Unit 7 The convenience store is over there.doc

英语 3 （基础模块） Unit 7Unit 7 The convenience store is over there.Lead-in &Listening and speaking一、教材分析1. 教学内容本课时系教材英语3（基础模块）（高教版）第七单元的Lead-in 和Listening and speaking 两部分。本课时主要让学生了解社区的场所和服务设施，通过听说，熟悉咨询社区和介绍社区的表达方法。为本单元之后的学习任务做好语言上的准备。2. 教学重点、难点(1) 教学重点能了解并熟悉有关社区服务设施的词汇及用语，并能运用这些词汇熟悉并掌握有关社区服务信息咨询的问答方式，培养学生的口头表达能力。(2) 教学难点训练学生在听的过程中把握细节信息， 在听的语言输入基础上带动学生说的语言输出，提高学生的口语表达能力。二、教学目标1. 知识目标(1) 通过导入环节学生能识别community, facility, neighborhood, course, skill, apartment,appoint, project的意思。(2) 在分角色表演对话的时候学生能用 equip, caf, convenience store, clinic, laundry, grocery, post office, gym, adult school, as well as 介绍社区的场所和服务设施。2. 能力目标(1) 能识别对话中提及的caf, convenience store, clinic, laundry, grocery, post office, gym,adult school 等有关社区场所及服务设施的词汇。 (2) 能在听力活动中理解对上述有关社区设施及服务的路程、开放时间、优惠措施等的具体描述。 如“around ten minutes walks from here.”, “it opens from 9 am to 5 pm, 6 days a week, closed on Wednesdays.”(3) 能应用Excuse me,Sorry to bother you, but do you know where the . is?Its so kind of you.Would you please tell me something about this community?Is there a .?By the way, could you tell me the time when .?等咨询有关社区的信息，能对社区场所及服务设施有关的路程、开放时间、优惠举措等进行具体描述，能对别人的帮助表达感谢，并回复致谢。3. 情感目标对自己生活社区有荣誉感和认同感。三、教学步骤Step I Lead-in (Activity 1)1. Teacher uses the projector to show some pictures and words about community facilities, including community park, convenience store, library, laundry, beauty salon, post office, gym and a clinic.Students are divided into groups of 4 or 5, discuss and match the words and properpictures in one minute.Teacher asks one or two Ss to give the answer and checks the answer, both the meaningand pronunciation.Students are required to read the words after the teacher.2. Listen and tick.The whole class will listen to the tape with the question:Whats the possible relationship between the two speakers?Teacher may ask Ss to answer it directly or give them some choice.A. shop assistant and customer B. coach and traineeC. doctor and patient D. new neighbors3. Listen and match. (Activity 2)The students will work individually. Listen to the tape and find out the facilities mentioned in the dialogue. Teacher checks the answer.4. Ask and answer. (Activity 3)The students work in pairs. Ask and answer questions about their communities. Forexample:A: Which community do you live in?B: I live in .A: What facilities are there in your community?B: There is a . and .If some of the students live in the country of a place without some facilities, teacher will give them a map or a picture about a community nearby in order that they can have a dialogue.Step II Listening1. Listen and tick. (Activity 4)Play the tape, pausing after the key sentences, and ask the students to find out what services and facilities are provided in this community.Train students not to shout out the answer. Ask one student, and then ask the others to agree or disagree with a show of hands.2. Listen and complete. (Activity 5)Before listening, ask the students to read the sentences and make sure they know what they should pay attention to while listening.Play the tape, pausing after the key sentences to check the students understanding. Give them enough time to fill in the blanks.Ask some students to share their answers. Check them.3. Listen and underline. (Activity 6)Play the tape, and ask the students to underline the sentences that we used to ask for information.Check the answers and explain some of the sentences. If necessary, ask the students to make short conversations using the sentences patterns.For example:A: Excuse me, could you tell me where the nearest supermarket is?B: Supermarket? Its .4. Ask and answer.Ask some detailed information about the dialogue after reading the dialogue quickly, and check the answers.(1) When did Neal move in this community?(2) How far is it to the park?(3) Where can Neal take exercises?(4) Is there a hospital in this community?(5) What does Sara think of this community?Step III Speaking1. Brain-stormingStudents are divided in groups of 4 or 5. Ask them to think about how to response the sentences underlined before. The teacher sums up to review some other useful sentences.2. Reading aloudAsk two groups of them read Neals part, and the other two groups read Saras part.Then change the role.3. Role play(1) Work in pairs. One acts as Neal, the other acts as Sara. Pay attention to their intonation and pronunciation.Encourage some pairs to act out their dialogue and give the feedback.(2) Work in pairs. Make a new dialogue according to the picture and the information givenon the book. (Activity 7) Encourage some pairs to act out their dialogue and give the feedback.Step IV Show timeAct and practice. (Activity 8)Students are divided into groups. Each group can choose one situation. Give them enough time to prepare. Each group can have one pair to act out their dialogue. At last we may choose the most helpful student. Choose 4 students to be the assessors for their laterperformance.Step V Homework1. Working in groups, take a picture of the community you live in or download a picture from the Internet. Make a dialogue with your partner to introduce the community.2. Download some pictures or articles of communities in foreign countries. Think about the differences between the neighborhood in foreign countries and that in China.3. Finish Exercise Book P6265 Exercise 1,2 3 and 4.四、板书设计：Unit 7 The convenience store is over there.New words:Useful expressions:community parkconvenience store librarylaundry beauty salonPost officeGymclinic Excuse me,Sorry to bother you, but do you know where the nearest convenience store is?Its so kind of you.Would you please tell me something about this community?Is there a clinic?By the way, could you tell me the time when the community center open?Unit 7 The convenience store is over there.Reading and writing一、教材分析1. 教学内容本课时系教材英语3（基础模块）（高教版）第七单元的Reading and writing部分。通过阅读介绍国外的先进社区的短文，训练学生获取主要信息、查找细节信息、整合利用相关信息进行简单推理的阅读能力，同时让学生吸收多元文化，了解中西方国家社区的不同，掌握有关社区描述的语言知识。2. 教学重点(1) 通过快速阅读，判断文章描述的主要内容。(2) 通过仔细阅读全文，归纳提炼出作者所喜爱的几点不同之处及其原因。(3) 通过阅读材料的信息输入，了解社区服务设施的表达方式，并以书面形式对社区进行简要介绍。3. 教学难点(1) 通过仔细阅读提炼详细信息。(2) 以书面形式对社区进行简要介绍。二、教学目标1. 知识目标(1) 通过仔细阅读能用be involved in 表达参加各种活动和项目(2) 能用get used to, relax, have a picnic 描述生活习惯于业余生活2. 能力目标(1) 能阅读转述社区的文章并能根据要求转述相关信息。(2) 能运用上下文线索猜测生词的正确意义，推断作者的态度，回答简单的推理问题。(3) 能运用本单元的重点词汇简单描述自己所在社区以及自己对其的喜好。3. 情感目标通过中西方社区的比较，学生能了解中西方社区的差异，并能对自己的国家、家乡和社区有荣誉感和认同感，有为建设理想社区而努力的情感意识。通过小组学习能克服畏难心理，增强团队合作意识。4. 学习策略能通过仿写来提高写作能力。三、教学步骤Step I Before reading (Activity 9)Discuss in groups. Say something about the differences between the neighborhood in foreign countries and that in China according to the pictures and articles which downloaded from the Internet.Step II While reading1. Read and check. (Activity 10)Ask the students to scan the passage and find out which difference has been mentioned in Activity 9.2. Read and choose. (Activity 11)The students skim over the passage and choose the main idea of this passage. Train the students not to shout out the answer. Instead, ask one student, and then ask the others to agree or disagree. Ask the students the reason why they chose it. The teacher checks and gives the feedback.3. Read and complete. (Activity 12)Students are divided into groups. Ask them to read the passage carefully, discuss in groups and complete the form. The differences that the author likesReasons why the author likes the differenceThe community libraryBecause it opens free to all the people living inthis community every day.An adult schoolBecause the author can go to improve her English or learn some job skills and it is near her apartment.A nice community parkBecause the author often goes there for a walk and her family sometimes has a picnic there on weekends when they are free.The community high schoolBecause it offers “ service-learning” course.The teacher checks the answers.4. Discuss and answer. (Activity 13)Work in groups, read the passage carefully and answer the questions.(1) Whats the meaning of the word “similar” in Paragraph 2?(2) What can students learn from the service-learning?(3) What does the author think of the students taking part in community service projects?The teacher will check the answers by groups. Ask the students to give their answers and their reasons. The teacher gives the feedback.the possible answers: It means “almost the same but not exactly the same.” They can learn methods to aid the community. It helps students themselves as well as their communities for many of them work harderin school and their mathematics and reading skills have been improved.Step III Post reading1. Before writing look and complete. (Activity 14)Its an open teaching activity. Guide students to analyze the pictures and words in the material. Ask them to pay attention to the attributive clauses when describing the situations. Also they should draw their attention to the tense and subject-verb agreement. At first, the students will describe the pictures, and then have a peer assessment. The teacher checks and gives the feedback.Possible answer:1) I live in a modern community / Jinbi Huayuan.2) There is a swimming pool where I can have a lot of fun in the summer.3) There is a caf which offers good service and delicious food at fair prices.4) The place I like most is the small but beautiful park where I can exercise my body.5) All the people are friendly and willing to help others.6) The community is so close to the railway that the noise sometimes makes it difficult for me to fall asleep.2. Writing (Activity 15)Ask the students to complete the short passage according to Activity 14.The teacher will invite some students to read out their passage and give the feedback.Possible answer:I live in a modern community / Jinbi Huayuan. I like a lot of things about my neighborhood. First, I like the places. There is a swimming pool where I can have a lot of fun in the summer. Near the pool is the community center. Many retired people enjoy chatting, playing chess, singing and dance there. There is also a caf which offers good service and delicious food at fair prices. My family often goes there when my parents have no time to cook. The place I like most is the small but beautiful park where I can exercise my body. Second, I also like the people in the community because they are friendly and willing to help others. The only thing I dislike is that the community is so close to the railway that the noise sometimes makes it difficult for me to fall asleep.3. PracticeAsk the students to describe their own community or their ideal community according to the templates. The teacher gives the feedback.Step IV Homework1. Write a composition: My ideal community.2. Finish Exercise Book, P 71-77.四、板书设计Unit 7 The convenience store is over there. Words and phrases: 视学生回答情况而定be appointed toget used tohave a picnicbe required toinvolve inUnit 7 The convenience store is over there.Language in use (Grammar focus)一、教材分析1. 教学内容本课时系教材英语3（基础模块）（高教版）第七单元的Language in use中Grammar focus部分。此部分内容包括由when, where引导的定语从句的学习和运用。2. 教学重点、难点(1) 教学重点when, where引导的定语从句的学习和运用。(2) 教学难点在具体语境中运用when, where引导的定语从句。二、教学目标1. 知识目标(1) 学生能理解when, where引导的定语从句所表达的意思。(2) 学生掌握和正确使用when, where引导的定语从句来说明时间和地点。2. 学习策略能归纳总结句型结构及其用法。三、教学步骤Step I Lead-in1. Review the attributive clause guided by “which, that, who”.Ask the students to read the sentences together.Guide the students to analyze the bold part of the sentences.Ask them to summarize the common characteristics of them.2. Group work (Activity 16). Read and discuss together. Underline the sentences guided by“when, where, which, that”.The teacher will check the answers. Ask the students to share their answers and give their reasons. The teacher gives the feedback.Reference answer:(1) I met a friend that I hadnt seen for nearly a year.(2) . to meet in the restaurant where we first meet.(3) . a company where car parts are made.(4) Its a big company where there are 3,000 workers.(5) The car parts which they made are popular all over the world.(6) . talking about the time when we worked together in a small company and the people that we remembered.Ask the students to pay attention to these two sentences: We walked for a while and decided that we would . the word “that” here is used to guide an object clause.When we met again, we spend about 2 hours talking about . the word “when” here is used to guide an adverbial clause for time.3. Ask the students to read out their composition: My ideal community.Choose one piece as a model. Ask the students to find out the attributive clause guided by“when, where”.Step II Presentation1. Discuss and match (Activity 17)Ask the students to work in pairs. Discuss the pictures and the explanations. And then match the explanations to the pictures. The teacher will ask some pairs to share their answers and ask the others if they agree or disagree.2. Have a guessing game.The teacher gets some cards or pictures ready, providing some information about places, years, dates, persons or articles. Divide the students into groups. Select one student as a group leader. The teacher picks out a card, and the group leader will describe it using the attributive clause according to the given information. The members in other groups will guess. Whoever gets the most right answer will be the winner.Step III PracticeRead and write (Activity 18)Guide students to fully understand the mood of the sentences. Explain the method of rewriting. Increase the listening appropriately when necessary.Ask the students to rewrite the sentences according to the model. The teacher will check and give feedback.Reference answers:1. When mom went out, I couldnt wait to pull out the box where all my favorite toys were put.2. The manager who is in charge of the department wasnt in the office at the time when the accident happened.3. The assembly line where are busy having our social practice as packagers these days broke down yesterdays.4. I want to apply for a position in the company where my good friend, Catherine, works.5. I never forget the day when I had my interview for the first time.Step IV Interview and complete (Activity 19)Ask the students to have an interview in pairs. They can ask and answer like this:What kind of places do you prefer to live in?What communities do you like to live in?I prefer communities where there is a clinic.I enjoy living in the place where there is fresh air and clean water.Its an open activity. The students may have various answers. Encourage them if the answers are reasonable.Step V Group Work1. Divide the students into groups of 4 or 5. Ask them to draw a picture according to activity 19.2. Present the picture and they may select a reporter to describe the ideal community using the attributive clause.3. Ask all the students to vote for the best community.4. The teacher gives the feedback.Step VI Grammar practiceAsk the students to choose the right answer.Check them one by one. Train them not to shout the answer. The teacher gives the feedbackN and explain them if necessary.1. This is the place _ we used to live ten years ago.A. when B. why C. that D. in which2. This is the place _ we visited yesterday.A. when B. why C. that D. where3. We shall never forget the day _ we went to college.A. when B. why C. that D. in which4. We shall never forget the time _ we spent in Beijing.A. when B. why C. that D. in which5. The day will soon come _ man will travel on another planet by spaceship.A. when B. why C. that D. in which6. They will visit the farm _ they worked.A. when B. why C. that D. in whichStep VII Homework1. Finish Exercise Book P 66 Ex. 5.2. Collect some brochures of communities.四、 板书设计Unit 7 The convenience store is over there.(7) I met a friend that I hadnt seen for nearly a year.(8) . to meet in the restaurant where we first meet.(9) . a company where car parts are made.(10) Its a big company where there are 3,000 workers.(11) The car parts which they made are popular all over the world.(12) . talking about the time when we worked together in a small company and the people that we remembered.Unit 7 The convenience store is over there.Vocabulary practice & Unit task一、教材分析1. 教学内容本课时系教材英语3（基础模块）（高教版）第七单元的Vocabulary practice 和Unit task部分。通过在具体语境中使用和操练本单元词汇，巩固重点词汇。本单元的任务是让学生运用所学的语言知识完成一个真实的任务，即在团队合作中设计一个理想社区的宣传册。2. 教学重点、难点(1) 教学重点巩固本单元重点词汇。设计理想社区宣传册。(2) 教学难点让每个学生都积极参与到任务活动的设计中。二、教学目标1. 知识目标掌握巩固本单元的重点词汇和句型。2. 技能目标学生通过讨论、设计理想社区宣传册、报告等形式提高听、说、读、写等综合能力。3. 情感目标在活动过程中，学生能与人分享自己观点，增强团队合作意识。三、教学步骤Step I Vocabulary practiceRead and practice (Activity 20)1. The teacher gives an exposition of the word formation: add a suffix ly or al to the end of a word to change a word into an adjective2. The students read and complete the sentences.3. The teacher checks the answer and gives the feedback.Reference answers:(1) friendly (2) educational (3) similar(4) free (5) ideal (6) adultStep II Read and complete (Activity 21)1. Review the following words and phrases together.as well as get used to appoint aid requireimprove have a picnic equip relax be involved in2. Ask the studen