3.　　　 Ask a student to read Sue’s profile aloud. Explain to students that some of the information in the student profile will help them to complete the notes about Sue.

However, tell students that they will not be able to find all the answers in the profile.

For weaker classes, do the first one together so that students understand what they have to do. If students are really weak, tell them in advance that only answers 1-4 come from Sue’s profile.

2. Ask the students to think about something they are very good at. It does not need to be a school subject. It could also be a hobby. This will reinforce their confidence. Point out to students that no one can be good at everything. Everyone has different skills and talents.

1.　　　 Read through Sue’s profile on page 50 with students. Ask them to think about what their student profile would say. Write the following on the board.

Name:

Class:

Grade:

Subjects I like:

Subjects I do not like:

4.　　　 To write a record of a visit

l　　　 Language function and focus

I always do well in exams.　 (be good at )

pay no attention to sb./ sth.　　　　 share problems with my friends

be proud of　　　　　 　reply to my last three e-mails

Thanks for listening to my problem and giving me your advice

That’s what friends are for.

l　　　 Teaching methods

Listening / practice / reading / discussing

l　　　 Teaching procedures

Part A

3.　　　 To extract information from a conversation

2.　　　 To write notes about a student profile

1.　　　 To extract information from a student profile

9.　　　 Try not to focus on the mistakes. Praise students if they have done well in any parts.

Homework：<<补充习题>>　 P 19(A2), P20(B1), P21(C1)

Design on Bb

　　　　　 prefer the drink hot

　　　　　 prove him right　　　　　　　　　 宾补

　　　　　 made me happy　　　　　　　　　 形容词或名词词组

　　　　　 call my dog Chatty

　　　　　 find the picture beautiful

后记: 语法内容较多，本课我用了两个课时，学生对于主语，谓语，宾语，没有一点概念，做练习时，都是做一个翻一下书，习惯非常不好。

　　　 ‘Wh-’words + to infinitives 学生在前面学过，有一定的基础，最难的是句型的种类。我觉得最关键的是要使学生了解什么是主谓宾。

Period Four 　(Integrated skills)

l　　　 Objectives

8.　　　 Once students have completed the exercise, ask seven students to each read one sentence and the sentence type to the class. Check the answers as a class. If students have different opinions, ask them to give their reasons.

7.　　　 For stronger classes, ask students to work alone. For weaker classes, ask them to work in pairs.