Introduction

(5 minutes)

1. The whole class work.

2. Group work.

3. Pair work.

4. Group work.

1.Focus their attention   on the teacher.

2. Sit in groups. Design   a map about your community, including the post office, the bookstore, the   hospital, the bank and so on. Draw it on the paper. Then show it to the class   and introduce it to the whole class.

e.g.

In our community, there   are two banks. Near the banks there is a big supermarket. We can go shopping   in it. In front of the supermarket there is a post office.

...

3.Suppose one of your   neighbors comes to borrow your bike. Think about a conversation about what   you may say, using the sentences  about offering and asking for help.

e.g.

A: Excuse me. I am your   new neighbor, Jack.

B: Oh, welcome, Jack.   Would you like me to help you?

A: Yes, thanks. May I   borrow your bike? I want to go to the library, but it’s a little far from   here.

B: Of course. Here is   the key.

A: Thanks a lot.

B: You’re welcome.

...

4.Group competition.   Look at the pictures of buildings in the community. Answer the teacher’s   questions. Try to say the names of them and what you can do there as quickly   as you can. The group which can answer the most questions correctly will be   the winner in this group competition.

T: What can you see in   this picture?

(Show a picture of a   supermarket.)

S: A supermarket.

T: What can you do   there?

S: We can buy some   notebooks, pens and so on in it.

...

T: Today, we have a   friend, Linda. She wants to show us a beautiful picture about her community.   Would you like to have a look?

1.Get students ready for   learning.

2.Make the students   practice the words about the community in written and oral work.

3.Make the students use   the expressions about offering and asking for help in Section B in oral and   written work.

4.Help the students   revise the words about buildings in the community in Section B. Lead to 1a.

Presentation

(10 minutes)

1. The whole class work and  individual work.

2. Individual work and pair work.

3. Pair work.

4. Individual work, group   work and the whole class work.

1. Look at the picture in 1a. Say the places in English, such as shops, school and so on.  Learn some new words, community, child,   sport, close, far from, service, area, colorful.

2. Look at the pictures and say the places as quickly as you   can. Then say the words according to your partner’s description in pairs.

A: My home is not far   from my school. “Not far”...

B: “Close to”.

...

3. Pre-reading. Work in pairs and complete the tasks before   reading. Underline the places in English first. Then discuss with your   partner, “Do you like living there? Why?”

4. While-reading. Read 1a and get the main idea of this passage.

Read again and fill in   the blanks in 1b.

Read the third time and   circle True or False in 1c. Discuss the answers in groups. The whole class check the answers together.

1.Present new words with   the help of the pictures and flashcards. 

2. Go on learning the new words.

3. Make the students get ready before reading.

4.Make the students   learn to get the detailed information  to complete the tasks while   reading.

Consolidation

(10 minutes)

1. Pair work.

1. Post-reading. Retell 1a in pairs with the help of the picture in 1a and the frame in 1b.

Some pairs retell the   passage with your own words to the whole class.

..

1.To be a good listener.  

Practice

(10 minutes)

1. Individual work and pair work.

2. The whole class work and pair work.

3. Individual work and   pair work.

1. Do 3a. Read the word groups in 3a. Try to find the word with the different sound in each group. Then listen to the tape and check the answers with your partner. After that, read after the tape.

2. Do 3b. Listen to the teacher. Learn the gestures about the   rising tone and the falling tone. Pay attention to the sound and the liaison.   Discuss the rules with your partner. Then listen to the tape and read the   chant aloud together. After that, some pairs read the chant to the whole   class.

3. Read the sentences on the blackboard which are given by the   teacher. Pay attention to the liaison, the rising tone and the falling tone.

1. Play the tape recorder and check the answers.

2. Make the students know liaison, the rising tone and the   falling tone.

3.Make the students   practice  the liaison, the rising tone and the falling tone in other   sentences.

Production

(10 minutes)

1. Individual work and pair work.

1. Do 2. Draw a picture of your community. Then draw up a   frame like 1b about your community. Discuss your community with your partner.   Then write down a passage to describe your community. After that, check your   passage with your partner.

e.g.

Frame

What’s in the community?

(1)Many people:   teachers, doctors, officers and so on;

(2)A lot of tall   buildings: school, library, post office...

(3)Community service   center;

...

Passage

   My name is   Johnson. I live in Meishancun. It’s a big community. It’s like a big family.   Many doctors, teachers and officers live here.

...

1. Make the students use the expressions about community in   oral and written work after learning.

2. Assign the homework:

Review the words and   phrases in this section with your partner;

Go on writing your new   passage about your community. Then report it to the class next day;

Preview Section D.

Teaching reflection：

在本课中，学生通过读前、读中和读后等阅读训练活动，结合教学闪卡等教具，学习了社区环境及周边设施和邻里关系的短文。在这节课的综合探究中，学生被要求写出一篇介绍自己社区的文章，这对于词汇积累不够、语法知识不牢固的学生来说，无疑是个难题。因此,教师在教写作之前，可引导学生画图、设计写作框架，降低写作的难度，帮学生树立坚持写作的自信心。