Welcome to the unitPPT专用课堂实录内容

Teaching Design of 7B Unit 2 Neighbors

–Comic Strip &Welcome to the unit

I. Analysis of the Teaching material This period is the beginning of a unit. It aims to cultivate the students’ interests. It focuses on dialogues, words and expressions. By practicing listening, saying and reading, let the students know the topic about neighbors. Teachers can present many pictures and videos and use many kinds of teaching strategies to attract the students’ attention.

It’s easy for students to accept, and have an interest in this period. II. Teaching aims:

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Aims of the knowledge：

To understand and learn the important words, phrases and sentences. ①. New words：neighbor / will / visitor / like ②. Phrases：in your neighborhood, be afraid

③.Sentences: It’s good to live in a neighborhood like that.

/I’m afraid they won’t welcome visitors like you.

2.

Aims of the abilities：

①. To say the names of all kinds of jobs and workplaces. ②. To teach the students to talk about their neighborhood in English.

3.

Aims of the emotion：

①. To develop the feelings of loving the neighborhood and be friendly to neighbors.

②. To encourage the students to think about how to serve people and develop

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their senses of responsibility.

III. Teaching keys and difficulties:

1.To learn the names of all kinds of jobs and workplaces well. 2. To talk about the neighborhood you live in English fluently. IV. Teaching methods：

Communicative teaching method

Situational teaching method

Task-based teaching method

Multimedia Assisted teaching method V. Teaching aids：

Computer

Multimedia

Blackboard VI. Teaching procedures:

Welcome to the unit Step I. Warming-up Show a“douyin”about my hometown, and ask the students some questions: T: What is your hometown?

S: Huai’an.

T: Do you like Huai’an?

Why do you like Huai’an?

What can you do for Huai’an?

S: I can…

(Show some pictures). We live in such a beautiful city, people here are very

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friendly. we must protect our city and cherish our life, so we can have more beautiful neighborhoods and helpful neighbors. 【Purpose of design】: This step aims to create a relaxing environment of learning English. By watching a short “douyin” to arouse the students’

interests. ) 【Emotional sublimation】: To develop the students’ sense of loving their hometown.

Step II. Presentation Show time. Ask a student to show a report about her neighborhood. And then, tell the students about the teacher’s neighborhood. (Put up some pictures on the blackboard)

Step III. Practice 1.

T: It’s good to live in a neighborhood like that.

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T: Who lives next to your flat/ house?

Who lives above/below you?

What does he/ she do? What are they? S: They are …

He is…/ she is…

T: I’d like to ask you some questions and find out who knows the most about the names of jobs

(Show some related pictures and ask students to introduce them)

2. Finish A on page 19.

3. Watch a video and have a free talk. T: How many jobs can you see from the video? What are they? What spirit can you learn from?

【Purpose of design】: All the tasks in this step are to lead the students to

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understand some important words, phrases and sentences by presenting some pictures. Show a video directed by students themselves and bring out some questions about jobs. 【Emotional sublimation】: Let the students know it’s not easy to do any work in the world. We should cherish our life, cherish our work. Step IV. Presentation 1. T: Amy is asking Simon some questions. Please listen to the tape and tell me. The questions are about Simon’s home and different places around his flat.

2. try to fill in the blanks. 3. work in pairs. Model:

A: Where do you live? B: I live in…

A: How many buildings are there in your neighborhood? B: There are about…

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【Purpose of design】: Two tasks are designed for students to practice this output by speaking and talking.

Comic strip

Step I. Presentation

Now look at Hobo. He is in hurry. Where’s Hobo going? He and Eddie will meet their new neighbor.

1. Watch the video and find out the answer. (1). Where is Hobo going? (2). Does Eddie want to go with Hobo? (3). What is Hobo afraid? 2. Let the students get as much information as they can and then act the comic strip out in pairs.

3. Have a debate. If your neighbors are not friendly to you, what can you do?

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And then, do a vote and see what students choose. I believe most students can choose B, because most of them can prefer to live peacefully with others. 【Purpose of design】: This step aims to cultivate their cooperative spirit and solve the problems in groups. 【Emotional sublimation】: To develop a sense of helping others although not everybody is friendly to you, tell our students to become kind and warm-hearted people. Step II. Practice How can you get on with others? Take out a piece of paper and write down your ideas.

【Purpose of design】: This step helps the students to get to know further information of the debate and let the students know what they will learn in this lesson. 【Emotional sublimation】: To encourage the students to think about how to serve people and develop their sense of responsibility.

Step III. Summary

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We live in a happy world, we have a beautiful environment and friendly neighbors here. It is necessary to help others and be kind to people, we will create a harmonious society. Please remember that a near neighbor is better than a distant cousin. (远亲不如近邻) Step IV. Homework 1. Learn some new words and phrases by heart. 2. Write an article about your neighbors.

3. Preview Reading.

Blackboard design：

a harmounious society neighbours friendly, brave and warm-hearted neighbourhood colourful and wonderful to be a good neighbour first help others when they need help

a near neighbor is better than a distant cousin

Step V. Teaching reflections 本节课为Welcome 课型，主要是通过听说对话，培养学生的听说能

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力和提高他们的表达能力。该课的教学目标是让学生在课堂上能记住四会单词的拼写，在教师的指导下识别和掌握各种职业工作场所的名称，能用简单的英语谈论自己所居住的社区和邻居。在情感上对学生的思想进行引导，启发学生思考如何为他人服务，培养他们的责任感，进一步提升本课的主题。本节课我的主要思路是通过谈论我自己的家乡及自己的社区这条主线，将本节课的各个环节串联起来，层层深入，充分利用了多媒体优势，学生之间能充分展开讨论和互动，并通过不同的环节来训练学生的听、说、读、写，从而提高学生语言的综合运用能力。本课时需要教授的新知识并不是特别多，主要是鼓励学生们主动表达，在互动合作中多展示自己。整个过程互动较好，学生们积极参与。本节课至始至终以情感为主线，进行了四次的主题情感升华，让学生去体味工作的艰辛和培养他们的社会责任感。

当然，本节课也有很多不成熟的地方，例如对学生的点评过于单一。刚开始的时候有点紧张，导致个别语音错误，并且在课堂结尾的时候有点仓促。但是总的来说，学生参与度高，教学目标基本完成。

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