冀教7下 Unit 6 L41-48 教案(冀教版七年級(jí)英語(yǔ)下冊(cè)教案教學(xué)設(shè)計(jì))

發(fā)布時(shí)間：2016-12-8 編輯：互聯(lián)網(wǎng) 手機(jī)版

Lesson 41 教學(xué)設(shè)計(jì)

LESSON OBJECTIVES

After this lesson, students should be able to

1. understand the meaning of the text

2. remember and use the mastery vocabulary and know some important words for making travel plans

3. write something about planning a trip

4. understand and write down some missing words as heard in sentences or passages in different contexts

CLASS OPENING (5 MINUTES'I

Introduce the topic for Unit 6. See "Teaching Techniques" at the back of this teacher's guide for information about introducing units.

STUDENT BOOK (15 MINUTES)

There is one reading for this lesson. The reading presents new vocabulary and reviews the vocabulary students have learned in previous lessons.

The new vocabulary for this lesson includes the following words and phrases:

Mastery Vocabulary

enjoy yourself, have a good time, suitcase, travel

0ral Vocabulary

baggage, journey, luggage, pack (v.)

There are many ways to teach immersion reading. Here are some step-by-step instructions for one way to teach the reading in this lesson. Also see "teaching Techniques" at the back of this teacher's guide for more general information about teaching readings.

Step 1: Check to see if the students have previewed the text as required. You may ask them what places Brian, Danny and Jenny intend to visit.

(The oceans, the mountains and cities like Toronto, Montreal and Vancouver.)

Step 2: Play the audiotape. Have the class listen to the audiotape while looking at the textbook.

Step 3: Ask three volunteers to play the roles of Jenny, Brian and Danny and act out the reading.

Step 4: Divide the class into small groups. Ask each group to discuss and plan a trip around China. Instruct groups to make up a dialogue about their planned trip. Encourage the students to use words, expressions and sentence patterns from the text.

Step 5: If you have time, have one or two groups perform their dialogues for the rest of the class.

CLASS ACTIVITY: PACKING! (15 MINUTES)

In this activity, the students talk about what they would pack for a long trip. This exercise reviews vocabulary about trips, and getting ready for them from previous levels. Here are some step-by-step instructions for this activity.

Divide the class into small groups.

Each group discusses what one person should take on a long trip. They must pretend that they only have one suitcase. Draw a box on the blackboard to show how big the suitcase is (You can make it any size you want. A bigger suitcase may make students work hard to "fill" it. A smaller suitcase will provoke discussion about what a person really needs to take. )

Each group makes a list of things to take and writes it down.

With another group, each group talks about its list. The groups may question each other about their decisions. Did they forget anything important? They may add those items to their lists.

If you have time, generate a list on the blackboard with suggestions from each group, one by one, until no one has any more suggestions. Will it all fit in the suitcase? If there is too much, ask the students to help you choose items to cross off.

ACTIVITY BOOK (5 MINUTES)

Play the audiotape. The aural exercises for this lesson are:

1. Listen to the audiotape. Fill in the blanks. Write the words you hear.

Jim and the Dog

Jim was walking along the street. He saw a big dog. The dog saw Jim. Jim stopped walking.

A woman was standing near the dog. “Excuse me,” Jim said. “Does your dog bite?”

“No,” the woman said, “my dog doesn’t bite.”

Jim walked on. Then, the dog jumped up and bit him.

“Hey!” Jim said to the woman. “You said your dog doesn’t bite!”

“It doesn’t,” the woman said. “That’s not my dog.”

CLASS CLOSING (5 MINUTES)

Below is the suggested homework for this lesson. Aim to give students about thirty minutes of homework. Use your discretion in deciding how much reading or how many exercises to assign as homework. Base your decision on students' progress.

the first reading in the reader

the remaining activity book exercises

the next lesson in the student book

Lesson 42 教學(xué)設(shè)計(jì)

LESSON OBJECTIVES

After this lesson, students should be able to

1. understand the meaning of the text

2. remember and use the mastery vocabulary and know some important words for describing travels

3. write something about making a trip

4. understand and write down some missing words as heard in sentences or passages in different contexts

CLASS OPENING（5 MINUTES）

For ideas and tips on beginning a class, see "Teaching Techniques" at the back of this teacher's guide.

STUDENT BOOK（15 MINUTES）

There is one reading for this lesson. The reading presents new vocabulary and reviews the vocabulary students have learned in previous lessons.

The new vocabulary for this lesson includes the following words and phrases:

Mastery Vocabulary

Good-bye! (Bye-bye! Bye! )

Have a nice/good trip

Oral Vocabulary

There is no new oral vocabulary in this lesson.

There are many ways to teach immersion reading. Here are some step-by-step instructions for one way to teach the reading in this lesson.

Step l: Check to see if the class has previewed the text as required. In either case, ask the students to read the text silently now, since it contains many new words and idiomatic expressions about traveling to scenic spots. Select one or two sentences containing key words or phrases and ask if anyone has figured out the meaning. If a student replies correctly, ask him or her to share the strategies used to puzzle out the meanings. Remember to give lots of praise for a good try, even if it's wrong.

Step 2: Play the audiotape. Have the class follow the audiotape while looking at the text.

Step 3: Divide the class into small groups. Ask the class,"If Jenny, Brian and Danny visited all the places and enjoyed everything as advertised, what did they do?" In answer to this question, each group will make a chart of all Jenny's, Brian's and Danny's activities, based upon the reading.

Step 4: If time allows, have one or two groups share what they have written with the rest of the class.

CTIVCLASS ITY: WHERE ARE YOU GOING? 15 MIUTES)

In this activity, the students work in groups to generate clues to a mystery location, and then solve each other's puzzles. Here are some step-by-step instructions:

Explain to the class that Niagara Falls (described in the student book for this lesson) is a famous place to visit in Canada. If you gave a list of clues about this destination to a Canadian, he or she would know it right away!

Divide the class into small groups. Ask each group to choose a famous destination for a trip in China. Each group then generates a list of clues about this destination－in －English!－for another group to guess.

Tell the students that the list of clues should include:

--What people enjoy doing there. --How people travel there (plane, train, car).

--Where the place is, in a general way (in the north, south, east or west of China).

--Any other clues the students can put into English.

The students exchange clues with another group and find the answer to the other group's clues.

If you have time, the groups can exchange clues with more than one group.

CTIVITY BOOK (5 MINUTES)

Play the audiotape. The aural exercises for this lesson are:

1. Listen to the audiotape. Fill in the blanks. Write the words you hear.

Mary

Mary works at a bank. She begins her work at eight o'clock in the morning. She stops working at five o'clock in the afternoon.

At five o'clock, the bank closes. All the people who work in the bank leave. Some people drive to their houses. Some people take the bus. Some people take the train.

Mary walks to her house. She likes to walk. She walks and walks. She lives eight kilometers from the bank. She walks for three hours.

At eight o'clock in the evening, Mary is at her house. She eats supper. At ten o'clock she goes to bed. Mary is tired. She is eighty years old.

CLASS CLOSING (5 MINI ITES)

Below is the suggested homework for this lesson.

Aim to give students about thirty minutes of homework. Use your discretion ill deciding how much reading or how many exercises to assign as homework. Base your decision on students' progress.

the second reading in the reader

the remaining activity book exercises

the next lesson in the student book

Lesson 43 教學(xué)設(shè)計(jì)

LESSON ORJECTIVES

After this lesson, students should be able to

1. understand the meaning of the text

2. remember and use the mastery vocabulary and know some important words for describing camping

3. write something about camping

4. understand and write down some missing words as heard in sentences or passages in different contexts

CLASS OPENING (5 MINUTES)

For ideas and tips on beginning a class, see "Teaching Techniques" at the back of this teacher's guide

STUDENT BOOK (15 MINUTES)

There are two readings for this lesson. Teach the first reading. The second reading is for students to use independently.

The readings present new vocabulary and review vocabulary the students have learned in previous lessons.

The new vocabulary for this lesson includes the following words and phrases:

Mastery Vocabulary

fish (v.), stay

Oral Vocabulary

camping, outdoors, sleeping bag, tent

Before you begin the reading, introduce the unit project. See "Teaching Techniques" at the back of this teacher's guide for general information about introducing unit projects. Also see the Unit 6 introductory page in this teacher's guide. Instructions for unit project 1 are in the student book.

There are many ways to teach immersion reading.

Here are some step-by-step instructions for one way to teach the reading in this lesson.

Step 1: Check to see if the students have previewed the text as required. Ask if they have any questions. Encourage other students to try to answer the questions.

Step 2: Play the audiotape. Have the class follow the audiotape while looking at the text.

Step 3: Divide the class into small groups. Ask each group to write an e-mail message for Jenny to Li Ming explaining why Jenny, Brian and Danny finally decided to go on a camping trip. Use the reasons provided by the text.

Step 4: If time allows, have some groups share what they have written with the rest of the class.

UNIT PROJECT: WRITE ABOUT A TRIP（CONTUBUED）(15 MINUTES)

Begin unit project. This project covers three lessons. Students write about a real or imaginary trip and present to other students.

In this lesson, begin by having students write about a trip they have taken or would like to take. They should illustrate their story. Students may either draw pictures or bring photographs to the next class.

There will be time in the next lesson to continue working on the stories.

ACTIVITY BOOK (5 MINUTES_)

Play the audiotape. The aural exercises for this lesson are:

1. Listen to the audiotape. Fill in the blanks. Write the words you hear.

An Animal in the Car! Part One

A woman was driving her car on a Saturday morning. She saw a little animal near the road. She stopped her car and looked at it. "You don't look happy here," she said. She picked it up. She put it in her car and drove away.

Later, a man stopped the woman. The man said, "You can't have an animal in your car. Take it to the zoo."

CLASS CLOSING (5 MINUTES)

the third reading in the reader

the remaining activity book exercises

the next lesson in the student book

Lesson 44 教學(xué)設(shè)計(jì)

LESSON OBJECTIVES

After this lesson, students should be able to

1. understand the meaning of the song

2. memorize and sing the song well

3. understand and write down some missing words as heard in sentences or passages in different contexts

CLASS OPENING (5 MINUTES)

For ideas and tips on beginning a class, see "Teaching Techniques" at the back of this teacher's guide.

STUDENT BOOK (15 MINUTES)

The reading for this lesson is a song. The audiotape presents the song; the words to the song are in the student book. The new vocabulary for this lesson includes the following words and phrases:

Mastery Vocabulary

hurry (n.),hurry (v.),miss (v.),on time

Oral Vocabulary

There is no new oral vocabulary in this lesson.

See "Teaching Techniques" at the back of this teacher's guide for suggestions on teaching songs. Here are some step-by-step instructions for one way to teach the song in this lesson.

Step 1: Check to see if the students have previewed the text as required. Ask if they have any questions concerning the meaning of the text. Encourage other students to try to answer the questions.

Step 2: Ask the students to read the speech bubbles themselves. Then have one or two groups of students perform the dialogue.

Stop 3: Play the audiotape. Have the class follow the audiotape while reading the lyrics.

Step 5: Play the audiotape again. This time have the class sing along with the audiotape.

Step 6: Practice singing the song until the students can sing the song well. Can they sing it without looking at their the books?

UNIT PROJECT: WRITE ABOUT A TRIP (CONTINUED) (15 MINUTES)

Continue unit project. Have students continue to work on their stories and illustrations, Advise them to finish their projects in this lesson.

ACTIVITY BOOK (5 MINUTES)

Play the audiotape. The aural exercises for this lesson are:

1. Listen to the audiotape. Fill in the blanks. Write the words you hear.

An Animal in the Car! Part Two

That Saturday afternoon, the man saw the same woman. The little animal was still in that woman's car. The man stopped her and asked, "Why didn't you take the animal to the zoo?"

The woman in the car said, "I did take it to the zoo. We had a very good time there. Now we are going to the beach."

CLASS CLOSING (5 MINUTES)

There is no specific reading from the reader to assign as homework for this lesson. This is a chance for students to catch up if they are behind.

Suggested homework for this lesson includes:

the remaining exercises in the activity book

the next lesson in the student book

Lesson 45 教學(xué)設(shè)計(jì)

LESSON OBJECTIVES

After this lesson, students should be able to

1. understand the meaning of the text

2. remember and use the mastery vocabulary and know some important words for describing a picnic

3. write something about picnicking

4. understand and write down some missing words as heard in sentences or passages in different contexts

CLASS OPENING (5 MINUTES)

For ideas and tips on beginning a class, see "Teaching Techniques" at the back of this teacher's guide. You may wish to have the class sing "Hurry!"

STUDENT BOOK (15 MINUTES)

There is one reading for this lesson. The reading presents new vocabulary and reviews the vocabulary students have learned in previous lessons.

The new vocabulary for this lesson includes the following words and phrases:

Mastery Vocabulary

by the side of, hurry up

I think it's time for us to leave now.

Please hurry. Oral Vocabulary

ham, picnic, sandwich

There are many ways to teach immersion reading.

Here are some step-by-step instructions for one way to teach the reading in this lesson.

Step 1: Check to see if the students have previewed the text as required. Ask if they have any questions concerning the meaning of the reading. Encourage other students to try to answer the questions. You may also ask the students if they have ever gone on a picnic.

Step 2: Play the audiotape. Have the class follow the audiotape. Use your own discretion to decide whether to discuss any of the new vocabulary with the students.

Step 3: Divide the class into small groups. Ask the students to discuss the reading in English around the following topic:

What are the main things that happen to Danny, Brian and Jenny in this lesson?

Instruct the students to try to tell what happened as a story. Encourage them to use the words first, then and finally.

UNIT PROJECT: WRITE ABOUT A TRIP(CONTINUED) (15 MINUTES)

Conclude unit project. Divide the class into small groups. Within their groups, students present their projects to each other. Encourage the students who are watching the presentation to ask questions. The student who is presenting will try to answer the questions.

ACTIVITY BOOK (5 MINUTES)

Play the audiotape. The aural exercises for this lesson are:

1. Listen to the audiotape. Fill in the blanks. Write the words you hear.

It's Mr. White!

Mr. Smith was walking down the street. He saw another man. "Mr. White!”said Mr. Smith. "You've changed! You were fat, and now you are thin. You had black hair, and now you have white hair. You wore glasses, and now you don't."

"I'm not Mr. White, "said the man. “ I'm Mr. Jones." "Oh, my! "said Mr. Smith. "You've changed your name, too!"

CLASS CLOSING (5 MINUTES)

Below is the suggested homework for this lesson.

Aim to give students about thirty minutes of homework. Use your discretion in deciding how much reading or how many exercises to assign as homework. Base your decision on students' progress.

the fourth reading in the reader

the remaining activity book exercises

the next lesson in the students book

Lesson 46 教學(xué)設(shè)計(jì)

LESSON OBJECTIVES

After this lesson, students should be able to

1. understand the meaning of the text

2. remember and use the mastery vocabulary and know some important words for describing camping experiences

3. write something about camping

4. understand and write down some missing words as heard in sentences or passages in different contexts

CLASS OPENING (5 MINUTES)

For ideas and tips on beginning a class, see "Teaching Techniques" at the back of this teacher's guide. You may wish to have the class sing "Hurry!"

STUDENT BOOK (15 MINUTES)

There is one reading for this lesson. The reading presents new vocabulary and reviews the vocabulary students have learned in previous lessons.

The new vocabulary for this lesson includes the following words and phrases:

Mastery Vocabulary

brush (n. ), pillow

Oral Vocabulary

There is no new oral vocabulary in this lesson.

There are many ways to teach immersion reading.

Here are some step-by-step instructions for one way to teach the reading in this lesson.

Step 1: Check to see if the students have previewed the reading as required. Ask if they have any questions concerning the meaning of the text. Encourage other students to try to answer the questions. You may ask if they have any camping experiences. If any of them do, ask them to share the experiences with the class.

Step 2: Play the audiotape. Have the class follow the audiotape while looking at the text.

Step 3: Divide the class into groups of four. Each group member will take on one of the four roles (Jenny, Brian, Danny and Mr. Smith). Have the groups act out the reading in any way they choose.

Tell the students that their performance should include most of the events in the reading.

Step 4: if time allows, ask one or two groups to perform for the rest of the class. You may want to comment on their performance. Remember to give lots of praise for good effort!

CLASS ACTIVITY: ADVERTISEMENT FOR A TRIP (15 MINUTES)

In this activity, students create an advertisement for a trip. Instruct students to write the ad about the trip they described in unit project 1. A advice students to refer to the students book and reader for ideas.

ACTIVITY BOOK (5 MINUTES)

Play the audiotape. The aural exercises for this lesson are:

1. Listen to the audiotape. Fill in the blanks. Write the words you hear.

The Gift

A rich woman is thinking about her mother. It's her mother's birthday. She wants to send her mother a birthday gift.

The woman goes to a store that has pets. She sees a colorful bird. The bird can talk. It can speak seven languages. The woman buys the bird. She posts it to her mother.

The next day, the woman calls her mother on the phone. "Mum, "says the woman, "do you like the bird?"

"I'm eating it right now. It's good!"

CLASS CLOSING (5 MINUTES)

the fifth reading in the reader

the remaining activity book exercises

the next lesson in the student book

Lesson 47 教學(xué)設(shè)計(jì)

LESSON OBJECTIVES

After this lesson, students should be able to

1. understand the meaning of the text

2. enjoy the fun of a fishing trip

3. memorize what is reviewed in this lesson

4. understand and write down some missing words as heard in sentences or passages in different contexts

CLASS OPENING (5 MINUTES)

For ideas and tips on beginning a class, see "Teaching Techniques" at the back of this teacher's guide. You may wish to have the class sing "Hurry!"

STUDENT BOOK (1 fi MINI ITES)

There is one reading for this lesson. It reviews the vocabulary for this unit. There is no new vocabulary in this lesson.

There are many ways to teach immersion reading. Here are some step-by-step instructions for one way to teach the reading in this lesson. Also see "Teaching Techniques" at the back of this teacher's guide for more general information about teaching readings.

Step 1: Check to see if the students have previewed the text as required. Ask if they have any questions concerning the meaning of the text. Encourage other students to try to answer the questions. Does any student have any fishing experience? Ask him or her to share the experience with the rest of the class.

Step 2: Play the audiotape. Have the class follow the audiotape while reading the text. AS there is no new vocabulary for this lesson, you may wish to review words and phrases that are useful for describing outdoor activities. Ask students for suggestions and make a list on the blackboard.

Step 3: If time allows, divide the class into small groups. Have each group discuss and retell what has happened in the text.

GRAMMAR AND VERBS (20 MINUTES)

Grammar

The grammar for this lesson is adjectives and adverbs. Adjectives describe things and people. They answer questions such as: Which? What kind of? How many? Whose? Adverbs describe their actions. They answer questions such as: How? When? Where? How much?

Here are some examples of adjectives. Write these sentences on the blackboard. Ask students to identify the adjectives.

I have a red apple.

The apple is red.

I like loud music.

The music is loud.

I like hot soup.

The soup is hot.

I built a tall house.

The house was tall.

What pattern do the students see in the sentence structure? Note that the adjective usually comes before the noun, except in the "subject + to be + predicate" structure.

The apple is red.

In this structure, the last word is always an adjective. Remember, your objective is to teach the structure, not specific parts of speech.

TEACHING TIP

Games are good learning tools.

If there is time, play "Cold Green Noodle" to review adjectives. Play "Whisper" to review adverbs ( see below). Use phrases such as:

walk quickly

read slowly

talk loudly

sing quietly

See "Games" at the back of this teacher's guide for an alphabetical list of games with instructions on how to play.

Here are some examples of adverbs. Write these sentences on the blackboard. Ask students to identify the adverbs.

He walks quickly to the office.

She rides slowly on her bike. I sing loudly.

Can students see a pattern in these sentence structures? Note that these adverbs end in "ly” and they come after the verb. Most adverbs end in "ly."

Now look at these examples of adverbs:

I drive fast.

You work hard.

These adverbs don't end in "ly, "but they still come after the verb: Adverbs usually come after a verb.

Verbs

Review the verbs for this unit: fish, miss, stay, travel, leave. Note that "leave" is irregular (see the table below). See "Teaching Techniques" at the back of this teacher's guide for recommended methods of teaching verbs.

Present Tense Past Tense

fish fished

miss missed

stay stayed

travel travelled

leave left

ACTIVITY BOOK (5 MINUTES)

Play the audiotape. The aural exercises for this lesson are:

1. Listen to the audiotape. Fill in the blanks. Write the words you hear.

The Boy and the Braises, Part One

It is summer. A little boy is at the beach with his mother and father. He is four years old.

The boy is playing in the water. He walks into the water. His mother and father aren't watching him.

The water is suddenly over the boy's head! A woman sees the boy. The woman's name is Mrs. Braise. Mrs. Braise picks the boy up. She takes him to his mother and father. "Thank you!”the boy's mother says.

CLASS CLOSING (5 MINUTES)

There is no specific reading from the reader to assign as homework for this lesson. This is a chance for students to catch up if they are behind.

Suggested homework for this lesson includes:

the remaining activity book exercises

Lesson 48 教學(xué)設(shè)計(jì)

LESSON OBJECTIVES

Since this is a lesson of review, by the end of the class, students should be able to

1. understand and remember what is reviewed in this lesson

2. have a clear idea of what has been covered in this unit, including the theme(s), experiments, vocabulary, phrases and expressions, grammar, listening and phonetics

3. use what has been learned in this unit in their free talks and writings about doing experiments

CLASS OPENING (5 MINUTES)

For ideas and tips on beginning a class, see "Teaching Techniques" at the back of this teacher's guide. You may wish to have the class sing the "Hurry!”

QUIZ (15 MINUTES)_

Play the audiotape for the quiz. The quiz reviews phrases and vocabulary that students have learned in this unit.

Do not use the list of vocabulary in this lesson to drill students! The purpose of the list is to help students learn mastery vocabulary as they read.

Watch your students closely during the quiz. The quiz is a chance for you to identify students who may be having particular problems. It is also a chance for you to assess the general progress of your class. Are the students generally able to follow the audiotape?

If you find students have trouble with parts of the quiz, discuss the points, and then, if time allows, play the quiz again.

The audiotape presents both the questions and answers for the quiz:

1.1 am going on a trip. My father is going to drive me to the airport. I'm ready to go. It's getting late! What do I say to my father? Please put up your hand for the right answer.

(Let's stay home.)

(I think it's time for us to leave now.)

(Time for class! Let's go! )

2. Now, we are in the car. My plane leaves in twenty minutes, but my father is going so slowly! What can I say to him? Look at the sentences below. Let's say the right answers together.

(Please hurry!)

(Hurry up, Dad! We're going to be late! )

(We're in a hurry, Dad. Please drive faster. )

(Please slow down!)

3. Oh, good! Here's the airport! Am I late? Am I early? No. What am I? When you hear the right answer, please repeat it loudly!

(I am sad.)

(I am in a hurry.)

(I am on time.)

4. Now we are at the airport. It's time for me to go! What can I say to my father? Please stand for the right answers. Please sit for the wrong answers.

(Good-bye! I'll miss you! )

(Bye-bye!)

(Hello! Nice to see you! )

(Bye, Dad!)

5. What can my father say to me? I'm going to say three answers. One of them is wrong. When you hear the wrong answer, please say "no."

(Have a nice time!)

(Have a good time!)

(Please hurry up!)

(Have a nice trip!)

6. Two days later, I return home. My mother asks me a question. Here is my answer: "Yes, thanks! I did! I had a great trip. "What did she ask me? Please stand when you hear the right answer.

(Where did you stay?)

(What did you eat on the airplane?)

(Did you enjoy yourself?)

7. Here's a hard question. Think! [ am walking by the side of the road. What else can I say? When you hear the right answer, please stand by the side of your desk!

(I am walking on the road.)

(I am walking above the road.)

(I am walking beside the road.)

(I am walking under the road.)

8. Listen. What am I talking about? When you know the answer, say it loudly!

(It means "luggage" or "baggage.”You take it on trips. You put clothes in it. You carry it. It starts with the letter "s". )

CLASS REVIEW ACTIVITY (15 MINUTES)

Have the class play games as a review activity. See "Games" at the back of this teacher's guide for an alphabetical list of games with instructions on how to play.

Here are some recommended games for this lesson's review.

"What's my Line?" for review of phrases in this unit. Here are some phrases and solutions you can try:

Student A: No, I think we are late.

Student B: Are we on time? Are we early?

Student A: No, we haven't missed it. The train is still here.

Student B: Have we missed the train? Are we late for the train?

Student A: Thanks! Bye-bye!

Student B: Have a nice time. Have a good trip. Enjoy yourself!

Student A: I'm trying! I know we're late!

Student B: Please hurry. Hurry up!

Student A: Yes, let’s go.

Student B: i think it's time for us to leave now.

Student A: In a hotel, I think. I don't like tents.

Student B: Where are we staying? Where will we stay?

Student A: No, this isn't a good place for a picnic. There are too many cars.

Student B: Let's stop by the side of the road.

Play "Charades" for review of vocabulary.

Without saying anything, a student acts out a word. Other students try to guess what the word is by watching the student's actions. Use phrases such as:

in a hurry/hurrying

fishing

packing a suitcase

a brush

picnicking

putting up a tent

ACTIVITY BOOK（5 MINUTES）

Have students begin working on the exercises in the activity book. These exercises in the activity book. These exercises review the vocabulary for this unit.

CLASS CLOSING (5MINUTES)

There is no homework to assign as the unit ends with this lesson.

Remember to ask students to preview the next unit, especially the first lesson in the student book.