Find the right place
教学目标
1.知识目标
（1） New words and phrases: place, twenty-first, bank, theatre, book shop, toilet, museum, front, in front of, left ,right, side, on the left/right side, all the same, need, ask for, along, road, turn, turning, metre（meter）, kilometer（kilometre）, had better（do）, coin, keep, as, moment, tell, street, next to, around
（2）日常交际用语： Excuse me. Where’s…? Where’s the nearest hospital, please? It’s next to …/in front of …/outside…/on the left/right side. Thank you all the same. You’d （had）better catch a bus. Which bus do I take? Go down this street.
（3）语法项目：表示需要：He needs some help. 询问方向：Where is the nearest hospital, please? 指点方向：Go along this road .it ‘s only 100 meters along on the left.
（4）语音：/ei/ a ay /ai/i ie y / Ri/oi oy
2．能力目标：
（1）使学生掌握英语的问路和指点方向的交际用语并能够在教师创设的情景中灵活运用。 （2）使学生能够读懂课文并能回答课后的问题，按照课文内容表演游戏。 （3）使学生掌握相关表示方向的介词短语，并能根据情景做口头和笔头练习。 （4）使学生能听懂与课文难度相当的文章，并能迅速对听力材料中的相关地点和方向路线做出判断。
3．德育目标：
通过教学让学生注意在日常生活中注意礼貌用语，乐于帮助别人。 通过学习，让学生感受到在生活中受人帮助的欣慰和帮助别人的兴奋之情，培养学生乐于助人的品质。
教学重点和难点：
询问方向（asking for directions）指点方向（Giving direction）是本单元的重点和难点。教学建议
教材分析
本单元的主要教学内容是问路，从第一课简单的介绍某地在何处。到第二课如何问路和指路。到第四课的扩展练习。问路的相关用语由易到难，由简单到复杂贯穿始终。教师应在教学过程循序渐进，注意打好基础。本单元中第二十三课中还有一个小的游戏，该游戏主要是训练学生阅读理解能力，同时也能活跃课堂气氛，使学生会在快乐中学习。
关于日常交际用语分析（询问方向和指点方向）
问路一般包括四个方面的内容：（1）引起话题：Excuse me… (2) 询问路在何方：How can I get to …？ （3）指路：Walk along / down… (4) 致谢：Thank you.
Excuse me, (but…) 通常用于以下几种情景：
（1）引起别人注意。（2）请求让路、躲开时。（3）向人问路或打听消息时。（4）在席间或聚会上等离开一会儿时。（5）谈话间或会间突然打喷嚏、咳嗽时。
询问方向的表达法:
在向别人打听情况、征询意见时，常用Excuse me；在向别人提出请求时，常用Could you…? 而不用Can you…? 更显得礼貌。
（1）Excuse me，where’s the bus station?请问车站在哪?
（2）Excuse me，which is the way to the bus station?请问，哪一条是去车站的路?
（3）Excuse me，can you tell me the way to the bus station?请问，你能告诉我车站的路吗?
（4）Excuse me, how can I get to the bus station?请问，我如何能到达车站?
（5）Excuse me, is there a bus station near here?请问附近有车站吗?
指点方向的表达法：
如果别人向你问路，你熟悉这条路，你又该如何帮助别人呢?下面是几种指点方问的表达法：
（1）Go along this street. 或Walk along this street. 沿这条街道走。
（2）Take the (second ) turning on the left / right.第（2）个十字路口左(右)转。
（3）It’s about (four) kilometers away form here.离这大约(4)公里远。
（4）The bus station is along that road on the right.车站是沿着那条路的右边。
（5）It’s next to the police station. 它与警察局相邻。
（6）It’s about ten kilometers away. 大约10公里远。
（7）It’s quite far / near from here. 离这儿相当远/近。
（8）It about (five) minutes’ walk form here.从这儿步行大约5分钟。
注：别人向你问路，即使你不知道，你也要说：
I’m sorry I don’t know. 对方应回答道：Thank you all the same.
表示需要：need +名词或need + to + v. ……
（1）He needs a number 2 bus. 他需乘2路车。
（2）You need to take a taxi. 你需要乘出租车。
关于口语的教学建议
本单元的教学活动主要是围绕问路这一主题展开。而这个主题可为口语练习提供丰富的素材和场景，所以口语教学是本单元的重点。
（1）第20课是简单的询问方向。要求学生在熟练掌握表示方向的介词用法的基础上，利用图片和媒体资料创设情景，进行口语练习。例如：教师在黑板上画出一张简易地图，用各种的形状的硬纸片上面写上不同的地点，分别贴在公路两侧。如图所示：
然后让学生就内容进行对话练习。教师可以用顶针的手法连续进行快速提问，以锻炼学生的反应能力和句型熟练程度如：Where is the school? It is next to the hospital. Where is the hospital? It is in front of the factory. Where is the factory? It is behind the hotel. 然后，教师可以重新调整图片的位置，让学生再进行练习。
（2）在22课的对话教学中，教师在教学过程中可以先让预习好的学生做表演，在表演的过程中，边演边总结问路的三种情况：第一种情况是指明路线。第二种情况是乘车的回答。第三种情况是不知路线的答复。然后，再请学生进行替换词练习。教师可以设计一个问路的情景，将学生分成三个大组，每个大组选择上述一种情况。每个大组又以两人为单位分成几个小组，进行练习。每个大组选出一个练习情况好的小组代表本组进行角色表演。情景设计如下：Mike moves into new house. One day, her friend Lily want to see her. But she doesn’t know the way. What can she do? At this moment, a boy comes up to her. How does Mary ask the way?
（3）在24 课的口语练习中，学生可进一步加大练习的综合性，使这个练习更贴近实际生活，给学生更多的发挥的空间。教师只提供地图和要去的地点，要学生自己设计情景，编写对话，教师出示问题where is B? How can I get to B from A? Where is C? How to get to C from B? How can I get to A from C?
下面是学生设计情景和对话：
Mary is going to the theater to see a concert. But she doesn’t know the way. So she ask a policeman.
Mary: Excuse me! I want to go to the theater. Where is the theater?
Police man: It is next to the factory, in front of the library.
Mary: Can you tell me the way to the theater?
Policeman: Walk along this road; turn left at the first turning. Go straight the street. The theater is on the left of the road. It is about three miles from here.
Mary: Thank you.
When the concert is over, Mary is tired; she wants to go home by bus .So she asks the police man again how to get to the bus station. But when she gets to bus station, it is too late, and there are no buses in it .so she has to ask the way three times to get home.（问路具体内容模仿本课第二十二课对话内容）
总之，教师在安排口语练习时应逐步的从简单到复杂，由单项到综合，由机械训练到学生自由的表演。
有关听力的教学建议
本单元的听力教学难点在于如何听懂指路人的指令，从而找到要去的地点。
教师可以在学生听第一遍时，先找出出发点和目的地。然后，看一下地图，迅速判断一下应该怎样走，并要求学生用英语讲出自己设计的路线。然后在听第二遍后，再按照材料的内容，在地图上画出相应的路线，并验证与自己设计路线是否一致，这样有助于分解听力难度，帮助学生排除听力障碍。
教师可以组织一个小游戏以训练学生听清有关指令，在教室中摆几个路牌如the Beijing zoo. the Beijing university 等。两个学生分别向对方讲述所要去的路线。看那个学生先找到要去的地点。教师可以拿表计时，当裁判。教师对先到达目标的同学进行奖励。（注意学生需要按照对方所提供的路线到达目标）要求学生必需先听完指令再开始行动。
有关单词教学建议
本单元第一课表示地点和方向的单词比较多。建议教师在设计练习时把表示方向的介词和表示地点的名词结合在一起练习，教师使用图片教学，效果较佳。如：教师向学生出示一张银行的图片如课本page iv,，教师进行介绍This is a bank .然后将图片贴在黑板上。教师出示一张书店的图片如课本page iv, 教师进行介绍This is a shop.将图片贴在银行的前面。分别指着图向大家介绍：The shop is in front of the bank.通过演示让学生体会in front of 的含义。接着，教师在把商店的图片换成博物馆或厕所的图片，引导学生说出the museum /the toilet is in front of the bank.随后，教师可以将图片交换位置，使学生能够更加熟练的掌握介词的用法。使用同样的办法可以讲解其它单词。
学法指导
本单元的话题是用英语问路。“询问方向”（Asking for directions）及特点方向（Giving directions）。因此，可采用大量的操练来让学生熟悉句型。同时重点掌握表示方位的介词短语以及简单的询问方向、指点方向的方法，并达到实现交际的目的。
He needs some help.他需要一些帮助。
这里，need作及物动词是需要的意思。例如：I need your help。Need还可以后面接动词不定式例如：I need to have a rest.（我需要休息）除此而外，need还可以做情态动词。但只用于某些疑问句和否定句中。它的一般疑问句的回答方式往往用must 和needn’t来回答。例如：Need you leave so soon?
–Yes, I must. /No, I needn’t.
You’d better catch a bus. 你最好乘车去。
You’d better是you had better的缩写形式，情态动词，后面接动词原形。其否定式为had better not to do。它常带有威胁，告诫或催促的含义。例如：
It is very cold outside. You had better put on your sweater.（外面冷，你最好穿上毛衣）
The teacher is very angry. You had better not be late again.（老师生气了，你最好不要再迟到）
catch a bus意为“乘车”、“赶车”，和take a bus意义接近，但不完全相同。take a bus指“乘坐”，和介词短语“by bus”, “in a bus”差不多，它们都指方式，交通手段，和其他手段相区别，而catch a bus 指行动为争取能赶上汽车。如：
You may go there by bus.（=You may take a bus there.）你们乘公共汽车却那儿吧。
比较in front of 和in/at the front of 的不同。
in/at the front of是指在某一范围内的前面。而in front of是指在某一范围以外的前面。如图：
例如：the car stops in the front of the gate,and the driver in front of car open the door of the door. 汽车停在大门前，车前座的司机把车门打开。
The other students in the class keep their eyes closed.班里的其他学生闭上眼睛。
keep+名词/代词+形容词，表示使某人或某物保持某种状态。此句型为主语+及物动词+宾语+宾语补足语。例如：
We must keep our room clean and tidy.（我们必需保持屋子的干净和整洁）
同样的例子还有：
Don’t call me little Tom.（不要再叫我小汤姆了。）
“keep +宾语+宾语补足语”结构
此结构的含义为“使（宾语）处于……（状态）”。其中的“宾补”成分可以由很多结构充当。如形容词、介词短语、名词（组）或动词的-ing形式等。
“keep sb. / sth. +形容词”结构，如在keep one’s eyes closed这一短语中，动词keep表示“保持”，形容词closed表示“闭着”。连起来可理解为“使眼睛闭着状态”，即“闭着眼”。再如：
Keep the box open, please.请让这个箱子开着。
This little girl always keeps her room nice and clean.这个小女孩总是使房间保持美观整洁。
“keep sb. / sth. +介词短语”也是一种常用结构，如：
Don’t come in, I must keep you outside the door.别进来，我得把你堵在门外面。
He kept his hands behind his back.他一直把手放在背后。
“keep sb. / sth. +动词-ing”结构的用法，这个结构意为“让某人或某物（长时间地）进行着某个动作”。如：
The teacher kept Bob standing for ten minutes.老师让Bob站了十分钟。
辨析along，down 和 up
作介词时，它们均能表示“顺着”，“沿着”，后面一般接表示河流，街道，道路的名词。如：
Go down/along this road and take the first turning on the left.
沿着这条马路走，在第一个拐弯处向左拐。
We often take a walk along/down/up the road.我们经常沿着这条路散步。
要注意的是：介词“down”有时含有“在下游”的意思，介词“up”则含有“在上游”的意思。如：
The house is 300 metres up/down the river.房子在这条河上游/下游300米处。
down含有离说话人而去的意思，介词up则含朝说话人而来之意，along 不强调方向。试比较：
Who’s the man coming up/going down the road?沿着这条路走来/走去的那个人是谁？
另外，介词up有向上之意，介词down则有“往下”之意。如：
The cat is running up the tree.猫正往树上爬去。
The dogs are running down the hill.狗正从山上跑下来。
这三个词还可用作副词，意为“向前”，如：
The farm is about 30 metres along.农场大约在前面30米远处。
Please walk down. Don ' t come up.请往前走，别朝这儿来。
教学目标
1.知识目标
（1） New words and phrases: place, twenty-first, bank, theatre, book shop, toilet, museum, front, in front of, left ,right, side, on the left/right side, all the same, need, ask for, along, road, turn, turning, metre（meter）, kilometer（kilometre）, had better（do）, coin, keep, as, moment, tell, street, next to, around
（2）日常交际用语： Excuse me. Where’s…? Where’s the nearest hospital, please? It’s next to …/in front of …/outside…/on the left/right side. Thank you all the same. You’d （had）better catch a bus. Which bus do I take? Go down this street.
（3）语法项目：表示需要：He needs some help. 询问方向：Where is the nearest hospital, please? 指点方向：Go along this road .it ‘s only 100 meters along on the left.
（4）语音：/ei/ a ay /ai/i ie y / Ri/oi oy
2．能力目标：
（1）使学生掌握英语的问路和指点方向的交际用语并能够在教师创设的情景中灵活运用。 （2）使学生能够读懂课文并能回答课后的问题，按照课文内容表演游戏。 （3）使学生掌握相关表示方向的介词短语，并能根据情景做口头和笔头练习。 （4）使学生能听懂与课文难度相当的文章，并能迅速对听力材料中的相关地点和方向路线做出判断。
3．德育目标：
通过教学让学生注意在日常生活中注意礼貌用语，乐于帮助别人。 通过学习，让学生感受到在生活中受人帮助的欣慰和帮助别人的兴奋之情，培养学生乐于助人的品质。
教学重点和难点：
询问方向（asking for directions）指点方向（Giving direction）是本单元的重点和难点。教学建议
教材分析
本单元的主要教学内容是问路，从第一课简单的介绍某地在何处。到第二课如何问路和指路。到第四课的扩展练习。问路的相关用语由易到难，由简单到复杂贯穿始终。教师应在教学过程循序渐进，注意打好基础。本单元中第二十三课中还有一个小的游戏，该游戏主要是训练学生阅读理解能力，同时也能活跃课堂气氛，使学生会在快乐中学习。
关于日常交际用语分析（询问方向和指点方向）
问路一般包括四个方面的内容：（1）引起话题：Excuse me… (2) 询问路在何方：How can I get to …？ （3）指路：Walk along / down… (4) 致谢：Thank you.
Excuse me, (but…) 通常用于以下几种情景：
（1）引起别人注意。（2）请求让路、躲开时。（3）向人问路或打听消息时。（4）在席间或聚会上等离开一会儿时。（5）谈话间或会间突然打喷嚏、咳嗽时。
询问方向的表达法:
在向别人打听情况、征询意见时，常用Excuse me；在向别人提出请求时，常用Could you…? 而不用Can you…? 更显得礼貌。
（1）Excuse me，where’s the bus station?请问车站在哪?
（2）Excuse me，which is the way to the bus station?请问，哪一条是去车站的路?
（3）Excuse me，can you tell me the way to the bus station?请问，你能告诉我车站的路吗?
（4）Excuse me, how can I get to the bus station?请问，我如何能到达车站?
（5）Excuse me, is there a bus station near here?请问附近有车站吗?
指点方向的表达法：
如果别人向你问路，你熟悉这条路，你又该如何帮助别人呢?下面是几种指点方问的表达法：
（1）Go along this street. 或Walk along this street. 沿这条街道走。
（2）Take the (second ) turning on the left / right.第（2）个十字路口左(右)转。
（3）It’s about (four) kilometers away form here.离这大约(4)公里远。
（4）The bus station is along that road on the right.车站是沿着那条路的右边。
（5）It’s next to the police station. 它与警察局相邻。
（6）It’s about ten kilometers away. 大约10公里远。
（7）It’s quite far / near from here. 离这儿相当远/近。
（8）It about (five) minutes’ walk form here.从这儿步行大约5分钟。
注：别人向你问路，即使你不知道，你也要说：
I’m sorry I don’t know. 对方应回答道：Thank you all the same.
表示需要：need +名词或need + to + v. ……
（1）He needs a number 2 bus. 他需乘2路车。
（2）You need to take a taxi. 你需要乘出租车。
关于口语的教学建议
本单元的教学活动主要是围绕问路这一主题展开。而这个主题可为口语练习提供丰富的素材和场景，所以口语教学是本单元的重点。
（1）第20课是简单的询问方向。要求学生在熟练掌握表示方向的介词用法的基础上，利用图片和媒体资料创设情景，进行口语练习。例如：教师在黑板上画出一张简易地图，用各种的形状的硬纸片上面写上不同的地点，分别贴在公路两侧。如图所示：
然后让学生就内容进行对话练习。教师可以用顶针的手法连续进行快速提问，以锻炼学生的反应能力和句型熟练程度如：Where is the school? It is next to the hospital. Where is the hospital? It is in front of the factory. Where is the factory? It is behind the hotel. 然后，教师可以重新调整图片的位置，让学生再进行练习。
（2）在22课的对话教学中，教师在教学过程中可以先让预习好的学生做表演，在表演的过程中，边演边总结问路的三种情况：第一种情况是指明路线。第二种情况是乘车的回答。第三种情况是不知路线的答复。然后，再请学生进行替换词练习。教师可以设计一个问路的情景，将学生分成三个大组，每个大组选择上述一种情况。每个大组又以两人为单位分成几个小组，进行练习。每个大组选出一个练习情况好的小组代表本组进行角色表演。情景设计如下：Mike moves into new house. One day, her friend Lily want to see her. But she doesn’t know the way. What can she do? At this moment, a boy comes up to her. How does Mary ask the way?
（3）在24 课的口语练习中，学生可进一步加大练习的综合性，使这个练习更贴近实际生活，给学生更多的发挥的空间。教师只提供地图和要去的地点，要学生自己设计情景，编写对话，教师出示问题where is B? How can I get to B from A? Where is C? How to get to C from B? How can I get to A from C?
下面是学生设计情景和对话：
Mary is going to the theater to see a concert. But she doesn’t know the way. So she ask a policeman.
Mary: Excuse me! I want to go to the theater. Where is the theater?
Police man: It is next to the factory, in front of the library.
Mary: Can you tell me the way to the theater?
Policeman: Walk along this road; turn left at the first turning. Go straight the street. The theater is on the left of the road. It is about three miles from here.
Mary: Thank you.
When the concert is over, Mary is tired; she wants to go home by bus .So she asks the police man again how to get to the bus station. But when she gets to bus station, it is too late, and there are no buses in it .so she has to ask the way three times to get home.（问路具体内容模仿本课第二十二课对话内容）
总之，教师在安排口语练习时应逐步的从简单到复杂，由单项到综合，由机械训练到学生自由的表演。
有关听力的教学建议
本单元的听力教学难点在于如何听懂指路人的指令，从而找到要去的地点。
教师可以在学生听第一遍时，先找出出发点和目的地。然后，看一下地图，迅速判断一下应该怎样走，并要求学生用英语讲出自己设计的路线。然后在听第二遍后，再按照材料的内容，在地图上画出相应的路线，并验证与自己设计路线是否一致，这样有助于分解听力难度，帮助学生排除听力障碍。
教师可以组织一个小游戏以训练学生听清有关指令，在教室中摆几个路牌如the Beijing zoo. the Beijing university 等。两个学生分别向对方讲述所要去的路线。看那个学生先找到要去的地点。教师可以拿表计时，当裁判。教师对先到达目标的同学进行奖励。（注意学生需要按照对方所提供的路线到达目标）要求学生必需先听完指令再开始行动。
有关单词教学建议
本单元第一课表示地点和方向的单词比较多。建议教师在设计练习时把表示方向的介词和表示地点的名词结合在一起练习，教师使用图片教学，效果较佳。如：教师向学生出示一张银行的图片如课本page iv,，教师进行介绍This is a bank .然后将图片贴在黑板上。教师出示一张书店的图片如课本page iv, 教师进行介绍This is a shop.将图片贴在银行的前面。分别指着图向大家介绍：The shop is in front of the bank.通过演示让学生体会in front of 的含义。接着，教师在把商店的图片换成博物馆或厕所的图片，引导学生说出the museum /the toilet is in front of the bank.随后，教师可以将图片交换位置，使学生能够更加熟练的掌握介词的用法。使用同样的办法可以讲解其它单词。
学法指导
本单元的话题是用英语问路。“询问方向”（Asking for directions）及特点方向（Giving directions）。因此，可采用大量的操练来让学生熟悉句型。同时重点掌握表示方位的介词短语以及简单的询问方向、指点方向的方法，并达到实现交际的目的。
He needs some help.他需要一些帮助。
这里，need作及物动词是需要的意思。例如：I need your help。Need还可以后面接动词不定式例如：I need to have a rest.（我需要休息）除此而外，need还可以做情态动词。但只用于某些疑问句和否定句中。它的一般疑问句的回答方式往往用must 和needn’t来回答。例如：Need you leave so soon?
–Yes, I must. /No, I needn’t.
You’d better catch a bus. 你最好乘车去。
You’d better是you had better的缩写形式，情态动词，后面接动词原形。其否定式为had better not to do。它常带有威胁，告诫或催促的含义。例如：
It is very cold outside. You had better put on your sweater.（外面冷，你最好穿上毛衣）
The teacher is very angry. You had better not be late again.（老师生气了，你最好不要再迟到）
catch a bus意为“乘车”、“赶车”，和take a bus意义接近，但不完全相同。take a bus指“乘坐”，和介词短语“by bus”, “in a bus”差不多，它们都指方式，交通手段，和其他手段相区别，而catch a bus 指行动为争取能赶上汽车。如：
You may go there by bus.（=You may take a bus there.）你们乘公共汽车却那儿吧。
比较in front of 和in/at the front of 的不同。
in/at the front of是指在某一范围内的前面。而in front of是指在某一范围以外的前面。如图：
例如：the car stops in the front of the gate,and the driver in front of car open the door of the door. 汽车停在大门前，车前座的司机把车门打开。
The other students in the class keep their eyes closed.班里的其他学生闭上眼睛。
keep+名词/代词+形容词，表示使某人或某物保持某种状态。此句型为主语+及物动词+宾语+宾语补足语。例如：
We must keep our room clean and tidy.（我们必需保持屋子的干净和整洁）
同样的例子还有：
Don’t call me little Tom.（不要再叫我小汤姆了。）
“keep +宾语+宾语补足语”结构
此结构的含义为“使（宾语）处于……（状态）”。其中的“宾补”成分可以由很多结构充当。如形容词、介词短语、名词（组）或动词的-ing形式等。
“keep sb. / sth. +形容词”结构，如在keep one’s eyes closed这一短语中，动词keep表示“保持”，形容词closed表示“闭着”。连起来可理解为“使眼睛闭着状态”，即“闭着眼”。再如：
Keep the box open, please.请让这个箱子开着。
This little girl always keeps her room nice and clean.这个小女孩总是使房间保持美观整洁。
“keep sb. / sth. +介词短语”也是一种常用结构，如：
Don’t come in, I must keep you outside the door.别进来，我得把你堵在门外面。
He kept his hands behind his back.他一直把手放在背后。
“keep sb. / sth. +动词-ing”结构的用法，这个结构意为“让某人或某物（长时间地）进行着某个动作”。如：
The teacher kept Bob standing for ten minutes.老师让Bob站了十分钟。
辨析along，down 和 up
作介词时，它们均能表示“顺着”，“沿着”，后面一般接表示河流，街道，道路的名词。如：
Go down/along this road and take the first turning on the left.
沿着这条马路走，在第一个拐弯处向左拐。
We often take a walk along/down/up the road.我们经常沿着这条路散步。
要注意的是：介词“down”有时含有“在下游”的意思，介词“up”则含有“在上游”的意思。如：
The house is 300 metres up/down the river.房子在这条河上游/下游300米处。
down含有离说话人而去的意思，介词up则含朝说话人而来之意，along 不强调方向。试比较：
Who’s the man coming up/going down the road?沿着这条路走来/走去的那个人是谁？
另外，介词up有向上之意，介词down则有“往下”之意。如：
The cat is running up the tree.猫正往树上爬去。
The dogs are running down the hill.狗正从山上跑下来。
这三个词还可用作副词，意为“向前”，如：
The farm is about 30 metres along.农场大约在前面30米远处。
Please walk down. Don ' t come up.请往前走，别朝这儿来。
教学设计示例
Lesson 21
Period: The First period
Content: Lesson 21
Properties: Map, recorder.
Teaching Objectives: Show places on the map; ask for and give directions in the simplest way.
Language Focus:
in front of, next to, on the left/right side, Thank you all the same.
Teaching Procedures:
I. Organizing the class
Greeting and a duty report.
II. Revision
Revise the language focus in the last unit.
Ⅲ. Leading - in
1. Make conversations with several students, like
Teacher: Excuse me. Where’s the nearest …?
Excuse me. How far is ××× (an important place near school)?
Is there ××× near our school?
Students: Answer with the help of the teacher
Teacher: Thank you very much.
Thank you all the same.
2. (To students) Are you good at distinguishing directions? Are you always ready to help someone who can’t find his way?
Ⅳ. Practice
1. Look at the picture in the book and ask students to work in pairs to practise showing places, using prepositional phrases like “next to, in front of, behind, outside and on the left/right side”
eg. There’s a school next to the supermarket. In front of/behind the school, there’s a market.
2. Call 3 pairs to say out their dialogues.
V. Teaching dialogues
1. Show students some maps and ask them for directions, using the patterns in the book.
Excuse me. Where’s the nearest ×××?
2. Listen to the tape.
3. Read the dialogue in the book
4. Game: Which place is it?
(With the help of a map, on which some places are marked).
One student describes the location, asks other students to guess the place.
Ⅵ. Consolidation
Go over the lesson.
Ⅶ. Exercises in class
Fill in the blanks
1. There’s a cinema next ____ the shop.
2. ____ the left side of the room, there’s a desk.
3. －I’m sorry I can’t help you. －_____________.
4. Please come to the front and stand ____________ the class.
Key: to, on, Thank you all the same, in front of.
Complete the dialogue
A: ________ _______, where is the nearest police station, please?
B: I’m _______, I don’t know. Please ________ that man.
A: Thank you _______ ________ _______. Excuse me, where is the police station, please?
C: _______ over there, next ________ the post office.
A: Thank you ________ _______.
C: Not ________ _______.
Key: Excuse me, sorry, ask, all the same, It’s, to, very much, at all.
Ⅷ. Homework
Make 2 dialogues asking for directions (draw maps).
Ⅸ. The design of the blackboard
Lesson 21
Where’s …?
It’s next to the …/in front of the … /behind the … /outside the…/ on the left/ right side.
教学设计示例
Lesson 22
Teaching Objectives: Dialogues of asking for and giving directions.
Properties: Tape recorder, Map, Overhead projector
Language Focus:
Asking for directions: Is there a bank near here?
Where’s the nearest hospital, please?
Giving directions: Go along this road.
Take the first turning on the right.
It’s about a hundred metres along on the left.
It’s about 6 kilometers along.
Expressing needs: He needs some help.
You take a number 16 bus.
which number do I take?
You’d better (not) ask sb. for sth.
Teaching Procedures:
I. Organizing the class
Greetings and a presentation.
II. Revision
Revise the ways of asking for and giving directions in a simple way.
III. Leading - in
The teacher asks several students the directions to some places near school, using different ways of asking for directions. Ask sb to give directions.
Excuse me. Where’s the people’s Hospital?
Could you tell me the way to Beijing zoo, please?
Excuse me, which is the way to Purple Bamboo Park?
Is there a Macdonald’s near here?
VI. Practice
1. Show ways of asking for and giving directions on a flashcard.
2. Groupwork: Sb work in groups to ask for and give directions.
3. Act out
X. Listen and read
1. Listen and read through the dialogues.
2. Get students to practise the dialogues in the book.
3. Use a map to ask students to practise asking for and giving directions.
XI. Exercises in class
1. A: Excuse me. Which is the____ to East Park, please?
B: Let me see. Er, walk ____ this road and ____ right. Go ____ until you____ the end. You’ll find the park in front of you.
2. A: Excuse me. Can you give me ____ to the post office, please?
B: Sure. Go ____ this street and ____ right. Then you’ll see a tall building. That’s the ____, and it s between the zoo ____ the fruit shop. You can’t ____ it.
A: Is it ____ from here?
B: No, it s quite near. It’ll only ____ you about 10 minutes if you walk there.
A: Thanks a lot.
B: You’re welcome.
3. Rewrite the sentences as required.
(1)Walk along this road. (1 - 5 同义句)
______ ______ this road.
(2)Take the fifth turning on the left.
_______ left _______ the fifth turning.
(3) I can get to the zoo by bus.
I can ______ a bus ______ the zoo.
(4) My father is going to Beijing by air tomorrow.
My father _______ _______ to Beijing tomorrow.
(5) She needn’t clean the room every day.
She _______ _______ to clean the room every day.
(6)The park is about 6 kilometres away. (对画线部分提问)
______ ______ is the park?
(7)You will take a No.6 bus. (同上)
______ ______ shall I ______?
(8) Mr. zhang needs some help. (改一般疑问句)
______ Mr. zhang ______ ______ help?
Key:
1. way, along/down, turn, on, reach
2. directions, along/down, turn, post office, and, miss, far, take.
3.(1) Go along (2) Turn, at (3) take, to@ will fly (5) doesn't have (6) How far (7) Which bus, take (8) Does, need any
XII. Homework
Make a dialogue asking for and giving directions.XIII. The design of the blackboard
Lesson 22
know the way take the …turning
need some help a hundred metres along… away
ask …for help
教学设计示例
Lesson 23
教学目标：
1．使同学熟练掌握本课表示地点的介词词组和重点词汇。
2．使同学掌握本课阅读材料的内容，并能模仿课文表演游戏。
教具：Picture, recorder and coin
教学过程：
Step 1Revision
(1) Dictation
(2) 学生表演问路对话。情景：老奶奶第一次进城找不到儿子的家。她该怎么办？学生可以准备一根拐杖和一条毛巾办成老奶奶的样子。学生参照第22课的问路修改：
Granny故做四周环视状。
The boy: Hello, granny. Can I give you some help?
Granny: I want to go to the bus stop. I want to go to see my son. But I don’t know the way.
The boy: Don’t worry! granny. I can help you. I know the city well. Where is the address?
Granny: I lost it. I just remember there is a post office behind the apartment.
The boy: Oh. The post office is not near from here. You can catch the number3 bus. Go along this road, turn right at the second corner and then you will see the bus stop. The bus will take you to the post office. The apartment is behind it.
Granny: It is very kind of you.
The boy: It is my pleasure. Bye bye.
Step 2 Leading-in
1. Ask students to raise their hands.
Those sit in the front/middle/back rows.
Those sit on the left/in the middle/on the right.
2. Ask 3 students to express their positions in class/with the teacher’s help, if necessary.
eg. I sit in the front row, on the left, between ×× and ×××.
3.Guess game: Who’s my best friend?
A student talks about the position of his/her best friend and asks others to guess the friend’s name.
Step 3 Presentation
Part 1 Ask and answer
(1) 教师通过图片向学生介绍相关介词短语的用法。并进行操练。
(2) Read out the dialogue.
(3) 创设情景：教师可以提前在教室里准备一些表示地点的卡片。如动物园，天安门，北海等，标上英文名字。放在教室的不同方向，组织学生练习如：
Where is the Beijing zoo?
It is in the front row. Is the Bei Hai Park on the left of the zoo? Yes, it is.
Part 2 Reading: Who has the coin?
1.默读课文判断正误
The teacher gives everyone of the students a coin.
The students like the game very much.
2. Call 6 students to the front of the class and give them instructions as the text says, and give the other students instructions.
3. Ask the students who are sitting to guess where the coin is, using questions, like:
Is it in your right/left hand?
4. (Books open) Ask students to go over the text silently and prepare to answer the comprehension questions.
5. The teacher asks sb to answer comprehension questions in the book.
阅读全文。并找出生词和不懂的地方。教师向学生讲解重点词汇和句字。
Step 4 Practice
教师组织学生分组在班上进行这个游戏，看那一组表演的完全按照是书上的介绍。对表现出色的组进行表扬。
Step5 Summary.
学生自己总结本课的重点词语。
Exercises in class
Fill in the blanks according to the passage.
One day, in the English class. Miss Dong asked 6 students to stand ____ the front of the class and put their hands ____ their backs. The students pass the coin given by the teacher ____ one ____ another. The other students keep their eyes ____ and guess who ____ the coin.
Key: in, behind, from, to, closed, has.
Choose the right answer.
( )l. Tom, just do it ______ your teacher tells you.
A. like B. as C. because D. when
( )2. Where ______ your best friend sit?
A. is B. do C. are D. does
( )3. Let’s play a game. First you must keep your eyes______, then _____ them.
A. close, open B. closed, opened C. close, opened D. closed, open
( )4. Where ______ the boy _____now?
A. is…stand B. is … standing C. does…stand D. does … standing
( )5. The coin goes from one to ______.
A. the other B. other C. others D. another
( )6. Could you pass the orange ______ me?
A. to B. at C. in D. from
( )7. You mustn’t ______ your books now.
A. looks at B. look at C. see D. look
( )8. Can you guess who ______ the coin?
A. does have B. does has C. is have D. has
( )9. Betty tells Katy ______ the ball.
A. catch B .catches C. catching D .to catch
( )10. Who sits next to ______?
A. us B. we C. our D. ours
Answers: l. B 2. D 3. D 4. B 5. D 6. A 7. B 8. D 9. D 10.A
Homework
1.Copy the words and the phrase.
2.让学生编写一个关于问路短剧The design of the blackboard
Lesson 23
Where do you sit?
Who has the coin?
学设计示例
Lesson 24教学设计方案
Teaching Objectives: Develop the four skills of listening, speaking, reading and writing, and revise the whole unit.
Properties: Tape recorder Overhead projector.
Language Focus:
Teaching Procedures:
I. Organizing the class Greetings and a presentation.
II. Listening 1. Ex. 1. 2. Read after the tape and make rules of pronunciation, stress and intonation. 2. Ex. 3. Listening practice. (1) Listen for the first time and catch the main idea. (2) Listen for the second time and finish the exercise of putting in the missing words. (3) Check the answer.
Ⅲ. Speaking 1. Map puzzles: read the maps on page iv and answer the questions in the book. 2. Pairwork: solve puzzles in the text in pairs. 3. Act out.
IV. Reading 1. (With books closed) Listen and repeat. 2. Read after the tape.
V. Writing 1. Read the passage in Ex. 6. 2. Make the possible dialogue. 3. Focus: find it +adj. +to do. eg. Vivi finds it exciting to be a model.
Ⅵ. Go over the checkpoint of Unit 6
Ⅶ. Exercises in class Translation. 1. 你最好卧床休息三天。 2. 请保持食品清洁。 3. 我们最好别告诉他这件事。 4. 不要向你妈妈要太多的零花钱。
Key: 1. You’d better stay in bed for 3 days. 2. Please keep the food clean. 3. We’d better not tell him about it. 4. Don’t ask your mother for too much pocket money. Complete the dialogue according to the map.
H: Blue sky Hotel B: bank C: supermarket
假设你在A处，一位外国朋友问你到蓝天宾馆如何走，请你根据地图所示，完成下列对话。
F: Excuse me, could you tell me ______?
C: Sure ______. Take ______. ______. They you’ll see the hotel. It’s ______.
F: Oh, it’s very ______. Which bus ______?
C: No. 9 bus. The bus stop is over there.
F: Thank you very much.
C: ______. Bye-bye.
Answers: the way to the Blue Sky Hotel; Go along Huanghai Street; the second turning on the right; Then go along East Road and take the second turning on the left; between the bank and the supermarket; far; shall I take; That's all right/You’re welcome.
Ⅷ. Homework
1. Make a dialogue between Mr. Yang and a policeman.
2. Revise the whole unit.
Ⅸ. The design of the blackboard
Lesson 24
Are you good at reading maps?
How can I get to the bus station?
First left and second right
探究活动
游戏：迷宫探宝
教师先将学生分成小组，每组选一名代表，各组其他同学有一张上面标有宝物的位置藏宝图。而代表手中的图上没有标有宝物的位置。注意每组宝物的位置不相同。要求代表在本组其他同学的帮助下找到宝物，代表用英语向其他同学寻求帮助，本组其他同学要用英语告诉宝物的位置但是不能让代表看到藏宝图。先找到宝物的组为胜。教师对于优胜者给予奖励。
最佳路线：
情景设计：Tom is a new student in our class. This is his first time to come to Beijing. 教师可以出示一张市区游览图让同学们为他设计一条最佳路线，看哪条路线最短最省时，却能参观到大多数的景点。然后组织学生用英语向Tom介绍自己设计的路线。设计的路线最合理的同学将受到奖励。
游戏：Is that the right place?
教师在黑板上出示一张地图上面标有出发地点，将学生分成若干组.每组七到八人，站成一排。发给每组最后一名同学一辆简单的玩具小汽车，发给每组第一名同学一张纸，上面标明要去的地点和去的路线，向第二名同学小声介绍要去的地点和路线。然后再向第三名同学介绍，直传到最后一名同学。这名同学在黑板上推动玩具小汽车，按听到的路线行驶到听到的地点。按照最初设计路线到达的组获优胜奖。
write a letter
写一封信给你的朋友，邀请他到你家来做客，向他介绍你新家的具体地址，并给他画一幅简单的路线图，能够用英文写出如何到你家。信的开头如下：My dear friend: hello, I haven't seen you for a long time. I am very busy recently. We just moved into a new house. Our house is nice and big. Would you like to come to my house? You had better…。You need…
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