课题 课时 教学 目标 重点 难点 教学 方法 教学 过程 7B Unit2 Neighbours 第1时 课型 导入课 1、 能识别并掌握各种职业及工作场所的名称。 2、 能用简单的英语谈论自己所居住的社区。 能识别并掌握各种职业及工作场所的名称。 能用简单的英语谈论自己所居住的社区。 Communitcative method 教学过程设计 Welcome to the unit Step 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。 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. (factories; school; museum; shops; park; cinema; restaurant; supermarket) 2、与学生就个子的居住状况进行交流。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/a school/a restaurant/a supermarket? Is there a shop/a factory/a cinema/a museum/a hospital near your home? 鼓励学生根据实际情况回答，对能力较强的学生还可以鼓励他们进行较详细的介绍。 Step II 呈现 1、教师与学生就居住环境进行进一步交流，呈现新知识。教师说： Who lives next to your flat/house? Who livestock above/below you? Who’s your neighbour? What’s your neighbour’s name? What does he/she do? 板书neighbour。 2、利用图片向学生呈现各种职业。教师可以说：Mr. Lin is my neighbour. He’s a waiter in a big restaurant. Miss 二次备课 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。 2、指导学生两人一组进行对话，了解彼此邻居的职业情况。教师可以与一位学生进行示范。 Sample conversation T: who’s your neighbour? S: … is my neighbour. T: what’s your neighbour? S: he/she is … T: where does he/she work? S: he/she works in …. 帮助学生根据实际情况用已有的知识回答。 Step IV 呈现 1、导入课本B部分的话题背景，指导学生理解对话内容。教师说：Amy is asking Simon some questions. What are these questions about? Please listen to the tape and tell me. 2、鼓励学生听录音回答：The questions are about Simon’s home and different places around his flat. 教师适时呈现neighbourhood并板书。 Step V 操练 1、播放录音，让学生跟录音朗读并回答更多的问题。如： (1)Where’s Simon’s flat?(It’s in City Graden in Ninth Street.) (2) How many buildings are there in his neighbourhood? (About 20 buildings.) (3) How any floors do the buildings have? (Most of them have 14 floors.) 2、将全班分成两大组进行朗读训练。教师说：These two teams will read Amy’s part, please. And these two will read Simon’s part, please. Then exchange roles. 3、组织学生两人一组模仿B部分，根据自己的实际情况编对话。教师说：Work in pairs and make up your own conversation about your neighbourhood. 鼓励学生尽量详细地介绍自己的居住环境。 4、教师巡视，然后选几组不同层次的学生上台表演，并给予反馈。 Comic strip Step I 呈现 1、教师通过与学生的交流，呈现更多的知识。教师说：Do you often talk with your neighbour? Do you often play with your neighbour? Do you like visiting them? Do they often visit your home? Do you think they’re good visitors? What do you think of your neighbour? 板书visitor。 2、教师通过语言呈现漫画部分，并指导学生听录音后回答教师的问题教师说：Look at hobo. He’s in a hurry. Where’s hobo going? Listen to the tape and find out the answer. 3、指导学生跟着录音朗读漫画里的对话并回答更多问题。 Step II 操练 1、指导学生朗读对话。教师可根据需要决定训练的次数，如西安集体朗读，再将班级分成两部分进行分角色朗读。鼓励学生揣摩Eddie 和Hobo 对话时的心理状态，运用适当的语音语调、面部表情及肢体语言，以求对话更生动更有感染力。 2、安排学生两人一组准备表演，教师巡视并给予语音语调和动作、神态方面的指导。之后选几组不同层次的学生上台，并在表演结束后给予鼓励和表扬。 Step III 展示 1、鼓励学生根据漫画和自己的理解思考问题并表达自己的观点。教师说：Do you think Eddie’s new neighbours welcome him? Why or why not? If you have a neighbour like Eddie, do you welcome him? 鼓励学生发表真实观点。 2、安排学生四人一组开展讨论，说说自己的想法。 3、启发学生思考如何为他人服务，培养他们的责任感。 作业 布置 1、 记忆本课时所学词汇和句型。 2、 能力较强的学生熟背漫画和B部分。 3、 完成教师不知的书面练习。 4、 预习reading。 教 后 记
课题 课时 教学 目标 重点 难点 教学 方法 教学 过程 7B Unit2 Neighbours 第2时 课型 阅读课 1、 能了解有关社区中心的知识。 2、 能用英语介绍社区中心的活动内容。 3、 能建立邻里间互相帮助的理念。 能用英语介绍社区中心的活动内容。 能建立邻里间互相帮助的理念。 Task-based method 教学过程设计 二次备课 Reading 1 Step I 复习 1、与学生就居住的社区环境进行交流，复习前一课时的内容。 2、与学生就邻居的情况进行交流。教师说： Who lives next to /above/below you? Who’s your neighbour? What does he/she do? Where does he/she work? What do you think of him/her? Do you welcome him/her to your home? Do you always help each other? 鼓励学生根据实际情况回答。 Step II 呈现 1、教师以自己为例，介绍自己所在的社区环境，呈现新知识。教师说： 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, they often go to the community centre to help other. 教师可以利用图片，英语释义和汉语提示呈现新知识，板书lucky、skill、helpful和community centre。 2、向学生展示社区活动的海报，呈现新知识，教师说： Look, here are some posters. They show some activities in my community centre this Sunday. I CAN HEIP?? * when your bicycle is broken. * when your TV cannot work. * when your fridge is too noisy. STUDY HELP * do not worry about your homework! We can help you with all kinds of problems in your study. COMPUTER DOCTOR * If there is something wrong with your computer, do not worry! I can check it. JOIN US Join us and be a volunteer ^ Do some shopping for old people. ^ Help parents take care of children. ^ Clean the park and streets. Make our neighbourhood a better place! 利用海报向学生介绍社区活动并呈现新知识点，板书broken, engineer, fix, help sb with sth, college, check, volunteer, do some shopping。 Step III 操练 1、指导学生开展活动，巩固前面所学的新知识。教师将写有“there is something wrong with ”或“I cannot ”的纸条分别发给两组学生，让他们各自填写遇到的问题，教师再将写有“ I can help with ”，“ I am a（an） ”或“ I am good at ”的纸条分别发给另外两组学生，让他们填写自己能提供的帮助。鼓励一方学生寻求帮助，另一方学生提供帮助。 Step IV 呈现 1、结合上衣环节内同，向学生介绍课文话题背景，指导学生阅读对话后回答教师的问题。教师说： 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 read their conversation and answer the question: what happens when Simon has problems? 给学生两分钟时间阅读课文对话，然后鼓励学生回答： He can get help from the community centre. 2、为学生播放录音，让他们听录音并完成表格。 Problem Computer doesn’t work. Bicycle is broken. Homework is difficult. Old people need help. Help 3、完成B2的判断题。教师说： Amy is writing something about Simon’s neighbours. Write a T if the sentence is true or an F if it is false. Step V 展示 1、为学生提供情境，指导学生进行角色扮演。教师说： Shall we do a role-play activity? Work in a group of four. Suppose one of you is Simon and the others are volunteers at Simon’s community centre. Tell use your skills and introduce what you can during to help your neighbours. 2、为了使学生了解活动形式，教师可以与三位学生进行示范，如 Sample conversation T: 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 is …. and this is ….. S1: Hi, I’m …I’m an engineer. I can … I’m good at …. I can help you with ….. S2: Hi, I’m … S3: Hi, I’m … T: I’m very lucky to have a community centre like that. 3、安排学生以四人小组为单位，设计并编写对话。 4、随后选不同层次的几组学生进行表演，并给予鼓励和表扬。