Unit 7 The convenience store is over there

Unit 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, café, 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café, 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?

It’s 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 proper pictures in one minute.

Teacher asks one or two Ss to give the answer and checks the answer, both the meaning and 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:

What’s the possibl e 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 trainee

C. doctor and patient

D. new neighbors

3. 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. For

example:

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 Listening

1. 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? It’s ...

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 Speaking

1. Brain-storming

Students 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 aloud

Ask two groups of them read Neal’s part, and the other two groups read Sara’s 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 given on the book. (Activity 7) Encourage some pairs to act out their dialogue and give the feedback. Step IV Show time

Act 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 later

performance.

Step V Homework

1. 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 P62—65 Exercise 1,2 3 and

4.

四、板书设计：

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 reading

1. 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

The teacher checks the answers.

4. Discuss and answer. (Activity 13)

Work in groups, read the passage carefully and answer the questions.

(1) What’s 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:

①It means “almost the same but not exactly the same.”

②They can learn methods to aid the community.

③It helps students themselves as well as their communities for many of them work harder

in school and their mathematics and reading skills have been improved.

Step III Post reading

1. Before writing — look and complete. (Activity 14)

It’s 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 café 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 café 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. Practice

Ask the students to describe their own community or their ideal community according to the templates. The teacher gives the feedback.

Step IV Homework

1. 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 to

get used to

have a picnic

be required to

involve in

Unit 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-in

1. 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, whe re, 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 hadn’t seen for nearly a year.

(2) ... to meet in the restaurant where we first meet.

(3) ... a company where car parts are made.

(4) It’s 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 Presentation

1. 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 Practice

Read 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 couldn’t wait to pull out the box where all my favorite toys were put.

2. The manager who is in charge of the department wasn’t 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.

It’s an open activity. The students may have various answers. Encourage them if the answers are reasonable.

Step V Group Work

1. 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 practice

Ask 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 which

2. This is the place __________ we visited yesterday.

A. when

B. why

C. that

D. where

3. We shall never forget the day __________ we went to college.

A. when

B. why

C. that

D. in which

4. We shall never forget the time __________ we spent in Beijing.

A. when

B. why

C. that

D. in which

5. The day will soon come __________ man will travel on another planet by spaceship.

A. when

B. why

C. that

D. in which

6. They will visit the farm __________ they worked.

A. when

B. why

C. that

D. in which

Step VII Homework

1. 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 hadn’t seen for nearly a year.

(8) ... to meet in the restaurant where we first meet.

(9) ... a company where car parts are made.

(10) It’s a big company where there are 3,000 wo rkers.

(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V ocabulary 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 practice

Read 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 adjective

2. 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) adult

Step II Read and complete (Activity 21)

1. Review the following words and phrases together.

as well as get used to appoint aid require

improve have a picnic equip relax be involved in

2. Ask the students to read and complete the sentences. Draw their attention to the form of words.

3. The teacher checks the answer one by one and gives the feedback.

Reference answer:

(1) have a picnic (2) improve (3) equip (4) got used to

(5) relax (6) are required to (7) was appointed to

(8) were involved in (9) aid (10) as well as

Step III Ask and answer (Activity 22)

1. Brain-storming

Show some pictures on PPT. Ask the students to think of the words or phrases related with the picture. The group who gets the most words may be the winner.

2. Pair-work (Activity 22). The students ask and answer in pairs according to the model:

A: What’s the place?

B: It’s _________.

A: Why do people often go there?

B: They often go there to ________.

3. The teacher encourages some pairs to act out their dialogue and then gives the feedback.

Reference answers:

A: What’s the place?

B: It’s a community center.

A: Why do people often go there?

B: They often go there to relax or take part in some activities.

A: What’s the place?

B: It’s a clinic.

A: Why do people often go there?

B: They often go there to see a doctor.

A: What’s the place?

B: It’s a café.

A: Why do people often go there?

B: They often go there to drink coffee and meet friends.

A: What’s the place?

B: It’s an adult school.

A: Why do people often go there?

B: They often go there to learn some job skills.

A: What’s the place?

B: It’s a post office.

A: Why do people often go there?

B: They often go there to post letters.

Step IV Unit task

Assign the task

1. Suppose our school is collecting community designs. Please work in groups and make a brochure about your ideal community. We will choose the best one.

2. Discuss the brochures they collected. Analyze what should be contained in the brochure.

Ask the students to pay attention to how to make it beautiful and attractive.

While-task

1. Group work

Discuss and make a list of facilities that your ideal community will offer. You may consider the following:

(1) Community center (2) Community library (3) Park (4) Gym

(5) Convenience store (6) Clinic (7) Post office (8) Cinema...

2. Group work

Find or draw some pictures and write some descriptions about the facilities. You may use the following:

(1) This is a library, where people can go to ...

(2) This is a gym for ...

(3) This is a small but nice park which provides people ... to ...

3. Group work

Design your brochure. Make it colorful and attractive.

4. Group work

Ask the leader of each group to present the brochure before the whole class and give each brochure a description.

Post-task

The whole class chooses the best design.

Step V Homework

1. Finish Self-check

2. Finish Exercise 8, 9 &10

四、板书设计

Unit 7 The convenience store is over there.

Vocabulary practice Unit task

as well as

get used to Group 1

appoint Group 2

aid require Group 3

relax equip Group 4

improve

have a picnic

be involved in