different students to do it . Step 5 2b
1. Read the instructions and point to the list of questions and answers in 2a . 2. Play the recording again . 3. Check the answers . Step 6 3a
3a Reading and filling
1. Get the students to look at the survey in 2a and read the personality survey result below on page 30.then fill in the blanks with a, b or c. 2.Check the answers with the students . 3. Explain some points :
annoy sb. / plenty of / be easy to do sth. / get along with / like doing sth. rather than / rather … than … Step 7 3b
1. Have the students to look at 3b . 2. Read the example to the class .
3. To write down their own personality survey based on the that in 2a.
4. As students works , move around the classroom checking their work and offering language
assistance as needed . Step 8 Summary 1. The Subjunctive Mood 2. Some useful expressions .
Step 2 SELF CHECK ( 1 ) 1. Filling the blanks
Ask students to fill in the blanks on their own .
On page 31 is a box with sentences in black. Read them and fill in the blanks with a correct word given. Make changes to the form if necessary. 2.Check the answers .
3. Ask students to make sentences with the words . Step 3 ( 2 ) Write
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1. Reading an e-mail . Read the instructions to the class . 2. Explain the e-mail and some language points .
Want sb. to do sth. / be sure / in fact / be shy / want to do sth. / let sb. down / be terrified of doing sth. / think of / come up with
3. Guide students to write the reply . Students are required to finish it individually . Step 4 Summary Step 5 Homework Finish the exercises in Unit 4 .
Section B : The Sixthth Period (Section 1 , 2 , 3 ) Goals
Difficult point : How to understand the article well ? Teaching Aids : Computer powerpoint Tape recorder Teaching Procedures : Step 1 Revision
Review some useful expressions in the Fifth period .
Make speech / in fact / want sb. to do sth./ want to do sth. / let sb. down / come up with Step 2 Lead in
Lead in Section 1 by talking in groups .
Discuss these : Have you ever seen accidents ?
What kinds of accidents do you know ?
What is the biggest problem a teenager has ? Step 3 Section 2
1. Have students read the reading materials . 2. Answer some questions about the two pages . Step 4 Language points explanation
kinds of / by accident / hurry to do sth. / find out / stop doing sth. / more than / a few / of course / tell sb. to do sth. / agree to do sth. / in a public place / ask sb. for Step 5 Section 3 3a
Ask students to pool the knowledge they have to answer the two questions . Step 6 3b
Ask students to go through the accidents mentioned in the reading then discuss .
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Step 7 Summary
Unit 5 It must belong to Carla．
The 1st Period
Ⅰ． Teaching Aims and Demands 1． Knowledge Objects
（1） Key Vocabulary
belong, belong to, plate, author, toy, picnic
（2）Target Language Whose book is this?
It must be Mary’s． Wanda Wilbur is her favourite author． 2． Ability Objects
（1） Train students’ listening skill．
（2） Train students’ communicative competence using the target language． 3． Moral Objects
When you are on a picnic, remember to bring litter back to keep our environment clean and tidy．
Ⅱ． Teaching Key Points 1． Key vocabulary 2． Target language
Ⅲ．Teaching Difficult Points 1． Listen for the target language
2． Oral practice using the target language
Ⅳ．Teaching Methods 1． Scene teaching method 2． Listening method 3． Pairwork
Ⅴ．Teaching Aids 1． Blackboard drawings 2． A tape recorder 3． A projector
Ⅵ．Teaching Procedures
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Step I Revision
Check homework． Invite different students to say the answers to the exercises on pages 12～14 of the workbook． Step Ⅱ 1a
This activity introduces the key vocabulary． Write the key vocabulary words on the blackboard． belong v． belong to plate n． author n． toy n． picnic n．
Show the correct answers on the screen by a projector． Step Ⅲ lb
This activity gives students practice in understanding the target langugage in spoken conversation．
Call students’ attention to the chart． Set a time limit of two minutes． Students read the persons, the things and the reasons． Check the answers． Answers
Jane’s little brother—toy car—He was the only little kid at the picnic． Mary—book—Wanda Wilbur is her favourite author． Carla—volleyball—She loves volleyball． Deng Wen—magazine—He loves cats．
Grace—CD—She always listens to classical music． Write the conversation on the blackboard． Point out the chart in Activity 1b． Say． Step Ⅴ Summary
Say, In this class, we’ve learned the key vocabulary words belong to, plate, author, toy and picnic and done much listening and oral practice using the target language． Step Ⅵ Homework
（1） Say and remember the spelling of the vocabulary words．
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（2）Say the conversations in Activity 1c to get a further understanding of the target language．
Step Ⅶ Blackboard Design
Unit 5 It must belong to Carla．
The 2nd Period
Ⅰ． Teaching Aims and Demands 1． Knowledge Objects
（1） Key Vocabulary band, hair band
（2）Target Language 2． Ability Objects
（1） Train students’ listening skill． （2） Train students’ writing skill． （3） Train students’ ability to deduce． 3． Moral Object
Use your mind, then make inferences correctly．
Ⅱ． Teaching Key Points Ⅲ． Teaching Difficult Point
Make inferences using the target language．
Ⅳ． Teaching Methods Ⅴ． Teaching Aids Step Ⅱ 2a
This activity provides listening practice using the target language． Using a hair band, teach students to practice the words hair band, Point to the numbered list with blank lines after each number．
Say． Bob and Anna found a backpack in front of their school． Listen and write down the things in the backpack． Point out the sample answer． Play the recording the first time．
Students only listen． Play the recording a second time． Students write the correct words in each blank． Check the answers．
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