參考教案 教學(xué)建議 教學(xué)建議（Suggested teaching notes）
一、教學(xué)內(nèi)容分析
本單元主要圍繞“方向和常見標志語（Directions and some signs）”這兩個日常交際項目和一般過去時被動語態(tài)來安排教學(xué)內(nèi)容。詢問方向及其答語，與本單元語法要點--一般過去時的被動語態(tài)是以往所學(xué)知識的加深和擴展，而本單元的語言結(jié)構(gòu)與詞匯之間又存在著緊密自然的聯(lián)系。
第65課展示一幅街道平面圖。通過詢問由某處去另一處的路線，來復(fù)習(xí)第二冊學(xué)習(xí)過的有關(guān)詢問方向的固定表達法，并學(xué)習(xí)一些新的表達法，同時復(fù)習(xí)和學(xué)習(xí)一組地點、建筑物和機構(gòu)名稱。
第66課通過一群學(xué)生參觀博物館、談?wù)撜蛊返那榫�，自然地引出一般過去時被動語態(tài)，使學(xué)生在學(xué)習(xí)了第16單元一般現(xiàn)在時被動語態(tài)后，對一般過去時被動語態(tài)的應(yīng)用有了感性的認識。本課設(shè)計體現(xiàn)了語法項目的呈現(xiàn)與典型的交際情景自然結(jié)合的特點，為在情景中教學(xué)語法知識提供了條件和素材。
第67課展示了博物館內(nèi)的幾幅場景，來引導(dǎo)學(xué)生學(xué)習(xí)幾種常見標志（signs）。第68課提供了聽力練習(xí)，來訓(xùn)練學(xué)生仿照聽力練習(xí)和范例，寫一篇描寫某物品的文章。
二、教學(xué)方法建議
（一）口語教學(xué)
本單元教學(xué)的交際功能項目是“問路與指路”，這個項目已在初中第二冊第9單元和第22單元出現(xiàn)過，所以在本課引入新語言點時，要注意以舊帶新，在復(fù)習(xí)已學(xué)過的知識基礎(chǔ)上，引入新知識。第65課首先以顯著的位置提供了一幅地圖，要求學(xué)生Look and say，其次又安排了Read and act的練習(xí)。Look and say為Read and act提供了按照地圖練習(xí)的依據(jù)，而Read and act導(dǎo)出say的內(nèi)容。在第三部分Practise中，say的內(nèi)容又有加深和擴展。首先教師可利用第二冊學(xué)生用書第4頁的彩圖或簡筆畫，復(fù)習(xí)一些機構(gòu)和建筑物名稱；也可讓學(xué)生做一個名為“What's in your street?”的游戲。課前教師預(yù)先制作好一組卡片，上面分別繪有不同的圖案和與其相應(yīng)的機構(gòu)和建筑物名稱。注意卡片應(yīng)是可以任意移動和自由組合的。然后再繪制一幅簡單的地圖。如下圖：
學(xué)生依照地圖和卡片的位置，復(fù)習(xí)已學(xué)過的句型：
A: Where's the …?
B: It's next to the … /in front of the … /behind the … /on the left (right) of … .從第一冊至本單元（按冊次和單元順序排列）已學(xué)過的機構(gòu)和建筑物地點名稱大致有：第一冊 school, middle school, room, classroom, house
第二冊 zoo, hospital, bus stop, post office, station, police station, bookshop, building, cinema, waiting room, garden
第三冊library, reading room, centre, lab, market, bridge, museum, crossing教師在地圖上確定某一位置，然后向全班詢問從這一位置到達某地的路線，復(fù)習(xí)下列句并用白色粉筆板書在黑板一側(cè)。
Excuse me. Where's…, please?
Which is the way to…, please?
Go along this street (road).
Take the second/… turning on the right (left).
Walk along this road.
Turn right/left.
Go on until you reach the end.
You'll see the… 'on the right/left.
教師可視情況適當(dāng)組織學(xué)生做兩人一組操練，但占用對間不宜過長。
下一步教師使用教學(xué)掛圖或?qū)⒌?5課的插圖制成投影片展示出來。要求學(xué)生合上書，看圖聽課文錄音3遍。在聽的過程中，教師可給適當(dāng)?shù)奶崾�，要求學(xué)生在理解的基礎(chǔ)上，找出本課新出現(xiàn)的表達法，并將問句和答語分別用不同顏色的粉筆板書在黑板的另一側(cè)。
教師可對新句型作適當(dāng)?shù)闹v解，然后要求學(xué)生熟悉新句型。這時可安排全班、半班、行排之間的機械性操練活動。在學(xué)生未掌握好新語言點之前，不要有過多的兩人活動或個人課堂提問。操練的具體內(nèi)容基本上不超出第65課。
學(xué)生的練習(xí)將由機械性操練轉(zhuǎn)向半交際性訓(xùn)練。教師依據(jù)本課的地圖，確定某一起點或終點，學(xué)生互換角色做兩人一組練習(xí)，完成問路與指路的交際任務(wù)。對話可以這樣展開：
T: Suppose you stand between the museum and the bookshop. Ask B the way to the market.
教師抽查數(shù)組后，可讓學(xué)生自行問答，再抽數(shù)組上臺表演。然后做練習(xí)冊第65課練習(xí)1和2以達到口筆頭鞏固的目的。
這項活動也可以擴展到課堂外，如用學(xué)校所在地的地圖或特意設(shè)計的簡易地圖來訓(xùn)練學(xué)生，如下圖：
交際訓(xùn)練的過程是這樣的：學(xué)生做兩人一組練習(xí)，學(xué)生A持有一張帶路線標志的地圖，而學(xué)生B的地圖上沒有這些信息。兩人做問答練習(xí)，學(xué)生B邊練邊完成路線圖，最后使兩張地圖完全一樣。另一種練習(xí)形式是學(xué)生A，B所持有的地圖上各有對方?jīng)]有的信息，兩人通過問答來完成各自的路線圖。
最后教師與學(xué)生一起歸納所學(xué)過的有關(guān)方向的表達法。課堂上可舉行一個小競賽。全班分為兩組，看哪組列舉出的句子多。
問路：Where's…?
How can I get to…?
Which is the way to the…, please?
Can you tell me the way to the…, please?
Could you tell me how to get to the…, please?
Could you tell me how I can get to the…, please?
Which bus can take me to the…?
Which bus can I catch to the…?
Could you tell me which bus can take me to the…, please?
指路：It's over there.
It's between…and….
It's at the end of the street.
Go across the bridge and….
Go along this road and….
Go up this road to the end.
Turn left/right at the second/… crossing and you will find… on the left/right.
Go down this street, then take the second/… turning on the left/right.
You can't miss it!
Take the No… bus and it will take you straight there.
（二）語法教學(xué)
本單元的語法重點是一般過去時被動語態(tài)。第16單元已經(jīng)教學(xué)了一般現(xiàn)在時被動語態(tài)，所以本單元語法教學(xué)應(yīng)將復(fù)習(xí)與教新課相結(jié)合。
教師先依次出示圓有cotton, jacket, wool, coats, thermos圖案的卡片，復(fù)習(xí)一般現(xiàn)在時的被動語態(tài)，引出下列對話：
1．T: What's this?
Ss: It's cotton.
T: Where's cotton grown?
Ss: It's grown in….
2．T: Is this a jacket?
Ss: Yes, it is.
T: What's it made of?
Ss: I think it's made of cotton.
3．T: What's this?
Ss: It's wool.
T: Where's it produced?
Ss: It's produced in/at….
T: What's (the) wool used for?
Ss: It's used for making sweaters or coats.
T: Look at these coats. They're made of wool.
4．T: What's this?
Ss: It's a thermos.
T: What's it made of?
Ss: The inside is made of glass and the outside is made of metal.（教師
給予適當(dāng)?shù)奶崾荆?/p>
T: What's it used for?
Ss: It's used for keeping water hot.
為了降低難度，第4段對話也可先讓學(xué)生仿照前三段對話來提問，教師來回答。然后交換。還可以給學(xué)生適當(dāng)?shù)臅r間讓他們做半班，行排與兩人一組的連鎖問答。
然后教師讓學(xué)生閱讀第66課。在閱讀前，設(shè)置一些問題，使學(xué)生們帶著問題有目的地進行快速閱讀。
T: Now we are going to read a passage about a group of girls visiting a museum. After reading, you'll have to tell me what the girls saw in the museum and what these things were made of and what they were used for. Which of these things is modern and whichis old?
閱讀完畢，教師將有關(guān)某一物品的問題和學(xué)生們的回答板書在黑板上，一般過去時被動語態(tài)中was和were要彩筆標出。全班，半班進行問答練習(xí)。
讓學(xué)生分別就 a king's hat, a drinking cup, a teapot in another pot, a thermos等物品，依照黑板上的問答，進行兩人一組對話練習(xí)。抽查若干組對話。
學(xué)生再次閱讀第66課，要求他們找出上面對話練習(xí)中未涉及到的被動語態(tài)句子。如：
The things on show were all used a hundred years ago.
It was filled with hot water.
…, before thermos were invented.
教師引導(dǎo)學(xué)生分析課文中哪些句子可改寫成一般過去時被動語態(tài)。如：
They saw many old things on show in glass-topped tables. →Many old things on show were seen in glass-topped tables.
做練習(xí)冊第66課練習(xí)5。
教師假設(shè)學(xué)生去奶奶家時，發(fā)現(xiàn)那里既有一些現(xiàn)代化的東西，又有些現(xiàn)在已不常使用的古舊物品。學(xué)生與奶奶談?wù)撈疬@些東西。除課文出現(xiàn)過的表示物品的名詞，可描述的物品還有：bag, ball, basket, basketball, bottle, box, candle, card, chair, clothes, cup, desk, diary, dictionary, dress, handbag, hat, ladder, map, pen, sweater等。
（三）詞匯教學(xué)
第67課要求學(xué)生掌握幾種常見標志語。
首先讓學(xué)生猜測第67課圖中標志的含義，可做練習(xí)冊第67課練習(xí)2。核對答案，掃除理解障礙后，教師要求學(xué)生做快速問答，以熟悉各種標志。對要求四會的詞語可進行聽寫。教師可提供如下圖案，學(xué)生們給這些圖案標出相應(yīng)的標志。學(xué)生兩人一組用這些圖片進行練習(xí)，以進一步鞏固記憶。學(xué)生參照練習(xí)冊第65課練習(xí)1的地圖，給這些常見標志找到合適的張貼場所。如：library→exit, entrance, No smoking, open, closed,等
（四）閱讀教學(xué)
本單元的閱讀材料是一篇記敘文，其中貫穿著語法教學(xué)。第66課練習(xí)1可幫助學(xué)生對整篇文章有個完整的印象，并可借助回答這些問題來復(fù)述課文。在學(xué)生理解的基礎(chǔ)上，教師幫助學(xué)生分析課文的寫作特點，使學(xué)生對一般過去時被動語態(tài)在什么情況下使用有初步的認識，并為第68課的寫作練習(xí)做好鋪墊。
《閱讀訓(xùn)練》第17單元練習(xí)1是一段對話，它可用來配合本單元交際項目的訓(xùn)練和語法項目的鞏固。如教師可讓學(xué)生找出新的問路和指路的表達法： They're to the west of Shaolinsi.Is it far from here? It's only about three hundred metres away from here. will you follow me,Please? 對話中出現(xiàn)的被動語態(tài)句子也是學(xué)生閱讀中要重點注意的語言項目。
練習(xí)2是一篇有189個詞的記敘文。留給學(xué)生4分鐘時間閱讀，然后完成文后的練習(xí)。學(xué)生還可以就文章內(nèi)容回答下列問題：
1．Where was London Bridge? Where is it now?
2．Was it taken down?
3．Was it moved to the United States?
4．How did the workers move it?
（五）筆頭訓(xùn)練
第68課有一個要求學(xué)生仿照范例寫一篇短文的練習(xí)。在寫的練習(xí)前，特意設(shè)計了Askand answer的練習(xí)。練習(xí)中的7個問題存在著內(nèi)容上的聯(lián)系，含有“信息溝”，學(xué)生們通過問答來獲取完成筆頭練習(xí)所必需的信息。因為筆頭練習(xí)的內(nèi)容和所需運用的語言結(jié)構(gòu)都與本單元前幾課緊密相關(guān)。所以在充分學(xué)好前幾課的基礎(chǔ)下寫好這篇短文并不困難。
教師在呈現(xiàn)這7個問題時，可將其印在投影片上。教師說物品的名詞，如：a watch，然后要求學(xué)生回答問題。每次呈現(xiàn)投影片中的1個問題，遮住其他問題。學(xué)生先口頭回答1-2組問題，并分別將這些問題的回答口頭串成一篇短文。教師可提供一些詞語，如： metal, glass,cotton, street market, shop等。在學(xué)生口頭練習(xí)基本熟練的情況下，再要求他們筆頭完成課堂練習(xí)。教師亦可將范文做為聽寫練習(xí)的材料。在課本提供的8個物品名詞中；四會詞為：watch, radio,其余均為三會詞。在課堂上，四會詞要重點練習(xí)。
參考教案 Unit 17 What was it used for教學(xué)參考資料 示例二
教學(xué)參考資料（Reference for teaching）
補充注釋（Additional notes）
1．Go along Zhongshan Road, and turn right at the second crossing. 沿著中山路走，在第二個十字路口向右拐。
Go up this road to the end.沿著這條路走到盡頭。
along沿著，在此處用作介詞。
go up有“向遠處走去”的意思。up也用作介詞。
在turn right和turn left中，right/left用作副詞。在“Take the second turning on the right/left.”一句中，right/left用作名詞，前面要加定冠詞the。
2．They saw many old things on show in glass-topped tables.他們看見在帶玻璃罩的桌子里陳列著許多古老的東西。
on show展覽，陳列。再如：
There are many models on show in the museum.在博物館里陳列著許多模型。
glass-topped是由兩個詞組成的復(fù)合形容詞。再kind-hearted熱心的man-made人造的
3．Some of the things were hundreds of years old.其中有些東西有好幾百年的歷史了。
hundreds of…是固定詞組，意思為“數(shù)百……�！弊⒁鈕f后面的名詞用復(fù)數(shù)形式。再如：
hundreds of bridges／bicycles／markets／…
4．Isn't it beautiful! 難道它不漂亮嗎？！
這是用否定疑問句表示一種肯定的含義。此句還可譯作“它真漂亮�！睒它c符號用嘆號。也可把它看作是感嘆句。
5．But in England we still make tea in teapots.但是在英國我們?nèi)杂貌鑹嘏莶琛?/p>
make tea泡茶，沏茶。
6．That's what we did in China in the old days.那是我們中國過去的做法。
這句話是以What引導(dǎo)的表語從句。
in the old days從前，已往。day在這里常用復(fù)數(shù)，表示“日子，時代”。
7．It makes me feel thirsty！這讓我感到口渴！
make sb. do sth.讓某人做某事。
make sb. feel…讓某人感覺……。又如：
It makes me feel happy.這讓我感到幸福。
It makes me feel hungry.這使我覺得饑餓。
Mother makes me do housework.媽媽讓我做家務(wù)事。
8．The group of girls all moved on and had a good drink of tea together, from a modern thermos ！這一群女孩都繼續(xù)往前走，從現(xiàn)代的保溫瓶里倒了茶，一起痛痛快快地喝了下去。
move on繼續(xù)前進。又如：
The group of soldiers still moved on．這群士兵還在繼續(xù)向前走。
have a drink喝have a good drink痛痛快快地喝。
類似的結(jié)構(gòu)還有：have a rest休息；have a look看看；have a good time玩得高興。
9．It has often broken down．它經(jīng)常出毛病。
break down壞了，出毛病。這是一個短語動詞。
It's broken．它壞了。 broken在此處是動詞的過去分詞，作表語。
參考教案 Unit 17 What was it used for教學(xué)步驟 示例二
教學(xué)步驟 (Teaching steps)
Lesson 65
Step 1 Revision
1 Check the homework.
2 Revise the names of objects from the last unit and the Passive Voice: What's it made of?
Where's it made? What's it used for? etc.
Step 2 Presentation
Revise the names of buildings and places, like this: T: I want to buy a book. Where can I buy one?
Ss: At a book shop.
T: I want to buy some stamps/ some shoes
etc. Where can I buy some?
Ss: At a post office/shoe shop etc.
T: My friend is very ill. She needs an operation. Where can she have an operation?
Ss: At a hospital.
Teach the word market:
T: I want to buy some fruit and meat. Where can I buy some?
Ss: At a food shop.
T: Yes, or at a market in the street. (Translate if necessary.)
Draw the different buildings on the Bb as a simple map, like this:
Teach the word museum.
Revise prepositions: Where's the (book shop)? It's next to (the post office) /opposite the (hospital) etc.
Step 3 Practice
Ask individual Ss about different places, e.g. Where's the market? Help them to answer.
Then let the Ss ask and answer in pairs.
Step 4 Presentation
SB page 65, Part 1.Tell the Ss to look at the map. Askthem what they will say to find the way to the market/bridge/ museum? Revise Where's the…? Which is the way to…?
SB page 65， Part 2. Speech Cassette Lesson 65. Tell the Ss to follow the directions on the map. Play the tape.
Play it again, sentence by sentence. This time, show the Ss the way with your finger. Explain or revise the meaning of each phrase: go along/turn right/ go across/on the left.
Play the tape one more time for the Ss to listen and repeat. Then let them practise the dialogue in pairs.Get them to show the way on the map with their finger.
Finally, books closed! See who can tell you the way to the (museum)!
Step 5 Practice
SB Page 65, Part 3. Go through the words in the boxes and Check to see if the Ss understand them. Point out the difference between cross (verb) and across
(preposition): we say Cross the road or Go across the road.
Notice the phrase You can't miss it!= It's very easy to find! (miss= not find)
Practise Some dialogues with the whole class. Then let the Ss work in pairs.
Finally, check all the dialogues with the whole class.
Step 6 Workbook
Wb Lesson 65, Ex. 1. Get the Ss to read the model dialogue. Then ask them to find the way to one place. Open pairs and then close pairs.
Do Exx. 2 and 3 orally with the whole class.
Step 7 Consolidation
Revise the dialogues in SB page 65, Parts 2 and 3.
Homework
Finish off the Workbook exercises.
Do Ex. 3 in the exercise books.
參考教案 Unit 17 What was it used for教學(xué)步驟 Lesson 66 示例二
Lesson 66
Step 1 Revision
1 Check the homework
2 Revise the dialogues is Lesson 65.
Step 2 Preparation for reading
Show the Ss a thermos (or a picture of one). Ask What's this? What's it made of? (The inside is made of glass and the outside is made of metal.)
What's it used for? (keeping water hot). Tell the Ss The reading passage today is about visiting a museum.
SB page 66. Get the Ss to look at the four pictures: What are they? (A king's hat, a drinking cup, a teapot in another pot and a thermos).
Then ask the Ss to read the passage quickly to find the answer to the question: Which of these things is modern and which is old?
See who can answer the question first!
Wb Lesson 66, Ex. 1. Read through the questions with the Ss and make sure they understand them. You may need to explain new words with pictures and gestures ,such as king, point, etc.
Step 3 Reading
Let the Ss read the passage more carefully. They can then answer the questions in the Wb orally in pairs. Check the answers with the whole class and explain any difficulties in vocabulary and grammar.
Note the phrase “Isn't it beautiful?” is an idiomatic way of saying “Do you agree that it's very beautiful?”(The negative invites the listener to agree in the positive: “Yes, it's very beautiful” .)
Point out, too, the use of the Passive Voice in the past tense in phrases such as was/ were used, was made and were invented.
Step 4 Reading aloud
SB page 66. Speech Cassette Lesson 66. Play the tape. Get the Ss to listen and repeat the dialogue sections oft he passage. Then let them practise the dialogue in groups. Ask one group to act out the dialogue.
Step 5 Workbook
Wb Lesson 66
Do Ex.2 and Ex.3 orally with the whole class before they write down their answers. The answers to Ex.2are: group, centre, on, pointed, show, what, was,king's, surprised, if, was, was, real, used; at, strange strange, metal, for, thirsty, on, together, modern. If time permits, do the quiz question in Ex.4 orally.The answers are:
1 thermos, 2 teapot (it's full of tea!).
Step 6 Consolidation
Get the Ss to retell the story orally. You can use the questions in the Wb to guide the Ss.
Homework
Read the passage again.
Finish off the Workbook exercises.
Write down the answers to Exx. 1 and 3 in theexercise books.
Do Ex. 5 if there is time.
The answers to Ex. 5 are: was, drawn, is, harvested, grown, is, grown, is/are, standing, are, picking.
參考教案 Unit 17 What was it used for教學(xué)步驟 Lesson 67 示例二
Lesson 67
Step 1 Revision
1 Check the homework.
2 Get the Ss to retell the story in the passage in Lesson 66. (One part of the story for one student is enough!)
Step 2 Presentation
Talk briefly about a thermos: What's it made of? What's it used for? Write the answers on the Bb: Give some more examples: e.g.a key/a pen/ a ruler(used for drawing lines) etc.
Write more sentences on the Bb containing is used for.
Tell the Ss that the Simple Present Tense is used because we are talking about things which people use today.
Remind the Ss of the old teapot in the passage in Lesson 66. Ask What was it used for? (It was used for keeping tea hot)
Ask about the king's hat and the strange cup.Write these sentences on the Bb:
The teapot was used for keeping tea hot.
The king's hat was used in plays.
The strange cup was used for drinking.
Explain that the Past Tense is used because we are talking about things that people do not use today, but used in the past.
Step 3 Drill
Drill the sentence in tenses, like this:
T: Tell me about the thermos.
Ss: It's used for keeping water hot.
T: Tell me about the strange cup.
Ss: It was used for drinking.
T: Tell me about the… (etc.)
Step 4 Practice
SB page 67, Part 1. Read through the questions. Make sure the Ss understand the meaning of founded, PLA and PRC. Get them to find the right answers. Point out the use of the Passive Voice in the Past Tense to refer to a past action.
Step 5 Read and learn
SB page 67, Part 2. Go through the signs with the Ss.Ask What do they mean? Where else can you see these sighs? Get the Ss to guess the meaning or lookup the new words in the dictionary.
Speech Cassette Lesson 67. Play the tape for the Ss tolisten and repeat.
Step 6 Workbook
Wb Lesson 67, Exx. 1 and 2. Do some examples withthe whole class before they work in pairs.
The answers to Ex. 2 are: 1 NO PHOTOS,
2 EXIT, 3 ENTRANCE, 4 NO SMOKING,
5 BUSINESS HOURS/OPEN, 6 PULL, 7 PUSH,
8 CLOSED.
If time allows, do Ex. 3 orally.
The answers are: A: was, founded;
B was, founded, are, visit; B: used, locked;
A looks, has; B: was, used, drinking; A: was, made;
B: was, made; B: was, used; B: is, made.
Step 7 Consolidation
Ask some more questions about the king's hat, the teapot and the strange cup: Where was it made? What was it used for? What was it made of? etc.
Homework
Fill in the blanks and write down the dialogue in Wb Lesson 67, Ex. 3.
Revise the contents of this unit.
參考教案 Unit 17 What was it used for教學(xué)步驟 Lesson 68 示例二
Lesson 68
Step 1 Revision
1 Check the homework.
2 Revise asking the way (Lesson 65).
Step 2 Preparation for listening
Talk about classroom objects or any objects you can bring to class (a radio, a watch, a thermos, etc). Ask What's this? What's it made of? Where can I buy (aradio) ? etc. Practise as many different questions as possible.
Tell the Ss Today we are going to hear about a lady,Mrs Clarke, who is going shopping. What does she want to buy? Where does she go to buy it?
SB page 68, Part 1. Listening Cassette
Lesson 68. Play the tape once for the Ss to find the answers.
Step 3 Listening
Wb Lesson 68, Ex. 1. Go through the questions with the Ss and make sure they understand what they mean Play the tape once or twice, as necessary. Let the Ss discuss their answers in pairs before you check the answers with the whole class.
Listening text
Open your workbooks at page 68. Listen to this story,and choose the best answers to questions 1-7:Last week Mrs Clarke wanted to buy a watch for herdaughter, Kate. She went to a shop near her home.The shop sold many watches. She looked at them, but they were all too expensive.
“Where were these watches made?” she asked the shopkeeper. “Were they made in China?”
“No, they were not made in China,” said the man.“They were made in Japan. They are very good watches!”“Perhaps they are,” said Mrs Clarke. “But they are much too expensive. I don't want to give my young daughter an expensive watch.”
Mrs Clarke went out of the shop. Near the shop she saw a market. She was walking through the market when she saw a woman. The woman was selling watches and clocks.
The watches were very cheap. “Where were they made?” she asked.
“I don't know,” said the woman. “But they arevery cheap.”
Mrs Clarke bought a watch for her daughter. But after three weeks it stopped. It would not go again.She asked Uncle Wang if he could mend it, but hesaid: “Sorry! I can't mend this watch.”
“I shall never buy a watch in the market again!”said Mrs Clarke.
The answers are: 1 A, 2 B, 3 B, 4 C, 5 B, 6 A, 7 B.
Step 4 Presentation
Show the Ss your watch (or other object). Say This is my (watch). I've had it for (four) years. It was made in(China). I bought it at (a watch shop). I have worn it a lot-every day. I like it very much.
Ask individual Ss Have you got a watch? How long have you had it? etc. (Use the questions in SB page68, Part 2 to guide you, but Ss keep their book sclosed.)
Step 5 Practice
SB page 68, Part 2. Books open! Read through the questions and answers with the Ss. Do another dialogue as an example, then let the Ss ask and answer in pairs.
Get some Ss to report their partner's answers
Step 6 Writing
SB page 68, Part 3 Read through the example with the Ss, then let them write down their own reports. Get the Ss to check each other's work when they have finished writing.
Step 7 Checkpoint 17
Go through Checkpoint 17 and discuss any problems that the Ss have Remind them of how to form the Passive Voice (Present and Past Tenses) and when itis used. See Grammar in the Appendix on page 124 of the SB.
Practise the “useful expressions”. Make sure the Ss understand them.
Step 8 Test
Dictate this passage to the Ss:
My brother has got a bicycle. * He has had it * for about tour years. * It was made in Shanghai. * He bought it * in a shop * He has used it a lot, * but it has often broken down. * He would like to spend more money * and buy a better one * next time.
Ask the Ss to do Wb Ex. 3 individually.
Homework
Finish off the Workbook Ex. 2.
The answers are; A: to; B: along, across, between, museum; A: on; B: don't, closed.