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?

S_s :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

2. Gina, Japan, has been bored lately

1. Sam, Brazil, likes exciting vacations

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:

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:

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

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. Some pictures of different places with famous views

1. A tape recorder and a projector

3. Teaching by pairwork

2. Teaching by doing chain drills

1. Teaching by illumination