3.　　 What’s above the bank?

2.　　 What is the square in the bottom left corner?

1.　　 What are Jenny and Danny doing?

2.　　 Ask questions about the directions.

Teaching Difficult Points:

Patterns: What’s that place beside the shopping centre?

Teaching Preparation: maps

Teaching Aids: audiotape, flashcards, maps

Type of lesson: new lesson

Teaching Procedure:

Step1.Ask some volunteers to tell what their ideal community is like. At the same time, ask the others if they have the same opinion.

Step2. Take out the map of your community. Show it to the class first. Then the teacher covers a part of it, let them guess where it is.

Step3. Listen to the tape and answer the following questions:

1.　　 Pronouns

2.　　 Find the similarities and differences between Canadian neighbourhoods and their own neighbourhoods.

Teaching Important Points:

1.　　 Build the sense of learning by oneself.

2. Go on the next reading in the student book..

Summary:

The important work in the class is to draw maps and build your vocabulary. The teacher can bring a map of own community to the class. It can increase students’ learning interest and lead in the class easily.

Lesson27: My map, Your Map, Our maps

Teaching Content:

Mastery words and expressions: page, centre, bank, parking lot, by, across, across from

Known words and expressions: shopping centre, movie theatre, at the top of, in the top/bottom left corner

Teaching Aims:

4.　　 What else does Jenny need?

Step3. Read the text carefully and draw maps. Draw what Jenny’s and Brian’s neighbourhood like.

Change your maps with your partners.

Step4. Finish the project:

Talk about your neighbourhood. What will you like it to be? Would you like to live in a neighbourhood with lots of parks and stores?

Discuss the project in groups. Then write it down. Remember to demonstrate your excuses.

Find your partners who can live together. Does anyone else have the same opinion with you? Do you have the same interest?

Step5. Come to “PROJECT”.

Draw a map of a neighbourhood where you would like to live-the best neighbourhood.

Share your maps to the partners.

Step6. Encourage the students to explore all the readings for this unit in the student book and read for vocabulary. Encourage them to think of vocabulary they already know.

　After about five minutes, ask the groups for some of the words they found or remembered. You could ask each group for three words in turn, and tell them they cannot repeat words when it’s their turn. Keep going from group to group until nobody can think of new words.

Step7.1. Finish off the activity book.

3.　　 Does he like a coffee shop?