Step Ⅰ Revision

T: Yesterday we learned the structures.

Do you know where…? Could you tell me how to get to…? Can you please tell me where…? Now who can make sentences by using the structures?

S₁: Could you tell me how to get to the library?

S₂: Do you know where I can buy some stamps?

S₃: Can you please tell me where I can get some books?

T: Very good.

Step Ⅱ 3a

This activity provides reading practice using the target language.

Show the key words on the screen by a projector.

Read the words and have the students repeat again and again until they can pronounce the words fluently and accurately.

Write the words advantages and disadvantages on the board and ask students to explain them in their own words.

Advantage is something useful or helpful, something likely to bring success, especially in competition.

Disadvantage is the opposite of advantage. It means unfavourable condition or something that stands in: the way of progress, success, etc.

Advantage and disadvantage are the opposites. Ask students to give some examples: ability→disability, trust→distrust.

Read the instructions. Point out the blank lines under the words Advantages and Disadvantages below the interview.

You will write your answers in these blanks.

Read the first two sentences at the top of the article.

Explain that the interviewer will talk to several teenagers.

Get students to read the interview on their own quickly.

When they have finished, ask if there are any words or sentences they don’t understand. If there are, explain them.

Ask students to read the interview again and write the advantages and disadvantages. Check the answers with the whole class.

Answers

Notes

I prefer being outside. = I prefer to go out.

free--without payment; costing nothing

It’s also just fun to watch people. Pay attention to the structure It’s + n./adj, +to do sth.

Step Ⅲ 3b

This activity provides oral practice using the target language.

Read the instructions. Point out the conversation in the box and invite two students to read it to the class.

A: Where do you usually hang out with your friends?

B: We usually go to my friend, Qiu’s place.

A: Is that a good place to hang out?

B: Well, it has advantages and disadvantages. It’s kind of small. But Qiu’s mom is a wonderful cook, so we always have great snacks.

Point out the list of advantages and disadvantages in Activity 3a. Say, You can use these items and any other items you can think of as you talk about places you usually hang out.

Ask students to work in groups of four or five. As they work, move around the classroom helping the groups as necessary. Make sure they talk about both advantages and disadvantages.

Ask several groups to act out part of their conversation to the class.

S₁: Where do you usually hang out with your friends?

S₂: We usually go to the mall.

S₁: Why?

S₂: There are a lot of free concerts there.

We also like to look at books in the bookstore.

S₃: But I don’t like to go there. The air isn’t fresh. Also, it’s usually crowded.

S₁: And how about you? Where do you usually hang out with your friends?

S₄: We usually go to the music store. We like to listen to CDs.

S₃: And what about you?

S₁: We usually go to my friend, Jack’s place.

S₄: Is that a good place to hang out?

S₁: Yes, it’s very small. But we have much food to eat.

Notes:

It’s kind of small. = It’s a little small.

Snack means light, usual, hurriedly eaten meal

Step Ⅳ 4

This activity provides reading, writing, reading and speaking practice using the target language.

Read the instructions to the class. Get students to look back at the picture and activities on the first page of this unit.

Point out the sample language in the box. Invite a student to read it to the class.

A: Go out the front door and take a right.

Walk about three blocks. Go past the park, and turn left onto Oak Street. Then …

Ask students to say the names of some stores and other places in the community and write them on the board. Say,

Each group can choose three of these places to write about, or you can choose another place you know of

Write careful directions from the school to each place, but do not say the name of the place. You can use the words this place instead. In order to help students work, draw a simple map showing the school and several nearby streets.

When the groups are ready, they read their directions to the class and the other students guess the name of the place they are talking about.

A: Go out the front door and take a right. Walk along Xueyuan Road, and take the fourth turning on the left. Go past the hospital, and turn right. It’s about a hundred metres along on the left. You can’t miss this place.

B: Go out the front door and take a right.

Walk about two blocks. Go past the bookstore, and turn left onto Yingxiong Street. Then you can see the place on your left.

C: Go out the front door and take a left.

Go down the street, and take the first turning on the right, then the second turning on the left. Go past the restaurant, and then you will find it.

(A. the post office B. the police station　 C. Guangming Supermarket)

Step Ⅴ Summary

In this class, we’ve learned some key vocabulary words and the target language.

We’ve also done a lot of listening, speaking, reading and writing practice using the target language.

Step Ⅵ Homework

1. Ask students to choose two places in the community and write careful directions from the school to each place.