新目标七年级英语下册Unit 2 Where’s the post office-教案

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新目标七年级英语下册Unit 2教案

Unit2 Where’s the post office?一．教学目标1．知识目标1）．重点词汇* post office, hotel, video arcade, bank, park, supermarket, street, pay phone, avenue* new, clean, quiet, big, small, dirty, old, busy* left, right, next to, across from, near, between2). 语言目标* 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 neighborhood ? Yes, it’s on Bridge Street on the right.* Where 引导的特殊疑问句* 肯定陈述* 表示方位的介词3）．语言功能在街道上问路与指路2．能力目标通过本单元的学习，掌握问路与指路的基本语句，并能运用于现实生活中。

3．策略目标1）．联系上下文，利用情景思维。

2）．转换具体信息。

4．情感目标1）．培养方位感。

2）．在社会这个大家庭中，注重人际关系与交往，养成助人为乐的好习惯。

二．教学重、难点1．重点：1）．表方位的介词：near、across from、next to、between、on2）．问路与指路的基本语句2．难点：1）．本单元词汇量较大（生词表中列出44个单词，9条短语；课文中还有一些短语）。

2）．个别句子有一定难度，如：* Is there a big supermarket near where you live ?* Turn left off the busy First Avenue and enjoy the city’s quiet streets and smallparks.* ┉ there is a small house with an interesting garden.* Bridge Street is a good place to have fun.三．难点注释：* Is there a big supermarket near where you live ?在你住处附近有一家大超市吗？* Turn left off the busy First Avenue and enjoy the city’s quiet streets and smallparks.向左转走出/驶离繁华的第一大道，即可享受到城区里安静的街道和小公园。

七年级下册Unit 2《 Where's the post office》教案

七年级下册Unit 2《Where's the post office》教案涓冨勾绾т笅鍐孶nit 2銆?Where's the post office銆嬫暀妗?Language goal This unit students leam to ask for and give directions(鏂瑰悜) 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,BetweenRecycled language What are you doing? Do you want to ...?Section AAsk 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.1b 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.. 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(褰曢煶绋? Convernation 1 A: Is there a video arcade on Fifth Avenue? B: Yes, there is. Conversation 2A: 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.1C 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锛堢ず鑼冿級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(杩涘睍鎯呭喌). 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.?紝鎬诲够鎯虫湁涓€?栦滑涓€閬嶏紝鍐板繂鏁堢巼澶уぇ鐨勬彁楂橈紝杩欐洿璁╂垜鏈夌悊鐢辨€€鐤戣嚜宸辩殑鏁嚑鍙ラ噸鐐瑰彞鑳屼笅鏉ユ洿濂藉憿锛熷崟璇嶉渶瑕佺НН绱鎺屾彙銆備絾鐜板疄鐨勬儏鍐垫槸锛岃繖绉嶆柟娉曟洿瀹规槗閫傜敤浜庡皷瀛浼椼€??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(褰曢煶绋? 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. Point to the question and answer in the speech bubbles( 娉℃搏) 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锛堢ず鑼冿級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.锛堣繘搴︼級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 aboutone building all alone!' (on)Culture note Many visitors to the United States believe that Americans don't like to answer questions or give directions(鏂瑰悜) to tourists锛堟梾琛岃€咃級and other visitors. This is not necessarily true. The pace of life is fast in the United States, especially 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 pointto the book and say,Here's the hotel. Here's Bridge Street. Point to the two arrows.() 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.(? 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 BridgeStreet. 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 Bla 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(婢勬竻) 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.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? (a hotel, a supermarket, Michael's house). Answer any questions students may have. Play the recording again. Students draw maps of Michael's neighborhood.Move around the room, offering assistance(鎻愪緵鍗忓姪) if needed. Have some students show their completed drawings to the class.2c This activity provides guided oral practice using the target language. Say, Now let's work in pairs. The first person makes some statements about the picture in 2b. The seconds person says "true" if the statement is true and "false if the statement is false. The second person also changes each false statement into a true one. Call attention to the conversation in the picture in 2c. Ask a pair of students to read it aloud. Demonstrate(绀鸿寖) the activity with a student. Have the student close the book. Then say one true thing and one false thing about the picture. Guide the student to answer "true" for the true statement and to say "false" for the false statement and change it into a true one. Ask students to practice in pairs and to take both roles. Move around the room helping students get started| and answering any questions they may havc. Ask several pairs of students to present some statements andresponses(鍥炵瓟) to the class. Ask students to correct any mistakes they hear. 3a This activity provides reading practice using the target language. Ask a student to read the paragraph to the class or read it yourself. Answer any questions students may have. Read the Instructions锛堟寚绀猴級aloud. Point out the sample of the circled description word (busy), and make sure students understand what they have to do. Correct the answers.3b This activity provides guided reading and writing practice using the target language. Point out the guide and the blank spaces in it. Read it aloud saying blank each time you come to a blank line. Say, Now please write one word in each blank space in the guide. Look at the picture/or the answers.Point out the sample answer in the blank. Correct the answers. 3c This activity provides guided writing practice using the target language. Ask students to work on their own. Point out the description in 3b and say. Now write about your own neighborhood. Use sentences like these.4 This activity provides open-ended oral practice using the target language. Call attention to what the person In the picture is saying. Ask a student to read the statement to the class. Say,Now you can talk with your partner about your own neighborhood. Tell about the streets and buildings. Your partner will draw a picture of the neighborhood Demonstrate the activity with a student. Have him or her make some statements and draw on the board what you hear. For example, you might draw a small supermarket across from a post office. As students work, move around the room offering assistance and answering questions. Ask some students to share(鍙備笌) the completed drawings and to make some statements to accompany() them.Self check1 This activity provides a comprehensive review of all key vocabulary presented in this unit. Ask students to check all the words they know. You may wish to have themcircle any words that they don't know. Ask students to find out the meanings of any words they don't know. They can do this by reviewing the unit.asking you, asking their classmates or using a learner's dictionary or bilingual dictionary.2 This activity helps build vocabulary by providing a specific time and place for students to record new words. Ask students to enter five new words in their Vocab-builder on page 108. After students have recorded their new words, ask them to share their lists with other students. This can be done with the whole class or informally, in pairs or small groups.3 This activity provides reading practice focusing on the gmmmatical structures used to ask and say where things are. Ask students to read the letter and draw the route on the map. Answer any questions students may have. Check the answers. (You may want to draw a simple copy of the map on the board, and then have one student come and draw the route on it.)。

人教版新目标英语七年级下册unit2全单元教案

Unit 2 Where is the post office?Language goals:●In this unit students learn to talk about asking for and give directions on thestreet.New languages:●Excuse me, is there a bank near here?●Y es, there is. It’s on Center Street.●Where is the pay phone?●It’s across from / next to / in front of / behind the library.●It’s between the post office and the library.●Just go straight and turn left.●Turn left on First Avenue.●T ake a walk through the park on Center Avenue.●There is a clean / dirty park near my house.Difficult points:1. Listening for the information of the names of the neighborhoodRead the tour guide and an e-mail from a friend you’re going to visit.Write the dialogues about asking the way and giving directions.2. Where questions.Affirmative statementsPrepositions of placeTeaching aids:● A tape recorder●Some picturesTeaching periods:Period 1: Section A1a, 1b, 1cPeriod 2: Section A2a, 2b, 2cPeriod 3: Section A3a, 3b, 4Period 4: Section B 1a, 1b, 1c, 2a, 2b, 2cPeriod 5: Section B 3a, 3b, 3c, 4Period 6: Self CheckTeaching aims:1. T each vocabulary words.2. T arget languages: Is there a bank near here? Y es, there is. It’s on CenterStreet.3. Enable the students to ask for and give directions on the street.4. Help the students to ask for and give directions on the street.Teaching procedures:Step 1. Warming upShow three pictures prepared before class to the students. There is acat in a box in picture 1. There is a cat on a box in picture 2. There is acat under the box in picture 3.Then ask some students to ask and answer these questions.Step 2.Match work (2a)Ask the students to read the picture and the words in the numbered list.Ask the students to match each word or phrase on the list with one of the pictures.Then check the answers.Present the new sentence patterns.Then ask the students to read the dialogue in the picture.Step 3. Listening (1b)Ask the students to listen to the conversations and circle the places in 1a.Change the roles and do the same again.Then students ask and answer without the help of the recording.Step 4. PracticePoint to the different locations shown in the picture. Ask different students to name each one.Then point to more locations and let the students to practice more.Homework1. Practice the conversation in the picture on page 7.2. Learn the new words and phrases in this period by heart.Teaching aims:1. Learn the vocabulary words and useful expressions.2. T arget languages:The pay phone is across from the library.The pay phone is next to the library.The pay phone is between the post office and the library.The pay phone is on Greet Street.The pay phone is in front of the library.The pay phone is behind the library.3. Enable the students to talk about the position of a place.4. Help the students to talk about the position of a place.Teaching procedures:Step 1. Revision and warming upCheck the homework by talking about the pictures on page 7 with thestudents or prepare some other pictures with different buildings in itand let the students practice asking and answering questions aboutthe places.Ask the students to practice more.Step 2. Presentation (2a)Introduce the items across from, next to, between, in front of, behindand on.Draw the following picture on the blackboard.Park 3 Centre StreetEncourage or help the students to answer: It’s across from the library.The same way goes with next to, on and in front of.Ask the students to match each sentence with one of the pictures.Then ask the students to read the six sentences and match thesentences the pictures.Check the answers.Step 3. Listening(2b)Review the buildings and street names in Activity 1a and the sixsentences in 2a.The read the six sentences in 2b to the class.Ask the students to listen to the recording and fill in the blanks.Play the tape. Check the answers.Step 4. Practice (2c)Ask the students to repeat the conversations after the recording.Ask the students to do the Pair work asking and answering questionsabout the places in 1a.Step 5.Grammar FocusAsk the students to read the sentences in the grammar box aloud. Theask them to answer the following questions. Explain some languagepoints if t he students can’t understand.HomeworkAsk the students to practice talking about their neighborhood in pairs.Period 3T eaching aims:1. T each vocabulary words.2. T arget languages:Just go straight and turn left.It’s down Bridge Street on the right.It’s next to a supermarket.3. Enable the students to talk about the neighborhood.4. Help the students to talk about the neighborhood.Teaching procedures:Step 1. RevisionLet the students look at the picture in activity 1a. And ask somestudents to answer some questions in order to check the homework.Say, Is there a library near here? Where is it? Is there a bank near here?Where is it?Put up the picture of activity 2a on the blackboard and ask them tomake conversations.Step 2. Presentation (3a)Guide the students to guess the meanings of the three traffic signs.Show the pictures and ask some questions about the pictures.Then ask the students to hold up their left hands and then their righthands to practice “left” and “right”.Point to the picture and let the students read the conversation.Ask the students to read the conversations. Then ask them to find Pauland Nancy in the picture.Ask the students to role play the conversation then point out the placethat Paul wants to get to.Step 3. Complete the conversations (3b)Ask the students to make conversations and answer the questionsbelow each picture.The students point out the place in the picture. And write down theanswers on the line in the pictures. Or ask a pair of students to say theconversation, the others point to the speakers’ place.Step 4. GameAsk the students to look at the picture in Activity 1a and name all the buildings.Ask some students to read the conversation in the picture in Activity 4.And then explain the instruction to the student.Then ask some groups to present their work.HomeworkAsk the students to make a similar conversation to that in Activity 3a. Period 4Teaching aims:1. T each vocabulary words.2. T arget languages:Is there a big supermarket near your house?Y es, there is.There is a big supermarket.No! There is a small supermarket.3. Enable the students to describe the neighborhood.4. Help the students to describe the neighborhood.Teaching procedures:Step 1. RevisionCheck the homework by asking the following questions.Say, Look at the picture in activity 3a. Suppose you are standing nearthe building on the side of New Street. Please answer my questions.Excuse me. Is there a pay phone in the neighborhood?Ask another student to answer questions.Give more students chances to practice this dialogue.Step 2.Match work (1a)Bring in some objects or pictures to the students. (Two rulers, one is old,the other is new. Two boxes, one is big and the other is small. Two bottles, one is clean and the other is dirty. Two pictures of a street, one is busy and the other is quiet.)Say, Look at the rulers, please. Can you find the difference between them? Y es. This one is old. (Show the old ruler.) And this one is new.(Show the new ruler.) Do you understand old and new?Ask the students to talk about the picture.Point to each half of each picture and ask about the difference between the halves.Go on with the other pictures to teach the language items.Ask the students to match the words with the pictures.Step 3. Pair workCall attention to the conversation in the picture.Then ask the students to work in pairs and take turns asking each other questions about the things on the list of phrases in activity 1a on page 7. Step 4. Listening (2a, 2b)Ask the students to listen to the tape and circle the places in 1a.Say: Now please listen to the tape again. Listen to it and draw the places in Michael’s neighborhood on the street map. Just listen.Play the recording.Play the recording again.Then have some students show their completed drawing to the class. Step 5. Pair workAsk the students to work in pairs talking about drawings to the class.Then ask some pairs to present their dialogues to the class.Ask the students to work in pairs, draw a map of their own neighborhood and practice asking and answering questions about the places they live in.HomeworkAsk the students to make similar conversations to that in Activity 1b.Period 5Teaching aims:1. T each vocabulary words.2. T arget languages:Turn left on First Avenue and enjoy the city’s quiet streets and small parks.T ake a walk through the park on Center Avenue.This is the beginning of the garden tour.Bridge is a good place to have fun.3. Enable the students to write a tour guide and draw the rout to somewhere.4. How to write a tour guide and draw the rout to somewhere.Teaching procedures:Step 1. RevisionCheck the homework by asking about the student’s neighborhood.Ask the students to work in pairs.Ask the students to work in pairs.Then ask some pairs to present their conversations to the whole class.Step 2. Reading (3a, 3b)Ask the students to read the tour guide.Divide the whole class into four groups to have a quiz.T ell the students to keep these words down and make at least two sentences with each word after class.After that ask the students to look at the pictures and fill in the blanks for this tour guide.Step 3.WritingAsk the students to write a tour guide with the students.Names of buildings and locations.Description wordsWords that talk about positions.Words that talk about directions.Step 4. Pair work (4b)Learn to draw a picture of neighborhood. First ask the students toanswer the questions according to the pictures.Then ask the students to draw a picture according to the followingconversation.Then ask students to present their drawings to the whole class.Homework1. Ask the students to talk about the street and buildings in their ownneighborhood.2. Ask the students to make sentences with the description words they keptdown in the class.Period 6Teaching aims1. T each vocabulary words.2. T arget languages:I know you are arriving next Sunday.Let me tell you the way to my house.I hope you have a good trip.3. Enable the students to write about the neighborhood.4. Help the students to learn how to write about the neighborhood.Teaching procedures:Step 1. RevisionCheck the homework by asking and answering some questions.Give more students chances to practice.Step 2.Key word check(1)Ask the students to check the words they know.Then ask the students to do the some exercises.Step 3.Vocab-Builders (2)Expand the students’ vocabulary.After that ask the students to share their list with other students.Step 4. ReadingAsk the students to read the letter and draw the rout on the map.Ask the students to change the letter into a telephone conversation.Let the students pay attention to the pictures.Say, Look at the picture of Sally. How old do you think she is? Where do you think she is from? What language do you think she speaks? What do you think she likes?What do you think she dislikes?The same step goes with Jim and Julie.After a few minutes, ask some students to read their descriptions to the class.Step 5. Just for Fun!Call attention to the conversation in the cartoons.Ask the students to read the conversation and then answer the questions.HomeworkAsk the students to do the following:1. Suppose your friend is going to visit you. He doesn’t know the way toyour house. Write a letter to him to tell him the route from the bus stop to your house.2. Review the next unit.。

七年级下册英语教案 Where’s the post office

七年级下册英语教案Where’s the post office导语：七年级英语Unit 2 Where’s the post office，本单元教学主要内容指路问路对地点特征描述都可以用到上述的词汇和句型。

下面是为您收集的教案，希望对您有所帮助。

第一节 (Section A)Ⅰ.Teaching Aims and Demands1. Knowledge ObjectsKey vocabulary.Is there a bank near here?Yes, there is a bank on Center Street.Where’s the park?It’s across from the bank./ It’s next to the post office./ It’s between the supermarket and the school.Is there a hotel near here?Yes, there is. Just go straight and turn left. It’sd own Bridge Street on the right. It’s next to the supermarket.2. Ability ObjectsListening, speaking, reading and writing skill.Communicative petence. Integrating skill.3. Moral Object1)Thank the designers and the workers for their hard work.Try to be a designer to make our country more beautiful.2) Can tell the way to somewhere politely.Ⅱ.Teaching Key PointsKey vocabularyTarget languageⅢ.Teaching DifficultiesTrain students’ reading, writing, listening and speaking skills.The usage of prepositions of place.Learn how to ask for and give directions on the street.Ⅳ.Teaching MethodsScene teaching methods.Listening methods.Pairwork.Ⅴ.Teaching AidsA puter.A tape recorder.CardsⅥ.Teaching ProceduresStepⅠGreetingsGreet the class as usual and check the homework.StepⅡ 1a1.Look at the pictures on the screen. Name each place and ask students to repeat.2. Point out the numbered list of words. Get one student to read them out.3. Check the answers.StepⅢ 1bNow listen to the tape and circle the places you hearin 1a.Play the recording the first time. The students only listen. At the second time circle the places you hear.StepⅣ 1c1. Invite a pair of students to say the sample conversation to the class.2. Work in pairs. Ask and answer questions about the other places in the picture.StepⅤ 2a ,2be the things in the classroom. Ask questions to learn the prepositions. For example, “where is the map? It’s between two pictures.”2.Match the sentences with the pictures. Write the numbers in the box.3.Finish 2b. listen and fill in the blanks with the words in the box.StepⅥ 2c1.Ask students to name as many buildings as possible in the picture in 1a once again.2.Work in pairs, ask and answer questions about the pictures in 1a.StepⅦ Grammar FocusGet students to circle the preposition words on the grammar focus of their books. Then get students to make more sentences using them.StepⅧ 3a 3b1.Get a pair of students to read the conversation which in the box.2.Work in pairs and find who Paul and Nancy are in the picture.3.Look at the pictures in 3a and plete the conversation of 3b. Then check the answers.S tepⅨ 4Invite four students to read the conversation. then work in groups of five to play this game.StepⅩ SummarySummary the target language we’ve learned in this section.StepⅪ HomeworkRecite the key words and the conversation in 3aBlackboard DesignUnit 2 Where’s the post office?Is there a bank near here?Yes, there is. No, there isn’t.next to go straightin front of turn leftbetween turn rightbehind down Bridge Street across fromon。

【知识学习】七年级下册Unit 2《 Where's the post office》教案

七年级下册Unit 2《 Where's the post office》教案七年级下册Unit2《where'sthepostoffice》教案LanguagegoalThisunitstudentsleamtoaskforandgivedirectionsonthes treet.NewlanguageIsthereabanknearhere?yes,there'sabankoncenterStreet,where'sthesupermarket?It'snexttothelibrary.Isthere apayphoneintheneighbhood?yes,it'sonBridgeStreetonth eright.locationsintheneighborhoodsuchaspostoffice,hotel,vi deoarcade.Descriptivewordssuchasnew,old,dirty,clean.Descriptionsoflocationsuchasacrossfrom,nextto,Betwe enRecycledlanguagewhatareyoudoing?Doyouwantto...?SectionAAsktworowsofthreestudentseachtostandfacingeachother inthefrontoftheclassroom.Pointtostudentsstandinginf rontandasktheclasstorepeatthequestionsandanswers.Example1Teacher:where'syangLi?yangLiisnexttoLiPeng.Example2Teacher:where'sZhengwen?ZhengwenisacrossfromShengLi n.Example3Teacher:where'sLinjiahui?LinjiahuiisbetweenShengLin andLiDai.laThisactivityintroducesthekeyvocabulary.Focusattentiononthepicture.Askstudentstonameasmanyo ftheplacestheyseeinthepictureastheycan.Thennameallt heplacesandaskstudentstorepeat.Pointoutthenumberedlistofwords.Sayeachoneandaskstud entstorepeat.Thenaskstudentstomatcheachwordorphraseonthelistwith oneofthepictures.Say,writetheletterofeachplaceinthe picturenexttothecorrectwordorwordsonthelist.Pointou tthesampleanswerf.checktheanswers.1bThisactivitygivesstudentspracticelisteningtoandun derstandingthetargetlanguage.Pointoutthebuildingsandotherlocationsinthepicture.S aythenameofeachonetotheclass.Say,NowIwillplayrecordingsofthreeconversations.List encarefullyandcirclethepictureofeachplaceyouhearont hetape..Playtherecordingthefirsttime.Studentsonlylisten.Playtherecordingasecondtime.Thistineaskstudentstoli stenandcircletheitemstheyhearonthepicture.correcttheanswers.Theseitemsshouldbecircle:videoarcade,postoffice,sup ermarket.Tapescriptconvernation1A:IsthereavideoarcadeonFifthAvenue?B:yes,thereis.conversation2A:Isthereapostofficenearhere?B:yes,thereis.There'soneonBridgeStreet.conversation3A:IsthereasupermarketoncenterStreet?B:No,thereisn't.1cThisactivityprovidesguidedoralpracticeusingthetarge tlanguage.Pointtothedifferentlocationsshowninthepicture.Askdi fferentstudentstonameeachone.Ifnecessary,saythename andaskthestudenttorepeat.PointtothequestionandanswerIntheexampleconversation andaskapairofstudentstoreadtheconversationtotheclas s.Askotherpairsofstudentstorepeattheactivityifyouwi sh.Askstudentstoworkinpairs.Say,Firstonepersonasksaque stionandthentheotherpersontakesaturn.Demonstrate（示范）theactivity.Pointtothepictureandask.Isthereapostoff icenearhere?Thenchooseastudenttoanswer.Guidethestud enttosay,yes,there'sapostofficeonBridgeStreet.Asstudentswork,movearoundtheroomandcheckprogress.He lpstudentsunderstandhowtolocatethingsonthemap,ifnec essary.Askseveralstudentstosaysomeoftheirquestionsandanswe rsfortheclass.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。

【学习实践】七年级下册Unit 2《 Where's the post office》教案

七年级英语下册 Unit 2 Where is the post office课件人教新目标

There is a phone in it. You must pay for it.
pay phone
1
2
3
4
56Leabharlann 78• Is there a post office near here? • Yes, there is. There’s one on Bridge Street.
•1、纪律是集体的面貌，集体的声音，集体的动作，集体的表情，集体的信念。 •2、知之者不如好之者，好之者不如乐之者。 •3、反思自我时展示了勇气，自我反思是一切思想的源泉。 •4、在教师手里操着幼年人的命运，便操着民族和人类的命运。一年之计，莫如树谷；十年之计，莫如树木；终身之计，莫如树人。 •5、诚实比一切智谋更好，而且它是智谋的基本条件。 •6、做老师的只要有一次向学生撒谎撒漏了底，就可能使他的全部教育成果从此为之失败。2022年1月2022/1/192022/1/192022/1/191/19/2022 •7、凡为教者必期于达到不须教。对人以诚信，人不欺我;对事以诚信，事无不成。2022/1/192022/1/19January 19, 2022 •8、教育者，非为已往，非为现在，而专为将来。2022/1/192022/1/192022/1/192022/1/19
Yes, there is.
Is there a bridge near our school?
在…附近
No, there isn’t.
bridge
park
There are many trees（树） and flowers（花） in it.
You can play there.
Is there a pay phone near our school? Yes, there is.

人教版七年级英语下册《Unit 2 Where’s the post office.(通用)》教案_3

Unit 8 Is there a post office near here?Period 4 (Section B 1a-1d)学习目标1. 重点单词：along, turn , right, left, crossing2. 重点短语：go along, turn right, turn left, at the first crossing, on your left3. 重点句式：Just go along Bridge Street and turn left when you see the library.Turn right at the first crossing and the restaurant is on your left.学习重点1. 重点词组句型2. 学会指路学习难点学会指路课堂导学Step 1 情景导入Show some signs to the students.The signs are very important in our daily life. We can keep safe because of them.But do you know what they mean?环节说明：由生活常见标志引出本节课要学习的词组，同时对学生进行安全教育。

Step 2 完成教材1a-1d的任务1. 观察1a的交通标志，然后与方框中短语配对。

然后集中核对答案。

2. 听录音，写出字母A和B处的建筑物名称，集体核对答案，完成1b.3. 再认真听一遍录音，完成1c对话真空，核对答案。

4. 播放录音，让学生跟读。

5. 假设你和你的搭档是图片上的人物，你们俩选定一个地方，仿照1c形式练习对话。

环节说明：通过1a让学生掌握了基本的指路用语；通过1b,1c的听力让学生掌握了基本的指路方式；1d的对话练习则让学生在掌握基本指路方式的基础上熟练掌握语言交际功能，完成本节语言目标。

人教版七年级英语下册《 Unit 2 Where’s the post office.(通用)》教案_0

课题：Unit 2 Where is the post office? （Period Two）课型：新授授课班级：授课时间：教学目标：Ability target:V ocabulary.Target language教学重点、难点：Practice the adjectives using the target language.教学过程：集体备课内容Step 1 Warming-upReview the target language taught last lesson byasking Ss“Is/Are there...?”such as “Is there a postoffice?”.Step2. Word-TeachPoint to the park,say“where is the park?”get theresponse”It’s on Center Street”from Ss,tell Ss we canuse other prepositions to describe the location of thepark,present the new prepositions.Put the prepositions on the board,have Ss repeat.To reinforce the understanding,refer to 2a,2b on Page8 in the book.Check the answers by asking Ss “where is...?”Step3. work on 2aStep4.Guessing Game.Goal: This activity provides an oral review ofwhere a place is.Procedures: Invite a student to come to the frontof the classroom. And then describe a place which thestudent are familiar with.For example, he or she may say, it is on Center Street.It’s next to the supermarket. While he or she isdescribing the rest take turn asking .Is it a school ? Isit a pay phone? Etc.The game goes on until they can guess it.Step5. CompetitionFocus Ss’attention to the picture on the screen.Choose 4 Ss from different group, give each ofthem 2 minutes to describe the location of a place to see the can say the most different descriptions of one place in the limited time.Model a dialogues on the board, have Ss repeat. Orgnize Ss into groups of 4, have them take out their cards of places on the desk and imagine each card as a real place, have them take turns practicing the diagog by changing the locations of their cards. Have less advanced Ss come to the board to perform as places with cards in their hands, have advanced Ss perform the dialogues according to the locations of the “places” in front.Step 6. ListenHomeworkCopy the new words of Unit 2.教学后记：。

(七年级英语教案)下册Unit2Where'sthepostoffice教案

下册Unit2Where'sthepostoffice教案七年级英语教案Language goalThis unit students leam to ask for and give directions(方向) on the street.New languageIs 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,BetweenRecycled languageWhat 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 1Teacher: Where'sYang Li? (Point to two students standing beside each other.) Yang Li is next to Li Peng.Example 2Teacher: Where's Zheng Wen? (Point to two students in different lines facing each other.)Zheng Wen is across from Sheng Lin.Example 3Teacher: 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.。

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新目标七年级英语下册Unit 2 Where’s the post office?教案教案正文随堂记录Unit2where’sthepostoffice?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。

教学向导：语言目标学习策略与思维技巧重点词汇表示地点的词汇where引导的特殊疑问句个体、群体思维；看图作答；交换信息；Postoffice;library;hotel…Between;on;nextto；acrossfrom…语言结构语言功能跨学科学习Therebe句型where句型的问答询问路线指出方位通过绘画激发学生学习兴趣教学时间：4课时。

教学过程：PeriodoneLanguagefunctions:Isthereabanknearhere?yes,there is.It’soncenterStreet.whereisthesupermarket?It’snexttothelibrary.It’sbetweentherestaurantandthesupermarket.Vocabulary:postoffice,park,bank,supermarket,payphone,street,mai l,acrossfrom,between,infrontof,behind,there,avenue, bridgeImportantpoint:Isthereasupermarket?yes,therei s./No,thereisnotDifficultpoint:Isthereasupermarket?yes,thereis./No,thereisnot教案正文随堂记录whereis……?Itisinfrontof……Learntoaskforandgivedirectionsinconversations.Abili tytarget:Trainstudents’listening,speaking,readingandEmotiontarget:Allthebu ildingsmakeourcitybeautiful.Thankthedesignersandthe workers.Thanksfortheirhardwork.Teachingprocedure:St ep1RevisionReviewtheprepositionthatthestudentshavel earnedShowapictureofLily’sroomT:Ihavealittlefriend,hernameisLily.Sheisaniceg irl,butshealwaysforgetsthings.Shecan’tfindhershoes,Shecan’tfindherbag.canyouhelpher?S:yes.T:where’reherschoolclothes?:S:They’reunderthebed.T:where’sherEnglishbook?canyoufinditonthedesk?S:No,It’sinherschoolbag.T:maybe.Thankyou.Lilycanfindherthin gsnow,andshecangotoschool.Step2PresentationShowamapwithmanybuildin gsinitT:Lookatthispicture.whatplaceisit?S:Itisabank .T:Spellit.Ss:B-A-N-k.Repeatwithothernewwordspostof fice,park,bank,supermarket,payphone,streetStep3.con solidationanddrillShowamapandletthempracticeinpairs Isthere……..yes,thereis./No,thereisnot.Step4consolidation1.TellustheroutetoLily’sschoolT：wherearethey?教案正文随堂记录 2.Teachtheprepositions （memorychallenge）whatarethedifferencesbetweenthetwopicturesnextto,acrossfrom,near,between,infrontofbehindStep5.Task1Shangtangisdevelopingnow,Ifyouareadesigner，howtodesignthetownofShangtang？㈠Pleasedrawasimplesketchmapingroupsof4to6.Step6.Prat iceStep8Homework1.Pairworks，twostudentsdrawthemap,oneactsasapoliceman,theothera ctsasaapersonwhoisasktheway.2.Finish2a2b3.Drawasket chmapofyourhometoschoolorthewaytoyourpartner.PeriodTwo 一.Teachingaims1.Vocabulary:dirty,old,market,soda,p ine.2.Abilitytarget:Trainstudents’listeningandspeakingskills.Trainstudents’communicativecompetence.3.moralobjectEveryoneinscho oltaketheresponsibilitytokeepourenvironmentcleanandtidy.二.keyPointskeyVocabulary.Targetlanguage 三.TeachingdifficultiesPracticetheadjectivesusingthetargetlanguageStep1.Re visionAsktworowsofthreestudentstostandface–to–faceinthefrontofintheclassroom.SASBScSDSESFPointtothestudentinfront.Askandanswerquestionsyou rself.T:whereisSA?She’snexttoSB.教案正文随堂记录T:whereisSB?He’sacrossfromSET:whereisSE?He’sbetweenSDandSFTeachhowtogivedirectionswiththemaptu rnleftontheleftturnrightontherightgostraightgodownT：Let’slookatthepicture.weknowLily’shouseishere.HowcanshegettoyongjiamiddleSchool?S:Gostraightandturnleft,it’snexttothebank.Step2consolidationShowamapAskingthew ayfordirections.Excuseme.whereisthe…..?Practicethe dialoguesGetstudentstoreadthedialoguesbetweenboysan dgirlsorpairwork1.A:Excuseme.Isthereahospitalnearhe re?B:yes,thereis.walkalongthisroad,andtakethefirstturningontheright.It’sabouttwentymetersalongontheleft.A:Thankyoualot.B:It’sapleasure.2.A:Excuseme.Isthereahotelnearhere?B:yes,thereis.walkalongthisroad,andtakethesecondturningontheright.It’saboutfiftymetersalongontheleft.A:Thanksalot.B:That’sallright.3.A:Excuseme.Isthereabookshopnearhere?B:y es,thereis.walkalongthisroad,andtakethethirdturningontheleft.It’saboutninetymetersalongontheright.A:Thanksalot.B:Th at’sallright.4.A:Excuseme.Isthereaparknearhere?B:No,th ereisn’t.Thenearestisaboutsixkilometersaway.you’dbettercatchabus.A:whichbusdoIneed?B:Ithinkyouneedan umber38bus.Thebusstopisalongthatroad,ontheleft.5.A: Excuseme.Isthereatheatrenearhere?B:No,thereisn’t.Thenearestisaboutsevenkilometersaway.教案正文随堂记录A:whichbusdoIneed?B:Ithinkyouneedanumber103bus.Theb usstopisalongthatroad,ontheright.6.A:Excuseme.Isthe reamuseumnearhere?B:No,thereisn’t.Thenearestisabouteightkilometersaway.you’dbettercatchabus.A:whichbusdoIneed?B:Ithinkyouneedanumber111bus.Thebusstopisalongthatroad,ontheleft.Ste p3.Activity.Goal:Thisactivityprovidesanoralreviewof whereaplaceis.Procedures:Inviteastudenttocometothefrontoftheclassroom.Andthe ndescribeaplacewhichthestudentarefamiliarwith.Forex ample,heorshemaysay,itisoncenterStreet.It’snexttothesupermarket.whileheorsheisdescribingtheresttaket urnasking.Isitaschool?Isitapayphone?Etc.Thegamegoesonuntiltheycang uessit.Step4ListeningListenandcircletheplacesyouhearin1a.L istenagain.Drawamapofmachael’sneighborhood.Step5HomeworkFinishofftheexercisesinw orkbook.Haveadictation.Practiceinpairs.PeriodThree 一．TeachingAimsandDemands1.knowledgeobjects Reviewallthekeywordspresentedinthisunit.Readane-mailanddrawaroute.2.AbilityobjectTrainSs’Readingandwritingskill.3moralobjectsonweekendsorhol idays,inviteyourfriendstoyourhousetohaveagoodtime.4 .Teachingkeypoints:Reviewthekeywordsinthisunitread 教案正文随堂记录ane-mailanddrawaroute.Step1.3a1.Readcarefullyanddra warouteaccordingtothematerial.2.Ssaskandanswerthequ estionsbythemselves.Likethis:whereisthepark?Isitanewhotel?3.GetSstoreadaloud.Step2.writing.1.Finish3b.Lookatt hepictureandfillintheblanksforthistourguide.2.write atourguide.Showsomepicturesofplaces,getSstochooseon e,andwriteatourguide.Askingtheway:Step3.consolidati onIsthere…?whereis…?whichisthewayto…?HowcanIgetto…?canyoutellmethewayto…?Askingth eway1.Excuseme.where’sthetheatre?2.Isthereatheatrenearhere?3.canyoutellmethewaytothetheatre?4.whichisthewaytothetheatre?5.H owcanIgettothetheatre?6.canyouhelpmefinethetheatre? PeriodFourStep1.revision.Readthee-mailandtheroute.2.Askthewayandgivedirectionsstep2ExercisesinclassFi llintheblanks1.There’sacinemanext____theshop.2.____theleftsideoftheroom, there’sadesk.3.Pleasecometothefrontandstand____________th pletethedialogueA:_______________,whereis thenearestpolicestation,please?B:I’m_______,Idon’tknow.Please________thatman.教案正文随堂记录A:Thankyou______________________.Excuseme,whereisth epolicestation,please?c:_______overthere,next________thepostoffice.A:Thankyou_______________.c:Not_______________.Askingfordirections1.请问，去车站怎么走？Excuseme.could/canyoutellmethewaytothestation?2.请问，去警察局怎么走？Excuseme.whichisthewaytothepolicestation?3.请问，去动物园我该走哪条路？Excuseme.whichwayshallItaketothezoo?4.劳驾，最近的邮局在哪儿？Excuseme,whereisthenearestpostoffice?5.请问，你能帮我找到那家水果店吗？Excuseme.could/canyouhelpmefindthefruitshop?7.劳驾，附近有医院吗？Excuseme.Isthereahospitalnearhere8.劳驾，去书店怎么走Excuseme,howtogettothebookshop?Step3Gothroughself-c heckStep4Haveaquiz教学后记。