Introduction

(5 minutes)

1. The whole class work.

2. Individual work.

1. Focus their attention on   the teacher.

2.Do duty report. Suppose you want   to rent a house from/to others. Design an ad to rent rooms from/to others.   After that, show your ads to the whole class.

e.g.

Room Wanted

Look for a room for a single person   under ￥500 a month. Call Jim at   010-83675892.

For Rent

A room for two people. ￥800 a month. Call Ms. Lin.

Tel: 13389034401

...

1.Get students ready for learning.

2. Help the students revise   the words in Section A and “there be” structure.

Presentation

(10 minutes)

1. The whole class work,   individual work and pair work.

2.The whole class work, individual   work and pair work.

1.Do 2a. Look at the pictures in 2a. Learn new words about the buildings around us, post office, bookstore, library, parking lot, supermarket, hospital, bank, railway station.

Match the words in 2a with the phrases individually. Then check the answers with your partner. Answer the teacher’s questions. Make sure you read the new words correctly.

T: Where can we keep money?

Ss: A bank.

T: Where can we park buses?

Ss: Parking lot.

...

2. Do 1a & 1b. Look at the picture in 1a. Read the key words about the conversation in 1a, neighbor, store, in front of, bank, corner. Predict what the conversation may be about in 1a.

Listen to the tape to check your   prediction. Then listen again and fill in the blanks in 1b individually.   Check the answers with your partner.

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

2. Play the tape recorder.   Check the answers.

Consolidation

(10 minutes)

1. The whole class work and   pair work.

1.Read 1a after the tape. Then practice the conversation in 1a in pairs. Some pairs read out the conversation to the whole class.

1.To be a good listener.

Practice

(10 minutes)

1. Pair work.

2. Individual work and pair   work.

3. Individual work and pair work.

4. Individual work and pair   work.

5. Group work.

1. After practicing the   conversation in 1a, make up a new conversation about asking for help and giving help in pairs. Then practice your new conversation with your partner. After   that, some pairs act out your conversation to the whole class.

e.g.

A:Excuse me, I am your new   classmate, Jimmy.

B: Oh, welcome, Jimmy. I am Danny.   Would you like me to help you?

A:Yes, thanks. Is there a library   in our school?

B: Yes, there is. It is between the   dinning hall and the dormitory. I can show you there.

A:It’s very nice of you.

...

2. Do 2b-A. Listen to the   passage and check the places you hear. Then check the answers with your   partner.

Do 2b-B. Then listen to the tape   again and write the places in the correct positions. Then check the answers   with your partner.

3. Do 3a. Look at the picture in 3a. Try to predict what the conversation may be about. Then read the sentences and put them in the correct order. Check the answers with your partner. Then practice the   conversation in pairs. Some pairs act out the conversation.

4. Do 4. Read the passage   in 4 individually. Write the name of each neighbor. Then check the answers   with your partner.

5. Sit in groups. Work 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.

...

1. Make the students   practice expressions of asking for help and giving help in pairs.

2. Play the tape recorder   and check the answers. Make the students practice the new words about   neighborhood in listening.

3. Make the students learn   to use the picture to predict before listening.

4.Make the students know some   phrases, between...and..., next to.

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

Production

(10 minutes)

1. Pair work.

1. Suppose one of your   neighbors comes to borrow your bike. Think about a conversation about what   you may say, using the sentences in 3a 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.

...

1. Make the students use   the expressions about offering and asking for help in oral and written work   after learning.

2. Assign the homework:

Review the words and practice the   conversations in 1a with your partner;

Go on writing your new   conversation. Then report it to the class next day;

Preview Section C.

Teaching reflection：

在本课中，学生通过听力训练、师生问答、小组合作等活动，结合教学闪卡等教具，学习并反复操练了社区环境和邻里关系的话题。在这节课中，还结合了“寻求帮助和提供帮助”等语言功能。因此，教师在教授语言知识与技能的同时，应渗透“邻里之间互相帮助和团结友爱”的情感态度教育。