资源描述
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．
Answer
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 conver
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