Unit 2 Neighbourhood-Welcome to the unit 教学设计 2024-2025学年译林版英语七年级下册

Unit 2 Neighbourhood-Welcome to the unit This unit focuses on the theme of "Neighbourhood", falling into the "People and Society" theme category, specifically the "Social Services and Interpersonal Communication" theme group, with sub - themes of "Harmonious Family and Community Life" and "Volunteer Services and Public Services". This "Welcome to the unit" section is the first lesson of Unit 2. It consists of three parts: Simon's monologue audio introducing the occupations and workplaces of four neighbours along with four corresponding pictures; a dialogue between Amy and Simon briefly discussing the supporting resources in their neighbourhoods, the occupations and personal qualities of their neighbours; and an open - ended activity where students introduce one or two neighbours' occupations, personal qualities and specific examples, and briefly evaluate the community and neighbourhood relations. This part activates students' existing knowledge and experience about occupations and workplaces through audio and pictures, and encourages them to simply talk about the convenient supporting resources and friendly neighbourhood relations in their neighbourhoods, initially feeling the mutual assistance and care among neighbours, and focusing on cultivating students' language skills of looking, listening and speaking, warming up for the learning of this unit. 教学目标 Students can understand and master new vocabulary and phrases related to the community, such as "local", "service", "community service", "elderly", "volunteer", "neighbourhood", "neighbour", "supermarket", "restaurant", "park", "cinema", "library", "community centre", etc., and can accurately pronounce and spell them. Master key sentence patterns for describing community facilities, community activities and neighbourhood mutual assistance in the text, such as "There are... providing...", "They often help... with...", "There is/are... in the neighbourhood.", "It is near/far from...", "My neighbours are...", etc., and understand their meanings and usage in context. 教学重难点 1. Teaching Key Points Understand the text content and master the new vocabulary, phrases and key sentence patterns in it. Use reading skills to accurately obtain and process text information and summarize the main points of the text. Experience the spirit of neighbourhood mutual assistance and community cohesion conveyed in the text, and guide students to integrate this spirit into their own lives. 2. Teaching Difficult Points Correctly use various forms of the simple future tense to express different times and situations. Guide students to think deeply and critically after reading, being able to analyze and evaluate the viewpoints and phenomena in the text, and clearly express their own viewpoints in English. Enable students to use the learned knowledge in real life, actively participate in community activities and provide effective help. 1. Vocabulary Occupations: teacher, doctor, nurse, cook, police officer, lawyer, engineer, volunteer, etc. Workplaces: school, hospital, restaurant, police station, law firm, community centre, etc. Community - related: neighbourhood, neighbour, supermarket, park, cinema, library, local, service, community service, elderly, from time to time, be ready to do sth., learn about, etc. 2. Sentence Patterns What's your neighbourhood like? There is/are... in the neighbourhood. It is near/far from... My neighbours are... They often help... with... There are... providing... He/She is a... He/She works at/in... 教学过程 1. Warming - up (5 minutes) Show students some pictures of different communities, such as a modern community with high - rise buildings, a traditional community with small houses, and a rural community. Then ask students: "What can you see in these pictures? Do you like living in a community? Why or why not?" Let students share their ideas briefly in pairs. This activity can activate students' background knowledge about communities and arouse their interest in this class. 2. Presentation (15 minutes) Vocabulary Teaching Use PPT to show pictures of different occupations and workplaces one by one. For example, when showing a picture of a teacher teaching in a classroom, say: "Look, this is a teacher. Teachers work in schools. Repeat after me: teacher, school." Let students read the words several times to ensure correct pronunciation. Do the same for other occupations (doctor, cook, police officer, etc.) and workplaces (hospital, restaurant, police station, etc.). After teaching all the words, play a "flash - card" game. Show the flash - cards of occupations or workplaces quickly and ask students to call out the corresponding words as fast as possible. This can help students reinforce their memory of the new words. Listening Activity (Activity 1 in the textbook) Tell students: "Now, we are going to listen to Simon talking about his neighbours. Listen carefully and write the correct job and work place under each person with the words in the box. Then match each person with the right picture." Play the audio for the first time, and students just listen. Play it again, and students start to write and match. After that, check the answers with the whole class. Have a dialogue practice. Choose some students to work in pairs. One asks: "What does... do?" The other answers: "He/She is a...". Then the first one continues to ask: "Where does... work?" And the other answers: "He/She works at/in...". Let several pairs of students show their dialogues in front of the class. 3. Practice (15 minutes) Dialogue Reading and Imitation (Activity 2 in the textbook) Let students read the dialogue between Amy and Simon in pairs. While reading, they should pay attention to the intonation and pronunciation. Then ask some pairs to read the dialogue aloud in front of the class. After reading, ask students some questions based on the dialogue, such as "What's in Simon's neighbourhood?", "What are Simon's neighbours like?", "What are Amy's neighbours like?", "What does Mr Zhang do?" to check their understanding of the dialogue. Have students make their own dialogues about their neighbourhoods in pairs, using the conversation in the textbook as a model. Encourage them to add some real - life details. For example, they can talk about a special neighbour or a unique community facility. Then invite several pairs to come to the front of the class and act out their dialogues. Group Discussion (Activity C in the textbook) Divide students into groups of four. Ask them to discuss the question: "What are your neighbours like?" Each student in the group should introduce one or two of their neighbours, including their occupations, personal qualities and some specific examples of how they help in the community. During the discussion, the teacher walks around the classroom, listening to the students' discussions and offering necessary help and guidance. After the discussion, each group chooses a representative to report their group's discussion results to the whole class. 4. Summary (5 minutes) Summarize the key vocabulary and sentence patterns learned in this class with the students. Write them on the blackboard, such as new occupation and workplace words, and sentence patterns for asking about and describing the neighbourhood. Review the main points of the listening and dialogue materials, emphasizing the importance of community and good neighbourhood relations. Ask students to share what they have learned and what they feel about this class briefly. 5. Homework (5 minutes) Ask students to write down the new words and phrases they learned in this class three times each, and make three sentences using these words and phrases. Let students prepare a short passage to introduce their own neighbourhoods, including the facilities, their neighbours and their feelings about living there. They will share it in the next class. 教学反思 After this class, I found that students were generally interested in the topic of "Neighbourhood". The warming - up activity of showing pictures effectively aroused their enthusiasm and activated their prior knowledge. In the vocabulary teaching process, the "flash - card" game and dialogue practice helped students better remember the new words. However, in the group discussion part, some students still had difficulties in expressing their ideas fluently. Maybe in the future, I should provide more sentence patterns and useful expressions for students before the discussion to help them express more smoothly. Also, in the listening activity, a few students had trouble catching all the information. I need to train their listening skills more, such as letting them listen for key words first and then gradually understand the whole context. Overall, this class laid a good foundation for students to further learn about the community in this unit, but there are still areas that need improvement in my teaching methods. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$