Teaching Plan for Unit 1 for Listening and Speaking
Teaching Procedures
I.Warm up Exercise: Self-introduction
II.V ocabulary Task
III.Listening Task
IV.Real World Listening
V.Real World Speaking
VI.Interaction Link
VII.Assignments
Unit 1
I. Warm up Exercise: Self-introduction
1. The teacher will begin with a brief self-introduction
2.Get the students to introduce each other in pairs.
II.Vocabulary Task of U1
1. Get the students to read the new words at P97
pretty
Yeah
Mia Clark
Lee
Weekend
Gotta
Nadia
Barnes
2. Correct them if there are some pronunciation mistakes
3. Ask the students to look at P8, then guess which word to choose before listening to
the tape.
4. Listen once more and check whether their guess is correct. (See Answers in u1-1)
5. Get the students to greet the classmates near them and try to use the words and
expressions they have listened.
III.Listening Task of U1
1. Look at the pictures of the First Listening, while listening to the recording and then
number the pictures.
2. Check up the numbers of the pictures . (See Answers in u1-2)
3. Listen once more and ask the students to fill in the blanks in the Second Listening.
4. Ask student one by one to check up whether they have got the right words both in
pronunciation and spelling. (See Answers in u1-2))
5. Say something about the language point: The differences of informal and formal tone.
(See Language Point at u1-2)
IV.Real World Listening of U1
1. Concept check
1) Do you greet everyone the same way? (No.)
2) Do you greet your teacher and your classmate the same way?
3) Why? (Because we use different expression to different people to be appropriate.)
4) Can you give an example? (I might say hi to my classmates, but I would say hello
to my professor to show my respect. )
2. Predict
1) Try to guess what the two greetings Nadia Barns might hear when she comes to
work on Monday morning.
2) Listen to the tape once and see whether the guesses are correct.
3. Get the main ideas
1) Listen again and try to get the main ideas by checking the greetings at P9.
2) Get one student to offer the answer and the others to repeat the right one in class
together. (See Answers at u1-3)
4. Respond
1) Put students in small groups and have them discuss the two questions
2) Get one student from two groups and see whether they have the same results.
3) Pay attention to their word stress. (See Answer u1-4)
V.Real World Speaking of U1
1. Explain the activity
1) Listen to the phrases twice and ask them to underline the louder and longer phrases.
2) Ask them to pay attention to the differences.
3) Get the students to think which one is more common? And why? (More polite.)
2. Pair Work
1) Have students to discuss how to greet the following people and make appropriate
responses according to the three situations in pairs.
2) Explain the language points: Word stress. In English the words that are most
important (words that carry the most meaning) are usually the words that are
stressed.
3) Make students be aware that word stress is part of meaning in English.
e.g. Tom didn’t go home last night. (Tom might be in other places.)
Tom didn’t go home last night. （Someone else might have gone home last
night. ）
Tom didn’t go home last night. （Tom went home the nigh before）
VI.Interaction Link--- Meet Your Classmates U1
1. Explain the activity and look at P49:
1) Write down your name and three things you like.
2) Ask them to stand up to greet some classmates in five minutes and try to write down
their names and their likes in the chart.
2. Group Work
1) Go around the classroom to encourage students to greet each other for about five
minutes.
2) Then divide the students into groups to share the information they have got.
3. Extensions (if time is enough)
1) Task 1: Ask students to work in pairs to writer their own greeting conversations.
2) Task 2: Ask students to list the names and likes of their group and then make a short
conversation or write down a conversation.
Unit 2
I.Warm-up exercise
1. What question would people ask if they want to get to know other people?
2. Talk to the partner and list the possible questions related to name, time, birthplace,
work etc.
3. Where do you think you could probably hear this kind of questions? (at school, at a
bank, at a clinic or applying a part-time job)
II. Vocabulary Task U 2
1. Get the students to read the new words at P97
Broadway
San Francisco
Petra Fields
connection
skier
jazz dance
cell phone
pager number
tennis
Seattle
Netcom
David Gomez
Scott
Sarah Cahill
Video
area code
Yep
credit card
VISA
MasterCard
Ted
Mendrou
2. Correct them if there are some pronunciation mistakes
3. Ask the students to look at P10, then go over the 6 questions and the form before
listening to the tape.
4. Listen and match each question with an answer in the form. (See Answer at u2-1)
5. Get the students to ask their partner two questions after checking the answer.
III.Listening Task U2
1. Look at the pictures of the First Listening, and guess where the people are.
2. Look at the incomplete items and predict what kind of information is needed before
listening.
3. Listen twice and try to fill in the blanks and then check up the answers. (See Answer
u2-2)
4. Listen once more and check the right question in the Second Listening.
5. Ask students to check up whether they have got the right choice. (See Answer
u2-2)
6. The other students should answer the question right after the student reads his/her
choice.
IV.Real World Listening U2
1. Concept check
1) Where do you give personal information? (A bank, hospital, health club, library,
a registration desk etc.)
2) Where do these places need personal information?
3) Are there any places that you would not give your information to?
2. Predict
1) Try to guess what the two questions the clerk will ask Ted when he wants to rent at
a video store.
2) Write down the two questions in the blanks. (See u2-3)
3) Listen to the tape once and see whether the questions are about the same..
3. Get the main ideas
1) Listen again and try to get the main ideas by writing down the missing information.
2) Listen once more if the students are not sure of their answers.
3) Ask one student to offer the answer on the blackboard and then ask the others to see
whether they agree. (See u2-3)
4) Ask two students to role play the conversation, and have one for Ted and the other for
the clerk.
4. Respond
1) Put students in pairs and have them discuss the two questions.
2) Write the following on the board in case they are not familiar with the ways of
expressing:
a. I think … because … I agree./ I think so, too.
b. I disagree. I don’t think so. I think…
3) Have one student from two pairs and see whether they have the same reasons..
4) Ask the students what they have to do to rent a video at a video store near our
campus.
V.Real World Speaking U2
1. Explain the activity of unit 2
1) Compare the four sentences and guess which is more polite..
2) Ask them to pay attention to the differences.
3) Get the students to match the situations with the four questions. And then give
reasons. (More polite.)
2. More examples to show the importance of appropriateness of question forms:
1) Refer to the Teaching Tips on PU2-4.
2) Read the questions related to name, address, phone number, email address, birthday,
or working place at PU2-4???
3) Ask the students to repeat the questions after the teacher
VI. Interaction Link ---Find Someone Who…
1. Explain the activity and look at P50:
1) Write down your personal information in Ex-1 .
2) Ask them to look at Ex-2 and to walk around the class. Talk to different partners and
find someone who ....
3) Write a different name for each question
2. Group Work
1) Have students to share their information by asking questions in Ex-3:
a. Who has a mane that starts with M?
b. Who was born in June?.
2) Then ask one group after the other some questions:.
a. Group One, did anyone in your group find someone who lives near them?
b. Group Two, did you find someone who was born in June?
c. Group Three did you find someone whose first name has five stroke? etc.
3) Do Ex-4 by asking them to match the situation with the question tips.
VII.Assignments
1. Do Self-study at P72 and 73 in the evening listening class
2. Preview the new words of Unit 3 and 4 at P97
Unit 3 What’s in your kitchen?
I. Warm up Exercise:
1. The teacher will begin with a game. Get the students to draw a picture of their
houses.
2.Get the students to describe each room to their partner ...
VIII.Vocabulary Task of U3
1. Get the students to read the new words at P97
2. Correct them if there are some pronunciation mistakes
3. Ask the students to look at P12, then guess what room do they belong in.
4. Listen once more and check whether their guess is correct. (See Answers in u3-1) IX.Listening Task of U3
1. Look at the picture of the First Listening, while listening to the recording and then
number the pictures.
2. Check up the numbers of the pictures. (See Answers in u3-2)
3. Listen once more and ask the students to check the correct comment in the Second
Listening.
4. Ask student one by one to check up whether they have got the right box. (See
Answers in u3-2))
5. Say something about the language point: The differences between the phras e “a
pretty small roo m‖ and ― a pretty small room‖ (See Language Point at u3-2) X.Real World Listening of U3
1. Concept check
1) Do the furnishings make a room? (No.)
2) What makes a room feel comfortable?
2. Predict
1) Try to guess how Bob and Alan will choose a hotel.
2) Listen to the tape once and see whether the guesses are correct.
3. Get the main ideas
1) Listen again and try to get the main ideas by checking what each room has on P13
2) Get one student to offer the answer and the others to repeat the right one in class
together. (See Answers at u3-3)
4. Respond
1) Put students in small groups and have them discuss the two questions
2) Get one student from two groups and see whether they have the same results.
3) Help students develop an understanding of the difference between want and need.
I want a hotel to have a pool. = I like a hotel to have a pool.
I need a hotel to have a pool. = A hotel must have a pool. I don’t like hotels that do
not have pools.
XI.Real World Speaking of U3
1. Explain the activity
1) Complete orally with proper prepositions or prepositional phrases according to the
picture of a beach house on page 12
2) Ask them to pay attention to the differences among them
2. Pair Work
1) Have students to describe the kitchen, the bedroom and the bathroom
according to the picture on P12 in pairs.
XII.Interaction Link--- My Room U3
1. Explain the activity and look at P51:
1) Write down six things in your favorite room..
2) Ask them to draw the room.
2. Pair Work
1) Work with a partner. Tell your partner about your favorite room. Your partner will
draw it
2) Then switch roles.
3) Now show each other your drawings. Are they the same?
Unit 4 T-shirts and jeans
II.Warm-up exercise
1. Describe what you are wearing and what your partner is wearing.
2. Get the students to be familiar with the items of clothing: T-shirt, jeans, shorts, dress,
shoes, swimming suit, coats, pants, suit, socks, hat, jacket, sweatshirt, sneakers, shirt
Colors: red, blue , green , yellow, black
II. Vocabulary Task U 4
1. Get the students to read the new words at P97
2. Correct them if there are some pronunciation mistakes
3. Ask the students to look at P14, then describe what they are wearing.
4. Listen and match the words with the pictures. (See Answer at u4-1)
5. Get the students to say two sentences about what their classmates are wearing. VI.Listening Task U4
1. Look at the pictures of the First Listening. What clothes do you see?
2. Predict why they need new clothes and what they need.
3. Listen twice and try to fill in the blanks and then check up the answers. (See Answer
U4-2)
4. Listen once more and check the right question in the Second Listening.
5. Ask students to check up whether they have got the right choice. (See Answer
U4-2)
6. The other students should answer the question right after the student reads his/her
answers.
VII.Real World Listening U4
1. Concept check
1) How important is fashion to you?
2)Do your clothes make a fashion statement?
3)What do you think about people who dress fashionably?
2. Predict
1) Try to guess what clothes Susan and David will take
2) Listen to the tape once and see whether the items are the same..
3. Get the main ideas
1) Listen again and try to get the main ideas by completing the list.
2) Listen once more if the students are not sure of their answers.
3) Ask one student to offer the answer on the blackboard and then ask the others to see
whether they agree. (See u4-3)
4) Ask two students to role play the conversation, and have one for Susan and the other
for David.
4. Respond
1) Put students in pairs and have them discuss the two questions.
2) Have one student from two pairs and see whether they have the same ideas... VIII.Real World Speaking U4
1. Explain the activity of unit 4
1) Explain why people wear different dresses on different occasions and for different
purposes..
2) Ask them to keep in mind to be properly dressed for any occasion..
3) Get the students to learn how to offer suggestions
2. More examples to offer suggestions:
1) Refer to the Teaching Tips on PU4-4.
2) Ask the students to work in pairs
VI. Interaction Link ---Fashion Time
1. Explain the activity and look at P52:
1) Write down your answers . .
2) Ask them to look at Ex-2 and to work in pairs
3) Fill in the chart.
2. Group Work
1) Have students to share their information by asking questions in Ex-3:
2) Compare your list with other students.
XIII.Assignments
1. Do Self-study at P74 and 75 in the evening listening class
2. Preview the new words of Unit 5 and 6
Unit 5 Where are you from ?
Topic: Nationalities
In this unit students listen to extracts describing the nationalities of a variety of people.
Teaching Procedures
VIII.Warm-up Questions
IX.V ocabulary Task
X.Listening Task
XI.Real World Listening
XII.Real World Speaking
XIII.Interaction Link
XIV.Assignments
I. Warm-up Questions of U5
1 Where do you come from? What nationality are you?(I’m Chinese./ We’re Chinese)
2. Where would you like to travel? What countries do you want to visit?
3.What is the name of your favorite athlete? What country is he or she from?
Liu Xiang(China) The Olympic men's 110 metres hurdles gold medal
Beckham (UK) The English soccer star
Tiger Woods (USA) A professional golfer
Meseret Defar(Ethiopia) Ethiopian long-distance runner (5,000 Meter) II. Vocabulary Task of U5
1.Get the students to read the new words at P97.
2. Correct them if there are some pronunciation mistakes
3. Ask students to turn to P16, then read the countries the people are from..
4. Get students working in pairs and try to write down the people’s nationalities.
5.Play the recording for students to check their work.
6.Pair work:
1) Name a city. Your partner will say the country. e.g. Pusan.Pusan is in Korea. Seoul—Korea Athens—Greece Rome—Italy Tokyo—Japan
London—UK W A—USA Paris—France Berlin—Germany
2).Tell your partner the name of a country. Your partner will say the nationality. Take turns.
.Country-------Nationality:
Korea---Korean France-----French Brazil----Brazilian
Japan---Japanese America---American England---English
Thailand---Thai Mexico---Mexican India---Indian
China---Chinese Spain---Spanish Portugal---Portuguese Switzerland---Swiss Germany---German Greece----Greek Canada—Canadian Australia---Australian Italy-----Italian
III. Listening Task of U5
1.Look at the picture and guess what is happening.（An international road race is going to begin soon.）
2. First listening: write the name of country each racer is from in the space.
3. Check students’s answers by asking them to read aloud (See Answe rs in u5-2).
4. Second listening: ask students to spell each racer’s first name according to what they hear in the space.
5.Call on some specific students to check up whether they have got the right words both in pronunciation and spelling. (See Answers in u5-2))
Ⅳ. Real World Listening of U5
1. Concept check
1).How do you start a conversation with a foreigner?
(smile, say ―hello‖, or ―Excuse me, may I…‖, begin with some safe topics and keep an eye contact while talking )
2).What are some safe topics that you can talk about when you first meet someone?
3).What topics of conversation are not common in the west?
(In English language speaking countries, personal questions should not be discussed too early in a relationship. They have rather strong ideas about privacy and consider these questions to be intrusive and prying. So people usually avoid asking personal questions, such as age, esp. a woman’s age, marital status, income or salary, prices of their possessions, people's appearance, a person’s ability to drink alco holic beverages, etc. However, appropriate topics can be jobs, books, weather, news, holidays, movies, TV. and programs of other forms of entertainment.)
4). Some of the questions have different implication in English
---Have you had your breakfast? / Where are you going ? ( Can't be used as greetings)
---How much do you earn? / How much do you pay for your house? (too private)
---It's cold, put on more clothes./ Drink plenty of water. (too parental)
5).Personal Questions: Read the following sentences aloud and ask students to imitate.
--- When were you born? I'd rather not say.
--- Where are you from? I'd rather not say.
--- How tall are you? How old are you?
--- How much do you weigh? I'd rather not say.
--- How much rent do you pay? I'd rather not say.
--- How much do you make? I'd rather not say.
--- Why aren't you married? I'd rather not say.
--- Why don't you have children? I'd rather not say.
--- Where were you last night? Why weren't you here?
--- Did you stay out late?
--- Did you come home alone?
--- Did you have a good time?
--- Did you see a good play?
--- Did you go to a concert? I'd rather not say.
2. Predict
1).Try to guess where the four people met and why do you think that?.
(Making predictions means making a ―good guess‖ about sth.based on what is known. Ask students to use their knowledge about the world to figure out where they might meet.)
2) Listen to the tape again and see whether the guesses are correct.
3. Get the main ideas
1) Listen again and try to get the main ideas by filling in the blanks at P17.
2) Check answers by asking students to read the sentences one by one. (See Answers at u5-3)
4. Respond
1) Put students in small groups and have them discuss the two questions at P17
2).Get one student from two groups and see whether they have the same results.
V. Real World Speaking of U5
1. Explain the activity
1).Before listening, ask students to match each sentence with a follow-up question.
2).Play the audio for them to check their answers, pausing after each sentence for students to repeat.
3).Play the recording again and this time ask students to pay attention to the speaker’s voice. Did the speaker’s voice go up or down with the questions? And why?
4).Say something about the language point: The short questions are used for several reasons. One reason is to check information. In this case , the voice often goes up. Another reason is to show understanding. In this type of question, the voice often goes down..
2. Pair Work
1) Have students work in pair to take turns saying the following statements and asking short questions about the underlined parts.(see P.17)
2) Reference for the exercises (see u5-4)
VI. Interaction Link---International Favorites U5
1. Explain the activity and look at P53:
1).Write down i nformation about yourself under the ―I like‖ heading.
2).Find out what your partner likes. Write it in the chart under ―My partner likes‖
2. Group Work
1). Put students in groups and have them compare ideas and draw conclusions.
2). Ask each group to report their conclusions to the class.( a group leader& a group recorder)
3. Extensions (if time permits)
1).Task 1: Ask students to use their ideas to create an entertainment guide .
(provide some sentence patterns to help them. See u5-4 )
2).Task 2: Work in groups to play a nationalities game.(see u5-4)
VII. Assignments U5
1. Do Self-study at P76 in the evening listening class
2. Preview the new words of Unit 6 at P98
Teaching Plan for Listening and Speaking
Unit 6 Curly or straight?
Topic: Appearance
In this unit students listen to extracts containing physical descriptions of people. Teaching Procedures
I.Warm-up Exercises
II.V ocabulary Task
III.Listening Task
IV.Real World Listening
V.Real World Speaking
VI.Interaction Link
VII.Assignments
I. Warm-up exercises U6
1. Have students take turns thinking of someone in the classroom. The partner asks
questions and guesses who it is. (Is he tall? Does she have wavy hair?)
2. Choose two students (a boy and a girl)to walk around the room as models, and then
ask other students to describe them.
II. Vocabulary Task U 6
1. Get the students to read the new words at P98.
2. Correct them if there are some pronunciation mistakes
3. Look at P18, what do these people look like? Match the words with the pictures
before listening to the tape.
4. Listen and check their answers (See Answer at u6-1)
5. Get the students to describe each other in pairs. Say three sentences.
IX.Listening Task U6
1. Look at the pictures of the First Listening, what do the people look like and guess
where they are.
2. Listen to the conversation and write the number next to the correct person being
talked about.
3. Listen again and write two words or phrases that describe each person in the space.
4. Listen once more for students to check their work in the Second Listening. (See
Answer u6-2)
5. Get students to describe one person in the picture to his partner. His partner should
guess whom he is describing and vice versa.
6. Say s omething about the language point: choose the proper words to describe people’s
weight, such as thin and heavy.(See Language Point at u6-2)
Real World Listening U6
1. Concept check
1) Do you think how you look is important? And why?
2) What does a pe rson’s appearance say about the person?
3) What are some reasons that people change the way they look?
2. Predict
1) Look at the pictures on page 19. Are they the same person or different people?
Why?
2) Work with your partner and check the boxes next to the ways you think she is
different. (See u6-3)
3) Listen to the tape and check prediction results.
3. Get the main ideas
1). Listen again and see how she is different before and after her trip by filling in the
chart.
2). Listen once more if the students are not sure of their answers.
3).Ask one student to offer his answers on the blackboard and then ask the others to
see whether they agree. (See u6-3)
4).Language point: Write ―used to‖ and ―to be used to‖ on the board in case students
confuse them.
a.I used to have long hair,…(= my hair is not long now.)
(used to is to talk about sth. that was true in the past, but not now.)
b.I am used to getting up early.(= I do it every day.)
(to be used to means to be in the habit of)
4. Respond
1) Tell students tone of voice and intonation patterns are part of meaning as well.
2).Play the audio and ask students to raise their hands when they hear Lise or Karen is
excited.
3).Put students in pairs and have them discuss the two questions.
3) Have one student from two pairs and compare their answers.
X.Real World Speaking U6
1. Brainstorming
1.Wok in groups and think of as many words as possible that are related to people’s
appearance.
Hair: short, long, brown, black, blonde, curly, wavy, straight
Body: tall, short, thin, heavy
Face: handsome, pretty
2) Ask students to put the words on the board and read aloud.
2. Making a guess: Who is it? (see u6-4)
Interaction Link ---Who Am I?
2.Explain the activity and look at P54:
1.Look at the pictures. Choose a person you want to be.
3.Pair Work
1.Work with a partner .Ask each other questions and try to guess who your partner is.
2.Get students to discuss the questions on page 54 and fill in the table.
3.Ask students what their ideal lover look like.(He/S he is…;He/She has…)
VII. Assignments
1. Do Self-study at P77 after class
2. Preview the new words of Unit 7 at P98
Unit 7 Who’s that?
I. Warm up Exercise:
1. Draw a simple family tree on the board, labeling it with the words mother, father,
grandmother, son, daughter, father, uncle, aunt, etc.
2Get the students to describe their to their partner and their partner will ask questions and draw a family tree for him/her. Vice versa.
Ⅱ. Vocabulary Task
1. Get the students to read the new words at P98.
2. Correct them if there are some pronunciation mistakes
3. Ask the students to look at the photos at P20, and write a word under each person.
4. Listen once more and check whether their guess is correct. (See Answers in u7-1)Ⅲ. Listening Task
1. Look at the pictures, and guess how the people are related.
2. Write down two family words while listening.
3. Check up the family words. (See Answers in u7-2)
3. Listen again and check the correct information in the Second Listening.
4. Language point: ―I take after…‖ ―I have…‖
e.g. I take after my grandfather. = I look like my grandfather.
I have my grandfather’s eyes. = My eyes are like my grandfather’s eyes.
I take after both of my parents. I have my mother’s eyes and my father’s nose.
5. Group work: talk about their families.
Ⅳ. Real World Listening
1. Concept check
1) Who really makes up your family?
2) Is there anyone who is not related to you by birth?
Yes. When we get married, our spouse is also part of our family.
2. Predict
1) Tony is an exchange student. Try to guess who are the people in the pictures..
2) Listen to the tape once and see whether the guesses are correct.
3. Get the main ideas
1) Listen again and try to get the main ideas by writing a relationship word under each
picture.
2) Get one student to offer the answer and the others to repeat the right one in class
together. (See Answers at u7-3)
4. Respond
1) Group work: discuss the two questions and draw a family tree for Tony:
What is Tony’s family like?
Do you know any families like his?
(Tony’s mother is divorced and married Evan. Evan has one daughter and one son.
So Evan is Tony’s stepfather, and Evan’s children, Marty and Ellen, become Tony’s stepsister and stepbrother.)
2) Get one student from two groups to draw their family trees on the board and see
whether they have the same results.
Ⅴ. Real World Speaking
1. Explain the activity
1) Look at the family tree at page 21. How to address those people from Robbie’s point
of view?
2) Tips:
man’s names: Evan, Carlos, Philip, Richard, Robert, Robbie, and Max
woman’s names: Lynn, Teresa, Allen, Marilyn, Susan, Alexandra, and Carla.
2. Discussion
1) Have students to discuss.
Ⅵ. Interaction Link--- Your Family
1. Explain the activity and look at P55:
1) Tips:
nuclear family: a family unit that consists only of husband, wife and children, without grandmothers, uncles, etc.
extended family: a family unit that consists not only of parents and children but also of other close relations such as grandparents and cousins.
2. Pair Work
1) Talk to a partner about your family. Your partner will fill in the chart.
2) Share your information with your partner. Try to find out the differences and
similarities of your two families.
Unit 8 Where are you going?
III.Warm-up exercise
1. To prepare students to listen to directions. Give a series of commands and
demonstrate the action as you give the command.
e.g. Stand up. Walk two steps. Stop. Turn left. Walk three steps. Turn right. Go
straight.
2. Play a game in pairs: one student gives commands and the other does the action.
Vice versa.
II. Vocabulary Task
1. Get the students to read the new words at P98
2. Correct them if there are some pronunciation mistakes
3. Ask the students to look at P22 and complete the sentences.
4. Listen and check. (See Answer at u8-1)
5. Where are buildings near your dormitory located? Say three sentences.
XI.Listening Task
1. Look at the pictures of the First Listening. Where are they?
2. Predict where they want to go.
3. Listen twice and try to fill in the blanks and then check up the answers. (See Answer
U8-2)
4. Listen once more and check where each building is in the Second Listening.
5. Ask students to check up whether they have got the right choice. (See Answer
U8-2)
6. The other students should answer the question right after the student reads his/her
answers.
XII.Real World Listening
1. Concept check
1) Is it easy for you to find new places?
2) Do you usually use maps or ask people for directions?
3) Which way is better? Faster? More accurate?
2. Culture Note
Kyoto: once the capital of Japan, is a popular tourist destination. Tourists often go to Nijo Castle, which is registered as a ―Place of Historical Importance‖ and is known for its architectural beauty.
NHK: Nipon Hoso Kyokaoi, the national broadcasting company in Japan.
3. Predict
1) Try to guess how they will get directions.
2) Listen to the tape once and check.
4. Get the main ideas
1) Listen again and try to get the main ideas by completing the directions.
2) Listen once more if the students are not sure of their answers.
3) Ask one student to offer the answer on the blackboard and then ask the others to see
whether they agree. (See u8-3)
4) Ask two students to role play the conversation, and have one for Colette and the other
for Michael.
5. Respond
1) Put students in pairs and have them discuss the two questions.
2) Have one student from two pairs and see whether they have the same ideas.
XIII.Real World Speaking
1. Explain the activity
1) Complete each short conversation.
2) Get the students to listen and check.
3) Explain that there are some short expressions they can use to ask for repetition.
Did you say …?
Could you repeat that, please?
Sorry, please say that again more slowly.
Parden? / Repeat that, please.
Once more, please. / Please say that more slowly.
VI. Interaction Link --- How Can I Get There?
1. Work in pairs and draw a route according to the directions given.
2. Pair Work
One chooses where you are and where you want to go. The other gives directions. XIV.Assignments
1. Do Self-study at P78 and 79 in the evening listening class
2. Preview the new words of Unit 9 and 10
Unit 9 It’s a great job
Teaching Procedures
XV.Warm up Exercise
XVI.V ocabulary Task
XVII.Listening Task
XVIII.Real World Listening
XIX.Real World Speaking
XX.Interaction Link
XXI.Assignments
I. Warm up
1. The teacher introduces the topic of occupations and jobs by showing students pictures
of people in various occupations.
T: What is this person doing? What is his/her job?
2. Review the names of family members and talk about what these people do.
T: What does your father/mother/brother/sister/aunt/uncle/cousin/sister-in-law/ or
brother-in-law do?
II. Vocabulary Task of Unit 9
1. Get the students to read the new words at P99.
2. Correct them if there are some pronunciation mistakes
3. Ask the students to look at P24, then match the words and phrases with the jobs
before listening to the tape.
4. Listen once more and check whether their guess is correct.
5. Get the students to talk about the jobs. Say three sentences.
Example: He is a courier. He delivers packages.
III. Listening Task of Unit 9
1. Look at the picture and guess what are their jobs.
First listening:
T: Listen to the people talk about what they do. Write the number next to the correct
picture.
Second Listening
Listen once more and ask the students to write down the one good thing about each
person’s job.
4. Ask some students to read out their answers to check up whether they have got the
right words both in pronunciation and spelling.
Answers:
1.it’s fun
2.gets to travel a lot; loves to fly; meets a lot of people
3.goes fast when the cars move slowly
4.Likes to work on software
Script:
1. My job is very fun because I go to the park everyday. There are four dogs I walk. Two dogs are
big and black, one dog is small an d white, and one is small and brown.
2. My job is the best. I get to travel a lot. I love to fly. And I meet a lot of nice people.
3. My job is dangerous. Sometimes cars don’t stop for me…But on my bicycle I can move in
traffic very quickly. I like to go fast when the cars just move slowly.
4. I like my job. I like to work on software. But sometimes I get tired of sitting at a computer all
day.
IV. Real World Listening of Unit 9
1. Concept check
What do you look for in a job?
T: What do you want in a job? (High salary, few hours, no physical labor, etc.)
What makes a job good or bad?
What sills do you need to get your dream job?
Do you have those skills?
2. Predict
T: Look at the pictures on page 25. This is Daniel. What does he look like? Look at
his face. How do you think he is feeling? (nervous, worried, serious)
Have the students work in pairs to read the choices.
T: Work together to decide what skills he needs for the job.
Listen to the job interview and see whether their guesses are correct.
3. Get the main ideas
1) Listen again and try to get the main ideas and mark T next to true sentences and F
next to false sentences. Let the students read the sentences first.
2) Get one student to offer the answer and have him/her correct information in the false
sentences.
4. Respond
1) Put students in small groups and have them discuss the two questions.
What kind of job do you want? Why?
What can you do?
2) Get some student from the groups to answer the questions.
Answers:
1.T
2.F (He knows how to use a computer and send faxes.)
3.F (He knows how to swim.)
4.T
5.T
6.F (He can’t work on Sundays.)
7.T
Script:
Interviewer: Good morning. Are you Daniel Rodriguez?
Daniel: Yes, I am.
Interviewer: How are you today?
Daniel: Fine, thanks.
Interviewer: I understand you want to get a job here at the hotel.
Daniel: Yes, I do.
Interviewer: Well, tell me a little about yourself. First ,what languages do you speak? Daniel: I can speak English, and of course Spanish. And a little Japanese.
Interviewer: Can you work at the front desk? Use a computer? Send faxes, e-mail and so on? Daniel: Sure, I can use a computer I can do all that.
Interviewer: Okay. Let’s see. There are a lot of other jobs here at the hotel, so I need to find out what else you can do. Can you swim? We have a swimming pool here. Daniel: Yes, I can swim.
Interviewer: We have four restaurants. And one coffee shop. Can you wait tables?
Daniel: Yeah, I worked as a waiter at a restaurant last year.
Interviewer: Can you cook?
Daniel: Um, no, I can’t cook.
Interviewer: Are you strong? Can you carry heavy suitcases?
Daniel: I think so.
Interviewer: How about weekends? That’s our busiest time. Can you work on weekends? Daniel: Uh, I can work Saturdays, But not Sundays.
Interviewer: Hmm. I see. Now the most important question is: Do you like working with people?
A t a hotel, you work with people all day.
Daniel: Yeah, I can work with a lot of people. I come from a big family.
Interviewer: Well, Daniel. Thank you for coming in today. I’ll give you a call in a few days. Daniel: Thank you. Good-bye.
Interviewer: Good-bye.
V. Real World Speaking of Unit 9
1.Brainstorm as many words as possible that are related to profession.
(Group Discussion)
Tips: There are a lot of words in English that are related to profession.
Manager, doctor, technician, financial consultant, receptionist, engineer, lawyer,
actor/actress, singer, etc.
VI. Interaction Link (page 57)--- Job Choices
Related Information
In present day Western society, the job market is very competitive. To get and, more importantly, to keep a job, you have to have a university degree, experience in a particular field of work, necessary skills and training and readiness to upgrade your knowledge and skills. Even for low low-pay jobs, you have to be conscientious and careful. Otherwise, it is likely that you will lose your job.
1. Explain the activity and look at P57:
T: Now we are going to talk about choosing a job. How do we decide where to work?
What is important? Think about your ideal job. An ideal job is a good job. A great job. A job you would love to have. What would it be like?
Survey: Part-time jobs
Nowadays many students would like to take a part-time job. Make a survey in your class about part-time jobs with the help of the following expressions.
What kind of part-time jobs do you want to do to earn some pocket money?
How much money do you expect to earn per month?
How do you usually spend the money?
Now let’s view a video clip.
Background Information
In job applications, the interview is often the decisive factor in determining success or failure. It is designed to find out more about an applicant and to see if one is suitable for a particular job. So if one is lucky enough to be called for an interview, good preparation beforehand is necessary. Find out as much as possible about the job and consider how one’s qualifications and experience can be related to it. Most people also think that appearance counts in an interview, so they will
choose their interview clothing with great care.
During the interview, it is a good policy to show interest to the questions raised by the interviewer and answer every one of them politely, truthfully and convincingly. At the close of the interview, the applicant may ask some questions about such matters as the salary and benefits, or if there is a training program.
Exercises: Questions and Answers
1. What is Rosemarie?
She is a branch manager.
2. What is Christine looking for?
She is looking for temporary office work.
3. What does Rosemarie think of Christine’s age?
It is rather young for the kind of responsibility they give people.
4. What does Rosemarie think of Christine from the technical point of view?
Christine seems well qualified.
5. What kind of person does Ca rey’s Imports require?
It requires a bright youngster.
Script:
Rosemarie: Come in. Oh, please take a seat.
Christine: Thank you.
Rosemarie: I’m Rosemarie Penn, by the way, Branch manager.
Christine: Christine: Bailey. Pleased to meet you.
Rosemarie: I tak e it you’re looking for temporary office work.
Christine: That’s right.
Rosemarie: How old are you, Christine?
Christine: I’m 18.
Rosemarie: That’s rather young for the kind of responsibility we give people. What experience have you had?
Christine: Well, I’ve just left school, actually, and I’m looking for a job between now and when I go to college.
Rosemarie: It doesn’t sound as though we can help, Christine. You see, our clients are very demanding, especially when it comes to the new office technology.
C hristine: Oh, that’s no problem. I took extra classes in office skills in school.
Rosemarie: That’s good. Perhaps you’ll like to outline what you’ve been doing.
Christine: I started by learning keyboard skills,then I went on to learn about word processing and database management. Would you like to see my certificates?
Rosemarie: H’m, h’m, very impressive. You seem well qualified from the technical point of view. But, how well do you think you’ll get along with people in an office?
Christine: I think I’m qui te adaptable. I belonged to the drama society at school as well as working on the school magazine and I played a bit of sports. So I’m used to working as part of a team. Rosemarie: Sounds promising. Let’s see. There’s a request from Carey’s Imports for a b right youngster.
VII. Assignments
1. Do Self-study at P80 after class.
2. Preview Unit 9 and preview unit 10.
Unit 10 My Week
Teaching Procedures
XXII.Warm up Exercise
XXIII.V ocabulary Task
XXIV.Listening Task
XXV.Real World Listening
XXVI.Real World Speaking
XXVII.Interaction Link
XXVIII.A ssignments
I. Warm up questions:
?What do you do with your spare time?
?Do you take a part- time job?
?What exercises do you enjoy?
?When do you meet your friends?
?Do you find any time to stay and talk with your family?
What do modern people do in their free time?
?It’s amazing to find there are such a variety of activities we are actually doing.?Brainstorm, and you can find more.
New Words
racket n. bat n. 球拍
?tennis racket
?badminton racket
?baseball bat 棒球拍
?cricket bat板球拍
?rugby bat 橄榄球拍
?table tennis bat
soccer n.英式足球
American football=rugby橄榄球
mall n. 商业街，购物商场
downtown adj, adv. 在市区(的)
in-line skate n. 同轴溜冰鞋
one-way ticket单程票
round–trip ticket双程票
Language Points
1. Getting to know the time words
a.m. (from 1:00 to 12:00)
noon (from 12:00 to 13:00)
p.m. (from 13:00 to 24:00)
morning (from 6:00 to 12:00)
(from 1:00 to 12:00)
noon (from 12:00 to 13:00)
afternoon(from13:00to１８:00)
evening (from 1８:00 to 20:00)
night (from 20:00 to 24:00)
midnight (from24:00 to 1:00)
2. How to distinguish the frequency words
never, rarely, sometimes,
often, usually, always.
0%---never
50%---sometimes
51%---99%
---usually, often
100%---always
3. Useful everyday English
1) What are you up to? = What are you busy with?
2) You are kidding! = You are joking.
3) We can exercise then go to dinner or something.
― or something‖ is used when the speaker is not sure.
II. Vocabulary Task
1. This is Andrea’ weekly schedules. What does Andrew do each w eek? Match the activities with the pictures.
2. Now listen and check.
3. Tell your partner three sentences about your week. Take turns.
Answers to vocabulary task
Play tennis Tuesday evenings
Clean my room Saturday mornings
Go to the park Saturday afternoons
Go to work Monday , Wednesday and Friday
Go to school Tuesday and Thursday
Watch TV Monday, Wednesday and Thursday evenings
Go to the movies Sunday
Eat dinner with friends Friday evenings
Script for vocabulary task
On Monday, Wednesday, and Friday, I work at SnoCo Web Design.
On Tuesday and Thursday I have class. I go to school at Simmons College.
Tuesday evenings, I play tennis at Golden Racket club.
Most evenings, I stay at home and watch TV.
On Friday, I usually eat dinner with my friends.
I always clean my apartment on Saturday morning.
On Saturday afternoon, I sometimes go to the park.
III. Listening task
1. Look at the pictures. What are the doing?
2. In picture one, what are they wearing? What are they doing?
3. When you do first listening, complete the information by filling the blanks.
3. Listen again, and pay attention to what they say about their activities. Be sure to read the
incomplete sentences first.
Answers to listening task (1)
1. She teaches on Tuesday and Thursday.
2. She doesn’t have
class on Wednesday morning.
3. He sleeps late on Saturday morning.
4. He goes to the park with his friends on Sunday.
Optional exercise after listening task
Involve students in a group. Get them talk about the activities, using because to give reasons. The woman in the first picture likes her job because she likes to swim.
Answers to listening task (2)
1.It’s a fun job.
2.We usually drink coffee and just talk.
3.I rarely get up before 10 or 11 o’clock.
4.It’s a good place to relax.
Script to listening task
1. A: Are you free in the afternoon?----?
B: Hmm. Not on Tuesday and Thursday afternoons. I go to work. I teach swimming. I like to swim, so it’s a fun job.----?
2. A: Do you have class every day?
B: No. On Wednesday morning, I don’t have any classes. I often meet my friends then. We usually drink coffee and just talk.
3. A: Are you busy Saturday morning?
B: Well, On Saturday morning I always sleep late. Very late. I usually wake up at 6 o’clock for work, so on Saturday morning I rarely get up before 10 or 11 o’clock.
4. A: What do you do on Sunday?
B: well, On Sunday I usually go to the park with my friends. Sometimes we eat lunch there. We often bring a soccer ball. It’s a good place to relax.
IV. Real World Listening
1. Concept Check
What is free time? How much free time do you have ? What do you do when you have free time? Do you like to be alone or with your friends?
2. Introduce the activity
Look at the picture on page 27. This is Celia and Laura. What do they look like? Are they college students or career women? Where are they? How do you think they really know each other?
3. Predict
1.) Celia and Laura want to this week. They are very busy all week. They work and go to school. When do you think they will meet? Let’s read the choices together.
2.) Now listen and check your prediction.
4. Get the main idea.
Listen again to the conversation.
Make a check in all the places on the schedule when Celia and Laura busy.
Ask some students to answer when Celia is busy and when Laura is busy.
Play it again for students to confirm their answers.
Ask students if they have any questions about either Celia’s or Laura’s sch edule.
5. Respond
Do Celia and Laura have any free time? If so, when can they meet? What will they do?
When do you usually meet your friends?
Answers to real world listening
Celia is busy: every morning (she’ at school), three nights a week (working at Caesar’s), Friday evening (she goes to Silver Gym)