I.Teaching aims and demands
1.Topics
1>.make a plan for a trip
2>.tips on a trip
3>.design an eco-travel for local tourism
4>.travel on holiday and write postcards or travel notes
2.Function:
1>intensions and plans
Where would you prefer going...? Where are you going off to...?
How would you like to go to...? How are you going to...?
2>wishes
Have a good/nice/pleasant trip!
3.Vocabulary
consider;means;transportation;board;experience;simply;vacation;nature;basic;equipment;simple;tip;poisonous;paddle;stream;normal;excitement;adventurous;handle;similarity;particular;poison;separate;combine;task get away from; watch out; protect ab/sth from; see sb off; on the other hand; as well as
4.Grammar:present continuous tense
1>describe actions happening now
2>describe actions in the near future
II. Key points
略
The First Period
Teaching objectives:
1. To be more environmentally conscious and safety-conscious
2. To be able to talk about traveling--destinations and means of transportation
3. To be able to listen for specific information, e.g. boarding calls at the airport
4. To be able to give reasons for the choice of means of transportation
5. To learn about boarding procedures at the airport
Step I Introduction
Some questions: What's Unit 3 about? Do you like traveling? Do you know why people like traveling?
But sometimes people do something wrong or something dangerous when they travel. Do you agree?
Look at the four pictures on page 15.
Pair work: Talk about these pictures: What are they doing? What's wrong? What should they do? Say a few sentences about each picture. (Slide 1)
Class work: Get some pairs of students to report their discussion to the class
Step II Preparation
How do people get to the places they want to go to? There are different ways of traveling.
Brainstorming:
Question: What do you have to consider before you decide how to get to your destination?
[1. Cost 2. Comfort 3. Time 4. Safety …] (Slide 2)
Step III Task
Group discussion: The National Day vacation is coming near. Suppose you have the chance to go to one of the following places: Beijing, Haikou, Shanghai and Hong Kong, if you don't want to go to these places, you can decide to go to any place you want to go. Discuss and decide how you will go there and explain why. (Slide 3)
Class work: Have some students report their discussion to the class. (Slide 4)
Step IV Listening
Now let's look at two airports: Hangzhou International Airport in Xiaoshan and Wuhan Tianhe Airport (Slide 5)
Now follow me into the terminal building of Wuhan Tianhe Airport. (Slide 6)
How do we know when we should get onto the right plane? Which gate should we go through? Yes, there will be boarding calls (登機(jī)廣播). You will hear boarding calls 30 minutes before the plane takes off. Please listen carefully and write down the information you need.
Listening Exercise 1 (page 15)
Next we're going to hear five world travelers talking. Please listen carefully and take down some specific information. You don't have to write every word you hear. Just get down the most important words. If you can't spell some words, you can just write down some letters. For example, write NY for New York, GW for the Great Wall.
Listening Exercise 2 (page 16)
Step V Workbook: Listening
Have you ever traveled by air? I have traveled by air several times.
At the airport you have to go through some boarding procedures before you can get onto your flight.
When you arrive at the airport, you go into the terminal building. First, you
check in for your flight at the check-in desk…Second, …Third, …Finally, when your flight is called, you go through the departure gate in order to get onto the plane…
Talk about the six pictures on page 97 with the whole class before they listen.
Listening (page 97): Listen to the tape and arrange the pictures in the right
order
If there is not enough time for this task, it can be left as homework. Since the
boarding procedures have just been explained, this task should not be too difficult for the students to do by themselves.
Step VI Summary of the lesson
What did we learn in this lesson? Did you enjoy this lesson?…
Blackboard writing:
For your reference:
Boarding procedures for airlines in China 國內(nèi)航班登機(jī)程序
When you arrive at the airport, you go into the terminal building (候機(jī)樓). First, you check in (辦理登機(jī)手續(xù)) for your flight at the check-in desk. You show your ID card and plane ticket, and they will give you a boarding card (登機(jī)牌). If you have large and heavy bags, you have to check (托運(yùn)) them there. They will give you a ticket so that you can collect your bags when you arrive at your destination. Second, you go through security (安檢), where they check that you are not carrying anything dangerous. Third, if you have time you can wait for your flight in the departure lounge (候機(jī)廳). Finally, when your flight is called, you go through the departure gate (登機(jī)口/門) in order to get onto the plane. After your plane has landed, you go to the baggage reclaim (行李提取處) to collect your bags. Then you go out into the arrivals area (到達(dá)區(qū)) of the airport.
Teaching Plan For Unit 3 Going Places
Speaking
Teaching Aims and Demands
Topic: The Time Machine
Goals:
1. To enable the students to express their good wishes by finishing tasks.
2. To develop the students’ critical thinking.
Structure: Review Indirect Speech
Teaching Procedures
Step 1. Warming Up
1. Talk about the transportation and elicit the topic of speaking.
2. Explain what the time machine is.
Step 2. Speaking
Task1: Individual Work
Enable the students to imagine that they have a time machine and ask themselves some questions:
Q1: To which year you would like to go?
Q2: Where would you like to go?
Q3: Why?
Task2: Pair Work
Ask partner about the year and place he/she wants to travel to and make a similar conversation according to the dialogue in the text.
Task3: Group Work
Interview another group and write down the information. Give his/her group a report.(Indirect Speech)
Step 3. Critical Thinking
Present a dilemma for each pair to solve.
Discussion1 : A time machine, need or not?
Make up a simple dialogue and act it out.
Discussion2(Subjoin):Tips for safety
Traveling to the Jurassic Period or the year 3000.
Step 4. Homework
Extensive reading: How to Build a Time Machine
Teaching plan for Unit 3 (Reading)
Sub Topic : Adventure travel
II. Focus : Reading
III. General Objectives
To develop the students’ ability of extracting relevant information and the ability of reading.
To help the students to know what an adventure travel is.
To instruct the students how to make a plan for an adventure travel and learn how to protect themselves.
IV. Teaching Aids
A set of multimedia teaching system, some worksheets
and pictures
V. Teaching approach
Communicative approach
2. Interactive Patterns
(Teacher- class , individual , pairs , groups)
3. Task – based learning
4. Task – based activities throughout the class
Teaching Procedures
Step One Warming up (Pre - reading)
1. Remind the students of their own experience of travel.
2. Talk about different kinds of travel .
Discuss the following questions :
Do you like traveling? Why or why not?
What kinds of travel do you like best? Why ?
What should you pay attention to when you are traveling ?
Would you like to do something different from what
most other people do ?
What do you think this kind of travel is ?
Can you think of some sorts of adventure travel ?
Are you fond of an adventure travel ? Why ?
Step Two Reading
Skimming
This step is designed to get the students to go through the passage quickly to get its gist .
Ask the students to have a quick look at the three subtitles and two pictures to find out the relationship between them. Then use a sentence to describe each picture and invite some groups to report their discussion to the class
Scanning
It is designed to let the students read the whole passage quickly
to get some specific information .
Go through the whole passage quickly and then carry out the following tasks .
① Read the first paragraph fast to find the topic sentence .
② Go through the second paragraph “Hiking” quickly and then discuss the following questions :
Why is hiking a kind of adventure travel ?
Where can you go hiking ?
③ Move on to “Rafting” and ask them to make a list of its main points and fill in a form .
Specific information about rafting
What can you tell ?
1. the basic equipment:
2. the places to travel:
3. activities to do:
④ Compare hiking and rafting . Write their similarities and differences in the chart on the screen .
Extension practice
Extension1: Discussion
Let the students discuss the following questions :
① What preparations should you make before your adventure travel ?
② What are the most basic useful tips for successful hiking and rafting ?
Extension 2: Have a jigsaw activity
Give each group different tips for traveling abroad and then ask them to find the sentences which belong to the same group and then put the sentences together .
Extension 3: Have a competition .
Encourage the students to express their views on hiking and rafting in groups .
Questions : Which of you would like to go hiking ?
Which of you like rafting ? Why ?
And which holds the different views ?
Which likes other adventure travels ?
Extension4: Hold a debate :
According to the students’ choices, divide the class into some groups and ask them to hold a debate .
Positive : It’s worthwhile to go adventure traveling .
Argument: …
Negative: It’s not worthwhile to take the risk .
Argument: …
Step Three Post- reading
1. Create an environment in which students can use what they have learnt .
Play a guessing game :
Talk about their adventure travel in Yuhang which makes a big impression .
2. Ask the students to make a plan for an adventure travel , including time, place, activity, safety rules etc. Invite some groups to read their plans to the class in the form of oral announcement . Encourage them to think of other adventure travels as well .
3. Revise the adventure plan and make some guidebooks . Then send the guidebooks to the visiting teachers and let them choose the most suitable ones or send the guidebooks to Yuhang travel agency.
Step Four Homework
1. Revise the plan for their adventure travel again .
2. Write a composition about one of their adventure travels.
Unit3 4th period Language study
Aims and demands:
1. Learn to define or paraphrase words or phrases.
2. Learn and master the use of the Present Continuous Tense for future actions.
3. Learn new words and expressions: particular, poison, poisonous, go on separate holidays, in a few days’ time, see off, take a taxi, go to some place for a holiday, be off, on holiday
4. Write passages using different tenses of verbs.
Teaching important points:
The use of the Present Continuous Tense for future actions.
Teaching difficult points:
The use of the Present Continuous Tense
How to organize a passage using different tenses of verbs.
Teaching procedure:
Step1 Greeting and revision.
Since we have learned something about traveling, would you please tell me the purpose of traveling? Or, why do people travel? Possible purposes are:
To visit places that are famous, interesting or beautiful.
To meet new friends. To try new kinds of food.
To experience life in other parts of the world.
To get away from cold or heat. To get away from business.
Step2 Word study
So if you want to travel, and enjoy your journey, you’ll have to choose your destination. It is very important. And also you’ll have to consider transportation. A place that you are going to is called _________. ( destination). Let’s fill in the blanks, to define what these words are.
1. destination a place you are going to
2. transportation a means or way of carrying passengers or goods
from one place to another
3. vacation any period of holiday
4. get away from to be away from a place
5. consider to think about something
6. equipment the things needed for a particular activity
7. watch out to take care
8. basic being the main or important part of
9. poisonous having the effect of poison
Step3 Listening and reading.
Listen to the tape and read after the tape. The students work in pairs.
Step4 Acting.
Get several pairs to act out the dialogue.
Step5 Individual activity.
Four groups are arranged for different tasks:
Group A: Try to find out the expressions of good wishes. add more to what you have found.
Group B: Try to find out all the sentences with verb tenses.
Group C: Try to find out sentences with the Present Continuous Tense.
Group D: Try to explain and conclude the use of the Present Continuous Tense
Step6 Consolidation
Expressions of good wishes:
Have a nice time in Guangzhou. Say “Hi” to Bob for me Have a good trip.
Have a good day. Favorite wind.
Good luck. Have a pleasant journey.
Best wishes. Wish you all the best.
May you succeed! Wish you every success!
Enjoy your stay here. Remember me to your parents.
Happy New Year! The same to you.
Get one student to read out sentences with verb tenses.
Step7 Language focus.
Get several students in Group C and D to say what they have just found out.
Jane and Betty are going on separate holidays in a few years’ time.
How are you getting to the airport? Is anybody seeing you off?
My brother Bob is going with me to the airport. Are you going anywhere for the holiday?
I’m going to Xi’an with my parents on Friday. How are you getting there?
Questions:
a. What is the verb form? ( -ing form; present participle)
b. In what tense is the verb used? ( The Present Continuous Tense)
c. Does it refer to the present? ( No, it doesn’t.)
d. What time does it refer to? (The future.)
The Present Continuous Tense may be used for future actions. It is used to denote an action which can be preplanned or prearranged instead of the Future Indefinite Tense. The action is usually regarded as having been decided upon beforehand. When it is used, there is often an indication of time.
What words can be used in this way?
Verbs that can be used are: go, leave, come, get, arrive, meet, see off, take off, return, start, fly, stay, find, etc.
e.g. I’m coming.
I’m leaving at seven tonight.
Step8 Practice
WB Page 100, Exx.3. Translate the following sentences into English.
Step9 Practice
Times change and so does the way we live. Think how things were done in the past, how they are done today, and how they will be done in the future. Fill in the blanks.
Action Past Present Future
Travel Horse Car/plane Spaceship
Reading Scrolls, bamboo books Books, computers Cellphone, electric newspapers
Writing Simple pens Pens and computers Computer pens
Shopping Market Shops and supermarkets Online shopping
Working People worked on farms People work in offices, factories, shops, etc. some still work on farms Work at home, using computers
Step 10. Writing.
Write sentences about the items in the chart above.
Example: In the past, people used to travel by horse. Today most people travel by car or by plane. In the future, people will perhaps travel by spaceship.
Homework:
Finish WB exercises on Page 99.
Write a passage using the Present Continuous Tense to refer to future activity.
Unit 3 Going places 5 -6th period Writing
Step 1 Warming up 3'
Q1 People travel for many different reasons, yet, why is adventure travel becoming more and more popular?(They are looking for an unusual experience. They like something adventurous. It's challenging! It cultivates perseverance. .)
Q2 Can you give an example of adventure traveler in China? (e.g. Xu Xiake in the Ming Dynsty, was fond of travel and wrote travels;Ss from colleges built some teams to climb large mountains, including Mount Everest; Yu Chunshun took an adventure tour to Tibet.) All right. If you love adventure travel, don't forget safety and do remember the tips given in our text.
Q3 How do you find eco-travel in our country?
(In Zhejiang, for example, the Forest Travel Agency provides us with various tours to some lakes, parks, mountains, villages etc. People can enjoy the mountain scenery, play with some animals, and learn a lot locally. ) Remember, if you are on travel, do travel responsibly!
Q4 What are your last holidays like.(This summer, I went to Qingdao by train together with my cousins and uncle. That's a wonderful experience....)
Step 2 Read and write 8'
1 P. 21 Look at the schedule for Sue's trip. Imagine that you are Sue. Write two letters in which you describe what you are doing, what you will do and what you have done. The first letter should be written on Friday and the second letter should be written on Sunday.
Pay attention to the tips!
2. Ask your partner to read your letters, make sure you use the right tenses in the separate letters(Past indefinite tense, Present perfect tense, Present continuous tense, Future indefinite tense). anything good and anything that can be made better.
3. Read a good version to the class. If you are on a trip, don't forget to write to your parents or just ring them. You can share a lot about the trip with them and after all, you are their children. They will be missing you.
Step 3 Checkpoint 3 2'
will and be going to
We often prefer (am) going to to will for intentions, plans and arrangements:：
We’re going to spend our holidays in Europe.
We often prefer will to (am) going to when we decide to do something at the moment of speaking：
We are really lost, I’ll pull to the side of the road and ask someone the way./If I have time tomorrow, I _________ring you. /It’s our son’s birthday next week so we __________have a party.
Step 4 Discussion 5'
T: Well, As for traveling, if I have time, I prefer going Xishuangbanna, for I am interested in the Water-splashing Festival and the marriage custom of Mosuo people in Lijiang. I will visit Dais Garden in Xishuangbanna, the first natural ecological village in China and join them in the activity of splashing. And I will also pay a visit to the Lake of Lugu, where Mosuo people live. I hope I can communicate with some of them and try to understand their life and culture. Where are you going if you are really offered a eco-travel? And tell what and why you will do.
(Ss may speak in pairs. Ask two or three to demonstrate.)
Put down some structures can be used for "Attitudes":
Preference: / I prefer..../ I would rather.../I would like(love) to
Intentions and plans: I will (Here we don't use "am going to")... / I want to.../I intend....
Hopes and wishes: I hope..../I wish.../I am eager to...
Purpose and reasons:. since... /..for... / as..../because... /in hopes of...
Step 5 Read and write 24'
1.Look and say :What do you know about Australia?(Show some relevant pictures)
Using the structures above, talk in groups:①What to see; ②What to do; ③What to learn
2. Reading: Now read a piece of news in the local newspaper.
① What is Adventures-R-Us giving away?
② What will the winner do all in one week?
③ What should you do to win the competition?
3.Writing: Australia, dolphin, the river rafting and it's free. What a trip! It's up to you to write a short passage, explaining your purpose and reasons:. And do remember the tips before writing. List good ideas and make notes..(strong swimmer/speak English/collected some information for dolphin swims/interested in animal life/curious about the separate continent's natural beauty/ unique plants and animals / the cultural heritage /foster environmental and cultural understanding, appreciation and conservation)
Individual work Ss write their essays. and later they are given the following form to evaluate themselves(Self-assessment).Consider your own letters and tick in the next grid if that is true:
What I Can Do
I can plan before I write.
I can write about real things.
I can write stories with a beginning, middle, and an end.
I can use tenses correctly.
I can ask others to read my work.
I can write in complete sentences.
I can put periods at the end of sentences.
I can make my handwriting easy to read.
Group work Ss then should be divided into groups of six or seven. Pass the essays round for perusal, telling the writer what you find interesting, authentic, practical, functional and meaningful in his/her essay, and of course, what could be made better. This should be done in English. Pick out the best one in your group.
Class work Ask the representative of each group to read his/her essay aloud to the class. Make a list of the representatives and decide whose is the most reasonable and persuasive, voting by a show of hands. Then teacher declare the winner, who is going to be given a free trip to Australia. The class congratulate.
Students' names S1 S2 S3 S4 S5 S6 S7 S8
Personal quality (2’)
Activities planned (2')
Any good ideas (2')
Language (4')
Step 6 Discussion 2'
T: Well, most of us are not as lucky as..., but we can find somewhere else to go. So, would you please work in groups of four or five, write down possible destinations and activities, you can use the following questions to get started: Where would you like to go?/ What would you like to do? /What would you like to see?/ What would you like to learn?
Homework 1'
1 Follow the instructions in PROJECT in P.102, write an ad with maps and pictures. Bring it here next time. Let's choose the most suitable trip for us and decide when to go.
2. Work in a team of four or five fill out the Achievement chart
Team goals
What I have learnt How I learnt it
What problems How I solve our problems
Problems I am still having What I am going to solve them