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Unit 9 From Here to There-Preparing for the Topic-Listening & Speaking
This "Listening & Speaking" section of Unit 9 in the Ren'ai Science Edition (2024) for Grade 7 English textbook focuses on the theme of "Locations of different places". It aims to help students master vocabulary related to public facilities and places, as well as sentence patterns for asking about and indicating locations. The content is presented in a step - by - step manner. First, students learn new words through matching pictures with place names. Then, they practice using these words to describe locations in sentences. After that, listening exercises are provided to enhance their comprehension ability regarding location - related information. Finally, students are encouraged to create and conduct their own dialogues in pairs to apply what they have learned in real - life - like situations. The three main activities in this part are closely related and gradually guide students to improve their listening and speaking skills.
教学目标 1. Knowledge Objectives Students will be able to understand and correctly pronounce new words related to public facilities, such as "hospital", "bank", "gym", "hotel", "theater", "restaurant", "museum", "supermarket". Master key phrases and sentence patterns for indicating locations, like "across from", "on the corner of", "between... and...", "Is there a... near here - Yes. It’s on...". 2. Ability Objectives Improve students' listening skills, enabling them to accurately capture key information about locations in dialogues. Develop students' speaking skills, allowing them to fluently ask for and give directions in English in daily conversations. Cultivate students' ability to work in pairs and cooperate with their peers in language practice activities. 3. Emotional Objectives Stimulate students' interest in learning English by creating real - life - like language situations. Encourage students to be confident in using English to communicate and express themselves, and enhance their cross - cultural communication awareness.
教学重难点 1. Key Points The acquisition and correct usage of new vocabulary about public facilities. Mastery of sentence patterns for asking about and indicating locations, and being able to use them flexibly in different situations. 2. Difficult Points Distinguishing and correctly using different prepositional phrases for location expressions, such as the differences between "across from", "next to", "between... and...". Improving students' listening comprehension ability, especially in understanding rapid - fire dialogues and accurately identifying key location information.
1. New Words
hospital / h sp tl/n. 医院
bank /b k/n. 银行
gym /d m/n. 健身房；体育馆
hotel /h tel/n. 旅馆
theater / θ t (r)/n. 戏院；剧场
restaurant / restr nt/n. 餐馆
museum /mju zi m/n. 博物馆
supermarket / su p mɑ k t/n. 超市
2. Key Phrases
across from 在…… 对面
on the corner of 在…… 的拐角处
between... and... 在…… 和…… 之间
3. Sentence Patterns
Is there a... near here 这附近有…… 吗？
Yes, there is. It’s on... 是的，有。它在…… 上。
No, there isn't. 不，没有。
Where is the... …… 在哪里？
It’s next to... 它紧挨着……
It’s across from... 它在…… 对面。
It’s between... and... 它在…… 和…… 之间。
教学过程
1. Warming - up (5 minutes)
Greet the students as usual.
Show some pictures of different public facilities on the PPT, such as a hospital, a bank, etc. And ask students: "What place is it " Encourage them to answer in English. This activity can quickly activate students' prior knowledge related to the topic and arouse their interest in learning new content.
2. Presentation (12 minutes)
Activity 1A
Let students open their textbooks to the relevant page. Present the pictures of public facilities and the corresponding place names (a - h) on the screen. Ask students to match the places with the pictures individually. Give them a few minutes to complete this task.
Check the answers together. Point to each picture and ask students to call out the correct place name. This activity helps students visually associate the new words with the corresponding facilities, which is beneficial for word - learning.
Activity 1B
Display the sentences in Activity 1B on the PPT. Read the first sentence "The hospital is across from the ________." aloud and explain the meaning of "across from". Then ask students to fill in the blank with a suitable place from the previous activity. Let them work in pairs to discuss and complete the rest of the sentences.
Walk around the classroom to monitor students' work and offer help if necessary. After they finish, invite several pairs to read out their answers. This activity enables students to start using the new words in sentences and understand the usage of prepositional phrases for indicating locations.
Activity 1C
Play the recording of the dialogue in Activity 1C. Let students listen carefully and repeat after the speaker. Pay attention to their pronunciation and intonation.
Explain the sentence pattern "Excuse me, is there a... near here - Yes, there is. It’s on...". Divide the students into pairs. One student acts as the person asking for directions and the other as the one giving directions. They practice the dialogue with the given sentence pattern, replacing the place names in bold with other words they have just learned.
Invite some pairs to come to the front of the class and perform their dialogues. Give them positive feedback and comments. This activity further strengthens students' ability to use the learned sentence patterns and words in real - life - like speaking situations.
3. Listening Practice (12 minutes)
Activity 2
Show the picture in Activity 2 on the big screen. Tell students that they will listen to some conversations and need to match the places with the buildings in the picture.
Play the recording for the first time. Let students just listen and get a general idea of the content.
Play the recording again. This time, ask students to listen carefully and mark the corresponding places on their textbooks.
Check the answers with the whole class. Point to each building in the picture and ask students to say the correct place name they matched. This listening activity trains students' ability to capture specific location information in dialogues.
After checking the answers, play the recording one more time. Let students listen and repeat the dialogues, trying to imitate the speakers' pronunciation and intonation.
4. Pair Work and Production (12 minutes)
Activity 3
Instruct students to work in pairs again. One student takes turns to describe the location of one place in the picture in Activity 2, using the sentence patterns and words they have learned, such as "It’s on... Road. It’s next to the...". The other student tries to guess which place it is.
Walk around the classroom to observe students' performance. Offer guidance and encouragement. Make sure they are using the correct English expressions.
Select several pairs to come to the front of the class and show their dialogues. Let the other students listen carefully and guess the places. After each pair finishes, ask the class if they guessed correctly. This activity allows students to comprehensively apply what they have learned in a creative and communicative way, improving their speaking and thinking abilities.
5. Summary and Homework (4 minutes)
Summary
Summarize the key points of this class with the students. Review the new words about public facilities, key phrases for indicating locations, and important sentence patterns for asking about and giving directions.
Ask students to share what they have learned and what difficulties they still have in this class. Answer their questions.
Homework
Ask students to draw a simple map of their neighborhood, mark at least five public facilities on it, and write a short passage to introduce the locations of these facilities using the English knowledge they learned in this class.
Encourage students to practice the dialogues they made in class with their family members or friends in English.
教学反思
In this class, the use of pictures, recordings, and pair - work activities effectively motivated students to participate in the learning process. Most students showed great interest in learning new words and practicing dialogues. However, some students still had difficulties in using prepositional phrases accurately, especially when creating their own dialogues. In future classes, more targeted exercises and real - life examples should be provided to help them better master these grammar points.
The listening practice part achieved good results. By listening to the dialogues several times, students gradually improved their ability to capture key information. But for some students with weak listening skills, they still had trouble understanding the content quickly. Individual tutoring or additional listening materials at a slower pace could be arranged for them.
The pair - work and production activities successfully enhanced students' speaking and cooperation abilities. Students were able to communicate with each other in English and express their ideas bravely. However, the time for some pairs to present their dialogues in front of the class was a bit limited. In the next class, more time can be allocated to ensure that every pair has a chance to show their work fully.

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