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Unit 9 From Here to There
Function & Pronunciation
一、教学内容分析
本课时是功能部分和语音训练。Function部分为单元功能句的学习，结合语用知识学习从“听”的视角切入单元“旅行”的主题，开展听、读、说、看、写语言综合运用能力训练。首先，学生通过谈论出行方式及旅行突发状况的应对策略来激活已有知识，为听力活动做准备。听力内容围绕李明（Li Ming）问路展开。首先，学生通过听对话给图片标序的活动，获取问路指路的相关表达。接着，学生听对话填空巩固本单元有关旅行问路的功能句。最后，学生以小组合作的形式在真实语境中创编对话，运用所学语言知识进行角色扮演，达到学以致用的目的。Pronunciation部分为语音训练，包括字母组合ea，ee，ei，ey，nk，ed和辅音字母h，j的读音规则，以及连读和重音的训练。首先感知语音现象。学生通过跟读和模仿chant来学习字母组合ea，ee，ei，ey，nk，以及字母h，j的发音。接着学生归纳语音规则。通过分析、总结和归纳，提炼字母组合ea，ee，ei，ey，nk，以及字母h，j的发音规则。然后内化所学知识。学生通过听、跟读等活动，内化字母组合ed的发音规律特点。最后，学生通过训练连读和重音，提升语音技能。
二、语篇分析
【What】 本课时的听力语篇围绕李明寻找建国酒店展开，呈现了李明向不同人问路的场景。李明先是向一位女士询问，女士表示自己刚到此地，建议他去问警察。随后李明向警察问路，警察详细告知他需乘坐地铁2号线，在中山公园站下车，再换乘18路公交车，并说明了路程距离约15公里，乘坐地铁需10分钟，公交需20分钟。最后，李明又向一位男士问路，男士给出沿着黄河路走到第一个十字路口左转，建国酒店就在右侧的路线指引。整个语篇涵盖了问路时常用的表达方式，以及指路时涉及的乘坐交通工具、换乘、路线描述等关键信息。 【Why】 Function部分的对话旨在帮助学生学习问路和指路的功能句型及相关词汇，让学生在实际情境中理解和运用这些表达方式，提升学生的语言交际能力。通过呈现不同人物给出的不同路线指引，使学生接触到多样化的问路和指路表达，丰富学生的语言积累。同时，语篇中涉及距离和时间的描述，有助于学生学习相关的数字表达和路程描述方式。这种贴近生活的场景设置，能激发学生学习英语的兴趣，增强学生在日常生活中运用英语解决实际问题的意识。 【How】 语篇按照李明问路的先后顺序，逐步呈现不同人物的回应和路线指引。先由女士提供线索，引导李明向警察求助，警察给出较为复杂的乘坐地铁和公交的路线及时间距离等信息，最后男士给出简洁的步行路线描述。这种信息逐步递增的方式，有助于学生构建对问路过程和路线信息的理解，符合学生的认知规律。在语言表达上，语篇呈现了丰富的问路和指路的常见表达，如“Could you show me the way to the Jianguo Hotel ”“How can I get to the Jianguo Hotel ”“Go along Huanghe Road until you get to the first crossing.”等，便于学生学习和模仿。
三、学情分析
经过前一课时的学习，学生已经了解了和公共设施以及地点方位相关的表达，能够在熟悉的情境中进行简单交流，这为理解问路指路语篇奠定了初步的基础。同时，学生具备一定的生活常识，对问路、乘坐交通工具出行等场景并不陌生，这有助于他们在理解语篇时与实际生活建立联系，增强对内容的感知。但对于问路指路中一些特定的表达方式，可能不够熟悉，理解和运用存在困难。此外，语篇中包含较多细节信息，如复杂的路线换乘描述，学生在短时间内难以全面、准确地梳理和整合这些信息，需要教师进行引导。
四、教学目标
通过本课时的学习，学生能够： 1. 通过听读活动，梳理对话内容，获取指路问路的关键信息； 2. 创编对话，在实际情境中运用所学进行问路和指路，准确地询问并清晰指引路线； 3. 通过听音，辨识字母组合ea，ee，ei，ey，nk，ed和字母h，j的发音，并归纳其发音规则，做到见词能读，听音能辨； 4. 使用连读和重音的策略，提升语音技能。
五、教学重难点
【重点】 1. 通过听读活动，梳理对话内容，获取指路问路的关键信息； 2. 通过听音，辨识字母组合ea，ee，ei，ey，nk，ed和字母h，j的发音，并归纳其发音规则，做到见词能读，听音能辨。 【难点】 创编对话，在实际情境中运用所学进行问路和指路，准确地询问并清晰指引路线。
六、教学活动设计
环节一：话题导入，激发兴趣。（3 mins） 学生观看视频，回答问题。
教学活动 活动层次 效果评价
Students watch the video and answer some questions. 学习理解之感知与注意 观察学生的作答表现，了解其对视频的把握程度。
环节设计意图：导入本课主题，激发学生学习的兴趣。
环节二：话题讨论，展开对话练习。（7 mins） 学生就相关话题进行讨论，并展开对话练习。
教学活动 活动层次 效果评价
Students talk about two questions and share their ideas with the class. 应用实践之描述与阐释 观察学生两两谈论情况，判断其能否运用所学结合实际情况展开交流，并给予指导。
Students work in pairs and make a dialogue. 应用实践之内化与运用 观察学生两两对话时的表现，判断其对问路相关句型的储备。
环节设计意图: 激活已有知识，培养学生运用所学语言进行表达交流的能力，合作能力，以及分析问题和解决问题的思维能力。
环节三：听对话，完成听力任务。（15 mins） 学生完成一系列的听力活动，提取对话中的关键信息。
教学活动 活动层次 效果评价
Students look at the pictures and answer some questions to make a prediction. 应用实践之分析与判断 根据学生对图片内容的预测情况，评价其利用图片预测听力内容的能力。
Students listen to the conversations and number the pictures. Students listen to the conversations and complete the notes. Students listen and answer some questions. 学习理解之感知与注意、获取与梳理 观察学生的作答表现，评价其通过听力活动提取关键信息的能力。
Students listen and repeat the conversations. 应用实践之内化与运用 观察学生的朗读情况，根据需要给出必要指导和反馈。
Students read the conversations and circle the sentences. 应用实践之分析与判断 根据学生的作答情况，判断学生能否找出所需的功能句型。
Students role play the conversations by using the notes. 应用实践之内化与运用 观察学生在小组活动中的表现，根据需要给出必要指导和反馈。
环节设计意图: 通过看图预测，培养学生根据图片预测故事情节发展的能力，通过一系列的活动，培养学生在听力中提取关键信息的能力，通过圈画所需句型，引导学生学习功能句，通过角色扮演促其内化所学知识，为后续的迁移活动做好准备。
环节四：画地图，创编新对话。（10 mins） 学生小组合作，画出社区的地图，然后创编关于问路和指路的新对话。
教学活动 活动层次 效果评价
Students work in groups to draw a map of the community. Then, they make up new conversations about asking for and giving directions. 迁移创新之想象与创造 根据学生的表现，评价其综合运用所学语言的情况，给予必要指导和反馈。
环节设计意图: 在真实的语境中，通过小组合作创编对话，学会用英语来指路问路，帮助学生正确使用并内化目标语言，达成学以致用、创新迁移的目标。
环节五：学习字母和字母组合的发音规则。（10 mins） 通过听读感知字母组合ea，ee，ei，ey，nk，ed和字母h，j的读音规则。
教学活动 活动层次 效果评价
Students look at the picture and answer some questions. Students listen to the recording and complete the chant. Students listen and read the chant. They should pay attention to the pronunciation of the colored letters. Students listen and read the sounds and words aloud. Students listen to the words and pay attention to the pronunciation of the underlined letters. 学习理解之获取与梳理、概括与整合 应用实践之内化与运用 观察学生跟读、朗读及总结读音规则的表现，判断其能否了解读音规则并依据规则正确朗读字母和字母组合的读音。
Students read the text and pay attention to the liaisons and stresses. 根据学生表现，判断其对句子连读和重音的掌握情况。
环节设计意图: 引导学生理解并掌握字母及字母组合的发音，训练句子连读和重音。
作业与拓展 1. Write down the new conversations about asking for and giving directions. 2. Preview Thinking Skills & Reading Strategies.
4 / 4(共22张PPT)
From Here to There
Unit 9
Function & Pronunciation
英语仁爱版新课标七年级下册
重点
通过本课时学习，学生能够：
1. 通过听读活动，梳理对话内容，获取指路问路的关键信息；
2. 创编对话，在实际情境中运用所学进行问路和指路，准确地询问
并清晰指引路线；
3. 通过听音，辨识字母组合ea，ee，ei，ey，nk，ed和字母h，j的发
音，并归纳其发音规则，做到见词能读，听音能辨；
4. 使用连读和重音的策略，提升语音技能。
重点
Learning objectives
Watch and answer
Watch the video and answer the questions.
1. What happened to the woman
2. Where does she need to turn left if she wants to go to the Museum of Fine Arts
3. How long does it take if she goes to the museum on foot
4. Which bus could she take
She got lost.
She needs to turn left on 3rd Avenue.
About 20 minutes.
Bus 52.
Talk and share
How do you get around in your city
When you are lost, what should you do
Make a dialogue
Work in pairs and make a dialogue.
One of you gets lost in the community and is asking for directions. The other one is trying to give directions according to the map.
A: Excuse me. Where is ...
B: It’s on ... Road/Street.
A: How can I get to .../Could you show me the way to ...
B: Go along ... until you get to the first/second/.. crossing. Turn left/right and ... It’s on your left/right/next to ...
A: Can I take the bus/underground...
B: ...
A: ...
B: ...
A: Thank you.
Look and predict
Look at the pictures and answer the questions.
1. What can you see in the pictures
2. What could they be talking about
Listen and number
Listen to the conversations and number the pictures.
1
2
3
Listen and complete
Listen to the conversations and complete the notes.
2
18
along
first
left
right
Listen and answer
Listen again and answer some questions.
1. Does the woman know the way to the Jianguo Hotel How do you know that
2. Where can Li Ming change to the bus No. 18
3. How long does it take for Li Ming to take the underground
4. How can Li Ming get to the Jianguo Hotel according to the man
No, she doesn’t. Because she asks Li Ming to go and ask a policeman.
He can change to the bus No. 18 at Zhongshan Park Station.
It takes 10 minutes on the underground.
He should go along Huanghe Road, turn left at the first crossing, walk on and the hotel will be on the right.
Listen and repeat
Listen and repeat the conversations.
Li Ming:
Woman:
Li Ming:
Excuse me, madam. Could you show me the way to the Jianguo Hotel
Sorry, I just got here. You can go and ask that policeman.
Thank you.
Li Ming:
Policeman:
Li Ming:
Policeman:
Li Ming:
Excuse me, sir. How can I get to the Jianguo Hotel
You need to take the underground Line 2, and then get off at Zhongshan Park Station. From there, you can change to the bus No.18.
How far is it
About 15 kilometers. And it takes 10 minutes on the underground, and 20 minutes on the bus.
Thank you.
Li Ming:
Man:
Li Ming:
Excuse me, I’m looking for the Jianguo Hotel. Can you help me
Go along Huanghe Road until you get to the first crossing. Turn left and walk on. You can see it on your right.
Thank you very much.
Read and circle
Read the conversations and circle the sentences.
How can you ask someone for directions
Read and circle
Read the conversations and circle the sentences.
How can you give directions to others
Role play
Role play the conversations by using the notes.
Make new conversations
Work in groups to draw a map of your community. Then, make up new conversations about asking for and giving directions.
Suppose one of you is a foreign tourist and wants to go to a bank. The others are giving directions.
Ask for directions
Could you show me the way to ...
How can I get to...
I’m looking for... Can you help me
Could you tell me how to get to...
Can you help me find the way to...
...
Give directions
You need to take ..., and then get off at... From there, you can change to ...
Go along... until you get to the first/... crossing. Turn left/right and walk on. You can see it on your left/right.
...
Look and answer
Look at the picture and answer the questions.
1. Where are the boys in the picture
2. What are they doing now
3. How do they feel
They are in a 24-hour store.
They are eating or drinking something.
They feel happy.
Listen and complete
Listen and complete the chant.
There is a 24-hour store on the 1. _______.
2. _______ boys go there to meet.
They buy 3. _______ juice to drink or
4. _______ to eat.
They all 5. _______ because their ideas are so 6. _______.
either
Eight
bread
great
jump
street
Listen and read the chant. Pay attention to the pronunciation of the colored letters.
Listen and read
Huangguoshu Waterfall
Yangtze River
West Lake
There is a 24-hour store on the street.
Eight boys go there to meet.
They buy either juice to drink or bread to eat.
They all jump because their ideas are so great.
Listen and read the sounds and words aloud.
Listen and read
Huangguoshu Waterfall
Yangtze River
West Lake
Listen to the words. Pay attention to the pronunciation of the underlined letters.
Listen and circle
Huangguoshu Waterfall
Yangtze River
West Lake
1. 当ed出现在以 /t/ 或 /d/ 结尾的词后面时，ed发音为 / d/。
2. 当ed出现在以浊辅音（如：b，g，v，z 等）或元音结尾的词后面时，ed发音为/d/。
3. 当ed出现在以清辅音（如：p，k，f，s，sh 等）结尾的词后面时，ed发音为 /t/。
Read the text. Pay attention to the liaisons and stresses.
Let’s read
Summary
know the pronunciation rules of the letter h, j and the letter combinations ea, ee, ei, ey, nk, ed.
2
After learning this lesson, I can
know how to ask for and give directions.
1
use liaisons and stresses in sentences.
3
1. A: Let's go and see the monkeys. They' re my favourite animals. B: Why do you like them
A: Because they' re clever and funny.
2. A: Oh, look! A baby wolf and its mother! Do you like wolves B: No, I don't. They' re very dang
Homework
1. Write down the new conversations about asking for and giving directions.
2. Preview Thinking Skills & Reading Strategies.

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