Unit5+Lesson2教学设计+2025-2026学年冀教版英语七年级下册

Unit 5 Lesson 2 A friendly neighbourhood教学设计 科目 英语 年级 七年级下册 课时安排 1课时 核心素养目标 语言能力：掌握社区相关词汇（neighbourhood, bakery, grocery store等）、描述人物与社区的句型，能读懂社区访谈短文，完成信息梳理与口语表达； 文化意识：理解中外社区文化的异同，培养邻里互助、关爱社区的意识； 思维品质：通过思维导图梳理信息、人物匹配，提升逻辑归纳与细节分析能力； 学习能力：通过小组合作、情境任务，提升自主探究与合作学习能力，养成观察生活、主动交流的学习习惯。 教学重难点 教学重点： 掌握社区场景核心词汇： neighbourhood, tailor's shop, bakery, grocery store, flower shop, bookstore, clothing shop ；读懂访谈类短文，提取关键信息，完成思维导图与人物信息匹配；能用句型描述社区人物与友好社区的特征： I like my neighbourhood because... / People here are... 。 教学难点： 从短文中精准提取细节信息，完成逻辑清晰的思维导图；结合生活实际，判断并补充友好社区的行为，用英语有条理地表达观点；克服口语表达的畏难情绪，主动用英语分享自己的社区生活。 教学过程——主要思路 Step 1 Warming-up & Lead-in  播放社区环境音（面包店叫卖、裁缝机声、门铃、脚步声等），学生闭眼听，猜测是什么地方。 设计意图：用贴近生活的话题拉近距离，激活学生的生活经验与已有词汇； Step 2: Presentation 1.  教师在黑板上画一个空白社区地图（街道+空白商铺）。学生分组领取词卡（本课新词），贴在正确商铺位置，并造句：A baker works in a bakery. He makes bread. 2. 教师提问： Look at the title "A friendly neighbourhood" and the picture. What do you think the passage is about? ，引导学生预测短文内容（ It's about people in a neighbourhood. ），培养阅读预测能力。 设计意图：游戏激活课堂，让学生在互动中巩固词汇；阅读预测环节，培养学生的阅读策略，为后续精读做铺垫。 Step 3: While-reading 任务1: First reading 1. 教师要求学生快速阅读短文，找出作者采访的所有地点，完成思维导图： The places I visited ，核心地点为 a tailor's shop ，补充剩余4个空。 教师提示： Scan the passage, find the places the student visited, and fill in the mind map. 。 2. 学生独立阅读，填写思维导图，教师巡视，帮助词汇薄弱的学生定位信息。 3.师生共同核对答案： a bakery, a grocery store, a flower shop, a bookstore, a clothing shop ，教师在黑板上补全思维导图框架。 任务2: Second reading 1.  教师要求学生精读短文，完成人物与描述的匹配，并回答问题A/B/C： 匹配内容： Mr Wang： I am busy but happy. The people here are kind and polite.  /  I like my job. I have many friends here. People help one another in this neighbourhood.  /  He/She was busy but still answered my questions.  Ms Li： He/She gets up at 5:00 a.m. every day to make bread. It's ready by 6:30 a.m.  /  I am busy but happy. The people here are kind and polite.  /  He/She was busy but still answered my questions.  问题： A. Do you think Mr Wang likes this neighbourhood? Why? B. What kind of person is Ms Li? C. What can you learn from the information above? 2. 学生独立完成匹配与问题，教师巡视，引导学生定位短文中的关键句（如Mr Wang的话、Ms Li的话）。 3.邀请学生分享答案，教师逐题讲解，补充句型： A:  Yes, he does. Because he says "I like my job and I like this neighbourhood. I have many friends here. People help one another in this neighbourhood."  B:  She is hard-working, kind and friendly. She gets up early to make bread, and she is busy but still answers the questions.  C:  We can learn that people in this neighbourhood are friendly and helpful, and they love their community.  任务3: Third reading 教师带领学生齐读短文，重点讲解长难句（ Doing the interviews was fun. ），用中文拆解结构，帮助学生理解。 设计意图： 分层次阅读（略读→扫读→精读），符合阅读教学规律，逐步提升学生的阅读能力；思维导图帮助学生梳理文章结构，培养逻辑归纳能力；人物匹配与问题回答，训练学生提取细节信息的能力，落实语言能力目标；降低阅读难度，保证学生能独立完成任务。 Step 4: Post-reading 任务1: Tick the friendly actions 1.  教师展示课本中的行为列表，要求学生判断哪些行为能让社区更友好，打√，并补充额外的行为： ✅ They say "Happy Chinese New Year" to their neighbours during the Spring Festival. ✅ They say hello to their neighbours. ❌ They sing, dance, and make loud noises when neighbours are at home. ✅ They take care of the plants in the neighbourhood. ✅ They help neighbours when they are in need. ✅ They hold the door for the elderly. ❌ They walk the pet dogs without a leash. 教师引导学生补充行为（如 They help the elderly carry heavy things. / They clean the community park together. ），用中文提示，帮助学生组织语言。 2.学生结对讨论，分享自己的判断与补充的行为，教师巡视，纠正语法错误。 3. 邀请3-4组学生分享，教师总结： These small actions can make our neighbourhood warm and friendly.  任务2: Group Discussion 1.  4人小组讨论： What do you think a friendly neighbourhood is like? What can you do to make your neighbourhood friendly? ，教师给学生提供句型模板： I think a friendly neighbourhood is a place where people are...   We can... to help our neighbourhood.  2.  小组讨论，教师巡视，引导害羞的学生发言，帮助组织语言，补充词汇。 3. 邀请2-3个小组上台分享，教师及时表扬（ Great ideas! You are all warm-hearted. ），情感升华： A friendly neighbourhood needs everyone's effort. Let's be kind to our neighbours!  设计意图： 行为判断环节，联系生活实际，培养学生的批判性思维与文化意识；小组讨论环节，给学生搭建句型支架，降低口语表达难度，提升合作学习能力；情感升华，落实核心素养中的文化意识，培养学生关爱社区的意识。 Step 5: Summary & Homework Class Summary 师生共同回顾： Today we learned words about neighbourhood, read an interview passage, finished a mind map, and talked about friendly actions. Who can tell me what you learned today? ，邀请2名中等生总结，教师补充。  Homework 1.背诵社区核心词汇，完善课堂上的思维导图； 2.写一篇50词左右的短文，介绍自己的社区； 3.做一件让社区更友好的事（如和邻居打招呼、帮老人提东西），用英语记录下来。 Step 6: Blackboard design Lesson 2 A friendly neighbourhood 📌 核心词汇 (Words) neighbourhood 社区 tailor's shop 裁缝店 bakery 面包店 grocery store 杂货店 flower shop 花店 bookstore 书店 clothing shop 服装店 📌 思维导图 (Mind Map) The places I visited tailor's shop bakery grocery store flower shop bookstore clothing shop 📌 核心句型 (Sentences) 1. I like my neighbourhood because people here are kind and helpful. 2. We can help neighbours when they are in need. 3. A friendly neighbourhood needs everyone's effort. 📌 人物特征 (People) Mr Wang: busy, happy, friendly Ms Li: hard-working, warm-hearted 1 / 2 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $