The First Period

¢ñ£® Teaching Aims and Demands

1£® Knowledge Objects

£¨1£©Key Vocabulary

bow, kiss, be supposed to, shake hands, customs

£¨2£© Target¡¯ Language

What are people in Korea supposed to do when they meet for the first time?

They¡¯re supposed to bow£®

2£® Ability Objects

£¨1£©Train students¡¯ listening ability£®

£¨2£©Train students¡¯ communicative competence£®

¢ò£® Teaching Key Points

Target language

¢ó£® Teaching Difficult Points

1£® How to train students¡¯ listening ability£®

2£® How to train students¡¯ communicative competence£®

¢ô£® Teaching Procedures

Step ¢ñ Revision

T: Yesterday we finished Unit 11£® In this unit, we learned some ways of asking for information politely£® Now if you want to go to a library to get a book, how can you ask?

Write the two column headings on the board: Right and Wrong£®

Say, Please tell me things that are good to do in school and that are not good to do in school£®

Write each suggestion under the appropriate heading on the board£®

T: Is it a good idea to come to class late?

S1: No£®

T: That¡¯s right, It¡¯s not a good idea to come to class late£® You¡¯re not supposed to come to class late£® Class repeat£® You¡¯re not supposed to come to class late£®

Ss: You¡¯re not supposed to come to class late£®

T: £¨Writes come to class late under wrong£© What are some things you shouldn¡¯t do?

S2: We shouldn¡¯t eat in class£®

T: Right£® You¡¯re not supposed to eat in class£®

Ask students to repeat this example£®

Then ask students to tell about some things that are good to do in school£® They may say things such as, You should do your homework every day; You should raise your hand before you talk£® Rephrase each of these sentences using supposed to and ask students to repeat: You¡¯re supposed to do your homework every day£®

You¡¯re supposed to raise your hand before you talk£®

Step ¢ò 1a

Let students read the instructions£®

Point to the two lists of words£® Read each word and ask students to repeat it£®

Put up a map of the world on the board£®

Ask students to explain where each of the countries is£®

Ask different students to act out the action described by each word or phrase-bow, shake hands, and kiss£®

Read the instructions again and ask students to match the customs lettered a, b and c with the numbered countries£®

Look at the sample answer£® Tall students to guess if they aren¡¯t sure£®

Step ¢ó 1b

Go through the instructions with the class£® Point to the lists in Activity la and say, Now you will hear a conversation between a boy and a girl£® Their conversation contains the answers to the questions in

Activity 1a£®

Play the tape for the first time£® This time, students only listen£®

Play the tape a second time£® Ask them to listen to the recording and check their answers to Activity 1a£®

Check the answers with the class£® Invite a student to read the answers£®

Step ¢ô 1c

Read the instructions to the whole class£®

Point out the example in the box£® Ask two students to read it to the class£®

Point to the lists of customs and countries in Activity la£® Tell students to first talk about these countries and customs, and then talk about other countries and customs they know about£®

As students work together, move around the classroom checking their work£®

Ask different pairs of students to ask and answer a question for the class£®

Step ¢õHomework

Review the target language£®

The Second Period

¢ñ£® Teaching Aims and Demands

1£® Knowledge Objects

£¨1£© Key Vocabulary

greet, be supposed to

£¨2£©Target Language

How was the dinner at Paul¡¯s house last night?

Well, it was OK, but I made some mistakes£® I was supposed to arrive at 7:00, but I arrived at 8:00£®

2£® Ability Objects

£¨1£© Train students¡¯ listening ability£®

£¨2£© Train students¡¯ communicative competence£®

3£® Moral Objects

When you¡¯re invited to a place, you mustn¡¯t be late, greet people the wrong way and wear the wrong clothes£® That is, you should act according to your host¡¯s customs£®

¢ò£® Teaching Key Points

1£® Key Vocabulary

greet, be supposed to

2£® Target Language

How was the dinner at Paul¡¯s house last night?

Well, it was OK, but I made some mistakes£® I was supposed to arrive at 7:00, but I arrive at 8:00£®

3£® Structure

What are you supposed to do when you meet someone?

¢ó£® Teaching Difficult Points

1£® the target language

2£® How to improve students¡¯ listening ability£®

¢ô£® Teaching Procedures

Step ¢ñ Revision

Check homework£® Ask some pairs to act out their conversations according to Activity 1a£®

Step ¢ò 2a

Look at the picture and ask students to tell What is happening£®

Help students understand that the people are at a picnic£®

Point to Maria and ask, what¡¯s Maria wearing? £¨She is wearing a dress£®£©Ask, Does she look comfortable? £¨No£®£©

Read the instructions and point to the four mistakes on the list£® Ask different students to read the mistakes to the class£®

Listen to Maria talking to a boy about what happened at the picnic£® She made several mistakes£® Listen to the recording and check the mistakes she made£®

Play the recording£® Students only listen the first time£®

Play the recording again£® Get students to check the mistakes Maria made£®

Check the answers with the class£®

Step ¢ó 2b

Go through the instructions with the class£® Point out the blanks in the four sentences£® Invite a student to read the first sentence£®

Play the recording again£® Let students fill in the blanks with the words they hear alone£®

Correct the answers with the class£®

Step ¢ô 2c

Read the instructions for the activity to the class£®

Look at the example in the box£® Ask two students to read the conversation to the class£®

Point out the mistakes in Activity 2a and the sentences in Activity 2b£® Role play Dan and Maria¡¯s conversation using information from Activities 2a and 2b£®

Ask students to work in pairs£® As they work, move around the classroom checking the progress of the pairs and offering help as needed£®

Check the answers by calling on different pairs to say their conversations to the class£®

Step ¢õ Grammar Focus

Review the grammar box£® Get different students to say the questions and answers£®

Step ¢ö Homework

Ask students to write at least two sentences with the sentence starters in Grammar Focus£®

The Third Period

¢ñ£® Teaching Aims and Demands

1£® Knowledge Objects

£¨1£© Key Vocabulary

land, drop by, after all, relaxed, a bit

£¨2£© Target Language

Can you tell me the things I¡¯m supposed to do?

The first thing is to greet the teacher£®

Okay£® What should I say?

You are supposed to say "good morning, teacher£®"

2£® Ability Objects

£¨1£© Train students¡¯ integrating skills£®

£¨2£© Train students¡¯ communicative competence£®

¢ò£® Teaching Key Point

Train students¡¯ integrating skills£®

¢ó£® Teaching Difficult Point

How to improve students¡¯ integrating skills£®

¢ô£® Teaching Procedures

Step ¢ñ Revision

T: In last period, we summed up the expressions for telling what you are supposed to do£® Now I¡¯ll check your homework£® I¡¯ll ask some pairs to act out the conversations before the class£®

Step ¢ò 3a

Read the instructions£® Do you know what an opinion is?

Ask a student to answer it£® £¨An opinion is what you think or how you feel about something£® £©

Look at the chart£® Point to the word attitude on the chart and say, An opinion is like an attitude£® Tell students what they will write in the chart£®

Ask students to read the first paragraph on their own£® When they read, move around the classroom helping them as necessary£® Then ask students to read the second paragraph£® Again, as they read, move around the classroom answering any questions£® Then read the instructions again and point out the chart£® Point to the words attitude toward and ask what other words in the instruction line mean the same thing£¨opinions of£©£®

Invite a student to read the sample answer to the class£® Then let him point out which sentence the answer is found in£®

Ask students to read the paragraphs again and complete the chart on their own£®

Correct the answers with the class£®

Step ¢ó 3b

Go through the instructions for the activity with the class£®

Look at the example in the box£® Ask two students to read the conversation to the class£®

First practice this conversation with a partner£® Then talk about your attitude toward being on time and getting together with your friends£® Use true information£®

Have students work in pairs£®

Ask some different pairs to say their conversations to the class£®

Step ¢ô Part 4

Let students read the instructions£®

Ask a pair of students to model the sample dialogue£® Correct any pronunciation errors to make sure the students are providing a good model for the rest of the class£®

Get students to complete the work in pairs£® As they work, walk around the classroom offering help as needed£®

Review the task£® Ask a few students to share their conversations with the whole class£®

Step ¢õ Homework

1£® Write a conversation using the information in Part 4£®

2£® Finish off the exercises on pages 49¡«50 of the workbook£®

The Fourth Period

¢ñ£® Teaching Aims and Demands

1£® Knowledge Objects

£¨1£© Key Vocabulary

wipe, napkin, stick, chopstick, rude, point, pick up

£¨2£© Target Language

We¡¯re supposed to eat with chopsticks£®

Yes, and it¡¯s rude to eat with our hands£®

2£® Ability Objects

£¨1£© Train students¡¯ listening ability£®

£¨2£© Train students¡¯ ability to understand the target language in spoken conversation£®

£¨3£© Train students¡¯ ability to use the target language£®

¢ò£® Teaching Key Points

1£® Key Vocabulary

wipe, stick, chopstick, rude, point, pick up

2£® Target Language

We¡¯re supposed to eat with chopsticks£®

Yes, and it¡¯s rude to eat with our hands£®

¢ó£® Teaching Difficult Points

1£® Flow to improve students¡¯ listening ability£®

2£® How to use the target language£®

¢ô£® Teaching Procedures

Step ¢ñ Revision

Check homework£® Get some students to read out their conversations using the target language in Section A 4£® Collect their conversations and help correct their errors£®

Step ¢ò Part 1

Look at the picture and ask students to say what is happening in it£®

Look at the title, Mind your manners!

Ask£® What do you think it might mean?

Read the instructions and point to the five statements about manners£® Ask students to read the statements£®

Review the five statements to be sure students understand what each one means£® Ask students to act out them£®

Then ask students to complete the quiz on their own£®

Correct the answers with the class£®

Step ¢ó 2a

Read the instructions to the class£® Review what an exchange student is and what table manners are£® If necessary, translate them into Chinese£®

Look at the four pictures£® You will hear the exchange student Steve, talking with his Japanese friend, Satoshi£®

Satoshi is explaining some things you are and aren¡¯t supposed to do when eating in Japan£®

Point to the boxes where students are supposed to write a number next to each picture£® Say, Number these 1 through 4 to show the order you hear Satoshi talk about, these things in the recording£®

Play the recording the first time£®Students only listen£®

Play the recording a second time£®As they listen to the recording this time, let students number the pictures£®

Correct the answers with the class£®

Step ¢ô 2b

Read the instructions and point to the numbered list of sentence starters and the lettered list of sentence endings£® Ask different students to read the two lists£®

You will hear the same recording again£®

Play the recording again£® Ask students to write the letters in the blanks alone£®

Check the answers with the class£®

Step ¢õ 2c

Go through the instructions for the activity with the class£®

Look at the example in the box£® Ask two students to read the sentence starters£®

Now, complete each one with a true statement about table manners in your country£®

Ask two students to read their sentences£®

Point out the sentence starters in Activity 2b£® Say, Have a conversation about table manners in your country with a patter£®

You can use the sentence starters in Activity 2b to help you get started£®

Have students work in pairs£® Ask one or two pairs of students to say their conversations to the class£®

Step ¢öHomework

Talk about the table manners in your country using the sentence starters in

Activity 2b£®

The Fifth Period

¢ñ£®¡¡Teaching Aims and Demands

1£® Knowledge Objects

£¨1£© Key Vocabulary

table manners, behave, be/get used to, cut up, full, fork, You should¡­

£¨2£© Practise reading an article£®

£¨3£© Practise writing something using the target language£®

2£® Ability Objects

£¨1£©Train students¡¯ reading ability£®

£¨2£©Train students¡¯ writing ability£®

¢ò£® Teaching Key Point

Practise reading and writing using the target language£®

¢ó£® Teaching Difficult Point

How to write an e-mail message£®

¢ô£® Teaching Procedures

Step ¢ñ Revision

Review the target language presented in this unit£® Check homework£®

Ask two students to read out their sentences£®

Step ¢ò 3a

Call attention to the e-mail message£® Invite a student to read the article aloud to the class£® Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class£®

Read the instructions to the class£® Ask students to read the e-mail again£® Say,

Now read the e-mail£® Answer the questions in your exercise book£® As students work, move around the classroom and offer help as necessary£®

Check the answers with the class£®

Step ¢ó 3b

Read the instructions to the class£® Point to the beginning of the e-mail message£®

Read it to the class£®

Here are some things you need to know about table manners when you visit Japan£® First of all, you should¡­

Look back at the pictures in Activity 2a and the matching exercise in Activity 2b£®

You can use the pictures and information in Activities 2a and 2b to help you write your letters£®

Ask students to finish the activity on their own£® As they work, walk around the classroom offering help and answering questions as needed£®

Check the answers with the class£® Ask a student to read his completed article to the class£®

Step ¢ô¡¡3c

Read the instructions and ask students to look back at Activity 2c£®

Remind students that they made conversations about table manners in their own country£®

Say£® You can use the ideas you talked about in Activity 2c as you write your email messages£®

Get students to finish the activity on their own£® As students work, move around the room offering help as needed£®

Ask a student to read his or her message to the class£® Have other students add any information that is missing from the first student¡¯s report£®

Step ¢ö Homework

1£® Read the e-mail message in Activity 3a again£®

2£® Write an e-mail message to a friend about table manners£®

The Sixth Period

¢ñ£® Teaching Aims and Demands

1£® Knowledge Objects

£¨1£© Fill in blanks and make sentences using arrive, meet, spend, behave and imagine£®

£¨2£© Finish the story£®

£¨3£© Complete the crossword£®

2£® Ability Objects

Train students¡¯ writing ability£®

3£® Moral Objects

You are supposed to learn much more table manners, It is very useful and helpful, especially when you are in foreign countries£®

¢ò£® Teaching Key Points

1£® Fill in blanks and make sentences£®

2£® Finish the story£®

¢ó£® Teaching Difficult Points

1£® Make sentences using arrive, meet, spend, behave and imagine£®

2£® Finish the story£®

¢ô£® Teaching Procedures

Step¢ñ Revision

Check homework£® Ask a student to read the e-mail message in Activity 3a£® Then ask a student to read his/her own e-mail message£®

Step¢ò Part 1

Look at the words in the box£® Ask a student to read them£®

Make sure students understand the meaning of the words£®

Then say, Fill in the blanks with the words£® In some cases, students may need to use another form of the word, for example adjusting for tense or subject/verb agreement£®

Ask students to fill in the blanks on their own£®

Check the answers£® Five students each read a sentence, filling in the blanks£® The rest of the students check their answers£®

Ask students to make their own sentences with the words, preferably sentences that are meaningful£® Move around the classroom£® Collect a few students¡¯ answers with mistakes on the blackboard£® Then help students correct the mistakes£®

Step ¢ó Part 2

Go through the instructions with the class£® Explain them to students£®

Get students to complete the work in pairs£®

Invite a few students to read the end of the story£® Answers will vary but will probably include watching what others do first or asking the host or hostess or one of the guests£®

A sample end of the story

¡­What I finally decided to do was to watch what others do and follow them£®

Step ¢ô Part 3

Do the example with the class to show them how to do a crossword puzzle£® Ask students to complete the crossword puzzle on their own£® Check the answers with the whole class£®

Step ¢õ Just for Fun!

This activity provides reading and speaking practice with the target language£®

Ask students what is funny about the cartoon£® Help students to explain£® The little boy bought his grandmother a cat instead of a hat, but his grandmother loves it anyway£®

Step ¢ö Summary and Homework

In this class, we¡¯ve done much writing practice using the key vocabulary words£®

After class, please finish off the story in 2 in your textbooks£® Then finish off the exercises on pages 50¡«52 of the workbook£®

The Seventh Period

¢ñ£® Teaching Aims and Demands

1£® Knowledge Objects

Key Vocabulary

die, succeed, sacrifice, path, honor, dead-end road, get into trouble, give up, keep shipping, military school

2£® Ability Objects

Improve students¡¯ reading and writing skills£®

¢ò£® Teaching Key Point

Train students¡¯ reading and writing skills£®

¢ó£® Teaching Difficult Point

Train students¡¯ reading and writing skills£®

¢ô£® Teaching Procedures

Step ¢ñ Key Vocabulary

Show the following vocabulary by cards£®

Careful-reading to get the detailed information£®

Say the words and have students repeat them again and again until they can pronounce them fluently and accurately£®

Step ¢ò Part 1

Read the title Parent helps child to the class£® Ask, What do you think the article is about, based on the title?

Look at the picture£® Ask students to describe what is happening in the picture£®

Ask students to discuss the four questions£® Students do not look at the reading text£® Instead, they use their background knowledge to try to answer the questions£® As they work, walk around, looking at their progress£®

When most students finish the task, ask students to compare their answers with a partner,

Elicit answers from the students£® Ask, Do you have any other answers? Do not give the correct answers to the students at this point£® Wait until students have finished the reading and let them revise their answers accordingly£®

Step ¢ó Part 2

Go through the instructions with the class£®

Ask students to complete the task individually or in pairs£® Make sure students discuss their reasons in English£® As they work, walk around the classroom offering help as necessary£®

Ask students to read their answers£® Encourage students to use complete sentences£®

Step ¢ô Part 3

Look at the story£® Pay attention to the words indicated in bold£® Ask different students to guess the meaning£® Don¡¯t give them the correct answers£®

Ask students to read the article once£®

Say, Pay attention to the bold words and expressions£® And note any other words or sentences you don¡¯t understand£® Read in context, guessing the meanings of words and phrases from the other words around them£®

Ask students to read¡¯ the article again for comprehension£®

Go through the instructions with the students and have them look at the example£® Ask students to complete the next word on the list on the left£® Students are matching words to meanings£® As they work, walk around the classroom offering help as necessary£® Students complete the task£® Remind them to look at the story again for extra help£®

Have students report their answers£® Encourage them to use complete sentences£®

Step ¢õ Part 4

Go through the task with students£® Elicit the first answer from students from memory£® Check that they understand what they need to do£®

Ask students to do the activity on their own or in pairs£® Students should try to remember or guess the answers before looking at the reading£® As they work, walk

around the classroom offering help students may need£®

Check the answers£® Invite different students to give their answers and give the correct statements for the ones that are false£®

Step ¢ö Part 5

Read the instructions with the students£®

Divide the class into small groups to do the activity£® Give students help thinking of different fun and educational activities£® Walk around the classroom offering help as needed£®

Cheek the answers£® Have students share their answers with the class£®

Step¡¡¢÷ Summary

In this class, we¡¯ve practised a lot of reading and writing£®

Step ¢ø Homework

1£® Read the story in Activity 2 again for further comprehension£®

2£® Revise the target language in this unit£®