www.canpoint.net Unit 1 Where's the post office? 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. 1 b 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..
www.canpoint.net 010-58818067 58818068 canpoint@1
  88.com
第 1 页 共 60 页
www.canpoint.net 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(录音稿) 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. 1 C 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(进 展 情 况 ). 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. 教学后记: 教学方法有问题? 教了这么多年的英语,总幻想有一种方法,能让学生轻轻松松把英语学好。哪怕自己多浪费 点时间。有时想来,自己的教学效率实在是太低了,每天不分上课上自习,都是一个样。也 就是说在不误课的情况下, 我的教学时间应该是学校规定时间的两倍, 然而教学的效果却很 不理想。每天看着自己的队伍步履蹒跚的前行,自己不由的怀疑自己的教学方法。 与此同时,这段时间由于我在学生每天记十个词前,先领读他们一遍,再分开音节,讲一讲 英语的拼读规则, 发现学生的记忆效率大大的提高, 这更让我有理由怀疑自己的教学方法是 不是不适合学生的实际? 吃早饭时突发 “奇想” 是不是给学生一点时间, , 让他们把每单元几句重点句背下来更好呢?
www.canpoint.net 010-58818067 58818068 canpoint@1
  88.com
第 2 页 共 60 页
www.canpoint.net 单词需要积累, 这点勿容置疑。 对于我们的学生来说, 典型句子同样需要积累。 句子背下来, 在用的时候就可以举一反三, 就像语文中背范文一样。 对于我们我们这些基础较差的学生来 说,他们在交际时需要模仿,在他们的记忆库中贮存就是十必要的。当然,如果学生能够在 课堂上用英语去表达的话,说明这些典型的句子他们已经掌握。但现实的情况是,这种方法 更容易适用于尖子生,或者基础较好的学生,很多学生只是充当的观众。 让学生死记硬背是不对的,但不让学生背也是不对的。 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(录音稿) 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.
www.canpoint.net 010-58818067 58818068 canpoint@1
  88.com
第 3 页 共 60 页
www.canpoint.net 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.(进度) 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(特别) 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.(箭头) 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.(个别的)
www.canpoint.net 010-58818067 58818068 canpoint@1
  88.com
第 4 页 共 60 页
www.canpoint.net 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.
Section B la This activity introduces the key vocabulary. Focus attention on the pictures. Ask different students to name the places shown in the pictures. They will probably not include words such as old, new, busy, quiet, big, small, dirty, and clean in their statements. Point to and name all the places in the pictures again without the describing words and have students repeat. Now point to each half of each picture and ask about the difference between the halves. For example, you might say; This is a park. Is it a clean park or a dirty park? Clarify(澄清) the meaning of the words clean and dirty by pointing out details in the pictures. Point out the pairs of words or phrases. 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. Point out the sampl answer. Check the answers. 1 b This activity provides guided oral practice using the target language. Call attention to the conversation in the picture. Ask a pair of students to read it aloud. Then ask several different students the same question. Ask them to tell the truth. Point out the list of phrases in 1a. Ask students to work in pairs They take turns asking each other questions about the things on this list. Ask them to tell each other the truth. As students work together, move around the room checking on their progress. Ask several students to present some questions and answers to the class. 2a This activity gives students practice listening to and understanding the target language.
www.canpoint.net
010-58818067
58818068
canpoint@1
  88.com
第 5 页 共 60 页
www.canpoint.net Point out the list of places in la. Say die name of each one to the class. Say, Now I will play a recording of a conversation.Listen carefully and circle the words in 1a that tell about Michael's street. Play the recording the first time. Students only listen. Play the recording a second time. This time ask students to listen and circle the places they hear. Correct the answers. 2b This activity gives students practice listening to and understanding the target language. Call attention to the street map in the box. Say, Now I will play the conversation again. Listen to if and draw the places in Michael's neighborhood on the street map. Play the recording. Students only listen. Demonstrate the activity by saying. What are the three places on the tape?
 

相关内容

新目标七年级英语下册Unit5

   新目标七年级英语下册 Unit5-Unit6 测试题 一、单项选择(25 分) ( )1- is the weather in Shanghai? -windy. A. What , It’s B. How, It’s C. How, It D. What , It ( )2.-How’s it going with you? - . A.I don’t like it B .I’m studying C. It’s windy D. Not bad ( )3-.Hello! Who’s s ...

三年级英语下册第一单元教学设计

   三年级英语下册第一单元教学设计 三年级英语下册第一单元教学设计 设计教师 执教教师 教学年级 课 型 授课时间 1、 学 生 分 析 三年级 字母教学 40 分钟 三年级的学生活泼、好动,注意力容易分散,但他们 具有极强的求知欲,模仿与记忆力很强,而且极具学 习的潜力。 我们学校从一年级就开设了英语课程,所以学生已经 积累了一些语言并具有一定的基础和学习能力。 字母学习在上个学期学生就接触过并且学习过,但是 本课时将进行深入的学习和要求掌握正确的书写形 式。 本课时的内容选自PEP教材uni ...

七年级英语下册1-12单元全套教案

   3eud 教育网 http://www.3edu.net 百万教学资源,完全免费,无须注册,天天更新! 新 目 标 英 语 七 年 级 下 册 教 案 3eud 教育网 http://www.3edu.net 教学资源集散地。可能是最大的免费教育资源网! 3eud 教育网 http://www.3edu.net 百万教学资源,完全免费,无须注册,天天更新! Unit1 Where is your pen pal from? Topic: Countries, nationalities, a ...

新目标英语七年级下册1-12单元英语单词表

   七年级下册英语单词表 Unit1 好朋友 笔友 加拿大 法国 日本 美国 澳洲;澳大利亚 新加坡 英国 国家 悉尼 纽约 巴黎 多伦多 东京 居住 语言 日语;日本人 世界 法国人;法语 爱好 讨厌;不喜欢 乔迪 安德鲁 露西 萨拉 金 萨姆 朱莉 Unit2 邮件;邮递 办公室;事务所 邮局 图书馆 餐馆;饭店 银行 超级市场 街;街道 付钱;支付 投币式公用电话 公园 大街;林荫道 中央;中心 桥 邮件;邮政 在那里 在近旁 横过;在对面 在对面 紧靠的旁边;贴近 紧靠的旁边;贴近;最接 ...

pep人教版六年级英语下册复习题各单元[1]1

   pep 人教版六年级英语下册复习题各单元 Name: 一、 比较各题的两幅图片和提示,填上合适的单词,使句子完整。 1) I am than Tom. Tom is than me. 2) My grandpa is than your brother. Your brother is than my grandpa. 3) This dog is than that dog. That dog is than this dog. 4) My dog is than your dog. Yo ...

七年级英语下册课文翻译

   初中一年级下册英语课文 第一课 第一单元 我们玩得很开心 贝蒂:你好,妈妈,你能听到我说话吗? 贝蒂的妈妈:使得,我能。你在哪里? 贝蒂:我正站在中国的长城上跟你通话呢? 贝蒂的妈妈:真的吗? 贝蒂:我们参加学校的郊游,而且玩的可高兴啦。 贝蒂的妈妈:好极了,贝蒂。其他人在做什么呢? 贝蒂:哦,托尼在吃冰激淋,王辉正在拍一些照片,玲玲在买礼物和明信片,大 明则躺在阳光下吃午饭。 贝蒂的妈妈:你能给我也寄一张明信片吗? 贝蒂:好的。我和玲玲正在写明信片呢。我们非常喜欢学校的这次郊游。好了, 我 ...

初一上英语6-12单元教案

   ball? Unit 5 Do you have a soccer ball? 单元整体说明 单元教材分析 本单元主要学习动词 have 的一般现在时的用法; 使用 do 和 does 引导的一 般疑问句的构成以及简单回答。本单元围绕“和朋友一起欢度时光”这一话题安 排了三个任务:一是列举所学的运动项目,从中挑选出各自喜欢的体育项目,并 说明原因,目的是巩固并新学一些体育项目的名词;二是让学生互相询问所爱好 的运动,并根据情况发出邀请,学会用 have 对物品的所属进行提问与回答,掌 握用 ...

人教七年级下册英语2单元教案

   阳光家教网 www.ygjj.com 七年级英语学习资料 Unit2 Where is the post office? 主备课人:杜琳 审核人:刘鑫 二次备课 Period One Teaching aims: 1. Learn the new words in section A: post office, library, restaurant, bank, supermarket, street, pay phone, park, avenue, center, bridge, ma ...

【DOC】小学三年级英语下册教案

   本文由songry003163贡献 doc文档可能在WAP端浏览体验不佳。建议您优先选择TXT,或下载源文件到本机查看。 小学三年级英语下册教案 塔山中心小学 张虹 Unit 1 Welcome back to school A 部分 第一课时 教学内容与目标: 教学内容与目标: Let’s talk: 本部分主要巩固 Good morning./ Hi.并学习新句型: have a new friend We today. I’m from…(国家)。Welcom ...

【DOC】小学三年级英语下册教案

   小学三年级英语下册教案 塔山中心小学 张虹 Unit 1 Welcome back to school A 部分 第一课时 教学内容与目标: 教学内容与目标: Let’s talk: 本部分主要巩固 Good morning./ Hi.并学习新句型: have a new friend We today. I’m from…(国家)。Welcome!通过教学会话,让学生学会介绍他人及做自 我介绍。 Let’s practice:为了巩固 Let’s talk 部分而设计的练习。 教学重点、难 ...

热门内容

英语专业社会实践活动(1)2

   湖南商学院实习报告 英语在外贸企业的应用 调查目标:了解英语在外贸企业中的应用 调查时间:2011 年 1 月 20 日至 2011 年 1 月 27 日 调查对象:浙江 卧龙集团 调查方式:亲身实践 这次能有机会去叔叔的公司实践,我感到非常荣幸。虽然只有一个礼 拜的时间,但是在这段时间里,对于一些平常理论的东西,有了感性的认 识,感觉到受益匪浅。 以下是我在实践期间的一些总结以及心得体会。在以后开展自身的工 作,以及在对客户的沟通应对上,希望能有所借鉴。 公司简介: 卧龙控股集团有限公司创 ...

英语常见单词前缀和后缀

   英语常见单词前缀和后缀 为了方便记识, 你可以对表示一类意思的词根、 词缀进行归纳。 这样做的好处是, 即使在考研英语题中,遇到陌生词汇,你可以根据上下文的内容,结合单词构成 规律去猜词。以部分词根词缀中的前缀为例,来进一步说明英语单词构词间的规 律。 (1)表示空间位置,方向关系的前缀 表示空间位置, 表示空间位置 1)by- 表示“附近,邻近,边侧” bypath, bypass(弯路) 2)circum-, circu-, 表示“周围,环绕,回转” circumstance, circ ...

最新英语四级模试卷(二)(2010年6月12日)

   大学英语四级考试( 大学英语四级考试(CET 4) ) 最新英语四级模试卷及答案 二)(2010 年 6 月 12 日) 最新英语四级模试卷及答案(二 ( 及答案 注意事项 一, 将自己的校名,姓名,学校代号,准考证号写在答题卡 1 和答题卡 2 上,将本试卷代 号划在答题卡 2 上. 二, 把试题册,答题卡均不得带出考场.考试结束后,教师收卷后才可离开考场. 三, 仔细读懂题目的说明. 四, 在 30 分钟内做完答题卡 1 上的作文题.30 分钟后考生按指令启封试题册.在接着的 15 分钟 ...

高三英语模拟试卷1

   高三英语模拟试卷(一) 第一节单项选择 、B、C、D四个选项中 英语知识运用从 A、B、C、D四个选项中,选出可以填入空白处的最佳选项,并在答题卡上将该项涂黑。 、B、C、D四个选项中,选出可以填入空白处的最佳选项,并在答题卡上将该项涂黑。 1. As a child, Jack studied in a village school,??is named after his grandfather. A which B where C what D.that 2. We haven’t d ...

规范小学生英语字母书写方法的研究(转载)

   规范小学生英语字母书写方法的研究(转载) 规范小学生英语字母书写方法的研究(转载) 结题报告 一、问题的提出 《小学英语课程标准》要求小学生在四线三格本上能够正确、熟练、清楚地书写,做到大小写、笔 顺、连笔、词距、标点和格式正确,初步养成良好的书写习惯。英语的书写有别于汉字的书写,汉字相对 较为复杂多变,而英语的书写范围不外乎 26 个字母,只要 26 个字母能书写规范,单词、句子乃至文章的 书写都能美观、规范。纵观学生的英语作业,我们发现学生的英语书写情况不容乐观,三线格对于部分学 生根本 ...