大學英語基礎(chǔ)口語(電子教案)

Let’sTalk2ContentsTOC\o"1-1"\h\z\uUnit1GettingtoKnowYou 2Unit3FoodandCooking 6Unit4Families 10Unit5EarningaLiving 15Unit7SportsandGame 19Unit8TravelandTransportation 24Unit11ThreattoOurEnvironment 31Unit13CityLife 35Unit1GettingtoKnowYouObjectives:Togettoknowhowtodescribeone’spersonalitytraits.TobeabletostartaconversationwithastrangerTolearntomakeagoodimpressionToimproveabilityinlisteningandspeakingFocuses:TolearntousethewordsrelatedtopersonalitytraitsTostartaconversationwithagoodicebreakerTotellwhatarethingsappropriateandinappropriatetodowhenmeetingpeopleforthefirsttime.TomakeSsformthehabitofspeakinginEnglishinclassfromtheverybeginningProcedure（3periods）Topic1:Talkingaboutpersonalitytraits(oneperiod)Warm-up(5mins)Prepareapaperpiechartconsistingof9colors:blackbluebrowngreenpinkpurpleredwhiteyellow,andstickitontheblackboard.AskSstolookatthechartandtellwhichishisorherfavoritecolor.Whenthey’vemadetheirchoices,raisethequestion:doyouknowthateachcolorstandsforakindofpersonalityanddoyouwanttoknowwhatyourfavoritecolorsayaboutyourpersonality?Stage1Presentation(10mins)“Sinceyouhavesomeproblemswiththewordsdescribingyourpersonality,whynotlearnthevocabularyfirst.”Additionalvocabularybesideswordslistedonpage2personalityqualitiesthatmakeapersondifferentfromothersasshowninbehaviors,feelings,andwaysofthinkingstressfulworryingcasualrelaxedinstyleormanner;notformaldesertedemptyofpeopleorthingsinorderofpreferenceinorderfrommosttoleastlikedtobeinchargetobethepersonwhoisresponsibleenvironmenttheair,water,andlandaroundustodo(one’s)ownthingtobeindependenttohaveaquicktempertobecomeangryeasilyneatarrangedwell,witheverythinginitsplaceaheadinadvance;beforehandAskSstotakealookatthepicturesonpage2andaskthemtouseoneortwosentencestoconclude:Wherearethesepeople?Whataretheydoing?Thengiveoneanswerasanexample:“Thesepeoplearehavingcoffeeinacrowdedcafé”,whichcanhelpstudentsformtheiranswers.LeaveSsafewminutestodiscussthosequestionsabove.Asksomepairstosharetheiranswerswiththerestoftheclass.Stage2Exploitation(15mins)Afterthefirstroundofdiscussion,raisethesecondquestion:Whichscenedoyoulikemost?Least?Putthephotosinorderofpreferenceandexplainyourreasons.Then,giveoneanswerasanexample:IliketheweddingmostbecauseIenjoybeingaroundalotofpeopleandcommunicatingwiththem.AskSstoworkinpairstodiscussthequestionandlaterasksomepairstostatetheiranswers.2.Pairwork1)HaveSsworkinpairstopickouttheirfavoritephotoandexplainthereason.MakeSsuse“Ilike/don’tlike/aminterested/amnotinterestedin…because…2)Afterseveralminutes,havesomepairssharetheiranswersandexplanationsfortheiropinionwiththeclass.3.Joinanotherpair1)Haveeachpairjoinanotherpairtoformgroupsoffourorfivetodiscussthequestions:Whatisyourfavoriteplace?Howdoyoufeelwhenyouarethere?Whatdoyoulikeaboutit?MakeSsuse“Myfavoriteplaceis….Ifeel…whenIamthere.”2)Asstudentswork,providehelpandencouragement.Makesureallthegroupmembersareparticipating.3)Afterdiscussion,askvolunteerstostatetheanswer.Stage3Activity（15mins）1)HaveSsworkinpairsandreadthechartonpage3aboutcolorsandpersonality.2)MakeSsguesseachother’sfavoritecolorsaccordingtotheirknowledgeaboutothers’personality,andstatethereason.3)Askthemtotellwhetherhis/herpersonalitymatcheswiththestatementbyusingsentences“Ilikewhite,andIlovethingstobeneatandclean”“Ilikepurple,butIdon’tliketobealone.”Topic2Breakingtheice(oneperiod)Warm-up:(5mins)Talkingaboutasituation:Supposeonemorning,youareonyourwaytowork.Whenyouareintheelevatortoyourofficeyouarestuckinit,andthereissomeoneelseintheelevatorandyoudon’tknoweachother.Wouldyoukeepsilent?Ifnot,howdoyoustartaconversationwithhim/her?Stage1Presentation1.vocabulary(10mins)1.Firstofall,let’slearnsomewordsandexpressionsthatmightbeusedforthistopic.icebreakeraremarkusedtostartaconversationwithsomeoneyoudon’tknowstuckunabletomovecoworkerapersonworkingwithanotherworkersofaruntilnowtoughdifficult;challengingUh-ohthesoundpeoplemakewhentheyhavemadeamistakeorwhensomethingbadhashappenedI’mafraidsoaformalexpressionmeaning“I’msorrytotellyouthatit’strue.”outofservicenotworkingemergencybuttonthesmallobjectyoupressforhelpinadangeroussituationtowalkaroundincirclestowalkalotwithoutgettinganywhereblockthedistancefromonestreettothenextinacityortowntoneedahandtoneedhelp(informal,afigureofspeech)documentawrittenorprintedpaperwithofficialinformationonit2.Focusingonthepictures1)Pleasepayattentiontothelessontitle:BreakingtheIce.Findoutifanyoneknowswhattheexpressionmeans,andexplainitasnecessary.2)HaveSslookatthepicturesanddothetaskinpairs.Asktheminwhichsituation(s)theymightstartaconversationandwhytheywouldn’tintheothers.Giveanexample:Imightstartaconversationinsituation2,becauseitwouldbeveryembarrassingifbothpersonskeepsilentinsuchsmallspace.SoImightstartwith“Uh-oh!Lookslikethere’saproblem.”3)HavetheSsbrainstormideasforthefirstpicture.Afterseveralminutes,askvolunteerstosharetheirideaswiththeclass.Stage2Performance(20mins)1.AssignSsinpairswithdifferentsituations,likesomeforpicture1,andsomeforpicture2.Askthemtogetpreparedwiththeperformanceofactingthescene.2.Walkaroundandofferhelpandencouragementifnecessary.Makesureallthegroupmembersareparticipating.3.Asksomegroupstoperformthesesscenes.4.GivecommentsonSs’performance.Stage3Listening(10mins)Listentothetapeanddoexercisesonpage4Topic3HowtomakeaGoodImpression(Unit2)(oneperiod)Stage1Leadingin(10mins)Askquestion“Doyouthinkfirstimpressionisimportant?Ifitis,howimportant?Ifnot,why?”Letvolunteersanswerthesequestions.Stage2Presentation(15mins)1.vocabularyBeforeafurtherdiscussion,let’slearnsomewordsandexpressionsrelatedtothistopic.impressionanideaoropinionofwhatsomeoneorsomethingisliketoearntoreceiveaspaymentforworkdonetobowtobendforward,especiallytoshowrespectorthankstoleantorestagainstappearancethewayapersonorthinglooksorseemspsychologistsomeonewhostudiesthemindandemotionsandtheirrelationshiptobehaviortomakeuptoformbodylanguagethemovementsorpositionsbywhichyoushowpeopleyourfeelingswithoutusingwordseyecontactlookingdirectlyintheeyesofsomeonewhoislookingatyoumessagethemainideathataspeakeristryingtocommunicate2.AskSstocovertheirbookandthenwritedownasmanywaysaspossibleofmakingagoodimpression.Again,encourageSstoexplaintheiropinions.3.LetSsopenthebookstopage6andmarktheiranswersinthechart.Sharewithpartnerstheirchoicesandexplaintheirreasons.Stage3Performance(20mins)GivethesituationSupposetwopeoplemeetforthefirsttime(thesituationscanbedifferent,likejobinterview;dating;meetingone’sinstructor,etc.),andaskSsgetpreparedwithaperformance.Meanwhile,asktheotherSstojudgewhethertheyhaveleftagoodimpressiononeachother.Preparation.WhileSsarepreparingfortheperformance,walkaroundtoseeifanypairsneedhelpandgivesuggestionsifnecessary.PerformanceSummingupwithjudgesaboutwhichpairhasagoodperformanceofmakingagoodimpressionwhenmeetingforthefirsttime.References1.FamilyAlbumUSA2.CrackspokenEnglishelements世界圖書出版公司

Unit3FoodandCookingObjectives:Mastertheusefulwordsandexpressionsoffoodandcooking.Learnvariouswaystointroducefoodandcooking.Tobeabletoreadthemenuandorderdishesattherestaurant.FocusesUsefulexpressionsaboutcooking.Groupdiscussion.OralpracticeThefirstperiodTeachingcontent:3A(Activity1)Procedures:Step1WorkaloneWarm-upDiscussion(Teacherwritethefollowingquestionsontheblackboard.Dividethestudentsintogroups.Eachgroupshouldhavenomorethansixstudents.Askonestudentfromeachgrouptopresentopinionsofthegrouptothewholeclass.(Time:10mins)What’syourfavorite….?Whatdoyouliketocook?What’syour“specialty”?What’syourfavoriterestaurant?Hints:(Thefollowingnewwordscouldbetheanswer.)(Time:5mins)Maindish:grilledsteak烤牛排beefstew燉牛肉plainrice白米飯friedrice炒飯softrice,porridge粥steamedbread饅頭instantnoodles速食面Vegetable:cabbage包心菜;大白菜onion洋蔥greenpepper青椒pea豌豆eggplant茄子Beverage:drink飲料mineralwater礦泉水orangejuice桔子原汁beer啤酒whitewine白葡萄酒redwine紅葡萄酒Dessert:icecream,chocolatecakeSnack:peanuts,popcornEthnicfood:sashimi日式生魚片GooseLiverSalad法式鵝肝溫沙拉Step2JoinanotherpairDividetheclassintoseveralparts,askandanswerthefollowingquestions,comparetheiranswersanddiscussthequestions.(Time:10mins)What’syourleastfavoriteineachcategoryofthechart?Whatfoodsbringbackyourbestmemories?Step3Groupwork(Time:20mins)Threesteps:Dividethestudentsintogroups,appointateamleaderforeachgroup,givehintstothestudents,asshownbelow:Myfavoritefood:cruciangroup(鯽魚湯)1).WhyIlikeitbest?Ittastesdelicious.Itlookslikemilk.Itisnutritious.2).Howmymotherpreparesit:Getacleanedcrucianweighingaround300g.Preparesomegingerandshallot.Pouraspoonfulofsaladoilintothepot.Putinthegingerandshallot.Whentheoilishot,putthefishintothepot.Addafewdropsofyellowricewine.Carefullyturnthefishoveratintervalsofabout15seconds.Afterfiveminutesorso,poursomewaterintothepot.Coverthepot.Whenthesoupboils,addapinchofsaltintothepot.Inthreeminutes,thesoupisready.(Askthestudentstotaketurnsspeaking.Encouragethestudentstohavetheirownideas.Invitetwostudentsfromeachgrouptopresenttheirideasbeforetheclass.Eachspeakerhastwominutesforthepresentation.)Waysofpreparingfood:peel去皮slice切片stir攪拌beat攪成糊狀whip攪打marinate浸泡在鹵汁中Waysofcooking:fry油煎,油炸deep-fry,broil,grill,bake,steam,melt,roastEquipment:fryingpan,skillet,roastingpan,pot,oven,burnerThesecondperiod1.Teachingcontent:3A(Activity2)2.Procedures:Step1listen1)Introducenewwordsonboard:(Time:5mins)Flounder,soysauce,garlic,scallion,ginger,powder,thyme,oregano,seasoned,julienned,smooth,bubble,crispy,gravy2)Playtherecording,pausingaftereachrecipetogivestudentstimetomarktheiranswers,playtherecordingagainifnecessary.(Time:1Ominutes)Step2listenagain(Time:15minutes)Havestudentsreadthroughtheinformationandtrytoguessthemissingwords.Playtherecording,pausingaftereachspeakertogivestudentstimetowritetheiranswersinthebook.Playitagain,andhavestudentschecktheiranswers.Step3pairworkandjoinanotherpair(Time:15minutes)Dividetheclassintopairs.Havestudentscomparetheiranswersanddiscussthefollowingquestions:Whichdishsoundsthemostdelicious?theleastdelicious?Whichdishdoyouthinkistheeasiesttomake?thehardest?Putstudentsintopairstotaketurnsexplaininghowtoprepareadishthatispopularinyourfamily.Someusefulexpressions:boiled（用水）煮的roasted烤的（如肉類）broiled燒烤braisedwithsoysauce紅燒的shallow-fried煎的deep-fried炒的stir-fried炸的stewed燉的simmered文火燉的，煨的scalded嫩煮的toasted烤的（如面包）grilled鐵扒烤的baked烘的braised燜，（用文火）燉smoked熏的basted在（烤肉）上溜油cooked[done]煮熟的well-done熟透的underdone半生不熟的burnt燒焦了的carved切好的ground磨碎的minced切成末的mashed搗爛的dried干的iced冰鎮(zhèn)的frozen冰凍的raw生的，未煮的fresh新鮮的stale陳腐的，變壞了的；（酒）走了味的broil,grill燒烤roast烤bake烘shell剝,剝皮boil煮fry煎deep-fry炸steam蒸peel削,削皮slice切片grate磨beat打knead和toss拌mash搗,搗成泥drain撈chop切碎shred切絲dice切丁ThethirdperiodTeachingcontent:3B(Goingouttoeat)procedures:Step1—pairandgroupworkAsktheclasstoformpairs.Tellstudentstoimaginetheyareinarestaurant.Makeoralpractice.Takingorderssomeusefulexpressions,asfollows:(10mins)CanItakeyourordernow?現(xiàn)在可以請您點菜了嗎？What’stoday’sspecial?

今天的特色菜是什么？Here’sthemenuforspecialty,sir.

這是特色菜菜單，先生。情景會話：A:CanItakeyourordernow?

現(xiàn)在可以請您點菜了嗎？B:What’stoday’sspecial?今天的特色菜是什么？A:Here’sthemenuforspecialty,sir.

這是特色菜菜單，先生。B:Thankyou.

謝謝。用法說明：Areyoureadytoorder,sir?或者MayIhaveyourorder?或CanI…?CanItakeyourordernow?都是服務(wù)員請客人點菜時的禮貌用語。有名的杭州特色菜有：東坡肉：

DongpoPork西湖醋魚：West叫花雞：

Beggar’sChicken點菜在英語中也是比較復(fù)雜的。英美人普遍認為點菜是能否享受食趣的第一步，所以總是讓客人自己點菜，要你點菜時不要推辭，因為別人點的菜可能不合你的口味，你可以請服務(wù)員介紹一兩個特色菜就可以了。Decidewhetheryouwanttochangeyourmindsaboutyourorders.Herearesomeusefulexpressions:我正在節(jié)食中。I'monadiet我必須避免含油脂(鹽份/糖份)的食物。Ihavetoavoidfoodcontainingfat(salt/sugar).餐廳是否有供應(yīng)素食餐？Doyouhavevegetariandishes?Suggestsomedishes:(10mins)1.Wearestilllookingatthemenu.Maybeyoucouldrecommendsomething?我們正在看菜單，也許您能給我們推薦點什么？2.TheT-bonesteakisverygood.Iwouldsuggestthatyoutrythat.帶骨牛排很好吃。我建議您點這個菜。3．WemakesomeprettygoodCrispyBarbecuedDuck我們的脆皮鴨不錯。4.Wehavefreshbutterfishfrommarket,wouldyouliketohaveatry?我們有新鮮的平魚，想嘗嘗嗎？5.Whichsoupdoyouwant?WehaveEggdropSoupwithSlicedTomatoes,FamousHot&SourSoup.您來點什么湯？我們有番茄蛋花湯，酸辣湯。6.WehaveCantonesedishandSichuandish.Whichwouldyouprefer?我們有廣東菜和四川菜，您喜歡哪一種？7.Ithinkourfishwillbetoyourtaste.Therearethreedifferentflavorsavailable.Pleasetryit.我想我們的魚排會適合您的口味。有三種不同風味的魚排。請您嘗試一下。8.ItisDuanwuFestivaltoday,wouldyoulikesomeZongzi?今天是端午節(jié)，來點粽子嗎？9.It’smosteconomicalforaconferencebanquet.這是舉辦會議宴會最經(jīng)濟的。10.“Smallpotato”isveryfamoushere,wouldyoulikesome?咱們這兒的小土豆特別著名，來點小土豆吧。Step2listenandcommunicationLookatthepicturesonthepage13.Writeyourguess.Listentosixconversationsandcheckyouranswer.(10mins)Groupwork:discussthesequestion(15mins)Whatkindsofrestaurantsdoyoulike?Whatkindsdon’tyoulike?Howoftendoyougoouttoeat?Whodoyouusuallygowith?What’sthebestmealyou’veeverhadinarestaurant?

Unit4FamiliesObjectives:LearnvariouswaystointroduceanddescribeyourfamilylifeandrelationshipsLearntotalkaboutyourfriendsandfriendships.MastertheusefulwordsandexpressionsoffamilyandfriendshipFocuses:Usefulexpressionsaboutrelationships.Groupdiscussion.OralpracticeProcedures:ThefirstperiodTeachingcontent:4A(Activity1)Step1WorkaloneA.Introducenewwordsonboard:(5mins)In-lawrelatedbymarriageNieceadaughterofyourbrotherandsisterNephewasonofyourbrotherorsisterFamilytreeadrawingthatshowsallthemembersofafamilyandhowtheyarerelatedtooneanotherGreat-usedwithawordforarelativetomeanonegenerationolderthanthatrelativeFrameaborderthatenclosesandsupportsapicture,photograph,mirror,etc.Costumeclothingworninordertolooklikesomeoneelse.Usefulwords:grandmother,grandfather,mother,father,daughter,son,granddaughter,grandson,sister,brother,sister-in-law,brother-in-law,wife,husband,aunt,uncle,cousin,cousinNote:Dependingonthelanguage,variousfamilyrelationshipsmayhavetheirownspecialnames.Forexample,inEnglishthesameword–uncle-isusedforthebrotherofoneofyourparentsandforyouraunt’shusband(whoisn’tabloodrelation,butismarriedtothesisterofoneofyourparents).Otherlanguages,however,mightmakeadistinctionbetweenthesetworelationshipsbyusingtwodifferentwordstodescribethem.B.Askthestudentstodrawtheirownfamilytrees,andthinkabouthowtointroduceoneoftheirfamilymembers.(5mins)Step2pairorgroupworkA.Dividetheclassintoseveralparts,askandanswerthefollowingquestions,comparetheiranswersanddiscussthequestions.(5mins)What’sthemasculineequivalentofthewords?grandmother,grandfather,mother,father,daughter,son,granddaughter,grandson,sister,brother,sister-in-law,brother-in-law,wife,husband,aunt,uncle,cousin,cousinInyourlanguage,doyouhaveasinglewordtodescribeeachofthepeople?Humorous,funny,naughty,childish,childlike,lovely,beautiful,young,nice,old,cute,strict,serious,mild,friendly,gentleandsoft,kind.B.Lookatthefamilytreeinthebook.AskseveralstudentstoexplainhowJamesisrelatedtotheotherpeopleinthechart.(5mins)JamesisKaren’shusband,KarenisJames’swife.JamesisJennifer’sbrother,Jennifer’sJames’ssister.JamesisSteven’sbrother-in-law,LisaisJames’ssister-in-law.JamesandJohnarebrothers.P32C.Askthestudentstoexplain“whoiswho”inhisfamilywiththeirpartners,referringtotheirfamilytrees.(5mins)D.Askseveralstudentstodescribeoneoftheirfamilymemberswhoisspecialordepresseshimmost.(10mins)Step3ListeningAliceisdiscussingthesepeopleinherfamily.Drawherfamilytreeonaseparatepieceofpaperaccordingtowhatheorshehasheard.Playtherecording,pausingaftereachrecipetogivestudentstimetomaketheiranswers,playtherecordingagainifnecessary.(10mins)P33Sort整理frame相框Wed結(jié)婚cute聰明，狡猾Costume戲裝ThesecondperiodTeachingcontent:4A(Activity2)Procedures:Step1Pairwork(15mins)Askthestudentstolookatthesephotos.Howdotheythinkthepeopleineachpicturearerelatedtoeachother?Tellthepartnerstothinkofatleasttwowaysthepeopleineachpicturemightberelated.Pointout,forexample,thatinphoto3,thewomanholdingthebabycouldbethebaby’sauntinsteadofhermother.Afterafewminutes,reassembletheclass.Askvolunteerstosharetheirideasabouttherelationshipsinthephotos.Step2Workalone(5mins)Whataresomeadvantagesanddisadvantagesoflivingwithyourparentsuntilyouaremarried?Completethechart.WordslearningAdvantageagoodorusefulqualitythatsomethinghasDisadvantagesomethingthatisnotgoodorcausesproblemHavethestudentscompletethechartindependently.Mentionthatthiswillpreparethemfortheupcominggdiscussioninpartc.Givethemthepossibleanswers.Advantages:Cansavemoney;Cansharechores/houseworkHavesomeonetotalktoNeverlonelyDisadvantage:NotenoughprivacyHavetoshareTV/phone/radio/bathroomNotenoughpeace/quietToomanyrulesStep3Groupwork(10mins)Combinestudentsintogroupsoffourorfivetocompareanswers.Pointoutthespeechballoonsandencouragestudentstousethemasmodelswhenexpressingtheirownideas.Afterseveralminutes,havethegroupspresenttheirideastotherestoftheclass.Usingthefollowingexpressions:Anadvantageoflivingwithyourparentsisthatyoucansavemoney.That’strue.Adisadvantageisnothavingenoughprivacy.Step4Groupwork(15mins)1.Discussthesequestions.Howhasfamilylifeinyourcountrychangedsinceyourparentswereyourage?Thefamilyinourcountrybecomesmallerandsmaller.Whenweareyoung,mostofuslivedwithparents,grandparentsandotherrelatives,suchasbrothers,sisters,unclesandaunts,etc.Butnow,thefamilymembersbecomefewerandfewer,andwealwayshaveasmallfamily.Forexample:myuncleandauntslivesinothercity,andmyparentsandIlivesinChengdutogether.Mygrandparentssometimeslivewithus,butduringothertime,theylivewithmyuncleortheylivealone.Whatisa“typical”familyinyourcountry?2.Askthestudentstoexchangetheirideas.3.Attheendofthediscussion,askeachgrouptodescribea“typicalfamily”intheircountries.Thenaskvolunteerstoexplaintheirideasofhowfamilylifehaschanged.ThethirdperiodTeachingcontent:4B(Friends)procedures:Step1Pairwork(10mins)Questions:What’shappeningineachpictures?Therearetwowomen.Oneiswithlonghair,butanotheriswithshorthair.Thatshorthairwomanistalkingtothatlonghairone.Thewomanwithlonghairdoesn’tseemtolikewhatherfriendissays.Inthispicture,twofriendsseemthattheyhaven’tmeteachotherforalongtimeormaybetheyarecloserelatives.Theymaybetwofriendsortwobrothers.Oneiscryingandtheotheronecomforts/calmshim.Whatdoyouthinkhasjusthappened?Whatdoyouthinkwillhappennext?Putstudentsintopairstodiscussthequestionsaboutthethreephotos.Clarifythatstudentsshouldfirstexplainwhatcouldbehappeninginthepictures.Stresstheimportanceofatwo-waydiscussion,witheachpartneraskingforexplanationsandclarificationaboutwhattheotherhassaid.Afterafewminutes,leadabriefclassdiscussionaboutthephotos.Whohadthemostinterestinginterpretations?Step2Vocabularylearning(5mins)TogetalongTohaveagoodrelationshipTohititoffTomeetandbegintolikeeachotherimmediatelyTobondToformacloseandlastingrelationshipwithanotherpersonHystericalVeryfunnyToclickTobecomefriendlyEternityEndlesstime;timewithoutlimitsTobeevictedTobeforcedtoleaveaplaceTobethereforsomeoneTobereadytohelpsomeTogossipTotalkaboutotherpeople’sprivatelivesTohavesomethingincommonTohavethesameinterestsorcharacteristicsMirrorGlassbackedbymetalwhichreflectsanimageTorisetoyourgoalToaccomplishyouraimsSupportiveGivinghelpandencouragementStep3Listen(10mins)Threepeoplearetalkingabouttheirfriends.Writeonereasonwhytheyaregettingalongwellwitheachfriendandonethingtheydotogether.Camp露營incommon共同bands樂隊Gossip閑談buddy伙伴kindergarten幼兒園Hysterical歇斯底里stuff吃食company結(jié)交，陪伴Tellstudentstolookoverthechartsotheyknowinadvancewhatinformationtheyshouldlistenfor.Tellthemthattheymayhearmorethanoneanswerforsomeoftherowsinthechart,buttheyneedtowriteonlyoneanswertocompletethetask.Studentswhowanttoaddmoreanswersmaydoso.Stressthattheyshouldtrytoanswerbothquestionsforeachpersonduringthefirstplaying.Playtherecording,pausingattheasterisksinthetapescript.Allowstudentsacoupleofminutestofillthechart.Playtherecordingagain.Havestudentscheckandcorrecttheiranswersasnecessary.Playtherecordingathirdtime,andaskstudentstowritedownhowthespeakersfirstmettheirfriends.Compareyournotes,whodoyouagreewithmost:Tom.Lori,orPhyllis?Step4Groupwork(10mins)Discussthefollowingquestionsandcomparetheanswers.Whoisyourbestfriend?Howdidyoufirstmeet?Mybestfriendisoneofmyclassmatesinprimaryschool/middleschool/college.Ourfirstmeetisinmydormitoryonthefirstdayofmycollegelife.Whoisyournewestfriend?Howdidyoufirstmeet?Whywouldyoustopbeingfriendswithsomeone?Itisallbecauseofhertellingalies.Ifeltssosadanddisappointed.Ithoughtthereissomethingwrongwithherpersonality,soIdon’twanttobefriendwithher.anylonger.Askstudentstoexpresstheirideastotheirclass.Step5Groupwork(10mins)Lookatthelistbelow.Whichthingdoyouexpectageedfriendtodoforyou?Whichthingsdoyoudoforafriend?Iexpectagoodfriendto………TaketheblameforsomethingyoudidWriteyoualettereveryweekPayforyouinarestaurantListentoyourproblemsPhoneyoueverydayTellthetruth,evenifithurtsKeepasecretNotholdagrudgeTravelacrossthecitytoseeyouLendyoumoneyLetyouwinagameagainsthim/herRememberyourbirthdayGiveyouadviceSendsyouflowersNottalkbehindyourbackBeafriendswhentimesarerough

Unit5EarningaLivingObjectives:Tostimulatereal-lifeconversations.Tomastertheskillsofreal-lifeconversations.Toacquiregoodpronunciation&intonation,correctgrammarandflounceinspeech.Focuses:UsefulvocabularyandexpressionsPairorgroupsdiscussionOralpracticeProcedures:lessonANinetoFive(90mins)5AActivityOne(60mins)Vocabulary

Askstudentsiftheycanexplainthewords,ifnoonecan,givethemeaningintheteacher’smanualoraskthemtolookupthewordinagooddictionary.Ninetofive:from9:00A.M.to5:00P.M.;thehoursthatmostpeopleworkSalary:afixedamountofmoneypaidtoanemployeefornon-manualworkBenefit:ahelpfulservicegiventoanemployeeinadditiontotheirpaytodoforaliving:tohaveasajobAPairwork(10mins)Stepone:Havestudentsformpairstolookatthephotosanddiscussthequestions.Explainthetask,andcallattentiontothespeechballoon.Encouragestudentstouseittoorganizetheirowndiscussions.Questions:Whatiseachperson’sjob?Whatwouldyouenjoyabouteachjob?(optionalquestions:Whatarethefeaturesabouteachjob?Arethereanynegativesabouteachjob?).Steptwo:Afterafewminutes,asksomevolunteerstotelltheclasswhattheywouldlikemostandleastabouteachjob-andwhy.Possiblekeywordsabouteachpicture:Pictureone:aconstructionworker;workoutside;achallenge;buildone’sbodyandbecomestrong.Negatives:workingenvironmentisdangerousanddirty;amanualworkwithlowpay.Picturetwo:ateacher;workwithstudents;feelthatthestudents’futureisinmyhands;thereadalotofbooks;comparativelyfreeschoolschedule;arrangeone’svacationsfreelydofurtherstudy;Picturethree:atourguide;havealotoftravelandgettoseealotofexoticplacesallovertheworld;highpay;Picturefour;awaitressdoservicework;meetalotofpeople;negatives;worklonghours’BPairwork(10mins)SteponeReadtheinstructionsortloud,makingsurestudentsunderstandthefourstepstothisactivity:circlingunfamiliarwords;askingeachotherquestionstofindtheunknownwords’meanings;usingadictionaryifnecessary;andfinally,puttingthewordsintothechart.SteptwoGivestudentspronunciationpracticebyreadingeachwordoutloudandhavingthemrepeatafteryou.Putstudentsintopairstocompletethetask.StepthreeWheneveryonehasfilledintheircharts,callonseveralpairstotelltheclasshowtheyclassifiedsomeofthewords.Thencheckanswerswiththeentireclass.People’srolesatworksalaryand