Unit SixTravel Around the World.docx

Unit SixTravel Around the World.docx

《Unit SixTravel Around the World.docx》由会员分享，可在线阅读，更多相关《Unit SixTravel Around the World.docx（13页珍藏版）》请在冰豆网上搜索。

UnitSixTravelAroundtheWorld

UnitSixTravelAroundtheWorld

Task-basedDesignforSixContactHours

SessionNo.

UnitContentInvolved

FocalPoints

Task-basedactivities

Session1

（90-100min）

1.ListenandTalk

Leadin

Passagelisteningpractice

DialogueSamples

CommunicativeTasks

1.Theattractiontravelingholdsfortravelers.

2.Keywordsandexpressionsrelatedtothetopic

enlightenment;obstacle;rewarding;enrich;encounter;distracted;compensate

Expressionsandsentencesfortalkingaboutbeingculturallyignorantaboutsomethingandtransportationpossibilities.

（SeeCommunicativeTasks）

Thesameastheabove.

Talkingaboutdifferentdestinationsshowninthepicturesgivenafterthepassage.

Role-playingthedialoguesamples.

Doingthecommunicativetasksaccordingtothesituationprovided.

2.Readandexplore

PassageA

TheWomanTaxiDriverInCairo

Lexicalpreparation

Keywordsandexpressions

forthatmatter;counterpart;millabout;relief;nookandcranny;core;puctually;approach;economy;spare;efficient;deliberate

PickingoutsentencesfromPassageAcontainingthekeywordsandexpressionsintheleftcolumnandmakingupnewsentenceswiththem.

Session2

（90-100minutes）

1.Readandexplore

PassageA

Reading

Passageunderstanding.

Speaking

Touristsitesdescription

Writing

Invitationletter

1Warm-upquestions

2Summarizing

3Understandingthedetailsofthetext

4Understandingthewordsandexpressionsusedtodescribenagatas“atrueexception"

5Discussingtheimplicationofthelastparagraph

6Sentencewriting

Talkingabouttheprocessoftheairplanecrash.

Writingalettertoinviteaforeignfriendofyourstovisityourtown.

Session3

（90-100minutes）

2.ReadandExplore

PassageB

“ARussianExperience”

3.WriteandProduce

GeneralWriting

PracticalWriting

Reading

Passageunderstanding

ReadingSkills

PragmaticMeaning

Wordconsolidation

givewayto;stretch;absorb;thankto;shelter;fierce;beloved;positive;twinkle;accent;entertaining;intimacy;takeforgranted;enroll;infineform

ParagraphDevelopmentbyComparisonandContrast

Theformandexpressionsusedforwritingatripitinerary.

DoingfastreadingofPassageBanddiscussingthequestionsinEx.12ingroups.

DiscussingthedefinitionofPragmaticmeaningingroups.

Makingupsentenceswiththewordsontheleftcolumnwiththehelpoftherelatedsentencesinthepassage.

Writeaparagraphonthegiventopic,usingcomparisonandcontrasttocompletethecompositon

Writinganitineraryfora6-dayLhasatour.

UnitGroupproject:

TalkingaboutonetravelingexperienceusingPPT.

III.Suggestedteachingproceduresandclassactivities

Session1（90-100min）

ListenandTalk

1.Leadin

Task1Listentothefollowingpassageandtrytofillthemissingwordsintheblanks.

Step1Lead-inquestions

1.Whysomanypeopleliketraveling?

（benefitoftraveling;createaperfectatmospherefortheobservationoflife;enrichlifeandmemories;observantandalive;seehumor;）

3.Wheredotheyusuallygo?

Giveanexampleforeach.

（historicalattractions;sightseeing;learningaboutdifferentpeoples;seeingdifferentplaces;havesomeleisuretime;studyingforeigncultures…etc.）

Step2Listeningpractice

Thestudentslistentothepassageforthreetimesandfillinthemissingwordsintheblanks.

Teacher:

Listentothepassageforthreetimesandfillinthemissingwordsintheblanks.

Step3Wordstudy

Theteacherlaysemphasisonthefollowingwordsandexpressionsrelatedtothetopic:

enlightenment;obstacle;rewarding;enrich;encounter;distracted;compensate

Teacher:

Canyoupickupthewordsandexpressionsrelatedtothetopic?

Whatarethey?

Task2Picturedescription

Thestudentstalkaboutthepicturesprovidedinthetextbookwiththewordsandexpressionstheyhavelearnedfromthelisteningpassageingroups.

Teacher:

Workingroupstotalkaboutthepictureswiththehelpofthewordsandexpressionsyou’velearnedfromthelisteningpassage.Fiveminuteslateryouwillbeexpectedtodoclasspresentation.

2.DialogueSamples

Dialogue1:

EveryoneisCulturallyIgnorantAboutSomething

Step1Leadinquestions

1.Doyouknowhowtoaskforsomebody’snationality?

（IsupposeyouspeakJapanese?

DoyouspeakGerman?

）

2.AreyouabletotalkaboutculturalignoranceinEnglish?

Step2DialogueSamplesstudy

Thestudentsreadthefirstdialogueinpairsandspeakoutthefollowingsentencesfortalkingaboutculturalignoranceinthedialogue.

Teacher:

Pleasereadthefirstdialogueinpairsandspeakoutthesentencesfortalkingaboutculturalignorance.

Severalminuteslater.

Teacher:

Canyouspeakoutthesentencesyou’vesummarized?

WhatdoesItalyhavetodowithGermany?

Theyareculturallyandphilosophicallydifferent.

Mymotherwouldn’tbeabletotellyouandDavidapart.

Thosearenotfeatureswelookfor.Wearen’tusedtousinghairandeyecolortodistinguishpeople.Wespeakaboutskin-toneandthesizeofpeople’seyes.

WethinkallAsianslookalike.

It’spureignorancetothinkthatotherraces,societiesandnationsarelessintelligentorrefinedthanourown.

Andthentheteacherasksthestudentstogivemoreexamples.

Teacher:

Canyougiveussomemoreexamples?

That’sridiculous!

That’samazing!

AustralianAboriginescanorientthemselvesinthedesertbythesunandstarsaloneandtellwhereundergroundyamsaregrowing.

Thatstuff’sdisgusting!

Dialogue2:

TransportationPossibilities

Step1Lead-inquestion

Teacher:

Whatarethemeansoftransportation?

（Wehavethebus,taxi,jeepneyandrickshaw.）

Step2DialogueSamplesstudy

Thestudentsreadtheseconddialogueandspeakoutthefollowingsentencesthatareusedfortalkingaboutdifferentmeansoftransportationinthedialogue.

Teacher:

Pleasereadtheseconddialogueinpairsandspeakoutthesentencesusefulfortalkingaboutdifferentmeansoftransportationinthedialogue.

Severalminuteslater.

Teacher:

Now,canyouspeakoutthesentencesyou’vesummarized?

（Whatcanwetake?

Isupposeit’stoofartowalkthere.

Jeepneysarepublic?

Whichismoreexpensive?

Whatifwetakeajeepneyandpayforluggageasifitwereaperson.

Theteacherasksthestudentstospeakoutthesentencesthatareusedtoexplaindifferentmeansoftransportationinthedialogueormoresentencesthey’velearnedoutsideclass.

Teacher:

Pleasefindthesentencesusedtoexplaindifferentmeansoftransportationinthedialogue.Whatarethesentences?

（Rickshawsarethosetwo-wheeledcontraptionspulledbyaperson.

Jeepneysareoldjeepsthathavethesidescutoutandlongbenchesputinlengthwisesomorepassengerscansitinthebackofit.

Busesaremoreexpensivebecausetheyareair-conditionedandthestandingroomislimited.）

3.CommunicativeTasks

Task1:

Talkingabouttravelplansforthesummervacation

Roles:

AandB

Situation:

Twofriendsarediscussingtheirtravelplansforhtsummervacation.Oneiseagertoseebeautifulnaturalscenerywhiletheotherisinterestedincultureandhistory.

Thestudentsaregiven5minutestoworkinpairsaccordingtothesituationgivenandthen

role-playthetask.Somestudentsmakecommentsontheirperformance,whichshouldinvolvetheirpresentationofthereal-lifesituationandtheEnglishtheyusefortalkingabouttravelplans.

Teacher:

WorkinpairstodoTask1.Fiveminuteslatersomepairsofyouareexpectedtorole-playthetask,andthentheotherswillbeinvitedtomakecommentsonyourperformance.Thecommentsshouldinvolvethepresentationofthereal-lifesituationandtheEnglishyouusefortalkingabouttravelplans.

Task2:

Talkingaboutthemeansoftransportation

Thestudentsdothetaskafterclassinpairs.

4.ReadandExplore

LexicalpreparationforPassageA

Step1Wordstudy

Keywordsandexpressions:

forthatmatter;counterpart;millabout/around;relief/relieve;nook（s）andcranny（ies）;core;punctually;economy;efficient;approach;soften;spare;deliberate.

Studentsaregiven8minutestopickupthesentencescontainingthewordsandexpressionsfromPassageAwhicharedisplayedonPPT.Theteachermayassigneachgrouptwoorthreewordsorexpressions.

Teacher:

PleasedofastreadingofPassageAandpickupthesentencescontainingthewordsandexpressionsdisplayedonPPT.Group1areresponsibleforthefirsttwowords,Group2…

Sentencestobepickedup:

（1）Awomantaxidriver—theonlywoman,forthatmatter,amongalargecrowdofhermalecounterparts.（Line2&3）

（2）WhenIwalkoutoftheterminal,Iamfacingthecrowdoftaxidriversmillingaboutinfrontofeveryairporttheworldover.（Line5）

（3）Ibreatheasighofreliefwhensheputsmybagintothetrunk,locksitandgetsbehindthewheel.（Line12）

（4）SheknowseverynookandcrannyinandaroundCairo—noeasyfeat.（Line23）

（5）Withamildsenseofhumoraroundadeepcoreofunderstandingofhumannature,Nagattakescontrolofmysightseeingschedule.（Line28）

（6）Everymorningpunctuallyatnineo’clock,Icandependonseeinghershort,solidframeoutsidethehotellobby…（Line29）

（7）Herdeterminedapproachseemstohavegrownonabedofeconomy,onthenecessitytogetasmuchdoneasshepossiblycan.（Line32）

（8）Oneday,asIfindherwaitingoutsideamuseum,sheisjusttakingasparetireoutofthetrunkofthetaxi.（Line41）

（9）Inherefficient,deliberatemanner,shechangesthetire,andhavingdoneso,washesherhandswithbottledwater….（Line.43）

Step2Sentencemaking

Thestudentsmakesentenceswiththefollowingwordsandexpressionsinpairs.

pull…through;belongto