4. 我不能决定该买哪本书。 I couldn’t decide which book to buy.

Part B

1 As a warm-up activity, write the following form on the board:

2 Ask students to make up a sentence in each blank on the right according to the requirement on the left. Students make up their own sentences on a piece of paper. Less able students can work in pairs. Encourage more able students to work on their own.

3 Ask a student to come to the front of the class and write the first sentence in the tight column. If the answer is correct, he/she can choose the next student to the front to continue. If not, you choose the next student.

4 Go through the table at the top on page 46. Ask students if they have any questions. Make sure they understand the four types of sentences.

5 Tell students the basic use of a statement is to give information, e.g., 'Millie wrote to Sigmund Friend for advice.'. The negative form of this statement is 'Millie did not write to Sigmund Friend for advice.'. Some statements do more than give information. They can also be used to ask for information, express approval or sympathy, thank someone, give orders or provide an offer. Tell students the basic use of a question is to ask for information, e.g., 'When do you usually go to school?'. We can also use questions in other ways, such as making requests, e.g., 'Can I have a cup of tea, please?', making suggestions, e.g., 'Shall we bring more water?', making offers, e.g., 'Can I help?', or asking for permission, e.g., 'May I come in?' Tell students that the imperative form is the base form of the verb. The imperative is used to give orders or to get someone to do something. When giving orders, you expect the person will obey. For example, when I say 'Stop making so much noise!', I mean that 'you should stop making noise.' An imperative can also be used to give suggestions, warnings, instructions, invitations or good wishes. Tell students that an exclamation is a sentence spoken with emphasis. We can use 'what' or 'how' to start an exclamation, e.g.,

　　 'How lucky we are today!'

　　 'What a lucky day!'

6 Explain to students that in the exercise on page 46 they must identify the different types of the sentences and write the correct answers in the blanks. This is a fairly simple exercise. Students can work on their own.

7 Once students have finished, ask the class to check the answers with you.

Notes

Sentence Types 句子种类 我们通常使用的句子可以分为四种：陈述句(肯定句和否定句)、疑问句(一般疑问句和特殊疑问句)、祈使句、感叹句。陈述句常用来提供信息；疑问句用来咨询信息或要求知道某件事情；祈使句用于提出命令或要求；感叹句用于表达一种强烈的感情。

Homework: Finish off the workbook

◇ 第 25 课时

Grammar(Part C)

Revision

3. You should tell me where to find you when I arrive. You should tell me ________ ________ ________ find you when I arrive.

2. I really don’t know which I should do first. I really don’t know ________ ________ ________ first.

1. Many students asked me how they could solve their problems. Many students asked me ________ ________ ________ their problems.

4. To learn to use object complements

Part A

1 Remind students that when we talk about 'wh-' words, we mean question words, i.e., What, when, why, where, who, how

2 For stronger classes, introduce 'whom' and 'whose'. 'Whom' is the object pronoun form of 'who', e.g., 'Whom did you invite　 to the party?'. However, it is rarely used nowadays except in formal contexts. Normally, we simply say 'who'. 'Whose' is the possessive form of 'who', e.g., 'Whose book is that?'.

3 Explain to students that they need to use the 'wh'-word + to do structure to complete the exercise on P45. The 'wh'-words can be used more than once.

4 This is a fairly challenging exercise and all students will benefit from guidance. For stronger classes, ask students to do it by themselves and then check their answers. Less able students will benefit from working in pairs. More able students can work on their own, but encourage students to share their difficulties with the class. If one student finds something difficult, it is likely that the others do too. Be on hand to offer help for this exercise. For weaker classes, tell students that it may be easier if they find either the 'wh-' word or 'to'-infinitive first before working out the whole answer.

5 Once students have finished, choose one student to play the part of Millie and another student to play the part of Sigmund. Ask them to read the conversation aloud. Check for incorrect answers and mispronunciation. For weaker classes, ask several pairs of students to read one exchange each.

Homework

把下列句子改成“疑问词 + 动词不定式”的句子

(1)He discovered how he could open the safe.

(2)I found out where I could buy fruit cheaply.

(3)I didn’t know when I should switch the machine off.

(4)I showed her which button she should press.

(5)She couldn’t think what she could say.

◇ 第 24 课时

Grammar(Part B)

Revision

改写句子，使两句意思一致。

3. To study five kinds of sentence structures

2. To learn about sentence types

1.To use 'wh-' words + 'to'-infinitives to talk about problems

2. To use the verb 'to get' when talking about problems

Revision

Check the homework.

Part A

1 Explain that the words in the box at the top of page 44 are synonyms of the verb 'to get' below the pictures, and can be used to replace 'get' in each picture.

2 Ask students to work in pairs to complete Part A.

3 For weaker classes, ask students to read out the answer for each picture. For stronger classes, after students have read out the answers, ask them to make sentences using the phrases under the pictures.

Part B

1 Explain to students that they can use their answers from Part A to help them with the exercise in Part B. For weaker classes, students can work in pairs to complete Part B. For stronger classes, students can work on their own.

2 For stronger classes, once students have finished, ask two students to read out the whole letter. Compliment them on parts of the letter they read particularly well.

3 For weaker classes, ask students if they have the same problem as Amy. Ask students to raise their hands if they do. For stronger classes, ask students what their advice would be for Amy.

Grammar(Part A)

Objectives

1.To understand the different meanings of the verb 'to get'