2.　　　 To give students the opportunity to practice the grammar and vocabulary items , and to gain confidence through doing so .

1.　　　 To review key vocabulary and grammar items taught in this unit .

5.　　　 To give a presentation to the class about a famous person .

Part A

Suggested teaching procedures

Step1　 Review key vocabulary with students . Write the following o the blackboard :

devoting　　　　　　 a religious woman (nun)

builder　　　　　　 a change of direction (turning point )

nun　　　　　　　　 dedicating , doing nothing else (devoting )

turning point　　　　 a person who makes houses (builder)

Ask students to raise their hands when they know the meaning of a word . If a student has the correct answer , he\she comes to the front of the class and draws a line between the word and its meaning . The students then choose the next student to come to the front of the class . Continue until all of the words have been lined correctly .

Step2　 Tell students that Amy made some notes about his mother Teresa . Explain that producing notes as Amy has done is useful when organizing thoughts and events . It can be a good way to plan their things .

Step3　 Explain to students that these notes show the major points in Mother Teresa’s life , and are in chronological order , the order in which they happened .

Step4　 Ask one student at a time to read a note . Encourage students to ask questions if they are unsure the meaning of any words .

Part B

Suggested teaching procedures

Step1　 Ask students to complete Amy’s draft in PartB . Remind them that they should use the information in PartA　 Page67 to help them .

Step2　 Once students have finished , read the text out loud for them . Pause at the blanks and ask the students to raise their hands if they know the correct answers . Complete this exercise as a class .

　Part C

Suggested teaching procedures

Step1　 Explain to students that they must choose one person to give a presentation about . Remind the students not to write about Mother Teresa or Neil Armstrong ---they should try to think of a famous person that hasn’t been mentioned in this unit ,or at least one that has not been mentioned in detail .

Step2　 Ask students to work on their own to complete this exercise . Each presentation should be unique and original . Encourage students to make a list of all the information they want to find out about their chosen person .

Step3　 Remind students that they also have to think about why they admire him\her . Tell students that this is subjective ,so there are no right or wrong answers to this questions . Encourage students to express their thoughts and feelings about this person as fully as possible .

The tenth period

Checkout

Objectives

4.　　　 To write a draft about a famous person .

3.　　　 To do independent research about a famous person .

2.　　　 To use notes to complete a piece of writing about a famous person .

1.　　　 To read and understand notes about a famous person .

3.　　　 To place stress on the correct part of a word .

Suggested teaching procedures

Step1　 Ask students whether they always know where to put the stress on the correct part of a word in English . Explain to them that the position of the stress can affect the meaning of some words .

e.g. produce is a verb which means to make or grow ,produce is a noun which means things that have been produced .

　 Read the guidelines at the top of page 66 .Ask students to raise their hands if they have any questions .

Step2　 Ask students to look at the rules in the tables . Explain to students that the syllables highlighted in bold are the syllables need to stress .

Step3　 Read the text in the boxes aloud . Say each example word clearly and slowly for students to hear . Ask students to repeat each word after you . Keep practicing until students get the stress correct .

Step4　 Randomly pick students and ask them to say a word . Listen carefully to check if they have got the stress in the correct place .

Step5　 Explain the context of the exercise . Mr Wu is teaching about stress in words . Students have to listen to the recording and underlined the syllables that are stressed .

Step6　 Play the recording through once for students to hear . Tell students just to listen , not to write anything down .

Step7　 Play the recording again and encourage students to imitate what they hear on the recording . Encourage all the students to pronounce the words out loud and underlined the stressed syllables .

Step8　 Ask ten　 different students to read the ten words out loud . Check that students have placed the stress on the correct syllables .

The ninth period

Main task

Objectives

2.　　　 To identify where stress falls in a word.

1.　　　 To understand the importance of stress when speaking English .