冀教版八年级英语上Unit 4教案 My Neighbourhood教案
冀教八年上Unit 4 My Neighbourhood教案Unit 4 My NeighbourhoodLesson 25: No stoppingTeaching Content:Mastery words and expressions: corner, turn, cross, pass, on one’s /the way to, go/walk past/byKnown words and expressions: neighbourhood, bakery, bookstoreTeaching Aims:Learn to ask the way and cultivate the communication ability.Teaching Important Points:1. Ask the way.2. Point to the way.Teaching Difficult Points;Show the way to the others.Teaching Preparation: flashcardsTeaching Aids: audiotape, flashcardsType of lesson: new lessonTeaching Procedure:Step1. Greeting the students. Ask the student on duty to report the situation in the class.Step2. Discuss your townAsk the students to talk about the town. Such as : it’s changes and circumstances. Tell them that in Canada, people live in community. Talk about the neighbourhood.Step3. Answer the questions:1. What places do you pass on your way to school?2. Look at the pictures. What places do Jenny and Briain pass on their way to school?Discuss the two questions and change their ideas with their partners.Step4.Play the audiotape with the following questions:1. Where are they going?2. How do they usually go to school?3. Where do they pass on their way to school?4. Do they have time to stop?Step5. Read the text silently by the students. Then check the answers. Read it loudly in class in roles. The teacher walks around to see if they need some help.Sep6. Ask the students to work in groups and draw a map on which show the favourite places Jenny and Brian pas s on their way to school. Then ask them to retell the story with the aid of the map.Step7. Come to “ LET’S DO IT!”Have students brainstorm what they know want to say about the subject.Ask some volunteers to speak in front of the class.Step8.1. Finish off the activity book.3. Go on the next reading in the student book.summary1. It’s easy and interesting talking about the subjects around us. Let’s all take care the changes and circumstances. Before class, you can ask students to search some information about the neighbour and community in western cou ntries.Lesson 26: The Best NeighbourhoodTeaching Content:Mastery words and expressions: football, place, over thereNew words and expressions: soccer, coffee, coffee shop, video, video tore,Teaching Aims:It encourages students to think about the similarities and differences between Canadian neighbourhoods and their own neighbourhoods.Teaching Important Points:1. Design the neighbourhood of one’s own.2. Talk about likes and dislikes.Teaching Difficult Points:Draw maps according to one’s own imagination.Teaching Preparation: mapsTeaching Aids: audiotape, flashcards, mapsType of Lesson: new lessonTeaching Procedure:Step1. Lead in the lesson with the following questions:1. Are you satisfied with your neighbourhood?2. Where would you like to live?3. Would you like to live in a neighbourhood with lots of parks or stores?Step2. Listen to the tape and answer the following questions:1. How many bookstores did Jenny draw?2. Would Jenny like to live in a place with a park?3. Does he like a coffee shop?4. What else does Jenny need?Step3. Read the text carefully and draw maps. Draw what Jenny’s and Brian’s neighbourhood like.Change your maps with your partners.Step4. Finish the project:Talk about your neighbourhood. What will you like it to be? Would you like to live in a neighbourhood with lots o f parks and stores?Discuss the project in groups. Then write it down. Remember to demonstrate your excuses.Find your partners who can live together. Does anyone else have the same opinion with you? Do you have the sam e interest?Step5. Come to “PROJECT”.Draw a map of a neighbourhood where you would like to live—the best neighbourhood.Share your maps to the partners.Step6. Encourage the students to explore all the readings for this unit in the student book and read for vocabulary. Encourage them to think of vocabulary they already know.After about five minutes, ask the groups for some of the words they found or remembered. You could ask each gro up for three words in turn, and tell them they cannot repeat words when it’s their turn. Keep going from group to group until nobody can think of new words.Step7.1. Finish off the activity book.2. Go on the next reading in the student book..Summary:The important work in the class is to draw maps and build your vocabulary. The teacher can bring a map of own cLesson27: My map, Your Map, Our mapsTeaching Content:Mastery words and expressions: page, centre, bank, parking lot, by, across, across fromKnown words and expressions: shopping centre, movie theatre, at the top of, in the top/bottom left corner Teaching Aims:1. Build the sense of learning by oneself.2. Find the similarities and differences between Canadian neighbourhoods and their own neighbourhoods. Teaching Important Points:1. Pronouns2. Ask questions about the directions.Teaching Difficult Points:Patterns: What’s that place beside the shopping centre?Teaching Preparation: mapsTeaching Aids: audiotape, flashcards, mapsType of lesson: new lessonTeaching Procedure:Step1.Ask some volunteers to tell what their ideal community is like. At the same time, ask the others if they have the same opinion.Step2. Take out the map of your community. Show it to the class first. Then the teacher covers a part of it, let them guess where it is.Step3. Listen to the tape and answer the following questions:1. What are Jenny and Danny doing?2. What is the square in the bottom left corner?3. What’s above the bank?4. What’s the square across from the parking lot, to the right?Step4. Read the text silently and check the answers. Then read it loudly in roles in pairs.Step5. Act the dialogue out in front of the class.Step6. Draw maps of the students’ own communities. Let the students who live in the same community to check if they make any mistakes.Step7. Use the maps we drew to play the game.Play the game in groups in four. Cover a part of your map. Then let the others in the same group to guess what it is . The student who can guess more places than others is the winner.Step8. Come to “PROJECT”.What’s missing from your map?Play the game with a friend.Put a piece of paper over one of the maps, so you can’t see it. Ask a friend to put a piece of paper ove LessonLesson 28: Turn Right, Turn LeftTeaching Content:Known words and expressions: Can you tell me the way to…?Teaching Aims:Know about the traffic roles in Canada and compare it with the ones in China.Teaching Important Points;1. Ask the way.2. Show the way to others.Teaching Difficult Points:Some expressions: the way to, look right, turn right, walk alongTeaching Preparation: flashcardsTeaching Aids: audiotape, flashcardsType of lesson: new lessonTeaching Procedure:Step1. Remind the students the names of the buildings. Such as: book store, grocery store, bakery, video store, mai lbox, post office, apartment, house, hotel, beach, restaurant, swimming pool, library, bus stop, cinema, school, sho p, sidewalk, park, parking lotStep2. Listen to the tape and imitate after it. Then listen again. Let the students notice the rhyme, rhythm and repet ition in the song. These are good devices for developing an “ear for English”.Step3. Read the song by students themselves. Help them understand sense groups in the song.Step4. Discuss the projectDivide the students into several groups and discuss the following questions:1. Where must you walk in China?2. Are the traffic rules in China the same as the ones in Canada?Write your answers down and report to the class.Stp5. Finish the task1. If you are in school now, you want to go to the post office to post a letter. Write the rote down. Discuss it with y our partners.2. Organize a dialogue and act it out in front of the class.Step6. Let’s sing the song together. Help them to sing in rows. Encourage then to sing loudly.Step7 .Come to “LET’S DO IT”.Step8.1. Finish off the activity book.2. Go on the next reading in the student book.SummaryThere are so many beautiful songs in the book. Listen them carefully and it will bring you to a pretty world. Let th e students feel the rhythm of the music.the other maps.Ask your friend questions to learn what’s missing on your map. Let your friend ask your questions. Write the missing places on your maps.Then, make your own map game. Give your game to a pair of your classmates. You play their game. They play yo ur game.Step9. 1.Finish off the activity book.2．Go on the reading in the student book.SummaryMaps are used often in the class. So before the class, drawing maps must be prepared carefully.Lesson 29: My NeighbourhoodTeaching Content:Known words and expressions: hockey, chocolate, hot chocolate, make a lot of drinks, ask …to doTeaching Aims:1. Learn about the typical neighbourhoods in Canada.2. Think about the similarities and differences between Canadian neighbourhoods and their own neighbourhoods. Teaching Important Points:1. Introduce one’s neighbourhood.2. Talk about likes and dislikes.Teaching Difficult Points:Describe one’s neighbourhood.Teaching Preparation: flashcardsTeaching Aids: audiotape, flashcardsType of lesson: new lessonTeaching Procedure:Step1. Sing the song in Lesson 28 together. Then let a few volunteers act in front of the class.Step2. Listen to the tape with the following questions:1. What does Michael like to do in winter?2. What does the shopping have in Machael’s neighbourhood?3. What’s hot chocolate?4. Does Machael help at home?5. What does Machael do at home?Step3. Read the text silently and check the answers. Let some students read the text loudly in class. Help them if t hey have trouble.Step4. Write a passageIntroduce your neighbourhood in class. First write it down. Then discuss the passages in groups. Let’s see whose neighbourhood is the most popular. Check if your neighbourhood exits safe questions. Report it to the police when you go back home.Step5. Talk about the subject: What do you do everyday at home?Ask some volunteers to come to the front. Tell what they do at home every day. The others listen and give their op inion if the student’s habits reasonable.Step6. Listen to the tape again. The students read after it until they can read it fluently.Step7. Come to “ LET’S DO IT”.Is Michael’s life the same as yours? How is your life different? Do you help at home? Do you wash your own clothes? Where do you shop? Write a short passage about your life.Share your passages with the others in your group. Choose the best one to read in front of the class.Step8.1. Finish off the activity book.2.Go on the next reading in the student book.SummaryThe teacher encourages students to speak in front of the class, which is very necessary in training the spoken Engli sh. Tell them not to be shy and he will do better next time.Lesson 30: Eat a Donut and Turn RightTeaching Content:Known words and expressions: until, till, crossing, walk until you see the movie theatre.Teaching Aims:1． Cultivate the spirit of cooperation in finishing the task.2． Write a composition with what we learn in the text.Teaching Important Points:1. Ask the way.2. PronounsTeaching Difficult Points:Show a place to the others.Teaching Preparation: FlashcardsTeaching Aids: audiotape, flashcardsType of lesson: new lessonTeaching Procedure:Step1. Talk about the following content:1. What do you like to do after school?2. Where do you like to go?The students talk about the subject with the partners. After five minutes, let some volunteers come to the front to e xpress their opinions.Step2. Come to “ THINK ABOUT IT!”1. Have you ever lost before?2. How did you find your way back?Getting lost is familiar experience in one’s life. So give them chances to speak in front of the class. In order to share the chances, every two students have o ne chance to speak for five sentences.Step3. Listen to the tape with the following questions:1. Where is Brian going?2. Why does Brian get lost when he reads Danny’s note?3. Did Brian arrive at the cinema at last?Step4. Read the text silently and check the answers. Then read the text loudly in class. Answer another question: “How do they arrive at the theatre?”Step5. Make up dialoguesSuppose you are on your way to a hotel. It is late now. You are very worried. What will you do now?Work in groups and make up dialogues. Then act it out in front of the class.Step6. Where am I?Draw a map on the blackboard and point where you are. Now you are in the school, you must go to the train statio n to meet your uncle, how should you get there? Draw the rote in your exercise book. Then write it down in Englis h. Work in pairs. Tell your partner how you can get there.Step7. Come to “LET’S DO IT”.Act out a play with a partner. One f you is looking for a bookshop, theatre or museum, but you don’t know the way. The other is a policeman who offers to help.Work in pairs. Write it down when it is necessary. Act it out in front of the class.SummaryAsking the way is a kind of ability that we must grasp in our daily life. Spend more time on practice in the class. R emember to encourage all the students to speak.Lesson 31: I Need a MapMastery words and expressions: keep, envelopeKnown words and expressions: get to know, It isn’t easy to live.Teaching Aims:1. Find the subject of a passage.2. Express one’s feeling in English.Teaching Important Points:1. Predict what Brian wrote in his diary.2. Pronouns.3. Retell one’s experience.Teaching Difficult Points:Re tell one’s experience.Teaching Preparation: flashcardsTeaching Aids: audiotape, flashcardsType of lesson: new lessonTeaching procedure:Step1. Retell the story in Lesson 30.Step2. Suppose you are hungry, you are looking for a restaurant. How do you ask the way? Let the students discus s. The teacher writes their answers down.1. Can you tell me the way to the restaurant?2. Excuse me…3. Which is the way to…?4. How can I get to…?Step3. Listen to the tape with the following questions:1. When did Jenny and Brian walk to school?2. What is the bakery for?3. What happened to Brian yesterday?4. What will Brian ask his uncle to buy?Step4. Read the text silently and check the answers. Then read it loudly in class.Step5. Divide the class into several groups and ask each group to write what happened to Brian in three sentences. They must think and summarize. They must also describe Brian in the third person.Step6. Listen to the tape again and have a further study to the text.Step7 Come to “LET’S DO IT”.One of your friends from another city is coming to see you. Write an e-mail to him or her giving directions to your house.Read it to your partner. Let’s see if he can find your house. Is your demonstration clear enough?Step8.1. Finish off the activity book.3. Go on the next reading in the student book..Summary:You must learn to record your experience. Can you write it clearly according to your story? Work hard and practic e more, you will make much progress.Lesson 32: Unit ReviewMastery words and expressions from Lesson25 to Lesson31.Known words and expressions in Lesson25-31.Teaching Aims:This unit presents information about typical Canadian neighbourhoods. Students learn about the types of stores an d housing in Canadian neighbourhoods, and learn vocabulary to describe these neighbourhoods and their own. Teaching Important Points:1. Ask the way.2. Pronouns.Teaching Difficult Points:Show the way to the others.Teaching Preparation: flashcardsTeaching Aids: audiotape, flashcardsType of lesson: Review LessonTeaching Procedure:Step1. Remind the students the words of the places.Description: The students raw a map of a neighbourhood where they would like to live. They label everything in t heir neighbourhood in English. They can include anything they can describe in English. In small groups, each stud ent takes a turn presenting his or her map.Step2. Work with partnersIn Lesson27 of the student book, on the second page, there are two maps of the same neighbourhood. Each map h as different missing neighbourhood. Each map has different missing information. In pairs, the students cover up o ne or the other map, and figure out the missing information o the map they can see by asking their partners questio ns. Then they create their own missing information maps. They exchange their work with another pair of students, and each pair plays the game with the new maps.Step3. Sing the song in Lesson28: Turn Right, Turn LeftStep4. Describe your daily life. Practice prepositions of position, names of neighbourhood places, and asking and giving directions.Step5. Deal with the exercises.Step6. Finish off the activity book. If you have time, sing the song again together.SummaryIn this lesson, we must review what we learn in this unit. On the other hand, we deal with the deal with the difficul ties in the exercises. The teacher must be very careful to arrange the class well.。
英语 冀教版 八年级上册电子教案Unit 4 My Neighbourhood Lesson 19
Lesson 19The Best Neighbourhood教学目标通过本课的学习,学生能够:1.获取和梳理王梅和李明描述各自理想中的居民区的情况,形成信息结构图。
(学习理解)2.基于信息结构图的内容,结合自己的生活体验,转述本课内容。
(应用实践)3.运用本课所学词汇和句型,结合信息结构图,描述自己理想中的居民区。
(迁移创新)语篇研读What:本课语篇是一篇王梅和李明的对话,主要谈论了各自理想中的居民区是什么样子,以及可以在居民区中做什么事情。
Why:通过王梅和李明对话,向我们展示了如何介绍居民区里的布局。
How:语篇采用对话的形式,语言比较口语化。
对话先由李明介绍自己理想中的居民区开始,然后王梅谈论了自己理想中的居民区。
教学过程设计理念:以《义务教育英语课程标准(2022年版)》核心素养为导向,以单元主题为引领,基于语篇的育人理念,体现《义务教育英语课程标准(2022年版)》“学思用创”的英语学习活动观和“教—学—评”一体化设计理念。
考,回答问题 2.What does Wang Mei like doing? 3.Why does Wang Mei need a market and a Canadian restaurant?的理解情况设计意图 通过阅读本课对话,进一步理解课文内容,提高学生概括、总结的能力,并在实践中运用所学词汇【学习理解】 Activity 3: Retell 复述本课内容Read the mind map. Then retell it. (见PPT)教师倾听学生的展示,并给出指导设计意图 通过复述文本内容,让学生学会运用本课词汇和句型,并加深对文章的进一步理解,完成知识的系统化巩固【应用实践】Activity 4: Language points andsummary通过知识点的学习,解决后续学习中的问题1.both…and…2.because 用法3.here 和there 开头的倒装句教师观察学生是否能够理解、掌握购物用法,注意同一个问题的不同问法设计意图 语言点的学习有助于学生应对答题过程中遇到的困难,对学生学习外语有十分重要的意义【学习理解】Activity 5: Group work 小组合作What ’s the best neighbourhood in your mind? Talk about it in groups.教师观察学生小组讨论和完成任务的情况,并给出指导设计意图通过小组合作,学生利用本课所学知识,在真实的语境中谈论有关居民区的话题,并使学生能够整体使用语言素材【迁移创新】板书设计Lesson 19 The Best NeighbourhoodLi Ming needs {a park , so he can play basketballtherea corner store , so he can buy drinksWang Mei needs {bookstores becauseshe likes readinga market , so her mum can buy vegetables and fruits a Canadian restaurant , soshe can take Jennythere作业设计基础型作业:1.Read the lesson fluently.2.Finish Exercise 3 on page 51.实践型作业:Write something about your favourite neighbourhood. 教学反思。
英语 冀教版 八年级上册(电子教案)Unit 4 My Neighbourhood
4.掌握并运用because引导的原因状语从句
1.使用“How can I get to…?”“Do you know the way to…?”和“Can you tell me the way to…?”等句型问路
2.使用“Go down/along the street/road”“Turnleft/right at the…
crossing/traffic lights”和“You can see…on your left/right.”等句型指路
Lesson 20
记叙文
主要谈论了詹妮和布莱恩上学路上经过的地点
Lesson 21
记叙文
主要讲述了布莱恩寻找电影院的经过
Lesson 22
记叙文
主要介绍了迈克尔的居民区
Lessቤተ መጻሕፍቲ ባይዱn 23
记叙文
主要介绍了布莱恩采访居民区里居民工作的情况
Lesson 24
信件
主要讲述了布莱恩一周的情况
单元教学
目标
通过本单元的学习,学生能够:
一、单元学习主题
本单元属于“人与社会”主题范畴中“社会服务与人际沟通”这一主题群,涉及子主题“和谐家庭与社区生活”。
二、单元内容分析
本单元主要围绕话题“我的居民区”展开听、说、读、写、看等语言活动。
单元内容
分析
课时
语篇形式
主要内容
Lesson 19
对话
主要谈论了李明和王梅各自理想中的居民区是什么样子,可以做什么事情
冀教版英语八年级上册Unit4MyNeighbourhood单元教学设计
一、教学目标
（一）知识与技能
在本章节“我的邻里”的教学中，学生将掌握以下知识与技能：
1.掌握与本单元主题相关的词汇，如：supermarket、restaurant、post office、library、gym、hospital等，并能正确运用这些词汇描述自己的邻里环境。
5.培养学生的公民意识，学会关心社会、关爱他人，为构建和谐邻里关系做出贡献。
二、学情分析
针对本章节“我的邻里”的教学内容，结合八年级学生的年龄特点和英语学习水平，进行以下学情分析：
1.八年级学生正处于青春期，好奇心强，对周围环境有较高的观察力和描述欲望。因此，在本章节的教学中，学生对于邻里环境的描述和表达具有较高的兴趣和积极性。
5.适时反馈，强化巩固：在教学过程中，教师应及时给予学生反馈，针对学生的错误进行纠正和指导，帮助学生巩固所学知识。
6.融入德育教育，培养情感态度：结合本章节内容，教师可适时进行德育教育，引导学生关注邻里环境，培养他们与人友好交往的能力。
7.创新评价方式，关注学习过程：教师可采用多元化的评价方式，如小组评价、自我评价等，关注学生的学习过程，提高学生的学习积极性。
4.能够借助地图、图片等视觉辅助材料，进行邻里环境的描述和方位表达。
5.培养学生的听说读写综合运用能力，尤其是听力和口语表达能力。
（二）过程与方法
在本章节的教学过程中，教师将采用以下方法引导学生学习：
1.采用任务型教学法，设计贴近学生生活的真实场景，让学生在实际交流中学习和掌握语言知识。
2.运用合作学习法，鼓励学生分组讨论、互助学习，共同完成学习任务，提高学生的合作意识和团队精神。
2.教师通过示例和角色扮演，展示一般现在时态在描述邻里环境中的应用，让学生在实际语境中感知语法知识。
Unit4 MyNeighbourhood(课时教案)冀教版八年级英语上册
(2)She drew three bookstores,a market and a Canadian restaurant.
(3)She wanted to take Jenny there when she came for a visit.
4.Finish Exercise 3 in“Let’s Do It!”.
5.Read the dialogue again and find out the key phrases and sentences.
设计意图
通过让学生们反复朗读课文,加深了学生们对会话的理解,通过角色扮演这一教学环节,锻炼了学生们的口语表达能力。
5.Sentences:①Jenny and Brian are on their way to school.
②Usually we take the school bus.
③We will go past some of my favourite shops.
④It has so many good things to read.
2.Play the tape again and ask Ss to read after it.
设计意图
学生通过听录音回答问题,能够快速掌握文章大意;让学生跟读录音,能够提高学生发音的准确性。
◆Step 3Reading
1.Read the text and plete Exercise 2 in“Let’s Do It!”.Let Ss check the answers in groups.
;or;nor
;and;but
冀教版英语八上Unit 4《My Neighbourhood》(Lesson 19-24)教学设计
冀教版英语八上Unit 4《My Neighbourhood》（Lesson 19-24）教学设计一. 教材分析冀教版英语八上Unit 4《My Neighbourhood》主要介绍了一些常见的社区设施和活动。
Lesson 19-24以身边的环境为话题，通过描述不同社区设施和活动，让学生学会表达自己的喜好和计划。
本单元主要词汇有：park, hospital, school, supermarket, restaurant, post office, bank, cinema, gym, pool等。
主要句型为：What do you like? I like… I don’t like… What do you usually do? I usually… What time does the …open/close? It opens/closes at…二. 学情分析八年级的学生已经掌握了基本的英语语法和词汇，具备一定的听说读写能力。
他们对身边的环境有一定的了解，能够用英语简单描述。
但部分学生可能在表达自己的喜好和计划方面存在困难，需要加强练习。
三. 教学目标1.知识目标：学生能够掌握本单元的词汇和句型，正确运用所学知识描述自己的社区和喜好。
2.能力目标：学生能够在真实情境中运用所学知识进行交流，提高口语表达能力。
3.情感目标：学生能够培养对社区环境的关注，提高环保意识。
四. 教学重难点1.重点：本单元的词汇和句型。
2.难点：如何运用所学知识描述自己的社区和喜好，以及在真实情境中进行交流。
五. 教学方法1.任务型教学法：通过完成各种任务，激发学生的学习兴趣，提高实践能力。
2.情境教学法：创设真实的情境，让学生在实践中学习，提高口语表达能力。
3.合作学习法：分组讨论，培养学生团队合作精神，提高交流能力。
六. 教学准备1.教材：冀教版英语八上Unit 4《My Neighbourhood》2.课件：制作与本节课相关的课件，包括图片、视频等素材。
冀教八年上Unit 4 My Neighborhood教案
冀教八年上Unit 4 My Neighborhood教案一、教学目标1.能够听、说、读、写并理解单词: neighborhood, grocery store, library, park, pet shop, post office, bank, street, hospital, restaurant2.能够掌握句型：“There is/are…” 和“What’s in the neighborhood?”3.能够用英语简单地描述自己的社区或附近的环境。
4.能够与他人合作，共同完成一份关于自己社区的地图。
二、教学重点1.单词的听、说、读、写及理解2.句型的运用和理解3.地图制作与描述的能力三、教学难点1.描述社区或附近环境的句型运用2.地图制作与描述的能力四、教学过程1. 导入新课•利用图片或实物引出“neighborhood”、“grocery store”、“library”等单词的含义，让学生猜测单词意思。
2. 教学新词汇•显示单词的图片，让学生逐个读出，并跟读老师的发音。
3. 单词与图片匹配•将单词和对应的图片混排，让学生根据发音与图像匹配。
4. 出示社区地图•出示一张社区地图，介绍地图的各个部分以及包含的设施，如超市(grocery store)、图书馆(library)、公园(park)等。
5. 学习句型•出示句型“There is a/an…” 和“What’s in the neighborhood?”。
让学生理解并模仿老师的发音。
6. 对话练习•将学生分成小组，让他们根据地图上的设施进行对话练习，使用句型“There is/are…” 和“What’s in the neighborhood?”7. 制作地图•将学生分成小组，每个小组根据自己所在社区或附近的环境制作一张地图。
地图上要包括至少五个设施，如超市、图书馆、公园等。
学生可以用颜色标注出每个设施的位置。
8. 地图描述•让每个小组派一名代表来描述自己制作的地图。
冀教版英语八上Unit 4《My Neighbourhood》(Lesson 22-24)教学设计
冀教版英语八上Unit 4《My Neighbourhood》（Lesson 22-24）教学设计一. 教材分析冀教版英语八上Unit 4《My Neighbourhood》主要介绍了关于社区的内容。
本单元Lesson 22-24通过描述不同类型的社区和邻居，让学生学会介绍自己所在的社区以及描述邻居的特点和习惯。
教材通过丰富的图片、情景对话和任务型活动，激发学生的学习兴趣，培养学生运用英语进行交流的能力。
二. 学情分析学生在学习本单元之前，已经掌握了基本的日常英语交际用语，具备一定的听力、口语和阅读能力。
但部分学生对英语学习仍存在恐惧心理，不敢开口说英语，且部分学生在英语学习中存在发音不准确的问题。
此外，学生对本单元话题可能存在一定的陌生感，需要教师在教学中给予引导和启发。
三. 教学目标1.知识目标：–能够听懂、会说、会读本单元的生词和短语。
–能够正确使用一般现在时描述邻居的特点和习惯。
–能够描述自己所在的社区。
2.能力目标：–能够运用英语进行简单的日常交流，提高学生的交际能力。
–能够通过pr work和group work等形式，提高学生的合作能力。
3.情感目标：–培养学生热爱生活、关注社区的情感。
–增强学生的团队协作意识，提高学生的综合素质。
四. 教学重难点•掌握本单元的生词和短语。
•能够正确使用一般现在时描述邻居的特点和习惯。
•能够描述自己所在的社区。
•正确运用一般现在时描述邻居的特点和习惯。
•对本单元话题的深入理解和运用。
五. 教学方法1.任务型教学法：通过设定各种真实的任务，让学生在完成任务的过程中，自然地学习和运用英语。
2.情景教学法：创设各种真实的语境，让学生在特定的语境中进行英语交际。
3.合作学习法：学生进行pr work和group work等形式的合作学习，提高学生的参与度和积极性。
六. 教学准备1.教师准备：–熟悉教材，明确教学目标、重难点。
–制作多媒体课件、图片、卡片等教学辅助材料。
Unit 4 I Like My Neighbourhood教案冀教版八年级上册英语
UNIT 4 My NeighbourhoodLesson 22: I Like My Neighbourhood教学目标通过本课节的教学，让学生达成以下目标：1. 知识目标掌握单词：block, bank, whole, cost接触单词：pond, freeze, hockey, chat短语：play hockey句型：There is a pond near my house.There’s also a new shopping centre in my neighbourhood.It has a coffee shop, a grocery store, a bank and a movie theatre.2. 能力目标(1)掌握有关居民区的新单词，掌握There be句型和频度副词。
(2)能够读懂有关社区生活的介绍。
(3)能够谈论自己的居民区。
3. 情感目标通过本课节的学习，让学生热爱小区，并感受生活环境的美好以及生活在小区里的幸福与快乐。
重点难点1. 重点：掌握有关居民区的新单词，掌握There be句型和频度副词。
2. 难点：能够读懂有关社区生活的介绍，能够谈论自己的居民区。
教学准备PPT 课件；有关生词学习的图片；课文音频文件及Let’s Do it!2的音频文件。
授课时数1课时教学过程Step 1 Asking and answeringAsk the following questions for the students to answer.●What do you like to do after school? Where do you like to go?●Do you do any housework? What do you do?Step 2 PresentationShow some pictures to teach the new words pond, freeze, hockey, block, bank, whole, chat and cost.There is a frog in the pond.n.池塘In winter, many things freeze.v. 结冰I like playing hockey with my friends after school.n. 冰球；曲棍球Culture Tip:What is hockey? It’s a very popular sport in Canada. You skate on ice and try to put a hard rubber puck in the opponent’s net.The new bank is only three blocks from my house.n. 银行n. 街道；栋，幢You can save money there.They often drink coffee and chat with each otherthe whole afternoon.v. 闲聊；闲谈；聊天adj. 整个的；完全的The school bag is cheap. It doesn’t cost me much.v. 花费Step 3 Listening and completing1. Let the students listen to the recording and fill in the blanks with the words they hear.(1) Michael can play hockey on the frozen ice in .(2) The shopping centre is only blocks from Michael’s house.(3) Michael likes to go to the coffee shop with his .2. Play the recording again if they have difficulty in finding the answers.3. Check the answers:Answers:(1) winter (2) three/3 (3) friendsStep 4 Reading and answering1. Get the class to look through the following questions.Make sure the class can understand them. Then ask the class to read the lesson in order to find the answers.(1) What does the new shopping centre have?(2) What does Michael usually do on weekends?(3) How much does the hot chocolate cost?2. Ask them to work out the answers in groups.3. Elicit answers by asking individual students to read the sentences out.Answers: (1) It has a coffee shop, a grocery store, a bank and a movie theatre.(2) He usually goes to the coffee shop.(3)It costs $3.50.Step 5 Reading and writingLet the students read the lesson again and write true (T) or false (F).1. Hockey is a sport. Many people in Canada like it.2. There is a pond far from Michael’s house.3. On weekends, Michael likes to go to the park with his friends.4. Micheal usually has coffee in the coffee shop.5. Michael sometimes goes to the grocery store with his parents.Answers: 1-5 TFFFTStep 6 Listening and fillingPlay the recording and let the students fill in the mind map.Answers: a pond; a shopping centre—a coffee shop, a grocery store, a bank, a movie theatre Step 7 Reading and matchingMatch the pictures with the sentences. Then fill in the blanks with the words from the lesson.（）1. Michael likes to play in winter.（）2. Many people put money in the .（）3. He often watches a movie in the on weekends.（）4. I usually help my mother do some .（）5. When I read a book, I like to have a cup of hot .Answers: 1. B hockey 2. E bank 3. A movie theatre 4. C housework5. D chocolateStep 8 PracticeRead the lesson and translate the following sentences into English.1. 它距离我家只有三个街区。
Unit 4 People in My Neighbourhood教案冀教版八年级上册英语
UNIT 4 My NeighbourhoodLesson 23: People in My Neighbourhood教学目标通过本课节的教学，让学生达成以下目标：1.知识目标掌握单词：interview, fix, sound, treat接触单词：tailor, enjoyable短语：be busy doing… sound like句型：Our teacher asked us to interview people about their jobs.Mr. Green likes being a tailor.It was warm inside and full of yummy treats.I learned a lot about the people in my neighbourhood.2.能力目标(1)能够运用所学单词、短语、句型进行自由交际；(2)能够快速捕捉关键信息并流利地表达出来。
3.情感目标鼓励学生养成善于观察的好习惯，理解不同职业的差异性；鼓励学生今后关注社区的建设，为创建和谐社区献出一份力量。
重点难点1.重点：本课节重点单词、短语、句型。
2.难点：能够运用所学知识流利表达。
教学准备PPT 课件；有关生词短语讲解的图片；与本课节相关的音频文件授课时数1课时教学过程Step 1 RevisionAsk the students to work in pairs. Ask and answer like this:A: What’s in your neighbourhood?B: My neighbourhood has a book store and a bakery. What’s in your neighbourhood?A: My neighbourhood has a clothing shop and a flower shop.Present some pictures and expressions to help them.hospital grocery storebank movie theatrecoffee shop bakeryGet some pairs to talk about their neighbourhood in front of the class.Step 2 Thinking about it·What do you know about the people in your neighbourhood?·How many different jobs can you name?Write down the jobs that they can name:teacher, doctor, nurse, driver, pilot, policeman, scientist, postman, singer, farmer, cook, worker…Step 3 PresentationTeach the new words and phrases interview, tailor, enjoyable, fix, sound, treat, be busy doing…and sound like.n.面试；采访；访谈The young man is having an important job interview. Three managers areinterviewing him.v.面试；采访；访谈My grandpa is a tailor.n.裁缝He is fixing the car for others. It’s an enjoyable job.v.修理；维修adj.令人愉快的—What’s this?—It’s the sound of the sea.n.声音—What do you think of it?—It sounds great.v.听起来We prepared some yummy treats because we would like to treat him to lunch.n. 美食；款待v. 招待；对待—The scientist is busy doing research.忙于做……—It sounds like something I am interested in.听起来像Step 4 Listening and fillingGet the class to listen to the passage and fill in the blanks with the correct words they hear.(1)Our teacher asked us to people with different jobs.(2)Mr. Green was busy a pair of pants when he my questions.(3)All the people in the neighbourhood were .Answers: (1) interview (2) fixing, answered (3) friendlyStep 5 Reading and completingGet the class to read the passage and find out the places that Brian visited. Complete the mind map.Answers:Step 6 Reading and writingAsk the class to read the passage and decide if the following statements are true (T) or false (F).(1) Our exciting job was finding people with different jobs.(2) Mr. Green was too busy to answer my questions.(3) I visited four places after the tailor’s shop and the bakery shop. Answers: (1) T (2) F (3) TStep 7 Reading and answeringTask 1Read Para. 1 and answer the questions.(1) When did Brian did the project?(2) What did Brian’s teacher asked them to do?Answers: (1) Last year. (2) Interview people about their jobs.Task 2Read Para. 2 and answer the questions.(1) What does Mr. Green do?(2) What was Mr. Green doing during the interview?(3) Why was Mr. Green like being a tailor?Answers: (1) He is a tailor.(2) He was busy fixing a pair of pants.(3) Because he meets new people and sees many old friends every day. Task 3Read Para. 3 and answer the questions.(1) What was inside the bakery?(2) When does Ms. King get up every day?(3) When is the bakery ready?Answers: (1) Yummy treats. (2) At 5:30 a.m. (3) By 7:00 a.m. Task 4Read Para. 4 and answer the question.What did Brian think of the people in his neighbourhood?Answer: All of them were friendly.Step 8 Reading and fillingStep 9 PracticeFill in the blanks with the correct forms of the given words.1.I often ________ (go) for a walk in my neighbourhood after supper.2. Mr. White _________ (be) a teacher for many years.3. One day, I _________ (interview) many people with different jobs.4. She loves to travel. She _________ (visit) many places.5. He ________ (fix) the broken chair when I came in.Answers: 1. go 2. has been 3. interviewed 4. has visited 5. was fixing Step 10 Talk1. Let the class work in groups and talk about someone in their neighbourhood.Task tips:·What does he/she look like?·What does he/she do?·Is he/she young or old?·Is he/she your friend?2. Let some students describe the person in his/her neighbourhood.Step 11 Group work1. What’s your dream neighbourhood like?2. What can you do to make your neighbourhood better?Present some sentence patterns for the class: There be… It has… I hope… I want…Step 12 Language points1. Our teacher asked us to interview people about their jobs.我们的老师要求我们采访人们的工作情况。
冀教版-英语-八上-4单元 My Neighbourhood(全单元教案
Unit 4 My NeighbourhoodUnit 4 My NeighbourhoodLesson 25 No stoppingTeaching Content:Mastery words and expressions: corner, turn, cross, pass, on one’s /the way to, go/walk past/by Known words and expressions: neighbourhood, bakery, bookstoreTeaching Aims:Learn to ask the way and cultivate the communication ability.Teaching Important Points:1. Ask the way.2. Point to the way.Teaching Difficult Points;Show the way to the others.Teaching Preparation: flashcardsTeaching Aids: audiotape, flashcardsType of lesson: new lessonTeaching Procedure:Step1. Greeting the students. Ask the student on duty to report the situation in the class.Step2. Discuss your townAsk the students to talk about the town. Such as : it’s changes and circumstances. Tell them that in Canada, people live in community. Talk about the neighbourhood.Step3. Answer the questions:1. What places do you pass on your way to school?2. Look at the pictures. What places do Jenny and Briain pass on their way to school?Discuss the two questions and change their ideas with their partners.Step4.Play the audiotape with the following questions:1. Where are they going?2. How do they usually go to school?3. Where do they pass on their way to school?4. Do they have time to stop?Step5. Read the text silently by the students. Then check the answers. Read it loudly in class in rol es. The teacher walks around to see if they need some help.Sep6. Ask the students to work in groups and draw a map on which show the favourite places Jenn y and Brian pass on their way to school. Then ask them to retell the story with the aid of the map. Step7. Come to “LET’S DO IT!”Have students brainstorm what they know want to say about the subject.Ask some volunteers to speak in front of the class.Step8.1. Finish off the activity book.3. Go on the next reading in the student book.summary1. It’s easy and interesting talking about the subjects around us. Let’s all take care the changes and circumstances.Before class, you can ask students to search some information about theneighbour and community in western countries.Lesson 26 The Best NeighbourhoodTeaching Content:Mastery words and expressions: football, place, over thereNew words and expressions: soccer, coffee, coffee shop, video, video tore,Teaching Aims:It encourages students to think about the similarities and differences between Canadian neighbour hoods and their own neighbourhoods.Teaching Important Points:1. Design the neighbourhood of one’s own.2. Talk about likes and dislikes.Teaching Difficult Points:Draw maps according to one’s own imagination.Teaching Preparation: mapsTeaching Aids: audiotape, flashcards, mapsType of Lesson: new lessonTeaching Procedure:Step1. Lead in the lesson with the following questions:1. Are you satisfied with your neighbourhood?2. Where would you like to live?3. Would you like to live in a neighbourhood with lots of parks or stores?Step2. Listen to the tape and answer the following questions:1. How many bookstores did Jenny draw?2. Would Jenny like to live in a place with a park?3. Does he like a coffee shop?4. What else does Jenny need?Step3. Read the text carefully and draw maps. Draw what Jenny’s and Brian’s neighbourhood like. Change your maps with your partners.Step4. Finish the project:Talk about your neighbourhood. What will you like it to be? Would you like to live in a neighbour hood with lots of parks and stores?Discuss the project in groups. Then write it down. Remember to demonstrate your excuses.Find your partners who can live together. Does anyone else have the same opinion with you? Do y ou have the same interest?Step5. Come to “PROJECT”.Draw a map of a neighbourhood where you would like to live—the best neighbourhood.Share your maps to the partners.Step6. Encourage the students to explore all the readings for this unit in the student book and read for vocabulary. Encourage them to think of vocabulary they already know.After about five minutes, ask the groups for some of the words they found or remembered. You co uld ask each group for three words in turn, and tell them they cannot repeat words when it’s their t urn. Keep going from group to group until nobody can think of new words.What’s missing from your map?Play the game with a friend.Put a piece of paper over one of the maps, so you can’t see it. Ask a friend to put a piece of paper o ver LessonLesson 28 Turn Right, Turn LeftTeaching Content:Mastery words and expressions: along, sidewalkKnown words and expressions: Can you tell me the way to…?Teaching Aims:Know about the traffic roles in Canada and compare it with the ones in China.Teaching Important Points;1. Ask the way.2. Show the way to others.Teaching Difficult Points:Some expressions: the way to, look right, turn right, walk alongTeaching Preparation: flashcardsTeaching Aids: audiotape, flashcardsType of lesson: new lessonTeaching Procedure:Step1. Remind the students the names of the buildings. Such as: book store, grocery store, bakery, video store, mailbox, post office, apartment, house, hotel, beach, restaurant, swimming pool, librar y, bus stop, cinema, school, shop, sidewalk, park, parking lotStep2. Listen to the tape and imitate after it. Then listen again. Let the students notice the rhyme, r hythm and repetition in the song. These are good devices for developing an “ear for English”. Step3. Read the song by students themselves. Help t hem understand sense groups in the song. Step4. Discuss the projectDivide the students into several groups and discuss the following questions:1. Where must you walk in China?2. Are the traffic rules in China the same as the ones in Canada?Write your answers down and report to the class.Stp5. Finish the task1. If you are in school now, you want to go to the post office to post a letter. Write the rote down. Discuss it with your partners.2. Organize a dialogue and act it out in front of the class.Step6. Let’s sing the song together. Help them to sing in rows. Encourage then to sing loudly. Step7 .Come to “LET’S DO IT”.Step8.1. Finish off the activity book.2. Go on the next reading in the student book.SummaryThere are so many beautiful songs in the book. Listen them carefully and it will bring you to a pret ty world. Let the students feel the rhythm of the music.the other maps.Ask your friend questions to learn what’s missing on your map. Let your friend ask your questions . Write the missing places on your maps.Then, make your own map game. Give your game to a pair of your classmates. You play their gam e. They play your game.Step9. 1.Finish off the activity book.2．Go on the reading in the student book.SummaryMaps are used often in the class. So before the class, drawing maps must be prepared carefully.Lesson 29 My NeighbourhoodTeaching Content:Mastery words and expressions: cost, sugar, cook, ownKnown words and expressions: hockey, chocolate, hot chocolate, make a lot of drinks, ask …to do Teaching Aims:1. Learn about the typical neighbourhoods in Canada.2. Think about the similarities and differences between Canadian neighbourhoods and their own n eighbourhoods.Teaching Important Points:1. Introduce one’s neighbourhood.2. Talk about likes and dislikes.Teaching Difficult Points:Describe one’s neighbourhood.Teaching Preparation: flashcardsTeaching Aids: audiotape, flashcardsType of lesson: new lessonTeaching Procedure:Step1. Sing the song in Lesson 28 together. Then let a few volunteers act in front of the class. Step2. Listen to the tape with the following questions:1. What does Michael like to do in winter?2. What does the shopping have in Machael’s neighbourhood?3. What’s hot chocolate?4. Does Machael help at home?5. What does Machael do at home?Step3. Read the text silently and check the answers. Let some students read the text loudly in class . Help them if they have trouble.Step4. Write a passageIntroduce your neighbourhood in class. First write it down. Then discuss the passages in groups. L et’s see whose neighbourhood is the most popular. Check if your neighbourhood exits safe questio ns. Report it to the police when you go back home.Step5. Talk about the subject: What do you do everyday at home?Ask some volunteers to come to the front. Tell what they do at home every day. The others listen a nd give their opinion if the student’s habits reasonable.Step6. Listen to the tape again. The students read after it until they can read it fluently.Step4. Read the text silently and check the answers. Then read the text loudly in class. Answer ano ther question: “How do they arrive at the theatre?”Step5. Make up dialoguesSuppose you are on your way to a hotel. It is late now. You are very worried. What will you do no w?Work in groups and make up dialogues. Then act it out in front of the class.Step6. Where am I?Draw a map on the blackboard and point where you are. Now you are in the school, you must go t o the train station to meet your uncle, how should you get there? Draw the rote in your exercise bo ok. Then write it down in English. Work in pairs. Tell your partner how you can get there.Step7. Come to “LET’S DO IT”.Act out a play with a partner. One f you is looking for a bookshop, theatre or museum, but you don ’t know the way. The other is a policeman who offers to help.Work in pairs. Write it down when it is necessary. Act it out in front of the class.SummaryAsking the way is a kind of ability that we must grasp in our daily life. Spend more time on practic e in the class. Remember to encourage all the students to speak.Lesson 31 I Need a MapTeaching Content:Mastery words and expressions: keep, envelopeKnown words and expressions: get to know, It isn’t easy to live.Teaching Aims:1. Find the subject of a passage.2. Express one’s feeling in English.Teaching Important Points:1. Predict what Brian wrote in his diary.2. Pronouns.3. Retell one’s experience.Teaching Difficult Points:Re tell one’s experience.Teaching Preparation: flashcardsTeaching Aids: audiotape, flashcardsType of lesson: new lessonTeaching procedure:Step1. Retell the story in Lesson 30.Step2. Suppose you are hungry, you are looking for a restaurant. How do you ask the way? Let the students discuss. The teacher writes their answers down.1. Can you tell me the way to the restaurant?2. Excuse me…3. Which is the way to…?4. How can I get to…?Step3. Listen to the tape with the following questions:n pairs, the students cover up one or the other map, and figure out the missing information o the m ap they can see by asking their partners questions. Then they create their own missing information maps. They exchange their work with another pair of students, and each pair plays the game with t he new maps.Step3. Sing the song in Lesson28: Turn Right, Turn LeftStep4. Describe your daily life. Practice prepositions of position, names of neighbourhood places, and asking and giving directions.Step5. Deal with the exercises.Step6. Finish off the activity book. If you have time, sing the song again together.SummaryIn this lesson, we must review what we learn in this unit. On the other hand, we deal with the deal with the difficulties in the exercises. The teacher must be very careful to arrange the class well.。