七.六英语演讲稿

七.六英语演讲稿（共6篇）

篇1：七.六英语演讲稿

七六孟书冰

Hello ,I’m Meng Shubing.I’minclasssixGradeSeven.whenI wassix years old.My mom bought me many storybooks.They stories were interesting.Iliked reading them very much.Now I’m a student in Grade 7.Ilike to read books in the library near my home every weekends.I like going to the Children’s section becase I’m a child.Many different kinds of books are there.I love storybooks best.I can learn new words and how to write good stories.Readingisreallyfun.I want to be awriter ,when I rewup.Itdreamtowrite interesting stories forchildren.I thinkmy dream come true some day.Thank you for lstening!

七六陆晴晴

Hello!My name is Lu Qingqing.I’m from class six ,Great

seven.I am a student.My hobby is swimming ,but I can’t swim.I’m thirteen.In my family.There are four people in it.My father, My mother.My brother and I.I love my parents and mybrother.My father likes playing tennis.He plays tennisonthemy mather likes watching TV.she watches TV in the evening/My brotherlikesplaying.Camputer game.ThesearemyfamilyLook!Thisismy room , It’s clean and tidy.Adeskachairabedandabookcaseareinmy room.Mybooksareinthebookcase.Ilikethosebooksvery much A desk and achair next to the bed.My bed is pinkPinkismyfavoritecolor.Next doorthatismybrother ‘sroom.It’s nottidy.I haveafriend.SheisMeng Shubing.She is verynice.she likespink , too.She has a

pencilIt’spink , and she has there pens.They are pink too.We are from thesameclass, We are deskmates n the classroom.Iafter play with her.Doyouwant tobeourfriends?

That’s allThank you for listening!

七六胡永杰

I’m Hu Yongjie.I’m 13.I am a student in a middle school.I like green and blue.I have a blue pen.I have a green ruler.Look, this is my room.It’s clean and tidy.I always clean it every morning.Some pictures are on the wall.Here are two photos of my birthday party.My family and friends are in the photos.The first photo is the photo of my family.Look!These are my grandparents.They have two sons – my father and my uncle.These are my cousins.They are the daughters of my uncle.My friends are in the next photo.The two boys are---and---.They aren’t in my school.I’m in Qinfen middle school.I like the two photos.Thanks for listening.

篇2：七.六英语演讲稿

同志们！朋友们！

每当看到冉冉升起的五星红旗，每当听到响亮的《义勇军进行曲》，我总是热血沸腾，心中顿时燃起自豪的火焰，金秋十月，国旗招展，举国同庆。今天全国各族人民满怀喜悦，迎来了中华人民共和国67岁生日;大江南北的中华儿女都在尽情高歌，为古老而年轻的祖国深深祝福!新中国的诞生，深刻改变了我们这个东方大国的命运。六十七年来特别是改革开放以来，中国共产党带领全国各族人民百折不挠，砥砺奋进，伟大祖国实现了从积贫积弱到世界第二大经济体的转变，中华民族实现了从饱受欺凌到迈向伟大复兴的转变，人民生活实现了从缺衣少食到推进全面建成小康社会的转变。今天的中国，国家更加繁荣昌盛，社会更加和谐安宁，人民更加自豪自信。

辉煌历史由每一天的奋斗写就。今年是“十三五”开局之年，面对各种风险挑战，在以习近平同志为核心的党中央坚强领导下，全国上下贯彻落实新发展理念，同心协力，攻坚克难，在保持总需求适度增长的同时，着力推进供给侧结构性改革，经济社会发展取得来之不易的新成就。党和政府有效实施宏观调控，多措并举补短板、增后劲，实现了经济运行、就业、收入的总体平稳和经济结构不断优化；坚持改革开放，深入实施创新驱动发展战略，新动能加快成长，大众创业、万众创新蓬勃兴起，实现了市场活力与发展动力的协同迸发；聚焦人民期盼，大力推动脱贫攻坚、环境治理、公共服务等薄弱环节建设，实现了国家发展与民生改善的同步提升。有效应对多年少有的特大洪涝灾害，最大程度保障了人民群众生命和财产安全。

中国成功举办二十国集团领导人杭州峰会，达成了构建“创新、活力、联动、包容”世界经济的广泛共识。我国体育健儿在里约奥运会、残奥会上拼搏争先，激励着中华儿女以更饱满的热情投身现代化建设。

国家富强是增进人民福祉的根基。我们必须把建设富强民主文明和谐的社会主义现代化国家作为不懈追求，继续开创新的历史。

牢牢扭住经济建设这个中心不动摇，充分发挥我国内需空间广、创新潜力大、人力资源足的优势，既着力保持经济中高速增长，有效防范各类市场风险；更着力加速新旧动能转换，提升国家创新能力、综合竞争力和可持续发展水平，促进经济迈向中高端。

紧扣群众期待，办实事出硬招，让群众在就业创业等方面有更多成就感，不断增加收入；在社会保障等方面有更多获得感，实现老有所养、病有所医、住有所居；在生态环保、食品卫生等方面有更多安全感，提升生活品质。更大力度推进扶贫脱贫，让贫困人口和困难群众尽早过上小康生活。

全面推进依法治国，加强各种所有制经济产权保护，让所有市场主体平等参与竞争，使每个人有机会通过自身努力实现人生价值。提升基本公共服务的公平可及性，改革完善收入分配体制机制，促进改革发展成果更好惠及全体人民。

全面深化改革，不断破除束缚发展、不利民生、妨碍公平的制度瓶颈，进一步激发亿万人民的积极性创造性。坚持扩大开放，推进“一带一路”建设，促进国际产能合作，以更多开放共赢举措汇聚更广泛资源，推动互利合作、共同发展。

真抓实干。国家强盛需要一代又一代人的努力付出。我们仍面对许多困难挑战，但我们有信心有能力克服。要坚持“干”字为要，主动作为，在破解各种难题中不断开拓新局面，一步一个脚印地向着我们的奋斗目标迈进！

篇3：七.六英语演讲稿

一、教师要真正让学生减负

2001年, 新课改的大潮席卷神州大地, 让学生减负的课改精神走进家家户户, 但我们教师做到了吗?在教学上我们人为地增加了教学的计划量与课时.

第一, 总课时增加了.新人教版教材每册安排60课时左右, 旧人教版每册安排80课时左右.

第二, 周课时量增加了.课改前每班数学周课时量是5—6节, 符合教学大纲要求, 课改后大纲要求是每周4课时, 但我们大多数学校还是安排5—6节.

第三, 课堂教学还是老一套.虽然课改出现了一些新的教学方法, 如:讲授法、谈话法、讨论法和读书指导法、练习、实验和实习作业等, 但我们大多数教师在应用这些方法时也不外乎是课堂教学上增加了师生互动, 生生互动, 教学过程大致还是复习旧知识—导入新课—讲授新课—学生练习—教师讲评—本节课小结那老一套.

第四, 教学难度增加了.一些教师对课程标准没有认真研究, 一部分内容只需学生了解的, 他却要求学生掌握, 一些要求掌握的, 他要求学生去理解, 因而人为地加大了教学的难度, 久而久之, 领悟能力强的学生可以掌握、理解, 可那些不太聪明的学生就会大大滑坡了, 变成了差生.

第五, 教师不放心了.按课程标准要求, 我们数学每周4节课就够了, 现在每周上5—6节, 比课程标准多了1—2节, 学生课堂和课后应非常轻松才对, 但实际学生的负担并没有减轻, 原因何在?这实为我们教师本身的问题, 是教师没有按照课程标准要求去完成教学任务, 而是认为课程标准以外的东西这也需要补, 那也需要补, 还担心学生课后不会巩固, 故而又布置了一大堆的作业要求学生课后完成.本来一节课的内容, 学生可以当堂完成并融会贯通, 教师却硬搞出两三节课的内容, 一节新授课, 一节练习课, 再来一节测验课.

第六, 作业比以前更多了.课改前教师布置课后作业, 课改后课外作业一点也不见少, 反而因“升学”的重压有加重的趋势.

第七, 教师讲的比以前更多了.一些教师善讲, 长于点拨, 工于诱导, 教学语言如绵绵春雨滋润学生的心田, 但真正理解的又有几人;一些教师善讲, 或感慨激昂, 或哀怨悲切, 善于创设一种感情氛围, 引起学生的强烈共鸣, 但真正被感染的又有几人.教师一节课下来, 教学语言, 教学过程发挥得淋漓尽致, 能真正听懂的又有几人, 教师心理非常清楚, 所以就有了课后作业, 下一节课的练习、讲解, 检测, 但还是有那么一些学生没有达到预期目标, 其实这些学生在教师授课时他只是一知半解, 属于滥竽充数而已, 教师如果课后有时间, 这些学生还可以得到补一补, 如果碰到课程较紧时, 这些学生就无法逃脱不懂的命运.

二、选择适当的教学方法

新课程并不要求我们每节课都探究, 都实验, 我们要在每节课前充分分析学生的学情, 认真备课, 选择好我们的教学方法.

例如:我们在讲轴对称时就应选用直观引入法将两块玻璃板作教具, 把要讲的图形分别画在玻璃上.当两块玻璃重合在一起时, 学生就会明显看到对应且相等的线段、弧、角及对称的图像.又如, 我们在学习相似三角形时, 就会采用求同变异法利用全等三角形来引导.先在黑板上画出两个全等三角形, 并复习全等三角形的性质.然后在其中一个三角形的两边取中点D、E, 再连接起来, 这样就又出现了新的三角形.根据三角形“中位线”定理很容易证得3条对应边的比是1∶2且同位角相等.这时再切入“相似三角形”的概念, 再与“全等三角形”的概念比较异同.这样学习, 结论清晰, 逻辑周密, 记忆牢固.

三、改变教学模式

篇4：七.六英语演讲稿

1.六七年级教学内容、教学任务方面不同。六年级英语是在教学中通过说、听、唱、演、玩等手段激发学生的学习兴趣，获得学英语的感性知识。而七年级英语要求学生在教学中依靠能听得懂英语、能说英语、会朗读英语、可以用英语写文章表达感情来掌握英语基础知识，获得学英语的理性知识，发展学生的英语交际能力。

2.六七年级学生在学习习惯和方法方面的不同。六年级学生刚进七年级时存在的行为习惯问题主要有：作业粗心马虎，书写不规范，拼写错误多，用汉语方式代替英语等。到了七年级要求学生逐渐养成自觉学习的习惯。如：可借助其他资料预习课文找出问题，课堂中认真听讲并记好笔记，课后复习自觉完成作业等。

3.六七年级学生在教学方法上的不同。六年级教师基本上是采用直观的情景教学活动，因为教材内容相对来说更简单，课堂形式更轻松。而七年级教师要采用多种教学活动，因为学生除了要学习课本上的知识，还要运用这些基本知识去交流，去理解更深层次的意义。为培养学生学习的兴趣，七年级英语教师既要有六年级英语课的轻松氛围，又要增大教学难度。

二、解决衔接问题的方法

1.注意教材内容的衔接。为了更好地处理好六七年级的衔接，首先我们学校从六年级起始阶段起，就有意识地进行英语音标的强化教学，为以后的教育奠定基础。我们利用PPT等教学手段，循序渐进地将音标教学渗透到教学当中去。经过我们的初步实践，到六年级下学期时很多学生已经能够自如地拼读单词了。

其次，我们充分挖掘教材内容对接处，了解到小学的PEP教材与初中的“Go for it！”有很多内容是相近的，只是初中教学目标提高了一些而已。我们在教学这些内容的时候，就要先引领学生回顾温习已有的知识词汇，再进行下一步的教学。

2.注意教法的衔接。我们要求六年级学生主要掌握最基本的英语基础知识，在培养学生的自主学习的能力训练方面还不够。在七年级时教师不仅要求学生掌握最基本的英语基础知识还要提高学生的语言综合运用能力。在充分理解教材的基础上可灵活调整教学内容和进度，为培养兴趣可运用一些轻松活泼、地地道道的语言进行教学。例如：在讲奶昔的制作时我们可以用所学的语言知识讲讲当地有名小吃的制作，如艾米古，霉豆腐等，学生会热情高涨。我们借助多媒体把对话、歌谣、游戏、顺口溜和故事等活动引入课堂，让学生在轻松、愉快的气氛中学习英语，比如说在教形容词时使用“Lets chant！”“tall，tall，tall！make yourself tall”“long，long，long！make your arms long”等等。

3.注重学法的衔接。小学阶段英语口语主要是教师怎么读学生就怎么读，不能运用语言灵活交流，笔试方面主要是抄写字母和单词，非常被动地接受知识。学生进入七年级后，教师应努力培养学生的主观能动性，使学生能灵活运用所学语言进行交流，能表达自己的感情。例如对语法教学，我们小学阶段已掌握哪些词汇、句子，根据七年级学生的能力，引导学生自己通过观察、比较、分析并找出语言规律。如在小学时学生总是记住了“I am，you are，he is”等句型，而上七年级后要用到谓语动词，如不能說“I am work at Pingxiang”，而要说“I work at Pingxiang”。

4.注重学生学习习惯的衔接。六年级学生年纪毕竟还小，好动、对新鲜事物好奇、好问，课堂中他们乐于参加英语游戏，喜欢学唱英语歌，积极举手发言。为了培养学生的兴趣，我们应坚持一些好的小学英语学习的习惯。七年级就应慢慢培养学生课前借用字典或其他资料进行预习的习惯，如有问题做好标记的习惯；培养学生课堂上认真听课（尤其是听在预习时遇到的问题），积极思考、做好笔记的习惯；培养学生课后按时按质按量地完成家庭作业，整理笔记，及时复习的习惯。为了培养学生的良好习惯，我们对学生提出了一系列的要求。

（1）每日晨读或睡前读20-35分钟，识记单词要大声朗读。

（2）上课认真听讲，要求人人对话练习、大胆参与游戏、仔细聆听录音和他人发言、大声跟读模仿等。

（3）诚实、积极地完成每个单元的单词听写和语段背诵。

（4）课后及时温习所学对话和语段，独立认真完成书面作业。

（5）每人配备一本字典，每学期配备一本与该册教学内容配套的资料书，用来解决在预习以及日常阅读中遇到的不认识的单词或问题。

（6）在家配备一台复读机，注重语音语调的学习和培养。课外多看英语杂志书籍、电影，多听英文歌曲等，培养并提高英语语感。

篇5：七.六英语演讲稿

刘千河学校：郭红霞

本学期，我仍然担任六年级和七年级的英语教学工作。参加工作已经快一年了，从工作经验来说，我自认还是很欠缺，不过我一直都在努力，争取尽量弥补自己的不足。从两个班级学生平时上课的表现来看，尤其是六年级，我对本次考试还是有信心的，考试前，我没有看试题，考完后许多学生来和我交流，告诉我有许多模棱两可的题。成绩出来后果然不是很理想。本次试卷以考查基础知识为主，七年级听力前两题很简单，第三道题是短文，难度有点大，平时练习很少，所以对学生来说有点难。单选题不止一次讲过，训练过，完型填空比平时训练的简单，阅读题虽然占分值大，但也比平时的简单，很容易理解，写作部分课堂多次训练，也让学生背诵过。相对而言，六年级的考试题范围就有点广了，因为是毕业班，所以考题是从三年级到六年级的知识，好多都已经忘了。结果也就可想而知了。九十分的学生只有一个，而平均成绩也只有七十四分。可以说，这样的成绩我不是很满意，虽然没有和其他学校相比，但我知道肯定有差距。为了及时调整教学方法，更好地开展下一阶段的教学工作，让学生牢固地掌握、应用英语知识，争取在期末考试中取得好成绩，现根据开学初制定的教学工作计划，就上半学期教学工作总结如下：

一、学生的基本情况

两个班级学生共29人，他们的英语基础参差不齐，不过值得欣慰的是都已接触英语三四年了，已初步掌握了学习英语的方法，进入了英语学习的状态，可仍有部分学生拼写不规范，学习不主动，对英语不感兴趣。在所有学生当中三分之二的学生学习态度认真，对英语感兴趣。

二、原因分析

1、刚刚开始教学工作，经验不足。研究教材多，钻研教法少。

2、对每一个人的情况掌握不到位，没有做到层次分明的教学，即因材施教。

3、本学期对学生不是很严格，感觉学生的状态有点松弛。

三、采取的措施

1、教学过程中，注意抓常规教学，以学生为主体，面向全体学生组织教学，注意培养学生的听说读写的综合能力。

2、抓词汇和句型学习，经常进行听写训练，提高学生对记忆单词和句型的能力；另外从开学初就开始狠抓英语词汇、课文背诵。

3、上课时尽量用英语授课，这样能使学生更多地接触英语。每堂课要用一定的时间让学生用所学过的日常用语和所学句型表演不同形式的对话，一来可以温故，再者可以提高同学们的口语表达能力。

4、做到有目的的教学，在关注好同学的同时更重要的是狠抓一般的同学，当然也要重视比较差的同学。

5、还是严师出高徒，所以以后还是要严格要求学生，当堂教当堂会。

四、值得坚持的做法

首先，我认真地分析教材，找出重点词汇和短语以及句型，弄清楚哪些是必须要求掌握的学习内容，然后就有的放矢地结合学生的生活实际进行口语、词汇、句型的练习。每次备课时，我都细心研究教材、考虑学生的分层和知识差异，穿插一些生动有趣的游戏活动，不时还开一下玩笑以便活跃课堂气氛。通过这些活动，增强了学生的英语学习热情和兴趣。而且，我经常和学生聊天谈心，拉近彼此的距离，另外还有意识地给学生们创设说英语的环境，课堂上也尽量要求他们用英语表达。总之，通过一系列的手段让学生体会到学、用英语的乐趣，养成使用英语的良好习惯和意识。

其次两头抓，两头都要硬。

篇6：冀教版英语七年级第六单元教案

Target language 1.Words and phrases

walk, car, bicycle, doctor, by, far, near, drive, ride, businessman, store, by bus, by car 2.Key sentences How do you / they go to …?

By bus / car.How does she / he go to …?

She / He goes to work on foot.Learning ability goals

Help students talk about their family members using the target language.Teaching important points

Learn to express different means of transportation.Teaching difficult points

The meanings and usage of different ways of transportation.Teaching methods Listening and speaking.Teaching aids

Pictures, tape recorder Teaching period 1 Teaching procedures & ways Step I Warming up Ss sing a song: This is the way we brush our hair, on a Sunday morning.Step II Lead-in Show the pictures of a bus, a car, a bicycle and a picture of walking.T:(Picture 1)How do I go to work? S1: I go to work by bus.I take a bus to work.T:(Picture 2)How do you go to school? S2: I go to school by bicycle.I ride a bicycle to school.T:(Picture 3)How does my friend go to work? S3: My friend goes to work by car.My friend drives a car to work.T:(Picture 4)How does my sister go to work? S4: She goes to work on foot.She walks to work.Teach the phrases: by bus / car / bicycle, on foot.Introduce the phrases: in the / one’s car, on the / one’s bike, take a bus / car, ride a bicycle.Language points: How do you go to school? Step III Game Tell Ss to find partners to play the game with the pictures used in Step II.Tell Ss to place the pictures face down in a pile.Player 1 picks up a picture and puts it on his or her forehead with the picture facing toward the other player.Player 1 tries to guess the picture according to Player 2’s action.When Player 1 guesses the picture, the turn passes to the next player.Step IV Presentation(1)Free talk.Ss have a free talk in pairs.Say something about their family members using the target language.A sample dialogue:

S1: How do you go to school? S2: I walk to school.S1: How does your father go to work? S2: He goes to work by bus.(2)Deal with Part 2 on Page 52: How does she / he go to work? Show the pictures on the screen.Ss ask and answer about them.(They stand in front of the whole class.)

A sample dialogue: S1: Look at this picture.This is my uncle.S2: What’s your uncle? / What does your uncle do? S1: He is a clerk in a store.S2: How does he go to work? S1: He goes to work on foot./ He walks to work.S3: Look at this picture.This is my aunt.S4: …

Ask more Ss to practise it.Step V Listening T: Now you will hear a short dialogue with the target language.You’ll listen to It twice.Please listen carefully and then answer my Qs: 1.How does Jenny go to school? 2.How does Kim go to school? 3.How does Steven go to school? 4.How does Danny go to school? Play the audiotape.After listening, check Ss’ answers.Suggested answers: 1.She goes to school by bus./ She takes a bus to school.2.She goes to school on foot./ She walks to school.3.He goes to school by car./ He takes a car to school.4.He goes to school by bicycle./ He rides his bicycle to school.Step VI Homework Exercises: Form the sentences.1.how, Li Ming, to, work, go, does

__________________________ 2.father, to, us, drives, my, the, school

_____________________________ 3.Linda’s home, school, from, far, is

___________________________ 4.brother, his, in, school, a, works

__________________________ 5.ride a bicycle, the factory, to, I

_________________________ 6.go to school, you, by bus, or, do, by bicycle

板书设计

Lesson 41 Go to School

How do you / they go to …?

walk, car, bicycle, doctor, By bus / car.by, far, near, drive, ride How does she / he go to …?

businessman, store, by bus, She / He goes to work on foot.by car

Unit 6 Lesson 42 Let’s Go to the City

Target language 1.Words and phrases

hotel, park, street, help, can, city, apartment, building, stop, wait, office, just, stair, show, follow, lost, man, map, turn, down, apartment building, traffic light, Excuse me, turn left / right 2.Key sentences

Excuse me!Where is …? Is the … far from here?

It’s just up the stairs!Let me show you.I’m lost.Can you help me?

Go down this street and turn left / right.Learning ability goals

Help students learn to ask and show the way.Teaching important and difficult points How to ask and show the way.Teaching methods Listening and speaking.Teaching aids

Pictures and tape recorder.Teaching periods 1 Teaching procedures & ways Step I Game: Sentence dragon T: We will play a game named sentence dragon.First I will give every one of you three cards.On each card, write one of the following:

1.Who;

2.Verb or phrases of help, have, want, go to school and fly a kite(write only one of them);3.Where.Then collect the cards into three groups.Let each student choose one card from each group to make new sentences.For example, a student gets the following: Danny, eat donuts, on the bus The sentence will be: Danny eats donuts on the bus.Ss will review the Simple Present Tense(II)by playing the game.Step II Lead-in

T: Several months ago I came to another city(Write “city” on the Bb.)and took some pictures there.Maybe you can name some places that you are familiar with.Let me show you.Look here, please.Show some pictures of our city, street, park, hotel, apartment buildings, traffic lights and so on.Write them on the Bb while introducing them one by one.Ask the class say the words and phrases a few times.Make sure Ss can pronounce them correctly.Have Ss chant together while showing the picture of traffic lights.T: I’m new in that city.I’m lost.Can you help me?(Write them on the Bb and explain to the whole class.)Ss: Sure.T: Thank you.This is my map of that city.(Explain “map” and show it on the screen.)Excuse me!Where is the park? Who can help me? S1: Here it is.(Point at the map.)T: Excuse me!Where is the hotel? S2: Here it is.(Point at the map.)Step III Game — What’s missing? Where is it?

Put up the pictures used in Step I in the front of the classroom.Tell Ss to look at the pictures for one minute and then close their eyes.Remove a picture.Ask Ss to open their eyes and try to figure out which picture you have removed.Call on individual Ss to answer with the name of the picture until one answers correctly.T: Excuse me!Where is the....?(Name the removed picture.)S: Here it is!(The student who answered correctly goes to finds the picture, holds it up and says the word of the picture loudly.)Then the student who answered correctly hides a picture and leads the guessing.Step IV Presentation You’d better ask several good Ss to make up dialogues with you as examples.(1)T: Can you help me? I’m lost.Where is the street? S1: Here it is!(Point at the map.)T: Is that far from here?(Write it on the Bb and explain it.)S1: No, it isn’t.T: Thanks!S1: You’re welcome.(2)S2: Excuse me!Where is the park? T: There it is!S2: Is that far from here? T: No, it isn’t.Let me show you.Go down this street and turn left.(Write it on the Bb and

explain it.)You can walk there.S2: Thank you.T: You’re welcome.Write down the key sentences in the dialogues on the Bb or show them on the screen when they are used.Then have Ss repeat them.Step V Pair work Let Ss do some practice in pairs using the target language.T: Now make up a short conversation with your partner.You may make one like examples above.Ss practise making up their own short conversations in pairs for five minutes.At last ask some pairs to present their conversations to the whole class.Step VI Listening

Let Ss do some listening practice with the target language.T: Now you will hear a short dialogue between Ms.Liu and Li Ming.Please listen carefully and then answer my Qs.1.Where does Li Ming want to go? 2.Where is the library? 3.Is the library far or near? 4.Does the woman help Li Ming? 5.What does she do to help Li Ming? Ss can listen to the dialogue twice.They can write the key words according to the Qs while listening.Play the audiotape.After listening, check Ss’ answers.Suggested answers: 1.The library./ He wants to go to the library.2.Near the office./ It’s near the office./ It’s just up the stairs.3.It’s near.4.Yes, she does.5.She shows Li Ming and asks him to follow her.Step VII Discussion Play the audiotape.Read Part 3 on Page 53.Then discuss the following questions in groups: 1.Where is Danny? 2.What is Danny looking for? 3.What is a map? 4.What does the man say? As Ss work, move around the classroom to join Ss.Suggested answers: 1.He is in the street, but he is lost.2.He is looking for the school.3.It shows where you are and where you should go.4.He says, “Go down this street and turn left.It’s not far.You can walk there.”

Step VIII Summary and Homework T: In this class we’ve learnt sentence patterns of asking and showing the way.After class have more exercises.板书设计

Lesson 42 Let’s Go to the City

Excuse me!Where is …?

hotel, park, street, Is the … far from here?

can, city, apartment It’s just up the stairs!Let me show you.follow, lost, man，I’m lost.Can you help me?