Starter Section 8 Our Neighbourhood 教学设计 2025-2026学年北师大版（2024）七年级英语上册

Starter-Section 8 Our Neighbourhood This section from the 2024 Beijing Normal University Edition English textbook for Grade 7 focuses on the theme of "Our Neighbourhood". It aims to help students master vocabulary related to community facilities and locations, such as "park", "supermarket", "bank", "hospital", "school", etc., as well as prepositions of place like "near", "next to", "behind", "in front of". Students will learn to use the "there be" sentence pattern to describe the existence of things in the neighborhood and practice expressing the location of different places. Through various activities, including listening, speaking, reading, and writing, students will improve their language skills and be able to introduce their own neighborhoods in English. 教学目标 A. Knowledge Objectives Students will be able to master the key vocabulary related to the neighborhood, including at least 10 new words and phrases, such as "neighborhood", "street", "block", "cinema", "post office", "police station", etc. Learn and understand the usage of prepositions of place and the "there be" sentence pattern. Be able to correctly use these prepositions to describe the location of places, and use the "there be" sentence pattern to express the existence of things in the neighborhood. For example, "There is a park near my home." "The supermarket is next to the bank." B. Ability Objectives Improve students' listening skills. They should be able to understand short dialogues and passages about the neighborhood, and get key information such as the location of places. Develop students' speaking ability. Enable them to communicate fluently about their own neighborhoods, including introducing the facilities and locations around them. Students should be able to ask for and give directions using the learned expressions. Enhance students' reading comprehension ability. They can read simple texts about neighborhoods, understand the main idea, and find specific information. Train students' writing skills. Students are expected to write a short passage to introduce their neighborhoods, using the correct vocabulary and sentence patterns. C. Emotional Objectives Cultivate students' interest in learning English and make them more willing to use English in daily life. Foster students' love for their own neighborhoods and enhance their sense of community. 教学重难点 A. Teaching Key Points The key vocabulary and phrases related to the neighborhood. Make sure students can pronounce, recognize, and use these words correctly. The correct usage of prepositions of place and the "there be" sentence pattern. Students should be able to apply them accurately in sentences to describe the neighborhood. Developing students' ability to communicate about the neighborhood in English, including asking for and giving directions. B. Teaching Difficult Points Helping students distinguish and correctly use different prepositions of place, such as "near", "next to", "beside", which may have similar meanings but different usage in some cases. Enabling students to use the learned vocabulary and sentence patterns comprehensively and flexibly in real - life situations, rather than just memorizing them mechanically. For example, when describing a more complex neighborhood layout, students may have difficulty organizing their language. Improving students' writing skills. Teaching them how to organize their thoughts, use appropriate connecting words, and write a complete and coherent passage about their neighborhoods. A. Vocabulary Community facilities: park /pɑːk/, supermarket /ˈsuːpəmɑːkɪt/, bank /bæŋk/, hospital /ˈhɒspɪtl/, school /skuːl/, cinema /ˈsɪnəmə/, post office /ˈpəʊst ɒfɪs/, police station /pəˈliːs ˈsteɪʃn/, library /ˈlaɪbrəri/, restaurant /ˈrestrɒnt/ Location - related: neighborhood /ˈneɪbəhʊd/, street /striːt/, block /blɒk/, near /nɪə(r)/, next to /nekst tuː/, behind /bɪˈhaɪnd/, in front of /ɪn frʌnt ɒv/, beside /bɪˈsaɪd/, across from /əˈkrɒs frəm/ B. Grammar There be sentence pattern: Structure: There is + singular countable noun / uncountable noun + (prepositional phrase). For example, "There is a tree in the park." There are + plural countable nouns + (prepositional phrase). For example, "There are many shops on the street." Prepositions of place: Near: indicates that something is not far away. e.g., The hospital is near my home. Next to: means adjacent or side by side. e.g., The bookstore is next to the school. Behind: shows that something is at the back of another thing. e.g., The garden is behind the house. In front of: indicates that something is located before another thing. e.g., There is a bus stop in front of the supermarket. Beside: has a similar meaning to "next to", but it is more literary. e.g., She sat beside me. Across from: means on the opposite side. e.g., The bank is across from the cinema. 教学过程 A. Warming - up (5 minutes) Greet the students as usual and then play a short video about different neighborhoods around the world. The video can show the beautiful parks, busy streets, and various community facilities. After watching the video, ask students some simple questions, such as "What did you see in the video?" "Which neighborhood do you like best?" to arouse their interest in the topic. B. Presentation (12 minutes) Vocabulary teaching Use pictures to introduce the new vocabulary related to the neighborhood. Show a picture of a park and say, "This is a park. We can play in the park." Then let students repeat the word several times. Do the same for other words like "supermarket", "bank", etc. Write the words on the blackboard and teach students the correct pronunciation, paying attention to the stress and intonation. For example, for the word "supermarket", the stress is on the first syllable /ˈsuːpə/. After teaching all the words, play a word - guessing game. Describe a place in the neighborhood without saying its name, and let students guess. For example, "It's a place where you can buy food and many other things. What is it?" (Answer: supermarket) Grammar teaching Use the pictures on the blackboard to introduce the "there be" sentence pattern. Point to the picture of a park and say, "Look, there is a park near the school." Write the sentence on the blackboard and explain the structure. Then change the picture to show a street with many shops and say, "There are many shops on the street." Let students notice the difference between "There is" and "There are". Explain the usage of prepositions of place at the same time. Point to the relative positions of different places in the pictures and say, "The park is near the school. The supermarket is next to the bank." Let students understand how to use these prepositions to describe the location. Give students some simple examples and ask them to make sentences by themselves. For example, show a picture of a hospital and a bus stop, and let students say sentences like "There is a hospital near the bus stop." C. Practice (15 minutes) Listening practice Play a short dialogue recording. The dialogue can be about two people talking about the locations of places in the neighborhood. For example: A: Excuse me. Where is the cinema? B: It's next to the library. A: Thank you. B: You're welcome. Play the recording twice. The first time, let students just listen and get a general idea. The second time, ask them to answer some questions, such as "Where is the cinema?" Speaking practice Divide students into pairs. Give each pair a simple map of a neighborhood with some places marked. One student asks questions about the location of a place, like "Where is the post office?" and the other student answers using the learned vocabulary and sentence patterns, "It's behind the supermarket." Encourage students to ask at least 5 questions. Then, change the roles. Walk around the classroom to monitor and help students when they have difficulties. Reading practice Hand out a short passage about a neighborhood to students. The passage can be like this: My neighborhood is a nice place. There is a big park near my home. In the park, there are many trees and flowers. Next to the park, there is a supermarket. We can buy many things there. Behind the supermarket, there is a small restaurant. The food there is delicious. Across from the restaurant, there is a school. I go to school on foot every day. Let students read the passage silently for the first time to get the main idea. Then, ask them some detailed questions, such as "What can you see in the park?" "Where is the restaurant?" D. Production (8 minutes) Writing practice Ask students to write a short passage to introduce their own neighborhoods. Remind them to use the vocabulary and sentence patterns they have learned, such as the "there be" sentence pattern and prepositions of place. They can start with "My neighborhood is a nice place. There is/are..." Walk around the classroom to provide guidance. After students finish writing, ask some of them to read their passages aloud in class. Give them positive feedback and correct their mistakes gently. E. Summary and Homework (5 minutes) Summary Summarize the key points of this class with students, including the important vocabulary about the neighborhood, the usage of the "there be" sentence pattern and prepositions of place. Ask students to recall and repeat some of the key sentences. Homework Ask students to draw a map of their neighborhoods, mark at least 5 different places, and write a short description under the map using English. Encourage students to talk about their neighborhoods with their parents in English at home. 教学反思 After teaching this class, I need to reflect on the following aspects: Teaching methods: Overall, the use of pictures, videos, and various practice activities can effectively arouse students' interest. However, in the future, I can try more group - based competition activities to further stimulate students' enthusiasm. For example, in the speaking practice, I can organize a competition to see which pair can ask and answer the most questions correctly in a limited time. Student participation: Most students actively participated in the class, but there were still a few students who were a bit shy and less involved. In the future, I should pay more attention to these students, encourage them more, and design some activities that are easier for them to participate in, so as to gradually build their confidence in speaking English. Knowledge acquisition: From the students' performance in class, especially in the writing practice, some students still had problems with the usage of the "there be" sentence pattern and prepositions of place. In the next class, I need to design some targeted exercises to help them consolidate this knowledge. Time management: In the production part, the time for students to write and share their passages was a bit tight. In the future, I need to better allocate time to ensure that students have enough time to complete their tasks and fully express themselves. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $