标题: 新目标初中九年级下册英语全册教案下载DOC [打印本页] 作者: admin 时间: 2011-2-1 19:19 标题: 新目标初中九年级下册英语全册教案下载DOC 新目标初中九年级下册英语全册教案下载DOC
Unit 8 I’ll help clean up the city parks．
The 1st period
Ⅰ． Teaching Aims and Demands
1． Knowledge Objects
（1） Key Vocabulary
clean up, hunger, homeless, cheer up, give out, volunteer, food, bank
（2） Target Language
I’d like to work outside．
You could give out food at a food bank．
2． Ability Objects
（1） Train the students to express offering to help with the target language．
（2） Train the students’ listening skill．
3． Moral Object
Offer help to the others as much as possible．
Ⅱ． Teaching Key Points
1． Key Vocabulary
clean up, hunger, homeless, cheer up, give up
2． Target Language
How to express offering to help with target language．
Ⅲ． Teaching Difficult Points
1． Teach the students how to use the new phrasal verbs．
2． Teach the students to express offering to help with target language．
Ⅳ． Teaching Methods
1． Teaching by giving sample sentences and making up sentences．
2． Teaching by showing pictures．
Ⅴ． Teaching Aids
1． A tape recorder
2． Some pictures on volunteer’s offering help
Ⅵ． Teaching Procedures
Step Ⅰ Revision
1． Revise the language points in Unit 7．
Ask some questions like this: Where would you like to go on vacation? （I’d like to/I’d love to/l hope to… ）Why?
（Because…）
2． Revise the contents in Unit 7． Say to the class like this:
Who can say something about Singapore?
What things do you like there and what things don’t you like about it?
Ask them to give the answers without looking at the books．
3． Check homework by asking some students to read their sentences they’ve made with the verbs． Let them hand in their homework．
4． Dictate ten words in Unit 7．
Step Ⅱ la
This activity introduces the key vocabulary and provides some writing practice．
In this unit we learn to offer to help．
We’ll use some phrasal verbs． Each phrasal verbs has two or three words, such as clean up, cheer up, give out．
Here is an example on how to use clean up． Look at the title of Unit 8． I’ll help clean up the city parks． Repeat it twice, please．
Ask the children to read the title twice．
Then go on saying, "clean up means make a place clean and tidy, put things there in order"． Let’s see another example, We should always clean up after a picnic．
Who can explain this sentence in your own, words?
Ask one student to explain the sentence．
He or she may say like this． This sentences means we should burn wastepaper, collect litter and empty bottles, etc．
Then 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
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 作者: admin 时间: 2011-2-1 19:19
in the posters．
For example, for the first poster, a pair might say:
It means there is trash in the park． There are papers on the ground． We can help clean up the park by picking up papers and trash． We can make the park clean．
After the students have finished all the items, ask the students to add some other ways they can help people． Get them to write the ways down in the box below the picture．
At last, ask some students to share their ideas with the class． Write any new words or phrases on the board and explain these words to the class, if necessary．
Some sample answers:
Visit some single elderly people and help them with housework．
Help clean up the neighbourhood．
Cheer up the people who look sad．
Help the teacher give out the papers to the students．
Save money to help the poorer children．
Step Ⅲ 1b
This activity gives students practice in understanding the target language in spoken conversation．
Call the students’ attention to the two lists in the box in Activity lb． Ask some students to read the eight sentences on the lists to the class． Explain any new words and phrases in it．
Make sure that all the students can understand the meanings of the eight items．
Then get the children to read the instructions together．
Say, we will hear four conversations．
Your task is to match the items in the two lists． We can see the blanks in front of the first line of each conversation． Listen to the conversations and write the letter in front of the first line of each conversation． Put the letters of the second line of conversations in right places．
Point out the sample answer to the class．
Play the recording the first time． Tell the students to only listen．
Then play the recording a second time．
Tell them to write a letter in front of each numbered sentence this time．
Check the answers．
Answers
1． c 2． a 3． d 4． b
Tapescript
Conversation 1
Boy 1: I’d like to work outside．
Girl 1:You could help clean up the city parks．
Conversation 2
Boy 2:I’d like to help homeless people．
Girl 1:You could give out food at the food bank．
Conversation 3
Girl 2:I’d like to cheer up sick kids．
Girl 1: You could visit them in the hospital．
Conversation 4
Girl 1:I’d like to help kids with their schoolwork．
Girl 2:You could volunteer in an after-school study program．
Optional activity
Ask the students to choose a volunteer job they might like to do and draw a picture of it． They can draw a picture like the posters in the textbook． They can also add a sentence describing the job． They may do this in several groups． After they’ve finished, display the pictures on a bulletin board and discuss these pictures with the class．
Step Ⅳ 1c
This activity provides guided oral practice using the target language．
Read the instructions with the class．
Call their attention to the example in the speech bubbles in Activity la． Ask a pair of students to read this conversation to a class． Then let them practice in pairs．
Note their pronunciation of "like to" in phrases such as, I’d like to help hungry people． Tell them English speakers usually pronounce the words "like to" as if they were spelled like-tuh．
Play the I’d like to statements on the recording to demonstrate this pronunciation．
After they’ve finished practicing the sample conversation, ask them to make up similar conversations based on the other two posters． Get two pairs to demonstrate two conversations first． They may say like this:
SA: I’d like to cheer up sick kids．
SB: You could visit sick children in the hospital．
SA: I’d like to help homeless people．
SB: You could give out food at a food bank．
Then let the whole class practice in pairs．
After that, play the recording of activity 1b and let the children read after it twice．
Then ask them to practice similar conversations using the information in Activity 1b．
Step Ⅴ Summary
Say, In this class, we’ve learned how to express offering help． And we’ve learned several phrasal verbs． At last, we did some oral practice using target language．
Step Ⅵ Homework
1． Make up one sentence 作者: admin 时间: 2011-2-1 19:19
with each of the following phrasal verbs:
clean up, cheer up, give out
2． Write out three conversations of activity 1c．
Step Ⅶ Blackboard Design
Unit 8 I’ll help clean up the city parks,
Section 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．
The 2nd Period
Ⅰ． 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．
Ⅱ． Teaching Key Points
1． Listening practice with target language．
2． Make communications with target language．
3． How to use the phrasal verbs．
Ⅲ． Teaching Difficult Points
1． Make communications with target language．
2． Use the phrasal verbs．
Ⅳ． Teaching Methods
1． Listening
2． Pairwork
3． Role play the conversation
Ⅴ． Teaching Aids
A tape recorder
Ⅵ． Teaching Procedures
Step Ⅰ 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 Ⅱ 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:
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 Ⅲ 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 作者: admin 时间: 2011-2-1 19:19
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 Ⅳ 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 Ⅴ 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．
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 Ⅵ 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 Ⅶ 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 Ⅷ 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
Ⅰ． 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!
Ⅱ． 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．
Ⅳ． Teaching Methods
1． Pairwork
2． Role play
Ⅴ． Teaching Aids
Some pictures that the volunteers are working, or some signs of the volunteers’ clubs．
Ⅵ． Teaching Procedures
Step Ⅰ Revision
1． Check the homework by asking some children to read their conversation．
2． Check the homework by asking some children to share their sentences with the phrasal verbs with the class．
3． Revise the target language they learned last class． Ask several pairs to talk about the ways they could help people, using the conversation in the speech bubbles in activity la as a sample．
Step Ⅱ 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 作者: admin 时间: 2011-2-1 19:19
call the students’ attention to the title of the article and ask the children to read it out． Ask them the question again．
This time they may answer． They are three volunteers．
Read the instructions to the students．
This is an article about volunteers． You have two tasks to do: first underline the kinds of work the volunteers do; second circle the reasons why they like their work．
Continue saying． The names of the three volunteers are Li Huiping, Lan Pei and Zhu Ming． The article tells you about the different things they do to help people．
Please read the article the first time and underline the things they do． There are three questions on the blackboard to help you．
Write the three questions on the blackboard and tell them to scan the passage to get the answers and underline the words．
Questions
1． What does Li Huiping do to help people as a volunteer?
2． What does Lan Pei do?
3． What does Zhu Ming do?
Check the answers by asking three students to answer the questions．
Read the article to the class and do some explanation on any new words． Tell the students to raise their hands when I come to any word or sentence they don’t understand． Pause and do some explanation．
Try to explain the new words in English like this: major means more important, for example, a major operation, the major roads; A veterinarian means an animal doctor, a doctor who treats animals．
After that, get the students to read the article a second time to circle the reasons．
Check the answers with the class．
Then have the students read the article loudly twice． Encourage them to ask questions if they still can’t understand any words or sentences．
Move around the classroom and answer the students’ questions．
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 Ⅲ 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 Tang writing stories give a talk on how to write stories
Joy movies help give out posters for a cinema
Wei music play music to cheer up the sad people
Step Ⅳ 3c
This activity provides listening and speaking practise using the target language．
Ask a pair of the students to model the sample conversation first．
SA: I’d like to join the school volunteer project, but I’m not sure what I should do．
SB: What do you like doing?
SA: I love playing football．
SB: Well, you could help coach a football team for little kids．
Write the conversation on the blackboard．
Model for the rest of the class．
Then let the whole class practice in pairs． Remind them to use the sample conversation, but replace the words loves and skills．
Move around the classroom while 作者: admin 时间: 2011-2-1 19:19
they are working, checking the progress and offering help as necessary．
Ask two or three pairs to share their conversations to the class．
Step Ⅴ Part 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．
SA:I like to read about Chinese history．
What kind of volunteer work do you think I could do?
SB: You could start a Chinese History Club．
Write the conversation on the blackboard．
Get students to practice in pairs．
As the students practice, move around the classroom, correcting some mistakes they may make and helping them answer the questions．
Tell them to fill in the blanks in the column of Volunteer work I could do with the suggestions that their partners have given them．
After all of them have finished writing, ask one or two pairs to share their conversations to the class．
Sample answers
Things I like to do Volunteer work I could do
1． I love drawing pictures．
2． I like to travel．
3． I like visiting museum． I could design a wall newspaper for our class．
I could guide the tourists in our city．
I could help look after the things on display．
Step Ⅵ 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 Ⅶ Homework
1． Write a conversation like the sample on in Activity 3c．
2． Write a conversation like the sample one in Activity 4．
Step Ⅷ 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．
The 4th Period
Ⅰ． 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．
（2） Train the students to use the new phrasal verbs．
3． Moral Object
Come up with a good idea to help others． It will bring you much enjoyment．
Ⅱ． Teaching Key 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．
Ⅲ． Teaching Difficult Point
Teach the new phrasal verbs．
Ⅳ． Teaching Methods
1． Making up sentences
2． Listening
3． Pairwork
Ⅴ． Teaching Aid
A． tape recorder．
Ⅵ． 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 作者: admin 时间: 2011-2-1 19:19
something about Zhu Ming．
4． What do they say about their volunteer work?
5． What do they plan to do?
2． Check the homework by asking some students to read the conversations they wrote． Correct any mistakes they might have made． Let them hand in their homework．
Step Ⅱ 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 Ⅲ 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．
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:更多免费教案下载绿色圃中小学教育网www.lspjy.com 分站www.fydaxue.com
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 作者: admin 时间: 2011-2-1 19:20
fixed up the big machine．
give away: The writer gave away his books to a library．
Step Ⅵ 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
Tapescript
Man： This morning I’m talking with a very generous young man, Jimmy the Bike boy． Jimmy is the boy who fixes up old bikes and gives them away． Good morning, Jimmy．
Boy: Good morning．
Man: So, Jimmy, tell our listeners what you do．
Boy: Well, as you just said． I find or buy old bikes that nobody wants． Then I fix up the bikes and give them away to kids who don’t have enough money to buy their own bikes．
Man: That’s fantastic． What gave you the idea?
Boy: I guess I take after my father． He’s always helping people．
Man: Wow! Your parents must be proud of you．
Boy: I guess so． But now I’ve run out of money to buy old bikes．
Man: Oh, that’s too had．
Boy: Yeah． I need to come up with some way of getting money, or I’ll have to stop．
Step Ⅴ 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
1． T 2． F 3． F 4． T
Step Ⅵ 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 作者: admin 时间: 2011-2-1 19:20
conversation between Jimmy and the reporter, using the information in the Activities 2a and 2b．
Ask a pair of the students to read the model conversation．
SA：What do you do, Jimmy?
SB: I fix up bikes and give them away．
Write the conversation on the blackboard．
Then let them practice their own conversations in pairs．
As the pairs work together, more around the room offering help as needed．
Ask several pairs to share their conversations with the class．
Step Ⅶ 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 Ⅷ 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．
The 5th Period
Ⅰ． 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．
Ⅱ． 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．
Ⅲ． Teaching Difficult Points
1． Teaching the new phrasal verbs．
2． Directing the children to make notes based on an article．
Ⅳ． Teaching Methods
1． Giving examples
2． Asking questions
3． Making notes
4． Brainstorming
Ⅴ． Teaching Aids
Some pictures on volunteer work, especially a picture on repairing bikes．
Ⅵ． 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 picture of repairing bikes to remind them．
Step Ⅱ 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 Ⅲ 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 作者: admin 时间: 2011-2-1 19:20
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 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 Ⅳ 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 作者: admin 时间: 2011-2-1 19:20
answer． "We will pick up plastic bags and papers．"
Write the place and the volunteer work on the blackboard like this:
Where 1． the city parks 2．…
What 1． pick up plastic bags and papers 2．…
Let the students work in fours． Brainstorm their plans and write their own lists, using the answers on the blackboard as a model．
Walk around the classroom, offering help as necessary．
After they all finish brainstorming and writing, tell them to practice together what they will say to the class．
Each group will have to report your plan to the class． Now practice together what you will say． You can select one to report mainly and the others complete or you can say in turns． Each one tells about one place． And you can also have one write notes on the board if you wish．
Let them practice for a while． Then ask each group to make their presentations．
They may begin like this:
We plan to go to the city parks． We will help clean up the city parks by picking up the plastic bags and papers．
…
They can say in their own words．
Sample answers:
Where: 1． the city parks 2． the hospital
3． the primary school 4． the elderly people’s houses 5． …
What: 1． help clean up the parks
2． cheer up the sick kids
3． coach a football team for little kids
4． help do the housework
5． …
Step Ⅴ 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 Ⅵ 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 Ⅶ Blackboard Design
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．
The 6th Period
Ⅰ． 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．
Ⅱ． 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．
Ⅲ． Teaching Difficult Points
1． The students make sentences with the phrasal verbs．
2． Write the article with the notes given．
Ⅳ． Teaching Methods
1． Teaching by providing sample sentences
2． Teaching by providing sample article
Ⅴ． Teaching Aid
A picture of a young woman who is singing．
Ⅵ． Teaching Procedures
Step I Revision
1． Check the homework by asking the children to show their sentences． Ask some to share their sentences with the class．
2． Dictate some new words on page 64．
Step Ⅱ Part 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． 作者: admin 时间: 2011-2-1 19:20
Help solve the problems． Do some explanation if necessary． For example, if someone is not sure about hang out, tell him or her, hang out means spend one’s time lazily．
Let them do the work individually． Tell them to choose a correct verb for each blank and note to use the correct forms of the verbs．
In some cases, you may need to use an other form of the word, for example adjusting for tense, subject or verb agreement． Move around the room as they write, offering help as needed． Try to remember the common mistakes they may make．
After they are finished, ask five different students to read their answers to the class． Correct any mistakes they may have made, especially the verb forms． Encourage the other students to point out their mistakes and help correct them． Point out the common mistakes they may have made at last． After checking the answers together, ask the whole class to check the answers in pairs, exchanging their books and have a careful check． Point out their partner’s mistakes and help correct them．
Let the students read the five sentences loudly several times after making sure they all have got right answers．
Then go on with the second task． Use the first phrase, give away, as an example．
Ask several students to make sentences with it orally．
Such as, Jimmy gives away old bikes．
Then ask the children to make their own sentences with the phrasal verbs given．
Each one writes the sentences on a piece of paper．
Move around the classroom while they are writing, checking progress and offering help．
Ask some students to share their sentences to the class by reading their sentences to the class． Correct any mistakes they may have made．
Ask all the children to hand in their papers．
Answers
1． give out 2． came up with 3． gave away 4． hang out 5． takes after
Some sample sentences
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．
Step Ⅲ 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 作者: admin 时间: 2011-2-1 19:20
up with ideas for making money． She put up signs asking for singing jobs and also called up parents offering singing lessons for children． Now she will be able to continue her lessons and become a professional singer．
Step Ⅳ Just for Fun!
This activity provides reading and speaking practice with the target language．
Call the students’ attention to the cartoon pictures． Tell them to see what happens．
Ask the students to read the conversation in the first picture together．
Then ask them what is funny about this cartoon． Help the students to answer like this:
The boy has been trying to make the person stop crying because he thinks the person is sad, but the person is really crying because of the onions．
Step Ⅴ 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 Ⅵ 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 Ⅶ Blackboard Design
Unit 8 I’ll help clean up the city parks．
Self check
The Sixth Period
Answers to Activity 1:
1． give out 2． came up with
3． gave away 4． hang out
5． takes after
Some sample sentences to Activity 1:
1． Jimmy gives away old bikes to children who don’t have bikes．
2． Tom takes after his uncle．
3． The boy has come up with a good plan to enjoy his holiday,
4． The volunteers are giving out the advertisements now．
5． Ladies always like hanging out at the shops on weekends．
Unit 8 I’ll help clean up the city parks
The 7th Period
Reading: No problem!
Ⅰ． 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．
Ⅱ． 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．
Ⅲ． Teaching Difficult Points
1． Train students’ reading skill．
2． Train students’ writing skill．
Ⅳ． Teaching Methods
1． Up-down reading methods
2． Pairwork
3． Groupwork
Ⅴ． Teaching Aid
A Projector
Ⅵ． Teaching Procedures
Step Ⅰ 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 Ⅱ Part 2
This activity encourages students to read quickly for the 作者: admin 时间: 2011-2-1 19:20
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 job Don’t worry about things you are supposed to do anyway．
See it from another person’s eyes Think of why other people do things that make you mad．
Think of some thing worse If you compare yourself to people who are not so fortunate, you still feel better．
Step ⅢI 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．
Check their answers by showing these bold Words and other new words in the article on a screen by a projector．
deal v． 处理；应付
deal with 安排；处理
in fact 事实上
solve v． 解决；解释
complain v． 抱怨；发牢骚
concern n． 关切；感兴趣的事
trust v． 相信；信任
disease n． 疾病
wheelchair n． 轮椅
brilliant adj． 卓越的；杰出的
believe in 信任；信赖
Ask students to raise their hands and say which sentences and words they still don’t understand． Help them solve the problems．
Read the instructions with the students and have them look at the example．
Ask the students to match the words with their meanings． Remind them to read the story again for extra help．
Check the answers．
Answers
solve b；complain a；your concern c；trust e；wheelchair f, brilliant d．
Step Ⅳ Part 4
This activity helps students read for specific information． Read the instructions to the students． Ask the first question as a sample to check if they know what to do．
Ask the students to do the activity individually． Tell them to read the article again to get help．
Check the answers by asking different students to answer the questions．
Answers may very slightly．
You should try to remember the answers before looking at the reading．
Then let the students ask and answer the questions in pairs loudly．
Sample answers
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 move or a computer to help you talk．
5． A student’s most important job is to learn and show how he or she learns on 作者: admin 时间: 2011-2-1 19:20
tests．
Step Ⅴ Part 5
This activity helps students work in a group and think critically about what they have read．
Read the tasks to the students, and ask them to have a look at the sample answers．
Ask the students to do the activity in groups of five． Encourage each student to come up with a problem and a solution, and report them to their own group． The groups discuss the problems and solutions together, explaining the problems and solutions．
Check the answers by asking each group to explain the problems and solutions．
Try to ask for more solutions from other groups for each problem．
Sample answers
Problem Solution
Homework is too difficult． Make friends with brilliant students．
The rules of the school are too strict． Remember that they are part of your job as a student．
There is too little time to play． Your concern is to learn as a student．
Worry about the future． Think of something worse．
Always quarrel with classmates． Try to see it from another person’s eyes．
Step Ⅵ 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 Ⅶ Homework
Read the article in Activity 2 again for further comprehension．
Try to solve your own problems and help the others．
Step Ⅷ Blackboard Design
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
Ⅰ． Teaching Aims and Demands
1．Knowledge Objects
（1） Key Vocabulary invent
（2） Target Language
When was the telephone invented?
I think it was invented in 1876．
2．Ability Objects
（1） Teach the students to use the new words．
（2） Train the students to talk about the history of inventions．
（3）Train the students’ listening and speaking skills with the target language．
3． Moral Objects
Many important inventions have changed the world a lot． Do you know the inventors of them? And when were they invented?
Ⅱ． Teaching Key Points
1． Key Vocabulary
invent
2． Target Language
Talk about the history of inventions．
Ⅲ． Teaching Difficult Points
1． Train the students to talk about the history of inventions．
2． Train the students to understand the target language in spoken conversation．
Ⅳ． Teaching Methods
1． Listening．
2． Groupwork．
3． Pairwork．
Ⅴ． Teaching Aids
1． A tape recorder．
2． Some pictures or real objects of the inventions．
Ⅵ． Teaching Procedures
Step I Revision
1． Revise the language points in Unit 9．
Ask some students to say something about Tina and the stories happened on April Fool’s Day． Encourage them to use the Past Perfect Tense．
2． Check the homework by asking some students to share the sentences they made with the verbs with the class．
Step Ⅱ 1a
This activity reviews vocabulary and introduces new vocabulary which can be used to talk about inventions．
Read the inventions to the students．
Call the students’ attention to the five pictures, Tell the students that all of these things were invented in the last 150 years．
Point to each picture and let the students tell what it is．
Write the names of the five inventions on the blackboard．
computer, car, calculator, telephone, TV set
Have several different students guess and write the dates on the board．
Ask the class to repeat the questions and answers like this．
T: When was the computer invented?
Class repeat．
SS: When was the computer invented?
T: Good． Now Tom, what is your guess?
S1: 1965．
T: OK． Tom, repeat after me． The computer was invented in 1965．
T: Class, please repeat．
SS: The computer was 作者: admin 时间: 2011-2-1 19:20
invented in 1965．
Repeat the process with several different inventions．
Tell the children that they will find out the real dates after they complete the lesson．
After that, ask the students the questions below:
Questions:
1． Which one do you think is the oldest?
2． Which one is the newest?
3． Which one do you think is the oldest or the first invention?
4． Which one is the newest or last invention?
Ask different students to answer the questions．
Have the students look at the example conversation in the box． Ask two students to read this conversation to the class．
A: I think the telephone was invented before the car．
B: Well, I think the telephone was invented after the car．
Read the instructions again to the students． Remind them to remember the inventions from first to last．
Then have the students talk about the five inventions in groups of four, using the sample conversation as a model．
Ask several groups to tell the class their answers． The rest of the class listen to them and show they have different answers by raising their hands．
In the next activity you will find out the real dates．
Step Ⅲ 1b
This activity gives students practice in understanding the target language in spoken conversation．
Get the whole class to read the instruction together．
Call the students’ attention to the five inventions in the picture． Ask five students to say the names of them．
Then ask them to see the five dates with a blank line in front of each．
We’ll listen to a girl and a woman talking about the five inventions． They will talk about when they were invented． Listen carefully and match the inventions and the dates． Write the correct letter in front of each date as the sample given． Ask them to have a look at the sample answer． Tell them the answer in front of 1876 is d． That means that the telephone, which is letter d, was invented in 1876．
Play the recording the first time． The students only listen and try to catch the main idea．
Play the recording a second time． Let the students match the inventions and the dates．
Check the answers by asking several to say the answers to the class．
If some of the answers are hard to get for the children, tell them not to worry and they will make it next．
Then play the recording again． Pause after each sentence and let the students repeat．
For some difficult sentences, get the students to repeat several times． Be sure that they make everything clear．
Answers
d 1876 a 1885 e 1927 c 1971 b 1976
Tapescript
Girl: Life must have been difficult when you were a kid．
Woman: Oh; not really． Why do you say that?
Girl: Well, you didn’t have many modern inventions． Like, you probably didn’t have a telephone, right?
Woman: Of course we did! How old do you think I am? The telephone was invented in 1876．
Girl: How about cars? I bet cars weren’t invented yet．
Woman: Sure they were． Cars were invented in 1885． My family had a car． I think you need to take a history class, Alice．
Girl: Ha, ha! Well, did you have a TV?
Woman: No, we didn’t． The TV was invented around 1927, I think． Some friends of mine had one． But in those days, TVs were really expensive, and we couldn’t afford one．
Girl: And I bet you didn’t have calculators and computers and stuff． That’s something I do know． We learned in school that hand-held calculators were invented in 1971 and personal computers were invented in 1976．
Woman: You’re right． I didn’t have those things when I was young． But I do now!
Step Ⅳ 1c
This activity provides guided oral practice using the target language．
Read the instructions and point to the list of dates in Activity 1b．
You will be talking about the dates things were invented with a partner．
Call the students’ attention to the example in the box． Ask a pair of the students to read this conversation to the class．
SA: When was the telephone invented?
SB: I think it was invented in 1876．
Write the conversation on the blackboard．
Then get the students to practice in pairs, using the information in Activity 1b． Tell them to do it like this: 作者: admin 时间: 2011-2-1 19:21
Student A, covers the dates． Students B, asks Student A when the things in the picture above were invented． Then change roles and practice again．
Ask several pairs to share their conversations with the class．
Step Ⅴ Summary
In this class, we’ve learned to talk about the history of inventions with passive voice． We’ve also done some listening practice in understanding the target language in spoken conversation． And we’ve done much oral practice, using the target language．
Step Ⅵ Homework
1． Write out two conversations in Activity 1a．
2． Write out two conversations in Activity 1c．
Step Ⅶ Blackboard Design
Unit 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 9 When 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．
Ⅱ． Teaching Key Points
（1） Listening practice with the target language．
（2） Make communications with target language．
（3） Teach the new vocabulary
Ⅲ． Teaching Difficult Points
1． Teaching the Grammar Focus．
2． The listening practice with the target language．
3． Make communications with the target language．
Ⅳ． Teaching Methods
1． Listening
2． Pairwork
Ⅴ． Teaching Aid
A tape recorder
Ⅵ． 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：
SA: When was the telephone invented?
SB: I think it was invented in 1876．
Tell them to ask about all the five inventions．
Step Ⅱ 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．
be used for 用来做……
adjustable adj．可调整的
heel n． （鞋、袜等的）后跟；（足）跟
battery n． 电池
operate v．操作；作业
slipper n． 拖鞋
scoop v． 用勺舀 n．勺子；球形勺；长柄勺
electric adj．电子的；电的
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
Tapescript
Boy: What are those?
Girl: They’re battery-operated slippers．
Boy: What are they used for?
Girl: They’re used for seeing in the dark．
Boy: Oh, that’s cool! Who were they invented by?
Girl: Julie Thompson． And look at this heated ice cream scoop．
Boy: I know what it’s for! It’s used for scooping out really cold ice cream．
Girl: Right． It was invented by Chelsea Lanmon．
Boy: My favorite are 作者: admin 时间: 2011-2-1 19:21
those shoes with adjustable heels． You know you can move the heels up and down． They were invented by Jayce Coziar and Jamie Ellsworth．
Girl: And what are they used for?
Boy: Well, you can change the style of your shoes． You can make the shoes go from casual to dressy．
Step Ⅲ 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:
The sample means the shoes with adjustable heels were if invented by Jayce Coziar and Jimie Ellsworth． They are used for changing the style of a shoe．
After that, play the recording again and the students draw lines to match the items in the three columns．
Check the answers by asking three different students to read their answers to the class．
At last, play the recording for another time and pause after each sentence． The students repeat after it sentence by sentence． Do some explanation if necessary．
Make sure that everyone understands all the details about the conversation．
Answers
shoes with adjustable heels Jayce Coziar and Jamie Ellsworth——changing the style of a shoe battery operated slippers Julie Thompson seeing in the dark heated ice cream scoop Chelsea Lanmon scooping really cold ice cream．
Step Ⅳ 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．
SA: What are they used for?
SB: They’re used for seeing in the dark．
Get the students to ask about the three inventions first, using the information in the chart in Activity 2b．
Then let them role play the conversations using the information in the chart in Activity 2c．
Get them to make their own conversations using the information in the chart in Activity 2c like this:
（Pointing to the inventions）
A: What are these?
B: They are battery-operated slippers．
A: What are they used for?
B: They are used for seeing in the dark．
A: Who were they invented by?
B: They were invented by Julie Thompson．
Ask the students to work in pairs． Move around the classroom checking progress and providing help if needed．
Check the answers by calling on different pairs to say their conversations for the class．
StepⅤ Grammar Focus
This activity introduces the target language with the Passive Voice．
Call the students’ attention to the sentences in the grammar box．
Ask four pairs of the students to read the questions and answers in the grammar box．
SA: When was the car invented?
SB: It was invented in i885．
SA: When were electric slippers invented?
SB: They were invented last year．
SA: Who were they invented by?
SB: They were invented by Julie Thompson．
SA: What were they used for?
SB: They were used for seeing in the dark．
Write them on the blackboard．
Let the student think about the structures of these sentences．
Tell them that when the subject of the sentence is the doer, we have to use be plus a past participle as the predicate of the sentence．
Circle the words was and were in all the sentences．
Ask: When do we use was in the questions, and were in the questions?
Underline the singular nouns and plural nouns．
Singular items like car use the singular verb was． Plural items like slippers use the plural verb were．
Circle the word invented in all the sentences．
You always use a past participle when you use was plus a verb or were plus a verb． And you can tell the doer with by．
Say something about be used for to the children．
Step Ⅵ Summary
In this class, we’ve done some listening and writing practice with the target language． We’ve also done some oral 作者: admin 时间: 2011-2-1 19:21
practice in pairs． And we’ve discussed the Passive Voice as well．
StepⅦ Homework
1． Try to remember the new vocabulary on page 77．
2． Write down two conversations in activity 2c．
StepⅧ Blackboard Design
Unit 9 When 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．
Unit 9 When was it invented?
The Third Period
Ⅰ． 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?
Ⅱ． Teaching Key Points
1． Talk about the helpful inventions and annoying inventions．
2． Guide the students to discuss their opinions on the inventions．
Ⅲ． Teaching Difficult Points
1． Discuss the opinions on the inventions．
2． Use the target language to describe the inventions．
Ⅳ． Teaching Methods
1． Pairwork
2． Groupwork
Ⅴ． Teaching Aids
Some pictures of the helpful inventions and annoying inventions．
Ⅵ． Teaching Procedures
Step Ⅰ Revision
1． Revise the three inventions talked last class． Ask about the names of the three inventions． Help the students answer:
shoes with adjustable heels
battery-operated sneakers
heated ice cream scoop
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 Ⅱ 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．
SS: Alarm clock．
Do the same with light bulb and microwave oven．
Then read the instructions to the students．
Explain helpful inventions and annoying inventions to the students like this, showing a picture of a vacuum cleaner,
A vacuum cleaner is helpful．
Then show a picture of a truck to the class．
A very loud truck is annoying．
Then let the students look at the three pictures in the textbook．
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．
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．
Give the class about five minutes to do this．
As they work, move around the’ room providing some names of inventions to them and answering questions as necessary．
Point out the sample answer in the box before they start writing．
After they have all finished, ask some students to read their answers to the class． Then get the students to work with their partners． 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
StepⅢ 3b
This 作者: admin 时间: 2011-2-1 19:21
activity provides listening and speaking practice using the target language．
Ask the students to read the instructions together．
I think the most helpful invention is the computer because it has changed the world a lot．
Then ask a pair of the students to model the sample dialogue:
SA : What do you think is the most helpful invention?
SB: I think the most helpful invention is the light bulb．
SA: Why is that?
SB: Well, it gives people more time to work and play every day．
Correct any pronunciation errors． Make sure they are providing a good model． Write the conversation on the blackboard．
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 Ⅳ 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．
SA: I’d like to have a radio because I could listen to music all day．
SB: Yes, but that’s not going to help you leave the island． I think it would be better to have…
Have 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: …
StepⅤ Summary
In this class, we’ve learned more about the inventions． And we’ve done much oral practice talking about the inventions．
Step Ⅵ 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 Ⅶ 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．
Unit 9 When was it invented?
The Fourth Period
Ⅰ． Teaching Aims and Demands
1．Knowledge Objects
（1）Key Vocabulary
sweet, salty, crispy, sour, potato, chip, mistake, by mistake, thin, in the end, chef, sprinkle
（2）Target Language
Did you know potato chips were invented by mistake?
No, I didn’t know that． Who invented them?
2．Ability Objects
（1）Train the． students’ reading, writing, speaking and listening skills with the Target language．
（2）Train the students to use the new vocabulary．
3．Moral Objects
you enjoy eating the potato chips?
Have you ever thought of the history of the chips?
Ⅱ． Teaching Key Points
1． Train the students’ reading, writing, speaking and listening skills with the target language．
2． Teach the students to use the new vocabulary 作者: admin 时间: 2011-2-1 19:21
correctly．
Ⅲ． Teaching Difficult Points
Do the listening practice．
Ⅳ． Teaching Methods
1．Listening
2． Pairwork
Ⅴ． Teaching Aids
1． A tape recorder
2． Some bags of potato chips．
Ⅵ． Teaching Procedures
Step Ⅰ Revision
1． Check the homework by asking some children to read their conversations to the class．
2． Ask some questions about the inventions． For example, what do you think is the most helpful invention?
3． Dictate the words below:
bulb light, microwave oven, island．
Step Ⅱ 1a
This activity introduces new vocabulary．
First, show the new vocabulary on the screen by a projector．
sweet adj．甜的；含糖的
salty adj． 咸的；含盐的
crispy adj．脆的；易碎的
sour adj． 酸的；酸味的
potato n． 土豆
chip n． （食物等）片
mistake n．错误；过去；误解
by mistake 错误地
thin adj． 薄的；细的
in the end最后；终于
chef n．厨师
sprinkle v．撒（粉末状物）；洒（液体）
Point to each word on the screen and teach the students to read one by one． Do it several times until the children can read the new words fluently．
Read the instructions to the class．
Point out the four adjectives on the left．
Have them read the four words together．
Then ask some different students to read them． Then ask the students to try to tell the meaning of each word in English in their own words, or give some examples of foods that show what each word means．
For example, help the students explain it like this:
Sweet is used for describing something that tastes like sugar or honey． It’s the opposite word of sour．
After that, ask the Students to tell the names of the foods in the pictures potato chips, lemon, ice cream, tea．
Please choose the words in the box to describe how the food in the pictures tastes．
Write them under the correct pictures．
Note that some pictures have more than one word．
Tell them to see the example answer before writing．
After a while, check the answers by asking several students to read their answers to the class．
Answers:
potato chips: crispy, salty
lemon: sour
ice cream: sweet
tea: sweet
Optional activity
Bring some foods that taste sweet, crispy, salty and sour to the class． Have some students, one at a time, taste little pieces of each food． Then report how the foods taste to the class with the new adjectives, sweet, crispy, salty and sour． Students may one more than one word to describe some foods．
Step Ⅲ 1b
This activity provides practice using the new vocabulary and writing familiar words．
Ask the students to read the instructions together．
Point out the four taste words． Then point to the sample answer given．
Please write the name of a different food after each word．
You can write the name of any food you know in the blank． Can you think of other sweet food now? （apple, orange, etc．）
Ask the students to complete the activity on their own．
After they all finish writing, ask some students to read their answers to the class．
Check the answers with the whole class．
Answers:
Answers will vary but may include:
sweet: apple, orange juice, soda, cake, honey
crispy: french fries, salad, lettuce
salty: french fries, olives, pepperoni, pizza, popcorn
sour: pickle, grapefruit
Step Ⅳ 2a
This activity gives students practice understanding the target language in spoken conversation．
Let the students read the instructions together． Be sure that they all know what to do．
Call the students’ attention to the six sentences in the box． Ask six different students to read them and do some explanation in their own words on each sentence．
After that, get the students to guess what they will hear about．
Maybe someone can answer like this, may listen to something about the potato chips． Show some bags of potato chips them or even let some children taste the chips．
Yes． You’ll hear a story about the invention of the potato chips． Please look at the first sentence now． It is a sample answer given． The statement is true so the letter T is circled．
Then play the recording first． Students only listen．
Play the recording again． Ask the children to listen and circle T for 作者: admin 时间: 2011-2-1 19:21
true or F for false．
Check the answers with the whole class．
Answers
1． T 2． F 3． T 4． F 5． F 6． T
Tapescript
Boy 1: Hey, did you know that potato chips were invented by mistake?
Boy 2: Really? What do you mean?
Boy 1: Well, here on the bag it says that they were invented by a chef called George Crum．
Boy 2: When was that?
Boy 1: Oh, it was way back in 1853．
Boy 2: So, why was it an accident?
Boy 1: Well, one day a customer in the restaurant where George worked sent back his plate of fried potatoes because he said they were cut too thick．
Boy 2: So what happened?
Boy 1: Well, George was in a bad mood, so he cut the potatoes really, really thin, and he cooked them for a long time until they were crispy．
And he sprinkled lots of salt on them so they were really salty．
He thought the customer would hate them．
Boy 2: And?
Boy 1: And the customer loved them and asked for more． He told the other customers about them, and soon everyone was ordering thinly-sliced, crispy, salty potato chips．
Boy 2:And we’re still eating them today．
What a cool story!
Boy 1: Yeah．
StepⅤ 2b
This activity gives students practice in understanding and writing the target language．
Get the students to read the instructions together．
Point to the blanks in the sentences in the story and tell them to complete the sentences while they are listening．
You’ll listen to the same recording again．
Before I play the recording, please try to give the answers by memory, or just by guessing．
It doesn’t matter whether your answers are right or wrong．
After a while, have the students get ready to listen．
Play the recording again． Ask the students to fill in the blanks with the words they hear．
Get several students to share their answers with the class． Correct the answers with the whole class．
Answers
1． Did you know 2． were invented
3． 1853 4． were crispy 5． really salty
StepⅥ 2c
This activity provides guided oral practice using the target language．
Play the recording of the history of chips again． Pause for the students to repeat after it． Get the students to read after the tape at least twice． Tell them to try their best to copy the pronunciation of the recording．
Read the instructions to the class． Tell them that they will role-play the conversation, using the information from the activities in Activity 2a and Activity 2b．
Ask a pair of the students to read the model conversation in the box．
SA: Did you know potato chips were invented by mistake?
SB: Wow, I didn’t know that． Who invented them
SA: They were invented by a chef called George Crum．
Write the conversation on the black board．
Then ask another pair to make a conversation or continue the model conversation．
They may say like this:
A: Did you know potato chips were invented by mistake?
B: Wow, I didn’t know that． Who invented them?
A: They were invented by a chef called George Crum．
B: Why was it an accident? Can you tell me the story?
A: Well , one day a customer in the restaurant where George worked sent back his plate of fried potatoes because he said they were cut too thick．
B: What happened next?
A: So George was unhappy, he cut the potatoes really thin, and he cooked them for a long time until they were crispy．
He sprinkled lots of salt on them so they were really salty． He thought the customers would hate them．
B: Go ahead, please．
A: And the customer loved them and asked for more．
B: What a cool story!
Step Ⅶ Summary
In this class, we’ve learned to describe how food tastes with some new adjectives． And we’ve done much listening practice on the target language． At last, we did some oral practice by making our own conversations．
Step Ⅷ Homework
1． Try to remember the new words learned today．
2． Write out the conversation that you made by yourselves in Activity 2c．
StepⅨ Blackboard Design
Unit 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 作者: admin 时间: 2011-2-1 19:21
Crum．
Unit 9 When was it invented?
The Fifth Period
Ⅰ． 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．
Ⅱ． Teaching Key Points
1． The reading passage about tea．
2． Lots of new words．
3． The writing practice on the invention the flying disk．
Ⅲ． 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．
Ⅳ． Teaching Methods
1． Understanding the passage by answering the questions．
2． Doing writing practice by writing similar articles to the model one．
3． Pairwork．
Ⅴ． Teaching Aids
1． Some real different kinds of tea and a real flying disk．
2． A projector．
Ⅵ． 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 Ⅱ 3a
This activity provides reading practice using the target language．
First, show the new words in the reading passage on a screen by a projector:
by accident 偶然；意外
beverage n． 饮料
thousand n．一千；许多
according adj． 相符的；一致的
according to 根据……；按照
ancient adj． 古代的；古老的
legend n． 传说；传奇故事
emperor n． 皇帝；君主
boil v．煮沸；烧开
fire n． 火； 炉火
leaf n． 叶；树叶 （ pl． leaves）
nearby adj．临近的；附近的 adv． 在附近
fall into落入；陷入
remain v．保持；剩余；残余
notice v． 注意到 n． 注意 ；通知
produce v． 生产；制造；产生
pleasant adj．舒适的；令人愉快的
smell n． 气味；嗅觉
taste v． 尝；品尝
in this way 这样
Point to each word on the screen and teach the children to read it． Do it several times until the students can read each word correctly． Ask some students to read the words to the class to see if they can pronounce each word correctly．
Ask the students to read the instructions together．
Point to the title of the passage and say like this, showing a bag of tea to the class, we’ve learned the history of chips． Now there is a passage about the invention of tea． Please read the article silently by yourselves now and write out the answers to the questions beneath the article．
Read these four questions to the class:
1． What is the article about?
2． When was it invented?
3． Who was it invented by?
4． How was it invented?
Tell them to read the article at least twice．
They can try to catch the main idea the first time and answer the questions the second time． Tell them to circle any words or phrases that they don’t understand．
Ask four different students to read their answers to the class． Then ask some others to decide if their answers are right．
Anyone in the class can provide his or her different answers to the class．
Check the answers with the class．
Then encourage the children to ask questions on the words or phrases that they don’t understand, Ask other students to explain or define the new words in their own words, but make sure that they can be understood．
Have the children correct their answers in writing and read the article loudly several times．
Answers
1． The article is about the invention of tea．
2． It was 作者: admin 时间: 2011-2-1 19:21
invented over three thousand years ago．
3． It was invented by the Chinese emperor, Shen Nong．
4． It was invented by accident．
Step Ⅲ 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．
You’ll have to write an article using the notes in the box． The article will tell how the flying disk was invented． At first, let’s go over the notes in the box． There are some new words．
Go over the notes with the class． Point out the new words． Teach them to read and do some explanation at the same time． Make sure that all the students make everything in the notes clear．
Then ask the children to look at the contents and the picture in the right box．
Look at the picture in the right box． We can see a flying plate in the animal’s mouth． And the title of the article has been given--From pie plate to flying disk． Also the first sentence has already been given to us． Let’s read the title and the first sentence together now．
Have the students read together．
Find out how the writer combined the phrases in the notes into one sentence and try to say out the next sentence．
Let them think for a while． Then ask several ones to say their sentences to the class． The sentences will vary, but have to be correct and meaningful．
For example, someone may say like this:
The original flying disk was really a metal pie plate from a bakery in Bridgeport, Connecticut．
Then ask the children to make their own sentences with the notes given and note to say out the sentences in proper order to be an article． Let them work in pairs, listen to and help each other．
After that, get the students to write their own articles． More around the classroom while they are writing, checking progress and offering help as necessary．
Next, ask several students to share their articles with the class．
Correct the mistakes they may have made
If time permits, get the students to work in pairs and check each other’s article．
Sample writing:
The flying disk is a toy which was invented by a group of college students． It was invented in the 1950s．
In fact, the students didn’t invent it．
They just discovered it． The original flying disk was really a metal pie plate from a bakery named Bridgeport in Connecticut． The students there liked to eat the bakery’s pies． And then they threw the pie plates around． A company began making plastic disk． Now there are flying disk clubs, a flying disk magazine, and even a national flying disk festival in September．
Don’t you think it’s amazing that all this started from a pie plate?
Step Ⅳ 4a
This activity provides reading and writing practice using the target language．
Read the instructions to the students．
There is always something that we hate doing． For example, I hate cleaning the blackboard． What about you?
Then ask some children to say the things they don’t like doing to the class．
After that, continue saying． Now please think of an invention that could help you．
For me, I want to invent a self-cleaning board with something like a car’s windsheld wipers． Then I would never need to clean the blackboard myself． What about you?
Get the students to discuss the things they hate doing and the inventions that could help them． Let them work in pairs．
Then call the children’s attention to the chart on the right．
Get them to look at the sample answer and try to complete the chart first．
Ask some children to give their answers to the blanks of use and price． Such as,
Use: to write tests instead of me by listening to me
Price: one hundred yuan per pen
Then get the students to fill in the chart with the details of their own inventions．
Don’t review the task． It will be done in the next task．
Step Ⅴ 4b
This activity provides listening and speaking practice using the target language．
Read the instructions to the class．
Get the students to ask and answer questions about their inventions 作者: admin 时间: 2011-2-1 19:21
in pairs first．
Ask a pair to make a model conversation before the whole begin practicing． For example, they may say like,
（ B—Businessperson , I—Inventor）
B: Excuse me, what invention was invented by you?
I: A special pen．
B: What is it used for?
I: It is used for writing tests． While the test is on, the pen can write tests instead of persons according to what its owner tells it．
B: Wow, that’s great． How much would you like to sell it for?
I: I hope I can get 100 yuan．
B: OK． I will try to sell it to the class．
After that, let the students work in pairs, Imagine one is a businessperson and the other is an inventor while they are practicing．
Ask several pairs to share their conversations with the class．
Then tell them to look at the model conversation in the box．
Ask one student to read the conversation below to the class:
A: This special pen was invented by Zheng Jie． It has three colours and it is used for writing tests． It can listen and write while the test is on． It is 100 yuan．
Is anyone interested in it?
Then ask some others to share their presentations with the class．
They have to state the reason for buying them．
Then the class votes for the most popular invention they want to buy．
Step Ⅵ 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 Ⅶ 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 Ⅷ Blackboard Design
Unit 9 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
Unit 9 When was it invented?
The Sixth Period
Ⅰ． Teaching Aims and Demands
1． Knowledge Objects
（1） New Vocabulary
abacus, century, telescope, camera
（2） Use these words correctly
crispy, sweet, salty, sour
（3）Write paragraphs about some inventions．
2． Ability Objects
（1） Train the students to use these adjectives:
crispy, sweet, salty, sour
（2）Train the students writing skill．
3． Moral Objects
Try to find out when the things around you were invented． Enjoy the stories about how they were invented．
Ⅱ． Teaching Key Points
1． Help the students have a self check on the key words and target language．
2． Practice using the adjectives below:
crispy, sweet, salty, sour
3． Write an article．
Ⅲ． Teaching Difficult Points
1． Make sentences with the adjectives．
2． Write the article about the histories of the inventions．
Ⅳ． Teaching Methods
1． Teaching by making sentences．
2． Teaching by writing an article．
Ⅴ． Teaching Aids
1． Real objects: an abacus, an umbrella, a binoculars, a camera
2． A picture of a bicycle．
Ⅵ． Teaching Procedures
Step I Revision
1． Check the homework． Ask the students to hand in their homework．
2． Ask the questions below again to review the article in Activity 3a:
What was the article about?
When was it invented?
Who was it invented by?
How was it invented?
3． Ask some similar questions about the flying disk, or encourage the students to ask each other questions about it．
4． Dictate the words below:
metal, pie, flying disk, bakery, throw, special
Step Ⅱ Part 1
This activity focuses on vocabulary introduced in the unit．
Focus attention on the box． Invite a student to read the vocabulary words at the top．
You are asked to fill in the blanks with the words． They are four adjectives used to describe how food tastes． Note to use them to adjust the proper food．
Ask the students to fill in the blanks on their own．
Check the 作者: admin 时间: 2011-2-1 19:21
answers． Four students each read a sentence, filling in the blanks． The rest of the students check their work．
Answers
1． sweet 2． salty 3． sour 4． crispy
Ask the students to make their own sentences with the words, preferably sentences that are meaningful． Move around the room． Collect a few students’ answers with mistakes on the blackboard． Along with the students help correct the mistakes．
Sample answers
1． The potato chips are crispy． All the children love eating them．
2． The chicken soup is too sweet． Mom put much sugar in it by mistake．
3． The dishes in that restaurant are too salty．
4． I like eating something sour．
Step Ⅲ Part 2
This activity provides reading and writing practice using the target language．
First, teach the names of the five inventions with books closed like this:
Show a real abacus to the class and say,
We call this an abacus in English．
Write the word abacus on the blackboard． Then point to it and teach the students to read it．
Do the same with the other four inventions-umbrella, binoculars, camera and bicycle．
As a bicycle is too big, show a picture of it instead of a real object． Then ask the students to open their books．
Read the instructions to the students． Be sure that the students know what to do．
Have the students look at the sample． Ask a good student to read the sentence to the class． Correct any pronunciation errors to make sure the student are providing a good model for the rest of the class．
Provide the information of the other four inventions on the blackboard:（Or ask the students to find out the information by reading an encyclopedia or looking up information on the internet as homework． ）
umbrella: about 4 000 years ago in Assyria, China and Egypt．
binoculars: 1854 Ignatio Porro in Italy
camera: 1827 by Joseph Nicephore who took the first picture
bicycle: 1880s in England．
Let the students write paragraphs about these things on their own．
Move around the classroom and provide help as necessary．
Ask several children to read their paragraphs to the class． Correct the answers with the rest of the students．
Have the students exchange their paragraphs with their partners．
Get them to look over the articles carefully, correcting any mistakes they may have made in writing．
Sample answers
The abacus was invented in the sixth century by Chinese people．
The umbrella was invented about 4． 000 years ago in Assyria, China and Egypt．
The binoculars were invented in 1854 by Ignatio Porro in Italy． The camera was invented in 1827 by Joseph Nicephore who took the first picture in the world．
The bicycle was invented in 1880s in England．
Step Ⅳ Just for Fun!
This activity provides reading and speaking practice with the target language．
Ask the students to look at the cartoon pictures．
Look at the cartoon pictures． What was invented in the pictures?
Help the students to answer like this:
A battery-operated tennis racket was invented．
Then discuss why the cartoon is funny with the class． Help the students to say,
To invent a battery-operated tennis racket is a strange idea．
Step Ⅴ Summary
In this class, we’ve practiced using some adjectives and written paragraphs about the inventions． At last, we enjoyed a funny cartoon．
All of you have done very well．
Step Ⅵ Homework
1． Revise all the language points in this unit．
2． Finish off the exercises on pages 39～40 of the workbook．
3． Make another sentence with each adjective below:
crispy, sweet, salty, sour
4． Rewrite the paragraphs．
Step 7． Blackboard Design
Unit 9 When was it invented?
Self Check
The Sixth Period
Answers to Activity 1:
1． sweet 2． salty 3． sour 4． crispy
The information of the four inventions:
umbrella: about 4,000 years ago in Assyria, China and Egypt．
binoculars :1854 Ignatio Porro in Italy
camera: 1827 by Joseph Nicephore who took the first picture
bicycle: 1880s in England
Unit 10 By the time I got outside, the bus had already left．
The First Period
Ⅰ． Teaching Aims and Demands
1． Knowledge Objects
（1） Key Vocabulary
oversleep
（2） Target 作者: admin 时间: 2011-2-1 19:21
Language
What happened?
I overslept． And by the time I got up, my brother had already gotten in the shower．
2． Ability Objects
（1） Teach the students to use the new words．
（2） Train the students to narrate past events with the Past Perfect Tense．
（3） Train the students’ listening and speaking skills with the target language．
3． Moral Object
It’s a good habit to go to bed early in the evening and get up early in the morning． So you’ll never be in a hurry in the morning．
Ⅱ． Teaching Key Points
1． Key Vocabulary
oversleep
2． Target Language
Narrate past events with the Past Perfect Tense
Ⅲ． Teaching Difficult Points
1． Train the students to narrate past events with the Past Perfect Tense．
2． Train the students to understand the target language in spoken conversation．
Ⅳ． Teaching Methods
1． Thinking of examples from the students’ real lives．
2． Making sentences by looking at the pictures．
Ⅴ． Teaching Aid
A tape recorder
Ⅵ． Teaching Procedures
Step I Revision
1． Revise the language points in Unit 8．
Ask some questions like this: What volunteer work would you like to do?
Help the students to answer, I’d like to…/I love to…/I hope to…
2． Practice the dialogue in Activity 3c on page 62 again． Get students to role play the similar dialogues with the following．
SA: I’d like to join the school volunteer project, but I’m not sure what I should do．
SB: What do you like doing?
SA: I love playing football．
SB: Well, you could help coach a football team for little kids． Let the children practice in pairs．
3． Check the students’ homework by asking some students to read their sentences with the phrasal verbs． Then ask the students to hand in their homework．
4． Dictate the following words：
clean up, cheer up, give out, put off, set up, run out of, take after, fix up, give
away, call up, hand out, work out, hunger, establish, commitment, veterinarian, strategy
Step Ⅱ 1a
This activity introduces new vocabulary which can be used to narrate past events．
First write by the time on the blackboard． and tell the class the meaning of it．
"by the time" means not later than, before, as soon as, or when the indicated comes． When we use the words． "By the time…, "we are talking about two different things that happened in the past． Say this sentence to the class: By the time the teacher came in, the students had begun reading English．
Tell them to note the struture "had begun" in this sentence． Begun is the past participle of begin． When we talk about two events both happened in the past, the one which happened earlier should use and plus a past participle． The words following By the time…, talk about the thing that happened later． And tell the students when they use had plus a past participle, they are using the Past Perfect Tense． Also explain what is the past participle form of a verb for the students． Tell them it is as the same as the past form for a regular verb． And they have to remember the irregular verbs’ participles one by one．
Play a game to help the students understand the sentences with the words By the time…Do it like this:
Pretend that the teacher will leave the classroom and the students will do some things． When the teacher returns． the class will make statements starting with By the time…
Write By the time I came back…on the blackboard．
Say to the class, By the time I came in． what had happened?
Help one student to answer like this, By the time the teacher came in, Don had written his name on the blackboard．
Then get more students to answer differently, such as,
By the lime the teacher came in, we had discussed an English problem．
By the time the teacher came in, I had drawn a picture．
Write these sentences on the blackboard, and teach the students to read several times．
Read the instructions to the students and read these questions to the class as well．
What do you usually do in, the morning before school? Do you like morning?
Why or why not?
Choose one good student to answer them by saying something he or she usually does 作者: admin 时间: 2011-2-1 19:21
in the morning．
He or she may answer like this,
I usually get up early, wash my face and have breakfast． I like mornings because the air is fresh, or I usually get up as late as possible． Then I have to wash my face and have breakfast in a hurry． I often rush to school without breakfast． Sometimes I forget something at home． I don’t like mornings because I am always too busy．
Then have the whole class practice in pairs． Ask each other the questions．
After they finish talking, ask one or two pairs to say their conversations to the class． Correct the mistakes they may make with the other students．
Call the students’ attention to the pictures in Activity la． Ask students to tell what they see．
Say, Any sentences which make sense are accepted to describe the pictures．
The girl in the pictures is Tina． Present the new words by providing sentences showing the meanings of them like this:
T: What can you see in Picture 1?
S1: She slept a long time．
T: That’s correct． She slept too late． She overslept． Class repeat． She overslept．
Ss: She overslept．
T: What do you see in Picture 2?
S2: Her brother or sister is in the bathroom．
T: That’s correct． She wants to go into the bathroom． She can’t because someone is taking a shower． Class repeat． Someone is taking a shower．
Ss: Someone is taking a shower．
Write these words on the blackboard:
overslept, taking a shower, had left, left her backpack at home．
Then tell students to talk about the pictures in groups of four． Move around the classroom, listening to students and offering help． Make sure that they talk in English．
After they all finish talking, ask different groups to tell the class about the pictures． They may say like this:
Tina overslept in the morning． She wanted to go to the bathroom, but her brother had already gotten in the shower． When she got to the bus stop, the bus had already left．
She had to run to school． After she got to school, she realized she had left her backpack at home． The sentences can vary, but should be correct．
Step Ⅲ 1b
This activity gives students practice in understanding the target language in spoken conversation．
Ask the students to read the instructions together． Have them look at the two columns, A and B ,in the chart． Point out the sample answer． Read the two parts of the sentence．
Then go over the other unconnected parts of sentences, too．
You will connect the two parts of the sentences, connect a sentence beginning in the first column with the end of that sentence in the second column． Please guess the other two sentences before I play the tape．
I guess most of the children can get the correct sentences by guessing． So just let them guess． Don’t tell them whether their answers are right or wrong．
OK, just keep your answers by guessing．
Let’s decide if they are right by listening to the tape now．
Play the recording for the first time．
Students only listen． Then play it a second time． Let students match two parts of each sentence． Check the answers by asking some students to tell their answers．
Make sure that all of them have got the correct answers by listening． Say congratulations to the students who get the answers correctly by guessing．
Answers
1． b 2． a 3． c
Tapescript
Boy: Hi, Tina． You look stressed out．
Girl: I am． I had a bad morning．
Boy: Really? What happened?
Girl: Well, first of all I overslept． By the time I got up, my brother had already gotten in the shower．
Boy: Oh, what a pain!
Girl: So, after he got out of shower, I took a quick shower and got dressed． But by the time I went outside, the bus had already left．
Boy: Oh, no!
Girl: Oh, yes! So I ran all the way to school． But when I got to school, I realized I had left my backpack at home．
Boy: No wonder you look stressed out．
Step Ⅳ 1c
This practice provides guided oral practice using the target language．
First play the recording in Activity 1b
again and let the students read after it． Do it at least twice．
Then read the instructions together with the whole class．
You will make conversations in 作者: admin 时间: 2011-2-1 19:22
pairs． Each of you will have to take turns being Tina． Look at the pictures in Activity la to help you． Tell your partner what happened to you this morning． Ask a pair to read the example to the class before they begirt
SA: What happened?
SB: I overslept． And by the time I got up, my brother had already gotten in the shower．
Write the conversation on the blackboard．
Have the students work in pairs． Move around the room offering language support as needed．
After they all finish talking, ask some pairs to say their conversations to the class．
Step Ⅴ Summary
Say, In this class, we’ve learned how to narrate past events, using the Past Perfect
Tense． We’ve also done some listening practice in understanding the target language in spoken conversation． Also, we’ve done much oral practice using the target language．
Step Ⅵ Homework
1． Write out the story of Tina, Note to use the target language．
2． Revise when to use the Past Perfect Tense and the verb structure of it．
Step Ⅶ Blackboard Design
Unit 10 By the time I got outside, the
bus had already left．
Section A
The First Period
1． By the time…
By the time the teacher came in, the students had begun reading．
By the time the teacher came in, Don had written his name on the blackboard．
By the time the teacher came m, we had discussed an English problem．
2． Some words to describe the pictures overslept, taking a shower, had left, left her backpack at home．
3． Target Language:
A: What happened?
B:I overslept． And by the time I got up, my brother had already gotten
in the shower．
Unit 10 By the time I got outside, the bus had already left．
The Second Period
Ⅰ． Teaching Aims and Demands
1． Knowledge Objects
（1） Target Language
By the time she got to class, the teacher had already started teaching．
When she got to school, she realized she had left her backpack at home．
When I got home, I realized I had left my keys in the backpack．
（2）The Three Forms of the verbs．
2． Ability Objects
（1） Train the students’ listening skill．
（2） Train the students’ writing skill with the target language．
（3） Train the students’ speaking skill．
（4） Train the students to use the three forms of the verbs．
3． Moral Object
Try to be a careful person and do everything carefully． Remember not to be as careless as Tina．
Ⅱ． Teaching Key Points
1． Listening practice with the target language．
2． Use the correct verb forms to fill in the blanks by listening．
3． Make sentences using the Past Perfect Tense．
4． The three forms of the verbs．
Ⅲ． Teaching Difficult Points
1． Write an ending for the story in Activity 2c．
2． The three verb forms in Grammar Focus．
Ⅳ． Teaching Methods
1． Listening
2． Pairwork
Ⅴ． Teaching Aids
A tape recorder
Ⅵ． Teaching Procedures
Step I Revision
1． Revise what happened to Tina in the morning by asking one or two students to tell the stroy on page 68．
They may say like this:
Tina had a bad morning． First of all she overslept． By the time she got up, her brother had already gotten in the shower．
And by the time she went outside, the bus had already left． She had to run all the way to school． When she got to school, she realized she had left her backpack at home． All these made her look stressed out． After that, ask the whole class to work in pairs, telling the stroy and helping each other in turns． Remind them to use the correct verb forms．
2． Ask students to check each other’s homework in pairs, pointing out all the mistakes they might have made．
3． Revise the Past Perfect Tense by asking the children when to use it and what its verb structure is．
Step Ⅱ 2a
This activity provides guided listening practice using the target language．
We have known Tina had a bad morning．
But something worse happened to Tina later． Let’s go to Activity 2a on page 69 and see what happened to Tina later in the morning．
Read the instructions to the class． Be sure that all of them know what to do．
Call the students’ attention to the four pictures． Get them to guess the correct order of the 作者: admin 时间: 2011-2-1 19:22
pictures first． The first one is given as a sample． Ask one or two children to tell their stories by describing the pictures according to their own order．
Then, we will hear Tina talking about what happened to her after she got to school． We can see there is a small box in each picture．
Please write a number from 1 to 4 in each box to show each picture’s correct order．
The first one has been given as a sample．
Get the children to get ready to listen to Tina continue her story．
Play the recording the first time, students only listen． Play the recording again and ask the children to number each picture．
Check the answers with the class and see who have ever got the correct answers without listening．
Answers
The pictures should be numbered in this order:
3 1 2 4
Tapescript
Boy: So then what did you do, Tina?
Girl: Well, I ran home to get my backpack．
But when I got home, I realized I had left my keys in the backpack．
Boy: You’re kidding!
Girl: So I ran back to school without my keys or my backpack． And by the time I got back to school, the bell had rung．
Boy: Oh, no!
Girl: And by the time I walked into class, the teacher had started teaching already． She asked for our homework, but of course I didn’t have it．
Step Ⅲ 2b
This activity gives students practice in understanding and writing the target language．
Ask the students to read the instructions together． Point out the blanks in the sentences and the verbs in the brackets．
This activity has two parts． First let’s fill in the blanks with the correct verb forms． We can see some verbs in the brackets． They are the base forms of the given verbs． For example, get and got, Get is the base form of the verb． Your job is to write the correct forms of these verbs in the blanks． Look at number one．
A sample answer is given．
Let the students fill in the blanks with the correct forms individually．
Move around the classroom collecting the common mistakes they may make．
After they all finish writing, tell them to get ready to listen to the conversation and check their answers．
I will play the recording again． Please check your answers and correct any mistakes you might have made while listening． Play the recording． Students listen and check their answers． Correct the answers by asking seven different students to say theirs to the class．
Answers
1． got home 2． realized 3． had left
4． got 5． had rung 6． walked 7． had started
Step Ⅳ 2c
This activity gives students oral practice with the target language．
Ask the whole class to read the instructions together．
We have a new task now． We know Tina was late for class． What do you think happened after Tina was late for class?
Work with a partner． Make up an ending for the story by continuing it． The beginning has been given．
Get students to discuss in pairs． Complete the ending． Make sure they are talking in English． Move around the classroom, offering language support if needed． After ten minutes, ask students to stop discussing． Get some pairs of students to tell the class how they think the story ended And let the whole class decide whose ending is the best． Tell each pair to write down their ending, or do it after class if time is not enough．
Sample ending of the story
The teacher looked at Tina and said, " Why are you late and where is your homework, Tina?" "I had a bad morning today． " Tina said sadly．
"I’m sorry to hear that, but may I know what happened? said the teacher．
Then Tina told the teacher and the whole class her story． All her classmates laughed loudly after it． Some of them said, "oor Tina!"
Bob, one of Tina’s classmates, stood up and said, "Well, Tina, I’d love to help you． Why not let me keep the keys for you? I would put your keys in my backpack．"
Step Ⅴ Grammar Focus
This activity introduces the target language of this unit． Call students’ attention to the sentences on the left． Ask four different students to read the four sentences and point out where had plus a past participle is used． Write the sentences on the blackboard．
Draw a simple time 作者: admin 时间: 2011-2-1 19:22
line for each sentence to help students to understand the grammar focus． For example:
Then get the students to look at the box．
Teach students to read the three forms of each verbs first． Then ask several students to read the verbs to the class to see if they can read． Write the verbs on the blackboard．
Ask the students to make sentences correctly using each form of the verbs in the box． For example:
I usually get up at 6:30．
I got up at 5:30 yesterday．
By the time I got up, my sister had already gotten in the shower．
Tell the students when we talk about the first thing that happened． We use had plus a past participle （had gotten） and when we talk about the second thing that happened, we use the simple past tense （got up）． Ask some to read their sentences to the class．
Ask the students to make their own lists of other verbs used in this unit． Tell them to put the lists in their notebooks using a three-column format like the one in the Look! section． The lists have to include these verbs; leave, walk, start, oversleep, ring, be．
Check the answers．
Some sample sentences with the three verb forms
1． I got up at 6:30 every day．
I got up at 6:00 yesterday．
By the time I got up, my sister had already gotten in the shower．
2． We usually go to school at 7:30．
We went to school at 8:30 yesterday．
By the time we got to the classroom,
the students had gone to the chemistry lab．
3． My father leaves home at 8:30．
He left home at 9:30 this morning．
When my father went outside, the bus had left．
4． The teacher often starts teaching at 9:00．
The teacher started teaching at 8:30 the day before yesterday．
When Tina got to class, the teacher had already started teaching．
The three forms of the verbs used in this unit:
Leave left left
Walk walked walked
start started started
oversleep overslept overslept
ring rang rung
be was/were been
Step Ⅵ Summary
Say, In this class, we’ve done much listening and writing practice with target language． We’ve also done some oral practice in pairs． And we’ve discussed the Grammar Focus of this unit．
Step Ⅶ Homework
1． Write down the ending of Tina’s story．
2． Make sentences using each form of the verbs below:
leave, walk, start, oversleep, ring, be
3． Review the Grammar Focus．
Step Ⅷ Blackboard Design
Unit 10 By the time I got outside, the
bus had already left．
Section A
The Second Period
Target Language:
1． By the time she got up, her brother had already gone into the bathroom．
2． By the time she went outside, the bus had already gone．
3． By the time she got to class, the teacher had already started teaching．
4． When she got to school, she realized she had left her backpack at home．
Verbs:
Get got gotten
Go went gone
leave left left
start started started
Unit 10 By the time I got outside, the bus had already left．
The Third Period
Ⅰ． Teaching Aims and Demands
1． Knowledge Objects
（1） Key Vocabulary
bell, ring, go off, rush, run off, on time, give sb． a ride, lock, break down
（2） Target Language
By the time I got there, the bus had already left．
By the time I woke up, my father had already gone into the bathroom．
2． Ability Objects
Train the students’ reading skill with target language．
Train the students’ speaking skill with target language．
3． Moral Object
Have you ever done anything carelessly?
Share your story with your friends．
Ⅱ． Teaching Key Points
1． Guide the students to read the article in activity 3a．
2． Help the students do the oral practice with the target language．
Ⅲ． Teaching Difficult Points
1． Help improve the students’ reading skill by Activity 3a．
2． Help the students describe what has happened to them with the target language．
Ⅳ． Teaching Methods
1． Get the main idea by reading．
2． Pairwork．
Ⅴ． Teaching Aid
A projector
Ⅵ． Teaching Procedures
Step Ⅰ Revision
1． Revise what 作者: admin 时间: 2011-2-1 19:22
happened to Tina by asking several students to tell the story．
2． Revise the three forms of the verbs in Grammar Focus by asking four students to write them out on the blackboard．
3． Check homework by asking one or two to read their own endings of the stroy．
4． Check homework by asking some students to read the sentences which they made．
5． Ask the students to hand in their homework．
Some sample sentences with the verbs used in this unit:
1． I leave home at 7:30 every morning．
I left home at 8:00 this morning．
By the time I got to the airport, the plane had left．
2． I walk to school sometimes．
I walked to school yesterday afternoon．
When I got there, the sick girl had walk away．
3． The meeting start at 3:00 every Wednesday afternoon．
The meeting started at 3: 30 last Wednesday afternoon．
As soon as Mr． Jones got to the meeting room, the meeting had already started．
4． Tina seldom oversleeps．
Tina overslept this morning．
Tina said she had never overslept before．
5． The hell rings at 8:10 every morning．
The bell rang at 7:10 this morning．
When I got to school, the first bell had rung．
6． I am here now．
I was at home last night．
I had been here for 20 years by the end of 2003．
Step Ⅱ 3a
This activity provides reading and writing practice using the target language．
Show the vocabulary on the screen by a project:
bell n． 钟；铃
ring v． 鸣;响
go off 闹钟（闹响）
rush v．冲；奔
rush off 跑掉;迅速离开
on time 准时
give sb． a ride让某人搭便车
lock v． 锁；锁上
break down 损坏；坏掉
Point to the words one by one and teach the students to read them． Do it several times． Then ask several students to read the words to see if they can pronounce each word correctly．
Ask the whole class to read the instructions together． There is an article in Activity 3a． Your task is to read the story and write the events in the correct order．
Have a look at the sample answer on the right of the article before you start． Then let the children complete the work on their own． After a while, ask some students to report their answers to the class． Write the events on the blackboard as they report, putting the events in the correct order．
After checking the answers, tell students to read the article again more carefully．
Tell them to find out the words or sentences which they can’t understand this time．
A few minutes later, let the students ask questions on the words and sentences which they can’t understand． Do some explanation and make sure that the students make everything clear about the article．
Then ask the students to read the article aloud． Move around the classroom while they are reading, offering help as needed．
Next ask students to pick out the sentences with the Past Perfect Tense． Tell them to underline them and come up with the reason to use the tence．
Ask two students to read their answers and explain the sentences．
Answers
1． alarm clock didn’t go off
2． father went to bathroom
3． woke up late
4． took shower
5． had some breakfast
6． bus left
7． ran to bus stop
8． started walking
9． got a ride with a friend
10． bell ringing
11． got to school
12． got to class
Sentences with the Past Perfect Tense in the article:
1． …by the time I woke up, my father had already gone into the bathroom and…
2． Unfortunately, by the time I got there, the bus had already left．
Step Ⅲ 3b
This activity provides reading and writing practice using the target language．
Call the students’ attention to the photo of the woman sleeping． The girl is sleeping． She may oversleep． How about you?
Have you ever overslept?
Get a students to answer the question simply, such as Yes, I have． /No, I haven’t．
Then ask one student to read the instructions to the class．
We can see six questions in the box．
You’ll have to read the questions in the box and you have to describe the circumstances in which these things happened．
Explain that describe the circumstances means to tell when, where and how the things happened．
Ask one student who has ever overslept to answer the first question 作者: admin 时间: 2011-2-1 19:22
and describe the circumstance． Help him or her use the Past Perfect Tense to describe the circumstance．
Then ask students to read the questions and write their answers in their exercise books． Tell them that they have to describe the circumstances if their answers are Yes, and there should be at least one sentence with the Past Perfect Tense in each description． Move around the classroom providing sentences to the ones who need． Ask several students to share their stories with the class． Correct any mistakes they may make． Let them check the answers in pairs．
Step Ⅳ 3c
This activity provides listening and speaking practice using the target language． Ask the whole class to read the instructions together． Then call the students’ attention to the sample conversation on the right． Ask a pair of the students to read the conversation to the class． Please ask your partner the questions in Activity 3b． Ask more questions if he or she says "Yes"．
Ask the students to work in pairs． Encourage them to ask as many questions as they can． As they work, move around the room offering help and answering questions as needed． Ask some pairs to say their conversations to the class．
Step Ⅵ Summary
Say, In this class, we’ve learned an article． And we’ve done much practice in reading, listening, speaking and writing．
We’ve done much practice with the target language．
StepⅦ Homework
1． Write the answers to the questions in Activity 3b．
2． Write a conversation in Activity 3c．
Step Ⅷ Blackboard Design
Unit 10 By the time I got outside, the
bus had already left．
Section A
The Third Period
Answers to Activity 3a:
1． alarm clock didn’t go off
2． father went to bathroom
3． woke up late
4． took shower
5． had some breakfast
6． bus left
7． ran to bus stop
8． started walking
9． got a ride with a friend
10． bell ringing
11． got to school
12． got to class
Unit 10 By the time I got outside, the bus had already left．
The Fourth Period
I． Teaching Aims and Demands
1． Knowledge Objects
（1） Key Vocabulary
costume, show up, exhausted, embarrassed, empty, fool, April Fool’s Day, go off, stay up
（2）Target Language
When I got there, I found that he had fooled me．
After an hour, the other kids showld up, and I realized that my brother had fooled me．
By the time I got to match class, I was exhausted because I had stayed up all night studying．
I found out that my friend had fooled me．
2． Ability Objects
（1） Train the students’ writing, listening and speaking skills with the target language．
（2）Train the students to use the new vocabulary．
3． Moral Object
Have you ever been fooled on April Fool’s
Day? Share your story with your friends．
Ⅱ． Teaching Key Points
1． Train the students’ listening and speaking skills with target language．
2． Teach the students the new vocabulary．
Ⅲ． Teaching Difficult Points
1． Guide listening and oral practice using the target language．
2． Help learn to use the new vocabulary correctly．
Ⅳ． Teaching Methods
1． Listening
2． Pairwork and groupwork
Ⅴ． Teaching Aid
A tape recorder
Ⅵ． Teaching Procedures
Step I Revision
1． Revise the article in Activity 3a on page 70 by asking several students to read it．
2． Dictate the following words and phrases:
bell, ring, go off, rush, run off, on time, give sb． a ride lock, break down．
3． Check the homework．
Step Ⅱ 1a
This activity reviews vocabulary, introduces some new vocabulary, and provides writing practice．
Read the instructions to the students． Remember to read the sentence in the brackets． Point to the chart with the three headings Nouns, Verbs and Adjectives． Read the words in the brackets to the students and help the students to understand the meanings of nouns, verbs and adjectives．
Teach the students to read the new vocabulary below:
costume, show up, exhausted, embarrassed, empty, fool,
April Fool’s Day
Write them on the blackboard or show them on a screen by a projector while teaching． Tell the children the meaning of each word and do a little explanation．
Then call the students’ 作者: admin 时间: 2011-2-1 19:22
attention to the list of the words on the left． Ask a student to read them and tell the meanings at the same time． Find out the words which the students don’t understand and give some explanation．
Please put these words in the correct columns in the chart． Some words can be put in more than one column．
Get a student to read the sample answers to the class before they start say, Fool call also be a verb． For example, He fooled me． So it is put in both Column Nouns and Column Verbs．
Ask the students to complete the chart on their own．
Correct the answers by asking three students to read their answers to the class．
Answers
Nouns: fool, costume, change, clock
Verbs: fool, invite, empty, go off, get up, get dressed, show up, realize, change, stay up
Adjectives: embarrassed, empty, exhausted
Step Ⅲ 1b更多免费教案下载绿色圃中小学教育网www.lspjy.com 分站www.fydaxue.com
This activity provides guided oral practice using the target language．
Ask a student to read the instructions to the class．
Ask another student to read the example on the right．
Work in pairs now． Tell your partner about something that has happened to you recently． Note to use two or more phrases from the list in Activity la． Get tile students to talk in pairs． Move around the classroom checking their work and offering language support as needed．
After they all finish talking, ask some pairs to say their conversations to the class．
Step Ⅳ 2a
This activity provides guided listening practice using the target language． Say something about April Fool’s Day to the students like this:
Every year on the first of April, Americans do silly things to surprise each other． For example, someone might tell you to go to the teacher’s office to get your new book． But there is no book at all!
Call the students’ attention to the four pictures． Ask the students what is happening in each picture．
Ask four different students to describe the pictures． For example, ‘they can describe Picture 1 like this:
A boy was told to take part in a costume party． So he dressed himself up like a monster． But when he got there he found that his friend had fooled him． It wasn’t a costume party． He frightened the others．
Read the instructions to the class．
You’ll listen to three boys, Dave, Nick and Joe, talking about April Fool’s Day．
There is a box under each picture where you can write each boy’s name． Now listen to the tape and write the name of each boy under his picture． I have to tell you there will be one picture without a name under it．
Tell them to see the example for Picture c．
Play the tape the first time． The students only listen． Then play the tape again． Ask the students to write each boy’s name in the correct box． Check the answers by asking different students to tell their own answers．
Answers
a． No name b． Joe c． Nick d． Dave
Tapescript
Boy 1: Have you ever been an April fool, Dave?
Boy 2: Yes, I have． A friend once invited me to a costume party． When I got there, I found that he had fooled me． It wasn’t a costume party． I was the only person wearing a costume． I was really embarrassed． How about you, Nick?
Boy 1: Well, last April Fool’s Day, when my alarm went off I got up, took a shower, got dressed, and went to school． But when I got there, the school was empty． I was the only one there． After an hour, the other kids showed up, and I realized that my brother had fooled me．
Boy 3: she had?
Boy 1: Uh-huh． He had changed the clock to an hour earlier． What happened to you on April Fool’s Day, Joe?
Boy 3: Well,I was sick last April first． My friend called me and told me we had a maths test the next day． By the time 1 go to maths class, I was exhausted because I had stayed up all night studying． Then I found out that my friend had fooled me． We didn’t have a test at all!
Step Ⅴ 2b
This activity provides guided listening practice using the target language．
Read the instructions to the class． There are six phrases in the box． Your task is to find out who says each of the phrases, Dave, Nick or Joe after 作者: admin 时间: 2011-2-1 19:22
listening to the same recording． And write "D" for Dave, "N" for Nick and "J" for Joes on the short lines before the phrases． Look at the first one． The answer has been given as a sample．
Play the recording the first time． The students only listen． Then play the recording again． Ask the students to write the letters in the blanks． Ask six different students to report their answers to the class． Check the answers with the class．
Answers
1． D 2． N 3． J 4． J 5． D 6． N
Step Ⅵ 2c
This activity provides oral practice using the target language．
First play the recording again． Pause after each sentence and get the students to repeat．
Do it at least twice．
Ask a student to read the instructions to the class． Then have them look at the sample conversation on the right． Ask a pair of the students to read and try to continue it like this:
SA: What happened to Dave on April Fool’s Day?
SB: Well, a friend invited him to a costume party． When he got there, he found that he had fooled him． It wasn’t a costume party． He was the only person wearing a costume． He was really embarrassed．
Then ask the students to work in pairs．
Each pair makes two conversations using information from the earlier activities．
Move around the room as they work, offering help as needed． Ask one or two pairs to say their conversations to the class．
Step Ⅶ Summary
Say, In this class, we’ve learned some new words． And we’ve done much listening and oral practice． We have enjoyed some interesting stories happened on April Fool’s Day．
Step Ⅷ Homework
1． Write something that has happened to you recently． Use two or more phrases from the list in Activity 1a．
2． Write a conversation in Activity 2c．
Step Ⅸ Blackboard Design
Unit 10 By the time I got outside, the
bus had already left．
Section B
The Fourth Period
1． Answers to Activity 1a:
Nouns: fool, costume, change, clock
Verbs: fool, invite, empty, go off, get up, get dressed, show up, realize, change, stay up
Adjectives: embarrassed, empty, exhausted
2． Target language:
A: What happened to Dave on April Fool’s Day?
B: Well, a friend invited him to a costume party． When he got there, he found that he had fooled him． it wasn’t a costume party． He was the only person wearing a costume． He was really embarrassed．
Unit 10 By the time I got outside, the bus had already left．
The Fifth Period
Ⅰ． Teaching Aims and Demands
1．Knowledge Objects
（1） Key Vocabulary
announce, describe, convince, panic, set off, authority, reveal, hoax,
flee/fled/fled, spaghetti, girl-friend, Show, marry, thrill, get married,
reply, ending
（2） The reading passages about April Fool’s Day．
（3） Write stories happened on April Fool’s Day．
2． Ability Objects
（1） Train the students’ reading skill．
（2） Train the students’ writing and speaking skills．
3． Moral Object
Try to collect the jokes happened on April
Fool’s Day and share them with your friends．
Ⅱ． Teaching Key Points
1． Teach the students the new vocabulary．
2． Help the students understand the three articles．
3． Guide the students to write stories happened on April Fool’s Day．
Ⅲ． Teaching Difficult Points
1． Help the students understand the three articles．
2． Help the students write the stories happened on April Fool’s Day．
Ⅳ． Teaching Methods
1． Reading method．
2． Write a passage using the notes．
3． Tell jokes．
Ⅴ． Teaching Aids
A project and a tape recorder．
Ⅵ． Teaching Procedures
Step I Revision
1． Revise the three boy’s stories happened on April Fool’s Day． Ask three different students to tell their stories to the class．
2． Check the homework． Ask some students to read their stories and conversations to the class． Then have them check each other’s homework in pairs．
Step Ⅱ 3a
This activity provides reading practice using the target language．
Show the new words and expressions on the screen by a projector．
announce v． 宣告；通告
describe v． 描述；描绘
convince v．使确信；使信服
panic n． 恐慌；惊恐
set off 激起；引起
authority n． 权威机构；行政管理机构
reveal 作者: admin 时间: 2011-2-1 19:22
v．揭示;揭露
hoax n． 骗局；恶作剧；玩笑
flee n． 逃跑；逃走
spaghetti n． 意大利式细面条
girlfriend n． 女朋友
show n,演出；展示；炫耀
marry v．嫁；娶；与……结婚
thrill v． 回答：答复
ending n． 结局；结尾
get married 结婚
reply v． 回答；回复
Call the students’ attention to the screen．
Point to the words on the screen one by one．
And Teach the students to read the words several times． Make sure that the students can read each word correctly．
Read the instructions to the students．
You’ll have to read three articles． The three articles are about three different stories happened on April Fool’s Day．
Not all of them are true． Tell which of these stories is the most believable and which is the least believable． And you have to tell the reasons as well． At last, think over if you would be fooled by any of the stories．
Read the first article to the class． The students look at their books, listen to the teacher and find out the answers to the questions in the instructions．
After reading, ask the students if it is believable and why． Ask several students to tell their opinions on the believability the first article． They may say like this:
I think it is believable because the exact time and person’s name are given in the first sentence, or, I don’t think it’s believable because I think no one dared to fool the people like that．
Do the same with the two articles left．
Ask two good students to read the articles instead of the teacher． Elicit students’ reasons for their answers． At last tell the students the correct answer．
Answers
The first story really happened． The radio program was called "The War of the World．"
Step Ⅲ 3b
This activity provides reading and writing practice using the target language．
Read the instructions to the class． Play the recording again to help the students．
Ask three different students to read the notes to the class．
Help the students make sentences with the notes first．
Look at the first line of the notes, please．
Let’s see what happened first by making sentences using the notes．
Let the students make sentences with the phrases given in the first line orally, based on the story happened to Nick． For example, when the alarm went off, Nick got up, took a shower, got dressed, and went to school． Then go on with the second line． They may say:
But when he got to school, the school was empty, An hour later, the other kids showed up．
The sample sentence for the third line．
He realized that his brother had fooled him．
After making sentences, ask the students to write a magazine story about Nick in
Activities 2a and 2b, using the notes below． As they write, move around the room offering help and answering questions as needed．
After around ten minutes, ask a student to read the completed article to the class．
The rest of the class help correct the mistakes the student may have made． Get them to check each’ other’s writing carefully in pairs．
A sample answer
On April Fool’s Day Nick’s alarm went off． He got up and took a shower． Then he got dressed and went to school． When he got to school, the building was empty．
An hour later the other kids showed up．
Then he realized that his brother had fooled him． His brother had set his alarm an hour earlier．
Step Ⅳ 3c
This activity provides writing practice using the target language．
Read the instructions to the class． Be sure that the students know what they are asked to do． At first, have the students think what they might write about．
Then tell them to make a list of ideas before starting writing． The list should include the three parts, what happened first, what happened next, and what you finally realized． They can use the notes in
Activity 3b as samples．
Write a sample list on the blackboard:
What happened first: school gate/met
Don/Li Lei/waiting for/on the playground/ran to the playground．
What happened next: got to the playground/no one was there．
What I realized: Don/fooled me
Next ask the students to write their jokes． Tell them they can use the article they wrote for Activity 3b as a 作者: admin 时间: 2011-2-1 19:22
model．
After they start to write, move around the room providing help as needed．
Ask some students to read their articles to the class． Correct as many of the articles as possible in class．
A sample writing
On April Fool’s Day I met Don at the school gate． He told me that Li Lei was waiting for me on the playground． Then I ran to the playground． When I got there, I found no one was on the playground．
Then I realized that Don had fooled me．
Step Ⅴ 4
This activity provides reading, speaking and listening practice using the target language．
Read the instructions to the class． Review the meanings of funniest, most embarrassing and most creative． Say, Each of you has to read your joke to the class．
The class will vote on the funniest joke, the most embarrassing joke and the most creative joke．
Have the class have a look at the sample conversation in the box before reading．
Ask a pair of the students to read it to the class．
SA: What’s your joke?
SB: Well, last year, on the first day of school, my sister put a piece of paper on my back that said "lease say hello． "All day at school, many strange said hello to me．
Write the conversation on the blackboard． Then ask the students to read their stories to the class． After all of the students have read, ask the class to vote for the funniest, most embarrassing and most creative stories．
Step Ⅵ Summary
In this class, we read three articles first． And then we wrote a magazine story based on some notes． Next we wrote a joke． At last, we voted for the funniest joke, the most embarrassing joke and the most creative joke．
However, we’ve done much reading, writing and speaking practice．
Step Ⅶ Homework
1． Read the three articles aloud after class．
2． Correct the magazine story and the joke you have written．
3． Try to remember the new vocabulary．
Step Ⅷ Blackboard Design
Unit 10 By the time I got outside, the
bus had already left．
Section B
The Fifth Period
1． Sample notes to Activity 3c:
What happened first: school gate/met
Don/Li Lei/waiting for/on the play-ground/ran to the playground．
What happened next: got to the play-ground/no one was there．
What I realized: Don/fooled me．
2． Target language:
A: What’s your joke?
B: Well, last year, on the first day of school, my sister put a piece of paper on my back that said "lease say hello． "All day at school, many strangers said hello to me．
Unit 10 By the time I got outside, the bus had already left．
The Sixth Period
Ⅰ． Teaching Aims and Demands
1． Knowledge Objects
（1） Verbs
rush, realize, invite, show up, stay up．
（2） Write an article according to the pictures given．
（3） Vocabulary
homework, look, costume, empty
2． Ability Objects
（1）Train the students to use these verbs correctly:
rush, realize, invite, show up, stay up．
（2）Train the students’ writing skill．
3． Moral Objects
Have you ever had a similar Sunday with Ming? Tell your own story to your classmates．
Ⅱ． Teaching Key Points
1． Help the students have a self check on the key words and target language of this unit．
2． Practise using these verbs: rush, realize, invite, show up, stay up．
3． Review the new vocabulary introduced in this unit: homework, lock, costume, empty．
4． Direct the students to write an article according to the pictures given．
Ⅲ． Teaching Difficult Points
1． Help the students make sentences with the verbs．
2． Direct the students to write an article with the pictures given．
Ⅳ． Teaching Methods
1． Teaching by providing sample sentences．
2． Teaching by describing the pictures．
Ⅴ． Teaching Aid
Just the blackboard．
Ⅵ． Teaching Procedures
Step I Revision
1． Revise the contents in the three articles in Activity 3a on page 72 by asking the question below
Questions
（1） What did a radio program announce in 1938?
（2） What had happened by the time the authorities revealed the story was a hoax?
（3） What did a reporter announce on April Fool’s Day?
（4） What had happened by the time people realized that the story was a hoax?
（5） What did a famous TV star 作者: admin 时间: 2011-2-1 19:22
once do on April Fool’s Day?
（6） What was the ending of the last story?
2． Ask three different students to read the articles．
3． Dictate the following words:
announce, convince, panic, authority, reveal, spaghetti, describe, hoax, thrill, flee/fled/fled．
Step Ⅱ Part 1
This activity focuses on vocabulary introduced in the unit． Focus attention on the box． Invite a student to read the vocabulary words at the top．
You are asked to fill in the blanks with the words． In some cases, you may need to use another form of the word, for example, adjusting for tense or subject/verb agreement．
Ask students to fill in the blanks on their own． Check the answers． Five students each reads a sentence, filling in the blanks． The rest of the students check their work．
Answers
1． realized 2． rush 3． stay up 4． invite 5． show up
Ask students to make their own sentences with the words, preferably sentences that are meaningful． Move around the room．
Collect a few students’ answers with mistakes on the blackboard． Along with the students’ help correct the mistakes．
Suggested answers
1． As soon as the bell rang, the students rushed to the playground．
2． By the time he got to the office he realized that he had locked all his keys at home．
3． Mr． Green invited his good friends to have a big dinner at home last Sunday．
4． We have to finish the task before the boss shows up．
5． Jack stayed up very late last night． He couldn’t wake up on time this morning．
Step Ⅲ Part 2
This activity provides writing practice using the target language．
Have the students look at the seven pictures． Tell the children that the pictures are connected to each other in an order．
Ask: What is happening to Ming?
Get the whole class to read the instructions． Then ask the students to describe each picture in order． Write some useful sentences on the blackboard． For example, for the first picture, help the students to say Ming wakes up at 10:00 and thinks she is late for school．
The sentences can vary．
After describing each picture, ask the students to write a story about Ming’s day on their own． Walk around the room offering language support if needed．
After a while, ask a few students to tell the class about Ming’s day． Let the rest of the class help correct the mistakes that they may have made．
Tell them to exchange their articles with their partners and help each other correct the mistakes． Ask the students to rewrite their articles to make the articles perfect after class．
A sample answer
Ming woke up at 10:O0 o’clock in the morning． She thought that she must be late for school． So she got up and rode a bike to school was empty． She was the only one there． Then she realized that it was Sunday．
Her good friend, Han Mei, came to see her after she had got home． Ming told Hah Mei the whole story happened in the morning earlier． It made Han Mei laugh a lot．
Ming went to her grandparents’ house with her parents． They had dinner together and talked happily．
Ming watched TV in the evening and she went to bed at 10:00．
Step Ⅳ Part 3
This activity focuses on the new vocabulary introduced in this unit．
Call the students’ attention to the box． Have them look at the four groups of words． Get the students to read the instructions together． Ask them to circle the words that don’t belong in each group．
The first one has been given as a model．
Ask some students to tell their answers to the class． Check the answers with the whole class．
Answers
1． homework 2． lock 3． costume 4． empty
Step Ⅴ Just for Fun!
This activity provides reading and speaking practice with the target language．
Call the students’ attention to the cartoon pictures． Tell them to see what happens．
Ask the students to read the sentences under the pictures together．
Then ask the children what is, funny about this cartoon． Help the students to answer like this:
The boy saw the clouds and he felt the rain long before he got home． He should have realized much sooner that he had forgotten his umbrella．
Step Ⅵ Summary
In this class,作者: admin 时间: 2011-2-1 19:22
we’ve practiced using some verbs and we’ve written an article based on the pictures given． At last, we enjoyed a funny cartoon． All of you have done very well!
StepⅦ Homework
1． Revise all the language points in this unit．
2． Finish off the exercises on pages 36～38 of the workbook．
3． Make another more sentence with each verb below, rush, realize, invite, show up, stay up．
4． Rewrite the article．
Step Ⅷ Blackboard Design
Unit 10 By the time I got outside, the
bus had already left．
Self check
The Sixth Period
Answers to Activity 1:
1． realized
2． rush
3． stay up
4． invite
5． show up
Sample answers to Activity 1:
1． As soon as the bell rang, the students rushed to the playground．
2． By the time he got to the office, he realized that he had locked all his keys at home．
3． Mr． Green invited his good friends to have a big dinner at home last Sunday．
4． We have to finish the task before the boss shows up．
5． Jack stayed up very late last night． He couldn’t wake up on time this morning．
Unit 10 By the time I got outside, the bus had already left．
The Seventh Period
Reading: Changing English
Ⅰ． Teaching Aims and Demands
1． Knowledge Objects
Key Vocabulary
quarter, normal, traffic light, competition, significant, position and so on．
2． Ability Objects
Train students’ ability of identify main idea．
Train students’ ability of understanding words in context．
Train students’ ability of reading for special information．
3． Moral Object
If you can speak both good English and your native language, it may help you get more chances in searching jobs．
Ⅱ． Teaching Key Points Key vocabulary
Read the text to identify main idea．
Read the text to understand words in context．
Read the text for special information．
Ⅲ． Teaching Difficult Points
Train students’ reading skill．
Ⅳ． Teaching Methods
1． Up-down reading methods．
2． Pairwork．
3． Groupwork．
Ⅴ． Teaching Aid
A projector．
Ⅵ． Teaching Procedures
Step I Key Vocabulary
This activity introduces the key vocabulary words．
Show the following vocabulary on the screen by a projector．
quarter n．四分之一
population n． 人口
native adj． 本国的；本地的
speaker n． 说话者；演讲者
wherever adv．无论哪里
Singaporean n． 新加坡人 adj． 新加坡人的；新加坡的
India n． 印度
Hindi n． 印地语；印地人 adj． 印度北部的
German n． 德语；德国（人）的
invention n． 发明；创造
business n．生意；商业
Say the words and have students repeat several times until they can pronounce them fluently and accurately．
Step Ⅱ Part 1
This activity is designed to activate students’ background knowledge before attempting the reading．
Read the title Changing English to the class． Ask, What do you think the article is about?
Read the instructions to the class．
Point to the three questions in the box．
Say, You are to discuss the questions about English with your partner． But don’t look at the reading． Use your background knowledge instead．
Get students to complete the task in pairs． As the pairs work together, walk around the room． Ensure that they are discussing the questions in English．
When most students are finished, invite pairs of students to report their results．
Don’t say yes or no to their answers．
Step Ⅲ Part 2
This activity provides practice in scanning for specific information．
Look at the picture． Ask students to describe what is happening in the picture．
Read the instructions and draw students’ attention to the list of numbers． Get a student to say the sample answer like this: In 1950 English started being more popular for science．
Please read through the article silently．
Find information for the numbers． Remember to skim for the key ideas rather than read slowly． Get students to work on their own． As they are doing this, move around the classroom answering questions they may have and offering language support as needed．
Check the answers．
Answers
1950—In this year English started being more popular for science．
10 000—number of words in the South African dictionary not found elsewhere in 作者: admin 时间: 2011-2-1 19:22
the world．
a hundred—number of years ago that
German was the most popular language for science．
one billion—number of people learning English．
375 million--the number of native speakers of English．
Step Ⅳ Part 3
This activity encourages students to use the strategy of reading in context．
Ask students to read the article once．
Say, Pay attention to the bold word and expressions? And note any other word or sentence you don’t understand． Read in context, guessings their meanings from the other words around them．
A few minutes later, ask different students to say the meanings of the words and expressions indicated in bold by guess． Don’t give them the correct answers． Let students look at the words and expressions and their meanings in the box． Point out the sample answer． Then ask students to match the correct meanings with the correct words and expressions． Allow them one or two minutes to do this．
Check the answers．
Answers
quarter d, normal a, traffic light e, competition f, significant b, position c
Get students to make sentences with the words and expressions． Remind them to look at the article again for extra help．
Answers to this activity will vary． Ask a student to write his/her answers on the blackboard．
Sample answers
1． A quarter of students in my class are girls．
2． I hope the situation will soon return to normal．
3． When the traffic lights are red, you must stop．
4． He took part in a swimming competition．
5． Listening, speaking, reading and writing are four significant skills in learning English．
6． She is fit for the position．
Step Ⅴ Part 4
This activity helps students read for specific information．
Read the instructions to the class． Call students’ attention to the chart． Ask a student to read the five sentences to the class． Say, You are to read the article again and decide if these sentences are true or false． And correct the false sentences．
Give students a sample answer to the first sentence．
T: Do you think the first sentence is true or false?
SS: False．
T: Why is it false?
SS: Because Egyptians say Welcome to Egypt．
Get students to do the activity on their own． As students work, move around the room answering any questions they may have．
Check the answers． Ask different students to give their answers． For the false sentence, have them give the correct statement．
Answers
F Egyptians say Welcome in Egypt．
F Traffic lights in South Africa are called robots．
T
T
F Hinglish of Chinese and English is called Chinglish．
Step Ⅵ Part 5
This activity lets students work in groups and think critically about what they have read．
Read the instructions to the class．
Call students’ attention to the chart． Set a time limit for students to go through all the sentences and the lettered languages．
Say, The underlined words come from different languages． You are to read the sentences again and guess where these words come from or look them up in a dictionary． Try to match them with the languages they come from．
Give students a sample answer to the first sentence （The word mattress comes from Arabic．）
Get students to do the activity in groups of four． As the groups work together, walk around the room checking progress and offering help as needed．
Check the answers．
Answers
mattress a． Arabic
pajamas d． Hindi
mosquitoes f． Spanish
snorkel e． German
yoghurt b． Turkish
bazaar c． Persian
chauffeurs h． French
soprano g． Italian
Culture note
Most people who speak English as a native language don’t have the same grammatical background as people who study English as a second language．
However, what a person who was born speaking English knows is whether or not things sound "right"． He or she might not be able to explain the reason, but will usually have a good sense of how English should be used． Because English is a language made up from many different languages with a lot of odd rules, a learner should be a bit flexible and understand that some rules are made to be broken．
StepⅦ Summary
In 作者: admin 时间: 2011-2-1 19:23
this class, we’ve done much reading and writing practice． And it improves our reading comprehension ability．
Step Ⅷ Homework
Ask students to collect some more words used in English along with the different languages they come from．
Step Ⅸ Blackboard Design
Reading: Changing English
The Seventh Period
Samples answers to Activity 3
1． A quarter of students in my class are girls．
2． I hope the situation will soon return to normal．
3． When the traffic lights are red, you must stop．
4． He took part in a swimming competition．
5． Listening, speaking, reading and writing are four significant skills in learning English．
6． She is fit for the position．
Unit 11 Could you please tell me where the restrooms are?
The First Period
Ⅰ． 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．
Ⅱ． Teaching Key Point
Target Language
Ⅲ． Teaching Difficult Points
1． How to train students’ listening ability．
2． How to train students’ communicative competence．
Ⅳ． Teaching Procedures
Step Ⅰ 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?
S1: Where’s the main office?
T: 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?
Ss: Can you tell me where the main office is?
T: That’s correct． Now let’s say you want to know where Classroom 1 is． How can you ask?
S2: Can you tell me where Classroom 1 is?
T: 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?
Ss: Could you tell me how to get to Classroom 1?
T: That’s right． Very good．
Step Ⅱ 1a
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．
Step Ⅲ 1b
Read the instructions to students． Point out the two conversations that are shown in the picture．
As you listen, fill in the blanks with words you hear in the recording．
Play the recording the first time．Students only listen．
Play the recording a second time．This time ask them to fill in the blanks with the words you hear．
Check the answers with the whole class．
Step Ⅳ 1c
Read the instructions to the class．
Point out the list of things people need and the pictures of the places in activity 1a． Say． Look at activity la． Have a conversation with a partner． Ask your parter politely where you can do these thing and then answer your partner’s questions．
As students work, listen to some pairs in order to check the progress and help with pronunciation as needed．
After students have had a chance to practise several exchanges, ask some pairs to come to the front of the classroom and act out their conversations．
Step Ⅴ Homework
Review the target language．
The Second Period
Ⅰ． 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 作者: admin 时间: 2011-2-1 19:23
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．
Ⅱ． 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?
Ⅲ． Teaching Difficult Points
1． Indirect questions．
2． How to improve students’ listening ability．
Ⅳ．Teaching Procedures
Step Ⅰ Revision
Check homework．
Step Ⅱ 2a
Read the instructions and point to the list of directions．
Get students to name the items in the picture such as escalator, elevator, shoe store, and so on．
Play the recording． Students only listen．
Tell them that the picture may help them understand what they are hearing．
Play the recording again． This time ask students to write a number next to four of the directions．
Check the answers with the whole class．
Step Ⅲ 2b
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．
Step Ⅳ 2c
Ask a pair of students to read the sample conversation aloud to the class．
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 Ⅴ Homework
Ask the students to write three sentences with the starters of the structures．
The Third Period
Ⅰ． 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．
3． Moral Objects
Anything has both advantages and disadvantages． We should treat everything correctly．
Ⅱ． Teaching Key Point
Train students’ listening, speaking, reading and writing ability．
Ⅲ． Teaching Difficult Points
How to improve students’ integrating skills．
Ⅳ． Teaching Procedures
Step Ⅰ 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?
Step Ⅱ 3a
Read the instructions． Point out the blank lines under the words Advantages and Disadvantages below the interview．
You will write your answers in these blanks．
Read the first two sentences at the top of the article．
Explain that the interviewer will talk to several teenagers．
Get students to read the interview on their own quickly．
When they have finished, ask if there are any words or sentences they don’t understand． If there are, explain them．
Ask students to read the interview again and write the advantages and disadvantages． Check the answers with the whole class．
Step Ⅲ 3b
Read the instructions． Point out the conversation in the box and invite two students to read it to the class．
Point out the list of advantages and disadvantages in Activity 3a． Say, You can use these items and any other items you can think of as you talk about places you usually hang out．
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．
Step Ⅳ 4
Read the instructions to the class． 作者: admin 时间: 2011-2-1 19:23
Get students to look back at the picture and activities on the first page of this unit．
Point out the sample language in the box． Invite a student to read it to the class．
Ask students to say the names of some stores and other places in the community and write them on the board． Say,
Each group can choose three of these places to write about, or you can choose another place you know of
Write careful directions from the school to each place, but do not say the name of the place． You can use the words this place instead． In order to help students work, draw a simple map showing the school and several nearby streets．
When the groups are ready, they read their directions to the class and the other students guess the name of the place they are talking about．
Step Ⅴ 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．
The Fourth Period
Ⅰ． 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．
Ⅱ． 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?
Ⅲ． Teaching Difficult Points
1． How to improve students’ writing and speaking ability．
2． How to use the target language．
Ⅳ． Teaching Procedures
Step Ⅰ Revision
Check homework．
Step Ⅱ 1a
Go through the instructions with the class．
Read the words in the box to the class and ask if there are any of these words that students don’t understand． If so, help students to explain the meaning of the word．
Then read the instructions again and point out the sample answer． Get a student to read the sample answer to the class． Point out that students can also write other words after the word clean．
Ask students to write words from the box in the blanks on their own． Help students if needed．
Correct the answers by having students read what qualities he or she listed．
Step Ⅲ 1b
Read the instructions to the class．
Point out the example in the box． Invite two students to read it to the class．
Now work with a partner． Look at the words in the box and use them to talk about places in your own city． As students talk, move around the classroom checking their work． Offer language support as needed．
Invite several pairs of students to say their conversations to the class．
Step Ⅳ 2a
Point to the picture and ask students to tell what is happening． If necessary, explain that the scene shows a family on vacation． They are asking the man for information about various things to do in Sunville．
Go through the instructions and point to the chart．
Play the recording． Students only listen the first time．
Play the recording again． Ask students to write the places people ask about．
Check the answers with the whole class．
Step Ⅴ 2b
Read the instructions and point to the chart．
You will hear the same recording again．
This time listen carefully to the answers the cleck gives． Write the answers in the blanks alone．
Point out the sample answer．
Play the recording again． Ask students to write their answers in the blanks．
Check the answers．
Step Ⅵ 2c
Point to the sample conversation． Invite two students to read it to the class．
Read 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 ⅦHomework
Talk about some places using the words in la, then write down the conversations．
The Fifth 作者: admin 时间: 2011-2-1 19:23
Period
Ⅰ． 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．
Ⅱ． Teaching Key Point
Practise reading and writing using the target language．
Ⅲ． Teaching Difficult Point
How to write a guide to a place．
Ⅳ． Teaching Procedures
Step I Revision
Review the target language presented in this unit． Check homework．
Step Ⅱ 3a
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．
Ask students to read the article again and complete the chart． Get students to do the work on their own or in pairs． As they work, move around the classroom and offer help as necessary． Check the answers．
Step m 3b
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．
Ask the students to complete the brochure on their own． As they work, walk around the classroom offering help and answering questions as needed．
Invite a student to read the completed article to the class．
Step Ⅳ 3c
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．
Step Ⅴ Part 4
Go through the instructions with the class．
Get students to look back at the guides they wrote in Activity 3c．
Ask students to work in groups of four or five students． Let different students play the role of the booth worker and the different tourists． Make sure every student has a chance to participate．
Ask one or two groups to say one of their conversations to the class．
Step Ⅵ Homework
1． Read the article in 3a again．
2． Write a guide to our city．
The Sixth Period
Ⅰ． 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．
Ⅱ． Teaching Key Points
1． Fill in blanks and make sentences．
2． Write questions using the target language．
Ⅲ． Teaching Difficult Point
Make sentences using "beautiful, safe, delicious, convenient, fascinating"．
Ⅳ．Teaching Procedures
Step Ⅰ Revision
Check homework． Ask a few students to read the article in 3a．
Then ask a few students to read their guides．
Step Ⅱ Part 1
Look at the words in the box． Ask a student to read them． Make sure the students understand the meaning of the words． You are to 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．
Ask students to fill in the blanks on their own．
Check the answers．
Step ⅢPart 2
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．
Step Ⅳ Just for Fun!
Ask all the students to read the conversation． Ask: What is funny about this cartoon? Help students to explain． A Martian is a person from the planet Mars．
There is no 作者: admin 时间: 2011-2-1 19:23
such thing as Martian food on Earth, and the clerk looks silly because he is trying to think of where there is a Martian restaurant．
Invite some pairs of students to present this conversation to the rest of the class．
Step Ⅴ Summary and Homework
In this class, we’ve done much writing practice using the key vocabulary words and the target language presented in this unit． 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．
The Seventh Period
Ⅰ 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．
Ⅱ． Teaching Key Points
1． Key vocabulary．
2． Train students’ reading and writing skills．
Ⅲ． Teaching Difficult Point
Train students’ reading and writing skills．
Ⅳ． Teaching Procedures
Step I Key Vocabulary
Say the words and have students repeat them again and again until they can pronounce them fluently and accurately．
Step Ⅱ Part 1
Read the title Grown-ups like cartoons, too． To the class． Ask, what do you think the article is about?
Look at the picture． Ask students to describe what is happening in the picture．
Ask students to answer the five questions． But don’t look at the reading text．
Instead, they use their background knowledge to try to answer the questions． As students work, walk around, looking at their progress．
When most students finish the task, ask students to answer the questions with a parter．
Elicit answers from the 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 Ⅲ Part 2
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．
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．
Step Ⅳ Part 3
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:
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．
Step Ⅴ Part 4
Read the instructions to the class． Elicit the first answer from the students from memory． Make sure that they understand what they need to do．
Ask students to do the activity on their own or in pairs． As they work, walk around the classroom offering help students may need．
Check the answers．
Step Ⅵ Part 5
Read the task with the students．
Ask students to do the activity in small groups． Try to put creative and artistic students in each group．
Check the answers and have students show or act out their cartoons for the class． 作者: admin 时间: 2011-2-1 19:23
Optional activity
As an optional in-class or homework activity, remind students to find some cartoons and cut out the speech bubbles．
Students can then write their own English stories in the speech bubbles．
Step Ⅶ Homework
1． Read the story in 2 again for further comprehension．
2． Revise the target language in this unit．
教学反思：
Unit 12 You’ re supposed to shake hands
the First Period
Ⅰ． 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．
Ⅱ． Teaching Key Points
Target language
Ⅲ． Teaching Difficult Points
1． How to train students’ listening ability．
2． How to train students’ communicative competence．
Ⅳ． Teaching Methods
1． Scene teaching method
2． Listening-and-answering activity to help the students go through with the listening material．
Ⅴ． Teaching Aids
1． A tape recorder
2． A map of the world
Ⅵ． Teaching Procedures
Step Ⅰ 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?
S1: Do you know where I can get a book?
S2: Could you tell me how to get to the library?
S3: Can you please tell me where I can buy a book?
T: Very good． You’re right． From today on, we’ll learn Unit 12．
Write the two column headings on the board: Right and Wrong．
Say, Please tell me things that are good to do in school and that are not good to do in school．
Write each suggestion under the appropriate heading on the board．
T: Is it a good idea to come to class late?
S1: No．
T: That’s right, It’s not a good idea to come to class late． You’re not supposed to come to class late． Class repeat． You’re not supposed to come to class late．
Ss: You’re not supposed to come to class late．
T: （Writes come to class late under wrong） What are some things you shouldn’t do?
S2: We shouldn’t eat in class．
T: Right． You’re not supposed to eat in class．
Ask 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 Ⅱ 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 Ⅲ 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, Now you will hear a conversation between a boy and a girl． Their conversation contains the answers to the questions in
Activity 1a．
Play the tape for the first time． This time, students only listen．
Play the tape a second time． Ask them to 作者: admin 时间: 2011-2-1 19:23
listen to the recording and check their answers to Activity 1a．
Check the answers with the class． Invite a student to read the answers．
Answers
1． c 2． b 3． a 4． b 5． a
Tapescript
Boy 1: What are people supposed to do when they meet in your country, Celia?
Girl 1: Well, do you mean when friends meet for the first time?
Boy 1: Yeah．
Girl 1: Well, in Brazil, friends kiss．
Boy 1: What about in Mexico, Rodriguez?
Boy 2: In Mexico we shake hands．
Boy 1: How about in Japan, Yashi?
Boy 3: We bow．
Girl 2: And in Korea we also bow．
Boy 1: Well, I guess in most Western countries we shake hands．
Step Ⅳ 1c
This activity provides guided oral practice using the target language．
Read the instructions to the whole class．
Point out the example in the box． Ask two students to read it to the class．
SA: What are people in Korea supposed to do when they meet for the first time?
SB: They’re supposed to bow．
Point 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．
Ask different pairs of students to ask and answer a question for the class．
S1: What are people in the United States supposed to do when they meet for the first time?
S2: They’re supposed to shake hands．
S3: What are people in Japan supposed to do when they meet for the first time?
S4: They’re supposed to bow．
S5: What are people in France supposed to do when they meet for the first time?
S6: They’re supposed to shake hands．
Step Ⅴ 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 Ⅵ Homework
Review the target language．
Step Ⅶ 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
Ⅰ． 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．
Ⅱ． 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?
Ⅲ． Teaching Difficult Points
1． the target language
2． How to improve students’ listening ability．
Ⅳ． Teaching Methods
1． Listening method to improve students’ listening ability．
2． Pairwork
Ⅴ． Teaching Aid
A tape recorder
Ⅵ． Teaching Procedures
Step Ⅰ Revision
Check homework． Ask some pairs to act out their conversations according to Activity 1a．
SA: What are people in Mexico supposed to do when they meet for the first time?
SB: They’re supposed to how．
Step Ⅱ 2a
This activity provides guided listening practice using the target language．
Look at the picture and ask students to tell What is happening．
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 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 作者: admin 时间: 2011-2-1 19:23
Paul’s mother the wrong way
________wore the wrong clothes
Ask different students to explain the meaning of each line in their own words．
Listen to Maria talking to a boy about what happened at the picnic． She made several mistakes． Listen to the recording and check the mistakes she made．
Play the recording． Students only listen the first time．
Play the recording again． Get students to check the mistakes Maria made．
Check the answers with the class．
Answers
√ arrived late
?____ate wrong food
√ greeted Paul’s mother the wrong way
√ wore the wrong clothes
Tapescript
Boy: Hi, Maria． How was Paul’s party?
Girl: Oh, Dan, it was a disaster．
Boy: It was?
Girl: Uh-huh．
Boy: What happened?
Girl: Well, I was supposed to arrive at 7:00 but I arrived at 8:00．
Boy: Oh, so you were late．
Girly: Yeah, but in my country it’s different． When you’re invited for 7:00, you’re supposed to come later!
Boy: I see．
Girl: Then when I met Paul’s mom, I kissed her．
Boy: And you were supposed to shake hands instead．
Girl: That’s right． And I wore a fancy dress．
Boy: What’s wrong with that?
Girl: Well, it was a barbecue． Everyone else was wearing a T-shirt and jeans．
Boy: I guess you should have asked what you were supposed to wear．
Step Ⅲ 2b
This activity gives students practice in understanding the target language in spoken conversation．
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 Ⅳ 2c
This activity provides guided oral practice using the target language．
Read the instructions for the activity to the class．
Look at the example in the box． Ask two students to read the conversation to the class．
SA: How was the dinner at Paul’s house last night?
SB: Well, it was OK, but I made some mistakes． I was supposed to arrive at 7: 00, but I arrived at 8: 00．
Point out the mistakes in Activity 2a and the sentences in Activity 2b． Role play Dan and Maria’s conversation using information from Activities 2a and 2b．
Ask students to work in pairs． As they work, move around the classroom checking the progress of the pairs and offering help as needed．
Check the answers by calling on different pairs to say their conversations to the class． Encourage students to express emotions such as disappointed or embarrassment as they say their conversations．
Step Ⅴ Grammar Focus
Review the grammar box． Get different students to say the questions and answers．
S1: What are you supposed to do when you meet someone?
You’re supposed to kiss．
You’re not supposed to shake hands．
S2: When were you supposed to arrive?
I was supposed to arrive at 7:00．
S3: You should have asked What you were supposed to wear．
Write these sentences starters: on the board as pairs of incomplete questions and answers:
What are you supposed to do when…
You’re… You’re not…
When were you supposed to…
I was… I wasn’t…
Ask different pairs of students to take turns completing each pair of questions and answers． Give cues to help the students make questions and answers．
For example:
T: （point at what are…） After school．
S1: What are you supposed to do after school?
S2: I’m supposed to go home． I’m not supposed to hang out with my friends．
T: Good! You’re supposed to go home．
You’re not supposed to hang out with your friends．
Repeat the process using the question
When were…and the answers I was… and I wasn’t…
T:（point to When were…）Go to bed．
S1: When were you supposed to go to bed?
S2: I was supposed to go to bed at 10:00． I wasn’t supposed to see a film．
Step Ⅵ 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 作者: admin 时间: 2011-2-1 19:23
sturcture What are you supposed to do when you meet someone?
Step Ⅶ Homework
Ask students to write at least two sentences with the sentence starters in Grammar Focus．
Step Ⅷ 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
Ⅰ． 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
Different countries have different customs．
So you are supposed to do in Rome as the
Romans do．
Ⅱ． Teaching Key Point
Train students’ integrating skills．
Ⅲ． Teaching Difficult Point
How to improve students’ integrating skills．
Ⅳ． Teaching Methods
1． Fast reading to let students get the general idea of the text．
2． Pairwork
Ⅴ． Teaching Aids
1． A projector
2． The blackboard
Ⅵ． Teaching Procedures
Step Ⅰ Revision
T: In last period, we summed up the expressions for telling what you are supposed to do． Now I’ll check your homework． I’ll ask some pairs to act out the conversations before the class．
Suggested conversation
SA: What are you supposed to do after school?
SB: I’m supposed to go home． I’m not supposed to play outside．
SA: When were you supposed to finish your homework yesterday?
SB: I was supposed to finish it at 8:00． I wasn’t supposed to hang out with my friends．
Step Ⅱ 3a
This activity provides reading and writing practice using the target language．
Show the key words on the screen by a projector．
Cali n．卡利（哥伦比亚西部城市）
Colombia n．哥伦比亚（南美大洲西北部一国家）
drop by 访问；拜访
Lausanne n． 洛桑 （瑞士西部城市）
Switzerland n． 瑞士 （欧洲中部国家）
land n． 国家；国土
after all 毕竟
Read the words and have students repeat again and again until they can pronounce the words fluently and accurately．
Read the instructions． 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． （the attitude of the Colombian girl and the Swiss boy toward these three things: being on time, visiting
a friend’s house, and making plans with friends． ）
Ask students to read the first paragraph on their own． When they read, move around the classroom helping them as necessary． Then ask students to read the second paragraph． Again, as they read, move around the classroom answering any questions． Then read the instructions again and point out the chart． Point to the words attitude toward and ask what other words in the instruction line mean the same thing（opinions of）．
Invite a student to read the sample answer to the class． Then let him point out which sentence the answer is found in．
Ask students to read the paragraphs again and complete the chart on their own．
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 Ⅲ 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 作者: admin 时间: 2011-2-1 19:23
class．
SA: What kinds of rules do they have in Colombia?
SB: Well, they have pretty relaxed rules．
SA: Like what?
SB: Well, it’s OK if you’re not on time．
First 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
SA: What kinds of rules do you have in your opinion?
SB: Well, we have relaxed rules．
SA: Like what?
SB: Well, it’s OK if we visit a friend’s house without calling first．
Step Ⅳ Part 4
This activity provides reading, Writing, listening and speaking practice using the target language．
Let students read the instructions．
Ask a pair of students to model the sample dialogue． Correct any pronunciation errors to make sure the students are providing a good model for the rest of the class．
SA: Can you tell me the things I’m supposed to do?
SB: The first thing is to greet the teacher．
SA: Okay． What should I say?
SB: You’re supposed to say "good morning, teacher．"
Get students to complete the work in pairs． As they work, walk around the classroom offering help as needed．
Review the task． Ask a few students to share their conversations with the whole class．
SA: Can you tell me the things I’m supposed to do?
SA: The first thing is to do your homework．
SA: Okay． What should I say?
SB: You’re supposed to say "I must do my homework"．
Step Ⅴ 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 Ⅵ Homework
1． Write a conversation using the information in Part 4．
2． Finish off the exercises on pages 49～50 of the workbook．
Step Ⅶ 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"．
Unit 12 You’ re supposed to shake hands
The Fourth Period
Ⅰ． 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．
Ⅱ． 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．
Ⅲ． Teaching Difficult Points
1． Flow to improve students’ listening ability．
2． How to use the target language．
Ⅳ． Teaching Methods
1． Listening method
2． Pairwork
Ⅴ． Teaching Aid
A tape recorder
Ⅵ． Teaching Procedures
Step Ⅰ 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 Ⅱ 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．）
Read the instructions and point to the five statements about manners． Ask students to read the statements．
1． In the United States, you’re not supposed to eat with your hands．
2． In Peru, you are not 作者: admin 时间: 2011-2-1 19:23
supposed to talk at the table．
3． In China, you’re not supposed to pickup your bowl of rice．
4． In Korea, the youngest person is supposed to start eating first．
5． In Brazil, you should wipe your mouth with your napkin every time you take a drink．
Review the five statements to be sure students understand what each one means． Ask students to act out them．
Then ask students to complete the quiz on their own．
Correct the answers with the class．
Answers
1． T 2． F 3． F 4． F 5． T
Step Ⅲ 2a
This activity gives students practice in understanding the target language in spoken conversation．
Read the instructions to the class． Review what an exchange student is and what table manners are． If necessary, translate them into Chinese．
Look at the four pictures． 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
Tapescript
Satoshi: You must be really excited about leaving for Japan tomorrow, Steve!
Steve: Yeah, I am． But I’m a little nervous, too．
Satoshi: Nervous about what?
Steve: Well, for one thing, I don’t know how to use chopsticks very well…and I don’t know how to behave at the dinner table．
Satoshi: Oh, I see． I could give you a little lesson on Japanese table manners if you like．
Steve: Really? That would be great!
Satoshi: Hmmmm． Let me see． One difference is that sometimes it’s polite to make noise when you’re eating． Especially when you’re eating noodles． It shows that you like the food．
Steve: Really? That’s interesting． In the United States you’re not supposed to do that．
Satoshi: Yeah, I know． OK． so here are some chopstick rules: it’s rude to stick your chopsticks into your food． And you shouldn’t point at anyone with your chopsticks．
Steve: Oh, OK． I won’t,
Satoshi: And also, 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．
Steve: Huh．
Satoshi: Oh, and the most important thing you need to know is that you’re not supposed to talk when you’re eating dinner． Only parents are allowed to talk at the dinner table． Children are not allowed to speak．
Steve: Wow! That’s…that’s unusual!
Satoshi: I’m just kidding! Boy, you’re really gullible, Steve!
Step Ⅳ 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．
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 Ⅴ 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．
SA: We’re supposed to…
SB: Yes, and it’s rude to…
Now, complete each one 作者: admin 时间: 2011-2-1 19:23
with a true statement about table manners in your country．
Ask two students to read their sentences．
SA: We’re supposed to eat with chopsticks．
SB: Yes, and it’s rude to eat with our hands．
Point 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 Ⅵ 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 Ⅶ Homework
Talk about the table manners in your country using the sentence starters in
Activity 2b．
Step Ⅷ 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
Ⅰ． 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．
Ⅱ． Teaching Key Point
Practise reading and writing using the target language．
Ⅲ． Teaching Difficult Point
How to write an e-mail message．
Ⅳ． Teaching Methods
1． Reading comprehension to help students grasp the main idea of the text．
2． Writing method
3． Groupwork to make every student work in class,
Ⅴ． Teaching Aids
1． A projector
2． The blackboard
Ⅵ． Teaching Procedures
Step Ⅰ Revision
Review the target language presented in this unit． Check homework．
Ask two students to read out their sentences．
SA: You aren’t supposed to visited a friend’s house without calling first．
SB: It’s polite to be on time．
Step Ⅱ 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 Ⅲ 3b
This activity provides reading and writing practice using the target language．
Read the instructions to the class． Point to the beginning of the e-mail message．
Read it to the class．
Here are some things you need to know about table manners when you visit Japan． First of all, you 作者: admin 时间: 2011-2-1 19:24
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 Ⅳ 3c
This activity provides writing practice using the target language．
Read the instructions and ask students to look back at Activity 2c．
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．
Get students to finish the activity on their own． As students work, move around the room offering help as needed．
Ask a student to read his or her message to the class． Have other students add any information that is missing from the first student’s report．
A sample answer
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 Ⅴ Part 4
This activity provides reading, writing, listening and speaking practice using the target language．
Go through the instructions with the class． Ask a good student to give an example．
Get students to complete the work in small groups．
Cheek the answers． Ask a few students to tell the class about what one should do in different situations． Answers will vary, but should emphasize politeness．
Step Ⅵ Summary
In this class, we’ve done a lot of reading, writing and speaking practice using the target language．
Step Ⅶ Homework
1． Read the e-mail message in Activity 3a again．
2． Write an e-mail message to a friend about table manners．
StepⅦ 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
Ⅰ． 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．
Ⅱ． Teaching Key Points
1． Fill in blanks and make sentences．
2． Finish the story．
Ⅲ． Teaching Difficult Points
1． Make sentences using arrive, meet, spend, behave and imagine．
2． Finish the story．
Ⅳ． Teaching Methods
1． Teaching by explanation．
2． 作者: admin 时间: 2011-2-1 19:24
Speaking method
Ⅴ． Teaching Aids
1． The blackboard
2． A projector
Ⅵ． Teaching Procedures
StepⅠ 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．
StepⅡ 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．
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．
1． People in Japan and people in America behave differently at the dinner table．
2． You can imagine how different the table manners are from ours．
3． In Singapore, the trains always arrive on time． They are never late．
4． On Chinese New Year, people like to spend time with their families．
5． I usually meet my friends in the library on Friday nights．
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 Ⅲ Part 2
This activity provides reading and writing practice using the target language．
Go through the instructions with the class． Explain them to students．
Get students to complete the work in pairs．
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 Ⅳ 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 Ⅴ 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 Ⅵ 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．
StepⅦ 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
Ⅰ． 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 作者: admin 时间: 2011-2-1 19:24
love us． So we should understand our mothers and love them too, and we must study hard to reward our mothers．
Ⅱ． Teaching Key Point
Train students’ reading and writing skills．
Ⅲ． Teaching Difficult Point
Train students’ reading and writing skills．
Ⅳ． Teaching Methods
Fast-reading to improve students’ reading ability．
Careful-reading to get the detailed information．
Ⅴ． Teaching Aid
A projector
Ⅵ． Teaching Procedures
Step Ⅰ Key Vocabulary
This activity introduces the key vocabulary words．
Show the following vocabulary on the screen by a projector．
Careful-reading to get the detailed information．
Ⅴ．Teaching Aid
A projector
Ⅵ．Teaching Procedures
Step Ⅰ Key Vocabulary
This activity introduces the key vocabulary words．
Show the following vocabulary on the screen by a projector．
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 Ⅱ Part 1
This activity allows students to activate their background knowledge before attempting the reading．
Read the title Parent helps child to the class． Ask, What do you think the article is about, based on the title?
Look at the picture． Ask students to describe what is happening in the picture．
Ask students to discuss the four questions． Students do not look at the reading text． Instead, they use their background knowledge to try to answer the questions． As they work, walk around, looking at their progress．
When most students finish the task, ask students to compare their answers with a partner,
Elicit answers from the students． Ask, Do you have any other 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． Answers will vary．
Step Ⅲ Part 2
This activity encourages students to read quickly for detail．
Go through the instructions with the class．
Ask students to complete the task individually or in pairs． Make sure students discuss their reasons in English． As they work, walk around the classroom offering help as necessary．
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 to change． His mother explained her sacrifices．
The writer gives some advice for parents and children． Get children interested in reading．
Step Ⅳ 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．
Say, Pay attention to the bold words and expressions． And note any other words or sentences you don’t understand． Read in context, guessing the meanings of words and phrases from the other words around them．
Ask students to read’ the article again for comprehension．
Go through the instructions with the students and have them look at the example． Ask students to complete the next word on the list on the left． Students are matching words to meanings． As they work, walk around the classroom offering help as necessary． Students complete the task． Remind them to look at the story again for extra help．
Have students report their answers． Encourage them to use complete sentences．
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． 作者: admin 时间: 2011-2-1 19:24
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．
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．
Step Ⅴ Part 4
This activity helps students read for specific information and paraphrase ideas．
Go through the task with students． Elicit the first answer from students from memory． Check that they understand what they need to do．
Ask students to do the activity on their own or in pairs． Students should try to remember or guess the answers before looking at the reading． As they work, walk
around the classroom offering help students may need．
Check the answers． Invite different students to give their answers and give the correct statements for the ones that are false．
Sample answers
T
F （There are three children and a mother in Westley’s family． ）
F （Westley was sent to military school by his mother． ）
T
T
Step Ⅵ Part 5
This activity helps students work in a group and think critically about what they have read．
Read the instructions with the students．
Divide the class into small groups to do the activity． Give students help thinking of different fun and educational activities． Walk around the classroom offering help as needed．
Cheek the answers． Have students share their answers with the class．
Sample answers
Activities Reasons
Visit very old places． Students will find history is interesting．
Buy some books about sports． Students are interested in them．
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 Ⅶ Summary
In this class, we’ve practised a lot of reading and writing．
Step Ⅷ Homework
1． Read the story in Activity 2 again for further comprehension．
2． Revise the target language in this unit．
Step Ⅸ Blackboard Design
Reading：Parent helps child．
The Seventh Period
Sample answers to Activity 2
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 to change． His mother explained her sacrifices．
The writer gives some advice for parents and children． Get children interested in reading．
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．
The First Period
Ⅰ． 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．
Ⅱ． Teaching Key Point
Target Language
Ⅲ． Teaching Difficult Points
1． How to improve students’ listening ability．
2． How to help students to express their opinion freely．
Ⅳ． Teaching Methods
1． Listening-and-answering activity to help the students go through with the listening 作者: admin 时间: 2011-2-1 19:24
material．
2． Pairwork to make every student work in class．
Ⅴ． Teaching Aids
1． A tape recorder
2． The blackboard
Ⅵ．Teaching Procedures
Step Ⅰ 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．
S1: We’re supposed to do our homework every day．
S2: We’re supposed to raise our hands before we talk．
S3: We’re supposed to come to class on time．
S4: We are not supposed to be late for class．
S5: We’re not supposed to eat in class．
How do you feel about parties? Happy? Excited? Nervous?
S1: Nervous．
T: Oh, so parties make you nervous．
S1: Yes．
T: Class repeat． Parties make me nervous．
Ss: Parties make me nervous．
T: Now what about school vacations?
How do you feel about them?
S2: Happy．
T: So, school vacations make you happy．
S2: Yes．
StepⅡ 1a
This activity introduces new vocabulary and provides oral practice using the target language．
Step Ⅲ 1b
This activity gives students practice in understanding the target language in spoken conversation．
Ask students to read the instructions．
Look at the chart and point out the two headings: The Rockin’ Restaurant and The Blue Lagoon． Look at the sample answer．
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 Ⅴ 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 Ⅵ Homework
Review the target language．
Step Ⅶ Blackboard Design
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
Ⅰ． 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．
Ⅱ． 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．
Ⅲ． Teaching Difficult Points
1． The target language
2． How to train students’ listening ability．
Ⅳ． Teaching Methods
1． Listening method to improve the students’ listening ability．
2． Pairwork．
Ⅴ． Teaching Aid
A tape recorder
Ⅵ． Teaching Procedures
Step Ⅰ Revision
Check homework． Invite a pair of students to read the conversation in Activity 1c．
Then let some pairs act out their conversations according to the pictures in Activity 1a and Activity 1c．
SA: I’d rather go to the Rockin’ Restaurant because I like to listen to loud music while I’m eating．
SB: Really? Soft music makes me relaxed．
SA: Not me． Soft music makes me sleepy．
Step Ⅱ 2a
This activity gives students practice in understanding the target language in spoken conversation．
Look at the pictures． Ask, What are they doing? Please guess． （In Picture 1, two women are eating and smiling． Maybe the 作者: admin 时间: 2011-2-1 19:24
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． ）
Correct the answers with the class．
Answers
The pictures should be numbered in this order: （down）
3 2 4 1
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 Ⅳ 2c
This activity provides oral practice using the target language．
Look at the sample conversation between
Tina and John． Invite a pair of students to read it to the class．
John: Did you have fun with Amy last night?
Tina: Well… yes and no． She was really late．
lass．
SA: Did you have fun with Li Ping last night?
SB: Well…yes and no． She was late again as usual．
SA: So, waiting for her made you angry．
Where did you go?
SB: We went to a small restaurant． It was quiet and clean． The food was delicious． The soft music made me very happy．
SA: Did you go to see a movie?
SB: Yes． We saw Love Me Once More,
Mother． It was a very good movie． It was also moving and sad． It made us cry．
SA: Really? You sound just like my mother．
Step Ⅴ 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．
Write on the blackboard:
makes me ． Let students work alone． Then ask some students to read their sentences．
S1: A quiet place makes me sleepy．
S2: Loud noise makes me tense．
Pay attention to the sentence with wanting to dance at the end． Say, Sometimes there is a phrase like want to dance at the end instead of an adjective． For example,
Loud music makes me want to leave, Ask students to make up sentences with the following sentence starters: Long movies make me ． Hot weather makes me ．
Give students two minutes to finish the sentences． Then ask some students to read their sentences．
S1: Long movies make me want to leave．
S2: Long movies make me want to cry．
S3: Hot weather makes me want to go swimming．
S4: Hot weather makes me want to drink a lot of water．
Let students make up any other sentence using the verb make to talk about how things affect them．
Step Ⅵ 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 Ⅶ Homework
Get students to write some sentences according to the target language．
Step Ⅷ 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
Ⅰ． 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．
Ⅱ． Teaching Key Point
Train students’ integrating skills．
Ⅲ． Teaching Difficult Point
How to improve students’ integrating skills．
Ⅳ． Teaching Methods
1． Fast-reading method．
2． Groupwork and pairwork．
Ⅴ． Teaching Aids
1． A projector．
2． The blackboard．
Ⅵ． Teaching Procedures
Step Ⅰ Revision
T: Yesterday we learned the target language． The structure is… makes me…
Now who can make sentences using the structure?
S1: Light colours 作者: admin 时间: 2011-2-1 19:24
make me relaxed．
S2: Loud noise makes me tense．
S3: Loud music makes me energetic．
T: Very good．
Step Ⅱ 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； campaign n．运动； endangered adj．有灭绝危险的；
Read the words and get students to repeat again and again until they can pronounce the words fluently and accurately．
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 Ⅲ 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．
SA: The seats are very hard． The white walls make me stressed．
SB: Is it this classroom?
SA: No, it isn’t．
SC: Is it a hospital?
SA: Yes, that’s right．
Go through the instructions with the class．
Give students a sample conversation．
SA: There are a lot of people every day．
The loud noise makes me tense．
SB: Is it a mall?
SA: No, it isn’t．
SC: Is it a supermarket?
SA: No, it isn’t．
SD: Is it a market?
SA: Yes, you’re right．
Step IV Part 4
This activity provides reading, writing, listening and speaking practice using the target language．
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．
Endangered animals make me sad． I think pollution is very terrible．
Get students to read the instructions by themselves． Have students complete the work in groups of three． As they work, go around the classroom offering help as needed．
Review the task． Ask a few students to share the results of their surveys．
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
Smoking angry want to leave uncomfortable
people who keep you waiting angry worried angry
Step Ⅴ 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 Ⅵ 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 Ⅶ 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
Ⅰ．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．
Ⅱ． 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．
Ⅲ． Teaching Difficult Points
1． How to train students’ speaking and listening ability．
2． How to use the target language．
Ⅳ． Teaching Methods
1． Listening method
2． Groupwork to make every student works in class．
Ⅴ．Teaching Aids
1． A tape recorder 作者: admin 时间: 2011-2-1 19:24
2． The blackboard
Ⅵ．Teaching Procedures
Step Ⅰ 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 Ⅱ 1a
This activity introduces new vocabulary．
Pay attention to the four pictures． Ask,
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 Ⅲ 1 b
This activity helps students apply the ideas in the unit to their lives outside the classroom．
Go through the instructions with the class．
Make sure students know what to do． Get students to make lists individually． Ask some students to read their lists to the class． Have other students put up their hands if they have the same item on their own lists．
Three products students like更多免费教案下载绿色圃中小学教育网www.lspjy.com 分站www.fydaxue.com
computer （26）jacket （20） watch （35）
Three products students don’t like
fast food （8）coat （32）science book （23）
Step Ⅳ 2a
This activity provides listening practice with the target language and introduce new vocabulary．
Go through the instructions and make sure students understand what to do． Now you will hear about some more products and what people think of them． 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 Ⅴ 2b
This activity provides guided listening practice using the target language．
Go through the instructions with the whole class． Look back at the two lists in Activity 2a． Get students to put up their hands if they don’t understand ANY of the words． If necessary, explain new vocabulary． Read each item to the class． Look at the sample answer and invite a student to read the matching parts to the class．
Easy Care Shampoo--It didn’t work．
Check the answers with the class．
Answers
1． d 2． c 3． b 4． a
Step Ⅵ 2c
This activity provides guided oral practice using the target language． Read the instructions for this activity aloud to the class．
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
Computer jacket watch
SA: Have you ever had a Twisty Treat?
SB: Yeah． And it made me sick．
Now work with your partner． Make up conversations like this one, using the products on the list you made for Activity 1b．
Ask students to work in pairs． While they are working, walk around the classroom offering help as needed．
Call out several pairs to give their conversations to the class．
Conversation 1
SA: Have you ever had a computer?
SB: Yeah． And it made me excited．
Conversation 2
SA: Have you ever eaten fast food?
SB: Yeah． And it made me uncomfortable．
Step Ⅶ 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 Ⅷ Homework
Talk about some products using some words in this class, and write down the conversations．
Step Ⅸ 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
Ⅰ． Teaching Aims and Demands
1． Knowledge 作者: admin 时间: 2011-2-1 19:24
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．
Ⅱ． Teaching Key Point
Practise reading and writing using the target language．
Ⅲ． Teaching Difficult Point
1． How to improve students’ reading ability．
2． How to improve students’ speaking ability by discussion．
Ⅳ． 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．
Ⅴ． Teaching Aids
1． A projetor
2． The blackboard
Ⅵ． Teaching Procedures
Step Ⅰ Revision
Revise the target language presented in this unit． Check homework． Get some pairs to read out their conversations．
（1）SA: Have you ever had a jacket?
SB: Yeah． And it made me beautiful．
（2）SA: Have you ever bad a science book?
SB: Yeah． And it made me tense．
Step Ⅱ 3a
This activity provides reading practice using the target language．
Teach the new words． Show the new words on the screen by a projector．
aim u．瞄准；打算 aim at瞄准；针对
specially adv．特别地； useful adj．有用的；有益的
instance n．例子；实例 for instance例如；比如
product n．产品；制品 confuse v．混淆；辨不清；使困惑
mislead v把……引错方向careful adj．小心的；
lead v引导；致使；领导 plane n．飞机
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 with it?
Get students to read the article again and answer the two questions． Get students to do the work individually or in pairs．
While they are working, go around the classroom offering help as needed．
Check the answers with the whole class．
Elicit examples given in the article for the advantages and disadvantages．
Answers
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 Ⅲ 3b
This activity provides reading and writing practice using the target language．
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 Ⅳ 3c
This activity provides writing practice using the target language． Go through the instructions with the class． Ask students,
Do you know what the word slogan means?
For example, for the shiniest hair ever is the slogan of Easy Care Shampoo． Help students answer the question． Tell them the Chinese meaning if necessary to make sure they understand the meaning．
Have students make a list of their favorite products, then try writing a slogan 作者: admin 时间: 2011-2-1 19:25
to go with each product． Tell students how to do this work． First ask a student to name a favorite product． Then let students suggest a variety of possible slogans to go with it． And then cross out the ones that don’t tell the truth．
Step Ⅴ Part 4
This activity provides listening and speaking practice using the target language．
Look at the three pictures． Ask, What can you see in the pictures?
（In Picture 1,we can see a man jumped out of a plane． In Picture 2,we can see a lot of smoke． The air is polluted． In Picture 3, some men are riding horses．）
Go through the instructions with the class． Look at the example in the box．
Get a pair of students to read the conversation to the class．
SA: I would love to jump out of a plane!
SB: Not me． This picture makes me feel tense!
Discuss the three pictures in pairs． As they work, go around the classroom offering help as needed． Have several pairs say their conversations to the class．
Sample conversations
SA: There is a lot of smoke in the picture．
SB: Yeah． It makes me feel uncomfortable．
SA: I would love to ride a horse．
SA: Not me． The picture makes me tense．
Step Ⅵ Summary
In this class, we’ve done much practice reading and writing as well as speaking．
Step Ⅶ Homework
1． Read the article in Activity 3a again．
2． Complete the article in Activity 3b．
Step Ⅷ Blackboard Design
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
Ⅰ． 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．
Ⅱ． Teaching Key Points
1． Fill in blanks and make sentences．
2． Finish the table．
Ⅲ． Teaching Difficult Point
Make sentences using list, lead, compare, keep out, taste．
Ⅳ． Teaching Methods
1． Teaching by explanation．
2． Speaking method
Ⅴ． Teaching Aids
1． A projector．
2． The blackboard．
Ⅵ． Teaching Procedures
Step Ⅰ Revision
Check homework． Get a few students to read the article in 3a． Then have a student read his own article．
Step Ⅱ 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 meanings of the words．
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． 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．
1． I need a new jacket． This one doesn’t keep out the cold．
2． Customers say the food at the restaurant tastes terrible．
3． When prices are listed, you can go to the store with the lowest price．
4． Working hard at English can lead to a good job．
5． Wait before you buy that watch． Let’s compare prices in another store．
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 作者: admin 时间: 2011-2-1 19:25
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 Ⅲ Part 2
This activity provides listening and speaking practice using the target language．
Go through the instructions for this activity with the class．
Check the answers with the whole class．
Answers
sad angry annoyed surprised
Early morning mid-morning Late-morning Lunch time
Notes
1． home here is an adverb, means at, in or to one’s home or country．
2． annoy——make rather angry（esp． in passive）, for example, be annoyed with sb．
Step Ⅳ
This activity provides reading and speaking practice with the target language．
Ask two students to read the conversation aloud．
SA: They make me scared．
SB: Really? They make me hungry．
Get 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 Ⅴ 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 Ⅵ 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
Ⅰ．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．
Ⅱ． Teaching Key Points
Key vocabulary
Train students’ reading ability．
Ⅲ． Teaching Difficult Point
Train students’ reading and writing skills．
Ⅳ． Teaching Methods
Fast-reading to improve students’ reading ability．
Careful-reading to get the detailed information．
Pairwork and groupwork
Ⅴ． Teaching Aid
A projector．
Ⅵ． Teaching Procedures
Step Ⅰ Key Vocabulary
This activity introduces the key vocabulary words． Show the following vocabulary on the screen by a projector．
Wedding n．婚礼；结婚 anniversary n．；周年纪念日
co-worker n．同事； let’s say比如说（用作插入语）
orange adj．&n．橙黄色（的）； vase n．花瓶
host n．主人；房东 hostess n．女主人；女房东
ahead adj ＆ adv．在前；向前；ahead of time提早
arrange v．整理；布置；排列 feminine adj．女性的；女子气的
Read the words and have students repeat them again and again until they can pronounce them fluently and accurately．
Step Ⅱ 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 Ⅲ Part 2
This activity encourages students to read for the main idea．
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 作者: admin 时间: 2011-2-1 19:25
be exchanged for gifts
3． embarrass—make to feel awkward or ashamed
Step Ⅳ Part 3
This activity encourages students to use the strategy of reading in context．
Look back at the story and find out the words and expressions indicated in bold．
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 Ⅴ Part 4
This activity helps students read for specific information and paraphrase ideas．
Read the instructions aloud to the class．
Elicit the first answer from the students from memory． Make sure that they understand what they need to do．
Let students complete the sentences individually or in pairs． As they work, move around the classroom offering help as necessary．
Check the answers with the class．
Sample answers
1． the person may not like them
2． give a vase too
3． embarrass guests and be thought rude
4． to give money
5． it’s part of a tradition such as Chinese New Year
Step Ⅵ Part 5
This activity helps students work in a group and think critically about what they have read．
．
Answers will vary．
Step Ⅶ Summary
In this class, we’ve practised a lot of reading and writing．
Step Ⅷ 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
Ⅰ． 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．
Ⅱ． Teaching Key Point
Target Language
Ⅲ． Teaching Difficult Points
1． How to train students’ listening ability．
2． How to train students’ communicative competence．
Ⅳ． 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．
Ⅴ． Teaching Aids
1． A tape recorder
2． The blackboard
Ⅵ． Teaching Procedures
Step Ⅰ 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…
S1: Parties make me excited．
S2: School vacations make me happy．
S3: That movie made me want to leave．
S4: The story made me cry．
S5: The awful picture makes me nervous．
T: Very good． From today on, we will learn Unit 14． Now． I ask a student to come to the blackboard and write the numbers 1 to 20 on the blackboard．
（After the student has written the numbers 1 through 5, start talking to the rest of the class）
T: Has he written the number 1 yet?
Class repeat the question． Has he written the number 1 yet?
Ss: Has he written the number 1 yet?
T: （Pointing to the number 1 on the board） Yes, he has already written the number 1． Class repeat． Yes, he has already 作者: admin 时间: 2011-2-1 19:25
written the number 1．
Ss: Yes, he has already written the number 1．
T: （Writing the word already on the blackboard） This is the word already．
Class repeat． Already． Look at the blackboard． （pointing to the blackboard） Has he written the number 50 yet? Class repeat the question． Has he written the number 50 yet?
Ss: Has he written the number 50 yet?
T: （Pointing to the highest number already on the blackboard）
No, he hasn’t written the number 50 yet． Class repeat． No, he hasn’t written the number 50 yet．
Ss: No, he hasn’t written the number 50 yet．
T: （Writing the word yet on the blackboard） Tish is the word yet． Class repeat． Yet． Now, look at the two words already and yet． Which one is used to talk about things that have happened in the past?
SSs: Already．
T: Yeah． Very good． So the other word yet is used to talk about things that will happen in the future． Yeah?
SS: Yes．
Step Ⅱ 1a
This activity introduces key vocabulary and helps students review vocabulary they already know．
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．
While they are working, walk around the classroom checking the progress of the students．
Let students tell the class the words they wrote． Write the words on the blackboard． Read them and let students repeat． Then ask other students to add other words to the lists．
Sample answers
A beach vacation
1． bathing suit
2． beach towel
3． sunglasses Sightseeing in a city
travel guidebook
street map
camera
Step Ⅲ 1b
This activity gives students practice in understanding the target language in spoken conversation．
Look at the picture． 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． Go through the instructions with the class． Point to the blank lines in front of each item in the list． Say, You will hear a family talking as they get ready to go on vacation． Listen carefully． Make sure what the family talks about and put a checkmark in front of each chore that is already done．
Play the tape． The first time students only listen． Play the tape a second time．
Now listen to the tape again． This time please put your checkmarks on the correct blanks． Check the answers with the whole class．
Answers
√ packed the camera
√ watered the plants
locked the windows
√ bought a travel guidebook
bought a street map
packed the beach towels
Tapescript
Woman: Have you packed the beach towels yet?
Boy: No, I haven’t． Can’t Judy pack them?
Woman: No, she’s busy． Could you please water the plants?
Boy:I’ve already watered them．
Woman: Oh, thanks．
Man: What about the travel guidebook and the street map?
Woman: I’ve already bought the travel guidebook, but I haven’t got the street map yet．
Man: That’s OK． I’ll get it． Have you packed the camera?
Boy: Yes． I’ve already put it in my suitcase．
Woman: Well, I guess that’s everything．
Boy: Almost everything． We haven’t locked the windows yet．
Step Ⅳ 1c
This activity provides guided oral practice using the target language．
Go through the instructions with the whole class． Look at the example in the box． Invite a pair of students to read it to the class．
SA: Have you watered the plants yet?
SB: Yes, I have already watered them．
Tell students they will be making conversations with a partner． Look back at the chores in Activity lb． Say, Now look back at the chores in Activity lb． Make 作者: admin 时间: 2011-2-1 19:25
conversations talking about what the family members have already done and what they haven’t done yet, using words from the chores, such as packed the camera, locked the windows, bought a street map．
While students are working in pairs, walk around the classroom and listen to some pairs． If necessary, offer language support． Then get several pairs of students to say their conversations to the class．
Conversation 1
SA: Have they packed the camera yet?
SB: Yes, they have already packed the camera．
Conversation 2
SA: Have they bought a street map yet?
SB: No, they haven’t bought a street map yet．
Notes
1． pack—（here）get ready for a journey by doing this
2． guidebook—book for travellers, tourists, etc, with information about a place
3． Have you watered the plants yet?
Yes, I have already watered them: Present
Perfect Tense． The structure is have+ p． p． Pay attention to the two words already and yet． Already is used in affirmative sentences; while yet is used in negative and interrogative sentences．
Step Ⅴ 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 Ⅵ Homework
Make conversations in pairs to review the target language．
Step Ⅶ 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
Ⅰ． 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?
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．
Ⅱ． 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．
Ⅲ． Teaching Difficult Points
1． the target language
2． How to train students’ listening ability．
Ⅳ． Teaching Methods
1． Listening method to improve the students’ listening ability．
2． Pairwork to make every student work in class．
Ⅴ． Teaching Aids
1． A tape recorder
2． The blackboard
Ⅵ． Teaching Procedures
Step I Revision
Check homework． Get some pairs to read their conversations． Collect their conversations and help students correct any mistakes．
Step Ⅱ 2a
This activity provides guided listening practice using the target language．
Look at the picture． Ask, What can you see in the picture? （A boy and a girl are in the kitchen． They both look a little stressed out）
Go through the instructions with the class． You will hear a boy and a girl talking about getting ready to go on vacation． Write M after each thing that Mark says and T after each thing that Tina says．
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
Tapescript
Boy: Mom and Dad said they want to leave in ten minutes． Are you ready, Tina?
Girl: No． I haven’t cleaned out the refrigerator yet． I have to do that right now．
Boy: Tina! You’re unbelievable． What about your 作者: admin 时间: 2011-2-1 19:25
bike?
Girl: I’ve already put it in the garage． But I haven’t locked the garage yet．
That’s your job, Mark．
Boy: I know． I’ve already done most of my jobs． I’ve taken out the trash．
Girl: Have you fed the cat yet?
Boy: Not yet． I’ll do it in a minute． Have you turned off your radio?
Girl: Yes, I have． I think we’re almost ready．
Step Ⅲ 2b
This activity provides guided listening practice using the target language．
Go through the instructions with the class． Look at the list of questions with blanks in front of each one． Then look back at the statements in Activity 2a．
Say, Some of the statements in Activity 2a are answers to questions in Activity 2b． Write the number of the correct answer from Activity 2a in front of each question in Activity 2b．
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 Ⅳ 2c
This activity provides guided oral practice using the target language． Look at the sample conversation in the speech bubbles． Invite a pair of students to read it to the class．
SA: Are you ready, Tina?
SB: No． I haven’t cleaned out the refrigerator yet．
Go through the instructions with the class． Say, With your partner make a conversation using information from Activities 2a and 2b． Have students work in pairs． While they are working, walk around the classroom checking the progress of the pairs and offering help as needed．
Invite two pairs to say their conversations to the class．
Conversation 1
SA: Have you fed the cat yet?
SB: Not yet． I’ll do it in a minute．
Conversation 2
SA: Have you turned off your radio?
SB: Yes, I have．
Step Ⅴ 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 Ⅵ 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 Ⅶ Homework
Get students to write some sentences according to the target language．
Step Ⅷ Blackboard Design
Unit 14 Have you packed yet?
Section A
The Second Period
Target language
A: Have you watered the plants 作者: admin 时间: 2011-2-1 19:25
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
Ⅰ． 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．
Ⅱ． Teaching Key Point
Train students’ integrating skills．
Ⅲ． Teaching Difficult Point
How to improve students’ integrating skills．
Ⅳ． Teaching Methods
1． Fast-reading method
2． Groupwork and pairwork
Ⅴ． Teaching Aids
1． A projector
2． The blackboard
Ⅵ． 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?
S1: Have you turned off your radio yet?
S2: Yes． I’ve already turned it off．
S1: Have you finished your homework?
S2: No． I haven’t finished it yet．
T: Very good．
Step Ⅱ 3a
This activity provides reading practice using the target language．
Show the key vocabulary words on the screen by a projector．
chop v． 砍；劈
wood n． 木头；木材
light v． 点燃；点着
village n． 乡村；村庄
well n． 井；水井
farm n． 农场；农庄
Read the words and ask students to repeat again and again until they can pronounce the words fluently and accurately．
Before reading the e-mail message, ask the students what chores do you usually do? Please tell me． （do my homework, clean my room, water the plants, clean our classroom etc．）
Go through the instructions with the class． 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 Ⅲ 3b
This activity provides reading, writing． listening and speaking practice using the target language．
Look at the pictures of the three people and read their names aloud to the class．
Then point to the chart． Let students read the information in it． Make sure students understand the information in the chart by asking questions and point out things．
T: Look at the three pictures above the chart． Under each person is a list of the things he or she has done or will do today． Now look at the chart． What do you see in the first column?
S1: Numbers． Clock times．
T: That’s right． Those are clock times．
Those times show what the three people were doing at 9:00,at 10:00,and so forth． It is 12:00 noon now． so the 1:00 and 2:00 times show things they will do later today． What has Steve already done?
S2: He’s already done his homework．
He’s already bought a newspaper．
He’s already fed the dog．
T: That’s correct． What 作者: admin 时间: 2011-2-1 19:25
things hasn’t he done yet?
S3: He hasn’t watered the plants． He hasn’t cleaned his room．
T: OK． Very good．
Go through the instructions with the class． Put students in several groups．
Say, Each student in a group will decide to be one of the people． The other students in the group will ask questions to find out which person in the chart he or she has decided to be． Make sure students understand how to do the exercise．
Look at the example in the box． Invite a pair of students to read it aloud to the class．
SA: Have you bought a newspaper?
SB: Yes, I’ve already bought a newspaper．
Ask students, which of the three people could it be? Can you find out? Yeah． It could be Steve or Elise．
Get students to do the work in groups．
While they are working, move around the classroom checking the work of each group．
Ask two groups to do the work as the examples．
Group 1: Have you watered the plants?
S1: Yes． I’ve already watered the plants．
Group 2: Have you fed the dog?
S2: No． I haven’t fed the dog yet．
（Person 1: Kathy; Person 2: Elise）
Step Ⅳ Part 4
This activity provides reading, writing, listening and speaking practice using the target language．
Go through the instructions with the class．
Invite a good student to give an example of things that he or she has and hasn’t done this week: I have done my homework． But I haven’t done some shopping．
Put students in some groups of three． Let students complete the work in groups．
Finish the table．
Review the task． Get some groups to share the results of their surveys．
Sample answers
You Li Hong （student’s name） Wang Bin （student’s name）
Things I have done Science project Plan Cleaning
Things I haven’t done yet homework Shopping Washing
Optional activity
Ask students to write their own schedules, listing the time of day they do each thing． Then get students to work in pairs． Student A thinks of one activity．
Student B gets five tries to guess the activity． Then student B thinks of an activity and student A guesses what it is．
Step Ⅴ 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 Ⅵ 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 Ⅶ 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
Ⅰ． 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．
Ⅱ． 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．
Ⅲ． Teaching Difficult Points
1． How to train students’ speaking and listening ability．
2． How to use the target language．
Ⅳ． Teaching Methods
1． Listening method
2． Groupwork to make every student work in class．
Ⅴ． Teaching Aids
1． A tape recorder
2． The blackboard
Ⅵ． 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．
SA: Have you done your homework?
SB: Yes, I’ve already done my homework．
SA: Have you cleaned your room?
SB: No, I haven’t cleaned my room yet．
Step Ⅱ 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 作者: admin 时间: 2011-2-1 19:25
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 Ⅲ 2a
This activity gives students practice in understanding the target language in spoken conversation．
Look at the picture． A record agent is interviewing members of a band． Let students read the instructions． 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
Tapescript
Woman: Hmmm． That was… umm…not bad． Now tell me a little about yourselves． What was your name again?
Boy 1: Apple Ice Cream．
Woman: Apple Ice Cream? That’s uhhh …a nice name． Hong long have you been together?
Boy 1: About a year．
Woman: One year, huh? And have you written any original songs yet?
Boy 2: Yes, we have． We used to play stuff by other bands, but now we only play our own songs． That one you just heard was ours．
Woman: Good, great! I’m interested in people who play their own music． Have you ever won an award of any kind?
Boy 1: Yes, we have． We won the best new group of the year last month．
Woman: Wow． That’s great． Have you made a music video yet?
Boy 1: No, not yet．
Woman: But you’ve had your own concert?
Boy 2: Oh, yeah． We’ve had six concerts of our own．
Woman: Have you ever been on TV?
Boy 1: No, we haven’t． But we’ve already talked to "Bands on Parade" about doing a TV show next month．
Woman: Sounds like you guys are on your way．
Step Ⅳ 2b
This activity provides listening practice using the target language． Go through the instructions with the class． Look at the list of things the band may or may not have done． 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 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 Ⅴ 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．
SA: Have they been on TV yet?
SB: Yes, they’ve been on TV lots of times．
Go through the instructions with the class． Talk about your favorite bands with your partner．
Let students work in pairs． As they work, walk around the classroom checking the progress of the pairs and offering help as needed． A moment later, invite two pairs to say their conversations to the class．
A1: Have they written any original songs yet?
B1: Yes, they’ve written several original songs．
A2: Have they had their own concert yet?
B2: Yes, they’ve had five concerts of their own．
Step Ⅵ Summary
In this class, we’ve learned some key vocabulary, such as member, original, songs, award． We’ve also learned the target language． Have 作者: admin 时间: 2011-2-1 19:25
they been on TV yet?
Yes, they’ve been on TV lots of times by listening and speaking．
Step Ⅶ Homework
Talk about some bands using the target language, and write down the conversations．
Step Ⅷ 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
Ⅰ． 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．
Ⅱ． Teaching Key Point
Practise reading and writing using the target language．
Ⅲ． Teaching Difficult Points
1． How to improve students’ reading ability．
2． How to improve students’ speaking ability by groupwork．
Ⅳ． 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．
Ⅴ． Teaching Aids
1． A projetor
2． The blackboard
Ⅵ． Teaching Procedures
Step I Revision
Revise the target language presented in this unit． Check homework． Ask some pairs to read out their conversations．
Step Ⅱ 3a
This activity provides reading practice using the target language．
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．
Look at the article Don’t miss the New Ocean Waves! Invite a student to read the article aloud to the class． Correct any pronunciation mistakes to make sure the student is providing a good model for the rest of the class．
Look at the picture． Ask students, What’s the article about? Can you guess?（It’s about a band）
Go through the instructions with the students． Make sure students know what to do． Read the article carefully． Circle the things the New Ocean Waves have already done． Underline the things they haven’t done yet．
Before students do it, give them two examples: One thing the New Ocean Waves have already done is In the last twelve months, they’ve had three major concerts． Ask students to circ1e the words had three major concerts． One thing they haven’t done is They’re going to appear on CCTV next month． Let students underline those words appear on CCTV． Get students to finish the work on their own．
Check the answers with the class．
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 Ⅲ 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 作者: admin 时间: 2011-2-1 19:25
writing the paragraph using the information in Activity 2b． Have students finish the paragraph on their own． While they are working, walk around the classroom offering help and answering questions as needed． When they finish, invite a student to read his or her completed paragraph to the class．
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 Ⅳ 3c
This activity provides writing practice using the target language．
Read the instructions Write about your favorite band aloud． Then ask several students to say the name of the band they want to write about． （For example, F4, Twins, Beyond and Backstreet Boys．）
Make sure students know enough about the band they choose to write at least five sentences．
Get students to use the paragraph in Activity 3b as a sample． When they work, walk around the classroom offering more help if needed． When they finish, invite a student to read his/her composition as an example, with different students contributing sentences and correcting each other’s information．
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．
Step Ⅴ Part 4
This activity provides reading, writing, listening and speaking practice using the target language．
Read the instructions to the whole class．
Invite a good student to give an example of things that he or she has done． Make sure students understand what to do． Give students a few minutes to do the surveys in pairs． Get a pair of students to model the sample dialogue．
SA: Have you ever been to a concert?
SB: Yes, I have． I went to the National Day Concert last year．
SA: Did you enjoy it?
SB: Yes, they had a great air show．
Correct any pronunciation errors to make sure the students are providing a good model for the rest of the class．
Have students complete the work in pairs． Get a few students to share the results of their surveys．
A sample survey
Have you ever… You Li Ping
（student’s name） Wang Gang
（student’s name）
Been to a concert National Day Concert New Year Concert
Been to a Zoo Beijing zoo
Collected something Stamps Coins
Painted a picture A picture of horse
Played a musical instrument Violin Guitar Piano
Sung in front of other people
Taken a train
Visited a farm Xing sheng Farm Guangming Farm
Written a poem A Little Girl
Have some pairs say their dialogues．
Dialogue 1
S1: Have you ever played a musical instrument?
Li Ping: Yes． I have． I played the guitar last month．
S1: Did you enjoy it?
Li Ping: Yes, it made me happy and relaxed．
Dialogue 2
S2: Have you ever collected something?
Wang Gang: Yes, I have． I collected coins last year．
S2: Did you enjoy it?
Wang Gang: Yes, I learned some knowledge from it． It was very interesting and meaningful．
Note
air—（old use）tune
Step Ⅵ Summary
In this class, we’re done a lot of practice reading and writing as well as speaking．
Step Ⅶ 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．
Step Ⅷ Blackboard Design
Unit 14 Have you packed yet?
Section B
The Fifth Period
Answers to Activity 3b:
Apple Ice Cream is a rock band．
They have been together for about a year． They have written their own original songs． They won "The Best New Group of the Year" award last year．
They haven’t made a music video yet, but they’ve 作者: admin 时间: 2011-2-1 19:26
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．
Unit 14 Have you packed yet?
The Sixth Period
Ⅰ． 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．
Ⅱ． 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．
Ⅳ． Teaching Methods
1． Teaching by explanation
2． Speaking method
Ⅴ． Teaching Aids
1． A projector
2． The blackboard
Ⅵ． 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 Ⅱ 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 Ⅲ 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
sure the two students are providing a good model for the rest of the class．
Sue: Have you done your chores? We are leaving in an hour．
Jerry: I’ve done some of them．
Sue: Have you packed your bag?
Jerry: It’s in the front hall．
Sue: Have you said goodbye to grandma?
Jerry: The telephone was busy．
Sue: And have you watered the plants yet?
Jerry: Oh, no． I haven’t． I’ll do it now．
Sue: Have you cleaned your room?
Jerry: Do I need to?
Sue: Yes, you do．
Jerry: Okay．
Sue: What else? Oh yeah． Have you washed the dishes?
Jerry: it’s your job to wash the dishes．
Sue: No, it’s your turn．
Jerry: Okay． I’ll do it．
Sue: One more thing． Have you gotten the mail from the mail box?
Jerry: Look on the table．
Sue: Thanks．
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 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 作者: admin 时间: 2011-2-1 19:26
got．
Step Ⅳ 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 Ⅴ Summary and Homework
In this class, we’ve done much writing practice using the key vocabulary words and the target language presented in this unit． 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 Ⅵ 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．
Ⅰ． 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．
Ⅱ． Teaching key Points
Key vocabulary
Train students’ reading and writing skills．
Ⅲ． Teaching Difficult Point
Train students’ reading and writing skills．
Ⅳ． Teaching Methods
Fast-reading to improve students’ reading ability．
Careful-reading to get the detailed information．
Pairwork and groupwork．
Ⅴ． Teaching Aid
A projector
Ⅵ． Teaching Procedures
Step I Key Vocabulary
This activity introduces the key vocabulary words．
Show the following vocabulary on the screen by a projector．
root n． 根；根部；根源
overseas adj． 外国的；海外的
ancestor n． 祖先；祖宗
homeland n． 祖国；家乡
search v． 搜寻；搜索
in search of 寻找；寻求
affair n． 事；事务；业务
Overseas Chinese Affairs Office 中国海外事务管理局
Netherlands n． 荷兰
Austria n． 奥地利
Germany n． 德国
Indonesia n． 印度尼西亚
mainly adv． 主要地；重要地
highlight v． 强调；使突出
buffalo n． 水牛；野牛
farmer n． 农民；农场主
field n． 田间；田地
move n． 被感动
deeply adv． 深刻地；强烈地
point n． 点；处；地点
turning point 转折点
culturally adv． 文化地；人文地
ancestrally adv． 祖先地
grave n． 墓穴；坟墓
historian n． 历史学家；史学家
strongly adv． 强有力地；强劲地
clear v． 消除；扫除
abroad adv． 在国外；海外
connect v． 连接，关联
local adj． 地方的；当地的
Read the words and have students repeat them again and again until they can pronounce them fluently and accurately．
Step Ⅱ 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 Ⅲ 2a
This activity encourages students to predict what they are about to read．
Go through the 作者: admin 时间: 2011-2-1 19:26
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 Ⅳ 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 Ⅴ Part 3
This activity encourages students to use the strategy of reading context． Look at the story． 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．
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?
Step Ⅵ Part 4
This activity helps students read for specific information and paraphrase ideas．
Go through the instructions with the class． Elicit the first answer from the students from memory． Make sure that they understand what they need to do．
Let students do the activity individually or in pairs． Students should try to remember or guess the answers before looking at the reading． Check the answers． Let different students to give their answers． Ask students to give correct statements for the false statements．
Sample answers
T T T F （It started in 1980） T
Step Ⅶ Part 5
This activity helps students work in a group and think critically about what they have read．
Read the task aloud to the class． Get students to do the activity in small groups． Help students think of different activities that overseas Chinese might find interesting．
Check the answers． Let students share their answers with the class and agree on the best activities and reasons．
Optional activity
As an optional in-class or homework activity, ask students to write their own family trees and write about how life was different for their grandparents．
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 Ⅷ Summary
In this class, we’ve practised a lot of reading and writing．
Step Ⅸ． Homework
1． Read the story in Activity 2b again for further comprehension．
2． Revise the target language in this unit．
Step Ⅹ． 作者: admin 时间: 2011-2-1 19:26
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
Ⅰ． 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．
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．
Ⅱ． Teaching Key Point
Target Language
Ⅲ． Teaching Difficult Points
1． How to train students’ listening ability．
2． How to train students’ communicative competence．
Ⅳ． 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,
Ⅴ． Teaching Aids：A tape recorder ，The blackboard，a projector
Ⅵ． Teaching Procedures
Step I Lead-in
Learn some new word in the list of vocabulary.
And give students 5 minutes to memorize the words
Show some pictures of animals to learn the new nouns for animals and adjectives to describe them to brainstorm the new words.
Step Ⅱ 1a
This activity introduces the key vocabulary．
Look at the signs on each animal’s picture and read the words to the class． Get students to repeat the name of each animal．
African elephants, chimpanzees, kangaroos, manatees, cheetahs, polar bears． If necessary, read the words and ask students to repeat them again． Then have students read the words by themselves．
Make sure students can read the words correctly and fluently．
Read the directions to the class． Point to the list of words in the box． Read the words and let students repeat them． Then get different students to explain what they think each word means in their own words． For example, A gentle animal is quiet and not dangerous． A fury animal is covered with soft hair． Ask some students to explain any words students may not understand．
An enormous animal is very great．
A playful animal is full of fun．
An aggressive animal is fond of quarrels and quick-tempered．
A spotted animal is marked with spots．
Let students begin filling in the answers on their own． When they work, walk around the classroom checking their progress and answering any questions they may have． After students have finished using all the words from the box, let the students write some other words in the blanks below some of the pictures．
Check the answers with the whole class．
Let students say the words they wrote under each heading．
Step Ⅲ 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．
Step Ⅳ 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．
SA: I am like this animal because I am strong and intelligent． I like water, and I like to eat vegetables．
SB: You’re like an 作者: admin 时间: 2011-2-1 19:26
elephant．
SA: No．
SC: You’re like a manatee．
SA: Yes!
Tell students to think of an animal that is the same as them in some ways． Take a few minutes to write down a statement．
Say, You can write a sentence or two that describes how you are similar to the animal you choose． Don’t say the name of the animal．
A few minutes later, let student read their statements to the class and see how quickly the other students can guess what animal the students is talking about．
Note
like—（here prep． ）in the manner of
Step Ⅴ 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 Ⅵ 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．
Teaching Record:
Students did well in the learning of new words, and they also can use the new adjectives freely. It’s a good chance to know students when they talked about what they were like.
Unit 15 We’re trying to save the manatees!
The Second Period
Ⅰ． Teaching Aims and Demands
1． Knowledge Objects
（1） Key Vocabulary
endangered, mangrove, swamp, habitat, aquatic feed, underwater, vegetation,
foot, weigh, pound
（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．
Ⅱ． 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．
Ⅲ． Teaching Difficult Points
1． the target language
2． How to train students’ listening ability．
Ⅳ． Teaching Methods
1． Listening method to improve students’ listening ability．
2． Pairwork to make every student work in class．
3． Review, explanation, inductive methods
Ⅴ． Teaching Aids
1． A tape recorder
2． The blackboard
Ⅵ． Teaching Procedures
Step Ⅰ 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 Ⅱ 2a
This activity provides guided listening practice using the target language． Look at the picture． 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．
Step Ⅲ 2b
This activity provides listening practice u-sing the target language．
Go through the instructions with the class． Look at the headings in the chart and the blanks next to each heading． You will hear the same recording again． This time listen carefully to what both people say and fill in the blanks in the chart． Look at the sample 作者: admin 时间: 2011-2-1 19:26
answer． The two people on the recording are talking about manatees, so you write the word manatee after the words kind of animal in the chart．
Play the recording again． Get students to fill in the blanks in the chart． Check the answers with the class．
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．
SA : How big are manatees?
SB : They’re about l0 feet long and they weigh about 1 000 pounds．
Read the instructions aloud to the class． Each pair of students can make a conversation using information from Activities 2a and 2b． Let students work in pairs． While they are working, move around the classroom, checking the progress of the pairs and offering help as needed．
When students finish the work, ask one or two pairs to say their conversations to the class．
Step Ⅴ Grammar Focus
Look at the grammar focus box． Invite five students to read the statements to the class．
Put the class in five groups and ask each group to become "experts" in one of the verb tenses and presents a review of that tense to the rest of the class． Have the students explain what the verb tense is used for and then give some sample sentences．
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 Ⅵ 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 Ⅶ Homework
1． Make conversations in pairs to review the target language．
2． Make five sentences to review the grammar focus．
Teaching Record:
The listening practice here is a little difficult for the Students to get all the details. As for the different use of the four tenses,I think more practice is necessary to emphasize them.
Unit 15 We’re trying to save the manatees!
The Third Period
Ⅰ． 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．
Ⅱ． Teaching Key Point
Train students’ integrating skills．
Ⅲ． Teaching Difficult Point
How to improve students’ integrating skills．
Ⅳ． Teaching Methods
1． 作者: admin 时间: 2011-2-1 19:26
Fast-reading method
2． Groupwork and pairwork
Ⅴ． Teaching Aids
1． A projector
2． The blackboard
Ⅵ． 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．
S1 : I’m answering a question．
S2 : My mother goes shopping every week．
S3 : She used to live in the countryside, but now she lives in the city．
S4 : He was made to do so．
S5 : She has learned a lot of new words．
T: Very good．
Step Ⅱ3a
This activity provides reading practice u-sing the target language． Show the key vocabulary words on the screen by a projector．
against prep． 反对；违反
suitable adj． 合适的；适宜的
tiny adj． 极小的；微小的
cage n． 笼子；囚笼
educate v． 教育；培养
public adj．& n 公众（的）；民众（的）
care for 关怀；照顾
urge v． 强烈要求；竭力主张
Read the words and ask students to repeat again and again until they can pronounce the words fluently and accurately． Go through the instructions with the whole class．
Invite a student to read the letter 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 letter on their own again and underline the reasons why the writer is opposed to zoos．
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． 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 Ⅲ 3b
This activity provides reading and writing practice using the target language．
go through the instructions with the class．
Invite a student to read the letter to the class． Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．
Ask students to read the letter again． Then finish the work on their own or in pairs． When they work, walk around the classroom, checking the progress of the pairs and offering help as needed．
Check the answers． Answers will vary but a good letter will take the points from the letter opposite to their point of view and argue with them．
A 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
Step Ⅳ Part 4
This activity provides oral practice using the target language．
Go through the instructions with the class． There will be two different teams． One team will talk about why zoos are good places for animals and the other team will say why zoos are bad paces for animals．
Look at the list of expressions． Invite a student to read the list aloud to the class． Then get some students to use each expression in a complete sentence．
S1 : I think that elephants shouldn’t be kept in zoos．
S2 : I believe that animals in zoos live longer than animals in the jungle．
Put students in two teams． Let each team work together as they write down some statements showing their viewpoint, using the expressions in the box．
Look at the sample language in the box． Invite a pair of students to 作者: admin 时间: 2011-2-1 19:26
read it to the class．
SA : I think that animals should not live in zoos．
SB : I disagree with you． I feel that zoos provide clean and safe places for endangered animals to live．
Ask the two teams to debate in class．
First, call on one team to give a statement． Then ask the other team to give a statement that is related to the first statement． Help the teams make several different statements about a single point before going on to another point．
Step Ⅴ 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 Ⅵ Homework
1． Finish off the exercises on pages 61～62 of the workbook．
2． Write the letter to the editor．
Unit 15 We’re trying to save the manatees!
The Fourth Period
Ⅰ． 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．
Ⅱ． 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．
Ⅲ． Teaching Difficult Points
1． How to train students’ speaking and listening ability．
2． How to use the target language．
Ⅳ． Teaching Methods
1． Listening method
2． Pairwork to make every student work in class．
Ⅴ． Teaching Aids
1． A tape recorder
2． The blackboard
Ⅵ． Teaching Procedures
Step I Revision
Check homework, Invite a student to read his or her letter to the editor． Help correct any mistakes．
Step Ⅱ 1a
This activity introduces new vocabulary．
Read the instructions aloud to the class．
Then ask, What’s the meaning of the phrase save the planet． （It means to keep planet Earth clean and not polluted．）
T: But everybody helps. What do you think we can do for the planet?
Ask students to show their opinions.
Show some pictures and ask the students to say their suggestions for ways to save the planet． Invite a student to read each one aloud to the class． Make sure students understand the meaning of each suggestion．
stop riding in cars．
recycle books and paper．
turn off the lights when you leave a room．
turn off the shower while you are washing your hair．
don’t use paper towels or napkins．
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 Ⅲ 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．
SA: Recycling paper is really easy．
SB: I agree． But it’s hard to stop riding in cars．
Look back at the list of items in Activity 1a again． First one student makes a statement． Then the other student agrees or disagrees with it． You can look back at Activity 4 in Section A to get ideas of words to use when agreeing and disagreeing．
Have students work 作者: admin 时间: 2011-2-1 19:26
together, move around the classroom, checking the work and offering help as needed．
Ask a pair of students to say their answers as an example．
SA: Turning off the lights when you leave a room is really easy．
SB: I agree with you．
SA: Not using paper towels is really hard．
SB: I disagree with you． I believe that we can use handkerchieves．
Step Ⅳ 2a
This activity provides listening practice with the target language and new vocabulary words．
Go through the instructions with the class． T: Now you will hear Jack and Julia talk about what they are doing to help save the planet． Look at the chart． Invite a student to read the list of items that Julia and Jack talk about．
turning off the lights
turning off the shower
stopping using paper napkins
taking your own bags when shopping
not riding in cars
riding a bike
recycling paper
Play the recording for this activity for the students． The first time students only listen carefully． Play the recording a second time． Say, Listen to the recording again and check the things Julia and Jack talk about． If necessary, play the recording again．
Check the answers with the class．
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 Ⅴ 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．
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．
Step Ⅵ 2c
This activity provides guided oral practice using the target language． Look at the sample conversation． Invite a pair of students to read it aloud to the class．
A: We really shouldn’t use paper napkins, you know．
B: I know． I stopped using them last year．
Go through the instructions with the class． Say, Have a conversation about the items in the chart． Talk about which of these things you do now, which you will do in the future, and which you would never do．
Get students to work in pairs． While they are working, walk around the classroom checking the progress of the pairs and offering help as needed． Invite one or two pairs to say their conversations to the class．
SA: We should turn off the lights when me leave a room．
SB: I always do that．
SA: We should take our own bags when shopping．
SB: That’s easy． I will do that in future．
SA: We really shouldn’t ride in cars．
SB: I’ll never do that! Our school is far away from my home． It takes me one hour to ride to school every day．
Step Ⅶ 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 Ⅷ 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．
Teaching Record:
In this period ,students learnt and talked a lot about how to save the planet and how to save our nature. Some students can show many really useful suggestions for everyone to do them in their everyday life..
Unit 15 We’re trying to save the manatees!
The Fifth Period
Ⅰ． 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 作者: admin 时间: 2011-2-1 19:26
can protect our environment．
Ⅱ． Teaching Key Point
Practice reading and writing using the target language．
Ⅲ． Teaching Difficult Points
1． How to improve students’ reading ability．
2． How to improve students’ speaking ability．
Ⅳ． Teaching Methods
1． Reading method to improve students’ reading ability．
2． Writing method to improve students’ writing ability．
3． Speaking method．
Ⅴ． Teaching Aids
1． A projector
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 Ⅱ 3a
Before Reading:
1. 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．
2.Describe the picture, and talk about “what is special about the house?”
While-reading
1. Fast reading and find out the answers.
Parts of the house Be made from
Roof
Fence
Wall
2. Careful reading
Who is Amy Winterbourne?
What is she often do in her spare time?
What award did she get?
3. Practice reading
Invite a student to read the article aloud to the class． Correct any pronunciation mistakes to make sure the student is providing a good model for the rest of the class． Go through the instructions with the class． Elicit one question from the class. Make sure students know what to do． Encourage students to think about questions beginning with who, what, when, where, why and how．
Now read the article．Then write your questions in your exercise book． Have students do the activity in pairs． Students should discuss why they would want to know the answer to each question． When they work, move around the classroom, checking the progress of the pairs and providing help as needed．
Check the answers with the class．
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 Ⅲ 3b
This activity provides reading and writing practice using the target language．
Look at the Before picture． Please tell me the names of the things you see in the picture． （a trash can, a pair of pants, a napkin） Then look at the After picture．
Say to students． Please find out things made from recycled materials from the Before picture． （the backpack, the hat, the scarf）
Go through the instructions with the class．
Make sure students know what to do．
Ask different students to make sample sentences using the phrases made from and used to be about items in the After picture．
For example:
His backpack used to be a pair of pants．
His backpack is made from a pair of pants．
Get students to complete the article individually． While they are working, go around the classroom, checking the progress of students, offering help and answering questions as necessary．
Invite a student to read his or her completed article to the class．
Answers
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．
Step Ⅴ Summary
In this class, we’ve done a lot of practice reading and writing as well as speaking．
Step Ⅵ Homework
1． Read the article in Activity 3a again for further comprehension．
2． Complete the article in Activity 3b．
Teaching Record:
Reading comprehensive remain a difficult task for the students. Each article in the textbook is a good chance for students to practice the 作者: admin 时间: 2011-2-1 19:26
reading skills. Step-by-Step to improve the reading skills will help a lot.
Unit 15 We’re trying to save the manatees!
The Sixth Period
Ⅰ． 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．
Ⅱ． Teaching Key Points
1． Fill in blanks and make sentences．
2． Write conversations．
Ⅲ． Teaching Difficult Point
Make students using support, endangered, cycle, wear, pull down
Ⅳ． Teaching Methods
1． Teaching by explanation
2． Speaking method
3． Writing method
Ⅴ． Teaching Aids
1． A projector
2． The blackboard
Ⅵ． Teaching Procedures
Step Ⅰ 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 Ⅱ
This activity focuses on vocabulary introduced in the unit．
Look at the words in the box． Invite a student to read them． Make sure the students understand the meaning of each word． Then 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． Tell students they can find all the words in the preceding unit．
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．
Answers
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．
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． 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 Ⅲ Revision and checking
Revise the target language learnt in this unit by checking the homework in the Exercise book.
Step IV 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．
In this unit, Ss learnt the Animal World well, especially for those endangered ones. How to recycling the used things arouse students’ interest, and some of them even do something by themselves. I think the responsibility of protecting the environments is increasing in their hearts again.更多免费教案下载绿色圃中小学教育网www.lspjy.com 分站www.fydaxue.com 作者: 认真的雪-不认真 时间: 2012-11-14 10:14
好 作者: xiaonu1 时间: 2014-7-16 11:51
非常好，如果能弄成一个DOC就好了
oor Tina!"