7B Unit 2 Neighbours 教案
文档属性
| 名称 | 7B Unit 2 Neighbours 教案 |  | |
| 格式 | zip | ||
| 文件大小 | 32.2KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2013-05-07 16:19:49 | ||
图片预览
文档简介
Unit 2 Neighbours
Welcome to the unit and comic strip
Teaching aims:
1.Master the names of all kinds of jobs and working places.
2.Can talk their own towns in English.
Teaching contents:
Words: neighbour will visitor like wow waiter neighbourhood
Sentences: I’m going to visit our neighbours.
Teaching steps:
Step 1. review
1.Present a diary to the students, ask them to fill in the blanks.
Tomorrow is Saturday. My family are all free. My parents do not need to work in their and I have no lessons at .So we decide to go outside to enjoy the weekend.
In the morning, my father wants to visit the next to our building to have a look at some old things. My mother wants to buy clothes in some new near our home. I want to have a picnic with my friends in a .
In the afternoon, my family will watch a film in a and have a big meal in a famous .
What a wonderful weekend! Now it is time to go to the to buy something for tomorrow.
2. T: Where do you live What kind of home do you have What’s around your home Is your home near a park/a school/a restaurant/a supermarket Is there a shop/a factory/a cinema/a museum/a hospital near your home Encourage the students to answer by themselves.
Step2. Presentation
1.T: Who lives next to your flat/house Who lives above/blow you Who’s your neighbour What’s your neighbour What’s your neighbour’s name What does he/she do
Write ‘neighbour’ on the blackboard.
2.T: Mr. Lin is my neighbour. He’s a waiter in a big restaurant. Miss Huang lives above me. She’s a teacher.
Write ‘waiter’ on the blackboard.
Step 3. Practice
Ask the students to finish exercise A.
T: We have a lot of neighbours. They have different jobs. Look at the pictures. Where do they work Please match them with the places.
2.Make a dialogue with a student.
Step 4. Presentation
Make sure the understand the idea of the dialogue B.
T: Amy is asking Simon questions. What are these questions about Please listen to the tape and tell me.
Encourage the students to the tape and answer.
T: The questions are about Simon’s home and different places around his flat.
Present ‘neighbourhood’ and write it.
Step5.Practise
Play the tape ,ask the students to answer more questions. eg:
Where’s Simon’s flat
How many buildings are there in neighbourhood
How many floors do the buildings have
What does Simon have around his neighbourhood
What does Simon think of his neighbourhood
Divide the students into two groups to read.
Ask some students to make a dialogue using part B as a model.
Ask some students to act.
Step 6. Presentation
T: Do you often talk with our neighbours Do you often play with your neighbours Do you like visiting them Do they often visit your home Do you think they’re good visitors What do you think your neighbours
Write ‘visitor’ on the blackboard.
ask the students to listen to the tape and find the answer:Where’s Hobo going
ask the students to answer more questions according to the tape.
Step7.Practise
Ask the students to read the dialogue and act.
Step8. Presentation
Encouage the students to say their ideas according to the comic strip.
Arrange the students to talk about and discuss:What can you do for your neighbours
Step9.Homework
1.Remerber all the new words and sentences.
2.Ricite the dialogue and part B.
3.Finish the exercise.
教后记：
在平时的教学中学生通常是跟读，（录音或老师）听读（听同学读）自读，互读（同桌互相读）几种方式.此外，我鼓励学生多读一些简单的英语课外书。在图片的提示下读懂简单小故事，既能激发和保持学生的阅读兴趣，又能培养学生初步的阅读能力。
Reading (1)
Teaching aims:
1. Understand the knowledge about the centre of a town.
2. Can introduce in English.
Teaching contents:
Words: helpful, community, skill, problem, something, engineer,
check, broken, someone, fix, anyone, college, lucky
Sentences: 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.
Teaching steps:
Step1. Review
T: Where do you live How many buildings are there in your neighbourhood How many floors do they have When you’re ill, where do you go ......encourage the students to answer with their own words.
Step 2. Presentation
1.T: I’m very lucky to have many good neighbours. They have different skills and can do many different things. They’re also very helpful. When they’re free, they often go to the community centre to help others.
Write ‘lucky skills helpful community centre’ on the blackboard.
2. Present the poster of the flat and new knowledge.
Step 3.Practise
Sample conversation
S1: Excuse me, there’s something wrong with my computer. Can you help me
S2: Yes, I’m an engineer. I’m good at checking computers. I can help you.
S1: Thank you very much.
S3: Excuse me, I have to go outside. Who can help me look after my daughter.
S4: I’m a volunteer. Can I help you take care of your child
S3: It’s very kind of you. Thank you.
Step 4. Presentation
Introduce the passage to the students, then ask them to answer the questions.
T: To make our neighbourhood a better place to live, we should help each other as possible as we can. Simon is talking about his neighbours with Amy. Please read their conversation and answer the questions: What happens when Simon has problems
Give the students two minutes to read the dialogue then answer.
Play the tape, then ask them to complete the table.
Problem Help
Computer doesn’t work
Bicycle is broken
Homework is difficult
Old people need help
Ask the students to read the dialogue then do the exercise of part B2.
T: Amy is writing something about Simon’s neighbours. Write a T if the sentences is true or an F if it is false.
Step5.Action
Ask the students to act the dialogue.
T: Shall we do a role-play activity Work in a group of four. Suppose one of you is Simon and the others are volunteers at Simon’s community centre. Tell us your skills and introduce what you can do to help your neighbours.
Sample conversation
T: Hello, I’m Simon. I live in a big community. There are some volunteers in it. They have different skills and they’re very helpful. Look, this is…, this is…and this is…
S1: Hi, I’m…I’m an engineer. I can…I’m good at…I can help you with…
S2: Hi, I’m…
S3: Hi, I’m…
T: I’m very lucky to have a community centre like that.
Divide the students into groups to make dialogues.
Ask the students to act.
Step6.Homework
Read the passage.
Recite the passage.
Finish the exercise.
教后记：英语作为一门语言，让学生在基础学习阶段养成大声朗读，敢于开口是非常必要的。
Reading (2)
Teaching aims:
1To grasp the expression about the text.
2 To train the Ss comprehension ability
Teaching points:
task-based approach
Teaching difficulties:
To retell the passage with Ss’s own words.
Teaching steps:
Step1 Revision
Revise good neighours by asking students some questions.
Step2. Presentation
Discuss: ask Ss to discuss some details in groups. Then write down the important phrases and sentences.
Step 3.Listening
Books open.
Listen to the tape and ask Ss to repeat one sentence by one sentence.
Step 3. Reading
1. Ask some students to report their homework about good neighours .
Look at these pictures in part B1.They’re from the community centre. Let Ss complete the sentences.
2. Listen to the tape and answer the questions about the text.
(1)What does Simon’s community centre have
(2)What do volunteers do at the community centre
(3)When do they meet
(4)What are they going to do this weekend
(5)There’s something wrong with Simon’s computer. How will he get help
(6)Annie’s bicycle is broken. How will she get help
(7)A boy has some problems with his homework. How will he get help
(8)What do volunteers do to help the old people
(9)What does Amy think of Simon to have such a neighourhood
Step4.Practise
Read Amy and Simon’s conversation together.
Read again, boys play the roles of Simon, girls play the role of Amy.
Please complete the part3.
Practise this conversation with your partner.
Step5.Act it out(choose 1)
Do a role-play. Suppose one of you is Simon. The other is Amy. Try to act out the conversation.
Who wants to play the role of Simon to introduce the community centre in your nighbourhood Who wants to play the role of Amy Please tell us if you want to have a community centre like that. You can choose one role each and discuss this with your partner.
Step 6.Language points
anyone pron. used instead of someone in negative sentences and in questions.
broken adj. has been damaged or injured, no longer whole or woking correctly.
check vt. to examine sth to see if it is correct, safe or satisfactory .You should check your homework before handing it in .
college n. a university where students can study for a degree after they have left high school.
eg.Lily is going to visit some famous colleges in Beijing during this summer holiday.
community n. a group of people living in particular local area. In my community, we have a lot of activities at weekends.
Engineer n. a person whose job is to design and build engines, machines, roads, bridges, etc.
eg.My cousin wants to be an engineer when he grows up.
fix vt. to repair or correct sth.
eg. The car won’t start---can you fix it
Homework
Retell the text.
2.《导学与评价》P14
教后记：很多时候我们不得不承认，学生的英语考试成绩是和学生的单词量完全成正比的。新目标英语这套教材的单词量大是众所周知的。为了让学生从识记单词拼写这个繁重的负担中解脱出来，我想我们应该在第一时间向全班学生讲述正确的识记单词拼写的方法，同时帮助其摒弃他们在小学阶段可能业已形成的死记硬背的方法。
Grammar
Teaching aims:
1.Simple future tense with will and shall
Teaching points:
Aim 2 Simple future tense with be going to
Teaching steps:
Step1 Revision
1.Ask some questions about the Simon’s community centre.
Where does Simon live
What do you think of the community centre in his neighourhood
Do you think Simon lucky to live in such a nighourhood Why
2.Here are some people who live in Simon’s nighourhood. They have some problems. How can they get help from the community centre
1) Mr. Green’s computer doesn’t work well.
2) Lily bicycle is broken.
3) Little Tom has problems with his homework.
4) Grandma Chen is sick these days.
Help Ss answer these questions from the text.
Step2 Presentation
创设情景
-What will you do if you have problems with your homework
-I will/shall________.
2. What do we use will or shall to talk about
(We use will or shall to talk about things that will happen and plans that we’re making now. This is an example of the simple future tense).
If someone has problem with his or her homework, he or she will ask the teacher for help. He or she won’t copy the other’s answers. What’ll you do Will you ask your teacher for help Will your parents help you
(Help Ss answer them like “Yes, I will/shall. No, I will/shall not. Yes, they will. No, they will not).
Read partA carefully and find out the rulers.
(What do we use for “I” or “we” What do we use for “you” “he” “she” “it” and “they”
Step3Practise
Do the practice of Part A
(Simon’s computer is broken. He’s asking Mr. Lin for help. Please complete their conversation with the simple future tense.
Read the dialogue about Mr Lin and Simon’s.
Step4 Presentation
创设情景
(Do you think community centers are helpful I think they are. The community centre in my nighourhood is going to have a “helping hands’ meeting the day after tomorrow. I’m going to teach children English songs. My daughter is going to dance for the old people. My parents are going to cook some delicious food.
What do we use be going to to talk about
(We use be going to to talk about something we decide to do and things that will probably happen).
3.1)Are you going to join the “helping hand” meeting in your neighourhood
2)Is your father going to do sth for the old people
3)What’s he going to do
4) What’s your mother going to do
5)What are your neighours going to do
4.Look at the part B and find out the rulers.
Step4 Practice
Complete part B
(Simon is telling Amy about his plan for a day out with his uncle’s family. Please help him complete his plan).
Answer these questions with your partner.
What are you going to do for old people this Sunday
What’s your father/mother going to do for your neighours tomorrow
What are you going to do for poor children the day after tomorrow
What’s your father/mother going to do for your community next week
Step5 Homework
《导学与评价》P15.
预习Integrated skills.
教后记：在理解含义的基础上，再引入语法，学生就容易掌握。
Integrated skills
教学目标
能掌握更多的职业和工作场所的名称。
能从听力材料中获取信息并完成任务。
能运用所得信息将语篇补充完整。
能运用正确的语句谈论自己的理想。
教学内容
一，词汇：manager office worker policeman
Elder future artist
Sick
二，词组：by train/bus/ship/bike
三，句型：What are you going to be in the future
I’m going to be a computer engineer.
教学工具：多媒体
教学步骤：
Step I 复习
教师说：Now let’s play a game. Here are some riddles for you. Can you tell me the name of the job
The work in a school to help children learn.(teacher)
When you are ill, you go to see them. (doctor)
They make delicious food for people in restaurants. (cook)
They have special skills, such as making ships, planes and other machines.
Step II呈现
教师说：Different people have different jobs. Look at this woman. What does she do What’s her job She works in a company. She doesn’t work in a factory. She’s an office worker. 板书job, company 和 an office worker,教师接着说：This woman works for a company too. But she’s not an office worker. She’s a manager. Other people in the company should listen to her. This man is a postman. Everyday he puts newspapers or letters into people’s postboxes. He works in a post office. What about this man Is he a postman No, he’s a policeman. He catches people who do bad things and takes them to the police station. 板书office, manager, postman, post office, policeman, police station.
Step III 操练
教师说：Millie wants to learn more about different jobs. Here are some pictures. Would you please write the correct names under them
教师说： Wendy is Millie’s pen friend. She’s talking about the jobs of their family members. Let’s listen to the tape and complete the table in Part A2.教师说：What does Wendy’s dad/ mum/ elder brother/ elder sister do Where does he/she do
Step IV呈现
教师说： Let’s listen to the tape once more and answer my questions about Wendy.
⑴ Where’s her father’s police station
⑵ Where’s her mother’s restaurant
⑶ Is her mother very busy
⑷ How does her elder brother go to work
⑸ How does her elder sister go to work
板书elder， by bike, by train等。
Step V Practice
1. According to Part A and Part B finish the A3.
Teacher ask Ss to read “Wendy’s family” then read after the teacher,
Encourage Ss read bravely .
2. Let Ss say about their own family like the passage. with some phrases.
Step VI Conclusion
Do Exercises (导学与评价)
家庭作业
记忆本课所学词汇、词组、和句型
背诵B部分的对话
模仿B部分编写一段对话
4．预习 Speak up
教后记教师要尽量鼓励中等以上的学生不看黑板，进行口头交流，以真正提高他们在真实语境中用英语进行交际的能力。
Speak up and Study skills
教学目标
能掌握更多的职业和工作场所的名称。
能运用正确的语句谈论自己的理想。
能了解朗读时常见连读方式，用连读方式读句子。
教学内容
掌握单词 future/ police station/ job/ post/ artist/ sound/ stick
句型
①What are you going to be in the future
②I’m going to be a computer engineer.
教学工具 ：多媒体
Revision: Answer the questions
How many people are there in Wendy’s home
What’s Wendy’s father
Where does Wendy’s mother work
How does her sister go to work
二、Presentation
1, Show some pictures to introduce some jobs. And let students discuss, lead to the topic.
Teacher says: look at these jobs. Are they interesting Which is your favourite
Students answer with their own information.
Teacher says: oh, I see, ……is going to be……in the future.
Write down on the blackboard: “Future and this sentence”
In the same way, show an artist with colourful chalk.
2, Practice
Teacher says, Millie is talking with her classmates about their future jobs. Listen to the conversation and do “true or false” exercises.
1） Daniel likes computer
Millie is going to be a computer engineer.
Sandy is going to be a teacher.
Amy is going to be a doctor
Simon is going to be a basketball star.
2） listen to the tape again, then read after the teacher
Please open your books and repeat after the tape. Sentence by sentence, if need read more.
3） Act it out
Give students enough time to prepare for the same dialogue.
三 Conclusion
Some phrases and sentences
四．Presentation
Look at some phrases : an apple ,stand up ,in an hour teacher read these phrases, let Ss pay attention to the pronunciation what’s the difference among them.
1 We usually link a consonant with a vowel sound.
2.When the first word ends –r or –re and the next word begins with a vowel sound, we join them together with a /r/ sound between them
3.When there re two vowel sounds, we join them as if there were a /j/ or /w/sound between them.
4.When two consonant of two words meet, we sometimes do not need to pronounce the first consonant sound .
二． Practice
Listen to the tape about them. Please work in pairs .read them to your partner.
In a minute fall in the river Tell us story take care of it work at it in an office
三．Homework。
Do some exercises about the students has learned
教后记
很多教师能够就听力主题设计口语交际活动，但是到了听后活动的最后一个环节还出让全体学生看着黑板上的词汇、句型，这样设计的依据是学生没有这些支撑无法开展口语交际活动。
Task
Teaching aims:
1.能熟练运用本单元所学词组和句型组织语言
2.能合理架构文章，介绍社区，开展活动
Teaching points:
Master the words: notice/information/below/better/anything/group
Teaching tools:
Multi-media
Revision
Free talk
Answer the questions
①What’s Daniel going to be in the future
②Is Daniel going to be a computer engineer
③What’s Sandy good at doing sth
④What’s Simon going to be
Translation
①他在派出所工作。
②我的哥哥在镇中心工作。
③将来你想干什么？
④他想帮助病人。
⑤她想成为一个艺术家吗？
二、Presentation
1. Talk with the students about neighbourhood.
Teacher says: Hello, Everyone!
① Is there a community centre in your neghbourhood
② What do your neighbours do
③Do you think it’s helpful to have a community centre
④What kind of help do you want to get from the community centre
Encourage ss answer the questions. Then give some ideas.
2. Lead to the topic of community.
I think a community centre is very helpful. Everyday will be better with its help it provides useful information. The volunteers would like to do anything to help us.
Write down: “information better anything “
3. Read the information in part A
Teacher says: Today will meet our old friend Simon again. Let’s learn more about his community centre. Simon is reading some notice about the “helping hands” meeting. Please read the information on the notice board and tell me when and where the meeting is …
Encourage the Ss to answer: It’ll be at the community centre on the afternoon of 5 March.
4. Read more again and finish the exercise
Teacher says “ The following people in Simon’s neighbourhood have some problems. Please read the notice again and tell me when and where they can get help “
A. Health Centre B. Art Design Group C. Fix-it Club
⑴ Mr. Green is not feeling well these days. (A)
⑵ There is something wrong with Lily’s fridge. (C)
⑶ Miss Zhang worries about what to wear for a party. (B)
⑷ Grandma Chen’s washing machine is not working well. (C)
⑸ Mrs. Ma does not know how to design her home. (B)
5. Play the tape and finish Part B
Now we have information about the “helping hand” meeting at Simon’s community centre. Please help Simon complete the part B.
6. Checking
Teacher: I’d like to ask you some question. If you know the answer, please put up your hands.
⑴ When people get ill, what kind of help do they get in the neighbourhood. (Good doctors and nurses)
⑵ How can the artists in this group do
⑶What can the artists in this group do
⑷If there is something wrong with one’s fridge, who can help
7.Reading the text and learn a way of writing article. Pay attention to the order.
⑴Time and place of the “helping hands” meeting.
⑵Different activities of the “helping hands” meeting.
8. Writing
Ask the Ss to write article with students’ own information.
9. Homework
Do exercises
教后记平时阅读和背诵的单词很多，但只读不用的话，单词很容易被遗忘，写下一天中发生的一些重要的事情，或者当天学了某1个词组，并可以创设1个语境恰如其份地用上这个词将学到的单词串成情景句子，这样即可帮我记住这个词的用法，又可以锻炼写作能力。
二次备课
听说领先，指导集中注意力听和大胆参与，在英语教学起始，教师主要要训练学生静心听，做到“听清”和“听准”，从一开始就培养学生听的习惯。我在训练听力时，总是让学生先整体听录音，然后逐句听录音，并跟读。最后带着问题听，并回答问题。
二次备课
二次备课
二次备课
在日常教学中，我最害怕不开口的学生。我认为只要他（她）开口读、说英语了，那么他（她）这一生学习英语都将不会存在任何的障碍了。所以在开学最初的几个星期阶段，我特别提醒我的学生们，一定要开口出声且大声的朗读英语。针对个别性格内向、羞于开口的学生，则要将其列为重点关注对象，致力于先张口，再出声最后大声朗读。
一天之计在于晨，这句名言对于英语学习来说，更是如此。早自习上，我想尽办法让学生们去读，以不同的形式，朗读不同的内容，充分挖掘学生们读的潜能，让学生们都能开口说英语。
二次备课
在句型教学中，如果总让学生坐着听说，坐着读写，很容易出现学习的死角，也会有一部分，而且越来越多的学生会觉得枯燥而开始走神。要让学生们动起来，就要及时调整教学手段，这样才能让课堂质量有所提高。
二次备课
在教学过程中，我坚决要求学生依据单词发音来识记单词的拼写。所以在单词教学方面，我一般遵循三步走的顺序。1.跟读。让学生先学会读单词，做到看到单词，读音能够脱口而出。2.记住汉语意思。可以由老师报中文解释，学生读出英文单词；在课堂句型操练中，进一步巩固单词的读音和中文意思的联合掌握和运用。3.最后才要求学生开始识记单词的拼写。事实上，此时由于学生对很多单词的过目率非常的高，他们可能已经在不知不觉中掌握了本单元里为数不少的新单词的拼写了
二次备课
二次备课
将一个语法的知识点所涉及的全部细节，罗列在黑板上，这样反而会使学生手忙脚乱，分不清重点，只要在平时遇到语法的问题时强调一下，潜移默化的影响，就可以。到一定水平，学生会自己总结的
二次备课
二次备课
让学生根据描述猜出职业名称，复习并为本课学习做准备。
利用各种职业的人物图片呈现新知识。
用彩色粉笔将不定冠词an进行标注，提醒学生此处冠词的使用。
二次备课
指导学生完成A1部分的练习，巩固所学内容。
为学生播放录音，指导他们捕捉信息完成A2部分的表格。如需要可多播放几遍。
通过回答的形式，与学生核对答案。再次为学生播放录音，指导他们回答问题。
当教师发现学生理解有障碍时，可适时呈现其中的新知识
二次备课
可以就听力留作业：跟读录音、做部分听写等。教师还要拓展作业的范围，使学生能接触更广泛、更丰富的听力语料。如电视、电影、讲座、采访、歌曲、故事、讲笑话。 这些听力材料都可以用于训练和培养学生的听力技能 , 提高他们的听力水平。光盘不但可以为学生提供声音 , 而且还可以提供帮助学生理解说话人所在的场景 , 说话人的动作表情。由于青少年喜欢听、唱歌曲 , 因此 , 英语歌曲也是训练学生听力的一种很好的听力材料来源。 很具灵活性的作业，教师很难检查和监督学生完成的情况。有的教师采用家长签字协助监督的方法：要求学生每日 10分钟听、读（或把自己读的录音），内容是课文，或是课外内容，这些听说作业都会收到较好的效果。
二次备课
二次备课
（一）首先必须丰富他们的生活内容，使他们有话可说，有感可发，有情可抒，有事可叙。教师必须引导学生从生活中提取有意义的英文写作的主题。学生每天都与社会生活的各个方面发生着直接的或间接的联系，这是他们学习英文，这是他们学习英文写作表达活动的重要前提。（二）教师在指导学生进行英文写作活动时，也应该进行由易到难的练习。这类练习包括两个内容。从形式上看，在造句练习的基础上，进行英文作文，既由短到长。从质量上看，在简单的英文作文的基础上，进行要求较高的英文作文练习，即：造句—看图说话、写情景—写段—写作文。由易到难地进行练习，一方面能够丰富学生的英文写作基础知识；另一方面，能够培养学生的逻辑思维能力，提高英文写作的艺术和手法。（三）要求学生坚持写日记。坚持用英文写日记是有助于学生加强记忆、复习所学内容，用所学知识表达自己的思想；日记具有储存信息、编码和组织资料、激发联想等功能，它们是语言内化和输出的过程。（四）要求学生多练习写看图作文。看图作文是历年中考、高考使用频率最高的形式。看图作文的图画内容必须是学生能够用英语表达的。动笔前应引导学生仔细观察画中的事物、人物、时间、地点、背景及一些细微之处；
二次备课
启发学生概括画中所表达的大意，并根据提示，积极构思一个意思完整、语言表达正确、能达到交际目的短文。（五）指导学生进行网上交互活动。电子邮件是开展网上英语交流活动的有效途径之一，它可以将教师与学生，学生与学生紧密联系起来，实现师生和学生之间的互动。网上交互应该与教学结合起来，让学生在e-mail上提交书面作业或向老师提出问题，教师能够在e-mail上随时解答问题、布置作业、批改作业或发布信息等。同学之间也可以通过电子邮件分享学习资料，合作完成写作练习。（六）同学互评法。同学互评法（peer revision）是一种合作学习，它是学生写作训练过程中一个步骤，也是教师把过程教学法思想贯穿并渗透于写作过程中的一个环节，其做法如下：在完成初稿后，学生不必把初稿交给老师，教师把学生分成两人组或四人组，让学生在课堂上互相传阅作文、提出意见，并讨论修改方案。在相互评阅与讨论后，学生自己先修改初稿，然后把修改稿提交给老师。通过互评促进学生之间相互学习，取长补短；增加学生的“读者意识”，使每个学生既是作者又是读者；以达到提高学生英语写作兴趣，提高他们的文学编辑能力；同时能节约老师时间，使老师有更多时间用于教学活动。
Welcome to the unit and comic strip
Teaching aims:
1.Master the names of all kinds of jobs and working places.
2.Can talk their own towns in English.
Teaching contents:
Words: neighbour will visitor like wow waiter neighbourhood
Sentences: I’m going to visit our neighbours.
Teaching steps:
Step 1. review
1.Present a diary to the students, ask them to fill in the blanks.
Tomorrow is Saturday. My family are all free. My parents do not need to work in their and I have no lessons at .So we decide to go outside to enjoy the weekend.
In the morning, my father wants to visit the next to our building to have a look at some old things. My mother wants to buy clothes in some new near our home. I want to have a picnic with my friends in a .
In the afternoon, my family will watch a film in a and have a big meal in a famous .
What a wonderful weekend! Now it is time to go to the to buy something for tomorrow.
2. T: Where do you live What kind of home do you have What’s around your home Is your home near a park/a school/a restaurant/a supermarket Is there a shop/a factory/a cinema/a museum/a hospital near your home Encourage the students to answer by themselves.
Step2. Presentation
1.T: Who lives next to your flat/house Who lives above/blow you Who’s your neighbour What’s your neighbour What’s your neighbour’s name What does he/she do
Write ‘neighbour’ on the blackboard.
2.T: Mr. Lin is my neighbour. He’s a waiter in a big restaurant. Miss Huang lives above me. She’s a teacher.
Write ‘waiter’ on the blackboard.
Step 3. Practice
Ask the students to finish exercise A.
T: We have a lot of neighbours. They have different jobs. Look at the pictures. Where do they work Please match them with the places.
2.Make a dialogue with a student.
Step 4. Presentation
Make sure the understand the idea of the dialogue B.
T: Amy is asking Simon questions. What are these questions about Please listen to the tape and tell me.
Encourage the students to the tape and answer.
T: The questions are about Simon’s home and different places around his flat.
Present ‘neighbourhood’ and write it.
Step5.Practise
Play the tape ,ask the students to answer more questions. eg:
Where’s Simon’s flat
How many buildings are there in neighbourhood
How many floors do the buildings have
What does Simon have around his neighbourhood
What does Simon think of his neighbourhood
Divide the students into two groups to read.
Ask some students to make a dialogue using part B as a model.
Ask some students to act.
Step 6. Presentation
T: Do you often talk with our neighbours Do you often play with your neighbours Do you like visiting them Do they often visit your home Do you think they’re good visitors What do you think your neighbours
Write ‘visitor’ on the blackboard.
ask the students to listen to the tape and find the answer:Where’s Hobo going
ask the students to answer more questions according to the tape.
Step7.Practise
Ask the students to read the dialogue and act.
Step8. Presentation
Encouage the students to say their ideas according to the comic strip.
Arrange the students to talk about and discuss:What can you do for your neighbours
Step9.Homework
1.Remerber all the new words and sentences.
2.Ricite the dialogue and part B.
3.Finish the exercise.
教后记：
在平时的教学中学生通常是跟读，（录音或老师）听读（听同学读）自读，互读（同桌互相读）几种方式.此外，我鼓励学生多读一些简单的英语课外书。在图片的提示下读懂简单小故事，既能激发和保持学生的阅读兴趣，又能培养学生初步的阅读能力。
Reading (1)
Teaching aims:
1. Understand the knowledge about the centre of a town.
2. Can introduce in English.
Teaching contents:
Words: helpful, community, skill, problem, something, engineer,
check, broken, someone, fix, anyone, college, lucky
Sentences: 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.
Teaching steps:
Step1. Review
T: Where do you live How many buildings are there in your neighbourhood How many floors do they have When you’re ill, where do you go ......encourage the students to answer with their own words.
Step 2. Presentation
1.T: I’m very lucky to have many good neighbours. They have different skills and can do many different things. They’re also very helpful. When they’re free, they often go to the community centre to help others.
Write ‘lucky skills helpful community centre’ on the blackboard.
2. Present the poster of the flat and new knowledge.
Step 3.Practise
Sample conversation
S1: Excuse me, there’s something wrong with my computer. Can you help me
S2: Yes, I’m an engineer. I’m good at checking computers. I can help you.
S1: Thank you very much.
S3: Excuse me, I have to go outside. Who can help me look after my daughter.
S4: I’m a volunteer. Can I help you take care of your child
S3: It’s very kind of you. Thank you.
Step 4. Presentation
Introduce the passage to the students, then ask them to answer the questions.
T: To make our neighbourhood a better place to live, we should help each other as possible as we can. Simon is talking about his neighbours with Amy. Please read their conversation and answer the questions: What happens when Simon has problems
Give the students two minutes to read the dialogue then answer.
Play the tape, then ask them to complete the table.
Problem Help
Computer doesn’t work
Bicycle is broken
Homework is difficult
Old people need help
Ask the students to read the dialogue then do the exercise of part B2.
T: Amy is writing something about Simon’s neighbours. Write a T if the sentences is true or an F if it is false.
Step5.Action
Ask the students to act the dialogue.
T: Shall we do a role-play activity Work in a group of four. Suppose one of you is Simon and the others are volunteers at Simon’s community centre. Tell us your skills and introduce what you can do to help your neighbours.
Sample conversation
T: Hello, I’m Simon. I live in a big community. There are some volunteers in it. They have different skills and they’re very helpful. Look, this is…, this is…and this is…
S1: Hi, I’m…I’m an engineer. I can…I’m good at…I can help you with…
S2: Hi, I’m…
S3: Hi, I’m…
T: I’m very lucky to have a community centre like that.
Divide the students into groups to make dialogues.
Ask the students to act.
Step6.Homework
Read the passage.
Recite the passage.
Finish the exercise.
教后记：英语作为一门语言，让学生在基础学习阶段养成大声朗读，敢于开口是非常必要的。
Reading (2)
Teaching aims:
1To grasp the expression about the text.
2 To train the Ss comprehension ability
Teaching points:
task-based approach
Teaching difficulties:
To retell the passage with Ss’s own words.
Teaching steps:
Step1 Revision
Revise good neighours by asking students some questions.
Step2. Presentation
Discuss: ask Ss to discuss some details in groups. Then write down the important phrases and sentences.
Step 3.Listening
Books open.
Listen to the tape and ask Ss to repeat one sentence by one sentence.
Step 3. Reading
1. Ask some students to report their homework about good neighours .
Look at these pictures in part B1.They’re from the community centre. Let Ss complete the sentences.
2. Listen to the tape and answer the questions about the text.
(1)What does Simon’s community centre have
(2)What do volunteers do at the community centre
(3)When do they meet
(4)What are they going to do this weekend
(5)There’s something wrong with Simon’s computer. How will he get help
(6)Annie’s bicycle is broken. How will she get help
(7)A boy has some problems with his homework. How will he get help
(8)What do volunteers do to help the old people
(9)What does Amy think of Simon to have such a neighourhood
Step4.Practise
Read Amy and Simon’s conversation together.
Read again, boys play the roles of Simon, girls play the role of Amy.
Please complete the part3.
Practise this conversation with your partner.
Step5.Act it out(choose 1)
Do a role-play. Suppose one of you is Simon. The other is Amy. Try to act out the conversation.
Who wants to play the role of Simon to introduce the community centre in your nighbourhood Who wants to play the role of Amy Please tell us if you want to have a community centre like that. You can choose one role each and discuss this with your partner.
Step 6.Language points
anyone pron. used instead of someone in negative sentences and in questions.
broken adj. has been damaged or injured, no longer whole or woking correctly.
check vt. to examine sth to see if it is correct, safe or satisfactory .You should check your homework before handing it in .
college n. a university where students can study for a degree after they have left high school.
eg.Lily is going to visit some famous colleges in Beijing during this summer holiday.
community n. a group of people living in particular local area. In my community, we have a lot of activities at weekends.
Engineer n. a person whose job is to design and build engines, machines, roads, bridges, etc.
eg.My cousin wants to be an engineer when he grows up.
fix vt. to repair or correct sth.
eg. The car won’t start---can you fix it
Homework
Retell the text.
2.《导学与评价》P14
教后记：很多时候我们不得不承认，学生的英语考试成绩是和学生的单词量完全成正比的。新目标英语这套教材的单词量大是众所周知的。为了让学生从识记单词拼写这个繁重的负担中解脱出来，我想我们应该在第一时间向全班学生讲述正确的识记单词拼写的方法，同时帮助其摒弃他们在小学阶段可能业已形成的死记硬背的方法。
Grammar
Teaching aims:
1.Simple future tense with will and shall
Teaching points:
Aim 2 Simple future tense with be going to
Teaching steps:
Step1 Revision
1.Ask some questions about the Simon’s community centre.
Where does Simon live
What do you think of the community centre in his neighourhood
Do you think Simon lucky to live in such a nighourhood Why
2.Here are some people who live in Simon’s nighourhood. They have some problems. How can they get help from the community centre
1) Mr. Green’s computer doesn’t work well.
2) Lily bicycle is broken.
3) Little Tom has problems with his homework.
4) Grandma Chen is sick these days.
Help Ss answer these questions from the text.
Step2 Presentation
创设情景
-What will you do if you have problems with your homework
-I will/shall________.
2. What do we use will or shall to talk about
(We use will or shall to talk about things that will happen and plans that we’re making now. This is an example of the simple future tense).
If someone has problem with his or her homework, he or she will ask the teacher for help. He or she won’t copy the other’s answers. What’ll you do Will you ask your teacher for help Will your parents help you
(Help Ss answer them like “Yes, I will/shall. No, I will/shall not. Yes, they will. No, they will not).
Read partA carefully and find out the rulers.
(What do we use for “I” or “we” What do we use for “you” “he” “she” “it” and “they”
Step3Practise
Do the practice of Part A
(Simon’s computer is broken. He’s asking Mr. Lin for help. Please complete their conversation with the simple future tense.
Read the dialogue about Mr Lin and Simon’s.
Step4 Presentation
创设情景
(Do you think community centers are helpful I think they are. The community centre in my nighourhood is going to have a “helping hands’ meeting the day after tomorrow. I’m going to teach children English songs. My daughter is going to dance for the old people. My parents are going to cook some delicious food.
What do we use be going to to talk about
(We use be going to to talk about something we decide to do and things that will probably happen).
3.1)Are you going to join the “helping hand” meeting in your neighourhood
2)Is your father going to do sth for the old people
3)What’s he going to do
4) What’s your mother going to do
5)What are your neighours going to do
4.Look at the part B and find out the rulers.
Step4 Practice
Complete part B
(Simon is telling Amy about his plan for a day out with his uncle’s family. Please help him complete his plan).
Answer these questions with your partner.
What are you going to do for old people this Sunday
What’s your father/mother going to do for your neighours tomorrow
What are you going to do for poor children the day after tomorrow
What’s your father/mother going to do for your community next week
Step5 Homework
《导学与评价》P15.
预习Integrated skills.
教后记：在理解含义的基础上，再引入语法，学生就容易掌握。
Integrated skills
教学目标
能掌握更多的职业和工作场所的名称。
能从听力材料中获取信息并完成任务。
能运用所得信息将语篇补充完整。
能运用正确的语句谈论自己的理想。
教学内容
一，词汇：manager office worker policeman
Elder future artist
Sick
二，词组：by train/bus/ship/bike
三，句型：What are you going to be in the future
I’m going to be a computer engineer.
教学工具：多媒体
教学步骤：
Step I 复习
教师说：Now let’s play a game. Here are some riddles for you. Can you tell me the name of the job
The work in a school to help children learn.(teacher)
When you are ill, you go to see them. (doctor)
They make delicious food for people in restaurants. (cook)
They have special skills, such as making ships, planes and other machines.
Step II呈现
教师说：Different people have different jobs. Look at this woman. What does she do What’s her job She works in a company. She doesn’t work in a factory. She’s an office worker. 板书job, company 和 an office worker,教师接着说：This woman works for a company too. But she’s not an office worker. She’s a manager. Other people in the company should listen to her. This man is a postman. Everyday he puts newspapers or letters into people’s postboxes. He works in a post office. What about this man Is he a postman No, he’s a policeman. He catches people who do bad things and takes them to the police station. 板书office, manager, postman, post office, policeman, police station.
Step III 操练
教师说：Millie wants to learn more about different jobs. Here are some pictures. Would you please write the correct names under them
教师说： Wendy is Millie’s pen friend. She’s talking about the jobs of their family members. Let’s listen to the tape and complete the table in Part A2.教师说：What does Wendy’s dad/ mum/ elder brother/ elder sister do Where does he/she do
Step IV呈现
教师说： Let’s listen to the tape once more and answer my questions about Wendy.
⑴ Where’s her father’s police station
⑵ Where’s her mother’s restaurant
⑶ Is her mother very busy
⑷ How does her elder brother go to work
⑸ How does her elder sister go to work
板书elder， by bike, by train等。
Step V Practice
1. According to Part A and Part B finish the A3.
Teacher ask Ss to read “Wendy’s family” then read after the teacher,
Encourage Ss read bravely .
2. Let Ss say about their own family like the passage. with some phrases.
Step VI Conclusion
Do Exercises (导学与评价)
家庭作业
记忆本课所学词汇、词组、和句型
背诵B部分的对话
模仿B部分编写一段对话
4．预习 Speak up
教后记教师要尽量鼓励中等以上的学生不看黑板，进行口头交流，以真正提高他们在真实语境中用英语进行交际的能力。
Speak up and Study skills
教学目标
能掌握更多的职业和工作场所的名称。
能运用正确的语句谈论自己的理想。
能了解朗读时常见连读方式，用连读方式读句子。
教学内容
掌握单词 future/ police station/ job/ post/ artist/ sound/ stick
句型
①What are you going to be in the future
②I’m going to be a computer engineer.
教学工具 ：多媒体
Revision: Answer the questions
How many people are there in Wendy’s home
What’s Wendy’s father
Where does Wendy’s mother work
How does her sister go to work
二、Presentation
1, Show some pictures to introduce some jobs. And let students discuss, lead to the topic.
Teacher says: look at these jobs. Are they interesting Which is your favourite
Students answer with their own information.
Teacher says: oh, I see, ……is going to be……in the future.
Write down on the blackboard: “Future and this sentence”
In the same way, show an artist with colourful chalk.
2, Practice
Teacher says, Millie is talking with her classmates about their future jobs. Listen to the conversation and do “true or false” exercises.
1） Daniel likes computer
Millie is going to be a computer engineer.
Sandy is going to be a teacher.
Amy is going to be a doctor
Simon is going to be a basketball star.
2） listen to the tape again, then read after the teacher
Please open your books and repeat after the tape. Sentence by sentence, if need read more.
3） Act it out
Give students enough time to prepare for the same dialogue.
三 Conclusion
Some phrases and sentences
四．Presentation
Look at some phrases : an apple ,stand up ,in an hour teacher read these phrases, let Ss pay attention to the pronunciation what’s the difference among them.
1 We usually link a consonant with a vowel sound.
2.When the first word ends –r or –re and the next word begins with a vowel sound, we join them together with a /r/ sound between them
3.When there re two vowel sounds, we join them as if there were a /j/ or /w/sound between them.
4.When two consonant of two words meet, we sometimes do not need to pronounce the first consonant sound .
二． Practice
Listen to the tape about them. Please work in pairs .read them to your partner.
In a minute fall in the river Tell us story take care of it work at it in an office
三．Homework。
Do some exercises about the students has learned
教后记
很多教师能够就听力主题设计口语交际活动，但是到了听后活动的最后一个环节还出让全体学生看着黑板上的词汇、句型，这样设计的依据是学生没有这些支撑无法开展口语交际活动。
Task
Teaching aims:
1.能熟练运用本单元所学词组和句型组织语言
2.能合理架构文章，介绍社区，开展活动
Teaching points:
Master the words: notice/information/below/better/anything/group
Teaching tools:
Multi-media
Revision
Free talk
Answer the questions
①What’s Daniel going to be in the future
②Is Daniel going to be a computer engineer
③What’s Sandy good at doing sth
④What’s Simon going to be
Translation
①他在派出所工作。
②我的哥哥在镇中心工作。
③将来你想干什么？
④他想帮助病人。
⑤她想成为一个艺术家吗？
二、Presentation
1. Talk with the students about neighbourhood.
Teacher says: Hello, Everyone!
① Is there a community centre in your neghbourhood
② What do your neighbours do
③Do you think it’s helpful to have a community centre
④What kind of help do you want to get from the community centre
Encourage ss answer the questions. Then give some ideas.
2. Lead to the topic of community.
I think a community centre is very helpful. Everyday will be better with its help it provides useful information. The volunteers would like to do anything to help us.
Write down: “information better anything “
3. Read the information in part A
Teacher says: Today will meet our old friend Simon again. Let’s learn more about his community centre. Simon is reading some notice about the “helping hands” meeting. Please read the information on the notice board and tell me when and where the meeting is …
Encourage the Ss to answer: It’ll be at the community centre on the afternoon of 5 March.
4. Read more again and finish the exercise
Teacher says “ The following people in Simon’s neighbourhood have some problems. Please read the notice again and tell me when and where they can get help “
A. Health Centre B. Art Design Group C. Fix-it Club
⑴ Mr. Green is not feeling well these days. (A)
⑵ There is something wrong with Lily’s fridge. (C)
⑶ Miss Zhang worries about what to wear for a party. (B)
⑷ Grandma Chen’s washing machine is not working well. (C)
⑸ Mrs. Ma does not know how to design her home. (B)
5. Play the tape and finish Part B
Now we have information about the “helping hand” meeting at Simon’s community centre. Please help Simon complete the part B.
6. Checking
Teacher: I’d like to ask you some question. If you know the answer, please put up your hands.
⑴ When people get ill, what kind of help do they get in the neighbourhood. (Good doctors and nurses)
⑵ How can the artists in this group do
⑶What can the artists in this group do
⑷If there is something wrong with one’s fridge, who can help
7.Reading the text and learn a way of writing article. Pay attention to the order.
⑴Time and place of the “helping hands” meeting.
⑵Different activities of the “helping hands” meeting.
8. Writing
Ask the Ss to write article with students’ own information.
9. Homework
Do exercises
教后记平时阅读和背诵的单词很多，但只读不用的话，单词很容易被遗忘，写下一天中发生的一些重要的事情，或者当天学了某1个词组，并可以创设1个语境恰如其份地用上这个词将学到的单词串成情景句子，这样即可帮我记住这个词的用法，又可以锻炼写作能力。
二次备课
听说领先，指导集中注意力听和大胆参与，在英语教学起始，教师主要要训练学生静心听，做到“听清”和“听准”，从一开始就培养学生听的习惯。我在训练听力时，总是让学生先整体听录音，然后逐句听录音，并跟读。最后带着问题听，并回答问题。
二次备课
二次备课
二次备课
在日常教学中，我最害怕不开口的学生。我认为只要他（她）开口读、说英语了，那么他（她）这一生学习英语都将不会存在任何的障碍了。所以在开学最初的几个星期阶段，我特别提醒我的学生们，一定要开口出声且大声的朗读英语。针对个别性格内向、羞于开口的学生，则要将其列为重点关注对象，致力于先张口，再出声最后大声朗读。
一天之计在于晨，这句名言对于英语学习来说，更是如此。早自习上，我想尽办法让学生们去读，以不同的形式，朗读不同的内容，充分挖掘学生们读的潜能，让学生们都能开口说英语。
二次备课
在句型教学中，如果总让学生坐着听说，坐着读写，很容易出现学习的死角，也会有一部分，而且越来越多的学生会觉得枯燥而开始走神。要让学生们动起来，就要及时调整教学手段，这样才能让课堂质量有所提高。
二次备课
在教学过程中，我坚决要求学生依据单词发音来识记单词的拼写。所以在单词教学方面，我一般遵循三步走的顺序。1.跟读。让学生先学会读单词，做到看到单词，读音能够脱口而出。2.记住汉语意思。可以由老师报中文解释，学生读出英文单词；在课堂句型操练中，进一步巩固单词的读音和中文意思的联合掌握和运用。3.最后才要求学生开始识记单词的拼写。事实上，此时由于学生对很多单词的过目率非常的高，他们可能已经在不知不觉中掌握了本单元里为数不少的新单词的拼写了
二次备课
二次备课
将一个语法的知识点所涉及的全部细节，罗列在黑板上，这样反而会使学生手忙脚乱，分不清重点，只要在平时遇到语法的问题时强调一下，潜移默化的影响，就可以。到一定水平，学生会自己总结的
二次备课
二次备课
让学生根据描述猜出职业名称，复习并为本课学习做准备。
利用各种职业的人物图片呈现新知识。
用彩色粉笔将不定冠词an进行标注，提醒学生此处冠词的使用。
二次备课
指导学生完成A1部分的练习，巩固所学内容。
为学生播放录音，指导他们捕捉信息完成A2部分的表格。如需要可多播放几遍。
通过回答的形式，与学生核对答案。再次为学生播放录音，指导他们回答问题。
当教师发现学生理解有障碍时，可适时呈现其中的新知识
二次备课
可以就听力留作业：跟读录音、做部分听写等。教师还要拓展作业的范围，使学生能接触更广泛、更丰富的听力语料。如电视、电影、讲座、采访、歌曲、故事、讲笑话。 这些听力材料都可以用于训练和培养学生的听力技能 , 提高他们的听力水平。光盘不但可以为学生提供声音 , 而且还可以提供帮助学生理解说话人所在的场景 , 说话人的动作表情。由于青少年喜欢听、唱歌曲 , 因此 , 英语歌曲也是训练学生听力的一种很好的听力材料来源。 很具灵活性的作业，教师很难检查和监督学生完成的情况。有的教师采用家长签字协助监督的方法：要求学生每日 10分钟听、读（或把自己读的录音），内容是课文，或是课外内容，这些听说作业都会收到较好的效果。
二次备课
二次备课
（一）首先必须丰富他们的生活内容，使他们有话可说，有感可发，有情可抒，有事可叙。教师必须引导学生从生活中提取有意义的英文写作的主题。学生每天都与社会生活的各个方面发生着直接的或间接的联系，这是他们学习英文，这是他们学习英文写作表达活动的重要前提。（二）教师在指导学生进行英文写作活动时，也应该进行由易到难的练习。这类练习包括两个内容。从形式上看，在造句练习的基础上，进行英文作文，既由短到长。从质量上看，在简单的英文作文的基础上，进行要求较高的英文作文练习，即：造句—看图说话、写情景—写段—写作文。由易到难地进行练习，一方面能够丰富学生的英文写作基础知识；另一方面，能够培养学生的逻辑思维能力，提高英文写作的艺术和手法。（三）要求学生坚持写日记。坚持用英文写日记是有助于学生加强记忆、复习所学内容，用所学知识表达自己的思想；日记具有储存信息、编码和组织资料、激发联想等功能，它们是语言内化和输出的过程。（四）要求学生多练习写看图作文。看图作文是历年中考、高考使用频率最高的形式。看图作文的图画内容必须是学生能够用英语表达的。动笔前应引导学生仔细观察画中的事物、人物、时间、地点、背景及一些细微之处；
二次备课
启发学生概括画中所表达的大意，并根据提示，积极构思一个意思完整、语言表达正确、能达到交际目的短文。（五）指导学生进行网上交互活动。电子邮件是开展网上英语交流活动的有效途径之一，它可以将教师与学生，学生与学生紧密联系起来，实现师生和学生之间的互动。网上交互应该与教学结合起来，让学生在e-mail上提交书面作业或向老师提出问题，教师能够在e-mail上随时解答问题、布置作业、批改作业或发布信息等。同学之间也可以通过电子邮件分享学习资料，合作完成写作练习。（六）同学互评法。同学互评法（peer revision）是一种合作学习，它是学生写作训练过程中一个步骤，也是教师把过程教学法思想贯穿并渗透于写作过程中的一个环节，其做法如下：在完成初稿后，学生不必把初稿交给老师，教师把学生分成两人组或四人组，让学生在课堂上互相传阅作文、提出意见，并讨论修改方案。在相互评阅与讨论后，学生自己先修改初稿，然后把修改稿提交给老师。通过互评促进学生之间相互学习，取长补短；增加学生的“读者意识”，使每个学生既是作者又是读者；以达到提高学生英语写作兴趣，提高他们的文学编辑能力；同时能节约老师时间，使老师有更多时间用于教学活动。