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Unit Nine When were you born?
Teaching Goals:
1. Talk about the famous person you admire.
2. Learn some expressions of career;
3. Talk about the past experience;
4. talk about the achievement of oneself or others;
5. Write a passage introducing the experience of one’s own and others.
6. Learn to write a brief biography of somebody.
Teaching Guide
1. Language functions: talk about successful person.
2. Language goals:
Who’s that? That’s Deng Yaping. She is a great ping-pong player.
When was she born? She was born in 1973.
Who’s Shirley Temple? She is a movie star.
When did she become a movie star?
When she was three years old.
3. Language structure:
Passive voice: be born Adverbial clauses with when When/ How long questions
4. Key words:
achievement, record, Brazilian skater, violinist, pianist, sneezing, hiccupping
start, stop, first went, first had, learned, talented, loving, creative, outstanding, unusual Recycling: Japanese, Ping-pong player, basketball player, tennis player, soccer player, champion, great, born, star, golfer, music, musician, sports, bicycle, movie, party, beautiful, kind, famous,
Who is…? When questions
5. Learning strategies:
Cooperating, Using what you know.
Period One
Warming up
Write the word born on the blackboard and tell students we are going to talk about when some students were born. Let’s find out when some of you born.
When is your birthday? April the first.
When were you born? In 1990.
Then ask students to think of some famous sports stars, or athletes, and write their names under International Sports Stars.
Listening
Get the students listen carefully and write the date under each person was born. Play the recording twice and get the students to listen and write down the answers to each picture.
Martin Hingis: 1980
Michael Jordan : 1963
David Beckham: 1975
Pair work
Point out the conversation in the box in activity 1c. ask two students to read it to the class. Ask the students work with a partner. Make your own conversations about the people in the picture. Then ask several pairs to say their conversations to the class.
2A and 2B Listening
Get the students look at the picture and teach them the words hiccup and sneeze. And point out the columns in the chart and read the column headings to the class. Then explain the meaning of the words at the top of each column.
(1c) First ask a pair of students to read the example conversation ,the other students repeat. Then ask the students to work in pairs.(First one person asks a question and then the other person takes a turn.)
Demonstrate the activity.
T: Who is that?
S: That is Deng Ya ping. She is a great Chinese ping-pong player.
T: When was she born? S: She was born in 1973
Ask the students to work in pairs. Then ask some pairs to act it out .
Step4.(2a) Talk the pictures with the students. Then tell them each sentence talks about one of the pictures.
Let the students say some of the world’s recorded. then finish the chart on the book
Step 5 (2b) Play the recording twice and then ask the students repeat the sentences one by one.
Step 6.(2c) Demonstrate the activity.
T: How long did Charles Smith hiccup?
S1: He hiccupped for 69 years and ? months.
T: When did he start hiccupping
S2: He started in -----
T: When did he stop hiccupping?
S3: He stopped in-----
Then ask the students to work in pairs.
Homework:
1. Make sentences with the words on page 53
2. Make conversations with sentences: Who is thst…?
When was she born…?
Period Two
Step1.Greet the class as usual and check the homework.
Step2 .New words learning
Golf Brazilian Professional Achievement Perform
Step 3, students try to find out some phrases in the text.
Invite one student read the little passage then the others read them together
Then finish the chart below
Step4.conversation making
Students work in pairs to make conversation with the information on 3a
Step 5.3b.
Tell the students the three pairs are all in the big picture above. Please find them in the picture. Make sure the students understand the questions. Then ask them to write the answers according to the picture.
4a, Interview
How old were you when you started doing the things below? interview your classmates and fill in the chart.
Write this sample question on the blackboard:
When did you learn to ride a bike? then ask two students ask and answer question.
Then students ask each other this question
Homework:
1. Make sentences with the words on 4a
Make two conversations after the conversation in 3a..
Period 3. （section B 1a—3a）
Step 1.Teach the words:
Talented loving outstanding unusual creative grandchild violinist skating skater become
Step2. Ask students to name the places in the pictures ,
Using the words giving to describe the picture
Arthur is a loving grandfather .
He spends all his free time with his grandchildren
Step 3. Make a conversation with one student. The student should tell the truth. Then ask the students to make conversations like this.
Step 4. 2a and 2b listening part
Play the recording three times for the students finish 2a and 2b.
Step 5 2c.
Make a short conversation with one student.
T: who is Midori? S1:She is a famous violinist..
T :When was she born? S2:She was born in 1971.
Then ask the students to practice in pairs and to take both roles.
Step 6. 3a.
1. Ask the students to read the passage silently and circle the description words.
2. Answer the questions students may have.
3. Play the tape for the students listen and repeat.
4. Students read the passage aloud.
Homework:
1. Make a sentence with each new word on page 56
2. Recite 3a.
3. Write about a famous person.
Period 4.
Step1
Show the new words on the screen
Pianist hum piece accordion Chopin receive honor alive athlete took part in competition
Step 2. 3b.
Look at the information in activity 2b .W rite an article about Laura
Then ask some students to read their own
Step 3. Self check 1
Ask the students read the words one by one and find out the meanings of any words they don’t know.
Step4. 3
1. Students read the passage.
2. Make sure the students understand the phrases:
Start to. do sth. Be born in
Take a taxi Tsinghua University
Join a team The first prize
Major in In the speech competition
3. Students read together
4. Enjoy just for fun together.
Homework:
1. Ask each student to write one students in our class
2.Make a conversation of talking about famous person
A: Who's that?
B: That’s Deng Yaping. She’s a great Chinese ping-pong player.
A: When was she born?
B: She was born in 1973.
A: Who’s that?
B: That’s Michael Jordan. He is a great American basketball player.
A: When was he born?
B: He was born in 1963.
A: Who’s that?
B: That’s Martina Hingis. She is a great Swiss tennis player.
A: When was she born?
B: She was born in1980.
A: Who’s that?
B: That’s David Beckham. He’s a great British soccer player.
A: When was he born?
B: He was born in 1975.
G: Who’s that?
B: Charles Smith. He holds the world record for hiccupping. He hiccupped for 69 years and 5 months.
G: When did he start hiccupping?
B: He started hiccupping in1922.
G: And when did he stop?
B: He stopped it in 1990.
G: How could he hiccup for that long?
B: I don’t know. Oh, look, this is Donna Green.
G: What’s she famous for?
B: Sneezing. She sneezed for 978 days.
G: Really? When did she start sneezing?
B: Let’s see. It says she started sneezing on January 13, 1981, and she sneezed until September 16, 1983.
G: Wow! That’s a long time.
B: Who do you admire?
G: I admire Midori.
B: Midori? Who’s that?
G: She is a famous violinist.
B: Oh, yeah. She is a Japanese, isn’t she?
G: Yes, she was born in Osaka in 1971. when she was eight, she was already a talented violinist. When she was 14, she toured the United States. I saw her play when I was 8.
B: Wow. Do you have any of her CDs?
G: Yes, I do. I play them all the time. But how about you? Who do you admire?
B: I admire my Grandmother, Laura.
G: Really? Why? 、
B: Well, she was born in Russia in 1932. she was an unusual girl because she started ice skating when she was 4, and she became a skating champion when she was 10.
G: A skating champion? Did she have to work hard?
B: Yes, very hard. But that was a long time ago. Now she’s a kind and loving grandmother.
翻译下列句子：
1. 任何时候开始做事情都不算太早。
You’re never ___ young ____ _____ doing things.
2. 例如，Tiger Woods 在十个月大时就开始打高尔夫球。
____ _____, Tiger Woods started ______ ____ _____ ____ _____ ten months old.
3. 莫扎特四岁时就开始了音乐创作。
Mozart _____ ____ _____ when he was four years old.
4. 罗纳尔多，巴西著名足球运动员，十七岁时就为国家队效力。Ronaldo, the great Brazilian _____ _____, ___ ___ for his national team __ ___ ___ ___ 17.
5.秀兰·邓波尔三岁时就成为一名电影明星。
Shirley Temple ___ ____ ____ ____ when she was only 3.
6. 梅兰芳十岁的时候首次登台演唱京剧。
Mei Lanfang ____ ____ Beijing Opera at ___ ____ ___ ten.
7. 中国体操运动员刘璇在十七岁时就赢得了世界冠军联赛的金牌。Liu Xuan, the Chinese _____, ____ a gold medal at the World Championship when ____ _____ ______.
8. 中国著名钢琴演奏家，李云迪一直热爱音乐。
Li Yundi, the ___ Chinese ___, always ___ ___.
9. 1982年他出生在重庆。
He ____ ___ in 1982 in Chongqing.
10. 当他还是小男孩的时候，他就可以哼歌曲和不同难度的乐曲。When he ____ ____ ____ boy, he could ____ ____ and difficult _____ ____ music.
11. 他四岁开始学手风琴，七岁开始学钢琴。
He started to _____ _____ ____ when he ____ ___, and he started to learn the piano ____ ____ ___ ___ ___.
12. 在2000年十月，他参加了在波兰举行的第十四届肖邦国际钢琴大赛。 In _____ 2000, he _____ _____ _____ the 14th Chopin International Piano Competition in Poland.
13.在同组他获得了一等奖。
He ____ ____ ____ ___ in his group.
14.他也是在肖邦国际钢琴比赛70年的历史上，第一个获此殊荣的中国钢琴家。He was also the first Chinese pianist in the ______ ______ of the competition ____ _____ _____ ______.
句型转换和单词填空：
1. He had to stay there for two hours.
2. He took many photos on the Great Wall last year.
3. She started ice skating when she was four.
4. He went to bed after his father came back.
5. I lived here for about five years.
6. We moved to Xi’an five years ago.
7. His grandma was born in 1919.
8. She started writing books when she was 10.
9. I feel like s _____ often. I’m afraid I have a cold.
10. The girl is good at drawing. She is a t______ painter.
11. She has a kind and l___ grandmother. She loves her grandmother very much.
12. It was an u______ day in my life. I will never forget that day.
13. I like to listen this p_____ of music.
14. Chopin was a great p______.
Unit 10 I’m going to be a basketball player.
Ⅰ.Teaching aims and demands:
Students learn to talk about future intentions.
Ⅱ. Teaching key and difficult points:
A. Vocabulary
1. computer programmer, professional, engineer, pilot
2. computer science, dream job, grow up, move to, fashion show, retire, save
3. resolution, get good grades, get a part-time job, make more friends
B. Target language
1. What are you going to be when you grow up?
I’m going to be a computer programmer.
2. How are you going to do that?
I’m going to study computer science.
C. Structures
Future with going to
Want to be
What, Where, When, How questions
D. Grammar
The simple future tense.
Ⅲ.Teaching aids :
A tape recorder
Ⅳ.Teaching methods:
Audio-lingual method; Communicative Approach; PPP
Ⅴ.This unit is divided into five periods.
Period One Listen and speak
Ⅰ.Teaching aims and demands:
Students learn to talk about future intentions.
Ⅱ.Key and difficult points:
A. Vocabulary
1. professional, acting, take lessons, every day
2. computer programmer, engineer, baseball player, pilot, actor, actress, artist
B. Target language
1. What are you going to be when you grow up?
I’m going to be a computer programmer.
2. How are you going to do that?
I’m going to study computer science.
C. Structures
Future with going to
Want to be
What, How questions
D. Grammar
The simple future tense.
Ⅲ.Teaching aids :
A tape recorder
Ⅳ.Teaching methods:
Audio-lingual method; Communicative Approach; PPP
Ⅴ.Teaching procedures:
Step 1 Warming up
Task 1 Ask students to think about ways they already know to talk about future events. For example:
☆Where are you going next week?
I’m going to my grandmother’s house next week.
☆How long are you staying?
I’m staying for a week.
☆What are you doing on Saturday?
I’m playing tennis all day.
Task 2 Circle the –ing in each sentence. Say, We use ing words to talk about things that are going to happen in future. We are sure these things will happen.
Step 2 Key vocabulary
Task 1 Read each words to the class. Ask the students to point to the jobs that appear in the picture.
Task 2 Read the instructions and say, put a 1 after the most interesting job, put a 2 after the second most interesting job, and so on.
Task 3 Check to say which things are the most interesting in the class. Ask students to write the six jobs on the blackboard. Ask: How many students made engineer number 1?
Step 3 Target language
Task 1 Read the instructions.
Learn the target language:
What are you going to be when you grow up?
I’m going to be a computer programmer.
How are you going to do that?
I’m going to study computer science.
Task 2 Play the recording the first time. Students only listen.
Task 3 Play again. Ask students to draw lines connecting the jobs and the activities.
Task 4 Check the answers.
Step 4 Pair work
Task 1 Ask students to look at the pictures in activity 1a. Then ask students to read the sample conversations in activity 1c.
Task 2 Ask students to work in pairs and make their own conversations.
Task 4 Ask some pairs to present one or more of their conversations to the class.
Ⅵ Homework
1. Remember the vocabulary and the target language.
2. Review the simple future tense.
Period Two Listen , speak and Grammar Focus
Ⅰ.Teaching aims and demands:
- Revise the target language, and complete the listening practice;
- Learn Grammar Focus.
Ⅱ.Key and difficult points:
A. Vocabulary
take acting lessons, move
B. Target language
1. What are you going to be when you grow up?
I’m going to be an actor.
2. How are you going to do that?
I’m going to take acting lessons.
C. Structures
Future with going to
What, Where, When, How questions
D. Grammar
The simple future tense.
Ⅲ.Teaching aids :
A tape recorder
Ⅳ.Teaching methods:
Audio-lingual method; Communicative Approach; PPP
Ⅴ.Teaching procedures:
Step 1 Revision
Task 1 Ask questions beginning with “What are you going to be when…” “How are you going to do…
Task 2 Practice the conversations using the target language students have already studied.
Step 2 Listening
Task 1 Read the instructions.
Task 2 Ask some students to say what they say.
Task 3 Play the recording the first time. Students only listen.
Task 4 Play again. Ask students to check the pictures of the things Cheng Han is going to do.
Task 5 Check the answers.
Step 3 Listening
Task 1 Read the instructions and point out the sample answer.
Task 2 Ask a student to read the sample questions and sample answers to the class.
Task 3 Play again. Ask students to fill the chart.
Task 4 Check the answers.
Step 4 Pair work
Task 1 Read the instructions for the activity.
Task 2 Ask students to read the dialogue to the class.
Task 3 Ask students to work in pairs, ask and answer,
Task 4 Check the answers by asking different pairs to do one question and answer each.
Step 5 Grammar Focus
Task 1 Read Grammar Focus
Task 2.Explain the two different ways of saying the same things.
I’m going to take acting lessons.
﹦ I’m taking acting lessons.
Ⅵ Homework
1. Revise the target language.
2. Finish off the exercises on work book.
Period Three Read and speak
Ⅰ.Teaching aims and demands:
1 Revise the target language, and complete the reading practice;
2 Go on learning the simple future tense: be going to
Ⅱ.Key and difficult points:
A. Vocabulary
Somewhere, Paris, sound like, fashion show, part-time, save, at the same time, hold, rich, retire, yet
B. Target language
1. What are you going to be when you grow up?
I’m going to be an actor.
2. How are you going to do that?
I’m going to take acting lessons.
3.Where are you going to work?
C. Structures
Future with going to
Want to be
What, Where, When, How questions
D. Grammar
The simple future tense: be going to
Ⅲ.Teaching aids :
A tape recorder
Ⅳ.Teaching methods:
Audio-lingual method; Communicative Approach; Control reading
Ⅴ.Teaching procedures:
Step 1 Revision
Review the simple future tense: be going to.
Step 2 Reading
Task 1 Read the instructions.
Task 2 Ask students to read the diary on their own, and circle the words and phrases they don’t understand.
Task 3 Ask students to read the words and phrases they don’t understand, ask other students to explain.
Task 4 Ask students to underline the things that Tian Tian is going to do.
Task 5 Correct the answers.
Step 3 Writing and speaking
Task 1 Read the instructions.
Task 2 Have students write down answers about themselves, and tell their plans to their partner.
Task 3 Ask students to answer these questions. Have them work in pairs to ask and answer, then change the roles.
What …? Where…? How…?
Task 4 Ask some students to say their dialogues to the class .
Step 4 Group work
Task 1 Read the instructions and point to the picture. Write the year 2008 on the blackboard. Ask the class why that is an important date for Beijing and China.
Task 2 Write going to on the board. Ask :What are you going to do to help make the Olympics a success?
Task 3 Divide the class into groups of four or five students. Ask them to make their own conversations.
Task 4Ask each group to present its conversation to the class .
Ⅵ Homework
1 Revise the target language.
2 Revise the simple future tense: be going to.
3. Finish off the exercises on work book.
Period Four Section B
Ⅰ.Teaching aims and demands:
Learn some new language, and complete the listening practice;
Ⅱ.Key and difficult points:
A. New language
fax, few, food, resolution, grade, healthier, instrument, part-time job, harder, learn, letter, lots of, resolutions, money, New Year, next year, make the soccer team
B. Structures
Future with going to Want to be What, Where, When, How questions
C. Grammar
The simple future tense: be going to
Ⅲ.Teaching aids :
A tape recorder
Ⅳ.Teaching methods:
Audio-lingual method; Communicative Approach; PPP
Ⅴ.Teaching procedures:
Step 1 Discussion
Get the students discussion the New Year’s resolutions in group of four by asking the questions like the following:
What are you going to do next year?
Why are you going to do so?... ..
Step 2 New words
Task 1 Ask students to tell when New Year’s Day is. Ask students what they do on New Year’s Eve.
Task 2 Ask students to explain the resolutions in their own words.
Task 3 Ask students to match the phrases and pictures on their own.
Step 3 Pair work
Task 1 Read the instructions and read the conversations to the class.
Task 2 Ask students to work in pairs to discuss what things they are going to do.
Task 3 Ask several pairs to present their conversations to the class.
Step 4 Listening
Task 1 Read the instructions and the phrases in activity 1a.
Task 2 Play the recording the first time. Students only listen.
Task 3 Play again. Ask students to circle the resolutions in activity 1a that they hear.
Task 5 Check the answers.
Step 5 Listening
Task 1 Read the instructions.
Task 2 Play again. Ask students to fill the chart.
Task 4 Check the answers.
Step 6 Group work
Task 1 Read the instructions for the activity. And read the sample conversations.
Task 2 Ask students to work in pairs.
Task 4 Ask some students to present their dialogues to the class.
Ⅵ Homework
1 Revise the target language.
2 Finish off the exercises on work book.
Period Five Self check
Ⅰ.Teaching aims and demands:
Revise the content taught and complete the writing practice;
Ⅱ.Key and difficult points:
Future with going to Want to be What, Where, When, How questions
Writing practice
Ⅲ.Teaching aids :
A tape recorder
Ⅳ.Teaching methods:
Communicative Approach; Control reading and writing
Ⅴ.Teaching procedures:
Step 1 Revision
Review the simple future: be going to.
Step 2 Reading
Task 1 Read the magazine article to the class.
Task 2 Read the instructions to the class.
Task 3 Ask students to finish the activity on their own.
Task 4 Ask students to make a list of the New Year’s resolutions that the article mentions.
Step 3 Reading and Writing
Task 1 Read the instructions to the class.
Task 2 Have students writing a magazine article.
Task 3 Ask students to read their articles to the class.
Step 4 Writing
Task 1 Ask students to make a list of their resolutions.
Task 2 Ask students to write about their resolutions using the language learned in this unit.
Task 3 Ask some students to read their resolutions.
Step 5 Group work: Clean and Green
Task 1 Ask a student to read the instructions and the example answer for the class.
Task 2 Ask Ss to work in groups and write the group plans.
Step 6 Self check
Task 1 Fill in the blanks.
Task 2 Write a list about your plans what the American exchange students and you are going to do.
Task 3 Just for fun: read and act out.
Ⅵ Homework
1. Finish the writing practice.
2. Revise the words and target language of this unit.
3. Finish off the exercises on workbook.
Unit 11 Could you please clean your room ?
I. Teaching aims and teaching demands:
In this unit students learn to make polite requests and ask for permission .
II. Teaching key and difficult points:
A. Vocabulary
do the chores, do the dishes ,sweep the floor, take out the trash, fold the clothes, clean the living room , do the laundry, wash the car, buy some drinks and snacks, borrow some money, invite your friends teenager, hate, take care of , feed
Recycling: make the bed, say out late, use the car ,get a ride, cook, clean, fun, boring, relaxing, CD player
B. Target language
Could you take out the trash? Sure.
Could I borrow the car? --Sorry, but I need it . I have to go to a meeting.
I have to make the bed and do the laundry.
C. Structures
Could for a polite request Could for permission Make versus do
III. Teaching methods: Audio-lingual methods and PPP
IV. Teaching aids: a tape recorder
V. This unit is divided into five periods.
Period I
I. Teaching aims and demands:
Students learn to make polite requests and ask for permission.
II. Teaching key and difficult points:
A. Vocabulary
do the dishes , sweep the floor, take out the trash, make your bed, fold your clothes, clean the living room, make the bed
B. Target language
Could you sweep the floor ? Yes , sure.
III. Teaching methods: Audio-lingual methods and PPP
IV. Teaching aids: a tape recorder
V. Teaching procedure
Step 1. Revision
Say to the students, I want to borrow a pen. What can I do ?
Please give me your pen. Pass your pen to me, please.
Say ,There is another way polite way to ask for something.
Write Could you please give me your pen? on the board.
Repeat the question.
I am going to go home .OK?→ Could I go home now? (more polite)
Can I borrow your bike? → Could I borrow your bike?
Can I use your dictionary?
Step 2. Presentation
This activity reviews earlier vocabulary and introduce some new words.
Task 1 . Point to the items under the heading Chores in the chart .Ask the students what the chores means.(A chore is a job you do at home.)Then point to the items again and read each one to the class .Ask the students to explain the each chore in their own words and say if they do it or not. For example , a student might say, After we eat breakfast the dishes are dirty. We have to do the dishes. Do the dishes is the same as wash the dishes.
Task 2. Then read the instructions.
Task 3. Ask the students to find a partner.
Task 4. Find out which two chores most students do at home.
Read and repeat the phrases.
Step 3. Understanding the target language in spoken conversation.
Task 1. Read the instructions.
Task 2. Play the recording the first time. Students only listen.
Task 3. Play the recording a second time. And fill in the chart. Then check the answers.
Step4. Pairwork
Ask the students to look at the picture above and ask your partner to do the chores that you see.
Homework
1. Make up your own conversations.
2. Make six sentences with the target language.
Period Ⅱ
I. Teaching aims and demands :
Students learn to make polite requests and ask for permission.
II. Teaching key and difficult points:
A. Vocabulary
stay out late, use the car, get a ride, go to a meeting, clean your room,
B. Target language
Could you please clean your room? Yes, sure.
Could I please use the car? No, you can’t. I have to go out.
Could I please go to the movies? Yes, you can.
Could I borrow the car?
Sorry, but I need it . I have to go to a meeting.
I have to make the bed and do chores.
III. Teaching methods: Audio-lingual methods and PPP
IV. Teaching aids: a tape recorder
V.Teaching procedure
Step 1. Revision
Task1. Check the homework. Ask and answer.
Task2.Revise the vocabulary.
Step 2. Listening and understanding
Task1.Read the instructions. Learn the key vocabulary.
stay out late, use the car, get a ride, go to a meeting, clean your room,
Read and repeat the phrases.
Task2.This conversation is between Peter and his father. Listen and fill in the chart with yes and no. Then check the answers.
Step 3.Listening
Listen carefully and find out why Peter’s father says ‘no”. Draw lines to the reasons in the chart above.
Step 4. Pairwork
According the sample conversation , ask and answer in pairs.
Then ssk and answer in pairs in class.
Step 5. Grammar Focus
Could you please clean your room? Yes, sure.
Could you please do the dishes? Sorry, I can’t. I have to do my homework.
Could I please use the car? No, you can’t. I have to go out.
Could I please go to the movies? Yes, you can.
Pay attention to the questions and answers, ask and answer loudly.
Homework
1. Review the conversation and the vocabulary.
2. Write your own conversations on making permission. .
Period Ⅲ
I. Teaching aims and demands :
Students learn to make polite requests and ask for permission.
II. Teaching key and difficult points:
A. Vocabulary
hate , do the laundry, wash the car, do the dishes , sweep the floor, take out the trash, make your bed, fold your clothes, clean the living room, make the bed
B. Target language
I like doing, I hate to do …because …,I don’t like doing…because…
III. Teaching methods: Audio-lingual methods and PPP
IV. Teaching aids: a tape recorder
V.Teaching procedure
Step 1. Revision
Revise the vocabulary and the key structures.
Step 2. Practice
Read the instructions. Read the conversation to the class with a student.
Ask the students to fill in the blank with the word make or do.
Then ask and answer in pairs.
Step 3. Pairwork
Ask two students to read the sample phrases.
Have the students to make a list of chores in activity 1a.Say , These are some chores people have to do. Write down some others. Then write a list of chores you have to do.
Step 4. Games
A: Making the bed. B: I don’t like making the bed. C: Because it’s boring.
Homework
1.Review the phrases.
2.Write your own conversations about chores.
Period Ⅳ
I. Teaching aims and demands :
Students learn to make polite requests and ask for permission.
II. Teaching key and difficult points:
A. Vocabulary
teenager, buy some drinks, borrow some money, use your CD player, snacks, disagree, invite your friends, clean the living room,
B. Target language
Could you buy some drinks and snacks?
Could I invite my friends to a party on Saturday?
III. Teaching methods: Audio-lingual methods
IV. Teaching aids: a tape recorder
V. Teaching procedure
Step 1. Revision
This activity introduces the key vocabulary.
Read the instructions in 1a. Read the items in the chart. And then fill in the chart on their own.
Step 2. Pairwork
Make your own conversations about the items in activity 1a.
T: Teenagers say, Could you clean your room ?
S: No, I disagree. Parents say, Could you clean your room?
Do a second example if the students wish. Then the students work in pairs.
Ask several pairs to say their conversations to the class.
Step 3.Listening
A. Listen carefully and check the things in activity 1a that you hear .Then check the answers .
B. Listen again and fill in the chart.
Step 4. Pairwork Practice: Could you take out the trash? --Yes, sure.
Homework
Review the vocabulary . Write your own conversations about chores.
Period Ⅴ
I.Teaching aims and demands :
Students learn to make polite requests and ask for permission.
II. Teaching key and difficult points:
A.Vocabulary
take care of, take him for a walk, move to a new house, work on, forget, use
B.Target language
Could you please clean your room? Yes, sure.
Could you please do the dishes? Sorry, I can’t. I have to do my homework.
Could I please use the car? No, you can’t. I have to go out.
Could I please go to the movies? Yes, you can.
Pay attention to the questions and answers, ask and answer loudly.
III. Teaching methods: Audio-lingual methods and Control-writing.
IV. Teaching aids: a tape recorder
V.Teaching procedure
Step 1. Revision
Task1. Check the homework. Ask and answer.
Task2.Revise the vocabulary.
Step 2. Reading and writing
Task 1.Teach these words: take care of, take him for a walk, move to a new house, work on, forget, use.
Task 2. Ask the students to read the e-mail message on their own.
Task 3. Ask the students to complete the chart on their own.
Step 3.Reading and writing
Task 1. Read the instructions.
Ask a student to read the beginning of the e-mail message. Then finish the message. They can get ideas about things to write from activities1 and 2 on Page 76.
Task 2. Ask some students to read their messages to the class.
Step 4. Writing on your own.
Imagine you are going to move to a new house. Write an e-mail message to a friend and ask him or her for help.
Step 5. Groupwork
Work in groups of three. Student A, look at page 94.Student B, look at page 95.Student C, look at page 96.
Step 6.Self Check
Ask the students to do the exercises on their own .Then check the answers.
Homework
1.Review the vocabulary . 2.Finish off the exercises.
Unit12 What’s the best radio station?
Ⅰ.Teaching aims and demands:
Students learn to make comparisons and discuss preferences.
Ⅱ.Key and difficult points:
E. Vocabulary
1. theater, cinema
2. trendy, quality, comfortable, close to
3. seat, screen, jeans, performer, radio station
4. new, big, friendly, fun, boring, popular, cheap, service, creative, clothes, clothing, store, music, piano, actor, music video, TV show
F. Target language
1. What’s the best cinema?
Showtime Cinema. It’s the cheapest.
2. Jason’s has good quality clothes.
It’s better than Trendy Teens.
Jason’s is the best store in town.
G. Structures
Superlatives with –(i)est, the most
Irregular comparisons good, better, the best, bad, worse, the worst
H. Grammar
The superlative degree of adjectives.
Ⅲ.Teaching aids :
A tape recorder
Ⅳ.Teaching methods:
Audio-lingual method; Communicative Approach; PPP
Ⅴ.This unit is divided into five periods.
Period One Listen and speak
Ⅰ.Teaching aims and demands:
Students learn to make comparisons and discuss preferences.
Ⅱ.Key and difficult points:
A. Vocabulary
1. popular, comfortable, worse, worst, biggest, closest, friendliest, funniest, cheap, cheapest, pretty bad
2. service, clothing store, radio station, part, price, screen, seat
B. Target language
1 What’s the best cinema?
Showtime Cinema. It’s the cheapest.
2 Jason’s has good quality clothes.
It’s better than Trendy Teens.
Jason’s is the best store in town.
E. Structures
Superlatives with –(i)est, the most
Irregular comparisons good, better, the best, bad, worse, the worst
F. Grammar
The superlative degree of adjectives.
Ⅲ.Teaching aids :
A tape recorder
Ⅳ.Teaching methods:
Audio-lingual method; Communicative Approach; PPP
Ⅴ.Teaching procedures:
Step 1 Warming up
Task 1 Ask students about the stores they like to go to. Write the names of these places on the board.
Task 2 Help students compare the three stores using the words good, better, and best.
T: Where do you buy CDs?
S1: I buy CDs at Great Records and New Music.
T: Does Great Records have good CDs?
S2: I think New Music has better CDs.
T: Who has the best CDs?
S3: The Music Mega Store.
Step 2 Key vocabulary
Task 1 Read the instructions.
Task 2 Read each item to the class. Ask the students to explain what the word or phrase means in their own words.
Task3 Ask students to decide which of the things are important and which are not important. Write their answers.
Task4. Find out which items students think are most important.
Step 3 Target language
Task 1 Read the instructions.
Task 2 Point to the chart. Explain the meaning of any phrases students don’t know.
Task 3 Point to the list of Movie theaters in the instructions and the blank lines under the Movie theater heading.
Task 4 Play the recording the first time. Students only listen.
Task 5 Play again. Ask students to write the names of each movie theater on the blank line.
Task 6 Check the answers.
Step 4 Pair work
Task 1 Ask students to look at the pictures in activity 1a. Then ask students to read the sample conversations in activity 1c.
Task 2 Ask students to read the instructions to the class .
Task 3 Ask students to work in pairs and make their own conversations about the movie theater in the picture.
Task 4 Ask some pairs to present one or more of their conversations to the class.
Ⅵ Homework
1 Remember the vocabulary and the target language.
2 Review the superlative degree of adjectives.
Period Two Listen , speak and Grammar Focus
Ⅰ.Teaching aims and demands:
- Revise the target language, and complete the listening practice;
- Learn Grammar Focus.
Ⅱ.Key and difficult points:
A. Vocabulary
1. jeans , trendy, funky
2.radio, FM(=Frequency Modulation),AM(=Amplitude Modulation)
B. Target language
1. I’m a reporter. Can I ask you some questions?
Sure.
2. What’s the best clothing store in town?
I think Jason’s is the best.
3. Why do you think so?
Jason’s has...
E. Structures
Superlatives with –(i)est, the most
Irregular comparisons good, better, the best, bad, worse, the worst
F. Grammar
The superlative degree of adjectives.
Ⅲ.Teaching aids :
A tape recorder
Ⅳ.Teaching methods:
Audio-lingual method; Communicative Approach; PPP
Ⅴ.Teaching procedures:
Step 1 Revision
Task 1 Revise the usage of the superlative degree by asking the following questions:
Who is the tallest boy in our class?
Who is the tallest girl in our class?
Who is the busiest student in our class?
Who is the best student in our class?
Task 2 Practice the conversations using the target language students have already studied.
Step 2 Listening
Task 1 Read the instructions and point to the two questions on the survey.
Task 2 Ask some students to read the names of the stores and the radio stations.
Task 3 Play the recording the first time. Students only listen.
Task 4 Play again. Ask students to circle the letters of the correct answers.
Task 5 Check the answers.
Step 3 Listening
Task 1 Read the instructions and point to the chart. And read the names of the stores and comments after each one or ask different students to do it.
Task 2 Play again. Ask students to circle the correct words the boy says.
Task 3 Check the answers.
Step 4 Pair work
Task 1 Read the instructions for the activity.
Task 2 Ask students to read the sample conversations.
Task 3 Ask students to say some of the questions the reporter asked the boy. Write the questions on the board.
Task 4 Ask students to work in pairs, ask and answer,
Task 5 Ask one or two pairs to say their conversations to the class.
Step 5 Grammar Focus
Task 1 Read Grammar Focus
Task 2 Emphasize: cheapest, friendliest, most comfortable
Good—better—best , bad—worse—worst
Ⅵ Homework
4. Revise the target language.
5. Finish off the exercises on work book.
6. Write a department survey about your city， find out which one is the best shop.
Period Three Read and speak
Ⅰ.Teaching aims and demands:
3 Revise the target language, and complete the reading practice;
4 Go on learning the superlative degree of adjectives.
Ⅱ.Key and difficult points:
A. Vocabulary
1. teen (=teenager), bargain, delight, by bus,
2. best, worst, cheapest, most expensive
B. Target language
1. I think Teen World has the best service.
2..All the movie theaters are good, but the Screen City is the best in our town.
3. The most popular clothing store is Jason’s.
E. Structures
Superlatives with –(i)est, the most
Irregular comparisons good, better, the best, bad, worse, the worst
F. Grammar
The superlative degree of adjectives.
Ⅲ.Teaching aids :
A tape recorder
Ⅳ.Teaching methods:
Audio-lingual method; Communicative Approach; Control reading
Ⅴ.Teaching procedures:
Step 1 Revision
Task 1 Dictation: words and expressions.
Task 2 Revise the Grammar Focus.
Step 2 Reading
Task 1 Read the directions.
Task 2 Ask students to read the article on their own, and circle the words and phrases they don’t understand.
Task 3 Ask students to read the words and phrases they don’t understand, ask other students to explain.
Task 4 Ask students to read again and complete the chart.
Task 5 Check the answers.
Step 3 Writing and speaking
Task 1 Read the directions.
Task 2 Ask students to say the names of stores in your town and write the names on the board.
Task 3 Ask students to work with partners as they talk about the stores and fill in the chart.
Task 4 Ask the two or three pairs of students who finish first to put their charts on board.
Step 4 Group work Where are we going for lunch?
Task 1 Ask the class for the names of three places to have lunch near the school and write them on the board. And elicit answers for one of the restaurants.
Task 2 Divide the class into small groups. Ask them to choose three restaurants and fill in the chart.
Task 3 Ask the groups which restaurant they decided on. Why did they decide on that restaurant.
Ⅵ Homework
3 Revise the target language.
4 Finish off the exercises on work book.
Period Four Section B
Ⅰ.Teaching aims and demands:
1. Learn some new language.
2. Complete the listening practice;
Ⅱ.Key and difficult points:
A. New language
funniest, most creative, quietest, dullest, loudest, saddest, cute, music video, musical group, performer, song, success, talent show
B. Structures
Superlatives with –(i)est, the most
Irregular comparisons good, better, the best, bad, worse, the worst
C. Grammar
The superlative degree of adjectives.
Ⅲ.Teaching aids :
A tape recorder
Ⅳ.Teaching methods:
Audio-lingual method; Communicative Approach; PPP
Ⅴ.Teaching procedures:
Step 1 Discussion
Task 1 Discuss with the Ss about their characters, list out the words on the blackboard to help the Ss describe their characters.
creative, honest, loyal, wise, kind, smart, funny, brave, quiet, dull, loud, worst, boring, stupid, noisy
Then get them fill in the chart.
|
Positive words |
Negative words |
|
most creative |
dullest |
|
quietest |
loudest |
|
best |
worst |
|
funniest |
most boring |
Task 2 Practice the conversations using the target language students have already studied.
Step 2 New words
Task 1 Read the instructions.
Task 2 Ask students to complete activity 1a on their own.
Task 3 Correct the answers.
Step 3 Pair work
Task 1 Read the instructions and read the sample sentences to the class.
Task 2 Ask students to work in pairs to discuss their answers in activity 1a.
Task 3 Ask several pairs to say their sentences to the class.
Step 4 Listening
Task 1 Read the instructions.
Task 2 Point to the five pictures. Ask different students to say what the people are doing in the picture.
Task 3 Ask a student to read five names.
Task 3 Play the recording the first time. Students only listen.
Task 4 Play again. Ask students to correct name under each picture. .
Task 5 Check the answers.
Step 5 Listening
Task 1 Read the instructions and point to the chart.
Task 2 Ask a student to read the first line of the chart.
Task 3 Play again. Ask students to write what different people say about the performers.
Task 4 Check the answers.
Step 6Pair work
Task 1 Read the instructions for the activity.
Task 2 Ask students to look at the information about the talent show.
Task 3 Ask students to work in pairs.
Task 4 Ask several pairs to say different questions and answers to the class .
Ⅵ Homework
3 Revise the target language.
4 Finish off the exercises on work book.
Period Five Writing and Self check
Ⅰ.Teaching aims and demands:
1. Revise the content learned;
2. Complete the writing practice;
3. Self check.
Ⅱ.Key and difficult points:
Superlatives with –(i)est, the most
Irregular comparisons good, better, the best, bad, worse, the worst
The superlative degree of adjectives.
Ⅲ.Teaching aids :
A tape recorder
Ⅳ.Teaching methods:
Communicative Approach; Control reading and writing
Ⅴ.Teaching procedures:
Step 1 Revision
Task 1 Dictation
Task 2 Revise the content taught. Ask:
Who is the most creative student in our class?
Who is the wisest student in our class?...
Step 2 Reading
Task 1 Read the instructions and the words in the box to the class
Task 2 Read the article to the class.
Task 3 Ask students to read the article on their own.
Task 4 Ask students to fill in the blanks.
Task 5 Check the answers.
Step 3 Reading and Writing
Task 1 Read the instructions.
Task 2 Have students complete the article on their own.
Task 3 Ask students to read what they wrote to the class.
Step 4 Writing
Task 1 Ask a student to read the beginning of the article.
Task 2 Ask students to say the names of famous performers they might write about. Ask them what words they could use to describe each performer.
Task 3 Ask students to write their articles on their own.
Task 4 Ask some students to read their articles to the class.
Step 5 Pair work
Task 1 Read the instructions.
Task 2 Ask two students to read the sample conversations to the class.
Task 3 Ask students to interview each other.
Task 4 Ask some students to perform to the class.
Step 6 Self check
Task 1 Fill in the blanks.
Task 2 Read the information about the three cities and describe which is the best city to visit for a winter vacation..
Task 3 Just for fun: read and act out.
Ⅵ Homework
4. Ask students to write their opinions with reasons about activity 2 of Self check.
5. Revise the words and target language of this unit.
6. Finish off the exercises on work book.
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