2.　　　　 Revise and expand the knowledge of the places of interest in the world;

1.　　　　 Read the passage to learn something about this journey;

5. Class work design:

A: Ask the students to learn useful expressions from the passage by heart;

B: Complete the English sentences according to Chinese given. These sentences are adapted from the useful expressions and sentences in this period.

Period Three　　 Reading (II)

Teaching contents:

Words and expressions: their school trip to…; traffic; be made of; feel sick; interest; join in; teach oneself how to do sth.

Sentences:

1). It was boring. / It was an amazing day.

2). It is made of metal and really tall.　　　　　

3). We just wanted to go into the park and enjoy oourselves.

4). There are over a hundred places of interest from all over the world.

Three dimenional objectives:

Knowledge:

4. Reading aloud:

Read the passage aloud skillfully and remember the facts on Linda’s trip.

3. Practice:

Learn by heart the following useful expressions from the passage on a trip: (Refer to the above-Teaching contents).

2. Presentation:

A: By asking questions, stimulate students' curiosity and thirst for knowledge: Linda went to the World Park in Beijing with the Class 1, Grade 8 students. She wrote a letter to her mother. Do you want to know what she did and what she saw there?

B: Listen for the question: How did Linda feel about the visit to the World park?

C: Complete the Part C1 on page 43.

D: Scan the passage for the following questions:

1). Where did Linda go?　　 　　　　　　　 2). Who did she go with?

3). How long was the journey?　　　　　　 4). Did she enjoy it at the beginning?

5). What did she see from the coach when they arrived?

6). How many models of places of interest are there?

7). Which places of interest did they see?

8). Where can Linda’s mother see the photos of her trip?

E: Complete Part C2 on page 43.

1. Warming-up:

A: To encourage the students to say a passage on a trip plan for travelling by asking: 1). Where are you going during the holiday? 2). Which city are you going to? 3). Why do you want to go there? 4). How do you plan to get there?

B: I will tell the students my trip plan, presenting the key phrases on the board.

I’d like to go to the World Park in Beijing. There are models of over a hundred places of interest from all over the world. We can see the Eiffel Tower, the pyramids and the Golden Gate Bridge in the park. They look just like the real ones. So I can travel around the world in a day. What an amazing day it will be!

2.　　　 Learn useful expression from the passgae on a trip.

Analysis of students’ learning and teaching ideas：

The teaching effect must be quite good if I can present the contents by using the multimedia courseware to help the students to be immersive. But it’s a big problem for me to make the multimedia courseware more attractive and lovely. I think the students will be very interested in the topic on a trip. And what’s more, more and more students have experienced the travelling to the iinteresting places at home. So I am sure they must have something to tell others about their own travelling experiences. But I’m afraid they will have some trouble expressing themselves because of too many new words and expressions.

Teaching preparation：

Teaching pictures, a recorder and multimedia courseware.

Teaching procedures：

1.　　　 Too many words and expression for the students to learn and msater;

2.　　　 To enable the students to get the overall understanding of the passages on trip and learn how to write a personal letter on a trip.

Emotion:

To enable the students to love travelling, love the nature by reading the passage on a trip.

Key points and difficulties: