Unit 7 Where would you like to visit?
The First Period
Ⅰ.Teaching Aims and Demands
Knowledge Objects
(1)Key Vocabulary
tiring, educational, fascinating, thrilling, peaceful, exotic, trek, jungle, take it easy, explore, historic, site
(2)Target Language
Where would you like to go on vacation?
I’d like to trek through the jungle, because I like exciting vacations.
2.Ability Objects
(1)Train students to talk about places they would like to visit with the target language.
(2)Train students to describe vacations with different adjectives.
(3)Train students’ listening skill.
3.Moral Object,
It′s more interesting to go on vacating somewhere instead of staying at home.
Ⅱ.Teaching Key Points
1.Key Vocabulary
tiring, educational, fascinating, thrilling, peaceful, exotic, trek, jungle, take it easy, explore, historic, site
2.Terget Language
Talk about different places with the target language.
Ⅲ.Teaching Difficult Points
1.Describe vacations with different adjectives.
2.Talk about different places with the target language.
Ⅳ.Teaching Methods
1.Teaching by illumination
2.Teaching by doing chain drills
3.Teaching by pairwork
Ⅴ.Teaching Aids
1.A tape recorder and a projector
2.Some pictures of different places with famous views
Ⅵ.Teaching Procedures
Step ⅠRevision
1.Revise the language points in Unit 6.
Provides some questions, What kind of music do you like/love/prefer? What kind of clothes/writers/movies/…do you like/love/prefer?
Then ask two pairs to make model conversations to the class to make sure they answer, I like/love/prefer music that…I prefer writers who…
Next ask students to practise in pairs.
Walk around the classroom listening to them, correct some errors they may make and be sure they are answering with sentences with relative clauses.
2.Revise the words and expressions in Unit 6 by dictating the following:
lyric, remind of, entertainment, exhibition, gallary, on display, energy, suggest, photograph, suit
Step Ⅱ1a
This activity trains students to use the new vocabulary to describe the vacations.
At first introduce the key vocabulary.
Show the new vocabulary words on the screen by a projector:
tiring adj.引起疲劳的;累人的 educational adj.教育的;有教育意义的 fascinating adj.迷人的;有极大吸引力的 thrilling adj.令人激动的;令人震颤的 peaceful adj.平静的;宁静的;和平的 exotic adj.外(国)来的;外国产的 trek v.(缓慢或艰难地)旅行;长途跋涉 jungle n.热带丛林;密林 take it easy 从容;轻松;不紧张 explore v.探险;考察 historic adj.历史上著名的;历史上有重大意义的 site n.地方;场所 |
Point to the words and teach the children to read them several times till they can pronounce the words fluently and correctly.
After that, try to let students explain the adjectives and make up sentences with them.For example, exciting, do like this:
Let’s try to explain some new adjectives in our own words and make up some sentences now.See exciting first.Who can explain it in your own words in English?
What does exciting mean?
Help the children to explain it.Exciting means not boring, or means hard to be quiet.
Who can make up a sentence with it?
Give an example sentence with it, please.
Ask several ones to say their sentences to the class.For example,
Surfing makes us exciting.
The boy is very exciting when he is watching a football match.
Then do the same with these new words in the box:
tiring, educational, peaceful, fascinating, thrilling, exotic |
Read the instructions to the students.Be sure that everyone knows what to do.
Tell students to look at the posters in the picture and compare them.
We can see three posters.Tell me what you can see in each one.
Then discuss the three posters with students.For Poster One, help students to say, It is a beach.A man with sunglasses is sleeping, etc.
Do the same to the other two posters.
Read the words on each poster to students and then let them read together several times.Ask some ones to tell the Chinese meanings of the words to see if they can understand them.Do some explanation if necessary.
Call the students’ attention to the chart.
Point to vacation 1,2 and 3 in the chart.
Say, Let’s choose the adjectives from the box for the three vacations.The adjectives you choose should correspond with the posters.Now let’s use Vacation 1 as a sample.Which adjectives should we choose? Who can tell me?
Then ask several students to tell the class the words they’ve chosen.Write down their answers on the blackboard like this:
Vacation 1 Take it easy on a Florida beach!
Adjectives: relaxing, peaceful, boring
Who has got some other adjectives to describe it? Some other adjectives you know, but not in the box?
Ask some to say more besides the ones in the box, such as quiet, lazy.
Write them on the blackboard, too.
Please fill in the chart with the adjectives now.Note to match the posters.
Get them to fill in the answers by themselves.As they work, move around the room checking their progress and answering questions they may have.
Check the answers.Provide the possible answers on the blackboard.
Possible answers include
Vacation 1: relaxing, peaceful, boring
Vacation 2: exciting, tiring, dangerous.educational, fascinating, interesting, fun, thrilling, exotic
Vacation 3: exciting, educational, peaceful, interesting
Step Ⅲ1b
This activity gives students practice in understanding the target language in spoken conversation.Read instructions to students.
We’ll listen to three students talking about where they would like to go on vacation and why.See the sample answers in the chart.Write your answers like that while you hear.Look at the three posters in Activity la and do this part.Each one of the three students, Sam, Gina and Lydia, wants to go to one of the three places.
Play the tape for the first time, and tell the students not to write in a hurry, just try to catch the main idea of the dialogue.
Then play the recording again.Ask them to write their answers this time.
Check the answers.
Answers
1.Sam, Brazil, likes exciting vacations
2.Gina, Japan, has been bored lately
3.Lydia, Florida, has been stressed out
Tapescript
Boy 1: Look at those travel posters.I’d love to go on a vacation.
Girl 1: Where would you like to go, Sam?
Boy 1: I’d love to go trekking in the Amazon jungle in Brazil.
Girl 1: You would?
Boy 1: Sure.I like exciting vacations.
Girl 1: Wouldn’t that be dangerous?
Boy 1: No, not really.How about you,
Gina? Where would you like to go?
Girl 1: Well, I’ve been kind of bored lately.
I think I’d like to see the historical sites in Japan.
Boy 1: Hmm, that would be fascinating.
What about you, Lydia?
Girl 2: Oh, I’m stressed out.I’d just like to relax on a beach…You know a beautiful beach in Florida.
Boy 1: That sounds peaceful.
Step Ⅳ1c
This activity provides guided oral practice using the target language.
Presentate this dialogue, showing some pictures of the places with great interest all over the world and say like this:
I’d like to travel to France.I’d love to visit Paris, because I like relaxing vacations.
Where would you like to go on vacation, Sam?
Ask one student to answer the question.
After that let him or her ask another student.Set off a chain drill like this:
T: I’d love to visit Paris, because I like relaxing vacations.Where would you like to go on vacation, S1?
S1:I’d like to climb Mount Emei, because I like dangerous vacations.Where would you like to go on vacation, S2?
Ss :I prefer to travel to the USA, because I like exotic vacations.Where would you like to go on vacation, S3?
S3…
After a team finished get the children to make their own conversations in pairs.
Ask two students to read the example in the speech bubbles in Activity la.Tell them to talk about the posters with their partners this time.
As students work together, move around the classroom, offering language support as needed.Ask some pairs to say their conversations to the class.
Step ⅤSummary
In this class, we’ve learned some adjectives that are used to describe vacations and some other words.We have also learned the target language—Where would you like to go on vacation? I’d like to trek through the jungle because I like exciting vacations.
Step ⅥHomework
1.Try to remember the new key vocabulary.
2.Write out three similar conversations to the example in the picture in Activity 1a.
Step ⅦBlackboard Design
Unit 7 Where would you like to visit? Section A The First Period Possible answers to Activity 1a: Vacation 1: relaxing, peaceful, boring Vacation 2: exciting, tiring, dangerous, educational, fascinating, interesting, fun, thrilling, exotic Vacation 3: exciting, educational, peaceful, interesting |
Unit 7 Where would you like to visit?
The Second Period
Ⅰ.Teaching Aims and Demands
1.Knowledge Objects
(1)Key Vocabulary
fall, Niagara Falls
(2)Target Language
Where would you like to visit?
I’d like/hope to visit/see…
I’d like/love places where…
2.Ability Objects
(1)Train students’ listening skill.
(2)Train students’ communicative competence.
3.Moral Object
It can make you know more about the world to travel much.
Ⅱ.Teaching Key Points
1.New words fall, Niagara Falls
2.Listening practice with target language
3.Make communications with target language
Ⅲ.Teaching Difficult Points
1.Train students’ listening practice with target language.
2.Help students to make communications with target language.
Ⅳ.Teaching Methods
1.Listening
2.Pairwork
3.Explanation
Ⅴ.Teaching Aids
1.A tape recorder
2.Some pictures of Hawaii, Mexico and Niagara Falls
Ⅵ.Teaching Procedures
Step ⅠRevision
(1)Revise the target language by asking
question, Where would you like to go on vacation? Get several students to give different answers.
Then ask them to work in pairs to practise with:
Where would you like to go on vacation?
I’d like/love to…because I like…vacations.
(2)Check homework by asking several ones to read their conversations.
(3)Check homework by dictating the following words:
tiring, educational, fascinating, thrilling, relaxing, dangerous, exotic, trek.jungle, take it easy, explore, historic
After dictating, hove students check in pairs.Make a survey by asking them to put up hands to see how many have written out all the words correctly.
Step Ⅱ2a
This activity provides listening practice using the target language.
Read the instructions to the students.
Look at the four sentences in the box.
They are from a conversation, but they are not in the right order.We will listen to a conversation talking about going on a vacation.We can see the number in from of the fourth sentence.It’s a sample answer
Please write the right numbers before the first three sentences in the blanks.
Then play the tape.Students only listen this time.Try to catch the main idea of the conversation.Next play the tape again.Students listen and write the numbers in the blanks.
Check the answers.
Answers
The sentences should be numbered in this order:3 4 2 1
Tapescript
Boy 1: Wouldn’t it be great if we could go on a vacation together?
Girl 1: Yeah.That would be wonderful!
Boy 1: Where would we go?
Girl 1: Well, I hope to visit Hawaii one day.Would you be interested in going there?
Boy 2: Sure! I like places where the weather is always warm.
Boy 1: But Hawaii is too touristy.Maybe we could go to Mexico.I love places where the people are really friendly.
Boy 2: Well, Mexico would be nice, but we don’t know the language.I hope to see Niagara Falls some day.What about going there?
Girl 1: Niagara Falls would be beautiful, but there’s not much to do there.
Why don’t we all go to San Francisco together? It has everything—beautiful views, friendly people, exciting things to do…
Boy 2: That’s not a bad idea…if you pay for it.
Step Ⅲ2b
This activity provides listening practice using the target language, too.
Read the instructions to students, and make sure that they know what to do.
Look at the first column, "Place".Someone doesn’t like going to these places.
Why? Choose the reason for each place from the second column.Write the letters of the reasons in the blanks before the places/Let’s read the contents in the chart first.Get them to read the places and reasons several times.Then say, we’ll listen to the same recording again.Listen and match each place with a reason for not going there.Play the recording again.
Ask students to fill in their answers.
Check the answers
Answers
1.b 2.a 3.c
Step Ⅳ2c
This activity provides guided oral practice using the target language.
Read the instructions to the students.Tell them to use the information in Activities 2a and 2b to role play conversations.
(Holding a picture of Hawaii).I hope to visit Hawaii some day.
Get a student to answer, So do I.I like places where the weather is always warm.
Showing a picture of Mexico, ask two students to make up similar conversations.Note to use the information in Activities 2a and 2b.
Do the same with the third place Niagara Falls.
Say, Now please role play the conversations in pairs, using the information in Activities 2a and 2b.Each pair makes one at least.As the students work, move around the room checking progress of the pairs and offering help as needed.Ask one or two move pairs to say their conversations to the class.
Step 5 Grammar Focus
Presentate the conversation below by saying to the students and writing it on the blackboard:
Where would you like to visit?
I’d like to go somewhere relaxing.
Draw a line under the word relaxing.
Then ask the children the same questions and tell them to answer in their own words.For example,
I’d like to go somewhere interesting.
I’d like to go somewhere exotic.
After asking several children to give answers with different adjectives, get them to practice in pairs.Each pair makes two conversations.
Next ask several pairs to share their conversations with the class.
Then say, the adjectives usually come before the nouns, such as, an educational vacation, a tiring trip.But in the sentences which are using the word something or somewhere, the adjective should be put after the pronouns.For example:
I’d like to go somewhere fascinating.
I’d love to eat something delicious.
After that, presentate another pair of sentences.Say to the students and write down on the blackboard:
Where would you like to visit?
I hope to go to France some day.
Explain sentences with some day in English orally, like this,
I hope to go to France some day.This sentence means I hope to go to France some day, but I’m not sure I will.Maybe
I will go there in the future and maybe I won’t.The sentences with some day are often used to express that.
Then have the children make up more sentences.
Step ⅥSummary
In this class, we’ve done some listening practice with target language.We have also practiced our oral English in pairs.
And we’ve discussed something on grammar.
Step ⅦHomework
1.Write out two pairs of sentences like this:
Where would you like to visit?
I’d like to go somewhere relaxing.
Where would you like to visit?
I hope to go to France some day.
2.Practice the target language orally with the classmates.
Step ⅧBlackboard Design
Unit 7 Where would you like to visit? Section A The Second Period Ⅰ.Answers to Activity 2a: 3 4 2 1 Ⅱ.Answers to Activity 2b: 1.b 2.a 3.c Ⅲ.Grammar Focus: 1.Where would you like to visit? I’d like to go somewhere relaxing. 2.Where would you like to visit? I hope to go to France some day. |
Unit 7 Where would you like to visit?
The Third Period
Ⅰ.Teaching Aims and Demands
1.Knowledge Objects
(1)Key Vocabulary
touristy, spotlight" Singapore, beautiful, heavy, private, downtown, get around, Pack, light
(2)Target Language
Where would you like to go, Kathy?
I’d like to visit Kunming.
2.Ability Objects
(1)Train students’ reading skill.
(2)Train students’ skill of communication.
3.Moral Object
Share your experience on travelling in a city with your classmates and tell them what they should bring if they decide to visit it.
Ⅱ.Teaching Key Points
1.Guide students to read the passage in Activity 3a.
2.The new vocabulary
Ⅲ.Teaching Difficult Point
Help students to talk to their partners about the cities they know.
Ⅳ.Teaching Methods
1.Teaching by illumination.
2.Teaching by asking questions.
Ⅴ.Teaching Aids
1.A projector
2.A video tape on singapore or some photos, some photos of Dalian
Ⅵ.Teaching Procedures
Step ⅠRevision
1.Revise the target language they learned last class by asking Where would you like to go on vacation? Get several children to answer I’d like to…because…
2.Check the homework by asking some children to read the conversations they wrote to the class.
Step Ⅱ3a
This activity provides reading practice using the target language.
At first introduce the key vocabulary words.Show the key vocabulary words on the screen by a projector.
touristy adj.游客很多的;游客常去的;适合游览的 spotlight n.公共注意中心 Singapore n.新加坡 botanical adj.植物的;植物学的 heavy adJ.大量的;多的 private adj.私人的;私有的 downtown n.(城镇的)商业区;中心区 get around 观光;到处走动 pack v.把……打包;把……装箱 light adj.轻的 |
Teach students to read the vocabulary several times until they can read them out easily and correctly.
Read the passage quickly and try to answer the questions on the blackboard.
Write these questions on the blackboard:
1.What doesn’t Singapore have?
2.What does Singapore have?
3.Is Singapore also a wonderful place for shopping?
4.What don’t you plan on doing in singapore? why?
5.What is easiest to do in Singapore?
6.What is suggested to bring if you decide to go there? Why?
A few minutes later(maybe two or three minutes), ask different students to answer the questions.
Play the video tape of Singapore for students or show them some pictures.
Next, read the instructions to students.
Say, What things do you like about visiting Singapore and what things don’t you like? Read the passage again.Circle the things you like about visiting Singapore and underline the things you don’t like.
Get them to finish the activity on their own.
Check the answers.
Possible answers may include
Circled:…there are many things to do…it has a very large zoo, a beautiful botanical garden and lots of museums.It is also a wonderful place to go shopping.
Underlined: Singapore is a small city…It doesn’t have any beaches or mountains…Don’t plan on driving in Singapore…traffic is heavy…most private cars are not allowed in downtown
Singapore.Singapore is very hot all year round.
Step Ⅲ3b
This activity provides reading, listening and speaking practice using the target language.
Read the instructions to students.Make sure that they know what to do.
Ask two students to read the sample conversation on the left in Activity 3b,
SA: Where would you like to go, Kathy?
SB: I’d like to visit Kunming.
SA: Isn’t it supposed to be very hot?
SB: Yes, it is.But it’s also beautiful, and it has lots of interesting museums.
Note to correct any pronunciation errors to make sure the students are providing a good model for the rest of the class.
Ask another pair to model a conversation with the first group of words on the right, the words in the first line.Listen to them carefully with the whole class to see if they can put the words in the proper places.Then let the whole class practice in pairs.Each pair should make up four conversations with the information on the right.Walk around the classroom as the students are working.Listen to some pairs and see if they have met any problems.Offer some help as needed.After all the students have finished practicing, ask some more pairs to share their conversations with their classmates.
Step ⅣPart 4
This activity provides reading, writing and speaking practice using the target language.
Read the instructions to the children.
Make sure that they understand it.
Say, First think of a city you know, everyone.I think of Dalian.What about you?
Ask several ones to tell the names of the cities they’ve thought of.
Then say, Please write down the name of the city you’ve thought of on the line above city name in the chart.
After that, show some photos of Dalian to the students around the room.Then continue saying, Dalian is a very beautiful city with wonderful beaches.It has very long coast.It also has quite a few big and nice parks.Some are near the sea and some are not.I like the big museum of different kinds of sea animals, too.What about you? What do you like about the cities you’ve written in your book?
Ask two or three to say something about their cities.
Then say, Now please fill in the left box with the things you like about the city.
I’ll write mine on the blackboard, you can use it as a sample.
Write the sample on the blackboard, and students write out theirs.
Walk around the classroom and direct them to write.
After all of them have finished, go on with the third step.
Now talk to your partner about the things you don’t like.
After they finish talking, go on saying something I don’t like about Dalian to them.For example, The things in Dalian are too expensive.
They are for the rich.And there are too many cars running on the streets.It’s very hard for people to cross a street.
Can you say something you don’t like about your cities?
Ask some to say something on that to the class.Then tell them to fill in the box for things you don’t like.Let them talk to their partners about it.
Sample answer
Dalian |
|
Things you like 1.wonderful beaches 2.long coast 3.big and nice parks 4.big museum of different kinds of sea animals |
Things you don’t like 1.things are too expensive 2.too many cars running in the streets |
Step ⅥSummary
In this class, we’ve learned something about Singapore, and we’ve talked about some other places all over the world.
We’ve done a lot of listening, speaking, reading and writing practice using the target language.
Step ⅦHomework
1.Write a short passage on the city you talked about in class.
2.Try to remember the new words on page 54.
Step ⅧBlackboard Design
Unit 7 Where would you like to visit? Section A The Third Period Questions to Activity 3a: 1.What doesn’t Singapore have? 2.What does Singapore have? 3.Is Singapore also a wonderful place for shopping? 4.What don’t you plan on doing in Singapore? Why? 5.What is easiest to do in Singapore? 6.What is suggested to bring if you decide to go there? Why? Sample answers to Activity 4: Dalian Things you like 1.wonderful beaches 2.long coast 3.big and nice parks 4.the big museum of different kinds of sea animals Things you don’t like 1.things are too expensive 2.too many cars running in the streets |