新概念1教案!224

新概念1教案!224 06级藏汉英翻译班综合英语教学进度 表 关于同志近三年现实表现材料材料类招标技术评分表图表与交易pdf视力表打印pdf用图表说话 pdf Weeks Lessons Lesson 31-32Where?s Sally? Lesson 33-34 What are they doing? 1 Lesson 35-36 Our Village Lesson 37-38 Making bookcase 2 Lesson 39-40 Don?t Drop It Lesson 41-42 Penney?s Bag 3 Lesson 43-44 Hurry up! Lesson 45-46 The boss?s letter 4 Lesson 47-48 A cup of coffee Lesson 49-50 At the butcher?s Lesson 51-52 A pleasant climate lesson 53-54 An interesting climate 5 Lesson 55-56The Sawyer?s family Lesson 57-58 An unusual day Lesson 59-60 Is that all? Lesson 61-62A bad cold 6 lesson 63-64Thank you ,doctor Lesson 65-66 Not a baby Lesson 67-68 The weekend Lesson 69-70 The car race Lesson 71-72 He?s awful! 7 Lesson 73-74The way to king street Lesson 75-76 Uncomfortable shoes 8 Lesson 77-78 Terrible toothache Lesson 79-80 Carol?s shopping list Lesson 81-82 Roast beef and potatoes Lesson 83-84 Going on holiday 9 Lesson 85-86 Paris in the spring lesson 87-88 A car crash Lesson 89-90 For sale Lesson 91-92 Poor Ian! Lesson 93-94 Our new neighbour 10 Lesson 95-96 Tickets, please Lesson 97-98 A small blue case Lesson 99-100 Ow! Lesson 101-102 A card from 11 Jimmy Lesson 103-104The French test Lesson 105-106 Full of mistakes Lesson 107-108 It?s too small 12 Lesson 109-110 A good idea Lesson 111-112 The most expensive model Lesson 1113-114 Small changes 13 Lesson 115-116 Knock, Knock! Lesson 117-118 Tommy?s breakfast Lesson 117-118 Tommy?s breakfast Lesson 119-120 A true story Lesson 121-122 14 The man in the hat Lesson 123-124 A trip to Australia Lesson 125-126 Tea for two Lesson 127-128 A famous actress Lesson 129-130 Seventy miles an hour Lesson 15 131-132 Don?t be so sure! Lesson 133-134 Sensational news! 1 Lesson 135-136 The latest report Lesson 137-138 A pleasant dream Lesson 16 139-140 Is that you, Jhon? Lesson 141-142 Sally?s first train ride Lesson 143-144 A walk through the woods Oral Test 17 Final Reviews 18 Teaching material: New Concept English Book One Teacher: Yang Zom Place: 2-109 Time: Tuesday (1-2 ), Friday (3-4 ) 2 T: It?s my pleasure to involve this wonderful English Text Book. And I hope all of you enjoy the lessons, and hope make remarkable progress in your English Language. 新概念英语是广受英语学习者喜欢的经久不摔的经典教材，我本人在几年前从这套教材中获益非浅。对于许多学习英语者来说，当时可以说是这套教材如获之宝。许多年过去了，我还是非常喜欢这套教材。 这次我作为这套教材的主讲人，我也特别高兴，因为我有机会和大家一起分享我当年学习英语的快乐时光，我也希望大家在学习的过程中能够不断地取得进步。下面我来对我们的教学思路以及讲课结构作一个简短的说明: 根据教学所提出的教学目标和要求充分设想大家在这个阶段可能遇到的问题，突出重点和难点，以此来弥补我们班人数较多很难实现教学互动的遗憾。我们将把重点放在关键句的讲解、句子结构的 分析 定性数据统计分析pdf销售业绩分析模板建筑结构震害分析销售进度分析表京东商城竞争战略分析 、以及短语和习惯用法，来帮助大家增强语言的运用能力和培养良好的语感。 这册书总共友96课，前----课由阿老师讲，另外---可由我来讲。每课的单位教学时间喂50分钟。每课有五个小节。 第一小节是: Key words and Expressions.在这里我们例出来的关键词和短语并不完全等同于教材中的生词和短语。我们选择的是有可能大家在听力理解中有障碍的关键词和短语，包括人名和地名。 第二节就是Questions on the Text.是就课文提问，我们提出3-4个问题，引导大家抓住课文的关键部分。 第三接就是听课文(或肯问的动画片)，在动画片之后我们还要对前面问题做回答，加深大家对课文关键 内容 财务内部控制制度的内容财务内部控制制度的内容人员招聘与配置的内容项目成本控制的内容消防安全演练内容 的印象。 第四节就是课文的语言点和关键结构及其用法讲解，在这里我们也通过例句来简要说明点到为止。 第五也就是课文结束之前，就课文的话题做一点引申，或者就是补充，目的是增强一点兴趣。接下来我门就开始Lesson---- 3 “06级综合英语” 教案 Teaching Unit 16 – Lesson 31-32 The Content and Basic Aims of Unit 16 *Patterns and structural words: He/She/ It?s (running) under/across/after… What?s he/she/it doing? It?s drinking milk. (He) isn?t (reading)/ (He?s typing a letter) Where?s he/she/it (sitting)? *Vocabulary: Nouns: basket/bone/cat/garden/letter/meal/milk/teeth/tree Verbs: climb/cook/do/drink/eat/run/(after)/type Expression: I beg your pardon? *Key points , Try as far as possible to conduct the lesson in English. , The present continuous is introduced in the third person singular Difficult points , The present continuous is used in the third person singular , The - ing form of the verbs Teaching Method The teacher will combine interactive and teacher-center methods in this course to help students learn the new patterns and to build sound pronunciation with the foreign teacher. Pair and group work will be used throughout the class. Teaching Hours Approximately two hours will be used for the Unit 16. Teaching Procedures Listening comprehension T: Today we’ll listen to a story about a garden. Listen to the story and see if you can answer this question: is the cat climbing the tree? S: No, Tim is. Intensive reading Comprehension , Ask individual students questions. Students give natural answer. 1. T: Are Jack and Jean in the garden? S: No, they aren?t. 4 2. T: Are they in the kitchen? S: Yes, they are. 3. T: Is Sally in the garden? S: Yes, she is. 4. T: Is Tim in the living room? S; No, he isn?t. (he?s in the garden) 5. T: Who?s sitting under the tree? S: Sally is. 6. T: What?s Tim doing? S: He?s climbing the tree. 7. T: Where is the dog? S: It?s in the garden. 8. T: Is the dog climbing the tree? S: No, it isn?t. 9. T: What?s the dog doing? S: It?s running across the grass. Lesson 31 Where „s Sally? A. Dialogue Read this dialogue. Fill in the missing words. Jean: Jack, the ________ are in the ________. What?s Sally ______________? Jack: She?s ___________ under the ___________ . She?s ______________ a book. Jean: __________ Tim in _________ garden, too? Jack: Yes, he __________ . He?s ___________ the tree. Jean: And where?s the dog? What?s it __________________? Jack: It?s in the ___________ ,too. It?s __________ after a cat. B Structure Write the correct –ing form of theses verbs. Add -ing Double the last letter and add Take off the –e and add -ing -ing climb _____________ sit _________________ make ______________ read ______________ run ________________ type _______________ cook ______________ shut ________________ take _______________ C. Vocabulary Answer these questions. Use the prompts. 1. What?s Jack doing? (look out of the window ) __________________________________ 2. What?s Jean doing? ( cook a meal ) ___________________________________ 3. What?s Tim doing? ( climb the tree ) ___________________________________ 4. What?s Sally doing?( sit under the tree / read a book ) _________________________________ 5. What?s the dog doing? (run across the grass / run after a cat ) ___________________________ Homework Oral work: Ask individual students to look at the pictures and tell the storey. 5 Written work: Linguistic Exercises A- B on page 64 Teaching Reflection Students need more time to practice new patterns and new vocabulary. Teaching Unit 17 Lesson 33-34 The Content and Basic Aims of Unit 17 * Patterns And Structural Words -- It is a fine day. -- There are some clouds in the sky, but the sun is shining. -- We/They are (walking) over/under…. -- They are jumping off a wall. * Vocabulary Nouns: aeroplane/bird/bridge/bus/cloud/day/dish/family/river/homework/ship/sky/sun Verbs: cry/fly/go/jump/shave/shine/sleep/wait(for)/walk/wash General Remark * Try as far as possible to conduct the lesson in English. * Further practice with the present continuous, this time with you, we and they A number of new verbs and nouns are introduced. Difficulties of Unit 17 , The Usage of the present continuous tense. , The usage of preposition Teaching Method The teacher will combine interactive and teacher-center methods in this course to help students learn the new patterns and to build sound pronunciation with the foreign teacher. Pair and group work will be used throughout the class. Teaching Hours Approximately two hours will be used for the Unit 17. Teaching Procedures Listening comprehension T: Today we’ll listen to a story about the Jones family. Listen to the story and see if you can answer this question; Where is the Jones family? S: On the bridge. Intensive reading Comprehension * Ask individual students questions. 6 1. T: Is it a cold day today? S: No, it isn?t. 2 T: Is it a fine day today? S: Yes, it is. 3 T: Are there any clouds in the sky? S: Yes, there are. 4 T: Where is Mr. Jones? S: Mr. Jones is with his family. 5 T: Who is walking over the bridge? S: Mr. Jones and his family. 6 T: Are there many boats on the river? S: Yes, there are. 7. T: What are Mr. Jones and his wife doing? S: They are looking at the boats. 8. T: What is Sally doing? S: She?s looking at a big ship. 9. T: What?s Tim doing? S: He?s looking at an aeroplane. 10. T: What is the aeroplne doing? S: Flying over the river. Lesson 33 A Fine Day A A fine day Read this. Fill in the missing words. It?s a _________ day today. There are _______ small white _________ in _________ sky, but the sun is _________ .Mr. Jones and _________ are ________ over __________ bridge. There _________ some small boats __________ the river and a big ship is __________ under ________ bridge. Mr. and Mrs. Jones and Sally are ___________ at __________ ship. Tim is __________ _________ an aeroplane. The _________ is _________ over ________ river. B Structure Write the correct – ing form of these verbs. Add - ing Take off the –e and add -ing walk walking go ___________ shine ___________ type _____________ look _______ fly ___________ shave ___________ give ______________ C Prepositions Fill in the correct prepositions in the sentences. With under over at in on 1. Mr. Jones and his family are walking ___________ the bridge. 2. Sally is looking __________ a big ship. 3. The ship is going _________ the bridge. 4. The children are __________ their mother and father. 5. The sun is shining _________ the sky. 6. There are some small boats __________ the river. Teaching Refection The students should be encouraged to do their best. 7 Homework Oral work: Ask individual students to look at the pictures and tell the story. Written work: Linguistic Exercises A- B on Page 68 Teaching Unit 18 Lesson 35-36 The Content and Basic Aims of Unit 18 * Patterns And Structural Words -- It is between/beside… -- (We are) walking along/across… -- (They are) going into… -- Here is another (photograph). * Vocabulary Nouns: branch(of a tree)/bank (of a river)/building/hill/park/photograph/street/valley/village/water Verb: swim General Remarks * Try as far as possible to conduct the lesson in English. * Further practice with the present continuous and prepositions of place and direction. Difficulties of Unit 18 , The Usage of the present continuous tense. , The usage of preposition of place and direction Teaching Method The teacher will combine interactive and teacher-center methods in this course to help students learn the new patterns and to build sound pronunciation with the foreign teacher. Pair and group work will be used throughout the class. Teaching Hours Approximately two hours will be used for the Unit 18. Teaching Procedures Listening comprehension T: Today we’ll listen to a story about a village. Listen to the story and see if you can answer this question: Are the children coming out of the park or going into it? S :They are going into it. Intensive reading Comprehension * Ask individual students questions. 1 T: Is our village in a valley? S: Yes, it is. 2 T: Is our village on a hill? S: No, it isn?t. 8 3 T: Where is our village? S: It?s between two hills. 4 T: Is our village on a river? S: Yes, it is. 5 T: Who is walking along the banks of the river? S: My wife and I are. 6. T: Who is in the river? S: A boy. 7 T: What?s the boy doing? S: He is swimming across the river. 8. T: Where is the school building? S: It?s beside the park. 9 T: Where is the park? S: It is on the right. 10 T: Where are some of the children going? S: They are going into the park. Lesson 35 Our Village A Another photograph of our village Read this. Fill in the missing words. This is another _______ of ________ village. Some men and women are _______ _______ the street. Look! A friend and I are ________ in the river. Another friend is ________ on the the bank of the _________. The school _________ is ___________ the left. ________the park. Some _________ are coming _________ of the __________. B Structure Write the correct –ing form of these verbs. Then fill the blanks in the sentences. Double the letter at the end of the verb and add –ing run ________ shut ____________ put _________ swim ____________ 1. The boys are _____________ in the river. 2. The children are __________ out of the school. 3. The girls are __________ on their coats. 4. The teacher is __________ her books. It is the end of the lesson C Prepositions Choose and write in the correct prepositions. 1. The women are going ___________ the shop.(on / into ) 2. Our house is _________ two villages. ( between / beside ) 3. The boats are going _______ the hills. (over / under ) 4. The plane is flying _______ the hills. (beside / over ) 5. The children are jumping _______ the wall. ( out of / off ) 6. The cat is jumping _______ the tree. (along / out of ) Teaching Refection The students should be encouraged to do their best. Homework 9 Oral work: Ask individual students to look at the pictures and tell the story. Written work: Linguistic Exercises A- B on Page 72 Teaching Unit 19 Lesson 37-38 The Content and Basic Aims of Unit 19 * Patterns And Structural Words -- What are you going to …? -- I am going to …. -- Now I am (making) … -- I am going to paint it (pink ). -- This (bookcase )isn?t for me. * Vocabulary Nouns: bookcase/hammer Verbs: listen/paint/work Adjectives: favourite/pink General Remarks * Try as far as possible to conduct the lesson in English. * The first person(singular and plural )with the present continuous and going to Difficulties of Unit 18 , The Usage of the present continuous tense with the first person , The usage of first person with going to Teaching Method The teacher will combine interactive and teacher-center methods in this course to help students learn the new patterns and to build sound pronunciation with the foreign teacher. Pair and group work will be used throughout the class. Teaching Hours Approximately two hours will be used for the Unit 19. Teaching Procedures Listening comprehension T: Today we’ll listen to a story about making a bookcase. Listen to the story and see if you can answer this question: What is Susan’s favourite colout? S :Pink is Susan’s fvourite colour.. Intensive reading Comprehension * Ask individual students questions. 1 T: Who is working hard? S: George is. 10 2 T: What is George doing? S: He?s making a bookcase. 3 T: Who is making a bookcase? S: George is. 4 T: Which hammer is Dan going to give George? S: The big one. 5 T: What is George going to do now? S: He?s going to paint the bookcase. 6. T: Is George going to paint it white? S: No, he isn?t. 7 T: What colour is George going to paint it? S: Pink. 8 T: Is the bookcase for George? S: No, it isn?t. 9 T: Is the bookcase for Susan? S: Yes, it is. 10 T: What?s Susan?s favourite colour? S: Pink. Lesson 37 Making a Bookcase A Dialogue Read this dialogue. Fill in the missing words. Dan: What ______ you doing,George? You?re _________ hard. George: Yes, I am _______ hard. I?m _______ a bookcase. Give me that _______, please, Dan. Dan: ___________ one? This _________? George: Yes, the big _________. Thanks. Dan: What are you ________ _______ do now, George? George: I?m ____ ____ paint it_________. Dan: What colour are you ______ ______ paint it? Pink? George: Yes, it?s for my ___________ , Susan. _______ „s her favourite _________. B Structure Write the correct –ing form of these verbs in the columns. Work make paint give do shut swim shine walk fly eat type clean cook drink run climb read sharpen take turn dust put sit Add -ing Double the letter at the end of Drop the –e at the end of the the verb and add -ing verb and add -ing Teaching Refection The students should be encouraged to do their best. Have students pay more attention on their pronunciation, intonation 11 Homework Oral work: Ask individual students to look at the pictures and tell the story. Written work: Linguistic Exercises A- B on Page 76 Teaching Unit 20 Lesson 39-40 The Content and Basic Aims of Unit 20 * Patterns And Structural Words -- Give/Show/Send (it) to (me). -- What are you going to do with …? -- Don?t (put)… -- Put/Turn (it) on. -- Take/Turn (it) off. -- I?m gong to put it in front of… * Vocabulary -- Nouns: Flowers/vase/wife -- Verbs: drop/send/show -- Adjective: careful -- Expression: There we are. Key points * Try as far as possible to conduct the lesson in English. * The negative form of the imperative is introduced, together with patterns involving the use of direct and indirect objects.(Compare Teaching Unit 11 and 15 ) Difficulties of Unit 20 , The negative form of the imperative is introduced, together with patterns involving the use of direct and indirect objects. Teaching Method The teacher will combine interactive and teacher-center methods in this course to help students learn the new patterns and to build sound pronunciation with the foreign teacher. Pair and group work will be used throughout the class. Teaching Hours Approximately one hour will be used for the Unit . Teaching Procedures Listening comprehension T: Today we’ll listen to a story about a vase.. Listen to the story and see if you can answer this question: Where does Sam put the vase in the end? S: Sam put the vase in front of the window on the shelf. Intensive reading 12 Comprehension * Ask individual students questions. 1 T: What is Penny going to do with the vase? S: She?s going to put it on the table. 2 T: Is Sam going to put the vase on the table? S: No, he isn?t. 3 T: What is Sam going to do with the vase? S: He?s going to put it in front of the window. 4 T: Look at picture 7. Where is the vase now? S: On the shelf. (or It?s on the shelf.) 5 T: Is it a lovely vase? S: Yes, it is. 6 T: Are those flowers lovely? S: Yes, they are. A. Dialogue Read the dialogue. Fill in the missing words. Sam: What _____ you ____ to do ____ that vase. Penny? Penny: I?m ____ to put it on this ____, Sam. Sam: ____ do that. Give it ____ me. Penny: What ____ you ___ to ____ with it, Sam? Sam: I?m ____ to put it ____, in ____ of the window. Penny: Be ____ ! Please don?t ____ it! Don?t ____ it there. Sam. Put it here, on this _____. Sam: There ____ are! It?s a lovely ______. Penny: Yea, and the ____ are _____ , too. B Vocabulary Match the verbs and nouns, then write ten sentences beginning with Don’t … . put on take off turn on turn off drop eat drink sharpen paint make the television the vase the wardrobe those pencils your shoes the lights the beds your coat the milk that apple 1 Don’t put on your shoes. 6 ___________________________________ 2 _______________________ 7 ____________________________________ 3 _______________________ 8 ____________________________________ 4 ________________________ 9 ______________________________________ 5 ________________________ 10 ______________________________________ C Numbers Write the answers to these simple sums in words. 13 Seven + five = twelve nine + six =___________sixteen – seven =____________ Nine + two = ___________ ten + four = ____________ thirteen – eight =__________ Homework * Oral work: Ask individual students to look at the pictures and tell the story. * Written work: Linguistic Exercises A- B on Page 80 Teaching Refection * The students should be encouraged to do their best. *Have students pay more attention on their pronunciation, intonation 14 Teaching Unit 21 Lesson 41-42 The Content and Basic Aims of Unit 21 * Patterns And Structural Words -- Is there (a tie ) in/on …? -- Is there (any milk ) in/on …? -- There?s (a tie )/one in/on… -- There?s (a piece of cheese ) in/on … --there?s some (cheese 0 in/on … * Vocabulary Nouns: bag/bar/bread/cheese/chocolate/coffee/ half/loaf/piece/pound/quarter/soup/sugar/tea/tobacco Expression: It?s certainly not. Key points * Uncountable nouns are now formally introduced and are contrasted with countable nouns in the singular. Difficult points * Uncountable nouns are now formally introduced and are contrasted with countable nouns in the singular. Teaching Method The teacher will combine interactive and teacher-center methods in this course to help students learn the new patterns and to build sound pronunciation with the foreign teacher. Pair and group work will be used throughout the class. Teaching Hours Approximately one hour will be used for the Unit 21. Teaching Procedures Listening comprehension T: Today we’ll listen to a story about Penny’s shopping... Listen to the story and see if you can answer this question: Who is the tin of tobacco for? S: Sam. Intensive reading Comprehension * Ask individual students questions. 1 T: Look at number 2. Is there a piece of cheese on the table? S: Yes, there is. 15 2 T: Look at number 3. Is there a loaf of bread on the table? S: Yes, there is. 3 T: Look at number 4. Is there a bar of soap on the table? S: Yes, there is. 4 T: Look at number 5. Is there any chocolate on the table? S: Yes, there is. 5 T: Look at number 6. Is there a bottle of milk on the table? S: Yes, there is. 6 T: Look at number again.. Is there any milk in the bottle? S; Yes, there is. 7 T: Look at number 7. Is there any sugar on the table? S; Yes, there is. 8 T: Look at number 8. Is there any coffee on the table? S: Yes, there is. 9 T: Look at number 9. Is there any tea on the table? S: Yes, there is. 10 T: Look at number 10. Is there any tobacco in the tin? S: Yes, there is. 11 T: Is the tobacco for Penny? S: N, it isn?t. A Dialogue Read the dialogue. Fill in the missing words. Sam: Here. Put that _____ bag on this chair, Penny. What?s ______ it? Penny: A ____________ of cheese. A ____________ of bread. A ____________ of soap. A ____________ of chocolate. A ____________ of milk. A ___________ of sugar. Half a ____________ of coffee. A quarter of a pound of ____________ . And a ______________ of tobacco. Sam: Is that tin of __________ for me? Penny: Well, it?s ________ not for me. B Vocabulary Match the words on the left with words on the right, then write a shopping list below. a piece a bar a bottle a tin a pound half a pound milk tobacco chocolate sugar tea cheese 1 a piece of cheese 4 _______________________ 2 ____________________ 5 ______________________ 3 ____________________ 6 ______________________ C Numbers Write these numbers in words. 13 thirteen 30 ____________ 41 ___________ 57 _____________ 65 __________ 72 __________ 86 ___________ 98 ____________ Homework * Oral work: Ask individual students to look at the pictures and tell the story. * Written work: Linguistic Exercises A- B on Page 84 16 Teaching Refection * The students should be encouraged to do their best. *Have students pay more attention on their pronunciation, intonation Teaching Unit 22 Lesson 43-44 The Content and Basic Aims of Unit 22 * Patterns And Structural Words -- Can you … (= Are you able to ) -- Yes, I/you etc. can … -- No, I/you etc. Can?t … -- (He ) can?t… but (he) can… -- It?s behind/in front of … -- Are there any (cups ) …? -- Is there any (coffee ) …? *Vocabulary -- Nouns: cupboard/kettle/cup/teapot -- Verbs: boil/find/hurry (up) -- Expressions: Yes, of course./over there./There it is./Here they are. Key points *Note that can is introduced as a secondary linguistic feature in this lesson. *The main intention is to contrast uncountable nouns with countable nouns in the plural and practice the use of any and some. Difficult points The main intention is to contrast uncountable nouns with countable nouns in the plural and practice the use of any and some. Teaching Method The teacher will combine interactive and teacher-center methods in this course to help students learn the new patterns and to build sound pronunciation with the foreign teacher. Pair and group work will be used throughout the class. Teaching Hours Approximately one hour will be used for the Unit 21. Teaching Procedures Listening comprehension T: Today we’ll listen to a story about making tea. Listen to the story and see if you can answer this question: How do you know Sam doesn’t make the tea very often? S: He can’t find anything.. Intensive reading 17 Comprehension * Ask individual students questions. 1 T: Is Penny going to make the tea? S: No, she isn?t. 2 T: Is Sam going to make the tea? S; Yes, he is. 3 T: Is there any water in the kettle? S: Yes, there is. 4 T: Is there any tea in the kettle? S: No, there isn?t. 5 T: Where is the tea? S: It?s behind the teapot. 6 T: Can Sam see the tea? S: No, he can?t. 7 T: Are there any cups on the table? S: No, there aren?t. 8 T: Where are the cups? S: In the cup board. 9 T: Can Sam find the cups? S: Yes, he can. 10 T; Is the kettle boiling? S: Yes, it is. A Dialogue Read the dialogue. Fill in the missing words. Sam: Is there ___ water in this kettle, Penny? Penny: Yes, ______ is. And the tea?s __________ there, ________ the teapot. Can you ____it? Sam: Yes, and here?s the tea. ____________ are the cups? Penny: There _________ some in the cupboard. _________ you find ___________? Sam: Yes, ___________ they are. Penny: Hurry _________, Sam! The kettle?s ____________________. B Vocabulary Where can you see these things? Write them in the correct room. A kettle a teapot a refrigerator a wardrobe television cups books an electric cooker dishes a bookcase taps clothes spoons armchairs beds a dressing table plates knives forks the kitchen: _______________________________________________________________ the living room: ____________________________________________________________ the bedroom: _______________________________________________________________ C Numbers Write these numbers in words. 75 seventy-five 81 ____________ 97 _____________ 101 _____________ Homework * Oral work: Ask individual students to look at the pictures and tell the story. * Written work: Linguistic Exercises A- B on Page 88 Teaching Refection 18 * The students should be encouraged to do their best. *Have students pay more attention on their pronunciation, intonation Teaching Unit 23 Lesson 45-46 The Content and Basic Aims of Unit 23 * Patterns And Structural Words -- Can you type this for me? * Vocabulary -- Nouns: boss/handwriting/minute -- Verbs: ask/lift -- Adjective: terrible --Expressions: (come here ) a minute / next door Key points *Further practice with can (all persons ) Difficult points The main intention is to contrast uncountable nouns with countable nouns in the plural and practice the use of any and some. Teaching Method The teacher will combine interactive and teacher-center methods in this course to help students learn the new patterns and to build sound pronunciation with the foreign teacher. Pair and group work will be used throughout the class. Teaching Hours Approximately one hour will be used for the Unit 23. Teaching Procedures Listening comprehension T: Today we’ll listen to a story about typing. Listen to the story and see if you can answer this question: Why can’t Pamela type the letter? S: Because the boss’s handwriting is terrible. Intensive reading Comprehension 1 T: Is the boss in his living room? S: No, he isn?t. 2 T: Where is the boss? S: In his office. 3 T: Who can go into the boss?s office? S: Bob can. 4 T: Where is Pamela? S: She?s in her office next door. 5 T: What?s the boss going to ask Pamela to do? S: He?s going to ask her to type a letter. 6 T: Can Pamela type the letter? S: No, she can?t. 19 7 T: What?s the matter with the letter? S: Pamela can?t read it. 8 T: Why can?t Pamela read tit? S: Because the boss?s handwriting is terrible. A Dialogue Read the dialogue. Fill in the missing words. Bob: ___________ you type this letter for the -_______, please? You: Yes, of __________ I _________. Bob: Here _______ are. You: Thank you. – Oh, Bob! Bob: Yes? What?s the _______? You: I ______ type this ______. I ______ read it! The boss?s _________ is __________! B Preposition of place Fill in the blanks in the sentences with prepositions from this box. behind in front of in on along across over under out of into near 1. Can you stand ______ the door? Then I can see you. 2. Tim?s ______ the garden, but you can?t see him. He?s ______ the tree. 3. There are some cups ________ the shelves _______ the kitchen. 4. Bob is swimming __________ the river. His friend is walking ______ the bank. It?s over there, ______ the teapot. Can you see it now? 5. Where?s the tea? – 6. Where?s my newspaper? – It?s _________ the small table ___________ the television. 7. They are running __________ school. They aren?t going _________ the building. 8. The men are standing _________ the bridge. They aren?t walking _________ it. C Numbers Write these numbers in figures. Five thousand, five hundred and ten ____________ eight thousand ____________ Four hundred and fifty thousand _____________ two hundred thousand__________ Homework * Oral work: Ask individual students to look at the pictures and tell the story. * Written work: Linguistic Exercises A- B on Page 92 Teaching Refection * The students should be encouraged to do their best. *Have students pay more attention on their pronunciation, intonation 20 Teaching Unit 24 Lesson 47-48 The Content and Basic Aims of Unit 24 * Patterns And Structural Words -- Do you like/want (any coffee/biscuits )? -- Yes, I do./No, I don?t. --I (like)/ don?t (like) coffee/biscuits. -- Do you want any/one/(a cup)? -- I like… but I don?t like … * Vocabulary -- Nouns: apple/banana/beer/biscuit/butter/egg/honey/jam/orange/wine/whisky -- verbs: like/want stth --Ordinal Numbers: 1-12 Key points *The simple present (first person singular ) is introduced with the stative verbs like and want. *These verbs are used in combination with countable and uncountable nouns. Difficult points The simple present (first person singular ) is introduced with the stative verbs like and want. Teaching Method The teacher will combine interactive and teacher-center methods in this course to help students learn the new patterns and to build sound pronunciation with the foreign teacher. Pair and group work will be used throughout the class. Teaching Hours Approximately one hour will be used for the Unit 23. Teaching Procedures Listening comprehension T: Today we’ll listen to a story about having coffee. Listen to the story and see if you can answer this question: How does Ann like her coffee? S: Black with sugar.. Intensive reading Comprehension 1 T: Does Ann like tea? S: No, she doesn?t. 2 T: Does Ann like coffee? S: Yes, she does. 3 T: Does Ann want any sugar in her coffee? S: yes, she does. 21 4 T: Does Ann want any milk in her coffee? S: No, she doesn?t. 5 T: How does Ann like her coffee? S: She likes black coffee. 6 T: Does she like biscuits? S: Yes, she does. A Dialogue Read this dialogue. Fill in the missing words. A __________ you like coffee? __________ you want a cup? B Yes, ___________. A ___________ you want __________ sugar? B Yes, ______________. A __________ you want ________ milk? B No, __________ . I __________ like milk in coffee. I __________ black _______. B Vocabulary We use these adjectives with food and drink. Choose the correct adjectives from this box. Fresh pure black ripe Sweet hot cold Scotch 1 I want a glass of __________ beer. 2 Be careful. The tea?s very ___________. 3 I want 12 _________ eggs, please. 4 This ________ honey is very good. 5 I?m not well. I want a cup of ________ coffee! 6 These bananas are ________ . You can eat them now. 7 I want a bottle of __________ whisky, please. 8 These oranges are lovely. They?re very __________. C Numbers Write these ordinal numbers in words. stndrdthth1 _______ 2 ________ 3 _________ 4 __________ 5_____________ ththththththth6_____ 7________ 8__________9_________10 __________ 11______ 12___________ Homework * Oral work: Ask individual students to look at the pictures and tell the story. * Written work: Linguistic Exercises A- B on Page 96 Teaching Refection * The students should be encouraged to do their best. *Have students pay more attention on their pronunciation, intonation 22 Teaching Unit 25 Lesson 49-50 The Content and Basic Aims of Unit 25 * Patterns And Structural Words -- He/She like/doesn?t like… -- I like… but (he ) doesn?t. -- Does he/she like… -- Yes, he does./No, he doesn?t. -- I don?t either. * Vocabulary -- Nouns: beans/beef/butcher/cabbage/chicken/grapes/husband/lamb/lettuce/ meat/mince/peas/peach/pear/potato/tomato/steak Expression: To tell you the truth th Ordinal Numbers: 13 – 24th Key points *The third person of the simple present is introduced with want and like. These verbs are again used in combination with countable and uncountable nouns. *Third person statements and questions are introduced here and will be practiced over a long period. Difficult points The third person of the simple present is introduced with want and like. These verbs are again used in combination with countable and uncountable nouns. Third person statements and questions are introduced here and will be practiced over a long period.. Teaching Method The teacher will combine interactive and teacher-center methods in this course to help students learn the new patterns and to build sound pronunciation with the foreign teacher. Pair and group work will be used throughout the class. Teaching Hours Approximately one hour will be used for the Unit 23. Teaching Procedures Listening comprehension T: Today we’ll listen to a story about buying meat.. Listen to the story and see if you can answer this question: What does Mr. Bird like? S: Mr. Bird likes steak.. Intensive reading Comprehension 23 1 T: Where is Mrs. Bird? S: She?s at the butcher?s. 2 T: Does Mrs. Bird want any meat today? S: Yes, she does. 3 T: T: Does she want beef or lamb? S: Beef. 4 T: Is the lamb good? S: Yes, it is. 5 T: Who likes lamb? S: Mrs. Bird does. 6 T: Does Mr. Bird like steam? S: Yes, he does. 7 T: Does Mrs. Bird want any mince? S: No, she doesn?t. 8 T: Does Mrs. Bird want chicken? S: No, she doesn?t. 9 T: Does Mr. Bird like chicken? S: No, he doesn?t. 10 T: Does the butcher like the chicken? S: No, he doesn?t either. A Dialogue Read this dialogue. Fill in the missing words. Butcher: __________ you want ____________ or lamb today, Mrs. Bird? Mrs. Bird: Beef. ________. Butcher: ___________ Lambs very good. Mrs. Bird: Well, I like _________ , but my husband ________. Butcher: How ____________ __________ steak? This is ___________nice __________. Mrs. Bird: Yes, _________ me that piece. My husband _______ steak. Homework * Oral work: Ask individual students to look at the pictures and tell the story. * Written work: Linguistic Exercises A- B on Page 100 Teaching Refection * The students should be encouraged to do their best. *Have students pay more attention on their pronunciation, intonation 24 Teaching Unit 26 Lesson 50-52 The Content and Basic Aims of Unit 26 * Patterns And Structural Words -- Where do you come from? -- I/ You etc. come from … -- What?s the (climate) like? -- It?s often/always/sometimes (hot). -- It rains/snows sometimes. -- When is/does it (hot/rain )? * Vocabulary -- Nouns: U.S/Brazil/England/France/Germany/Greece/Holland/Norway/Italy/Russia/Spain/ Sweden/autumn/spring/summer/winter/months of/the year/climate/country/weather , Verbs: rain/snow , Adverbs: always/often/sometimes , Adjectives: cold/pleasant/warm/windy Key points *The use of simple present with seasons, climate, and countries. Frequency adverbs are used after the verb be. Difficult points The simple present with seasons, climate, and countries. Frequency adverbs. Teaching Method The teacher will combine interactive and teacher-center methods in this course to help students learn the new patterns and to build sound pronunciation with the foreign teacher. Pair and group work will be used throughout the class. Teaching Hours Approximately one hour will be used for the Unit 26. Teaching Procedures Listening comprehension T: Today we’ll listen to a story about the weather.. Listen to the story and see if you can answer this question: Does it ever snow in Greece? S: Yes, it sometimes snows in winter.. Intensive reading Comprehension 25 1 T: Does Dimitri come from Germany? S: No, he doesn?t. 2 T: Where does Dimitri come from? S: Greece. 3 T: What is the climate like in Greece? S: It?s very pleasant. 4 : What?s the weather like in spring? S: It often windy in march and warm In April and May. 5 T: What?s it like in summer? S: Hot. 6 T: When does the sun shine every day? S: In June, July and August. 7 T: What?s the weather like in September? S: It?s always warm and it rains sometimes. 8 T: Is it often cold in November? S: Yes, it is. 9 T: Is it cold in Greece in winter? S: Yes, it is. 10 T; Does it ever snow in Greece? S: Yes, it does. A Dialogue Read this dialogue. Fill in the missing words. Answer the last question for yourself. Hans: _________ season do you like ________ ,Jim? Jim: I ________ summer. The days ________ long and the ______ are short. The sun ________ early and it _________ late. I ___________ like autumn. It?s cold and _______. Hans: Which _________ do you like _________ ? why? You: _____________________________________________________ ___________________________________________________. B Vocabulary Write the months in the correct order. July December March October April June August February September November January May ________________________________________________ _________________________________________________ Now write about seasons in your part of China.. 1 Spring in my part of China is from __________ to _____________. 2 ummer in my part of China is from __________ to _____________. 3 Autumn in my part ____________ is from __________ to ____________. 4 W - - - - - in my __________ is from _________ to _____________. C Numbers When is your birthday? Write it here. ______________________ Homework * Oral work: Ask individual students to look at the pictures and tell the story. * Written work: Linguistic Exercises A- B on Page 104 26 Teaching Refection * The students should be encouraged to do their best. *Have students pay more attention on their pronunciation, intonation Teaching Unit 27 Lesson 53-54 The Content and Basic Aims of Unit 27 * Patterns And Structural Words -- ( The weather?s often cold ) in the North/South/East/West. -- Which season(s)do you like best? * Vocabulary -- Countries/Nationalities: Australia(n)/Austria(n)/Canada(-ian)/China(-ese)/Finland(-ish)/India(n) Japan(-ese)/Nigeria(n)/Turkey(-ish)/Korea(n) , Nouns: conversation/east/night/north/south/subject/west , Verbs: rise/set , Adverbs: early/late/best , Adjectives: interesting/mild/wet Key points *The use of simple present with seasons, climate, and countries. Frequency adverbs are used after the verb be. Difficult points The simple present with seasons, climate, and countries. Frequency adverbs. Teaching Method The teacher will combine interactive and teacher-center methods in this course to help students learn the new patterns and to build sound pronunciation with the foreign teacher. Pair and group work will be used throughout the class. Teaching Hours Approximately one hour will be used for the Unit 27. Teaching Procedures Listening comprehension T: Today we’ll listen to a story about the weather in England.. Listen to the story and see if you can answer this question: what is the favourite subject of conversation in England? S: The weather. Intensive reading Comprehension 27 1 T: Does Jim come from Australia? S: No, he doesn?t. 2 T: Does he come from England? S: Yes, he does. 3 T: Is the weather always pleasant in England? S: No, it isn?t. 4. T: What?s the weather like in the North? S: It?s often cold. 5 T: What?s the weather like in the East? S: It?s often windy. 6 T: What?s it like in the West? S: It?s often wet in the West. 7 T: Which season does Jim like best? S: Spring and summer. 8 T: Are the days long in spring and summer? S: Yes, they are. 9 T: Does the sun rise early in summer? S: Yes, it does. 10 T: Is the climate interesting in England? S: Yes, it is. A Dialogue Read this dialogue. Fill in the missing words. Answer the last question for yourself. Hans: _________ season do you like ________ ,Jim? Jim: I ________ summer. The days ________ long and the ______ are short. The sun ________ early and it _________ late. I ___________ like autumn. It?s cold and _______. Hans: Which _________ do you like _________ ? why? You: _____________________________________________________ ___________________________________________________. B Vocabulary Match the words on the left with the words on the right, and write the pairs here. wet cold long short hot dry north late east early south west Wet – dry __________ __________ Now fill in the blanks in these sentences with appropriate words. 1 The days in winter are _________ . They aren?t long. 2 The weather in that country is sometimes ________ . It isn?t always hot. 3 It?s __________ here in autumn. It isn?t often dry. 4 The sun rises in the ___________ and it sets in the west. 5 China, Japan, Thailand and Korea are in the east. They aren?t in the _________. 6 It?s cold in the north of the country, but it?s mild in the ____________. C Numbers Write these in numbers. Twentieth __20th________ twenty – first ___________ thirty – second ________ Forty – third _______ fifty fourth __________ sixty fifth _________ seventieth _______ Homework * Oral work: Ask individual students to look at the pictures and tell the story. * Written work: Linguistic Exercises A- B on Page 104 28 Teaching Refection * The students should be encouraged to do their best. *Have students pay more attention on their pronunciation, intonation Teaching Unit 28 Lesson 55-56 The Content and Basic Aims of Unit 28 * Patterns And Structural Words -- They live at … -- in the morning/afternoon/evening/at noon/at night (they go) to work/to school/to bed/home. -- (She stays) at home. -- He (usually) reads … * Vocabulary --Nouns: evening/home/noon/housework/lunch --Verbs: Arrive/ live/stay/watch -- Adverbs: together/usually Key points *The use of the simple present describing habitual actions in combination with points of time and nouns without articles. *Adverbs of frequency have again been included. Difficult points The use of the simple present describing habitual actions in combination with points of time and nouns without articles. Teaching Method The teacher will combine interactive and teacher-center methods in this course to help students learn the new patterns and to build sound pronunciation with the foreign teacher. Pair and group work will be used throughout the class. Teaching Hours Approximately one hour will be used for the Unit 27. Teaching Procedures Listening comprehension T: Today we’ll listen to a story about the Sawyer family. Listen to the story and see if you can answer this question: When do the children do their homework? S: At night before they go to bed. Intensive reading Comprehension 1 T: Where do the Sawyer live? S: At 87 King Street. 2 T: What does Mr. Sawyer do in the morning? S: He goes to work. 29 3 T: What do the children do in the morning? S: They go to school. 4 T; Who takes the children to school everyday? S: Mr. Sawyer does. 5 T: What does Mrs. Sawyer do everyday? S: She stays at home. 6 T: When does she eat her lunch? S: At noon. 7 T: What does she usually do in the afternoon? S: She usually sees her friends. 8 T; When do the children come home from school? S: In the evening. 9 T; When do the children do their homework? S: they always do it at night. 10 T: What does Mr. Sawyer usually do at night? S: He usually reads his newspaper. A What?s the time? Write the times under the clocks. 3:00 17:00 11:00 12:00 7:00 15:00 B Vocabulary Choose and write the correct word or words. 1 He isn?t driving to work. He?s going ________ today. (on foot / by car ) 2 I?m not staying at home. I?m going to the _________ . ( houses / shops ) 3 Are you doing your __________ , children? (housework / homework ) 4 My father is reading his newspaper at the _____________. (moment / o?clock ) C What do they do? Questions and answers. 1 2 3 4 She Makes the beds every day. He always shaves in the morning. She sometimes goes to the village in the afternoon. It usually rains in the evening. They often watch television at night. I always eat my lunch at noon. Homework * Oral work: Ask individual students to look at the pictures and tell the story. * Written work: Linguistic Exercises A- B on Page 108 Teaching Refection * The students should be encouraged to do their best. *Have students pay more attention on their pronunciation, intonation 30 Teaching Unit 29 Lesson 57-58 The Content and Basic Aims of Unit 29 * Patterns And Structural Words --What?s the time / -- It is (8:00 ) o?clock. -- They usually go to school by car every day/in the morning etc., but today/ this morning they are going on foot. * Vocabulary -- Adverbs: tonight -- Expressions: at the moment/by car/on foot Key points *The simple is present contrasted with the present continuous. Points of time are also contrasted: in the morning/this morning. Etc. *Telling the time (exact hour only ) is introduced with these patterns Difficult points The simple is present contrasted with the present continuous. Points of time are also contrasted: in the morning/this morning. Etc. Teaching Method The teacher will combine interactive and teacher-center methods in this course to help students learn the new patterns and to build sound pronunciation with the foreign teacher. Pair and group work will be used throughout the class. Teaching Hours Approximately one hour will be used for the Unit 29. Teaching Procedures Listening comprehension T: Today we’ll listen to a story about the Sawyer family. Listen to the story and see if you can answer this question: When do the children do their homework? S: At night before they go to bed. Intensive reading Comprehension 1 T: What?s the time? S: it?s eight o?clock. 2 T; Do the children usually go to school by car every day? S; Yes, they do. 3 T; What are they doing today? S: They are going to school on foot. 4 T: What does Mrs. Sawyer usually do in the morning? S: She usually stays at home. 31 5 T: What is she doing this morning? S: She?s going to the shops. 6 T; Who usually drink tea in the living room? S: Mrs. Sawyer does. 7 T; Where is she drinking tea this afternoon? S: In the garden. 8 T; When do the children usually do their homework? S: In the evening. 9 T: What are they doing at the moment? S: They?re playing in the garden. A Vocabulary Choose and write the correct word or words. 5 He isn?t driving to work. He?s going ________ today. (on foot / by car ) 6 I?m not staying at home. I?m going to the _________ . ( houses / shops ) 7 Are you doing your __________ , children? (housework / homework ) 8 My father is reading his newspaper at the _____________. (moment / o?clock ) Homework * Oral work: Ask individual students to look at the pictures and tell the story. * Written work: Linguistic Exercises A- B on Page 112 Teaching Refection * The students should be encouraged to do their best. *Have students pay more attention on their pronunciation, intonation 32 Teaching Unit 30 Lesson 59-60 The Content and Basic Aims of Unit 30 * Patterns And Structural Words -- Do you/we/they have any …? -- Yes, I/we/they have. -- No, I/we/they do not/ don?t have… - I only have … -- Is that all? -- What else do you want/ * Vocabulary --Nouns: chalk/change/envelop/glue/ink/pad/size/writing paper Key points *The verb have (possession ) is introduced in all persons except the third person singular. * It is used in the same way as want with countable and uncountable nouns. Difficult points The verb have (possession ) is introduced in all persons except the third person singular. * It is used in the same way as want with countable and uncountable nouns. Teaching Method The teacher will combine interactive and teacher-center methods in this course to help students learn the new patterns and to build sound pronunciation with the foreign teacher. Pair and group work will be used throughout the class. Teaching Hours Approximately one hour will be used for the Unit 30. Teaching Procedures Listening comprehension T: Today we’ll listen to a story about shopping at the stationer’s.. Listen to the story and see if you can answer this question: Does the lady buy any chalk? S: No, she doesn’t. Intensive reading Comprehension 1 T: Where is the lady? S: She?s at the stationer?s. 2 T: What does the lady want? S: Some envelops. 3 T: What size envelops does she want? S: The large size. 33 4 T: What else does she want? S: She wants some writing paper. 5 T: Are there any small pads In the shop? S: No, there aren?t. 6 T: Does the lady want a large pad? S: Yes, she does. 7 T: Does she want some glue too? S: Yes, she does. 8 T: Does she want a box of chalk? S: Yes, she does. 9 T: Does she want the small size? S: No, she doesn?t. 10 T: What else does she want? S: She wants her change. Match the words on the left with the words on the right. Then write the shopping list. 1 a small bottle a writing paper a small bottle of glue 2 a jar b bread ___________________ 3 two boxes of c potatoes ____________________ 4 a large pad d honey ___________________ 5 three loaves e glue ______________________ 6 four pounds f chalk ______________________ B Some and any Look. You can? count these: Do you want any paper? Paper, glue, chalk, bread, cheese, Yes, I do. I want some paper. Jam, steak, mince, soap I want three pads of paper. (These are uncountable nouns.) or No, I don?t want any paper. You can count these: Do you want any pens? Pens, pads of paper, envelops, Yes, I do. I want some pens. Peas, biscuits, eggs, grapes I want three pens. ( These are countable nouns.) or No, I don?t want any pens. Now write questions and answers like the example. Homework * Oral work: Ask individual students to look at the pictures and tell the story. A- B on Page 116 * Written work: Linguistic Exercises Teaching Refection * The students should be encouraged to do their best. *Have students pay more attention on their pronunciation, intonation 34 Teaching Unit 31 Lesson 61-62 The Content and Basic Aims of Unit 31 * Patterns And Structural Words -- He feels/looks (ill). -- How does he feel/look? -- Does he/she have (a bad cold)? -- Yes, he/she does. -- No, he/she doesn?t. -- (We must call (the doctor). -- Yes, we must. -- No, (we) must not (mustn?t). -- Why … because. -- So (continuative ). *Vocabulary Nouns: aspirin/cold/dentist/doctor/ear ache/flu/headache/measles/medicine/ mouth/mumps/news/stomach ache/telephone/temperature/tongue/toothache/week Key points *The verb has (possession ) is introduced. *Must, which was introduced as a vocabulary item in Teaching unit 15, is now used again to indicate obligation. Difficult points *The verb has (possession ) is introduced. *Must is now used again to indicate obligation. Teaching Method The teacher will combine interactive and teacher-center methods in this course to help students learn the new patterns and to build sound pronunciation with the foreign teacher. Pair and group work will be used throughout the class. Teaching Hours Approximately one hour will be used for the Unit 31. Teaching Procedures Listening comprehension T: Today we’ll listen to a story about Jimmy.. Listen to the story and see if you can answer this question: What is good news for Jimmy? S: Jimmy must stay in bed for a week. 35 Intensive reading Comprehension 1 T: Where is Jimmy? S: He?s in bed. 2 T: What?s the matter with Jimmy? S: He feels ill. 3 T: Does he look ill? S: Yes, he does. 4 T: Must Mr. and Mrs. Williams call the doctor? S: Yes, they must. 5 T: Can Mrs. Williams remember the doctor?s telephone number? S: Yes, she can. 6 T: Must Jimmy open his mouth? S: Yes, he must. 7 T: Must he show the doctor his tongue? S: Yes, he must. 8 T: What?s the matter with him ,then? S: He has a bad cold. 9 T: What must he do? S: He must stay in bed for a week. 10 T: Why is that good news for Jimmy? S: Because he doesn?t like school. Homework * Oral work: Ask individual students to look at the pictures and tell the story. * Written work: Linguistic Exercises A- B on Page 120 Teaching Refection * The students should be encouraged to do their best. *Have students pay more attention on their pronunciation, intonation. 36 Teaching Unit 32 Lesson 63-64 The Content and Basic Aims of Unit 32 * Patterns And Structural Words -- Can I .. (= May I ) -- He mustn?t … yet. -- How long must he …? -- …for about two hours each day. -- Negative questions. -- So (adverbial ). * Vocabulary -- Nouns: food/hour/library/match/noise -- break/drive/get up/keep/lean/play/remain/talk -- Adjectives: another/better/each/rich -- Adverbs: (so)/quickly Key points *The verb has (possession ) is introduced. *Must, which was introduced as a vocabulary item in Teaching unit 15, is now used again to indicate obligation. Difficult points *The verb has (possession ) is introduced. *Must is now used again to indicate obligation. Teaching Method The teacher will combine interactive and teacher-center methods in this course to help students learn the new patterns and to build sound pronunciation with the foreign teacher. Pair and group work will be used throughout the class. Teaching Hours Approximately one hour will be used for the Unit 32. Teaching Procedures Listening comprehension T: Today we’ll listen to a story about Jimmy.. Listen to the story and see if you can answer this question: What is good news for Jimmy? S: Jimmy must stay in bed for a week. Intensive reading 37 Comprehension 1 T: How is Jimmy today? S: He?s better. 2 T: Can the doctor see him? S: Yes, he can. 3 T: Does Jimmy look very well today? S: Yes, he does. 4 T: Can Jimmy get up now? S: No, he must not get up yet. 5 T: How long must he stay in bed? S: He must stay in bed for another two days. 6 T: Can Jimmy go to school now? S: No, he mustn?t go to school yet. 7 T: Can he get up? S: Yes, he can get up for about two hours each day. 8 T: What must Mrs. Williams do? S: She must keep the room warm. 9 T: Where?s Mr. Williams this evening? S: He?s in bed. 10 T: Why is Mr. Williams in bed? S; He has a bad cold. A Vocabulary Choose and write in the correct word. 1 Jimmy looks very ____________ today. (good / well ) 2 You must __________ Jimmy?s room warm, Mrs. Williams. (have / keep ) 3 Please don?t __________ any noise, children. (do / make ) 4 You mustn?t __________ yet, Jimmy. You are not better yet. (stand / get up ) 5 Does she ___________ flu., doctor?( do / have ) 6 I have some good ___________ 9 new / news ) 7 You mustn?t talk in a __________ . You must be quiet. ( bookcase / library ) 8 We have some books in the ___________ in our living room. ( bookcase / library ) 9 Jimmy must _________ in bed for another two days. ( go / remain ) 10 The boy is very ill. He has a ________ . ( hot / temperature ) Homework * Oral work: Ask individual students to look at the pictures and tell the story. * Written work: Linguistic Exercises A- B on Page 120 Teaching Refection * The students should be encouraged to do their best. *Have students pay more attention on their pronunciation, intonation. 38 Teaching Unit 33 Lesson 65-66 The Content and Basic Aims of Unit 33 * Patterns And Structural Words -- It?s half past/a quarter past/ a quarter to(ten). -- How old are you? -- I?m 24/I?m 24 years old. thth -- My birthday?s on (July 18)(18 July). -- Enjoy yourself/yourselves etc. * Vocabulary -- nouns: baby/birthday/calendar/bad/key/year -- Verbs: enjoy/hear -- Expressions: Bye-bye./Oh, all right. Key points *Familiar patterns (going to; simple present; must; can; give(me); etc.) have been brought together in this lesson. *Dates are introduced here as well as –self forms. There will be further practice in telling the time. Difficult points * Dates are introduced here as well as –self forms. Teaching Method The teacher will combine interactive and teacher-center methods in this course to help students learn the new patterns and to build sound pronunciation with the foreign teacher. Pair and group work will be used throughout the class. Teaching Hours Approximately one hour will be used for the Unit 33. Teaching Procedures Listening comprehension T: Today we’ll listen to a story about father and daughter.. Listen to the story and see if you can answer this question: Does Jill take the key to the front door? S: Yes, she does. Intensive reading Comprehension 1 T: Is Jill going to stay at home this evening? S: No, she isn?t. 2 T: What is Jill going to do? S: She?s going to meet some friends. 39 3 T: When must she come home? S: She must be home at half past ten. 4 T: Can she get home at half past ten? S: No, she can?t. 5 T: What does she want to do? S: She wants to have the key to the front door. 6 T: Does her father want to give her the key? S: No, he doesn?t. 7 T: How old is Jill? S: She?s eighteen years old. 8 T: Does Jill always come home early? S: Yes, she does. 9 T: Does Jill?s father give her the key? S: Yes, he does. 10 T; Do she and her friends always enjoy themselves? S: Yes, they do. A What?s the time? Write the times under the clocks. 1 9:30 It’s half past nine. 4 12:15 2 9:15 __________ 5 12:45______ 3 9:45 __________________ 6 12:30_______ B Structure Fill in the correct word in these sentences – myself, yourself, etc. 1 I am enjoying __________. 4 Is she enjoying __________ 2 Enjoy ______________, Jill. 5 We aren’t enjoying __________. 3 He always enjoys _________ at school. 6 Are you two enjoying ____________? 7 Jim and Jill are enjoying _____________. C Prepositions Write these words and phrases in the correct box with at or in. Six o?clock July the afternoon night the evening March half past six a quarter past ten the morning summer a quarter to three autumn half past five September at six o?clock, in July, Homework * Oral work: Ask individual students to look at the pictures and tell the story. * Written work: Linguistic Exercises A- B on Page 124 Teaching Refection * The students should be encouraged to do their best. *Have students pay more attention on their pronunciation, intonation. 40 Teaching Unit 34 Lesson 67-68 The Content and Basic Aims of Unit 34 * Patterns And Structural Words - Were you (at the butcher?s )? -- Yes, I/he/she was -- No, I/he/she wasn?t. --Where were you (on Monday)? st -- I was (at church on Sunday/January 1) -- It?s (five past/ to one). * Vocabulary -- Nouns: baker?s/church/the country/dairy/greengrocer?s/grocer?s/stationer?s/ Weekend/the days/of the week -- Adjectives: absent/lucky -- Expressions: Hello/last week/How are you/all keeping? _ Verb: spend Key points *Was and were are introduced in this lesson together with days of the week. *It may be necessary to translate some of the vocabulary in the dialogue. Difficult points * Was and were are introduced in this lesson together with days of the week. Teaching Method The teacher will combine interactive and teacher-center methods in this course to help students learn the new patterns and to build sound pronunciation with the foreign teacher. Pair and group work will be used throughout the class. Teaching Hours Approximately one hour will be used for the Unit 34. Teaching Procedures Listening comprehension T: Today we’ll listen to a story about Mrs. Williams and Mrs. Johnson. Listen to the story and see if you can answer this question: What are the Johnsons going to do for the weekend? S: They are going to stay in the country for the weekend. Intensive reading Comprehension 41 1 T: Was Mrs. Johnson at the butcher?s? S: No, she wasn?t 2 T: Was she at the greengrocer?s? S: Yes, she was. 3 T: Who was at the butcher?s? S: Mrs. Williams was. 4 T: Who was at greengrocer?s? S: Mrs. Johnson was. 5 T: How is Jimmy today? S: He?s very well. 6 T: Was Jimmy at school last week? S: No, he wasn?t. 7 T: When was he absent from school? S: He was absent on Momday, Tuesday, Wednesday, and Thursday. 8 T: Where are the Johnsons going to spend in the weekend? S: at Mrs. Johnson?s mother?s, in the country. 9 T: Which days are they going to spend in the country? S: Friday, Saturday and Sunday. A What?s the time? Write the times. 1 8.05 It’s five past eight. 2 1.30___________ 3 10.15 _____________ 4 2.45 ___________ 5 11.20_____________ 9.10 ______________ C Vocabulary Answer these questions like the example. 1 Where can you buy some milk and cheese? You can buy some at the dairy. 2 Where can I buy some envelopes? ____________________________ 3 Where can I buy some fruit? _____________________________ 4 Where can I buy a loaf of bread? ______________________________ 5. Where can I buy some sugar and tea? ______________________________-. These are the days of week. Write them in the correct order. Wednesday Friday Monday Saturday Tuesday Thursday Sunday Sunday,____________________________________________________________________ __________________________________________________________________________ Homework * Oral work: Ask individual students to look at the pictures and tell the story. * Written work: Linguistic Exercises A- B on Page 128 Teaching Refection * The students should be encouraged to do their best. *Have students pay more attention on their pronunciation, intonation. Teaching Unit 35 Lesson 69-70 The Content and Basic Aims of Unit 35 * Patterns And Structural Words -- In 1995 there was ….. -- There were … -- My wife and I (we) were … -- Julie and Jack (they) were … -- Yes, we/they were. -- No, we/they were not (weren?t). * Vocabulary 42 -- Nouns: crowd/finish/people/race/town/way/winner -- Adjectives: exciting/other -- Verb: stand -- Expressions: hundreds of/just behind/on the way home Key points *We/They were are introduced in this lesson. *The student will have further practice in using preposition of time and place: on,at, in,. Note the introduction of there was/were. Difficult points * We/They were are introduced in this lesson. *The student will have further practice in using preposition of time and place: on,at, in,. Note the introduction of there was/were. Teaching Method The teacher will combine interactive and teacher-center methods in this course to help students learn the new patterns and to build sound pronunciation with the foreign teacher. Pair and group work will be used throughout the class. Teaching Hours Approximately one hour will be used for the Unit 35. Teaching Procedures Listening comprehension T: Today we’ll listen to a story about a car races.. Listen to the story and see if you can answer this question: Which car was the winner in 1995? S: Car number fifteen was the winner. Intensive reading Comprehension 1 T: Where is there a car race every year? S: There was one near our town every year. 2 T: When was there a very big car race? S: In 1995. 3 T; How many people were there? S: There were hundreds of people there. 4 T: Were our friends, Julie and Jack, at the race? S: Yes, they were. 5 T: How many cars were there in the race? S: There were twenty cars in the race. 6 T: What cars were there in the race? S: There were English cars, French cars, German cars, Italian cars, American cars and Japanese cars. Homework * Oral work: Ask individual students to look at the pictures and tell the story. * Written work: Linguistic Exercises A- B on Page 132. Teaching Refection * The students should be encouraged to do their best. 43 *Have students pay more attention on their pronunciation, intonation. Teaching Unit 36 Lesson 1-72 The Content and Basic Aims of Unit 36 * Patterns And Structural Words -- What?s (he/she/it) like? -- He(telephoned) four times yesterday/yesterday morning/last night etc. -- Did you/he/she etc? -- Yes, (I) did. No, (I) I didn?t/I did not. * Vocabulary --Noun: phone -- Verbs: answer/speak -- Adverbs: again/points of time -- Adjective: awful Key points *The regular past (-ed,-d,-ied) is introduced in this lesson with related points of time. Difficult points * The regular past (-ed,-d,-ied) is introduced in this lesson with related points of time. Teaching Method The teacher will combine interactive and teacher-center methods in this course to help students learn the new patterns and to build sound pronunciation with the foreign teacher. Pair and group work will be used throughout the class. Teaching Hours Approximately one hour will be used for the Unit 36. Teaching Procedures Listening comprehension T: Today we’ll listen to Pauline talking at her friend Jane, at the office. Listen to the story and see if you can answer this question: How did Pauline answer the telephone at nine o’clock?? S: She said, “This is Pauline’s mother. Please don’t telephone my daughter again!” Intensive reading Comprehension 1 T: Is Ron Marston nice? S: No, he isn?t. 2 T: What?s he like? S: He?s awful. 3 T: What did Ron Marston do yesterday? S: He telephoned Pauline four times. $ T: How many times did he telephone the day before yesterday? S: Three times. 44 5 T: When did Ron Marston telephone the office? S: Yesterday morning and yesterday afternoon. 6 t: Who answered the telephone? S: Pauline did. 7 T: What time did Pauline arrive home yesterday evening? S: At six o?clock. 8 T: Did she answer the phone? S: No, she didn?t. 9 T: What time did Ron Marston telephone last night? S: At nine o?clock. 10 T: Did he telephone you again? S: NO, he didn?t. B Vocabulary and Structure Choose the correct verbs from this box and put them in the sentences with the simple past form. climb wash call sharpen watch enjoy rain open arrive air listen 1 John was ill last night so Mum _________ the doctor. 2 We __________ ourselves at the party yesterday. 3 Yesterday afternoon the boys _________ the big tree in the garden. 4 My brother ___________ home at nine o?clock last night. 5 The children _________ the dishes after supper yesterday evening. 6 I ___________ these pencils yesterday morning. 7 We ________ to the news on the radio yesterday morning. 8 I _________ an exciting car race the day before yesterday morning. 9 Why were the children wet? – It __________ on the way to school this morning. 10 Mum __________ the windows and __________ the bedrooms this morning. C The simple past with regular verbs Positive Negative Question Short answers He stayed He did not stay Yes, he did. Did he stay? Or he didn?t stay No, he didn?t You / telephone your sister/yesterday Jane /clean her room / Monday, March 19, 2007 They /watch that film yesterday evening Homework * Oral work: Ask individual students to look at the pictures and tell the story. * Written work: Linguistic Exercises A- B on Page 136. Teaching Refection * The students should be encouraged to do their best. *Have students pay more attention on their pronunciation, intonation. Teaching Unit 37 Lesson 73-74 The Content and Basic Aims of Unit 37 * Patterns And Structural Words -- She went London and lost her way. (Irrge. Past .) 45 -- Did he (understand)? -- He did not (understand.) -- She smiled (pleasantly). -- I went there once, twice, etc. * Vocabulary -- Verbs: cut/greet/know/lose/smile/tell/understand -- Adverbs: badly/hurriedly/pleasantly/slowly/suddenly/thirstily/warmly -- Nouns: bus stop/cake/London/phrasebook/pocket -- Expression: Can you tell me the way? Key points * The Irregular past is introduced with a number of verbs, many of which are familiar.. * A number of words previously introduced as adjectives are now given as adverbs. Difficult points * The Irregular past is introduced with a number of verbs, many of which are familiar.. * A number of words previously introduced as adjectives are now given as adverbs. Teaching Method * Structural grading: Grading sentence-patterns in order of increasing difficulty and complexity. * Contextualization: Presenting grammatical items in a meaningful context. * Situation teaching: Teaching a language by presenting a series of everyday situations. * Structurally controlled situation teaching: Teaching a language by means of a series of everyday situations, while at the same time grading the structures which are presented. Teaching Hours Approximately one hour will be used for the Unit 37. Teaching Procedures Listening comprehension T: Today we’ll listen to a story about a tourist in London.. Listen to the story and see if you can answer this question: Why did the man need a phrasebook? S: Because he didn’t speak English. Intensive reading Comprehension 1 T: What did Mrs. Mills do last week? S: She went to London. 2 T: Does she know London well? S: No, she doesn?t. 3 T: Did she lose her way? S: Yes, she did. 4 T: Where did she see a man? S: Near a bus stop. 46 5 T: What did she say to him? S: She said, “Excuse me. Can you tell me the way to King Street, please?” 6 T: Did the man smile? S; Yes, he did. 7 T: Did the man understand English? S: No, he didn?t. 8 T: What did the man do? S; He put his hand into his pocket and took out a phrasebook. 9 T: Did he speak English? S; No, he didn?t. 10 T: Was he a tourist? S; Yes, he was. A Vocabulary How do these people do things? How did they do things? First, look at theses adjectives and adverbs, then join the sentences like the example. bad – badly slow – slowly careful – carefully hard – hard pleasant – pleasantly sudden – suddenly angry - angrily late – late quick - quickly warm - warmly good - well 1 She smiled. She was pleasant. She smiled pleasantly. 2 he spoke. He was quick. ________________________ 3 She writes English. She?s careful. ______________________________ 4 They arrived. They were late. ____________________________________ 5 He looked at me. He was angry. ___________________________________ 6 He speak English. His English is very good. __________________________ 7 He cut himself. It was bad. _______________________________________ 8 I worked in the office. It was hard. ___________________________________ See page 119 Structure Homework * Oral work: Ask individual students to look at the pictures and tell the story. * Written work: Linguistic Exercises A- B on Page 136. Teaching Refection * The students should be encouraged to do their best. *Have students pay more attention on their pronunciation, intonation. 47 Teaching Unit 38 Lesson 75-76 The Content and Basic Aims of Unit 38 * Patterns And Structural Word. -- Have you any (shoes ) like these? -- We had some a month ago/last month/last year etc. -- I?m afraid that I can?t. * Vocabulary -- Nouns: month/pair/question/shop assistant -- Verbs: buy/wear -- Adjective: uncomfortable -- Expression: in fashion Key points * More practice with the past including had (possession ). * The past of familiar regular verbs (-t/ and /-id/ endings) is given Difficult points * More practice with the past including had (possession ). * The past of familiar regular verbs (-t/ and /-id/ endings) is given Teaching Method * Structural grading: Grading sentence-patterns in order of increasing difficulty and complexity. * Contextualization: Presenting grammatical items in a meaningful context. * Situation teaching: Teaching a language by presenting a series of everyday situations. * Structurally controlled situation teaching: Teaching a language by means of a series of everyday situations, while at the same time grading the structures which are presented. Teaching Hours Approximately one hour will be used for the Unit 38. Teaching Procedures Listening comprehension T: Today we’ll listen to a story about some fashionable shoes . Listen to the story and see if you can answer this question: What’s wrong with the fashionable shoes? S: They are very uncomfortable.. Intensive reading 48 Comprehension 1 T: What does the lady show to the shop? S: Some shoes./A pair of shoes. 2 T: Whose shoes are they? S: Her sister?s. 3 T: Why does she show him those shoes? S: Because she wants some/ a pair like them. 4 T: What size does she want? S: Size five. 5 T; What colour does she want? S: Black. 6 T: Where did her sister buy those shoes? S; In the U.S. 7 T; When did the shop have some shoes like theses? S; A month ago. 8 T: Can they get any shoes like those now? S; No, they can?t. 9 T; Why can?t they get any? S: Because they are not in fashion this year. A Vocabulary We make some adjective opposites with the prefix un-, for example, comfortable / uncomfortable, tidy / untidy. Choose the most sensible words and write them in.. 1 It was a very _________ film. I watched it twice. (interesting / uninteresting ) 2 He?s a very ________ man. He had three car accidents last year. (luck / unlucky ) 3 It was a very _________ day. It rained all day. ( pleasant / unpleasant ) 4 Those shoes are __________ . Everyone?s wearing them. ( fashionable / unfashionable ) 5 My new shoes are very _________ . They hurt my feet. (comfortable / uncomfortable ) 6 Jane cleans her room every day. It?s always very ___________ (tidy / untidy ) B The simple past with irregular verbs Look at this, then write dialogues like example. Use the simple past tense. Verb Positive Negative Question Short answers He bought He did not buy Yes, he did. buy Did he buy? or he didn?t buy or No, he didn?t. 1 I / see that film A: I saw that film B: Oh, did you? When did you see it? Six months ago A: I saw it six months ago. 2 she /wear a dress like that / a week ago 3 John / go to London / three years ago 4 I / lose my passport once / about five years ago 5 my friend / meet a famous film star / two weeks ago Homework * Oral work: Ask individual students to look at the pictures and tell the story. * Written work: Linguistic Exercises A- B on Page 154. Teaching Refection * The students should be encouraged to do their best. *Have students pay more attention on their pronunciation, intonation. 49 Teaching Unit 39 Lesson 77-78 The Content and Basic Aims of Unit 39 * Patterns And Structural Word. -- I went to (see the dentist ). -- Can?t you wait till…? * Vocabulary -- Nouns: appointment -- Adjective: urgent -- Expressions: a.m/p.m Key points *Further practice with the regular and irregular past in combination with familiar points of time.). Difficult points * Further practice with the regular and irregular past in combination with familiar points of time.). Teaching Method * Structural grading: Grading sentence-patterns in order of increasing difficulty and complexity. * Contextualization: Presenting grammatical items in a meaningful context. * Situation teaching: Teaching a language by presenting a series of everyday situations. * Structurally controlled situation teaching: Teaching a language by means of a series of everyday situations, while at the same time grading the structures which are presented. Teaching Hours Approximately one hour will be used for the Unit 38. Teaching Procedures Listening comprehension T: Today we’ll listen to a story about a man who has toothache. Listen to the story and see if you can answer this question: What time of day is it, do you think? S: It’s morning. The nurse says, “Can’t you wait till this afternoon?.. Intensive reading Comprehension 1 T: Is Mr. Croft at the doctor?s or at the dentist?s? S: He?s at the dentist?s. 2 T: Who is Mr. Croft talking to? S: He?s talking to a nurse. 3 T: What does Mr. Croft want to do? S: He wants to see the dentist. 4 T: Does he have an appointment? S: No. he doesn?t. 5 T: Why does he want to see the dentist? S: Because he has a terrible toothache. 6 T: How urgent is it? S: It?s very urgent. 50 7 T: Can the dentist see him now? S: No, he can?t. 8 T: Why can?t the dentist see him now? S: Because he?s very busy at the moment. 9 T: What time can the dentist see him today? S: At 2.0 p.m. 10 T: Can?t Mr. Croft wait till this afternoon? S: Yes, he can, but his toothache can?t. A When was the appointment? Write answers to the questions – like the example. th1 When was John?s appointment with the doctor? (11 a.m /Wendesday,26 April ) th His appointment was at 11 a.m. on Wednesday, 26 April. B Prepositions Put these words and time into the correct columns with the correct prepositions. stthMonday 1990 1 March August 6 o?clock 9 a..m. 28 February 1953 rdSaturday 3.30 p.m. 3 July December Wednesday June 1972 Thursday stnd1984 May October 5.45 1 April Friday half past one 2 May 1965 at + times on + days on + dates in + months in + years st on Monday on 1 March in 1990 Homework * Oral work: Ask individual students to look at the pictures and tell the story. * Written work: Linguistic Exercises A- B on Page 154. Teaching Refection * The students should be encouraged to do their best. *Have students pay more attention on their pronunciation, intonation. 51 Teaching Unit 40 Lesson 79-80 The Content and Basic Aims of Unit 40 * Patterns And Structural Word. -- What do (we) need? -- (We) need a lot of things. -- (We) haven?t got much/many/a lot of (butter/eggs) at all. -- (She) needn?t buy any(eggs), but she must buy some (butter). -- I must go to the (grocer?s) to get some (groceries) * Vocabulary -- Nouns: chemist?s/fruit/groceries/money/newsagent?s/shopping list/stationary/vegetable --Verb: need Key points * The verbs need and have got are introduced in this lesson together with much/many in questions and negative statements, and a lot of in affirmatives, followed by familiar countable and uncountable nouns. Difficult points * The verbs need and have got are introduced in this lesson together with much/many in questions and negative statements, and a lot of in affirmatives, followed by familiar countable and uncountable nouns. Teaching Method * Structural grading: Grading sentence-patterns in order of increasing difficulty and complexity. * Contextualization: Presenting grammatical items in a meaningful context. * Situation teaching: Teaching a language by presenting a series of everyday situations. * Structurally controlled situation teaching: Teaching a language by means of a series of everyday situations, while at the same time grading the structures which are presented. Teaching Hours Approximately one hour will be used for the Unit 39. Teaching Procedures Listening comprehension T: Today we’ll listen to Tom and Carol talking about their shopping list. Listen to the story and see if you can answer this question: What is Carol not going to buy? S: Beer and wine. Intensive reading 52 Comprehension 1 T: Is Tom making a shopping list? S: No, he isn?t. 2 T: Who is making a shopping list? S: Carol is. 3 T: What do they need this week? S: They need a lot of things. 4 T: Is she going to the grocer?s? S: Yes, she is. 5 T: Have they got any tea and sugar? S; No, they haven?t got much tea and sugar. 6 T: Is she going to the greengrocer?s? S: Yes, she is. 7 T: Why must she go to the greengrocer?s? S: Because they haven?t got many tomatoes. 8 T: Have they got any meat? S: No, they haven?t got any at all. 9 T: Is she going to get any beer and wine? S: No, she isn?t. 10 T: Have they got much money? S: No, they haven?t. A vocabulary Where can you buy these things? Write them under the name of the correct shop. Can you add any more things to the list? Jam bananas steak writing paper bread medicine magazines lamb butter cheese apples cakes aspirins beef garden peas envelops Butcher?s Greengrocer?s Grocer?s ___________ _________________ _____________ ___________ ________________ _____________ ____________ _______________ ______________ Newsagent?s Chemist?s Baker?s ___________ _________________ _____________ ___________ ________________ _____________ ______________ ____________ _______________ Homework * Oral work: Ask individual students to look at the pictures and tell the story. * Written work: Linguistic Exercises A- B on Page 158. Teaching Refection * The students should be encouraged to do their best. *Have students pay more attention on their pronunciation, intonation. 53 Teaching Unit 41 Lesson 81-82 The Content and Basic Aims of Unit 41 * Patterns And Structural Word. -- (He?s) having a bath. -- have a (cigarette). -- (We) can have dinner. -- (We0 had/didn?t have (lunch). -- What did you have? -- I?m nearly ready. * Vocabulary -- Nouns: bath/breakfast/dinner/haircut/holiday/lesson/party/restaurant/tea(meal) -- Adverb: nearly -- Adjectives: ready/roast -- Expressions: a good time/O.K. Key points * Have is introduced a dynamic verb, meaning “experience, enjoy, eat, drink, take.” Difficult points * Have is introduced a dynamic verb, meaning “experience, enjoy, eat, drink, take.” Teaching Method * Structural grading: Grading sentence-patterns in order of increasing difficulty and complexity. * Contextualization: Presenting grammatical items in a meaningful context. * Situation teaching: Teaching a language by presenting a series of everyday situations. * Structurally controlled situation teaching: Teaching a language by means of a series of everyday situations, while at the same time grading the structures which are presented. Teaching Hours Approximately one hour will be used for the Unit 41. Teaching Procedures Listening comprehension T: Today we’ll listen to about Carol who is making dinner for her husband and his friend. Listen to the story and see if you can answer this question: Why is Carol disappointed? S: Because she has cooked the same food for dinner as the men ate for lunch. Intensive reading Comprehension 1 T; Is Tom downstairs? S: No, he isn?t. 2 T: Where is Tom? S: He?s upstairs. 54 3 T: What is he doing? S: He?s having a bath. 4 T: Who is going to have dinner with Carol and Tom tonight? S: Sam is. 5 T: Is dinner ready? S; No, it?s nearly ready. 6 T: When is dinner going to be ready? S: At seven o?clock. 7 T: What did Sam and Tom do today? S: They had lunch together. 8 T: What did they have for lunch? S: Roast beef and potatoes. 9 t: Is Carol disappointed? S: Yes, she is. 10 T: What are they going to have for dinner? S: They are going to have roast beef and potatoes again. A About you: the verb have Answer these questions with full sentences. 1. When do you usually have breakfast? 2. What do you usually have for lunch? 3. When do you usually have dinner? 4. How often do you have a haircut? 5. When did you last have a haircut? 6. When (in the week )do you have English Lessons? 7. Did you have a holiday last year? 8. When did you have a party? Homework * Oral work: Ask individual students to look at the pictures and tell the story. * Written work: Linguistic Exercises A- B on Page 168. Teaching Refection * The students should be encouraged to do their best. *Have students pay more attention on their pronunciation, intonation. 55 Teaching Unit 42 Lesson 83-84 The Content and Basic Aims of Unit 42 * Patterns And Structural Word. -- I?ve already/just had… -- Have you had…? -- Let?s go… * Vocabulary -- Nouns: mess/suitcase -- Adverbs: already/just/tomorrow -- Verbs: leave/pack Key points * The present perfect is introduced with the adverbs just and already. Only the form have/has had is given here. Difficult points * The present perfect is introduced with the adverbs just and already. Teaching Method * Structural grading: Grading sentence-patterns in order of increasing difficulty and complexity. * Contextualization: Presenting grammatical items in a meaningful context. * Situation teaching: Teaching a language by presenting a series of everyday situations. * Structurally controlled situation teaching: Teaching a language by means of a series of everyday situations, while at the same time grading the structures which are presented. Teaching Hours Approximately one hour will be used for the Unit 42. Teaching Procedures Listening comprehension T: Today we’ll listen to Sam is talking to his friends, Carol and Tom, at their home.. Listen to the story and see if you can answer this question: Where did Sam go for his holiday? S: He stayed at home. Intensive reading Comprehension 1 T: Aren?t To and Carol having dinner? S: No, they aren?t. 2 T: Are they having lunch? S: Yes, they are. 3 T: Who is that at the door? S: It?s Sam. 4 t: Why doesn?t Sam want to have lunch? S: Because he?s already had lunch. 5 T; What time did Sam have lunch? S: At half past twelve. 56 6 T: Has Sam already had a cup of coffee? S: Yes, he has. 7 T: What are Tom and Carol going to do? S: They are going to have a holiday. 8 T: What are they doing today? S: They?re packing their suitcases. 9 T; Has Sam already had his holiday? S: Yes, he has. 10 T: Where did he go for his holiday? S: He stayed at home. A Vocabulary Look at these phrases with the words home, school, and holiday. Then put them in the blanks in the sentences. arrive home get home be at home be at school be / go on holiday come home go home stay at home go to school have a holiday 1 Sam arrived _________ from work at 8 o?clock yesterday evening. (home / at home ) 2 We were ___________ until 5.30 yesterday. ( to school / at school ) 3 “Please come __________ early this evening,” she said. (home / at home ) 4 They?re lucky! They?ve already had ___________ this year. (on holiday / a holiday ) 5 My father always comes ________ before he goes out again. (home /at home ) 6 I?m going to stay __________ tomorrow. ( at home / to home ) 7 Children in that country go ___________ at 8 in the morning. (at school / to school ) 8 My friends are _____ in Australia. (holiday / on holiday ) 9 What time did you get _______ last Saturday evening? ( home / at home ) Homework * Oral work: Ask individual students to look at the pictures and tell the story. * Written work: Linguistic Exercises A- B on Page 172.. Teaching Refection * The students should be encouraged to do their best. *Have students pay more attention on their pronunciation, intonation. Teaching Unit 43 Lesson 85-86 The Content and Basic Aims of Unit 43 * Patterns And Structural Word. -- Have you just been to the cinema? -- I?ve already seen it. -- I have never been there. -- Have you ever been there? -- I?ve already done so./I did so. * Vocabulary -- Nouns: cinema/city/film/Paris -- Adjective: beautiful -- Expressions: What?s on?/all the time/just like/ eh/= isn?t it? Key points * Have been is introduced with ever and never. The present perfect is practiced with familiar 57 regular verbs(/-d, /-t/, and /-id/ endings) Difficult points * Have been is introduced with ever and never. The present perfect is practiced with familiar regular verbs(/-d, /-t/, and /-id/ endings) Teaching Method * Structural grading: Grading sentence-patterns in order of increasing difficulty and complexity. * Contextualization: Presenting grammatical items in a meaningful context. * Situation teaching: Teaching a language by presenting a series of everyday situations. * Structurally controlled situation teaching: Teaching a language by means of a series of everyday situations, while at the same time grading the structures which are presented. Teaching Hours Approximately one hour will be used for the Unit 43. Teaching Procedures Listening comprehension T: Today we’ll listen to a conversation about Paris. Listen to the story and see if you can answer this question: At What time of year did Ken visit Paris? S: In spring. In April. Intensive reading Comprehension 1 T: Has Ken been at home all day? S: No, he hasn?t. 2 T: Has he just been to the cinema? S: Yes, he has. 3 T: Has George ever seen the film “Paris in the spring”? S: Yes, he has. 4 T: When did George see the film? S: He saw it last year. 5 t: Did he see it at the cinema? S: No, he didn?t. He saw it on the television. 6 t: Has George ever been to Paris? S: No, he hasn?t. 7 T: Has Ken been to Paris? S: Yes, he has. 8 T: What?s Paris like? S: It?s a beautiful city. 9 t: What time of year was Ken in Paris? S: He was there in April. 10 T: What was the weather like in April? S: It was awful. It rained all the time. A To, to the, on, on the Look at these phrases with the prepositions to, on and in. And notice where we use the. to to the cinema to the park to work to school to church to college ston on television on the radio on holiday on Monday on 1 June in in London in Paris in spring in autumn in April in 1975 Homework * Oral work: Ask individual students to look at the pictures and tell the story. * Written work: Linguistic Exercises A- B on Page 174.. 58 Teaching Refection * The students should be encouraged to do their best. *Have students pay more attention on their pronunciation, intonation. Teaching Unit 44 Lesson 87-89 The Content and Basic Aims of Unit 44 * Patterns And Structural Word. -- Have you/has he etc. finished yet? -- (They?re) still working on it. -- (They?re) trying to … * Vocabulary: -- Nouns: attendant/crash/garage/lamp post -- Verbs: bring/finish/repair/try -- Adverb: still Key points * The use of yet with the present perfect is contrasted with still in the present continuous. * A small number of familiar irregular verbs will be practiced in the present perfect and simple past. Difficult points * The use of yet with the present perfect is contrasted with still in the present continuous. * A small number of familiar irregular verbs will be practiced in the present perfect and simple past. Teaching Method * Structural grading: Grading sentence-patterns in order of increasing difficulty and complexity. * Contextualization: Presenting grammatical items in a meaningful context. * Situation teaching: Teaching a language by presenting a series of everyday situations. * Structurally controlled situation teaching: Teaching a language by means of a series of everyday situations, while at the same time grading the structures which are presented. Teaching Hours Approximately one hour will be used for the Unit 44. Teaching Procedures Listening comprehension T: Today we’ll listen to a conversation about Mr. Wood’s car. Listen to the story and see if you can answer this question: Can the mechanics repair Mr. Wood’s car? S: Not really. It’s too badly damaged. Intensive reading 59 Comprehension 1 T: Is Mr. Wood?s car ready yet? S; No, it isn?t. 2 t: Does the attendant know? S: No, he doesn?t. 3 T: What?s the number of Mr. Wood?s car? S: It?s LFZ 312 G. 4 T: How long has Mr. Wood?s car been at the garage? S; It has been there for three days. 5 T: have the mechanics finished working on the car yet? S: No, they haven?t. 6 T: So, are they still working on it? S: Yes, they are. 7 T: Did Mr. Wood have a car crash? S: Yes, he did. 8 T: What happened? S: He drove it into a lamp post. 9 T: Can the mechanics repair the car? S: Not really, but they?re trying to repair it. 10 T: What does Mr. Wood need? S: He need a new car. A Vocabulary Choose and write in the correct word. 1 Can you ____ your car into the garage here next week, sir? (take / bring ) 2 To ____ you the truth, I haven?t finished the work yet. (say / tell ) 3 The man is ___ trying to repair my bicycle. ( still / yet ) 4 The dentist ____ a look at Mr. Croft?s teeth. (looked / had ) 5 The garage ____ is looking at my car now. (assistant / attendant ) 6 The girl ____ her bicycle into a tree. (drove /rode ) A car hit my bicycle. Can you ___________ it for me? (repair / try ) Homework * Oral work: Ask individual students to look at the pictures and tell the story. * Written work: Linguistic Exercises A- B on Page 174.. Teaching Refection * The students should be encouraged to do their best. *Have students pay more attention on their pronunciation, intonation. 60 Teaching Unit 45 Lesson 89-90 The Content and Basic Aims of Unit 45 * Patterns And Structural Word. -- I believe that … -- May I ? (= permission) -- How long have you (lived) here? -- I have (lived) here for/since twenty years/1976. -- How much does it cost? * Vocabulary -- Noun: penny -- Verbs: believe/cost/decide/retire/sell -- Expressions: for sale/it?s worth/the last word/along time/that?s right/then(=in that case) Key points * Have been/lived are introduced with for and since. * More practice with familiar irregular verbs in the present perfect and simple past. Difficult points * Have been/lived are introduced with for and since. Teaching Method * Structural grading: Grading sentence-patterns in order of increasing difficulty and complexity. * Contextualization: Presenting grammatical items in a meaningful context. * Situation teaching: Teaching a language by presenting a series of everyday situations. * Structurally controlled situation teaching: Teaching a language by means of a series of everyday situations, while at the same time grading the structures which are presented. Teaching Hours Approximately one hour will be used for the Unit 45. Teaching Procedures Listening comprehension T: Today we’ll listen to a conversation about Nigel, who wants to buy a house. Listen to the story and see if you can answer this question: Why couldn’t Nigel decide? S: Because his wife must see it first. Intensive reading Comprehension 1 T: Whose house is for sale? S: Ian?s. 61 2 T: Who wants to have a look at it? S: Nigel does. 3 T: How long has Ian lived in the house? S: He?s lived there for twenty years. 4 T: Since when has he been there? S: Since 1976. 5 T: Why does Ian want to sell his house? S: Because he?s just retired and he wants to buy a small house in the country. 6 T; how much does Ian?s house cost? S: It cost $68,500. 7 T: Is it a lot of money for Nigel? S: Yes, it is. 8 T: Does Nigel like the house? S: Yes, he does. 9 T: Why can?t he decide at the moment? S: Because his wife has to see the house. A How long…? For…/ since… Put these words and phrases into the correct boxes on the right two weeks, ten minutes, for since Sunday, five years, 1998, sta month, 1 January, March three hours, last May, Now put in for or since in these sentences. 1 How long have you been here? - ________________ half past three. 2 How long has that car been here? - __________ yesterday. 3 How long have you been in this school - ______________ four years. 4 How long has that boy been in your class? - ___________ six weeks. 5 How long have you lived here? - ___________ 1996. Homework * Oral work: Ask individual students to look at the pictures and tell the story. * Written work: Linguistic Exercises A- B on Page 178.. Teaching Refection * The students should be encouraged to do their best. *Have students pay more attention on their pronunciation, intonation. 62 Teaching Unit 46 Lesson 91-92 The Content and Basic Aims of Unit 46 * Patterns And Structural Word. -- I/We shall, You/He/She/It/They will (see him) tomorrow/tomorrow morning etc. -- Yes, (I) shall. No, (I) shall not (shan?t). -- Yes, (he) will. No, (he) will not (won?t). -- When will…? -- I think that … * Vocabulary --Nouns: neighbour/person --Adjective: poor -- Verbs: miss/move/think --Adverb: next --Expressions: Give him my regards./Poor Ian! Key points * The shall/will future is introduced here with related points of time. * It is compared with going to.. Difficult points * The shall/will future is introduced here with related points of time. * It is compared with going to.. Teaching Method * Structural grading: Grading sentence-patterns in order of increasing difficulty and complexity. * Contextualization: Presenting grammatical items in a meaningful context. * Situation teaching: Teaching a language by presenting a series of everyday situations. * Structurally controlled situation teaching: Teaching a language by means of a series of everyday situations, while at the same time grading the structures which are presented. Teaching Hours Approximately one hour will be used for the Unit 45. Teaching Procedures Listening comprehension T: Today we’ll listen to What Ian’s neighbours say about him. Listen to the story and see if you can answer this question: Who wanted to sell the house? S: Ian’s wife. Intensive reading 63 Comprehension 1 T: Has Ian sold his house yet? S: Yes, he has. 2 T: Has he moved out yet? S: No, he hasn?t. 3 T: When will he move to his new house? S: Tomorrow afternoon. 4 T: Has Ian always been a good nieghbour? S; Yes, he has. 5 T: Will his nieghbours miss him? S: Yes, they will. 6 T: When will the new people move in? S: The day after tomorrow. 7 T: Did Ian want to leave this house? S: No, he didn?t. 8 T: Who wanted to sell the house? S: His wife did. A Vocabulary: plural nouns Put these into the plural and write them in the correct boxes below. Mechanic knife neighbour housewife house garage attendant shop assistant lamp-post car day garage crash cinema city film suitcase woman vegetable child /s/ sound mechanics, garage attendants, shop assistants, lam-pots /z/ sound neighbours, cars, days, cinemas, films, vegetables /iz/sound houses, garages, crashes, cities, suitcases Irregular knives, housewives, women, children Homework * Oral work: Ask individual students to look at the pictures and tell the story. * Written work: Linguistic Exercises A- B on Page 182.. Teaching Refection * The students should be encouraged to do their best. *Have students pay more attention on their pronunciation, intonation. 64 Teaching Unit 47 Lesson 93-94 The Content and Basic Aims of Unit 47 * Patterns And Structural Word. - He was there during the war. -- He will (fly to New York) next month/the month after next etc. * Vocabulary -- Nouns: Athens(Greece)/Berlin(Germany)/Bombay(India)/Geneva(Switzerland)/Madrid(Spain) /Moscow(Russia)/NewYork(America)/Rome(Italy)/Stockholm( )/Sydney(Australia)/Tokyo(Japan) -- Verb: return Key points * Practice with the shall/will future and the past contrasting next and last.. Difficult points * Practice with the shall/will future and the past contrasting next and last. Teaching Method * Structural grading: Grading sentence-patterns in order of increasing difficulty and complexity. * Contextualization: Presenting grammatical items in a meaningful context. * Situation teaching: Teaching a language by presenting a series of everyday situations. * Structurally controlled situation teaching: Teaching a language by means of a series of everyday situations, while at the same time grading the structures which are presented. Teaching Hours Approximately one hour will be used for the Unit 47. Teaching Procedures Listening comprehension T: Today we’ll listen to a story about he new next-door neighbour.. Listen to the story and see if you can answer this question: Why is Nigel a lucky man? S: Because he has already been to nearly every country in the world. Intensive reading Comprehension 1 T: Who is our new next-door neighbour? S: Nigel is. 2 T: What does Nigel do for living? S: He?s a pilot. 3 T: Will he fly to New York next month? S: Yes, he will. 4 T: Where will he be the month after next? S: He?ll be in Tokyo. 5 t: Where is he at the moment? S: He?s in Madrid. 65 6 T: When did he fly to Spain? S: He flew to Spain a week ago. 7 T: When will he come back to London? S: He?ll come back the week after next. 8 T: How old is Nigel? S: He?s only forty-one. 9 T: How many countries has Nigel been to? S: He?s been to nearly every country in the world. 10 T: Why isn?t his wife very lucky? S: Because she usually stays at home. A Vocabulary Match the cities with the countries, then write possible sentences about Nigel below. New York Tokyo Berlin Bombay Sydney Madrid Moscow Rome Geneva Paris Beijing Athens Japan Greece America Germany China India Switzerland Spain Russia Italy Australia France 1 Last week He flew to Madrid in Spain. Homework * Oral work: Ask individual students to look at the pictures and tell the story. * Written work: Linguistic Exercises A- B on Page 186.. Teaching Refection * The students should be encouraged to do their best. *Have students pay more attention on their pronunciation, intonation. 66 Teaching Unit 48 Lesson 95-96 The Content and Basic Aims of Unit 48 * Patterns And Structural Word. -- At nineteen minutes past eight/eight nineteen. -- In (five hours?) time. -- We?ve got plenty of time. -- The clock?s ten minutes slow. --What?s the exact time? -- We?d better. * Vocabulary -- Nouns bar/minute/platform/station/train -- Adjectives: exact/return -- Verbs: go back/miss (train) Key points * Practice with the shall/will future and the past contrasting next and last.. Difficult points * Practice with the shall/will future and the past contrasting next and last. Teaching Method * Structural grading: Grading sentence-patterns in order of increasing difficulty and complexity. * Contextualization: Presenting grammatical items in a meaningful context. * Situation teaching: Teaching a language by presenting a series of everyday situations. * Structurally controlled situation teaching: Teaching a language by means of a series of everyday situations, while at the same time grading the structures which are presented. Teaching Hours Approximately one hour will be used for the Unit 48. Teaching Procedures Listening comprehension T: Today we’ll listen to a story about how George and Ken miss a train... Listen to the story and see if you can answer this question: Why did George and Ken miss the train? S: Because the clock in the station was ten minutes slow. Intensive reading Comprehension 1 T: Where do George and Ken want to go? S: To London. 67 2 T: Do they buy two single tickets? S: No, they don?t. They buy two return tickets. 3 T: What time will the next train leave? S: At nineteen minutes past eight. 4 T: Where will their train leave from? S: From Platform two, over the bridge. 5 T: How much time have they got? S: They?ve got twenty –two minutes. 6 T: Where do they go for drink? S: To the bar next door to the station. 7 T: Have they missed the train? S: Yes, they have. 8 T: What?s the matter with the clock? S: It?s ten minutes slow. 9 T: When is the next train to London? S: In five hours? time. A Vocabulary Choose and fill in the correct words. 1 Can I have a ________ ticket to Paris, please? (return / go ) 2 The train for Rome leaves from ______ Six. (Station / platform ) 3 Do you want to ________ the next train? You must hurry! (miss / catch) 4 A __________ carried our suitcases to the train for us. (porter / attendant ) 5 When does the next train _______ for Bristtol? (live / leave ) 6 Let?s go and _________ a drink in that restaurant. (drink / have ) Homework * Oral work: Ask individual students to look at the pictures and tell the story. * Written work: Linguistic Exercises A- B on Page 190.. Teaching Refection * The students should be encouraged to do their best. *Have students pay more attention on their pronunciation, intonation. Teaching Unit 49 Lesson 97-98 The Content and Basic Aims of Unit 49 * Patterns And Structural Word. --Is this mine/yours/his/hers? -- Are these ours/yours/theirs? -- Does this belong to me? etc. -- Do these belong to you? etc. -- Who do they/does it belong to? * Vocabulary -- Nouns: address/handle/label/zip -- Verbs: belong/describe -- Adjective: wrong -- Expressions: the other day/Hey! Key points * The possessive pronouns (mine, yours, etc. ) are introduced here. Difficult points *. The possessive pronouns (mine, yours, etc. ) are introduced here. Teaching Method 68 * Structural grading: Grading sentence-patterns in order of increasing difficulty and complexity. * Contextualization: Presenting grammatical items in a meaningful context. * Situation teaching: Teaching a language by presenting a series of everyday situations. * Structurally controlled situation teaching: Teaching a language by means of a series of everyday situations, while at the same time grading the structures which are presented. Teaching Hours Approximately one hour will be used for the Unit 49. Teaching Procedures Listening comprehension T: Today we’ll listen to a story about a small blue case. Listen to the story and see if you can answer this question: Does Mr. Hall get his case back? S: No, he doesn’t. Intensive reading Comprehension 1 T: Did Mr. Hall leave his umbrella on the train? S: No, he didn?t . 2 T: What did he leave on the train? S: A suitcase. 3 T: What does Mr. Hall?s suitcase look like? S: It?s a small blue case. 4 T: Does it have a zip? S: Yes, it does. 5 T: Is there a label on the case? S: Yes, there?s a label on the handle with his name and address on it. 6 T: Is the firs case Mr. Hall?s? S: No, it isn?t. 7 T: What?s Mr. Hall?s address? S: It?s 83. Bridge Street. 8 T: Is that address on the case? S: Yes, it is. 9 T: What?s the matter with the case? S: The case doesn?t belong to Mr. Hall. A Vocabulary You?re at a lost Property office. Write answers to the question “ Can you describe it?” 1 suitcase /blue / small/ with black handle Yes, it’s a small blue case with a black handle. 2 Bag / large / green / with small white zip _____________________________________ 3 Handbag / small / red/ got a white zip ______________________________________ 4 Umbrella / long / black / with brown handle ___________________________________ Homework * Oral work: Ask individual students to look at the pictures and tell the story. * Written work: Linguistic Exercises A- B on Page 194.. Teaching Refection * The students should be encouraged to do their best. 69 *Have students pay more attention on their pronunciation, intonation. Teaching Unit 50 Lesson 99-100 The Content and Basic Aims of Unit 50 * Patterns And Structural Word. -- say/think/believe/know/understand/be afraid/be sorry/be sure that… -- Let (me) help you. -- Try and stand up. -- Echoed questions: negative * Vocabulary -- Nouns: back/X-ray -- Verbs: fall/help/hurt/slip -- Adverbs: downstairs/at once Key points * Noun clause in which no tense change is introduced here; that is not omitted. This pattern was first introduced passively in teaching Unit 38. Difficult points *. Noun clause in which no tense change is introduced here; that is not omitted. Teaching Method * Structural grading: Grading sentence-patterns in order of increasing difficulty and complexity. * Contextualization: Presenting grammatical items in a meaningful context. * Situation teaching: Teaching a language by presenting a series of everyday situations. * Structurally controlled situation teaching: Teaching a language by means of a series of everyday situations, while at the same time grading the structures which are presented. Teaching Hours Approximately one hour will be used for the Unit 50. Teaching Procedures Listening comprehension T: Today we’ll listen to a story about an accident. Listen to the story and see if you can answer this question: Must Andy go to see the doctor? S: No. He can’t move, so the doctor must come and see him. Intensive reading Comprehension 1 T: What did Andy do? S: He slipped and fell downstairs. 2 T: has Andy hurt himself? S: Yes, he has. 3 T: Does he think he?s hurt his back? S: Yes, he does. 4 T: Can Andy stand up? S: No, he can?t. 70 5 T: What does Lucy think? S: She thinks that the doctor had better see Andy. 6 T: Who will phone the doctor? S: Lucy will. 7 T: What does the doctor say? S: The doctor says that he will come at once. A Vocabulary Match these words into pairs of opposites. downstairs stand up well upstairs cold sell sit down hot right buy small ill large wrong Now fill in the blanks with opposites. 1 She isn?t downstairs: she?s upstairs. 2 The attendant didn?t give Mr. Hall the right case: he gave him the _________ case. 3 Why are you sitting down? Please ____________________. 4 I want to buy a bicycle. Do you want to ___________ yours? 5 I don?t fell very well. In fact I fell ____________. Homework * Oral work: Ask individual students to look at the pictures and tell the story. * Written work: Linguistic Exercises A- B on Page 198.. Teaching Refection * The students should be encouraged to do their best. *Have students pay more attention on their pronunciation, intonation. 71 Teaching Unit 51 Lesson 101-102 The Content and Basic Aims of Unit 51 * Patterns And Structural Word. -- (He) says/thinks/believes/knows/hopes/is afraid/is sorry/is sure (he)…. -- Questions tags: negative/affirmative: -- He doesn?t say very much, does he? Etc. * Vocabulary -- Nouns: association/card/love/member/Scotland/the Y.H.A./Youth Hostel -- Verbs: hope/write -- Adverb: soon -- Expressions: Eh? = What?/Speak up Key points * The omission of that from noun clause in which no tense change is involved. Difficult points *. The omission of that from noun clause in which no tense change is involved. Teaching Method * Structural grading: Grading sentence-patterns in order of increasing difficulty and complexity. * Contextualization: Presenting grammatical items in a meaningful context. * Situation teaching: Teaching a language by presenting a series of everyday situations. * Structurally controlled situation teaching: Teaching a language by means of a series of everyday situations, while at the same time grading the structures which are presented. Teaching Hours Approximately one hour will be used for the Unit 51. Teaching Procedures Listening comprehension T: Today we’ll listen to a story about an accident. Listen to the story and see if you can answer this question: Must Andy go to see the doctor? S: No. He can’t move, so the doctor must come and see him. Intensive reading Comprehension 1 T: What does Grandmother want Penny to read to her? S: Jimmy?s Card. 2 T: Where is Jimmy? S: He?s in Scotland. 3 T: has Jimmy been in Scotland for a long time? S: No, he hasn?t. 4 T: Where does he say he?s staying? S: At a Youth Hostel. 72 5 T: Does he say he will write soon? S: Yes, he does. 6 T: What else does he say? S: He says he hopes they are all well. 7 T: Why does Grandmother ask Penny to speak up? S: Because she can?t hear very well. 8 T: How much can Jimmy write on a card? S: Not very much. A Vocabulary Choose the best word and write it in. 1 Dear Penny, I have just ________ in Beijing. (come / arrived ) 2 My friend is ______ in a small London hotel for a week. (staying / living ) 3 The letters Y.H.A. stand for the “__________ Hostels Association”. ( Young / Youth ) 4 You can?t write very ________ on a postcard. (much / many ) 5 “Can you __________?” the man said. “ I can?t hear very well.” (say to / speak up ) 6 “Did you ________ to your friend I in Australia last week? 7 ___________ is in the north of the U.K. (England / Scotland ) 8 Did you know? I?m a _________ of that new sports club. (person / member ) B A postcard Fill in the blanks to write a short postcard to a friend. Dear _________________, I have just arrived __________________ and I’m staying _______________. I’ll write _____________ soon. I hope __________________________. __________________________. Homework * Oral work: Ask individual students to look at the pictures and tell the story. A- B on Page 102. * Written work: Linguistic Exercises Teaching Refection * The students should be encouraged to do their best. *Have students pay more attention on their pronunciation, intonation. 73 Teaching Unit 52 Lesson 103-104 The Content and Basic Aims of Unit 52 * Patterns And Structural Words. -- (I) could answer the questions. They were very easy -- (I) couldn?t answer the questions. They were too difficult. --The questions were easy enough for me to answer. -- the questions were too difficult for me to answer. -- How about you? -- That?s why I could/couldn?t … * Vocabulary -- Nouns: examination/guy/French/Mathematics/Maths/(English)paper/the rest/test/top/word -- Adjectives: cheap/clever/difficult/easy/expensive/fresh/hard/high/loud/low/soft/ sour/stale/stupid/sweet -- Verbs: fail/hate/pass -- Adverbs: enough/too -- Expressions: Cheer up./Not too bad. Key points * Ability and inability expressed with could/couldn’t and too/very/enough. Difficult points *. Ability and inability expressed with could/couldn’t and too/very/enough. Teaching Method * Structural grading: Grading sentence-patterns in order of increasing difficulty and complexity. * Contextualization: Presenting grammatical items in a meaningful context. * Situation teaching: Teaching a language by presenting a series of everyday situations. * Structurally controlled situation teaching: Teaching a language by means of a series of everyday situations, while at the same time grading the structures which are presented. Teaching Hours Approximately one hour will be used for the Unit 51. Teaching Procedures Listening comprehension T: Today we’ll listen to a story about who have just taken exam. Listen to the story and see if you can answer this question: How long did the exam last? S: Three hours. 74 Intensive reading Comprehension 1 T: Did Richard and Gary sit for an examination? S: Yes, they did. 2 T: Does Richard thin he passed in English and Mathematics? S: Yes, he does. 3 T: What does Richard think about the questions? S: He think that they were very easy. 4 T: How about Gary? S: Gary thinks the English and Maths papers weren?t easy enough for him. 5 T: Does Richard think he pass the French test? S: No, he doesn?t. 6 T: Hw many of the questions could Richard answer? S: Sixteen. 7 T: What about the rest of the questions? S: They were too difficult for Richard. 8 T: Do they like French test? S: No, they don?t. 9 T: How did the guy next to Gary do the exam? S: Very badly. 10 T: Did he write much? S: No, he didn?t. He didn?t write a word. A Vocabulary Match these into pairs of opposites. hate pass easy fail difficult bottom low write top Read high love Now fill in the blanks. 1 She doesn?t hate French tests: she loves them 2 Of course you won?t _______ the exam. I know you?ll pas it! 3 I like easy jobs: this is too ___________ for me. 4 She expected a high mark in the English test, but she got a very _________ mark! ________ the question carefully first. Then start.” 5 Our teacher always says,” 6 Where shall I put the date – at the _________ or at the bottom of the paper? B About you Answer these questions with short or full answers. 1 When was your last English test? ________________ 2 Did you pass it or fail it? 3 Was it easy , or was it difficult for you? 4 Are you old enough to be a member of the local sports club? 5 Are you old enough to drive a car? 6 Are you old enough to ride a motor-bike? Homework * Oral work: Ask individual students to look at the pictures and tell the story. * Written work: Linguistic Exercises A- B on Page 102. Teaching Refection * The students should be encouraged to do their best. *Have students pay more attention on their pronunciation, intonation. 75 Teaching Unit 53 Lesson 105-106 The Content and Basic Aims of Unit 53 * Patterns And Structural Words. -- Want/don?t want (you )to (come) … -- Tell (him) (not) to (come)… -- How do you spell…? -- I?m sorry about that. -- Questions: affirmative/negative * Vocabulary -- Nouns: dictionary/mistake/present -- Verbs: carry/correct/spell -- Adjective: intelligent Key points * Patterns with want and tell followed by a pronoun object are introduced in this lesson Difficult points *. Patterns with want and tell followed by a pronoun object are introduced in this lesson Teaching Method * Structural grading: Grading sentence-patterns in order of increasing difficulty and complexity. * Contextualization: Presenting grammatical items in a meaningful context. * Situation teaching: Teaching a language by presenting a series of everyday situations. * Structurally controlled situation teaching: Teaching a language by means of a series of everyday situations, while at the same time grading the structures which are presented. Teaching Hours Approximately one hour will be used for the Unit 53. Teaching Procedures Listening comprehension T: Today we’ll listen to a story about some one who can’t spell. Listen to the story and see if you can answer this question: What was Sandra’s present? S: A dictionary. Intensive reading Comprehension 1 T: Bob?s the office assistant, isn?t he? S: Yes, he is. 2 T: Who wants to speak to Sandra? S: The boss does. 3 t: What must Bob do? S: He must tell Sandra to come to the boss?s office. 4 T: Does the boss want Sandra to come at once? S: Yes, he does. 5 T: What does the boss ask Sandra? S: He asks he how she spells „intelligent”. 76 6 T: How do you spell “intelligent”? S: I_N_T_E-L-L-I-G-E-N-T. 7 T: How did Sandra type it? S: With only one “L”. 8 t: What does the boss want Sandra to do? S: He want he to type the letter again. 9 T: What does he give Sandra? S: A little present. A dictionary. A Vocabulary Choose and write in the best words. 1 “your story is _______ of mistakes,” the teacher said. (full /plenty ) 2 I think the girl?s clever. – I don?t. I think she?s _______. ( intelligent / stupid ) 3 Is this right, sir? – No, I?m sorry it?s ___________. ( mistake / wrong ) 4 I can?t spell the word. I?ll look in a _________ . (dictionary / paper ) 5 “I?m ________ about that,” she said. “ I won?t do it again.” (afraid / sorry ) B What do you want me to do/ I want you to keep this photo. C Tell him to …/ Tell him not to … Tell her to type that letter again. Tell her not to post it. Homework * Oral work: Ask individual students to look at the pictures and tell the story. * Written work: Linguistic Exercises A- B on Page 102. Teaching Refection * The students should be encouraged to do their best. *Have students pay more attention on their pronunciation, intonation. 77 Teaching Unit 54 Lesson 107-108 The Content and Basic Aims of Unit 54 * Patterns And Structural Words. --Would you like to …? -- Could you (show me)…? --It?s (smaller ) than … -- It?s the (smallest ) in/of …/I have ever seen * Vocabulary -- Nouns: assistant/madam -- Verbs: compare/suit -- Adverb: as well Key points * The regular comparison of adjectives (-er/-est; -ier/-iest ) is introduced in this lesson. Difficult points *. The regular comparison of adjectives (-er/-est; -ier/-iest ) is introduced in this lesson. Teaching Method * Structural grading: Grading sentence-patterns in order of increasing difficulty and complexity. * Contextualization: Presenting grammatical items in a meaningful context. * Situation teaching: Teaching a language by presenting a series of everyday situations. * Structurally controlled situation teaching: Teaching a language by means of a series of everyday situations, while at the same time grading the structures which are presented. Teaching Hours Approximately one hour will be used for the Unit 54. Teaching Procedures Listening comprehension T: Today we’ll listen to a story about fashionable dress for ladies.. Listen to the story and see if you can answer this question: What kind of dress does the lady want? S: A blue dress like the first one, but in a large size. Intensive reading Comprehension 1 T: Does the lady like the blue dress? S: Yes, she does. 2 T: Does she say the blue dress is lovely? S: Yes, she does. 3 T: So why doesn?t she want it? S: It?s too small for her. 4 t: Does she try the green dress as well? S: Yes, she does. 5 T: What?s the matter with the green dress? S: It?s too small for her (and the colour doesn?t suit her ). 6 T: Which dress is smaller, the blue one or the green one? S: The blue one. 78 7 T: Does the lady think the blue dress is prettier than the green one? S: Yes, she does. 8 T: Does the green dress suit the lady? S: No, it doesn?t. 9 T: What does the lady ask the assistant show her? S: A blue dress in a large size. 10 T: Why can?t the assistant get the lady a blue dress of her size? S: Because the blue dress is the largest one in the shop. A How do they compare? Polly is taller than John. Look at this. Adjectives Adjectives ending Adjectives ending Adjectives ending in-e in a single consonant in - y Tall Large Hot Heavy Taller Larger Hotter Heavier tallest largest hottest heaviest Now compare these. 1 John – tall, Polly – taller, George – tallest of all. John is tall, but Polly is taller than John, and George is the tallest. 2 this skirt – pretty, that one – prettier, the red one – prettiest in the shop. 3 Mary is lucky, Ken – luckier, Tom – luckiest person I know. 4 The French test – easy, Maths test – easier, English test – easiest we?ve had for a long time. 5 Paul had a low mark, Sophie – lower mark, poor Hans – lowest mark in the class 6 Last summer – hot, the summer before that – hotter, this summer – hottest we?ve had for a long time. C About you Answer these questions with short answers or complete sentences. 1 Who is older – you or your friend? 2 Who is taller – you or your friend? 3 Who is the cleverest person you know? 4 Which are usually the hottest and coldest months in your part of China? Homework * Oral work: Ask individual students to look at the pictures and tell the story. * Written work: Linguistic Exercises A- B on Page 153. Teaching Refection * The students should be encouraged to do their best. *Have students pay more attention on their pronunciation, intonation. 79 Teaching Unit 55 Lesson 109-110 The Content and Basic Aims of Unit 55 * Patterns And Structural Words. -- Shall I make some coffee? -- I?ve got very little/a little. -- I?ve got very few/ a few -- I?ve got more/the most/less/the least/fewer/the fewest. -- It?s better/the best/worse/the worst. * Vocabulary -- Nouns: advice/idea/teaspoonful -- Verb smoke -- Adverb: instead -- Expression: It doesn?t matter. ?what a pity! Key points * The regular comparison of common adjectives; their use with countable and uncountable nouns. * Students also see the use of some (not any ) in offers phrased as questions: Would you like…? Difficult points *. The regular comparison of common adjectives; their use with countable and uncountable nouns. Teaching Method * Structural grading: Grading sentence-patterns in order of increasing difficulty and complexity. * Contextualization: Presenting grammatical items in a meaningful context. * Situation teaching: Teaching a language by presenting a series of everyday situations. * Structurally controlled situation teaching: Teaching a language by means of a series of everyday situations, while at the same time grading the structures which are presented. Teaching Hours Approximately one hour will be used for the Unit 54. Teaching Procedures Listening comprehension T: Today we’ll listen to a story about two friends having coffee together.. Listen to the story and see if you can answer this question: What does Jane have with her coffee? S: Jane has a biscuit with her coffee. Intensive reading Comprehension 1 T: Is Charlotte going to make coffee or tea? S: Coffee. 2 T: What does Jane think about that? S: She thinks (that) it?s a good idea. 80 3 T: How much milk does Jane want? S: Just a little. 4 T: Does Jane want any sugar? S: Yes, she does. 5 T: How much sugar does she want? S: She wants one and a half teaspoonfuls. 6 T: Would Jane like some more coffee? S: Yes, she would. 7 T: What else would Jane like? S: She?d like a cigarette too. 8 T: Where does Jane look for cigarette? S: In the box. 9 T: Are there any? S: No, there aren?t. The box is empty. 10 T: What?s Charlotte?s advice? S: Eat more and smoke less. A Vocabulary Choose and write in the correct word. 1 How many mistakes have you _________ ? (done / made ) 2 Thank you. That?s a very good____________. (advice / idea ) 3 She gave me some very good _________ . (advice / idea ) 4 The coffee jar is empty. – Oh, what a _________ ! (matter / pity) 5 Jane usually has ___________ sugar in her tea than Charlotte. (little / less ) 6 You haven?t got any apples? May I have an orange _________ (instead / too. ) B How do they compare? I?ve got more chocolates than you. Adjectives with irregular comparative and superlative forms Adjective good bad much /many little few Comparative less fewer better worse more Superlative the best the worst the most the least the fewest Now compare these. 1 John - good swimmer, Polly – better, George – best of all. John is a good swimmer, but Polly is better than John, and George is the best (swimmer) of all 2 Your meal was bad, mine – worse, Jane?s – worst of all 3 You had very little meat, I – less, Jane – least of all 4 I had few vegetables, you – fewer, Jane – fewest of all 5 Her English letter – a lot of mistakes in it, yours – more, mine – the most of all. Homework * Oral work: Ask individual students to look at the pictures and tell the story. * Written work: Linguistic Exercises A- B on Page. 222. Teaching Refection * The students should be encouraged to do their best. *Have students pay more attention on their pronunciation, intonation. 81 Teaching Unit 56 Lesson 111-112 The Content and Basic Aims of Unit 56 * Patterns And Structural Words. -- It?s more/less (expensive ). -- It?s the most/least (expensive ). -- It?s as (good ) as… -- It?s not as (good ) as … * Vocabulary -- Nouns: deposit/instalments/millionaire/modle/price/television -- Expressions: (I) can?t afford …./ on instalments Key points *Comparing adjectives of two or more syllables. * The use of (not) as…as. Difficult points *. Comparing adjectives of two or more syllables. Teaching Method * Structural grading: Grading sentence-patterns in order of increasing difficulty and complexity. * Contextualization: Presenting grammatical items in a meaningful context. * Situation teaching: Teaching a language by presenting a series of everyday situations. * Structurally controlled situation teaching: Teaching a language by means of a series of everyday situations, while at the same time grading the structures which are presented. Teaching Hours Approximately one hour will be used for the Unit 54. Teaching Procedures Listening comprehension T: Today we’ll listen to a story about someone buying things on instalments... Listen to the story and see if you can answer this question: Can Mr. Frith buy the television on instalments? How does it work? S: Yes. He can pay a deposit of thirty pounds, and then fourteen pounds a month for three years. Intensive reading Comprehension 1 T: What does Mr. Frith think about the first television? S: he likes it very much. 2 2 t: Is it one of the cheaper models? S: No, it isn?t. 3 T: Is there a more expensive model In the shop? S: No, there isn?t. 4 T: What does Mr. Frith think about the price? S: It?s too expensive for them. 5 T: How much does the less expensive model cost? S: Three hundred pounds. 6 T: Is the less expensive model as good as the first one? S: No, it isn?t. 82 7 T: How can Mr. Frith buy the model he wants? S: He can buy it on instalments. 8 T: Will the television be more expensive on instalments? S: Yes, it will. 9 T: How much will it cost? S; It?ll cost $ 534. 10 T: Does Mr. Frith think this is a good idea? S: Not really. A Vocabulary Read these sentences and write in the missing words. They are all from the dialogue. 1 I can?t spend so much money on a new suit. I can?t ___________ it. 2 That man has more than $1 million. He is a _____________. 3 I?m going to pay the first $20 on a new bicycle. That?s the __________. And then there are 36 __________ of $5 a month.. 4 You?ve just bought a new dress. What was the _________ of it? – only $20. 5 Charltte bought a new cooker last week. She bought the latest __________. B How do they compare? This model?s more expensive than that one. Look at these adjectives with three syllables and more. Adjective expensive difficult Comparative more expensive less difficult Superlative the most expensive the least difficult Complete these dialogues. 1 A: These shoes are uncomfortable. What are yours like? (any other /ever worn) B: They are more uncomfortable than any of my others,. I think they’re the most uncomfortable shoes I’ve ever worn. 2 A: This second race is exciting. What do you think? ( first race / ever seen ) B: 3 A: What did you think of the test? Was it difficult? (less difficult – others / ever had ) B: 4 A: I think London?s interesting. What do you think? ( many other cities / been to ) Homework * Oral work: Ask individual students to look at the pictures and tell the story. * Written work: Linguistic Exercises A- B on Page. 226. Teaching Refection * The students should be encouraged to do their best. *Have students pay more attention on their pronunciation, intonation. 83 Teaching Unit 57 Lesson 113-114 The Content and Basic Aims of Unit 57 * Patterns And Structural Words. -- I?ve got no (cakes/biscuits). -- I?ve got non. -- Neither (have) I. -- So (have) I Key points * Any is contrasted with no and none. * Negative and affirmative patterns with either/neither and so. Difficult points *.Any is contrasted with no and none. * Negative and affirmative patterns with either/neither and so. Teaching Method * Structural grading: Grading sentence-patterns in order of increasing difficulty and complexity. * Contextualization: Presenting grammatical items in a meaningful context. * Situation teaching: Teaching a language by presenting a series of everyday situations. * Structurally controlled situation teaching: Teaching a language by means of a series of everyday situations, while at the same time grading the structures which are presented. Teaching Hours Approximately one hour will be used for the Unit 57. Teaching Procedures Listening comprehension T: Today we’ll listen to a story about a man who wants to pay his bus fare with a ten-pound note... Listen to the story and see if you can answer this question: Who has got some small change? S: The two tramps have. Intensive reading Comprehension 1 T: Where does the man want to go? S: he wants to go to Trafalgar Square. 2 T: What does he give the conductor for his fare? S: he gives the conductor a ten-pound note 3 T: Does the conductor have any small change? S: No, he doesn?t. 4 T: Has the man got any small change? S: No, he hasn?t. 5 T: What does the conductor say he will do? S: He says he will ask some of the passengers. 6 T: Does the first passenger have any small change? S: No, he doesn?t. 7 t: Does the second passenger have any small change? S: No, he doesn?t. 8 T: What does the conductor ask the man to do? S: He ask the man to get off the bus. 84 9 T: Does anyone have any small change? S: Yes, the two tramps do. A Vocabulary Who are these people? Can you remember? Match the definitions on the left with the words on the right. 1 This person travels on a bus or in a car. A a baker. 2 This person sells tickets on a bus. B a chemist. 3 This person serves people in a shop. C an assistant. 4 this person flies an aeroplane. D a garage attendant 5 This person belong to a club E a conductor. 6 This person lives near you. F a pilot. 7 This person makes and sells bread. G a passenger. 8 This person sells writing paper and envelopes. H a greengrocer 9 This peson begs money from other people. I a neighbour. 10 This person serves petrol in a garage. J a tramp. 11 This person sells medicine. K a stationer. 12 This person sells fruit and vegetables. L a member. B Not any … no … and none I haven?t got any money. I?ve got no money. I?ve got none (at all ) I haven?t got any pencils. I?ve got no pencils. I?ve got none (at all). Homework * Oral work: Ask individual students to look at the pictures and tell the story. * Written work: Linguistic Exercises A- B on Page. 230.. Teaching Refection * The students should be encouraged to do their best. *Have students pay more attention on their pronunciation, intonation. 85 Teaching Unit 58 Lesson 115-116 The Content and Basic Aims of Unit 58 * Patterns And Structural Words. -- Every/No/Any/Some compounds. --There?s none left. -- Have something to drink. --They must be somewhere. * Vocabulary -- Nouns: glass/lemonade -- Verbs: invite/joke/knock -- Adjectives: asleep/impossible/quiet -- Preposition: through Key points * Compounds of every/no/any/some are introduced here. Difficult points *. Compounds of every/no/any/some are introduced here. Teaching Method * Structural grading: Grading sentence-patterns in order of increasing difficulty and complexity. * Contextualization: Presenting grammatical items in a meaningful context. * Situation teaching: Teaching a language by presenting a series of everyday situations. * Structurally controlled situation teaching: Teaching a language by means of a series of everyday situations, while at the same time grading the structures which are presented. Teaching Hours Approximately one hour will be used for the Unit 58. Teaching Procedures Listening comprehension T: Today we’ll listen to a story about a lunch party. Listen to the story and see if you can answer this question: What does Jim have to drink? S: Beer. Intensive reading Comprehension 1 T: Why does Jim think that there is no one at home? S: Because everything is very quiet. 2 t: Will Jim go away or will he knock again? S: He?ll knock again. 3 T: Why does Helen think it is impossible that there?s no one at home? S: Because Carol and Tom invited them to lunch. 4 T: What does Helen ask Jim to do? S: She asks Jim to look through window.] 5 T: Can Jim see anything? S: No, he can?t. 6 t: Where do they find their friends? S: In the garden. 86 7 t: Why is everybody in the garden? S: Because everybody want to have lunch out there. 8 y: What would Jim like to drink? S: He?d like a glass of beer. 9 t: Is there any beer left? S: Yes, there is. A Everyone, no one, anyone, someone, etc. 1 I?ve looked _________ , but I can?t find my glasses. a. nowhere b anywhere c everywhere 2 There is ________ in our garden. A somebody b. anybody c. everybody 3 There isn?t ____________ in the cupboard for lunch.? A something b. anything c. everything 4 We?ve just moved into this street, so we don?t know ______________ yet. A everyone b. anyone c. no one 5 Listen. I want to tell you ___________ . a. anything b. nothing c. something 6 We have invited ___________ to the party, but no one has answered yet. a. everybody b. anybody c. somebody 7 I?m sure there is a good job for you _________. You must find it . a. everywhere b. anywhere c. somewhere 8 I looked in our class 10 minutes ago. There wasn?t ____________ there. a. somebody b. anybody c. everybody 9 ________ in your room is dirty! You must clean it. A . Something b. Anything c. Everything 10 She can?t go to the party because she?s got ___________ to wear. a. nothing b. anything c. everything 11 I?m hungry. I?d like ____________ to eat. A. nothing b. something c. everything Homework * Oral work: Ask individual students to look at the pictures and tell the story. * Written work: Linguistic Exercises A- B on Page. 234.. Teaching Refection * The students should be encouraged to do their best. *Have students pay more attention on their pronunciation, intonation 87 Teaching Unit 59 Lesson 117-118 The Content and Basic Aims of Unit 59 * Patterns And Structural Words. -- When (he was going) into the dining room (he dropped )… -- Just as he was …. -- While she (was cooking), he (was working) in the garden. -- We both tried … -- He had already (swallowed them ) * Vocabulary -- Nouns: coin/dining room/toilet -- Verbs: ring/swallow Key points * The past continuous is introduced with when, while and just as. * The past perfect is introduced passively. Difficult points *. The past continuous is introduced with when, while and just as. The past perfect is introduced passively. Teaching Method * Structural grading: Grading sentence-patterns in order of increasing difficulty and complexity. * Contextualization: Presenting grammatical items in a meaningful context. * Situation teaching: Teaching a language by presenting a series of everyday situations. * Structurally controlled situation teaching: Teaching a language by means of a series of everyday situations, while at the same time grading the structures which are presented. Teaching Hours Approximately one hour will be used for the Unit 59. Teaching Procedures Listening comprehension T: Today we’ll listen to a story about a little boy called Tommy and what he had for breakfast.. Listen to the story and see if you can answer this question: What does she mean by “change” in the last sentence? S: She means the coins the child swallowed. Intensive reading Comprehension 1 T: What was her husband doing when he dropped the coins? S: He was going into the dining room. 2 T: Where were the coins? S: They were everywhere. 3 T: Did they look for the coins? S: Yes, they did. 88 4 T: Could they find them all? S: No, they couldn?t 5 T: Who found some small coins on the floor? S: Their son. Tommy, did. 6 T: What are they doing when Tommy found the coins? S: They were having breakfast. 7 T: What did Tommy put in his mouth? S: Both coins. 8 T: Why was it too late for them to get the coins? S: Because Tommy had already swallowed them. 9 T: What was Tommy?s mother doing when her husband phoned? S: She was doing the housework. A Vocabulary What are these rooms in the house? 1 I sleep in this room: __________ 2 We read, sit and talk, sit and watch television or listen to the radio in this room:__________ 3 We wash, shower, have a bath, and clean our teeth in this small room:_________ 4 We cook meals in this room: ___________________ 5 We eat our meals in this room: __________________ 6 We keep our small car and bicycles in here: _______________ B About you Write true answers to these questions. 1 What were you doing when the teacher came into the class this morning? 2 What happened while you were having breakfast this morning? 3 Did you meet anyone while you were going home from school yesterday? Homework * Oral work: Ask individual students to look at the pictures and tell the story. * Written work: Linguistic Exercises A- B on Page. 238.. Teaching Refection * The students should be encouraged to do their best. *Have students pay more attention on their pronunciation, intonation 89 Teaching Unit 60 Lesson 119-120 The Content and Basic Aims of Unit 60 * Patterns And Structural Words. -- After they (had entered) the house, they (went) .. -- We had had dinner before they (arrived). -- It was (dark) so they (turned on a torch). * Vocabulary -- Nouns: parrot/story/thief/torch/voice -- Verbs: enter/happen -- Adjectives: dark/true -- Expression: What?s up? Key points * The past perfect is introduced here. Difficult points *. The past perfect is introduced here. Teaching Method * Structural grading: Grading sentence-patterns in order of increasing difficulty and complexity. * Contextualization: Presenting grammatical items in a meaningful context. * Situation teaching: Teaching a language by presenting a series of everyday situations. * Structurally controlled situation teaching: Teaching a language by means of a series of everyday situations, while at the same time grading the structures which are presented. Teaching Hours Approximately one hour will be used for the Unit 59. Teaching Procedures Listening comprehension T: Today we’ll listen to a story about two thieves. Listen to the story and see if you can answer this question: Who called out to the thieves in the dark? S: George’s parrot, Henry. Intensive reading 90 Comprehension 1 T: How long ago did this story happen? S: It happened a year ago. 2 T: What was George doing when two thieves climbed into his kitchen? S: He was reading in bed. 3 T: Where did they go after they entered the house? S: They went into the dinning room. 4 T: What kind of light did they have with them? S: They had a torch. 5 T: What did they hear suddenly? S: They heard a voice behind them. 6 T: What did the thieves do? S: They dropped the torch and ran away as quickly as they could. 7 T: What could George see when he came downstairs? S: He couldn?t see anything. 8 T: Who had called out in the dark? S: George?s parrot, Henry, had. A Structure What are the plurals of these words? Write them in. Irregular nouns Plural nouns ending with the sound /iz/ Woman __________ Story _________ torch ___________ Thief _____________ Voice ___________ country _________ Milkman __________ Price ___________ box ___________ Penny ____________ Case ___________ dress __________ B Was doing, had done and did We had already left the house when the postman arrived. He cut himself while he was shaving. Homework * Oral work: Ask individual students to look at the pictures and tell the story. * Written work: Linguistic Exercises A- B on Page. 238.. Teaching Refection * The students should be encouraged to do their best. *Have students pay more attention on their pronunciation, intonation 91 Teaching Unit 61 Lesson 121-122 The Content and Basic Aims of Unit 61 * Patterns And Structural Words. -- The man/men/woman/women who(m)/that … -- the book/books/dog/dogs/which/that… -- I forgot to … -- he (didn?t, did ) he? * Vocabulary -- Nouns: counter/customer/gentleman/manager/road -- Verbs: forget/recognize/serve Key points * The relative pronouns who (whom), which and that are introduced in this lesson. * In the exercises given, the accusative relative pronoun is not omitted. Difficult points *. The relative pronouns who (whom), which and that are introduced in this lesson. * In the exercises given, the accusative relative pronoun is not omitted. Teaching Method * Structural grading: Grading sentence-patterns in order of increasing difficulty and complexity. * Contextualization: Presenting grammatical items in a meaningful context. * Situation teaching: Teaching a language by presenting a series of everyday situations. * Structurally controlled situation teaching: Teaching a language by means of a series of everyday situations, while at the same time grading the structures which are presented. Teaching Hours Approximately one hour will be used for the Unit 61. Teaching Procedures Listening comprehension T: Today we’ll listen to a story about a customer on a bookstore.. Listen to the story and see if you can answer this question: Why didn’t Caroline recognize the customer straight away? S: Because she didn’t recognize him without his hat. Intensive reading Comprehension 1 T: Why had the customer come back to the shop? S: Because he had forgotten his book. 2 T: When had he bought two dictionaries? S: Half an hour earlier. 3 T: Could he recognize the lady who served him? S: Yes, he could. 4 T: Could he see the books which he had bought? S: Yes, he could. 5 T: Where were the books? S: They were on the counter. 6 T: Did Caroline remember the person who had bought the dictionaries? S: No, she didn?t. 7 T: How did she recognize him as the man whom she had served? S: She recognize him when 92 he put his hat on. A Who served you? / Who did you serve? Look at this. The question word Who…? Can be subject or object. Subject Who? Object Who? Q: Who served you, sir? Q: Who did you serve, Caroline? A: That young lady served me. A: I served that man. Homework * Oral work: Ask individual students to look at the pictures and tell the story. * Written work: Linguistic Exercises A- B on Page. 248.. Teaching Refection * The students should be encouraged to do their best. *Have students pay more attention on their pronunciation, intonation Teaching Unit 62 Lesson 123-124 The Content and Basic Aims of Unit 62 * Patterns And Structural Words. -- The man/men/woman/women/(standing behind the counter). -- (He) is the (man) (I served yesterday). -- That?s the man I told you about. -- That?s the ship I traveled on. -- … during the trip * Vocabulary -- Nouns: beard/kitten/trip -- Verbs: grow/guess/offer/travel . Key points * The omission of relative pronouns; * statements ending prepositions. Difficult points *. The omission of relative pronouns; * statements ending prepositions. Teaching Method * Structural grading: Grading sentence-patterns in order of increasing difficulty and complexity. * Contextualization: Presenting grammatical items in a meaningful context. * Situation teaching: Teaching a language by presenting a series of everyday situations. * Structurally controlled situation teaching: Teaching a language by means of a series of everyday situations, while at the same time grading the structures which are presented. 93 Teaching Hours Approximately one hour will be used for the Unit 62. Teaching Procedures Listening comprehension T: Today we’ll listen to a story about two friends looking at holiday photographs.. Listen to the story and see if you can answer this question: Who is the man with the beard? S: Mike. Intensive reading Comprehension 1 T: What photographs were these? S: They were the ones Mike took during his trip to Australia. 2 T: Whom did Scott ask about? S: He asked about some people Mike met during the trip. 3 T: What was in the next photograph? S: It was the ship Mike traveled on. 4 T: Who was the man Mike had told Scott about? S: He was the one who offered Mike a job in Australia. 5 T: Who was the man with the beard? S: It was Mike (himself). 6 T: Why had he shaved it off when he came home? S: Because his wife didn?t like it. A Structure Write answers to these questions using the prompts and omitting the relative pronoun. 1 Who?s that man? ( I told you about him ) That’s the man I told you about. 2 Who?s that girl? ( I met her yesterday ) 3 Which is this book? ( We talked about it.) 4 Who are those people ( We went to London with them.) 5 What?s this program? ( I often listen to it ) 6 What?s that chair? (The president sat on it.) 7 Which plane is that? ( I flew to America in it.) 8 Who are those women? ( I spoke to you about them.) Homework * Oral work: Ask individual students to look at the pictures and tell the story. * Written work: Linguistic Exercises A- B on Page. 252.. Teaching Refection * The students should be encouraged to do their best. *Have students pay more attention on their pronunciation, intonation 94 Teaching Unit 63 Lesson 125-126 The Content and Basic Aims of Unit 63 * Patterns And Structural Words. -- I have to/Do you have to… -- I shall have to/Will you have to … -- I had to/Did you have to … -- I have had to/Have you had to … -- I don?t need to … -- I?ll have tea ) by myself. * Vocabulary -- Nouns: surprise/taxi -- Adjective: dry -- Verbs: mean/water -- Adverbs: immediately/alone -- Expression: What a nuisance! Key points * Must is compared and contrasted with have to and don’t need to. Compare Teaching Unit 40. Difficult points *. Must is compared and contrasted with have to and don’t need to. Teaching Method * Structural grading: Grading sentence-patterns in order of increasing difficulty and complexity. * Contextualization: Presenting grammatical items in a meaningful context. * Situation teaching: Teaching a language by presenting a series of everyday situations. * Structurally controlled situation teaching: Teaching a language by means of a series of everyday situations, while at the same time grading the structures which are presented. Teaching Hours Approximately one hour will be used for the Unit 63. Teaching Procedures Listening comprehension T: Today we’ll listen to a story about tea time in Susan’s house.. Listen to the story and see if you can answer this question: Does Susan have tea by herself? S: No, she doesn’t. Intensive reading 95 Comprehension 1 T: What does Susan want Peter to do? S: She wants him to come in and have some tea. 2 T: Why does he say he can?t come in yet? S: Because he must water the garden first. 3 Y: Does he have to water it now? S: Yes, he does. 4 T: Why does Peter have to water the garden? S: Because it is terribly dry. 5 T: What was the weather like last summer? S: It was dry then too. 6 T: How often did Peter have to water the garden last summer? S: He ad to water it every day. 7 T: What can Susan see when she looks out of the window? S: Rain. 8 T: Does Peter need to water the garden? S: No, he doesn?t. A Has to, will have to, doesn?t have to, etc. Choose and write in the best words. 1 When ________ leave? a. had to b. do you have to c. you had to 2 You _________ leave school early tomorrow. a. had to b. have had to c. will have to 3 I ______ go to the dentist?s very often. a. don?t have to b. don?t need c. doesn?t have to 4 We _____ walk home. Here?s a bus. a. doesn?t have to b. don?t need to c. haven?t had to 5 I ____ wait for you for the past twenty minutes. a. have to b. have had to c. had to 6 ____ leave now? Our other friends are staying till late. a. Does she have to leave b. Did she have to c. Has she had to 7 He ___water the garden now. It?s raining. a. don?t have to b. doesn?t have to c. won?t have to 8 ____ take a taxi home in the past? a. Do you ever need to b. Do you ever have to c. Have you ever had to Homework * Oral work: Ask individual students to look at the pictures and tell the story. * Written work: Linguistic Exercises A- B on Page. 256.. Teaching Refection * The students should be encouraged to do their best. *Have students pay more attention on their pronunciation, intonation 96 Teaching Unit 64 Lesson 127-128 The Content and Basic Aims of Unit 64 * Patterns And Structural Words. -- ( He) can?t be ill/Danish/a dentist/forty/reading etc. -- (He) must be ill/Danish/a dentist/forty/reading etc. -- I think so./I don?t think so. -- I hope so./I hope not. * Vocabulary: -- Nouns: actor/ actress -- Adjective: famous -- Expression: at least/Not that long ago. Key points * (He) can’t be (=in my opinion(he) isn?t) and (he) must be (=in my opinion (he) is ) are contrasted. Difficult points *. (He) can’t be (=in my opinion(he) isn?t) and (he) must be (=in my opinion (he) is ) are contrasted. Teaching Method * Structural grading: Grading sentence-patterns in order of increasing difficulty and complexity. * Contextualization: Presenting grammatical items in a meaningful context. * Situation teaching: Teaching a language by presenting a series of everyday situations. * Structurally controlled situation teaching: Teaching a language by means of a series of everyday situations, while at the same time grading the structures which are presented. Teaching Hours Approximately one hour will be used for the Unit 63. Teaching Procedures Listening comprehension T: Today we’ll listen to a story about a famous actress. Listen to the story and see if you can answer this question: Who is only twenty-nine, and why is it so unclear? S: No one, probably! They all want to seem younger than they are. Intensive reading Comprehension * Ask individual students questions. Students give natural answers. 1 T: Kate is with Liz, isn?t it? S: Yes, she is. 2 T: Can Liz recognize Karen Marsh? S: Yes, she can. 3 T: Who is Karen Marsh? S: She is a famous actress. 97 4 T: Who is the man beside Karen Marsh? S: That?s Karen Reeves. 5: T: Is he Karen Marsh?s third or fourth husband? S: Liz thinks he must be her fourth or fifth. 6 T: How old does Liz think Karen Marsh is? S: He thinks she must be at least forty. 7 T: Why does Liz say Karen Marsh must be at least forty? S: Because Karen Marsh was a famous actress when Liz was still at school. 8 T: Does Kate think that was a long time ago? S: Yes, she does. 9 T: How old is Liz now? S: She says she is not more than twenty-nine. A Dialogue Read this dialogue. Fill in the missing words. Kate: Can you ________ that woman, Liz? Liz: I _________ I can, Kate. It ___________ be Karen Marsh, the _________. Kate: I thought __________ . Who?s that _________ her? Liz: That ___________ be Conrad Reeves. Kate: Conrad Reeves, the _________? It ____________ be. ____________ me have _________ look. I ___________ you?re ________. Isn?t he her _________ husband? Liz: No. He __________ be her _________ or _________. Kate: Doesn?t Karen Marsh __________! Liz: Yes, she _________, ____________ she! I ____________ she?s twenty-nine, but she _____________ be at _________ forty. B Must be and can?t be He can?t be……. ,He must be……他不可能。。。。。，他肯定是。。。。。。 Use the prompts to write answers to these questions. 1. Do you think he’s Japanese?( Chinese) --- No, I’m not sure she can’t be Japanese. She must be Chinese. 2. Is it Thursday today? (Friday) --- 3. Do you think those men are Greek? (Italian) -- 4. How old do you think he is? ( About twenty-five). -- 5. She’s an actress, isn’t she? (Shop assistant ) -- thth6. Is it the 13 today? (The 14.) -- Homework * Oral work: Ask individual students to look at the pictures and tell the story. * Written work: Linguistic Exercises A- B on Page. 260.. Teaching Refection * The students should be encouraged to do their best. *Have students pay more attention on their pronunciation, intonation Teaching Unit 65 Lesson 129-130 The Content and Basic Aims of Unit 64 * Patterns And Structural Words. -- (He) cant have been ill/Danish/a dentist/reading etc. -- (He) must have been ill/Danish/ a dentist/reading etc. -- You?d better not… 98 * Vocabulary -- Nouns: limit/speed/sign/track -- Verbs: change/dream/overtake/stop/wave -- Expression: this time Key points * (He) can’t have been (=in my opinion(he) wasn?t) and (he) must have been (=in my opinion (he) is ) are contrasted. Difficult points *. (He) can’t be (=in my opinion(he) isn?t) and (he) must be (=in my opinion (he) is ) are contrasted. Teaching Method * Structural grading: Grading sentence-patterns in order of increasing difficulty and complexity. * Contextualization: Presenting grammatical items in a meaningful context. * Situation teaching: Teaching a language by presenting a series of everyday situations. * Structurally controlled situation teaching: Teaching a language by means of a series of everyday situations, while at the same time grading the structures which are presented. Teaching Hours Approximately one hour will be used for the Unit 63. Teaching Procedures Listening comprehension T: Today we’ll listen to a story about a famous actress. Listen to the story and see if you can answer this question: Who is only twenty-nine, and why is it so unclear? S: No one, probably! They all want to seem younger than they are. Intensive reading Comprehension * Ask individual students questions. Students give natural answers. 99 100 101