发布时间 : 星期二 文章仁爱版英语七年级下册全册教案（详细）更新完毕开始阅读52f0ca99767f5acfa0c7cdbb
Ss: It’s next to the bookstore. ?
Step 2 Presentation 第二步 呈现(时间:6分钟) 呈现1a。
1. (告诉学生迈克尔新搬进一个小区, 不知道小区里商店和银行在哪里。让学生听1a的录音, 判断正误。)
T: Michael is new in this community. He doesn’t know where the store and bank are. Now let’s listen to 1a, and mark True (T) or False (F).
(板书需要判断正误的句子。)
( )(1) There is a store near here.
( )(2) There is a bank in front of the building. ( )(3) Michael and Mary are good friends. (播放1a的录音, 然后核对答案。)
T: Who can share your answers with us?
S1: I can. Number 1 is T. Number 2 is F. Number 3 is F. 2. (让学生再听1a录音, 找出关键词。)
T: Please listen to the tape again, and circle the key words. (教师总结并板书。) new neighbor——look for——store——in front of——bank——corner Step 3 Consolidation 第三步 巩固(时间:5分钟) 巩固1a。
1. (让学生跟录音机朗读1a, 注意语音和语调。)
T: Please read 1a after the tape. Pay attention to the pronunciation and intonation. 2. (让学生看黑板上的关键词, 两人一组表演对话。)
T: Look at the key words on the blackboard and act out the dialog in pairs. Step 4 Practice 第四步 练习(时间:20分钟) 练习1b, 1c以及3, 呈现2a，完成2b。
1. (1)(让学生完成1b, 把小区设施名称与其功能配对。)
T: We know there are many facilities in one area, and we can do different things in different places. Now, look at the pictures in 1b. Match the pictures with the things we can do.
(2)(就小区公共设施功能做问答练习，并板书对应的设施功能，核对答案。) T: What can we do in a post office? S1: Mail letters.
T: Where can we keep money? S2: Bank. ...
(3)(依照1b, 拓展其他小区设施及其功能。) (板书)
restaurant eat meals hotel sleep hairdresser’s get a haircut shoe shop buy shoes clothing store buy clothes 2. (1)(让学生完成1c。)
①T: Suppose you are in an area. Let’s listen to the tape and check the places in your area. (核对A答案。)
T: What’s in your area?
Ss: Bookstore, parking lot, bank, restaurant, post office and hospital. ②(让学生再听录音，注意公共设施间的位置关系。)
T: Listen to the tape again, and pay more attention to the location relations among the public facilities. (核对B答案，然后让学生根据答案用自己的语言表达出这些公共设施间的位置关系。) T: Check the answers. And then express their location relations in your own words.
(2)(要求学生讲述自己生活小区中邻居的位置关系，然后完成3。教师核对答案。掌握生词at the end of和road。) T: Please tell us where the neighbors live in your area. Then finish 3, and we will check the answers. 3. (1)(呈现2a的图, 利用图通过师生互动导出hear...doing。让学生学会在英语交流中注意并理解他人的情感，学会相互尊重。) T: Look at the picture. Who is that girl? Ss: She is Mary.
T: What is she doing?
Ss: She is playing the piano at home.
T: Right. She is playing the piano when Michael is working in his home. He can hear the music and can’t work. So he comes to Mary’s home. What’s his first sentence? Do you know?
(让学生发挥想象，尝试此环境下的语言表达，教师给以评价和引导，最后给出答案。)
T: He says, “I hear you playing the piano. The music is very beautiful, but I’m afraid it’s too loud.”
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(板书并讲解hear?doing，引导学生领悟? but I’m afraid ?句式表达所包含的情感态度。)
hear ? doing
T: What does Mary answer? Ss: I’m really sorry about that.
(讲解生词。理解matter；掌握piano, loud, really。) (2)(让学生听2a的录音, 跟读对话。) T: Please listen to the tape and repeat it. 4. (让学生两人一组表演2a。)
T: Now, work in pairs to act out the dialog. 5. (完成2b。两人一组。按照2b中的情景要求编对话，然后抽几组表演。通过此项练习, 培养学生综合运用语言做事的能力。理解生词loudly和reading room.)
T: Practice in pairs. After three minutes, I’ll ask some pairs to act it out. Step 5 Project 第五步 综合探究活动(时间:8分钟) 通过练习, 培养学生综合运用能力。 1. (你能猜到吗?)
(让学生分组描述曾经去过的有代表性的小区公共场所, 其他组的学生猜是什么地方, 看哪组用最少的信息能猜对。) Example:
T: This is a place where we can keep money. Can you guess it? Ss: Yes, it’s a bank.
T: Very good. Let’s begin. G1: ? G2: ?
2. (让学生做一个调查。调查他们是否喜欢自己的邻居，他们的邻居是怎样的。完成调查表。)
T: Do you like your neighbors? What do you think of your neighbors? Please make a survey and complete the table. Neighbor A B Quiet Noisy Polite Friendly ... (让学生根据调查表, 介绍一下自己的邻居, 并对其进行简单的评价。) T: Please tell us something about your neighbors.
S3: I have two neighbors. One is a teacher, and the other is a driver. The teacher is very helpful, and he often helps me with my lessons. He works very hard, and he gets up very early and comes home very late. But he never makes too much noise. The driver is ? ...
3. (家庭作业。)
(让学生画一张自己居住的小区图, 介绍有哪些设施和这些设施的位置。) Section C
Section C needs 1 period. Section C 需用1课时。
The main activities are 1a and 2a. 本课重点活动是1a和2a。 Ⅰ. Aims and demands目标要求
1. Learn some new words and phrases:
child, a lot of, close to, far from, service, area, stop, fan, line, bad, someone, check, right now 2. Go on learning the structure of“There be”. There are many old people living here.
There are a lot of tall buildings and small gardens in our community. Is there a community service center in your area? 3. Talk about living environments.
4. Learn to make telephone calls for help. Hello, this is Linda speaking.
Sorry, I can’t hear you. The line is bad.
There is something wrong with my kitchen fan. I’ll get someone to check it right now.
5. Cultivate the students’ responsibility and service consciousness. Ⅱ. Teaching aids 教具 录音机/单词卡片
Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:7分钟) 放录音, 引入1a。
1. (放3的录音, 让全班学生学唱, 活跃课堂气氛。)
T: Please sing the song Home on the Range after the tape together. 2. (检查家庭作业，复习小区公共设施名称。)
T: Let’s check the homework and review the names of Public places and facilities.
3. (1) (单词竞赛。以必答和抢答形式呈现, 必答是两排学生, 每名学生两个单词, 单词是
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Section A、B单词表中的黑体部分；抢答的单词是本课出现的单词或词组, 谁知道谁就站起来, 教师用单词卡片呈现汉语, 学生说英语。1个单词1分, 然后把学生不知道的单词进行教读, 最后将所有单词、词组板书。通过竞赛, 使学生积极参与, 主动学习。)
T: Now let’s have a word competition. First, the required answers. There are two words for each student. I’ll give you the Chinese meanings. You say them in English. Do you understand? Row 3, please! (板书) station, restaurant, mail, supermarket, museum, street, bank, neighbor, country, month, corner, furniture, quiet, store, road, hear, piano, end, really, loud, Mrs. (2) (呈现抢答的单词或词组, 要求学生抢答。) T: Good. Go on with our quick responses. If you know, you can stand up quickly and answer. Are you ready? Go! (板书) right now, someone, check, area, close to, child, far from, service, stop, fan, line, bad (3) (把学生答错的单词集中起来, 让全班齐读。) T: Well done! Let’s read together.
4. (1)(安排几名学生站在教室的后面, 教师利用这种情景, 把1a部分中的关键词和句型呈现出来, 为学生们学习1a扫清部分障碍。)
T: Oh, look! There are a lot of students standing there. Where are they? They are close to the back door. They are at the end of the classroom. They are far from here.
(板书画线部分和关键词，齐读，让学生们熟悉。) There are a lot of students standing there. Where are they? close to far from community service center area (2)(师生问答练习，梳理1a情境。) T: Listen and answer my questions. Do you live in a community? S1: Yes, I do.
T: How is your community? S1: It’s quiet.
T: Is there a service center in your community? S1: Yes, there is.
T: Can you get help from service center in your community? S1: Yes, I can. ?
T: Wow, your community is great. Now I want to know how Linda’s community is. (引出1a。)
Step 2 Presentation 第二步 呈现(时间:6分钟) (呈现1a。)
1. (呈现1a图片, 让学生快速浏览1a中的问题, 让他们带着任务快速阅读。) T: Linda lives in Yushancun. What’s Yushancun like? Let’s read the passage quickly, and find out the answers to the questions in 1a. 2. (核对答案。)
T: Answer the questions and then check the answers. (板书)
(1) It’s quiet. (2) Yes, there are.
(3) It’s in an apartment building.
(4) No, it isn’t.
3. (要求学生再次阅读并找关键词, 并呈现在黑板上, 为下一步做准备。) quiet, a lot of, apartment, many, close to, near, far from, center Step 3 Consolidation 第三步 巩固(时间:10分钟) 巩固1a。
1. (要求学生看黑板上的关键词听1a的录音, 加深印象。)
T: Listen to the tape. Close your books and look at the key words on the blackboard. 2. (要求学生利用课文1a的图片、问题或关键词来复述短文。)
T: OK, who can retell the text? You can use the picture, the questions or the key words. 3. (让学生小组讨论1b中的问题，并完成1b。)
T: What’s your home like? Please discuss the questions in 1b with your group members. (检查讨论结果。)
T: Who wants to tell us something about your area?
S1: I live in Baibuting Garden. My home is in an apartment building. There are a lot of tall buildings and small gardens in our community. There are many people living in our community. The bus stop is near my home. The shops are also close to my house.
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Oh, there is a community service center in my area. I like living here very much? ...
4. (设计自己理想的小区蓝图。要求学生尽量使用There be ? doing sth.的句子结构，并展示作品，教师给予评价。)
T: Are you satisfied with your community? What is your ideal community? Please ask your partner some questions about his/her ideal community and write a passage about your ideal community, using more “There be? doing sth.” At the same time you may draw a community plan. Please don’t look at each other’s. Step 4 Practice 第四步 练习(时间:12分钟) 呈现2a，并完成2a、2b。 1. (呈现2a。)
(1)(让学生听2a的录音, 完成2a。)
T: As we all know, in many areas, there is a community service center. If we have problems, we can call it for help. Now Linda is calling the community service center. Let’s listen to the tape, and find out what’s the matter with her. (让学生听完录音后, 回答问题。)
T: OK, stop here. What’s the matter with Linda?
Ss: There is something wrong with her kitchen fan. It doesn’t work. T: How does Linda deal with it?
Ss: She calls the community service center for help. (2)(设置情景让学生应用新的语言知识。) T: Who has model cars or planes? S2: I have.
T: Does it work well? S2: No, it doesn’t.
T: You should get someone to check it.(边说边板书get sb. to do sth.。) S2: OK.
T: Now. Work in pairs to make similar dialogs. (3)(提供关键词, 让学生两人一组练习对话。) (板书) live——matter——fan——can’t hear——wrong——check——right now T: Please practice the conversation according to the key words with your partner. 2. (完成2b, 让学生两人一组编对话。)
T: So we know if we have problems, we can do as Linda, calling the community service center. Now suppose there is something wrong with your TV/computer?, and you want to get help from a community service center. Please make a dialog about it with your partner according to 2a.
(让几组学生表演或朗读他们所编对话。) T: Who wants to act out or read your dialog? S3: Our group.
T: OK, very good. You can begin.
S3: Hello, the First City Community Service Center. What can I do for you? S4: Hello, this is Sally speaking. I live in... ...
Step 5 Project 第五步 综合探究活动(时间:10分钟) 通过活动，培养学生解决实际问题的能力。
1. (让学生对全班学生做调查, 如果家里的生活用品坏了, 怎么解决, 然后汇报。)
T: Of course, when we have problems, we can call the community service center. Also there are many other ways to solve the problems. For example: The old bike doesn’t work and it’s not worth mending, so we can buy a new one. Now make a survey about the ways you can use when something is broken. Complete the table, and then report to the class. Name Something wrong Way get help from the community service center do it by oneself throw away ask sb. ...for help ... (选择几名学生汇报调查到的方法。) T: Who wants to tell us the result of your survey? S1: I want.
T: OK, very good. You can begin.
S1: Linda’s kitchen fan doesn’t work, so she gets help from the community service center. Sally’s bike doesn’t work, and she repairs it by herself... ...
2. (先介绍你们社区，然后假设你是新一任的社区负责人，说说你还会开设什么新的服务，为什么？借此培养学生的责任感
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