牛津译林初中英语七下Unit 2 Neighbours教案7 .doc
2024年unit2精彩教案牛津译林英语七年级下册
2024年unit2精彩教案牛津译林英语七年级下册教案名称：Unit2"Neighbours"教学目标：1.让学生掌握本单元的生词和短语，了解重点句型。
2.培养学生用英语描述邻居和周围环境的能力。
3.培养学生的合作精神和创新意识。
教学重点：1.生词和短语：nextdoor,nextto,acrossfrom,behind,infrontof 等。
2.重点句型：Whereis?It's;Whois?He/Sheis。
教学难点：1.空间方位词汇的运用。
2.描述邻居和周围环境的表达方式。
教学过程：一、导入1.利用多媒体展示一幅描绘社区环境的图片，让学生观察并描述图片中的事物。
2.引导学生用英语表达图片中的空间方位，如nextdoor,nextto 等。
二、生词和短语学习1.教师领读生词和短语，让学生跟读并模仿发音。
2.学生自主朗读生词和短语，巩固记忆。
3.设计一些小游戏，如“单词接龙”，让学生在游戏中复习生词。
三、重点句型学习1.教师通过演示，让学生理解Whereis?It's;Whois?He/Sheis的用法。
2.学生进行角色扮演，练习使用重点句型描述邻居和周围环境。
3.教师选取一些学生的描述，进行点评和纠正。
四、课堂活动1.分组活动：学生自由组成小组，每组选择一个社区环境，用英语描述该环境中的邻居和建筑。
2.各组展示成果，其他学生认真倾听并进行评价。
3.教师选取优秀的小组，给予表扬和奖励。
五、巩固练习1.完成课后练习题，巩固本节课所学内容。
2.学生自主编写一段描述自己社区环境的英语短文，要求运用本节课所学词汇和句型。
六、课后作业1.复习本节课所学生词和短语，熟读重点句型。
2.完成课后练习题。
3.家长签字确认，确保学生完成作业。
教学反思：本节课通过生动的图片导入，激发学生的学习兴趣。
在教学过程中，注重学生的参与和互动，让学生在轻松愉快的氛围中学习英语。
通过课堂活动和巩固练习，使学生能够熟练运用所学知识描述邻居和周围环境。
牛津译林版七年级英语下册Unit2Neighbours(第7课时)教案
Paragraph 1 Time and place of the “helping hands” meeting
Paragraph 2 Different activities of the “helping hands” meeting
(Good doctors and nurses at the health centre make them feel better.)
How can the Art & Design Group help?
(They can tell people what to wear and design their home.)
4、预习unit 3。
教后记
Unit2 Neighbours
教学
目标
1、能熟练运用本单元所学词汇、词组和句型组织语言。
2、能合理架构文章，介绍社区开展的活动。
重点
能熟练运用本单元所学词汇、词组源自句型组织语言。难点能合理架构文章，介绍社区开展的活动。
教学
方法
Task-based method
教学
过程
教学过程设计
Step I呈现
1、与学生就他们各自的社区生活进行讨论。教师说：Hello, everyone! Is there a community centre n your neighb ourhood? What do your neighbours do? Do you think it’s helpful to have a community centre? What kind of help do you want to get from the community centre?
译林牛津英语Unit 2 Neighbours(含整个单元教案) (7)
译林牛津英语Unit 2 Neighbours(含整个单元教案)Unit 2 NeighboursWelcome to the unit新课导入通过反映邻里关系的图片入手，对学生进行提问。
1. What can you see in the 4 pictures?2.Can you tell me something about each picture?然后，导入本单元话题“neighbors”。
新课讲授Step 1：New Words教师出示生词及音标带领学生齐读，并解释单词的用法。
Step 2：Part A Where can you find these people?Match them with the places. Write the correct letters in the boxes.Step 3: Ask and answerA: What's his/her job?B: He/She is a/an...Step 3: Part B1) Amy is asking Si mon about his neighbourhood. What are these questions about?2) Please listen to the tape and write down.3) L isten to the tape and fill in the blanks.4) Listen to the tape again and answer the questions.Step 4: Pair work and dicsussion.Step 5: Look at the coimc.1) Answer the questions according to the video.2) Watch the video again and fill in the blanks.Step 6: HomeworkReading I新课导入通过讨论下面问题导入新课。
牛津译林版七年级下册Unit2《Neighbours》(Studyskills)说课稿
牛津译林版七年级下册Unit 2《Neighbours》（Study skills）说课稿一. 教材分析《Neighbours》是人教版牛津译林七年级下册的一篇阅读文章，主要介绍了澳大利亚和英国的一些生活习惯和风情。
文章通过描述两国邻居的不同生活方式，让学生了解并比较不同国家的文化差异。
本节课的主要目标是让学生能够理解并运用一些日常英语进行交流，提高他们的阅读理解和口语表达能力。
二. 学情分析七年级的学生已经掌握了一些基本的英语语法和词汇，对于日常的交流已经没有问题。
但是，他们在阅读理解方面还存在一定的困难，特别是对于长篇阅读材料的理解和分析能力。
此外，学生的口语表达能力也有待提高，需要通过大量的练习和鼓励来提高他们的自信心。
三. 说教学目标1.知识目标：让学生掌握文章中的关键词汇和短语，如“澳大利亚、英国、邻居、生活习惯、文化差异等”。
2.能力目标：培养学生通过阅读理解文章的主旨和细节，提高他们的阅读理解能力。
3.情感目标：通过对比澳大利亚和英国的生活习惯，让学生认识到不同国家的文化差异，培养他们的跨文化交际意识。
四. 说教学重难点1.重点：让学生能够理解并运用文章中的关键词汇和短语进行交流。
2.难点：培养学生通过阅读理解文章的主旨和细节，提高他们的阅读理解能力。
五. 说教学方法与手段1.交际法：通过小组讨论和角色扮演等方式，让学生在实际语境中运用所学知识进行交流。
2.任务型教学法：通过完成各种阅读任务，培养学生的主观能动性和合作精神。
3.多媒体教学：利用多媒体课件和网络资源，为学生提供丰富的学习材料，提高他们的学习兴趣。
六. 说教学过程1.导入：通过提问方式引导学生思考“什么是邻居”，引出本课的主题。
2.阅读理解：让学生独立阅读文章，完成相关的阅读任务，培养学生通过阅读获取信息的能力。
3.小组讨论：让学生分组讨论文章中的文化差异，培养他们的合作精神和口语表达能力。
4.角色扮演：让学生分组进行角色扮演，模拟文章中的情景，实际运用所学知识进行交流。
牛津译林版英语七下7B_Unit_2_Neighbours教案
7B Unit 2 Neighbours第1课时Comic strip＆Welcome to the unit预习目标1．根据单词表，预习课本第18～19页的单词，能根据音标正确拼读这些单词。
2．听课本Comic strip部分的录音，能正确地模仿对话中的语音和语调。
3．找出课本第18～19页新出现的短语和重点句型，猜猜它们的意思。
预学热身◆通过预习，了解本课时的单词、短语、句型（英译汉）。
1．neighbour n. _______ 2．wow excl._______3. will modal v._______4.visitor n._______5. like prep._______6.waiter n._______7. neighbourhood n._______ 8.in Ninth Street_______9．most of them_______10. - Where are you going? - I'm going to visit our new neighbours._____________________________________________________________________11. I'll meet them too! ________________________________________________________12. I'm afraid they won't welcome visitors like you.___________________________________13. I live in a flat in City Garden in Ninth Street.___________________________________14. Most of them have 14 floors.________________________________________________●自主探究，请带着下面这些问题阅读教材。
牛津译林版七年级下册Unit2《Neighbours》(Reading)说课稿
牛津译林版七年级下册Unit 2《Neighbours》（Reading）说课稿一. 教材分析《Neighbours》是牛津译林版七年级下册Unit 2的一篇阅读文章，主要讲述了一个关于邻居之间的故事。
通过这个故事，学生可以了解到不同国家的邻居之间的相处方式，以及如何尊重和理解他人。
文章内容贴近学生的生活，易于引起学生的共鸣，激发他们的学习兴趣。
二. 学情分析针对七年级的学生，他们已经具备了一定的英语基础，对于日常生活中的交流已经有了基本的掌握。
但是，他们的阅读理解能力还有待提高，特别是在理解长篇文章和复杂句子结构方面。
此外，学生的词汇量和语法知识也亟待丰富和提高。
三. 说教学目标1.知识目标：学生能够掌握文章中的关键词汇和句型，理解文章的主旨大意。
2.能力目标：学生能够提高阅读理解能力，能够运用所学知识进行简单的交流。
3.情感目标：学生能够学会尊重和理解他人，培养良好的邻里关系。
四. 说教学重难点1.重点：学生能够掌握文章中的关键词汇和句型，理解文章的主旨大意。
2.难点：学生能够运用所学知识进行阅读理解，能够灵活运用文章中的词汇和句型。
五. 说教学方法与手段本节课采用任务型教学法，通过设定各种任务，引导学生主动参与学习，提高他们的阅读理解能力和交际能力。
同时，利用多媒体教学手段，如PPT和视频，帮助学生更好地理解和掌握文章内容。
六. 说教学过程1.导入：通过展示一些关于邻居的图片，引导学生谈论邻居之间的关系，激发学生的学习兴趣。
2.阅读理解：学生自主阅读文章，回答相关问题，检测学生的阅读理解能力。
3.词汇学习：学生通过小组合作，找出文章中的关键词汇和句型，并进行讲解和交流。
4.语法讲解：教师针对文章中的复杂句子结构进行讲解，帮助学生理解和掌握。
5.小组讨论：学生分组讨论如何与邻居相处，以及如何尊重和理解他人。
6.情景模拟：学生分组进行情景模拟，运用所学知识进行实际操作。
7.总结：教师对学生的学习情况进行总结，强调尊重和理解他人的重要性。
牛津译林版七年级下册Unit 2《Neighbours》(Study skills)教学设计
牛津译林版七年级下册Unit 2《Neighbours》（Study skills）教学设计一. 教材分析牛津译林版七年级下册Unit 2《Neighbours》主要讲述了关于邻居的话题。
通过本节课的学习，学生能够掌握与邻居相关的词汇和表达方式，学会如何用英语询问和描述邻居的信息。
教材中包含了丰富的插图、对话和练习，有助于激发学生的学习兴趣，提高他们的语言运用能力。
二. 学情分析七年级的学生已经具备了一定的英语基础，能够听懂并运用简单的英语进行交流。
但他们在口语表达和词汇积累方面仍有待提高。
此外，学生对身边的事物和人物较为熟悉，因此对邻居这一主题应能产生共鸣，有利于激发学习兴趣。
三. 教学目标1.知识目标：学生能够掌握与邻居相关的词汇和表达方式，如：neighbor, opposite, across from等。
2.能力目标：学生能够用英语询问和描述邻居的信息，提高他们的语言运用能力。
3.情感目标：学生能够学会与邻居友好相处，培养良好的邻里关系。
四. 教学重难点1.重点：掌握与邻居相关的词汇和表达方式。
2.难点：如何用英语询问和描述邻居的信息。
五. 教学方法1.情境教学法：通过设置真实的生活情境，让学生在实际语境中学习英语。
2.交际法：鼓励学生进行互动交流，提高他们的口语表达能力。
3.任务型教学法：通过完成具体任务，培养学生运用英语解决问题的能力。
六. 教学准备1.教师准备：教材、教案、多媒体教学资源。
2.学生准备：课本、笔记本、文具。
七. 教学过程1.导入（5分钟）教师通过提问方式引导学生谈论身边的人和事，如：“Do you know your neighbors? What kind o f people are they?”，激发学生的学习兴趣。
2.呈现（10分钟）教师展示教材中的插图，引导学生观察并说出邻居的名称。
然后，教师通过PPT呈现邻居的词汇和表达方式，如：neighbor, opposite, across from等，让学生跟读并模仿。
牛津译林版七年级下册Unit 2《Neighbours》(Grammar)说课稿
牛津译林版七年级下册Unit 2《Neighbours》（Grammar）说课稿一. 教材分析《Neighbours》是人教版牛津译林英语七年级下册第二单元的核心语法部分。
本节课主要围绕着“There be”句型以及一般现在时的用法进行展开。
通过本节课的学习，学生能够掌握There be句型的结构以及一般现在时的构成，同时能够运用所学知识描述周围的环境以及人物的特征。
二. 学情分析通过对学生的了解，大部分学生在之前的学习中已经接触过一般现在时的概念，但对There be句型的掌握还不够熟练。
因此，在教学过程中，教师需要重点引导学生理解和运用There be句型，同时巩固一般现在时的用法。
三. 说教学目标1.知识目标：学生能够掌握There be句型的结构以及一般现在时的构成，理解其用法。
2.能力目标：学生能够运用There be句型和一般现在时描述周围的环境和人物特征。
3.情感目标：通过学习，学生能够培养对邻居的关心和尊重，增强社区意识。
四. 说教学重难点1.重点：There be句型的结构和一般现在时的用法。
2.难点：There be句型的运用和一般现在时在具体情境中的运用。
五. 说教学方法与手段本节课采用任务型教学法，结合情境教学法和小组合作学习法，充分利用多媒体教学手段，激发学生的学习兴趣，提高学生的参与度和实践能力。
六. 说教学过程1.导入：教师通过提问学生对邻居的了解，引出本节课的主题。
2.新课呈现：教师通过展示一幅住宅区的图片，引导学生观察并描述图片中的环境。
3.语法讲解：教师讲解There be句型的结构和一般现在时的用法，并通过示例进行说明。
4.实践环节：学生分组进行角色扮演，运用There be句型和一般现在时描述邻居的特征。
5.巩固环节：教师设计一系列练习题，让学生进行听力、阅读和写作的训练。
6.总结：教师引导学生回顾本节课所学内容，并进行情感教育。
七. 说板书设计板书设计包括There be句型的结构、一般现在时的构成以及相关例句。
牛津译林版七年级英语下册 Unit 2 Neighbours教案
Neighbours课题 7B Unit 2 NeighboursWelcome to the unit and comic strips总第 1 课时教学目标To grasp the words：neighbour will visitor likeTo grasp the sentences: I’m going to visit our new neighbours.教学重点能识别并掌握各种职业及工作场所的名称。
教学难点能用简单的英语谈论自己所居住的社区。
教学过程（教学环节、教师活动、学生活动）二次备课Welcome to the unitStep I复习1、教师向学生呈现一篇日记，让他们用场所的名称填空。
2、与学生就个子的居住状况进行交流。
3、教师说：Where do you live?What kind of home do you have?What’s around your home? Is your home near a park/aschool/a restaurant/a supermarket?Is there a shop/a factory/a cinema/a museum/a hospitalnear your home?Step II 呈现1、Ask some questions.Who lives next to your flat/house?Who live stock above/below you?Who’s your neighbour?What’s your neighbour’s name?What does he/she do?2、Mr. Lin is my neighbour. He’s a waiter in a big restaurant.Miss Huang lives above me. She’s a teacher.Step III操练1、指导学生完成A部分的联系。
译林牛津初一英语下册7b单元教案unit-2--neighbours
最新译林牛津初一英语下册7B单元教案U n i t-2--N e i g h b o u r s-CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIANTeaching aims:1.Master the names of all kinds of jobs and working places.2.Can talk their own towns in English.Teaching contents:Words: neighbour will visitor like wow waiter neighbourhoodSentences: I’m goi ng to visit our neighbours.Teaching steps:Step 1. review1.Present a diary to the students, ask them t o fill in the blanks.Tomorrow is Saturday. My family are all free. My parents do not need to work in their and I have no lessons at .So we decide to go outside to enjoy the weekend.In the morning, my father wants to visit the next to our building to have a look at some old things. My mother wants to buy clothes in some new near our home. I want to have a picnic with my friends in a .In the afternoon, my family will watch a film in a and have a big meal in a famous .What a wonderful weekend! Now it is time to go to the to buy something for tomorrow.2. T: Where do you live What kind of home do you have Wh at’s arou nd your home Is your home near a park/a school/a restaurant/a supermarket Is there a shop/a factory/a cine ma/a museum/a hospital near your home Encourage the students to answer by themselves.Step2. Presentation1.T: Who lives next to your flat/house Who lives above/blow you Who’s your neighbour What’s your neighbour What’s your neighbour’s name What does he/she doWrite ‘neighbour’ on the blackboard.2.T: Mr. Lin is my neighbour. He’s a waiter in a big restaurant. Miss Huang lives above me. She’s a teacher.Write ‘waiter’ on the blackboard.Step 3. Practice1. Ask the students to finish exercise A.T: We have a lot of neighbours. They have different jobs. Look at the pictures. Where do they work Please match them with the places.2.Make a dia logue with a student.Step 4. Presentation1. Make sure the understand the idea of the dialogue B.T: Amy is asking Simon questions. What are these questions about Please listen to the tape and tell me.2. Encourage the students to the tape and answer.T: The questions are about Simon’s home and different places around his flat. Present ‘neighbourhood’ and write it.Step5.Practise1. Play the tape ,ask the stud ents to answer more questions. eg:(1) Where’s Simon’s flat?(2) How many buildings are there in neighbourhood?(3) How many floors do the buildings have?(4) What does Simon have around his neighbourhood?(5) What does Simon think of his neighbourhood?2. Divide the students into two groups to read.3. Ask some students to make a dialogue using part B as a model.4. Ask some students to act.Step 6. Presentation1. T: Do you often talk with our neighbours Do you often play with your neighbours Do you like visitin g themDo they oftenvisit your home Do you think they’re good visitors What d o you think your neighboursWrite ‘visitor’ on the blackboard.2. ask the students to listen to the tape and find the answer:Where’s Hobo going?3. ask the students to answer more questions according to the tape.Step7.PractiseAsk the students to read the dialogue and act.Step8. Homework1.Remerber all the new words and sentences.2.Ricite the dialogue and part B.3.Finish the exercise.Teaching aims:1. Understand the knowledge about the centre of a town.2. Can introduce in English.Teaching contents:Words: helpful, community, skill, problem, something, engineer, check, broken, someone, fix, anyone, college, luckySentences: They help us with all kinds of problems.There’s something wrong with my computer.I’m going to ask a computer engineer to check it.Some college students are ready to help.Teaching steps:Step1. ReviewT: Where do you l ive How many buildings are there in your neighbourhood How many floors do they have When you’re ill, where do you go ......encourage thestudents to answer with their own words.Step 2. Presentation1.T: I’m very lucky to have many good neighbours. They have different skills and can do many different things. They’re also very helpful. When they’re free, th ey often go to the community centre to help others.Write ‘luck y s kills helpful community centre’ on the blackboard.2. Present the poster of the flat and new knowledge.Step 3.PractiseSample conversationS1: Excuse me, there’s something wrong with my computer. Can you help me?S2: Yes, I’m an engineer. I’m good at checking computers. I can help you.S1: Thank you very much.S3: Excuse me, I have to go outside. Who can help me look after my daughter.S4: I’m a volunteer. Can I help you take care of your child?S3: It’s very kind of you. Thank you.Step 4. PresentationIntroduce the passage to the students, then ask them to answer the questions.T: To make our neighbourhood a better place to live, we should help each other as possible as we can. Simon is talking about his neighbours with Amy. Please rea d their conversation and answer the questions: What happens when Simon has problems?Give the students two minutes to read the dialog ue then answer.Play the tape, then a sk them to complete the table.Problem HelpComputer doesn’t work Bicycle is brokenHomework is difficultOld people need helpAsk the students to read the dialogue then do the exercise of part B2.T: Amy is writing something about Simon’s neighbours. Write a T if the sentences is true or an F if it is false.Step5.ActionAsk the students to act the dialogue.T: Shall we do a role-play activity Wo rk in a group of four. Suppose one of you is Simon and the others are volunteers at Simon’s community centre. Tell us your skills and introduce what you can do to help your neighbours.Sample conversationT: Hello, I’m Simon. I live in a big community. There are some volunteers in it. They have different skills and they’re very helpful.Look, this is…, this S1: Hi, I’m…I’m an engineer. I can…I’m good at…I can help you with…S2: H i, I’m…S3: Hi, I’m…T: I’m very lucky to have a community centre like that.Divide the students into groups to make dialogues.Ask the s tudents to act.Step6.HomeworkRead the passage. Finish t he exercise.Teaching aims:1.To grasp the expression about the text.2.To train the Ss comprehension abilityTeaching points:task-based approachTeaching difficulties:To retell the passage with Ss’s own words.Teaching steps:Step1 RevisionRevise good neighours by asking students some questions.Step2. PresentationDiscuss: ask Ss to discuss some details in groups. Then write down the important phrases and sentences.Step 3.ListeningBooks open.Listen to the tape and ask Ss to repeat one sentence by one sentence.Step 3. Reading1. Ask some students to report their homework about good neighours .Look at these pictures in part B1.They’re from the community centre. Let Ss complete the sentences.2. Listen to the tape and answer the questions about the text.(1)What does Simon’s community centre have?(2)What do volunteers do at the community centre?(3)When do they meet?(4)What are they going to do this weekend?(5)There’s something wrong with Simon’s computer. How will he get help?(6)Annie’s bicycle is broken. How w ill she get help?(7)A boy has some problems with his homework. How will he get help?(8)What do volunteers do to help the old people?(9)What does Amy think of Simon to have such a neighourhood?Step4.PractiseRead Amy and Simon’s conversation toget her.Read again, boys play the roles of Simon, girls play the role of Amy.Please complete the part3.Practise this conversation with your partner.Step5.Act it out(choose 1)Do a role-play. Suppose one of you is Simon. The other is Amy. Try to act out the conversation.Who wants to play the role of Simon to introduce the community centre in your nighbourhood Who wants to play the role of Amy Please tell us if you want to have a community centre like that. You can choose one role each and discuss this with your partner.Step nguage pointsanyone pron. used instead of someone in negative sentences and in questions. broken adj. has been damaged or injured, no longer whole or woking correctly. check vt. to examine sth to see if it is correct, safe or satisfactory .You should check your homework before handing it in .college n. a university where students can study for a degree after they have left high school.eg.Lily is going to visit some famous colleges in Beijing during this summer holiday. community n. a group of people living in particular local area. In my community, we have a lot of activities at weekends.Engineer n. a person whose job is to design and build engines, machines, roads, bridges, etc.eg.My cousin wants to be an engineer when he grows up.fix vt. to repair or correct sth.eg. The car won’t start---can you fix it?HomeworkRetell the text.2.《课课练》P14Teaching aims:1.Simple future tense with will and shallTeaching points:Teaching steps:Step1 Revision1.Ask some questi ons about the Simon’s community centre.Where does Simon live?What do you t hin k of the community centre in his neighourhoodDo you think Simon lucky to live in s uch a nighourhood Why2.Here are some people who live in Simon’s nigho urhood. They have some problems. How can they get help from the community centre?1) Mr. Green’s computer doesn’t work well.2) Lily bicycle is broken.3) Little Tom has problems with his homework.4) Grandma Chen is sick these days.Help Ss answer these questions from the text.Step2 Presentation-What will you do if you have problems with your h omework?-I will/shall________.2. What do we use will or shall to talk about?(We use will or shall to talk about things that will happen and plans that we’re making now. This is an example of the simple future tense).If someone has problem with his or her homework, he or she will ask the teacher for help. He or she won’t copy the other’s answers. What’ll you do Will you ask your teacher for help Will your parents help you(Help Ss answer them like “Yes, I will/shall. No, I will/s hall not. Yes, they will. No, they will not).Read partA carefully and find out the rulers.(What do we use for “I” or “we” What do we use for “you” “he” “she” “it” and “they”Step3PractiseDo the practice of Part A(Simon’s computer is broken. He’s asking Mr. Lin for help. Please complete their conversation w ith the simple future tense.Read the dialogue about Mr Lin and Simon’s.Step4 Presentation(Do you think comm unity centers are helpfulI think they are. The community centre in my nighourhood is going to have a “helping hands’ meeting the day after tomorrow. I’m going to teach children English songs.My daughter is going to dance for the old people. My parents are going to cook some delicious food.What do we use be going to to talk about?(We use be going to to talk about something we decide to do and things that will probably happen).3. 1)Are you going to join the “helping hand” meeting in your neighourhood?2)Is your father going to do sth for the old people?3)What’s he going to do4) What’s your mother going to do?5)What are your neighours going to d o4.Look at the part B and find out the rulers.Step4 PracticeComplete part B(Simon is telling Amy about h is plan for a day out with his uncle’s family. Please help him complete his plan).Answer these questions with your partner.What are you going to do for old people this Sunday?What’s your father/mother going to do for your neighours tomorrow?What are you going to do for poor children the day after tomorrow?What’s your father/mother going to do for your community next week?Step5 Homework《课课练》P17.Prepare :Integrated skills.Teaching aims:1. master more words about job and the places.2.Get some iformation to co mplete the text.3.Talk about their dreams in the future.Teaching contents:一，Words:manager office worker policemanElder future artistSick二，Phrases:by train/bus/ship/bike三，Sentences：What are you going to be in the future?I’m going to be a computer engineer.Teaching tools:HiteboardSteps:Step I RevisionT:Now let’s play a game. Here are some riddles fo r you. Can you tell me the name of the job?The work in a school to help children learn.(teacher)When you are ill, you go to see them. (doctor)They make delicious food for people in restaura nts. (cook)They have special skills, such as making ships, planes and other machines.Step II:PresentationTo show some pictures about jobs.T：Different people have different jobs. Look at this woman. What does she do What’s her jobShe works in a c ompany. She doesn’t work in a factory. She’s an office worker. Write:job, company and an office worker, T:his woman works for a company too. But she’s not an office worker. She’s a manager. Other people in the company should listen to her. This man is a postman. Everyday he puts newspapers or letters into people’s postboxes. He works in a post office. What about th is man Is he a postman No, he’s a policeman. He catches people who do bad things and takes them to the police station.Write on the Bb:office, manager, postman, post office, policeman, police station.Step III Practise.To finishPartA1T:Millie wants to learn more about different jobs. Here are some pic tures. Would you please write the correct names under them?Play the tape and finish Part A2T: Wendy is Millie’s pen friend. She’s talking about the jobs of their family members. Let’s listen to the tape and complete the table in Part A2.Ask some students to check the answers.T ：What does Wendy’s dad/ mum/ elder brother/ elder sister doWhere does he/she do?Step IV PresentationPlay the tape again and answer some questions.T： Let’s listen to the tape once more and answer my questions about Wendy.⑴ Where’s her father’s police station?⑵ Where’s her mother’s restaurant?⑶ Is her mother very busy?⑷ How does her elder brother go to work?⑸ How does her elder sister go to work?Step V Practice1. According to Part A and Part B finish the A3.Teacher ask Ss to read “Wendy’s family” then read after the te acher,Encourage Ss read bravely .2. Let Ss say about their own family like the passage. with some phrases.Step VI ConclusionDo Exercises (课课练)HomeworkRecite Part BPrepare: Speak upTeaching aims:To master more words about job and the places.To know something about linking sounds together.Teaching contents:Words:future/ police station/ job/ post/ artist/ sound/ stickSentences:①What are you going to be in the future?②I’m going to be a computer engineer.Teaching tools:HiteboardRevision: Answer the questionsHow many people are there in W endy’s home?What’s Wendy’s father?Where does Wendy’s mother work?How does her sister go to work?二、Presentation1, Show some pictures to introduce some jobs. And let students discuss, lead to the topic.Teacher says: look at these jobs. Are they interesting Whic h is your favourite? Students answer with their own information.Teacher says: oh, I see, ……is going to be……in the future.Write down on the blackboard: “Future and this sentence”In the same way, show an artist with colourful chalk.2, PracticeTeacher says, Millie is talking with her classmates about their future jobs. Listen to the conversation and do “true or false” exercises.1） Daniel likes comput erMillie is going to be a computer engineer.Sandy is going to be a teacher.Amy is going to be a doctorSimon is going to b e a basketball star.2） listen to the tape again, then read after the teacherPlease open your books and repeat after the tape. Sentence by sentence, if need read more.3） Act it outGive students enough time to prepare for the same dialogue.三 ConclusionSome phrases and sentences四．PresentationLook at some phrases : an apple ,stand up ,in an hour teacher read these phrases, let Ss pay attention to th e pronunc iation what’s the difference among them.1 We usually link a consonant with a vowe l sound.2.When the first word ends –r or –re and the next word begins with a vowel sound, we join them together with a /r/ sound between them3.When there re two vowel sounds, we join them as if there were a /j/ or /w/sound between them.4.When two consonant of two words meet, we sometimes do not need to pronounce the first consonant sound .二． PracticeListen to the tape about them. Please work in pairs .read th em to your partner.In a minute fall in the riverTell us story take care of it work at it in an office三．Homework。
牛津译林版英语七年级下册Unit2NeighboursIntergratedskills说课稿
2.邀请学生分享他们在生活中遇到的有趣邻居故事，引导他们用英语进行简单描述，为新课的学习营造轻松愉快的氛围。
3.通过提问方式复习Unit 2所学的词汇和句型，为新课的知识点做好铺垫。
（二）新知讲授
在新知讲授阶段，我将逐步呈现知识点，引导学生深入理解：
（二）媒体资源
我将使用以下教具、多媒体资源和技术工具来辅助教学：
1.教具：实物、图片、卡片等，用于创设情境，激发学生的学习兴趣，帮助学生更好地理解和记忆单词和句型。
2.多媒体资源：英语歌曲、电影片段、动画等，丰富课堂教学内容，提高学生的学习兴趣，帮助学生提高听力水平。
3.技术工具：投影仪、电脑、互动白板等，用于展示教学内容，方便师生互动，提高课堂效率。
3.保持善良和正义：故事中的孩子们始终坚守善良和正义，他们为了拯救世界，不惜冒险和付出。这种精神值得我们学习和传承。
4.珍惜友谊：在故事中，三个孩子建立了深厚的友谊。他们在面对困难和挑战时，互相支持、互相鼓励，共同成长。友谊是他们战胜邪恶力量的重要力量源泉。
（二）学习障碍
学生在学习本节课之前，已经掌握了基本的英语语法知识和一定量的词汇，能够进行简单的日常交流。但在学习本节课时，他们可能存在以下障碍：
1.对一般现在时态的掌握不够熟练，容易混淆动词的形式变化；
2.听力水平有限，对语速较快、生词较多的材料理解困难；
3.口语表达中，语法和词汇的准确性有待提高；
2.情境教学法：情境教学法强调创设情境，让学生在情境中感知、体验和运用语言。这有助于激发学生的学习兴趣，提高他们的参与度。通过设计贴近生活的情境，让学生在实际语境中学习英语，提高语言运用能力。
牛津译林版七年级下册Unit 2《Neighbours》(Reading)教学设计
牛津译林版七年级下册Unit 2《Neighbours》（Reading）教学设计一. 教材分析《Neighbours》是人教版牛津译林英语七年级下册的一篇文章，主要讲述了澳大利亚和英国邻居的不同生活方式。
文章通过描述两家邻居的日常生活，让学生了解并比较不同国家的文化差异。
文章语言简单，贴近学生生活，易于激发学生的学习兴趣。
二. 学情分析七年级的学生已经具备了一定的英语基础，能够进行简单的英语交流。
但他们在阅读理解、词汇积累和语言运用方面还存在一定的困难。
因此，在教学过程中，需要关注学生的个体差异，尽量采用简单明了的教学方法，帮助学生理解和掌握文章内容。
三. 教学目标1.知识目标：让学生掌握文章中的关键词汇和短语，如“neighbours”，“roof”，“front garden”等。
2.能力目标：培养学生具备一定的阅读理解能力，能够借助图片和上下文理解文章内容。
3.情感目标：让学生通过学习，认识到不同国家的文化差异，培养他们的跨文化交际意识。
四. 教学重难点1.重点：让学生掌握文章中的关键词汇和短语，理解文章内容。
2.难点：帮助学生运用所学词汇和短语进行实际交流，提高他们的语言运用能力。
五. 教学方法1.任务型教学法：通过设定各种任务，让学生在完成任务的过程中，自然地学习和掌握文章内容。
2.情境教学法：创设真实的生活情境，让学生在实际语境中学习和运用英语。
3.小组合作学习：鼓励学生进行小组讨论和合作，提高他们的团队协作能力和沟通能力。
六. 教学准备1.准备相关图片和视频，以便在课堂上展示和引导学生进行讨论。
2.准备课文翻译和练习题，以便在课堂上进行操练和巩固。
3.准备PPT，以便在课堂上展示课文内容和相关知识点。
七. 教学过程1.导入（5分钟）利用图片和视频展示澳大利亚和英国的风景，引导学生谈论自己喜欢的国家和文化。
通过这种方式，激发学生的学习兴趣，为课堂活动做好铺垫。
2.呈现（10分钟）利用PPT展示文章标题和图片，让学生根据图片预测文章内容。
牛津译林版七年级下册7Bunit2Neighbours说课稿
（一）教学策略
本节课我将主要采用交际式教学法、任务型教学法和情景教学法。交际式教学法强调在真实的语言环境中进行有意义的交流，有助于提高学生的语言运用能力；任务型教学法通过完成具体的任务来学习语言，能够激发学生的学习兴趣和动机；情景教学法通过模拟真实的生活场景，帮助学生更好地理解语言知识。选择这些方法的理论依据是它们能够促进学生主动参与学习，增强学生的语言实践能力，同时符合学生的认知发展和学习需求。
五、板书设计与教学反思
（一）板书设计
我的板书设计将采用清晰的布局和简洁的风格。板书的主要内容包括课题、关键词汇、句型结构、语法点以及示例句子。布局上，我会将课题位于板书顶部，接着是关键词汇和句型结构，然后是语法点和示例句子，最后留出空间用于课堂互动和学生的提问。板书的风格将以清晰的字体和简洁的线条为主，避免冗余的信息。板书在教学过程中的作用是帮助学生直观地理解和记忆课程内容，以及梳理知识结构。为确保板书清晰、简洁且有助于学生把握知识结构，我会提前规划板书内容，使用不同颜色的粉笔突出重点，并在课后及时擦除，保持板面的整洁。
（3）激发学生对英语学习的兴趣，树立学生的自信心。
（三）教学重难点
1.教学重点：
（1）掌握本节课所学的词汇，如邻居的称呼、家庭成员的称呼、日常活动的动词等；
（2）运用所学句型进行邻里交流，如“How are your neighbours?”“They are very kind.”等；
（3）运用一般现在时态和there be句型描述邻居和家庭情况。
牛津译林版七年级下册7Bunit2Neighbours说课稿
一、教材分析
（一）内容概述
本节课是牛津译林版七年级下册7B unit2 Neighbours。该单元在整个课程体系中属于日常生活话题，旨在帮助学生了解和掌握与邻居交流的基本语言表达。本节课的教学内容主要包括以下知识点：
牛津译林版英语七下Unit 2《Neighbours》(Grammar)教学设计
牛津译林版英语七下Unit 2《Neighbours》（Grammar）教学设计一. 教材分析牛津译林版英语七下Unit 2《Neighbours》主要讨论了与邻居相关的日常交流情景。
通过本单元的学习，学生将掌握如何描述邻居的特点、交流邻居之间的互动以及表达自己对邻居的看法。
本单元的核心语法是现在进行时态，用于描述正在进行的动作或状态。
此外，学生还需熟悉和掌握一些与邻居相关的词汇和表达方式。
二. 学情分析七年级的学生已经具备了一定的英语基础，能够听、说、读、写一些简单的英语句子。
但他们在使用现在进行时态和描述邻居特点方面可能存在一定的困难。
因此，在教学过程中，需要关注学生的个体差异，有针对性地进行教学。
三. 教学目标1.知识目标：–掌握现在进行时态的用法；–学会描述邻居的特点和交流邻居之间的互动；–学会表达自己对邻居的看法。
2.能力目标：–能够熟练运用现在进行时态进行日常交流；–提高听力、口语、阅读和写作能力；–培养合作意识和团队精神。
3.情感目标：–增强对英语学习的兴趣；–学会尊重和理解他人，培养良好的邻里关系。
四. 教学重难点•现在进行时态的用法；•描述邻居特点和交流邻居之间的互动；•表达自己对邻居的看法。
•现在进行时态的运用；•准确描述邻居特点和交流邻居之间的互动。
五. 教学方法1.情境教学法：通过设定真实的邻里场景，让学生在实际语境中学习和运用英语；2.交际教学法：鼓励学生进行角色扮演，模拟邻里之间的交流，提高口语表达能力；3.任务型教学法：通过完成小组任务，培养学生合作意识和团队精神；4.反馈与激励：及时给予学生反馈，鼓励学生积极参与课堂活动。
六. 教学准备1.教材：牛津译林版英语七下Unit 2《Neighbours》；2.多媒体课件：图片、视频、音频等教学资源；3.学习任务单：用于引导学生进行小组讨论和任务完成；4.板书用品：黑板、粉笔等。
七. 教学过程1.导入（5分钟）利用图片或视频展示邻居之间的日常生活场景，引导学生谈论自己的邻居。
牛津译林初中英语七下Unit 2 Neighbours教案7 .doc
7B Unit 2 NeighboursTeaching points:Master the words: notice/information/below/better/anything/groupTeaching tools:Multi-mediaRevisionFree talkAnswer the questions①What’s Daniel going to be in the future?②Is Daniel going to be a computer engineer?③What’s Sandy good at doing sth?④What’s Simon going to be?Translation①他在派出所工作。
②我的哥哥在镇中心工作。
③将来你想干什么？④他想帮助病人。
⑤她想成为一个艺术家吗？二、Presentation1. Talk with the students about neighbourhood.Teacher says: Hello, Everyone!① Is there a community centre in your neghbourhood?② What do your neighbours do?③Do you think it’s helpful to have a community centre?④What kind of help do you want to get from th e community centre?Encour age ss answer the questions. Then give some ideas.2. Lead to the topic of commu nity.I think a community centre is very helpful. Everyday will be better with its help it provides useful information. The volunteers would like to do anything to help us. Write down: “information better anything “3. Read the information in part ATeacher says: Today will meet our old friend Simon again. Let’s learn more about his community centre. Simon is reading some notice about the “help ing hands” meeting. Pl ease read the information on the notice board and tell me when and where the meet ing is …Encourage the Ss to answer: It’ll be at the community centre on the afternoon of 5 March.4. Read more again and finish the exerciseTeacher says “ The following people in Simon’s neighbourhood have some problems. Pleas e read the notice again and tell me when and where they can get help “A. Health CentreB. Art Design Grou pC. Fix-it Club⑴ Mr. Green is not feeling well these days. (A)⑵ There is so mething wrong with Lily’s fridge. (C)⑶ Miss Zhang worries about what to wear for a party. (B)⑷Grandma Chen’s washing machine is not working well. (C)⑸ Mrs. Ma does not know how to design her home. (B)5. Play the tape and finish Part BNow we have information about the “helping hand” meeting at Simon’s commun ity centre. Please help Simon complete the par t B.6. CheckingTeacher: I’d like to ask you some question. If you know the answer, please put up your hands.⑴ When people get ill, what kind of help do they get in the neighbourhood. (Good doctors and nurses)⑵ How can the artists in this group do?⑶What can the artists in this group do?⑷If there is something wrong with one’s fridge, who can help?7.Reading the text and learn a way of writing article. Pay attention to the order.⑴Time and place of the “helping hands” meeting.⑵Different activities of the “helping hands” meeting.。
7BUnit2Neighbours教案
7BUnit 2 Neighbours教案一、教学内容本节课选自英语教材7B Unit 2 Neighbours，主要内容包括：Lesson 11、12、13。
通过学习这三个课时的内容，让学生掌握与邻居相处相关的词汇、句型以及表达方式。
二、教学目标1. 能够听懂、会说、会读、会写与邻居相处相关的词汇和句型。
2. 能够运用所学的知识，描述与邻居之间的互动，增进邻里关系。
3. 培养学生的合作意识和团队精神，提高学生的口语表达能力。
三、教学难点与重点1. 教学难点：如何运用所学的词汇和句型，进行真实的场景交流。
2. 教学重点：掌握与邻居相处相关的词汇、句型和表达方式。
四、教具与学具准备1. 教具：多媒体设备、PPT、卡片、录音机、磁带等。
2. 学具：教材、练习本、笔等。
五、教学过程1. 导入：通过展示一组关于邻居之间互动的图片，引发学生对本节课话题的兴趣。
2. 新课内容展示：（1）展示Lesson 11的词汇和句型，引导学生跟读、模仿。
（2）利用PPT展示Lesson 12的场景对话，让学生进行角色扮演，练习对话。
（3）学习Lesson 13的语法知识，进行句子练习。
3. 实践情景引入：（1）将学生分组，每组设计一个与邻居互动的场景，运用所学的词汇和句型进行表演。
（2）邀请几组学生进行展示，其他学生进行评价。
4. 例题讲解：（1）针对本节课的重点词汇和句型，设计相关的练习题。
（2）对练习题进行讲解，巩固所学知识。
5. 随堂练习：（1）设计一份关于与邻居相处的问卷，让学生进行填写。
（2）根据问卷结果，组织学生进行小组讨论，分享自己的观点。
六、板书设计1. 7B Unit 2 Neighbours2. 主要内容：（1）Lesson 11：词汇、句型（2）Lesson 12：场景对话（3）Lesson 13：语法知识七、作业设计1. 作业题目：（1）根据所学内容，编写一个与邻居互动的场景对话。
（2）运用本节课所学的词汇和句型，描述你与邻居的一次真实互动。
牛津译林版英语七下Unit2《Neighbours》(Revision)说课稿
牛津译林版英语七下Unit 2《Neighbours》（Revision）说课稿一. 教材分析《Neighbours》（Revision）是牛津译林版英语七年级下册的一个单元，主题是邻里关系。
本单元通过描述不同国家的邻里特点，让学生学会如何用英语表达邻里之间的关系，并培养学生热爱生活、关注社区的情感。
本单元的主要内容包括：词汇、对话、阅读理解和写作等。
二. 学情分析根据对学生的了解，他们在学习英语的过程中已经掌握了基本的听说读写技能，但对邻里关系的认识较少，需要通过本节课的学习来拓展他们的视野。
此外，学生对本单元的主题可能存在一定的兴趣，可以激发他们的学习积极性。
三. 说教学目标1.知识目标：学生能够掌握本单元的词汇和句型，运用所学知识描述邻里关系。
2.能力目标：学生能够在真实情境中运用英语进行交流，提高口语表达能力。
3.情感目标：培养学生热爱生活、关注社区的情感，增强邻里之间的友谊。
四. 说教学重难点1.重点：本单元的词汇和句型，以及如何运用所学知识描述邻里关系。
2.难点：如何运用英语进行有效的邻里交流，以及在实际情境中运用所学知识。
五. 说教学方法与手段1.采用任务型教学法，让学生在完成任务的过程中掌握所学知识。
2.运用多媒体教学手段，如图片、视频等，激发学生的学习兴趣。
3.小组讨论，培养学生合作学习的能力。
六. 说教学过程1.导入：通过展示一幅邻里和谐的图片，引导学生关注邻里关系，激发学习兴趣。
2.呈现词汇：引导学生根据图片猜测词汇，并给出正确答案，让学生初步掌握本单元的词汇。
3.学习句型：通过对话教学，让学生学会如何用英语描述邻里关系。
4.实践环节：学生进行角色扮演，模拟邻里之间的交流，巩固所学知识。
5.阅读理解：引导学生阅读一篇关于邻里关系的短文，提高学生的阅读能力。
6.写作练习：让学生撰写一篇关于邻里关系的短文，培养学生的写作能力。
7.总结：对本节课所学内容进行总结，强化学生对邻里关系的认识。
最新译林牛津初一英语下册7B单元Unit2Neighbours教学设计
最新译林牛津初一英语下册7B单元Unit2Neighbours教学设计《英语》（七年级下册）Unit 2 NeighboursReading (I)I. Teaching aims and learning objectivesBy the end of the lesson, students should be able to:1. know something about the community centre;2. introduce the activities of the community centre in English;3. learn to help each other in your neighbourhood.II. Teaching contents1. New words and phrases: helpful, volunteer, community, skill, problem, something, engineer,check, broken, someone, fix, anyone, college, lucky, help sb with sth,do some shopping2. New structures: They help us with all kinds of problems.There’s something wrong with my computer.I’m going to ask a computer engineer to check it.Some college students are ready to help.III. Focus of the lesson and predicted area of difficulty1. Get the general and specific information from the conversation.2. Sum up how to introduce one’s neighbours.3. Introduce students’ own neighbours.IV. Teaching proceduresStep 1 Lead-inT: Look at the picture. It’s about the community. May I ask you some questions about your neighbours?Do you have good neighbours?What are your neighbours?What do your neighbours usually do to help each other?【设计意图：通过学生比较熟悉和感兴趣的话题导入新课，为接下来的教学做好铺垫。
牛津译林版七年级下册Unit 2《Neighbours》(Grammar)教学设计
牛津译林版七年级下册Unit 2《Neighbours》（Grammar）教学设计一. 教材分析牛津译林版七年级下册Unit 2《Neighbours》主要讨论了与邻居相关的日常交流用语。
通过本节课的学习，学生将能够掌握与邻居交往时所需的基本句型和词汇，提高日常英语交流能力。
教材中包含了丰富的对话和语法结构，为学生的学习提供了很好的语言材料。
二. 学情分析七年级的学生已经具备了一定的英语基础，能够听懂简单的英语指令，并能用英语进行简单的自我介绍。
但是，学生的英语水平参差不齐，部分学生对英语的学习兴趣不足，学习积极性有待提高。
此外，学生对与邻居交往的相关话题可能了解不多，因此需要在教学中引导学生进行思考和讨论。
三. 教学目标1.知识目标：学生能够掌握与邻居交往的基本句型和词汇，如How doyou do?、Nice to meet you.等。
2.能力目标：学生能够在日常生活中运用所学句型进行与邻居的简单交流。
3.情感目标：通过学习，学生能够提高对邻居的尊重和关心，培养良好的邻里关系。
四. 教学重难点1.重点：学生能够掌握与邻居交往的基本句型和词汇。
2.难点：学生能够在实际情景中灵活运用所学句型进行交流。
五. 教学方法1.情境教学法：通过设定邻居交往的场景，让学生在实际情境中学习和使用英语。
2.交际法：鼓励学生进行角色扮演，进行与邻居的模拟交流。
3.任务型教学法：通过完成与邻居相关的任务，提高学生的实际操作能力。
六. 教学准备1.教师准备：提前准备邻居交往的场景和相关任务。
2.学生准备：预习教材，熟悉新单词和句型。
七. 教学过程1.导入（5分钟）教师通过提问方式引导学生谈论他们认识的邻居，并分享邻居之间的趣事，激发学生的学习兴趣。
2.呈现（10分钟）教师展示邻居交往的场景，引导学生关注其中的角色和情节。
然后，教师呈现教材中的对话，让学生听懂并理解对话内容。
3.操练（15分钟）教师学生进行角色扮演，模拟邻居交往的场景，让学生在实际操作中掌握所学句型和词汇。
七年级下册英语Unit2Neighbours教案(牛津版)
七年级下册英语Unit2Neighbours教案（牛津版）etotheunit新课导入通过反映邻里关系的图片入手，对学生进行提问。
1.Whatcanyouseeinthe4pictures?2.Canyoutellmesomethingabouteachpicture?然后，导入本单元话题“neighbors”。
新课讲授Step1Discussion1.Whatcanyouseeinthepictures?2.Canyoutellmesomethingabouteachpicture?Step2Newwords教师出示生词及音标带领学生齐读，并解释单词的用法。
Step3PartAWherecanyoufindthesepeople? Matchthemwiththeplaces.Writethecorrectlettersintheboxes.Step4AskandanswerA:What'shis/herjob?B:He/Sheisa/an...Step5PartB1.AmyisaskingSimonabouthisneighborhood.Whatarethesequestionsabout? Pleaselistentothetapeandwritedown.1.Wheredoyoulive?2.Howmanybuildingsarethereinyourneighborhood?3.Whatdoyouhavearoundyourneighborhood?4.Doyoulikelivingthere?2.Listentothetapeandfillintheblanks.Simonlivesina(1)___inCityGardeninNinthStreet.Thereareabout(2)___buildi ngsinhis(3)______________.Mostofthemhave(4)___floors.It’s(5)_____forS imonandhisneighborstolivethere,becausetherearesomesupermarkets,(6)_ _________,aschoolanda(7)_______.Keys:flat,20,neighborhood,14,good,restaurant,hospital3.Listentothetapeagainandanswerthequestions.1.Where’sSimion’sflat?2.Howmanybuildingsarethereinhisneighborhood?3.Howmanyfloorsdothebuildingshave?4.WhatdoesSimonhavearoundhisneighborhood?5.WhatdoesSimonthinkofhisneighborhood?Keys:It’sinCityGardeninNinthStreet.About20building.Mostofthemhave14floors.Supermarkets,restaurants,aschoolandahospital.Hethinksit’sgoodtoliveinaneighborhoodlikethat.Step6Pairworkanddiscussion.1.Workinpairsandmakeupyourownconversationaboutyourneighborhood.2.Workwithyourpartner.Makeadialoguelikethisone.A:Wheredoyoulive?B:Ilivein...A:Arethereanybuildingsaroundyourneighborhood?B:...A:Whatarethey?B:Theyare...A:Doyoulikelivethere?B:...A:Bytheway,what’syourfather?B:Heisa/an...Heworksin...A:Whataboutyourmother?B:She...A:Dotheyhaveanytimetoplaywithyou?B:...Step7Lookattheflash.1)Answerthequestionsaccordingtothevideo.2)Watchthevideoagainandfillintheblanks.Step8Homework一、翻译下面的句子。
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7B Unit 2 Neighbours
Teaching points:
Master the words: notice/information/below/better/anything/group
Teaching tools:
Multi-media
Revision
Free talk
Answer the questions
①What’s Daniel going to be in the future?
②Is Daniel going to be a computer engineer?
③What’s Sandy good at doing sth?
④What’s Simon going to be?
Translation
①他在派出所工作。
②我的哥哥在镇中心工作。
③将来你想干什么？
④他想帮助病人。
⑤她想成为一个艺术家吗？
二、Presentation
1. Talk with the students about neighbourhood.
Teacher says: Hello, Everyone!
① Is there a community centre in your neghbourhood?
② What do your neighbours do?
③Do you think it’s helpful to have a community centre?
④What kind of help do you want to get from th e community centre?
Encour age ss answer the questions. Then give some ideas.
2. Lead to the topic of commu nity.
I think a community centre is very helpful. Everyday will be better with its help it provides useful information. The volunteers would like to do anything to help us. Write down: “information better anything “
3. Read the information in part A
Teacher says: Today will meet our old friend Simon again. Let’s learn more about his community centre. Simon is reading some notice about the “help ing hands” meeting. Pl ease read the information on the notice board and tell me when and where the meet ing is …
Encourage the Ss to answer: It’ll be at the community centre on the afternoon of 5 March.
4. Read more again and finish the exercise
Teacher says “ The following people in Simon’s neighbourhood have some problems. Pleas e read the notice again and tell me when and where they can get help “
A. Health Centre
B. Art Design Grou p
C. Fix-it Club
⑴ Mr. Green is not feeling well these days. (A)
⑵ There is so mething wrong with Lily’s fridge. (C)
⑶ Miss Zhang worries about what to wear for a party. (B)
⑷Grandma Chen’s washing machine is not working well. (C)
⑸ Mrs. Ma does not know how to design her home. (B)
5. Play the tape and finish Part B
Now we have information about the “helping hand” meeting at Simon’s commun ity centre. Please help Simon complete the par t B.
6. Checking
Teacher: I’d like to ask you some question. If you know the answer, please put up your hands.
⑴ When people get ill, what kind of help do they get in the neighbourhood. (Good doctors and nurses)
⑵ How can the artists in this group do?
⑶What can the artists in this group do?
⑷If there is something wrong with one’s fridge, who can help?
7.Reading the text and learn a way of writing article. Pay attention to the order.
⑴Time and place of the “helping hands” meeting.
⑵Different activities of the “helping hands” meeting.。