Unit 8 Is there a post office near there_section A 2d-3c 教学设计（表格式）2023-2024学年人教版英语七年级下册

“Unit 8 Is there a post office near there ”
Instructional Design
Teaching content Seventh grade Unit 8 Is there a post office near there Lesson 2 :2d-3c Teaching subjects Grade 7 Class 1
Content analysis The content of the textbook revolves around describing positions and how to ask the way. So that students can learn to talk about positions and give directions to others. The teaching content of this lesson is closely related to the actual life of students, and it is easy to trigger students to use simple English to communicate and communicate. In the learning activities, students can describe the location of each other and give directions to others, which has high use value and consolidates knowledge points.
Students analysis The teaching object is the first year of junior high school students. The first year of junior high school students have a strong desire to know English, but can not use English sentences well to communicate. So teacher will try to let them participate in the activities in teaching activities, having more opportunities to speak English, reducing their fear, through cooperative learning between students to reduce their learning difficulty.
Teaching method Task-based approach、Multimedia teaching method
Teaching Objectives Language ability Students are able to use there be and where sentence patterns and orientation prepositions correctly.
Cultural awareness Students learn to cooperate through the communication language of asking directions and cultivate the spirit of helping others.
Thinking quality Students are able to form the correct thinking of asking and leading the way , and form the correct thinking of expressing the address position accurately.
Learning ability Students are able to find out the sentence pattern independently to ask and lead the way through the text, and finally form a correct and complete template.
Key points 1、Students can use the correct sentences to ask for the way with “There is…” “Is there…” 2、Students can answer correctly and describe the location
Difficult points Students are able to proficient in using sentence patterns to ask others for directions, and able to correctly describe places and locations.
Teaching aids PPT、pictures
Teaching procedures
Steps Teacher’s activity Students’ activity Effect evaluation
Warming up The teacher leads the students to review the vocabulary and phrases of the previous lesson. Teachers read words and phrases. Students repeat words and phrases Teachers observe whether students can spell words and phrases correctly and correct incorrect pronunciation in real time.
Purpose: This learning activity is designed to help students review the words and phrases they learned in the previous lesson and prepare them for the use of those words and phrases in this lesson.
Pre- reading The teacher asks four questions to enter the topic of this lesson Students answer questions The teacher listens to the student's answers and responds
Purpose: This stage of learning activities aims to help students create context and introduce textbook conversations.
While- reading 1、The teacher shows the 2d text and asks the students to draw the basic sentence patterns for asking directions and answering in the book. 2、The teacher extracts the sentence patterns outlined by the students' answers. And make a summary or supplement. 3、Exercise: The teacher shows a map and selects several places in it for students to describe the position. 4、The teacher shows the Grammar Focus section and reads it. 5、The teacher shows the 3a exercises and gives answers. 1、Students draw basic sentence patterns for asking directions and answering questions in the book 2、Students present their answers 3、Students do the exercise: describe the location of the designated place 4、Students repeat the sentence 5、Students speak and answer questions based on the pictures and questions in the 3a in the book. 1、Teachers observe students' reading progress, observing students' sketching and filling, and give guidance and feedback according to students' performance. Teachers give guidance and encouragement to students of different ability levels to read aloud sentences 3、The teacher observes whether the students can correctly use the words, phrases and sentence patterns they have learned in the exercises
Purpose: This stage of learning activities aims to help students understand the content of the text and learn the core language and sentence patterns in the dialogue. Students complete the exercises in the book under the guidance of the teacher, consolidating knowledge and deepening the impression.
Post- reading The teacher shows the 3c part of the book to clarify the rules of free dialogue Students have a free dialogue with their peers 1、The teacher observes whether the students can use the words, phrases, and sentence patterns they have learned to describe places and position. 2、The teacher observes the communication of the students and the level of participation of everyone.
Purpose: The purpose of this stage of learning activities is to test whether students can use the knowledge they have learned to apply and transfer innovation through learning relevant sentence patterns.
Summary And Homework 1、The teacher summarizes what have learned in this lesson. 2、Teachers assign homework Students review important sentence patterns and do homework The teacher observes whether the students can review the entire lesson and re-emphasize important knowledge points based on the students' responses.
Purpose: This stage of the learning activity aims to help students review what they have learned in this lesson, and to enable students to consolidate what they have learned after class, and to be proficient in asking directions and describing position.
BL design Unit 8 Is there a post office near there 1、Excuse, me. Is there ... around（near) here？ Yes, there is. It’s… 2、Excuse, me. Where is ...？ It’s…
Reflection 1、Succeed: （1）、In while-reading activities, students find out the template for asking directions and how to answer through the text, which is conducive to improving students' independent learning ability. And also provides students with the correct way to ask directions and the form of answers, laying the foundation for the next conversation practice. （2）、Information gaps are set up in post-reading activities to improve students' sense of real dialogue and make students have a desire to communicate. It is also conducive to improving students' proficiency and fluency in knowledge points. The students actively participated and increased their interest in learning. 2、Fail: （1）、There are a little more practice sessions, and the practice method is relatively single. In the practice session, some sessions time out, resulting in a tight time for subsequent sessions. （2）、The number of free conversation exercises in the whole lesson is small, and the oral practice cannot cover every students. 3、 Improvement measures Learn more about students' English proficiency and control the time of each link. Design more speaking practice activities to reduce the teacher's time for lecturing. Ask students to get up for conversations and add more free dialogue activities.