模塊二 Unit 2 Wish you were here

Teaching aims and requirements

Read a letter about the adventure in Africa and a travel leaflet about Shangri-La

Listen to details about holiday packages

Talk about traveling and adventures and discuss future travel plans

Write an e-mail

Design a travel leaflet

Teaching Procedures

Period 1 Welcome to the unit

Teaching aims:

Train Ss’ spoken English by talking traveling

Teaching procedures

Step 1 Brainstorming

1．Let Ss read the instructions and focus on the four pictures and illustrations first. The pictures in the four postcards are only a small part of them． There are a lot of amazing adventures and places to see in the world．

Step 2: Discussing and practicing

1．Will those who have visited these places bring some photos? Those who still haven’t had the chance please prepare some postcards．Let’s discuss the photos based on the following questions．

1)．When and with whom did you go to…?

2)．Did you enjoy yourselves there?

3). What impressed you most about that place?

4)．Do you think it is worth a visit?

I’d like to offer some background information for you to reference．

Grasslands of Africa

Have you ever thought of visiting Africa one day? What interests you most about Africa? The grasslands of Africa are home of many animals. Animals live comfortably and peacefully there．Do you think it is worth visiting? How much do you know about animals? Are you interested in knowing about some of them，such as giraffes，elephants or zebras?

Australia’s famous beaches

Where is Australia and what is Australia famous for?

How many of you have ever been to a beach to spend your holidays，for example，Beihai or Qingdao? Do you think enjoying sunshine or walking on the beach is relaxing? What about going to Australia’s beaches，such as its famous Gold Coast，to experience its scenery?

Brazilian rainforest

Have you ever heard of the famous Amazon River? Where is it?

Apart from the river，what else do you know about Brazil? Rainforests in Brazil are very famous． Usually scientists and explorers go there to make discoveries．Are you interested in exploring that wonderful place some day?

Gobi Desert

Where is the Gobi Desert? What is it like? Is this a place you’d like to visit? Tell me your reasons．

Have you ever heard of a person who traveled across the Gobi Desert all by himself/herself ? Can you think of the difficulties he／she might have met with during his／her journey ?

2．Talk about the three questions listed under the four pictures in groups for a couple of minutes．Please focus on the three questions individually and think of proper answers to the questions． Make the best of the chance to express your opinion and listen to your group members’ opinions．I’d like to invite some students to report your opinions to the class．

1. I would like to visit Africa the most．Africa is a continent rich in natural resources，oil，gold，diamonds and countless other minerals．A large variety of animals like elephants，lions，zebras and giraffes live in this mysterious and wild land． Being the second largest continent on the Earth，it contains more countries than any other．Each has unique customs and natural attractions．

2。Guilin is the most exciting place I’ve ever been to．It’s in the northeastern part of Guangxi Zhuang Autonomous Region．With a temperate climate and average rainfall．The city is full of natural scenery．Colourful flowers，green hills and fields surround the city。The beautiful Li River winds its way through Guilin．Every year a large number of tourists visit this cultural and historical city．

3. There are many other exciting places to visit in the word such as Tibet and Xinjiang in China, the pyramids in Egypt, Nepal, Thailand, etc.

Resources

Grasslands of Africa

The grasslands of Africa are home to various animals. Lions are the only cats that live in large family groups. Elephants usually live in groups that consist of 8 to 15 related members. Zebras, with a horse-like appearance, have wide black-and-white stripes all over their bodies. Giraffes in Africa can grow to a height of over 17 feet. If you'd like more information about these animals, you can visit the following websites:

http://www.davidireland.com/library/african_animals/lion/

http://www:davidireland.com/library/african_animals/elephant/

http://www.davidireland.com/library/african_animals/zebral

http://www.davidireland.com/library/african animals/giraffe/

Gold Coast

Australia's Gold Coast is famous for its attractive beaches. With 70 kilometres of coastline, Gold Coast beaches have something

for everyone. Every year the Gold Coast attracts visitors from all over world to sit back, relax, experience the fun and taste the excitement of Australia's most popular holiday playground. For more information, you can visit the following website:

http://www.seaworld.com.au/visitor_info/gold_coast.cfm

Rainforest in Brazil

The Amazon rainforest extends for 4 million sq km and is home to hundreds of thousands of animals and plant species. Although it covers only 3.5% of the overall Earth's surface, it is home to around 50% of the world's living species, many of which are still unknown to humans. The following website will give you more information:

http://www.junglephotos.com

Homework

Read and recite the new words.

Workbook Ex. P.92 ABC

Period 2 Reading (1)

Teaching aims

Learn the text and catch the main idea.

Do some Ex. to train S’ reading ability.

Teaching aids

Tape-recorder, computer, multi-media Teaching

Teaching procedures

Step 1 Lead-in

Look at the map of Africa and discuss the following questions:

In Unit 1, we talked about African pyramids, a world wonder that can't be explained by humans. Can you tell me where these pyramids are located? Also,. we got some information about the grasslands of Africa, a faraway but exciting place that welcomes you visit. Apart from the grasslands, what else do you know about Africa?

Do you think it is an island full of mystery, charm and attraction? Is it worthwhile going to Africa for your holiday?

Though we haven't got a chance to visit, we'll read a passage about a plan of traveling in Africa.

Step 2: Fast reading for general ideas

Let's skim the passage and try to find answers to these questions:

1) Who wrote the following letter? (Toby)

2) What animal is uncomfortable to sit on? (Camel)

3) How long will the author stay in Africa? (about four weeks)

Step 3: Detailed reading for important information

1. Let's reread the letter and complete Parts CI and C2 individually to check your reading comprehension and to test your analytical thinking skills.

Answers C1 1 C 2 D 3 B 4 C 5 C 6 C ; C2 325416

2. Now I'd like you to focus on the language and the writing features of the letter.

1) Report back on whether or not you've any difficulty reading the letter.

2) Identify the type of the letter: formal or informal? please give supporting information with the phrases, expressions or even sentences that indicate the types of letters.

3) Now let's go through the letter together and I'll do some explanations where necessary.

4) Look through the reading strategy of this unit to see how to read an informal letter.

3. Let's see the structure of the letter. Try to analyze the relationship between the title, its content and the cohesions between each paragraph.

1) Refer back to the title 'An adventure in Africa' and have a discussion on why the writer uses 'adventure' instead of 'excitement', 'journey' or some other words here. And think of the connection between the title and the content.

2) Identify the words which are used in the letter to describe adventure and try to think of other similar words.

3) Now let's see what words the writer uses in the letter, what route they are taking and what activities they've planed.

(1) Which words help illustrate the title 'An adventure in Africa'?

(2) Try to identify such kinds of words in the passage.

(3) Which places are they going to visit and which activities are they doing?

(4) Which paragraph deals with Toby's traveling through the Sahara Desert?

(5) What are they going to take with them? And why?

(6) How is Toby traveling down the River Nile? In which paragraph does the writer mention it? What things are they going to take and why?

(7) Which paragraphs talk about Toby's traveling in Kenya and Tanzania? How are they going to travel in these two countries? What things are going to be taken and why?

Toby's travel plan

Paragraph Route How to travel What to take Why to take them

2 through the Sahara Desert by camel tents, sleeping bags, a torch to camp; to sleep in; to see in the dark

3 down the River Nile by raft Special clothing, a helmet, a life jacket to keep safe

4\5 in Kenya by walking a large, strong, light backpack, camera to carry food & water; to take photos

6 in Tanzania by climbing special clothes and shoes for mountain climbing to be comfortable, to keep out cold

4. Please complete Parts D and E individually and then we'll check the answers as a class.

Answers D l.c 2. d 3. b 4. a 5. f 6. e

E 1. adventure 2. camel 3. scared 4. white-water 5. helmet/life jacket

6. life jacket/helmet 7. blood8. local 9. astonishing 10. places

Step 4: Post-reading activities

1. Please give an ending to the letter. The following questions may give you some idea.

1) Do you think climbing the Himalayas is a bit challenging for Toby and Colin?

2) What kinds of difficuhies might Toby and Colin experience? Do you think they will overcome all the difficulties?

3) If you were one of Toby's friends, what advice would you give to him?

2. Here's some situations for you to imagine. Try to use your own words and expressions to express yourselves and make the best to participate in your group work.

Suppose you were Toby and were being interviewed by a journalist. Make a brief introduction about your travel plan.

If you were offered a chance to go traveling around the world, which place would you like to visit most and why is that place your favorite?

3. Read the instructions for Part F, discuss the questions listed with your partners and report your answers to the class.

4. Go over the Reading section of this unit in Workbook. We will first read the story in Part B on page 93 to know more about the adventure in Africa. Then read the book review in Part A on page 92 to get some information about another kind of adventure. Answer the questions to check your understanding of the two articles. Here are more questions about Part B:

(1) In the photo taken by Kanu, Julie and Kanu saw a leopard. What does it look like? Can you guess what it is from the context?

(2) Julie's parents work for the charity 'Save the Children'. Do you know what charity means?

Answers:

(1) It looks like a large cat. It's a large, ferocious cat living in Africa and southern Asia.

(2) It refers to an organization to help the poor and the homeless. Here in this article it is an organization to help poor children in Africa.

5. Do Part A1 and A2 on page 88 in Workbook to get more familiar with the text and the usage of the words in it.

Answers

Part A1 (page 88) 1. a took b spent 2. a wish b hopes 3. a containing b including 4. a expect b looking forward

Part A1 (page 88)

uncomfortable 2. local 3. close to 4. rough 5. dusty 6.light 7.dangerous

Homework

Read the text and try to retell it .

Finish Ex.

Period 3 Reading (2) Language Points

Teaching aims

1.Learn some useful words and phrases.

2.Practise using them.

Teaching aids:

computer, multi-media Teaching

Teaching Procedures:

Step 1 Revision

Check the homework exercises.

Step 2 Listen to the tape and read the text after it.

Step 3 Language Points

Ask Ss to watch the Powerpoints and learn the useful Phrases.

<詳見學案語言點>

Step 4 Practise

Do some exercises.

Step 5 Homework

Read the text again and try to retell it.

Finish the exercises.

Period 4 Word Power

Teaching aims

Learn some new words and enlarge Ss’ vocabulary.

Teaching procedures

Step 1 Brainstorming

1. Think about the following questions：

From our own experience, when we go on a tour with a travel agency, what kind of things do we take?

Suppose you want to plan a holiday with your friends, what kinds of things will you plan to take? What about planning an adventure holiday?

Please read Part A and summarize the items Colin wants to take on his holiday.

3. Let's have a brief discussion on the topic in pairs:

Do you think Colin has made good preparations for his travels?

If you were his best friend, what suggestions would you give him?

Step 2: Vocabulary learning

1. Think of all the items Colin has packed for his holiday and I'd like some of you to write your answers on the blackboard.

2. Compare your answers with the items listed in Part B. Consult each other or the dictionary wherever meeting with difficulties.

3. Pay attention to your pronunciation and spelling.

4. In pairs ask each other questions and try to explain the reasons why these items are necessary for an adventure trip. You may begin your conversation like this: What items has Colin packed? Do you think candles are necessary? And the other may answer: Of course they are,especially at night when there is no electricity.

5. Please read the letter in Part C. Try to understand the letter first and then choose the proper words to make the letter meaningful.

Answers

C (1) boots (2) parka (3) towel (4) tent/sleeping bag (5) sleeping bag/tent (6) waterproof matches (7) compass (8) torch (9) candles (10) water purifying tablets (11) pan (12) book (13) camera (14) fihn (15) first aid kit (16) pocket knife

Step 3: Vocabulary extension

1. Let's discuss the following questions:

Is Colin really well-equipped for the journey?

Is he missing something very important?

2. Read the instructions for Part D and try to complete the items individually. Consult each other or dictionaries before asking help from me.

3. Do Part B 1 and B2 on page 89 in Workbook to get more familiar with the text and the usage of the words in it.

Answers Part B1 (page 89)

1. endless 2. surround 3. viewer 4. towers over 5. beauty 6. northwards 7. speechless 8. vast 9. freely 10. perfect

Part B2 (page 89)

1.is surrounded by 2. provides with 3. look like 4. covered with

5. are joined together 6. between and 7. feed on 8. discovered 9. stay

10. in harmony with

Homework

Finish the Ex.

Period 5 Grammar and usage

Teaching aims

Learn the grammar ‘Future continuous tense.

Teaching aids

Computer, multi-media Teaching

Teaching procedures

Step 1: Future continuous tense

Continuous (Progressive) Tenses

Verbs in Continuous Tenses always express "actions" that are in progress during the time framework indicated: present, past, future, or any of the perfect timeframes.

Continuous Tenses always engage the verb "BE," which expresses the timeframe of the action in progress. The main verb is always in the continuous form (ING).

Future continuous tense

The Future Continuous Tense applies the verb "BE" in the Future Tense (WILL BE). The main verb is always in the present participle form. Or to make it clear, it is formed by using will be or shah be with the verb form ending in -ing.

The Future Continuous Tense is used to express an action expected to be in progress at another relative time in the future or to describe an ongoing or continuous action that will take place in the future. An adverb of time that indicates the future, is often used with the future continuous tense, e.g.:

1) I will be eating dinner with my friends at 7 tonight.

2) I will be riding the bus at 11:30

3) At this time next year, I'll be scuba diving off Mexico.

4) What will you be doing when new year arrives?

4) We 'll be having dinner when the film starts

5) Take your umbrella. It will be raining when you return.

6) Next week we will be having a party. Can you come?

7) The fog shall be covering the land and sea.

8) The temperature will not be rising above 11 ?C

9) Next week, Dr Tanaka will be presenting her ongoing research into genetically modified plants.

10) Dr Tanaka will be investigating issues of biodiversity with colleagues in the United States when she takes up her scholarship.

11) Changes in government funding for universities will be aiming to stop Australians who have technical and scientific expertise leaving the country.

12) Many countries shall be signing an agreement on controlling greenhouse emissions in the hope of limiting the depletion of the ozone layer.

Step 2: More about Future continuous tense

1. Compare the following sentences, and find the differences between them.

1) Toby will be climbing in the Himalayas all next week.

2) Toby will not be in London on 5th September. He will be climbing in the Himalayas.

3) Toby will go and climb in the Himalayas next week.

In the first sentence, the action climbing in the Himalayas will be a continuous activity next week and Toby will probably not do other things. In the second sentence, the action climbing in the Himalayas starts before 5th September and probably continues after it. In the third sentence, will +the base form of a verb expresses future with intention. The speaker announces a deliberate future action in accordance with Toby's wish.

2. Go over Point 1 on page 28 to get familiar with situations in which the future continuous tense is usually used.

3. Discuss how to form the future continuous tense in statements, in questions and in short answers, and then go over Point 2 on page 28.

4.Go over the exercises on page 29. Read the note first to find out what Wang Hailing, the boss, wants David to do. Then read the schedule to find out what David is going to do from 13th June to 30th June.

5. Complete the reply by David. Pay attention to the forms of the verbs or auxiliary verbs used.

Answers (1) traveling (2) will be (3) will be (4) will (5) will be exploring

6. Do Part C1 on page 96 in Workbook to get more practice with the future continuous tense Answers Part C1 (page 96)

1 am planning will be helping 2 will be waiting will be standing will be having

3 have been practicing will be giving 4 Will be using will be staying

Step 3: Future in the past

Future tense

In linguistics, a future tense is a verb form that marks the event described by a verb as not having happened yet, but expected to in the future.

The Simple Past Future(The Future-in-the-Past Tense) 過去將來時

The past future tense is used to indicate future time within the past. It has two purposes. First, it is used in the reported speech to express what is expressed in the actual speech by the future tense. Second, it is used to express various degrees of supposition.

Form l: would+ 動詞原形would 可簡縮為:I'd, you'd, he'd 等:would not 常簡縮為 wouldn't.

Form 2: was/were going to +動詞原形 Form 3: was/were (about) to +動詞原形

Form 4: was/were+-ing

e.g.: 1) I told him I should visit it at three o'clock.

2) I didn't know if she would come.

3) I wasn't sure whether he would do it.

4) It was said that the building would be completed in a year.

5) We asked him where we should go to work next week.

6) He said he would write to me as soon as possible.

7) I was told that we would be given an exam soon.

8) Lei lei said that she would visit her uncle the next Saturday.

9) I'm here because they/he told me to come back when I had my phone number。（時間狀語從句中一般過去時代替過去將來時）

l0) I didn't know if she was going to come.

11) Lei Lei said that she was going to visit her uncle the next Saturday.

12) Yesterday I said that we would/were going to do it today.

Step 4: More about Future in the past

1. We can use different verb forms to express future in the past. Read the following sentences and identify which tense are used in these sentences.

Toby said that he would go and climb in the Himalayas soon. (future in the past)

Toby was busy packing, (the past continuous tense) because he was leaving that night. (future in the past)

Toby phoned his friend and told him he was going to leave at 10. (future in the past)

Toby was just about to dive into the sea when he saw a shark. (future in the past)

Toby said goodbye to his friend, not knowing that they were never to meet again. (future in the past)

2. Go over Point 1 on page 30 to get familiar with situations in which future in the past is used. In the sentence "They set off at 9 a .m. and would reach the airport an hour later," future in the past is used to express what would happen an hour later when the first action set off was done at 9 a . m.

In the sentence "I was going to leave, but then it rained," future in the past is used to express a past intention. The speaker talks about what happened to him/her in the past when he/she wanted to do something. He/She wanted to leave and was just about to do so, but then it rained. So he/she probably couldn't leave.

In the sentence "Colin called Jennifer to say that he was seeing her late that afternoon," the past continuous tense is used to express a past arrangement. The speaker tells us what Colin arranged to do late that afternoon.

In the sentence "The journey that was to change Toby's life started in July that year," future in the past is used to express an idea of destiny.

3. Go over Point 2 on page 30 to get familiar with how future in the past is used in statements. Other verb forms, such as was/were to and was/were about to can also be used to express future in the past.

4. Finish Part A on page 30 individually to make sure you understand situations that call for future in the past. We'll check the answers with the whole class.

Answers A 1 3 5

5. Finish Part B on page 31 and then we'll check the answers with the whole class.

Answers

B (1)were going to watch (2) were about to turn (3) would blow (4) wouldn't see

(5) wouldn't give (6) would stop (7) would fall (8) was to remember

6. Do Part C2 on page 96 and Part Dl in Workbook to understand better when to use future in the past or the past continuous tense.

Answers Part C2 (page 96)

1. were going to visit/were to visit 2. were going to take/were to take

3. was going to show/was to show 4. were going to see/were to see

5. were going to listen/were to listen 6. were going to watch/were to watch

7. was going to write/was to write ' Part D1 (page 97) 1. surrounded 2. view 3. such as 4. fed 5. local 6. would fly 7. describe 8. will be enjoying 9. so that

Step 5: Consolidation

I. Multiple choice

1. I _________ go shopping when the telephone rang.

A. was about to B. was just to C. had to D. wanted to

2. -- Are you still busy?

---Yes, |I ______ my work, and it won't take long.

A. just finish B. am just finishing

C. have just finished D. am just going to finish

3. The crazy fans ________ patiently for two hours, and they would wait till the movie star arrived.

A. were waiting B. had been waiting

C. had waited D. would wait

4. Because the shop_______, all the T-shirts are sold at half price.

A. has closed down B. closed down C. is closing down D. had closed down

5. -- What's that terrible noise?

-- The neighbors ________ for a party.

A. have prepared B. are preparing C. prepare D. will prepare

Keys: I. 1-5 ABBCB

Step 6 Practise

1. Finish the Ex. on P.11 Then check the answers.

2. Do Ex. in Lead-learning paper.

Homework

Finish the Ex. in Lead-learning paper.

Do Ex.

Period 6 Task Planning a holiday for your family

Skills building 1: Recognizing dates and names of places

Teaching aims:

Train Ss as to how to get information about dates (the day of the month, the month, and the year) and places (the names of cities, countries and continents) through listening.

Teaching procedures:

1. Let's say days of the month, the month or the year in English, such as January 1st, March 2nd, May 3rd, October 9th, 2008, 1999, etc. so as to review the way to express time.

2. Read the guidelines on page 32 to learn how to recognize dates and names of places.

3. Let's listen to the tape and fill in the table. Before listening to the tape, read the names of the countries and cities given to make sure you know how these names are pronounced.

Step 1: Reading travel leaflets

In this step please try to improve your ability to get useful information by reading travel leaflets and listening to the travel agent. We will first Read two travel leaflets to complete part of the two travel plans, and then finish the plans by listening to the tape.

1. Read the first travel leaflet in Part A on page 33, and circle the names of all the places mentioned while reading.

2. Fill in Travel Plan 1 on page 34 according to the leaflet you've just read. Of course you won't be able to fill in all the details. You'll have to listen to the tape to get more information.

Answers B Travel plan 1

(1) South (7)Queenstown (8)traditional Maori (9)Christchurch

3．Read the second leaflet，and circle the names of all the places mentioned while reading．

4．Fill in the second travel plan according to what you’ve read in the second travel leaflet．To fill in all the details．you need to listen to the tape to get more information．

Answers B Travel plan 2

(12)Ji’nan (14)Yellow (16)sunrise (18)Dai (19)teahouse (20)birthplace

5. Listen to the tape to get more information in order to finish the two plans on page 34

6. Next we'll come to Reading on page 98 and 99 and listening on page 100 in Workbook. This will help improve your reading and listening skills.

Skills building 2: forming questions from prompts

The activities in this part arc designed to train Ss’ speaking skills. By using what, where, when, who, why and how to form questions, we will practice questions and answers from prompts.

1.Read Point 1 on page 34, and use the six question words to replace the underlined parts of the following sentences:

2.Read Points 2 and 3 on page 34 to review how to ask questions. Then make questions from the two sentences above.

Who is going to Africa by plane this summer?

Where are Toby and his brother Colin going by plane this summer?

How are Toby and his brother Colin going to Africa this summer?

When are Toby and his brother Colin going to Africa by plane?

What will they buy to carry their supplies of food and water?

Why will they buy a large, strong, light backpack?

3.Let's complete the six questions in Skills building 2 on page 35.

Step 2: choosing a holiday destination

In this part we will use what we have practiced in Skills building 2 to talk about a holiday destination. We will first write five questions, and then construct a phone conversation between the son/daughter and mother by asking and answering these questions. Finally we will choose a holiday destination after we compare all the information we have.

1. Please think of four questions about cost, places to visit, time and duration and fill in Part A in Step 2 on page 35.

Answers A

2. How much will you spend? / How much money are you going to spend?

3. Where do you want to go and what do you want to see?

4. When do you want to go traveling?

5. How long do you want to travel?

2. Go over Part B in Step 2 on page 35 by creating a dialogue between a son/daughter and his/her mother to discuss your holiday destination.

3. Let's read Part C on page35 and choose a holiday destination.

Skills building 3: Writing an e-mail

In this part we will learn how to write an e-mail. Six points about how to write an e-mail and different ways about how to end an e-mail are here for us to read. An e-mail written by a tourist is used here as an example for you to label the parts of the e-mail illustrating the six points.

1. Please go over the six points about how to write an e-mail and various ways of ending an e-mail.

2. Please read the e-mail written by a tourist in Singapore to her friend. Label the parts of the e-mail that illustrate those six points.

Step 3: e-mailing your father

In this part, you're supposed to improve your writing skills by writing an e-mail about the family travel plan to the father according to what we have done in Steps 1 and 2.

1. Please read the guidelines on page 37 to make sure what should be written to the father.

2. Please write an e-mail to him and tell him about the travel plan. Six pieces of information about the family travel plan should be included in the e-mail.

Step 4 Homework

Finish the Ex. in Workbook .

Period 7 Project: Making a travel leaflet

Teaching aims

Through Reading, learn and use English by doing a group project．

Teaching procedures

Step 1 Reading

1. Let's read the travel leaflet 'Shangri-la'. Try to find out:

1).Who first talked about Shangri-la? (James Hilton, a British writer, wrote the novel Lost Horizon in 1933.)

2).What does the word Shangri-la mean?

(The word is from the Tibetan language. It means the sun and the moon in one's heart. Today it has become a common English word, meaning heaven on the Earth. It is used to refer to an imaginary, remote paradise on the Earth, which is a distant and secluded hideaway, usually of great beauty and peace.)

3).Where is it? (It is in the southwest of China, 659 kilometers away from Kunming.)

The sentences used to describe the beauty of Shangri-la. (... a beautiful kingdom where three rivers joined together, snow-capped mountains reached to the sky, and fields of long grass covered the earth.

Three mountains, Meili, Baimang and Haba which are covered with snow, tower over the land.

Lakes, surrounded by vast grasslands, look like jewels. Sheep, cows and horses feed freely on the green grass and the forests around are home to lots of birds and animals.)

2. Please find out the writing features in a travel leaflet to learn how to design your own. The writing features of a travel leaflet include:

~ brief introduction of the place

~ history and specialties

~ description of the scenery of the place

~ how to get to the place

~ what the weather is like

Step 2 Making a travel leaflet

Planning

Let's work in small groups. First let's answer the questions in this part to discuss the place to be designed in the leaflet. Then we should discuss the layout of the leaflet, and divide the work each group member will do to collect the information needed. At last we are to decide when to finish what we should do.

Preparing

In the step of preparing, you can meet, discuss and choose the information your group member has collected. Then to find photos and artwork to illustrate the leaflet.

Producing

Now you each write a section of the leaflet. And put what you've written together and add photos or illustrations. Remember to proofread the story to correct mistakes if there are any. New ideas can be added before the leaflet is finished.

Presenting

At last, you've got to present your leaflets to the whole class by taking turns to talk about each section of the leaflets. Make the best of the chance to speak, and display the whole leaflet for the rest of the class to see. You can put up the leaflets on the walls in the classroom.

Please do writing on page 95 in workbook as your homework. The exercise will help you practice the use of some words, phrases and patterns in this unit.

Answers see Teacher’book P.74

Step 3 Do the Self-assessment

Homework

Finish all the Ex in the Workbook.

Finish the Ex. in <同步導學>