2. Ability Objects

(1)Train students’ listening ability.

(2) Train students to use the target language in oral English properly.

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.

No. 34　　　　　 The Third Period

2. Practice the target language orally with the classmates.

Step Ⅷ Blackboard Design(板书设计)

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.

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

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.

Answers

The sentences should be numbered in this order:3 4 2 1

Tapescript

Boy 1: Wouldn’t it be great if we could go on a vacation together?

Girl 1: Yeah. That would be wonderful!

Boy 1: Where would we go?

Girl 1: Well, I hope to visit Hawaii one day. Would you be interested in going there?

Boy 2: Sure! I like places where the weather is always warm.

Boy 1: But Hawaii is too touristy. Maybe we could go to Mexico. I love places where the people are really friendly.

Boy 2: Well, Mexico would be nice, but we don’t know the language. I hope to see Niagara Falls some day. What about going there?

Girl 1: Niagara Falls would be beautiful, but there’s not much to do there.

Why don’t we all go to San Francisco together? It has everything-beautiful views, friendly people, exciting things to do…

Boy 2: That’s not a bad idea…if you pay for it.

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

Answers

1. b 2. a 3. c

Step Ⅳ 2c

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 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

2. Some pictures of Hawaii, Mexico and Niagara Falls

1. A tape recorder

3. Explanation

2. Pairwork