高中教案教案

Unit9 When was itinvented?教案。

作為老師的任務(wù)寫教案課件是少不了的，大家應(yīng)該在準(zhǔn)備教案課件了。只有規(guī)劃好新的教案課件工作，這對我們接下來發(fā)展有著重要的意義！有沒有出色的范文是關(guān)于教案課件的？下面是小編為大家整理的“Unit9 When was itinvented?教案”，大家不妨來參考。希望您能喜歡！

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新目標(biāo)Unit9 When was it invented?教學(xué)設(shè)計

Unit9Whenwasitinvented?學(xué)案一、學(xué)習(xí)目標(biāo)：掌握一般現(xiàn)在時、一般過去時和含有情態(tài)動詞的被動語態(tài)的用法。二、語法介紹：英語中動詞的語態(tài)分成兩種：主動語態(tài)和被動語態(tài)。當(dāng)句子的主語是動作的執(zhí)行者時，謂語的形式叫主動語態(tài)；當(dāng)句子的主語是動作的承受者時，謂語要用被動語態(tài)。㈠含義：動詞的被動語態(tài)一般譯成“被…”，但是根據(jù)漢語表達(dá)習(xí)慣，有時“被”也可以不譯出。㈡構(gòu)成：被動語態(tài)一般的構(gòu)成形式為:be+動詞過去分詞（+by+動作的發(fā)出者）。其中助動詞be有人稱、數(shù)和時態(tài)的變化。一般現(xiàn)在時:am/is/are+done(過去分詞)一般過去時：was/were+done(過去分詞)含有情態(tài)動詞的：情態(tài)動詞+be+done(過去分詞)㈢方法：1、將主動語態(tài)句中的賓語變?yōu)楸粍诱Z態(tài)句中的主語，主動語態(tài)句中的主語變?yōu)楸粍诱Z態(tài)句中介詞by的賓語。2、將主動語態(tài)句中謂語動詞變成:助動詞be+該動詞的過去分詞，但時態(tài)不改變。3、助動詞be要與新的主語保持單、復(fù)數(shù)一致；若主語和賓語是人稱代詞時，“格”應(yīng)作相應(yīng)的變化?？谠E：賓變主，主變賓，謂變bedone時不變，數(shù)格必須隨著變。Theworkersmakemachinesinthisfactory.!--?xml:namespaceprefix=vns="urn:schemas-microsoft-com:vml"/--

Machinesaremadebytheworkersinthisfactory.注意：不及物動詞沒有被動語態(tài)。㈣例句：1.ManypeoplespeakEnglishin!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--China.EnglishisspokenbymanypeopleinChina.2.Bellinventedthetelephonein1876.ThetelephonewasinventedbyBellin1876.3.Wemustlookafertheoldman.Theoldmanmustbelookedafter(byus).㈤特殊情況：⑴（含有雙賓語的句子變被動語態(tài)）剖析：含雙賓語的主動語態(tài)的句子變?yōu)楸粍诱Z態(tài)時，常把那個指人的間接賓語變?yōu)楸粍诱Z態(tài)的主語；也可把那個指物的直接賓語用作主語，但此時必須在間接賓語前加上介詞to或for。如：Hegavemeabook.→Iwasgivenabookbyhim.→Abookwasgiventomebyhim.口訣：如遇雙賓語，一般變間賓。若把直賓變，to,for間賓連。⑵感官動詞和使役動詞在主動句中其后的動詞不定式不帶to，但變被動句時必須加上to。如：Thebossmadeherworkfor16hoursaday.→Shewasmadetoworkfor16hoursaday.口訣：感/使動詞真叫怪，to來to去記心懷，主動語態(tài)to離去，被動語態(tài)to回來。三、對應(yīng)練習(xí)：㈠選擇填空1.Thechildren____bythenurse.

A.werelookedB.lookedafterC.werelookedafterD.looked2.Thelab____aboutfiveyearsago.

A.wasbuildedB.wasbuiltC.buildsD.hasbeenbuilt3.Theglass______.It_____bylittleTomthismorning.

A.broke,isbrokenB.isbroken,wasbroken

C.wasbroken,brokeD.hasbeenbroken,broken4.I______thewaytotherailwaystationbyapoliceman.

A.wasshownB.showedC.haveshownD.wasshowing

Whenwater______,itwillbechangedintovapour.

A.isheatedB.heatingC.hasheatedD.heats5.Wecantentertheroombecauseitsdoor______.

A.lockedB.locksC.islockedD.islocking

6.They______dayandnight.

A.aremadeworkB.aremadetowork

C.madetobeworkedD.aremakingtowork7.ChanganRoadis______ofpeople.

A.filledB.fillC.fullD.fulled

8.ThisEnglishsong_____often_____bythechildren.

A.is,singingB.is,sungC.will,singD.was,sung

9.Thewindowsofourhouse_____onceaweek.

A.mustcleanB.havecleanedC.iscleanedD.arecleaned10.When______thePeoplesRepublicofChina_____?

A.was,foundB.was,foundedC.did,foundD.does,found11.Marysradio______bymybrotherjustnow.

A.willbemendedB.hasmendedC.wasmendedD.mended12.Yourexercisebooks_____afterclass.

A.willhandinB.musthandinC.handedinD.mustbehandedin

13.Thesun_____atnightasusual.

A.canbeseenB.cantseeC.cantbeseenD.doesntsee14.Rice___also_____intheirhometown.

A.is…grownB.is…grewC.was…grewD.was…grown15.He____bytheteachers.

A.isalwayspraisedB.praises

C.havebeenpraisedD.alwaysispraised㈡把下列句子變成被動語態(tài)1.Youcanfindalotofdifferencesbetweenthetwolanguages.2.Doyouwateryourflowerseveryday?3.Thewindblewdownthebigtreelastnight.4.Nobodyknewmeinthistownatthattime.5.Weplantedmanytreesinourschoollastweek.6.DopeoplegrowcottoninNorthChina?7.Whoinventedthelightbulb?8.Didtheyfindthemissingkeyyesterday?9.Weheardsomeonesinginthenextroom.10.Shedrewthemapictureyesterday.

Unit 9 When was it invented?教案

Unit9Whenwasitinvented?教案

學(xué)習(xí)目標(biāo)：

學(xué)習(xí)一般過去時的被動語態(tài)和特殊疑問句。

教學(xué)重難點：

一般過去時態(tài)的被動語態(tài)

基本結(jié)構(gòu)：助動詞be（was/were）+及物動詞的過去分詞

Athiefwascaughtlastnight.

Theywereaskedtospeakatthemeeting.

肯定式：Itwasmade.

否定式：Itwasnotmade.

疑問式：Wasitmade?No,itwasn’tYes,itwas

學(xué)習(xí)過程：

1.情境導(dǎo)入：warm-up

Askthestudentstobefamiliarwiththewordsbelowaccordingtothepicturesoncomputer.

Telephone,calculator,car,personalcomputer,TV,electriclight,lightbulb,alarm,clock,microwaveoven,electricslipper.

2.自主學(xué)習(xí)：presentation

1)教學(xué)Whenwasthecarinvented?Itwasinventedin……

Choosethethreeinventionsoftheseandaskstudentstoguesswheneachonewasinvented.

Forexample,youmightchoosecar,telephone,andpersonalcomputer.

Haveseveraldifferentstudentsguessandwritethedatesontheboard.Asktheclasstorepeatthequestionsandanswers.

[T=Teacher,S=Student]

T:Whenwasthecarinvented?(Classrepeat.)

T:Good.NowJackie,whatwasyourguess?

S1:1900

T:OK.Jackie,repeatafterme.Thecarwasinventedin1900.

Repeattheprocesswithseveraldifferentinventions.

Atlast,makestudentsfindouttherealdates.

2)教學(xué)Whowerethelightbulbsinventedby?Andwhataretheyusedfor?

呈現(xiàn)Edisonandlightbulbs的畫面。

TellthestudentsEdisoninventedlightbulbs.

Thenaskthestudentstoanswerthequestionsbelow.

T:Whowerelightbulbsinventedby?(Classrepeat)

T:Good.NowClassrepeatafterme.TheywereinventedbyEdison.

3.合作探究：

1)教學(xué)操練1a,1c,2c

學(xué)生看書本上1a的圖畫，根據(jù)圖畫，把1a,1c,2c中的語言點綜合起來，叫學(xué)生相互間回答問題。并用剛剛學(xué)到的目標(biāo)句型來操練。最后，抽查幾對學(xué)生，讓他們在全班面前，按要求進行對話。

2)教學(xué)1b,2a,2b

首先，幫助學(xué)生明確本題的要求。接著，聽力練習(xí)，學(xué)生根據(jù)錄音內(nèi)容完成1b,2aand2b.

最后，重放一遍錄音內(nèi)容，學(xué)生跟讀。

4、拓展創(chuàng)新：

ConsolidationandExtension.

完成一個任務(wù)

Asksomestudentstoreadaboutaninventionusinganencyclopediaorotherbookfromthelibrary,orbylookingupinformationontheInternet.Havethestudentswriteupashortreportanddrawasimplepictureoftheinventionorbringinaphotoofit.Askeachstudentstoshowthepictureandreadhisorherreporttotheclass.

5.梳理知識：本單元主要學(xué)習(xí)了一般過去時的被動語態(tài)，包括其結(jié)構(gòu)與用法。利用幾項發(fā)明創(chuàng)造練習(xí)這一知識，最后用一篇小報告來完成寫作練習(xí)。

6.達(dá)標(biāo)測試：

（一）根據(jù)時間和人物寫出發(fā)明物。

1)1885____________2)1876________________3)1927____________

4)1976________________5)JulieThompson_________6)ChelseaLanmon______

（二）漢澤英

1)計算機是何時發(fā)明的？

2)誰發(fā)明了計算機？

3)計算機是用來做什么？

4)你認(rèn)為什么是最有用的發(fā)明？

5)它能夠給人們更多時間工作和玩。

典型例題解析：

1.--Whataniceclassroom!--It____everyday.

A.iscleaningB.hascleanedC.mustcleanD.iscleaned

解析：推測這句話的意思應(yīng)該是“它每天都被打掃”，考查被動語態(tài)的結(jié)構(gòu)be+動詞的過去分詞。因此答案應(yīng)該選D。

2.IknowBeijingwell.I____therethreetimes.

A.willgoB.havebeenC.wentD.havegone

解析：推測這句話的意思“我很了解北京，我去過那三次”。表示去過應(yīng)該采用的時態(tài)是現(xiàn)在完成時，因此可排除A和C，區(qū)別havebeen和havegone,havebeen去過；havegone去了（還沒回來）。因此應(yīng)該選擇B。

中考連接：

1.--Lookatthesignontheright.--Oh,smoking____here.

A.doesn’tallowB.isn’tallowedC.didn’tallowD.wasn’tallowed

2.--Willyoucometothedinnerparty?--Iwon’tcomeunlessJim______.

A.can’tbeinvitedB.wasinvitedC.willbeinvitedD.isinvited

課后反思：

說一說這節(jié)課你學(xué)到了什么知識？

Unit9Whenwasitinvented?

SectionB

教師寄語：Virtuenevergrowsold.美德永不老。

學(xué)習(xí)目標(biāo)：

1、熟練掌握被動語態(tài)用法。

2、學(xué)會用被動語態(tài)表達(dá)對創(chuàng)造和發(fā)明事物的認(rèn)識和看法。

教學(xué)重難點：主動語態(tài)被動語態(tài)

1．主動結(jié)構(gòu)的賓語變?yōu)楸粍咏Y(jié)構(gòu)的主語；

2．主動結(jié)構(gòu)的謂語動詞由主動語態(tài)變?yōu)楸粍诱Z態(tài)；

3．主動結(jié)構(gòu)的主語變?yōu)榻樵~by的賓語，組成介詞短語，放在被動結(jié)構(gòu)中謂語動詞之后。在動作的執(zhí)行者無須說明或不必強調(diào)時，by短語可以省略。

4．主動語態(tài)、被動語態(tài)兩種時態(tài)要保持一致：

Werepairedthemotor.

Themotorwasrepairedbyus.

教學(xué)過程：

1.情境導(dǎo)入：Warm–up:

Askthestudentstopracticespeaking.

A:Whenwas……invented?

B:Itwasinventedin……

A:Whowasitinventedby?

B:Itwasinventedby……

A:Whatisitusedfor?

B:Itisusedfor……

2.自主學(xué)習(xí)：Presentation.

1)教學(xué)helpful,annoying

Askstudentstogivesomeexamplestoshowwhateachwordmeans.Forexample.

Avacuumcleanerishelpful.Averyloudtruckisannoying.

2)教學(xué)3a

呈現(xiàn)alarmclock,lightbulb,microwaveover,tea,andsoon的畫面。Thenaskthestudentsthefollowingquestions.

T:Isthelightbulbusefulorannoying?(Opinionsmaydiffer.)

S1:Ithinkit’suseful.

T:Whyisit?

S1:Well,itgivespeoplemoretimetoworkandplayeveryday.

Thenaskthestudentstomakealistoffivehelpfulinventionsandfiveannoyinginventionsontheirown.Givetheclassaboutfiveminutestodothis.

3．合作探究：教學(xué)操練3b

Askthestudentstoworkinpairthefollowingtalkusingthetargetlanguage.

A:Whatdoyouthinkisthemosthelpful/annoyinginvention?

B:Ithinkthemosthelpful/annoyinginventionis……

A:Whyisthat?

B:Well,itgivespeople……

4.拓展創(chuàng)新：ConsolidationandExtension

Imaginethatyouarealoneonatinyisland,Choosefiveinventionsyouwouldliketohaveontheislandwithyou.Tellthegroupwhatyouchoseandwhy.

5.梳理歸納：

本節(jié)課主要的內(nèi)容是主動與被動語態(tài)的練習(xí)轉(zhuǎn)換。

6.達(dá)標(biāo)測試：

句型轉(zhuǎn)換

1.Shewasseentocomeoutofthelibrarybyhim.（變被動語態(tài)）

2.Whenaretreesoftenplanted?（變被動語態(tài)）

3.TheLeaguewasfoundedinGuangzhouin1922（就畫線部分提問）

4.Didthestudentsweartheschoolclothesalot?（變被動語態(tài)）

5.Katetookgodcareofthebabyyesterdayevening.（變被動語態(tài)）

6.Hisauntboughthimabicycle.（變被動語態(tài)）

7.Hisauntboughthimabicycle.（變被動語態(tài)）

典型例題解析：

1.老人們被照顧地很好。Theold____________afterwell.

解析：這個題主要考查被動語態(tài)的結(jié)構(gòu)be+動詞的過去分詞和應(yīng)用，在本題中應(yīng)該是belookedafter.

2.Youcanusethebox______thetoys.

A.carryB.carryingC.tocarryD.carried

解析：在這個題目考查一個短語的應(yīng)用usesthtodo利用某物做某事，因此答案為C。

中考連接：

1.AlthoughTomfailedthegame,_____hesaidhewouldtryagain.

A.B.andC.butD.because

2.Imustpractice_____English,becauseit’simportantwhiletalkingwithaforeigner.

A.speakB.tospeakC.speakingＤ.speaks

課后反思：

想想這節(jié)課還有哪些知識沒掌握？

Unit9:Howwasyourweekend?

老師會對課本中的主要教學(xué)內(nèi)容整理到教案課件中，到寫教案課件的時候了。將教案課件的工作計劃制定好，才能夠使以后的工作更有目標(biāo)性！你們清楚有哪些教案課件范文呢？為滿足您的需求，小編特地編輯了“Unit9:Howwasyourweekend?”，歡迎閱讀，希望您能夠喜歡并分享！

Unit9:Howwasyourweekend?
Languagegoal
Inthisunit,studentslearntotalkaboutrecentpastevents.
Newlanguage
Whatdidyoudoovertheweekend?Icleanedmyroom.
Whatdidshedoovertheweekend?Shedidherhomework.
Whatdidhedoovertheweekend?Hewenttothemovies.
Whatdidtheydoovertheweekend?Theyplayedtennis.

SectionA
Additionalmaterialstobringtoclass:
wallcalendar
newspaperandmagazinepicturesforFollow-upactivity1
blankcardsandmarkersforFollow-upactivity2
PointtothepreviousSaturdayandSundayonawallcalendarandsay,SaturdayandSundayaretheweekend.Thisislastweekend.Thentellsomethingsyoudidlastweekendsuchas,/cleanedmyhouseovertheweekend.Usequicksketches(intheboardalongwithgesturestodemonstratethemeaningofeachactivity,
Askstudents,Whatdidyoudoovertheweekend9Acceptone-wordanswersandrephrasetheseanswersincompletesentences.Forexample,ifyouask,Whatdidyoudoovertheweekend?andastudentsays.Thebeach,rephraseitbysaying,Oh,youwenttothebeachovertheweekend.
Askseveraldifferentstudentsandhelpthesestudentssaycompleteanswers.

1aThisactivityintroducesthekeyvocabulary.
Focusattentiononthepicture.Askstudentstotellwhattheysee.Nameeachactivityandaskstudentstorepeat:wenttothemovies,playedsoccer,wenttothebeach,didhomework,playedtennisandcleanedmyroom.
Pointoutthenumberedlistofactivities.Sayeachoneagainandaskstudentstorepeat.
Thenaskstudentstomatcheachactivitywithoneofthepictures.Say,Writetheletterofeachactivitynexttothewords.Pointoutthesampleanswer.
Checktheanswers.
1bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.
Pointtotheactivitiesinthepictureinactivityla.Askstudentstotellwhatthepersondidineachpicture.Forexample,Sheplayedtennis,orLucyplayedtennis.Playtherecordingthefirsttime.Studentsonlylisten.
Playtherecordingasecondtime.Thistimesay.ListentotherecordingandwritethedaysandtimesLucydideachthingunderthepictures.PointoutthesampleanswerunderthepictureofLucyplayingtennis;onSaturdaymorning.
Correcttheanswers.
1cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Pointtotheexampleconversation.Asktwostudentstoreadthedialoguetotheclass.
Say,Nowworkwithapartner.StudentA,pretendtobeLucy.StudentB,askquestionsaboutwhatLucydidondifferentdaysandtimesovertheweekend.Talkabouttheactivitiesinthepicture.
Studentsworkinpairs.Astheytalk,movearoundtheroommonitoringtheirwork.Offerlanguageorpronunciationsupportasneeded,
2aThisactivitygivesstudentspracticeinunderstandingthekeyvocabularyinspokenconversation.
Pointtothefivesentencesandaskastudenttoreadthesesentencestotheclass.
Say,Youwillheartrecordingofaconversation.Thepeoplewilltalkaboutsomeoftheactivitiesandpeople,buttheywillnottalkaboutothers.Pleaseunderlinethewordsyouhearontherecording.
Playtherecordingthefirsttime.Studentsonlylisten.
Playtherecordingasecondtime.Thistime,askstudentstounderlineeachwordthatissaidonthetape.Pointoutthesampleanswer,grandmother.
Correcttheanswers.
2bThisactivityprovideslisteningpracticeusingthetargetlanguage.
CallattentiontothepicturesofCarol,Ben,andEmmaandaskstudentstoidentifyeachpersonbyname.
Say,NowIwillplaytherecordingagain.Listentothestudentstalkingaboutwhattheyaidovertheweekend.WriteCforCarol,BforBenorEforEmmanexttoeachstatementinactivity2a.Thefirstonehasbeendoneforyou.
Playtherecordingthefirsttime.Studentsonlylisten.
Pointoutthesampleanswer,S,instatement1.Say,Soniavisitedhergrandmother.
Playtherecordingagain.Askstudentstowritealetterinfrontofeachstatementtoshowwhateachpersondid.
Checktheanswers.
2cThisactivityprovidesguidedoralandwritingpracticeusingthetargetlanguage.
Callattentiontothedialogueandthelistofactivitiesinthebox.Explainthatstudentshavetocompletethedialogueusingtheactivitieswordsinthebox.
Studentsdotheactivityinpairs.Whentheyhavefilledintheblanks,theypracticetheconversation.Haveseveralpairsperformtheirconversationsfortherestoftheclass.
3aThisactivityprovidesreadingpracticeusingthetargetlanguage.
Pointtothethreescenesinthepicture.Askstudentstodescribewhatthepersonineachscenedid.(Picture1shows:Shewenttothebeach.Picture2shows:HedidhishomeworkandwatchedTVPicture3shows:Shecleanedherroomandstudiedforthemathtest.)
Afterthat,readthethreedialogueswithastudent.Thesecondpartofeachdialogueisincomplete.
Say,Therestofthesentencesarelistedabovethepicture.Readthemtotheclassorhaveastudentreadthem.Say,Writethecorrectnumberontheblanklinesinthespeechbubblestocompletetheconversations.
Correcttheanswers.
3bThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Callattentiontotheexampleinspeechbubbles.Askapairofstudentstoreadthedialoguetotheclass.
Say,Nowpracticeaskingandansweringquestionslikethisaboutwhatthepeopleinthepicturesdidovertheweekend.Practiceinpairs.Usethedialogueasanexample.
Helpstudentsfindpartners.Thensay,Firstreadthedialoguetogether.Bothstudentsreadbothparts.Thenmakeyourowndialogueslikethatone.Tellwhatthepeopleinactivity3adidovertheweekend.
Hereisasampledialogue:
A:HowwasSarahsweekend?
B:Itwasntverygood.Shecleanedherroomandstudiedforthemathtest.
Askpairsofstudentstopresenttheirdialoguestotheclass.
4Thisactivityprovidesoralpracticeusingdietargetlanguage.
Playamodelroundofthegame.Drawsimplepicturesoftwothingsyoudidovertheweekend.Forexample,apictureofaTV,andapictureofatennisracket.PointtothepictureoftheTyandaskastudenttomakeasentenceaboutwhatyoudid(youwatchedTV).Dothesamewiththepictureofthetennisracketandanotherstudent(youplayedtennis).Writethetwosentencesontheboardandunderlinethe-edinwatchedandplayedandremindstudentstousethepasttense.
Nowaskstudentstopriicticetheactivityingroupsoffour.Eachstudentsdrawstwodiingssheorhemighthavedoneovertheweekendonapieceofpaper.Thestudentsthentaketurnstomakesentencesabouteachotherspicturesinpasttense.Walkaroundtheclassofferingassistancewherenecessary.
Askastudenttodrawtwopicturesabouthisorherlastweekendonthebonrd.Classmembersguessthecorrectpasttensesentences.Thenwritewh-wordsontheboard(who,what,where,when,why,how)andencouragestudentstoaskfollow-upquestions,forexample.Whodidyouplaytenniswith9

SectionB
Newlanguage
Iplayedtheguitar
Istudiedgeography.
Iwenttothelibrary.
1aThisactivityintroducesmorekeyvocabulary.
Callattentiontothepictures.Askstudentstopointtoandusethepasttensetodescribeasmanyoftheactivitiesaspossible.Pointtoanddescribeanyactivitiestheycantdescribe.Forexample,Iplayedtheguitar.
Thenpointtothenumberedactivitiesdescribedinthelist.Nametheactivitiesandaskstudentstorepeateachone,
Afterthat,askstudentstomatcheachnumberedphrasewithapicturebywritingtheletterofeachpictureintheblankinfrontofthecorrectphrase.Asstudentswork,movearoundtheroomansweringquestionsasneeded.
Checktheanswers
1bThisactivityprovidesreadingpracticeusingthetargetlanguage.
Drawpicturesofthehappyfaceandunhappyfaceontheboard.WritethewordVMMunderthehappyfaceandthewordsnotfunundertheunhappyface.
Askstudentstonamesomeactivitiestheythinkarefunandsomethatarenotfun.Forexample,astudentmightsaydoinghomeworkorcleaningmyroomarenotfun.
Pointoutthehappyfaceunderthepicturesinla.Say,Heplayedtheguitar.Itwasfun.Thehappyfaceshowsitwasfun.Say,Aoicdrawahappyfaceoranunhappyfaceforlettersa,c,anda,
Correcttheanswers.
2aThisactivityprovideslisteningandwritingpracticeusingthetargetlanguage.

CallattentiontothenamesJimandSallyandthewrite-onlinesundereachname.
Say,NowyouaregoingtohearaconversationbetweenJimandSally.Theyaretalkingaboutwhattheydidovertheweekend.Listentotheconversationandwritewhateachpersondid.
Playtherecordingthefirsttime.Studentsonlylisten.
Pointoutthesampleanswer,cleanedherroom.
Playtherecordingagain.AskstudentstoHUinthephrasestellingwhateachpersondid.Remindstudentsthattheycanlookbackatearlieractivitiesinthisunittogetspellinghelp,iftheywish.
2bThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Callattentiontotheexampleinspeechbubbles.Askapairofstudentstoreadthedialoguetotheclass.
Say,NowpracticetalkingaboutwhatJimandSallydidovertheweekend.Practiceinpairs-Usethedialogueasanexample.
Helpstudentsfindpartners.Thensay.Firstreadthedialoguetogether.Readbothparts.Thenmakeyourowndialogueslikethatone.TellwhatSallyandJimdidovertheweekend.
Asstudentspractice,movearoundtheroommonitoringprogress.
Askpairsofstudentstopresenttheirdialoguestotheclass.
2cThisactivityprovidesopen-endedoralpracticeusingthetargetlanguage.
Pointouttheexampleinspeechbubbles.Asktwostudentstoreadthedialoguetotheclass.
Withastudent,sayaconversationaboutwhatyoudidovertheweekend.Youmaywishtowritetwoorthreeactivitiesontheboardforstudentstouseintheirconversations.
Helpstudentsfindpartners.Astheypracticetheirconversations,movearoundtheroommonitoringprogressandgivinglanguagesupportasneeded.
Asksomepairstopresenttheirreal-lifeconversationstotheclass.
3aThisactivityprovidesreadingpracticeusingthetargetlanguage.
Readthearticletotheclassorhaveastudentdoit.
Somestudentsmaynotrecognizethewordsshopping,mixture,andrelatives.Answeranyquestion.studentsmayhaveabouttheseorothervocabularyitems.Writeeachnewwordontheboardanddiscussitsmeaning.
Readtheinstructions.Pointoutthecirclearoundthewordcircleandtheunderliningunderthewordunderline.Expandontheinstructionssaying,Circlethethingsthatyoulike.thethingsthatarcfun.Underlinethethingsthatyoudontlike,thethingsthatarenotfun.
Reviewtheanswers.Studentsmayhavedifferentanswersforsomeitems-Forexample,wenttothelibrarymaybefanforsomestudentsandnotfunforothers.
3bTlusactivityprovidesguidedwritingpracticeusingthetargetlanguage.
Pointoutthenumberedblanksintheparagraph.Say,Writeasuitablephraseineachblank.Remembertoputtheverbinthepasttense.Pointoutthatstudentscanlookatthepicturesbelowthepassageforideas.
Callattentiontothesampleanswer.Askastudenttoreadthesentencetotheclass,
Askstudentstocompletetheactivityindividually.
Checktheanswers.
3cThisactivityprovideswritingpracticeusingthetargetlanguage.
Beforetheystartwriting,suggestthatstudentslistthethingstheydid.Askstudentstonameseveralihi;;astheydidovertheweekend.Writethelistontheboardusingpasttenseverbs.
Askastudenttofollowthesenotesandsaywhatheorshedidovertheweekend.Whenthestudentisfinishedsay.Nowwritethewordsyoujustsaid.
Asstudentswork,movearoundtheroommonitoringprogressandansweringanyquestionsstudentsmayhave.
Askthestudentswhofinishfirsttowritetheirsentencesontheboard.Checkthesentencesandmakenecessarycorrections-Otherstudentsmayusethesesentencesastheycompletetheirownwork,

4Thisactivityprovideswritingandoralpracticeusingthetargetlanguage.
Asktheclasstogiveyouthenamesofsomefamouspeople.Theycanbe.sportsstars,musicians,artists,politicians,etc.).Writethemontheboard-Thenchooseoneofthepeopleontheboardanda.skthestudentstoimaginewhatthatpersondidoverthelastweekend.Elicitthreepasttensesentencesfromtheclassandwritethemontheboard.
Askstudentstolookattheinstruction.Explainthatstudentsmustchooseafamouspersonandwritethreethingsthatfamouspersondidovertheweekend.Askstudentstolookattheexampleandguesswhothepersonis(itshouldbeafamouspopstar,onethathasaninterestinghaircolor.).
Dividestudentsintopairstodotheactivity.Asstudentswork,movearoundtheroommonitoringprogressandmakingnotesofcommonlanguageproblems.Havesomestudentstelltheclasswhotheirpartnersareandwhattheirfamouspartnersdidovertheweekend.