初中英语-Unit8 Section A P2 1a教学设计学情分析教材分析课后反思

PAGE1PAGE四、课堂教学设计Unit8Period2SectionA(1c-2d)TeachingGoals1.Reviewnamesofplacesandprepositionsofplace.2.Inthisclass,studentslearnhowtotalkaboutthepositionofaplacewiththepatternsas“Is/Arethere?Yes,thereis/are.It’s/They’re.Whereis/are?It’s/They’renear/infrontof/nextto/across/from/behind.”Theycantellthepositionofaplacetoothersandgetintothehabitofhelpingothersindailylife.Pre-listeningactivitiesReviewBrainstorm1.T:Boysandgirls!Pleasefillinthechart.Themorethebetter.(Giveeveryoneachart.)NamesofplacesPrepositionsofplacebankinfrontof2.LetsomeSsreadtheiranswersinfrontoftheclass.（设计意图：通过这样一个活动很好地复习了地点名词和方位介词，为下面的学习扫除词汇障碍。）Preview一.PutthefollowingintoEnglishorally,andthenwritethemdownwithoutlookingatthebook.1.PutthephrasesintoEnglish.(1)在前面______________(2)在对过_______________(3)警察局_____________(4)邮局________________2.PutthesentencesintoEnglish.(1)—这儿附近有医院吗？—有，在大桥街上。________________________________________(2)付费电话就在图书馆对面。________________________________(3)警察局在餐馆和医院之间。______________________________________(4)—医院在哪儿？—就在警察局隔壁。____________________________________________(5)—中心街在什么地方？离这儿不远。—我可以步行带你过去。____________________________________________________________(6)付费电话附近有医院吗？___________________________________________二.Checkthepreview.LetsomeSsreadtheiranswersinfrontoftheclass.Ifhe/shecan’tanswer,otherSscangivehim/hersomehelp.（设计意图：通过课前预习可以使学生更有针对性的学，老师更有针对性的教，而且还可以让学生养成一个良好的学习习惯。）WarmupandleadinT:Boysandgirls!Let’shaveacompetition.Whenyouseethepicture,pleasetellmewhatitis.Youcanstandupwithoutputtingupyourhands.ThenI’llgiveyouonemark.Let’sseewhichgroupisthebest.T:Youareallwonderful!Now,let’scometo1a.Pleasematchthewordswiththeplacesinthepicture.（设计意图：把简单的内容用竞赛的方式呈现，这样可以充分调动学生的积极性和主动性，使全体同学都快速进入学习状态。在竞赛过程中要更多地倾向后进生。）Presentation1.AskSssomequestions.T:What’sthenameoftheroadinfrontofourschool?Ss:ShanXuRoad.T:Isthereahospitalnearourschool?S1:Yes,thereis.It’sonShanXuRoad.T:Isthereapostofficenearourschool?S2:No,thereisn’t.T:Arethereanyrestaurantsnearourschool?S3:Yes,thereare.They’reonShanXuRoad.T:Arethereanybanksnearourschool?S4:No,therearen’t.Ifthestudentcan’tanswer,theteachergivessomehelp.Andwritetheconversationontheblackboard.（设计意图：根据现实生活中的真实情况与学生进行对话，从而引出目标语言Is/Arethere?Yes,thereis/are.No,thereisn’t/aren’t.学生易于理解接受。）2.ShowthepicturestoSs.T:T:Where’sthesoccerball?S1:It’sonthebox.T:Where’sthesoccerball?S2:It’sinthebox.T:T:Where’sthesoccerball?S3:It’sunderthebox.T:Where’sthesoccerball?S4:It’snesttothebox.T:T:Where’sthesoccerball?S6:It’sbehindthebox.T:Where’sthesoccerball?S5:It’snearthebox.T:T:Where’sthesoccerball?S1:It’sinfrontofthebox.T:Where’sthesoccerball?S1:It’sacrossfromthebox.T:T:Where’sthesoccerball?S1:It’sbetweenthebigboxandthesmallbox.（设计意图：图片形象直观，且容易引起学生的兴趣。这样就自然学习了方位介词in,on,nextto,infrontof,behind,between,acrossfrom,near的具体用法。为下面的听力训练做了很好的铺垫。）ListeningPracticeIWhile-listeningactivities1.Listenforthegeneralidea.T:Boysandgirls.Pleaselookatthepicturein1a.Whataretheytalkingabout?Pleaselistentotherecordingandgetthemainidea.Thegeneralideaoftheconversationsisabout．A.restaurantB.postofficeC.askingtheway2.Listenforthespecificideas.T:Weknowtheconversationsareaboutaskingtheway.Whatplacedoestheboywanttogo?Listenandcircletheplacesplease.Andthenfillintheblankswiththeplaces.(1)Listenandcircletheplacesyouhearin1a.Listeningstrategy:Paymoreattentiontothenamesofplaces.(2)Completetheconversationsaccordingtothetape.Conversation1A:Istherea_______onBridgeStreet?B:Yes,thereis.Conversation2A:Istherea________nearhere?B:Um,yes,thereis.There’s____onLongStreet.ConversationA:Istherea________onCenterStreet?B:No,thereisn’t.Listeningstrategy:First,letthestudentsgothroughtheblanks.Next,askthemtolistentotherecordingcarefullyandfillintheblanks.Post-listeningactivities1.Listentothetapeandrepeat.2.LetSsaskandanswerquestionsabouttheotherplacesin1ainpairs.Forexample:A:Istherenearhere?B:Yes,thereis.It’son.ListeningPracticeIIWhile-listeningactivities1.Complete2a.(1)LetSslookatthepicturesin2aandmatchthesentenceswiththepictures.(2)Checktheanswers.(3)Letstudentsreadthesentencesin2aaloud.(4)LetseveralSsreadthesentencesinfrontoftheclass.（设计意图：让学生大声朗读来巩固nextto,infrontof,between,behind,acrossfrom,on的用法，为下面的听力填空做准备。）2.Listenforthegeneralideaof2b.T:Boysandgirls.Let’slistentotheconversations.Youmustpayattentiontothenamesofplaces.First,listenandfindoutthemainideaoftheconversations.Thegeneralideaoftheconversationsisabout．A.wherethepayphoneisB.thewaytosomeplacesC.thepostoffice3.Listenforthespecificideasof2b.T:Fromtheconversationsweknowtheyaretalkingaboutthewaytosomeplaces.Whereiseveryplace?Pleasepayattentiontotheprepositionsofplaceandfillintheblankswiththem.(1)Listenandfillintheblankswiththewordsinthebox.nexttoinfrontofbetweenbehindnexttoinfrontofbetweenbehindacrossfromon①Thepolicestationis____________therestaurantandthehospital.②Theparkis__________thebank.③Thehospitalis_________BridgeStreet.④Thepayphoneis__________thepostoffice.⑤Therestaurantis______________thepostoffice.⑥Thehotelis__________thepolicestation.(2)Completetheconversationsaccordingtothetape.Conversation1A:Excuseme.Istherea_________stationnearhere?B:Yes.It’sbetweenthe__________andthehospital.Conversation2A:Where’sthe________?B:Thepark?Oh,it’s__________fromthebank.Conversation3A:Excuseme.Istherea________nearhere?B:Yes,it’sonBridgeStreet.Conversation4A:Where’sthe_________phone?B:It’snexttothepost_________.Conversation5A:Excuseme.Arethereany_________nearhere?B:Yes,there’soneinfrontofthe__________office.Conversation6A:Where’sthe_________?B:Thehotel?It’s____________thepolicestation.Listeningstrategy:Letthestudentsgothroughtheblanksandpaymoreattentiontotheprepositionsofplace.（设计意图：在学生做听力之前，先给予一定的听力策略指导，以帮助学生有针对性的去听，这样可以提高做题的准确率，消除学生对听力的恐惧心理。）Post-listeningactivities1.Listentothetapeandrepeat.2.LetSslookatthepicturesandmakeconversationsinpairs.Forexample:A:Where’sthepayphone?B:It’sthelibrary.3.LetSsaskandanswerquestionsabouttheplacesinpictureof1a.Forexample:A:Where’sthe?B:It’snextto/infrontof/acrossfrom/near/on.4.Complete2d.(1)AskSstoreadtheconversationin2dinsilence.ThenputtheconversationintoChinese.(2)LetSsanswerthequestions.①Whereisthebank?_________________________________②CanLindahelpTony?_________________________________(3)PlaytherecordingforSstolistenandimitate.ThenaskSstopracticetheconversationfor3minutes.Lastasksomepairstorole-playtheconversation,seewhichpairisthebest.(4)Fillintheblanks.Tony:Hi,___________.Linda:Yes.HowcanIhelpyou?Tony:Well,I’mnewintown.Isthere_____________?Linda:Yes,thereis.It’s_____________.It’s_______thepark.Tony:Oh…where’s__________?Linda:It’snottoofar________.Icanwalk________.Tony:Oh,that’sgreat!Thanks__________.Linda:Noproblem.（设计意图：着重训练学生看图说话和分角色表演对话的能力，让学生能把学到的语言知识有效输出。）Summary1.T:Boysandgirls!Whatdidyoulearninthisclass?Pleasediscussingroups.Andthencompletethemindtree.2.LetSslookattheGrammarFocusandreadaloud.ThenletsomestudentstranslatethesentencesintoChinese.（设计意图：学生总结本节课所学内容，对本课所学重要内容进一步深强化巩固。同时培养学生的归纳总结能力，养成自主学习的习惯。）Teacher’swordsT:Boysandgirls!Inlife,pleasetellastrangerthepositionofaplace.Youmustgetintothehabitofhelpingothers.（设计意图：此环节为情感教育，让学生在练习目标语言的同时养成助人为乐的好习惯。）InquiryintoknowledgebytranslationAsktheSstolookatthefollowingsentencesandtrytosummarizethelanguagerulesandfillintheblanks.TheSscanhelpeachotherandhaveadiscussionafterdoingthefollowingbythemselves.一、HowcanIhelpyou?___________________________________________这是向他人伸出援手、主动_______的套语。此句还可以说成：_______或HowmayIhelpyou?类似的套语还有：________;_________;__________;________。二、I’mnewintown._________________________________town表示“所居住的地方”或城市里的“闹市区”，为不可数名词。例如：Weliveinasmallvillage,sowehavetobuysomethingintown.___________________________________________________________三、——Arethereanyrestaurantsaroundhere?_____________________________——Yes,there’soneinfrontofthepostoffice.___________________________1.one是表示数量的代词，意为“_____________”。如：Theblueballpenwritesbetterthantheredone.______________________________2.infrontof意为“_____________”，相当于____________,表示范围以外；inthefrontof则意为“内部的前面”，表示范围以内。如：①There’sagardeninfrontofthebuilding.__________________________________②There’sablackboardinthefrontoftheclassroom.__________________________（设计意图：本节课的翻译探究先让学生自己在组内讨论，组内学生如果能把答案都讨论出来并展示，教师用语言给予鼓励表扬，若解决不出，看其他组能有解决的吗，最后老师再点拨。而且配有句子可以更好帮助学生理解知识点。）Theend-of-classtest一、Lookatthemapanddoexercise.1.Answerthequestions.(1)Where’sthebank?_________________________________(2)IstherearestaurantonNorthStreet?___________________________________(3)Where’sthepayphone?_________________________________(4)Where’sthepostoffice?________________________________(5)Isthereahospitalnearthepayphone?__________________________________2.Writethreesentences.Forexample:Thebankisnexttothehospitalanacrossfromthepark.(1)___________________________________________________(2)___________________________________________________(3)___________________________________________________二、翻译下列句子。1.这儿附近有医院吗？_____________________________________2.公用电话在哪里？______________________________________3.公园就在银行对过，旅馆后面。_________________________________4.餐馆紧挨着邮局。________________________________________5.邮局的前面有一家旅馆。______________________________________（设计意图：让学生先自己做，发现不会的地方，然后分组讨论解决疑难问题。在学生做题时，给予一定的策略指导，如做翻译句子题，提醒学生先掌握里面的一些动词词组，然后再试着翻译整个句子。）Homework1.Writefivesentencesaboutyourhomeusingthereis/are.2.CanyoudrawapictureabouttheplacesnearyourhomeandnameeachplaceinEnglish,thenwritesomesentenceslike2a.本节课亮点：1.根据现实生活中的真实情况与学生进行对话，从而引出目标语言Is/Arethere?Yes,thereis/are.No,thereisn’t/aren’t.学生易于理解接受。图片形象直观，且容易引起学生的兴趣。这样就自然学习了方位介词in,on,nextto,infrontof,behind,between,acrossfrom,near的具体用法。为下面的听力训练做了很好的铺垫。2.听力部分，注重对学生听力策略的指导，消除学生对听力的“恐惧”心理，让学生能够高效做题。每个环节之间都有过渡语，并且注意语言的抑扬顿挫，充分调动学生积极性。在听后活动中，着重培养学生看图说话和分角色表演对话的能力，注重内化和输出相结合，引导学生更好地内化语言知识。3.在课堂上关注每一个学生，尤其是学困生，让他们回答一些简单的问题，同时注重对学生的鼓励性的评价：“Great!Welldone!Excellent!以便从中找到学习的快乐。本节课学困生的参与度比较高，效果还不错。4.在学习语言知识的同时渗透情感教育，教育学生在日常生活中积极帮助不熟悉本地环境的陌生人，养成助人为乐的好习惯。不足之处：表演对话时部分后进生不能顺利完成任务而耽误时间，影响了整个课堂的节奏，可以考虑让他们看着译文表演对话。本节课容量较大，后进生难以全部消化。使用注意事项：听后活动是听力的输出部分，教师可以根据时间再具体调控量的多少。翻译探究部分要让学生自己动脑，教师只可起点拨作用千万不要越俎代庖。答案：预习检测：1.(1)infrontof(2)acrossfrom(3)policestation(4)policestation2.(1)Isthereahospitalnear?Yes,thereis.It’sonBridgeStreet.(2)Thepayphoneisacrossfromthelibrary.(3)Thepolicestationisbetweentherestaurantandthehospital.(4)Whereisthehospital?It’snexttothepolicestation.(5)Where’sCenterStreet?It’snottoofarfromhere.Icanwalkwithyou.(6)Isthereahospitalnearthepayphone?翻译探究：一、需要我帮忙吗？提供帮助；HowcouldIhelpyou?;Can/May/CouldIhelpyou?;Doyouneedanyhelp?;IsthereanythingIcandoforyou?;WhatcanIdoforyou?二、我刚来到这个城镇。我们住在一个小村子里，所以我们必须到城镇买东西。三、—这儿附近有餐馆吗？—有，邮局前面就有一家。1.一家（餐馆）蓝圆珠笔比红圆珠笔写得流利。2.在前面；before①楼房前有一座花园。②教室的前面有一块黑板。当堂检测：一、1.(1)It’sbetweenthehospitalandthepostoffice.(2)Yes,there’soneacrossfromthepolicestation.(3)It’sonNorthStreetnexttothepolicestation.(4)It’sonNewStreetnexttothebank.(5)No,thereisn’t.There’soneonNewStreet.2.(1)Thehospitalisnexttothebank.(2)Theparkisacrossfromthebank.(3)Thepayphoneisnearthepolicestation.二、1.Isthereahospitalnearhere?2.Whereisthepayphone?3.Theparkisjustacrossfromthebank,behindthehotel.4.Therestaurantisnexttothepostoffice.5.Thereisahotelinfrontofthepostoffice.一、课标分析七年级下Unit8Period2SectionA(1c-2d)

《初中英语新课程标准》三级目标：对英语学习表现出积极性和初步的自信心。能听懂有关熟悉话题的语段和简短的故事。能与教师或同学就熟悉的话题（如学校、家庭生活）交换信息。能读懂小故事及其他文体的简单书面材料。能参照范例或借助图片写出简单的句子。能参与简单的角色扮演等活动。能尝试使用适当的学习方法，克服学习中的困难。能意识到语言交际中存在文化差异。

《新目标英语》是以任务为基础的语言教学，在教材设计上遵循了自然语言，情境真实性，语言形式为交流功能性服务，层层深入，阶梯形发展语言能力，在做中学等最新教学原则和理念，通过教学使学生能在街上用英语问路并为他人指路，并且了解在日常交际中如何得体地运用英语语言向别人问路。通过运用简单的问路和指路的交际用语，帮助同学树立自信心，学会相互合作，敢于用英语进行交际，同时也培养学生乐于助人的品质。二、教材分析七年级下Unit8Period2SectionA(1c-2d)本单元话题是“学会询问建筑物的位置、学会向别人问路”。本单元通过询问建筑物的位置，来学习一些建筑物的名称以及therebe结构的一般疑问句。在第一部分里通过询问：Isthereapostofficenearhere?来学习一些建筑物的名称及therebe结构的一般疑问句。在第二部分中，主要训练学生的听、说、演及归纳总结的能力，并且通过听力的内容，来学习方位介词。第三部分在训练听力的同时，要求学生学会快速阅读文章和做任务型阅读题。第四部分主要复习本单元的重要知识要点，同时指导学生学会介绍自己住的地方。单元重难点分析1.一些建筑物的名称。2.方位介词的用法。3.Therebe结构及其一般疑问句。三、学情分析七年级下Unit8Period2SectionA(1c-2d)年龄特点：七年级学生大部分是处于生理、心理高速发育时期——青春期。这时的学生渴望得到关心，希望得到别人的尊重和肯定；缺乏自控力、判断力，容易受外界的干扰；他们活泼好动，参与欲、表现欲非常强烈,但也有小部分学生性格孤僻、自卑内向、胆小；相当多学生较懒惰、贪玩，学习目的不太明确，对学习抱着单纯的求趣心理，追求知识要符合自己的兴趣，容易感情用事，对于自已感兴趣的东西就认真学，不感兴趣的就不学。认知特点：中学生认知能力不断提高。认知的核心成分--思维能力逐渐成熟，抽象逻辑思维、辩证思维和创造思维有了较大发展；注意的稳定性较小学增强，但对呆板、枯燥、机械的教学和操练，学生容易因厌烦而分散精力；中学生的观察力、有意识记能力、有意想像能力也不断发展，思维的目的性、方向性更明确，认知系统的自我评价和自我控制能力都比小学增强；中学生的认知结构和情意、个性等形成较协调发展的局面，使心理的整体水平得到提高。学生学习英语的情感表现：绝大部分学生对英语很感兴趣，学习热情较高，有学习英语的愿望和兴趣，乐于参与各种英语实践活动。具体表现在：1有学好英语的信心，敢于用英语进行表达；2、乐于模仿，敢于开口，积极参与，主动请教；3、能体会英语学习中的乐趣，乐于接触英语歌曲、读物等；4、能在小组活动中积极与他人合作，相互帮助，共同完成学习任务。但个别学生的学习热情较低，学习欠主动。五、评测练习Unit8Period2SectionA（1c-2d）一、Lookatthemapanddoexercise.1.Answerthequestions.(1)Where’st