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Unit 10 If you go to the party, you’ll have a great time!
Section B（1a-1d）
Teaching Aims
| Learn to talk about Michael’s problem and give advice.
- travel; agent; travel around the world; go to college; make a lot of
- 1. What do you think I should do? Can you give me some advice?
- 2. I think you should go to college.
- 3. But if I go to college, I’ll never become a great soccer player.
| Teaching Difficulties
| - How to personalize the target language to make the language more meaningful and keep students motivated.
| Teaching Aids
| A tape recorder; CAI or multimedia courseware
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Teaching Procedures
| Tips
| Step 1 Lead in
| | - The T can use the following questions and some pictures to lead in the topic of this class:
- 1. What will you do if you leave high school?
- 2. What will you feel if you leave high school?
- Then the T can pre-teach the six expressions in 1a and encourage
- Ss to have a discussion using these expressions and the target
| | Step 2Presentation & Practice
| | - This activity is to help Ss use the target language in a different context. Ss do the task in 1a individually and the T can make them share their opinions in pairs and tell their partners why they think so.
- The T can also expand this topic and let students discuss what else
- is important in life, and ask the reasons, so that students can output more languages.
- The activity is to give Ss practice in listening to the target language in conversations. Ask Ss to look at the pictures in 1a carefully and predict what they will hear by discussing the information these pictures show. The T can use the following prompts:
- What can you see in the picture on the left?
- Who are the two people?(What’s their relationship?)
- What do you think they’re talking about?
- Make sure that Ss understand the listening task in 1b.That is, judge who said the six information in 1a. This is the key issue to grasp in the dialogue, because Michael's parents and the football club agent have different positions, one side supports him to join the club, the other side opposes it.
- The T play the recording for the first time and Ss finish the task individually. Then the T can check answers as a class.
- __P___ be happy ___A___ travel around the world
- __P___ go to college ___P___ make a lot of money
- __A___ be famous __P____ get an education
- This activity is to give Ss practice in listening for specific items in conversations.
- The T may want to have half of the Ss cover the parts of the sentences numbered 1 to 5 and look at the parts of the sentences marked a to e.
- The other half of Ss should be instructed to look at the parts of the sentences numbered 1 to 5 and cover the parts of the sentences marked a to e.
- The T should play the recording and have Ss try to complete the sentences.
- Ss can also be assigned to work in pairs. The partners should help each other to complete the sentences without giving away the content of the sentences.
- This activity is to provide Ss with speaking practice using the target language.The T may want to encourage Ss to provide reasons for their opinions. For example:
- B: I think you should go to college.
- B:Because if you go to college, you’ll get a good education.
- A:Why is a good education important?
- B:If you get a good education, you can get a good job.
- A:But being a soccer player is a great job. And if I go to college, I’ll never become a great soccer player.
- B:But if you go to college, you can get a good education and play soccer on the school team.
- A:But if I play on the school team, I won’t develop pro professional skills and I won’t earn money.
| | Step 3 Language points
| | - travel around the world 环游世界
- travel在此处作动词，其过去式为traveled或travelled。“travel to + 地点”表示“去某地旅行”。
- They traveled to California for the wedding.
- ②travel还可作名词，意为“旅行；游历”。常作不可数名词。
- After years of travel, we decided to live here.
- Lots of travelers come and go here.
| | Step 4 Summary & Homework
| The homework can vary with the specific conditions.
| - Summary The T can encourage Ss to summarize the key points of this class to help Ss consolidate the knowledge.
- Preview the passage in Section B 2b.
- Do the exercises in students’ book.
| | Teaching Reflection
| After listening, teachers can help students to simply retell the listening materials, which is not only a phased summary of the learning content, but also can deepen students' understanding of the listening materials and help them digest and use the listening materials.
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