[英语]新课标人教版新目标九年级英语第8-15单元全套教案

[英语]新课标人教版新目标九年级英语第8-15单元全套 教案 中职数学基础模块教案 下载北师大版¥1.2次方程的根与系数的关系的教案关于坚持的教案初中数学教案下载电子教案下载 Unit 8 I?ll help clean up the city parks( stThe 1 period ?( Teaching Aims and Demands 1( Knowledge Objects (1) Key Vocabulary clean up, hunger, homeless, cheer up, give out, volunteer, food, bank (2) Target Language I?d like to work outside( You could give out food at a food bank( 2( Ability Objects (1) Train the students to express offering to help with the target language( (2) Train the students? listening skill( 3( Moral Object Offer help to the others as much as possible( ?( Teaching Key Points 1( Key Vocabulary clean up, hunger, homeless, cheer up, give up 2( Target Language How to express offering to help with target language( ?( Teaching Difficult Points 1( Teach the students how to use the new phrasal verbs( 2( Teach the students to express offering to help with target language( ?( Teaching Methods 1( Teaching by giving sample sentences and making up sentences( 2( Teaching by showing pictures( ?( Teaching Aids 1( A tape recorder 2( Some pictures on volunteer?s offering help ?( Teaching Procedures Step ? Revision 1( Revise the language points in Unit 7( Ask some questions like this: Where would you like to go on vacation? (I?d like to/I?d love to/l hope to… )Why? (Because…) 2( Revise the contents in Unit 7( Say to the class like this: Who can say something about Singapore? What things do you like there and what things don?t you like about it? Ask them to give the answers without looking at the books( 3( Check homework by asking some students to read their sentences they?ve made with the verbs( Let them hand in their homework( 4( Dictate ten words in Unit 7( Step ? la This activity introduces the key vocabulary and provides some writing practice( In this unit we learn to offer to help( We?ll use some phrasal verbs( Each phrasal verbs has two or three words, such as clean up, cheer up, give out( Here is an example on how to use clean up( Look at the title of Unit 8( I?ll help clean up the city parks( Repeat it twice, please( Ask the children to read the title twice( Then go on saying, "clean up means make a place clean and tidy, put things there in order"( Let?s see another example, We should always clean up after a picnic( Who can explain this sentence in your own, words? Ask one student to explain the sentence( He or she may say like this( This sentences means we should burn wastepaper, collect litter and empty bottles, etc( Then ask the class( Who can make more sentences with clean up? Ask several students to share their sentences to the class( Do the same with the other phrasal verbs( Some sample sentences 1( clean up—make a place clean and tidy, put things in order We should always clean up the dirty parts of the sea( 2( cheer up—make someone feel happy The good news cheers everyone up( 3( give out—hand out, distribute 1 Lin Tao helped the teacher give out the new textbooks to the class( Read the instructions to the students( Please look at the picture now( We can see a bulletin board and two children in it( What is the bulletin board about? Help students to answer: Volunteer Today! Then continue saying, "Who can tell me the meaning of volunteer?" Ask one student to try to explain it( Then tell them the meaning of it( Volunteer means a person who offers to do something unpleasant or dangerous( It means a person who offers to help the others sometimes( Volunteer is used as a verb in this lesson( Draw the students? attention to the three posters on the board( We can see one sentence in each poster( And we can see some people in each poster, too( What are the volunteers doing in each poster? Please work in pairs and talk about the posters( Give the students a few minutes to talk about what they will say( Let them talk about all the three items( Move around and help the pairs as needed( Then read the sentences in the posters to the class( Ask the pairs of students to explain what the sentence means in their own words( Or tell what the volunteers are doing in the posters( For example, for the first poster, a pair might say: It means there is trash in the park( There are papers on the ground( We can help clean up the park by picking up papers and trash( We can make the park clean( After the students have finished all the items, ask the students to add some other ways they can help people( Get them to write the ways down in the box below the picture( At last, ask some students to share their ideas with the class( Write any new words or phrases on the board and explain these words to the class, if necessary( Some sample answers: Visit some single elderly people and help them with housework( Help clean up the neighbourhood( Cheer up the people who look sad( Help the teacher give out the papers to the students( Save money to help the poorer children( Step ? 1b This activity gives students practice in understanding the target language in spoken conversation( Call the students? attention to the two lists in the box in Activity lb( Ask some students to read the eight sentences on the lists to the class( Explain any new words and phrases in it( Make sure that all the students can understand the meanings of the eight items( Then get the children to read the instructions together( Say, we will hear four conversations( Your task is to match the items in the two lists( We can see the blanks in front of the first line of each conversation( Listen to the conversations and write the letter in front of the first line of each conversation( Put the letters of the second line of conversations in right places( Point out the sample answer to the class( Play the recording the first time( Tell the students to only listen( Then play the recording a second time( Tell them to write a letter in front of each numbered sentence this time( Check the answers( Answers 1( c 2( a 3( d 4( b Ask the students to choose a volunteer job they might like to do and draw a picture of it( They can draw a picture like the posters in the textbook( They can also add a sentence describing the job( They may do this in several groups( After they?ve finished, display the pictures on a bulletin board and discuss these pictures with the class( Step ? 1c This activity provides guided oral practice using the target language( Read the instructions with the class( Call their attention to the example in the speech bubbles in Activity la( Ask a pair of students to read this conversation to a class( Then let them practice in pairs( Note their pronunciation of "like to" in phrases such as, I?d like to help hungry people( Tell them English speakers usually pronounce the words "like to" as if they were spelled like-tuh( Play the I?d like to statements on the recording to demonstrate this pronunciation( After they?ve finished practicing the sample conversation, ask them to make up similar conversations based on the other two posters( Get two pairs to demonstrate two conversations first( They may say like this: S: I?d like to cheer up sick kids( AS: You could visit sick children in the hospital( BS: I?d like to help homeless people( A2 S: You could give out food at a food bank( BThen let the whole class practice in pairs( After that, play the recording of activity 1b and let the children read after it twice( Then ask them to practice similar conversations using the information in Activity 1b( Step ? Summary Say, In this class, we?ve learned how to express offering help( And we?ve learned several phrasal verbs( At last, we did some oral practice using target language( Step ? Homework 1( Make up one sentence with each of the following phrasal verbs: clean up, cheer up, give out 2( Write out three conversations of activity 1c( Step ? Blackboard Design Unit 8 I?ll help clean up the city parks, Section A The First Period Phrasal verbs: 1( clean up—make a place clean and tidy, put things in order We should always clean up the dirty parts of the sea( 2( cheer up—make someone feel happy The good news cheers everyone up( 3( give out—hand out, distribute Lin Tao helped the teacher give out the new textbooks to the class( Unit 8 I?ll help clean up the city parks( ndThe 2 Period ?( Teaching Aims and Demands Knowledge Objects (1) Key Vocabulary clean-up, sign, put off, set up, establish, come up with (2) Target Language I?ll help clean up the city parks( 2( Ability Objects (1) Train the students? listening skill( (2) Train the students? communicative competence using the target language( (3) Train the students to use the new phrasal verbs: cheer up, set up, come up with, put off/ 3( Moral Object Plan a City Parks Clean-up Day with your good friends and come up with some ideas to tell people about it( ?( Teaching Key Points 1( Listening practice with target language( 2( Make communications with target language( 3( How to use the phrasal verbs( ?( Teaching Difficult Points 1( Make communications with target language( 2( Use the phrasal verbs( ?( Teaching Methods 1( Listening 2( Pairwork 3( Role play the conversation ?( Teaching Aids A tape recorder ?( Teaching Procedures Step ? Revision 1( Revise the knowledge points on Page 60( Ask several students to tell some ways they could help people with books closed( 2( Check homework by asking several pairs to read their conversations which they wrote down( 3( Check homework by asking some students to read their sentences with the phrasal verbs( Let them hand in their homework( Step ? 2a This activity provides listening practice using the target language( We can see five pictures in Activity 2a( What can you see in each picture? Ask five different students to describe the pictures( They may say like this: 3 Picture 1: We can see a TV screen in Picture 1( Picture 2: There is a girt putting a sign on the board( Picture 3: A boy is making a call( Picture 4: We can see a copy of newspaper with the advertisement( Picture 5: A boy is giving out advertisements to people( After that, ask a student to read the words on the TV screen, on the sign and in the newspaper( We?ll hear some students at a club meeting( They are talking about how their club can help clean up the city parks( Ask the class to read the instructions together( Tell them to note the box of each picture, they will have to tick in the boxes of the items they hear on the recording( Now listen to the club members talking about what they can do to clean up the city parks and tick in the right small boxes( Play the recording the first time( Students only listen( Play the recording again( Ask students to check the things they hear( Check the answers( Answers The following pictures should be checked: b c c Tapescript Boy 1: OK( Now we need to come up with a plan to tell people about the city park clean-up( Girl 1: Yeah, but I?m hungry, Bob( let?s have lunch first( Girl 2: No, we can?t put off making a plan( Clean-up Day is only two weeks from now( Boy 2: You?re right( Sally, while we talk, I?ll write down all our ideas( Then we can decide which ideas are best( Girl 1: Um… Well … we could put up signs( Boy 2: That?s a good idea! Girl 2: I?11 hand out advertisements after school( Boy 1: OK( Great! And we could each call up ten people and ask them to come( Boy 2: Hey, we?ve coming up with a lot of good ideas, aren?t we? Step ? 2b This activity provides listening and writing practice using the target language( Read the instructions with the class( And let them have a look at the sentences( Read the first sentence to the students( Tell them it is a sample answer( Say, We will hear the same recording again( This time listen carefully to what the students say and fill in the blanks in the sentences( Play the tape again and the students write out the answers( Check the answers( Answers 1( come up with 2( put off 3( write down 4( put up 5( hand out 6( call up Step ? 2c This activity provides guided oral practice using the target language( Ask students to look at the sample conversation first( Ask a pair to read it to the class( Ask the class to read the instructions together( Say( You?ll work in pairs to role play the conversation in Activity 2b( Each pair will make a conversation like the sample one( You can use the sentences in Activity 2b as a guide( Ask the students to work in pairs( More around the classroom, checking the progress of the pairs and offering help as needed( Ask one or two pairs to say their conversations to the class( Step ? Grammar Focus This activity introduces several phrasal verbs( Say, Do you remember the meaning of cheer up? Who can tell us? Ask a student to explain the phrasal verb cheer up like this: Cheer up means make someone happy( Then get students to make up some sentences with it( Say, Let?s learn some more phrasal verbs today( Please open your books at page 61( Look at the content in Grammar Focus and try to tell me the meanings of set up and come up with( Ask two children to tell their meanings like this: Set up means establish or start( 4 Come up with means think up( Then get students to read the sample sentences in the grammar box( Write the phrasal verbs and the sentences on the blackboard( Get students to make more sentences with these phrasal verbs to get a further understanding( Step ? Summary Say, In this class, we?ve done some listening and writing practice with target language( We also did some oral practice in pairs( And we?ve discussed some phrasal verbs as well( Step ? Homework 1( Write two conversations like the sample in Activity 2c( 2( Make up one sentence with each of the following phrasal verbs: set up, come up with, put off, hand out, call up Step ? Blackboard Design Unit 8 I?ll help clean up the city parks( Section A The Second Period Phrasal verb: cheer up He looks sad( Let?s cheer him up( set up We are going to set up a food bank to help angry people( come up with We need to come up with some ideas( Unit 8 I?ll help clean up the city parks( The 3rd Period ?( Teaching Aims and Demands 1( Knowledge Objects (1) Key Vocabulary major, commitment, veterinarian, coach (2) Target Language I?d like to join the school volunteer project( You could help coach a football team for little kids( 2( Ability Objects Train students? reading skill( Train students? speaking skill with target language( Train students? writing skill with target language( 3( Moral Object If there is a student volunteer project in your school, try to join it; if not, try to set up one; being a volunteer is great! ?( Teaching Key Points 1( Guide students to read the article in Activity 3a( 2( Help students to use the target language to express what kinds of volunteer work they could do and what they like to do( 1( Teaching Difficult Points 1( Read the article for comprehension( 2( Use the target language to express what kinds of volunteer work they could do and what they like to do( ?( Teaching Methods 1( Pairwork 2( Role play ?( Teaching Aids Some pictures that the volunteers are working, or some signs of the volunteers? clubs( ?( Teaching Procedures Step ? Revision 1( Check the homework by asking some children to read their conversation( 2( Check the homework by asking some children to share their sentences with the phrasal verbs with the class( 3( Revise the target language they learned last class( Ask several pairs to talk about the ways they could help people, using the conversation in the speech bubbles in activity la as a sample( Step ? 3a This activity provides reading practice using the target language( Have the students look at the picture of the three children( Ask them who they think the children are( Then call the students? attention to the title of the article and ask the children to read it out( Ask them the question again( This time they may answer( They are three volunteers( 5 Read the instructions to the students( This is an article about volunteers( You have two tasks to do: first underline the kinds of work the volunteers do; second circle the reasons why they like their work( Continue saying( The names of the three volunteers are Li Huiping, Lan Pei and Zhu Ming( The article tells you about the different things they do to help people( Please read the article the first time and underline the things they do( There are three questions on the blackboard to help you( Write the three questions on the blackboard and tell them to scan the passage to get the answers and underline the words( Questions 1( What does Li Huiping do to help people as a volunteer? 2( What does Lan Pei do? 3( What does Zhu Ming do? Check the answers by asking three students to answer the questions( Read the article to the class and do some explanation on any new words( Tell the students to raise their hands when I come to any word or sentence they don?t understand( Pause and do some explanation( Try to explain the new words in English like this: major means more important, for example, a major operation, the major roads; A veterinarian means an animal doctor, a doctor who treats animals( After that, get the students to read the article a second time to circle the reasons( Check the answers with the class( Then have the students read the article loudly twice( Encourage them to ask questions if they still can?t understand any words or sentences( Move around the classroom and answer the students? questions( Answers Underlined words: She helps young children learn to read after school( …volunteers every Saturday morning at an animal hospital… sings for groups of people at the City Hospital( Circled words: You can do the things you love to do…he has learned a lot about animals …he has met some wonderful people at the hospital( Step ? 3b This activity provides reading and writing practice using the target language( Read the instructions to the students( And tell them I love English( I could teach English in an after-school program( Hui loves playing football( What could Hui do if he wants to join the school volunteer project? Help the students answer( He could coach a fcf6tball team for little kids( Tell them coach means teach or train( Then ask the students to look at the table in Activity 3b( We can see three columns in this form( There are four names in the first column( And we can know what each of them loves doing from the second column, the column of loves( Now our task is to fill in the blanks in the third column, the column of Could( Get the students to discuss in pairs and fill the results of their discussions in the blanks( Move around the classroom to make sure that they are discussing in English and offer them help as necessary( Ask several pairs to report their answers to the class( Answers will vary but should show a sense of volunteering as well as a relationship to the skill( They may give answers in completely sentences orally but write in phrases( Sample answers Name Loves Could Hui Football coach a football team for kids Xiao writing stories give a talk on how to write stories Tang Joy movies help give out posters for a cinema Wei music play music to cheer up the sad people Step ? 3c This activity provides listening and speaking practise using the target language( Ask a pair of the students to model the sample conversation first( S: I?d like to join the school volunteer project, but I?m not sure what I should do( AS: What do you like doing? BS: I love playing football( AS: Well, you could help coach a football team for little kids( BWrite the conversation on the blackboard( Model for the rest of the class( Then let the whole class practice in pairs( Remind them to use the sample conversation, but replace the words loves and skills( 6 Move around the classroom while they are working, checking the progress and offering help as necessary( Ask two or three pairs to share their conversations to the class( Step ? Part 4 This activity provides written and oral practice using the target language( Read the instructions to the class( Call the students? attention to the clart on the left( Point out the titles Things I like to do and volunteer work I could do to the students( At first, each of you writes down three things you like to do on the lines in the column of Things I like to do( You can write in either complete sentences or phrases( For example, you can fill in the blank with I love drawing pictures, or Drawing pictures( Get the students to write down their own answers individually( As students write, move around the room helping with vocabulary if necessary( Show some pictures of volunteers? work to remind them as well( Ask several to read their things they like to do to the class( Then work in pairs and give each other suggestions about what volunteer work you could do with those interests( Ask a pair to model the sample conversation before they begin to practice( S:I like to read about Chinese history( AWhat kind of volunteer work do you think I could do? S: You could start a Chinese History Club( BWrite the conversation on the blackboard( Get students to practice in pairs( As the students practice, move around the classroom, correcting some mistakes they may make and helping them answer the questions( Tell them to fill in the blanks in the column of Volunteer work I could do with the suggestions that their partners have given them( After all of them have finished writing, ask one or two pairs to share their conversations to the class( Sample answers Things I like to do Volunteer work I could do 1( I love drawing pictures( I could design a wall newspaper for our class( 2( I like to travel( I could guide the tourists in our city( 3( I like visiting museum( I could help look after the things on display( Step ? Summary In this class, we?ve learned more about the volunteers and their work( And we?ve done much oral and written practice on volunteer work with target language( Step ? Homework 1( Write a conversation like the sample on in Activity 3c( 2( Write a conversation like the sample one in Activity 4( Step ? Blackboard Design Unit 8 I?ll help clean up the city parks( Section A The Third Period Target language: 1( I?d like to join the school volunteer project, but I?m not sure what I should do( What do you like doing? I love playing football( Well, you could help coach a football team for little kids( 2( I like to read about Chinese history( What kind of volunteer work do you think I could do? You could start a Chinese History Club( Unit 8 I?ll help clean up the city parks( thThe 4 Period ?( Teaching Aims and Demands 1( Knowledge Objects (1) Key Vocabulary run out of, take after, fix up, give away, repair, not…any more, similar advertisements (2)Target Language What do you do, Jimmy? I fix up bikes and give them away( 2( Ability Objects (1) Train the students? reading, writing, speaking and listening skills with the target language( 7 (2) Train the students to use the new phrasal verbs( 3( Moral Object Come up with a good idea to help others( It will bring you much enjoyment( ?( Teaching Key Points 1( Train the students? reading, writing, speaking and listening skills with the target language( 2( Teach the students to use the new phrasal verbs properly( ?( Teaching Difficult Point Teach the new phrasal verbs( ?( Teaching Methods 1( Making up sentences 2( Listening 3( Pairwork ?( Teaching Aid A( tape recorder( ?( Teaching Procedures Step I Revision 1( Revise the contents of the article in Activity 3a( Section A by asking some questions like these( Questions 1( What does Li Huiping love to do? And what does she do as a volunteer? 2( What does Lan Pei love and what does he plan to be when he leaves school? Where does he spend every Saturday working? 3( What about Zhu Ming? Say something about Zhu Ming( 4( What do they say about their volunteer work? 5( What do they plan to do? 2( Check the homework by asking some students to read the conversations they wrote( Correct any mistakes they might have made( Let them hand in their homework( Step ? 1a This activity introduces new target language( Read the instructions to the students( Make sure that each one knows what to do( Let the students look at the sentences in the left column first( Try to explain the four sentences in English for the children, especially the new phrasal verbs in the sentences( Say to them like this: Please look at the sentences on the left column( Let?s get the meanings of them( Let?s see the first one( I?ve run out of it Here, run out of is a phrasal verb( It means reach an end of, use up or become short of( I?ve run out of it, means I?ve used it up, nothing left( Explain the other sentences in the same way like this( 2( I take after my mother( take after——be like sb( or be similar to sb( I take after my mother( ——I am like my mother( 3( I fixed it up( fix up——install, fit together and place in position, repair, renew I fixed it up( ——I installed it, or I repair it( 4( I gave it away( give away——make a present of, donate I gave it away(——I donated it( I gave it to someone without money( After explaining the sentences, read each sentence in the box and ask the students to repeat( Then ask several students to explain the sentences with letters in front of them( Tell them to explain them in their own sentences( For example, Sentence a, the student might respond( My bicycle was broken( I couldn?t ride it( I got new tires and a new seat( Now it works fine( Read the instructions again and ask the students to match the sentences with similar meanings( Say, Now match the numbered sentences with the lettered sentences in the box( Write the letter of one sentence in front of the number of the matching sentence( Look at the first sentence( The answer has been given( It?s Sentence b( Find out the answers to the other sentences( Check the answers by asking different students to read their matched sentences( Answers 1( b 2( c 3( a 4( d Step ? 1b This activity provides writing practice with the new phrasal verbs( Call the students? attention to the phrasal verbs in the box( Have four different students explain each phrases in their own words( Make sure each student knows the phrasal verbs? meanings( 8 Then ask the students to read the instructions together( Now let?s make sentences with the words in the box( Please look at the sample sentence in your book( Who would like to read it and explain it in your own language? Ask one student to read the sample sentence and explain it( He or she might explain like this: The meaning of this sentence is I give my bicycle to charities without money( Who can make another sentence with give away? Please put up your hands( Ask two or three students who have put up their hands to say their sentences to the class( Correct any mistakes they may make( Then have the students work individually( Make one sentence with each phrasal verb in the box( Tell them to write down their sentences on the lines next to the box( Walk around the classroom as they write( Offer some help to them if they need( Try to remember who have made some wonderful sentences at the same time( After all of them have finished writing, choose some children who have made some wonderful sentences to share theirs with the class( Choose some of the best sentences( Write them on the blackboard( At last, ask the whole class to work in pairs and help each other( Let them check each other?s sentences very carefully( Correct all the mistakes in writing or sentence structures that their partners? may have made( Sample answers: run out of: He is always running out of money before payday( take after: He takes after his father in everything but his nose( fix up: The workers: have fixed up the big machine( give away: The writer gave away his books to a library( Step ? 2a This activity provides listening practice using target language( Call the students? attention to the four pictures( Tell them the boy?s name is Jimmy( Read the instructions to the class( Your task is to number the pictures the correct order while you are listening to the conversation on the tape( But I want to ask you to guess the answer without listening now( Try to put the four pictures in a certain order to show a story of Jimmy by yourselves now( I?ll see whose answers ant correct after we finish doing the listening practice( Then have them give their own order by guessing( After a while, ask several ones to tell their answers to the whole class( Collect two or three answers which many students support on the blackboard( Next, ask some students to tell their own stories on the pictures according to their own orders( For example, if someone?s answer is a( 4 b( 2 c( 1 d( 3( he or she may tell a story like this: Jimmy got an old bike from someone( He fixed it up by himself( After he repaired it, he wanted to sell it to someone/he gave it away to someone( At last, he emptied both of his pockets( It seemed that he had run out of his money( The stories will vary( Ask them to work in pairs( Each one has to tell a story to the partner( After that, ask the students to get ready to listen( Say, We will hear a radio program( A man is interviewing a boy( Write a number in each short line next to each picture while you are listening( Your numbers should be from 1 through 4 and show which thing they talk about first, second, third and fourth( Play the recording the first time( Students only listen( Then play the recording again( Ask students to number the pictures( Check the answers( Remember to say congratulations to the children who guessed correctly( Answers The pictures should be numbered in the following order: a( 4 b( 2 c( 1 d( 3 Step ? 2b This activity provides listening practice using the target language( Read the instructions together with the children( Make sure that everyone knows what to do( Call the students? attention to the box( Ask four students to read the four sentences to the class( Point to the list of statements and true/false choices( We will listen to the same recording again( Before I play the recording, let?s do like this( —If you can remember the contents of the conversation, please you?re your answers; if you can?t remember the contents, please just guess the answers( It doesn?t matter whether your answers are right or wrong( After a while, have the students get ready to listen( Play the recording again( Ask the students to circle the correct answer to each question—T for true or F for false( Check the answer( Remember to say congratulations to the students who had a good guess before listening( Answers 9 1( T 2( F 3( F 4( T Step ? 2c This activity provides guide oral practice using the target language( First, play the recording of this lesson again， The students repeat after it( Let the students read after the tape at least twice( Tell them to try their best to copy the pronunciation of the recording( Read the instructions to the class( Tell them they will practice the conversation between Jimmy and the reporter, using the information in the Activities 2a and 2b( Ask a pair of the students to read the model conversation( S:What do you do, Jimmy? AS: I fix up bikes and give them away( BWrite the conversation on the blackboard( Then let them practice their own conversations in pairs( As the pairs work together, more around the room offering help as needed( Ask several pairs to share their conversations with the class( Step ? Summary Say, In this class, we?ve learned how to use some new phrasal verbs first( And we?ve done much listening practice on the target language( At last, we did some oral practice by making our own conversations( Step ? Homework 1( Make up one more sentence with each of the phrasal verbs in Activity lb( 2( Write out the conversations that you made by yourselves in Activity 2c( Step IX Blackboard Design Unit 8 I?ll help clean up the city parks( Section B The Fourth Period Target language: A: What do you do, Jimmy? B:I fix up bikes and give them away( Unit 8 I?ll help clean up the city parks( thThe 5 Period ?( Teaching Aims and Demands Knowledge Objects (1) Key Vocabulary call up, hand out, call-in(=phone in), strategy, work out (2) The new and old phrasal verbs( (3) The reading passage( 2( Ability Objects (1) Train the students? reading skill on how to make notes( (2) Train the students how to use the phrasal verbs( (3) Train the students? writing and speaking skills( 3( Moral Object If you get in trouble in your volunteer work, go to the people around you to ask for help( ?( Teaching Key Points 1( To help the children understand the article( 2( To teach the new phrasal verbs( 3( To direct the students how to make notes based on an article( ?( Teaching Difficult Points 1( Teaching the new phrasal verbs( 2( Directing the children to make notes based on an article( ?( Teaching Methods 1( Giving examples 2( Asking questions 3( Making notes 4( Brainstorming ?( Teaching Aids Some pictures on volunteer work, especially a picture on repairing bikes( ?( Teaching Procedures Step I Revision 1( Revise the phrasal verbs that taught last class by asking students to make sentences with them again( 2( Check homework by asking students to read their sentences and conversations to the class( Tell them to hand in their homework( 3( Revise the story about Jimmy( Ask two or three students to tell the story to the class, showing the 10 picture of repairing bikes to remind them( Step ? 3a This activity provides reading and writing practice using the target language( We have learned something about Jimmy( We know he is a Bike boy( He fixes up old bikes and gives them away( But he ran out of his money to buy old bikes last week( Has he come up with any way of getting money? or Will he have to stop? Let?s find out the answer in the article in Activity 3a( Please read the article once quickly and tell me the answer( Have the students scan the passage and catch the main idea of it( After around two minutes, Ask the question again( Step ? 3h This activity provides reading and writing practice using the target language( Read the instructions to the students( We knew Jimmy had solved his problem( What things did he do to solve his problem? Please make a note of the things that Jimmy did to solve his problem( Ask a student to read the sample sentence in the book( Tell them to write out the things that Jimmy did( Use the sample sentence as a model( And they can reread the article to search for the answers( Let the students complete the work on their own( Walk around the room while they are writing, checking progress and correcting the mistakes they may make while writing( After they all finish writing, ask a few students to give their answers( Point out the mistakes they may have made in writing( Who can tell me the main idea of the article now? Ask some students to answer with the main idea( They may answer like this: Jimmy has come up with some ways of getting old bikes, so he will not have to stop fixing up and giving away old bikes( They can answer in their own language( After that, write the following words and phrases on the blackboard( call up, hand out, work Out, call-in, strategy Tell them to note these new words and phrases in the article, ask children to read the article again( Tell them to read in context, guessing the meanings of new words and phrases from the other words around them( Students read the article again for comprehension this time( Allow them to read a little longer this time( After a while, point to the new words and phrases on the blackboard and let the students guess the meanings of them( The teacher does some explanation at the same time( Look at the blackboard now( Let?s explain these new words and phrases one by one( First, let?s see call up( Who can tell me the meaning of it by reading? Ask several students to tell the meaning of it by guessing( Some of the children might get the correct meaning( Say congratulations to any children who can tell the right meaning( If no one can tell the correct meaning( Explain it to the class( Tell them call up means make a telephone call( After explaining, provide another example to the children, for example, Call me up tomorrow( Ask the students to make some sentences with it if time permits( Let them do it as homework if there is no enough time in class( Do the same with the other new words and phrases on the blackboard( Explain each one and give at least one example for each new word or phrase( Get the students to read the instructions together( Say, Read the article a third time now( Please underline all the phrasal verbs while you are reading( Ask students to complete the work on their own( Get some students to tell the class their answers( Check the answers with the whole class( Answers cheer up, run out, put up, called up, handed out, set up, come up with, fix up, give away( Then have them work in pairs( Tell them to check each other?s answers carefully and point out the mistakes their partners may have made( Tell them to help each other like this as often as possible( Write the correct answers on the blackboard to help them( After checking the answers, ask the students to read the article loudly( Teach them to read the new words or even the whole text before they start reading if necessary( Ask them to read for a while, ask one or two to read it to the class, correcting any pronunciation errors they may make( Then ask the whole class to practice reading in pairs( Tell them to read the article loudly in turns in pairs( The one who is listening has to point out his or her partner?s pronunciation errors and help to 11 correct them( If they are not sure about any words, tell them to ask for help from the teacher( After practice reading the article, ask if they have any words or sentences they don?t understand( Tell them to raise their hands and say which words and sentences they don?t understand( Help solve the problems( Answers 1( He did a radio interview( 2( He put up signs( 3( He called up friends( 4( He handed out advertisements( 5( He told teachers( Step ? Part 4 This activity provides reading, writing, listening and speaking practice using the target language( Read the instructions to the class( Let?s do it in groups of four( Each group will have to brainstorm a plan for helping out in your community( Talk about it and make notes on where you will help and what you will do( Each group has to write out your own list of possible places and volunteer activities first( Point out the chart in Activity 4( Tell them to note the two given statements Where and What( Your task is to write the places after the word Where and the volunteer activities after the word What( Show some pictures or signs on volunteer activities to help the children come up with some ideas( For example, show the class a picture of helping clean up the city parks( Where will you help? The students may answer with the city parks( Then continue asking what will you do there( The students may answer( "We will pick up plastic bags and papers(" Write the place and the volunteer work on the blackboard like this: Where 1( the city parks 2(… What 1( pick up plastic bags and papers 2(… Let the students work in fours( Brainstorm their plans and write their own lists, using the answers on the blackboard as a model( Walk around the classroom, offering help as necessary( After they all finish brainstorming and writing, tell them to practice together what they will say to the class( Each group will have to report your plan to the class( Now practice together what you will say( You can select one to report mainly and the others complete or you can say in turns( Each one tells about one place( And you can also have one write notes on the board if you wish( Let them practice for a while( Then ask each group to make their presentations( They may begin like this: We plan to go to the city parks( We will help clean up the city parks by picking up the plastic bags and papers( … They can say in their own words( Sample answers: Where: 1( the city parks 2( the hospital 3( the primary school 4( the elderly people?s houses 5( … What: 1( help clean up the parks 2( cheer up the sick kids 3( coach a football team for little kids 4( help do the housework 5( … Step ? Summary Say, In this class, we?ve read an article about Jimmy( We?ve known Jimmy has got sixteen bikes to fix up and give away( And we?ve learned to make reading notes( We have done some reading, writing, listening and speaking practice using the target language through groupwork( Step ? Homework 1( Make one sentence with each of the phrasal verbs below, call up, hand out, work out, run out, set up, fix up( 2( Try to remember the new words on page 64( Step ? Blackboard Design 12 Unit 8 I?ll help clean up the city parks( Section B The Fifth Period New words and phrases in Activity 3a: call up, hand out, work out, call-in, strategy( Answer to Activity 3a: cheer up, run out, put up, called up, handed out, set up, come up with, fix up, give away( Answers to Activity 3b: 1( He did a radio interview( 2( He put up signs( 3( He called up friends( 4( He handed out advertisements( 5( He told teachers( Sample answers to Activity 4: Where: 1( the city parks 2( … What: 1( pick up plastic bags and papers Unit 8 I?ll help clean up the city parks( thThe 6 Period ?( Teaching Aims and Demands 1( Knowledge Objects (1)Using these phrasal verbs correctly( give away, take after, come up with, give out, hang out (2) Writing an article using the notes given 2( Ability Objects (1) Train the students to use the phrasal verbs( give away, take after, come up with, give out and hang out( (2)Train students? writing skill( 3( Moral Object What do you want to be in the future? Try to come up with an idea to get much volunteer experience( It will be good for both you and the others( ?( Teaching Key Points 1( Help the students have a self check on the key words and target language of this unit( 2( Practice using the phrasal verbs give away, take after come up with, give out and hang out( 3( Direct the students to write an article according to the notes given( ?( Teaching Difficult Points 1( The students make sentences with the phrasal verbs( 2( Write the article with the notes given( ?( Teaching Methods 1( Teaching by providing sample sentences 2( Teaching by providing sample article ?( Teaching Aid A picture of a young woman who is singing( ?( Teaching Procedures Step I Revision 1( Check the homework by asking the children to show their sentences( Ask some to share their sentences with the class( 2( Dictate some new words on page 64( Step ? Part 1 This activity focuses or vocabulary introduced in the unit( Ask a student to read the instructions( We have two tasks now( First let?s fill in the blanks( Look at the words given in the box( They are all phrasal verbs( Do you know the meaning of each phrasal verb? Who has any problem? Show me by raising your hands( Help solve the problems( Do some explanation if necessary( For example, if someone is not sure about hang out, tell him or her, hang out means spend one?s time lazily( Let them do the work individually( Tell them to choose a correct verb for each blank and note to use the correct forms of the verbs( In some cases, you may need to use an other form of the word, for example adjusting for tense, subject or verb agreement( Move around the room as they write, offering help as needed( Try to remember the common mistakes they may make( After they are finished, ask five different students to read their answers to the class( Correct any mistakes they may have made, especially the verb forms( Encourage the other students to point out their mistakes and help correct them( Point out the common mistakes they may have made at 13 last( After checking the answers together, ask the whole class to check the answers in pairs, exchanging their books and have a careful check( Point out their partner?s mistakes and help correct them( Let the students read the five sentences loudly several times after making sure they all have got right answers( Then go on with the second task( Use the first phrase, give away, as an example( Ask several students to make sentences with it orally( Such as, Jimmy gives away old bikes( Then ask the children to make their own sentences with the phrasal verbs given( Each one writes the sentences on a piece of paper( Move around the classroom while they are writing, checking progress and offering help( Ask some students to share their sentences to the class by reading their sentences to the class( Correct any mistakes they may have made( Ask all the children to hand in their papers( Answers 1( give out 2( came up with 3( gave away 4( hang out 5( takes after Step ? Part 2 This activity provides reading, writing, listening and speaking practice using the target language( Read the instructions to the students( We?ll have to write an article using the notes in the box( The article will tell what happens to Sally( At first, let?s see the first sample sentence given in the book( Ask a student to read the sentence( Tell them to note how the writer combined these phrases into one sentence( Then tell the students to try to say out the next sentence( Let them think for a while first( Then ask several children to say their sentences( They may say a sentence like this: As a volunteer, she sings at a local hospital to cheer up sick people( Then go on with the third sentence, then the fourth one( Help the students to think out and say out all the sentences( After combining the phrases into sentences orally, tell the students to put all the sentences together to write an article by themselves( Tell them to go on writing after the first sample sentence on their books( Move around the classroom( Note to remember whose articles are very successful and whose have some mistakes( Offer help as much as possible: After they all finish writing, ask some students whose articles have some mistakes to read theirs to the class( Let the rest of the class help correct the mistakes( Then ask some students who have written successfully to read theirs( At last, the teacher reads the sample article in the teacher?s book to the class, showing a picture in which a young woman is singing( Tell them to exchange their articles with their partners and help each other( Ask the students to rewrite their articles to make the article perfect after class( Sample answers: Sally Langenthal is a young woman who wants to be a professional singer( As a volunteer, she sings at a local hospital to cheer up sick people( And she also sings at schools( But after she ran out of money for singing lessons, she came up with ideas for making money( She put up signs asking for singing jobs and also called up parents offering singing lessons for children( Now she will be able to continue her lessons and become a professional singer( Step ? Summary Say, In this class, we?ve practiced using some phrasal verbs and we?ve written an article based on the notes given( At last, we enjoyed a funny cartoon( All of you have done very well( Step ? Homework 1( Revise all the language points in this unit( 2( Finish off the exercises on pages 32,34 of the workbook( 3( Make another more sentence with each phrasal verbs below, give away, take after, come up with, give out, hang out( 4( Rewrite the article( Step ? Blackboard Design 14 Unit 8 I?ll help clean up the city parks( Self check The Sixth Period Some sample sentences to Activity 1: 1( Jimmy gives away old bikes to children who don?t have bikes( 2( Tom takes after his uncle( 3( The boy has come up with a good plan to enjoy his holiday, 4( The volunteers are giving out the advertisements now( 5( Ladies always like hanging out at the shops on weekends( Unit 8 I?ll help clean up the city parks thThe 7 Period Reading: No problem! ?( Teaching Aims and Demands 1( Knowledge Objects (1) Key Vocabulary solve, complain, your concern, trust, wheelchair, brilliant and so on( (2) Text: No problem! 2( Ability Objects Train students? ability of identify main idea( Train students? ability of understanding words in context( Train students? ability of reading for special information( 3( Moral Object Help your family and friends to solve the life?s big or small problems with the ways you have learnt( ?( Teaching Key Points 1( Key vocabulary( 2( Read the text to identify main idea( 3( Read the text to understand words in context( 4( Read the text for special information( ?( Teaching Difficult Points 1( Train students? reading skill( 2( Train students? writing skill( ?( Teaching Methods 1( Up-down reading methods 2( Pairwork 3( Groupwork ?( Teaching Aid A Projector ?( Teaching Procedures Step ? Part 1 This activity allows students to activate their background knowledge before attempting the reading( Call the students? attention to the title of the article( Tell me the title of the article, please( Yes, it?s No problem( What do you think the article is about based on the title? Ask one or two to tell what they think of based on the title( Then ask the students to look at the picture on this page( Say, Look at the picture, please( What can you see in it? What is happening? Ask one student to answer the questions( He or she my say: I can see two women quarrelling in the picture( Then ask the whole class( Which student in your class do you think has the least problems? What does he or she do differently? Choose one student to tell his own answer( He or she may say like this: I think Li Hua has the least problems in our class( She seldom complains about the homework and she has never quarreled with any other student in our class( Then tell the students to discuss the questions with their partners( Tell them to give their own answers and not to read the article( As they discuss, walk around the room looking at their progress( Once most students are finished, ask several pairs to report their results to the class( Let the whole class compare their answers( Step ? Part 2 15 This activity encourages students to read quickly for the main idea and then support the main idea with one detail( Ask one student to read the instructions to the class( Make sure that all the children know what to do( Call the students? attention to the chart( Have the students read the four headings together( Then tell them to see the example answer in the column of Explanation( Say, Now please read the article quickly and note to catch the main idea of each part( Fill in the forms with complete sentences like the example given( Ask the students to complete the task individually( More around the classroom while they are reading and writing, checking their progress and trying to find out what are difficult for them( After they all finish filling in the blanks, have some students to report their answers to the class( The answers can vary, but they have to express the main idea with correct complete sentences( Let the other students decide whether their answers are right or wrong and help correct the mistakes they may make( Offer some help in combining sentences to the children( Then ask the children to exchange their writing with their partners( Help check the answers carefully( Point out any mistakes and help correct them( Sample answers Heading Explanation Learn to forget Don?t think about things that make you angry( Remember, it?s part of your Don?t worry about things you are supposed to do job anyway( See it from another person?s Think of why other people do things that make you eyes mad( If you compare yourself to people who are not so Think of some thing worse fortunate, you still feel better( Step ?I Part 3 This activity encourages students to use the strategy of reading in context( We can see some words indicated in bold in the article( Please guess the meanings of them now( Then ask some children to guess the meanings of the bold words( Don?t give them the correct answers( Do you want to know more about how to deal with the life?s problems? Please read the article more carefully this time and you?ll get more ways about it( Note to read in context( Try to guess the meanings of the words in bold from the other words around them( You can also guess the meanings of any words and phrases you can?t understand from the other words around them( Ask the students to read the article again for comprehension( After a while, ask some students to tell the meanings of the words in bold( Discuss their answers with the whole class( Ask students to raise their hands and say which sentences and words they still don?t understand( Help them solve the problems( Read the instructions with the students and have them look at the example( Ask the students to match the words with their meanings( Remind them to read the story again for extra help( Check the answers( Answers solve b;complain a;your concern c;trust e;wheelchair f, brilliant d( Step ? Part 4 Problem Solution Homework is too difficult( Make friends with brilliant students( Remember that they are part of your job The rules of the school are too strict( as a student( There is too little time to play( Your concern is to learn as a student( Worry about the future( Think of something worse( Always quarrel with classmates( Try to see it from another person?s eyes( Step ? Summary We have read a very helpful article in this class( And we?ve learned how to solve the problems( We discussed the problems we had at school and the solutions( We have done much practice on comprehension( Step ? Homework Read the article in Activity 2 again for further comprehension( Try to solve your own problems and help the others( Step ? Blackboard Design 16 Reading: No Problem The Seventh Period Answers to Activity 3: solve b; complain a; your concern c; trust e; wheelchair f; brilliant d Sample answers to activity 4: 1( Tell yourself to forget( 2( He is still a very successful writer and teacher( 3( Angry or unhappy people may do things to make you angry( 4( You probably don?t need a wheelchair to more or a computer to help you talk( 5( A student?s most important job is to learn and show how he or she learns on tests( Unit 9 When was it invented? The First Period ?( Teaching Aims and Demands 1(Knowledge Objects (1) Key Vocabulary invent (2) Target Language When was the telephone invented? I think it was invented in 1876( 2(Ability Objects (1) Teach the students to use the new words( (2) Train the students to talk about the history of inventions( (3)Train the students? listening and speaking skills with the target language( 3( Moral Objects Many important inventions have changed the world a lot( Do you know the inventors of them? And when were they invented? ?( Teaching Key Points 1( Key Vocabulary invent 2( Target Language Talk about the history of inventions( ?( Teaching Difficult Points 1( Train the students to talk about the history of inventions( 2( Train the students to understand the target language in spoken conversation( ?( Teaching Methods 1( Listening( 2( Groupwork( 3( Pairwork( ?( Teaching Aids 1( A tape recorder( 2( Some pictures or real objects of the inventions( ?( Teaching Procedures Step I Revision 1( Revise the language points in Unit 9( Ask some students to say something about Tina and the stories happened on April Fool?s Day( Encourage them to use the Past Perfect Tense( 2( Check the homework by asking some students to share the sentences they made with the verbs with the class( Step ? 1a This activity reviews vocabulary and introduces new vocabulary which can be used to talk about inventions( Read the inventions to the students( Call the students? attention to the five pictures, Tell the students that all of these things were invented in the last 150 years( 17 Point to each picture and let the students tell what it is( Questions: 1( Which one do you think is the oldest? 2( Which one is the newest? 3( Which one do you think is the oldest or the first invention? 4( Which one is the newest or last invention? Ask different students to answer the questions( Have the students look at the example conversation in the box( Ask two students to read this conversation to the class( Answers d 1876 a 1885 e 1927 c 1971 b 1976 This activity provides guided oral practice using the target language( Read the instructions and point to the list of dates in Activity 1b( You will be talking about the dates things were invented with a partner( Call the students? attention to the example in the box( Ask a pair of the students to read this conversation to the class( S: When was the telephone invented? AS: I think it was invented in 1876( BWrite the conversation on the blackboard( Step ? Summary In this class, we?ve learned to talk about the history of inventions with passive voice( We?ve also done some listening practice in understanding the target language in spoken conversation( And we?ve done much oral practice, using the target language( Step ? Homework 1( Write out two conversations in Activity 1a( 2( Write out two conversations in Activity 1c( Step ? Blackboard Design Unit 9 When was it invented? Section A The First Period 1( The names of the five inventions: computer, car, calculator, telephone, TV set 2( Target language: A: When was the telephone invented? B: I think it was invented in 1876( Unit 9When was it invented? The Second Period I( Teaching Aims and Demands 1( Knowledge Objects (1) Key Vocabulary be used for, adjustable, heel, battery, operate, slipper, scoop, electric (2) Target Language When was the car invented? It was invented in 1885( Who were they invented by? They were invented by Julie Thompson( What are they used for? They are used for seeing in the dark( 2( Ability Objects (1) Train the students? listening skill( (2) Train the students? communicative competence using the target language( (3) Train the students to use the new vocabulary( ?( Teaching Key Points (1) Listening practice with the target language( (2) Make communications with target language( (3) Teach the new vocabulary ?( Teaching Difficult Points 1( Teaching the Grammar Focus( 2( The listening practice with the target language( 3( Make communications with the target language( 18 ?( Teaching Methods 1( Listening 2( Pairwork ?( Teaching Aid A tape recorder ?( Teaching Procedures Step I Revision 1( Check the homework( 2( Revise the target language learned last class( Get the students to ask and answer questions in pairs like this: S: When was the telephone invented? AS: I think it was invented in 1876( BTell them to ask about all the five inventions( Step ? 2a This activity provides listening practice with the target language and review new vocabulary about inventions( Show these new words on a screen by a projector( Point to each one and teach them to read( Do it several times until the children can read them well( Ask a few students to read the new words( See if they can read each word correctly( Ask the students to read the instructions together( Write the names of the inventions on the blackboard: Shoes with adjustable heels battery operated slippers heated ice cream scoop Read the three names of the inventions and the students repeat( Do some explanation as well( Then point to the picture of each invention and ask students what they think is interesting about it( You?ll hear about some interesting inventions( Please listen and number the three inventions in the order that you hear them in the conversation( Write a number in front of each invention to show what order you hear about them( Play the recording the first time, students only listen( Then play the recording again( Ask the students to write a number on each short line in front of each invention( Check the answers by asking a student to tell the answers( Answers The inventions should be numbered in this order: 3 1 2 Step ? 2b This activity provides guided listening practice using the target language( Get the students to read the instructions together( Be sure that each student knows what to do( Read the three headings Inventions, who was it invented by? and what is it used for? Then read the information under each heading( Do some explanation if necessary( You?ll hear the same recording again( Please listen carefully to what the people are saying and draw lines to match items in the chart( Call the students? attention to the three-part sample given in the chart( Read it to the class and explain it like this: T Step ? 2c This activity provides guided oral practice using the target language( Read the instructions to the students( Ask a pair of the students to read the sample conversation( S: What are they used for? AS: They?re used for seeing in the dark( BStep ? Summary In this class, we?ve done some listening and writing practice with the target language( We?ve also done some oral practice in pairs( And we?ve discussed the Passive Voice as well( Step? Homework 1( Try to remember the new vocabulary on page 77( 2( Write down two conversations in activity 2c( Step? Blackboard Design 19 Unit 9When was it invented? Section A The Second Period 1( The names of the inventions and answers of activity 2a: 3 shoes with adjustable heels 1 battery operated slippers 2 heated ice cream scoop 2( Target Language: A: When was the car invented? B: It was invented in 1885( A: When were electric slippers invented? B: They were invented last year( A: Who were they invented by? B: They were invented by Julie Thompson( A: What are they used [or? B: They?re used for seeing in tile dark( The Third Period ?( Teaching Aims and Demands 1( Knowledge Objects (1) Key Vocabulary bulb, light bulb, microwave, oven, microwave oven, island (2)Target Language What is the microwave oven used for? It is used for cooking( 2( Ability Objects Train the students? writing and speaking skills with the target language( 3( Moral Objects If you are alone on a tiny island, what inventions would you like to have on the island with you? ?( Teaching Key Points 1( Talk about the helpful inventions and annoying inventions( 2( Guide the students to discuss their opinions on the inventions( ?( Teaching Difficult Points 1( Discuss the opinions on the inventions( 2( Use the target language to describe the inventions( ?( Teaching Methods 1( Pairwork 2( Groupwork ?( Teaching Aids Some pictures of the helpful inventions and annoying inventions( ?( Teaching Procedures Step ? Revision 1( Revise the three inventions talked last class( Ask about the names of the three inventions( Help the students answer: s Then ask the two questions below on each invention: a( Who was it invented by? b( What is it used for? 2( Revise the target language with the Passive Voice in Grammar Focus by asking several ones to read the sentences( 3( Check the homework( Dictate the words below: bulb, light bulb, microwave oven, island Step ? 3a This activity provides practice with listening, speaking, reading and writing using the target language( Call the students? attention to the three pictures of three inventions( Teach them to read the names of the inventions( Do it like this: T: Look at the first picture, please( We can see the name under the picture( Now read after me, alarm clock( S: Alarm clock( SDo the same with light bulb and microwave oven( Ask these questions on each invention: 1( Is this invention useful or annoying? 2( What is it used for? Then ask the whole class ask and answer the two questions above in pairs( 20 Read the instructions to the students again( Point to the chart in the textbook( Tell the students to fill in the blanks with other helpful and annoying inventions on their own( Have each student talk about their list with another student, asking each other questions( For example, What is your first helpful invention? Why do you think it is helpful? Sample answers Helpful Inventions Annoying Inventions 1( bike 1( recorder 2( TV set 2( guitar 3( computer 3( tractor 4( plane 4( loudspeaker 5( umbrella 5( mobile phone Step? 3b This activity provides listening and speaking practice using the target language( Ask the students to read the instructions together( After that, get the class to work in pairs and complete the work( Please discuss your opinions in Activity 3a with your partner now( Ask some ones to tell the class about their partners? opinions and reasons( They may say like this: Zhang Ming thinks the most helpful invention is the car because it makes our travel easier( Step ? Part 4 This activity provides oral practice using the target language( Ask the students to see the picture first( And encourage some students to describe it( They may say like this: The man is alone on a tiny island( He is sitting under a tree and thinking( What can he see around the island is water( Then read the instructions to the class( Do some explanation if necessary( Make sure each student can understand the instructions and know what to do( Tell the class to discuss in groups of four( Imagine that you are alone on a tiny island and you had ever got a chance to choose five inventions you would like to have on the island with you( Each group has to tell what you choose and why( Remind them that they can use all the items mentioned in Activities 1a, 1b, 2a and 3a( And they can also use any other items they can think of as they talk to their partners( Tell them to use the statement in the box as the beginning( Ask two students to read it to the class( S: I?d like to have a radio because I could listen to music all day( AS: Yes, but that?s not going to help you leave the island( I think it would be better to have… BHave the students work in groups of four( Move around the classroom and helping students as necessary( Ask each group to share their statements with the class( Compare their inventions and decide which ones are the most helpful( Sample conversation: A: I?d like to have a radio because I could listen to music all day( B: Yes, but that?s not going to help you leave the island( I think it would be better to have a mobile phone( So you can contact anyone who can save you( C: I don?t agree with you( I think you should choose a computer( It will help you to ask for help from all over the world( D: … Step? Summary In this class, we?ve learned more about the inventions( And we?ve done much oral practice talking about the inventions( Step ? Homework 1( Remeber the new words on page 78( 2( Write down the conversations in Activity 3 b( 3( Write down the conversation in Activity 3c( Step ? Blackboard Design Unit 9 When was it invented? Section A The Third Period Target language: A: What do you think is the most helpful invention? B: I think the most helpful invention is the light bulb( A: Why is that? B: Well, it gives people more time to work and play every day( 21 The Fourth Period ?( Teaching Aims and Demands 1(Knowledge Objects (1)Key Vocabulary sweet, salty, crispy, sour, potato, chip, mistake, by mistake, thin, in the end, chef, sprinkle (2)Target Language Did you know potato chips were invented by mistake? No, I didn?t know that( Who invented them? 2(Ability Objects (1)Train the( students? reading, writing, speaking and listening skills with the Target language( (2)Train the students to use the new vocabulary( 3(Moral Objects you enjoy eating the potato chips? Have you ever thought of the history of the chips? ?( Teaching Key Points 1( Train the students? reading, writing, speaking and listening skills with the target language( 2( Teach the students to use the new vocabulary correctly( ?( Teaching Difficult Points Do the listening practice( ?( Teaching Methods 1(Listening 2( Pairwork ?( Teaching Aids 1( A tape recorder ?( Teaching Procedures Step ? Revision 1( Check the homework by asking some children to read their conversations to the class( 2( Ask some questions about the inventions( For example, what do you think is the most helpful invention? 3( Dictate the words below: bulb light, microwave oven, island( Step ? 1a This activity introduces new vocabulary( First, show the new vocabulary on the screen by a projector( Point to each word on the screen and teach the students to read one by one( Do it several times until the children can read the new words fluently( Read the instructions to the class( Answers: potato chips: crispy, salty lemon: sour ice cream: sweet tea: sweet Optional activity Bring some foods that taste sweet, crispy, salty and sour to the class( Have some students, one at a time, taste little pieces of each food( Then report how the foods taste to the class with the new adjectives, sweet, crispy, salty and sour( Students may one more than one word to describe some foods( Step ? 1b ome students to read their answers to the class( Check the answers with the whole class( Answers: Answers will vary but may include: sweet: apple, orange juice, soda, cake, honey crispy: french fries, salad, lettuce salty: french fries, olives, pepperoni, pizza, popcorn sour: pickle, grapefruit Step ? 2a This activity gives students practice understanding the target language in spoken conversation( Let the students read the instructions together( Be sure that they all know what to do( Call the students? attention to the six sentences in the box( Ask six different students to read them and do some explanation in their own words on each sentence( After that, get the students to guess what they will hear about( Answers 1( T 2( F 3( T 4( F 5( F 6( T 22 Step? 2b This activity gives students practice in understanding and writing the target language( Get the students to read the instructions together( Point to the blanks in the sentences in the story and tell them to complete the sentences while they are listening( You?ll listen to the same recording again( Before I play the recording, please try to give the answers by memory, or just by guessing( It doesn?t matter whether your answers are right or wrong( After a while, have the students get ready to listen( Play the recording again( Ask the students to fill in the blanks with the words they hear( Get several students to share their answers with the class( Correct the answers with the whole class( Answers 1( Did you know 2( were invented 3( 1853 4( were crispy 5( really salty Step? 2c This activity provides guided oral practice using the target language( Play the recording of the history of chips again( Pause for the students to repeat after it( Get the students to read after the tape at least twice( Tell them to try their best to copy the pronunciation of the recording( Read the instructions to the class( Tell them that they will role-play the conversation, using the Step ? Summary In this class, we?ve learned to describe how food tastes with some new adjectives( And we?ve done much listening practice on the target language( At last, we did some oral practice by making our own conversations( Step ? Homework 1( Try to remember the new words learned today( 2( Write out the conversation that you made by yourselves in Activity 2c( Step? Blackboard Design Unit 9 When was it invented? Section B The Fourth Period Target Language: A: Did you know potato chips were invented by mistake? B: Wow, I didn?t know that( Who invented them? A: They were invented by a chef called George Crum( The Fifth Period ?( Teaching Aims and Demands 1( Knowledge Objects (1) Key Vocabulary by accident, beverage, thousand, according, according to, ancient, legend, emperor, boil, fire, leaf, nearly, fall into, remain( notice, produce, pleasant, smell, taste, in this way, metal, pie, flying disk, bakery( Bridgeport, Connecticut, throw, special (2) The reading passage about tea( (3) The writing passage about the flying disk( 2( Ability Objects (1) Train the students? reading skill on how to answer the questions( (2) Train the students? writing skill by writing an article( (3) Train the students? speaking skill( 3( Moral Objects China is among the leading countries in tea production in the world( Let?s learn some history about the invention of tea( ?( Teaching Key Points 1( The reading passage about tea( 2( Lots of new words( 3( The writing practice on the invention the flying disk( ?( Teaching Difficult Points 1( To teach the students so many new word in a single class( 2( To help the students understand( the reading passage( 3( To direct the students to write the article( ?( Teaching Methods 23 1( Understanding the passage by answering the questions( 2( Doing writing practice by writing similar articles to the model one( 3( Pairwork( ?( Teaching Aids 1( Some real different kinds of tea and a real flying disk( 2( A projector( ?( Teaching Procedures Step I Revision 1( Revise the history of chips by asking the following questions: Were the potato chips invented by mistake? When were they invented? Who invented the potato chips? How were the potato chips invented? 2( Dictate the words below: sprinkle, chef, in the end, by mistake, potato chips, crispy, salty, sweet, sour, thin( 3( Check the homework( Step ? 3a This activity provides reading practice using the target language( First, show the new words in the reading passage by accident 偶然;意外 beverage n( 饮料 thousand n(一千;许多 according adj( 相符的;一致的 according to 根据……;按照 ancient adj( 古代的;古老的 legend n( 传说;传奇故事 emperor n( 皇帝;君主 boil v(煮沸;烧开 fire n( 火; 炉火 leaf n( 叶;树叶 ( pl( leaves) nearby adj(临近的;附近的 adv( 在附近 fall into落入;陷入 remain v(保持;剩余;残余 notice v( 注意到 n( 注意 ;通知 produce v( 生产;制造;产生 pleasant adj(舒适的;令人愉快的 smell n( 气味;嗅觉 taste v( 尝;品尝 in this way 这样 Point to each word on the screen and teach the children to read it( Do it several times until the students Read these four questions to the class: 1( What is the article about? 2( When was it invented? 3( Who was it invented by? 4( How was it invented? Tell them to read the article at least twice( Answers 1( The article is about the invention of tea( 2( It was invented over three thousand years ago( 3( It was invented by the Chinese emperor, Shen Nong( 4( It was invented by accident( Step ? 3b This activity provides reading and writing practice using the target language( Ask the whole class to read the instructions together( Then show a real flying disk to the children and tell the children the name of the toy is a flying disk in English( Sample writing: The flying disk is a toy which was invented by a group of college students( It was invented in the 1950s( In fact, the students didn?t invent it( They just discovered it( The original flying disk was really a metal pie plate from a bakery named Bridgeport in Connecticut( The students there liked to eat the bakery?s pies( And then they threw the pie plates around( A company began making plastic disk( Now there are flying disk clubs, a flying disk magazine, and even a national flying disk festival in September( 24 Don?t you think it?s amazing that all this started from a pie plate? Step ? Summary In this class, we?ve read an article about the invention of tea( We?ve also written an article about the invention of the flying disk( We?ve done much reading, writing, listening and speaking practice using the target language through groupwork( Step ? Homework 1( Review the new words learned today( 2( Rewrite the article--From pie plate to flying disk( Prepare to hand in it next class( 3( Write out the presentation in activity 4b( Step ? Blackboard Design Unit9 When was it invented? Section B The Fifth Period Answers to the questions in Activity 3a: 1( The article is about the invention of tea( 2( It was invented by the Chinese emperor, Shen Nong( 3( It was invented by accident( Suggested answers for Activity 4a: Problem: writing tests New inventions: a pen that listens and writes Use: writing tests instead of persons by listening to the owner Price: one hundred yuan per pen The Sixth Period ?( Teaching Aims and Demands 1( Knowledge Objects (1) New Vocabulary abacus, century, telescope, camera (2) Use these words correctly crispy, sweet, salty, sour (3)Write paragraphs about some inventions( 2( Ability Objects (1) Train the students to use these adjectives: crispy, sweet, salty, sour (2)Train the students writing skill( 3( Moral Objects Try to find out when the things around you were invented( Enjoy the stories about how they were invented( ?( Teaching Key Points 1( Help the students have a self check on the key words and target language( 2( Practice using the adjectives below: crispy, sweet, salty, sour 3( Write an article( ?( Teaching Difficult Points 1( Make sentences with the adjectives( 2( Write the article about the histories of the inventions( ?( Teaching Methods 1( Teaching by making sentences( 2( Teaching by writing an article( ?( Teaching Aids 1( Real objects: an abacus, an umbrella, a binoculars, a camera 2( A picture of a bicycle( ?( Teaching Procedures Step I Revision 1( Check the homework( Ask the students to hand in their homework( 2( Ask the questions below again to review the article in Activity 3a: What was the article about? When was it invented? Who was it invented by? How was it invented? 25 3( Ask some similar questions about the flying disk, or encourage the students to ask each other questions about it( 4( Dictate the words below: metal, pie, flying disk, bakery, throw, special Step ? Part 1 Answers 1( sweet 2( salty 3( sour 4( crispy Ask the students to make their own sentences with the words, preferably sentences that are meaningful( Move around the room( Collect a few students? answers with mistakes on the blackboard( Along with the students help correct the mistakes( Sample answers 1( The potato chips are crispy( All the children love eating them( 2( The chicken soup is too sweet( Mom put much sugar in it by mistake( 3( The dishes in that restaurant are too salty( 4( I like eating something sour( Step ? Part 2 This activity provides reading and writing practice using the target language( binoculars: 1854 Ignatio Porro in Italy camera: 1827 by Joseph Nicephore who took the first picture bicycle: 1880s in England( Let the students write paragraphs about these things on their own( Move around the classroom and provide help as necessary( Ask several children to read their paragraphs to the class( Correct the answers with the rest of the students( Have the students exchange their paragraphs with their partners( Get them to look over the articles carefully, correcting any mistakes they may have made in writing( Sample answers The abacus was invented in the sixth century by Chinese people( The umbrella was invented about 4( 000 years ago in Assyria, China and Egypt( The binoculars were invented in 1854 by Ignatio Porro in Italy( The camera was invented in 1827 by Joseph Nicephore who took the first picture in the world( The bicycle was invented in 1880s in England( Step ? Summary In this class, we?ve practiced using some adjectives and written paragraphs about the inventions( At last, we enjoyed a funny cartoon( All of you have done very well( Step ? Homework 1( Revise all the language points in this unit( 2( Finish off the exercises on pages 39,40 of the workbook( 3( Make another sentence with each adjective below: crispy, sweet, salty, sour 4( Rewrite the paragraphs( Step 7( Blackboard Design Unit 11 Could you please tell me where the restrooms are The First Period ?( Teaching Aims and Demands 1( Knowledge Objects (1) Key Vocabulary restroom, shampoo, stamp (2) Target Language Excuse me( Can you please tell me where I can get a dictionary? Sure( There?s a bookstore on River Road( 2( Ability Objects (1)Train students? listening ability( (2)Train students? communicative competence( 3( Moral Object Helping each other is very important( It is a good quality( ?( Teaching Key Point Target Language ?( Teaching Difficult Points 1( How to train students? listening ability( 26 2( How to train students? communicative competence( ?( Teaching Methods 1( Scene teaching method( 2( Listening-and-answer activity to help the students go through with the listening material ?( Teaching Aids 1( A tape recorder( 2( Real objects( ?( Teaching Procedures Step ? Revision T: You?re new to this school( You need to know where the main office is( How can you ask where the main office is? S: Where?s the main office? 1T: That?s one way to ask( But there is a more polite way you can ask( You can say, "Can you tell me where the main office is?" Class repeat( Can you tell me where the main office is? S: Can you tell me where the main office is? sT: That?s correct( Now let?s say you want to know where Classroom 1 is( How can you ask? S: Can you tell me where Classroom 1 is? 2T: Good! There?s another polite way you can ask: Could you tell me how to get to Classroom 1? Class repeat( Could you tell me how to get to Classroom 1? S: Could you tell me how to get to Classroom 1? sT: That?s right( Very good( Step ? 1a This activity reviews earlier vocabulary and introduces some new words( Go through the instructions with the class( Read the list of things to the class( To review the meaning of each item on the list, invite different students to say each phrase in their own words( Point to the lettered parts of the picture one by one( Ask a student: What kind of place is this? What do they sell there? Do we have one in our community? What is the name of the one in our community? Point out the sample answer( Say, The letter c is in front of the words buy shampoo because you could buy shampoo in a department store( There may be more than one correct answer for some blanks( While students are working, move around the room offering help as necessary( Check the answers( Suggested answers shampoo: a or c information: a or e magazines :a or d writing paper: a or c dictionary: d stamps: e telephone call: a or e save money: b Note Shampoo is special soap, liquid, powder, etc( for washing of the hair( Step ? 1b This activity gives students practice in understanding the target l Answers 1( buy some stamps 4( save money 2( post office 5( bank 3( Center Street 6( Main Street Step ? 1c This activity provides guided oral practice using the target language( Read the instructions to the class( Point out the example in the box( Get two students to read it to the class( ( Step ? Summary In this class, we?ve learned some important words, such as restroom, shampoo and so on( We?ve also learned the target language( Excuse me( Can you please tell me where I can get a dictionary? Sure( There?s a bookstore on River Road( Step ? Homework Review the target language( Step ? Blackboard Design 27 Unit 11 Could you please tell me where the restrooms are? Section A The First Period Target Language: A: Excuse me( Can you please tell me where I can get a dictionary? B: Sure( There?s a bookstore on River Road( The Second Period ?( Teaching Aims and Demands 1( Knowledge Objects (1) Key Vocabulary escalator, furniture, exchange money, elevator (2) Target Language Excuse me( Do you know where I can exchange money? Sure( There?s a bank on the second floor( Take the escalator to the second floor and turn right( The bank is next to the bookstore( 2( Ability Objects (1)Train students? listening ability( (2)Train students? communicative competence( 3( Moral Objects If someone asks you how to get to the place he wants to go to, you should tell him the way correctly( ?( Teaching Key Points 1( Key Vocabulary exchange money 2( Target Language Excuse me( Do you know where I can exchange money? Sure( There?s a bank on the second floor( 3( Structures Do you know where I can buy shampoo? Could you tell me how to get to the post office? Can you please tell me where I can get a dictionary? ?( Teaching Difficult Points 1( Indirect questions( 2( How to improve students? listening ability( ?( Teaching Methods 1( Pairwork( 2( Teaching by explanation( ?( Teaching Aids A tape recorder( ?( Teaching Procedures Step ? Revision Check homework( Ask some pairs to act out their conversations according to the picture in 1a( S: Excuse me( Do you know where I can save money? 1S: Sure( There?s a bank on Main Street( 2Step ? 2a This activity provides listening practice using the target language( Read the instructions and point to the list of directions( Tell students t Answers The directions should be numbered in this order blank 2 1 blank 4 3 Step ? 2b This activity gives students practice in understanding the target language in spoken conversation( Point to the picture( Say, now you will hear the recording again( This time show where the boy went as he followed the directions to the drug store( Draw a line on the picture in your book( Play the recording again and ask students to draw the line on their own( Check the answer with the class( Answers The line goes from where the boy is standing, over to the escalator, up the escalator to the second floor, to the left and past the bank( The line stops in front of the drug store between the furniture store and the bookstore( Step ? 2c This activity provides guided oral practice using the target language( 28 Ask a pair of students to read the sample conversation aloud to the class( S: Excuse me( Do you know where I can exchange money? 1S: Sure( There?s a bank on the second floor( Take the escalator to the second floor and turn 2right( The bank is next to the bookstore( Write the sample conversation on the blackboard( Read the instructions aloud( Say( Make conversations using information about the places in the picture with your partners( As students work, move around the classroom checking the progress of the pairs and offering help as needed( Ask one or two pairs to say their conversations to the class( Ask the rest of the class to look at the picture as they listen( Step ? Grammar Focus Review the grammar box( Have students read the questions to the class( As the students are doing this, write the following three questions on the blackboard( 1( Do you know where I can buy shampoo? 2( Could you tell me how to get to the post office? 3( Can you please tell me where I can get a dictionary? Ask the students to look at the blackboard( Underline the words I can buy shampoo, the post office, and I can get a dictionary( Ask a student to name something that he or she is looking for, such as a new notebook( Then ask other students to try to use all three sentence starters to form questions( Possible questions are: Do you know where I can buy a notebook? Could you tell me how to get to the bookstore? Can you please tell me where I can get a notebook? Pronunciation note With most questions that use the words how and where, your voice drops at the end( But in this unit the voice rises at the end of the polite questions( Even though the questions contain the words how and why, the voice rise at the end( If you allow your voice to fall at the end, the questions will no longer sound as polite( Step ? Summary In this class, we?ve learned key vocabulary exchange money, the target language Excuse me( Do you know where I can exchange money? Sure( There?s a bank on the second floor and the structures( Do you know where…? Could you tell me how to get to…? Can you please tell me where…? Step ? Homework Ask the students to write three sentences with the starters of the structures( Step ? Blackboard Design Unit 11 Could you please tell me where the restrooms are? Section A The Second Period 1( Target Language: A: Excuse me( Do you know where I can exchange money? B: Sure( There?s a bank on the second floor( Take the escalator to the second floor and turn right( The bank is next to the bookstore( 2( Do you know where I can buy shampoo? Could you tell me how to get to the post office? Can you please tell me where I can get a dictionary? Unit 11 Could you please tell me The Third Period ?( Teaching Aims and Demands 1( Knowledge Objects (1) Key Vocabulary hang out, fresh, advantage, disadvantage, block (2)Target Language Go out the front door and take a right( Walk about three blocks( Go past the park, and turn left onto Oak Street( 2( Ability Objects (1) Train students? integrating skills( (2) Train students? ability of social practice( 3( Moral Objects Anything has both advantages and disadvantages( We should treat everything correctly( 29 ?( Teaching Key Point Train students? listening, speaking, reading and writing ability( ?( Teaching Difficult Points How to improve students? integrating skills( ?( Teaching Methods 1( Fast-reading method( 2( Groupwork and pairwork( 3( Induction( ?( Teaching Aids A projector ?( Teaching Procedures Step ? Revision T: Yesterday we learned the structures( Do you know where…? Could you tell me how to get to…? Can you please tell me where…? Now who can make sentences by using the structures? S: Could you tell me how to get to the library? 1S: Do you know where I can buy some stamps? 2S: Can you please tell me where I can get some books? 3T: Very good( Step ? 3a This activity provides reading practice using the target language( Show the key words on the screen by a projector( hang v( 悬挂;吊 hang out(俚)闲荡 fresh adj( 新鲜的;生的;无经验的 advantage n( 有利条件;优点;好处 disadvantage n(不利条件;缺点;坏处 block n( 街区;街段 Read the words and have the students repeat again and again until they can pronounce the words fluently and accurately( Ask students to read the interview again and write the advantages and disadvantages( Check the answers with the whole class( Answers Advantages Disadvantages friends hang out there, always something air isn?t fresh, usually crowded, always happening, free concerts, fun to spend too much money( people-watch, I like to go in the music store, listen to CDs, look at books in the bookstore( Notes I prefer being outside( = I prefer to go out( free--without payment; costing nothing It?s also just fun to watch people( Pay attention to the structure It?s + n(/adj, +to do sth( Step ? 3b This activity provides oral practice using the target language( Read the instructions( Point out the conversation in the box and invite two students to read it to the class( Ask students to work in groups of four or five( As they work, move around the classroom helping the groups as necessary( Make sure they talk about both advantages and disadvantages( Ask several groups to act out part of their conversation to the class( S: Where do you usually hang out with your friends? 1S: We usually go to the mall( 2S: Why? 1S: There are a lot of free concerts there( 2We also like to look at books in the bookstore( S: But I don?t like to go there( The air isn?t fresh( Also, it?s usually crowded( 3S: And how about you? Where do you usually hang out with your friends? 1S: We usually go to the music store( We like to listen to CDs( 4S: And what about you? 3S: We usually go to my friend, Jack?s place( 1S: Is that a good place to hang out? 4S: Yes, it?s very small( But we have much food to eat( 1Notes: It?s kind of small( = It?s a little small( 30 Snack means light, usual, hurriedly eaten meal Step ? 4 This activity provides reading, writing, reading and speaking practice using the target language( Step ? Summary In this class, we?ve learned some key vocabulary words and the target language( We?ve also done a lot of listening, speaking, reading and writing practice using the target language( Step ? Homework 1( Ask students to choose two places in the community and write careful directions from the school to each place( 2( Finish off the exercises on pages 46,47 of the workbook( Step ? Blackboard Design Unit 11 Could you please tell me where the restrooms are? Section A The Third Period 1( Answers to Activity 3a: Advantages Disadvantages friends hang out there, always air isn?t fresh, something happening, free usually concerts, fun to people-watch, crowded, I like to go in the music store, always spend listen to CDs, look at books too much money( in the bookstore( 2( Target Language Go out the front door and take a right( Walk about three blocks( Go past the park, and turn left onto Oak Street( Then… The Fourth Period ?( Teaching Aims and Demands 1( Knowledge Objects (1)Key Vocabulary fascinating, convenient, safe, restroom, inexpensive (2)Target Language Can you tell me where there?s a good place to eat? Of course( What kind of food do you like? 2( Ability Objects (1) Train students? writing and speaking ability( (2) Train students? ability to understand the target language in spoken conversation( (3) Train students? ability to use the target language( 3( Moral Objects When you want to go to some place, first, you must know what kind of place it is and whether you should go there or not( ?( Teaching Key Points 1( Key Vocabulary convenient, safe, restroom inexpensive 2( Target Language Can you tell me where there?s a good place to eat? Of course( What kind of food do you like? ?( Teaching Difficult Points 1( How to improve students? writing and speaking ability( 2( How to use the target language( ?( Teaching Methods 1( Pairwork to make every student work in class( 2( Listening method( ?( Teaching Aid A tape recorder( ?( Teaching Procedures Step ? Revision Check homework( Get some students to read out their writings about careful directions from the school to each place( Collect their writings and help correct any errors( 31 Step ? 1a This activity provides reading and writing practice using the target language( ( Correct the answers by having students read what qualities he or she listed( Sample answers Places Qualities 1( restroom clean, big 2( museum interesting, beautiful 3( restaurant inexpensive, delicious 4( park beautiful, fascinating 5( subway safe, convenient 6( mall big, uncrowded Notes 1( inexpensive--not expensive; low--priced 2( fascinating--having strong charm or attraction Step ? 1b This activity provides guided oral practice using the target language( Read the instructions to the class( Step ? 2a Check the answers with the whole class( Answers Conversation 1: restaurants Conversation 2: restrooms Conversation 3: museums Check the answers( Answers The tourists should go to… conversation 1 Green Land conversation 2 the corner of Market and Middle Streets conversation 3 the computer museum Step ? 2c This activity provides guided oral practice using the target language( Point to the sample conversation( Invite two students to read it to the class( S: Can you tell me where there?s a good place to eat? AS: Of course( What kind of food do you like? BRead the instructions( Role play the conversations you hear on the tape( Get students to work in pairs( Move around the room checking the progress of the pairs and offering help as needed( Ask one or two pairs to say their conversations to the class( Step ? Summary In this class, we?ve learned some key vocabulary, such as safe, convenient and so on( We?ve also learned the target language by listening arid speaking( Step ? Homework Talk about some places using the words in la, then write down the conversations( The Fifth Period ?( Teaching Aims and Demands 1( Knowledge Objects (1) Key Vocabulary water slide, clown, dress up, have fun (2) Practise reading an article( (3) Practise writing something using the target language( 2( Ability Objects (1) Train students? reading ability( (2) Train students? writing ability( 3( Moral Objects When we take a vacation, we should do something good and interesting, such as visit the museums, visit 32 the water slides and so forth( We can not only have fun but also increase our knowledge( ?( Teaching Key Point Practise reading and writing using the target language( ?( Teaching Difficult Point How to write a guide to a place( ?( Teaching Methods 1( Reading comprehension to help the students grasp the main idea of the text( 2( Pairwork or groupwork to make every students work in class( ?( Teaching Aids 1( A projector 2( The blackboard ?( Teaching Procedures Step I Revision Review the target language presented in this unit( Check homework( Ask some students to read out their conversations( S: The pak is really clean( 1 S: Yes, and it?s fascinating, too( 2 S: The subway is really convenient( 3 S: Yes, and it?s safe, too( 4 S:… 5Step ? 3a This activity provides reading and writing practice using the target language( Teach the new words( Show the new words on the screen by a projector( slide v(滑行;滑动 water slide 水滑道 clown n( 小丑;丑角 dress up 盛装;打扮;装饰 Ask a few students to tell the class about the answers in their chart( Answers kids teenagers parents Eat Clown City Cafe Uncle Bob?s Farmer?s Market Have organized water dance Fun games, slides, rock lessons clowns bands Learn Science Sports History Museum Museum Museum Step m 3b This activity provides reading and writing practice using the target language( Read the instructions to the class( Point to the first two sentences and ask a student to read these sentences to the class( Look back at Activities 2a and 2b( Use this information to help you complete the guide to Sunville( Step ? 3c This activity provides open-ended writing practice using the target language( Read the instructions to the class( Ask students to say the names of some of the places they might write about( Write a list of these places on the board for students to use as they write their guides( Ask students to work on their own( Tell them that they can use what they wrote for activity 3b as a guide( They can write the guide for all tourists, teenagers, families, or people on a budget( As they work, move around the room offering help as needed( Correct the students? work( Ask some students to read their guides and correct them( Then show the following sample version on the screen by a projector as a guide( Our city is very beautiful and convenient( It has something for everyone( If you?re looking for bookstores( There is a very big one in our city( It is called Xinhua Bookstore( There are lots of big malls( Baijia Mall has various beautiful and inexpensive goods( If you love good food, you can find it at Xingsheng Market where the food is both delicious and cheap( Welcome to our city( Step ? Summary In this class, we?ve done much practice reading and writing as well as speaking( Step ? Homework 1( Read the article in 3a again( 33 2( Write a guide to our city( Step ? Blackboard Design Unit 11 Could you please tell me where the restrooms are? Section B The Fifth Period 1( Answers to Activity 3a kids teenagers parents Clown Farmer?s eat Uncle Bob?s City Cafe Market organized water have dance games, slides, rock fun lessons clowns bands Science Sports History learn Museum Museum Museum 2( Answer to Activity 3b Sunville has something for everyone( If you?re looking for museums, there is a computer museum in Sunville( There are lots of good restaurants in Sunville( Green Land has delicious salads( There are very clean public restrooms at the corner of Market and Main streets( The Sixth Period ?( Teaching Aims and Demands 1( Knowledge Objects (1) Fill in blanks and make sentences using beautiful, safe, delicious, convenient, fascinating( (2)Write some questions using the target language( 2( Ability Objects Train students? writing ability( 3( Moral Objects When you ask for information, you should be polite( After you get help, you should say "Thank you"( ?( Teaching Key Points 1( Fill in blanks and make sentences( 2( Write questions using the target language( ?( Teaching Difficult Point Make sentences using "beautiful, safe, delicious, convenient, fascinating"( ?( Teaching Methods 1( Teaching by explanation( 2( Speaking method( ?( Teaching Aids 1( The blackboard( 2( A projector( ?( Teaching Procedures Step ? Revision Check homework( Ask a few students to read the article in 3a( Then ask a few students to read their guides( Step ? Part 1 This activity focuses on vocabulary introduced in the unit( Look at the words in the box( Check the answers( Five students each read a sentence, filling in the blanks( The rest of the students check their answers( Then show the answers on the screen by a projector( Ask students to make their own sentences with the words, preferably sentences that are meaningful( Move around the classroom( Collect a few students? answers with mistakes orally( Then help students correct the mistakes( Sample answers 1( There is bus stop near our school( It?s very convenient( 2( Zhongshan Park is both big and fascinating( 3( There is a big restaurant in our town( The food there is very delicious( 4( The flowers in the park are very beautiful( 34 5( We must put the expensive things in the safe place( Step ?Part 2 This activity provides reading, writing, listening and speaking practice using the target language( Go through the instructions with the class( Look at the example with the students( Ask students what the answer would be( Ask a student to read the question and answer it( Excuse me, could you tell me where the bank is, please? The bank is across the street from the shopping malt( Get students to complete the work in pairs( Check the answers( Ask a few students to read their questions( Suggested answers 1( Excuse me, could you tell me where the bank is, please? 2( Could you please tell me if there are any restaurants here? 3( Do you know where I can get a book? 4( Can you please tell me how to get to the Movie Theatre? 5( Could you tell me where I can buy shampoo? Step ? Summary and Homework In this class, we?ve done much writing practice using the key vocabulary words and the target language presented in this unit( After class, please finish the questions in 2 in your exercise books( Then finish the exercises on pages 47,48 of the workbook as well( Step ? Blackboard Design Unit 11 Could you please tell me where the restrooms are? Self check The Sixth Period Suggested answers to Activity 2: 1( Excuse me, could you tell me where the bank is, please? 2( Could you please tell me if there are any restaurants here? 3( Do you know where I can get a book? 4( Can you please tell me how to get to the Movie Theatre? 5( Could you tell me where I can buy shampoo? Unit 11 Could you please tell me where the restrooms are The Seventh Period Reading: Grown-ups like cartoons, too( ? Teaching Aims and Demands 1( Knowledge Objects (1) Key Vocabulary image, adventure, jealousy, hero, crime, journey, brave, no longer, show interest in, take it easy, become interested in, plain looks (2)Text: Grown-ups like cartoons, too( 2( Ability Objects (1) Fast-reading to get a general idea of the text( (2) Careful-reading to get the detailed information in the text( (3) Learn the words and phrases from the context( 3( Moral Objects We can learn something about history from cartoons( We should also learn from some heroes by them( In this way, we?ll love our motherland better( ?( Teaching Key Points 1( Key vocabulary( 2( Train students? reading and writing skills( ?( Teaching Difficult Point Train students? reading and writing skills( ?( Teaching Methods 1( Reading and writing to improve students? ability( 2( Pairwork and groupwork to make every student work in class( ?( Teaching Aid A projector( ?( Teaching Procedures Step I Key Vocabulary 35 This activity introduces the key vocabulary words( Show the following vocabulary on the screen by a projector( Say the words and have students repeat them again and again until they can pronounce them fluently and accurately( Step ? Part 1 Answers 1( Tin-tin 2( Sun Wukong 3( Garfield 4( Piglet 5( Japan Step ? Part 2 This activity encourages students to read quickly for detail( Read the text quickly, then summarize each paragraph in your own words( As the students are doing this, move around the classroom to make sure they can do the task in English( Ask five students to report their answers( Suggested answers 1( Many young adults are showing interest in cartoons( 2( One of the young adults Qiu gets relaxation from reading cartoons or watching them on TV( 3( It?s interesting to follow the history of cartoons in China( 4( People also became interested in foreign cartoons( 5( Why Hong Yannan likes the cartoon Chibi Maruko Chan( Draw students? attention to the instructions( Ask students to complete the task individually or in pairs( As they work, walk around the classroom to make sure students discuss their reasons in English( Have students report their answers( Encourage students to use complete sentences( Answers City Hunter d Chibi Maruko Chan a Monkey King c Winnie the Pooh b Step ? Part 3 This activity encourages students to use the strategy of reading in context( Point to the story( Look at the words indicated in bold( Ask different students to guess the meaning( Don?t give them the correct answers( Ask students to read the article once( Say, pay attention to the bold words and expressions( And note any other words or sentences, you don?t understand( Read in context, guessing their meanings from the other words around them( Ask students to read the article again for comprehension( Read the instructions with the students and have them look at the example( Then ask students to match the correct meanings with the correct words and expressions( Allow them one or two minutes to do this( Check the answers: Answers image c; jealousy b; take it easy d; hero a; crime f; plain looks e Get students to make sentences with the words and expressions( Remind them to look at the article again for extra help( Answers to this activity will vary( Then ask a students to write his/her answers on the blackboard( Help correct any mistakes( Suggested answers 1( Many children?s books have beautiful images( 2( This is an act out of jealousy( 3( Don?t be nervous and take it easy( 4( The story is about a hero many years ago( 5( There is much crime nowadays in America( 6( The girl has very plain looks( Step ? Part 4 36 Unit 12 You? re supposed to shake hands the First Period ?( Teaching Aims and Demands 1( Knowledge Objects (1)Key Vocabulary bow, kiss, be supposed to, shake hands, customs (2) Target? Language What are people in Korea supposed to do when they meet for the first time? They?re supposed to bow( 2( Ability Objects (1)Train students? listening ability( (2)Train students? communicative competence( 3( Moral Objects Before you meet foreigners, you should some customs( In this way, you can act politely and properly( ?( Teaching Key Points Target language ?( Teaching Difficult Points 1( How to train students? listening ability( 2( How to train students? communicative competence( ?( Teaching Methods 1( Scene teaching method 2( Listening-and-answering activity to help the students go through with the listening material( ?( Teaching Aids 1( A tape recorder 2( A map of the world ?( Teaching Procedures Step ? Revision T: Yesterday we finished Unit 11( In this unit, we learned some ways of asking for information politely( Now if you want to go to a library to get a book, how can you ask? S: Do you know where I can get a book? 1S: Could you tell me how to get to the library? 2S: Can you please tell me where I can buy a book? 3Ask students to repeat this example( Then ask students to tell about some things that are good to do in school( They may say things such as, You should do your homework every day; You should raise your hand before you talk( Rephrase each of these sentences using supposed to and ask students to repeat: You?re supposed to do your homework every day( You?re supposed to raise your hand before you talk( Step ? 1a This activity introduces some target language( Let students read the instructions( Point to the two lists of words( Read each word and ask students to repeat it( Put up a map of the world on the board( Ask students to explain where each of the countries is( Suggested answers 1( Brazil is in South America, next to Peru( 2( The United States is in North America, next to Canada( 3( Japan is in East Asia, to the east of China, 4( Mexico is in North America, on the south of America( 5( Korea is in East Asia, It is our neighbor( Ask different students to act out the action described by each word or phrase—bow, shake hands, and kiss( Read the instructions again and ask students to match the customs lettered a, b and c with the numbered countries( Look at the sample answer( Tall students to guess if they aren?t sure( Answers 1( c 2( b 3( a 4( b 5( a Step ? 1b This activity gives students practice understanding the target language in spoken conversation( Go through the instructions with the class( Point to the lists in Activity la and say, 1( c 2( b 3( a 4( b 5( a This activity provides guided oral practice using the target language( 37 Read the instructions to the whole class( Point out the example in the box( Ask two students to read it to the class( S: What are people in Korea supposed to do when they meet for the first time? AS: They?re supposed to bow( BPoint to the lists of customs and countries in Activity la( Tell students to first talk about these countries and customs, and then talk about other countries and customs they know about( As students work together, move around the classroom checking their work( Step ? Summary In this class, we?ve learned some important words, such as bow, kiss, be supposed to, shake hands( We?ve also learned the target language What are people in Korea supposed to do when they meet for the first time? They?re supposed to bow( Step ? Homework Review the target language( Step ? Blackboard Design Unit 12 You?re supposed to shake hands( Section A The First Period Target Language: A: What are people in Korea supposed to do when they meet for the first time? B: They?re supposed to bow( Unit 12 You? re supposed to shake hands The Second Period ?( Teaching Aims and Demands 1( Knowledge Objects (1) Key Vocabulary greet, be supposed to (2)Target Language How was the dinner at Paul?s house last night? Well, it was OK, but I made some mistakes( I was supposed to arrive at 7:00, but I arrived at 8:00( 2( Ability Objects (1) Train students? listening ability( (2) Train students? communicative competence( 3( Moral Objects When you?re invited to a place, you mustn?t be late, greet people the wrong way and wear the wrong clothes( That is, you should act according to your host?s customs( ?( Teaching Key Points 1( Key Vocabulary greet, be supposed to 2( Target Language How was the dinner at Paul?s house last night? Well, it was OK, but I made some mistakes( I was supposed to arrive at 7:00, but I arrive at 8:00( 3( Structure What are you supposed to do when you meet someone? ?( Teaching Difficult Points 1( the target language 2( How to improve students? listening ability( ?( Teaching Methods 1( Listening method to improve students? listening ability( 2( Pairwork ?( Teaching Aid A tape recorder ?( Teaching Procedures Step ? Revision Check homework( Ask some pairs to act out their conversations according to Activity 1a( S: What are people in Mexico supposed to do when they meet for the first time? AS: They?re supposed to how( BStep ? 2a Help students understand that the people are at a picnic( Point to Maria and ask, what?s Maria wearing? (She is wearing a dress()Ask, Does she look 38 comfortable? (No() Read the instructions and point to the four mistakes on the list( Ask different students to read the mistakes to the class( Maria?s mistakes ________arrived late ________ate the wrong food ________greeted Paul?s mother the wrong way ________wore the wrong clothes ? arrived late ____ate wrong food ? greeted Paul?s mother the wrong way ? wore the wrong clothes Step ? 2b Go through the instructions with the class( Point out the blanks in the four sentences( Invite a student to read the first sentence( Play the recording again( Let students fill in the blanks with the words they hear alone( Correct the answers with the class( Answers 1( arrive at 7:00 2( come later 3( shake hands 4( wear Step ? 2c Look at the example in the box( Ask two students to read the conversation to the class( 2b(Encourage students to express emotions such as disappointed or embarrassment as they say their conversations( Step ? Grammar Focus Review the grammar box( Get different students to say the questions and answers( Step ? Summary In this class, we?ve learned key vocabulary greet and be supposed to, the target language How was the dinner at Paul?s house last night? Well, it was OK, but I made some mistakes( I was supposed to arrive at 7: 00, but I arrived at 8:00 and the sturcture What are you supposed to do when you meet someone? Step ? Homework Ask students to write at least two sentences with the sentence starters in Grammar Focus( Step ? Blackboard Design Unit 12 You?re supposed to shake hands( Section A The Second Period 1( Target Language: How was the dinner at Paul?s house last night? Well, it was OK, but I made some mistakes( I was supposed to arrive at 7:00,but I arrived at 8:00( 2( What are you supposed to do when… You?re… You?re not… When were you supposed to… I was…I wasn?t… Unit 12 You? re supposed to shake hands The Third Period ?( Teaching Aims and Demands 1( Knowledge Objects (1) Key Vocabulary land, drop by, after all, relaxed, a bit (2) Target Language Can you tell me the things I?m supposed to do? The first thing is to greet the teacher( Okay( What should I say? You are supposed to say "good morning, teacher(" 2( Ability Objects (1) Train students? integrating skills( (2) Train students? communicative competence( 3( Moral Objects 39 Different countries have different customs( So you are supposed to do in Rome as the Romans do( ?( Teaching Key Point Train students? integrating skills( ?( Teaching Difficult Point How to improve students? integrating skills( ?( Teaching Methods 1( Fast reading to let students get the general idea of the text( 2( Pairwork ?( Teaching Aids 1( A projector 2( The blackboard ?( Teaching Procedures Step ? Revision T: In last period, we summed up the expressions for telling what you are supposed to do( Step ? 3a Do you know what an opinion is? Ask a student to answer it( (An opinion is what you think or how you feel about something( ) Look at the chart( Point to the word attitude on the chart and say, An opinion is like an attitude( Tell students what they will write in the chart( Correct the answers with the class( Answers Colombian: We?re pretty relaxed about time( We often just drop by our friends? home( We don?t have to make plans when we get together with friends( Switzerland: It?s very important to be on time( We never visit a friend?s house without calling first( We usually make plans to meet friends( Step ? 3b This activity provides guided oral practice using the target language( Go through the instructions for the activity with the class( Look at the example in the box( Ask two students to read the conversation to the class( S: What kinds of rules do they have in Colombia? AS: Well, they have pretty relaxed rules( BS: Like what? AS: Well, it?s OK if you?re not on time( BFirst practice this conversation with a partner( Then talk about your attitude toward being on time and getting together with your friends( Use true information( Have students work in pairs( Ask some different pairs to say their conversations to the class( Suggested answers S: What kinds of rules do you have in your opinion? AS: Well, we have relaxed rules( BS: Like what? AS: Well, it?s OK if we visit a friend?s house without calling first( BStep ? Summary In this class, we?ve learned some key vocabulary words land, drop by and after all, and the target language Can you tell me the things I?m supposed to do? The first thing is to greet the teacher( Okay( What Should I say? You are supposed to say "good morning, teacher"( We?ve also done a lot of reading, speaking and writing practice using the target language( Step ? Homework 1( Write a conversation using the information in Part 4( 2( Finish off the exercises on pages 49,50 of the workbook( Step ? Blackboard Design Unit 12 You?re supposed to shake hands( Section A The Third Period Target Language: A: Can you tell me the things I?m Supposed to do? B: The first thing is to greet the teacher( A: Okay( What should I say? B: You?re supposed to say "good morning, teacher"( 40 Unit 12 You? re supposed to shake hands The Fourth Period ?( Teaching Aims and Demands 1( Knowledge Objects (1) Key Vocabulary wipe, napkin, stick, chopstick, rude, point, pick up (2) Target Language We?re supposed to eat with chopsticks( Yes, and it?s rude to eat with our hands( 2( Ability Objects (1) Train students? listening ability( (2) Train students? ability to understand the target language in spoken conversation( (3) Train students? ability to use the target language( 3( Moral Objects In order to behave politely at the dinner table, you?re supposed to learn some talbe manners( ?( Teaching Key Points 1( Key Vocabulary wipe, stick, chopstick, rude, point, pick up 2( Target Language We?re supposed to eat with chopsticks( Yes, and it?s rude to eat with our hands( ?( Teaching Difficult Points 1( Flow to improve students? listening ability( 2( How to use the target language( ?( Teaching Methods 1( Listening method 2( Pairwork ?( Teaching Aid A tape recorder ?( Teaching Procedures Step ? Revision Check homework( Get some students to read out their conversations using the target language in Section A 4( Collect their conversations and help correct their errors( Step ? Part 1 This activity introduces new vocabulary and provides reading practice using the target language( Look at the picture and ask students to say what is happening in it( (A family is eating a meal() Look at the title, Mind your manners! Ask( What do you think it might mean? (It means be careful of how you act() Correct the answers with the class( Answers 1( T 2( F 3( F 4( F 5( T Step ? 2a You will hear the exchange student Steve, talking with his Japanese friend, Satoshi( Satoshi is explaining some things you are and aren?t supposed to do when eating in Japan( Point to the boxes where students are supposed to write a number next to each picture( Say, Number these 1 through 4 to show the order you hear Satoshi talk about, these things in the recording( Play the recording the first time( Students only listen( Play the recording a second time( As they listen to the recording this time, let students number the pictures( Correct the answers with the class( Answers The pictures should be numbered in the following order: 2 1 4 3 Step ? 2b This activity provides listening practice using the target language( Read the instructions and point to the numbered list of sentence starters and the lettered list of sentence endings( Ask different students to read the two lists( 1( You aren?t supposed to…a( to make noise while eating noodles( 2( It?s polite… b( to stick your chopsticks into your food( 3( It?s rude… c( point at anyone with your chopsticks( 4( You shouldn?t… d( eat or drink while walking down the street( You will hear the same recording again( 41 This time as you listen, write the letter of the correct sentence ending after each sentence starter( Look at the sample answer( Read the correctly completed sentence to the class: 1( You aren?t supposed to eat or drink while walking down the street( Play the recording again( Ask students to write the letters in the blanks alone( Check the answers with the class( Answers 1( d 2( a 3( b 4( c Step ? 2c This activity provides guided oral practice using the target language( Go through the instructions for the activity with the class( Look at the example in the box( Ask two students to read the sentence starters( S: We?re supposed to… AS: Yes, and it?s rude to… BNow, complete each one with a true statement about table manners in your country( Ask two students to read their sentences( S: We?re supposed to eat with chopsticks( AS: Yes, and it?s rude to eat with our hands( BPoint out the sentence starters in Activity 2b( Say, Have a conversation about table manners in your country with a patter( You can use the sentence starters in Activity 2b to help you get started( Have students work in pairs( Ask one or two pairs of students to say their conversations to the class( Step ? Summary In this class, we?ve learned some key vocabulary, such as wipe, rude, point, pick up( We?ve also learned the target language by listening and speaking( Step ? Homework Talk about the table manners in your country using the sentence starters in Activity 2b( Step ? Blackboard Design Unit 12 You?re supposed to shake hands( Section B The Fourth Period 1( Sentences in Activity 2b: (1) You aren?t supposed to eat or drink while walking down the street( (2) It?s polite to make noise while eating noodles( (3)It?s rude to stick your chopsticks into your food( (4) You shouldn?t point at anyone with your chopsticks( 2( Target language: A: We?re supposed to eat with chopsticks( B: Yes, and it?s rude to eat with our hands( Unit 12 You? re supposed to shake hands The Fifth Period ?( Teaching Aims and Demands 1( Knowledge Objects (1) Key Vocabulary table manners, behave, be/get used to, cut up, full, fork, You should… (2) Practise reading an article( (3) Practise writing something using the target language( 2( Ability Objects (1)Train students? reading ability( (2)Train students? writing ability( 3( Moral Objects With the development of society, table manners are more and more important( Sometimes they can help people succeed( So you have to learn more table manners( ?( Teaching Key Point Practise reading and writing using the target language( ?( Teaching Difficult Point How to write an e-mail message( ?( Teaching Methods 1( Reading comprehension to help students grasp the main idea of the text( 2( Writing method 42 3( Groupwork to make every student work in class, ?( Teaching Aids 1( A projector 2( The blackboard ?( Teaching Procedures Step ? Revision Review the target language presented in this unit( Check homework( Ask two students to read out their sentences( S: You aren?t supposed to visited a friend?s house without calling first( AS: It?s polite to be on time( BStep ? 3a This activity provides reading practice using the target language( Teach the new words( Show the following new words on the screen by a projector( Manner n( 礼貌;风格;习惯 table manners 餐桌礼仪 behave v( 行为 表 关于同志近三年现实表现材料材料类招标技术评分表图表与交易pdf视力表打印pdf用图表说话 pdf 现;举止 be,get used to…习惯于…… cut up切开;切碎 fork n，叉;餐叉 full adj(饱的;吃胀了的 lap n((人坐着时)腰以下到膝为止的部分;大腿 elbow n(肘;肘部 gradually adv(逐渐地;渐渐地 compliment n(称赞;恭维 toast v(敬酒 Call attention to the e-mail message( Invite a student to read the article aloud to the class( Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class( Read the instructions to the class( Ask students to read the e-mail again( Say, Now read the e-mail( Answer the questions in your exercise book( As students work, move around the classroom and offer help as necessary( Check the answers with the class( Answers 1( Her French was not very good( 2( Her host family was really nice( 3( Her French has improved( 4( You put your bread on the table, not on the plate( (note the exclamation mark in the reading) 5( One particular challenge is learning how to behave at the dinner table( Notes 1( go out of one?s way = make a special effort 2( cut up= cut into pieces Step ? 3b Read it to the class( Here are some things you need to know about table manners when you visit Japan( First of all, you should… Look back at the pictures in Activity 2a and the matching exercise in Activity 2b( You can use the pictures and information in Activities 2a and 2b to help you write your letters( Ask students to finish the activity on their own( As they work, walk around the classroom offering help and answering questions as needed( Check the answers with the class( Ask a student to read his completed article to the class( A sample answer Here are some things you need to know about table manners when you visit Japan( First of all, you should make noise while eating noodles( It?s polite to do that( It?s very different from your country( Second, it?s rude to stick your chopsticks into your food( And you shouldn?t point at anyone with your chopsticks( Last, this isn?t about table manners exactly, but you should know that you aren?t supposed to eat or drink while walking down the street( So much for the table manners( I?ll write again( Hoping you?re having a good time( Steve Step ? 3c Remind students that they made conversations about table manners in their own country( Say( You can use the ideas you talked about in Activity 2c as you write your email messages( A sample answer 43 Dear John, Thanks for your message( Now I tell you some things you need to know about table manners when you are in China( Firstly, you?re supposed to eat with chopsticks( It?s rude to eat with your hands( Secondly, you shouldn?t make noise while eating( It?s not polite to do that( Lastly, you shouldn?t point at anyone with your chopsticks( I believe you?ll get used to these table manners, I?ll write again( Hope you?re having a great time in China( Li Ping Optional activity Have students work with the same partner they worked :with when doing Acvity 2c( Ask each pair of students to work together to write a single e-mail message telling someone from „another country bout the table manners in their own country( Step ? Summary In this class, we?ve done a lot of reading, writing and speaking practice using the target language( Step ? Homework 1( Read the e-mail message in Activity 3a again( 2( Write an e-mail message to a friend about table manners( Step? Blackboard Design Unit 12 You?re supposed to shake hands( Section B The Fifth Period Answers to Activity 3a: 1( Her French was not very good( 2( Her host family was really nice( 3( Her French has improved( 4( You put your bread on the table, not on tile plate( 5( One particular challenge is learning how to behave at the dinner table( Unit 12 You? re supposed to shake hands The Sixth Period ?( Teaching Aims and Demands 1( Knowledge Objects (1) Fill in blanks and make sentences using arrive, meet, spend, behave and imagine( (2) Finish the story( (3) Complete the crossword( 2( Ability Objects Train students? writing ability( 3( Moral Objects You are supposed to learn much more table manners, It is very useful and helpful, especially when you are in foreign countries( ?( Teaching Key Points 1( Fill in blanks and make sentences( 2( Finish the story( ?( Teaching Difficult Points 1( Make sentences using arrive, meet, spend, behave and imagine( 2( Finish the story( ?( Teaching Methods 1( Teaching by explanation( 2( Speaking method ?( Teaching Aids 1( The blackboard 2( A projector ?( Teaching Procedures Step? Revision Check homework( Ask a student to read the e-mail message in Activity 3a( Then ask a student to read his/her own e-mail message( Step? Part 1 This activity focuses on vocabulary introduced in the unit( Look at the words in the box( Ask a student to read them( Make sure students understand the meaning of the words( Then say, Fill in the blanks with the words( In some cases, students may need to use another form of the word, for example adjusting for tense or subject/verb agreement( 44 Ask students to fill in the blanks on their own( Check the answers( Five students each read a sentence, filling in the blanks( The rest of the students check their answers( Show the answers on the screen by a projector( Ask students to make their own sentences with the words, preferably sentences that are meaningful( Move around the classroom( Collect a few students? answers with mistakes on the blackboard( Then help students correct the mistakes( Suggested answers 1( When you?re invited to dinner, you should arrive on time( 2( When you meet someone for the first time, you?re supposed to shake hands( 3( We should spend much time learning English( 4( The children don?t know how to behave( 5( I cannot imagine what he is doing( Step ? Part 2 Invite a few students to read the end of the story( Answers will vary but will probably include watching what others do first or asking the host or hostess or one of the guests( A sample end of the story …What I finally decided to do was to watch what others do and follow them( Notes 1( Unfamiliar——the opposite of familiar, means not having a good knowledge of 2( set-number of things of the same kind, that belong together because they are similar or complementary to each other Step ? Part 3 This activity focuses on the new vocabulary introduced in this unit( Do the example with the class to show them how to do a crossword puzzle( Ask students to complete the crossword puzzle on their own( Check the answers with the whole class( Answers DOWN: 1( bow 2( shake 3( kiss ACROSS: 4( chopsticks 5( knife Step ? Just for Fun! This activity provides reading and speaking practice with the target language( Ask students what is funny about the cartoon( Help students to explain( The little boy bought his grandmother a cat instead of a hat, but his grandmother loves it anyway( Step ? Summary and Homework In this class, we?ve done much writing practice using the key vocabulary words( After class, please finish off the story in 2 in your textbooks( Then finish off the exercises on pages 50,52 of the workbook( Step? Blackboard Design Unit 12 You?re supposed to shake hands( Self check The Sixth Period Suggested answers to Activity 1: 1( When you?re invited to dinner, you should arrive on time( 2( When you meet someone for the first time, you?re supposed to shake hands( 3( We should spend much time learning English( 4( The children don?t know how to behave( 5( I cannot imagine what he is doing( Unit 12 You? re supposed to shake hands The Seventh Period Reading: Parent helps child ?( Teaching Aims and Demands 1( Knowledge Objects Key Vocabulary die, succeed, sacrifice, path, honor, dead-end road, get into trouble, give up, keep shipping, military school 2( Ability Objects Improve students? reading and writing skills( 3( Moral Objects Mother is willing to do whatever she can to love us( So we should understand our mothers and love them too, and we must study hard to reward our mothers( ?( Teaching Key Point 45 Train students? reading and writing skills( ?( Teaching Difficult Point Train students? reading and writing skills( ?( Teaching Methods Fast-reading to improve students? reading ability( Careful-reading to get the detailed information( ?( Teaching Aid A projector ?( Teaching Procedures Step ? Key Vocabulary This activity introduces the key vocabulary words( Show the following vocabulary on the screen by a projector( Careful-reading to get the detailed information( ?(Teaching Aid A projector ?(Teaching Procedures Step ? Key Vocabulary This activity introduces the key vocabulary words( Show the following vocabulary on the screen by a projector( at the end of在……结尾;在……末端 dead adj(死亡的;无生命的 dead-end adj(无出路的;没有发展前景的 die v(死;死亡 succeed v(成功;做成 get into trouble 陷入困境;因做某事而招致不幸或处罚 等 give up放弃;抛弃 subject n( 题 快递公司问题件快递公司问题件货款处理关于圆的周长面积重点题型关于解方程组的题及答案关于南海问题 目;主题 slip v(失足;滑倒 military adj(军事的;军用的 army n(军队 soldier n(士兵;战士 sacrifice v(& n(牺牲;奉献 path n(路;小路;小径 Say the words and have students repeat them again and again until they can pronounce them fluently and accurately( Step ? Part 1 This activity allows students to activate their background knowledge before attempting the reading( Ask students to read their answers( Encourage students to use complete sentences( Sample answers Main idea Detail Westley was a bad boy( He was in trouble at school and with the police( His mother did a lot for him( She had three jobs to support him and the family( Westley understood he had His mother explained her sacrifices( to change( The writer gives some advice for parents and Get children interested in reading( children( Step ? Part 3 This activity encourage students to use the strategy of reading in context( Look at the story( Pay attention to the words indicated in bold( Ask different students to guess the meaning( Don?t give them the correct answers( Ask students to read the article once( Answers dead-end road f; give up d; keep slipping b; military school a; sacrifice c; honor e; Get students to make sentences with the words and expressions( Answers to this activity will vary( Then ask a student to write his answers on the blackboard Help correct any mistakes( Sample answers 1( We don?t walk down a dead-end road, or we?ll fail( 2( You must give up smoking( 46 3( Don?t keep slipping again( 4( He doesn?t want to go to a military school, but he has to( 5( He succeeded at the sacrifice of his health( 6( We should show honor to our teachers( their answers with the class( Sample answers Activities Reasons Visit very old places( Students will find history is interesting( Buy some books about Students are interested in them( sports( Go to the music concerts( Students like music very much, especially pop ? music( ? Culture note Independence is much different for young people in the West than in China( In America, 16 year-olds often learn to drive and have their own cars( By the age of 18 or 19, it?s common for young people to „move out?, leaving home for their own rented accommodation( The age for marrying is quite low for both young men and young women, usually in their late teens and there are no restrictions on the age for having children or number of children on can have( Step ? Summary In this class, we?ve practised a lot of reading and writing( Step ? Homework 1( Read the story in Activity 2 again for further comprehension( 2( Revise the target language in this unit( Step ? Blackboard Design Reading:Parent helps child( The Seventh Period Sample answers to Activity 2 Main idea Detail He was in trouble at school and with the Westley was a bad boy( police( She had three jobs to support him and the His mother did a lot for him( family( Westley understood he had to His mother explained her sacrifices( change( The writer gives some advice Get children interested in reading( for parents and children( Sample answers to Activity 3 1( We don?t walk down a dead-end road, or we?ll fail( 2( You must give up smoking( 3( Don?t keep slipping again( 4( He doesn?t want to go to a military school, but he has to( 5( He succeeded at the sacrifice of his health( 6( We should show honor to our teachers Unit 13 Rainy days make me sad( ?( Analysis of the Teaching Material 1( Status and Function In this unit, students learn to talk about how things affect them( The topic is meaningful and practical to students, It is very useful( It can help students express their own opinions in their daily life( It continues to train students? speaking ability and integrating skills( After studying this unit, students will be in charge of their attitude and they can do everything better( (1) The first period mainly gives students listening and oral practice using the target language I?d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I?m eating( OK, really? Loud music makes me energetic( Not me! Loud music makes me stressed out( (2) The activities in the second period give students more listening and speaking practice as well as grammar focus to practise the target language( The practice can help students improve their listening 47 and speaking skills( (3)The third period provides an article( Students learn to get detailed information from the article( It is a basic reading skill, and also it is of great help for students to improve their reading skill( (4) The fourth period not only introduces some new words but also provides students with many different kinds of activities( In this class, students learn how to express their own opinions using the target language( (5)A lot of practice is designed in the fifth period to train students? reading and writing skills( Students also learn how to treat the advertisement from the reading material( (6) All the activities in the last period in this unit are used to provide writing practice using the target language( 2( Teaching Aims and Demands (1)Knowledge Objects In this unit, students learn to talk about how things affect them, and how to express their own opinions using the target language, (2) Ability objects To train students? listening, speaking, reading and writing skills using the target language, (3) Moral Object The impact of attitude on life is obvious( When go shopping, we should remember not all the ads are great( We have to be careful( In this way, we can buy nothing that we don?t need at all( So we should be in charge of our attitude( That way, we can live happily and we can do everything better( 3( Teaching Key Point To make students learn and master the key vocabulary words and the target language( 4( Teaching Difficult Points To train students? listening, speaking, reading and writing skills( To train students? communicative competence( 5( Studying Way Teach students how to express their own opinions freely( ?( Language Function Talk about how things affect you( ?( Target Language I?d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I?m eating( Oh, really? Loud music makes me energetic( Not me! Loud music makes me stressed out( ?( Structure Second conditional with wish ?( Vocabulary lighting, mysterious, tense, silky, owner, product, knowledge, for instance, shiny, skin, cream, toothpaste, endangered, uncomfortable, useful ?( Recycling fast food, make, cry, customer, happy, dance, sad, restaurant, red, pink, blue, relaxed, stressed out, awful, soft, energetic, keep out ?( Learning Strategies 1( Personalizing 2( Matching ?( Teaching Time Seven periods The First Period ?( Teaching Aims and Demands 1( Knowledge Objects (1) Key Vocabulary sad, energetic, stressed out, soft (2)Target Language I?d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I?m eating( Oh, really? Loud music makes me energetic( Not me! Loud music makes me stressed out( 2( Ability Objects (1) Improve students? listening ability( (2) Help students to express their opinion freely( 3( Moral objects It is important to choose a suitable place( It is good for your study and life( ?( Teaching Key Point Target Language ?( Teaching Difficult Points 48 1( How to improve students? listening ability( 2( How to help students to express their opinion freely( ?( Teaching Methods 1( Listening-and-answering activity to help the students go through with the listening material( 2( Pairwork to make every student work in class( ?( Teaching Aids 1( A tape recorder 2( The blackboard ?(Teaching Procedures Step ? Revision T: Yesterday we finished Unit 12( In this unit, we learned how to tell what we are supposed to do( Now tell me some things that are good to do in school and that are not good to do in school( S: We?re supposed to do our homework every day( 1Step? 1a Go through the instructions and look at the two pictures( Ask, Who can describe the interior of each restaurant? (Rockin Restaurant has red walls, ugly paintings on the walls, and loud music( The Blue Lagoon has blue walls, plants, flowers, and a piano player( ) Say, Which restaurant would you rather go to? Talk about it with your parter( ( Sample conversation S: Which restaurant would you like to go to? AS: I?d like to go to the Blue Lagoon( BS: Why? AS: Because there are plants and flowers there( BStep ? 1b Let a student read the completed sentence, and then say, You will hear the missing words on the recording( Fill in the blanks with the words you hear on the tape( Play the recording the first time( Students only listen carefully( Play the recording again( This time fill in the missing words( Check the answers with the whole class( Answers The Rockin? Restaurant: sad, tense The Blue Lagoon: relaxed, sleepy Step ? 1c This activity provides guided oral practice using the target language( Look at the example in the box( Invite a pair of students to read it to the class( S: I?d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I?m eating( AS: Oh, really? Loud music makes me energetic( BS: Not me! Loud music makes me stressed out( AGo through the instructions with the class( Tell students they will be talking about their own opinions with a partner( Look back at the chart in Activity 16( Make up a conversation with a partner using words from the chart, such as awful pictures, loud music and soft music( While students are working in pairs, walk around the classroom, and listen to some pairs( If necessary, offer language support( Then ask some pairs to act out their conversations in front of the whole class( Notes: 1( awful——terrible; dreadful 2( energetic——full of energy Step ? Summary In this class, we?ve learned some important words, such as sad, energetic, stressed out( We?ve also learned the target language I?d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I?m eating( Oh, really? Loud music makes me energetic( Not me! Loud music makes me stressed out( Step ? Homework Review the target language( Step ? Blackboard Design 49 Unit 13 Rainy days make me sad( Section A The First Period Target language A: I?d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I?m eating( B: Oh, really? Loud music makes me energetic( A: Not me! Loud music makes me stressed out( Unit 13 Rainy days make me sad( The Second Period ?( Teaching Aims and Demands 1( Knowledge Objects (1) Key Vocabulary tense, have fun, angry, cry( (2)Target Language Loud music makes me tense( Loud music makes me want to dance( That movie made me sad( 2( Ability Objects (1) Train students? listening ability( (2) Train students? speaking ability( 3( Moral Objects Enjoying yourself is very important( But no matter what hobbies you have, do remember they must be good for health and study( ?( Teaching Key Points 1( Key Vocabulary tense, angry, cry( 2( Target Language Loud music makes me tense( Loud music makes me want to dance( That movie made me sad( 3( Structures Loud music makes me tense( Loud music makes me want to dance( ?( Teaching Difficult Points 1( The target language 2( How to train students? listening ability( ?( Teaching Methods 1( Listening method to improve the students? listening ability( 2( Pairwork( ?( Teaching Aid A tape recorder ?( Teaching Procedures Step ? Revision Check homework( Invite a pair of students to read the conversation in Activity 1c( S: I?d rather go to the Rockin? Restaurant because I like to listen to loud music while I?m eating( AS: Really? Soft music makes me relaxed( BS: Not me( Soft music makes me sleepy( AStep ? 2a Look at the pictures( Ask, What are they doing? Please guess( (In Picture 1, two women are eating and smiling( Maybe the food is very delicious( In Picture 2, the two women are crying( Maybe they are seeing a sad movie( In Picture 3, one of the two women is very tense that because of the loud music( In Picture 4, one woman is waiting for the bus or someone( Waiting makes her angry( Go through the instructions with the class( Say, You will hear Tina and John talking about what Tina and Amy did last night( The four pictures show something that Tina did last night( Point to the boxes( Say, Use the number 1 through 4 to show the order you hear Tina and John talk about these things in the recording( Play the tape for students( The first time, students just listen( Play the tape again( This time, ask students to number the pictures when they listen( Correct the answers with the class( Answers The pictures should be numbered in this order: (down) 3 2 4 1 50 Check the answers with the class( Answers ? Waiting for her made me angry( ? She said that loud music made her tense( Loud music makes me happy( ? Loud music always makes me want to dance( ? It was so sad it made us cry( ? Sad movies don?t make me cry( They just make me want to leave! It made me sad( Step ? 2c This activity provides oral practice using the target language( Look at the sample conversation between Step ? Grammar Focus Look at the grammar box( Invite a student to read the sentences to the class( Loud music makes me tense( Loud music makes me want to dance( That movie made me sad( blackboard: makes me ( Let students work alone( Then ask some students to read their sentences( S: A quiet place makes me sleepy( 1S: Loud noise makes me tense( 2S: Long movies make me want to leave( 1S: Long movies make me want to cry( 2S: Hot weather makes me want to go swimming( 3S: Hot weather makes me want to drink a lot of water( 4Let students make up any other sentence using the verb make to talk about how things affect them( Step ? Summary In this class, we?ve learned key vocabulary tense and the target language Loud music makes me tense( Loud music makes me want to dance( That movie made me sad( Step ? Homework Get students to write some sentences according to the target language( Step ? Blackboard Design Unit 13 Rainy days make me sad( Section A The Second Period 1( Target language Loud music makes me tense( Loud music makes me want to dance( That movie made me sad( 2(…makes me… Long movies make me… Hot weather makes me… Unit 13 Rainy days make me sad( The Third Period ?( Teaching Aims and Demands 1( Knowledge Objects (1) Key Vocabulary owner, scientific, pink, knowledge, serve, uncomfortable, endangered( (2) Target Language How do you feel about pollution? It makes me kind of angry( How about you? It makes me want to join a clean-up campaign( 2( Ability Objects (1)Train students? integrating skills( (2)Train the ability of expressing students? own opinions( 3( Moral Object In our lives, we should express what we feel clearly( ?( Teaching Key Point Train students? integrating skills( ?( Teaching Difficult Point 51 How to improve students? integrating skills( ?( Teaching Methods 1( Fast-reading method( 2( Groupwork and pairwork( ?( Teaching Aids 1( A projector( 2( The blackboard( ?( Teaching Procedures Step ? Revision T: Yesterday we learned the target language( The structure is… makes me… Now who can make sentences using the structure? S: Light colours make me relaxed( 1S: Loud noise makes me tense( 2S: Loud music makes me energetic( 3T: Very good( Step ? 3a This activity provides reading and writing practice using the target language( Show the key vocabulary words on the screen by a projector( owner n(所有者;业主 scientific adj(科学的 pink adj(粉红色的 lighting n(照明;照明设备 knowledge n(知识;学问 serve v(服务;招待 design v(设计;构思 uncomforable adj(不舒服的;不合意的 campaign n(运动;竞选运动 : endangered adj(有灭绝危险的;将要绝种的 smoke v(吸烟;抽烟 Read the words and get students to repeat again and again until they can pronounce the words fluently and accurately( Point to the picture and ask, What can you see in the picture? Ask some students to describe the picture( Offer help if necessary( (The walls are bright red( There is loud music( There are bright lights in the ceiling( The people are eating quickly( They aren?t talking to each other() Read the instructions and the questions below the article aloud( Make sure students understand what to do( Read the title“ Restaurant Science” and ask, What do you think “Restaurant Science” means? (It means the study of how t Check the answers with the whole class( Answers 1( Red makes most people hungry( It makes them eat faster( 2( They want people to eat quickly and leave so more people can come in( 3( Answers will vary( Notes 1( owner—person who owns something 2( uncomfortable—not comfortable; uneasy Step ? 3b This activity provides oral practice using the target language( Ask three students to read the sample conversation in the box to the whole class( S: The seats are very hard( The white walls make me stressed( AS: Is it this classroom? BS: No, it isn?t( AS: Is it a hospital? CS: Yes, that?s right( AGo through the instructions with the class( Step IV Part 4 Ask a good student to tell students how he/she feels about pollution( For example, I hate pollution( Loud noise makes me tense( Smoking makes me very angry( Sample answers How do you feel about… You Li Ping Zhao Qiang Pollution angry angry angry heavy traffic worried tense angry loud noise tense energetic want to leave Endangered animals sad cry angry 52 Smoking angry want to leave uncomfortable people who keep you angry worried angry waiting Step ? Summary In this class, we?ve learned some key vocabulary words such as owner, scientific, knowledge, uncomfortable( We?ve also done a lot of reading, writing and speaking practice using the target language( Step ? Homework 1( Finish off the exercises on pages 53,55 of the workbook( 2( Ask students to choose some places they know and talk about how they feel about the places( Step ? Blackboard Design Unit 13 Rainy days make me sad( Section A The Third Period Target language A:How do you feel about pollution? B: It makes me kind of angry( How about you? A: It makes me want to join a clean-up campaign( Unit 13 Rainy days make me sad( The Fourth Period ?(Teaching Aims and Demands 1( Knowledge Objects (1) Key Vocabulary mysterious, shiny, silky, skin, cream, toothpaste, keep out (2) Target Language Have you ever had a Twisty Treat? Yeah( And it made me sick( 2( Ability Objects (1) Train students? speaking and listening ability( (2) Train students? ability to understand the target language in spoken conversation( (3) Train students? ability to use the target language( 3( Moral Object Not all the most expensive things are the best ones( Sometimes we shouldn?t believe all of ads( ?( Teaching Key Points 1( Key Vocabulary mysterious, shiny, silky, skin, keep out 2( Target Language Have you ever had a Twisty Treat? Yeah( And it made me sick( ?( Teaching Difficult Points 1( How to train students? speaking and listening ability( 2( How to use the target language( ?( Teaching Methods 1( Listening method 2( Groupwork to make every student works in class( ?(Teaching Aids 1( A tape recorder 2( The blackboard ?(Teaching Procedures Step ? Revision Check homework( Get some pairs to act out their conversations about how they feel about a place, Collect their conversations and help students correct any mistakes( Step ? 1a Ask them to write the number of each slogan, with the correct picture( Check the answers with the class( Answers The photos should be numbered in the following order:4 3 1 2 Notes 1( slogan——striking and easily remembered phrase used to advertise sth( 2( mysterious--full of mystery Step ? 1 b computer (26) 53 jacket (20) watch (35) Three products students don?t like fast food (8) coat (32) science book (23) Step ? 2a This activity provides listening practice with the target language and introduce new vocabulary( Write Yes in front of the product if the person likes it( Write No in front of the product if the person doesn?t like it( Read out the name of each product( Get students to repeat it( Listen to the conversation and finish the task( Play the tape the first time( This time students only listen( Play the tape again( Let students write Yes or No in front of each product to show whether or not the people on the tape liked it( Check the answers( Answers 1( No 2( No 3( Yes 4( No Step ? 2b ( Answers 1( d 2( c 3( b 4( a ( Get students to look back at the list of products they made for Activity lb( Invite a student to read his/her lists to the class( Three products he/she likes Three products he/she doesn?t like Look at the example in the box( Let a pair of students read the conversation to the class( Step ? Summary In this class, we?ve learned some key vocabulary, such as mysterious, shiny, silky, skin, keep out( We?ve also learned the target language Have you ever had a Twisty Treat? Yeah( And it made me sick by listening and speaking( Step ? Homework Talk about some products using some words in this class, and write down the conversations( Step ? Blackboard Design Unit 13 Rainy days make me sad( Section B The Fourth Period 1( Target language A: Have you ever had a Twisty Treat, B: Yeah( And it made me sick( 2( Three products students like computer (26) jacket (20) watch (35) Three products students don?t like fast food (8) coat (32) science book (23) Unit 13 Rainy days make me sad( The Fifth Period ?( Teaching Aims and Demands 1( Knowledge Objects (1) Key Vocabulary aim at, useful, for instance, product, careful, plane (2) Practise reading an article( (3) Practise writing something using the target language( 2( Ability Objects (1) Improve students? integrating skills—reading skill and writing skill( (2) Improve students? speaking ability by discussion( 3( Moral Object We are in charge of our attitude and we can do everything well( 54 ?( Teaching Key Point Practise reading and writing using the target language( ?( Teaching Difficult Point 1( How to improve students? reading ability( 2( How to improve students? speaking ability by discussion( ?( Teaching Methods 1( Reading method to improve students? reading ability( 2( Discussion method to improve students? speaking ability( 3( Pairwork to make every student work in class( ?( Teaching Aids 1( A projetor 2( The blackboard ?( Teaching Procedures Step ? Revision Revise the target language presented in this unit( Check homework( Get some pairs to read out their conversations( (1)S: Have you ever had a jacket? A S: Yeah( And it made me beautiful( B(2)S: Have you ever bad a science book? A S: Yeah( And it made me tense( BStep ? 3a This activity provides reading practice using the target language( Teach the new words( Show the new words on the screen by a projector( Read the words and ask students to repeat them again and again until they can pronounce them correctly and fluently( Look at the article( Let a student read the article aloud to the class( Correct any pronunciation errors to make sure the student it providing a good model for the rest of the class( Read the instructions to the class( What?s the article about? Do you agree The article is about advantages and disadvantages of ads( Advantages of ads: help you compare different products; help you save money( Disadvantages of ads: make our cities and countryside look ugly; ads can be confusing or misleading; can lead you to buy something you don?t need( Notes 1( pros and cons-the arguments for and against 2( for instance-for example 3( sales-the offering of goods at low prices for a period 4( confuse-put into disorder; mix up in the mind 5( mislead-lead wrongly; cause to be or do wrong 6( at times-from time to time; now and then; occasionally Step ? 3b Have students finish the article individually( While they are working, walk around the classroom offering help and answering questions as necessary( When they finish, get a student to read his/her completed article to the class( A sample article: Some advertisements tell the truth and some don?t( For example, the Easy Care Shampoo says it will give you the shiniest hair ever( But my friend tried it and it didn?t work( It made my friend really mad( A few days ago, I tried Starshine Toothpaste( But it wasn?t whiter than white( It tasted terrible( I?d never use it( Yesterday my sister tried Beauty Cream and it worked very well( She said it made her skin very soft( So I?ll try it tomorrow( Now, do you think it is right not to believe everything we read? Now write the article on the blackboard as an example( Step ? 3c ( Ask students, Step ? Part 4 Step ? Summary In this class, we?ve done much practice reading and writing as well as speaking( Step ? Homework 1( Read the article in Activity 3a again( 2( Complete the article in Activity 3b( Step ? Blackboard Design 55 Unit 13 Rainy days make me sad( Section B The Fifth Period A sample answer to Activity 3b: Some advertisements tell the truth and some don?t( For example, the Easy Care Shampoo says it will give you the shiniest hair ever( But my friend tried it and it didn?t work( It made my friend realty mad( A few days ago, I tried Starshine Toothpaste( But it wasn?t whiter than white( It tasted terrible( I?d never use it( Yesterday my sister tried Beauty Cream and it worked very well( She said it made her skin very soft( So I?ll try it tomorrow( Now,do you think it is tight not to believe everything we read? Unit 13 Rainy days make me sad( The Sixth Period ?( Teaching Aims and Demands 1( Knowledge Objects (1) Fill in blanks and make sentences using list, lead, compare, keep out, taste( (2) Finish the table according to the diary( 2( Ability Object Train students? writing ability( 3( Moral Objects We should believe in others( We shouldn?t be selfish( ?( Teaching Key Points 1( Fill in blanks and make sentences( 2( Finish the table( ?( Teaching Difficult Point Make sentences using list, lead, compare, keep out, taste( ?( Teaching Methods 1( Teaching by explanation( 2( Speaking method ?( Teaching Aids 1( A projector( 2( The blackboard( ?( Teaching Procedures Step ? Revision Check homework( Get a few students to read the article in 3a( Then have a student read his own article( Step ? Part 1 Have students make their own sentences with the words, preferably sentences that are meaningful( Walk around the classroom( Collect a few students? answers with mistakes on the blackboard( Then help students correct the mistakes( Sample answers 1( Don?t forget to list his name( 2( All roads lead to Rome( 3( Let?s compare your translations with the model translation on the blackboard( 4( It?s very windy( Please shut the window and keep out the cold( 5( Look at the bread( It tastes sweet( Step ? Part 2 This activity provides listening and speaking practice using the target language( Go through the instructions for this activity with the class( Get a student to read the diary aloud( Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class( Have students read the diary again( Then ask students to do the work in pairs( When they work, walk around the classroom providing help if necessary( Check the answers with the whole class( Answers sad angry annoyed surprised Early morning mid-morning Late-morning Lunch time Notes Step ? This activity provides reading and speaking practice with the target language( 56 Ask two students to read the conversation aloud( S: They make me scared( AS: Really? They make me hungry( BGet all the students to read the conversation again( Ask, What makes the cartoon funny? Help students to explain( The second fish is intelligent enough to take the bait from the hook without getting caught( Get some pairs of students to present this conversation to the rest of the class( Note scared——frightened Step ? Summary and Homework In this class, we?re done much writing practice using the key vocabulary words and the target language presented in this unit( After class, please make sentences with the words in Activity I in your exercise books( Then finish off the exercises on pages 55,56 of the workbook( Step ? Blackboard Design Unit 13 Rainy days make me sad( Self check The Sixth Period Sample answers to Activity 1: 1( Don?t forget to list his name( 2( All roads lead to Rome( 3( Let?s compare your translations with the model translation on the blackboard, 4( It?s very windy( Please shut the window and keep out the cold( 5( Look at the bread( It tastes sweet( Unit 13 Rainy days make me sad( The Seventh Period Reading: The art of giving ?(Teaching Aims and Demands 1( Knowledge Objects Key Vocabulary wedding anniversary, vase, host, hostess, feminine, proper, acceptable, embarrass, let?s say, ahead of time Text: The art of giving 2( Ability Objects Fast-reading to get a general idea of the text( Careful-reading to get the detailed information in the text( Learn the words and phrases from the context( 3( Moral Object Giving a gift is an art( Money is one of the gifts we can give others( But we must know money is not everything( So only when it is proper can we give someone money as a gift( ?( Teaching Key Points Key vocabulary Train students? reading ability( ?( Teaching Difficult Point Train students? reading and writing skills( ?( Teaching Methods Fast-reading to improve students? reading ability( Careful-reading to get the detailed information( Pairwork and groupwork ?( Teaching Aid A projector( ?( Teaching Procedures Step ? Key Vocabulary This activity introduces the key vocabulary words( Show the following vocabulary on the screen by a projector( Read the words and have students repeat them again and again until they can pronounce them fluently and accurately( Step ? Part 1 This activity allows students to activate their background knowledge before attempting the reading( Look at the picture( Ask, What?s happening in the picture? Let students describe the picture( Step ? Part 2 57 Get students into groups of four( Let them read text quickly, then each group summarizes one paragraph in their own words( As they are doing this, go around the classroom to make sure they discuss the questions in English( Invite four students to report their answers( Sample answers Paragraph 1 Giving and receiving gifts isn?t easy( Paragraph 2 Some gifts, such as flowers and plants, are usually welcome( Paragraph 3 Giving money may be a good gift but may have problems( Paragraph 4 Follow a host?s suggestion or you may be rude( Notes 1( feminine—of, like, suitable for, women 2( gift voucher—supplied with some articles (eg petrol, cigarettes), to be exchanged for gifts 3( embarrass—make to feel awkward or ashamed Step ? Part 3 Ask a student to read the instructions aloud to the class( And let students look at the example( Then ask students to match the correct meanings with the correct words and expressions( Remind students to look at the story again for extra help( Give them one or two minutes to do the work( Check the answers( Answers Let?s say d; vase b; ahead of time e; feminine a; proper c; acceptable f( Get students to make sentences with the words and expressions( Answers to this activity will vary( Then ask a student to write his answers on the blackboard( Help correct any mistakes( Sample answers 1( I like new things( Let?s say the computer is my favorite one( 2( There is a beautiful vase on the table( 3( You can come here ahead of time, but never be late( 4( I heard his feminine voice( 5( He isn?t the proper man to do the work( 6( If this advice is acceptable to you, accept it( Step ? Summary In this class, we?ve practised a lot of reading and writing( Step ? Homework 1( Read the story in activity 2 again for further comprehension( 2( Revise the target language in this unit( Step 9( Blackboard Design Reading: The art of giving( The Seventh Period Sample answers to Activity 3 1( I like new things( Let?s say the computer is my favorite one( 2( There is a beautiful vase on the table( 3( You can come here ahead of time, but never be late( 4( I heard his feminine voice( 5( He isn?t the proper man to do the work( 6( If this advice is acceptable to you, accept it( Unit 14 Have you packed yet? The First Period ?( Teaching Aims and Demands 1( Knowledge Objects (1) Key Vocabulary bathing suit, water, travel, guidebook, beach towel, street map (2)Target Language Have you watered the plants yet? Yes, I have already watered them( 2( Ability Objects (1) Train students? listening ability( (2) Train students? communicative competence( 3( Moral Objects Have everything in readiness before you do it( In this way, you can finish it perfectly or have a good time( ?( Teaching Key Point Target Language ?( Teaching Difficult Points 58 1( How to train students? listening ability( 2( How to train students? communicative competence( ?( Teaching Methods 1( Listening-and-answering activity to help the students go through with the listening material( 2( Pairwork to make every student work in class( ?( Teaching Aids 1( A tape recorder 2( The blackboard ?( Teaching Procedures Step ? Revision T: Last week we finished Unit 13( In this unit, we learned how to talk about how things affect us( For example, Loud music makes me tense( That movie made her sad( Now I ask some students to make sentences with the structure…make me… S: Parties make me excited( 1S: School vacations make me happy( 2S: That movie made me want to leave( 3S: The story made me cry( 4S: The awful picture makes me nervous( 5Step ? 1a Read the instructions aloud to the class( Say, Who can give an example of a beach vacation and sightseeing in a city? Ask a student to give the example( (bathing suit, travel guidebook) Get students to add some things to the lists under the two headings( A beach vacation and Sightseeing in a city( Have students do the work individually first( Sample answers A beach vacation Sightseeing in a city 1( bathing suit travel guidebook 2( beach towel street map 3( sunglasses camera Step ? 1b ( Ask, What can you see in the picture? (There is a family in the picture( They are getting ready for a beach vacation) Point to the box( Invite a pair of students to read the conversation to the class( A: Have you packed the beach towels yet? B: No, I haven?t( Look at the six chores on the list( Let students read each item, then ask different students to explain the meaning of each item in their own words( Make sure students understand the meaning of each item( Step ? 1c Step ? Summary In this class, we?ve learned some important words, such as water, travel, guidebook, beach towel( We?ve also learned the target language( Have you watered the plants yet? Yes, I have already watered them( Step ? Homework Make conversations in pairs to review the target language( Step ? Blackboard Design Unit 14 Have you packed yet? Section A The First Period Target language A: Have you watered the plants yet? B: Yes( I have already watered them( Unit 14 Have you packed yet? The Second Period ?( Teaching Aims and Demands 1( Knowledge Objects (1) Key Vocabulary refrigerator, garage, suitcase, clean out, put in, turn off (2) Target Language Have you watered the plants yet? No, I haven?t( Have you packed the camera yet? 59 Yes( I?ve already put it in my suitcase( Have you fed the cat? No( I haven?t fed her yet( 2( Ability Object (1) Train students? listening ability( (2) Train students? speaking ability( 3( Moral Object We must be ready with our work before we do it( ?( Teaching Key Points 1( Key Vocabulary clean out, put in, turn off 2( Target Language Have you watered the plants yet? No, I haven?t( Have you packed the camera yet? Yes( I?ve already put it in my suitcase( Have you fed the cat? No( I haven?t fed her yet( 3( Structures Have you packed the camera yet? Yes( I?ve already put it in my suitcase( Have you fed the cat? No( I haven?t fed her yet( ?( Teaching Difficult Points 1( the target language 2( How to train students? listening ability( ?( Teaching Methods 1( Listening method to improve the students? listening ability( 2( Pairwork to make every student work in class( ?( Teaching Aids 1( A tape recorder 2( The blackboard ?( Teaching Procedures Step I Revision Check homework( Get some pairs to read their conversations( Collect their conversations and help students correct any mistakes( Step ? 2a Look at the sample answer( Say, Tina said, No( I haven?t cleaned out the refrigerator yet( Get students to repeat No( I haven?t cleaned out the refrigerator yet( Play the recording for students the first time( This time students only listen to the recording( Play the recording a second time( This time let students write Min front of Mark?s statements, and T in front of Tina?s statements( Check the answers with the class( Answers 1( T 2( T 3( M 4( T 5( M 6( T Get several students to read the questions in Activity 2b to the class( Look at the sample answer( Ask a student to read the question and answer to the class( Are you ready, Tina? No, I haven?t cleaned out the refrigerator yet( Play the recording for students( Let students write their answers in the blanks( Play the recording again if necessary( Correct the answers( Answers Have you fed the cat yet? 5 What about you bike? 2 Are you ready, Tina? 1 Have you turned off your radio? 6 Step ? 2c This activity provides guided oral practice using the target language( Look at Invite two pairs to say their conversations to the class( Conversation 1 S: Have you fed the cat yet? AS: Not yet( I?ll do it in a minute( BConversation 2 S: Have you turned off your radio? A60 S: Yes, I have( BStep ? Grammar Focus Look at the grammar focus box( Get three students to read the questions and answers to the class( Have you watered the plants yet? No, I haven?t( Have you packed the camera yet? Yes( I?ve already put it in my suitcase( Have you fed the cat? No( I haven?t fed her yet( Let students make up other sentences in pairs using have you…yet questions( For example: Have you had lunch yet? Have another student answer truthfully: Yes, I have or Yes, I have already had lunch, or No, I haven?t had lunch yet( Pay attention to the use of already and yet( Say, When we use the words have and already, we are talking about something that happened in the past, but not a long time ago( When we use the words haven?t and yet, we are talking about something that will happen in the future, but not a long time from now( It will happen soon( For example: I?ve already had breakfast, but I haven?t had lunch yet( Draw a simple diagram to help students understand the grammar focus( Get some pairs to say their sentences aloud to the class( A sample sentence I?ve already had lunch, but I haven?t had supper yet( Culture note Many Americans are used to taking at least one vacation trip a year( But in China, some of the students may not be in the habit of taking an annual vacation, or even making a trip to another city( For some students, financial limitations and family obligations make such travel impossible( For others, it may be that taking trips is not something that is common in their home culture( Step ? Summary In this class, we?ve learned key vocabulary clean out, put in, turn off and the target language Have you watered the plants yet? No, I haven?t( Have you packed the camera yet? Yes, I?ve already put it in my suitcase( Have you fed the cat? No( I haven?t fed her yet( Step ? Homework Get students to write some sentences according to the target language( Step ? Blackboard Design Unit 14 Have you packed yet? Section A The Second Period Target language A: Have you watered the plants yet? B: No, I haven?t( A: Have you packed the camera yet? B: Yes, I?ve already put it in my suitcase( A: Have you fed the cat? B: No( I haven?t fed her yet( Unit 14 Have you packed yet? The Third Period ?( Teaching Aims and Demands 1( Knowledge Objects (1) Key Vocabulary chop, wood, light, village, well, farm (2) Target Language Have you bought a newspaper? Yes, I?ve already bought a newspaper( 2( Ability Objects (1) Train students? integrating skills( (2) Train the ability of expressing students? own opinions( 3( Moral Objects We should make a plan for our everyday activities and make a schedule( It can remind us how to spend the time( It is good for our study and life( ?( Teaching Key Point 61 Train students? integrating skills( ?( Teaching Difficult Point How to improve students? integrating skills( ?( Teaching Methods 1( Fast-reading method 2( Groupwork and pairwork ?( Teaching Aids 1( A projector 2( The blackboard ?( Teaching Procedures Step I Revision T: Yesterday we learned the target language( The structure is Have you…yet? Yes( I?ve already…Have you…? No( I haven?t…yet( Now who can make sentences using the structure? S: Have you turned off your radio yet? 1S: Yes( I?ve already turned it off( 2S: Have you finished your homework? 1S: No( I haven?t finished it yet( 2T: Very good( Step ? 3a This activity provides reading practice using the target language( Show the key vocabulary words on the screen by a projector( ( Look at the e-mail message( Let a student read the e-mail aloud to the class( Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class( Get students to read the e-mail message individually, and underline the different chores on their own, Check the answers with the class( Answers 1( do my homework 2( take the dog for a walk 3( water my mom?s plants 4( do some shopping 5( chop wood 6( light the fire 7( collect water 8( feed the animals Let students read the e-mail again for further comprehension( While they are reading( Walk around the classroom, offering help if they have any words or phrases they don?t understand( Notes 1( chore—small duty or piece of work, especially ordinary everyday task (in the home, on a farm, etc( ) In the e-mail message, there are many chores, such as do my homework, take the dog for a walk, water my mom?s plants( 2( chat—talk about unimportant things 3( kid—(sl) child; young person 4( well—(here n( )shaft, usually lined with brick or stone, for obtaining water from an underground source 5( anyway—in any possible way; by any possible means Step ? 3b Step ? Summary In this class, we?ve learned some key vocabulary words such as chop, wood, light( village, well, farm( We?ve also done a lot of reading, writing and speaking practice using the target language( Step ? Homework 1( Finish off the exercises on pages 57,58 of the workbook( 2( Get students to talk about the things they have done and they haven?t done yet this week in pairs( Step ? Blackboard Design Unit 14 Have you packed yet? Section A The Third Period Target language: A: Have you bought a newspaper? B: Yes, I?ve already bought a newspaper( Unit 14 Have you packed yet? The Fourth Period 62 ?( Teaching Aims and Demands 1( Knowledge Objects (1) Key Vocabulary member, original, songs, award (2)Target Language Have they been on TV yet? Yes, they?ve been on TV lots of times( 2( Ability Object (1) Train students? speaking and listening ability( (2) Train students? ability to understand the target language in spoken conversation( (3) Train students? ability to use the target language( 3( Moral Object Love music and you can benefit from it( ?( Teaching Key Points 1( Key Vocabulary member, original, songs, award 2( Target Language Have they been on TV yet? Yes, they?ve been on TV lots of times( ?( Teaching Difficult Points 1( How to train students? speaking and listening ability( 2( How to use the target language( ?( Teaching Methods 1( Listening method 2( Groupwork to make every student work in class( ?( Teaching Aids 1( A tape recorder 2( The blackboard ?( Teaching Procedures Step I Revision Check homework( Ask some pairs to say their conversations to talk about the things they have done and they haven?t done yet this week( S: Have you done your homework? AS: Yes, I?ve already done my homework( BS: Have you cleaned your room? AS: No, I haven?t cleaned my room yet( BStep ? Part 1 This activity introduces key vocabulary, and helps students review vocabulary they already know( Look at the picture( Ask, What can you see in the picture? (A man is playing the guitar and singing a song) Point to the box( Invite a student to read the four questions( Make sure students understand the questions( Get students to fill in the blanks on their own( A moment later, ask several students to read their answers to the class( Notes 1( favorite—(adj()best liked 2( What is your favorite band?—What band do you like best? 3( band—group of persons who play music together 4( band member—member of a band Step ? 2a Point to the headings and the blank lines following each heading( You will hear a woman interviewing members of a band( They are talking about the band( Now, listen and write your answers on these blank lines( Play the recording the first time( This time students only listen( Play the recording a second time( This time, ask students to write their answers on the blank lines as they listen to the recording( Play the tape again if necessary( Check the answers with the class( Answers Band?s name: Apple Ice Cream How long they?ve been together: About a year Number of concerts they?ve done: Six Step ? 2b Get different students to read the list( Make sure students understand the task( You will hear the same recording again( This time please listen and check the things the band has already done( Point to the sample answer( On the recording you hear that the band has already written some original 63 songs so you check that answer( If necessary, play the recording again( Then get students to put checkmarks in front of the correct answers( Check the answers( Answers ? written original songs made a music video ? won an award been on TV ? had concerts Notes 1( original—newly formed or created, not copied or imitated 2( award—(here)a prize in a competition 3( video—television Step ? 2c This activity provides guided oral practice using the target language( Look at the sample conversation in the box( Invite two students to read it to the class( S: Have they been on TV yet? AS: Yes, they?ve been on TV lots of times( BStep ? Summary In this class, we?ve learned some key vocabulary, such as member, original, songs, award( We?ve also learned the target language( Have they been on TV yet? Yes, they?ve been on TV lots of times by listening and speaking( Step ? Homework Talk about some bands using the target language, and write down the conversations( Step ? Blackboard Design Unit 14 Have you packed yet? Section B The Fourth Period Target language: A: Have they been on TV yet? B: Yes, they?ve been on TV lots of times( Unit 14 Have you packed yet? The Fifth Period ?( Teaching Aims and Demands 1( Knowledge Objects (1) Key Vocabulary hit, appear, tour, miss, lead singer, mostly, top ten, good luck, off to a great start (2) Practise reading an article( (3) Practise writing something using the target language( 2( Ability Objects (1) Improve students? integrating skills—reading skill and writing skill( (2) Improve students? speaking ability by groupwork( 3( Moral Object It is good for us to listen to music in the busy life( Music can make us relaxed, and we can work better( ?( Teaching Key Point Practise reading and writing using the target language( ?( Teaching Difficult Points 1( How to improve students? reading ability( 2( How to improve students? speaking ability by groupwork( ?( Teaching Methods 1( Reading method to improve students? reading ability( 2( Writing method to improve students? writing ability( 3( Pairwork to make every student work in class( ?( Teaching Aids 1( A projetor 2( The blackboard ?( Teaching Procedures Step I Revision Revise the target language presented in this unit( Check homework( Ask some pairs to read out their conversations( Step ? 3a This activity provides reading practice using the target language( 64 Teach the new words( Show the new words on the screen by a projector( scene n( (戏剧、歌剧等)的发生地点;背景 last adj( 最近的;最后的 major adj( 较大的;较大范围的 hit n( 成功而轰动一时的事物(如歌曲等) appear v( 出现;露面;(公开)演出 miss v( 错过;遗漏 lead n( 主角;领导 mostly adv( 主要地;大部分 some day 来日;将来某一日 be off 离开;走开 air n( (音乐)曲调;旋律;乐曲 poem n( 诗;韵文 Read the words and ask students to repeat them again and again until they can pronounce them correctly and fluently( Circle the things the New Ocean Waves have already done( Underline the things they haven?t done yet( Answers Circled: had three major concerts; made a bit CD; played other people?s songs; played mostly our own songs; had a few songs in the top ten( Underlined; appear on CCTV; go on a world tour; hope to have a number one hit Notes 1( hit—successful attempt or performance, for example, hit songs, songs that win wide popularity 2: lead—principal part in a play; actor or actress who plays such a part( 3( some day—on a day in the future; pay attention to the difference between some day and one day; one day means on a day in the past or in the future 4( charity—(kindness in giving)help to the poor; money, food, etc( so given Step ? 3b This activity provides reading and writing practice using the target language( Read the instructions aloud to the class( Get a students to read the sentences at the beginning of the paragraph to the class( Tell students that they should look back at Activity 2b and finish writing the paragraph using the information in Activity 2b( A sample paragraph Apple Ice Cream is a rock band( They have been together for about a year( They have written their own original songs although they used to sing other people?s songs( They won "The Best New Group of the year(" award last year( They haven?t made a music video yet, but they?ve had six concerts of their own( They haven?t been on TV yet, but they have talked to Bands on Parade about doing a TV show next month( Step ? 3c Make sure students know enough about the band they choose to write at least five sentences( A sample composition Backstreet Boys is a pop band( They have been together for nearly ten years( There are five American singers in the band( They have already written their own original songs( They have already made many music records and have had many concerts of their own( They have won many awards many times( But they haven?t been to China yet( I hope they can come to China to have a concert this year( A sample survey Have you ever… You Li Ping Wang Gang (student?s (student?s name) name) Been to a concert National Day New Year Concert Concert Been to a Zoo Beijing zoo Collected something Stamps Coins Painted a picture A picture of horse Played a musical Violin Guitar Piano instrument Sung in front of other people Taken a train Visited a farm Xing sheng Farm Guangming Farm Written a poem A Little Girl 65 Step ? Summary In this class, we?re done a lot of practice reading and writing as well as speaking( Step ? Homework 1( Read the article in Activity 3a again( 2( Complete the article in 3c( 3( Do the survey in Activity 4 if students haven?t finish it( Unit 14 Have you packed yet? The Sixth Period ?( Teaching Aims and Demands 1( Knowledge Objects (1) Fill in the blanks and make sentences using lock, clean out, feed, chat, hear (2) Finish the table according to the conversation( 2( Ability Object Train students? writing ability( 3( Moral Object Opportunity belongs to those who have made full preparation( ?( Teaching Key Points 1( Fill in blanks and make sentences( 2( Finish the table( Teaching Difficult Point Make sentences using lock, clean out, feed, chat, hear( ?( Teaching Methods 1( Teaching by explanation 2( Speaking method ?( Teaching Aids 1( A projector 2( The blackboard ?( Teaching Procedures Step I Revision Check homework( Ask a few students to read the article in 3a( Then Have a student read his or her own article( Step ? Part 1 This activity focuses on vocabulary introduced in the unit( Look at the words in the box( Get a student to read them( Make sure the students understand the meaning of the words( Then say, Please fill in the blanks with the words( In some cases, students may need to use another form of the word, for example adjusting for tense or subject/verb agreement( Get students to fill in the blanks on their own( Check the answers( Ask five students each to read a sentence, filling in the blanks( The rest of the students check their answers( Show the answers on the screen by a projector( 1( Have you fed the dog and cleaned your room? 2( Don?t forget to lock the door if you are the last person to leave( 3( I need to clean out my cupboard( I never use the things in it anymore( 4( My friend from America called me yesterday( We chatted for hours( 5( Have you heard the new song from Mariah Carey? It?s very good( Have students make their own sentences with the words, preferably sentences that are meaningful( Walk around the classroom( Collect a few students? answers with mistakes on the blackboard( Then help students correct the mistakes( Sample answers 1( Don?t forget to lock the door after you go out( 2( You should clean out your bed your self( 3( I have already fed the dog( 4( We chatted for a long time when we met last time( 5( We listened carefully but could hear nothing( Step ? Part 2 This activity provides reading, writing, listening and speaking practice using the target language( Go through the instructions for this activity with the whole class( Invite a pair of students to read the dialogue aloud( Correct any pronunciation errors to make Let students read the conversation in pairs again( Ask students to say the first thing that Jerry has done( (He has packed his bag)Then get students to make the list individually( While they are 66 working( walk around the classroom providing help if needed( Review the task( Get a few students to share their answers( Answers Things he has done 1( packed his bag 2( gotten the mail Things he hasn?t done yet 1( said goodbye to Grandma 2( watered (he plants 3( cleaned his room 4( washed the dishes Notes 1( The telephone was busy( =The line was busy( 2( gotten—(American English) It is the past participle of get( In British English, the form is got( Step ? Just for Fun! This activity provides reading and speaking practice with the target language( Ask two students to read the conversation aloud A: Please water the plants( b: I?ve already watered them( Get all the students to read the conversation again( Then let students look at the picture( Ask, What is funny about this cartoon? Help students to explain( The boy gave the plants too much water( Ask some pairs of students to present this conversation to the rest of the class( Step ? Summary and Homework In this class, we?ve done much writing practice using the key vocabulary words and the target language presented in this unit( After class, please make sentences using the words in, Activity 1 in your exercise books( Then finish off the exercises on pages 58,60 of the workbook( Step ? Blackboard Design Unit 14 Have you packed yet? Self check The Sixth Period Sample answers to Activity 1: 1( Don?t forget to lock the door after you go out( 2( You should clean out your bed yourself( 3( I have already fed the dog( 4( We chatted for a long time when we met last time( 5( We listened carefully but could hear nothing( Unit 14 Have you packed yet? The Seventh Period Reading( Students find Chinese roots( ?( Teaching Aims and Demands 1( Knowledge Objects Key Vocabulary root, ancestor, homeland, mainly, hardly, highlight, well clear, abroad, connect, in search of, turning point Text: Students find Chinese roots 2( Ability Objects Fast-reading to get a general idea of the text( Careful-reading to get the detailed information in the text( Learn the words and phrases from the context( 3( Moral Object China is our homeland( Wherever we are( we never forget we are Chinese( We love China forever( ?( Teaching key Points Key vocabulary Train students? reading and writing skills( ?( Teaching Difficult Point Train students? reading and writing skills( ?( Teaching Methods Fast-reading to improve students? reading ability( Careful-reading to get the detailed information( Pairwork and groupwork( ?( Teaching Aid 67 A projector ?( Teaching Procedures Step I Key Vocabulary This activity introduces the key vocabulary words( Show the following vocabulary on the screen by a projector( Read the words and have students repeat them again and again until they can pronounce them fluently and accurately( Step ? Part 1 This activity allows students to activate their background knowledge before attempting the reading( Look at the picture( Let students describe what is happening in the picture( Read the title aloud( Get students to predict what they think the article is about, based on the title( Have students finish Task 1( But don?t look at the reading text( Instead, they suetheir background knowledge to try to answer the questions( As students work, walk around, looking at their progress( When most students complete the task, let students answer the questions with a partner( Elicit answers from Students( Ask if other students have the same or different answers( Do not give the correct answers to the students at this point( Wait until students have finished the reading and let them revise their answers accordingly( Step ? 2a This activity encourages students to predict what they are about to read( Go through the instructions with the students( Get them to complete the task in small groups( When they work, walk around the classroom and make sure students discuss in English their reasons for selecting each word( Ask students to report their answers( Vote on the most likely words( Answers will vary( But it is likely students will select culture, family, history, grandfather and tradition( Step ? 2b This activity builds on Activity 2a and asks students to confirm their predictions( Look at the instructions( Ask students to go through the reading to complete the task in small groups( Let students report their answers( Answers culture family Guangdong grandfather Step ? Part 3 Find out the words indicated in bold( Let different students guess the meaning( Don?t give them the correct answers( Get students to read the article once( Say, Pay attention to the bold words and expressions( And note any other word or sentence you don?t understand( Read in context, guessing their meanings from the other words around them( Let students read the article again for comprehension( Ask a student to read the instructions aloud to the class( And let students look at the example( Then ask students to match the correct meanings with the correct words and expressions( Remind students to look at the story again for extra help( Give them one or two minutes to do the work Check the answers( root e ancestor a hardly g highlight b well c turning point d abroad f Get students to make sentences with the words and expressions( Answers to this activity will vary( Then ask a student to write his answers on the blackboard( Help correct any mistakes( Sample answers 1( Pull up the plant by roots( 2( My ancestor?s hometown is in Shandong Province( 3( I can hardly believe that( 4( This is the highlight of the story( 5( There was only one well in our village in the past( 6( Work hard and there will be a turning point( 7( Do you want to travel abroad? Culture note Does everyone want to talk about his or her ancestors? Not really( Some people may have been adopted or may have divorced parents that they do not care to discuss( Some Australians are also sensitive about their ancestors for a different reason( In the early years of its settlement, many thousands of British citizens were transported to Australia for criminal offences( These offences were often mild for such a punishment, for example, a hungry child stealing a loaf of bread( Regardless, many Australians are descended from criminals and while some people laugh about it, others are not proud of the fact( Step ? Summary 68 In this class, we?ve practised a lot of reading and writing( Step ?( Homework 1( Read the story in Activity 2b again for further comprehension( 2( Revise the target language in this unit( Step ?( Blackboard Design Reading: Students find Chinese roots( The Seventh Period Sample answers to Activity 3: 1( Pull up the plant by roots( 2( My ancestor?s hometown is in Shandong Province( 3( I can hardly believe that( 4( This is the highlight of the story( 5( There was only one well in our village in the past( 6( Work hard and there will be a turning point( 7( Do you want to travel abroad? Unit 15 We?re trying to save the manatees! The First Period ?( Teaching Aims and Demands 1( Knowledge Objects (1) Key Vocabulary manatee, cheetah, chimpanzee, kangaroo, polar-bear, gentle, furry, enormous, playful, noisy, aggressive, spotted (2) Target Language I am like this animal because I am strong and intelligent( I like water, and I like to eat vegetables( You?re like an elephant( No( You?re like a manatee( Yes( 2( Ability Objects (1) Train students? listening ability( (2) Train students? communicative competence( 3( Moral Object Love all kinds of animals because they are our friends( ?( Teaching Key Point Target Language ?( Teaching Difficult Points 1( How to train students? listening ability( 2( How to train students? communicative competence( ?( Teaching Methods 1( Didactic to learn the new vocabulary( 2( Listening-and-answering activity to help students go through with the listening material( 3( Groupwork to make every student work in class, ?( Teaching Aids 1( A tape recorder 2( The blackboard 3( A projector ?( Teaching Procedures Step I Revision Now let?s review five different verb tenses( Can you name the five tenses? Please look at the screen( Show the names of the five tenses on the screen by a projector along with a sample sentence for each( The present perfect describes recent events( Get students to think of two or three more sample sentences using each type of verb( Have several students read their sentences( Step ? 1a This activity introduces the key vocabulary( 69 Look at the signs on each animal?s picture and read the words to the class( Check the answers with the whole class( Let students say the words they wrote under each heading( Answers Possible answers manatee: gentle, shy chimpanzees: noisy elephants: enormous, gray kangaroos: playful cheetahs: spotted, fast polar bears: aggressive, furry Step ? 1b This activity gives students practice in understanding the target language in spoken conversation( Go through the instructions with the class( Look back at the list of words in Activity 1a( You will hear Ginny and Victor talk about the animals in the picture in Activity 1a( Now please listen to the recording carefully and circle the words on the list that they use to describe the animals( Play the recording the first time( This time students only listen( Play the recording a second time( Now listen to the recording again and circle the words you hear on the recording( Check the answers( Answers These words should be circled: aggressive, gentle, shy, furry, gray, fast, spotted Step ? 1c This activity provides oral practice using the target language( Go through the instructions with the whole class( Look at the sample conversation in the box and get three students to read it aloud to the class( S: I am like this animal because I am strong and intelligent( I like water, and I like to eat vegetables( AS: You?re like an elephant( BS: No( AS: You?re like a manatee( CS: Yes! A Step ? Summary In this class, we?ve learned some important words such as manatee, kangaroo, Po ;; ar bear, gentle, furry, enormous, playful, noisy, aggressive, spotted( We?ve also learned the target language I am like this animal because I am strong and intelligent( I like water, and I like to eat vegetables( You are like an elephant( No( You?re like a manatee( Yes! Step ? Homework 1( Get students to write down some statements and read them to their partners( Let the partners guess what animals they are talking about( 2( Review the new words in the box in Activity 1a( Step ? Blackboard Design Unit 15 We?re trying to save the manatees! Section A The First Period Target language: I am like this animal because I am strong and intelligent( I like water, and I like to eat vegetables( You?re like an elephant( No( You?re like a manatee( Yes( Unit 15 We?re trying to save the manatees! The Second Period ?( Teaching Aims and Demands 1( Knowledge Objects (1) Key Vocabulary endangered, mangrove, swamp, habitat, aquatic feed, underwater, vegetation, foot, weigh, pound 70 (2) Target Language How big are manatees? They?re about 10 feet long and they weigh about 1 000 pounds( 2( Ability Objects (1) Train students? listening ability( (2) Train students? speaking ability( (3) Train students? the ability of using grammar focus( 3( Moral Object We must be fully aware of the importance of reducing pollution and protecting animals( ?( Teaching Key Points 1( Key Vocabulary endangered, mangrove, swamps, habitat, aquatic feed 2( Target Language How big are manatees? They?re about 10 feet long and they weigh about 1 000 pounds( 3( Structures Present progressive We?re trying to save the manatees( Present Manatees eat about 100 pounds of food a day( Past with "used to" There used to be a lot of manatees( Passive voice In 1972, it was discovered that they were endangered( Present perfect Some of the swamps have become polluted( ?( Teaching Difficult Points 1( the target language 2( How to train students? listening ability( ?( Teaching Methods 1( Listening method to improve students? listening ability( 2( Pairwork to make every student work in class( 3( Review, explanation, inductive methods ?( Teaching Aids 1( A tape recorder 2( The blackboard ?( Teaching Procedures Step ? Revision Check homework( Get some pairs to act out their conversations( When they work, the rest of students also guess what animals they are talking about( Step ? 2a Ask, What can you see in the picture? (A manatee is in the water() Go through the instructions with the class( You will hear two people talking about manatees( Listen and draw a line between each word and its definition( Read the sample answer( Then say, The word endangered means there aren?t very many of this animal left in the world( The manatee is endangered because there aren?t very many of these animals( Play the recording for students the first time( This time students only listen to the recording carefully( Play the recording a second time( This time students draw lines between each word and its definition( Check the answers with the class( Answers 1( b 2( d 3( a 4( c Step IV 2c This activity provides guided oral practice using the target language( Look at the sample conversation in the box( Invite a pair of students to read it to the class( S : How big are manatees? AS : They?re about l0 feet long and they weigh about 1 000 pounds( B Conversation 1 S: Where do manatees live? AS: They live in the water under the trees in mangrove swamps( BConversation 2 S : Why are manatees endangered? AS : Because some swamps have been polluted( And there isn?t enough food for all the manatees, B71 either( Step ? Grammar Focus Students can look back at the units where their verb tense was presented or practiced( Present progressive: Reviewed throughout the book( Present: Reviewed throughout the book Past with used to: Unit 4 Passive voice: Unit 10 Present perfect: Unit 14 While the groups are working, walk around the classroom helping the students with their explanations and their sample sentences( Ask one student of each group to show their work( As the students show their work, ask questions and correct any errors in their explanations or sentences( (1) Present progressive: One form of the verbs that express action that continues over a period of time, also called Present continues tense( The structure is am/is/are+ -ing( For example: He is reading a story book( (2) Present: It is used for indicating action that is usual and habitual( The form of the verb is do or does( For example: I go to school by bike( She does her homework every day( (3)Past with used to: The structure of used to + inf( indicates a constant or-frequent practice in the past( For example: I used to go swimming when I was a child( (4)Passive voice: The form of the verb is be + p(p in the sentence( For example: Our classroom is cleaned every day( (5) Present Perfect: The from of the verb is have/has + p( p For example: I have already finished my homework Step ? Summary In this class, we?ve learned some important words, such as endangered, mangrove swamps, habitat, aquatic feed( We?ve also learned the target language How big are manatees? They?ve about 10 feet long and they weigh about 1 000 pounds( At last, we reviewed some grammar we have learned( Step ? Homework 1( Make conversations in pairs to review the target language( 2( Make five sentences to review the grammar focus( Step ? Blackboard Design Unit 15 We?re trying to save the manatees! Section A The Second Period Make sentences to review the grammar focus: (1) He is reading a story book( (2) I go to school by bike( She does her homework every day( (3) I used to go swimming when I was a child( (4) Our classroom is cleaned every day( (5) I have already finished my homework( Unit 15 We?re trying to save the manatees! The Third Period ?( Teaching Aims and Demands 1( Knowledge Objects (1) Key Vocabulary against, be suitable for, tiny cages, educate, care for, urge (2)Target Language I think that animals should not live in zoos( I disagree with you( I feel that zoos provide clean and safe places for endangered animals to live( 2( Ability Objects (1) Train students? integrating skills( (2) Train the ability of expressing students? own opinions( 3( Moral object Animals are our friends( We must know how to love them and how to protect them( That way, It is good for both animals and us( ?( Teaching Key Point Train students? integrating skills( 72 ?( Teaching Difficult Point How to improve students? integrating skills( ?( Teaching Methods 1( Fast-reading method 2( Groupwork and pairwork ?( Teaching Aids 1( A projector 2( The blackboard ?( Teaching Procedures Step I Revision T: Yesterday we learned the target language and reviewed some grammar( Now who can make sentences using the grammar we reviewed yesterday( S : I?m answering a question( 1S : My mother goes shopping every week( 2S : She used to live in the countryside, but now she lives in the city( 3S : He was made to do so( 4S : She has learned a lot of new words( 5T: Very good( Step ?3a Invite a student to read the letter to the class( Check the answers with the class( Answers Zoos are terrible places for animals to live( The animals are kept in tiny cages and can hardly move at all( And they are only given food once a day( Notes 1( tiny—very small 2( 2( Culture note: Many Westerners are extremely concerned about animal welfare and often support organization to protect them( Such protection includes the ethical treatment of farm animals and animals in zoos( Some people feel that we should not eat any food made from animals or wear any animal products, including leather shoes( Step ? 3b This activity provides reading and writing practice using the target language( go through the instructions with the class( Check the answersA sample answer Dear Editor, After reading the two letters, I realize that I must say something about animals and zoos( I don?t agree with Disgusted( In fact, many animals only eat once a day or once every few days, so feeding them just once a day is not a problem at all( I think zoos are very important to animals( They can stop many endangered animals from being killed or hunted( They can provide man with places for research work( Also we can visit the animals in the zoos to learn some knowledge to protect the animals better( Sincerely, ××× Write the letter on the blackboard as an example( Notes 1( living—active: lively 2( care for—look after; provide food, money, shelter, etc( 3( urge—request earnestly; try to persuade; strongly recommend S Help the teams make several different statements about a single point before going on to another point( For example: Team 1: I think that zoos are not suitable for animals to live in( Team 2: Why do you think so? Team 1: Because animals there are only given food once a day( They?re hungry( Team 2: I disagree with you( I believe that many animals only eat once a day or once every few days( So, there is no need to worry about that( Step ? Summary In this class, we?ve learned some key vocabulary words such as against, be suitable for, tiny cages, care for, urge( We?ve also done a lot of reading, writing and speaking practice using the target language( Step ? Homework 1( Finish off the exercises on pages 61,62 of the workbook( 2( Write the letter to the editor( 73 Step ? Blackboard Design Unit 15 We?re trying to save the manatees! The Fourth Period ?( Teaching Aims and Demands 1( Knowledge Objects (1) Key Vocabulary planet, recycle, shower, paper towels, napkins, turn off (2) Target Language We really shouldn?t use paper napkins, you know( I know( I stopped using them last year( 2( Ability Objects (1) Train students? speaking and listening ability( (2) Train students? ability to understand the target language in spoken conversation( (3) Train students? ability to use the target language( 3( Moral Object We should be aware of the importance of protecting the environment( ?( Teaching Key Points 1( Key Vocabulary planet, recycle, turn off 2( Target Language We really shouldn?t use paper napkins, you know( I know( I stopped using them last year( ?( Teaching Difficult Points 1( How to train students? speaking and listening ability( 2( How to use the target language( ?( Teaching Methods 1( Listening method 2( Pairwork to make every student work in class( ?( Teaching Aids 1( A tape recorder 2( The blackboard ?( Teaching Procedures Step I Revision Check homework, Invite a student to read his or her letter to the editor( Help correct any mistakes( Step ? 1a This activity introduces new vocabulary( Get students to write a number 1 in front of the easiest thing to do, a number 2 in front of the second easiest thing to do, and so forth( Check the answers( Students will probably have different answers( Let one of the students to say why he or she thinks a certain thing is easy to do and another thing is difficult to do( For example: I think it is easy to turn off the lights when you leave room( Because everyone can do it without any effort( It is difficult to stop riding in cars( Many people go to work or go to school by car, because it is far away from their homes( Otherwise they will be late( Notes 1( stop doing—discontinue doing 2( recycle—treat so that further use is possible Step ? 1b This activity provides guided oral practice using the target language( Read the instructions to the class( You will compare the answers you wrote for Activity la( Look at the example in the speech bubbles( Invite a pair of students to read it to the class( Step ? 2a Answers They talk about: turning off the lights, turning off the shower( taking your own bags when shopping( not riding in cars, riding a bike( 、Step ? 2b This activity gives students practice in understanding the target language in spoken conversation( You will hear the same recording again( Listen and check the things that Julia is doing now, the things She will do in the future, and the things she would never do( 74 Point to the three column headings in the chart and let students read the headings again on their own( Now listen to the recording carefully and check the things( Play the recording again if necessary( Students check their answers( Correct the answers( Answers Things Julia is doing now: turning off the lights( Things Julia will do in the future: taking bags when shopping( Things Julia will never do: turning off the shower not riding in cars or riding a bike( Step ? 2c 、Step ? Summary In this class, we?ve learned some key vocabulary, such as recycle, shower, paper towels, napkins, turn off( We?ve also learned the target language We really shouldn?t use paper napkins, you know( I know( I stopped using them last year( Step ? Homework Talk about things that you are doing now, you will do in the future and you would never do using the target language and write down the conversations( Step ? Blackboard Design Unit 15 We?re trying to save the manatees! Section B The Fourth Period Target language: A: We really shouldn?t use paper napkins, you know( B: I know( I stopped using them last year( Unit 15 We?re trying to save the manatees! The Fifth Period ?( Teaching Aims and Demands 1( Knowledge Objects (1) Key Vocabulary trash, pull down, be made from, glue, inspiration, bottle, spare time (2) Practise reading an article( (3) Practise writing something using the target language( 2( Ability Object (1) Improve students? integrating skills-reading skill and writing skill( (2) Improve students? speaking ability by talking to each other( 3( Moral Object We must realize the importance of recycling, It not only is a useful saving of money but also can protect our environment( ?( Teaching Key Point Practise reading and writing using the target language( ?( Teaching Difficult Points 1( How to improve students? reading ability( 2( How to improve students? speaking ability( ?( Teaching Methods 1( Reading method to improve students? reading ability( 2( Writing method to improve students? writing ability( 3( Speaking method( ?( Teaching Aids 1( A projector 2( The blackboard Teaching Procedures Step ? Revision Revise the target language presented in this unit( Check homework( Ask some pairs to read out their conversations( Step ? 3a This activity provides reading practice using the target language( Teach the new words( Show the new words on the screen by a projector( Read the words and ask students to repeat them again and again until they can pronounce them correctly and fluently( Look at the article The house of trash( Check the answers with the class( 75 Answers Answers will vary but might include Who taught her how to make her house? What isn?t made out of trash in her house? When did she start making her trash house? Where is the house? Why did she use trash to build a house? How long did it take to build her house? Notes 1( the house of trash—the house made out of trash 2( most—(here) very 3( out of—(here)by the use of; from 4( discard—throw out or away; put aside, give up (sth( useless or unwanted) 5( inspiration—(here) person or thing that inspires Step ? 3b Step ? Summary In this class, we?ve done a lot of practice reading and writing as well as speaking( Step ? Homework 1( Read the article in Activity 3a again for further comprehension( 2( Complete the article in Activity 3b( 3( Do the survey in Activity 4 if students haven?t finish it( Step ? Blackboard Design Unit 15 We?re trying to save the manatees! Section B The Fifth Period Answers to Activity 3b Joe Winterbourne loves the clothes his mother made for him( At school, everyone calls him Mr Recycling( His hat is made from(used to be)a trash can cover( His backpack used to be (is made from)a pair of pants( His scarf is made from(used to be)a napkin( Unit 15 We?re trying to save the manatees! The Sixth Period ?( Teaching Aims and Demands 1( Knowledge Objects (1) Fill in the blanks and make sentences using support, endangered, recycle, wear, pull down (2) Write conversations using the information( 2( Ability Object Train students? writing ability( 3( Moral Object We should form good habits( They are not only good for ourselves but also good for our society( ?( Teaching Key Points 1( Fill in blanks and make sentences( 2( Write conversations( ?( Teaching Difficult Point Make students using support, endangered, cycle, wear, pull down ?( Teaching Methods 1( Teaching by explanation 2( Speaking method 3( Writing method ?( Teaching Aids 1( A projector 2( The blackboard ?( Teaching Procedures Step ? Revision Check homework( Invite a few students to read the article in Activity 3a( Then let a student read his or her own article( Step ? This activity focuses on vocabulary introduced in the unit( Answers 76 1( Why are you wearing a coat? It?s not very suitable/or this hot weather( 2( Our school football team needs more support( They aren?t doing very well( 3( Pandas are endangered animals( They aren?t doing very well( 4( It?s important to recycle paper to save the trees( 5, That apartment block is old and dangerous( It should be pulled down( mistakes on the blackboard( Then help students correct the mistakes( Sample answers 1( I hope to have your support( 2( It is more than 30 years since manatees were endangered( 3( Recycling paper is very important and necessary( 4( What do you like to wear? 5( The buildings that are dangerous must be pulled down( Step ? Part 2 This activity provides speaking and listening practice using the target language( Go through the instructions with the class( Invite a pair of students to model part of the sample dialogue adding their own answers( Correct any pronunciation errors to make sure the students are providing a good model for the rest of the class( S: AStep ? Just for Fun! This activity provides reading and speaking practice with the target language( Invite a pair of students to read the conversation aloud to the class( S: What are they doing? AS: They are trying to help the environment( BAsk all the students to read the conversation again( Then let students look at the picture( Ask, Who is happy that the pond is being cleaned up? (The toads() How do the toads show their thanks? (They line up and bow their thanks() Ask some pairs of students to present this conversation to the rest of the class( Step ? Summary and Homework In this class, we?ve done a lot of writing practice using the key vocabulary words and the target language presented in this unit( After class, please make sentences using the words in Activity 1 in your exercise books( Then finish off the exercises on pages 62,64 of the workbook( Step ? Blackboard Design Unit 15 We?re trying to save the manatees! Self check The Sixth Period Sample answers to Activity 1: 1( I hope to have your support( 2( It is more than 30 years since manatees were endangered( 3( Recycling paper is very important and necessary( 4( What do you like to wear? 5( The buildings that are dangerous must be pulled down( 77