Unit 9 From Here to There-Wrapping up the Topic-Review教学设计 2024-2025学年仁爱科普版英语七年级下册

Unit 9 From Here to There-Wrapping up the Topic-Review Unit 9 “From Here to There” mainly focuses on two aspects: describing locations and sharing travel experiences. Students learn a series of nouns related to buildings and facilities in the community, such as “hospital,” “bank,” “gym,” “theater,” “restaurant,” “museum,” “supermarket,” “hotel,” etc. They also master prepositions of place like “across from,” “next to,” “between... and...,” “in front of,” “behind,” etc., which are used to describe the relative positions of these buildings. In terms of travel experiences, students are taught to use the simple past tense to talk about their past trips. They learn words and phrases related to travel, such as “go camping,” “set up the tent,” “look for,” “take photos,” “have a trip,” etc. Through various texts and activities, students can understand how to organize their travel stories in time order, making their descriptions more logical and vivid. 教学目标 Students will be able to review and consolidate the vocabulary related to buildings, facilities, travel, and safety in this unit, such as correctly spelling and pronouncing words like “mountain,” “river,” “tent,” “safety,” etc. They can review and master the usage of prepositions of place and the simple past tense, and use them accurately in sentences. Students will be able to recall and use the common sentence patterns for asking the way and giving directions, as well as those for describing travel experiences. 教学重难点 A. Key Points The usage of prepositions of place to describe the relative positions of buildings and facilities. The formation and usage of the simple past tense to talk about past travel experiences. Common sentence patterns for asking the way, giving directions, and describing travel experiences. B. Difficult Points Distinguishing and correctly using similar prepositions of place, such as “in front of” and “in the front of,” “across from” and “opposite.” Using irregular verbs in the simple past tense correctly, as students often make mistakes in the past - form changes of these verbs. Organizing travel experiences in a clear and logical way when writing, and using appropriate time - order words to make the narrative smooth. A. Vocabulary Buildings and Facilities hospital, bank, gym, theater, restaurant, museum, supermarket, hotel Travel - related travel, visit, tour, explore, pack, luggage, ticket, passport, schedule, journey, go camping, set up the tent, look for, take photos, have a trip Safety - related safety, safety tips, first aid, put safety first Others either, great, idea, lost, map, river, tent, mountain, weather, photo B. Phrases Asking and Giving Directions across from, on the corner of, next to, between... and..., go along, turn left/right, get off, change to Travel - related go camping, set up the tent, look for, have a trip, enjoy food, share stories, go fishing Others 24 - hour store, in front of, behind the door, at the end of C. Sentence Patterns Asking the Way Excuse me, is there a... near here? Excuse me, could you show me the way to...? Excuse me, how can I get to...? Giving Directions Yes, there is. It's on... Road. You need to take the underground Line..., and then get off at... Station. From there, you can change to the bus No.... Go along... Road until you get to the first crossing. Turn left/right and walk on. You can see it on your right/left. Describing Experiences My family love camping. Last weekend, we had an unforgettable trip to... At first,... But then,... Next,... Later,... Finally,... D. Grammar Prepositions of Place in: inside a space, e.g., in the box next to: beside, e.g., The bookstore is next to the school. between... and...: in the middle of two things or people, e.g., The library is between the school and the park. in front of: outside and before something, e.g., There is a tree in front of the house. in the front of: inside and at the front part of something, e.g., The teacher stands in the front of the classroom. behind: at the back of something, e.g., The cat is behind the door. across from: on the opposite side, e.g., The bank is across from the supermarket. Simple Past Tense Formation: Regular verbs: add - ed to the base form. For example, watch - watched, play - played. Verbs ending with - e: add - d. For example, care - cared, love - loved. Verbs with a consonant + - y ending: change - y to - i and add - ed. For example, carry - carried, cry - cried. Irregular verbs: need to be memorized separately, such as go - went, see - saw, do - did. Usage: To describe an action or state that happened in the past at a specific time, often used with past - time adverbs like “last weekend,” “yesterday,” “just now,” etc. 教学过程 A. Warming - up (5 minutes) Greet the students as usual. Show some pictures of different buildings and facilities in the community on the PPT, and quickly ask students to call out the English names of these buildings. This can arouse students' interest and review the relevant vocabulary in a relaxed atmosphere. B. Knowledge Review (15 minutes) Vocabulary Review Divide students into groups of four. Each group is given a set of flashcards with words from this unit. Group members take turns to pick a flashcard, read the word, and make a sentence with it. The other group members listen and check if the sentence is correct. After that, randomly select some students to stand up and describe a building or a travel - related activity without naming it directly. The rest of the class guesses what it is. For example, a student says, “We can sleep in it when we go camping.” Others should guess “tent.” Prepositions of Place Review Draw a simple map of a community on the blackboard, including some buildings like a school, a park, a hospital, etc. Invite a student to the front of the class and give him/her instructions like “Stand in front of the blackboard and tell us the position of the school relative to the park using prepositions of place.” The student may answer, “The school is next to the park.” Then, show some pictures with different objects placed in various positions on the PPT. Let students work in pairs to describe the positions of the objects to each other using prepositions of place. Simple Past Tense Review Write some simple sentences in the simple present tense on the blackboard, such as “I go to the park every Sunday.” “He plays basketball after school.” Ask students to change these sentences into the simple past tense and write the changed sentences on the blackboard. Tell students a short story about a past trip, but with some blanks for important verbs. Let students listen carefully and fill in the blanks with the correct past - form of the verbs. For example: “I _ (go) to the zoo last weekend. I _ (see) many cute animals there. I _ (take) a lot of photos.” C. Practice (15 minutes) Listening Practice Play a recording of a conversation about asking the way and giving directions. Before playing, let students look at some questions related to the conversation on the PPT, such as “Where does the man want to go?” “Which way should he take?” After playing the recording once, let students answer the questions in pairs. Then play the recording again for students to check and correct their answers. Play another recording about a person's travel experience. This time, ask students to listen and fill in a form with key information like the time of the trip, the place they went, the activities they did, etc. Speaking Practice Set up a role - play activity. Divide the class into pairs. One student plays a tourist who is lost in a new city and needs to ask for directions to a certain place (a place randomly given, such as a museum, a famous restaurant, etc.). The other student plays a local and gives directions. After they finish the role - play, they can change roles. Walk around the classroom to monitor and offer help if necessary. Organize a group discussion. Ask each group to talk about a memorable trip they have had. Each member in the group shares their travel story in turn, including where they went, what they did, and how they felt. Then select one or two groups to share their stories with the whole class. Reading Practice Provide students with a short passage about a travel experience or a description of a place. Ask students to skim the passage quickly to get the main idea and then scan it to answer some detailed questions on the PPT. After that, ask students to summarize the passage in their own words. Show a passage with some underlined words. Ask students to guess the meanings of these words according to the context and then explain how they guessed. This can help students develop their reading strategies. Writing Practice Give students a topic, such as “An Unforgettable Trip.” Ask them to write a short passage within 8 - 10 sentences. Remind them to use the simple past tense and some time - order words like “at first,” “then,” “next,” “finally” to make their writing more logical. Walk around the classroom to help students who have difficulties. After students finish writing, ask them to exchange their compositions with their deskmates. They read each other's compositions and give some simple comments, such as praising good sentences, pointing out grammar mistakes, etc. D. Summary (7 minutes) Summarize the key points of this review class with students, including important vocabulary, the usage of prepositions of place and the simple past tense, and common sentence patterns. Write the key points on the blackboard for students to take notes. Select some students to share what they have learned and what they think are the most difficult points in this unit. Listen to their opinions and give further explanations if necessary. E. Homework Assignment (3 minutes) Ask students to write a more detailed travel story, with at least 150 words. They should use more vivid descriptions and correct grammar. Let students make a mind - map of the vocabulary and grammar in this unit to help them better review and remember. Encourage students to find some English - language travel brochures or articles online and read them to further expand their knowledge about travel and improve their English reading ability. 教学反思 After this review class, generally, students showed a certain degree of enthusiasm in the learning process. The warming - up activity successfully attracted students' attention and quickly brought them into the learning state. In the knowledge - review part, through various interactive methods such as group work and individual demonstrations, most students were able to actively participate and review the learned knowledge. However, it was found that some students still had difficulties in using irregular verbs in the simple past tense correctly, and they also made mistakes when distinguishing between similar prepositions of place. During the practice part, the listening practice effectively improved students' listening comprehension ability, but some students had trouble understanding the fast - spoken parts in the recordings. In the speaking practice, most students were able to communicate in English, but their language expressions were still a bit limited. In the reading and writing practice, students' reading strategies need to be further strengthened, and some students' writing was rather monotonous and lacked details. In future teaching, more targeted exercises should be designed for the difficult points, especially for the usage of irregular verbs and prepositions of place. For listening training, more diverse materials with different speeds can be provided. To improve students' speaking and writing abilities, more model sentences and excellent examples can be given, and more opportunities for students to practice speaking and writing in different situations should be created. Also, encourage students to read more English materials in their spare time to enrich their language input. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$