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初一英语一对一教案你知道怎么写初一英语一对一教案吗学会一些表示动物名称的单词,学会运用动词smell,understand,believejemember等一起看看初一英语一对一教案!欢迎查阅!初一英语一对一教案1
一、说教材
(一)教材的作用和地位牛津英语教材把语言结构、语言功能和主题内容有机地结合起来,所以语言的信息输入量大,选材广泛、主体有序、内容集中,学习内容非常贴近学生的生活实际和思想实际本节课的内容是Unit4的综合技能训练(IntegratedSkills),是将听说读写糅合在一起进行综合训练,以提高学生综合应用英语的能力我要求学生直接借助于网络进行查阅相关资料,并在此基础上进行归纳,使学生的信息量有了大大的增加,由学生的被动的接受变成了主动的学习.
(二)教学目标
1.知识目标学会一些表示动物名称的单词,学会运用动词smell,understand,believejemember等能熟练运用所学句式描述、询问奇闻轶事,并对别人的描述作出反应
2.技能目标通过真实的语境,重点培养学生听、说及综合运用语言的能力
3.情感目标培养学生的参与意识、竞争意识和合作精神,激发学生对我们所处的世界的热爱和不断探索未知世界的兴趣
二、说教法
(一)教学设计的原则1坚持自主学习,合作学习的教学原则之前该行为并没有发生e.g.ldidnotstudyEnglishuntil9o#39;clocklastnight.(ZjPardonPRestroomPYoualreadywanttorestPButwehaventevenstart edyet!l)pardon用作动词,后面既可以跟宾语,也可以跟双宾语;pardonsb.fordoingsth.意为“原谅/宽恕某人做某事”e.g.Canyoupardonmefornotpassingtheexam,Mom2)在没有听懂对方的话,请对方重复一下时也可说pardono e.g.PardonPKmsorrylcan/tfollowyou.(SlKmexcitedtotrytherides!excited和exciting的区别l)excited意为“激动的;兴奋的”,作表语时,主语通常是人;作定语时,常用来修饰人,说明激动的表情e.g.Allofuswereexcitedwhenweheardthegoodnews.Theexcitedchildopenedhispresentquickly.2)exciting意为“激动人心的”,作表语时,主语通常是物;作定语时,常用来修饰物e.g.Themovieisveryexciting.Myfathertoldmeanexcitingstory.
(4)lmean...youknow,awashroomorbathroom.mean作动词有以下含义1)有……的意思,指(多作及物动词),其后可跟名词或代词,也可跟从句e.g.Whatdoesthiswordmean2)意味(着)(及物动词),常跟名词,有时可跟动词-ing形式或从句e.g.Carlreallycouldnotdothat—itwouldmeantheendofhiscareer.3)有……意图,打算,想,常跟名词、代词或动词不定式跟带不定式的复合结构时,还可用于被动语态e.g.lnevermeanttohurtyou.
四、总结(略)初一英语一对一教案3Goodmorning,everyone.Mynameis....,lefrom....rmveryhappyandexc itedtostandhereJtismygreathonortobeheretopresentmylesson.Myteachi ngtopicis....riltalkaboutitby8parts.Theanalysisofteachingmaterial.Theanalysisofstudents.Theanalysisofteachingaimsanddemands.Theanalysisofteachingimportancesanddifficulties.Theanalysisofteachingmethods.Theanalysisofteachingprocedures.Blackboarddesign.Teachingreflection.Well/irstlyJlltalkaboutPartltheanalysisofteachingmateriaLMyteach ingtopicis...fromUnit...GoForltJuniorEnglishBooklA,whichpublishedbyPe opleEducationPress.lnthisperiod,themainlanguagefunctionistopracticelist eningandspeakingskillsaround....aswellasthemunicativeskillsof.....Thenriltalkaboutnextparttheanalysisofthestudents.ltisknowntousth atmostofstudentshadlearnedEnglishforabout....years.Theyarecuriousabo utnewthingsandhaveastrongdesiretolearnbetter.However,theirEngishtear ninglevelaredifferentfromeachother.Theyneedteachershelpandencourag ementintheirfurtherstudy.Nextriltalkaboutteachingaimsanddemands.Thereareknowledgeaims,a bilityaimsandemotionalaims.Theknowledgeaimsaretoenablethestudent stomasterthenewwords・・・・・thephrases....andthesentenses.....Theabilityai msaretoobtaintheabilitiesoflistening,speaking,readingandwritingaround.....totrainthestudentsabilitiesofusinglanguage,toguidethestudentstotalka bout....usingtheexpressionsof....andtodevelopthestudentsabilityofcreati vethinkingandcooperativestudy.Theemotionalaimsaretoenable・・・・・Letsmoveontoanotherpart:theanalysisofteachingimportancesanddi fficulties.Theteachingimportancesare....Theteachingdifficultiesare.・・・・Nextisteachingmethods.luse...methodsinmylesson.Therearemultime diaputerassistedinstruction,task-basedactivities,situationalapproach,totalphysicalresponseortheaudio-lingualmethod.Nowriltalkaboutteachingprocedures.Accordingtofivestepsteaching method,Idesignmylessonintofivesteps.Stepliswarm-up.Hereril....Bythis,thestudentscanbeinterestedinitandpaytheirattention toourclasseasilyand....Step2islead-in.Hereril....Bythis,thestudents・・・・・Step3ispresentation.Hereril・・・・・Bythis,thestudents Step4ispractice.Hereril....Bythis,thestudents.......Step5ishomework.Hereril......Bythis,thestudents・・・・・Nextismyblackboarddesign.rildesignitlikethis・・・・・Atlastjwanttosay,tobeagoodteacherismydream.lthinkateachensnot onlyaguideforsudents,butalsoafriendofthem.lflwereateacher,lwouldbuild acloserelationwithmystudents,helpingthemnotonlyontheirstudybutalsoo ntheirlives.riltrymybest,andlhaveconfidentthatlcandoit.Ok,that vsall.Thanksforyourlistening.Good-bye.初一英语一对一教案4UnitlOWheredidyougoonvacation Goodmorning,everyone.lamfromthe.lhavetaughtEnglishforoverteny earsandllikemystudents.TodayJwilltalkaboutUnitlOwheredidyougoonvac ationGoforitJuniorEnglishBook.Thereare6periodstofinishthisunit.lwilltal kaboutthefirstperiodwiththefollowingparts..I.AnalysisoftheTeachingMaterials.Thetopicofthisunitisthecontinuationofunit9aswellasaboutthepastev ents.ByusingtheSimplePasTTense,whichisessentialinjuniorEnglish,student swilltalkabouttheirpast.Thistopicisabouttheirexperiencesandplacestheyh avevisitedontheirvacations.Soithelpsbringbacktheirmemoriesandlearni ngmotivations.ll.Studentscharacteristic AlthoughtheJuniorlhasbeenlearningEnglishforalmostayearandarehaving somebasicknowledge.BecauseoflivinginChinaandsurroundingenviro nment,studentsarelearningEnglishimpassivelyandirregularly.ButThejunio rlhasshownedthemselvesverycreative^apableandofplasticityastheyred oingsowellinwhatthey/reinterestedinsuchasgamesandCAI.Ill.TeachingAimsandDemands
1.Knowledgeobjectives a.Toenablethestudentstoread,tospell,tounderstandthevocabularycor rectly.b.Tohelpthestudentsaskandanswerthenewsentencepattern:Wheredi dyougoonvacation
2.Abilityobjectives.a.Toimprovethestudentsskillsoflistening^speaking/eadingandwritin g,・b.Toencouragethestudentstomunicatewithothersuningthenewsente ncepattern.
3.Emotionobjectives a.TotraintheSstocooperatewellingroupsandinpairs.b.TobeinterestedinmunicatinginEnglish.1V.TeachingKeyPoints
2.Keyvocabulary NewYorkCitycampsummercampmuseum
3.Keystructures WheredidyougoonvacationIwentto...V.TeachingDifficulty LearnthekeystructuresVI.TeachingMethods l.Task-basedmethod ThafstosayKllletthestudentsfinishllisteningtaskandmakeshortdialoguesalongwiththeactionstohelpthestudentsgetabetterunderstandingofthe keystructures.
2.municationmethod nisetupadreamandaskstudentstopretentthemselvesasreporters.This wa^thestudentscansayfreelyandneedn/ttoworryaboutmakingmistakes.VILLearningMethods
1.Listening—speakingmethod
2.municativestrategy WeallknowthatthebestwaystolearnEnglishwellaretoimitate,topractic e,tolisten,tospeakandtomunicatemoreconstantly.VIll.TeachingAids lnthislesson,theCAI,cassette,ataperecorderwillbeused.X.TeachingProcedure nimainlytalkaboutthispart.ltconsistsof5steps.Ste plWarm-upan dreview l.Ma keafreetaIkbetweenT-S.WhatdidyoudoyesterdayAndwhatdidyourbestfrienddoyesterday
2.WritedownthepasttensesoftheverbsthatlshowinCAI.Purpose:thisstepisinordertoreviewwhatthestudentshavelearntinUni t
9.Thatway,lcanleadthemintothenewlessonsmoothly.lthinklt,susualbutpr atical.Step2Presentation l.Learnthenewwordsandexpressions a.lead—in:askstudentssomequestions:DidyoudreamlastnightWhatdidyoudreamWheredidlgoonvacationinmydream b.CAIshowsmanypicturesofmydream,whicharealsotheactivitiesinla.c.Askstudentstoreadandspellthenewphrases.d.Dola.Matchtheactivitieswiththepicturesa—g.e.Playaguessinggame:lwillshowsomejigsawsofeachpictureandhavet hestudentstoguess.lwillpraisethestudentwhoanswersmorequickly.Purpose:lputthevocabularylearningintoadreaminordertopromptthe mtofinditveryinterestingtolearnEnglish..ByCAI,studentscanmatchthevoca bularywiththerealthingsdirectlyandmasterthemeasily.Step3Listeningpractice a.Tellthestudentstolistentothetapeandnumberthepeoplel—5inthepicture.b.Playtherecorderforthefirsttime^ndthenchecktheanswers.c.Playtherecorderagain,studentsimitatetheconversationsandfillinthe blanks.Payattentiontotheirpronunciationandintonation.Purposeithisisabasicandnecessarystep^hichdevelopsthestudents/sk illsoflistening,readingandwriting.Step4Pairwork a.T—S:wheredidTinagoonvacation Shewenttothemountains.b.Askthestudentstopracticeinpairsaswelc.Thentheywilletotheplatfo rmandclickonthenumbertochooseapictureandactitoutrandomlyPurpose:zz Task-based^teachingmethodisusedheretodevelopthestudentsabilityof municationandtheirabilityofco-operationwillbewelltrained.Thisstepprovidesguidedoralpracticeusingthet argetlanguagetoconsolidatethekeystructureandltcandevelopstudentsskillofspeakingandsenseoflanguage.Step5Production Havestudentspretenttobereporterstointerviewanyonetheywanttoaskabouttheirvacation.Purpose:Afterlearningla—lcjtstimetoextendwhattheylearntjustnowandgivethestudentsafreespac etoshowtheirabilities.Withtherealsituations,studentswillfeeleasyandsucc essfulduringthispart.Bywayofmunication,thestudentswillunderstandhowt ousethekeystructurebetterandconsolidatetheknowledgefirmly.PartXIHomework Doasurveyandwriteareportabouttheclassmatesvocation.Purpose:lthinkhomeworkissoimportantthatthestudentscanspeakeng lishasmuchastheycaninclassorafterclass.lsetthisstepinordertopracticestu dents/skillsoflistening^peakingandwriting.BlackboardDesign初一英语一对一教案5教学目标教学目标Aim记忆物品pants,socks,T-shirt,shirt,shorts,sweater,shoes理解颜色理解color,black,white,red,green,blue,应用通过布置任务,让学生在合作中进行语言交流德育培养学生的合作精神,以及通过任务完成,学习勤俭节约的品德情感激发学生学习英语的兴趣,使学生获得成就感,增强自信心
(三)教学重点及难点重点ImportanceLearntoaskaboutprices.学习询问物品价格难点DifficultyLearntotalkaboutclothing.学习谈论衣物,例如颜色、大小等活动中运用的单词、句型
二、教法渗透本课主要运用“任务型教学法”,采用多媒体教学,并辅助于TPR(全身反映教学法)、情景交际教学法和游戏活动
1、任务型语言教学法任务型语言教学是交际语言教学近年来发展起来的一种教学方法,主张采用任务型语言教学的人认为人们使用语言的过程就是一个完成各种各样任务的过程在本课的任务型语言教学中,我将依据课程的总体目标并结合教学内容,创造性地设计贴近学生实际的任务活动,吸引和组织他们积极参与,使学生通过观察、思考、讨论、交流和合作等方式,在一种自然、真实或模拟真实的情境中体会语言、掌握语言的应用
2、全身反应教学法全身反应教学法(TotalPhysicalResponse,缩写为TPR)是加州心理学家JamesJ.Asher(詹姆士J.艾谢,1988)提出来的,注重语言学习中的互动模式,认为学生在一个较放松的环境中学习效果紧张、焦虑的情绪对学习英语不利在课堂教学的具体实践中,让学生根据教师发出的指令去模仿,以听力训练为主,待听力和理解能力得到提高后,方进入说话训练,是自然而然的学会语言的方法
3、情景交际法课堂教学以情景交际教学法为主,尽量给学生以足够的听、说、读的机会,联系实际,创设情景,引入讨论主题,在交际中学英语情景的设计注意衔接的自然性,主题的设计强调知识的渐进性和讨论的可行性,并注意情感体验和概括、推理思维的培养
三、学法指导
1、合作学习合作学习是指学生通过分工合作共同达成学习目标的一种学习方式本节课将在课堂活动中把学生分成两人一小组的学习小组,让他们围绕着课堂任务分工合作,在活动中相互探讨、相互交流、相互合作,从而获得知识、技能和情感体验,发展他们的能力
2、创设情景和有意义的任务活动,激发学生的学习热情,培养他们的概括和推理能力,发挥他们自己的主观能动性,把被动的学习变为主动学习
四、教学程序ListentotheEnglishsong.调动学生学习英语的兴趣
(一)复习导入运用多媒体复习服装名词和数字,为下文做铺垫,复习所学过的对话,通过询问What sthis弓|出本课课题Howmucharethesepants
(二)新授课
1.运用实物引出询问价格的方法
2.学生操练句型
3.讲解形容词(实物及多媒体)
4.听力训练
5.情景对话
6.总结
7.作业
(三)板书设计板书设计BoardUnit7Howmucharethesepants-Howmuchistheblueshirt-It/seighteendollars.-Howmucharethesesocks-They/retwodollars.bigsmalllongshort本课以素质教育为目的,结合教材重点,难点及英语学科特点,利用多媒体辅助教学,从视、听、说等方面使学生得到锻炼在愉快、轻松的氛围中达到初步运用英语交际的能力由于缺少经验在教学过程中难免会出现不足,敬请各位老师不吝赐教教师打破了以教师为中心,单项灌输的陈旧模式,在课堂教学中尽可能发挥学生的主动性和合作精神,营造了良好的学习氛围,更重要的是在频繁的交流中,学生的语言表达能力提高了2遵循英语教学的交际性原则交际性原则是英语教学中的一个指导性原则,教学最终的目的不仅要使学生掌握知识,更重要的是使学生在理解的基础上,在交际性练习中培养交际能力,而培养这种交际能力,就是反映在课堂教学中学生以主人翁态度,积极、主动、大胆地参与英语课堂练习活动的主体意识上3追求和谐的课堂活动学生主体性的发挥,要在民主,平等的氛围中体现,更要在科学,和谐的教学活动中进行.课堂教学不仅要处理好老师、学生、教材等关系,还要尽可能地发挥三者各自的特长,这就是教学的化在课堂教学中,既要有意识的让学生去感知、理解,又要让学生不断地感悟4拓宽学生的视野现代外语教学理论认为,一定量的语言输入是语言输出的基础,即语言的输出有赖于语言的输入只有在大量吸收的基础上才能提高表达的技能,也只有在吸收信息和表达自己意愿的过程中才能培养语言交际的能力因此,教师根据教材做了很大的扩展,要求学生尽可能用英语向同学展示你学习后的成果,你的爱好及缘由等,使教学更趋向真实
(二)教学手段
1、教法运用情景、听说、直观、游戏等方法,展开以教师为主导,以学生为主体的师生、生生多边的交互式活动
2、学法自主、合作学习创设教学情景,使学生好学、会学、TheTeachingPlanforUnitSeven Subject:English Teacher:WangQiumei School:No.2MiddleSchool,Jiayin Topic^oForltStudentsBookGrade7Unit7Howmucharethesepants Type:Newlytaught l.Teachingaims
1.Knowledge:Askforandanswerthepncesofsomething
2.Ability:llsethesentencespatternscorrectlyinthedailylife
3.Moralaims:Teamwork
2.Importantpoints Learntoaskabouttheprices
3.Difficultpoints Learntotalkaboutclothing
4.Teachingaids puter,materials,recorder,cards
5.Teachingsteps
1.AnEnglishsong
2.Revision
3.Presentation:a.Explainthenewsentencepatterns b.Drill c.Explaintheadjectives d.Listen e.Drill f.Goshopping4,Summary
5.Homework
6.Blackboarddesign板书设计BoardUnit7Howmucharethesepants-Howmuchistheblueshirt-Itseighteendollars.-Howmucharethesesocks-Theyretwodollars.初一英语一对一教案乐学
3、主要以现代化电教手段--多媒体辅助教学,贯穿整个教学过程以此期望增加直观性和趣味性,加大课堂密度,提高教学效果
三、说教学程序Teachingprocedures第一部分听Stepl听前Pre-listening
1.热身warmingup:以游戏whichismissing让学生迅速根据图片说出动物的名称,将学生的热情调动起来,并了解了本课的主题与动物用关
2.呈现生词,为下一步听扫除障碍a.通过freetalk,引出生词bone,smell.b.通过英文释义,图片连线的形式呈现表示动物的4个单词,同时链接了giraffe tortoise和camel相关的信息,扫除听的过程中的障碍Step2听中while-listening
1.听整段对话,完成P66的noteso听前要求学生先阅读notes,让学生了解所缺信息,以便学生听时有重点的听
2.对话巩固学生获取所缺信息后,大声朗读完整的句子,并进行一分钟的快读竞赛然后通过对话形式进行pairwork,再次进行巩固同时,在对话中自然呈现remember,believe,words等词,并且使他们在情境中得到了操练
3.精听截取整段对话中的一个段落,提供给学生进行精听听前先设疑What#39;stheuseofcamels#39;eyelids/doyouunderstand^发学生听的兴趣,培养学生通过听获得细节信息的能力Step3听后post-listening L运用所听信息完成书上短文,并熟练朗读
4.就短文中的细节展开讨论Ifyouseeantsonyourdinnertable,whatwillyoudo Howcanyoukeepantsaway并留以足够的时间让学生就这个开放型的问题发表自己不同的见解第二部分说SteplPresent.运用书上的对话先设计了一个听的任务ListenanddoTorFo并且在核对答案之后通过图片巧妙生动的呈现对话中的生词weight Step2Practise.
1.开书跟读,训练语音语调
2.运用对话中的结构Isthereanythingabout...Yes,itsaysthat....That#39;s...来谈论本课所出现过的amazingthings.这样,既复习了本单元前一阶段的所学的奇闻趣事,又在情境中操练了上述新授句式Step3Produce.
1.由书内延伸到书外,为学生提供一些usefulexpressions,并引导学生借助这些习惯表达谈论自己从电视、广播、因特网上所了解到的各种各样的奇闻趣事,这样,就为学生创造了真实的交际环境,并让学生通过自主的交流,享受了合作学习的乐趣
2.在学生小组自由交流并在全班汇报之后,让学生用信的形式描述自己了解的奇闻趣事这时候,学生在前面的学习步骤中大量输入的基础上在进行笔头的输出,就是轻而易举、水到渠成了Step4Homework.L完成信,并展览
3.在讲英语时间与学习伙伴交流更多的奇闻趣事通过这样的作业,旨在培养学生的竞争意识、合作精神及探索精神,为学生的终生学习打下基础7BUnit4lntegratedskills课堂教学评析要点每一个教学环节的设计都从学生的兴趣出发,符合初中生的心理需求,贴近他们的生活,从而使他们整节课至始至终都兴趣盎然学生和老师在整节课中都保持了学习的激情对于学生的回答和表述,老师及时给以后续性的评价,拉近的师生间的距离,学生在获取知识技能的同时,也享受了用英语交流和被老师赏识的快乐课堂活动丰富,通过生生互动、师生互动,学生合作、探究学习,达到了本课预定的知识、技能和情感目标提高了学生的人文素养,培养了终身学习的能力本堂课采用任务型教学策略,让学生在完成任务的过程中体验、实践、参与、交流与合作,实现任务目标,主要呈现以下亮点注重发展学生学习策略,培养和提高学生的创新精神和语言运用能力让学生走出课堂,从网上、报上寻找相关资料,直接接触地道语言,使他们有足够的空间和自由度,进行自主学习,促使学生个性发展
4.利用小组讨论交流形式,使学生在活动过程中,互相学习,互相交流,培养他们团结合作精神
5.这堂课注重学生听、说能力的培养,尤其能通过填表格回答问题形式让学生对自寻资料进行归纳,提高他们的语言理解能力
4.教师本身教态自然大方,素养较好,整堂课结构合理,各环节目标明确,以学生为主体进行教学,体现了二期课改精神,是一堂较为成功的课初一英语一对一教案2
一、教学目标
1、语言知识目标基本词汇restroom,stamp,bookstore,postcard,pardon,washroom,bathroom,norma l/ush^ugges^staff,grape,central,mail,east,fascinating,convenient,mall,cl erk,corner,polite,politely,speaker,request,direction,correct,direct,whom,address,underground基本句型Excuseme,doyouknowwherelcanbuysomemedicine Sure.Theresasupermarketdownthestreet.Couldyoupleasetellmehowtogettothepostoffice Sorry,Kmnotsurehowtogetthere.Iwonderwhereweshouldgonext.Couldyoutelluswhenthebandstartsplayingthisevening Youshouldtrythatnewrideoverthere.
2、技能目标⑴能用宾语从句礼貌的寻求帮助2能用正确的方法指路
3、情感目标培养学生尊重他人,对人有礼貌,热爱生活
二、教学重难点
1、教学重点⑴礼貌的向他人寻求帮助2正确使用宾语从句
2、教学难点运用宾语从句礼貌的寻求帮助
三、教学步骤SectionAlla-2d SteplWa rming-u pGreeting Step2Presentation lGuessinggameShowpicturestothewholeclass,onestudentexplainstheplacesinEnglis handanotheronewhodoesntlookattheblackboardguesseswhatplaceitis.Forexample,onestudentsayWecansavemoneyorexchangemoneyinthisplace,anotheroneguessitisaba nk.Getstudentstoguesstheplaceslikebank,postoffice,bookstore,museum,bathroom,washroom,mallandsoon.2ShowsomestampstostudentsandpresentthenewsentencesCouldyoutellmewherelcanbuysomestamps CouldyoupleasetellmewherelcangetadictionaryDoyouknowwherelcangetsomemagazines Step3Practice lMatcheachthingwithaplaceinthepictureinla.2Readthephrases.getsomemoney getsomemagazineshavedinner getadictionarygetsomeinformationaboutthetown buyanewspaperbuysomestamps getapairofshoesStep4Listening Listenandpletetheconversationsinthepictureinla.Thenchecktheansw erswiththewholeclass.Step5Practice Makeconversationsusingtheinformationinla.Thentalkaboutyourown city.ForexampleAExcuseme,couldyoupleasetellmehowtogettothebookstore BSurejustgoalongMainStreetuntilyoupassCenterStreet.Thebookstoreisony ourright,besidethebank.AThanks.Doyouknowwhenthebookstoreclosestoday BItclosesat7OOp.m.today.AThankyou!BYou,rewele.Step6Listening l.Listenandnumberthedirectionsintheorderthatyouhearthem.2aYouwillhearsomeofthedirectionsbelow.Numberthedirectionsinthe orderyouhearthem.Gotothebirdfloor.Turnleft.Gotothesecondfloor.Turnright.Thesupermarketisbetweentheflowerstoreandthebookstore.Gopastthebookstore.
2.Listenagain.Showhowtheboywalkstothesupermarket.Drawalineint hepicturein2a.Thengetonestudentdrawthelineontheblackboard.
3.Listenthethirdtimeandanswerthequestions.lExcuseme,canyoutellmewherelcanbuysomemedicine2Doyouknowhowtogothere30K,great.Oh,andonemorething.Doyouknowwhenthisshoppingcen terclosestonight4OK,thanksalot.Step7Pairwork Makeconversationsabouttheotherplacesinthepicturein2a.AExcuseme.Canyoutellmewherelcanbuysomestamps BYes,there sapostofficeinthisshoppingcenter.ADoyouknowhowtogothere BYes.Gotothethirdfloorandturnright.Thengopastthebank.Thepostofficeisbe tweenmuseumandlibrary.Youshouldbeabletogetstamps.AOK,great.Oh,andonemorething.Doyouknow-BI,mnotsure,butyou eAOK,thanksalot.BYou,rewele.Step8Reading l.Readtheconversationin2dandanswerthequestions.
2.Role-playtheconversation.
3.Explainthelanguagepintsin2d.lGoalongMainStreetuntilyoupassCenterStreet.luntil和till同义为“直到……”,till多用于口语,until可以放在句首,till则不能放在句首2not...until“直到...才”,表示直到某一时间,某一行为才发生,。