一、教学目标

1. Students can read and speak the new words big, city, beautiful, small, queen, close.

2. Students can use the sentence pattern “This is … It’s …” to describe some places.

3. Through group work, students can learn how to cooperate with others.

4. Students can develop their speaking and writing abilities.

5. Through describing places or something, their awareness of observation will be cultivated.

二、教学重难点

1. Students can use the sentence pattern “This is … It’s …” to describe a place or something.

2. Students’ speaking and writing abilities during the teaching procedures will be developed.

三、教学过程

Step 1. Lead-in

Pretend to be a tour guide and show some pictures of different places of England.

Questions:

Do you like these beautiful places?

Do you want to go to some other places in England?

【设计意图】创设导游带学生在英国旅行的情境，激发学生对于地点学习的积极性，并且能够通过不同的地理位置，自然地引导到本节课所提及到的伦敦。

Step 2. Presentation

1. Show some pictures of London (including the map of London, pictures of Buckingham Palace and the Queen’s house) to let students get familiar with the city.

2. Lead students to listen to the tape for the first time with easy questions:

How many people are there in the dialogue? Who are they?

3. Lead students to listen to the tape for the second time. When they listen to the tape, they have the task to point out where they heard in these pictures and mark it in the book.

4. Lead students to listen to the tape for the third time with some questions to lead in language points like the new words and how to describe a place. Students can finish it with the help of the book and these pictures.

Questions:

(1) What do they say about London?

(2) Can you find Buckingham Palace in the dialogue? And how do the two girls feel about it?

(3) Is the big house Amy’s house?

(4) Is Amy’s house beautiful?

5. After knowing the content of the dialogue, lead students to listen to the tape for the last time and imitate the pronunciation and intonation as Lingling and Amy.

【设计意图】借助图片帮助学生直观地将文本内容与伦敦的相关事物结合起来，增加听的兴趣。听力问题由浅入深，帮助学生加深对对话内容的理解，突破核心词汇与句型;模仿录音能够纠正学生的发音和音调，为接下来的语言交际作铺垫。

Step 3. Practice

Activity 1: Choose and Say

Two students are in one group. One student chooses one picture about London from the blackboard, and the other student describes the picture with a sentence. Students can use sentences from the dialogue.

Activity 2: Guessing Game

The teacher describes one thing in this dialogue without the name, just like “It’s a city. It’s very big. What is it?”. Students in class who have the idea can stand up and give the answer. The quickest and right one will be the winner. They will have 3 chances.

【设计意图】活动一中，学生模仿文本句型完成机械操练;活动二中，借助“猜一猜”的活动帮助学生使用重点句型自由描述事物;有助于学生操练重点句型，提高表达能力。

Step 4. Consolidation

Task: I’m a little guide

Four students are in one group. Students in the same group can choose some famous places in their favorite city. They can design a travel plan to attract other students to their scenic spots. Then the teacher will invite every group to describe their travel plan. Students can give their stars to the group which they are interested in. The group who gets the most stars will be the Best Tour Guide.

【设计意图】创设“我是小导游”吸引游客参观景点的情境，一方面激发了学生的合作意识和竞争意识，同时也提升了学生语言运用能力。

Step 5. Summary

Students summarize what they have learned in this lesson, including words and sentences, and the teacher gives some supplements if necessary, and reminds them of the importance of observation.

【设计意图】学生回顾本节课内容，教师总结补充，并培养学生的观察力。

Step 6. Homework

Write an introduction of one scenic spot they like best and share it in the next class.

【设计意图】通过完成介绍风景名胜的写作练习，锻炼学生写的能力。

四、板书设计