unit8howcanigettothenearestbank教学设计

Unit 8 How can I get to the nearest bank?教学内容：Unit 8: Lead in; Listening and Speaking; Reading and Writing; Language in use语言知识目标：学生能够掌握并运用与问路相关的词汇和句式并能根据具体语境使用祈使句给出方位指令。

语言技能目标：听——学生能够听懂有关问路和指示相应方位的对话。

说——学生能够用how can I get to ...? 等句式问询方位，并用祈使句回答。

读——学生能够读懂一般生活工作中的方位介绍。

写—学生能够写出具体语境中指示方位路线的语句，并能运用祈使句进行表达。

学习策略：学生能够运用适当的问询方位的表达解决实际问题，理解路线标志指示。

文化意识：掌握英美国家的人们在问询和指示方位时的不同表达习惯及空间意识。

情感态度：学生能够了解和运用不同语境下礼貌性求助和回答的差异。

单元任务：能够运用所学语言向同学介绍生活中的具体路线方位。

通过征求意见，介绍学校附近的日常场所方位，为新同学解决实际生活中可能遇到的问题。

Lesson One教学内容：Lead in; Listen and Speaking Dialogue A教学目标：1知识目标：words and expressions;Asking for and giving directions2 能力目标：Understand talks about sports. Describe actions教学重点：Understand an e-mail on sports games; Write a report on a famous player 教学难点：Four-skill words and expressions教学方法：启发式，互动式教学工具：教科书，收音机德育要点：学生能够了解和运用不同语境下礼貌性求助和回答的差异。

Unit 8 How can I get to the nearest bank?The Third Period Reading and WritingPart One: Analysis of the teaching materialA Status and FunctionIt is the eighth unit of this book. The question for discussion is how I can get to the nearest bank. Its function is asking for and giving directions, which is related to students’ lives and future jobs closely. And it is also an important part of our syllabus. So I believe that it is the necessary skill for our students to learn.The part Reading and Writing is the third period in my teaching plan of this unit. In the first two periods, students are expected to grasp the basic vocabulary and expressions about the topic by listening and speaking training. So this lesson focuses on reading and writing. Students will learn how to solve daily life problems with what they have learnt.B Teaching Aims1. Knowledge1) Students can grasp the background knowledge about the topic, which includes vocabulary and expressions.2) Students can catch the useful information from reading material.3) Students can understand the structure of imperatives.2. Ability1) Students are able to transform the effective information from reading material.2) Students can deal with the real life problems with what they learnt.3) With the help of the teacher and the textbook, students will know how to choose correct learning strategies.3. Emotion1) Students will show interest in learning English and build confidence. It is the root of English teaching.2) Students will be more polite and helpful.3) Students will have a strong sense of social responsibility and know the necessity of consciously obey the traffic laws.Part Two: Analysis of my studentsThe students from Class Two, Grade One major in computer application. They have strong ability of computer operation. But as for English, although, they have learnt English it for several years, a number of them are poor in foundation and habit. They have no interests or confidence. They are short of the ability of using language. But we have to say they are powerful. They are eager to receive new things and brave to face challenges.Part Three: Emphases and difficultiesA Emphases:1 Make our students be interested in learning English and help them harvest the success.2 Students should enable to catch the useful information from reading material and transform by oral or writing.B Difficulties:1 Students should pick up and process the information for dealing with more complex problems in daily life.2 According to the different activities, students should know how to choose suitable learning strategies.Part Four: StrategiesA Teaching strategies:1) Graphic method 2) Creating situations 3) Teaching with layersB Learning strategies:1) Independent strategy 2) Cooperation strategyPart Five: Teaching Aids multimedia，networkPart Six: Teaching StepsStep One Preview before classA Listen and read1 Students can download the audio our QQ group sharing.2 They should listen and read following the recorder again and again. Purpose:1 The preparation can help students use the independent learning strategy2 With the help of the software Enmp3player, students can improve their listening and speaking abilities conveniently and freely.B Read and summarizeStudents should summarize the basic patterns and phrases about giving directions from the text by themselves.Go down … Road.Turn right/left at the … traffic light.Take the … turn on the right/left.Walk along … Road.Past the … traffic lights.on your right/leftopposite to…Purpose:1 Using the method of induction is an important part of the independent learning strategy. Students should grasp some useful expressions by themselves.2 It is better for students to improve their ability of communicating with others.Step Two Warming-upA Listen and match.1 Listen to the recorder and number the words.2 Then match each with the correct picture.Students will be asked to finish the task independently first. Then check the answers in class.Purpose：1 We can help students review their learned knowledge by presenting pictures and audio files. It is easier to arouse students’interests and improve the efficiency.2 The test can attract the students’ attention quickly and create a lively English-learning environment.B Activity12: Read and underline1 Ask students read out these words first.2 Students should do the task independently first. If they have anyquestions, they may discuss it with their desk mates.Step Three ReadingA Activity 13: Read and circle1 Read the text again if necessary and circle the right words.2 Then ask them to circle the places (shop, post office, hospital) on the map.Purpose:1 Pictures can help students form the sense of space. They will be more clear that which way they will go.2 To d evelop students’ ability of picking out the useful information from the whole material.3 To encourage the weaker students to take part in class teaching.B Activity 14: Read and mark1. Ask the students to read after the recorder again.2. Mark the route from the school to the post office according to the text.3. Report their answers orally.Purpose:1. It can develop the students’ ability of reading for details.2. It is the preparation for the students’ writing.Step Four WritingActivity 15: Read and writeA from Yanyuan V ocational School to the hospital1 Look at the screen, understand the key expressions’ meaning with the help of the cartoon.2 Finish the route to hospital written.Purpose:We can take advantage of the cartoon to deepen students’impression about the key phrases.B our school surroundings1 Show the picture about our school surroundings.2 Ask the students to finish this part in pairs and write their answers down.Purpose:1 We can bring many life and work scenes to the class with the help ofthe pictures. And it can provide more practice for students.2 Combining the English words with students’ life experience is a good way to improve the efficiency of words learning.Activity 16: Discuss and writeFrom the school to the bank, which is nearer route? Which is the right route?Purpose:We should obey the traffic laws.Step Five Outreach Activities1. Discuss the crossing roads in the Chinese-style.2. Sam、Tim and Mary are exchange students from the USA. They all want to go to the cinema. Read the information about three cinemas. Choose the most suitable one for each of them. Give the correct route and your reasons.Purpose:1. Strengthen the students’ reading ability for details and writing.2. It can improve students’ ability of speculation.Step Six Homework1. Look carefully at the four pictures and describe each of them briefly.2. Your fellow-townsman will visit our city. Which is the most interesting place in your opinion? Give us your reasons and the right route. Purpose:1. Using network platform, we can extend our class.2. Develop students’ ability of independent learning.Part Seven ReflectionThe application of digital teaching means saves class time and improves the teaching efficiency. It makes the class lively and interesting. The students are willing to take part in the class activities. And the teaching efficiency was obviously improved. Thanks to my level of making courseware, other functions of multimedia will not be used. A part of my students are weak in reading and writing, so I spend too much time in Writing and Outreach. I think I should make some corrections of my teaching design.英语（基础模块）第一册高等教育出版社Unit 8How can I get to the nearest bank?Reading and Writing说课稿芜湖工业学校张红雨2013年8月8日。

Unit 8 How can I get to the nearest bank?The Third Period Reading and WritingPart One: Analysis of the teaching materialA Status and FunctionIt is the eighth unit of this book. The question for discussion is how I can get to the nearest bank. Its function is asking for and giving directions, which is related to students’ lives and future jobs closely. And it is also an important part of our syllabus. So I believe that it is the necessary skill for our students to learn.The part Reading and Writing is the third period in my teaching plan of this unit. In the first two periods, students are expected to grasp the basic vocabulary and expressions about the topic by listening and speaking training. So this lesson focuses on reading and writing. Students will learn how to solve daily life problems with what they have learnt.B Teaching Aims1. Knowledge1) Students can grasp the background knowledge about the topic, which includes vocabulary and expressions.2) Students can catch the useful information from reading material.3) Students can understand the structure of imperatives.2. Ability1) Students are able to transform the effective information from reading material.2) Students can deal with the real life problems with what they learnt.3) With the help of the teacher and the textbook, students will know how to choose correct learning strategies.3. Emotion1) Students will show interest in learning English and build confidence. It is the root of English teaching.2) Students will be more polite and helpful.3) Students will have a strong sense of social responsibility and know the necessity of consciously obey the traffic laws.Part Two: Analysis of my studentsThe students from Class Two, Grade One major in computer application. They have strong ability of computer operation. But as for English, although, they have learnt English it for several years, a number of them are poor in foundation and habit. They have no interests or confidence. They are short of the ability of using language. But we have to say they are powerful. They are eager to receive new things and brave to face challenges.Part Three: Emphases and difficultiesA Emphases:1 Make our students be interested in learning English and help them harvest the success.2 Students should enable to catch the useful information from reading material and transform by oral or writing.B Difficulties:1 Students should pick up and process the information for dealing with more complex problems in daily life.2 According to the different activities, students should know how to choose suitable learning strategies.Part Four: StrategiesA Teaching strategies:1) Graphic method 2) Creating situations 3) Teaching with layersB Learning strategies:1) Independent strategy 2) Cooperation strategyPart Five: Teaching Aids multimedia，networkPart Six: Teaching StepsStep One Preview before classA Listen and read1 Students can download the audio file form our QQ group sharing.2 They should listen and read following the recorder again and again. Purpose:1 The preparation can help students use the independent learning strategy2 With the help of the software Enmp3player, students can improve their listening and speaking abilities conveniently and freely.B Read and summarizeStudents should summarize the basic patterns and phrases about giving directions from the text by themselves.Go down … Road.Turn right/left at the … traffic light.Take the … turn on the right/left.Walk along … Road.Past the … traffic lights.on your right/leftopposite to…Purpose:1 Using the method of induction is an important part of the independent learning strategy. Students should grasp some useful expressions by themselves.2 It is better for students to improve their ability of communicating with others.Step Two Warming-upA Listen and match.1 Listen to the recorder and number the words.2 Then match each with the correct picture.Students will be asked to finish the task independently first. Then check the answers in class.Purpose：1 We can help students review their learned knowledge by presenting pictures and audio files. It is easier to arouse students’interests and improve the efficiency.2 The test can attract the students’ attention quickly and create a lively English-learning environment.B Activity12: Read and underline1 Ask students read out these words first.2 Students should do the task independently first. If they have anyquestions, they may discuss it with their desk mates.Step Three ReadingA Activity 13: Read and circle1 Read the text again if necessary and circle the right words.2 Then ask them to circle the places (shop, post office, hospital) on the map.Purpose:1 Pictures can help students form the sense of space. They will be more clear that which way they will go.2 To develop students’ ability of picking out the useful information from the whole material.3 To encourage the weaker students to take part in class teaching.B Activity 14: Read and mark1. Ask the students to read after the recorder again.2. Mark the route from the school to the post office according to the text.3. Report their answers orally.Purpose:1. It can develop the students’ ability of reading for details.2. It is the preparation for the students’ writing.Step Four WritingActivity 15: Read and writeA from Yanyuan V ocational School to the hospital1 Look at the screen, understand the key expressions’ meaning with the help of the cartoon.2 Finish the route to hospital written.Purpose:We can take advantage of the cartoon to deepen students’impression about the key phrases.B our school surroundings1 Show the picture about our school surroundings.2 Ask the students to finish this part in pairs and write their answers down.Purpose:1 We can bring many life and work scenes to the class with the help ofthe pictures. And it can provide more practice for students.2 Combining the English words with students’ life experience is a good way to improve the efficiency of words learning.Activity 16: Discuss and writeFrom the school to the bank, which is nearer route? Which is the right route?Purpose:We should obey the traffic laws.Step Five Outreach Activities1. Discuss the crossing roads in the Chinese-style.2. Sam、Tim and Mary are exchange students from the USA. They all want to go to the cinema. Read the information about three cinemas. Choose the most suitable one for each of them. Give the correct route and your reasons.Purpose:1. Strengthen the students’ reading ability for details and writing.2. It can improve students’ a bility of speculation.Step Six Homework1. Look carefully at the four pictures and describe each of them briefly.2. Your fellow-townsman will visit our city. Which is the most interesting place in your opinion? Give us your reasons and the right route. Purpose:1. Using network platform, we can extend our class.2. Develop students’ ability of independent learning.Part Seven ReflectionThe application of digital teaching means saves class time and improves the teaching efficiency. It makes the class lively and interesting. The students are willing to take part in the class activities. And the teaching efficiency was obviously improved. Thanks to my level of making courseware, other functions of multimedia will not be used. A part of my students are weak in reading and writing, so I spend too much time in Writing and Outreach. I think I should make some corrections of my teaching design.英语（基础模块）第一册高等教育出版社Unit 8How can I get to the nearest bank?Reading and Writing说课稿。

Good morning, Ladies and gentlemen.I’ll talk about the teaching design of unit 8: How can I get to the nearest bank? In English basic module book one. There are eight parts in the design. Now let me introduce them to you.1.First, I’ll introduce you my students.My students are in grade one in hotel service and management major of our school. In their daily life or future work area, they will often be in the situation that foreigners ask for directions. Because they aren’t familiar with related expressions and lack of the experience of asking for and giving directions, most of them can’t solve the problem using the proper phrases and sentence patterns though they've learnt in junior school. Therefore, during this period I will help student improve related knowledge and skill through a game, some pictures and multimedia technology. I hope through this period, students with low level can understand the expressions of asking the way and can give directions through body language and simple imperative sentence. That can build up their self confidence; for those Ss in better level, I hope they can help people solve the problem using related imperative sentence that can cultivate students’good moral character of helping others.2. Then I’ll talk about the teaching material.The contents are chosen from English Basic Module Book One, published by Higher Education Press. (The general editors are Professor Lin Li and Professor Wang Du Qin.)I chose unit 8: How can I get to the nearest bank? The contents of this period are the parts of Lead-in and dialogue A in Listening and speaking. The topic is often met in our daily life and vocational situation, so it's very useful for Ss to know the knowledge well, esp. in improving the skills of listening and speaking. That can have students help foreigners better in the future. Students can as well experience the happiness of language communication by means of helping others. Regarding the course design, I put Task ① indentify road sign into Task ② and change the content of Task ⑥to the practice of asking for directions. Through that I can cultivate students’ ability of learning by themselves.3. Based on students and teaching material, I set the following teaching targets.1）The knowledge targets are to learn the phrases and sentence patterns by a game and some pictures and to understand the road signs by pre-existing knowledge.2）The skill targets are to understand the dialogue through body language and to use related sentences to ask the way and give directions according to specific situation.3) Next is morality targets. The first is to have students know the way of asking for and givingdirections politely and cultivate their helpful personalities. The second is to cultivatestudents’ consciousness of cooperation and competitive spirit.4. According to the teaching targets, I set the following key points and difficult point. The keypoints are to learn and use the phrases and sentence patterns about asking for and givingdirections.The difficult point is to solve the problem using the proper phrases and sentence patterns.5. In order to motivate Ss learning interests and cultivate their self learning ability. I adopt the following teaching methods. Group Cooperation, Task-based Teaching Approach and Situational Teaching Approach. Students will learn the contents through cooperation and discussion.6. Next is teaching steps and purpose of design. There are six steps.Before we begin our class, the classroom will be arranged as streets. There are roads, trafficlights, crossroads and some places. That can make students feel in the real street and arouse theirinterests to learn. Students will be divided into four groups to make competition and I’ll motivateevery group to complete the tasks to get a higher position during the teaching procedure. That canm otivate students’ learning interests and cultivate their consciousness of cooperation andcompetitive spirit.Now let’s get into the first step warming up. Students will watch a video with two questions.It’s about a white man shows a boy wrong way to the hospital. After watching, they’ll answer thequestions. T he video is the best way to draw students’ attention quickly and the questions can helpstudents establish right attitude to help others and arouse their interests to watch.Then I’ll show students a road sign to the hospital and ask them a question. How do you showthe boy the way to the hospital? to lead-in the learning of phrases. Students will learn the phrasesone by one. Pictures and the outstanding of key words can have students memorize them better.Next, students complete task 1. That can c heck students’ understanding about the phrases and getready for next game. Two students from two groups will use the rackets to pat the phrases. Thegame can arouse students’ interests and help them consolidate the phrases. The PPT can make thegame become easy to be done.Then students will learn the sentences from dialogue A. Most of students often ask the samequestion. How can I understand the dialogue? So first, students will learn the methods ofimproving listening skills. That can help students get the learning strategy and complete task 2 and3 freely. Then, students use the methods to complete the two tasks. That can help students developtheir comprehensive skills.Next, students read out the dialogue loud in task 4 after tape andunderline the sentences of asking the way and giving directions. That can c heck students’understanding about the key expressions. I’ll pay attention to correct students’ pronunciation andintonation when they read after the tape or teacher. After Ss complete each task, I’ll encouragethem with different levels in every group to speak out their answers to get a higher position.Next, I’ll guide Ss to sum up the other expressions of asking for and giving directions. And I’ll write down them on the blackboard. That can highlight the part of key points and help students learn different expressions of asking for and giving directions.After that, students will practice the expressions together on PPT under the guide of teacher. The PPT can make the practice become interesting. Next, students will put up the pictures of places and practice in groups in classroom. Two practices can help students consolidate the expressions, solve the difficult point of learning and get ready for role-play.After students practice, I’ll show them a situation. It’s about a guest asks the way to the restaurant in a hotel. Next, they’ll make a dialogue according to it then perform it. The roe-play can d evelop students’ ability to solve the problem in real life, c heck students’ learning quality and get feedback in time.After each group shows their dialogue, I’ll make a comment to help them learn from each other and improve together.Next is summary. I’ll ask students two questions to help them summarize the key expressions they’ve learned in this period. That can help students review the expressions. Then students will make a self progress check. That can h elp them check what they’ve learned.The last step is homework. There are two assignments for different level students. That can help the low level students build up their self-confidence, stimulate their learning desires of inquiry and develop the ability of better level students to solve related problem in daily life.7. After that, I’ll talk about the design of board.The design can highlight the key expressions and help students learn different expressions of asking for and giving directions. At the same time, I used the white board to record the position of every group. That can help students know their position and motivate them to take part in the activities actively.8. The last part is Teaching ReflectionDuring this period, I made students in the real situation of asking the way by simulative street. Through the video of giving direction in wrong method, I immediately attracted students' attention, lead-in the theme and guide them to establish right attitude. I motivated students' initiative to take part in the activity through group competition and cultivated their team spirit and self-study ability by solving problems through cooperation and discussion. I paid attention to stimulate students' learning interests, help them further understand related phrases and sentence patterns by lively game and visible multimedia. Nevertheless, some low level students didn't take part in the activities actively. Because there are many students with different levels in every group, I didn’t have enough time to encourage them and provide them more practice opportunity. This is what I need to improve in the future.。

高等教育出版社英语基础模块1Unit 8How can I get to the nearest bank?(Lead-in, Listening and Speaking A教学设计一、学情分析本节课授课对象是我校酒店服务与管理专业一年级学生。

该专业学生在日常生活和今后的职场中会经常遇到外国人问路的情况，由于学生对问路和指路相关短语不熟悉, 在日常生活中对此类场景缺乏应有的体验和感知，故不能较好地帮助他人解决问，因此，本节课将借助图片、游戏、任务及多媒体技术帮助学生在初中基础上提高相关语言知识和技能。

希望通过本课的学习能使基础较弱的学生在被鼓励中一步步理解问路的表达，能借助肢体语言和简单的祈使句为他人指路，以树立他们的自信心；使基础好的学生，能掌握指路的相关祈使句的表达，帮助问路者解决问题，培养学生乐于助人、相互帮助的高尚品德。

二、教材分析1. 教学内容本节课内容选自高等教育出版社出版的中等职业学校英语教材《英语》（基础模块）1，总主编是林立和王笃勤两位教授。

所选单元为第八单元，题目是：How can I get to the nearest bank?本学时所选内容为：Lead-in , Listening and Speaking中的对话 A 问路和指路是学生在日常生活和职业场景中经常会遇到的，学好此部分内容特别是听说部分，有利于学生今后在生活和工作中更好地帮助外国客人，让他们在助人为乐的氛围中体验语言交流的乐趣，同时也能突出中职英语课程的工具性和实践性。

在设计中，我把书上P114中的任务①认识路标融入任务②中学习；用问路的练习替换了P116任务⑥中的内容，这样可以在实际教学中培养学生的自主学习能力。

2.教学重点、难点1 ）教学重点：掌握并能运用与问路和指路相关的短语和句式，如：① a. Excuse me. How can I get to the nearest …？b.Excuse me. Where is...?c.Is it by the roadside?② a. Go across / along the road. It 's on your right / left.b.Turn right / left at the crossroads/ first traffic lights.You can 't miss it.c.Take the … turn on the right / left.d.Go up/down stairs to the … floor /Take lift to the … floor.e.It ' s beside/ next to/ between …and …/ opposite/across from …2）教学难点：由于学生对问路和指路相关短语不熟悉，在日常生活中对此类场景缺乏应有的体验和感知，利用相关短语恰当解决所遇到的问路的问题就成为了本节课教学的难点。

Unit 8 How can I get to the nearest bank?Period 1一、教材分析1、教学内容本课时系第八单元的第一课时，包括lead-in & Listening and Speaking中的Dialogue A 两部分，具体内容：生活中表示方位的各种标志以及有关怎样去最近的银行的问路对话2、教学重点、难点（1）教学重点通过与问路相关的词汇和句型的学习，学生能听懂简单的问路对话并学说问路语句。

(2) 教学难点能就所学问路句型学说问路对话二、教学目标1、知识目标（1）掌握部分表示路标及方位动作的词汇，如：bank, traffic lights, second turn, crossroads, roadside, go along the road, turn left/right（2）掌握问路时的基本句型，如：Excuse me, how can I get to the nearest….?Go along the road and turn…..Is it by the roadside?Yes. It’s just…..How long will it take me to get there?About….. You can’t miss it.I see. Thank you.2、能力目标（1）能听懂关于问路对话的基本信息。

（2）能根据问路基本句型开展关于问路的对话。

3、情感目标学生了解在不同的文化背景下问路的礼仪。

三、教学步骤Step One Lead in1. Activity 1: Name the places and marksAsk students to read the new words and phrases above(1)Explain these phrases(2)Speak loudly again2. Activity 2 :Name the directionsShow the pictures of activity 2 and the following words on the screen.a.Go across the roadb.Turn rightc.Turn left at the crossroadsd.Take the second turn on the righte.Turn left at the first traffic lightf.Go along the road.(1)Ask students to match the actions(2)Ask students to read these sentences following the teacher(3)Teacher wipes out the sentences then ask students to name the directions3.Role play the actionsAsk a student to stand in front of the blackboard. Other students tell the role and the student follow the actions.Step Two Listening1. Review some names of the places, Such as, bank, post office, hotel, bookstore, bus stop, railway station, supermarket, restaurant and so on..2. Ask students to listen to the tape and choose the places that they heard in the dialogue3. Ask students to order the places in turn that appears in the dialogue (activity 3)by listening to the tape again.4. Ask students to listen again and finish filling in the blanks. (Listen and complete the dialogues.)5. Discuss the answers with partners.6. Ask students to answer it.7. Ask students to read the dialogue aloud following the tape-recorder.Step Three Speaking1. Ask students to read the dialogue of activity 5 and underline the sentences that asking for directions and giving the directions.2. Ask students to read these sentences aloud together.3. Ask students to finish the following dialogue according to the Chinese.(1) A: Excuse me, _________________.(怎样去中国银行？)B: Go along the road. It’s just on your right.(2) A: Excuse me. How can I get to the nearest post office?B: ______________ the road and turn _________ at the first traffic lights.（沿着路笔直走在第一个红绿灯处右转）（3）A: ____________. How can O get to the nearest cinema?B: ____________________.（沿着路笔直到第一个十字路口左转。

How can I get to the nearest bank?------By Xu YingI. Teaching Aims:nguage aims:1)To enable the students to command the useful words and expressions.2)To enable the students to use the sentences to ask and give the directions.2.Ability aims:1)To enable the students to grasp the details in the listening parts.2)To enable the students to make dialogues about asking and giving the directions.3.Emotion aims:1)To encourage the students to cooperate with the classmates and accomplish the tasks together.2)To encourage the students to use English about the direction skillfully.II. Key and difficult points:1)To enable the students to grasp the details in the listening parts.2)To cultivate their cooperative abilities through group works.III. Teaching Procedures:1.Warming upGroup work:Match the traffic sighs.The pictures are showed on the PPT and let the students do the match game.Turn Left! U-Turn! Turn Right! No Entry! No Parking!2.Pre-task:1)Look and match.Look at the picture and write down what the letters stand for.traffic lights; the second turn; turn right; road; crossroads; turn left; go across the road2)Description.Use the Present Continuous Tense to describe what Li Xiaonian is dong.----What is Li Xiaonian doing? -----He is ….a. Go across the road.b. Turn right.c. Turn left at the crossroads.d. Take the second turn on the right.e. Turn left at the first traffic light.f. Go along the road.3.While-task:1)Read and underline:Students read the dialogue individually, and underline the key sentences about asking and giving directions. Teacher asks students to tell their opinions.2)Read the everyday English together.3)Listen and complete:Listen to the media and complete the dialogues.A: Excuse me. How can I get to the nearest __________?B: Go along the road and turn __________ at the first traffic lights. Then take the __________ turn on the right.A: Is it by the roadside?B: Yes. It’s just beside a __________ __________.A: How __________ will it take me to get there?B: About __________ minutes. You can’t miss it.A: I see. Thank you!4)Listen to the media and answer the question.Q: Where does the woman want to go?What is beside the bank?How will the woman go there?How long will it take the woman to get there?5) Role-playWork in pairs.The students make the conversation according to the given situation.The students pactice the dialogue themselves.Then show the plays.A: Excuse me! How can I_________?B:________________.A:Is there___________?B:Yes,___________./No,___________.A:How long will it me to get there?B:About ______minutes.You can’t miss it.A:I see. Thank you!4. Group work:Read and act: Look at the picture about our school and introduce the important places to the teacher.Q: Where is your classroom?How can we get to the playground?Discuss how can we go home?4.Summary5.Homework:(1)Recite the new words.(2)Finish the exercise on Page 124.。