Unit-9

Teaching Plan
2014 first semester Teacher：
Suggested teaching
steps
Teaching Contents
WARM-UP Step one
1.Thcme-bascd discussion—ask students to discuss the
following open ended questions.
1)Why do people go sightseeing?
2)What are some of the most unpleasant incidents
during packaged tour sightseeing?
2.Ask students to preview the listed words in "Important
Words and Expressions".
3.Ask students to read the words and expressions and
correct their pronunciation if necessary.
4.Ask students to look at the pictures and answer the
questions.
5.Help students learn and memorize the words and
expressions listed in "Important Words and Expressions,, by grouping the same type together and offering them some new words and expressions related to them.
cable car
sightseeing car
peak tram山顶电车
rollercoastera 过山车
take a ride in a peak tram
litter vi.乱矣垃圾
littering n.乱丢垃圾
trash
rubbish
garbage
trash /garbage can 垃圾筒(American e.)
rubbish bin 垃圾筒(British e.)
scenery
palace
palace museum故宫博物馆
the Summer Palace 颐和园
historical relic=historical sites 历史古迹
ancient architecture 古代建筑
palace museum故宫博物馆
headsels=headphones
earphones
6.Ask students to look at the pictures and answer the
questions in "WARM-UP". (Most words in the answers are from ''Important Words and Expressions".)
7.The teacher is supposed to help students to understand the
SPEAKING 8. The teacher can also help students enhance their ability to
understand new words and expressions by listening to questions like:
1)What kind of shoes are better for tourists if their tour
requires a long walk?
—Sneakers.
2)What is the device you can put on your ears for
listening to something recorded or to a radio without
anyone else hearing?
-Headsets/ Earphones.
Step two
1.Ask students to listen to the recording of "Speaking" beforehand.
2.In class, play the recording and ask students to read the conversations after the recording.
3.Ask students to form pairs and read the conversations.
4.Correct students' pronunciation and intonation if necessary.
5.Raise questions based on the two conversations so as to help students familiarize themselves with the descriptions of such things as scenery, weather conditions, points for attention, etc. For example:
Conversation 1
a.What is the tour guide doing before sightseeing starts?
-He is making an introduction of the tour to his group.
b.Where are they going to visit?
-They are going to visit Jiuzhai Valley National Park.
c.How long are they going to stay there?
-They are going to spend the whole day there.
d.Why is Jiuzhai Valley National Park popular with visitors?
-Because it is one of the World Heritage sites and is famous
for its fascinating scenery.
e.What are tourists not allowed to do in Jiuzhai Valley
National Park?
—Tourists are not allowed to litter in the park.
f.What is the weather like in Jiuzhai Valley National Park? —The temperature in the park varies greatly and it often gets quite cold up on the mountains.
g.What does the tour guide consider is the most important
thing during the sightseeing?
-He thinks safety is the most important.
7. Help students to act out the roles of the first conversations. Conversation 2
LISTENING 8.A re the group free to visit the park themselves?
—Yes, they have free time to visit the park.
9.How can the tourists avoid getting lost?
—They won't get lost since they have the tourist map to show them the way and there is an information center where they can get help. Besides, public service in the park is very helpful.
10.Is there any vehicle they are allowed to use in the park? —Yes, the bus in the park is included in their tickets, so taking
the bus in the park is free for them.
11.What if they want to know the details of any scenic spots?
-They will have docents to explain them the details of the
scenic spots.
12.What do the individual tourist have to make sure of after
the free sightseeing?
—They should make sure of the gathering time, place as well
as the bus number.
10.Instruct students to do the exercise after the conversations.
anize a role-play activity on lhe two conversations.
12.Instruct students to go over “Useful Expressions in Sightseeing" and help them to come up with complete expressions.
Step three
1.Before asking students to listen to the recording, the
teacher may need to write the following words on the blackboard and explain them to students (Note: Some of the words appear in the recording):
brochure
parking lot exhausted
harmful
2.Ask students to read after you the words above and the
new words listed in the book.
3.Play the recording and ask students to tick the right answers.
4.Ask students to role play the short conversations in pairs encouraging them to answer each question in a complete sentence. It's expected that through the practice, students will learn to be aware of accurate expressions with right structures. Pay special attention to the following questions and their answers.
1) How may the speakers get the scenic introduction after all
(Conversation 3)
—They can get scenic introduction by reading from the
brochure/hiring a docent/renting the scenic headset.
2)What is the time allowance of free activity for the
speakers? (Conversation 4)
—The time allowance is 45 minutes/30 minutes/15 minutes.
-They are allowed to have 45 minutes/30 minutes/15 minutes
for their free activity.
Step four
READING & 1. Before class
WRITING Ask the students to preview the text by listening to the
recording in CD including the new words and the text and try
to answer the questions listed after the text.
2.In class
2.1Vocabulary learning
1)Ask students to read the new words.
2)Instruct students to make sentences with the new words.
3)Correct mistakes in students' sentence-making exercise if
there are any.
2.2Text comprehension
1)Check students' homework (the first exercise).
2)Draw a chart with all the tips mentioned in the text and ask
students to complete it for a better understanding of the text.
pronunciation and intonation.
4)Grammar focus:
a. Explain the clause after a preposition as in "Introduce to
your group a tourist attraction briefly including what it is like
and what the most exciting part of it is.
Notes: remind students not to use an inverted structure in the
clause. Students are likely to write a wrong sentence like
this: ...including what is it like and what is the most exciting part of it.。