初三英语unit7 Where would you like to visit? 20页

Unit 7 Where would you like to visit?‎ I. Analysis of the Teaching Material ‎1. Status and Function In this unit, students learn to talk about places they would like to visit. This is a topic that students will be very interested in. That will be very helpful to practice using the target language. All the students can make great progress in expressing the places which they would like to visit.‎ ‎(1) The first period mainly provides some new vocabulary to the students to describe different kinds of vacations. And it gives students practice in listening and speaking on the target language "Where would you like to go on vacation? I’d love to visit Mexico."‎ ‎(2) The activities in the second period give students more listening and oral practice using more target language. They are helpful to improve students’ listening and speaking skills.‎ ‎(3)In the third period, students learn to get detailed information from an article. And they will do some writing and oral practice as well.‎ They will improve their reading, speaking and writing skills and know something about Singapore and some other places all over the world.‎ ‎(4) The fourth period provides more listening practice to train the students to understand the target language in spoken conversation and write the target language. It also provides some more oral practice using the target language.‎ ‎(5)The fifth period is designed to train students’ reading and writing skills.‎ ‎(6)The activities in the last period are used to train students’ writing skill.‎ ‎2. Teaching Aims and Demands ‎(1) Knowledge Object In this unit, students learn to talk about places they would like to visit.‎ ‎(2) Ability Objects To train the students’ listening, speaking and writing skills using the target language.‎ ‎(3) Moral Object Wherever you travel in the world, you are able to use English.‎ ‎3. Teaching Key Point To help students learn and grasp the key vocabulary words and the target language.‎ ‎4. Teaching Difficult Points ‎(1) To train students’ listening, speaking, reading and writing skills.‎ ‎(2) To train students’ communicative competence.‎ ‎5. Studying Way Get the students to know more about the world and be interested in travelling.‎ Ⅱ. Language Function Talk about places you would like to visit.‎ Ⅲ. Target Language ‎1. Where would you like to go on vacation?‎ I’d love to visit Mexico.‎ ‎2. I hope to go to France some day.‎ Ⅳ. Structure Second conditional without if clause Hope to Ⅴ. Vocabulary jungle, historic site, botanical garden，exotic, thrilling, fascinating, peaceful, take it easy, tiring, educational, trek, explore, Singapore, touristy, customer, pack, light, heavy, downtown, provide, offer Ⅵ.Recycling France‎, Brazil, Japan, vacation, zoo, mountain, dangerous, fun, relaxing, entertainment, shopping, hiking, visit Ⅶ. Learning Strategies ‎ 1. Classifying ‎ 2. Role playing Ⅷ.Teaching Time Seven periods No. 32 The First Period Ⅰ.Teaching Aims and Demands（教学目的和要求）‎ 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（教学重点）‎ ‎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 Point（教学难点）‎ ‎1. Describe vacations with different adjectives.‎ ‎2. Talk about different places with the target language.‎ Ⅳ. Teaching Methods（教学方法）‎ ‎1. Teaching by illumination ‎2. Teaching by doing chain drills ‎3. Teaching by pairwork Ⅴ. Teaching Aid（教学手段）‎ ‎1. A tape recorder and a projector ‎2. Some pictures of different places with famous views Ⅵ. Teaching procedures（教学过程）‎ 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 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 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 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 Ⅲ 1b 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 Ⅳ 1c 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 Ⅴ Summary 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 Ⅵ Homework ‎1. Try to remember the new key vocabulary.‎ ‎2. Write out three similar conversations to the example in the picture in Activity 1a.‎ Step Ⅶ Blackboard Design（板书设计）‎ 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 VII. Teaching procedures（教学后记）‎ No. 33 The Second Period Ⅰ.Teaching Aims and Demands（教学目的和要求）‎ ‎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（教学重点）‎ ‎1. New words fall, ‎Niagara Falls ‎2. Listening practice with target language ‎3. Make communications with target language Ⅲ. Teaching Difficult Point（教学难点）‎ ‎1. Train students’ listening practice with target language.‎ ‎2. Help students to make communications with target language.‎ Ⅳ. Teaching Methods（教学方法）‎ ‎1. Listening ‎2. Pairwork ‎3. Explanation Ⅴ. Teaching Aid（教学手段）‎ ‎1. A tape recorder ‎2. Some pictures of Hawaii, Mexico and ‎Niagara Falls Ⅵ. Teaching procedures（教学过程）‎ Step Ⅰ Revision ‎(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 Ⅱ 2a 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 Ⅲ 2b 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 Ⅳ 2c 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 Ⅵ Summary 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 Ⅶ 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.‎ Step Ⅷ Blackboard Design（板书设计）‎ 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.‎ VII. Teaching procedures（教学后记）‎ No. 34 The Third Period Ⅰ.Teaching Aims and Demands（教学目的和要求）‎ ‎1. Knowledge Objects ‎(1)Key Vocabulary customer, save money, pool, culture, dream vacation, travel agency ‎(2)Target Language Where would you like to go?‎ I’d like to go somewhere warm.‎ ‎2. Ability Objects ‎(1)Train students’ listening ability.‎ ‎(2) Train students to use the target language in oral English properly.‎ ‎3. Moral Object To role play the conversations you’ve heard is a very good way to improve your oral English.‎ Ⅱ. Teaching Key Points（教学重点）‎ Train students’ listening skill by listening to the conversations with the target language.‎ Ⅲ. Teaching Difficult Point（教学难点）‎ Help students to role play the conversations.‎ Ⅳ. Teaching Methods（教学方法）‎ ‎1. Brainstorm ‎2. Listening method ‎3. Pairwork Ⅴ. Teaching Aid（教学手段）‎ A tape recorder Ⅵ. Teaching procedures（教学过程）‎ Step Ⅰ Revision ‎1. Revise the passage about Singapore by asking two or three students to read it to the class. Make sure that they pronounce each word correctly.‎ Then let students read it aloud once by themselves.‎ ‎2. 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.‎ Read the instructions to students. Explain brainstorm like this:‎ Brainstorm a list of things means you should write down all the ideas that come into your minds.‎ Now brainstorm a list of things that are important to you when you go on vacation. Write them down in your exercise books. You should not worry if an idea is silly or if a word is spelled wrong. You can even write a word in their first language for the moment.‎ Ask them to have a look at the two model phrases the book provides before they begin. Move around the room offering language support as needed.‎ After about three minutes, tell them to stop writing and thinking.‎ Let’s review the ideas you’ve thought of together. We will correct spelling and find the correct English words for any words you don’t know.‎ Then ask some children to read their lists to the class. Write any new words or phrases they have used on the blackboard. Ask them to discuss the lists in groups of four. Each one reads his or her own list to the other three. Then they discuss the words or phrases together. If there is something that they are not sure, tell them to show me by putting up their hands. Move around the room and solve the problems they may have. Help students find the correct English words to express their ideas.‎ 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 Tapescript Woman 1: Jeff, I have to go out for half an hour. Could you please answer the phone? Just take messages and I’ll call people back.‎ Jeff: Sure. Hello, Ace Travel. Jeff Marino speaking. How may I help you?‎ Woman 2: I’d like some information on vacation packages, please.‎ Jeff: My boss is out of the office for half an hour. Could she call you back?‎ Woman 2: Actually, I’d like to get some information now, if you wouldn’t mind…‎ Jeff: Well, I guess it would be OK. So, where would you like to go?‎ Woman 2: Oh, I don’t know. Somewhere warm.‎ Jeff: Somewhere warm… How about Hawaii?‎ Woman 2: Oh,…no…I…I don’t like flying.‎ Jeff: Ok. Well, there’s always…‎ Jeff: Hi, Ace Travel. Jeff Marino speaking.‎ Man: Hello. I’d like to find out about your vacation packages.‎ Jeff: Sure. What kind of vacation are you looking for?‎ Man: Well, I hope to go on a nature tour.‎ Jeff: Well, we have a great whale watch tour. You might like that.‎ Man: Hmmmm…It depends on where it is. I don’t want to go anywhere cold.‎ Jeff: Hmmmm…Let’s see. Yes, we have a great summer whale watch tour…‎ Jeff: Hi, Ace Travel. May I help you?‎ Woman 3: I hope so. I saw your advertisement for vacations in California. We’d like to go somewhere that’s fun for kids.‎ Jeff: Fun for kids…hmmmm …How about Los Angeles? Kids love visiting Hollywood.‎ Woman 3 Oh, but we don’t really like big cities.‎ Jeff: I see. Then maybe you’d enjoy…‎ 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.‎ Step Ⅷ Blackboard Design（板书设计）‎ Unit 7 Where would you like to visit?‎ Section B The Third Period ‎ The answers to Activity 2b:‎ ‎ 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 ‎ ‎ to anywhere cold ‎ Customer 3 wants: to go somewhere that’s fun for kinds, ‎ ‎ doesn’t wants to go to a big city ‎ Some phrases for Activity 2c:‎ ‎ to go to a small town ‎ to go by ship ‎ to go to a place where is too crowded ‎ to travel by plane ‎ to go to anywhere too far VII. Teaching procedures（教学后记）‎ No. 35 The Fourth Period Ⅰ.Teaching Aims and Demands（教学目的和要求）‎ ‎1. Knowledge Objects ‎(1) Key Vocabulary ‎ provide, firm, offer, spot, Confucius, stele, forest ‎ The ‎Forest‎ of ‎Steles ‎(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.‎ Ⅱ. Teaching Key Points（教学重点）‎ ‎1. The new vocabulary.‎ ‎2. Read an e-mail.‎ ‎3. Write an e-mail.‎ Ⅲ. Teaching Difficult Point（教学难点）‎ Write an e-mail.‎ Ⅳ. Teaching Methods（教学方法）‎ ‎1. Scanning the e-mail to find out the answers ‎2. Writing ‎3. Groupwork Ⅴ. Teaching Aid（教学手段）‎ ‎1. Some pictures of Qufu, the Great Wall and the Forest of Steles in Xi’an ‎ ‎2. A projector Ⅵ. Teaching procedures（教学过程）‎ 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 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. Show the key vocabulary words on the screen by a projector.‎ provide v．提供；供给 firm n．公司 offer v．提供；给予 spot n．地点;场所 Confucius 孔子(公元前551～前479年，春秋末期思想家，教育家)‎ stele n．(pl．stelae)石碑;石柱 forest n，森林；森林地带 The forest of steles 碑林(位于陕西西安)‎ Teach students to read the words and expressions several times. Then ask several to read to the class. Make sure that they can read the words fluently and correctly.‎ 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 Summary In this class, we’ve read an e-mail to a travel agency and we’ve also written an e-mail. And we’ve done some reading, writing, listening and speaking practice using the target language through group work.‎ Step Ⅵ Homework ‎1. Rewrite the e-mail which you wrote in class.‎ ‎2. Try to remember the new words and expressions on page 56.‎ Step Ⅷ Blackboard Design（板书设计）‎ Unit 7 Where would you like to visit?‎ Section B The Fourth Period Answers to Activity 3a:‎ ‎1. F 2. F 3. DK 4. DK 5. T 6. F Questions on the e-mail in Activity 3a:‎ ‎1. Where do S.T. Zhang and the family want to take a trip?‎ ‎2. What kind of place do they want to go to?‎ ‎3. What exercise do they especially love doing?‎ ‎4. What does S.T. Zhang say about the hotel they want to live in?‎ ‎5. What does S. T. Zhang want the travel agency to do?‎ ‎6. How long would they like to be away?‎ VII. Teaching procedures（教学后记）‎ No. 36 The Fifth Period Ⅰ.Teaching Aims and Demands（教学目的和要求）‎ ‎1. Knowledge Objects ‎(1)Key Vocabulary surf, arctic ‎(2) Use the following words properly hope, pack, save, provide, cook ‎(3) Write an article using the target language.‎ ‎2. Ability Objects ‎(1)Train students to use the verbs hope, pack, save, provide and cook well.‎ ‎(2)Train students’ writing skill.‎ ‎3. Moral Object Do you want to travel abroad? English will be very useful for you then. It is spoken all over the world.‎ Ⅱ. Teaching Key Points（教学重点）‎ ‎1. Help students have a self check on the key words and target language.‎ ‎2. Practice using the verbs.‎ hope, pack, save, provide, cook ‎3. Write an article.‎ Ⅲ. Teaching Difficult Point（教学难点）‎ ‎1. Use the verbs hope, pack, save, provide and cook.‎ ‎2. Write the article.‎ Ⅳ. Teaching Methods（教学方法）‎ ‎1. Teaching by making sentences.‎ ‎2. Teaching by writing.‎ Ⅴ. Teaching Aid（教学手段）‎ The pictures of the four places Ⅵ. Teaching procedures（教学过程）‎ Step ⅠRevision ‎1. Check the homework by asking students to show their e-mails.‎ Choose several to read theirs to the class. Then let them work in pairs and read their own letters to the partners. At last, collect all the letters.‎ ‎2. Have a dictation to see if they can remember the new vocabulary which they learned last class. Dictate the following ones. provide, firm, offer, spot. the Forest of Steles, Confucius Step Ⅱ Part This activity focuses on vocabulary introduced in the unit. Focus attention on the box. Invite a student to read the vocabulary words at the top.‎ You are asked to fill in the blanks with the words. In some cases, you may need to use another form of the word, for example, adjusting for tense or subject/verb agreement.‎ Ask students to fill in the blanks on their own.‎ Check the answers. Five students each read a sentence, filling in the blanks. The rest of the students check their work.‎ 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 Ⅲ 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.‎ Step Ⅳ Just for Fun!‎ This activity provides reading and speaking practice with the target language.‎ Teach the new words surf and arctic first. Explain them in English like this, Surf means try to ride the waves on the board on the ocean. Surfing is a kind of very popular water sports.‎ Arctic‎ means the north polar regions, and a polar bear is a kind of bear which live in the north polar regions.‎ Teach them to read the two words several times.‎ Get students to read the conversation in the pictures in two halves. Then ask them what is funny about this cartoon? Help them to answer: At first we think the travel agency is talking to a woman, and then I find out it’s a polar bear.‎ Call students’ attention to the posters on the wall in the first picture and the words on the polar bear’s board. Do some explanation on them.‎ Step Ⅴ Summary In this class, we’ve practiced using some words. We’ve done some exercises on writing, too.‎ Step Ⅵ Homework ‎1. Review all the language points in this unit.‎ ‎2. Finish off the exercises on pages 27～29 of the workbook.‎ ‎3. Make another more sentence with each of these verbs, hope, pack, save, provide, cook.‎ ‎4. Rewrite the passage in Activity 2. Try to make sure each sentence is correct.‎ Step Ⅶ Blackboard Design（板书设计）‎ Unit 7 Where would you like to visit?‎ Self check The Six Period ‎ Answers to Activity 1:‎ ‎ 1. provide 2. cook 3. saving 4. pack 5. hope ‎ Sample answers to Activity 1:‎ ‎ 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.‎