新目标七下Unit2单元教学设计.doc

新目标七下Unit 2 单元教学设计设计者姓名：城关一中 石太珍联系方式：一、教学内容及分析本单元的中心话题是学习询问和指示方向的常用表达方式。通过本单元的学习，学生要进一步掌握方位介词如next to，across from，near，behind, in front of， betweenand的用法和一些建筑物的名称，学会阐述某一场所中各个建筑物之间的位置关系；学会运用Where引导的特殊疑问句以及there be句型等询问街道上某一场所的位置；能够为他人指明去某一场所的路线；同时能够利用地图向他人介绍自己所居住的社区，并能够识别简单的路线图。培养学生在实际生活中辨别方向的能力，养成热心助人的确品质。本单元仍在继续学习一般现在时，主要掌握there be的肯定、否定句式以及一般疑问句。这是一个生活中离不开的时态，也是最基本的一个时态。新课程标准要求学生重点掌握一般现在时，这在英语中使用频率很高，学好这一时态的用法对以后其他时态的学习和交际有很大的帮助。二、学习者特征分析1、学生现有的能力与已掌握的知识：句型Where is? Its in / on / under/ 是七年级上册Unit 4 的重点，并且在本学期的Unit 1 也对Where is? 句型进行了练习，在上学期还学过big, small, old, new等描述性词汇。通过这些学习，学生已经积累了一定的词汇，掌握了一定的目标语，具备了一定的听说读写能力，为本单元的进一步学习提供了一定的知识储备。 2、该单元内容与实际生活紧密相连，容易唤起学生的学习兴趣，这对于提高学生的综合能力很有帮助。但教师要注意引导、鼓励学生多谈论身边实际事物，防止学生只会纸上谈兵。由于本单元所学表达有限，而实际的地点、方位情况有可能更为复杂，因此教师在学生有能力接受的情况下可以增加一些常用表达，如：go along，go down, go up the street, go straight ahead, take the first turning on the right, in front of , bus stop, station 等。三、单元整体目标分析1、知识与能力： 1）学会运用词汇：post office, library, restaurant, bank, supermarket, street, avenue, pay phone, park, just, left, down, right, open, market, clean, quiet, dirty, house, welcome, garden, enjoy, walk, beginning, tour, visit, place, fun, if, hungry, arrive, way, take, taxi, airport, pass, hope 2）学会运用方位介词next to, across, across from, in front of, near, between and ,on, behind, through.3） 掌握句型：Is there a bank near here?Yes, there is. Its on Center Street.Where is the supermarket?Its next to the library.Is there a pay phone in the neighborhood?Yes, its on Bridge Street on the right. Go down off the Fifth Avenue.等。4) 能围绕“问路与指路”的交际用语进行交际；能询问街道上某一场所的位置；能够描述某一场所各建筑物之间的位置关系；能用一些形容词准确地描述某一住所并根据描述找到正确的地址；能用简单的图表、地图、句子等描述和传递信息；能够设计自己理想的居住环境,学会画路线图；能够准确理解和写出tour guide。2、过程与方法： 本单元设计以学生为中心的教学活动，采用Using context和Transforming information的学习策略，整体设计目标。利用多媒体课件呈现教学内容、展开课堂Pair work, Group work的口语交际活动；采用活动途径，倡导体验和参与；利用情景，增强实践能力和创新能力，培养学生的思维能力和想象能力。突出学生主体，尊重个体差异，体现灵活多样，让学生在学习过程中，不仅能建构知识、提高语言能力，调控情感态度和学习策略，也能形成积极的学习态度，促进语言实际运用能力的提高，从而促进学生的发展。3、情感态度与价值观：1）了解中西方问路与引路方式的不同。2）通过各小组的对话练习培养学生的合作精神。3）通过学习一些方位词，使学生懂得方位识别的常识，在实际生活中能够识别方向，学会融入到集体社会中去。4) 通过运用问路和引路的交际用语，帮助各个层次的同学树立自信心，敢于用英语进行交际。5）通过学习本单元的学习，增强学生的人际交往能力，养成助人为乐、礼貌待人的好习惯，教会学生建立和睦的邻里关系。四、重点、难点单元教学重点：1、掌握表示方位的介词词汇以及一些建筑物的名称，如next to, across, across from, in front of, near, between and ,on, behind, through, post office, library, restaurant, bank, supermarket, street, avenue, pay phone, park, just, left, down, right, open, market, clean, quiet, dirty, house, welcome, garden, enjoy, walk, beginning, tour, visit, place, fun, if, hungry, arrive, way, take, taxi, airport, pass, hope 2、学会运用Where引导的特殊疑问句及there be句型询问街道上某一场所的位置，阐述某一场所各个建筑物之间的位置关系，如：Is there a bank near here?Yes, there is. Its on Center Street.Where is the supermarket?Its next to the library.Is there a pay phone in the neighborhood?Yes, its on Bridge Street on the right. Go down off the Fifth Avenue.等。3、能用一些形容词如clean, quiet, big, dirty, small，old, new, busy, interesting准确地描述某一住所；学会利用地图，介绍自己所居住的社区；能用简单的图表、地图、句子等描述和传递信息，绘制路线图；会对地点特征作一般性描述以及根据描述找到正确的地址；能够设计自己理想的居住环境。单元教学难点：1、正确理解并运用：next to, across, across from, in front of, near, between and ,on, behind, through, near, down, straight等方位介词和副词为他人指明某一场所的位置和路线。2、学会运用Where引导的特殊疑问句及there be句型询问街道上某一场所的位置，并能根据实际做出正确的回答，能阐述某一场所各个建筑物之间的位置关系；学会利用地图，介绍自己所居住的社区；能用简单的图表、地图、句子等描述和传递信息，绘制路线图；会对地点特征作一般性描述以及根据描述找到正确的地址；能够设计自己理想的居住环境。五、教法选择与学法指导1、利用地图辨别方向、指明方位。2、联系上下文，利用情景思维，转换具体信息，在实践中学习。3、借助多媒体手段，采用情景法(Situational Language Teaching)、交际法(The Communicative Approach)及“任务型”教学等多种方法相结合的模式。 4、以小组为单位，两人（或四人）之间进行口语、笔头练习，通过自主学习、合作学习、探究式学习的方式习得语言。六、课时及教学内容安排教学内容课时安排教法选择资源准备教学评价Section A 1a 2b 2a 2c 4Period 1游戏激趣法；情景交际法；图示说明法 多媒体激励提问观察Section A 1b 1c 3a 3bPeriod 2情景模拟法；情感激励法；任务型教学法多媒体提问独立作业互评Section B 1a 2c 2a 2b 1b 3a 4aPeriod 3游戏活动法；图示说明法；任务教学法多媒体提问观察激励Section B 3b Self check Section B 4bPeriod 4归纳总结法；任务教学法；复述绘图法多媒体独立作业小组评Unit 2 Wheres the post office?教学内容 Section A 1a 1c 2a 2c 4课时Period 1教学对象七年级学生设计者石太珍一、教材内容分析本节课围绕“询问地点和阐述某一场所中各个建筑物之间的位置关系”进行交际, 学会熟练运用where询问街道上某一场所的位置，掌握方位介词的用法和一些建筑物的名称，能够区分across和through的用法。通过学习，使学生懂得方位识别的常识，在实际生活中能够识别方向，学会融入到集体社会中去。二、教学目标（知识与能力，情感态度与价值观）（一）知识掌握：1 学会运用地点名词：post office, library, restaurant, bank, supermarket, street, avenue, pay phone, park, airport和方位介词next to, across, across from, in front of, near, between and ,on, behind, through.2 语言目标：Ask for and describe where a place is on the street. 3. 重点句型：Wheres the supermarket? Its next to the library.Is there a bank near here?Yes, there is. Its on Center Street.（二）能力培养：1能够区分across和through的用法。2能让学生熟练运用where询问街道上某一场所的位置。3. 能够运用所学介词描述某一场所各建筑物之间的位置关系。（三）情感体验：通过学习一些方位词，使学生懂得方位识别的常识，在实际生活中能够识别方向，学会融入到集体社会中去。三、重点、难点重点： 1、掌握地点名词和方位介词。 2、学会运用Where引导的特殊疑问句询问街道上某一场所的位置和方位介词阐述某一场所各个建筑物之间的位置关系。难点： 1、正确理解和使用方位介词。2、正确区分和使用across和through。四、教法选择与学法指导借助多媒体手段，采用游戏激趣、情景交际、图示说明三种方法相结合的教学模式，以小组为单位，合作学习。 五、资源准备 多媒体课件六、教学过程教学步骤教师活动学生活动设计意图及资源准备Leading inGreet the class using Good morning! / How are you today? Then say: Im fine. But my friend Sam is not fine today. He cant find his soccer ball. Can you help him?Say: In this class, well learn to ask for places and show where the places are. 1. Review the prepositions that the students have learned.2. Learn some new prepositions.运用多媒体出示表示物体位置关系的图片，通过提问、设疑，以旧引新，启发学生思考，激起学习兴趣，导入本节重点 介词的学习。Presentation1. Show some pictures with the prepositions by multimedia.2. Teach the new prepositions.3. Explain across and through.1. Learn the new prepositions.2. Find the differences between across and through.运用多媒体手段展示抽象的方位介词，使其概念和用法具体化，学生易于接受和理解，而且印象深刻。Task(Guessing game)1. Give Ss an example about how to describe his/her good friends place in the classroom.2. Move around the classroom offering some help as needed. 3. Ask several groups to perform the game in the front.1. Groupwork: One student describe his good friends place in the classroom，the other students guess who he is.2. Several groups perform the game in the front, the others listen.教师就如何进行游戏给予示范，学生通过游戏实现在用中学，学中用，从而巩固介词的用法，达到正确理解和使用方位介词的目的。Brainstorming (1a)1. Show Ss some pictures with new words by multimedia.2. Teach the new words.3. Show the picture in 1a and check the answers.1. Look at the pictures and learn the new words.2. Read and memorize the new words about places.3. Finish 1a.4. Check the answers in 1a.通过多媒体将生词的读音、拼写、和汉语意思有机的结合在一起，使学生调动起眼、耳、脑、口等多种感官参与学习，提高了学习效率。ChallengeShow pictures to Ss. Ask Ss to guess what places they are. Look at the pictures on the screen and guess what places they are.运用图片猜测单词既能帮助学生巩固词汇，也是对学生记忆力的挑战。Presentation1. Show a picture to Ss and ask: Wheres the ball?2. Then show some pictures and ask: Wheres the pay phone?Look at the pictures and answer the questions to learn new sentences.看图用刚学到的地点名词和介词造句，既是巩固已学知识，也为下一环节的活动做铺垫。Writing (2a)1. Ask Ss to match the sentences with the pictures.2. Show the pictures by multimedia and correct the answers.3. Have some Ss answer: Wheres the pay phone?1. Match the sentences with the pictures.2. One student gives his/her answers, the others check their answers.3. Answer the question.学生通过完成图片和英语句子的搭配，明确如何运用方位介词阐述某一场所各个建筑物之间的位置关系，再通过多媒体动画巩固介词的用法。PresentationShow a picture to Ss and ask: Is there a bank near here? Wheres the bank?Look at the picture and answer the teachers questions.创设情境，让学生初步感知there be句型结构。Pairwork (1c 2c)1. Give an example to Ss.2. Ask two Ss to perform the conversations.3. Ask Ss to work in pairs.4. Move around the classroom giving them support as needed.5. Ask several pairs to perform their conversations.1. Look at the screen and listen to the teacher.2. Work in pairs. 3. Ask and answer questions about the places in 1a.4. Several pairs perform their conversations in the front.让学生通过“问路指路”的结对练习，学会在地图上辨明方向，并在运用语言完成任务的过程中主动的学习、体会和掌握语言。遵循了“为用而学，在用中学，学了就用”的原则。Summary1. Show two pictures to Ss and summarize the language points we learnt in this class.2. Finish a passage with class.1. Look at the two pictures on the screen and summarize the language points we learnt in this class.2. Finish a passage with teacher.通过图片小结本节课内容，直观、信息量大。在短文填空中设计了there be 句式，为下节课的学习起铺垫作用。HomeworkGive students homework. A. 1. Copy and memorize the new words.2. Write a passage to tell your friends where you live.B. 1. Copy and read the new words.2.Copy the target language we learnt today.Listen and choose one of the exercises.作业是课堂内容的巩固和延伸。因此本节作业主要是巩固单词和目标语言。两类作业供不同层次的学生选择。七、板书设计Unit 2 Wheres the post office?Section A 1a 2b 2a 2c 4next tonearin front ofbehindacross frombetween and八、总结和帮助（反思及改进） 教学内容Section A 1b 2b 3a 3b课时Period 2教学对象七年级学生设计者石太珍一、教材内容分析本节课继续围绕“问路和指路”的话题开展学习活动，学会运用词汇 neighborhood, just, straight, turn, left, down, right, on the right 等；在巩固运用上一节课学习内容的基础上，掌握there be句型的肯、否定句及一般疑问句和肯、否定回答；学会使用礼貌用语，并能用所学词汇和短语给他人指路；能通过问路和指路，让学生了解一点中外一些国家行路方面的差异，感受助人为乐的乐趣。二、教学目标（知识与能力，情感态度与价值观）（一）知识掌握：1学会运用词汇 neighborhood, just, straight, turn, left, down, right, on the right 等。2语言目标：Ask for and give directions on the street. 3. 重点句型：Is there a bank in the neighborhood? Yes, there is. Its on Center Street.Just go straight and turn right/left. Its down on the right/left.（二）能力培养：1 能口头上正确运用目标语言和相关词汇询问和描述物品位置。2 能用简单的几个词 go straight, turn left/right, on the left/right, down 给他人指路。学会使用礼貌用语：Excuse me. Thank you very much. Youre welcome/ Thats all right/.（三）情感体验：1. 能通过问路和指路让学生感受助人为乐的乐趣。2. 了解一点中外一些国家行路方面的差异。3. 培养合作精神，帮助各个层次的同学树立自信心。三、重点、难点1、重点：问路和指路句型：Is there a near here/ in the neighborhood? Go straight and turn left/right. Its down on the left/right.2、难点：熟练掌握指路时的几个重点句子；能够区分there be 句型和have/has的用法；能在看地图给他人指路时，把自己设身处地地放到地图当中去；四、教法选择与学法指导借助多媒体手段，采用情景模拟、情感激励、任务型教学三种方法相结合的模式，利用地图辨别方向、指明方位，通过自主学习、合作学习、探究式学习的方式习得语言。五、资源准备 多媒体课件六、教学过程教学步骤教师活动学生活动设计意图及资源准备Leading-in1. Greet the class as usual.2. Check the homework. ( Show a map to Ss and have Ss make new conversations.)3. Show another picture to Ss by multimedia.4. Ask Ss to introduce the buildings in the picture using There be.1. Make new conversations .2. Introduce the buildings in the picture using There be.利用1a的图片引导学生用there be句型描述图中的建筑物，感悟there be的用法，并为听力做好准备。Listening (1b)1. Ask the students to read the instruction in 1b.2. Play the recording and ask the Ss to Listen and circle the places in 1a. 3. Check the answers.1. Read the instruction in 1b.2. Listen and circle the places in 1a.3. Correct the answers.通过听力让学生感悟there be句型的一般疑问句及肯、否定回答。Listening(2b)1. Ask the students to read the instruction in 2b.2. Play the recording for students. Say, Now listen for the first time to get the key information and try to fill in the blanks. 3. Play the recording for the second time.4. Correct the answers.1. Read the instruction in 2b.2. Listen for the first time to get the key information.3. Listen again and check the answers.4. Read their answers.让学生继续感悟there be句型的一般疑问句及肯、否定回答。学生通过自己阅读活动要求，再听两边听力材料，完成2b应该不难。Explanation1. Help the Ss translate some sentences including There be.2. Show some information to the Ss and help the Ss understand how to use There be.3. Explain the differences between There be and have/has. 1. Try to translate some sentences including There be.2. Try to understand how to use There be. 3. Find the differences between There be and have/has.引导学生由汉译英例句归纳出there be的各种句式，环环相扣，层层深入，然后多媒体呈现there be句型和have/has用法的区别，突破难点。Presentation1. Show some signs to teach turn left, turn right, go straight, on the left/right, etc. 2. Show some maps to Ss and help the Ss give directions on the street.1. Understand the meanings of turn left, turn right, go straight, on the left/right, etc.2. Look at the maps and try to give directions on the street.多媒体的方式呈现地图，教学短语，问路、指路句型，形象、直观，学生易于接受和理解，而且印象深刻。Reading(3a)1. Show the map in 3a and ask: Is there a hotel in the neighborhood? Help Ss give the direction.2. Play the recording for the Ss to listen and find Paul and Nancy in the picture.3. Play the recording again and ask Ss to listen and repeat.1. Look at the map on the screen and try to give the direction.2. Listen and find Paul and Nancy in the picture.3. Listen to the tape and repeat.4. Read in groups.在阅读前让学生先看地图，根据上一环节所学内容试着描述方位，再通过阅读进行自我矫正，使所学知识更加明确、清晰。 Writing(3b)1. Ask two students to make a conversation using the map. Then have all the students work in pairs to complete the conversations.2. Move around the classroom giving them spelling support as needed.3. Show the map and ask several pairs to perform their conversations.1. Work in pairs and complete the conversations in pairs.2. Several pairs perform their conversations in the front, the others listen.3. Correct the answers.通过变换不同的地点进一步练习问路和指路句型, 把口语训练和书面语言训练有机结合起来，使学生形成运用语言遣词造句的能力，在具体的口语交际情境中得到切实的发展。Game1. Ask students to work in pairs. One student says: turn left/right, go straight, etc. The other one do it as quickly as possible.2. Choose one pair in each group to act in class. The one without mistakes is the winner. 1. Work in pairs. One student says: turn left/right, go straight, etc. The other one do it as quickly as possible.2. Choose one pair in each group to act in class. The one without mistakes is the winner.将教室想象成街道，营造启动学生思维的教学环境，让学生在真实的情境中去使用语言，以加速学生内化知识的过程。SummaryGuide Ss to summarize the phrases and the language points we learnt in this class.1. Read the phrases on the screen.2. Summarize the language points we learnt in this class.通过小结，归纳、整理、深化there be句型的用法。HomeworkGive students homework. A. 1. Read the conversations in 3a & 3b many times.2. Make a new conversation using the target language we learnt in this class.B. 1. Read the conversations in 3a & 3b many times.2. Copy the conversations in 3a & 3b.Listen and choose one of the exercises.让学生自编对话有利于帮助学生总结重点，理清脉络，加深记忆，巩固知识，活跃思维，发展兴趣。七、板书设计Unit 2 Wheres the post office?Section A 1b 1c 3a 3bIs there a near here/in the neighborhood?Yes, there is. /No, there isnt.Turn left / rightJust go straight Go straight and turn leftGo straight down Second Avenue and turn left.Its down Third Avenue on the right.八、总结和帮助（反思及改进） 教学内容Section B 1a 2c 2a 2b 1b 3a 4b课时Period 3教学对象七年级学生设计者石太珍一、教材内容分析本节课进入Section B的教学，通过前两节课的学习，学生基本上能口头运用目标语言和相关词汇询问和描述物品位置。本节的教学将在进一步巩固学习的基础上，学习用形容词准确地描述某一住所和表达自己的观点，读懂文中的tour guide，尝试自己用英语写tour guide。通过学习，培养学生的合作精神，帮助各个层次的树立自信心，增强学生的人际交往能力。二、教学目标（知识与能力，情感态度与价值观）（一）知识掌握：1学会运用词汇open, market, clean, quiet, dirty, house, welcome, garden, enjoy, walk, beginning, tour 等。2语言目标：1) Give directions on the street with the description words. 2) Read a tour guide and write a guide to your town.3. 重点句型： Is there a big/small supermarket near your house?Turn left on Fifth Avenue and enjoy the citys quiet streets.Take a walk through the park.This is the beginning of the garden tour.（二）能力培养：1能用一些形容词准确地描述某一住所和根据描述找到正确的地址。2. 能用简单的图表、地图、句子等描述和传递信息。3. 能够设计自己理想的居住环境,学会画路线图。（三）情感体验：1. 通过各小组的的合作学习培养合作精神，帮助各个层次的同学用英语进行交际，树立自信心。2. 增强学生的人际交往能力，教会学生建立和睦的邻里关系。三、重点、难点1、重点：掌握词汇和重点句型；读懂3a的tour guide并能用形容词描述某一住所或者根据描述找到正确的地址。2、难点： 通过学习，能够设计自己理想的居住环境,写出tour guide。四、教法选择与学法指导借助多媒体手段，采用游戏活动、图示说明、任务教学三种方法相结合的模式，学会用形容词描述和找到具体的方位，联系上下文，利用情景思维，转换具体信息，在实践中学习。五、资源准备多媒体课件，录音机六、教学过程教学步骤教师活动学生活动设计意图及资源准备Leading-in Check the homework. ( Show a map to Ss and ask Ss to make new conversations.)neighborhood？1. Look at the map and make new conversations to ask for and give directions on the street.出示地图，由上节重点“问路和指路”重点句型导入，同时为下面的句型扩展做铺垫。Presentation1. Focus attention on the pictures. Ask different students to name the places shown in the pictures.2. Teach some description words. Such as open, market, clean, quiet, dirty, etc.1. Focus attention on the pictures. Name the places shown in the pictures.2. Learn some description words. Such as open, market, clean, quiet, dirty, etc.多媒体呈现图片，学习形容词，将抽象的知识具体化，易于学生接受和理解。Writing(1a)1. Ask Ss to match the words with the pictures in 1a.2. Ask one student to give the answers.1. Match the words with the pictures in 1a.2. Listen and correct the answers.通过搭配练习，帮助学生初步感知形容词的用法。Pairwork(2c)1. Make a new conversation with the class. e.g.T: Theres a big park. Ss: No, theres a small park. 2. Ask two students to make a conversation. Then have all the students work in pairs.3. Move around the classroom, offering assistance if needed.4. Ask several pairs to perform their conversations. 1. Make a new conversation with the teacher.2. Listen to the conversation between two students. 3. Make new conversations in pairs.4. Several pairs perform their conversations in front of the class.这项活动只是使用了2c的目标语言，运用1a所学词汇让学生“反着说”。这种类似游戏的结对训练，为学生创建了一种开发的、和谐的、积极互动的语言活动氛围，促使学生愉快地融合在英语的环境之中，自然地、不知不觉地习得语言。Listening(2a 2b)1. Ask the students to read the instruction in 2a.2. Play the recording for students. Ask Ss to circle the places in1a.3. Check the answers in class. 4. Play the recording for another two times. Ask Ss to complete the map in 2b.5. Have some students show their completed drawings to the class.1. Read the instruction in 1a.2. Listen for the first time to circle the places in1a.3. Correct the answers in 1a.4. Listen to the tape for another two times. Complete the map in 2b.4. Read their answers.2a、2b是同一听力材料，但目标任务不同，所以让学生逐步完成，各个击破。在完成任务的过程中，要尽量考虑到学生的实际并根据听力材料的难易程度来决定播放录音的次数。Task(1b)1. Make a new conversation about the listening material in 2b.eg.T: Is there a big supermarket in Michaels neighborhood? Ss: No, theres a small supermarket across from his house.2. Ask Ss to make new conversations according to the listening material.3. Move around the classroom, offering assistance if needed.4. Ask several pairs to act out their conversations. 1. Make a new conversation with the teacher.2. Make new conversations in pairs.3. Several pairs perform their conversations in front of the class.学生通过完成此项任务，使得所听内容在脑中得到融化、巩固；选用1b的目标语言there be 的一般疑问句就听力材料进行问答练习，内容真实、具体，可操作性强。Reading (3a)1. Play the recording for students to circle the description words.2. Explain the important and difficult points. 3. Have Ss answer some questions about the tour guide. 4. Have Ss fill in the blanks with the information in 3a. 5. Check the answers.1. Listen to the tape and circle the description words.2. Listen to the teacher 3. Read the tour guide again and answer some questions about the tour guide.4. Fill in the blanks with the information in 3a.5. Correct the answers.3a的tour guide是本单元语言知识的综合体现，先让学生通过听阅读材料、圈关键词来感知学习内容，再通过老师讲解、自己阅读解决问题来学习和巩固知识点。Writing (4b)1. Have Ss to finish a challenge, design their own neighborhood and write a tour guide.2. Ask several groups to read their tour guide in the front.1. Design their own neighborhood and write a tour guide.2. Several groups read their tour guide in the front.这项活动并非教材4a的生搬硬套，调整活动要求主要是为下节课要让学生画出自己的居住环境做铺垫。SummaryGuide Ss to summarize the target language we learnt in this class.Summarize the target language we learnt in this class.对学生写作中的重点句进行小结，为学生的课外作业提供帮助和指导。Homework A. 1. Read the tour guide again and again.2. Design your own ideal neighborhood and write a tour guide.B. 1. Read the tour guide again and again.2. Copy the tour guide in 3a.Listen and choose one of