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课 时 教 学 设 计 首 页
授课时间：2023年 月 日
课题 Unit 8 Is there a post office near here Section B (1a-1d) 班级 备课教师
课型 听说课 课时 3
核心素养与思政渗透 本课时围绕“问路与指路”的话题展开语言实践活动，通过创设在街上问路的真实情境，引导学生询问和表述如何到达目的地和事物的所在位置，进一步引导学生学习指路相关表达，巩固描述事物地理位置的方位介词，there be句型和where引导的特殊疑问句，从而激发学生学习英语的兴趣，促进其在语言学习中发展思维，在思维发展中学习语言，提升思维的逻辑性、批判性和创新性，帮助其拓宽视野，在日常交际中如何得体地运用英语语言向别人问路，并培养学生在实际生活中辨别方向的能力，养成热心助人的品质。
课标分析 新课标要求七年级学生能听懂发音清晰、语速较慢的简短口头表达，获取关键信息；积累常用的词语搭配；在听、读、看的过程中，围绕语篇内容记录重点信息，整体理解和简要概括主要内容；能围绕相关主题，运用所学语言，与他人进行日常交流，语音、语调、用词基本正确，表达比较连贯；能自尊自爱，正确认识自我，关爱他人，尊重他人，有社会责任感；能多角度、辩证地看待事物和分析问题；能根据语篇内容或所给条件进行改编或创编；有积极主动的学习态度和较强的自信心；能主动参与课内外各种英语实践活动，注意倾听，积极使用英语进行交流。
教学目标 语言能力 能够在在街上问路的情境中，正确使用指路相关表达，描述事物地理位置的方位介词，there be句型和where引导的特殊疑问句，以听、看、说等方式，询问和表述如何到达目的地和事物的所在位置；通过听前预测、听中细节获取、听后信息整合、迁移创新等途径促进听说技能的提升；
文化意识 能够拓宽视野，在日常交际中如何得体地运用英语语言向别人问路，并培养学生在实际生活中辨别方向的能力，养成热心助人的品质；
思维品质 能够在听说活动中准确获取并清晰表达有关如何到达目的地和事物的所在位置方面的信息，提高思维的逻辑性、深刻性和批判性；
学习能力 能够通过问路和指路，保持英语学习兴趣；通过听力及口语策略的感悟、体验和学习，形成良好的学习习惯，提高学习效率；能主动参与各种英语实践活动，注意倾听，积极使用英语进行交流。
教材内容分析 本课是一节听说课，在A部分的基础上进一步拓展话题，同样围绕邻里社区的各种设施和场所位置，让学生通过相关语言活动，了解如何用英语问路和指路。活动1a-1d是一个听说任务链，呈现了现实生活中常见的问路情景，学生通过听说活动的训练，了解为他人指路时常用的词汇和表达用语。
重点 听说技能的巩固、拓展；帮他人指路时使用的常见词汇和表达用语，如go along, turn left/right, on the/your left/right,at the first crossing等；
难点 让学生将指路信息串联起来，形成完整的描述，以口头方式表达出来；
学情分析 B部分的重要内容是为他人指路时常用的词汇和表达用语，本课时问路与指路的话题贴近学生实际生活，能够使学生感兴趣并有话可说。经过两个课时的学习，大部分学生已经基本掌握询问和表述事物具体位置的表达方式。因此该部分对于学生来说难度降低，更有利于其大胆开口，积极参与。教师在课堂设计时应给学生提供一些施展才艺的舞台和机会，让他们在做中说、在说中做，这样既能培养他们的自信，又能使其学会灵活运用所学内容，还可以培养学生的一种群体意识和助人为乐的精神。
教 学 流 程
设 计 教 学 过 程 设 计 意 图
学 生 活 动 教 师 导 学
Step 1. Lead-in. Watch the video and learn to express how to get to the restaurant. Ss: Go straight./ Go along the street. / Turn right./ On her left. / Crossing. Play the game. Say “left”, “go along” or “right” when they see different gestures. Step 2. Pre-listening. Look at the pictures and try to describe the location. Sa: It’s on the left. Sb: Go along the street, it’s on your left. Match the words in the box with the signs. Step 3. While-listening. Look at the picture in 1b. Ss: There is a supermarket in the picture. Listen to the conversation and write the correct place for each letter in the picture. Check their answers. Look at the map again and make conversations in pairs. Sa: Where’s the park Sb: It’s on Bridge Street. Listen to the conversation again and fill in the blanks. Check their answers by reading aloud. Read the conversation and trace the two ways in the picture. Step 4. Post-listening. Work with their partners. Try to complete the conversation. Sa: Excuse me. Is there a bank around here Sb: Yes, there is. Just go along New Street and turn right. ... Step 5. Conclusion. Have a summary of what they have learned with the help of T. Play a video about giving directions. T: Where is the restaurant Show some gestures and let Ss say the words. Provide some questions for Ss to talk about the position of the places. T: Where is the park T: Where is the hospital Ask Ss to finish activity 1a. Provide another map for Ss to learn to ask for and give directions. Guide Ss to observe the picture in 1b. T: What’s in the picture Play the recording twice and let Ss write down the names of the places. Ask Ss to ask and describe the positions of the places in the map. Guide Ss to read the conversation in 1c. Play the recording and let Ss complete it. Encourage Ss to draw the ways on the map according to the conversation. Explain some language points. Let Ss practice the conversation in pairs with the tips. Three minutes later, invite some pairs to show their conversation. Then let Ss make the new dialogue in pairs. 利用指路视频导入课堂教学，寓教于乐，更直观地让学生在日常生活中常见的情境和英文歌曲中理解一些关于指路的词汇和短语。 通过图片辅助导入新词汇，激发学生兴趣。利用问题链，引导学生识图认词，并使学生在运用中巩固新词汇，复习目标语言，为下一步听说活动的开展做铺垫。 渗透听力技巧，引导学生仔细观察地图，在听力之前预测即将要听到的话题内容，激活背景知识，明确任务要求，扫除听力障碍，让学生带着目的去听，减轻学生对听的担忧，培养其听前阅读听力材料的良好习惯。 通过层层递进的听力活动，进行知识的理解巩固和听力策略的渗透。听力活动一要求学生初听掌握大意，捕捉有关场所名称方面的词汇；听力活动二主要为了捕捉更加详细的指路信息，让学生在一次又一次的听力中分别侧重关注不同方面的细节，促进听力能力的提高和听力策略的形成。 基于听力输入的半控制性的结对合作活动，让学生尝试在情境中问路和指路，旨在训练学生利用所学词汇及句型进行口语表达,将所学知识进行内化和迁移运用，并在班级内表演，提高口语表达能力，增强合作和助人意识。 总结提炼，进行课堂反馈练习，检测学习成果。
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一、 根据汉语提示完成句子。 1．Walk________(沿着)this street，and you can find the supermarket. 2．Mike sits on my ________ (右边)． 3．You can see the traffic lights at the________(十字路口)． 4．Look! The monkeys are ____________(爬)trees. 5．The shop is just(刚刚)open.You can get some ________(免费的) food there. 6．We buy things with ________(钱)． 7．You can find the hospital ________(容易地) with a map. 8．Tom usually ________(花费) lots of time reading books. 9．________ ________(向左转)to the park. 10．Is there a post office __________ __________ __________ __________ (在……附近)the hospital 二、单项选择。 ( )11．I like reading, so I always spend my pocket money ________ books.(海南) A．on B．in C．at ( )12．—What is Jim doing —He's watching some boys ________ basketball on the playground. A．play B．to play C．playing ( )13．Go ________this street and then turn right. A．from 　　B．to 　C．down 　D．on ( )14．Go straight and turn ________.The bank is ________. A．left; left 　　 B．left; on the left C．on the left; left 　　D．left; to left ( )15. When I walked past the park, I saw some old people________Chinese Taiji.(莱芜) A．do 　B．did C．doing D．are doing ( )16．I ________ the whole afternoon in shopping________ a birthday present.(恩施) A．spent; in B．paid; for C．spent; for ( )17．Lots of people enjoy ________ this park on weekends. A．visit B．visiting C．to visit D．visited ( )18．—________is the library —It's behind the office building. A．Where B．What C．How D．When ( )19．Turn right________the first crossing and enjoy the quiet street. A．in B．at C．on D．to ( )20．________ the early bus, he often gets up early. A．Catch B．To catch C．Catching D．Catches
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课 时 教 学 设 计 尾 页
板 书 设 计
Unit 8 Is there a post office near here Section B (1a-1d)
作 业 设 计
Level A Draw the route from your home to school. Then write a short passage to describe it.
Level B Write five sentences using the following expressions: Go along/down.../and turn...at the...crossing/it’s across from.../it’s next to.../it’s on the right/left. ...
教 学 反 思
第 页课 时 教 学 设 计 首 页
授课时间：2023年 月 日
课题 Unit 8 Is there a post office near here Section A (1a-2d) 班级 备课教师
课型 听说课 课时 1
核心素养与思政渗透 本课时围绕“问路与指路”的话题展开，引导学生在“走进社区”的语境下，学习正确使用there be句型询问或描述事物的所在位置，使用where引导的特殊疑问句询问事物的具体位置，和使用各种方位介词表述事物的地理位置，以此激发英语学习的兴趣，促进学生在语言学习中发展思维，在思维发展中学习语言，并帮助其拓宽视野，了解在日常交际中如何得体地运用英语语言向别人问路，并培养学生在实际生活中辨别方向的能力，养成热心助人的品质，同时，要注意增强安全防范意识。
课标分析 新课标要求七年级学生能听懂发音清晰、语速较慢的简短口头表达，获取关键信息；能围绕相关主题，运用所学语言，与他人进行日常交流，语音、语调，用词基本正确，表达比较连贯；了解不同国家人们待人接物的基本礼仪、礼貌和交际方式；能自尊自爱，正确认识自我，关爱他人，尊重他人，有社会责任感；能多角度、辩证地看待事物和分析问题；能主动参与课内外各种英语实践活动，注意倾听，积极使用英语进行交流；能在学习过程中积极与他人合作，共同完成学习任务。
教学目标 语言能力 能够在“走进社区”的情境中，正确使用有关街区场所的名词和描述事物地理位置的方位介词等词汇，there be句型和where引导的特殊疑问句，以听说等方式理解、询问或描述事物的所在位置；能够通过听前预测、听中记录、听后复述和创编等途径，促进听说能力的提升；
文化意识 能够拓宽视野，了解在日常交际中如何得体地运用英语语言向别人问路，提高在实际生活中辨别方向的能力，养成热心助人的品质，同时，要注意增强安全防范意识；
思维品质 能够在听说活动中准确获取并表达有关事物所在位置等方面的信息，并联系自身表达个人观点和看法，提高思维的逻辑性、批判性和创新性，实现知识与思维能力的迁移；
学习能力 通过问路与指路，激发对英语学习的兴趣；通过听说等各项技能策略的感悟、体验和学习，形成良好的学习习惯，提高学习效率；能在学习活动中积极与他人合作，共同完成学习任务。
教材内容分析 本课时为本单元第一课时，是一节听说课。A部分的1a首先通过主题图展示了各种社区设施和街区环境，呈现相关的词汇，自然将学生引入到问路的情景中；1b设计了三个简短的对话，让学生通过听来了解如何询问和描述各种各种地区设施的地理位置，同时呈现there be句型；1c则要求学生模仿对话中的there be句型和答语进行问答训练，加强对该结构的感性认识；2a-2c提供了六段听力小对话，对话中不仅重现there be句型，力图加深学生的印象，还呈现了一些新的方位介词及短语，为后面的训练输出做铺垫；2d所提供的的示范对话则呈现了一个相对完整的问路情景，学生通过练习对话，不仅能够巩固所学词汇和重点句型，同时也了解真实交际中如何有礼貌地进行交流和表达。
重点 与社区环境和设施相关的词汇、方位介词短语以及there be句型的一般疑问句及其回答；
难点 让学生运用正确的方位介词来描述各种社区设施的地理位置。
学情分析 在上学期的学习中，学生已掌握并能运用where引导的特殊疑问句，为本单元目标语言的正确使用打下了一定的基础。且本课时“问路与指路”的话题与学生日常学习与生活紧密联系，极易于激发学生学习英语的欲望和兴趣，促使他们参与各种英语语言实践活动。故需教师创设合适的语境，由旧知引新知，发挥优势，设计多样有趣的活动，在教学中引导学生进行自主学习和语言实践，渗透学法指导并引导学生逐步养成良好的英语学习习惯。
教 学 流 程
设 计 教 学 过 程 设 计 意 图
学 生 活 动 教 师 导 学
Step 1. Lead-in. Watch the video and try to find out the answers. Step 2. Pre-listeningⅠ. Observe the picture and learn to say some words. Match the words with the places in the picture. Step 3. While-listeningⅠ. Read the names of places. Listen to the conversation and circle the places they hear. Check their answers by making sentences. Sa: There is a police station, a restaurant and a hospital near here. Step 4. Post-listeningⅠ. Practice the conversations with their partners. Sa: Is there a hospital near here Sb: Yes, there is. It's on Bridge Street. Step 5. Pre-listeningⅡ. Observe the pictures and find out the same thing. Ss: The pay phone. Learn to talk about the positions of the pay phone. Sa: The pay phone is on Green Street. Check their answers by making conversations. Sa: Where is the pay phone Sb: It’s on Green Street. Step 6. While-listeningⅡ. Listen to the conversation and fill in the blanks with some preposition of location. Check the answers by reading the sentences aloud. Step 7. Post-listeningⅡ. Ask and answer questions about the places in 1a. Sa: Where’s the hospital Sb: It’s next to the police station. Step 8. Role-play. Listen to the conversation and answer the questions. Sa: Yes, there is. Sb: It’s on Center Street, across from the park. Sc: No, it isn’t. Try to role-play the conversation in pairs. Step 9. Conclusion. Have a summary with the help of T. Play a video about asking for directions. T: Where are they T: What can you do if you don’t know the way T: Hello! Welcome to my neighborhood. Let me show you around. Present some pictures about places in the neighborhood and let Ss say the words aloud. Ask Ss to finish activity 1a. Guide Ss to read the instruction and make sure they can understand the meaning. Play the recording. Let Ss find out the places they hear. Check the answers. Provide some examples for Ss to read. Let Ss make conversations like the sample dialogue. T: What can you see in each picture Is there anything same in all the pictures T: But the positions of the pay phones are different. Guide Ss to learn some prepositions about location. Ask Ss to match the sentences with the pictures. Guide Ss to read the sentences first and underline some key words. Play the recording and let Ss finish 2b. Invite some Ss to report their answers. Let Ss make conversations in pairs like the sample dialogue. Play the recording and ask some questions. T: Is there a bank near here T: Where’s the bank T: Is Center Street far from here Invite some pairs to role-play the conversation in class. 通过有关问路与指路的视频，导入本课话题，激活背景知识，营造轻松氛围，激发学生学习兴趣。 利用多媒体资源教授有关场所的新词汇，形象直观，打开学生思路，引发学生共鸣，学习词汇的同时把否定祈使句融入其中，并注意渗透语音教学。 通过听力选词的方式，引导学生获取主旨大意和关键细节信息，输入本课目标语言，达成知识目标。跟读模仿，进行语音语调的学习，帮助学生掌握最纯正的语言。 引导学生通过合作学习进行初步的语言实践，帮助学生在真实的语境中感知、模仿所学语言，培养学生运用语言进行交际的能力，促进其逻辑性和发散性思维品质的提升。 初一学生对于听力活动会感到困难和焦虑，因此，教师应为学生搭建脚手架，增加听前活动，帮助学生明确任务要求，扫除听力障碍，渗透听力技巧指导，使听的活动得以顺利有效地进行。 通过听力填空的方式，引导学生获取有关于具位置的细节信息，输入本课目标语言，达成知识目标。跟读模仿，进行语音语调的学习，掌握最纯正的语言。 通过同伴对话，引导学生关注细节性的语言点知识，在语言内化和能力提升中兼顾基础知识的落实，培养良好的听说习惯，增强合作学习意识。 利用2d对话语篇再设计听力活动，以增强学生的听力技能，通过阅读回答问题的活动形式引导学生关注关键信息和处理语言知识，通过角色扮演，增强口语技能和合作学习能力。 总结反思，自我检测。教育学生要乐于助人，还要有安全防范意识。
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根据首字母提示完成句子。 1．I'm hungry(饥饿的)．Let's go to a r__________． 2．The student often reads books in the school l__________． 3．People often put money in the b________． 4．Is there a pay phone in the n________？ 5．There is a desk in the f________ of the classroom. 6．She p________ $200 a week for this apartment(公寓套房)． 7．A postman works in a p________ o________． 8．My mother likes living in t________． 9．My father's company (公司)is on Center S________. 10．Excuse me. Is there a pay phone n________here 11．He is in h________. We want to see him. 12．Is there a park o________ Bridge Road 13．E________ m________，where's the supermarket 14．Is your school f________ f________ your home 15．Tim's apartment is a________ f________ the zoo. 单项选择。 ( )16．Gill is between Wei Fang and ________. A．me B．his C．he D．my ( )17．________. Where is the park, please A．Hello B．Excuse me C．Sorry D．Hi ( )18．—Thanks for telling me the good news(消息)． —________. A．You're right B．No problem C．That's right D．It's a good idea ( )19．—Excuse me, where is the bookstore —Go ________ the bridge. You'll see it on your left. A．on B．cross C．across D．through ( )20．—Where does your uncle work，Jack —In a ________.He is a policeman. A．TV station B．hotel C．post office D．police station ( )21．The school is________the park. A．next　B．next to　C．the next　D．the next to ( )22．The accident happened _______ 7 p．m. _______ 9 p．m. A．from;to B．between;to C．from；and D.between；and ( )23．—Mum，there ________ only a tomato and three eggs in the fridge. How about going to the supermarket now —That's a good idea. A．is B．are C．has D．have ( )24．Jim sits behind me, so I sit ________ him. A．at the top of B．at the end of C．in the middle of D．in front of ( )25．The new railway station is about five kilometers ________ the village. A．away B．away from C．far from D．far away
课 时 教 学 设 计 尾 页
板 书 设 计
Unit 8 Is there a post office near here (Section A 1a-2d)
作 业 设 计
Level A Draw a simple map of your neighborhood and write six sentences to describe the location of some public places.
Level B Make a conversation about asking for and giving direction in the street.
教 学 反 思
第 页课 时 教 学 设 计 首 页
授课时间：2023年 月 日
课题 Unit 8 Is there a post office near here Section B (2a-2c) 班级 备课教师
课型 阅读课 课时 4
核心素养与思政渗透 本课时继续围绕“街坊邻里”的话题展开以读为主的语言实践活动，在“介绍我的小区”的情境下，引导学生继续学习巩固描述事物地理位置的方位介词，there be句型等指路的相关表达，并运用寻读、略读等阅读策略对文本进行解读，帮助学生在语言学习中发展思维，在思维发展中学习语言，提升思维的逻辑性、批判性和创新性，激发其英语学习兴趣，引导学生热爱自己所居住的环境，享受生活中的美好事物，提高审美情趣，树立积极的人生态度。
课标分析 新课标要求七年级学生能读懂语言简单、主题相关的简短语篇，提取并归纳关键信息，理解隐含意义；能在听、读、看的过程中，围绕语篇内容记录重点信息，整体理解和简要概括主要内容；能根据听到或读到的关键词对人物、地点、事件等进行推断；能自尊自爱，正确认识自我，关爱他人，尊重他人，有社会责任感；能多角度、辩证地看待事物和分析问题；能在学习活动中积极与他人合作，共同完成学习任务能在学习过程中积极思考，主动探究，发现并尝试使用多种策略解决语言学习中的问题，积极进行拓展性运用。
教学目标 语言能力 能够在“介绍我的小区”的语境中，正确理解和掌握课文中的新词汇，增加词汇量；灵活使用描述事物地理位置的方位介词，there be句型等指路的相关表达，通过读、说、写等方式，理解文章主题，梳理文章内容，介绍自己所居住的社区环境；
文化意识 能够热爱自己所居住的环境，享受生活中的美好事物，提高审美情趣，树立积极的人生态度；
思维品质 能够在老师的帮助下，通过思维导图、推理判断等活动，增进对语篇的理解和分析能力，提高思维的逻辑性、批判性和创新性；
学习能力 能够通过阅读理解和尝试介绍他人和自己所在的社区，保持英语学习兴趣；通过阅读策略的感悟、体验和学习，增强阅读理解能力。
教材内容分析 本课是一节阅读课。2a-2c部分图文并茂，展现了三个学生所居住的社区环境状况，阅读材料再现了本单元的重点词汇、语法、功能项目，内容丰富，便于帮助学生巩固本单元所学知识。
重点 掌握描述居住环境的词汇和句型；阅读策略的训练；
难点 让学生将指路信息串联起来，形成完整的描述，以口头或笔头方式表达出来，运用所学介绍自己的社区。
学情分析 本课时介绍自己社区的活动话题，贴近学生生活，既容易激发学生的学习兴趣，又促进同学间的互相了解，增进友谊。通过前三个课时听、说等形式的训练学习，学生对问路指路的句型有了一定的掌握，对介绍社区的核心句型也有一定的了解。但是语言基础还较薄弱，语言的拓展运用能力较差，导致学生在阅读能力方面还有所欠缺，因此教师应设计有趣的教学活动引导学生进行自主学习和语言实践，渗透学法，指导阅读，促进学生阅读能力的提升。
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Step 1. Lead-in. Find out the prepositions which can be used for giving directions. Look at the map and try to describe the way to the zoo. Work with their partners and talk about the route. Sa: Excuse me. Can you tell me the way to... Sb: Sure.... Just go along ... Street and turn ... . Step 2. Pre-reading. Check the places near their homes in 2a. Try to describe their neighborhood with their partners. Sa: There is a park near my home. To get there, I usually walk across the street. Step 3. While-reading. Observation. Talk about the places they can find out in the pictures. Sa: There is a post office in the neighborhood. Scanning. Match the passages with the maps. Read the passages quickly and find out the key words about the names of streets and places. Read the passages again and find the people’s favorite places. Detailed information. Read the first passage and answer the questions. Sa: She likes watching the monkeys climbing around in the zoo. Sb: Yes, she does. Because they look like her friends and her when they fight! Read the second passage and answer the questions. Sc: He likes to exercise at the park. Sb: Yes, I think so. Think and share their examples: What is the best thing in their life that is free Why do they think it is the best thing Read the third passage and answer the question. Se: Lisa walks to the library. She goes down North Road and then turns left. The library is across from the park. Read the passages carefully again and complete the mind maps. Step 4. Post-reading. Filling the chart. Think about the reasons why the people like their neighborhood. Ss: Convenient./ Relaxing./ Enjoyable. Fill in the chart according to the three passages. Have a conclusion about the aspects of introducing the neighborhood. Retelling. Play a translation game to consolidate the useful expressions they’ve learned. Talking. Work in groups. Talk about places in their neighborhood. Writing. Write a letter to Li Ming to recommend their homes as the host family. Five minutes later, share their letters in groups and in class. Read the sample letter and learn more. Step 5. Conclusion. Have a summary of what they’ve learned this lesson. Play a video of prepositions. T: How many prepositions can you hear T: Which prepositions can you use for giving directions T: Where do I live T: I like the zoo, because there are many cute animals. Provide another map and let Ss make conversations in pairs. Let Ss pick out the places and introduce their neighborhood in pairs. Provide the sentence structure. Ask Ss to look at the pictures in 2b. T: What can you see in the neighborhood Offer the tip: Find the key words“...Street”. Ask Ss to match the people with their favorite places. Let Ss read the first passage and ask some questions. T: What does Anna like doing in the zoo T: Does Anna think monkeys are like people Why Let Ss read the second passage and ask questions. T: What does John like to do at the park T: John thinks the best things do not need money. Do you think so, too Provide the structure. T: The best thing in my life is... and we can’t buy it... It can make me... Whenever I have it, my life turns to be... Let Ss read the third passage and ask a question. T: How does Lisa get to the library from her home Provide the mind maps for Ss to finish and explain some language points. T: Why do they think their neighborhoods are great Provide a chart for Ss to find out the key information. Ask Ss to retell the passages based on the key points they’ve summarized. Offer some sentence structures to help Ss. T: Imagine you are Li Ming, and Lisa will come to your school as an exchange student next term. You hope your family would be chosen as the host family. Please write about your neighborhood. Make Ss understand the importance of loving their neighborhoods and living a happy life. 利用一段有关表示位置关系介词的视频导入话题，活跃课堂气氛，调动学生的学习积极性，再创设“走进我的社区”情境，引导学生展开对话练习，回顾旧知识，为下面阅读活动的开展做铺垫。 让学生根据生活经验将2a表格中的地点与学生自身生活联系起来，激发学生的背景知识。 渗透快速阅读策略：通过观察图片，找出场所名称，巩固there be目标句型，为与短文进行匹配做铺垫； 通过快速搜索有关场所名、人名、街道名等关键词，进行信息匹配，方便下一步细读，帮助学生降低阅读难度，使其能够快速把握文章主要内容。 将词汇教学融于对语篇的阅读过程中，避免脱离语境教授单词的现象，帮助学生更好地理解和记忆。 通过问题链，引导学生再读课文，关注细节信息，对课文有更全面、细致的理解。 通过深入思考和集体探讨，引导学生针对文中提到的“生活中最美好的事物往往是免费的”说法进行深入的挖掘，将所学联系自身实际进行举例说明，内化迁移。 鼓励学生在思维导图的帮助下，复述课文，促进语言知识的内化和口语表达能力的提升。 通过自主学习与合作学习，利用表格与问题链，引导学生梳理归纳介绍社区类文章的写作要点，促进其逻辑性思维的发展，为学生复述课文做好准备。 通过自主学习与合作学习，以读促写，引导学生利用信息要点，联系实际生活进行交流分享。并创设相对真实的情境，引导学生通过笔头输出目标语言，真正达成交际的目标。 适时进行总结提炼，渗透情感态度价值观教育，使学生懂得热爱自己所居住的环境，享受生活中的美好事物，提高审美情趣，树立积极的人生态度。
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Ⅰ. 阅读理解。 根据材料内容选择最佳答案。 ( ) 1. Julia’s house is across from ______. A. the post office B. the police station C. the supermarket ( ) 2. ______ is between Julia’s house and the hotel. A. The park B. The bank C. The supermarket ( ) 3. Julia’s family often ______ in the park on weekends. A. reads books B. takes photos C. plays sports ( ) 4. The park is ______ Amy’s house. A. across from B. in front of C. behind ( ) 5. It’s about ______ from Amy’s house to the hill. A. ten minutes’ walk B. fifteen minutes’ walk C. fifteen minutes’ bus ride
课 时 教 学 设 计 尾 页
板 书 设 计
Unit 8 Is there a post office near here Section B (2a-2c)
作 业 设 计
Level A Do a survey among ten classmates about their favorite places in their neighborhood. Dram a chart and write a report about your survey results and your opinions.
Level B Rewrite one of the passages in the third person.
教 学 反 思
第 页课 时 教 学 设 计 首 页
授课时间：2023年 月 日
课题 Unit 8 Is there a post office near here Section B (3a-Self check) 班级 备课教师
课型 写作课 课时 5
核心素养与思政渗透 本课时以“街坊邻里”为中心话题，引导学生正确使用有关社区场所的词汇、方位介词以及there be句型进行写作练习，尝试绘制社区地图并进行短文介绍，从而激发学生的英语学习兴趣，回顾和复习本单元语言知识，增强语言运用能力，掌握说明文类的写作要素，在语言学习中发展逻辑思维、辩证思维和创新思维，引导学生关注自己的居住场所，学会关爱他人、热爱社区，享受生活中的美好事物，提高审美情趣，树立积极的人生态度。
课标分析 新课标要求七年级学生能分析和梳理常见书面语篇的基本结构特征；积累常用的词语搭配；能辨识和分析常见句式的结构特征；能分析和梳理常见书面语篇的基本结构特征；能用简单的连接词建立语义联系；在书面表达中，能选用不同句式结构和时态，描述和介绍身边的人、事物或事件，表达情感、态度、观点和意图等；能自尊自爱，正确认识自我，关爱他人，尊重他人，有社会责任感；能多角度、辩证地看待事物和分析问题；能在学习活动中积极与他人合作，共同完成学习任务能在学习过程中积极思考，主动探究，发现并尝试使用多种策略解决语言学习中的问题，积极进行拓展性运用。
教学目标 语言能力 能够围绕“街坊邻里”的话题，在“说说我所居住的社区”的情境中，通过看、读、说等活动搜集、理解所需要的语言基础信息；能够正确使用有关社区场所的词汇、方位介词以及there be句型，以说明文的形式介绍自己的社区；
文化意识 能够关注自己的居住场所，学会关爱他人、热爱社区，享受生活中的美好事物，提高审美情趣，树立积极的人生态度；
思维品质 能够在老师的帮助下，通过学习，多层次、多角度、多元化地内化有关猜测和判断的语言知识；在写作中，注意到语篇的整体性、结构性、逻辑性；
学习能力 能够通过多种渠道学习和复习，保持英语学习兴趣；认识了以读促写的写作模式并尝试进行写作。
教材内容分析 本课是一节写作课，要求学生在听、说、读的基础上，复习前面学过的内容，进行进一步的知识延伸，尝试简单的语言输出，能够将所学知识用于生活实际中。3a-3c的写作训练提供了地图和范文，要求学生自己绘制社区地图并进行仿写。这一写作任务与前面的阅读部分联系紧密，教师同样可以引导学生从2b的阅读篇章选取有用的句型和表达，丰富自己的写作内容。
重点 复习本单元的相关知识点，并进行实际运用，提高写作技能；there be句型以及从where，what，how三方面进行社区介绍；
难点 利用地图向他人介绍自己居住的社区。
学情分析 在本单元前面四个课时学习的基础上，学生通过大量的听、说、读训练，已经基本掌握了问路与指路的相关知识点和表达，有了前面的铺垫，大部分学生就能在本课时的写作中做到有章可循，会感到相对轻松。但是由于一些学生还存在单词背诵较薄弱，句型掌握不牢固的情况，在设计本课时，要加强基础功能句型的夯实，设计具有梯度性和层次性的实践活动，通过读、写、练的结合，能够帮助学生实实在在地学到知识，提高写作水平。
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Step 1. Warming up. Read the passages and analyze the structure with T’s help. Step 2. Pre-writing. Brainstorming. Work in pairs and share their ideas. Speaking. Work in groups and talk about their neighborhoods based on the useful sentences. Making an plete the beginning sentence with proper adjectives. Sa: I live in a noisy/ beautiful/ quiet/ peaceful neighborhood. Try to think of some sentence structures to describe the places and introduce their favorite places. Sa: There is a supermarket across from the restaurant. My mom and I usually go shopping there. Reading. Look at the map of Cindy’s neighborhood and fill in the blanks. Then talk about their answers and reasons. Try to list the information points, like where, what and how. Step 3. While-writing. Draw a map of their neighborhood and write about it by themselves for ten minutes. Step 4. Post-writing. After writing, have a self-check for 3 minutes according to the checklist. Then share their maps and passages with partners and evaluate each other according to the evaluation sheet. Read the sample writing. Step 5. Self check. Finish the self check part. Report their answers and talk about their reasons. Let Ss read and review the passages in 2b. T: How do they introduce their neighborhood Provide the circle map and sentence bank for Ss to think of and accumulate some words and sentence structures about the places and the ways to go there. Offer some useful expressions and let Ss share their neighborhood orally with their group members. Guide Ss to draw an outline and search for some useful sentences from the passages in 2b. Let Ss do some translation practice to introduce their favorite places. Make sure Ss can understand the instruction. Let Ss complete the passage. Check the answers and guide Ss to analyze the structure. Let Ss draw and write their neighborhood. Offer some questions to help them. While Ss are writing, walk around the classroom to offer help if they need. Offer the evaluation standards to the class. Pick out one or two examples to evaluate in class. Provide the sample writing for Ss to learn more and appreciate. Let Ss finish the activities in Self Check. 回顾2b课文，通过分析文章内容梳理文章结构，小结内容要点，为下面的写作活动做铺垫。 在层层递进的语言实践活动中，利用圆圈图和句式银行等工具，引导学生构思、搜集和整理介绍自己社区和最喜欢场所的有关句型，提升思维品质的逻辑性和创新性。 通过合作学习，帮助学生在口头上巩固、内化本单元目标语言，为后面的环节做铺垫。 培养学生良好的列提纲的写前习惯。通过提纲引领，使学生懂得整体构建文章结构，合理分配内容要点，降低写作焦虑，提高写作效率，促进发散思维和逻辑思维的提升。 通过翻译练习巩固句式，并积累语料。 3a活动提供了又一篇介绍社区的范文，让学生完成并进行主旨、结构、语言及写法等方面的分析，帮助学生快速积累语料，同时注意到细节信息的准确表达，达到以读促写的目的， 在进行了一系列的写前活动练习渗透了写作技巧之后，让学生当堂写作，为其提供实践的机会。 培养学生良好的自我纠正习惯和方法，以及合作精神、批判思维能力和对作品的鉴赏能力。通过“自查-互查-展评”多角度的检查方式，来欣赏自己的文章、同伴的文章，积累更多好词好句。同时，能够发现不足，及时进行更正。 自我检测，总结反思。
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Ⅰ. 根据汉语意思完成课文原句或原句改编。 1．就沿着大桥街走，当你看到图书馆时向左转。 Just ________ ________ Bridge Street and ________ ________ when you see the library. 2．我喜欢在那里度过周末时光。 I like to ________ ________ there on weekends. 3．我喜欢看猴子们爬来爬去。 I love to watch the monkeys ________ ________. 4．生活中最美好的东西是免费的。 The best things ________ ________ are ________. 5．你可以很容易地到达图书馆。 You can ________ ________ the library ________. Ⅱ. 用所给词的适当形式填空。 6．Turn left at the second ________ (cross) and the bookstore is on your right. 7．There are a lot of flowers in my____________(neighbor)． 8．I usually spend my money________(buy) interesting books. 9．The ________ (monkey) are trained to do a lot of things like humans. 10．Don't be nervous. Try your best and you'll pass the exam ________(easy)． Ⅲ. 任务型阅读。 Welcome to our neighborhood. It's very beautiful and you will love it. I live with my parents and brother in a big house on Joe's Street. The street is not very long, and it's quiet. ①is,there,a bookstore, across, house,from,our. I often buy books there. I also like to go to the library near the bookstore because I like reading very much. ②There is a park on the left of the bookstore. My brother Sam and I often play in the park after school. These are my favorite places in our neighborhood. ③The school is not far from my home. I usually walk there with my friend Dan in the morning. Ray Street in front of the school is very busy. We have to be careful (小心) when we go to school. Our school is very big and there's a supermarket, a bank and a post office in it. 任务一： 11．将①处的单词及词组连词成句。 ______________________________________________________ 12．将②处的句子译为汉语。 ______________________________________________________ 13．写出③处的句子的同义句。 ______________________________________________________ 任务二：回答下列问题。 14．What do the writer and his/her brother often do after school ______________________________________________________ 15．Why do they have to be careful when they go to school ______________________________________________________
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课 时 教 学 设 计 尾 页
板 书 设 计
Unit 8 Is there a post office near here Section B (3a-Self check)
作 业 设 计
Level A Draw a map of your neighborhood and describe it.
Level B Draw a mind map to sum up the knowledge of this unit.
教 学 反 思
第 页课 时 教 学 设 计 首 页
授课时间：2023年 月 日
课题 Unit 8 Is there a post office near here Section A (GF-3c) 班级 备课教师
课型 语法课 课时 2
核心素养与思政渗透 在本课时中，围绕问路指路的话题而设计的观察、归纳、探究等活动，能够帮助学生更好地掌握there be句型询问或描述事物的所在位置的用法，where引导的特殊疑问句询问事物的具体位置的用法，和各种方位介词表述事物的地理位置的用法，激发其对英语语言规则的主动探究。通过不同活动，将本单元的主要语法知识在闯关游戏的情境中呈现出来，给学生提供感知、体验和运用新的语言结构的机会，引导学生了解在日常交际中如何得体地运用英语语言向别人问路，并培养其在实际生活中辨别方向的能力，养成热心助人的品质。
课标分析 新课标要求七年级学生能归纳学过的语法规则；了解句子的结构特征，如句子种类、成分、语序及主谓一致；能辨识和分析常见句式的结构特征；能自尊自爱，正确认识自我，关爱他人，尊重他人，有社会责任感；能多角度、辩证地看待事物和分析问题；能在学习活动中积极与他人合作，共同完成学习任务；能在学习过程中积极思考，主动探究，发现并尝试使用多种策略解决语言学习中的问题，积极进行拓展性运用。
教学目标 语言能力 能够在闯关游戏的语境中，通过观察归纳、同伴合作等方式，正确理解和运用where引导的特殊疑问句，there be句型和各种方位介词询问或描述事物的所在位置；
文化意识 通过问路指路，了解在日常交际中如何得体地运用英语语言向别人问路，并培养其在实际生活中辨别方向的能力，养成热心助人的品质；
思维品质 能够在老师的引导下，通过观察、讨论、归纳等课堂活动，探究where引导的特殊疑问句，there be句型和各种方位介词询问或描述事物的所在位置的用法，提高思维的逻辑性、批判性和创新性，加强语言表达的得体性和准确性；
学习能力 能在学习活动中积极与他人合作，共同完成学习任务；能在学习过程中积极思考，主动探究，发现并尝试使用多种策略解决语言学习中的问题，积极进行拓展性运用。
教材内容分析 本课是一节语法课，是对单元语法现象的梳理、训练和巩固。Grammar Focus部分呈现了单元重点语法功能结构，包括there be结构、where引导的特殊疑问句、描述某个场所或建筑物位置关系的方位介词及短语。活动3a是一个控制性练习，要求学生观察地图，并根据图中建筑物的位置回答相关问题；3b是一个半控制性练习，要求学生根据3a图片内容造句，描述各种建筑物的位置关系；3c是一个游戏，具有一定的开放性，要求学生利用课本43页的单元主题图询问和猜测同伴所选择的地点，不仅训练学生在真实语境中使用方位介词的能力，也使得语言学习活动充满趣味性。
重点 方位介词短语以及there be句型的一般疑问句及其回答；
难点 运用正确的方位介词来描述各种社区设施的地理位置；区分there be 与have的不同用法；掌握there be句型的使用原则；
学情分析 通过第一课时的学习，学生已经掌握了where引导的特殊疑问句、there be结构和描述某个场所或建筑物位置关系的方位介词及短语，为本课的语法学习打下基础。但是学生的英语语言基础还处在起步阶段，虽能掌握简单的单词，但是语言的拓展运用能力还有待提高，且学习过程中耐性不足。教师在课堂设计时应发挥其优势，设计有趣的课堂任务引导学生进行自主学习和语言实践，渗透学法指导并引导学生逐步养成良好的英语学习习惯。
教 学 流 程
设 计 教 学 过 程 设 计 意 图
学 生 活 动 教 师 导 学
Step 1. Warming up. (方位介词) Observe the pictures carefully and try to describe the position of the superman. Sa: You’re in the box. Sb: You’re near the box. Sc: You’re next to the box. Sd: You’re on the box. Se: You’re behind the box. Observe the two pictures carefully and make sentences about the differences. Sa: There is a rabbit on the sofa. Sb: There is a bird on TV. Sc: There is a clock on the floor. Sd: There is a cat under the desk. Read the sentences in the grammar box aloud and try to summarize the sentence structure with prepositions of location. Step 2. Presentation.(常见问路指路句型) Read the questions with “where” aloud and learn more sentences. e.g. Is there ... near here Do you know the way to... Read the sentences in the first and second lines and try to have a conclusion. Read the examples and try to summarize the usages of “there be” structure. Read the formula aloud. Read the sentences and think about the difference between “there be” and “have”. Do some exercises. Step 3. Practice. Work on 3a. Look at the map and answer the questions. Check the answers by reading aloud. Sa: It’s between the hospital and the post office. Sb: Yes, there’s one near the police station. Sc: It’s on North Street next to the police station. Sd: Where’s the post office Se: Is there a hospital near the pay phone Work on 3b. Look at the map in 3a and write three sentences. Sa: The restaurant is near the police station. Work on 3c. Work in groups of four. Take turns to choose a place in the picture in 1a on page 43. The other Ss ask questions to guess the place. Sb: Is it on Long Street Sa: Yes, it is. Sc: Is it behind the hotel Sa: Yes, it is. Sd: Is it the park Sa: Yes, it is. Step 5. Conclusion. Play a game called “Where am I ”. Show some pictures to guide Ss talk about the location of the superman. Play another game called “Find out the differences”. Show two pictures and let Ss talk about the differences between them. Let Ss read the sentences in Grammar Focus and guide them to have a conclusion of the usages of prepositions. 主语+系动词+方位介词+其他（某物位于某地） Focus Ss’ attention on the questions with “where” and show more sentence structures about asking for and giving directions. Guide Ss to sum up the sentence structures of “there be” according to the first two lines in Grammar Focus. Provide more examples for Ss to learn about the usages of “there be” structure. Provide examples for Ss to find out the differences between “there be” and “have”. Guide Ss to read the instruction and the map in 3a. Make sure they can understand the meaning. T: Where’s the bank T: Is there a restaurant on North Street T: It’s on North Street next to the police station. T: Where’s the post office T: No, there isn’t. There’s one on New Street. Make sure Ss can understand the instruction and example. Invite some Ss to show their sentences in class then. Go over the instruction and the example in 3c. Let Ss work with their group members to guess the places. Two minutes later, invite some groups to show their conversations in class. 创设“闯关侠”的游戏学习情境，营造轻松的学习氛围，激发学生浓厚的学习兴趣，在“我在哪里”和“找不同”的游戏中，引导学生复习上节课所学的方位介词及短语，让学生直观感受其用法，为本节课的继续学习做铺垫。 引导学生仔细观察语法聚焦表格中的例句，通过独立思考、同伴讨论等方式小结方位介词所在的句式结构，在问路指路句型方面进行扩展延伸，在观察、归纳、游戏、探究等语言实践活动中针对there be句型进行深入的学习，探索目标语言的使用规律。 活动3a是一个控制性练习，要求学生观察地图，并根据图中建筑物的位置回答相关问题，在培养学生识图能力的同时内化并运用目标语言。 活动3b是一个半控制性练习，要求学生根据3a图片内容造句，描述各种建筑物的位置关系。 3c是一个游戏，具有一定的开放性，要求学生利用课本43页的单元主题图询问和猜测同伴所选择的地点，不仅训练学生在真实语境中使用方位介词的能力，也使得语言学习活动充满趣味性,激发其运用语言的欲望，进而提升逻辑性和创新性思维品质，增强合作意识。
课 时 达 标 检 测
Ⅰ. 从方框中选择合适的介词完成句子。 1．The post office is across ________ the bookshop. 2．My school is ________ Bridge Street. 3．—Is your home far from your school —No. It's ________ our school. 4．The park is ________ the restaurant and the supermarket. 5．—Where's Jack I can't find him. —Well, he is just ________ you. Ⅱ. 按要求完成句子。 6．There is some orange in the bottle. (改为否定句) There ________ ________ orange in the bottle. 7．Linda's home is near her school. (改为反义句) Linda's home is ________ ________ her school. 8．The park is on Bridge Street. (对画线部分提问) ________ ________ the park 9．There are some flowers in the garden．(改为一般疑问句) __________ __________ __________flowers in the garden？ 10．The police station is in front of the hotel and behind the hospital.(改为同义句) The police station is________the hotel________the hospital. Ⅲ. 语法专练：根据图示，填入适当的方位介词(短语)，完成句子。 11．Look! The hotel is ____________ the bank. 12．—Excuse me, can you tell me the way to the bookstore —Oh, it's ________ our school. 13．—Is the supermarket __________________ the park —Yes, it is. 14．—Where's the post office —It's ________ the supermarket ________ the hotel. 15．The pay phone is ____________ the hospital.
课 时 教 学 设 计 尾 页
板 书 设 计
Unit 8 Is there a post office near here Section A (GF-3c)
作 业 设 计
Level A How much do you know about the sentence patterns of “there be” Please draw a mind map to show us, including structure, meaning, sentence patterns and so on.
Level B Do some exercises on the grammar knowledge of this lesson.
教 学 反 思
第 页单 元 教 学 设 计
单元 Unit 8 Is there a post office near here 总课时数 5
制定教学目标的依据 学科核心素养与课标分析 本单元以“街坊邻里(The neighborhood)”为话题，涉及新课标中“人与社会”范畴内“社会服务与人际沟通”主题群中的“和谐家庭与社区生活”子主题内容，通过本单元，学生将主要学习正确使用there be句型询问或描述事物的所在位置，使用where引导的特殊疑问句询问事物的具体位置，和使用各种方位介词表述事物的地理位置，从而能够在街上问路并为他人指路，激发英语学习兴趣，在语言学习中发展思维，在思维发展中学习语言，提升思维的逻辑性、批判性和创新性，并帮助学生拓宽视野，了解在日常交际中如何得体地运用英语语言向别人问路，并培养学生在实际生活中辨别方向的能力，养成热心助人的品质。
教材分析 本单元主要围绕“街坊邻里”这一话题，学习的词汇主要是生活场所中各个建筑物的名称和方位介词等，语法为用介词描述位置，where引导的特殊疑问句和there be句型。A部分通过主题图展示了各种社区设施和街区环境，呈现相关词汇，自然将学生引入到问路的情景中，让学生通过听来了解如何询问和描述各种地区设施的地理位置，也了解真实交际中如何有礼貌地进行交流和表达；B部分在此基础上进一步拓展话题，同样围绕邻里社区的各种设施和场所位置，让学生通过各种相关活动，了解如何用英语问路和指路，最后学会用文字描述自己的街坊邻里。
学情分析 本单元“问路与指路”的话题与学生日常学习与生活紧密联系，极易于激发学生学习英语的欲望和兴趣，促使他们参与各种英语语言实践活动。在上学期的学习中，学生已掌握并能运用where引导的特殊疑问句，为本单元目标语言的正确使用打下了一定的基础。教师在课堂设计时应由旧知引新知，发挥优势，设计有趣的课堂任务引导学生进行自主学习和语言实践，渗透学法指导并引导学生逐步养成良好的英语学习习惯。
教 学 目 的 语言能力 能够在“问路与指路”等真实情境中正确运用there be句型，where引导的特殊疑问句，和多个方位介词，以听说读看写等方式询问和描述事物的所在的地理位置，并尝试表达个人观点；能够在听的过程中将所获取的路线指引信息转换为视觉图形；能够通过快速浏览将图文信息进行匹配；
文化意识 能够拓宽视野，了解在日常交际中如何得体地运用英语语言向别人问路，并培养学生在实际生活中辨别方向的能力，养成热心助人的品质；
思维品质 能够在各种语言实践活动中，通过听说读看写等训练，准确获取有关事物的所在位置等方面的信息，学会与人探讨、交流和表达自我观点和看法，进行合理推测，有逻辑、辩证地、创新性地表达个人看法，实现知识与思维能力的迁移；
学习能力 通过谈论所在社区的居住环境等，激发对英语语言学习的兴趣；通过听、说、读、写等各项技能策略的感悟、体验和学习，形成良好的学习习惯，提高学习效率。能够参与结对活动、小组活动时，能积极与他人合作，相互帮助，共同完成学习任务，体验在“做”中使用目标语言；能够有意识地训练自己的英语思维，努力做到善学、乐学。

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