资源简介

Unit 8 Turn right at the second turning.
（Grammar focus 教学设计）
一、教材分析
教学内容
本课时包括Language in use中的Grammar focus部分，具体内容为：祈使句的句型及常见用法。
教学重点、难点
（1）教学重点
祈使句的基本句型及常见用法。
（2）教学难点
祈使句的用法。
二、教学目标
知识目标
（1）学会并能套用祈使句的基本句型
（2）学习祈使句的常见用法：
能力目标
（1）能套用祈使句的基本句型并熟练运用。
（2）能根据不同情境正确使用祈使句。
情感目标
了解正确使用祈使句的不同场合，培养学生日常生活中形成恰当使用语言的良好习惯。
三、教学步骤
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.
（设计意图：检查上一课时布置的作业，复习所学词汇与句型。）
Ask Ss to read the text in Activity 9 altogether and translate the following sentences:
Let me show you my neighborhood. 让我来介绍一下我家周边的情况。
Go along Xinhua Road and take the second turn on the left, then you are on Fifth Avenue. 沿着新华路前行，在第二个路口左转上第五大道。
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. 从公交站出发的话，沿街前行，见红绿灯右转就能看到购物中心了。
（设计意图：翻译这些祈使句，为学生学习祈使句的句型及用法做铺垫。）
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. +（+宾语）+其它成分
eg. Have a seat.
Sit down, please
Negative sentence: Don’t + V.（+宾语）+其它成分
eg. Don’t go there.
Don’t stop here.
Usage:
祈使句的作用是要求、请求或命令、劝告、叮嘱、建议别人做或不做一件事，可以表示发出命令或指示，提出要求、建议、劝告等的句子。祈使句中的主语常常被省去。
表示命令
eg. Stand up!
Keep Silent!
表示请求
eg. Please wait for me!
Open the door, please!
表示禁止
eg. No parking!
Don’t stop here.
表示劝阻
eg. Listen to the teacher!
Have a rest!
（设计意图：通过祈使句的介绍及例句，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 …
（设计意图：让学生在课文中找出祈使句，进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.
（设计意图：通过学生完成有关祈使句的练习，进一步明确祈使句是以动词原形开头这一基本特征。）
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. 动动脑筋。（表劝告）
Be careful! 小心！（表劝告）
Let’s have a rest. 我们休息一会儿。（表建议）
Don’t shout at me! 别对我吼！（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.
（设计意图：给出更多例子让学生对祈使句的句型结构有进一步的认识和了解。）
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)
（设计意图：引导学生关注祈使句使用的情境，进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.
（设计意图：加深对祈使句用法的了解，为下一步练习做准备，巩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.
（设计意图：分组并交换地图，为练习对话做准备，以进一步巩固学生所学句型和用法。）
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.
（设计意图：结合本单元所学句型，练习使用祈使句，以检查学生对所学内容的掌握情况。）
Step Four Summary
Ask Ss to make a short summary of what Ss have learned in this period.
Imperative sentences structures.
Assertive sentence: V. +（+宾语）+其它成分
Negative sentence: Don’t + V.（+宾语）+其它成分
Imperative sentences usage.
祈使句的作用是要求、请求或命令、劝告、叮嘱、建议别人做或不做一件事,可以表示发出命令或指示，提出要求、建议、劝告等的句子。祈使句中的主语常常被省去。
（设计意图: 总结回顾本堂课所学内容，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.
（设计意图: 课后进一步练习巩固本堂课所学内容。）
四、板书设计
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教学设计
一、教材分析
教学内容
本课时包括Lead-in & Listening and speaking两部分，具体内容为：复习指引方向与位置的词汇与短语，听懂并掌握问路与指路的简单对话，能准确地表达相应位置并根据交通方式确定达到时间。
教学重点、难点
（1）教学重点
复习指引方向与位置的词汇与短语；听懂问路与指路的句型；听懂问路与指路的简单对话，准确地表达相应位置并根据到达方式确定所花费的时间。
（2）教学难点
进行问路与指路的简单对话，准确指引或表达位置。
二、教学目标
知识目标
（1）学习并识记指引方向及位置的词汇与短语，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）学会并能套用问路与指路的句型，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.
能力目标
（1）能听懂关于问路与指路的对话。
（2）能准确地表达相应位置并根据到达方式确定所需时间。
（3）能记住指引方向及位置的相关词汇与短语，并熟练运用于问路与指路的句型中。
情感目标
（1）让学生了解问路及指路的方法，培养学生乐于助人的良好品质。
（2）培养学生形成良好的英语学习策略，提高他们对英语学习的兴趣。
三、教学步骤
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.
（设计意图：通过本单元的题目引入本单元的话题，让学生了解本单元所涉及的内容。）
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
（设计意图：复习指引方向的相关短语，为完成后面的听、说、读、写等活动做词汇准备。）
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
（设计意图：学习归类的方法，培养学生形成良好的学习策略。）
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)
（设计意图：巩固表达位置的词汇，为完成后面的听、说、读、写等活动做好铺垫。）
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.
（设计意图：先就对话内容有一整体印象，然后再听对话，了解大意，为理解对话内容做相应准备。）
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.
（设计意图：进一步听懂对话部分细节，了解对话内容，培养学生听细节的听力技巧。）
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.
（设计意图: 找出对话的细节差异，培养学生听细节的听力技巧。）
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.
（设计意图: 听懂对话细节，了解对话的细节，培养学生听细节的听力技巧。）
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.
（设计意图: 通过逐句跟读与集体朗读，训练学生正确的语音语调，培养学生模仿英美原音语音语调的学习习惯。）
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.
（设计意图: 通过让学生自己发现问路与指路的句型，训练学生的归纳能力，培养学生自主学习的能力。）
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.
（设计意图: 练习问路与指路的句型，进一步巩固所学词汇与句型。）
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.
（设计意图: 通过进一步练习，巩固并检测学生本堂课所学词汇与句型。）
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.)
（设计意图: 通过模拟表演练习，让学生本堂课所学词汇与句型能够迁移到日常生活中，同时训练学生口头表达能力，并培养学生乐于助人的好习惯。）
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.
（设计意图: 总结回顾本堂课所学内容，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 .
（设计意图: 课后进一步练习巩固本堂课所学内容。）
四、板书设计
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 教学设计）
一、教材分析
教学内容
本课包括Reading and writing部分，具体内容为：阅读关于社区周围主要场所位置及到达这些场所的方式及路线的短文，能够读懂短文所描述的内容并根据短文描述在地图上找到相应场所的位置，能够写出自己家到社区这些场所的路线、交通方式、距离及位置。
教学重点、难点
（1）教学重点
学习描述某一地点的位置、路线及交通方式的词汇与短语；读懂关于社区周围各主要场所的位置及到达所用交通方式、距离及路线的短文；根据短文的描述在地图上找到相应场所的位置；仿照短文写出社区周围这些场所的位置及自己家到这些场所的路线、距离及交通方式。
（2）教学难点
仿照短文写出社区周围这些场所的位置及自己家到这些场所的路线、距离及交通方式。
二、教学目标
知识目标
（1）学习描述路线、交通方式、距离及位置的词汇与短语，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）学会并能套用问路与指路的句型，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.
能力目标
（1）能读懂关于社区周围各主要场所的位置及到达所用交通方式、距离及路线的短文。
（2）能根据短文的描述在地图上找到相应场所的位置。
（3）能仿照短文写出自己所住社区周围这些场所的位置及自己家到这些场所的路线、距离及交通方式。
情感目标
（1）让学生掌握描述某一地点的位置、路线、距离及交通方式的方法，培养学生乐于助人的正确态度。
（2）培养学生在日常生活中运用英语的习惯，提高他们对英语学习的兴趣。
三、教学步骤
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.
（设计意图：检查上一课时布置的作业，复习所学词汇与句型。）
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.
（设计意图：用同样一幅地图，通过上一课时的词汇和句型对前往某地的线路进行描述，引入本课时即将学到的内容，为阅读短文扫除一些障碍。教师提供的范例，为降低后面任务完成的难度做了铺垫。）
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.
（设计意图：让学生对谈论关于前往某地路线的内容进行思考和总结，为阅读任务的完成进行准备，同时培养学生的归纳能力。）
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.
（设计意图：先就短文内容有一整体印象，扫清生词障碍，为理解短文内容做准备。）
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.
（设计意图：了解短文大意，初步理解短文，能就所需信息搜索相关内容，培养学生搜索关键信息的阅读技巧。）
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
（设计意图：了解短文细节，进一步理解短文，通过学生搜索相关细节的过程，培养学生分类归纳能力。）
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.
（设计意图：通过填图检测学生对短文的理解程度，配合齐声朗读，进一步熟悉短文中表示位置、路线的词汇和短语。）
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 …
（设计意图: 通过学生以书面及口头形式描述自己所住社区前往附近某场所的路线，进一步巩固并检测所学词汇与句型。）
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.
（设计意图: 学生以书面及口头形式描述教师所住社区前往附近某场所的路线，巩固并检测所学词汇与句型。）
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.
（设计意图: 总结回顾本堂课所学内容，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
（设计意图: 课后进一步练习巩固本堂课所学内容。）
四、板书设计
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 教学设计）
一、教材分析
教学内容
本课包括Vocabulary practice及Supplementary Reading部分，具体内容为：复习本单元词汇与短语的用法，完成相关练习；阅读拓展阅读中的短文，能够读懂文章内容并完成相关阅读练习。
教学重点、难点
（1）教学重点
复习本单元词汇与短语的用法，完成相关练习；阅读拓展阅读中的短文，能够读懂文章内容并完成相关阅读练习。完成同步练习中相对应的练习。
（2）教学难点
读懂拓展阅读中的文章内容并完成相关阅读练习。
二、教学目标
知识目标
（1）熟记本单元有关问路与指路的词汇与短语。
（2）学习拓展阅读短文中出现的词汇和短语，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.
能力目标
（1）复习本单元词汇与短语及祈使句的基本用法，能熟练运用这些词汇及句型，完成相关练习。
（2）能读懂拓展阅读中的短文并完成相关阅读练习。
情感目标
了解不同地区在指路表述方面的差异，培养学生尊重文化差异的意识以及运用英语帮助他人的良好习惯。
三、教学步骤
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.
（设计意图：检查上一课时布置的作业，复习所学内容。）
Ss read the words and expressions on P94-95 after the teacher, then read in groups or altogether.
（设计意图：进一步熟悉本单元所学词汇与短语，巩固所学内容。）
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
（设计意图：通过交通标识，复习祈使句。）
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
（设计意图：让学生先读释义再进行搭配，复习本单元词汇，巩固词义。）
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
（设计意图：引导学生关注介词与动词后通常所搭配的词汇，复习本单元指路的介词短语和动词短语。）
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
（设计意图：通过理解短语意思，能够在句子中运用。）
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
（设计意图：通读短文，熟悉生词，扫清阅读障碍。）
Ss read the words and phrase in the word list on P97 after teacher, then read first in groups then together.
（设计意图：熟悉拓展阅读中的生词，为进一步阅读短文做铺垫。）
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
（设计意图：学生带着问题阅读文章，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”.
（设计意图：对文章的细节进行了解，进一步理解短文。）
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.
（设计意图: 总结回顾本堂课所学内容，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.
（设计意图：完成本单元的练习，进一步巩固本单元所学内容。）
Step Five Homework
Complete the part “Translation” in the workbook.
（设计意图: 课后进一步练习巩固本堂课所学内容。）
四、板书设计
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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