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Unit 7 Where would you like to visit?
The First Period
Teaching Aims and Demands
Knowledge Objects
（1） Key Vocabulary
tiring, educational, fascinating, thrilling, peaceful, trek, jungle, take it easy, historic, site, fall, Niagara Falls,
（2） Target Language
Where would you like to go on vacation?
I’d like to trek through the jungle, because I like exciting vacations．
Where would you like to visit?
I hope to visit/see…
I’d like/love places where…
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．
（4） Train students’ communicative competence．
3． Moral Object,
It′s more interesting to go on vacation somewhere instead of staying at home．
It can make you know more about the world to travel much．
Teaching Key Points
1． Key Vocabulary
tiring, educational, fascinating, thrilling, peaceful, trek, jungle, take it easy, historic, site fall, Niagara Falls.
2． Terget Language
Talk about different places with the target language．
3． Listening practice with target language
4． Make communications with target languag
Teaching Difficult Points
1． Describe vacations with different adjectives．
2． Talk about different places with the target language．
3． Train students’ listening practice with target language．
4． Help students to make communications with target language．
Teaching Methods
1． Teaching by illumination
2． Teaching by doing chain drills
3． Teaching by pairwork
4． Listening
Teaching Aids
1． A tape recorder and a projector
2． Some pictures of different places with famous views
Teaching Procedures
Step Ⅰ Revision
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 practice 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 Ⅱ 1a
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
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
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 and2 in the chart．
Say, Let’s choose the adjectives from the box for the two 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
Vacation2:exciting,tiring,dangerous．educational, fascinating, interesting, fun, thrilling.
Step Ⅲ 1c Groupwork
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．
StepIV 1b
This activity gives students practice in understanding the target language in spoken conversation． Read
instructions to students．
We’ll listen to two 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 two posters in Activity la and do this part． Each one of the two students, Sam and Gina want to go to one of the two 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, Florida, has been stressed out
StepV 2a&2b
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．
The sentences should be numbered in this order: 3 4 2 1
Then listen again. Why do the people decide not to visit these places? Match each place with a reason.
Check the answers
1． b 2． a 3． c
Step VI 2c(Pairwork)
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 VII 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 ⅤIII Summary
1. 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．
2. 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 Ⅵ Homework
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．
The Second Period
Teaching Aims and Demands
1． Knowledge Objects
（1） Key Vocabulary
touristy, spotlight" Eiffel Tower, Niagara Fall，consider，lively, Notre Dame Cathedal,
church, convenient, underground, general, wine, unless, translate, pack.
（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．
Teaching Key Points
1． Guide students to read the passage in Activity 3a．
2． The new vocabulary
Teaching Difficult Point
Help students to talk to their partners about the cities they know．
Teaching Methods
1． Teaching by illumination．
2． Teaching by asking questions．
Teaching Aids
1． A projector
2． Some pictures of Pairs.
Teaching Procedures
Step Ⅰ Revision
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 Ⅱ 3a
This activity provides reading practice using the target language．
At first introduce the key vocabulary
words． 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. Where is Paris?
2. Are there any beaches?
• 3. What is the most famous sight in Paris?
• 4. Do Frenchmen speak English?
• 5. If you go to Paris, how will you visit the city?
• 6. What do you think of Paris?
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 Pairs and what things don’t you like? Read the passage again． Circle the things you like about visiting Pairs 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: Visit the Eiffel Tower and Notre Dame Cathedral; Travel by underground train/subway; Drink the wine…
Underlined: …doesn’t have any beaches and
mountain; Travel by taxi; …don’t know the language
Step Ⅲ 3b
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．I’m only going to pack light clothes. Kunming is also beautiful, and it has lots of wonderful sights. 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 Ⅳ Part 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 Ⅵ Summary
In this class, we’ve learned something about Pairs, 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 Ⅶ Homework
1． Write a short passage on the city you talked about in class．
2． Try to remember the new words on page 54．
The Third Period
Teaching Aims and Demands
1． Knowledge Objects
（1）Key Vocabulary
convenient, wonderful, consider
（2）Target Language
What else can you tell me?
Ability Objects
（1）Train students’ listening ability．
（2） Train students to use the target language in oral English properly．
Moral Object
To role play the conversations you’ve heard is a very good way to improve your oral English．
Teaching Key Point
Train students’ listening skill by listening to the conversations with the target language．
Teaching Difficult Point
Help students to role play the conversations．
Teaching Methods
1． Brainstorm
2． Listening method
3． Pairwork
Teaching Aid
A tape recorder
Teaching Procedures
Step Ⅰ Revision
Check the short compositions they have written at home． First let several ones read theirs to the class． Second, get them to work in pairs to check the compositions． At last, collect all students’
compositions． Go over them carefully after class．
Step Ⅱ Part 1
This activity reviews the target language and introduces new vocabulary．
T: If you visit a city on vacation, what kind of things you should take into consideration? Try your best to think of as many as you can.
Ss: Are there any buses there? What if I don’t understand the language? Is it difficult to know the culture of this city? Do I like the food of the city?......
T: Yes. There are a lot of things to think about. Now please list as many things that are important to you when you go on vacation as you can. That is, the things you must consider when you want to go on vacation.
Sample answers:
Not too hot, near the ocean, have many tourist attractions, the air is fresh, can teach one something/ educational, is beautiful/ interesting/ fun/ exciting/peaceful…
Try to make the Ss use as many new words they’ve learned as possible.
Step Ⅲ 2a
This activity gives students practice in understanding the target language in spoken conversation．
Read the instructions to students． Tell them to guess the meaning of travel agency first． Then explain it like this:
If you plan to have a trip or vacation, you can go to a travel agency． A travel agency is an office that can
help you make travel plans． Also they help you get plane tickets and hotel reservations． Then presentate whale watch and amusement park to the class like below． A whale watch tour means you stay in a ship and go out to the oceaning during the time of year when the whales are migrating, then you can see them travelling． Amusement park means a place like disneyland． You can do lots of rides and play lots of games there．
Write the two phrases on the blackboard．
Look at the three pictures in Activity 2a now． We know Jeff has a summer job at a travel agency． We will hear him talking on the phone with three different people．
Can you see the small box in the corner of each picture? Listen to the conversations and number the pictures． Write a proper number in each box to show the right order of the pictures． Then play the tape for the first time． Tell them only to listen． Play the tape a second time． As they listen to the tape this time, have the students number the pictures．
Check the answers．
Answers
The pictures should be numbered in the following order:
1,2,3
Step Ⅳ 2b
This activity gives students practice in understanding and writing the target language．
Read the instructions to the children．
Tell them to look at the chart． Then read the
headings Customer, Wants, Doesn’t want and point out the blanks under each one． And let them see the sample answer under Wants in the chart． Ask them to read it together． Say, Then first customer wants to go somewhere warm．
I’ll play the recording again． Please write down the things the three customers want and don’t want in this chart as you listen to the recording．
The play the recording again． Students fill in the blanks with the words they hear． Pause the tape several times to give students time to fill out the chart．
Correct the answers．
Answers
Customer 1 wants: to go somewhere warm． doesn’t want to fly
Customer 2 wants: to go on a nature tour, doesn’t want to go anywhere cold
Customer 3 wants: to go somewhere that’s fun for kids, doesn’t want to go to a big city
Step Ⅴ 2c
This activity provides guided oral practice using the target language．
Read the instructions to the children．
Say, In this activity, you are asked to role play Jeff’s conversation with the information in the chart in Activity 2b．
Ask a pair of students to read the sample conversation to the class．
SA: Where would you like to go?
SB: I’d like to go somewhere warm．
SA: Where else can you tell me?
SB: I don’t want to go to a place which is too far away．
Then ask them to continue it． Offer some help if necessary． For example, they may say like this,
SA: Where would you like to go?
SB: I’d like to go somewhere warm．
SA: What else can you tell me?
SB: I don’t want to go anywhere too hot．
Offer more phrases,…to go to a small town,…to go by ship,…to go to a place which is too crowded, …to travel by plane,…to go to anywhere too far, ect．
Write them on the blackboard．
Then ask students to practice in pairs．
Move around the room checking the progress of the pairs and offering help as needed． Ask one or two pairs to say their conversations to the class． Correct any mistakes they may have made．
Step Ⅵ Summary
Say, In this class, we’ve done lots of listening practice on target language, and we’ve also written and spoken some．
Step Ⅶ Homework
1． Write out the phrases you have brainstormed in Activity 1．
2． Write down the conversation in Activity 2c．
The Fourth Period
Teaching Aims and Demands
1． Knowledge Objects
（1） Key Vocabulary
provide, firm, offer, spot, Confucius, stele, forest
The Forest of Steles, surf, arctic, hope, pack, save, provide, cook
（2） Reading practice using the target language
（3） Writing practice using the target language
2． Ability Objects
（1） Train students’ reading skill．
（2） Train students’ writing skill．
（3） Train students’ listening and speaking skills．
3． Moral Object
Are you planning to take a trip this summer?
Write an e-mail to a travel agency in English to get some information on vacations．
Teaching Key Points
1． The new vocabulary．
2． Read an e-mail．
3． Help students have a self check on the key words and target language．
4． Practice using the verbs．
hope, pack, save, provide, cook
5． Write an article．
Teaching Difficult Point
1. Write an e-mail．
2. Use the verbs hope, pack, save, provide and cook．
Teaching Methods
1．Scanning the e-mail to find out the answers
2. Writing
3.Groupwork
4. Teaching by making sentences．
Teaching Aids
1. Some pictures of Qufu, the Great Wall and the Forest of Steles in Xi’an
2. A projector
3. The pictures of the four place
Teaching Procedures
Step Ⅰ Revision
1． Revise the conversation in Activity 2c on page 55 by making a conversation with one student like this,
T: Where would you like to go?
Ss: I’d like to go somewhere relaxing．
T: What else can you tell me?
S: I don’t want to go to big noisy cities．
After that, ask them to practice in pairs．
Ask several pairs to share their conversations with the whole class．
2． Check their homework． First, choose some students to read the phrases on Activity 1． Second, ask several ones to read the conversations they wrote to the class． Correct the mistakes that they may have made with the whole class． Get them to work in pairs to help each other． Tell them to show their homework to each other, and help correct any mistakes they may have made．
Step Ⅱ 3a
This activity provides reading practice using the target language．
At first, introduce the key vocabulary words．
Read the instructions to students． Do some explanation． Make sure that each student knows what they will have to do．
Go over the statements about the e-mail message with the whole class． Make sure that they can understand all the six sentences in the box． And tell them to put the six statements in their minds while they scan the e-mail below．
Say, Boys and girls, please scan the e-mail in Activity 3a now． Try to get the main idea of the letter and find out the answers to the statements． Ask them to scan the letter individually, and write T,
F or DK before each statement．
After they’ve all finished scanning, check the answers with the whole class． Elicit why the false sentences are false at the same time．
After checking the answers, tell the children to read the passage more carefully and prepare to answer the questions on the blackboard．
Write the questions below on the blackboard:
1． Where do S．T． Zhang and the family want to take a trip?
（Somewhere in the east of China．）
2． What kind of place do they want to go to?
（An exciting place where they can do lots of exercise．）
3． What exercise do they especially love doing?
（They especially love hiking and swimming．）
4． What does S． T． Zhang say about the hotel they want to live in?
（They need to stay in an inexpensive hotel． And they wish their hotel had rooms with kitchens so that they could save money by cooking their own meals． The room needs to be big enough for three people． And they’d like to stay at a place with a big pool or somewhere near the ocean．）
5． What does S． T． Zhang want the travel agency to do?
（Give them some suggestions for vacation sports and let them know if it’s best to travel by plane, train or bus．）
6． How long would they like to be away?
（About three weeks．）
After they’ve all finished reading, get some students to answer these questions．
Encourage them to ask questions on what they don’t understand about the e-mail．
Ask one student to read the letter to the class． Help him or her with the pronunciation． Then let all the students read the passage several times．
Answers
1． F（the family wants an inexpensive hotel and wants to save money by cooking）
2． F（the :family enjoys hiking and swimming）
3． DK
4． DK
5． T
6． F （the person wants to go to the east of China）
Step Ⅲ 3b
This activity provides writing practice using the target language．
Read the instructions to students．
Ask: Who can explain the instructions in your own language?
Choose two or three among those who have put up their hands to explain the instructions in English．
They may say like this, Suppose I work for Ace Travel Agency and I have received the letter from S．T． Zhang． Then it is my duty to reply the e-mail and I have to tell where they should go on vacation．
After they all know what to do, get them to begin writing． Move around the classroom as they write,
offering help if necessary． Remember whose passage is excellent and prepare to ask them to read theirs to the class．
After they’ve all finished writing, ask the students who have written very good passages to read theirs to the class．
Let them work in pairs to correct the mistakes in the passage they’ve written．
Tell them that they have to rewrite the letters after class and bring them to school tomorrow．
A sample writing
Subject: Vacation From: Ace Travel
Dear S．T． Zhang,
We are very glad to receive your letter．
Thank you for choosing our agency．
I think Qingdao is the best place for you and your family to go on vacation based on your e-mail．
Qingdao is a very beautiful city with lots of nice scenery． It’s on the east coast of China． The waves of the sea are really wonderful． It’s really an exciting place to visit． And you can also do a lot of exercise there, such as hiking along the coast
on the beach, swimming in the great ocean．
It will become a more attractive place in summer．
We can help you book an inexpensive room with three beds． Many local people there run that kind of hotels with their own houses． The rooms are very clean and nice and you can cook your meals in the kitchens if you like．
I suggest you’d better travel by plane．
You can save much time in that way．
How do you think of travelling to Qingdao?
Please tell us．
Best wishes to you and your family．
Ace Travel
Step Ⅳ Part 4
This activity provides reading, writing, listening and speaking practice using the target language．
Read the instructions to students．
Say something about the three places in the chart． Showing some pictures of these places to the students, say like this,
Qufu is a small city in Shandong Province．
It is famous for Confucius． It was Confucius’ hometown． He was born there．
The Great Wall is the pride of the Chinese people． It is very long and it is hard to believe that it was built over two thousand years ago．
The Forest of Steles in Xi’an is a great place for people who are interested in writing Chinese with brushes．
What do you think of the three places?
Look at the chart in Activity 4． We can see the sample answer in the box about Qufu in the column of you．
Continue saying, Now please fill in the boxes about The Great Wall and The Forest of Steles in Xi’an on your own．
You can use the words above the chart or any other word．
Tell them to write out the three students’ names in the proper places in the chart．
Then． get them to survey the three students． Let them work in groups of four．
Ask a pair of students to read the model conversation in Activity 4 before they begin their own ones．
At last, have several groups report the results to the class． Then ask the class where they would prefer to go together．
Sample answers to the chart:
An ideal place for a school trip
You
Li Hong
Wang Wei
Zhao Yang
Qufu
educational
narrow
great
hot
The Great Wall
exciting
crowded
cold
relaxing
The Forest of Steles in Xi’an
crowded
educational
expensive
exciting
Step Ⅴ Part 1
Invite a student to read the vocabulary words at the top．
And ask students to fill in the blanks on their own．
Check the answers．
Answers
1． provide 2． cook 3． saving 4． pack 5． hope
Ask students to make their own sentences with the words, preferably sentences that are meaningful． Move around the room．
Collect a few students’ answers with mistakes on the blackboard． Along with the students help correct the mistakes．
Sample answers
1． My family hope to go to Sydney soon．
2． He is packing all his clothes． He will leave for
London tomorrow．
3． We’d better save time for study．
4． The hotel provides breakfast for free．
5． Many foreigners can cook dumplings．
Step Ⅵ 2
This activity provides reading and writing practice using the target language．
Read the instructions to the class． Get them to look at the pictures．
Say, Can you say out the English names of the four famous places in the pictures?
Ask some students who know that to tell the names． Write the four names on the blackboard: the Golden Gate Bridge in San Francisco, the Sydney Opera House, Big Ben in London, the Eiffel Tower in Paris．
Then teach them to read the names several times till they can read them fluently and correctly．
Practice reading the names by showing some pictures of the four places to students． Get them to say out the English names of the places as soon as they see each picture． Change the pictures more and more quickly and students do as fast as they can．
After practicing the names, ask, Which these places would you like to visit most? Why? Ask two or three students to tell their answers to the class． They may say like this,
I’d like to visit Paris most． Because I cam see the famous tower, the Eiffel Tower． there． And I have ever heard the people there are very romantic． I’m interested in that．
Then say, Please say something on the place where you
would like to visit most to your partner now． Get them to work in pairs． Move around the room as they work, offering words and sentences as needed．
After they’ve all finished, tell them to write an article about where they would like to visit most and why． Ask students to complete the work on their own． Move around the classroom and help them．
After they’ve finished writing, ask a few students to read their articles to the class． Encourage the rest of the class to tell the mistakes they may have made in their passages．
Work in pairs． Each one reads their own passage to the partner． Help correct any mistakes in the passage．
Sample writing
I’d like to go to a beautiful place． I think it would be Paris． If I went there I could visit the Eiffel Tower． It is famous all over the world． I like the Eiffel Tower very much． I have collected lots of pictures of it． Some of them are on the walls of my small room． It is my dream to go to visit the Eiffel Tower and take photos there by myself． That’s the main reason for me to like to visit Paris most．
I also like to see the other scenes in Paris． I have heard that the streets there are very beautiful． And there are many famous buildings in Paris． I would like to visit the museums there, too． I hope my dream can come true some day．
StepⅧ Homework
1． Review all the language points in this unit．
2． Rewrite the passage in Activity 2．
The Fifth Period
Language goals
1. Words and expressions
typical, sail, Pacific, finding, as soon as possible, continue, programming, sportspeople, translator, conclusion, come true, attitude
2. Key sentences
Here are some of findings of a survey about hopes and dreams.
And quite a few said they dream of going to the moon one day.
It was clear from the survey that teenagers have similar hopes.
Ability goals
Enable the Ss to talk about hopes and dreams.
Emotion and attitude goals
Enable the Ss to help others to achieve dreams
Strategy goals
Read with focus.
Culture awareness goals
Different hopes and dreams in different cultures.
Teaching important points
How to describe hopes and dreams.
Teaching procedures and ways
StepⅠ Lead-in
T: Now a days, many people have various kinds of beautiful dreams. Do you have any dreams? Today we’ll learn a new passage about dreams.
StepⅡ Before you read
Ask the Ss to look at the cartoon on P58.
T: Please open your books and turn to page58.Look at the short dialogue in the cartoon. Who would like to read it to us?Volunteer?
Ask two Ss to read the two sentences.
T: Their wishes are not bad and easy to come true. Do you think so?
Ss：Yes.
T: Here I have two important words that both describe the things you wish to realize in the future.Do you know what the two words are?
Ss: Dream and hope.
T: Then what’s your hope? And what’s your dream? Write them down in the chat.
Sample answers:
My hope is that my parents can buy a new bicycle for me next month.
My dream is that one day I can fly my own plane crossing the Pacific to America.
…
T: Then can you tell me the differences between them?
Ss: Dream means ambition or ideal, especially when it is unrealistic while hope means desire for sth. To happen, combined with the expectation
StepⅢ Reading
T: I find some of your hopes and dreams are the same, while others are quite different. But I still think most teenagers have a lot of dreams generally. Let’s read the following passage and find out the general idea of this passage?
S1: It is about our hopes and dreams.
S2: It is an article about teenagers’ hopes and dreams.
T: Now please read the text again and then answer the following questions.
Show the following
1. Why do some Ss want to start work as soon as possible?
2. What is important to Ss about the work they do?
3. What example is given as an impossible dream?
Sample answers:
1. Because they want to help provide better lives for their parents.
2. Money is important, and the work should also be what they like.
3. A few said they dream of going to the moon one day.
StepⅣ After you read
T: In the text the author told us a lot about Chinese teenagers’ dreams. Do you think there is anyone in the word who hasn’t hopes or dreams? And do you think all dreams can come true? What about foreign Ss? Do they have dreams? Are their dreams different from ours? Now read again and find out.
S1: I think anyone in the world has dreams or hopes.Teenagers in China more or less have the same dreams as foreign Ss. Some dreams are realistic, so they can come true. But still there are
lots of dreams that can’t be realized. Because even if we have got the ability,we haven’t the opportunity. So we must have realistic hopes and dreams and try our best to realize them.
…
T: Very good.
Step Ⅴ Go For It!
T: Everyone has a dream and I believe there is no exception to you. Now, please write down a dream you have on a piece of paper. Then work with your partners and make a plan.
A sample version:
I want to be mayor of Tianjin in the future.
Your partner: It is a good dream.But it’s a bit difficult to achieve. Now I can help you make a plan: you must study hard at school, and then you can enter a famous university and enhance your abilities in every aspect. Besides, you must know a lot about Tianjin.
Step Ⅵ Homework
After class, please write something about your dream and tell us how to achieve it.
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