七年级下册Unit8Isthereapostofficenearhere王丽娟23年赛.docx

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1、青年教师赛课教学设计方案课题名称：Unit 8 Is there a post office near here?课题类型：听说课授课教师：王丽娟授课班级：初2023级5班授课时间：2023年5月18 0 (星期一)第2节 Analysis of the teaching materialThis period is from Section A, Unit8 of PEP English book of junior high school, Grade 7. The topic of this unit is about the neighborhood. In this unit, st

2、udents will learn how to ask for and give directions on the street.Analysis of the studentsThe seventh graders have been learning English for over half a year. They can say simple sentences to express themselves. They can imitate and role-play the conversations from the book. They can even make new

3、conversations. They are active in class and they can co-operate well with their partners. Most of them can study English by following the teachers instructions. They are interested in pictures.Teaching aimsBased on (he analysis of the teaching material and (he students, the following teaching aims s

4、hould be included.The aims of knowledge:(1) To help the students get to understand and know how to use the following words, phrasesand sentences: post office, police station hotel, restaurant, bank, hospital, street pay phone park, neighborhood, next to, in front of, behind, across from.Is there a .

5、near here? Yest there is. / Yest there is one on/ No, there isn 7.Are there any. near here? Yesf there is one on.Where is./ Whereas.(2) Enable the students to use the words, phrases and sentences to communicate in real situations.The aims of ability(1) Students are able to handle the target language

6、.(2) Students can role-play the conversation from the book.(3) Students can make new conversations and role-play.The aims of emotionStudents will realize that the roses in her hand, the flavor in mine. The teaching focus and the difficultiesThe teaching focus of this period is to help students learn

7、 the new words, phrases, and sentences, and be able to communicate with others. Teaching approachesBased on the features of the teaching material and the learner factors, the following teaching methods and approaches will be used:Communicative Language Teaching (CLT), Situational Approach, Learner C

8、entered Approach and Task-based Learning (TBL).Teaching aidsPPT, chalk, a blackboard, a tape recorder, and a computer.Teaching ProcedureTeachers ActivitiesStudents9ActivitiesExplanationTimeStep 1Lead-inShow some pictures to the studentsLook at the pictures and guess the topic of this lesson.Warm up,

9、 and draw the students attention to the topic.2 minStep 2 PresentationShow students some pictures,askingstudents to guess the places.Answer questions and learn new words. (TS)Help students to learn the new words.5 minStep 3 Drills(1) Ask the students to complete Activity la.(2) Check the answers.Loo

10、k at Picture.Its.(l)Match the words with the pictures( 1 -9).(2) Check the answers.Look at Picture.Its.Help (he students to use the target language in a real situation.3 minStep 4Listening(1) Play the recorder and ask the students to complete Activities lb.(2) Check the answers.(3) Followthetape-scr

11、ips.(4) Make a conclusion about how to ask for directions and give directions.(1) Listenandcomplete Activities lb.(2)Check the answers.(3) Followthetape-scrips.(4) Answerthequestions.Help the students listen for specific items and learn someusefulsentence structuresinconversations.8 minStep 5Locatio

12、ns(1) Ask (he students to help Kevin to find a pay phone in London.(2) Finish 2a and 2b.(3) Check the answers.(l)Help Kevin to find the pay phone in London. Finish 2a and 2b.(3)Check the answers.Learn the target languageoflocations.8 minStep 6PracticeShow students two different maps. Ask them to fin

13、d the differences betweenFind the differences between the two maps.Help them to use thetargetlanguage in a real situation.6 minthem.Step 7SummaryAsk students to obsene the listening material of 2a and 2b. And find the ways to ask for directions.Observe it and find the ways to ask for directions.Help

14、 them to understand the target language better.2 minStep 8Pair-workAsk students to have a pair-work with their partner, using the target language.Have a pair-work with their partner.Help them to consolidate the target language.5minStep 9HomeworkLet the student to draw a map of their own neighborhood

15、s. And writedownaconversation about how to ask and give directions.Draw a map and write down a conversation.Consolidate what they have learned today.1 minBlackboard writingUnit8 Is there a post office near here?Section A 1 a-2cTeaching flow chartBeginningEnd HomeworkTeaching reflections1. Have all the goals reached?2. Is the teacher-talking time controlled?3. What else should be improved?