'sapostofficeonBridgeStreet.Asstu dentswork,movearoundtheroomandcheckprogress.Helpstu dentsunderstandhowtolocatethingsonthemap,ifnecessar y.Askseveralstudentstosaysomeoftheirquestionsandans wersfortheclass.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。

2aThisactivityintroducesthetermsacrossfrom,nextto,b etween,andon.Focusattentiononthepictures.Askstudent stotalkaboutthepictures,namingasmanyplacesastheycan .Thennamealltheplacesinthepicturesandaskstudentstor epeat.Pointoutthefoursentences.Sayeachoneandaskstud entstorcpeat.Thenaskstudentstomatcheachsentencewithoneofthepictures.Say,Eacbsentencetalksaboutoneofthe pictures.writethenumberofthesentenceintheboxonthepi cturethatitistalkingabout.Pointoutthesampleanswer1. checkihcanswers.2bThisactivitygivesstudentspracticelisteningtoandunde rstandingthetargetlanguage.Pointoutthebuildingsands treetnamesinla.Sayeachoneandaskstudentstorepeat.cal lattentiontothefoursentencesin2b.Readthemtotheclass sayingblankeachtimeyoucometoablankline.Say.NowIwill playrecordingsofthreeconversations.Listencarefullya ndwriteawordfromtheboxoneachblankline.Pointoutthesa mpleanswer.Playtherecordingthefirsttime.Studentsonl ylisten.Playtherecordingasecondtime.Thistimeaskstud entstofillintheblanksbylisteningtotheitemsonthetape .correcttheanswers.Tapescriptconwaraation1A:Excusem e.Istherealibraryaroundhere?B:yes.It'sbetweenthevid eoarcadeandthesupermarket.conversation2A:where'sthe park?B:Thepark?oh,it'sacrossfromthebank.conversatio n3A:Excuseme.Isthereasupermarketaroundhere?B;yes,it 'sonFifthAvenue.conversation4A:where'sthepayphone?B :It'snexttothepostoffice.2cThisactivityprovidesguidedoralpracticeusingthetarge tlanguage.Pointtothelistofbuildingsinla.Askastudent toreadthelistaloud.Pointtothequestionandanswerinthe speechbubblesin2candaskapairofstudentstoreadtheconv ersationtotheclass.Askotherpairsofstudentstorepeatt heactivityifyouwish.Askstudentstoworkinpairs.Say,Fi rstonepersonasksaquestionandthentheotherpersontakes aturn.Askaboutthebuildingsin1a.Demonstrate（示范）theactivity.Pointtothemapandask,where'sthepark?Then chooseastudenttoanswer.Guidethestudenttosay,It'sacr ossfromthebank.Asstudentswork,movearoundtheroomandc heckprogress.（进度）Askseveralstudentstosaysomeoftheirquestionsandanswe rsfortheclass.GrammarfocusReviewthegrammarbox.Askst udentstosaythequestionsandanswers.Askstudentstocirc lethesewordsinthegrammarfocussectionoftheirbooks:on ,acrossfrom,nextto,andbetween.Ask,whichwordstalkabo uttwodifferentbuildings?Ask,whichonetalksaboutonebu ildingallalone!'culturenotemanyvisitorstotheUnitedS tatesbelievethatAmericansdon'tliketoanswerquestions orgivedirectionstotourists（旅行者）andothervisitors.Thisisnotnecessarilytrue.Thepaceof lifeisfastintheUnitedStates,especially（特别）inbigcities.mostpeoplewalkquickly,talkquickly,andar einahurrytogetwherevertheyaregoing.Also,mostAmerica nsspeakonlyonelanguageandaren'tusedtotalkingwithspe akersofotherlanguages.However,whenavisitorasksaques tion,manypeoplearepleasedtobeabletosharetheirknowle dgeoftheircityortheirneighborhood.Apleasantsmileand ashort,directquestionwillalmostalwaysgetyoutheinfor mationyouneed.3aThisactivityprovidestarget-oriented readingpracticeusingthelanguageitemstaughtinthisuni t.Drawattentiontotheconversationinthebox.Askstudent storeaditoutloud.AskastudenttopointouttheplacethatP aulwantstogetto.Guidethestudenttopointtothebookands ay,Here'sthehotel.Here'sBridgeStreet.Pointtothetwoa rrows.Askstudentstorepeatleftandright.Thenaskthemto holduptheirlefthandsandthentheirrighthands.Askstude ntstoreadtheconversationagain.ThenaskthemtofindPaul andNancyinthepicture.AnswerPaulandNancyarethetwofig uresoutsidetheentrancetothepark.3bThisactivityprovidesguidedwritingpracticeusingthetargetlanguage.callattentiontothethreepictures.Explai nthatthethreepairsinthesepicturescorrespondtothreep airsinthelargepictureabove.Askstudentstofindthepair sinthebigpicture.Pointtothequestionsbeloweachpictur eandaskastudenttoreadthemaloud.Pointtothethreewrite -onlinesinthespeechbubbles.Say,writetheanswerstothe questionshere.Askstudentstocompletethewritingindivi dually.correcttheanswers.1.yes,thereis.Gostraightdo wnNewStreetandturnright.There'sapayphoneontheright.2.GostraightdownNewStreetandturnright.TurnleftatBri dgeStreet.Thebankisacrossthestreet.3.yes,thereis.Tu rnright,thengostraightdownBridgeStreet.Thepostoffic eisontheleft.It'sacrossfromthevideoarcade,nexttothe super-market.4Thisactivityprovidesguidedoralpracticeusingthetarge tlanguage,callattentiontothepictureinla.Askstudents tonameallthebuildingsinthepicture.Pointouttheconver sationInthepicturein4.Askdifferentstudentstoreadeac hline.HavethestudentsworkIngroups.onepersonchoosesa buildinginthelapicturebutdoesn'ttellanyonewhichbuil dingitis.Theothersaskquestionslikethoseintheactivity4pictureuntiltheyguesswhichbuildingitis.Severalstu dentscantaketurnschoosingthebuildingfortheotherstog uess.SectionBlaThisactivityintroducesthekeyvocabulary.Focusattenti ononthepictures.Askdifferentstudentstonametheplaces showninthepictures.Theywillprobablynotincludewordss uchasold,new,busy,quiet,big,small,dirty,andcleanint heirstatements.Pointtoandnamealltheplacesinthepictu resagainwithoutthedescribingwordsandhavestudentsrep eat.Nowpointtoeachhalfofeachpictureandaskaboutthedi fferencebetweenthehalves.Forexample,youmightsay;Thi sisapark.Isitacleanparkoradirtypark?clarifythemeani ngofthewordscleananddirtybypointingoutdetailsinthep ictures.Pointoutthepairsofwordsorphrases.Sayeachone andaskstudentstorepeat,Thenaskstudentstomatcheachwo rdorphraseonthelistwithoneofthepictures.Pointoutthe samplanswer.checktheanswers.1bThisactivityprovidesguidedoralpracticeusingthetarge tlanguage.callattentiontotheconversationinthepictur e.Askapairofstudentstoreaditaloud.Thenaskseveraldifferentstudentsthesamequestion.Askthemtotellthetruth .Pointoutthelistofphrasesin1a.Askstudentstoworkinpa irsTheytaketurnsaskingeachotherquestionsaboutthethi ngsonthislist.Askthemtotelleachotherthetruth.Asstud entsworktogether,movearoundtheroomcheckingontheirpr ogress.Askseveralstudentstopresentsomequestionsanda nswerstotheclass.2aThisactivitygivesstudentspracticelisteningtoandunde rstandingthetargetlanguage.Pointoutthelistofplacesi nla.Saydienameofeachonetotheclass.Say,NowIwillplaya recordingofaconversation.Listencarefullyandcircleth ewordsin1athattellaboutmichael'sstreet.Playtherecor dingthefirsttime.Studentsonlylisten.Playtherecordin gasecondtime.Thistimeaskstudentstolistenandcircleth eplacestheyhear.correcttheanswers.2bThisactivitygivesstudentspracticelisteningtoandunde rstandingthetargetlanguage.callattentiontothestreet mapinthebox.Say,NowIwillplaytheconversationagain.Li stentoifanddrawtheplacesinmichael'sneighborhoodonth estreetmap.Playtherecording.Studentsonlylisten.Demonstratetheactivitybysaying.whatarethethreeplacesont hetape?.Answeranyquestionsstudentsmayhave.Playthere cordingagain.Studentsdrawmapsofmichael'sneighborhoo d.movearoundtheroom,offeringassistanceifneeded.Have somestudentsshowtheircompleteddrawingstotheclass.2cThisactivityprovidesguidedoralpracticeusingthetarge tlanguage.Say,Nowlet'sworkinpairs.Thefirstpersonmak essomestatementsaboutthepicturein2b.Thesecondsperso nsays"true"ifthestatementistrueand"falseifthestatem entisfalse.Thesecondpersonalsochangeseachfalsestate mentintoatrueone.callattentiontotheconversationinth epicturein2c.Askapairofstudentstoreaditaloud.Demons tratetheactivitywithastudent.Havethestudentclosethe book.Thensayonetruethingandonefalsethingaboutthepic ture.Guidethestudenttoanswer"true"forthetruestateme ntandtosay"false"forthefalsestatementandchangeitint oatrueone.Askstudentstopracticeinpairsandtotakeboth roles.movearoundtheroomhelpingstudentsgetstarted|an dansweringanyquestionstheymayhavc.Askseveralpairsof studentstopresentsomestatementsandresponsestothecla ss.Askstudentstocorrectanymistakestheyhear.3aThisactivityprovidesreadingpracticeusingthetargetla nguage.Askastudenttoreadtheparagraphtotheclassorrea dityourself.Answeranyquestionsstudentsmayhave.Readt heInstructions（指示）aloud.Pointoutthesampleofthecircleddescriptionword, andmakesurestudentsunderstandwhattheyhavetodo.corre cttheanswers.3bThisactivityprovidesguidedreadingandwritingpractice usingthetargetlanguage.Pointouttheguideandtheblanks pacesinit.Readitaloudsayingblankeachtimeyoucometoab lankline.Say,Nowpleasewriteonewordineachblankspacei ntheguide.Lookatthepicture/ortheanswers.Pointoutthe sampleanswerintheblank.correcttheanswers.3cThisactivityprovidesguidedwritingpracticeusingtheta rgetlanguage.Askstudentstoworkontheirown.Pointoutth edescriptionin3bandsay.Nowwriteaboutyourownneighbor esentenceslikethese.4Thisactivityprovidesopen-endedoralpracticeusingthet argetlanguage.callattentiontowhatthepersonInthepict ureissaying.Askastudenttoreadthestatementtotheclass .Say,Nowyoucantalkwithyourpartneraboutyourownneighb orhood.Tellaboutthestreetsandbuildings.yourpartnerw illdrawapictureoftheneighborhoodDemonstratetheactiv itywithastudent.Havehimorhermakesomestatementsanddr awontheboardwhatyouhear.Forexample,youmightdrawasma llsupermarketacrossfromapostoffice.Asstudentswork,m ovearoundtheroomofferingassistanceandansweringquest ions.Asksomestudentstosharethecompleteddrawingsandt omakesomestatementstoaccompanythem.Selfcheck1Thisactivityprovidesacomprehensivereviewofallkeyvoc abularypresentedinthisunit.Askstudentstocheckallthe wordstheyknow.youmaywishtohavethemcircleanywordstha ttheydon'tknow.Askstudentstofindoutthemeaningsofany wordstheydon'tknow.Theycandothisbyreviewingtheunit. askingyou,askingtheirclassmatesorusingalearner'sdic tionaryorbilingualdictionary.2Thisactivityhelpsbuildvocabularybyprovidingaspecifictimeandplaceforstudentstorecordnewwords.Askstudent stoenterfivenewwordsintheirVocab-builderonpage108.A fterstudentshaverecordedtheirnewwords,askthemtoshar etheirlistswithotherstudents.Thiscanbedonewiththewh oleclassorinformally,inpairsorsmallgroups.3Thisactivityprovidesreadingpracticefocusingonthegmm maticalstructuresusedtoaskandsaywherethingsare.Asks tudentstoreadtheletteranddrawtherouteonthemap.Answe ranyquestionsstudentsmayhave.checktheanswers.教学后记：培养学生的自信心和兴趣是最重要的培养学生的自信心和兴趣是最重要的吗？我一开始也对于这个结论也不以为然的。