2. Complete the workbook exercises on
pages 9-10 of the workbook.
Step Ⅵ Blackboard Design
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Unit 3 Teenagers should be
allowed to choose their own clothes. Self check The Sixth Period Sample answers to activity 1: 1. Students should not be allowed to smoke. 2. Have you finished reading the book? 3. We should clean up our classroom every day. 4. You may choose three from the books. 5. You needn’t come so early. |
Reading: That’s cool!
The Seventh Period
Step Ⅰ Revision
(1) Check homework. Get different students to read their articles to the class.
(2)Debate: Divide the class in half down the middle into two teams. Team A agrees that students should wear school uniforms while Team B disagrees. At the end of the debate, each team chooses a leader to summarize their ideas.
Team A: We think students should wear school uniforms. Firstly, school uniforms are neat and tidy. Secondly, they are a symbol for students. Thirdly, when we wear our school uniforms, we feel equal and no need to follow the fashion.
Team B: We don’t think students should wear school uniforms. For one thing, they are uncomfortable and the color is too dull. For another, they are very simple and they are outdated.
Step Ⅱ Part 1
This activity provides a comprehensive review of vocabulary presented in the unit.
Focus attention on the box. Invite a student to read the vocabulary words at the top.
Say, You are to fill in the blanks with the words. In some cases, you may need to use another form of the word, for example adjusting for tense or subject/verb agreement.
Ask students to fill in the blanks on their own.
Check the answers. Five students each read a sentence, filling in the blanks. The rest of the students cheek their answers.
Answers
1. allowed 2. finish 3. clean up 4. choose 5. needs
Ask students to make their own sentences with the words, preferably sentences that are meaningful. Move around the room. Collect a few students’ answers with mistakes on the blackboard. Help correct the mistakes.
Step Ⅲ part 2
This activity provides reading and writing practice using the target language.
Read the instructions to the class.
Call attention to the article. Read it to the class. Explain the new vocabulary perform and primary.
Point to the letter beneath the article. Ask students to complete the work on their own on a separate piece of paper. Say,
You will address the points in the original letter rather than introducing new points.
Show the sample version on the screen by a projector. Students may use it as a model.
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Dear
Editor, I would like to reply to the article "Helping and Learning" in your last newsletter. I agree with some ideas and disagree with others. The article said that students should be allowed to volunteer more often. I think it’s a good idea. Because volunteering is good for future jobs. However, I don’t agree to the suggestion that students should visit primary schools and help teach young students. I think we are just students. We have no experience in teaching. We should do something we can. Yours, Wei Ming |
Note: The letter will vary.
Step Ⅳ Just For fun!
This activity provides reading and speaking practice with the target language.
Ask all students to read the cartoon story. Ask students why it is funny. Help students to answer, The police officer doesn’t notice that it is an elephant, not a car, that is in the middle of the street.
Step V Summary and Homework
In this class, we’ve done much writing practice using the key vocabulary words and the target language presented in this unit. Homework for today: