人教新目标九年级Unit 7 Where would you like to visit?

人教新目标九年级Unit 7 Where would you like to visit?

Unit 7 Where would you like to visit?‎ The First Period Ⅰ．Teaching Aims and Demands Knowledge Objects ‎（1） Key Vocabulary tiring, educational, fascinating, thrilling, peaceful, exotic, trek, jungle, take it easy, explore, historic, site ‎（2） Target Language Where would you like to go on vacation?‎ I’d like to trek through the jungle, because I like exciting vacations．‎ ‎2． Ability Objects ‎（1）Train students to talk about places they would like to visit with the target language．‎ ‎（2）Train students to describe vacations with different adjectives．‎ ‎（3）Train students’ listening skill．‎ ‎3． Moral Object,‎ It′s more interesting to go on vacating somewhere instead of staying at home．‎ Ⅱ． Teaching Key Points ‎1． Key Vocabulary ‎ tiring, educational, fascinating, thrilling, peaceful, exotic, trek, jungle, take it easy, explore, historic, site ‎2． Terget Language Talk about different places with the target language．‎ Ⅲ． Teaching Difficult Points ‎1． Describe vacations with different adjectives．‎ ‎2． Talk about different places with the target language．‎ Ⅳ． Teaching Methods ‎1． Teaching by illumination ‎2． Teaching by doing chain drills ‎3． Teaching by pairwork Ⅴ． Teaching Aids ‎1． A tape recorder ‎2． Some pictures of different places with famous views Ⅵ． 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 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 At first introduce the key vocabulary．‎ 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．‎ Step Ⅲ 1b 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．‎ Step Ⅳ ‎‎1c 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 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 The Second Period Ⅰ． Teaching Aims and Demands ‎1． Knowledge Objects ‎（1） Key Vocabulary ‎ fall, ‎Niagara Falls ‎（2） Target Language Where would you like to visit?‎ I’d like/hope to visit/see…‎ I’d like/love places where…‎ ‎2． Ability Objects ‎（1）Train students’ listening skill．‎ ‎（2） Train students’ communicative competence．‎ ‎3． Moral Object ‎ It can make you know more about the world to travel much．‎ Ⅱ． Teaching Key Points ‎1． New words fall, ‎Niagara Falls ‎2． Listening practice with target language ‎3． Make communications with target language Ⅲ． Teaching Difficult Points ‎1． Train students’ listening practice with target language．‎ ‎2． Help students to make communications with target language．‎ Ⅳ． Teaching Methods ‎1． Listening 2． Pairwork 3． Explanation Ⅴ． Teaching Aids ‎1． A tape recorder ‎2． Some pictures of Hawaii, Mexico and ‎Niagara Falls Ⅵ． Teaching Procedures Step 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 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．‎ 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 Step Ⅳ ‎‎2c 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 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．‎ The Third Period Ⅰ． Teaching Aims and Demands ‎1． Knowledge Objects ‎（1） Key Vocabulary touristy, spotlight" Singapore, beautiful, heavy, private, downtown, get around, Pack, light ‎（2）Target Language Where would you like to go, Kathy?‎ I’d like to visit Kunming．‎ ‎2． Ability Objects ‎（1） Train students’ reading skill．‎ ‎（2） Train students’ skill of communication．‎ ‎3． Moral Object Share your experience on travelling in a city with your classmates and tell them what they should bring if they decide to visit it．‎ Ⅱ． Teaching Key Points ‎1． Guide students to read the passage in Activity ‎3a．‎ ‎2． The new vocabulary Ⅲ． Teaching Difficult Point Help students to talk to their partners about the cities they know．‎ Ⅳ． Teaching Methods ‎1． Teaching by illumination．‎ ‎2． Teaching by asking questions．‎ Ⅴ． Teaching 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 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． What doesn’t Singapore have?‎ ‎2． What does Singapore have?‎ ‎3． Is Singapore also a wonderful place for shopping?‎ ‎4． What don’t you plan on doing in singapore? why?‎ ‎5． What is easiest to do in Singapore?‎ ‎6． What is suggested to bring if you decide to go there? Why?‎ A few minutes later（maybe two or three minutes）, ask different students to answer the questions．‎ Play the video tape of Singapore for students or show them some pictures．‎ Next, read the instructions to students．‎ Say, What things do you like about visiting Singapore and what things don’t you like? Read the passage again． Circle the things you like about visiting Singapore and underline the things you don’t like．‎ Get them to finish the activity on their own．‎ Check the answers．‎ Step Ⅲ 3b 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,‎ 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 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．‎ Step Ⅵ Summary In this class, we’ve learned something about Singapore, and we’ve talked about some other places all over the world．‎ We’ve done a lot of listening, speaking, reading and writing practice using the target language．‎ Step 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．‎ Step Ⅷ Blackboard Design Unit 7 Where would you like to visit?‎ Section A The Third Period Questions to Activity ‎3a:‎ ‎1． What doesn’t Singapore have?‎ ‎2． What does Singapore have?‎ ‎3． Is Singapore also a wonderful place for shopping?‎ ‎4． What don’t you plan on doing in Singapore? Why?‎ ‎5． What is easiest to do in Singapore?‎ ‎6． What is suggested to bring if you decide to go there? Why?‎ Sample answers to Activity 4:‎ Dalian Things you like ‎1． wonderful beaches ‎2． long coast ‎3． big and nice parks ‎4． the big museum of different kinds of sea animals Things you don’t like ‎1． things are too expensive ‎2． too many cars running in the streets The Fourth Period Ⅰ． Teaching Aims and Demands ‎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 Point Train students’ listening skill by listening to the conversations with the target language．‎ Ⅲ． Teaching Difficult Point Help students to role play the conversations．‎ Ⅳ． Teaching Methods ‎1． Brainstorm ‎2． Listening method ‎3． Pairwork Ⅴ． Teaching Aid A tape recorder Ⅵ． Teaching Procedures 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 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．‎ Step Ⅳ 2b 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．‎ 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．‎ 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 Unit 7 Where would you like to visit?‎ Section B The Fourth 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 The Fifth Period Ⅰ． Teaching Aims and Demands ‎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 ‎1． The new vocabulary．‎ ‎2． Read an e-mail．‎ ‎3． Write an e-mail．‎ Ⅲ． Teaching Difficult Point Write an e-mail．‎ Ⅳ． Teaching Methods ‎1． Scanning the e-mail to find out the answers ‎2． Writing ‎3． Groupwork Ⅴ．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． ‎ Step Ⅱ ‎‎3a This activity provides reading practice using the target language．‎ At first, introduce the key vocabulary words．‎ 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. 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．‎ 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．‎ Step Ⅲ 3b 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．‎ Step Ⅳ Part 4‎ 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．‎ 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 Unit 7 Where would you like to visit?‎ Section B The Fifth 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?‎ The Sixth Period Ⅰ． Teaching Aims and Demands ‎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 ‎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 Points ‎1． Use the verbs hope, pack, save, provide and cook．‎ ‎2． Write the article．‎ Ⅳ． Teaching Methods ‎1． Teaching by making sentences．‎ ‎2． Teaching by writing．‎ Ⅴ． Teaching Aid The pictures of the four places Ⅵ． Teaching Procedures 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 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． ‎ 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．‎ 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． ‎ 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．‎ Step Ⅳ 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 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．‎ The Seventh Period Reading‎: Your own robot Ⅰ． Teaching Aims and Demands ‎1． Knowledge Objects ‎（1） Key Vocabulary servant, doubtful, artificial intelligence, humanoid, wave, elderly, trapped and so forth ‎（2） Text: Your own robot ‎2． Ability Objects ‎ （1） Train students’ ability of identifying main idea．‎ ‎ （2） Train students’ ability of understanding words in context．‎ ‎ （3） Train students’ ability of reading for special information．‎ ‎3． Moral Object ‎ Have you thought of making your own robot?‎ ‎ If you have, why not try out your idea?‎ Ⅱ． Teaching Key Points ‎1． Key vocabulary．‎ ‎2． Read the text to identify main idea．‎ ‎3． Read the text to understand words in context．‎ ‎4． Read the text for special information．‎ Ⅲ． Teaching Difficult Points ‎1． Train students’ reading skill．‎ ‎2． Train students’ writing skill．‎ Ⅳ． Teaching Methods ‎1． Up-down reading methods ‎2． Pairwork ‎3． Groupwork Ⅴ．Teaching Procedures Step Ⅰ Part 1‎ First read the title with the children and ask them what they think the article is about． Ask several to tell the class what they think the article is about based on the title． If they think of it is about robots, tell them they have done well． Second say to the class, Please look at the picture on this page． What can you see in it? How many robots can you see? What are they busy doing? Ask one or two students to describe the picture to the class． Note to correct the sentences that they use．‎ Read the instructions to students now．‎ Go over the three questions with students and choose three students to give answers to make model ones to the others． Then ask them to work in pairs, discuss the three questions． The answer will vary．‎ Tell them to discuss the questions without reading the article． As the children work, walk around, listen to them and offer any words and sentences they may need．‎ When all the pairs finish discussing, ask some pairs to ask and answer the questions． The others in the class listen to them．‎ Step Ⅱ Part 2‎ Draw students’ attention to the instructions and read the instructions to them．‎ Look at the chart in Activity 2． There are five main ideas of the article in it．‎ You need to read the article quickly and get one detail for each of these main ideas． The first one has given as a sample．‎ Go over the five main ideas and the sample answer with the class．‎ Tell them A．I． =Artificial Intelligence．‎ It is a name of a film． Do some more explanation if needed． Make sure that each student knows the meanings of the sentences．‎ Ask students to complete the task individually first, Then get them to discuss their answers in pairs． Be sure that they discuss details in English． Encourage students to fill in the form with complete sentences．‎ Have some students report their answers to the class． The others listen and help to correct the mistakes they may make．‎ Step Ⅲ Part 3‎ Say, We can see there are some words indicated in bold in the article． Please guess the meanings of them now．‎ Then ask some children to guess the meanings of the bold words, but just guess． Don’t give them the correct answers．‎ Do you want to know more about the robots? Read the article more carefully this time and you’ll get more knowledge about robots． Please read the article again． And note to read in context． Try to guess the meanings of the words in bold from the other words around them． You can also guess the meanings of any words and phrases you can’t understand from the other words around them．‎ Ask students to read the article again for comprehension． After a while, ask some students to tell the meanings of the words in bold by reading and guessing． Discuss their answers with the whole class． Check their answers ‎ Ask students to raise their hands and say which sentences and words they don’t understand． Explain them．‎ Read the instructions with students and have them look at the example． Ask students to match ‎ words to meanings． Remind them to read the story again for extra help．‎ Check the answers．‎ Step Ⅳ Part 4‎ Read the instructions to students． Ask the first question as a sample to check if they understand what they need to do．Ask students to do the activity individually． Tell them to read the text again to get help． ‎ Check the answers by asking different students to answer the questions．‎ Step Ⅴ Part 5‎ Read the task with students． We know there are many different kinds of robots and people want different robots to do different jobs． Suppose you are a robot scientist and you are going to design a robot pet． What kind of robot do you want to design? What can your robot do?‎ Please look at the three questions in the chart in Activity 5． Think them over． I’ll ask one to present his or her robot to the class．‎ Let them think for a while． Then ask one good student to present his or her design to the class． He or she may say like this．‎ I am going to invent a robot dancer． It will look like a very pretty girl． I hope my robot can dance to different kind of music． When people are tired and want to listen to some music, my robot can perform dancing while the music is on． And my robot doesn’t need any other kind of power except the sound of the music．‎ Then ask the whole class to discuss their robots in groups of four and fill in the chart with the information about the robots．‎ Ask one or two students to present their designs to the class． If time permits, get students to make drawings of their robot pets or other robot ideas．‎ Step Ⅵ Summary We have read a very wonderful article about robot． And we have discussed our own robots． We have done much practice on comprehension．‎ Step Ⅶ Homework Read the article in Activity 2 again for further comprehension．‎ Step Ⅷ Blackboard Design Reading‎: Your own robot The Seventh Period Answers to Activity 3:‎ servant g; doubtful a; artificial intelligence e; humanoid f; wave b; elderly d; trapped c ‎ Sample answers to Activity 4:‎ ‎1． Robots will help the elderly because there aren’t enough children in Japan anymore．‎ ‎2． Robots don’t get bored because they don’t think．‎ ‎3． An all-robot football team will play well because the players won’t get tired．‎ ‎4． A hundred years ago, computers, spaceships and electric toothbrushes seemed impossible．‎ ‎5． Some robots will look like spiders and snakes． ‎