Unit 1 Writing a tourist guide
unit 1 writing a tourist guide
1
language focus:
asking ‘wh-’ questions to find out various kinds of specific information about at event.
e.g. what would you suggest the tourists do?
using modals to male suggestions
e.g. i’d suggest they go to shehan state resort.
using proper nouns to refer to places
e.g. i’d suggest they go to yu garden.
using adverbs to indicate yu garden.
e.g. they can do some shopping there.
language skills:
listening
recognize difference in the use of intonation in question, statements (including approval and disapproval), commands, and respond appropriately.
identily details that support a main idea.
speaking
use appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feelings.
maintain an interaction by replying, adding or giving examples.
reading
recognize recurrent patterns in language structure
re-read to establish and confirm meaning.
writing
develop written texts by presenting main and supporting ideas
materials:
student’s book 7b page 28
cassette 7b and a cassette player
some picture of interesting places in shanghai
preparation:
cue the cassette.
collect some picture of interesting places in shanghai.
pre-task preparation
1. bring some picture of the interesting places in shanghai to class. circulate them in class. invite a few students to write the names of those places on the board.
2. go over the list on the board and correct any mistakes. the whole class then reads the list aloud together.
3. play the recording: read and write. students listen and follow in their books.
4. play the recording again. students listen and repeat.
5. invite a few of more able students to role-play the conversation in class. encourage them to add any other places of interest they can think of .
2
language focus:
using proper nouns to refer to places
e.g. nanpu bridge, changfeng park, …
asking ‘wh-’ questions to find out various kinds of specific information about an event
e.g. what would you suggest the tourist do?
using the introductory ‘there’ to express facts
e.g. there is / are …
language skills:
listening
use appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feeling.
maintain an interaction by replying
reading
use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression
recognize recurrent patterns in language structure.
writing
gather and share information, ideas and language by using strategies such as brainstorming, listing, questioning, and interviewing