人教版初中英语2011课标版 七年级下册第八单元Section ASection A Grammar Focus — 3c(共29页)
人教版七年级英语下册Unit8 Section A(2d-3c)精品课件
from the park. Tony: Oh … where’s Center Street? Linda: It’s not too far from here. I can walk with you. Tony: Oh, that’s great! Thanks so much. Linda: No problem.
Yes, there is. It’s on Center Street.
Yes, there’s one in front of the post office. It’s behind the police station.
It’s next to the post office. It’s across from the bank, behind the hotel. They’re between the post office and the library.
the park. Tony: Oh … where’s Center Street? Linda: It’s not too far ________. I can walk ________. Tony: Oh, that’s great! Thanks __________. Linda: No problem.
15、一年之计，莫如树谷；十年之计，莫如树木；终身之计，莫如树人。2021年7月2021/7/272021/7/272021/7/277/27/2021
16、提出一个问题往往比解决一个更重要。因为解决问题也许仅是一个数学上或实验上的技能而已，而提出新的问题，却需要有创造性的想像力，而且标志着科学的真正进步。2021/7/272021/7/27July 27, 2021
初中英语人教版七年级下册《Unit8_SectionA(2d-3c)》教案
Ss try to translate these sentences by themselves.
通过让学生翻译更多的there be句型结构，多数学生能从中感悟there be句型结构的用法以及表达含义。
Step 3
Work on 3a and
当句子的主语是由几个并列的名词构成时，动词be由第一个名词确定，即“就近原则”。
2.Ss do some exercises in class.
体现对学生归纳总结的思维能力的培养，让学生将零碎的知识进行整合并归纳。
体现基础知识的当堂检测与及时反馈，并让学生能再次巩固本和运用堂课的基础知识。
课堂小结
本单元围绕街坊邻里的话题涉及不同层次的语言实践活动，教会学生能在实际的生活中在街上问路并为他人指路的语言运用和交际能力。通过学习，能正确使用there be句型询问或描述事物的所在位置，能正确使用where引导的特殊疑问句询问事物的具体位置和能正确使用各种方位介词表述事物的具体位置。Section A部分重点是与社区环境和设施相关的词汇、方位介词以及there be句型的一般疑问句及其回答。该部分的教学难点使学生如何正确的运用方位介词描述各社区设施的地理位置。本部分的Grammar Focus表格呈现了单元重点语法功能，包括there be结构、where引导的特殊疑问句、描述某个场所或建筑物位置关系的方位介词及短语。活动3a是一个控制性的练习，要求学生观察地图，并根据图中建筑物的位置回答相关问题。3b是一个半控制性练习，要求学生根据3a图片内容造句，描述各种建筑物的位置关系。3c是一个游戏，也具有一定的开放性，要求学生利用课本的单元主题图询问和猜测同伴所选择的观点，训练学生在真实的语境中使用方位介词的能力，同时也增加的语言的趣味性。
七年级英语下册第八单元课件SectionA2d-3c
Summary section
05
Teaching Reflection
Highlights Review
The use of technology and multimedia resources added visual and auditory elements to the lesson, enhancing comprehension.
பைடு நூலகம்
Situational teaching method
定义
01
任务驱动教学法是一种以完成任务为目标的教学方法。
特点
02
任务驱动教学法能够提高学生的实践能力和问题解决能力，培养自主学习和合作学习的习惯。
应用
03
在7th Grade English Volume 2 Unit 8 Courseware Section a2d-3c的教学中，教师可以采用任务驱动教学法，设计各种实际任务，让学生通过完成任务来学习知识。
Activity 2
Have students read a related passage and answer comprehension questions to check their understanding.
Activity 3
Expand the process
Application
Task driven approach
定义
小组合作教学法是一种通过小组合作来学习知识的教学方法。
特点
小组合作教学法能够培养学生的团队协作和沟通能力，提高学习效果。
应用
在7th Grade English Volume 2 Unit 8 Courseware Section a2d-3c的教学中，教师可以采用小组合作教学法，将学生分成小组，通过小组讨论、合作等方式来学习知识。
初中英语人教版七年级下册Unit 8 SetionA (1a-2d)
Unit 8 Is there a post office near here?Section A (1a-2d) 教学设计一、设计依据《英语新课程标准》倡导任务型教学，它是一种以人为本的，以应用为动力，以应用为目的，以应用为核心，能体现语言价值的、先进的、有效的教学途径。
这种教学途径既有效地培养学生运用语言的基本能力，又充分体现了教师尊重学生的实际需求，本着以学生为主体，以学生的发展为根本的教育理念，最大限度地发挥学生的主观能动性，切实提高英语学习的效率。
所以我们每一节英语课的任务确定应从学生的学习实际出发，围绕特定的学习目标和语言知识能力的增长点，设计出针对性强，操作性强，任务性强的多种语言活动任务，让学生通过自主参与，积极合作，成功体验，来提高其发现问题解决问题的能力。
二、教材分析：本单元的中心话题是通过运用一些方位介词来询问某一场所的位置.其主要内容都是围绕问路、指路的一些语言项目展开的，内容贴近生活，容易吸引学生兴趣，例如：Where引导的特殊疑问句和Is there…?句型等。
本单元仍在继续学习一般现在时，这是一个生活中离不开的时态，也是最基本的一个时态。
新课程标准要求学生重点掌握一般现在时，这在英语中使用频率很高，学好这一时态的用法对以后其他时态的学习和交际有很大的帮助。
通过本单元的学习，学生不仅要进一步掌握方位介词的用法和一些建筑物的名称，并用要学会阐述某一场所中各个建筑物之间的位置关系；同时能够利用地图向他人介绍自己所居住的社区，并能够识别简单的路线图。
并培养学生在实际生活中辨别方向的能力，养成热心助人的确品质。
三、学情分析：本节课授课对象是7年级学生。
通过7年级上的英语学习，学生已经学过一些描写性的词汇，small,old, new, 以及句型： Where is…? It’s in / on / under/…。
而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。
人教版七年级英语下册说课稿UNIT8Period1(SectionA1a-1c)
人教版七年级英语下册说课稿UNIT 8 Period 1 （Section A 1a-1c）一. 教材分析人教版七年级英语下册Unit 8 Period 1（Section A 1a-1c）主要介绍了有关日常生活中的穿着打扮的话题。
本节课通过描述两个人的着装风格，让学生学会使用一般现在时来描述一个人的习惯或特点。
本节课的主要语言点是一般现在时态的运用，以及形容词和副词的比较级。
通过学习本节课，学生能够提高自己的听说读写能力，更好地运用英语进行日常交流。
二. 学情分析七年级的学生已经掌握了基本的英语语法知识，对本节课的一般现在时态有所了解。
但是，他们在运用英语进行表达时，还存在一定的困难。
因此，在教学过程中，我将以学生为主体，引导他们通过观察、思考、实践等方式，掌握一般现在时态的运用，以及形容词和副词的比较级。
三. 说教学目标1.知识目标：（1）能够正确运用一般现在时态描述一个人的习惯或特点。
（2）学会使用形容词和副词的比较级进行描述。
2.能力目标：（1）提高学生的听说读写能力，能用英语进行日常交流。
（2）培养学生的观察力、思维能力和合作精神。
3.情感目标：（1）激发学生学习英语的兴趣，增强自信心。
（2）培养学生积极向上的生活态度，注重自己的穿着打扮。
四. 说教学重难点（1）一般现在时态的运用。
（2）形容词和副词的比较级的使用。
（1）一般现在时态的运用，尤其是主语为第三人称单数时，动词的变化。
（2）形容词和副词的比较级的运用，以及其在句子中的位置。
五. 说教学方法与手段（1）情境教学法：通过设置生活情境，让学生在实际语境中学习英语。
（2）任务型教学法：引导学生参与各种实践活动，提高他们的英语实际运用能力。
（3）合作学习法：鼓励学生分组讨论，培养团队精神。
2.教学手段：（1）多媒体课件：运用图片、视频等资源，直观展示教学内容。
（2）实物教学：利用衣服、鞋子等实物，帮助学生更好地理解和学习。
六. 说教学过程（1）展示两张不同风格的穿着打扮的图片，引导学生观察并说出他们的特点。
人教版初中英语2011课标版 七年级下册第八单元Section A 1a—2c教案-精选教育文档
Teaching Plan for GFI-U8:Is there a post office near here? Instructor: Doris Shen沈小婷(Xiamen Foreign Language School)Duration: 45 minutesTarget Students: Junior One Students from Xiamen Foreign Language SchoolI.Teaching Objectives:After this lesson, students will be able to(1). learn a series of words and phrases to talk about neighborhoods;(2). learn several prepositions of places to show the positions of different places;(3). strengthen their listening skills and speaking skills by talking about neighborhoods.II.Teaching importance and difficulties:This lesson mainly focuses on names of different places in the neighborhood and a series of prepositions of places to show the positions of places, during which students use what they learn to talk about the neighborhood of the school and the class.Students may have difficulty spelling and memorizing the new words about the names of the places, like “restaurant”“hospital”“police station” and so on, so during the lesson, the new words will be explained and practiced, and the functions of the places will be given. Besides, students may also have trouble distinguishing the prepositions about places. In order to overcome the possible problem, interesting and efficient class activities will be carried out to help the students to grasp the two series of new words.III.Teaching Procedures (Ss=students, T=teacher)Part One: Lead-inStep 1.Ss listen to the voice of “Peppa Pig” and see a picture of Peppa and George2. T leads the student to start the lesson by introducing “It’s a lovely sunny day. Peppa and George are going to play. Let’s go and have a trip with them.”Part Two: Listening(P43:1a-1c)Step 1 Pre-Listening1.Ss look at Ex.1a and brainstorm names of places that Peppa and George needto know before they go traveling. New words of places include: police station, post office, hotel, restaurant, bank, hospital, park, pay phone,street and soon.(Purpose: this is to help Ss to familiarize the pronunciation and meaning of the places, so as to help with their listening.)2.(Ex. 1a) Ss look at the pictures and match the places with the pictures.Step 2 While-Listening1.(Ex. 1b) Listen and circle the places they hear.Step 3 After-Listening1.Ss look at a map of Xiamen and T asks a student come to the front to point outXMFLS.2.T tells the Ss that Peppa and George want to visit our school and leads the Ssto say something about the neighborhood of the school with:“There is a…near my school.There are some…near my school.”(P20:2a-2c)Step 1 Pre-Listening1.T shows Ss the dolls of Peppa and George and tells the Ss that Peppa andGeorge are in the classroom. They have to call their mom. But, they can’tfind the pay phone.2.Ss match the sentences with the pictures. Write each number in the box.3.Ss do the pair work of Ex. 2a“---Where is the pay phone?---It’s on/in frontof/behind/across from/next to/between…and the XX” to strengthen theirunderstanding of the prepositions.”(Purpose: this is to help Ss to familiarize the prepositions about places they are going to hear.)Step 2 While-Listening1.(Ex. 2b) Ss listen and fill in the blanks with the words in the box.Step 3 After-Listening1.T puts Peppa and George in different postions and ask Ss “Where isPeppa/George?”2.Ss says something about where they sit in pairs.---Where do you sit?---I sit near/next to/in front of/across from/behind XX.3.Peppa and George play a Hide-and-seek with the Ss.(Purpose: this is to help Ss to understand the prepositions about placeslearned in the class.)Group work. Role-Play “Asking the way”.Step 1:1.T tells Ss that Goerge is new here. He wants to send candies to his newfriends. But he doesn’t know the way. Please help him.Step 2:1. Ss look at the map and do a memory test in one minute to keep the names ofthe places in mind.2.Ss do a chain game by answering the T’s question “---What’s in thepicture?---There’s a …in the picture.”Step 3: Each group chooses a student to be George. The rest students will help George to find the places in 1 minute. They more places they find, the more stars thegroup will get.“George: Hi, I’m George. I want to visit some places. Can you help me?George: Where’s the post office/hotel…?Group members: It’s near/next to/between …and…/behind/acrossfrom…”Part 5: Summary & AssignmentT tells the Ss, a fter the whole day’s trip and work, George is a bit tired. Before we say goodbye, remember your homework:1.Finish P45 on the book.2.Write down a dialogue to help George to ask the way.(About 15 sentences)3.。
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A: Yes, it is. A: Yes, it is. A: No, it isn’t. A: Yes, it is.
LET’S DRAW!
Draw a map
Police Pay Restaurant phone station
across from/ next to/ between…and….
Where are the trees?
They are in the park.
Grammar Focus
Is there a bank near here? Yes, there is. It’s on Center Street. Yes, there’s one in front of the post office. It’s behind the police station. It’s next to the post office. It’s across from the bank, behind the hotel. They’re between the post office and the library.
新目标(go for it) 七年级下册
Unit 8
Is there a post office near here?
Section A Grammar Focus — 3c
Let’s enjoy a song!
Where’s the park? Where’s the park? On Center Street, on Center Street.
Are there any restaurants near here?
Where’s the hotel? Where’s the bank? Where’s the park?
Where are the pay phones?
LET’S GUESS!
What place is it?
B: Is it on Center Street? C: Is it next to the post office? D: Is it the police station? E: Is it the hotel?
LET’S TALK!
Tom is from the US, and now he is visiting Xiangyang. Can you tell him the places around here?
Is/Are there a/any ….around/near here? Yes, there is/are. No, there isn’t/aren’t.
Where is it?
It’s on/behind/in front of/….
LET’S SUM UP!
Ask for and give directions (问路、指路)
WHEN WE ASK FOR AND GIVE DIRECTIONS ...... Is there a .... around/near here? Yes, there is. It’s ...
LET’S CHANT!
Where’s the cat?源自Where’s the cat? Where’s the cat?
On the box, It’s on the box.
Where’s the cat? Where’s the cat?
Behind the box, It’s behind the box.
Where’s the cat? Where’s the cat?
Across from the box, It’s across from the box.
Where’s the cat? Where’s the cat?
It’s between the big box and the small box.
across from/ next to/ between…and….
Where is the hotel?
It’s on Center Street and across from the park.
WHEN WE ASK FOR AND GIVE DIRECTIONS ...... Where are the ...s? They’re in/on/ behind/ in front of/
Where’s the cat? Where’s the cat?
In front of the box, It’s in front of the box.
Where’s the cat? Where’s the cat?
Next to the box, It’s next to the box.
Are there any banks around/near here?
Yes, there are. There is one next to the post office.
WHEN WE ASK FOR AND GIVE DIRECTIONS ...... Where is the ...? It’s in/on/ behind/ in front of/
In front of the bank, in front of the bank.
So beautiful, so beautiful. Where’s the pay phone? Where’s the pay phone? On Bridge Street, on Bridge Street. Near the river, near the river. So useful, so useful.
Is there a bank near here? Yes, there is.
It’s on Center Street.
WHEN WE ASK FOR AND GIVE DIRECTIONS ...... Are there any ...s around/near here? Yes, there are. There is one ...