Unit 4 My Neighborhood
Lesson 19 The best neighborhood
一．教材分析
1.单元及课文分析
本单元主要围绕“社区”这个话题编排。
在本单元中学生将会学习一些有关描述和谈论社区的词汇，短语和句型，包括商业区，居民和社区风景等。
学生将会区分不同的地点和位置并且学习寻求帮助，问路指路。
在本课教学过程中，教师应创设谈论社区的语境和话题。
本单元语法重点为because引导的原因状语从句。
2. 教学重点
1. Learning some new words and phrases of lesson 19: neighborhood,
perfect, thirsty, complete,
2. Talking about neighborhoods .
3. Showing the way.
3. 教学难点
1. Showing the way.
2. Adverbial Clause with “because”.
二．教学步骤：
1.温故知新。
（5 minutes）
Check some words and phrases of lesson 19: neighborhood, perfect, thirsty, complete,
2.激情导入。
（5 minutes）
1.Introduce the topic of Lesson 19(The bestNeighbourhood)
2. Instruct the students to look at Li Ming’s map at the bottom of the lesson and discuss the Think About It questions.
What’s in your neighborhood?
Do you like your neighborhood? Why or why not?
3.新课学习。
（30 minutes）
Step one:
1. Listen to the dialogue and write down what’s in each person’s neighbourhood.
(Listening once or three times for finishing number 1 of Let’s Do It.)
2. Check the answers as a class.
Step two:
Read the lesson and answer the questions. (At first, read the four questions and know the meaning. Second, read the dialogue quickly and find the answers to four questions. Then, read the dialogue one sentence by one sentence and find something that it’s important or you don’t understand it. At last,
Write down something important on your notebook.)
Discuss the answers as a class.
Step three:
Fill in tne blanks with the correct forms of the given words. (finish number 3 of Let’s Do It.)
Step four:
Project. Make your own neighbourhood.(At first, review how to express directions. Then, finish number 4 of Let’s Do It.)
Step five: Role-play
Instruct the students to role-play the lesson in pairs.
If time allows, select some pairs to present their role-play in front of the class.
四、达标训练，作业布置。
（5 minutes）
1.Finish some exercises of lesson 19 in exercise book.
2.Do some exercise that you think it important for homework.
板书设计：
Lesson 19 The Best Neighbourhood
1.both… and … 4. come for a visit
2.because 5. so
3.take… to 6. Here is/ are…
五、教学反思：
本课生词不多，对话篇幅不太长，牵涉到的句型也较简单，学生学习难度不大。
我灵活处理教材，适当.创设情境，让学生画出自己理想中的社区地图并且利用所学句型进行谈论。
让学生敢于说，乐于说，关键是有话可说。
把机会给每一个学生，让学生体验学习的过程。
在学生开口之前老师先做示范，同时注意知识的互动、和与学生情感的交流与互动，注重对学生合作精神的培养。
