Step2 Checking
Ask some students to read thenew words on P49-51
Step3 Presentation
1. A game
Elicit from students situations from their own experience. Talk to students about treasure hunts.
5. How to read a sentence using the correct tone?
Step4 Exercises in class
翻译下列句子：
(1)走过桥，右拐进入一个公园。
(2)沿着靠近河边的一条小路走，你就能看见右手边有一座房子。
(3)一直走，你将会看见左边的警察局。
(4)穿过田野，你会看见前面有棵大树。
Make a list on the board and ask others in the class whether they know them, like them and played similar games.(What is a treasure hunt?)
Ask Ss to check their knowledge of directions by completing PartA1.Ss do this Part on their own first.Then they check with a partner.
3. To develop intensive listening skills by following instructions and marking a route
4.To know falling tone and rising tone
Key points
Cross the bridge and turn right/Take the second turning on the right.
Cross the road at thezebra crossing./Walk past the police station.
Difficult points
1. To recognize key expressions about directions.
2.To use key information given instruction and identify the specific order of them from listening.
Go through the answers as a class activity.
2. Listening
Play the recording. Ask Ss to listen carefully so that they can identify the order of the directions.
3. Can read a sentence using correct tones.
Teaching aidsmulti-media, a recorder
Teaching procedures
Step1 Reading before class
Read thenew words on P49-51
TopicUnit4 Finding your way
Integrated skills and Study skills
Teaching aims
1. To recognize key expressions about directions.
2. To use key information given in instructions and identify the specific order from listening.
(5)第三个路口右拐，过桥。你就可以看见花园大厦。
Homework
1. Recite the words, phrases and drills
2. Recite PartB.
3.Finish Exercise6.
Reflection after teaching
二次备课
3. Read the map and play ththe route on the map using a pencil for the first listening.Then tell Ss to draw a treasurechest in the correct position on the map.
(Revise the ways of giving direction learned before.Play the tape and ask Ss to repeat the sentences as they hear them.Then read Millie’s directions and draw a map.Ask the Ss to work in pairs to make up a new conversation for giving direction using the conversation in Part B as a model. Ask a few pairs to present their conversations to the whole class.)
4. Giving directions(Part B)
Questions:
(1)Why would Daniel like to go toSunnyGarden?
(2)Does Daniel need to take a bus there?
(3)Which way should Daniel go at the traffic lights?