人教版初级中学英语教案.pdf

Unit 2 WhereUnit 2 Wheres the post office?s the post office?第第 1 1 课时课时教学目标1.掌握表示地点的词汇；2.掌握 where 引导的特殊疑问句；3.能够简单地描述地点方位；4.能够画出简单的示意图。教学过程一、导入1教师课前准备一个包，然后指着这个包说：Look!Whats this?S:Itsa bag.2.教师把包放到桌子上，然后接着说：Wheres the cap?S1:Its on XXX desk.把同学们的目光引到此同学处。教师指着此同学的方向强调 Its over there.学习短语：over there3.教师接着说:My friend CiCi,she is in Australia,her birthday is coming,Iwant to send these to her,Where shall I go?激发同学们回答去邮局。学习单词：post office4.教师继续提问:We dont know wheres the post office,Lets ask policeman,OK?出示警察图片，请求他的帮助。学习单词：policeman按此方式，学习其他的词汇：按此方式，学习其他的词汇：Video arcade,bank,supermarket,pay phone,parkVideo arcade,bank,supermarket,pay phone,park5.教师要强调，懂礼貌的孩子要在请求别人帮助时要说：Excuse me.练习：S1:Excuse me,Wheres the post office?P1:Its over there.（教师移动邮局图片）6.利用课件，学习更多的单词。说明：为下面的教学活动，扫清词汇障碍。二、教学 SectionA-1a,1b1.教师带领学生一起看图片，然后引导学生将图片和词汇匹配，完成1a。教师利用课件展示答案。2.教师播放录音，然后圈出1a 中的地点单词，完成 1b。3.教师再次播放录音，学生听课文模仿跟读。三、教学 Section A-1c1.叫两名学生读出书中给出的对话模式，教师将涉及到的句型用课件展示出来。1/112.教师展示一张图片，上面有超级市场，餐馆，学校，宾馆等，然后教师说：:Now workin pairs and fill in the chart according to the pictures.Then report it to us.3.然后叫学生根据表格中的信息，进行对话，将这些地点间的位置关系表达出来。四、教学 Section A-2a1教师 2a 部分涉及到的短语，可结合书中的例子进行解释说明说明。across from，next to，betweenand，on2引导学生用这些短语造句，对于学生出现的语法错误，教师要及时指正。The hotel is across fromacross from the bank The cinema is betweenbetween the hotel andand the library Video arcade is next tonext to the supermarket3.3.先让学生朗读方框中的句子，然后将每个句子与每幅图片相匹配。五、教学 SectionA-2b,2c1.学生齐读方框中的词汇和短语。2.播放录音两次，学生完成2b。3.再次播放录音，让学生熟悉对话的所运用的句型。Where is?It is Is there a?Yes,4运用上面的对话模式，谈论1a 中的地点，编对话，教师提问几组学生进行展示。六、教学拓展Ask the way(Ask the way(问路问路)以问路为情景自编一个小表演，培养学生的表演能力和交际能力。七、作业翻译下列句子。1图书馆在超市的对面。2公园在银行的旁边。3超市在第五大街上。4投币电话在电子游戏中心和超市之间。5.附近有一个公园吗？是的，在旅馆和邮局之间有一个。6.公用电话在哪里？在学校的对边。2/11Unit 2 WhereUnit 2 Wheres the post office?s the post office?第二课时教案第二课时教案（一）知识掌握：（一）知识掌握：1学习词汇 neighborhood,just,straight,turn,left,down,right,on the right等。2语言目标：Ask for and give directions on the street.重点句型：Just go straight and turn right/left.Its down on the right/left.（二）能力培养：（二）能力培养：1.左（left）和右（right）的分辨。2.通过这堂课，能让学生用简单的几个词 go straight,turn left/right,on theleft/right,down 给他人指路。3.使用礼貌用语：Excuse me.Thank you very much.Youre welcome/Thats allright/.（三）情感体验：（三）情感体验：1.能通过问路和指路让学生感受助人为乐的乐趣。2.了解一点中外一些国家行路方面的差异。教学过程一、复习教师展示一张简单的地图，上面有一些地点，比如超市，学校，银行，医院等，然后指着地图引导学生进行下面的问答：T:Where is the?S:Its across from/next to/in front of/on/behind/OrT:Is there a?S:Yes,there is.Its across from/next to/in front of/on/behind/No,there isnt.二、导入1.教师提问学生：Do you like music?然后接着说：Lets enjoy a songrabbitdance,and try to beat with your hands after me.教师带领学生边听歌曲，边随着歌曲拍打节拍。让学生明白 left 和 right 的意思。三、词汇和短语1.教师指着一个学生说:This is A.B is on his/her left.C is on his/her right.教师随机提问一个学生说:Who is on your left/right?然后多提问几个学生，加深对on the left和on the right的理解和运用。2.教师由句子Its down Center Street on the left/right.引出down这个单词，然后区别“Sitdown”和“downCenter Street”中down不同的意思。3/113.教师接着说:In China when we are on street we must go on the right.But insome countries like England they go on the left.然后提问:Do you know more trafficrules or signs?教师展示一些交通标志的图片提问学生:What are the meaning of thesetraffic signs?4.利用上面的图片，教学短语 go straight.四、教学 SectionA-3a1.学生自己阅读对话，试着找出Paul and Nancy 所在图中的位置。2.教师先叫几名学生说说自己的答案，根据学生回答的情况，教师可调整自己的教学，若学生回答情况较好，教师给出答案即可，若回答情况不理想，教师可引导学生逐句翻译对话，指着图片进行解释。3.教师播放这部分的录音，学生可小声跟读，注意模仿语音和语调。五、教学 SectionA-3b看 3b 部分的三幅图片，根据 3a 部分图片上的位置关系，完成对话。教师叫几组学生将对话表演出来。六、教学 4利用 1a 的图片，由一名学生从中选择一个地点，其他学生轮流问问题，每人只能问一个问题，并且问题只能用Yes 或 No 来回答，最后猜出这个地点。教师提示学生在回答过程中，下列句型的运用。Is it+position（地点）+place?Yes,it is/No,it isnt七、教学拓展 做游戏做游戏(Where are you now?)(Where are you now?)教师将学生分成四人一组，每人手中有一张地图，其中一人说：:You are at A.Just go straight and turn left.Its down Fifth Avenue on the left.Where areyou now?其他三人猜 A 所在的位置。然后其他三人轮流进行。说明：要使学生能在看地图给他人指路时，把自己设身处地地放到地图当中去，不然很难搞清楚何为左何为右。同时要熟练掌握指路时的几个重点句子，能举一反三。4/11八、作业（homework）选出正确的答案（1）My best friend sits next _ me Ato Bon Cin Dbeside（2）Is _ a bank near the library?Ahave BThere Chas Dthere（3）Is there a bike in the supermarket?_ AYes,it is BNo,it isnt CYes,there isnt DYes,there isUnit 2 Wheres the post office?(3)Unit 2 Wheres the post office?(3)一、复习一、复习1复习上课时中 3a 的目标语言。2提问下列短语，确保学生能准确运用，对于学生出现的错误教师及时指正。go/walk straight,turn left/right,on the right/left二、教学二、教学 SectionB-1a1让学生观察书中的图片，两两对比，教学下列形容词，教师要指出每组均为互为反义词。big/small,clean/dirty,busy/quiet/noisy,new/old2带领学生大声朗读这些形容词，然后让学生将列表中的短语和图片匹配。3.教师利用课件，订正答案，引导学生说出更多的互为反义词的形容词。三、教学三、教学 SectionB-1b1.学生朗读给出的对话。2.教师将学生分成两人一组，模仿给出的对话模式，编对话。3.教师提问几组学生，将编好的对话表演出来。四、教学四、教学 SectionB-2a，2b1播放录音，让学生圈出听到的1a 部分的地点名词，完成2a，教师将答案展示出来。2再次播放录音，让学生根据录音内容画出Micheal 周围环境图。此部分对学生来说，可能具有一定的难度，教师可以让学生边听完一个句子后，停顿一下，让学生翻译每个句子，根据每个句子的意思画图，最后利用课件展示答案。说明：画图前先翻译，降低难度。五、教学五、教学 SectionB-2c将学生分成两人一组，一人为A，一人为 B，A 指着上面的地图说出两个句子，一个句子是正确的，一个是错误的，学生B 对这两个句子进行回答，以此来练习There be 句型及它的肯定回答和否定回答。六、作业（六、作业（HomeworkHomework）1 按要求，写出下列词语的正确形式。（1）dirty（opposite）（2）beginning（v）（3）tour（job）5/11（4）pass（past form）（5）old（opposite）2英译汉（1）玩得高兴（2）在长椅上（3）一家古老的旅馆（4）在你住的附近（5）一条繁忙的街道（6）散步第四课时第四课时教学目标教会学生 there be 句型，能够介绍并画出一个地点。教学过程一、导入教师播放媒体资源课件中动画问路3，引导学生进行对话练习，复习关于问路的目标语言，教师要提示学生：懂礼貌的孩子要在请求别人帮助时要说：Excuse me。说明：复习本单元的目标语言。二、教学 SectionB-3a1先让学生阅读短文，划出新词和不懂的语言点。新词有:garden，district，take a walk，through，pass，beginning，tour2一起阅读短文，划出描述性的词。3教师播放短文的录音，学生先小声跟读，然后教师提问几组学生进行朗读比赛，看看谁朗读的最好，没有读音错误，语音语调地道。三、教学 SectionB-3b，3c1让学生认真观察 3b 的图片，先让学生用自己的话描述这幅图。2叫一名学生读出待填空的短文部分，其他学生边听边思考，应该填写哪些词。3.学生完成 3b，教师核对答案。4教师解释一些语言点。(1)have fun=have a good time(2)busy:be busy v-ing sth.or with sth.be busy v-ing sth 表示“忙于做某事”，在动词v-ing 前实际上有介词 in,可以省略；也可以用 be busy with sth 表示同样的意思。但 be busy with 后接名词，be busy（in）后接动词-ing 形式。例如：He is now busy(in)doing his homework.他现在正忙于做作业。Tom was busy with some important work.汤姆正忙于一些重要的工作。(3)enjoy sth./enjoy v-ing sth./enjoy oneselfenjoyenjoy 后接名词或代词后接名词或代词：【例句】：They are enjoying their dinnerenjoying their dinner.他们在津津有味地吃饭。enjoyenjoy 后面可接动词的后面可接动词的-ing-ing 形式形式。【例句】：I enjoy listeningenjoy listening to light music.我喜欢听轻音乐。6/11enjoyenjoy 后面可接反身代词(oneself)，构成固定搭配 enjoyenjoy oneselfoneself，意为“过得愉快、玩得高兴”，相当于 have a good time。【例句】：Did you enjoy yourselfenjoy yourself at the party?你在聚会时玩得高兴吗？5.模仿 3a 和 3b，写一篇旅游指南，谈谈自己的城镇。四、教学四、教学 SelfCheckSelfCheck1SelfCheck 1让学生用说说每个单词的意思，试着找出每个单词对应的反义词，对于学生不能解决的，教师要给予必要的帮助。2SelfCheck 2单词扩充，教师给出更多和本单元有关的单词，学生可以有选择摘抄在自己的单词扩充本上。3SelfCheck 3先让学生自己阅读电子邮件，找出新的单词和短语Words:airport,pass,arrive,yours taxiPhrase:take a taxi,turn left,on your right,go through让学生在不查字典的情况下试着理解电子邮件，然后画出从机场到Mike 家的路线图，然后教师订正答案，最后全体学生一起阅读电子邮件。五、教学巩固（口语训练Just for fun!）让学生自由谈论图片的情节，回答问题：Who breaks the mobile phone?说明：利用有趣的图片，让学生结合本单元的语言知识点，进行训练，将口语训练与知识技能训练结合在一起。六、作业（作业（HomeworkHomework）连词成句连词成句（1）the,neighborhood,is,a,post,office,in,there_?（2）next,the,to,it,is,library_?（3）bank,is,a,pay,there,the,park,between,phone,and,the_?7/11Hello,everyone!I am NO.Its my honor to be here to share myspeech with all of you.My topic is“What does he look like”which takes from book 2,Unit 7 section A of go for it.I will explainmy lesson from the following parts.Analysis of the teaching materialThis is an important lesson inthis unit.In this lesson,the students will learn some new words andphrases to describe peoples looks and they will do some listening,speaking and writing.The topic isabout physical appearance.It isclose to students daily life.So it is helpful to improve students interests.Analysis of the studentsOn one hand most ss have a preliminaryability to communicate in English.But a quarter of ss still have thecertain difficulty in completing tasks.because they are lack ofvocabularies.On the other hand the ss have strong memory andimitation ability.The teaching aims analysis1.Aims of the knowledge(1)Learn the new words and expressions such as in this section(2)Learn how to describe peoples looks when to use be+adj andwhen to use have+n.i2.Aims of ability(1)Develop the students ability of listening and speaking8/11(2)To cultivate their ability of communication3.Aims of emotion(1)to inspire ssinterest and desire.(2)Set up ssself-confidence(3)Dont judge the people by their appearance and should befriendly to each other.Key points and difficult points1.Master the new words and the target language.2.When to use be+adj and when to use have+n.Teaching MethodsI will use task-based method,communicative method,cooperationmethod,audio-visual method and so on.I use these methods to givethem more chances to practice.T hat is“learning by doing,learningby using”Teaching aids In order to make the class lively and make ss learneasily,I use powerpoint,real objects,picture and a tape recorder asteaching aidsThe teaching proceduresStep1 Warm-up Free talk in one minute.(purpose I think its not onlyimportant to improve ssspoken English but also it can form a bettersurrounding for ss.Step 2 Check the students previewing exercises.Ask students to say9/11out the answers.(Purpose in order to develop students ability oflearning by themselves.)Step 3 PresentationPresentation.LearnLearn newnew wordswords byby workingworking inin smallsmallgroupsgroups InIn orderorder toto makemake thethe classclass livelylively andand thethe studentsstudents cancanrememberremember thethe newnew wordswords easilyeasily.Let.Let SsSs havehave a a competitioncompetitionamong the groups Show some prctures of various people Let theamong the groups Show some prctures of various people Let thestudentsstudents describedescribe themthem andand thenthen letlet SsSs havehave a a summarysummary aboutaboutwhenwhen toto useuse havehave+n”+n”whenwhen toto useuse be+adjbe+adj(Purpose:Purpose:I I useuse thethemethod of work in small groups to cultivate the students sense ofmethod of work in small groups to cultivate the students sense ofcooperation and exploring spirit)cooperation and exploring spirit)Step4:ListeningIn this part,I will finish 2a and 2b Listen andcircle is or has below and fill in the chart of 2b.Pay attention to theirpronunciation then I will check the answerStep5:Pairwork let the students describe their friends in pairs andthen act out their dialogues(Purpose:let the students have a chanceto practice their listening speaking ability To develop studentscooperation and communication ability)Step6 Play a game Describe somebody in the class the others guesswho is he/she the student whose answer is right will get a flag(Purose This part makes the students interested in English and befriendly to each other)Step7:Summary Ill let the students sum up what they have learned10/11in this lessonStep8:Knowledge feedback Let the students do some exercises inorder to check if they the know leelge aimsStep9:Homework Write a short passage to describe your favotitepersonStep10:Minor cycle:show the knowledge aims for the next lesson tothe students Guide them how to learn EnglishBlackboard Design:Unit7 What does he look likeSeetion A What does he/she look likeHe/she has short/long/straight curly hair.He/She is tall/short.He/she is thin/fat/heavy/of medium/of medium height.11/11