7. the only kid　　　 　　 独生子，唯一的孩子

6. use up 　　　 　　　用光、用完

5. Oxford University　　　 牛津大学

4. Chinese-English Dictionary　　 汉英词典

3. because of 　 　　　 因为

2. hair band 　 　　　　发带

[话题](Topic): A picnic

[重点词组](Key Phrases)

1. belong to 　　　 　　属于

3. Finish off the exercises on pages 15-16 of the workbook.

StepⅦ Blackboard Design

2. Read the conversations in Activities 3b and 4 again for further understanding

　of the target language.

Step I Revision

Revise the usage of the words must, might, could and can’t by checking homework.

Ask students to exchange their exercises books and help correct any errors with each other, As they are doing this, move around the classroom offering language support as needed. Then invite different students to say their sentences to the class.

Step Ⅱ 3a

This activity provides reading practice using the target language.

Call students’ attention to the picture.

Ask students to tell what’s happening in the picture.

T: What’s the girl doing?

S_s: She is using the computer to write e-mail.

Point to the parts of the e-mail message.

Tell students that this is the message the girl in the picture writes. Say, Right now the parts are in the wrong order. When they are in the right order, they will make a clear message. Now please read the parts carefully. Number them in order. When you are doing this, you will meet with some words you don’t know.

Don’t worry too much about them. Just circle them. We’ll talk about what they mean later.

Get students to complete the task on their own. Point out the sample answer.

Say. The first sentence of the e-mail message is I’m really anxious, because I can’t find my backpack.

Check the answers.

Answers

The notes should be numbered in this order:

5,2,4,3,1

circled words might include anxious, symphony hall, algebra, optometrist appointment, crucial, count, drop

Step Ⅲ 3b

This activity provides oral practice using the target language.

Read the instructions to the class. Point to the sample conversation. Invite a pair of students to say it to the class.

S_A: What do you think "anxious" mean?

S_B: Well, it can’t mean "happy".

S_A: It might mean "worried".

S_B: Oh, yes. She is worried because of her test.

Write the conversation on the blackboard.

Say, You are to talk about the circled words in Activity 3a. Use the words can’t, must, could or might as in the sample.

Get students to work with a partner. As they work in pairs, move around the classroom helping students with pronunciation and answering any questions they may have. Some time later, stop the activity. Ask different students to share their conversations with the class. Make a list of the words students are talking about on the blackboard.

drop v.

symphony n.

opotometrist n.

appointment n.

algebra n.

crucial adj.

count v.

because of

Practice the pronunciation of these words and explain the meaning of each word.

Optional activity

Have students write the new words in

Activity 3b as well as other new words in this unit with the letters in scrambled order and then put two spaces after each word. Ask a student to write the correct spelling in the first space. Ask another student to write the meaning of the word in the second space. For example:

xosainu　 anxious　 worried

cuilarc　 crucial

aegarbl　 　　　　　　　　　

Step Ⅳ Part 4

This activity provides oral practice using the target language.

Call students’ attention to the picture.

Get students to name each item in it.

Write the new words Chinese-English dictionary and Oxford University on the blackboard. Point to the sample conversation. Invite a pair of students to read it to the class.

S_A: Here are some earrings. The owner can’t be a boy.

S_B: Well, it could be a boy. The earrings might be a present for his mother.

Write the conversation on the black board. Explain the meaning of each sentence.

Focus attention on the chart with the headlines Can’t, Could/might and Must at the top. Point out the sample answer.

Read the instructions to the class.

Get students to complete the task in pairs. As the pairs work together, move around the classroom helping students with pronunciation, sentence formation or anything else they ask for help with.

Ask some pairs to say their conversations to the class.

Note: Answers to the chart will vary.

Step Ⅴ Summary

Say, In this class, we’ve learned some vocabulary words, such as drop, symphony.

And we’ve done much oral practice using the target language.

Step Ⅵ Homework

1. Read the letter in Activity 3a again for further understanding of the vocabulary

　words.