英语（七年级下册）
Unit 2 Neighbours
Integrated skills
无锡市民办辅仁中学 王佩莉
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. remember some new words about different jobs and working places;
2. get useful information from the listening materials;
3. introduce their family members’ jobs and their dream jobs.
II. Teaching contents
1. New words and phrases: manager, office, office worker, policeman, postman, company, station, police station, post, post office, person, job, elder, future, artist, sound, sick;
2. New structures: What are you going to be in the future
I’m going to be …
III. Focus of the lesson and predicted area of difficulty
1. Get useful information from the listening materials;
2. Introduce their family members’ jobs and their dream jobs.
IV. Teaching procedures
A Different jobs
Step 1 Lead-in
1. Guessing game.
T: Today we’ll learn Integrated skills of Unit 2—Neighbours. First let’s play a guessing game. This is a photo of a baby. Now it has turned into a man/woman. Can you guess what his/her job is now
【设计意图：让学生根据两张婴儿照猜测二人现在的工作，激发他们的兴趣；类似头脑风暴的形式调动学生有关职业的储备知识，使其迅速进入本课话题。】
2. Revision.
T: Listen to the tape. Can you tell me the names of different jobs
(1) They work in a school to help children learn. (teachers)
(2) They have special skills, such as making ships, planes and other machines. (engineers)
(3) When you’re ill, you go to hospital to see them. (doctors)
(4) They are always kind. When you are in hospital, they look after you. (nurses)
(5) They work in a restaurant. They serve you food. (waiters/waitresses)
(6) They make delicious food for people in a restaurant. (cooks)
(7) They can take you anywhere you want to go by taxi. (taxi drivers)
【设计意图：复习第一课时学过的有关职业的词汇，一方面锻炼学生对职业词汇的敏感度，同时为接下来谈论自己将来的职业做知识储备。】
Step 2 Presentation
1. Present new words of professions.
(1) PPT 5.
T: What does this man do
S: He is a policeman.
T: What do they do
S: They are policemen.
T: What’s her job
S: She is a policewoman.
T: What are their jobs
S: They are policewomen.
T: What place is it
S: It’s a police station.
T: Who works in the police station
S: Policemen work in the police station.
T: Please read these words after me.
(2) PPT 6.
T: What is this man
S: He is a postman.
T: What are they
S: They are postmen.
T: What place is it
S: It’s a post office.
T: Who works in the post office
S: Postmen work in the post office.
T: Please read these words after me.
(3) PPT 7.
T: What is this lady
S: She is an office worker.
T: Where does she work
S: She works in a company.
T: This man also works for a company. He is a manager.
T: Complete the sentence.
This office worker and the manager work for different ___________ (company).
T: Please read these words after me.
【设计意图：通过教师提问，图片呈现，直观教授生词。教师用三个同义句提问职业，让学生了解询问职业的三种表达方式。通过完成句子，让学生明白单复数的使用和一些词汇复数的变化形式。跟着老师朗读，熟悉生词发音，为下面的听力做准备。】
2. Complete Part A1.
3. New words: elder brother/elder sister.
T: Wendy is Millie’s penfriend. She’s talking about the jobs of her family members. Here is Wendy’s family photo. This is Wendy. They are Wendy’s parents. Who are they He’s Wendy’s elder brother and she’s Wendy’s elder sister.
【设计意图：选取符合材料的家庭照，直观教授生词。】
Step 3 Listening
1. Complete Part A2.
(1) Listen to the tape and complete the table in Part A2.
(2) Check answers in pairs. Ask and answer questions like this:
What does Wendy’s dad/mum/… do
Where does he/she work
He/She …
【设计意图：通过学生互问互答核对答案，将词汇运用到语境中。】
2. More about Wendy’s family.
(1) Listen and choose the correct answers.
(2) Say something about Wendy’s dad/mum/elder brother/elder sister.
Wendy’s elder brother goes to work by bike/goes to work on his bike/rides to work.
Wendy’s elder sister goes to work by train/goes to work in the train/takes the train to work.
I go to work by car/go to work in my car/ drive to work.
【设计意图：帮助学生更好地理解听力材料，为接下来的课文填空做铺垫。扩充同义表达，丰富学生的句式。】
3. Complete Part A3.
T: Check your answers in pairs.
T: Let’s read the completed passage together.
【设计意图：通过小组核对答案增强学生合作学习的能力，通过集体朗读帮助学生巩固生词的发音和对文本的整理理解。】
Step 4 Production
T: There will be an evening party in your new neighbourhood. Please introduce your family to the neighbours. First let’s watch a short video.
T: Work in groups of four and prepare the introduction.
【设计意图：围绕本课话题，让学生联系实际生活进行语言输出。】
B Speak up: What are you going to be in the future
Step 1 Presentation
1. New words: sick, artist, future.
T: Do you want to know something about my family My husband is a doctor. He is always ready to help sick people. My son is 7 years old. He likes drawing very much. He’s going to be an artist in the future.
【设计意图：通过介绍教师自己的家庭与上面的板块自然衔接，让学生在情境中习得生词。】
2. Free talk.
T: What are you going to be in the future Are you going to be a …
【设计意图：通过问答，让学生熟悉此句型和有关职业的词汇，为下文对话打基础。】
Step 2 Practice
1. Listen and fill in the blanks.
2. Read the dialogue together.
3. Make up a similar dialogue.
T: Work in groups of four and talk about your dream jobs.
4. Make a conclusion.
T: Each of you has a beautiful dream. But how can you make your dreams come true Work in pairs and talk out your plans.
T: A good plan is a good start to success. A good plan is not good without carrying it out.
【设计意图：在话题中巩固本单元语法be going to，并对学生进行情感教育。】
V. Homework
1. Remember the new words and expressions;
2. Recite Part B.英语（七年级下册）
Unit 2 Neighbours
Comic strip & Welcome to the unit
无锡市民办辅仁中学 向 梅
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. use the right words to describe people’s jobs and their workplaces;
2. talk about their own neighbours and neighborhoods briefly;
3. learn to cooperate with others and respond to the teacher’s instructions actively.
II. Teaching contents
1. New words and phrases: neighbour; will; visitor; like, wow, waiter, neighbourhood;
2. New structure: I’m going to visit our new neighbours.
III. Focus of the lesson and predicted area of difficulty
1. To talk about people’s jobs and workplaces;
2. To talk about their neighbours and neighbourhoods.
IV. Teaching procedures
Comic strip
Step 1 Lead-in
T: Hello, boys and girls. Today, we’ll learn Unit 2 Neighbours. First, may I ask some questions about your neighbours
(1) Do you often talk with your neighbours
(2) Do you like visiting them
(3) Do you invite your neighbours to your home
(4) If you meet a new neighbour on the way, how will you feel And what will you do
【设计意图：结合单元话题进行自由对话，使学生迅速进入本课话题，为接下来的教学做好铺垫。】
Step 2 Presentation
1. Watch and answer.
T: Helen and Jane live in the same neighbourhood. They meet a new neighbour on their way home. Do you want to know how they feel when they meet their new neighbour for the first time Please enjoy a short video.
T: Yes, they are both excited. Today, Eddie is going to visit his new neighbours too. But he looks worried. Watch the video and try to find the reason.
2. Listen and answer.
T: Listen to the tape and read the conversation by yourselves. Answer the questions below.
(1) Where is Eddie going
(2) Will Eddie go with Hobo
(3) What does Hobo worry about
【设计意图：利用视频设置情境，引出Eddie的担心，从而导入到漫画内容，激发学生的学习兴趣。】
Step 3 Practice
1. Read in roles.
2. Role-play.
3. Imagine and think.
T: Do you think Eddie’s new neighbours will welcome him If you have a neighbour like Eddie, will you welcome him or her
【设计意图：通过分角色朗读和表演增添了课堂的乐趣，并且训练了学生的语言运用能力。最后的问题启发了学生思考如何与邻居友好相处。】
Welcome to the unit
Step 1 Lead-in
Tips for visiting new neighbours.
T: Do you remember the two girls, Helen and Jane Let’s go on watching. After they meet the new neighbour, what will they do
T: What shall we do when we meet new neighbours Anyone would like to share your ideas
T: What questions do you think we can ask during the first visit
Birthplaces, jobs, workplaces …
【设计意图：承接上面设置的情景，通过视频引导学生如何与新邻居相处，并从谈话内容导入本节课的重点，谈论职业和工作场所。】
Step 2 Part A
1. Ask and answer.
T: Let’s meet some new neighbours. Look at these pictures. Please ask and answer in pairs.
S1: What is he/she
S2: He/She is a …
2. Match people with places.
T: Turn to page 19. Match the jobs with the places. Write the correct letters in the boxes.
T: Please tell me your answers like this, “He/She is a …, and he/she works ….”
【设计意图：鼓励学生从简单的一问一答，过渡到对人物的职业和工作场所进行简单描述，逐步提高口语难度。】
3. Play a guessing game.
T: Here are some blanks, which stand for your neighbours’ jobs. Listen to each job description and guess what it is. Use the sentence structure “Because he can …, I guess he is … and works …”
【设计意图：让学生根据相关描述来猜测职业，不仅帮助他们巩固了各种职业和工作场所的名称，而且锻炼了他们的口语表达能力。】
Step 3 Part B
1. Neighbourhood.
T: People living in the same neighbourhood can help each other. What is a neighbourhood
T: Look at the chart. A neighbourhood is a large area. It may include schools, supermarkets, clubs, parks and so on. The neighbourhood makes people’s life easier and more comfortable.
【设计意图：用图表的形式让学生对社区有更直观的了解，帮助他们更好地了解课文，同时为编写新对话做好文本的输入。】
2. Simon’s neighbourhood.
(1) Listen and answer.
(2) Fill in the blanks.
【设计意图：通过回答问题的形式熟悉课文。将对话改编成小短文，既培养了学生语篇输出的能力，也能为之后谈论自己的社区建立了模板。】
3. Students’ own neighbourhood.
T: Work in pairs and talk about your neighbourhood. You can use the expressions on the screen to help you.
【设计意图：让学生尽量使用本课学习的内容谈论自己居住的社区，发挥语言的语用功能。】
4. How to be a good neighbour
T: What can we do for our neighbourhood How can we be good neighbours Watch a video and discuss in groups what we should do and should not do in the neighbourhood.
T: Love your neighbour as yourself. In this way, your neighbourhood will be a better place to live.
【设计意图：从书本学习延伸到学生的生活，启发学生思考如何为他人服务，树立“邻里互帮互助、从我做起”的观念，培养他们的责任感。】
V. Homework
1. Remember the new words, phrases and structures;
2. Write a short article about your neighbourhood.英语（七年级下册）
Unit 2 Neighbours
Reading (I)
无锡市民办辅仁中学 向 梅
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. know something about the community centre;
2. introduce the activities of the community centre in English;
3. learn to help each other in your neighbourhood.
II. Teaching contents
1. New words and phrases: helpful, volunteer, community, skill, problem, something, engineer, check, broken, someone, fix, anyone, college, lucky, help sb. with sth, do some shopping;
2. New structures: They help us with all kinds of problems.
There’s something wrong with my computer.
I’m going to ask a computer engineer to check it.
Some college students are ready to help.
III. Focus of the lesson and predicted area of difficulty
1. To get the general and specific information from the conversation;
2. To sum up how to introduce one’s neighbours;
3. To introduce students’ own neighbours.
IV. Teaching procedures
Step 1 Lead-in
T: Look at the picture. It’s about the community. May I ask you some questions about your neighbours
(1) Do you have good neighbours
(2) What are your neighbours
(3) What do your neighbours usually do to help each other
【设计意图：通过学生比较熟悉和感兴趣的话题导入新课，为接下来的教学做好铺垫。】
Step 2 Pre-reading
1. A video about my neighbours.
T: I live in Wanke Community. Please watch a video about it and then tell me: What do you think of my neighbours
T: Yes, I agree with you. They are kind and helpful. They have different skills, and they usually help people with different problems.
2. Introduce some neighbours.
T: Now I’ll introduce some of my neighbours to you.
This is Mr Wang. He is an engineer. He can check the computer.
This is Mr Yang. If your bike is broken, he can fix it for you.
They are college students. They often help the old people do some shopping.
They are volunteers. They have different skills. They help us with different problems.
I’m lucky to live in a neighbourhood like that. Do you think so
3. Complete the sentences.
(1) This volunteer often does some ______________ for the old man.
(2) The ____________ student is helping the boy with his homework.
(3) The man is _____________ the girl’s _______________.
(4) The _____________ is checking the _____________.
【设计意图：通过有关社区的视频，引出对社区中不同人物的介绍，使学生在语境中认识并运用新单词，同时进入主要的教学任务：以课文为模板，初步了解社区志愿者所做的事情。】
Step 3 While-reading
1. Watch and answer.
T: Simon is talking with Amy about his neighbours. Please watch a short video and answer the following question.
What happens when Simon has problems (He can get help from the community centre.)
2. Scan for the specific information.
T: Listen to the conversation again and try to find some specific information about Simon’s neighbours. You can circle the useful words while looking for answers.
(1) Who can give people help
(2) When do they meet
(3) Where do they meet
(4) What do they do there
【设计意图：通过展示思维导图，鼓励学生寻找文章细节信息，训练学生的听力与扫读能力。】
3. Summary.
T: Retell what good things the volunteers do according to the pictures.
【设计意图：通过图表帮助学生回顾文章结构，为之后的语言输出做好结构上的准备，同时锻炼了学生的总结能力。】
4. Detailed reading.
(1) Read and do the True or False.
T: Amy is writing something about Simon’s neighbours. Write a T if the sentence is true or an F if it is false.
(2) Read and fill in the blanks.
【设计意图：通过完成不同教学任务，训练学生的阅读方法和速度，在熟悉课文的同时，也为之后的文本输入奠定基础。】
5. Group work: Act it out!
T: Work in groups of four. Suppose one of you is Simon and the others are volunteers at Simon’s community centre. Talk about volunteers’ skills and what they can do to help neighbours. You can use the conversation on the screen as a model.
【设计意图：利用关键句型，复述课文重要内容，为接下来的对话做好语言素材上的准备，同时，小组合作的形式有利于学生相互帮助和学习。】
Step 4 Post-reading
1. Make up a dialogue.
T: Do the people in your community have any problems If you have problems, what will you do Work in groups and talk about your problems and the way to deal with them.
【设计意图：通过讨论自己在社区碰到的问题，鼓励学生将所学知识运用到真实语境中。】
2. Conclusion.
T: Neighbours are important to us. We should always help each other.
【设计意图：从书本学习延伸到学生的生活，对他们的生活态度进行一定的引导。】
V. Homework
1. Read the conversation aloud;
2. List the good things that Simon’s neighbours do.英语（七年级下册）
Unit 2 Neighbours
Task
无锡市民办辅仁中学 王佩莉
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. master the new words and expressions;
2. prepare notes before writing the articles;
3. write about how people help each other in their neighbourhood.
II. Teaching contents
New words and phrases: notice, information, below, better, anything, design, group, worry about;
New Structures: They will make you feel better!
Are you worrying about what to wear to a party or how to design your home
They will be happy to give you some ideas.
III. Focus of the lesson and predicted area of difficulty
Write about how people help each other in their neighbourhood.
IV. Teaching procedures
Step 1 Lead-in
Free talk.
1. Is there a community centre in your neighbourhood
2. What do your neighbours do
3. Do you think it’s helpful to have a community centre
4. What kind of help do you want to get from the community centre
【设计意图：为本节课的写作做好话题准备。】
Step 2 Presentation
1. More about Simon’s neighbourhood.
T: Today Simon wants to tell us something more about his neighbourhood. He is proud of his neighbourhood, because there are good neighbours and wonderful clubs. People always help each other.
2. Good neighbours.
T: Guess what Simon’s neighbours do.
3. Community clubs.
T: What community clubs does Simon’s community have
T: And these neighbours are volunteers. What clubs do they work for
4. Helping each other.
T: If you are sick, that is to say if you don’t feel well, don’t worry/don’t be worried because doctors can make you feel better.
T: Look! The car is broken. That is to say “There’s something wrong with the car.” Or we can say “Something is wrong with the car.”Don’t worry. Engineers can help with your problems.
T: If you worry about what to wear to a party, don’t worry. Some artists will help you. They know a lot about styles and colours.
T: Simon tells us if they have some problems, they can put their problems on the noticeboard in the community. There are always many notices on the noticeboard. And we can find much information from the notices.
【设计意图：设置情境，引出人物、俱乐部和互助活动，解决生词教学，并为接下来学习文章内容和最后的模仿写作做铺垫。】
Step 3 Practice
1. The first notice.
T: Read the first notice. What information can you find
(1) What will happen
(2) When will they have the meeting
(3) Where will they have the meeting
2. The rest three notices.
T: Read the other three notices, and talk about where these people can solve their problems.
T: Read the notices again and then complete this table.
【设计意图：让学生充分理解布告内容，为接下来完成短文做准备。】
3. Complete Simon’s article.
T: Finish Simon’s blog according to the notices.
T: Read and find out some good words and sentences.
T: Read the article again. Let’s find what each paragraph is about.
【设计意图：对文章由整体到细节理解，为下文模仿写作做准备。】
Step 4 Writing
1. Pair work.
T: Suppose we are also going to have a “helping hands” meeting. What clubs do we have We have Beautiful Hair Club, Computer Group and Delicious Kitchen. Now work in pairs and complete the table.
【设计意图：参考书上内容，讨论三个新的俱乐部，为模仿写作做准备。】
2. Make up a dialogue.
T: Work in pairs and talk about people’s problems and these three clubs. The sample dialogue may help you.
【设计意图：除了为接下来的写作做准备，学生也可以通过小组合作互相学习。】
3. Write notices.
T: Work in groups of three and design your own notices. The useful expressions on the screen may help you.
【设计意图：模仿课本设计通知，灵活运用本课所学知识。】
4. Write an article.
T: Write about how people help each other in the community according to the following information.
T: Work in pairs and read each other’s articles. Try to give him or her some advice.
T: Let’s read this sample writing.
T: A near neighbour is better than a distant cousin. Helping others is a great way to enjoy yourself. May you have a good community!
【设计意图：模仿范文仿写文章，进行语言输出。】
V. Homework
Write an article about your own neighbourhood.英语（七年级下册）
Unit 2 Neighbours
Reading (Ⅱ)
无锡市民办辅仁中学 向 梅
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. use the key words and expressions to express their own ideas;
2. retell Good neighbours by making up dialogues;
3. have the awareness of helping each other in the neighborhoods.
II. Teaching contents
1. New words and phrases: helpful, volunteer, community, skill, problem, something, engineer, check, broken, someone, fix, anyone, college, lucky, help sb. with sth., do some shopping;
2. New structures: They help us with all kinds of problems.
There’s something wrong with my computer.
I’m going to ask a computer engineer to check it.
Some college students are ready to help.
III. Focus of the lesson and predicted area of difficulty
1. Retell Good neighbours by making up dialogues;
2. Sum up the uses of the words and phrases;
3. Express the ideas of helping neighbours.
IV. Teaching procedures
Step 1 Revision
1. Listen and answer.
T: Let’s enjoy an interesting song. What is the song about
2. Simon’s neighbours.
T: Do you still remember Simon’s neighbours
(1) Where do the volunteers often meet
(2) What do they share with each other
(3) What’s Simon’s problem
(4) What’s he going to do
3. Complete the sentences.
4. Finish the paragraph.
T: Finish the paragraph with the expressions given.
【设计意图：从简单的回答问题，到看图完成句子、短文填空，通过不同的练习帮助学生复习课文内容，使学生迅速进入本课教学，也为接下来的教学做好铺垫。】
Step 2 Language focus
T: To make our neighbourhood a better place to live, we need to learn how to be a good neighbour. We should give a helping hand to those who need help. Now, some of my neighbours are in trouble. Would you like to help them with me
1. help sb. (to) do sth./help sb. with sth.
(1) Introduce the first neighbour.
T: Kitty isn’t good at her studies. She wants someone to help her with her homework. She’s quite lucky. Some college students come and help her ___________ her homework.
We can use another phrase to express the same meaning: Some college students come and help her to do her homework.
(2) Complete sentences using “help sb. (to) do sth./help sb. with sth.”.
(3) Make sentences using “help sb. (to) do sth./help sb. with sth.”.
What can different people do for others Please answer the question like this: A doctor can help me to keep healthy.
【设计意图：通过设置情景，引导学生归纳出help的两个结构，然后利用不同难度的练习帮助学生巩固词组的用法，使他们轻松掌握所学结构。】
2. There’s something wrong with …
(1) Introduce the second neighbour.
T: There’s something wrong with Tom’s fridge. Can you help him
When someone asks: What’s wrong with …
We can answer: There’s something wrong with …/Something is wrong with …/… is broken.
(2) Complete the conversation according to the picture.
(3) Work in pairs and choose a picture to make up a dialogue.
【设计意图：通过情景设置，导出所学结构。先让学生进行一问一答的简单活动，接着进行对话操练，让他们在实际情景中运用所学语言。】
3. do some shopping
(1) Introduce the third neighbour.
T: Mr Li is too old to do some shopping by himself. Linda and Lucy often come to help him. What do they do for the old man Look at the picture, and tell me the answers by using do some + v-ing.
(2) Use do some + v-ing to talk about my family members.
【设计意图：通过情景设置，导出所学的结构。从简单句子的表达到语篇表达，逐步加大难度，让各种层次的学生能灵活运用所学结构。】
4. ask sb. to do …/ask sb. not to do …
(1) Introduce the fourth neighbour.
T: Amy is worried these days. She thinks she is a little fat. Can you give her some advice to help her keep slim
Thank you for your advice. Amy’s mother also asks her to exercise more. (ask sb. to do …)
And her father asks her not to eat too much. (ask sb. not to do …)
(2) Complete the sentences with the proper forms of the verbs in brackets.
【设计意图：通过情景设置，引导学生自己从例句中归纳结构，培养学生的观察和总结能力。】
5. Complete the conversation.
【设计意图：通过对话练习，复习和巩固本节课所学的结构，并为接下来的口语输出做准备。】
Step 3 Practice
1. Make up a dialogue.
T: I’ll divide you into eight groups, and each group will make up a dialogue about Simon’s neighbours. You can use the dialogues on the screen as your models.
Groups 1 & 2: fix a bicycle
Groups 3 & 4: check a computer
Groups 5 & 6: help Simon with his homework
Groups 7 & 8: do some shopping for the old people
【设计意图：让学生通过角色扮演，复述课文重要内容。小组活动的形式有利于学生之间的相互帮助和彼此学习。】
2. Group discussion.
T: Work in groups and discuss what you can do for your neighbours.
【设计意图：从书本学习延伸到日常生活，对学生的生活态度进行一定的引导。】
V. Homework
1. Remember the new words and expressions;
2. Write a short passage about what you can do for your neighbours.英语（七年级下册）
Unit 2 Neighbours
Grammar
无锡市民办辅仁中学 向 梅
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. know what the simple future tense is;
2. learn how to use the simple future tense correctly;
3. talk about things that will happen in the future.
II. Teaching contents
New words and phrases: shall, fire, the day after tomorrow, make a fire
III. Focus of the lesson and predicted area of difficulty
1. To use the simple future tense correctly;
2. To talk about the actions that will happen in the future.
IV. Teaching procedures
A Simple future tense with will and shall
Step 1 Revision
1. Enjoy a song.
T: First, please enjoy a song. Let’s sing together. How will the school be today
2. About Simon.
(1) Where does Simon live
(2) What do you think of his neighbours
(3) Do you think Simon is lucky to live in such a neighbourhood Why
3. About Simon’s neighbours.
T: Some of Simon’s neighbours have some problems. How can they get help from the community centre
T: In these sentences, we use be going to and will to talk about things that will happen in the future. This tense is called the simple future tense.
【设计意图：从一开始的歌曲中引出will，再通过对Simon和其邻居的提问，创设情境，引出will和be going to，快速导入本节课的教学内容。】
Step 2 Presentation
1. will + verb …
T: Neil and Jack are my new friends. Let’s listen to a story about them, and then answer the following questions.
(1) How old will Jack be
(2) What will Neil buy for Jack
(3) How many miles will Jack run each day
T: We use will + verb … to express the simple future tense.
【设计意图：观看视频，并就视频内容进行问答，向学生呈现含will的句子，并让学生自己讨论总结含will的一般将来时的基本结构。】
2. will or shall.
(1) Match the subjects on the left with will or shall on the right.
(2) Learn about some short forms about will and shall.
(3) Read a chant.
【设计意图：用连线的形式，介绍与will和shall连用的主语。可用比赛读歌谣的形式，激发学生的兴趣，提高他们的课堂参与性。】
3. The basic form.
Complete the tables about the simple future tense with will or shall.
【设计意图：将书上的表格以填空的形式呈现给学生，让学生在练习中学会归纳will和shall的各种句型结构。】
4. The usage of the simple future tense with will or shall
(1) Use will or shall to complete the sentences.
We use will or shall to talk about things that are sure to happen in the future.
(2) Ask and answer in pairs: What will you do this evening
We use will or shall to talk about plans that we are making now.
【设计意图：通过设置不同情境，引入will和shall两种用法。】
Step 3 Practice
1. Complete the conversation.
T: Complete the conversation between Mr Lin and Simon with the simple future tense of the verbs in brackets.
2. Pair work.
T: Work in pairs and talk about what you will do this weekend.
【设计意图：让学生根据设置的情境编对话，在对话中巩固各句型的用法。】
B Simple future tense with be going to
Step 1 Presentation
1. More about Neil and Jack.
T: Do you want to know more about Neil and Jack Let’s watch the video and find out where Jack is going and what he is going to do.
T: We use be going to do… to express the simple future tense.
2. Match the subjects with be going to.
3. Learn about some short forms about be going to.
【设计意图：再次通过视频导出be going to，引导学生自己归纳出be going to的基本结构。】
4. Work out the basic form.
T: Complete the tables about the simple future tense with be going to.
5. The usage of the simple future tense with be going to.
(1) Use be going to to talk about something we decide to do.
(2) Pair work.
T: Jack will be 50 years old in two days. Work in pairs and talk about what you are going to buy for him.
(3) Use be going to to talk about things that will probably happen.
(4) Fill the blanks with the correct forms of be going to.
Step 2 Practice
1. Complete the conversation.
T: Simon is going to have a day out with his uncle’s family the day after plete his conversation with Amy by using the correct forms of be going to.
2. Plan a day out for Neil and Jack.
T: Is Neil really going to buy a car for Jack
T: Work in groups of four and plan a day out for Neil and Jack. Here are some points which may help you. Remember to use the simple future tense we learned today.
【设计意图：设置情境，让学生利用所学结构进行语言输出。这样做既发挥了语言的语用功能，又培养了学生小组合作学习的方式。】
Step 3 Summary
T: Boys and girls, today we’ve learnt the simple future tense.
(1) What do we use the simple future tense to talk about
(2) Do you still remember the basic forms of the simple future tense
(3) When shall we use the simple future tense
(4) What time expressions are always used with the simple future tense
【设计意图：通过思维导图的形式，帮助学生复习本节课学习的语法结构。】
V. Homework
Finish writing the visiting plan for Neil and Jack.英语（七年级下册）
Unit 2 Neighbours
Study skills
无锡市民办辅仁中学 王佩莉
I. Teaching aims and learning objectives
By the end of the lesson, students should be able to:
1. know the importance of linking sounds;
2. know what is linking sounds;
3. master four rules of linking sounds.
II. Focus of the lesson and predicted area of difficulty
To learn four different ways of linking sounds.
III. Teaching procedures
Step 1 Lead-in
1. Watch a video.
T: What do you think of his English
【设计意图：展示两段“中国腔”的英语，让学生直观感受没有连读的英语很不地道。】
2. Tell me what you hear.
T: Listen and tell me what you hear.
T: We have difficulty in catching the words correctly, because native speakers often link sounds together when they speak English.
【设计意图：听录音并复述，让学生感受不熟悉连读会影响听力理解。】
Step 2 Presentation
1. Four different ways of linking sounds.
T: Linking sounds can make our spoken English sound smooth and natural. Learning linking sounds can improve our listening skills.
T: There are four ways of linking sounds.
(1) Link a consonant sound with a vowel sound.
(2) Link a r sound with a vowel sound.
(3) Link two vowel sounds.
(4) Link two consonant sounds.
【设计意图：让学生大致了解连读。】
2. Link a consonant sound with a vowel sound.
(1) Pay attention to the consonant sound and the vowel sound. Repeat after the teacher.
(2) Read this sentence: You must stand up to eat an apple in an hour’s time.
(3) Read the phrases in the table.
(4) Read the sentences aloud.
(5) Listen and write down the phrases you hear.
【设计意图：由词到句巩固第一种连读技巧，通过听写加深对第一种连读的感受。】
3. Link an r sound with a vowel sound.
T: When the first word ends in –r or –re and the next word begins with a vowel sound, we join them together with a /r/ sound between them. Pay attention to the phrases on page 27 and repeat after me.
(1) Read the phrases in the table.
(2) Read the sentences aloud.
(3) Listen and write down the phrases you hear.
(4) Learn to sing an English song It’s a small world.
4. Link two vowel sounds.
T: When there are two vowel sounds, we join them as if there were a /j/ or /w/ sound between them.
(1) Read this sentence: We enjoyed getting ready to go out the other day.
(2) Read the phrases in the table and think about the pronunciation rules.
(3) Read the sentences aloud.
(4) Listen and write down the phrases you hear.
【设计意图：此种连读方法比较复杂，让学生通过多种练习方式掌握，并试着总结规则。】
5. Link two consonant sounds.
T: When two consonant sounds of two words meet, we sometimes do not need to pronounce the first consonant sound. Pay attention to the phrases on page 27 and repeat after me.
(1) Read this sentence: It’s the best time to sit down to eat a big cake.
(2) Read the phrases in the table.
(3) Read the sentences aloud.
(4) Listen and write down the phrases you hear.
Step 3 Summary
1. Ways of linking sounds.
T: How many ways of linking sounds have we learnt in this class What are they
2. Read the sentences.
3. Read a conversation.
(1) Read the conversation in pairs and pay attention to the linking sounds.
(2) Listen to the tape and imitate the pronunciation and intonation.
T: If you want to improve your spoken English, please practice the skills of linking sounds. Practice makes perfect.
【设计意图：综合运用并巩固本节课学的连读方法。】
IV. Homework
Read the passages in this unit again, paying attention to linking sounds.
