No. 13-19 Unit 4 what would you do?
I. Analysis of the Teaching Material
1. Status and Function
In this unit students learn to talk about imaginary situations. Such topic enables students to activate their imagination and raises learning interest of students.
All the students are active in such activities.
(1) The first period introduces the key vocabulary words and the target language in this unit. The topic, what would you do if you had a lot of money, makes the introduction easier.
(2) In the second period, students will learn to give advice to someone who is in an embarrasing situation by listening and pairwork activities with the target language.
(3)All the activities in the third period are designed to give students a rein
forced practice in the use of the target language.
(4)In the fourth period, the first part is a vocabulary expansion activity. The other activities provide students with much integrating practice using the old and new target language.
(5) The fifth period provides students with much reading and writing practice. So it’s helpful to improve students’ reading and writing skills.
(6)The Self check in the sixth period shows students what they have learned. The making sentences and writing an e-mail activities are used to train students’ ability of reading and writing.
2. Teaching Aims and Demands
(1)Knowledge Objects
To make students grasp how to talk about imaginary situations.
To make students grasp how to give advice using the target language.
(2) Ability Objects
To train students’ listening, speaking, reading and writing skills.
To train students’ communicative competence.
(3) Moral Objects
Imaginary situations are unreal. Do remember: it’s really cool to realize your dream through great efforts.
Two heads are better than one. Be ready to help others.
In the United States, teenagers get their pocket money by helping parents with housework. It is a little different from that in China.
3. Teaching Key Points
To learn the key vocabulary words and the target language.
To make students use the target language to give advice.
4. Teaching Difficult Point
To train students’ listening, speaking, reading and writing skills by many different kinds of activities.
5. Studying Ways
Teach students how to communicate with others.
Teach students how to give advice when someone is in trouble.
Ⅱ. Language Function
Talk about imaginary situations.
Ⅲ. Target Language
1. What would you do if you won a million dollars?
I’d give it to medical research.
2.I can’t sleep the night before an exam.
What should I do?
If I were you, I’d take a long walk before going to bed.
Ⅳ.Structures
1. Second conditional
2. Should for advice
Ⅴ. Vocabulary
lottery, million, pimple, energetic, confident, shirt, tie, medical research
Ⅵ. Recycling
charity, present, fruit, vegetable, snack, shy, creative, outgoing, nervous, relax,
late, tired
Ⅶ. Learning Strategies
1. Matching
9. Listening for key words
Ⅷ. Teaching Time
Seven periods
No.13 The First Period
Ⅰ. Teaching Aims and Demands(教學(xué)目的和要求)
1.Knowledge Object
(1) Key Vocabulary
lottery, million, medical, research
(2) Target Language
Look. This girl won a million dollars in the lottery.
Wow! What would you do if you won a million dollars?
I’d give it to medical research.
(3)Structure
I would/I’d do
2. Ability Objects
(1) Train students’ listening skill.
(2) Train students’ communicative competence.
3. Moral Object
If you won a million dollars, you’d buy a big house, buy a car and so forth. However do remember it’s really being cool to realize your dream through great efforts.
Ⅱ.Teaching Key Points(教學(xué)重點)
1. Target language
2. The structure: I would/I’d do
Ⅲ. Teaching Difficult Point(教學(xué)難點)
The structure: I would/I’d do
Ⅳ. Teaching Methods(教學(xué)方法)
1. Scene teaching Method
2. Teaching by induction
3. Pairwork
Ⅴ. Teaching Aid(教學(xué)工具)
A tape recorder
VI. Teaching Procedures(教學(xué)過程)
Step Ⅰ Revision
Review the structure "should be allowed to" by asking students to make sentences about school rules.
Step Ⅱ 1a
This activity focuses on vocabulary and structures introduced in the unit.
Read the instructions to the class.
Call students’ attention to the words in the box. Ask a student to read them to the class.
Say, What would you do if you had a lot of money? Add more ideas to the list.
Then share your answers with other students.
Get students to complete the task. First individually, then in groups.
As they work, walk around the room checking progress and offering any help they may need.
Collect answers from students on the blackboard.
Answers will vary but should include a mixture of ideas for helping themselves and others.
Step Ⅲ 1b
This activity gives students practice understanding the target language in spoken conversation.
Read the instructions to the class.
Read the question in the speech bubble.
Explain the word lottery to students.
Say, You will hear teenagers talking about what they would do if they won the lottery.
Point to the pictures. Ask students to describe them one by one.
For example, for Picture One, a student might say, "If I won the lottery, I’d buy a big house."
Point out the sample answer. Say, The first picture you will hear about has the number one on it.
Play the recording for the first time.
Students only listen.
Play the recording again. This time students listen and number the pictures in the order they hear them.
Check the answers.
Answers
2,1,4,3
Tapescript
Girl 1: Hey, did you see this newspaper article? A girl won a million dollars in the lottery. She was only 14.
Boy 1: Wow, how luck!
Girl 1: What would you do if you won the lottery?
Boy 1:If I won the lottery, I’d give the money to the 200. I want to help the pandas.
Girl 1:That’s a good idea! I know what I’d do. If I won the lottery, I’d buy a big house for my family.
Girl 2: Really? I’d put the money in the bank. Then I’d just watch it grow!
Boy 2: Hmmmm… I think I’d give the money to medical research. I’d want to help other people.
Step Ⅳ 1c
This activity provides oral practice using the target language.
Read the instructions to the class.
Call students’ attention to the conversation in the box. Explain the vocabulary words million and medical research. Invite a pair of students to read it to the class.
SA :Look! This girl won a million dollars in the lottery.
SB: Wow ! What would you do if you won a million dollars?
SA: I’d give it to medical research.
Write it on the blackboard.
Say, Pretend you are the people in the picture. Talk with your partner about what you would do if you won a million dollars.
Get students to work in pairs. As they work in pairs together, walk around the room offering language support as needed.
After students have had a chance to practice several exchanges, ask pairs to come to the front of the classroom and act out their conversations.
Step Ⅴ Summary
In this class, we’ve learned some vocabulary words and the target language what would you do if you won the lottery? I’d give it to medical research.
Step Ⅵ Homework
If you had a large amount of money, e, g. ￥100,000 what would you buy? Please write down each item and its cost to see when you will spend the full amount. And bring your lists to class tomorrow.
Step Ⅶ Blackboard Design(板書設(shè)計)
Unit 4 What would you do?
Section A
The First Period
Target language:
A: Look. This girl won a million dollars in the lottery.
B: Wow! What would you do if you won a million dollars?
A: I’d give it to medical research.
Ⅳ. Teaching Methods(教學(xué)后記)
No.14 The Second Period
Ⅰ. Teaching Aims and Demands(教學(xué)目的和要求)
1. Knowledge Objects
(1) Key Vocabulary tie
(2) Target Language
What would you do if you won a million dollars?
I’d give it to charities.
If I were you, I’d wear a shirt and tie.
If I were you, I’d take an umbrella.
2. Ability Objects
(1)Train students’ listening skill.
(2) Train students’ communicative competence.
3. Moral Object
Two heads are better than one. Give some direction to those who are in trouble.
Ⅱ.Teaching Key Points(教學(xué)重點)
1．Listening Practice
2．Target language
Ⅲ. Teaching Difficult Point(教學(xué)難點)
Train students’ ability to use the target language.
Ⅳ. Teaching Methods(教學(xué)方法)
1．Listening to cassettes
2．Pairwork
3．Teaching by induction
Ⅴ. Teaching Aid(教學(xué)工具)
1．A tape recorder
2．A picture of a person in a lion’s cage
3．A projector
VI. Teaching Procedures(教學(xué)過程)
Step Ⅰ Revision
Check homework. Students talk about how to spend a large amount of money.
Invite a student to come to the front of The class and ask, if you had 100,000 yuan, what would you buy? Students take turns answering his/her question.
Step Ⅱ 2a
This activity provides practice understanding the target language in spoken conversation.
Focus attention on the picture. Ask students to describe it. Help students say that the boy is going to somewhere, but he doesn’t know what to wear. The girl is helping him to pick out clothes.
Point to the list of reasons. Invite a student to read them to the class.
Say, You are to listen to a conversation between Larry and the girl and circle the reasons. Play the recording the first time. Students only listen. Play the recording a second time. This time students listen and circle the reasons.
Check the answers.
Answers
Circle items:2,3,5
Tapescript
Girl 1：Where are you going, Larry?
Boy 1:To Tom’s party.
Girl 1:Lucky you! I’d love to go to that party !
Boy 1: Yeah, well, I’m a little nervous. I don’t know what to wear.
Girl 1: If I were you, I’d wear a shirt and tie.
Boy 1: What if everybody else is wearing jeans and T-shirts?
Girl 1: Oh, you shouldn’t worry about what other people are wearing.
Boy 1: And I don’t have a present. What if everyone brings a present?
Girl 1: If I were you, I’d take a small present-a pen or something.
Keep it in your pocket and if everyone has a present, you can give him yours. If not, you can keep it.
Boy 1：OK. But what if I don’t know anyone?
Girl 1: If you don’t know anyone, you can talk to Tom. He’ll introduce you to people.
Boy 1 : I guess I can do that.
Girl 1: Look! You’re sure to have fun.
But if you’re still nervous, you can leave.
Step Ⅲ 2b
This activity provides listening practice using the target language.
Read the instructions to the class.
Point to the list of sentences. Invite a student to read them to the class.
Say, You will listen to the same conversation again. This time you are to check the four things Larry’s sister says to him.
Play the recording again. Students listen and check the things.
Check the answers.
Answers
Checked items: 1,2,4,5
Step Ⅳ 2c
This activity provides oral practice using the target language.
Point to the list of Larry’s worries in the box. Invite a student to read them to the class.
Ask students to look back at the list of checked sentences.
Read the instructions to the class. Say,
Please make conversations using information from Activities 2b and 2c.
Ask a pair of students to demonstrate a conversation to the class.
SA: I don’t know what to wear.
SB: If I were you, I’d wear a shirt and tie.
Get students to work in pairs. As the pairs work together, walk around the room listening in on various pairs and giving language and pronunciation support as needed.
After all the students have a chance to play both parts, stop the activity. Ask different students to perform their conversations.
Optional activity
Ask students to write down a problem they have on a piece of paper. Have students exchange papers with one another and read the one they receive. Then ask students to write two pieces of advice they would give the other student. Ask a student to read his/her advice to the class. The rest guess the problem.
Step Ⅴ Grammar Focus
Ask different students to read the question and answer and the statements to the
class.
S1:What would you do if you won a million dollars?
S2:I’d give it to charities.
S3:If I were you, I’d wear a shirt and tie.
S4:If I were you, I’d take an umbrella.
Write them on the blackboard.
Show a picture of someone in a lion’s cage on the screen by a projector. Ask students
questions pointing to the picture.
T: Have you ever been in a lion’s cage?
Ss: No.
T: That’s right. None of us has ever been in a lion’s cage. What would you do if you were in a lion’s cage? (Write the question on the blackboard.)
S1:I’d call for help. (Write the sentence on the blackboard.)
T: What about you?
S1:I’d get out fast. (Write the sentence on the blackboard. )
Get several more examples from other students.
Say, When we talk about things that haven’t happened, we often use the word would (underline the word would in the question). Apostrophe’d is the abbreviation of the word would( underline the abbreviation ‘d in the answers).
Then underline the word were in the two statements. Say, When you tell someone what you would do, you use the expression if I were you. Get all the students to read the target language on the blackboard.
Pronunciation note
When saying the words would you in phrases such as what would you do…,
English speakers often run the words together and pronounce these words as if they were spelled wudjuh.
Step Ⅵ Summary
Say, In this class, we’ve learned the target language I’d give it to charities and If I were you, I’d wear a shirt and tie. And we’ve also done much listening practice using the target language.
Step Ⅶ Homework
Say, If your teacher criticized you, but in fact it isn’t your fault, what would you do? Get students to make a list.
StepⅧ Blackboard Design(板書設(shè)計)
Unit 4 What would you do?
Section A
The Second Period
Target language:
A: What would you do if you won a million dollars?
B: I’d give it to charities.
A: If I were you, I’d wear a shirt and tie.
B: If I were you, I’d take an umbrella.
A: What would you do if you were in a lion’s cage?
B: I’d call for help.
C. I’d get out fast.
Ⅳ. Teaching Methods(教學(xué)后記)
No.15 The Third Period
Ⅰ. Teaching Aims and Demands(教學(xué)目的和要求)
1.Knowledge Objects
(1) Key Vocabulary
pimple, trouble
(2) Target Language
I can’t sleep the night before an exam.
Then I’m too tired to do well. What should I do?
If I were you, I’d take a long walk before going to bed.
I really want a dog, but my parents won’t let me have one.
Well, dogs can be a lot of trouble. Maybe you should get a small pet, like a goldfish.
That’s a good idea.
2. Ability Objects
(1) Train students’ reading skills.
(2) Train students’ integrating skills.
3. Moral Object
Everyone may have some trouble. Don’t worry.
Ⅱ.Teaching Key Points(教學(xué)重點)
1. Reading
2. Target language
Ⅲ. Teaching Difficult Point(教學(xué)難點)
Give advice using the target language.
Ⅳ. Teaching Methods(教學(xué)方法)
1. Reading Practice
2. Pairwork
Ⅴ. Teaching Aid(教學(xué)工具)
The blackboard
VI. Teaching Procedures(教學(xué)過程)
Step Ⅰ Revision
Check homework. Get students to talk about what they would do if a teacher criticized them. For example, a student might say I’d explain to the teacher and so forth.
Step Ⅱ 3a
This activity provides reading practice using the target language. Point to the problems on the left. Ask different students to read them to the class.
Point out the pieces of advice on the right. Get different students to read them to the class.
Point out the sample answer. Invite a pair of students to read the problem and the piece of advice to the class.
SA: I’m really shy and I just don’t enjoy parties. I don’t know what to say or do.
Ss: If I were you, I’d talk to someone who looks friendly. Then you won’t feel so shy.
Say, Please match each problem on the left with the correct advice on the right.
Get students to complete the activity on their own. As they work individually, move around the room answering any questions students raise and offering help as needed.
Check the answers.
Answers
1. c 2. a 3. b
Step Ⅲ 3b
This activity provides oral practice using the target language.
Read the instructions to the class. Invite a pair of students to read the sample conversation.
SA:I can’t sleep the night before an exam. Then I’m too tired to do well.
What should I do?
SB: If I were you, I’d take a long walk before going to bed. That should help you relax.
Say, Please think of different advice for the problems in Activity 3a.
Collect suggestions from students. For example, for the third problem, a student might say, If I were you, I’d watch TV to relax my mind.
Ask students to make conversations with partners using new suggestions to each problem. As they work in pairs, walk around the room offering language support as needed.
After each student has a chance to play both parts, stop the activity. Get several pairs of students to say their conversations.
Step Ⅳ Part 4
This activity provides writing, listening and speaking practice using the target
language.
Read the instructions to the class. Get a pair of students to say the sample conversation to the class.
SA:I really want a dog, but my parents won’t let me have one.
SB:Well, dogs can be a lot of trouble.
Maybe you should get a small pet, like a goldfish.
SA:That’s a good idea.
Write the conversation on the blackboard.
Point out the sample answers in the chart.
Say, What problems do you have at home? At school? Make a list in the chart. Then ask your classmates for advice and write their advice in the chart too.
Get students to complete the activity in groups of four. As the groups work together, move around the room to make sure students discuss the topic in English and know how to fill in the chart.
Check the answers by asking different pairs of students to say their conversations to the class.
Answers will vary.
Optional activity
Ask, What would you do if there were no classes tomorrow? Ask students to write as many answers as they can. Then get students to work in pairs. One ask the other the question and see how many new answers the other is able to think of.
Step Ⅴ Summary
Say, In this class, we’ve done a lot of reading, speaking and writing practice using the target language.
Step Ⅵ Homework
(1) Review the target language by reading the conversations in Activity 3a.
(2)Finish off the exercises on pages 11～12 of the workbook.
Step Ⅶ Blackboard Design (板書設(shè)計)
Unit 4 What would you do?
Section A
The Third Period
Target language:
A:I can’t sleep the night before an exam. Then I’m too tired to do well.
What should I do?
B: If I were you, I’d take a long walk before going to bed. That should help you relax
A:I really want a dog, but my parents won’t lei me have one.
B: Well, dogs can be a lot of trouble.
Maybe you should get a small pet, like a goldfish.
A: That’s a good idea.
Ⅳ. Teaching Methods(教學(xué)后記)
No.16 The Foruth Period
Ⅰ. Teaching Aims and Demands(教學(xué)目的和要求)
1. Knowledge Objects
(1) Key Vocabulary
be strict with, take a test, pass a test, fail a test
(2)Target Language
I think Peter should be allowed to take the test later.
I don’t agree.
I think the school has to have rules.
2. Ability Objects
(1) Train students’ listening skill.
(2) Train students’ ability to talk about agreement and disagreement.
3. Moral Object
It’s good manners to be on time.
Ⅱ.Teaching Key Points(教學(xué)重點)
1. Review some key vocabulary words and target language.
2. Talk about agreement and disagreement.
Ⅲ. Teaching Difficult Point(教學(xué)難點)
Talk about agreement and disagreement.
Ⅳ. Teaching Methods(教學(xué)方法)
1. Review
2. Listening
3. Groupwork
Ⅴ. Teaching Aid(教學(xué)工具)
A tape recorder
VI. Teaching Procedures(教學(xué)過程)
Step Ⅰ Revision
(1)Check the homework.
(2) Competition: Write "are allowed to" and "aren’t allowed to" on the blackboard, Divide the class into groups.
Each group is asked to write down as many things as they can think of about what teenagers are or aren’t allowed to do. See which group can think of the most items for each category.
Step Ⅱ 1a
This activity reviews the use of always, sometimes, usually and never.
Point to the picture. Ask students to describe what is happening in the picture.
Help students to say, The boy is late for class. Invite a student to read the four questions in the box to the class.
Read the instructions and remind students of the exact meanings of the adverbs of frequency.
Say, Please write A after things you always do, U after things you usually do, S
after things you sometimes do and N for things you never do.
Get students to finish the task on their own.
Answers to this activity will vary.
Step Ⅲ lb
This activity provides oral practice using the target language.
Point out the sample conversation. Ask a pair of students to say it to the class.
SA: Do you ever get to class late?
SB: Yes, I sometimes get to class late.
Say, Talk with your partner about your answers in Activity 1a.
As the pairs work together, walk around the room offering help if necessary.
Ask several pairs to share their conversations with the class.
Step Ⅳ 2a
This activity provides practice in understanding the target language in spoken conversation.
Point out the four items in Activity 1a.
Say, You will listen to a conversation and circle the things on the list that you hear.
Play the recording for the first time.
Students only listen.
Play the recording a second time. This time students listen and circle the things that they hear.
Check the answers.
Answers
Circled items: 1,4
Tapescript
Man: What’s the matter, Peter?
Boy: I think I’m going to fail a maths test, Dad.
Man: You are? Why?
Boy: Well, I missed the bus and I had to walk to school.
Man: So?
Boy: I’m not allowed to get to class late, and there was a big test today.
Man: And you weren’t allowed to take the test?
Boy: That’s right. But I know I could pass the test.
Man: Well, Peter, the school has to have rules, you know.
Boy: I know. But I should be allowed to take the test later. It’s not fair.
Man: I agree. Maybe you could talk to the teacher after school.
Boy: Yeah. Maybe if I explain what happened, she’ll understand.
Step Ⅴ 2b
This activity provides listening practice using the target language.
Point to both the numbered and lettered lists of item in the box.
Point out the sample answer. Read the sentence "Peter is going to fail a math test to the class."
Say, I’ll play the same recording again.
You are to match the sentence parts as you hear on the tape.
Play the recording for students to do the activity.
Check the answers.
Answers
1. c 2. e 3. a 4. b 5. d
Step Ⅵ 2c
This activity provides oral practice using the target language.
Call students’ attention to the statements in the box. Say them to the class.
Ask three students to read the sample conversation to the class, completing the sentences.
SA:I think Peter should be allowed to take the test later.
SB:I don’t agree.
SC:I think the school has to have rules.
Write the conversation on the blackboard.
Divide the class into groups of four. Say,
Now discuss the statements with your group.
As the groups work together, walk around the room offering help as needed.
Ask some groups to say a few lines of their conversations to the class.
Notes
Parents should not be too strict with teenagers. Note the word be strict with.
Generally speaking, we say be strict with sb. but be strict in sth. For example, Our teachers are strict with us. He is strict in his work.
Step Ⅶ Summary and Homework
Say, In this class, we’ve learned to talk about agreement and disagreement. And we’ve also reviewed adverbs of frequency. Have you ever been late for school?
Write a passage to describe what was happening that day.
Step Ⅷ Blackboard Design (板書設(shè)計)
Unit 3 Teenagers should be allowed to
choose their own clothes.
Section B
The Fourth Period
Target language:
A: I think Peter should be allowed to take the test later.
B: I don’t agree.
C: I think the school has to have rules.
Ⅳ. Teaching Methods(教學(xué)后記)
No.17 The Fifth Period
Ⅰ. Teaching Aims and Demands(教學(xué)目的和要求)
1.knowledge Objects
(1) Key Vocabulary
pretty, social, bother, slight, in the slightest, fairly, plenty, plenty, get along with, listener
(2) Reading
(3) Writing
2. Ability Objects
(1) Train students’ ability of reading comprehension.
(2) Train students’ ability of writing.
3. Moral Objects
Sometimes you might annoy people because you are so confident. In fact, being a good listener is an art.
Ⅱ.Teaching Key Points(教學(xué)重點)
1. Reading
2. Writing
3. Key vocabulary
Ⅲ. Teaching Difficult Point(教學(xué)難點)
1. Reading 2. Writing
Ⅳ. Teaching Methods(教學(xué)方法)
1. Practice method 2. Pairwork
Ⅴ. Teaching Aid(教學(xué)工具)
A projector
VI. Teaching Procedures(教學(xué)過程)
Step Ⅰ Revision
Hold a quick survey around the class. Ask what would you do if…
(1) the teacher asked you to give a speech in front of the whole school?
(2) your brother borrowed your clothes without permission?
(3) someone asked you to be in a movie?
(4) you wanted to be friends with a new student?
Encourage students to give different answers to each question.
Step Ⅱ 3a
This activity introduces key vocabulary words and provides reading practice using the target language.
Show the vocabulary words on page 30 on the screen by a projector.
pretty adv. 相當(dāng)；頗；非常
social adj. 社會的；社交的
bother v. 打擾；擾亂
slight adj. 微不足道的；極不重要的
in the slightest 一點兒也；根本
fairly adv. 相當(dāng)；完全
plenty adj. 很多的；足夠的
plenty of 很多的；足夠的
get along with 與......相處
listener n. 聽者；收聽者
Say the words one by one and have students repeat them several times.
Call students’ attention to the personality survey results in the box. Set a time limit of two or three minutes. Have students read the three paragraphs silently. Mean while, write the new words on the blackboard. Ask students to look at the questions and answers on the survey in Activity 2a. Say, The letter a answers all describe one type of person. The letter b answers describe another and c still another type.
Read the Activity 3a instructions to the class. Ask students to reread the personality survey results and decide which letter goes in each paragraph. Point out the sample answer.
Get students to complete the activity on their own.
Check the answers.
Answers
1. c 2. a 3. b
Step Ⅲ 3b
This activity provides reading and writing practice using the target language.
Read the instructions to the class.
Invite a student to say the example to the class.
If a friend said something bad about you, would you…
a. talk to the friend right away?
b. say nothing?
c. think about what he or she said?
T: What kind of person is question a asking about?
Ss: Outgoing.
T: What about b?
Ss: Shy.
T: What about e?
Ss: Pretty confident.
Say, You are to write your own personality survey. You can write any questions you want, but each question must be about a different personality type.
Give another example on the blackboard. If a friend misunderstood you, would you…
a. tell him/her it is a misunderstanding at once?
b. want to explain to him/her, but have no courage?
c. invite him/her to dinner and explain?
Get students to work individually. Remind them to use the ones in the book and on the blackboard as a model.
As they work, move around the room checking their works and offering language support.
Step Ⅳ Part 4
This activity provides oral practice using the target language.
Read the instructions to the class.
Point out the sample conversation in the box. Invite a pail of students to read it to the class.
SA: How many people would talk to the friend right away?
SB: Three. And two people would say nothing.
Divide the class into groups of five. Ask students to give their survey to each person in their group, and circle the answers.
Say, Having given your survey, talk about what you learned. Use the sample conversation in the box as a model. As the groups work together, walk around the room offering any help they may need.
Ask several students to read his/her question and tell the class about the results.
Optional activity
Divide the class into groups and ask each group to write a question with three choices. Collect the results. After class, combine the survey questions into a new survey. Make a survey to the class tomorrow.
Step Ⅴ Summary
say, In this class, we’ve learned some new vocabulary words. And we’ve also done much reading and writing practice using the target language.
Step Ⅵ Homework
Ask students to reread the three paragraphs under the headline personality survey results for further comprehension.
Step Ⅶ Blackboard Design (板書設(shè)計)
Unit 4 What would you do?
Section B
The Fifth Period
1. Key vocabulary:
pretty social
bother slight
in the slightest fairly
plenty plenty of
get along with listener
2. An example to Activity 3b:
If a friend misunderstood you, would you…
a. tell him/her it’s a misunderstanding at once?
b. want to explain to him/her, but have no courage?
c. invite him/her to dinner and explain?
Ⅳ. Teaching Methods(教學(xué)后記)
No.18 The Sixth Period
Ⅰ. Teaching Aims and Demands(教學(xué)目的和要求)
1. Knowledge Objects
(1) Key Vocabulary
represent, let…down, come up with
(2)Fill in blanks and make sentences with the words nervous, shy, tired, terrible, friendly.
(3)Read the email from Fran, and write a reply.
2. Ability Objects
(1) Train students’ ability of reading comprehension.
(2) Train students’ ability of writing.
3. Moral Object
The reason why you are shy may be that you are afraid of being laughed at. Encourage students to be confident.
Ⅱ.Teaching Key Points(教學(xué)重點)
1. Fill in blanks and make sentences with vocabulary words.
2. Write a reply using the target language.
Ⅲ. Teaching Difficult Point(教學(xué)難點)
Make sentences with vocabulary words.
Ⅳ. Teaching Methods(教學(xué)方法)
1. Reading method
2. Writing method
Ⅴ. Teaching Aid(教學(xué)工具)
1. A personality survey
2. A projector
VI. Teaching Procedures(教學(xué)過程)
Step Ⅰ Revision
Go on doing the optional activity last class.
Show the personality survey made up of students’ questions on the screen by a projector. Ask students to choose an answer to each question. Discuss the personality survey results along with students. Vote on the most popular personality.
Step Ⅱ Part 1
This activity provides a comprehensive review of vocabulary presented in the unit.
Focus attention on the box. Invite a student to read the vocabulary words at the top.
Say, You are to fill in the blanks with the words. In some cases, you may need to use another form of the word, for example adjusting for tense or subject/verb agreement.
Ask students to fill in the blanks on their own.
Check the answers. Five students each read a sentence, filling in the blanks. The rest of students check their answers.
Answers
1. tired 2. nervous
3. friendly 4. terrible
5. shy
Ask students to make their own sentences with the words, preferably sentences that are meaningful. Move around the room. Collect a few students’ answers with mistakes on the blackboard. Help correct the mistakes.
Sample answers
1. Are you tired?
2. Don’t be nervous. It’s nothing serious.
3. We must be friendly and patient to the old.
4. --What’s wrong with you?
--I’ve got a terrible headache.
5. She is so shy a girl that she daren’t speak in public.
Step Ⅲ Part 2
This activity provides reading and writing practice using the target language.
Read the instructions to the class. Teach students to practice the words represent, let…down and come up with.
Read the e-mail from Fran to the class. Set a time limit of five minutes. Students read the email again carefully and discuss what they are going to write in the reply. Move around the room answering any questions students have in the reading.
Get students to write a reply on their own. Say, Your reply will involve telling Mei not to be shy, explaining how she is the best person for the job and encouraging her to practice in various ways. As students do this, walk around the room offering any help they may need.
Ask a few students to read their replies to the class and share their solutions.
Answers to this activity will vary,
A sample version
Dear Fran,
I’m very glad to hear that Mei is so good at English. In my opinion, she should take part in the contest. It is a chance to show herself and learn from others. She is very clever. She can speak English really well. And she always comes top in the school exam. So she is sure to win the contest. There is no need for her to be shy. Tell her that the teacher and the whole class will help her prepare for the contest and encourage her to practice in various ways. With the help of the teacher and the classmates, she will succeed. Do remember: Try, then you’ll make it.
Step Ⅳ Just for Fun!
This activity provides reading and speaking practice with the target language.
Ask students to read the cartoon story in pairs. Ask, Why, is it funny? Help students to answer. The mouse can scare the kitten, but a big cat can scare the mouse.
Step Ⅴ Summary
In this class, we’ve done much reading and writing practice using the key vocabulary words and the target language presented in this unit.
Step VI Homework
（1）Read the email from Fran again.
（2）Finish off the workbook exercises on pages 12～14 of the workbook.
Step Ⅶ Blackboard Design (板書設(shè)計)
Unit 4 What would you buy?
Self check
The Sixth Period
Sample answers to Activity 1:
1. Are you tired?
2. Don’t be nervous. It’s nothing serious.
3. We must be friendly and patient to the old.
4. -What’s wrong with you?
-I’ve got a terrible headache.
5. She is so shy a girl that she daren’t speak in public.
Ⅳ. Teaching Methods(教學(xué)后記)
Reading: The history of basketball
No.17 The Seventh Period
Ⅰ. Teaching Aims and Demands(教學(xué)目的和要求)
1.Knowledge Objects
Key vocabulary
challenge, non-contact sport, hoop, balcony. divide, blackboard and so forth.
Text: The history of basketball.
2.Ability Objects
Train students’ ability of reading for special information.
Train students’ ability of understanding words in context.
Train students, writing skill.
3. Moral Object
Basketball is popular among people all over the world. Not only does it build our body, but it also brings us entertainment. Thank the inventor, James Naismith.
Ⅱ.Teaching Key Points(教學(xué)重點)
Key vocabulary
Read the text for special information.
Read the text to understand words in context.
Make a list of good things and difficult things about being a basketball player.
Ⅲ. Teaching Difficult Point(教學(xué)難點)
Train students’ reading skill.
Ⅳ. Teaching Methods(教學(xué)方法)
Up-down reading method
Pairwork
Groupwork
Ⅴ. Teaching Aid(教學(xué)工具)
A projector
VI. Teaching Procedures(教學(xué)過程)
Step I Key Vocabulary
This activity introduces the key vocabulary words.
Show the following vocabulary on the screen by a projector.
inventor v. 發(fā)明者；發(fā)明家
court n. 球場
factory n. 工廠
invent v. 發(fā)明；發(fā)
challenge v. 向……挑戰(zhàn)
indoors adv. 在室內(nèi)；在屋里
hard adj. 硬的；堅硬的
wooden adj. 本質(zhì)的
touch v. 接觸；碰撞
fall down 摔倒；跌倒
hoop n. (籃球)籃圈；籃
balcony n. (大廳或運動場的)看座；看臺
basket n. 籃；簍；筐
divide v. 分；分開
in history 在歷史上
blackboard n. (籃球架上的)籃板
replace v. 替代；替換
compete v. 競爭；對抗
earn v. 賺得；掙得
NBA (=National Basketball Association) 全美籃球協(xié)會
increase v. 增加；增長
separate v. 分；分開
Have students repeat again and again until they can pronounce them fluently and accurately.
Step Ⅱ Part 1
This activity is designed to activate students’ background knowledge before attempting the reading.
Read the title The history of basketball to the class. Ask, What do you think the article is about?
Read the instructions to the class.
Point to the four questions in the box.
Say, Please discuss the questions with your partner to see how much you know about basketball. But don’t look at the reading. Instead, use your background knowledge.
Get students to complete the task in pairs. As the pairs work together, walk around the room. Ensure that they are discussing the questions in English.
When most students are finished, invite pairs of students to report their results.
Don’t say yes or no to their answers.
Step Ⅲ Part 2
This activity provides practice in scanning for specific information. Look at the picture. Ask students to describe what is happening in the picture.
Read the instructions and draw students’ attention to the chart. Get a student to say the sample answer using a complete sentence, e. g. Basketball’s inventor was born in 1861.
Say, Please read through the article silently. Find information for the years in the chart. Remember to skim for the key ideas rather than read slowly.
Get students to work on their own. As they are doing this, move around the classroom answering questions they may have and offering language support as needed.
Check the answers.
Answers
In 1861,basketball’s inventor was born.
In 1891, the first game of basketball was played.
In 1936,basketball became an Olympic event.
Since 1949, basketball has been seen everywhere in China.
Step IV Part 3
This activity encourages students to use the strategy of reading in context.
Ask students to read the article once.
Say, Pay attention to the bold words and expressions. And note any other word or sentence you don’t understand. Read in context, guessing their meanings from the other words around them.
A few minutes later, ask different students to say the meanings of the words and expressions indicated in bold by guess. Dent’ give them the correct answers.
Let students look at the words and expressions and their meanings in the box.
Point out the sample answers. Then ask students to match the correct meanings with the correct words and expressions.
Allow them one or two minutes to do this.
Check the answers.
Answers
challenge a, non-contact sport f, hoop e, balcony b, divide d, blackboard c
Get students to make sentences with the words and expressions. Remind them to look at the article again for extra help.
Answers to this activity will vary. Ask a student to write his/her answers on the blackboard.
Sample answers
1. He challenged me to try again.
2. A non-contact sport will do you less injury.
3. Basketball hoops are made of metal.
4. The audience in the balcony are cheering the victory.
5. Divided into two teams, we began to play the game.
6. Blackboards are more or less prevent balls is from hitting against the audience.
Step Ⅴ Part 4
This activity helps students read for specific information.
Ask students to read the five questions on their own. Try to remember or guess the answers before looking at the reading.
Say, Please read the article again and find the answers to these questions.
Get students to do the activity individually or in pairs. Walk around the classroom checking their progress and offering language support as needed.
Check the answers by asking different students to give their answers.
Sample answers
1. The game’s inventor used two fruit basket to put the balls in.
2. Berlin is important in the history of basketball because that is where it became an Olympic sport in 1936.
3. People wouldn’t get hurt playing basketball because it was a non-contact sport.
4. Naismith had nine people on each team because he had a class of 18 men.
5. Wang Zhizhi; Yao Ming
Step Ⅵ Part 5
This activity helps students work in a group and think critically about what they have read.
Read the instructions to the class.
Focus attention on the chart. Invite different students to read the sample answers. Ask another one or two students for good and difficult things about being a basketball player.
S1: You can win honour for your motherland.
S2: You have to spend less time with your family.
Say. You are to make a list of good things and difficult things in the chart.
Get students to work in groups of four.
As the groups work together, walk around the room checking their work.
Check the answers and ask students to vote on best and worst parts of being a basketball player.
Optional activity
Get students to think of as many rules of basketball as they can and explain the rules as well as the reason for each rule.
Culture note
Everyone wants to support his/her team, but it should not be at the expense of the other team. Some so-called fans often behave badly by booing or even throwing garbage at them. This is not sportsman like behavior and it’s far better to cheer more loudly for your team than criticize the team they play with. A game is not only a "game".
Step Ⅶ Summary
Say, This class provides us a lot of reading as well as writing practice. It trains students’ ability of scanning for specific information and using what you know.
Step Ⅷ Homework
Have students to collect pictures and information of their favourite basketball players.
A sample version
Basketball star Yao Ming topped Forbes Magazine’s
2004 list of Chinese celebrities, beating off the
challenge of entertainers such as Kungfu star Jet
Li and Zhang ziyi.
His earnings of US $14. 6 million in 2003 were the
second-highest among Chinese celebrities. Li was the
top earner with US $17 million, although he only ranked 10th in the overall list.
The celebrities listed had to have been born and raised in the Chinese mainland.
Step Ⅸ Blackboard Design (板書設(shè)計)
Reading: The history of basketball
The Seventh Period
Sample answers to Activity 3:
1. He challenged me to try again.
2. A non-contact sport will do you less injury.
3. Basketball hoops are made of metal.
4. The audience in the balcony are cheering the victory.
5. Divided into two teams, we began to play the game.
6. Backboards can more or less prevent balls from hitting against the audience.
Ⅳ. Teaching Methods(教學(xué)后記)
No. 20-25 Unit 5 It must belong to Carla.
Ⅰ. Analysis of the Teaching Material
Status and Function
The topic of this unit is a picnic, In this unit, students learn to make inferences.
Such topic is helpful to activate students’ imagination and improve students’ ability to deduce. Either less or more advanced students will be active in the activities in class. So it’s useful to improve students’ spoken English and communicative competence.
(1) The first period mainly introduces the key vocabulary and the target language to students. Through listening and oral practice, students have a brief understanding of how to make inferences.
(2)In the second period, students learn the exact meanings of the words must, might, could and can’t.
Meanwhile, students practice listening and writing the target language.
(3) When reading an article, students can’t help meeting with some new words. In the third period, students are asked to practise using the target language by talking about the new words, It’s helpful to arouse students’ learning interest and improve students’ listening and speaking skills.
(4) The fourth period gives students further listening and oral practice using the target language by talking about an alien is chasing a man.
In this class, students have a better understanding of the words must, might, could and can’t.
(5) In the fifth period, students learn more vocabulary words first, and then practice reading and writing the target language. All the activities are designed to improve students’ reading and writing skills.
(6)In the last period, students learn a lot of proverbs. Proverbs are full of truth and advice. Students will benefit a lot in this class.
2. Teaching Aims and Demands
(1) Knowledge Objects
In this unit, students learn to make inferences using the words must, might, could and can’t.
(2) Ability Objects
To train students’ listening, speaking, reading and writing skills.
To train students’ ability to deduce.
(3) Moral Objects
When you are on a picnic, remember to bring litter back to keep our environment clean and tidy.
We’ll benefit a lot by learning proverbs.
3. Teaching Key Points
To learn the key vocabulary words and the target language.
To learn to make inferences using the words must, might, could and can’t.
4. Teaching Difficult Points
To train students’ listening, speaking, reading and writing skills.
To enable students to grasp the usage of must, might, could and can’t.
5. Studying Way
Teach students how to make inferences using must, might, could and can’t.
Ⅱ. Language Function
Make inferences
Ⅲ. Target Language
Whose volleyball is this?
It must be Carla’s. She loves volleyball.
It could be Ted’s.
Ⅳ. Structure
must, might, could and can’t
Ⅴ. Vocabulary
picnic, chase, escape, belong to, toy car, plate’, mystery, appointment, worried, wake, neighbor, garbage
Ⅵ. Recycling
suit, land, volleyball, magazine, book, CD, bat, earring, T-shirt, UFO, whose, owner, exercise, dream, anxious
Ⅶ. Learning Strategies
1. Sequencing
2. Deducing
Ⅷ. Teaching Time
Six periods
No.20 The First Period
I. Teaching Aims and Demands(教學(xué)目的和要求)
1. Knowledge Objects
(1) Key Vocabulary
belong, belong to, plate, author, toy, picnic
(2)Target Language
Whose book is this?
It must be Mary’s. Wanda Wilbur is her favourite author.
2. Ability Objects
(1) Train students’ listening skill.
(2) Train students’ communicative competence using the target language.
3. Moral Objects
When you are on a picnic, remember to bring litter back to keep our environment clean and tidy.
Ⅱ.Teaching Key Points(教學(xué)重點)
1. Key vocabulary
2. Target language
Ⅲ. Teaching Difficult Point(教學(xué)難點)
1. Listen for the target language
2. Oral practice using the target language
Ⅳ. Teaching Methods(教學(xué)方法)
1. Scene teaching method
2. Listening method
3. Pairwork
Ⅴ. Teaching Aid(教學(xué)工具)
1. Blackboard drawings
2. A tape recorder
3. A projector
VI. Teaching Procedures(教學(xué)過程)
Step I Revision
Check homework. Invite different students to say the answers to the exercises on pages 12～14 of the workbook.
Step Ⅱ 1a
This activity introduces the key vocabulary.
Write the key vocabulary words on the blackboard.
belong v.
belong to
plate n.
author n.
toy n.
picnic n.
Say the words one by one and have students repeat several times until they can read them fluently and accurately.
Ask different students to explain in their own words the meanings of the words belong to, author and picnic.
Belong means to be owned by somebody.
An author is a writer of a book or a play.
A picnic is a meal eaten out of doors.
Then invite two students to draw a plate next to the word plate and a toy car next to toy.
Focus attention on the picture. Have students point to each item and say its name. Call students attention to the chart with the headlines clothing. Fun things and kitchen things at the top. Invite different students to explain the meanings of the column heads.
Say, Please look at the picture and write the things you see in the correct columns in the chart. Point out the sample answers. Get students to complete the task on their own. As they work, move around the room checking their progress and answering any questions they may have.
Show the correct answers on the screen by a projector.
Clothing Fun things Kitchen
Things
hat volleyball plate
jacket CD cups
T-shirt toy car
magazine
book
Step Ⅲ lb
This activity gives students practice in understanding the target langugage in spoken conversation.
Call students’ attention to the chart. Set a time limit of two minutes. Students read the persons, the things and the reasons.
Say, You will hear a conversation. As you listen, draw lines to connect the person in the first column with the thing in the second column. Then draw another line to connect the thing in the second line with the reason in the third column.
Point out the sample answer. Say, The name Carla in the first column connects to volleyball in the second column because that’s the thing they are talking about. And the word volleyball in the second column connects with the sentence she loves volleyball in the third column.
Play the recording the first time.
Students only listen. Play the recording again. This time students listen and match each person with a thing and a reason.
Check the answers.
Answers
Jane’s little brother-toy car-He was the only little kid at the picnic.
Mary-book-Wanda Wilbur is her favourite author.
Carla-volleyball-She loves volleyball.
Deng Wen-magazine-He loves cats.
Grace-CD-She always listens to classical music.
Tapescript
Girl 1:Whose volleyball is this?
Boy 1:It must be Carla’s. She loves volleyball.
Girl 1: How about this toy car?
Girl 2: Oh, that toy car must belong to Jane’s little brother. He was the only little kid at the picnic. And the magazine must belong to Deng Wen. He loves cats.
Boy 1: Oh, and look, someone left a book.
Girl 2: Oh, yeah…This book must be Mary’s. Wanda Wilbur is her favourite author.
Girl 1: OK…and how about this CD?
Girl 2: Hmmmmm…The CD must belong to Grace. She always listens to classical music.
Step Ⅳ 1c
This activity provides oral practice using the target language.
Point to the picture in Activity lb. Invite pair of students to say the conversation in the speech bubbles.
SA: Whose volleyball is this?
SB: It must be Carla’s. She loves volleyball.
Point out the conversation in the box. Invite another pair of students to say it to the class.
SA : Whose book is this?
SB: It must be Mary’s. Wanda Wilbur is her favourite author.
Write the conversation on the blackboard.
Point out the chart in Activity 1b. Say.
Now work with a partner. Start by reading the conversations in the picture and in the box: Then make conversations using the information in the chart in Activity 1b. Talk about who each thing might belong to and give a reason. Get students to practice in pairs. As they work, move around the classroom listening in on various pairs and offering help with language and pronunciation as needed.
After all the students have had an opportunity to ask and answer questions, stop the activity. Get different pairs of students to say their conversations to the class.
Step Ⅴ Summary
Say, In this class, we’ve learned the key vocabulary words belong to, plate, author, toy and picnic and done much listening and oral practice using the target language.
Step Ⅵ Homework
(1) Say and remember the spelling of the vocabulary words.
(2)Say the conversations in Activity 1c to get a further understanding of the target language.
Step Ⅶ Blackboard Design VI. Teaching Procedures(教學(xué)過程)
Unit 5 It must belong to Carla. Section A
The First Period
1. Key vocabulary:
belong v. belong to
plate n. author n.
toy n. picnic n. 2. Target language:
Whose book is this?
It must be Mary’s.
WandaWilbur
is her favourite author.
Ⅳ. Teaching Methods(教學(xué)后記)
Unit 5 It must belong to Carla.
No.21 The Second Period
I. Teaching Aims and Demands(教學(xué)目的和要求)
1. Knowledge Objects
(1) Key Vocabulary
drop, symphony, optometrist, appointment, algebra, crucial, count, because of, Chinese-English dictionary, Oxford University
(2) Target Language
What do you think "anxious" means?
Well, it can’t mean "happy".
It might mean "worried".
Oh, yes, she is worried because of her test.
Here are some earrings. The owner can’t be a boy.
Well, it could be a boy. The earrings might be a present for his mother.
2. Ability Objects
(1) Train students’ reading skill.
(2) Train students’ communicative competence using the target language.
Moral Object
When you are in trouble, send an e-mail message to your friends to ask for help.
Ⅱ. Teaching Key Points（教學(xué)重點）
1.Reading practice
2.Oral practice using the target language
Ⅲ. Teaching Difficult Points（教學(xué)難點）
1. Key vocabulary
2. Target language
Ⅳ. Teaching Methods（教學(xué)方法）
1. Practice method
2. Pairwork
3. A game
Ⅴ. Teaching Aid（教學(xué)手段）
The blackboard
Ⅵ. Teaching Procedures（教學(xué)過程）
Step I Revision
Revise the usage of the words must, might, could and can’t by checking homework.
Ask students to exchange their exercises books and help correct any errors with each other, As they are doing this, move around the classroom offering language support as needed. Then invite different students to say their sentences to the class.
Step Ⅱ 3a
This activity provides reading practice using the target language.
Call students’ attention to the picture.
Ask students to tell what’s happening in the picture.
T: What’s the girl doing?
Ss: She is using the computer to write e-mail.
Point to the parts of the e-mail message.
Tell students that this is the message the girl in the picture writes. Say, Right now the parts are in the wrong order. When they are in the right order, they will make a clear message. Now please read the parts carefully. Number them in order. When you are doing this, you will meet with some words you don’t know.
Don’t worry too much about them. Just circle them. We’ll talk about what they mean later.
Get students to complete the task on their own. Point out the sample answer.
Say. The first sentence of the e-mail message is I’m really anxious, because I can’t find my backpack.
Check the answers.
Answers
The notes should be numbered in this order:
5,2,4,3,1
circled words might include anxious, symphony hall, algebra, optometrist appointment, crucial, count, drop
Step Ⅲ 3b
This activity provides oral practice using the target language.
Read the instructions to the class. Point to the sample conversation. Invite a pair of students to say it to the class.
SA: What do you think "anxious" mean?
SB: Well, it can’t mean "happy".
SA: It might mean "worried".
SB: Oh, yes. She is worried because of her test.
Write the conversation on the blackboard.
Say, You are to talk about the circled words in Activity 3a. Use the words can’t, must, could or might as in the sample.
Get students to work with a partner. As they work in pairs, move around the classroom helping students with pronunciation and answering any questions they may have. Some time later, stop the activity. Ask different students to share their conversations with the class. Make a list of the words students are talking about on the blackboard.
drop v.
symphony n.
opotometrist n.
appointment n.
algebra n.
crucial adj.
count v.
because of
Practice the pronunciation of these words and explain the meaning of each word.
Optional activity
Have students write the new words in
Activity 3b as well as other new words in this unit with the letters in scrambled order and then put two spaces after each word. Ask a student to write the correct spelling in the first space. Ask another student to write the meaning of the word in the second space. For example:
xosainu anxious worried
cuilarc crucial
aegarbl
Step Ⅳ Part 4
This activity provides oral practice using the target language.
Call students’ attention to the picture.
Get students to name each item in it.
Write the new words Chinese-English dictionary and Oxford University on the blackboard. Point to the sample conversation. Invite a pair of students to read it to the class.
SA: Here are some earrings. The owner can’t be a boy.
SB: Well, it could be a boy. The earrings might be a present for his mother.
Write the conversation on the black board. Explain the meaning of each sentence.
Focus attention on the chart with the headlines Can’t, Could/might and Must at the top. Point out the sample answer.
Read the instructions to the class.
Get students to complete the task in pairs. As the pairs work together, move around the classroom helping students with pronunciation, sentence formation or anything else they ask for help with.
Ask some pairs to say their conversations to the class.
Note: Answers to the chart will vary.
Step Ⅴ Summary
Say, In this class, we’ve learned some vocabulary words, such as drop, symphony.
And we’ve done much oral practice using the target language.
Step Ⅵ Homework
1. Read the letter in Activity 3a again for further understanding of the vocabulary
words.
2. Read the conversations in Activities 3b and 4 again for further understanding
of the target language.
3. Finish off the exercises on pages 15～16 of the workbook.
StepⅦ Blackboard Design（板書設(shè)計）
Unit 5 It must belong to Carla.
Section A
The Second Period
1.Vocabulary words:
drop v.
symphony n.
optometrist n.
appointment m
algebra n.
crucial adj.
count v.
because of
Chinese-English dictionary
Oxford University 2. Target language:
(1)A: What do you think "anxious" mean?
B: Well, it can’t mean "happy".
A: It might mean "worried".
B: Oh, yes. She is worried because of her test.
(2) A: Here are some earrings. The owner can’t be a boy.
B: Welt, it could be a boy. The earrings might be a present for his mother.
VII. Teaching Methods(教學(xué)后記)
No.22 The Third Period
I. Teaching Aims and Demands(教學(xué)目的和要求)
1. Knowledge Objects
(1) Key Vocabulary
chase, creature
(2) Target Language
Why do you think the man is running?
He could be running for exercise.
No, he’s wearing a suit. He might be running to catch a bus.
2. Ability Objects
(1)Train students’ listening skill.
(2)Train students’ writing skill.
3. Moral Object
The UFO and alien are both unreal. As students, we must work hard to explore the universe in the future.
Ⅱ. Teaching Key Points（教學(xué)重點）
1. Listening practice
2. Writing practice
Ⅲ. Teaching Difficult Points(教學(xué)難點)
1. Write a sentence about each picture.
2. Write two or three sentences to finish the story.
3. Listen and complete the sentences.
Ⅳ. Teaching Methods(教學(xué)方法)
1. Listening method
2. Writing method
3. Pairwork
Ⅴ. Teaching Aids（教學(xué)手段）
1. A tape recorder
2. A projector
Ⅵ. Teaching Procedures（教學(xué)過程）
Step Ⅰ Revision
1. Invite a student to read the thank you message Linda wrote to Anna to the class.
2. Get different pairs of students to read the conversations in Activities 3b
and 4.
3. Check answers to the exercises on pages 15～16 of the workbook.
StepⅡ Part l
This activity provides writing practice using the target language.
Read the instructions to the class. Read the words in the box and have students repeat several times. Invite different students to explain the meaning of each word in their own words.
Get students to look at the three pictures carefully. Say, You are to use the words from the box to write a sentence about each picture. Point out where to write the sentences. Ask a student to say the sample answer to the class. Get students to complete the activity individually. As students work, walk around the classroom offering language support as needed.
Check the answers on the blackboard.
Answers
a. The UFO is landing.
b. The alien is chasing the man.
c. The man is running.
Step Ⅲ 2a
This activity gives students practice understanding and writing the target language in spoken conversation.
Read the instructions to the class. Point to the three pictures in Activity 1. Say, You will hear a conversation about these pictures. As you listen, write a number in the box in the left corner of each picture to show the order of the events.
Point out the sample answer in the box of the third picture. Say, You will hear the man is running first.
Play the recording the first time. Students only listen. Play the recording again. This time students listen and number the pictures.
Check the answers.
Answers
The pictures should be numbered in this order:
2,3,1
Tapescript
Man: Hey, look at the man running down the street. I wonder what’s happening.
Woman: He could be running for exercise.
Man: But he’s wearing a suit.
Woman: Well, he might be late for work.
Man: He looks kind of scared.
Woman: Oh, no! What’s that?
Man: Where?
Woman: There’s something in the sky.
Man: It could be a helicopter.
Woman: No, it can’t be a helicopter. It’s too big. It must be a UFO.
Man: A UFO? What’s going on?
Woman: Look, now the UFO is landing…
Man: And there’s a strange creature getting out. It must be an alien.
Woman: And the alien is chasing the man! I must be dreaming.
Man: Maybe we should call the police. (pause) Hey, wait a minute. What’s that?
Woman: Where?
Man: Over there.
Woman: It’s a woman with a camera.
Man: She could be from the TV news.
Woman: No, look at all those other people. They are actors. Oh! They must be making a movie.
Encourage students to write two or three sentences to finish the story.
Answers will vary. Write a sample version on the blackboard. Ask students to use it as a model.
A sample version
Man: That’s right. It must be interesting.
Why not go and see how they are making a movie?
Woman: Good idea!
Step Ⅳ 2b
This activity gives students practice listening to and writing the target language.
Point to the chart with sentence starters
They see … The man says… and The woman says…Say, You are to listen to the