資源簡介

Unit 8 Turn right at the second turning.
（Grammar focus 教學設計）
一、教材分析
教學內容
本課時包括Language in use中的Grammar focus部分，具體內容為：祈使句的句型及常見用法。
教學重點、難點
（1）教學重點
祈使句的基本句型及常見用法。
（2）教學難點
祈使句的用法。
二、教學目標
知識目標
（1）學會并能套用祈使句的基本句型
（2）學習祈使句的常見用法：
能力目標
（1）能套用祈使句的基本句型并熟練運用。
（2）能根據不同情境正確使用祈使句。
情感目標
了解正確使用祈使句的不同場合，培養學生日常生活中形成恰當使用語言的良好習慣。
三、教學步驟
Step One Lead-in
Check the homework in last period. Show the map of local city which mark the school and the nearest famous places. Ask Ss to talk about the route from the school to the famous places.
（設計意圖：檢查上一課時布置的作業，復習所學詞匯與句型。）
Ask Ss to read the text in Activity 9 altogether and translate the following sentences:
Let me show you my neighborhood. 讓我來介紹一下我家周邊的情況。
Go along Xinhua Road and take the second turn on the left, then you are on Fifth Avenue. 沿著新華路前行，在第二個路口左轉上第五大道。
If you are at the bus stop, go down the street and turn right at the traffic lights, you can see the mall right in front of you. 從公交站出發的話，沿街前行，見紅綠燈右轉就能看到購物中心了。
（設計意圖：翻譯這些祈使句，為學生學習祈使句的句型及用法做鋪墊。）
Step Two Language in use
Grammar focus. Ask Ss to read Grammar focus on P91, pay attention to the structure of the imperative sentences. Ss read aloud the example sentences altogether.
Structure:
Affirmative sentence: V. +（+賓語）+其它成分
eg. Have a seat.
Sit down, please
Negative sentence: Don’t + V.（+賓語）+其它成分
eg. Don’t go there.
Don’t stop here.
Usage:
祈使句的作用是要求、請求或命令、勸告、叮囑、建議別人做或不做一件事，可以表示發出命令或指示，提出要求、建議、勸告等的句子。祈使句中的主語常常被省去。
表示命令
eg. Stand up!
Keep Silent!
表示請求
eg. Please wait for me!
Open the door, please!
表示禁止
eg. No parking!
Don’t stop here.
表示勸阻
eg. Listen to the teacher!
Have a rest!
（設計意圖：通過祈使句的介紹及例句，了解祈使句的基本句型。）
Ask Ss to find out the imperative sentences in the text in Activity 9. Instruct Ss to attend to the structure.
Let me show you my neighborhood.
Go along Xinhua Road and take the second turn on the left …
… go down the street and turn right at the traffic lights …
（設計意圖：讓學生在課文中找出祈使句，進一步熟悉祈使句的基本句型。）
Activity 12. Read and choose. Ask Ss to do Activity 12. Check the answers and ask the reason why Ss choose so.
（設計意圖：通過學生完成有關祈使句的練習，進一步明確祈使句是以動詞原形開頭這一基本特征。）
More examples.
Give more examples and ask Ss to think about when and how we used the imperative sentence. Explain the usage of imperative sentence by giving more examples if necessary.
e.g. Use your head. 動動腦筋。（表勸告）
Be careful! 小心！（表勸告）
Let’s have a rest. 我們休息一會兒。（表建議）
Don’t shout at me! 別對我吼！（表命令）
Explain the structure of the imperative sentences. Emphases that the negative structure should formed by adding Don’t in front of the sentence.
Affirmative sentence: Use your head. / Be careful! / Let’s have a rest.
Negative sentence: Don’t shout at me!
Ask Ss to classify the imperative sentences on P91 into affirmative and negative sentences.
Go along the street. Turn left at the first turn.
Take the second turn on the right. Open the door and sit down, please.
Hand me the read book, please. Press the start button on the coffee machine.
Be more careful next time. Don’t smoke here. Don’t do so foolish.
（設計意圖：給出更多例子讓學生對祈使句的句型結構有進一步的認識和了解。）
Activity 13. Read and complete.
Ask Ss to read the sentences on the left, try to understand the meaning of these sentences. Instruct Ss to understand the sentences on the left refer to the situations and the sentences on the right are imperative sentences.
Ask Ss to read the sentences on the right, think about the imperative sentences usage, then do Activity 13 with Q: What should I say when someone …
What should I say when someone is full
What should I say when someone wants to know the way to the nearest supermarket
What should I say when someone think the project is quite hard
What should I say when someone wants to read an article loudly
What should I say when someone think it is going to rain tomorrow
Ask Ss to match the sentences on the left with the imperative sentences on the right. Check the answer with them.
(Keys: 1-e 2-d 3-b 4-c 5-a)
（設計意圖：引導學生關注祈使句使用的情境，進一步了解祈使句的用法。）
Step Three Production：Activity 14. Talk and create.
Show the imperative sentences in the text in Activity 9 once more. Instruct Ss that we may use imperative sentences when we direct the way.
（設計意圖：加深對祈使句用法的了解，為下一步練習做準備，鞏固祈使句的句型及用法。）
Divide Ss into groups and show the map on P92. Each group fills the blanks in the map by discussion. Exchange the maps of each group to a different group. Make sure that each group has two maps: one is a full map without blanks, the other is the map with blanks. Ask Ss to list the names of the places in the maps.
（設計意圖：分組并交換地圖，為練習對話做準備，以進一步鞏固學生所學句型和用法。）
Ss work in pairs to complete Activity 14, play role in the class and check the answer with the full map.
A (with the blank map and the list): Asking the way with the list and fill in the blanks on the map according to the description of B. The following questions may be used:
How can I get to … /Where is … /Can you show me the way to …
B (with the full map): Directing the way with imperative sentences. The following questions may be used:
Walk along the road and …
You can walk out and turn left/right on … road, then walk along the road.
Go along … and take … turn on the left/right, then you are on …
Go down the street and turn right/left at the traffic lights.
It’s about … minutes’ walk.
（設計意圖：結合本單元所學句型，練習使用祈使句，以檢查學生對所學內容的掌握情況。）
Step Four Summary
Ask Ss to make a short summary of what Ss have learned in this period.
Imperative sentences structures.
Assertive sentence: V. +（+賓語）+其它成分
Negative sentence: Don’t + V.（+賓語）+其它成分
Imperative sentences usage.
祈使句的作用是要求、請求或命令、勸告、叮囑、建議別人做或不做一件事,可以表示發出命令或指示，提出要求、建議、勸告等的句子。祈使句中的主語常常被省去。
（設計意圖: 總結回顧本堂課所學內容，加深印象。）
Step Five Homework
Exchange the maps with other group. Work in pairs on Activity 14.
Complete the part “multiple choice” in the workbook.
（設計意圖: 課后進一步練習鞏固本堂課所學內容。）
四、板書設計
Go along the street. Turn left at the first turn.Take the second turn on the right. Open the door and sit down, please.Hand me the read book, please.Press the start button on the coffee machine.Be more careful next time. Don’t smoke here. Don’t do so foolish. Affirmative sentence: V. Negative sentence: Don’t + V.Unit 8 Turn right at the second turning.
Lead-in + Listening and speaking教學設計
一、教材分析
教學內容
本課時包括Lead-in & Listening and speaking兩部分，具體內容為：復習指引方向與位置的詞匯與短語，聽懂并掌握問路與指路的簡單對話，能準確地表達相應位置并根據交通方式確定達到時間。
教學重點、難點
（1）教學重點
復習指引方向與位置的詞匯與短語；聽懂問路與指路的句型；聽懂問路與指路的簡單對話，準確地表達相應位置并根據到達方式確定所花費的時間。
（2）教學難點
進行問路與指路的簡單對話，準確指引或表達位置。
二、教學目標
知識目標
（1）學習并識記指引方向及位置的詞匯與短語，如：
turn right/left (at … ) go straight/along … go across take … turning
next to across from in front of between … and… on the Fifth Avenue
（2）學會并能套用問路與指路的句型，如：
Is there a … nearby There is a … on … Street/Avenue.
How can I get there Go along …, turn left at … turning. You can see the … on your right/left, next to the …
How far is it It takes you … minute(s) to … You can also take No. … bus.
Where is … … is in front of …, right over there.
能力目標
（1）能聽懂關于問路與指路的對話。
（2）能準確地表達相應位置并根據到達方式確定所需時間。
（3）能記住指引方向及位置的相關詞匯與短語，并熟練運用于問路與指路的句型中。
情感目標
（1）讓學生了解問路及指路的方法，培養學生樂于助人的良好品質。
（2）培養學生形成良好的英語學習策略，提高他們對英語學習的興趣。
三、教學步驟
Step One Lead-in
Ask Ss to read the title of this unit and guess what will be learned in this unit. Elicit the topic of this unit to the Ss.
（設計意圖：通過本單元的題目引入本單元的話題，讓學生了解本單元所涉及的內容。）
Activity 1. Look and match.
Show the pictures in Activity 1 on PPT (without the phrases outside the diamond lattices). Ask students to tell the directions according to the arrows. Then give the phrases about the directions of the arrows according to what Ss talk about. Write the key words and phrases and ask students read aloud if necessary. Show the key words and phrases of directions by drawing arrows on a map and show the traffic points or places by circling the points on the pictures:
Key words:
right left turning across along straight traffic light crossroads
Key phrases:
turn right/left (at … ) go straight/along … go across take … turning
（設計意圖：復習指引方向的相關短語，為完成后面的聽、說、讀、寫等活動做詞匯準備。）
Ask students to classify the phrases with go and take, match the pictures with the phrases in the middle diamond lattices on P86. Ask Ss to write them on the blackboard, then check the answer.
go straight: go across the road, go along Bridge Street
take turning: turn right at the traffic light, turn left at the crossroads, take the second turning, turn right
（設計意圖：學習歸類的方法，培養學生形成良好的學習策略。）
Activity 2. Look and choose.
Ss read the sentences in Activity 2. Underline the prepositions and ask Ss to show or express the meaning to make sure Ss understand these preposition.
next to across from in front of between … and … on
Show the pictures. Ask Ss to say something about the pictures by filling in the blanks of the following, then S match these sentences with the pictures to complete Activity 2.
Picture 1: The bank is ________ the library.
Picture 2: The bank is between ________ and ________.
Picture 3: The bank is ________ the library.
Picture 4: The bank is ________ the bus stop.
Picture 5: The bank is on ________.
(Keys: across from; the library … the florist; next to; behind; the Fifth Avenue)
For more questions: Ask Ss to compare the difference if the Ss may find out the opposite.
What’s the difference between the sentences above with the sentences on the textbook (behind — in front of)
（設計意圖：鞏固表達位置的詞匯，為完成后面的聽、說、讀、寫等活動做好鋪墊。）
Step Two Listening and speaking
Activity 3. Listen and circle. Play the audio of Dialogue 1. Ss listen to the dialogue 1 and circle the pictures in Activity 3. Check the answer with the typescripts by asking Ss.
（設計意圖：先就對話內容有一整體印象，然后再聽對話，了解大意，為理解對話內容做相應準備。）
Activity 4. Listen and choose.
Ask Ss to read Activity 4. Remind Ss to pay attention to the location of the supermarket and the way the man will take to the supermarket. Then play the audio once more and ask Ss to do Activity 4. Check the answer, play again if necessary.
（設計意圖：進一步聽懂對話部分細節，了解對話內容，培養學生聽細節的聽力技巧。）
Ss read the similar dialogue (Dialogue 2) in Activity 6. Play the audio once more and ask Ss to compare the difference. Ss underline the differences and fill in the blanks according to the audio. Check the answer with Ss as the following form by filling in the blanks:
Dialogue 1 (Activity 3-5) Dialogue 2 (Activity 6)
I’d like to buy some food for my wife. I’d like to buy some chocolate for my son.
There is a supermarket on Bridge Street. There is a supermarket on Troy Street.
It only takes you 10 minutes to walk there. It only takes you 20 minutes to walk there.
You can also take No. 15 bus. You can also take No. 8 bus.
（設計意圖: 找出對話的細節差異，培養學生聽細節的聽力技巧。）
Activity 5. Listen and fill.
Ask Ss to read Activity 5 and pay attention to the details of location and time. Then play the audio (Dialogue 2) again, ask Ss to do Activity 5. Check the answer, play once more if necessary or find the answer in the typescripts in Activity 6.
（設計意圖: 聽懂對話細節，了解對話的細節，培養學生聽細節的聽力技巧。）
Activity 6. Listen and repeat.
Play the audio of Dialogue 2. Ask Ss to read after the audio sentence by sentence and pay attention to imitate the tone of the audio. (Or read after the teacher if necessary.) Then Ss read altogether by themselves.
（設計意圖: 通過逐句跟讀與集體朗讀，訓練學生正確的語音語調，培養學生模仿英美原音語音語調的學習習慣。）
Ask Ss to find out the sentence patterns about asking and directing the way in the dialogue, then read aloud and mark these sentence patterns on their textbooks if necessary.
Asking the way Directing the way
Is there a … nearby There is a … on … Street/Avenue.
How can I get there Go along …, turn left at … turning. You can see the … on your right/left, next to the …
How far is it It takes you … minute(s) to … You can also take No. … bus.
Where is … … is in front of …, right over there.
（設計意圖: 通過讓學生自己發現問路與指路的句型，訓練學生的歸納能力，培養學生自主學習的能力。）
Give more examples to make sure Ss understand the expression:
It takes you … minute(s) to …
e.g. It takes about half an hour to get to the airport.
It’ll take about three days to repair my car.
It took them quite a long time to examine her passport.
Activity 7. Practice and talk. Show a map of your school. Ask Ss to find out the restaurant, then do Activity 7, use the phrases in both Activity 6 and 7.
（設計意圖: 練習問路與指路的句型，進一步鞏固所學詞匯與句型。）
Step Three Production
Practice. Ask Ss to find more places in the map of the school to practise asking and directing the way, use the patterns and phrases in this unit as much as possible. Show the sentence patterns above if necessary.
（設計意圖: 通過進一步練習，鞏固并檢測學生本堂課所學詞匯與句型。）
Practice. Show a map of local city. Ask Ss to complete the following assignments:
Find out some famous places. Mark these famous places with stars.
Make dialogue with their partner about a foreigner asking the way to the famous places.
Try to perform the dialogue in pairs on asking and giving directions, use the vocabulary and sentence patterns in this period as possible as they can. (One may perform a foreigner and the other may give help for him.)
（設計意圖: 通過模擬表演練習，讓學生本堂課所學詞匯與句型能夠遷移到日常生活中，同時訓練學生口頭表達能力，并培養學生樂于助人的好習慣。）
Step Four Summary
Make a short summary of what we’ve learned in this period.
Key vocabulary:
right left turning across along straight traffic light crossroads
turn right/left (at … ) go straight/along … go across take … turning
next to across from in front of between on the Fifth Avenue
Sentence Patterns for asking and giving directions:
Is there a … nearby There is a … on … Street/Avenue.
How can I get there Go along …, turn left at … turning. You can see the … on your right/left, next to the …
How far is it It takes you … minute(s) to … You can also take No. … bus.
Where is … … is in front of …, right over there.
（設計意圖: 總結回顧本堂課所學內容，加深印象。）
Step Five Homework
Copy and remember the vocabulary in the summary of this period.
Make a dialogue about a foreigner asking the way to the famous places in your city. Try to perform asking and directing the way with your partner.
3. Complete the parts “Language application” and “Complete the dialogue” in the workbook .
（設計意圖: 課后進一步練習鞏固本堂課所學內容。）
四、板書設計
Phrases:turn right/left (at … )go straight/along …go acrosstake … turning next toacross fromin front of betweenon the Fifth Avenue Sentence patterns:Asking the way Directing the wayIs there a … nearby There is a … on … Street/Avenue.How can I get there Go along …, turn left at … turning. You can see the … on your right/left, next to the …How far is it It takes you … minute(s) to … You can also take No. … bus.Where is … … is in front of …, right over there.Unit 8 Turn right at the second turning.
（Reading and writing 教學設計）
一、教材分析
教學內容
本課包括Reading and writing部分，具體內容為：閱讀關于社區周圍主要場所位置及到達這些場所的方式及路線的短文，能夠讀懂短文所描述的內容并根據短文描述在地圖上找到相應場所的位置，能夠寫出自己家到社區這些場所的路線、交通方式、距離及位置。
教學重點、難點
（1）教學重點
學習描述某一地點的位置、路線及交通方式的詞匯與短語；讀懂關于社區周圍各主要場所的位置及到達所用交通方式、距離及路線的短文；根據短文的描述在地圖上找到相應場所的位置；仿照短文寫出社區周圍這些場所的位置及自己家到這些場所的路線、距離及交通方式。
（2）教學難點
仿照短文寫出社區周圍這些場所的位置及自己家到這些場所的路線、距離及交通方式。
二、教學目標
知識目標
（1）學習描述路線、交通方式、距離及位置的詞匯與短語，如：
in the south of far from get to walk out walk along on the right side
within walking distance on the playground be easy to find on the left/right
in the neighborhood be convenient for sb. to do sth. at the traffic lights
（2）學會并能套用問路與指路的句型，如：
You can walk out and turn left/right on … road, then walk along the road.
Go along … and take … turn on the left/right, then you are on …
Go down the street and turn right/left at the traffic lights
It’s about 10-minute-walk.
能力目標
（1）能讀懂關于社區周圍各主要場所的位置及到達所用交通方式、距離及路線的短文。
（2）能根據短文的描述在地圖上找到相應場所的位置。
（3）能仿照短文寫出自己所住社區周圍這些場所的位置及自己家到這些場所的路線、距離及交通方式。
情感目標
（1）讓學生掌握描述某一地點的位置、路線、距離及交通方式的方法，培養學生樂于助人的正確態度。
（2）培養學生在日常生活中運用英語的習慣，提高他們對英語學習的興趣。
三、教學步驟
Step One Lead-in
Show the map of local city. Ask Ss to perform the dialogue about asking and directing the way which they have completed in their homework of last period.
（設計意圖：檢查上一課時布置的作業，復習所學詞匯與句型。）
Show the same map of the city. Make and tell the Ss the route from the school to the community of the teacher’s. (Write route and community on the blackboard and explain the words if necessary.) Then ask Ss to plan a route from the school to their community.
（設計意圖：用同樣一幅地圖，通過上一課時的詞匯和句型對前往某地的線路進行描述，引入本課時即將學到的內容，為閱讀短文掃除一些障礙。教師提供的范例，為降低后面任務完成的難度做了鋪墊。）
Activity 8. Tick and think. Ask Ss to show their route to the class. Q: How do you usually direct the way from your school to your community Ss do Activity 8. Conclude the main idea after Ss tell their answers. Add the distance in the content.
（設計意圖：讓學生對談論關于前往某地路線的內容進行思考和總結，為閱讀任務的完成進行準備，同時培養學生的歸納能力。）
Step Two Reading and writing
Activity 9. Read and underline.
Ss go through the text in Activity 9 on P90 quickly and mark the new words. Write the new words on the blackboard. Ask Ss to read aloud and pay attention to the prepositions. Explain them with more examples if necessary.
in the south of far from get to walk out walk along on the right side
within walking distance on the playground be easy to find on the left/right
in the neighborhood be convenient for sb. to do sth. at the traffic lights
① in the south/north/west/east of (Compare with on the south of and to the south of by mark the cities on the map of PRC.)
eg. Chengdu is in the northwest of Sichuan. (in the inner part)
Chongqing is on the east of Sichuan. (bounds on Sichuan)
Shanghai is to the east of Sichuan. (further than Sichuan)
② within walking distance
eg. The school is within walking distance of my house (= you can walk there easily).
Everything is within walking distance.
③ be convenient (for sb.) to do sth.
eg. It is very convenient to pay by credit card.
it was more convenient to eat in the kitchen.
（設計意圖：先就短文內容有一整體印象，掃清生詞障礙，為理解短文內容做準備。）
Ss read the text, underline the walking route, means of transportation and location.
You can walk out and turn left/right on … road, then walk along the road.
Go along … and take … turn on the left/right, then you are on …
Go down the street and turn right/left at the traffic lights
It’s about 10-minute-walk.
（設計意圖：了解短文大意，初步理解短文，能就所需信息搜索相關內容，培養學生搜索關鍵信息的閱讀技巧。）
Ask Ss to tell what they have underlined and list the phrases about the information in the text on walking route, distance and means of transportation and location on the blackboard. Then check the answer.
Walking route Distance and means of transportation Location
walk out and turn left on Xinhua Roadwalk along the roadgo along Xinhua Roadtake the second turn on the leftgo down the streetturn right at the traffic lights It's about a 10-minute-walk. in the south of Chengdunot far fromon the right sidewithin walking distanceyou are on Fifth Avenueat the bus stop
（設計意圖：了解短文細節，進一步理解短文，通過學生搜索相關細節的過程，培養學生分類歸納能力。）
Activity 10. Read and complete.
Ask Ss to look at the community map in Activity 10, then read the text in Activity 9 once plete the Activity 10 by Ss themselves.
Shows four cards: Middle school, Supermarket, Post office, Bookstore, Mall. Ask Ss to put the cards in the blanks. Help Ss to check the answer.
Ss read the text aloud altogether.
（設計意圖：通過填圖檢測學生對短文的理解程度，配合齊聲朗讀，進一步熟悉短文中表示位置、路線的詞匯和短語。）
Activity 11. Think and write
Ask Ss to draw a map of the community of themselves, mark the community and the nearest large places and draw the route from their community to these places.
Ask Ss to talk about the route in pairs with the question of the following, then complete Activity 11 on P91.
How can I get to …
Where is …
Can you show me the way to …
（設計意圖: 通過學生以書面及口頭形式描述自己所住社區前往附近某場所的路線，進一步鞏固并檢測所學詞匯與句型。）
Step Three Production
Show the map of the community which the teacher lives. Your community and the nearest large places has been marked with stars on the map. Hand out the copy of the map to Ss. Ask Ss to draw the rout from the community to these places.
Ask Ss to write down the route from the community to these places in their own maps, then talk about the route in pairs with questions in Activity 11 above.
Ask Ss to read aloud what they have written about the route in the class, ask another student to draw the route according to the former’s talking in order to check whether others can find the places or not.
（設計意圖: 學生以書面及口頭形式描述教師所住社區前往附近某場所的路線，鞏固并檢測所學詞匯與句型。）
Step Four Summary
Make a short summary of what Ss have learned in this period.
Key vocabulary:
in the south of far from get to walk out walk along on the right side
within walking distance on the playground be easy to find on the left/right
in the neighborhood be convenient for sb. to do sth. at the traffic lights
Sentence Patterns for asking and giving directions:
You can walk out and turn left/right on … road, then walk along the road.
Go along … and take … turn on the left/right, then you are on …
Go down the street and turn right/left at the traffic lights.
It’s about 10-minute-walk.
（設計意圖: 總結回顧本堂課所學內容，加深印象。）
Step Five Homework
Copy and remember the vocabulary in the summary of this period.
(Show the map of local city which showed in last period.) Find out the nearest famous places, draw the route from the school to the famous places. Write down the route and talk about the route in pairs with the following questions:
How can I get to …
Where is …
Can you show me the way to …
3. Complete the part “Reading” in the workbook
（設計意圖: 課后進一步練習鞏固本堂課所學內容。）
四、板書設計
Phrases:in the south of far from get to walk out walk along on the right sidewithin walking distance on the playground be easy to findon the left/right in the neighborhoodbe convenient for sb. to do sth.at the traffic lights Sentence patterns:You can walk out and turn left/right on … road, then walk along the road.Go along … and take … turn on the left/right, then you are on …Go down the street and turn right/left at the traffic lights.It’s about 10-minute-walk.Unit 8 Turn right at the second turning.
（Vocabulary practice 教學設計）
一、教材分析
教學內容
本課包括Vocabulary practice及Supplementary Reading部分，具體內容為：復習本單元詞匯與短語的用法，完成相關練習；閱讀拓展閱讀中的短文，能夠讀懂文章內容并完成相關閱讀練習。
教學重點、難點
（1）教學重點
復習本單元詞匯與短語的用法，完成相關練習；閱讀拓展閱讀中的短文，能夠讀懂文章內容并完成相關閱讀練習。完成同步練習中相對應的練習。
（2）教學難點
讀懂拓展閱讀中的文章內容并完成相關閱讀練習。
二、教學目標
知識目標
（1）熟記本單元有關問路與指路的詞匯與短語。
（2）學習拓展閱讀短文中出現的詞匯和短語，如：
instead, confused, show sb. the way, be familiar with, tell the direction, in ancient times, point out directions
It seems that …, It’s hard/difficult to do sth., It is easy for sb. to do sth.
能力目標
（1）復習本單元詞匯與短語及祈使句的基本用法，能熟練運用這些詞匯及句型，完成相關練習。
（2）能讀懂拓展閱讀中的短文并完成相關閱讀練習。
情感目標
了解不同地區在指路表述方面的差異，培養學生尊重文化差異的意識以及運用英語幫助他人的良好習慣。
三、教學步驟
Step One Lead-in
Check the homework in last period. Show the maps with blanks and the places list. Ask Ss to work in pairs on Activity 14 and direct the way with imperative sentences. Ask and answer with the following patterns:
Questions:
How can I get to … /Where is … /Can you show me the way to …
Answers:
Walk along the road and …
You can walk out and turn left/right on … road, then walk along the road.
Go along … and take … turn on the left/right, then you are on …
Go down the street and turn right/left at the traffic lights.
It’s about … minutes’ walk.
（設計意圖：檢查上一課時布置的作業，復習所學內容。）
Ss read the words and expressions on P94-95 after the teacher, then read in groups or altogether.
（設計意圖：進一步熟悉本單元所學詞匯與短語，鞏固所學內容。）
Step Two Vocabulary practice
Activity 15. Look and match.
Ss read the sentences below the pictures and get their meaning, then match them with the pictures of transportation signs.
Keys: a-5 b-1 c-6 d-2 e-3 f-4
（設計意圖：通過交通標識，復習祈使句。）
Activity 16. Read and match.
Ask Ss to read the explanation and get their meaning, then match the words on the left.
Keys: a-3 b-4 c-1 d-2
（設計意圖：讓學生先讀釋義再進行搭配，復習本單元詞匯，鞏固詞義。）
Activity 17. Read and complete.
1) Ask Ss to read the words on the left. Explain the meaning and do Activity 17 according to the context.
around the corner turn left by the roadside go along the road
pass the third building on your right
（設計意圖：引導學生關注介詞與動詞后通常所搭配的詞匯，復習本單元指路的介詞短語和動詞短語。）
2) Ss read the phrases in the block and tell the meaning of these phrases.
3) Ask Ss to read the sentences and fill in the blanks according to the context, then translate them into Chinese.
Keys:
1. between, and 2. Go down 3. far from
4. on the left side 5. at the traffic lights 6. by bus
（設計意圖：通過理解短語意思，能夠在句子中運用。）
Step Three Supplementary Reading
Ss read the passage, underline the new words and get the meaning from the word list. Explain the meaning if there are still new words.
instead, ask for the direction, confused, show sb. the way, be familiar with, tell the direction, in ancient times, point out directions
It seems that …, It’s hard/difficult to do sth., It is easy for sb. to do sth.
show sb. the way
eg. The assistant will show you the way.
The policeman showed me the way to the railway station.
ask for /tell / point out the direction
eg. I asked for the direction to Tiananmen Square.
He tell the direction quite clearly.
She point out the direction for the foreigner.
be familiar with
eg. Are you familiar with the computer software they use
I had been familiar with the city since my childhood.
It is hard/difficult/easy (for sb.) to do sth.
eg. It's hard for old people to change their ways.
It's difficult for them to get here much before seven.
It's easy for you to tell me to keep calm
（設計意圖：通讀短文，熟悉生詞，掃清閱讀障礙。）
Ss read the words and phrase in the word list on P97 after teacher, then read first in groups then together.
（設計意圖：熟悉拓展閱讀中的生詞，為進一步閱讀短文做鋪墊。）
Ss read the sentences of Read and decide, then read the passage once more and decide true or false by giving the reason to the class after reading.
Keys: FTTF
（設計意圖：學生帶著問題閱讀文章，理解短文。）
Ss read the sentences of Read and answer, then read the passage the third time and answer the questions.
Keys:
No, it isn’t. It’s difficult for me to tell direction, especially in a building.
The cities in south were built by the mountains or rivers.
They give direction with “Go west” or “Go east”.
（設計意圖：對文章的細節進行了解，進一步理解短文。）
Step Four Summary
Ask Ss to make a short summary of what Ss have learned in this period.
Key words and phrases:
instead, confused, show sb. the way, be familiar with, tell the direction, in ancient times, point out directions
It seems that …, It’s hard/difficult to do sth., It is easy for sb. to do sth.
Imperative sentences usage.
（設計意圖: 總結回顧本堂課所學內容，加深印象。）
Step Five Production
Ss do the exercises of Part I in Exercise Book on P53-54. Make comments after Ss complete.
（設計意圖：完成本單元的練習，進一步鞏固本單元所學內容。）
Step Five Homework
Complete the part “Translation” in the workbook.
（設計意圖: 課后進一步練習鞏固本堂課所學內容。）
四、板書設計
instead confusedshow sb. the way be familiar with, tell the direction in ancient timespoint out directions It seems that …It’s hard/difficult to do sth.It is easy for sb. to do sth.
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