人教版九年级英语上册教案全集

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Unit 1 How do you study for a test?

Page 2, 1a, 1b, 1c

课 时： Period 1

教学目的： Talk about how to study.

Learn the use of “by doing something”

重点难点： Useful expressions-How do you study …? I study by doing …

教学工具： courseware

教学步骤：

Step 1. Self-introduction

The new term has come. Ask the students to introduce themselves to the others and the teacher. Then ask what they did in the summer holiday. If possible, ask how they did that.

Help the students use the construction “I …by doing…”.Explain “by”.

Step 2. Discussion

Have the students say what they think of English.

Then tell each other how they study for an English test. See the phrases shown

in the courseware, which is similar to 1a. Remind them to use “by doing…”

Step 3. 1a. Checking the ways you study

Ask students to finish the task. They can add something else.

Step 4. ing

Listen to the listening stuff of 1b, which is recorded in the courseware

(convenient to be repeated). Finish the task.

Then the teacher asks, ”How did Mei/ Pierre / Antonio study?” Have some

students give the answers, i.e. repeat the sentences by using “by doing”

Step 5. 1c. Making dialogues

Work in pairs or groups. Discuss first. Then make a short dialogue.

Have the students share their work.

Step 6. Writing.

See the courseware. Fill in the blanks. Write down the answers on a piece of paper. Ask students to read their work.

课 时： Period 2

教学内容： Page 3, 2a, 2b, 2c and the grammar focus.

教学目的： Talk about how to learn English.

Consolidate the use of “by doing something”

重点难点： Useful expressions-Do you study …by doing…? Yes /No... (reason).

教学工具： courseware

教学步骤：

Step 1. Revision

Make a dialogue between the teacher and some students. Ask whether they l

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ike English, then tell the reason. Ask how they learn English.

Step 2. 2a. Listening

See the courseware. Explain any difficult points. Listen to the stuff, and check the answers.

Have students repeat some main sentences, ready to practice dialogues.

Step 3. ing

Finish the task.

Step 4. a pairwork

Give students some time to talk about the contents of 1a and 1b.

See the courseware. Some patterns will help, such as “/ / Have / How do you…?” and the possible answers.

Share their dialogues.

Step 5. Make a conversation.

Ask students to tell the others their own experience about studying English by working in pairs or groups. Then make a conversation respectively.

They can also use indirect speech, such as “... says she learns ... by ...”etc.

Step 6. Summary

Point out the main contents learnt these two days.

英语(九年级)教学设计(3)

课 时： Period 3

教学内容： Page 4, 3a, 3b,

教学目的： Practice reading.

Learn useful expressions.

Practice writing.

重点难点： v + ing phrase used as a subject

find / think + O + OC

教学工具： courseware

教学步骤：

Step 1. Make a statement.

Firstly the teacher asks a student a question and the student answers. Ask several.

Then have many more students make a statement one by one to introduce how he / she learns English.

Step 2. 3a. Reading

Firstly, read to the tape aloud. Pay attention to the pronunciation and the intonation.

Read again, underline the useful expressions.

Read once more. Fill in the chart. Check the answers.

Step 3. Learn the useful expressions.

1. Ask students to say the useful expressions they have underlined.

2. Add if the students miss some.

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3. Learn some grammar:

Ask a student to tell us how many sentences, which include v-ing phrase as a

subject, are in the text. Point out the constructions. Explain why they are used.

Teach the structure ”find / think + O + OC” and other grammar.

Step 4. 3b. Pairwork

Give the students a little time to prepare a role play.

Ask some to share their work with the whole class.

Step 5. Consolidation

In Chinese, teacher says some important phrases from the text. Have the students tell us the English ones as quickly as possible.

Unit 2 I used to be afraid of the dark.

The First Period

Teaching Contents: Section A 1a，1b，1c，2a，2b，2c

Step I Organization of class

ng

g up

Step II Presentation

Competition

Show the class many words of appearance and personality. Get them to put the

words in the right place.

: Who is the boy?

Show the class some information about Harry Potter:

He is a boy. He is not tall. He has curly hair. He is easygoing. He is very

smart. He can see strange things and so on.

two photos of the teacher — five years ago/ now. Ask the students some

questions: What did I look like five years ago? What do I look like now?

uce the new conversations in Unit 2.

I used to be fat. I am thin now.

I used to have long hair. I have short hair now.

I used to play basketball. I play ping-pong now.

Step lIl Teaching Tasks

One (Pairwork): Listening to the tape

(1) Show the students two pictures and say something about the people in the

picture.

(2) Listen to the tape. Then fill in the blanks in lb，2a，2b.

Two (Groupwork): Describing different persons

(1) Show the students a set of pictures, such as a movie star, a sportsman,

a teacher.

(2) Get the students to discuss in groups and take notes, such as: Jacky Chan

used to have big eyes, but now he has small eyes.

(3) Ask two or three groups to present their answers.

(4) Which group does best?

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Three (Team work): Survey

(1) Ask the students to bring two photos of themselves to class.

(2) Get the students to talk about the changes of their classmates and write

down the key words in the form.

(3) Let the team leader present their survey results.

(4) Who has changed most in your team?

(5) Which is the best team?

Step IV Summary

Step V Assign homework

Write a composition about your classmate before and now.

The Second Period

Teaching Contents： Section A 3a，3b，4

Step I Organization of class

ngs

g an English song

Step II Revision

the conversations that the students learned in the first period. Ask

them to talk about some pictures.

the homework. Talk about what one person used to be like and she/ he

is like now.

Step IIl Presentation

the class a picture of a big dog，then introduce the new conversations

in 3a：

I used to be afraid of big dogs.／I’m still afraid of big dogs.

the students some questions like this：

What did you use to be afraid of?／Are you still ?

Step IV Teaching Tasks

One (Pairwork)：Match the pictures with the phrases.

(1) Show the students six pictures about the phrases in 3a.

(2) Ask the students to talk about the pictures in pairs and match them.

Two：Put checks in the first two columns.

(1) Show the students the first two columns about “I”, then get them to put

checks.

(2) Ask a group of students to read out their answers like this:

I used to be / I’m still

Three(Pairwork)：Put checks in the last two columns.

(1) Show the students the last two columns about “My Partner”.

(2) Get the students to practice the dialogs in 3b.

(3) Put checks in the columns.

(4) Ask several pairs to present their answers.

(5) Choose the best pair.

Four(Groupwork): A survey

(1) Show the students a form about the activities.

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(2) Get the students to fill in the blanks about “I”.

(3) Get the students to ask their classmates and fill in the blanks about “My

classmate”.

(4) Ask the students to ask questions like this:

What did you use to eat?/ What do you eat now?

(5) Let two or three groups present their results.

(6) Which is the best group?

Five (Teamwork): How has Zhongshan（中山）changed?

(1) Show the class several pictures of Zhongshan city — Past and Now.

(2) Get the students to talk about the pictures and write down the key words

on the paper.

(3) Ask two or three team leaders to present their opinions.

Step V Summary

Step V IAssign homework

Get the students to write a composition about“Zhongshan has changed a lot!”

The Third Period

Teaching Contents: Section B la, lb, 2a, 2b, 2c, 3a

Step I Organization of class

Warming up

Step II Checking up the homework

two students to read out their compositions (Zhongshan has changed a

lot!).

students to discuss the compositions.

Step III Presentation

the class four pictures in la.

students to describe what is happening in each picture:

A girl is exercising in gym class.

A girl is painting a picture.

A boy is singing.

A boy is looking at some insects.

students to check the things they liked to do when they were very young.

Step IV Teaching Tasks

One (Pairwork): I used to

(1) Point out the lines under the picture in lb.

(2) Ask students to write down different things that they used to like to do.

(3) Get students to discuss the answers in pairs, then ask some students to

read out their sentences.

Two: Listening practice (2a, 2b)

(1) Ask students to listen to a dialog between a boy and a girl.

(2) Ask students to check the sentences on the list that they hear on the

recording.

(3) Check the answers in 2a.

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(4) Play the recording again. Ask students to fill in the blanks with the words

they hear.

(5) Correct the answers in 2b.

Three (Pairwork): Making up dialogs

(1) Teach students the conversation in 2c.

(2) Say some sentences using

?

and the answers

Yes, I did./ No, I

didn't.

(3) Ask students to make similar dialogs in pairs.

(4) Call on different pairs to read out their conversations to the class.

Four (Groupwork): A debate

(1) Show students a survey that the teacher did before the class.

(2) Get them to discuss their hairstyles in the past and now like this:

I used to have ... hair, but now I have ... hair.

(3) A debate──Should students choose their own hairstyle? Why or why not?

Five: Reading Practice

(1) Get students to read the story in 3a.

(2) Ask students to complete the chart about Rose Tang then and now.

(3) Check the answers.

Step V Summary

Step VI Assign homework

students to Complete the letter in 3b (How I've changed!).

students to talk to their parents and fill in the chart in 4a.

The Fourth Period

Teaching Contents: Section B 3b, 3c, 4a, 4b, Self Check.

Teaching Procedures:

Step I Organization of class

Step II Checking up the homework

some students to read out the letter (How I've changed!).

students to discuss their answers and choose the best one.

Step lII Teaching Tasks

One (Pairwork)

Ask students to finish 4a before the class-Talk to their parents and fill in

the chart in 4a.

Two (Groupwork)

(1) Ask students to talk about the contents in 4a with their classmates.

(2) Choose two groups to present their answers.

Three (Teamwork):

How has Yu Mei changed!

(1) Get students to talk about the pictures in Self Check 2.

(2) Ask students to use the drills in Unit 2 to describe the pictures.

(3) Ask students to write down a composition about Yu Mei on the paper.

(4) Ask two or three of them to read out their compositions in class.

(5) Choose the best one.

Four (Teamwork): A survey──

How has our life changed?

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(1) Show students some information in Unit 2.

(2) Ask students to talk about how their life has changed since primary school

and fill in the blanks in the survey form.

(3) Ask the team leaders to present their survey results.

(4) Choose the best team.

Five: A composition about the changes in our life

(1) Get students to write a composition on the paper.

(2) Ask students to exchange their compositions and correct them.

(3) Show the class one or two good compositions.

Step IV Summary

Step V Assign homework

Finish Part One of Self Check.

The Fifth Period

Reading—E-mail

English

Step I Organization of class

the whole class some questions:

What subjects do you study at school?

What subject do you like best? Why?

about the usage and importance of English.

Step II Introducing E-mail English

What does e-mail English mean? What is it used for?

Step III Teaching Tasks

One (Pairwork)

(1) Ask students to talk about the words in Part 1.

(2) Ask students to fill in the chart with their partners and try to think of

some more.

(3) Check their answers.

Two: Matching

(1) Get the students to read the whole article as quickly as they can.

(2) Try to finish the exercise in Part 2—Match each paragraph with its main

idea.

(3) Check the answers.

Three: Deep Comprehension

(1) Tell the students to read the article more carefully again.

(2) Try to finish the exercise in Part 3—Match the words and expressions with

their meanings.

(3) Try to finish the exercise in Part 4—Find words or phrases for 1-5.

(4) Check their answers.

Four (Pairwork)

(1) Ask the students to finish Part 5 in pairs.

(2) Write a message to their partner using the e-mail English in this reading

or other e-mail words.

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(3) Let some students read out their e-mails.

(4) Choose the best one.

Step IV Summary

Step V Assign homework

Write a reply to your partner, using the e-mail English as much as possible

Unit 3 Teenagers should be allowed to choose their own clothes.

I. Learning objectives 教学目标

Skill

Focus Talk about what you are allowed to do.

Learn to talk about “agree” and “disagree”.

Talk about the rules around the students.

Learn to make rules or change rules reasonably.

Language

Focus

功能句式 Talk about what you are allowed to do (P18)

I think teenagers should be allowed to drive.

Students should not be allowed to have part-time job.

Talk about “agree” and “disagree” (P19)

I think students should be …

I disagree. They talk …

I agree.

Do you think …?

No, I don’t.

Talk about the rules (P20-22)

We have a lot of rules …

So do we.

My friends and I goy to talk about the rules …

What school rules do you think should be changed?

词汇 1. 重点词汇

license, silly, study, present, member, sleepy, reply, possibly, drop, final, count,

owner, sky, catch, interview, noise, wind, neighbor, director, smell, finger, lift,

stone

2. 认读词汇

pierce, earring, concentrate, design, opportunity, volunteer, local, mess,

newsletter, obey, achieve, realistic, taught, Kathy

3. 词组

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get in the way, care about, instead of, stay up, concentrate on, at present, old

people’s homestay up, be strict with, the other day, learn from, at present, be

good for, English-English Dictionary

语法 should + be allowed to do …

Strategy

Focus 1. Reflecting

2. transforming information

Culture

Focus What rules do they have at school/home?

What school or other rules do you think should be followed /changed?

II. Teaching materials analyzing and rearranging教材分析和重组

1. 教材分析

本单元以Teenagers should be allowed to choose their own clothes 为话题， 共设计了四个部分的内容:

Section A

该部分有4个模块：第一模块围绕What should teenagers be allowed to do? 这一话题展开思维（1a）、听力（1b）、 口语 (1c) 训练；第二模块围绕“agrees” and “disagrees”进行听力（2a-2b）、口语 (2c) 训练，并就所学语言结构进行总结（Grammar Focus）；第三模块就“about following the rules”这一话题展开阅读训练（3a）和角色表演训练 (3b) ;

第四模块继续就上一话题以小组活动形式展开讨论。

Section B

该部分有4个模块：第一模块是词汇的学习（1a）与运用（1b）；第二模块围绕“One of the

school rules”进行听力（2a—2b）、口语训练 (2c) ；第三模块继续围绕The rules in

school 这一话题展开阅读（3a）和角色表演训练 (3b) ；第四模块就如何Make a list of

rules以写作形式展开训练。

Self Check

该部分有2个模块：第一模块以填空形式对所学词汇进行训练；第二模块就一封信围绕“agree or disagree” 进行阅读和写作的训练。

Reading

该部分共设置了5项任务： 第一项任务以小组问题讨论的方式激活学生相关背景知识；第二项任务让学生通过阅读获取信息；第三项任务利用造句、寻找信息、讨论等练习形式加深学生对阅读内容的理解；第四项任务要求学生能运用所学知识解决实际问题；第五项任务要求学生完成介绍名人童年生活及成功之路的任务。

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2. 教材重组和课时分配

Period I (Section A: 1a, 1b, 1c, 2a, 2b, 2c)

function presenting

Period II (Section A: 3a, 3b, 4)

Period III (Section B: 1a, 1b, 2a, 2b, 2c)

skills

Period IV (Section B: 3a, 3b, 4, Self Check 1, 2 & Workbook) Reading

Period V (Reading: Section 1—Section 4) Extensive

Practice

Integrating

New

Reading

III. Teaching procedures and ways 教学过程与方式

Period I New function presenting

Language goals 语言目标

1. Words & expressions 生词和短语

allow, drive, pierce, driver, license, silly, earring, instead of

2. Key sentences重点句子

I think students should be allowed to go out with their friends. (P18)

I agree. / I disagree. (P19)

Do you think sixteen-year-olds should be allowed to work at night? (P19)

Ability goals 能力目标

Enable the students to talk about things they are allowed to do and show “agree

or disagree.”

Emotion & attitude goals 情感和态度目标

Enable the students to understand some strict rules they have to follow.

Strategy goals策略目标

Reflecting. .

Culture awareness goals文化意识目标

Follow the rules reasonably.

Teaching important 教学重点

Talk about what they are allowed to do; agree and disagree.

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Teaching procedures and ways教学过程和方式

Step 1 Revision and Lead-in

Ask one or more students to show their work.

T: (Greet as usual) In the last unit, we learned how to write an e-mail to friends.

Can you tell me what you often write in your e-mails?

S: We often write about our problems, our puzzles, sometimes our happiness and

achievements to each other.

T: How often do you surf the Internet?

S:

Once a week.

T: If your parents don’t allow you to surf the Internet and you can’t write e-mails

to your friends, what will you do?

S:

I won’t be happy. Perhaps I will get annoyed with them.

T: Well. That means you have your rules in your family though you are unhappy.

S:

That ’s right.

T: We need to communicate with our friends and parents. If you have different opinions

with your parents, how can you communicate with them? We also have to obey our

parents. This class we’ll talk about what teenagers should do in our daily life.

T: Now I’d like you to see a picture.

Show the picture.

T: The students in the picture are from Chongqing. They’re having a debating

on the topic “What should teenagers be allowed to do?” Because they think

the topic is meaningful among teenagers. You are old enough to make clear

what to do and what not to do. Only after you understand and follow the

rules can you become useful people with a lot of abilities to our society. Most

of middle-school students think

they should be allowed to do all the things they like, for example, they think:

They should be allowed to — choose their own clothes

— go out with their friends

— have part-time jobs

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— get their ears pierced

— watch NBA matches

— do volunteer work

— drive

Write the above expressions on the Blackboard.

T: But actually teenagers have to obey some rules they don’t like. What should you

allowed to do and not to do is a big problem. Today we’re going to learn to talk

about it. As a teenager, do you think you should be allowed to drive?

S1:

I think so.

T: Can you tell us your opinion?

S1:

I think we are old enough. We should learn to drive.

T: Thank you. And what about you, Lily?

S2:

I don’t think we should be allowed to drive, because most of us are busy with

our study. Besides, we don’t have enough time to practice. And it’ll be very

dangerous.

Ask for more examples from other students and write “A” or “D”

disagree> on the blackboard.

Step II Brainstorming

T: Wonderful. (Then turn to another student). You look smart today, who bought you

the T-shirt?

S:

My mother.

T: Did she choose it for you?

S:

No, I was allowed to choose it myself.

T: Thank you for telling us. Do you often choose clothes for yourself?

S:

No, I couldn’t choose last year. But this year my mother allows me to choose

clothes for myself.

T: Do you think teenagers should be allowed to choose clothes?

S:

Of course, I do.

T: Great. Boys and girls, here are some more examples about what teenagers should

be allowed to do or shouldn’t be allowed to do. Let’s look at the pictures on

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Page 18, module 1a. Read the statements together. Then think it over and circle

“A” or “D” for “agree” or “disagree.”

A few minutes later.

T: Well, Li Yu, would you like to share your ideas with us?

S:

Of course. I circled 1,3, 4 with “A”, and 2, 5 with “D”.

T: Can you tell us why you disagree with the statements 2 and 5?

S: OK. The second one says “sixteen-year-olds should be allowed to drive ”, I don’t

think it can come true in our

country; the fifth one “twelve years old should be allowed to choose their own

clothes ”, I don’t think they have correct comments on the materials or price.

T: Terrific! Thank you very much for telling us. I think everyone may have his answer.

Any answer is correct if you can give out convictive reasons.

Step III Listening

T: Now please look at the picture. From the three small pictures, what can you guess

the girl wants to do?

S:

She says she’s going to the mall with John. Because John just got his license.

Perhaps she wants to buy a nice T-shirt. But I can’t understand Picture 3 clearly.

I can only be sure it’s something about piercing ears or earrings.

T: Excellent. From the pictures we can just guess the main ideas. After listening

to the recording, we can catch their meanings in detail. So listen to the tape

carefully.

Play the recording for the first time.

T: All right. Most of you have circled “ T ” or “ F ” in the blanks. Now I’ll

play it a second time, you may check your answers.

Step IV Oral Practice

T: Please look at the statements in activity 1a and make conversations in pairs.

The phrases in the box below can help you. First practice them in pairs.

Move around the class and check their work. Offer language help if needed.

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T: (a few minutes later) Now who’d like to share your ideas with others? Gentlemen

first, please?

Sample 1:

S1: I think teenagers should be allowed to go out with their friends.

S2: I agree. They are old enough. They can look after themselves well.

T: Great. Thank you. You’ve told us you can look after yourselves. Another pair,

can you tell us something else?

Sample 2:

S3: I don’t think twelve-year-olds should be allowed to get their ears pierced.

S4: I agree. It’s too silly to wear earrings in the school.

T: Wonderful. Thanks a lot. Not all girls wear earrings now, but in some parts of

the country, girls still do so. And who can give us more examples?

Sample 3:

S5: I think students should be allowed to do homework with friends.

S6: I disagree. They talk instead of doing homework.

T: Very good! Thank you very much. Do your parents allow you to study with your

friends?

Encourage them to talk more about the reasons and their own opinions.

Step V Listening Practice

Ask the students to look at the picture on Page 19.

T: We can see three persons in the picture. Are they talking to one another?

S:

No, two girls are talking, and the boy is working..

T: Well, what are their conversations about? Does Molly agree, disagree or not know

what Kathy thinks? Let’s listen to the tape for the first time. Please circle

“Agrees”, “Disagrees” or “doesn’t know” to show what Molly thinks.

Play the recording for the first time. Then check the answers.

T: You’ll hear the same conversation again, This time please number Kathy’s and

Molly’s answers in the correct order.

Play the recording again, then check the answers.

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Step VI Pairwork

T: From the listening, we know that in our daily life teenagers should and should

not be allowed to do a lot of things. In different countries people have different

opinions on it. Now please make a list of four things you should or shouldn’t

be allowed to do. Discuss your list with your partner: What should or shouldn’t

you be allowed to do?

Get several groups of students to read their lists.

Sample 1:

S1: Do you think teenagers should be allowed to have mobile phones?

S2: Yes. It’s convenient for students and their parents to communicate each other.

Sample 2:

S3: Do you think teenagers should be allowed to have mobile phones?

S4: No, I don’t. Perhaps students pay more attention to short messages than study.

Sample 3:

S5: Do you think teenagers should be allowed to go on a trip by themselves?

S6: Yes, I do. They may ask “ Travel Agency ”to help them.

Step VII Grammar Focus

Ask the students to read the example sentences in the Grammar Focus box on Page 19

together.

T: (After that) In this class, we have learned “should be allowed to do” and

“should not be allowed to do”. (Pointing to the Bb) Who can tell us when to use

them? What do they mean? From the sentences we have practiced, what can you

conclude?

S1:

It’s a passive voice. In active voice, if we say, “should allow someone to

do sth “, we can say, “someone should be allowed to do sth.” in passive voice

sentence.

T: Thank you. Anyone else can add it up?

S2:

If “shouldn’t someone to do sth.” We can use “someone shouldn’t be allowed

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to do sth”.

T: Of course. And if you think so, you can say____. (Get students to fill in the

blank)

S3: I can say, “I agree.”

T: Quite right. If you don’t think so, you can answer_____. (Get them to fill in

it again)

S4: I can answer, “I disagree.”

T: Yeah. Besides, you can add your opinions after it.

Step VIII Practice

T: Here are some exercises. Please look at the screen and do it quickly.

Show the following.

Ex 1 Draw lines to make sentences.

1. Little children shouldn’t be allowed to a. play after class.

2. Students should be allowed to b. go into the classroom.

3. Girls shouldn’t be allowed to c. watch TV too long.

4. If you are late, you should be allowed to d. smoke.

5. Students should be allowed to e. wear skirts in P.E class

Ex 2 Write about two things you are allowed to do and not allowed to do.

Sample answers :

1. I’m allowed to have some change with me.

2. I’m not allowed to have a fight with others.

3. I’m allowed to ask for a leave if I’m sick in P.E lesson.

4. I’m not allowed to copy others’ homework.

Step IX Homework

T: Two tasks for you:

1. Listen to the conversation repeatedly.

2. Try to remember the dialogue in the recording. Practice more with your

partners.

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Unit 4 What would you do ?

Language goal : Talk about imaginary situations .

Structure : What would you do if … ?

If I were you, I’d …

Important point : Talk about imaginary situations .

Difficult point : How to use “ Would you do sth. if …… ?

The Subjunctive Mood

Section A : The First Period ( 1a , 1b , 1c )

Goals

●To learn to use Second conditional and Should for advice

●To listen and talk about imagined life

Teaching point : The Subjunctive Mood

Difficult point : The Subjunctive Mood

Teaching Methods : Scene teaching method / Teaching by induction / pair work

Teaching Aids : A tape recorder / Computer powerpoint

Teaching Procedures :

Step 1 Revision and Lead-in

Lead in by asking students these questions :

1. What will you do if you are free tomorrow ?

2. What will you do if it doesn’t rain tomorrow ?

Step 2 Listening and Speaking

1. Ask students to read the picture on Page 26.

T: When we talk about things that haven’t happened, we can use the words I would

or I’d. Now look at the picture on Page 26. What can you see in the picture?

S: We can see some people, a school, a zoo, a research lab, a bank.

T: What are the people in the lower part of the picture doing?

S1: Maybe they are thinking about the answers to the question shown in the picture.

S2: The woman is reading a newspaper and they are all thinking of the answers to

the question.

T: Pretend you are the people in the picture, what would you do if you had a million

dollars?

S3: I’d buy a beautiful car.

Write buy a beautiful car on the blackboard.

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S4: I’d build a research lab.

S5: I’d give it to the Hope Project.

S6: I’d travel around the world.

S7: I’d give it to medical research. …

2. Ask for more ideas from the students. Write their ideas on the blackboard.

3. Show the following to the students and then ask them to practice in pairs.

-What would you do if you have a million dollars?

-I would (I’d) ____________.

4. Students work in pairs and make dialogues.

Step 3 Listening

Ask the students to listen to the recording and compare their answers with those

in the recording .

T: Next we’ll hear a conversation about how to spend a million dollars. The recording

will be played twice. For the first time, listen to get the order you hear.

1. Play the tape for the first time.

T: For the second time, please number the picture in the order you hear them.

2. Play the tape for the second time. Then check the answers.

Step 4 1C Doing pairwork

Let’s pretend that we are the people in the picture on page 26. Talk with your

partner about what you would do if you had a million dollars ?

1. Get the students to read the conversation .

2. Have the students to work in pairs .

3. Ask some pairs to act out their dialogues .

Step 5 Language points explanation :

Step 6 Homework

1. Ask the students to do more practice as required in 1c on Page 26.

2. Ask the students to prepare for the next period: Think about if you have any

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worries or problems in daily life.

3. Ask the students to finish some exercises in Unit 4 .

Section A : The Second Period ( 2a , 2b , 2c , Grammar Focus )

Goals

●To master some language points

●To go on learning The Subjunctive Mood

If I were you , I’d ……

●To improve the students’ listening ability

Teaching point : The Subjunctive Mood

Difficult point : What if …… ?

Teaching Methods : Explanatory method / Teaching by induction / pair work

Teaching Aids : A tape recorder / Computer powerpoint

Teaching Procedures :

Step 1 Revision

Review The Subjunctive Mood by asking the students this question :

What would you do if you had a lot of money ?

Then do some translation .

1 如果我有很多钱，我会把它捐给慈善机构。

2 如果我有很多钱，我会把它放进银行的。

3 如果我有一百万美金，我会买一所大房子的。

Step 2 2a Listening and circling

1. Listen to the tape and circle the reasons in the box on page 27 why Larry is nervous.

2. Check the answers with the students .

( 2 , 3 , 5 )

3 Listen again and write down all the expressions in the book.

be nervous, / be late for / at the party

What to wear 疑问词 + 动词不定式

4. Read these sentences together .

Step 3 2b Listening and checking

1. Listen to the tape again and check on page 27 the four things Larry’s sister

says to him.

2. Check the answers with the whole class .

3. Language points explanation :

say to sb.

worry about / be worried about

talk to sb. / talk with sb.

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have to do sth.

If I were you , I’d wear a shirt and tie .

If I were you , Id be a little late .

If I were you , I’d take a small present .

4. Read these sentences together . Pay more attention to No. 1 , 3 , 4 .

Step 4 2c Doing pairwork

1. First give an example , then get them to work in pairs .

For example :

Xu Linfeng, you are Larry. Men Yating, you are Larry’s sister. Xu is going to talk

about his worries and Men is going to give him advice.

X: I don’t know what to wear. M: If I were you, I’d wear a shirt and tie.

X: I don’t have a present. What if everyone else brings a present? M: If I were

you, I’d take a small present—a pen or something.

X: What if I don’t know anyone? M: If you don’t know anyone, you can talk to Tom.

He’ll introduce you to people.

2. Explain “ What if …… ? and everyone else

eg. : 1 如果他不来， 我们怎么办 ？

2 如果我们迷路了，怎么办 ？

Step 5 Grammar Focus

1. Go through the sentences with the students .

2. Explain the use of The Subjunctive Mood

表示一种不可能实现的愿望时使用。是一种假设 。

3. Explain the structure of The Subjunctive Mood

If 引导的从句用过去时 ， 主句用would + V

4. Get the students to read the sentences together .

5. Practice :

Have the students made some sentences by using The Subjunctive Mood .

Step 6 Summary

1. Learn to use The Subjunctive Mood .

2. To remember the language points .

3. Can use “ What if …… ? ”

Section A : The Third Period ( 3a , 3b , 4 )

Goals

●To understand the students’ problems .

●To go on learning The Subjunctive Mood

If I were you , I’d ……

●To practice the students’ oral ability

Teaching point : The Subjunctive Mood

Difficult point : Attributive Clauses

Teaching Aids : Computer powerpoint

Teaching Procedures :

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Step 1 Revision

Review 2a and 2b in the second period .

Read 2a and 2b together and get the students to pay attention to the sentences of

The Subjunctive Mood .

Step 2 3a Reading and matching

1. Go to page 28. Read the problems in the boxes and match them with the correct

advice.

2. Write down all the expressions.

be shy / what to say / get nervous / lots of / go to bed / look terrible / do

well /take a walk / look friendly / feel shy

4. Explain “ too … to … ” and give more examples .

He is too young to go to school .

She is strong enough to lift the box .

We are too careless to make many mistakes .

Step 3 3b ( Oral practice )

1. Come to 3b , ask the students if they have different advice for the problems

in activity 3a , talk in pairs .

2. Ask a pair to read their conversation .

Step 4 4

1. Read the instructions to the class .

2. Ask a student to read the sample conversation in the box .

3. Have the students form groups of four to talk about the conversation in groups .

Step 5 Summary

1. To master the language points in 3a .

2. To master the sentences of the Subjunctive Mood .

Step 6 Homework

1. Try to remember the language points in this period .

2. Finish the exercises in Section A of 《双语报》。

Section B : The Fourth Period ( 1a 1b 2a 2b 3a )

Goals

●To understand the personality survey .

●To go on learning The Subjunctive Mood

What would you do , if …… ?

●To practice the students’ listening ability .

●To practice the students’ oral speaking ability .

Difficult point : The Subjunctive Mood

Teaching Aids : Computer powerpoint Tape recorder

Teaching Procedures :

Step 1 Revision

Review some expressions :

1. What to say / get nervous / look terrible / do well / take a walk

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2. too … to …

Step 2 1a

1. Warming up by learning about personality

Ask the students what is personality? What is your personality?

2. Describing and filling

Have the students turn to page 29 and fill in the blanks with words given.

Step 3 1b

1. Ask the students in 1b Which words in activity 1a describe you? Tell your partner.

What are you like? I think I am creative and outgoing.

provide some words used to describe people for the students .

2. Have the students work in pairs .

Step 4 2a

1. Point to the chart and tell students that it is a quiz from a teen magazine .

2. Read the instructions and point to the four questions . Read the questions to

the class or ask different students to do it .

3. Listening and checking

Cella is asking Bill questions from a personality survey. Check the questions Cella

asks.

4. Point out some language points in 2a

Give a speech / in front of / have a cold / tell sb. to do sth. / start doing sth.

/ want to be / wait for sb. / have dinner / introduce oneself

Step 5 2b

1. Read the instructions and point to the list of questions and answers in 2a .

2. Play the recording again .

3. Check the answers .

Step 6 3a

3a Reading and filling

1. Get the students to look at the survey in 2a and read the personality survey result

below on page fill in the blanks with a, b or c.

the answers with the students .

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3. Explain some points :

annoy sb. / plenty of / be easy to do sth. / get along with / like doing sth.

rather than / rather … than …

Step 7 3b

1. Have the students to look at 3b .

2. Read the example to the class .

3. To write down their own personality survey based on the that in 2a.

4. As students works , move around the classroom checking their work and offering

language assistance as needed .

Step 8 Summary

1. The Subjunctive Mood

2. Some useful expressions .

Step 9 Homework

Section B : The Fifth Period ( 1, 2 )

Goals

●To use the vocabulary in 1 .

● Can write a reply according to the e-mail .

●To master some language points .

Difficult point : How to write a reply well ?

Teaching Aids : Computer powerpoint Tape recorder

Teaching Procedures :

Step 1 Revision

Review 2a in Section B

1. Read 2a together .

2. Get the students to translate some useful expressions .

Step 2 SELF CHECK ( 1 )

1. Filling the blanks

Ask students to fill in the blanks on their own .

On page 31 is a box with sentences in black. Read them and fill in the blanks with

a correct word given. Make changes to the form if necessary.

the answers .

3. Ask students to make sentences with the words .

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Step 3 ( 2 ) Write

1. Reading an e-mail . Read the instructions to the class .

2. Explain the e-mail and some language points .

Want sb. to do sth. / be sure / in fact / be shy / want to do sth. / let sb. down

/ be terrified of doing sth. / think of / come up with

3. Guide students to write the reply . Students are required to finish it

individually .

4. Get one or two and explain their mistakes .

Step 4 Summary

Step 5 Homework

Finish the exercises in Unit 4 .

Section B : The Sixthth Period (Section 1 , 2 , 3 )

Goals

●To know the problems and accidents the teenagers have . .

●Go on The Subjunctive Mood

●To master some language points .

Difficult point : How to understand the article well ?

Teaching Aids : Computer powerpoint Tape recorder

Teaching Procedures :

Step 1 Revision

Review some useful expressions in the Fifth period .

Make speech / in fact / want sb. to do sth./ want to do sth. / let sb. down / come

up with

Step 2 Lead in

Lead in Section 1 by talking in groups .

Discuss these : Have you ever seen accidents ?

What kinds of accidents do you know ?

What is the biggest problem a teenager has ?

Step 3 Section 2

1. Have students read the reading materials .

2. Answer some questions about the two pages .

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What would you do if you burned yourself by accident ?

What would you do if you injured your knee ?

What would you do if someone offer you cigarettes ?

What would you do if you get pimples ?

Step 4 Language points explanation

kinds of / by accident / hurry to do sth. / find out / stop doing sth. / more than

/ a few / of course / tell sb. to do sth. / agree to do sth. / in a public place

/ ask sb. for

Step 5 Section 3 3a

Ask students to pool the knowledge they have to answer the two questions .

Step 6 3b

Ask students to go through the accidents mentioned in the reading then discuss .

Step 7 Summary

1. Accidents and problems teenagers have .

2. Pay attention to the Subjunctive Mood

3. Remember the useful expressions .

Step 8 Homework

1. Finish the exercises in unit 4

2. Review the language points .

Unit 5 It must belong to Carla.

Ⅰ. Analysis of the Teaching Material

and Function

The topic of this unit is a picnic, In this unit, students learn make inferences.

Such topic is helpful activate students' imagination and improve students'

ability deduce. Either less or more advanced students will be active in the

activities in class. So it's useful improve students' spoken English and

communicative competence.

(1) The first period mainly introduces the key vocabulary and the target language

students. Through listening and oral practice, students have a brief

understanding of how 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

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the third period, students are asked practise using the target language by talking

about the new words, It's helpful 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

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 make inferences using the words must, might, could

and can't.

(2) Ability Objects

train students' listening, speaking, reading and writing skills.

train students' ability deduce.

(3) Moral Objects

When you are on a picnic, remember bring litter back keep our environment clean

and tidy.

We'll benefit a lot by learning proverbs.

3. Teaching Key Points

learn the key vocabulary words and the target language.

learn make inferences using the words must, might, could and can't.

4. Teaching Difficult Points

train students' listening, speaking, reading and writing skills.

enable students grasp the usage of must, might, could and can't.

5. Studying Way

Teach students how make inferences using must, might, could and can't.

Ⅱ. Language Function

Make inferences

Ⅲ. Target Language

Whose volleyball is this

It must be 's. She loves volleyball.

It could be Ted's.

Ⅳ. Structure

must, might, could and can't

Ⅴ. Vocabulary

picnic, chase, escape, belong , toy car, plate', mystery, appointment, worried,

wake, neighbor, garbage

Ⅵ. Recycling

suit, land, volleyball, magazine, book, CD, bat, earring, T-shirt, UFO, whose, owner,

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exercise, dream, anxious

Ⅶ. Learning Strategies

1. Sequencing

2. Deducing

Ⅷ. Teaching Time

Six periods

The First Period

Ⅰ. Teaching Aims and Demands

1. Knowledge Objects

(1) Key Vocabulary

belong, belong , 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 bring litter back keep our environment clean

and tidy.

Ⅱ. Teaching Key Points

1. Key vocabulary

2. Target language

Ⅲ.Teaching Difficult Points

1. Listen for the target language

2. Oral practice using the target language

Ⅳ.Teaching Methods

1. Scene teaching method

2. Listening method

3. Pairwork

Ⅴ.Teaching Aids

1. Blackboard drawings

2. A tape recorder

3. A projector

Ⅵ.Teaching Procedures

Step I Revision

Check homework. Invite different students say the answers 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

plate n.

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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 explain in their own words the meanings of the words belong

, author and picnic.

Belong means 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 draw a plate next the word plate and a toy car next

toy.

Focus attention on the picture. Have students point each item and say its name.

Call students attention the chart with the headlines clothing. Fun things and

kitchen things at the top. Invite different students 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 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 language in spoken

conversation.

Call students' attention 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 connect the person

in the first column with the thing in the second column. Then draw another line

connect the thing in the second line with the reason in the third column.

Point out the sample answer. Say, The name in the first column connects

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.

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Answers

Jane's little brother-toy car-He was the only little kid at the picnic.

Mary-book-Wanda Wilbur is her favourite author.

-volleyball-She loves volleyball.

Deng Wen-magazine-He loves cats.

Grace-CD-She always listens classical music.

Tapescript

Girl 1:Whose volleyball is this

Boy 1:It must be 's. She loves volleyball.

Girl 1: How about this toy car

Girl 2: Oh, that toy car must belong Jane's little brother. He was the only little

kid at the picnic. And the magazine must belong Deng Wen. He loves cats.

Boy 1: Oh, and look, someone left a book.

Girl 2: Oh, yeahThis book must be Mary's. Wanda Wilbur is her favourite author.

Girl 1: OKand how about this CD

Girl 2: HmmmmmThe CD must belong Grace. She always listens classical music.

Step Ⅳ 1c

This activity provides oral practice using the target language.

Point the picture in Activity lb. Invite pair of students say the conversation

in the speech bubbles.

SA: Whose volleyball is this

SB: It must be 's. She loves volleyball.

Point out the conversation in the box. Invite another pair of students say it

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 and give a reason. Get students 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 ask and answer questions, stop

the activity. Get different pairs of students say their conversations the class.

Step Ⅴ Summary

Say, In this class, we've learned the key vocabulary words belong , 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 get a further understanding of the target

language.

Step Ⅶ Blackboard Design

Unit 5 It must belong .

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Section A

The First Period

1. Key vocabulary:

belong v.

belong

plate n.

author n.

toy n.

picnic n.

2. Target language:

Whose book is this

It must be Mary's.

Wanda Wilbur

is her favourite author.

Unit 5 It must belong 教案示例(2)

Ⅰ. Teaching Aims and Demands

1. Knowledge Objects

(1) Key Vocabulary

band, hair band

(2)Target Language

Whose notebook is this

It must be Ning's. It has her name on it.

Whose French book is this

It could be Ali's. She studies French.

Whose guitar is this

It might belong Alice. She plays the guitar.

Whose T-shirt is this

It can't be John's. It's much too small for him.

2. Ability Objects

(1) Train students' listening skill.

(2) Train students' writing skill.

(3) Train students' ability deduce.

3. Moral Object

Use your mind, then make inferences correctly.

Ⅱ. Teaching Key Points

1. Listening and writing practice using the target language.

2. Make inferences using the target language.

Ⅲ. Teaching Difficult Point

Make inferences using the target language.

Ⅳ. Teaching Methods

1. Practice method

2. A game

Ⅴ. Teaching Aids

1. A tape recorder

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2. Real objects

Ⅵ. Teaching Procedures

Step I Revision

Revise the conversations in lb. Get different pairs of students talk about who

each thing might belong and give a reason.

Step Ⅱ 2a

This activity provides listening practice using the target language. Using a hair

band, teach students practice the words hair band, Point the numbered list

with blank lines after each number.

Say. Bob and Anna found a backpack in front of their school. Listen and write down

the things in the backpack. Point out the sample answer.

Play the recording the first time.

Students only listen. Play the recording a second time. Students write the correct

words in each blank.

Check the answers.

Answers

1. T-shirt

2. hair band

3. tennis balls

Tapescript

Bob: Oh, look! Whose backpack do you think this is

Anna: I don't know. Look, here's a school T-shirt.

Bob: Well then, the person must go our school. Oh! Here is a hair band, so the

person can't be a boy.

Anna: It could be Kumi's hair band. She has long hair.

Bob: Or the hair band might belong Linda. She was at the picnic, wasn't she

Anna: Yes, she was. But then the backpack could belong Rita. She's always

forgetting things.

Bob: Oh, look! Tennis balls.

Anna: Then it must be Linda's backpack.

She has long hair and she's on the tennis team.

Bob: You're right!

Step Ⅲ 2b

This activity provides listening and writing practice using the target language.

Call students' attention the chart. Point the numbered list of sentences which

contain a blank. Read the sentences the class saying blank when coming a

write-on line.

Say, You are hear the same recording again. This time please fill in the blanks

in these sentences using the words must, might, could or can't. Point out the sample

answer.

Play the recording. Students listen and fill in the blanks.

Check the answers.

Answers

1. The person must go our school.

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2. The person can't be a boy.

3. It could be Mei's hair band.

4. The hair band might belong Linda.

5. It must be Linda's backpack.

Point the box that contains the explanations of how use the words must,

might, could and can't. Read the explanations the class.

Use "must" show that you think something is probably true.

Use "might" or "could" show that you think something is possibly true.

Use "can't" show that you are almost sure something is not true. And then have

different students explain in his/her own words what each word means. Encourage

students make their own sentences using these words. For example, for the word

must, a student might say, The English magazine must be Li Lei's. He likes reading

English magazines very much.

Step Ⅵ 2c

This activity provides writing practice using vocabulary introduced in the unit.

Read the instructions the class. Point the list of sentences that contain a

blank. Say, Please fill in the blanks with the words from this unit. Some answers

will vary. Elicit the first answer from the class (The notebook must/might be Ming's.

It was on her desk).

Get students complete the task on their own. As students work, move around the

classroom answering any questions they may have and offering help as needed.

Check the answers.

Answers

The notebook must/might be Ming's. It was on her desk.

The homework can't be 's. She wasn't at school today.

The soccer ball might be John's or Tony's.

They both play soccer, don't they

The French book must be Li Ying's. She's

the only one who's studying French.

I can't find my backpack. It might/must be still at school.

The photo must be Lu's. Those are his parents.

The red bicycle can't be Hu's. She has a blue bicycle.

The ticket might be my aunt's or uncle's.

They are both going the concert.

Step Ⅴ Grammar Focus

Ask students say the questions and answers in pairs. At the same time, write them

on the blackboard.

SA: Whose notebook is this

SB: It must be Ning's. It has her name on it.

SA: Whose French book is this

SB: It could be Ali's. She studies French.

SA: Whose guitar is this

SB: It might belong Alice. She plays the guitar.

SA: Whose T-shirt is this

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SB: It can't be John's. It's much too small for him.

Invite a student underline the words must, could, might and can't and then write

them in a list on the blackboard.

Ask students, what does it mean when you say something must be true How sure are

you that it is true 100 percent 50 percent 10 percent

When a student answers 100 percent, write it next the word must on the blackboard.

Repeat the process with the words might, could and can't.

Optional activity

Ask all but four students put their heads down on their desks. Meanwhile, collect

one item each from the four students.

Play the game like this:

T: (Holding up a pen) Whose pen is this

S1:It could be Li Lei's.

T: Li Lei, is this your pen

L: No, it isn't.

T: It can't be Li Lei's. He says it's not his.

S2:It might be Wu Jun's.

T: Wu Jun, is this your pen

W: Yes, it is.

T: He says it's his. The pen must be Wu Jun's.

(Holding up a notebook)Whose notebook is this

S3: It must be Li Na's. I gave it her as a birthday present.

Repeat the process with the other items.

Step Ⅵ Summary

Say, In this class, we've clone some listening and writing practice using' the target

language. And we've learned how make inferences using the words must, might, could

and can't.

Step Ⅶ Homework

Make two sentences each using the words must, could, might and can't.

Step Ⅷ Blackboard Design

Unit 5 It must belong .

Section A

The Second Period

Target language:

A: Whose notebook is this

B: It must be Ning's.

It has her name on it.

A: Whose French book is this

B: It could be Ali's She studies French.

must 100%

could 20%～80%

might 20%～80%

can't 0%

A: Whose guitar is this

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B: It might belong Alice.

She plays the guitar.

A: Whose T-shirt is this

B: It can't be John's.

It's much too small for him.

Unit 5 It must belong 教案示例(3)

I. Teaching Aims and Demands

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 your friends ask for help.

Ⅱ. Teaching Key Points

g practice

practice using the target language

Ⅲ. Teaching Difficult Points

1. Key vocabulary

2. Target language

Ⅳ. Teaching Methods

1. Practice method

2. Pairwork

3. A game

Ⅴ. Teaching Aid

The blackboard

Ⅵ. Teaching Procedures

Step I Revision

Revise the usage of the words must, might, could and can't by checking homework.

Ask students 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 say their sentences the class.

Step Ⅱ 3a

This activity provides reading practice using the target language.

Call students' attention the picture.

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Ask students tell what's happening in the picture.

T: What's the girl doing

Ss: She is using the computer write e-mail.

Point 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 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 the class. Point the sample conversation. Invite a pair

of students say it 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 talk about the circled words in Activity 3a. Use the words can't,

must, could or might as in the sample.

Get students 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 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

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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 write the correct

spelling in the first space. Ask another student 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 the picture.

Get students name each item in it.

Write the new words Chinese-English dictionary and Oxford University on the

blackboard. Point the sample conversation. Invite a pair of students read it

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 the class.

Get students 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 say their conversations the class.

Note: Answers 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

Unit 5 It must belong .

Section A

The Third Period

lary words:

drop v.

symphony n.

optometrist n.

appointment m

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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.

Unit 6 I like music that I can dance to.

I．Teaching Guide

Aims

1. Learn how to express preferences and causes.

2. Write a review of a book, a movie or a CD.

1. What kind of music do you like?

I like music that I can sing along with. What about you?

I prefer music that has great lyrics.

I love singers who write their own music.

2. Carmen likes musicians who play different kinds of music.

Does Xu Fei like the Moderns?

No, he doesn’t. He prefers…

3. What CD did you listen to recently?

That’s not really important to me.

I like movies that are sad / that have scary monsters.

Sentence

Structure

prefer, lyric, remind of, entertainment, feature, photography,

Vocabulary

photographer, exhibition, gallery, suggest, honest, expect, on

display, suit, energy…

Grammar Attributive Clause

Task 1. The kinds of friends you like.

Task 2. The school uniforms you like.

Task 3. All about music.

Task 4. A book, a movie or a CD reviews.

Tasks

II．Teaching Procedures and Tasks

Word Study

1. prefer v. 更喜爱，更喜欢 choose sth rather than sth else ; like sth better.

1) prefer + n.

I prefer groups that play quiet and gentle songs.

我更喜欢演唱轻柔音乐的组合

Jennifer prefers musicians who write their own lyrics.

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2) prefer sth to sth 比…更喜欢…

Which would you prefer , coffee or milk ?

咖啡和牛奶，你喜欢哪一个？

I prefer milk to coffee. 与咖啡相比，我更喜欢牛奶。

I prefer walking to cycling. 我喜欢步行，不喜欢骑自行车。

3) prefer to do sth 宁愿做某事

She prefers to be alone at home.

她宁愿独自在家。

2. dance to the music 伴随着音乐跳舞

sing along with the music 和着音乐一起唱

3. remind sb of sb / sth 提醒，使…记起…

This music reminds me of my childhood.

这首曲子使我想起了我的童年。

4. lyrics 歌词 rhythm 节奏韵律 melody / tune曲调

5. feature: n. 面貌的一部分(眼,口,鼻等); 显著的或有特色的方面、品质或特点

A prominent or distinctive aspect, quality, or characteristic.

a feature of one's personality; a feature of the landscape人格特征；地形特点

6. photograph. n. 照片，相片

photography. n. 摄影, 摄影术

photographer. n. 摄影师

7. suggest: to bring or call to mind by logic or association; evoke:

使人想到：通过逻辑或联想使想起或唤起；唤起：

a cloud that suggests a mushroom; a ring-like symbol suggesting unity.

一朵让人想到蘑菇的云；让人想到团结的环状标记

8. suit: to meet the requirements of; fit. 适合，符合…的要求：

This candidate does not suit our qualifications.

这个候选人不符合我们的条件

9. expect vt. to look forward to the probable occurrence or appearance of 期待

expecting a telephone call; expects rain on Sunday. 等电话；等待星期天下雨

10. though

1) adv. 用于口语中，in spite of this; however; “尽管如此，然而”，放在句尾。

I expect you’re right－I’ll ask him, though.我认为你说得对－我去问问他也好。

She promised to phone. I heard nothing, though.

她答应要打电话来，但我没听到回信儿。

2) conj. although ; despite the fact that “虽然尽管”, 放在句首或句中不与but连用

She won the first prize , though none of us had expected it.

她得了头奖，虽然这件事我们都没想到。

[Homework]

(1) Go over the new words and phrases.

(2) Finish SB p49 1

Period 1

Task 1. The kinds of friends you like.

1. Friends play a very important role in our daily life. What kind of friends do

you prefer? Make a list about the topic. Pay attention to “who”.

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e.g. outgoing, not silly, love sports, can keep secrets…

I prefer friends who are easygoing and generous.

I like friends who love sports because…

I don’t prefer friends who are…

2. Write a small article about what kinds of friends you prefer.

e.g. Friends play an important part in my life. I prefer friends who are easygoing

and generous. And I like friends who love sports because I’m very good at sports.

I don’t prefer friends who are shy or selfish. I like friends who I can tell

my worries to, because I need help sometimes. I hope that I can make more friends.

3. Note down all the sentences with the word “who”.

Task 2. The school uniforms you like.

1. In Unit 3, we talked about the kind of clothes we wear. Most of the classmates

think we should be allowed to design our own school uniforms. Can you tell me

what kind of school uniform do you prefer? Pay attention to “that”

e.g. original, not ugly, out of style…

I can’t stand clothes that are…

I don’t prefer clothes that are…

I prefer school uniforms that are…

2. Write a small article about what kinds of school uniforms you prefer.

e.g. I don’t like our uniforms at all because they are ugly. I can’t stand

clothes that are ugly and out of style. I prefer clothes that are unusual. And

I don’t prefer clothes that are not comfortable; I don’t like clothes that are

too expensive, either. If I can design our own uniforms, I will design clothes

that are fashionable and comfortable…

[Grammar Focus: Attributive Clause]

1. Pay attention to the two articles we wrote just now, and find out the rules of

using “that” and “who”. Try to analyze some of the sentences.

e.g. I have an apple. + An apple is red

I have an apple that is red.

I have an apple + (

that ) is red.

修饰先行词an apple

e.g. I like my friends. + My friends like sports.

I like friends who like sports.

I like my friends + (

who ) like sports.

修饰先行词my friends

2. Show Ss the rules:

1) 人 (n.) + who + 从句

物 (n.) + that + 从句

2) 关系代词who / that的作用：

a. 做代词，代替先行词

b. 在从句中担任句子成分：主语或宾语

c. 做连词，把主句和从句连接起来

3) who / that 在定语从句中做主语时，谓语动词的单复数应与先行词保持一致

e.g. I prefer shoes that are cool.

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I like a sandwich that is really delicious.

I love singers who are beautiful.

I have a friend who plays sports.

[Homework]

(1) Workbook

(2) Supplementary grammar excises.

(3) Bring your favorite CD to class tomorrow.

Period 2

Task 3. All about music.

1. Lead-in. Review the name of different kinds of music:

pop, dance, Latin, rock & roll, classical, rap, country, folk, new age, light…

2. Listening: 1a, 2a, & 2b.

3. List as many as phrases to describe the kind of music:

e.g. quiet, loud, gentle, energetic, slow, fast, exciting, crazy, not noisy,

not too loud,

can dance to, can sing along with, has great lyrics, can make me cry…

List as many as phrases to describe the kind of musicians:

e.g. can write their own songs, can play different kinds of music,

can make us happy, can play original music…

4. Interview your partner about his favorite music and musician. [P46 4.]

e.g. What kind of music do you like?

I like music that I can sing along with. What about you?

I prefer music that has great lyrics.

What kind of music you don’t like.

I don’t like music that is too loud.

I can’t stand dance music.

What kind of singer or musician do you prefer / don’t like?

I love singers who write their own music.

I can’t stand male singers who keep crazy long hair.

4. A CD Review: Reading [P46 3a.]

Take our your favorite CD, and introduce your favorite CD to your partner. Take

notes and make a CD review. [P46 3b.]

e.g. What kind of music is it?

What’s the name of your favorite CD?

Why do you like this CD?

Why is it so special to you?

What do you dislike about this CD?

What does it remind you of?

5. Give us an oral report about your or your partner’s favorite CD. See 3a.

Ask someone to play a song for the students. Then have a class discussion

about the musical group and about that particular song. Ask students to raise

their hand when they want to speak. Help students use the language they have

learned to say what they like and dislike about the music.

6. Write your own CD or music review.

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e.g. When I am stressed out, I always listen to music to relax myself. I like

music that is quiet and gentle. So, my favorite music is country. This music

is great because it has great lyrics. I don’t like music that is too loud. I

can’t stand rap music. I prefer musicians who can write their original lyrics.

I like singers who can sing the words clearly. My favorite singer is John Denver.

You can listen to his music at night with your bedroom light on. He is terrific,

I think. The music reminds me of peaceful life.

[Homework]

(1) Writing: A CD / music review

(2) Workbook

Period 3

Game: A review of attributive clause

1. Cut up slices of paper. On each slip, write a sentence starter describing a

preference.

e.g. I like songs that …

I love singers …

I prefer music…

I like food …

I love clothes …

I prefer friends …

I don’t like books …

I don’t like people …

2. Divide the class into two teams. (A-B / Boys-Girls) Place the slips in a paper

bag. Invite the first student from team A to take a slip and look at it. He or

she has ten seconds to complete the sentences correctly. Pay attention to the

use of “that” and “who”. If he finishes the sentence correctly, he won a

point for his team. Then, team B follows up.

Task 4. A book, a movie or a CD reviews.

1. Write down the name of your favorite book or movie. Interview each other [P47

2c]

2. Listening 2a, 2b.

3. Reading 3a. Ask the Ss to read 3a and complete the chart. Then check the answers.

Movie

Pros Cons

The fisherman’s wife was funny. It’s too long and it’s really

boring.

There are many great photos of The few city photographs are less

Exhibition

people and of the countryside. successful.

They play the kind of music that Every song is really loud and

Band

I love to hear. often you can’t understand the

words.

4. Self-check 2.

5. 3c. write a review of a book you have read, a CD you have listened to, or a movie

you have seen.

[Homework]

(1) Writing: a review of a book, a movie or a CD.

(2) Workbook

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Unit 7 where would you like to visit?

I. Analysis of the Teaching Material

1. Status and Function

In this unit, students learn to talk about places they would like to visit. This

is a topic that students will be very interested in. That will be very helpful to

practice using the target language. All the students can make great progress in

expressing the places which they would like to visit.

(1) The first period mainly provides some new vocabulary to the students to describe

different kinds of vacations. And it gives students practice in listening and

speaking on the target language "Where would you like to go on vacation? I’d love

to visit Mexico."

(2) The activities in the second period give students more listening and oral

practice using more target language. They are helpful to improve students’ listening

and speaking skills.

(3)In the third period, students learn to get detailed information from an article.

And they will do some writing and oral practice as well.

They will improve their reading, speaking and writing skills and know something about

Singapore and some other places all over the world.

(4) The fourth period provides more listening practice to train the students to

understand the target language in spoken conversation and write the target language.

It also provides some more oral practice using the target language.

(5)The fifth period is designed to train students’ reading and writing skills.

(6)The activities in the last period are used to train students’ writing skill.

2. Teaching Aims and Demands

(1) Knowledge Object

In this unit, students learn to talk about places they would like to visit.

(2) Ability Objects

To train the students’ listening, speaking and writing skills using the target

language.

(3) Moral Object

Wherever you travel in the world, you are able to use English.

3. Teaching Key Point

To help students learn and grasp the key vocabulary words and the target language.

4. Teaching Difficult Points

(1) To train students’ listening, speaking, reading and writing skills.

(2) To train students’ communicative competence.

5. Studying Way

Get the students to know more about the world and be interested in traveling.

Ⅱ. Language Function

Talk about places you would like to visit.

Ⅲ. Target Language

1. Where would you like to go on vacation?

I’d love to visit Mexico.

2. I hope to go to France some day.

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Ⅳ. Structure

Second conditional without if clause

Hope to

Ⅴ. Vocabulary

jungle, historic site, botanical garden，exotic, thrilling, fascinating, peaceful,

take it easy, tiring, educational, trek, explore, Singapore, touristy, customer,

pack, light, heavy, downtown, provide, offer

Ⅵ.Recycling

France, Brazil, Japan, vacation, zoo, mountain, dangerous, fun, relaxing,

entertainment, shopping, hiking, visit

Ⅶ. Learning Strategies

1. Classifying

2. Role playing

Ⅷ.Teaching Time

Seven periods

The First Period

Ⅰ.Teaching Aims and Demands

Knowledge Objects

(1) Key Vocabulary

Tiring, educational, fascinating, thrilling, peaceful, exotic, trek, jungle, take

it easy, explore, historic, site

(2) Target Language

Where would you like to go on vacation?

I’d like to trek through the jungle, because I like exciting vacations.

2. Ability Objects

(1)Train students to talk about places they would like to visit with the target

language.

(2)Train students to describe vacations with different adjectives.

(3)Train students’ listening skill.

3. Moral Object,

It′s more interesting to go on vacating somewhere instead of staying at home.

Ⅱ. Teaching Key Points

1. Key Vocabulary

Tiring, educational, fascinating, thrilling, peaceful, exotic, trek, jungle, take

it easy, explore, historic, site

2. Target Language

Talk about different places with the target language.

Ⅲ. Teaching Difficult Points

1. Describe vacations with different adjectives.

2. Talk about different places with the target language.

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Ⅳ. Teaching Methods

1. Teaching by illumination

2. Teaching by doing chain drills

3. Teaching by pair work

Ⅴ. Teaching Aids

1. A tape recorder and a projector

2. Some pictures of different places with famous views

Ⅵ. Teaching Procedures

Step Ⅰ Revision

1. Revise the language points in Unit 6.

Provides some questions, what kind of music does you like/love/prefer? What kind

of clothes/writers/movies/… Do you like/love/prefer?

Then ask two pairs to make model conversations to the class to make sure they answer,

I like/love/prefer music that…I prefer writers who…

Next ask students to practice in pairs.

Walk around the classroom listening to them, correct some errors they may make and

be sure they are answering with sentences with relative clauses.

2. Revise the words and expressions in Unit 6 by dictating the following:

Lyric, remind of, entertainment, exhibition, gallery, on display, energy, suggest,

photograph, suit

Step Ⅱ 1a

This activity trains students to use the new vocabulary to describe the vacations.

At first introduce the key vocabulary.

Show the new vocabulary words on the screen by a projector:

tiring ad．引起疲劳的；累人的

educational ad．教育的；有教育意义的

fascinating ad．迷人的；有极大吸引力的

thrilling ad．令人激动的；令人震颤的

peaceful ad．平静的；宁静的；和平的

exotic ad．外(国)来的；外国产的

trek v．(缓慢或艰难地)旅行；长途跋涉

jungle n．热带丛林；密林

take it easy 从容；轻松；不紧张

explore v.探险；考察

historic ad．历史上著名的；历史上有重大意义的

site n.地方；场所

Point to the words and teach the children to read them several times till they can

pronounce the words fluently and correctly.

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After that, try to let students explain the adjectives and make up sentences with

them. For example, exciting, do like this:

Let’s try to explain some new adjectives in our own words and make up some sentences

now. See exciting first. Who can explain it in your own words in English?

What does exciting mean?

Help the children to explain it. Exciting means not boring, or means hard to be quiet.

Who can make up a sentence with it?

Give an example sentence with it, please.

Ask several ones to say their sentences to the class. For example,

Surfing makes us exciting.

The boy is very exciting when he is watching a football match.

Then do the same with these new words in the box:

tiring, educational, peaceful, fascinating, thrilling, exotic

Read the instructions to the students. Be sure that everyone knows what to do.

Tell students to look at the posters in the picture and compare them.

We can see three posters. Tell me what you can see in each one.

Then discuss the three posters with students. For Poster One, help students to say,

it is a beach. A man with sunglasses is sleeping, etc.

Do the same to the other two posters.

Read the words on each poster to students and then let them read together several

times. Ask some ones to tell the Chinese meanings of the words to see if they can

understand them. Do some explanation if necessary.

Call the students’ attention to the chart.

Point to vacation 1, 2 and 3 in the chart.

Say, Let’s choose the adjectives from the box for the three vacations. The adjectives

you choose should correspond with the posters. Now let’s use Vacation 1 as a sample.

Which adjectives should we choose? Who can tell me?

Then ask several students to tell the class the words they’vet chosen. Write down

their answers on the blackboard like this:

Vacation 1 Take it easy on a Florida beach!

Adjectives: relaxing, peaceful, boring

Who has got some other adjectives to describe it? Some other adjectives you know,

but not in the box?

Ask some to say more besides the ones in the box, such as quiet, lazy.

Write them on the blackboard, too.

Please fill in the chart with the adjectives now. Note to match the posters.

Get them to fill in the answers by themselves. As they work, move around the room

checking their progress and answering questions they may have.

Check the answers. Provide the possible answers on the blackboard.

Possible answers include

Vacation 1: relaxing, peaceful, boring

Vacation 2: exciting, tiring, dangerous. Educational, fascinating, interesting, fun,

thrilling, exotic

Vacation 3: exciting, educational, peaceful, interesting

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Step Ⅲ 1b

This activity gives students practice in understanding the target language in spoken

conversation. Read instructions to students.

We’all listen to three students talking about where they would like to go on vacation

and why. See the sample answers in the chart. Write your answers like that while

you hear. Look at the three posters in Activity la and do this part. Each one of

the three students, Sam, Gina and Lydia, wants to go to one of the three places.

Play the tape for the first time, and tell the students not to write in a hurry,

just try to catch the main idea of the dialogue.

Then play the recording again. Ask them to write their answers this time.

Check the answers.

Answers

1. Sam, Brazil, likes exciting vacations

2. Gina, Japan, has been bored lately

3. Lydia, Florida, has been stressed out

Typescript

Boy 1: Look at those travel posters. I’d love to go on a vacation.

Girl 1: Where would you like to go, Sam?

Boy 1: I’d love to go trekking in the Amazon jungle in Brazil.

Girl 1: You would?

Boy 1: Sure. I like exciting vacations.

Girl 1: Would’t that be dangerous?

Boy 1: No, not really. How about you,

Gina? Where would you like to go?

Girl 1: Well, I’vet been kind of bored lately.

I think I’d like to see the historical sites in Japan.

Boy 1: Hmm, that would be fascinating.

What about you, Lydia?

Girl 2: Oh, I’m stressed out. I’d just like to relax on a beach… You know a beautiful

beach in Florida.

Boy 1: That sounds peaceful.

Step Ⅳ 1c

This activity provides guided oral practice using the target language.

Present ate this dialogue, showing some pictures of the places with great interest

all over the world and say like this:

I’d like to travel to France. I’d love to visit Paris, because I like relaxing

vacations.

Where would you like to go on vacation, Sam?

Ask one student to answer the question.

After that let him or her ask another student. Set off a chain drill like this:

T: I’d love to visit Paris, because I like relaxing vacations. Where would you like

to go on vacation, S1?

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S1:I’d like to climb Mount Email, because I like dangerous vacations. Where would

you like to go on vacation, S2?

Ss: I prefer to travel to the USA, because I like exotic vacations. Where would you

like to go on vacation, S3?

S3…

After a team finished get the children to make their own conversations in pairs.

Ask two students to read the example in the speech bubbles in Activity la. Tell them

to talk about the posters with their partners this time.

As students work together, move around the classroom, offering language support as

needed. Ask some pairs to say their conversations to the class.

Step Ⅴ Summary

In this class, we’vet learned some adjectives that are used to describe vacations

and some other words. We have also learned the target language—Where would you like

to go on vacation? I’d like to trek through the jungle because I like exciting

vacations.

Step Ⅵ Homework

1. Try to remember the new key vocabulary.

2. Write out three similar conversations to the example in the picture in Activity

1a.

Step Ⅶ Blackboard Design

Unit 7 Where would you like to visit?

Section A

The First Period

Possible answers to Activity 1a:

Vacation 1: relaxing, peaceful, boring

Vacation 2: exciting, tiring, dangerous, educational, fascinating,

interesting, fun, thrilling, exotic

Vacation 3: exciting, educational, peaceful, interesting

The Second Period

Ⅰ. Teaching Aims and Demands

1. Knowledge Objects

(1) Key Vocabulary

Fall, Niagara Falls

(2) Target Language

Where would you like to visit?

I’d like/hope to visit/see…

I’d like/love places where…

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2. Ability Objects

(1)Train students’ listening skill.

(2) Train students’ communicative competence.

3. Moral Object

It can make you know more about the world to travel much.

Ⅱ. Teaching Key Points

1. New words fall, Niagara Falls

2. Listening practice with target language

3. Make communications with target language

Ⅲ. Teaching Difficult Points

1. Train students’ listening practice with target language.

2. Help students to make communications with target language.

Ⅳ. Teaching Methods

1. Listening

2. Pair works

3. Explanation

Ⅴ. Teaching Aids

1. A tape recorder

2. Some pictures of Hawaii, Mexico and Niagara Falls

Ⅵ. Teaching Procedures

Step Ⅰ Revision

(1) Revise the target language by asking

Question, where would you like to go on vacation? Get several students to give

different answers.

Then ask them to work in pairs to practice with:

Where would you like to go on vacation?

I’d like/love to…because I like… Vacations.

(2) Check homework by asking several ones to read their conversations.

(3)Check homework by dictating the following words:

Tiring, educational, fascinating, thrilling, relaxing, dangerous, exotic, trek.

Jungle, take it easy, explore, historic

After dictating, hove students check in pairs. Make a survey by asking them to put

up hands to see how many have written out all the words correctly.

Step Ⅱ 2a

This activity provides listening practice using the target language.

Read the instructions to the students.

Look at the four sentences in the box.

They are from a conversation, but they are not in the right order. We will listen

to a conversation talking about going on a vacation. We can see the number in from

of the fourth sentence. It’s a sample answer

Please write the right numbers before the first three sentences in the blanks.

Then play the tape. Students only listen this time. Try to catch the main idea of

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the conversation. Next play the tape again. Students listen and write the numbers

in the blanks.

Check the answers.

Answers

The sentences should be numbered in this order: 3 4 2 1

Typescript

Boy 1: Would’t it be great if we could go on a vacation together?

Girl 1: Yeah. That would be wonderful!

Boy 1: Where would we go?

Girl 1: Well, I hope to visit Hawaii one day. Would you be interested in going there?

Boy 2: Sure! I like places where the weather is always warm.

Boy 1: But Hawaii is too touristy. Maybe we could go to Mexico. I love places where

the people are really friendly.

Boy 2: Well, Mexico would be nice, but we don’t know the language. I hope to see

Niagara Falls some day. What about going there?

Girl 1: Niagara Falls would be beautiful, but there’s not much to do there.

Why don’t we all go to San Francisco together? It has everything—beautiful views,

friendly people, exciting things to do…

Boy 2: That’s not a bad idea…If you pay for it.

Step Ⅲ 2b

This activity provides listening practice using the target language, too.

Read the instructions to students, and make sure that they know what to do.

Look at the first column, "Place". Someone does’t like going to these places.

Why? Choose the reason for each place from the second column. Write the letters of

the reasons in the blanks before the places/Let’s read the contents in the chart

first. Get them to read the places and reasons several times. Then say, we’all listen

to the same recording again. Listen and match each place with a reason for not going

there. Play the recording again.

Ask students to fill in their answers.

Check the answers

Answers

1. B 2. A 3. C

Step Ⅳ 2c

This activity provides guided oral practice using the target language.

Read the instructions to the students. Tell them to use the information in Activities

2a and 2b to role play conversations.

(Holding a picture of Hawaii). I hope to visit Hawaii some day.

Get a student to answer, so do I. I like places where the weather is always warm.

Showing a picture of Mexico, ask two students to make up similar conversations. Note

to use the information in Activities 2a and 2b.

Do the same with the third place Niagara Falls.

Say, now please role play the conversations in pairs, using the information in