1a This activity introduces the key vocabulary.
Read the instructions.
Then read each item to the class. Ask the students to explain what the word or phrase means in their own words .For example, for comfortable seats, a student might say: Comfortable seats feel good. You can sit in a comfortable seat for three hours and feel good.
Ask the student to decide which of the things are important and which are not important. Point to the two columns and say, Write your answer here.
Find out which items students think are most important. Ask different students to write each word or phrase on the board. Then read each item to the class and say ,Raise your hand if you gave this a number I or a number 2. Write the number of students who raise their hand after each. At the end, help students say which are the most important to students in the class.
1b This activity gives students practice in understanding the target language in spoken conversation。
Read the instructions.
Point to the chart. Point out the word Qualities over the first column and the words Movie theater over the second column Say, You will hear three people talking about several movie theaters in their town. Point to the phrases under the word Qualities and ask different students to read the phrases to the class. Explain the meaning of any phrases students don't understand.
Point to the list of movie theaters in the instructions. Say, They are talking about these three movie theaters.
Point to the blank lines under the Movie theater heading. Say, Write the names of the different movie theaters here.
Play the recording the first time. Students only listen.
Play the recording a second time. This time ask students to write the name of each movie theater on the blank line after its description.
Correct the answers.
1c This activity provides guided oral practice using the target language.
Read the instructions.
Point out the sample conversation in the box. Ask two students to read it to the class.
Ask students to make a list of real movie theaters they know .If there are not three or more movie theaters for the students to talk about, use three stores or three restaurants.
Say, Now work with a partner . Start by reading the conversation in the box with your partner. Then look at the other places on the board and have conversations about these places.
As they 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.
生词表:
1a This activity introduces the key vocabulary.
Read the instructions.
Then read each item to the class. Ask the students to explain what the word or phrase means in their own words .For example, for comfortable seats, a student might say: Comfortable seats feel good. You can sit in a comfortable seat for three hours and feel good.
Ask the student to decide which of the things are important and which are not important. Point to the two columns and say, Write your answer here.
Find out which items students think are most important. Ask different students to write each word or phrase on the board. Then read each item to the class and say ,Raise your hand if you gave this a number I or a number 2. Write the number of students who raise their hand after each. At the end, help students say which are the most important to students in the class.
1b This activity gives students practice in understanding the target language in spoken conversation。
Read the instructions.
Point to the chart. Point out the word Qualities over the first column and the words Movie theater over the second column Say, You will hear three people talking about several movie theaters in their town. Point to the phrases under the word Qualities and ask different students to read the phrases to the class. Explain the meaning of any phrases students don't understand.
Point to the list of movie theaters in the instructions. Say, They are talking about these three movie theaters.
Point to the blank lines under the Movie theater heading. Say, Write the names of the different movie theaters here.
Play the recording the first time. Students only listen.
Play the recording a second time. This time ask students to write the name of each movie theater on the blank line after its description.
Correct the answers.
1c This activity provides guided oral practice using the target language.
Read the instructions.
Point out the sample conversation in the box. Ask two students to read it to the class.
Ask students to make a list of real movie theaters they know .If there are not three or more movie theaters for the students to talk about, use three stores or three restaurants.
Say, Now work with a partner . Start by reading the conversation in the box with your partner. Then look at the other places on the board and have conversations about these places.
As they 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.
生词表:
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