新课标人教版新目标九年级英语第1-15单元全套教案

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★清华大学★英语系学生测试使用。专为中小学生英语量身定做。官方网站：http://qinghua.yeryy.com/清华大学英语教授研究组提供Unit1?Howdoyoustudyforatest??Page2,1a,1b,1cPeriod1教学目的：Talkabouthowtostudy.Learntheuseof“bydoingsomething”重点难点：Usefulexpressions-Howdoyoustudy…??Istudybydoing…教学工具：courseware教学步骤：Step1.Self-introduction??Thenewtermhascome.Askthestudentstointroducethemselvestotheothersandtheteacher.Thenaskwhattheydidinthesummerholiday.Ifpossible,askhowtheydidthat.??Helpthestudentsusetheconstruction“I…bydoing…”.Explain“by”.Step2.Discussion??HavethestudentssaywhattheythinkofEnglish. ThentelleachotherhowtheystudyforanEnglishtest.Seethephrasesshowninthecourseware,whichissimilarto1a.Remindthemtouse“bydoing…”Step3.1a.Checkingthewaysyoustudy??Askstudentstofinishthetask.Theycanaddsomethingelse.Step4.1b.Listening??Listentothelisteningstuffof1b,whichisrecordedinthecourseware(convenienttoberepeated).Finishthetask.??Thentheteacherasks,”HowdidMei/Pierre/Antoniostudy?”Havesomestudentsgivetheanswers,i.e.repeatthesentencesbyusing“bydoing”Step5.1c.Makingdialogues??Workinpairsorgroups.Discussfirst.Thenmakeashortdialogue.??Havethestudentssharetheirwork.Step6.Writing.??Seethecourseware.Fillintheblanks.Writedowntheanswersonapieceofpaper.Askstudentstoreadtheirwork.：Period2教学内容：Page3,2a,2b,2candthegrammarfocus.教学目的：TalkabouthowtolearnEnglish.???????Consolidatetheuseof“bydoingsomething”重点难点：Usefulexpressions-Doyoustudy…bydoing…??Yes /No...(reason).教学工具：courseware教学步骤：Step1.Revision??Makeadialoguebetweentheteacherandsomestudents.AskwhethertheylikeEnglish,thentellthereason.AskhowtheylearnEnglish.Step2.2a.Listening??Seethecourseware.Explainanydifficultpoints.Listentothestuff,andchecktheanswers.Havestudentsrepeatsomemainsentences,readytopracticedialogues.Step3.2b.ListeningFinishthetask.Step4.2c.Doingapairwork??Givestudentssometimetotalkaboutthecontentsof1aand1b.??Seethecourseware.Somepatternswillhelp,suchas“Doyou.../Whatabout.../Haveyouever.../Howdoyou…?”andthepossibleanswers.??Sharetheirdialogues.Step5.Makeaconversation.??AskstudentstotelltheotherstheirownexperienceaboutstudyingEnglishbyworkinginpairsorgroups.Thenmakeaconversation respectively.??Theycanalsouseindirectspeech,suchas“...saysshelearns...by...”etc.Step6.Summary??Pointoutthemaincontentslearntthesetwodays.英语(九年级)教学设计(3)课??时：Period3教学内容：Page4,3a,3b,教学目的：Practicereading.Learnusefulexpressions.???????Practicewriting.重点难点：v+ingphraseusedasasubject???????find/think+O+OC教学工具：courseware教学步骤：Step1.Makeastatement.??Firstlytheteacherasksastudentaquestionandthestudentanswers.Askseveral.??Thenhavemanymorestudentsmakeastatementonebyonetointroducehowhe/shelearnsEnglish.Step2.3a.Reading??Firstly,readtothetapealoud.Payattentiontothepronunciation andtheintonation.??Readagain,underlinetheusefulexpressions.??Readoncemore.Fillinthechart.Checktheanswers.Step3.Learntheusefulexpressions.1.Askstudentstosaytheusefulexpressionstheyhaveunderlined.2.Addifthestudentsmisssome.3.Learnsomegrammar:?Askastudenttotellushowmanysentences,whichincludev-ingphraseasasubject,areinthetext.Pointouttheconstructions.Explainwhytheyareused.?Teachthestructure”find/think+O+OC”andothergrammar.Step4.3b.Pairwork??Givethestudentsalittletimetopreparearoleplay.Asksometosharetheirworkwiththewholeclass.Step5.ConsolidationInChinese,teachersayssomeimportantphrasesfromthetext.HavethestudentstellustheEnglishonesasquicklyaspossible.Unit2Iusedtobeafraidofthedark.TheFirstPeriodTeachingContents:SectionA1a，1b，1c，2a，2b，2cStepI  Organizationofclass1.Greeting 2.WarmingupStepII  Presentation1.WordsCompetitionShowtheclassmanywordsofappearanceandpersonality.Getthemtoputthewordsintherightplace.2.Guess:Whoistheboy?ShowtheclasssomeinformationaboutHarryPotter:Heisaboy.Heisnottall.Hehascurlyhair.Heiseasygoing.Heisverysmart.Hecanseestrangethingsandsoon.3.Showtwophotosoftheteacher —fiveyearsago/now.Askthestudentssomequestions:WhatdidIlooklikefiveyearsago?WhatdoIlooklikenow?4.IntroducethenewconversationsinUnit2.Iusedtobefat.              Iamthinnow.Iusedtohavelonghair.    Ihaveshorthairnow.Iusedtoplaybasketball.   Iplayping-pongnow.SteplIl  TeachingTasks1.TaskOne(Pairwork):Listeningtothetape(1)Showthestudentstwopicturesandsaysomethingaboutthepeopleinthepicture.(2)Listentothetape.Thenfillintheblanksinlb， 2a，2b.2.TaskTwo(Groupwork):Describingdifferentpersons(1)Showthestudentsasetofpictures,suchasamoviestar,asportsman,ateacher.(2)Getthestudentstodiscussingroupsandtakenotes,suchas:JackyChanusedtohavebigeyes,butnowhehassmalleyes.(3)Asktwoorthreegroupstopresenttheiranswers.(4)Whichgroupdoesbest?3.TaskThree(Teamwork):Survey(1)Askthestudentstobringtwophotosofthemselves toclass.(2)Getthestudentstotalkaboutthechangesoftheirclassmatesandwritedownthekeywordsintheform.(3)Lettheteamleaderpresenttheirsurveyresults.(4)Whohaschangedmostinyourteam?(5)Whichisthebestteam?StepIV  SummaryStepV  AssignhomeworkWriteacompositionaboutyourclassmatebeforeandnow.                             TheSecondPeriod TeachingContents：SectionA3a，3b，4StepI  Organizationofclass1.Greetings2.SinginganEnglishsongStepII  Revision1.Revisetheconversationsthatthestudentslearnedinthefirstperiod. Askthemto talkaboutsomepictures.2.Checkthehomework.Talkaboutwhatonepersonusedtobelikeandshe/heislikenow.StepIIl  Presentation1.Showtheclassapictureofabigdog，thenintroducethenewconversationsin3a：Iusedtobeafraidofbigdogs.／I’mstillafraidofbigdogs.2.Askthestudentssomequestionslikethis：Whatdidyouusetobeafraidof?／Areyoustillafraidof...?StepIV  TeachingTasks1.TaskOne(Pairwork)：Matchthepictureswiththephrases.(1)Showthestudentssixpicturesaboutthephrasesin3a.(2)Askthestudentstotalkaboutthepicturesinpairs andmatchthem.2.TaskTwo：Putchecksinthefirsttwocolumns.(1)Showthestudentsthefirsttwocolumnsabout“I”,thengetthemtoputchecks.(2)Askagroupofstudentstoreadouttheiranswerslikethis:Iusedtobeafraidof.../I’mstillafraidof...3.TaskThree(Pairwork)：Putchecksinthelasttwocolumns.(1)Showthestudentsthelasttwocolumnsabout“MyPartner”.(2)Getthestudentstopracticethedialogsin3b.(3)Putchecksinthecolumns.(4)Askseveralpairstopresenttheiranswers.(5)Choosethebestpair.4.TaskFour(Groupwork):Asurvey(1)Showthestudentsaformabouttheactivities.(2)Getthestudentstofillintheblanksabout“I”.(3)Getthestudentstoasktheirclassmatesandfillintheblanksabout“Myclassmate”.(4)Askthestudentstoaskquestionslikethis:Whatdidyouusetoeat?/Whatdoyoueatnow? (5)Lettwoorthreegroupspresenttheirresults.(6)Whichisthebestgroup?5.TaskFive(Teamwork):HowhasZhongshan（中山）changed?(1)ShowtheclassseveralpicturesofZhongshancity —PastandNow.(2)Getthestudentstotalkaboutthepicturesandwritedownthekeywordsonthepaper.(3)Asktwoorthreeteamleaderstopresenttheiropinions.StepV  SummaryStepV  IAssignhomeworkGetthestudentstowriteacompositionabout“Zhongshanhaschangedalot!”                             TheThirdPeriodTeachingContents:SectionBla,lb,2a,2b,2c,3aStepI  OrganizationofclassWarmingupStepII  Checkingupthehomework1.Asktwostudentstoreadouttheircompositions(Zhongshanhaschangedalot!).2.Getstudentstodiscussthecompositions.StepIII  Presentation 1.Showtheclassfourpicturesinla.2.Askstudentstodescribewhatishappeningineachpicture:Agirlisexercisingingymclass.Agirlispaintingapicture.Aboyissinging.Aboyislookingatsomeinsects.3.Askstudentstocheckthethingstheylikedtodowhentheywereveryyoung.StepIV  TeachingTasks1.TaskOne(Pairwork):Iusedtoliketo...(1)Pointoutthelinesunderthepictureinlb.(2)Askstudentstowritedowndifferentthingsthattheyusedtoliketodo.(3)Getstudentstodiscusstheanswersinpairs,thenasksomestudentstoreadouttheirsentences.2.TaskTwo:Listeningpractice(2a,2b)(1)Askstudentstolistentoadialogbetweenaboyandagirl.(2)Askstudentstocheckthesentencesonthelistthattheyhearontherecording.(3)Checktheanswersin2a. (4)Playtherecordingagain.Askstudentstofillintheblankswiththewordstheyhear.(5)Correcttheanswersin2b.3.TaskThree(Pairwork):Makingupdialogs(1)Teachstudentstheconversationin2c.(2)Saysomesentencesusing Didyou...?andtheanswersYes,Idid./No,Ididn't.(3)Askstudentstomakesimilardialogsinpairs.(4)Callondifferentpairstoreadouttheirconversationstotheclass.4.TaskFour(Groupwork):Adebate(1)Showstudentsasurveythattheteacherdidbeforetheclass.(2)Getthemtodiscusstheirhairstylesinthepastandnowlikethis:Iusedtohave...hair,butnowIhave...hair.(3)Adebate──Shouldstudentschoosetheirownhairstyle?Whyorwhynot?5.TaskFive:ReadingPractice(1)Getstudentstoreadthestoryin3a.(2)AskstudentstocompletethechartaboutRoseTangthenandnow. (3)Checktheanswers.StepV  SummaryStepVI  Assignhomework1.AskstudentstoCompletetheletterin3b(HowI'vechanged!).2.Getstudentstotalktotheirparentsandfillinthechartin4a.                             TheFourthPeriodTeachingContents:SectionB3b,3c,4a,4b,SelfCheck.TeachingProcedures:StepI  OrganizationofclassStepII  Checkingupthehomework1.Asksomestudentstoreadouttheletter(HowI'vechanged!).2.Getstudentstodiscusstheiranswersandchoosethebestone.SteplII  TeachingTasks1.TaskOne(Pairwork)Askstudentstofinish4abeforetheclass-Talktotheirparentsandfillinthechartin4a.2.TaskTwo(Groupwork) (1)Askstudentstotalkaboutthecontentsin4awiththeirclassmates.(2)Choosetwogroupstopresenttheiranswers.3.TaskThree(Teamwork):HowhasYuMeichanged!(1)GetstudentstotalkaboutthepicturesinSelfCheck2.(2)AskstudentstousethedrillsinUnit2todescribethepictures.(3) AskstudentstowritedownacompositionaboutYuMeionthepaper.(4)Asktwoorthreeofthemtoreadouttheircompositionsinclass.(5)Choosethebestone.4.TaskFour(Teamwork):Asurvey──Howhasourlifechanged?(1)ShowstudentssomeinformationinUnit2.(2)Askstudentstotalkabouthowtheirlifehaschangedsinceprimaryschoolandfillintheblanksinthesurveyform.(3)Asktheteamleaderstopresenttheirsurveyresults.(4)Choosethebestteam.5.TaskFive:Acompositionaboutthechangesinourlife(1)Getstudentstowriteacompositiononthepaper. (2) Askstudentstoexchangetheircompositionsandcorrectthem.(3)Showtheclassoneortwogoodcompositions.StepIV  SummaryStepV  AssignhomeworkFinishPartOneofSelfCheck.                             TheFifthPeriod                             Reading—E-mailEnglishStepI  Organizationofclass1.Askthewholeclasssomequestions:Whatsubjectsdoyoustudyatschool?Whatsubjectdoyoulikebest?Why?2.TalkabouttheusageandimportanceofEnglish.StepII  IntroducingE-mailEnglishWhatdoese-mailEnglishmean?Whatisitusedfor?StepIII  TeachingTasks1.TaskOne(Pairwork)(1)AskstudentstotalkaboutthewordsinPart1.(2)Askstudentstofillinthechartwiththeirpartnersandtrytothinkofsomemore.(3)Checktheiranswers. 2.TaskTwo:Matching(1)Getthestudentstoreadthewholearticleasquicklyastheycan.(2)TrytofinishtheexerciseinPart2—Matcheachparagraphwithitsmainidea.(3)Checktheanswers.3.TaskThree:DeepComprehension(1)Tellthestudentstoreadthearticlemorecarefullyagain.(2)TrytofinishtheexerciseinPart3—Matchthewordsandexpressionswiththeirmeanings.(3)TrytofinishtheexerciseinPart4—Findwordsorphrasesfor1-5.(4)Checktheiranswers.4.TaskFour(Pairwork)(1)AskthestudentstofinishPart5inpairs.(2)Writeamessagetotheirpartnerusingthee-mailEnglishinthisreadingorothere-mailwords.(3)Letsomestudentsreadouttheire-mails.(4)Choosethebestone.StepIV  SummaryStepV  Assignhomework Writeareplytoyourpartner,usingthee-mailEnglishasmuchaspossibleUnit3TeenagersshouldbeallowedtochoosetheirownclothesPeriod1教学目标1.KnowledgeObjects(1)KeyVocabulary:allow,drive,pierce,driver,license,silly(2)Structure:shouldbeallowedto2.AbilityObjects(1)Trainstudents’listeningskillandcommunicativecompetence.3.MoralObjectStudentsshoulddowhattheyareallowedtodoandavoiddoingwhattheyaren’tallowedtodo.教材分析1.TeachingKeyPointsTargetlanguageThestructure：shouldbeallowedto2.TeachingDifficultPointThestructure:shouldbeallowedto 实施教学过程设计StepⅠRevisionShowthefollowingonthescreenbyaprojector.gooutatnightcollectstampsbealoneathomeasktheteacherquestionsdrinkmilkreadEnglishmagazineseateggswritelettersAskstudentstomakesentenceswiththephrasesaboveusingthestructureusedto.Bothstatementsandquestionsareacceptable.StepⅡ1aThisactivityfocusesonvocabularywordsandthestructure"shouldbeallowedto."Showthenewwordsonpage18onthescreenbyaprojector.allowv.允许，准许drivev.驾驶；驾车piercev刺穿；刺破license(＝licence)n．执照；许可证sillyadj．愚蠢的；傻的 Saythewordsandhavestudentsrepeatoverandoveragainuntiltheyarepronouncedfluentlyandaccurately.Writethewords"cando"and"can’tdo"sidebysideontheblackboard.Thenaskstudentsquestionsaboutthingsthattheirparentssaytheycanandcan’tdo.T:WeiMing,doyourparentsletyouplaysoccerballafterschool?W:No.TheysayImustputmyheartintostudies.T:Isee.(Writeplaysoccerballundercan’tdoontheblackboard.)LiuChang,doyourparentsletyousurftheInternet?L:Yes.Itishelpfultomystudy.T:Isee.(WritesurftheInternetundercandoontheblackboard.)…Asksomemorequestionsandaddmoreexamplestobothcolumns.Ensurethattheblackboardendsuplikethis.candocan’tdosurftheInternetplaysoccerball……Nowwriteontheblackboardtheheadlines"isallowedto"and"isn’tallowedto"insteadof"cando"and"can’tdo".Theblackboardlookslikethis:isallowedtoisn’tallowedto surftheInternetplaysoccerball……Say,LiuChangcansurftheInternetathome.SheisallowedtosurftheInternet.(Writethesentenceontheblackboard)WeiMingcan’tplaysoccerballafterschool.Heisn’tallowedtoplaysoccerball.(Writethesentenceontheblackboard)Askstudentstorepeateachsentence.Repeatthispracticewithalltheitemsonthelists.Readtheinstructionstotheclass.Say,Allthesentencesintheboxarethingsthatstudentsareoraren’tallowedtodo.Setatimelimitofoneortwominutesforstudentstoreadthesentencesorinviteamoreadvancedstudenttoreadthemaloudtotheclassinstead.Askstudentstotellyouwhat’stheirattitudetoeachsentence.Forexample,forthefirstsentence,astudentmightsay,Ithinkit’sOKforustogoouteverynight.Weneedtorelaxourmindsafteraharddayatschool.Anotherstudentmightsay,Ithinkitisunnecessaryforustogoouteverynight.Weshouldn’trelaxinourefforts.It’sawasteoftime.Say,PleasecircleAforagreeorDfordisagreeforeachsentenceonyourown. Whenallthestudentsarefinished,askstudentstoraisetheirhandstoshowwhichthingsareoraren’tallowedtodo.Discusstheresultswiththeclass.Answerstothisactivitywillvary.StepⅢ1bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.Readtheinstructionstotheclass.Say,YouwillhearaconversationbetweenAnnaandhermother.Theydon’tagreewitheverything.Getstudentstoreadthethreesentencesintheboxsilently.Playthereadingforthefirsttime.Studentsonlylisten.Playtherecordingasecondtime.ThistimestudentslistenandcircleTorF.Checktheanswers.Answers1.T2,F3.TStepⅣ1cThisactivityprovidesoralpracticeusingthetargetlanguage.Readtheinstructionstotheclass.Callstudents’attentiontothephrasesintheleftbox.Invitea studenttoreadthemtotheclass.InviteanotherstudenttoreadthestatementsinActivity1a.Focusattentionontheconversationintherightbox.Askapairtoreadittotheclass,completingthelastsentence.SA:Ithinkteenagersshouldbeallowedtogooutwiththeirfriends.SB:Iagree.Theyneedtorelax.Writeitontheblackboard.Thendemonstrateanewconversationwithanotherstudent.T:Ithinksixteen-year-oldstudentsshouldbeallowedtodrive.SC:Idisagree.Theyarenotoldenough.Say,Nowworkwithapartner.MakeconversationsusingthephrasesintheboxandthestatementsinActivity1a.Asstudentsworkinpairs,movearoundtheroomlisteninginonvariouspairsandgivingpronunciationandlanguagehelpasneeded.Afterstudentshavehadachancetopracticeseveralexchanges,askpairstocometothefrontoftheclassroomandsaytheirconversations.StepⅤSummaryandHomeworkInthisclass,we’velearnedamostusefulstructurebeallowedtodoandwe’vedonemuchlisteningandoralpracticeusingthetargetlanguage.Askstudentstothinkofasmanythingsastheycanthathaven’tbeenintroducedinclass.Writethemdownusingbe(not) allowedtodo.课题Unit3TeenagersshouldbeallowedtochoosetheirownclothesPeriod2教学目标1.KnowledgeObjects(1)KeyVocabulary：earring,insteadof(2)TargetLanguage2.AbilityObjects(1)Trainstudents’listeningskill.(2)Trainstudents’communicativecompetence.3.MoralObjectYoushouldhavethecourageofyouropinions.教材分1.TeachingKeyPointTargetlanguage2.TeachingDifficultPoint 析Agreementanddisagreement实施教学过程设计StepⅠRevisionPlayagametoreviewthestructurebeusedtodo.Writesentencestartersonseparatepiecesofpaperasfollows:I’mallowedto……；Mybrotherisn’tallowedto…；Studentsshouldnotallowedto…；Putthepapersinapaperbag.Putstudentsintoteams.Eachteamchoosesaslipfromthebag.Setatimelimitoffiveminutes.Eachteamwritesasmanysentencesandreasonsastheycan.Whentimeisup,collecttheiranswers.Eachteamgetsonepointforeachcorrectsentenceandonepointforeachcorrectreason.Theteamwhichgetsthemostpointswinsthegame.StepⅡ2aThisactivityprovidespracticeunderstandingthetargetlanguageinspokenconversation.Pointtothepictureandaskstudentswhatishappening.Elicitanswersfromstudents.T:What’stheboydoing?Ss:Heisworkingpart-time.T:Whatarethegirlsdoing?Ss:Theyaretalking.Pointtothestatementsinthechart.Havestudentslookthemthrough.Answeranyquestionsstudentsraisetomakesuretheycomprehendeachsentence. Pointtothelistsofresponses.Say,YouaretohearKathyandMollyhavingaconversation.Kathywillmakesomestatements.ListenandcheckwhatKathythinksandcircleAgrees,DisagreesorDoesn’tknowtoshowwhatMollythinks.Pointoutthesampleanswers,Playtherecordingforthefirsttime.Studentsonlylisten.Playtherecordingagain.ThistimestudentslistenandcheckwhatKathythinksandcircleifMollyAgrees,DisagreesorDoesn’tknow.Checktheanswers.AnswersKathyThefollowingsentencesshouldbechecked:1,2,3,4,5Molly1.Disagrees2.Agrees3.Doesn’tknow4.Disagrees5.Doesn’tknowStepⅢ2bThisactivityprovidespracticeinunderstandingthetargetlanguageinspokenconversation.Pointtothelistofreasonsinthebox.Inviteastudenttoreadthemtotheclass.Say,Youaretohearthesameconversationagain.Thistimenumbertheirreasonsinthecorrectorderasyouhearontherecording.Pointoutthesampleanswers.Playtherecordingagain.Studentslistenandnumberthereasons.Checktheanswers.AnswersThecorrectordershouldbe：4,1,5,2,3StepⅣ2cThisactivityprovidesoralpracticeusingthetargetlanguage.Readtheinstructionstotheclass.Askstudentsforsuggestionsthatteenagersshouldandshouldnotbeallowedtodo.RemindthemtolookbackatActivities1aand2a.Forexample, studentsmightsay,Teenagersshouldbeallowedtomaketheirowndecisions.Teenagersaboveseventeenshouldbeallowedtojointhearmy.Teenagersshouldn’tbeallowedtostayup…pointtothesampleconversation.Inviteapairofstudentstosayittotheclass,completingthesentences.SA:Doyouthinkteenagersshouldbeallowedtoworkpart-time?SB:Yes,Ithinktheyshouldlearntobeindependence.Askanotherpairtodemonstrateanewconversation.SA:Doyouthinkteenagersshouldbeallowedtodrive?SB:No,Idon’tthinktheyareoldenoughtodrive.Havestudentsworkinpairs.Movearoundtheroomlisteninginonvariouspairsandofferinganyhelptheymayneed.Checktheanswersbyaskingdifferentpairstosaytheirconversationstotheclass.Note:Answerswillvary.StepⅤGrammarFocusAskdifferentpairsofstudentstosaythestatementsandquestions.Writethemontheblackboard.Checkhowwellstudentsunderstandeachsentencebyaskingastudenttorepeatitinhis/herownwords.PointoutIdisagree,IagreeandDoyouthink…?Ifnecessary,givestudentsmorepractice.GrammarnoteDon’texplainthestructure“beallowedto”tostudents.It’stoocomplexforstudentstounderstandatthispoint.Soitcanbestudiedalmostasifitwereavocabularyitematthislevel.StepⅥSummaryandHomeworkSay,Inthisclass,we’vedonealotoflisteningandspeakingpracticeusingthetargetlanguage.Andwe’vealsotalkaboutagreementanddisagreement.Reviewthegrammarboxtogetafurtherunderstandingofthetargetlanguage. 课题Unit3TeenagersshouldbeallowedtochoosetheirownclothesPeriod3教学目标1.KnowledgeObjects(1)KeyVocabulary：stayup(2)TargetLanguage2.AbilityObjectTrainstudents’integratingskills.3.MoralObjectStudentsmaythinkparentsshouldallowthemmorefreedom.Infact,theyareweakintellingtherightfromwrong.Soacceptparents’advice.教材分析1.TeachingKeyPointsTalkaboutwhatoneselfisorisn’tallowedtodousingthetargetlanguage.Askforwhatsomeoneisorisn’tallowedtodousingthetargetlanguage.2.TeachingDifficultPointTrainstudents’integratingskillsbytask-basedactivities. 实施教学过程设计StepⅠRevisionPlayagametoreviewthestructurebeorbenotallowedto.Dividetheclassintogroups.Eachgroupisaskedtomakealistofschoolrules.Thegroupwhichwritesdownthemostruleswithinfiveminuteswinsthegame.StepⅡ3aThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.Pointtothepictureandaskstudentstodescribeit.Inviteapairofstudentstoreadtheconversationtotheclass.Callstudents’attentiontothechart.Say,YouaretoreadtheconversationagainandwriteSunFei’sandWuYu’srulesinthechart.Askastudenttoreadthesampleanswerstotheclass.Getstudentstocompletethechartindividually.Remindthemtouse"Don’t"and"Youcan".Astheyareworkingthis,movearoundtheroomansweringanyquestionsstudentsraiseabouttheconversationandofferinglanguagesupportasneeded.Checktheanswers.Answers SunFei:Youhavetobehomeby10:00p.m.WuYu:Youhavetostayathomeonschoolnights.YoucangotothemovieswithfriendsonFridaynights.YoucangoshoppingwithfriendsonSaturdayafternoon.Youcanchooseyourownclothes.Don’tgetyourearspierced.StepⅢ3bThisactivityprovideslisteningandspeakingpracticeusingthetargetlanguage.Focusattentionontheconversation.Askapairofstudentstoreadittotheclass,completingthelastsentence.SA:Whatrulesdoyouhaveathome?SB:Well,I’mnotallowedtogooutonschoolnights.Howaboutyou?SA:I’mnotallowedtogooutonschoolnights,either.ButIcanstudyatafriend’shouse.Writetheconversationontheblackboard.Say,PleasecovertheconversationinActivity3a.Usingtheinformationinthechart,makenewconversationsinpairs.Getstudentstocompletetheworkinpairs.Movearoundtheroomcheckingprogressandofferinganyhelpstudentsneed.Askseveralpairstosharetheirconversationswiththeclass.StepⅣPart4Thisactivityprovidesreading,writing,listeningandspeakingpracticeusingthetargetlanguage.Readtheinstructionstotheclass.Callstudents’attentiontothechart.Setatimelimitofoneminute.Studentsreadtheheadlinesatthetopandatthesides.Demonstratehowtofillinthechartwithastudent.T:Doyouhavetogohomeafterschool,WeiMing?W:Yes,Ido.T:Areyouallowedtostayupuntil11:00p.m.?W:No,I’mnot.T:… TellstudentswheretowriteWeiMinginthechart.Say,Youaretoaskdifferentstudentsintheclassandfindthreepeoplewhohavetofolloweachoftherulesinthechart.Askstudentstocompletethechart.Allowthemtostandupandmovearoundtheroom.Walkaroundtheroomcheckingprogressandofferinghelpwithpronunciationandwriting.Askseveralstudentstotelltheclasswhattheylearned.Forexample,astudentmightsay,WeiMinghastogohomeafterschool.LiuChangisallowedtostayupuntil11:00p.m.andsoforth.Reviewthetask.Ask,whohastogohomeafterschool?Countthehandsandletstudentskeeparecord.Dothesameapproachwiththeotheritems.Discusstheresultswiththeclass.OptionalactivityAskstudentstocreateachartsimilartotheoneinActivity4.Thenmakeadifferentlistofrulesfromtheonesinthebook.Getthemtocompletetheactivitybygoingaroundtheclassandfillinginthechart.Step　ⅤSummaryandHomeworkSay,Inthisclass,we’velearnedtotalkaboutoneselfisorisn’tallowedtodoandaskforsomeoneisorisn’tallowedtodo.教学反思 课题Unit3TeenagersshouldbeallowedtochoosetheirownclothesPeriod4教学目标1.KnowledgeObjects(1)KeyVocabulary：bestrictwith,takeatest,passatest,failatest(2)TargetLanguage2.AbilityObjects(1)Trainstudents’listeningskill.(2)Trainstudents’abilitytotalkaboutagreementanddisagreement.3.MoralObjectIt’sgoodmannerstobeontime.教材分析1.TeachingKeyPointsReviewsomekeyvocabularywordsandtargetlanguage.Talkaboutagreementanddisagreement.2.TeachingDifficultPointTalkaboutagreementanddisagreement. 实施教学过程设计StepⅠRevision(1)Checkthehomework.(2)Competition:Write"areallowedto"and"aren’tallowedto"ontheblackboard,Dividetheclassintogroups.Eachgroupisaskedtowritedownasmanythingsastheycanthinkofaboutwhatteenagersareoraren’tallowedtodo.Seewhichgroupcanthinkofthemostitemsforeachcategory.Step　Ⅱ1aThisactivityreviewstheuseofalways,sometimes,usuallyandnever.Pointtothepicture.Askstudentstodescribewhatishappeninginthepicture.Helpstudentstosay,Theboyislateforclass.Inviteastudenttoreadthefourquestionsintheboxtotheclass.Readtheinstructionsandremindstudentsoftheexactmeaningsoftheadverbsoffrequency. Say,PleasewriteAafterthingsyoualwaysdo,Uafterthingsyouusuallydo,SafterthingsyousometimesdoandNforthingsyouneverdo.Getstudentstofinishthetaskontheirown.Answerstothisactivitywillvary.StepⅢlbThisactivityprovidesoralpracticeusingthetargetlanguage.Pointoutthesampleconversation.Askapairofstudentstosayittotheclass.SA:Doyouevergettoclasslate?SB:Yes,Isometimesgettoclasslate.Say,TalkwithyourpartneraboutyouranswersinActivity1a.Asthepairsworktogether,walkaroundtheroomofferinghelpifnecessary.Askseveralpairstosharetheirconversationswiththeclass.StepⅣ2aThisactivityprovidespracticeinunderstandingthetargetlanguageinspokenconversation.PointoutthefouritemsinActivity1a.Say,Youwilllistentoaconversationandcirclethethingsonthelistthatyouhear.Playtherecordingforthefirsttime.Studentsonlylisten.Playtherecordingasecondtime.Thistimestudentslistenandcirclethethingsthattheyhear.Checktheanswers.AnswersCircleditems:1,4Step　Ⅴ2b Thisactivityprovideslisteningpracticeusingthetargetlanguage.Pointtoboththenumberedandletteredlistsofiteminthebox.Pointoutthesampleanswer.Readthesentence"Peterisgoingtofailamathtesttotheclass."Say,I’llplaythesamerecordingagain.Youaretomatchthesentencepartsasyouhearonthetape.Playtherecordingforstudentstodotheactivity.Checktheanswers.Answers1.c2.e3.a4.b5.dStepⅥ2cThisactivityprovidesoralpracticeusingthetargetlanguage.Callstudents’attentiontothestatementsinthebox.Saythemtotheclass.Askthreestudentstoreadthesampleconversationtotheclass,completingthesentences.SA:IthinkPetershouldbeallowedtotakethetestlater.SB:Idon’tagree.SC:Ithinktheschoolhastohaverules.Writetheconversationontheblackboard.Dividetheclassintogroupsoffour.Say,Nowdiscussthestatementswithyourgroup.Asthegroupsworktogether,walkaroundtheroomofferinghelpasneeded.Asksomegroupstosayafewlinesoftheirconversationstotheclass.NotesParentsshouldnotbetoostrictwithteenagers.Notethewordbestrictwith.Generallyspeaking,wesaybestrictwithsb.butbestrictinsth.Forexample,Ourteachersarestrictwithus.Heisstrictinhiswork.StepⅦSummaryandHomeworkSay,Inthisclass,we’velearnedtotalkaboutagreementanddisagreement.Andwe’vealsoreviewedadverbsoffrequency.Haveyoueverbeenlateforschool?Writeapassagetodescribewhatwashappeningthatday. 教学反思课题Unit3TeenagersshouldbeallowedtochoosetheirownclothesPeriod5教学目标1.KnowledgeObjects(1)KeyVocabulary：theotherday,concentrate,learnfrom,atpresent,volunteer,(2)TargetLanguage2.AbilityObjects(1)Improvestudents’abilityofreadingcomprehensionandwriting.3.MoralObjectVolunteeringisgoodexperienceforfuturejobs.Ifconditionspermit,encouragestudentstobeavolunteer. 教材分析1.TeachingKeyPointPracticereadingandwritingusingthetargetlanguage.2.TeachingDifficultPoints:Improvestudents’abilityofreadingcomprehension.Improvestudents’abilityofwriting.实施教学过程设计StepⅠRevisionCheckhomework.Askdifferentstudentstosaytheirpassagestotheclass.Showasampleversiononthescreenbyaprojector.Thencollecttheirworksandcorrectanyerrorsbeforereturningthem.Iwenttoschoolbybikethat.day.Unfortunately,itwasbrokenonmyway.Ihadtowalktoschoolwithmybike.WhenIgottoschool,classeshadbegun.Iexplainedtomyteacher,butshethoughtIwasmakinganexcuse.Iwasnotallowedtogettoclass.Itwasunfair.Ithinkteachersshouldbelievestudents.Studentsshouldbeallowedtohaveclasseslate.StepⅡ3aThisactivityprovidesreadingpracticeusingthetargetlanguage.showthekeyvocabularywordsonthescreenbyaprojector. theotherday几天以前；前几天concentratev．集中；聚集atpresent目前；现在volunteerv.&n．自愿；自愿服务；志愿者localadj．地方的；当地的begoodfor对……有益处Saythewordsandhavestudentsrepeatuntiltheycanpronouncethemfluentlyandaccurately.Callstudents’attentiontothearticle.Readittotheclass.Pointtothefivequestionsbeneaththearticle.Elicitthefirstanswerfromtheclass(Thestudentsthinktheuniformsareugly).Askstudentstoreadthearticleagainandanswerthequestionsindividually.Asstudentswork,movearoundtheroomansweringanyquestionstheymayhave.Whenstudentsarefinished,askthequestionsorallyandaskstudentstoanswer.Writethecorrectanswersontheboardsothatstudentscancheckthespellingandotherdetailsoftheiranswers.Answers1.Thestudentsthinktheuniformsareugly.2.Theywouldliketoweartheirownclothes.3.Thestudentswouldliketostudyingroups.4.Theythinkvocationsshouldbelonger.5.Volunteeringisgoodexperienceforfuturejobs.StepⅢ3bThisactivityprovidesoralpracticeusingthetargetlanguage.Pointtothesampleconversation.Askapairofstudentstoreadittotheclass.Say,Nowworkwithapartner.Startbyreadingthesampleconversationwithyourpartner.ThenmakenewconversationsusingtheinformationinActivity3a.Getstudentstocompletetheactivityinpairs.Asthepairsworktogether,walkaroundtheroomoffering languageandpronunciationsupportasneeded.Checkanswersbyaskingdifferentpairsofstudentstosaytheirconversationstotheclass.OptionalactivityAskstudentstotalktoseveraldifferentpeopleandfindoutaboutwhattheythinkabouttheirschooluniforms.Writeanarticle.StepⅣPart4Thisactivitygivesstudentsanopportunitytopracticelistening,speaking,readingandwritingusingthetargetlanguage.Readtheinstructionstotheclass.Makealistofrulesontheblackboardaboutwhatshouldandshouldnotbeallowedalongwithstudents.1.MembersareallowedtouseEnglish-Englishdictionaries.2.Membersaren’tallowedtospeakChinesebutEnglish.3.Membersaren’tallowedtobelate.4.…Pointtothesampleconversation.Inviteapairofstudentstosayittotheclass.SA:Membersshouldbeallowedtousedictionaries.SB:Yes,buttheyshouldonlyuseEnglish-Englishdictionaries.Askstudentstomakeconversationsusingtheinformationonthelistofrules.Walkaroundtheroomofferinghelpasneeded.Getdifferentpairstosharetheirconversationswiththeclass.Voteonthebestrules.Note:Answerswillvary.StepⅤSummaryandHomeworkSay,Inthisclass,we’vemainlypracticedreadingandwriting.Finishoffthewritinginoptionalactivity.Getstudentstointerviewsomemorestudentstoaddmoreinformationtotheirarticles. 教学反思课题Unit3TeenagersshouldbeallowedtochoosetheirownclothesPeriod6教学目标1.KnowledgeObjects(1)KeyVocabulary：finish,allow,choose,need,clearup,perform,primary(2)Makesentencesusingvocabularywords.(3)Writealetterusingthetargetlanguage.2.AbilityObjectTrainstudents’abilityofwriting.3.MoralObjectEverythinghasitsadvantagesanddisadvantages.Sotreatthingscritically. 教材分析1.TeachingKeyPointsFillinblanksandmakesentencesusingvocabularywords.Writealetterusingthetargetlanguage.2.TeachingDifficultPointsMakesentencesusingvocabularywords.Writealetterusingthetargetlanguage.实施教学过程设计StepⅠRevision(1)Checkhomework.Getdifferentstudentstoreadtheirarticlestotheclass.(2)Debate:Dividetheclassinhalfdownthemiddleintotwoteams.TeamAagreesthatstudentsshouldwearschooluniformswhileTeamBdisagrees.Attheendofthedebate,eachteamchoosesaleadertosummarizetheirideas.TeamA:Wethinkstudentsshouldwearschooluniforms.Firstly,schooluniformsareneatandtidy.Secondly,theyareasymbolforstudents.Thirdly,whenwewearourschooluniforms,wefeelequalandnoneedtofollowthefashion.TeamB:Wedon’tthinkstudentsshouldwearschooluniforms.Foronething,theyareuncomfortableandthecoloristoodull.Foranother,theyareverysimpleandtheyareoutdated.StepⅡPart1Thisactivityprovidesacomprehensivereviewofvocabularypresentedintheunit.Focusattentiononthebox.Inviteastudenttoreadthevocabularywordsatthetop.Say,Youaretofillintheblankswiththewords.Insomecases,youmayneedtouseanotherformoftheword,forexampleadjustingfortenseorsubject/verbagreement. Askstudentstofillintheblanksontheirown. Checktheanswers.Fivestudentseachreadasentence,fillingintheblanks.Therestofthestudentscheektheiranswers.Answers1.allowed2.finish3.cleanup4.choose5.needsAskstudentstomaketheirownsentenceswiththewords,preferablysentencesthataremeaningful.Movearoundtheroom.Collectafewstudents’answerswithmistakesontheblackboard.Helpcorrectthemistakes.Sampleanswers1.studentsshouldnotbeallowedtosmoke.2.Naveyoufinishedreadingthebook?3.weshouldcleanupourclassroomeveryday.4.Youmaychoosethreefromthebooks.5.Youneedn’tcomesoearly.StepⅢpart2Thisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.Readtheinstructionstotheclass.Callattentiontothearticle.Readittotheclass.Explainthenewvocabularyperformandprimary.Pointtotheletterbeneaththearticle.Askstudentstocompletetheworkontheirownonaseparatepieceofpaper.Say,Youwilladdressthepointsintheoriginalletterratherthanintroducingnewpoints.Showthesampleversiononthescreenbyaprojector.Studentsmayuseitasamodel.DearEditor,Iwouldliketoreplytothearticle"HelpingandLearning"inyourlastnewsletter.Iagreewithsomeideasanddisagreewithothers.Thearticlesaidthatstudentsshouldbeallowedtovolunteermoreoften.Ithinkit’sagoodidea.Becausevolunteeringisgoodforfuturejobs.However,Idon’ tagreetothesuggestionthatstudentsshouldvisitprimaryschoolsandhelpteachyoungstudents.Ithinkwearejuststudents.Wehavenoexperienceinteaching.Weshoulddosomethingwecan.Yours,WeiMingNote:Theletterwillvary.StepⅣJustForfun!Thisactivityprovidesreadingandspeakingpracticewiththetargetlanguage.Askallstudentstoreadthecartoonstory.Askstudentswhyitisfunny.Helpstudentstoanswer,Thepoliceofficerdoesn’tnoticethatitisanelephant,notacar,thatisinthemiddleofthestreet.StepVSummaryandHomeworkInthisclass,we’vedonemuchwritingpracticeusingthekeyvocabularywordsandthetargetlanguagepresentedinthisunit.Homeworkfortoday:1.Readthearticlein2again.教学反思 课题Unit3TeenagersshouldbeallowedtochoosetheirownclothesPeriod7教学目标1.KnowledgeObjectsKeyVocabulary：lifestyle,waycool,givesomedirection,materialthingsandsoforth.Text:That’sCool!2.AbilityObjectsTrainstudents’abilityofreadingforspecialinformation.Trainstudents’reading,writing,listeningandspeakingskills.3.MoralObjectPeopleusetheword"cool"todescribealmostwhatevertheyseeorfeel.However,torealizeyourdreamthroughgreateffortisreallybeingcool.教材分析1.TeachingKeyPointsKeyvocabularyReadthetextforspecialinformation.Readthetexttounderstandwordsincontext.Fillinthechartwiththethingsyouandyourclassmatesthinkarecool.2.TeachingDifficultPointTrainstudents’readingskill. 实施教学过程设计Step1LearnthenewwordsShowthenewwordsonthescreen,askstudentstorepeataftertheteacher.materialadj．物质的；实体的chatv.聊天；闲聊onlineadj．联线的；联机的lifestylen．生活方式includev.包含；包括stuffn．要素；素材recentadj.最近的；近来的equipmentn．配备；装备notebookcomputer笔记本电脑personaladj．个人的；私人的digitaladj．数字的；数字显示的PDA(＝personaldigitalassistant)掌上电脑topicaladj．热带的；热带地方的islandn．岛，岛屿developv.发展；使发达developedcountry发达国家Matrix《黑客帝国》(电影名称)netn．网；通信网；网状织物flashn．Macromedia公司开发的动画编辑工具animationn．动画片technologyn．技术；工艺directionn．指导；指引naturaladj．自然的；合乎常理的；正常的effortn．努力；努力的尝试youthn.年轻；青春；青年人proudadj．感到自豪的；得意的beproudof为……感到自豪；为……感到骄傲valuev.给……估价；评价independencen．独立；自主；自立freedomn．自由advisev劝告；建议normaladj．正常的；平常的 StepⅡPart1Thisactivityisdesignedtoactivatestudents’backgroundknowledgebeforeattemptingthereading.ReadthetitleThat’sCooltotheclass.Ask,Whatdoyouthinkthearticleisabout?Readtheinstructionstotheclass.Say,Inyouropinion,whatdoestheword"cool"mean?Giveexamples.Butdon’tlookatthereading.Instead,useyourbackgroundknowledge.Asktwostudentstogivetheirexamples.S1:Ithinkcoolmeansthatyoucanalwayswearthelatestfashions.S2:WheneverItakeanexam,Iwillgetthefirst.Ithinkit’scoolSay,Nowaskyourclassmateswhat"cool"meanstothem.Astheywork,walkaroundtheroomcheckingprogressandofferinghelpasneeded.StepⅢPart2Thisactivityprovidespracticeinscanningforspecificinformation.Readtheinstructionstotheclass.Drawstudents’attentiontothenamesandthemainideasinthebox.PointoutthelinebetweenZhangTongandd.Yourpersonalityshowshowcoolyouare.Say,ZhangTongthinksyourpersonalityshowshowcoolyouare.Nowyouaretoreadthearticlesilently.Matchthepeoplewiththeiropinions.Remembertoskimforthekeyideasratherthanreadslowly.Getstudentstoworkinpairs.Astheyaredoingthis,movearoundtheroomtomakesurestudentsdiscussthetopicinEnglish.Checktheanswers.AnswersZhangTong:dJiaPing:cHuangShaohua:bShiKai:aStepⅣPart3Thisactivityencouragesstudentstousethestrategyofreadingin context.Askstudentstoreadthearticleonce.Say,Payattentiontotheboldwordsandexpressions.Andnoteanyotherwordsorsentencesyoudon’tunderstand.Readincontext,guessingtheirmeaningsfromtheotherwordsaroundthem.Afewminuteslater,askdifferentstudentstosaythemeaningsofthewordsandexpressionsindicatedinboldbyguess.Don’tgivethemthecorrectanswers.Letstudentslookatwordsandexpressionsandtheirmeaningsinthebox.Pointoutthesampleanswers.Thenaskstudentstomatchthecorrectmeaningswiththecorrectwordsandexpressions.Allowthemoneortwominutestodothis.Checktheanswers.Answerslifestyled,waycoola,givesomedirectionb,materialthingsc.Getstudenttomakesentenceswiththewordsandexpressions.Remindthemtolookatthearticleagainforextrahelp.Answerstothisactivitywillvary.Askastudenttowritehis/heranswersontheblackboard.Helpcorrectanymistakes.Sampleanswers1.Peoplehavedifferentlifestylefromoneanother.2.Tosomestudents,it’swaycooltoownamobilephone.3.Asteachers,weshouldgivestudentssomedirectiononhowtolearnEnglishwell.4.Carsarematerialthings.Fewpeoplecanaffordthem.StepⅤPart4Thisactivityhelpsstudentsreadforspecificinformation.Say,Youwillreadthearticleagainandcompletethesentences.Elicitthefirstanswerfromtheclass(ForJiaPing,beingcoolisapopularandsuccessfullifestyle).Getstudentstodotheactivityindividually.Checktheanswers.Answerswillvaryslightly.Sampleanswers1.apopularandsuccessfullifestyle 2.youcanchatwithfriends,watchmoviesandbuythings3.Wantmaterialthings4.youthtodayvalues5.don’tfollowwhateveryoneelsedoesStepⅥPart5Thisactivityhelpsstudentsthinkcriticallyaboutwhattheyhaveread,Readtheinstructionstotheclass.Drawstudents’attentiontothechartinthereading.Demonstratehowtodotheactivitywiththeclass.T:Ithinkgoingabroadiscool.ForexampleAmerica.Whatisacoolplaceforyou,WeiMing?W:TheAntarctica.T:Whataboutyou,LiuChang?L:Ilikeclimbingmost.IthinkQomolangmaMountainisacoolplace.Drawasimplechartontheblackboard.WhatisaCool…?YouWeiMingLiuChangPlaceAmericaTheAntarctica(QomolangmaMountainkindofmusic…………Getstudentstodotheactivityingroupsofthree.Answerswillvary.Voteonthecoolestplaceandotherthings.CulturenoteSmokingwasonceawaysomeyoungmenshowedtheywerecool.However,aswelearnaboutthedangersofsmokingsuchascancer,weseethatitandotherself-destructivebehaviorssuchasdrinkingisnotgoodwaytobecool.StepⅦ　SummarySay,Thisclassprovidesusalotofreadingaswellaswritingpractice.Ittrainsstudents’abilityofscanningforspecificinformation.StepⅧHomeworkQuiteafewadvertisementsusetrickstomakethingslookcookAsk studentstocollectadvertisementsofcoolthingsandseewhattheyhaveincommon.教学反思Unit4Whatwouldyoudo?Languagegoal:Talkaboutimaginarysituations.Structure:Whatwouldyoudoif…?IfIwereyou,I’d…Importantpoint:Talkaboutimaginarysituations.Difficultpoint:Howtouse“Wouldyoudosth.if……? TheSubjunctiveMoodSectionA:TheFirstPeriod(1a,1b,1c)Goals●TolearntouseSecondconditionalandShouldforadvice●TolistenandtalkaboutimaginedlifeTeachingpoint:TheSubjunctiveMoodDifficultpoint:TheSubjunctiveMoodTeachingMethods:Sceneteachingmethod/Teachingbyinduction/pairworkTeachingAids:Ataperecorder/ComputerpowerpointTeachingProcedures:Step1RevisionandLead-inLeadinbyaskingstudentsthesequestions:1.    Whatwillyoudoifyouarefreetomorrow?2.    Whatwillyoudoifitdoesn’traintomorrow?Step2ListeningandSpeaking1.AskstudentstoreadthepictureonPage26.T:Whenwetalkaboutthingsthathaven’thappened,wecanusethewordsIwouldorI’d.NowlookatthepictureonPage26.Whatcanyouseeinthepicture?S:Wecanseesomepeople,aschool,azoo,aresearchlab, abank.T:Whatarethepeopleinthelowerpartofthepicturedoing?S1:Maybetheyarethinkingabouttheanswerstothequestionshowninthepicture.S2:Thewomanisreadinganewspaperandtheyareallthinkingoftheanswerstothequestion.T:Pretendyouarethepeopleinthepicture,whatwouldyoudoifyouhadamilliondollars?S3:I’dbuyabeautifulcar.Writebuyabeautifulcarontheblackboard.S4:I’dbuildaresearchlab.S5:I’dgiveittotheHopeProject.S6:I’dtravelaroundtheworld.S7:I’dgiveittomedicalresearch.…2.Askformoreideasfromthestudents.Writetheirideasontheblackboard.3.Showthefollowingtothestudentsandthenaskthemtopracticeinpairs.-Whatwouldyoudoifyouhaveamilliondollars?-Iwould(I’d)____________.4.Studentsworkinpairsandmakedialogues.Step3Listening Askthestudentstolistentotherecordingandcomparetheiranswerswiththoseintherecording.T:Nextwe’llhearaconversationabouthowtospendamilliondollars.Therecordingwillbeplayedtwice.Forthefirsttime,listentogettheorderyouhear.1.Playthetapeforthefirsttime.T:Forthesecondtime,pleasenumberthepictureintheorderyouhearthem.2.Playthetapeforthesecondtime.Thenchecktheanswers.Step41CDoingpairworkLet’spretendthatwearethepeopleinthepictureonpage26.Talkwithyourpartneraboutwhatyouwoulddoifyouhadamilliondollars?1.Getthestudentstoreadtheconversation.2.Havethestudentstoworkinpairs.3.Asksomepairstoactouttheirdialogues.Step5Languagepointsexplanation:Step6Homework1.    Askthestudentstodomorepracticeasrequiredin1conPage26.2.    Askthestudentstoprepareforthenextperiod:Thinkaboutifyouhaveanyworriesorproblemsindailylife. 3.    AskthestudentstofinishsomeexercisesinUnit4.SectionA:TheSecondPeriod(2a,2b,2c,GrammarFocus)Goals●Tomastersomelanguagepoints●TogoonlearningTheSubjunctiveMoodIfIwereyou,I’d……●Toimprovethestudents’listeningabilityTeachingpoint:TheSubjunctiveMoodDifficultpoint:Whatif……?TeachingMethods:Explanatorymethod/Teachingbyinduction/pairworkTeachingAids:Ataperecorder/ComputerpowerpointTeachingProcedures:Step1RevisionReviewTheSubjunctiveMoodbyaskingthestudentsthisquestion:Whatwouldyoudoifyouhadalotofmoney?Thendosometranslation.1如果我有很多钱，我会把它捐给慈善机构。2如果我有很多钱，我会把它放进银行的。 3如果我有一百万美金，我会买一所大房子的。Step22aListeningandcircling1.Listentothetapeandcirclethereasonsintheboxonpage27whyLarryisnervous.2.Checktheanswerswiththestudents.(2,3,5)3        Listenagainandwritedownalltheexpressionsinthebook.benervous,/belatefor/atthepartyWhattowear疑问词+动词不定式4.Readthesesentencestogether.Step32bListeningandchecking1.Listentothetapeagainandcheckonpage27thefourthingsLarry’ssistersaystohim.2.Checktheanswerswiththewholeclass.3.Languagepointsexplanation:saytosb.worryabout/beworriedabouttalktosb./talkwithsb.havetodosth. IfIwereyou,I’dwearashirtandtie.IfIwereyou,Idbealittlelate.IfIwereyou,I’dtakeasmallpresent.4.    Readthesesentencestogether.PaymoreattentiontoNo.1,3,4.Step42cDoingpairwork1.Firstgiveanexample,thengetthemtoworkinpairs.Forexample:XuLinfeng,youareLarry.MenYating,youareLarry’ssister.XuisgoingtotalkabouthisworriesandMenisgoingtogivehimadvice.X:Idon’tknowwhattowear.M:IfIwereyou,I’dwearashirtandtie.X:Idon’thaveapresent.Whatifeveryoneelsebringsapresent?M:IfIwereyou,I’dtakeasmallpresent—apenorsomething.X:WhatifIdon’tknowanyone?M:Ifyoudon’tknowanyone,youcantalktoTom.He’llintroduceyoutopeople.2.Explain“Whatif……?andeveryoneelseeg.:1如果他不来，我们怎么办？2如果我们迷路了，怎么办？ Step5GrammarFocus1.    Gothroughthesentenceswiththestudents.2.ExplaintheuseofTheSubjunctiveMood表示一种不可能实现的愿望时使用。是一种假设。3.    ExplainthestructureofTheSubjunctiveMoodIf引导的从句用过去时，主句用would+V4.    Getthestudentstoreadthesentencestogether.5.    Practice:HavethestudentsmadesomesentencesbyusingTheSubjunctiveMood.Step6Summary1.    LearntouseTheSubjunctiveMood.2.    Torememberthelanguagepoints.3.    Canuse“Whatif……?”SectionA:TheThirdPeriod(3a,3b,4)Goals●Tounderstandthestudents’problems.●TogoonlearningTheSubjunctiveMoodIfIwereyou,I’d……●Topracticethestudents’oralabilityTeachingpoint:TheSubjunctiveMood Difficultpoint:AttributiveClausesTeachingAids:ComputerpowerpointTeachingProcedures:Step1RevisionReview2aand2binthesecondperiod.Read2aand2btogetherandgetthestudentstopayattentiontothesentencesofTheSubjunctiveMood.Step23aReadingandmatching1.Gotopage28.Readtheproblemsintheboxesandmatchthemwiththecorrectadvice.2.Writedownalltheexpressions.beshy/whattosay/getnervous/lotsof/gotobed/lookterrible/dowell/takeawalk/lookfriendly/feelshy4.    Explain“too…to…”andgivemoreexamples.Heistooyoungtogotoschool.Sheisstrongenoughtoliftthebox.Wearetoocarelesstomakemanymistakes.Step33b(Oralpractice)1.    Cometo3b,askthestudentsiftheyhavedifferentadvicefortheproblemsinactivity3a,talkinpairs.2.    Askapairtoreadtheirconversation. Step441.    Readtheinstructionstotheclass.2.    Askastudenttoreadthesampleconversationinthebox.3.    Havethestudentsformgroupsoffourtotalkabouttheconversationingroups.Step5Summary1.    Tomasterthelanguagepointsin3a.2.    TomasterthesentencesoftheSubjunctiveMood.Step6Homework1.    Trytorememberthelanguagepointsinthisperiod.2.    FinishtheexercisesinSectionAof《双语报》。SectionB:TheFourthPeriod(1a1b2a2b3a)Goals●Tounderstandthepersonalitysurvey.●TogoonlearningTheSubjunctiveMoodWhatwouldyoudo,if……?●Topracticethestudents’listeningability.●Topracticethestudents’oralspeakingability.Difficultpoint:TheSubjunctiveMoodTeachingAids:ComputerpowerpointTaperecorder TeachingProcedures:Step1RevisionReviewsomeexpressions:1.Whattosay/getnervous/lookterrible/dowell/takeawalk2.too…to…Step21a1.WarmingupbylearningaboutpersonalityAskthestudentswhatispersonality?Whatisyourpersonality?2.DescribingandfillingHavethestudentsturntopage29andfillintheblankswithwordsgiven.Step31b1.Askthestudentsin1bWhichwordsinactivity1adescribeyou?Tellyourpartner.Whatareyoulike?IthinkIamcreativeandoutgoing.providesomewordsusedtodescribepeopleforthestudents.2.Havethestudentsworkinpairs.Step42a1.Pointtothechartandtellstudentsthatitisaquizfromateenmagazine. 2.Readtheinstructionsandpointtothefourquestions.Readthequestionstotheclassoraskdifferentstudentstodoit.3.ListeningandcheckingCellaisaskingBillquestionsfromapersonalitysurvey.CheckthequestionsCellaasks.4.Pointoutsomelanguagepointsin2aGiveaspeech/infrontof/haveacold/tellsb.todosth./startdoingsth./wanttobe/waitforsb./havedinner/introduceoneselfStep52b1.   Readtheinstructionsandpointtothelistofquestionsandanswersin2a.2.   Playtherecordingagain.3.   Checktheanswers.Step63a3aReadingandfilling1.Getthestudentstolookatthesurveyin2aandreadthepersonalitysurveyresultbelowonpage30.thenfillintheblankswitha,borc.2.Checktheanswerswiththestudents.3.    Explainsomepoints: annoysb./plentyof/beeasytodosth./getalongwith/likedoingsth.ratherthan/rather…than…Step73b1.    Havethestudentstolookat3b.2.    Readtheexampletotheclass.3.    Towritedowntheirownpersonalitysurveybasedonthethatin2a.4.   Asstudentsworks,movearoundtheclassroomcheckingtheirworkandofferinglanguageassistanceasneeded.Step8Summary1.TheSubjunctiveMood2.Someusefulexpressions.Step9HomeworkSectionB:TheFifthPeriod(1,2)Goals●Tousethevocabularyin1.●Canwriteareplyaccordingtothee-mail.●Tomastersomelanguagepoints.Difficultpoint:Howtowriteareplywell?TeachingAids:ComputerpowerpointTaperecorderTeachingProcedures: Step1RevisionReview2ainSectionB1.    Read2atogether.2.    Getthestudentstotranslatesomeusefulexpressions.Step2SELFCHECK(1)1.FillingtheblanksAskstudentstofillintheblanksontheirown.Onpage31isaboxwithsentencesinblack.Readthemandfillintheblankswithacorrectwordgiven.Makechangestotheformifnecessary.2.Checktheanswers.3.    Askstudentstomakesentenceswiththewords.Step3(2)Write1.Readingane-mail.Readtheinstructionstotheclass.2.Explainthee-mailandsomelanguagepoints.Wantsb.todosth./besure/infact/beshy/wanttodosth./letsb.down/beterrifiedofdoingsth./thinkof/comeupwith3.Guidestudentstowritethereply.Studentsarerequiredtofinishitindividually.4.Getoneortwoandexplaintheirmistakes.Step4Summary Step5HomeworkFinishtheexercisesinUnit4.SectionB:TheSixththPeriod(Section1,2,3)Goals●Toknowtheproblemsandaccidentstheteenagershave..●GoonTheSubjunctiveMood●Tomastersomelanguagepoints.Difficultpoint:Howtounderstandthearticlewell?TeachingAids:ComputerpowerpointTaperecorderTeachingProcedures:Step1RevisionReviewsomeusefulexpressionsintheFifthperiod.Makespeech/infact/wantsb.todosth./wanttodosth./letsb.down/comeupwithStep2LeadinLeadinSection1bytalkingingroups.Discussthese:Haveyoueverseenaccidents?Whatkindsofaccidentsdoyouknow?Whatisthebiggestproblemateenagerhas?Step3Section2 1.   Havestudentsreadthereadingmaterials.2.    Answersomequestionsaboutthetwopages.Whatwouldyoudoifyouburnedyourselfbyaccident?Whatwouldyoudoifyouinjuredyourknee?Whatwouldyoudoifsomeoneofferyoucigarettes?Whatwouldyoudoifyougetpimples?Step4Languagepointsexplanationkindsof/byaccident/hurrytodosth./findout/stopdoingsth./morethan/afew/ofcourse/tellsb.todosth./agreetodosth./inapublicplace/asksb.forStep5Section33aAskstudentstopooltheknowledgetheyhavetoanswerthetwoquestions.Step63bAskstudentstogothroughtheaccidentsmentionedinthereadingthendiscuss.Step7Summary1.    Accidentsandproblemsteenagershave.2.PayattentiontotheSubjunctiveMood3.Remembertheusefulexpressions.Step8Homework1.Finishtheexercisesinunit4 2.Reviewthelanguagepoints.Unit5ItmustbelongtoCarla．The1stPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularybelong,belongto,plate,author,toy,picnic（2）TargetLanguageWhosebookisthis?ItmustbeMary’s．WandaWilburisherfavouriteauthor．2．AbilityObjects（1）Trainstudents’listeningskill．（2）Trainstudents’communicativecompetenceusingthetargetlanguage．3．MoralObjectsWhenyouareonapicnic,remembertobringlitterbacktokeepourenvironmentcleanandtidy．Ⅱ．TeachingKeyPoints1．Keyvocabulary2．TargetlanguageⅢ．TeachingDifficultPoints1．Listenforthetargetlanguage2．OralpracticeusingthetargetlanguageⅣ．TeachingMethods1．Sceneteachingmethod2．Listeningmethod3．PairworkⅤ．TeachingAids 1．Blackboarddrawings2．Ataperecorder3．AprojectorⅥ．TeachingProceduresStepIRevisionCheckhomework．Invitedifferentstudentstosaytheanswerstotheexercisesonpages12～14oftheworkbook．StepⅡ1aThisactivityintroducesthekeyvocabulary．Writethekeyvocabularywordsontheblackboard．belongv．belongtoplaten．authorn．toyn．picnicn．Saythewordsonebyoneandhavestudentsrepeatseveraltimesuntiltheycanreadthemfluentlyandaccurately．Askdifferentstudentstoexplainintheirownwordsthemeaningsofthewordsbelongto,authorandpicnic．Belongmeanstobeownedbysomebody．Anauthorisawriterofabookoraplay．Apicnicisamealeatenoutofdoors．Theninvitetwostudentstodrawaplatenexttothewordplateandatoycarnexttotoy．Focusattentiononthepicture．Havestudentspointtoeachitemandsayitsname．Callstudentsattentiontothechartwiththeheadlinesclothing．Funthingsandkitchenthingsatthetop．Invitedifferentstudentstoexplainthemeaningsofthecolumnheads．Say,Pleaselookatthepictureandwritethethingsyouseeinthecorrectcolumnsinthechart．Pointoutthesampleanswers．Get studentstocompletethetaskontheirown．Astheywork,movearoundtheroomcheckingtheirprogressandansweringanyquestionstheymayhave．Showthecorrectanswersonthescreenbyaprojector．ClothingFunthingsKitchenThingshatvolleyballplatejacketCDcupsT-shirttoycarmagazinebookStepⅢlbThisactivitygivesstudentspracticeinunderstandingthetargetlangugageinspokenconversation．Callstudents’attentiontothechart．Setatimelimitoftwominutes．Studentsreadthepersons,thethingsandthereasons．Say,Youwillhearaconversation．Asyoulisten,drawlinestoconnectthepersoninthefirstcolumnwiththethinginthesecondcolumn．Thendrawanotherlinetoconnectthethinginthesecondlinewiththereasoninthethirdcolumn．Pointoutthesampleanswer．Say,ThenameCarlainthefirstcolumnconnectstovolleyballinthesecondcolumnbecausethat’sthethingtheyaretalkingabout．Andthewordvolleyballinthesecondcolumnconnectswiththesentenceshelovesvolleyballinthethirdcolumn．Playtherecordingthefirsttime．Studentsonlylisten．Playtherecordingagain．Thistimestudentslistenandmatcheachpersonwithathingandareason．Checktheanswers． AnswersJane’slittlebrother—toycar—Hewastheonlylittlekidatthepicnic．Mary—book—WandaWilburisherfavouriteauthor．Carla—volleyball—Shelovesvolleyball．DengWen—magazine—Helovescats．Grace—CD—Shealwayslistenstoclassicalmusic．TapescriptGirl1:Whosevolleyballisthis?Boy1:ItmustbeCarla’s．Shelovesvolleyball．Girl1:Howaboutthistoycar?Girl2:Oh,thattoycarmustbelongtoJane’slittlebrother．Hewastheonlylittlekidatthepicnic．AndthemagazinemustbelongtoDengWen．Helovescats．Boy1:Oh,andlook,someoneleftabook．Girl2:Oh,yeah…ThisbookmustbeMary’s．WandaWilburisherfavouriteauthor．Girl1:OK…andhowaboutthisCD?Girl2:Hmmmmm…TheCDmustbelongtoGrace．Shealwayslistenstoclassicalmusic．StepⅣ1cThisactivityprovidesoralpracticeusingthetargetlanguage．PointtothepictureinActivitylb．Invitepairofstudentstosaytheconversationinthespeechbubbles．SA:Whosevolleyballisthis?SB:ItmustbeCarla’s．Shelovesvolleyball．Pointouttheconversationinthebox．Inviteanotherpairofstudentstosayittotheclass．SA:Whosebookisthis?SB:ItmustbeMary’s．WandaWilburisherfavouriteauthor．Writetheconversationontheblackboard．PointoutthechartinActivity1b．Say． Nowworkwithapartner．Startbyreadingtheconversationsinthepictureandinthebox:ThenmakeconversationsusingtheinformationinthechartinActivity1b．Talkaboutwhoeachthingmightbelongtoandgiveareason．Getstudentstopracticeinpairs．Astheywork,movearoundtheclassroomlisteninginonvariouspairsandofferinghelpwithlanguageandpronunciationasneeded．Afterallthestudentshavehadanopportunitytoaskandanswerquestions,stoptheactivity．Getdifferentpairsofstudentstosaytheirconversationstotheclass．StepⅤSummarySay,Inthisclass,we’velearnedthekeyvocabularywordsbelongto,plate,author,toyandpicnicanddonemuchlisteningandoralpracticeusingthetargetlanguage．StepⅥHomework（1）Sayandrememberthespellingofthevocabularywords．（2）SaytheconversationsinActivity1ctogetafurtherunderstandingofthetargetlanguage．StepⅦBlackboardDesignUnit5ItmustbelongtoCarla．SectionATheFirstPeriod1．Keyvocabulary:belongv．belongtoplaten．authorn．toyn．picnicn．2．Targetlanguage:Whosebookisthis?ItmustbeMary’s．WandaWilburisherfavouriteauthor．Unit5ItmustbelongtoCarla．The2ndPeriod Ⅰ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularyband,hairband（2）TargetLanguageWhosenotebookisthis?ItmustbeNing’s．Ithashernameonit．WhoseFrenchbookisthis?ItcouldbeAli’s．ShestudiesFrench．Whoseguitaristhis?ItmightbelongtoAlice．Sheplaystheguitar．WhoseT-shirtisthis?Itcan’tbeJohn’s．It’smuchtoosmallforhim．2．AbilityObjects（1）Trainstudents’listeningskill．（2）Trainstudents’writingskill．（3）Trainstudents’abilitytodeduce．3．MoralObjectUseyourmind,thenmakeinferencescorrectly．Ⅱ．TeachingKeyPoints1．Listeningandwritingpracticeusingthetargetlanguage．2．Makeinferencesusingthetargetlanguage．Ⅲ．TeachingDifficultPointMakeinferencesusingthetargetlanguage．Ⅳ．TeachingMethods1．Practicemethod2．AgameⅤ．TeachingAids1．Ataperecorder2．RealobjectsⅥ．TeachingProcedures StepIRevisionRevisetheconversationsinlb．Getdifferentpairsofstudentstotalkaboutwhoeachthingmightbelongtoandgiveareason．StepⅡ2aThisactivityprovideslisteningpracticeusingthetargetlanguage．Usingahairband,teachstudentstopracticethewordshairband,Pointtothenumberedlistwithblanklinesaftereachnumber．Say．BobandAnnafoundabackpackinfrontoftheirschool．Listenandwritedownthethingsinthebackpack．Pointoutthesampleanswer．Playtherecordingthefirsttime．Studentsonlylisten．Playtherecordingasecondtime．Studentswritethecorrectwordsineachblank．Checktheanswers．StepⅢ2bThisactivityprovideslisteningandwritingpracticeusingthetargetlanguage．Callstudents’attentiontothechart．Pointtothenumberedlistofsentenceswhichcontainablank．Readthesentencestotheclasssayingblankwhencomingtoawrite-online．Say,Youaretohearthesamerecordingagain．Thistimepleasefillintheblanksinthesesentencesusingthewordsmust,might,couldorcan’t．Pointoutthesampleanswer．Playtherecording．Studentslistenandfillintheblanks．Checktheanswers．Pointtotheboxthatcontainstheexplanationsofhowtousethewordsmust,might,couldandcan’t．Readtheexplanationstotheclass．Use"must"toshowthatyouthinksomethingisprobablytrue．Use"might"or"could"toshowthatyouthinksomethingispossiblytrue． Use"can’t"toshowthatyouarealmostsuresomethingisnottrue．Andthenhavedifferentstudentsexplaininhis/herownwordswhateachwordmeans．Encouragestudentstomaketheirownsentencesusingthesewords．Forexample,forthewordmust,astudentmightsay,TheEnglishmagazinemustbeLiLei’s．HelikesreadingEnglishmagazinesverymuch．StepⅥ2cThisactivityprovideswritingpracticeusingvocabularyintroducedintheunit．Readtheinstructionstotheclass．Pointtothelistofsentencesthatcontainablank．Say,Pleasefillintheblankswiththewordsfromthisunit．Someanswerswillvary．Elicitthefirstanswerfromtheclass（Thenotebookmust/mightbeMing’s．Itwasonherdesk）．Getstudentstocompletethetaskontheirown．Asstudentswork,movearoundtheclassroomansweringanyquestionstheymayhaveandofferinghelpasneeded．Checktheanswers．StepⅤGrammarFocusAskstudentstosaythequestionsandanswersinpairs．Atthesametime,writethemontheblackboard．SA:Whosenotebookisthis?SB:ItmustbeNing’s．Ithashernameonit．SA:WhoseFrenchbookisthis?SB:ItcouldbeAli’s．ShestudiesFrench．SA:Whoseguitaristhis?SB:ItmightbelongtoAlice．Sheplaystheguitar．SA:WhoseT-shirtisthis?SB:Itcan’tbeJohn’s．It’smuchtoosmallforhim．Inviteastudenttounderlinethewordsmust,could,mightandcan’tandthenwritetheminalistontheblackboard．Askstudents,whatdoesitmeanwhenyousaysomethingmustbetrue? Howsureareyouthatitistrue?100percent?50percent?10percent?Whenastudentanswers100percent,writeitnexttothewordmustontheblackboard．Repeattheprocesswiththewordsmight,couldandcan’t．OptionalactivityAskallbutfourstudentstoputtheirheadsdownontheirdesks．Meanwhile,collectoneitemeachfromthefourstudents．Playthegamelikethis:T:（Holdingupapen）Whosepenisthis?S1:ItcouldbeLiLei’s．T:LiLei,isthisyourpen?L:No,itisn’t．T:Itcan’tbeLiLei’s．Hesaysit’snothis．S2:ItmightbeWuJun’s．T:WuJun,isthisyourpen?W:Yes,itis．T:Hesaysit’shis．ThepenmustbeWuJun’s．（Holdingupanotebook）Whosenotebookisthis?S3:ItmustbeLiNa’s．Igaveittoherasabirthdaypresent．Repeattheprocesswiththeotheritems．StepⅥSummarySay,Inthisclass,we’veclonesomelisteningandwritingpracticeusing’thetargetlanguage．Andwe’velearnedhowtomakeinferencesusingthewordsmust,might,couldandcan’t．StepⅦHomeworkMaketwosentenceseachusingthewordsmust,could,mightandcan’t．StepⅧBlackboardDesignUnit5ItmustbelongtoCarla．SectionATheSecondPeriodTargetlanguage:A:Whoseguitaristhis? A:Whosenotebookisthis?B:ItmustbeNing’s．Ithashernameonit．A:WhoseFrenchbookisthis?B:ItcouldbeAli’sShestudiesFrench．must100%could20%～80%might20%～80%can’t0%B:ItmightbelongtoAlice．Sheplaystheguitar．A:WhoseT-shirtisthis?B:Itcan’tbeJohn’s．It’smuchtoosmallforhim．Unit5ItmustbelongtoCarla．The3rdPeriodI．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularydrop,symphony,optometrist,appointment,algebra,crucial,count,becauseof,Chinese-Englishdictionary,OxfordUniversity（2）TargetLanguageWhatdoyouthink"anxious"means?Well,itcan’tmean"happy"．Itmightmean"worried"．Oh,yes,sheisworriedbecauseofhertest．Herearesomeearrings．Theownercan’tbeaboy．Well,itcouldbeaboy．Theearringsmightbeapresentforhismother．2．AbilityObjects（1）Trainstudents’readingskill．（2）Trainstudents’communicativecompetenceusingthetargetlanguage．MoralObject Whenyouareintrouble,sendane-mailmessagetoyourfriendstoaskforhelp．Ⅱ．TeachingKeyPoints1．Readingpractice2．OralpracticeusingthetargetlanguageⅢ．TeachingDifficultPoints1．Keyvocabulary2．TargetlanguageⅣ．TeachingMethods1．Practicemethod2．Pairwork3．AgameⅤ．TeachingAidTheblackboardⅥ．TeachingProceduresStepIRevisionRevisetheusageofthewordsmust,might,couldandcan’tbycheckinghomework．Askstudentstoexchangetheirexercisesbooksandhelpcorrectanyerrorswitheachother,Astheyaredoingthis,movearoundtheclassroomofferinglanguagesupportasneeded．Theninvitedifferentstudentstosaytheirsentencestotheclass．StepⅡ3aThisactivityprovidesreadingpracticeusingthetargetlanguage．Callstudents’attentiontothepicture．Askstudentstotellwhat’shappeninginthepicture．T:What’sthegirldoing?Ss:Sheisusingthecomputertowritee-mail．Pointtothepartsofthee-mailmessage．Tellstudentsthatthisisthemessagethegirlinthepicturewrites．Say,Rightnowthepartsareinthewrongorder．Whentheyareintheright order,theywillmakeaclearmessage．Nowpleasereadthepartscarefully．Numbertheminorder．Whenyouaredoingthis,youwillmeetwithsomewordsyoudon’tknow．Don’tworrytoomuchaboutthem．Justcirclethem．We’lltalkaboutwhattheymeanlater．Getstudentstocompletethetaskontheirown．Pointoutthesampleanswer．Say．Thefirstsentenceofthee-mailmessageisI’mreallyanxious,becauseIcan’tfindmybackpack．Checktheanswers．AnswersThenotesshouldbenumberedinthisorder:5,2,4,3,1circledwordsmightincludeanxious,symphonyhall,algebra,optometristappointment,crucial,count,dropStepⅢ3bThisactivityprovidesoralpracticeusingthetargetlanguage．Readtheinstructionstotheclass．Pointtothesampleconversation．Inviteapairofstudentstosayittotheclass．SA:Whatdoyouthink"anxious"mean?SB:Well,itcan’tmean"happy"．SA:Itmightmean"worried"．SB:Oh,yes．Sheisworriedbecauseofhertest．Writetheconversationontheblackboard．Say,YouaretotalkaboutthecircledwordsinActivity3a．Usethewordscan’t,must,couldormightasinthesample．Getstudentstoworkwithapartner．Astheyworkinpairs,movearoundtheclassroomhelpingstudentswithpronunciationandansweringanyquestionstheymayhave．Sometimelater,stoptheactivity．Askdifferentstudentstosharetheirconversationswiththeclass．Makealistofthewordsstudentsaretalkingaboutonthe blackboard．dropv．symphonyn．opotometristn．appointmentn．algebran．crucialadj．countv．becauseofPracticethepronunciationofthesewordsandexplainthemeaningofeachword．OptionalactivityHavestudentswritethenewwordsinActivity3baswellasothernewwordsinthisunitwiththelettersinscrambledorderandthenputtwospacesaftereachword．Askastudenttowritethecorrectspellinginthefirstspace．Askanotherstudenttowritethemeaningofthewordinthesecondspace．Forexample:xosainuanxiousworriedcuilarccrucialaegarblStepⅣPart4Thisactivityprovidesoralpracticeusingthetargetlanguage．Callstudents’attentiontothepicture．Getstudentstonameeachiteminit．WritethenewwordsChinese-EnglishdictionaryandOxfordUniversityontheblackboard．Pointtothesampleconversation．Inviteapairofstudentstoreadittotheclass．SA:Herearesomeearrings．Theownercan’tbeaboy．SB:Well,itcouldbeaboy．Theearringsmightbeapresentforhismother． Writetheconversationontheblackboard．Explainthemeaningofeachsentence．FocusattentiononthechartwiththeheadlinesCan’t,Could/mightandMustatthetop．Pointoutthesampleanswer．Readtheinstructionstotheclass．Getstudentstocompletethetaskinpairs．Asthepairsworktogether,movearoundtheclassroomhelpingstudentswithpronunciation,sentenceformationoranythingelsetheyaskforhelpwith．Asksomepairstosaytheirconversationstotheclass．Note:Answerstothechartwillvary．StepⅤSummarySay,Inthisclass,we’velearnedsomevocabularywords,suchasdrop,symphony．Andwe’vedonemuchoralpracticeusingthetargetlanguage．StepⅥHomework1．ReadtheletterinActivity3aagainforfurtherunderstandingofthevocabularywords．2．ReadtheconversationsinActivities3band4againforfurtherunderstandingofthetargetlanguage．3．Finishofftheexercisesonpages15～16oftheworkbook．StepⅦBlackboardDesignUnit5ItmustbelongtoCarla．SectionATheThirdPeriod1．Vocabularywords:dropv．symphonyn．optometristn．appointmentm2．Targetlanguage:（1）A:Whatdoyouthink"anxious"mean?B:Well,itcan’tmean"happy"．A:Itmightmean"worried"． algebran．crucialadj．countv．becauseofChinese-EnglishdictionaryOxfordUniversityB:Oh,yes．Sheisworriedbecauseofhertest．（2）A:Herearesomeearrings．Theownercan’tbeaboy．B:Welt,itcouldbeaboy．Theearringsmightbeapresentforhismother．Unit5ItmustbelongtoCarla．The4thPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularychase,creature（2）TargetLanguageWhydoyouthinkthemanisrunning?Hecouldberunningforexercise．No,he’swearingasuit．Hemightberunningtocatchabus．2．AbilityObjects（1）Trainstudents’listeningskill．（2）Trainstudents’writingskill．3．MoralObjectTheUFOandalienarebothunreal．Asstudents,wemustworkhardtoexploretheuniverseinthefuture．Ⅱ．TeachingKeyPoints1．Listeningpractice2．WritingpracticeⅢ．TeachingDifficultPoints1．Writeasentenceabouteachpicture．2．Writetwoorthreesentencestofinishthestory． 3．Listenandcompletethesentences．Ⅳ．TeachingMethods1．Listeningmethod2．Writingmethod3．PairworkⅤ．TeachingAids1．Ataperecorder2．AprojectorⅥ．TeachingProceduresStepⅠRevision1．InviteastudenttoreadthethankyoumessageLindawrotetoAnnatotheclass．2．GetdifferentpairsofstudentstoreadtheconversationsinActivities3band4．3．Checkanswerstotheexercisesonpages15～16oftheworkbook．StepⅡPartlThisactivityprovideswritingpracticeusingthetargetlanguage．Readtheinstructionstotheclass．Readthewordsintheboxandhavestudentsrepeatseveraltimes．Invitedifferentstudentstoexplainthemeaningofeachwordintheirownwords．Getstudentstolookatthethreepicturescarefully．Say,Youaretousethewordsfromtheboxtowriteasentenceabouteachpicture．Pointoutwheretowritethesentences．Askastudenttosaythesampleanswertotheclass．Getstudentstocompletetheactivityindividually．Asstudentswork,walkaroundtheclassroomofferinglanguagesupportasneeded．Checktheanswersontheblackboard．Answersa．TheUFOislanding． b．Thealienischasingtheman．c．Themanisrunning．StepⅢ2aThisactivitygivesstudentspracticeunderstandingandwritingthetargetlanguageinspokenconversation．Readtheinstructionstotheclass．PointtothethreepicturesinActivity1．Say,Youwillhearaconversationaboutthesepictures．Asyoulisten,writeanumberintheboxintheleftcornerofeachpicturetoshowtheorderoftheevents．Pointoutthesampleanswerintheboxofthethirdpicture．Say,Youwillhearthemanisrunningfirst．Playtherecordingthefirsttime．Studentsonlylisten．Playtherecordingagain．Thistimestudentslistenandnumberthepictures．Checktheanswers．AnswersThepicturesshouldbenumberedinthisorder:2,3,1TapescriptMan:Hey,lookatthemanrunningdownthestreet．Iwonderwhat’shappening．Woman:Hecouldberunningforexercise．Man:Buthe’swearingasuit．Woman:Well,hemightbelateforwork．Man:Helookskindofscared．Woman:Oh,no!What’sthat?Man:Where?Woman:There’ssomethinginthesky．Man:Itcouldbeahelicopter．Woman:No,itcan’tbeahelicopter．It’stoobig．ItmustbeaUFO．Man:AUFO?What’sgoingon? Woman:Look,nowtheUFOislanding…Man:Andthere’sastrangecreaturegettingout．Itmustbeanalien．Woman:Andthealienischasingtheman!Imustbedreaming．Man:Maybeweshouldcallthepolice．（pause）Hey,waitaminute．What’sthat?Woman:Where?Man:Overthere．Woman:It’sawomanwithacamera．Man:ShecouldbefromtheTVnews．Woman:No,lookatallthoseotherpeople．Theyareactors．Oh!Theymustbemakingamovie．Encouragestudentstowritetwoorthreesentencestofinishthestory．Answerswillvary．Writeasampleversionontheblackboard．Askstudentstouseitasamodel．AsampleversionMan:That’sright．Itmustbeinteresting．Whynotgoandseehowtheyaremakingamovie?Woman:Goodidea!StepⅣ2bThisactivitygivesstudentspracticelisteningtoandwritingthetargetlanguage．PointtothechartwithsentencestartersTheysee…Themansays…andThewomansays…Say,Youaretolistentothesamerecordingagain．Andcompleteeachsentence．Pointoutthesampleanswers．Say,Theyseeamanrunning．Themansayshecouldberunningforexercise．Thewomansayshemightbelateforwork．Explainthemeaningofthewordcreaturetothestudents．Playtherecordingonceortwice,usingthePausebuttonasnecessary．Showtheanswersonthescreenbyaprojectorsothatstudentscancheckthespellingandotherdetailsoftheiranswers． Themansays…1．Hecouldberunningforexercise．2．Itcouldbeahelicopter．3．ItmustbeanAlien．4．ShecouldbefromtheTVnews．Thewomansays…Hemightbelateforwork．ItmustbeaUFO．Imustbedreaming．TheymustbemakingamovieStepⅤ2cThisactivityprovidesoralpracticeusingthetargetlanguage．Pointoutthesampleconversationinthebox．Inviteapairofstudentstoreadittotheclass．SA:Whydoyouthinkthemanisrunning?SB:Hecouldberunningforexercise．SA:No,he’swearingasuit．Hemightberunningtocatchabus．Writeitontheblackboard．Say,Nowworkwithapartner．Startbyreadingtheconversationintheboxwithyourpartner．ThenroleplayconversationsusinginformationinActivity2b．Getstudentstoworkinpairs．Asthepairsworktogether,walkaroundtheclassroomlisteninginonvariouspairsandofferinghelpneeded．Askseveralpairstosaytheirconversationstotheclass．StepⅥSummarySay,Inthisclass,we’vemainlydonemuchlisteningandwritingpracticeusingthetargetlanguage．StepⅦHomeworkAskstudentstocollectpicturesofdifferentkindsandthentalkabout themusingmust,could,mightandcan’t．StepⅧBlackboardDesignUnit5ItmustbelongtoCarla．SectionBTheFourthPeriod1．AnswerstoActivity1:a．TheUFOislanding．b．Thealienischasingtheman．c．Themanisrunning．2．AsampleversiontoActivity2a:Man:That’sright．Itmustbeinteresting．Whynotgoandseehowtheyaremakingamovie?Woman:Goodidea．3．Targetlanguage:A:Whydoyouthinkthemanisrunning?B:Hecouldberunningforexercise．A:No,he’swearingasuit．Hemightberunningtocatchabus．Unit5ItmustbelongtoCarla．The5thPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularyextremely,worried,neighbor,garbage,mystery,director,escape,ocean（2）TargetLanguageInmydream,Iwasswimminginanoceanofpaper．Maybeitmeansyou’reafraidoftoomuchhomework!2．AbilityObjects （1）Trainstudents’readingskill．（2）Trainstudents’writingskill．（3）Trainstudents’integratingskills．3．MoralObjectEveryonehashadadream．Butdon’tdreamawayyourtime．Ⅱ．TeachingKeyPoints1．Keyvocabulary2．Readingpractice3．WritingpracticeⅢ．TeachingDifficultPoints1．Readingpractice2．WritingpracticeⅣ．TeachingMethods1．Practicemethod2．GroupworkⅤ．TeachingAidAprojectorⅥ．TeachingproceduresStepⅠRevisionCheckhomework．Collectpicturesfromstudentsontheteacher’sdesk．Holduponeatatimeandaskstudentstodescribeitusingthetargetlanguageintroducedintheprecedingclasses．Forexample:T:（Holdingupapicturewithaboyswimminginanoceanofbooks）Whatdoyouthinkishappeningtothepersoninthepicture?S1:Hemustbeastudent．S2:Hecouldbehavingadream．S3:Hemightlikereadingbooks．StepⅡ3aThisactivityprovidesreadingpracticeusingthetargetlanguage．Showthekeyvocabularywordsonpage38onthescreenbyaprojector．extremelyadv．极其；非常 worriedadj．烦恼的；焦虑的neighborn．邻居；邻人garbagen．垃圾；废料mysteryn．神秘的事物；不可思议的事物，directorn．决策者；董事；导演escapev．逃跑；逃走oceann．大海；海洋Saythewordsonebyoneandhavestudentsrepeatseveraltimesuntiltheycanpronouncethemfluentlyandaccurately．ReadthetitleofthenewspaperarticlestrangeeventsinBellTowerneighborhoodtotheclass．Andthenpointtothepictureandaskstudents．Howisthepersonfeeling?Helpstudentstoanswer．Heisconfusedandupset．Callstudents’attentiontothearticle．Readittotheclass．Say,NowpleasereadthearticleindividuallyandunderlinewhatpeoplethinkcouldbecausingthestrangethingsthatarehappeninginBellTower．Pointoutthesampleanswer．Getstudentstocompletethetaskindividually．Astheywork,walkaroundtheclassroomansweringanyquestionstheymayhaveandofferinghelpasneeded．Checktheanswers．Answersananimal,teenagers,thewind,adogStepⅢ3bThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage．Getstudentstodiscussanywordsorsentencestheydon’tknowinActivity3awithoneanother．Callstudents’attentiontothethreesetsofnotes．Askdifferentstudentstoreadthemtotheclass．Chufamily--latenightfootstepsinthehallway--mightbetheneighborsLaoZheng--someonetryingtogetinthewindow--mightbethewind XiaoNing--findsgarbageinfrontofherhouse--mightbecatsSay,YouaretowriteanotherparagraphaboutBellTownusingthesenotes．YoumayusethearticleinActivity3aasamodel．Askstudentstowritetheirparagraphsontheirownintheexercisebooks．Astheywork,movearoundtheclassroomofferinglanguagesupportasneeded．Getafewstudentstoreadtheirworkstotheclass．Answerswillvary．Writethesampleversionontheblackboard．AsampleversionThesedays,somethingunusualishappeninginmyneighborhood．Mr．Chuoftenhearsfootstepsinthehallwayatlatenight．Hiswifethinksitmightbetheneighbors．LaoZheng,aretiredworker,sawsomeonetryingtogetinthewindowoneevening．Later,hefounditmightbethewind．XiaoNing,aJunior2student,oftenfindsgarbageinfrontofherhouse．Hermotherthinksitmightbecats．Butshedoesn’tthinkso．Myneighborhoodusedtobequiet．Butnoweveryoneisworried．Idon’tknowwhattodo．StepⅣ3cThisactivityprovideswritingpracticeusingthetargetlanguage．ReadthetitleNomoremysteryinBellTowerneighborhoodtotheclassandexplainthemeaningofthewordmystery．Inviteastudenttoreadtheopeningsentencestotheclass．Dividetheclassintogroupsoffourtodiscusswhatshouldbeincludedinthearticle．Twoorthreeminuteslater,stoptheactivity．Say,NowpleasefinishthearticleaboutthestrangeeventsinBellTower．Usetheideasyoudiscussedalongwithoriginalideasofyourowntocompletethearticle．Getstudentstocompletethetaskontheirownintheexercisebooks．Astheyarewriting,movearoundtheclassroomofferinghelpasneeded．Asksomestudentstoreadtheirarticlestotheclass．Collectstudents’worksandwriteacommentoneachpaperbeforereturningthem． StepⅤPart4Thisactivityprovidesreading,writing,listeningandspeakingpracticeusingthetargetlanguage．Readtheinstructionstotheclass．Pointtothepicture．Askstudentstotellwhatishappeninginit．Inviteapairofstudentstoreadthesampleconversationintheboxtotheclass．SA:Inmydream,Iwasswimminginanoceanofpaper．SB:Maybeitmeansyou’reafraidoftoomuchhomework．Say,OnceIhadadream．Inmydream,Iwaseatingastatedinner．Whatmightthedreammean?Studentsmayanswer．Maybeitmeansyouaretoohungry．Say．ThinkofadreamyouhadrecentlyandtellyourclassmatesaboutitYourclassmatesguesswhatthedreammightmean．Pleaseworkwithapartner．Startpracticebyreadingthesampleconversation．Asthepairsworktogether,walkaroundtheroomofferinghelpwithpronunciationandlanguage．Askdifferentpairstotelltheclassabouttheirdreamandwhattheymaymean．StepⅥSummarySay,Inthisclass,we’vemainlydonemuchreadingandwritingpracticeusingthetargetlanguage．We’velearnedsomevocabularywordsaswell．StepⅦHomework1．RereadthenewspaperarticleinActivity3a．2．ReviewtheparagraphinActivity3b,StepⅧBlackboardDesignUnit5ItmustbelongtoCarla．SectionBTheFifthPeriodAsampleversiontoActivity3b: Thesedays,somethingunusualishappeninginmyneighborhood．Mr．Chuoftenhearsfootstepsinthehallwayatlatenight．Hiswifethinksitmightbetheneighbors．LaoZheng,aretiredworker,sawsomeonetryingtogetinthewindowoneevening．Later,hefounditmightbethewind．XiaoNing,aJunior2student,oftenfindsgarbageinfrontofherhouse．Hermotherthinksitmightbecats．Butshedoesn’tthinkso．Myneighborhoodusedtobequiet．Butnoweveryoneisworried．Idon’tknowwhattodo．Unit5ItmustbelongtoCarla．The6thPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularyfinger,stone,ant,poor,dishonest,bark,wake,pretend,useup,attempt（2）Fillinblanksandmakesentencesusingvocabularywords．（3）Learnsomeproverbs．（4）Circlethewordthatdoesn’tbelong．2．AbilityObjects（1）Trainstudents’writingskill．（2）Trainstudents’abilityofreadingcomprehension．（3）Trainstudents’abilityofclarifying．3．MoralObjectWe’llbenefitalotbylearningproverbs．Ⅱ．TeachingKeyPoints1．Makesentencesusingvocabularywords．2．Saythemeaningsofdifferentproverbsinyourownwords．3．Circlethewordthatdoesn’tbelong． Ⅲ．TeachingDifficultPoints1．Makesentencesusingvocabularywords．2．Saythemeaningsofdifferentproverbsinyourownwords．Ⅳ．TeachingMethodTeachingbyexplanationⅤ．TeachingAidAprojectorⅥ．TeachingProceduresStepⅠRevisionAskseveralstudentstoreadthenewspaperarticleinActivity3atotheclass．StepⅡPart1Thisactivityprovidesacomprehensivereviewofvocabularypresentedintheunit．Focusattentiononthebox．Inviteastudenttoreadthevocabularywordsatthetop．anxiousstrangeworriedcarefulfavouriteSay,Youaretofillintheblankswiththewords．Insomecases,youmayneedtouseanotherformoftheword,forexampleadjustingfortenseorsubject/verbagreement．AskstudentstofillintheblanksontheirOwn．Checktheanswers．Fivestudentseachreadasentence,fillingintheblanks．Therestofthestudentschecktheiranswers．Answers1．favourite2．careful3．anxious4．worried5．strangeAskstudentstomaketheirownsentenceswiththewords,preferablysentencesthataremeaningful．Movearoundtheroom．Collectafewstudents’answerswithmistakesontheblackboard．Helpcorrectthemistakes．Sampleanswers1．What’syourfavouritesong? 2．Becarefulwhilecrossingaroad．3．Weareanxiousforhissafety．4．Youdon’thavetobeworriedaboutme．5．Ihadastrangedreamlastnight．StepⅢPart2Thisactivityprovidesreading,writing,listeningandspeakingpracticeusingthetargetlanguage．Showthevocabularywordsonthescreenbyaprojector．fingern．手指stonen．石头；石块antn．蚂蚁pooradj．贫穷的；贫困的dishonestadj．不诚实的barkv．（狗等）吠声；叫声wakev．唤醒；弄醒pretendv．假装；佯若useup用完；用光；耗尽attemptv．认试图；企图Saythewordsandhavestudentsrepeatthemuntiltheycanpronouncethemfluentlyandaccurately．Readtheinstructionstotheclass．Explaintothestudentsthataproverbisashortwell-knownsayingthatstatesageneraltruthorgivesadvice．Readthefirstproverbtotheclass．Onefingercannotliftasmallstone．Elicittheinterpretationfromthestudents（It’sbettertohavehelptodoevensmalljobs）．Say,Pleasereadtheproverbs,Discusswithyourclassmateswhattheymightmean．Getstudentstoworkingroupsoffour．Asthegroupsworktogether,walkaroundtheroomtomakesurethatstudentsarediscussingthetopicinEnglish．Invitedifferentstudentsto saywhattheythinkeachproverbmeans．Therecanbemorethanoneinterpretationforeachproverb．Checktheanswersbyshowingthesampleanswersonthescreenbyaprojector．sampleanswers1．It’sbettertohavehelptodoevensmalljobs．2．Differentpeoplehavedifferentperspectivesonthings．3．It’sbettertobepoorandhonestthanrichanddishonest．4．Silentpeopleandanimalmaybethinkingabouthurtingyou．5．Don’ttryhelpingpeopleiftheydon’twantyourhelp．6．Therearedifferentwaysoflearning,butdoingisbest．7．Forgetaboutthingsthatareoveranddonewith．8．Ateacherhelpstosetastudent’sattitudesinlife．9．Peopleshouldnotbeafraidofaskingforhelp．CulturenoteEachculturehasproverbsthatareuniquetoit．Thesaying,"Ifyouwanttoknowapeople．knowtheirproverbs"illustratesthis．StepⅥPart3Thisactivityfocusesonthenewvocabularyintroducedinthisunit．Askstudentstoreadthefivelinesofwordsinthebox．1．escapeownerchaserun2．picniclunchdinneralien3．landappleicecreamchicken4．creaturealienexercisevisitor5．lostgrasstreeflowerPointoutthefirstline．Inthisline,escape,chaseandrunareallverbs．However,thewordownerisanoun．Sowecircleit．Nowpleasecirclethewordthatdoesn’tbelongineachline．Getstudentstocompletethetaskontheirown．Astheyaredoingthis,movearoundtheclassroomcheckingtheirprogressandofferinghelpasneeded．Checktheanswersbyaskingastudenttoreadhisorhercircledwords totheclass．Answers1．owner2．alien3．land4．exercise5．lostStepⅤJustforFun!Thisactivityprovidesreadingandspeakingpracticewiththetargetlanguage．Askallthestudentstoreadthecartoonstory．Askstudentswhyitisfunny．Helpstudentstoanswer．Theboysthinktheyaregoingtolandonanisland．Instead,theyhavelandedonthebackofawhale．OptionalactivityShowthecartoonpicturesonthescreenbyaprojector．Asktwostudentstoreadthespeechbubblestotheclass．Thenallthestudentsdiscusswhythecartoonisfunny．（ByBudBlake）（s’pose=suppose:假设）StepⅥSummarySay．Inthisclass,we’vepracticedfillinginblanksandmakingsentenceswithsomevocabularywordsintroducedinthisunit．Andwe’velearnedseveralproverbs．Step　ⅦHomework（1）ReadandremembertheproverbslearnedinActivity2．（2）Eachstudentcollectstenproverbs．（3）Finishofftheexercisesonpages16～17,oftheworkbook．StepⅧBlackboardDesignUnit5ItmustbelongtoCarlaSelfcheckTheSixthPeriodSampleanswerstoActivity1:1．What’syourfavouritesong? 2．Becarefulwhilecrossingaroad．3．Weareanxiousforhissafety．4．Youdon’thavetobeworriedaboutme．5．Ihadastrangedreamlastnight．Unit6IlikemusicthatIcandancetoThe1stPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularyprefer,lyric（2）TargetLanguageWhatkindofmusicdoyoulike?IlikemusicthatIcansingalongwith．Whataboutyou?Iprefermusicthathasgreatlyrics．2．AbilityObjects（1）Trainthestudentstoexpresspreferences．（2）Trainthestudents’listeningskill．3．MoralObjectLet’senjoymusic．Italwaysbringsushappiness．Ⅱ．TeachingKeyPoints1．KeyVocabularyprefer,lyric2．TargetLanguageⅢ．TeachingDifficultPoints1．Relativeclauseswiththat2．ThelisteningpracticeⅣ．TeachingMethods1．Chaindrill2．Pairwork Ⅴ．TeachingAids1．Ataperecorder2．SometapesofdifferentkindsofmusicⅥ．TeachingProceduresStepⅠRevision（1）Invitedifferentpairsofstudentstosaytheconversationslearnedinprecedingclasseswithbooksclosed．（2）ChecktheanswerstotheexercisesoftheworkbookbyaskingdifferentstudentstosaytheiranswerstotheClass．（3）Dictatesomeofthekeyvocabularywordspresentedinunits1～5．StepⅡ1aThisactivityintroducesthekeyvocabularyandtrainsthestudentstoexpresspreferenceswiththerelativeclause．Write…thatareredontheblackboard．Pointtoitandsayasentencewithit,Ilikeflowersthatarered．Askwhocanmakeanothersentencewithit．Theymaysay,Ilikeglovesthatarered．Ilikeshoesthatarered．Writeanotherphraseontheblackboard,…thatisbig．Helpthestudentstomakesentenceswithit．Playthetapesofdifferentkindsofmusicforthestudents,onlyashortpieceofeachtape．Say,Ilikemusicthatmakesmerelaxed．Writethesefourgroupsofwordsontheblackboard,…thathasgreatlyrics,…thatIcansingalongwith,…thatisn’ttooloud,…thatIcandanceto．Tellthestudentslyricsmeansthecontentsofthesongs．Askthestudents,Whatkindofmusicdoyoulike?Say,YoucananswerwithIlikemusic…,Ilovemusic…,Iprefermusic…Explainprefer=like…bettertothem．Getoneofthechildrentoanswerthequestion,thenletthischildasktheonenexttohim/herthesamequestion．Setoffachaindrill．Askthestudentstoopentheirtextbooksnow．ReadtheinstructionsofActivity1atothestudents．Makesuretheyunderstandeverything． Firsthavethemlookatthepicturesandcirclethesentencestheyagreewith．Readeachsentencetotheclassandaskthestudentstoraisetheirhandstoseeiftheyagree．Makeasurveytofindouthowtheclassfeelsabouteachitem．Discusstheresultofthesurveywiththeclass．Getthestudentstocompletethesentencetotellwhatkindofmusictheyenjoy．Asksomeofthestudentstosharetheirsentences．Writeanynewwordsorphrasesontheboardtohelpthemifnecessary．StepⅢ1bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation．Say,wewillhearTonyandBettytalkingaboutthekindsofmusiceachonelikes．Let’sseetheinstructionsfirst．Readtheinstructionstothestudents．Tellthemtotick（√）therightstatementswhiletheyarelistening．Readthethreeheadingsbeforeplayingthetape．Playthetapethefirsttimeandthestudentsonlylisten．Thenplayitforasecondtime．Thestudentstickintherightanswerboxes．Cheektheanswers．AnswersCandancetoHasgreatlyricsCansingalongwithTony√√Betty√√TapescriptBetty:Oh,look．There’sthenewCoolDudesCD．Tony:TheCoolDudes?Doyoulikethem?Betty:Oh,yeah．Theyaremyfavoriteband．IlikemusicthatIcandanceto．Tony:You’rekidding．Ithinkthey’reawful．Iprefermusicthathasgreatlyrics…musicthatIcansingalongwith．Betty:IlikesongsIcansingalongwithtoo．Sowhat’syourfavorite band?Tony:TheJitters．Theirwordsareinterestingand…StepⅣ1cThisactivityprovidesguidedoralpracticeusingthetargetlanguage．Readtheinstructionstothestudents．Firstaskapairofthestudentstoreadtheexampleinthebox,SA:Whatkindofmusicdoyoulike?SB:IlikemusicthatIcansingalongwith．Whataboutyou?SA:Iprefermusicthathasgreatlyrics．Thengetthemtoworkinpairs．Answerthequestionswiththeirownpreferences．Asthestudentsdothepractice,movearoundtheclassroomandgivethemsomehelp．Askseveralpairsofstudentstoperformtheirconversationsbeforetheclass．StepⅤSummarySay,Inthisclass,firstwe’velearnedtwonewkeywords,preferandlyrics．Thenwe’velearnedhowtoexpressreferencesbytalkingaboutmusic,usingrelativeclausewiththat．StepⅥHomeworkAskthestudentstowritethreesentenceswithIlikemusicthat…,Ilovemusicthat…,Iprefermusicthat…StepⅦBlackboardDesignUnit6IlikemusicIcandanceto．SectionATheFirstPeriod1．samplephrases…thatarered．…thatisbig．2．ExpressreferencesIlikemusicthat…Ilovemusicthat… Iprefermusicthat…SentencesIlikeflowersthatarered．Ilikethehousethatisbig．Relativeclausewiththat．…thathasgreatlyrics．…thatIcansingalongwith．…thatisn’ttooloud．…thatIcandanceto．Unit6IlikemusicthatIcandancetoTheSecondPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularygently（2）RelativeClasuewithwho2．AbilityObjects（1）Trainthestudents’listeningskill．（2）Trainthestudentstouserelativeclausewithwho．（3）Trainthestudentstomakecommunications,usingA:DoesXuFeiliketheModerns?B:No,hedoesn’t．Heprefers…3．MoralObjectThankthemusicianswhomakeourworldmorewonderful．Ⅱ．TeachingKeyPoints1．Thestudents’listeningskill．2．Therelativeclausewiththatandwho．3．MakecommunicationswiththequestioninActivity2c．Ⅲ．TeachingDifficultPoints1．Trainthestudents’listeningskill2．Makecommunicationsusing"DoesXuFeiliketheModerns?No,hedoesn’t．Heprefers… Ⅳ．TeachingMethods1．Listenanddotheexercises2．PairworkⅤ．TeachingAidAtaperecorderⅥ．TeachingProceduresStepⅠRevision（1）Revisetherelativeclausewiththatbyaskingwhatkindofmusicdoyoulike?Helpthemtoanswer,Ilikemusicthat…Ilovemusicthat…Iprefermusicthat…（2）Checkthehomeworkbyaskingsomestudentstosharetheirsentenceswiththeclass．StepⅡ2aThisactivityprovideslisteningpracticeusingthetargetlanguage．Readtheinstructionstothestudentsandmakesurethattheyknowwhattodo．Gooverthefouritemsintheboxwiththechildren．Tellthemthatrelativeclausewithwhoisusedtointroduceaperson．Giveanothersample,Amylikesteacherswhoworkhard．Helpthestudentstomakesomemoresimilarones．Explainthenewkeywordgentletothestudents．Tellthemgentlemeansquiet,careful,notroughorviolentusingChineseifnecessary．Tellthechildrenthatwearegoingtohearaboyandagirltalkingaboutthemusicandmusicianstheylike．Playtherecording．Studentsonlylistenthefirsttime．Playthetapeagain．AskthestudentstocircleTfortrueandFforfalse．Checktheanswers．Answers1．T2．F3．T4．TTapescriptBoy:Look,Carmen．TheseT-shirtsaregreat!Lookatthisone．Girl:That’sagreatshirt,XuFei．IreallyloveDanDerrish．Ilike musicianswhoplaydifferentkindsofmusic．Boy:Hmmm…he’sokay…Girl:He’sonlyokay?Youmustbejoking．Boy:Well…Ilikemusicianswhowritetheirownsongs．DanDerrishdoesn’twritehisownmusic．Girl:Hmm．Well,Ithinkhe’sgreat．Boy:TheModernsT-shirtisveryinteresting．Girl:TheModernsarereallygreat．Ilovemusicthat’sreallyloudandenergetic．Boy:Iknowyoudo…butIprefergroupsthatplayquietandgentlesongs．StepⅢ2bThisactivityprovideslisteningpractiseusingthetargetlanguage．Readtheinstructionstothestudentsfirst．Thenletthemhavealookatthechart．Readthemodelsentencetothem．Say,Wewillhearthesamerecordingagain．Listencarefully,andfindoutwhatCarmenandXuFeisayandcompletethesentencesinthechart．Playtherecordingagain．Pausethetapeifnecessary．Checktheanswers．AnswersXuFei:1．Iprefergroupsthatplayquietandgentlesongs．3．Ilikemusicianswhowritetheirownsongs．Carmen:2．Ilovemusicthat’sreallyloudandenergetic．4．Ilikemusicianswhoplaydifferentkindsofmusic．StepⅣ2cThisactivityprovidesguidedoralpractiseusingthetargetlanguage．Gettwostudentstoreadtheconversationintheboxtotheclass．SA:DoesXuFeiliketheModerns?SB:No,hedoesn’t．Heprefers… Readtheinstructionstotheclass,andaskanotherpairtoaskandanswer,usingtheinformationfromActivities2aand2btomakesureallthestudentsknowwhattodo．TellthemeachpairofthemshouldmakeaconversationusinginformationfromActivities2aand2b．Askthemtoworkinpairs．Movearoundtheclassroomcheckingtheprogressofthepairsandofferinghelpasneeded．Askoneortwopairstosaytheirconversationstotheclass．StepⅤGrammarFocusWritethethreesentencesontheblackboardfirst．Circlethewordsthatandwhoandunderlinetherelativeclausesinallthethreesentences．Ask,Whatdotherelativeclauseswiththatdescribe--apersonorathing?Helpthestudenttosayouttherightanswer．Thenaskthesamequestionontherelativeclauseswithwho．Explainthattherelativeclauseswiththatdescribethingsandtherelativeclauseswithwhoareusedtodescribepersons．Tellthemwhoisforpeopleandthatisforthings．Askthestudentstomakeupmoresimilarsentences．Encouragethemtoaskquestionsaboutrelativeclause．StepⅥSummarySay,Inthisclasswe’vedonesomelisteningpracticeonthetargetlanguageofthisunit．Wemetsomemoresentenceswithrelativeclause,andwedidsomepairworkonaskingquestionswithdoesandansweringwithsentenceswithrelativeclause．StepⅦHomework（1）Askthestudentstowritetwosentenceswithrelativeclausewithwho．（2）AskthestudentstowriteoutaconversationtheypractisedinActivity2c．StepⅧBlackboardDesignUnit6IlikemusicthatIcandanceto． SectionATheSecondPeriodAnswerstoActivity2b:XuFei:1．Iprefergroupsthatplayquietandgentlesongs．2．Ilikemusicianswhowritetheirownsongs．Carmen:1．Ilovemusicthat’sreallyloudandenergetic．2．Ilikemusicianswhoplaydifferentkindsofmusic．ThesentencesinGrammarFocus:Rosalikesmusicthat’squietandgentle．IlovesingerswhowritetheirownmusicWeprefermusicthathasgreatlyrics．Unit6IlikemusicthatIcandancetoTheThirdPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularyremindof（2）ThesentenceswiththeAttributiveClause．2．AbilityObjects（1）UsethesentenceswiththeattributiveClausetoexpresswhattheylikeordislike．（2）Trainthestudents’communicativecompetence．Ⅰ．MoralObjectTrytoexchangetheopinionsonCDswithyourfriends．Itwillhelpyou toknowmoreaboutyourfriends．Ⅱ．TeachingKeyPointsTeachthestudentshowtousethekeyword,remindof．2．Practiseusingsentenceswithrelativeclauseinreallife．Ⅲ．TeachingDifficultPointUsingsentenceswithrelativeclausesindiscussingCDs．Ⅳ．TeachingMethods（1）Teachingwithrealobjects（2）PairworkⅤ．TeachingAids1．SomeCDsthatareverypopularamongthestudents．2．Somepicturesofthesingerswhoareverypopularamongthestudents．Ⅳ．TeachingProceduresStepIRevision（l）Revisetherelativeclausewiththatbyaskingquestionwhatkindofmusicdoyoulike?Getthestudentstoanswer,Ilikemusicthat…Ilovemusicthat…Iprefermusicthat…Firstaskindividually,thenhavethechildrenasktheirclassmatesaroundthem．（2）Revisetherelativeclausewithwhobyaskingquestion"Whatkindofmusiciansdoyoulike?Getthestudentstoanswer,Ilikemusiciansthat…Ilovemusiciansthat…Iprefermusiciansthat…orIprefergroupsthat…Firstaskindividuallyinclass,thenletthempractiseinpairs．（3）Revise"Does…like…?No,hedoesn’t．Heprefers…"Askquestionswiththerealnamesofthestudentsinourclass．Letthemaskeachothersimilarquestionsinpairs．StepⅡ3aThisactivityprovidesreadingpractiseusingthetargetlanguage．ShowmyfavouriteCDtotheclassandsay,ThisismyfavouriteCD．Itsnameis"Comeon,Joinus"．IlikeitbecauseIcando exerciseswithit．ButIdon’tlikethebeginningofit,tooloudnoise．Itremindsmeofmymiddleschooltime．Givemoreexampleson"remindsb．ofsth．/sb．",suchas,Heremindsmeofhisbrother．Thisremindsusofwhatweoftendidwhenwewerechildren．Tellthestudentsthatremind…of…meanscausesb．tothinkofsth．Writethefourquestionsontheblackboard．（1）What’sthenameofyourfavouriteCD?（2）WhydoyoulikethisCD?（3）WhatdoyoudislikeaboutthisCD?（4）Whatdoesitremindyouof?Getthemtodiscussinpairs．Beforetheybegintheirconversations,showsomemoreCDstothem．Askapairofthestudentstosharetheirconversationswiththeclass．Openyourbooksatpage46．LookatActivity3a．Readtheinstructionstothestudents．Askthestudentstoreadthereviewbythemselves．Encouragethemtoaskquestionsonanythingthattheycan’tunderstand．Explainthem,orasktheotherstudentstoexplainthem．Aftertheyfinishreadingthereviewaskthemtomatchupthepartsofthesentences．Pointoutthesampleanswerbeforetheybegin．Tellthemtodoasquicklyastheycan．Say,Let’shaveacompetitiontoseewhowillbethefirstonetofinishit．Afterallofthemhavefinished．Checktheanswerswiththeclass．Answers1．d2．a3．e4．c5．bStepⅢ3bThisactivityprovidesoralpractiseusingthetargetlanguage．Readtheinstructionstothestudents．Makesuretheyknowwhattodo．Givesomeexplanationif necessary．Askapairofstudentstoreadthemodelconversationintheboxfirst．SA:WhatCDdidyoulistentorecently?SB:IlistenedtoonecalledHeartStrings．SA:Whatdoyouthinkofit?SB:Ienjoyitalot．SA:Why?SB:Thesingerwritesherownsongs．Iprefersingerswhowritetheirownlyrics．Say,Whocanmakeupasimilardialoguenow?YoucanusethequestionsinActivity3atohelpyou．ThenchoosetwochildrenwhodowellinEnglishtodemonstrateanotherconversation．Nowaskthestudentstomakeconversationsinpairs．Walkaroundtheclassroomwhilethestudentsaretalking．Helpthemasnecessary．StepⅣPart4Thisactivityprovidesreading,writing,listeningandspeakingpracticeusingthetargetlanguage．Showsomepicturesofthepopularsingersorgroupsamongthestudents．SayIlikegroupsthatdancemuch．Ilovesingerswhodancemuchastheysing．Idon’tlikemusicianswhoalwayscopyothers．ShowaCDofverynoisymusicandsay,Ican’tstandmusicthatistoonoisy．Writethefoursentenceswithoutrelativeclausesontheblackboard．Askseveralstudentstocompletethemorallyfirst．Thenletthestudentsopentheirbooksandcompletethesentenceswiththeirownwords．Nextaskafewstudentstosharetheirsentenceswiththeclass．Say,Standupandgotoaskyourclassmatesquestionsnow．Movearoundtheclassroomandaskquestionstillyoufindsomeonewhofeelsthesamewayyoudoabouteachthing．Writedownthestudent’snameintheblankintherightcolumn． Whenallthestudentshavefinished,asksomestudentstoreadtheirlisttotheclass．Nextaskapairofstudentstoreadthesampleconversation．Thenhavethestudentsworkinpairs．Makeuptheirownconversations．Ifthereisenoughtime,asksomepairstosaytheirconversationstotheclass．StepⅤSummarySay,Inthisclass,we’velearnedhowtouseremind…of…We’vealsodonealotoflistening,speaking,readingandwritingpracticeusingthetargetlanguage．StepⅥHomework（1）Makeuptwosentenceswithremind…of…（2）Finishofftheexercisesonpages22～23oftheworkbook．StepⅦBlackboardDesignUnit6IlikemusicthatIcandanceto．SectionATheThirdPeriod1．Fourquestions（1）What’sthenameofyourfavouriteCD?（2）WhydoyoulikethisCD?（3）WhatdoyoudislikeaboutthisCD?（4）Whatdoesitremindyouof?2．Completethesentences．（1）Ilikegroupsthat．（2）Ilovesingersthat．（3）Ican’tstandmusicthat．（4）Idon’tlikemusicianswho．Unit6IlikemusicthatIcandanceto TheFourthPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjectThetargetlanguage．2．AbilityObjects（1）Trainthestudents’listeningability．（2）Trainthestudents’abilitytounderstandthetargetlanguageinspokenconversation．（3）Trainstudents’abilitytousethetargetlanguage．3．MoralObjectIhavemyownfavouritethingsinmylife．That’swhyIamenjoyingthelife．Ⅱ．TeachingKeyPointHelpthestudentstoexpresspreferencesondifferentthingsindailylife,usingthetargetlanguage．Ⅲ．TeachingDifficultPointTalkaboutwhytheyliketheband,thebookandthemovie,usingthesentenceswithrelativeclause．Ⅳ．TeachingMethods1．Listeningmethod2．GroupworkⅤ．TeachingAidAtaperecorderⅥ．TeachingProceduresStepⅠRevision（1）Checkthehomeworkbyaskingsomestudentstoreadtheirsentenceswithremind…of…Getthestudentstoexchangetheirexercisebookswiththeirpartnersandcorrecteachother’s．（2）AskthefollowingquestionsonCDs,groups,singersandmusicians．Helpthestudentstoanswerwiththetargetlanguage． What’sthenameofyourfavouriteCD?Whydoyoulikeit?WhatkindofCDsdoyoulike?Why?Whatkindofsingersdoyoulike?Why?Whatkindofgroupsdoyoulike?Why?Thenaskthestudentstomakeasurveyofthestudentsaroundthemanddosomenotes．Askseveralstudentstoreporttheirresultsofthesurveytotheclassandhelpthemtosaylikethis．WanglikesCDsthatarequietandgentle．LiHongprefersmusicianswhoaregood-looking．andsoon．StepⅡPart1Thisactivityprovidesspeakingandwritingpracticewiththetargetlanguage．Ask,What’syourfavoriteband?Letoneofthestudentsanswerit．Thenrepeatthequestionsonfavoritebookandfavoritemovie．Writethethreequestionsontheblackboard．Getthestudentstoaskandanswerinpairs．Thenasktheclasstoopenthebooks．LookatSectionBonpage47,Part1．Readtheinstructionstothestudents．Tellthemtocompletethechartontheirown．Movearoundtheclassroomwhilethechildrenarewriting,givinghelpifnecessary．Afterallofthemhavefinishedwriting,asksomechildrentoreadtheiranswerstotheclassandsharethefavoritebookwiththeclassmatesafterclass．Collecttheanswersfromdifferentstudents．Recordtheresultsontheboard．Discusswhattheclass’favoritesareandaskstudentstotellwhytheylikeeachband,bookormovie．StepⅢ2a Thisactivityprovideslisteningpractiseusingthetargetlanguage．Readtheinstructionstotheclass．Makesureeachoneknowswhattodo．Firsttellthestudentstohavealookatthepictureandletthemguesswhattheyaretalkingabout．I’llseewhoisgoodatguessingtheanswers．Say,Wewillheartwoboys,MichaelandAli,talkingaboutsomeofthethingstheyseeintheroom．Thetaskofusistowriteoutthethreethingsthattheyaretalkingabout．Playthetapethefirsttime．Tellthechildrenjusttolistentoitcarefullyandtrytogetthemainideaandnottowrite．Thenplaytherecordingagain．Tellthemtowritedowntheanswersthistime．Askastudenttotelltheanswerofthefirstline,thenasktheothersiftheyagreewithhim．Dothesamewiththeothertwoanswers．Iftheygotdifferentanswers,tellthemtolistencarefulwhenwedothepracticeinActivity2b．Checktheanswers．Answers1．ajacket2．abook3．amovieposterTapescriptBoy1:Wow,yousurehavelotsofcoolstuff．Whatagreatjacket!Boy2:Yeah,it’snew．Ireallylikeit．Ilikeclothesthatareunusual．Boy1:Yeah,metoo．Say．．．isthatanewbookoverthere?Boy2:Yes,itis．It’sabookaboutvolleyball．Ittellsabouthowtobecomeagoodplayer．Boy1:Isitgood?Boy2:Yeah,it’sgreat．Ilikewriterswhoexplainthingswell．Boy1:Me,too．Ummmm,Michael?Boy2:Yes?Boy1:Uhhh…Wheredidyougetthatmovieposter? Boy2:Oh,theMonsterLizardposter?Mybrothergotitforme．Heworksatamovietheater．Boy1:It’sagreatposter．Boy2．Yeah,itis．IlovemoviesthataboutMonsters,don’tyou?Boy1:Isuredo．Say…Michael…DoyouthinkyourbrothercouldgetaMonsterLizardposterforme?Boy2:Probably．I’llaskhim．Boy1:Thatwouldbegreat．StepⅣ2bThisactivitygivesstudentspracticeinunderstandingandwritingthetargetlanguage．Readtheinstructionstothestudents．Makesureeachstudentknowswhattheyshoulddowhiletheylistentothetape．Ask．thestudentstohavealookatthechartinActivity2b．Therearetwocolumnsinit．TellthechildrentheywillwritewhatMichaellikesinthefirstcolumnandtheywillwritewhyhelikesitinthesecondcolumn．Gooverthecontentsinthechartwiththechildren．Tellthemtonotethesampleanswers．Letthemguesstheotheranswersinthefirstcolumn．Yeah,maybethesameoneswiththeanswersinActivity1,butwearenotsurenow．ThentellthemtogetwhatwritersandmoviesMichaellikeswhiletheyarelistening．Encouragethemtoaskquestionstheymayhavemet．Playtherecordingandaskthechildrentofillintheanswers．Pausethetapeifnecessary．Askseveralstudentstotelltheanswersandseeiftheothershavedifferentones．Playthetapeagainifthestudentsneedtolistentoitagain．Correcttheanswers．Iftimeisenough,playthetapeagainandthestudentsrepeatafterit．Answersbook—Helikeswriterswhoexplainthingswell． Movieposter—HelikesmoviesthatareaboutMonsters．StepⅤ2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage．PresentthedialogueinthisactivitywithastudentfirstT:Ilikemoviesthatareromantic．IloveTitanic．S:Oh,Idon’t．Ilikemoviesthathavebigwars．IreallylikeTheDoctor—ARealSoldier．Thenaskthechildrentoopenthebooksatpage47．ReadtheinstructionsinActivity2c．Say,WewilldiscussourfavoritethingsfromActivity1andsaywhywelikeeachthing．Asktwostudentstoreadthesampleconversation．Thenaskthestudentstodiscusstheirfavoritebands,booksandmoviesingroupsoffour．TrytousethesentenceswiththeAttributiveclausewehavemetinthisunittohelptomakeconversations．Walkaroundintheclassroomandofferhelpiftheyneed．Askoneortwogroupstosaytheirconversationstotheclass．StepⅥSummarySay,Inthisclasswe’vedonelotsoflisteningpracticeontargetlanguage,andwe’vealsowrittenandspokensome．Trytousethetargetlanguagewe’velearnedtoexpressyourpreferencesinyourdailylife．StepⅦHomework（1）Writeashortarticletotellyourfavoriteband,book,movieandclothes．（2）ToexpressyourpreferencestoyourclassmatesoranyoneelsewhoknowsEnglish．StepⅧBlackboardDesignUnit6IlikemusicthatIcandanceto．SectionBTheFourthPeriod Questions:1．What’syourfavoriteband?2．What’syourfavoritebook?3．What’syourfavoritemovie?TheanswerstoActivity2a:1．ajacket2．abook3．amovieposterTheanswerstoActivity2b:book—Helikeswriterswhoexplainthingswell．movieposter—HelikesmoviesthatareaboutMonsters．Unit6IlikemusicthatIcandancetoTheFifthPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularyYellowriver,fisherman,entertainment,feature,wife,wives,photography,exhibition,gallery,known,photographer,display,ondisplay,photograph,interest,show,class,suggest,energy（2）Practicereadingarticles．（3）Practisewritinganarticle．2．AbilityObjects（1）Trainthestudents’readingskill．（2）Trainthestudents’writingskill．（3）Trainthestudents’speakingskill．3．MoralObjectIfyouknowwherethereisagoodmovie/band,tellyourfriendandgotoenjoyit．Ⅱ．TeachingKeyPoints1．KeyVocabulary．2．Themainideasofthethreeshortarticles． 3．Writeareview．Ⅲ．TeachingDifficultPointWriteareviewofabookⅣ．TeachingMethods1．Teachingbyilluminationandaskingquestions2．GroupworkⅤ．TeachingAidAprojectorⅥ．TeachingproceduresStepⅠRevision（1）Revisethecontentsoflastclassbyaskingsomequestions．Whatkindofclothesdoyoulike?What’syourfavoritemovie?Whatkindofwritersdoyoulike?etc．Asksomestudentstogiveanswers．（2）Checkhomeworkbyaskingseveralstudentstoreadtheirarticlestotheclass．Asktheotherstudentstohelpthemwiththemistakes．Thenaskthestudentstoworkinpairs,exchangetheirarticlesandhelpeachothertocorrectthemistakes．Movearoundtheclassroomandofferasmuchhelpaspossible．StepⅡ3aThisactivityprovidesreadingpracticeusingthetargetlanguage．Showthekeyvocabularyonthescreenbyaprojector．YellowRiver黄河fisherman（pl．fishermen）n．渔民；渔夫entertainmentn．乐趣；快乐featuren．特点；特征wife（pl．wives）妻子photographyn．摄影；照相exhibitionv．&n．展览；展览会 galleryn．美术馆；画廊knownadj．闻名的；众所周知的photographern．摄影者；摄影师displayv．&n．展览；陈列ondisplay展览；陈列photographn．照片，相片interestv．引起……关注；使……感兴趣shown．展览；展览会classn．等级；类别suggestv．使人想到；使人联想energyn．活力；力量Readthewordsandhavethestudentsrepeatagainandagaintilltheycanpronouncethewordsfluentlyandcorrectly．Askthestudentstoturntopage48,lookatActivity3aonthispage．Say,Wecanseetherearethreepassagesinthisactivity．Theyarethreereviewsaboutamovie,anexhibitionandaband．Let'sseethefirstonenow．ItisaboutamoviethatisnamedYellowRiverFishermen．Whatdoesthereviewerthinkofthemovie?Whomadeit?Whatdoesthereviewerthinkofthedirector?Pleasescanitasquicklyasyoucanandtellmetheanswers．Afteraboutoneminute,getallthechildrenstopreadingandaskwhohasgottheanswers．Choosethreechildrenwhohaveputtheirhandsuptoshowtheyknowtheanswerstothethreequestions．Helpthemtogettheproperanswers．ThenaskthechildrentorereadthereviewsmorecarefullyandtellthemIwillasksomemorequestionsonitindetails．Letthemreadalittlelongerthistime,aroundthreeminutes．Thenaskthefollowingquestionsorallyandaskdifferentstudentstoreply,providingsomehelpasnecessary．1:IsYellowRiverFishermenHungTao’slatestmovie?2:DoesthereviewerlikeHungTao? 3:WhathasHungTaodoneovertheyears?4:DoesthereviewerthinkYellowRiverFishermenisthebestmovieofHungTao?5:Whatdoesthereviewersuggestyoudoingifyouarelookingforentertainment?6:WhydoesthereviewerthinkitistheworstmovieofHungTao?7:Whatgoodfeaturedoesthemoviehave?Givesomeexplanationontheproblemswhicharehardtounderstandforthechildren,suchas,entertainmentmeansfun,featuremeansspecialpartofsb．/sth．,verydifferentfromtheothers,easytorecognizeorremember,andwifeistheoppositewordofhusband,Ahusbandandawifemakeupafamily．Andtellthechildrenthepluralformofwifeiswives．Nowreadtheinstructionstothestudents．Askthemwhichsentencesweshouldcircleandwhichonesweshouldunderline．Checktheanswerswiththestudents．Teachtheothertworeviewswiththesameway．AnswersYellowRiverFishermanCircled:He’smadesomegreatmovies．Thefisherman’swifewasreallyfunny．Underlined:YellowRiverFishermanistoolongandit’sreallyboring．AmyKim,PhotographyCircled:Herbestlovedphotosareondisplayinthisexhibition…hassomethingforeveryone…manygreatphotosofpeopleandofthecountryside．Underlined:Thefewcityphotographsarelesssuccessful．WildandWindyCircled:Thebandhaslotsofenergy…theyplaythekindofmusicthatI lovetohear…thesearemusicianswhomakeushappy．Underlined:Everysongisreallyloudandoftenyoucan’tunderstandthewords…thelyricsaren’tverygood．Notes1．ondisplay=beonshow2．Thefewcityphotographsarelesssuccessful．=Mostofthecityphotographsareverysuccessful．3．…theydon’tinterestmeasmuch=…theydon’tattractmeasmuch．4．…fromaworldclassphotographer=…fromonewhoisamongthebestphotographerintheworld．5．suggest=bringanideaintothemind;propose．StepⅣ3bThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage．Readtheinstructionstothechildrenfirst．Askoneofthemifheorsheknowswhatwewilldotomakesureeachoneknowsthetasksofthisactivity．Lookatthechartnow．Weseetwonewwordsintheboxes,prosandcons．Promeansinfavorofandconmeansagainst．WehavetofindouttheprosandconsofthereviewersinActivity3aandfillintheblankswithpropersentences．Havealookatthesampleanswerandtrytowriteouttheotheranswers,usingtheinformationfromthereviewsinActivity3a．Movearoundtheclassroomwhilethechildrenarewritingtoseeiftheycanwriteouttherightanswers,offeringhelpasneeded．Checktheanswersbyaskingseveralstudentstoreadtheiranswerstotheclass．Ifsomeonedidwrong,lettheotherstudentscorrecthisorheranswers．Writingtheanswersontheblackboardasthestudentsreadmakesiteasyforthewholeclasstochecktheanswers．Say,let’sreviewthetask．Whatcanwefindout?Yes,right,wehavegotthesimilaranswerswiththoseinActivity3a． AnswersProsMovie:Thefisherman’swifewasfunny．Exhibition:Therearemanygreatphotosofpeopleandofthecountryside．Band:TheyplaythekindofmusicthatIlovetohear．ConsIt’stoolongandit’sreallyboring．Thefewcityphotographsarelesssuccessful．Everysongisreallyloudandoftenyoucan’tunderstandthewords．StepⅤ3cThisactivityprovideswritingpracticeusingthetargetlanguage．Readtheinstructionstothestudents．Say,Decidewhatreviewyouwillwritefirst,areviewofabook,aCDoramovie?Writedownthenamefirst．Notetousethecapitalletters．Letthemthinkitoverforawhileandasksomeonesthenamesoftheirarticles．Nextwritealistofquestionsyouplantoanswerinyourreview．e．g．Whowrotethebook/madethemovie/sangthesongs?Whatkindofpeoplethewriter/director/singeris?WhatdoIthinkofthewriter/director/singer?WhatdoIthinkofthebook/movie/songs/WhatdoIlikeanddislike?WhatsuggestionswillIgivethereaders?etc．Thesequestionswillhelpyoutowriteyourpassagewell．AndyoucanlookbackatthequestionsinActivity3a,SectionA,beforeyoubeginwriting．Usethethreereviewsasmodels．Asthestudentsarewritingthelist,movearoundtheclassroomtodirectthem．Aftertheyhavefinishedwritingthequestions,tellthemtobeginwriting．Continuemovingaroundandalwaysofferinghelpwhentheyneed．Askseveraltoreadtheirpassagestotheclassaftertheyallhave finished．Gettheotherstohelpcorrectthemistakeswhiletheyarereading．Letthemexchangetheirreviewswiththeirpartners．Helpeachotherwiththeerrors．StepⅥPart4Thisactivityprovidesreading,writing,listeningandspeakingpracticeusingthetargetlanguage．Readtheinstructionstotheclass．TalkaboutwhatishappeninginourcitynextMonday．Askaquestionlike,WhatwillhappeninourcitynextMonday?Letthestudentstelltheeventwhichishappening,suchas,AVIPwillvisitourcityandanewmoviewillbeonshow．TellthemtowritethesentencesintheboxesbelowMonday．Askthestudentstoworkingroupsoffourtocompletethework．Askeachotherquestionslike,DoyouknowwhatwillhappeninourcitynextTuesday?IsthereafootballmatchinourcitynextSaturday?IsSongZuyingcomingtosingsongsatthebiggesttheatreinourcitynextFriday?etc．Tellthemtofillintheboxes,usingthephraseswithrelativeclause．Forexample,afootballmatchwhichisbetweenDalianFootballTeamandourCityTeam．Iftheydon’tknowwhatwillhappen,theycaninventeventstheywouldliketogoto．Asksomegroupstosharetheeventswiththeclass．Thenhavethestudentsdiscussingroupsoffouragain．Letthemdiscusswhattheywouldprefertodotogetherthistime．Helpthemtoexpresspreferenceswiththetargetlanguage．Forexample:SA:Whatwouldyouprefer/like/lovetodotogether?SB:Let’sgotoseethenewmoviethatwasdirectedbyZhangYimou．SC:Whynotgotowatchthegreatfootballmatchthatwillbebetweentwofamousteams?It’sonFridayevening．Wecanhaveagreatweekendtogether．SD:No,we’dbettergoto… Afterthediscussion,letsomegroupsreporttheresultstotheclass．Helpthemtousesentenceswithrelativeclauseintheirreports．Helpthemtosayincorrectsentences．Theymaysaylikethis:Ourgroupwouldliketowatch:thefashionshowthatChenJuanhongwillperformonFridayevening．AndwewouldprefertogotolistentothemusicalgroupthatiscalledBlackDucksonSaturdayafternoon．SampleanswerMonday:amoviethatisdirectedbyZhangYimouanexhibitionthatisaboutChinesetraditionalculture．Tuesday:aperformancethatwillattractmanyfamoussingerstocomeafashionshowthatmanyfamousmodelswilltakepartin．etc．＇StepⅦSummaryInthisclass,we’vereadthreereviewsanddonesomewriting．We’vealsolearnedsomenewwords．StepⅧHomework1．Rewritethereviewsandmakesurethattherewillbenomistakesinthem．2．ReadthethreereviewsinActivity3aagainandtrytorememberthenewwordsandexpressionsinthem．StepⅨBlackboardDesignUnit6IlikemusicthatIcandanceto．SectionBTheFifthPeriodTheanswerstoActivity3b:ProsMovie:Thefisherman’swifewasfunny．Exhibition:Therearemanygreatphotosofpeopleandofthecountryside．Band:TheyplaythekindofmusicthatIlovetohear．Cons It’stoolongandit’sreallyboring．Thefewcityphotographsarelesssuccessful．Everysongisreallyloudandoftenyoucan’tunderstandthewords．Unit6IlikemusicthatIcandancetoTheSixthPeriodI．TeachingAimsandDemandsKnowledgeObjects（1）KeyVocabularyhonest,suit,Italian,Indian,expect（2）Usethefollowingwordsproperlyremind,can’tstand,lookfor,prefer,love（3）Howtoansweranemailtoapenpal．AbilityObjects（1）Trainthestudentstousetheverbswell．（2）Trainthestudents’writingskill．3．MoralObjectDoyouhaveanypenpalontheInternet?Ifnot,trytomakeone．Ⅱ．TeachingKeyPoints1．Helpthestudentshaveaselfchecktoseeiftheycanusethetargetlanguageofthisunitwell．2．Theverbs:remind,can’tstand,lookfor,prefer,love3．AnsweranemailⅢ．TeachingDifficultPoints1．Makeupsentenceswithmind,can’tstand,lookfor,prefer,love．2．Replytheemail．Ⅳ．TeachingMethods 1．Teachingbymakingsentences．2．Teachingbyaskingquestions．Ⅴ．TeachingAidJusttheblackboardⅥ．TeachingProceduresStepⅠRevision（1）Checkthehomework．Firstletthestudentsshowtheirrewrittenreviewstoseeiftheyhavefinishedit．Second,dictatethesewords:entertainment,feature,wife,photography,exhibition,suggest,energy．（2）RevisethethreereviewsinActivity3abyaskingsomequestions．（3）Letthechildrenreadthethreereviewsaloud．Afterawhile,askseveraltoreadthemtotheclass．Correctanypronunciationerrorsifnecessary．Afterthatletthemreadthepassagesbythemselvesagain．StepⅡPart1Thisactivityprovidesacomprehensionreviewofvocabularypresentedinthisunit．Focusattentiononthebox．Inviteastudenttoreadthevocabularywordsatthetop．Youareaskedtofillintheblankswiththewords．Insomecases,youmayneedtouseanotherformoftheword,forexample,adjustingfortenseorsubject/verbagreement．Askstudentstofillintheblanksontheirown．Checktheanswers．Fivestudentseachreadasentence,fillingintheblanks．Therestofthestudentschecktheirwork．Answers1．prefer2．reminds3．lookingfor4．love5．can’tstandAskstudentstomaketheirownsentenceswiththewords,preferablysentencesthataremeaningful．Movearoundtheroom．Collectafewstudents’answerswithmistakesontheblackboard．Alongwiththe studentshelpcorrectthemistakes．Suggestedanswers1．Thegirlremindshimofhisdaughter．2．Tomcan’tstandthehotweather．3．Theyarelookingforanicecinematoseeafilm．4．WelovehavingagoodrestathomeonSunday．5．Lilyprefersdumplingstonoodles．StepⅢPart2Thisactivityprovidesreadingandwritingpracticeusingthetargetlanguage．Readtheinstructionstothestudents．Ask,whatisthesubjectofthisemail?Whomisitfrom?andWhowrotetheemail?Askthreestudentstoanswerthequestions．Pleasereadtheemailsilentlynow．TrytotellmewhatLinglingwantstoknowaboutyou/herpenpalafterreadingit．PickoutthequestionsthatLinglingasksinheremail．Thenletthestudentsreadtheemailforawhile．Afterallofthemhavefinishedreading,asksomeonetotellmewhatLinglingwantstoknowaboutherpenpal．WritethequestionsthatLinglingasksintheemailontheblackboard:（1）Whatlanguagewouldyouliketolearn?（2）Whatkindsofmusicdoyoulike?（3）Whatkindsoffooddoyouprefer?（4）HaveyoueverseenanIndianfilm?（5）Whatkindsoffilmsdoyouprefer?Afterthatasksomequestionsaboutlinglingtoseeiftheyunderstoodtheemail．（1）Whatlanguagemightlinglingliketolearnsome?（2）WhyisLinglinginHongKongnow?（3）WhichcitydoesLinglingprefer,HongKongorShanghai? （4）Whatdidshedolastnight?（5）Whatkindofmusicdoessheprefer?ect．Askasmanyquestionsaspossibleiftimepermits．Trytomakeitclearwhatthestudentscouldn’tunderstandabouttheemailbyaskingthemtoanswerthequestions,andgivethemsomeexplanationwherenecessary,especiallythenewvocabulary．Teachthenewvocabularybygivingexamplesentencesandaskingthechildrentomakeupmoresentenceswiththem．Forexample,teachhonestlikethis:Honestisusedtodescribesomeonewhodoesn’tlie．Forexample,Amyisanhonestgirl．（Tellthestudentstouseanbeforehonest．）Weshouldbehonest．Whocanmakeupmoresentenceswithhonestnow?Letafewstudentssaytheirsentencesouttotheclass．Dothesamewiththeothernewwords．Askonestudenttoreadtheemail．Correctanypronunciationerrorstomakesurethestudentsareprovidingagoodmodelfortherestoftheclass．Askallthestudentstoreadtheemailaloudonce．NexttellthestudentstowritethereplytoLingling．Say,youareLingling’spenpalnow．PleasewriteareplytoLinglingnow．Lookatthequestionsontheblackboard．Youremailshouldincludealltheanswersofthefivequestions．Writeintheformofaletter．Askstudentstocompletetheworkontheirown．Aftertheyallhavefinishedtheletter,askafewstudentstoreadtheirrepliestotheclass．Answerswillvary,butnotetocheckiftheyincludedetailsofaboutthesamelengthastheemailtheyarereplyingto．StepⅣJustforFun!Thisactivityprovidesreadingandspeakingpracticewiththetargetlanguage．Askallthestudentstoreadthesentenceinthepicturetogether．Thenaskthemwhatisfunnyaboutthiscartoon．Helpthemtoanswer,we usuallythinkofpeople,notdogs,singingalongwithaband．StepⅤSummarySay,Inthisclass,we’vereceivedsomevocabularywordspresentedinthisunit．Andwe’vealsomadeupsentencesusingthesewords．Anotherthingwe’vedoneisthatwehavewrittenareplyemail．StepⅥHomework（1）Reviewallthelanguagepointsinthisunit．（2）Finishofftheexercisesonpages23425oftheworkbook．StepⅦBlackboardDesignUnit6IlikemusicthatIcandancetoSelfcheckTheSixthPeriodQuestionsinLingling’semail:（1）Whatlanguagewouldyouliketolearn?（2）Whatkindsofmusicdoyoulike?（3）Whatkindsoffooddoyouprefer?（4）HaveyoueverseenanIndianfilm?（5）Whatkindsoffilmsdoyouprefer?Unit6IlikemusicthatIcandancetoTheSeventhPeriodReading:EatwellandexerciseⅠ．TeachingAimsandDemands1．KnowledgeObjectsKeyVocabularyjunkfood,nothavetheenergy,national,spoil,especially,catchupandsoon．Text:Eatwellandexercise2．AbilityObjects Trainstudents’abilityofidentifymainidea．Trainstudents’abilityofunderstandingwordsincontext．Trainstudents’abilityofreadingforspecialinformation．3．MoralObjectStopeatingjunkfood,getmoresleep,andexercisethreetimesaweek．Starttoday!Thenyoucanbehappy．Ⅱ．TeachingKeyPointsKeyvocabulary．Readthetexttoidentifymainidea．Readthetexttounderstandwordsincontext．Readthetextforspecialinformation．Ⅲ．TeachingDifficultPointsTrainstudents’readingskill．Trainstudents’writingskill．Ⅳ．TeachingMethodsUp-downreadingmethodPairwork．Groupwork．Ⅴ．TeachingAidAprojectorⅥ．TeachingProceduresStepⅠKeyVocabularyThisactivityintroducesthekeyvocabularywords．Showthefollowingvocabularyonthescreenbyaprojector．overweightadj．&n．超重（的）；过重（的）weightn．重量；分量officialn．政府官员；高级职员releasev．发布（新闻等）figuren．（统计）数字 roughlyadv．粗略地；大体上doublev．是……的两倍；使加倍potaton．土豆chipn．（食物等）片spoilv．宠爱；溺爱chocolaten．巧克力sugarn．糖；食糖coken．可乐（饮料）freshadj．新的，新鲜的catchup赶上；追上SaythewordsandhavethestudentsrepeatseveraltimesuntiltheycanpronouncethemfluentlyandaccuratelyStepⅡPart1Thisactivityallowsstudentstoactivatetheirbackgroundknowledgebeforeattemptingthereading．Readthetitletothestudentsfirstandaskthemtopredictwhattheythinkthearticleisaboutbasedonthetitle．Say,Lookatthetwopicturesonthispage．Trytosaysomethingaboutthemtotellwhatishappening．Thenasktwostudentstodescribethepicturestotheclass．Correctthesentencesifthey’vemadesomemistakes．ReadtheinstructionsforActivityItothestudents．Besuretheyknowwhattodo．Gooverthefivequestionswiththemandchoosefivestudentstoanswerthemindividually．Thenaskthemtoworkinpairs,discussingthefivequestions．Theanswerswillvary．Tellthemnottolookatthereadingandgivetheanswersbythemselvesbeforetheybegin．Asstudentswork,walkaroundtheclassroom,listentothemandofferanyhelptheymayneed．Whenallthepairsfinishdiscussing,askoneortwopairstoaskandanswerthequestions．Theotherslistentothemtoseeifthey’vemadeanymistakesandhelpthemtocorrecttheirsentences． Suggestedanswers1．Yes,always2．Isleep8hourseachnight．3．Yes,Ido．Everyday．4．Itmakesmefeelhealthy．5．Everymorning．StepⅢPart2Thisactivityencouragesstudentstoquicklyreadfordetails．Drawstudents’attentiontotheinstructionsandreadtheinstructionstothem．Tellthem．Youareaskedtoreadthepassagequicklyandmakeitclear—whathealthyfoodandjunkfoodare．Say,LookatthechartinActivity2,let’sseetheexamplesfirst．Areyousurewhatyouwilldo?Yes,readthetextquicklyandfindouttheanswerstothechart．Letthemreadandfillintheforms．Afterthey’veallfinished,havethemdiscussthelistswiththeirpartners,andcheektheanswerswitheachother．Encouragestudentstoreporttheiranswerswithcompletesentences．Askonetoreporttotheclass．Forexample,Onehealthyfoodisfreshfruits．AnswersHealthyfoodJunkfoodeggshamburgersfreshfruitscandyvegetablespotatochipsfishchocolatemilkFrenchfriesjuicesugardrinkslikecokeStepⅣPart3Thisactivityencouragesstudentstousehestrategyofreadingincontext． Say,wecanseetherearesomewordsindicatedinboldinthearticle．Let’sguessthemeaningsofthemfirst．Thenaskseveralonestoguessthemeaningsoftheboldwords,butjustguess,don’tgivethemthecorrectanswers．Say,Doyouknowhowyoucanbehappy?Readthearticleandyou’llknowthat．Pleasebeginreadingitnow．Trytoguessthemeaningsoftheboldwordsincontext．Havethemtoreadthearticletogettheanswerandtrytogetthemeaningsofthewordsinboldatthesametime．Tellthemtotrytogetthemeaningsincontextthistime．Afterthey’veallfinishedreadingthepassageonce,askthequestion,Howcanyoubehappy?Thestudentsmayanswer,It’seasy．Stopeatingjunkfood,getmoresleep,andexercisethreetimesaweek．Starttoday．NextreadtheinstructionsinActivity3tothestudents．Tellthemthattheyhavetwotasksnow—matchthewordsandexpressionswiththeirmeaningsandmakesentenceswiththewordsandexpressions．Firstletthestudentsmatchthewordstomeaningsindividually．Thencheckforanswerstoensurethatstudentsunderstandthetask．Atlast,letthechildrenmakesentenceswiththewordsandexpressions．Iftheyfeelithardtodo,trytofindthesentenceswiththewordsinthearticleandmakesimilaronesbythemselves．Workinpairs．Askseveralstudentstoreadtheirsentencestotheclass．Correctanymistakesasnecessary．AnswersJunkfoodd;nothavetheenergya,nationalc;spoilb,especiallyf;catchupeStepⅤPart4Thisactivityhelpsstudentsreadforspecificinformation．Readtheinstructionstothestudents．Askthefirstquestionasasampleandaskonetoanswerit．Havethestudentsreadthearticleagainand gettheanswerstothefivequestionsbythemselves．Checktheanswersbyaskingdifferentstudentstoanswerthequestions．Answersmayvaryslightly．Say,Youshouldtrytoremembertheanswersbeforelookingatthereading．Thenletthemaskandanswerthequestionsinpairs．Sampleanswers1．Healthychildrenbecomeoverweightbecausetheyeatjunkfoodandaregiventoomuchfoodbyparentsandgrandparents．2．Twoproblemswithbeingoverweightarebecomingunhappyandtired．3．Everynight,childrenneedenoughsleep．4．It’softeneasiertoeatjunkfoodbecauseyoudon’thavetocookit．5．Threethingstomakeyouhappyarestopeatingjunkfood,getmoresleepandexercisethreetimesaweek．StepⅥ5aThisactivityhelpsstudentsapplywhattheyhavereadtotheirownsituation．Readthetaskwiththestudents．Drawthestudents’attentiontothechartwiththeheadlinesExercises．HealthyfoodandJunkfood．Ask,Haveyoudoneanyexerciseinthelastthreedays?Whatexercisehaveyoudone?Getoneofthestudentstoanswerthequestions．Tellthemexercisecanbeassimpleasgoingforalongwalk．Studentsasksimilarquestionsonallthethreeheadlinesinpairs．Andfillintheformswiththeirownanswers．Askseveralchildrentoreporttheanswerstotheclass．Afterthataskthemiftheythinkabouteatinglessjunkfoodandgettingmoreexercise．SampleanswersExercisegoingforalongwalkplayingtennis climbingahillHealthyfoodeggsvegetablesfishJunkfoodbreadpotatochipschocolateStepⅦ5bThisactivityhelpsstudentsworkinagroupandthinkactivityaboutwhattheyhaveread．Readthetasktothestudents．Makesuretheycanunderstandtheinstructions．Letthemdiscussinfours．Afterawhile,askthemabouttheresultstochecktheanswers．Askeachgrouptovoteonthehealthieststudentandletthatstudentexplainwhyheorsheissohealthytotheclass．StepⅧSummarySay,Weknowmuchabouthowtokeephealthyfromthearticle．Let’sdoasitfromtoday．StepⅨHomeworkReadthearticleinActivity2againforfurthercomprehension．StepⅩBlackboardDesignReading:EatWellandExerciseTheSeventhPeriodSampleanswerstoquestionsinActivity4:1．Healthychildrenbecomeoverweightbecausetheyeatjunkfoodandaregiventoomuchfoodbyparentsandgrandparents．2．Twoproblemswithbeingoverweightarebecomingunhappyandtired． 3．Everynight,childrenneedenoughsleep．4．Threethingstomakeyouhappyarestopeatingjunkfood,getmoresleepandexercisethreetimesaweek．Unit7Wherewouldyouliketovisit?TheFirstPeriodⅠ．TeachingAimsandDemandsKnowledgeObjects（1）KeyVocabularytiring,educational,fascinating,thrilling,peaceful,exotic,trek,jungle,takeiteasy,explore,historic,site（2）TargetLanguageWherewouldyouliketogoonvacation?I’dliketotrekthroughthejungle,becauseIlikeexcitingvacations．2．AbilityObjects（1）Trainstudentstotalkaboutplacestheywouldliketovisitwiththetargetlanguage．（2）Trainstudentstodescribevacationswithdifferentadjectives．（3）Trainstudents’listeningskill．3．MoralObject,It′smoreinterestingtogoonvacatingsomewhereinsteadofstayingathome．Ⅱ．TeachingKeyPoints1．KeyVocabularytiring,educational,fascinating,thrilling,peaceful,exotic,trek,jungle,takeiteasy,explore,historic,site2．TergetLanguageTalkaboutdifferentplaceswiththetargetlanguage． Ⅲ．TeachingDifficultPoints1．Describevacationswithdifferentadjectives．2．Talkaboutdifferentplaceswiththetargetlanguage．Ⅳ．TeachingMethods1．Teachingbyillumination2．Teachingbydoingchaindrills3．TeachingbypairworkⅤ．TeachingAids1．Ataperecorderandaprojector2．SomepicturesofdifferentplaceswithfamousviewsⅥ．TeachingProceduresStepⅠRevision1．RevisethelanguagepointsinUnit6．Providessomequestions,Whatkindofmusicdoyoulike/love/prefer?Whatkindofclothes/writers/movies/…doyoulike/love/prefer?Thenasktwopairstomakemodelconversationstotheclasstomakesuretheyanswer,Ilike/love/prefermusicthat…Ipreferwriterswho…Nextaskstudentstopractiseinpairs．Walkaroundtheclassroomlisteningtothem,correctsomeerrorstheymaymakeandbesuretheyareansweringwithsentenceswithrelativeclauses．2．RevisethewordsandexpressionsinUnit6bydictatingthefollowing:lyric,remindof,entertainment,exhibition,gallary,ondisplay,energy,suggest,photograph,suitStepⅡ1aThisactivitytrainsstudentstousethenewvocabularytodescribethevacations．Atfirstintroducethekeyvocabulary．Showthenewvocabularywordsonthescreenbyaprojector:tiringadj．引起疲劳的；累人的educationaladj．教育的；有教育意义的 fascinatingadj．迷人的；有极大吸引力的thrillingadj．令人激动的；令人震颤的peacefuladj．平静的；宁静的；和平的exoticadj．外（国）来的；外国产的trekv．（缓慢或艰难地）旅行；长途跋涉junglen．热带丛林；密林takeiteasy从容；轻松；不紧张explorev．探险；考察historicadj．历史上著名的；历史上有重大意义的siten．地方；场所Pointtothewordsandteachthechildrentoreadthemseveraltimestilltheycanpronouncethewordsfluentlyandcorrectly．Afterthat,trytoletstudentsexplaintheadjectivesandmakeupsentenceswiththem．Forexample,exciting,dolikethis:Let’strytoexplainsomenewadjectivesinourownwordsandmakeupsomesentencesnow．Seeexcitingfirst．WhocanexplainitinyourownwordsinEnglish?Whatdoesexcitingmean?Helpthechildrentoexplainit．Excitingmeansnotboring,ormeanshardtobequiet．Whocanmakeupasentencewithit?Giveanexamplesentencewithit,please．Askseveralonestosaytheirsentencestotheclass．Forexample,Surfingmakesusexciting．Theboyisveryexcitingwhenheiswatchingafootballmatch．Thendothesamewiththesenewwordsinthebox:tiring,educational,peaceful,fascinating,thrilling,exoticReadtheinstructionstothestudents．Besurethateveryoneknowswhattodo．Tellstudentstolookatthepostersinthepictureandcomparethem． Wecanseethreeposters．Tellmewhatyoucanseeineachone．Thendiscussthethreeposterswithstudents．ForPosterOne,helpstudentstosay,Itisabeach．Amanwithsunglassesissleeping,etc．Dothesametotheothertwoposters．Readthewordsoneachpostertostudentsandthenletthemreadtogetherseveraltimes．AsksomeonestotelltheChinesemeaningsofthewordstoseeiftheycanunderstandthem．Dosomeexplanationifnecessary．Callthestudents’attentiontothechart．Pointtovacation1,2and3inthechart．Say,Let’schoosetheadjectivesfromtheboxforthethreevacations．Theadjectivesyouchooseshouldcorrespondwiththeposters．Nowlet’suseVacation1asasample．Whichadjectivesshouldwechoose?Whocantellme?Thenaskseveralstudentstotelltheclassthewordsthey’vechosen．Writedowntheiranswersontheblackboardlikethis:Vacation1TakeiteasyonaFloridabeach!Adjectives:relaxing,peaceful,boringWhohasgotsomeotheradjectivestodescribeit?Someotheradjectivesyouknow,butnotinthebox?Asksometosaymorebesidestheonesinthebox,suchasquiet,lazy．Writethemontheblackboard,too．Pleasefillinthechartwiththeadjectivesnow．Notetomatchtheposters．Getthemtofillintheanswersbythemselves．Astheywork,movearoundtheroomcheckingtheirprogressandansweringquestionstheymayhave．Checktheanswers．Providethepossibleanswersontheblackboard．PossibleanswersincludeVacation1:relaxing,peaceful,boring Vacation2:exciting,tiring,dangerous．educational,fascinating,interesting,fun,thrilling,exoticVacation3:exciting,educational,peaceful,interestingStepⅢ1bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation．Readinstructionstostudents．We’lllistentothreestudentstalkingaboutwheretheywouldliketogoonvacationandwhy．Seethesampleanswersinthechart．Writeyouranswerslikethatwhileyouhear．LookatthethreepostersinActivitylaanddothispart．Eachoneofthethreestudents,Sam,GinaandLydia,wantstogotooneofthethreeplaces．Playthetapeforthefirsttime,andtellthestudentsnottowriteinahurry,justtrytocatchthemainideaofthedialogue．Thenplaytherecordingagain．Askthemtowritetheiranswersthistime．Checktheanswers．Answers1．Sam,Brazil,likesexcitingvacations2．Gina,Japan,hasbeenboredlately3．Lydia,Florida,hasbeenstressedoutTapescriptBoy1:Lookatthosetravelposters．I’dlovetogoonavacation．Girl1:Wherewouldyouliketogo,Sam?Boy1:I’dlovetogotrekkingintheAmazonjungleinBrazil．Girl1:Youwould?Boy1:Sure．Ilikeexcitingvacations．Girl1:Wouldn’tthatbedangerous?Boy1:No,notreally．Howaboutyou,Gina?Wherewouldyouliketogo?Girl1:Well,I’vebeenkindofboredlately．IthinkI’dliketoseethehistoricalsitesinJapan． Boy1:Hmm,thatwouldbefascinating．Whataboutyou,Lydia?Girl2:Oh,I’mstressedout．I’djustliketorelaxonabeach…YouknowabeautifulbeachinFlorida．Boy1:Thatsoundspeaceful．StepⅣ1cThisactivityprovidesguidedoralpracticeusingthetargetlanguage．Presentatethisdialogue,showingsomepicturesoftheplaceswithgreatinterestallovertheworldandsaylikethis:I’dliketotraveltoFrance．I’dlovetovisitParis,becauseIlikerelaxingvacations．Wherewouldyouliketogoonvacation,Sam?Askonestudenttoanswerthequestion．Afterthatlethimorheraskanotherstudent．Setoffachaindrilllikethis:T:I’dlovetovisitParis,becauseIlikerelaxingvacations．Wherewouldyouliketogoonvacation,S1?S1:I’dliketoclimbMountEmei,becauseIlikedangerousvacations．Wherewouldyouliketogoonvacation,S2?Ss:IprefertotraveltotheUSA,becauseIlikeexoticvacations．Wherewouldyouliketogoonvacation,S3?S3…Afterateamfinishedgetthechildrentomaketheirownconversationsinpairs．AsktwostudentstoreadtheexampleinthespeechbubblesinActivityla．Tellthemtotalkabouttheposterswiththeirpartnersthistime．Asstudentsworktogether,movearoundtheclassroom,offeringlanguagesupportasneeded．Asksomepairstosaytheirconversationstotheclass．StepⅤSummaryInthisclass,we’velearnedsomeadjectivesthatareusedtodescribe vacationsandsomeotherwords．Wehavealsolearnedthetargetlanguage—Wherewouldyouliketogoonvacation?I’dliketotrekthroughthejunglebecauseIlikeexcitingvacations．StepⅥHomework1．Trytorememberthenewkeyvocabulary．2．WriteoutthreesimilarconversationstotheexampleinthepictureinActivity1a．StepⅦBlackboardDesignUnit7Wherewouldyouliketovisit?SectionATheFirstPeriodPossibleanswerstoActivity1a:Vacation1:relaxing,peaceful,boringVacation2:exciting,tiring,dangerous,educational,fascinating,interesting,fun,thrilling,exoticVacation3:exciting,educational,peaceful,interestingUnit7Wherewouldyouliketovisit?TheSecondPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularyfall,NiagaraFalls（2）TargetLanguageWherewouldyouliketovisit?I’dlike/hopetovisit/see…I’dlike/loveplaceswhere…2．AbilityObjects（1）Trainstudents’listeningskill．（2）Trainstudents’communicativecompetence．3．MoralObject Itcanmakeyouknowmoreabouttheworldtotravelmuch．Ⅱ．TeachingKeyPoints1．Newwordsfall,NiagaraFalls2．Listeningpracticewithtargetlanguage3．MakecommunicationswithtargetlanguageⅢ．TeachingDifficultPoints1．Trainstudents’listeningpracticewithtargetlanguage．2．Helpstudentstomakecommunicationswithtargetlanguage．Ⅳ．TeachingMethods1．Listening2．Pairwork3．ExplanationⅤ．TeachingAids1．Ataperecorder2．SomepicturesofHawaii,MexicoandNiagaraFallsⅥ．TeachingProceduresStepⅠRevision（1）Revisethetargetlanguagebyaskingquestion,Wherewouldyouliketogoonvacation?Getseveralstudentstogivedifferentanswers．Thenaskthemtoworkinpairstopractisewith:Wherewouldyouliketogoonvacation?I’dlike/loveto…becauseIlike…vacations．（2）Checkhomeworkbyaskingseveralonestoreadtheirconversations．（3）Checkhomeworkbydictatingthefollowingwords:tiring,educational,fascinating,thrilling,relaxing,dangerous,exotic,trek．jungle,takeiteasy,explore,historicAfterdictating,hovestudentscheckinpairs．Makeasurveybyaskingthemtoputuphandstoseehowmanyhavewrittenoutallthewordscorrectly． StepⅡ2aThisactivityprovideslisteningpracticeusingthetargetlanguage．Readtheinstructionstothestudents．Lookatthefoursentencesinthebox．Theyarefromaconversation,buttheyarenotintherightorder．Wewilllistentoaconversationtalkingaboutgoingonavacation．Wecanseethenumberinfromofthefourthsentence．It’sasampleanswerPleasewritetherightnumbersbeforethefirstthreesentencesintheblanks．Thenplaythetape．Studentsonlylistenthistime．Trytocatchthemainideaoftheconversation．Nextplaythetapeagain．Studentslistenandwritethenumbersintheblanks．Checktheanswers．AnswersThesentencesshouldbenumberedinthisorder:3421TapescriptBoy1:Wouldn’titbegreatifwecouldgoonavacationtogether?Girl1:Yeah．Thatwouldbewonderful!Boy1:Wherewouldwego?Girl1:Well,IhopetovisitHawaiioneday．Wouldyoubeinterestedingoingthere?Boy2:Sure!Ilikeplaceswheretheweatherisalwayswarm．Boy1:ButHawaiiistootouristy．MaybewecouldgotoMexico．Iloveplaceswherethepeoplearereallyfriendly．Boy2:Well,Mexicowouldbenice,butwedon’tknowthelanguage．IhopetoseeNiagaraFallssomeday．Whataboutgoingthere?Girl1:NiagaraFallswouldbebeautiful,butthere’snotmuchtodothere．Whydon’tweallgotoSanFranciscotogether?Ithaseverything—beautifulviews,friendlypeople,excitingthingstodo…Boy2:That’snotabadidea…ifyoupayforit． StepⅢ2bThisactivityprovideslisteningpracticeusingthetargetlanguage,too．Readtheinstructionstostudents,andmakesurethattheyknowwhattodo．Lookatthefirstcolumn,"Place"．Someonedoesn’tlikegoingtotheseplaces．Why?Choosethereasonforeachplacefromthesecondcolumn．Writethelettersofthereasonsintheblanksbeforetheplaces/Let’sreadthecontentsinthechartfirst．Getthemtoreadtheplacesandreasonsseveraltimes．Thensay,we’lllistentothesamerecordingagain．Listenandmatcheachplacewithareasonfornotgoingthere．Playtherecordingagain．Askstudentstofillintheiranswers．ChecktheanswersAnswers1．b2．a3．cStepⅣ2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage．Readtheinstructionstothestudents．TellthemtousetheinformationinActivities2aand2btoroleplayconversations．（HoldingapictureofHawaii）．IhopetovisitHawaiisomeday．Getastudenttoanswer,SodoI．Ilikeplaceswheretheweatherisalwayswarm．ShowingapictureofMexico,asktwostudentstomakeupsimilarconversations．NotetousetheinformationinActivities2aand2b．DothesamewiththethirdplaceNiagaraFalls．Say,Nowpleaseroleplaytheconversationsinpairs,usingtheinformationinActivities2aand2b．Eachpairmakesoneatleast．Asthestudentswork,movearoundtheroomcheckingprogressofthepairsandofferinghelpasneeded．Askoneortwomovepairstosaytheirconversationstotheclass． Step5GrammarFocusPresentatetheconversationbelowbysayingtothestudentsandwritingitontheblackboard:Wherewouldyouliketovisit?I’dliketogosomewhererelaxing．Drawalineunderthewordrelaxing．Thenaskthechildrenthesamequestionsandtellthemtoanswerintheirownwords．Forexample,I’dliketogosomewhereinteresting．I’dliketogosomewhereexotic．Afteraskingseveralchildrentogiveanswerswithdifferentadjectives,getthemtopracticeinpairs．Eachpairmakestwoconversations．Nextaskseveralpairstosharetheirconversationswiththeclass．Thensay,theadjectivesusuallycomebeforethenouns,suchas,aneducationalvacation,atiringtrip．Butinthesentenceswhichareusingthewordsomethingorsomewhere,theadjectiveshouldbeputafterthepronouns．Forexample:I’dliketogosomewherefascinating．I’dlovetoeatsomethingdelicious．Afterthat,presentateanotherpairofsentences．Saytothestudentsandwritedownontheblackboard:Wherewouldyouliketovisit?IhopetogotoFrancesomeday．ExplainsentenceswithsomedayinEnglishorally,likethis,IhopetogotoFrancesomeday．ThissentencemeansIhopetogotoFrancesomeday,butI’mnotsureIwill．MaybeIwillgothereinthefutureandmaybeIwon’t．Thesentenceswithsomedayareoftenusedtoexpressthat．Thenhavethechildrenmakeupmoresentences．StepⅥSummaryInthisclass,we’vedonesomelisteningpracticewithtarget language．WehavealsopracticedouroralEnglishinpairs．Andwe’vediscussedsomethingongrammar．StepⅦHomework1．Writeouttwopairsofsentenceslikethis:Wherewouldyouliketovisit?I’dliketogosomewhererelaxing．Wherewouldyouliketovisit?IhopetogotoFrancesomeday．2．Practicethetargetlanguageorallywiththeclassmates．StepⅧBlackboardDesignUnit7Wherewouldyouliketovisit?SectionATheSecondPeriodⅠ．AnswerstoActivity2a:3421Ⅱ．AnswerstoActivity2b:1．b2．a3．cⅢ．GrammarFocus:1．Wherewouldyouliketovisit?I’dliketogosomewhererelaxing．2．Wherewouldyouliketovisit?IhopetogotoFrancesomeday．Unit7Wherewouldyouliketovisit?TheThirdPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularytouristy,spotlight"Singapore,beautiful,heavy,private,downtown,getaround,Pack,light （2）TargetLanguageWherewouldyouliketogo,Kathy?I’dliketovisitKunming．2．AbilityObjects（1）Trainstudents’readingskill．（2）Trainstudents’skillofcommunication．3．MoralObjectShareyourexperienceontravellinginacitywithyourclassmatesandtellthemwhattheyshouldbringiftheydecidetovisitit．Ⅱ．TeachingKeyPoints1．GuidestudentstoreadthepassageinActivity3a．2．ThenewvocabularyⅢ．TeachingDifficultPointHelpstudentstotalktotheirpartnersaboutthecitiestheyknow．Ⅳ．TeachingMethods1．Teachingbyillumination．2．Teachingbyaskingquestions．Ⅴ．TeachingAids1．Aprojector2．Avideotapeonsingaporeorsomephotos,somephotosofDalianⅥ．TeachingProceduresStepⅠRevision1．RevisethetargetlanguagetheylearnedlastclassbyaskingWherewouldyouliketogoonvacation?GetseveralchildrentoanswerI’dliketo…because…2．Checkthehomeworkbyaskingsomechildrentoreadtheconversationstheywrotetotheclass．StepⅡ3aThisactivityprovidesreadingpracticeusingthetargetlanguage．Atfirstintroducethekeyvocabularywords．Showthekeyvocabularywordsonthescreenbyaprojector． touristyadj．游客很多的；游客常去的；适合游览的spotlightn．公共注意中心Singaporen．新加坡botanicaladj．植物的；植物学的heavyadJ．大量的；多的privateadj．私人的；私有的downtownn．（城镇的）商业区；中心区getaround观光；到处走动packv．把……打包；把……装箱lightadj．轻的Teachstudentstoreadthevocabularyseveraltimesuntiltheycanreadthemouteasilyandcorrectly．Readthepassagequicklyandtrytoanswerthequestionsontheblackboard．Writethesequestionsontheblackboard:1．Whatdoesn’tSingaporehave?2．WhatdoesSingaporehave?3．IsSingaporealsoawonderfulplaceforshopping?4．Whatdon’tyouplanondoinginsingapore?why?5．WhatiseasiesttodoinSingapore?6．Whatissuggestedtobringifyoudecidetogothere?Why?Afewminuteslater（maybetwoorthreeminutes）,askdifferentstudentstoanswerthequestions．PlaythevideotapeofSingaporeforstudentsorshowthemsomepictures．Next,readtheinstructionstostudents．Say,WhatthingsdoyoulikeaboutvisitingSingaporeandwhatthingsdon’tyoulike?Readthepassageagain．CirclethethingsyoulikeaboutvisitingSingaporeandunderlinethethingsyoudon’tlike．Getthemtofinishtheactivityontheirown．Checktheanswers． PossibleanswersmayincludeCircled:…therearemanythingstodo…ithasaverylargezoo,abeautifulbotanicalgardenandlotsofmuseums．Itisalsoawonderfulplacetogoshopping．Underlined:Singaporeisasmallcity…Itdoesn’thaveanybeachesormountains…Don’tplanondrivinginSingapore…trafficisheavy…mostprivatecarsarenotallowedindowntownSingapore．Singaporeisveryhotallyearround．StepⅢ3bThisactivityprovidesreading,listeningandspeakingpracticeusingthetargetlanguage．Readtheinstructionstostudents．Makesurethattheyknowwhattodo．AsktwostudentstoreadthesampleconversationontheleftinActivity3b,SA:Wherewouldyouliketogo,Kathy?SB:I’dliketovisitKunming．SA:Isn’titsupposedtobeveryhot?SB:Yes,itis．Butit’salsobeautiful,andithaslotsofinterestingmuseums．Notetocorrectanypronunciationerrorstomakesurethestudentsareprovidingagoodmodelfortherestoftheclass．Askanotherpairtomodelaconversationwiththefirstgroupofwordsontheright,thewordsinthefirstline．Listentothemcarefullywiththewholeclasstoseeiftheycanputthewordsintheproperplaces．Thenletthewholeclasspracticeinpairs．Eachpairshouldmakeupfourconversationswiththeinformationontheright．Walkaroundtheclassroomasthestudentsareworking．Listentosomepairsandseeiftheyhavemetanyproblems．Offersomehelpasneeded．Afterallthestudentshavefinishedpracticing,asksomemorepairstosharetheirconversationswiththeirclassmates．StepⅣPart4 Thisactivityprovidesreading,writingandspeakingpracticeusingthetargetlanguage．Readtheinstructionstothechildren．Makesurethattheyunderstandit．Say,Firstthinkofacityyouknow,everyone．IthinkofDalian．Whataboutyou?Askseveralonestotellthenamesofthecitiesthey’vethoughtof．Thensay,Pleasewritedownthenameofthecityyou’vethoughtofonthelineabovecitynameinthechart．Afterthat,showsomephotosofDaliantothestudentsaroundtheroom．Thencontinuesaying,Dalianisaverybeautifulcitywithwonderfulbeaches．Ithasverylongcoast．Italsohasquiteafewbigandniceparks．Someareneartheseaandsomearenot．Ilikethebigmuseumofdifferentkindsofseaanimals,too．Whataboutyou?Whatdoyoulikeaboutthecitiesyou’vewritteninyourbook?Asktwoorthreetosaysomethingabouttheircities．Thensay,Nowpleasefillintheleftboxwiththethingsyoulikeaboutthecity．I’llwritemineontheblackboard,youcanuseitasasample．Writethesampleontheblackboard,andstudentswriteouttheirs．Walkaroundtheclassroomanddirectthemtowrite．Afterallofthemhavefinished,goonwiththethirdstep．Nowtalktoyourpartneraboutthethingsyoudon’tlike．Aftertheyfinishtalking,goonsayingsomethingIdon’tlikeaboutDaliantothem．Forexample,ThethingsinDalianaretooexpensive．Theyarefortherich．Andtherearetoomanycarsrunningonthestreets．It’sveryhardforpeopletocrossastreet．Canyousaysomethingyoudon’tlikeaboutyourcities?Asksometosaysomethingonthattotheclass．Thentellthemtofillintheboxforthingsyoudon’tlike．Letthemtalktotheirpartnersabout it．SampleanswerDalianThingsyoulike1．wonderfulbeaches2．longcoast3．bigandniceparks4．bigmuseumofdifferentkindsofseaanimalsThingsyoudon’tlike1．thingsaretooexpensive2．toomanycarsrunninginthestreetsStepⅥSummaryInthisclass,we’velearnedsomethingaboutSingapore,andwe’vetalkedaboutsomeotherplacesallovertheworld．We’vedonealotoflistening,speaking,readingandwritingpracticeusingthetargetlanguage．StepⅦHomework1．Writeashortpassageonthecityyoutalkedaboutinclass．2．Trytorememberthenewwordsonpage54．StepⅧBlackboardDesignUnit7Wherewouldyouliketovisit?SectionATheThirdPeriodQuestionstoActivity3a:1．Whatdoesn’tSingaporehave?2．WhatdoesSingaporehave?3．IsSingaporealsoawonderfulplaceforshopping?4．Whatdon’tyouplanondoinginSingapore?Why?5．WhatiseasiesttodoinSingapore?6．Whatissuggestedtobringifyoudecidetogothere?Why?SampleanswerstoActivity4:Dalian Thingsyoulike1．wonderfulbeaches2．longcoast3．bigandniceparks4．thebigmuseumofdifferentkindsofseaanimalsThingsyoudon’tlike1．thingsaretooexpensive2．toomanycarsrunninginthestreetsUnit7Wherewouldyouliketovisit?TheFourthPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularycustomer,savemoney,pool,culture,dreamvacation,travelagency（2）TargetLanguageWherewouldyouliketogo?I’dliketogosomewherewarm．2．AbilityObjects（1）Trainstudents’listeningability．（2）TrainstudentstousethetargetlanguageinoralEnglishproperly．3．MoralObjectToroleplaytheconversationsyou’veheardisaverygoodwaytoimproveyouroralEnglish．Ⅱ．TeachingKeyPointTrainstudents’listeningskillbylisteningtotheconversationswiththetargetlanguage．Ⅲ．TeachingDifficultPointHelpstudentstoroleplaytheconversations． Ⅳ．TeachingMethods1．Brainstorm2．Listeningmethod3．PairworkⅤ．TeachingAidAtaperecorderⅥ．TeachingProceduresStepⅠRevision1．RevisethepassageaboutSingaporebyaskingtwoorthreestudentstoreadittotheclass．Makesurethattheypronounceeachwordcorrectly．Thenletstudentsreaditaloudoncebythemselves．2．Checktheshortcompositionstheyhavewrittenathome．Firstletseveralonesreadtheirstotheclass．Second,getthemtoworkinpairstocheckthecompositions．Atlast,collectallstudents’compositions．Gooverthemcarefullyafterclass．StepⅡPart1Thisactivityreviewsthetargetlanguageandintroducesnewvocabulary．Readtheinstructionstostudents．Explainbrainstormlikethis:Brainstormalistofthingsmeansyoushouldwritedownalltheideasthatcomeintoyourminds．Nowbrainstormalistofthingsthatareimportanttoyouwhenyougoonvacation．Writethemdowninyourexercisebooks．Youshouldnotworryifanideaissillyorifawordisspelledwrong．Youcanevenwriteawordintheirfirstlanguageforthemoment．Askthemtohavealookatthetwomodelphrasesthebookprovidesbeforetheybegin．Movearoundtheroomofferinglanguagesupportasneeded．Afteraboutthreeminutes,tellthemtostopwritingandthinking．Let’sreviewtheideasyou’vethoughtoftogether．Wewillcorrect spellingandfindthecorrectEnglishwordsforanywordsyoudon’tknow．Thenasksomechildrentoreadtheirliststotheclass．Writeanynewwordsorphrasestheyhaveusedontheblackboard．Askthemtodiscussthelistsingroupsoffour．Eachonereadshisorherownlisttotheotherthree．Thentheydiscussthewordsorphrasestogether．Ifthereissomethingthattheyarenotsure,tellthemtoshowmebyputtinguptheirhands．Movearoundtheroomandsolvetheproblemstheymayhave．HelpstudentsfindthecorrectEnglishwordstoexpresstheirideas．StepⅢ2aThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation．Readtheinstructionstostudents．Tellthemtoguessthemeaningoftravelagencyfirst．Thenexplainitlikethis:Ifyouplantohaveatriporvacation,youcangotoatravelagency．Atravelagencyisanofficethatcanhelpyoumaketravelplans．Alsotheyhelpyougetplaneticketsandhotelreservations．Thenpresentatewhalewatchandamusementparktotheclasslikebelow．Awhalewatchtourmeansyoustayinashipandgoouttotheoceaningduringthetimeofyearwhenthewhalesaremigrating,thenyoucanseethemtravelling．Amusementparkmeansaplacelikedisneyland．Youcandolotsofridesandplaylotsofgamesthere．Writethetwophrasesontheblackboard．LookatthethreepicturesinActivity2anow．WeknowJeffhasasummerjobatatravelagency．Wewillhearhimtalkingonthephonewiththreedifferentpeople．Canyouseethesmallboxinthecornerofeachpicture?Listentotheconversationsandnumberthepictures．Writeapropernumberineachboxtoshowtherightorderofthepictures．Thenplaythetapeforthe firsttime．Tellthemonlytolisten．Playthetapeasecondtime．Astheylistentothetapethistime,havethestudentsnumberthepictures．Checktheanswers．AnswersThepicturesshouldbenumberedinthefollowingorder:1,2,3TapescriptWoman1:Jeff,Ihavetogooutforhalfanhour．Couldyoupleaseanswerthephone?JusttakemessagesandI’llcallpeopleback．Jeff:Sure．Hello,AceTravel．JeffMarinospeaking．HowmayIhelpyou?Woman2:I’dlikesomeinformationonvacationpackages,please．Jeff:Mybossisoutoftheofficeforhalfanhour．Couldshecallyouback?Woman2:Actually,I’dliketogetsomeinformationnow,ifyouwouldn’tmind…Jeff:Well,IguessitwouldbeOK．So,wherewouldyouliketogo?Woman2:Oh,Idon’tknow．Somewherewarm．Jeff:Somewherewarm…HowaboutHawaii?Woman2:Oh,…no…I…Idon’tlikeflying．Jeff:Ok．Well,there’salways…Jeff:Hi,AceTravel．JeffMarinospeaking．Man:Hello．I’dliketofindoutaboutyourvacationpackages．Jeff:Sure．Whatkindofvacationareyoulookingfor?Man:Well,Ihopetogoonanaturetour．Jeff:Well,wehaveagreatwhalewatchtour．Youmightlikethat．Man:Hmmmm…Itdependsonwhereitis．Idon’twanttogoanywherecold．Jeff:Hmmmm…Let’ssee．Yes,wehaveagreatsummerwhalewatchtour…Jeff:Hi,AceTravel．MayIhelpyou? Woman3:Ihopeso．IsawyouradvertisementforvacationsinCalifornia．We’dliketogosomewherethat’sfunforkids．Jeff:Funforkids…hmmmm…HowaboutLosAngeles?KidslovevisitingHollywood．Woman3Oh,butwedon’treallylikebigcities．Jeff:Isee．Thenmaybeyou’denjoy…StepⅣ2bThisactivitygivesstudentspracticeinunderstandingandwritingthetargetlanguage．Readtheinstructionstothechildren．Tellthemtolookatthechart．ThenreadtheheadingsCustomer,Wants,Doesn’twantandpointouttheblanksundereachone．AndletthemseethesampleanswerunderWantsinthechart．Askthemtoreadittogether．Say,Thenfirstcustomerwantstogosomewherewarm．I’llplaytherecordingagain．Pleasewritedownthethingsthethreecustomerswantanddon’twantinthischartasyoulistentotherecording．Theplaytherecordingagain．Studentsfillintheblankswiththewordstheyhear．Pausethetapeseveraltimestogivestudentstimetofilloutthechart．Correcttheanswers．AnswersCustomer1wants:togosomewherewarm．doesn’twanttoflyCustomer2wants:togoonanaturetour,doesn’twanttogoanywherecoldCustomer3wants:togosomewherethat’sfunforkids,doesn’twanttogotoabigcityStepⅤ2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage．Readtheinstructionstothechildren．Say,Inthisactivity,youareaskedtoroleplayJeff’sconversationwith theinformationinthechartinActivity2b．Askapairofstudentstoreadthesampleconversationtotheclass．SA:Wherewouldyouliketogo?SB:I’dliketogosomewherewarm．SA:Whereelsecanyoutellme?SB:Idon’twanttogotoaplacewhichistoofaraway．Thenaskthemtocontinueit．Offersomehelpifnecessary．Forexample,theymaysaylikethis,SA:Wherewouldyouliketogo?SB:I’dliketogosomewherewarm．SA:Whatelsecanyoutellme?SB:Idon’twanttogoanywheretoohot．Offermorephrases,…togotoasmalltown,…togobyship,…togotoaplacewhichistoocrowded,…totravelbyplane,…togotoanywheretoofar,ect．Writethemontheblackboard．Thenaskstudentstopracticeinpairs．Movearoundtheroomcheckingtheprogressofthepairsandofferinghelpasneeded．Askoneortwopairstosaytheirconversationstotheclass．Correctanymistakestheymayhavemade．StepⅥSummarySay,Inthisclass,we’vedonelotsoflisteningpracticeontargetlanguage,andwe’vealsowrittenandspokensome．StepⅦHomework1．WriteoutthephrasesyouhavebrainstormedinActivity1．2．WritedowntheconversationinActivity2c．StepⅧBlackboardDesignUnit7Wherewouldyouliketovisit?SectionBTheFourthPeriodTheanswerstoActivity2b: Customer1wants:togosomewherewarm,doesn’twant:toflyCustomer2wants:togoonanaturetour,doesn’twant:totoanywherecoldCustomer3wants:togosomewherethat’sfunforkinds,doesn’twantstogotoabigcitySomephrasesforActivity2c:togotoasmalltowntogobyshiptogotoaplacewhereistoocrowdedtotravelbyplanetogotoanywheretoofarUnit7Wherewouldyouliketovisit?TheFifthPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularyprovide,firm,offer,spot,Confucius,stele,forestTheForestofSteles（2）Readingpracticeusingthetargetlanguage（3）Writingpracticeusingthetargetlanguage2．AbilityObjects（1）Trainstudents’readingskill．（2）Trainstudents’writingskill．（3）Trainstudents’listeningandspeakingskills．3．MoralObjectAreyouplanningtotakeatripthissummer? Writeane-mailtoatravelagencyinEnglishtogetsomeinformationonvacations．Ⅱ．TeachingKeyPoints1．Thenewvocabulary．2．Readane-mail．3．Writeane-mail．Ⅲ．TeachingDifficultPointWriteane-mail．Ⅳ．TeachingMethods1．Scanningthee-mailtofindouttheanswers2．Writing3．GroupworkⅤ．TeachingAids1．SomepicturesofQufu,theGreatWallandtheForestofStelesinXi’an2．AprojectorⅥ．TeachingProceduresStepⅠRevision1．RevisetheconversationinActivity2conpage55bymakingaconversationwithonestudentlikethis,T:Wherewouldyouliketogo?Ss:I’dliketogosomewhererelaxing．T:Whatelsecanyoutellme?S:Idon’twanttogotobignoisycities．Afterthat,askthemtopracticeinpairs．Askseveralpairstosharetheirconversationswiththewholeclass．2．Checktheirhomework．First,choosesomestudentstoreadthephrasesonActivity1．Second,askseveralonestoreadtheconversationstheywrotetothetheclass．Correctthemistakesthattheymayhavemadewiththewholeclass．Getthemtoworkinpairstohelpeachother．Tellthemtoshowtheirhomeworktoeachother,andhelp correctanymistakestheymayhavemade．StepⅡ3aThisactivityprovidesreadingpracticeusingthetargetlanguage．Atfirst,introducethekeyvocabularywords．Showthekeyvocabularywordsonthescreenbyaprojector．providev．提供；供给firmn．公司offerv．提供；给予spotn．地点;场所Confucius孔子（公元前551～前479年，春秋末期思想家，教育家）stelen．（pl．stelae）石碑;石柱forestn，森林；森林地带Theforestofsteles碑林（位于陕西西安）Teachstudentstoreadthewordsandexpressionsseveraltimes．Thenaskseveraltoreadtotheclass．Makesurethattheycanreadthewordsfluentlyandcorrectly．Readtheinstructionstostudents．Dosomeexplanation．Makesurethateachstudentknowswhattheywillhavetodo．Gooverthestatementsaboutthee-mailmessagewiththewholeclass．Makesurethattheycanunderstandallthesixsentencesinthebox．Andtellthemtoputthesixstatementsintheirmindswhiletheyscanthee-mailbelow．Say,Boysandgirls,pleasescanthee-mailinActivity3anow．Trytogetthemainideaoftheletterandfindouttheanswerstothestatements．Askthemtoscantheletterindividually,andwriteT,ForDKbeforeeachstatement．Afterthey’veallfinishedscanning,checktheanswerswiththewholeclass．Elicitwhythefalsesentencesarefalseatthesametime．Aftercheckingtheanswers,tellthechildrentoreadthepassagemorecarefullyandpreparetoanswerthequestionsontheblackboard． Writethequestionsbelowontheblackboard:1．WheredoS．T．Zhangandthefamilywanttotakeatrip?（SomewhereintheeastofChina．）2．Whatkindofplacedotheywanttogoto?（Anexcitingplacewheretheycandolotsofexercise．）3．Whatexercisedotheyespeciallylovedoing?（Theyespeciallylovehikingandswimming．）4．WhatdoesS．T．Zhangsayaboutthehoteltheywanttolivein?（Theyneedtostayinaninexpensivehotel．Andtheywishtheirhotelhadroomswithkitchenssothattheycouldsavemoneybycookingtheirownmeals．Theroomneedstobebigenoughforthreepeople．Andthey’dliketostayataplacewithabigpoolorsomewhereneartheocean．）5．WhatdoesS．T．Zhangwantthetravelagencytodo?（Givethemsomesuggestionsforvacationsportsandletthemknowifit’sbesttotravelbyplane,trainorbus．）6．Howlongwouldtheyliketobeaway?（Aboutthreeweeks．）Afterthey’veallfinishedreading,getsomestudentstoanswerthesequestions．Encouragethemtoaskquestionsonwhattheydon’tunderstandaboutthee-mail．Askonestudenttoreadthelettertotheclass．Helphimorherwiththepronunciation．Thenletallthestudentsreadthepassageseveraltimes．Answers1．F（thefamilywantsaninexpensivehotelandwantstosavemoneybycooking）2．F（the:familyenjoyshikingandswimming）3．DK4．DK 5．T6．F（thepersonwantstogototheeastofChina）StepⅢ3bThisactivityprovideswritingpracticeusingthetargetlanguage．Readtheinstructionstostudents．Ask:Whocanexplaintheinstructionsinyourownlanguage?ChoosetwoorthreeamongthosewhohaveputuptheirhandstoexplaintheinstructionsinEnglish．Theymaysaylikethis,SupposeIworkforAceTravelAgencyandIhavereceivedtheletterfromS．T．Zhang．Thenitismydutytoreplythee-mailandIhavetotellwheretheyshouldgoonvacation．Aftertheyallknowwhattodo,getthemtobeginwriting．Movearoundtheclassroomastheywrite,offeringhelpifnecessary．Rememberwhosepassageisexcellentandpreparetoaskthemtoreadtheirstotheclass．Afterthey’veallfinishedwriting,askthestudentswhohavewrittenverygoodpassagestoreadtheirstotheclass．Letthemworkinpairstocorrectthemistakesinthepassagethey’vewritten．Tellthemthattheyhavetorewritethelettersafterclassandbringthemtoschooltomorrow．AsamplewritingSubject:VacationFrom:AceTravelDearS．T．Zhang,Weareverygladtoreceiveyourletter．Thankyouforchoosingouragency．IthinkQingdaoisthebestplaceforyouandyourfamilytogoonvacationbasedonyoure-mail．Qingdaoisaverybeautifulcitywithlotsofnicescenery．It’sontheeastcoastofChina．Thewavesoftheseaarereallywonderful．It’sreallyanexcitingplacetovisit．Andyoucanalsodoalotofexercise there,suchashikingalongthecoastonthebeach,swimminginthegreatocean．Itwillbecomeamoreattractiveplaceinsummer．Wecanhelpyoubookaninexpensiveroomwiththreebeds．Manylocalpeoplethererunthatkindofhotelswiththeirownhouses．Theroomsareverycleanandniceandyoucancookyourmealsinthekitchensifyoulike．Isuggestyou’dbettertravelbyplane．Youcansavemuchtimeinthatway．HowdoyouthinkoftravellingtoQingdao?Pleasetellus．Bestwishestoyouandyourfamily．AceTravelStepⅣPart4Thisactivityprovidesreading,writing,listeningandspeakingpracticeusingthetargetlanguage．Readtheinstructionstostudents．Saysomethingaboutthethreeplacesinthechart．Showingsomepicturesoftheseplacestothestudents,saylikethis,QufuisasmallcityinShandongProvince．ItisfamousforConfucius．ItwasConfucius’hometown．Hewasbornthere．TheGreatWallistheprideoftheChinesepeople．Itisverylonganditishardtobelievethatitwasbuiltovertwothousandyearsago．TheForestofStelesinXi’anisagreatplaceforpeoplewhoareinterestedinwritingChinesewithbrushes．Whatdoyouthinkofthethreeplaces?LookatthechartinActivity4．WecanseethesampleanswerintheboxaboutQufuinthecolumnofyou．Continuesaying,NowpleasefillintheboxesaboutTheGreatWallandTheForestofStelesinXi’anonyourown． Youcanusethewordsabovethechartoranyotherword．Tellthemtowriteoutthethreestudents’namesintheproperplacesinthechart．Then．getthemtosurveythethreestudents．Letthemworkingroupsoffour．AskapairofstudentstoreadthemodelconversationinActivity4beforetheybegintheirownones．Atlast,haveseveralgroupsreporttheresultstotheclass．Thenasktheclasswheretheywouldprefertogotogether．Sampleanswerstothechart:AnidealplaceforaschooltripYouLiHongWangWeiZhaoYangQufueducationalnarrowgreathotTheGreatWallexcitingcrowdedcoldrelaxingTheForestofStelesinXi’ancrowdededucationalexpensiveexcitingStepⅤSummaryInthisclass,we’vereadane-mailtoatravelagencyandwe’vealsowrittenane-mail．Andwe’vedonesomereading,writing,listeningandspeakingpracticeusingthetargetlanguagethroughgroupwork．StepⅥHomework1．Rewritethee-mailwhichyouwroteinclass．2．Trytorememberthenewwordsandexpressionsonpage56．StepⅧBlackboardDesignUnit7Wherewouldyouliketovisit?SectionBTheFifthPeriodAnswerstoActivity3a:1．F2．F3．DK4．DK5．T6．FQuestionsonthee-mailinActivity3a: 1．WheredoS．T．Zhangandthefamilywanttotakeatrip?2．Whatkindofplacedotheywanttogoto?3．Whatexercisedotheyespeciallylovedoing?4．WhatdoesS．T．Zhangsayaboutthehoteltheywanttolivein?5．WhatdoesS．T．Zhangwantthetravelagencytodo?6．Howlongwouldtheyliketobeaway?Unit7Wherewouldyouliketovisit?TheSixthPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularysurf,arctic（2）Usethefollowingwordsproperlyhope,pack,save,provide,cook（3）Writeanarticleusingthetargetlanguage．2．AbilityObjects（1）Trainstudentstousetheverbshope,pack,save,provideandcookwell．（2）Trainstudents’writingskill．3．MoralObjectDoyouwanttotravelabroad?Englishwillbeveryusefulforyouthen．Itisspokenallovertheworld．Ⅱ．TeachingKeyPoints1．Helpstudentshaveaselfcheckonthekeywordsandtargetlanguage．2．Practiceusingtheverbs． hope,pack,save,provide,cook3．Writeanarticle．Ⅲ．TeachingDifficultPoints1．Usetheverbshope,pack,save,provideandcook．2．Writethearticle．Ⅳ．TeachingMethods1．Teachingbymakingsentences．2．Teachingbywriting．Ⅴ．TeachingAidThepicturesofthefourplacesⅥ．TeachingProceduresStepⅠRevision1．Checkthehomeworkbyaskingstudentstoshowtheire-mails．Chooseseveraltoreadtheirstotheclass．Thenletthemworkinpairsandreadtheirownletterstothepartners．Atlast,collectalltheletters．2．Haveadictationtoseeiftheycanrememberthenewvocabularywhichtheylearnedlastclass．Dictatethefollowingones．provide,firm,offer,spot．theForestofSteles,ConfuciusStepⅡPartThisactivityfocusesonvocabularyintroducedintheunit．Focusattentiononthebox．Inviteastudenttoreadthevocabularywordsatthetop．Youareaskedtofillintheblankswiththewords．Insomecases,youmayneedtouseanotherformoftheword,forexample,adjustingfortenseorsubject/verbagreement．Askstudentstofillintheblanksontheirown．Checktheanswers．Fivestudentseachreadasentence,fillingintheblanks．Therestofthestudentschecktheirwork．Answers 1．provide2．cook3．saving4．pack5．hopeAskstudentstomaketheirownsentenceswiththewords,preferablysentencesthataremeaningful．Movearoundtheroom．Collectafewstudents’answerswithmistakesontheblackboard．Alongwiththestudentshelpcorrectthemistakes．Sampleanswers1．MyfamilyhopetogotoSydneysoon．2．Heispackingallhisclothes．HewillleaveforLondontomorrow．3．We’dbettersavetimeforstudy．4．Thehotelprovidesbreakfastforfree．5．Manyforeignerscancookdumplings．StepⅢ2Thisactivityprovidesreadingandwritingpracticeusingthetargetlanguage．Readtheinstructionstotheclass．Getthemtolookatthepictures．Say,CanyousayouttheEnglishnamesofthefourfamousplacesinthepictures?Asksomestudentswhoknowthattotellthenames．Writethefournamesontheblackboard:theGoldenGateBridgeinSanFrancisco,theSydneyOperaHouse,BigBeninLondon,theEiffelTowerinParis．Thenteachthemtoreadthenamesseveraltimestilltheycanreadthemfluentlyandcorrectly．Practicereadingthenamesbyshowingsomepicturesofthefourplacestostudents．GetthemtosayouttheEnglishnamesoftheplacesassoonastheyseeeachpicture．Changethepicturesmoreandmorequicklyandstudentsdoasfastastheycan．Afterpracticingthenames,ask,Whichtheseplaceswouldyouliketovisitmost?Why?Asktwoorthreestudentstotelltheiranswerstotheclass．Theymaysaylikethis,I’dliketovisitParismost．BecauseIcamseethefamoustower,the EiffelTower．there．AndIhaveeverheardthepeoplethereareveryromantic．I’minterestedinthat．Thensay,Pleasesaysomethingontheplacewhereyouwouldliketovisitmosttoyourpartnernow．Getthemtoworkinpairs．Movearoundtheroomastheywork,offeringwordsandsentencesasneeded．Afterthey’veallfinished,tellthemtowriteanarticleaboutwheretheywouldliketovisitmostandwhy．Askstudentstocompletetheworkontheirown．Movearoundtheclassroomandhelpthem．Afterthey’vefinishedwriting,askafewstudentstoreadtheirarticlestotheclass．Encouragetherestoftheclasstotellthemistakestheymayhavemadeintheirpassages．Workinpairs．Eachonereadstheirownpassagetothepartner．Helpcorrectanymistakesinthepassage．SamplewritingI’dliketogotoabeautifulplace．IthinkitwouldbeParis．IfIwentthereIcouldvisittheEiffelTower．Itisfamousallovertheworld．IliketheEiffelTowerverymuch．Ihavecollectedlotsofpicturesofit．Someofthemareonthewallsofmysmallroom．ItismydreamtogotovisittheEiffelTowerandtakephotostherebymyself．That’sthemainreasonformetoliketovisitParismost．IalsoliketoseetheotherscenesinParis．Ihaveheardthatthestreetsthereareverybeautiful．AndtherearemanyfamousbuildingsinParis．Iwouldliketovisitthemuseumsthere,too．Ihopemydreamcancometruesomeday．StepⅣJustforFun!Thisactivityprovidesreadingandspeakingpracticewiththetargetlanguage．Teachthenewwordssurfandarcticfirst．ExplaintheminEnglishlikethis,Surfmeanstrytoridethewavesontheboardontheocean．Surfingisakindofverypopularwatersports． Arcticmeansthenorthpolarregions,andapolarbearisakindofbearwhichliveinthenorthpolarregions．Teachthemtoreadthetwowordsseveraltimes．Getstudentstoreadtheconversationinthepicturesintwohalves．Thenaskthemwhatisfunnyaboutthiscartoon?Helpthemtoanswer:Atfirstwethinkthetravelagencyistalkingtoawoman,andthenIfindoutit’sapolarbear．Callstudents’attentiontothepostersonthewallinthefirstpictureandthewordsonthepolarbear’sboard．Dosomeexplanationonthem．StepⅤSummaryInthisclass,we’vepracticedusingsomewords．We’vedonesomeexercisesonwriting,too．StepⅥHomework1．Reviewallthelanguagepointsinthisunit．2．Finishofftheexercisesonpages27～29oftheworkbook．3．Makeanothermoresentencewitheachoftheseverbs,hope,pack,save,provide,cook．4．RewritethepassageinActivity2．Trytomakesureeachsentenceiscorrect．StepⅦBlackboardDesignUnit7Wherewouldyouliketovisit?SelfcheckTheSixPeriodAnswerstoActivity1:1．provide2．cook3．saving4．pack5．hopeSampleanswerstoActivity1:1．MyfamilyhopetogotoSydneysoon．2．Heispackingallhisclothes．HewillleaveforLondontomorrow．3．We’dbettersavetimeforstudy．4．Thehotelprovidesbreakfastforfree． 5．Manyforeignerscancookdumplings．Unit7Wherewouldyouliketovisit?TheSeventhPeriodReading:YourownrobotⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularyservant,doubtful,artificialintelligence,humanoid,wave,elderly,trappedandsoforth（2）Text:Yourownrobot2．AbilityObjects（1）Trainstudents’abilityofidentifyingmainidea．（2）Trainstudents’abilityofunderstandingwordsincontext．（3）Trainstudents’abilityofreadingforspecialinformation．3．MoralObjectHaveyouthoughtofmakingyourownrobot?Ifyouhave,whynottryoutyouridea?Ⅱ．TeachingKeyPoints1．Keyvocabulary．2．Readthetexttoidentifymainidea．3．Readthetexttounderstandwordsincontext．4．Readthetextforspecialinformation．Ⅲ．TeachingDifficultPoints1．Trainstudents’readingskill．2．Trainstudents’writingskill．Ⅳ．TeachingMethods1．Up-downreadingmethods2．Pairwork 3．GroupworkⅤ．TeachingAidAprojectorⅥ．TeachingProceduresStepⅠPart1Thisactivityallowsstudentstoactivatetheirbackgroundknowledgebeforeattemptingthereading．Firstreadthetitlewiththechildrenandaskthemwhattheythinkthearticleisabout．Askseveraltotelltheclasswhattheythinkthearticleisaboutbasedonthetitle．Iftheythinkofitisaboutrobots,tellthemtheyhavedonewell．Secondsaytotheclass,Pleaselookatthepictureonthispage．Whatcanyouseeinit?Howmanyrobotscanyousee?Whataretheybusydoing?Askoneortwostudentstodescribethepicturetotheclass．Notetocorrectthesentencesthattheyuse．Theymaysaylikethis,Wecanseefourrobotsinthepicture．Theyareallbusyworking．Thefirstoneiscarryingheavyboxes．Thesecondoneistakingcareofanelderperson．Thethirdoneisworkingonamachine．Thefourthonelookslikeasnake．Itisasnakerobotanditislookingforpeopletrappedunderabuilding．Readtheinstructionstostudentsnow．Gooverthethreequestionswithstudentsandchoosethreestudentstogiveanswerstomakemodelonestotheothers．Thenaskthemtoworkinpairs,discussthethreequestions．Theanswerwillvary．Tellthemtodiscussthequestionswithoutreadingthearticle．Asthechildrenwork,walkaround,listentothemandofferanywordsandsentencestheymayneed．Whenallthepairsfinishdiscussing,asksomepairstoaskandanswerthequestions．Theothersintheclasslistentothem．Sampleanswers1．Arobotisamachinethatactslikeahuman．Itlookslikeahuman being．Itismadetodoverycarefulordangerousworkinsteadofhumanbeings．Arobotiscontrolledbydifferentelectricdevicesystemwhichcanperformthecommands．2．Wecanseerobotsinmanyworkplacestoday．Theyuserobotstomakecars,automobilesandmanyotherthings．TheUSAsentsomerobotstoMarsin2004．Robotscanhelphumanbeingsinmanyfields,suchasexploringtheouterspaceanddeepersea．Someonehasinventedtherobotfootballplayers．Thereareseveralbigrobotfootballmatchesintheworldeveryyear．3．Theycoulddomuchworkinourdailylife．Robotsinthefuturewouldhelptakecareofthekids,patientsandtheoldpeople．Theywoulddoalltheworkwhatpeoplehavetodotoday．Theywoulddothecompanyworkandthehouseworkinsteadofhumanbeings．Wehumanbeingsjustneedto"tell"themwhatto,doandwewouldhavemoresparetimetoenjoylife．StepⅡPart2Thisactivityencouragesstudentstoquicklyreadforthemainideaandthensupportthemainideawithonedetail．Drawstudents’attentiontotheinstructionsandreadtheinstructionstothem．LookatthechartinActivity2．Therearefivemainideasofthearticleinit．Youneedtoreadthearticlequicklyandgetonedetailforeachofthesemainideas．Thefirstonehasgivenasasample．Gooverthefivemainideasandthesampleanswerwiththeclass．TellthemA．I．=ArtificialIntelligence．Itisanameofafilm．Dosomemoreexplanationifneeded．Makesurethateachstudentknowsthemeaningsofthesentences．Askstudentstocompletethetaskindividuallyfirst,Thengetthemtodiscusstheiranswersinpairs．BesurethattheydiscussdetailsinEnglish．Encouragestudentstofillintheformwithcompletesentences． Havesomestudentsreporttheiranswerstotheclass．Theotherslistenandhelptocorrectthemistakestheymaymake．SampleanswersMainideaDetailInthemovieA．I．,robotsarelikepeople．Theyhavefeelings．Japaneserobotsdothesamethingsaspeople．Theywalk,danceandwavehelloandgoodbye．It’sdifficultforrobotstodothesamethingsaspeople．Theycan’topentheireyesandknowwheretheyare．Scientistsmakerobotsthatdon’tlooklikepeople．Theylookmorelikebigarms．Thefutureishardtobelieve．Ahundredyearsago,computers,spaceshipsandelectrictoothbrushesseemedimpossible．StepⅢPart3Thisactivityencouragesstudentstousethestrategyofreadingincontext．Say,Wecanseetherearesomewordsindicatedinboldinthearticle．Pleaseguessthemeaningsofthemnow．Thenasksomechildrentoguessthemeaningsoftheboldwords,butjustguess．Don’tgivethemthecorrectanswers．Doyouwanttoknowmoreabouttherobots?Readthearticlemorecarefullythistimeandyou’llgetmoreknowledgeaboutrobots．Pleasereadthearticleagain．Andnotetoreadincontext．Trytoguessthemeaningsofthewordsinboldfromtheotherwordsaroundthem．Youcanalsoguessthemeaningsofanywordsandphrasesyoucan’tunderstandfromtheotherwordsaroundthem．Askstudentstoreadthearticleagainforcomprehension．Aftera while,asksomestudentstotellthemeaningsofthewordsinboldbyreadingandguessing．Discusstheiranswerswiththewholeclass．Checktheiranswersbyshowingtheseboldwordsandtheirmeaningsonthescreenbyaprojector．artificialadj．人工的；人造的intelligencen．智力；智慧A．I．（=ArtificialIntelligence）《人工智能》（电影名称）servantn．仆人；佣人feelingn．感情；感觉；知觉doubtfuladj．怀疑的；疑惑的humanoidn．类人动物（尤指科幻小说中的外星人）wavev．挥动（手、手臂）elderlyadj．老年的；较老的Askstudentstoraisetheirhandsandsaywhichsentencesandwordstheydon’tunderstand．Explainthem．Readtheinstructionswithstudentsandhavethemlookattheexample．Askstudentstomatchwordstomeanings．Remindthemtoreadthestoryagainforextrahelp．Checktheanswers．Answersservantg;doubtfula；artificialintelligencee;humanoidf;waveb;elderlyd;trappedeStepⅣPart4Thisactivityhelpsstudentsreadforspecificinformation．Readtheinstructionstostudents．Askthefirstquestionasasampletocheckiftheyunderstandwhattheyneedtodo．Askstudentstodotheactivityindividually．Tellthemtoreadthetextagaintogethelp．Checktheanswersbyaskingdifferentstudentstoanswerthequestions．Answersmayvaryslightly． Youshouldtrytoremembertheanswersbeforelookingatthereading．Thenletthemaskandanswerthequestionsinpairs．Sampleanswers1．Robotswillhelptheelderlybecausetherearen’tenoughchildreninJapananymore．2．Robotsdon’tgetboredbecausetheydon’tthink．3．Anall-robotfootballteamwillplaywellbecausetheplayerswon’tgettired．4．Ahundredyearsago,computers,spaceshipsandelectrictoothbrushesseemedimpossible．5．Somerobotswilllooklikespidersandsnakes．StepⅤPart5Thisactivityhelpsstudentsworkinagroupandthinkcriticallyaboutwhattheyhaveread．Readthetaskwithstudents．Weknowtherearemanydifferentkindsofrobotsandpeoplewantdifferentrobotstododifferentjobs．Supposeyouarearobotscientistandyouaregoingtodesignarobotpet．Whatkindofrobotdoyouwanttodesign?Whatcanyourrobotdo?PleaselookatthethreequestionsinthechartinActivity5．Thinkthemover．I’llaskonetopresenthisorherrobottotheclass．Letthemthinkforawhile．Thenaskonegoodstudenttopresenthisorherdesigntotheclass．Heorshemaysaylikethis．Iamgoingtoinventarobotdancer．Itwilllooklikeaveryprettygirl．Ihopemyrobotcandancetodifferentkindofmusic．Whenpeoplearetiredandwanttolistentosomemusic,myrobotcanperformdancingwhilethemusicison．Andmyrobotdoesn’tneedanyotherkindofpowerexceptthesoundofthemusic．Thenaskthewholeclasstodiscusstheirrobotsingroupsoffourandfillinthechartwiththeinformationabouttherobots．Askoneortwostudentstopresenttheirdesignstotheclass．Iftimepermits,getstudentstomakedrawingsoftheirrobotpetsorotherrobot ideas．Sampleanswers1．Itlookslikeaprettygirl．2．Itcandancetodifferentkindsofmusic．3．Itjustusesthesoundofmusicasitspower．StepⅥSummaryWehavereadaverywonderfularticleaboutrobot．Andwehavediscussedourownrobots．Wehavedonemuchpracticeoncomprehension．StepⅦHomeworkReadthearticleinActivity2againforfurthercomprehension．StepⅧBlackboardDesignReading:YourownrobotTheSeventhPeriodAnswerstoActivity3:servantg;doubtfula;artificialintelligencee;humanoidf;waveb;elderlyd;trappedcSampleanswerstoActivity4:1．Robotswillhelptheelderlybecausetherearen’tenoughchildreninJapananymore．2．Robotsdon’tgetboredbecausetheydon’tthink．3．Anall-robotfootballteamwillplaywellbecausetheplayerswon’tgettired．4．Ahundredyearsago,computers,spaceshipsandelectrictoothbrushesseemedimpossible．5．Somerobotswilllooklikespidersandsnakes．Unit8I’llhelpcleanupthecityparks． The1stperiodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularycleanup,hunger,homeless,cheerup,giveout,volunteer,food,bank（2）TargetLanguageI’dliketoworkoutside．Youcouldgiveoutfoodatafoodbank．2．AbilityObjects（1）Trainthestudentstoexpressofferingtohelpwiththetargetlanguage．（2）Trainthestudents’listeningskill．3．MoralObjectOfferhelptotheothersasmuchaspossible．Ⅱ．TeachingKeyPoints1．KeyVocabularycleanup,hunger,homeless,cheerup,giveup2．TargetLanguageHowtoexpressofferingtohelpwithtargetlanguage．Ⅲ．TeachingDifficultPoints1．Teachthestudentshowtousethenewphrasalverbs．2．Teachthestudentstoexpressofferingtohelpwithtargetlanguage．Ⅳ．TeachingMethods1．Teachingbygivingsamplesentencesandmakingupsentences．2．Teachingbyshowingpictures．Ⅴ．TeachingAids1．Ataperecorder2．Somepicturesonvolunteer’sofferinghelpⅥ．TeachingProcedures StepⅠRevision1．RevisethelanguagepointsinUnit7．Asksomequestionslikethis:Wherewouldyouliketogoonvacation?（I’dliketo/I’dloveto/lhopeto…）Why?（Because…）2．RevisethecontentsinUnit7．Saytotheclasslikethis:WhocansaysomethingaboutSingapore?Whatthingsdoyoulikethereandwhatthingsdon’tyoulikeaboutit?Askthemtogivetheanswerswithoutlookingatthebooks．3．Checkhomeworkbyaskingsomestudentstoreadtheirsentencesthey’vemadewiththeverbs．Letthemhandintheirhomework．4．DictatetenwordsinUnit7．StepⅡlaThisactivityintroducesthekeyvocabularyandprovidessomewritingpractice．Inthisunitwelearntooffertohelp．We’llusesomephrasalverbs．Eachphrasalverbshastwoorthreewords,suchascleanup,cheerup,giveout．Hereisanexampleonhowtousecleanup．LookatthetitleofUnit8．I’llhelpcleanupthecityparks．Repeatittwice,please．Askthechildrentoreadthetitletwice．Thengoonsaying,"cleanupmeansmakeaplacecleanandtidy,putthingsthereinorder"．Let’sseeanotherexample,Weshouldalwayscleanupafterapicnic．Whocanexplainthissentenceinyourown,words?Askonestudenttoexplainthesentence．Heorshemaysaylikethis．Thissentencesmeansweshouldburnwastepaper,collectlitterandemptybottles,etc．Thenasktheclass．Whocanmakemoresentenceswithcleanup?Askseveralstudentstosharetheirsentencestotheclass．Dothesamewiththeotherphrasalverbs． Somesamplesentences1．cleanup—makeaplacecleanandtidy,putthingsinorderWeshouldalwayscleanupthedirtypartsofthesea．2．cheerup—makesomeonefeelhappyThegoodnewscheerseveryoneup．3．giveout—handout,distributeLinTaohelpedtheteachergiveoutthenewtextbookstotheclass．Readtheinstructionstothestudents．Pleaselookatthepicturenow．Wecanseeabulletinboardandtwochildreninit．Whatisthebulletinboardabout?Helpstudentstoanswer:VolunteerToday!Thencontinuesaying,"Whocantellmethemeaningofvolunteer?"Askonestudenttotrytoexplainit．Thentellthemthemeaningofit．Volunteermeansapersonwhoofferstodosomethingunpleasantordangerous．Itmeansapersonwhoofferstohelptheotherssometimes．Volunteerisusedasaverbinthislesson．Drawthestudents’attentiontothethreepostersontheboard．Wecanseeonesentenceineachposter．Andwecanseesomepeopleineachposter,too．Whatarethevolunteersdoingineachposter?Pleaseworkinpairsandtalkabouttheposters．Givethestudentsafewminutestotalkaboutwhattheywillsay．Letthemtalkaboutallthethreeitems．Movearoundandhelpthepairsasneeded．Thenreadthesentencesintheposterstotheclass．Askthepairsofstudentstoexplainwhatthesentencemeansintheirownwords．Ortellwhatthevolunteersaredoingintheposters．Forexample,forthefirstposter,apairmightsay:Itmeansthereistrashinthepark．Therearepapersontheground．Wecanhelpcleanuptheparkbypickinguppapersandtrash．Wecanmaketheparkclean． Afterthestudentshavefinishedalltheitems,askthestudentstoaddsomeotherwaystheycanhelppeople．Getthemtowritethewaysdownintheboxbelowthepicture．Atlast,asksomestudentstosharetheirideaswiththeclass．Writeanynewwordsorphrasesontheboardandexplainthesewordstotheclass,ifnecessary．Somesampleanswers:Visitsomesingleelderlypeopleandhelpthemwithhousework．Helpcleanuptheneighbourhood．Cheerupthepeoplewholooksad．Helptheteachergiveoutthepaperstothestudents．Savemoneytohelpthepoorerchildren．StepⅢ1bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation．Callthestudents’attentiontothetwolistsintheboxinActivitylb．Asksomestudentstoreadtheeightsentencesontheliststotheclass．Explainanynewwordsandphrasesinit．Makesurethatallthestudentscanunderstandthemeaningsoftheeightitems．Thengetthechildrentoreadtheinstructionstogether．Say,wewillhearfourconversations．Yourtaskistomatchtheitemsinthetwolists．Wecanseetheblanksinfrontofthefirstlineofeachconversation．Listentotheconversationsandwritetheletterinfrontofthefirstlineofeachconversation．Putthelettersofthesecondlineofconversationsinrightplaces．Pointoutthesampleanswertotheclass．Playtherecordingthefirsttime．Tellthestudentstoonlylisten．Thenplaytherecordingasecondtime．Tellthemtowritealetterinfrontofeachnumberedsentencethis time．Checktheanswers．Answers1．c2．a3．d4．bTapescriptConversation1Boy1:I’dliketoworkoutside．Girl1:Youcouldhelpcleanupthecityparks．Conversation2Boy2:I’dliketohelphomelesspeople．Girl1:Youcouldgiveoutfoodatthefoodbank．Conversation3Girl2:I’dliketocheerupsickkids．Girl1:Youcouldvisittheminthehospital．Conversation4Girl1:I’dliketohelpkidswiththeirschoolwork．Girl2:Youcouldvolunteerinanafter-schoolstudyprogram．OptionalactivityAskthestudentstochooseavolunteerjobtheymightliketodoanddrawapictureofit．Theycandrawapicturelikethepostersinthetextbook．Theycanalsoaddasentencedescribingthejob．Theymaydothisinseveralgroups．Afterthey’vefinished,displaythepicturesonabulletinboardanddiscussthesepictureswiththeclass．StepⅣ1cThisactivityprovidesguidedoralpracticeusingthetargetlanguage．Readtheinstructionswiththeclass．CalltheirattentiontotheexampleinthespeechbubblesinActivityla．Askapairofstudentstoreadthisconversationtoaclass．Thenletthempracticeinpairs．Notetheirpronunciationof"liketo"inphrasessuchas,I’dliketohelphungrypeople．TellthemEnglishspeakersusuallypronouncethe words"liketo"asiftheywerespelledlike-tuh．PlaytheI’dliketostatementsontherecordingtodemonstratethispronunciation．Afterthey’vefinishedpracticingthesampleconversation,askthemtomakeupsimilarconversationsbasedontheothertwoposters．Gettwopairstodemonstratetwoconversationsfirst．Theymaysaylikethis:SA:I’dliketocheerupsickkids．SB:Youcouldvisitsickchildreninthehospital．SA:I’dliketohelphomelesspeople．SB:Youcouldgiveoutfoodatafoodbank．Thenletthewholeclasspracticeinpairs．Afterthat,playtherecordingofactivity1bandletthechildrenreadafterittwice．ThenaskthemtopracticesimilarconversationsusingtheinformationinActivity1b．StepⅤSummarySay,Inthisclass,we’velearnedhowtoexpressofferinghelp．Andwe’velearnedseveralphrasalverbs．Atlast,wedidsomeoralpracticeusingtargetlanguage．StepⅥHomework1．Makeuponesentencewitheachofthefollowingphrasalverbs:cleanup,cheerup,giveout2．Writeoutthreeconversationsofactivity1c．StepⅦBlackboardDesignUnit8I’llhelpcleanupthecityparks,SectionATheFirstPeriodPhrasalverbs:1．cleanup—makeaplacecleanandtidy,putthingsinorderWeshouldalwayscleanupthedirtypartsofthesea． 2．cheerup—makesomeonefeelhappyThegoodnewscheerseveryoneup．3．giveout—handout,distributeLinTaohelpedtheteachergiveoutthenewtextbookstotheclass．Unit8I’llhelpcleanupthecityparks．The2ndPeriodⅠ．TeachingAimsandDemandsKnowledgeObjects（1）KeyVocabularyclean-up,sign,putoff,setup,establish,comeupwith（2）TargetLanguageI’llhelpcleanupthecityparks．2．AbilityObjects（1）Trainthestudents’listeningskill．（2）Trainthestudents’communicativecompetenceusingthetargetlanguage．（3）Trainthestudentstousethenewphrasalverbs:cheerup,setup,comeupwith,putoff/3．MoralObjectPlanaCityParksClean-upDaywithyourgoodfriendsandcomeupwithsomeideastotellpeopleaboutit．Ⅱ．TeachingKeyPoints1．Listeningpracticewithtargetlanguage．2．Makecommunicationswithtargetlanguage．3．Howtousethephrasalverbs．Ⅲ．TeachingDifficultPoints1．Makecommunicationswithtargetlanguage．2．Usethephrasalverbs． Ⅳ．TeachingMethods1．Listening2．Pairwork3．RoleplaytheconversationⅤ．TeachingAidsAtaperecorderⅥ．TeachingProceduresStepⅠRevision1．RevisetheknowledgepointsonPage60．Askseveralstudentstotellsomewaystheycouldhelppeoplewithbooksclosed．2．Checkhomeworkbyaskingseveralpairstoreadtheirconversationswhichtheywrotedown．3．Checkhomeworkbyaskingsomestudentstoreadtheirsentenceswiththephrasalverbs．Letthemhandintheirhomework．StepⅡ2aThisactivityprovideslisteningpracticeusingthetargetlanguage．WecanseefivepicturesinActivity2a．Whatcanyouseeineachpicture?Askfivedifferentstudentstodescribethepictures．Theymaysaylikethis:Picture1:WecanseeaTVscreeninPicture1．Picture2:Thereisagirtputtingasignontheboard．Picture3:Aboyismakingacall．Picture4:Wecanseeacopyofnewspaperwiththeadvertisement．Picture5:Aboyisgivingoutadvertisementstopeople．Afterthat,askastudenttoreadthewordsontheTVscreen,onthesignandinthenewspaper．We’llhearsomestudentsataclubmeeting．Theyaretalkingabouthowtheirclubcanhelpcleanupthecityparks．Asktheclasstoreadtheinstructionstogether．Tellthemtonotetheboxofeachpicture,theywillhavetotickintheboxesoftheitemsthey hearontherecording．Nowlistentotheclubmemberstalkingaboutwhattheycandotocleanupthecityparksandtickintherightsmallboxes．Playtherecordingthefirsttime．Studentsonlylisten．Playtherecordingagain．Askstudentstocheckthethingstheyhear．Checktheanswers．AnswersThefollowingpicturesshouldbechecked:bccTapescriptBoy1:OK．Nowweneedtocomeupwithaplantotellpeopleaboutthecityparkclean-up．Girl1:Yeah,butI’mhungry,Bob．let’shavelunchfirst．Girl2:No,wecan’tputoffmakingaplan．Clean-upDayisonlytwoweeksfromnow．Boy2:You’reright．Sally,whilewetalk,I’llwritedownallourideas．Thenwecandecidewhichideasarebest．Girl1:Um…Well…wecouldputupsigns．Boy2:That’sagoodidea!Girl2:I’11handoutadvertisementsafterschool．Boy1:OK．Great!Andwecouldeachcalluptenpeopleandaskthemtocome．Boy2:Hey,we’vecomingupwithalotofgoodideas,aren’twe?StepⅢ2bThisactivityprovideslisteningandwritingpracticeusingthetargetlanguage．Readtheinstructionswiththeclass．Andletthemhavealookatthesentences．Readthefirstsentencetothestudents．Tellthemitisasampleanswer． Say,Wewillhearthesamerecordingagain．Thistimelistencarefullytowhatthestudentssayandfillintheblanksinthesentences．Playthetapeagainandthestudentswriteouttheanswers．Checktheanswers．Answers1．comeupwith2．putoff3．writedown4．putup5．handout6．callupStepⅣ2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage．Askstudentstolookatthesampleconversationfirst．Askapairtoreadittotheclass．Asktheclasstoreadtheinstructionstogether．Say．You’llworkinpairstoroleplaytheconversationinActivity2b．Eachpairwillmakeaconversationlikethesampleone．YoucanusethesentencesinActivity2basaguide．Askthestudentstoworkinpairs．Morearoundtheclassroom,checkingtheprogressofthepairsandofferinghelpasneeded．Askoneortwopairstosaytheirconversationstotheclass．StepⅤGrammarFocusThisactivityintroducesseveralphrasalverbs．Say,Doyourememberthemeaningofcheerup?Whocantellus?Askastudenttoexplainthephrasalverbcheeruplikethis:Cheerupmeansmakesomeonehappy．Thengetstudentstomakeupsomesentenceswithit．Say,Let’slearnsomemorephrasalverbstoday．Pleaseopenyourbooksatpage61．LookatthecontentinGrammarFocusandtrytotell methemeaningsofsetupandcomeupwith．Asktwochildrentotelltheirmeaningslikethis:Setupmeansestablishorstart．Comeupwithmeansthinkup．Thengetstudentstoreadthesamplesentencesinthegrammarbox．Writethephrasalverbsandthesentencesontheblackboard．Getstudentstomakemoresentenceswiththesephrasalverbstogetafurtherunderstanding．StepⅥSummarySay,Inthisclass,we’vedonesomelisteningandwritingpracticewithtargetlanguage．Wealsodidsomeoralpracticeinpairs．Andwe’vediscussedsomephrasalverbsaswell．StepⅦHomework1．WritetwoconversationslikethesampleinActivity2c．2．Makeuponesentencewitheachofthefollowingphrasalverbs:setup,comeupwith,putoff,handout,callupStepⅧBlackboardDesignUnit8I’llhelpcleanupthecityparks．SectionATheSecondPeriodPhrasalverb:cheerupHelookssad．Let’scheerhimup．setupWearegoingtosetupafoodbanktohelpangrypeople．comeupwithWeneedtocomeupwithsomeideas．Unit8I’llhelpcleanupthecityparks．The3rdPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects （1）KeyVocabularymajor,commitment,veterinarian,coach（2）TargetLanguageI’dliketojointheschoolvolunteerproject．Youcouldhelpcoachafootballteamforlittlekids．2．AbilityObjectsTrainstudents’readingskill．Trainstudents’speakingskillwithtargetlanguage．Trainstudents’writingskillwithtargetlanguage．3．MoralObjectIfthereisastudentvolunteerprojectinyourschool,trytojoinit;ifnot,trytosetupone;beingavolunteerisgreat!Ⅱ．TeachingKeyPoints1．GuidestudentstoreadthearticleinActivity3a．2．Helpstudentstousethetargetlanguagetoexpresswhatkindsofvolunteerworktheycoulddoandwhattheyliketodo．1．TeachingDifficultPoints1．Readthearticleforcomprehension．2．Usethetargetlanguagetoexpresswhatkindsofvolunteerworktheycoulddoandwhattheyliketodo．Ⅳ．TeachingMethods1．Pairwork2．RoleplayⅤ．TeachingAidsSomepicturesthatthevolunteersareworking,orsomesignsofthevolunteers’clubs．Ⅵ．TeachingProceduresStepⅠRevision1．Checkthehomeworkbyaskingsomechildrentoreadtheirconversation．2．Checkthehomeworkbyaskingsomechildrentosharetheir sentenceswiththephrasalverbswiththeclass．3．Revisethetargetlanguagetheylearnedlastclass．Askseveralpairstotalkaboutthewaystheycouldhelppeople,usingtheconversationinthespeechbubblesinactivitylaasasample．StepⅡ3aThisactivityprovidesreadingpracticeusingthetargetlanguage．Havethestudentslookatthepictureofthethreechildren．Askthemwhotheythinkthechildrenare．Thencallthestudents’attentiontothetitleofthearticleandaskthechildrentoreaditout．Askthemthequestionagain．Thistimetheymayanswer．Theyarethreevolunteers．Readtheinstructionstothestudents．Thisisanarticleaboutvolunteers．Youhavetwotaskstodo:firstunderlinethekindsofworkthevolunteersdo;secondcirclethereasonswhytheyliketheirwork．Continuesaying．ThenamesofthethreevolunteersareLiHuiping,LanPeiandZhuMing．Thearticletellsyouaboutthedifferentthingstheydotohelppeople．Pleasereadthearticlethefirsttimeandunderlinethethingstheydo．Therearethreequestionsontheblackboardtohelpyou．Writethethreequestionsontheblackboardandtellthemtoscanthepassagetogettheanswersandunderlinethewords．Questions1．WhatdoesLiHuipingdotohelppeopleasavolunteer?2．WhatdoesLanPeido?3．WhatdoesZhuMingdo?Checktheanswersbyaskingthreestudentstoanswerthequestions．Readthearticletotheclassanddosomeexplanationonanynewwords．TellthestudentstoraisetheirhandswhenIcometoanywordorsentencetheydon’tunderstand．Pauseanddosomeexplanation．TrytoexplainthenewwordsinEnglishlikethis:majormeansmore important,forexample,amajoroperation,themajorroads;Aveterinarianmeansananimaldoctor,adoctorwhotreatsanimals．Afterthat,getthestudentstoreadthearticleasecondtimetocirclethereasons．Checktheanswerswiththeclass．Thenhavethestudentsreadthearticleloudlytwice．Encouragethemtoaskquestionsiftheystillcan’tunderstandanywordsorsentences．Movearoundtheclassroomandanswerthestudents’questions．AnswersUnderlinedwords:Shehelpsyoungchildrenlearntoreadafterschool．…volunteerseverySaturdaymorningatananimalhospital…singsforgroupsofpeopleattheCityHospital．Circledwords:Youcandothethingsyoulovetodo…hehaslearnedalotaboutanimals…hehasmetsomewonderfulpeopleatthehospital．StepⅢ3bThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage．Readtheinstructionstothestudents．AndtellthemIloveEnglish．IcouldteachEnglishinanafter-schoolprogram．Huilovesplayingfootball．WhatcouldHuidoifhewantstojointheschoolvolunteerproject?Helpthestudentsanswer．Hecouldcoachafcf6tballteamforlittlekids．Tellthemcoachmeansteachortrain．ThenaskthestudentstolookatthetableinActivity3b．Wecanseethreecolumnsinthisform．Therearefournamesinthefirstcolumn．Andwecanknowwhateachofthemlovesdoingfromthesecondcolumn,thecolumnofloves．Nowourtaskistofillintheblanksinthe thirdcolumn,thecolumnofCould．Getthestudentstodiscussinpairsandfilltheresultsoftheirdiscussionsintheblanks．MovearoundtheclassroomtomakesurethattheyarediscussinginEnglishandofferthemhelpasnecessary．Askseveralpairstoreporttheiranswerstotheclass．Answerswillvarybutshouldshowasenseofvolunteeringaswellasarelationshiptotheskill．Theymaygiveanswersincompletelysentencesorallybutwriteinphrases．SampleanswersNameLovesCouldHuiFootballcoachafootballteamforkidsXiaoTangwritingstoriesgiveatalkonhowtowritestoriesJoymovieshelpgiveoutpostersforacinemaWeimusicplaymusictocheerupthesadpeopleStepⅣ3cThisactivityprovideslisteningandspeakingpractiseusingthetargetlanguage．Askapairofthestudentstomodelthesampleconversationfirst．SA:I’dliketojointheschoolvolunteerproject,butI’mnotsurewhatIshoulddo．SB:Whatdoyoulikedoing?SA:Iloveplayingfootball．SB:Well,youcouldhelpcoachafootballteamforlittlekids．Writetheconversationontheblackboard．Modelfortherestoftheclass．Thenletthewholeclasspracticeinpairs．Remindthemtousethesampleconversation,butreplacethewordslovesandskills．Movearoundtheclassroomwhiletheyareworking,checkingtheprogressandofferinghelpasnecessary． Asktwoorthreepairstosharetheirconversationstotheclass．StepⅤPart4Thisactivityprovideswrittenandoralpracticeusingthetargetlanguage．Readtheinstructionstotheclass．Callthestudents’attentiontotheclartontheleft．PointoutthetitlesThingsIliketodoandvolunteerworkIcoulddotothestudents．Atfirst,eachofyouwritesdownthreethingsyouliketodoonthelinesinthecolumnofThingsIliketodo．Youcanwriteineithercompletesentencesorphrases．Forexample,youcanfillintheblankwithIlovedrawingpictures,orDrawingpictures．Getthestudentstowritedowntheirownanswersindividually．Asstudentswrite,movearoundtheroomhelpingwithvocabularyifnecessary．Showsomepicturesofvolunteers’worktoremindthemaswell．Askseveraltoreadtheirthingstheyliketodototheclass．Thenworkinpairsandgiveeachothersuggestionsaboutwhatvolunteerworkyoucoulddowiththoseinterests．Askapairtomodelthesampleconversationbeforetheybegintopractice．SA:IliketoreadaboutChinesehistory．WhatkindofvolunteerworkdoyouthinkIcoulddo?SB:YoucouldstartaChineseHistoryClub．Writetheconversationontheblackboard．Getstudentstopracticeinpairs．Asthestudentspractice,movearoundtheclassroom,correctingsomemistakestheymaymakeandhelpingthemanswerthequestions．TellthemtofillintheblanksinthecolumnofVolunteerworkIcoulddowiththesuggestionsthattheirpartnershavegiventhem．Afterallofthemhavefinishedwriting,askoneortwopairstosharetheirconversationstotheclass．Sampleanswers ThingsIliketodoVolunteerworkIcoulddo1．Ilovedrawingpictures．2．Iliketotravel．3．Ilikevisitingmuseum．Icoulddesignawallnewspaperforourclass．Icouldguidethetouristsinourcity．Icouldhelplookafterthethingsondisplay．StepⅥSummaryInthisclass,we’velearnedmoreaboutthevolunteersandtheirwork．Andwe’vedonemuchoralandwrittenpracticeonvolunteerworkwithtargetlanguage．StepⅦHomework1．WriteaconversationlikethesampleoninActivity3c．2．WriteaconversationlikethesampleoneinActivity4．StepⅧBlackboardDesignUnit8I’llhelpcleanupthecityparks．SectionATheThirdPeriodTargetlanguage:1．I’dliketojointheschoolvolunteerproject,butI’mnotsurewhatIshoulddo．Whatdoyoulikedoing?Iloveplayingfootball．Well,youcouldhelpcoachafootballteamforlittlekids．2．IliketoreadaboutChinesehistory．WhatkindofvolunteerworkdoyouthinkIcoulddo?YoucouldstartaChineseHistoryClub．Unit8I’llhelpcleanupthecityparks．The4thPeriod Ⅰ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularyrunoutof,takeafter,fixup,giveaway,repair,not…anymore,similaradvertisements（2）TargetLanguageWhatdoyoudo,Jimmy?Ifixupbikesandgivethemaway．2．AbilityObjects（1）Trainthestudents’reading,writing,speakingandlisteningskillswiththetargetlanguage．（2）Trainthestudentstousethenewphrasalverbs．3．MoralObjectComeupwithagoodideatohelpothers．Itwillbringyoumuchenjoyment．Ⅱ．TeachingKeyPoints1．Trainthestudents’reading,writing,speakingandlisteningskillswiththetargetlanguage．2．Teachthestudentstousethenewphrasalverbsproperly．Ⅲ．TeachingDifficultPointTeachthenewphrasalverbs．Ⅳ．TeachingMethods1．Makingupsentences2．Listening3．PairworkⅤ．TeachingAidA．taperecorder．Ⅵ．TeachingProceduresStepIRevision1．RevisethecontentsofthearticleinActivity3a．SectionAbyaskingsomequestionslikethese． Questions1．WhatdoesLiHuipinglovetodo?Andwhatdoesshedoasavolunteer?2．WhatdoesLanPeiloveandwhatdoesheplantobewhenheleavesschool?WheredoeshespendeverySaturdayworking?3．WhataboutZhuMing?SaysomethingaboutZhuMing．4．Whatdotheysayabouttheirvolunteerwork?5．Whatdotheyplantodo?2．Checkthehomeworkbyaskingsomestudentstoreadtheconversationstheywrote．Correctanymistakestheymighthavemade．Letthemhandintheirhomework．StepⅡ1aThisactivityintroducesnewtargetlanguage．Readtheinstructionstothestudents．Makesurethateachoneknowswhattodo．Letthestudentslookatthesentencesintheleftcolumnfirst．TrytoexplainthefoursentencesinEnglishforthechildren,especiallythenewphrasalverbsinthesentences．Saytothemlikethis:Pleaselookatthesentencesontheleftcolumn．Let’sgetthemeaningsofthem．Let’sseethefirstone．I’verunoutofitHere,runoutofisaphrasalverb．Itmeansreachanendof,useuporbecomeshortof．I’verunoutofit,meansI’veuseditup,nothingleft．Explaintheothersentencesinthesamewaylikethis．2．Itakeaftermymother．takeafter——belikesb．orbesimilartosb．Itakeaftermymother．——Iamlikemymother．3．Ifixeditup．fixup——install,fittogetherandplaceinposition,repair,renewIfixeditup．——Iinstalledit,orIrepairit． 4．Igaveitaway．giveaway——makeapresentof,donateIgaveitaway．——Idonatedit．Igaveittosomeonewithoutmoney．Afterexplainingthesentences,readeachsentenceintheboxandaskthestudentstorepeat．Thenaskseveralstudentstoexplainthesentenceswithlettersinfrontofthem．Tellthemtoexplainthemintheirownsentences．Forexample,Sentencea,thestudentmightrespond．Mybicyclewasbroken．Icouldn’trideit．Igotnewtiresandanewseat．Nowitworksfine．Readtheinstructionsagainandaskthestudentstomatchthesentenceswithsimilarmeanings．Say,Nowmatchthenumberedsentenceswiththeletteredsentencesinthebox．Writetheletterofonesentenceinfrontofthenumberofthematchingsentence．Lookatthefirstsentence．Theanswerhasbeengiven．It’sSentenceb．Findouttheanswerstotheothersentences．Checktheanswersbyaskingdifferentstudentstoreadtheirmatchedsentences．Answers1．b2．c3．a4．dStepⅢ1bThisactivityprovideswritingpracticewiththenewphrasalverbs．Callthestudents’attentiontothephrasalverbsinthebox．Havefourdifferentstudentsexplaineachphrasesintheirownwords．Makesureeachstudentknowsthephrasalverbs’meanings．Thenaskthestudentstoreadtheinstructionstogether．Nowlet’smakesentenceswiththewordsinthebox．Pleaselookatthesamplesentenceinyourbook．Whowouldliketoreaditandexplainit inyourownlanguage?Askonestudenttoreadthesamplesentenceandexplainit．Heorshemightexplainlikethis:ThemeaningofthissentenceisIgivemybicycletocharitieswithoutmoney．Whocanmakeanothersentencewithgiveaway?Pleaseputupyourhands．Asktwoorthreestudentswhohaveputuptheirhandstosaytheirsentencestotheclass．Correctanymistakestheymaymake．Thenhavethestudentsworkindividually．Makeonesentencewitheachphrasalverbinthebox．Tellthemtowritedowntheirsentencesonthelinesnexttothebox．Walkaroundtheclassroomastheywrite．Offersomehelptothemiftheyneed．Trytorememberwhohavemadesomewonderfulsentencesatthesametime．Afterallofthemhavefinishedwriting,choosesomechildrenwhohavemadesomewonderfulsentencestosharetheirswiththeclass．Choosesomeofthebestsentences．Writethemontheblackboard．Atlast,askthewholeclasstoworkinpairsandhelpeachother．Letthemcheckeachother’ssentencesverycarefully．Correctallthemistakesinwritingorsentencestructuresthattheirpartners’mayhavemade．Sampleanswers:runoutof:Heisalwaysrunningoutofmoneybeforepayday．takeafter:Hetakesafterhisfatherineverythingbuthisnose．fixup:Theworkers:havefixedupthebigmachine．giveaway:Thewritergaveawayhisbookstoalibrary．StepⅥ2aThisactivityprovideslisteningpracticeusingtargetlanguage．Callthestudents’attentiontothefourpictures．Tellthemtheboy’snameisJimmy．Readtheinstructionstotheclass．Yourtaskistonumberthe picturesthecorrectorderwhileyouarelisteningtotheconversationonthetape．ButIwanttoaskyoutoguesstheanswerwithoutlisteningnow．TrytoputthefourpicturesinacertainordertoshowastoryofJimmybyyourselvesnow．I’llseewhoseanswersantcorrectafterwefinishdoingthelisteningpractice．Thenhavethemgivetheirownorderbyguessing．Afterawhile,askseveralonestotelltheiranswerstothewholeclass．Collecttwoorthreeanswerswhichmanystudentssupportontheblackboard．Next,asksomestudentstotelltheirownstoriesonthepicturesaccordingtotheirownorders．Forexample,ifsomeone’sanswerisa．4b．2c．1d．3．heorshemaytellastorylikethis:Jimmygotanoldbikefromsomeone．Hefixeditupbyhimself．Afterherepairedit,hewantedtosellittosomeone/hegaveitawaytosomeone．Atlast,heemptiedbothofhispockets．Itseemedthathehadrunoutofhismoney．Thestorieswillvary．Askthemtoworkinpairs．Eachonehastotellastorytothepartner．Afterthat,askthestudentstogetreadytolisten．Say,Wewillheararadioprogram．Amanisinterviewingaboy．Writeanumberineachshortlinenexttoeachpicturewhileyouarelistening．Yournumbersshouldbefrom1through4andshowwhichthingtheytalkaboutfirst,second,thirdandfourth．Playtherecordingthefirsttime．Studentsonlylisten．Thenplaytherecordingagain．Askstudentstonumberthepictures．Checktheanswers．Remembertosaycongratulationstothechildrenwhoguessedcorrectly． AnswersThepicturesshouldbenumberedinthefollowingorder:a．4b．2c．1d．3TapescriptMan：ThismorningI’mtalkingwithaverygenerousyoungman,JimmytheBikeboy．Jimmyistheboywhofixesupoldbikesandgivesthemaway．Goodmorning,Jimmy．Boy:Goodmorning．Man:So,Jimmy,tellourlistenerswhatyoudo．Boy:Well,asyoujustsaid．Ifindorbuyoldbikesthatnobodywants．ThenIfixupthebikesandgivethemawaytokidswhodon’thaveenoughmoneytobuytheirownbikes．Man:That’sfantastic．Whatgaveyoutheidea?Boy:IguessItakeaftermyfather．He’salwayshelpingpeople．Man:Wow!Yourparentsmustbeproudofyou．Boy:Iguessso．ButnowI’verunoutofmoneytobuyoldbikes．Man:Oh,that’stoohad．Boy:Yeah．Ineedtocomeupwithsomewayofgettingmoney,orI’llhavetostop．StepⅤ2bThisactivityprovideslisteningpracticeusingthetargetlanguage．Readtheinstructionstogetherwiththechildren．Makesurethateveryoneknowswhattodo．Callthestudents’attentiontothebox．Askfourstudentstoreadthefoursentencestotheclass．Pointtothelistofstatementsandtrue/falsechoices．Wewilllistentothesamerecordingagain．BeforeIplaytherecording,let’sdolikethis．—Ifyoucanrememberthecontentsoftheconversation,pleaseyou’reyouranswers;ifyoucan’trememberthecontents,pleasejustguesstheanswers．Itdoesn’tmatterwhetheryouranswersarerightorwrong． Afterawhile,havethestudentsgetreadytolisten．Playtherecordingagain．Askthestudentstocirclethecorrectanswertoeachquestion—TfortrueorFforfalse．Checktheanswer．Remembertosaycongratulationstothestudentswhohadagoodguessbeforelistening．Answers1．T2．F3．F4．TStepⅥ2cThisactivityprovidesguideoralpracticeusingthetargetlanguage．First,playtherecordingofthislessonagain，Thestudentsrepeatafterit．Letthestudentsreadafterthetapeatleasttwice．Tellthemtotrytheirbesttocopythepronunciationoftherecording．Readtheinstructionstotheclass．TellthemtheywillpracticetheconversationbetweenJimmyandthereporter,usingtheinformationintheActivities2aand2b．Askapairofthestudentstoreadthemodelconversation．SA：Whatdoyoudo,Jimmy?SB:Ifixupbikesandgivethemaway．Writetheconversationontheblackboard．Thenletthempracticetheirownconversationsinpairs．Asthepairsworktogether,morearoundtheroomofferinghelpasneeded．Askseveralpairstosharetheirconversationswiththeclass．StepⅦSummarySay,Inthisclass,we’velearnedhowtousesomenewphrasalverbsfirst．Andwe’vedonemuchlisteningpracticeonthetargetlanguage．Atlast,wedidsomeoralpracticebymakingourownconversations．StepⅧHomework1．MakeuponemoresentencewitheachofthephrasalverbsinActivitylb． 2．WriteouttheconversationsthatyoumadebyyourselvesinActivity2c．StepIXBlackboardDesignUnit8I’llhelpcleanupthecityparks．SectionBTheFourthPeriodTargetlanguage:A:Whatdoyoudo,Jimmy?B:Ifixupbikesandgivethemaway．Unit8I’llhelpcleanupthecityparks．The5thPeriodⅠ．TeachingAimsandDemandsKnowledgeObjects（1）KeyVocabularycallup,handout,call-in（=phonein）,strategy,workout（2）Thenewandoldphrasalverbs．（3）Thereadingpassage．2．AbilityObjects（1）Trainthestudents’readingskillonhowtomakenotes．（2）Trainthestudentshowtousethephrasalverbs．（3）Trainthestudents’writingandspeakingskills．3．MoralObjectIfyougetintroubleinyourvolunteerwork,gotothepeoplearoundyoutoaskforhelp．Ⅱ．TeachingKeyPoints1．Tohelpthechildrenunderstandthearticle．2．Toteachthenewphrasalverbs．3．Todirectthestudentshowtomakenotesbasedonanarticle．Ⅲ．TeachingDifficultPoints 1．Teachingthenewphrasalverbs．2．Directingthechildrentomakenotesbasedonanarticle．Ⅳ．TeachingMethods1．Givingexamples2．Askingquestions3．Makingnotes4．BrainstormingⅤ．TeachingAidsSomepicturesonvolunteerwork,especiallyapictureonrepairingbikes．Ⅵ．TeachingProceduresStepIRevision1．Revisethephrasalverbsthattaughtlastclassbyaskingstudentstomakesentenceswiththemagain．2．Checkhomeworkbyaskingstudentstoreadtheirsentencesandconversationstotheclass．Tellthemtohandintheirhomework．3．RevisethestoryaboutJimmy．Asktwoorthreestudentstotellthestorytotheclass,showingthepictureofrepairingbikestoremindthem．StepⅡ3aThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage．WehavelearnedsomethingaboutJimmy．WeknowheisaBikeboy．Hefixesupoldbikesandgivesthemaway．Butheranoutofhismoneytobuyoldbikeslastweek．Hashecomeupwithanywayofgettingmoney?orWillhehavetostop?Let’sfindouttheanswerinthearticleinActivity3a．Pleasereadthearticleoncequicklyandtellmetheanswer．Havethestudentsscanthepassageandcatchthemainideaofit．Afteraroundtwominutes,Askthequestionagain．StepⅢ3hThisactivityprovidesreadingandwritingpracticeusingthetarget language．Readtheinstructionstothestudents．WeknewJimmyhadsolvedhisproblem．Whatthingsdidhedotosolvehisproblem?PleasemakeanoteofthethingsthatJimmydidtosolvehisproblem．Askastudenttoreadthesamplesentenceinthebook．TellthemtowriteoutthethingsthatJimmydid．Usethesamplesentenceasamodel．Andtheycanrereadthearticletosearchfortheanswers．Letthestudentscompletetheworkontheirown．Walkaroundtheroomwhiletheyarewriting,checkingprogressandcorrectingthemistakestheymaymakewhilewriting．Aftertheyallfinishwriting,askafewstudentstogivetheiranswers．Pointoutthemistakestheymayhavemadeinwriting．Whocantellmethemainideaofthearticlenow?Asksomestudentstoanswerwiththemainidea．Theymayanswerlikethis:Jimmyhascomeupwithsomewaysofgettingoldbikes,sohewillnothavetostopfixingupandgivingawayoldbikes．Theycananswerintheirownlanguage．Afterthat,writethefollowingwordsandphrasesontheblackboard．callup,handout,workOut,call-in,strategyTellthemtonotethesenewwordsandphrasesinthearticle,askchildrentoreadthearticleagain．Tellthemtoreadincontext,guessingthemeaningsofnewwordsandphrasesfromtheotherwordsaroundthem．Studentsreadthearticleagainforcomprehensionthistime．Allowthemtoreadalittlelongerthistime．Afterawhile,pointtothenewwordsandphrasesontheblackboardandletthestudentsguessthemeaningsofthem．Theteacherdoessomeexplanationatthesametime．Lookattheblackboardnow．Let’sexplainthesenewwordsand phrasesonebyone．First,let’sseecallup．Whocantellmethemeaningofitbyreading?Askseveralstudentstotellthemeaningofitbyguessing．Someofthechildrenmightgetthecorrectmeaning．Saycongratulationstoanychildrenwhocantelltherightmeaning．Ifnoonecantellthecorrectmeaning．Explainittotheclass．Tellthemcallupmeansmakeatelephonecall．Afterexplaining,provideanotherexampletothechildren,forexample,Callmeuptomorrow．Askthestudentstomakesomesentenceswithitiftimepermits．Letthemdoitashomeworkifthereisnoenoughtimeinclass．Dothesamewiththeothernewwordsandphrasesontheblackboard．Explaineachoneandgiveatleastoneexampleforeachnewwordorphrase．Getthestudentstoreadtheinstructionstogether．Say,Readthearticleathirdtimenow．Pleaseunderlineallthephrasalverbswhileyouarereading．Askstudentstocompletetheworkontheirown．Getsomestudentstotelltheclasstheiranswers．Checktheanswerswiththewholeclass．Answerscheerup,runout,putup,calledup,handedout,setup,comeupwith,fixup,giveaway．Thenhavethemworkinpairs．Tellthemtocheckeachother’sanswerscarefullyandpointoutthemistakestheirpartnersmayhavemade．Tellthemtohelpeachotherlikethisasoftenaspossible．Writethecorrectanswersontheblackboardtohelpthem．Aftercheckingtheanswers,askthestudentstoreadthearticleloudly．Teachthemtoreadthenewwordsoreventhewholetextbeforetheystartreadingifnecessary．Askthemtoreadforawhile,askoneortwotoreadittotheclass, correctinganypronunciationerrorstheymaymake．Thenaskthewholeclasstopracticereadinginpairs．Tellthemtoreadthearticleloudlyinturnsinpairs．Theonewhoislisteninghastopointouthisorherpartner’spronunciationerrorsandhelptocorrectthem．Iftheyarenotsureaboutanywords,tellthemtoaskforhelpfromtheteacher．Afterpracticereadingthearticle,askiftheyhaveanywordsorsentencestheydon’tunderstand．Tellthemtoraisetheirhandsandsaywhichwordsandsentencestheydon’tunderstand．Helpsolvetheproblems．Answers1．Hedidaradiointerview．2．Heputupsigns．3．Hecalledupfriends．4．Hehandedoutadvertisements．5．Hetoldteachers．StepⅣPart4Thisactivityprovidesreading,writing,listeningandspeakingpracticeusingthetargetlanguage．Readtheinstructionstotheclass．Let’sdoitingroupsoffour．Eachgroupwillhavetobrainstormaplanforhelpingoutinyourcommunity．Talkaboutitandmakenotesonwhereyouwillhelpandwhatyouwilldo．Eachgrouphastowriteoutyourownlistofpossibleplacesandvolunteeractivitiesfirst．PointoutthechartinActivity4．TellthemtonotethetwogivenstatementsWhereandWhat．YourtaskistowritetheplacesafterthewordWhereandthevolunteeractivitiesafterthewordWhat．Showsomepicturesorsignsonvolunteeractivitiestohelpthechildrencomeupwithsomeideas． Forexample,showtheclassapictureofhelpingcleanupthecityparks．Wherewillyouhelp?Thestudentsmayanswerwiththecityparks．Thencontinueaskingwhatwillyoudothere．Thestudentsmayanswer．"Wewillpickupplasticbagsandpapers．"Writetheplaceandthevolunteerworkontheblackboardlikethis:Where1．thecityparks2．…What1．pickupplasticbagsandpapers2．…Letthestudentsworkinfours．Brainstormtheirplansandwritetheirownlists,usingtheanswersontheblackboardasamodel．Walkaroundtheclassroom,offeringhelpasnecessary．Aftertheyallfinishbrainstormingandwriting,tellthemtopracticetogetherwhattheywillsaytotheclass．Eachgroupwillhavetoreportyourplantotheclass．Nowpracticetogetherwhatyouwillsay．Youcanselectonetoreportmainlyandtheotherscompleteoryoucansayinturns．Eachonetellsaboutoneplace．Andyoucanalsohaveonewritenotesontheboardifyouwish．Letthempracticeforawhile．Thenaskeachgrouptomaketheirpresentations．Theymaybeginlikethis:Weplantogotothecityparks．Wewillhelpcleanupthecityparksbypickinguptheplasticbagsandpapers．…Theycansayintheirownwords．Sampleanswers:Where:1．thecityparks2．thehospital3．theprimaryschool4．theelderlypeople’shouses5．…What:1．helpcleanuptheparks2．cheerupthesickkids3．coachafootballteamforlittlekids4．helpdothehousework 5．…StepⅤSummarySay,Inthisclass,we’vereadanarticleaboutJimmy．We’veknownJimmyhasgotsixteenbikestofixupandgiveaway．Andwe’velearnedtomakereadingnotes．Wehavedonesomereading,writing,listeningandspeakingpracticeusingthetargetlanguagethroughgroupwork．StepⅥHomework1．Makeonesentencewitheachofthephrasalverbsbelow,callup,handout,workout,runout,setup,fixup．2．Trytorememberthenewwordsonpage64．StepⅦBlackboardDesignUnit8I’llhelpcleanupthecityparks．SectionBTheFifthPeriodNewwordsandphrasesinActivity3a:callup,handout,workout,call-in,strategy．AnswertoActivity3a:cheerup,runout,putup,calledup,handedout,setup,comeupwith,fixup,giveaway．AnswerstoActivity3b:1．Hedidaradiointerview．2．Heputupsigns．3．Hecalledupfriends．4．Hehandedoutadvertisements．5．Hetoldteachers．SampleanswerstoActivity4:Where：1．thecityparks2．…What：1．pickupplasticbagsandpapersUnit8I’llhelpcleanupthecityparks． The6thPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）Usingthesephrasalverbscorrectly．giveaway,takeafter,comeupwith,giveout,hangout（2）Writinganarticleusingthenotesgiven2．AbilityObjects（1）Trainthestudentstousethephrasalverbs．giveaway,takeafter,comeupwith,giveoutandhangout．（2）Trainstudents’writingskill．3．MoralObjectWhatdoyouwanttobeinthefuture?Trytocomeupwithanideatogetmuchvolunteerexperience．Itwillbegoodforbothyouandtheothers．Ⅱ．TeachingKeyPoints1．Helpthestudentshaveaselfcheckonthekeywordsandtargetlanguageofthisunit．2．Practiceusingthephrasalverbsgiveaway,takeaftercomeupwith,giveoutandhangout．3．Directthestudentstowriteanarticleaccordingtothenotesgiven．Ⅲ．TeachingDifficultPoints1．Thestudentsmakesentenceswiththephrasalverbs．2．Writethearticlewiththenotesgiven．Ⅳ．TeachingMethods1．Teachingbyprovidingsamplesentences2．TeachingbyprovidingsamplearticleⅤ．TeachingAidApictureofayoungwomanwhoissinging．Ⅵ．TeachingProceduresStepIRevision 1．Checkthehomeworkbyaskingthechildrentoshowtheirsentences．Asksometosharetheirsentenceswiththeclass．2．Dictatesomenewwordsonpage64．StepⅡPart1Thisactivityfocusesorvocabularyintroducedintheunit．Askastudenttoreadtheinstructions．Wehavetwotasksnow．Firstlet’sfillintheblanks．Lookatthewordsgiveninthebox．Theyareallphrasalverbs．Doyouknowthemeaningofeachphrasalverb?Whohasanyproblem?Showmebyraisingyourhands．Helpsolvetheproblems．Dosomeexplanationifnecessary．Forexample,ifsomeoneisnotsureabouthangout,tellhimorher,hangoutmeansspendone’stimelazily．Letthemdotheworkindividually．Tellthemtochooseacorrectverbforeachblankandnotetousethecorrectformsoftheverbs．Insomecases,youmayneedtouseanotherformoftheword,forexampleadjustingfortense,subjectorverbagreement．Movearoundtheroomastheywrite,offeringhelpasneeded．Trytorememberthecommonmistakestheymaymake．Aftertheyarefinished,askfivedifferentstudentstoreadtheiranswerstotheclass．Correctanymistakestheymayhavemade,especiallytheverbforms．Encouragetheotherstudentstopointouttheirmistakesandhelpcorrectthem．Pointoutthecommonmistakestheymayhavemadeatlast．Aftercheckingtheanswerstogether,askthewholeclasstochecktheanswersinpairs,exchangingtheirbooksandhaveacarefulcheck．Pointouttheirpartner’smistakesandhelpcorrectthem．Letthestudentsreadthefivesentencesloudlyseveraltimesaftermakingsuretheyallhavegotrightanswers．Thengoonwiththesecondtask．Usethefirstphrase,giveaway,asanexample．Askseveralstudentstomakesentenceswithitorally． Suchas,Jimmygivesawayoldbikes．Thenaskthechildrentomaketheirownsentenceswiththephrasalverbsgiven．Eachonewritesthesentencesonapieceofpaper．Movearoundtheclassroomwhiletheyarewriting,checkingprogressandofferinghelp．Asksomestudentstosharetheirsentencestotheclassbyreadingtheirsentencestotheclass．Correctanymistakestheymayhavemade．Askallthechildrentohandintheirpapers．Answers1．giveout2．cameupwith3．gaveaway4．hangout5．takesafterSomesamplesentences1．Jimmygivesawayoldbikestochildrenwhodon’thavebikes．2．Tomtakesafterhisuncle．3．Theboyhascomeupwithagoodplantoenjoyhisholiday．4．Thevolunteersaregivingouttheadvertisementsnow．5．Ladiesalwayslikehangingoutattheshopsonweekends．StepⅢPart2Thisactivityprovidesreading,writing,listeningandspeakingpracticeusingthetargetlanguage．Readtheinstructionstothestudents．We’llhavetowriteanarticleusingthenotesinthebox．ThearticlewilltellwhathappenstoSally．Atfirst,let’sseethefirstsamplesentencegiveninthebook．Askastudenttoreadthesentence．Tellthemtonotehowthewritercombinedthesephrasesintoonesentence．Thentellthestudentstotrytosayoutthenextsentence．Letthemthinkforawhilefirst．Thenaskseveralchildrentosaytheirsentences．Theymaysayasentencelikethis:Asavolunteer,shesingsatalocalhospitaltocheerupsickpeople． Thengoonwiththethirdsentence,thenthefourthone．Helpthestudentstothinkoutandsayoutallthesentences．Aftercombiningthephrasesintosentencesorally,tellthestudentstoputallthesentencestogethertowriteanarticlebythemselves．Tellthemtogoonwritingafterthefirstsamplesentenceontheirbooks．Movearoundtheclassroom．Notetorememberwhosearticlesareverysuccessfulandwhosehavesomemistakes．Offerhelpasmuchaspossible:Aftertheyallfinishwriting,asksomestudentswhosearticleshavesomemistakestoreadtheirstotheclass．Lettherestoftheclasshelpcorrectthemistakes．Thenasksomestudentswhohavewrittensuccessfullytoreadtheirs．Atlast,theteacherreadsthesamplearticleintheteacher’sbooktotheclass,showingapictureinwhichayoungwomanissinging．Tellthemtoexchangetheirarticleswiththeirpartnersandhelpeachother．Askthestudentstorewritetheirarticlestomakethearticleperfectafterclass．Sampleanswers:SallyLangenthalisayoungwomanwhowantstobeaprofessionalsinger．Asavolunteer,shesingsatalocalhospitaltocheerupsickpeople．Andshealsosingsatschools．Butaftersheranoutofmoneyforsinginglessons,shecameupwithideasformakingmoney．Sheputupsignsaskingforsingingjobsandalsocalledupparentsofferingsinginglessonsforchildren．Nowshewillbeabletocontinueherlessonsandbecomeaprofessionalsinger．StepⅣJustforFun!Thisactivityprovidesreadingandspeakingpracticewiththetargetlanguage．Callthestudents’attentiontothecartoonpictures．Tellthemtoseewhathappens． Askthestudentstoreadtheconversationinthefirstpicturetogether．Thenaskthemwhatisfunnyaboutthiscartoon．Helpthestudentstoanswerlikethis:Theboyhasbeentryingtomakethepersonstopcryingbecausehethinksthepersonissad,butthepersonisreallycryingbecauseoftheonions．StepⅤSummarySay,Inthisclass,we’vepracticedusingsomephrasalverbsandwe’vewrittenanarticlebasedonthenotesgiven．Atlast,weenjoyedafunnycartoon．Allofyouhavedoneverywell．StepⅥHomework1．Reviseallthelanguagepointsinthisunit．2．Finishofftheexercisesonpages32～34oftheworkbook．3．Makeanothermoresentencewitheachphrasalverbsbelow,giveaway,takeafter,comeupwith,giveout,hangout．4．Rewritethearticle．StepⅦBlackboardDesignUnit8I’llhelpcleanupthecityparks．SelfcheckTheSixthPeriodAnswerstoActivity1:1．giveout2．cameupwith3．gaveaway4．hangout5．takesafterSomesamplesentencestoActivity1:1．Jimmygivesawayoldbikestochildrenwhodon’thavebikes．2．Tomtakesafterhisuncle．3．Theboyhascomeupwithagoodplantoenjoyhisholiday,4．Thevolunteersaregivingouttheadvertisements now．5．Ladiesalwayslikehangingoutattheshopsonweekends．Unit8I’llhelpcleanupthecityparksThe7thPeriodReading:Noproblem!Ⅰ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularysolve,complain,yourconcern,trust,wheelchair,brilliantandsoon．（2）Text:Noproblem!2．AbilityObjectsTrainstudents’abilityofidentifymainidea．Trainstudents’abilityofunderstandingwordsincontext．Trainstudents’abilityofreadingforspecialinformation．3．MoralObjectHelpyourfamilyandfriendstosolvethelife’sbigorsmallproblemswiththewaysyouhavelearnt．Ⅱ．TeachingKeyPoints1．Keyvocabulary．2．Readthetexttoidentifymainidea．3．Readthetexttounderstandwordsincontext．4．Readthetextforspecialinformation．Ⅲ．TeachingDifficultPoints1．Trainstudents’readingskill．2．Trainstudents’writingskill．Ⅳ．TeachingMethods1．Up-downreadingmethods2．Pairwork 3．GroupworkⅤ．TeachingAidAProjectorⅥ．TeachingProceduresStepⅠPart1Thisactivityallowsstudentstoactivatetheirbackgroundknowledgebeforeattemptingthereading．Callthestudents’attentiontothetitleofthearticle．Tellmethetitleofthearticle,please．Yes,it’sNoproblem．Whatdoyouthinkthearticleisaboutbasedonthetitle?Askoneortwototellwhattheythinkofbasedonthetitle．Thenaskthestudentstolookatthepictureonthispage．Say,Lookatthepicture,please．Whatcanyouseeinit?Whatishappening?Askonestudenttoanswerthequestions．Heorshemysay:Icanseetwowomenquarrellinginthepicture．Thenaskthewholeclass．Whichstudentinyourclassdoyouthinkhastheleastproblems?Whatdoesheorshedodifferently?Chooseonestudenttotellhisownanswer．Heorshemaysaylikethis:IthinkLiHuahastheleastproblemsinourclass．Sheseldomcomplainsaboutthehomeworkandshehasneverquarreledwithanyotherstudentinourclass．Thentellthestudentstodiscussthequestionswiththeirpartners．Tellthemtogivetheirownanswersandnottoreadthearticle．Astheydiscuss,walkaroundtheroomlookingattheirprogress．Oncemoststudentsarefinished,askseveralpairstoreporttheirresultstotheclass．Letthewholeclasscomparetheiranswers．StepⅡPart2Thisactivityencouragesstudentstoreadquicklyforthemainideaand thensupportthemainideawithonedetail．Askonestudenttoreadtheinstructionstotheclass．Makesurethatallthechildrenknowwhattodo．Callthestudents’attentiontothechart．Havethestudentsreadthefourheadingstogether．ThentellthemtoseetheexampleanswerinthecolumnofExplanation．Say,Nowpleasereadthearticlequicklyandnotetocatchthemainideaofeachpart．Fillintheformswithcompletesentencesliketheexamplegiven．Askthestudentstocompletethetaskindividually．Morearoundtheclassroomwhiletheyarereadingandwriting,checkingtheirprogressandtryingtofindoutwhataredifficultforthem．Aftertheyallfinishfillingintheblanks,havesomestudentstoreporttheiranswerstotheclass．Theanswerscanvary,buttheyhavetoexpressthemainideawithcorrectcompletesentences．Lettheotherstudentsdecidewhethertheiranswersarerightorwrongandhelpcorrectthemistakestheymaymake．Offersomehelpincombiningsentencestothechildren．Thenaskthechildrentoexchangetheirwritingwiththeirpartners．Helpchecktheanswerscarefully．Pointoutanymistakesandhelpcorrectthem．SampleanswersHeadingExplanationLearntoforgetDon’tthinkaboutthingsthatmakeyouangry．Remember,it’spartofyourjobDon’tworryaboutthingsyouaresupposedtodoanyway．Seeitfromanotherperson’seyesThinkofwhyotherpeopledothingsthatmakeyoumad．ThinkofsomethingworseIfyoucompareyourselftopeoplewhoarenotsofortunate,youstillfeelbetter． StepⅢIPart3Thisactivityencouragesstudentstousethestrategyofreadingincontext．Wecanseesomewordsindicatedinboldinthearticle．Pleaseguessthemeaningsofthemnow．Thenasksomechildrentoguessthemeaningsoftheboldwords．Don’tgivethemthecorrectanswers．Doyouwanttoknowmoreabouthowtodealwiththelife’sproblems?Pleasereadthearticlemorecarefullythistimeandyou’llgetmorewaysaboutit．Notetoreadincontext．Trytoguessthemeaningsofthewordsinboldfromtheotherwordsaroundthem．Youcanalsoguessthemeaningsofanywordsandphrasesyoucan’tunderstandfromtheotherwordsaroundthem．Askthestudentstoreadthearticleagainforcomprehension．Afterawhile,asksomestudentstotellthemeaningsofthewordsinbold．Discusstheiranswerswiththewholeclass．ChecktheiranswersbyshowingtheseboldWordsandothernewwordsinthearticleonascreenbyaprojector．dealv．处理；应付dealwith安排；处理infact事实上solvev．解决；解释complainv．抱怨；发牢骚concernn．关切；感兴趣的事trustv．相信；信任diseasen．疾病wheelchairn．轮椅brilliantadj．卓越的；杰出的believein信任；信赖Askstudentstoraisetheirhandsandsaywhichsentencesandwordstheystilldon’tunderstand．Helpthemsolvetheproblems． Readtheinstructionswiththestudentsandhavethemlookattheexample．Askthestudentstomatchthewordswiththeirmeanings．Remindthemtoreadthestoryagainforextrahelp．Checktheanswers．Answerssolveb；complaina；yourconcernc；truste；wheelchairf,brilliantd．StepⅣPart4Thisactivityhelpsstudentsreadforspecificinformation．Readtheinstructionstothestudents．Askthefirstquestionasasampletocheckiftheyknowwhattodo．Askthestudentstodotheactivityindividually．Tellthemtoreadthearticleagaintogethelp．Checktheanswersbyaskingdifferentstudentstoanswerthequestions．Answersmayveryslightly．Youshouldtrytoremembertheanswersbeforelookingatthereading．Thenletthestudentsaskandanswerthequestionsinpairsloudly．Sampleanswers1．Tellyourselftoforget．2．Heisstillaverysuccessfulwriterandteacher．3．Angryorunhappypeoplemaydothingstomakeyouangry．4．Youprobablydon’tneedawheelchairtomoveoracomputertohelpyoutalk．5．Astudent’smostimportantjobistolearnandshowhowheorshelearnsontests．StepⅤPart5Thisactivityhelpsstudentsworkinagroupandthinkcriticallyaboutwhattheyhaveread．Readthetaskstothestudents,andaskthemtohavealookatthe sampleanswers．Askthestudentstodotheactivityingroupsoffive．Encourageeachstudenttocomeupwithaproblemandasolution,andreportthemtotheirowngroup．Thegroupsdiscusstheproblemsandsolutionstogether,explainingtheproblemsandsolutions．Checktheanswersbyaskingeachgrouptoexplaintheproblemsandsolutions．Trytoaskformoresolutionsfromothergroupsforeachproblem．SampleanswersProblemSolutionHomeworkistoodifficult．Makefriendswithbrilliantstudents．Therulesoftheschoolaretoostrict．Rememberthattheyarepartofyourjobasastudent．Thereistoolittletimetoplay．Yourconcernistolearnasastudent．Worryaboutthefuture．Thinkofsomethingworse．Alwaysquarrelwithclassmates．Trytoseeitfromanotherperson’seyes．StepⅥSummaryWehavereadaveryhelpfularticleinthisclass．Andwe’velearnedhowtosolvetheproblems．Wediscussedtheproblemswehadatschoolandthesolutions．Wehavedonemuchpracticeoncomprehension．StepⅦHomeworkReadthearticleinActivity2againforfurthercomprehension．Trytosolveyourownproblemsandhelptheothers．StepⅧBlackboardDesignReading:NoProblemTheSeventhPeriodAnswerstoActivity3:solveb;complaina;yourconcernc;truste; wheelchairf;brilliantdSampleanswerstoactivity4:1．Tellyourselftoforget．2．Heisstillaverysuccessfulwriterandteacher．3．Angryorunhappypeoplemaydothingstomakeyouangry．4．Youprobablydon’tneedawheelchairtomoreoracomputertohelpyoutalk．5．Astudent’smostimportantjobistolearnandshowhowheorshelearnsontests．Unit9Whenwasitinvented?TheFirstPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularyinvent（2）TargetLanguageWhenwasthetelephoneinvented?Ithinkitwasinventedin1876．2．AbilityObjects（1）Teachthestudentstousethenewwords．（2）Trainthestudentstotalkaboutthehistoryofinventions．（3）Trainthestudents’listeningandspeakingskillswiththetargetlanguage．3．MoralObjectsManyimportantinventionshavechangedtheworldalot．Doyouknowtheinventorsofthem?Andwhenweretheyinvented?Ⅱ．TeachingKeyPoints 1．KeyVocabularyinvent2．TargetLanguageTalkaboutthehistoryofinventions．Ⅲ．TeachingDifficultPoints1．Trainthestudentstotalkaboutthehistoryofinventions．2．Trainthestudentstounderstandthetargetlanguageinspokenconversation．Ⅳ．TeachingMethods1．Listening．2．Groupwork．3．Pairwork．Ⅴ．TeachingAids1．Ataperecorder．2．Somepicturesorrealobjectsoftheinventions．Ⅵ．TeachingProceduresStepIRevision1．RevisethelanguagepointsinUnit9．AsksomestudentstosaysomethingaboutTinaandthestorieshappenedonAprilFool’sDay．EncouragethemtousethePastPerfectTense．2．Checkthehomeworkbyaskingsomestudentstosharethesentencestheymadewiththeverbswiththeclass．StepⅡ1aThisactivityreviewsvocabularyandintroducesnewvocabularywhichcanbeusedtotalkaboutinventions．Readtheinventionstothestudents．Callthestudents’attentiontothefivepictures,Tellthestudentsthatallofthesethingswereinventedinthelast150years．Pointtoeachpictureandletthestudentstellwhatitis．Writethenamesofthefiveinventionsontheblackboard． computer,car,calculator,telephone,TVsetHaveseveraldifferentstudentsguessandwritethedatesontheboard．Asktheclasstorepeatthequestionsandanswerslikethis．T:Whenwasthecomputerinvented?Classrepeat．SS:Whenwasthecomputerinvented?T:Good．NowTom,whatisyourguess?S1:1965．T:OK．Tom,repeatafterme．Thecomputerwasinventedin1965．T:Class,pleaserepeat．SS:Thecomputerwasinventedin1965．Repeattheprocesswithseveraldifferentinventions．Tellthechildrenthattheywillfindouttherealdatesaftertheycompletethelesson．Afterthat,askthestudentsthequestionsbelow:Questions:1．Whichonedoyouthinkistheoldest?2．Whichoneisthenewest?3．Whichonedoyouthinkistheoldestorthefirstinvention?4．Whichoneisthenewestorlastinvention?Askdifferentstudentstoanswerthequestions．Havethestudentslookattheexampleconversationinthebox．Asktwostudentstoreadthisconversationtotheclass．A:Ithinkthetelephonewasinventedbeforethecar．B:Well,Ithinkthetelephonewasinventedafterthecar．Readtheinstructionsagaintothestudents．Remindthemtoremembertheinventionsfromfirsttolast．Thenhavethestudentstalkaboutthefiveinventionsingroupsoffour, usingthesampleconversationasamodel．Askseveralgroupstotelltheclasstheiranswers．Therestoftheclasslistentothemandshowtheyhavedifferentanswersbyraisingtheirhands．Inthenextactivityyouwillfindouttherealdates．StepⅢ1bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation．Getthewholeclasstoreadtheinstructiontogether．Callthestudents’attentiontothefiveinventionsinthepicture．Askfivestudentstosaythenamesofthem．Thenaskthemtoseethefivedateswithablanklineinfrontofeach．We’lllistentoagirlandawomantalkingaboutthefiveinventions．Theywilltalkaboutwhentheywereinvented．Listencarefullyandmatchtheinventionsandthedates．Writethecorrectletterinfrontofeachdateasthesamplegiven．Askthemtohavealookatthesampleanswer．Tellthemtheanswerinfrontof1876isd．Thatmeansthatthetelephone,whichisletterd,wasinventedin1876．Playtherecordingthefirsttime．Thestudentsonlylistenandtrytocatchthemainidea．Playtherecordingasecondtime．Letthestudentsmatchtheinventionsandthedates．Checktheanswersbyaskingseveraltosaytheanswerstotheclass．Ifsomeoftheanswersarehardtogetforthechildren,tellthemnottoworryandtheywillmakeitnext．Thenplaytherecordingagain．Pauseaftereachsentenceandletthestudentsrepeat．Forsomedifficultsentences,getthestudentstorepeatseveraltimes．Besurethattheymakeeverythingclear．Answersd1876a1885e1927c1971b1976 TapescriptGirl:Lifemusthavebeendifficultwhenyouwereakid．Woman:Oh;notreally．Whydoyousaythat?Girl:Well,youdidn’thavemanymoderninventions．Like,youprobablydidn’thaveatelephone,right?Woman:Ofcoursewedid!HowolddoyouthinkIam?Thetelephonewasinventedin1876．Girl:Howaboutcars?Ibetcarsweren’tinventedyet．Woman:Suretheywere．Carswereinventedin1885．Myfamilyhadacar．Ithinkyouneedtotakeahistoryclass,Alice．Girl:Ha,ha!Well,didyouhaveaTV?Woman:No,wedidn’t．TheTVwasinventedaround1927,Ithink．Somefriendsofminehadone．Butinthosedays,TVswerereallyexpensive,andwecouldn’taffordone．Girl:AndIbetyoudidn’thavecalculatorsandcomputersandstuff．That’ssomethingIdoknow．Welearnedinschoolthathand-heldcalculatorswereinventedin1971andpersonalcomputerswereinventedin1976．Woman:You’reright．Ididn’thavethosethingswhenIwasyoung．ButIdonow!StepⅣ1cThisactivityprovidesguidedoralpracticeusingthetargetlanguage．ReadtheinstructionsandpointtothelistofdatesinActivity1b．Youwillbetalkingaboutthedatesthingswereinventedwithapartner．Callthestudents’attentiontotheexampleinthebox．Askapairofthestudentstoreadthisconversationtotheclass．SA:Whenwasthetelephoneinvented?SB:Ithinkitwasinventedin1876．Writetheconversationontheblackboard．Thengetthestudentstopracticeinpairs,usingtheinformationin Activity1b．Tellthemtodoitlikethis:StudentA,coversthedates．StudentsB,asksStudentAwhenthethingsinthepictureabovewereinvented．Thenchangerolesandpracticeagain．Askseveralpairstosharetheirconversationswiththeclass．StepⅤSummaryInthisclass,we’velearnedtotalkaboutthehistoryofinventionswithpassivevoice．We’vealsodonesomelisteningpracticeinunderstandingthetargetlanguageinspokenconversation．Andwe’vedonemuchoralpractice,usingthetargetlanguage．StepⅥHomework1．WriteouttwoconversationsinActivity1a．2．WriteouttwoconversationsinActivity1c．StepⅦBlackboardDesignUnit10Whenwasitinvented?SectionATheFirstPeriod1．Thenamesofthefiveinventions:computer,car,calculator,telephone,TVset2．Targetlanguage:A:Whenwasthetelephoneinvented?B:Ithinkitwasinventedin1876．Unit10Whenwasitinvented?TheSecondPeriodI．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularybeusedfor,adjustable,heel,battery,operate,slipper,scoop,electric（2）TargetLanguageWhenwasthecarinvented? Itwasinventedin1885．Whoweretheyinventedby?TheywereinventedbyJulieThompson．Whataretheyusedfor?Theyareusedforseeinginthedark．2．AbilityObjects（1）Trainthestudents’listeningskill．（2）Trainthestudents’communicativecompetenceusingthetargetlanguage．（3）Trainthestudentstousethenewvocabulary．Ⅱ．TeachingKeyPoints（1）Listeningpracticewiththetargetlanguage．（2）Makecommunicationswithtargetlanguage．（3）TeachthenewvocabularyⅢ．TeachingDifficultPoints1．TeachingtheGrammarFocus．2．Thelisteningpracticewiththetargetlanguage．3．Makecommunicationswiththetargetlanguage．Ⅳ．TeachingMethods1．Listening2．PairworkⅤ．TeachingAidAtaperecorderⅥ．TeachingProceduresStepIRevision1．Checkthehomework．2．Revisethetargetlanguagelearnedlastclass．Getthestudentstoaskandanswerquestionsinpairslikethis：SA:Whenwasthetelephoneinvented?SB:Ithinkitwasinventedin1876．Tellthemtoaskaboutallthefiveinventions． StepⅡ2aThisactivityprovideslisteningpracticewiththetargetlanguageandreviewnewvocabularyaboutinventions．Showthesenewwordsonascreenbyaprojector．beusedfor用来做……adjustableadj．可调整的heeln．（鞋、袜等的）后跟；（足）跟batteryn．电池operatev．操作；作业slippern．拖鞋scoopv．用勺舀n．勺子；球形勺；长柄勺electricadj．电子的；电的Pointtoeachoneandteachthemtoread．Doitseveraltimesuntilthechildrencanreadthemwell．Askafewstudentstoreadthenewwords．Seeiftheycanreadeachwordcorrectly．Askthestudentstoreadtheinstructionstogether．Writethenamesoftheinventionsontheblackboard:ShoeswithadjustableheelsbatteryoperatedslippersheatedicecreamscoopReadthethreenamesoftheinventionsandthestudentsrepeat．Dosomeexplanationaswell．Thenpointtothepictureofeachinventionandaskstudentswhattheythinkisinterestingaboutit．You’llhearaboutsomeinterestinginventions．Pleaselistenandnumberthethreeinventionsintheorderthatyouhearthemintheconversation．Writeanumberinfrontofeachinventiontoshowwhatorderyouhearaboutthem．Playtherecordingthefirsttime,studentsonlylisten．Thenplaytherecordingagain．Askthestudentstowriteanumberoneachshortline infrontofeachinvention．Checktheanswersbyaskingastudenttotelltheanswers．AnswersTheinventionsshouldbenumberedinthisorder:312TapescriptBoy:Whatarethose?Girl:They’rebattery-operatedslippers．Boy:Whataretheyusedfor?Girl:They’reusedforseeinginthedark．Boy:Oh,that’scool!Whoweretheyinventedby?Girl:JulieThompson．Andlookatthisheatedicecreamscoop．Boy:Iknowwhatit’sfor!It’susedforscoopingoutreallycoldicecream．Girl:Right．ItwasinventedbyChelseaLanmon．Boy:Myfavoritearethoseshoeswithadjustableheels．Youknowyoucanmovetheheelsupanddown．TheywereinventedbyJayceCoziarandJamieEllsworth．Girl:Andwhataretheyusedfor?Boy:Well,youcanchangethestyleofyourshoes．Youcanmaketheshoesgofromcasualtodressy．StepⅢ2bThisactivityprovidesguidedlisteningpracticeusingthetargetlanguage．Getthestudentstoreadtheinstructionstogether．Besurethateachstudentknowswhattodo．ReadthethreeheadingsInventions,whowasitinventedby?andwhatisitusedfor?Thenreadtheinformationundereachheading．Dosomeexplanationifnecessary．You’llhearthesamerecordingagain． Pleaselistencarefullytowhatthepeoplearesayinganddrawlinestomatchitemsinthechart．Callthestudents’attentiontothethree-partsamplegiveninthechart．Readittotheclassandexplainitlikethis:ThesamplemeanstheshoeswithadjustableheelswereifinventedbyJayceCoziarandJimieEllsworth．Theyareusedforchangingthestyleofashoe．Afterthat,playtherecordingagainandthestudentsdrawlinestomatchtheitemsinthethreecolumns．Checktheanswersbyaskingthreedifferentstudentstoreadtheiranswerstotheclass．Atlast,playtherecordingforanothertimeandpauseaftereachsentence．Thestudentsrepeatafteritsentencebysentence．Dosomeexplanationifnecessary．Makesurethateveryoneunderstandsallthedetailsabouttheconversation．AnswersshoeswithadjustableheelsJayceCoziarandJamieEllsworth——changingthestyleofashoebatteryoperatedslippersJulieThompsonseeinginthedarkheatedicecreamscoopChelseaLanmonscoopingreallycoldicecream．StepⅣ2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage．Readtheinstructionstothestudents．Askapairofthestudentstoreadthesampleconversation．SA:Whataretheyusedfor?SB:They’reusedforseeinginthedark．Getthestudentstoaskaboutthethreeinventionsfirst,usingtheinformationinthechartinActivity2b．ThenletthemroleplaytheconversationsusingtheinformationinthechartinActivity2c． GetthemtomaketheirownconversationsusingtheinformationinthechartinActivity2clikethis:（Pointingtotheinventions）A:Whatarethese?B:Theyarebattery-operatedslippers．A:Whataretheyusedfor?B:Theyareusedforseeinginthedark．A:Whoweretheyinventedby?B:TheywereinventedbyJulieThompson．Askthestudentstoworkinpairs．Movearoundtheclassroomcheckingprogressandprovidinghelpifneeded．Checktheanswersbycallingondifferentpairstosaytheirconversationsfortheclass．StepⅤGrammarFocusThisactivityintroducesthetargetlanguagewiththePassiveVoice．Callthestudents’attentiontothesentencesinthegrammarbox．Askfourpairsofthestudentstoreadthequestionsandanswersinthegrammarbox．SA:Whenwasthecarinvented?SB:Itwasinventedini885．SA:Whenwereelectricslippersinvented?SB:Theywereinventedlastyear．SA:Whoweretheyinventedby?SB:TheywereinventedbyJulieThompson．SA:Whatweretheyusedfor?SB:Theywereusedforseeinginthedark．Writethemontheblackboard．Letthestudentthinkaboutthestructuresofthesesentences．Tellthemthatwhenthesubjectofthesentenceisthedoer,wehavetousebeplusapastparticipleasthepredicateofthesentence．Circlethewordswasandwereinallthesentences． Ask:Whendoweusewasinthequestions,andwereinthequestions?Underlinethesingularnounsandpluralnouns．Singularitemslikecarusethesingularverbwas．Pluralitemslikeslippersusethepluralverbwere．Circlethewordinventedinallthesentences．Youalwaysuseapastparticiplewhenyouusewasplusaverborwereplusaverb．Andyoucantellthedoerwithby．Saysomethingaboutbeusedfortothechildren．StepⅥSummaryInthisclass,we’vedonesomelisteningandwritingpracticewiththetargetlanguage．We’vealsodonesomeoralpracticeinpairs．Andwe’vediscussedthePassiveVoiceaswell．StepⅦHomework1．Trytorememberthenewvocabularyonpage77．2．Writedowntwoconversationsinactivity2c．StepⅧBlackboardDesignUnit10Whenwasitinvented?SectionATheSecondPeriod1．Thenamesoftheinventionsandanswersofactivity2a:3shoeswithadjustableheels1batteryoperatedslippers2heatedicecreamscoop2．TargetLanguage:A:Whenwasthecarinvented?B:Itwasinventedin1885．A:Whenwereelectricslippersinvented?B:Theywereinventedlastyear．A:Whoweretheyinventedby?B:TheywereinventedbyJulieThompson． A:Whataretheyused[or?B:They’reusedforseeingintiledark．Unit10Whenwasitinvented?TheThirdPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularybulb,lightbulb,microwave,oven,microwaveoven,island（2）TargetLanguageWhatisthemicrowaveovenusedfor?Itisusedforcooking．2．AbilityObjectsTrainthestudents’writingandspeakingskillswiththetargetlanguage．3．MoralObjectsIfyouarealoneonatinyisland,whatinventionswouldyouliketohaveontheislandwithyou?Ⅱ．TeachingKeyPoints1．Talkaboutthehelpfulinventionsandannoyinginventions．2．Guidethestudentstodiscusstheiropinionsontheinventions．Ⅲ．TeachingDifficultPoints1．Discusstheopinionsontheinventions．2．Usethetargetlanguagetodescribetheinventions．Ⅳ．TeachingMethods1．Pairwork2．GroupworkⅤ．TeachingAidsSomepicturesofthehelpfulinventionsandannoyinginventions．Ⅵ．TeachingProceduresStepⅠRevision 1．Revisethethreeinventionstalkedlastclass．Askaboutthenamesofthethreeinventions．Helpthestudentsanswer:shoeswithadjustableheelsbattery-operatedsneakersheatedicecreamscoopThenaskthetwoquestionsbelowoneachinvention:a．Whowasitinventedby?b．Whatisitusedfor?2．RevisethetargetlanguagewiththePassiveVoiceinGrammarFocusbyaskingseveralonestoreadthesentences．3．Checkthehomework．Dictatethewordsbelow:bulb,lightbulb,microwaveoven,islandStepⅡ3aThisactivityprovidespracticewithlistening,speaking,readingandwritingusingthetargetlanguage．Callthestudents’attentiontothethreepicturesofthreeinventions．Teachthemtoreadthenamesoftheinventions．Doitlikethis:T:Lookatthefirstpicture,please．Wecanseethenameunderthepicture．Nowreadafterme,alarmclock．SS:Alarmclock．Dothesamewithlightbulbandmicrowaveoven．Thenreadtheinstructionstothestudents．Explainhelpfulinventionsandannoyinginventionstothestudentslikethis,showingapictureofavacuumcleaner,Avacuumcleanerishelpful．Thenshowapictureofatrucktotheclass．Averyloudtruckisannoying．Thenletthestudentslookatthethreepicturesinthetextbook．Askthesequestionsoneachinvention:1．Isthisinventionusefulorannoying? 2．Whatisitusedfor?Thenaskthewholeclassaskandanswerthetwoquestionsaboveinpairs．Readtheinstructionstothestudentsagain．Pointtothechartinthetextbook．Tellthestudentstofillintheblankswithotherhelpfulandannoyinginventionsontheirown．Givetheclassaboutfiveminutestodothis．Astheywork,movearoundthe’roomprovidingsomenamesofinventionstothemandansweringquestionsasnecessary．Pointoutthesampleanswerintheboxbeforetheystartwriting．Aftertheyhaveallfinished,asksomestudentstoreadtheiranswerstotheclass．Thengetthestudentstoworkwiththeirpartners．Haveeachstudenttalkabouttheirlistwithanotherstudent,askingeachotherquestions．Forexample,Whatisyourfirsthelpfulinvention?Whydoyouthinkitishelpful?SampleanswersHelpfulInventionsAnnoyingInventions1．bike1．recorder2．TVset2．guitar3．computer3．tractor4．plane4．loudspeaker5．umbrella5．mobilephoneStepⅢ3bThisactivityprovideslisteningandspeakingpracticeusingthetargetlanguage．Askthestudentstoreadtheinstructionstogether．Ithinkthemosthelpfulinventionisthecomputerbecauseithaschangedtheworldalot．Thenaskapairofthestudentstomodelthesampledialogue:SA:Whatdoyouthinkisthemosthelpfulinvention? SB:Ithinkthemosthelpfulinventionisthelightbulb．SA:Whyisthat?SB:Well,itgivespeoplemoretimetoworkandplayeveryday．Correctanypronunciationerrors．Makesuretheyareprovidingagoodmodel．Writetheconversationontheblackboard．Afterthat,gettheclasstoworkinpairsandcompletethework．PleasediscussyouropinionsinActivity3awithyourpartnernow．Asksomeonestotelltheclassabouttheirpartners’opinionsandreasons．Theymaysaylikethis:ZhangMingthinksthemosthelpfulinventionisthecarbecauseitmakesourtraveleasier．StepⅣPart4Thisactivityprovidesoralpracticeusingthetargetlanguage．Askthestudentstoseethepicturefirst．Andencouragesomestudentstodescribeit．Theymaysaylikethis:Themanisaloneonatinyisland．Heissittingunderatreeandthinking．Whatcanheseearoundtheislandiswater．Thenreadtheinstructionstotheclass．Dosomeexplanationifnecessary．Makesureeachstudentcanunderstandtheinstructionsandknowwhattodo．Telltheclasstodiscussingroupsoffour．Imaginethatyouarealoneonatinyislandandyouhadevergotachancetochoosefiveinventionsyouwouldliketohaveontheislandwithyou．Eachgrouphastotellwhatyouchooseandwhy．RemindthemthattheycanusealltheitemsmentionedinActivities1a,1b,2aand3a．Andtheycanalsouseanyotheritemstheycanthinkofastheytalktotheirpartners．Tellthemtousethestatementintheboxasthebeginning．Asktwostudentstoreadittotheclass．SA:I’dliketohavearadiobecauseIcouldlistentomusicallday．SB:Yes,butthat’snotgoingtohelpyouleavetheisland．Ithinkit wouldbebettertohave…Havethestudentsworkingroupsoffour．Movearoundtheclassroomandhelpingstudentsasnecessary．Askeachgrouptosharetheirstatementswiththeclass．Comparetheirinventionsanddecidewhichonesarethemosthelpful．Sampleconversation:A:I’dliketohavearadiobecauseIcouldlistentomusicallday．B:Yes,butthat’snotgoingtohelpyouleavetheisland．Ithinkitwouldbebettertohaveamobilephone．Soyoucancontactanyonewhocansaveyou．C:Idon’tagreewithyou．Ithinkyoushouldchooseacomputer．Itwillhelpyoutoaskforhelpfromallovertheworld．D:…StepⅤSummaryInthisclass,we’velearnedmoreabouttheinventions．Andwe’vedonemuchoralpracticetalkingabouttheinventions．StepⅥHomework1．Remeberthenewwordsonpage78．2．WritedowntheconversationsinActivity3b．3．WritedowntheconversationinActivity3c．StepⅦBlackboardDesignUnit10Whenwasitinvented?SectionATheThirdPeriodTargetlanguage:A:Whatdoyouthinkisthemosthelpfulinvention?B:Ithinkthemosthelpfulinventionisthelightbulb．A:Whyisthat?B:Well,itgivespeoplemoretimetoworkandplayeveryday． Unit10Whenwasitinvented?TheFourthPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularysweet,salty,crispy,sour,potato,chip,mistake,bymistake,thin,intheend,chef,sprinkle（2）TargetLanguageDidyouknowpotatochipswereinventedbymistake?No,Ididn’tknowthat．Whoinventedthem?2．AbilityObjects（1）Trainthe．students’reading,writing,speakingandlisteningskillswiththeTargetlanguage．（2）Trainthestudentstousethenewvocabulary．3．MoralObjectsyouenjoyeatingthepotatochips?Haveyoueverthoughtofthehistoryofthechips?Ⅱ．TeachingKeyPoints1．Trainthestudents’reading,writing,speakingandlisteningskillswiththetargetlanguage．2．Teachthestudentstousethenewvocabularycorrectly．Ⅲ．TeachingDifficultPointsDothelisteningpractice．Ⅳ．TeachingMethods1．Listening2．PairworkⅤ．TeachingAids1．Ataperecorder2．Somebagsofpotatochips． Ⅵ．TeachingProceduresStepⅠRevision1．Checkthehomeworkbyaskingsomechildrentoreadtheirconversationstotheclass．2．Asksomequestionsabouttheinventions．Forexample,whatdoyouthinkisthemosthelpfulinvention?3．Dictatethewordsbelow:bulblight,microwaveoven,island．StepⅡ1aThisactivityintroducesnewvocabulary．First,showthenewvocabularyonthescreenbyaprojector．sweetadj．甜的；含糖的saltyadj．咸的；含盐的crispyadj．脆的；易碎的souradj．酸的；酸味的potaton．土豆chipn．（食物等）片mistaken．错误；过去；误解bymistake错误地thinadj．薄的；细的intheend最后；终于chefn．厨师sprinklev．撒（粉末状物）；洒（液体）Pointtoeachwordonthescreenandteachthestudentstoreadonebyone．Doitseveraltimesuntilthechildrencanreadthenewwordsfluently．Readtheinstructionstotheclass．Pointoutthefouradjectivesontheleft．Havethemreadthefourwordstogether．Thenasksomedifferentstudentstoreadthem．Thenaskthestudents totrytotellthemeaningofeachwordinEnglishintheirownwords,orgivesomeexamplesoffoodsthatshowwhateachwordmeans．Forexample,helpthestudentsexplainitlikethis:Sweetisusedfordescribingsomethingthattasteslikesugarorhoney．It’stheoppositewordofsour．Afterthat,asktheStudentstotellthenamesofthefoodsinthepicturespotatochips,lemon,icecream,tea．Pleasechoosethewordsintheboxtodescribehowthefoodinthepicturestastes．Writethemunderthecorrectpictures．Notethatsomepictureshavemorethanoneword．Tellthemtoseetheexampleanswerbeforewriting．Afterawhile,checktheanswersbyaskingseveralstudentstoreadtheiranswerstotheclass．Answers:potatochips:crispy,saltylemon:souricecream:sweettea:sweetOptionalactivityBringsomefoodsthattastesweet,crispy,saltyandsourtotheclass．Havesomestudents,oneatatime,tastelittlepiecesofeachfood．Thenreporthowthefoodstastetotheclasswiththenewadjectives,sweet,crispy,saltyandsour．Studentsmayonemorethanonewordtodescribesomefoods．StepⅢ1bThisactivityprovidespracticeusingthenewvocabularyandwritingfamiliarwords．Askthestudentstoreadtheinstructionstogether．Pointoutthefourtastewords．Thenpointtothesampleanswergiven． Pleasewritethenameofadifferentfoodaftereachword．Youcanwritethenameofanyfoodyouknowintheblank．Canyouthinkofothersweetfoodnow?（apple,orange,etc．）Askthestudentstocompletetheactivityontheirown．Aftertheyallfinishwriting,asksomestudentstoreadtheiranswerstotheclass．Checktheanswerswiththewholeclass．Answers:Answerswillvarybutmayinclude:sweet:apple,orangejuice,soda,cake,honeycrispy:frenchfries,salad,lettucesalty:frenchfries,olives,pepperoni,pizza,popcornsour:pickle,grapefruitStepⅣ2aThisactivitygivesstudentspracticeunderstandingthetargetlanguageinspokenconversation．Letthestudentsreadtheinstructionstogether．Besurethattheyallknowwhattodo．Callthestudents’attentiontothesixsentencesinthebox．Asksixdifferentstudentstoreadthemanddosomeexplanationintheirownwordsoneachsentence．Afterthat,getthestudentstoguesswhattheywillhearabout．Maybesomeonecananswerlikethis,maylistentosomethingaboutthepotatochips．Showsomebagsofpotatochipsthemorevenletsomechildrentastethechips．Yes．You’llhearastoryabouttheinventionofthepotatochips．Pleaselookatthefirstsentencenow．Itisasampleanswergiven．ThestatementistruesotheletterTiscircled．Thenplaytherecordingfirst．Studentsonlylisten．Playtherecordingagain．AskthechildrentolistenandcircleTfortrueorFforfalse． Checktheanswerswiththewholeclass．Answers1．T2．F3．T4．F5．F6．TTapescriptBoy1:Hey,didyouknowthatpotatochipswereinventedbymistake?Boy2:Really?Whatdoyoumean?Boy1:Well,hereonthebagitsaysthattheywereinventedbyachefcalledGeorgeCrum．Boy2:Whenwasthat?Boy1:Oh,itwaswaybackin1853．Boy2:So,whywasitanaccident?Boy1:Well,onedayacustomerintherestaurantwhereGeorgeworkedsentbackhisplateoffriedpotatoesbecausehesaidtheywerecuttoothick．Boy2:Sowhathappened?Boy1:Well,Georgewasinabadmood,sohecutthepotatoesreally,reallythin,andhecookedthemforalongtimeuntiltheywerecrispy．Andhesprinkledlotsofsaltonthemsotheywerereallysalty．Hethoughtthecustomerwouldhatethem．Boy2:And?Boy1:Andthecustomerlovedthemandaskedformore．Hetoldtheothercustomersaboutthem,andsooneveryonewasorderingthinly-sliced,crispy,saltypotatochips．Boy2:Andwe’restilleatingthemtoday．Whatacoolstory!Boy1:Yeah．StepⅤ2bThisactivitygivesstudentspracticeinunderstandingandwritingthetargetlanguage．Getthestudentstoreadtheinstructionstogether．Pointtotheblanksinthesentencesinthestoryandtellthemto completethesentenceswhiletheyarelistening．You’lllistentothesamerecordingagain．BeforeIplaytherecording,pleasetrytogivetheanswersbymemory,orjustbyguessing．Itdoesn’tmatterwhetheryouranswersarerightorwrong．Afterawhile,havethestudentsgetreadytolisten．Playtherecordingagain．Askthestudentstofillintheblankswiththewordstheyhear．Getseveralstudentstosharetheiranswerswiththeclass．Correcttheanswerswiththewholeclass．Answers1．Didyouknow2．wereinvented3．18534．werecrispy5．reallysaltyStepⅥ2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage．Playtherecordingofthehistoryofchipsagain．Pauseforthestudentstorepeatafterit．Getthestudentstoreadafterthetapeatleasttwice．Tellthemtotrytheirbesttocopythepronunciationoftherecording．Readtheinstructionstotheclass．Tellthemthattheywillrole-playtheconversation,usingtheinformationfromtheactivitiesinActivity2aandActivity2b．Askapairofthestudentstoreadthemodelconversationinthebox．SA:Didyouknowpotatochipswereinventedbymistake?SB:Wow,Ididn’tknowthat．WhoinventedthemSA:TheywereinventedbyachefcalledGeorgeCrum．Writetheconversationontheblackboard．Thenaskanotherpairtomakeaconversationorcontinuethemodelconversation．Theymaysaylikethis:A:Didyouknowpotatochipswereinventedbymistake? B:Wow,Ididn’tknowthat．Whoinventedthem?A:TheywereinventedbyachefcalledGeorgeCrum．B:Whywasitanaccident?Canyoutellmethestory?A:Well,onedayacustomerintherestaurantwhereGeorgeworkedsentbackhisplateoffriedpotatoesbecausehesaidtheywerecuttoothick．B:Whathappenednext?A:SoGeorgewasunhappy,hecutthepotatoesreallythin,andhecookedthemforalongtimeuntiltheywerecrispy．Hesprinkledlotsofsaltonthemsotheywerereallysalty．Hethoughtthecustomerswouldhatethem．B:Goahead,please．A:Andthecustomerlovedthemandaskedformore．B:Whatacoolstory!StepⅦSummaryInthisclass,we’velearnedtodescribehowfoodtasteswithsomenewadjectives．Andwe’vedonemuchlisteningpracticeonthetargetlanguage．Atlast,wedidsomeoralpracticebymakingourownconversations．StepⅧHomework1．Trytorememberthenewwordslearnedtoday．2．WriteouttheconversationthatyoumadebyyourselvesinActivity2c．StepⅨBlackboardDesignUnit10Whenwasitinvented?SectionBTheFourthPeriodTargetLanguage:A:Didyouknowpotatochipswereinventedbymistake?B:Wow,Ididn’tknowthat．Whoinventedthem? A:TheywereinventedbyachefcalledGeorgeCrum．Unit10Whenwasitinvented?TheFifthPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularybyaccident,beverage,thousand,according,accordingto,ancient,legend,emperor,boil,fire,leaf,nearly,fallinto,remain．notice,produce,pleasant,smell,taste,inthisway,metal,pie,flyingdisk,bakery．Bridgeport,Connecticut,throw,special（2）Thereadingpassageabouttea．（3）Thewritingpassageabouttheflyingdisk．2．AbilityObjects（1）Trainthestudents’readingskillonhowtoanswerthequestions．（2）Trainthestudents’writingskillbywritinganarticle．（3）Trainthestudents’speakingskill．3．MoralObjectsChinaisamongtheleadingcountriesinteaproductionintheworld．Let’slearnsomehistoryabouttheinventionoftea．Ⅱ．TeachingKeyPoints1．Thereadingpassageabouttea．2．Lotsofnewwords．3．Thewritingpracticeontheinventiontheflyingdisk．Ⅲ．TeachingDifficultPoints1．Toteachthestudentssomanynewwordinasingleclass．2．Tohelpthestudentsunderstand．thereadingpassage．3．Todirectthestudentstowritethearticle． Ⅳ．TeachingMethods1．Understandingthepassagebyansweringthequestions．2．Doingwritingpracticebywritingsimilararticlestothemodelone．3．Pairwork．Ⅴ．TeachingAids1．Somerealdifferentkindsofteaandarealflyingdisk．2．Aprojector．Ⅵ．TeachingProceduresStepIRevision1．Revisethehistoryofchipsbyaskingthefollowingquestions:Werethepotatochipsinventedbymistake?Whenweretheyinvented?Whoinventedthepotatochips?Howwerethepotatochipsinvented?2．Dictatethewordsbelow:sprinkle,chef,intheend,bymistake,potatochips,crispy,salty,sweet,sour,thin．3．Checkthehomework．StepⅡ3aThisactivityprovidesreadingpracticeusingthetargetlanguage．First,showthenewwordsinthereadingpassageonascreenbyaprojector:byaccident偶然；意外beveragen．饮料thousandn．一千；许多accordingadj．相符的；一致的accordingto根据……；按照ancientadj．古代的；古老的legendn．传说；传奇故事emperorn．皇帝；君主 boilv．煮沸；烧开firen．火；炉火leafn．叶；树叶（pl．leaves）nearbyadj．临近的；附近的adv．在附近fallinto落入；陷入remainv．保持；剩余；残余noticev．注意到n．注意；通知producev．生产；制造；产生pleasantadj．舒适的；令人愉快的smelln．气味；嗅觉tastev．尝；品尝inthisway这样Pointtoeachwordonthescreenandteachthechildrentoreadit．Doitseveraltimesuntilthestudentscanreadeachwordcorrectly．Asksomestudentstoreadthewordstotheclasstoseeiftheycanpronounceeachwordcorrectly．Askthestudentstoreadtheinstructionstogether．Pointtothetitleofthepassageandsaylikethis,showingabagofteatotheclass,we’velearnedthehistoryofchips．Nowthereisapassageabouttheinventionoftea．Pleasereadthearticlesilentlybyyourselvesnowandwriteouttheanswerstothequestionsbeneaththearticle．Readthesefourquestionstotheclass:1．Whatisthearticleabout?2．Whenwasitinvented?3．Whowasitinventedby?4．Howwasitinvented?Tellthemtoreadthearticleatleasttwice．Theycantrytocatchthemainideathefirsttimeandanswerthequestionsthesecondtime．Tellthemtocircleanywordsorphrasesthattheydon’tunderstand．Askfourdifferentstudentstoreadtheiranswerstotheclass．Thenask someotherstodecideiftheiranswersareright．Anyoneintheclasscanprovidehisorherdifferentanswerstotheclass．Checktheanswerswiththeclass．Thenencouragethechildrentoaskquestionsonthewordsorphrasesthattheydon’tunderstand,Askotherstudentstoexplainordefinethenewwordsintheirownwords,butmakesurethattheycanbeunderstood．Havethechildrencorrecttheiranswersinwritingandreadthearticleloudlyseveraltimes．Answers1．Thearticleisabouttheinventionoftea．2．Itwasinventedoverthreethousandyearsago．3．ItwasinventedbytheChineseemperor,ShenNong．4．Itwasinventedbyaccident．StepⅢ3bThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage．Askthewholeclasstoreadtheinstructionstogether．ThenshowarealflyingdisktothechildrenandtellthechildrenthenameofthetoyisaflyingdiskinEnglish．You’llhavetowriteanarticleusingthenotesinthebox．Thearticlewilltellhowtheflyingdiskwasinvented．Atfirst,let’sgooverthenotesinthebox．Therearesomenewwords．Gooverthenoteswiththeclass．Pointoutthenewwords．Teachthemtoreadanddosomeexplanationatthesametime．Makesurethatallthestudentsmakeeverythinginthenotesclear．Thenaskthechildrentolookatthecontentsandthepictureintherightbox．Lookatthepictureintherightbox．Wecanseeaflyingplateintheanimal’smouth．Andthetitleofthearticlehasbeengiven--Frompieplatetoflyingdisk．Alsothefirstsentencehasalreadybeengivento us．Let’sreadthetitleandthefirstsentencetogethernow．Havethestudentsreadtogether．Findouthowthewritercombinedthephrasesinthenotesintoonesentenceandtrytosayoutthenextsentence．Letthemthinkforawhile．Thenaskseveralonestosaytheirsentencestotheclass．Thesentenceswillvary,buthavetobecorrectandmeaningful．Forexample,someonemaysaylikethis:TheoriginalflyingdiskwasreallyametalpieplatefromabakeryinBridgeport,Connecticut．Thenaskthechildrentomaketheirownsentenceswiththenotesgivenandnotetosayoutthesentencesinproperordertobeanarticle．Letthemworkinpairs,listentoandhelpeachother．Afterthat,getthestudentstowritetheirownarticles．Morearoundtheclassroomwhiletheyarewriting,checkingprogressandofferinghelpasnecessary．Next,askseveralstudentstosharetheirarticleswiththeclass．CorrectthemistakestheymayhavemadeIftimepermits,getthestudentstoworkinpairsandcheckeachother’sarticle．Samplewriting:Theflyingdiskisatoywhichwasinventedbyagroupofcollegestudents．Itwasinventedinthe1950s．Infact,thestudentsdidn’tinventit．Theyjustdiscoveredit．TheoriginalflyingdiskwasreallyametalpieplatefromabakerynamedBridgeportinConnecticut．Thestudentstherelikedtoeatthebakery’spies．Andthentheythrewthepieplatesaround．Acompanybeganmakingplasticdisk．Nowthereareflyingdiskclubs,aflyingdiskmagazine,andevenanationalflyingdiskfestivalinSeptember．Don’tyouthinkit’samazingthatallthisstartedfromapieplate? StepⅣ4aThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage．Readtheinstructionstothestudents．Thereisalwayssomethingthatwehatedoing．Forexample,Ihatecleaningtheblackboard．Whataboutyou?Thenasksomechildrentosaythethingstheydon’tlikedoingtotheclass．Afterthat,continuesaying．Nowpleasethinkofaninventionthatcouldhelpyou．Forme,Iwanttoinventaself-cleaningboardwithsomethinglikeacar’swindsheldwipers．ThenIwouldneverneedtocleantheblackboardmyself．Whataboutyou?Getthestudentstodiscussthethingstheyhatedoingandtheinventionsthatcouldhelpthem．Letthemworkinpairs．Thencallthechildren’sattentiontothechartontheright．Getthemtolookatthesampleanswerandtrytocompletethechartfirst．Asksomechildrentogivetheiranswerstotheblanksofuseandprice．Suchas,Use:towritetestsinsteadofmebylisteningtomePrice:onehundredyuanperpenThengetthestudentstofillinthechartwiththedetailsoftheirowninventions．Don’treviewthetask．Itwillbedoneinthenexttask．StepⅤ4bThisactivityprovideslisteningandspeakingpracticeusingthetargetlanguage．Readtheinstructionstotheclass．Getthestudentstoaskandanswerquestionsabouttheirinventionsinpairsfirst．Askapairtomakeamodelconversationbeforethewholebegin practicing．Forexample,theymaysaylike,（B—Businessperson,I—Inventor）B:Excuseme,whatinventionwasinventedbyyou?I:Aspecialpen．B:Whatisitusedfor?I:Itisusedforwritingtests．Whilethetestison,thepencanwritetestsinsteadofpersonsaccordingtowhatitsownertellsit．B:Wow,that’sgreat．Howmuchwouldyouliketosellitfor?I:IhopeIcanget100yuan．B:OK．Iwilltrytosellittotheclass．Afterthat,letthestudentsworkinpairs,Imagineoneisabusinesspersonandtheotherisaninventorwhiletheyarepracticing．Askseveralpairstosharetheirconversationswiththeclass．Thentellthemtolookatthemodelconversationinthebox．Askonestudenttoreadtheconversationbelowtotheclass:A:ThisspecialpenwasinventedbyZhengJie．Ithasthreecoloursanditisusedforwritingtests．Itcanlistenandwritewhilethetestison．Itis100yuan．Isanyoneinterestedinit?Thenasksomeotherstosharetheirpresentationswiththeclass．Theyhavetostatethereasonforbuyingthem．Thentheclassvotesforthemostpopularinventiontheywanttobuy．StepⅥSummaryInthisclass,we’vereadanarticleabouttheinventionoftea．We’vealsowrittenanarticleabouttheinventionoftheflyingdisk．We’vedonemuchreading,writing,listeningandspeakingpracticeusingthetargetlanguagethroughgroupwork．StepⅦHomework1．Reviewthenewwordslearnedtoday．2．Rewritethearticle--Frompieplatetoflyingdisk．Preparetohandinitnextclass． 3．Writeoutthepresentationinactivity4b．StepⅧBlackboardDesignUnit10Whenwasitinvented?SectionBTheFifthPeriodAnswerstothequestionsinActivity3a:1．Thearticleisabouttheinventionoftea．2．ItwasinventedbytheChineseemperor,ShenNong．3．Itwasinventedbyaccident．SuggestedanswersforActivity4a:Problem:writingtestsNewinventions:apenthatlistensandwritesUse:writingtestsinsteadofpersonsbylisteningtotheownerPrice:onehundredyuanperpenUnit10Whenwasitinvented?TheSixthPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）NewVocabularyabacus,century,telescope,camera（2）Usethesewordscorrectlycrispy,sweet,salty,sour（3）Writeparagraphsaboutsomeinventions．2．AbilityObjects（1）Trainthestudentstousetheseadjectives:crispy,sweet,salty,sour（2）Trainthestudentswritingskill． 3．MoralObjectsTrytofindoutwhenthethingsaroundyouwereinvented．Enjoythestoriesabouthowtheywereinvented．Ⅱ．TeachingKeyPoints1．Helpthestudentshaveaselfcheckonthekeywordsandtargetlanguage．2．Practiceusingtheadjectivesbelow:crispy,sweet,salty,sour3．Writeanarticle．Ⅲ．TeachingDifficultPoints1．Makesentenceswiththeadjectives．2．Writethearticleaboutthehistoriesoftheinventions．Ⅳ．TeachingMethods1．Teachingbymakingsentences．2．Teachingbywritinganarticle．Ⅴ．TeachingAids1．Realobjects:anabacus,anumbrella,abinoculars,acamera2．Apictureofabicycle．Ⅵ．TeachingProceduresStepIRevision1．Checkthehomework．Askthestudentstohandintheirhomework．2．AskthequestionsbelowagaintoreviewthearticleinActivity3a:Whatwasthearticleabout?Whenwasitinvented?Whowasitinventedby?Howwasitinvented?3．Asksomesimilarquestionsabouttheflyingdisk,orencouragethestudentstoaskeachotherquestionsaboutit．4．Dictatethewordsbelow:metal,pie,flyingdisk,bakery,throw,special StepⅡPart1Thisactivityfocusesonvocabularyintroducedintheunit．Focusattentiononthebox．Inviteastudenttoreadthevocabularywordsatthetop．Youareaskedtofillintheblankswiththewords．Theyarefouradjectivesusedtodescribehowfoodtastes．Notetousethemtoadjusttheproperfood．Askthestudentstofillintheblanksontheirown．Checktheanswers．Fourstudentseachreadasentence,fillingintheblanks．Therestofthestudentschecktheirwork．Answers1．sweet2．salty3．sour4．crispyAskthestudentstomaketheirownsentenceswiththewords,preferablysentencesthataremeaningful．Movearoundtheroom．Collectafewstudents’answerswithmistakesontheblackboard．Alongwiththestudentshelpcorrectthemistakes．Sampleanswers1．Thepotatochipsarecrispy．Allthechildrenloveeatingthem．2．Thechickensoupistoosweet．Momputmuchsugarinitbymistake．3．Thedishesinthatrestaurantaretoosalty．4．Ilikeeatingsomethingsour．StepⅢPart2Thisactivityprovidesreadingandwritingpracticeusingthetargetlanguage．First,teachthenamesofthefiveinventionswithbooksclosedlikethis:Showarealabacustotheclassandsay,WecallthisanabacusinEnglish．Writethewordabacusontheblackboard．Thenpointtoitandteachthestudentstoreadit．Dothesamewiththeotherfourinventions-umbrella,binoculars,cameraandbicycle． Asabicycleistoobig,showapictureofitinsteadofarealobject．Thenaskthestudentstoopentheirbooks．Readtheinstructionstothestudents．Besurethatthestudentsknowwhattodo．Havethestudentslookatthesample．Askagoodstudenttoreadthesentencetotheclass．Correctanypronunciationerrorstomakesurethestudentareprovidingagoodmodelfortherestoftheclass．Providetheinformationoftheotherfourinventionsontheblackboard:（Oraskthestudentstofindouttheinformationbyreadinganencyclopediaorlookingupinformationontheinternetashomework．）umbrella:about4000yearsagoinAssyria,ChinaandEgypt．binoculars:1854IgnatioPorroinItalycamera:1827byJosephNicephorewhotookthefirstpicturebicycle:1880sinEngland．Letthestudentswriteparagraphsaboutthesethingsontheirown．Movearoundtheclassroomandprovidehelpasnecessary．Askseveralchildrentoreadtheirparagraphstotheclass．Correcttheanswerswiththerestofthestudents．Havethestudentsexchangetheirparagraphswiththeirpartners．Getthemtolookoverthearticlescarefully,correctinganymistakestheymayhavemadeinwriting．SampleanswersTheabacuswasinventedinthesixthcenturybyChinesepeople．Theumbrellawasinventedabout4．000yearsagoinAssyria,ChinaandEgypt．Thebinocularswereinventedin1854byIgnatioPorroinItaly．Thecamerawasinventedin1827byJosephNicephorewhotookthefirstpictureintheworld．Thebicyclewasinventedin1880sinEngland．StepⅣJustforFun!Thisactivityprovidesreadingandspeakingpracticewiththetarget language．Askthestudentstolookatthecartoonpictures．Lookatthecartoonpictures．Whatwasinventedinthepictures?Helpthestudentstoanswerlikethis:Abattery-operatedtennisracketwasinvented．Thendiscusswhythecartoonisfunnywiththeclass．Helpthestudentstosay,Toinventabattery-operatedtennisracketisastrangeidea．StepⅤSummaryInthisclass,we’vepracticedusingsomeadjectivesandwrittenparagraphsabouttheinventions．Atlast,weenjoyedafunnycartoon．Allofyouhavedoneverywell．StepⅥHomework1．Reviseallthelanguagepointsinthisunit．2．Finishofftheexercisesonpages39～40oftheworkbook．3．Makeanothersentencewitheachadjectivebelow:crispy,sweet,salty,sour4．Rewritetheparagraphs．Step7．BlackboardDesignUnit10Whenwasitinvented?SelfCheckTheSixthPeriodAnswerstoActivity1:1．sweet2．salty3．sour4．crispyTheinformationofthefourinventions:umbrella:about4,000yearsagoinAssyria,ChinaandEgypt．binoculars:1854IgnatioPorroinItalycamera:1827byJosephNicephorewhotookthefirstpicture bicycle:1880sinEnglandReviewofunits6～10The1stperiodⅠ．AnalysisoftheTeachingMaterial1．StatusandFunctionThisisarevisionunit,soitcoversallthekeyvocabularywordsandthetargetlanguagepresentedfromUnits6～10．Alltheactivitiesaredesignedforstudentstoreviewwhattheyhavelearnedandimprovetheirlistening,speaking,readingandwritingskills．（1）Inthefirstperiod,studentsreviewallthevocabularywordslearnedfromunits6～10bycompletingacrossword．（2）Theactivitiesinthesecondperiodareusedtotrainstudents’listeningforspecificinformationusingthetargetlanguage．（3）Theactivitiesinthethirdperiodprovidewritingandspeakingpracticeusingthefollowingtargetlanguage:Wherewouldyouliketovisit?I’dliketovisitHolland．Whydoyouwanttogothere?Iwanttoseethewindmillsandsmelltheflowers．BythetimeIwasfive,IhadstartedlearningEnglish．Really?Wheredidyoulearn?IwenttoclassesatanEnglishlanguageschool．Whenwasitinvented?Itwasinventedaboutathousandyearsago．Whowasitinventedby?ItwasinventedbyaChineseman．（4）Theactivitiesinthefourthperiodprovidewritingandspeakingpracticeusingthefollowingtargetlanguage: Who’syourfavouritesinger?IreallylikeCelineDion．Really?IpreferFayaWong．Whatwouldyouliketodo?I’dliketoclimbQomolangmaMountain．Doyouthinkyoucoulddoit?Yes．Andinthisclass,studentspracticemakingsomesentencesusingsomephrasalverbs．2．TeachingAimsandDemands（1）KnowledgeObjectsTomakestudentsreviewallthevocabularywordsandthetargetlanguagefromUnits6～10．（2）AbilityObjectsToimprovestudents’listening,speaking,readingandwritingskills．Toimprovestudents’communicativecompetence．（3）MoralObjectsParentsaretiredafteraday’shardwork．Assonsordaughters,weshouldtrytobehelpfulanddohousework．3．TeachingKeyPointsToreviewthevocabularywordsandthetargetlanguage．ToreviewtheusageofthestructurespresentedfromUnits6～10．4．TeachingDifficultPointsTotrainstudents’listening,speaking,readingandwritingskills．Totrainstudents’communicativecompetence．5．StudyingWaysTeachstudentshowtomasterthetargetlanguageandcommunicatewithothers．Teachstudentshowtobesuccessfullanguagelearners．Ⅱ．LanguageFunctions Expresspreference．Talkaboutplacesyouwouldliketovisit．Narratepastevents．Talkaboutthehistoryofinventions．Ⅲ．TargetLanguage1．Wherewouldyouliketovisit?I’dliketovisitHolland．Whydoyouwanttogothere?Iwanttoseethewindmillsandsmelltheflowers．2．BythetimeIwasfive,IhadstartedlearningEnglish．Really?Wheredidyoulearn?IwenttoclassesatanEnglishlanguageschool．3．Whenwasitinvented?Itwasinventedaboutathousandyearsago．Whowasitinventedby?ItwasinventedbyaChineseman．4．Who’syourfavouritesinger?IreallylikeCelineDion．Really?IpreferFayaWong．5．Whatwouldyouliketodo’?I’dliketoclimbQomolangmaMountain．Doyouthinkyoucoulddoit?Yes．Ⅳ．Structures1．Phrasalverbs2．Pastperfect3．Passivevoice（questionsandstatements）．Ⅴ．VocabularyAllthevocabularywordsfromUnits6～10．Ⅵ．LearningStrategies1．Listeningforspecificinformation． 2．Roleplaying．Ⅶ．TeachingTimeFourperiodsTheFirstPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjectsKeyvocabularythatstudentshavelearnedinUnits6～10．2．AbilityObjectsTrainstudents’abilitytocreativelyusethelanguagetheyhavelearned．3．MoralObjectsParentsaretiredafteraday’shardwork．Assonsordaughters,weshouldtrytobehelpfulanddohousework．Ⅱ．TeachingKeyPointsKeyvocabulary．Ⅲ．TeachingDifficultPointsTrainstudents’abilitytocreativelyusethelanguagetheyhavelearned．Ⅳ．TeachingMethodsPracticemethod．Ⅴ．TeachingAidsTheblackboardⅥ．TeachingProceduresStepⅠRevision1．Invitedifferentstudentstosaytheiranswerstotheexercisesoftheworkbook．2．Getseveralstudentstosharetheirsentenceswithadjectiveswiththewholeclass,Correctthemistakesifthereareany．Thenlettheotherstudentshandintheirsentences．Correctthemistakesbeforereturningthem．StepⅡ1aThisactivityreviewssomeofthevocabularythatstudentshavelearned inUnits6～10．Inthisactivity,we’llreviewsomeofthevocabularyinUnits6～10bycompletingacrossword．First,pleaselookattheclueswiththeheadlinesDownandAcross．Explaindownandacrosstothestudents．Callstudents’attentiontothecrossword．Pointoutthesampleanswer．Whenmymotheristired,Itrytobehelpfulandmakedinner．Elicitthefirstanswertothelistofacrossclues（hair）．Nowpleasereadthecluesandcompletethecrossword．Getstudentstodothecrosswordinpairs．Asstudentsaredoingthis,walkaroundtheclassroomtomakesurethatallthestudentsknowwhattheyneedtodo．Checkanswersbyaskingdifferentstudentstoreadoutandspelltheanswers．AnswersDown1．helpful2．radio3．visit4．Chinese5．one8．soon9．culture10．stop12．got13．songs14．ocean16．left17．sick18．that19．are21．atAcross1．hair4．clock6．land7．likes9．costume11．signs15．pack16．loud18．traffic20．bakery22．betterStepⅢ1bTheactivityrequiresstudentstocreativelyusethelanguagetheyhavelearned．AskstudentstochoosefourwordsfromUnits6～10andwriteaclueforeachword．Usethesampleconversationtoillustratetheactivity:StudentsworkinpairsandtaketurnstosaytheircluesforthewordstheychosefromUnits6～10．Theirpartnertriestoguessthewords．Walkaroundtheclassandmakesurestudentsareusingthewordscorrectly．Askafewstudentstosaytheircluesandhavetheclassguessthewords．OptionalactivityAcompetition．Dividethestudentsinhalfdownthemiddleintotwo teams．AstudentfromTeamAsaysaclueforaword．AstudentfromTeamBguessestheword．TeamAgetsonepointforacorrectclueandTeamBgetsonepointforacorrectword．Changethemround．TeamBsaysacluewhileTeamAguesses．Thefirstten-pointteamwins．StepⅣSummaryInthisclass,we’vereviewedsomeofthevocabularyinUnits6～10．StepⅤHomeworkSayandrememberthevocabularywordsinUnits6～10．StepⅥBlackboardDesignReviewofUnits6～10TheFirstPeriodAcompetitionTeamATeamB正正下正810Reviewofunits6～10TheSecondPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）Listeningpracticeusingthetargetlanguage．（2）Oralpracticeusingthetargetlanguage．2．AbilityObjects（1）Trainstudents’listeningskill．（2）Trainstudents’speakingskill．3．MoralObjectsHaveyoueverhadabaddaylikeAmy? Nevermind．Letbygonesbebygones．Ⅱ．TeachingKeyPoints1．Listeningpracticeusingthetargetlanguage．2．Oralpracticeusingthetargetlanguage．Ⅲ．TeachingDifficultPointTrainstudents’listeningskill．Ⅳ．TeachingMethods1．Listeningmethod2．PairworkⅤ．TeachingAidsAtaperecorderⅥ．TeachingProceduresStepⅠRevision1．Dictatesomevocabularywordsinunits6～10．2．Choosefourorfivewords．Encouragestudentstomakesentenceswiththem．StepⅡ2aThisactivityprovidespracticeinlisteningforthegeneralidea．Focusattentiononthefourpictures．Say．Youaretolistentofourconversations．Matchtheconversationswiththecorrectpictures．Pointoutthesampleanswer．Say．Picture2matchesthefirstconversationyouwillhear．Playtherecordingforthefirsttime．Studentsonlylisten．Playtherecordingasecondtime．Thistimestudentslistenandmatchtheconversationswiththecorrectpicturesbywritingthenumbersintheboxes．Checktheanswers．Answers（fromtoptobottom）2,1,4,3 TapescriptConversation1Jin:Hello,Mrs．Tan．I’dliketobeavolunteer．Canyouhelpme?Mrs．Tan:Sure．Whatkindofvolunteerworkwouldyouliketodo?Jin:Well,Ilikeworkingwithkids．Mrs．Tan:Doyouknowhowtoplaybasketball?Weneedsomeonetohelpteachkidsbasketball．Jin:No,Idon’treallylikebasketball．Isthereanythingelse?Mrs．Tan:Sure．There’sajobcleaninguptheparks．It’severySunday．Jin:That’snogood．IhelptakecareofmygrandmotheronSundays．Mrs．Tan:Isee．Here’sanotherjob．Doyouknowhowtofixupbicycles?Jin:Sorry．Ican’tevenfixupmyownbicycle．Mrs．Tan:Okay．Maybethisisagoodone．Weneedsomeonetoreadtopeopleatthehospital．Youcandoitanydayyoulike．Jin:Thatsoundsgood．WhendoIstart?Mrs．Tan:Howabouttoday?Conversation2Peter:Hey,Kelly．Imaginey9ucouldtravelanywhere．Wherewouldyougo?Kelly:Oh,Idon’tknow．Idon’tliketotravel．Peter:Comeon!Whatifyoucouldgoanywhere?HowaboutajungletrekinIndia?Kelly:No．It’stootiring．Peter:Oh,well,thenwhataboutatriptoFrance?Youcouldseethemuseums．Kelly:No．IthinkFrancetootouristy．Peter:Really?Butthere’slotstoseeanddo．Oh,Iknow．HowaboutHawaii?Theweatherisreallywarm． Kelly:Reallywarm?Yes,you’reright．Idon’twanttogotoHawaii．It’stoohot!Peter:Okay．HowaboutSingapore?Singaporeisnottoohot,tootiringortootouristy．Youmustwanttogothere．Kelly:No,Singaporeistooexpensive．Peter:Kelly,theremustbesomeplaceyouwanttogo!Kelly:Yes,thereis．Peter:Really?Where?Kelly:Iwanttogohome．Goodbye．Conversation3Ben:Hi,Gu．I’mstartingaband．Doyouwanttojoinme?Gu:Sure,Ben．I’dlovetobeinaband．Ben:Okey,good．Whatdoyouplay?Gu:Idon’tplayaninstrument．Ising．Ilikemusicwithgreatlyrics．Ben:SodoI．Whoelsecanjoinourband?Gu:Well,there’sDave．Heplaysthepiano．Butheprefersquietmusic．Ben:Good．WhataboutHarry?Heplaystheguitar,doesn’the?Gu:Yes．ButHarrylovesmusicthat’sloud．Ben:That’sOK．Wecanplayloudmusicandquietmusic．Gu:Whatkindofmusicdoyoulike,Ben?Ben:Oh,Ilikemusicyoucandanceto．Butthere’sjustoneproblemforourband．Gu:What’sthat?Ben:I’mnotamusicianandIcan’tsing．Conversation4Zhang:Hi,Amy．Howareyou?Amy:Hi,Zhang．I’mgladtoseeyou．I’vehadabadday．Zhang:Why?Whathappened?Amy:Well,thismorningIwaslateatthebusstop．ThebushadgonesoIhadtowalktoschool． Zhang:That’salongwalk．Amy:Yeah．AndthenitstartedrainingandI’dforgottenmyumbrella．Zhang:Ohno!Didyougetwet?Amy:Yes,Iwaslateandwet．And,myclasswasn’tatschool．Theyhadgonetothemuseum．Zhang:Youmissedamuseumtrip．That’stoobad．Amy:ThenintheafternoonIwenttothelibrarytostudyforthemathtest．Andguesswhat?Zhang:Ohno．What?Amy:I’dleftmymathbookathome．Zhang:Youareright．Youdidhaveabadday．StepⅢ2bThisactivityrequiresstudentstolistenforspecificinformationinthedialogues．PointoutthefourdifferentquestiontypesnexttothepicturesinActivity2a．Setatimelimitoftwominutes．Studentsgothroughthelistsofquestions．Youaretolistentothesamerecordingagain．Thistimeyouneedtolistenforspecificinformationinthedialoguesthatwillhelpyouanswerthequestions．Pointoutthesampleanswers．Playtherecordingtwiceorthreetimessothatstudentshaveenoughtimetocompletethetask．Letstudentschecktheiranswersinpairs,andthenwiththewholeclass．AnswersIndia--tootiring;Singapore--tooexpensive;Hawaii--toohot;France--tootouristyTFFTT25134 Gu--musicwithgreatlyrics;Dave--quietmusic;Harry--loudmusic;Ben--musicyoucandancetoStepⅣ2cThisactivityletsstudentsworkinpairstopracticetheconversationstheyhavejustheard．Readtheinstructionstotheclass．Pointoutthesampleconversationinthebox．Inviteapairofstudentstoreadittotheclass．SA:I’dliketobeavolunteer．Canyouhelpme?SB:Sure．Whatkindofvolunteerworkwouldyouliketodo?SA:Well,Ilikeworkingwithkids．Writetheconversationontheblackboard．Nowworkwithapartner．Startbyreadingthesampleconversationintheboxwithyourpartner．Thenmakeconversationsusinginformationinactivity2b．Asstudentstalk,movearoundtheroomcheckingtheirworkandofferinglanguagesupportasneeded．Askseveralpairsofstudentstosaytheirconversationstotheclass．StepⅤSummaryInthisclass,we’vedonemuchlisteningandoralpracticeusingthetargetlanguage．StepⅥHomeworkAskstudentstowritethreeconversationsinactivity2cintheirexercisebooks．StepⅦBlackboardDesignReviewofunits6～10TheSecondPeriodTargetLanguage:A:I’dliketobeavolunteer．Canyouhelpme? B:Sure．Whatkindofvolunteerworkwouldyouliketodo?A:Well,Ilikeworkingwithkids．Reviewofunits6～10TheThirdPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）Oralpracticetalkingaboutplacesyouwouldliketovisit．（2）Oralparticlenarratingpastevents．（3）Oralpracticetalkingaboutthehistoryofinventions．2．AbilityObjects（1）Trainstudents’speakingskill．（2）Trainstudents’writingskill．3．MoralObjectThankalltheinventors．Itistheywhomakeourlifeconvenientandeasy．Ⅱ．Teaching．KeyPoints1．Talkaboutplacesyouwouldliketovisit．2．Narratepastevents．3．Talkaboutthehistoryofinventions．Ⅲ．TeachingDifficultPointsTrainstudents’speakingandwritingskills．Ⅳ．TeachingMethodsPracticemethod．Ⅴ．TeachingAidsTheblackboard．Ⅵ．TeachingProceduresStepⅠRevisionCheckhomework．Askdifferentstudentstosaytheirconversationsto theclass．Thenletstudentshandintheirhomeworkandcorrectanyerrorsbeforereturningthem．StepⅡPart3Thisactivityprovideswritingandspeakingpracticeusingthetargetlanguage．Pointoutthelistofquestions．Askastudentstosaythemtotheclass．Say,pleasewriteyouranswerstothesequestions．Pointoutthesampleanswer．Remindthemtolookbackattheinformationinactivity2atogetextrahelp．Getstudentstocompletethetaskontheirown．Walkaroundtheroomofferinghelpwithnamesofdifferentcountries．Pointoutthesampleconversationinthebox．Inviteapairofstudentstosayittotheclass．TheBstudentshouldthinkofsomethingtofinishtheconversation．SA:Wherewouldyouliketovisit?SB:I’dliketovisitHolland．SA:Whydoyouwanttovisitthere?SB:Iwanttoseethewindmillsandsmelltheflowers．Writetheconversationontheblackboard．Pleaseworkinpairs．Makeconversationstotalkaboutplacesyou’dliketovisitoryoudon’twanttogoandgivereasons．Asthepairsworktogether,walkaroundtheroomlisteninginonvariouspairsandofferinghelpasneeded．Askseveralpairstosaytheirconversationstotheclass．Answerswillvary．StepⅢPart4Theactivityletsstudentsworkinpairstopracticewritingandspeakingskills．Pointtothelistofsentencestarters．Readthesampleanswer．BythetimeIwasfive,IhadstartedlearningEnglishtotheclass． Say,pleasecompletethesesentencesusingyourownexperience．Getstudentstocompletethetaskindividually．Pointoutthesampleconversationinthebox．Inviteapairofstudentstoreadittotheclass．SA:BythetimeIwasfive,IhadstartedlearningEnglish．SB:Really?Wheredidyoulearn?SA:IwenttoclassesatanEnglishlanguageschool．Writetheconversationontheblackboard．Pleaseworkinpairs．Makeconversationstonarratesomeofyourpastevents．Asthepairsworktogether,walkaroundtheroomlisteninginonvariouspairsandofferinghelpasneeded．Askseveralpairsofstudentstosaytheirconversationstotheclass．Answerswillvary．Thenencouragestudentstotalkaboutwhatsortsofthingstheyhaddonebydifferentagesotherthanthoseagesinthebook．Askstudentstocomparewhohaddonethesamethingsbydifferentages．StepⅣPart5Thisactivityprovideswritingandspeakingpracticeusingthetargetlanguage．Readtheinstructionstotheclass．Pointoutthesampleconversationinthebox．Inviteapairofstudentstoreadittotheclass．SA:Whenwasitinvented?SB:Itwasinventedaboutathousandyearsago．SA:Whowasitinvented?SB:ItwasinventedbyaChineseman．Encouragestudentstogoonwiththeconversation．SA:Whatisitusedfor?SB:Itisusedformanythingsincludingwritingandprinting． SA:Howhasitdeveloped?SB:Ithasdevelopedbybeingcreatedbymachineratherthanbyhand．SA:Isitpaper?SB:Yes,itis．Writetheconversationontheblackboard．Pleasethinkofaninvention．Thentalktoyourpartnerandtrytoguesshisorherinvention．Asthepairsareworkingtogether,movearoundtheroomofferinghelpwithnamesoftheinventorsandexactdatesitnecessary．Askselectedstudentstomodeltheirconversationstotheclass．StepⅤSummaryInthisclass,we’vepracticedtalkingaboutplacesyouwouldliketovisit,narratingpasteventsandtalkingaboutthehistoryofinventionsusingthetargetlanguage．StepⅥHomework1．Collectmoredetailedinformationofdifferentinventions．2．Rereadtheconversationsinactivities3,4and5togetafurtherunderstandingofthetargetlanguage．StepⅦBlackboardDesignReviewofUnits6～10TheThirdPeriodTargetlanguage:1．Wherewouldyouliketovisit?I’dliketogoHolland．Whydoyouwanttogothere?Iwanttoseethewindmillsandsmelltheflowers．2．BythetimeIwasfive,IhadstartedlearningEnglish．Really?Wheredidyoulearn?IwenttoclassesatanEnglishlanguageschool． 3．Whenwasitinventedby?Itwasinventedaboutathousandyearsago．Whowasitinvented?ItwasinventedbyaChineseman．Whatisitusedfor?Itisusedformanythingsincludingwritingandprinting．Howhasitdeveloped?Ithasdevelopedbybeingcreatedbymachineratherthanbyhand．Isitpaper?Yes,itis．Reviewofunits6～10TheFourthPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）Practiceexpressingpreference．（2）Practicetalkingaboutwhatyouwouldliketodo．（3）Makesentencesusingphrasalverbs．2．AbilityObjects（1）Trainstudents’speakingskill．（2）Trainstudents’writingskill．3．MoralObjectsAsweknow．everyonemakesgreateffortsbeforehecansuccess．Sodoesyourfavouritesinger．Workhardandefficiently,andyou’llsucceed．Ⅱ．TeachingKeyPoints1．Expresspreference．2．Talkaboutwhatyouwouldliketodo． 3．Phrasalverbs．Ⅲ．TeachingDifficultPointsTrainstudents’speakingandwritingskills．Ⅳ．TeachingMethodsPracticemethod．Ⅴ．TeachingAidsTheblackboardⅥ．TeachingProceduresStepⅠRevisionAskdifferentpairsofstudentstosaytheconversationsinactivities3,4and5withbooksclosed．Encouragestudentstomakeuptheirownconversation．StepⅡPart6Thisactivityletsstudentsworkingroupstopracticelistening,speaking,readingandwritingskills．Readtheinstructionstotheclass．Callstudents’attentiontothechart．Pointoutthesampleanswer．MyfavouritesingerisFayaWong．Invitetwostudentstoreadthesampleconversationintheboxtotheclass．SA:Who’syourfavouritesinger?SB:IreallylikeCelineDionsSA:Really?IpreferFayaWong．Writetheconversationontheblackboard．Firstpleasewriteyouranswerstothefivequestionsinthefirstcolumninthechart．Thenworkingroupsofthere．Taketurnsaskingforandsharinginformationinacircle．Atthesametime,fillinthesecondandthethirdcolumnsinthechart．Getstudentstodothetaskindividuallyfirst,theningroupsofthree．Asstudentsaredoingthis,walkaroundtheroomofferinganyhelptheymayneed． Askdifferentstudentstoreporthisorhersurveyresults．Answerswillvary．Attheendoftheactivity,voteontheclassfavouritesinger,typeofmusic,song,bandandinstrument．StepⅢPart7Thisactivityprovideswritingandspeakingpracticeusingthetargetlanguage．Pointtothenumberedlistofblanklines．SaythesampleanswerclimbQomolangmaMountaintotheclass．Say．Pleasewritesomethingsyouwouldliketodoontheblanklines．Getstudentstocompletethetaskindividually．Pointoutthesampleconversationinthebox．Inviteapairofstudentstosayittotheclass．SA:Whatwouldyouliketodo?SB:I’dliketoclimbQomolangmaMountain．SA:Doyouthinkyoucoulddoit?SB:Yes．Writetheconversationontheblackboard．Pleaseworkwithapartner．Makeconversationstotalkaboutwhatyouwouldliketodo．Asthepairsworktogether,walkaroundtheroomlisteninginonvariouspairsandofferinghelpasneeded．Askseveralpairsofstudentstosaytheirconversationstotheclass．Answerswillvary．StepⅣPart8Thisactivityletsstudentsworkinpairstomakesentencesusingphrasalverbs．Readtheinstructionstotheclass．Pointtothephrasalverbsinthebox．Inviteastudenttoreadthemtotheclass．comeupwithputoffwritedownputuphandoutcallup cheerupcleanupsetupInvitedifferentstudentstosaythemeaningofeachphrasalverbintheirownwords．Demonstratehowtoplaythegamewiththewholeclass．Putstudentsinhalfdownthemiddleintotwoteams．Eachteamchoosesasquarefromthebook．ThefirstpersononTeamAmakesasentenceusingthephrasalverbintheirchosensquare．Ifthesentenceiscorrect,heorsheputsan"X"inthesquare．ThenapersonfromTeamBmakesasentenceusingthephrasalverbintheirchosensquare．Ifthesentenceiscorrect,heorsheputsan"O"inthesquare．Thefirstteamtomakearowwins．Askstudentstoplaythegameinpairs．Remindstudentstobecarefultomakesurethesentencesarecorrect．Movearoundtheclassofferinghelpasneeded．Askwinningstudentsfortheirsentences．StepⅤSummaryInthisclass,we’vemainlyreviewedexpressingpreferences,talkingaboutwhatyouwouldliketodoandmakingsentencesusingphrasalverbs．StepⅥHomework1．Makesentencesusingfiveofthephrasalverbsinactivity8．2．Finishofftheexercisesonpages42～45oftheworkbook．StepⅦBlackboardDesignReviewofUnits6～10TheFourthPeriodTargetLanguage:1．Who’syourfavouritesinger?IreallylikeCelineDion．Really?IpreferFayaWong．2．Whatwouldyouliketodo?I’dliketoclimbQomolangma Mountain．Doyouthinkyoucoulddoit?Yes．Unit11CouldyoupleasetellmewheretherestroomsareTheFirstPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularyrestroom,shampoo,stamp（2）TargetLanguageExcuseme．CanyoupleasetellmewhereIcangetadictionary?Sure．There’sabookstoreonRiverRoad．2．AbilityObjects（1）Trainstudents’listeningability．（2）Trainstudents’communicativecompetence．3．MoralObjectHelpingeachotherisveryimportant．Itisagoodquality．Ⅱ．TeachingKeyPointTargetLanguageⅢ．TeachingDifficultPoints1．Howtotrainstudents’listeningability．2．Howtotrainstudents’communicativecompetence．Ⅳ．TeachingMethods1．Sceneteachingmethod．2．Listening-and-answeractivitytohelpthestudentsgothroughwiththelisteningmaterialⅤ．TeachingAids1．Ataperecorder． 2．Realobjects．Ⅵ．TeachingProceduresStepⅠRevisionT:You’renewtothisschool．Youneedtoknowwherethemainofficeis．Howcanyouaskwherethemainofficeis?S1:Where’sthemainoffice?T:That’sonewaytoask．Butthereisamorepolitewayyoucanask．Youcansay,"Canyoutellmewherethemainofficeis?"Classrepeat．Canyoutellmewherethemainofficeis?Ss:Canyoutellmewherethemainofficeis?T:That’scorrect．Nowlet’ssayyouwanttoknowwhereClassroom1is．Howcanyouask?S2:CanyoutellmewhereClassroom1is?T:Good!There’sanotherpolitewayyoucanask:CouldyoutellmehowtogettoClassroom1?Classrepeat．CouldyoutellmehowtogettoClassroom1?Ss:CouldyoutellmehowtogettoClassroom1?T:That’sright．Verygood．StepⅡ1aThisactivityreviewsearliervocabularyandintroducessomenewwords．Gothroughtheinstructionswiththeclass．Readthelistofthingstotheclass．Toreviewthemeaningofeachitemonthelist,invitedifferentstudentstosayeachphraseintheirownwords．Pointtotheletteredpartsofthepictureonebyone．Askastudent:Whatkindofplaceisthis?Whatdotheysellthere?Dowehaveoneinourcommunity?Whatisthenameoftheoneinourcommunity?Pointoutthesampleanswer．Say,Thelettercisinfrontofthewordsbuyshampoobecauseyoucouldbuyshampooinadepartmentstore．Theremaybemorethanonecorrectanswerforsomeblanks． Whilestudentsareworking,movearoundtheroomofferinghelpasnecessary．Checktheanswers．Suggestedanswersshampoo:aorcinformation:aoremagazines:aordwritingpaper:aorcdictionary:dstamps:etelephonecall:aoresavemoney:bNoteShampooisspecialsoap,liquid,powder,etc．forwashingofthehair．StepⅢ1bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation．Readtheinstructionstostudents．Pointoutthetwoconversationsthatareshowninthepicture．Asyoulisten,fillintheblankswithwordsyouhearintherecording．Playtherecordingthefirsttime．Studentsonlylisten．Playtherecordingasecondtime．Thistimeaskthemtofillintheblankswiththewordsyouhear．Whenstudentslisten,stoptherecordingfromtimetotimetoallowstudentsenoughtimetofillintheblanks．Checktheanswerswiththewholeclass．Answers1．buysomestamps4．savemoney2．postoffice5．bank3．CenterStreet6．MainStreetTapescriptConversation1Girl1:Excuseme．CouldyoutellmewhereIcanbuysomestamps? Boy1:Yes．There’spostofficeonCenterStreet．Girl1:Oh．CanyoutellmewhereCenterStreetis．Boy1:Sure．Gopastthebank．CenterStreetisonyourright．Girl1:Thanksalot．Boy1:Noproblem．Conversation2Girl2:Excuseme．DoyouknowwhereIcansavemoney?Boy2:Sure．There’sabankonMainStreet．Girl2:Oh．Couldyoupleasetellmehowtogetthere?Boy2:Yes…Gostraightahead．Thebankisonyourleft．Girl2:Thankyou．Boy2:You’rewelcome．StepⅣ1cThisactivityprovidesguidedoralpracticeusingthetargetlanguage．Readtheinstructionstotheclass．Pointouttheexampleinthebox．Gettwostudentstoreadittotheclass．S1:Excuseme．CanyoupleasetellmewhereIcangetadictionary?S2:Sure．There’sabookstoreonRiverRoad．Pointoutthelistofthingspeopleneedandthepicturesoftheplacesinactivity1a．Say．Lookatactivityla．Haveaconversationwithapartner．Askyourparterpolitelywhereyoucandothesethingandthenansweryourpartner’squestions．Asstudentswork,listentosomepairsinordertochecktheprogressandhelpwithpronunciationasneeded．Afterstudentshavehadachancetopractiseseveralexchanges,asksomepairstocometothefrontoftheclassroomandactouttheirconversations．StepⅤSummaryInthisclass,we’velearnedsomeimportantwords,suchasrestroom,shampooandsoon．We’vealsolearnedthetargetlanguage．Excuseme．CanyoupleasetellmewhereIcangetadictionary?Sure． There’sabookstoreonRiverRoad．StepⅥHomeworkReviewthetargetlanguage．StepⅦBlackboardDesignUnit11Couldyoupleasetellmewheretherestroomsare?SectionATheFirstPeriodTargetLanguage:A:Excuseme．CanyoupleasetellmewhereIcangetadictionary?B:Sure．There’sabookstoreonRiverRoad．Unit11CouldyoupleasetellmeTheSecondPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularyescalator,furniture,exchangemoney,elevator（2）TargetLanguageExcuseme．DoyouknowwhereIcanexchangemoney?Sure．There’sabankonthesecondfloor．Taketheescalatortothesecondfloorandturnright．Thebankisnexttothebookstore．2．AbilityObjects（1）Trainstudents’listeningability．（2）Trainstudents’communicativecompetence．3．MoralObjectsIfsomeoneasksyouhowtogettotheplacehewantstogoto,youshouldtellhimthewaycorrectly．Ⅱ．TeachingKeyPoints 1．KeyVocabularyexchangemoney2．TargetLanguageExcuseme．DoyouknowwhereIcanexchangemoney?Sure．There’sabankonthesecondfloor．3．StructuresDoyouknowwhereIcanbuyshampoo?Couldyoutellmehowtogettothepostoffice?CanyoupleasetellmewhereIcangetadictionary?Ⅲ．TeachingDifficultPoints1．Indirectquestions．2．Howtoimprovestudents’listeningability．Ⅳ．TeachingMethods1．Pairwork．2．Teachingbyexplanation．Ⅴ．TeachingAidsAtaperecorder．Ⅵ．TeachingProceduresStepⅠRevisionCheckhomework．Asksomepairstoactouttheirconversationsaccordingtothepicturein1a．S1:Excuseme．DoyouknowwhereIcansavemoney?S2:Sure．There’sabankonMainStreet．StepⅡ2aThisactivityprovideslisteningpracticeusingthetargetlanguage．Readtheinstructionsandpointtothelistofdirections．Tellstudentsthereisablanklineinfrontofeachdirectionwheretheycanwriteinanumberfrom1to4．Theywillhearonlyfourdirections,sotwoblanklineswillbeleft．Youwillhearoneboyaskanotherboyhowtofindsomethinginashoppingmall．Thesentencesinyourbookareinthewrongorder．Numberthe directionsfrom1to4toshowthecorrectorder．Pointtothepicture．Getstudentstonametheitemsinthepicturesuchasescalator,elevator,shoestore,andsoon．Playtherecording．Studentsonlylisten．Tellthemthatthepicturemayhelpthemunderstandwhattheyarehearing．Playtherecordingagain．Thistimeaskstudentstowriteanumbernexttofourofthedirections．Checktheanswerswiththewholeclass．AnswersThedirectionsshouldbenumberedinthisorderblank21blank43TapescriptBoy1:Excuseme．CanyoutellmewhereIcanbuysomeshampoo?Boy2:Yes．There’sadrugstoreonthesecondfloor．Urn．Letmethink…Taketheescalatortothesecondfloorandthen…thenyouturnleft．Let’ssee…Thengopastthebank．Andum…Thedrugstoreisbetweenthefurniturestoreandthebookstore．Youshouldbeabletogetshampoothere．Boy1:OK,great．Thanksalot．Boy2:You’rewelcome．StepⅢ2bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation．Pointtothepicture．Say,nowyouwillheartherecordingagain．Thistimeshowwheretheboywentashefollowedthedirectionstothedrugstore．Drawalineonthepictureinyourbook．Playtherecordingagainandaskstudentstodrawthelineontheirown．Checktheanswerwiththeclass．AnswersThelinegoesfromwheretheboyisstanding,overtotheescalator,up theescalatortothesecondfloor,totheleftandpastthebank．Thelinestopsinfrontofthedrugstorebetweenthefurniturestoreandthebookstore．StepⅣ2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage．Askapairofstudentstoreadthesampleconversationaloudtotheclass．S1:Excuseme．DoyouknowwhereIcanexchangemoney?S2:Sure．There’sabankonthesecondfloor．Taketheescalatortothesecondfloorandturnright．Thebankisnexttothebookstore．Writethesampleconversationontheblackboard．Readtheinstructionsaloud．Say．Makeconversationsusinginformationabouttheplacesinthepicturewithyourpartners．Asstudentswork,movearoundtheclassroomcheckingtheprogressofthepairsandofferinghelpasneeded．Askoneortwopairstosaytheirconversationstotheclass．Asktherestoftheclasstolookatthepictureastheylisten．StepⅤGrammarFocusReviewthegrammarbox．Havestudentsreadthequestionstotheclass．Asthestudentsaredoingthis,writethefollowingthreequestionsontheblackboard．1．DoyouknowwhereIcanbuyshampoo?2．Couldyoutellmehowtogettothepostoffice?3．CanyoupleasetellmewhereIcangetadictionary?Askthestudentstolookattheblackboard．UnderlinethewordsIcanbuyshampoo,thepostoffice,andIcangetadictionary．Askastudenttonamesomethingthatheorsheislookingfor,suchasanewnotebook．Thenaskotherstudentstotrytouseallthreesentencestarterstoformquestions．Possiblequestionsare:DoyouknowwhereIcanbuyanotebook?Couldyoutellmehowtogettothebookstore? CanyoupleasetellmewhereIcangetanotebook?PronunciationnoteWithmostquestionsthatusethewordshowandwhere,yourvoicedropsattheend．Butinthisunitthevoicerisesattheendofthepolitequestions．Eventhoughthequestionscontainthewordshowandwhy,thevoiceriseattheend．Ifyouallowyourvoicetofallattheend,thequestionswillnolongersoundaspolite．StepⅥSummaryInthisclass,we’velearnedkeyvocabularyexchangemoney,thetargetlanguageExcuseme．DoyouknowwhereIcanexchangemoney?Sure．There’sabankonthesecondfloorandthestructures．Doyouknowwhere…?Couldyoutellmehowtogetto…?Canyoupleasetellmewhere…?StepⅦHomeworkAskthestudentstowritethreesentenceswiththestartersofthestructures．StepⅧBlackboardDesignUnit11Couldyoupleasetellmewheretherestroomsare?SectionATheSecondPeriod1．TargetLanguage:A:Excuseme．DoyouknowwhereIcanexchangemoney?B:Sure．There’sabankonthesecondfloor．Taketheescalatortothesecondfloorandturnright．Thebankisnexttothebookstore．2．DoyouknowwhereIcanbuyshampoo?Couldyoutellmehowtogettothepostoffice?CanyoupleasetellmewhereIcangetadictionary? Unit11CouldyoupleasetellmeTheThirdPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularyhangout,fresh,advantage,disadvantage,block（2）TargetLanguageGooutthefrontdoorandtakearight．Walkaboutthreeblocks．Gopastthepark,andturnleftontoOakStreet．2．AbilityObjects（1）Trainstudents’integratingskills．（2）Trainstudents’abilityofsocialpractice．3．MoralObjectsAnythinghasbothadvantagesanddisadvantages．Weshouldtreateverythingcorrectly．Ⅱ．TeachingKeyPointTrainstudents’listening,speaking,readingandwritingability．Ⅲ．TeachingDifficultPointsHowtoimprovestudents’integratingskills．Ⅳ．TeachingMethods1．Fast-readingmethod．2．Groupworkandpairwork．3．Induction．Ⅴ．TeachingAidsAprojectorⅥ．TeachingProceduresStepⅠRevisionT:Yesterdaywelearnedthestructures．Doyouknowwhere…?Couldyoutellmehowtogetto…?Canyoupleasetellmewhere…?Nowwhocanmakesentencesbyusingthe structures?S1:Couldyoutellmehowtogettothelibrary?S2:DoyouknowwhereIcanbuysomestamps?S3:CanyoupleasetellmewhereIcangetsomebooks?T:Verygood．StepⅡ3aThisactivityprovidesreadingpracticeusingthetargetlanguage．Showthekeywordsonthescreenbyaprojector．hangv．悬挂；吊hangout（俚）闲荡freshadj．新鲜的；生的；无经验的advantagen．有利条件；优点；好处disadvantagen．不利条件；缺点；坏处blockn．街区；街段Readthewordsandhavethestudentsrepeatagainandagainuntiltheycanpronouncethewordsfluentlyandaccurately．Writethewordsadvantagesanddisadvantagesontheboardandaskstudentstoexplainthemintheirownwords．Advantageissomethingusefulorhelpful,somethinglikelytobringsuccess,especiallyincompetition．Disadvantageistheoppositeofadvantage．Itmeansunfavourableconditionorsomethingthatstandsin:thewayofprogress,success,etc．Advantageanddisadvantagearetheopposites．Askstudentstogivesomeexamples:ability→disability,trust→distrust．Readtheinstructions．PointouttheblanklinesunderthewordsAdvantagesandDisadvantagesbelowtheinterview．Youwillwriteyouranswersintheseblanks． Readthefirsttwosentencesatthetopofthearticle．Explainthattheinterviewerwilltalktoseveralteenagers．Getstudentstoreadtheinterviewontheirownquickly．Whentheyhavefinished,askifthereareanywordsorsentencestheydon’tunderstand．Ifthereare,explainthem．Askstudentstoreadtheinterviewagainandwritetheadvantagesanddisadvantages．Checktheanswerswiththewholeclass．AnswersAdvantagesfriendshangoutthere,alwayssomethinghappening,freeconcerts,funtopeople-watch,Iliketogointhemusicstore,listentoCDs,lookatbooksinthebookstore．Disadvantagesairisn’tfresh,usuallycrowded,alwaysspendtoomuchmoney．NotesIpreferbeingoutside．=Iprefertogoout．free--withoutpayment;costingnothingIt’salsojustfuntowatchpeople．PayattentiontothestructureIt’s+n．/adj,+todosth．StepⅢ3bThisactivityprovidesoralpracticeusingthetargetlanguage．Readtheinstructions．Pointouttheconversationintheboxandinvitetwostudentstoreadittotheclass．A:Wheredoyouusuallyhangoutwithyourfriends?B:Weusuallygotomyfriend,Qiu’splace．A:Isthatagoodplacetohangout?B:Well,ithasadvantagesanddisadvantages．It’skindofsmall．ButQiu’smomisawonderfulcook,sowealwayshavegreatsnacks．PointoutthelistofadvantagesanddisadvantagesinActivity3a．Say, Youcanusetheseitemsandanyotheritemsyoucanthinkofasyoutalkaboutplacesyouusuallyhangout．Askstudentstoworkingroupsoffourorfive．Astheywork,movearoundtheclassroomhelpingthegroupsasnecessary．Makesuretheytalkaboutbothadvantagesanddisadvantages．Askseveralgroupstoactoutpartoftheirconversationtotheclass．S1:Wheredoyouusuallyhangoutwithyourfriends?S2:Weusuallygotothemall．S1:Why?S2:Therearealotoffreeconcertsthere．Wealsoliketolookatbooksinthebookstore．S3:ButIdon’tliketogothere．Theairisn’tfresh．Also,it’susuallycrowded．S1:Andhowaboutyou?Wheredoyouusuallyhangoutwithyourfriends?S4:Weusuallygotothemusicstore．WeliketolistentoCDs．S3:Andwhataboutyou?S1:Weusuallygotomyfriend,Jack’splace．S4:Isthatagoodplacetohangout?S1:Yes,it’sverysmall．Butwehavemuchfoodtoeat．Notes:It’skindofsmall．=It’salittlesmall．Snackmeanslight,usual,hurriedlyeatenmealStepⅣ4Thisactivityprovidesreading,writing,readingandspeakingpracticeusingthetargetlanguage．Readtheinstructionstotheclass．Getstudentstolookbackatthepictureandactivitiesonthefirstpageofthisunit．Pointoutthesamplelanguageinthebox．Inviteastudenttoreadittotheclass．A:Gooutthefrontdoorandtakearight． Walkaboutthreeblocks．Gopastthepark,andturnleftontoOakStreet．Then…Askstudentstosaythenamesofsomestoresandotherplacesinthecommunityandwritethemontheboard．Say,Eachgroupcanchoosethreeoftheseplacestowriteabout,oryoucanchooseanotherplaceyouknowofWritecarefuldirectionsfromtheschooltoeachplace,butdonotsaythenameoftheplace．Youcanusethewordsthisplaceinstead．Inordertohelpstudentswork,drawasimplemapshowingtheschoolandseveralnearbystreets．Whenthegroupsareready,theyreadtheirdirectionstotheclassandtheotherstudentsguessthenameoftheplacetheyaretalkingabout．A:Gooutthefrontdoorandtakearight．WalkalongXueyuanRoad,andtakethefourthturningontheleft．Gopastthehospital,andturnright．It’saboutahundredmetresalongontheleft．Youcan’tmissthisplace．B:Gooutthefrontdoorandtakearight．Walkabouttwoblocks．Gopastthebookstore,andturnleftontoYingxiongStreet．Thenyoucanseetheplaceonyourleft．C:Gooutthefrontdoorandtakealeft．Godownthestreet,andtakethefirstturningontheright,thenthesecondturningontheleft．Gopasttherestaurant,andthenyouwillfindit．（A．thepostofficeB．thepolicestationC．GuangmingSupermarket）StepⅤSummaryInthisclass,we’velearnedsomekeyvocabularywordsandthetargetlanguage．We’vealsodonealotoflistening,speaking,readingandwritingpracticeusingthetargetlanguage．StepⅥHomework1．Askstudentstochoosetwoplacesinthecommunityandwrite carefuldirectionsfromtheschooltoeachplace．2．Finishofftheexercisesonpages46～47oftheworkbook．StepⅦBlackboardDesignUnit11Couldyoupleasetellmewheretherestroomsare?SectionATheThirdPeriod1．AnswerstoActivity3a:AdvantagesDisadvantagesfriendshangoutthere,alwayssomethinghappening,freeconcerts,funtopeople-watch,Iliketogointhemusicstore,listentoCDs,lookatbooksinthebookstore．airisn’tfresh,usuallycrowded,alwaysspendtoomuchmoney．2．TargetLanguageGooutthefrontdoorandtakearight．Walkaboutthreeblocks．Gopastthepark,andturnleftontoOakStreet．Then…Unit11CouldyoupleasetellmeTheFourthPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularyfascinating,convenient,safe,restroom,inexpensive（2）TargetLanguage Canyoutellmewherethere’sagoodplacetoeat?Ofcourse．Whatkindoffooddoyoulike?2．AbilityObjects（1）Trainstudents’writingandspeakingability．（2）Trainstudents’abilitytounderstandthetargetlanguageinspokenconversation．（3）Trainstudents’abilitytousethetargetlanguage．3．MoralObjectsWhenyouwanttogotosomeplace,first,youmustknowwhatkindofplaceitisandwhetheryoushouldgothereornot．Ⅱ．TeachingKeyPoints1．KeyVocabularyconvenient,safe,restroominexpensive2．TargetLanguageCanyoutellmewherethere’sagoodplacetoeat?Ofcourse．Whatkindoffooddoyoulike?Ⅲ．TeachingDifficultPoints1．Howtoimprovestudents’writingandspeakingability．2．Howtousethetargetlanguage．Ⅳ．TeachingMethods1．Pairworktomakeeverystudentworkinclass．2．Listeningmethod．Ⅴ．TeachingAidAtaperecorder．Ⅵ．TeachingProceduresStepⅠRevisionCheckhomework．Getsomestudentstoreadouttheirwritingsaboutcarefuldirectionsfromtheschooltoeachplace．Collecttheirwritingsandhelpcorrectanyerrors．StepⅡ1aThisactivityprovidesreadingandwritingpracticeusingthetarget language．Gothroughtheinstructionswiththeclass．Readthewordsintheboxtotheclassandaskifthereareanyofthesewordsthatstudentsdon’tunderstand．Ifso,helpstudentstoexplainthemeaningoftheword．Thenreadtheinstructionsagainandpointoutthesampleanswer．Getastudenttoreadthesampleanswertotheclass．Pointoutthatstudentscanalsowriteotherwordsafterthewordclean．Askstudentstowritewordsfromtheboxintheblanksontheirown．Helpstudentsifneeded．Correcttheanswersbyhavingstudentsreadwhatqualitiesheorshelisted．SampleanswersPlacesQualities1．restroomclean,big2．museuminteresting,beautiful3．restaurantinexpensive,delicious4．parkbeautiful,fascinating5．subwaysafe,convenient6．mallbig,uncrowdedNotes1．inexpensive--notexpensive;low--priced2．fascinating--havingstrongcharmorattractionStepⅢ1bThisactivityprovidesguidedoralpracticeusingthetargetlanguage．Readtheinstructionstotheclass．Pointouttheexampleinthebox．Invitetwostudentstoreadittotheclass．SA:TheFineArtsMuseumisreallyinteresting． SB:Yes,andit’sbeautiful,too．Nowworkwithapartner．Lookatthewordsintheboxandusethemtotalkaboutplacesinyourowncity．Asstudentstalk,movearoundtheclassroomcheckingtheirwork．Offerlanguagesupportasneeded．Inviteseveralpairsofstudentstosaytheirconversationstotheclass．Conversation1:SA:GuangmingSupermarketisreallybig．SB:Yes,andit’sinexpensive,too．Conversation2:SA:TianqiaoCinemaisveryclean．SB:Yes,andit’sbeautiful,too．StepⅣ2aThisactivityprovideslisteningpracticeusingthetargetlanguage．Pointtothepictureandaskstudentstotellwhatishappening．Ifnecessary,explainthatthesceneshowsafamilyonvacation．TheyareaskingthemanforinformationaboutvariousthingstodoinSunville．Gothroughtheinstructionsandpointtothechart．Youwillhearthreedifferentconversations．Inallthree,thefamilymembersaretalkingtothemanintheinformationbooth．Listentotherecordingandwritewhatplacetheyaskaboutineachconversation．Pointoutthesampleanswer．Playtherecording．Studentsonlylistenthefirsttime．Playtherecordingagain．Askstudentstowritetheplacespeopleaskabout．Checktheanswerswiththewholeclass．AnswersConversation1:restaurantsConversation2:restroomsConversation3:museumsTapescript Conversation1Boy1:Couldyoutellmewherethere’sagoodplacetoeat?Clerk:Ofcourse．TherearealotofgoodrestaurantsinSunville．Whatkindoffoodareyoulookingfor?Boy:Vegetarian．Clerk:I’dtryGreenLand．Theyhavedelicioussalads．Conversation2Girl:Doyouknowifthereareanypublicrestroomsaroundhere?Clerk:Yes．You’llfindsomeatthecornerofMarketandMiddleStreets．Girl:Ummm…aretheyclean?Clerk:Oh,yes．They’reveryclean．Conversation3Mother:CouldyoutellmeifthereisagoodmuseuminSunville?Clerk:Well,wehaveseveral．Whatkindofmuseumsdoyoulike--History?Science?Achildren’smuseum?Father:Howabouthistory?Ilikehistorymuseums．They’refascinating．Girl1:Oh,Dad!Historymuseumsareboring．Let’sgotoasciencemuseum．Boy2:Science?Wealwaysgotosciencemuseums．Idon’tlikesciencemuseums．Iwanttogotoachildren’smuseum．They’remorefun．Girl2:WellI’mtoooldforachildren’smuseum．Whydon’twegotoanartmuseum?Clerk:Whydon’tyougotothecomputermuseum?Therearealotoffunthingsforchildrenthere．Youcanlearnallaboutthehistoryofcomputers,aswellaslearnaboutscience．Family:That’sagreatidea!Let’sgothere．Howdowegetthere?StepⅤ2bThisactivityprovidesguidedlisteningpracticeusingthetarget languageReadtheinstructionsandpointtothechart．Youwillhearthesamerecordingagain．Thistimelistencarefullytotheanswersthecleckgives．Writetheanswersintheblanksalone．Pointoutthesampleanswer．Playtherecordingagain．Askstudentstowritetheiranswersintheblanks．Checktheanswers．AnswersThetouristsshouldgoto…conversation1conversation2conversation3GreenLandthecornerofMarketandMiddleStreetsthecomputermuseumStepⅥ2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage．Pointtothesampleconversation．Invitetwostudentstoreadittotheclass．SA:Canyoutellmewherethere’sagoodplacetoeat?SB:Ofcourse．Whatkindoffooddoyoulike?Readtheinstructions．Roleplaytheconversationsyouhearonthetape．Getstudentstoworkinpairs．Movearoundtheroomcheckingtheprogressofthepairsandofferinghelpasneeded．Askoneortwopairstosaytheirconversationstotheclass．StepⅦSummaryInthisclass,we’velearnedsomekeyvocabulary,suchassafe,convenientandsoon．We’vealsolearnedthetargetlanguagebylisteningaridspeaking． StepⅧHomeworkTalkaboutsomeplacesusingthewordsinla,thenwritedowntheconversations．StepⅨBlackboardDesignUnit11Couldyoupleasetellmewheretherestroomsare?SectionBTheFourthPeriod1．AnswerstoActivity2bThetouristsshouldgoto…Conversation1GreenLandConversation2thecornerofMarketandMiddleStreetsConversation3thecomputermuseum2．TargetlanguageA:Canyoutellmewherethere’sagoodplacetoeat?B:Ofcourse．Whatkindoffooddoyoulike?Unit11CouldyoupleasetellmeTheFifthPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularywaterslide,clown,dressup,havefun（2）Practisereadinganarticle．（3）Practisewritingsomethingusingthetargetlanguage．2．AbilityObjects（1）Trainstudents’readingability．（2）Trainstudents’writingability．3．MoralObjects Whenwetakeavacation,weshoulddosomethinggoodandinteresting,suchasvisitthemuseums,visitthewaterslidesandsoforth．Wecannotonlyhavefunbutalsoincreaseourknowledge．Ⅱ．TeachingKeyPointPractisereadingandwritingusingthetargetlanguage．Ⅲ．TeachingDifficultPointHowtowriteaguidetoaplace．Ⅳ．TeachingMethods1．Readingcomprehensiontohelpthestudentsgraspthemainideaofthetext．2．Pairworkorgroupworktomakeeverystudentsworkinclass．Ⅴ．TeachingAids1．Aprojector2．TheblackboardⅥ．TeachingProceduresStepIRevisionReviewthetargetlanguagepresentedinthisunit．Checkhomework．Asksomestudentstoreadouttheirconversations．S1:Thepakisreallyclean．S2:Yes,andit’sfascinating,too．S3:Thesubwayisreallyconvenient．S4:Yes,andit’ssafe,too．S5：…StepⅡ3aThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage．Teachthenewwords．Showthenewwordsonthescreenbyaprojector．slidev．滑行；滑动waterslide水滑道clownn．小丑；丑角 dressup盛装；打扮；装饰Inviteastudenttoreadthearticlealoudtotheclass．Correctanypronunciationerrorstomakesurethestudentisprovidingagoodmodelfortherestoftheclass．Askstudentstoreadthearticleagainandcompletethechart．Getstudentstodotheworkontheirownorinpairs．Astheywork,movearoundtheclassroomandofferhelpasnecessary．Checktheanswers．Askafewstudentstotelltheclassabouttheanswersintheirchart．AnswerskidsteenagersparentsEatClownCityCafeUncleBob’sFarmer’sMarketHaveFunorganizedgames,clownswaterslides,rockbandsdancelessonsLearnScienceMuseumSportsMuseumHistoryMuseumStepm3bThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage．Readtheinstructionstotheclass．Pointtothefirsttwosentencesandaskastudenttoreadthesesentencestotheclass．LookbackatActivities2aand2b．UsethisinformationtohelpyoucompletetheguidetoSunville．Askthestudentstocompletethebrochureontheirown．Astheywork,walkaroundtheclassroomofferinghelpandansweringquestionsasneeded．Inviteastudenttoreadthecompletedarticletotheclass．Answers Sunvillehassomethingforeveryone．Ifyou’relookingformuseums,thereisacomputermuseuminSunville．TherearelotsofgoodrestaurantsinSunville．GreenLandhasdelicioussalads．ThereareverycleanPublicrestroomsatthecornerofMarketandMainstreets．StepⅣ3cThisactivityprovidesopen-endedwritingpracticeusingthetargetlanguage．Readtheinstructionstotheclass．Askstudentstosaythenamesofsomeoftheplacestheymightwriteabout．Writealistoftheseplacesontheboardforstudentstouseastheywritetheirguides．Askstudentstoworkontheirown．Tellthemthattheycanusewhattheywroteforactivity3basaguide．Theycanwritetheguideforalltourists,teenagers,families,orpeopleonabudget．Astheywork,movearoundtheroomofferinghelpasneeded．Correctthestudents’work．Asksomestudentstoreadtheirguidesandcorrectthem．Thenshowthefollowingsampleversiononthescreenbyaprojectorasaguide．Ourcityisverybeautifulandconvenient．Ithassomethingforeveryone．Ifyou’relookingforbookstores．Thereisaverybigoneinourcity．ItiscalledXinhuaBookstore．Therearelotsofbigmalls．BaijiaMallhasvariousbeautifulandinexpensivegoods．Ifyoulovegoodfood,youcanfinditatXingshengMarketwherethefoodisbothdeliciousandcheap．Welcometoourcity．StepⅤPart4Thisactivityprovidesguidedoralpracticeusingthetargetlanguage．Gothroughtheinstructionswiththeclass． GetstudentstolookbackattheguidestheywroteinActivity3c．Askstudentstoworkingroupsoffourorfivestudents．Letdifferentstudentsplaytheroleoftheboothworkerandthedifferenttourists．Makesureeverystudenthasachancetoparticipate．Askoneortwogroupstosayoneoftheirconversationstotheclass．StepⅥSummaryInthisclass,we’vedonemuchpracticereadingandwritingaswellasspeaking．StepⅦHomework1．Readthearticlein3aagain．2．Writeaguidetoourcity．StepⅧBlackboardDesignUnit11Couldyoupleasetellmewheretherestroomsare?SectionBTheFifthPeriod1．AnswerstoActivity3akidsteenagersparentseatClownCityCafeUncleBob’sFarmer’sMarkethavefunorganizedgames,clownswaterslides,rockbandsdancelessonslearnScienceMuseumSportsMuseumHistoryMuseum2．AnswertoActivity3bSunvillehassomethingforeveryone．Ifyou’relookingformuseums,thereisacomputermuseuminSunville．TherearelotsofgoodrestaurantsinSunville．GreenLandhasdelicioussalads．Therearevery cleanpublicrestroomsatthecornerofMarketandMainstreets．Unit11CouldyoupleasetellmeTheSixthPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）Fillinblanksandmakesentencesusingbeautiful,safe,delicious,convenient,fascinating．（2）Writesomequestionsusingthetargetlanguage．2．AbilityObjectsTrainstudents’writingability．3．MoralObjectsWhenyouaskforinformation,youshouldbepolite．Afteryougethelp,youshouldsay"Thankyou"．Ⅱ．TeachingKeyPoints1．Fillinblanksandmakesentences．2．Writequestionsusingthetargetlanguage．Ⅲ．TeachingDifficultPointMakesentencesusing"beautiful,safe,delicious,convenient,fascinating"．Ⅳ．TeachingMethods1．Teachingbyexplanation．2．Speakingmethod．Ⅴ．TeachingAids1．Theblackboard．2．Aprojector．Ⅳ．TeachingProceduresStepⅠRevisionCheckhomework．Askafewstudentstoreadthearticlein3a． Thenaskafewstudentstoreadtheirguides．StepⅡPart1Thisactivityfocusesonvocabularyintroducedintheunit．Lookatthewordsinthebox．Askastudenttoreadthem．Makesurethestudentsunderstandthemeaningofthewords．Youaretofillintheblankswiththewords．Insomecases,studentsmayneedtouseanotherformoftheword,forexampleadjustingfortenseorsubject/verbagreement．Askstudentstofillintheblanksontheirown．Checktheanswers．Fivestudentseachreadasentence,fillingintheblanks．Therestofthestudentschecktheiranswers．Thenshowtheanswersonthescreenbyaprojector．1．Iliverightnexttoasupermarket．It’sveryconvenient．2．Ifindstampsfascinating．I’vebeencollectingthemformanyyears．3．Mr．Tanmakesthebestnoodlesintown．They’redelicious!4．TheFineArtsMuseumisbothbeautifulandinteresting．5．Putyourwalletinasafeplace．Askstudentstomaketheirownsentenceswiththewords,preferablysentencesthataremeaningful．Movearoundtheclassroom．Collectafewstudents’answerswithmistakesorally．Thenhelpstudentscorrectthemistakes．Sampleanswers1．Thereisbusstopnearourschool．It’sveryconvenient．2．ZhongshanParkisbothbigandfascinating．3．Thereisabigrestaurantinourtown．Thefoodthereisverydelicious．4．Theflowersintheparkareverybeautiful． 5．Wemustputtheexpensivethingsinthesafeplace．StepⅢPart2Thisactivityprovidesreading,writing,listeningandspeakingpracticeusingthetargetlanguage．Gothroughtheinstructionswiththeclass．Lookattheexamplewiththestudents．Askstudentswhattheanswerwouldbe．Askastudenttoreadthequestionandanswerit．Excuseme,couldyoutellmewherethebankis,please?Thebankisacrossthestreetfromtheshoppingmalt．Getstudentstocompletetheworkinpairs．Checktheanswers．Askafewstudentstoreadtheirquestions．Suggestedanswers1．Excuseme,couldyoutellmewherethebankis,please?2．Couldyoupleasetellmeifthereareanyrestaurantshere?3．DoyouknowwhereIcangetabook?4．CanyoupleasetellmehowtogettotheMovieTheatre?5．CouldyoutellmewhereIcanbuyshampoo?OptionalactivityAsanoptionalactivity,ifpossibleaskstudentstodrawamapoftheneighborhoodandlabelthemainplacesinEnglish．StepⅣJustforFun!Thisactivityprovidesreadingandspeakingwiththetargetlanguage．Askallthestudentstoreadtheconversation．Ask:Whatisfunnyaboutthiscartoon?Helpstudentstoexplain．AMartianisapersonfromtheplanetMars．ThereisnosuchthingasMartianfoodonEarth,andtheclerklookssillybecauseheistryingtothinkofwherethereisaMartianrestaurant．Invitesomepairsofstudentstopresentthisconversationtotherestoftheclass．StepⅤSummaryandHomework Inthisclass,we’vedonemuchwritingpracticeusingthekeyvocabularywordsandthetargetlanguagepresentedinthisunit．Afterclass,pleasefinishthequestionsin2inyourexercisebooks．Thenfinishtheexercisesonpages47～48oftheworkbookaswell．StepⅥBlackboardDesignUnit11Couldyoupleasetellmewheretherestroomsare?SelfcheckTheSixthPeriodSuggestedanswerstoActivity2:1．Excuseme,couldyoutellmewherethebankis,please?2．Couldyoupleasetellmeifthereareanyrestaurantshere?3．DoyouknowwhereIcangetabook?4．CanyoupleasetellmehowtogettotheMovieTheatre?5．CouldyoutellmewhereIcanbuyshampoo?Unit11CouldyoupleasetellmewheretherestroomsareTheSeventhPeriodReading:Grown-upslikecartoons,too．ⅠTeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularyimage,adventure,jealousy,hero,crime,journey,brave,nolonger,showinterestin,takeiteasy,becomeinterestedin,plainlooks（2）Text: Grown-upslikecartoons,too．2．AbilityObjects（1）Fast-readingtogetageneralideaofthetext．（2）Careful-readingtogetthedetailedinformationinthetext．（3）Learnthewordsandphrasesfromthecontext．3．MoralObjectsWecanlearnsomethingabouthistoryfromcartoons．Weshouldalsolearnfromsomeheroesbythem．Inthisway,we’llloveourmotherlandbetter．Ⅱ．TeachingKeyPoints1．Keyvocabulary．2．Trainstudents’readingandwritingskills．Ⅲ．TeachingDifficultPointTrainstudents’readingandwritingskills．Ⅳ．TeachingMethods1．Readingandwritingtoimprovestudents’ability．2．Pairworkandgroupworktomakeeverystudentworkinclass．Ⅴ．TeachingAidAprojector．Ⅵ．TeachingProceduresStepIKeyVocabularyThisactivityintroducesthekeyvocabularywords．Showthefollowingvocabularyonthescreenbyaprojector．hairstylen．发型；发式adventuren．冒险；冒险经历nolonger不再MickeyMouse米老鼠wrapv．包；裹；缠绕jealousyn．嫉妒relaxationn．放松；松弛，娱乐 heron．英雄monkeyn．猴子kingn．国王；君主MonkeyKing《美猴王》kingdomn．王国TheThreeKingdoms《三国演义》journeyn．旅行；旅程Buddhistadj．佛教的n．佛教徒braveadj．勇敢的；无畏的trickv．哄骗；愚弄slamv．使劲扔；使劲推dunkv．浸；泡；把（球）扣入篮内SlamDunk《灌篮高手》（一卡通片名称）crimen．犯罪；罪行imaginationn．想象力；想象demonn．恶魔；魔鬼periodn．时间；时期；时代AD（=AnnoDomini）abbr．公元（后）battlen．战争；战役powerfuladj．强大的；有力的politicaladj．政治的；政治上的forcen．军队foreignadj．外国的；外来的Garfield《加菲猫》（一片通片名称）Snoopy《史努比》（一卡通片名称）WinniethePooth《小熊维尼》（一卡通片名称）themen．主题；主旋律beautyn．美；美丽heartn心；心脏huntern．猎人 CityHunter《城市猎人》（一卡通片名称）creativityn．创造力；创造ChibiMarukoChan《樱桃小丸子》（旧本一卡通片名称）plainadj．平常的；普通的lookn．面容；外表Saythewordsandhavestudentsrepeatthemagainandagainuntiltheycanpronouncethemfluentlyandaccurately．StepⅡPart1Thisactivityallowsstudentstoactivatetheirbackgroundknowledgebeforeattemptingthereading．ReadthetitleGrown-upslikecartoons,too．Totheclass．Ask,whatdoyouthinkthearticleisabout?Lookatthepicture．Askstudentstodescribewhatishappeninginthepicture．Askstudentstoanswerthefivequestions．Butdon’tlookatthereadingtext．Instead,theyusetheirbackgroundknowledgetotrytoanswerthequestions．Asstudentswork,walkaround,lookingattheirprogress．Whenmoststudentsfinishthetask,askstudentstoanswerthequestionswithaparter．Elicitanswersfromthestudents．Askifotherstudentshavethesameordifferentanswers．Donotgivethecorrectanswerstothestudentsatthispoint．Waituntilstudentshavefinishedthereadingandletthemrevisetheiranswersaccordingly．Answers1．Tin-tin2．SunWukong3．Garfield4．Piglet5．Japan StepⅢPart2Thisactivityencouragesstudentstoreadquicklyfordetail．Readthetextquickly,thensummarizeeachparagraphinyourownwords．Asthestudentsaredoingthis,movearoundtheclassroomtomakesuretheycandothetaskinEnglish．Askfivestudentstoreporttheiranswers．Suggestedanswers1．Manyyoungadultsareshowinginterestincartoons．2．OneoftheyoungadultsQiugetsrelaxationfromreadingcartoonsorwatchingthemonTV．3．It’sinterestingtofollowthehistoryofcartoonsinChina．4．Peoplealsobecameinterestedinforeigncartoons．5．WhyHongYannanlikesthecartoonChibiMarukoChan．Drawstudents’attentiontotheinstructions．Askstudentstocompletethetaskindividuallyorinpairs．Astheywork,walkaroundtheclassroomtomakesurestudentsdiscusstheirreasonsinEnglish．Havestudentsreporttheiranswers．Encouragestudentstousecompletesentences．AnswersCityHunterdChibiMarukoChanaMonkeyKingcWinniethePoohbStepⅣPart3Thisactivityencouragesstudentstousethestrategyofreadingincontext．Pointtothestory．Lookatthewordsindicatedinbold．Askdifferentstudentstoguessthemeaning．Don’tgivethemthecorrectanswers．Askstudentstoreadthearticleonce．Say,payattentiontotheboldwordsandexpressions．Andnoteanyotherwordsorsentences, youdon’tunderstand．Readincontext,guessingtheirmeaningsfromtheotherwordsaroundthem．Askstudentstoreadthearticleagainforcomprehension．Readtheinstructionswiththestudentsandhavethemlookattheexample．Thenaskstudentstomatchthecorrectmeaningswiththecorrectwordsandexpressions．Allowthemoneortwominutestodothis．Checktheanswers:Answersimagec;jealousyb;takeiteasyd;heroa;crimef;plainlookseGetstudentstomakesentenceswiththewordsandexpressions．Remindthemtolookatthearticleagainforextrahelp．Answerstothisactivitywillvary．Thenaskastudentstowritehis/heranswersontheblackboard．Helpcorrectanymistakes．Suggestedanswers1．Manychildren’sbookshavebeautifulimages．2．Thisisanactoutofjealousy．3．Don’tbenervousandtakeiteasy．4．Thestoryisaboutaheromanyyearsago．5．ThereismuchcrimenowadaysinAmerica．6．Thegirlhasveryplainlooks．StepⅤPart4Thisactivityhelpsstudentsreadforspecificinformationandparaphraseideas．Readtheinstructionstotheclass．Elicitthefirstanswerfromthestudentsfrommemory．Makesurethattheyunderstandwhattheyneedtodo．Askstudentstodotheactivityontheirownorinpairs．Astheywork,walkaroundtheclassroomofferinghelpstudentsmayneed． Checktheanswers．Sampleanswers1．thecharacterismorelikearealpersonthanacartoon2．torelax3．oldstories4．theyoftenlookedatreal-lifethings,likecrimeinthecity5．togetBuddhistwritingsStepⅥPart5Thisactivityhelpsstudentsworkinagroupandthinkcriticallyaboutwhattheyhaveread．Readthetaskwiththestudents．Askstudentstodotheactivityinsmallgroups．Trytoputcreativeandartisticstudentsineachgroup．Checktheanswersandhavestudentsshoworactouttheircartoonsfortheclass．OptionalactivityAsanoptionalin-classorhomeworkactivity,remindstudentstofindsomecartoonsandcutoutthespeechbubbles．StudentscanthenwritetheirownEnglishstoriesinthespeechbubbles．StepⅦSummaryInthisclass,we’vepractisedalotofreadingandwriting．StepⅧHomework1．Readthestoryin2againforfurthercomprehension．2．Revisethetargetlanguageinthisunit．StepIXBlackboardDesignReading:Grown-upslikecartoons,too．TheSeventhPeriodSuggestedanswersto31．Manychildren’sbookshavebeautifulimages．2．Thisisanactoutofjealousy．3．Don’tbenervousandtakeiteasy． 4．Thestoryisaboutaheromanyyearsago．5．ThereismuchcrimenowadaysinAmerica．6．Thegirlhasveryplainlooks．Unit12You’resupposedtoshakehandstheFirstPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularybow,kiss,besupposedto,shakehands,customs（2）Target’LanguageWhatarepeopleinKoreasupposedtodowhentheymeetforthefirsttime?They’resupposedtobow．2．AbilityObjects（1）Trainstudents’listeningability．（2）Trainstudents’communicativecompetence．3．MoralObjectsBeforeyoumeetforeigners,youshouldsomecustoms．Inthisway,youcanactpolitelyandproperly．Ⅱ．TeachingKeyPointsTargetlanguageⅢ．TeachingDifficultPoints1．Howtotrainstudents’listeningability．2．Howtotrainstudents’communicativecompetence．Ⅳ．TeachingMethods1．Sceneteachingmethod2．Listening-and-answeringactivitytohelpthestudentsgothroughwiththelisteningmaterial．Ⅴ．TeachingAids1．Ataperecorder 2．AmapoftheworldⅥ．TeachingProceduresStepⅠRevisionT:YesterdaywefinishedUnit11．Inthisunit,welearnedsomewaysofaskingforinformationpolitely．Nowifyouwanttogotoalibrarytogetabook,howcanyouask?S1:DoyouknowwhereIcangetabook?S2:Couldyoutellmehowtogettothelibrary?S3:CanyoupleasetellmewhereIcanbuyabook?T:Verygood．You’reright．Fromtodayon,we’lllearnUnit12．Writethetwocolumnheadingsontheboard:RightandWrong．Say,Pleasetellmethingsthataregoodtodoinschoolandthatarenotgoodtodoinschool．Writeeachsuggestionundertheappropriateheadingontheboard．T:Isitagoodideatocometoclasslate?S1:No．T:That’sright,It’snotagoodideatocometoclasslate．You’renotsupposedtocometoclasslate．Classrepeat．You’renotsupposedtocometoclasslate．Ss:You’renotsupposedtocometoclasslate．T:（Writescometoclasslateunderwrong）Whataresomethingsyoushouldn’tdo?S2:Weshouldn’teatinclass．T:Right．You’renotsupposedtoeatinclass．Askstudentstorepeatthisexample．Thenaskstudentstotellaboutsomethingsthataregoodtodoinschool．Theymaysaythingssuchas,Youshoulddoyourhomeworkeveryday;Youshouldraiseyourhandbeforeyoutalk．Rephraseeachofthesesentencesusingsupposedtoandaskstudentstorepeat:You’resupposedtodoyourhomeworkeveryday．You’resupposedtoraiseyourhandbeforeyoutalk． StepⅡ1aThisactivityintroducessometargetlanguage．Letstudentsreadtheinstructions．Pointtothetwolistsofwords．Readeachwordandaskstudentstorepeatit．Putupamapoftheworldontheboard．Askstudentstoexplainwhereeachofthecountriesis．Suggestedanswers1．BrazilisinSouthAmerica,nexttoPeru．2．TheUnitedStatesisinNorthAmerica,nexttoCanada．3．JapanisinEastAsia,totheeastofChina,4．MexicoisinNorthAmerica,onthesouthofAmerica．5．KoreaisinEastAsia,Itisourneighbor．Askdifferentstudentstoactouttheactiondescribedbyeachwordorphrase—bow,shakehands,andkiss．Readtheinstructionsagainandaskstudentstomatchthecustomslettereda,bandcwiththenumberedcountries．Lookatthesampleanswer．Tallstudentstoguessiftheyaren’tsure．Answers1．c2．b3．a4．b5．aStepⅢ1bThisactivitygivesstudentspracticeunderstandingthetargetlanguageinspokenconversation．Gothroughtheinstructionswiththeclass．PointtothelistsinActivitylaandsay,Nowyouwillhearaconversationbetweenaboyandagirl．TheirconversationcontainstheanswerstothequestionsinActivity1a．Playthetapeforthefirsttime．Thistime,studentsonlylisten．Playthetapeasecondtime．AskthemtolistentotherecordingandchecktheiranswerstoActivity1a． Checktheanswerswiththeclass．Inviteastudenttoreadtheanswers．Answers1．c2．b3．a4．b5．aTapescriptBoy1:Whatarepeoplesupposedtodowhentheymeetinyourcountry,Celia?Girl1:Well,doyoumeanwhenfriendsmeetforthefirsttime?Boy1:Yeah．Girl1:Well,inBrazil,friendskiss．Boy1:WhataboutinMexico,Rodriguez?Boy2:InMexicoweshakehands．Boy1:HowaboutinJapan,Yashi?Boy3:Webow．Girl2:AndinKoreawealsobow．Boy1:Well,IguessinmostWesterncountriesweshakehands．StepⅣ1cThisactivityprovidesguidedoralpracticeusingthetargetlanguage．Readtheinstructionstothewholeclass．Pointouttheexampleinthebox．Asktwostudentstoreadittotheclass．SA:WhatarepeopleinKoreasupposedtodowhentheymeetforthefirsttime?SB:They’resupposedtobow．PointtothelistsofcustomsandcountriesinActivityla．Tellstudentstofirsttalkaboutthesecountriesandcustoms,andthentalkaboutothercountriesandcustomstheyknowabout．Asstudentsworktogether,movearoundtheclassroomcheckingtheirwork．Askdifferentpairsofstudentstoaskandansweraquestionfortheclass． S1:WhatarepeopleintheUnitedStatessupposedtodowhentheymeetforthefirsttime?S2:They’resupposedtoshakehands．S3:WhatarepeopleinJapansupposedtodowhentheymeetforthefirsttime?S4:They’resupposedtobow．S5:WhatarepeopleinFrancesupposedtodowhentheymeetforthefirsttime?S6:They’resupposedtoshakehands．StepⅤSummaryInthisclass,we’velearnedsomeimportantwords,suchasbow,kiss,besupposedto,shakehands．We’vealsolearnedthetargetlanguageWhatarepeopleinKoreasupposedtodowhentheymeetforthefirsttime?They’resupposedtobow．StepⅥHomeworkReviewthetargetlanguage．StepⅦBlackboardDesignUnit12You’resupposedtoshakehands．SectionATheFirstPeriodTargetLanguage:A:WhatarepeopleinKoreasupposedtodowhentheymeetforthefirsttime?B:They’resupposedtobow．Unit12You’resupposedtoshakehandsTheSecondPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects （1）KeyVocabularygreet,besupposedto（2）TargetLanguageHowwasthedinneratPaul’shouselastnight?Well,itwasOK,butImadesomemistakes．Iwassupposedtoarriveat7:00,butIarrivedat8:00．2．AbilityObjects（1）Trainstudents’listeningability．（2）Trainstudents’communicativecompetence．3．MoralObjectsWhenyou’reinvitedtoaplace,youmustn’tbelate,greetpeoplethewrongwayandwearthewrongclothes．Thatis,youshouldactaccordingtoyourhost’scustoms．Ⅱ．TeachingKeyPoints1．KeyVocabularygreet,besupposedto2．TargetLanguageHowwasthedinneratPaul’shouselastnight?Well,itwasOK,butImadesomemistakes．Iwassupposedtoarriveat7:00,butIarriveat8:00．3．StructureWhatareyousupposedtodowhenyoumeetsomeone?Ⅲ．TeachingDifficultPoints1．thetargetlanguage2．Howtoimprovestudents’listeningability．Ⅳ．TeachingMethods1．Listeningmethodtoimprovestudents’listeningability．2．PairworkⅤ．TeachingAidAtaperecorderⅥ．TeachingProcedures StepⅠRevisionCheckhomework．AsksomepairstoactouttheirconversationsaccordingtoActivity1a．SA:WhatarepeopleinMexicosupposedtodowhentheymeetforthefirsttime?SB:They’resupposedtohow．StepⅡ2aThisactivityprovidesguidedlisteningpracticeusingthetargetlanguage．LookatthepictureandaskstudentstotellWhatishappening．Helpstudentsunderstandthatthepeopleareatapicnic．PointtoMariaandask,what’sMariawearing?（Sheiswearingadress．）Ask,Doesshelookcomfortable?（No．）Readtheinstructionsandpointtothefourmistakesonthelist．Askdifferentstudentstoreadthemistakestotheclass．Maria’smistakes________arrivedlate________atethewrongfood________greetedPaul’smotherthewrongway________worethewrongclothesAskdifferentstudentstoexplainthemeaningofeachlineintheirownwords．ListentoMariatalkingtoaboyaboutwhathappenedatthepicnic．Shemadeseveralmistakes．Listentotherecordingandcheckthemistakesshemade．Playtherecording．Studentsonlylistenthefirsttime．Playtherecordingagain．GetstudentstocheckthemistakesMariamade．Checktheanswerswiththeclass．Answers√arrivedlate ____atewrongfood√greetedPaul’smotherthewrongway√worethewrongclothesTapescriptBoy:Hi,Maria．HowwasPaul’sparty?Girl:Oh,Dan,itwasadisaster．Boy:Itwas?Girl:Uh-huh．Boy:Whathappened?Girl:Well,Iwassupposedtoarriveat7:00butIarrivedat8:00．Boy:Oh,soyouwerelate．Girly:Yeah,butinmycountryit’sdifferent．Whenyou’reinvitedfor7:00,you’resupposedtocomelater!Boy:Isee．Girl:ThenwhenImetPaul’smom,Ikissedher．Boy:Andyouweresupposedtoshakehandsinstead．Girl:That’sright．AndIworeafancydress．Boy:What’swrongwiththat?Girl:Well,itwasabarbecue．EveryoneelsewaswearingaT-shirtandjeans．Boy:Iguessyoushouldhaveaskedwhatyouweresupposedtowear．StepⅢ2bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation．Gothroughtheinstructionswiththeclass．Pointouttheblanksinthefoursentences．Inviteastudenttoreadthefirstsentence．Playtherecordingagain．Letstudentsfillintheblankswiththewordstheyhearalone．Correcttheanswerswiththeclass．Answers1．arriveat7:00 2．comelater3．shakehands4．wearStepⅣ2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage．Readtheinstructionsfortheactivitytotheclass．Lookattheexampleinthebox．Asktwostudentstoreadtheconversationtotheclass．SA:HowwasthedinneratPaul’shouselastnight?SB:Well,itwasOK,butImadesomemistakes．Iwassupposedtoarriveat7:00,butIarrivedat8:00．PointoutthemistakesinActivity2aandthesentencesinActivity2b．RoleplayDanandMaria’sconversationusinginformationfromActivities2aand2b．Askstudentstoworkinpairs．Astheywork,movearoundtheclassroomcheckingtheprogressofthepairsandofferinghelpasneeded．Checktheanswersbycallingondifferentpairstosaytheirconversationstotheclass．Encouragestudentstoexpressemotionssuchasdisappointedorembarrassmentastheysaytheirconversations．StepⅤGrammarFocusReviewthegrammarbox．Getdifferentstudentstosaythequestionsandanswers．S1:Whatareyousupposedtodowhenyoumeetsomeone?You’resupposedtokiss．You’renotsupposedtoshakehands．S2:Whenwereyousupposedtoarrive?Iwassupposedtoarriveat7:00．S3:YoushouldhaveaskedWhatyouweresupposedtowear．Writethesesentencesstarters:ontheboardaspairsofincomplete questionsandanswers:Whatareyousupposedtodowhen…You’re…You’renot…Whenwereyousupposedto…Iwas…Iwasn’t…Askdifferentpairsofstudentstotaketurnscompletingeachpairofquestionsandanswers．Givecuestohelpthestudentsmakequestionsandanswers．Forexample:T:（pointatwhatare…）Afterschool．S1:Whatareyousupposedtodoafterschool?S2:I’msupposedtogohome．I’mnotsupposedtohangoutwithmyfriends．T:Good!You’resupposedtogohome．You’renotsupposedtohangoutwithyourfriends．RepeattheprocessusingthequestionWhenwere…andtheanswersIwas…andIwasn’t…T:（pointtoWhenwere…）Gotobed．S1:Whenwereyousupposedtogotobed?S2:Iwassupposedtogotobedat10:00．Iwasn’tsupposedtoseeafilm．StepⅥSummaryInthisclass,we’velearnedkeyvocabularygreetandbesupposedto,thetargetlanguageHowwasthedinneratPaul’shouselastnight?Well,itwasOK,butImadesomemistakes．Iwassupposedtoarriveat7:00,butIarrivedat8:00andthesturctureWhatareyousupposedtodowhenyoumeetsomeone?StepⅦHomeworkAskstudentstowriteatleasttwosentenceswiththesentencestartersinGrammarFocus．StepⅧBlackboardDesign Unit12You’resupposedtoshakehands．SectionATheSecondPeriod1．TargetLanguage:HowwasthedinneratPaul’shouselastnight?Well,itwasOK,butImadesomemistakes．Iwassupposedtoarriveat7:00,butIarrivedat8:00．2．Whatareyousupposedtodowhen…You’re…You’renot…Whenwereyousupposedto…Iwas…Iwasn’t…Unit12You’resupposedtoshakehandsTheThirdPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularyland,dropby,afterall,relaxed,abit（2）TargetLanguageCanyoutellmethethingsI’msupposedtodo?Thefirstthingistogreettheteacher．Okay．WhatshouldIsay?Youaresupposedtosay"goodmorning,teacher．"2．AbilityObjects（1）Trainstudents’integratingskills．（2）Trainstudents’communicativecompetence．3．MoralObjectsDifferentcountrieshavedifferentcustoms．SoyouaresupposedtodoinRomeastheRomansdo． Ⅱ．TeachingKeyPointTrainstudents’integratingskills．Ⅲ．TeachingDifficultPointHowtoimprovestudents’integratingskills．Ⅳ．TeachingMethods1．Fastreadingtoletstudentsgetthegeneralideaofthetext．2．PairworkⅤ．TeachingAids1．Aprojector2．TheblackboardⅥ．TeachingProceduresStepⅠRevisionT:Inlastperiod,wesummeduptheexpressionsfortellingwhatyouaresupposedtodo．NowI’llcheckyourhomework．I’llasksomepairstoactouttheconversationsbeforetheclass．SuggestedconversationSA:Whatareyousupposedtodoafterschool?SB:I’msupposedtogohome．I’mnotsupposedtoplayoutside．SA:Whenwereyousupposedtofinishyourhomeworkyesterday?SB:Iwassupposedtofinishitat8:00．Iwasn’tsupposedtohangoutwithmyfriends．StepⅡ3aThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage．Showthekeywordsonthescreenbyaprojector．Calin．卡利（哥伦比亚西部城市）Colombian．哥伦比亚（南美大洲西北部一国家）dropby访问；拜访Lausannen．洛桑（瑞士西部城市）Switzerlandn．瑞士（欧洲中部国家）landn．国家；国土 afterall毕竟Readthewordsandhavestudentsrepeatagainandagainuntiltheycanpronouncethewordsfluentlyandaccurately．Readtheinstructions．Doyouknowwhatanopinionis?Askastudenttoanswerit．（Anopinioniswhatyouthinkorhowyoufeelaboutsomething．）Lookatthechart．Pointtothewordattitudeonthechartandsay,Anopinionislikeanattitude．Tellstudentswhattheywillwriteinthechart．（theattitudeoftheColombiangirlandtheSwissboytowardthesethreethings:beingontime,visitingafriend’shouse,andmakingplanswithfriends．）Askstudentstoreadthefirstparagraphontheirown．Whentheyread,movearoundtheclassroomhelpingthemasnecessary．Thenaskstudentstoreadthesecondparagraph．Again,astheyread,movearoundtheclassroomansweringanyquestions．Thenreadtheinstructionsagainandpointoutthechart．Pointtothewordsattitudetowardandaskwhatotherwordsintheinstructionlinemeanthesamething（opinionsof）．Inviteastudenttoreadthesampleanswertotheclass．Thenlethimpointoutwhichsentencetheanswerisfoundin．Askstudentstoreadtheparagraphsagainandcompletethechartontheirown．Correcttheanswerswiththeclass．AnswersColombian:We’reprettyrelaxedabouttime．Weoftenjustdropbyourfriends’home．Wedon’thavetomakeplanswhenwegettogetherwithfriends．Switzerland:It’sveryimportanttobeontime．Wenevervisitafriend’shousewithoutcallingfirst．Weusuallymakeplanstomeetfriends．StepⅢ3bThisactivityprovidesguidedoralpracticeusingthetargetlanguage． Gothroughtheinstructionsfortheactivitywiththeclass．Lookattheexampleinthebox．Asktwostudentstoreadtheconversationtotheclass．SA:WhatkindsofrulesdotheyhaveinColombia?SB:Well,theyhaveprettyrelaxedrules．SA:Likewhat?SB:Well,it’sOKifyou’renotontime．Firstpracticethisconversationwithapartner．Thentalkaboutyourattitudetowardbeingontimeandgettingtogetherwithyourfriends．Usetrueinformation．Havestudentsworkinpairs．Asksomedifferentpairstosaytheirconversationstotheclass．SuggestedanswersSA:Whatkindsofrulesdoyouhaveinyouropinion?SB:Well,wehaverelaxedrules．SA:Likewhat?SB:Well,it’sOKifwevisitafriend’shousewithoutcallingfirst．StepⅣPart4Thisactivityprovidesreading,Writing,listeningandspeakingpracticeusingthetargetlanguage．Letstudentsreadtheinstructions．Askapairofstudentstomodelthesampledialogue．Correctanypronunciationerrorstomakesurethestudentsareprovidingagoodmodelfortherestoftheclass．SA:CanyoutellmethethingsI’msupposedtodo?SB:Thefirstthingistogreettheteacher．SA:Okay．WhatshouldIsay?SB:You’resupposedtosay"goodmorning,teacher．"Getstudentstocompletetheworkinpairs．Astheywork,walkaroundtheclassroomofferinghelpasneeded．Reviewthetask．Askafewstudentstosharetheirconversationswith thewholeclass．SA:CanyoutellmethethingsI’msupposedtodo?SA:Thefirstthingistodoyourhomework．SA:Okay．WhatshouldIsay?SB:You’resupposedtosay"Imustdomyhomework"．StepⅤSummaryInthisclass,we’velearnedsomekeyvocabularywordsland,dropbyandafterall,andthetargetlanguageCanyoutellmethethingsI’msupposedtodo?Thefirstthingistogreettheteacher．Okay．WhatShouldIsay?Youaresupposedtosay"goodmorning,teacher"．We’vealsodonealotofreading,speakingandwritingpracticeusingthetargetlanguage．StepⅥHomework1．WriteaconversationusingtheinformationinPart4．2．Finishofftheexercisesonpages49～50oftheworkbook．StepⅦBlackboardDesignUnit12You’resupposedtoshakehands．SectionATheThirdPeriodTargetLanguage:A:CanyoutellmethethingsI’mSupposedtodo?B:Thefirstthingistogreettheteacher．A:Okay．WhatshouldIsay?B:You’resupposedtosay"goodmorning,teacher"．Unit12You’resupposedtoshakehandsTheFourthPeriodⅠ．TeachingAimsandDemands 1．KnowledgeObjects（1）KeyVocabularywipe,napkin,stick,chopstick,rude,point,pickup（2）TargetLanguageWe’resupposedtoeatwithchopsticks．Yes,andit’srudetoeatwithourhands．2．AbilityObjects（1）Trainstudents’listeningability．（2）Trainstudents’abilitytounderstandthetargetlanguageinspokenconversation．（3）Trainstudents’abilitytousethetargetlanguage．3．MoralObjectsInordertobehavepolitelyatthedinnertable,you’resupposedtolearnsometalbemanners．Ⅱ．TeachingKeyPoints1．KeyVocabularywipe,stick,chopstick,rude,point,pickup2．TargetLanguageWe’resupposedtoeatwithchopsticks．Yes,andit’srudetoeatwithourhands．Ⅲ．TeachingDifficultPoints1．Flowtoimprovestudents’listeningability．2．Howtousethetargetlanguage．Ⅳ．TeachingMethods1．Listeningmethod2．PairworkⅤ．TeachingAidAtaperecorderⅥ．TeachingProceduresStepⅠRevisionCheckhomework．Getsomestudentstoreadouttheirconversations usingthetargetlanguageinSectionA4．Collecttheirconversationsandhelpcorrecttheirerrors．StepⅡPart1Thisactivityintroducesnewvocabularyandprovidesreadingpracticeusingthetargetlanguage．Lookatthepictureandaskstudentstosaywhatishappeninginit．（Afamilyiseatingameal．）Lookatthetitle,Mindyourmanners!Ask．Whatdoyouthinkitmightmean?（Itmeansbecarefulofhowyouact．）Readtheinstructionsandpointtothefivestatementsaboutmanners．Askstudentstoreadthestatements．1．IntheUnitedStates,you’renotsupposedtoeatwithyourhands．2．InPeru,youarenotsupposedtotalkatthetable．3．InChina,you’renotsupposedtopickupyourbowlofrice．4．InKorea,theyoungestpersonissupposedtostarteatingfirst．5．InBrazil,youshouldwipeyourmouthwithyournapkineverytimeyoutakeadrink．Reviewthefivestatementstobesurestudentsunderstandwhateachonemeans．Askstudentstoactoutthem．Thenaskstudentstocompletethequizontheirown．Correcttheanswerswiththeclass．Answers1．T2．F3．F4．F5．TStepⅢ2aThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation．Readtheinstructionstotheclass．Reviewwhatanexchangestudentisandwhattablemannersare．Ifnecessary,translatethemintoChinese． Lookatthefourpictures．YouwillheartheexchangestudentSteve,talkingwithhisJapanesefriend,Satoshi．Satoshiisexplainingsomethingsyouareandaren’tsupposedtodowheneatinginJapan．Pointtotheboxeswherestudentsaresupposedtowriteanumbernexttoeachpicture．Say,Numberthese1through4toshowtheorderyouhearSatoshitalkabout,thesethingsintherecording．Playtherecordingthefirsttime．Studentsonlylisten．Playtherecordingasecondtime．Astheylistentotherecordingthistime,letstudentsnumberthepictures．Correcttheanswerswiththeclass．AnswersThepicturesshouldbenumberedinthefollowingorder:2143TapescriptSatoshi:YoumustbereallyexcitedaboutleavingforJapantomorrow,Steve!Steve:Yeah,Iam．ButI’malittlenervous,too．Satoshi:Nervousaboutwhat?Steve:Well,foronething,Idon’tknowhowtousechopsticksverywell…andIdon’tknowhowtobehaveatthedinnertable．Satoshi:Oh,Isee．IcouldgiveyoualittlelessononJapanesetablemannersifyoulike．Steve:Really?Thatwouldbegreat!Satoshi:Hmmmm．Letmesee．Onedifferenceisthatsometimesit’spolitetomakenoisewhenyou’reeating．Especiallywhenyou’reeatingnoodles．Itshowsthatyoulikethefood．Steve:Really?That’sinteresting．IntheUnitedStatesyou’renotsupposedtodothat．Satoshi:Yeah,Iknow．OK．soherearesomechopstickrules:it’srude tostickyourchopsticksintoyourfood．Andyoushouldn’tpointatanyonewithyourchopsticks．Steve:Oh,OK．Iwon’t,Satoshi:Andalso,thisisn’tabouttablemannersexactly,butyoushouldknowthatyouaren’tsupposedtoeatordrinkwhilewalkingdownthestreet．Steve:Huh．Satoshi:Oh,andthemostimportantthingyouneedtoknowisthatyou’renotsupposedtotalkwhenyou’reeatingdinner．Onlyparentsareallowedtotalkatthedinnertable．Childrenarenotallowedtospeak．Steve:Wow!That’s…that’sunusual!Satoshi:I’mjustkidding!Boy,you’rereallygullible,Steve!StepⅣ2bThisactivityprovideslisteningpracticeusingthetargetlanguage．Readtheinstructionsandpointtothenumberedlistofsentencestartersandtheletteredlistofsentenceendings．Askdifferentstudentstoreadthetwolists．1．Youaren’tsupposedto…a．tomakenoisewhileeatingnoodles．2．It’spolite…b．tostickyourchopsticksintoyourfood．3．It’srude…c．pointatanyonewithyourchopsticks．4．Youshouldn’t…d．eatordrinkwhilewalkingdownthestreet．Youwillhearthesamerecordingagain．Thistimeasyoulisten,writetheletterofthecorrectsentenceendingaftereachsentencestarter．Lookatthesampleanswer．Readthecorrectlycompletedsentencetotheclass:1．Youaren’tsupposedtoeatordrinkwhilewalkingdownthestreet．Playtherecordingagain．Askstudentstowritethelettersintheblanks alone．Checktheanswerswiththeclass．Answers1．d2．a3．b4．cStepⅤ2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage．Gothroughtheinstructionsfortheactivitywiththeclass．Lookattheexampleinthebox．Asktwostudentstoreadthesentencestarters．SA:We’resupposedto…SB:Yes,andit’srudeto…Now,completeeachonewithatruestatementabouttablemannersinyourcountry．Asktwostudentstoreadtheirsentences．SA:We’resupposedtoeatwithchopsticks．SB:Yes,andit’srudetoeatwithourhands．PointoutthesentencestartersinActivity2b．Say,Haveaconversationabouttablemannersinyourcountrywithapatter．YoucanusethesentencestartersinActivity2btohelpyougetstarted．Havestudentsworkinpairs．Askoneortwopairsofstudentstosaytheirconversationstotheclass．StepⅥSummaryInthisclass,we’velearnedsomekeyvocabulary,suchaswipe,rude,point,pickup．We’vealsolearnedthetargetlanguagebylisteningandspeaking．StepⅦHomeworkTalkaboutthetablemannersinyourcountryusingthesentencestartersinActivity2b．StepⅧBlackboardDesign Unit12You’resupposedtoshakehands．SectionBTheFourthPeriod1．SentencesinActivity2b:（1）Youaren’tsupposedtoeatordrinkwhilewalkingdownthestreet．（2）It’spolitetomakenoisewhileeatingnoodles．（3）It’srudetostickyourchopsticksintoyourfood．（4）Youshouldn’tpointatanyonewithyourchopsticks．2．Targetlanguage:A:We’resupposedtoeatwithchopsticks．B:Yes,andit’srudetoeatwithourhands．Unit12You’resupposedtoshakehandsTheFifthPeriodⅠ．　TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularytablemanners,behave,be/getusedto,cutup,full,fork,Youshould…（2）Practisereadinganarticle．（3）Practisewritingsomethingusingthetargetlanguage．2．AbilityObjects（1）Trainstudents’readingability．（2）Trainstudents’writingability．3．MoralObjectsWiththedevelopmentofsociety,tablemannersaremoreandmoreimportant．Sometimestheycanhelppeoplesucceed．Soyouhavetolearnmoretablemanners． Ⅱ．TeachingKeyPointPractisereadingandwritingusingthetargetlanguage．Ⅲ．TeachingDifficultPointHowtowriteane-mailmessage．Ⅳ．TeachingMethods1．Readingcomprehensiontohelpstudentsgraspthemainideaofthetext．2．Writingmethod3．Groupworktomakeeverystudentworkinclass,Ⅴ．TeachingAids1．Aprojector2．TheblackboardⅥ．TeachingProceduresStepⅠRevisionReviewthetargetlanguagepresentedinthisunit．Checkhomework．Asktwostudentstoreadouttheirsentences．SA:Youaren’tsupposedtovisitedafriend’shousewithoutcallingfirst．SB:It’spolitetobeontime．StepⅡ3aThisactivityprovidesreadingpracticeusingthetargetlanguage．Teachthenewwords．Showthefollowingnewwordsonthescreenbyaprojector．Mannern．礼貌；风格；习惯tablemanners餐桌礼仪behavev．行为表现；举止be／getusedto…习惯于……cutup切开；切碎forkn，叉；餐叉fulladj．饱的；吃胀了的 lapn．（人坐着时）腰以下到膝为止的部分；大腿elbown．肘；肘部graduallyadv．逐渐地；渐渐地complimentn．称赞；恭维toastv．敬酒Callattentiontothee-mailmessage．Inviteastudenttoreadthearticlealoudtotheclass．Correctanypronunciationerrorstomakesurethestudentisprovidingagoodmodelfortherestoftheclass．Readtheinstructionstotheclass．Askstudentstoreadthee-mailagain．Say,Nowreadthee-mail．Answerthequestionsinyourexercisebook．Asstudentswork,movearoundtheclassroomandofferhelpasnecessary．Checktheanswerswiththeclass．Answers1．HerFrenchwasnotverygood．2．Herhostfamilywasreallynice．3．HerFrenchhasimproved．4．Youputyourbreadonthetable,notontheplate．（notetheexclamationmarkinthereading）5．Oneparticularchallengeislearninghowtobehaveatthedinnertable．Notes1．gooutofone’sway=makeaspecialeffort2．cutup=cutintopiecesStepⅢ3bThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage．Readtheinstructionstotheclass．Pointtothebeginningofthee-mailmessage．Readittotheclass． HerearesomethingsyouneedtoknowabouttablemannerswhenyouvisitJapan．Firstofall,youshould…LookbackatthepicturesinActivity2aandthematchingexerciseinActivity2b．YoucanusethepicturesandinformationinActivities2aand2btohelpyouwriteyourletters．Askstudentstofinishtheactivityontheirown．Astheywork,walkaroundtheclassroomofferinghelpandansweringquestionsasneeded．Checktheanswerswiththeclass．Askastudenttoreadhiscompletedarticletotheclass．AsampleanswerHerearesomethingsyouneedtoknowabouttablemannerswhenyouvisitJapan．Firstofall,youshouldmakenoisewhileeatingnoodles．It’spolitetodothat．It’sverydifferentfromyourcountry．Second,it’srudetostickyourchopsticksintoyourfood．Andyoushouldn’tpointatanyonewithyourchopsticks．Last,thisisn’tabouttablemannersexactly,butyoushouldknowthatyouaren’tsupposedtoeatordrinkwhilewalkingdownthestreet．Somuchforthetablemanners．I’llwriteagain．Hopingyou’rehavingagoodtime．SteveStepⅣ　3cThisactivityprovideswritingpracticeusingthetargetlanguage．ReadtheinstructionsandaskstudentstolookbackatActivity2c．Remindstudentsthattheymadeconversationsabouttablemannersintheirowncountry．Say．YoucanusetheideasyoutalkedaboutinActivity2casyouwriteyouremailmessages．Getstudentstofinishtheactivityontheirown．Asstudentswork,movearoundtheroomofferinghelpasneeded．Askastudenttoreadhisorhermessagetotheclass．Haveother studentsaddanyinformationthatismissingfromthefirststudent’sreport．AsampleanswerDearJohn,Thanksforyourmessage．NowItellyousomethingsyouneedtoknowabouttablemannerswhenyouareinChina．Firstly,you’resupposedtoeatwithchopsticks．It’srudetoeatwithyourhands．Secondly,youshouldn’tmakenoisewhileeating．It’snotpolitetodothat．Lastly,youshouldn’tpointatanyonewithyourchopsticks．Ibelieveyou’llgetusedtothesetablemanners,I’llwriteagain．Hopeyou’rehavingagreattimeinChina．LiPingOptionalactivityHavestudentsworkwiththesamepartnertheyworked:withwhendoingAcvity2c．Askeachpairofstudentstoworktogethertowriteasinglee-mailmessagetellingsomeonefrom‘anothercountryboutthetablemannersintheirowncountry．StepⅤPart4Thisactivityprovidesreading,writing,listeningandspeakingpracticeusingthetargetlanguage．Gothroughtheinstructionswiththeclass．Askagoodstudenttogiveanexample．Getstudentstocompletetheworkinsmallgroups．Cheektheanswers．Askafewstudentstotelltheclassaboutwhatoneshoulddoindifferentsituations．Answerswillvary,butshouldemphasizepoliteness．StepⅥSummaryInthisclass,we’vedonealotofreading,writingandspeakingpracticeusingthetargetlanguage．StepⅦHomework1．Readthee-mailmessageinActivity3aagain． 2．Writeane-mailmessagetoafriendabouttablemanners．StepⅦBlackboardDesignUnit12You’resupposedtoshakehands．SectionBTheFifthPeriodAnswerstoActivity3a:1．HerFrenchwasnotverygood．2．Herhostfamilywasreallynice．3．HerFrenchhasimproved．4．Youputyourbreadonthetable,notontileplate．5．Oneparticularchallengeislearninghowtobehaveatthedinnertable．Unit12You’resupposedtoshakehandsTheSixthPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）Fillinblanksandmakesentencesusingarrive,meet,spend,behaveandimagine．（2）Finishthestory．（3）Completethecrossword．2．AbilityObjectsTrainstudents’writingability．3．MoralObjectsYouaresupposedtolearnmuchmoretablemanners,Itisveryusefulandhelpful,especiallywhenyouareinforeigncountries．Ⅱ．TeachingKeyPoints1．Fillinblanksandmakesentences．2．Finishthestory． Ⅲ．TeachingDifficultPoints1．Makesentencesusingarrive,meet,spend,behaveandimagine．2．Finishthestory．Ⅳ．TeachingMethods1．Teachingbyexplanation．2．SpeakingmethodⅤ．TeachingAids1．Theblackboard2．AprojectorⅥ．TeachingProceduresStepⅠRevisionCheckhomework．Askastudenttoreadthee-mailmessageinActivity3a．Thenaskastudenttoreadhis/herowne-mailmessage．StepⅡPart1Thisactivityfocusesonvocabularyintroducedintheunit．Lookatthewordsinthebox．Askastudenttoreadthem．Makesurestudentsunderstandthemeaningofthewords．Thensay,Fillintheblankswiththewords．Insomecases,studentsmayneedtouseanotherformoftheword,forexampleadjustingfortenseorsubject/verbagreement．Askstudentstofillintheblanksontheirown．Checktheanswers．Fivestudentseachreadasentence,fillingintheblanks．Therestofthestudentschecktheiranswers．Showtheanswersonthescreenbyaprojector．1．PeopleinJapanandpeopleinAmericabehavedifferentlyatthedinnertable．2．Youcanimaginehowdifferentthetablemannersarefromours．3．InSingapore,thetrainsalwaysarriveontime．Theyareneverlate．4．OnChineseNewYear,peopleliketospendtimewiththeir families．5．IusuallymeetmyfriendsinthelibraryonFridaynights．Askstudentstomaketheirownsentenceswiththewords,preferablysentencesthataremeaningful．Movearoundtheclassroom．Collectafewstudents’answerswithmistakesontheblackboard．Thenhelpstudentscorrectthemistakes．Suggestedanswers1．Whenyou’reinvitedtodinner,youshouldarriveontime．2．Whenyoumeetsomeoneforthefirsttime,you’resupposedtoshakehands．3．WeshouldspendmuchtimelearningEnglish．4．Thechildrendon’tknowhowtobehave．5．Icannotimaginewhatheisdoing．StepⅢPart2Thisactivityprovidesreadingandwritingpracticeusingthetargetlanguage．Gothroughtheinstructionswiththeclass．Explainthemtostudents．Getstudentstocompletetheworkinpairs．Inviteafewstudentstoreadtheendofthestory．Answerswillvarybutwillprobablyincludewatchingwhatothersdofirstoraskingthehostorhostessoroneoftheguests．Asampleendofthestory…WhatIfinallydecidedtodowastowatchwhatothersdoandfollowthem．Notes1．Unfamiliar——theoppositeoffamiliar,meansnothavingagoodknowledgeof2．set-numberofthingsofthesamekind,thatbelongtogetherbecausetheyaresimilarorcomplementarytoeachotherStepⅣPart3 Thisactivityfocusesonthenewvocabularyintroducedinthisunit．Dotheexamplewiththeclasstoshowthemhowtodoacrosswordpuzzle．Askstudentstocompletethecrosswordpuzzleontheirown．Checktheanswerswiththewholeclass．AnswersDOWN:1．bow2．shake3．kissACROSS:4．chopsticks5．knifeStepⅤJustforFun!Thisactivityprovidesreadingandspeakingpracticewiththetargetlanguage．Askstudentswhatisfunnyaboutthecartoon．Helpstudentstoexplain．Thelittleboyboughthisgrandmotheracatinsteadofahat,buthisgrandmotherlovesitanyway．StepⅥSummaryandHomeworkInthisclass,we’vedonemuchwritingpracticeusingthekeyvocabularywords．Afterclass,pleasefinishoffthestoryin2inyourtextbooks．Thenfinishofftheexercisesonpages50～52oftheworkbook．StepⅦBlackboardDesignUnit12You’resupposedtoshakehands．SelfcheckTheSixthPeriodSuggestedanswerstoActivity1:1．Whenyou’reinvitedtodinner,youshouldarriveontime．2．Whenyoumeetsomeoneforthefirsttime,you’resupposedtoshakehands．3．WeshouldspendmuchtimelearningEnglish．4．Thechildrendon’tknowhowtobehave．5．Icannotimaginewhatheisdoing． Unit12You’resupposedtoshakehandsTheSeventhPeriodReading：ParenthelpschildⅠ．TeachingAimsandDemands1．KnowledgeObjectsKeyVocabularydie,succeed,sacrifice,path,honor,dead-endroad,getintotrouble,giveup,keepshipping,militaryschool2．AbilityObjectsImprovestudents’readingandwritingskills．3．MoralObjectsMotheriswillingtodowhatevershecantoloveus．Soweshouldunderstandourmothersandlovethemtoo,andwemuststudyhardtorewardourmothers．Ⅱ．TeachingKeyPointTrainstudents’readingandwritingskills．Ⅲ．TeachingDifficultPointTrainstudents’readingandwritingskills．Ⅳ．TeachingMethodsFast-readingtoimprovestudents’readingability．Careful-readingtogetthedetailedinformation．Ⅴ．TeachingAidAprojectorⅥ．TeachingProceduresStepⅠKeyVocabularyThisactivityintroducesthekeyvocabularywords．Showthefollowingvocabularyonthescreenbyaprojector．Careful-readingtogetthedetailedinformation．Ⅴ．Teaching　AidAprojectorⅥ．TeachingProcedures StepⅠKeyVocabularyThisactivityintroducesthekeyvocabularywords．Showthefollowingvocabularyonthescreenbyaprojector．attheendof在……结尾；在……末端deadadj．死亡的；无生命的dead-endadj．无出路的；没有发展前景的diev．死；死亡succeedv．成功；做成getintotrouble陷入困境；因做某事而招致不幸或处罚等giveup放弃；抛弃subjectn．题目；主题slipv．失足；滑倒militaryadj．军事的；军用的armyn．军队soldiern．士兵；战士sacrificev．&n．牺牲；奉献pathn．路；小路；小径Saythewordsandhavestudentsrepeatthemagainandagainuntiltheycanpronouncethemfluentlyandaccurately．StepⅡPart1Thisactivityallowsstudentstoactivatetheirbackgroundknowledgebeforeattemptingthereading．ReadthetitleParenthelpschildtotheclass．Ask,Whatdoyouthinkthearticleisabout,basedonthetitle?Lookatthepicture．Askstudentstodescribewhatishappeninginthepicture．Askstudentstodiscussthefourquestions．Studentsdonotlookatthereadingtext．Instead,theyusetheirbackgroundknowledgetotrytoanswerthequestions．Astheywork,walkaround,lookingattheirprogress． Whenmoststudentsfinishthetask,askstudentstocomparetheiranswerswithapartner,Elicitanswersfromthestudents．Ask,Doyouhaveanyotheranswers?Donotgivethecorrectanswerstothestudentsatthispoint．Waituntilstudentshavefinishedthereadingandletthemrevisetheiranswersaccordingly．Answerswillvary．StepⅢPart2Thisactivityencouragesstudentstoreadquicklyfordetail．Gothroughtheinstructionswiththeclass．Askstudentstocompletethetaskindividuallyorinpairs．MakesurestudentsdiscusstheirreasonsinEnglish．Astheywork,walkaroundtheclassroomofferinghelpasnecessary．Askstudentstoreadtheiranswers．Encouragestudentstousecompletesentences．SampleanswersMainideaDetailWestleywasabadboy．Hewasintroubleatschoolandwiththepolice．Hismotherdidalotforhim．Shehadthreejobstosupporthimandthefamily．Westleyunderstoodhehadtochange．Hismotherexplainedhersacrifices．Thewritergivessomeadviceforparentsandchildren．Getchildreninterestedinreading．StepⅣPart3Thisactivityencouragestudentstousethestrategyofreadingincontext．Lookatthestory．Payattentiontothewordsindicatedinbold．Askdifferentstudentstoguessthemeaning．Don’tgivethemthecorrectanswers． Askstudentstoreadthearticleonce．Say,Payattentiontotheboldwordsandexpressions．Andnoteanyotherwordsorsentencesyoudon’tunderstand．Readincontext,guessingthemeaningsofwordsandphrasesfromtheotherwordsaroundthem．Askstudentstoread’thearticleagainforcomprehension．Gothroughtheinstructionswiththestudentsandhavethemlookattheexample．Askstudentstocompletethenextwordonthelistontheleft．Studentsarematchingwordstomeanings．Astheywork,walkaroundtheclassroomofferinghelpasnecessary．Studentscompletethetask．Remindthemtolookatthestoryagainforextrahelp．Havestudentsreporttheiranswers．Encouragethemtousecompletesentences．Answersdead-endroadf;giveupd;keepslippingb;militaryschoola;sacrificec;honore;Getstudentstomakesentenceswiththewordsandexpressions．Answerstothisactivitywillvary．ThenaskastudenttowritehisanswersontheblackboardHelpcorrectanymistakes．Sampleanswers1．Wedon’twalkdownadead-endroad,orwe’llfail．2．Youmustgiveupsmoking．3．Don’tkeepslippingagain．4．Hedoesn’twanttogotoamilitaryschool,buthehasto．5．Hesucceededatthesacrificeofhishealth．6．Weshouldshowhonortoourteachers．StepⅤPart4Thisactivityhelpsstudentsreadforspecificinformationandparaphraseideas． Gothroughthetaskwithstudents．Elicitthefirstanswerfromstudentsfrommemory．Checkthattheyunderstandwhattheyneedtodo．Askstudentstodotheactivityontheirownorinpairs．Studentsshouldtrytorememberorguesstheanswersbeforelookingatthereading．Astheywork,walkaroundtheclassroomofferinghelpstudentsmayneed．Checktheanswers．Invitedifferentstudentstogivetheiranswersandgivethecorrectstatementsfortheonesthatarefalse．SampleanswersTF（TherearethreechildrenandamotherinWestley’sfamily．）F（Westleywassenttomilitaryschoolbyhismother．）TTStepⅥPart5Thisactivityhelpsstudentsworkinagroupandthinkcriticallyaboutwhattheyhaveread．Readtheinstructionswiththestudents．Dividetheclassintosmallgroupstodotheactivity．Givestudentshelpthinkingofdifferentfunandeducationalactivities．Walkaroundtheclassroomofferinghelpasneeded．Cheektheanswers．Havestudentssharetheiranswerswiththeclass．SampleanswersActivitiesReasonsVisitveryoldplaces．Studentswillfindhistoryisinteresting．Buysomebooksaboutsports．Studentsareinterestedinthem．Gotothemusicconcerts．┆Studentslikemusicverymuch,especiallypopmusic．┆ CulturenoteIndependenceismuchdifferentforyoungpeopleintheWestthaninChina．InAmerica,16year-oldsoftenlearntodriveandhavetheirowncars．Bytheageof18or19,it’scommonforyoungpeopleto‘moveout’,leavinghomefortheirownrentedaccommodation．Theageformarryingisquitelowforbothyoungmenandyoungwomen,usuallyintheirlateteensandtherearenorestrictionsontheageforhavingchildrenornumberofchildrenoncanhave．Step　ⅦSummaryInthisclass,we’vepractisedalotofreadingandwriting．StepⅧHomework1．ReadthestoryinActivity2againforfurthercomprehension．2．Revisethetargetlanguageinthisunit．StepⅨBlackboardDesignReading：Parenthelpschild．TheSeventhPeriodSampleanswerstoActivity2MainideaDetailWestleywasabadboy．Hewasintroubleatschoolandwiththepolice．Hismotherdidalotforhim．Shehadthreejobstosupporthimandthefamily．Westleyunderstoodhehadtochange．Hismotherexplainedhersacrifices．Thewritergivessomeadviceforparentsandchildren．Getchildreninterestedinreading．SampleanswerstoActivity31．Wedon’twalkdownadead-endroad,orwe’llfail．2．Youmustgiveupsmoking．3．Don’tkeepslippingagain． 4．Hedoesn’twanttogotoamilitaryschool,buthehasto．5．Hesucceededatthesacrificeofhishealth．6．WeshouldshowhonortoourteachersUnit13Rainydaysmakemesad．Ⅰ．AnalysisoftheTeachingMaterial1．StatusandFunctionInthisunit,studentslearntotalkabouthowthingsaffectthem．Thetopicismeaningfulandpracticaltostudents,Itisveryuseful．Itcanhelpstudentsexpresstheirownopinionsintheirdailylife．Itcontinuestotrainstudents’speakingabilityandintegratingskills．Afterstudyingthisunit,studentswillbeinchargeoftheirattitudeandtheycandoeverythingbetter．（1）ThefirstperiodmainlygivesstudentslisteningandoralpracticeusingthetargetlanguageI’drathergototheBlueLagoonRestaurantbecauseIliketolistentoquietmusicwhileI’meating．OK,really?Loudmusicmakesmeenergetic．Notme!Loudmusicmakesmestressedout．（2）Theactivitiesinthesecondperiodgivestudentsmorelisteningandspeakingpracticeaswellasgrammarfocustopractisethetargetlanguage．Thepracticecanhelpstudentsimprovetheirlisteningandspeakingskills．（3）Thethirdperiodprovidesanarticle．Studentslearntogetdetailedinformationfromthearticle．Itisabasicreadingskill,andalsoitisofgreathelpforstudentstoimprovetheirreadingskill．（4）Thefourthperiodnotonlyintroducessomenewwordsbutalsoprovidesstudentswithmanydifferentkindsofactivities．Inthisclass,studentslearnhowtoexpresstheirownopinionsusingthetarget language．（5）Alotofpracticeisdesignedinthefifthperiodtotrainstudents’readingandwritingskills．Studentsalsolearnhowtotreattheadvertisementfromthereadingmaterial．（6）Alltheactivitiesinthelastperiodinthisunitareusedtoprovidewritingpracticeusingthetargetlanguage．2．TeachingAimsandDemands（1）KnowledgeObjectsInthisunit,studentslearntotalkabouthowthingsaffectthem,andhowtoexpresstheirownopinionsusingthetargetlanguage,（2）AbilityobjectsTotrainstudents’listening,speaking,readingandwritingskillsusingthetargetlanguage,（3）MoralObjectTheimpactofattitudeonlifeisobvious．Whengoshopping,weshouldremembernotalltheadsaregreat．Wehavetobecareful．Inthisway,wecanbuynothingthatwedon’tneedatall．Soweshouldbeinchargeofourattitude．Thatway,wecanlivehappilyandwecandoeverythingbetter．3．TeachingKeyPointTomakestudentslearnandmasterthekeyvocabularywordsandthetargetlanguage．4．TeachingDifficultPointsTotrainstudents’listening,speaking,readingandwritingskills．Totrainstudents’communicativecompetence．5．StudyingWayTeachstudentshowtoexpresstheirownopinionsfreely．Ⅱ．LanguageFunctionTalkabouthowthingsaffectyou．Ⅲ．TargetLanguageI’drathergototheBlueLagoonRestaurantbecauseIliketolistento quietmusicwhileI’meating．Oh,really?Loudmusicmakesmeenergetic．Notme!Loudmusicmakesmestressedout．Ⅳ．StructureSecondconditionalwithwishⅤ．Vocabularylighting,mysterious,tense,silky,owner,product,knowledge,forinstance,shiny,skin,cream,toothpaste,endangered,uncomfortable,usefulⅥ．Recyclingfastfood,make,cry,customer,happy,dance,sad,restaurant,red,pink,blue,relaxed,stressedout,awful,soft,energetic,keepoutⅦ．LearningStrategies1．Personalizing2．MatchingⅧ．TeachingTimeSevenperiodsTheFirstPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularysad,energetic,stressedout,soft（2）TargetLanguageI’drathergototheBlueLagoonRestaurantbecauseIliketolistentoquietmusicwhileI’meating．Oh,really?Loudmusicmakesmeenergetic．Notme!Loudmusicmakesmestressedout．2．AbilityObjects（1）Improvestudents’listeningability．（2）Helpstudentstoexpresstheiropinionfreely． 3．MoralobjectsItisimportanttochooseasuitableplace．Itisgoodforyourstudyandlife．Ⅱ．TeachingKeyPointTargetLanguageⅢ．TeachingDifficultPoints1．Howtoimprovestudents’listeningability．2．Howtohelpstudentstoexpresstheiropinionfreely．Ⅳ．TeachingMethods1．Listening-and-answeringactivitytohelpthestudentsgothroughwiththelisteningmaterial．2．Pairworktomakeeverystudentworkinclass．Ⅴ．TeachingAids1．Ataperecorder2．TheblackboardⅥ．TeachingProceduresStepⅠRevisionT:YesterdaywefinishedUnit12．Inthisunit,welearnedhowtotellwhatwearesupposedtodo．Nowtellmesomethingsthataregoodtodoinschoolandthatarenotgoodtodoinschool．S1:We’resupposedtodoourhomeworkeveryday．S2:We’resupposedtoraiseourhandsbeforewetalk．S3:We’resupposedtocometoclassontime．S4:Wearenotsupposedtobelateforclass．S5:We’renotsupposedtoeatinclass．T:Verygood．You’reright．Fromnowon,we’lllearnUnit13．Lookatthefollowinglistofactivitiesontheblackboard:parties,exams,schoolvacations,gymclass．Howdoyoufeelaboutparties?Happy?Excited?Nervous?S1:Nervous．T:Oh,sopartiesmakeyounervous． S1:Yes．T:Classrepeat．Partiesmakemenervous．Ss:Partiesmakemenervous．T:Nowwhataboutschoolvacations?Howdoyoufeelaboutthem?S2:Happy．T:So,schoolvacationsmakeyouhappy．S2:Yes．T:Classrepeat．Schoolvacationsmakemehappy．Ss:Schoolvacationsmakemehappy．T:Nowwhataboutgymclass?Howdoyoufeelaboutit?S3:Excited．T:Sogymclassmakesyouexcited．S3:Yes．StepⅡ1aThisactivityintroducesnewvocabularyandprovidesoralpracticeusingthetargetlanguage．Gothroughtheinstructionsandlookatthetwopictures．Ask,Whocandescribetheinteriorofeachrestaurant?（RockinRestauranthasredwalls,uglypaintingsonthewalls,andloudmusic．TheBlueLagoonhasbluewalls,plants,flowers,andapianoplayer．）Say,Whichrestaurantwouldyourathergoto?Talkaboutitwithyourparter．Letstudentsworkinpairs,andtelleachotherwhichrestauranttheywouldliketogotoandwhy．Whenstudentswork,goaroundtheclassroomofferinghelpasneeded．Whentheyhavefinishedtalkingtoeachother,calloutseveralpairstosaytheirconversationstotheclass．SampleconversationSA:Whichrestaurantwouldyouliketogoto?SB:I’dliketogototheBlueLagoon．SA:Why? SB:Becausethereareplantsandflowersthere．StepⅢ1bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation．Askstudentstoreadtheinstructions．Lookatthechartandpointoutthetwoheadings:TheRockin’RestaurantandTheBlueLagoon．Lookatthesampleanswer．Letastudentreadthecompletedsentence,andthensay,Youwillhearthemissingwordsontherecording．Fillintheblankswiththewordsyouhearonthetape．Playtherecordingthefirsttime．Studentsonlylistencarefully．Playtherecordingagain．Thistimefillinthemissingwords．Checktheanswerswiththewholeclass．AnswersTheRockin’Restaurant:sad,tenseTheBlueLagoon:relaxed,sleepyTapescriptGirl1:I’mhungry,Amy．Girl2:SoamI．Whydon’twegetsomethingtoeat?Girl1:Yeah．Let’sgototheRockin’Restaurant．Ilovetheirhamburgers．Girl2:Oh,Tina…IhatetheRockin’Restaurant．Girl1:Why?Thefoodisgreat,isn’tit?Girl2:Thefood’sfine．Ijustdon’tliketheatmosphere．Thoseawfulpicturesonthewallsmakemesad,andtheloudmusicmakesmetease．Girl1:OK．Sowheredoyouwanttogo,Amy?Girl2:Let’sgototheBlueLagoon．Thesoftmusicmakesmerelaxed．Girl1:Notme．Itmakesmesleepy．StepⅣ1c Thisactivityprovidesguidedoralpracticeusingthetargetlanguage．Lookattheexampleinthebox．Inviteapairofstudentstoreadittotheclass．SA:I’drathergototheBlueLagoonRestaurantbecauseIliketolistentoquietmusicwhileI’meating．SB:Oh,really?Loudmusicmakesmeenergetic．SA:Notme!Loudmusicmakesmestressedout．Gothroughtheinstructionswiththeclass．Tellstudentstheywillbetalkingabouttheirownopinionswithapartner．LookbackatthechartinActivity16．Makeupaconversationwithapartnerusingwordsfromthechart,suchasawfulpictures,loudmusicandsoftmusic．Whilestudentsareworkinginpairs,walkaroundtheclassroom,andlistentosomepairs．Ifnecessary,offerlanguagesupport．Thenasksomepairstoactouttheirconversationsinfrontofthewholeclass．OptionalactivityLetstudentslookaroundtheclassroom,thinkaboutotherroomsintheschool,andtalkabouthowtheseplacesmakethestudentsfeel．Forexample,whatareyouropinionsaboutthisroom?Astudentmightanswer,Thisroomissunny．Itmakesmehappy．Oraskthem．Whatareyouropinionsaboutallthenoiseinthecafeteria?Astudentmightsay．Allthenoiseinthecafeteriamakesmetense．Notes:1．awful——terrible;dreadful2．energetic——fullofenergyStepⅤSummaryInthisclass,we’velearnedsomeimportantwords,suchassad,energetic,stressedout．We’vealsolearnedthetargetlanguageI’drathergototheBlueLagoonRestaurantbecauseIliketolistentoquietmusicwhileI’meating．Oh,really?Loudmusicmakesmeenergetic．Notme! Loudmusicmakesmestressedout．StepⅥHomeworkReviewthetargetlanguage．StepⅦ　BlackboardDesignUnit13Rainydaysmakemesad．SectionATheFirstPeriodTargetlanguageA:I’drathergototheBlueLagoonRestaurantbecauseIliketolistentoquietmusicwhileI’meating．B:Oh,really?Loudmusicmakesmeenergetic．A:Notme!Loudmusicmakesmestressedout．Unit13Rainydaysmakemesad．TheSecondPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularytense,havefun,angry,cry．（2）TargetLanguageLoudmusicmakesmetense．Loudmusicmakesmewanttodance．Thatmoviemademesad．2．AbilityObjects（1）Trainstudents’listeningability．（2）Trainstudents’speakingability．3．MoralObjectsEnjoyingyourselfisveryimportant．Butnomatterwhathobbiesyouhave,doremembertheymustbegoodforhealthandstudy．Ⅱ．TeachingKeyPoints1．KeyVocabulary tense,angry,cry．2．TargetLanguageLoudmusicmakesmetense．Loudmusicmakesmewanttodance．Thatmoviemademesad．3．StructuresLoudmusicmakesmetense．Loudmusicmakesmewanttodance．Ⅲ．TeachingDifficultPoints1．Thetargetlanguage2．Howtotrainstudents’listeningability．Ⅳ．TeachingMethods1．Listeningmethodtoimprovethestudents’listeningability．2．Pairwork．Ⅴ．TeachingAidAtaperecorderⅥ．TeachingProceduresStepⅠRevisionCheckhomework．InviteapairofstudentstoreadtheconversationinActivity1c．ThenletsomepairsactouttheirconversationsaccordingtothepicturesinActivity1aandActivity1c．SA:I’drathergototheRockin’RestaurantbecauseIliketolistentoloudmusicwhileI’meating．SB:Really?Softmusicmakesmerelaxed．SA:Notme．Softmusicmakesmesleepy．StepⅡ2aThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation．Lookatthepictures．Ask,Whataretheydoing?Pleaseguess．（InPicture1,twowomenareeatingandsmiling．Maybethefoodisvery delicious．InPicture2,thetwowomenarecrying．Maybetheyareseeingasadmovie．InPicture3,oneofthetwowomenisverytensethatbecauseoftheloudmusic．InPicture4,onewomaniswaitingforthebusorsomeone．Waitingmakesherangry．）Gothroughtheinstructionswiththeclass．Say,YouwillhearTinaandJohntalkingaboutwhatTinaandAmydidlastnight．ThefourpicturesshowsomethingthatTinadidlastnight．Pointtotheboxes．Say,Usethenumber1through4toshowtheorderyouhearTinaandJohntalkaboutthesethingsintherecording．Playthetapeforstudents．Thefirsttime,studentsjustlisten．Playthetapeagain．Thistime,askstudentstonumberthepictureswhentheylisten．Correcttheanswerswiththeclass．AnswersThepicturesshouldbenumberedinthisorder:（down）3241TapescriptBoy:DidyouandAmyhavefunlastnight,Tina?Girl:Well,John…yesandno．Boy:WasAmylateasusual．Girl:Yes,shewas．Andwaitingforhermademeangry．Boy:Wheredidyougo?Girl:FirstwewenttotheRockin’Restaurant,butAmydidn’twanttostay．Shesaidthatloudmusicmadehertense．Boy:That’sfunny．Loudmusicalwaysmakesmewanttodance．Girl:Metoo．SothenwewenttotheBlueLagoon．Itwasquietandthefoodwasgreat．Wehadagoodtime．Boy:Thendidyougototheconcertatthehighschool?Girl:No．Wedecidedtogotothemovies．WesawLoveMeForever．Itwasareallygoodmovie,butitwassosad thatitmadeuscry．Boy:Sadmoviesdon’tmakemecry．Theyjustmakemewanttoleave!Girl:Youshouldjustlikemybrother!StepⅢ2bThisactivityprovidesguidedlisteningpracticeusingthetargetlanguage．Gothroughtheinstructionsandpointtothelistofstatements．Youwillhearthesamerecordingagain．Thistimelistencarefullytowhateachpersonsays．Putacheckmarkinfrontofthestatementsyouhear．Lookatthesampleanswer．On．thetapeTinasays,Waitingforhermademeangry,soacheckmarkgoesinfrontofthissentence．Playthetapeagain．Letstudentscheckthesentencestheyhear．Askstudentstosaythereasonswhytheycheckthem．Checktheanswerswiththeclass．Answers√Waitingforhermademeangry．√Shesaidthatloudmusicmadehertense．Loudmusicmakesmehappy．√Loudmusicalwaysmakesmewanttodance．√Itwassosaditmadeuscry．√Sadmoviesdon’tmakemecry．Theyjustmakemewanttoleave!Itmademesad．Step　Ⅳ2cThisactivityprovidesoralpracticeusingthetargetlanguage．LookatthesampleconversationbetweenTinaandJohn．Inviteapairofstudentstoreadittotheclass．John:DidyouhavefunwithAmylastnight?Tina:Well…yesandno．Shewasreallylate．Gothroughtheinstructionswiththeclass． GetstudentstomakeupaconversationusinginformationfromActivities2aand2b．Letstudentsworkinpairs．Whiletheyareworking,goaroundtheclassroomcheckingtheprogressofthepairsandofferinghelpasnecessary．Calloutapairofstudentstosaytheirconversationtotheclass．SA:DidyouhavefunwithLiPinglastnight?SB:Well…yesandno．Shewaslateagainasusual．SA:So,waitingforhermadeyouangry．Wheredidyougo?SB:Wewenttoasmallrestaurant．Itwasquietandclean．Thefoodwasdelicious．Thesoftmusicmademeveryhappy．SA:Didyougotoseeamovie?SB:Yes．WesawLoveMeOnceMore,Mother．Itwasaverygoodmovie．Itwasalsomovingandsad．Itmadeuscry．SA:Really?Yousoundjustlikemymother．StepⅤGrammarFocusLookatthegrammarbox．Inviteastudenttoreadthesentencestotheclass．Loudmusicmakesmetense．Loudmusicmakesmewanttodance．Thatmoviemademesad．Whilethestudentisreading,writethethreesentencesontheblackboard．Thenask,WhatverbdoyouseeinallthreesentencesintheGrammarFocus?（makeinthepresentandinthepasttense）Letstudentsunderlinetheverbinallthreesentences．Thenunderlinethewordthatcomesrightafterthatverb（me）．Ask,Whatdoesthiswordtellus?（Ittellswhohadthefeeling-me,her,etc．）Circletheendingofeachsentence．Getastudenttocometotheblackboardandpointtothecircledwordsthatareadjectivesandreadthesewordstotheclass（tense,sad）． Otherstudentsrepeat．Thenletstudentsmakeupsimilarsentenceswiththeverbmakethattalkaboutfeelingsandhaveadjectiveattheend．Writeontheblackboard:makesme．Letstudentsworkalone．Thenasksomestudentstoreadtheirsentences．S1:Aquietplacemakesmesleepy．S2:Loudnoisemakesmetense．Payattentiontothesentencewithwantingtodanceattheend．Say,Sometimesthereisaphraselikewanttodanceattheendinsteadofanadjective．Forexample,Loudmusicmakesmewanttoleave,Askstudentstomakeupsentenceswiththefollowingsentencestarters:Longmoviesmakeme　　　　．Hotweathermakesme．Givestudentstwominutestofinishthesentences．Thenasksomestudentstoreadtheirsentences．S1:Longmoviesmakemewanttoleave．S2:Longmoviesmakemewanttocry．S3:Hotweathermakesmewanttogoswimming．S4:Hotweathermakesmewanttodrinkalotofwater．Letstudentsmakeupanyothersentenceusingtheverbmaketotalkabouthowthingsaffectthem．Step　ⅥSummaryInthisclass,we’velearnedkeyvocabularytenseandthetargetlanguageLoudmusicmakesmetense．Loudmusicmakesmewanttodance．Thatmoviemademesad．StepⅦHomeworkGetstudentstowritesomesentencesaccordingtothetargetlanguage．StepⅧBlackboardDesignUnit13Rainydaysmakemesad．SectionATheSecondPeriod 1．TargetlanguageLoudmusicmakesmetense．Loudmusicmakesmewanttodance．Thatmoviemademesad．2．…makesme…Longmoviesmakeme…Hotweathermakesme…Unit13Rainydaysmakemesad．TheThirdPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularyowner,scientific,pink,knowledge,serve,uncomfortable,endangered．（2）TargetLanguageHowdoyoufeelaboutpollution?Itmakesmekindofangry．Howaboutyou?Itmakesmewanttojoinaclean-upcampaign．2．AbilityObjects（1）Trainstudents’integratingskills．（2）Traintheabilityofexpressingstudents’ownopinions．3．MoralObjectInourlives,weshouldexpresswhatwefeelclearly．Ⅱ．TeachingKeyPointTrainstudents’integratingskills．Ⅲ．TeachingDifficultPointHowtoimprovestudents’integratingskills．Ⅳ．TeachingMethods1．Fast-readingmethod．2．Groupworkandpairwork． Ⅴ．TeachingAids1．Aprojector．2．Theblackboard．Ⅵ．TeachingProceduresStepⅠRevisionT:Yesterdaywelearnedthetargetlanguage．Thestructureis…makesme…Nowwhocanmakesentencesusingthestructure?S1:Lightcoloursmakemerelaxed．S2:Loudnoisemakesmetense．S3:Loudmusicmakesmeenergetic．T:Verygood．StepⅡ3aThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage．Showthekeyvocabularywordsonthescreenbyaprojector．ownern．所有者；业主scientificadj．科学的pinkadj．粉红色的lightingn．照明；照明设备knowledgen．知识；学问servev．服务；招待designv．设计；构思uncomforableadj．不舒服的；不合意的campaignn．运动；竞选运动：endangeredadj．有灭绝危险的；将要绝种的smokev．吸烟；抽烟Readthewordsandgetstudentstorepeatagainandagainuntiltheycanpronouncethewordsfluentlyandaccurately． Pointtothepictureandask,Whatcanyouseeinthepicture?Asksomestudentstodescribethepicture．Offerhelpifnecessary．（Thewallsarebrightred．Thereisloudmusic．Therearebrightlightsintheceiling．Thepeopleareeatingquickly．Theyaren’ttalkingtoeachother．）Readtheinstructionsandthequestionsbelowthearticlealoud．Makesurestudentsunderstandwhattodo．Readthetitle“RestaurantScience”andask,Whatdoyouthink“RestaurantScience”means?（Itmeansthestudyofhowtooperatearestaurant．）Getstudentstoreadthearticleontheirown．Letstudentsunderlineanywordsorphrasestheydon’tunderstand．Gothrougheachwordorphraseandasksomestudentstoexplainwhattheythinkitmeans．Besurestudentsknowwhatthearticleisabout．Askstudentstoreadthearticlealoneagainandanswerthequestions．Havestudentsworkindividually．Askthreestudentstoanswerthequestionsorallyinclass．Correcttheanswersifnecessary．Checktheanswerswiththewholeclass．Answers1．Redmakesmostpeoplehungry．Itmakesthemeatfaster．2．Theywantpeopletoeatquicklyandleavesomorepeoplecancomein．3．Answerswillvary．Notes1．owner—personwhoownssomething2．uncomfortable—notcomfortable;uneasyStepⅢ3bThisactivityprovidesoralpracticeusingthetargetlanguage．Askthreestudentstoreadthesampleconversationintheboxtothewholeclass．SA:Theseatsareveryhard．Thewhitewallsmakemestressed．SB:Isitthisclassroom? SA:No,itisn’t．SC:Isitahospital?SA:Yes,that’sright．Gothroughtheinstructionswiththeclass．Say,Firsttakeafewminutestothinkofaplaceandhowyouwilldescribeit．Youcanwritedownsomewordsthatdescribetheplace．Getstudenttoworkingroupsoffourorfive．Eachstudentsdescribesaplaceandothersinthegrouptrytoguessit．Whilestudentsaredoingtheirwork,walkaroundtheclassroomcheckingtheirprogressandofferinghelpifnecessary．Attheendofthegroupwork,havesomestudentssaytheirdescriptionstotheclassandseehowquicklytheotherstudentscanguesswhattheplaceis．Givestudentsasampleconversation．SA:Therearealotofpeopleeveryday．Theloudnoisemakesmetense．SB:Isitamall?SA:No,itisn’t．SC:Isitasupermarket?SA:No,itisn’t．SD:Isitamarket?SA:Yes,you’reright．StepIVPart4Thisactivityprovidesreading,writing,listeningandspeakingpracticeusingthetargetlanguage．Askagoodstudenttotellstudentshowhe/shefeelsaboutpollution．Forexample,Ihatepollution．Loudnoisemakesmetense．Smokingmakesmeveryangry．Endangeredanimalsmakemesad．Ithinkpollutionisveryterrible．Getstudentstoreadtheinstructionsbythemselves．Havestudentscompletetheworkingroupsofthree．Astheywork,goaroundtheclassroomofferinghelpasneeded． Reviewthetask．Askafewstudentstosharetheresultsoftheirsurveys．SampleanswersHowdoyoufeelabout…YouLiPingZhaoQiangPollutionangryangryangryheavytrafficworriedtenseangryloudnoisetenseenergeticwanttoleaveEndangeredanimalssadcryangrySmokingangrywanttoleaveuncomfortablepeoplewhokeepyouwaitingangryworriedangryStepⅤSummaryInthisclass,we’velearnedsomekeyvocabularywordssuchasowner,scientific,knowledge,uncomfortable．We’vealsodonealotofreading,writingandspeakingpracticeusingthetargetlanguage．StepⅥHomework1．Finishofftheexercisesonpages53～55oftheworkbook．2．Askstudentstochoosesomeplacestheyknowandtalkabouthowtheyfeelabouttheplaces．StepⅦBlackboardDesignUnit13Rainydaysmakemesad．SectionATheThirdPeriodTargetlanguageA：Howdoyoufeelaboutpollution?B:Itmakesmekindofangry．Howaboutyou?A:Itmakesmewanttojoinaclean-upcampaign． Unit13Rainydaysmakemesad．TheFourthPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularymysterious,shiny,silky,skin,cream,toothpaste,keepout（2）TargetLanguageHaveyoueverhadaTwistyTreat?Yeah．Anditmademesick．2．AbilityObjects（1）Trainstudents’speakingandlisteningability．（2）Trainstudents’abilitytounderstandthetargetlanguageinspokenconversation．（3）Trainstudents’abilitytousethetargetlanguage．3．MoralObjectNotallthemostexpensivethingsarethebestones．Sometimesweshouldn’tbelieveallofads．Ⅱ．TeachingKeyPoints1．KeyVocabularymysterious,shiny,silky,skin,keepout2．TargetLanguageHaveyoueverhadaTwistyTreat?Yeah．Anditmademesick．Ⅲ．TeachingDifficultPoints1．Howtotrainstudents’speakingandlisteningability．2．Howtousethetargetlanguage．Ⅳ．TeachingMethods1．Listeningmethod2．Groupworktomakeeverystudentworksinclass．Ⅴ．TeachingAids1．Ataperecorder 2．TheblackboardⅥ．TeachingProceduresStepⅠRevisionCheckhomework．Getsomepairstoactouttheirconversationsabouthowtheyfeelaboutaplace,Collecttheirconversationsandhelpstudentscorrectanymistakes．StepⅡ1aThisactivityintroducesnewvocabulary．Payattentiontothefourpictures．Ask,Whocantellmewhateachthingis?Getastudenttoanswer．Repeatthenameofeachproductandlettheclassrepeat（soap,shampoo,toothpaste,andsunglasses）．Lookatthefourslogans．Haveastudentreadeachonetotheclassandmakesurestudentscanguesswhatitmeans．Ifthestudentscan’tguess,explainthemeaningtothem．（Whiterthanwhitemeansthatsomethinghasavery,verywhitecolor．Ifapersonhasthatmysteriouslook,itmeansthatthepersonlooksinterestingandunusual．It’sdifficulttoknowwhatamysteriouspersonisthinking．Theshiniesthairmeansthattheperson’shairwilllookverybrightandhavelotsoflightinit．silkyskinmeansthattheperson’sskinissoftandnicetotouch．）Gothroughtheinstructionswiththeclass．Askthemtowritethenumberofeachslogan,withthecorrectpicture．Checktheanswerswiththeclass．AnswersThephotosshouldbenumberedinthefollowingorder:4312Notes1．slogan——strikingandeasilyrememberedphraseusedtoadvertisesth．2．mysterious--fullofmysteryStep　Ⅲ　1bThisactivityhelpsstudentsapplytheideasintheunittotheirlives outsidetheclassroom．Gothroughtheinstructionswiththeclass．Makesurestudentsknowwhattodo．Getstudentstomakelistsindividually．Asksomestudentstoreadtheirliststotheclass．Haveotherstudentsputuptheirhandsiftheyhavethesameitemontheirownlists．Threeproductsstudentslikecomputer（26）jacket（20）watch（35）Threeproductsstudentsdon’tlikefastfood（8）coat（32）sciencebook（23）StepⅣ2aThisactivityprovideslisteningpracticewiththetargetlanguageandintroducenewvocabulary．Gothroughtheinstructionsandmakesurestudentsunderstandwhattodo．Nowyouwillhearaboutsomemoreproductsandwhatpeoplethinkofthem．WriteYesinfrontoftheproductifthepersonlikesit．WriteNoinfrontoftheproductifthepersondoesn’tlikeit．Readoutthenameofeachproduct．Getstudentstorepeatit．Listentotheconversationandfinishthetask．Playthetapethefirsttime．Thistimestudentsonlylisten．Playthetapeagain．LetstudentswriteYesorNoinfrontofeachproducttoshowwhetherornotthepeopleonthetapelikedit．Checktheanswers．Answers1．No2．No3．Yes4．No TapescriptGirl1:Wow!LookatthisadforEasyCareShampoo．Fortheshiniesthairever．Boy:Ican’tstandadslikethat!Theymakemereallymad．Girl1:Why?Boy:Theymakeyouthinkthatyoucanlooklikethepersoninthead．ButIboughtthatshampooanditdidn’twork．Girl2:Iagree．Lookatthisone．LookoutSunglasses．Forthatmysteriouslook．I’llbettheydon’tevenkeepoutthesun．Boy:Andwhataboutthisone!BeautyCream--thesilkyskinsoap．Girl2:Waitaminute!ItriedBeautyCreamanditworksreallywell．Itmakesyourskinreallyseft．HaveyouevertriedStarshineToothpaste?Girl1:Oh,youmeanwhiterthanwhite?Yeah,Itrieditandittastesterrible．I’dneveruseit．Boy:Iguessyoushouldn’tbelieveeverythingyouread．StepⅤ2bThisactivityprovidesguidedlisteningpracticeusingthetargetlanguage．Gothroughtheinstructionswiththewholeclass．LookbackatthetwolistsinActivity2a．Getstudentstoputuptheirhandsiftheydon’tunderstandANYofthewords．Ifnecessary,explainnewvocabulary．Readeachitemtotheclass．Lookatthesampleanswerandinviteastudenttoreadthematchingpartstotheclass．EasyCareShampoo--Itdidn’twork．Tellstudentshowtodothetask．Drawalinefromeachproducttothesentencethatdescribesthatproduct．Now,listentothetape．Youwillhearthesamerecordingagain．Thistimelistencarefullyanddrawlinestomatchupitemsinthetwolists．playtherecordingagain．Letstudentsdrawlinesindividuallyintheirbooks．Checktheanswerswiththeclass． Answers1．d2．c3．b4．aStepⅥ2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage．Readtheinstructionsforthisactivityaloudtotheclass．GetstudentstolookbackatthelistofproductstheymadeforActivitylb．Inviteastudenttoreadhis/herliststotheclass．Threeproductshe/shelikescomputerjacketwatchThreeproductshe/shedoesn’tlikefastfoodcoatsciencebookLookattheexampleinthebox．Letapairofstudentsreadtheconversationtotheclass．SA:HaveyoueverhadaTwistyTreat?SB:Yeah．Anditmademesick．Nowworkwithyourpartner．Makeupconversationslikethisone,usingtheproductsonthelistyoumadeforActivity1b．Askstudentstoworkinpairs．Whiletheyareworking,walkaroundtheclassroomofferinghelpasneeded．Calloutseveralpairstogivetheirconversationstotheclass．Conversation1SA:Haveyoueverhadacomputer?SB:Yeah．Anditmademeexcited．Conversation2SA:Haveyouevereatenfastfood?SB:Yeah．Anditmademeuncomfortable．StepⅦSummary Inthisclass,we’velearnedsomekeyvocabulary,suchasmysterious,shiny,silky,skin,keepout．We’vealsolearnedthetargetlanguageHaveyoueverhadaTwistyTreat?Yeah．Anditmademesickbylisteningandspeaking．StepⅧHomeworkTalkaboutsomeproductsusingsomewordsinthisclass,andwritedowntheconversations．StepⅨBlackboardDesignUnit13Rainydaysmakemesad．SectionBTheFourthPeriod1．TargetlanguageA:HaveyoueverhadaTwistyTreat？B:Yeah．Anditmademesick．2．Threeproductsstudentslikecomputer（26）jacket（20）watch（35）Threeproductsstudentsdon’tlikefastfood（8）coat（32）sciencebook（23）Unit13Rainydaysmakemesad．TheFifthPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularyaimat,useful,forinstance,product,careful,plane（2）Practisereadinganarticle． （3）Practisewritingsomethingusingthetargetlanguage．2．AbilityObjects（1）Improvestudents’integratingskills—readingskillandwritingskill．（2）Improvestudents’speakingabilitybydiscussion．3．MoralObjectWeareinchargeofourattitudeandwecandoeverythingwell．Ⅱ．TeachingKeyPointPractisereadingandwritingusingthetargetlanguage．Ⅲ．TeachingDifficultPoint1．Howtoimprovestudents’readingability．2．Howtoimprovestudents’speakingabilitybydiscussion．Ⅳ．TeachingMethods1．Readingmethodtoimprovestudents’readingability．2．Discussionmethodtoimprovestudents’speakingability．3．Pairworktomakeeverystudentworkinclass．Ⅴ．TeachingAids1．Aprojetor2．TheblackboardⅥ．TeachingProceduresStepⅠRevisionRevisethetargetlanguagepresentedinthisunit．Checkhomework．Getsomepairstoreadouttheirconversations．（1）SA:Haveyoueverhadajacket?SB:Yeah．Anditmademebeautiful．（2）SA:Haveyoueverbadasciencebook?SB:Yeah．Anditmademetense．StepⅡ3aThisactivityprovidesreadingpracticeusingthetargetlanguage．Teachthenewwords．Showthenewwordsonthescreenbyaprojector．aimu．瞄准；打算 aimat瞄准；针对speciallyadv．特别地；专门地usefuladj．有用的；有益的instancen．例子；实例forinstance例如；比如productn．产品；制品confusev．混淆；辨不清；使困惑misleadv．把……引错方向；给……带错路carefuladj．小心的；仔细的leadv引导；致使；领导planen．飞机Readthewordsandaskstudentstorepeatthemagainandagainuntiltheycanpronouncethemcorrectlyandfluently．Lookatthearticle．Letastudentreadthearticlealoudtotheclass．Correctanypronunciationerrorstomakesurethestudentitprovidingagoodmodelfortherestoftheclass．Readtheinstructionstotheclass．What’sthearticleabout?Doyouagreewithit?Getstudentstoreadthearticleagainandanswerthetwoquestions．Getstudentstodotheworkindividuallyorinpairs．Whiletheyareworking,goaroundtheclassroomofferinghelpasneeded．Checktheanswerswiththewholeclass．Elicitexamplesgiveninthearticlefortheadvantagesanddisadvantages．AnswersThearticleisaboutadvantagesanddisadvantagesofads．Advantagesofads:helpyoucomparedifferentproducts;helpyousavemoney．Disadvantagesofads:makeourcitiesandcountrysidelookugly;ads canbeconfusingormisleading;canleadyoutobuysomethingyoudon’tneed．Notes1．prosandcons-theargumentsforandagainst2．forinstance-forexample3．sales-theofferingofgoodsatlowpricesforaperiod4．confuse-putintodisorder;mixupinthemind5．mislead-leadwrongly;causetobeordowrong6．attimes-fromtimetotime;nowandthen;occasionallyStepⅢ3bThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage．Gothroughtheinstructionswiththeclass．Getastudenttoread‘thesentencesatthebeginningoftheparagraphtotheclass．TellstudentstheyshouldlookbackatActivity2aandcompletethearticle,usingtheinformationabouttwoorthreeproductsinActivity2a．Havestudentsfinishthearticleindividually．Whiletheyareworking,walkaroundtheclassroomofferinghelpandansweringquestionsasnecessary．Whentheyfinish,getastudenttoreadhis/hercompletedarticletotheclass．Asamplearticle:Someadvertisementstellthetruthandsomedon’t．Forexample,theEasyCareShampoosaysitwillgiveyoutheshiniesthairever．Butmyfriendtrieditanditdidn’twork．Itmademyfriendreallymad．Afewdaysago,ItriedStarshineToothpaste．Butitwasn’twhiterthanwhite．Ittastedterrible．I’dneveruseit．YesterdaymysistertriedBeautyCreamanditworkedverywell．Shesaiditmadeherskinverysoft．SoI’lltryittomorrow．Now,doyouthinkitisrightnottobelieveeverythingweread?Nowwritethearticleontheblackboardasanexample． StepⅣ3cThisactivityprovideswritingpracticeusingthetargetlanguage．Gothroughtheinstructionswiththeclass．Askstudents,Doyouknowwhatthewordsloganmeans?Forexample,fortheshiniesthaireveristhesloganofEasyCareShampoo．Helpstudentsanswerthequestion．TellthemtheChinesemeaningifnecessarytomakesuretheyunderstandthemeaning．Havestudentsmakealistoftheirfavoriteproducts,thentrywritingaslogantogowitheachproduct．Tellstudentshowtodothiswork．Firstaskastudenttonameafavoriteproduct．Thenletstudentssuggestavarietyofpossiblesloganstogowithit．Andthencrossouttheonesthatdon’ttellthetruth．Askstudentstoworkingroupsoffour．Whentheystarttowrite,walkaroundtheclassroomofferinghelpasnecessary．Reviseasmanystudents’workaspossiblewhilemovingaroundtheclassroom．Letsomestudentstoreadtheirsloganstotheclass．StepⅤPart4Thisactivityprovideslisteningandspeakingpracticeusingthetargetlanguage．Lookatthethreepictures．Ask,Whatcanyouseeinthepictures?（InPicture1,wecanseeamanjumpedoutofaplane．InPicture2,wecanseealotofsmoke．Theairispolluted．InPicture3,somemenareridinghorses．）Gothroughtheinstructionswiththeclass．Lookattheexampleinthebox．Getapairofstudentstoreadtheconversationtotheclass．SA:Iwouldlovetojumpoutofaplane!SB:Notme．Thispicturemakesmefeeltense!Discussthethreepicturesinpairs．Astheywork,goaroundtheclassroomofferinghelpasneeded．Haveseveralpairssaytheir conversationstotheclass．SampleconversationsSA:Thereisalotofsmokeinthepicture．SB:Yeah．Itmakesmefeeluncomfortable．SA:Iwouldlovetorideahorse．SA:Notme．Thepicturemakesmetense．StepⅥSummaryInthisclass,we’vedonemuchpracticereadingandwritingaswellasspeaking．StepⅦHomework1．ReadthearticleinActivity3aagain．2．CompletethearticleinActivity3b．StepⅧBlackboardDesignUnit13Rainydaysmakemesad．SectionBTheFifthPeriodAsampleanswertoActivity3b:Someadvertisementstellthetruthandsomedon’t．Forexample,theEasyCareShampoosaysitwillgiveyoutheshiniesthairever．Butmyfriendtrieditanditdidn’twork．Itmademyfriendrealtymad．Afewdaysago,ItriedStarshineToothpaste．Butitwasn’twhiterthanwhite．Ittastedterrible．I’dneveruseit．YesterdaymysistertriedBeautyCreamanditworkedverywell．Shesaiditmadeherskinverysoft．SoI’lltryittomorrow．Now,doyouthinkitistightnottobelieveeverythingweread?Unit13Rainydaysmakemesad． TheSixthPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）Fillinblanksandmakesentencesusinglist,lead,compare,keepout,taste．（2）Finishthetableaccordingtothediary．2．AbilityObjectTrainstudents’writingability．3．MoralObjectsWeshouldbelieveinothers．Weshouldn’tbeselfish．Ⅱ．TeachingKeyPoints1．Fillinblanksandmakesentences．2．Finishthetable．Ⅲ．TeachingDifficultPointMakesentencesusinglist,lead,compare,keepout,taste．Ⅳ．TeachingMethods1．Teachingbyexplanation．2．SpeakingmethodⅤ．TeachingAids1．Aprojector．2．Theblackboard．Ⅵ．TeachingProceduresStepⅠRevisionCheckhomework．Getafewstudentstoreadthearticlein3a．Thenhaveastudentreadhisownarticle．StepⅡPart1Thisactivityfocusesonvocabularyintroducedintheunit．Lookatthewordsinthebox．Getastudenttoreadthem．Makesurethestudentsunderstandthemeaningsofthewords．Pleasefillintheblankswiththewords．Insomecases,studentsmayneedtouseanotherformoftheword,for exampleadjustingfortenseorsubject/verbagreement．Getstudentstofillintheblanksontheirown．Checktheanswers．Fivestudentseachreadasentence,fillingintheblanks．Therestofthestudentschecktheiranswers．Showtheanswersonthescreenbyaprojector．1．Ineedanewjacket．Thisonedoesn’tkeepoutthecold．2．Customerssaythefoodattherestauranttastesterrible．3．Whenpricesarelisted,youcangotothestorewiththelowestprice．4．WorkinghardatEnglishcanleadtoagoodjob．5．Waitbeforeyoubuythatwatch．Let’scomparepricesinanotherstore．Havestudentsmaketheirownsentenceswiththewords,preferablysentencesthataremeaningful．Walkaroundtheclassroom．Collectafewstudents’answerswithmistakesontheblackboard．Thenhelpstudentscorrectthemistakes．Sampleanswers1．Don’tforgettolisthisname．2．AllroadsleadtoRome．3．Let’scompareyourtranslationswiththemodeltranslationontheblackboard．4．It’sverywindy．Pleaseshutthewindowandkeepoutthecold．5．Lookatthebread．Ittastessweet．StepⅢPart2Thisactivityprovideslisteningandspeakingpracticeusingthetargetlanguage．Gothroughtheinstructionsforthisactivitywiththeclass．Getastudenttoreadthediaryaloud．Correctanypronunciationerrorstomakesurethestudentisproviding agoodmodelfortherestoftheclass．Havestudentsreadthediaryagain．Thenaskstudentstodotheworkinpairs．Whentheywork,walkaroundtheclassroomprovidinghelpifnecessary．Checktheanswerswiththewholeclass．AnswerssadangryannoyedsurprisedEarlymorningmid-morningLate-morningLunchtimeNotes1．homehereisanadverb,meansat,inortoone’shomeorcountry．2．annoy——makeratherangry（esp．inpassive）,forexample,beannoyedwithsb．Step　ⅣThisactivityprovidesreadingandspeakingpracticewiththetargetlanguage．Asktwostudentstoreadtheconversationaloud．SA:Theymakemescared．SB:Really?Theymakemehungry．Getallthestudentstoreadtheconversationagain．Ask,Whatmakesthecartoonfunny?Helpstudentstoexplain．Thesecondfishisintelligentenoughtotakethebaitfromthehookwithoutgettingcaught．Getsomepairsofstudentstopresentthisconversationtotherestoftheclass．Notescared——frightenedStepⅤSummaryandHomeworkInthisclass,we’redonemuchwritingpracticeusingthekeyvocabularywordsandthetargetlanguagepresentedinthisunit．Afterclass,pleasemakesentenceswiththewordsinActivityIinyourexercisebooks．Thenfinishofftheexercisesonpages55～56oftheworkbook． StepⅥBlackboardDesignUnit13Rainydaysmakemesad．SelfcheckTheSixthPeriodSampleanswerstoActivity1:1．Don’tforgettolisthisname．2．AllroadsleadtoRome．3．Let’scompareyourtranslationswiththemodeltranslationontheblackboard,4．It’sverywindy．Pleaseshutthewindowandkeepoutthecold．5．Lookatthebread．Ittastessweet．Unit13Rainydaysmakemesad．TheSeventhPeriodReading:TheartofgivingⅠ．TeachingAimsandDemands1．KnowledgeObjectsKeyVocabularyweddinganniversary,vase,host,hostess,feminine,proper,acceptable,embarrass,let’ssay,aheadoftimeText:Theartofgiving2．AbilityObjectsFast-readingtogetageneralideaofthetext．Careful-readingtogetthedetailedinformationinthetext．Learnthewordsandphrasesfromthecontext．3．MoralObjectGivingagiftisanart．Moneyisoneofthegiftswecangiveothers．Butwemustknowmoneyisnoteverything．Soonlywhenitispropercanwegivesomeonemoneyasagift． Ⅱ．TeachingKeyPointsKeyvocabularyTrainstudents’readingability．Ⅲ．TeachingDifficultPointTrainstudents’readingandwritingskills．Ⅳ．TeachingMethodsFast-readingtoimprovestudents’readingability．Careful-readingtogetthedetailedinformation．PairworkandgroupworkⅤ．TeachingAidAprojector．Ⅵ．TeachingProceduresStepⅠKeyVocabularyThisactivityintroducesthekeyvocabularywords．Showthefollowingvocabularyonthescreenbyaprojector．Weddingn．婚礼；结婚anniversaryn．周年纪念；周年纪念日co-workern．同事；合作者let’ssay比如说（用作插入语）orangeadj．&n．橙黄色（的）；橘黄色（的）vasen．花瓶hostn．主人；房东hostessn．女主人；女房东aheadadj＆adv．在前；向前；提前aheadoftime提早arrangev．整理；布置；排列feminineadj．女性的；女子气的considerv．考虑；细想properadj．适宜的；合适的acceptableadj．可接受的；合意的 traditionn．传统；惯例cheaplyadv．廉价地；便宜地vouchern．（代替现金的）票券；收据；凭单embarrassv．使窘迫；使尴尬breakern．打破者；破坏者containern．容器（如盒、箱、罐等）qualityn．品质；品德Readthewordsandhavestudentsrepeatthemagainandagainuntiltheycanpronouncethemfluentlyandaccurately．StepⅡPart1Thisactivityallowsstudentstoactivatetheirbackgroundknowledgebeforeattemptingthereading．Lookatthepicture．Ask,What’shappeninginthepicture?Letstudentsdescribethepicture．ReadthetitleTheartofgivingaloud．Getthestudentstopredictwhattheythinkthearticleisabout,basedonthetitleandthepicture．GetstudentstofinishTask1．Butdon’tlookatthereadingtext．Instead,theyusetheirbackgroundknowledgetotrytoanswerthequestions．Asstudentswork,movearound,lookingattheirprogress．Whenmoststudentscompletethetask,getstudentstoanswerthequestionswithaparter．Elicitanswersfromthestudents．Askifotherstudentshavethesameordifferentanswers．Donotgivethecorrectanswerstothestudentsatthispoint．Waituntilstudentshavefinishedthereadingandletthemrevisetheiranswersaccordingly．Answerswillvary．StepⅢPart2Thisactivityencouragesstudentstoreadforthemainidea．Readtheinstructionsaloudtotheclass．Getstudentsintogroupsoffour．Letthemreadth4textquickly,then eachgroupsummarizesoneparagraphintheirownwords．Astheyaredoingthis,goaroundtheclassroomtomakesuretheydiscussthequestionsinEnglish．Invitefourstudentstoreporttheiranswers．SampleanswersParagraph1Givingandreceivinggiftsisn’teasy．Paragraph2Somegifts,suchasflowersandplants,areusuallywelcome．Paragraph3Givingmoneymaybeagoodgiftbutmayhaveproblems．Paragraph4Followahost’ssuggestionoryoumayberude．Notes1．feminine—of,like,suitablefor,women2．giftvoucher—suppliedwithsomearticles（egpetrol,cigarettes）,tobeexchangedforgifts3．embarrass—maketofeelawkwardorashamedStepⅣPart3Thisactivityencouragesstudentstousethestrategyofreadingincontext．Lookbackatthestoryandfindoutthewordsandexpressionsindicatedinbold．Letstudentsguessthemeaning．Don’tgivethemthecorrectanswers．Getstudentstoreadthearticleonce．Say,Payattentiontotheboldwordsandexpressions．Andnoteanyotherwordorsentenceyoudon’tunderstand．Readincontext,guessingtheirmeaningsfromtheotherwordsaroundthem．Letstudentsreadthearticleagainforcomprehension．Askastudenttoreadtheinstructionsaloudtotheclass．Andletstudentslookattheexample．Thenaskstudentstomatchthecorrectmeaningswiththecorrectwordsandexpressions．Remindstudentstolookatthestoryagainforextrahelp．Givethemoneortwominutestodothework． Checktheanswers．AnswersLet’ssayd;vaseb;aheadoftimee;femininea;properc;acceptablef．Getstudentstomakesentenceswiththewordsandexpressions．Answerstothisactivitywillvary．Thenaskastudenttowritehisanswersontheblackboard．Helpcorrectanymistakes．Sampleanswers1．Ilikenewthings．Let’ssaythecomputerismyfavoriteone．2．Thereisabeautifulvaseonthetable．3．Youcancomehereaheadoftime,butneverbelate．4．Iheardhisfemininevoice．5．Heisn’tthepropermantodothework．6．Ifthisadviceisacceptabletoyou,acceptit．StepⅤPart4Thisactivityhelpsstudentsreadforspecificinformationandparaphraseideas．Readtheinstructionsaloudtotheclass．Elicitthefirstanswerfromthestudentsfrommemory．Makesurethattheyunderstandwhattheyneedtodo．Letstudentscompletethesentencesindividuallyorinpairs．Astheywork,movearoundtheclassroomofferinghelpasnecessary．Checktheanswerswiththeclass．Sampleanswers1．thepersonmaynotlikethem2．giveavasetoo3．embarrassguestsandbethoughtrude4．togivemoney5．it’spartofatraditionsuchasChineseNewYearStepⅥPart5 Thisactivityhelpsstudentsworkinagroupandthinkcriticallyaboutwhattheyhaveread．Gothroughtheinstructionswiththestudents．Letstudentsdothetaskinsmallgroups．Helpstudentsthinkofdifferentoccasionsforgiftgivingsuchasholidays,birthdays,weddingsandbirths．Checktheanswers．Letstudentssharetheiranswerswiththeclass．Answerswillvary．OptionalactivityAsanoptionalin-classorhomeworkactivity,askstudentstomakealistofthingsthatareconsideredunluckygifts,suchasaknifeandaclock．StepⅦSummaryInthisclass,we’vepractisedalotofreadingandwriting．StepⅧHomework1．Readthestoryinactivity2againforfurthercomprehension．2．Revisethetargetlanguageinthisunit．Step9．BlackboardDesignReading:Theartofgiving．TheSeventhPeriodSampleanswerstoActivity31．Ilikenewthings．Let’ssaythecomputerismyfavoriteone．2．Thereisabeautifulvaseonthetable．3．Youcancomehereaheadoftime,butneverbelate．4．Iheardhisfemininevoice．5．Heisn’tthepropermantodothework．6．Ifthisadviceisacceptabletoyou,acceptit． Unit14Haveyoupackedyet?TheFirstPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularybathingsuit,water,travel,guidebook,beachtowel,streetmap（2）TargetLanguageHaveyouwateredtheplantsyet?Yes,Ihavealreadywateredthem．2．AbilityObjects（1）Trainstudents’listeningability．（2）Trainstudents’communicativecompetence．3．MoralObjectsHaveeverythinginreadinessbeforeyoudoit．Inthisway,youcanfinishitperfectlyorhaveagoodtime．Ⅱ．TeachingKeyPointTargetLanguageⅢ．TeachingDifficultPoints1．Howtotrainstudents’listeningability．2．Howtotrainstudents’communicativecompetence．Ⅳ．TeachingMethods1．Listening-and-answeringactivitytohelpthestudentsgothroughwiththelisteningmaterial．2．Pairworktomakeeverystudentworkinclass．Ⅴ．TeachingAids1．Ataperecorder2．TheblackboardⅥ．TeachingProceduresStepⅠRevisionT:LastweekwefinishedUnit13．Inthisunit,welearnedhowtotalk abouthowthingsaffectus．Forexample,Loudmusicmakesmetense．Thatmoviemadehersad．NowIasksomestudentstomakesentenceswiththestructure…makeme…S1:Partiesmakemeexcited．S2:Schoolvacationsmakemehappy．S3:Thatmoviemademewanttoleave．S4:Thestorymademecry．S5:Theawfulpicturemakesmenervous．T:Verygood．Fromtodayon,wewilllearnUnit14．Now．Iaskastudenttocometotheblackboardandwritethenumbers1to20ontheblackboard．（Afterthestudenthaswrittenthenumbers1through5,starttalkingtotherestoftheclass）T:Hashewrittenthenumber1yet?Classrepeatthequestion．Hashewrittenthenumber1yet?Ss:Hashewrittenthenumber1yet?T:（Pointingtothenumber1ontheboard）Yes,hehasalreadywrittenthenumber1．Classrepeat．Yes,hehasalreadywrittenthenumber1．Ss:Yes,hehasalreadywrittenthenumber1．T:（Writingthewordalreadyontheblackboard）Thisisthewordalready．Classrepeat．Already．Lookattheblackboard．（pointingtotheblackboard）Hashewrittenthenumber50yet?Classrepeatthequestion．Hashewrittenthenumber50yet?Ss:Hashewrittenthenumber50yet?T:（Pointingtothehighestnumberalreadyontheblackboard）No,hehasn’twrittenthenumber50yet．Classrepeat．No,hehasn’twrittenthenumber50yet．Ss:No,hehasn’twrittenthenumber50yet．T:（Writingthewordyetontheblackboard）Tishistheword yet．Classrepeat．Yet．Now,lookatthetwowordsalreadyandyet．Whichoneisusedtotalkaboutthingsthathavehappenedinthepast?SSs:Already．T:Yeah．Verygood．Sotheotherwordyetisusedtotalkaboutthingsthatwillhappeninthefuture．Yeah?SS:Yes．StepⅡ1aThisactivityintroduceskeyvocabularyandhelpsstudentsreviewvocabularytheyalreadyknow．Readtheinstructionsaloudtotheclass．Say,Whocangiveanexampleofabeachvacationandsightseeinginacity?Askastudenttogivetheexample．（bathingsuit,travelguidebook）Getstudentstoaddsomethingstothelistsunderthetwoheadings．AbeachvacationandSightseeinginacity．Havestudentsdotheworkindividuallyfirst．Whiletheyareworking,walkaroundtheclassroomcheckingtheprogressofthestudents．Letstudentstelltheclassthewordstheywrote．Writethewordsontheblackboard．Readthemandletstudentsrepeat．Thenaskotherstudentstoaddotherwordstothelists．SampleanswersAbeachvacation1．bathingsuit2．beachtowel3．sunglassesSightseeinginacitytravelguidebookstreetmapcameraStepⅢ1bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation．Lookatthepicture．Ask,Whatcanyouseeinthepicture?（Thereis afamilyinthepicture．Theyaregettingreadyforabeachvacation）Pointtothebox．Inviteapairofstudentstoreadtheconversationtotheclass．A:Haveyoupackedthebeachtowelsyet?B:No,Ihaven’t．Lookatthesixchoresonthelist．Letstudentsreadeachitem,thenaskdifferentstudentstoexplainthemeaningofeachitemintheirownwords．Makesurestudentsunderstandthemeaningofeachitem．Gothroughtheinstructionswiththeclass．Pointtotheblanklinesinfrontofeachiteminthelist．Say,Youwillhearafamilytalkingastheygetreadytogoonvacation．Listencarefully．Makesurewhatthefamilytalksaboutandputacheckmarkinfrontofeachchorethatisalreadydone．Playthetape．Thefirsttimestudentsonlylisten．Playthetapeasecondtime．Nowlistentothetapeagain．Thistimepleaseputyourcheckmarksonthecorrectblanks．Checktheanswerswiththewholeclass．Answers√packedthecamera√wateredtheplantslockedthewindows√boughtatravelguidebookboughtastreetmappackedthebeachtowelsTapescriptWoman:Haveyoupackedthebeachtowelsyet?Boy:No,Ihaven’t．Can’tJudypackthem?Woman:No,she’sbusy．Couldyoupleasewatertheplants?Boy:I’vealreadywateredthem．Woman:Oh,thanks． Man:Whataboutthetravelguidebookandthestreetmap?Woman:I’vealreadyboughtthetravelguidebook,butIhaven’tgotthestreetmapyet．Man:That’sOK．I’llgetit．Haveyoupackedthecamera?Boy:Yes．I’vealreadyputitinmysuitcase．Woman:Well,Iguessthat’severything．Boy:Almosteverything．Wehaven’tlockedthewindowsyet．StepⅣ1cThisactivityprovidesguidedoralpracticeusingthetargetlanguage．Gothroughtheinstructionswiththewholeclass．Lookattheexampleinthebox．Inviteapairofstudentstoreadittotheclass．SA:Haveyouwateredtheplantsyet?SB:Yes,Ihavealreadywateredthem．Tellstudentstheywillbemakingconversationswithapartner．LookbackatthechoresinActivitylb．Say,NowlookbackatthechoresinActivitylb．Makeconversationstalkingaboutwhatthefamilymembershavealreadydoneandwhattheyhaven’tdoneyet,usingwordsfromthechores,suchaspackedthecamera,lockedthewindows,boughtastreetmap．Whilestudentsareworkinginpairs,walkaroundtheclassroomandlistentosomepairs．Ifnecessary,offerlanguagesupport．Thengetseveralpairsofstudentstosaytheirconversationstotheclass．Conversation1SA:Havetheypackedthecamerayet?SB:Yes,theyhavealreadypackedthecamera．Conversation2SA:Havetheyboughtastreetmapyet?SB:No,theyhaven’tboughtastreetmapyet．Notes1．pack—（here）getreadyforajourneybydoingthis2．guidebook—bookfortravellers,tourists,etc,withinformationabout aplace3．Haveyouwateredtheplantsyet?Yes,Ihavealreadywateredthem:PresentPerfectTense．Thestructureishave+p．p．Payattentiontothetwowordsalreadyandyet．Alreadyisusedinaffirmativesentences;whileyetisusedinnegativeandinterrogativesentences．StepⅤSummaryInthisclass,we’velearnedsomeimportantwords,suchaswater,travel,guidebook,beachtowel．We’vealsolearnedthetargetlanguage．Haveyouwateredtheplantsyet?Yes,Ihavealreadywateredthem．StepⅥHomeworkMakeconversationsinpairstoreviewthetargetlanguage．StepⅦBlackboardDesignUnit14Haveyoupackedyet?SectionATheFirstPeriodTargetlanguageA:Haveyouwateredtheplantsyet?B:Yes．Ihavealreadywateredthem．Unit14Haveyoupackedyet?TheSecondPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularyrefrigerator,garage,suitcase,cleanout,putin,turnoff（2）TargetLanguageHaveyouwateredtheplantsyet?No,Ihaven’t．Haveyoupackedthecamerayet? Yes．I’vealreadyputitinmysuitcase．Haveyoufedthecat?No．Ihaven’tfedheryet．2．AbilityObject（1）Trainstudents’listeningability．（2）Trainstudents’speakingability．3．MoralObjectWemustbereadywithourworkbeforewedoit．Ⅱ．TeachingKeyPoints1．KeyVocabularycleanout,putin,turnoff2．TargetLanguageHaveyouwateredtheplantsyet?No,Ihaven’t．Haveyoupackedthecamerayet?Yes．I’vealreadyputitinmysuitcase．Haveyoufedthecat?No．Ihaven’tfedheryet．3．StructuresHaveyoupackedthecamerayet?Yes．I’vealreadyputitinmysuitcase．Haveyoufedthecat?No．Ihaven’tfedheryet．Ⅲ．TeachingDifficultPoints1．thetargetlanguage2．Howtotrainstudents’listeningability．Ⅳ．TeachingMethods1．Listeningmethodtoimprovethestudents’listeningability．2．Pairworktomakeeverystudentworkinclass．Ⅴ．TeachingAids1．Ataperecorder 2．TheblackboardⅥ．TeachingProceduresStepIRevisionCheckhomework．Getsomepairstoreadtheirconversations．Collecttheirconversationsandhelpstudentscorrectanymistakes．StepⅡ2aThisactivityprovidesguidedlisteningpracticeusingthetargetlanguage．Lookatthepicture．Ask,Whatcanyouseeinthepicture?（Aboyandagirlareinthekitchen．Theybothlookalittlestressedout）Gothroughtheinstructionswiththeclass．Youwillhearaboyandagirltalkingaboutgettingreadytogoonvacation．WriteMaftereachthingthatMarksaysandTaftereachthingthatTinasays．Lookatthesampleanswer．Say,Tinasaid,No．Ihaven’tcleanedouttherefrigeratoryet．GetstudentstorepeatNo．Ihaven’tcleanedouttherefrigeratoryet．Playtherecordingforstudentsthefirsttime．Thistimestudentsonlylistentotherecording．Playtherecordingasecondtime．ThistimeletstudentswriteMinfrontofMark’sstatements,andTinfrontofTina’sstatements．Checktheanswerswiththeclass．Answers1．T2．T3．M4．T5．M6．TTapescriptBoy:MomandDadsaidtheywanttoleaveintenminutes．Areyouready,Tina?Girl:No．Ihaven’tcleanedouttherefrigeratoryet．Ihavetodothatrightnow．Boy:Tina!You’reunbelievable．Whataboutyourbike?Girl:I’vealreadyputitinthegarage．ButIhaven’tlockedthegarageyet． That’syourjob,Mark．Boy:Iknow．I’vealreadydonemostofmyjobs．I’vetakenoutthetrash．Girl:Haveyoufedthecatyet?Boy:Notyet．I’lldoitinaminute．Haveyouturnedoffyourradio?Girl:Yes,Ihave．Ithinkwe’realmostready．StepⅢ2bThisactivityprovidesguidedlisteningpracticeusingthetargetlanguage．Gothroughtheinstructionswiththeclass．Lookatthelistofquestionswithblanksinfrontofeachone．ThenlookbackatthestatementsinActivity2a．Say,SomeofthestatementsinActivity2aareanswerstoquestionsinActivity2b．WritethenumberofthecorrectanswerfromActivity2ainfrontofeachquestioninActivity2b．GetseveralstudentstoreadthequestionsinActivity2btotheclass．Lookatthesampleanswer．Askastudenttoreadthequestionandanswertotheclass．Areyouready,Tina?No,Ihaven’tcleanedouttherefrigeratoryet．Playtherecordingforstudents．Letstudentswritetheiranswersintheblanks．Playtherecordingagainifnecessary．Correcttheanswers．AnswersHaveyoufedthecatyet?5Whataboutyoubike?2Areyouready,Tina?1Haveyouturnedoffyourradio?6StepⅣ2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage．Lookatthesampleconversationinthespeech bubbles．Inviteapairofstudentstoreadittotheclass．SA:Areyouready,Tina?SB:No．Ihaven’tcleanedouttherefrigeratoryet．Gothroughtheinstructionswiththeclass．Say,WithyourpartnermakeaconversationusinginformationfromActivities2aand2b．Havestudentsworkinpairs．Whiletheyareworking,walkaroundtheclassroomcheckingtheprogressofthepairsandofferinghelpasneeded．Invitetwopairstosaytheirconversationstotheclass．Conversation1SA:Haveyoufedthecatyet?SB:Notyet．I’lldoitinaminute．Conversation2SA:Haveyouturnedoffyourradio?SB:Yes,Ihave．StepⅤGrammarFocusLookatthegrammarfocusbox．Getthreestudentstoreadthequestionsandanswerstotheclass．Haveyouwateredtheplantsyet?No,Ihaven’t．Haveyoupackedthecamerayet?Yes．I’vealreadyputitinmysuitcase．Haveyoufedthecat?No．Ihaven’tfedheryet．Letstudentsmakeupothersentencesinpairsusinghaveyou…yetquestions．Forexample:Haveyouhadlunchyet?Haveanotherstudentanswertruthfully:Yes,IhaveorYes,Ihavealreadyhadlunch,orNo,Ihaven’thadlunchyet．Payattentiontotheuseofalreadyandyet．Say,Whenweusethewordshaveandalready,wearetalkingaboutsomethingthathappenedinthepast,butnotalongtimeago．Whenweusethewordshaven’ tandyet,wearetalkingaboutsomethingthatwillhappeninthefuture,butnotalongtimefromnow．Itwillhappensoon．Forexample:I’vealreadyhadbreakfast,butIhaven’thadlunchyet．Drawasimplediagramtohelpstudentsunderstandthegrammarfocus．Getsomepairstosaytheirsentencesaloudtotheclass．AsamplesentenceI’vealreadyhadlunch,butIhaven’thadsupperyet．CulturenoteManyAmericansareusedtotakingatleastonevacationtripayear．ButinChina,someofthestudentsmaynotbeinthehabitoftakinganannualvacation,orevenmakingatriptoanothercity．Forsomestudents,financiallimitationsandfamilyobligationsmakesuchtravelimpossible．Forothers,itmaybethattakingtripsisnotsomethingthatiscommonintheirhomeculture．StepⅥSummaryInthisclass,we’velearnedkeyvocabularycleanout,putin,turnoffandthetargetlanguageHaveyouwateredtheplantsyet?No,Ihaven’t．Haveyoupackedthecamerayet?Yes,I’vealreadyputitinmysuitcase．Haveyoufedthecat?No．Ihaven’tfedheryet．StepⅦHomeworkGetstudentstowritesomesentencesaccordingtothetargetlanguage．StepⅧBlackboardDesignUnit14Haveyoupackedyet?SectionATheSecondPeriodTargetlanguageA:Haveyouwateredtheplantsyet?B:No,Ihaven’t．A:Haveyoupackedthecamerayet? B:Yes,I’vealreadyputitinmysuitcase．A:Haveyoufedthecat?B:No．Ihaven’tfedheryet．Unit14Haveyoupackedyet?TheThirdPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularychop,wood,light,village,well,farm（2）TargetLanguageHaveyouboughtanewspaper?Yes,I’vealreadyboughtanewspaper．2．AbilityObjects（1）Trainstudents’integratingskills．（2）Traintheabilityofexpressingstudents’ownopinions．3．MoralObjectsWeshouldmakeaplanforoureverydayactivitiesandmakeaschedule．Itcanremindushowtospendthetime．Itisgoodforourstudyandlife．Ⅱ．TeachingKeyPointTrainstudents’integratingskills．Ⅲ．TeachingDifficultPointHowtoimprovestudents’integratingskills．Ⅳ．TeachingMethods1．Fast-readingmethod2．GroupworkandpairworkⅤ．TeachingAids1．Aprojector 2．TheblackboardⅥ．TeachingProceduresStepIRevisionT:Yesterdaywelearnedthetargetlanguage．ThestructureisHaveyou…yet?Yes．I’vealready…Haveyou…?No．Ihaven’t…yet．Nowwhocanmakesentencesusingthestructure?S1:Haveyouturnedoffyourradioyet?S2:Yes．I’vealreadyturneditoff．S1:Haveyoufinishedyourhomework?S2:No．Ihaven’tfinishedityet．T:Verygood．StepⅡ3aThisactivityprovidesreadingpracticeusingthetargetlanguage．Showthekeyvocabularywordsonthescreenbyaprojector．chopv．砍；劈woodn．木头；木材lightv．点燃；点着villagen．乡村；村庄welln．井；水井farmn．农场；农庄Readthewordsandaskstudentstorepeatagainandagainuntiltheycanpronouncethewordsfluentlyandaccurately．Beforereadingthee-mailmessage,askthestudentswhatchoresdoyouusuallydo?Pleasetellme．（domyhomework,cleanmyroom,watertheplants,cleanourclassroometc．）Gothroughtheinstructionswiththeclass．Lookatthee-mail message．Letastudentreadthee-mailaloudtotheclass．Correctanypronunciationerrorstomakesurethestudentisprovidingagoodmodelfortherestoftheclass．Getstudentstoreadthee-mailmessageindividually,andunderlinethedifferentchoresontheirown,Checktheanswerswiththeclass．Answers1．domyhomework2．takethedogforawalk3．watermymom’splants4．dosomeshopping5．chopwood6．lightthefire7．collectwater8．feedtheanimalsLetstudentsreadthee-mailagainforfurthercomprehension．Whiletheyarereading．Walkaroundtheclassroom,offeringhelpiftheyhaveanywordsorphrasestheydon’tunderstand．Notes1．chore—smalldutyorpieceofwork,especiallyordinaryeverydaytask（inthehome,onafarm,etc．）Inthee-mailmessage,therearemanychores,suchasdomyhomework,takethedogforawalk,watermymom’splants．2．chat—talkaboutunimportantthings3．kid—（sl）child;youngperson4．well—（heren．）shaft,usuallylinedwithbrickorstone,forobtainingwaterfromanundergroundsource5．anyway—inanypossibleway;byanypossiblemeansStepⅢ3bThisactivityprovidesreading,writing．listeningandspeakingpractice usingthetargetlanguage．Lookatthepicturesofthethreepeopleandreadtheirnamesaloudtotheclass．Thenpointtothechart．Letstudentsreadtheinformationinit．Makesurestudentsunderstandtheinformationinthechartbyaskingquestionsandpointoutthings．T:Lookatthethreepicturesabovethechart．Undereachpersonisalistofthethingsheorshehasdoneorwilldotoday．Nowlookatthechart．Whatdoyouseeinthefirstcolumn?S1:Numbers．Clocktimes．T:That’sright．Thoseareclocktimes．Thosetimesshowwhatthethreepeopleweredoingat9:00,at10:00,andsoforth．Itis12:00noonnow．sothe1:00and2:00timesshowthingstheywilldolatertoday．WhathasStevealreadydone?S2:He’salreadydonehishomework．He’salreadyboughtanewspaper．He’salreadyfedthedog．T:That’scorrect．Whatthingshasn’thedoneyet?S3:Hehasn’twateredtheplants．Hehasn’tcleanedhisroom．T:OK．Verygood．Gothroughtheinstructionswiththeclass．Putstudentsinseveralgroups．Say,Eachstudentinagroupwilldecidetobeoneofthepeople．Theotherstudentsinthegroupwillaskquestionstofindoutwhichpersoninthechartheorshehasdecidedtobe．Makesurestudentsunderstandhowtodotheexercise．Lookattheexampleinthebox．Inviteapairofstudentstoreaditaloudtotheclass．SA:Haveyouboughtanewspaper?SB:Yes,I’vealreadyboughtanewspaper．Askstudents,whichofthethreepeoplecoulditbe?Canyoufindout? Yeah．ItcouldbeSteveorElise．Getstudentstodotheworkingroups．Whiletheyareworking,movearoundtheclassroomcheckingtheworkofeachgroup．Asktwogroupstodotheworkastheexamples．Group1:Haveyouwateredtheplants?S1:Yes．I’vealreadywateredtheplants．Group2:Haveyoufedthedog?S2:No．Ihaven’tfedthedogyet．（Person1:Kathy;Person2:Elise）StepⅣPart4Thisactivityprovidesreading,writing,listeningandspeakingpracticeusingthetargetlanguage．Gothroughtheinstructionswiththeclass．Inviteagoodstudenttogiveanexampleofthingsthatheorshehasandhasn’tdonethisweek:Ihavedonemyhomework．ButIhaven’tdonesomeshopping．Putstudentsinsomegroupsofthree．Letstudentscompletetheworkingroups．Finishthetable．Reviewthetask．Getsomegroupstosharetheresultsoftheirsurveys．SampleanswersYouLiHong（student’sname）WangBin（student’sname）ThingsIhavedoneScienceprojectPlanCleaningThingsIhaven’tdoneyethomeworkShoppingWashingOptionalactivity Askstudentstowritetheirownschedules,listingthetimeofdaytheydoeachthing．Thengetstudentstoworkinpairs．StudentAthinksofoneactivity．StudentBgetsfivetriestoguesstheactivity．ThenstudentBthinksofanactivityandstudentAguesseswhatitis．StepⅤSummaryInthisclass,we’velearnedsomekeyvocabularywordssuchaschop,wood,light．village,well,farm．We’vealsodonealotofreading,writingandspeakingpracticeusingthetargetlanguage．StepⅥHomework1．Finishofftheexercisesonpages57～58oftheworkbook．2．Getstudentstotalkaboutthethingstheyhavedoneandtheyhaven’tdoneyetthisweekinpairs．StepⅦBlackboardDesignUnit14Haveyoupackedyet?SectionATheThirdPeriodTargetlanguage:A:Haveyouboughtanewspaper?B:Yes,I’vealreadyboughtanewspaper．Unit14Haveyoupackedyet?TheFourthPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularymember,original,songs,award（2）TargetLanguageHavetheybeenonTVyet? Yes,they’vebeenonTVlotsoftimes．2．AbilityObject（1）Trainstudents’speakingandlisteningability．（2）Trainstudents’abilitytounderstandthetargetlanguageinspokenconversation．（3）Trainstudents’abilitytousethetargetlanguage．3．MoralObjectLovemusicandyoucanbenefitfromit．Ⅱ．TeachingKeyPoints1．KeyVocabularymember,original,songs,award2．TargetLanguageHavetheybeenonTVyet?Yes,they’vebeenonTVlotsoftimes．Ⅲ．TeachingDifficultPoints1．Howtotrainstudents’speakingandlisteningability．2．Howtousethetargetlanguage．Ⅳ．TeachingMethods1．Listeningmethod2．Groupworktomakeeverystudentworkinclass．Ⅴ．TeachingAids1．Ataperecorder2．TheblackboardⅥ．TeachingProceduresStepIRevisionCheckhomework．Asksomepairstosaytheirconversationstotalkaboutthethingstheyhavedoneandtheyhaven’tdoneyetthisweek．SA:Haveyoudoneyourhomework?SB:Yes,I’vealreadydonemyhomework．SA:Haveyoucleanedyourroom?SB:No,Ihaven’tcleanedmyroomyet． StepⅡPart1Thisactivityintroduceskeyvocabulary,andhelpsstudentsreviewvocabularytheyalreadyknow．Lookatthepicture．Ask,Whatcanyouseeinthepicture?（Amanisplayingtheguitarandsingingasong）Pointtothebox．Inviteastudenttoreadthefourquestions．Makesurestudentsunderstandthequestions．Getstudentstofillintheblanksontheirown．Amomentlater,askseveralstudentstoreadtheiranswerstotheclass．Notes1．favorite—（adj．）bestliked2．Whatisyourfavoriteband?—Whatbanddoyoulikebest?3．band—groupofpersonswhoplaymusictogether4．bandmember—memberofabandStepⅢ2aThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation．Lookatthepicture．Arecordagentisinterviewingmembersofaband．Letstudentsreadtheinstructions．Pointtotheheadingsandtheblanklinesfollowingeachheading．Youwillhearawomaninterviewingmembersofaband．Theyaretalkingabouttheband．Now,listenandwriteyouranswersontheseblanklines．Playtherecordingthefirsttime．Thistimestudentsonlylisten．Playtherecordingasecondtime．Thistime,askstudentstowritetheiranswersontheblanklinesastheylistentotherecording．Playthetapeagainifnecessary．Checktheanswerswiththeclass．AnswersBand’sname:AppleIceCreamHowlongthey’vebeentogether:AboutayearNumberofconcertsthey’vedone:Six TapescriptWoman:Hmmm．Thatwas…umm…notbad．Nowtellmealittleaboutyourselves．Whatwasyournameagain?Boy1:AppleIceCream．Woman:AppleIceCream?That’suhhh…anicename．Honglonghaveyoubeentogether?Boy1:Aboutayear．Woman:Oneyear,huh?Andhaveyouwrittenanyoriginalsongsyet?Boy2:Yes,wehave．Weusedtoplaystuffbyotherbands,butnowweonlyplayourownsongs．Thatoneyoujustheardwasours．Woman:Good,great!I’minterestedinpeoplewhoplaytheirownmusic．Haveyoueverwonanawardofanykind?Boy1:Yes,wehave．Wewonthebestnewgroupoftheyearlastmonth．Woman:Wow．That’sgreat．Haveyoumadeamusicvideoyet?Boy1:No,notyet．Woman:Butyou’vehadyourownconcert?Boy2:Oh,yeah．We’vehadsixconcertsofourown．Woman:HaveyoueverbeenonTV?Boy1:No,wehaven’t．Butwe’vealreadytalkedto"BandsonParade"aboutdoingaTVshownextmonth．Woman:Soundslikeyouguysareonyourway．StepⅣ2bThisactivityprovideslisteningpracticeusingthetargetlanguage．Gothroughtheinstructionswiththeclass．Lookatthelistofthingsthebandmayormaynothavedone．Getdifferentstudentstoreadthelist．Makesurestudentsunderstandthetask．Youwillhearthesamerecordingagain．Thistimepleaselistenandcheckthethingsthebandhasalreadydone．Pointtothesampleanswer．Ontherecordingyouhearthatthebandhasalreadywrittensomeoriginalsongssoyoucheckthatanswer．If necessary,playtherecordingagain．Thengetstudentstoputcheckmarksinfrontofthecorrectanswers．Checktheanswers．Answers√writtenoriginalsongsmadeamusicvideo√wonanawardbeenonTV√hadconcertsNotes1．original—newlyformedorcreated,notcopiedorimitated2．award—（here）aprizeinacompetition3．video—televisionStepⅤ2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage．Lookatthesampleconversationinthebox．Invitetwostudentstoreadittotheclass．SA:HavetheybeenonTVyet?SB:Yes,they’vebeenonTVlotsoftimes．Gothroughtheinstructionswiththeclass．Talkaboutyourfavoritebandswithyourpartner．Letstudentsworkinpairs．Astheywork,walkaroundtheclassroomcheckingtheprogressofthepairsandofferinghelpasneeded．Amomentlater,invitetwopairstosaytheirconversationstotheclass．A1:Havetheywrittenanyoriginalsongsyet?B1:Yes,they’vewrittenseveraloriginalsongs．A2:Havetheyhadtheirownconcertyet?B2:Yes,they’vehadfiveconcertsoftheirown．StepⅥSummaryInthisclass,we’velearnedsomekeyvocabulary,suchasmember,original,songs,award．We’vealsolearnedthetargetlanguage．Have theybeenonTVyet?Yes,they’vebeenonTVlotsoftimesbylisteningandspeaking．StepⅦHomeworkTalkaboutsomebandsusingthetargetlanguage,andwritedowntheconversations．StepⅧBlackboardDesignUnit14Haveyoupackedyet?SectionBTheFourthPeriodTargetlanguage:A:HavetheybeenonTVyet?B:Yes,they’vebeenonTVlotsoftimes．Unit14Haveyoupackedyet?TheFifthPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularyhit,appear,tour,miss,leadsinger,mostly,topten,goodluck,offtoagreatstart（2）Practisereadinganarticle．（3）Practisewritingsomethingusingthetargetlanguage．2．AbilityObjects（1）Improvestudents’integratingskills—readingskillandwritingskill．（2）Improvestudents’speakingabilitybygroupwork．3．MoralObjectItisgoodforustolistentomusicinthebusylife．Musiccanmakeusrelaxed,andwecanworkbetter．Ⅱ．TeachingKeyPoint Practisereadingandwritingusingthetargetlanguage．Ⅲ．TeachingDifficultPoints1．Howtoimprovestudents’readingability．2．Howtoimprovestudents’speakingabilitybygroupwork．Ⅳ．TeachingMethods1．Readingmethodtoimprovestudents’readingability．2．Writingmethodtoimprovestudents’writingability．3．Pairworktomakeeverystudentworkinclass．Ⅴ．TeachingAids1．Aprojetor2．TheblackboardⅥ．TeachingProceduresStepIRevisionRevisethetargetlanguagepresentedinthisunit．Checkhomework．Asksomepairstoreadouttheirconversations．StepⅡ3aThisactivityprovidesreadingpracticeusingthetargetlanguage．Teachthenewwords．Showthenewwordsonthescreenbyaprojector．scenen．（戏剧、歌剧等）的发生地点；背景lastadj．最近的；最后的majoradj．较大的；较大范围的hitn．成功而轰动一时的事物（如歌曲等）appearv．出现；露面；（公开）演出missv．错过；遗漏leadn．主角；领导mostlyadv．主要地；大部分someday来日；将来某一日beoff离开；走开airn．（音乐）曲调；旋律；乐曲poemn．诗；韵文Readthewordsandaskstudentstorepeatthemagainandagainuntil theycanpronouncethemcorrectlyandfluently．LookatthearticleDon’tmisstheNewOceanWaves!Inviteastudenttoreadthearticlealoudtotheclass．Correctanypronunciationmistakestomakesurethestudentisprovidingagoodmodelfortherestoftheclass．Lookatthepicture．Askstudents,What’sthearticleabout?Canyouguess?（It’saboutaband）Gothroughtheinstructionswiththestudents．Makesurestudentsknowwhattodo．Readthearticlecarefully．CirclethethingstheNewOceanWaveshavealreadydone．Underlinethethingstheyhaven’tdoneyet．Beforestudentsdoit,givethemtwoexamples:OnethingtheNewOceanWaveshavealreadydoneisInthelasttwelvemonths,they’vehadthreemajorconcerts．Askstudentstocirc1ethewordshadthreemajorconcerts．Onethingtheyhaven’tdoneisThey’regoingtoappearonCCTVnextmonth．LetstudentsunderlinethosewordsappearonCCTV．Getstudentstofinishtheworkontheirown．Checktheanswerswiththeclass．AnswersCircled:hadthreemajorconcerts;madeabitCD;playedotherpeople’ssongs;playedmostlyourownsongs;hadafewsongsinthetopten．Underlined;appearonCCTV;goonaworldtour;hopetohaveanumberonehitNotes1．hit—successfulattemptorperformance,forexample,hitsongs,songsthatwinwidepopularity2:lead—principalpartinaplay;actororactresswhoplayssuchapart．3．someday—onadayinthefuture;payattentiontothedifferencebetweensomedayandoneday;onedaymeansonadayinthepastorinthefuture 4．charity—（kindnessingiving）helptothepoor;money,food,etc．sogivenStepⅢ3bThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage．Readtheinstructionsaloudtotheclass．Getastudentstoreadthesentencesatthebeginningoftheparagraphtotheclass．TellstudentsthattheyshouldlookbackatActivity2bandfinishwritingtheparagraphusingtheinformationinActivity2b．Havestudentsfinishtheparagraphontheirown．Whiletheyareworking,walkaroundtheclassroomofferinghelpandansweringquestionsasneeded．Whentheyfinish,inviteastudenttoreadhisorhercompletedparagraphtotheclass．AsampleparagraphAppleIceCreamisarockband．Theyhavebeentogetherforaboutayear．Theyhavewrittentheirownoriginalsongsalthoughtheyusedtosingotherpeople’ssongs．Theywon"TheBestNewGroupoftheyear．"awardlastyear．Theyhaven’tmadeamusicvideoyet,butthey’vehadsixconcertsoftheirown．Theyhaven’tbeenonTVyet,buttheyhavetalkedtoBandsonParadeaboutdoingaTVshownextmonth．StepⅣ3cThisactivityprovideswritingpracticeusingthetargetlanguage．ReadtheinstructionsWriteaboutyourfavoritebandaloud．Thenaskseveralstudentstosaythenameofthebandtheywanttowriteabout．（Forexample,F4,Twins,BeyondandBackstreetBoys．）Makesurestudentsknowenoughaboutthebandtheychoosetowriteatleastfivesentences．GetstudentstousetheparagraphinActivity3basasample．Whentheywork,walkaroundtheclassroomofferingmorehelpifneeded．Whentheyfinish,inviteastudenttoreadhis/hercompositionasanexample,withdifferentstudentscontributingsentencesand correctingeachother’sinformation．AsamplecompositionBackstreetBoysisapopband．Theyhavebeentogetherfornearlytenyears．TherearefiveAmericansingersintheband．Theyhavealreadywrittentheirownoriginalsongs．Theyhavealreadymademanymusicrecordsandhavehadmanyconcertsoftheirown．Theyhavewonmanyawardsmanytimes．Buttheyhaven’tbeentoChinayet．IhopetheycancometoChinatohaveaconcertthisyear．StepⅤPart4Thisactivityprovidesreading,writing,listeningandspeakingpracticeusingthetargetlanguage．Readtheinstructionstothewholeclass．Inviteagoodstudenttogiveanexampleofthingsthatheorshehasdone．Makesurestudentsunderstandwhattodo．Givestudentsafewminutestodothesurveysinpairs．Getapairofstudentstomodelthesampledialogue．SA:Haveyoueverbeentoaconcert?SB:Yes,Ihave．IwenttotheNationalDayConcertlastyear．SA:Didyouenjoyit?SB:Yes,theyhadagreatairshow．Correctanypronunciationerrorstomakesurethestudentsareprovidingagoodmodelfortherestoftheclass．Havestudentscompletetheworkinpairs．Getafewstudentstosharetheresultsoftheirsurveys．AsamplesurveyHaveyouever…YouLiPing（student’sname）WangGang（student’sname）BeentoaconcertNationalDayConcertNewYearConcertBeentoaZooBeijingzoo CollectedsomethingStampsCoinsPaintedapictureApictureofhorsePlayedamusicalinstrumentViolinGuitarPianoSunginfrontofotherpeopleTakenatrainVisitedafarmXingshengFarmGuangmingFarmWrittenapoemALittleGirlHavesomepairssaytheirdialogues．Dialogue1S1:Haveyoueverplayedamusicalinstrument?LiPing:Yes．Ihave．Iplayedtheguitarlastmonth．S1:Didyouenjoyit?LiPing:Yes,itmademehappyandrelaxed．Dialogue2S2:Haveyouevercollectedsomething?WangGang:Yes,Ihave．Icollectedcoinslastyear．S2:Didyouenjoyit?WangGang:Yes,Ilearnedsomeknowledgefromit．Itwasveryinterestingandmeaningful．Noteair—（olduse）tuneStepⅥSummaryInthisclass,we’redonealotofpracticereadingandwritingaswellasspeaking．StepⅦHomework1．ReadthearticleinActivity3aagain． 2．Completethearticlein3c．3．DothesurveyinActivity4ifstudentshaven’tfinishit．StepⅧBlackboardDesignUnit14Haveyoupackedyet?SectionBTheFifthPeriodAnswerstoActivity3b:AppleIceCreamisarockband．Theyhavebeentogetherforaboutayear．Theyhavewrittentheirownoriginalsongs．Theywon"TheBestNewGroupoftheYear"awardlastyear．Theyhaven’tmadeamusicvideoyet,butthey’vehadsixconcertsoftheirown．Theyhaven’tbeenonTVyet,buttheyhavetalkedtoBandsonParadeaboutdoingaTVshownextmonth．Unit14Haveyoupackedyet?TheSixthPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）Fillintheblanksandmakesentencesusinglock,cleanout,feed,chat,hear（2）Finishthetableaccordingtotheconversation．2．AbilityObjectTrainstudents’writingability．3．MoralObjectOpportunitybelongstothosewhohavemadefullpreparation．Ⅱ．TeachingKeyPoints 1．Fillinblanksandmakesentences．2．Finishthetable．TeachingDifficultPointMakesentencesusinglock,cleanout,feed,chat,hear．Ⅳ．TeachingMethods1．Teachingbyexplanation2．SpeakingmethodⅤ．TeachingAids1．Aprojector2．TheblackboardⅥ．TeachingProceduresStepIRevisionCheckhomework．Askafewstudentstoreadthearticlein3a．ThenHaveastudentreadhisorherownarticle．StepⅡPart1Thisactivityfocusesonvocabularyintroducedintheunit．Lookatthewordsinthebox．Getastudenttoreadthem．Makesurethestudentsunderstandthemeaningofthewords．Thensay,Pleasefillintheblankswiththewords．Insomecases,studentsmayneedtouseanotherformoftheword,forexampleadjustingfortenseorsubject/verbagreement．Getstudentstofillintheblanksontheirown．Checktheanswers．Askfivestudentseachtoreadasentence,fillingintheblanks．Therestofthestudentschecktheiranswers．Showtheanswersonthescreenbyaprojector．1．Haveyoufedthedogandcleanedyourroom?2．Don’tforgettolockthedoorifyouarethelastpersontoleave．3．Ineedtocleanoutmycupboard．Ineverusethethingsinitanymore．4．MyfriendfromAmericacalledmeyesterday．Wechatted forhours．5．HaveyouheardthenewsongfromMariahCarey?It’sverygood．Havestudentsmaketheirownsentenceswiththewords,preferablysentencesthataremeaningful．Walkaroundtheclassroom．Collectafewstudents’answerswithmistakesontheblackboard．Thenhelpstudentscorrectthemistakes．Sampleanswers1．Don’tforgettolockthedoorafteryougoout．2．Youshouldcleanoutyourbedyourself．3．Ihavealreadyfedthedog．4．Wechattedforalongtimewhenwemetlasttime．5．Welistenedcarefullybutcouldhearnothing．StepⅢPart2Thisactivityprovidesreading,writing,listeningandspeakingpracticeusingthetargetlanguage．Gothroughtheinstructionsforthisactivitywiththewholeclass．Inviteapairofstudentstoreadthedialoguealoud．Correctanypronunciationerrorstomakesurethetwostudentsareprovidingagoodmodelfortherestoftheclass．Sue:Haveyoudoneyourchores?Weareleavinginanhour．Jerry:I’vedonesomeofthem．Sue:Haveyoupackedyourbag?Jerry:It’sinthefronthall．Sue:Haveyousaidgoodbyetograndma?Jerry:Thetelephonewasbusy．Sue:Andhaveyouwateredtheplantsyet?Jerry:Oh,no．Ihaven’t．I’lldoitnow．Sue:Haveyoucleanedyourroom? Jerry:DoIneedto?Sue:Yes,youdo．Jerry:Okay．Sue:Whatelse?Ohyeah．Haveyouwashedthedishes?Jerry:it’syourjobtowashthedishes．Sue:No,it’syourturn．Jerry:Okay．I’lldoit．Sue:Onemorething．Haveyougottenthemailfromthemailbox?Jerry:Lookonthetable．Sue:Thanks．Letstudentsreadtheconversationinpairsagain．AskstudentstosaythefirstthingthatJerryhasdone．（Hehaspackedhisbag）Thengetstudentstomakethelistindividually．Whiletheyareworking．walkaroundtheclassroomprovidinghelpifneeded．Reviewthetask．Getafewstudentstosharetheiranswers．AnswersThingshehasdone1．packedhisbag2．gottenthemailThingshehasn’tdoneyet1．saidgoodbyetoGrandma2．watered（heplants3．cleanedhisroom4．washedthedishesNotes1．Thetelephonewasbusy．=Thelinewasbusy．2．gotten—（AmericanEnglish）Itisthepastparticipleofget．InBritishEnglish,theformisgot．StepⅣJustforFun!Thisactivityprovidesreadingandspeakingpracticewiththetargetlanguage．Asktwostudentstoreadtheconversationaloud A:Pleasewatertheplants．b:I’vealreadywateredthem．Getallthestudentstoreadtheconversationagain．Thenletstudentslookatthepicture．Ask,Whatisfunnyaboutthiscartoon?Helpstudentstoexplain．Theboygavetheplantstoomuchwater．Asksomepairsofstudentstopresentthisconversationtotherestoftheclass．StepⅤSummaryandHomeworkInthisclass,we’vedonemuchwritingpracticeusingthekeyvocabularywordsandthetargetlanguagepresentedinthisunit．Afterclass,pleasemakesentencesusingthewordsin,Activity1inyourexercisebooks．Thenfinishofftheexercisesonpages58～60oftheworkbook．StepⅥBlackboardDesignUnit14Haveyoupackedyet?SelfcheckTheSixthPeriodSampleanswerstoActivity1:1．Don’tforgettolockthedoorafteryougoout．2．Youshouldcleanoutyourbedyourself．3．Ihavealreadyfedthedog．4．Wechattedforalongtimewhenwemetlasttime．5．Welistenedcarefullybutcouldhearnothing．Unit14Haveyoupackedyet?TheSeventhPeriodReading．StudentsfindChineseroots．Ⅰ．TeachingAimsandDemands1．KnowledgeObjects KeyVocabularyroot,ancestor,homeland,mainly,hardly,highlight,wellclear,abroad,connect,insearchof,turningpointText:StudentsfindChineseroots2．AbilityObjectsFast-readingtogetageneralideaofthetext．Careful-readingtogetthedetailedinformationinthetext．Learnthewordsandphrasesfromthecontext．3．MoralObjectChinaisourhomeland．Whereverweare．weneverforgetweareChinese．WeloveChinaforever．Ⅱ．TeachingkeyPointsKeyvocabularyTrainstudents’readingandwritingskills．Ⅲ．TeachingDifficultPointTrainstudents’readingandwritingskills．Ⅳ．TeachingMethodsFast-readingtoimprovestudents’readingability．Careful-readingtogetthedetailedinformation．Pairworkandgroupwork．Ⅴ．TeachingAidAprojectorⅥ．TeachingProceduresStepIKeyVocabularyThisactivityintroducesthekeyvocabularywords．Showthefollowingvocabularyonthescreenbyaprojector．rootn．根；根部；根源overseasadj．外国的；海外的ancestorn．祖先；祖宗homelandn．祖国；家乡searchv．搜寻；搜索 insearchof寻找；寻求affairn．事；事务；业务OverseasChineseAffairsOffice中国海外事务管理局Netherlandsn．荷兰Austrian．奥地利Germanyn．德国Indonesian．印度尼西亚mainlyadv．主要地；重要地highlightv．强调；使突出buffalon．水牛；野牛farmern．农民；农场主fieldn．田间；田地moven．被感动deeplyadv．深刻地；强烈地pointn．点；处；地点turningpoint转折点culturallyadv．文化地；人文地ancestrallyadv．祖先地graven．墓穴；坟墓historiann．历史学家；史学家stronglyadv．强有力地；强劲地clearv．消除；扫除abroadadv．在国外；海外connectv．连接，关联localadj．地方的；当地的Readthewordsandhavestudentsrepeatthemagainandagainuntiltheycanpronouncethemfluentlyandaccurately．StepⅡPart1Thisactivityallowsstudentstoactivatetheirbackgroundknowledgebeforeattemptingthereading． Lookatthepicture．Letstudentsdescribewhatishappeninginthepicture．Readthetitlealoud．Getstudentstopredictwhattheythinkthearticleisabout,basedonthetitle．HavestudentsfinishTask1．Butdon’tlookatthereadingtext．Instead,theysuetheirbackgroundknowledgetotrytoanswerthequestions．Asstudentswork,walkaround,lookingattheirprogress．Whenmoststudentscompletethetask,letstudentsanswerthequestionswithapartner．ElicitanswersfromStudents．Askifotherstudentshavethesameordifferentanswers．Donotgivethecorrectanswerstothestudentsatthispoint．Waituntilstudentshavefinishedthereadingandletthemrevisetheiranswersaccordingly．StepⅢ2aThisactivityencouragesstudentstopredictwhattheyareabouttoread．Gothroughtheinstructionswiththestudents．Getthemtocompletethetaskinsmallgroups．Whentheywork,walkaroundtheclassroomandmakesurestudentsdiscussinEnglishtheirreasonsforselectingeachword．Askstudentstoreporttheiranswers．Voteonthemostlikelywords．Answerswillvary．Butitislikelystudentswillselectculture,family,history,grandfatherandtradition．StepⅣ2bThisactivitybuildsonActivity2aandasksstudentstoconfirmtheirpredictions．Lookattheinstructions．Askstudentstogothroughthereadingtocompletethetaskinsmallgroups．Letstudentsreporttheiranswers．AnswersculturefamilyGuangdonggrandfatherStepⅤPart3Thisactivityencouragesstudentstousethestrategyofreading context．Lookatthestory．Findoutthewordsindicatedinbold．Letdifferentstudentsguessthemeaning．Don’tgivethemthecorrectanswers．Getstudentstoreadthearticleonce．Say,Payattentiontotheboldwordsandexpressions．Andnoteanyotherwordorsentenceyoudon’tunderstand．Readincontext,guessingtheirmeaningsfromtheotherwordsaroundthem．Letstudentsreadthearticleagainforcomprehension．Askastudenttoreadtheinstructionsaloudtotheclass．Andletstudentslookattheexample．Thenaskstudentstomatchthecorrectmeaningswiththecorrectwordsandexpressions．Remindstudentstolookatthestoryagainforextrahelp．Givethemoneortwominutestodothework．Checktheanswers．AnswersrooteancestorahardlyghighlightbwellcturningpointdabroadfGetstudentstomakesentenceswiththewordsandexpressions．Answerstothisactivitywillvary．Thenaskastudenttowritehisanswersontheblackboard．Helpcorrectanymistakes．Sampleanswers1．Pulluptheplantbyroots．2．Myancestor’shometownisinShandongProvince．3．Icanhardlybelievethat．4．Thisisthehighlightofthestory．5．Therewasonlyonewellinourvillageinthepast．6．Workhardandtherewillbeaturningpoint．7．Doyouwanttotravelabroad?StepⅥPart4Thisactivityhelpsstudentsreadforspecificinformationandparaphraseideas．Gothroughtheinstructionswiththeclass．Elicitthefirstanswerfromthestudentsfrommemory．Makesurethattheyunderstandwhattheyneedtodo． Letstudentsdotheactivityindividuallyorinpairs．Studentsshouldtrytorememberorguesstheanswersbeforelookingatthereading．Checktheanswers．Letdifferentstudentstogivetheiranswers．Askstudentstogivecorrectstatementsforthefalsestatements．SampleanswersTTTF（Itstartedin1980）TStepⅦPart5Thisactivityhelpsstudentsworkinagroupandthinkcriticallyaboutwhattheyhaveread．Readthetaskaloudtotheclass．Getstudentstodotheactivityinsmallgroups．HelpstudentsthinkofdifferentactivitiesthatoverseasChinesemightfindinteresting．Checktheanswers．Letstudentssharetheiranswerswiththeclassandagreeonthebestactivitiesandreasons．OptionalactivityAsanoptionalin-classorhomeworkactivity,askstudentstowritetheirownfamilytreesandwriteabouthowlifewasdifferentfortheirgrandparents．CulturenoteDoeseveryonewanttotalkabouthisorherancestors?Notreally．Somepeoplemayhavebeenadoptedormayhavedivorcedparentsthattheydonotcaretodiscuss．SomeAustraliansarealsosensitiveabouttheirancestorsforadifferentreason．Intheearlyyearsofitssettlement,manythousandsofBritishcitizensweretransportedtoAustraliaforcriminaloffences．Theseoffenceswereoftenmildforsuchapunishment,forexample,ahungrychildstealingaloafofbread．Regardless,manyAustraliansaredescendedfromcriminalsandwhilesomepeoplelaughaboutit,othersarenotproudofthefact．StepⅧSummaryInthisclass,we’vepractisedalotofreadingandwriting．StepⅨ．Homework 1．ReadthestoryinActivity2bagainforfurthercomprehension．2．Revisethetargetlanguageinthisunit．StepⅩ．BlackboardDesignReading:StudentsfindChineseroots．TheSeventhPeriodSampleanswerstoActivity3:1．Pulluptheplantbyroots．2．Myancestor’shometownisinShandongProvince．3．Icanhardlybelievethat．4．Thisisthehighlightofthestory．5．Therewasonlyonewellinourvillageinthepast．6．Workhardandtherewillbeaturningpoint．7．Doyouwanttotravelabroad?Unit15We’retryingtosavethemanatees!TheFirstPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularymanatee,cheetah,chimpanzee,kangaroo,polar-bear,gentle,furry,enormous,playful,noisy,aggressive,spotted（2）TargetLanguageIamlikethisanimalbecauseIamstrongandintelligent．Ilikewater,andIliketoeatvegetables．You’relikeanelephant．No． You’relikeamanatee．Yes．2．AbilityObjects（1）Trainstudents’listeningability．（2）Trainstudents’communicativecompetence．3．MoralObjectLoveallkindsofanimalsbecausetheyareourfriends．Ⅱ．TeachingKeyPointTargetLanguageⅢ．TeachingDifficultPoints1．Howtotrainstudents’listeningability．2．Howtotrainstudents’communicativecompetence．Ⅳ．TeachingMethods1．Didactictolearnthenewvocabulary．2．Listening-and-answeringactivitytohelpstudentsgothroughwiththelisteningmaterial．3．Groupworktomakeeverystudentworkinclass,Ⅴ．TeachingAids1．Ataperecorder2．Theblackboard3．AprojectorⅥ．TeachingProceduresStepIRevisionNowlet’sreviewfivedifferentverbtenses．Canyounamethefivetenses?Pleaselookatthescreen．Showthenamesofthefivetensesonthescreenbyaprojectoralongwithasamplesentenceforeach．presentprogressive:You’rereadingthesesentences．present:Weuseourbookseveryday．pastwithusedto:Heusedtoliveinthecountryside．passivevoice:Ourclassroomisfoundattheendofthehall． presentperfect:WehavealreadyfinishedUnit14．Wehaven’tfinishedUnit15yet．Inviteastudenttoreadtheverbsinthesesentences．Thengetotherstudentstobrieflyexplainwhateachtenseisusedfor．Presentprogressivedescribesthingsthatarehappeningrightnow．Presentdescribesthingsthathappenallthetimeorusuallyhappen．Thepastwithusedtodescribesthingsthatwereacertainwayinthepast,buthavechangednow．Thepassivevoicedescribesthingsthatwedon’tknowwhodid,orwedon’tcarewhoperformedtheaction．Thepresentperfectdescribesrecentevents．Getstudentstothinkoftwoorthreemoresamplesentencesusingeachtypeofverb．Haveseveralstudentsreadtheirsentences．StepⅡ1aThisactivityintroducesthekeyvocabulary．Lookatthesignsoneachanimal’spictureandreadthewordstotheclass．Getstudentstorepeatthenameofeachanimal．Africanelephants,chimpanzees,kangaroos,manatees,cheetahs,polarbears．Ifnecessary,readthewordsandaskstudentstorepeatthemagain．Thenhavestudentsreadthewordsbythemselves．Makesurestudentscanreadthewordscorrectlyandfluently．Readthedirectionstotheclass．Pointtothelistofwordsinthebox．Readthewordsandletstudentsrepeatthem．Thengetdifferentstudentstoexplainwhattheythinkeachwordmeansintheirownwords．Forexample,Agentleanimalisquietandnotdangerous．Afuryanimaliscoveredwithsofthair．Asksomestudentstoexplainanywordsstudentsmaynotunderstand．Anenormousanimalisverygreat．Aplayfulanimalisfulloffun．Anaggressiveanimalisfondofquarrelsandquick-tempered．Aspottedanimalismarkedwithspots． Letstudentsbeginfillingintheanswersontheirown．Whentheywork,walkaroundtheclassroomcheckingtheirprogressandansweringanyquestionstheymayhave．Afterstudentshavefinishedusingallthewordsfromthebox,letthestudentswritesomeotherwordsintheblanksbelowsomeofthepictures．Checktheanswerswiththewholeclass．Letstudentssaythewordstheywroteundereachheading．AnswersPossibleanswersmanatee:gentle,shychimpanzees:noisyelephants:enormous,graykangaroos:playfulcheetahs:spotted,fastpolarbears:aggressive,furryStepⅢ1bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation．Gothroughtheinstructionswiththeclass．LookbackatthelistofwordsinActivity1a．YouwillhearGinnyandVictortalkabouttheanimalsinthepictureinActivity1a．Nowpleaselistentotherecordingcarefullyandcirclethewordsonthelistthattheyusetodescribetheanimals．Playtherecordingthefirsttime．Thistimestudentsonlylisten．Playtherecordingasecondtime．Nowlistentotherecordingagainandcirclethewordsyouhearontherecording．Checktheanswers．AnswersThesewordsshouldbecircled:aggressive,gentle,shy,furry,gray,fast,spottedTapeseript Boy:Hey,Ginny,What’sthatbig,furryanimalinthepond?Girl:It’sapolarbear,Victor．They’rekindofaggressive．Boy:Arethey?Theylookslikereallylovewater．Girl:Uh-huh．Boy:Andwhatdoyoucallthosebig,graythingsinthewater?Girl:They’recalledmanatees．Boy:What?Girl:Manatees．They’reverygentleandveryshy．Boy:Oh．Andhowabouttheyellowandblackspottedanimalsinthatcage?Girl:They’recheetahs．Thecheetahisthefastestanimalonearth．StepⅣ1cThisactivityprovidesoralpracticeusingthetargetlanguage．Gothroughtheinstructionswiththewholeclass．Lookatthesampleconversationintheboxandgetthreestudentstoreaditaloudtotheclass．SA:IamlikethisanimalbecauseIamstrongandintelligent．Ilikewater,andIliketoeatvegetables．SB:You’relikeanelephant．SA:No．SC:You’relikeamanatee．SA:Yes!Tellstudentstothinkofananimalthatisthesameastheminsomeways．Takeafewminutestowritedownastatement．Say,Youcanwriteasentenceortwothatdescribeshowyouaresimilartotheanimalyouchoose．Don’tsaythenameoftheanimal．Afewminuteslater,letstudentreadtheirstatementstotheclassandseehowquicklytheotherstudentscanguesswhatanimalthestudentsistalkingabout．Statement1S1:IamlikethisanimalbecauseIamplayfulandfunny． Ss:You’relikeapolarbear．S1:No．Ss:You’relikeakangaroo．S1:Yes!Statement2S2:IamlikethisanimalbecauseIrunveryfast．Iliketowearcolorfulclothes．Ss:You’reakangaroo．S2:No．Ss:You’relikeacheetah．S2:Yes!Notelike—（hereprep．）inthemannerofStepⅤSummaryInthisclass,we’velearnedsomeimportantwordssuchasmanatee,kangaroo,Po;;arbear,gentle,furry,enormous,playful,noisy,aggressive,spotted．We’vealsolearnedthetargetlanguageIamlikethisanimalbecauseIamstrongandintelligent．Ilikewater,andIliketoeatvegetables．Youarelikeanelephant．No．You’relikeamanatee．Yes!StepⅥHomework1．Getstudentstowritedownsomestatementsandreadthemtotheirpartners．Letthepartnersguesswhatanimalstheyaretalkingabout．2．ReviewthenewwordsintheboxinActivity1a．StepⅦBlackboardDesignUnit15We’retryingtosavethemanatees!SectionATheFirstPeriodTargetlanguage: IamlikethisanimalbecauseIamstrongandintelligent．Ilikewater,andIliketoeatvegetables．You’relikeanelephant．No．You’relikeamanatee．Yes．Unit15We’retryingtosavethemanatees!TheSecondPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularyendangered,mangrove,swamp,habitat,aquaticfeed,underwater,vegetation,foot,weigh,pound（2）TargetLanguageHowbigaremanatees?They’reabout10feetlongandtheyweighabout1000pounds．2．AbilityObjects（1）Trainstudents’listeningability．（2）Trainstudents’speakingability．（3）Trainstudents’theabilityofusinggrammarfocus．3．MoralObjectWemustbefullyawareoftheimportanceofreducingpollutionandprotectinganimals．Ⅱ．TeachingKeyPoints1．KeyVocabularyendangered,mangrove,swamps,habitat,aquaticfeed2．TargetLanguage Howbigaremanatees?They’reabout10feetlongandtheyweighabout1000pounds．3．StructuresPresentprogressiveWe’retryingtosavethemanatees．PresentManateeseatabout100poundsoffoodaday．Pastwith"usedto"Thereusedtobealotofmanatees．PassivevoiceIn1972,itwasdiscoveredthattheywereendangered．PresentperfectSomeoftheswampshavebecomepolluted．Ⅲ．TeachingDifficultPoints1．thetargetlanguage2．Howtotrainstudents’listeningability．Ⅳ．TeachingMethods1．Listeningmethodtoimprovestudents’listeningability．2．Pairworktomakeeverystudentworkinclass．3．Review,explanation,inductivemethodsⅤ．TeachingAids1．Ataperecorder2．TheblackboardⅥ．TeachingProceduresStepⅠRevisionCheckhomework．Getsomepairstoactouttheirconversations．Whentheywork,therestofstudentsalsoguesswhatanimalstheyaretalkingabout．StepⅡ2aThisactivityprovidesguidedlisteningpracticeusingthetargetlanguage．Lookatthepicture．Ask,Whatcanyouseeinthepicture? （Amanateeisinthewater．）Gothroughtheinstructionswiththeclass．Youwillheartwopeopletalkingaboutmanatees．Listenanddrawalinebetweeneachwordanditsdefinition．Readthesampleanswer．Thensay,Thewordendangeredmeanstherearen’tverymanyofthisanimalleftintheworld．Themanateeisendangeredbecausetherearen’tverymanyoftheseanimals．Playtherecordingforstudentsthefirsttime．Thistimestudentsonlylistentotherecordingcarefully．Playtherecordingasecondtime．Thistimestudentsdrawlinesbetweeneachwordanditsdefinition．Checktheanswerswiththeclass．Answers1．b2．d3．a4．cTapescriptBoy:Canyoutellusaboutthemanatees,please?Man:Sure．We’retryingtosavethem．Boy:Why?Aretheyendangered?Man:Yes．Thereusedtobealotofmanatees,butnowtherearen’tverymanyofthem．Boy:Doyouknowhowmanythereare?Man:Atthispoint,thereareonlyabout2500intheU．S．In1972,itwasdiscoveredthattheywereendangered．Sincethen,thegovernmenthaspassedlawstoprotectthem．Boy:Wheredotheylive?Man:Theirfavoritehabitatisthewaterunderthetreesinmangroveswamps．Boy:Andwhyaretheyendangered?Man:Someoftheswampshavebecomepolluted．Also,theresometimesisn’tenoughfoodforallofthem．Asyoucansee,they’relarge．Theaveragemanateeisaboutthreemeterslongandweighs about1000pounds．Theyneedabout100poundsofaquaticfeedaday．Boy:Aquaticfeed?Man:Oh,that’sunderwaterplantsandvegetation．That’swhattheyeat．StepⅢ2bThisactivityprovideslisteningpracticeu-singthetargetlanguage．Gothroughtheinstructionswiththeclass．Lookattheheadingsinthechartandtheblanksnexttoeachheading．Youwillhearthesamerecordingagain．Thistimelistencarefullytowhatbothpeoplesayandfillintheblanksinthechart．Lookatthesampleanswer．Thetwopeopleontherecordingaretalkingaboutmanatees,soyouwritethewordmanateeafterthewordskindofanimalinthechart．Playtherecordingagain．Getstudentstofillintheblanksinthechart．Checktheanswerswiththeclass．AnswersKindofanimal:manateeNumbers:2500intheU．S．Habitat:waterundertreesinmangroveswampsReasonwhytheyareendangered:swampspolluted,notenoughfoodDescription:large,threemetreslong,weighs1000poundsStepIV2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage．Lookatthesampleconversationinthebox．Inviteapairofstudentstoreadittotheclass．SA:Howbigaremanatees?SB:They’reaboutl0feetlongandtheyweighabout1000pounds．Readtheinstructionsaloudtotheclass．EachpairofstudentscanmakeaconversationusinginformationfromActivities2aand2b．Letstudentsworkinpairs．Whiletheyareworking,movearoundtheclassroom,checkingtheprogressofthepairsandofferinghelpas needed．Whenstudentsfinishthework,askoneortwopairstosaytheirconversationstotheclass．Conversation1SA:Wheredomanateeslive?SB:Theyliveinthewaterunderthetreesinmangroveswamps．Conversation2SA:Whyaremanateesendangered?SB:Becausesomeswampshavebeenpolluted．Andthereisn’tenoughfoodforallthemanatees,either．StepⅤGrammarFocusLookatthegrammarfocusbox．Invitefivestudentstoreadthestatementstotheclass．We’retryingtosavethemanages．Manateeseatabout100poundsoffoodaday．Thereusedtobealotofmanatees．In1972,itwasdiscoveredthattheywereendangered．Someoftheswampshavebecomepolluted．Puttheclassinfivegroupsandaskeachgrouptobecome"experts"inoneoftheverbtensesandpresentsareviewofthattensetotherestoftheclass．Havethestudentsexplainwhattheverbtenseisusedforandthengivesomesamplesentences．Studentscanlookbackattheunitswheretheirverbtensewaspresentedorpracticed．Presentprogressive:Reviewedthroughoutthebook．Present:ReviewedthroughoutthebookPastwithusedto:Unit4Passivevoice:Unit10Presentperfect:Unit14Whilethegroupsareworking,walkaroundtheclassroomhelpingthestudentswiththeirexplanationsandtheirsamplesentences． Askonestudentofeachgrouptoshowtheirwork．Asthestudentsshowtheirwork,askquestionsandcorrectanyerrorsintheirexplanationsorsentences．（1）Presentprogressive:Oneformoftheverbsthatexpressactionthatcontinuesoveraperiodoftime,alsocalledPresentcontinuestense．Thestructureisam/is/are+-ing．Forexample:Heisreadingastorybook．（2）Present:Itisusedforindicatingactionthatisusualandhabitual．Theformoftheverbisdoordoes．Forexample:Igotoschoolbybike．Shedoesherhomeworkeveryday．（3）Pastwithusedto:Thestructureofusedto+inf．indicatesaconstantor-frequentpracticeinthepast．Forexample:IusedtogoswimmingwhenIwasachild．（4）Passivevoice:Theformoftheverbisbe+p．pinthesentence．Forexample:Ourclassroomiscleanedeveryday．（5）PresentPerfect:Thefromoftheverbishave/has+p．pForexample:Ihavealreadyfinishedmyhomework．StepⅥSummaryInthisclass,we’velearnedsomeimportantwords,suchasendangered,mangroveswamps,habitat,aquaticfeed．We’vealsolearnedthetargetlanguageHowbigaremanatees?They’veabout10feetlongandtheyweighabout1000pounds．Atlast,wereviewedsomegrammarwehavelearned．StepⅦHomework1．Makeconversationsinpairstoreviewthetargetlanguage．2．Makefivesentencestoreviewthegrammarfocus．StepⅧBlackboardDesignUnit15We’retryingtosavethemanatees! SectionATheSecondPeriodMakesentencestoreviewthegrammarfocus:（1）Heisreadingastorybook．（2）Igotoschoolbybike．Shedoesherhomeworkeveryday．（3）IusedtogoswimmingwhenIwasachild．（4）Ourclassroomiscleanedeveryday．（5）Ihavealreadyfinishedmyhomework．Unit15We’retryingtosavethemanatees!TheThirdPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularyagainst,besuitablefor,tinycages,educate,carefor,urge（2）TargetLanguageIthinkthatanimalsshouldnotliveinzoos．Idisagreewithyou．Ifeelthatzoosprovidecleanandsafeplacesforendangeredanimalstolive．2．AbilityObjects（1）Trainstudents’integratingskills．（2）Traintheabilityofexpressingstudents’ownopinions．3．MoralobjectAnimalsareourfriends．Wemustknowhowtolovethemandhowtoprotectthem．Thatway,Itisgoodforbothanimalsandus．Ⅱ．TeachingKeyPointTrainstudents’integratingskills．Ⅲ．TeachingDifficultPointHowtoimprovestudents’integratingskills． Ⅳ．TeachingMethods1．Fast-readingmethod2．GroupworkandpairworkⅤ．TeachingAids1．Aprojector2．TheblackboardⅥ．TeachingProceduresStepIRevisionT:Yesterdaywelearnedthetargetlanguageandreviewedsomegrammar．Nowwhocanmakesentencesusingthegrammarwereviewedyesterday．S1:I’mansweringaquestion．S2:Mymothergoesshoppingeveryweek．S3:Sheusedtoliveinthecountryside,butnowshelivesinthecity．S4:Hewasmadetodoso．S5:Shehaslearnedalotofnewwords．T:Verygood．StepⅡ3aThisactivityprovidesreadingpracticeu-singthetargetlanguage．Showthekeyvocabularywordsonthescreenbyaprojector．againstprep．反对；违反suitableadj．合适的；适宜的tinyadj．极小的；微小的cagen．笼子；囚笼educatev．教育；培养publicadj．&n公众（的）；民众（的）carefor关怀；照顾urgev．强烈要求；竭力主张Readthewordsandaskstudentstore-peatagainandagainuntiltheycanpronouncethewordsfluentlyandaccurately．Gothroughtheinstructionswiththewholeclass． Inviteastudenttoreadthelettertotheclass．Correctanypronunciationerrorstomakesurethestudentisprovidingagoodmodelfortherestoftheclass．Getstudentstoreadtheletterontheirownagainandunderlinethereasonswhythewriterisopposedtozoos．Checktheanswerswiththeclass．AnswersZoosareterribleplacesforanimalstolive．Theanimalsarekeptintinycagesandcanhardlymoveatall．Andtheyareonlygivenfoodonceaday．Notes1．tiny—verysmall2．Culturenote:ManyWesternersareextremelyconcernedaboutanimalwelfareandoftensupportorganizationtoprotectthem．Suchprotectionincludestheethicaltreatmentoffarmanimalsandanimalsinzoos．Somepeoplefeelthatweshouldnoteatanyfoodmadefromanimalsorwearanyanimalproducts,includingleathershoes．StepⅢ3bThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage．gothroughtheinstructionswiththeclass．Inviteastudenttoreadthelettertotheclass．Correctanypronunciationerrorstomakesurethestudentisprovidingagoodmodelfortherestoftheclass．Askstudentstoreadtheletteragain．Thenfinishtheworkontheirownorinpairs．Whentheywork,walkaroundtheclassroom,checkingtheprogressofthepairsandofferinghelpasneeded．Checktheanswers．Answerswillvarybutagoodletterwilltakethepointsfromtheletteroppositetotheirpointofviewandarguewiththem．Asampleanswer DearEditor,Afterreadingthetwoletters,IrealizethatImustsaysomethingaboutanimalsandzoos．Idon’tagreewithDisgusted．Infact,manyanimalsonlyeatonceadayoronceeveryfewdays,sofeedingthemjustonceadayisnotaproblematall．Ithinkzoosareveryimportanttoanimals．Theycanstopmanyendangeredanimalsfrombeingkilledorhunted．Theycanprovidemanwithplacesforresearchwork．Alsowecanvisittheanimalsinthezoostolearnsomeknowledgetoprotecttheanimalsbetter．Sincerely,×××Writetheletterontheblackboardasanexample．Notes1．living—active:lively2．carefor—lookafter;providefood,money,shelter,etc．3．urge—requestearnestly;trytopersuade;stronglyrecommendStepⅣPart4Thisactivityprovidesoralpracticeusingthetargetlanguage．Gothroughtheinstructionswiththeclass．Therewillbetwodifferentteams．Oneteamwilltalkaboutwhyzoosaregoodplacesforanimalsandtheotherteamwillsaywhyzoosarebadpacesforanimals．Lookatthelistofexpressions．Inviteastudenttoreadthelistaloudtotheclass．Thengetsomestudentstouseeachexpressioninacompletesentence．S1:Ithinkthatelephantsshouldn’tbekeptinzoos．S2:Ibelievethatanimalsinzooslivelongerthananimalsinthejungle．Putstudentsintwoteams．Leteachteamworktogetherastheywritedownsomestatementsshowingtheirviewpoint,usingtheexpressionsinthebox．Lookatthesamplelanguageinthebox．Inviteapairofstudentstoreadittotheclass． SA:Ithinkthatanimalsshouldnotliveinzoos．SB:Idisagreewithyou．Ifeelthatzoosprovidecleanandsafeplacesforendangeredanimalstolive．Askthetwoteamstodebateinclass．First,callononeteamtogiveastatement．Thenasktheotherteamtogiveastatementthatisrelatedtothefirststatement．Helptheteamsmakeseveraldifferentstatementsaboutasinglepointbeforegoingontoanotherpoint．Forexample:Team1:Ithinkthatzoosarenotsuitableforanimalstolivein．Team2:Whydoyouthinkso?Team1:Becauseanimalsthereareonlygivenfoodonceaday．They’rehungry．Team2:Idisagreewithyou．Ibelievethatmanyanimalsonlyeatonceadayoronceeveryfewdays．So,thereisnoneedtoworryaboutthat．StepⅤSummaryInthisclass,we’velearnedsomekeyvocabularywordssuchasagainst,besuitablefor,tinycages,carefor,urge．We’vealsodonealotofreading,writingandspeakingpracticeusingthetargetlanguage．StepⅥHomework1．Finishofftheexercisesonpages61～62oftheworkbook．2．Writethelettertotheeditor．StepⅦBlackboardDesignUnit15We’retryingtosavethemanatees!SectionATheThirdPeriodDearEditor,Afterreadingthetwoletters,IrealizethatImustsaysomethingaboutanimalsandzoos．Idon’tagreewithdisgusted．Infact,manyanimals onlyeatonceadayoronceeveryfewdays,sofeedingthemjustonceadayisnotaproblematall．Ithinkzoosareveryimportanttoanimals．Theycanstopmanyendangeredanimalsfrombeingkilledorhunted．Theycanprovidemanwithplacesforresearchwork．Alsowecanvisittheanimalsinthezoostolearnsomeknowledgetoprotecttheanimalsbetter．Sincerely,×××Unit15We’retryingtosavethemanatees!TheFourthPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularyplanet,recycle,shower,papertowels,napkins,turnoff（2）TargetLanguageWereallyshouldn’tusepapernapkins,youknow．Iknow．Istoppedusingthemlastyear．2．AbilityObjects（1）Trainstudents’speakingandlisteningability．（2）Trainstudents’abilitytounderstandthetargetlanguageinspokenconversation．（3）Trainstudents’abilitytousethetargetlanguage．3．MoralObjectWeshouldbeawareoftheimportanceofprotectingtheenvironment．Ⅱ．TeachingKeyPoints1．KeyVocabulary planet,recycle,turnoff2．TargetLanguageWereallyshouldn’tusepapernapkins,youknow．Iknow．Istoppedusingthemlastyear．Ⅲ．TeachingDifficultPoints1．Howtotrainstudents’speakingandlisteningability．2．Howtousethetargetlanguage．Ⅳ．TeachingMethods1．Listeningmethod2．Pairworktomakeeverystudentworkinclass．Ⅴ．TeachingAids1．Ataperecorder2．TheblackboardⅥ．TeachingProceduresStepIRevisionCheckhomework,Inviteastudenttoreadhisorherlettertotheeditor．Helpcorrectanymistakes．StepⅡ1aThisactivityintroducesnewvocabulary．Readtheinstructionsaloudtotheclass．Thenask,What’sthemeaningofthephrasesavetheplanet．（ItmeanstokeepplanetEarthcleanandnotpolluted．）Lookatthefivesuggestionsforwaystosavetheplanet．Inviteastudenttoreadeachonealoudtotheclass．Makesurestudentsunderstandthemeaningofeachsuggestion．stopridingincars．recyclebooksandpaper．turnoffthelightswhenyouleavearoom．turnofftheshowerwhileyouarewashingyourhair．don’tusepapertowelsornapkins．Getstudentstowriteanumber1infrontoftheeasiestthingtodo,a number2infrontofthesecondeasiestthingtodo,andsoforth．Checktheanswers．Studentswillprobablyhavedifferentanswers．Letoneofthestudentstosaywhyheorshethinksacertainthingiseasytodoandanotherthingisdifficulttodo．Forexample:Ithinkitiseasytoturnoffthelightswhenyouleaveroom．Becauseeveryonecandoitwithoutanyeffort．Itisdifficulttostopridingincars．Manypeoplegotoworkorgotoschoolbycar,becauseitisfarawayfromtheirhomes．Otherwisetheywillbelate．Notes1．stopdoing—discontinuedoing2．recycle—treatsothatfurtheruseispossibleStepⅢ1bThisactivityprovidesguidedoralpracticeusingthetargetlanguage．Readtheinstructionstotheclass．YouwillcomparetheanswersyouwroteforActivityla．Lookattheexampleinthespeechbubbles．Inviteapairofstudentstoreadittotheclass．SA:Recyclingpaperisreallyeasy．SB:Iagree．Butit’shardtostopridingincars．LookbackatthelistofitemsinActivity1aagain．Firstonestudentmakesastatement．Thentheotherstudentagreesordisagreeswithit．YoucanlookbackatActivity4inSectionAtogetideasofwordstousewhenagreeinganddisagreeing．Havestudentsworktogether,movearoundtheclassroom,checkingtheworkandofferinghelpasneeded．Askapairofstudentstosaytheiranswersasanexample．SA:Turningoffthelightswhenyouleavearoomisreallyeasy．SB:Iagreewithyou．SA:Notusingpapertowelsisreallyhard．SB:Idisagreewithyou．Ibelievethatwecanusehandkerchieves．StepⅣ2a Thisactivityprovideslisteningpracticewiththetargetlanguageandnewvocabularywords．Gothroughtheinstructionswiththeclass．NowyouwillhearJackandJuliatalkaboutwhattheyaredoingtohelpsavetheplanet．Lookatthechart．InviteastudenttoreadthelistofitemsthatJuliaandJacktalkabout．turningoffthelightsturningofftheshowerstoppingusingpapernapkinstakingyourownbagswhenshoppingnotridingincarsridingabikerecyclingpaperPlaytherecordingforthisactivityforthestudents．Thefirsttimestudentsonlylistencarefully．Playtherecordingasecondtime．Say,ListentotherecordingagainandcheckthethingsJuliaandJacktalkabout．Ifnecessary,playtherecordingagain．Checktheanswerswiththeclass．AnswersTheytalkabout:turningoffthelights,turningofftheshower．takingyourownbagswhenshopping．notridingincars,ridingabike．TapescriptBoy:Hey,Julia．Don’tforgettoturnoffthelights．Itsaveselectricity．Girl:Oh,Iknow．Iusuallydothat．Iwasjustinahurry．Howyou’resointerestedintheenvironment,Jack?Boy:Ialwayshavebeen．Lotsofpeoplethinkthere’snothingtheycando,butIjustreadthisbookaboutit,andtherearelotsofthingstheaveragepersoncando． Girl:Likewhat?Boy:Well,youshouldturnofftheshowerwhenyou’rewashingyourhair．Girl:Oh,I’dneverdothat]Boy:Youwouldn’t?Girl:No,Ihaveveryshorthair．I’monlyintheshowerforafewminutes．Boy:Well,everyminutehelps．Girl:Whatelsedoesitsay?Boy:Itsaysyoushouldtakeyourownbagswhenyougofoodshopping．Girl:Oh,that’snotdifficult．Icandothat．Whatelse?Boy:Hmmm．Here’sagoodone．Itsayspeopleshouldstopridingincarsandstartridinghikes．girl:Oh,I’llneverdothat!Canyouseemeriding45minutestoandfromschooleveryday?Boy:Well,Ithinktheenvironmentisreallyimportant．Besides,Ilikeridingmybike．Girl:Yes,andyoualsoliveclosetoschool!StepⅤ2bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation．Youwillhearthesamerecordingagain．ListenandcheckthethingsthatJuliaisdoingnow,thethingsShewilldointhefuture,andthethingsshewouldneverdo．Pointtothethreecolumnheadingsinthechartandletstudentsreadtheheadingsagainontheirown．Nowlistentotherecordingcarefullyandcheckthethings．Playtherecordingagainifnecessary．Studentschecktheiranswers．Correcttheanswers．AnswersThingsJuliaisdoingnow:turningoffthelights． ThingsJuliawilldointhefuture:takingbagswhenshopping．ThingsJuliawillneverdo:turningofftheshowernotridingincarsorridingabike．StepⅥ2cThisactivityprovidesguidedoralpracticeusingthetargetlanguage．Lookatthesampleconversation．Inviteapairofstudentstoreaditaloudtotheclass．A:Wereallyshouldn’tusepapernapkins,youknow．B:Iknow．Istoppedusingthemlastyear．Gothroughtheinstructionswiththeclass．Say,Haveaconversationabouttheitemsinthechart．Talkaboutwhichofthesethingsyoudonow,whichyouwilldointhefuture,andwhichyouwouldneverdo．Getstudentstoworkinpairs．Whiletheyareworking,walkaroundtheclassroomcheckingtheprogressofthepairsandofferinghelpasneeded．Inviteoneortwopairstosaytheirconversationstotheclass．SA:Weshouldturnoffthelightswhenmeleavearoom．SB:Ialwaysdothat．SA:Weshouldtakeourownbagswhenshopping．SB:That’seasy．Iwilldothatinfuture．SA:Wereallyshouldn’trideincars．SB:I’llneverdothat!Ourschoolisfarawayfrommyhome．Ittakesmeonehourtoridetoschooleveryday．StepⅦSummaryInthisclass,we’velearnedsomekeyvocabulary,suchasrecycle,shower,papertowels,napkins,turnoff．We’vealsolearnedthetargetlanguageWereallyshouldn’tusepapernapkins,youknow．Iknow．Istoppedusingthemlastyear．StepⅧHomeworkTalkaboutthingsthatyouaredoingnow,youwilldointhefutureandyouwouldneverdousingthetargetlanguageandwritedownthe conversations．StepⅨBlackboardDesignUnit15We’retryingtosavethemanatees!SectionBTheFourthPeriodTargetlanguage:A:Wereallyshouldn’tusepapernapkins,youknow．B:Iknow．Istoppedusingthemlastyear．Unit15We’retryingtosavethemanatees!TheFifthPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）KeyVocabularytrash,pulldown,bemadefrom,glue,inspiration,bottle,sparetime（2）Practisereadinganarticle．（3）Practisewritingsomethingusingthetargetlanguage．2．AbilityObject（1）Improvestudents’integratingskills-readingskillandwritingskill．（2）Improvestudents’speakingabilitybytalkingtoeachother．3．MoralObjectWemustrealizetheimportanceofrecycling,Itnotonlyisausefulsavingofmoneybutalsocanprotectourenvironment．Ⅱ．TeachingKeyPointPractisereadingandwritingusingthetargetlanguage．Ⅲ．TeachingDifficultPoints1．Howtoimprovestudents’readingability．2．Howtoimprovestudents’speakingability． Ⅳ．TeachingMethods1．Readingmethodtoimprovestudents’readingability．2．Writingmethodtoimprovestudents’writingability．3．Speakingmethod．Ⅴ．TeachingAids1．Aprojector2．TheblackboardTeachingProceduresStepⅠRevisionRevisethetargetlanguagepresentedinthisunit．Checkhomework．Asksomepairstoreadouttheirconversations．StepⅡ3aThisactivityprovidesreadingpracticeusingthetargetlanguage．Teachthenewwords．Showthenewwordsonthescreenbyaprojector．stuffn．废物；无用的东西materialn．材料；原料pullv．拉；拖；拔pulldown摧毁；推翻bemadefrom由……制成；由……构成bottlen．瓶子gluev．胶合；粘贴；黏合n．胶水roofn．顶；屋顶；房顶discardv．丢弃；放弃tilen．瓦片；瓷砖fencen．栅栏；围墙cann．（装液体等，常带有盖的）金属罐inspiration n．灵感；鼓舞人心的人（或事物）spareadj．多余的；空闲的Readthewordsandaskstudentstorepeatthemagainandagainuntiltheycanpronouncethemcorrectlyandfluently．LookatthearticleThehouseoftrash．Inviteastudenttoreadthearticlealoudtotheclass．Correctanypronunciationmistakestomakesurethestudentisprovidingagoodmodelfortherestoftheclass．Gothroughtheinstructionswiththeclass．Elicitonequestionfromtheclass．（WhoisAmyWinterbourne?）Makesurestudentsknowwhattodo．Encouragestudentstothinkaboutquestionsbeginningwithwho,what,when,where,whyandhow．Nowreadthearticle．Thenwriteyourquestionsinyourexercisebook．Havestudentsdotheactivityinpairs．Studentsshoulddiscusswhytheywouldwanttoknowtheanswertoeachquestion．Whentheywork,movearoundtheclassroom,checkingtheprogressofthepairsandprovidinghelpasneeded．Checktheanswerswiththeclass．AnswersAnswerswillvarybutmightincludeWhotaughtherhowtomakeherhouse?Whatisn’tmadeoutoftrashinherhouse?Whendidshestartmakinghertrashhouse?Whereisthehouse?Whydidsheusetrashtobuildahouse?Howlongdidittaketobuildherhouse?Notes1．thehouseoftrash—thehousemadeoutoftrash2．most—（here）very3．outof—（here）bytheuseof;from4．discard—throwoutoraway;putaside,giveup（sth．uselessorunwanted） 5．inspiration—（here）personorthingthatinspiresStepⅢ3bThisactivityprovidesreadingandwritingpracticeusingthetargetlanguage．LookattheBeforepicture．Pleasetellmethenamesofthethingsyouseeinthepicture．（atrashcan,apairofpants,anapkin）ThenlookattheAfterpicture．Saytostudents．PleasefindoutthingsmadefromrecycledmaterialsfromtheBeforepicture．（thebackpack,thehat,thescarf）Gothroughtheinstructionswiththeclass．Makesurestudentsknowwhattodo．AskdifferentstudentstomakesamplesentencesusingthephrasesmadefromandusedtobeaboutitemsintheAfterpicture．Forexample:Hisbackpackusedtobeapairofpants．Hisbackpackismadefromapairofpants．Getstudentstocompletethearticleindividually．Whiletheyareworking,goaroundtheclassroom,checkingtheprogressofstudents,offeringhelpandansweringquestionsasnecessary．Inviteastudenttoreadhisorhercompletedarticletotheclass．AnswersJoeWinterbournelovestheclotheshismothermadeforhim．Atschool,everyonecallshimMrRecycling．Hishatismadefrom（usedtobe）atrashcancover．Hisbackpackusedtobe（ismadefrom）apairofpants．Hisscarfismadefrom（usedtobe）anapkin．StepⅣPart4Thisactivityprovidesreading,writing,andoralpracticeusingthetargetlanguage．Readtheinstructionsaloudtotheclass．Pleasetellmethethingsthatyourecycle．（paper,glass,aluminumcans,plastic,orcardboard）Lookatthesurveyform． Inviteastudenttoreadtheheadingsaloudtotheclass．Brainstormotheritemstoaddtothelist．Say,Talktoyourclassmatesandfindoutwhorecycleseachitemonyourlist．Letstudentsmovearoundtheclassroomandasktheirclassmatesabouttheirrecyclinghabits．Whenstudentsfinish,checkthework．Letsomestudentstellwhattheylearned．Howmanystudentsdidtheytalkto?Ofthisnumber,howmanyrecyclepaper?Howmanyturnoffthelightswhentheyleavethehouse?AsamplesurveyQuestionsThenumberofstudents（20）recyclepaper12turnofflightsinthehouse10turnofftheshower2whilewashinghairtakeyourownhags5whenshoppingStepⅤSummaryInthisclass,we’vedonealotofpracticereadingandwritingaswellasspeaking．StepⅥHomework1．ReadthearticleinActivity3aagainforfurthercomprehension．2．CompletethearticleinActivity3b．3．DothesurveyinActivity4ifstudentshaven’tfinishit．StepⅦBlackboardDesignUnit15We’retryingtosavethemanatees!SectionB TheFifthPeriodAnswerstoActivity3bJoeWinterbournelovestheclotheshismothermadeforhim．Atschool,everyonecallshimMrRecycling．Hishatismadefrom（usedtobe）atrashcancover．Hisbackpackusedtobe（ismadefrom）apairofpants．Hisscarfismadefrom（usedtobe）anapkin．Unit15We’retryingtosavethemanatees!TheSixthPeriodⅠ．TeachingAimsandDemands1．KnowledgeObjects（1）Fillintheblanksandmakesentencesusingsupport,endangered,recycle,wear,pulldown（2）Writeconversationsusingtheinformation．2．AbilityObjectTrainstudents’writingability．3．MoralObjectWeshouldformgoodhabits．Theyarenotonlygoodforourselvesbutalsogoodforoursociety．Ⅱ．TeachingKeyPoints1．Fillinblanksandmakesentences．2．Writeconversations．Ⅲ．TeachingDifficultPointMakestudentsusingsupport,endangered,cycle,wear,pulldownⅣ．TeachingMethods1．Teachingbyexplanation2．Speakingmethod3．Writingmethod Ⅴ．TeachingAids1．Aprojector2．TheblackboardⅥ．TeachingProceduresStepⅠRevisionCheckhomework．InviteafewstudentstoreadthearticleinActivity3a．Thenletastudentreadhisorherownarticle．StepⅡThisactivityfocusesonvocabularyintroducedintheunit．Lookatthewordsinthebox．Inviteastudenttoreadthem．Makesurethestudentsunderstandthemeaningofeachword．Thenfillintheblankswiththewords．Insomecases,studentsmayneedtouseanotherformoftheword,forexampleadjustingfortenseorsubject/verbagreement．Tellstudentstheycanfindallthewordsintheprecedingunit．Getstudentstofillintheblanksontheirown．Checktheanswers．Askfivestudentseachtoreadasentence,fillingintheblanks．Therestofthestudentschecktheiranswers．Showtheanswersonthescreenbyaprojector．Answers1．Whyareyouwearingacoat?It’snotverysuitable/orthishotweather．2．Ourschoolfootballteamneedsmoresupport．Theyaren’tdoingverywell．3．Pandasareendangeredanimals．Theyaren’tdoingverywell．4．It’simportanttorecyclepapertosavethetrees．5,Thatapartmentblockisoldanddangerous．Itshouldbepulleddown．Havestudentsmaketheirownsentenceswiththewords,preferablysentencesthataremeaningful．Walkaroundtheclassroom．Collectafewstudents’answerswithmistakesontheblackboard．Thenhelpstudentscorrectthemistakes． Sampleanswers1．Ihopetohaveyoursupport．2．Itismorethan30yearssincemanateeswereendangered．3．Recyclingpaperisveryimportantandnecessary．4．Whatdoyouliketowear?5．Thebuildingsthataredangerousmustbepulleddown．StepⅢPart2Thisactivityprovidesspeakingandlisteningpracticeusingthetargetlanguage．Gothroughtheinstructionswiththeclass．Inviteapairofstudentstomodelpartofthesampledialogueaddingtheirownanswers．Correctanypronunciationerrorstomakesurethestudentsareprovidingagoodmodelfortherestoftheclass．SA:Whatarethreethingsyouaresupposedtodo?SB:I’msupposedtogotoschoolontime,domyhomeworkandcleanmyroom．Getstudentstofinishtheconversationsinpairs．AstherearemorepartsfortheApartnertoanswer,partnersshouldswitchrolesandpracticeasecondtime．Reviewthetask．Inviteafewstudentstosharetheirconversationswiththeclass．Answerswillvary．SampleconversationsConversation1SA:Whatarethreethingsyouaresupposedtodo?SB:I’msupposedtogohomeafterschool,finishmyhomeworkandgotobedatten．SA:Whatareyousupposedtodowhenyoumeetyourteacher?SB:I’msupposedtogreetmyteacher．Conversation2 SA:Whathappenedyesterday?SB:Imissedthebus．Iwaslateforschool．SA:Whydidyoumissthebus?SB:Igotuplate．Conversation3SA:Givemethatbook,SB:Pleaseaskpolitely．SA:I’msorry．Couldyoupleasegivemethatbook?SB:Ofcourse．Hereyouare．Conversation4SA:Howdoyoufeelaboutsoftmusic?SB:Itmakesmerelaxed．SA:Howaboutloudmusic?SB:Itmakesmewanttodance．Conversation5SA:Doyouneedsomehelp?SB:Yes,I’mlookingforyourabusstop．SA:Walkalongthestreetandturnleftatthefirstturning．Youwillfindit．SB:Thankyouforyourhelp．SA:You’rewelcome．Conversation6SA:Haveyoueverwonanything?SB:Iwonthebestnewsingerlastyear．Sa:That’sgreat．Haveyouhadyourownconcert?Sb:No,notyet．StepⅣJustforFun!Thisactivityprovidesreadingandspeakingpracticewiththetargetlanguage．Inviteapairofstudentstoreadtheconversationaloudtotheclass．SA:Whataretheydoing? SB:Theyaretryingtohelptheenvironment．Askallthestudentstoreadtheconversationagain．Thenletstudentslookatthepicture．Ask,Whoishappythatthepondisbeingcleanedup?（Thetoads．）Howdothetoadsshowtheirthanks?（Theylineupandbowtheirthanks．）Asksomepairsofstudentstopresentthisconversationtotherestoftheclass．StepⅤSummaryandHomeworkInthisclass,we’vedonealotofwritingpracticeusingthekeyvocabularywordsandthetargetlanguagepresentedinthisunit．Afterclass,pleasemakesentencesusingthewordsinActivity1inyourexercisebooks．Thenfinishofftheexercisesonpages62～64oftheworkbook．StepⅥBlackboardDesignUnit15We’retryingtosavethemanatees!SelfcheckTheSixthPeriodSampleanswerstoActivity1:1．Ihopetohaveyoursupport．2．Itismorethan30yearssincemanateeswereendangered．3．Recyclingpaperisveryimportantandnecessary．4．Whatdoyouliketowear?5．Thebuildingsthataredangerousmustbepulleddown．★清华大学★英语系学生测试使用。专为中小学生英语量身定做。 官方网站：http://qinghua.yeryy.com/清华大学英语教授研究组提供英语人称代词及其用法1.his（物主代词）2.her(物主代词）3.Lucy's(所有格)4.my(物主代词）5.herparent（主语）6.childrenmy（复数、物主代词）7.its（物主代词）8.are（be动词复数）9.me（宾格）10.Ann'sour(所有格、物主代词)人称代词：一、人称代词的宾格有：me（我）、him（他）、her（她）、it（它）、us（我们）、you（你、你们）、them（他们、她们、它们）。二、人称代词的宾格在句中作宾语，往往用在动词或介词后面。例：1.Listentome,Dad.2.Peterissittingbehindme.3.Letmegotherenow.4.Givemeanorange,please. 三、you既是"你"或"你们"的主格，又是它们的宾格；her既是"她"的所有格，又是它的宾格。我们可以根据它们在句子中的位置来判断它们属于主格、所有格还是宾格。四、and是一个我们常用来连接两个词的连接词。它虽然与介词with有同样的意思，但它的前后可以是人称代词的主语，也可以是人称代词的宾格，而with只能跟人称代词的宾格。如：YouandIaregoingtoschool.Youaregoingtoschoolwithme.五、人称代词的主格和宾格单数形式：I-me,you-you,he-him,she-her,it-it(共5对)复数形式：we-us,you-you,they-them(共3对)六、人称代词在句中的作用1)主格作主语。如：IamChinese.我是中国人。2)宾格作宾语，放在及物动词或介词之后，有时还可以在口语中用作表语。如：①Idon'tknowher.我不认识她。(动词宾语)②What'swrongwithit?它怎么了？(介词宾语)③-Openthedoor,please.It'sme.请开门，是我。(表语)七、人称代词并列用法的排列顺序1)单数人称代词并列作主语时，其顺序为： 第二人称->第三人称->第一人称即：youandI;he/she/itandI;you,he/she/itandI2)复数人称代词作主语时，其顺序为：第一人称->第二人称->第三人称即：weandyou;youandthey;we，youandthey为帮助同学们理解和掌握英语人称代词，请记住下面的口诀：人称代词分主/宾，只有八对要区分。你(们)、它主/宾同一形，其余主/宾须分清。谓语之前主格填，动/介之后宾格跟，口语运用最灵活，表语也可用宾格。人称代词并列现，注意顺序礼貌见，二一、三一、二三一，第一人称最谦虚，若把错误责任担，第一人称须当先。你问的题目还牵涉到物主代词的问题：用来表示某人或某物属于"谁的"的代词叫做物主代词。形容词性物主代词有：my(我的)，your(你的、你们的)，our(我们的)，his(他的)，her(她的)，its(它的)，their(他们的)。形容词性物主代词具有形容词的特性，常放在名词前面作定语，表明该名词所表示的人或物是"谁的"。1.形容词性物主代词相当于形容词，在句中只能用作定语,后面必须跟名词。例如： Isthatyourbike?那是你的自行车吗?2.如果名词前用了形容词性物主代词，就不能再用冠词(a,an,the)、指示代词(this,that,these,those)等修饰词了。例如：这是他的书桌。误：Thisishisadesk.正：Thisishisdesk.3.与形容词一起修饰名词时，形容词性物主代词要放在形容词的前面。如：hisEnglishbooks他的英语书，theirChinesefriends他们的中国朋友。4.汉语中经常会出现"我妈妈"，"你们老师"等这样的语言现象，虽然代词用的是"我"、"你们"，但实际意义仍是"我的"、"你们的"，所以在英译时，注意要用形容词性物主代词"my","your"。例如：你妈妈在家吗?误：Isyoumotherathome?正：Isyourmotherathome?5.it's与its读音相同，he's与his读音相似，但使用时需注意它们的区别(it's和he's分别是itis和heis的缩略形式，但its和his却是形容词性物主代词)。例如：It'sabird.ItsnameisPolly.它是一只鸟。它的名字叫波利。He'sastudent.Hismotherisateacher.他是一名学生。他妈妈是一位教师。 还有名词所有格的问题：名词所有格的构成表示有生命的东西的名词及某些表示时间、距离、星球、世界、国家等无生命的东西的名词后加’s来表示所有关系，叫做名词所有格。例如：men’sroom男厕所//ChairmanMao’sworks毛主席著作//amile’sdistance一英里的距离//astone’sthrow一步之遥//themoon’slight月光但如果该名词是以-s或-es接尾，则只在该名词后加“’”来构成所有格。例如：3hours’walk三小时的路程//fiveminutes’walk五分钟路程//twomiles’distance两英里的距离2.用名词所有格表示处所肉铺叫abutcher’sshop，但通常略写为abutcher’s。类似情况下的shop,house,office都可以省略：atailor’s裁缝铺//abarber’s理发店//adoctor’s诊所//mysister’s我姐姐的家//stationer’s文具店//Chaplin’s卓别林的家★清华大学★英语系学生测试使用。专为中小学生英语量身定做。官方网站：http://qinghua.yeryy.com/清华大学英语教授研究组提供袄芈蒇袇螀芇蕿蚀聿芆艿蒃肅芅蒁螈羁芄薃薁袆芃芃螆螂芃莅蕿肁节蒈螅羇莁薀薈袃莀艿螃蝿荿莂薆膈莈薄袁肄莇蚆蚄羀莇莆袀袆羃蒈蚂螂羂薁袈肀肁芀蚁羆肁莃袆袂肀薅虿袈聿蚇蒂膇肈莇螇肃肇葿薀罿肆薂螆袅肅芁薈螁膅莃螄聿膄蒆薇羅膃蚈螂羁膂莈蚅袇膁蒀袀螃膀薂蚃肂腿节衿羈腿莄蚂袄芈蒇袇螀芇蕿蚀聿芆艿蒃肅芅蒁螈羁芄薃薁袆芃芃螆螂芃莅蕿肁节蒈螅羇莁薀薈袃莀艿螃蝿荿莂薆膈莈薄袁肄莇蚆蚄羀莇莆袀袆羃蒈蚂螂羂薁袈肀肁芀蚁羆肁莃袆袂肀薅虿袈聿蚇蒂膇肈莇螇肃肇葿薀罿肆薂螆袅肅芁薈螁膅莃螄聿膄蒆薇羅膃蚈螂羁膂莈蚅袇膁蒀袀螃膀薂蚃肂腿节衿羈腿莄蚂袄芈蒇袇螀芇蕿蚀聿芆艿蒃肅芅蒁螈羁芄薃薁袆芃芃螆螂芃莅蕿肁节蒈螅羇莁薀薈袃莀艿螃蝿荿莂薆膈莈薄袁肄莇蚆蚄羀莇莆袀袆羃蒈蚂螂羂薁袈肀肁芀蚁羆肁莃袆袂肀薅虿袈聿蚇蒂膇肈莇螇肃肇葿薀罿肆薂螆袅肅芁薈螁膅莃螄聿膄蒆薇羅膃蚈螂羁膂莈蚅袇膁蒀袀螃膀薂蚃肂腿节衿羈腿莄蚂袄芈蒇袇螀芇蕿蚀聿芆艿蒃肅芅蒁螈羁芄薃薁袆芃芃螆螂芃莅蕿肁节蒈螅羇莁薀薈袃莀艿螃蝿荿莂薆膈莈薄袁肄莇蚆蚄羀莇莆袀袆羃蒈蚂螂羂薁袈肀肁芀蚁羆肁莃袆袂肀薅虿袈聿蚇蒂膇肈莇螇肃肇葿薀罿肆薂螆袅肅芁薈螁膅莃螄聿膄蒆薇羅膃蚈螂羁膂莈蚅袇膁蒀袀螃膀薂蚃肂腿节衿羈腿莄蚂袄芈蒇袇螀芇蕿蚀聿芆艿蒃肅芅蒁螈羁芄薃薁袆芃芃螆螂芃莅蕿肁节蒈螅羇莁薀薈袃莀艿螃蝿荿莂薆膈莈薄袁肄莇蚆蚄羀莇莆袀袆羃蒈蚂螂羂薁袈肀肁芀蚁羆肁莃袆袂肀薅虿袈聿蚇蒂膇肈莇螇肃肇葿薀罿肆薂螆袅肅芁薈螁膅莃螄聿膄蒆薇羅膃蚈螂羁膂莈蚅袇膁蒀袀螃膀薂蚃肂腿节衿羈腿莄蚂袄芈蒇袇螀芇蕿蚀聿芆艿蒃肅芅蒁螈羁芄薃薁袆芃芃螆螂芃莅蕿肁节蒈螅羇莁薀薈袃莀艿螃蝿荿莂薆膈莈薄袁肄莇蚆蚄羀莇莆袀袆羃蒈蚂螂羂薁袈肀肁芀蚁羆肁莃袆袂肀薅虿袈聿蚇蒂膇肈莇螇肃肇葿薀罿肆薂螆袅肅芁薈螁膅莃螄聿膄蒆薇 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