Section A
Main activities: 1a, 2a and 2b
Teaching periods: .1～2
Teaching aims and demands:
1. Talking about names and surroundings of the houses.
2. Understanding the ads of renting.
3. Further-studying the structure of “there be”.
Teaching procedure:
Step 1 Review
1. The teacher shows photos/pictures to say something about his/her rooms/hours and surroundings.
2. Students show their own pictures or their ideal/dreaming houses to the others. Also tell others the surroundings and rooms. Each student should say five to eight sentences for his/her picture.
3. Ask students which one they prefer, apartment building, townhouse or farmhouse.
Step 2 Presentation
1. Give an introduction of the dialog: Wang Wei and Kangkang are talking bout their houses and their grandparents’ houses. Listen carefully and try to find out where they and their grandparents are living now, in an apartment house, in a townhouse or in a farmhouse.
2. Raise questions and assign the listening tasks.
Where are Wang Wei’s grandparents living?
Where are Kangkang’s grandparents licing?
Could Wang Wei go to play soccer with Kangkang?
3. Complete the chare in 1b.
4. Answer the following questions, and complete 1c.
Who lives in apartment building?
Who lives in townhouses?
Who lives in farmhouses?
Who lives in dormitories?
Step 3 Consolidation
1. Read the ads in 2a and make sure which ones are looking for or which ones are being let.
2. Look at the ads and learn the new words: rent, furniture, quiet, single, per
3. Finish 2b according to the ads.
Step 4 Practice
Students’ activities: Talk about how to write out “WANTED” or “TO LET”. The content of “WANTED” or “TO LET” includes: requirements, introduction and telephone numbers, etc.
Step 5 Project
1. The teacher reads out his/her own ads for renting and try to find out the suitable apartment or house among the students ads. And then write it out.
2. First speak out the ads, and then write them down. Show them out on the wall. Ask each of them to find out his/her own dreaming house.
Section B
Main activities: 1a and 2a
Teaching periods: 1～2
Teaching aims and demands:
1. Learning the names of facilities in the local area, such as a shop.
2. Describing one’s living environment.
3. Making telephones for help.
Teaching procedure:
Step 1 Review
1. Show a map of a community. Describe the facilities of the community and their functions.
2. Get the students to talk about their own areas or villages.
There is a small garden in front of my house.
There are a lot of tall buildings in our area.
Step 2 Presentation
1. Hang the pictures in 1a on the wall. Introduce the pictures first in order to make the listening material easy.
For example:
Mike is Mary’s new neighbor. He is looking for a store. There is a store in front of their building. Also there is a bank on the street corner.
2. Listen and imitate.
3. Read the dialog and do pair work.
4. Finish 1b and 1c.
Step 3 Consolidation
1. Listen to the dialog first, then read it out.
2. Practice in pairs for some time.
Step 4 Practice
1. Finish 2b. Practice the conversation with partners, focusing on fluency.
2. Students practice from mechanical exercise to meaningful exercise. Change the people, places, and things into the other ones.
Step 5 Project
Make a survey.
Section C
Main activities: 1 and 3a
Teaching periods: 1
Teaching aims and demands:
1. Talking about neighbors and surroundings.
2. Further-studying the structure of “there be”.
3. Talk about how to get on well with neighbors.
Teaching procedure:
Step 1 Review
1. Discuss your own area and try to answer the following questions:
Is there a bank around you?
Where can you buy fruits?
Is there a community service centre in your area?
2. Discussion:
If something is broken or doesn’t work in your house, who can help you?
3. Finish 1.
Show posters (teaching pictures) to the students, using “there be” structure to retell the story as many as possible.
Step 2 Presentation
1. Present the dialog 3a with the picture. The teacher retells the story and raises questions according to the text. For example:
Look! Dave is playing the piano. He is beautifully, but it is too loud. Mr. Smith is knocking at the door. Mr. Smith is talking about it to Dave. Dave is really sorry. He will try to play quietly.
2. Listen and answer.
Questions: what is Dave doing?
Who is Dave’s neighbor?
What is happening to them?
3. Read the text. Ask and answer question with each other.
Step 3 Consolidation
Practice 3b in pairs and then act it out.
Step 4 Practice
1. Discuss with your partner “How do you get on well with your neighbors? Are you a good neighbor?”
2. Finish 4.
First practice in pairs and then group work. At last arrange all the answers into an article.
3. Song time: finish 5.
Step 5 Project
Say something about your neighbor’s family, their daily activities, then write it out. Subject: My Neighbor. Use the words in Section B as many as possible.
Section D
Main activities: 1and 4
Teaching periods: 1
Teaching aims and demands:
Review the structure of “there be”.
Teaching procedure:
Step 1 Review
1. Beginning songs Home on the Range.
2. Say something about your house or building, then answer the following questions:
Which type of home do you live?
Where do you want to live?
Do you have a good neighbor?
3. Finish 1. Try to find out more words pronounced with.
Step 2 Presentation
1. Show the pictures and say something about them.
2. Read the text and fill in the form with “suburbs” or “cities”.
3. Answer the questions:
Why do so many people dislike living in the cities?
Why do they like living in the suburbs?
Which one do you prefer, living in the cities or living in the suburbs?
What’s the opinion of your classmates?
4. Finish 4b.
Step 3 Consolidation
1. Further study 3a, 3b. Summarize the uses of the “there be” structure and useful expressions.
2. Listen to the tape. Finish 4b.
Step 4 Practice
1. Answer the question in 5.
2. Write out an article according to the answers.
Step 5 Project
1. Write a passage with about 50 words. The title is “I like living in the cities/suburbs”.
2. Finish 6. Class activities: Let’s chant.
Teaching assessment:
Dictation