5.Check the answers.

Step 2 Activity 1b

Read the instructions to the class. Then follow the instructions yourself. Hold up or point to each item you have. Then, call on students to hold up items and respond. For example, hold up your wallet and point to your watch. Say, I have a wallet and a watch. What do you have?

Ask students to hold up items and tell the class what they have.

Step 3 2a

　 This activity provides guided listening and writing practice using the target language.

Play the recording the first time. Students only listen.

Point out the example.

Play the recording a second time. Students write the names of the things that are being talked about.

Check the answers.

Step4.homework:finish the workbook exercises.

Period Five

Step 1 Activity 2b

　 This activity provides more guided listening and writing practice using the target language.

Say, Now I will play the recording again. This time, write down what Carol and Evan think about each thing.

Ask a student to read the words in the chart to the class.

Point out the sample answers as you say, They are talking about a watch. Carol loves the watch. Evan doesn't mind the watch.

Play the recording again. This time, have students fill in what Carol and Evan think.

Check the answers.

Step 2 Activity 2c

　 This activity provides guided oral practice using the target language.

Point out the example in the speech bubbles. Ask two students to read it. Show students how it connects with the chart in activity 2a.

Say, Now work with a partner. Talk about what his or her parents think about the things in activity 2a.You can use questions and answers like the ones in the speech bubbles.

As students work in pairs, move around the room monitoring their work. Offer language support as needed, watch sunglasses scarf wallet

Step 3 3a

　 This activity provides reading and writing practice using the target language.

Ask students to read the article individually. Then ask them to say any words or sentences they don't understand. Explain the words and sentences in your own words. For example, if a student asks, What does "It's for moms!” mean? Say, "It's for moms!" means that the scarf is something that a mother wears, not something, that

a young person wears.

Read the article to the class. After you finish, ask for any more questions.

Say, Now read the article again. Write the name of each person in the article in the blank after each item. As students work, move around the room clarifying the instructions and offering other help.

Check the answers.

step4 survey　　 This activity provides reading, speaking, and listening

practice using the target language.

Read the directions to the class. Point out the speech bubbles. Have two students read the dialogue to the class.

　Period Six

Self check

(1)Ask students to do activity 1&2 after class.

1. This activity introduces more key vocabulary. Point out the seven words. Say each word and ask students to repeat it.

2.Call attention to the first picture. Say, Look at picture a. This is a belt. Is anyone in the class wearing a belt? Do the same thing for the other six pictures.

3.Then point out the blank line in front of each numbered word. Ask students to match each word with a picture by writing the letter of the picture in the blank in front of the correct word.

4.Point out the sample answer. As students work, move around the room answering questions as needed.

The　Sixth　period

The　Fifth　Period

The　Fourth　Period

times. Then　say,　Now　talk　about　a　TV　show　you　both　know. Tell　what　you　like　and　don't　like　about　the　show　and　the　people　in　it.　As　students　work　together,　move　around　the　room　answering　questions　and　offering　language　sup-　sport　as　needed. Ask　some　pairs　of　students　to　present　their　dialogues to　the　class. (This　activity　provides　guided　oral　practice　using　the　target　language.) Step　Ⅴ　Summary In　this　class　we’ve　further　learned　to　talk　about　likes　and　dislikes.　We　must　pay　attention　to　the　agreement.　It　is　a　little　difficult.　The　more　you　practice,　the　faster　you　grasp　it. Step　Ⅵ　Homework Read　and　recite　the　questions　and　answers　in　the　grammar　box.　　 Ⅶ.　Postscript

The　Third　Period

The　Second　period

展开想象，为长春电影制片厂制作一则招聘一名能歌善舞、会讲英语的演员的广告。

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The Pope (教皇) arrived at Heathrow airport (飞机场) and got straight into a car. “I’m, rather __1__ for a very important meeting, my good man,” he told the driver. “Please go as fast as possible.” The driver agreed, __2__ he couldn’t do more than 100 kilometers an hour on that road. The Pope kept asking the driver to go faster, but he failed. It made him __3__.

Then the Pope said, “look. I really __4__ get to this meeting. It’s very important. You sit __5__ and I’ll drive.”

Being a good Catholic lad (天主教皇)， the driver felt he should do __6__ he told him. So they changed their __7__ and went on. The Pope really put his __8__ down and they were doing well over 160 kilometers an hour. But a few kilometers down the road they got pulled over by the police.

A policeman came over to the car. Looked in and then walked away to call his chief (长官)。 “Chief, Chief,” he said into his radio, “I might have just stopped__9__ really, really important.”

“ Is it the prime minister (首相)?” asked the chief.

“No,” said the policeman, “More important than him.”

“Well, is it the Queen (女王)?” asked the chief.

“No, sir,” answered the policeman, “More important than her.”

“Well, who is it then?” asked the chief.

“I don’t know, sir,” said the policeman, “But he has got the Pope _10__ him around.”

(　 ) 1. A. waiting B. busy C. tired D. late

(　 ) 2. A. and B. so C. but D. or

(　 ) 3. A. pleased B. afraid C. alone D. worried

(　 ) 4. A. can B. have to C. mustn’t D. may

(　 ) 5. A. in the back B. in the front C. on the floor D. in the car

(　 ) 6. A. when B. like C. how D. as

(　 ) 7. A. cars B. clothes C. places D. minds

(　 ) 8. A. hand B. foot C. bag D. key

(　 ) 9. A. someone B. anybody C. two persons D. some people

(　 ) 10. A. looking B. walking C. driving D. turning