在線七年級英語《Where’s the post office》課件

Language goal

　　This unit students leam to ask for and give directions(方向) on the street.

New language

　　Is there a bank near here? Yes, there's a bank on Center Street, Where's the supermarket? It's next to the library.Is there a pay phone in the neighbhood?Yes, it's on Bridge Street on the right.

　　locations in the neighborhood such as post office, hotel,video arcade.

　　Descriptive words such as new, old, dirty, clean.

　　Descriptions of location such as across from, next to,Between

Recycled language

　　What are you doing?

　　Do you want to ...?

Section A

　　Ask two rows of three students each to stand facing each other in the front of the classroom. Point to students standing in front and ask the class to repeat the questions and answers.

　　Example 1

　　Teacher: Where'sYang Li? (Point to two students standing beside each other.) Yang Li is next to Li Peng.

　　Example 2

　　Teacher: Where's Zheng Wen? (Point to two students in different lines facing each other.)Zheng Wen is across from Sheng Lin.

　　Example 3

　　Teacher: Where's Lin Jiahui? (Point to one student standing between two other students.) Lin Jiahui is between Sheng Lin and Li Dai.

　　la   This activity introduces the key vocabulary.

　　Focus attention on the picture. Ask students to name as many of the places they see in the picture as they can.Then name all the places and ask students to repeat.

　　Point out the numbered list of words. Say each one and ask students to repeat.

　　Then ask students to match each word or phrase on the list with one of the pictures. Say, Write the letter of each place in the picture next to the correct word or words on the list. Point out the sample answer f.Check the answers.

　　1b This activity gives students practice listening to and understanding the target language.

　　Point out the buildings and other locations in the picture. Say the name of each one to the class.

　　Say, Now I will play recordings of three conversations. Listen carefully and circle the picture of each place you hear on the tape..

　　Play the recording the first time. Students only listen.

　　Play the recording a second time. This tine ask students to listen and circle the items they hear on the picture.

　　Correct the answers.

　　These items should be circle:video arcade, post office, supermarket.

　　Tapescript(錄音稿)

　　Convernation 1

　　A: Is there a video arcade on Fifth Avenue?

　　B: Yes, there is.

　　Conversation 2

　　A: Is there a post office near here?

　　B: Yes, there is. There's one on Bridge Street.

　　Conversation 3

　　A: Is there a supermarket on Center Street?

　　B: No, there isn't.

　　1C  This activity provides guided oral practice using the target language.

　　Point to the different locations shown in the picture.Ask different students to name each one. If necessary,say the name and ask the student to repeat.

　　Point to the question and answer In the example conversation and ask a pair of students to read the conversation to the class. Ask other pairs of students to repeat the activity if you wish.

　　Ask students to work in pairs. Say, First one person asks a question and then the other person takes a turn.

　　Demonstrate（示范） the activity. Point to the picture and ask. Is there a post office near here? Then choose a student to answer. Guide the student to say, Yes,there's a post office on Bridge Street.

　　As students work, move around the room and check progress(進展情況). Help students understand how to locate things on the map, if necessary.

　　Ask several students to say some of their questions and answers for the class.

教學后記：

　　教學方法有問題？

　　教了這么多年的英語，總幻想有一種方法，能讓學生輕輕松松把英語學好。哪怕自己多浪費點時間。有時想來，自己的教學效率實在是太低了，每天不分上課上自習，都是一個樣。也就是說在不誤課的情況下，我的教學時間應該是學校規定時間的兩倍，然而教學的效果卻很不理想。每天看著自己的隊伍步履蹣跚的前行，自己不由的懷疑自己的教學方法。

　　與此同時，這段時間由于我在學生每天記十個詞前，先領讀他們一遍，再分開音節，講一講英語的拼讀規則，發現學生的記憶效率大大的提高，這更讓我有理由懷疑自己的'教學方法是不是不適合學生的實際？

　　吃早飯時突發“奇想”，是不是給學生一點時間，讓他們把每單元幾句重點句背下來更好呢？單詞需要積累，這點勿容置疑。對于我們的學生來說，典型句子同樣需要積累。句子背下來，在用的時候就可以舉一反三，就像語文中背范文一樣。對于我們我們這些基礎較差的學生來說，他們在交際時需要模仿，在他們的記憶庫中貯存就是十必要的。當然，如果學生能夠在課堂上用英語去表達的話，說明這些典型的句子他們已經掌握。但現實的情況是，這種方法更容易適用于尖子生，或者基礎較好的學生，很多學生只是充當的觀眾。

　　讓學生死記硬背是不對的，但不讓學生背也是不對的。

　　2a  This activity introduces the terms across from, next to, between, and on.

　　Focus attention on the pictures. Ask students to talk about the pictures, naming as many places as they can.Then name all the places in the pictures and ask students to repeat.

　　Point out the four sentences. Say each one and ask students to rcpeat.

　　Then ask students to match each sentence with one of the pictures. Say, Eacb sentence talks about one of the pictures. Write the number of the sentence in the box on the picture that it is talking about. Point out the sample answer 1.

　　Check ihc answers.

　　2b  This activity gives students practice listening to and understanding the target language.

　　Point out the buildings and street names in la.Say each one and ask students to repeat.

　　Call attention to the four sentences in 2b. Read them to the class saying blank each time you come to a blank line.

　　Say. Now I will play recordings of three conversations. Listen carefully and write a word from the box on each blank line. Point out the sample answer.

　　Play the recording the first time. Students only listen.

　　Play the recording a second time. This time ask students to fill in the blanks by listening to the items on the tape.

　　Correct the answers.

　　Tapescript(錄音稿)

　　Conwaraation 1

　　A: Excuse me. Is there a library around here?

　　B: Yes. It's between the video arcade and the supermarket.

　　Conversation 2

　　A: Where's the park?

　　B: The park? Oh, it's across from the bank.

　　Conversation 3

　　A: Excuse me. Is there a supermarket around here?

　　B; Yes, it'son Fifth Avenue.

　　Conversation 4

　　A: Where's the pay phone?

　　B: It's next to the post office.

　　2c   This activity provides guided oral practice using the target language.

　　Point to the list of buildings in la. Ask a student to read the list aloud.

　　Point to the question and answer in the speech bubbles( 泡沫) in 2c and ask a pair of students to read the conversation to the class. Ask other pairs of students to repeat the activity if you wish.

　　Ask students to work in pairs. Say, First one person asks a question and then the other person takes a turn. Ask about the buildings in 1a.

　　Demonstrate（示范） the activity. Point to the map and ask,Where's the park? Then choose a student to answer.Guide the student to say, It's across from the bank.

　　As students work, move around the room and check progress.（進度）

　　Ask several students to say some of their questions and answers for the class.

　　Grammar focus

　　Review the grammar box. Ask students to say the questions and answers.

　　Ask students to circle these words in the grammar focus section of their books: on, across from, next to, and between. Ask, Which words talk about two different buildings? (across/row, next to, and between) Ask, Which one talks about one building all alone!' (on)

　　Culture note

　　Many visitors to the United States believe that Americans don't like to answer questions or give directions(方向) to tourists（旅行者）and other visitors. This is not necessarily true. The pace of life is fast in the United States, especially（特別） in big cities. Most people walk quickly, talk quickly, and are in a hurry to get wherever they are going. Also, most Americans speak only one language and aren't used to talking with speakers of other languages. However, when a visitor asks a question,many people are pleased to be able to share their knowledge of their city or their neighborhood. A pleasant smile and a short, direct question will almost always get you the information you need.

　　3a  This activity provides target-oriented reading practice using the language items taught in this unit.

　　Draw attention to the conversation in the box. Ask students to read it out loud.

　　Ask a student to point out the place that Paul wants to get to. Guide the student to point to the book and say,Here's the hotel. Here's Bridge Street.

　　Point to the two arrows.(箭頭) Ask students to repeat left and right. Then ask them to hold up their left hands and then their right hands.

　　Ask students to read the conversation again. Then ask them to find Paul and Nancy in the picture.

　　Answer

　　Paul and Nancy are the two figures outside the entrance to the park.

　　3b   This activity provides guided writing practice using the target language.

　　Call attention to the three pictures. Explain that the three pairs in these pictures correspond to three pairs in the large picture above. Ask students to find the pairs in the big picture.

　　Point to the questions below each picture and ask a student to read them aloud.

　　Point to the three write-on lines in the speech bubbles. Say, Write the answers to the questions here.

　　Ask students to complete the writing individually.(個別的)

　　Correct the answers.

　　1. Yes, there is. Go straight down New Street and turn right. There's a pay phone on the right.

　　2. Go straight down New Street and turn right. Turn left at Bridge Street. The bank is across the street.

　　3. Yes, there is. Turn right, then go straight down Bridge Street. The post office is on the left. It's across from the video arcade, next to the super-market.

　　4   This activity provides guided oral practice using the target language,

　　Call attention to the picture in la. Ask students to name all the buildings in the picture.

　　Point out the conversation In the picture in 4. Ask different students to read each line.

　　Have the students work In groups. One person chooses a building in the la picture but doesn't tell anyone which building it is. The others ask questions like those in the activity 4 picture until they guess which building it is.

　　Several students can take turns choosing the building for the others to guess.