7B - Unit - 2 - Neighbours一案三篇 下载本文

7B Unit 2 Neighbours

一案三篇

射阳县海河初级中学初一英语组

主备人:陈志红 审核人:王慧 签印人:陈治

第1课时 Comic strip&Welcome to the unit

预学篇

预习目标

1.根据单词表,预习课本第18~19页的单词,能根据音标正确拼读这些单词。 2.听课本Comic strip部分的录音,能正确地模仿对话中的语音和语调。 3.找出课本第18~19页新出现的短语和重点句型,猜猜它们的意思。 预学热身

◆通过预习,了解本课时的单词、短语、句型(英译汉)。 1.neighbour n. _______ 3. will modal v._______ 5. like prep._______ 9.most of them_______

10. - Where are you going? - I'm going to visit our new neighbours.

_____________________________________________________________________ 11. I'll meet them too! ________________________________________________________ 12. I'm afraid they won't welcome visitors like you.___________________________________ 13. I live in a flat in City Garden in Ninth Street.___________________________________ 14. Most of them have 14 floors.________________________________________________ ●自主探究,请带着下面这些问题阅读教材。 1.be going to后接动词的什么形式? 2.be afraid是什么意思?

3.“I'm afraid they won't welcome visitors like you.”中like是什么词性?

教材导读

1.- Where are you going? 你去哪儿?

- I'm going to visit our new neighbours.我去拜访我们的新邻居。 探究点:be going to后接动词_______。

[指点迷津] be going to后接动词原形,表示“打算、将要做某事”。 He is going to watch cartoons this evening.今天晚上他打算看卡通片。 我打算在放学后踢足球。

I_______ _______ _______ play football after school. 2. I'm afraid they won't welcome visitors like you. 恐怕他们不欢迎像你这样的拜访者。

探究点一:be afraid的意思是“______________”。 [指点迷津] be afraid意为“恐怕;担心;害怕”。 (1) be afraid of (doing) sth.意为“害怕(做)某事”。 I am afraid of that dog.我害怕那条狗。

Are you afraid of staying here alone? 你害怕一个人呆在这儿吗?

2.wow excl._______

4.visitor n._______ 6.waiter n._______ 8.in Ninth Street_______

7. neighbourhood n._______

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(2) be afraid to do sth.意为“不敢做某事”。 I am afraid to go out at night.我害怕在夜间出去。 (3)“be afraid + that从句”意为“担心??”。

I am afraid (that) he doesn't pass the exam.我担心他没有通过考试。 ①我担心他将会知道这个不好的消息。

I_______ _______ that he_______ know the bad news. 探究点二:welcome在此用作_______(词性)。 [指点迷津] welcome在此用作动词,意为“欢迎”。 (1)用作形容词,意为“受欢迎的”。

You are all welcome in the meeting.在会议上,你们都是受欢迎的。 (2)用作动词,意为“欢迎”。

Welcome to our school! 欢迎来到我们学校! (3)用作名词,意为“欢迎”。

He gives me a warm welcome.他热烈欢迎我的到来。 [小试身手] 根据中文提示完成句子。 ②我们热烈欢迎他们来到我们的农场。 We_______ them _______our farm warmly. 探究点三:like在此用作_______(词性)。

[指点迷津] like在此用作介词,意为“像??一样”。like的具体用法如下: (1)用作介词,意为“像??一样”。

He can speak English like his father.他能像他的父亲一样讲英语。 (2)用作动词,意为“喜欢”。

I don't like playing this game.我不喜欢玩这个游戏。

③我需要一辆和你一样的自行车。 I need a bike_______ _______. 3. Most of them have 14 floors. 它们中大多数有14层。

探究点:most在此用作_______(词性)。

[指点迷津] most在此用作代词,意为“大部分,大多数”。most的具体用法如下: (1)用作代词,意为“大部分,大多数”。

Most of us like this song.我们中大多数人喜欢这首歌。 (2)用作限定词,意为“大多数的,大部分的;最多的”。 Most students like English.大多数学生喜欢英语。 (3)用作副词,意为“最;非常,极其”。 I like music most.我最喜欢音乐。 [辨析] most与most of

most与most of的区别在许多情况下与所修饰的名词是否带有限定词(如冠词、指示代词、物主代词、名词所有格等)有关,具体说来,应注意以下几点:

(1)若所修饰的名词前没有限定词,通常要用most,而不用most of。 Most people agree with me.大多数人同意我的意见。

但是,在习惯上不带冠词的专有名词(如人名和地名等)或抽象名词(如学科名词等)前,要用most of,而不用most。

Most of Wales is without water.威尔士大多数地区都断水了。 (2)若所修饰的名词前带有限定词,则用most of,而不用most。 Most of the people here know each other.这里的大多数人互相认识。

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[注意] 对于可数名词来说,如果是单数形式,不能直接在其前用most,而应使用“most of+限定词+单数可数名词”的形式。

It is wet and windy for most of the week. -周大多时间都是既刮风又潮湿的。 (3)若直接用在人称代词之前,要用most of,而不用most。 Most of us think he is wrong.我们大多数人认为他错了。 Most songs here are new. 同义句转换。 ______ ________the songs here are new.

导学篇 教学目标

1、 能识别并掌握各种职业及工作场所的名称。 2、 能用简单的英语谈论自己所居住的社区。 教学内容 四会内容

词汇:neighbour will visitor like

句型:I’m going to visit our new neighbours. 三会内容

词汇:wow waiter neighbourhood 教学准备

1、 社区配套设施的图片。 2、 从事不同职业的人的图片。 3、 配套磁带或光盘。 教学步骤

Welcome to the unit Step I复习

1、 教师向学生呈现一篇日记,让他们用场所的名称填空。

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. (factories; school; museum; shops; park; cinema; restaurant; supermarket)

2、与学生就个子的居住状况进行交流。教师说: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? 鼓励学生根据实际情况回答,对能力较强的学生还可以鼓励他们进行较详细的介绍。 Step II 呈现

1、教师与学生就居住环境进行进一步交流,呈现新知识。教师说: Who lives next to your flat/house? Who livestock above/below you? Who’s your neighbour? What’s your neighbour’s name? What does he/she do? 板书neighbour。

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2、利用图片向学生呈现各种职业。教师可以说:Mr. Lin is my neighbour. He’s a waiter in a big restaurant. Miss Huang lives above me. She’s a teacher. Step III操练

1、指导学生完成A部分的联系。

2、指导学生两人一组进行对话,了解彼此邻居的职业情况。教师可以与一位学生进行示范。 Sample conversation T: who’s your neighbour? S: … is my neighbour. T: what’s your neighbour? S: he/she is …

T: where does he/she work? S: he/she works in ….

帮助学生根据实际情况用已有的知识回答。 Step IV 呈现

1、导入课本B部分的话题背景,指导学生理解对话内容。教师说:Amy is asking Simon some questions. What are these questions about? Please listen to the tape and tell me.

2、鼓励学生听录音回答:The questions are about Simon’s home and different places around his flat. 教师适时呈现neighbourhood并板书。 Step V 操练

1、播放录音,让学生跟录音朗读并回答更多的问题。如: (1)Where’s Simon’s flat?(It’s in City Graden in Ninth Street.)

(2) How many buildings are there in his neighbourhood? (About 20 buildings.) (3) How any floors do the buildings have? (Most of them have 14 floors.)

2、将全班分成两大组进行朗读训练。教师说:These two teams will read Amy’s part, please. And these two will read Simon’s part, please. Then exchange roles.

3、组织学生两人一组模仿B部分,根据自己的实际情况编对话。教师说:Work in pairs and make up your own conversation about your neighbourhood. 鼓励学生尽量详细地介绍自己的居住环境。 4、教师巡视,然后选几组不同层次的学生上台表演,并给予反馈。

Comic strip Step I 呈现

1、教师通过与学生的交流,呈现更多的知识。教师说:Do you often talk with your neighbour? Do you often play with your neighbour? Do you like visiting them? Do they often visit your home? Do you think they’re good visitors? What do you think of your neighbour? 板书visitor。

2、教师通过语言呈现漫画部分,并指导学生听录音后回答教师的问题教师说:Look at hobo. He’s in a hurry. Where’s hobo going? Listen to the tape and find out the answer. 3、指导学生跟着录音朗读漫画里的对话并回答更多问题。 Step II 操练

1、指导学生朗读对话。教师可根据需要决定训练的次数,如西安集体朗读,再将班级分成两部分进行分角色朗读。鼓励学生揣摩Eddie 和Hobo 对话时的心理状态,运用适当的语音语调、面部表情及肢体语言,以求对话更生动更有感染力。

2、安排学生两人一组准备表演,教师巡视并给予语音语调和动作、神态方面的指导。之后选几组不同层次的学生上台,并在表演结束后给予鼓励和表扬。 Step III 展示

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