These items should be circle:video arcade, post office, supermarket.

Tapescript(录音稿)

Convernation 1

A: Is there a video arcade on Fifth Avenue?

B: Yes, there is.

Conversation 2

A: Is there a post office near here?

B: Yes, there is. There's one on Bridge Street.

Conversation 3

A: Is there a supermarket on Center Street?

B: No, there isn't.

1C  This activity provides guided oral practice using the target language.

Point to the different locations shown in the picture.Ask different students to name each one. If necessary,say the name and ask the student to repeat.

Point to the question and answer In the example conversation and ask a pair of students to read the conversation to the class. Ask other pairs of students to repeat the activity if you wish.

Ask students to work in pairs. Say, First one person asks a question and then the other person takes a turn.

Demonstrate(示范) the activity. Point to the picture and ask. Is there a post office near here? Then choose a student to answer. Guide the student to say, Yes,there's a post office on Bridge Street.

As students work, move around the room and check progress(进展情况). Help students understand how to locate things on the map, if necessary.

Ask several students to say some of their questions and answers for the class.

教学后记：

教学方法有问题?

教了这么多年的英语，总幻想有一种方法，能让学生轻轻松松把英语学好。哪怕自己多浪费点时间。有时想来，自己的教学效率实在是太低了，每天不分上课上自习，都是一个样。也就是说在不误课的情况下，我的教学时间应该是学校规定时间的两倍，然而教学的效果却很不理想。每天看着自己的队伍步履蹒跚的前行，自己不由的怀疑自己的教学方法。

与此同时，这段时间由于我在学生每天记十个词前，先领读他们一遍，再分开音节，讲一讲英语的拼读规则，发现学生的记忆效率大大的提高，这更让我有理由怀疑自己的教学方法是不是不适合学生的实际?

吃早饭时突发“奇想”，是不是给学生一点时间，让他们把每单元几句重点句背下来更好呢?单词需要积累，这点勿容置疑。对于我们的学生来说，典型句子同样需要积累。句子背下来，在用的时候就可以举一反三，就像语文中背范文一样。对于我们我们这些基础较差的学生来说，他们在交际时需要模仿，在他们的记忆库中贮存就是十必要的。当然，如果学生能够在课堂上用英语去表达的话，说明这些典型的句子他们已经掌握。但现实的情况是，这种方法更容易适用于尖子生，或者基础较好的学生，很多学生只是充当的观众。

让学生死记硬背是不对的，但不让学生背也是不对的。