1、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, caf, convenience store, cl
2、inic, 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caf, 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
3、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?Its 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
4、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
5、 of 4 or 5, discuss and match the words and properpictures in one minute.Teacher asks one or two Ss to give the answer and checks the answer, both the meaningand pronunciation.Students are required to read the words after the teacher.2. Listen and tick.The whole class will listen to the tape with th
6、e question:Whats 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 traineeC. doctor and patient D. new neighbors3. Listen and match. （Activity 2）The students will work individually. Listen
7、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. Forexample:A: Which community do you live in?B: I live in . What facilities are there in your comm
8、unity? 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 Listening1. Listen and tick. （Activity 4）Play the tape, pausing after the key sen
9、tences, 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 t
10、o 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.
11、 （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: Excuse me, could you tell me where
12、 the nearest supermarket is? Supermarket? Its .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
13、 in this community?（5） What does Sara think of this community?Step III Speaking1. Brain-stormingStudents 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 aloudAsk two groups
14、of them read Neals part, and the other two groups read Saras 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.
15、Make a new dialogue according to the picture and the information givenon the book. （Activity 7） Encourage some pairs to act out their dialogue and give the feedback.Step IV Show timeAct 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 ac
