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Unit 7 The convenience store is over there.
（第一课时教学设计）
一、学情分析
本教案授课对象是高二外英2班，经过一年的教学，本班各方面情况如下：
1. 班级基本概况：本班女生28人，男生16人。
2. 学生学习兴趣和学习基础
本班级为外英专业实验班，英语基础相对较好，经过高一一年的学习，学生通过不同话题 的英语操练， 在不同任务的驱动下，在灵活多样的教学活动中，提高了英语学习的兴趣，养 成了较为良好的英语学习习惯，拓宽了文化视野。几个英语尖子生参加了学校的英语兴趣小 组，有了施展才华的空间，但是一部分同学还是对英语学习存在焦虑心理，不会自主学习。
二、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）第七单元的第一课时，包括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。
3. 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, cafe, 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。
4. 能力目标
(1) 能识别对话中提及的cafe, 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。
5. 情感目标
对自己生活社区有荣誉感和认同感。
四、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.
(设计意图：通过图片导入与社区相关的话题，并且通过词语与图片的匹配帮助学生逐 步了解并掌握社区设施和服务的相关词汇，为听说活动做语言上的准备。小组合作学习 可降低学生学习焦虑，提高学习效率，教师在反馈环节关注学生对生词的意义和读音的 掌握，也为下一步听力活动做好准备。)
2. Listen and tick.
The whole class will listen to the tape with the question:
What’s 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 trainee C. doctor and patient D. new neighbors
（设计意图：本活动为补充活动，旨在让学生在第一次听的时候理清对话人之间的关 系， 提供四个选项让学生进行选择可以降低难度，为下一个环节找社区做好准备。）
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.
（设计意图： 激活学生已有的知识，在听力中识别社区设施及服务的表达方式。）
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.
（设计意图： 有关社区场所及服务设施的讨论可以为接下来的听力做语言上的准备，选 用与日常生活相关的活动，也可以激活学生的相关图式，帮助学生建立学习与日常生活 的联系，从另一个侧面为听力做准备。）
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.
（设计意图：帮助学生在听后识别对话中的特定信息，而不用理解整个对话。）
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.
（设计意图：听之前让学生读题干，训练学生听录音时注意关键信息，并能根据问题有 选择地获取整理信息的能力。）
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 ...
（设计意图：通过听的语言输入带动说的语言输出， 为下面的口头语言表达活动做好铺 垫。）
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
（设计意图：本活动为补充活动，让语言能力较强的学生在读对话后找出详细信息并回 答问题，为口头语言表达积累素材。）
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. （设计意图：复习重点句型，呈现更多的信息咨询问答方式）
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.
（设计意图：以上三个活动均为补充活动，旨在让学生更熟练地掌握对话内容，为使用 句型进行新的对话做好准备。）
(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.
（设计意图：帮助学生巩固所学知识，掌握信息咨询的问答方式，让学生以听的输入带 动说的输出，利用听力材料的相关信息结合具体场景进行替换练习，为随后的开放性活 动做准备。适当的鼓励可以启发学生的发散性思维。）
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.
Evaluation
Group name Individual performance 10 Group spirit 10 Activities for the dialogue 10 Attract you 10 Total mark 40
（设计意图：帮助学生进一步巩固所学的语言知识，训练他们在情境中灵活应用所学的 语言的能力。）
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.
（设计意图：与同伴的对话继续复习巩固所学的语言知识与技能，下载相关图片与资 料，思考国内与国外社区的不同是为下节课做准备。）
板书设计：
Unit 7 The convenience store is over there. (Period One)
New words: Useful expressions:
community park Excuse me,
convenience store Sorry to bother you, but do you know where the nearest
library convenience store is
laundry It’s so kind of you.
beauty salon Would you please tell me something about this community

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