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。

…

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).

(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.

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。)

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: B ookstore, 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. Wha t’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.”

doing，引导学生领悟… but I’m afraid …句式表达所包含的情感态度。)

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

(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。)