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Topic 2 What kind of home do you live in
Section A
Section A needs 1 period. Section A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:
country, month, Mrs., furniture, quiet, call sb. at …
2. Talk about the kinds of buildings.
townhouse, farmhouse, apartment …
3. Learn to read and write the ads for rent and being wanted.
(1) Small apartment for students. ￥850 a month.
(2) House with three bedrooms. Call Mrs. Tong in the evening.
(3) House with furniture for a family of three.
(4) Looking for a quiet double room under￥300 per month.
4. Learn to find out the language rules and give more examples.
Ⅱ. Teaching aids 教具
录音机/房屋图片/幻灯片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:5分钟)
复习There be句型, 引入1a。
1. (方案一)
(就教室里的情况，复习There be句型。)
T: Boys and girls, please make sentences with“There be”structure.
(拿一支钢笔放在讲台上。)
S1: There is a pen on the teacher’s desk.
(出示几把尺子, 放在手上。)
S2: There are many rulers in your hand.
S3: …
T: Good! You are great.
(方案二)
(教学生唱下面的歌, 活跃气氛, 复习There be句型, 自然导入本课。)
T: Let’s chant.
(用幻灯片展示。)
There are books on the tables.There are children on the chairs.There are pencils in our hands.And there’s a teacher over there.There are words on the blackboard.There are pictures on the walls.But the cute animal in my pocket is the best thing of all.
2. (教师将A、B、C三幅图, 呈现给学生，引导学生学习1a的新词汇
和句型。)
T: Now, let’s look at the pictures. Which one does your home look like, S4
S4: “A” looks like my house.
T: This is an apartment building. Boys and girls, what kind of home does S4
live in
Ss: An apartment building.
(用同样的方法呈现并学习B、C两幅图, 引入1a。)
(板书, 英汉对照。)
apartment building 公寓大楼townhouse市镇住宅farmhouse 农舍What kind of home do you live in 你家是什么样的？It’s an apartment building.是一座公寓大楼。
3. (以对话形式练习各种房子类型。)
T: Which house do you like best
S5: I like townhouses best.
S6: I like apartment buildings best.
S7: I like farmhouses best.
T: Good job! I know some of you like townhouses, some of you like farmhouses, but Kangkang likes apartment buildings best. Do you know what kind of home Wang Wei likes
(通过问题的形式, 自然过渡到下一步。)
Step 2 Presentation 第二步 呈现(时间:5分钟)
呈现1a。
1. (设置并板书听力任务, 让学生带着任务听录音。)
(1)What kind of home does Kangkang live in (2)What kind of home does Wang Wei live in (3)What kind of home do Wang Wei’s grandparents live in
2. (让学生听1a的录音, 回答问题。然后师生一起核对答案。)
T: Listen to the tape and answer the questions. Then we will check the answers together.
3. (将关键词写在黑板上, 呈现1a, 为下一步学生不看书自由对话打下基础。)
kind of home——an apartment——a townhouse——grandparents——live in a big farmhouse——in the country——Michael——looking for——near——let’s help
Step 3 Consolidation 第三步 巩固(时间:10分钟)
巩固1a, 完成1b。
1. (1)(放1a的录音, 让学生听, 注意语音和语调。)
T: Now, let’s listen to the tape again. Pay attention to the pronunciation and intonation.
(2)(让学生模仿录音，两人一组，互换角色，朗读对话。)
T: Pair work. Read 1a aloud in different roles, imitating the tape.
(3)(老师引领学生，根据黑板上的关键词复述1a。)
T: Retell 1a after me according to the key words on the blackboard.
(4)(让学生两人一组看黑板上关键词表演对话。)
T: Work in pairs. Act 1a out according to the key words on the blackboard.
2. (让学生完成1b，并相互核对答案。)
T: Finish 1b by yourselves, and then check the answers with each other.
Step 4 Practice 第四步 练习(时间:15分钟)
呈现2a, 完成2b, 2c。
1. (呈现出一则求租广告。)
T: Here’s an ad.
WANTEDHouse with furniture for a family of threePlease call Mr. Li at 8838-4558
T: The ad shows Mr. Li wants to rent a house from others. If Mr. Brown has a house for a family of three, what phone number can he call at
Ss: He can call Mr. Li at 8838-4558.
T: Yes. Mr. Brown has a house for rent. And he can also write an ad. Let us help him.
(板书，并要求学生理解rent。)
FOR RENTHouse with furniture for a family of threePlease call Mr. Brown at 8636-4328
T: The ad shows Mr. Brown wants to rent his house to others.
2. (呈现2a, 完成2b。)
(1)(在黑板上画出表格。让学生听录音，填表格。)
T: Listen to the tape and complete the table.
Name What kind of house Tel
FOR RENT Ms. Zhang small apartment for students
Mrs. Tong 6628-5669
WANTED house with furniture 8838-4558
Bob 139-7382-4946
(2)(让学生再听2a的录音，核对答案。)
T: Now, listen to the tape again, and then check the answers.
(学生听录音的同时，教师板书2a中出现的生词并在听完录音后教读生词。)
month, Mrs., furniture, quiet, per
(3)(让学生阅读2a，完成2b。)
T: OK. Next, I want you to read 2a and finish 2b. I will check your answers in 3 minutes.
3. (让学生完成2c。假设林林家有房子要出租，屋内家具齐全，其电话号码是8857-6391。琳达家要租一套带有三个卧室的房子，她的电话号码是6631-9245。请学生帮助他们设计两则广告。把全班学生分成两组, 一组写求租广告, 另一组写出租广告, 看哪一组完成得又快又好。)
T: Suppose Linlin wants to rent a house with furniture to others. His telephone number is 8857-6391. Linda wants a house with three bedrooms. Her telephone number is 6631-9245. Please help them write two ads. I will divide the class into two groups: one group writes the ad for being wanted, and the other group writes the ad for rent. Then let’s see which group does better.
Step 5 Project 第五步 综合探究活动(时间:10分钟)
通过活动，提高学生的总结、归纳和应用能力。
1. (在黑板上写出在1a和2a中出现的三个短语。让学生学会从已掌握的知识中总结、归纳语言规则，并加以运用。)
(板书)
a townhouse with two floorshouse with three bedroomshouse with furniture
(让学生们去发现他们的结构规律，再尽量多地写出类似的短语。看谁写得又多又好。)
T: Look at the three phrases from 1a and 2a. Think them over, and find out the rules of their structures. Then write out the similar phrases as many as you can. Let’s see who does the best!
For example:
a house with a large garden
an apartment with twenty floors
a girl with big eyes
a boy with long hair
…
2. (把全班分成四组做调查, 三分钟后请几名学生向全班汇报。完成1c。)
T: Now, let’s survey about different types of homes in your group. And report it to your class three minutes later.
Example:
S1: What kind of home do you live in
S2: It’s an apartment.
Home Number Home Number
apartment townhouse
farmhouse dormitory
(三分钟后, 叫几名学生汇报。)
T: Stop here, please. I’ll ask one student of each group to tell us the result. You may do it like this:
In our group, three students live in apartment buildings and two students live in...
3. (假设张先生一家三口从外地来北京做生意, 想求租有家具的房子, 请学生们替他写则广告, 张先生电话号码是8839-2357。)
T: Help Mr. Zhang write an ad to rent a house with furniture for a family of three, please. And
his telephone number is 8839-2357.
4. (家庭作业。)
(1)(让学生写一则租房广告和求租广告。)
T: Write an ad for rent and an ad for being wanted.
(2)(让学生课后预习Section B。)
T: Preview Section B.
A
B
C
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Section D
Section D needs 1 period. Section D需用1课时。
The main activities are 1, 2a and 5. 本课重点活动是1, 2a和5。
Ⅰ. Aims and demands目标要求
1. Learn the vowels:
//,//, //, //
2. Learn some new words:
move, countryside, city, noisy, traffic, cost, miss, fresh, town
3. Review the structure of“There be”.
4. Review how to talk about living environments.
5. Let the students learn how to deal with things in study and daily life.
Ⅱ. Teaching aids 教具
录音机/小黑板/图片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:6分钟)
通过复习, 引入2a。
1. (出示两张图片。)
A B
(让学生用there be…结构描述图片。)
T: Please describe the two pictures using the structure “there be…”
(师生看图对话。复习重要句型，引出2a中的生词并呈现在黑板上。)
T: Now let’s talk about the pictures. What’s the differences between the two pictures in the sky
Ss: There are no birds in Picture A, but there are many in Picture B.
T: What are the birds doing in the sky
Ss: They are flying/singing.
T: You’re right. We can say: “There are many birds flying/singing in the sky in Picture B.” It’s clear that Picture A shows something about cities and Picture B is about countryside. Who can tell us something more about cities
S1: There are many people and tall buildings.
T: Good! Anything else
S2: There are many buses and cars on the road.
T: Yes. So we can say: “The traffic is heavy.” Are the cities quiet
Ss: No.
T: Right. They aren’t quiet. They are noisy. And the cost of living is high. But some people want to move from countryside to cities to find work. The Greens don’t like living in the city, so they want to rent their house with two bedrooms to others. Please help them write an ad.
(板书生词，要求学生掌握city, traffic, cost, move; 理解noisy; 了解countryside.)
city, countryside, traffic, noisy, cost, move
2. (复习广告的表达。)
(一分钟之后)
T: Great! Next I’ll ask several students to report their ads, and let’s see whose is the best.
Step 2 Presentation 第二步 呈现(时间:12分钟)
呈现2a和1。
T: Do you want to know why so many people are moving from countryside to cities
1. (1)(让学生快速阅读2a短文，并完成判断正误题，之后核对答案。)
T: Skim the passage in 2a and finish the exercises below.(两分钟以后)
T: Let’s check the answers together.
(2)(让学生再次阅读短文，找出短文中描述城市或农村的关键词。)
T: Read the passage again and find out the key words to describe the cities and countryside.
(板书)
noisy heavy trafficcity high cost of living countryside the fresh air and the quiet life a big yard
(3)(匹配板书相应项目。)
T: Match the descriptive words with city and countryside.
2. (引出1。)
(1)(让学生大声朗读zoo和soon，想一想还学过哪些词中的“oo”发音与之相同。)
T: Read “zoo and soon” aloud for three times, pay attention to the pronunciation of the letters “oo”, and then write out some more similar words.
(一分钟后)
T: Ready Can we share your answers, S3
S3: Certainly! School, afternoon, cool, food…
(板书，并画线“oo”，要求学生们找规律。)
zoo, soon, school, afternoon, food
T: You’re great. The “oo” in them are all pronounced //. In a general way, when “oo” are before voiced consonants or there is nothing after them, they are usually pronounced // , such as: cool, too, room.
(2)(用同样的方法引出//, //, //。)
T: Now let’s find out “their friends” in 1.(过渡语)
// look took good
// round sound about
// country couple
Step 3 Consolidation 第三步 巩固(时间:5分钟)
巩固1和2a。
1. (让学生听1的录音, 然后跟读。)
T: Listen to 1 and read after it.
2. (1)(让学生听2a的录音, 不看课文, 只看黑板上的关键词和图片, 加深印象。)
T: Listen to 2a. Close your books and look at the key words and pictures on the blackboard.
(2)(让学生利用关键词造句。)
T: OK, please make sentences with the key words on the blackboard.
(3)(要求学生利用短文的图片和关键词来复述短文。)
T: Yeah. I think the most exciting time is coming. Who can have a try to retell the passage according to the key words and pictures Any volunteers
(4)(引导学生利用下表信息，联系自己的实际生活，结合2a完成2b的写作任务。)
reasons to live
countryside hills and riversgreen trees and grassclean air and waterhouses with a big yard
city supermarketeasy to find shopinteresting places to enjoy oneselfmany kinds of traffic ways
Step 4 Practice 第四步 练习(时间:7分钟)
练习3, 完成4a, 4b。
1. (1)(让学生听录音完成3并核对答案。)
T: From 2a, we have learned many people are moving from countryside to cities to find work. Now, let’s listen to 3 and finish it.
(2)(让学生再听一遍, 并尝试复述所听到的句子。)
T: Listen to 3 again. Try to retell some sentences one by e on! Boys and girls!
2. (在小黑板上呈现有关There be句型的练习, 要求学生完成, 然后归纳总结There be句型的用法。)
T: In this topic, we must master the usages of “There be” structure. Now please look at the small blackboard. Let’s do some exercises about this structure. And then sum up its usage.
Example:
There (be) a computer in my study.There (be) a lamp, a mirror, a recorder and some books on the desk.There (be) a guitar beside it.There (be) some books on the bookcase.There (be) a lot of tall buildings.There (be) many shops, a hospital and a school close to the buildings.There (be) no houses on the right.There (be) something wrong with my kitchen fan.There (be) some bread on the plate.There (be) many old people living there.
3. (完成4a, 4b的内容, 总结归纳本话题的语法和有用的短语。)
T: Look at 4a and 4b, please. They are very important to you. You should read them carefully and try to remember them. Understand
(学生阅读, 教师巡视并给予必要的帮助。)
Step 5 Project 第五步 综合探究活动(时间:15分钟)
通过活动, 培养学生综合运用能力。
1. (假设某个学生家的电视机出了问题, 需要求助于社区服务中心, 让学生两人一组编一个对话, 然后选几组学生上台表演。)
T: Suppose there is something wrong with your TV set, and you want to get help from the community service center. Please make a dialog about it with your partner. Are you ready Begin!
2. (假如你放学回家时，发现洗手间地面有许多水，你的第一反应是什么？我们就此对一个班的同学做了一项调查，结果有A、B、C、D四种答案，其比例如图所示。请以小组形式，讨论出你们选择哪一种，为什么？培养学生分析问题，处理问题的能力。)
T: What will you do first if you find some water on the floor in your washroom when getting home We’ve made a survey about it in a class. They gave us four different kinds of answers as the diagram shows below. Please discuss in groups, and then tell the class your choice and the reason.
A. to call parents
B. to wait for parents coming back
C. to call the community service center
D. to check the tap or pipe(水龙头或水管)
3. (家庭作业：)
(1)(收集关于各种房间及家具的名称的单词并填表。)
T: Collect the words of the names of rooms and furniture, then complete the table.
Room bedroom study …
Furniture bed chair …
(2) T: Discuss and plan your ideal home, and then draw a picture of it.
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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
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 centerarea
(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. 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和服务意识。)
T: Please introduce your community at first. Then imagine you were the new manager, and tell us what more services you will provide. Why
3. (家庭作业。)
(让学生调查自己所在小区的社区服务中心能够提供哪些帮助以及怎样去获得帮助等。)
T: Please survey your community service center: What can they do for you How do you get help from them
Ⅳ.疑点探究
电话用语。
在电话用语中要用this表示“我”, that表示“你”。如：“Who’s that This is Michael.”但在现代电话用语中, 常用this指对方, 以表示亲切。如：“Who’s this 你是谁？”
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Section B
Section B needs 1 period. Section B 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. (1)Learn the names of public places and facilities:
store, bank, street, post office, bookstore, museum, parking lot, supermarket, station, restaurant, reading room, road
(2)Learn other new words and phrases:
neighbor, corner, mail, hear, piano, loud, really, at the end of …
2. (1)Go on learning the structure of“There be”.
There is one in front of our building.
There are no houses on the right.
(2)Learn the prepositions of position.
There is one on the street corner.
Mr. Smart lives at the end of Elm Road.
Mr. Jackson lives between Mr. Smart and Mr. Lee.
3. Talk about the facilities and living environments in the community.
4. Talk about the relationships between neighbors and learn to understand others’ feelings and respect each other.
Ⅱ. Teaching aids 教具
录音机/一张小区示意图
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:6分钟)
复习There be句型, 呈现1b。
1. (接龙游戏。将全班分成几组, 用There be句型说出教室里物品的位置关系, 组与组之间
进行提问比赛。)
T: What’s in the classroom
G1: There are four windows in the wall. What’s on the wall
G2: There is a clock and some pictures on the wall. What’s on the desk
G3: …
2. (向学生展示一张生活小区周边示意图, 用1b中的单词和词组介绍小区附近设施名称。)
T: Look at the map. Here is a bank. We can keep money in the bank. Can you guess the
meaning of the word “bank”
Ss: 银行。
T: Yes, you’re right. Where can we buy things Of course, we can buy things in the store or supermarket. So what’s the meaning of “store or supermarket”
Ss: 商店。
…
(板书，学生跟读板书的单词和短语。)
bank, store, museum, bookstore, parking lot, post office, supermarket, hospital, train station
(根据示意图向学生提问, 复习There be句型和物体位置表达法。)
T: Look at the map again. Is there a bank in the area
Ss: Yes, there is.
T: Is there a zoo
Ss: No, there isn’t.
T: Where is the museum
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 mealshotel sleephairdresser’s get a haircutshoe shop buy shoesclothing 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.”
(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 Quiet Noisy Polite Friendly ...
A
B
(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。)
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