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1、人教版英語精品資料（精修版） 新目標七下Unit 2 單元教學設計 一、教學內(nèi)容及分析 本單元的中心話題是學習詢問和指示方向的常用表達方式。通過本單元的學習，學生要進一步掌握方位介詞如next to，across from，near，behind, in front of， between…and…的用法和一些建筑物的名稱，學會闡述某一場所中各個建筑物之間的位置關系；學會運用Where引導的特殊疑問句以及there be句型等詢問街道上某一場所的位置；能夠為他人指明去某一場所的路線；同時能夠利用地圖向他人介紹自己所居住的社區(qū)，并能夠識別簡單的路線圖。培養(yǎng)學生在實際生活中辨別方向的能力，養(yǎng)

2、成熱心助人的確品質(zhì)。 本單元仍在繼續(xù)學習一般現(xiàn)在時，主要掌握there be的肯定、否定句式以及一般疑問句。這是一個生活中離不開的時態(tài)，也是最基本的一個時態(tài)。新課程標準要求學生重點掌握一般現(xiàn)在時，這在英語中使用頻率很高，學好這一時態(tài)的用法對以后其他時態(tài)的學習和交際有很大的幫助。 二、學習者特征分析 1、學生現(xiàn)有的能力與已掌握的知識：句型Where is…? It’s in / on / under/… 是七年級上冊Unit 4 的重點，并且在本學期的Unit 1 也對Where is…? 句型進行了練習，在上學期還學過big, small, old, new等描述性詞匯。通過這些學習，

3、學生已經(jīng)積累了一定的詞匯，掌握了一定的目標語，具備了一定的聽說讀寫能力，為本單元的進一步學習提供了一定的知識儲備。 2、該單元內(nèi)容與實際生活緊密相連，容易喚起學生的學習興趣，這對于提高學生的綜合能力很有幫助。但教師要注意引導、鼓勵學生多談論身邊實際事物，防止學生只會紙上談兵。由于本單元所學表達有限，而實際的地點、方位情況有可能更為復雜，因此教師在學生有能力接受的情況下可以增加一些常用表達，如：go along，go down, go up the street, go straight ahead, take the first turning on the right, in fro

4、nt of , bus stop, station 等。 三、單元整體目標分析 1、知識與能力： 1）學會運用詞匯：post office, library, restaurant, bank, supermarket, street, avenue, pay phone, park, just, left, down, right, open, market, clean, quiet, dirty, house, welcome, garden, enjoy, walk, beginning, tour, visit, place, fun, if, hungry, arrive,

5、 way, take, taxi, airport, pass, hope … 2）學會運用方位介詞next to, across, across from, in front of, near, between … and …,on, behind, through. 3） 掌握句型：Is there a bank near here? Yes, there is. It’s on Center Street. Where is the supermarket? It’s next to the library. Is there a pay phone in the neigh

6、borhood? Yes, it’s on Bridge Street on the right. Go down off the Fifth Avenue.等。 4) 能圍繞“問路與指路”的交際用語進行交際；能詢問街道上某一場所的位置；能夠描述某一場所各建筑物之間的位置關系；能用一些形容詞準確地描述某一住所并根據(jù)描述找到正確的地址；能用簡單的圖表、地圖、句子等描述和傳遞信息；能夠設計自己理想的居住環(huán)境,學會畫路線圖；能夠準確理解和寫出tour guide。 2、過程與方法： 本單元設計以學生為中心的教學活動，采用Using context和Transforming

7、information的學習策略，整體設計目標。利用多媒體課件呈現(xiàn)教學內(nèi)容、展開課堂Pair work, Group work的口語交際活動；采用活動途徑，倡導體驗和參與；利用情景，增強實踐能力和創(chuàng)新能力，培養(yǎng)學生的思維能力和想象能力。突出學生主體，尊重個體差異，體現(xiàn)靈活多樣，讓學生在學習過程中，不僅能建構(gòu)知識、提高語言能力，調(diào)控情感態(tài)度和學習策略，也能形成積極的學習態(tài)度，促進語言實際運用能力的提高，從而促進學生的發(fā)展。 3、情感態(tài)度與價值觀： 1）了解中西方問路與引路方式的不同。 2）通過各小組的對話練習培養(yǎng)學生的合作精神。 3）通過學習一些方位詞，使學生懂得方位識別的常識，在實際生

8、活中能夠識別方向，學會融入到集體社會中去。 4) 通過運用問路和引路的交際用語，幫助各個層次的同學樹立自信心，敢于用英語進行交際。 5）通過學習本單元的學習，增強學生的人際交往能力，養(yǎng)成助人為樂、禮貌待人的好習慣，教會學生建立和睦的鄰里關系。 四、重點、難點 單元教學重點： 1、掌握表示方位的介詞詞匯以及一些建筑物的名稱，如next to, across, across from, in front of, near, between … and …,on, behind, through, post office, library, restaurant, bank, superm

9、arket, street, avenue, pay phone, park, just, left, down, right, open, market, clean, quiet, dirty, house, welcome, garden, enjoy, walk, beginning, tour, visit, place, fun, if, hungry, arrive, way, take, taxi, airport, pass, hope … 2、學會運用Where引導的特殊疑問句及there be句型詢問街道上某一場所的位置，闡述某一場所各個建筑物之間的位置關系，如： I

10、s there a bank near here? Yes, there is. It’s on Center Street. Where is the supermarket? It’s next to the library. Is there a pay phone in the neighborhood? Yes, it’s on Bridge Street on the right. Go down off the Fifth Avenue.等。 3、能用一些形容詞如clean, quiet, big, dirty, small，old, new, busy, int

11、eresting…準確地描述某一住所；學會利用地圖，介紹自己所居住的社區(qū)；能用簡單的圖表、地圖、句子等描述和傳遞信息，繪制路線圖；會對地點特征作一般性描述以及根據(jù)描述找到正確的地址；能夠設計自己理想的居住環(huán)境。 單元教學難點： 1、正確理解并運用：next to, across, across from, in front of, near, between … and …,on, behind, through, near, down, straight等方位介詞和副詞為他人指明某一場所的位置和路線。 2、學會運用Where引導的特殊疑問句及there be句型詢問街道上某一場所的位

12、置，并能根據(jù)實際做出正確的回答，能闡述某一場所各個建筑物之間的位置關系；學會利用地圖，介紹自己所居住的社區(qū)；能用簡單的圖表、地圖、句子等描述和傳遞信息，繪制路線圖；會對地點特征作一般性描述以及根據(jù)描述找到正確的地址；能夠設計自己理想的居住環(huán)境。 五、教法選擇與學法指導 1、利用地圖辨別方向、指明方位。 2、聯(lián)系上下文，利用情景思維，轉(zhuǎn)換具體信息，在實踐中學習。 3、借助多媒體手段，采用情景法(Situational Language Teaching)、交際法(The Communicative Approach)及“任務型”教學等多種方法相結(jié)合的模式。 4、以小組為單位，兩人（或

13、四人）之間進行口語、筆頭練習，通過自主學習、合作學習、探究式學習的方式習得語言。 六、課時及教學內(nèi)容安排 教學內(nèi)容 課時安排 教法選擇 資源準備 教學評價 Section A 1a 2b 2a 2c 4 Period 1 游戲激趣法； 情景交際法；圖示說明法 多媒體 激勵 提問 觀察 Section A 1b 1c 3a 3b Period 2 情景模擬法；情感激勵法； 任務型教學法 多媒體 提問 獨立作業(yè) 互評 Section B 1a 2c 2a 2b 1b 3a 4a Period 3 游戲

14、活動法； 圖示說明法； 任務教學法 多媒體 提問 觀察 激勵 Section B 3b Self check Section B 4b Period 4 歸納總結(jié)法； 任務教學法； 復述繪圖法 多媒體 獨立作業(yè) 小組評 Unit 2 Where’s the post office? 教學內(nèi)容 Section A 1a 1c 2a 2c 4 課時 Period 1 教學對象 七年級學生 設計者 一、教材內(nèi)容分析 本節(jié)課圍繞“詢問地點和闡述某一場所中各個建筑物之間的位置關系”進行交際, 學會熟練運用where詢問街

15、道上某一場所的位置，掌握方位介詞的用法和一些建筑物的名稱，能夠區(qū)分across和through的用法。通過學習，使學生懂得方位識別的常識，在實際生活中能夠識別方向，學會融入到集體社會中去。 二、教學目標（知識與能力，情感態(tài)度與價值觀） （一）知識掌握： 1． 學會運用地點名詞：post office, library, restaurant, bank, supermarket, street, avenue, pay phone, park, airport…和方位介詞next to, across, across from, in front of, near, between …a

16、nd …,on, behind, through. 2． 語言目標：Ask for and describe where a place is on the street. 3. 重點句型：Where’s the supermarket? It’s next to the library. Is there a bank near here? Yes, there is. It’s on Center Street. （二）能力培養(yǎng)： 1．能夠區(qū)分across和through的用法。 2．能讓學生熟練運用where詢問街道上某一場所的位置。 3. 能夠運用所學介詞描述某

17、一場所各建筑物之間的位置關系。 （三）情感體驗： 通過學習一些方位詞，使學生懂得方位識別的常識，在實際生活中能夠識別方向，學會融入到集體社會中去。 三、重點、難點 重點： 1、掌握地點名詞和方位介詞。 2、學會運用Where引導的特殊疑問句詢問街道上某一場所的位置和方位介詞闡述某一場所各個建筑物之間的位置關系。 難點： 1、正確理解和使用方位介詞。 2、正確區(qū)分和使用across和through。 四、教法選擇與學法指導 借助多媒體手段，采用游戲激趣、情景交際、圖示說明三種方法相結(jié)合的教學模式，以小組為單位，合作學習。 五、資源準備 多媒體課件 六、教學過程

18、 教學步驟 教師活動 學生活動 設計意圖 及資源準備 Leading in Greet the class using Good morning! / How are you today? Then say: I’m fine. But my friend Sam is not fine today. He can’t find his soccer ball. Can you help him? Say: In this class, we’ll learn to ask for places and show where the places are. 1.

19、 Review the prepositions that the students have learned. 2. Learn some new prepositions. 運用多媒體出示表示物體位置關系的圖片，通過提問、設疑，以舊引新，啟發(fā)學生思考，激起學習興趣，導入本節(jié)重點— 介詞的學習。 Presentation 1. Show some pictures with the prepositions by multimedia. 2. Teach the new prepositions. 3. Explain across and through. 1. L

20、earn the new prepositions. 2. Find the differences between across and through. 運用多媒體手段展示抽象的方位介詞，使其概念和用法具體化，學生易于接受和理解，而且印象深刻。 Task (Guessing game) 1. Give Ss an example about how to describe his/her good friend’s place in the classroom. 2. Move around the classroom offering some help as need

21、ed. 3. Ask several groups to perform the game in the front. 1. Groupwork: One student describe his good friend’s place in the classroom，the other students guess who he is. 2. Several groups perform the game in the front, the others listen. 教師就如何進行游戲給予示范，學生通過游戲?qū)崿F(xiàn)在用中學，學中用，從而鞏固介詞的用法，達到正確理解和使用方位介詞的

22、目的。 Brainstorming (1a) 1. Show Ss some pictures with new words by multimedia. 2. Teach the new words. 3. Show the picture in 1a and check the answers. 1. Look at the pictures and learn the new words. 2. Read and memorize the new words about places. 3. Finish 1a. 4. Check the answers

23、in 1a. 通過多媒體將生詞的讀音、拼寫、和漢語意思有機的結(jié)合在一起，使學生調(diào)動起眼、耳、腦、口等多種感官參與學習，提高了學習效率。 Challenge Show pictures to Ss. Ask Ss to guess what places they are. Look at the pictures on the screen and guess what places they are. 運用圖片猜測單詞既能幫助學生鞏固詞匯，也是對學生記憶力的挑戰(zhàn)。 Presentation 1. Show a picture to Ss and ask: Whe

24、re’s the ball? 2. Then show some pictures and ask: Where’s the pay phone? Look at the pictures and answer the questions to learn new sentences. 看圖用剛學到的地點名詞和介詞造句，既是鞏固已學知識，也為下一環(huán)節(jié)的活動做鋪墊。 Writing (2a) 1. Ask Ss to match the sentences with the pictures. 2. Show the pictures by multimedia

25、and correct the answers. 3. Have some Ss answer: Where’s the pay phone? 1. Match the sentences with the pictures. 2. One student gives his/her answers, the others check their answers. 3. Answer the question. 學生通過完成圖片和英語句子的搭配，明確如何運用方位介詞闡述某一場所各個建筑物之間的位置關系，再通過多媒體動畫鞏固介詞的用法。 Presentation Show a

26、picture to Ss and ask: Is there a bank near here? Where’s the bank? Look at the picture and answer the teacher’s questions. 創(chuàng)設情境，讓學生初步感知there be句型結(jié)構(gòu)。 Pairwork (1c 2c) 1. Give an example to Ss. 2. Ask two Ss to perform the conversations. 3. Ask Ss to work in pairs. 4. Move around the

27、classroom giving them support as needed. 5. Ask several pairs to perform their conversations. 1. Look at the screen and listen to the teacher. 2. Work in pairs. 3. Ask and answer questions about the places in 1a. 4. Several pairs perform their conversations in the front. 讓學生通過“問路指路”的結(jié)對練習，學會在地

28、圖上辨明方向，并在運用語言完成任務的過程中主動的學習、體會和掌握語言。遵循了“為用而學，在用中學，學了就用”的原則。 Summary 1. Show two pictures to Ss and summarize the language points we learnt in this class. 2. Finish a passage with class. 1. Look at the two pictures on the screen and summarize the language points we learnt in this class. 2. Fi

29、nish a passage with teacher. 通過圖片小結(jié)本節(jié)課內(nèi)容，直觀、信息量大。 在短文填空中設計了there be 句式，為下節(jié)課的學習起鋪墊作用。 Homework Give students homework. A. 1. Copy and memorize the new words. 2. Write a passage to tell your friends where you live. B. 1. Copy and read the new words. 2.Copy the target language we learnt to

30、day. Listen and choose one of the exercises. 作業(yè)是課堂內(nèi)容的鞏固和延伸。因此本節(jié)作業(yè)主要是鞏固單詞和目標語言。兩類作業(yè)供不同層次的學生選擇。 七、板書設計 Unit 2 Where’s the post office? Section A 1a 2b 2a 2c 4 next to near in front of behind across from between… and 八、總結(jié)和幫助（反思及改進） 教學內(nèi)容 Section A 1b 2b 3a 3b 課時 Peri

31、od 2 教學對象 七年級學生 設計者 一、教材內(nèi)容分析 本節(jié)課繼續(xù)圍繞“問路和指路”的話題開展學習活動，學會運用詞匯 neighborhood, just, straight, turn, left, down, right, on the right 等；在鞏固運用上一節(jié)課學習內(nèi)容的基礎上，掌握there be句型的肯、否定句及一般疑問句和肯、否定回答；學會使用禮貌用語，并能用所學詞匯和短語給他人指路；能通過問路和指路，讓學生了解一點中外一些國家行路方面的差異，感受助人為樂的樂趣。 二、教學目標（知識與能力，情感態(tài)度與價值觀） （一）知識掌握： 1．學會運用詞匯 nei

32、ghborhood, just, straight, turn, left, down, right, on the right 等。 2．語言目標：Ask for and give directions on the street. 3. 重點句型：Is there a bank in the neighborhood? Yes, there is. It’s on Center Street. Just go straight and turn right/left. It’s down …on the right/left. （二）能力培養(yǎng)：

33、 1． 能口頭上正確運用目標語言和相關詞匯詢問和描述物品位置。 2． 能用簡單的幾個詞 go straight, turn left/right, on the left/right, down 給他人指路。學會使用禮貌用語：Excuse me. Thank you very much. You’re welcome/ That’s all right/…. （三）情感體驗： 1. 能通過問路和指路讓學生感受助人為樂的樂趣。 2. 了解一點中外一些國家行路方面的差異。 3. 培養(yǎng)合作精神，幫助各個層次的同學樹立自信心。 三、重點、難點 1、重點：問路和指路句型：Is the

34、re a … near here/ in the neighborhood? Go straight and turn left/right. It’s down …on the left/right. 2、難點：熟練掌握指路時的幾個重點句子；能夠區(qū)分there be 句型和have/has的用法；能在看地圖給他人指路時，把自己設身處地地放到地圖當中去； 四、教法選擇與學法指導 借助多媒體手段，采用情景模擬、情感激勵、任務型教學三種方法相結(jié)合的模式，利用地圖辨別方向、指明方位，通過自主學習、合作學習、

35、探究式學習的方式習得語言。 五、資源準備 多媒體課件 六、教學過程 教學步驟 教師活動 學生活動 設計意圖 及資源準備 Leading-in 1. Greet the class as usual. 2. Check the homework. ( Show a map to Ss and have Ss make new conversations.) 3. Show another picture to Ss by multimedia. 4. Ask Ss to introduce the buildings in the picture using

36、 There be. 1. Make new conversations . 2. Introduce the buildings in the picture using There be. 利用1a的圖片引導學生用there be句型描述圖中的建筑物，感悟there be的用法，并為聽力做好準備。 Listening (1b) 1. Ask the students to read the instruction in 1b. 2. Play the recording and ask the Ss to Listen and circle the places i

37、n 1a. 3. Check the answers. 1. Read the instruction in 1b. 2. Listen and circle the places in 1a. 3. Correct the answers. 通過聽力讓學生感悟there be句型的一般疑問句及肯、否定回答。 Listening (2b) 1. Ask the students to read the instruction in 2b. 2. Play the recording for students. Say, Now listen for the fi

38、rst time to get the key information and try to fill in the blanks. 3. Play the recording for the second time. 4. Correct the answers. 1. Read the instruction in 2b. 2. Listen for the first time to get the key information. 3. Listen again and check the answers. 4. Read their answers. 讓學生繼續(xù)感悟t

39、here be句型的一般疑問句及肯、否定回答。學生通過自己閱讀活動要求，再聽兩邊聽力材料，完成2b應該不難。 Explanation 1. Help the Ss translate some sentences including There be. 2. Show some information to the Ss and help the Ss understand how to use There be…. 3. Explain the differences between There be… and have/has. 1. Try to translat

40、e some sentences including There be. 2. Try to understand how to use There be…. 3. Find the differences between There be… and have/has. 引導學生由漢譯英例句歸納出there be的各種句式，環(huán)環(huán)相扣，層層深入，然后多媒體呈現(xiàn)there be句型和have/has用法的區(qū)別，突破難點。 Presentation 1. Show some signs to teach turn left, turn right, go straight,

41、on the left/right, etc. 2. Show some maps to Ss and help the Ss give directions on the street. 1. Understand the meanings of turn left, turn right, go straight, on the left/right, etc. 2. Look at the maps and try to give directions on the street. 多媒體的方式呈現(xiàn)地圖，教學短語，問路、指路句型，形象、直觀，學生易于接受和理解，而且印象深刻。

42、 Reading (3a) 1. Show the map in 3a and ask: Is there a hotel in the neighborhood? Help Ss give the direction. 2. Play the recording for the Ss to listen and find Paul and Nancy in the picture. 3. Play the recording again and ask Ss to listen and repeat. 1. Look at the map on the screen a

43、nd try to give the direction. 2. Listen and find Paul and Nancy in the picture. 3. Listen to the tape and repeat. 4. Read in groups. 在閱讀前讓學生先看地圖，根據(jù)上一環(huán)節(jié)所學內(nèi)容試著描述方位，再通過閱讀進行自我矯正，使所學知識更加明確、清晰。 Writing (3b) 1. Ask two students to make a conversation using the map. Then have all the students

44、 work in pairs to complete the conversations. 2. Move around the classroom giving them spelling support as needed. 3. Show the map and ask several pairs to perform their conversations. 1. Work in pairs and complete the conversations in pairs. 2. Several pairs perform their conversations in the f

45、ront, the others listen. 3. Correct the answers. 通過變換不同的地點進一步練習問路和指路句型, 把口語訓練和書面語言訓練有機結(jié)合起來，使學生形成運用語言遣詞造句的能力，在具體的口語交際情境中得到切實的發(fā)展。 Game 1. Ask students to work in pairs. One student says: turn left/right, go straight, etc. The other one do it as quickly as possible. 2. Choose one pair in

46、each group to act in class. The one without mistakes is the winner. 1. Work in pairs. One student says: turn left/right, go straight, etc. The other one do it as quickly as possible. 2. Choose one pair in each group to act in class. The one without mistakes is the winner. 將教室想象成街道，營造啟動學生思維的教學環(huán)境

47、，讓學生在真實的情境中去使用語言，以加速學生內(nèi)化知識的過程。 Summary Guide Ss to summarize the phrases and the language points we learnt in this class. 1. Read the phrases on the screen. 2. Summarize the language points we learnt in this class. 通過小結(jié)，歸納、整理、深化there be句型的用法。 Homework Give students homework. A. 1. Read

48、the conversations in 3a & 3b many times. 2. Make a new conversation using the target language we learnt in this class. B. 1. Read the conversations in 3a & 3b many times. 2. Copy the conversations in 3a & 3b. Listen and choose one of the exercises. 讓學生自編對話有利于幫助學生總結(jié)重點，理清脈絡，加深記憶，鞏固知識，活躍思維，發(fā)展興趣。

49、七、板書設計 Unit 2 Where’s the post office? Section A 1b 1c 3a 3b Is there a … near here/in the neighborhood? Yes, there is. /No, there isn’t. Turn left / right Just go straight Go straight and turn left Go straight down Second Avenue and turn left. It’s down Third Avenue on the right. 八、總結(jié)和幫助

50、（反思及改進） 教學內(nèi)容 Section B 1a 2c 2a 2b 1b 3a 4b 課時 Period 3 教學對象 七年級學生 設計者 一、教材內(nèi)容分析 本節(jié)課進入Section B的教學，通過前兩節(jié)課的學習，學生基本上能口頭運用目標語言和相關詞匯詢問和描述物品位置。本節(jié)的教學將在進一步鞏固學習的基礎上，學習用形容詞準確地描述某一住所和表達自己的觀點，讀懂文中的tour guide，嘗試自己用英語寫tour guide。通過學習，培養(yǎng)學生的合作精神，幫助各個層次的樹立自信心，增強學生的人際交往能力。 二、教學目標（知識與能力，

51、情感態(tài)度與價值觀） （一）知識掌握： 1．學會運用詞匯open, market, clean, quiet, dirty, house, welcome, garden, enjoy, walk, beginning, tour 等。 2．語言目標：1) Give directions on the street with the description words. 2) Read a tour guide and write a guide to your town. 3. 重點句型： Is there a big/small supermarket

52、near your house? Turn left on Fifth Avenue and enjoy the city’s quiet streets. Take a walk through the park. This is the beginning of the garden tour. （二）能力培養(yǎng)： 1．能用一些形容詞準確地描述某一住所和根據(jù)描述找到正確的地址。 2. 能用簡單的圖表、地圖、句子等描述和傳遞信息。 3. 能夠設計自己理想的居住環(huán)境,學會畫路線圖。 （三）情感體驗： 1. 通過各小組的的合作學習培養(yǎng)合作精神，幫助各個層次的同學用英語進行交際，樹

53、立自信心。 2. 增強學生的人際交往能力，教會學生建立和睦的鄰里關系。 三、重點、難點 1、重點：掌握詞匯和重點句型；讀懂3a的tour guide并能用形容詞描述某一住所或者根據(jù)描述找到正確的地址。 2、難點： 通過學習，能夠設計自己理想的居住環(huán)境,寫出tour guide。 四、教法選擇與學法指導 借助多媒體手段，采用游戲活動、圖示說明、任務教學三種方法相結(jié)合的模式，學會用形容詞描述和找到具體的方位，聯(lián)系上下文，利用情景思維，轉(zhuǎn)換具體信息，在實踐中學習。 五、資源準備 多媒體課件，錄音機 六、教學過程 教學步驟 教師活動 學生活動 設計意圖 及資源準備

54、 Leading-in Check the homework. ( Show a map to Ss and ask Ss to make new conversations.) neighborhood？ 1. Look at the map and make new conversations to ask for and give directions on the street. 出示地圖，由上節(jié)重點“問路和指路”重點句型導入，同時為下面的句型擴展做鋪墊。 Presentation 1. Focus attention on the pictures. A

55、sk different students to name the places shown in the pictures. 2. Teach some description words. Such as open, market, clean, quiet, dirty, etc. 1. Focus attention on the pictures. Name the places shown in the pictures. 2. Learn some description words. Such as open, market, clean, quiet, dirty, e

56、tc. 多媒體呈現(xiàn)圖片，學習形容詞，將抽象的知識具體化，易于學生接受和理解。 Writing (1a) 1. Ask Ss to match the words with the pictures in 1a. 2. Ask one student to give the answers. 1. Match the words with the pictures in 1a. 2. Listen and correct the answers. 通過搭配練習，幫助學生初步感知形容詞的用法。 Pairwork (2c) 1. Make a new conve

57、rsation with the class. e.g. T: There’s a big park. Ss: No, there’s a small park. … 2. Ask two students to make a conversation. Then have all the students work in pairs. 3. Move around the classroom, offering assistance if needed. 4. Ask several pairs to perform their conversations. 1. Make

58、 a new conversation with the teacher. 2. Listen to the conversation between two students. 3. Make new conversations in pairs. 4. Several pairs perform their conversations in front of the class. 這項活動只是使用了2c的目標語言，運用1a所學詞匯讓學生“反著說”。這種類似游戲的結(jié)對訓練，為學生創(chuàng)建了一種開發(fā)的、和諧的、積極互動的語言活動氛圍，促使學生愉快地融合在英語的環(huán)境之中，自然地、不知不覺地

59、習得語言。 Listening (2a 2b) 1. Ask the students to read the instruction in 2a. 2. Play the recording for students. Ask Ss to circle the places in1a. 3. Check the answers in class. 4. Play the recording for another two times. Ask Ss to complete the map in 2b. 5. Have some students show thei

60、r completed drawings to the class. 1. Read the instruction in 1a. 2. Listen for the first time to circle the places in1a. 3. Correct the answers in 1a. 4. Listen to the tape for another two times. Complete the map in 2b. 4. Read their answers. 2a、2b是同一聽力材料，但目標任務不同，所以讓學生逐步完成，各個擊破。在完成任務的過程中，要盡量考

61、慮到學生的實際并根據(jù)聽力材料的難易程度來決定播放錄音的次數(shù)。 Task (1b) 1. Make a new conversation about the listening material in 2b.eg. T: Is there a big supermarket in Michael’s neighborhood? Ss: No, there’s a small supermarket across from his house. 2. Ask Ss to make new conversations according to the listening ma

62、terial. 3. Move around the classroom, offering assistance if needed. 4. Ask several pairs to act out their conversations. 1. Make a new conversation with the teacher. 2. Make new conversations in pairs. 3. Several pairs perform their conversations in front of the class. 學生通過完成此項任務，使得所聽內(nèi)容在腦中得到

63、融化、鞏固；選用1b的目標語言—there be 的一般疑問句就聽力材料進行問答練習，內(nèi)容真實、具體，可操作性強。 Reading (3a) 1. Play the recording for students to circle the description words. 2. Explain the important and difficult points. 3. Have Ss answer some questions about the tour guide. 4. Have Ss fill in the blanks with the inform

64、ation in 3a. 5. Check the answers. 1. Listen to the tape and circle the description words. 2. Listen to the teacher 3. Read the tour guide again and answer some questions about the tour guide.. 4. Fill in the blanks with the information in 3a. 5. Correct the answers. 3a的tour guide是本單元語言知識的綜合體

65、現(xiàn)，先讓學生通過聽閱讀材料、圈關鍵詞來感知學習內(nèi)容，再通過老師講解、自己閱讀解決問題來學習和鞏固知識點。 Writing (4b) 1. Have Ss to finish a challenge, design their own neighborhood and write a tour guide. 2. Ask several groups to read their tour guide in the front. 1. Design their own neighborhood and write a tour guide. 2. Several gro

66、ups read their tour guide in the front. 這項活動并非教材4a的生搬硬套，調(diào)整活動要求主要是為下節(jié)課要讓學生畫出自己的居住環(huán)境做鋪墊。 Summary Guide Ss to summarize the target language we learnt in this class. Summarize the target language we learnt in this class. 對學生寫作中的重點句進行小結(jié)，為學生的課外作業(yè)提供幫助和指導。 Homework A. 1. Read the tour guide again and again. 2. Design your own ideal neighborhood and write a tour guide. B. 1. Read the tour guide again and again. 2. Copy the tour guide in 3a. Listen and choose one of the exercises.