临海市外国语学校杨仙凤
About the teaching material.
Unit 16 is the second unit in BookⅡ（B），that is to say，it’s the second unit in this new term. The topic of Unit 16 is “Asking and showing the way”，and the functional item is asking permission and talking about possibility with modal verbs “can” and “may”. The Ss have learned something about “asking and showing the way” in BookⅡ（A），and they know some expressions of asking permission，like “ May I come in？”“Can I borrow your pen？”“May I speak to Ann. Please？” etc. So it’s natural and reasonable to give the Ss a knowledge expansion and consolidation at this time of the new term. Moreover，the ability of reading maps and the discrimination of directions is also useful in their real life. Lesson 61 is a presentation and expansion of the topic. Lesson 62 is a reading comprehension closely connected with the topic. Lesson 63 is a language practice lesson about “may” and “can”. Lesson 64 is a consolidation including the four essential skill training （listening，speaking，reading and writing）. I think the teaching aims and demands of this unit should be：
Cognizance：
1.The Ss can use the following words：
kind，lady，library，cross，reach，corner，church，cafe，fix，lab，suddenly，history，key
2.The Ss can use the following expressions：
Turn left /right at the…crossing.
Go on until you reach…
You can’t miss it.
on one’s way to，first of all，be /get lost，wait for
Abilities and skills：
1.The Ss can give instructions to some places in the street or according to a map.
2.The Ss can use different expressions to ask the way.
3.The Ss can ask permission and talk about possibility with “can” and “may”.
Feeling and attitudes：
1.The Ss can realize that they learn English for their real life，not only for the English class and exams.
2.Give the Ss the feeling that they are the centre in English learning activities so that they will try to be active and creative in class.
Learning Strategies：
The Ss learn to express the same thing in different ways. The Ss learn to think in English. That is to express their uncertain opinion with imaginations，and express their attitudes with their reasons
The Ss learn to use brain storming in their English study.
Culture awareness：
The Ss learn to be warm-hearted and helpful people.
The Ss learn to care of other people.
I think there are two difficult points in this unit：
1.To use so many useful expressions correctly and freely to ask the way and give instructions.
2.To use “can” and “may” to express possibility.
According to the features of the teaching material and the learner factors，I’ll adopt the following teaching methods and approaches：
1.Communicative Language Teaching（CLT） and Situational Approach
In order to keep the Ss talking in class，I’ll design situations to motivate the Ss through authentic material，thus the teacher-student and student-student interactions will focus on the meaning first，and to connect English study with their real life，at the same time，to develop their creative thought in English.
2.Learner Centered Approach and Task based Learning （TBL）
One thing requires attention is that the Ss as independent learner and teacher as a guide，an organizer，a leader and a team member sometimes，decides the types of learning tasks we choose. In this unit I’ll design informationgap tasks，interactive problem solving，interview and survey in my classroom activities. In my teaching plan design，I’d like to mention the task continuity. That means the chaining of activities together to form a sequence，in which the successful completion of prior activities is a prerequisite for succeeding ones.
Teaching precedure：
In Lesson 61，I use a rhym game to revise the names of public places. The Ss ask and answer randomly with clapping their hands about people’s jobs and workplaces such as hospital，police station，school，post office，bus station and so on. Then I’ll put some boards with signs of these places on the Ss desks and get the Ss to revise the position of each public place： in front of，next to，beside，on the right/left，between…and…，outside，etc.
I’ll present new words and expressions like this： Tell the Ss I have a lot to do this Sunday. Here’s the list：
send some postcards
borrow some books
drink coffee with my friends
buy some VCDs
go to my friend’s wedding
Get the Ss to tell the places I shall go to do the things above. I’ll show the pictures of a cafe，a video shop，a church at the right time. Then show the map of Lesson 61 on the screen and ask the Ss way to these places，helping them to use the new expressions： “Go across the bridge”，“Go up this road to the end”，“ Go on until you reach the end”，“ Turn right at the second crossing”.
After the Ss practice the ways to other places with the help of the expressions in the box，they discuss in small groups of 4～6 students to choose the shortest way to do all the things above.
Then it’s time for the Ss to use the new knowledge in their real life. I’ll show the map of our local place. Ask some Ss to give instructions to some places from our school，and others guess where he or she is going.
In this lesson，I’ll design an information-gap task. Give two different maps to each pair of the Ss （A’s is completed，but B’s is not completed） to ask and answer and then complete B’s map.
The last task is a creative one. I’ll let the Ss imagine the place they will live in 20 years’time. Draw a map. According to the map，others ask and answer the way to his or her home.
Lesson 62 is a short play. So I’ll get the Ss to watch the video instead of listening to the tape.
After the conventional steps of reading，in order to help the Ss get a main idea of the reading material，I’ll have them to fill in the following form：
What did Liu Mei do to help the woman？
What’s wrong with the woman？
What did Liu Mei do？
After watching the video，I’ll design the following tasks to help the Ss to get a further comprehension：
Task 1： Role-playThe Ss act out the play in groups of five
Task 2： DrawingDraw a map for the old woman according to the policeman’s instructions.
Task 3： GuessingGuess the information about Liu Mei，using “maybe” and “may”.
Task 4： Pair workThe old woman calls a TV reporter and tells the story.
Task 5： InterviewThe TV reporter interviews Liu Mei’s classmates：
What do you think of Liu Mei？ Why？