Teaching plan for Section A (1a-2c) in Unit 2 , Book 7B
Where’s the post office?
武汉市光谷实验中学 魏萍
I. Language goal: Learn to ask for and give directions on the street.
II. Emotional goal: Improve the students’ understanding of our neighborhood .
III. Language points:
1. Words: post, office, library, restaurant, bank, supermarket, street=St , pay, park, avenue=ave , center, bridge, mail, there, near, across, next, between, front, behind
2. Expressions: post office , pay phone, across from, next to, in front of, Bridge Street, Center Street, Fifth Ave.
3. Sentence structures: ①A: Is there a … near here?
B: Yes, there is ./ No, there isn’t.
②A: Where is the park?
B: It’s on Center Street/next to…/across from/ in front of/ behind….
IV. Grammar focus:
1. Learn to use the structure “there be”.
2. Learn to use the direction prepositions.
V. Teaching method: Audio-lingual method and task-based method.
VI. Teaching aids: a tape recorder ( if necessary) , some cards and a PPT courseware.
VII. Teaching procedures:
|
Steps |
Aims |
Teacher’s activities |
Students’ activities |
Reasons |
Timing
(minutes) |
|
1 |
Warm-up |
Greet the students. |
Play a game “Polly says’’. |
Get to know each other. |
3 |
|
2 |
Presentation |
Introduce the language goals by showing different pictures. Ask if there is someone who can read , if there is someone ,ask her or him to be the teacher. |
Look at the pictures of different places and learn them. Try to be a teacher to teach the classmates. |
Arouse the students’ interest in learning the lesson. |
5 |
|
3 |
Practice |
Show some pictures and ask the students to find the cards with the same places. Play a memory game. |
Match the pictures with the words. Teach each other if there’s time.
Try to memorize as many words as possible by watching the pictures carefully. |
This is a step as a substitute of 1a. And it is necessary to be as familiar with the place names as possible . |
4 |
|
4 |
Presentation |
Show the picture in 1a. Ask questions about it. |
Answer questions. |
Learn to ask and answer with “there be” |
4 |
|
5 |
Practice |
Play the tape 1b. Check the answers. |
Circle the places. |
Practice listening.
|
4 |
|
6 |
Practice |
Present a model dialog with a student first. Then have the students work in pairs. Give each pair of students a picture and |
Ask and answer questions about the picture. |
Practice the students’ speaking ability. |
4 |
|
7 |
Presentation |
First , teach the usage of preposition such as “on , next to” etc by using the students with cards in hand.
Then ,ask different students to finish 2a. |
Learn to express the places with prepositions. Try to catch the teacher’s idea. |
Learn to describe places by listening to the teacher carefully. |
4 |
|
8 |
Practice |
Play the tape of 2b. |
Listen and fill in the blanks. |
Practice their’s listening and writing. |
4 |
|
9 |
Oral English practice |
Show some places . |
Work in pairs. |
Practice speaking with the target language. |
3 |
|
10 |
Group task |
Tell the students that they are supermen. Ask them to arrange their neighborhood .Then describe the neighborhood. |
Work in groups.
1. Put the names cards in different places in the map.
2. Ask and answer about the map they’ve made. |
|
4 |
|
11 |
Homework |
Assign homework. |
Listen and raise questions. |
Make a conclusion. |
1 |
|
Feedback:
1. Time is always a problem.
2. How to make new words familiar to the students in a short time is really a challenge.
3. Because the students don’t get used to the teacher’s teaching, it’s harder for them to understand the teacher’s classroom English soon. Many steps will be taken for a longer time.
4. Group work is a lights-pot ,but it takes much longer than other ordinary steps.
5. The more cards , the more mass.
6. The cards given to students differ from each other so that they can communicate with an information gap.
7. After this class , the maps that the students made can also be used a second time. | |
