Unit 11 Section B 教学参考

Unit 11 Section B 教学参考New language·fascinating, convenient, safe, restroom, low-priced1a This activity provides reading and writing practice using the target language.·Read the instructions.·Read the words in the box to the class and ask if there are any of these words that students don't understand. If so, ask another student to explain the meaning of the word.·Then read the instructions again and point out the sample answer. Ask a student to read the sample answer to the class. Point out that students may wish to write other words after the word clean.·Ask students to write words from the box in the blanks on their own.·Correct the answers by having students read what qualities he or she listed.1b This activity provides guided oral practice using the target language.·Read the instructions.·Point out the example in the box. Ask two students to read it to the class.·Say, Now work with a partner. Look at the words in the box and use them to talk about places in your own city.·As students talk, move around the room checking their work. Offer language support as needed.·Ask several pairs of students to say their conversations to the class.2a This activity provides listening practice using the target language.·Point to the picture and ask students to tell what is happening. If necessary, explain that the scene shows a family on vacation. They are asking the man for information about various things to do in Sunville.·Read the instructions and point to the chart.·Say, You will hear three different conversations. In all three, the family members are talking to the man in the information booth. Listen to the recording and write what place they ask about in each conversation.·Point out the sample answer.·Play the recording. Students only listen the first time.·Play the recording again. Ask students to write the places people ask about.·Check the answers.AnswersConversation 1: restaurantsConversation 2: restroomsConversation 3: museumsTapescriptConversation 1Boy 1: Could you tell me where there's a good place to eat?Clerk:Of course. There are a lot of good restaurants in Sunville. What kind of food are you looking for?Boy: Vegetarian.Clerk: I'd try Green Land. They have delicious salads.Conversation 2Girl:Do you know if there are any public restrooms around here?Clerk:Yes. You'll find some at the corner of Market and Middle Streets.Girl: Ummm … are they clean?Clerk: Oh, yes. They're very clean.Conversation 3Mother:Could you tell me if there is a good museum in Sunville?Clerk: Well, we have several. What kind of museums do you like-history? science? a children's museum?Father: How about history? I like history museums. They're fascinating.Girl 1: Oh, Dad! History museums are boring. Let's go to a science museum.Boy 2: Science? We always go to science museums. I don't like science museums. I want to go to a children'smuseum. They're more fun.Girl 2: Well I'm too old for a children's museum. Why don't we go to an art museum?Clerk: Why don't you go to the computer museum? There are a lot of fun things for children there. You can learn all about the history of computers, as well as learn about science.Family: That's a great idea! Let's go there. How do we get there?2b This activity provides guided listening practice using the target language.·Read the instructions and point to the chart.·Say, You will hear the same recording again. This time listen carefully to the answers the clerk gives. Write the answers in the blanks.·Point out the sample answer.·Play the recording again. Ask students to write their answers in the blanks.·Check the answers.AnswersConversation 1: Green LandConversation 2: the corner of Market and Middle Streets Conversation 3: the computer museum[See Follow-up activity 3. ]2c This activity provides guided oral practice using the target language.·Point to the sample conversation. Ask two students to read it to the class.·Read the instructions. Say, Role play the conversations you heard on the tape.·Ask students to work in pairs. Move around the roomchecking the progress of the pairs and offering help as needed.·Ask one or two pairs to say their conversations to the class.3a This activity provides reading and writing practice using the target language.·Read the instructions to the class.·Ask one or more of the students to read the passage aloud. Correct any pronunciation errors to make sure the students are providing a good model for the rest of the class.·Ask students to complete the work in on their own or in pairs.·Review the task. Ask a few students to tell the class about the answers in their chart.3b This activity provides reading and writing practice using the target language.·Read the instructions. Point to the first two sentences and ask a student to read these sentences to the class.·Say, Look back at activities 2a and 2b. Use this infor mationto help you complete the guide to Sunville.·Ask students to complete the brochure on their own.·As they work, move around the room offering help and answering questions as needed.·Ask a student to read the completed article to the class.AnswersAnswers should include the following information:There is a computer museum in Sunville. There are lots of good restaurants in Sunville. Green Land has delicious salads. There are very clean public restrooms at the corner of Market and Main streets.3c This activity provides open-ended writing practice using the target language.·Read the instructions.·Ask students to say the names of some of the places they might write about. Write a list of these places on the board for students to use as they write their guides.·Ask students to work on their own. Tell them that they can use what they wrote for activity 3b as a guide. They can write the guide for all tourists, teenagers, families, or people on a budget.·As they work, move around the room offering help as needed.·Review and correct the students' work. Display some of the guides on the classroom bulletin board.4This activity provides guided oral practice using the target language.·Read the instructions to the class. Ask students to look back at the guides they wrote in activity 3c.·Ask students to work in groups of four or five students. Have different students take the role of the booth worker and the different tourists. Be sure every student has a chance to participate.·Ask one or two groups to say one of their conversations to the class.。