Review of units 11～15
The First Period
Ⅰ． Teaching Aims and Demands
1． Knowledge Objects
Key vocabulary that students have learned in Units 11～15．
2． Ability Objects
Train students’ ability to use the target language they have learned freely and creatively．
3． Moral Object
Repetition is the mother of learning．
Ⅱ． Teaching Key Point
Key vocabulary
Ⅲ． Teaching difficult Point
Train students’ ability to use the target language they have learned freely and creatively．
Ⅳ． Teaching Method
Practice method
Ⅴ． Teaching Aid
The blackboard
Ⅵ． Teaching Procedures
Step I Revision
Check homework． Ask five students to read their sentences one by one using the words in activity 1 in preceding class．
Help correct the mistakes made in their sentences．
Step Ⅱ 1a
This activity reviews some of the vocabulary that students have learned in Go For It Book 5．
In this activity, we’ll reviens some of the vocabulary in Units 1～15 by completing a crossword． Now, look at the clues with the headings
Down and Across．
Draw students’ attention to the crossword． Read the sample answer to the class: I can look out of the window in my apartment． Make sure that they understand what they need to do． Then say,
Please read the clues and complete the crossword． Get students to do the crossword in pairs． While they are working, move around the classroom to make sure that all the students know what to do, offering help if necessary．
Cheek the answers by asking different students to read out and spell the answers．
Answers
Down 1． windows 2． bought 3． is 5． elephant 6． wrong 7． suitcase 8． award 12． made 15． scarf 16． jobs 18． rude 19． meet 20． or
Across 1． walls 4． noodles 7． strong 8． are 9． on 10． trash 11． sit 13． had
14． done 17． customer 21． ever 22． fast 23． cheetah
Step Ⅲ 1b
This activity requires students to creatively use the language they have learned．
Go through the instructions with the class． Invite a pair of students to read the sample conversation．
SA: This is a place where we can go to see animals．
SB: Is it a zoo?
SA: Yes, it is．
Make sure students understand what they need to do． Ask students to choose four words from Units 11～15 and write a clue for each word． Have students do the activity in pairs． When they work, move around the classroom listening and offering help where necessary．
Ask four students to say their clues and have the class guess the words．
S1: It is useful and helpful to us and can bring us success in competition． （advantage）
S2: This is a person who owns something． （owner）
S3: This is a metal container in which food is kept cold． （refrigerator）
S4: This is a large sea animal． We also call it sea cow． （manatee）
Step Ⅳ Summary
In this class, we’ve reviewed some of the vocabulary words in Units 1～15．
Step Ⅴ Homework
Review the vocabulary words in Units 11～15
Step Ⅵ Blackboard Design
Review of Units 11～15 The First Period Sample answers to Activity 1b: 1． It is useful and helpful to us and can bring us success in competition． （advantage） 2． This is a person who owns something． （owner） 3． This is a metal container in which food is kept cold． （refrigerator） 4． This is a large sea animal． We also call it sea cow． （manatee） |
Review of units 11～15
The Second Period
Ⅰ． Teaching Aims and Demands
1． Knowledge Objects
（1） Listening practice using the target language．
（2） Oral practice using the target language．
2． Ability Objects
（1） Train students’ listening skill．
（2） Train students’ speaking skill．
3． Moral Object
If you review what you have learned actively, you will make greater progress．
Ⅱ． Teaching Key Points
1． Listening practice using the target language．
2． Oral practice using the target language．
Ⅲ． Teaching Difficult Point
Train students’ listening skill．
Ⅳ． Teaching Methods
1． Listening method to improve students’ listening ability．
2． Pairwork to make every student work in class．
Ⅴ． Teaching Aid
A tape recorder
Ⅵ． Teaching Procedures
Step Ⅰ Revision
Dictate some vocabulary words in Units 11～15．
guidebook, member, advantage, manatee, environment, greet, bow, wipe, serve, miss, fresh, rude, endangered, useful, strong, tiny, politely, mostly, gradually, specially
Choose five words． Encourage students to make sentences with them．
S1: Everyone has more advantages than disadvantages．
S2: Manatees are large sea animals．
S3: Let’s go out for some fresh air．
S4: He was late for school because he missed the bus．
S5: The ant is a tiny insect．
Step Ⅱ 2a
This activity provides practice in listening for the general idea．
focus attention on the four pictures． Say, You are going to listen to four conversations． Match the conversations with the correct pictures． Point to the sample answer． Say, This picture matches the first conversation you will hear．
Play the recording for the first time．
Students only listen．
Play the recording a second time． This time students listen and match the conversations with the correct pictures by writing the numbers in the boxes．
Check the answers．
Answers
（from top to bottom）1,4,2,3
Tapescript
Conversation 1
Cbu: Tom, I have some questions about your country, Canada．
Tom: Okay． What do you want to know?
Cbu: What are you supposed to do when you meet someone for the first time?
Tom: You’re supposed to shake hands．
Cbu: How about time? For example, when a party is at eight o’clock, do you go at eight o’clock?
Torn: No, you can go about fifteen minutes late．
Cbu: OK． Is it the same for business meetings?
Tom: Oh no． For a business meeting make sure you’re on time．
Cbu: Mm． I heard that it’s rude to make sounds when you eat． Is that true?
Tom: Yes． it is． You shouldn’t do it．
Cbu: One more question． Are you supposed to take a gift when you visit someone?
Tom: Yes, it’s polite to take a few flowers．
Cbu: Thanks． Now I’m ready．
Conversation 2
Ben: Excuse me, could you tell me where the doctor’s office is?
Sue: Yes, it’s on the second floor, beside the escalator．
Ben: Mm． First I need to buy a book． Is there a book store around here?
Sue: Sure． You can find Biblo Books on the fourth floor． Take the elevator．
Ben: Oh, I also need to exchange some money．
Sue: Yes． There’s a bank on the first floor． It’s right behind you．
Ben: Good． I think that’s everything． Oh no． There’s one more place I need to go．
Sue: Yes?
Ben: Do you know where I can buy some shampoo?
Sue: Yes, there’s a drugstore on the third floor． Take the elevator．
Ben: Thank you． You’ve been very helpful．
Sue: You’re welcome．
Conversation 3
Mom: We have to leave in half an hour． Is everything ready for the trip?
Xiao Li: I don’t know．
Mom: Well, have you packed the travel guidebook?
Xiao Li: Yes． I did． Oh! But I forgot the map．
Mom: OK． Pack the map． What about the camera?
Xiao Li: Yes． I have the camera．
Mom: What’s that noise? Have you turned off your radio?
Xiao Li: No, I’ll do it now．
Mom: And the towels． Have you packed the towels yet?
Xiao Li: Yes． I packed the towels．
Mom: What about the food? Did you pack the food?
Xiao Li: Yes． I’ve packed it already．
Morn: Well, I think we’ve almost ready!
Conversation 4
Henry: Hi, Janet． Would you like to help save the environment?
Janet: I don’t know． What can I do?
Henry: Well, first, you can start by turning off the lights．
Janet: Yes． That’s easy． Sometimes I turn on the lights without thinking．
What’s next?
Henry: Second, you can ride a bicycle．
Don’t take a bus or a taxi if you don’t have to．
Janet: That will save money, too． What else?
Henry: Thrid, try to recycle paper．
Janet: Mm． Newspapers, magazines, mail …we get a lot of paper at home． Good idea．
Henry: The fourth idea is turning off the shower When you’re not using it．
Janet: You mean, when I have shampoo in my hair?
Henry: Yes． Get wet． Turning off the shower． Put in the shampoo in your hair and then turn on the shower and wash it out．
Janet: Will that help the environment?
Henry: Yes． We have to save water． And fifth, take a bag when you go shopping． Don’t use plastic bags．
Janet: OK． My parents do most of the shopping． I’ll tell them．
Step Ⅲ 2b
This activity requires students to listen for specific information in the dialogues．
Look at the four different questions types next to the pictures in Activity 2a． Give students two minutes to go through the list of questions． You are going to listen to the same recording again． This time you need to listen for specific information in the dialogues that will help you answer the questions． Point out the sample answers．
Play the recording for students to answer the questions． Play the recording a second time or a third time if necessary．
Have students do the activity in pairs．
When they work, walk around the classroom listing and offering help where necessary．
Ask several students to share their answers．
Answers
FTFFT
53214
doctor’s office--second floor;
bookstore--fourth floor;
bank--first floor; drugstore--third floor
√pack the guidebook; × pack the map;
√pack the camera;× Turn off the radio;
√pack the towels;√pack the food
Step Ⅳ 2c
This activity lets students work in pairs to practise the conversations they have just heard．
Go through the instructions with the class, sample conversation in the box． Invite a pair of students to read it to the class．
SA: Would you like to help save the environment?
SB: I don’t know． What can I do?
Write the sample conversation on the blackboard．
Now work with a partner． Start by reading the sample conversation in the box with your partner． Then make conversations using information in Activity 2a．
Get students to practise their conversations． As they work, walk around the classroom offering help and encouragement．
Ask several pairs of students to say their conversations to the class．
For example:
SA: Would you like to help save the environment?
SB: I don’t know． What can I do?
SA: You can turn off the shower while you are washing your hair．
SB: When I have shampoo in my hair?
SA: Yes．
Step Ⅴ Summary
In this class, we’ve done a lot of listening and oral practice Using the target language．
Step Ⅵ Homework
Ask students to write three conversations in Activity 2c in their exercise books．
Step Ⅶ Blackboard Design
Review of Units 11～15 The Second Period Target language: A: Would you like to help save the environment? B: I don’t know． What can I do? |
Review of Units 11～15
The Third Period
Ⅰ． Teaching Aims and Demands
1． Knowledge Objects
Oral practice using the structures Supposed to, It makes me…and Present perfect with already and yet．
2． Ability Objects
（1） Train students’ speaking skill．
（2）