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　　review of units 6 10
　　the second period
　　ⅰ． teaching aims and demands
　　1． knowledge objects
　　（1） listening practice using the target language．
　　（2） oral practice using the target language．
　　2． ability objects
　　（1） train students’ listening skill．
　　（2） train students’ speaking skill．
　　3． moral objects
　　have you ever had a bad day like amy?
　　never mind． let bygones be bygones．
　　ⅱ． teaching key points
　　1． listening practice using the target language．
　　2． oral practice using the target language．
　　ⅲ． teaching difficult point
　　train students’ listening skill．
　　ⅳ． teaching methods
　　1． listening method
　　2． pairwork
　　ⅴ． teaching aids
　　a tape recorder
　　ⅵ． teaching procedures
　　step ⅰ revision
　　1． dictate some vocabulary words in units 6 10．
　　2． choose four or five words． encourage students to make sentences with them．
　　step ⅱ 2a
　　this activity provides practice in listening for the general idea．
　　focus attention on the four pictures． say．
　　you are to listen to four conversations．
　　match the conversations with the correct pictures．
　　point out the sample answer． say． picture 2 matches the first conversation you will hear．
　　play the recording for the first time．
　　students only listen．
　　play the recording a second time． this time students listen and match the conversations with the correct pictures by writing the numbers in the boxes．
　　check the answers．
　　answers
　　（from top to bottom） 2, 1, 4,3
　　tapescript
　　conversation 1
　　jin: hello, mrs． tan． i’d like to be a volunteer． can you help me?
　　mrs． tan: sure． what kind of volunteer work would you like to do?
　　jin: well, i like working with kids．
　　mrs． tan: do you know how to play basketball? we need someone to help teach kids basketball．
　　jin: no, i don’t really like basketball． is there anything else?
　　mrs． tan: sure． there’s a job cleaning up the parks． it’s every sunday．
　　jin: that’s no good． i help take care of my grandmother on sundays．
　　mrs． tan: i see． here’s another job． do you know how to fix up bicycles?
　　jin: sorry． i can’t even fix up my own bicycle．
　　mrs． tan: okay． maybe this is a good one． we need someone to read to people at the hospital． you can do it any day you like．
　　jin: that sounds good． when do i start?
　　mrs． tan: how about today?
　　conversation 2
　　peter: hey, kelly． imagine y9u could travel anywhere． where would you go?
　　kelly: oh, i don’t know． i don’t like to travel．
　　peter: come on! what if you could go anywhere? how about a jungle trek in india?
　　kelly: no． it’s too tiring．
　　peter: oh, well, then what about a trip to
　　france? you could see the museums．
　　kelly: no． i think france too touristy．
　　peter: really? but there’s lots to see and do． oh, i know． how about hawaii? the weather is really warm．
　　kelly: really warm? yes, you’re right． i don’t want to go to hawaii． it’s too hot!
　　peter: okay． how about singapore? singapore is not too hot, too tiring or too touristy． you must want to go there．
　　kelly: no, singapore is too expensive．
　　peter: kelly, there must be some place you want to go!
　　kelly: yes, there is．
　　peter: really? where?
　　kelly: i want to go home． goodbye．
　　conversation 3
　　ben: hi, gu． i’m starting a band． do you want to join me?
　　gu: sure, ben． i’d love to be in a band．
　　ben: okey, good． what do you play?
　　gu: i don’t play an instrument． i sing． i like music with great lyrics．
　　ben: so do i． who else can join our band?
　　gu: well, there’s dave． he plays the piano． but he prefers quiet music．
　　ben: good． what about harry? he plays the guitar, doesn’t he?
　　gu: yes． but harry loves music that’s loud．
　　ben: that’s ok． we can play loud music and quiet music．
　　gu: what kind of music do you like, ben?
　　ben: oh, i like music you can dance to．
　　but there’s just one problem for our band．
　　gu: what’s that?
　　ben: i’m not a musician and i can’t sing．
　　conversation 4
　　zhang: hi, amy． how are you?
　　amy: hi, zhang． i’m glad to see you． i’ve had a bad day．
　　zhang: why? what happened?
　　amy: well, this morning i was late at the bus stop． the bus had gone so i had to walk to school．
　　zhang: that’s a long walk．
　　amy: yeah． and then it started raining and i’d forgotten my umbrella．
　　zhang: oh no! did you get wet?
　　amy: yes, i was late and wet． and, my class wasn’t at school． they had gone to the museum．
　　zhang: you missed a museum trip． that’s too bad．
　　amy: then in the afternoon i went to the library to study for the math test．
　　and guess what?
　　zhang: oh no． what?
　　amy: i’d left my math book at home．
　　zhang: you are right． you did have a bad day．
　　step ⅲ 2b
　　this activity requires students to listen for specific information in the dialogues．
　　point out the four different question types next to the pictures in activity 2a．
　　set a time limit of two minutes． students go through the lists of questions．
　　you are to listen to the same recording again． this time you need to listen for specific information in the dialogues that will help you answer the questions． point out the sample answers．
　　play the recording twice or three times so that students have enough time to complete the task．
　　let students check their answers in pairs, and then with the whole class．
　　answers
　　india--too tiring; singapore--too expensive;
　　hawaii--too hot; france--too touristy
　　t f f t t
　　2 5 1 3 4
　　gu--music with great lyrics;
　　dave--quiet music;
　　harry--loud music;
　　ben--music you can dance to
　　step ⅳ 2c
　　this activity lets students work in pairs to practice the conversations they have just heard．
　　read the instructions to the class．
　　point out the sample conversation in the box． invite a pair of students to read it to the class．
　　sa: i’d like to be a volunteer． can you help me?
　　sb: sure． what kind of volunteer work would you like to do?
　　sa: well, i like working with kids．
　　write the conversation on the blackboard．
　　now work with a partner． start by reading the sample conversation in the box with your partner． then make conversations using information in activity 2b．
　　as students talk, move around the room checking their work and offering language support as needed．
　　ask several pairs of students to say their conversations to the class．
　　step ⅴ summary
　　in this class, we’ve done much listening and oral practice using the target language．
　　step ⅵ homework
　　ask students to write three conversations in activity 2c in their exercise books．
　　step ⅶ blackboard design
　　review of units 6 10
　　the second period
　　target language:
　　a: i’d like to be a volunteer． can you help me?
　　b: sure． what kind of volunteer work would you like to do?
　　a: well, i like working with kids．
　　review of units 6 10
　　the 1st period
　　ⅰ． analysis of the teaching material
　　1． status and function
　　this is a revision unit, so it covers all the key vocabulary words and the target language presented from units 6 10． all the activities are designed for students to review what they have learned and improve their listening, speaking, reading and writing skills．
　　（1） in the first period, students review all the vocabulary words learned from units 6 10 by completing a crossword．
　　（2） the activities in the second period are used to train students’ listening for specific information using the target language．
　　（3） the activities in the third period provide writing and speaking practice using the following target language:
　　where would you like to visit?
　　i’d like to visit holland．
　　why do you want to go there?
　　i want to see the windmills and smell the flowers．
　　by the time i was five, i had started learning english．
　　really? where did you learn?
　　i went to classes at an english language school．
　　when was it invented?
　　it was invented about a thousand years ago．
　　who was it invented by?
　　it was invented by a chinese man．
　　（4）the activities in the fourth period provide writing and speaking practice using the following target language:
　　who’s your favourite singer?
　　i really like celine dion．
　　really? i prefer faya wong．
　　what would you like to do?
　　i’d like to climb qomolangma mountain．
　　do you think you could do it?
　　yes．
　　and in this class, students practice making some sentences using some phrasal verbs．
　　2． teaching aims and demands
　　（1） knowledge objects
　　to make students review all the vocabulary words and the target language from units 6 10．
　　（2） ability objects
　　to improve students’ listening, speaking, reading and writing skills．
　　to improve students’ communicative competence．
　　（3） moral objects
　　parents are tired after a day’s hard work．
　　as sons or daughters, we should try to be helpful and do housework．
　　3． teaching key points
　　to review the vocabulary words and the target language．
　　to review the usage of the structures
　　presented from units 6 10．
　　4． teaching difficult points
　　to train students’ listening, speaking, reading and writing skills．
　　to train students’ communicative competence．
　　5． studying ways
　　teach students how to master the target language and communicate with others．
　　teach students how to be successful language learners．
　　ⅱ． language functions
　　express preference．
　　talk about places you would like to visit．
　　narrate past events．
　　talk about the history of inventions．
　　ⅲ． target language
　　1． where would you like to visit?
　　i’d like to visit holland．
　　why do you want to go there?
　　i want to see the windmills and smell the flowers．
　　2． by the time i was five, i had started learning english．
　　really? where did you learn?
　　i went to classes at an english language school．
　　3． when was it invented?
　　it was invented about a thousand years ago．
　　who was it invented by?
　　it was invented by a chinese man．
　　4． who’s your favourite singer?
　　i really like celine dion．
　　really? i prefer faya wong．
　　5． what would you like to do’?
　　i’d like to climb qomolangma mountain．
　　do you think you could do it?
　　yes．
　　ⅳ． structures
　　1． phrasal verbs
　　2． past perfect
　　3． passive voice （questions and statements）．
　　ⅴ． vocabulary
　　all the vocabulary words from units 6 10．
　　ⅵ． learning strategies
　　1． listening for specific information．
　　2． role playing．
　　ⅶ． teaching time
　　four periods
　　the first period
　　ⅰ． teaching aims and demands
　　1． knowledge objects
　　key vocabulary that students have learned in units 6 10．
　　2． ability objects
　　train students’ ability to creatively use the language they have learned．
　　3． moral objects
　　parents are tired after a day’s hard work．
　　as sons or daughters, we should try to be helpful and do housework．
　　ⅱ． teaching key points
　　key vocabulary．
　　ⅲ． teaching difficult points
　　train students’ ability to creatively use the language they have learned．
　　ⅳ． teaching methods
　　practice method．
　　ⅴ． teaching aids
　　the blackboard
　　ⅵ． teaching procedures
　　step ⅰ revision
　　1． invite different students to say their answers to the exercises of the workbook．
　　2． get several students to share their sentences with adjectives with the whole class, correct the mistakes if there are any． then let the other students hand in their sentences． correct the mistakes before returning them．
　　step ⅱ 1a
　　this activity reviews some of the vocabulary that students have learned in units 6 10． in this activity, we’ll review some of the vocabulary in units 6 10 by completing a crossword． first, please look at the clues with the headlines down and across． explain down and across to the students． call students’ attention to the crossword． point out the sample answer．
　　when my mother is tired, i try to be helpful and make dinner． elicit the first answer to the list of across clues（hair）．
　　now please read the clues and complete the crossword．
　　get students to do the crossword in pairs． as students are doing this, walk around the classroom to make sure that all the students know what they need to do．
　　check answers by asking different students to read out and spell the answers．
　　answers
　　down 1． helpful 2． radio 3． visit 4． chinese 5． one 8． soon 9． culture 10． stop 12． got 13． songs 14． ocean 16． left 17． sick 18． that 19． are 21． at
　　across 1． hair 4． clock 6． land 7． likes 9． costume 11． signs 15． pack 16． loud 18． traffic 20． bakery 22． better
　　step ⅲ 1b
　　the activity requires students to creatively use the language they have learned．
　　ask students to choose four words from units 6 10 and write a clue for each word．
　　use the sample conversation to illustrate the activity: students work in pairs and take turns to say their clues for the words they chose from units 6 10． their partner tries to guess the words． walk around the class and make sure students are using the words correctly．
　　ask a few students to say their clues and have the class guess the words．
　　optional activity
　　a competition． pide the students in half down the middle into two teams． a student from team a says a clue for a word． a student from team b guesses the word． team a gets one point for a correct clue and team b gets one point for a correct word． change them round． team b says a clue while team a guesses． the first ten-point team wins．
　　step ⅳ summary
　　in this class, we’ve reviewed some of the vocabulary in units 6 10．
　　step ⅴ homework
　　say and remember the vocabulary words in units 6 10．
　　step ⅵ blackboard design
　　review of units 6 10
　　the first period
　　a competition
　　team a team b
　　正 正
　　下 正
　　8 10
　　review of units 6 10
　　the third period
　　ⅰ． teaching aims and demands
　　1． knowledge objects
　　（1） oral practice talking about places you would like to visit．
　　（2） oral particle narrating past events．
　　（3） oral practice talking about the history of inventions．
　　2． ability objects
　　（1） train students’ speaking skill．
　　（2） train students’ writing skill．
　　3． moral object
　　thank all the inventors． it is they who make our life convenient and easy．
　　ⅱ． teaching． key points
　　1． talk about places you would like to visit．
　　2． narrate past events．
　　3． talk about the history of inventions．
　　ⅲ． teaching difficult points
　　train students’ speaking and writing skills．
　　ⅳ． teaching methods
　　practice method．
　　ⅴ． teaching aids
　　the blackboard．
　　ⅵ． teaching procedures
　　step ⅰ revision
　　check homework． ask different students to say their conversations to the class．
　　then let students hand in their homework and correct any errors before returning them．
　　step ⅱ part 3
　　this activity provides writing and speaking practice using the target language．
　　point out the list of questions． ask a students to say them to the class． say, please write your answers to these questions． point out the sample answer． remind them to look back at the information in activity 2a to get extra help．
　　get students to complete the task on their own． walk around the room offering help with names of different countries．
　　point out the sample conversation in the box． invite a pair of students to say it to the class． the b student should think of something to finish the conversation．
　　sa: where would you like to visit?
　　sb: i’d like to visit holland．
　　sa: why do you want to visit there?
　　sb: i want to see the windmills and smell the flowers．
　　write the conversation on the blackboard．
　　please work in pairs． make conversations to talk about places you’d like to visit or you don’t want to go and give reasons．
　　as the pairs work together, walk around the room listening in on various pairs and offering help as needed．
　　ask several pairs to say their conversations to the class． answers will vary．
　　step ⅲ part 4
　　the activity lets students work in pairs to practice writing and speaking skills．
　　point to the list of sentence starters． read the sample answer． by the time i was five, i had started learning english to the class．
　　say, please complete these sentences using your own experience． get students to complete the task inpidually．
　　point out the sample conversation in the box． invite a pair of students to read it to the class．
　　sa: by the time i was five, i had started learning english．
　　sb: really? where did you learn?
　　sa: i went to classes at an english language school．
　　write the conversation on the blackboard．
　　please work in pairs． make conversations to narrate some of your past events．
　　as the pairs work together, walk around the room listening in on various pairs and offering help as needed．
　　ask several pairs of students to say their conversations to the class．
　　answers will vary．
　　then encourage students to talk about what sorts of things they had done by different ages other than those ages in the book．
　　ask students to compare who had done the same things by different ages．
　　step ⅳ part 5
　　this activity provides writing and speaking practice using the target language．
　　read the instructions to the class．
　　point out the sample conversation in the box． invite a pair of students to read it to the class．
　　sa: when was it invented?
　　sb: it was invented about a thousand years ago．
　　sa: who was it invented?
　　sb: it was invented by a chinese man．
　　encourage students to go on with the conversation．
　　sa: what is it used for?
　　sb: it is used for many things including writing and printing．
　　sa: how has it developed?
　　sb: it has developed by being created by machine rather than by hand．
　　sa: is it paper?
　　sb: yes, it is．
　　write the conversation on the blackboard．
　　please think of an invention． then talk to your partner and try to guess his or her invention．
　　as the pairs are working together, move around the room offering help with names of the inventors and exact dates it necessary．
　　ask selected students to model their conversations to the class．
　　step ⅴ summary
　　in this class, we’ve practiced talking about places you would like to visit, narrating past events and talking about the history of inventions using the target language．
　　step ⅵ homework
　　1． collect more detailed information of different inventions．
　　2． reread the conversations in activities 3,4 and 5 to get a further understanding of the target language．
　　step ⅶ blackboard design
　　review of units 6 10
　　the third period
　　target language:
　　1． where would you like to visit?
　　i’d like to go holland．
　　why do you want to go there?
　　i want to see the windmills and smell the flowers．
　　2． by the time i was five, i had started learning english．
　　really? where did you learn?
　　i went to classes at an english language school．
　　3． when was it invented by?
　　it was invented about a thousand years ago．
　　who was it invented?
　　it was invented by a chinese man．
　　what is it used for?
　　it is used for many things including writing and printing．
　　how has it developed?
　　it has developed by being created by machine rather than by hand．
　　is it paper?
　　yes, it is．
　　review of units 6 10
　　the fourth period
　　ⅰ． teaching aims and demands
　　1． knowledge objects
　　（1） practice expressing preference．
　　（2） practice talking about what you would like to do．
　　（3） make sentences using phrasal verbs．
　　2． ability objects
　　（1） train students’ speaking skill．
　　（2） train students’ writing skill．
　　3． moral objects
　　as we know． everyone makes great efforts before he can success． so does your favourite singer． work hard and efficiently, and you’ll succeed．
　　ⅱ． teaching key points
　　1． express preference．
　　2． talk about what you would like to do．
　　3． phrasal verbs．
　　ⅲ． teaching difficult points
　　train students’ speaking and writing skills．
　　ⅳ． teaching methods
　　practice method．
　　ⅴ． teaching aids
　　the blackboard
　　ⅵ． teaching procedures
　　step ⅰ revision
　　ask different pairs of students to say the conversations in activities 3,4 and 5 with books closed． encourage students to make up their own conversation．
　　step ⅱ part 6
　　this activity lets students work in groups to practice listening, speaking, reading and writing skills．
　　read the instructions to the class．
　　call students’ attention to the chart． point out the sample answer． my favourite singer is faya wong．
　　invite two students to read the sample conversation in the box to the class．
　　sa: who’s your favourite singer?
　　sb: i really like celine dions
　　sa: really? i prefer faya wong．
　　write the conversation on the blackboard． first please write your answers to the five questions in the first column in the chart． then work in groups of there．
　　take turns asking for and sharing information in a circle． at the same time, fill in the second and the third columns in the chart．
　　get students to do the task inpidually first, then in groups of three．
　　as students are doing this, walk around the room offering any help they may need．
　　ask different students to report his or her survey results．
　　answers will vary． at the end of the activity, vote on the class favourite singer, type of music, song, band and instrument．
　　step ⅲ part 7
　　this activity provides writing and speaking practice using the target language．
　　point to the numbered list of blank lines．
　　say the sample answer climb qomolangma mountain to the class． say． please write some things you would like to do on the blank lines． get students to complete the task inpidually．
　　point out the sample conversation in the box． invite a pair of students to say it to the class．
　　sa: what would you like to do?
　　sb: i’d like to climb qomolangma mountain．
　　sa: do you think you could do it?
　　sb: yes．
　　write the conversation on the blackboard．
　　please work with a partner． make conversations to talk about what you would like to do．
　　as the pairs work together, walk around the room listening in on various pairs and offering help as needed．
　　ask several pairs of students to say their conversations to the class． answers will vary．
　　step ⅳ part 8
　　this activity lets students work in pairs to make sentences using phrasal verbs．
　　read the instructions to the class．
　　point to the phrasal verbs in the box． invite a student to read them to the class．
　　come up with put off write down
　　put up hand out call up
　　cheer up clean up set up
　　invite different students to say the meaning of each phrasal verb in their own words． demonstrate how to play the game with the whole class．
　　put students in half down the middle into two teams． each team chooses a square from the book． the first person on team a makes a sentence using the phrasal verb in their chosen square． if the sentence is correct, he or she puts an ＂x＂ in the square． then a person from team b makes a sentence using the phrasal verb in their chosen square． if the sentence is correct, he or she puts an ＂o＂ in the square． the first team to make a row wins．
　　ask students to play the game in pairs．
　　remind students to be careful to make sure the sentences are correct． move around the class offering help as needed．
　　ask winning students for their sentences．
　　step ⅴ summary
　　in this class, we’ve mainly reviewed expressing preferences, talking about what you would like to do and making sentences using phrasal verbs．
　　step ⅵ homework
　　1． make sentences using five of the phrasal verbs in activity 8．
　　2． finish off the exercises on pages 42 45 of the workbook．
　　step ⅶ blackboard design
　　review of units 6 10
　　the fourth period
　　target language:
　　1． who’s your favourite singer?
　　i really like celine dion．
　　really? i prefer faya wong．
　　2． what would you like to do?
　　i’d like to climb qomolangma mountain．
　　do you think you could do it?
　　yes．