Step 1.Pre-task 1.Introduce the topic: Display the multimedia picture to elicit the topic
用多媒体打开一个画面引出本节课的话题，吸引学生的注意力。借助生动的画面和视觉信息进行导入的效果比教师的“独白”效果好。
T: Mike is an American boy.His father is a profeor.He is invited to teach English in Ningde Teachers’s College .And Mike comes to China with his father.Now Mike is your new clamate.It is the first time for Mike to come to Ningde.What do you think he must know about Ningde?
(Get students to discu in pairs.Then ask some pairs to report.Elicit “clothing, food, living and transportation” by discuing the question)
2.A further discuion (After eliciting “clothing, food, living and transportation’’, I divide the cla into four groups, each group discu one question.The group competition would encourage them to think creatively 引出衣、食、住、行四个方面后，将学生分成四组，每组讨论一个方面，活动性形式是小组竞赛，有利于调
动学生完成任务的积极性)
(1) divide the cla into four groups and have a group competition.
The first group has to discu: Where do you think Mike can buy his clothes? Why? The 2nd group has to discu: Where do you think Mike can eat? Why? The 3rd group has to discu: Where do you think Mike can live? Why? The 4th group has to discu: Where do you think Mike can go on weekends? Why?
( The teacher give each group their grade according to their performance.)
(2) Get the four groups to take out their maps (the teacher should ask the each student to bring a map of Ningde with them in advance) and discu.Ask them to underline the most proper places they think for Mike to go to.Ask each group to choose one place and then report and explain the reason.Give each
group their grade according to their performance.
(after setting the task , get the students to look at the pictures with English explanation in them presented by multimedia visual aids, the English words like ladies’room, library church, cafe) 此任务布置后，让学生看并讨论由多媒体呈现的附有英文解释的图片，即表示某些地点的生词：ladies’room, library church, café、、、、、、、
T: (show the slides of ladies’ room and men’s room on slides) Hers is a place.In it there are a lot of different kinds of books.We can borrow books from it.But we have to return them on time.We call this place “library”.(display the picture of church in slide shows to present the word )
T:(show the picture of cafe) Here is a place.We can drink coffe in it.we call this place “cafe”.
3. Set up a new situation:
完成以上任务后，又设计一个新情景，目的是帮助学生复习
以前学过关于“问路”的表达。
(after the completion of the above task, the teacher needs to set up a new situation to help the student review the useful expreions on how to ask the way) T: Mike is new in Ningde.So it is easy for him to get lost on his way to these places.（过渡） If he gets lost, what can he do? (help the students to answer: he can ask a policeman or a paerby on the way.)(get the students to review the following sentences about asking the way.)
-----Excuse me, where is downtown library ? -----Excuse me, is there a police station near here?
(elicit the following sentence pattern through revision 在复习基础上，又引出两个新句型 ,)
T: when we ask the way , we can also say: Excuse me , can you tell ne the way to the men’s room?
Excuse me, which is the way to the hospital? 4.Introduce the main task:
有了前面的铺垫，很自然地引出了本节课的主任务
(It is natural to introduce the main task of this leon after finishing the previous task.The students have laid a solid foundation for the further learning.)
T: so today’s main task is to help Mike ask the way and tell him the way so that he can reach the places he wants to go in Ningde.
5.Ask the students to listen to a model dialogue (Section 2 leon 61)
T: now let’s listen to the tape and pay attention to the way people ask the way and give the way in the dialogue.Listen first and try to answer the question:
How can A get to the library?
( the question is presented on slide)
Step 2 : Task cycle
(任务循环是任务型教学的一个重要环节。 学生以小组竞赛的形式进行活动，她体现了合作学习的必要性， 又通过引
入竞争机制反映出活动的真实性)
1.students work in groups and read the map
T: suppose Mike starts from our school, he wants to go to the place you discu just now.give him the direction.The sentence patterns in section 3, leon 61 can help you.Then each group will choose a member to get ready to report.The reporter should try his best to say it correctly and fluently.
2.Get each reporter to report.T: Other groups check their presentation while they are reporting and write down their mistakes but don’t interrupt them.
(the teacher gives them prompts if neceary, but doesn’t
interrupt them.After their oral presentation, the groups evaluate each other’s performance and correct mistakes.And then the teacher offers feedbacks, evaluating their performance, correcting their mistakes if there are some left and giving each group their grades.) (教师要求各小组成员听汇报的同时， 要关注汇报者指路的用语是否明确， 是否最终能帮助麦克到达目的地,是否有语
言、语法错误。等四组汇报完后， 小组先讨论，得出结论，并向全班公布结果。此后老师做总结并按照情况结合各组打分。)
3.Set up four situations Mike may be in .( multimedia visual aids) (Get each group to choose a situation and make a dialogue.Then get each group to act out their dialogue) Situation1: one evening, after having dinner in a restaurant with his family , Mike wants to go to People’s Cinema to see a film, but he doesn’t know the way.What will he do? Please imagine and make a proper dialogue.Situation2: one day Mike goes to Nanji park (( multimedia visual aids) by bike .but makes a mistake, he goes to Jintai mountain , what can he do ? Please imagine and make a proper dialogue.Situation3: one Sunday morning , Mike’s family want to go to the church (multimedia visual aids).Is there a church in Ningde? How can they get there? Please make a proper dialogue.Situation4: one day Mike and his mother are shopping in Walmart shopping mall.Suddenly Mike’s find her handbag is stolen.Her money ,mobile-phone and ID card are all in it.Mike
doesn’t take any money with him .what can they do? How can they get home ? please imagine what the situation is and make a proper dialogue.
Step 3:post-task 一．language focus and summary 1.Talk about the differences among the words “cro, acro and croing”.
（1）get the students to translate the following three sentences and pay attention to the meaning of the underlined words (with the multimedia visual aids) 1) turn left at the second croing.2)go acro the bridge.3) cro the bridge (2) ask the students to find out the difference of the three words based on their meanings, parts pf speech and usage.(I f one student gets the right answer, his group will get 10 points) (3) the teacher draw a conclusion Cro:v
Acro: prep
Croing:n 2.Ask the students to tell these building correctly ,quickly and fluently, then the teacher shows again the pictures of some places such as church……………
3.get the students to summarize the useful sentences about asking the way and giving the way .(if a student tells a right sentences, his group will get 5points) 1) Excuse me, which is the way to the hospital? .Where’s the (nearest)…, please?
.Is there a … near here?
.Which is the way to …?
.How can I get to …?
.Can you tell me the way to …?
.Do you know the way to …?
.Can you tell me how to get to …?
2)•Go along this road and …
•Go up this road to the end.
•Go on until you reach the end.
•Turn left at the … croing.
•Take the second turning on the left.
•Go acro the bridge.
•It’s between the … and the …
•You will see … in front of you.
•You can’t mi it.
Ask the students to read these sentences correctly
4.Ask them to choose a place and work in pairs to ask and answer and make sure that they can further practice the useful sentence patterns.
二 :Conclusion
Work out each group’s total grades to see which group gets the highest mark an give the winners some bookmarks as a prize.
Meanwhile encourage other groups to work harder next time and not to be discouraged.
Step 4： Homework
Level 1: learn by heart the useful words and sentences concerning today’s topic.Level 2: Make a new dialogue about today’s topic and write it down .get ready to act it out with your partner next cla.
