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Garden City and its neighbors

Language focus:

Asking ‘How questions to find out means

e.g. How are we going to get to the Exhibition centre?

Using modals to make suggestions

e.g. Shall we travel by underground?

Using prepositional phrases to indicate means

e.g. by bus/by ferry/by underground

Asking ‘How’ questions to find out the length of a period of time

e.g. How long does it take?

一Pre-task

1 Explain to students what an exhibition means.

2 Review and introduce new vocabulary

3 Look, read and think.Students listen and follow in their books.

二While-task

1 Tell them that Danny, Kally and Kitty are going to read the map and the information about different routes first. Invite the more able students to come to the front of the classroom and role-play Danny, Kally, Kitty and Miss Guo in Picture 4 of Look, read and think, with the information in Photocopiable page 1. Other students listen carefully and check the answers.

三Post-task

Make some enlarged photocopies of the map with routes marked. Ask students to work in groups of three. Distribute a copy of the map to each group. Ask each student in each group to choose a route and talk about it. Ask one student from each group to come to the front and tell the rest of the class about their chosen route.

四Consolidation

Grammar Practice Book 7A page1

Unit 1: An Exhibition (Second period)

Language focus:

Using proper nouns to refer to places.

e.g. Tokyo / Japan / Beijing / Chinese / Bangkok / Thailand / the Great Wall

Using adjectives to show position.

e.g. It is east of Beijing.

Using adverbs to express frequency.

e.g. Tourists usually go shopping in Tokyo.

They always visit the Great Wall.

Using the simple present tense to express interests.

e.g. They love eating sushi. They like riding bicycles.

Preparation:

Bring a world map and some holiday brochures about Beijing, Tokyo and Bangkok to class. Cue the cassette.

I. Warming-up:

II. Pre-task preparation:

Language learning activity:

This section aims at providing students with opportunities to practice the language / vocabulary needed or become familiar with the background for the task that follows.

1. Introduce the concept of international cities. You may provide students with a world map, showing the location of Beijing, Tokyo and Bangkok.

2. Bring some holiday brochures about Beijing, Tokyo and Bangkok to class. Circulate them around the class to let students have a rough idea what these three cities look like.

3. Review and introduce new vocabulary items, e.g. exploring, capital, huge department stores, famous hotels, museums, palaces, sightseeing, temples.

4. Review / Introduce: south-west. Draw a compass on the board. Label and review the directions (east, south, west, north) with students first. Then label the other four directions as well, i.e. north-east, south-east, south-west, north-west.

5. Give students some time to read the passage.

6. Play the recording: Look and read. Students listen and follow in their books.

7. Play the recording again. Students listen and repeat.

8. Ask students whether they have ever visited Beijing, Tokyo or Bangkok. Ask students what they know about these places: What can you see in Beijing / Tokyo / Bangkok? What can you find in Beijing / Tokyo / Bangkok? What can you eat in Beijing / Tokyo / Bangkok? Where can you go in Beijing / Tokyo / Bangkok?

Where can you visit in Beijing / Tokyo / Bangkok? What do you love doing in Beijing / Tokyo / Bangkok? What do you like doing in Beijing / Tokyo / Bangkok? What do you enjoy doing in Beijing / Tokyo / Bangkok? to elicit: I can see .../ I can find .../ I can eat .../ I can go .../ I can visit .../ I love .../ I like .../ I enjoy ...

III. Consolidation:

Workbook page 1.

Grammar Practice Book 7A page 2

Unit 1: An Exhibition (Third period)

Language focus:

Asking ‘How’ questions to find out distance

e.g. How far is it from Beijing to…?

Asking ‘How’ questions to find out the length of a period of time

e.g. How long does it take to travel from Beijing to…by sea/ air?

Using nouns to indicate distance

e.g. It’s about … kilometers.

Using noun phrases to indicate time

e.g. It takes about (number) and a half hours/days.

一Pre-task preparation

I Give students some time to read the information in Look and read.

2 Make sure students can differentiate between 'How far'and 'How long'. 'How far' is used to find out distance.'How long' is used to find out the length of a period of time.

3 Review/Introduce: by sea and by air.

4 Students practise in pairs the target language in Ask and answer by asking and answering each other's questions with information from the table in Look and read. First, have one partner ask questions by using 'How far' and the other provides answers. Then swap the roles and ask questions by using 'How long'. They are required to help each other correct the answers if necessary.

二While-task procedure

Students work in groups of six. Distribute a copy of Photocopiable page 2 to each group. Students discuss and find out how many students in the group have travelled to Singapore, Bangkok and Tokyo by air. One representative in each group should ask questions, like this: Have you been to Singapore by air? Have you been to Bangkok by air.2 Have you been to Tokyo by air? The rest of

the group members should answer the questions one by one, like this: Yes, I have./No, I haven't. Then the representative of each group is required to compare and write down the findings of the other groups in order to complete the survey form.

2 When the survey form is completed, each group has to read the information in the table and complete a report.

3 Invite the group representatives to come out and share their answers/findings in class. Encourage the rest of the class to listen carefully and point out any answers which they think are incorrect.

三Post-task activitu

Workbook page 2

Consolidation

Grammar Practice Book 7A page 3.

Unit 1: An Exhibition (Fourth period)

Language focus:

Asking “Wh-” questions to find out various kinds of specific information about a person.

e.g. What do tourists usually do in Tokyo?

What do you live eating?

Asking “Wh-” questions to find out about a place.

e.g. Where do tourists always visit in Beijing?

Asking “Wh-” questions to find out about a specific object.

e.g. Which city do you like best?

Preparation:

Make a copy of Photocopiable page 3 for each student. Make a copy of Photocopiable page 4 for each pair of student. Cue the cassette.

I. Warming-up:

II. Pre-task preparation:

1. Give students some time to read the passage in Look and read on page 3 and the table in Look and read on page 4 of the Student's Book again. Then ask them some questions to check their understanding and review the use of interrogatives in questions, like this: Which city is the capital of Japan? How far is it from Beijing to Tokyo? What do tourists enjoy doing in Bangkok? Where do tourists always visit in Beijing? etc.

2. Students in pair practise the use of interrogatives in questions by asking and answering more questions about Tokyo, Beijing and Bangkok.

III. While-task procedure:

1. Distribute a copy of Photocopiable page 3 to each student. Ask students to read page 3 of the Student's Book again and fill in the answers for the quiz cards.

2. Distribute a copy of Photocopiable page 4 to each pair of students. Students in pairs make three more quiz cards. Students are required to ask and write about Tokyo for Quiz Card 4. Then they ask and write about Bangkok for Quiz 5. Finally, they ask and write about the number of people in Beijing, Tokyo and Bangkok for Quiz Card 6.

IV. Post-task activity:

Play a game:

Divide the class into two large groups. Have one representative come out and play the game each time. Use Quiz Cards 1, 2 and 3 in the first part of the game. One volunteer is responsible to ask the questions and the representatives from each group take turns to answer the questions. The group scores one point for each correct answer. If a student fails to give a correct answer, the group will lose one point. Then use Quiz Cards 4, 5 and 6 in the second part of the game. The representatives from each side take turns to ask and answer the questions. The group scores one point for each correct question or answer. If a student fails to give a correct question or answer, the group will lose one point. Have students ask and answer all the questions on their quiz cards. The group with more points wins the game.

V. Consolidation:

Grammar Practice Book 7A page 7.

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