Module 2 Making Discoveries

Unit 2 Wish You Were Here

Period 1 Welcome to the unit

Teaching Aims:

Learn about traveling

2. Develop students’ speaking ability by talking about places in the world and traveling.

Teaching Important Point:

Develop students’ speaking ability.

Teaching Difficult Point:

How to get students to speak more and improve their speaking ability.

Teaching Methods:

1. Free talk to arouse students’ interest in traveling.

2. Discussion to make students finish the task of speaking.

Teaching Aids:

1. The multimedia

2. The blackboard

Teaching Procedures;

Step 1 Greeting and Lead-in

(Show the students some pictures on the screen)

1. Do you like traveling?

Do you want to visit these picturesque places?

2. Why do you want to visit these places?

Stpe 2 Welcome to the unit

(Show the students 4 pictures of Africa, Australia, Brazil, and Gobi Desert)

Which of these places would you like to visit most?

And why?

Step 3 Some questions about yourself

1. Have you ever been to some places?

2. What is the most exciting place you have ever been to?

3. Try to describe the place for us.

Step 4 Pair Work

Bob just come back from Sydney, and now Susan is asking him about his trip.

Work in pairs and try to use the following expressions.

Useful expressions:

What do you think of the city?

How do you find the city?

Are there any places of historic interest to see in this city?

What is the city famous for?

Would you please tell me something about the historic art of the city?

I’d like to look around the city.

How I wish I could go there someday!

2. Act out your dialogue in front of the class.

Step 5 Discussion

-- talk about traveling

(show the following on the screen)

Bob likes traveling, but Jean thinks it too costly and she has a good idea about how to travel without paying too much.

Step 6 Homework

1.Find more information about places in the world and traveling.

2.Preview the reading text.

Good staying with you!

Thank you for your cooperation!

Period 2 Reading

Teaching Aims:

Train the students’ reading ability and know how to write an informal letter.

Get the students to know the main idea of the text.

Develop the students’ creative, comprehensive and consolidating abilities.

Teaching Important Points;

Develop the students’ reading ability.

Teaching Difficult Points

1.How to make the students understand the passage better.

How to help the students finish all the exercises.

3.How to help the students develop their creative, comprehensive and consolidating abilities.

Teaching Methods:

Fast-reading method to get the general idea of the passage.

Careful -reading method to get the detailed information in the text.

Discussion after reading to help the students finish the tasks.

4. Acting to develop the students’ creative, comprehensive and consolidating abilities.

Teaching Aids:

the multimedia

Teaching Procedures:

Step1 Revision

Step 2 Free-talk and Lead- in

Show a map of Africa to students and ask them to discuss the following questions;

Can you tell me where the pyramids are located?

Apart from the grasslands, what else do you know about Africa?

Prepare some pictures. Encourage students to talk about Africa after watching them.

Step 3 Fast Reading

Ask students to skim the passage and answer the following questions:

who wrote the following letter?

Toby wrote this letter.

What animal is uncomfortable to sit on?

Camel

How long will the author stay in Africa?

About four weeks.

Step4. Guide students to the Reading Strategy of this unit and then ask them some questions:

1. Are address included? (Yes/No) (Yes)

2. Are dates included? ( Yes/No) (Yes)

Are friendly greetings usually used at the beginning of the letter?

( Yes/No) (Yes)

5.Is the reader’s surname addressed? ( Yes/No) (No)

Step 5 Reading

1.Reading the letter again carefully and then choose the best answer.

2.Then complete the following form:

Toby’s travel plan

Paragraph Rote How to travel What to take Why to take

Par.2 Through the Sahara Desert On camels a tent,a torch

a sleeping bag See sth in the dark

Par.3 Down the river Go white-water rafting Special clothing a helmet, a life jacket Not to get turned upside or sink

Par.4-5 In Kenya walking a backpack Carry food and water

P Par.6 Iii in Tanzania C climbing

Step 6

Try to put the activities in the correct order:

___3_______ travel down the River Nile

___2______travel on camels through the Sahara Desert

___5_______climb Mount Kilimanjaro in Tanzania

___4_______see wild animals in Kenya

___1_______fly to Morocco

___6______ go to the Himalayas

Step 7 Vocabulary

Choose the correct meanings for the words below. Write the letters in the blanks

on page 24.

Step8 Discussion

Which part of the world would you like to visit? Why?

Adventures such as mountain climbing and whit-water rafting can be dangerous. Do you think it is worth risking your life for adventures? Why or why not?

Period 3 Reading

Teaching Aims:

Revise the reading passage by retelling it.

2. Get the students to grasp the usage of some important words and expressions.

Get the students to practice two important drills.

Teaching Aids:

1. The multimedia

2. The blackboard

Teaching Procedures;

Step 1 Revision

1. Question:

What topic does this letter refer to?

2. Ask the students to retell the three adventurous activities the writer will do during his coming travel in Africa according to the following clues:

to travel on camels:

where to leave and how to go

how and where to travel

how long to travel

to travel down the Nile:

when and where to start

how to travel and why

what to wear

to travel to see wild animals:

where to live

what to drink and eat

what to buy and why

how to get close to wild animals

2.

Step 2 Related language points ---- words and expressions

expect

e.g. I expect there would be strong agreement about this.

TIP:

expect + clause

expect + n. (sb. / sth.)

expect to do

expect sb. to do

expect so

expect not = don’t expect so

on camels

e.g. Watch out for dangers while traveling on camels.

TIP:

by camel / on the camel(s) / on camels

by bike / on the bike(s) / on bikes

by car / in the car(s) / in cars

so many exciting places

e.g. I feel shamed that I’ve made so many mistakes.

TIP:

1) so many + n. (countable)

so much + n. (uncountable)

so few + n. (countable)

so little + n. (uncountable)

2) such little toys

on clear nights

e.g. The newly-wedded couple often takes a heart-to-heart talk in the moonlight on clear nights.

TIP:

at night / in the night

on a cold night

on Saturday night

on the night of…

go white-water rafting

e.g. To our embarrassment, we turned ourselves upside down while doing white-water rafting.

TIP:

go mountain climbing

go house hunting

go Internet surfing

go on a trip

e.g. They are longing to go on a honeymoon trip to Venice.

TIP:

go on a visit (trip, tour, journey) / visits (trips, tours, journeys)

go on duty (strike, business, sale)

2) go on with a visit = continue …

include / contain

e.g. Whisky contains a large percentage of alcohol.

Detailed instructions are included in the booklet.

TIP:

All the persons, including him, got invited.

who include him

(with) him included

get close to

e.g. The firefighters couldn’t get close to the burning wreck on time.

TIP:

be (get) close to

adj.

follow sb. close behind

adv.

with one’s eyes closed

vt.

close v.s. closely

scare the animals away

e.g. The sight of the snake scared the boy away.

TIP:

1) scare…away (off, stiff, to death…)

2) scared / scary

3) scare = frighten

supplies of food

e.g. The draught-hit areas are more dependent upon supplies of food.

TIP:

n.

a supply of food

a food supply

supplies of food

food supplies

vt.

supply A to B

supply B with A

Step 3 Related language points ---- two important drills

1. in case + clause

e.g. In case anything important happens, please contact me in time.

TIP:

In case of fire, please call 119.

You’d better take an umbrella in case.

in this / that / on / any / many case(s)

2. whatever (however) + n.-clauses

e.g. I’ll just say whatever comes into my head.

Whoever breaks the law should be punished.

TIP:

whatever / however / … + adv.-clauses = no matter what / how / …

Keep calm, whatever happens.

= no matter what

Step 4 Multiple choice for consolidation

1. Those flowers are so special that I would do ___ I can to save them.

A. whatever B. no matter what

C. whichever D. that

2. He sat ___ against the wall and listened to the teacher ___.

A. close; close B. closely; closely

C. closely; close D. close; closely

3. John may phone tonight. I don’t want to go out ___ he phones.

A. as long as B. in order that

C. in case D. so that

4. We have ___ in your bill the cost of the teapot you broke just now.

A. increased B. included

C. contained D. charged

5. You should try to get a good night’s sleep ___ much work you have to do.

A. however B. no matter

C. although D. whatever

6. A middle-aged woman came ___ to the bus stop only ___ the bus had gone.

A. to run; to find B. running; to find

C. and ran; finding D. running; finding

7. – Have you heard from Janet recently?

-- No, but I ___ her over Christmas.

A. saw B. will be seeing

C. have seen D. have been seen

8. With ___ electrical equipment, wood and paper in one place, there is a danger of fire.

A. so many B. so much

C. such many D. such much

9. On seeing the accident, he felt ___.

A. scary B. scared

C. scare D. scaring

10.The car ___ he goes to school is made in Japen.

A. by which B. in which

C. by that D. with which

(suggested answers: ADCBA BBBBB)

Step 5 Homework

Finish exercises on page 94 to 95.

Period 4 Word power

Teaching Aims:

Improve the students’ speaking ability

Enlarge the students’ vocabulary

Get the students to know about adventures

Teaching Important Points：

Make the students talk about places, adventures and instruments freely

Learn the words by heart and try to use them

Teaching Different points:

How to develop the students’ imagination

How to use the new words to solve problems

Teaching Methods:

Talking to improve the students’ speaking ability

Practice to get the students to master what they’ve learnt

Discussion to make every student work in class

Teaching Aids

the multimedia

the blackboard

Teaching Procedures

Step1 Revision and Lead-in

Yesterday, we read a passage about Toby’s summer holiday trip

Which place would Toby like to visit？ Africa

What kind of trip will Toby have？ Adventures

What kind of things will you plan to take if you want an adventure holiday?

Step 2 Presentation

Ask students to read Part A and summarize the items Colin wants to

take on his holiday（show the diagram on the screen）

What to take Why to take them

1. tent to sleep in

2. sleeping bag to keep warm

3. life jacket the water may be dangerous

4. pan to cook food

5. parka and boots to keep warm in the mountains

Step 3 Vocabulary learning

Ask students to compare their answers with the items listed in Part

B , paying attention to students’ pronunciation and spelling

Step4 Practice

Ask students to read the letter in Part C, choosing the proper words to

make the letter meaningfull.

Jennifer suggested that Colin take a first aid kit on his trip. What

items should be included in a first aid kit？ Bandages, Aspirin

and a compass.

Step5 Discussion

What instruments will you take to：

1.climb a mountain?

2.explore a forest?

Step 6 Homework

Period 5 Grammar and usage (the first period)

Teaching Aims:

Learn the grammar:

1 future continuous tense

Teaching Points:

How to use the future continuous tense.

Teaching Methods:

1 Inductive method

2 Comparative method

Teaching Aids:

1 a multimedia

2 a blackboard

Teaching Procedures:

Step 1 lead-in

Let’s know about the future events

China will be holding the Olympic Games in 2008

You will be attending the college Entrance Examination from July 7 to 10 in 2008

Guess what the tense is!

Future continuous tense

Step 2 make comparisons

Toby will be climbing in the Himalayas all next week.

(Talk about something that will be in progress over a period of time.)

Toby will not be in London next Tuesday. He will be climbing in the Himalayas.

(Talk about an action that stats before a point in time in the future and probably continues after it.)

The weather report says that it will be raining when we arrive in London.

(Express future without intention.)

(When used in this way, we want to indicate that something will happen naturally. It does not imply that the speaker has arranged the action.)

Will you be visiting your uncle in Tanzania?

(Make polite enquiries about other people’s future plans.)

Step 3 presentation

Consider how to form the future continuous tense after what we just learnt.

1 in statements by using will(not) be + verb-ing form

Toby and his brother, Colin, will (not) be flying to Morocco

2 in questions by inverting the subject and will

Will they be flying to Morocco in 15th July?

3 in short answers by using will(not) only

Yes, they will./no, they will not (won’t).

Step 4 Practice

Ask students to go over exercises on page 29

Part A：Translate the following sentences into English

1 今天下午三點到四點，我們要開會。

2 我想他馬上就會到的。

3 今天下午我要去送一位朋友。

4 我不知道我們什么時候再在一起工作。

5 史密斯夫婦下個星期將去巴西。隨后這個月里他們將在墨西哥旅游。

Suggested answers:

1 We will be having a meeting from 3 to 4 this afternoon.

2 I believe he’ll be coming soon.

3 I will be seeing a friend off this afternoon.

4 I don’t know when we will be working together again.

5 Mr and Mrs Smith are going to Brazil next week, and they will be traveling in Mexico later in the month.

Part B: Multiple choice:

1 Send for a doctor quickly, or the old man ________.

A will die B is dying C dies D died

2 Henry will not be able to attend the meeting tonight because ______.

A he must teach a class

B he will be teaching a class

C he teaches a class

D he will have been teaching

3 We ______ a basketball match at five tomorrow afternoon.

A will have watched

B watch

C can watch

D will be watching

4 If he _______, don’t interrupt him.

A still works

B is still working

C still has been working

D will still be working

5 If the horse wins tomorrow, he ______ twenty races in the past three years.

A will win

B would win

C will have won

D has won

Step 5 summary

The future continuous tense

Toby will be writing letter all afternoon tomorrow, because he wants to tell all his friends what he is going to do this summer.

(The whole afternoon tomorrow is a period of time in the future. It means the action write will continue for the whole afternoon.)

Toby won’t be at home at 9 o’clock this Sunday. He will be climbing in the Himalayas then.

(The action climb starts before this Sunday and probably continues after it.)

The future continuous tense is normally used with a period of time or a point of time in the future.

The simple future tense

Toby will write to Colin and tell him about his new plan.

(The words will write express intention. The speaker announces an intended future action in accordance with Toby’s wish.)

The simple future tense expresses a future action with intention while the future continuous tense expresses a future action as a statement of fact.

Step 6 homework

Finish workbook C1, C2, D1, D2, on page 96and page 98 reading Part A

Period 5 Grammar and usage (the second period)

Teaching Aims:

Learn the grammar:

future in the past

Teaching Points:

How to use the future in the past.

Teaching Methods:

1 Inductive method

2 Comparative method

Teaching Aids:

1 a multimedia

2 a blackboard

Teaching Procedures:

Step 1 lead-in

Look at the screens, ask students what the tense is.

Toby said that he would go and climb in the Himalayas soon.

Toby was busy packing, because he was leaving that night.

Toby phoned his friend and told him he was going to leave at 10.

Toby was just about to dive into the sea when he saw a shark.

Toby said goodbye to his friend, not knowing that they were never to meet again.

Step 2 presentation

We use future in the past or the past continuous tense to:

Report a n action in the future from a time when it was still in the future

They set off at 9 a.m. and would reach the airport an hour later.

Indicate a past intention

I was going to leave, but then it rained.

Indicate a past arrangement

Colin called Jennifer to say that he was seeing her later that afternoon.

Mean that the future action actually happened

The journey that was to change Toby’s life started in July that year.

Step 3 practice

1 Go over Point 2 on page 30 to familiarize students with how future in the past is used in statements.

2 Ask students to finish part B on page 31 and then check the answers with the whole class.

3 Finish the passage according to Paragraph 2 on Page 22.

Dear Karen,

How are you? I’m going to tell you something about Toby’s adventure in Africa.

He said they would leave London on 15th July and they would fly to Morocco, in North Africa. They were going to travel on camels through the Sahara Desert. It is the biggest desert in the world---about the size of the US! He expected it would be very hot, dry and dusty there. They would be traveling by camel, with local guides, camping in tents and sleeping on the ground in their big, thick sleeping bags. He had heard that could see beautiful stars on clear nights. He would bring a torch with him so that he would be able to see in the dark. The whole trip would take six days. That meant he would have to sit on a camel for almost a week. He said how uncomfortable it was. He hoped his camel liked him!

I will send you some post cards from Toby.

Love,

Aihua

Step 4 summary

Make sure students have a better understanding of the different predicate form and the tenses.

1 Toby was busy packing, because he was leaving for Africa.

To indicate a past intention

2 Colin called Jennifer to say that he was seeing her late that afternoon.

To indicate a past arrangement

3 Toby told Jennifer that he was climbing in the Himalayas the last week of last August.

To indicate a past action which continued for some time (used in the indirect speech)

4 While Toby and Colin were traveling in Africa, Jennifer was studying German in London.

To indicate a past action which continued for some time

5 When we arrived, Toby and Colin were having supper.

To indicate the action started before the action in the past and probably continued after it

6 Toby said that he and Colin would spend the summer traveling.

To indicate a past intention

7 Toby’s father would get up early and go fishing on Saturdays if the weather was fine.

To indicate a past routine

8 We all tried to stop him from climbing the snowy mountain but he wouldn’t listen to us.

To indicate a past obstinate insistence

9 Would you go to Africa with Toby?

To indicate an invitation by using the question form

10 I was going to leave, but then it rained.

To indicate a past plan

11 Toby said they were going to visit Africa first.

To indicate a past intention (used in the indirect speech)

12 Toby was just about to dive into the sea when he saw the shark.

To indicate the action which would happen in the immediate future in the past

13 Toby said they were to climb in the Himalayas after they traveled in Africa.

To indicate a past plan

14 They said goodbye, and didn’t know they were never to meet again.

To indicate a destiny in the past

Step 5 homework

Finish C1, C2, D1, D2, on page 96.

Periods 7-9 Task:

Planning a holiday for your family

The general idea of this part:

The aim of this part is to train Ss’ to get information about dates and places through listening; The activities are designed to train the Ss’ speaking skills; The Ss will write an e-mail about the family travel plan to the father.

Teaching aims:

Train the students’ listening and speaking abilities.

Get the students to talk about planning a holiday.

Get the students to write an e-mail.

Teaching important points:

Finish the task of listening to improve the students’ listening ability.

Finish the task of choosing a holiday destination to train the Ss’ speaking ability.

Finish the task of writing an e-mail.

Teaching procedures:

Step 1 Greeting

Step 2 Presentation: Skills building 1

1.Help the students review how to express time by asking them to say days, the year in English.

2.Have the Ss read the guidelines on page 32, get the Ss to know how to recognize dates and names of places.

Let the Ss listen to the tape. When listening, ask them to pay attention to some listening skills:

make a quick note of dates in Latin numbers;

take down important information by using simple symbols or marks;

learn to capture important information;

guess the tune of the text or dialogue according to the tune of the speakers .

Step 3 Listening: Listen and fill in the table.

Step 4 Reading travel leaflets

Ask the Ss to read the first travel leaflet in Part A on page 33,and circle the names of all the places mentioned while reading.

Have the Ss fill in Travel Plan 1 on page 34.

Step 5 Skill building 2: forming questions from prompts

Ask Ss to read Point 1, 2, 3 on page 34, let the Ss to make questions with who/where/how/when/why /what.

Ask the Ss to complete the six questions in skill building 2 on page 35.

Step 6 Choosing a holiday destination

Ask Ss to think of four questions about cost, places to visit, time and duration and fill in Part A in Step 2 on page 35. Then ask Ss to read Part C on page 35 and choose a holiday destination.

Step 7 Skill building 3: Writing an e-mail

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

Ask Ss to 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 8 Homework

Have Ss write an e-mail to their father. Six pieces of information about the family travel plan should be included in the e-mail.(where/ when/ what activities/ what …see/ the duration/ the cost )

Period 10 Project

Teaching Aims:

Train the students’ writing and speaking abilities.

2. Get the students to talk about making a travel leaflet.

3. Get the students to cooperate with others.

Teaching Important Points:

1. Finish the task of making a travel leaflet to train the students’ speaking ability.

2. Get the students to cooperate with others.

Teaching Difficult Point:

How to help the students finish the talks of writing and speaking.

Teaching Methods:

1. Reading, talking and writing to improve students’ integrating skills.

2. Individual, pair work and group work to make every student take an active part in class.

3. Discussion to help the students cooperate.

Teaching Aids:

1. The multimedia

2. The blackboard

Teaching Procedures;

Step 1 Greeting and Lead-in

(Show the students some beautiful pictures of Shangri-la on the screen)

Do you know where this is?

Shangri-la.

Are you tired of seeing the same view out of your window? Do you wish you could travel and see beautiful places all over the world? Today, you are going to do some research and make a travel leaflet for a place you want to visit.

Step 2 Let the students read the travel leaflet “Step 2 ”. Ask them to find out answers to the following questions.

Read the passage and answer:

1.What information can you get from the titles?

It’s about the world famous Chinese Shangri-la. We can learn about its history, location, scenery, and weather.

2.Who first talked about Shangri-la?

James Hilton, a British writer, wrote the novel Lost Horizon in 1933.

3.What does the word Shangri-la mean?

It means the sun and the moon in one’s heart. Today it has become a common English word, meaning heaven on the Earth.

4. Where is Shangri-la?

It is in the southwest of China, 659 kilometers away from Kunming.

5. Try to find out the sentences used to describe the beauty of Shangri-la.

…from a beautiful picture that will make any viewers speechless.

…a beautiful kingdom where three rivers joined together, snow-capped mountains reached to the sky, and fields of long grass covered the earth.

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.

Step 3 Read the passage again and find out the writing features of a travel leaflet.

brief introduction of the place

history and specialities

description of the scenery of the place

how to get to the place

what the weather is like

Introducing the project:

Make a travel leaflet about the place you would like to visit most.

(2) Planning

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

(3) Preparing

Students meet, discuss and choose the information each group member has collected. Then they should find photos and artwork to illustrate the leaflet they had made.

(4) Producing

Students each write a section of the leaflet. They should put what they have written together and add photos or illustrations. They must proofread the story to correct mistakes if there are any. New ideas can be added. Now the leaflet is finished.

(5) Presenting

Students present their leaflets to the whole class by taking turns to talk about each section of their leaflets. Everyone in each group should have a chance to speak. Ask students to display the whole leaflet for the rest of the class to see. They can put up their leaflets on the walls in the classroom.

Step 4 Homework

1.Do Parts D1 and D2 on page 91 in Workbook.

2.Review words and phrases in this unit.

Good staying with you!

Thank you for your cooperation!