Unit7-6
The Sixth PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1)Key Vocabularysurf, arctic(2) Use the following words properlyhope, pack, save, provide, cook(3) Write an article using the target language.2. Ability Objects(1)Train students to use the verbs hope, pack, save, provide and cook well.(2)Train students’ writing skill.3. Moral ObjectDo you want to travel abroad Englishwill be very useful for you then. It is spoken all over the world.Ⅱ. Teaching Key Points1. Help students have a self check on the key words and target language.2. Practice using the verbs.hope, pack, save, provide, cook3. Write an article.Ⅲ. Teaching Difficult Points1. Use the verbs hope, pack, save, provide and cook.2. Write the article.Ⅳ. Teaching Methods1. Teaching by making sentences.2. Teaching by writing.Ⅴ. Teaching AidThe pictures of the four placesⅥ. Teaching ProceduresStep ⅠRevision1. Check the homework by asking students to show their e-mails.Choose several to read theirs to the class. Then let them work in pairs and read their own letters to the partners. At last, collect all the letters.2. Have a dictation to see if they can remember the new vocabulary which they learned last class. Dictate the following ones. provide, firm, offer, spot. the Forest ofSteles, ConfuciusStep Ⅱ PartThis activity focuses on vocabulary introduced in the unit. Focus attention on the box. Invite a student to read the vocabulary words at the top.You are asked to fill in the blanks with the words. In some cases, you may need to use another form of the word, for example, adjusting for tense or subject/verb agreement.Ask students to fill in the blanks on their own.Check the answers. Five students each read a sentence, filling in the blanks. The rest of the students check their work.Answers1. provide 2. cook 3. saving 4. pack 5. hopeAsk students to make their own sentences with the words, preferably sentences that are meaningful. Move around the room.Collect a few students’ answers with mistakes on the blackboard. Along with the students help correct the mistakes.Sample answers1. My family hope to go to Sydney soon.2. He is packing all his clothes. He will leave for London tomorrow.3. We’d better save time for study.4. The hotel provides breakfast for free.5. Many foreigners can cook dumplings.Step Ⅲ 2This activity provides reading and writing practice using the target language.Read the instructions to the class. Get them to look at the pictures.Say, Can you say out the English names of the four famous places in the pictures Ask some students who know that to tell the names. Write the four names on the blackboard: the Golden Gate Bridge in San Francisco, the Sydney Opera House, Big Ben in London, the Eiffel Tower in Paris.Then teach them to read the names several times till they can read them fluently and correctly.Practice reading the names by showing some pictures of the four places to students. Get them to say out the English names of the places as soon as they see each picture. Change the pictures more and more quickly and students do as fast as they can.After practicing the names, ask, Which these places would you like to visit most Why Ask two or three students to tell their answers to the class. They may say like this,I’d like to visit Paris most. Because I cam see the famous tower, the Eiffel Tower. there. And I have ever heard the people there are very romantic. I’m interested in that.Then say, Please say something on the place where you would like to visit most to your partner now. Get them to work in pairs. Move around the room as they work, offering words and sentences as needed.After they’ve all finished, tell them to write an article about where they would like to visit most and why. Ask students to complete the work on their own. Move around the classroom and help them.After they’ve finished writing, ask a few students to read their articles to the class. Encourage the rest of the class to tell the mistakes they may have made in their passages.Work in pairs. Each one reads their own passage to the partner. Help correct any mistakes in the passage.Sample writingI’d like to go to a beautiful place. I think it would be Paris. If I went there I could visit the Eiffel Tower. It is famous all over the world. I like the Eiffel Tower very much. I have collected lots of pictures of it. Some of them are on the walls of my small room. It is my dream to go to visit the Eiffel Tower and take photos there by myself. That’s the main reason for me to like to visit Paris most.I also like to see the other scenes in Paris. I have heard that the streets there are very beautiful. And there are many famous buildings in Paris. I would like to visit the museums there, too. I hope my dream can come true some day.Step Ⅳ Just for Fun!This activity provides reading and speaking practice with the target language.Teach the new words surf and arctic first. Explain them in English like this, Surf means try to ride the waves on the board on the ocean. Surfing is a kind of very popular water sports.Arctic means the north polar regions, and a polar bear is a kind of bear which live in the north polar regions.Teach them to read the two words several times.Get students to read the conversation in the pictures in two halves. Then ask them what is funny about this cartoon Help them to answer: At first we think the travel agency is talking to a woman, and then I find out it’s a polar bear.Call students’ attention to the posters on the wall in the first picture and the words on the polar bear’s board. Do some explanation on them.Step Ⅴ SummaryIn this class, we’ve practiced using some words. We’ve done some exercises on writing, too.Step Ⅵ Homework1. Review all the language points in this unit.2. Finish off the exercises on pages 27～29 of the workbook.3. Make another more sentence with each of these verbs, hope, pack, save, provide, cook.4. Rewrite the passage in Activity 2. Try to make sure each sentence is correct.Step Ⅶ Blackboard DesignUnit 7 Where would you like to visit Self checkThe Six Period Answers to Activity 1: 1. provide 2. cook 3. saving 4. pack 5. hope Sample answers to Activity 1: 1. My family hope to go to Sydney soon. 2. He is packing all his clothes. He will leave for London tomorrow. 3. We’d better save time for study. 4. The hotel provides breakfast for free. 5. Many foreigners can cook dumplings.Unit3 The Fourth Period
Ⅰ. Teaching Aims and Demands
1. Knowledge Objects
(1) Key Vocabulary
the other day, concentrate, learn from, at present, volunteer, local
(2)Target Language
What school rules do you think should be changed
Well, I think we should be allowed to wear our own clothes.
What’s the reason
We would feel more comfortable and
that is good for studying.
Members should be allowed to use dictionaries.
Yes, but they should only use English-English dictionaries.
2. Ability Objects
(1) Improve students’ ability of reading comprehension.
(2) Improve students’ ability of writing.
3. Moral Object
Volunteering is good experience for future jobs. If conditions permit, encourage students to be a volunteer.
Ⅱ. Teaching Key Point
Practice reading and writing using the target language.
Ⅲ. Teaching Difficult Points:
1. Improve students’ ability of reading comprehension.
2. Improve students’ ability of writing.
Ⅳ. Teaching Methods
1. Practice method
2. Pairwork
Ⅴ. Teaching Aids
1. A sample version
2. A projector
Ⅵ. Teaching Procedure
Step Ⅰ Revision
Check homework. Ask different students to say their passages to the class. Show a sample version on the screen by a projector. Then collect their works and correct any errors before returning them.
I went to school by bike that .day. Unfortunately, it was broken on my way. I had to walk to school with my bike. When I got to school, classes had begun. I explained to my teacher, but she thought I was making an excuse. I was not allowed to get to class. It was unfair. I think teachers should believe students. Students should be allowed to have classes late.
Step Ⅱ 3a
This activity provides reading practice using the target language.
show the key vocabulary words on the screen by a projector.
the other day 几天以前；前几天concentrate v．集中；聚集at present目前；现在volunteer v.& n．自愿；自愿服务；志愿者local adj．地方的；当地的be good for对……有益处
Say the words and have students repeat until they can pronounce them fluently and accurately.
Call students’ attention to the article.
Read it to the class.
Point to the five questions beneath the article. Elicit the first answer from the class(The students think the uniforms are ugly). Ask students to read the article again and answer the questions individually.
As students work, move around the room answering any questions they may have.
When students are finished, ask the questions orally and ask students to answer.
Write the correct answers on the board so that students can check the spelling
and other details of their answers.
Answers
1. The students think the uniforms are ugly.
2. They would like to wear their own clothes.
3. The students would like to study in groups.
4. They think vocations should be longer.
5. Volunteering is good experience for future jobs.
Step Ⅲ 3b
This activity provides oral practice using the target language.
Point to the sample conversation. Ask a pair of students to read it to the class.
Say, Now work with a partner. Start by reading the sample conversation with your partner. Then make new conversations using the information in Activity 3a. Get students to complete the activity in pairs. As the pairs work together, walk around the room offering language and pronunciation support as needed.
Check answers by asking different pairs of students to say their conversations to the class.
Optional activity
Ask students to talk to several different people and find out about what they think
about their school uniforms. Write an article.
Step Ⅳ Part 4
This activity gives students an opportunity to practice listening, speaking, reading and writing using the target language.
Read the instructions to the class. Make a list of rules on the blackboard about what should and should not be allowed along with students.
1. Members are allowed to use English-English dictionaries.
2. Members aren’t allowed to speak Chinese but English.
3. Members aren’t allowed to be late.
4.…
Point to the sample conversation. Invite a pair of students to say it to the class.
SA: Members should be allowed to use dictionaries.
SB: Yes, but they should only use English-English dictionaries.
Ask students to make conversations using the information on the list of rules. Walk around the room offering help as needed.
Get different pairs to share their conversations with the class.
Vote on the best rules. Note: Answers will vary.
Step Ⅴ Summary and Homework
Say, In this class, we’ve mainly practiced reading and writing. Finish off the writing in optional activity. Get students to interview some more students to add more information to their articles.
Step Ⅵ Blackboard Design
Unit 3 Teenagers should be allowed tochoose their own clothes.Section BThe Fourth Period1. The answers to Activity 3a: (1) The students think the uniforms are ugly. (2) They would like to wear their own clothes. (3) The students would like to study in groups. (4) They think vacations should be longer. (5) Volunteering is good experience for future jobs.2. A list of rules: (1) Members are allowed to use English-English dictionaries. (2) Members aren’t allowed to speak Chinese but English. (3) Members aren’t allowed to be late. (4)…The Sixth PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1)Using these phrasal verbs correctly.give away, take after, come up with, give out, hang out(2) Writing an article using the notes given2. Ability Objects(1) Train the students to use the phrasal verbs.give away, take after, come up with, give out and hang out.(2)Train students’ writing skill.3. Moral ObjectWhat do you want to be in the future Try to come up with an idea to get much volunteer experience. It will be good for both you and the others.Ⅱ. Teaching Key Points1. Help the students have a self check on the key words and target language of this unit.2. Practice using the phrasal verbs give away, take after come up with, give out and hang out.3. Direct the students to write an article according to the notes given.Ⅲ. Teaching Difficult Points1. The students make sentences with the phrasal verbs.2. Write the article with the notes given.Ⅳ. Teaching Methods1. Teaching by providing sample sentences2. Teaching by providing sample articleⅤ. Teaching AidA picture of a young woman who is singing.Ⅵ. Teaching Procedures Step I Revision 1. Check the homework by asking the children to show their sentences. Ask some to share their sentences with the class. 2. Dictate some new words on page 64.Step Ⅱ Part 1This activity focuses or vocabulary introduced in the unit. Ask a student to read the instructions.We have two tasks now. First let’s fill in the blanks. Look at the words given in the box. They are all phrasal verbs. Do you know the meaning of each phrasal verb Who has any problem Show me by raising your hands.Help solve the problems. Do some explanation if necessary. For example, if someone is not sure about hang out, tell him or her, hang out means spend one’s time lazily.Let them do the work individually. Tell them to choose a correct verb for each blank and note to use the correct forms of the verbs.In some cases, you may need to use an other form of the word, for example adjusting for tense, subject or verb agreement. Move around the room as they write, offering help as needed. Try to remember the common mistakes they may make.After they are finished, ask five different students to read their answers to the class. Correct any mistakes they may have made, especially the verb forms. Encourage the other students to point out their mistakes and help correct them. Point out the common mistakes they may have made at last. After checking the answers together, ask the whole class to check the answers in pairs, exchanging their books and have a careful check. Point out their partner’s mistakes and help correct them.Let the students read the five sentences loudly several times after making sure they all have got right answers.Then go on with the second task. Use the first phrase, give away, as an example.Ask several students to make sentences with it orally.Such as, Jimmy gives away old bikes.Then ask the children to make their own sentences with the phrasal verbs given.Each one writes the sentences on a piece of paper.Move around the classroom while they are writing, checking progress and offering help.Ask some students to share their sentences to the class by reading their sentences to the class. Correct any mistakes they may have made.Ask all the children to hand in their papers.Answers1. give out 2. came up with 3. gave away 4. hang out 5. takes afterSome sample sentences1. Jimmy gives away old bikes to children who don’t have bikes.2. Tom takes after his uncle.3. The boy has come up with a good plan to enjoy his holiday.4. The volunteers are giving out the advertisements now.5. Ladies always like hanging out at the shops on weekends.Step Ⅲ Part 2This activity provides reading, writing, listening and speaking practice using the target language.Read the instructions to the students.We’ll have to write an article using the notes in the box. The article will tell what happens to Sally. At first, let’s see the first sample sentence given in the book.Ask a student to read the sentence. Tell them to note how the writer combined these phrases into one sentence.Then tell the students to try to say out the next sentence. Let them think for a while first. Then ask several children to say their sentences. They may say a sentence like this:As a volunteer, she sings at a local hospital to cheer up sick people.Then go on with the third sentence, then the fourth one. Help the students to think out and say out all the sentences.After combining the phrases into sentences orally, tell the students to put all the sentences together to write an article by themselves. Tell them to go on writing after the first sample sentence on their books.Move around the classroom. Note to remember whose articles are very successful and whose have some mistakes. Offer help as much as possible:After they all finish writing, ask some students whose articles have some mistakes to read theirs to the class. Let the rest of the class help correct the mistakes.Then ask some students who have written successfully to read theirs. At last, the teacher reads the sample article in the teacher’s book to the class, showing a picture in which a young woman is singing.Tell them to exchange their articles with their partners and help each other.Ask the students to rewrite their articles to make the article perfect after class.Sample answers:Sally Langenthal is a young woman who wants to be a professional singer. As a volunteer, she sings at a local hospital to cheer up sick people. And she also sings at schools. But after she ran out of money for singing lessons, she came up with ideas for making money. She put up signs asking for singing jobs and also called up parents offering singing lessons for children. Now she will be able to continue her lessons and become a professional singer.Step Ⅳ Just for Fun!This activity provides reading and speaking practice with the target language.Call the students’ attention to the cartoon pictures. Tell them to see what happens.Ask the students to read the conversation in the first picture together.Then ask them what is funny about this cartoon. Help the students to answer like this:The boy has been trying to make the person stop crying because he thinks the person is sad, but the person is really crying because of the onions.Step Ⅴ SummarySay, In this class, we’ve practiced using some phrasal verbs and we’ve written an article based on the notes given. At last, we enjoyed a funny cartoon. All of you have done very well.Step Ⅵ Homework1. Revise all the language points in this unit.2. Finish off the exercises on pages 32～34 of the workbook.3. Make another more sentence with each phrasal verbs below, give away, take after, come up with, give out, hang out.4. Rewrite the article.Step Ⅶ Blackboard DesignUnit 8 I’ll help clean up the city parks.Self checkThe Sixth Period Answers to Activity 1: 1. give out 2. came up with 3. gave away 4. hang out 5. takes after Some sample sentences to Activity 1: 1. Jimmy gives away old bikes to children who don’t have bikes. 2. Tom takes after his uncle. 3. The boy has come up with a good plan to enjoy his holiday, 4. The volunteers are giving out the advertisements now. 5. Ladies always like hanging out at the shops on weekends.The Fifth Period
Ⅰ. Teaching Aims and Demands
1. Knowledge Objects
(1)Key Vocabulary
right, comic
(2) Practice reading and writing using the target language.
2. Ability Objects
(1)Train students’ ability to get information in reading or in conversation.
(2)Train students’ ability to express their ideas using the target language.
3. Moral Object
Talk to your parents as often as possible so that you can understand each other better.
Ⅱ. Teaching Key Point
Practice reading and writing using the target language.
Ⅲ. Teaching Difficult Point
Write a passage about how someone’s life has changed.
Ⅳ. Teaching Method
Practice method
Ⅴ. Teaching Aids
1. A projector
2. A sample version
Ⅵ. Teaching Procedures
Step I Revision
Review the target language presented in this unit. Invite a student to come to the front of the classroom and demonstrate an activity. The rest of the class guess what he/she is doing first. Then make sentences using the words "used to" and the guessed activity. Demonstrate how to play the game.
A student pretends that he/she is drinking milk.
T: What is he/she doing
Ss: He/She is drinking milk.
T: You are right. OK. Please make sentences using "used to" and "drink milk".
S1：I used to drink milk a lot. Now I don’t like to drink milk at all.
S2:I didn’t use to drink milk. But now I like milk very much.
S3:…
Step Ⅱ 3a
This activity provides reading practice using the target language.
Teach the words right and comic.
Call students’ attention to the article. Invite a student to read it to the class. Correct any pronunciation errors to make sure the student provides a good model for the rest of the class.
Point out the chart. Elicit the first answer from the class: Rose Tang then. had so much time. Guide students to find out the information in the reading. It says
when I was young, I used to have so much time,…
Say, Now read the article and complete the chart.
Get students to do the work on their own. As they work, move around the classroom and offer help if necessary.
Correct the answers.
Answers
Rose Tang then: had so much time; spent a lot of time playing games with my friends; watching TV or chat with my grandmother; went to concerts with my father
Rose Tang now, gets up early and stays in school all day; has no time for playing
games; has to study; has no time for concerts; does homework and goes to bed
Step Ⅲ 3b
This activity provides reading and writing practice using the target language.
Read the instructions to the class.
Read the letter to the class. Do the first one or two fill-ins with the class.
Say, Please complete the letter on your own. You may use the information from the chart in Activity 2b.
Ask students to work individually. Walk around the room checking progress answering questions as needed.
Ask different students to read their completed letters to the class.
Note: Answers will vary.
Step Ⅳ 3c
This activity provides writing practice using the target language.
Read the instructions to the class.
Demonstrate how to do the activity. Ask students to take turns suggesting things that they used to do and that they still do. Make two columns with the headlines
Used to and Now on the blackboard.
Say, Write an article about the things that you used to do and that you still do to describe how your life has changed since primary school. Use these suggestions on the blackboard with your ideas to write your article. You may also use the articles in Activities 3a and 3b as a model.
Show the following sample version on the screen by a projector as a guide.
My life has changed a lot since primary school.I used to like different things when I was a child.I used to play chess with my grandfather. I used to like drawing pictures. But now I have to study very late every night. I didn’t use to wear glasses. But now I have to wear them. To my joy, I didn’t use to like maths, now it’s my favourite subject. I got an A in the last maths exam. I’m very glad.
Ask students to do the activity individually. As they begin to write, move around the room providing help as needed. It doesn’t matter whether they only write a sentence or a longer article.
Ask students to read their articles to a partner.
If there isn’t enough time for all the students to finish the article, allow them to finish it after class.
The answer will vary.
Step Ⅴ 4a
This activity provides reading, writing, listening and speaking practice using the target language.
Read the instructions to the class.
Focus attention on the chart. Set a time limit of one minute. Students read the headlines at the top and at the sides.
Demonstrate how to fill in the chart with a good students to provide a good model for the rest of the class.
T: What kind of books do you like reading, Wei Ming
W: I like reading comics.
T: How about music
W: I like listening to pop music.
T: …
Make a simple chart on the blackboard and ask Wei Ming to fill in his information in the chart.
I… My Parents used to…
Reading I like reading comics.
Listening to music I like listening to pop music.
Sports
Ask students to complete the work on their own. They may remember or guess what their parents used to do. Assign part of their task to homework so that students may talk to their parents. Answers will vary.
Step Ⅵ 4b
This activity provides oral practice using the target language.
Read the instructions to the class.
Ask students to complete the work in groups.
Ask a few students to tell the class about the other students they have talked to.
Step Ⅶ Summary
Say, In this class, we’ve done much practice in reading and writing as well as speaking the target language.
Step Ⅷ Homework
(1) Talking to their parents, students fill in the information in the chart in Activity 4a.
(2)Finish off the activity in Activity 4b.
Write a passage about students and their parents.
Step Ⅸ Blackboard Design
Unit 2 I used to be afraid of the dark.Section BThe Fifth Period1. Used to Now play chess study very late draw pictures wear glasses not wear glasses like maths… …I…My parentsused to…ReadingI like reading comics.Listening to musicI like listening to pop musicSportsUnit 8 I’ll help clean up the city parks.
Ⅰ. Analysis of the Teaching Material
1. Status and Function
In this unit, students learn to express what kind of volunteer work they would like to do. And they will know much about the volunteers and volunteer work. And they will learn to choose a volunteer job based on their own skills. Students will understand to do some volunteer work is good for both themselves and the others. All the students will be interested in the volunteers and volunteer work and they will make great progress in English after learning this unit.
(1) The first period mainly provides some new vocabulary to the students, especially some phrasal verbs. Most new vocabulary and phrasal verbs are very useful on helping the children express what they would like to do and what they could do. And the first period gives the children lots of practice in writing, listening and speaking with the target language.
(2)The activities in the second period provide the students much more listening practice and oral practice using the target language. And the students will get chances to practice the phrasal verbs by listening and speaking. All these will help
much in improving the students’ English.
(3) In the third period, students will read an article on volunteers. They will practice getting detailed information from an article. And they will do some writing and oral practice as well. Students can improve their reading skill and know more about the volunteers.
(4) The fourth period provides much practice on understanding and using the new phrasal verbs. It also gives much more listening and speaking practice. Students will enjoy the story of Jimmy and make much progress in listening.
(5) The fifth period will train the students how to make notes based on an article. It also provides some practice on phrasal verbs. Students can do much speaking practice through groupwork as well.
(6)The sixth period is designed to train the students’ writing skill. It also provides some more practice on using the new phrasal verbs.
2. Teaching Aims and Demands
(1) Knowledge Objects
In this unit, students learn to express the volunteer work they would like to do and give suggestions to the others. They will also learn some new phrasal verbs.
(2) Ability Objects
To train the students to use the phrasal verbs, and to train the students’ listening, speaking and writing skills using the target language.
(3) Moral Object
Being a volunteer is great!
3. Teaching Key Points
To help students learn and grasp the phrasal verbs and the target language.
To let students know something about the volunteer work.
4. Teaching Difficult Points
To train students’ listening, speaking, reading and writing skills with the target language.
To train the students to use the phrasal verbs.
5. Studying Way
Get students to be interested in volunteer work and do something really on it.
Ⅱ. Language Function
Offer help
Ⅲ. Target Language
1. I’d like to work outside.
2. I’ll help clean up the city parks.
3. You could give out food at a food bank.
Ⅳ. Structure
Phrasal verbs
Ⅴ. Vocabulary
put off, hand out, call up, give away, run out of, clean up, set up, take after, fix up, cheer up, give out hunger, sign, repair.
Ⅵ. Recycling
come up with, put up, think up hospital, park, bank, food, lunch, bike, money, outside, volunteer, advertisement
Ⅶ. Learning Strategies
Sequencing
Deducing
Ⅷ. Teaching Time
Seven periods
The First Period
Ⅰ. Teaching Aims and Demands
1. Knowledge Objects
(1) Key Vocabulary
clean up, hunger, homeless, cheer up, give out, volunteer, food, bank
(2) Target Language
I’d like to work outside.
You could give out food at a food bank.
2. Ability Objects
(1) Train the students to express offering to help with the target language.
(2) Train the students’ listening skill.
3. Moral Object
Offer help to the others as much as possible.
Ⅱ. Teaching Key Points
1. Key Vocabulary
clean up, hunger, homeless, cheer up, give up
2. Target Language
How to express offering to help with target language.
Ⅲ. Teaching Difficult Points
1. Teach the students how to use the new phrasal verbs.
2. Teach the students to express offering to help with target language.
Ⅳ. Teaching Methods
1. Teaching by giving sample sentences and making up sentences.
2. Teaching by showing pictures.
Ⅴ. Teaching Aids
1. A tape recorder
2. Some pictures on volunteer’s offering help
Ⅵ. Teaching Procedures
Step Ⅰ Revision
1. Revise the language points in Unit 7.
Ask some questions like this: Where would you like to go on vacation (I’d like to/I’d love to/l hope to… )Why
(Because…)
2. Revise the contents in Unit 7. Say to the class like this:
Who can say something about Singapore
What things do you like there and what things don’t you like about it
Ask them to give the answers without looking at the books.
3. Check homework by asking some students to read their sentences they’ve made with the verbs. Let them hand in their homework.
4. Dictate ten words in Unit 7.
Step Ⅱ la
This activity introduces the key vocabulary and provides some writing practice.
In this unit we learn to offer to help.
We’ll use some phrasal verbs. Each phrasal verbs has two or three words, such as clean up, cheer up, give out.
Here is an example on how to use clean up. Look at the title of Unit 8. I’ll help clean up the city parks. Repeat it twice, please.
Ask the children to read the title twice.
Then go on saying, "clean up means make a place clean and tidy, put things there in order". Let’s see another example, We should always clean up after a picnic.
Who can explain this sentence in your own, words
Ask one student to explain the sentence.
He or she may say like this. This sentences means we should burn wastepaper, collect litter and empty bottles, etc.
Then say to the class. Who can make more sentences with clean up
Ask several students to share their sentences to the class.
Do the same with the other phrasal verbs.
Some sample sentences
1. clean up—make a place clean and tidy, put things in order
We should always clean up the dirty parts of the sea.
2. cheer up—make someone feel happy
The good news cheers everyone up.
3. give out—hand out, distribute
Lin Tao helped the teacher give out the new textbooks to the class.
Read the instructions to the students.
Please look at the picture now. We can see a bulletin board and two children in it. What is the bulletin board about
Help students to answer: Volunteer Today!
Then continue saying, "Who can tell me the meaning of volunteer "
Ask one student to try to explain it. Then tell them the meaning of it. Volunteer means a person who offers to do something unpleasant or dangerous. It means a person who offers to help the others sometimes. Volunteer is used as a verb in this lesson.
Draw the students’ attention to the three posters on the board.
We can see one sentence in each poster.
And we can see some people in each poster, too. What are the volunteers doing in each poster Please work in pairs and talk about the posters.
Give the students a few minutes to talk about what they will say. Let them talk about all the three items. Move around and help the pairs as needed.
Then read the sentences in the posters to the class. Ask the pairs of students to explain what the sentence means in their own words. Or tell what the volunteers are doing in the posters.
For example, for the first poster, a pair might say:
It means there is trash in the park. There are papers on the ground. We can help clean up the park by picking up papers and trash. We can make the park clean.
After the students have finished all the items, ask the students to add some other ways they can help people. Get them to write the ways down in the box below the picture.
At last, ask some students to share their ideas with the class. Write any new words or phrases on the board and explain these words to the class, if necessary.
Some sample answers:
Visit some single elderly people and help them with housework.
Help clean up the neighbourhood.
Cheer up the people who look sad.
Help the teacher give out the papers to the students.
Save money to help the poorer children.
Step Ⅲ 1b
This activity gives students practice in understanding the target language in spoken conversation.
Call the students’ attention to the two lists in the box in Activity lb. Ask some students to read the eight sentences on the lists to the class. Explain any new words and phrases in it.
Make sure that all the students can understand the meanings of the eight items.
Then get the children to read the instructions together.
Say, we will hear four conversations.
Your task is to match the items in the two lists. We can see the blanks in front of the first line of each conversation. Listen to the conversations and write the letter in front of the first line of each conversation. Put the letters of the second line of conversations in right places.
Point out the sample answer to the class.
Play the recording the first time. Tell the students to only listen.
Then play the recording a second time.
Tell them to write a letter in front of each numbered sentence this time.
Check the answers.
Answers
1. c 2. a 3. d 4. b
Tapescript
Conversation 1
Boy 1: I’d like to work outside.
Girl 1:You could help clean up the city parks.
Conversation 2
Boy 2:I’d like to help homeless people.
Girl 1:You could give out food at the food bank.
Conversation 3
Girl 2:I’d like to cheer up sick kids.
Girl 1: You could visit them in the hospital.
Conversation 4
Girl 1:I’d like to help kids with their schoolwork.
Girl 2:You could volunteer in an after-school study program.
Optional activity
Ask the students to choose a volunteer job they might like to do and draw a picture of it. They can draw a picture like the posters in the textbook. They can also add a sentence describing the job. They may do this in several groups. After they’ve finished, display the pictures on a bulletin board and discuss these pictures with the class.
Step Ⅳ 1c
This activity provides guided oral practice using the target language.
Read the instructions with the class.
Call their attention to the example in the speech bubbles in Activity la. Ask a pair of students to read this conversation to a class. Then let them practice in pairs.
Note their pronunciation of "like to" in phrases such as, I’d like to help hungry people. Tell them English speakers usually pronounce the words "like to" as if they were spelled like-tuh.
Play the I’d like to statements on the recording to demonstrate this pronunciation.
After they’ve finished practicing the sample conversation, ask them to make up similar conversations based on the other two posters. Get two pairs to demonstrate two conversations first. They may say like this:
SA: I’d like to cheer up sick kids.
SB: You could visit sick children in the hospital.
SA: I’d like to help homeless people.
SB: You could give out food at a food bank.
Then let the whole class practice in pairs.
After that, play the recording of activity 1b and let the children read after it twice.
Then ask them to practice similar conversations using the information in Activity 1b.
Step Ⅴ Summary
Say, In this class, we’ve learned how to express offering help. And we’ve learned several phrasal verbs. At last, we did some oral practice using target language.
Step Ⅵ Homework
1. Make up one sentence with each of the following phrasal verbs:
clean up, cheer up, give out
2. Write out three conversations of activity 1c.
Step Ⅶ Blackboard Design
Unit 8 I’ll help clean up the city parks,Section AThe First PeriodPhrasal verbs:1. clean up—make a place clean and tidy, put things in orderWe should always clean up the dirty parts of the sea.2. cheer up—make someone feel happyThe good news cheers everyone up.3. give out—hand out, distributeLin Tao helped the teacher give out the new textbooks to the class.Unit7-4
The Fourth PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1)Key Vocabularycustomer, save money, pool, culture, dream vacation, travel agency(2)Target LanguageWhere would you like to go I’d like to go somewhere warm.2. Ability Objects(1)Train students’ listening ability.(2) Train students to use the target language in oral English properly.3. Moral ObjectTo role play the conversations you’ve heard is a very good way to improve your oral English.Ⅱ. Teaching Key PointTrain students’ listening skill by listening to the conversations with the target language.Ⅲ. Teaching Difficult PointHelp students to role play the conversations.Ⅳ. Teaching Methods1. Brainstorm2. Listening method3. PairworkⅤ. Teaching AidA tape recorderⅥ. Teaching ProceduresStep Ⅰ Revision1. Revise the passage about Singapore by asking two or three students to read it to the class. Make sure that they pronounce each word correctly.Then let students read it aloud once by themselves.2. Check the short compositions they have written at home. First let several ones read theirs to the class. Second, get them to work in pairs to check the compositions. At last, collect all students’ compositions. Go over them carefully after class.Step Ⅱ Part 1This activity reviews the target language and introduces new vocabulary.Read the instructions to students. Explain brainstorm like this:Brainstorm a list of things means you should write down all the ideas that come into your minds.Now brainstorm a list of things that are important to you when you go on vacation. Write them down in your exercise books. You should not worry if an idea is silly or if a word is spelled wrong. You can even write a word in their first language for the moment.Ask them to have a look at the two model phrases the book provides before they begin. Move around the room offering language support as needed.After about three minutes, tell them to stop writing and thinking.Let’s review the ideas you’ve thought of together. We will correct spelling and find the correct English words for any words you don’t know.Then ask some children to read their lists to the class. Write any new words orphrases they have used on the blackboard. Ask them to discuss the lists in groups of four. Each one reads his or her own list to the other three. Then they discuss the words or phrases together. If there is something that they are not sure, tell them to show me by putting up their hands. Move around the room and solve the problems they may have. Help students find the correct English words to express their ideas.Step Ⅲ 2aThis activity gives students practice in understanding the target language in spoken conversation.Read the instructions to students. Tell them to guess the meaning of travel agency first. Then explain it like this:If you plan to have a trip or vacation, you can go to a travel agency. A travel agency is an office that can help you make travel plans. Also they help you get plane tickets and hotel reservations. Then presentate whale watch and amusement park to the class like below. A whale watch tour means you stay in a ship and go out to the oceaning during the time of year when the whales are migrating, then you can see them travelling. Amusement park means a place like disneyland. You can do lots of rides and play lots of games there.Write the two phrases on the blackboard.Look at the three pictures in Activity 2a now. We know Jeff has a summer job at a travel agency. We will hear him talking on the phone with three different people.Can you see the small box in the corner of each picture Listen to the conversations and number the pictures. Write a proper number in each box to show the right order of the pictures. Then play the tape for the first time. Tell them only to listen. Play the tape a second time. As they listen to the tape this time, have the students number the pictures.Check the answers.AnswersThe pictures should be numbered in the following order:1,2,3TapescriptWoman 1: Jeff, I have to go out for half an hour. Could you please answer the phone Just take messages and I’ll call people back.Jeff: Sure. Hello, Ace Travel. Jeff Marino speaking. How may I help you Woman 2: I’d like some information on vacation packages, please.Jeff: My boss is out of the office for half an hour. Could she call you back Woman 2: Actually, I’d like to get some information now, if you wouldn’t mind…Jeff: Well, I guess it would be OK. So, where would you like to go Woman 2: Oh, I don’t know. Somewhere warm.Jeff: Somewhere warm… How about Hawaii Woman 2: Oh,…no…I…I don’t like flying.Jeff: Ok. Well, there’s always…Jeff: Hi, Ace Travel. Jeff Marino speaking.Man: Hello. I’d like to find out about your vacation packages.Jeff: Sure. What kind of vacation are you looking for Man: Well, I hope to go on a nature tour.Jeff: Well, we have a great whale watch tour. You might like that.Man: Hmmmm…It depends on where it is. I don’t want to go anywhere cold.Jeff: Hmmmm…Let’s see. Yes, we have a great summer whale watch tour…Jeff: Hi, Ace Travel. May I help you Woman 3: I hope so. I saw your advertisement for vacations in California. We’d like to go somewhere that’s fun for kids.Jeff: Fun for kids…hmmmm …How about Los Angeles Kids love visiting Hollywood.Woman 3 Oh, but we don’t really like big cities.Jeff: I see. Then maybe you’d enjoy…Step Ⅳ 2bThis activity gives students practice in understanding and writing the target language.Read the instructions to the children.Tell them to look at the chart. Then read the headings Customer, Wants, Doesn’t want and point out the blanks under each one. And let them see the sample answer under Wants in the chart. Ask them to read it together. Say, Then first customer wants to go somewhere warm.I’ll play the recording again. Please write down the things the three customers want and don’t want in this chart as you listen to the recording.The play the recording again. Students fill in the blanks with the words they hear. Pause the tape several times to give students time to fill out the chart.Correct the answers.Answers Customer 1 wants: to go somewhere warm. doesn’t want to fly Customer 2 wants: to go on a nature tour, doesn’t want to go anywhere cold Customer 3 wants: to go somewhere that’s fun for kids, doesn’t want to go to a big cityStep Ⅴ 2cThis activity provides guided oral practice using the target language.Read the instructions to the children.Say, In this activity, you are asked to role play Jeff’s conversation with the information in the chart in Activity 2b.Ask a pair of students to read the sample conversation to the class.SA: Where would you like to go SB: I’d like to go somewhere warm.SA: Where else can you tell me SB: I don’t want to go to a place which is too far away.Then ask them to continue it. Offer some help if necessary. For example, they may say like this,SA: Where would you like to go SB: I’d like to go somewhere warm.SA: What else can you tell me SB: I don’t want to go anywhere too hot.Offer more phrases,…to go to a small town,…to go by ship,…to go to a place which is too crowded, …to travel by plane,…to go to anywhere too far, ect.Write them on the blackboard.Then ask students to practice in pairs.Move around the room checking the progress of the pairs and offering help as needed. Ask one or two pairs to say their conversations to the class. Correct any mistakes they may have made.Step Ⅵ SummarySay, In this class, we’ve done lots of listening practice on target language, and we’ve also written and spoken some.Step Ⅶ Homework1. Write out the phrases you have brainstormed in Activity 1.2. Write down the conversation in Activity 2c.Step Ⅷ Blackboard DesignUnit 7 Where would you like to visit Section BThe Fourth Period The answers to Activity 2b: Customer 1 wants: to go somewhere warm, doesn’t want: to fly Customer 2 wants: to go on a nature tour, doesn’t want: to to anywhere cold Customer 3 wants: to go somewhere that’s fun for kinds, doesn’t wants to go to a big city Some phrases for Activity 2c: to go to a small town to go by ship to go to a place where is too crowded to travel by plane to go to anywhere too farUnit 3 The Fifth Period
Ⅰ. Teaching Aims and Demands
1. Knowledge Objects
(1) Key Vocabulary
finish, allow, choose, need, clear up, perform, primary
(2) Make sentences using vocabulary words.
(3) Write a letter using the target language.
2. Ability Object
Train students’ ability of writing.
3. Moral Object
Every thing has its advantages and disadvantages. So treat things critically.
Ⅱ. Teaching Key Points
1. Fill in blanks and make sentences using vocabulary words.
2. Write a letter using the target language.
Ⅲ. Teaching Difficult Points
1. Make sentences using vocabulary words.
2. Write a letter using the target language.
Ⅳ. Teaching Method
Teaching by demonstration
Ⅴ. Teaching Aids
1. A sample version
2. A projector
Ⅵ. Teaching Procedures
Step Ⅰ Revision
(1) Check homework. Get different students to read their articles to the class.
(2)Debate: Divide the class in half down the middle into two teams. Team A agrees that students should wear school uniforms while Team B disagrees. At the end of the debate, each team chooses a leader to summarize their ideas.
Team A: We think students should wear school uniforms. Firstly, school uniforms are neat and tidy. Secondly, they are a symbol for students. Thirdly, when we wear our school uniforms, we feel equal and no need to follow the fashion.
Team B: We don’t think students should wear school uniforms. For one thing, they are uncomfortable and the color is too dull. For another, they are very simple and they are outdated.
Step Ⅱ Part 1
This activity provides a comprehensive review of vocabulary presented in the unit.
Focus attention on the box. Invite a student to read the vocabulary words at the top.
Say, You are to fill in the blanks with the words. In some cases, you may need to use another form of the word, for example adjusting for tense or subject/verb agreement.
Ask students to fill in the blanks on their own.
Check the answers. Five students each read a sentence, filling in the blanks. The rest of the students cheek their answers.
Answers
1. allowed 2. finish 3. clean up 4. choose 5. needs
Ask students to make their own sentences with the words, preferably sentences that are meaningful. Move around the room. Collect a few students’ answers with mistakes on the blackboard. Help correct the mistakes.
Sample answers
1.students should not be allowed to smoke.
2.Nave you finished reading the book
3.we should clean up our classroom every day.
4.You may choose three from the books.
5.You needn’t come so early.
Step Ⅲ part 2
This activity provides reading and writing practice using the target language.
Read the instructions to the class.
Call attention to the article. Read it to the class. Explain the new vocabulary perform and primary.
Point to the letter beneath the article. Ask students to complete the work on their own on a separate piece of paper. Say,
You will address the points in the original letter rather than introducing new points.
Show the sample version on the screen by a projector. Students may use it as a model.
Dear Editor, I would like to reply to the article "Helping and Learning" in your last newsletter. I agree with some ideas and disagree with others. The article saidthat students should be allowed to volunteer more often. I think it’s a goodidea. Because volunteering is good for future jobs. However, I don’t agree tothe suggestion that students should visit primary schools and help teach youngstudents. I think we are just students.We have no experience in teaching. We should do something we can. Yours, Wei Ming
Note: The letter will vary.
Step Ⅳ Just For fun!
This activity provides reading and speaking practice with the target language.
Ask all students to read the cartoon story. Ask students why it is funny. Help students to answer, The police officer doesn’t notice that it is an elephant, not a car, that is in the middle of the street.
Step V Summary and Homework
In this class, we’ve done much writing practice using the key vocabulary words and the target language presented in this unit. Homework for today:
1. Read the article in 2 again.
2. Complete the workbook exercises on
pages 9～10 of the workbook.
Step Ⅵ Blackboard Design
Unit 3 Teenagers should be allowed tochoose their own clothes.Self checkThe Fifth PeriodSample answers to activity 1:1. Students should not be allowed to smoke.2. Have you finished reading the book 3. We should clean up our classroom every day.4. You may choose three from the books.5. You needn’t come so early.The Fifth Period
Ⅰ. Teaching Aims and Demands
1.knowledge Objects
(1) Key Vocabulary
pretty, social, bother, slight, in the slightest, fairly, plenty, plenty, get along with, listener
(2) Reading
(3) Writing
2. Ability Objects
(1) Train students’ ability of reading comprehension.
(2) Train students’ ability of writing.
3. Moral Objects
Sometimes you might annoy people because you are so confident. In fact, being a good listener is an art.
Ⅱ. Teaching Key Points
1. Reading
2. Writing
3. Key vocabulary
Ⅲ. Teaching Difficult Points
1. Reading 2. Writing
Ⅳ. Teaching Methods
1. Practice method 2. Pairwork
Ⅴ. Teaching Aid
A projector
Ⅵ Teaching Procedures
Step Ⅰ Revision
Hold a quick survey around the class. Ask what would you do if…
(1) the teacher asked you to give a speech in front of the whole school
(2) your brother borrowed your clothes without permission
(3) someone asked you to be in a movie
(4) you wanted to be friends with a new student
Encourage students to give different answers to each question.
Step Ⅱ 3a
This activity introduces key vocabulary words and provides reading practice using the target language.
Show the vocabulary words on page 30 on the screen by a projector.
pretty adv. 相当；颇；非常social adj. 社会的；社交的bother v. 打扰；扰乱slight adj. 微不足道的；极不重要的in the slightest 一点儿也；根本fairly adv. 相当；完全plenty adj. 很多的；足够的plenty of 很多的；足够的get along with 与......相处listener n. 听者；收听者
Say the words one by one and have students repeat them several times.
Call students’ attention to the personality survey results in the box. Set a time limit of two or three minutes. Have students read the three paragraphs silently. Mean while, write the new words on the blackboard. Ask students to look at the questions and answers on the survey in Activity 2a. Say, The letter a answers all describe one type of person. The letter b answers describe another and c still another type.
Read the Activity 3a instructions to the class. Ask students to reread the personality survey results and decide which letter goes in each paragraph. Point out the sample answer.
Get students to complete the activity on their own.
Check the answers.
Answers
1. c 2. a 3. b
Step Ⅲ 3b
This activity provides reading and writing practice using the target language.
Read the instructions to the class.
Invite a student to say the example to the class.
If a friend said something bad about you, would you…
a. talk to the friend right away
b. say nothing
c. think about what he or she said
T: What kind of person is question a asking about
Ss: Outgoing.
T: What about b
Ss: Shy.
T: What about e
Ss: Pretty confident.
Say, You are to write your own personality survey. You can write any questions you want, but each question must be about a different personality type.
Give another example on the blackboard. If a friend misunderstood you, would you…
a. tell him/her it is a misunderstanding at once
b. want to explain to him/her, but have no courage
c. invite him/her to dinner and explain
Get students to work individually. Remind them to use the ones in the book and on the blackboard as a model.
As they work, move around the room checking their works and offering language support.
Step Ⅳ Part 4
This activity provides oral practice using the target language.
Read the instructions to the class.
Point out the sample conversation in the box. Invite a pail of students to read it to the class.
SA: How many people would talk to the friend right away
SB: Three. And two people would say nothing.
Divide the class into groups of five. Ask students to give their survey to each person in their group, and circle the answers.
Say, Having given your survey, talk about what you learned. Use the sample conversation in the box as a model. As the groups work together, walk around the room offering any help they may need.
Ask several students to read his/her question and tell the class about the results.
Optional activity
Divide the class into groups and ask each group to write a question with three choices. Collect the results. After class, combine the survey questions into a new survey. Make a survey to the class tomorrow.
Step Ⅴ Summary
say, In this class, we’ve learned some new vocabulary words. And we’ve also done much reading and writing practice using the target language.
Step Ⅵ Homework
Ask students to reread the three paragraphs under the headline personality survey results for further comprehension.
Step Ⅶ Blackboard Design
Unit 4 What would you do Section B The Fifth Period1. Key vocabulary: pretty social bother slight in the slightest fairly plenty plenty of get along with listener2. An example to Activity 3b: If a friend misunderstood you, would you… a. tell him/her it’s a misunderstanding at once b. want to explain to him/her, but have no courage c. invite him/her to dinner and explain The Third Period
Ⅰ. Teaching Aims and Demands
1. Knowledge Objects
(1) Key Vocabulary remind of
(2) The sentences with the Attributive Clause.
2. Ability Objects
(1) Use the sentences with the attributive Clause to express what they like or dislike.
(2) Train the students’ communicative competence.
Ⅰ. Moral Object
Try to exchange the opinions on CDs with your friends. It will help you to know more about your friends.
Ⅱ. Teaching Key Points
Teach the students how to use the key word, remind of.
2. Practise using sentences with relative clause in real life.
Ⅲ. Teaching Difficult Point
Using sentences with relative clauses in discussing CDs.
Ⅳ. Teaching Methods
(1) Teaching with real objects
(2) Pairwork
Ⅴ. Teaching Aids
1. Some CDs that are very popular among the students.
2. Some pictures of the singers who are very popular among the students.
Ⅳ. Teaching Procedures
Step I Revision
(l)Revise the relative clause with that by asking question what kind of music do you like Get the students to answer,
I like music that…I love music that…I prefer music that…First ask individually, then have the children ask their classmates around them.
(2)Revise the relative clause with who by asking question "What kind of musicians do you like Get the students to answer, I like musicians that… I love musicians that…I prefer musicians that…or I prefer groups that… First ask individually in class, then let them practise in pairs.
(3) Revise "Does…like… No, he doesn’t. He prefers…" Ask questions with the real names of the students in our class. Let them ask each other similar questions in pairs.
Step Ⅱ 3a
This activity provides reading practise using the target language.
Show my favourite CD to the class and say, This is my favourite CD. Its name is "Come on, Join us". I like it because I can do exercises with it. But I don’t like the beginning of it, too loud noise. It reminds me of my middle school time.
Give more examples on "remind sb. of sth./sb. ",such as, He reminds me of his brother. This reminds us of what we often did when we were children. Tell the students that remind…of…means cause sb. to think of sth.
Write the four questions on the blackboard.
(1)What’s the name of your favourite CD
(2)Why do you like this CD
(3)What do you dislike about this CD
(4)What does it remind you of
Get them to discuss in pairs. Before they begin their conversations, show some more CDs to them.
Ask a pair of the students to share their conversations with the class. Open your books at page 46. Look at Activity 3a.
Read the instructions to the students.
Ask the students to read the review by themselves. Encourage them to ask questions on anything that they can’t understand. Explain them, or ask the other students to explain them. After they finish reading the review ask them to match up the parts of the sentences. Point out the sample answer before they begin.
Tell them to do as quickly as they can.
Say, Let’s have a competition to see who will be the first one to finish it. After all of them have finished. Check the answers with the class.
Answers 1. d 2. a 3. e 4. c 5. b
Step Ⅲ 3b
This activity provides oral practise using the target language.
Read the instructions to the students.
Make sure they know what to do. Give some explanation if necessary.
Ask a pair of students to read the model conversation in the box first.
SA: What CD did you listen to recently
SB: I listened to one called Heart Strings.
SA: What do you think of it
SB: I enjoy it a lot.
SA: Why
SB: The singer writes her own songs. I prefer singers who write their own lyrics.
Say, Who can make up a similar dialogue now You can use the questions in Activity 3a to help you. Then choose two children who do well in English to demonstrate another conversation.
Now ask the students to make conversations in pairs. Walk around the classroom while the students are talking. Help them as necessary.
Step Ⅳ Part 4
This activity provides reading, writing, listening and speaking practice using the target language.
Show some pictures of the popular singers or groups among the students. Say I like groups that dance much. I love singers who dance much as they sing. I don’t like musicians who always copy others.
Show a CD of very noisy music and say, I can’t stand music that is too noisy.
Write the four sentences without relative clauses on the blackboard.
Ask several students to complete them orally first. Then let the students open their books and complete the sentences with their own words. Next ask a few students to share their sentences with the class.
Say, Stand up and go to ask your classmates questions now. Move around the classroom and ask questions till you find someone who feels the same way you do about each thing.
Write down the student’s name in the blank in the right column.
When all the students have finished, ask some students to read their list to the class. Next ask a pair of students to read the sample conversation. Then have the students work in pairs. Make up their own conversations.
If there is enough time, ask some pairs to say their conversations to the class.
Step Ⅴ Summary
Say, In this class, we’ve learned how to use remind…of…
We’ve also done a lot of listening, speaking, reading and writing practice using the target language.
Step Ⅵ Homework
(1) Make up two sentences with remind…of…
(2)Finish off the exercises on pages 22～23 of the workbook.
Step Ⅶ Blackboard Design
Unit 6 I like music that I can dance to.Section AThe Third Period 1. Four questions (1) What’s the name of your favourite CD (2) Why do you like this CD (3) What do you dislike about this CD (4) What does it remind you of 2. Complete the sentences. (1) I like groups that . (2) I love singers that . (3) I can’t stand music that . (4) I don’t like musicians who .Unit 9 By the time I got outside, the bus had already left.
Ⅰ. Analysis of the Teaching Material
1. Status and Function
In this unit, students learn to narrate past events. And they will enjoy some stories happened on April Fool’s Day. Students will be interested in both of them. Also they will be asked to tell some jokes. It will arouse students’ great interest. All those will be very useful to practice using the target language. All the students will make great progress in narrating past events.
(1) The first period mainly helps students understand the meanings of sentences with the words By the time … That’s the target language with the Past Perfect Tense in this unit. The first period gives the students much practice in speaking and listening on the target language.
(2) The activity in the second period gives students more listening and speaking practice using more target language. They are helpful to improve students’ listening and speaking skills.
(3) In the third period, students will read an article on narrating past events.
They will practice getting detailed in formation from an article. And they will do some writing and oral practice as well. They will make great progress in narrating past events.
(4) The fourth period provides much practice on narrating past events. Students will tell something that has happened to themselves recently. They will also listen to several very interesting stories happened on April Fool’s ‘Day. The students will enjoy the stories very much.
(5) The fifth period provides three more stories happened on April Fool’s Day. It will train students’ reading skill.
Also students will write a magazine story based on the notes given. And students will be asked to write a joke as well.
All these can help students’ improve their reading and writing skills.
(6)The sixth period is designed to have a self check for the students. It provides some practice on using the verbs. And it also provides some writing practice. The students will be asked to write a story based on the pictures given.
2. Teaching Aims and Demands
(1) Knowledge Objects
In this unit, students learn to narrate past events. They would love to share the jokes they played on someone or jokes someone played on them. And they also would love to read and listen to some funny stories happened on April Fool’s Day.
(2) Ability Objects
To train students to use the Past Perfect Tense and to train the students listening, speaking and writing skills using the target language.
(3) Moral Object
Have you ever fooled anyone or been fooled by anyone on April Fool’s Day Share your story with your classmates.
3. Teaching Key Points
To help the students learn and grasp the target language with the Past Perfect Tense.
To let the students know something about April Fool’s Day.
4. Teaching Difficult Points
(1) To teach the students to narrate past events with the Past Perfect Tense.
(2) To help students write articles.
5. Studying Way
Get the students to enjoy the funny stories and then enjoy English.
ⅡLanguage Function
Narrate past events.
Ⅲ. Target Language
What happened
I overslept. And by the time I got up, my brother had already gotten into the shower.
Ⅳ. Structure
Past perfect
Ⅴ. Vocabulary
oversleep, exhausted, embarrassed, fool, lock, bell, ring, rush, on time, empty, girlfriend, reply, show, marry, ending, show up, break down, go off, get marriedⅥ. Recycling
get up, get dressed, change, bus, key, backpack, shower, brother, father, relative, doctor, dentist, already, stay up, appointment, realize Have you ever…
Ⅶ. Learning Strategies
1. Sequencing
2. Classifying
Ⅷ. Teaching Time
Seven periodsThe Second Period
Ⅰ. Teaching Aims and Demands
1. Knowledge Objects
(1)Key Vocabulary gently
(2)Relative Clasue with who
2. Ability Objects
(1)Train the students’ listening skill.
(2) Train the students to use relative clause with who.
(3)Train the students to make communications, using
A: Does Xu Fei like the Moderns
B: No, he doesn’t. He prefers…
3. Moral Object
Thank the musicians who make our world more wonderful.
Ⅱ. Teaching Key Points
1. The students’ listening skill.
2. The relative clause with that and who.
3. Make communications with the question in Activity 2c.
Ⅲ. Teaching Difficult Points
1． Train the students’ listening skill
2． Make communications using "Does Xu Fei like the Moderns No, he doesn’t. He prefers…
Ⅳ. Teaching Methods
1. Listen and do the exercises
2. Pairwork
Ⅴ. Teaching Aid
A tape recorder
Ⅵ. Teaching Procedures
Step Ⅰ Revision
(1) Revise the relative clause with that by asking what kind of music do you like Help them to answer, I like music that… I love music that… I prefer music that…
(2)Check the homework by asking some students to share their sentences with the class.
Step Ⅱ 2a
This activity provides listening practice using the target language.
Read the instructions to the students and make sure that they know what to do. Go over the four items in the box with the children. Tell them that relative clause with who is used to introduce a person.
Give another sample, Amy likes teachers who work hard. Help the students to make some more similar ones.
Explain the new key word gentle to the students. Tell them gentle means quiet, careful, not rough or violent using Chinese if necessary.
Tell the children that we are going to hear a boy and a girl talking about the music and musicians they like. Play the recording. Students only listen the first time. Play the tape again. Ask the students to circle T for true and F for false.
Check the answers.
Answers
1. T 2. F 3. T 4. T
Tapescript
Boy: Look, Carmen. These T-shirts are great! Look at this one.
Girl: That’s a great shirt, Xu Fei. I really love Dan Derrish. I like musicians who play different kinds of music.
Boy: Hmmm…he’s okay…
Girl: He’s only okay You must be joking.
Boy: Well…I like musicians who write their own songs. Dan Derrish doesn’t write his own music.
Girl: Hmm. Well, I think he’s great.
Boy: The Moderns T-shirt is very interesting.
Girl: The Moderns are really great. I love music that’s really loud and energetic.
Boy: I know you do…but I prefer groups that play quiet and gentle songs.
Step Ⅲ 2b
This activity provides listening practise using the target language.
Read the instructions to the students first. Then let them have a look at the chart. Read the model sentence to them.
Say, We will hear the same recording again. Listen carefully, and find out what Carmen and Xu Fei say and complete the sentences in the chart. Play the recording again. Pause the tape if necessary.
Check the answers.
Answers
Xu Fei:
1. I prefer groups that play quiet and gentle songs.
3. I like musicians who write their own songs.
Carmen:
2. I love music that’s really loud and energetic.
4. I like musicians who play different kinds of music.
Step Ⅳ 2c
This activity provides guided oral practise using the target language.
Get two students to read the conversation in the box to the class.
SA: Does Xu Fei like the Moderns
SB: No, he doesn’t. He prefers…
Read the instructions to the class, and ask another pair to ask and answer, using the information from Activities 2a and 2b to make sure all the students know what to do.
Tell them each pair of them should make a conversation using information from Activities 2a and 2b. Ask them to work in pairs. Move around the classroom checking the progress of the pairs and offering help as needed. Ask one or two pairs to say their conversations to the class.
Step Ⅴ Grammar Focus
Write the three sentences on the blackboard first. Circle the words that and who and underline the relative clauses in all the three sentences.
Ask, What do the relative clauses with that describe--a person or a thing Help the student to say out the right answer.
Then ask the same question on the relative clauses with who.
Explain that the relative clauses with that describe things and the relative clauses with who are used to describe persons.
Tell them who is for people and that is for things.
Ask the students to make up more similar sentences.
Encourage them to ask questions about relative clause.
Step Ⅵ Summary
Say, In this class we’ve done some listening practice on the target language of this unit. We met some more sentences with relative clause, and we did some pairwork on asking questions with does and answering with sentences with relative clause.
Step Ⅶ Homework
(1) Ask the students to write two sentences with relative clause with who.
(2) Ask the students to write out a conversation they practised in Activity 2c.
Step Ⅷ Blackboard Design
Unit 6 I like music that I can dance to.Section AThe Second PeriodAnswers to Activity 2b:Xu Fei:1. I prefer groups that play quiet and gentle songs.2. I like musicians who write their own songs.Carmen:1. I love music that’s really loud and energetic.2. I like musicians who play different kinds of music.The sentences in Grammar Focus:Rosa likes music that’s quiet and gentle.I love singers who write their own musicWe prefer music that has great lyrics.The Sixth Period
Ⅰ. Teaching Aims and Demands
1. Knowledge Objects
(1) Key Vocabulary
represent, let…down, come up with
(2)Fill in blanks and make sentences with the words nervous, shy, tired, terrible, friendly.
(3)Read the email from Fran, and write a reply.
2. Ability Objects
(1) Train students’ ability of reading comprehension.
(2) Train students’ ability of writing.
3. Moral Object
The reason why you are shy may be that you are afraid of being laughed at. Encourage students to be confident.
Ⅱ. Teaching Key Points
1. Fill in blanks and make sentences with vocabulary words.
2. Write a reply using the target language.
Ⅲ. Teaching Difficult Point
Make sentences with vocabulary words.
Ⅳ. Teaching Methods
1. Reading method
2. Writing method
Ⅴ. Teaching Aids
1. A personality survey
2. A projector
Ⅵ. Teaching Procedures
Step Ⅰ Revision
Go on doing the optional activity last class.
Show the personality survey made up of students’ questions on the screen by a projector. Ask students to choose an answer to each question. Discuss the personality survey results along with students. Vote on the most popular personality.
Step Ⅱ Part 1
This activity provides a comprehensive review of vocabulary presented in the unit.
Focus attention on the box. Invite a student to read the vocabulary words at the top.
Say, You are to fill in the blanks with the words. In some cases, you may need to use another form of the word, for example adjusting for tense or subject/verb agreement.
Ask students to fill in the blanks on their own.
Check the answers. Five students each read a sentence, filling in the blanks. The rest of students check their answers.
Answers
1. tired 2. nervous
3. friendly 4. terrible
5. shy
Ask students to make their own sentences with the words, preferably sentences that are meaningful. Move around the room. Collect a few students’ answers with mistakes on the blackboard. Help correct the mistakes.
Sample answers
1. Are you tired
2. Don’t be nervous. It’s nothing serious.
3. We must be friendly and patient to the old.
4. --What’s wrong with you
--I’ve got a terrible headache.
5. She is so shy a girl that she daren’t speak in public.
Step Ⅲ Part 2
This activity provides reading and writing practice using the target language.
Read the instructions to the class. Teach students to practice the words represent, let…down and come up with.
Read the e-mail from Fran to the class. Set a time limit of five minutes. Students read the email again carefully and discuss what they are going to write in the reply. Move around the room answering any questions students have in the reading.
Get students to write a reply on their own. Say, Your reply will involve telling Mei not to be shy, explaining how she is the best person for the job and encouraging her to practice in various ways. As students do this, walk around the room offering any help they may need.
Ask a few students to read their replies to the class and share their solutions.
Answers to this activity will vary,
A sample version
Dear Fran,
I’m very glad to hear that Mei is so good at English. In my opinion, she should take part in the contest. It is a chance to show herself and learn from others. She is very clever. She can speak English really well. And she always comes top in the school exam. So she is sure to win the contest. There is no need for her to be shy. Tell her that the teacher and the whole class will help her prepare for the contest and encourage her to practice in various ways. With the help of the teacher and the classmates, she will succeed. Do remember: Try, then you’ll make it.
Step Ⅳ Just for Fun!
This activity provides reading and speaking practice with the target language.
Ask students to read the cartoon story in pairs. Ask, Why, is it funny Help students to answer. The mouse can scare the kitten, but a big cat can scare the mouse.
Step Ⅴ Summary
In this class, we’ve done much reading and writing practice using the key vocabulary words and the target language presented in this unit.
Step VI Homework
（1）Read the email from Fran again.
（2）Finish off the workbook exercises on pages 12～14 of the workbook.
Step Ⅶ Blackboard Design
Unit 4 What would you buy Self checkThe Sixth PeriodSample answers to Activity 1:1. Are you tired 2. Don’t be nervous. It’s nothing serious.3. We must be friendly and patient to the old.4. —What’s wrong with you —I’ve got a terrible headache.5. She is so shy a girl that she daren’t speak in public.The Third Period
Ⅰ. Teaching Aims and Demands
1. Knowledge Objects
(1)Talk about what you used to be afraid
of and what you are still afraid of.
(2) Key Vocabulary
terrify, be terrified of, on
2. Ability Object
Train students’ integrating skills.
3. Moral Object
Are you afraid of speaking in front of a group Don’t be so shy. Be confident of yourself. Practice more, and you will sure change.
Ⅱ. Teaching Key Points
Target Language
Did you use to be afraid of the dark
Yes, I did.
Are you still afraid of the dark
No, I’m not. How about you
Me Oh, yes! I’m terrified of the dark.
So, what do you do about it
I go to sleep with my bedroom light on.
Ⅲ. Teaching Difficult Point
Talk about what you used to be afraid of and what you are still afraid of using the target language.
Ⅳ. Teaching Methods
1. Teaching by demonstration.
2. Pairwork
3. Groupwork
Ⅴ. Teaching Aid
A projector
Ⅵ. Teaching Procedures
StepⅠRevision
Check homework. Ask different students to read their reports about his favorite film star or a scientist. Then collect their writings and write comments on each paper before returning them, Display some better ones in the classroom.
Show a student’s work on the screen by a projector. Help him/her correct any errors.
Stephen Hawking was born in Oxford, England in 1942.As a student, he didn’t use to work hard. He usedto be a lazy student and do very little work. At the age of 20,he got an incurable illness. At first, he used to be very depressed. But he didn’t lose heart. He went on to do some of the most important scientific research after coming out of hospital. Now he works at Cambridge University as a professor.
Step Ⅱ 3a
This activity provides reading and writing practice using the target language.
Point to the pictures and ask students to tell what is happening.
S1:In Picture 1, the person is afraid of the dark.
S2:In Picture 2, the person is afraid of flying in an airplane.
S3:In Picture 3, the person is afraid of high places.
Draw students’ attention to the chart.
Read each of the four headlines and the list of items in the first column to the class.
Demonstrate how to fill in the chart with a good student orally.
T: Did you use to be afraid of the dark
S: Yes. I was afraid to walk home when it was dark.
T: Are you still afraid of the dark
S: No, I’m not.
Tell students where to put a check in the chart.
Ask students to complete the "I" column of the chart on their own by checking the items that they used to be afraid of and that they are still afraid of.
Check the answers.
Note: Answers will vary, Ask different students to report his/her answers like this:
S:I used to be afraid of the dark and high places. But now I’m afraid of neither.
Step Ⅲ 3b
This activity provides oral practice using the target language. Focus attention on the conversation. Ask a pair of students to read it to the class.
Write the conversation on the blackboard.
Point out the list of items in the first column of Activity 3a. Say, Ask your partner about these items and complete the "My partner" columns of the chart in pairs.
Ask students to work with partners.
Walk around the room correcting any errors in pronunciation.
Ask several pairs to share their conversations with the class.
When all the students have finished the chart, Say, Now let’s check to see how many students used to be afraid or are still afraid of the same things. Invite a student to ask questions.
S: Who used to be afraid of the dark
Raise your hands.
(Count the hands and let students keep a record.)
S: Who is still afraid of the dark Raise your hands.
(Count the hands and let students keep a record. )
Do the same approach with the other items.
Step Ⅳ Part 4
This activity gives students an opportunity to use the target language to talk about themselves.
Read the instructions to the class. Ask a good student to give an example from his or her own experience. For example, for the word eat, a student might say, I used to eat chocolate. Now I like to eat fruits of different kinds. I think chocolate is rich in calory and fat while fruits are rich in vitamin, which is good for health.
Help students to write chocolate and fruits in the chart.
Ask students to complete the work in groups of four. Walk around the classroom listening in on different groups and offering help with pronunciation and writing.
Ask a few students to tell the class about the other students they have talked to.
For example, a student may say, my desk- mate Wei Mei used to eat a lot of chocolate. Now she likes to eat fruits. She thinks keeping fit is of great importance.
Note: answers to the chart will vary.
Step Ⅴ Summary
Say, In this class, we’ve talked about what you used to be afraid of and what you are still afraid of using the target language of this unit.
Step Ⅵ Homework
(1) Ask students to find out what their grandparents, parents, aunts, uncles and old friends used to be afraid of when they were children. What did these people used to be afraid of that today’s children are not afraid of
(2)Finish off the exercises on pages 6～7 of the workbook.
Step Ⅶ Blackboard Design
Unit 2 I used to be afraid of the dark.Section AThe Third PeriodTarget language:A: Did you use to be afraid of the dark B: Yes, I did.A: Are you still afraid of the dark B: No, I’m not. How about you A: Me Oh, yes! I’m terrified of the dark.B: So, what do you do about it A: I go to sleep with my bedroom light on.Unit 1 How do you study for a test
Part 1: Teaching design (第一部分：教学设计)
Structures: verb＋by with gerund
Target language: How do you study for test Well, I study by working with my classmates.Have you ever studied with a group Yes, I have. I’ve learned a lot that way. I don’t have a partner to practice English with.Maybe you should join an English club.
Vocabulary: flashcard, take notes, frustrating, memorize, aloud, comma, make mistakes, pronunciation, be afraid to, What about… Why don’t you…
Learning strategies: Personalizing, Role playing
Section A
Goals
● To talk about how to study
● To read about how to study
Procedures
Warming up by greeting
Hello, everyone!
From now on you are a ninth grader. Congratulations to you and I wish you a great success in your studies!
Today we shall take up the first unit in this new term, Unit 1 How do you study for a test
Look at the blackboard and read after me the target language for this unit. When you read pay attention to the structure of the sentence.
▲How do you study for test ▼Well, I study by working with my classmates.▲Have you ever studied with a group ▼Yes, I have. I’ve learned a lot that way. ▲I don’t have a partner to practice English with.▼ Maybe you should join an English club.
Learning to Learn is very important. And learning to pass a test is also very important to you.
Learning couldn’t be easier!
If you have not developed good ways or methods to study for a test, talk to your classmates about it, your parents, or the teacher like me if you are brave enough. You should be brave enough to talk to others about your problems with your studies.
Next I’d like to give you some useful practical advice about studying for a test and also ask you questions to make you think about things such as:
▲using your time effectively
▲motivation
▲how to learn your lessons in the ninth grade year
▲different modes of teaching you may meet
▲how to develop particular skills, such as note-taking in class
1A: Checking the ways you study
Next turn to page 2 and check √ the ways you study for an English test. Then add other ways you use sometimes.
■How do you study for a test
I study for a test___By reading to the tape; By underlining the expressions; By reading beyond the text; By doing used exam papers; By going over exercises books; By copying down the text; By learning the text by heart; By speaking with classmates
Now raise your hand and report your added ways to the class. I will make a list of all the added ways on the blackboard.
1b Listening and writing
Listen to understand how these people in the picture on page 2 study for a test. Write letters from the pictures. While listening, pay attention to the structures of the sentences.
Section A 1b TapescriptBoy1: Hey, gang. There’s a big test on Tuesday. I really need some help. Can you tell me how you study for a big test Voices: Sure! Yes. Sure we will.Boy1: You did really well on the last English test, didn’t you, Mei Girl1: Yeah, I did OK.Boy1: Well, how did you study？Girl1: By making flashcards.Boy1: Maybe I’ll try that. How did you study, Pierre Boy2: By asking the teacher for help. She was really happy I asked.Boy1: That’s interesting. How do you study, Antonio Boy3: I like to study by listening to cassettes. But sometimes my mother thinks I’m listening to music. And then she gets mad.Boy1: Oh, well…
1c Doing a pairwork
Now in pairs ask your partner how he or she studies for a test.
A: How do you study for a test
B: I study by working with a group.
C: I study by listening to English.
D. I study by playing games with my classmates.
E. I study by doing actions such as coloring, matching.
F. I study by singing English songs.
G. I study by writing letters and emails.
H. I study by acting out simple dialogues.
I. I study by listening to and understanding stories.
J. I study by writing simple sentences.
K. I study by imitating from the recording.
L. I study by speaking out words or phrases.
M. I study by doing simple role plays.
N. I study by reading and understanding simple stories.
O. I study by using daily expressions.
P. I study by performing short plays.
Q. I study by performing simple rhymes.
R. I study by writing sentences for pictures.
S. I study by writing out simple poems.
T. I study by reading aloud correctly.
U. I study by playing text plays.
V. I study by working with classmates.
W. I study by going over the text before class.
X. I study by copying words and expressions.
Y. I study by looking and saying.
Z. I study by asking others questions.
2a Listening and checking
Now let’s go to page 3. Listen to the tape and check the questions you ask.
While listening, pay attention to the structures of the sentences.
Section A 2a, 2b TapescriptGirl1: Welcome to the English club. Today we’re going to talk about the best ways to learn English. Who has an idea Boy1: Do you learn English by watching English-language videos Girl2: No. It’s too hard to understand the voices.Boy1: What about keeping a diary in English Do you learn English that way Girl2: I think so. It helps to write English every day.Girl3: Have you ever studied with a group Girl2: Yes, I have! I’ve learned a lot that way.Girl1: Do you ever practice conversations with a friend Girl2: Oh, yes. It improves my speaking skills.Boy1: What about reading aloud to practice pronunciation Girl3: I do that sometimes. I think it helps.Boy2: I do too. And I always look up new words in a dictionary.Girl3: That’s a great idea!
2b Listening and matching
Listen again and match each question from 2a with an answer in the box on page 3.
2c Doing a pairwork
Next we are going to make a conversation in pairs using the information from activities 2a and 2b.
A: Have you ever studied with a group B: Yes, I have. I’ve learned a lot that way.
A: Have you ever learned English by watching videos B: Yes, I have. I’ve learned a lot that way.
A: Have you ever practiced conversations with friends B: Yes, I have. I’ve learned a lot that way.
A: Have you ever listened to tapes B: Yes, I have. I’ve learned a lot that way.
A: Have you ever read aloud to practice pronunciation B: Yes, I have. I’ve learned a lot that way.
3a Reading the article and completing the chart
1.Reading to the tape
We are going to read the article on page 4. First we shall read to the tape together. That is, we start reading aloud as the recorder goes, and we stop reading aloud as the recorder stops. While reading, let’s pay enough attention to the pauses, the pronunciation and the intonation of the native reader. Make our reading aloud as the same as the reader’s.
2.Reading and dividing the article into parts
Next we are going to read aloud the article slowly and clearly. We will try to divide it into thought groups.
3.Reading and underlining
We shall read the article once again, this time, to underline all the useful expressions in it. After school, you are going to write them down in your notebook.
This week/ we asked students/ at New Star High School/ about the best ways/ to learn more English. Many said/ they learnt/ by using English. Some students had more specific suggestions. Lillian Li, for example, said/ the best way/ to learn new words/ was by reading English magazines. She said that/ memorizing the words of pop songs/ also helped/ a little. When we asked about studying grammar/ she said, “I never study grammar. It's too boring.”Wei Ming feels differently. He's been learning English/ for six years/ and really loves it. He thinks/ studying grammar /is a great way/ to learn a language. He also thinks that/ watching English movies/ isn't a bad way/ because he can watch the actors/ say the words. Sometimes, however, he finds watching movies/ frustrating/ because the people speak too quickly.Lin Chang said that/ joining the English club/ at school/ was the best way/ to improve her English. Students get lots of practice/ and they also have fun. She added that/ having conversations/ with friends/ was not helpful/ at all. "We get excited/ about something/ and then/ end up speaking/ in Chinese,” she said.
4.Translating and completing the chart
Because you have read this article many times you are going to translate it into Chinese first and then complete the chart on page 4.
Who will be the first to have a try
Ways of learning English
Not successful OK Successful
Lillian Li Studying grammar memorizing the words of pop songs reading English magazines
Wei Ming watching movies watching English movies studying grammar
Liu Chang having conversations/ with friends joining the English club
3b Doing a pairwork
Silence, please! We are going to have a role play in pairs. One of the pair is to be one of the people in 3a. The other is to interview him or her about learning English.
Zhao: Excuse me, Li Hong. Could you help me with my English Li: Yes, please. What’s the matter Zhao: I have difficulty studying grammar.Li: Grammar I never studying grammar. I study English mostly by memorizing the words of pop songs. Zhao: No grammar at all Li: Yes, I did study grammar. But I study it by reading English magazines. I put grammar learning into reading articles. That is the best way to understand English grammar.
4 Doing a pairwork
Turn to page 4 to check √what you do to learn English in the box.
Closing down by asking and answering—How did you learn English
＊ I listened to English them every day.
＊ I read English books many times a day.
＊ I learned many English songs by heart.
＊ I sang the English songs to myself.
＊ I learned every new English word in the text.
＊ I learn English by going to English classes.
＊ I do English homework at school.
＊ I read English textbooks in the evening.
＊ I speak English very slowly.
＊ I play computer games in English.
＊ I read a lot of English sentences in the morning.
＊ I do well in class English tests.
＊ I get a lot of good advice on learning English from my teacher.
＊ I discuss English problems with my classmates.
＊ I follow the advice from my father.
＊ I learn English sounds from the tape.
＊ I use English-English dictionaries.
＊ I listen to recordings and English-language TV.
＊ I talk to native speakers every chance I got.
＊ I read books in English, mostly novels.
＊ I learn a lot of new words from English books.
＊ I write more and more e-mail in English.
＊ I use English more than my first language.
＊ Most of my reading (websites and books) is in English.
Section B
Goals
● To listen about learning English
● To talk about learning English
● To read about learning English
Procedures
Warming up by reading to the recording
Hello, everyone. To begin with, let’s listen and read to the recording of the text HOW DO YOU LEARN BEST That is, read aloud to the tape, as fast as the tape goes, as clearly as the native reader reads. OK Here we go!
My cat speaks English. Sometimes my cat comes to me and tells me that she is hungry. Or that her leg hurts. How does my cat tell me these things I don't speak pussy-cat language.
1a Reading and checking
Learning English can be both easy and difficult. What things are easy for you And what things are difficult for you Now turn to page 5, read the list on the top and check √the statements that are true for you.
1b Making a list
You have read and checked the statements true for you. Now think and make a list of other things difficult for you, too.
I don’t know how to…!
1. I don’t know how to use commas.
2. I don’t know how to work with others.
3. I don’t know how to make flashcards.
4. I don’t know how to read the textbook.
5. I don’t know how to make vocabulary lists.
6. I don’t know how to listen to tape.
7. I don’t know how to ask the teacher for help.
8. I don’t know how to study for a test.
9. I don’t know how to work with a group.
10. I don’t know how to watch English videos.
11. I don’t know how to practice conversations with friends.
12. I don’t know how to read aloud to practice pronunciation.
13. I don’t know how to learn by using English.
14. I don’t know how to get more specific suggestions.
15. I don’t know how to read English magazines.
16. I don’t know how to learn new words.
17. I don’t know how to memorize the words.
18. I don’t know how to studying grammar
19. I don’t know how to watching English movies
20. I don’t know how to joining the English club
21. I don’t know how to improve her English
22. I don’t know how to get lots of practice
13. I don’t know how to ask teachers about the best ways to learn more English.
2a Listening and checking
Paul is a nice boy. He works hard at his English, but still has many learning challenges. Now listen to find out what challenges he has and check them in the box on page 5.
Challenges to Paul at learning English
1._____ can’t get the pronunciation right.2._____ forget a lot of new words.3._____ can’t understand when people talk to me.4._____ can’t understand the words in magazines.5._____ don’t get much writing practices.
2b Listening and matching
Now listen again to Paul talking about his challenges at learning English and match them with the solutions listed in the box on page 5. While listening, pay attention to the structures of the sentences.
TapescriptTeacher: You look worried, Paul.Boy: I am, Ms Mitchell. I’m having trouble learning English.Teacher: You said you liked English. What’s the problem Boy: I can’t get the pronunciation right.Teacher: Well, listening can help. Why don’t you borrow the teacher’s tapes You can listen to them at home and repeat the sentences that are difficult for you.Boy: That’s a good idea. But what about all the new words I forget a lot of new words.Teacher: You can always write the new words in your notebook and study them at home. You can even study in the train on the way to school.Boy: That might really help! Thanks.Teacher: Can you understand when people talk to you Boy: Well, no. Not always. Sometimes I just don’t understand what people are saying.Teacher: Why don’t you join an English language club to practice speaking English The English club meets after school on Tuesdays and Thursdays.Boy: Maybe I’ll go. The only other problem I have is that I don’t get much writing practice.Teacher: Maybe you should find a pen pal.Boy: That sounds like a fun way to practice writing. Thanks, Ms Mitchell.
2c Doing pairwork
IN pairs we are going to role play conversations using the information from activities 2a and 2b.
I don’t have a partner to practice English with. Maybe you should join an English language club.
I can’t get the pronunciation right. Listening can help.
I forget a lot of new words. Write the new words on cards and study them daily.
I can’t understand when people talk to me. You can join an English club to talk to people more in English.
I can’t understand the words in magazines. You can look them up in a dictionary.
I don’t get much writing practices. Start writing an English diary every day.
I read very slowly. You should read to the recording of the text.
I make mistakes in grammar. Why don’t study the basic sentence patterns
3a Reading and cutting
It’s time to read the text HOW I LEARN ENGLISH. Now read and check (/) the sentences.
We are going to read the text again to study the form and function of all the predicate verbs.
How I learned to learn English
Last year/ my English class/ was difficult/ for me. First of all, it wasn't easy/ for me/ to understand the teacher/ when she talked to the class. To begin with, she spoke/ too quickly, and I couldn't understand every word. Later on, I realized that/ it doesn't matter/ if you don’t understand /every word. Also/ I was afraid to speak/ in class, because/ I thought/ my classmates/ might laugh at me. I couldn't always make complete sentences, either. Then/ I started to watch English-language TV. It helped/ a lot. I think that/ doing lots of listening practice/ is of the secrets of becoming a good language learner. Another thing/ that I found/ very difficult/ was English grammar. So/ I decided to take lots of grammar notes/ in every class. Then/ I started to write my own original sentences/ using the grammar/(that) I was learning. It’s amazing/ how much/ this helped. Now/ I am enjoying learning English/ and I got an A/ this term. My teacher is very impressed.
Next we shall read the text for the third time to underline all the useful expressions. After class you are to copy them into your notebook.
All right, read the text the fourth time and circle all the signal words, or the linking words which connect all the short sentences.
Now you may read the statements in the box on page 6 following the text. Write “T” or “F” beside each statement.
3b Writing a letter
Your friend Lin Feng is having difficulties with her English. Write her a letter telling her how to become a better English learner.
Dear Lin Feng,I know it isn’t easy to learn English, but I have some ideas that may help. You said you couldn’t understand people who talked fast. Well, you can try to listen for the most important words, not every word. It is difficult to understand by listening what you have not read or what you can’t understand well by reading. To listen well you have to read well. So keep on reading English. Listening and reading to the recording of the text is very important, too. Every text, after being read, should be listened to and read aloud to the tape. At first you may find it difficult to follow the reader reading aloud the text. Don’t worry. If you keep practicing you will be able to read aloud as fast as the native reader from the tape. And then you can understand people who talk fast in English.Yours, Tai Zuo
3c Writing an article
You have been learning English for at least three years. That is such a long time. Now think about the things that have helped you the most in learning English. Write an article telling others about them.
4 Doing an interview
Next we shall do an interview in groups of four. Ask the three group mates about learning English. Take notes of what they say. Tomorrow you shall stand to tell the class about their answers.
Q. What isn’t easy about learning English A. Reading is not easy.
Q. What do you do about this A. I try to cut the sentences into thought groups.
Q. What is your favorite way to learn more English I read and read aloud a lot. These are the best way.
Closing down by sing
To end this period let’s sing an English song.
Rain, rain, go away, Come again another day, Little JohnnyWants to play.Rain, rain, go to Spain, Never show your face again.
SELF CHECK
1.Filling in the blank
We shall make a check on our use of expressions first. Turn to page 7 and fill in each blank with the correct word given. Change the form of the word if necessary. Then make your own sentences with each word.
Complete the sentences Make your sentences
1. You should write down new English words in a vocabulary list. Don’t trust your memory. Write it down.
2. If you don’t know how to spell new words, look them up in a dictionary. I don’t know how to spell your name.
3. The best way to improve your English is to join an English club. I’d like to join the school football tea.
4. Another thing that he find very difficult was English grammar. I find it easy to learn English.
5. This kind of paper feels very soft. Do you feel cold
2.Writing an article
Turn to page 7 and write an article about Xu Zheng using the notes on Xu and his essay.
Xu Zheng: a boy fond of English
Most people in the world speak English as a second language. And so does Xu Zheng. Yesterday I asked Xu Zheng about his ways to learn English. He said he learns by making up conversations and speaking to friends in English. When I asked about studying pronunciation, he said he spent much time on it, but he still found native speakers’ pronunciation difficult to learn. I said to him, “You are a computer student. Why are you so interested in English ” “English popular in science. And it is popular around the world for computers,” he told me. “I like writing notes, watching movies and listening to pop songs. But I like reading in English online most, ” added he.Xu Zheng is right. English can really help us understand many new things from other countries. Let’s learn from Xu Zheng. Let’s be fond of English, too.I
Reading: How do we deal with our problems
As English is learned mostly through reading in China, we shall now turn to page 8 to learn to read the article entitled: How do we deal with our problem
Before reading, please go over the vocabulary list for reading on page 146. Get yourself familiarized with all the words and expressions to be found in the article.
While reading try to divide the sentences into thought groups and underline all the expressions useful to you. While you are reading it for the second time, try to circle all the linking words and try translating the text into Chinese.
How do we deal with our problem
Rich or poor, young or old, we all have problems. And unless we deal with our problems, we easily become unhappy. Worrying about our problems can affect how we do at school. It can also influence the way we behave with our families. So how do we deal with our problems There are many ways.By learning to forgetMost of us have probably been angry with our friends, parents or teachers. Perhaps they said something you didn't like, or you felt unfair. Sometimes, people can stay angry for years about a small problem. Time goes by, and good friendships may be lost.When we are angry, however, we are usually the ones affected. Perhaps we have seen young children playing together. Sometimes they have disagreements, and decide not to talk to each other. However, this usually does not last for long. This is an important lesson for us: we can solve a problem by learning to forget.By regarding problems as challengesMany students often complain about school. They might feel they have too much work to do sometimes, or think the rules are too strict. We must learn how to change these "problems" into "challenges". Education is an important part of our development. As young adults, it is our duty to try our best to deal with each challenge in our education with the help of our teachers.By thinking of something worseBy comparing yourself to other people, you will find your problems are not so terrible. Think about Stephen Hawking, for example, a very clever scientist, who regards his many physical problems as unimportant. He can't walk or even speak, but he has become very famous and successful. We are probably quite healthy and smart. Let's not worry about problems. Let's face the challenges instead.
After reading, copy the underlined expressions into your Phrase Book as home.
Expressions from How do we deal with our problem
rich or poor, young or old, have problems, deal with one’s problems, become unhappy, worry about one’s problems, do well at school, influence the way, behave well with…, deal with one’s problems, be angry with…, feel unfair, stay angry for years about…, time goes by, lose good friendships, see… playing together, have disagreements, talk to each other, last for long, an important lesson for…, solve a problem by learning to forget, regarding problems as challenges, complain about school, have too much work to do, the rules are too strict, change…into…, an important part of one’]s development, as young adults, be one’s duty, to try one’s best, to deal with…in one’s education, with the help of…, thinking of something worse, comparing…to…, find one’s problems, think about…, for example, a very clever scientist, regards…as unimportant, become very famous and successful, worry about…, face the challenges
Part 2: Teaching Resources (第二部分：教学资源)
Tips for Beginners
You are like a new baby
Babies learn their language slowly.
First they learn to listen.
Then they learn to talk.
Finally, they can read and write.
Listen to English every day
Listen to English radio.
Watch English TV.
Go to English movies.
Use online lessons.
Make an English/ESL friend
Make up conversations.
Practice dialogues.
Use beginner textbooks.
Read English stories
Start with children's storybooks.
Try ESL readers.
Read advertisements, signs and labels.
Try for Young Learners.
Write down new words
Start a vocabulary (new word) notebook.
Write words in alphabetical order (A...B...C...).
Make example sentences.
Always use an English-English dictionary first.
Keep an English diary
Start with one sentence.
How do you feel
How is the weather
What did you do today
Write another sentence tomorrow.
Visit an English speaking country
Learn English more quickly.
Stay with an English family.
Hear native speakers talk.
Have a fun experience.
PAGE
1Unit 3 Teenagers should be allowed to choose their own clothes
Ⅰ. Analysis of the Teaching Material
1. Status and Function
The topic of this unit is rules. In this unit, students learn to talk about what they are allowed to do and learn to agree and disagree. Such topic gives students a chance to express their own opinions. So it’s helpful to raise learning interest of students and improve their listening, speaking, reading and writing skills.
(1) The first period provides students with listening and oral practice using the key vocabulary and the target language. Through the activities, students have a brief understanding of the usage of the structure should be allowed to do and how to express agreement and disagreement.
(2)All the activities in the second period are designed to give students more listening and oral practice using the target language.
(3) In the third period, students practice listening, speaking, reading and writing the target language by talking about rules at home. Students have different opinions on what they are or aren’t allowed to do at home. So it’s very helpful to practice expressing agreement and disagreement.
(4) In the fourth period, students review the usage of adverbs of frequency first. Then they practice talking about some school rules using the target language.
(5) In the fifth period, students are asked to read an article and then answer questions. This activity is helpful to improve students’ reading and writing skills using the target language.
(6)The Self check in the sixth period is designed to give students more reinforced practice, especially writing practice. The activity, writing a letter to the editor agreeing or disagreeing, makes students better understand how to use the target language presented in this unit to their daily life.
2. Teaching Aims and Demands
(1) Knowledge Objects
In this unit, students learn to talk about what they are allowed to do and learn to agree and disagree.
To make students learn and grasp the structure should be allowed to do.
(2) Ability Objects
To train students’ listening, speaking, reading and writing skills.
To train students’ communicative competence.
(3) Moral Objects
Students may think they should be allowed more freedom at home. In fact, they are Weak in telling the right from wrong. So accept parents’ advice.
Students should have the courage of their opinions.
3. Teaching Key Points
To learn the key vocabulary and the target language.
To learn the usage of the structure should be allowed to do.
To learn to agree and disagree.
4. Teaching Difficult Points
To learn to talk about what you are allowed to do using the structure should be allowed to do and learn to agree and disagree.
To train students’ listening, speaking, reading and writing skills.
5. Studying Way
Teach students how to express agreement and disagreement in daily life.
Ⅱ. Language Functions
1. Talk about what you are allowed to do.
2. Agree and disagree.
Ⅲ. Target Languages
1. I think sixteen-year-olds should be allowed to drive.
I disagree. I think sixteen is too young.
2. Do you think thirteen-year-olds should be allowed to have part-time jobs
No, I don’t.
Ⅳ. Structure
Should + be allowed to
Ⅴ. Vocabulary
1. allow, pierce, silly, stay up, drive. driver’s license
2. Do you think…
3. I agree.
4. I disagree.
5. I don’t agree.
Ⅵ Recycling
wild, serious, calm, young, old, weekend, choose, clothes, take a test, fail a test, pass a test.
Ⅶ. Learning Strategies
1. Reflecting
2. Transforming information
Ⅷ. Teaching Time
Six periods
The First Period
Ⅰ.Teaching Aims and Demands
1. Knowledge Objects
(1) Key Vocabulary
allow, drive, pierce, driver, license, silly
(2) Target Language
I think teenagers should be allowed to go out with their friends.
I agree. They…
(3)Structure
should be allowed to
2. Ability Objects
(1)Train students’ listening skill.
(2)Train students’ communicative competence.
3. Moral Object
Students should do what they are allowed to do and avoid doing what they aren’t allowed to do.
Ⅱ. Teaching Key Points
1. Target language
2. The structure：should be allowed to
Ⅲ. Teaching Difficult Point
The structure: should be allowed to
Ⅳ. Teaching Methods
1. Scene teaching method
2. Teaching by induction
3. Pairwork
Ⅴ. Teaching Aids
1. A tape recorder
2. A projector
Ⅵ. Teaching Procedures
Step Ⅰ Revision
Show the following on the screen by a projector.
go out at nightcollect stampsbe alone at homeask the teacher questionsdrink milkread English magazineseat eggswrite letters
Ask students to make sentences with the phrases above using the structure used to. Both statements and questions are acceptable.
Step Ⅱ 1a
This activity focuses on vocabulary words and the structure "should be allowed to."
Show the new words on page 18 on the screen by a projector.
allow v.允许，准许drive v.驾驶；驾车pierce v刺穿；刺破license(＝licence) n．执照；许可证silly adj．愚蠢的；傻的
Say the words and have students repeat over and over again until they are pronounced fluently and accurately.
Write the words "can do" and "can’t do" side by side on the blackboard. Then ask students questions about things that their parents say they can and can’t do.
T: Wei Ming, do your parents let you play soccer ball after school
W: No. They say I must put my heart into studies.
T: I see. (Write play soccer ball under can’t do on the blackboard.)Liu Chang, do your parents let you surf the Internet
L: Yes. It is helpful to my study.
T: I see. (Write surf the Internet under can do on the blackboard. )
…
Ask some more questions and add more examples to both columns.
Ensure that the blackboard ends up like this.
can do can’t do
surf the Internet play soccer ball
… …
Now write on the blackboard the headlines "is allowed to" and "isn’t allowed to" instead of "can do" and "can’t do".
The blackboard looks like this:
is allowed to isn’t allowed to
surf the Internet play soccer ball
… …
Say, Liu Chang can surf the Internet at home. She is allowed to surf the Internet.
(Write the sentence on the blackboard) Wei Ming can’t play soccer ball after school. He isn’t allowed to play soccer ball. (Write the sentence on the blackboard) Ask students to repeat each sentence.
Repeat this practice with all the items on the lists.
Read the instructions to the class. Say,
All the sentences in the box are things that students are or aren’t allowed to do.
Set a time limit of one or two minutes for students to read the sentences or invite a more advanced student to read them aloud to the class instead.
Ask students to tell you what’s their attitude to each sentence. For example, for the first sentence, a student might say, I think it’s OK for us to go out every night. We need to relax our minds after a hard day at school. Another student might say, I think it is unnecessary for us to go out every night. We shouldn’t relax in our efforts. It’s a waste of time.
Say, Please circle A for agree or D for disagree for each sentence on your own.
When all the students are finished, ask students to raise their hands to show which things are or aren’t allowed to do.
Discuss the results with the class.
Answers to this activity will vary.
Step Ⅲ 1b
This activity gives students practice in understanding the target language in spoken conversation.
Read the instructions to the class. Say,
You will hear a conversation between
Anna and her mother. They don’t agree with everything. Get students to read the three sentences in the box silently.
Play the reading for the first time.
Students only listen.
Play the recording a second time. This time students listen and circle T or F.
Check the answers.
Answers
1. T 2, F 3. T
Tapescript
Woman: So, what are you doing this afternoon, Anna
Girl: I’m going to the mall with John. He just got his driver’s license.
Woman: I’m sorry. You can’t go with John. I don’t think sixteen-year-olds should be allowed to drive.
They aren’t serious enough at that age.
Girl: But I have to go to the mall. Gaby’s getting her ears pierced and I want to watch.
Woman: I don’t think sixteen-year-olds should be allowed to get their ears pierced. They might be sorry later.
Girl: I agree, but it’s fun to watch. Is it OK if we take the bus
Woman: Well, I guess so.
Girl :Great! I want to buy a new blouse at the mall, too.
Woman: What kind are you going to buy
Maybe I should go with you.
Girl: Aw, Mom. I’m not a child. I think teenagers should be allowed to choose their own clothes.
Woman: Well, I just want to be sure you get something nice.
Step Ⅳ 1c
This activity provides oral practice using the target language.
Read the instructions to the class.
Call students’ attention to the phrases in the left box. Invite a student to read them to the class.
Invite another student to read the statements in Activity 1a.
Focus attention on the conversation in the right box. Ask a pair to read it to the class, completing the last sentence.
SA :I think teenagers should be allowed to go out with their friends.
SB :I agree. They need to relax.
Write it on the blackboard. Then demonstrate a new conversation with another student.
T: I think sixteen-year-old students should be allowed to drive.
SC:I disagree. They are not old enough.
Say, Now work with a partner. Make conversations using the phrases in the box and the statements in Activity 1a.
As students work in pairs, move around the room listening in on various pairs and giving pronunciation and language help as needed.
After students have had a chance to practice several exchanges, ask pairs to come to the front of the classroom and say their conversations.
Step Ⅴ Summary and Homework
In this class, we’ve learned a most useful structure be allowed to do and we’ve done much listening and oral practice using the target language. Ask students to think of as many things as they can that haven’t been introduced in class. Write them down using be(not) allowed to do.
Step Ⅵ Blackboard Design
Unit 2 Teenagers should be allowed tochoose their own clothes.Section AThe First Period1. The structure: be allowed to is allowed to isn’t allowed to surf the Internet play soccer ball … … She is allowed to surf the Internet. He isn’t allowed to play soccer ball.2. Target language A: I think teenagers should be allowed to go out with their friends. B: I agree. They need to relax.Reading: The history of basketball
The Seventh Period
Ⅰ. Teaching Aims and Demands
1.Knowledge Objects
Key vocabulary
challenge, non-contact sport, hoop, balcony. divide, blackboard and so forth.
Text: The history of basketball.
2.Ability Objects
Train students’ ability of reading for special information.
Train students’ ability of understanding words in context.
Train students, writing skill.
3. Moral Object
Basketball is popular among people all over the world. Not only does it build our body, but it also brings us entertainment. Thank the inventor, James Naismith.
Ⅱ. Teaching Key Points
Key vocabulary
Read the text for special information.
Read the text to understand words in context.
Make a list of good things and difficult things about being a basketball player.
Ⅲ. Teaching Difficult Point
Train students’ reading skill.
Ⅳ. Teaching Methods
Up-down reading method
Pairwork
Groupwork
Ⅴ. Teaching Aid
A projector
Ⅵ. Teaching Procedures
Step I Key Vocabulary
This activity introduces the key vocabulary words.
Show the following vocabulary on the screen by a projector.
inventor v. 发明者；发明家court n. 球场factory n. 工厂invent v. 发明；发challenge v. 向……挑战indoors adv. 在室内；在屋里hard adj. 硬的；坚硬的wooden adj. 本质的touch v. 接触；碰撞fall down 摔倒；跌倒hoop n. (篮球)篮圈；篮balcony n. (大厅或运动场的)看座；看台basket n. 篮；篓；筐divide v. 分；分开in history 在历史上blackboard n. (篮球架上的)篮板replace v. 替代；替换compete v. 竞争；对抗earn v. 赚得；挣得NBA (=National Basketball Association) 全美篮球协会increase v. 增加；增长separate v. 分；分开
Have students repeat again and again until they can pronounce them fluently and accurately.
Step Ⅱ Part 1
This activity is designed to activate students’ background knowledge before attempting the reading.
Read the title The history of basketball to the class. Ask, What do you think the article is about
Read the instructions to the class.
Point to the four questions in the box.
Say, Please discuss the questions with your partner to see how much you know about basketball. But don’t look at the reading. Instead, use your background knowledge.
Get students to complete the task in pairs. As the pairs work together, walk around the room. Ensure that they are discussing the questions in English.
When most students are finished, invite pairs of students to report their results.
Don’t say yes or no to their answers.
Step Ⅲ Part 2
This activity provides practice in scanning for specific information. Look at the picture. Ask students to describe what is happening in the picture.
Read the instructions and draw students’ attention to the chart. Get a student to say the sample answer using a complete sentence, e. g. Basketball’s inventor was born in 1861.
Say, Please read through the article silently. Find information for the years in the chart. Remember to skim for the key ideas rather than read slowly.
Get students to work on their own. As they are doing this, move around the classroom answering questions they may have and offering language support as needed.
Check the answers.
Answers
In 1861,basketball’s inventor was born.
In 1891, the first game of basketball was played.
In 1936,basketball became an Olympic event.
Since 1949, basketball has been seen everywhere in China.
Step IV Part 3
This activity encourages students to use the strategy of reading in context.
Ask students to read the article once.
Say, Pay attention to the bold words and expressions. And note any other word or sentence you don’t understand. Read in context, guessing their meanings from the other words around them.
A few minutes later, ask different students to say the meanings of the words and expressions indicated in bold by guess. Dent’ give them the correct answers.
Let students look at the words and expressions and their meanings in the box.
Point out the sample answers. Then ask students to match the correct meanings with the correct words and expressions.
Allow them one or two minutes to do this.
Check the answers.
Answers
challenge a, non-contact sport f, hoop e, balcony b, divide d, blackboard c
Get students to make sentences with the words and expressions. Remind them to look at the article again for extra help.
Answers to this activity will vary. Ask a student to write his/her answers on the blackboard.
Sample answers
1. He challenged me to try again.
2. A non-contact sport will do you less injury.
3. Basketball hoops are made of metal.
4. The audience in the balcony are cheering the victory.
5. Divided into two teams, we began to play the game.
6. Blackboards are more or less prevent balls is from hitting against the audience.
Step Ⅴ Part 4
This activity helps students read for specific information.
Ask students to read the five questions on their own. Try to remember or guess the answers before looking at the reading.
Say, Please read the article again and find the answers to these questions.
Get students to do the activity individually or in pairs. Walk around the classroom checking their progress and offering language support as needed.
Check the answers by asking different students to give their answers.
Sample answers
1. The game’s inventor used two fruit basket to put the balls in.
2. Berlin is important in the history of basketball because that is where it became an Olympic sport in 1936.
3. People wouldn’t get hurt playing basketball because it was a non-contact sport.
4. Naismith had nine people on each team because he had a class of 18 men.
5. Wang Zhizhi; Yao Ming
Step Ⅵ Part 5
This activity helps students work in a group and think critically about what they have read.
Read the instructions to the class.
Focus attention on the chart. Invite different students to read the sample answers. Ask another one or two students for good and difficult things about being a basketball player.
S1: You can win honour for your motherland.
S2: You have to spend less time with your family.
Say. You are to make a list of good things and difficult things in the chart.
Get students to work in groups of four.
As the groups work together, walk around the room checking their work.
Check the answers and ask students to vote on best and worst parts of being a basketball player.
Optional activity
Get students to think of as many rules of basketball as they can and explain the rules as well as the reason for each rule.
Culture note
Everyone wants to support his/her team, but it should not be at the expense of the other team. Some so-called fans often behave badly by booing or even throwing garbage at them. This is not sportsman like behavior and it’s far better to cheer more loudly for your team than criticize the team they play with. A game is not only a "game".
Step Ⅶ Summary
Say, This class provides us a lot of reading as well as writing practice. It trains students’ ability of scanning for specific information and using what you know.
Step Ⅷ Homework
Have students to collect pictures and information of their favourite basketball players.
A sample version
Basketball star Yao Ming topped Forbes Magazine’s
2004 list of Chinese celebrities, beating off the
challenge of entertainers such as Kungfu star Jet
Li and Zhang ziyi.
His earnings of US $14. 6 million in 2003 were the
second-highest among Chinese celebrities. Li was the
top earner with US $17 million, although he only ranked 10th in the overall list.
The celebrities listed had to have been born and raised in the Chinese mainland.
Step Ⅸ Blackboard Design
Reading: The history of basketballThe Seventh PeriodSample answers to Activity 3:1. He challenged me to try again.2. A non-contact sport will do you less injury.3. Basketball hoops are made of metal.4. The audience in the balcony are cheering the victory.5. Divided into two teams, we began to play the game.6. Backboards can more or less prevent balls from hitting against the audience.Unit9 The Fourth PeriodI. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabularycostume, show up, exhausted, embarrassed, empty, fool, April Fool’s Day, go off, stay up(2)Target LanguageWhen I got there, I found that he had fooled me.After an hour, the other kids showld up, and I realized that my brother had fooled me.By the time I got to match class, I was exhausted because I had stayed up all night studying.I found out that my friend had fooled me.2. Ability Objects(1) Train the students’ writing, listening and speaking skills with the target language.(2)Train the students to use the new vocabulary.3. Moral ObjectHave you ever been fooled on April Fool’sDay Share your story with your friends.Ⅱ. Teaching Key Points1. Train the students’ listening and speaking skills with target language.2. Teach the students the new vocabulary.Ⅲ. Teaching Difficult Points1. Guide listening and oral practice using the target language.2. Help learn to use the new vocabulary correctly.Ⅳ. Teaching Methods1. Listening2. Pairwork and groupworkⅤ. Teaching AidA tape recorderⅥ. Teaching ProceduresStep I Revision1. Revise the article in Activity 3a on page 70 by asking several students to read it.2. Dictate the following words and phrases:bell, ring, go off, rush, run off, on time, give sb. a ride lock, break down.3. Check the homework.Step Ⅱ 1aThis activity reviews vocabulary, introduces some new vocabulary, and provides writing practice.Read the instructions to the students. Remember to read the sentence in the brackets. Point to the chart with the three headings Nouns, Verbs and Adjectives. Read the words in the brackets to the students and help the students to understand the meanings of nouns, verbs and adjectives.Teach the students to read the new vocabulary below:costume, show up, exhausted, embarrassed, empty, fool,April Fool’s DayWrite them on the blackboard or show them on a screen by a projector while teaching. Tell the children the meaning of each word and do a little explanation.Then call the students’ attention to the list of the words on the left. Ask a student to read them and tell the meanings at the same time. Find out the words which the students don’t understand and give some explanation.Please put these words in the correct columns in the chart. Some words can be put in more than one column.Get a student to read the sample answers to the class before they start say, Fool call also be a verb. For example, He fooled me. So it is put in both Column Nouns and Column Verbs.Ask the students to complete the chart on their own.Correct the answers by asking three students to read their answers to the class.AnswersNouns: fool, costume, change, clockVerbs: fool, invite, empty, go off, get up, get dressed, show up, realize, change, stay upAdjectives: embarrassed, empty, exhaustedStep Ⅲ 1bThis activity provides guided oral practice using the target language.Ask a student to read the instructions to the class.Ask another student to read the example on the right.Work in pairs now. Tell your partner about something that has happened to you recently. Note to use two or more phrases from the list in Activity la. Get tile students to talk in pairs. Move around the classroom checking their work and offering language support as needed.After they all finish talking, ask some pairs to say their conversations to the class.Step Ⅳ 2aThis activity provides guided listening practice using the target language. Say something about April Fool’s Day to the students like this:Every year on the first of April, Americans do silly things to surprise each other. For example, someone might tell you to go to the teacher’s office to get your new book. But there is no book at all!Call the students’ attention to the four pictures. Ask the students what is happening in each picture.Ask four different students to describe the pictures. For example, ‘they can describe Picture 1 like this:A boy was told to take part in a costume party. So he dressed himself up like a monster. But when he got there he found that his friend had fooled him. It wasn’t a costume party. He frightened the others.Read the instructions to the class.You’ll listen to three boys, Dave, Nick and Joe, talking about April Fool’s Day.There is a box under each picture where you can write each boy’s name. Now listen to the tape and write the name of each boy under his picture. I have to tell you there will be one picture without a name under it.Tell them to see the example for Picture c.Play the tape the first time. The students only listen. Then play the tape again. Ask the students to write each boy’s name in the correct box. Check the answers by asking different students to tell their own answers.Answersa. No name b. Joe c. Nick d. DaveTapescriptBoy 1: Have you ever been an April fool, Dave Boy 2: Yes, I have. A friend once invited me to a costume party. When I got there, I found that he had fooled me. It wasn’t a costume party. I was the only person wearing a costume. I was really embarrassed. How about you, Nick Boy 1: Well, last April Fool’s Day, when my alarm went off I got up, took a shower, got dressed, and went to school. But when I got there, the school was empty. I was the only one there. After an hour, the other kids showed up, and I realized that my brother had fooled me.Boy 3: she had Boy 1: Uh-huh. He had changed the clock to an hour earlier. What happened to you on April Fool’s Day, Joe Boy 3: Well,I was sick last April first. My friend called me and told me we had a maths test the next day. By the time 1 go to maths class, I was exhausted because I had stayed up all night studying. Then I found out that my friend had fooled me. We didn’t have a test at all!Step Ⅴ 2bThis activity provides guided listening practice using the target language.Read the instructions to the class. There are six phrases in the box. Your task is to find out who says each of the phrases, Dave, Nick or Joe after listening to the same recording. And write "D" for Dave, "N" for Nick and "J" for Joes on the short lines before the phrases. Look at the first one. The answer has been given as a sample.Play the recording the first time. The students only listen. Then play the recording again. Ask the students to write the letters in the blanks. Ask six different students to report their answers to the class. Check the answers with the class.Answers1. D 2. N 3. J 4. J 5. D 6. NStep Ⅵ 2cThis activity provides oral practice using the target language.First play the recording again. Pause after each sentence and get the students to repeat.Do it at least twice.Ask a student to read the instructions to the class. Then have them look at the sample conversation on the right. Ask a pair of the students to read and try to continue it like this:SA: What happened to Dave on April Fool’s Day SB: Well, a friend invited him to a costume party. When he got there, he found that he had fooled him. It wasn’t a costume party. He was the only person wearing a costume. He was really embarrassed.Then ask the students to work in pairs.Each pair makes two conversations using information from the earlier activities.Move around the room as they work, offering help as needed. Ask one or two pairs to say their conversations to the class.Step Ⅶ SummarySay, In this class, we’ve learned some new words. And we’ve done much listening and oral practice. We have enjoyed some interesting stories happened on April Fool’s Day.Step Ⅷ Homework1. Write something that has happened to you recently. Use two or more phrases from the list in Activity 1a.2. Write a conversation in Activity 2c.Step Ⅸ Blackboard DesignUnit 9 By the time I got outside, thebus had already left.Section BThe Fourth Period1. Answers to Activity 1a:Nouns: fool, costume, change, clockVerbs: fool, invite, empty, go off, get up, get dressed, show up, realize, change, stay upAdjectives: embarrassed, empty, exhausted2. Target language:A: What happened to Dave on April Fool’s Day B: Well, a friend invited him to a costume party. When he got there, he found that he had fooled him. it wasn’t a costume party. He was the only person wearing a costume. He was really embarrassed.The Fourth Period
Ⅰ. Teaching Aims and Demands
1. Knowledge Objects
(1) Key Vocabulary
energetic, confident, public, in public, permission
(2)Target Language
What would you do if someone asked you to be in a movie
I’d say yes.
2. Ability Objects
(1)Train students’ ability to identify words in context.
(2)Train students’ ability to use the target language.
(3)Train students’ listening skill.
3. Moral Object
Enable students to realize that confidence a good personality.
Ⅱ. Teaching Key Points
1. Key Vocabulary
2. Target Language
Ⅲ. Teaching Difficult Points
1. Listening practice using the target language.
2. Use the target language.
Ⅳ. Teaching Methods
1. Listening practice
2. Pairwork
Ⅴ. Teaching Aids
1. A. projector
2. A tape recorder
Ⅵ. Teaching Procedures
Step Ⅰ Revision
1. Check the homework exercises on pages 11～12 of the workbook.
2. Say, If I had a day off today, what would I do.9 Encourage students to give advice using sentences beginning with if I were you, I’d...or you should ….. See how many pieces of advice students are able to think of.
Step Ⅱ 1a
This activity reviews earlier vocabulary and introduces some new words. Introduce the key vocabulary words on page 29 by showing them on the screen by a projector.
energetic adj. 有活力的；精力的充沛的confident adj. 自信的；有把握的public n. ＆ adj.公众的（的）；公共（的）in public 当众；公开的permission n. 许可；允许；准许
Say the words one by one and have students repeat several times.
Write them on the blackboard.
Read. the instructions to the class.
Point to the five words above the box. Invite a student to read them to the class.
Ask students to tell what each word means. For example, for the word out going, a student might say, outgoing means friendly.
Focus attention on the five numbered sentences in the box. Point out the sample answer. Ask students to think about which word would work best in each blank.
Get students to fill in the blanks on their own. Walk around the room offering help as needed.
Ask different students to read their Sentences, filling the blanks. The rest of the class check their answers.
Correct the answers.
Answers
1. Confident 2. Outgoing
3. Creative 4. Shy
5. Energetic
Step Ⅲ 1b
This activity provides oral practice using the target language.
Read the instructions to the class.
Call students’ attention to the sample conversation. Invite a pair of students to read it to the class.
SA :What are you like
sB :I think I’m creative and outgoing.
Say, Practice in pairs. Say the sample conversation first. Then make conversations to tell each other what words in activity la describe you.
Have students practice in pairs. As they work, walk around the classroom checking progress and offering language support as needed. Have a few pairs of students to share their conversations with the class.
Step Ⅳ 2a
This activity provides listening practice using the target language.
Call students’ attention to the chart. Tell them that this is a questionaire about how confident you are. Explain to students that a questionaire means a written list of questions to be answered by a number of people.
Point to the list of questions underneath the headline "What would you do…" Ask
different students to read them to the class. Correct any pronunciation and into- nation errors.
Say ,You are to listen to a conversation between Cellia and Bill. Check the questions Cellia asks.
Play the recording the first time. Students only listen.
Play the recording a second time. This time students listen and check the answers Cellia asks.
Check the answers.
Answers
Checked questions：
√the teacher asked you to give a speech in front of the whole school
√someone asked you to be in a movie
Tapescript
Girl 1:I just did a personality survey in Teen Time Magazine. It tells you how confident you are.
Boy 1:Oh How did you do, Cellia
Girl 1:I don’t know yet. But it’s a really interesting test. You should try it, Bill.
Boy 1：OK.
Girl 1: How about question 17 What would you do if the teacher asked you to give a speech in front of the whole school
Boy 1: I’d say I had a cold and couldn’t speak. I would be afraid to make a speech in front of the whole school.
Girl 1: How about this movie question What would you do if someone asked you to be in a movie
Boy 1:Oh,I’d say no. I’d be too nervous. What’s the next question
Girl 1:Let’s see…
Step Ⅴ 2b
This activity provides listening practice using the target language.
Point to the list of answers underneath the headline "I would…" Ask different students to read them to the class.
Say, You are to listen to the same conversation again. This time listen to both the questions and answers. Gircle the letter of the correct answers to each question.
Play the recording again. Students listen and circle Bill’s responses.
Check the answers,
Answers
Both answers should be b.
Step Ⅵ 2c
This activity provides oral practice using the target language. Point to the sample conversation in the box. Invite a pair of students to read it to the class.
SA: What would you do if someone asked you to be in a movie
SB: I’d say yes.
Write it on the blackboard.
Point out the personality survey in Activity 2a. Say, Please work in pairs. Ask and
answer the questions in the survey.
Get students to work in pairs. As the pairs work together, move around the classroom offering language and pronunciation support as needed.
Check the answers by asking different pairs to share their conversations with the class.
Step Ⅶ Summary
Pointing to the blackboard, say we’ve learned these vocabulary words and the target language.
Step Ⅷ Homework
Get students to make as many conversations as they can using the questions and
answers in the personality survey in Activity 2a.
Step Ⅸ Blackboard Design
Unit 4 What would you do Section BThe Fourth Period1. Key vocabulary:energetic confident public in public permission2. Target language:A: What would you do if someone asked you to be in a movie B: I’d say yes.Unit 9 By the time I got outside, the bus had already left.
The First Period
Ⅰ. Teaching Aims and Demands
1. Knowledge Objects
(1) Key Vocabulary
oversleep
(2) Target Language
What happened
I overslept. And by the time I got up, my brother had already gotten in the shower.
2. Ability Objects
(1) Teach the students to use the new words.
(2) Train the students to narrate past events with the Past Perfect Tense.
(3) Train the students’ listening and speaking skills with the target language.
3. Moral Object
It’s a good habit to go to bed early in the evening and get up early in the morning. So you’ll never be in a hurry in the morning.
Ⅱ. Teaching Key Points
1. Key Vocabulary
oversleep
2. Target Language
Narrate past events with the Past Perfect Tense
Ⅲ. Teaching Difficult Points
1. Train the students to narrate past events with the Past Perfect Tense.
2. Train the students to understand the target language in spoken conversation.
Ⅳ. Teaching Methods
1. Thinking of examples from the students’ real lives.
2. Making sentences by looking at the pictures.
Ⅴ. Teaching Aid
A tape recorder
Ⅵ. Teaching Procedures
Step I Revision
1. Revise the language points in Unit 8.
Ask some questions like this: What volunteer work would you like to do
Help the students to answer, I’d like to…/I love to…/I hope to…
2. Practice the dialogue in Activity 3c on page 62 again. Get students to role play the similar dialogues with the following.
SA: I’d like to join the school volunteer project, but I’m not sure what I should do.
SB: What do you like doing
SA: I love playing football.
SB: Well, you could help coach a football team for little kids. Let the children practice in pairs.
3. Check the students’ homework by asking some students to read their sentences with the phrasal verbs. Then ask the students to hand in their homework.
4. Dictate the following words：
clean up, cheer up, give out, put off, set up, run out of, take after, fix up, give
away, call up, hand out, work out, hunger, establish, commitment, veterinarian, strategy
Step Ⅱ 1a
This activity introduces new vocabulary which can be used to narrate past events.
First write by the time on the blackboard. and tell the class the meaning of it.
"by the time" means not later than, before, as soon as, or when the indicated comes. When we use the words. "By the time…, "we are talking about two different things that happened in the past. Say this sentence to the class: By the time the teacher came in, the students had begun reading English.
Tell them to note the struture "had begun" in this sentence. Begun is the past participle of begin. When we talk about two events both happened in the past, the one which happened earlier should use and plus a past participle. The words following By the time…, talk about the thing that happened later. And tell the students when they use had plus a past participle, they are using the Past Perfect Tense. Also explain what is the past participle form of a verb for the students. Tell them it is as the same as the past form for a regular verb. And they have to remember the irregular verbs’ participles one by one.
Play a game to help the students understand the sentences with the words By the time…Do it like this:
Pretend that the teacher will leave the classroom and the students will do some things. When the teacher returns. the class will make statements starting with By the time…
Write By the time I came back…on the blackboard.
Say to the class, By the time I came in. what had happened
Help one student to answer like this, By the time the teacher came in, Don had written his name on the blackboard.
Then get more students to answer differently, such as,
By the lime the teacher came in, we had discussed an English problem.
By the time the teacher came in, I had drawn a picture.
Write these sentences on the blackboard, and teach the students to read several times.
Read the instructions to the students and read these questions to the class as well.
What do you usually do in, the morning before school Do you like morning
Why or why not
Choose one good student to answer them by saying something he or she usually does in the morning.
He or she may answer like this,
I usually get up early, wash my face and have breakfast. I like mornings because the air is fresh, or I usually get up as late as possible. Then I have to wash my face and have breakfast in a hurry. I often rush to school without breakfast. Sometimes I forget something at home. I don’t like mornings because I am always too busy.
Then have the whole class practice in pairs. Ask each other the questions.
After they finish talking, ask one or two pairs to say their conversations to the class. Correct the mistakes they may make with the other students.
Call the students’ attention to the pictures in Activity la. Ask students to tell what they see.
Say, Any sentences which make sense are accepted to describe the pictures.
The girl in the pictures is Tina. Present the new words by providing sentences showing the meanings of them like this:
T: What can you see in Picture 1
S1: She slept a long time.
T: That’s correct. She slept too late. She overslept. Class repeat. She overslept.
Ss: She overslept.
T: What do you see in Picture 2
S2: Her brother or sister is in the bathroom.
T: That’s correct. She wants to go into the bathroom. She can’t because someone is taking a shower. Class repeat. Someone is taking a shower.
Ss: Someone is taking a shower.
Write these words on the blackboard:
overslept, taking a shower, had left, left her backpack at home.
Then tell students to talk about the pictures in groups of four. Move around the classroom, listening to students and offering help. Make sure that they talk in English.
After they all finish talking, ask different groups to tell the class about the pictures. They may say like this:
Tina overslept in the morning. She wanted to go to the bathroom, but her brother had already gotten in the shower. When she got to the bus stop, the bus had already left.
She had to run to school. After she got to school, she realized she had left her backpack at home. The sentences can vary, but should be correct.
Step Ⅲ 1b
This activity gives students practice in understanding the target language in spoken conversation.
Ask the students to read the instructions together. Have them look at the two columns, A and B ,in the chart. Point out the sample answer. Read the two parts of the sentence.
Then go over the other unconnected parts of sentences, too.
You will connect the two parts of the sentences, connect a sentence beginning in the first column with the end of that sentence in the second column. Please guess the other two sentences before I play the tape.
I guess most of the children can get the correct sentences by guessing. So just let them guess. Don’t tell them whether their answers are right or wrong.
OK, just keep your answers by guessing.
Let’s decide if they are right by listening to the tape now.
Play the recording for the first time.
Students only listen. Then play it a second time. Let students match two parts of each sentence. Check the answers by asking some students to tell their answers.
Make sure that all of them have got the correct answers by listening. Say congratulations to the students who get the answers correctly by guessing.
Answers
1. b 2. a 3. c
Tapescript
Boy: Hi, Tina. You look stressed out.
Girl: I am. I had a bad morning.
Boy: Really What happened
Girl: Well, first of all I overslept. By the time I got up, my brother had already gotten in the shower.
Boy: Oh, what a pain!
Girl: So, after he got out of shower, I took a quick shower and got dressed. But by the time I went outside, the bus had already left.
Boy: Oh, no!
Girl: Oh, yes! So I ran all the way to school. But when I got to school, I realized I had left my backpack at home.
Boy: No wonder you look stressed out.
Step Ⅳ 1c
This practice provides guided oral practice using the target language.
First play the recording in Activity 1b
again and let the students read after it. Do it at least twice.
Then read the instructions together with the whole class.
You will make conversations in pairs. Each of you will have to take turns being Tina. Look at the pictures in Activity la to help you. Tell your partner what happened to you this morning. Ask a pair to read the example to the class before they begirt
SA: What happened
SB: I overslept. And by the time I got up, my brother had already gotten in the shower.
Write the conversation on the blackboard.
Have the students work in pairs. Move around the room offering language support as needed.
After they all finish talking, ask some pairs to say their conversations to the class.
Step Ⅴ Summary
Say, In this class, we’ve learned how to narrate past events, using the Past Perfect
Tense. We’ve also done some listening practice in understanding the target language in spoken conversation. Also, we’ve done much oral practice using the target language.
Step Ⅵ Homework
1. Write out the story of Tina, Note to use the target language.
2. Revise when to use the Past Perfect Tense and the verb structure of it.
Step Ⅶ Blackboard Design
Unit 9 By the time I got outside, thebus had already left.Section AThe First Period1. By the time…By the time the teacher came in, the students had begun reading.By the time the teacher came in, Don had written his name on the blackboard.By the time the teacher came m, we had discussed an English problem.2. Some words to describe the pictures overslept, taking a shower, had left, left her backpack at home.3. Target Language:A: What happened B:I overslept. And by the time I got up, my brother had already gottenin the shower.Unit 4 what would you do
I. Analysis of the Teaching Material
1. Status and Function
In this unit students learn to talk about imaginary situations. Such topic enables students to activate their imagination and raises learning interest of students.
All the students are active in such activities.
(1) The first period introduces the key vocabulary words and the target language in this unit. The topic, what would you do if you had a lot of money, makes the introduction easier.
(2) In the second period, students will learn to give advice to someone who is in an embarrasing situation by listening and pairwork activities with the target language.
(3)All the activities in the third period are designed to give students a rein
forced practice in the use of the target language.
(4)In the fourth period, the first part is a vocabulary expansion activity. The other activities provide students with much integrating practice using the old and new target language.
(5) The fifth period provides students with much reading and writing practice. So it’s helpful to improve students’ reading and writing skills.
(6)The Self check in the sixth period shows students what they have learned. The making sentences and writing an e-mail activities are used to train students’ ability of reading and writing.
2. Teaching Aims and Demands
(1)Knowledge Objects
To make students grasp how to talk about imaginary situations.
To make students grasp how to give advice using the target language.
(2) Ability Objects
To train students’ listening, speaking, reading and writing skills.
To train students’ communicative competence.
(3) Moral Objects
Imaginary situations are unreal. Do remember: it’s really cool to realize your dream through great efforts.
Two heads are better than one. Be ready to help others.
In the United States, teenagers get their pocket money by helping parents with housework. It is a little different from that in China.
3. Teaching Key Points
To learn the key vocabulary words and the target language.
To make students use the target language to give advice.
4. Teaching Difficult Point
To train students’ listening, speaking, reading and writing skills by many different kinds of activities.
5. Studying Ways
Teach students how to communicate with others.
Teach students how to give advice when someone is in trouble.
Ⅱ. Language Function
Talk about imaginary situations.
Ⅲ. Target Language
1. What would you do if you won a million dollars
I’d give it to medical research.
2.I can’t sleep the night before an exam.
What should I do
If I were you, I’d take a long walk before going to bed.
Ⅳ.Structures
1. Second conditional
2. Should for advice
Ⅴ. Vocabulary
lottery, million, pimple, energetic, confident, shirt, tie, medical research
Ⅵ. Recycling
charity, present, fruit, vegetable, snack, shy, creative, outgoing, nervous, relax,
late, tired
Ⅶ. Learning Strategies
1. Matching
9. Listening for key words
Ⅷ. Teaching Time
Seven periods
The First Period
Ⅰ. Teaching Aims and Demands
1.Knowledge Object
(1) Key Vocabulary
lottery, million, medical, research
(2) Target Language
Look. This girl won a million dollars in the lottery.
Wow! What would you do if you won a million dollars
I’d give it to medical research.
(3)Structure
I would/I’d do
2. Ability Objects
(1) Train students’ listening skill.
(2) Train students’ communicative competence.
3. Moral Object
If you won a million dollars, you’d buy a big house, buy a car and so forth. However do remember it’s really being cool to realize your dream through great efforts.
Ⅱ.Teaching Key Points
1. Target language
2. The structure: I would/I’d do
Ⅲ. Teaching Difficult Point
The structure: I would/I’d do
Ⅳ. Teaching Methods
1. Scene teaching Method
2. Teaching by induction
3. Pairwork
Ⅴ. Teaching Aid
A tape recorder
Ⅳ. Teaching Procedures
Step Ⅰ Revision
Review the structure "should be allowed to" by asking students to make sentences about school rules.
Step Ⅱ 1a
This activity focuses on vocabulary and structures introduced in the unit.
Read the instructions to the class.
Call students’ attention to the words in the box. Ask a student to read them to the class.
Say, What would you do if you had a lot of money Add more ideas to the list.
Then share your answers with other students.
Get students to complete the task. First individually, then in groups.
As they work, walk around the room checking progress and offering any help they may need.
Collect answers from students on the blackboard.
Answers will vary but should include a mixture of ideas for helping themselves and others.
Step Ⅲ 1b
This activity gives students practice understanding the target language in spoken conversation.
Read the instructions to the class.
Read the question in the speech bubble.
Explain the word lottery to students.
Say, You will hear teenagers talking about what they would do if they won the lottery.
Point to the pictures. Ask students to describe them one by one.
For example, for Picture One, a student might say, "If I won the lottery, I’d buy a big house."
Point out the sample answer. Say, The first picture you will hear about has the number one on it.
Play the recording for the first time.
Students only listen.
Play the recording again. This time students listen and number the pictures in the order they hear them.
Check the answers.
Answers
2,1,4,3
Tapescript
Girl 1: Hey, did you see this newspaper article A girl won a million dollars in the lottery. She was only 14.
Boy 1: Wow, how luck!
Girl 1: What would you do if you won the lottery
Boy 1:If I won the lottery, I’d give the money to the 200. I want to help the pandas.
Girl 1:That’s a good idea! I know what I’d do. If I won the lottery, I’d buy a big house for my family.
Girl 2: Really I’d put the money in the bank. Then I’d just watch it grow!
Boy 2: Hmmmm… I think I’d give the money to medical research. I’d want to help other people.
Step Ⅳ 1c
This activity provides oral practice using the target language.
Read the instructions to the class.
Call students’ attention to the conversation in the box. Explain the vocabulary words million and medical research. Invite a pair of students to read it to the class.
SA :Look! This girl won a million dollars in the lottery.
SB: Wow ! What would you do if you won a million dollars
SA: I’d give it to medical research.
Write it on the blackboard.
Say, Pretend you are the people in the picture. Talk with your partner about what you would do if you won a million dollars.
Get students to work in pairs. As they work in pairs together, walk around the room offering language support as needed.
After students have had a chance to practice several exchanges, ask pairs to come to the front of the classroom and act out their conversations.
Step Ⅴ Summary
In this class, we’ve learned some vocabulary words and the target language what would you do if you won the lottery I’d give it to medical research.
Step Ⅵ Homework
If you had a large amount of money, e, g. ￥100,000 what would you buy Please write down each item and its cost to see when you will spend the full amount. And bring your lists to class tomorrow.
Step Ⅶ Blackboard Design
Unit 4 What would you do Section AThe First PeriodTarget language:A: Look. This girl won a million dollars in the lottery.B: Wow! What would you do if you won a million dollars A: I’d give it to medical research.Unit7-5
The Fifth PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabulary provide, firm, offer, spot, Confucius, stele, forest The Forest of Steles(2) Reading practice using the target language(3) Writing practice using the target language 2. Ability Objects(1) Train students’ reading skill.(2) Train students’ writing skill.(3) Train students’ listening and speaking skills.3. Moral ObjectAre you planning to take a trip this summer Write an e-mail to a travel agency in English to get some information on vacations.Ⅱ. Teaching Key Points1. The new vocabulary.2. Read an e-mail.3. Write an e-mail.Ⅲ. Teaching Difficult PointWrite an e-mail.Ⅳ. Teaching Methods1. Scanning the e-mail to find out the answers2. Writing3. GroupworkⅤ. Teaching Aids1. Some pictures of Qufu, the Great Wall and the Forest of Steles in Xi’an 2. A projectorⅥ. Teaching ProceduresStep Ⅰ Revision1. Revise the conversation in Activity 2c on page 55 by making a conversation with one student like this,T: Where would you like to go Ss: I’d like to go somewhere relaxing.T: What else can you tell me S: I don’t want to go to big noisy cities.After that, ask them to practice in pairs.Ask several pairs to share their conversations with the whole class.2. Check their homework. First, choose some students to read the phrases on Activity 1. Second, ask several ones to read the conversations they wrote to the the class. Correct the mistakes that they may have made with the whole class. Get them to work in pairs to help each other. Tell them to show their homework to each other, and help correct any mistakes they may have made.Step Ⅱ 3aThis activity provides reading practice using the target language.At first, introduce the key vocabulary words. Show the key vocabulary words on the screen by a projector.provide v．提供；供给firm n．公司offer v．提供；给予spot n．地点;场所Confucius 孔子(公元前551～前479年，春秋末期思想家，教育家)stele n．(pl．stelae)石碑;石柱forest n，森林；森林地带The forest of steles 碑林(位于陕西西安)Teach students to read the words and expressions several times. Then ask several to read to the class. Make sure that they can read the words fluently and correctly.Read the instructions to students. Do some explanation. Make sure that each student knows what they will have to do.Go over the statements about the e-mail message with the whole class. Make sure that they can understand all the six sentences in the box. And tell them to put the six statements in their minds while they scan the e-mail below.Say, Boys and girls, please scan the e-mail in Activity 3a now. Try to get the main idea of the letter and find out the answers to the statements. Ask them to scan the letter individually, and write T,F or DK before each statement.After they’ve all finished scanning, check the answers with the whole class. Elicit why the false sentences are false at the same time.After checking the answers, tell the children to read the passage more carefully and prepare to answer the questions on the blackboard.Write the questions below on the blackboard: 1. Where do S.T. Zhang and the family want to take a trip (Somewhere in the east of China.) 2. What kind of place do they want to go to (An exciting place where they can do lots of exercise.)3. What exercise do they especially love doing (They especially love hiking and swimming.)4. What does S. T. Zhang say about the hotel they want to live in (They need to stay in an inexpensive hotel. And they wish their hotel had rooms with kitchens so that they could save money by cooking their own meals. The room needs to be big enough for three people. And they’d like to stay at a place with a big pool or somewhere near the ocean.)5. What does S. T. Zhang want the travel agency to do (Give them some suggestions for vacation sports and let them know if it’s best to travel by plane, train or bus.)6. How long would they like to be away (About three weeks.)After they’ve all finished reading, get some students to answer these questions.Encourage them to ask questions on what they don’t understand about the e-mail.Ask one student to read the letter to the class. Help him or her with the pronunciation. Then let all the students read the passage several times.Answers1. F(the family wants an inexpensive hotel and wants to save money by cooking)2. F(the :family enjoys hiking and swimming)3. DK4. DK5. T6. F (the person wants to go to the east of China)Step Ⅲ 3bThis activity provides writing practice using the target language.Read the instructions to students.Ask: Who can explain the instructions in your own language Choose two or three among those who have put up their hands to explain the instructions in English.They may say like this, Suppose I work for Ace Travel Agency and I have received the letter from S.T. Zhang. Then it is my duty to reply the e-mail and I have to tell where they should go on vacation.After they all know what to do, get them to begin writing. Move around the classroom as they write, offering help if necessary. Remember whose passage is excellent and prepare to ask them to read theirs to the class.After they’ve all finished writing, ask the students who have written very good passages to read theirs to the class.Let them work in pairs to correct the mistakes in the passage they’ve written.Tell them that they have to rewrite the letters after class and bring them to school tomorrow.A sample writingSubject: Vacation From: Ace TravelDear S.T. Zhang,We are very glad to receive your letter.Thank you for choosing our agency.I think Qingdao is the best place for you and your family to go on vacation based on your e-mail.Qingdao is a very beautiful city with lots of nice scenery. It’s on the east coast of China. The waves of the sea are really wonderful. It’s really an exciting place to visit. And you can also do a lot of exercise there, such as hiking along the coaston the beach, swimming in the great ocean.It will become a more attractive place in summer.We can help you book an inexpensive room with three beds. Many local people there run that kind of hotels with their own houses. The rooms are very clean and nice and you can cook your meals in the kitchens if you like.I suggest you’d better travel by plane. You can save much time in that way.How do you think of travelling to Qingdao Please tell us.Best wishes to you and your family.Ace TravelStep Ⅳ Part 4This activity provides reading, writing, listening and speaking practice using the target language.Read the instructions to students.Say something about the three places in the chart. Showing some pictures of these places to the students, say like this,Qufu is a small city in Shandong Province. It is famous for Confucius. It was Confucius’ hometown. He was born there.The Great Wall is the pride of the Chinese people. It is very long and it is hard to believe that it was built over two thousand years ago.The Forest of Steles in Xi’an is a great place for people who are interested in writing Chinese with brushes.What do you think of the three places Look at the chart in Activity 4. We can see the sample answer in the box about Qufu in the column of you.Continue saying, Now please fill in the boxes about The Great Wall and The Forest of Steles in Xi’an on your own.You can use the words above the chart or any other word.Tell them to write out the three students’ names in the proper places in the chart.Then. get them to survey the three students. Let them work in groups of four.Ask a pair of students to read the model conversation in Activity 4 before they begin their own ones.At last, have several groups report the results to the class. Then ask the class where they would prefer to go together.Sample answers to the chart:An ideal place for a school tripYouLi HongWang WeiZhao YangQufueducationalnarrowgreathotThe Great WallexcitingcrowdedcoldrelaxingThe Forest of Steles inXi’ancrowdededucationalexpensiveexcitingStep Ⅴ SummaryIn this class, we’ve read an e-mail to a travel agency and we’ve also written an e-mail. And we’ve done some reading, writing, listening and speaking practice using the target language through group work.Step Ⅵ Homework1. Rewrite the e-mail which you wrote in class.2. Try to remember the new words and expressions on page 56.Step Ⅷ Blackboard DesignUnit 7 Where would you like to visit Section BThe Fifth PeriodAnswers to Activity 3a:1. F 2. F 3. DK 4. DK 5. T 6. FQuestions on the e-mail in Activity 3a:1. Where do S.T. Zhang and the family want to take a trip 2. What kind of place do they want to go to 3. What exercise do they especially love doing 4. What does S.T. Zhang say about the hotel they want to live in 5. What does S. T. Zhang want the travel agency to do 6. How long would they like to be away Unit10 The Fifth PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabularyby accident, beverage, thousand, according, according to, ancient, legend, emperor, boil, fire, leaf, nearly, fall into, remain. notice, produce, pleasant, smell, taste, in this way, metal, pie, flying disk, bakery. Bridgeport, Connecticut, throw, special(2) The reading passage about tea.(3) The writing passage about the flying disk.2. Ability Objects(1) Train the students’ reading skill on how to answer the questions.(2) Train the students’ writing skill by writing an article.(3) Train the students’ speaking skill.3. Moral ObjectsChina is among the leading countries in tea production in the world. Let’s learn some history about the invention of tea.Ⅱ. Teaching Key Points1. The reading passage about tea.2. Lots of new words.3. The writing practice on the invention the flying disk.Ⅲ. Teaching Difficult Points1. To teach the students so many new word in a single class.2. To help the students understand. the reading passage.3. To direct the students to write the article.Ⅳ. Teaching Methods1. Understanding the passage by answering the questions.2. Doing writing practice by writing similar articles to the model one.3. Pairwork.Ⅴ. Teaching Aids1. Some real different kinds of tea and a real flying disk.2. A projector.Ⅵ. Teaching ProceduresStep I Revision 1. Revise the history of chips by asking the following questions: Were the potato chips invented by mistake When were they invented Who invented the potato chips How were the potato chips invented 2. Dictate the words below:sprinkle, chef, in the end, by mistake, potato chips, crispy, salty, sweet, sour, thin. 3. Check the homework. Step Ⅱ 3a This activity provides reading practice using the target language. First, show the new words in the reading passage on a screen by a projector: by accident 偶然；意外 beverage n. 饮料 thousand n.一千；许多 according adj. 相符的；一致的 according to 根据……；按照 ancient adj. 古代的；古老的 legend n. 传说；传奇故事 emperor n. 皇帝；君主 boil v.煮沸；烧开 fire n. 火； 炉火 leaf n. 叶；树叶 ( pl. leaves) nearby adj.临近的；附近的 adv. 在附近 fall into落入；陷入 remain v.保持；剩余；残余 notice v. 注意到 n. 注意 ；通知 produce v. 生产；制造；产生 pleasant adj.舒适的；令人愉快的 smell n. 气味；嗅觉 taste v. 尝；品尝 in this way 这样
Point to each word on the screen and teach the children to read it. Do it several times until the students can read each word correctly. Ask some students to read the words to the class to see if they can pronounce each word correctly.Ask the students to read the instructions together.Point to the title of the passage and say like this, showing a bag of tea to the class, we’ve learned the history of chips. Now there is a passage about the invention of tea. Please read the article silently by yourselves now and write out the answers to the questions beneath the article.Read these four questions to the class:1. What is the article about 2. When was it invented 3. Who was it invented by 4. How was it invented Tell them to read the article at least twice.They can try to catch the main idea the first time and answer the questions the second time. Tell them to circle any words or phrases that they don’t understand.Ask four different students to read their answers to the class. Then ask some others to decide if their answers are right.Anyone in the class can provide his or her different answers to the class.Check the answers with the class.Then encourage the children to ask questions on the words or phrases that they don’t understand, Ask other students to explain or define the new words in their own words, but make sure that they can be understood.Have the children correct their answers in writing and read the article loudly several times.Answers 1. The article is about the invention of tea. 2. It was invented over three thousand years ago. 3. It was invented by the Chinese emperor, Shen Nong. 4. It was invented by accident.Step Ⅲ 3bThis activity provides reading and writing practice using the target language.Ask the whole class to read the instructions together.Then show a real flying disk to the children and tell the children the name of the toy is a flying disk in English.You’ll have to write an article using the notes in the box. The article will tell how the flying disk was invented. At first, let’s go over the notes in the box. There are some new words.Go over the notes with the class. Point out the new words. Teach them to read and do some explanation at the same time. Make sure that all the students make everything in the notes clear.Then ask the children to look at the contents and the picture in the right box.Look at the picture in the right box. We can see a flying plate in the animal’s mouth. And the title of the article has been given--From pie plate to flying disk. Also the first sentence has already been given to us. Let’s read the title and the first sentence together now.Have the students read together.Find out how the writer combined the phrases in the notes into one sentence and try to say out the next sentence.Let them think for a while. Then ask several ones to say their sentences to the class. The sentences will vary, but have to be correct and meaningful.For example, someone may say like this:The original flying disk was really a metal pie plate from a bakery in Bridgeport, Connecticut.Then ask the children to make their own sentences with the notes given and note to say out the sentences in proper order to be an article. Let them work in pairs, listen to and help each other.After that, get the students to write their own articles. More around the classroom while they are writing, checking progress and offering help as necessary.Next, ask several students to share their articles with the class.Correct the mistakes they may have madeIf time permits, get the students to work in pairs and check each other’s article.Sample writing:The flying disk is a toy which was invented by a group of college students. It was invented in the 1950s.In fact, the students didn’t invent it.They just discovered it. The original flying disk was really a metal pie plate from a bakery named Bridgeport in Connecticut. The students there liked to eat the bakery’s pies. And then they threw the pie plates around. A company began making plastic disk. Now there are flying disk clubs, a flying disk magazine, and even a national flying disk festival in September.Don’t you think it’s amazing that all this started from a pie plate Step Ⅳ 4aThis activity provides reading and writing practice using the target language.Read the instructions to the students.There is always something that we hate doing. For example, I hate cleaning the blackboard. What about you Then ask some children to say the things they don’t like doing to the class.After that, continue saying. Now please think of an invention that could help you.For me, I want to invent a self-cleaning board with something like a car’s windsheld wipers. Then I would never need to clean the blackboard myself. What about you Get the students to discuss the things they hate doing and the inventions that could help them. Let them work in pairs.Then call the children’s attention to the chart on the right.Get them to look at the sample answer and try to complete the chart first.Ask some children to give their answers to the blanks of use and price. Such as,Use: to write tests instead of me by listening to mePrice: one hundred yuan per penThen get the students to fill in the chart with the details of their own inventions.Don’t review the task. It will be done in the next task.Step Ⅴ 4bThis activity provides listening and speaking practice using the target language.Read the instructions to the class.Get the students to ask and answer questions about their inventions in pairs first.Ask a pair to make a model conversation before the whole begin practicing. For example, they may say like,( B—Businessperson , I—Inventor)B: Excuse me, what invention was invented by you I: A special pen.B: What is it used for I: It is used for writing tests. While the test is on, the pen can write tests instead of persons according to what its owner tells it.B: Wow, that’s great. How much would you like to sell it for I: I hope I can get 100 yuan.B: OK. I will try to sell it to the class.After that, let the students work in pairs, Imagine one is a businessperson and the other is an inventor while they are practicing.Ask several pairs to share their conversations with the class.Then tell them to look at the model conversation in the box.Ask one student to read the conversation below to the class:A: This special pen was invented by Zheng Jie. It has three colours and it is used for writing tests. It can listen and write while the test is on. It is 100 yuan.Is anyone interested in it Then ask some others to share their presentations with the class.They have to state the reason for buying them.Then the class votes for the most popular invention they want to buy.Step Ⅵ SummaryIn this class, we’ve read an article about the invention of tea. We’ve also written an article about the invention of the flying disk. We’ve done much reading, writing, listening and speaking practice using the target language through groupwork.Step Ⅶ Homework1. Review the new words learned today.2. Rewrite the article--From pie plate to flying disk. Prepare to hand in it next class.3. Write out the presentation in activity 4b.Step Ⅷ Blackboard DesignUnit 10 When was it invented Section BThe Fifth PeriodAnswers to the questions in Activity 3a:1. The article is about the invention of tea.2. It was invented by the Chinese emperor, Shen Nong.3. It was invented by accident.Suggested answers for Activity 4a:Problem: writing testsNew inventions: a pen that listens and writesUse: writing tests instead of persons by listening to the ownerPrice: one hundred yuan per penUnit 9 The Fifth PeriodⅠ. Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabularyannounce, describe, convince, panic, set off, authority, reveal, hoax, flee/fled/fled, spaghetti, girl-friend, Show, marry, thrill, get married,reply, ending(2) The reading passages about April Fool’s Day.(3) Write stories happened on April Fool’s Day.2. Ability Objects(1) Train the students’ reading skill.(2) Train the students’ writing and speaking skills.3. Moral Object Try to collect the jokes happened on April Fool’s Day and share them with your friends.Ⅱ. Teaching Key Points1. Teach the students the new vocabulary.2. Help the students understand the three articles.3. Guide the students to write stories happened on April Fool’s Day.Ⅲ. Teaching Difficult Points1. Help the students understand the three articles.2. Help the students write the stories happened on April Fool’s Day.Ⅳ. Teaching Methods1. Reading method.2. Write a passage using the notes.3. Tell jokes.Ⅴ. Teaching AidsA project and a tape recorder.Ⅵ. Teaching ProceduresStep I Revision1. Revise the three boy’s stories happened on April Fool’s Day. Ask three different students to tell their stories to the class.2. Check the homework. Ask some students to read their stories and conversations to the class. Then have them check each other’s homework in pairs.Step Ⅱ 3aThis activity provides reading practice using the target language.Show the new words and expressions on the screen by a projector.announce v. 宣告；通告describe v. 描述；描绘convince v.使确信；使信服panic n. 恐慌；惊恐set off 激起；引起authority n. 权威机构；行政管理机构reveal v.揭示;揭露hoax n. 骗局；恶作剧；玩笑flee n. 逃跑；逃走spaghetti n. 意大利式细面条girlfriend n. 女朋友show n,演出；展示；炫耀marry v.嫁；娶；与……结婚thrill v. 回答：答复ending n. 结局；结尾get married 结婚reply v. 回答；回复Call the students’ attention to the screen.Point to the words on the screen one by one.And Teach the students to read the words several times. Make sure that the students can read each word correctly.Read the instructions to the students.You’ll have to read three articles. The three articles are about three different stories happened on April Fool’s Day.Not all of them are true. Tell which of these stories is the most believable and which is the least believable. And you have to tell the reasons as well. At last, think over if you would be fooled by any of the stories.Read the first article to the class. The students look at their books, listen to the teacher and find out the answers to the questions in the instructions.After reading, ask the students if it is believable and why. Ask several students to tell their opinions on the believability the first article. They may say like this:I think it is believable because the exact time and person’s name are given in the first sentence, or, I don’t think it’s believable because I think no one dared to fool the people like that.Do the same with the two articles left.Ask two good students to read the articles instead of the teacher. Elicit students’ reasons for their answers. At last tell the students the correct answer.AnswersThe first story really happened. The radio program was called "The War of the World."Step Ⅲ 3bThis activity provides reading and writing practice using the target language.Read the instructions to the class. Play the recording again to help the students.Ask three different students to read the notes to the class.Help the students make sentences with the notes first.Look at the first line of the notes, please.Let’s see what happened first by making sentences using the notes.Let the students make sentences with the phrases given in the first line orally, based on the story happened to Nick. For example, when the alarm went off, Nick got up, took a shower, got dressed, and went to school. Then go on with the second line. They may say:But when he got to school, the school was empty, An hour later, the other kids showed up.The sample sentence for the third line.He realized that his brother had fooled him.After making sentences, ask the students to write a magazine story about Nick inActivities 2a and 2b, using the notes below. As they write, move around the room offering help and answering questions as needed.After around ten minutes, ask a student to read the completed article to the class.The rest of the class help correct the mistakes the student may have made. Get them to check each’ other’s writing carefully in pairs.A sample answerOn April Fool’s Day Nick’s alarm went off. He got up and took a shower. Then he got dressed and went to school. When he got to school, the building was empty.An hour later the other kids showed up.Then he realized that his brother had fooled him. His brother had set his alarm an hour earlier.Step Ⅳ 3cThis activity provides writing practice using the target language.Read the instructions to the class. Be sure that the students know what they are asked to do. At first, have the students think what they might write about.Then tell them to make a list of ideas before starting writing. The list should include the three parts, what happened first, what happened next, and what you finally realized. They can use the notes in Activity 3b as samples.Write a sample list on the blackboard:What happened first: school gate/metDon/Li Lei/waiting for/on the playground/ran to the playground.What happened next: got to the playground/no one was there.What I realized: Don/fooled meNext ask the students to write their jokes. Tell them they can use the article they wrote for Activity 3b as a model.After they start to write, move around the room providing help as needed.Ask some students to read their articles to the class. Correct as many of the articles as possible in class.A sample writingOn April Fool’s Day I met Don at the school gate. He told me that Li Lei was waiting for me on the playground. Then I ran to the playground. When I got there, I found no one was on the playground.Then I realized that Don had fooled me.Step Ⅴ 4This activity provides reading, speaking and listening practice using the target language.Read the instructions to the class. Review the meanings of funniest, most embarrassing and most creative. Say, Each of you has to read your joke to the class.The class will vote on the funniest joke, the most embarrassing joke and the most creative joke.Have the class have a look at the sample conversation in the box before reading.Ask a pair of the students to read it to the class.SA: What’s your joke SB: Well, last year, on the first day of school, my sister put a piece of paper on my back that said "Please say hello. "All day at school, many strange said hello to me.Write the conversation on the blackboard. Then ask the students to read their stories to the class. After all of the students have read, ask the class to vote for the funniest, most embarrassing and most creative stories.Step Ⅵ SummaryIn this class, we read three articles first. And then we wrote a magazine story based on some notes. Next we wrote a joke. At last, we voted for the funniest joke, the most embarrassing joke and the most creative joke.However, we’ve done much reading, writing and speaking practice.Step Ⅶ Homework1. Read the three articles aloud after class.2. Correct the magazine story and the joke you have written.3. Try to remember the new vocabulary.Step Ⅷ Blackboard DesignUnit 9 By the time I got outside, thebus had already left.Section BThe Fifth Period1. Sample notes to Activity 3c:What happened first: school gate/metDon/Li Lei/waiting for/on the play-ground/ran to the playground.What happened next: got to the play-ground/no one was there.What I realized: Don/fooled me.2. Target language:A: What’s your joke B: Well, last year, on the first day of school, my sister put a piece of paper on my back that said "Please say hello. "All day at school, many strangers said hello to me.Unit 10 When was it invented
Ⅰ. Analysis of the Teaching Material
1. Status and Function
In this unit, students, learn to talk about the history of inventions, using the Passive Voice. And they will know much about the history of ,several inventions. Also they will be asked to think of their own inventions.
The children will understand that they should always try out their new ideas. All the students will be interested in the stories of the inventions of the potato chips,
the flying disk and some other things. And they will make great progress in English after learning this unit.
(1) The first period of this unit mainly introduces some new vocabulary to the students. Most new vocabulary are very useful or, helping the children talk about, the history of inventions. Also the first period gives the children lots of practice in writing, listening and. speaking with the target language.
(2) The activities in the second period provide the students much more listening practice and oral practice, using the target language. Also the students will get chances to practice the new vocabulary by listening and speaking. All these will help improve the students’ listening and speaking skills.
(3)In the third period, students will make a list of helpful and annoying inventions. And they will discuss their opinions in the inventions. Also they will do some writing and speaking practice.
The students can improve their speaking English and know more about the inventions.
(4) The fourth period, provides much practice on understanding and using the new adjectives. The new adjectives are used for describing how food tastes. It also gives much more listening and speaking practice. The students will enjoy the story of how the potato chips were invented and make much progress in listening.
(5) The fifth period will train the students how to answer the questions according to the article given and to write an article based on the notes given. Students can do much speaking practise through groupwork as well.
(6)The sixth period is designed to train the students’ writing skill. It also provides some more practice on using the new adjectives.
2. Teaching Aims and Demands
(1) Knowledge Objects
In this unit, students learn to talk about the history of the inventions with the Passive Voice. They will also learn some new adjectives.
(2) Ability Objects
To train the students to use the adjectives, and to train the students’ listening, speaking and writing skills using the target language.
(3) Moral Object
Keep trying out your new ideas and maybe some new inventions will be invented by you.
3. Teaching Key Points
To help the students to grasp the target language and the new adjectives.
To let the students know something about the history of the inventions.
4. Teaching Difficult Points
To train the students’ listening, speaking, reading and writing skills with the target language.
To train the students to use the new adjectives.
5. Studying Ways
Get the students to be interested in the history of the inventions and to try out their own ideas on inventing something.
Ⅱ. Language Function
Talk about the history of inventions
Ⅲ. Target Language
When was the telephone invented
I think it was invented in 1876.
Ⅳ. Structures
Passive Voice(questions and statements)
Ⅴ. Vocabulary
salt, sweet, sour, crispy, pleasant, potato, chips, slipper, leaf, fire, scoop, light bulb, telescope, microwave oven, abacus, camera, beverage
be invented by, be used for, by mistake, by accident
Ⅵ. Recycling
helpful, annoying, telephone, car, alarm clock, shoes, umbrella, bicycle, discover, tea
Ⅶ. Learning Strategies
Brainstorming
Role playing
Ⅷ. Teaching Time
Six periodsUnit1 How do you study for a test
Ⅰ. Analysis of the Teaching Material
1. Status and Function
In this unit, students learn to talk about how to study. Such topic is very useful to students. It’s helpful to raise learning interest of all the students. Either more or less advanced students will benefit a lot.
(1)The first period mainly gives students listening and oral practice using the target language "How do you study for a text I study by doing…"
(2)The activities in the second period give students more listening and oral practice using more target language. They are helpful to improve students’ listening and speaking skills.
(3) In the third period, students learn to
get detailed information from an article. It is a basic reading skill and is
a great help to improve students’ reading skill.
(4) The fourth period not only introduces some new words but also provides students with many different kinds of activities. In this class, students learn to give advice to those who have difficulty in studying using the target language.
(5)The fifth period is designed to train students’ reading and writing skills.
(6) All the activities in the last period in this unit are used to provide writing practice using the target language.
2. Teaching Aims and Demands
(1) Knowledge Objects
In this unit, students learn to talk about how to study for a test and give advice to those who have difficulty in studying.
(2) Ability Objects
To train students’ listening, speaking, reading and writing skills using the target language.
(3)Moral Object
Everyone learns a different way.
The best one is to do. That is, no pains, no gains.
3. Teaching Key Point
To make students learn and grasp the key vocabulary words and the target
language.
4. Teaching Difficult Point
To train students’ listening, speaking, reading and writing skills.
To train students’ communicative competence.
5. Studying Way
Teach students how to be successful language learners.
Ⅱ. Language Function
Talk about how to study.
Ⅲ. Target Language
1. How do you study for tests
Well, I study by working with my classmates.
2. Have you ever studied with a group
Yes, I have. I’ve learned a lot that way.
3. I don’t have a partner to practise English with.
Maybe you should join an English club.
Ⅳ. Structure
verb + by with gerund
Ⅴ. Vocabulary
1. flashcard, take notes, frustrating, memorize, aloud, comma, make mistakes, pronunciation, be afraid to
2. What about…
3. Why don’t you…
Ⅵ. Recycling
vocabulary list, cassette, conversation, improve, forget, test, notebook, friend, English language, study, video, pop song, speak, learn, watch, work, join, listen, write, practice
Ⅶ. Learning strategies
1. Personalizing
2. Role playing
Ⅷ. Teaching Time
Seven periods
The First Period
Ⅰ. Teaching Aims and Demands
1. Knowledge Objects
(1)Key Vocabulary
flashcard
(2)Target Language
How do you study for a test
I study by working with a group.
2. Ability Objects
(1) Train students’ listening skill.
(2) Train students’ communicative competence.
3. Moral Object
Studying the right way is helpful, It helps you get good grades.
Ⅱ. Teaching key Point
Target Language
Ⅲ. Teaching Difficult Points
1. Train students’ listening skill.
2. Train students’ communicative competence.
Ⅳ. Teaching Method
Scene teaching method
Ⅴ. Teaching Aids
1. A tape recorder
2. Real objects
Ⅵ. Teaching Procedures
Step Ⅰ Greetings
Welcome the students back to school and ask them if they had a good time during the summer holidays. Invite different students to describe what they did in the summer vacation.
Step Ⅱ 1a
This activity reviews earlier vocabulary and introduces some new words.
Read the instructions to the class.
Call students’ attention to the box. Read the list of ways of studying to the class.
Then hold up a flashcard, a cassette, a shopping list and a textbook brought to class or point to the items in the illustration to show the meaning of each item.
Please check the ways you usually study for an English test. While the students are doing this, write the list of ways of studying on the blackboard. After they have finished checking the ways, ask the students to look at the blackboard. Ask, who study by working with friends for an English test Please raise your hands.
Write the number of hands you see after by working with friends on the list. Repeat the same approach with the other ways of studying on the list. Then discuss which are the most popular and least popular ways of studying.
Say, And now please add other ways you use sometimes. While the students are doing this, move around the room to offer language support as needed. Invite several students to read their ways to the class.
Sample answers
1. by joining a study group
2. by practising conversations with my friends
3. by reading aloud every morning
4. by watching English-language TV
Note
A flashcard is a piece of paper or card which students write a word on and use
to memorize information.
Step Ⅲ 1b
This activity provides students practice in understanding the target language in spoken conversation.
Read the instructions to the class.
Focus attention on the illustration. Point to the pictures labeled a,b and c and elicit
how each student is studying. Then point to the pictures with names Mei, Antonio
and Pierre underneath. Say, You will hear one conversation. You are asked to write
the letter of each picture in front of the name of the person who studies that way.
Point out the sample answer to the class.
Call students attention to the speech bubble in the illustration. Say, Mei says, "I study by making flashcards. "so the answer to number 1 is a.
Play the recording for the first time.
Students only listen. Play the recording a second time. Students write in their answers. Check the answers with the whole class.
Answers
1. a 2. c 3. b
Tapescript
Boy 1: Hey, Gang. There’s a big test on Tuesday. I really need some help.
Can you tell me how you study for a big test
Voices: Sure! Yes. Sure we will.
Boy 1: You did really well on last English test, didn’t you, Mei
Girl 1: Yeah, I did OK.
Boy 1: Well, how did you study
Girl 1: By making flashcards.
Boy 1 : Maybe I’ll try that. How did you study, Pierre
Boy 2:By asking the teacher for help. She was really happy when I asked.
Boy 1: That’s interesting. How do you study, Antonio
Boy 3:I like to study by listening to cassettes. But sometimes my mother thinks I’m listening to music. And then she gets mad.
Boy 1 :Oh, well…
Step Ⅳ 1c
This activity gives students oral practice using the target language.
Read the instructions to the class.
Call students’ attention to the conversation in the box. Invite a pair of students to read it to the class,
S1: How do you study for a test
S2: I study by working with a group.
Write it on the blackboard. Then demonstrate a new conversation with another student.
T: How do you study for a test
S3: I study by making flashcards.
Say, Now work with a partner. Start by reading the conversation in the box with
your partner. Then look at the other ways of studying in Activity 1 and ask your
partner how he or she studies for a test.
As students work, listen in on various pairs checking progress and helping with
pronunciation as needed.
After students have had a chance to practice several exchanges, ask pairs to come
to the front of the room and act out their conversations.
Step Ⅴ Summary
Say, In this class, we’ve learned some key vocabulary words, such as flashcard, cassette. And we’ve also learned the target language How do you study for a test I study by working with a group.
Step Ⅵ Homework
Ask students to interview students in other classes, family members, and friends to try to discover some new ways of studying that haven’t been introduced in the book or in class.
Step Ⅶ Blackboard Design
Unit 1 How do you study for a test
Section A
The First Period
1. Ways of studying:
by working with Friends
by making flashcards
by reading the textbook
by making vocabulary lists
by listening to cassettes
by asking the teacher for help
2. Target language
A: How do you study for a test
B: I study by working with a group.The Fourth Period
Ⅰ. Teaching Aims and Demands
1. Knowledge Object
The target language.
2. Ability Objects
(1) Train the students’ listening ability.
(2) Train the students’ ability to understand the target language in spoken conversation.
(3)Train students’ ability to use the target language.
3. Moral Object
I have my own favourite things in my life.
That’s why I am enjoying the life.
Ⅱ. Teaching Key Point
Help the students to express preferences on different things in daily life, using the target language.
Ⅲ. Teaching Difficult Point
Talk about why they like the band, the book and the movie, using the sentences with relative clause.
Ⅳ. Teaching Methods
1. Listening method
2. Groupwork
Ⅴ. Teaching Aid
A tape recorder
Ⅵ. Teaching Procedures
Step Ⅰ Revision
(1) Check the homework by asking some students to read their sentences with remind…of… Get the students to exchange their exercise books with their partners and correct each other’s.
(2)Ask the following questions on CDs, groups, singers and musicians.
Help the students to answer with the target language.
What’s the name of your favourite CD
Why do you like it
What kind of CDs do you like Why
What kind of singers do you like
Why
What kind of groups do you like
Why
Then ask the students to make a survey of the students around them and do some notes. Ask several students to report their results of the survey to the class and help them to say like this.
Wang likes CDs that are quiet and gentle.
Li Hong prefers musicians who are good-looking.
and so on.
Step Ⅱ Part 1
This activity provides speaking and writing practice with the target language.
Ask, What’s your favorite band Let one of the students answer it. Then repeat the questions on favorite book and favorite movie. Write the three questions on the blackboard.
Get the students to ask and answer in pairs. Then ask the class to open the books. Look at Section B on page 47,Part 1.
Read the instructions to the students. Tell them to complete the chart on their own.
Move around the classroom while the children are writing, giving help if necessary.
After all of them have finished writing, ask some children to read their answers to the class and share the favorite book with the classmates after class. Collect the answers from different students. Record the results on the board. Discuss what the class’ favorites are and ask students to tell why they like each band, book or movie.
Step Ⅲ 2a
This activity provides listening practise using the target language.
Read the instructions to the class. Make sure each one knows what to do. First tell the students to have a look at the picture and let them guess what they are talking about.
I’ll see who is good at guessing the answers. Say, We will hear two boys, Michael and Ali, talking about some of the things they see in the room. The task of us is to write out the three things that they are talking about.
Play the tape the first time. Tell the children just to listen to it carefully and try to get the main idea and not to write.
Then play the recording again. Tell them to write down the answers this time.
Ask a student to tell the answer of the first line, then ask the others if they agree with him. Do the same with the other two answers. If they got different answers, tell them to listen careful when we do the practice in Activity 2b.
Check the answers.
Answers
1. a jacket 2. a book 3. a movie poster
Tapescript
Boy 1: Wow, you sure have lots of cool stuff. What a great jacket!
Boy 2: Yeah, it’s new. I really like it. I like clothes that are unusual.
Boy 1: Yeah, me too. Say...is that a new book over there
Boy 2: Yes, it is. It’s a book about volleyball. It tells about how to become a good player.
Boy 1: Is it good
Boy 2: Yeah, it’s great. I like writers who explain things well.
Boy 1: Me, too. Ummmm, Michael
Boy 2: Yes
Boy 1: Uhhh…Where did you get that movie poster
Boy 2: Oh, the Monster Lizard poster
My brother got it for me. He works at a movie theater.
Boy 1: It’s a great poster.
Boy 2. Yeah, it is. I love movies that about Monsters, don’t you
Boy 1: I sure do. Say…Michael…Do you think your brother could get a Monster Lizard poster for me
Boy 2: Probably. I’ll ask him.
Boy 1: That would be great.
Step Ⅳ 2b
This activity gives students practice in understanding and writing the target language.
Read the instructions to the students.
Make sure each student knows what they should do while they listen to the tape.
Ask .the students to have a look at the chart in Activity 2b. There are two columns in it.
Tell the children they will write what
Michael likes in the first column and they will write why he likes it in the second column. Go over the contents in the chart with the children.
Tell them to note the sample answers.
Let them guess the other answers in the first column. Yeah, maybe the same ones with the answers in Activity 1, but we are not sure now. Then tell them to get what writers and movies Michael likes while they are listening. Encourage them to ask questions they may have met.
Play the recording and ask the children to fill in the answers. Pause the tape if necessary. Ask several students to tell the answers and see if the others have different ones. Play the tape again if the students need to listen to it again. Correct the answers. If time is enough, play the tape again and the students repeat after it.
Answers
book—He likes writers who explain things well.
Movie poster—He likes movies that are about Monsters.
Step Ⅴ 2c
This activity provides guided oral practice using the target language.
Present the dialogue in this activity with a student first
T: I like movies that are romantic.
I love Titanic.
S: Oh, I don’t. I like movies that have big wars.
I really like The Doctor—A Real Soldier.
Then ask the children to open the books at page 47. Read the instructions in Activity 2c. Say, We will discuss our favorite things from Activity 1 and say why we like each thing.
Ask two students to read the sample conversation. Then ask the students to discuss their favorite bands, books and movies in groups of four. Try to use the sentences with the Attributive clause we have met in this unit to help to make conversations. Walk around in the classroom and offer help if they need. Ask one or two groups to say their conversations to the class.
Step Ⅵ Summary
Say, In this class we’ve done lots of listening practice on target language, and we’ve also written and spoken some. Try to use the target language we’ve learned to express your preferences in your daily life.
Step Ⅶ Homework
(1) Write a short article to tell your favorite band, book, movie and clothes.
(2) To express your preferences to your classmates or anyone else who knows English.
Step Ⅷ Blackboard Design
Unit 6 I like music that I can dance to.Section BThe Fourth Period Questions: 1. What’s your favorite band 2. What’s your favorite book 3. What’s your favorite movie The answers to Activity 2a: 1. a jacket 2. a book 3. a movie poster The answers to Activity 2b: book—He likes writers who explain things well. movie poster—He likes movies that are about Monsters.The Sixth Period
Ⅰ. Teaching Aims and Demands
1. Knowledge Objects
(1) Key Vocabulary
native, speaker, make up
(2)Fill in blanks and make sentences using feel, spell, write down; join and find.
(3) Write an article using the target language.
2. Ability Object
Train students’ writing skill.
3. Moral Object
Everybody longs to winning a prize like Xu Zheng. Do remember, no pains, no gains.
Ⅱ. Teaching Key Points
1. Fill in blanks and make sentences.
2. Write an article using the target language.
Ⅲ. Teaching Difficult Point
Make sentences using feel, spell, write down, join and find.
Ⅳ. Teaching Method
Teaching by explanation
Ⅴ. Teaching Aid
The blackboard
Ⅵ.Teaching Procedures
Step I Revision
First check homework. And then ask some students to read their writings about one of the people interviewed in Activity 4. Collect their writings and help correct any errors before returning them.
Step Ⅱ Part 1
This activity provides a comprehension review of vocabulary presented in the unit.
Focus attention on the box. Invite a student to read the vocabulary words at the top.
Say. You are to fill in the blanks with the Words. In some cases, you may need to use another form of the word, for example adjusting for tense or subject/verb agreement.
Check the answers. Five students each reads a sentence, filling in the blanks.
The rest of students check their work.
Answers
1. write down 2. spell 3. join 4. found 5. feels
Ask students to make their own sentences with the words, preferably sentences that are meaningful. Move around the room. Collect a few students’ answers with mistakes on the blackboard. You along with the students help correct the mistakes.
Sample answers
1. Please write down the words on the blackboard.
2. I can’t spell some English words.
3. Why don’t you join an English club
4. I have found my keys.
5. Cotton feels soft.
Step Ⅲ Part 2
This activity provides reading, writing, listening and speaking practice using the
target language.
Read the instructions to the class. Ask students to look at the Notes on Xu Zheng and Notes on Xu Zheng’s essay.
Elicit how to convert the notes into sentences in an article. Instruct students to say, Xu Zheng likes writing notes, watching movies and listening to pop songs.
He thinks most people speak English as a second language.
Ask students to complete the work individually. Say, the order of information will vary but should contain all the points in the notes.
As students are doing this, move around the room checking progress and offering help when necessary. If some students have difficulty in writing an article, encourage him/her to write two or three sentences.
Step Ⅳ Just for Fun!
This activity provides reading and speaking practice with the target language.
Ask all the students to read the conversation. Ask, What is funny about this cartoon story Help students to answer, The alien thinks he can learn English by eating an English book. Invite pairs of students to present this conversation to the rest of the class.
Step Ⅴ Summary
Say, In this class, we’ve reviewed some vocabulary words presented in the unit.
And we’ve also made up sentences using some words.
Step VI Homework
(1) Review all the language points presented in this unit.
(2) Finish off the exercises on pages 3～4 of the workbook.
Step Ⅶ Blackboard Design
Unit 1 How do you study for a test Self checkThe Sixth PeriodSample answers to Activity 1:1. Please write down the words on the blackboard.2. I can’t spell some English words.3. Why don’t you join an English club 4. I have found my keys.5. Cotton feels soft.Unit7-Reading
Reading: Your own robotThe Seventh PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabularyservant, doubtful, artificial intelligence, humanoid, wave, elderly, trapped and so forth(2) Text: Your own robot2. Ability Objects (1) Train students’ ability of identifying main idea. (2) Train students’ ability of understanding words in context. (3) Train students’ ability of reading for special information.3. Moral Object Have you thought of making your own robot If you have, why not try out your idea Ⅱ. Teaching Key Points1. Key vocabulary.2. Read the text to identify main idea.3. Read the text to understand words in context.4. Read the text for special information.Ⅲ. Teaching Difficult Points1. Train students’ reading skill.2. Train students’ writing skill.Ⅳ. Teaching Methods1. Up-down reading methods2. Pairwork3. GroupworkⅤ. Teaching AidA projectorⅥ. Teaching ProceduresStep Ⅰ Part 1This activity allows students to activate their background knowledge before attempting the reading.First read the title with the children and ask them what they think the article is about. Ask several to tell the class what they think the article is about based on the title. If they think of it is about robots, tell them they have done well. Second say to the class, Please look at the picture on this page. What can you see in it How many robots can you see What are they busy doing Ask one or two students to describe the picture to the class. Note to correct the sentences that they use.They may say like this, We can see four robots in the picture.They are all busy working. The first one is carrying heavy boxes. The second one is taking care of an elder person. The third one is working on a machine. The fourth one looks like a snake. It is a snake robot and it is looking for people trapped under a building.Read the instructions to students now.Go over the three questions with students and choose three students to give answers to make model ones to the others. Then ask them to work in pairs, discuss the three questions. The answer will vary.Tell them to discuss the questions without reading the article. As the children work, walk around, listen to them and offer any words and sentences they may need.When all the pairs finish discussing, ask some pairs to ask and answer the questions. The others in the class listen to them.Sample answers1. A robot is a machine that acts like a human. It looks like a human being. It is made to do very careful or dangerous work instead of human beings. A robot is controlled by different electric device system which can perform the commands.2. We can see robots in many work places today. They use robots to make cars, automobiles and many other things.The USA sent some robots to Mars in 2004. Robots can help human beings in many fields, such as exploring the outer space and deeper sea. Someone has invented the robot football players.There are several big robot football matches in the world every year.3. They could do much work in our daily life. Robots in the future would help take care of the kids, patients and the old people. They would do all the work what people have to do today. They would do the company work and the house work instead of human beings.We human beings just need to "tell" them what to ,do and we would have more spare time to enjoy life.Step Ⅱ Part 2This activity encourages students to quickly read for the main idea and then support the main idea with one detail.Draw students’ attention to the instructions and read the instructions to them.Look at the chart in Activity 2. There are five main ideas of the article in it.You need to read the article quickly and get one detail for each of these main ideas. The first one has given as a sample.Go over the five main ideas and the sample answer with the class.Tell them A.I. =Artificial Intelligence.It is a name of a film. Do some more explanation if needed. Make sure that each student knows the meanings of the sentences.Ask students to complete the task individually first, Then get them to discuss their answers in pairs. Be sure that they discuss details in English. Encourage students to fill in the form with complete sentences.Have some students report their answers to the class. The others listen and help to correct the mistakes they may make.Sample answersMain ideaDetailIn the movie A. I., robots are like people.They have feelings.Japanese robots do the same things as people.They walk, dance and wave hello and goodbye.It’s difficult for robots to do the same things as people.They can’t open their eyes and know where they are.Scientists make robots that don’t look like people.They look more like big arms.The future is hard to believe.A hundred years ago, computers,spaceships and electric toothbrushesseemed impossible.Step Ⅲ Part 3This activity encourages students to use the strategy of reading in context.Say, We can see there are some words indicated in bold in the article. Please guess the meanings of them now.Then ask some children to guess the meanings of the bold words, but just guess. Don’t give them the correct answers.Do you want to know more about the robots Read the article more carefully this time and you’ll get more knowledge about robots. Please read the article again. And note to read in context. Try to guess the meanings of the words in bold from the other words around them. You can also guess the meanings of any words and phrases you can’t understand from the other words around them.Ask students to read the article again for comprehension. After a while, ask some students to tell the meanings of the words in bold by reading and guessing. Discuss their answers with the whole class. Check their answers by showing these bold words and their meanings on the screen by a projector.artificial adj.人工的；人造的intelligence n. 智力；智慧A. I. (= Artificial Intelligence) 《人工智能》（电影名称）servant n.仆人；佣人feeling n. 感情；感觉；知觉doubtful adj. 怀疑的；疑惑的humanoid n.类人动物(尤指科幻小说中的外星人)wave v. 挥动(手、手臂)elderly adj. 老年的；较老的Ask students to raise their hands and say which sentences and words they don’t understand. Explain them.Read the instructions with students and have them look at the example. Ask students to match words to meanings. Remind them to read the story again for extra help.Check the answers.Answersservant g; doubtful a；artificial intelligence e; humanoid f; wave b; elderly d; trapped eStep Ⅳ Part 4This activity helps students read for specific information. Read the instructions to students. Ask the first question as a sample to check if they understand what they need to do.Ask students to do the activity individually. Tell them to read the text again to get help. Check the answers by asking different students to answer the questions.Answers may vary slightly.You should try to remember the answers before looking at the reading. Then let them ask and answer the questions in pairs.Sample answers1. Robots will help the elderly because there aren’t enough children in Japan anymore.2. Robots don’t get bored because they don’t think.3. An all-robot football team will play well because the players won’t get tired.4. A hundred years ago, computers, spaceships and electric toothbrushes seemed impossible.5. Some robots will look like spiders and snakes.Step Ⅴ Part 5This activity helps students work in a group and think critically about what they have read.Read the task with students. We know there are many different kinds of robots and people want different robots to do different jobs. Suppose you are a robot scientist and you are going to design a robot pet. What kind of robot do you want to design What can your robot do Please look at the three questions in the chart in Activity 5. Think them over. I’ll ask one to present his or her robot to the class.Let them think for a while. Then ask one good student to present his or her design to the class. He or she may say like this.I am going to invent a robot dancer. It will look like a very pretty girl. I hope my robot can dance to different kind of music. When people are tired and want to listen to some music, my robot can perform dancing while the music is on. And my robot doesn’t need any other kind of power except the sound of the music.Then ask the whole class to discuss their robots in groups of four and fill in the chart with the information about the robots.Ask one or two students to present their designs to the class. If time permits, get students to make drawings of their robot pets or other robot ideas.Sample answers1. It looks like a pretty girl.2. It can dance to different kinds of music.3. It just uses the sound of music as its power.Step Ⅵ SummaryWe have read a very wonderful article about robot. And we have discussed our own robots. We have done much practice on comprehension.Step Ⅶ HomeworkRead the article in Activity 2 again for further comprehension.Step Ⅷ Blackboard DesignReading: Your own robotThe Seventh PeriodAnswers to Activity 3:servant g; doubtful a; artificial intelligence e; humanoid f; wave b; elderly d; trapped c Sample answers to Activity 4:1. Robots will help the elderly because there aren’t enough children in Japan anymore.2. Robots don’t get bored because they don’t think.3. An all-robot football team will play well because the players won’t get tired.4. A hundred years ago, computers, spaceships and electric toothbrushes seemed impossible.5. Some robots will look like spiders and snakes.Unit10 The Second Period
Ⅰ. Teaching Aims and Demands
1. Knowledge Objects
(1) Listening practice using the target language.
(2) Oral practice using the target language.
2. Ability Objects
(1) Train students’ listening skill.
(2) Train students’ speaking skill.
3. Moral Objects
Have you ever had a bad day like Amy
Never mind. Let bygones be bygones.
Ⅱ. Teaching Key Points
1. Listening practice using the target language.
2. Oral practice using the target language.
Ⅲ. Teaching Difficult Point
Train students’ listening skill.
Ⅳ. Teaching Methods
1. Listening method
2. Pairwork
Ⅴ. Teaching Aids
A tape recorder
Ⅵ. Teaching Procedures
Step Ⅰ Revision
1. Dictate some vocabulary words in units 6～10.
2. Choose four or five words. Encourage students to make sentences with them.
Step Ⅱ 2a
This activity provides practice in listening for the general idea.
Focus attention on the four pictures. Say.
You are to listen to four conversations.
Match the conversations with the correct pictures.
Point out the sample answer. Say. Picture 2 matches the first conversation you will hear.
Play the recording for the first time.
Students only listen.
Play the recording a second time. This time students listen and match the conversations with the correct pictures by writing the numbers in the boxes.
Check the answers.
Answers
(from top to bottom) 2, 1, 4,3
Tapescript
Conversation 1
Jin: Hello, Mrs. Tan. I’d like to be a volunteer. Can you help me
Mrs. Tan: Sure. What kind of volunteer work would you like to do
Jin: Well, I like working with kids.
Mrs. Tan: Do you know how to play basketball We need someone to help teach kids basketball.
Jin: No, I don’t really like basketball. Is there anything else
Mrs. Tan: Sure. There’s a job cleaning up the parks. It’s every Sunday.
Jin: That’s no good. I help take care of my grandmother on Sundays.
Mrs. Tan: I see. Here’s another job. Do you know how to fix up bicycles
Jin: Sorry. I can’t even fix up my own bicycle.
Mrs. Tan: Okay. Maybe this is a good one. We need someone to read to people at the hospital. You can do it any day you like.
Jin: That sounds good. When do I start
Mrs. Tan: How about today
Conversation 2
Peter: Hey, Kelly. Imagine y9u could travel anywhere. Where would you go
Kelly: Oh, I don’t know. I don’t like to travel.
Peter: Come on! What if you could go anywhere How about a jungle trek in India
Kelly: No. It’s too tiring.
Peter: Oh, well, then what about a trip to
France You could see the museums.
Kelly: No. I think France too touristy.
Peter: Really But there’s lots to see and do. Oh, I know. How about Hawaii The weather is really warm.
Kelly: Really warm Yes, you’re right. I don’t want to go to Hawaii. It’s too hot!
Peter: Okay. How about Singapore Singapore is not too hot, too tiring or too touristy. You must want to go there.
Kelly: No, Singapore is too expensive.
Peter: Kelly, there must be some place you want to go!
Kelly: Yes, there is.
Peter: Really Where
Kelly: I want to go home. Goodbye.
Conversation 3
Ben: Hi, Gu. I’m starting a band. Do you want to join me
Gu: Sure, Ben. I’d love to be in a band.
Ben: Okey, good. What do you play
Gu: I don’t play an instrument. I sing. I like music with great lyrics.
Ben: So do I. Who else can join our band
Gu: Well, there’s Dave. He plays the piano. But he prefers quiet music.
Ben: Good. What about Harry He plays the guitar, doesn’t he
Gu: Yes. But Harry loves music that’s loud.
Ben: That’s OK. We can play loud music and quiet music.
Gu: What kind of music do you like, Ben
Ben: Oh, I like music you can dance to.
But there’s just one problem for our band.
Gu: What’s that
Ben: I’m not a musician and I can’t sing.
Conversation 4
Zhang: Hi, Amy. How are you
Amy: Hi, Zhang. I’m glad to see you. I’ve had a bad day.
Zhang: Why What happened
Amy: Well, this morning I was late at the bus stop. The bus had gone so I had to walk to school.
Zhang: That’s a long walk.
Amy: Yeah. And then it started raining and I’d forgotten my umbrella.
Zhang: Oh no! Did you get wet
Amy: Yes, I was late and wet. And, my class wasn’t at school. They had gone to the museum.
Zhang: You missed a museum trip. That’s too bad.
Amy: Then in the afternoon I went to the library to study for the math test.
And guess what
Zhang: Oh no. What
Amy: I’d left my math book at home.
Zhang: You are right. You did have a bad day.
Step Ⅲ 2b
This activity requires students to listen for specific information in the dialogues.
Point out the four different question types next to the pictures in Activity 2a.
Set a time limit of two minutes. Students go through the lists of questions.
You are to listen to the same recording again. This time you need to listen for specific information in the dialogues that will help you answer the questions. Point out the sample answers.
Play the recording twice or three times so that students have enough time to complete the task.
Let students check their answers in pairs, and then with the whole class.
Answers
India--too tiring; Singapore--too expensive;
Hawaii--too hot; France--too touristy
T F F T T
2 5 1 3 4
Gu--music with great lyrics;
Dave--quiet music;
Harry--loud music;
Ben--music you can dance to
Step Ⅳ 2c
This activity lets students work in pairs to practice the conversations they have just heard.
Read the instructions to the class.
Point out the sample conversation in the box. Invite a pair of students to read it to the class.
SA: I’d like to be a volunteer. Can you help me
SB: Sure. What kind of volunteer work would you like to do
SA: Well, I like working with kids.
Write the conversation on the blackboard.
Now work with a partner. Start by reading the sample conversation in the box with your partner. Then make conversations using information in activity 2b.
As students talk, move around the room checking their work and offering language support as needed.
Ask several pairs of students to say their conversations to the class.
Step Ⅴ Summary
In this class, we’ve done much listening and oral practice using the target language.
Step Ⅵ Homework
Ask students to write three conversations in activity 2c in their exercise books.
Step Ⅶ Blackboard Design
Review of units 6～10The Second PeriodTarget Language:A: I’d like to be a volunteer. Can you help me B: Sure. What kind of volunteer work would you like to do A: Well, I like working with kids.Unit 9 The Second PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Target Language By the time she got to class, the teacher had already started teaching. When she got to school, she realized she had left her backpack at home. When I got home, I realized I had left my keys in the backpack.(2)The Three Forms of the verbs.2. Ability Objects(1) Train the students’ listening skill.(2) Train the students’ writing skill with the target language.(3) Train the students’ speaking skill.(4) Train the students to use the three forms of the verbs.3. Moral ObjectTry to be a careful person and do everything carefully. Remember not to be as careless as Tina.Ⅱ. Teaching Key Points1. Listening practice with the target language.2. Use the correct verb forms to fill in the blanks by listening.3. Make sentences using the Past Perfect Tense.4. The three forms of the verbs.Ⅲ. Teaching Difficult Points1. Write an ending for the story in Activity 2c.2. The three verb forms in Grammar Focus.Ⅳ. Teaching Methods1. Listening2. PairworkⅤ. Teaching AidsA tape recorderⅥ. Teaching ProceduresStep I Revision1. Revise what happened to Tina in the morning by asking one or two students to tell the stroy on page 68.They may say like this:Tina had a bad morning. First of all she overslept. By the time she got up, her brother had already gotten in the shower.And by the time she went outside, the bus had already left. She had to run all the way to school. When she got to school, she realized she had left her backpack at home. All these made her look stressed out. After that, ask the whole class to work in pairs, telling the stroy and helping each other in turns. Remind them to use the correct verb forms.2. Ask students to check each other’s homework in pairs, pointing out all the mistakes they might have made.3. Revise the Past Perfect Tense by asking the children when to use it and what its verb structure is.Step Ⅱ 2aThis activity provides guided listening practice using the target language.We have known Tina had a bad morning.But something worse happened to Tina later. Let’s go to Activity 2a on page 69 and see what happened to Tina later in the morning.Read the instructions to the class. Be sure that all of them know what to do.Call the students’ attention to the four pictures. Get them to guess the correct order of the pictures first. The first one is given as a sample. Ask one or two children to tell their stories by describing the pictures according to their own order.Then, we will hear Tina talking about what happened to her after she got to school. We can see there is a small box in each picture.Please write a number from 1 to 4 in each box to show each picture’s correct order.The first one has been given as a sample.Get the children to get ready to listen to Tina continue her story.Play the recording the first time, students only listen. Play the recording again and ask the children to number each picture.Check the answers with the class and see who have ever got the correct answers without listening.AnswersThe pictures should be numbered in this order:3 1 2 4TapescriptBoy: So then what did you do, Tina Girl: Well, I ran home to get my backpack.But when I got home, I realized I had left my keys in the backpack.Boy: You’re kidding!Girl: So I ran back to school without my keys or my backpack. And by the time I got back to school, the bell had rung.Boy: Oh, no!Girl: And by the time I walked into class, the teacher had started teaching already. She asked for our homework, but of course I didn’t have it.Step Ⅲ 2bThis activity gives students practice in understanding and writing the target language.Ask the students to read the instructions together. Point out the blanks in the sentences and the verbs in the brackets.This activity has two parts. First let’s fill in the blanks with the correct verb forms. We can see some verbs in the brackets. They are the base forms of the given verbs. For example, get and got, Get is the base form of the verb. Your job is to write the correct forms of these verbs in the blanks. Look at number one.A sample answer is given.Let the students fill in the blanks with the correct forms individually.Move around the classroom collecting the common mistakes they may make.After they all finish writing, tell them to get ready to listen to the conversation and check their answers.I will play the recording again. Please check your answers and correct any mistakes you might have made while listening. Play the recording. Students listen and check their answers. Correct the answers by asking seven different students to say theirs to the class.Answers1. got home 2. realized 3. had left4. got 5. had rung 6. walked 7. had startedStep Ⅳ 2cThis activity gives students oral practice with the target language.Ask the whole class to read the instructions together.We have a new task now. We know Tina was late for class. What do you think happened after Tina was late for class Work with a partner. Make up an ending for the story by continuing it. The beginning has been given.Get students to discuss in plete the ending. Make sure they are talking in English. Move around the classroom, offering language support if needed. After ten minutes, ask students to stop discussing. Get some pairs of students to tell the class how they think the story ended And let the whole class decide whose ending is the best. Tell each pair to write down their ending, or do it after class if time is not enough.Sample ending of the storyThe teacher looked at Tina and said, " Why are you late and where is your homework, Tina " "I had a bad morning today. " Tina said sadly."I’m sorry to hear that, but may I know what happened said the teacher.Then Tina told the teacher and the whole class her story. All her classmates laughed loudly after it. Some of them said, "Poor Tina!"Bob, one of Tina’s classmates, stood up and said, "Well, Tina, I’d love to help you. Why not let me keep the keys for you I would put your keys in my backpack."Step Ⅴ Grammar FocusThis activity introduces the target language of this unit. Call students’ attention to the sentences on the left. Ask four different students to read the four sentences and point out where had plus a past participle is used. Write the sentences on the blackboard.Draw a simple time line for each sentence to help students to understand the grammar focus. For example:Then get the students to look at the box.Teach students to read the three forms of each verbs first. Then ask several students to read the verbs to the class to see if they can read. Write the verbs on the blackboard.Ask the students to make sentences correctly using each form of the verbs in the box. For example:I usually get up at 6:30.I got up at 5:30 yesterday.By the time I got up, my sister had already gotten in the shower.Tell the students when we talk about the first thing that happened. We use had plus a past participle (had gotten) and when we talk about the second thing that happened, we use the simple past tense (got up). Ask some to read their sentences to the class.Ask the students to make their own lists of other verbs used in this unit. Tell them to put the lists in their notebooks using a three-column format like the one in the Look! section. The lists have to include these verbs; leave, walk, start, oversleep, ring, be.Check the answers.Some sample sentences with the three verb forms1. I got up at 6:30 every day. I got up at 6:00 yesterday. By the time I got up, my sister had already gotten in the shower.2. We usually go to school at 7:30. We went to school at 8:30 yesterday. By the time we got to the classroom, the students had gone to the chemistry lab.3. My father leaves home at 8:30. He left home at 9:30 this morning.When my father went outside, the bus had left.4. The teacher often starts teaching at 9:00. The teacher started teaching at 8:30 the day before yesterday. When Tina got to class, the teacher had already started teaching. The three forms of the verbs used in this unit:Leave left leftWalk walked walkedstart started startedoversleep overslept oversleptring rang rungbe was/were beenStep Ⅵ SummarySay, In this class, we’ve done much listening and writing practice with target language. We’ve also done some oral practice in pairs. And we’ve discussed the Grammar Focus of this unit.Step Ⅶ Homework1. Write down the ending of Tina’s story.2. Make sentences using each form of the verbs below:leave, walk, start, oversleep, ring, be3. Review the Grammar Focus.Step Ⅷ Blackboard DesignUnit 9 By the time I got outside, thebus had already left.Section AThe Second Period Target Language: 1. By the time she got up, her brother had already gone into the bathroom. 2. By the time she went outside, the bus had already gone. 3. By the time she got to class, the teacher had already started teaching. 4. When she got to school, she realized she had left her backpack at home. Verbs: Get got gotten Go went gone leave left left start started startedUnit3 The Third PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects (1) Key Vocabulary be strict with, take a test, pass a test, fail a test (2)Target Language I think Peter should be allowed to take the test later. I don’t agree. I think the school has to have rules.2. Ability Objects (1) Train students’ listening skill. (2) Train students’ ability to talk about agreement and disagreement.3. Moral Object It’s good manners to be on time.Ⅱ. Teaching Key Points1. Review some key vocabulary words and target language.2. Talk about agreement and disagreement.Ⅲ. Teaching Difficult PointTalk about agreement and disagreement.Ⅳ. Teaching Methods1. Review2. Listening3. GroupworkⅤ. Teaching AidA tape recorderⅥ. Teaching ProceduresStep Ⅰ Revision (1)Check the homework. (2) Competition: Write "are allowed to" and "aren’t allowed to" on the blackboard, Divide the class into groups.Each group is asked to write down as many things as they can think of about what teenagers are or aren’t allowed to do. See which group can think of the most items for each category.Step Ⅱ 1aThis activity reviews the use of always, sometimes, usually and never.Point to the picture. Ask students to describe what is happening in the picture.Help students to say, The boy is late for class. Invite a student to read the four questions in the box to the class.Read the instructions and remind students of the exact meanings of the adverbs of frequency.
always (总是,一直) usually(通常) often(经常) sometimes(有时) never(从不)Say, Please write A after things you always do, U after things you usually do, Safter things you sometimes do and N for things you never do.Get students to finish the task on their own.Answers to this activity will vary.Step Ⅲ lbThis activity provides oral practice using the target language.Point out the sample conversation. Ask a pair of students to say it to the class.SA: Do you ever get to class late SB: Yes, I sometimes get to class late.Say, Talk with your partner about your answers in Activity 1a.As the pairs work together, walk around the room offering help if necessary.Ask several pairs to share their conversations with the class.Step Ⅳ 2aThis activity provides practice in understanding the target language in spoken conversation. Point out the four items in Activity 1a.Say, You will listen to a conversation and circle the things on the list that you hear. Play the recording for the first time. Students only listen.Play the recording a second time. This time students listen and circle the things that they hear. Check the answers.AnswersCircled items: 1,4TapescriptMan: What’s the matter, Peter Boy: I think I’m going to fail a maths test, Dad.Man: You are Why Boy: Well, I missed the bus and I had to walk to school.Man: So Boy: I’m not allowed to get to class late, and there was a big test today.Man: And you weren’t allowed to take the test Boy: That’s right. But I know I could pass the test.Man: Well, Peter, the school has to have rules, you know.Boy: I know. But I should be allowed to take the test later. It’s not fair.Man: I agree. Maybe you could talk to the teacher after school.Boy: Yeah. Maybe if I explain what happened, she’ll understand.Step Ⅴ 2bThis activity provides listening practice using the target language.Point to both the numbered and lettered lists of item in the box.Point out the sample answer. Read the sentence "Peter is going to fail a math test to the class."Say, I’ll play the same recording again.You are to match the sentence parts as you hear on the tape.Play the recording for students to do the activity.Check the answers.Answers1. c 2. e 3. a 4. b 5. dStep Ⅵ 2cThis activity provides oral practice using the target language.Call students’ attention to the statements in the box. Say them to the class.Ask three students to read the sample conversation to the class, completing the sentences.SA:I think Peter should be allowed to take the test later.SB:I don’t agree.SC:I think the school has to have rules.Write the conversation on the blackboard.Divide the class into groups of four. Say,Now discuss the statements with your group.As the groups work together, walk around the room offering help as needed.Ask some groups to say a few lines of their conversations to the class.NotesParents should not be too strict with teenagers. Note the word be strict with.Generally speaking, we say be strict with sb. but be strict in sth. For example, Our teachers are strict with us. He is strict in his work.Step Ⅶ Summary and HomeworkSay, In this class, we’ve learned to talk about agreement and disagreement. And we’ve also reviewed adverbs of frequency. Have you ever been late for school Write a passage to describe what was happening that day.Step Ⅷ Blackboard DesignUnit 3 Teenagers should be allowed tochoose their own clothes.Section BThe Third PeriodTarget language:A: I think Peter should be allowed to take the test later.B: I don’t agree.C: I think the school has to have rules.Unit 6 I like music that I can dance to
Ⅰ. Analysis of the Teaching Material
1. Status and Function
In this unit, students learn to express, preferences with the relative clause.
Mostly they will talk about music. Music is a very popular topic among the students. It will arouse the children’s great interest. That will be very helpful to practice using the target language.
All the students will make great progress in expressing preferences with the relative clause.
(1) The first period mainly provides target language with relative clause to express preferences on music. It gives the students much practice in speaking and listening on the target language.
(2) The activities in the second period give students more listening and speaking practice, using more target language. They are helpful to improve students’ listening and speaking skills.
(3)In the third period, students learn to get information from a CD review.
And they will get much more speaking and writing practice with target language. They will improve their reading, speaking and writing skills.
(4) The fourth period provides more listening practice to train the students to understand the target language in spoken conversation.
And it provides some writing and speaking practice as well. The children will do more practice on target language with the relative clause.
(5)The students will read three different short passages in this period.
They do much reading practice on them. And this period is designed to train students’ writing skill. The students will also do some speaking practice.
(6) The activities in the sixth period help the students have a self check. The children will be trained to use some verbs and write an e-mail.
2. Teaching Aims and Demands
(1) Knowledge Object
In this unit, students-learn to express preferences using target language with the relative clause.
(2)Ability Object
To train the students’ listening, speaking and writing skills using target language with relative clause.
(3)Moral Object
Music is a kind of language that can be understood by the people all over the world.
3. Teaching Key Point
To help the students learn and grasp the key vocabulary words and target language.
4. Teaching Difficult Points
To train students’ listening, speaking, reading and writing skills.
To train students’ communicative competence
5. Studying way
Arouse the students’ interest in music and get the children to take active part in expressions on music.
Ⅱ. Language Function
Express preferences
Ⅲ. Target Language
What kind of music do you like
I like music that I can sing along with. What about you
prefer music that has great lyrics.
Ⅳ.structure
Relative clauses with that and who.
Ⅴ. Vocabulary
Lyric, gentle, remind of, exhibition, prefer, photographer, energy
Ⅵ. Recycling
singer, music, dance, quiet, clothes, writer, jacket, book, movie, band, CD, sad, love, like, enjoy, favourite, loud, sing along with, musician. clearly
Ⅶ.Learning Strategies
1. Listening for specific information
2.Transforming information
Ⅷ. Teaching Time
Seven periods
The First Period
Ⅰ. Teaching Aims and Demands
1. Knowledge Objects
(1) Key Vocabulary prefer, lyric
(2) Target Language
What kind of music do you like
I like music that I can sing along with.
What about you
I prefer music that has great lyrics.
2.Ability Objects
(1) Train the students to express preferences.
(2) Train the students’ listening skill.
3. Moral Object
Let’s enjoy music. It always brings us happiness.
Ⅱ. Teaching Key Points
1. Key Vocabulary prefer, lyric
2. Target Language
Ⅲ. Teaching Difficult Points
1. Relative clauses with that
2. The listening practice
Ⅳ. Teaching Methods
1. Chain drill
2. Pairwork
Ⅴ. Teaching Aids
1. A tape recorder
2. Some tapes of different kinds of music
Ⅵ. Teaching Procedures
Step Ⅰ Revision
(1) Invite different pairs of students to say the conversations learned in preceding classes with books closed.
(2)Check the answers to the exercises of the workbook by asking different students to say their answers to the Class.
(3) Dictate some of the key vocabulary words presented in units 1～5.
Step Ⅱ 1a
This activity introduces the key vocabulary and trains the students to express preferences with the relative clause.
Write…that are red on the blackboard.
Point to it and say a sentence with it, I like flowers that are red. Ask who can make another sentence with it. They may say, I like gloves that are red. I like shoes that are red. Write another phrase on the blackboard, …that is big. Help the students to make sentences with it.
Play the tapes of different kinds of music for the students, only a short piece of each tape. Say, I like music that makes me relaxed. Write these four groups of words on the blackboard,…that has great lyrics,…that I can sing along with,…that isn’t too loud, …that I can dance to. Tell the students lyrics means the contents of the songs. Ask the students, What kind of music do you like
Say, You can answer with I like music…, I love music…, I prefer music… Explain prefer=like…better to them. Get one of the children to answer the question, then let this child ask the one next to him/her the same question. Set off a chain drill.
Ask the students to open their textbooks now. Read the instructions of Activity 1a to the students. Make sure they understand everything.
First have them look at the pictures and circle the sentences they agree with. Read each sentence to the class and ask the students to raise their hands to see if they agree. Make a survey to find out how the class feels about each item. Discuss the result of the survey with the class.
Get the students to complete the sentence to tell what kind of music they enjoy. Ask some of the students to share their sentences. Write any new words or phrases on the board to help them if necessary.
Step Ⅲ 1b
This activity gives students practice in understanding the target language in spoken conversation.
Say, we will hear Tony and Betty talking about the kinds of music each one likes.
Let’s see the instructions first. Read the instructions to the students. Tell them to tick (√) the right statements while they are listening. Read the three headings before playing the tape.
Play the tape the first time and the students only listen. Then play it for a second time. The students tick in the right answer boxes.
Cheek the answers.
Answers
Can dance to Has great lyrics Can sing along with
Tony √ √
Betty √ √
Tapescript
Betty: Oh, look. There’s the new Cool Dudes CD.
Tony: The Cool Dudes Do you like them
Betty: Oh, yeah. They are my favorite band. I like music that I can dance to.
Tony: You’re kidding. I think they’re awful. I prefer music that has great lyrics…music that I can sing along with.
Betty: I like songs I can sing along with too. So what’s your favorite band
Tony: The Jitters. Their words are interesting and…
Step Ⅳ 1c
This activity provides guided oral practice using the target language.
Read the instructions to the students.
First ask a pair of the students to read the example in the box,
SA: What kind of music do you like
SB: I like music that I can sing along with. What about you
SA:I prefer music that has great lyrics.
Then get them to work in pairs. Answer the questions with their own preferences.
As the students do the practice, move around the classroom and give them some help. Ask several pairs of students to perform their conversations before the class.
Step Ⅴ Summary
Say, In this class, first we’ve learned two new key words, prefer and lyrics. Then we’ve learned how to express references by talking about music, using relative clause with that.
Step Ⅵ Homework
Ask the students to write three sentences with I like music that…,I love music that …,I prefer music that…
Step Ⅶ Blackboard Design
Unit 6 I like music I can dance to.Section AThe First Period1. sample phrases …that are red. …that is big.2. Express references I like music that… I love music that… I prefer music that…SentencesI like flowers that are red.I like the house that is big.Relative clause with that.…that has great lyrics.…that I can sing along with.…that isn’t too loud.…that I can dance to.The Fourth Period
Ⅰ. Teaching Aims and Demands
1. Knowledge Objects
(1) Key Vocabulary
spider, insect, chew, gum
(2) Target Language
I used to eat candy all the time. Did you
Yes, I did. And I used to chew gum a lot.
2. Ability Object
Train students’ ability to talk about what they used to be/do.
3. Moral Object
People surely change. Students should take good care of the process of their growth.
Ⅱ. Teaching Key Points
1. Key Vocabulary
spider, insect, chew, gum
2. Target Language
I used to eat candy all the time. Did you
Yes, I did. And I used to chew gum a lot.
Ⅲ. Teaching Difficult Point
Talk about what you used to be/do.
Ⅳ. Teaching Method
Practice method
Ⅴ. Teaching Aids
1. A tape recorder
2. A picture with spiders and a picture with insects.
3. A gum
Ⅵ. Teaching Procedures
Step Ⅰ Revision
Check homework. Invite different students to report what his/her grandparents, parents, aunts, uncles, or old friends used to be afraid of when they were young.
Step Ⅱ 1a
This activity introduces new vocabulary words and provides practice with the target language.
Using pictures, teach students to practice the words spider and insect. Teach the
word gum by holding up a gum. And teach the verb chew by chewing the gum.
Call students’ attention to the pictures.
Ask, What is happening in each picture
S1: A girl is exercising in gym class in Picture 1.
S2: A girl is painting a picture in Picture 2.
S3: Students are singing in music class in Picture 3.
S4: A boy is looking at spiders and other insects in Picture 4.
Say, Please check the things you liked to do when you were a child.
Ask students to complete the work individually.
Check the answers by inviting different students to report his/her work like this:
When I was a child, I used to like painting pictures and singing in music class.
Say each number to the class and ask students to raise their hands for each thing they used to like to do. Then discuss the results with the class.
Step Ⅲ 1b
This activity provides practice with the target language.
Point out the box under the pictures.
Read the instructions to the class. Say,
You are to write some other things that you used to like to do when you were a children on the lines in the box. Remind students to write sentences.
As students work, move around the room offering language support and helping them with any words they want to use.
Get a student to write his/her sentences on the blackboard. Help correct any errors.
Sample answers
1. I used to play football with my brother.
2. I used to eat hamburgers a lot.
3. I used to watch cartoons.
4. I used to run with my father in the morning.
Step Ⅳ 2a
This activity provides listening practice using the target language.
Set a time limit of one minute. Ask students to look through the sentences in the box.
Say, You will hear a boy and a girl talking about how life used to be when they were much younger on the recording. Listen and check the sentences you hear.
Point out the sample answer. Play the recording for the first time. Students only listen.
Play the recording again. This time students check the sentences they hear.
Check the answers.
Answers
Checked sentences: 1,2,3
Tapescript
Girl 1: My six-year-old brother started school this week.
Boy 1: He’s really lucky. Life was great when I was six.
Girl 1: Really Why
Boy 1: Oh, schoolwork was really easy.
Girl 1: Not for me. I didn’t use to like tests. Now I don’t worry about tests.
Boy 1: And we used to play every day after school. Now we just study all the time.
Girl 1: Yeah, but we used to walk to school. Now we have to take the bus.
Boy 1: I remember one thing. I used to hate gym. Now I love gym class.
Girl 1: Me, too.
Step Ⅴ 2b
This activity gives students practice in understanding and writing the target language.
Call students’ attention to the chart with the headlines In the past and Now.
Set a time limit of one minute for students to look through the uncompleted sentences.
Say, You are to listen to the conversation again and fill in the blanks with the words you hear. Point out the sample answers.
Play the recording again. Students listen and fill in the blanks. Ask a student to read these sentences, filling in the blanks, the rest of the class check their answers.
Answers
In the past: tests, play, walk, gym
Now: tests, study, take the bus, love
Step Ⅵ 2c
This activity provides oral practice using the target language.
Ask a pair of students to read the sample conversation to the class.
SA: I used to eat candy all the time. Did you
SB: Yes, I did. And I used to chew gum a lot.
Write the conversation on the blackboard.
Ask students to pay special attention to the question “Did you ” and the answer“Yes, 1 did.”Remind students of the negative answer No, I didn’t. Say, Now work with a partner. Start by reading the sample conversation with your partner. Then make new conversations.
As they are working in pairs, move around the room offering language and pronunciation support as needed.
Check the answers by calling on different pairs to say their conversations to the class.
S1:I used to be afraid of the nurse. Did you
S2: Yes, I did.
S3:I used to be afraid of speaking in the front of the class.
S4 :Yes, I did. Now I am not afraid of that.
Optional activity
Ask students to talk about good and bad habits. Then make sentences with “used to”to show which habits they have stopped and make sentences with “still” to show which ones they still have.
Step Ⅶ Summary and Homework
Say, In this class, we’ve learned the new vocabulary words spider, insect, gum and chew and the target language I used to do sth. After class, finish writing the sentences in Optional Activity.
Step Ⅷ Blackboard Design
Unit 2 I used to be afraid of the dark.Section BThe Fourth Period1. Sample answers to Activity 1b: (1) I used to play football with my brother. (2)I used to eat hamburgers a lot. (3)I used to watch cartoons. (4)I used to run with my father in the morning.2. Target language: A: I used to eat candy all the time. Did you B: Yes, I did. And I used to chew gum a lot.Unit 5 It must belong to Carla.
Ⅰ. Analysis of the Teaching Material
Status and Function
The topic of this unit is a picnic, In this unit, students learn to make inferences.
Such topic is helpful to activate students’ imagination and improve students’ ability to deduce. Either less or more advanced students will be active in the activities in class. So it’s useful to improve students’ spoken English and communicative competence.
(1) The first period mainly introduces the key vocabulary and the target language to students. Through listening and oral practice, students have a brief understanding of how to make inferences.
(2)In the second period, students learn the exact meanings of the words must, might, could and can’t.
Meanwhile, students practice listening and writing the target language.
(3) When reading an article, students can’t help meeting with some new words. In the third period, students are asked to practise using the target language by talking about the new words, It’s helpful to arouse students’ learning interest and improve students’ listening and speaking skills.
(4) The fourth period gives students further listening and oral practice using the target language by talking about an alien is chasing a man.
In this class, students have a better understanding of the words must, might, could and can’t.
(5) In the fifth period, students learn more vocabulary words first, and then practice reading and writing the target language. All the activities are designed to improve students’ reading and writing skills.
(6)In the last period, students learn a lot of proverbs. Proverbs are full of truth and advice. Students will benefit a lot in this class.
2. Teaching Aims and Demands
(1) Knowledge Objects
In this unit, students learn to make inferences using the words must, might, could and can’t.
(2) Ability Objects
To train students’ listening, speaking, reading and writing skills.
To train students’ ability to deduce.
(3) Moral Objects
When you are on a picnic, remember to bring litter back to keep our environment clean and tidy.
We’ll benefit a lot by learning proverbs.
3. Teaching Key Points
To learn the key vocabulary words and the target language.
To learn to make inferences using the words must, might, could and can’t.
4. Teaching Difficult Points
To train students’ listening, speaking, reading and writing skills.
To enable students to grasp the usage of must, might, could and can’t.
5. Studying Way
Teach students how to make inferences using must, might, could and can’t.
Ⅱ. Language Function
Make inferences
Ⅲ. Target Language
Whose volleyball is this
It must be Carla’s. She loves volleyball.
It could be Ted’s.
Ⅳ. Structure
must, might, could and can’t
Ⅴ. Vocabulary
picnic, chase, escape, belong to, toy car, plate’, mystery, appointment, worried, wake, neighbor, garbage
Ⅵ. Recycling
suit, land, volleyball, magazine, book, CD, bat, earring, T-shirt, UFO, whose, owner, exercise, dream, anxious
Ⅶ. Learning Strategies
1. Sequencing
2. Deducing
Ⅷ. Teaching Time
Six periods
The First Period
Ⅰ. Teaching Aims and Demands
1. Knowledge Objects
(1) Key Vocabulary
belong, belong to, plate, author, toy, picnic
(2)Target Language
Whose book is this
It must be Mary’s. Wanda Wilbur is her favourite author.
2. Ability Objects
(1) Train students’ listening skill.
(2) Train students’ communicative competence using the target language.
3. Moral Objects
When you are on a picnic, remember to bring litter back to keep our environment clean and tidy.
Ⅱ. Teaching Key Points
1. Key vocabulary
2. Target language
Ⅲ.Teaching Difficult Points
1. Listen for the target language
2. Oral practice using the target language
Ⅳ.Teaching Methods
1. Scene teaching method
2. Listening method
3. Pairwork
Ⅴ.Teaching Aids
1. Blackboard drawings
2. A tape recorder
3. A projector
Ⅵ.Teaching Procedures
Step I Revision
Check homework. Invite different students to say the answers to the exercises on pages 12～14 of the workbook.
Step Ⅱ 1a
This activity introduces the key vocabulary.
Write the key vocabulary words on the blackboard.
belong v.
belong to
plate n.
author n.
toy n.
picnic n.
Say the words one by one and have students repeat several times until they can read them fluently and accurately.
Ask different students to explain in their own words the meanings of the words belong to, author and picnic.
Belong means to be owned by somebody.
An author is a writer of a book or a play.
A picnic is a meal eaten out of doors.
Then invite two students to draw a plate next to the word plate and a toy car next to toy.
Focus attention on the picture. Have students point to each item and say its name. Call students attention to the chart with the headlines clothing. Fun things and kitchen things at the top. Invite different students to explain the meanings of the column heads.
Say, Please look at the picture and write the things you see in the correct columns in the chart. Point out the sample answers. Get students to complete the task on their own. As they work, move around the room checking their progress and answering any questions they may have.
Show the correct answers on the screen by a projector.
Clothing Fun things KitchenThingshat volleyball platejacket CD cupsT-shirt toy car magazine book
Step Ⅲ lb
This activity gives students practice in understanding the target langugage in spoken conversation.
Call students’ attention to the chart. Set a time limit of two minutes. Students read the persons, the things and the reasons.
Say, You will hear a conversation. As you listen, draw lines to connect the person in the first column with the thing in the second column. Then draw another line to connect the thing in the second line with the reason in the third column.
Point out the sample answer. Say, The name Carla in the first column connects to volleyball in the second column because that’s the thing they are talking about. And the word volleyball in the second column connects with the sentence she loves volleyball in the third column.
Play the recording the first time.
Students only listen. Play the recording again. This time students listen and match each person with a thing and a reason.
Check the answers.
Answers
Jane’s little brother—toy car—He was the only little kid at the picnic.
Mary—book—Wanda Wilbur is her favourite author.
Carla—volleyball—She loves volleyball.
Deng Wen—magazine—He loves cats.
Grace—CD—She always listens to classical music.
Tapescript
Girl 1:Whose volleyball is this
Boy 1:It must be Carla’s. She loves volleyball.
Girl 1: How about this toy car
Girl 2: Oh, that toy car must belong to Jane’s little brother. He was the only little kid at the picnic. And the magazine must belong to Deng Wen. He loves cats.
Boy 1: Oh, and look, someone left a book.
Girl 2: Oh, yeah…This book must be Mary’s. Wanda Wilbur is her favourite author.
Girl 1: OK…and how about this CD
Girl 2: Hmmmmm…The CD must belong to Grace. She always listens to classical music.
Step Ⅳ 1c
This activity provides oral practice using the target language.
Point to the picture in Activity lb. Invite pair of students to say the conversation in the speech bubbles.
SA: Whose volleyball is this
SB: It must be Carla’s. She loves volleyball.
Point out the conversation in the box. Invite another pair of students to say it to the class.
SA : Whose book is this
SB: It must be Mary’s. Wanda Wilbur is her favourite author.
Write the conversation on the blackboard.
Point out the chart in Activity 1b. Say.
Now work with a partner. Start by reading the conversations in the picture and in the box: Then make conversations using the information in the chart in Activity 1b. Talk about who each thing might belong to and give a reason. Get students to practice in pairs. As they work, move around the classroom listening in on various pairs and offering help with language and pronunciation as needed.
After all the students have had an opportunity to ask and answer questions, stop the activity. Get different pairs of students to say their conversations to the class.
Step Ⅴ Summary
Say, In this class, we’ve learned the key vocabulary words belong to, plate, author, toy and picnic and done much listening and oral practice using the target language.
Step Ⅵ Homework
(1) Say and remember the spelling of the vocabulary words.
(2)Say the conversations in Activity 1c to get a further understanding of the target language.
Step Ⅶ Blackboard Design
Unit 5 It must belong to Carla.Section AThe First Period
1. Key vocabulary: belong v. belong to plate n. author n. toy n. picnic n. 2. Target language: Whose book is this It must be Mary’s. WandaWilbur is her favourite author.Unit5-5
The Fifth PeriodⅠ. Teaching Aims and Demands 1. Knowledge Objects (1) Key Vocabulary extremely, worried, neighbor, garbage, mystery, director, escape, ocean (2) Target Language In my dream, I was swimming in an ocean of paper. Maybe it means you’re afraid of too much homework!2. Ability Objects (1) Train students’ reading skill. (2) Train students’ writing skill. (3) Train students’ integrating skills.3. Moral Object Everyone has had a dream. But don’t dream away your time.Ⅱ. Teaching Key Points1. Key vocabulary2. Reading practice3. Writing practiceⅢ. Teaching Difficult Points1. Reading practice2. Writing practiceⅣ. Teaching Methods1. Practice method2. GroupworkⅤ. Teaching AidA projectorⅥ. Teaching proceduresStep Ⅰ RevisionCheck homework. Collect pictures from students on the teacher’s desk. Hold up one at a time and ask students to describe it using the target language introduced in the preceding classes. For example:T: (Holding up a picture with a boy swimming in an ocean of books) What do you think is happening to the person in the picture S1: He must be a student.S2: He could be having a dream.S3: He might like reading books.Step Ⅱ 3aThis activity provides reading practice using the target language.Show the key vocabulary words on page 38 on the screen by a projector.extremely adv．极其；非常worried adj．烦恼的；焦虑的neighbor n．邻居；邻人garbage n．垃圾；废料mystery n．神秘的事物； 不可思议的事物，director n．决策者；董事；导演escape v.逃跑；逃走ocean n.大海；海洋Say the words one by one and have students repeat several times until they can pronounce them fluently and accurately. Read the title of the newspaper article strange events in Bell Tower neighborhood to the class. And then point to the picture and ask students. How is the person feeling Help students to answer. He is confused and upset.Call students’ attention to the article. Read it to the class. Say, Now please read the article individually and underline what people think could be causing the strange things that are happening in Bell Tower. Point out the sample answer.Get students to complete the task individually. As they work, walk around the classroom answering any questions they may have and offering help as needed.Check the answers.Answersan animal, teenagers, the wind, a dogStep Ⅲ 3bThis activity provides reading and writing practice using the target language.Get students to discuss any words or sentences they don’t know in Activity 3a with one another. Call students’ attention to the three sets of notes. Ask different students to read them to the class.Chu family--late night footsteps in the hallway--might be the neighborsLao Zheng--someone trying to get in the window--might be the windXiao Ning--finds garbage in front of her house--might be catsSay, You are to write another paragraph about Bell Town using these notes. You may use the article in Activity 3a as a model. Ask students to write their paragraphs on their own in the exercise books. As they work, move around the classroom offering language support as needed. Get a few students to read their works to the class. Answers will vary. Write the sample version on the blackboard.A sample versionThese days, something unusual is happening in my neighborhood. Mr. Chu often hears footsteps in the hallway at late night. His wife thinks it might be the neighbors. Lao Zheng, a retired worker, saw someone trying to get in the window one evening. Later, he found it might be the wind. Xiao Ning, a Junior 2 student, often finds garbage in front of her house. Her mother thinks it might be cats. But she doesn’t think so. My neighbor hood used to be quiet. But now everyone is worried. I don’t know what to do.Step Ⅳ 3cThis activity provides writing practice using the target language.Read the title No more mystery in Bell Tower neighborhood to the class and explain the meaning of the word mystery. Invite a student to read the opening sentences to the class. Divide the class in to groups of four to discuss what should be included in the article.Two or three minutes later, stop the activity. Say, Now please finish the article about the strange events in Bell Tower. Use the ideas you discussed along with original ideas of your own to complete the article. Get students to complete the task on their own in the exercise books. As they are writing, move around the classroom offering help as needed. Ask some students to read their articles to the class.Collect students’ works and write a comment on each paper before returning them.Step Ⅴ Part 4This activity provides reading, writing, listening and speaking practice using thetarget language.Read the instructions to the class. Point to the picture. Ask students to tell whatis happening in it. Invite a pair of students to read the sample conversation in the box to the class. SA: In my dream, I was swimming in an ocean of paper.SB: Maybe it means you’re afraid of too much homework.Say, Once I had a dream. In my dream, I was eating a state dinner. What might the dream mean Students may answer.Maybe it means you are too hungry. Say. Think of a dream you had recently and tell your classmates about it Your classmates guess what the dream might mean. Please work with a partner. Start practice by reading the sample conversation. As the pairs work together, walk around the room offering help with pronunciation and language. Ask different pairs to tell the class about their dream and what they may mean.Step Ⅵ SummarySay, In this class, we’ve mainly done much reading and writing practice using the target language. We’ve learned some vocabulary words as well.Step Ⅶ Homework1. Reread the newspaper article in Activity 3a.2. Review the paragraph in Activity 3b,Step Ⅷ Blackboard DesignUnit 5 It must belong to Carla.Section BThe Fifth PeriodA sample version to Activity 3b:These days, something unusual is happening in my neighborhood. Mr.Chu often hears footsteps in the hallway at late night. His wife thinks it might be the neighbors. Lao Zheng, a retired worker, saw someone trying to get in the window one evening. Later, he found it might be the wind. Xiao Ning, a Junior 2 student, often finds garbage in front of her house. Her mother thinks it might be cats. But she doesn’t think so. My neighborhood used to be quiet. But now everyone is worried. I don’t know what to do.The Fourth PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabularyrun out of, take after, fix up, give away, repair, not…any more, similar advertisements(2)Target LanguageWhat do you do, Jimmy I fix up bikes and give them away.2. Ability Objects(1) Train the students’ reading, writing, speaking and listening skills with the target language.(2) Train the students to use the new phrasal verbs.3. Moral Object Come up with a good idea to help others. It will bring you much enjoyment.Ⅱ. Teaching Key Points1. Train the students’ reading, writing, speaking and listening skills with the target language.2. Teach the students to use the new phrasal verbs properly.Ⅲ. Teaching Difficult PointTeach the new phrasal verbs.Ⅳ. Teaching Methods1. Making up sentences2. Listening3. PairworkⅤ. Teaching AidA. tape recorder.Ⅵ. Teaching ProceduresStep I Revision1. Revise the contents of the article in Activity 3a. Section A by asking some questions like these.Questions1. What does Li Huiping love to do And what does she do as a volunteer 2. What does Lan Pei love and what does he plan to be when he leaves school Where does he spend every Saturday working 3. What about Zhu Ming Say something about Zhu Ming.4. What do they say about their volunteer work 5. What do they plan to do 2. Check the homework by asking some students to read the conversations they wrote. Correct any mistakes they might have made. Let them hand in their homework.Step Ⅱ 1aThis activity introduces new target language.Read the instructions to the students.Make sure that each one knows what to do.Let the students look at the sentences in the left column first. Try to explain the four sentences in English for the children, especially the new phrasal verbs in the sentences. Say to them like this:Please look at the sentences on the left column. Let’s get the meanings of them.Let’s see the first one. I’ve run out of itHere, run out of is a phrasal verb. It means reach an end of, use up or become short of. I’ve run out of it, means I’ve used it up, nothing left.Explain the other sentences in the same way like this.2. I take after my mother. take after——be like sb. or be similar to sb. I take after my mother. ——I am like my mother.3. I fixed it up. fix up——install, fit together and place in position, repair, renew I fixed it up. ——I installed it, or I repair it.4. I gave it away. give away——make a present of, donate I gave it away.——I donated it. I gave it to someone without money.After explaining the sentences, read each sentence in the box and ask the students to repeat.Then ask several students to explain the sentences with letters in front of them.Tell them to explain them in their own sentences. For example, Sentence a, the student might respond. My bicycle was broken. I couldn’t ride it. I got new tires and a new seat. Now it works fine.Read the instructions again and ask the students to match the sentences with similar meanings.Say, Now match the numbered sentences with the lettered sentences in the box.Write the letter of one sentence in front of the number of the matching sentence.Look at the first sentence. The answer has been given. It’s Sentence b. Find out the answers to the other sentences.Check the answers by asking different students to read their matched sentences.Answers1. b 2. c 3. a 4. dStep Ⅲ 1bThis activity provides writing practice with the new phrasal verbs.Call the students’ attention to the phrasal verbs in the box. Have four different students explain each phrases in their own words.Make sure each student knows the phrasal verbs’ meanings.Then ask the students to read the instructions together.Now let’s make sentences with the words in the box. Please look at the sample sentence in your book. Who would like to read it and explain it in your own language Ask one student to read the sample sentence and explain it. He or she might explain like this:The meaning of this sentence is I give my bicycle to charities without money.Who can make another sentence with give away Please put up your hands.Ask two or three students who have put up their hands to say their sentences to the class. Correct any mistakes they may make.Then have the students work individually. Make one sentence with each phrasal verb in the box. Tell them to write down their sentences on the lines next to the box.Walk around the classroom as they write. Offer some help to them if they need. Try to remember who have made some wonderful sentences at the same time.After all of them have finished writing, choose some children who have made some wonderful sentences to share theirs with the class. Choose some of the best sentences. Write them on the blackboard.At last, ask the whole class to work in pairs and help each other. Let them check each other’s sentences very carefully.Correct all the mistakes in writing or sentence structures that their partners’ may have made.Sample answers:run out of: He is always running out of money before payday.take after: He takes after his father in everything but his nose.fix up: The workers: have fixed up the big machine.give away: The writer gave away his books to a library.Step Ⅵ 2aThis activity provides listening practice using target language. Call the students’ attention to the four pictures. Tell them the boy’s name is Jimmy. Read the instructions to the class. Your task is to number the pictures the correct order while you are listening to the conversation on the tape. But I want to ask you to guess the answer without listening now.Try to put the four pictures in a certain order to show a story of Jimmy by yourselves now. I’ll see whose answers ant correct after we finish doing the listening practice.Then have them give their own order by guessing. After a while, ask several ones to tell their answers to the whole class.Collect two or three answers which many students support on the blackboard.Next, ask some students to tell their own stories on the pictures according to their own orders. For example, if someone’s answer is a. 4 b. 2 c. 1 d. 3. he or shemay tell a story like this:Jimmy got an old bike from someone. He fixed it up by himself. After he repaired it, he wanted to sell it to someone/he gave it away to someone. At last, he emptied both of his pockets.It seemed that he had run out of his money.The stories will vary. Ask them to work in pairs. Each one has to tell a story to the partner.After that, ask the students to get ready to listen.Say, We will hear a radio program. A man is interviewing a boy. Write a number in each short line next to each picture while you are listening. Your numbers should be from 1 through 4 and show which thing they talk about first, second, third and fourth.Play the recording the first time.Students only listen.Then play the recording again. Ask students to number the pictures.Check the answers. Remember to say congratulations to the children who guessed correctly.AnswersThe pictures should be numbered in the following order:a. 4 b. 2 c. 1 d. 3TapescriptMan： This morning I’m talking with a very generous young man, Jimmy the Bike boy. Jimmy is the boy who fixes up old bikes and gives them away. Good morning, Jimmy.Boy: Good morning.Man: So, Jimmy, tell our listeners what you do.Boy: Well, as you just said. I find or buy old bikes that nobody wants. Then I fix up the bikes and give them away to kids who don’t have enough money to buy their own bikes.Man: That’s fantastic. What gave you the idea Boy: I guess I take after my father. He’s always helping people.Man: Wow! Your parents must be proud of you.Boy: I guess so. But now I’ve run out of money to buy old bikes.Man: Oh, that’s too had.Boy: Yeah. I need to come up with some way of getting money, or I’ll have to stop.Step Ⅴ 2bThis activity provides listening practice using the target language.Read the instructions together with the children. Make sure that everyone knows what to do.Call the students’ attention to the box.Ask four students to read the four sentences to the class.Point to the list of statements and true/false choices.We will listen to the same recording again. Before I play the recording, let’s do like this. —If you can remember the contents of the conversation, please you’re your answers; if you can’t remember the contents, please just guess the answers. It doesn’t matter whether your answers are right or wrong.After a while, have the students get ready to listen.Play the recording again. Ask the students to circle the correct answer to each question—T for true or F for false.Check the answer. Remember to say congratulations to the students who had a good guess before listening.Answers1. T 2. F 3. F 4. TStep Ⅵ 2cThis activity provides guide oral practice using the target language.First, play the recording of this lesson again， The students repeat after it. Let the students read after the tape at least twice. Tell them to try their best to copy the pronunciation of the recording.Read the instructions to the class. Tell them they will practice the conversation between Jimmy and the reporter, using the information in the Activities 2a and 2b.Ask a pair of the students to read the model conversation.SA：What do you do, Jimmy SB: I fix up bikes and give them away.Write the conversation on the blackboard.Then let them practice their own conversations in pairs.As the pairs work together, more around the room offering help as needed.Ask several pairs to share their conversations with the class.Step Ⅶ SummarySay, In this class, we’ve learned how to use some new phrasal verbs first. Andwe’ve done much listening practice on the target language. At last, we did some oral practice by making our own conversations.Step Ⅷ Homework1. Make up one more sentence with each of the phrasal verbs in Activity lb.2. Write out the conversations that you made by yourselves in Activity 2c.Step IX Blackboard DesignUnit 8 I’ll help clean up the city parks.Section BThe Fourth PeriodTarget language:A: What do you do, Jimmy B:I fix up bikes and give them away.The Third PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabularymajor, commitment, veterinarian, coach(2) Target LanguageI’d like to join the school volunteer project.You could help coach a football team for little kids.2. Ability Objects Train students’ reading skill. Train students’ speaking skill with target language. Train students’ writing skill with target language.3. Moral ObjectIf there is a student volunteer project in your school, try to join it; if not, try to set up one; being a volunteer is great!Ⅱ. Teaching Key Points1. Guide students to read the article in Activity 3a.2. Help students to use the target language to express what kinds of volunteer work they could do and what they like to do.1. Teaching Difficult Points1. Read the article for comprehension.2. Use the target language to express what kinds of volunteer work they could do and what they like to do.Ⅳ. Teaching Methods1. Pairwork2. Role playⅤ. Teaching AidsSome pictures that the volunteers are working, or some signs of the volunteers’ clubs.Ⅵ. Teaching ProceduresStep Ⅰ Revision 1. Check the homework by asking some children to read their conversation. 2. Check the homework by asking some children to share their sentences with the phrasal verbs with the class. 3. Revise the target language they learned last class. Ask several pairs to talk about the ways they could help people, using the conversation in the speech bubbles in activity la as a sample.Step Ⅱ 3aThis activity provides reading practice using the target language.Have the students look at the picture of the three children. Ask them who they think the children are.Then call the students’ attention to the title of the article and ask the children to read it out. Ask them the question again.This time they may answer. They are three volunteers.Read the instructions to the students.This is an article about volunteers. You have two tasks to do: first underline the kinds of work the volunteers do; second circle the reasons why they like their work.Continue saying. The names of the three volunteers are Li Huiping, Lan Pei and Zhu Ming. The article tells you about the different things they do to help people.Please read the article the first time and underline the things they do. There are three questions on the blackboard to help you.Write the three questions on the blackboard and tell them to scan the passage to get the answers and underline the words.Questions 1. What does Li Huiping do to help people as a volunteer 2. What does Lan Pei do 3. What does Zhu Ming do Check the answers by asking three students to answer the questions.Read the article to the class and do some explanation on any new words. Tell the students to raise their hands when I come to any word or sentence they don’t understand. Pause and do some explanation.Try to explain the new words in English like this: major means more important, for example, a major operation, the major roads; A veterinarian means an animal doctor, a doctor who treats animals.After that, get the students to read the article a second time to circle the reasons.Check the answers with the class.Then have the students read the article loudly twice. Encourage them to ask questions if they still can’t understand any words or sentences.Move around the classroom and answer the students’ questions.AnswersUnderlined words: She helps young children learn to read after school. …volunteers every Saturday morning at an animal hospital… sings for groups of people at the City Hospital.Circled words: You can do the things you love to do…he has learned a lot about animals …he has met some wonderful people at the hospital.Step Ⅲ 3bThis activity provides reading and writing practice using the target language.Read the instructions to the students.And tell them I love English. I could teach English in an after-school program.Hui loves playing football. What could Hui do if he wants to join the school volunteer project Help the students answer. He could coach a fcf6tball team for little kids.Tell them coach means teach or train.Then ask the students to look at the table in Activity 3b.We can see three columns in this form.There are four names in the first column.And we can know what each of them loves doing from the second column, the column of loves. Now our task is to fill in the blanks in the third column, the column of Could. Get the students to discuss in pairs and fill the results of their discussions in the blanks.Move around the classroom to make sure that they are discussing in English and offer them help as necessary.Ask several pairs to report their answers to the class. Answers will vary but should show a sense of volunteering as well as a relationship to the skill.They may give answers in completely sentences orally but write in phrases.Sample answersNameLovesCouldHuiFootballcoach a football team for kidsXiao Tangwriting storiesgive a talk on how to write storiesJoymovieshelp give out posters for a cinemaWeimusicplay music to cheer up the sad peopleStep Ⅳ 3cThis activity provides listening and speaking practise using the target language.Ask a pair of the students to model the sample conversation first.SA: I’d like to join the school volunteer project, but I’m not sure what I should do.SB: What do you like doing SA: I love playing football.SB: Well, you could help coach a football team for little kids.Write the conversation on the blackboard.Model for the rest of the class.Then let the whole class practice in pairs. Remind them to use the sample conversation, but replace the words loves and skills.Move around the classroom while they are working, checking the progress and offering help as necessary.Ask two or three pairs to share their conversations to the class.Step Ⅴ Part 4This activity provides written and oral practice using the target language.Read the instructions to the class.Call the students’ attention to the clart on the left. Point out the titles Things I like to do and volunteer work I could do to the students.At first, each of you writes down three things you like to do on the lines in the column of Things I like to do. You can write in either complete sentences or phrases. For example, you can fill in the blank with I love drawing pictures, or Drawing pictures.Get the students to write down their own answers individually.As students write, move around the room helping with vocabulary if necessary.Show some pictures of volunteers’ work to remind them as well. Ask several to read their things they like to do to the class.Then work in pairs and give each other suggestions about what volunteer work you could do with those interests. Ask a pair to model the sample conversation before they begin to practice.SA:I like to read about Chinese history.What kind of volunteer work do you think I could do SB: You could start a Chinese History Club.Write the conversation on the blackboard.Get students to practice in pairs.As the students practice, move around the classroom, correcting some mistakes they may make and helping them answer the questions.Tell them to fill in the blanks in the column of Volunteer work I could do with the suggestions that their partners have given them.After all of them have finished writing, ask one or two pairs to share their conversations to the class.Sample answersThings I like to doVolunteer work I could do1. I love drawing pictures.2. I like to travel.3. I like visiting museum.I could design a wall newspaper for our class.I could guide the tourists in our city.I could help look after the things on display.Step Ⅵ SummaryIn this class, we’ve learned more about the volunteers and their work. And we’ve done much oral and written practice on volunteer work with target language.Step Ⅶ Homework1. Write a conversation like the sample on in Activity 3c.2. Write a conversation like the sample one in Activity 4.Step Ⅷ Blackboard DesignUnit 8 I’ll help clean up the city parks.Section AThe Third PeriodTarget language:1. I’d like to join the school volunteer project, but I’m not sure what I should do.What do you like doing I love playing football.Well, you could help coach a football team for little kids.2. I like to read about Chinese history.What kind of volunteer work do you think I could do You could start a Chinese History Club.: E-mail EnglishThe Seventh PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects Key Vocabulary chatline, be made up of, symbol, secret code, comprehend and so forth. Text: E-mail English2. Ability Objects Train students’ ability of identifying main idea. Train students’ ability of understanding words in context. Train students’ ability of reading for special information. Train students’ writing skill.3. Moral Object E-mail English makes it easier and more convenient to send e-mails.Ⅱ. Teaching Key PointsKey vocabularyRead the text to identify main idea.Read the text to understand words in context.Read the text for special information.Write a passage using the e-mail English.Ⅲ. Teaching Difficult PointsTrain students’ reading skill.Train students’ writing skill.Ⅳ. Teaching MethodsUp-down reading methodPairworkⅤ. Teaching AidA projectorⅥ. Teaching ProceduresStep I Key VocabularyThis activity introduces the key vocabulary words.Show the following vocabulary on the screen by a projector.save v.节省；节约seek v.寻找chatline n．(电话，互联网等)热线交谈服务type v.打字bored adj．厌倦的；厌烦的mostly adv．多半；几乎全部地，主要地be made up of由……组成；由……构成acronym n.首字母缩拼词；首字母组合词homephone n．同音异义词combination n．组合；合并sound like 听起来像……take sb．…to do sth．花费某人(多长时间)去做某事can’t stop doing禁不住做某事；忍不住去做某事seal v.封；密封kiss n．吻；亲吻instead of 代替；而不是……emotive n．表情符号make faces 做鬼脸sideways adv.斜着；斜向一边地colon n. 冒号bracket n．括号；方括号punctuation n．标点；标点法mark n．符号；记号indicate n．标示；指示expression n．表情；表示；表达；措辞secret adj．秘密的；机密的code n．代码；代号comprehend v.理解；懂；领会consist v由……组成；由……构成consist of由……组成；由……构成describe v.描绘；描述Say the words and have students repeat again and again until they can pronounce them fluently and accurately.Step Ⅱ Part 1This activity is designed to activate students’ background knowledge before attempting the reading.Read the title E-mail English to the class. Ask, What do you think the article is about Focus attention on the short words in the box. Ask, Do you know what they mean Say, Please fill in the chart with your partner. But don’t look at the reading. Instead, use your background knowledge. Point out the sample answer.Get students to work in pairs. As they work, move around the classroom checking progress and offering any help as needed.When most students finish filling in the chart, say, Please talk about your answers with a partner.Check the answers.AnswersBTW by the wayF2F face to faceOIC oh. I seeCU see you(good bye)How RU how are youGR8 greatEncourage students to try to think of some more.Sample answersBRB I’ll be right back.CU 2morrow See you tomorrow.ASAP as soon as possibleStep Ⅲ Part 2This activity provides practice in identifying main ideas.Read the instructions to the class.Draw students’ attention to the main ideas in the box. Point out the line between Paragraph 1 and c. Where e-mail English comes from. Say, Paragraph 1 is about where e-mail English comes from. Now, you are to read the article silently. Match each paragraph with its main idea. Remember to skim for the key ideas rather than read slowly. Get the students to work in pairs. As they are doing this, move around the room to make sure students discuss the topic in English.Check the answers.AnswersParagraph 1:cParagraph 2: aParagraph 3: dParagraph 4: bParagraph 5: fParagraph 6: eStep Ⅳ Part 3This activity encourages students to use the strategy of reading in context.Ask students to read the article once.Say, Pay attention to the bold words and expressions. And note any other word or sentence you don’t understand. Read in context, guessing their meanings from the other words around them.A few minutes later, ask different students to say the meanings of the words and expressions indicated in bold by guess. Don’t give them the correct answers.Let students look at the words and expressions and their meanings in the box.Point out the sample answer. Then ask students to match the correct meanings with the correct words and expressions.Allow them one or two minutes to do this.Check the answers.Answerschatline c, (is) made up of a, symbol b, secret code e,comprehend dGet students to make sentences with the words and expressions. Remind them to look at the article again for extra help.Answers to this activity will vary. Ask a student to write his/her answers on the blackboard. Help correct any mistakes.Sample answers 1. Our class is made up of fifty students. 2. Chatline is more and more popular with people. 3. Acronyms, homephones, emotives and symbols make it convenient to send emails. 4. A secret code keeps things hidden. 5. This text is too hard for me to comprehend.Step Ⅴ Part 4This activity helps students read for specific information.You will read the article again and find words or phrases for 1～5.Elicit the first answer from the class(1. do things quickly save time). Get students to do the activity individually. Encourage them to predict the words or phrases before reading the article.Check the answers.Answers 1. save time 2. ICQ or I see you 3. bored 4. homephone 5. commonStep Ⅵ Part 5This activity provides writing practice using the e-mail English.Draw students’ attention to the examples at the top of the reading on page 16.Ask students for some ideas about what they might write about.Have students do the activity in pairs.Ask different pairs of students to read their emails to the class.Answers to this activity will vary.Step Ⅶ Summary and HomeworkSay, This class provides us a lot of reading and writing practice. It also trains students’ ability to understand words in context. Homework for today:1. Ask students to make a list of e-mail terms and emotives.2. Ask students to make a list of advantages and disadvantages of e-mails. Remind them to go beyond the reading and think of other reasons.Step Ⅷ Blackboard DesignReading: Email EnglishThe Seventh PeriodSample answers to activity 3:1. Our class is made up of fifty students.2. Chatline is more and more popular with people.3. Acronyms, homephones, emotives and symbols make it convenient to send e-mails.4. A secret code keeps things hidden.5. This text is too hard for me to comprehend.Unit5-Reading
Reading: Eat well and exerciseThe Seventh PeriodⅠ. Teaching Aims and Demands1. Knowledge ObjectsKey Vocabulary junk food, not have the energy, national, spoil, especially, catch up and so on. Text: Eat well and exercise2. Ability Objects Train students’ ability of identify main idea. Train students’ ability of understanding words in context. Train students’ ability of reading for special information.3. Moral Object Stop eating junk food, get more sleep, and exercise three times a week. Start today! Then you can be happy.Ⅱ. Teaching Key PointsKey vocabulary.Read the text to identify main idea.Read the text to understand words in context.Read the text for special information.Ⅲ. Teaching Difficult PointsTrain students’ reading skill.Train students’ writing skill.Ⅳ. Teaching MethodsUp-down reading methodPairwork.Groupwork.Ⅴ. Teaching AidA projectorⅥ. Teaching ProceduresStep Ⅰ Key VocabularyThis activity introduces the key vocabulary words. Show the following vocabulary on the screen by a projector.overweight adj. & n.超重（的）；过重(的)weight n. 重量；分量official n. 政府官员；高级职员release v.发布 (新闻等)figure n. (统计)数字roughly adv. 粗略地；大体上double v. 是……的两倍；使加倍potato n.土豆chip n. (食物等) 片spoil v. 宠爱；溺爱chocolate n. 巧克力sugar n.糖；食糖coke n. 可乐 (饮料)fresh adj. 新的，新鲜的catch up 赶上；追上Say the words and have the students repeat several times until they can pronounce them fluently and accuratelyStep Ⅱ Part 1This activity allows students to activate their background knowledge before attempting the reading.Read the title to the students first and ask them to predict what they think the article is about based on the title. Say,Look at the two pictures on this page.Try to say something about them to tell what is happening. Then ask two students to describe the pictures to the class. Correct the sentences if they’ve made some mistakes.Read the instructions for Activity I to the students. Be sure they know what to do. Go over the five questions with them and choose five students to answer them individually. Then ask them to work in pairs, discussing the five questions. The answers will vary. Tell them not to look at the reading and give the answers by themselves before they begin. As students work, walk around the classroom, listen to them and offer any help they may need.When all the pairs finish discussing, ask one or two pairs to ask and answer the questions. The others listen to them to see if they’ve made any mistakes and help them to correct their sentences.Suggested answers1. Yes, always2. I sleep 8 hours each night.3. Yes, I do. Every day.4. It makes me feel healthy.5. Every morning.Step Ⅲ Part 2This activity encourages students to quickly read for details. Draw students’ attention to the instructions and read the instructions to them. Tell them. You are asked to read the passage quickly and make it clear—what healthy food and junk food are.Say, Look at the chart in Activity 2,let’s see the examples first. Are you sure what you will do Yes, read the text quickly and find out the answers to the chart.Let them read and fill in the forms. After they’ve all finished, have them discuss the lists with their partners, and cheek the answers with each other.Encourage students to report their answers with complete sentences. Ask one to report to the class. For example, One healthy food is fresh fruits.AnswersHealthy food Junk foodeggs hamburgersfresh fruits candyvegetables potato chipsfish chocolatemilk French friesjuice sugar drinks like cokeStep Ⅳ Part 3This activity encourages students to use he strategy of reading in context.Say, we can see there are some words indicated in bold in the article. Let’s guess the meanings of them first. Then ask several ones to guess the meanings of the bold words, but just guess, don’t give them the correct answers.Say, Do you know how you can be happy Read the article and you’ll know that.Please begin reading it now. Try to guess the meanings of the bold words in context.Have them to read the article to get the answer and try to get the meanings of the words in bold at the same time. Tell them to try to get the meanings in context this time. After they’ve all finished reading the passage once, ask the question, How can you be happy The students may answer, It’s easy. Stop eating junk food, get more sleep, and exercise three times a week. Start today. Next read the instructions in Activity 3 to the students. Tell them that they have two tasks now—match the words and expressions with their meanings and make sentences with the words and expressions.First let the students match the words to meanings individually. Then check for answers to ensure that students understand the task. At last, let the children make sentences with the words and expressions. If they feel it hard to do, try to find the sentences with the words in the article and make similar ones by themselves.Work in pairs. Ask several students to read their sentences to the class. Correct any mistakes as necessary.AnswersJunk food d; not have the energy a, national c; spoil b, especially f; catch up eStep Ⅴ Part 4This activity helps students read for specific information.Read the instructions to the students. Ask the first question as a sample and ask one to answer it. Have the students read the article again and get the answers to the five questions by themselves.Check the answers by asking different students to answer the questions. Answers may vary slightly.Say, You should try to remember the answers before looking at the reading. Then let them ask and answer the questions in pairs.Sample answers1. Healthy children become overweight because they eat junk food and are given too much food by parents and grandparents.2. Two problems with being overweight are becoming unhappy and tired.3. Every night, children need enough sleep.4. It’s often easier to eat junk food because you don’t have to cook it.5. Three things to make you happy are stop eating junk food, get more sleep and exercise three times a week.Step Ⅵ 5aThis activity helps students apply what they have read to their own situation.Read the task with the students. Draw the students’ attention to the chart with the headlines Exercises. Healthy food and Junk food.Ask, Have you done any exercise in the last three days What exercise have you done Get one of the students to answer the questions. Tell them exercise can be as simple as going for a long walk.Students ask similar questions on all the three headlines in pairs. And fill in the forms with their own answers. Ask several children to report the answers to the class. After that ask them if they think about eating less junk food and getting more exercise.Sample answersExercisegoing for a long walkplaying tennisclimbing a hillHealthy foodeggsvegetablesfishJunk foodbreadpotato chipschocolateStep Ⅶ 5bThis activity helps students work in a group and think activity about what they have read.Read the task to the students. Make sure they can understand the instructions. Let them discuss in fours. After a while, ask them about the results to check the answers. Ask each group to vote on the healthiest student and let that student explain why he or she is so healthy to the class.Step Ⅷ SummarySay, We know much about how to keep healthy from the article. Let’s do as it from today.Step Ⅸ HomeworkRead the article in Activity 2 again for further comprehension.Step Ⅹ Blackboard DesignReading: Eat Well and ExerciseThe Seventh PeriodSample answers to questions in Activity 4:1. Healthy children become overweight because they eat junk food and are given too much food by parents and grandparents.2. Two problems with being overweight are becoming unhappy and tired.3. Every night, children need enough sleep.4. Three things to make you happy are stop eating junk food, get more sleep and exercise three times a week.The Fifth Period
Ⅰ. Teaching Aims and Demands
1. Knowledge Objects
(1)Key Vocabulary
later on, be afraid to, laugh at, take notes, enjoy doing, sentence, secret, learner, term, impress
(2) Practice reading an article.
(3) Practice writing something using the target language.
2. Ability Objects
(1) Train students’ reading skill.
(2)Train students’ writing skill.
3. Moral Object
If you have a better learning method, tell your friend to help him/her make greater progress.
Ⅱ. Teaching Key Points
1. Key Vocabulary
2. Reading an article.
3. Writing something using the target language.
Ⅲ. Teaching Difficult Point
Writing a letter using the target language.
Ⅳ. Teaching Methods
1. Teaching by illumination
2. Teaching by demonstration
Ⅴ. Teaching Aid
A projector
Ⅵ. Teaching Procedures
Step I Revision
Check homework. See if students have taught their partners how to learn English effectively.
T: Liu Chang. what’s your most helpful way of learning English
L: Listening to cassettes.
T: Who did you teach to use the method
L: Wei Ming. I told him to listen to cassettes every day. Besides, I encouraged him to write down what he hears every time.
T: Well done. Remember to encourage him not to give it up.
L:OK.
Say to the class, Check your partner’s progress regularly and offer as much help
as you can.
Show the key vocabulary words on the screen by a projector.
later on 以后，随后be afraid to 害怕去做 ……laugh at 笑话；取笑（某人）complete adj. 完整的；完全的 sentence n. 句子secret n. 秘密；机密 learner n. 学习者take notes 做笔记；做记录 enjoy doing 喜欢做 ……; 乐于做 ……term n. 学期impress v. 使感动；给 ……深刻印象fast adv.快地；迅速地
Say the words and have students repeat after you again and again until they can pronounce the words fluently and accurately.
Step Ⅱ 3a
This activity provides reading practice using the target language.
Call attention to the article. Read it to the class or have a student read it for you.
Point to the statements in the box beneath the article. Explain to the class that they will read the article and then write T or F after each statement.
Point out the sample answer. Help the students find the information in the reading and read the sentence to the class:
She spoke too quickly. Ask students to do the activity individually. Walk around the room answering any questions students may have about the reading.
Check the answers.
Answers
1. F 2. F 3. T 4. T 5. F 6. T 7. T
Ask, Why are the false sentences false
Help students find relevant information in the reading.
1. …, she(the teacher) spoke too quickly,…
2. …I thought my classmates might laugh at me.
3. I think that doing lots of listening practice is…
Step Ⅲ 3b
This activity provides reading and writing practice using the target language.
Call attention to the letter and point out that it contains several blank lines. Read the letter to the class saying blank each time you come to a blank line.
Say, Please complete the letter on your own. Remind students that they should look back at Activity 2b. As they work, move around the room offering help and answering questions as needed.
Check the answers by having a student write his/her work on the blackboard.
Help correct any errors. Answers to the letter will vary.
Dear Wei Ming,
I know it isn’t easy to learn English, but I have…, not every word. You also said that you often forgot a lot of new words. Well, try writing the new words in your notebook and studying them at home. That helps a lot. If you keep on doing this, you will get good grades in English.
Your friend,
Liu Chang
Step Ⅳ 3c
This activity provides writing practice using the target language.
Read the instructions to the class. Demonstrate how to do the activity. Ask students to take turns suggesting things that have been the most helpful. Make a list of ideas on the blackboard.
Say, Write an article about the things that have helped you the most. Use these suggestions on the blackboard with your own ideas to write your article. You may also use the article in Activity 3a as a model.
As they begin to write, move around the room providing help as needed. It doesn’t matter whether they write only a sentence or a longer article. Ask students to read their letters to a partner.
If there isn’t enough time for all the students to finish the letter, allow them to finish it after class.
The answers will vary.
Step Ⅴ Part 4 Interview
This activity provides oral and writing practice using the target language.
Read the instructions to the class. Focus attention on the chart. Set a time limit of one minute. Students read the headlines and the questions silently.
Demonstrate how to fill in the information in the chart.
T: Wei Ming, what isn’t easy about learning English
W: Grammar.
T: What do you do about this
W: I take lots of grammar notes in class.
T: What is your favourite way to learn more English
W: Listening to English songs.
T: Thank you.
W: You are welcome.
Wei Ming Name Name
Question 1 grammer
Question 2 Take lots of grammar mote in class
Question 3 Listening English songs
Ask students to interview three students and fill in the chart. As they work, move around the room to make sure students interview in English and know how to fill in the information in the chart. Get a couple of students to tell the class about one of the people they interviewed. For example, My friend Wei Ming thinks grammar isn’t easy for him. So he takes lots of notes in class. In his spare time, he likes listening to English songs.
Answers to this activity will vary.
Step Ⅵ Summary
Say, In this class, we’ve mainly done much reading and writing practice.
Step Ⅶ Homework
(1) Finish off the article in Activity 3c.
(2) Write about one of the people inter-
viewed in Activity 4.
Step Ⅷ Blackboard Design
Unit 1 How do you study for a test Section BThe Fifth Period1. A sample letter to Activity 3b:Dear Wei Ming, I know it isn’t easy to Learn English, but I have …,not every word. You also said that you often forgot a lot of new words. Well, try writing the new words in your notebook and studying at home. That helps a lot. If you keep on doing this, you will get good grades in English. Your friend, Liu Chang2. The most helpful ideas: listening to English songs reading English newspaper …Unit10 The Fourth Period
Ⅰ. Teaching Aims and Demands
1．Knowledge Objects
(1)Key Vocabulary
sweet, salty, crispy, sour, potato, chip, mistake, by mistake, thin, in the end, chef, sprinkle
(2)Target Language
Did you know potato chips were invented by mistake
No, I didn’t know that. Who invented them
2.Ability Objects
(1)Train the. students’ reading, writing, speaking and listening skills with the Target language.
(2)Train the students to use the new vocabulary.
3.Moral Objects
you enjoy eating the potato chips
Have you ever thought of the history of the chips
Ⅱ. Teaching Key Points
1. Train the students’ reading, writing, speaking and listening skills with the target language.
2. Teach the students to use the new vocabulary correctly.
Ⅲ. Teaching Difficult Points
Do the listening practice.
Ⅳ. Teaching Methods
1.Listening
2. Pairwork
Ⅴ. Teaching Aids
1. A tape recorder
2. Some bags of potato chips.
Ⅵ. Teaching Procedures
Step Ⅰ Revision
1. Check the homework by asking some children to read their conversations to the class.
2. Ask some questions about the inventions. For example, what do you think is the most helpful invention
3. Dictate the words below:
bulb light, microwave oven, island.
Step Ⅱ 1a
This activity introduces new vocabulary.
First, show the new vocabulary on the screen by a projector.
sweet adj.甜的；含糖的 salty adj. 咸的；含盐的 crispy adj.脆的；易碎的 sour adj. 酸的；酸味的 potato n. 土豆 chip n. (食物等)片 mistake n.错误；过去；误解 by mistake 错误地 thin adj. 薄的；细的 in the end最后；终于 chef n.厨师 sprinkle v.撒(粉末状物)；洒(液体)
Point to each word on the screen and teach the students to read one by one. Do it several times until the children can read the new words fluently.
Read the instructions to the class.
Point out the four adjectives on the left.
Have them read the four words together.
Then ask some different students to read them. Then ask the students to try to tell the meaning of each word in English in their own words, or give some examples of foods that show what each word means.
For example, help the students explain it like this:
Sweet is used for describing something that tastes like sugar or honey. It’s the opposite word of sour.
After that, ask the Students to tell the names of the foods in the pictures potato chips, lemon, ice cream, tea.
Please choose the words in the box to describe how the food in the pictures tastes.
Write them under the correct pictures.
Note that some pictures have more than one word.
Tell them to see the example answer before writing.
After a while, check the answers by asking several students to read their answers to the class.
Answers:
potato chips: crispy, salty
lemon: sour
ice cream: sweet
tea: sweet
Optional activity
Bring some foods that taste sweet, crispy, salty and sour to the class. Have some students, one at a time, taste little pieces of each food. Then report how the foods taste to the class with the new adjectives, sweet, crispy, salty and sour. Students may one more than one word to describe some foods.
Step Ⅲ 1b
This activity provides practice using the new vocabulary and writing familiar words.
Ask the students to read the instructions together.
Point out the four taste words. Then point to the sample answer given.
Please write the name of a different food after each word.
You can write the name of any food you know in the blank. Can you think of other sweet food now (apple, orange, etc.)
Ask the students to complete the activity on their own.
After they all finish writing, ask some students to read their answers to the class.
Check the answers with the whole class.
Answers:
Answers will vary but may include:
sweet: apple, orange juice, soda, cake, honey
crispy: french fries, salad, lettuce
salty: french fries, olives, pepperoni, pizza, popcorn
sour: pickle, grapefruit
Step Ⅳ 2a
This activity gives students practice understanding the target language in spoken conversation.
Let the students read the instructions together. Be sure that they all know what to do.
Call the students’ attention to the six sentences in the box. Ask six different students to read them and do some explanation in their own words on each sentence.
After that, get the students to guess what they will hear about.
Maybe someone can answer like this, may listen to something about the potato chips. Show some bags of potato chips them or even let some children taste the chips.
Yes. You’ll hear a story about the invention of the potato chips. Please look at the first sentence now. It is a sample answer given. The statement is true so the letter T is circled.
Then play the recording first. Students only listen.
Play the recording again. Ask the children to listen and circle T for true or F for false.
Check the answers with the whole class.
Answers
1. T 2. F 3. T 4. F 5. F 6. T
Tapescript
Boy 1: Hey, did you know that potato chips were invented by mistake
Boy 2: Really What do you mean
Boy 1: Well, here on the bag it says that they were invented by a chef called George Crum.
Boy 2: When was that
Boy 1: Oh, it was way back in 1853.
Boy 2: So, why was it an accident
Boy 1: Well, one day a customer in the restaurant where George worked sent back his plate of fried potatoes because he said they were cut too thick.
Boy 2: So what happened
Boy 1: Well, George was in a bad mood, so he cut the potatoes really, really thin, and he cooked them for a long time until they were crispy.
And he sprinkled lots of salt on them so they were really salty.
He thought the customer would hate them.
Boy 2: And
Boy 1: And the customer loved them and asked for more. He told the other customers about them, and soon everyone was ordering thinly-sliced, crispy, salty potato chips.
Boy 2:And we’re still eating them today.
What a cool story!
Boy 1: Yeah.
StepⅤ 2b
This activity gives students practice in understanding and writing the target language.
Get the students to read the instructions together.
Point to the blanks in the sentences in the story and tell them to complete the sentences while they are listening.
You’ll listen to the same recording again.
Before I play the recording, please try to give the answers by memory, or just by guessing.
It doesn’t matter whether your answers are right or wrong.
After a while, have the students get ready to listen.
Play the recording again. Ask the students to fill in the blanks with the words they hear.
Get several students to share their answers with the class. Correct the answers with the whole class.
Answers
1. Did you know 2. were invented
3. 1853 4. were crispy 5. really salty
StepⅥ 2c
This activity provides guided oral practice using the target language.
Play the recording of the history of chips again. Pause for the students to repeat after it. Get the students to read after the tape at least twice. Tell them to try their best to copy the pronunciation of the recording.
Read the instructions to the class. Tell them that they will role-play the conversation, using the information from the activities in Activity 2a and Activity 2b.
Ask a pair of the students to read the model conversation in the box.
SA: Did you know potato chips were invented by mistake
SB: Wow, I didn’t know that. Who invented them
SA: They were invented by a chef called George Crum.
Write the conversation on the black board.
Then ask another pair to make a conversation or continue the model conversation.
They may say like this:
A: Did you know potato chips were invented by mistake
B: Wow, I didn’t know that. Who invented them
A: They were invented by a chef called George Crum.
B: Why was it an accident Can you tell me the story
A: Well , one day a customer in the restaurant where George worked sent back his plate of fried potatoes because he said they were cut too thick.
B: What happened next
A: So George was unhappy, he cut the potatoes really thin, and he cooked them for a long time until they were crispy.
He sprinkled lots of salt on them so they were really salty. He thought the customers would hate them.
B: Go ahead, please.
A: And the customer loved them and asked for more.
B: What a cool story!
Step Ⅶ Summary
In this class, we’ve learned to describe how food tastes with some new adjectives. And we’ve done much listening practice on the target language. At last, we did some oral practice by making our own conversations.
Step Ⅷ Homework
1. Try to remember the new words learned today.
2. Write out the conversation that you made by yourselves in Activity 2c.
StepⅨ Blackboard Design
Unit 10 When was it invented Section BThe Fourth Period Target Language: A: Did you know potato chips were invented by mistake B: Wow, I didn’t know that. Who invented them A: They were invented by a chef called George Crum.Unit5-6
The Sixth PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects (1)Key Vocabulary finger, stone, ant, poor, dishonest, bark, wake, pretend, use up, attempt (2)Fill in blanks and make sentences using vocabulary words. (3)Learn some proverbs. (4)Circle the word that doesn’t belong.2. Ability Objects (1)Train students’ writing skill. (2)Train students’ ability of reading comprehension. (3)Train students’ ability of clarifying.3. Moral Object We’ll benefit a lot by learning proverbs.Ⅱ. Teaching Key Points1. Make sentences using vocabulary words.2. Say the meanings of different proverbs in your own words.3. Circle the word that doesn’t belong.Ⅲ. Teaching Difficult Points1. Make sentences using vocabulary words.2. Say the meanings of different proverbs in your own words.Ⅳ. Teaching MethodTeaching by explanationⅤ. Teaching AidA projectorⅥ. Teaching ProceduresStep Ⅰ RevisionAsk several students to read the newspaper article in Activity 3a to the class.Step Ⅱ Part 1This activity provides a comprehensive review of vocabulary presented in the unit.Focus attention on the box. Invite a student to read the vocabulary words at the top.anxious strange worried careful favouriteSay, You are to fill in the blanks with the words. In some cases, you may need to use another form of the word, for example adjusting for tense or subject/verb agreement.Ask students to fill in the blanks on their Own.Check the answers. Five students each read a sentence, filling in the blanks. The rest of the students check their answers.Answers1. favourite 2. careful 3. anxious 4. worried 5. strangeAsk students to make their own sentences with the words, preferably sentences that are meaningful. Move around the room. Collect a few students’ answers with mistakes on the blackboard.Help correct the mistakes.Sample answers1. What’s your favourite song 2. Be careful while crossing a road.3. We are anxious for his safety.4. You don’t have to be worried about me.5. I had a strange dream last night.Step Ⅲ Part 2This activity provides reading, writing, listening and speaking practice using the target language.Show the vocabulary words on the screen by a projector.finger n．手指stone n．石头；石块ant n．蚂蚁poor adj．贫穷的；贫困的dishonest adj.不诚实的bark v.(狗等)吠声；叫声wake v.唤醒；弄醒pretend v.假装；佯若use up用完；用光；耗尽attempt v.认试图；企图Say the words and have students repeat them until they can pronounce them fluently and accurately. Read the instructions to the class. Explain to the students that a proverb is a short well-known saying that states a general truth or gives advice.Read the first proverb to the class. One finger cannot lift a small stone. Elicit the interpretation from the students(It’s better to have help to do even small jobs).Say, Please read the proverbs, Discuss with your classmates what they might mean.Get students to work in groups of four.As the groups work together, walk around the room to make sure that students are discussing the topic in English. Invite different students to say what they think each proverb means.There can be more than one interpretation for each proverb. Check the answers by showing the sample answers on the screen by a projector.sample answers1. It’s better to have help to do even small jobs.2. Different people have different perspectives on things.3. It’s better to be poor and honest than rich and dishonest.4. Silent people and animal may be thinking about hurting you.5. Don’t try helping people if they don’t want your help.6. There are different ways of learning, but doing is best.7. Forget about things that are over and done with.8. A teacher helps to set a student’s attitudes in life.9. People should not be afraid of asking for help.Culture noteEach culture has proverbs that are unique to it. The saying, "If you want to know a people. know their proverbs" illustrates this.Step Ⅵ Part 3This activity focuses on the new vocabulary introduced in this unit.Ask students to read the five lines of words in the box. 1. escape owner chase run 2. picnic lunch dinner alien 3. land apple ice cream chicken 4. creature alien exercise visitor 5. lost grass tree flowerPoint out the first line. In this line, escape, chase and run are all verbs. However, the word owner is a noun. So we circle it. Now please circle the word that doesn’t belong in each line.Get students to complete the task on their own. As they are doing this, move aroundthe classroom checking their progress and offering help as needed.Check the answers by asking a student to read his or her circled words to the class.Answers1. owner 2. alien 3. land 4. exercise 5. lostStep Ⅴ Just for Fun!This activity provides reading and speaking practice with the target language.Ask all the students to read the cartoon story. Ask students why it is funny. Help students to answer. The boys think they are going to land on an island. Instead, they have landed on the back of a whale.Optional activityShow the cartoon pictures on the screen by a projector. Ask two students to read the speech bubbles to the class. Then all the students discuss why the cartoon is funny. (By Bud Blake) (s’pose=suppose:假设)Step Ⅵ SummarySay. In this class, we’ve practiced filling in blanks and making sentences with some vocabulary words introduced in this unit. And we’ve learned several proverbs.Step Ⅶ Homework (1) Read and remember the proverbs learned in Activity 2. (2) Each student collects ten proverbs. (3) Finish off the exercises on pages 16～17,of the workbook. Step Ⅷ Blackboard DesignUnit 5 It must belong to CarlaSelf checkThe Sixth PeriodSample answers to Activity 1:1. What’s your favourite song 2. Be careful while crossing a road.3. We are anxious for his safety.4. You don’t have to be worried about me.5. I had a strange dream last night.Unit 9 The Third Period
Ⅰ. Teaching Aims and Demands
1. Knowledge Objects
(1) Key Vocabulary
bell, ring, go off, rush, run off, on time, give sb. a ride, lock, break down
(2) Target Language
By the time I got there, the bus had already left.
By the time I woke up, my father had already gone into the bathroom.
2. Ability Objects
Train the students’ reading skill with target language.
Train the students’ speaking skill with target language.
3. Moral Object
Have you ever done anything carelessly
Share your story with your friends.
Ⅱ. Teaching Key Points
1. Guide the students to read the article in activity 3a.
2. Help the students do the oral practice with the target language.
Ⅲ. Teaching Difficult Points
1. Help improve the students’ reading skill by Activity 3a.
2. Help the students describe what has happened to them with the target language.
Ⅳ. Teaching Methods
1. Get the main idea by reading.
2. Pairwork.
Ⅴ. Teaching Aid
A projector
Ⅵ. Teaching Procedures
Step Ⅰ Revision
1. Revise what happened to Tina by asking several students to tell the story.
2. Revise the three forms of the verbs in Grammar Focus by asking four students to write them out on the blackboard.
3. Check homework by asking one or two to read their own endings of the stroy.
4. Check homework by asking some students to read the sentences which they made.
5. Ask the students to hand in their homework.
Some sample sentences with the verbs used in this unit:
1. I leave home at 7:30 every morning.
I left home at 8:00 this morning.
By the time I got to the airport, the plane had left.
2. I walk to school sometimes.
I walked to school yesterday afternoon.
When I got there, the sick girl had walk away.
3. The meeting start at 3:00 every Wednesday afternoon.
The meeting started at 3: 30 last Wednesday afternoon.
As soon as Mr. Jones got to the meeting room, the meeting had already started.
4. Tina seldom oversleeps.
Tina overslept this morning.
Tina said she had never overslept before.
5. The hell rings at 8:10 every morning.
The bell rang at 7:10 this morning.
When I got to school, the first bell had rung.
6. I am here now.
I was at home last night.
I had been here for 20 years by the end of 2003.
Step Ⅱ 3a
This activity provides reading and writing practice using the target language.
Show the vocabulary on the screen by a project:
bell n. 钟；铃ring v. 鸣;响go off 闹钟(闹响)rush v.冲；奔rush off 跑掉;迅速离开on time 准时give sb. a ride让某人搭便车lock v. 锁；锁上break down 损坏；坏掉
Point to the words one by one and teach the students to read them. Do it several times. Then ask several students to read the words to see if they can pronounce each word correctly.
Ask the whole class to read the instructions together. There is an article in Activity 3a. Your task is to read the story and write the events in the correct order.
Have a look at the sample answer on the right of the article before you start. Then let the children complete the work on their own. After a while, ask some students to report their answers to the class. Write the events on the blackboard as they report, putting the events in the correct order.
After checking the answers, tell students to read the article again more carefully.
Tell them to find out the words or sentences which they can’t understand this time.
A few minutes later, let the students ask questions on the words and sentences which they can’t understand. Do some explanation and make sure that the students make everything clear about the article.
Then ask the students to read the article aloud. Move around the classroom while they are reading, offering help as needed.
Next ask students to pick out the sentences with the Past Perfect Tense. Tell them to underline them and come up with the reason to use the tence.
Ask two students to read their answers and explain the sentences.
Answers
1. alarm clock didn’t go off
2. father went to bathroom
3. woke up late
4. took shower
5. had some breakfast
6. bus left
7. ran to bus stop
8. started walking
9. got a ride with a friend
10. bell ringing
11. got to school
12. got to class
Sentences with the Past Perfect Tense in the article:
1. …by the time I woke up, my father had already gone into the bathroom and…
2. Unfortunately, by the time I got there, the bus had already left.
Step Ⅲ 3b
This activity provides reading and writing practice using the target language.
Call the students’ attention to the photo of the woman sleeping. The girl is sleeping. She may oversleep. How about you
Have you ever overslept
Get a students to answer the question simply, such as Yes, I have. /No, I haven’t.
Then ask one student to read the instructions to the class.
We can see six questions in the box.
You’ll have to read the questions in the box and you have to describe the circumstances in which these things happened.
Explain that describe the circumstances means to tell when, where and how the things happened.
Ask one student who has ever overslept to answer the first question and describe the circumstance. Help him or her use the Past Perfect Tense to describe the circumstance.
Then ask students to read the questions and write their answers in their exercise books. Tell them that they have to describe the circumstances if their answers are Yes, and there should be at least one sentence with the Past Perfect Tense in each description. Move around the classroom providing sentences to the ones who need. Ask several students to share their stories with the class. Correct any mistakes they may make. Let them check the answers in pairs.
Step Ⅳ 3c
This activity provides listening and speaking practice using the target language. Ask the whole class to read the instructions together. Then call the students’ attention to the sample conversation on the right. Ask a pair of the students to read the conversation to the class. Please ask your partner the questions in Activity 3b. Ask more questions if he or she says "Yes".
Ask the students to work in pairs. Encourage them to ask as many questions as they can. As they work, move around the room offering help and answering questions as needed. Ask some pairs to say their conversations to the class.
Step Ⅵ Summary
Say, In this class, we’ve learned an article. And we’ve done much practice in reading, listening, speaking and writing.
We’ve done much practice with the target language.
StepⅦ Homework
1. Write the answers to the questions in Activity 3b.
2. Write a conversation in Activity 3c.
Step Ⅷ Blackboard Design
Unit 9 By the time I got outside, thebus had already left.Section AThe Third PeriodAnswers to Activity 3a:1. alarm clock didn’t go off2. father went to bathroom3. woke up late4. took shower5. had some breakfast6. bus left7. ran to bus stop8. started walking9. got a ride with a friend10. bell ringing11. got to school12. got to classUnit9 Reading: Changing English
The Seventh Period
Ⅰ. Teaching Aims and Demands
1. Knowledge Objects
Key Vocabulary
quarter, normal, traffic light, competition, significant, position and so on.
2. Ability Objects
Train students’ ability of identify main idea.
Train students’ ability of understanding words in context.
Train students’ ability of reading for special information.
3. Moral Object
If you can speak both good English and your native language, it may help you get more chances in searching jobs.
Ⅱ. Teaching Key Points Key vocabulary
Read the text to identify main idea.
Read the text to understand words in context.
Read the text for special information.
Ⅲ. Teaching Difficult Points
Train students’ reading skill.
Ⅳ. Teaching Methods
1. Up-down reading methods.
2. Pairwork.
3. Groupwork.
Ⅴ. Teaching Aid
A projector.
Ⅵ. Teaching Procedures
Step I Key Vocabulary
This activity introduces the key vocabulary words.
Show the following vocabulary on the screen by a projector.
quarter n.四分之一 population n. 人口 native adj. 本国的；本地的 speaker n. 说话者；演讲者 wherever adv.无论哪里 Singaporean n. 新加坡人 adj. 新加坡人的；新加坡的 India n. 印度 Hindi n. 印地语；印地人 adj. 印度北部的 German n. 德语；德国（人）的 invention n. 发明；创造 business n.生意；商业
Say the words and have students repeat several times until they can pronounce them fluently and accurately.
Step Ⅱ Part 1
This activity is designed to activate students’ background knowledge before attempting the reading.
Read the title Changing English to the class. Ask, What do you think the article is about
Read the instructions to the class.
Point to the three questions in the box.
Say, You are to discuss the questions about English with your partner. But don’t look at the reading. Use your background knowledge instead.
Get students to complete the task in pairs. As the pairs work together, walk around the room. Ensure that they are discussing the questions in English.
When most students are finished, invite pairs of students to report their results.
Don’t say yes or no to their answers.
Step Ⅲ Part 2
This activity provides practice in scanning for specific information.
Look at the picture. Ask students to describe what is happening in the picture.
Read the instructions and draw students’ attention to the list of numbers. Get a student to say the sample answer like this: In 1950 English started being more popular for science.
Please read through the article silently.
Find information for the numbers. Remember to skim for the key ideas rather than read slowly. Get students to work on their own. As they are doing this, move around the classroom answering questions they may have and offering language support as needed.
Check the answers.
Answers
1950—In this year English started being more popular for science.
10 000—number of words in the South African dictionary not found elsewhere in the world.
a hundred—number of years ago that
German was the most popular language for science.
one billion—number of people learning English.
375 million--the number of native speakers of English.
Step Ⅳ Part 3
This activity encourages students to use the strategy of reading in context.
Ask students to read the article once.
Say, Pay attention to the bold word and expressions And note any other word or sentence you don’t understand. Read in context, guessings their meanings from the other words around them.
A few minutes later, ask different students to say the meanings of the words and expressions indicated in bold by guess. Don’t give them the correct answers. Let students look at the words and expressions and their meanings in the box. Point out the sample answer. Then ask students to match the correct meanings with the correct words and expressions. Allow them one or two minutes to do this.
Check the answers.
Answers
quarter d, normal a, traffic light e, competition f, significant b, position c
Get students to make sentences with the words and expressions. Remind them to look at the article again for extra help.
Answers to this activity will vary. Ask a student to write his/her answers on the blackboard.
Sample answers
1. A quarter of students in my class are girls.
2. I hope the situation will soon return to normal.
3. When the traffic lights are red, you must stop.
4. He took part in a swimming competition.
5. Listening, speaking, reading and writing are four significant skills in learning English.
6. She is fit for the position.
Step Ⅴ Part 4
This activity helps students read for specific information.
Read the instructions to the class. Call students’ attention to the chart. Ask a student to read the five sentences to the class. Say, You are to read the article again and decide if these sentences are true or false. And correct the false sentences.
Give students a sample answer to the first sentence.
T: Do you think the first sentence is true or false
SS: False.
T: Why is it false
SS: Because Egyptians say Welcome to Egypt.
Get students to do the activity on their own. As students work, move around the room answering any questions they may have.
Check the answers. Ask different students to give their answers. For the false sentence, have them give the correct statement.
Answers
F Egyptians say Welcome in Egypt.
F Traffic lights in South Africa are called robots.
T
T
F Hinglish of Chinese and English is called Chinglish.
Step Ⅵ Part 5
This activity lets students work in groups and think critically about what they have read.
Read the instructions to the class.
Call students’ attention to the chart. Set a time limit for students to go through all the sentences and the lettered languages.
Say, The underlined words come from different languages. You are to read the sentences again and guess where these words come from or look them up in a dictionary. Try to match them with the languages they come from.
Give students a sample answer to the first sentence (The word mattress comes from Arabic.)
Get students to do the activity in groups of four. As the groups work together, walk around the room checking progress and offering help as needed.
Check the answers.
Answers
mattress a. Arabic
pajamas d. Hindi
mosquitoes f. Spanish
snorkel e. German
yoghurt b. Turkish
bazaar c. Persian
chauffeurs h. French
soprano g. Italian
Culture note
Most people who speak English as a native language don’t have the same grammatical background as people who study English as a second language.
However, what a person who was born speaking English knows is whether or not things sound "right". He or she might not be able to explain the reason, but will usually have a good sense of how English should be used. Because English is a language made up from many different languages with a lot of odd rules, a learner should be a bit flexible and understand that some rules are made to be broken.
StepⅦ Summary
In this class, we’ve done much reading and writing practice. And it improves our reading comprehension ability.
Step Ⅷ Homework
Ask students to collect some more words used in English along with the different languages they come from.
Step Ⅸ Blackboard Design
Reading: Changing EnglishThe Seventh Period Samples answers to Activity 3 1. A quarter of students in my class are girls. 2. I hope the situation will soon return to normal. 3. When the traffic lights are red, you must stop. 4. He took part in a swimming competition. 5. Listening, speaking, reading and writing are four significant skills in learning English. 6. She is fit for the position.The Second Period
Ⅰ. Teaching Aims and Demands
1. Knowledge Objects
(1) Key Vocabulary
fall, Niagara Falls
(2) Target Language
Where would you like to visit
I’d like/hope to visit/see…
I’d like/love places where…
2. Ability Objects
(1)Train students’ listening skill.
(2) Train students’ communicative competence.
3. Moral Object
It can make you know more about the world to travel much.
Ⅱ. Teaching Key Points
1. New words fall, Niagara Falls
2. Listening practice with target language
3. Make communications with target language
Ⅲ. Teaching Difficult Points
1. Train students’ listening practice with target language.
2. Help students to make communications with target language.
Ⅳ. Teaching Methods
1. Listening
2. Pairwork
3. Explanation
Ⅴ. Teaching Aids
1. A tape recorder
2. Some pictures of Hawaii, Mexico and Niagara Falls
Ⅵ. Teaching Procedures
Step Ⅰ Revision
(1) Revise the target language by asking
question, Where would you like to go on vacation Get several students to give different answers.
Then ask them to work in pairs to practise with:
Where would you like to go on vacation
I’d like/love to…because I like… vacations.
(2) Check homework by asking several ones to read their conversations.
(3)Check homework by dictating the following words:
tiring, educational, fascinating, thrilling, relaxing, dangerous, exotic, trek. jungle, take it easy, explore, historic
After dictating, hove students check in pairs. Make a survey by asking them to put up hands to see how many have written out all the words correctly.
Step Ⅱ 2a
This activity provides listening practice using the target language.
Read the instructions to the students.
Look at the four sentences in the box.
They are from a conversation, but they are not in the right order. We will listen to a conversation talking about going on a vacation. We can see the number in from of the fourth sentence. It’s a sample answer
Please write the right numbers before the first three sentences in the blanks.
Then play the tape. Students only listen this time. Try to catch the main idea of the conversation. Next play the tape again. Students listen and write the numbers in the blanks.
Check the answers.
Answers
The sentences should be numbered in this order:3 4 2 1
Tapescript
Boy 1: Wouldn’t it be great if we could go on a vacation together
Girl 1: Yeah. That would be wonderful!
Boy 1: Where would we go
Girl 1: Well, I hope to visit Hawaii one day. Would you be interested in going there
Boy 2: Sure! I like places where the weather is always warm.
Boy 1: But Hawaii is too touristy. Maybe we could go to Mexico. I love places where the people are really friendly.
Boy 2: Well, Mexico would be nice, but we don’t know the language. I hope to see Niagara Falls some day. What about going there
Girl 1: Niagara Falls would be beautiful, but there’s not much to do there.
Why don’t we all go to San Francisco together It has everything—beautiful views, friendly people, exciting things to do…
Boy 2: That’s not a bad idea…if you pay for it.
Step Ⅲ 2b
This activity provides listening practice using the target language, too.
Read the instructions to students, and make sure that they know what to do.
Look at the first column, "Place". Someone doesn’t like going to these places.
Why Choose the reason for each place from the second column. Write the letters of the reasons in the blanks before the places/Let’s read the contents in the chart first. Get them to read the places and reasons several times. Then say, we’ll listen to the same recording again. Listen and match each place with a reason for not going there. Play the recording again.
Ask students to fill in their answers.
Check the answers
Answers
1. b 2. a 3. c
Step Ⅳ 2c
This activity provides guided oral practice using the target language.
Read the instructions to the students. Tell them to use the information in Activities 2a and 2b to role play conversations.
(Holding a picture of Hawaii). I hope to visit Hawaii some day.
Get a student to answer, So do I. I like places where the weather is always warm.
Showing a picture of Mexico, ask two students to make up similar conversations. Note to use the information in Activities 2a and 2b.
Do the same with the third place Niagara Falls.
Say, Now please role play the conversations in pairs, using the information in Activities 2a and 2b. Each pair makes one at least. As the students work, move around the room checking progress of the pairs and offering help as needed. Ask one or two move pairs to say their conversations to the class.
Step 5 Grammar Focus
Presentate the conversation below by saying to the students and writing it on the blackboard:
Where would you like to visit
I’d like to go somewhere relaxing.
Draw a line under the word relaxing.
Then ask the children the same questions and tell them to answer in their own words. For example,
I’d like to go somewhere interesting.
I’d like to go somewhere exotic.
After asking several children to give answers with different adjectives, get them to practice in pairs. Each pair makes two conversations.
Next ask several pairs to share their conversations with the class.
Then say, the adjectives usually come before the nouns, such as, an educational vacation, a tiring trip. But in the sentences which are using the word something or somewhere, the adjective should be put after the pronouns. For example:
I’d like to go somewhere fascinating.
I’d love to eat something delicious.
After that, presentate another pair of sentences. Say to the students and write down on the blackboard:
Where would you like to visit
I hope to go to France some day.
Explain sentences with some day in English orally, like this,
I hope to go to France some day. This sentence means I hope to go to France some day, but I’m not sure I will. Maybe
I will go there in the future and maybe I won’t. The sentences with some day are often used to express that.
Then have the children make up more sentences.
Step Ⅵ Summary
In this class, we’ve done some listening practice with target language. We have also practiced our oral English in pairs.
And we’ve discussed something on grammar.
Step Ⅶ Homework
1. Write out two pairs of sentences like this:
Where would you like to visit
I’d like to go somewhere relaxing.
Where would you like to visit
I hope to go to France some day.
2. Practice the target language orally with the classmates.
Step Ⅷ Blackboard Design
Unit 7 Where would you like to visit Section AThe Second PeriodⅠ. Answers to Activity 2a: 3 4 2 1Ⅱ. Answers to Activity 2b: 1. b 2. a 3. cⅢ. Grammar Focus:1. Where would you like to visit I’d like to go somewhere relaxing.2. Where would you like to visit I hope to go to France some day.The Third Period
Ⅰ. Teaching Aims and Demands
1.Knowledge Objects
(1) Key Vocabulary
pimple, trouble
(2) Target Language
I can’t sleep the night before an exam.
Then I’m too tired to do well. What should I do
If I were you, I’d take a long walk before going to bed.
I really want a dog, but my parents won’t let me have one.
Well, dogs can be a lot of trouble. Maybe you should get a small pet, like a goldfish.
That’s a good idea.
2. Ability Objects
(1) Train students’ reading skills.
(2) Train students’ integrating skills.
3. Moral Object
Everyone may have some trouble. Don’t worry.
Ⅱ. Teaching Key Point
1. Reading
2. Target language
Ⅲ. Teaching Difficult Point
Give advice using the target language.
Ⅳ. Teaching Methods
1. Reading Practice
2. Pairwork
Ⅴ. Teaching Aid
The blackboard
Ⅵ. Teaching Procedures
Step Ⅰ Revision
Check homework. Get students to talk about what they would do if a teacher criticized them. For example, a student might say I’d explain to the teacher and so forth.
Step Ⅱ 3a
This activity provides reading practice using the target language. Point to the problems on the left. Ask different students to read them to the class.
Point out the pieces of advice on the right. Get different students to read them to the class.
Point out the sample answer. Invite a pair of students to read the problem and the piece of advice to the class.
SA: I’m really shy and I just don’t enjoy parties. I don’t know what to say or do.
Ss: If I were you, I’d talk to someone who looks friendly. Then you won’t feel so shy.
Say, Please match each problem on the left with the correct advice on the right.
Get students to complete the activity on their own. As they work individually, move around the room answering any questions students raise and offering help as needed.
Check the answers.
Answers
1. c 2. a 3. b
Step Ⅲ 3b
This activity provides oral practice using the target language.
Read the instructions to the class. Invite a pair of students to read the sample conversation.
SA:I can’t sleep the night before an exam. Then I’m too tired to do well.
What should I do
SB: If I were you, I’d take a long walk before going to bed. That should help you relax.
Say, Please think of different advice for the problems in Activity 3a.
Collect suggestions from students. For example, for the third problem, a student might say, If I were you, I’d watch TV to relax my mind.
Ask students to make conversations with partners using new suggestions to each problem. As they work in pairs, walk around the room offering language support as needed.
After each student has a chance to play both parts, stop the activity. Get several pairs of students to say their conversations.
Step Ⅳ Part 4
This activity provides writing, listening and speaking practice using the target
language.
Read the instructions to the class. Get a pair of students to say the sample conversation to the class.
SA:I really want a dog, but my parents won’t let me have one.
SB:Well, dogs can be a lot of trouble.
Maybe you should get a small pet, like a goldfish.
SA:That’s a good idea.
Write the conversation on the blackboard.
Point out the sample answers in the chart.
Say, What problems do you have at home At school Make a list in the chart. Then ask your classmates for advice and write their advice in the chart too.
Get students to complete the activity in groups of four. As the groups work together, move around the room to make sure students discuss the topic in English and know how to fill in the chart.
Check the answers by asking different pairs of students to say their conversations to the class.
Answers will vary.
Optional activity
Ask, What would you do if there were no classes tomorrow Ask students to write as many answers as they can. Then get students to work in pairs. One ask the other the question and see how many new answers the other is able to think of.
Step Ⅴ Summary
Say, In this class, we’ve done a lot of reading, speaking and writing practice using the target language.
Step Ⅵ Homework
(1) Review the target language by reading the conversations in Activity 3a.
(2)Finish off the exercises on pages 11～12 of the workbook.
Step Ⅶ Blackboard Design
Unit 4 What would you do Section AThe Third PeriodTarget language:A:I can’t sleep the night before an exam. Then I’m too tired to do well.What should I do B: If I were you, I’d take a long walk before going to bed. That should help you relaxA:I really want a dog, but my parents won’t lei me have one.B: Well, dogs can be a lot of trouble.Maybe you should get a small pet, like a goldfish.A: That’s a good idea.The Third Period
Ⅰ. Teaching Aims and Demands
1. Knowledge Objects
(1) Key Vocabulary
frustrating, memorize, specific, grammar. differently, frustrate, quickly, add, not at all, excited, end up
(2) Target Language
Do you write vocabulary lists
Oh, yes. I do it often.
2. Ability Objects
(1) Train students’ integrating skills.
(2) Train students’ ability of social practice.
3. Moral Object
Maybe you find English frustrating sometimes. But do remember not to give it up.
As we know, where there is a will, there is a way.
Ⅱ. Teaching Key Points
Listening, speaking, reading, and writing practice using the target language.
Ⅲ. Teaching Difficult Point
Train students’ integrating skills.
Ⅳ. Teaching Method Role playing
Ⅴ. Teaching Aid A projector
Ⅵ. Teaching Procedures
Step I Revision
(1) Revise the target language presented in previous classes by making up conversations.
(2) Check homework. Get several students to read their sentences aloud to the class. Then collect the writing and write a comment on each paper before returning them.
Show the key vocabulary words on the screen by a projector.
specific adj. 明确的；详细而精确的 memorize v.记忆；背诵grammar n. 语法；语法规则differently adv. 不同地；有区别地frustrate v.使失望；使沮丧；使厌烦frustrating adj.令人沮丧的；令人失望的quickly adv.快地；迅速地add v.又说；继续说not at all 根本（不）；全然（不）excited adj.激动的；兴奋的end up 结束；告终
Say the words and have the students repeat again and again until they can pronounce the words fluently and accurately.
Step Ⅱ 3a
This activity provides reading and writing practice using the target language.
Call attention to the article. Read it to the class or ask a student to read it instead. Point to the chart beneath the article. Explain to the students that they will read the article and then write in the chart the ways of learning English that are unsuccessful, OK and successful for the students Lillian Li. Wei Ming and Liu Chang. Point out the sample answer. Help the students find the information in the reading. Ask a student to read the sentence to the class: When we asked about studying grammar, she said, "I never study grammar. It’s too boring."
Say, Read the article again arid complete the chart on your own. As students work, move around the classroom answering any questions they may have.
Write the correct answers on the black board so that students can check the spelling and other details of their answers.
Answers
Ways of learning English
Not successful Ok Successful
Lillian Li Studying grammar Memorizing the words of pop songs Reading English magazines
Wei Ming Watching English movies Studying grammar
Liu Chang Having conversations with friends Joining the English club
Optional activity
Ask students to create a chart like the one in Activity 3a on a sheet of paper. Then
have students fill in the chart using information about their own ways of learning
English. Encourage students to exchange their completed charts with others in the class.
A sample answer
My own ways of learning English
Successful Ok Not successful
Listening to cassettes Reading the textbook Watching English-language TV
Step Ⅲ 3b
This activity provides oral practice using the target language. Read the instructions
to the class. Ask students to find partners and decide who is student A and who is
student B.
Point out the uncompleted sample conversation. Invite two more advanced students to say and complete the sample conversation.
SA: I’m doing a survey about learning English. Can I ask you some questions
SB: Sure.
SA: Great! What’s your name
SB: Wei Ming.
SA: And how do you learn English, Ming
SB: I think studying grammar is a great way.
SA: Do you often watch English movies
SB: Yes, I do it sometimes. I can watch the actors say the words. But sometimes I find it frustrating because the people speak too quickly.
SA: I hope that you can get good grades in English. Thank you very much for this interview. Goodbye.
SB: You are welcome. Bye.
Ask students to make up conversations like the one above using information from Activity 3a. As they work. move around the room offering language support as needed. A few minutes later, change them round so that both students have the opportunity to interview the other.
Ask several pairs of students to say their conversations to the class.
Step Ⅳ Part 4 Interview
This activity provides reading, writing, listening and speaking practice using the target language.
Read the instructions to the class. Focus attention on the chart. Get students to check what they do to learn English. You may wish to give an example from your own experience. Remind the students of the differences among often, sometimes and never. Invite a pair of students to say the sample conversation to the class.
SA :Do you write vocabulary lists
SB :Oh, yes. I do it often.
Write the conversation on the blackboard.
Say, Work in pairs. Interview your partner and fill in the chart. As the students do this, walk around the room to make sure that they ask and answer questions in English and fill in the chart correctly.
If time permits, ask a few students to tell the class about the partners they have interviewed.
Answers to the chart will vary.
StepⅥ Summary
Say, In this class, we’ve learned some key vocabulary words and the target language. We’ve also done a lot of listening, speaking, reading and writing practice using the target language.
Step Ⅶ Homework
(1) Ask students to collect information and write an article about how to learn to do something new. The article may be about how to learn to swim, how to learn to play soccer and so forth.
(2)Finish off the exercises on pages 1～2 of the workbook.
Step Ⅷ Blackboard Design
Unit 1 How do you study for a test Section AThe Third Period1. Answers to Activity 3a:Ways of learning EnglishNot successfulOKsuccessfulLillian Listudyinggrammarmemorizing the words of pop songsreading English magazinesWei MingWatching English moviesstudying grammarLiu Changhavingconversationswith friendsjoining the English club2. Target language: A: Do you write vocabulary lists B: Oh, yes. I do it often.Unit3 The Sixth Period
Ⅰ. Teaching Aims and Demands
1. Knowledge Objects
Key Vocabulary
lifestyle, way cool, give some direction, material things and so forth.
Text: That’s Cool!
2. Ability Objects
Train students’ ability of reading for special information.
Train students’ ability of understanding words in context.
Train students’ reading, writing, listening and speaking skills.
3. Moral Object
People use the word "cool" to describe almost whatever they see or feel. However,
to realize your dream through great effort is really being cool.
Ⅱ. Teaching Key Points
Key vocabulary
Read the text for special information.
Read the text to understand words in context.
Fill in the chart with the things you and your classmates think are cool.
Ⅲ. Teaching Difficult Point
Train students’ reading skill.
Ⅳ. Teaching Methods
Up-down reading method
Pairwork
Groupwork
Ⅴ. Teaching Aid
A projector
Ⅵ. Teaching procedures
material adj．物质的；实体的chat v.聊天；闲聊online adj．联线的；联机的lifestyle n．生活方式include v.包含；包括stuff n．要素；素材recent adj.最近的；近来的equipment n．配备；装备notebook computer 笔记本电脑personal adj．个人的；私人的digital adj．数字的；数字显示的PDA(＝personal digital assistant)掌上电脑 topical adj．热带的；热带地方的island n．岛，岛屿develop v.发展；使发达developed country发达国家Matrix《黑客帝国》(电影名称)net n．网；通信网；网状织物flash n．Macromedia公司开发的动画编辑工具animation n．动画片technology n．技术；工艺direction n．指导；指引natural adj．自然的；合乎常理的；正常的effort n．努力；努力的尝试youth n .年轻；青春；青年人proud adj．感到自豪的；得意的be proud of为……感到自豪；为……感到骄傲value v.给……估价；评价independence n．独立；自主；自立freedom n．自由advise v劝告；建议normal adj．正常的；平常的
Have students repeat again and again until they can pronounce them fluently and accurately.
Step Ⅱ Part 1
This activity is designed to activate students’ background knowledge before
attempting the reading.
Read the title That’s Cool to the class.
Ask, What do you think the article is about
Read the instructions to the class. Say, In your opinion, what does the word "cool"
mean Give examples. But don’t look at the reading. Instead, use your background knowledge. Ask two students to give their examples.
S1: I think cool means that you can always wear the latest fashions.
S2: Whenever I take an exam, I will get the first. I think it’s cool
Say, Now ask your classmates what "cool" means to them. As they work, walk around the room checking progress and offering help as needed.
Step Ⅲ Part 2
This activity provides practice in scanning for specific information.
Read the instructions to the class.
Draw students’ attention to the names and the main ideas in the box. Point out the line between Zhang Tong and d. Your personality shows how cool you are.
Say, Zhang Tong thinks your personality shows how cool you are. Now you are to read the article silently. Match the people with their opinions. Remember to skim for the key ideas rather than read slowly.
Get students to work in pairs. As they are doing this, move around the room to make sure students discuss the topic in English.
Check the answers.
Answers
Zhang Tong: d
Jia Ping: c
Huang Shaohua: b
Shi Kai: a
Step Ⅳ Part 3
This activity encourages students to use the strategy of reading in context.
Ask students to read the article once.
Say, Pay attention to the bold words and expressions. And note any other words or sentences you don’t understand. Read in context, guessing their meanings from the
other words around them.
A few minutes later, ask different students to say the meanings of the words and expressions indicated in bold by guess. Don’t give them the correct answers.
Let students look at words and expressions and their meanings in the box. Point out the sample answers. Then ask students to match the correct meanings with the correct words and expressions.
Allow them one or two minutes to do this.
Check the answers.
Answers
lifestyle d, way cool a, give some direction b, material things c.
Get student to make sentences with the words and expressions. Remind them to look at the article again for extra help.
Answers to this activity will vary. Ask a student to write his/her answers on the blackboard. Help correct any mistakes.
Sample answers
1. People have different lifestyle from one another.
2. To some students, it’s way cool to own a mobile phone.
3. As teachers, we should give students some direction on how to learn English well.
4. Cars are material things. Few people can afford them.
Step Ⅴ Part 4
This activity helps students read for specific information.
Say, You will read the article again and complete the sentences. Elicit the first answer from the class (For Jia Ping, being cool is a popular and successful lifestyle).
Get students to do the activity individually.
Check the answers. Answers will vary slightly.
Sample answers
1. a popular and successful lifestyle
2. you can chat with friends, watch movies and buy things
3. Want material things
4. youth today values
5. don’t follow what everyone else does
Step Ⅵ Part 5
This activity helps students think critically about what they have read, Read the instructions to the class. Draw students’ attention to the chart in the reading.
Demonstrate how to do the activity with the class.
T: I think going abroad is cool. For example America. What is a cool place for you, Wei Ming
W: The Antarctica.
T: What about you, Liu Chang
L: I like climbing most. I think Qomolangma Mountain is a cool place.
Draw a simple chart on the blackboard.
What is a Cool… You Wei Ming Liu Chang
Place America The Antarctica (Qomolangma Mountain
kind of music … … …
…
Get students to do the activity in groups of three.
Answers will vary. Vote on the coolest place and other things.
Culture note
Smoking was once a way some young men showed they were cool. However, as we learn about the dangers of smoking such as cancer, we see that it and other self-destructive behaviors such as drinking is not good way to be cool.
Step Ⅶ Summary
Say, This class provides us a lot of reading as well as writing practice. It trains students’ ability of scanning for specific information.
Step Ⅷ Homework
Quite a few advertisements use tricks to make things look cook Ask students to collect advertisements of cool things and see what they have in common.
Step Ⅸ Blackboard Design
Reading, That’s Cool!
The Sixth PeriodSample answers to Activity 3:1. People have different lifestyle from one another.2. To some students, it’s way cool to own a mobile phone.3. As teachers, we should give students’ some direction on how to learn English well.4. Cars are material things. Few people can afford them.Unit 7 Where would you like to visit
I. Analysis of the Teaching Material
1. Status and Function
In this unit, students learn to talk about places they would like to visit. This is a topic that students will be very interested in. That will be very helpful to practice using the target language. All the students can make great progress in expressing the places which they would like to visit.
(1) The first period mainly provides some new vocabulary to the students to describe different kinds of vacations. And it gives students practice in listening and speaking on the target language "Where would you like to go on vacation I’d love to visit Mexico."
(2) The activities in the second period give students more listening and oral practice using more target language. They are helpful to improve students’ listening and speaking skills.
(3)In the third period, students learn to get detailed information from an article. And they will do some writing and oral practice as well.
They will improve their reading, speaking and writing skills and know something about Singapore and some other places all over the world.
(4) The fourth period provides more listening practice to train the students to understand the target language in spoken conversation and write the target language. It also provides some more oral practice using the target language.
(5)The fifth period is designed to train students’ reading and writing skills.
(6)The activities in the last period are used to train students’ writing skill.
2. Teaching Aims and Demands
(1) Knowledge Object
In this unit, students learn to talk about places they would like to visit.
(2) Ability Objects
To train the students’ listening, speaking and writing skills using the target language.
(3) Moral Object
Wherever you travel in the world, you are able to use English.
3. Teaching Key Point
To help students learn and grasp the key vocabulary words and the target language.
4. Teaching Difficult Points
(1) To train students’ listening, speaking, reading and writing skills.
(2) To train students’ communicative competence.
5. Studying Way
Get the students to know more about the world and be interested in travelling.
Ⅱ. Language Function
Talk about places you would like to visit.
Ⅲ. Target Language
1. Where would you like to go on vacation
I’d love to visit Mexico.
2. I hope to go to France some day.
Ⅳ. Structure
Second conditional without if clause
Hope to
Ⅴ. Vocabulary
jungle, historic site, botanical garden，exotic, thrilling, fascinating, peaceful, take it easy, tiring, educational, trek, explore, Singapore, touristy, customer, pack, light, heavy, downtown, provide, offer
Ⅵ.Recycling
France, Brazil, Japan, vacation, zoo, mountain, dangerous, fun, relaxing, entertainment, shopping, hiking, visit
Ⅶ. Learning Strategies
1. Classifying
2. Role playing
Ⅷ.Teaching Time
Seven periods
The First Period
Ⅰ.Teaching Aims and Demands
Knowledge Objects
(1) Key Vocabulary
tiring, educational, fascinating, thrilling, peaceful, exotic, trek, jungle, take it easy, explore, historic, site
(2) Target Language
Where would you like to go on vacation
I’d like to trek through the jungle, because I like exciting vacations.
2. Ability Objects
(1)Train students to talk about places they would like to visit with the target language.
(2)Train students to describe vacations with different adjectives.
(3)Train students’ listening skill.
3. Moral Object,
It′s more interesting to go on vacating somewhere instead of staying at home.
Ⅱ. Teaching Key Points
1. Key Vocabulary
tiring, educational, fascinating, thrilling, peaceful, exotic, trek, jungle, take it easy, explore, historic, site
2. Terget Language
Talk about different places with the target language.
Ⅲ. Teaching Difficult Points
1. Describe vacations with different adjectives.
2. Talk about different places with the target language.
Ⅳ. Teaching Methods
1. Teaching by illumination
2. Teaching by doing chain drills
3. Teaching by pairwork
Ⅴ. Teaching Aids
1. A tape recorder and a projector
2. Some pictures of different places with famous views
Ⅵ. Teaching Procedures
Step Ⅰ Revision
1. Revise the language points in Unit 6.
Provides some questions, What kind of music do you like/love/prefer What kind of clothes/writers/movies/… do you like/love/prefer
Then ask two pairs to make model conversations to the class to make sure they answer, I like/love/prefer music that…I prefer writers who…
Next ask students to practise in pairs.
Walk around the classroom listening to them, correct some errors they may make and be sure they are answering with sentences with relative clauses.
2. Revise the words and expressions in Unit 6 by dictating the following:
lyric, remind of, entertainment, exhibition, gallary, on display, energy, suggest, photograph, suit
Step Ⅱ 1a
This activity trains students to use the new vocabulary to describe the vacations.
At first introduce the key vocabulary.
Show the new vocabulary words on the screen by a projector:
tiring adj．引起疲劳的；累人的educational adj．教育的；有教育意义的fascinating adj．迷人的；有极大吸引力的thrilling adj．令人激动的；令人震颤的peaceful adj．平静的；宁静的；和平的exotic adj．外(国)来的；外国产的trek v．(缓慢或艰难地)旅行；长途跋涉jungle n．热带丛林；密林take it easy 从容；轻松；不紧张explore v.探险；考察historic adj．历史上著名的；历史上有重大意义的site n.地方；场所
Point to the words and teach the children to read them several times till they can pronounce the words fluently and correctly.
After that, try to let students explain the adjectives and make up sentences with them. For example, exciting, do like this:
Let’s try to explain some new adjectives in our own words and make up some sentences now. See exciting first. Who can explain it in your own words in English
What does exciting mean
Help the children to explain it. Exciting means not boring, or means hard to be quiet.
Who can make up a sentence with it
Give an example sentence with it, please.
Ask several ones to say their sentences to the class. For example,
Surfing makes us exciting.
The boy is very exciting when he is watching a football match.
Then do the same with these new words in the box:
tiring, educational, peaceful, fascinating, thrilling, exotic
Read the instructions to the students. Be sure that everyone knows what to do.
Tell students to look at the posters in the picture and compare them.
We can see three posters. Tell me what you can see in each one.
Then discuss the three posters with students. For Poster One, help students to say, It is a beach. A man with sunglasses is sleeping, etc.
Do the same to the other two posters.
Read the words on each poster to students and then let them read together several times. Ask some ones to tell the Chinese meanings of the words to see if they can understand them. Do some explanation if necessary.
Call the students’ attention to the chart.
Point to vacation 1,2 and 3 in the chart.
Say, Let’s choose the adjectives from the box for the three vacations. The adjectives you choose should correspond with the posters. Now let’s use Vacation 1 as a sample. Which adjectives should we choose Who can tell me
Then ask several students to tell the class the words they’ve chosen. Write down their answers on the blackboard like this:
Vacation 1 Take it easy on a Florida beach!
Adjectives: relaxing, peaceful, boring
Who has got some other adjectives to describe it Some other adjectives you know, but not in the box
Ask some to say more besides the ones in the box, such as quiet, lazy.
Write them on the blackboard, too.
Please fill in the chart with the adjectives now. Note to match the posters.
Get them to fill in the answers by themselves. As they work, move around the room checking their progress and answering questions they may have.
Check the answers. Provide the possible answers on the blackboard.
Possible answers include
Vacation 1: relaxing, peaceful, boring
Vacation 2: exciting, tiring, dangerous. educational, fascinating, interesting, fun, thrilling, exotic
Vacation 3: exciting, educational, peaceful, interesting
Step Ⅲ 1b
This activity gives students practice in understanding the target language in spoken conversation. Read instructions to students.
We’ll listen to three students talking about where they would like to go on vacation and why. See the sample answers in the chart. Write your answers like that while you hear. Look at the three posters in Activity la and do this part. Each one of the three students, Sam, Gina and Lydia, wants to go to one of the three places.
Play the tape for the first time, and tell the students not to write in a hurry, just try to catch the main idea of the dialogue.
Then play the recording again. Ask them to write their answers this time.
Check the answers.
Answers
1. Sam, Brazil, likes exciting vacations
2. Gina, Japan, has been bored lately
3. Lydia, Florida, has been stressed out
Tapescript
Boy 1: Look at those travel posters. I’d love to go on a vacation.
Girl 1: Where would you like to go, Sam
Boy 1: I’d love to go trekking in the Amazon jungle in Brazil.
Girl 1: You would
Boy 1: Sure. I like exciting vacations.
Girl 1: Wouldn’t that be dangerous
Boy 1: No, not really. How about you,
Gina Where would you like to go
Girl 1: Well, I’ve been kind of bored lately.
I think I’d like to see the historical sites in Japan.
Boy 1: Hmm, that would be fascinating.
What about you, Lydia
Girl 2: Oh, I’m stressed out. I’d just like to relax on a beach… You know a beautiful beach in Florida.
Boy 1: That sounds peaceful.
Step Ⅳ 1c
This activity provides guided oral practice using the target language.
Presentate this dialogue, showing some pictures of the places with great interest all over the world and say like this:
I’d like to travel to France. I’d love to visit Paris, because I like relaxing vacations.
Where would you like to go on vacation, Sam
Ask one student to answer the question.
After that let him or her ask another student. Set off a chain drill like this:
T: I’d love to visit Paris, because I like relaxing vacations. Where would you like to go on vacation, S1
S1:I’d like to climb Mount Emei, because I like dangerous vacations. Where would you like to go on vacation, S2
Ss :I prefer to travel to the USA, because I like exotic vacations. Where would you like to go on vacation, S3
S3…
After a team finished get the children to make their own conversations in pairs.
Ask two students to read the example in the speech bubbles in Activity la. Tell them to talk about the posters with their partners this time.
As students work together, move around the classroom, offering language support as needed. Ask some pairs to say their conversations to the class.
Step Ⅴ Summary
In this class, we’ve learned some adjectives that are used to describe vacations and some other words. We have also learned the target language—Where would you like to go on vacation I’d like to trek through the jungle because I like exciting vacations.
Step Ⅵ Homework
1. Try to remember the new key vocabulary.
2. Write out three similar conversations to the example in the picture in Activity 1a.
Step Ⅶ Blackboard Design
Unit 7 Where would you like to visit Section AThe First PeriodPossible answers to Activity 1a:Vacation 1: relaxing, peaceful, boringVacation 2: exciting, tiring, dangerous, educational, fascinating, interesting, fun, thrilling, exoticVacation 3: exciting, educational, peaceful, interestingUnit 2 I used to be afraid of the dark.Ⅰ. Analysis of the Teaching Material1. Status and FunctionIn this unit, students learn to talk about what they used to be like. Such topic reminds students of the days of their childhood. It is helpful to raise learning interest of students and students are sure to be active in all the activities in this unit. (1)The first period introduces a lot of words describing people first. And then students are provided listening and oral practice using the target language Mario used to be short. Yes. he did. Now he’s tall. (2) In the second period, students learn yes, no questions and short answers using the structure used to. Using the target language, students get more detailed information of their classmates. Students are fond of such activities. So they are helpful to improve students’ spoken English. (3)A lot of situations in the third period are designed for students to talk about what they used to be afraid of and what they are still afraid of. In this way, students know that everyone sure changes and that they should take good care the process of their growth. (4)In the fourth period, the vocabulary extension activity introduces more words to students. The other activities provide more listening and oral practice using both the old and new target language. All the activities are helpful to improve students listening and speaking skills. (5) In the fifth period, students practice reading and writing using the vocabulary words and the target language presented in the preceding classes. Such practice is useful to improve students integrating skills. (6)The Self check in the sixth period is designed to give students more reinforced practice, especially writing practice. In this way, students better understand how to apply what they’ve learned in this unit to their daily life.2. Teaching Aims and Demands (1) Knowledge Objects In this unit, students learn to talk about how they have changed. To make students learn and grasp the structure used to, including statements and yes/no questions and short answers. (2) Ability Objects To train students’ listening, speaking, reading and writing skills. To train students’ integrating skills. (3) Moral Object To enable students to know that everyone surely changes. If you are afraid of speaking in front of the class, encourage yourself not to be shy. More practice, and you’ll feel more confident.3. Teaching Key Points To learn the key vocabulary and the target language. To learn the usage of the structure used to.4. Teaching Difficult Points To improve students’ listening, speaking, reading and writing skills. To enable students to grasp the usage of the structure used to. 5. Studying Way Teach students how to use the structure used to to compare the past with now.Ⅱ. Language Function Talk about what you used to be like.Ⅲ. Target Language 1. Mario used to be short. Yes, he did. Now he’s tall. 2. I used to eat candy all the time. Did you Yes, I did. And I used to chew gum a lot.Ⅳ. Structures 1. Used to 2. Conjunction butⅤ. Vocabulary used to, dark, spider, insectⅥ. Recycling alone, quiet, snake, outgoing, friendly, serious, funny, tall, shy, short, straight, long hairⅦ.Learning Strategies 1. Brainstorming 2. ComparingⅧ.Teaching Time Seven PeriodsThe First PeriodⅠ.Teaching Aims and Demands1.Knowledge Objects (1)Key Vocabulary used to, dark (2)Target Language Mario used to be short. Yes, he did. Now he’s tall. 2. Ability Objects (1) Train students’ listening skill. (2) Train students’ communicative competence.3.Moral Object Don’t judge a person by his appearance.Ⅱ.Teaching Key Points1. Target language2. The structure: used toⅢ. Teaching Difficult PointThe structure: used toⅣ. Teaching Methods1. Teaching by induction2. PairworkⅤ. Teaching Aids1. A tape recorder2. Pictures of people cut out from magazines or newspapersⅥ. Teaching ProceduresStep Ⅰ Revision (1) Check the homework exercises. (2) Ask some individual students their ways of learning English. T: How do you learn English, A SA: I learn English by listening to cassettes. T: What about you, B SB: I study with a group. T: Do you learn English by practicing conversations with friends, C SC: Yes, I do. I think it helps. T:…Step Ⅱ 1aThe activity introduces tile key vocabulary. Call students’ attention to the chart with the headlines Appearance and Personality.Say, You are to fill in the chart with words describing people. The words under Appearance will describe how people look and the words under Personality will describe what people are like. Ask two students to say the sample answers. Then elicit one answer to each column from the class.Get students to fill in the chart individually.Check the answers by asking different students to read their lists to the class.Make sure that all the students understand what each word means.Note: Answers will vary from the sample answers below.Sample answersAppearance: tall, straight hair, long hair, short hair, curly hair, short, fat, thin, slim, good-looking, prettyPersonality: outgoing, funny, quiet, kind, warm-hearted, friendly, shy, easygoingStep Ⅲ 1bThe activity gives students practice in understanding the target language in spoken conversation.Write two dates side by side on the blackboard. The first is today’s date, including the year, and the second is the same day, but ten years ago.Ask a student to stand up. Use words or phrases to describe that student now. Ask students to suggest words Or phrases that describe him/her ten years ago.T: Liu Chang is tall now. Was she tall ten years ago S1: No, she was short.T: She has long hair. Did she have long hair ten years ago S2: No, she has short hair. (You may wish to ask Liu Chang to answer the question)T: …Ask some more questions and add more examples to both columns.Ensure that the blackboard ends up like this: Sep. 10,2004 Sep. 10,1994 Tall short long hair short hair … …Say, we use "used to" to talk about things that have changed.Write the following on the blackboard:Liu Chang used to be short, but she is tall now.She used to have short hair, but she has long hair now.Read the instructions to the class.Point out the sample answer. Say, You will hear someone in the recording say that Mario used to be short. Listen and fill in the other blanks with words you hear.Play the recording for the first time.Students only listen.Play the recording again. This time, students listen and fill in the blanks.Check the answers. AnswersMario used to be short. He used to wear glasses.Amy used to be tall. She used to have short hair.Tina used to have red and curly hair.TapescriptConversation 1Boy 1: Mario, is that you Boy 2: Yeah it is. It’s Bob! Hey, guys, it’s Bob! I haven’t seen you in four years !Boy 1: Yeah. I’m here with my parents.We’ve visiting for a couple of days. Wow, Mario, you look different! You used to be short, didn’t you Boy 2: Yes, I did. NOW I’m tall. And so are you!Boy 1:That’s true…. And you used to wear glasses.Boy 2: You have a great memory. Now I wear contact lenses!Conversation 2Boy 1: Hey. Amy, it’s great to see you.Girl1: Hi, Bob. How are you Boy 1: Fine. Wow, you’ve changed!Girl1: Really How Boy 1: Well, you used to have short hair.Girl 1: You remember that Yes, I did.Boy 1: And you used to be really tall!Girl I: Not any more. You’re taller than me now, Bob.Conversation 3Girl 2: Hiya, Bob.Boy 1: Hi, Tina. You’ve changed too.Girl 2 :Oh, yeah Boy 1: You have blond hair!Girl 2: Yeah, it used to be red, didn’t it Boy 1: And it’s straight!Girl 2: It used to be curly.Step Ⅳ 1cThis activity provides oral practice using the target language.Read the instructions to the class.Call students’ attention to the conversation in the box. Invite a pair of students to read it to the class.SA: Mario used to be short.SB: Yes, he did. Now he is tall.Write it on the blackboard. Then demonstrate a new conversation with another student.T: Mario used to wear glasses.SC :Yes, he did. Now he wears contact lenses.Say, look at the picture in Activity 1b.Have a conversation with a partner about people in the picture. Talk about how the People look now and how they used to look.As students work, listen in on various pairs checking progress and helping with pronunciation as needed.After students have had a chance to practice several exchanges, ask pairs to come the front of the room and act out their conversations.Step Ⅴ SummarySay, In this class, we’ve learned the key vocabulary words used to and dark. And we’ve also learned the target language Mario used to be short. Yes, he did. Now he’s tallStep Ⅵ HomeworkTake out the pictures of people cut out from magazines or newspapers. Hand them out to students. It’s better to find colorful, full-length photos. Ask students to write about the person in the picture as they are now and as they were ten years ago. Students may collect pictures and information of the person they like best.Then write a passage about the person.Step Ⅶ Blackboard DesignUnit 2 I used to be afraid of the dark.Section AThe First Period1. The structure: used to Sep. 10,2004 Sep. 10,1994 tall short long hair short hair … … Liu Chang used to be short, but she is tall now.She used to have short hair, but she has long hair now.2. Target language: A: Mario used to be short. B: Yes, he did. Now he’s tallUnit 10 When was it invented
The First Period
Ⅰ. Teaching Aims and Demands
1．Knowledge Objects
(1) Key Vocabulary invent
(2) Target Language
When was the telephone invented
I think it was invented in 1876.
2．Ability Objects
(1) Teach the students to use the new words.
(2) Train the students to talk about the history of inventions.
(3)Train the students’ listening and speaking skills with the target language.
3. Moral Objects
Many important inventions have changed the world a lot. Do you know the inventors of them And when were they invented
Ⅱ. Teaching Key Points
1. Key Vocabulary
invent
2. Target Language
Talk about the history of inventions.
Ⅲ. Teaching Difficult Points
1. Train the students to talk about the history of inventions.
2. Train the students to understand the target language in spoken conversation.
Ⅳ. Teaching Methods
1. Listening.
2. Groupwork.
3. Pairwork.
Ⅴ. Teaching Aids
1. A tape recorder.
2. Some pictures or real objects of the inventions.
Ⅵ. Teaching Procedures
Step I Revision
1. Revise the language points in Unit 9.
Ask some students to say something about Tina and the stories happened on April Fool’s Day. Encourage them to use the Past Perfect Tense.
2. Check the homework by asking some students to share the sentences they made with the verbs with the class.
Step Ⅱ 1a
This activity reviews vocabulary and introduces new vocabulary which can be used to talk about inventions.
Read the inventions to the students.
Call the students’ attention to the five pictures, Tell the students that all of these things were invented in the last 150 years.
Point to each picture and let the students tell what it is.
Write the names of the five inventions on the blackboard.
computer, car, calculator, telephone, TV set
Have several different students guess and write the dates on the board.
Ask the class to repeat the questions and answers like this.
T: When was the computer invented
Class repeat.
SS: When was the computer invented
T: Good. Now Tom, what is your guess
S1: 1965.
T: OK. Tom, repeat after me. The computer was invented in 1965.
T: Class, please repeat.
SS: The computer was invented in 1965.
Repeat the process with several different inventions.
Tell the children that they will find out the real dates after they complete the lesson.
After that, ask the students the questions below:
Questions:
1. Which one do you think is the oldest
2. Which one is the newest
3. Which one do you think is the oldest or the first invention
4. Which one is the newest or last invention
Ask different students to answer the questions.
Have the students look at the example conversation in the box. Ask two students to read this conversation to the class.
A: I think the telephone was invented before the car.
B: Well, I think the telephone was invented after the car.
Read the instructions again to the students. Remind them to remember the inventions from first to last.
Then have the students talk about the five inventions in groups of four, using the sample conversation as a model.
Ask several groups to tell the class their answers. The rest of the class listen to them and show they have different answers by raising their hands.
In the next activity you will find out the real dates.
Step Ⅲ 1b
This activity gives students practice in understanding the target language in spoken conversation.
Get the whole class to read the instruction together.
Call the students’ attention to the five inventions in the picture. Ask five students to say the names of them.
Then ask them to see the five dates with a blank line in front of each.
We’ll listen to a girl and a woman talking about the five inventions. They will talk about when they were invented. Listen carefully and match the inventions and the dates. Write the correct letter in front of each date as the sample given. Ask them to have a look at the sample answer. Tell them the answer in front of 1876 is d. That means that the telephone, which is letter d, was invented in 1876.
Play the recording the first time. The students only listen and try to catch the main idea.
Play the recording a second time. Let the students match the inventions and the dates.
Check the answers by asking several to say the answers to the class.
If some of the answers are hard to get for the children, tell them not to worry and they will make it next.
Then play the recording again. Pause after each sentence and let the students repeat.
For some difficult sentences, get the students to repeat several times. Be sure that they make everything clear.
Answers
d 1876 a 1885 e 1927 c 1971 b 1976
Tapescript
Girl: Life must have been difficult when you were a kid.
Woman: Oh; not really. Why do you say that
Girl: Well, you didn’t have many modern inventions. Like, you probably didn’t have a telephone, right
Woman: Of course we did! How old do you think I am The telephone was invented in 1876.
Girl: How about cars I bet cars weren’t invented yet.
Woman: Sure they were. Cars were invented in 1885. My family had a car. I think you need to take a history class, Alice.
Girl: Ha, ha! Well, did you have a TV
Woman: No, we didn’t. The TV was invented around 1927, I think. Some friends of mine had one. But in those days, TVs were really expensive, and we couldn’t afford one.
Girl: And I bet you didn’t have calculators and computers and stuff. That’s something I do know. We learned in school that hand-held calculators were invented in 1971 and personal computers were invented in 1976.
Woman: You’re right. I didn’t have those things when I was young. But I do now!
Step Ⅳ 1c
This activity provides guided oral practice using the target language.
Read the instructions and point to the list of dates in Activity 1b.
You will be talking about the dates things were invented with a partner.
Call the students’ attention to the example in the box. Ask a pair of the students to read this conversation to the class.
SA: When was the telephone invented
SB: I think it was invented in 1876.
Write the conversation on the blackboard.
Then get the students to practice in pairs, using the information in Activity 1b. Tell them to do it like this:
Student A, covers the dates. Students B, asks Student A when the things in the picture above were invented. Then change roles and practice again.
Ask several pairs to share their conversations with the class.
Step Ⅴ Summary
In this class, we’ve learned to talk about the history of inventions with passive voice. We’ve also done some listening practice in understanding the target language in spoken conversation. And we’ve done much oral practice, using the target language.
Step Ⅵ Homework
1. Write out two conversations in Activity 1a.
2. Write out two conversations in Activity 1c.
Step Ⅶ Blackboard Design
Unit 10 When was it invented Section AThe First Period 1. The names of the five inventions: computer, car, calculator, telephone, TV set 2. Target language: A: When was the telephone invented B: I think it was invented in 1876.Unit10 The Third PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Oral practice talking about places you would like to visit.(2) Oral particle narrating past events.(3) Oral practice talking about the history of inventions.2. Ability Objects(1) Train students’ speaking skill.(2) Train students’ writing skill.3. Moral Object Thank all the inventors. It is they who make our life convenient and easy.Ⅱ. Teaching. Key Points1. Talk about places you would like to visit.2. Narrate past events.3. Talk about the history of inventions.Ⅲ. Teaching Difficult PointsTrain students’ speaking and writing skills.Ⅳ. Teaching MethodsPractice method.Ⅴ. Teaching AidsThe blackboard.Ⅵ. Teaching ProceduresStep Ⅰ RevisionCheck homework. Ask different students to say their conversations to the class.Then let students hand in their homework and correct any errors before returning them.Step Ⅱ Part 3This activity provides writing and speaking practice using the target language.Point out the list of questions. Ask a students to say them to the class. Say, please write your answers to these questions. Point out the sample answer. Remind them to look back at the information in activity 2a to get extra help.Get students to complete the task on their own. Walk around the room offering help with names of different countries.Point out the sample conversation in the box. Invite a pair of students to say it to the class. The B student should think of something to finish the conversation.SA: Where would you like to visit SB: I’d like to visit Holland.SA: Why do you want to visit there SB: I want to see the windmills and smell the flowers.Write the conversation on the blackboard.Please work in pairs. Make conversations to talk about places you’d like to visit or you don’t want to go and give reasons.As the pairs work together, walk around the room listening in on various pairs and offering help as needed.Ask several pairs to say their conversations to the class. Answers will vary.Step Ⅲ Part 4The activity lets students work in pairs to practice writing and speaking skills.Point to the list of sentence starters. Read the sample answer. By the time I was five, I had started learning English to the class.Say, please complete these sentences using your own experience. Get students to complete the task individually.Point out the sample conversation in the box. Invite a pair of students to read it to the class.SA: By the time I was five, I had started learning English.SB: Really Where did you learn SA: I went to classes at an English language school.Write the conversation on the blackboard.Please work in pairs. Make conversations to narrate some of your past events.As the pairs work together, walk around the room listening in on various pairs and offering help as needed.Ask several pairs of students to say their conversations to the class.Answers will vary.Then encourage students to talk about what sorts of things they had done by different ages other than those ages in the book.Ask students to compare who had done the same things by different ages.Step Ⅳ Part 5This activity provides writing and speaking practice using the target language.Read the instructions to the class.Point out the sample conversation in the box. Invite a pair of students to read it to the class.SA: When was it invented SB: It was invented about a thousand years ago.SA: Who was it invented SB: It was invented by a Chinese man.Encourage students to go on with the conversation.SA: What is it used for SB: It is used for many things including writing and printing.SA: How has it developed SB: It has developed by being created by machine rather than by hand.SA: Is it paper SB: Yes, it is.Write the conversation on the blackboard.Please think of an invention. Then talk to your partner and try to guess his or her invention.As the pairs are working together, move around the room offering help with names of the inventors and exact dates it necessary.Ask selected students to model their conversations to the class.Step Ⅴ SummaryIn this class, we’ve practiced talking about places you would like to visit, narrating past events and talking about the history of inventions using the target language.Step Ⅵ Homework1. Collect more detailed information of different inventions.2. Reread the conversations in activities 3,4 and 5 to get a further understanding of the target language.Step Ⅶ Blackboard DesignReview of Units 6～10The Third PeriodTarget language:1. Where would you like to visit I’d like to go Holland.Why do you want to go there I want to see the windmills and smell the flowers.2. By the time I was five, I had started learning English.Really Where did you learn I went to classes at an English language school.3. When was it invented by It was invented about a thousand years ago.Who was it invented It was invented by a Chinese man.What is it used for It is used for many things including writing and printing.How has it developed It has developed by being created by machine rather than by hand.Is it paper Yes, it is.Reading: No problem!The Seventh PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabularysolve, complain, your concern, trust, wheelchair, brilliant and so on.(2) Text: No problem!2. Ability ObjectsTrain students’ ability of identify main idea.Train students’ ability of understanding words in context.Train students’ ability of reading for special information.3. Moral ObjectHelp your family and friends to solve the life’s big or small problems with the ways you have learnt.Ⅱ. Teaching Key Points1. Key vocabulary.2. Read the text to identify main idea.3. Read the text to understand words in context.4. Read the text for special information.Ⅲ. Teaching Difficult Points1. Train students’ reading skill.2. Train students’ writing skill.Ⅳ. Teaching Methods1. Up-down reading methods2. Pairwork3. GroupworkⅤ. Teaching AidA ProjectorⅥ. Teaching ProceduresStep Ⅰ Part 1This activity allows students to activate their background knowledge before attempting the reading.Call the students’ attention to the title of the article.Tell me the title of the article, please.Yes, it’s No problem. What do you think the article is about based on the title Ask one or two to tell what they think of based on the title.Then ask the students to look at the picture on this page. Say, Look at the picture, please. What can you see in it What is happening Ask one student to answer the questions.He or she my say:I can see two women quarrelling in the picture.Then ask the whole class. Which student in your class do you think has the least problems What does he or she do differently Choose one student to tell his own answer. He or she may say like this:I think Li Hua has the least problems in our class. She seldom complains about the homework and she has never quarreled with any other student in our class.Then tell the students to discuss the questions with their partners.Tell them to give their own answers and not to read the article.As they discuss, walk around the room looking at their progress. Once most students are finished, ask several pairs to report their results to the class. Let the whole class compare their answers.Step Ⅱ Part 2This activity encourages students to read quickly for the main idea and then support the main idea with one detail. Ask one student to read the instructions to the class. Make sure that all the children know what to do.Call the students’ attention to the chart.Have the students read the four headings together. Then tell them to see the example answer in the column of Explanation.Say, Now please read the article quickly and note to catch the main idea of each part. Fill in the forms with complete sentences like the example given.Ask the students to complete the task individually. More around the classroom while they are reading and writing, checking their progress and trying to find out what are difficult for them. After they all finish filling in the blanks, have some students to report their answers to the class.The answers can vary, but they have to express the main idea with correct complete sentences.Let the other students decide whether their answers are right or wrong and help correct the mistakes they may make.Offer some help in combining sentences to the children.Then ask the children to exchange their writing with their partners.Help check the answers carefully. Point out any mistakes and help correct them.Sample answersHeadingExplanationLearn to forgetDon’t think about things that make you angry.Remember, it’s part of your jobDon’t worry about things you are supposed to do anyway.See it from another person’s eyesThink of why other people do things that make you mad.Think of some thing worseIf you compare yourself to people who are not so fortunate, you still feel better.Step ⅢI Part 3This activity encourages students to use the strategy of reading in context.We can see some words indicated in bold in the article.Please guess the meanings of them now.Then ask some children to guess the meanings of the bold words. Don’t give them the correct answers.Do you want to know more about how to deal with the life’s problems Please read the article more carefully this time and you’ll get more ways about it. Note to read in context. Try to guess the meanings of the words in bold from the other words around them. You can also guess the meanings of any words and phrases you can’t understand from the other words around them.Ask the students to read the article again for comprehension.After a while, ask some students to tell the meanings of the words in bold. Discuss their answers with the whole class.Check their answers by showing these bold Words and other new words in the article on a screen by a projector. deal v. 处理；应付 deal with 安排；处理 in fact 事实上 solve v. 解决；解释 complain v. 抱怨；发牢骚 concern n. 关切；感兴趣的事 trust v. 相信；信任 disease n. 疾病 wheelchair n. 轮椅 brilliant adj. 卓越的；杰出的 believe in 信任；信赖Ask students to raise their hands and say which sentences and words they still don’t understand. Help them solve the problems.Read the instructions with the students and have them look at the example.Ask the students to match the words with their meanings. Remind them to read the story again for extra help.Check the answers.Answerssolve b；complain a；your concern c；trust e；wheelchair f, brilliant d.Step Ⅳ Part 4This activity helps students read for specific information. Read the instructions to the students. Ask the first question as a sample to check if they know what to do.Ask the students to do the activity individually. Tell them to read the article again to get help.Check the answers by asking different students to answer the questions.Answers may very slightly.You should try to remember the answers before looking at the reading.Then let the students ask and answer the questions in pairs loudly.Sample answers1. Tell yourself to forget.2. He is still a very successful writer and teacher.3. Angry or unhappy people may do things to make you angry.4. You probably don’t need a wheelchair to move or a computer to help you talk.5. A student’s most important job is to learn and show how he or she learns on tests.Step Ⅴ Part 5This activity helps students work in a group and think critically about what they have read.Read the tasks to the students, and ask them to have a look at the sample answers.Ask the students to do the activity in groups of five. Encourage each student to come up with a problem and a solution, and report them to their own group. The groups discuss the problems and solutions together, explaining the problems and solutions.Check the answers by asking each group to explain the problems and solutions.Try to ask for more solutions from other groups for each problem.Sample answersProblemSolutionHomework is too difficult.Make friends with brilliant students.The rules of the school are too strict.Remember that they are part of your job as a student.There is too little time to play.Your concern is to learn as a student.Worry about the future.Think of something worse.Always quarrel with classmates.Try to see it from another person’s eyes.Step Ⅵ SummaryWe have read a very helpful article in this class. And we’ve learned how to solve the problems. We discussed the problems we had at school and the solutions. We have done much practice on comprehension.Step Ⅶ HomeworkRead the article in Activity 2 again for further comprehension.Try to solve your own problems and help the others.Step Ⅷ Blackboard DesignReading: No ProblemThe Seventh Period Answers to Activity 3: solve b; complain a; your concern c; trust e; wheelchair f; brilliant d Sample answers to activity 4: 1. Tell yourself to forget. 2. He is still a very successful writer and teacher. 3. Angry or unhappy people may do things to make you angry. 4. You probably don’t need a wheelchair to more or a computer to help you talk. 5. A student’s most important job is to learn and show how he or she learns on tests.Unit 3 The Second Period
Ⅰ. Teaching Aims and Demands
1. Knowledge Objects
(1) Key Vocabulary
earring, instead of
(2) Target Language
I think students should be allowed to do homework with friends.
I disagree. They talk instead of doing homework.
Sixteen-year-olds should not be allowed to drive.
I agree. They aren’t serious enough at that age.
Do you think sixteen-year-olds should be allowed to work at night
No, I don’t.
2. Ability Objects
(1)Train students’ listening skill.
(2)Train students’ communicative competence.
3. Moral Object
You should have the courage of your opinions.
Ⅱ. Teaching Key Point
Target language
Ⅲ. Teaching Difficult Point
Agreement and disagreement
Ⅳ. Teaching Methods
1. A game
2. Listening to cassettes
3. Pairwork
4. Teaching by induction
Ⅴ. Teaching Aids
1. A tape recorder
2. Pieces of paper with sentence starters on them
3. A paper bag
Ⅵ. Teaching Procedures
Step Ⅰ Revision
Play a game to review the structure be used to do.
Write sentence starters on separate pieces of paper as follows:
I’m allowed to……；My brother isn’t allowed to…；Students should not allowed to…；Put the papers in a paper bag. Put students into teams. Each team chooses a slip from the bag. Set a time limit of five minutes. Each team writes as many sentences and reasons as they can. When time is up, collect their answers. Each team gets one point for each correct sentence and one point for each correct reason. The team which gets the most points wins the game.
Step Ⅱ 2a
This activity provides practice understanding the target language in spoken conversation.
Point to the picture and ask students what is happening. Elicit answers from students.
T: What’s the boy doing
Ss: He is working part-time.
T: What are the girls doing
Ss: They are talking.
Point to the statements in the chart.
Have students look them through. Answer any questions students raise to make sure they comprehend each sentence.
Point to the lists of responses. Say, You are to hear Kathy and Molly having a conversation. Kathy will make some statements. Listen and check what Kathy thinks and circle Agrees, Disagrees or Doesn’t know to show what Molly thinks. Point out the sample answers,
Play the recording for the first time.
Students only listen.
Play the recording again. This time students listen and check what Kathy thinks and circle if Molly Agrees, Disagrees or Doesn’t know.
Check the answers.
Answers
Kathy The following sentences should be checked:
1,2,3,4,5
Molly 1. Disagrees 2. Agrees
3. Doesn’t know 4. Disagrees
5. Doesn’t know
Tapescript
Molly: Larry is working late again tonight, Katty.
Katty: I know. Molly. I don’t think sixteen-year-olds should be allowed to work at night. Young people need to sleep.
Molly: I disagree with you. Teenager boys never get tired.
Katty: Well, maybe. But Larry shouldn’t work every night.
Molly: Oh, I agree. He needs time to do homework.
Katty: You know, Molly…he should really cut his hair.
Molly: Oh, I don’t know. Do you think it’s too long
Katty: Yes, I do. It doesn’t look clean, and I think he should stop wearing that silly earring.
Molly: Oh, I disagree. I like it. It looks cool.
Katty: You know what worries me—Larry doesn’t seem to have many friends.
Molly: Really I didn’t know that.
Katty: Yes, Molly. He needs to spends time with friends.
Molly: Like you and me
Katty: Maybe.
Step Ⅲ 2b
This activity provides practice in understanding the target language in spoken conversation.
Point to the list of reasons in the box. Invite a student to read them to the class.
Say, You are to hear the same conversation again. This time number their reasons in the correct order as you hear on the recording. Point out the sample answers.
Play the recording again. Students listen and number the reasons.
Check the answers.
Answers
The correct order should be：
4,1,5,2,3
Step Ⅳ 2c
This activity provides oral practice using the target language.
Read the instructions to the class. Ask students for suggestions that teenagers should and should not be allowed to do.
Remind them to look back at Activities 1a and 2a. For example, students might say,
Teenagers should be allowed to make their own decisions. Teenagers above seventeen should be allowed to join the army. Teenagers shouldn’t be allowed to stay up…
point to the sample conversation. Invite a pair of students to say it to the class,
completing the sentences.
SA: Do you think teenagers should be allowed to work part-time
SB: Yes, I think they should learn to be independence.
Ask another pair to demonstrate a new conversation.
SA: Do you think teenagers should be allowed to drive
SB: No, I don’t think they are old enough to drive.
Have students work in pairs. Move around the room listening in on various pairs and offering any help they may need.
Check the answers by asking different pairs to say their conversations to the class. Note: Answers will vary.
Step Ⅴ Grammar Focus
Ask different pairs of students to say the statements and questions. Write them on the blackboard. Check how well students understand each sentence by asking a student to repeat it in his/her own words. Point out I disagree, I agree and Do you think … If necessary, give students more practice.
Grammar note
Don’t explain the structure “be allowed to” to students. It’s too complex for students to understand at this point. So it can be studied almost as if it were a vocabulary item at this level.
Step Ⅵ Summary and Homework
Say, In this class, we’ve done a lot of listening and speaking practice using the target language. And we’ve also talk about agreement and disagreement. Review the grammar box to get a further understanding of the target language.
Step Ⅶ Blackboard Design
Unit 2 Teenagers should be allowed tochoose their own clothes.Section AThe Second Period1. I think students should be allowed to do homework with friends.I disagree. They talk instead of doing homework.2. Sixteen-year-olds should not be allowed to drive.I agree. They aren’t serious enough at that age.3. Do you think sixteen-year-olds should be allowed to work at night No, I don’t.The Sixth Period
Ⅰ. Teaching Aims and Demands
1. Knowledge Objects
(1) New Vocabulary
abacus, century, telescope, camera
(2) Use these words correctly
crispy, sweet, salty, sour
(3)Write paragraphs about some inventions.
2. Ability Objects
(1) Train the students to use these adjectives:
crispy, sweet, salty, sour
(2)Train the students writing skill.
3. Moral Objects
Try to find out when the things around you were invented. Enjoy the stories about how they were invented.
Ⅱ. Teaching Key Points
1. Help the students have a self check on the key words and target language.
2. Practice using the adjectives below:
crispy, sweet, salty, sour
3. Write an article.
Ⅲ. Teaching Difficult Points
1. Make sentences with the adjectives.
2. Write the article about the histories of the inventions.
Ⅳ. Teaching Methods
1. Teaching by making sentences.
2. Teaching by writing an article.
Ⅴ. Teaching Aids
1. Real objects: an abacus, an umbrella, a binoculars, a camera
2. A picture of a bicycle.
Ⅵ. Teaching Procedures
Step I Revision
1. Check the homework. Ask the students to hand in their homework.
2. Ask the questions below again to review the article in Activity 3a:
What was the article about
When was it invented
Who was it invented by
How was it invented
3. Ask some similar questions about the flying disk, or encourage the students to ask each other questions about it.
4. Dictate the words below:
metal, pie, flying disk, bakery, throw, special
Step Ⅱ Part 1
This activity focuses on vocabulary introduced in the unit.
Focus attention on the box. Invite a student to read the vocabulary words at the top.
You are asked to fill in the blanks with the words. They are four adjectives used to describe how food tastes. Note to use them to adjust the proper food.
Ask the students to fill in the blanks on their own.
Check the answers. Four students each read a sentence, filling in the blanks. The rest of the students check their work.
Answers
1. sweet 2. salty 3. sour 4. crispy
Ask the students to make their own sentences with the words, preferably sentences that are meaningful. Move around the room. Collect a few students’ answers with mistakes on the blackboard. Along with the students help correct the mistakes.
Sample answers
1. The potato chips are crispy. All the children love eating them.
2. The chicken soup is too sweet. Mom put much sugar in it by mistake.
3. The dishes in that restaurant are too salty.
4. I like eating something sour.
Step Ⅲ Part 2
This activity provides reading and writing practice using the target language.
First, teach the names of the five inventions with books closed like this:
Show a real abacus to the class and say,
We call this an abacus in English.
Write the word abacus on the blackboard. Then point to it and teach the students to read it.
Do the same with the other four inventions-umbrella, binoculars, camera and bicycle.
As a bicycle is too big, show a picture of it instead of a real object. Then ask the students to open their books.
Read the instructions to the students. Be sure that the students know what to do.
Have the students look at the sample. Ask a good student to read the sentence to the class. Correct any pronunciation errors to make sure the student are providing a good model for the rest of the class.
Provide the information of the other four inventions on the blackboard:(Or ask the students to find out the information by reading an encyclopedia or looking up information on the internet as homework. )
umbrella: about 4 000 years ago in Assyria, China and Egypt.
binoculars: 1854 Ignatio Porro in Italy
camera: 1827 by Joseph Nicephore who took the first picture
bicycle: 1880s in England.
Let the students write paragraphs about these things on their own.
Move around the classroom and provide help as necessary.
Ask several children to read their paragraphs to the class. Correct the answers with the rest of the students.
Have the students exchange their paragraphs with their partners.
Get them to look over the articles carefully, correcting any mistakes they may have made in writing.
Sample answers
The abacus was invented in the sixth century by Chinese people.
The umbrella was invented about 4. 000 years ago in Assyria, China and Egypt.
The binoculars were invented in 1854 by Ignatio Porro in Italy. The camera was invented in 1827 by Joseph Nicephore who took the first picture in the world.
The bicycle was invented in 1880s in England.
Step Ⅳ Just for Fun!
This activity provides reading and speaking practice with the target language.
Ask the students to look at the cartoon pictures.
Look at the cartoon pictures. What was invented in the pictures
Help the students to answer like this:
A battery-operated tennis racket was invented.
Then discuss why the cartoon is funny with the class. Help the students to say,
To invent a battery-operated tennis racket is a strange idea.
Step Ⅴ Summary
In this class, we’ve practiced using some adjectives and written paragraphs about the inventions. At last, we enjoyed a funny cartoon.
All of you have done very well.
Step Ⅵ Homework
1. Revise all the language points in this unit.
2. Finish off the exercises on pages 39～40 of the workbook.
3. Make another sentence with each adjective below:
crispy, sweet, salty, sour
4. Rewrite the paragraphs.
Step 7. Blackboard Design
Unit 10 When was it invented Self CheckThe Sixth PeriodAnswers to Activity 1:1. sweet 2. salty 3. sour 4. crispyThe information of the four inventions:umbrella: about 4,000 years ago in Assyria, China and Egypt.binoculars :1854 Ignatio Porro in Italycamera: 1827 by Joseph Nicephore who took the first picturebicycle: 1880s in EnglandUnit1 How do you study for a test—2nd period） ( http: / / / html / tyzz / author.asp author_id=" \t "_blank )
Ⅰ. Teaching Aims and Demands
1. Knowledge Objects
(1) Key Vocabulary
aloud, pronunciation
What about…
(2)Target Language
Have you ever studied with a group
Yes, I have. I’ve learned a lot that way.
2. Ability Objects
(1)Train students’ listening skill.
(2) Train students’ communicative competence.
3. Moral Object
If there is an English club in your school, join it to improve your English.
Ⅱ. Teaching Key Points
1. Key Vocabulary
What about…
2. Target Language
Have you ever studied with a group
Yes, I have. I’ve learned a lot that way.
3. structure
verb + by with gerund.
Ⅲ. Teaching Difficult Points
1. What about…
2. verb + by with gerund
Ⅳ. Teaching Methods
1. Pairwork
2. Teaching by explanation
Ⅴ. Teaching Aid
A tape recorder
Ⅵ. Teaching Procedures
StepⅠRevision
Check homework. Invite different students to report their discovery of new ways of studying that haven’t been introduced in the book or in class.
S1: My friend Peter likes to listen to music while he studies.
S2: My father used to go to the library where it was very quiet.
S3…
Step Ⅱ 2a
This activity provides listening practice using the target language.
Call students’ attention to the picture.
Ask, What do you think is happening
Who are they Guide the students to say. They are members of an English club that meets after school once a week. They are talking about the ways to learn English.
Point to the list of questions in the box.
Get different students to read them to the class.
Say, Listen to a conversation among the members of the English club. Check the questions you hear.
Point out the sample answer.
Play the recording for the first time.
Students only listen. Play the recording again. This time students listen and check the questions they hear. Check the answers with the whole class.
Answers
checked questions: 1,2,4,5
Tapescript
Girl 1:Welcome to the English club. Today we’re going to talk about the best ways to learn English. Who has an idea
Boy 1: Do you learn English by watching English-language videos
Girl 2:No. It’s too hard to understand the voices.
Boy 1: What about keeping a diary in English Do you learn English that way
Girl 2:I think so. It helps to write English every day.
Girl 3: Have you ever studied with a group
Girl 2:Yes,l have! I’ve learned a lot that way.
Girl 1: Do you ever practice conversations with friends
Girl 2: Oh, yes. It improves my speaking skills.
Boy 1: What about reading aloud to practice pronunciation
Girl 3: I do that sometimes. I think it helps.
Boy 2: I do too. And I always look up new words in a dictionary.
Girl 3: That’s a great idea!
Notes
What about reading aloud to practise pronunciation = Do you learn English by reading aloud to practise pronunciation
Write the sentences above on the black board.
StepⅢ 2b
This activity provides listening practice using the target language.
Point to the list of answers in the box.
Get different students to read the answers to the class.
Point to the checked questions in Activity 2a.
Say, You are to listen to the same conversation again. This time write the letter of the correct answer after each question you checked in Activity 2a. Point out the sample answer. Play the recording again.
Students write the letters in the blanks. If necessary, play the recording once more so that students have an opportunity to check their answers themselves. Check the answers with the whole class.
Answers
1. d 2. b 3. c 4. a
Step Ⅳ 2c
This activity provides oral practice using the target language. Invite a pair of
students to read the sample conversation to the class.
SA: Have you ever studied with a group
SB: Yes, I have. I’ve learned a lot that way.
Write the sample conversation on the blackboard.
Read the instructions. Say, Make conversations using information from Activities 2a and 2b with a partner. As students work, move around the classroom listening in on various pairs so as to check progress and help with pronunciation as needed.
After students have had a chance to practice several exchanges, ask pairs to come
to the front of the room and act out their conversations.
Step Ⅴ Grammar Focus
Invite a pair of students to say the questions and answers to the class.
SA: How do you study for a test
SB: I study by listening to cassettes.
SA: How do you learn English
SB: I learn by studying with a group.
SA: Do you learn English by reading aloud
SB: Yes, I do.
Write the three sentences containing by doing on the blackboard.
Ask students to look at the blackboard.
Underline the words by listening, by studying and by reading aloud. Say, When you ask how to do something or to tell how you do something, you often use the word "by" followed by an-ing word.
Dictate the following sentences:
1. I study by reading my notes.
2. I learn by reading the textbook.
3. Do you study by making flashcards
4. Does he study by going to the library!
Write the following on the blackboard:
learn new words, make a list,
study for a test, ask the teacher for help Ask students to practice asking and answering questions using each pair of expressions.
sample answers
Conversation 1
A: How do you learn new words
B: I learn new words by making a list.
Conversation 2
A: Do you study for a test by asking the teacher for help
B: Yes, I do.
Pronunciation note
When saying the words "do you" in questions, English speakers often run the words together and pronounce the written words as if they were d’you.
StepⅥ Summary
Say, In this class, we’ve learned the target language. Have you ever studied with a group Yes, I have. I’ve learned a lot that way. key vocabulary what about… and the structure verb+by with gerund
Step Ⅶ Homework
Ask the students to write two sentences with what about… and two sentences with verb + by with gerund.
Step Ⅷ Blackboard Design
Unit 1 How do you study for a test
Section A
The Second Period
1. What about reading aloud to practise pronunciation = Do you learn English by reading aloud to practise pronunciation
2. Target language:
A: Have you ever studied with a group
B:Yes,I have. I’ve learned a lot that way.
3. I study by listening to cassettes.
I learn by studying with a group.
Do you learn English by reading aloud
4. learn new words, make a list study for a test, ask the teacher for help.The Fifth PeriodⅠ. Teaching Aims and DemandsKnowledge Objects(1) Key Vocabularycall up, hand out, call-in(=phone in), strategy, work out(2) The new and old phrasal verbs.(3) The reading passage.2. Ability Objects(1) Train the students’ reading skill on how to make notes.(2) Train the students how to use the phrasal verbs.(3) Train the students’ writing and speaking skills.3. Moral ObjectIf you get in trouble in your volunteer work, go to the people around you to ask for help.Ⅱ. Teaching Key Points1. To help the children understand the article.2. To teach the new phrasal verbs.3. To direct the students how to make notes based on an article.Ⅲ. Teaching Difficult Points1. Teaching the new phrasal verbs.2. Directing the children to make notes based on an article.Ⅳ. Teaching Methods1. Giving examples2. Asking questions3. Making notes4. BrainstormingⅤ. Teaching AidsSome pictures on volunteer work, especially a picture on repairing bikes.Ⅵ. Teaching Procedures Step I Revision1. Revise the phrasal verbs that taught last class by asking students to make sentences with them again.2. Check homework by asking students to read their sentences and conversations to the class. Tell them to hand in their homework.3. Revise the story about Jimmy. Ask two or three students to tell the story to the class, showing the picture of repairing bikes to remind them.Step Ⅱ 3aThis activity provides reading and writing practice using the target language.We have learned something about Jimmy.We know he is a Bike boy. He fixes up old bikes and gives them away. But he ran out of his money to buy old bikes last week. Has he come up with any way of getting money or Will he have to stop Let’s find out the answer in the article inActivity 3a. Please read the article once quickly and tell me the answer.Have the students scan the passage and catch the main idea of it. After around two minutes, Ask the question again.Step Ⅲ 3hThis activity provides reading and writing practice using the target language.Read the instructions to the students.We knew Jimmy had solved his problem.What things did he do to solve his problem Please make a note of the things that Jimmy did to solve his problem.Ask a student to read the sample sentence in the book. Tell them to write out the things that Jimmy did. Use the sample sentence as a model. And they can reread the article to search for the answers. Let the students complete the work on their own.Walk around the room while they are writing, checking progress and correcting the mistakes they may make while writing. After they all finish writing, ask a few students to give their answers. Point out the mistakes they may have made in writing.Who can tell me the main idea of the article now Ask some students to answer with the main idea. They may answer like this:Jimmy has come up with some ways of getting old bikes, so he will not have to stop fixing up and giving away old bikes.They can answer in their own language.After that, write the following words and phrases on the blackboard.call up, hand out, work Out, call-in, strategyTell them to note these new words and phrases in the article, ask children to read the article again. Tell them to read in context, guessing the meanings of new wordsand phrases from the other words around them.Students read the article again for comprehension this time. Allow them to read a little longer this time.After a while, point to the new words and phrases on the blackboard and let the students guess the meanings of them. The teacher does some explanation at the same time.Look at the blackboard now. Let’s explain these new words and phrases one by one.First, let’s see call up. Who can tell me the meaning of it by reading Ask several students to tell the meaning of it by guessing. Some of the children might get the correct meaning. Say congratulations to any children who can tell the right meaning. If no one can tell the correct meaning. Explain it to the class.Tell them call up means make a telephone call.After explaining, provide another example to the children, for example, Call me up tomorrow.Ask the students to make some sentences with it if time permits. Let them do it as homework if there is no enough time in class.Do the same with the other new words and phrases on the blackboard. Explain each one and give at least one example for each new word or phrase.Get the students to read the instructions together.Say, Read the article a third time now.Please underline all the phrasal verbs while you are reading.Ask students to complete the work on their own.Get some students to tell the class their answers. Check the answers with the whole class.Answerscheer up, run out, put up, called up, handed out, set up, come up with, fix up, give away.Then have them work in pairs. Tell them to check each other’s answers carefully and point out the mistakes their partners may have made. Tell them to help each other like this as often as possible.Write the correct answers on the blackboard to help them.After checking the answers, ask the students to read the article loudly. Teach them to read the new words or even the whole text before they start reading if necessary.Ask them to read for a while, ask one or two to read it to the class, correcting any pronunciation errors they may make.Then ask the whole class to practice reading in pairs. Tell them to read the article loudly in turns in pairs. The one who is listening has to point out his or her partner’s pronunciation errors and help to correct them. If they are not sure about any words, tell them to ask for help from the teacher.After practice reading the article, ask if they have any words or sentences they don’t understand. Tell them to raise their hands and say which words and sentences they don’t understand.Help solve the problems.Answers1. He did a radio interview.2. He put up signs.3. He called up friends.4. He handed out advertisements.5. He told teachers.Step Ⅳ Part 4This activity provides reading, writing, listening and speaking practice using the target language.Read the instructions to the class.Let’s do it in groups of four. Each group will have to brainstorm a plan for helping out in your community. Talk about it and make notes on where you will help and what you will do.Each group has to write out your own list of possible places and volunteer activities first.Point out the chart in Activity 4. Tell them to note the two given statements Where and What.Your task is to write the places after the word Where and the volunteer activities after the word What.Show some pictures or signs on volunteer activities to help the children come up with some ideas.For example, show the class a picture of helping clean up the city parks. Where will you help The students may answer with the city parks. Then continue asking what will you do there. The students may answer. "We will pick up plastic bags and papers."Write the place and the volunteer work on the blackboard like this:Where 1. the city parks 2.…What 1. pick up plastic bags and papers 2.…Let the students work in fours. Brainstorm their plans and write their own lists, using the answers on the blackboard as a model.Walk around the classroom, offering help as necessary.After they all finish brainstorming and writing, tell them to practice together what they will say to the class.Each group will have to report your plan to the class. Now practice together what you will say. You can select one to report mainly and the others complete or you can say in turns. Each one tells about one place. And you can also have one write notes on the board if you wish.Let them practice for a while. Then ask each group to make their presentations.They may begin like this:We plan to go to the city parks. We will help clean up the city parks by picking up the plastic bags and papers.…They can say in their own words.Sample answers:Where: 1. the city parks 2. the hospital 3. the primary school 4. the elderly people’s houses 5. … What: 1. help clean up the parks 2. cheer up the sick kids 3. coach a football team for little kids 4. help do the housework 5. …Step Ⅴ SummarySay, In this class, we’ve read an article about Jimmy. We’ve known Jimmy has got sixteen bikes to fix up and give away.And we’ve learned to make reading notes. We have done some reading, writing, listening and speaking practice using the target language through groupwork.Step Ⅵ Homework1. Make one sentence with each of the phrasal verbs below, call up, hand out, work out, run out, set up, fix up.2. Try to remember the new words on page 64.Step Ⅶ Blackboard DesignUnit 8 I’ll help clean up the city parks.Section B The Fifth PeriodNew words and phrases in Activity 3a:call up, hand out, work out, call-in, strategy.Answer to Activity 3a:cheer up, run out, put up, called up, handed out, set up, come up with, fix up, give away. Answers to Activity 3b: 1. He did a radio interview. 2. He put up signs. 3. He called up friends. 4. He handed out advertisements. 5. He told teachers. Sample answers to Activity 4: Where： 1. the city parks 2. … What： 1. pick up plastic bags and papersUnit9 The Sixth Period
Ⅰ. Teaching Aims and Demands
1. Knowledge Objects
(1) Verbs
rush, realize, invite, show up, stay up.
(2) Write an article according to the pictures given.
(3) Vocabulary
homework, look, costume, empty
2. Ability Objects
(1)Train the students to use these verbs correctly:
rush, realize, invite, show up, stay up.
(2)Train the students’ writing skill.
3. Moral Objects
Have you ever had a similar Sunday with Ming Tell your own story to your classmates.
Ⅱ. Teaching Key Points
1. Help the students have a self check on the key words and target language of this unit.
2. Practise using these verbs: rush, realize, invite, show up, stay up.
3. Review the new vocabulary introduced in this unit: homework, lock, costume, empty.
4. Direct the students to write an article according to the pictures given.
Ⅲ. Teaching Difficult Points
1. Help the students make sentences with the verbs.
2. Direct the students to write an article with the pictures given.
Ⅳ. Teaching Methods
1. Teaching by providing sample sentences.
2. Teaching by describing the pictures.
Ⅴ. Teaching Aid
Just the blackboard.
Ⅵ. Teaching Procedures
Step I Revision
1. Revise the contents in the three articles in Activity 3a on page 72 by asking the question below
Questions
(1) What did a radio program announce in 1938
(2) What had happened by the time the authorities revealed the story was a hoax
(3) What did a reporter announce on April Fool’s Day
(4) What had happened by the time people realized that the story was a hoax
(5) What did a famous TV star once do on April Fool’s Day
(6) What was the ending of the last story
2. Ask three different students to read the articles.
3. Dictate the following words:
announce, convince, panic, authority, reveal, spaghetti, describe, hoax, thrill, flee/fled/fled.
Step Ⅱ Part 1
This activity focuses on vocabulary introduced in the unit. Focus attention on the box. Invite a student to read the vocabulary words at the top.
You are asked to fill in the blanks with the words. In some cases, you may need to use another form of the word, for example, adjusting for tense or subject/verb agreement.
Ask students to fill in the blanks on their own. Check the answers. Five students each reads a sentence, filling in the blanks. The rest of the students check their work.
Answers
1. realized 2. rush 3. stay up 4. invite 5. show up
Ask students to make their own sentences with the words, preferably sentences that are meaningful. Move around the room.
Collect a few students’ answers with mistakes on the blackboard. Along with the students’ help correct the mistakes.
Suggested answers
1. As soon as the bell rang, the students rushed to the playground.
2. By the time he got to the office he realized that he had locked all his keys at home.
3. Mr. Green invited his good friends to have a big dinner at home last Sunday.
4. We have to finish the task before the boss shows up.
5. Jack stayed up very late last night. He couldn’t wake up on time this morning.
Step Ⅲ Part 2
This activity provides writing practice using the target language.
Have the students look at the seven pictures. Tell the children that the pictures are connected to each other in an order.
Ask: What is happening to Ming
Get the whole class to read the instructions. Then ask the students to describe each picture in order. Write some useful sentences on the blackboard. For example, for the first picture, help the students to say Ming wakes up at 10:00 and thinks she is late for school.
The sentences can vary.
After describing each picture, ask the students to write a story about Ming’s day on their own. Walk around the room offering language support if needed.
After a while, ask a few students to tell the class about Ming’s day. Let the rest of the class help correct the mistakes that they may have made.
Tell them to exchange their articles with their partners and help each other correct the mistakes. Ask the students to rewrite their articles to make the articles perfect after class.
A sample answer
Ming woke up at 10:O0 o’clock in the morning. She thought that she must be late for school. So she got up and rode a bike to school was empty. She was the only one there. Then she realized that it was Sunday.
Her good friend, Han Mei, came to see her after she had got home. Ming told Hah Mei the whole story happened in the morning earlier. It made Han Mei laugh a lot.
Ming went to her grandparents’ house with her parents. They had dinner together and talked happily.
Ming watched TV in the evening and she went to bed at 10:00.
Step Ⅳ Part 3
This activity focuses on the new vocabulary introduced in this unit.
Call the students’ attention to the box. Have them look at the four groups of words. Get the students to read the instructions together. Ask them to circle the words that don’t belong in each group.
The first one has been given as a model.
Ask some students to tell their answers to the class. Check the answers with the whole class.
Answers
1. homework 2. lock 3. costume 4. empty
Step Ⅴ Just for Fun!
This activity provides reading and speaking practice with the target language.
Call the students’ attention to the cartoon pictures. Tell them to see what happens.
Ask the students to read the sentences under the pictures together.
Then ask the children what is, funny about this cartoon. Help the students to answer like this:
The boy saw the clouds and he felt the rain long before he got home. He should have realized much sooner that he had forgotten his umbrella.
Step Ⅵ Summary
In this class, we’ve practiced using some verbs and we’ve written an article based on the pictures given. At last, we enjoyed a funny cartoon. All of you have done very well!
StepⅦ Homework
1. Revise all the language points in this unit.
2. Finish off the exercises on pages 36～38 of the workbook.
3. Make another more sentence with each verb below, rush, realize, invite, show up, stay up.
4. Rewrite the article.
Step Ⅷ Blackboard Design
Unit 9 By the time I got outside, thebus had already left.Self check The Sixth Period Answers to Activity 1: 1. realized 2. rush 3. stay up 4. invite 5. show up
Sample answers to Activity 1:1. As soon as the bell rang, the students rushed to the playground.2. By the time he got to the office, he realized that he had locked all his keys at home.3. Mr. Green invited his good friends to have a big dinner at home last Sunday.4. We have to finish the task before the boss shows up.5. Jack stayed up very late last night. He couldn’t wake up on time this morning.Unit5-4
The Fourth PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects (1) Key Vocabulary chase, creature (2) Target Language Why do you think the man is running He could be running for exercise. No, he’s wearing a suit. He might be running to catch a bus.2. Ability Objects (1)Train students’ listening skill. (2)Train students’ writing skill.3. Moral ObjectThe UFO and alien are both unreal. As students, we must work hard to explore the universe in the future.Ⅱ. Teaching Key Points1. Listening practice2. Writing practiceⅢ. Teaching Difficult Points1. Write a sentence about each picture.2. Write two or three sentences to finish the story.3. Listen and complete the sentences.Ⅳ. Teaching Methods1. Listening method2. Writing method3. PairworkⅤ. Teaching Aids1. A tape recorder2. A projectorⅥ. Teaching ProceduresStep Ⅰ Revision 1. Invite a student to read the thank you message Linda wrote to Anna to the class. 2. Get different pairs of students to read the conversations in Activities 3b and 4. 3. Check answers to the exercises on pages 15～16 of the workbook.StepⅡ Part lThis activity provides writing practice using the target language.Read the instructions to the class. Read the words in the box and have students repeat several times. Invite different students to explain the meaning of each word in their own words.Get students to look at the three pictures carefully. Say, You are to use the words from the box to write a sentence about each picture. Point out where to write the sentences. Ask a student to say the sample answer to the class. Get students to complete the activity individually. As students work, walk around the classroom offering language support as needed.Check the answers on the blackboard.Answers a. The UFO is landing. b. The alien is chasing the man. c. The man is running. Step Ⅲ 2a This activity gives students practice understanding and writing the target language in spoken conversation. Read the instructions to the class. Point to the three pictures in Activity 1. Say, You will hear a conversation about these pictures. As you listen, write a number in the box in the left corner of each picture to show the order of the events.Point out the sample answer in the box of the third picture. Say, You will hear the man is running first. Play the recording the first time. Students only listen. Play the recording again. This time students listen and number the pictures.Check the answers.AnswersThe pictures should be numbered in this order:2,3,1TapescriptMan: Hey, look at the man running down the street. I wonder what’s happening.Woman: He could be running for exercise.Man: But he’s wearing a suit.Woman: Well, he might be late for work.Man: He looks kind of scared.Woman: Oh, no! What’s that Man: Where Woman: There’s something in the sky.Man: It could be a helicopter.Woman: No, it can’t be a helicopter. It’s too big. It must be a UFO.Man: A UFO What’s going on Woman: Look, now the UFO is landing…Man: And there’s a strange creature getting out. It must be an alien.Woman: And the alien is chasing the man! I must be dreaming.Man: Maybe we should call the police. (pause) Hey, wait a minute. What’s that Woman: Where Man: Over there.Woman: It’s a woman with a camera.Man: She could be from the TV news.Woman: No, look at all those other people. They are actors. Oh! They must be making a movie.Encourage students to write two or three sentences to finish the story.Answers will vary. Write a sample version on the blackboard. Ask students to use it as a model.A sample versionMan: That’s right. It must be interesting.Why not go and see how they are making a movie Woman: Good idea!Step Ⅳ 2bThis activity gives students practice listening to and writing the target language.Point to the chart with sentence startersThey see … The man says… and The woman says…Say, You are to listen to the same recording again. And complete each sentence.Point out the sample answers. Say, They see a man running. The man says he could be running for exercise. The woman says he might be late for work. Explain the meaning of the word creature to the students.Play the recording once or twice, using the Pause button as necessary.Show the answers on the screen by a projector so that students can check the spelling and other details of their answers.The man says… 1. He could be running for exercise. 2. It could be a helicopter. 3. It must be an Alien. 4. She could be from the TV news. The woman says… He might be late for work. It must be a UFO. I must be dreaming. They must be making a movieStep Ⅴ 2cThis activity provides oral practice using the target language.Point out the sample conversation in the box. Invite a pair of students to read it to the class.SA: Why do you think the man is running SB: He could be running for exercise.SA: No, he’s wearing a suit. He might be running to catch a bus.Write it on the blackboard.Say, Now work with a partner. Start by reading the conversation in the box with your partner. Then role play conversations using information in Activity 2b.Get students to work in pairs. As the pairs work together, walk around the classroom listening in on various pairs and offering help needed. Ask several pairs to say their conversations to the class.Step Ⅵ SummarySay, In this class, we’ve mainly done much listening and writing practice using the target language.Step Ⅶ HomeworkAsk students to collect pictures of different kinds and then talk about them using must, could, might and can’t.Step Ⅷ Blackboard DesignUnit 5 It must belong to Carla.Section BThe Fourth Period1. Answers to Activity 1: a. The UFO is landing. b. The alien is chasing the man. c. The man is running.2. A sample version to Activity 2a: Man: That’s right. It must be interesting. Why not go and see how they are making a movie Woman: Good idea. 3. Target language: A: Why do you think the man is running B: He could be running for exercise. A: No, he’s wearing a suit. He might be running to catch a bus.The Sixth Period
Ⅰ. Teaching Aims and Demand:
1. Knowledge Objects
(1) Fill in blanks and make sentences using miss, be afraid of, used to, have to, worry about
(2) Write an article using the target language.
2. Ability Object
Train students’ writing skill.
3. Moral Object
Everyone surely changes. You should care for your own growth.
Ⅱ. Teaching Key Points
1. Fill in blanks and make sentences.
2. Write an article using the target language.
Ⅲ. Teaching Difficult Point
Make sentences using miss, be afraid of, used to, have to and worry about.
Ⅳ. Teaching Method
Teaching by explanation.
Ⅴ. Teaching Aids
1. The blackboard
2. A projector
Ⅵ. Teaching Procedures
Step Ⅰ Revision
Check homework. Ask students to exchange their articles in Activity 4b with a partner. Read each other’s work. Then invite a few students to tell the class about his/her partner. For example, a student might say like this:
My friend Wei Hua likes reading books on science. In his spare time, he likes playing computer games and surfing the Internet. His father is fond of chess. He spends most of his spare time playing chess with his friends.
Step Ⅱ Part 1
This activity provides a comprehensive review of vocabulary presented in the unit.
Focus attention on the box. Invite a student to read the vocabulary words at the top.
Say, You are to fill in the blanks with the words. In some cases, you may need to use another form of the word, for example adjusting for tense or subject/verb agreement.
Ask students to fill in the blanks on their own.
Check the answers. Five students each read a sentence, filling in the blanks. The rest of the students check their answers.
Answers
1. am afraid of
2. worry about
3. have to
4. miss
5. used to
Ask students to make their own sentences with the words, preferably sentences that are meaningful. Move around the room. Collect a few students’ answers with mistakes on the blackboard. Help correct the mistakes.
Sample answers
1. She is afraid of falling behind the others.
2. You don’t have to worry about me.
3. I have such poor sight that I have to wear glasses.
4. My father works in another city. I miss him very much.
5. I used to be weak when I was a child.
Step Ⅲ Part 2
This activity focuses on the grammatical structures and the key vocabulary introduced in this unit.
Read the instructions to the class.
Read the beginning of the article to the class.
Get students to look at the pairs of pictures carefully and finish the writing, on their own. As they work, move around the classroom offering assistance as necessary.
Have several students read out their articles to the class.
Check the answers. Answers will vary slightly.
Answers
(in clock wise order)It seems that Yu Mei has changed a lot. She used to be short when she was young, but now she is tall. Yu Mei used to have long hair, but now she has short hair. Yu Mei used to play soccer, but now she plays tennis. Yu Mei used to be very quiet, but now she is outgoing.
Step Ⅳ Just for Fun!
This activity provides reading and speaking practice with the target language.
Ask all the students to read the conversation. Ask, what is funny about this cartoon story Help students to answer, The caterpillar doesn’t understand that the butterfly meant she used to be a caterpillar. He thinks she means that she used to be an ugly butterfly. Invite pairs of students to present this conversation to the rest of the class.
Step 5 Summary and Homework
Say, In this class, we’ve done much writing practice using the key vocabulary words and the target language presented in this unit. After class, please finish off the article in Activity 2 in your exercise books.
Ask students to finish off the exercises on pages 6～7 of the workbook as well.
Step Ⅵ Blackboard Design
Unit 2 I used to be afraid of the dark.Self checkThe Sixth PeriodSample answers to activity 1:1. She is afraid of falling behind the others.2. You don’t have to worry about me.3. I have such poor sight that I have to wear glasses.4. My father works in another city. I miss him very much.5. I used to be weak when I was a child.The Third Period
Ⅰ. Teaching Aims and Demands
1. Knowledge Objects
(1) Key Vocabulary
touristy, spotlight" Singapore, beautiful, heavy, private, downtown, get around, Pack, light
(2)Target Language
Where would you like to go, Kathy
I’d like to visit Kunming.
2. Ability Objects
(1) Train students’ reading skill.
(2) Train students’ skill of communication.
3. Moral Object
Share your experience on travelling in a city with your classmates and tell them what they should bring if they decide to visit it.
Ⅱ. Teaching Key Points
1. Guide students to read the passage in Activity 3a.
2. The new vocabulary
Ⅲ. Teaching Difficult Point
Help students to talk to their partners about the cities they know.
Ⅳ. Teaching Methods
1. Teaching by illumination.
2. Teaching by asking questions.
Ⅴ. Teaching Aids
1. A projector
2. A video tape on singapore or some photos, some photos of Dalian
Ⅵ. Teaching Procedures
Step Ⅰ Revision
1. Revise the target language they learned last class by asking Where would you like to go on vacation Get several children to answer I’d like to…because…
2. Check the homework by asking some children to read the conversations they wrote to the class.
Step Ⅱ 3a
This activity provides reading practice using the target language.
At first introduce the key vocabulary words. Show the key vocabulary words on the screen by a projector.
touristy adj．游客很多的；游客常去的；适合游览的spotlight n．公共注意中心Singapore n．新加坡botanical adj．植物的；植物学的heavy adJ．大量的；多的private adj．私人的；私有的downtown n．(城镇的)商业区；中心区get around 观光；到处走动pack v.把……打包；把……装箱light adj．轻的
Teach students to read the vocabulary several times until they can read them out easily and correctly.
Read the passage quickly and try to answer the questions on the blackboard.
Write these questions on the blackboard:
1. What doesn’t Singapore have
2. What does Singapore have
3. Is Singapore also a wonderful place for shopping
4. What don’t you plan on doing in singapore why
5. What is easiest to do in Singapore
6. What is suggested to bring if you decide to go there Why
A few minutes later(maybe two or three minutes), ask different students to answer the questions.
Play the video tape of Singapore for students or show them some pictures.
Next, read the instructions to students.
Say, What things do you like about visiting Singapore and what things don’t you like Read the passage again. Circle the things you like about visiting Singapore and underline the things you don’t like.
Get them to finish the activity on their own.
Check the answers.
Possible answers may include
Circled:…there are many things to do… it has a very large zoo, a beautiful botanical garden and lots of museums. It is also a wonderful place to go shopping.
Underlined: Singapore is a small city…It doesn’t have any beaches or mountains… Don’t plan on driving in Singapore…traffic is heavy…most private cars are not allowed in downtown
Singapore. Singapore is very hot all year round.
Step Ⅲ 3b
This activity provides reading, listening and speaking practice using the target language.
Read the instructions to students. Make sure that they know what to do.
Ask two students to read the sample conversation on the left in Activity 3b,
SA: Where would you like to go, Kathy
SB: I’d like to visit Kunming.
SA: Isn’t it supposed to be very hot
SB: Yes, it is. But it’s also beautiful, and it has lots of interesting museums.
Note to correct any pronunciation errors to make sure the students are providing a good model for the rest of the class.
Ask another pair to model a conversation with the first group of words on the right, the words in the first line. Listen to them carefully with the whole class to see if they can put the words in the proper places. Then let the whole class practice in pairs. Each pair should make up four conversations with the information on the right. Walk around the classroom as the students are working. Listen to some pairs and see if they have met any problems. Offer some help as needed. After all the students have finished practicing, ask some more pairs to share their conversations with their classmates.
Step Ⅳ Part 4
This activity provides reading, writing and speaking practice using the target language.
Read the instructions to the children.
Make sure that they understand it.
Say, First think of a city you know, everyone. I think of Dalian. What about you
Ask several ones to tell the names of the cities they’ve thought of.
Then say, Please write down the name of the city you’ve thought of on the line above city name in the chart.
After that, show some photos of Dalian to the students around the room. Then continue saying, Dalian is a very beautiful city with wonderful beaches. It has very long coast. It also has quite a few big and nice parks. Some are near the sea and some are not. I like the big museum of different kinds of sea animals, too. What about you What do you like about the cities you’ve written in your book
Ask two or three to say something about their cities.
Then say, Now please fill in the left box with the things you like about the city.
I’ll write mine on the blackboard, you can use it as a sample.
Write the sample on the blackboard, and students write out theirs.
Walk around the classroom and direct them to write.
After all of them have finished, go on with the third step.
Now talk to your partner about the things you don’t like.
After they finish talking, go on saying something I don’t like about Dalian to them. For example, The things in Dalian are too expensive.
They are for the rich. And there are too many cars running on the streets. It’s very hard for people to cross a street.
Can you say something you don’t like about your cities
Ask some to say something on that to the class. Then tell them to fill in the box for things you don’t like. Let them talk to their partners about it.
Sample answer
Dalian
Things you like1. wonderful beaches2. long coast3. big and nice parks4. big museum of different kinds of sea animals Things you don’t like1. things are too expensive2. too many cars running in the streets
Step Ⅵ Summary
In this class, we’ve learned something about Singapore, and we’ve talked about some other places all over the world.
We’ve done a lot of listening, speaking, reading and writing practice using the target language.
Step Ⅶ Homework
1. Write a short passage on the city you talked about in class.
2. Try to remember the new words on page 54.
Step Ⅷ Blackboard Design
Unit 7 Where would you like to visit Section AThe Third PeriodQuestions to Activity 3a:1. What doesn’t Singapore have 2. What does Singapore have 3. Is Singapore also a wonderful place for shopping 4. What don’t you plan on doing in Singapore Why 5. What is easiest to do in Singapore 6. What is suggested to bring if you decide to go there Why Sample answers to Activity 4:DalianThings you like1. wonderful beaches2. long coast3. big and nice parks4. the big museum of different kinds of sea animalsThings you don’t like1. things are too expensive2. too many cars running in the streetsUnit5-2
The Second PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabulary band, hair band(2)Target Language Whose notebook is this It must be Ning’s. It has her name on it. Whose French book is this It could be Ali’s. She studies French. Whose guitar is this It might belong to Alice. She plays the guitar. Whose T-shirt is this It can’t be John’s. It’s much too small for him.2. Ability Objects (1) Train students’ listening skill. (2) Train students’ writing skill. (3) Train students’ ability to deduce.3. Moral ObjectUse your mind, then make inferences correctly.Ⅱ. Teaching Key Points1. Listening and writing practice using the target language.2. Make inferences using the target language.Ⅲ. Teaching Difficult PointMake inferences using the target language.Ⅳ. Teaching Methods1. Practice method2. A gameⅤ. Teaching Aids1. A tape recorder2. Real objectsⅥ. Teaching ProceduresStep I RevisionRevise the conversations in lb. Get different pairs of students to talk about who each thing might belong to and give a reason.Step Ⅱ 2aThis activity provides listening practice using the target language. Using a hair band, teach students to practice the words hair band, Point to the numbered list with blank lines after each number.Say. Bob and Anna found a backpack in front of their school. Listen and write down the things in the backpack. Point out the sample answer.Play the recording the first time.Students only listen. Play the recording a second time. Students write the correct words in each blank.Check the answers.Answers 1. T-shirt 2. hair band 3. tennis balls Tapescript Bob: Oh, look! Whose backpack do you think this is Anna: I don’t know. Look, here’s a school T-shirt. Bob: Well then, the person must go to our school. Oh! Here is a hair band, so the person can’t be a boy. Anna: It could be Kumi’s hair band. She has long hair. Bob: Or the hair band might belong to Linda. She was at the picnic, wasn’t she Anna: Yes, she was. But then the backpack could belong to Rita. She’s always forgetting things. Bob: Oh, look! Tennis balls. Anna: Then it must be Linda’s backpack. She has long hair and she’s on the tennis team. Bob: You’re right!Step Ⅲ 2bThis activity provides listening and writing practice using the target language.Call students’ attention to the chart. Point to the numbered list of sentences which contain a blank. Read the sentences to the class saying blank when coming to a write-on line.Say, You are to hear the same recording again. This time please fill in the blanks in these sentences using the words must, might, could or can’t. Point out the sample answer.Play the recording. Students listen and fill in the blanks.Check the answers.Answers1. The person must go to our school.2. The person can’t be a boy.3. It could be Mei’s hair band.4. The hair band might belong to Linda.5. It must be Linda’s backpack.Point to the box that contains the explanations of how to use the words must,might, could and can’t. Read the explanations to the class.Use "must" to show that you think something is probably true.Use "might" or "could" to show that you think something is possibly true.Use "can’t" to show that you are almost sure something is not true. And then have different students explain in his/her own words what each word means. Encourage students to make their own sentences using these words. For example, for the word must, a student might say, The English magazine must be Li Lei’s. He likes reading English magazines very much.Step Ⅵ 2cThis activity provides writing practice using vocabulary introduced in the unit.Read the instructions to the class. Point to the list of sentences that contain a blank. Say, Please fill in the blanks with the words from this unit. Some answers will vary. Elicit the first answer from the class (The notebook must/might be Ming’s. It was on her desk).Get students to complete the task on their own. As students work, move around the classroom answering any questions they may have and offering help as needed.Check the answers.Answers The notebook must/might be Ming’s. It was on her desk. The homework can’t be Carla’s. She wasn’t at school today. The soccer ball might be John’s or Tony’s. They both play soccer, don’t they The French book must be Li Ying’s. She’s the only one who’s studying French. I can’t find my backpack. It might/must be still at school. The photo must be Lu’s. Those are his parents. The red bicycle can’t be Hu’s. She has a blue bicycle. The ticket might be my aunt’s or uncle’s. They are both going to the concert.Step Ⅴ Grammar FocusAsk students to say the questions and answers in pairs. At the same time, write them on the blackboard.SA: Whose notebook is this SB: It must be Ning’s. It has her name on it.SA: Whose French book is this SB: It could be Ali’s. She studies French.SA: Whose guitar is this SB: It might belong to Alice. She plays the guitar.SA: Whose T-shirt is this SB: It can’t be John’s. It’s much too small for him.Invite a student to underline the words must, could, might and can’t and then write them in a list on the blackboard.Ask students, what does it mean when you say something must be true How sure are you that it is true 100 percent 50 percent 10 percent When a student answers 100 percent, write it next to the word must on the blackboard.Repeat the process with the words might, could and can’t.Optional activityAsk all but four students to put their heads down on their desks. Meanwhile, collect one item each from the four students.Play the game like this:T: (Holding up a pen) Whose pen is this S1:It could be Li Lei’s.T: Li Lei, is this your pen L: No, it isn’t.T: It can’t be Li Lei’s. He says it’s not his.S2:It might be Wu Jun’s.T: Wu Jun, is this your pen W: Yes, it is.T: He says it’s his. The pen must be Wu Jun’s.(Holding up a notebook)Whose notebook is this S3: It must be Li Na’s. I gave it to her as a birthday present.Repeat the process with the other items.Step Ⅵ SummarySay, In this class, we’ve clone some listening and writing practice using’ the target language. And we’ve learned how to make inferences using the words must, might, could and can’t.Step Ⅶ HomeworkMake two sentences each using the words must, could, might and can’t.Step Ⅷ Blackboard DesignUnit 5 It must belong to Carla.Section AThe Second PeriodTarget language: A: Whose notebook is this B: It must be Ning’s. It has her name on it. A: Whose French book is this B: It could be Ali’s She studies French. must 100% could 20%～80% might 20%～80% can’t 0%A: Whose guitar is this B: It might belong to Alice. She plays the guitar.A: Whose T-shirt is this B: It can’t be John’s. It’s much too small for him.The Second PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects (1)Key Vocabulary be interested in, sure (2)Target Language I used to be really quiet, I know. Now you’re very outgoing. Did you use to have straight hair Yes, I did. Did you use to play the piano No, I didn’t.2. Ability Objects (1) Train students’ listening skill. (2) Train students’ integrating skills.3. Moral Object You should have the courage of your opinions.Ⅱ. Teaching Key Points1. I used to be really quiet. I know. Now you are very outgoing.2. Did you use to have straight hair Yes, I did.3. Did you use to play the piano No, I didn’t.Ⅲ. Teaching Difficult Points1. Yes/No questions with used to2. Statements with used toⅣ. Teaching Methods1. Teaching by explanation2. PairworkⅤ. Teaching Aids1. Pictures of people cut out from magazines or newspapers2. A tape recorderⅥ. Teaching ProceduresStep Ⅰ RevisionCheck homework. Ask a student to hold up the picture given to him yesterday or a picture he/she collected himself/herself to the class. Then let him/her read out his/her article about the person in the picture.Step Ⅱ 2aThis activity provides listening practice using the target language. Point to the picture and ask students what is happening. Elicit answers from students.T: Where do you think they are Ss: They are in a family room.T: What are they doing Ss: They are having a party.Point to the six words in the box and ask students to repeat each one. Make sure students know the meaning of each word.Say, You will hear a boy and a girl talking to each other at a party. Listen to the recording and check the words you hear they say. Point out the sample answer.Play the recording for the first time.Students only listen.Play the recording a second time. This time ask students to put a check in front of the words they hear.Check the answers.AnswersChecked words: quiet, outgoing, friendlyTapescriptGirl 1: Hey. Steve! Over here! Don’t you remember me Boy 1: Oh, wow! You’re Paula, aren’t you Girl 1: That’s right.Boy 1: But you used to be really quiet, didn’t you Girl1: Yeah, I wasn’t very outgoing.Boy l: No, you weren’t. But you were always friendly. Wait a minute. Did you use to play the piano Girl 1: Yes, I did. But now I’m more interested in sports. I play soccer and I’m on the swim team.Boy 1: Wow! People surely change.Culture note Many houses in the United States have a family room. The family room is where families relax. Watch TV, play games, and listen to music every day. It is a very informal room. Most families use the family room more often than the other rooms.Step Ⅲ 2bThis activity gives students practice understanding the target language in spoken Conversation.Ask students to point to the blank lines in the conversation. Say, You will writeone word on each blank line.Read the conversation aloud saying blank when coming to a blank line.Play the recording. Students fill in the blanks with the words they hear.Correct the answers. Read the conversation aloud, filling in the missing words.Students check their answers.Answersquiet outgoing friendly sportsStep Ⅳ 2cThis activity provides oral practice using the target language. Focus students on the conversation in Activity 2b. Ask a pair of students to read it to the class.SA: Hey, Steve! Over here! Don’t you remember me SB: Oh, wow! You’re Paula, aren’t you SA: That’s right.SB: You used to be really quiet, didn’t you SA: Yeah, I wasn’t very outgoing.SB: No, you weren’t. But you were always friendly. Wait a minute. Did you use to play the piano SA: Yes, I did. But now I’m more interested in sports. I play soccer and I’m on the swim team.SB: Wow! People surely Change.Point to the sample conversation. Get another pair of students to read it to the class.SC :I used to be really quiet.SD: I know. Now you’re very outgoing.Say, Now work with a partner. Start by reading the conversations in Activities 2b and 2c. Then make conversations about yourselves.Have students work in pairs. Move around the room listening in on various pairs and offering help if necessary.Check the answers by calling on different pairs to say their conversations to the class. Note: Answers will vary.Sample answersA: I used to play the piano.B: I know. Now you’re busy with your subjects.Step Ⅴ Grammar FocusAsk different students to say the statements and the questions and answers.S1:I wasn’t very outgoing.S2: You used to have long hair.S3: Did you use to have straight hair S4: Yes, I did.S3: Did you use to play the piano S4: No, I didn’t.Write them on the blackboard. Ask a student to circle the words used to, use to, did and didn’t. The following are noteworthy: 1. When we write statements, we use the words used to. 2. When we write questions, we use the words did + use to. 3. When we answer a question with used to, we use did or didn’t. Dictate the following for further understanding: 1. You used to be short. 2. He used to play soccer. 3. Did you use to draw pictures Yes. I did. 4. Did she use to have long hair No, she didn’t. Pronunciation note English speakers usually pronounce the words used to and use to exactly the same way. They run the words together and pronounce these words as if they were spelled ustuh. say the statements and questions and answers in the grammar box to demonstrate this pronunciation. Get students to repeat several times using the ustuh.Step Ⅵ Summary Say, In this class, we’ve mainly learned the "use to" questions and "used to" statements.Step Ⅶ Homework Ask students to write a short report about what a favorite film star or a famous scientist was like when he/she was a child. Suggest students to add pictures to their written work.Step Ⅷ Blackboard DesignUnit 2 I used to be afraid of the dark.Section AThe Second PeriodTarget language:1. I wasn’t very outgoing.2. You used to have long hair.3. Did you use to have straight hair Yes, I did.4. Did you use to play the piano No, I didn’t.
