Language goalThis 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.

1b 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(录音稿)

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.

1C 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(进展情况). 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.

教学后记：

教学方法有问题?

教了这么多年的英语，总幻想有一种方法，能让学生轻轻松松把英语学好。哪怕自己多浪费点时间。有时想来，自己的教学效率实在是太低了，每天不分上课上自习，都是一个样。也就是说在不误课的情况下，我的教学时间应该是学校规定时间的两倍，然而教学的效果却很不理想。每天看着自己的队伍步履蹒跚的前行，自己不由的怀疑自己的教学方法。

与此同时，这段时间由于我在学生每天记十个词前，先领读他们一遍，再分开音节，讲一讲英语的拼读规则，发现学生的记忆效率大大的提高，这更让我有理由怀疑自己的教学方法是不是不适合学生的实际?

吃早饭时突发“奇想”，是不是给学生一点时间，让他们把每单元几句重点句背下来更好呢?单词需要积累，这点勿容置疑。对于我们的学生来说，典型句子同样需要积累。句子背下来，在用的时候就可以举一反三，就像语文中背范文一样。对于我们我们这些基础较差的学生来说，他们在交际时需要模仿，在他们的记忆库中贮存就是十必要的。当然，如果学生能够在课堂上用英语去表达的话，说明这些典型的句子他们已经掌握。但现实的情况是，这种方法更容易适用于尖子生，或者基础较好的学生，很多学生只是充当的观众。

让学生死记硬背是不对的，但不让学生背也是不对的。

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(录音稿)

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.