Lesson 18  A Taxi to the Hotel

lesson 17  a taxi to the hotelteaching content: 1. mastery words: driver, drive, quickly, slowly               2. the usage of adj. and adv.               3. a dialogue about how to take a taxiteaching goals: 1: remember the mastery words             2. learn the difference between slow and slowly; quick and quickly             3. understand the meaning of the textkey points: the usage of slow and slowly; quick and quicklydifficult points: the usage of adj. and adv.teaching aids: word cards, audiotape, flashcard, slide projectortype: dialogueteaching procedure1.      class opening1)      greet the students in everyday english. make sure they can response correctly.2)      duty report: they can say anything they like to say.3)      check the homework of last lesson. explain if necessary.2.      key conceptsstep 1 presentationdiscuss the questions in “think about it”: do you like to take taxi? why or why not?have you ever stayed in a hotel? when? where? maybe they have many different answers. gather them and then say “today, li ming and his friends get to beijing. they want to go to a hotel by taxi. danny has a dialogue with the driver. let’s look at what he says to the driver.” step 2 listeninglisten to tape with the following questions:why is danny scared?can danny speak chinese?can the driver speak english? step 3 answer and analyzeafter listening to the text, discuss the questions with the students. go through the dialogue at the same time. deal with the language points. you can use the blackboard or the slide projector. pay attention to the different usages between slow and slowly, quick and quickly. step 4 listen, read and actlisten to the audiotape again and let the students read after it. then have them read the text for a few minutes and ask them to act out the dialogue in roles. correct their pronunciation if any. step 5 demonstrationdemonstrate quickly and slowly by performing an action quickly and slowly as you say the words. point out the difference between “i am quick/slow.” and “i am ___ing quickly/slowly.”ask for volunteers to perform actions quickly and slowly. describe the volunteers’ actions to the class. then ask the class to describe the actions.