Language goal

This unit students leam to ask for and give directions(方向) on the street.

New language

Is there a bank near here? Yes, there's a bank on Center Street, Where's the supermarket? It's next to the library.Is there a pay phone in the neighbhood?Yes, it's on Bridge Street on the right.

locations in the neighborhood such as post office, hotel,video arcade.

Descriptive words such as new, old, dirty, clean.

Descriptions of location such as across from, next to,Between

Recycled language

What are you doing?

Do you want to ...?

Section A

Ask two rows of three students each to stand facing each other in the front of the classroom. Point to students standing in front and ask the class to repeat the questions and answers.

Example 1

Teacher: Where'sYang Li? (Point to two students standing beside each other.) Yang Li is next to Li Peng.

Example 2

Teacher: Where's Zheng Wen? (Point to two students in different lines facing each other.)Zheng Wen is across from Sheng Lin.

Example 3

Teacher: Where's Lin Jiahui? (Point to one student standing between two other students.) Lin Jiahui is between Sheng Lin and Li Dai.

la This activity introduces the key vocabulary.

Focus attention on the picture. Ask students to name as many of the places they see in the picture as they can.Then name all the places and ask students to repeat.

Point out the numbered list of words. Say each one and ask students to repeat.

Then ask students to match each word or phrase on the list with one of the pictures. Say, Write the letter of each place in the picture next to the correct word or words on the list. Point out the sample answer f.Check the answers.

1 b This activity gives students practice listening to and understanding the target language.

Point out the buildings and other locations in the picture. Say the name of each one to the class.

Say, Now I will play recordings of three conversations. Listen carefully and circle the picture of each place you hear on the tape..

Play the recording the first time. Students only listen.

Play the recording a second time. This tine ask students to listen and circle the items they hear on the picture.

Correct the answers.

These items should be circle:video arcade, post office, supermarket.

Tapescript(錄音稿)

Convernation 1

A: Is there a video arcade on Fifth Avenue?

B: Yes, there is.

Conversation 2

A: Is there a post office near here?

B: Yes, there is. There's one on Bridge Street.

Conversation 3

A: Is there a supermarket on Center Street?

B: No, there isn't.

1 C This activity provides guided oral practice using the target language.

Point to the different locations shown in the picture.Ask different students to name each one. If necessary,say the name and ask the student to repeat.

Point to the question and answer In the example conversation and ask a pair of students to read the conversation to the class. Ask other pairs of students to repeat the activity if you wish.

Ask students to work in pairs. Say, First one person asks a question and then the other person takes a turn.

Demonstrate（示范） the activity. Point to the picture and ask. Is there a post office near here? Then choose a student to answer. Guide the student to say, Yes,there's a post office on Bridge Street.

As students work, move around the room and check progress(進(jìn)展情況). Help students understand how to locate things on the map, if necessary.

Ask several students to say some of their questions and answers for the class.

教學(xué)后記：

教學(xué)方法有問(wèn)題？

教了這么多年的英語(yǔ)，總幻想有一種方法，能讓學(xué)生輕輕松松把英語(yǔ)學(xué)好。哪怕自己多浪費(fèi)點(diǎn)時(shí)間。有時(shí)想來(lái)，自己的教學(xué)效率實(shí)在是太低了，每天不分上課上自習(xí)，都是一個(gè)樣。也就是說(shuō)在不誤課的情況下，我的教學(xué)時(shí)間應(yīng)該是學(xué)校規(guī)定時(shí)間的兩倍，然而教學(xué)的效果卻很不理想。每天看著自己的隊(duì)伍步履蹣跚的前行，自己不由的懷疑自己的教學(xué)方法。

與此同時(shí)，這段時(shí)間由于我在學(xué)生每天記十個(gè)詞前，先領(lǐng)讀他們一遍，再分開音節(jié)，講一講英語(yǔ)的拼讀規(guī)則，發(fā)現(xiàn)學(xué)生的記憶效率大大的提高，這更讓我有理由懷疑自己的教學(xué)方法是不是不適合學(xué)生的實(shí)際？

吃早飯時(shí)突發(fā)“奇想”，是不是給學(xué)生一點(diǎn)時(shí)間，讓他們把每單元幾句重點(diǎn)句背下來(lái)更好呢？單詞需要積累，這點(diǎn)勿容置疑。對(duì)于我們的學(xué)生來(lái)說(shuō)，典型句子同樣需要積累。句子背下來(lái)，在用的時(shí)候就可以舉一反三，就像語(yǔ)文中背范文一樣。對(duì)于我們我們這些基礎(chǔ)較差的學(xué)生來(lái)說(shuō)，他們?cè)诮浑H時(shí)需要模仿，在他們的記憶庫(kù)中貯存就是十必要的。當(dāng)然，如果學(xué)生能夠在課堂上用英語(yǔ)去表達(dá)的話，說(shuō)明這些典型的句子他們已經(jīng)掌握。但現(xiàn)實(shí)的情況是，這種方法更容易適用于尖子生，或者基礎(chǔ)較好的學(xué)生，很多學(xué)生只是充當(dāng)?shù)挠^眾。

讓學(xué)生死記硬背是不對(duì)的，但不讓學(xué)生背也是不對(duì)的。

2a This activity introduces the terms across from, next to, between, and on.

Focus attention on the pictures. Ask students to talk about the pictures, naming as many places as they can.Then name all the places in the pictures and ask students to repeat.

Point out the four sentences. Say each one and ask students to rcpeat.

Then ask students to match each sentence with one of the pictures. Say, Eacb sentence talks about one of the pictures. Write the number of the sentence in the box on the picture that it is talking about. Point out the sample answer 1.

Check ihc answers.

2b This activity gives students practice listening to and understanding the target language.

Point out the buildings and street names in la.Say each one and ask students to repeat.

Call attention to the four sentences in 2b. Read them to the class saying blank each time you come to a blank line.

Say. Now I will play recordings of three conversations. Listen carefully and write a word from the box on each blank line. Point out the sample answer.

Play the recording the first time. Students only listen.

Play the recording a second time. This time ask students to fill in the blanks by listening to the items on the tape.

Correct the answers.

Tapescript(錄音稿)

Conwaraation 1

A: Excuse me. Is there a library around here?

B: Yes. It's between the video arcade and the supermarket.

Conversation 2

A: Where's the park?

B: The park? Oh, it's across from the bank.

Conversation 3

A: Excuse me. Is there a supermarket around here?

B; Yes, it'son Fifth Avenue.

Conversation 4

A: Where's the pay phone?

B: It's next to the post office.

2c This activity provides guided oral practice using the target language.

Point to the list of buildings in la. Ask a student to read the list aloud.

Point to the question and answer in the speech bubbles( 泡沫) in 2c and ask a pair of students to read the conversation to the class. Ask other pairs of students to repeat the activity if you wish.

Ask students to work in pairs. Say, First one person asks a question and then the other person takes a turn. Ask about the buildings in 1a.

Demonstrate（示范） the activity. Point to the map and ask,Where's the park? Then choose a student to answer.Guide the student to say, It's across from the bank.

As students work, move around the room and check progress.（進(jìn)度）

Ask several students to say some of their questions and answers for the class.

Grammar focus

Review the grammar box. Ask students to say the questions and answers.

Ask students to circle these words in the grammar focus section of their books: on, across from, next to, and between. Ask, Which words talk about two different buildings? (across/row, next to, and between) Ask, Which one talks about one building all alone!' (on)

Culture note

Many visitors to the United States believe that Americans don't like to answer questions or give directions(方向) to tourists（旅行者）and other visitors. This is not necessarily true. The pace of life is fast in the United States, especially（特別） in big cities. Most people walk quickly, talk quickly, and are in a hurry to get wherever they are going. Also, most Americans speak only one language and aren't used to talking with speakers of other languages. However, when a visitor asks a question,many people are pleased to be able to share their knowledge of their city or their neighborhood. A pleasant smile and a short, direct question will almost always get you the information you need.

3a This activity provides target-oriented reading practice using the language items taught in this unit.

Draw attention to the conversation in the box. Ask students to read it out loud.

Ask a student to point out the place that Paul wants to get to. Guide the student to point to the book and say,Here's the hotel. Here's Bridge Street.

Point to the two arrows.(箭頭) Ask students to repeat left and right. Then ask them to hold up their left hands and then their right hands.

Ask students to read the conversation again. Then ask them to find Paul and Nancy in the picture.

Answer

Paul and Nancy are the two figures outside the entrance to the park.

3b This activity provides guided writing practice using the target language.

Call attention to the three pictures. Explain that the three pairs in these pictures correspond to three pairs in the large picture above. Ask students to find the pairs in the big picture.

Point to the questions below each picture and ask a student to read them aloud.

Point to the three write-on lines in the speech bubbles. Say, Write the answers to the questions here.

Ask students to complete the writing individually.(個(gè)別的)

Correct the answers.

1. Yes, there is. Go straight down New Street and turn right. There's a pay phone on the right.

2. Go straight down New Street and turn right. Turn left at Bridge Street. The bank is across the street.

3. Yes, there is. Turn right, then go straight down Bridge Street. The post office is on the left. It's across from the video arcade, next to the super-market.

4 This activity provides guided oral practice using the target language,

Call attention to the picture in la. Ask students to name all the buildings in the picture.

Point out the conversation In the picture in 4. Ask different students to read each line.

Have the students work In groups. One person chooses a building in the la picture but doesn't tell anyone which building it is. The others ask questions like those in the activity 4 picture until they guess which building it is.

Several students can take turns choosing the building for the others to guess.

Section B

la This activity introduces the key vocabulary.

Focus attention on the pictures. Ask different students to name the places shown in the pictures. They will probably not include words such as old, new, busy, quiet, big, small, dirty, and clean in their statements.

Point to and name all the places in the pictures again without the describing words and have students repeat.

Now point to each half of each picture and ask about the difference between the halves. For example, you might say; This is a park. Is it a clean park or a dirty park? Clarify(澄清) the meaning of the words clean and dirty by pointing out details in the pictures.

Point out the pairs of words or phrases. Say each one and ask students to repeat,

Then ask students to match each word or phrase on the list with one of the pictures. Point out the sampl answer.

Check the answers.

1 b This activity provides guided oral practice using the target language.

Call attention to the conversation in the picture. Ask a pair of students to read it aloud. Then ask several different students the same question. Ask them to tell the truth.

Point out the list of phrases in 1a. Ask students to work in pairs They take turns asking each other questions about the things on this list. Ask them to tell each other the truth.

As students work together, move around the room checking on their progress.

Ask several students to present some questions and answers to the class.

2a This activity gives students practice listening to and understanding the target language.

Point out the list of places in la. Say die name of each one to the class.

Say, Now I will play a recording of a conversation.Listen carefully and circle the words in 1a that tell about Michael's street.

Play the recording the first time. Students only listen.

Play the recording a second time. This time ask students to listen and circle the places they hear.

Correct the answers.

2b This activity gives students practice listening to and understanding the target language.

Call attention to the street map in the box.

Say, Now I will play the conversation again. Listen to if and draw the places in Michael's neighborhood on the street map.

Play the recording. Students only listen.

Demonstrate the activity by saying. What are the three places on the tape? (a hotel, a supermarket, Michael's house). Answer any questions students may have.

Play the recording again. Students draw maps of Michael's neighborhood.

Move around the room, offering assistance(提供協(xié)助) if needed.

Have some students show their completed drawings to the class.

2c This activity provides guided oral practice using the target language.

Say, Now let's work in pairs. The first person makes some statements about the picture in 2b. The seconds person says "true" if the statement is true and "false if the statement is false. The second person also changes each false statement into a true one.

Call attention to the conversation in the picture in 2c. Ask a pair of students to read it aloud.

Demonstrate(示范) the activity with a student. Have the student close the book. Then say one true thing and one false thing about the picture. Guide the student to answer "true" for the true statement and to say "false" for the false statement and change it into a true one.

Ask students to practice in pairs and to take both roles. Move around the room helping students get started| and answering any questions they may havc.

Ask several pairs of students to present some statements and responses(回答) to the class. Ask students to correct any mistakes they hear.

3a This activity provides reading practice using the target language.

Ask a student to read the paragraph to the class or read it yourself.

Answer any questions students may have.

Read the Instructions（指示） aloud. Point out the sample of the circled description word (busy), and make sure students understand what they have to do.

Correct the answers.

3b This activity provides guided reading and writing practice using the target language.

Point out the guide and the blank spaces in it. Read it aloud saying blank each time you come to a blank line.

Say, Now please write one word in each blank space in the guide. Look at the picture/or the answers.Point out the sample answer in the blank.

Correct the answers.

3c This activity provides guided writing practice using the target language.

Ask students to work on their own. Point out the description in 3b and say. Now write about your own neighborhood. Use sentences like these.

4 This activity provides open-ended oral practice using the target language.

Call attention to what the person In the picture is saying. Ask a student to read the statement to the class.

Say,Now you can talk with your partner about your own neighborhood. Tell about the streets and buildings. Your partner will draw a picture of the neighborhood

Demonstrate the activity with a student. Have him or her make some statements and draw on the board what you hear. For example, you might draw a small supermarket across from a post office.

As students work, move around the room offering assistance and answering questions.

Ask some students to share(參與) the completed drawings and to make some statements to accompany(陪伴) them.

Self check

1 This activity provides a comprehensive review of all key vocabulary presented in this unit.

Ask students to check all the words they know. You may wish to have them circle any words that they don't know.

Ask students to find out the meanings of any words they don't know. They can do this by reviewing the unit.asking you, asking their classmates or using a learner's dictionary or bilingual dictionary.

2 This activity helps build vocabulary by providing a specific time and place for students to record new words.

Ask students to enter five new words in their Vocab-builder on page 108.

After students have recorded their new words, ask them to share their lists with other students. This can be done with the whole class or informally, in pairs or small groups.

3 This activity provides reading practice focusing on the gmmmatical structures used to ask and say where things are.

Ask students to read the letter and draw the route on the map. Answer any questions students may have.

Check the answers. (You may want to draw a simple copy of the map on the board, and then have one student come and draw the route on it.)

教學(xué)后記：

培養(yǎng)學(xué)生的自信心和興趣是最重要的

培養(yǎng)學(xué)生的自信心和興趣是最重要的嗎？我一開始也對(duì)于這個(gè)結(jié)論也不以為然的。其次并這不是一個(gè)什么新的理論，而是是一個(gè)老掉牙的論調(diào)。但有兩件事使我對(duì)這句話有了更深刻的理解。

第一件事是在教育科學(xué)頻道