Unit 4 In the neighbourhood-A Getting ready 教学设计2025-2026学年沪外教版英语八年级上册

Unit 4 In the neighbourhood-A Getting ready This unit focuses on the theme of "In the Neighbourhood". In section A "Getting ready", students will be introduced to various vocabulary related to the neighbourhood, such as different types of buildings (e.g., supermarket, library, post office), public facilities (e.g., park, bus station), and relevant expressions for describing the location and features of places in the neighbourhood. Through pictures, discussions and simple tasks, students are guided to recall and share their own experiences and knowledge about the neighbourhood, laying a solid foundation for further learning of reading, listening, speaking and writing in this unit. 教学目标 1. Knowledge Objectives Students will be able to master the key vocabulary related to the neighbourhood, including at least 10 new words and phrases, such as "supermarket", "library", "post office", "bus station", "be close to", "far from". Students can understand and use simple sentences and patterns for describing the location of places, like "There is/are...", "It is + adj. + to/from...". 2. Ability Objectives Enable students to describe the facilities and layout of their own neighbourhood in simple English, improving their oral and written expression abilities. Develop students' skills of observing pictures and extracting key information, and train them to use English to communicate about daily life topics. 3. Emotional Objectives Arouse students' interest in learning English by connecting with their familiar daily life scenes, and enhance their sense of community and love for their neighbourhood. Encourage students to actively participate in classroom discussions and group activities, cultivating their cooperation spirit and confidence in using English. 教学重难点 1. Key Points The mastery of new vocabulary about the neighbourhood, especially the correct pronunciation, spelling and meaning of words. The proper use of sentence patterns for describing location and distance, and being able to apply them in real - life situations. 2. Difficult Points Helping students to use the learned vocabulary and sentence patterns flexibly to describe complex neighbourhood scenarios, and improving their ability to organize language and express ideas. Overcoming students' shyness and fear of speaking English, and guiding them to actively communicate and share in English in class. 1. New Vocabulary Supermarket: A large self - service shop selling food, drinks, and household goods. For example, "I often go to the supermarket to buy groceries on weekends." Library: A building or room containing collections of books, periodicals, and sometimes films and recorded music for people to read, borrow, or refer to. Such as, "The library in our neighbourhood is very quiet, and I like to read there." Post office: A public building or office where postal services are provided, including mailing letters, parcels, and buying stamps. For instance, "You can send a letter at the post office." Bus station: A place where buses stop for passengers to get on and off. Example: "The bus station is crowded in the morning." Be close to: Near, not far away from. e.g., "My school is close to my home, so I walk to school every day." Far from: A long distance away from. Such as, "The airport is far from the city centre." 2. Key Sentence Patterns There is/are...: Used to express the existence of something. For example, "There is a park in our neighbourhood." "There are many shops on this street." It is + adj. + to/from...: Used to describe the distance or location relationship. e.g., "It is convenient to go shopping because the supermarket is close to my home." "It is far from my school to the library." 教学过程 1. Warming - up (5 minutes) Greet the students as usual. Then, show some pictures of different neighbourhoods on the PPT, including beautiful houses, green parks, busy streets with shops. Ask students: "What can you see in these pictures? Do you like these neighbourhoods? Why or why not?" Encourage several students to share their opinions briefly. This activity aims to quickly attract students' attention and arouse their interest in the topic of the neighbourhood. 2. Presentation (15 minutes) Vocabulary Teaching Present the new words one by one on the PPT. For each word, show a vivid picture related to it. For example, when teaching "supermarket", show a picture of a big supermarket with people pushing shopping carts. Read the word aloud clearly, ask students to repeat after you several times, and correct their pronunciation if necessary. Then, write the word on the blackboard, emphasizing the spelling and syllable division. After teaching all the new words, play a "word - guessing game". Describe a word in English, such as "It is a place where you can borrow books and read quietly", and ask students to guess which word it is. This can help students better understand and remember the meanings of the words. Sentence Pattern Teaching Write the sentence pattern "There is/are..." on the blackboard. Explain its meaning and usage with examples. For example, draw a simple picture of a street on the blackboard, with a shop and two trees. Say: "Look at this picture. There is a shop and there are two trees on the street." Let students make sentences according to the pictures on the PPT or the real - life scenes around the classroom. Introduce the sentence pattern "It is + adj. + to/from...". Use the school and the nearby places as examples. Say: "Our school is close to the park, so it is easy to go to the park after school. The hospital is far from our school, so it takes a long time to get there by bus." Let students imitate and make their own sentences about the places in the neighbourhood. 3. Practice (15 minutes) Group Activity 1: Neighbourhood Map Divide students into groups of 4 - 5. Give each group a piece of white paper and some coloured pens. Ask them to draw a simple map of their ideal neighbourhood. They should mark at least 5 different places they have learned, such as a supermarket, a library, a park, etc. Then, each group member takes turns to describe their map using the learned vocabulary and sentence patterns. For example, "There is a beautiful park in the centre of our neighbourhood. It is very close to the library, so we can go to read books after playing in the park." Walk around the classroom to monitor the groups, offer help and encouragement when necessary. Group Activity 2: Role - play Prepare some cards with different situations written on them, such as "You are at the bus station and you want to ask how to get to the supermarket", "You are showing a new friend around your neighbourhood". Divide students into pairs. Each pair draws a card and acts out the situation. They should use the English expressions about the neighbourhood to communicate. After the role - play, ask some pairs to perform in front of the class. Let other students listen carefully and give comments on their performance, especially on the correct use of vocabulary and sentence patterns. 4. Consolidation (7 minutes) Show some sentences on the PPT with blanks. The blanks need to be filled with the new words or the correct forms of the sentence patterns. For example, "______ (There is/There are) a post office near my home." "The zoo is ______ (far from/close to) my school, so we need to take a bus." Ask students to answer these questions individually first, and then check the answers together. Summarize the key vocabulary and sentence patterns of this class briefly, emphasizing the important points and common mistakes. 5. Homework Assignment (3 minutes) Ask students to write a short passage of at least 5 sentences to introduce their real neighbourhood. They should use at least 3 new words and 2 sentence patterns learned in this class. Encourage students to talk about their neighbourhood with their family members in English after class. 教学反思 After this class, generally, students showed great interest in the topic of the neighbourhood, and most of them actively participated in various classroom activities. The use of pictures, games and group activities effectively helped students master the new vocabulary and sentence patterns. However, there are still some aspects that need improvement. During the vocabulary teaching, although the "word - guessing game" was well - received by students, some students still had problems with the pronunciation of a few words, such as the "th" sound in "there". In the future, more time should be spent on pronunciation training, and more interesting ways like tongue - twisters can be used. In the group activities, some students were a bit shy and less active in speaking English. Next time, more encouragement and specific guidance should be given to these students at the beginning of the group activities to help them build confidence. Also, the time management in group activities can be further optimized to ensure that each student has enough time to express themselves. In terms of the homework assignment, it is expected that students can further consolidate what they have learned in class through writing about their own neighbourhood. This will also help the teacher better understand students' mastery of knowledge and adjust the teaching plan accordingly. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $