偶看新闻河南有几个中国古都:初中初一人教版七年级英语下册全册教案下载1
来源：百度文库 编辑：偶看新闻 时间：2024/04/24 20:59:05
Unit1 Where is your pen pal from?
Topic:
Countries, nationalities, and languages
Functions:
Talk about countries, nationalities and languages
Ask and tell about where people live
Structure:
Where's/Where're ...from?
Where does/do ...from?
What questions----What language does/do ...speak?
Target language:
Where is she from? She is from....
Where does she live? She lives in....
What language does she speak? She speaks....
Vocabulary:
words about countries, languages
Teaching design:
The whole unit needs 5 periods, 4 for new lessons and 1 for test
Period 1 ( 1a----Grammar Focus )
Key points:
Where is your/John's pen pal from? He/She is from...
Where does he/she live? He/She lives in....
(Homework for preview)Pre-task:
Let the Ss give themselves pen pals and they should write down their pen pals' information, such as their names, countries and cities they live even the language they speak.
T can give the Ss an example meanwhile T gives the different countries which can be used by the Ss. T gives the Ss Chinese words for the countries, they are following: 加拿大，法国，日本，美国，澳大利亚，新加坡，英国，中国( The Ss can look them up in the dictionary if they are new for them)
The example is following:
Name: Curry Muray
Age: 75
From(Nationality): the United States
City: New York
Language: English
Teaching Steps:
Key points:
Where is your/John's pen pal from? He/She is from...
Where does he/she live? He/She lives in....
(Homework for preview)Pre-task:
Let the Ss give themselves pen pals and they should write down their pen pals' information, such as their names, countries and cities they live even the language they speak
T can give the Ss an example meanwhile T gives the different countries which can be used by the Ss. T gives the Ss Chinese words for the countries, they are following: 加拿大，法国，日本，美国，澳大利亚，新加坡，英国，中国( The Ss can look them up in the dictionary if they are new for them)
The example is following:
Name: Curry Muray
Age: 75
From(Nationality): the United States
City: New York
Language: English
Teaching Steps:
Step 1 Leading-inThe information of the teacher's own pen pal's information.
"I have a pen pal. His name is Curry Muray. He is from the United States
Different students say the information about their own pen pals. T should choose the different countries. T writes the different countries on the Bb(both Chinese and English)
Step 2 Learning
Section A 1a Learn the new words on the Bb. The new words are:
pen pal; Canada France Japan United States US Australia Singapore United Kingdom
Pay attention to the pronuciation of the new words.
Step 3 Listening
1b Listen and circle the countries in 1a they learned
Step 4 Competition
Two groups of students to write the new words to see which group does better. First write down the Chinese words with looking at the English meanings, then write down the English words with looking at the Chinese meanings.
(This step is a memory game. It can help the Ss consolidate the new words they learned)
Step 5 Pairwork
1c Practise the following conversation:
---Do you have a pen pal? ---Yes, I do.
---Where's your pen pal's from? ----He/She is from ....(Write it down on the Bb)
First T has a conversation with one student as an example then let the Ss practise in pairs. At last let several pairs do it again in class.
Step 6 Leading-in
Revise the countries names with looking at the Bb. Then T writes down the city names on the Bb. Let the Ss try to find out which countries the cities are in. The city names are following:
Toronto Paris Tokyo New York Sydney Singapore London
Step 7 Learning
2a Learn the city names together with the whole class just like Step 2
2b Listen and circle the cities and countries
2c Listen and complete the chart
Have a similar competition to consolidate the new words in this part.
Step 8 Pairwork
T has a conversation with one student like the following:
---Do you have a pen pal? ---Yes, I do.
---What's your pen pal's name? ---His/Her name is....
---Where is your pen pal from? ---He/She is from...
---Where does he/she live? ---He/She lives in....(Write it down on the Bb)
Let the Ss practise after the T's example in pairs then several pairs do it in class.
Step 9 Exercise
My pen pal is from Australia.(划线提问)
John's pen pal is from Japan
He lives in Paris. (划线提问)
Homework:
Read and copy the new words .
Copy the sentences in Grammar Focus
Make up the questions about Jodie in 2c The questions are:
Does Jodie have a pen pal? Where is Jodie's pen pal from? Where does he/she live? What's his/her name?(This one can be chosen by themselves)
Unit 2 Where's the post office?
Language goal
This unit students leam to ask for and give directions(方向) on the street.
New language
Is there a bank near here? Yes, there's a bank on
locations in the neighborhood such as post office, hotel,video arcade.
Descriptive words such as new, old, dirty, clean.
Descriptions of location such as across from, next to,Between
Recycled language
What are you doing?
Do you want to ...?
Section A
Ask two rows of three students each to stand facing each other in the front of the classroom. Point to students standing in front and ask the class to repeat the questions and answers.
Example 1
Teacher: Where'sYang Li? (Point to two students standing beside each other.) Yang Li is next to Li Peng.
Example 2
Teacher: Where's Zheng Wen? (Point to two students in different lines facing each other.)Zheng Wen is across from Sheng Lin.
Example 3
Teacher: Where's Lin Jiahui? (Point to one student standing between two other students.) Lin Jiahui is between Sheng Lin and Li Dai.
la This activity introduces the key vocabulary.
Focus attention on the picture. Ask students to name as many of the places they see in the picture as they can.Then name all the places and ask students to repeat.
Point out the numbered list of words. Say each one and ask students to repeat.
Then ask students to match each word or phrase on the list with one of the pictures. Say, Write the letter of each place in the picture next to the correct word or words on the list. Point out the sample answer f.Check the answers.
1b This activity gives students practice listening to and understanding the target language.
Point out the buildings and other locations in the picture. Say the name of each one to the class.
Say, Now I will play recordings of three conversations. Listen carefully and circle the picture of each place you hear on the tape..
Play the recording the first time. Students only listen.
Play the recording a second time. This tine ask students to listen and circle the items they hear on the picture.
Correct the answers.
These items should be circle:video arcade, post office, supermarket.
Tapescript(录音稿)
Convernation 1
A: Is there a video arcade on
B: Yes, there is.
Conversation 2
A: Is there a post office near here?
B: Yes, there is. There's one on
Conversation 3
A: Is there a supermarket on
B: No, there isn't.
1C This activity provides guided oral practice using the target language.
Point to the different locations shown in the picture.Ask different students to name each one. If necessary,say the name and ask the student to repeat.
Point to the question and answer In the example conversation and ask a pair of students to read the conversation to the class. Ask other pairs of students to repeat the activity if you wish.
Ask students to work in pairs. Say, First one person asks a question and then the other person takes a turn.
Demonstrate（示范） the activity. Point to the picture and ask. Is there a post office near here? Then choose a student to answer. Guide the student to say, Yes,there's a post office on
As students work, move around the room and check progress(进展情况). Help students understand how to locate things on the map, if necessary.
Ask several students to say some of their questions and answers for the class.
教学后记：
教学方法有问题？
教了这么多年的英语，总幻想有一种方法，能让学生轻轻松松把英语学好。哪怕自己多浪费点时间。有时想来，自己的教学效率实在是太低了，每天不分上课上自习，都是一个样。也就是说在不误课的情况下，我的教学时间应该是学校规定时间的两倍，然而教学的效果却很不理想。每天看着自己的队伍步履蹒跚的前行，自己不由的怀疑自己的教学方法。
与此同时，这段时间由于我在学生每天记十个词前，先领读他们一遍，再分开音节，讲一讲英语的拼读规则，发现学生的记忆效率大大的提高，这更让我有理由怀疑自己的教学方法是不是不适合学生的实际？
吃早饭时突发“奇想”，是不是给学生一点时间，让他们把每单元几句重点句背下来更好呢？单词需要积累，这点勿容置疑。对于我们的学生来说，典型句子同样需要积累。句子背下来，在用的时候就可以举一反三，就像语文中背范文一样。对于我们我们这些基础较差的学生来说，他们在交际时需要模仿，在他们的记忆库中贮存就是十必要的。当然，如果学生能够在课堂上用英语去表达的话，说明这些典型的句子他们已经掌握。但现实的情况是，这种方法更容易适用于尖子生，或者基础较好的学生，很多学生只是充当的观众。
让学生死记硬背是不对的，但不让学生背也是不对的。
2a This activity introduces the terms across from, next to, between, and on.
Focus attention on the pictures. Ask students to talk about the pictures, naming as many places as they can.Then name all the places in the pictures and ask students to repeat.
Point out the four sentences. Say each one and ask students to rcpeat.
Then ask students to match each sentence with one of the pictures. Say, Eacb sentence talks about one of the pictures. Write the number of the sentence in the box on the picture that it is talking about. Point out the sample answer 1.
Check ihc answers.
2b This activity gives students practice listening to and understanding the target language.
Point out the buildings and street names in la.Say each one and ask students to repeat.
Call attention to the four sentences in 2b. Read them to the class saying blank each time you come to a blank line.
Say. Now I will play recordings of three conversations. Listen carefully and write a word from the box on each blank line. Point out the sample answer.
Play the recording the first time. Students only listen.
Play the recording a second time. This time ask students to fill in the blanks by listening to the items on the tape.
Correct the answers.
Tapescript(录音稿)
Conwaraation 1
A: Excuse me. Is there a library around here?
B: Yes. It's between the video arcade and the supermarket.
Conversation 2
A: Where's the park?
B: The park? Oh, it's across from the bank.
Conversation 3
A: Excuse me. Is there a supermarket around here?
B; Yes, it'son
Conversation 4
A: Where's the pay phone?
B: It's next to the post office.
2c This activity provides guided oral practice using the target language.
Point to the list of buildings in la. Ask a student to read the list aloud.
Point to the question and answer in the speech bubbles( 泡沫) in 2c and ask a pair of students to read the conversation to the class. Ask other pairs of students to repeat the activity if you wish.
Ask students to work in pairs. Say, First one person asks a question and then the other person takes a turn. Ask about the buildings in 1a.
Demonstrate（示范） the activity. Point to the map and ask,Where's the park? Then choose a student to answer.Guide the student to say, It's across from the bank.
As students work, move around the room and check progress.（进度）
Ask several students to say some of their questions and answers for the class.
Grammar focus
Review the grammar box. Ask students to say the questions and answers.
Ask students to circle these words in the grammar focus section of their books: on, across from, next to, and between. Ask, Which words talk about two different buildings? (across/row, next to, and between) Ask, Which one talks about one building all alone!' (on)
Culture note
Many visitors to the United States believe that Americans don't like to answer questions or give directions(方向) to tourists（旅行者）and other visitors. This is not necessarily true. The pace of life is fast in the United States, especially（特别） in big cities. Most people walk quickly, talk quickly, and are in a hurry to get wherever they are going. Also, most Americans speak only one language and aren't used to talking with speakers of other languages. However, when a visitor asks a question,many people are pleased to be able to share their knowledge of their city or their neighborhood. A pleasant smile and a short, direct question will almost always get you the information you need.
3a This activity provides target-oriented reading practice using the language items taught in this unit.
Draw attention to the conversation in the box. Ask students to read it out loud.
Ask a student to point out the place that Paul wants to get to. Guide the student to point to the book and say,Here's the hotel. Here's
Point to the two arrows.(箭头) Ask students to repeat left and right. Then ask them to hold up their left hands and then their right hands.
Ask students to read the conversation again. Then ask them to find Paul and Nancy in the picture.
Answer
Paul and Nancy are the two figures outside the entrance to the park.
3b This activity provides guided writing practice using the target language.
Call attention to the three pictures. Explain that the three pairs in these pictures correspond to three pairs in the large picture above. Ask students to find the pairs in the big picture.
Point to the questions below each picture and ask a student to read them aloud.
Point to the three write-on lines in the speech bubbles. Say, Write the answers to the questions here.
Ask students to complete the writing individually.(个别的)
Correct the answers.
1. Yes, there is. Go straight down
2. Go straight down
3. Yes, there is. Turn right, then go straight down
4 This activity provides guided oral practice using the target language,
Call attention to the picture in la. Ask students to name all the buildings in the picture.
Point out the conversation In the picture in 4. Ask different students to read each line.
Have the students work In groups. One person chooses a building in the la picture but doesn't tell anyone which building it is. The others ask questions like those in the activity 4 picture until they guess which building it is.
Several students can take turns choosing the building for the others to guess.
Section B
la This activity introduces the key vocabulary.
Focus attention on the pictures. Ask different students to name the places shown in the pictures. They will probably not include words such as old, new, busy, quiet, big, small, dirty, and clean in their statements.
Point to and name all the places in the pictures again without the describing words and have students repeat.
Now point to each half of each picture and ask about the difference between the halves. For example, you might say; This is a park. Is it a clean park or a dirty park? Clarify(澄清) the meaning of the words clean and dirty by pointing out details in the pictures.
Point out the pairs of words or phrases. Say each one and ask students to repeat,
Then ask students to match each word or phrase on the list with one of the pictures. Point out the sampl answer.
Check the answers.
1 b This activity provides guided oral practice using the target language.
Call attention to the conversation in the picture. Ask a pair of students to read it aloud. Then ask several different students the same question. Ask them to tell the truth.
Point out the list of phrases in 1a. Ask students to work in pairs They take turns asking each other questions about the things on this list. Ask them to tell each other the truth.
As students work together, move around the room checking on their progress.
Ask several students to present some questions and answers to the class.
2a This activity gives students practice listening to and understanding the target language.
Point out the list of places in la. Say die name of each one to the class.
Say, Now I will play a recording of a conversation.Listen carefully and circle the words in 1a that tell about Michael's street.
Play the recording the first time. Students only listen.
Play the recording a second time. This time ask students to listen and circle the places they hear.
Correct the answers.
2b This activity gives students practice listening to and understanding the target language.
Call attention to the street map in the box.
Say, Now I will play the conversation again. Listen to if and draw the places in Michael's neighborhood on the street map.
Play the recording. Students only listen.
Demonstrate the activity by saying. What are the three places on the tape? (a hotel, a supermarket, Michael's house). Answer any questions students may have.
Play the recording again. Students draw maps of Michael's neighborhood.
Move around the room, offering assistance(提供协助) if needed.
Have some students show their completed drawings to the class.
2c This activity provides guided oral practice using the target language.
Say, Now let's work in pairs. The first person makes some statements about the picture in 2b. The seconds person says "true" if the statement is true and "false if the statement is false. The second person also changes each false statement into a true one.
Call attention to the conversation in the picture in 2c. Ask a pair of students to read it aloud.
Demonstrate(示范) the activity with a student. Have the student close the book. Then say one true thing and one false thing about the picture. Guide the student to answer "true" for the true statement and to say "false" for the false statement and change it into a true one.
Ask students to practice in pairs and to take both roles. Move around the room helping students get started| and answering any questions they may havc.
Ask several pairs of students to present some statements and responses(回答) to the class. Ask students to correct any mistakes they hear.
3a This activity provides reading practice using the target language.
Ask a student to read the paragraph to the class or read it yourself.
Answer any questions students may have.
Read the Instructions（指示） aloud. Point out the sample of the circled description word (busy), and make sure students understand what they have to do.
Correct the answers.
3b This activity provides guided reading and writing practice using the target language.
Point out the guide and the blank spaces in it. Read it aloud saying blank each time you come to a blank line.
Say, Now please write one word in each blank space in the guide. Look at the picture/or the answers.Point out the sample answer in the blank.
Correct the answers.
3c This activity provides guided writing practice using the target language.
Ask students to work on their own. Point out the description in 3b and say. Now write about your own neighborhood. Use sentences like these.
4 This activity provides open-ended oral practice using the target language.
Call attention to what the person In the picture is saying. Ask a student to read the statement to the class.
Say,Now you can talk with your partner about your own neighborhood. Tell about the streets and buildings. Your partner will draw a picture of the neighborhood
Demonstrate the activity with a student. Have him or her make some statements and draw on the board what you hear. For example, you might draw a small supermarket across from a post office.
As students work, move around the room offering assistance and answering questions.
Ask some students to share(参与) the completed drawings and to make some statements to accompany(陪伴) them.
Self check
1 This activity provides a comprehensive review of all key vocabulary presented in this unit.
Ask students to check all the words they know. You may wish to have them circle any words that they don't know.
Ask students to find out the meanings of any words they don't know. They can do this by reviewing the unit.asking you, asking their classmates or using a learner's dictionary or bilingual dictionary.
2 This activity helps build vocabulary by providing a specific time and place for students to record new words.
Ask students to enter five new words in their Vocab-builder on page 108.
After students have recorded their new words, ask them to share their lists with other students. This can be done with the whole class or informally, in pairs or small groups.
3 This activity provides reading practice focusing on the gmmmatical structures used to ask and say where things are.
Ask students to read the letter and draw the route on the map. Answer any questions students may have.
Check the answers. (You may want to draw a simple copy of the map on the board, and then have one student come and draw the route on it.)
教学后记：
培养学生的自信心和兴趣是最重要的
培养学生的自信心和兴趣是最重要的吗？我一开始也对于这个结论也不以为然的。其次并这不是一个什么新的理论，而是是一个老掉牙的论调。但有两件事使我对这句话有了更深刻的理解。
第一件事是在教育科学频道
Unit 3: Why do you like koalas ?
Language goals
In this unit students learn to describe animals and express preferences and give reasons,
New language
Why do you like koala bears?. Because they're cute,They're pretty interesting, They're kind of shy, They're very big.
names of animals such as tiger, elephant, koala bear, dolphin
description words such as smart, cute, intelligent
names of countries:
Recycled language
between, across from
He's/She's from ... He's / She's five years old.
name of countries;
Section A
Additional materials to bring to class:
coins or other markers for the Bingo game in 4.
Ask students to name as many animals as they can in English. Write the list on the board,
Ask students to describe each animal in some way.They may tell its color or tell if it is big or small.
Say, Today we are going to learn the names of some more animals. Well also leam how to say which ones we like and tell why we like them.
la This activity introduces the key vocabulary.
Focus attention on the map of the zoo showing pictures of animals. Ask students to point to and name any animals they can.
Point to the animals one by one and say the name of each. Ask students to repeal.
Point out the numbered list of words. Say each one and ask students to repeat.
Then ask students to match each word with one of the pictures. Say, Write the letter of each animal in the blank by that animal's name. Point out the sample answer.
Check the answers.
1 b This activity gives students practice in understanding the target language in spoken conversation.
Point to the animals in 1a- Ask students to point to and name the animals.
Say, I'm going to play recordings of three conversations. Listen carefully as you look at the words in la.Put a checkmark in front of the name of each animal you hear.
Play the recording the first time. Students only listen.
Play the recording a second time. This time students check each animal name they hear.
Correct the answers.
1 c This activity provides guided oral practice using the target language.
Call attention to the example conversation in the picture. Ask two students to read it to the class. Answer any questions they may have.
Point out the four description words. Ask a student to read them aloud. Review the meaning of each word.
Say, Now you can make conversations about animals.Your conversations can be like the example. Use these description words.
Ask students to work in pairs. Have them take turns saying both parts.
If students need help getting started, demonstrate another conversation with a student. For example:
Teacher: let's see the elephant.
Student: Why do you want to see the elephant?
Teacher: Because it's very smart.
Ask some students to present their conversations to the class.
2a This activity provides listening practice using the target language.
Call attention to the two blank lines on the left. Say,You will hear a recording of a conversation. Listen carefully. Then write the names of the two animals you hear on these lines.
Play the recording the first time. Students only listen.
Play the recording a second time. This time students write in the names of the animals.
Check the answers.
Point out the adjectives listed on the right. Ask a student to say the words.
Say, Now I will play the recording again. This time draw a line between each animal and the adjective you hear.
Play the recording and have students match each animal with an adjective.
Correct the answers.
2b This activity provides listening and writing practice using the target language.
Call attention to the conversation and the blank lines in it Say, You will hear the recording again. This time please write a word from the box on each blank line. Some words can be used more than one time.
Ask a student to read the words in the box.
Play the recording. Check to see that students are writing a word from the box on each line of the conversation.
Go over the answers.
2c This activity provides guided oral practice using the target language.
Call attention to the conversation in the picture. Ask two students to read it to the class.
Say, Now you can have conversations like this one.Use the words in Box 1, Box 2, and
Demonstrate a conversation with a student. For example:
Student: Do you like penguins?
Teacher: Yes, I do.
Student: Why?
Teacher: Because they're very cute.
3a This activity provides reading practice using the target language.
Point to and say the names of the three countries on the maps and ask students to repeat
Point to the three animals and ask a student to name them.
Say, Now draw a line between each animal and the country it comes from.
Correct the answers.
3b This activity provides guided oral practice using the target language.
Point to the conversation in the picture. Ask a pair of students to read it to the class.
Ask students to work in pairs. Say, Now you can talk about where animals come from. Point to the map and animals students matched up in 3a-
Say, Work with a partner. Take turns asking and answering questions about the countries and animals in 3a.
After a few minutes, ask several pairs to say the conversation for the class.
Section B
Additional materials to bring to class:
Pictures of household pets and zoo animals cut out of magazines for Follow-up activity 1.
1 This activity introduces more key vocabulary,
Call attention to the animals in the picture and ask a student to say the name of each one.
Point out the list of eight numbered adjectives at the top.
Say, Now please match the adjectives at the top with the animals in the picture. Write the letter of the animal on the line after the adjective. Point out the sample answer.
As students work, move around the room offering to answer questions as needed.
Correct the answers-
2a This activity provides listening practice with the target language.
Say, Now I will play a recording of a conversation between Tony and Maria. This time circle the adjectives you bear on the list for la.
Play the recording again. Students circle the adjectives they hear.
Correct the answers.
2b This activity provides listening and writing practice using the target language.
Call attention to the three headings. Animal, Maria's Words and Tony's Words, and the write-on lines under each.
Say, Now I will play the recording again. This time please write the name of the animals each person talks about and the words they say.
Play the first four lines of recording and stop the tape. Ask, What animal are they talking about? (the elephant) What words does Maria use to describe the elephant? (interesting, intelligent)
Point out the write-on lines where students can write these words.
Play the whole recording and have students write the words they hear on the chart.
Check the answers.
3 This activity provides guided oral practice using the target language.
Call attention to the dialogue next to the picture. Ask two students to read it to the class.
Say, Work in pairs. Use sentences like these to say what you think about different animals.
Demonstrate the activity with one or two students. For example, say, I like dolphins. They're intelligent.
Ask students to work in pairs. As they work, move around the room checking on progress.
Ask some pairs to present their conversations to the class.
3a This activity provides reading practice using the target language.
Point out the three descriptions of animals. Ask students to take turns reading one aloud.
Then draw attention to the pictures of animals below.Say, Write the letter of the animal in the blank lines above its description. There is one animal that is not described.
Check the answers.
3b This activity introduces some new vocabulary words and provides reading and writing practice using the target vocabulary.
Call attention to the pictures of animals in 3a, and draw attention to the grass, leaves, and meat. Ask a student to explain each word or use it in a sentence to show he or she understands what it means. Teach the expression sleeps.
Point out the description in 3b with blank lines where some words are missing. Read it to the class saying blank each time you come to a blank line.
Point out the six words in the box. Say, You can write these words in the blanks. Use each word only once.
As students work, move around the room checking progress and offering language support as needed.
Check the answers.
3c This activity provides reading and writing practice using the target language,
Say, Now you can write a description like the one in 3b. You can use some of the same words. Write about any animal you like.
You may wish to do a sample description with the class. Choose an animal's name and write it on the board. Then ask students to make statements about the animal.Repeat each statement and then write on the board. You can ask leading questions such as. Is it big? Is it lazy? Does it eat grass?
Ask students to write their own descriptions. You may wish to have less fluent students work with a more fluent partner,
Ask students to share their writing with others in the class.
After you have reviewed the students' work, you may wish to have some students recopy their work so that you can post it on the classroom bulletin hoard.
Unit 4: I want to be an actor.
Language goal
In this unit, students learn to talk about jobs.
New language
What do you do? I'm a reporter
What does he do.' He's a student.
What do you want to be? I want to be an actor .
What does she want to be? She wants to be a police officer
names of jobs and professions
Section A
Brainstorm with students a list of jobs that friends or relatives do. ("Brainstorming" is an activity in which you set a topic and students say whatever words they can think of relating to that topic.) Write the word jobs on the board and list all the jobs students mention.
Point to the jobs one by one and ask students to say what ever they can about these jobs. Accept single word answers or simple sentences such as, It's fun. It's a good job.
la This activity introduces the key vocabulary.
Focus attention on the art. Ask students to tell what they see in each scene. Ask students to name as many of the jobs shown as they can. Then point to a scene, name the job, and ask students to repeat.
Point to the numbered list of words. Say each one and ask students to repeat.
Then ask students to match each word wllfa one of the scenes. Say, Write the letter of each scene next to one of the ivords. Point to the sample answer.
1 b This activity gives students practice in understanding the target language in spoken conversation.
Point to the different people shown in the picture.Ask various students to tell what they do as you point to each one,
Say, Now you will hear three conversations. The conversations are about three of the people in this picture.
Play the recording the first time. Students only listen.
Play the recording a second time. This time ask students to write a number 1 next to the person being talked about in conversation 1. Have students put a 2 and 3 next to the people being talked about in conversations 2 and 3.
Correct the answers.
1 c This activity provides guided oral practice using the target language-
Ask a student to read the example conversation with you. Hold up the book and point to the doctor in the picture.
Say, Now work with your partner. Make your own conversations about the picture. You can use sentences like the ones in activity 1b.
Say a dialogue with a student. Point to a picture of one of the people. Guide the student to answer using one of the words in activity 1a.
As students work in pairs, move around the room monitoring their work. Oner language or pronunciation support as needed.
2a This activity gives students practice in understanding the target language in spoken conversation.
Ask students to look at the three pictures. Ask different students to tell you what they sec in each picture. What are the people doing? What jobs do they have?
Play the recording the first time. Students only listen.Say, You will hear conversations about the people in these pictures.
Play the recording a second time. Say, Write the number of each conversation below the picture of the person being talked about.
Correct the answers.
2b This activity gives students practice in understanding the target language in spoken conversation.
Point to the three headings in the chart and read the headings to the class. Ask students, What does "wants to be" mean? (It is not the Job the person lias now. It is the job the person wants in the future.)
Play the recording the first time. Students only listen.Say, You wiU hear about the people in these pictures. You will hear the job they haw now and the job they want in the future.
Play the recording a second time. This time ask students to fill in the blanks with the jobs the people have now and the ones they want in the future. Point out the sample
2c This activity provides guided oral practice using the target language.
Point out the pictures in activity 2a. Ask who each person is. (They are Susan's brother. Anna's mother, and Tony's father.)
Say, Now work with your partner. Ask and answer questions about the pictures. Ask, "What does he or she do?" Then ask, "What does he or she want to be?"
Say a dialogue with a student. Point to Anna's mother and then to the example in the speech balloons. Practice the dialogue with a student.
As students work In pairs, move around the room monitoring their work. Offer language support as needed.
3a This activity introduces the names for the places where people work, and gives reading practice using the target language.
Call attention to the pictures. Ask students to read the name for each place. As they name each place, write the word on the board and-ask the class to repeat it.
Point out the list of jobs with the numbers next to each. Then call attention to the people in the pictures and the speech bubbles. Point out the sample answer and have a student read out the speech bubble.
Ask students to work alone. Say, Write the number of each job in the square next to each workplace.
Check the answers.
3b This activity provides guided oral practice using the target language.
Point out the pictures in activity 3a. Ask students to name the workplace shown In each picture.
Then point out the conversation in the speech bubbles. Ask two students to read It to the class.
Say, Wow work with a partner. First practice the conversation in the picture. Then make new conversations. Use jobs and places from activity 3a.
Say a dialogue with a student. Point to the word waiter in activity 3a and then to the picture of the restaurant. Ask a student. Where does he work? Guide the student to answer using the correct place: He works in a restaurant.Then ask. What does he do? and guide the student to answer, He's a waiter.
As students work in pairs, move around the room monitoring their work. Offer language support as needed.
4 This activity provides listening and speaking practice using the target language.
Call attention to the pictures in the book showing how to play the game. Say, You will draw a picture of someone working. Other students will ask questions about the kind of job you are drawing. After two questions someone can try to guess the job.
Demonstrate by drawing a picture on the board of a stick figure reporter. Add details (microphone, notebook,etc.) until students guess what job it is.
Ask a student to go to the board. Say, Draw a picture of a person working. If necessary, help the student add details that show the job the person is doing. He or she can add a bank interior to show that the person is a bank clerk. A student could also use an eye chart on the wall to show that the place is a doctor's office and the person is a doctor.
Ask two different students to ask questions about the Job, and then ask a third student to guess what job it is.
Play the game using drawings by several different students.
Alternative: If you do not want students to move from their seats, then you can ask them to do this activity sitting down in groups of four. They will need pieces of paper on which to draw their pictures. They will also need pencils.
Section B
New language
Words that describe jobs, such as exciting, dangerous,boring, difficult, busy, fun
Additional materials to bring to class:
help wanted ads from an English-language newspaper
1 a This activity introduces the key vocabulary.
Focus attention on the six pictures. Ask, What job does the person have? Where does the person ivnrk?
Point out the numbered list of words. Say each one and ask students to repeat. Then use simple explanations and short sample sentences to help students understand what each word means. For example, Exciting means very interesting and very fast-moving. A police officer has an exciting job. The job is always changing. Something is always happening. For dangerous you might say, Dangerous means not safe. You might be hurt or killed in a dangerous job.
Then ask students to match each word with one of the pictures. Say, Write the letter of each picture next to one of the words. Point out the sample answer.
Check the answers.
1 b This activity provides guided oral practice using the target language.
Call attention to the picture In this activity and ask a student to read the statement to the class. Then point to the picture of the police officer and say. It's an exciting job. Ask the class to repeat. Then say, What else can you say about being a police officer? Someone may answer, It's a dangerous job. Ask the class to repeat each correct answer.
Then ask students to work in pairs. Suggest that they each point to the pictures of the workers and make statements about them. As students practice, move around the classroom monitoring their work.
1 c This activity provides an opportunity for oral practice.
Say, Name some of the jobs from this unit. Write this list of jobs on the board. Say, Can you name some other jobs? Add any new jobs to the list.
Ask some students to make statements about Jobs on the list using the words in activity la. You may wish to write some of the sentences on the board so that students can copy the sentences into their notebooks.
2a This activity provides listening and writing practice with the target language.
Call attention to the two headings and ask a student to read die headings to the class.
Point out the blank lines where students will write the name of a job (under the words wants to be).
Play Ihe recording the first time. Students only listen.
Say, Now I will play the tape again. This time write the name of a job under the words "wants to be."
2b This activity provides listening and writing practice with the target language,
Call attention to the second heading and ask a student to read it to the class. Say, This time you will unite why each person wants the job.
Play the recording again. Students only listen.
Then say, Now I will play the tape again. This time write the reason the person wants the job under the word "Why?"
Play the recording. Students write their answers.
Check the answers.
2C This activity provides open-ended oral practice using the target language.
Say, What do you want to be? What words describe each job? Help the class make up a list of jobs they might like to do. As students suggest possible jobs, ask the class to suggest words to describe them. Use a bilingual dictionary, if necessary, to find the names of jobs and words to describe each one.
Then ask students to work in small groups. They tell each other what they want to do and why. Encourage students to use dictionaries if necessary. Move from group to group offering assistance as needed.
Ask individual students to tell the class about what they want to be and why.
3a This activity provides reading and writing practice using the target language.
Call attention to the three newspaper ads and read these ads to the class. Say blank each time you come to a blank line.
Then read each ad again separately, pausing to allow students to ask questions about anything they don't understand. For example, in the first ad, students may not know that working late means "working at night." To work hard means to use a lot of energy to do the job.
Ask students to fill In (he blanks in the ads using the words actor, reporter, and waiter.
Check the answers.
3b This activity provides reading and writing practice using the target language.
Call attention to the newspaper ad and ask a student to read it, saying blank for each blank line.
Ask students to fill in the blanks using words from This section. Say,Look at the pictures next to each blank line. The pictures will help you guess the correct word.Suggest that they look at the names of jobs and the words that describe jobs in the first part of Section B.
Check the answers,
3c This activity provides writing practice using the target
language.
Point out the blank strip of newspaper where students can write their own ads.
Ask one or two students, What are you going to write about? Repeat each of the students' sentences and ask the class to repeat the sentences after you. For example: Do ^
Ask students to read their ads to a partner. Ask the pairs to correct each other's work.
4 This activity provides guided oral practice using the
target language.
Ask two students to read the conversation in the speech bubbles. Answer any questions students may have about it.
Then say, New please work in groups. Ask efuestions to find out what jobs each person wrote about. You can use sentences like the ones we just read.
As students ask questions, move from group to group. Rephrase any incomplete or incorrect questions.Also rephrase any inaccurate answers.
Unit5 I'm watching TV.
Language Goal:
Talk about what people are doing.
Teaching Aims:
The present Progressive (结构式: Be + V-ing )
Key Points:
---What’s he doing ?
---He’s reading.
Difficult points:
现在进行时的用法和动词V-ing 形式的构成。
Teaching Methods:
由浅入深,设置场景、对话以及表演来教授新句型。
Teaching Aids:
教学图片、教学光盘、VCD机、录音机
Teaching Procedures:
Step1. Warming – up
A. Duty report
Teacher: How are you, boys and girls?
S s : Fine, thank you.
Teacher: OK, who’s on duty today?
(the student who is on duty starts to make a duty report)
B. Ask and answer
(The teacher asks some Ss to answer questions and writes down the verbs in the sentences on the blackboard.)
T: Usually, what time do you go to school?
S1: ……
T: When does your father watch TV in the evening?
S2: ……
T: Do you do your homework in the evening?
S3: ……
T: When do you play soccer?
S4: ……
T: what time do you usually eat dinner?
S5: ……
(The teacher should encourage the students after questions.)
The teacher ask the students to read these five verbs for several times.
Step 2. Presentation
A. Match the words and the activities.
Ask the students to turn to page 83, and look at the pictures in 1a.
Then,the teacher ask questions:
----What’s he doing? (Picture 1)
----He’s making a telephone call.
(Help the students answer the question with body language .)
Ask and answer just like that, and finish 1a.(Ss can guess the meaning of doing homework, watching TV, cleaning, eating dinner and reading.)
The Ss read these V-ing words after the teacher.
B. Play the video.
To make the Ss clear what they are learning in this class. Mr. Gong’s words do give the teacher a big hand.
(Write down the title of Unit 14 I’m watching TV on the blackboard and ask the Ss to read it.)
C. Teach the Present Progressive.
1. Introduction
Tell the Ss what the Present Progressive is. (现在进行时表示现在正在进行或发生的动作, 它的表现形式为Be Verbs + V-ing ---- 这也即为它的结构式.)
2. Tell the difference
Write down the V-ing forms by another lines of go, watch, do, play and eat on the blackboard. Ask the Ss to have a look and find the difference between them. For example: go and going, watch and watching, do and doing, etc. Then, ask the Ss to read them again.
3. Listen to the tape.
Let the Ss get ready to listen to the tape (paper and ball-point pen).
Check the answer: 2 4 1
4. Activities.
The teacher acts several actions and say :”What am I doing?”, help Ss answer: ”I’m opening the door.”
(The other actions: look at someone, clean the window)
Write down the three sentences on the blackboard, and ask the Ss to pay attention to the important words underlined:
n What am I doing?
n I’m opening the door.
n What am I doing?
n I’m looking at him.
n What am I doing?
n I’m cleaning the window.
5. Pairwork.
Ask and answer questions about what people are doing in the picture.
u What’s he doing?
u He’s reading.
The Ss can practice different sentences upon the verbs on the blackboard.
6. Guessing game.
The teacher prepare several pieces of paper and there are different actions on it. Ask a pair of Ss to act it out. (Each pair of Ss choose two pieces of paper and act.)
(The Ss must like to do it, so the teacher can ask many pairs to do this game and, the Ss can be familiar with the Present Progressive step by step. They can have fun in the classroom during this class, it’s the most important.)
7. Self-assessment.
The teacher prepare for the Ss some listening exercises, and play the cassette, let them finish these exercises at once. Then, check the answer. The Ss can understand whether they have learned about the Present Progressive.
8. Do the exercises.
The teacher have the Ss some exercises, and ask the Ss to do at once.
<1>--What’s Li Lei doing?
-- He_____________. ( read )
<2>--What’s his mother doing?
--She_____________. ( write )
<3>--What are they doing?
--They_____________. ( play soccer)
<4>--What are David and Mary doing?
--They_____________. (have dinner)
<5>--What’s Jenny doing?
--She______________. ( run )
(In fact, the Ss don’t have enough time to finish the exercises, so they can go on and finish these exercises after class.
Step 3. Homework
1. Finish the exercises in the class.
2. Make a conversation and act it out with your partner.
Step 4. The end
T: You are very good today, boys and girls! And thank you for listening. Bye.
Unit 6: It's raining!
Language goals
In this unit students learn to talk about the weather and talk about what people are doing.
New language
What are you doing? I'm watching TV
What's he doing? He's playing basketball.
What's she doing? She's cooking.
What are they doing? They're studying.
How's the weather? It's raining.
Section A
Write the question. What are you doing? on the board.Read the question and ask the class to repeat it. Then act out an activity students are already familiar with, point to the question and have students repeat it. Answer the question using the target language.
For example, you might pretend to be reading a book,playing soccer, playing the guitar or writing your name.When the class asks, What are you doing?, you answer,I'm reading a book, and so forth.
1 a This activity introduces the key vocabulary.
Focus attention on the cities in the picture. Ask, What s the weather like here? If they can't answer, supply theword and ask the class to repeat it. Say a sentence or two about each kind of weather. For example, It's raining.Is it raining here today?
Point out the numbered list of words. Say each one and ask students to repeat the words again.
Then ask students to match each word with one of the cities in the picture. Say, Write the letter of each city next to one of the ivords. Point out the sample answer.
Check the answers.
1 b This activity gives students practice in understanding the target language in spoken conversation.
Play the recording the first time. Students only listen.Say, You will hear four different conversations. Each one is about the weather in a different city. Point to each city in the picture as it comes up on the tape.
Play the recording a second time. Ask students to write the name of the city in the picture of its weather. Say, The first one has been done for you.
Correct the answers.
1 c This activity provides guided oral practice using the target language.
Point out the example conversation. Ask two students to read the dialogue to the class.
Say, Now work with a partner. Make your own conversations about the weather in these five places.
As the pairs talk, move around the room monitoring their work. Offer language or pronunciation support as needed.
Ask several pairs to present their conversations to the class.
2a This activity gives students practice in understanding the target language in spoken conversation.
Point to the four pictures. Ask students to tell what each person is doing in each picture. For example, This boy is talking on the phone. This man is playing basketball. Supply vocabulary words as needed.
Play the recording the first time. Students only listen.
Play the recording a second time. This time, ask students to listen to the recording and number the pictures 1 through 4 to show what each person is doing.
Correct the answers.
2b This activity provides listening practice using the target language.
Point out the list of names and the list of activities.Ask a different student to read each list to the class.
Say, Now I will play the recording again. This time,please match each name with an activity. Write the letter of an activity in front of each name. Point out the sample answer for number 1.
Play the recording and have students fill in the rest of the answers. ,
Correct the answers.
2c This activity provides guided oral practice using the target language.
Call attention to the four people in the picture in activity 2a. Ask students to say something about each person. Guide students to use the words and phrases playing basketball, cooking, ivatching TV, and playing computer games.
Point out the sample conversation in the speech bubbles and have a pair of students read it to the class.
Say, Now please work with a partner. Make conversations like this one. Talk about the people in the I pictures. As students work in pairs, move around the room monitoring progress and offering assistance, if needed.
Ask some pairs to present their conversations to the class.
3a This activity introduces more key vocabulary.
Call attention to the faces. Ask students to point to and describe each face using whatever vocabulary they can.Help students to identify how each person is feeling. For example, ask a student. Look at this face. Is it happy? Is it unhappy?
Then point to the four words. Say the words and ask students to repeat each one. Use your tone of voice and facial expressions to reinforce the meaning of each. Add your own simple explanations of what each one means.For example: Not bad. This means something is not very good, but it's also not very bad. It's in the middle.
After that, ask students to match each numbered phrase with a face by writing the letter of each face in the blank in front of the correct phrase.As students work, move around the room answering
questions as needed.
Check the answers.
3b This activity provides oral practice using the target language.
Point out the conversation in the large picture and ask two students to read it to the class. Ask students to explain what How's it going? means. (It is similar to How are you? or How is everything?)
Ask students to practice the conversation in pairs.Move around the room monitoring their progress.
Then call attention to the example in the small speech bubbles. Have two students read it to the class.
Say, Now we'll change some of the words and make our own conversations. We can use our own names. We can give true answers or we can make up answers.
Ask pairs of students to make up their own conversations. Move around the room offering language support as needed.
Ask some pairs to present their conversations to the class.
4. This game provides oral practice using the target language.
Say,Now let's work in pairs again. One student looks at the picture on page 85 and the other looks at the picture on page 87. Please don't look at your part ner's picture.
Say, Each picture has the same people in it, but they are doing different things. Take turns talking about what the people are doing in your picture. If I am student A, I will say. In my picture it is sunny. Guide one of the students Bs to respond. In my picture it is raining.
As students work, move around the room, monitoring progress and offering assistance as needed.
Section B
New language
More words used to describe weather:cold, hot, cool, warm, humid
Additional materials to bring to class:
weather map from an English language newspaper
1 a This activity introduces more key vocabulary.
Focus attention on the five pictures. Ask students to tell what the weather is like in each place, if they can. If not, supply the word and ask the class to repeat it. Say a sentence or two about each kind of weather. It's cold in this picture. Is it cold here today?
Point out the numbered list of words. Say each one and ask students to repeat the words again.
Then ask students to match each word with one of the pictures. Say, Write the letter of each picture next to one of the words. Point out the sample answer.
Check the answers.
1 b This activity provides oral practice using the target language.
Call attention to the example in the speech bubbles.Read the conversation with a student.
Ask students to work in pairs. Have students ask and answer questions about the weather in the pictures in activity la.
2a This activity provides listening and writing practice using the target language.
Read the headings on the chart to the class. Point out the answer blanks.
Say, Listen to this conversation between Sam and Maria. Listen carefully to their questions and answers.
Play the tape the first time. Students only listen. Play the tape again and have students write their answers.
Play the tape again and have students write their answers. Say, This time, please write the answers Maria and Sam give to the question "How's it going?"You may wish to play the tape more than once at this point.
Correct the answers.
2b This activity provides more listening and writing practice using the target language.
Point to and read the second two headings on the chart: What are you doing? How's the weather?
Ask students to listen to the recording again and write the answers to these two questions in the blanks in the chart.
Play the recording. Students fill in the blanks.
Correct the answers.
2c This activity provides guided listening and speaking I practice using the target language.
Point out the example in the speech bubbles. Ask two students to read it to the class.
Point out the three questions in 2a. Ask individual students each question and repeat their answers. Accept any reasonable answers.
Say, Now work with a partner. Make your own conversations. Student A is Maria. Student B is Sam. Athey talk, move around the room monitoring their work.Offer language support as needed.
3a This activity provides reading practice using the target language.
Call attention to the speech bubble and the picture.Ask students to say where the reporter is. Ask them to tell what they know about
Read the speech bubble to the class, or ask a student to do so. Answer any questions students may have. Use drawings on the board and/or translation to clarify the meanings of any new vocabulary words.
Ask students to work alone. Say, Underline the words in the speech bubble that say what people are doing. Then circle the words that describe the weather. Two examples are done for you.
3b This activity provides reading and writing practice using the target language.
Draw attention to the pictures of
Answer any questions students may have about the new words. Use drawings on the board and/or translation to clarify the meanings of any new vocabulary words.
Ask students to work alone. Have students fill in the blanks. Point out the sample answer and read that sentence.
Correct the answers.
3c This activity provides writing practice using the target
language.
Ask one or two students to describe the weather in their home town, and to say what outdoor activities people there like to do (e.g. playing football, flying kites, fishing).
Ask students to work alone. As they work, move around the class monitoring progress and offering help as necessary. Provide the students with any new vocabulary theyneed (e.g. for describing activities), or encourage them to use a dictionary.
Ask several students to read their reports to the class.
4 This survey provides listening, speaking, and writing practice using the target language.
Call attention to the dialogue in the speech bubbles.Ask two students to read it to the class. Ask other students,What do you do when it's raining?
Substitute another type of weather for "raining" and ask other students what they do. Accept all reasonable answers and write each one on the board.
Introduce the use of present tense in both halves of answers such as, When it's sunny, I go to the beach.(See grammar note.)
Now ask students to interview their classmates. Ask each student to choose one type of weather and ask as many classmates as possible what they do in that kind of weather. Remind students to write down the answers.
Ask several students to read their questions and answers to the class. Write any new vocabulary items on the board and discuss these words. Students may wish to copy some of the words onto their notebooks.
Alternative: If you do not want students to get up and walk around the classroom, then ask them to do this activity in groups of four.
Unit 7: What does he look like?
Language goal
In this unit students learn to describe people.
New language
What do you look like? I'm short. And I have curly hair.
What do they look like? They're medium height.And they have short hair.
What does he look like? He's heavy and he wears glasses.
What does she look like? She's thin and she has long hair.
Section A
Ask students to name some ways of describing people. You can start students off with examples such as tall and short. Point out various students in the class and ask students to say if they are tall or short.
Continue with examples of students who have long hair and short hair. Write the words on the board and ask students to repeat these words. Then point at different students' hair and ask the class, Long hair or short hair?
Culture note
In some cultures, it is impolite to point at other people or to touch other people, particularly on the head.
la This activity introduces the key vocabulary.
Focus attention on the words. Ask students to read the list of words. Then say each word and ask students to repeat it.
On the board, make a simple drawing to illustrate each of the words. As you complete each drawing, point to it and ask students what it shows. If they don't know, say the word and ask students to repeat it. For example,draw a stick figure with very long legs and a long body,When you point to the figure, students say tall.
Call attention to the picture. Point to the letters next to the people in the picture.
Say, Use the letters to match the people in the picture with one of the numbered words. Write each letter next to a numbered word. You can use some letters more than once. Point out the sample answer.
Check the answers.
1 b This activity provides guided listening and writing practice using the target language.
Call attention to the speech bubbles in the picture.Read the dialogue, saying blank when you come to a blank line.
Say, You will hear a conversation between Amy and her friend. Fill in the blank lines in their conversation.Then look at the picture and find the boy Amy is talking about.
Play the recording the first time. Students only listen.
Play the recording a second time. This time, students fill in the blanks in the speech bubbles.
Say, Who are they talking about?
Correct the answers.
1 c This activity provides guided oral practice using the target language.
Call attention to the various people in the picture.Say, One of these people is your friend.
Point out the sample conversation. Ask two students to read it to the class. Then ask the class to point to the girl in the picture who has long hair and a medium build.
Say a dialogue with a student. Have the student ask you the question. You then answer it using a description of one of the people in the picture. Ask the student to point out the person you described.
Say, Now work with a partner. Ask and answer the questions.
Then have students work in pairs. As they talk,move around the room monitoring their work.Offer language or pronunciation support as needed.
2a This activity provides guided listening practice using the target language.
Point to the list of nine phrases and ask a student to read them to the class.
Say, Now you will hear three conversations. The people are talking about friends. They are using these words to describe their friends. Some of these words go with "has" and some go with "is".
Point to the circle around the word "circle". Say, Circle the correct word, either is or has, when you hear it in the conversation.
Play the recording the first time. Students only listen.Point out that there are three different conversations about three different people.
Play the recording a second time. This time say, Circle "has" or "is". You may wish to play the recording a third time to allow slower students to complete their work and to let other students check their answers.
Correct the answers.
2b This activity provides listening and writing practice using the target language.
Point at the chart with space for two words used with is and two words used with has after each name
Call attention to the sample answers. As you point to the word is, say a sentence using the sample answer tall:He's tall. Point to the word has and say a sentence using the sample answer curly hair: He has curly hair.
Play the recording. Ask students to listen to the descriptions and write the words in the correct column after cad person's name.
3 This activity provides guided writing practice using the target language. J
Call attention to the dialogue in the box and the picture. Explain that students have to complete the dialogue with words to describe
Have students do the activity individually. As they work, move around the classroom offering help as necessary.
3a This activity provides reading practice using the target language.
Draw attention to the pictures and the descriptions.Explain that students have to match the pictures with the correct descriptions.
Point out the example. Have a student read the first description.
Students do the activity individually.
3b This activity provides oral practice using the target language
Call attention to the picture and the names in the box. Say, Student A has to write the names in the box next to the people in the picture. Then Student B has to ask questions to find the people. Remind students that they should not look at each others' textbooks when they do this activity.
Have two students read out the example dialogue in the speech bubbles. Then ask students to do the activity in pairs. As students talk, walk around the classroom listening and offering assistance as necessary.
After several minutes, stop the activity and have several pairs present their dialogues to the class.
4 This activity provides open-ended oral practice using the target language.
Give a sample description of someone in the class and ask the class to guess who you are describing.Use only words and sentence patterns from this unit.For example, She's short and thin. She has curly hair.
Ask some students to describe a person while their classmates guess who it is.
Section B
New language
beard, mustache, black, blonde, bald Additional materials to bring to class:
large scrap paper for the drawing activity in activity 4
1 a This activity introduces the key vocabulary.
Focus attention on the six pictures. Ask students to tell what they see in each picture. Confirm each correct answer and supply any words students don't know.
Point at the numbered list of words. Say each word and ask students to repeat these words.
Then ask students to match each word with one of the pictures. Say, Write the letter next to the picture in front of one of the words. Point out the sample answer.
1 b This activity provides oral and writing practice using the target language.
Point at the incomplete sentences and read the completed sample sentence to the class.Ask students to work alone or in pairs. Have students write the name of a famous person in each blank.
Ask some students to read the sentences they completed. Have other students say whether the sentences are right or wrong.
2b This activity provides listening and writing practice using the target structures.
Say, You will hear Maria and Danny talking about Tina Brown and Johnny Dean again. This time your job is to write what each person looks like. Point to the heading "looks like".
Play the recording. Ask students to fill in the blanks next to the words "looks like" on the chart.
Correct the answers.
2a This activity provides listening and writing practice using the target language.
Point out the picture of Johnny Dean and Tina Brown and Maria and Danny. Say, You will hear Maria and Danny talking about Tina Brown and Johnny Dean.Your job is to write the job each person does. Point to the heading "Job" on the chart.
Play the recording the first time. Students only listen.
Play the recording a second time. This time ask students to fill in the blanks in the chart.
Correct the answers.
2c This activity provides oral practice using the target language.
Name a famous actor, musician or athlete and describe that person. For example, My favorite actor is Leonardo DiCaprio. He's medium height and he has brown hair.
Ask students to work in small groups. Have students describe a famous person to the group. Ask others in the group to add information to each description, if possible.
3a This activity provides reading and writing practice using the target language.
Call attention to the two pictures of Johnny Dean.Ask students if they are pictures of one person or two different people. Lead students to understand that they are before and after pictures.
Ask students to read the magazine article individually.Move around the room answering any questions students may have.
Read the magazine article to the class. Answer any further questions about the words in the story students may have.
Point out the blanks in the chart. Say, Under "Before"write words that describe Johnny before be changed. Under "Now" write words that describe Johnny after be changed. Point out the sample answer.
As students work, move around the room monitoring progress.
3b This activity provides guided writing practice using the target language.
Call attention to the passage and the pictures below.Explain that the passage describes how Gloria Green's look has changed. Point out the sample answer, and ask a student to provide the second answer (short hair).
Point out the numbered blanks in the paragraph. Say,Write words describing Gloria's appearance in each blank.
Ask students to finish the activity on their own.
3c This activity provides writing practice using the target language.
Ask students to name their favorite actors or musicians. Write some of the names on the board.
Ask each student to choose an actor or musician and write a short description of the person.
Ask what new words students want to use in their descriptions. When you understand what a student wants to say, write the word on the board, explain it to the class and have the class repeat it. Limit this to two or three new words.
As students write, move around the room answering questions and offering language support.
Read some of the completed descriptions to the class and have students guess who the person is.
4 This activity provides listening and speaking practice using the target language.
Read the instructions. Check to see that students understand how the game is played.
Ask each student to draw a picture without letting ,anyone else see it.
Have students get into groups of four. Tell the students in each group to give themselves numbers from 1 to 4.
Ask the other three students in each group to listen to the description and draw the person. You may wish to have them listen to the description several times.
Ask each group to swap its pictures with another group. That group votes to decide which of the three copies looks most like the original picture. The student who drew that copy is the winner.
Review unit 7
1.特殊疑问句
What do you/they look like?
I’m/They’re short.I’m/They’re thin.
What does he/she/your friend/Yao Ming look like?
He/She has a medium build.
He/She is tall.
He/She has curly hair.
2.Describe appearances
I is short hair (n.)
We long hair (n.)
You straight hair (n.)
He are curly hair (n.)
She blonde hair (n.)
My friend have black hair (n.)
Li Ming thin (adj.)
They has heavy (adj.)
tall (adj.)
wear short (adj.)
bald (adj.)
wears a beard (n.)
glasses (n.)
a medium build (n.)
a mustache (n.)
Unit 8: What is John like?
Language goal
In this unit students learn to talk about what people are like.
New language
Who's that? That's Mike.
What's he like? He's shy.
What's she like? She's unfriendly.
Section A
Additional materials to bring to class:
pictures from newspapers and magazines for Follow-up activity 1 .
Ask a student to stand in front of the class. Ask students questions about this student using language they already know. For example, What's his/her name? Where is be/she from? What's his/her address? What's his/her favorite kind of music?
Then say, In this unit we're going to learn to say more about people. Write the six new words from page 47 on the board and use one or two of the words to describe the student standing in front of the class. For example,He's/She's friendly. He's/She's smart. Use gestures, facial expressions and/or translation to clarify the meaning of each statement. Point to each word on the board as you
use it to describe the student.
1 a This activity introduces the key vocabulary.
Focus attention on the picture. Ask students to tell what the people look like. They may mention that some one is tall, has blond hair, etc. Then point to a person in the picture, name the kind of personality he or she represents (smart, funny, serious, friendly, shy, or unfriendly) and ask students to repeat each word. Say a sentence or two about each kind of personality. She's smart. She studies a lot. She getsA's in all her classes.
Point out the numbered list of words. Say each one and ask students to repeat these words. , -
Then ask students to match each word with one of the people. Say, Write the letter of each person next to one of the words. Point out the sample answer.
Check the answers.
1 b This activity gives students practice in understanding the target language in spoken conversation.
Point to the picture. Ask students to identify the person ality type of each person. For example: She's smart.He's funny.
Play the recording the first time. Students only listen.
Play the recording a second time. This time, point to the six people. Ask students to write the number 1 next to Billy, the number 3 next to Jane and the number 2 next to Angela. You may wish to write these names and numbers on the board for students to look at as they work.
Correct the answers.
1 c This activity provides guided oral practice using the target language.
Point to the example in the speech bubbles in activity la. Ask two students to read it.
Say, Now work with a partner. Make your own conversations about Billy and Jane. Student A talks about Billy. Student B talks about Jane.
Have students work in pairs making conversations about Billy and Jane. As they talk, move around the room monitoring their work. Offer language or pronunciation support as needed.
Ask some pairs to present their conversations to the class.
2a This activity provides guided listening practice using the target language.
Point out the chart. Read the column headings to the class. Then have one student read the list of names to the class, another student read the list of relationships to the class, and a third student read the list of personality words to the class.
Say, You will hear a recording of four conversations.In the chart, circle all of the words that you hear.
Play the tape the first time. Students only listen.
Play the tape a second time. Say, Circle all the words you hear in these three columns.
You may want to play the tape several times so students can finish and check their answers.
Correct the answers.
2b This activity provides listening practice using the target language.
Call attention again to the chart. Point out the lines that are drawn between "Mike", "Peter's brother", and "shy"!
Say, I will play the tape again. This time, draw lines to match the words that are about each person in the chart. Mike is Peter's brother and he is shy, so lines are drawn to connect all those words. Please do this for the other three people.
Play the tape. Students draw lines connecting the related words.
Check the answers.
2c This activity provides guided oral practice using the target language.
Point to the example in the speech bubbles. Ask two students to read the dialogue. Show students how this dialogue connects with the chart in activity 2a.
Say, Now work with a partner. Make your own conversations about the chart. You can use sentences like the ones in activity 2c.
As students work in pairs, move around the room monitoring their work. Offer language or pronunciatiol support as needed.
3a This activity provides guided oral practice using the target language.
Point out the four sentences next to the picture.Ask different students to say one of the sentences each.
Say, Now number the sentences so that they make a conversation. The first one is done for you. The first line of the conversation is "Who's the tall, thin boy with curly hair?" Please work in pairs.As students work, move around the room monitoring progress.
After students have finished numbering the sentences, check the answer. Then say. Now please practice the conversation. Take turns asking about Jack.
Ask several pairs of students to read the dialogue to the class.
3b This activity provides oral practice using the target language.
Call attention to the example in the chart. Ask one student to introduce "Anne" to the class (Anne's smart and interesting. She likes monies and Kung Fu).
Explain that students have to write words that describe their riends' personalities and hobbies. Ask,Are they friendly or nfriendly? erious or funny? Smart or shy? What sports do they like? What do they like to do in their leisure time? What clothes do they like to wear?What else can you say about them?
Have students complete the chart individually. As they work, move around the classroom monitoring progress.
When they have completed the chart, ask students to introduce their friends to their partners.
Ask several students to introduce one of their friends to the rest of the class.
4 This game provides guided listening, speaking, and writing practice using the target language.
Point out the questions and answers in the speech bubbles. Ask two students to perform the dialogue.
Reintroduce the question, What are you like? by asking one or two students the question and prompting a reasonable answer, such as, I'm serious or I'm friendly.
Read the instructions to the class or have a student do this.
Point out the list of six personality types and the sample answer, Dave. Say, Now talk to your class mates. Ask the question, "What are you like?" Get as many answers as you can in ten minutes.
Answer any questions students have about how to play the game. Remind students that you will stop the game in ten minutes.
When the game is over, ask. Who has ten names on your chart? Who has twelve names? Continue until you find the student with the most names. That student is the winner of the game.
Ask the winner to read his/her list of personality types and names to the class.
Alternative: If you do not want students to get up and walk round the class, then you can ask them to do ?the activity sitting down. They an ask students sitting near them, "What are you like?" The student who finds the largest number of different personal ity types is the winner.
Section B
New language
more words to describe people's personalities: generous,outgoing, easygoing, moody
1 This activity introduces more key vocabulary.
Focus attention on the four pictures. Ask students to tell what they see in each picture. Guide students to understand the meaning of each word through facial gestures and/or translation.
Then review the four words again, adding a sentence or two describing each personality type. For example you might say, She's generous. She gives people things.She doesn't keep everything/or herself She's a generous person.
Point out the numbered list of words. Say each one and ask students to repeat.
Then ask students to match each word with one of the pictures. Say, Write the letter of each picture next to one of the words. Point out the sample answer.
Check the answers.
2a This activity provides listening practice using the target language.
Say, You are going to hear a conversation. Mary is talking with a friend. Listen to the conversation and flu in the blanks in the chart under "Personality".These words tell what the people are like.
Play the recording the first time. Students only listen.
Play the recording a second time. This time ask students to fill in the words under "Personality" that describe the people's personalities.
Check the answers.
2b This activity provides more guided listening practice using the target language.
Say, Now you are going to hear the conversation again. This time listen to the conversation and/ill in the blanks under "Appearance." These words tell what the people look like.
Play the recording the first time. Students only listen.
Play the recording a second time. This time ask student to fill in the words under "Appearance" that describe what people look like.
Check the answers.
2c This activity provides guided listening and speaking practice using the target language.
Point to the example in the speech bubbles. Ask two students to read it to the class.
Ask students to work in pairs. Say, Use the chart in activity 2 a to ask and answer questions about the people in the picture.
As students work, move around the room monitorin progress.
Ask some pairs to present their conversations to the class.
3a This activity provides reading and writing practice using the target language.
Call attention to the letter and ask students to read one sentence each to the class. Ask some comprehension questions to be sure students understand the main ideas in the letter. For example, What is the girl's name?Where does she want to go? How old is she?
Point out the application form. Point to and read the five headings to the class. Say, Now use the information in the letter to fill in the application form. Ask students to work individually.
Correct the answers.
3b This activity provides more reading and writing practice using the target language.
Call attention to the application form. Point out that it looks just like the one they just filled in.
Say, Now read the information on this form and write a letter like the letter in activity 3a. You can look back at that letter/or ideas.
Ask students to work independently. As they work,move around the room monitoring progress and offering assistance where eeded.
Ask a student to read his or her letter to the class.
3c This activity provides writing practice using the target
language.
On the board, make a five-part chart similar to the ones in activities 3a and 3b. Include 1. Name, 2. Age,3. Nationality,4. Likes, 5. Personality.
Say, Copy this chart on separate paper and fill in the information about yourself before you start writing the letter. Offer spelling and pronunciation help with any new likes or personality types students wish to use in their letters. Write each new word on the board and have the class repeat it.
Ask students to work Independently. As they work,move around the room monitoring progress and offering assistance where needed. .
Ask several students to read their letters to the class.
4 This activity provides listening and speaking practice using the target language.
Read the directions to the class.
Say, What do we ask to find out someone's name?Guide students to answer. What's your name? Write this on the board. Elicit more topics to ask about.
Afterward, point to each of the questions on the board. Ask students to repeat each one after you. Compare the What do you like? and What are you like? questions and point out different answers to each.
Ask students to work with their partners to ask and answer questions. Suggest that they each take the student and the teacher role once.
Ask several pairs to present their conversations to the class.
Review unit 8
1. Question
What’s he/she/Fan Jianqiang like?
He/She is----
2. Personality
He is serious
She funny
Gong Yadong smart
They are friendly
My sister shy
unfriendly
quiet
gentle and quiet
introverted
outgoing
generous
stingy
stupid
moody
Unit 9: How was your weekend?
Language goal
In this unit, students learn to talk about recent past events.
New language
What did you do over the weekend? I cleaned my room.
What did she do over the weekend? She did her homework.
What did he do over the weekend? He went to the movies.
What did they do over the weekend?' They played tennis.
Section A
Additional materials to bring to class:
wall calendar
newspaper and magazine pictures for Follow-up activity 1
blank cards and markers for Follow-up activity 2
Point to the previous Saturday and Sunday on a wall calendar and say, Saturday and Sunday are the weekend. This is last weekend. Then tell some things you did last weekend such as,/ cleaned my house over the weekend. Use quick sketches (in the board along with gestures to demonstrate the meaning of each activity,
Ask students, What did you do over the weekend9 Accept one-word answers and rephrase these answers in complete sentences. For example, if you ask, What did you do over the weekend? and a student says. The beach, rephrase it by saying, Oh, you went to the beach over the weekend.
Ask several different students and help these students say complete answers.
1 a This activity introduces the key vocabulary.
Focus attention on the picture. Ask students to tell what they see. Name each activity and ask students to repeat:went to the movies, played soccer, went to the beach,did homework, played tennis and cleaned my room.
Point out the numbered list of activities. Say each one again and ask students to repeat.
Then ask students to match each activity with one of the pictures. Say, Write the letter of each activity next to the words. Point out the sample answer.
Check the answers.
1 b This activity gives students practice in understanding the target language in spoken conversation.
Point to the activities in the picture in activity la.Ask students to tell what the person did in each picture.For example, She played tennis, or Lucy played tennis.Play the recording the first time. Students only listen.
Play the recording a second time. This time say. Listen to the recording and write the days and times Lucy did each thing under the pictures. Point out the sample answer under the picture of Lucy playing tennis; on Saturday morning.
Correct the answers.
1 c This activity provides guided oral practice using the target language.
Point to the example conversation. Ask two students to read the dialogue to the class.
Say, Now work with a partner. Student A, pretend to be Lucy. Student B, ask questions about what Lucy did on different days and times over the weekend.Talk about the activities in the picture.
Students work in pairs. As they talk, move around the room monitoring their work. Offer language or pronunciation support as needed,
2a This activity gives students practice in understanding the key vocabulary in spoken conversation.
Point to the five sentences and ask a student to read these sentences to the class.
Say, You will hear
Play the recording the first time. Students only listen.
Play the recording a second time. This time, ask students to underline each word that is said on the tape. Point out the sample answer, grandmother.
Correct the answers.
2b This activity provides listening practice using the target language.
Call attention to the pictures of Carol, Ben, and Emma and ask students to identify each person by name.
Say, Now I will play the recording again. Listen to the students talking about what they aid over the weekend. Write C for Carol, B for Ben or E for Emma next to each statement in activity 2a. The first one has been done for you.
Play the recording the first time. Students only listen.
Point out the sample answer, S, in statement 1. Say,Sonia visited her grandmother.
Play the recording again. Ask students to write a letter in front of each statement to show what each person did.
Check the answers.
2c This activity provides guided oral and writing practice using the target language.
Call attention to the dialogue and the list of activities in the box. Explain that students have to complete the dialogue using the activities words in the box.
Students do the activity in pairs. When they have filled in the blanks, they practice the conversation. Have several pairs perform their conversations for the rest of the class.
3a This activity provides reading practice using the target language.
Point to the three scenes in the picture. Ask students to describe what the person in each scene did. (Picture 1 shows: She went to the beach. Picture 2 shows: He did his homework and watched TV Picture 3 shows: She cleaned her room and studied for the math test.)
After that, read the three dialogues with a student.The second part of each dialogue is incomplete.
Say, The rest of the sentences are listed above the picture. Read them to the class or have a student read them. Say, Write the correct number on the blank lines in the speech bubbles to complete the conversations.
Correct the answers.
3b This activity provides guided oral practice using the target language.
Call attention to the example in speech bubbles. Ask a pair of students to read the dialogue to the class.
Say, Now practice asking and answering questions like this about what the people in the pictures did over the weekend. Practice in pairs. Use the dialogue as an example.
Help students find partners. Then say, First read the dialogue together. Both students read both parts. Then make your own dialogues like that one. Tell what the people in activity 3a did over the weekend.
Here is a sample dialogue:
A: How was Sarah's weekend?
B: It wasn't very good. She cleaned her room and studied for the math test.
Ask pairs of students to present their dialogues to the class.
4 This activity provides oral practice using die target language.
Play a model round of the game. Draw simple pictures of two things you did over the weekend. For example, a picture of a TV, and a picture of a tennis racket. Point to the picture of the Ty and ask a student to make a sentence about what you did (you watched TV). Do the same with the picture of the tennis racket and another student (you played tennis). Write the two sentences on the board and underline the -ed in watched and played and remind students to use the past tense.
Now ask students to priictice the activity in groups of four. Each students draws two diings she or he might have done over the weekend on a piece of paper. The students then take turns to make sentences about each other's pictures in past tense. Walk around the class offering assistance where necessary.
Ask a student to draw two pictures about his or her last weekend on the bonrd. Class members guess the correct past tense sentences. Then write wh- words on the board (who, what, where, when, why, how) and encourage students to ask follow-up questions, for example. Who did you play tennis with9
Section B
New language
I played the guitar
I studied geography.
I went to the library.
1 a This activity introduces more key vocabulary.
Call attention to the pictures. Ask students to point to and use the past tense to describe as many of the activities as possible. Point to and describe any activities they can't describe. For example, I played the guitar.
Then point to the numbered activities described in the list. Name the activities and ask students to repeat each one,
After that, ask students to match each numbered phrase with a picture by writing the letter of each picture in the blank in front of the correct phrase.As students work, move around the room answering questions as needed.
Check the answers
1 b This activity provides reading practice using the target language.
Draw pictures of the happy face and unhappy face on the board. Write the word VMM under the happy face and the words not fun under the unhappy face.
Ask students to name some activities they think are fun and some that are not fun. For example, a student might say doing homework or cleaning my room are not fun.
Point out the happy face under the pictures in la.Say, He played the guitar. It was fun. The happy face shows it was fun.Say, A'oic draw a happy face or an unhappy face for letters a, c, and a,
Correct the answers.
2a This activity provides listening and writing practice using the target language.
Call attention to the names Jim and Sally and the write-on lines under each name.
Say, Now you are going to hear a conversation between Jim and Sally. They are talking about what they did over the weekend. Listen to the conversation and write what each person did.
Play the recording the first time. Students only listen.
Point out the sample answer, cleaned her room.
Play the recording again. Ask students to HU in the phrases telling what each person did. Remind students that they can look back at earlier activities in this unit to get spelling help, if they wish.
2b This activity provides guided oral practice using the target language.
Call attention to the example in speech bubbles.Ask a pair of students to read the dialogue to the class.
Say, Now practice talking about what Jim and Sally did over the weekend. Practice in pairs- Use the dialogue as an example.
Help students find partners. Then say. First read the dialogue together. Read both parts. Then make your own dialogues like that one. Tell what Sally and Jim did over the weekend.
As students practice, move around the room monitoring progress.
Ask pairs of students to present their dialogues to the class.
2c This activity provides open-ended oral practice using the target language.
Point out the example in speech bubbles. Ask two students to read the dialogue to the class.
With a student, say a conversation about what you did over the weekend. You may wish to write two or three activities on the board for students to use in their conversations.
Help students find partners. As they practice their conversations, move around the room monitoring progress and giving language support as needed.
Ask some pairs to present their real-life conversations to the class.
3a This activity provides reading practice using the target language.
Read the article to the class or have a student do it.
Some students may not recognize the words shopping,mixture, and relatives. Answer any question. students may have about these or other vocabulary items. Write each new word on the board and discuss its meaning.
Read the instructions. Point out the circle around the word circle and the underlining under the word underline.Expand on the instructions saying, Circle the things that you like. the things that arc fun. Underline the things that you don't like, the things that are not fun.
Review the answers. Students may have different answers for some items- For example, went to the library may be fan for some students and not fun for others.
3b Tlus activity provides guided writing practice using the target language.
Point out the numbered blanks in the paragraph.Say, Write a suitable phrase in each blank. Remember to put the verb in the past tense. Point out that students can look at the pictures below the passage for ideas.
Call attention to the sample answer. Ask a student to read the sentence to the class,
Ask students to complete the activity individually.
Check the answers.
3c This activity provides writing practice using the target language.
Before they start writing, suggest that students list the things they did. Ask students to name several ihi; ;as they did over the weekend. Write the list on the board using past tense verbs.
Ask a student to follow these notes and say what he or she did over the weekend. When the student is finished say. Now write the words you just said.
As students work, move around the room monitoring progress and answering any questions students may have.
Ask the students who finish first to write their sentences on the board. Check the sentences and make necessary corrections- Other students may use these sentences as they complete their own work,
4 This activity provides writing and oral practice using the target language.
Ask the class to give you the names of some famous people. They can be .sports stars, musicians, artists, politicians, etc.). Write them on the board- Then choose one of the people on the board and a.sk the students to imagine what that person did over the last weekend. Elicit three past tense sentences from the class and write them on the board.
Ask students to look at the instruction. Explain that students must choose a famous person and write three things that famous person did over the weekend. Ask students to look at the example and guess who the person is (it should be a famous pop star, one that has an interesting hair color.).
Divide students into pairs to do the activity. As students work, move around the room monitoring progress and making notes of common language problems. Have some students tell the class who their partners are and what their famous partners did over the weekend.
Unit 10: Where did you go on vacation?
Language goal
In this unit students learn to talk about past events.
New language
Where did you go on vacation? I went to the mountains.
Where did they go on vacation? They went to New York.
Where did he go on vacation? He stayed at home.
Where did she go on vacation? She visited her uncle.
Did you go to the beach? Yes, I did. /No, I didn't.
Section A
Ask questions about what students did last Saturday.Write some past tense statements on the board. Ask,Who went to the movies last Saturday? Point to a student who raises his or her hand. Sara went to the movies last Saturday. Repeat. Write this sentence on the board.Underline the word went. Ask, Who visited a friend last
Saturday? Point to a student who raises his or her hand.Carlos visited a friend last Saturday. Repeat. Write this"sentence on the board. Underline the word visited.
Point to the words went and visited in the sentences on the board. Say, We use these words to talk about things that happened in the past.
Then write these pairs of words on the board: go-went,visit-visited. Ask a student to point out the words that talk about the past.
1 a This activity introduces the key vocabulary.
Focus attention on the picture. Ask students to tell what they see. Say, Each picture shows something a person did in the past. Name each activity and ask students to repeat:went to the mountains, went to New York City, went to summer camp, visited my uncle, stayed at home, went to the beach, and visited museums.
Point out the numbered list of activities. Say each one again and ask students to repeat.
Then ask students to match each phrase with one of the pictures. Say, Write the letter of each picture next to the name of the activity. Point out the sample answer.
Check the answers.
1 b This activity gives students practice in understanding the target language in spoken conversation.
Point to the picture. Ask students to tell what the person did in each scene. For example, Tina went to the mountains or She went to the mountains.
Play the recording the first time. Students only listen.
Play the recording a second time. This time say, There are three conversations. The people talk about what they did on vacation. Listen to the recording and write numbers of the names in the white boxes in the picture. Please write only five numbers. Point out the sample answer next to the picture showing went to the mountains.
Correct the answers.
1 C This activity provides guided oral practice using the target language.
Point out the example conversation. Ask two students to read the dialogue to the class.
Say, Now work with a partner. Make your own conversations about the pictures.
Say the dialogue in the picture with a student. Do a second example, if you wish.
Then have students work in pairs. As they talk, move around the room monitoring their work.
Offer language or pronunciation support as needed.
2a This activity gives students practice in understanding the key vocabulary in spoken conversation.
Point to the three people's names and read the names to the class. Point to the three vacation activities and ask a student to read the activities to the class.
Say, This is a recording about three people's vacations. Please match the people with the places they went to on vacation.
Play the recording the first time. Students only listen.
Play the recording a second time. This time, ask students to write the letters of where people went on vacation next to their names. Point out the sample answer next to item 1.
Correct the answers.
2b This activity provides more listening practice using the target language.
Call attention to the chart. Ask a student to read through the names and activities listed.
Say, Now listen to the recording again. This time,please listen to the conversations and put a checkmark in the "Yes, I did." or "No, I didn't." blank after each activity. |Play the recording the first time. Students only listen.
Point out the sample answer under Yes, I did in the first blank after the words "Nancy... go to Central Park?" Say, Did Nancy go to Central Park? Yes, she did.
Play the recording again. Ask students to put checkmarifl in the correct blanks.
2c This activity provides guided oral practice using the target language.
Say, Get into groups of three. One of you will be Nancy, one will be Kevin, and one will be Julie. Ask each other about the vacations. You can talk about the activitiesfrom the chart in 2b or about any other activities you like.
As students talk, move around the room, monitoring the conversations and offering support as needed.
You may want to have a group of students present their conversation to the class.
3a This activity provides reading and writing practice using the target language.
Point out the pictures in the photo album. Ask students to describe what they see. (In picture 1 there is a man with a bowl of soup. There is also a waiter. He looks angry. In picture 2 there is a beautiful beach. There is a man. He looks unhappy.)
After that, read the first two lines of the dialogue to the class. Point out the answer was in the first line.
Then point out the blanks in the rest of the lines of the dialogue. Read the conversation to the class saying the word blank for each blank line: How blank the beaches?
Then say, Write the word was or were in each blank.Ask students to complete the activity on their own.
Correct the answers.
3b This activity provides guided oral practice using the target language.
Point to each of the pictures and ask students to say what they see. Then read the words under each picture. Pronounce any new words and explain what they mean, if necessary. For example, In this picture a girl is on a bus. The girl is taking a bus trip. Ask, What does relaxing mean? Does it mean you are excited or quiet? How do you look when you relax? If students don't know the meaning of relaxing, demonstrate by leaning back in your seat and half-closing your eyes.
Say,Now work with a partner. Make your own conversations about the pictures.
Say a dialogue with a student. Point to the food picture.Ask, How was the food? The student replies, It was awful.Do a second example, if you wish.
Then have students work in pairs. As they talk, move around the room monitoring their work. Offer language or pronunciation support as needed.
4. This activity provides speaking practice using the target
language.
Explain to the students that they are going to make a vacation photo album and talk about it with their classmates. You may want to provide students with magazines which they can cut up for their photo albums, or askthem to draw the photos or have them make their photo albums at home for homework.
Once students have completed their photo albums, draw students' attention to the vacation pictures in the student book. Tell them that they are pictures from your last vacation. Using the simple past tense, point to each picture and describe a few things about your time in each place. Write wh- questions on the board (where,
what, who, why, when, how). Remind students that the photos in the book in activity 4 are photos from your vacation. Encourage the class to ask you wh- questions about your vacation.
Have students interview their classmates about their vacation photo albums.
When students have interviewed several classmates,have them discuss in pairs where in China they think would be the best place for a vacation. It could be somewhere one of them has been to, or just somewhere they have heard of and would like to visit.
Have several pairs explain their choices of vacation destination to the rest of the class.
Section B
New language
delicious, awful
expensive, inexpensive
crowded, uncrowded
1 a This activity introduces more key vocabulary.
Point out the six words. Say each word and ask students to repeat it.
Call attention to the first picture. Say, This is a ring.The price is one hundred million dollars. It's expensive!Do the same thing for all six pictures'.
Then point out the blank line in front of each numbered word. Ask students to match each word with a picture by writing the letter of each picture in the blank in front of the correct word.
Point out the sample answer. As students work, move around the room answering questions as needed.
1 b This activity provides writing practice using the target
language.
Point out the smiley face and the frowny face. Say,The smiley face is for good things. The frowny face is for bad things.
Call attention to the six words in activity la. Say,Now write each word under the smiley face or under the frowny face.
Point out the sample answer. Say, The word delicious is under the smiley face because delicious is a happy word.
Ask students to finish the activity individually.
Check the answers.
2a This activity gives students practice in understanding the target language in spoken conversation.
Say, Now listen to this conversation. Vera is talking about her vacation.
Point out the two questions. Say, After you hear the conversation, please answer these questions. Read the questions to the class.
Play the recording the first time. Students only listen.
Play the recording a second time. This time say, Listen to the recording and write the answer to each question.
Correct the answers.
2b This activity provides further listening practice using the target language.
Call attention to the chart. Read the words in the charher vacation, the museums, the stores, the people, thefoa
Say, Listen to the recording again. This time, write what Vera thinks about these things in the blanks ii the chart.
Point out the sample answer. Say, What does Vera thil of her vacation? It was great.
Play the recording. Students fill in the chart.
Play the recording a second time. Ask students to finish filling in their answers and to check their answers.
Correct the answers.
2c This activity provides guided oral practice using tbtarget language.
Call attention to the question words. Have a student read them to the class.
Say, Please work with a partner. Student A, you are Vera's friend. Student B, you are Vera. Student A, use this question words to ask Vera questions about her vacation Student B, you can use the information in activities 2a and 2b to answer.
Help with the first question. Point to activity 2a. Ask Where did you go on vacation?
Say, Please work in pairs. As students talk, move arom the room, offering pronunciation and language support as needed.
3a This activity provides reading practice using the target language.
Call attention to Kirn's diary. Ask a different student to read each entry in the diary. Answer any questions students have about the new words.
Explain the instructions to the activity. Point out the sample answer "weather". Say, The weather was a good thing. It was "great".
Say, Now read the diary and circle all the good things about Kirn's holiday. Underline all the bad things. Ask them to notice the description words that tell them whether something is "good" or "bad" (e.g. "great","beautiful", "fun" = good;"not much fun", "boring","crowded" = bad). You may want to ask a student to tell
you what the first "bad thing" was (i.e. Kirn's kite breaking).
Ask students to finish the activity individually.
Check the answers.
3b This activity provides guided writing practice using the target language.
Say, Now write a travel diary like the one in 3a.Imagine you are an American student on vacation in Beijing.
Have students do the activity individually. You maywant to have them write on pieces of paper, since space in the textbook is limited. As they work, move around the classroom offering assistance as necessary.
Have several students read out their diaries to the class. (You might want to make this activity more substantial, and set it as written homework to be collected and marked.)
4. This activity gives students listening and speaking practice using the target language.
Say, Now you can talk about an imaginary vacation.Pretend you are a foreigner who came to China on vacation. Think about what nationality you are and the places in China you visited.
Ask students to get into groups of four. Tell them to pretend that they are foreigners who meet at the airport after their vacation in China. One student in each group begins by telling where he or she went.The other students ask questions. Then they switch roles, so each student has a chance to tell the others about his or her vacation.
As students talk, move around the room, offering vocabulary and pronunciation support as needed.
Unit 11: What do you think of game shows?
Language goals
to this unit students learn to state their opinions and talk about likes and dislikes.
New language
What do you think of soap operas? I don't like soap operas.
What does he think of sports shows? He loves sports shows.
What does she think of Maria? She likes Maria.
What do they think of Tommy? They can't stand Tommy.
Section A
Additional materials to bring to class:
a local television listing
list the names of several foods on the board.For example: pizza, broccoli, ice cream, mushrooms.
Next to that list, write the sentence, What do you think of ___ ? and leave a blank at the end. Ask a student the question, substituting the word pizza: What do you think of pizza? Help him or her answer / like pizza ot I don't like pizza,
Point to the other foods one by one. Ask a student the question and help him or her answer J like...or I don't like....
Then point to the sentence. What do you think of ___ ? Point to a food name on the board and choose a student to ask the question: What do you think of (mushrooms)? Then point to a student to
answer.
Repeat the activity several times, giving several students chances to ask and answer the question.
1 a This activity introduces the key vocabulary.
Focus attention on the five TVs. Say, Each TV shows different kind of TV show. In TV picture a, there is a an playing baseball. This is called a sports show.
Talk about the other kinds of shows and ask students what they see. Tell the name of each kind of show as you discuss the picture. Ask students to repeat the names of the shows.
Write the word sitcom on the board. Under it write the words situation comedy. Say, The word sitcom comes from the two words situation comedy. A sitcom is a funny show. The people in sitcoms do or say things that make TV watchers laugh.
Point out the numbered list of shows. Say each one again and ask students to repeat it.
Then ask students to match each TV picture with one of the words. Say, Write the letter of each kind of show next to the correct word. Point out the sample answer.
1 b This activity gives students practice in understanding the target language in spoken conversation.
Point to the smiley faces and the frowny faces and the words next to them. Read the words to the class or have a student do this. Say, These faces show you what the words mean. If you don't mind something, you don't either like it or dislike it. If you can't stand something, you dislike it very strongly. Your least favorite food is something you can't stand. If you love something, you like it very, very much. Your favorite food is something you love.
Say, Now I will play a recording. Listen to what Mark says about the TV shows in la. Write the letter of the TV shows next to the words he uses.
Play the recording the first time. Students only listen.
Play the recording a second time. Point to the lettered pictures. Say, Each picture has a letter. Point out the blank spaces before the words. Say, Each word or phrase has a space in front of it. Listen to the tape and write the letter of a TV show picture in each blank. Point out the sample answer.
Correct the answers.
1 c This activity provides guided oral practice using the target language.
Point to the pictures of TV shows in activity la and ask students to say the name of each kind of show.
Point out the example conversation. Ask two students to read it to the class. Then ask the class to point to the picture of the sitcom.
Say a dialogue with a student. Have the student ask ou a question. Then answer it truthfully. Point to the ppropriate picture as you answer.
Say, Now work with a partner. Ask and answer the qstions.
Have students work in pairs. As they talk, move round the room monitoring their work. Offer anguage or pronunciation support as needed.
2a This activity provides listening practice using the target language.
Call attention to the list of five "words and expressions.Point out the blank in front of each one. Ask a student to read the list to the class.
Say, The people on the recording are talking about TV shows. They use these words and phrases as they talk about the shows. You will number these words and phrases 1-5 in the order you hear them on the recording.
Play the recording the first time. Students only listen.
Point out the sample answer 1 in front of the word love. Say, The first word on the recording is love in the sentence I love it. So the answer in front o/"love is number 1.
Play the recording again. Ask students to write a number from 1 to 5 in front of each of the words and phrases.
Check the answers.
2b This activity provides more listening practice using the target language.
Point out the dialogue with blanks. Read it to the class saying blank each time you come to a blank.
Say, Listen to the recording again. This time/ill in each blank with a word or phrase from the list in 2a.
Play the recording. Students write words in the blanks.
Check the answers.
2c This activity provides guided oral practice using the target language.
Call attention to the dialogue students completed in activity 2b. Say, Read the dialogue with a partner. \
Help students find partners. Have the students practice
the dialogue several times.
Then say, Now talk about a TV show you both know.Tell what you like and don't like about the show and the people in it. As students work together, move around the room answering questions and offering language sup- sport as needed.
Ask some pairs of students to present their dialogue!to the class.
3a This activity provides pral and writing practice using the target language.
Call attention to the list of TV shows and ask a student to read the names to the class. Say, In this activity you ask each other questions about TV shows.
Ask students to work in pairs. Ask student A in each pair to look at the chart on page 67. Ask student B to look at the chart on page 86. Remind students not to look at their partners' pages.
Say the first question and answer with a student. Pretend you are student A and work with a student partner.Say What does Stuart think of "Sports News"? Have student B look at the answer on his or her chart on page 86.Student B answers, Stuart loves "Sports News". Show students that you are writing in the word loves after Stuart's name on the chart on page 67.
Then say to your partner, Ask me about Stuart Student B asks, What does Stuart think of "Sports News"? You answer, Stuart likes "Sports News". Have the student write the word likes after Stuart's name on the chart on page 86.
Ask the pairs to continue on their own. Move around the room monitoring the progress of the pairs.
Go over the answers.
3b This activity provides guided reading practice using the target language.
Read the dialogue with a student. Every time one of you conies to a blank, say blank.
Call attention to the chart students completed in activity 3a. Say, Use the words in this chart to fill in the blanks in the dialogue in activity 3b.
4 This activity provides listening, speaking, and writing practice using the target language.
Read the instructions to the class. Then ask students to name some TV shows they know about. Write the list on the board. Try to include some that students like and some they don't like.
Point out the dialogue in the speech bubbles. Have two students read it to the class.
Then point out the sample answer in the chart. Say,This TV show is called "Tell it like it is!" I love it, and Lin Peng does, too. I write "I love it" under "What I think" and I write "Lin Peng" under "Student who agrees with me".
Say, Now go around the class. Ask students about TV shows you know. Find students who agree with you.
After five minutes ask students to sit down. Then ask some students to read the information from their charts to the class. Ask students to make statements such as I don't like "The Crime Files". Carlos doesn't like "The Crime Files", too.
Alternative: If you do not want students to get up and
move around the class, you can ask them to do this activity
in groups of four.
Section B
New language
hair clip, sunglasses, scarf, watch, wallet, belt, key ring Additional materials to bring to class:
mail order catalogs containing watches, jewelry, etc.
1 a This activity introduces more key vocabulary.Point out the seven words. Say each word and ask students to repeat it.
Call attention to the first picture. Say, Look at picture a.This is a belt. Is anyone in the class wearing a belt? Do the same thing for the other six pictures.
Then point out the blank line in front of each numbered word. Ask students to match each word with a picture by writing the letter of the picture in the blank in front of the correct word.
Point out the sample answer. As students work, move around the room answering questions as needed.
Check the answers.
1 b This activity provides guided oral practice using the target language.
Read the instructions to the class. Then follow the instructions yourself. Hold up or point to each item you have. Then, call on students to hold up items and respond.For example, hold up your wallet and point to your watch.Say, I have a wallet and a watch. What do you have?
Ask students to hold up items and tell the class what they have.
2a This activity provides guided listening and writing practice using the target language.
Say, You ivill hear a conversation. Maria is asking Carol and Evan what they think about different fhings. Write the name of each item under "Thing"in the chart.
Play the recording the first time. Students only listen.
Point out the example. Say, One thing they are talking about is a watch. "Watch" is written in for you.
Play the recording a second time. Students write the names of the things that are being talked about.
Check the answers.
2b This activity provides more guided listening and writing practice using the target language.
Say, Now I will play the recording again. This time,write down what Carol and Evan think about each thing.
Ask a student to read the words in the chart to the class.
Point out the sample answers as you say, They are talking about a watch. Carol loves the watch. Evan doesn't mind the watch.
Play the recording again. This time, have students fill in what Carol and Evan think.
Check the answers.
2c This activity provides guided oral practice using the target language.
Point out the example in the speech bubbles. Ask two students to read it. Show students how it connects with the chart in activity 2a.
Say, Now work with a partner. Talk about what his or her parents think about the things in activity 2a.You can use questions and answers like the ones in the speech bubbles.
As students work in pairs, move around the room monitoring their work. Offer language support as needed,watch sunglasses scarf wallet
3a This activity provides reading and writing practice using the target language.
Ask students to read the article individually. Then ask them to say any words or sentences they don't understand.Explain the words and sentences in your own words. For example, if a student asks, What does "It's for moms!"mean? Say, "It's for moms!" means that the scarf is something that a mother wears, not something, that
a young person wears.
Read the article to the class. After you finish, ask for any more questions.
Call attention to the chart on page 88. Point to and read the heading of each column. Say, The first column is a list of things in the article; the second column is loves; the third column is likes; the fourth column is doesn't mind; the fifth column is doesn't like; the sixth column is can't stand.
Say, Now read the article again. Write the name of each person in the article in the blank after each item. As students work, move around the room clarifying the instructions and offering other help.
Check the answers.
4 This activity provides reading, speaking, and listening
practice using the target language.
Read the directions to the class. Point out the speech bubbles. Have two students read the dialogue to the class.
Say, Think of six things to ask each other about.What are some things you can think of? Write the words on the board, providing translation help with new words if necessary.
Then say, Now go around the classroom. Ask students what they think about six different things. You can use the words on the board or you can use different ones.
As students talk, move around the room, monitoring conversations and offering assistance with vocabulary and pronunciation if needed.
Alternative: If you do not want students to get up and move around the class, you can ask them to do this activity in groups of four.
Unit 12: Don't eat in class.
Language goal
In this unit students learn to talk about rules.
New language
Can we eat in school?
We can eat in the cafeteria, but we can't eat in the classrooms.
Can students wear hats in school?
Yes, they can./ No, they can't.
Section A
Additional materials to bring to class:
a candy bar, a small radio
Place a candy bar and a small radio on a table and ask and answer questions about each one. As you give yes answers, nod your head yes. As you give no answers, shake your head no. Say, holding up a candy bar, Can we eat in class? No, we can't. Can we eat in the cafeteria? Yes, we can. Repeat. Yes, we can. Say, holding up a radio, Can we listen to music in class? No, we can't. Repeat. Can we listen to music at a friend's house? Yes, we can. Repeat. Yes,we can.
If you wish, you can bring in other items and practice more questions and answers. For example, you can hold up items and ask: Can we use a calculator in math class?Can we use a dictionary in English class? Can we wear shoes in gym class?
la This activity introduces the key vocabulary.
Focus attention on the five rules written under "School Rules". Read the list to the class. Then read the list again, using simple explanations or acting out some rules to make clear the meaning of each one. For example,point to your watch: Class starts at 9:00. Don't arrive late for class. 9:05 is late. 9:10 is late. If you come to class at 9:10, you are breaking the rules. 9:00 is not late. Don't
arrive late for class. Repeat. Don't arrive late for class.
Point out the students in the picture and the boxes next to them. Say, Each of these students is breaking one of these rules. Write the number of the rule each student is breaking in the box next to him or her. Point out the sample answer.
Check the answers.
1 b This activity gives students practice in understanding the target language in spoken conversation.
Point to the five rules in activity la. Ask a different tudent to read each rule to the class.
Point to the picture. Ask different students to say the ules that the students are breaking in the picture.
Say, This conversation tells about three students. The students are breaking rules. Point out the direction line and the space after each name. Say, Write the number of the rule next to the name of the student who is breaking that rule.
Play the recording the first time. Students only listen.
Play the recording a second time. As they listen to the recording this time, students fill in the number of the rule after each name.
Correct the answers.
1 c This activity provides guided oral practice using the target language.
Point out the example conversation. Ask two students to read the dialogue to the class.
Say, Now work with a partner. Student A is from another country. He or she doesn't know the rules of this school. Student B tells him or her the rules from activity la.
As the pairs talk, move around the room monitoring their work. Offer language or pronunciation support as needed.
Ask several pairs to present one or more of their conversations to the class.
Say, Now let's talk about the rules of our school.Student B is from another country. Student A tells him or her about the rules of our school.
Again, move around the room monitoring progress and offering help as needed.
2a This activity gives students practice in understanding the target language in spoken conversation.
Point to the picture in activity 2a. Ask students to tell what they are doing. (They're talking.)
Say, Listen to their conversation. They're talking about school rules.
Play the recording the first time. Students only listen.
Say, Now listen again. This time, put a checkmark next to the activities they're talking about. Point out the sample answer.
Play the recording a second time. Students put checkmarks next to the activities they hear.
Correct the answers.
2b This activity provides further listening practice using the target language
Point out the list of can and can't in the chart in activity 2a.
Say, Now listen to the recording again. This time,circle can or can't to show which things Alex and Christina can and can't do at their school. Point out the sample answer for number 1.
Play the recording and have students circle the answers.
Correct the answers.
2c This activity provides guided oral practice using the
target language.
Point out the sample conversation and have a pairo students read it to the class.
Say, Now work with a partner. Student A is Alex am student B is Christina. Alex tells Christina about the rules at your school Change roles so that both of you practice both parts.
As students work in pairs, move around the room monitoring progress and offering assistance, if needed.
Ask some pairs to present their conversations to tha class.
3a This activity introduces more key vocabulary.
Call attention to the three pictures. Read the sentences in the speech bubbles, saying blank each time you come to a blank line.
Then point to the three words. Say the words and ask students to repeat each one.
After that, ask students to fill in the blank in each picture with one of the words from the box. As students work, move around the room answering questions as needed.
Check the answers.
3b This activity provides oral practice using the target
language.
Point out the conversation in the speech bubbles and ask two students to read it to the class. Ask students to explain what have to means. (It means something is necessary. It must be done. You have no choice about it.)
Ask several pairs of students to read the conversation to the class.
Say, Now please change some of the words and make your own conversations. Ask and answer questions about the rules of this school. Give true answers.
Ask pairs of students to make up their own conversations. Move around the room offering language support as needed.
Ask some pairs to present their conversations to the class.
4 This game provides oral practice using the target language.
Say, You will write down six rules. What rules can you think of? Remember to use can and have to.Write some responses on the board.
Then say. Work on your own. Write a list of six rules. You can use the ones on the board or other ones we have talked about.
When students have finished writing their lists, have them put their papers in a bag. Without looking, they take another paper from the bag.
Say, Now go around the room. Ask if people can do the things on your list. Find the person who has the list of rules that you wrote. Allow ten minutes for students to find who have their lists.
Ask some students to read their lists to the class.Answer any questions other students have about the lists.You may wish to write some new items on the board so students can learn new words.
Alternatively, if you would prefer not to have your students more around the room, you can ask them to do this activity in groups of four.
Section B
New language
more action words: arrive, bang out, go out, clean,be home
1 This activity introduces more key vocabulary.
Focus attention on the four pictures. Ask students to ell what they see in each picture, using whatever words hey can. If necessary, supply the words or sentences and sk the class to repeat. Say a sentence or two about each icture. What's he doing? He's doing homework.Repeat. He's doing homework. The class repeats.
Point out the list of rules. Say each rule and ask students to repeat. .
Then ask students to match each rule with one of the pictures. Say, Write the letter of each picture on the blank line in front of one of the rules. Point out the sample answer.
Check the answers.
2b This activity provides listening and writing practice using the target language.
Say, This time, please put a checkmark under Emily or Dave after each rule that Dave has at his house 'and each rule that Emily has at her house. Point out ,the sample answer.
Play the tape again and have students make check- J marks. You may wish to play the tape more than once at this point.
Correct the answers.
2a This activity provides listening and reading practice using the target language.
Say, Now listen to a conversation between Dave and Emily. Listen carefully to their questions and answers.
Play the tape. Students only listen.
Say, Now number the rules in the order Dave and Emily talk about them. The first rule Emily talks about is Don't go out on school nights. The number 1 is in the blank in front of that rule to show that it is the first rule that Dave and Emily talk about
Play the tape again. This time students write in the numbers 1-4 as Dave and Emily talk about each rule.
Check the answers.
2c This activity provides guided listening and speaking practice using the target language.
Say, Now talk about the rules in your house. What ,can and can't you do? What do you have to do? Word with a partner.
As students talk, move around the room, monitoring conversations and offering language support as needed.
Have some pairs of students present their conversations to the class.
3a This activity provides reading practice using the target language.
Call attention to the letter and point out the opening, Dear Dr Know. Explain that this is a letter to a newspaper writer. Zhao Pei is writing to get some advice.
Read the letter to the class or ask a student to do this.Answer any questions students may have.
Ask students to work alone. Have students read the letter and write the numbers 1 through 8 in front of the senF fences that talk about rules.
Then ask students to write the rules on the blank Hnes next to the letter.
Correct the answers.
3b This activity provides guided writing practice using the target language.
Call students' attention to the pictures. Ask different .students to explain what the pictures mean.
Point out the sample answer. Say, Now you have to write rules to match the rest of the pictures.
Students do the activity individually. As they work,move around the classroom monitoring progress and offer help as necessary.
Check the answers.
3c This activity provides personalized writing practice using the target language.
Say, Now write a letter to Dr Know. Tell Dr Know about the rules in your house. Remind students that they talked about these rules in activity 2c.
Ask several students to read their letters to the class.
4 This activity provides listening, speaking, reading and writing practice using the target language.
Ask students to make a list of the rules in their houses.Have the students use Zhao Pel's list of rules as a model.
Have some students read their lists to the class.Make language corrections as needed.
Point out the sample question and answer in the speech bubbles. Ask two students to read it to the class.
Ask students to move around the room and ask each other questions. Their job is to find other students who have the same rules.
When student A finds another student with the same rule, student A writes the other student's name next to that rule on his or her list.
You may wish to do a quick check to see which rules are most common.