What will you do if you meet the old woman on your way？
I’ll carry on Lesson 63 like this：
At the beginning of the lesson，I’ll chat with the Ss to revise the sentences with “can” and “may”： “May I come in？” “Can I borrow your…？” “May I speak to …？”etc.
Show the pictures in Part 1 of Lesson 63 on the screen for the students to guess where and what they are doing，what they may say. Then the Ss open their books to read and think.
To give the Ss chance of practice，I’ll show a lot of pictures for the Ss to make up similar dialogues.
A： May/ Can I swim here/ cross the road now/ take photos with the tiger/ watch TV？
B： No，you can’t.It can be dangerous./It can be bad for your eyes.
My other pictures can be： a girl cleaning the window on a chair，a boy jumping off the wall，a child peeling an apple with a knife，a woman turning on the cook，a boy running across the busy road，etc. Get the Ss to give responses “ Be careful！ You may hurt yourself.”
After I present the short dialogue in part 2 with a real situation，a guessing game is ready for the Ss to practice the language item： The Ss can guess the places my family members may be and what they may do.
Here I teach the new words “fix” and “lab” so at the same time I make a preparation for Part 3.
After the Ss practice part 3，I think a consolidation is needed now. I’ll ask the Ss to survey their friends’Sunday plan and fill in the form：
What may your friends do next Sunday？
Who？
Where they may be？
Things they may do.
At last call some of the Ss to give a report in front of class.
Lesson 64 is the last lesson. So I think a conclusion after a period of English learning is necessary. First I’ll design some activities for the Ss to revise the expressions of “asking and showing the way”. After the listening，speaking，reading and drawing，I’ll have them do chain work as a consolidation.
Part 5 is a reading passage. At first I’ll show some pictures： In picture 1 I am doing shopping in a big shopping center. In picture 2 I get lost. In picture 3 I suddenly find the exit of the shopping center. I’ll present the new expressions when we talk about the pictures： be/get lost，go wrong，suddenly，reach.
After the conventional steps of reading，I’ll design mainly four tasks for the Ss’to get a further comprehension and thought：
Task 1： CalculationCalculate the time that Mrs Lee spent in walking from the restaurant to the video shop and the way back.
Task 2： DrawingDraw a map for Mrs Lee according to the man’s instruction.
Task 3： Pair workHelp the woman find the way back to the restaurant according to the map.
Task 4： DiscussionIt’s easy to get lost in big places. How can we always keep the right way？
In order to arouse the Ss’interest and attention in class，I’ll organize my lesson as a big competition，which is made of many small ones between boys and girls.
One more thing I’d like to mention here is the assessment of our English teaching. As it is known to us all，the purpose of teaching is not only to teach the Ss some knowledge，but also to teach them the abilities and skills to learn and to use the knowledge to solve problems. In order to test the Ss’effect of classroom activities，guide their learning strategies and train them into independent learners，we need not only summative assessment but formative assessment as well. So I make the following four tests. I’ll get the Ss to check themselves the first one before my teaching of this unit，and the others after they’ve learned the unit.
自我评价：学习条件
检查可以在本单元应用的知识
请你根据下面的内容要求，说出你能够想到的英语表达方式（包括词汇，词组，句子）
①公共场所和地点；②位置；③次序；④行路（含交通工具）；⑤交通标志；⑥问路与指路。
请你在2分钟内说出眼前几个人之间的位置关系：（由你的搭档在这里做纪录）
请你在2分钟内画出学校的布置图，并说从校门口到教室的路径
检查本单元需要运用的语言技能
在听的过程中，你的头脑里出现的是什么？（可做2～3个选择）
A.一片空白B.不连贯的文字
C.说话人所处的场景D.说话人的活动
在说的过程中，你一般在想什么？（可做2～3个选择）
A.要说的句子B.搜寻课本学过的东西
C.要说的意思D.对方的意思
在读的过程中，你的头脑里出现的是什么？（可做2-3个选择）
A.一行行见到的文字B.汉语
C.文中的场景画面D.人物的活动
你写的过程一般分成几个步骤？（指出你实施的步骤）
A想为什么写—B想写什么—C想自己能写什么—D列出提纲—E动笔写—F翻阅课文—G继续写—H自己阅读—I找出错误—J修改—K和同伴一起阅读—L找出错误—M修改—N边抄写边定稿
检查本单元需要运用的学习技能。（如果用“是”“否”回答问题，需做一点解释）
在说和写的过程中碰到不会的单词和句子，是否能用别的单词或句子来表达？（举例说明）
回顾一下，你是否能够大概确定什么知识是在什么地方学到的？（举例说明）
在接受学习材料时，你是否很愿意自己编一点什么？
你在学习过程中是否经常归纳、总结、对比所学的知识？（举例说明）
学会做事：
能够听懂谈话中涉及的街区中公共场所的方位。
能够为他人指引去某公共场所的方位（路线、乘车目的地等）。
能够结合布置图，确认某个特定的位置（在前、在后、中间、左右等）。
能够在邀请信中向被邀请人明确指示来访的路线。
能够结合布置图及距离确定去某场所的最佳路线和交通工具。
能够发现自己和同学课业中出现的错误。
自我评价：学习过程和学习效果
填写下面的表格，看一看，在本单元的学习活动中，你的表现如何？
编号
评价项目具体情况（在提示词上打√）
1
你是否在课前自我评价时自测语言知识？
很认真 认真 一般 不愿意
2
你在课堂上是否主动参与小组活动？
课前准备 本人积极 启发同学
3
你在课堂上是否正在改进成对话？
和同伴讨论 双方积极主动 有话可谈
4
你是否积极呼应了老师的提问或指令？
粗略总结次数：1 2 3 5 7 10 15 17 20 23 25 27 30
5
你在课堂上是否主动提问或主动讲话？
次数：1 2 3 4 5 6 7 8 9 10
6
你在和同学对话时是否进行了连贯交谈？
轮次：1 2 3 4 5 6 7 8 9 10
7
你在自己讲话时是否进行了连贯表达？
语句：1 2 3 4 5 6 7 8 9 10
8
你是否接受了有关地点方位的听力材料？
教材 评价手册 课外磁带 课外VCD 其他听力教材 同步练习册 测试题
9
你是否接受了关于地点方位的阅读材料？
教材 评价手册 课外读物 短故事 连续性故事 练习册 测试题
10
你是否进行了关于地点方位的写的训练？
教材中的练习 单词默写 组句 填写 表格 看图写话 绘图写话 通知 介绍
11
你是否注意自己课堂上的成功表现的原因？
有准备 有信心 内容熟悉 词语熟练
12
你是否注意回顾自己在课堂上的失败表现？
心情不好 无信心 内容不熟 词语不熟
13
你是否注意到自己听力的改进？
练习多 不紧张 改变关注点 老师指导
14
你是否注意到自己阅读的改进？
练习多 词汇熟 改变关注点 老师指导
15
你是否注意到自己写的改进？
练习多 词汇熟 注意程序 老师指导
16
无论在课内还是在课外，你是否用英语有目的地做了生活上的事情？
帮助老师 问老师问题 组织活动 读报写墙报 制作贺卡 其他（）
Teaching Pan for Unit 16 BookⅡ（B）
Lesson 61
Step one Revision
1. Game
The Ss ask and answer randomly about people’s jobs and work places clapping their hands.
A： Where do doctors work？ B！
B： Doctors work in hospital. Where do policemen work？ C！
C： Policemen work in police station. Where do postmen work？ D！
D： Postmen work in post office. Where do …？
Ask and answer
Put the signs of some public places on some Ss desks. The Ss ask and answer the positions of them： beside，behind，next to，between …and…，in front of…
Step two Presentation
Word shop
Show the Ss a list of the things I’m going to do tomorrow.
send some postcard
borrow some books
drink coffee with my friends
buy some VCDs
go to my friends wedding
Get the Ss to tell the places I shall go to do these things. Show the pictures of café，video，shop and church.
Ask and answer
Show the map of L61 on the screen.