Introduction

(5 minutes)

1. The whole class work.

2. Group work.

3. The whole class work.

4.The whole class work.

1. Focus their attention on the teacher.

2.Do duty report. Collect words about rooms and furniture in homes.

Discuss in groups and design your ideal home with your group members. Draw a picture of it.

Write down a passage to describe your ideal home.

Some groups show your pictures and passages to the whole class:

In our ideal room, there will be three rooms, one is a study and the other two will be bedrooms.

...

3. Take out a toy and a box.

T: What can you see?

Ss: A toy and a box.

T: (Put the toy on the box.) Where is the toy?

Ss: It’s on the box.

T: (Put the toy in the box.) And now?

Ss: It’s in the box.

...

4.Look at the pictures shown by the teacher. Learn new prepositions, across from, between ... and..., on the corner of.

T: (Show the picture, a library across from the bank.) Where is the bank?

Ss: It’s across from the library.

T: (Show the picture, a building between two buildings.)

Where is the post office?

Ss: It’s between the library and the supermarket.

...

1.Get students ready for learning.

2. Help the students revise the words and expressions in last topic.

3.Help the students revise the prepositions.

4.Use the pictures to help the students learn some new prepositions.

Presentation

(10 minutes)

1. Individual work  and the whole class work.

2. Individual work and pair work.

1. Look at the pictures in 1a.

(1)Suppose you are new in a city. You are missing. How can you ask the way?

S1: Excuse me, is there ... near here?

S2: Excuse me, how can I get to ...?

S3: Excuse me, which is the way to ...?

...

(2)Now suppose you are a native in a city. Someone asks you the way. How can you give directions?

S4:Go along/up/ down/ across...

S5: Turn left/right...

S6:It’s on your left/ right.

...

(3)Look at the picture in 1a. Listen to the teacher and try to guess where the teacher wants to get to.

T: Now I am in front of the supermarket. I go down Xinhua Street. I turn right at the second crossing. The building is on my left. Where do I want to go?

Ss: The post office.

...

Do 1b. Look at the pictures in 1b. Try to predict what the conversation may be about in 1a. Then listen to the tape of 1a and match the pictures with the correct sentences in 1b individually. Then check your answers with your partner.

1.Create situations to help the students guess and know the function sentences about asking ways and giving directions in this section.

2. Play the tape recorder and check the answers.

Consolidation

(10 minutes)

1. The whole class work and pair work.

2.The whole class work and individual work.

1. Read 1a after the tape. Practice the conversation in pairs. Some pairs act out the conversation to the whole class.

2. Close the books and look at the picture of 1a on the blackboard. Try to answer the teacher’s questions.

T: Excuse me, is there a bank near here?

Ss: Yes. Go up/down Xinhua Street to the end, and you will find it on your left.

T: Excuse me, how can I get to the library?

Ss: Go along Xinhua Street and turn right at the first crossing. It’s about twenty meters along on the left.

...

1. Play the tape recorder. To be a good listener.

2.Ask the students questions in 1a to consolidate the expressions about how to give directions.

Practice

(10 minutes)

1. Pair work.

2. Individual work and pair work.

3. Individual work and pair work.

4. Group work and the whole class work.

5.Individual work.

1. Do 1c. After practicing the conversation in 1a, look at the map in 1a and make up a new conversation with your partner. Then practice in pairs. Some pairs act out the conversation to the whole class.

2. Do 2a. Look at the pictures in 2a. Complete the sentences with the given words or phrases individually. Then check the answers with your partner.

3. Do 2b. Look at the map in 2b. Try to describe the three routines, A, B and C.

Then listen to the tape and choose the way to Jane’s home.

Then check the answers with your partner.

4. Do 3a. Divide the class into four groups. Every group reads one group of words. Discuss in groups and find the rules  of sounds about o+m/n/v/th, or, j, qu by themselves. Then one student in each group reads out the sound and teaches the sound to the whole class. Then the whole class listen to the tape recorder and check the sounds. Read the sounds and words aloud after the tape.

5. Do 3b. Read the words in 3b by yourself. Then listen to the tape, check your answers and repeat after the tape.

1. To be a good listener.

2. Check the answers.

3. Help the students practice the expressions of giving directions.

4. Make the students learn the sounds in group work by themselves.

5.Play the tape recorder. Check the answers.

Production

(10 minutes)

Pair work.

Sit in pairs. Draw your own map to describe how to get to the school from your home. Make up a new conversation in pairs. Then practice the conversation. Some pairs act out the conversations.

e.g.

A: Maria, how can you get to your school?

B: Well, I live on Guangqian Road. Go up Guangqian Road and turn left at the second crossing. It’s on West Street. Go down West Street to the end. The school will be on my right. And you?

A: ...

...

1. Make the students learn to use what they have learned in real situation.

2. Assign the homework:

Review the words and practice the conversations in Section A with your partner;

Go on making conversations about how to express the ways with your partners. Then report it to the class next day;

Preview Section B.

Teaching reflection：

在本课中，学生在听力活动与两两对话中，学习并操练了关于“问路”和“指路”的表达方式。“问路”和“指路”是我们生活中常见的话题，但是有的学生方向感不强，尤其在平面地图中经常会迷失方向，因此，教师可引导学生结合身边真实的生活环境来操练“问路”和“指路”的对话，这样一来，学生就能比较直观、有效地学习并掌握这两个话题功能的用法。