Unit 1 How do you study for a test?
Part 1: Teaching design (第一部分：教學設計)
Structures: verb＋by with gerund
Target language:
How do you study for test?
Well, I study by working with my classmates.
Have you ever studied with a group?
Yes, I have. I’ve learned a lot that way.
I don’t have a partner to practice English with.
Maybe you should join an English club.
Vocabulary: flashcard, take notes, frustrating, memorize, aloud, comma, make mistakes, pronunciation, be afraid to, What about…? Why don’t you…?
Learning strategies: Personalizing, Role playing
Section A
Goals
● To talk about how to study
● To read about how to study
Procedures
Warming up by greeting
Hello, everyone!
From now on you are a ninth grader. Congratulations to you and I wish you a great success in your studies!
Today we shall take up the first unit in this new term, Unit 1 How do you study for a test?
Look at the blackboard and read after me the target language for this unit. When you read pay attention to the structure of the sentence.
▲How do you study for test?
▼Well, I study by working with my classmates.
▲Have you ever studied with a group?
▼Yes, I have. I’ve learned a lot that way.
▲I don’t have a partner to practice English with.
▼ Maybe you should join an English club.
Learning to Learn is very important. And learning to pass a test is also very important to you.
Learning couldn’t be easier!
If you have not developed good ways or methods to study for a test, talk to your classmates about it, your parents, or the teacher like me if you are brave enough. You should be brave enough to talk to others about your problems with your studies.
Next I’d like to give you some useful practical advice about studying for a test and also ask you questions to make you think about things such as:
▲using your time effectively
▲motivation
▲how to learn your lessons in the ninth grade year
▲different modes of teaching you may meet
▲how to develop particular skills, such as note-taking in class
1A: Checking the ways you study
Next turn to page 2 and check √ the ways you study for an English test. Then add other ways you use sometimes.
■How do you study for a test?
I study for a test___
By reading to the tape; By underlining the expressions; By reading beyond the text; By doing used exam papers; By going over exercises books; By copying down the text; By learning the text by heart; By speaking with classmates
Now raise your hand and report your added ways to the class. I will make a list of all the added ways on the blackboard.
1b Listening and writing
Listen to understand how these people in the picture on page 2 study for a test. Write letters from the pictures. While listening, pay attention to the structures of the sentences.
Section A 1b Tapescript
Boy1: Hey, gang. There’s a big test on Tuesday. I really need some help. Can you tell me how you study for a big test?
Voices: Sure! Yes. Sure we will.
Boy1: You did really well on the last English test, didn’t you, Mei?
Girl1: Yeah, I did OK.
Boy1: Well, how did you study？
Girl1: By making flashcards.
Boy1: Maybe I’ll try that. How did you study, Pierre?
Boy2: By asking the teacher for help. She was really happy I asked.
Boy1: That’s interesting. How do you study, Antonio?
Boy3: I like to study by listening to cassettes. But sometimes my mother thinks I’m listening to music. And then she gets mad.
Boy1: Oh, well…
1c Doing a pairwork
Now in pairs ask your partner how he or she studies for a test.
A: How do you study for a test?
B: I study by working with a group.
C: I study by listening to English.
D. I study by playing games with my classmates.
E. I study by doing actions such as coloring, matching.
F. I study by singing English songs.
G. I study by writing letters and emails.
H. I study by acting out simple dialogues.
I. I study by listening to and understanding stories.
J. I study by writing simple sentences.
K. I study by imitating from the recording.
L. I study by speaking out words or phrases.
M. I study by doing simple role plays.
N. I study by reading and understanding simple stories.
O. I study by using daily expressions.
P. I study by performing short plays.
Q. I study by performing simple rhymes.
R. I study by writing sentences for pictures.
S. I study by writing out simple poems.
T. I study by reading aloud correctly.
U. I study by playing text plays.
V. I study by working with classmates.
W. I study by going over the text before class.
X. I study by copying words and expressions.
Y. I study by looking and saying.
Z. I study by asking others questions.
2a Listening and checking
Now let’s go to page 3. Listen to the tape and check the questions you ask.
While listening, pay attention to the structures of the sentences.
Section A 2a, 2b Tapescript
Girl1: Welcome to the English club. Today we’re going to talk about the best ways to learn English. Who has an idea?
Boy1: Do you learn English by watching English-language videos?
Girl2: No. It’s too hard to understand the voices.
Boy1: What about keeping a diary in English? Do you learn English that way?
Girl2: I think so. It helps to write English every day.
Girl3: Have you ever studied with a group?
Girl2: Yes, I have! I’ve learned a lot that way.
Girl1: Do you ever practice conversations with a friend?
Girl2: Oh, yes. It improves my speaking skills.
Boy1: What about reading aloud to practice pronunciation?
Girl3: I do that sometimes. I think it helps.
Boy2: I do too. And I always look up new words in a dictionary.
Girl3: That’s a great idea!
2b Listening and matching
Listen again and match each question from 2a with an answer in the box on page 3.
2c Doing a pairwork
Next we are going to make a conversation in pairs using the information from activities 2a and 2b.
A: Have you ever studied with a group?
B: Yes, I have. I’ve learned a lot that way.
A: Have you ever learned English by watching videos?
B: Yes, I have. I’ve learned a lot that way.
A: Have you ever practiced conversations with friends?
B: Yes, I have. I’ve learned a lot that way.
A: Have you ever listened to tapes?
B: Yes, I have. I’ve learned a lot that way.
A: Have you ever read aloud to practice pronunciation?
B: Yes, I have. I’ve learned a lot that way.
3a Reading the article and completing the chart
1.Reading to the tape
We are going to read the article on page 4. First we shall read to the tape together. That is, we start reading aloud as the recorder goes, and we stop reading aloud as the recorder stops. While reading, let’s pay enough attention to the pauses, the pronunciation and the intonation of the native reader. Make our reading aloud as the same as the reader’s.
2.Reading and dividing the article into parts
Next we are going to read aloud the article slowly and clearly. We will try to divide it into thought groups.
3.Reading and underlining
We shall read the article once again, this time, to underline all the useful expressions in it. After school, you are going to write them down in your notebook.
This week/ we asked students/ at New Star High School/ about the best ways/ to learn more English. Many said/ they learnt/ by using English. Some students had more specific suggestions. Lillian Li, for example, said/ the best way/ to learn new words/ was by reading English magazines. She said that/ memorizing the words of pop songs/ also helped/ a little. When we asked about studying grammar/ she said, “I never study grammar. It's too boring.”
Wei Ming feels differently. He's been learning English/ for six years/ and really loves it. He thinks/ studying grammar /is a great way/ to learn a language. He also thinks that/ watching English movies/ isn't a bad way/ because he can watch the actors/ say the words. Sometimes, however, he finds watching movies/ frustrating/ because the people speak too quickly.
Lin Chang said that/ joining the English club/ at school/ was the best way/ to improve her English. Students get lots of practice/ and they also have fun. She added that/ having conversations/ with friends/ was not helpful/ at all. "We get excited/ about something/ and then/ end up speaking/ in Chinese,” she said.
4.Translating and completing the chart
Because you have read this article many times you are going to translate it into Chinese first and then complete the chart on page 4.
Who will be the first to have a try?
Ways of learning English
Not successful OK Successful
Lillian Li Studying grammar memorizing the words of pop songs reading English magazines
Wei Ming watching movies watching English movies studying grammar
Liu Chang having conversations/ with friends
joining the English club
3b Doing a pairwork
Silence, please! We are going to have a role play in pairs. One of the pair is to be one of the people in 3a. The other is to interview him or her about learning English.
Zhao: Excuse me, Li Hong. Could you help me with my English?
Li: Yes, please. What’s the matter?
Zhao: I have difficulty studying grammar.
Li: Grammar? I never studying grammar. I study English mostly by memorizing the words of pop songs.
Zhao: No grammar at all?
Li: Yes, I did study grammar. But I study it by reading English magazines. I put grammar learning into reading articles. That is the best way to understand English grammar.
4 Doing a pairwork
Turn to page 4 to check √what you do to learn English in the box.
Closing down by asking and answering-How did you learn English?
＊ I listened to English them every day.
＊ I read English books many times a day.
＊ I learned many English songs by heart.
＊ I sang the English songs to myself.
＊ I learned every new English word in the text.
＊ I learn English by going to English classes.
＊ I do English homework at school.
＊ I read English textbooks in the evening.
＊ I speak English very slowly.
＊ I play computer games in English.
＊ I read a lot of English sentences in the morning.
＊ I do well in class English tests.
＊ I get a lot of good advice on learning English from my teacher.
＊ I discuss English problems with my classmates.
＊ I follow the advice from my father.
＊ I learn English sounds from the tape.
＊ I use English-English dictionaries.
＊ I listen to recordings and English-language TV.
＊ I talk to native speakers every chance I got.
＊ I read books in English, mostly novels.
＊ I learn a lot of new words from English books.
＊ I write more and more e-mail in English.
＊ I use English more than my first language.
＊ Most of my reading (websites and books) is in English.
Section B
Goals
● To listen about learning English
● To talk about learning English
● To read about learning English
Procedures
Warming up by reading to the recording
Hello, everyone. To begin with, let’s listen and read to the recording of the text HOW DO YOU LEARN BEST? That is, read aloud to the tape, as fast as the tape goes, as clearly as the native reader reads. OK? Here we go!
My cat speaks English.
Sometimes my cat comes to me and tells me that she is hungry. Or that her leg hurts. How does my cat tell me these things? I don't speak pussy-cat language.
1a Reading and checking
Learning English can be both easy and difficult. What things are easy for you? And what things are difficult for you? Now turn to page 5, read the list on the top and check √the statements that are true for you.
1b Making a list
You have read and checked the statements true for you. Now think and make a list of other things difficult for you, too.
I don’t know how to…!
1. I don’t know how to use commas.
2. I don’t know how to work with others.
3. I don’t know how to make flashcards.
4. I don’t know how to read the textbook.
5. I don’t know how to make vocabulary lists.
6. I don’t know how to listen to tape.
7. I don’t know how to ask the teacher for help.
8. I don’t know how to study for a test.
9. I don’t know how to work with a group.
10. I don’t know how to watch English videos.
11. I don’t know how to practice conversations with friends.
12. I don’t know how to read aloud to practice pronunciation.
13. I don’t know how to learn by using English.
14. I don’t know how to get more specific suggestions.
15. I don’t know how to read English magazines.
16. I don’t know how to learn new words.
17. I don’t know how to memorize the words.
18. I don’t know how to studying grammar
19. I don’t know how to watching English movies
20. I don’t know how to joining the English club
21. I don’t know how to improve her English
22. I don’t know how to get lots of practice
13. I don’t know how to ask teachers about the best ways to learn more English.
2a Listening and checking
Paul is a nice boy. He works hard at his English, but still has many learning challenges. Now listen to find out what challenges he has and check them in the box on page 5.
Challenges to Paul at learning English
1._____ can’t get the pronunciation right.
2._____ forget a lot of new words.
3._____ can’t understand when people talk to me.
4._____ can’t understand the words in magazines.
5._____ don’t get much writing practices.
2b Listening and matching
Now listen again to Paul talking about his challenges at learning English and match them with the solutions listed in the box on page 5. While listening, pay attention to the structures of the sentences.
Tapescript
Teacher: You look worried, Paul.
Boy: I am, Ms Mitchell. I’m having trouble learning English.
Teacher: You said you liked English. What’s the problem?
Boy: I can’t get the pronunciation right.
Teacher: Well, listening can help. Why don’t you borrow the teacher’s tapes? You can listen to them at home and repeat the sentences that are difficult for you.
Boy: That’s a good idea. But what about all the new words? I forget a lot of new words.
Teacher: You can always write the new words in your notebook and study them at home. You can even study in the train on the way to school.
Boy: That might really help! Thanks.
Teacher: Can you understand when people talk to you?
Boy: Well, no. Not always. Sometimes I just don’t understand what people are saying.
Teacher: Why don’t you join an English language club to practice speaking English? The English club meets after school on Tuesdays and Thursdays.
Boy: Maybe I’ll go. The only other problem I have is that I don’t get much writing practice.
Teacher: Maybe you should find a pen pal.
Boy: That sounds like a fun way to practice writing. Thanks, Ms Mitchell.
2c Doing pairwork
IN pairs we are going to role play conversations using the information from activities 2a and 2b.
I don’t have a partner to practice English with. Maybe you should join an English language club.
I can’t get the pronunciation right. Listening can help.
I forget a lot of new words. Write the new words on cards and study them daily.
I can’t understand when people talk to me. You can join an English club to talk to people more in English.
I can’t understand the words in magazines. You can look them up in a dictionary.
I don’t get much writing practices. Start writing an English diary every day.
I read very slowly. You should read to the recording of the text.
I make mistakes in grammar. Why don’t study the basic sentence patterns
3a Reading and cutting
It’s time to read the text HOW I LEARN ENGLISH. Now read and check (/) the sentences.
We are going to read the text again to study the form and function of all the predicate verbs.
How I learned to learn English
Last year/ my English class/ was difficult/ for me. First of all, it wasn't easy/ for me/ to understand the teacher/ when she talked to the class. To begin with, she spoke/ too quickly, and I couldn't understand every word. Later on, I realized that/ it doesn't matter/ if you don’t understand /every word. Also/ I was afraid to speak/ in class, because/ I thought/ my classmates/ might laugh at me. I couldn't always make complete sentences, either. Then/ I started to watch English-language TV. It helped/ a lot. I think that/ doing lots of listening practice/ is of the secrets of becoming a good language learner. Another thing/ that I found/ very difficult/ was English grammar. So/ I decided to take lots of grammar notes/ in every class. Then/ I started to write my own original sentences/ using the grammar/(that) I was learning. It’s amazing/ how much/ this helped. Now/ I am enjoying learning English/ and I got an A/ this term. My teacher is very impressed.
Next we shall read the text for the third time to underline all the useful expressions. After class you are to copy them into your notebook.
All right, read the text the fourth time and circle all the signal words, or the linking words which connect all the short sentences.
Now you may read the statements in the box on page 6 following the text. Write “T” or “F” beside each statement.
3b Writing a letter
Your friend Lin Feng is having difficulties with her English. Write her a letter telling her how to become a better English learner.
Dear Lin Feng,
I know it isn’t easy to learn English, but I have some ideas that may help. You said you couldn’t understand people who talked fast. Well, you can try to listen for the most important words, not every word. It is difficult to understand by listening what you have not read or what you can’t understand well by reading. To listen well you have to read well. So keep on reading English. Listening and reading to the recording of the text is very important, too. Every text, after being read, should be listened to and read aloud to the tape. At first you may find it difficult to follow the reader reading aloud the text. Don’t worry. If you keep practicing you will be able to read aloud as fast as the native reader from the tape. And then you can understand people who talk fast in English.
Yours,
Tai Zuo
3c Writing an article
You have been learning English for at least three years. That is such a long time. Now think about the things that have helped you the most in learning English. Write an article telling others about them.
4 Doing an interview
Next we shall do an interview in groups of four. Ask the three group mates about learning English. Take notes of what they say. Tomorrow you shall stand to tell the class about their answers.
Q. What isn’t easy about learning English? A. Reading is not easy.
Q. What do you do about this? A. I try to cut the sentences into thought groups.
Q. What is your favorite way to learn more English? I read and read aloud a lot. These are the best way.
Closing down by sing
To end this period let’s sing an English song.
Rain, rain, go away,
Come again another day,
Little Johnny
Wants to play.
Rain, rain, go to Spain,
Never show your face again.
SELF CHECK
1.Filling in the blank
We shall make a check on our use of expressions first. Turn to page 7 and fill in each blank with the correct word given. Change the form of the word if necessary. Then make your own sentences with each word.
Complete the sentences Make your sentences
1. You should write down new English words in a vocabulary list. Don’t trust your memory. Write it down.
2. If you don’t know how to spell new words, look them up in a dictionary. I don’t know how to spell your name.
3. The best way to improve your English is to join an English club. I’d like to join the school football tea.
4. Another thing that he find very difficult was English grammar. I find it easy to learn English.
5. This kind of paper feels very soft. Do you feel cold?
2.Writing an article
Turn to page 7 and write an article about Xu Zheng using the notes on Xu and his essay.
Xu Zheng: a boy fond of English
Most people in the world speak English as a second language. And so does Xu Zheng.
Yesterday I asked Xu Zheng about his ways to learn English. He said he learns by making up conversations and speaking to friends in English. When I asked about studying pronunciation, he said he spent much time on it, but he still found native speakers’ pronunciation difficult to learn.
I said to him, “You are a computer student. Why are you so interested in English?”
“English popular in science. And it is popular around the world for computers,” he told me. “I like writing notes, watching movies and listening to pop songs. But I like reading in English online most, ” added he.
Xu Zheng is right. English can really help us understand many new things from other countries. Let’s learn from Xu Zheng. Let’s be fond of English, too.I
Reading: How do we deal with our problems?
As English is learned mostly through reading in China, we shall now turn to page 8 to learn to read the article entitled: How do we deal with our problem?
Before reading, please go over the vocabulary list for reading on page 146. Get yourself familiarized with all the words and expressions to be found in the article.
While reading try to divide the sentences into thought groups and underline all the expressions useful to you. While you are reading it for the second time, try to circle all the linking words and try translating the text into Chinese.
How do we deal with our problem?
Rich or poor, young or old, we all have problems. And unless we deal with our problems, we easily become unhappy. Worrying about our problems can affect how we do at school. It can also influence the way we behave with our families. So how do we deal with our problems? There are many ways.
By learning to forget
Most of us have probably been angry with our friends, parents or teachers. Perhaps they said something you didn't like, or you felt unfair. Sometimes, people can stay angry for years about a small problem. Time goes by, and good friendships may be lost.
When we are angry, however, we are usually the ones affected. Perhaps we have seen young children playing together. Sometimes they have disagreements, and decide not to talk to each other. However, this usually does not last for long. This is an important lesson for us: we can solve a problem by learning to forget.
By regarding problems as challenges
Many students often complain about school. They might feel they have too much work to do sometimes, or think the rules are too strict. We must learn how to change these "problems" into "challenges". Education is an important part of our development. As young adults, it is our duty to try our best to deal with each challenge in our education with the help of our teachers.
By thinking of something worse
By comparing yourself to other people, you will find your problems are not so terrible. Think about Stephen Hawking, for example, a very clever scientist, who regards his many physical problems as unimportant. He can't walk or even speak, but he has become very famous and successful. We are probably quite healthy and smart. Let's not worry about problems. Let's face the challenges instead.
After reading, copy the underlined expressions into your Phrase Book as home.
Expressions from How do we deal with our problem?
rich or poor, young or old, have problems, deal with one’s problems, become unhappy, worry about one’s problems, do well at school, influence the way, behave well with…, deal with one’s problems, be angry with…, feel unfair, stay angry for years about…, time goes by, lose good friendships, see… playing together, have disagreements, talk to each other, last for long, an important lesson for…, solve a problem by learning to forget, regarding problems as challenges, complain about school, have too much work to do, the rules are too strict, change…into…, an important part of one’]s development, as young adults, be one’s duty, to try one’s best, to deal with…in one’s education, with the help of…, thinking of something worse, comparing…to…, find one’s problems, think about…, for example, a very clever scientist, regards…as unimportant, become very famous and successful, worry about…, face the challenges
Part 2: Teaching Resources (第二部分：教學資源)
Tips for Beginners
You are like a new baby
Babies learn their language slowly.
First they learn to listen.
Then they learn to talk.
Finally, they can read and write.
Listen to English every day
Listen to English radio.
Watch English TV.
Go to English movies.
Use online lessons.
Make an English/ESL friend
Make up conversations.
Practice dialogues.
Use beginner textbooks.
Read English stories
Start with children's storybooks.
Try ESL readers.
Read advertisements, signs and labels.
Try EnglishClub.com for Young Learners.
Write down new words
Start a vocabulary (new word) notebook.
Write words in alphabetical order (A...B...C...).
Make example sentences.
Always use an English-English dictionary first.
Keep an English diary
Start with one sentence.
How do you feel?
How is the weather?
What did you do today?
Write another sentence tomorrow.
Visit an English speaking country
Learn English more quickly.
Stay with an English family.
Hear native speakers talk.
Have a fun experience.
Unit 2 I used to be afraid of the dark.
Part 1: Teaching design (第一部分：教學設計)
Structures: used to
Target language:
Mario used to be short.
Yes, he did. Now he’s tall.
I used to eat candy all the time.
Did you?
Yes, I did. And I used to chew gum a lot.
Vocabulary: used to, dark, spider, insect
Learning strategies: Brainstorming Comparing
Section A
Goals
●To learn about the use of used to
●To talk about what you used to be like
Procedures
Warming up by learning “used to ”
Hi, everyone. Today we’re going to study Unit 2. Its title is I used to be afraid of the dark. In the title we find a phrase “used to ”. What does it mean? How is it used in English?
used to的用法
“used to加不定式”表示過去常常干某事，現在不在干了。
例如:
I used to go to work by bus. Now I take a taxi.
She used to be very shy.
“be used to doing”表示習慣于干某事。
【例如】
I am used to getting up early and going to bed early.
He is used to being praised by others.
So the sentence “I used to be afraid of the dark.” means in Chinese: 我過去常害怕黑暗。
注意“used to”的疑問形式和否定形式：
-Did you use to be afraid of the dark?
-Yes, I used to be afraid of the dark.
-Did he use to be afraid of the dark?
-No, he did not use to be afraid of the dark.
1a Filling in the chart
Next we are going to fill in the chart below with words to tell about people’s appearance and personality.
Appearance 外表 Personality個性
Tall Outgoing
Straight hair Funny
Beautiful Angry
Black Careful
Dirty Happy
Hungary Hard-working
Sad Strange
Tired Noisy
Now we are going to make sentences to tell about people’s appearances and personalities with the words in the chart.
A: Mario, you used to be tall, didn’t you?
B: No, I didn’t.
A: Wang Hua, you used to have straight hair, didn’t you?
B: Yes, I did.
A: Li Hui, you used to be beautiful, didn’t you?
B: No, I didn’t.
1b Listening and writing
Next you are going to listen to a conversation. In the conversation you will find that Bob is seeing some friends for the first time in four years. Listen and fill in the chart on page 10 with words telling about friends’ appearances and personalities. While listening, pay attention to the form of the sentences.
Tapecripts
Conversation 1
Boy1: Mario, is that you?
Boy2: Yeah it is. It’s Bob! Hey, guys, it’s Bob! I haven’t seen you in four years!
Boy1: Yeah. I’m here with my parents. We’re visiting for a couple of days. Wow, Mario, you look different! You used to be short, didn’t you?
Boy2: Yes, I did. Now I’m tall. And so are you!
Boy1: That’s true… And you used to wear glasses.
Boy2: You have a great memory. Now I wear contact lenses!
Conversation 2
Boy1: Hey, Amy, it’s great to see you.
Girl1: Hi, Bob. How are you
Boy1: Fine. Wow, you’ve changed!
Girl1: Really? How?
Boy1: Well, you used to have short hair.
Girl1: You remember that? Yes, I did.
Boy1: And you used to be really tall!
Girl1: Not any more. You’re taller than me now, Bob.
Conversation 3
Girl2: Hiya, Bob.
Boy1: Hi, Tina. You’ve changed too.
Girl2: Oh, yeah?
Boy1: You have blond hair!
Girl2: Yeah, it used to be red, didn’t it?
Boy1: And it’s straight!
Girl2: It used to be curly.
1c Dong pairwork
Look at the picture on page 10 and make more conversations.
A: Mario used to be tall.
B: Yes, he did. Now he’s tall.
A: Zhao Juan used to be black.
B: Yes, she did. Now she’s white.
A: Zhang Limei used to be sad.
B: Yes, she did. Now she’s happy.
A: Zhu Wenjun used to be dirty.
B: Yes, he did. Now he’s clean.
2a Listening and checking
Next turn to page 11 and we are going to listen to a tape and check the words we hear.
2b Listening and filling in the blanks
On page 11, listen for information to be filled in the blanks. Remember to pay attention to the form of the language while listening.
Tapescript
Girl1: Hey, Steve! Over here! Don’t you remember me?
Boy1: Oh, wow! You’re Paula, aren’t you?
Girl1：That’s right.
Boy1: But you used to be really quiet, didn’t you?
Girl1: Yes. I wasn’t very outgoing.
Boy1: No, you weren’t. But you were always friendly. Wait a minute! Did you use to play piano?
Girl1: Yes, I did. But now I’m more interested in sports. I play soccer and I’m on the swim team.
Boy1: Wow! People sure change.
Do pay attention to the form of the language while listening.
Tapescript
Girl1: My six-year-old brother started school this week.
Boy1: He’s really lucky. Life was great when I was six.
Girl1: Really? Why?
Boy1: Oh, schoolwork was really easy.
Girl1: Not for me. I didn’t use to like tests. Now I don’t worry about tests.
Boy1: And we used to play every day after school. Now we just study all the time.
Girl1: Yeah, but we used to walk to school. Now we have to take the bus.
Boy1: I remember one bad thing. I used to hate gym. Now I love gym class.
Girl1: Me, too.
2c Doing pairwork
Practice the conversation in activity 2b on page 11. Then make conversations about yourselves.
Girl: Hey, Tom! Over here! Don’t you remember me?
Boy: Oh, wow! You’re Paula, aren’t you?
Girl: That’s right.
Boy: You used to be really short, didn’t you?
Girl: Yeah, I wasn’t very tall .
Boy: No, you weren’t. But you were always busy.
Wait a minute! Did you use to play ping-pong ?
Girl: Yes, I did. But now I’m more interested in ping-pong.
I play basketball and I’m on the singing team.
Boy: Wow! People sure change.
Girl: Hey, Jack! Over here! Don’t you remember me?
Boy: Oh, wow! You’re Mary, aren’t you?
Girl: That’s right.
Boy: You used to be really happy, didn’t you?
Girl: Yeah, I wasn’t very sad .
Boy: No, you weren’t. But you were always excited.
Wait a minute! Did you use to cook the meals?
Girl: Yes, I did. But now I’m more interested in cooking the meals.
I sweep the floor and I’m on the housework team.
Boy: Wow! People sure change.
3a Talking and checking
On page 12 is a list of things people are usually afraid of. Put checks √ in the first two columns to mark the ones you used to be afraid of and the ones you are still afraid of.
Everyday is afraid
We all have fears from time to time. That's true no matter how big we are or brave we can be. Fear can even be good for you sometimes and even help you stay healthy. Fear of getting too close to a campfire may save you from a bad burn. And fear of getting a bad grade on a test may make you study more.
Being a bit on edge can also sharpen your senses and help you perform better in a recital or during a track meet. Some people even enjoy being a little scared. That's why they like to watch scary movies - or go on roller-coaster rides.
3b Doing pairwork
In pairs ask and answer questions as are shown (below) on page 12.
A: Did you use to be afraid of the dark?
B: Yes, I did.
A: Are you still afraid of the dark?
B: No, I’m not. How about you?
A: Me? Oh, yes! I’m terrified of the dark.
B: So, what do you do about it?
A: I go to sleep with my bedroom light on.
A: Did you use to be afraid of the examinations?
B: Yes, I did.
A: Are you still afraid of the examinations ?
B: No, I’m not. How about you?
A: Me? Oh, yes! I’m terrified of the examinations.
B: So, what do you do about it?
A: I make a good preparation before the examination.
4 Doing groupwork
What did you use to do when you were younger? What do you do now? Fill in the chart on page 12 and talk with your classmates about how you have changed.
Activity Past Now
eat … eat rice eat bread
Read… read stories read newspapers
watch …on TV watch news on TV watch movies n TV
Do… at school do homework at school do cleaning at school
Closing down by telling a past story
To end the period we shall have a fun activity by telling about our past beliefs.
I used to believe that if a burglar broke into your house you could easily persuade him to have a seat and wait while the police were called.
我過去以為，如果盜賊闖進你家，你可以輕而易舉地勸說他坐下并且等待報警。
Section B
Goals
●To talk and listen about past likings
●To Read about past life
Procedures
Warming up by reviewing “used to”
To start with we shall make a review of “used to.
used to do結構, 過去慣常, 以前習慣于We used to grow peanuts. 我們過去是種花生的。
verB: habitually do something (use only in the past tense) (Example: "She used to call her mother every week but now she calls only occasionally")
1a Checking and listing
Look at the pictures on page 13 and check the things you used to like when you were a child.
Taking a rest Taking photos together Dancing together
1b Doing pairwork
What other things did you like to do when you were a child? Write sentences in the box on page 13. Then discuss them with a partner.
I used to go to the gym class.
I used to paint pictures.
I used to attend the music class.
I used to study spiders and other insects.
I used to raise big dogs.
I used to fly in an airplane.
…
2a Listening and checking
You are going to listen and check on page 13 the sentences you hear.
2b Listening and filling
Now you are going to listen again and fill in the charts on page 13
2c Doing pairwork
You are going to compare yourself with your partner.
A: I used to eat candy all the time.
B: Yes, I did. And I used to chew gum a lot.
A: I used to study hard for a big test.
B: Yes, I did. And I used to do well on the last English test.
A: I used to make flashcards.
B: Yes, I did. And I used to study by listen to cassettes.
3a Reading and completing
Read the story on page 14 for the first time and divide the article into parts.
My biggest problem
My biggest problem is that/ I'm too busy. When I was young, I used to have so much time, but/ these days/ I get up early/ and stay in school/ all day. Then/ I go right home /and eat dinner. Before I started high school, I used to spend a lot of time/ playing games/ with my friends, but/ I just don’t have the time/ anymore. In the evening, I used to watch TV/ or chat with my grandmother, but now/ I have to study. I love music, and my father used to take me to concerts. These days/ I hardly have time/ for concerts. I do my homework/ and go to bed. I really miss the old days.
Read the article the second time and underline all the useful expressions.
Read the article the third time and circle all the linking words.
Bow you are going to complete the chart on page 14 with information from the story read.
3b Completing the letter
Let’s go to page 14 and complete the letter using information from the chart in activity 2b.
How I’ve changed!
My life has changed a lot in the last few years. My daily life is different and I used to like different things when I was a child. For example, I used to like tests. Now, I don’t mind them. I used to hate gym. Now it’s my favorite class. I used to play basketball. Now, I just play the violin all the time. I used to run to school. Now, I have to take the bus.
3c Writing about changes in life
You are going to use the information in this unit to write about how your life has changed since primary school in your life.
Many changes have taken place in my life since primary school.
I used to live with my parents. Now I have to find time to visit them at weekends. I used to wear glasses. Now my eyes have become better. I can work without glasses.
I used to like short hair. Now, I don’t mind it.
I used to play piano. Now, it isn’t my favorite music instrument. I like playing violin very muchnow.
4a Asking and filling
When you are home talk to your parents and fill in the chart on page 14 to find out what your parents used to do when they were children and how it is different from what you do.
I… My parents used to…
Books I like reading the textbooks. My parents used to read newspapers.
Music I like playing violin. My parents used to play er’hu.
Sports I like watching football match on TV. My parents used to run on the playground in the morning.
Food I like eating rice. My parents used to have bread for lunch.
Favorite subject at school I like studying English at school. My parents used to study Chinese at school.
Favorite things I like computers. My parents used to be fond of bikes.
4b Doing groupwork
Now you shall talk with your classmates about your parents. Take notes of their life stories.
My parents used to take me on their back.
My parents used to hold me in their arms.
My father used to carry me on his bike. My father used to help me with my English.
My father used to watch TV with me.
My father used to read me stories in English.
Closing down by learning a poem by heart
To end this period we shall learn a children’s poem about peace.
What is Peace?
Peace is a bird chirping
in the warm Spring sunshine.
A silver fish darting from one clump
of underwater weeds to another, in the cool spring water.
Peace is a butterfly flying in the wind,
against a soft blue sky of summer.
SELF CHECK
1. Fill in each blank with the correct word given. Change the form of the word if necessary. Then make your own sentences with each word.
miss, be afraid, used to, have to, worry about
1.I am afraid of the sea. I don’t know how to swim.
2.Don’t worry about things so much. It will make you stressed out.
3.Sorry, I can’t join you. I have to study for a test.
4.I really miss my friend Tina. She moved to another town.
5.I used to have short hair but now I grow it long. 1.I am afraid of being too busy.
2.I used to get up early and stay in school/ all day.
3.My little sister worries about eating dinner.
4.I have to spend a lot of time doing homework.
5.I miss my father. He used to take me to concerts.
6.I have to do my homework.
7.I really miss the old days.
2. Look at the pictures on page 15 and write about Yu Mei.
It seems that Yu Mei has changed a lot. She used to be short when she was younger, but now she is tall. She used to be alone, but now she has many good friends. I remember she used to play football, but now she likes playing tennis. She used to have short hair, but now she grows it long. She looks more beautiful than before.
Just for fun!
To end the period let’s sing a English song Its name is I will go with my father a-ploughing (我和我爹去耕田).
Reading: He used to cause a lot of trouble.
Before you read-please go over the vocabulary list for unit 2 on page 147.
While you read-read aloud to the recording of the text and underline all the useful expressions. Discuss your problems with your partner if you have any difficulties with the reading passage.
He used to cause a lot of trouble.
Martin Murray is a fifteen-year-old boy. He used to be a "problem child', but a recent conversation with his mother changed is life. He didn't use to give his mother many problems. However, after his father's death a few years ago, Martin’s life became much more difficult. His mother couldn’t afford to pay for her children's education. To do this, she had to work, and so was not often at home.
His mother looked after him as well as she could. Unfortunately, Martin still caused problems for himself and his family. He was not interested in studying, and he often got into trouble with the police. Luckily, his mother was very patient, and didn’t give up trying to help him. In the end, she made a difficult decision: to send him to a boys' boarding school. Martin hated it and used to cause a lot of trouble. One day, he told his teacher he wanted to leave the school. Even the teacher agreed that Martin was wasting his time.
The head teacher said it was necessary to talk with his mother. Martin called his mother, but to his surprise, this phone call changed his life. “It was exactly what I needed,” he said. “My mother helped me to understand how much she had given me. She also told me that even though my father was no longer with us, he was watching me, and would always take pride in everything good I do. That’s when I decided to change. I realize that since my father died, I have been afraid of being alone, and have tried to make my mother pay more attention to me.”
Now Martin has really changed. He has been working hard, and is now a top student in his class.
How was he able to change? His mother’s love helped him to feel good about himself, and as Martin himself says, “It’s very important for parents to be there for their children.”
After you read-copy all the underlined expressions into your notebook.
Expressions from He used to cause a lot of trouble.
a fifteen-year-old boy, a "problem child', a recent conversation with…, changed is life, give… many problems, after…’s death, a few years ago, become much more difficult, not afford to pay for…, not often at home, look after…, caused problems for…, not interested in studying, get into trouble with…, give up trying to help…, in the end, made a difficult decision, send…to a boys' boarding school, cause a lot of trouble, one day, leave the school, waste one’s time, talk with…, called…, to one’s surprise, change one’s life, be no longer with…, watch …, pride in…, be afraid of being alone, make… pay more attention to…, work hard, a top student in one’s class, feel good about…
Part 2: Teaching Resources(第二部分:教學資源)
I. List of simple adjectives
Able, Afraid, Bad, Big, Brave, Bright, Careful, Careless, Cheap, Clean, Clear, Clever, Cold, Comfortable, Cool, Close, Dangerous, Dark, Dead, Deep, Dirty, Dry, Difficult, Early, Easy, Empty, Exciting, Expensive, Fair, Famous, Far, Fast, Fat, Free, Fresh, Fine, Flat, Full, Funny, Good, Great, Happy, Hard, Healthy, Heavy, High, Hot, Hungry, Important, Interesting, Kind, Late, Large, Lazy, Light, Long, Loud, Low, Lucky, Narrow, Near, Noisy, Old, Polite, Proud, Quick, Quiet, Rich, Sad, Safe, Strong, Sweet, Thick, Thirsty, Tidy, Useful, Warm, Weak, Whole, Windy, Retrieved
II. List of emotions
fear - feeling afraid. Other words are terror (strong fear), shock, phobia (fear of one thing)
anger - feeling angry. Another word is rage. You can be angry with yourself or with others.
sorrow - feeling sad. Other words are sadness, grief (a stronger feeling, for example when someone has died) or depression (feeling sad for a long time). Some people think depression is a different emotion - see depression.
joy - feeling happy. Other words are happiness, glee (when something good happens to you. or something bad happens to someone else), gladness.
disgust - feeling something is wrong or dirty.
acceptance - feling happy with something.
anticipation - feeling happy because of something in the future.
surprise - how you feel when something happens quickly or when you did not think it would happen.
III. Emotions are:
Anger, opposite Calmness (not feeling excited)
Friendship (Love), opposite Enmity (feeling hate)
Fear, opposite Confidence (having no fear)
Shame, opposite Shamelessness (shame: how you feel when you think you are wrong or stupid; shamelessness: you do not feel shame, but others think you should.)
Kindness, opposite Unkindness (kindness: when you are good to other people)
Pity (when you feel sorry for other people)
Indignation (feeling angry because something is not fair)
Envy (how you feel when other people are luckier than you are)
IV. Simple emotions
discovery – confusion; gain – loss; surprise - no surprise – expectation; wonder surprise – commonplace; happiness – unhappiness; amusement – weariness; completion – incompleteness; courage - timidity – cowardice; pity – cruelty; repentance - lack of regret - innocence
V. Complex emotions
pride - modesty- shame; closeness - detachment – distance; complaint/pain - doing OK – pleasure; caution - boldness – rashness; patience - mere tolerance – anger; relaxation - composure - stress
VI. Pure emotions
fear - nervousness – security; togetherness – privacy; respect – disrespect; appreciation – envy; love - no love lost – hatred; familiarity – mystery;
VII. Propositional attitudes
attentive - inattentive – avoiding; alertness – exhaustion; intent - indecision - refusal
effort - no real effort – repose; hope – despair; desire - indifference – reluctance; interest - no interest - repulsion
VIII. Complex propositional attitudes
permission – prohibition; competence – incompetence; obligation – freedom; constraint - independence - resistance to constraint; request - negative request
suggestion - no suggestion – warning
Unit 3 Teenagers should be allowed to choose their own clothes.
Part 1: Teaching design (第一部分：教學設計)
Structures: should ﹢ be allowed to
Target language:
I think sixteen-year-olds should be allowed to drive.
I disagree. I think sixteen is too young.
Do you think thirteen-year-olds should be allowed to have part-time jobs?
No, I don’t.
Vocabulary: allow, pierce, silly, stay up, drive, driver’s license,
Do you think…? I agree. I disagree.
I don’t agree.
Learning strategies: Reflecting Transforming information
Section A
Goals
●To learn to use should ﹢ be allowed to
●To listen and speak about school life
Procedures
Warming up by learning new words
To start with, let’s first go to page 147 to go over the vocabulary for this unit. Read to the tape and try to learn off them by heart.
Warming up by learning about “should ﹢ be allowed to”
We shall first learn to use the structures: “should ﹢ be allowed to”. It is actually part of the passive uses of English.
Tense Subject Auxiliary Past
Participle
Singular Plural
Present The car/cars is are designed.
Present perfect The car/cars has been have been designed.
Past The car/cars was were designed.
Past perfect The car/cars had been had been designed.
Future The car/cars will be will be designed.
Future perfect The car/cars will have been will have been designed.
Present progressive The car/cars is being are being designed.
Past progressive The car/cars was being were being designed.
“should ﹢ be allowed to” can be used like this: He should be allowed to come. Animals should be allowed to live in the forest. Children should be allowed to watch TV at weekends.
1a Reading and circling
For practice of the “should ﹢ be allowed to” read the statements in the box on page 18 and circle A for agree or D disagree.
1b Listening and circling
Listen and circle “T” for true or “F” for false beside the statements in the box on page
18.
Tapescript
Woman:So, what are you doing this afternoon, Anna?
Girl:I’m going to the mall with John. He just got his driver’s license.
Woman:I’m sorry. You can’t go with John. I don’t think sixteen-year-olds should be allowed to drive. They aren’t serious enough at that age.
Girl:But I have to go to the mall. Gaby’s getting her ears pierced and I want to watch.
Woman:I don’t think sixteen-year-olds should be allowed to get their ears pierced. They might be sorry later.
Girl:I agree, but it’s fun to watch. Is it OK if we take the bus?
Woman:Well, I guess so.
Girl:Great! I want to buy a new blouse at the mall, too.
Woman:What kind are you going to buy? Maybe I should go with you.
Girl:Aw, Mom. I’m not a child. I think teenagers should be allowed to choose their own clothes.
Woman:Well, I just want to be sure you get something nice.
Now try to copy the expressions from the listening tapescript on the blackboard into your notebook.
go to the mall with…, get one’s driver’s license, go with…, allow… to drive, be not serious enough, at that age, get one’s ears pierced, be allowed to get one’s ears pierced, be sorry later, it’s fun to watch, it is OK if…, take the bus, guess so, buy a new blouse at the mall, go with…, should be allowed to choose one’s own clothes, get something nice
1c Doing pairwork
In pairs look at the statements in activity 1a and make
conversation. You may use the phrases in the box on page 18
A: I think teenagers should be allowed to go out with their friends.
B: I agree. They are old enough.
A: I think teenagers should be allowed to go to the mall with their classmates.
A: I think teenagers should be allowed to get their driver’s license.
A: I think teenagers should be allowed to drive.
A: I think teenagers should be allowed to get their ears pierced.
A:I think teenagers should be allowed to watch TV at weekends.
A: I think teenagers should be allowed to take the school bus.
A: I think teenagers should be allowed to buy a new blouse at the mall
A: I think teenagers should be allowed to choose their own clothes.
B: I agree. They are old/ clever/ strong/ bright/ serious/ kind/ careful/ lucky/ enough.
2a Listening and checking
Next we are going to listen and check on page 19 what Kathy thinks. You may circle “Agree”, “Disagree”, or “Doesn’t know” to show what Molly thinks.
Tapescript
Molly: Larry is working late again tonight, Kathy.
Kathy: I know, Molly. I don’t think sixteen-year-olds should be allowed to work at night. Young people need to sleep.
Molly: I disagree with you. Teenage boys never get tired.
Kathy: Well, maybe. But Larry shouldn’t work every night.
Molly: Oh, I agree. He needs time to do homework.
Kathy: You know, Molly… he should really cut his hair.
Molly: Oh, I disagree. I kind of like it. It looks cool!
Kathy: You know what worries me-Larry doesn’t seem to
have many friends.
Molly: Yeah, I know. I think he shouldn’t work on weekends.
Kathy: Oh I agree, Molly. He needs to spend time with friends.
Molly: Like you and me?
Kathy: Maybe.
2b Listening and numbering
You are going to listen again to the recording just now to
number Kathy’s and Molly’s reasons in the correct order on
page 19.
Now you shall copy all the important expressions from the listening script.
work late, sixteen-year-olds, be allowed to work at night,
disagree with…, get tired, work every night, do homework, cut one’s hair, kind of like…, looks cool, have many friends, work on weekends, spend time with …
2c Doing pairwork
Next you are going to make in pairs a list of things teenagers
should and should not be allowed to do. Discuss your list
with your partner.
A: Do you think teenagers should be allowed to drive?
B: Yes, I think so.
A: Do you think teenagers should be allowed to work late at night?
B: No, I don’t think so. I don’t think they should be allowed to work late at night. They need to get enough sleep.
A: Do you think teenagers should be allowed to disagree with their teachers?
B: Yes, I think so.
A: Do you think teenagers should be allowed to get tired doing their homework?
B: No, I don’t think so.
A: Do you think teenagers should be allowed to work every night?
B: Yes, I think so.
A: Do you think teenagers should be allowed to cut one’s hair?
B: Yes, I think so. I kind of like my own style. It looks cool.
A: Do you think teenagers should be allowed to have many friends?
B: No, I don’t think so. They may meet bad people if they have too many friends.
A: Do you think teenagers should be allowed to work on weekends?
B: It depends on what they do. They may spend time with parents on weekends.
3a Reading and writing
You are to read a dialogue between Sun Fei and Wu Yu on page 20. After reading you shall write in the chart Sun Fei’s and WuYu’s rules. Use “Don’t…” and “You can” to express your ideas.
Jot down all the useful phrases form their dialogue.
have a lot of rules, at one’s house, for example, stay at home, on school nights, study at a friend’s house, go to the movies, on Friday nights, to be home by 10:00 pm, on Saturday afternoons, go shopping with…, choose one’s own…, get one’s ears pierced
3b Doing pairwork
In pairs role play the conversation in 3a using the information in the chart on page 20.
A: What rules do you have at home?
B: Well, I’m not allowed to go out on school nights. How about you?
A: I’m not allowed to go out on school nights either. But I can watch TV with my sister.
A: What rules do you have at school?
B: Well, We’re not allowed to go out to movies on school nights. How about you?
A: We’re not allowed to go out to movies on school nights either. But We can watch VCD with our teachers on the school playground.
4 Doing groupwork
Turn to page 20 and find someone in your group who has to go home after school, who is allowed to stay up until 11:00 pm, who has to stay at home on school nights, who is allowed to watch TV every night, who had to clean up his room every morning.
Write their names in the chart on page 20
Closing down by reciting a kid poem
Another kid's poem
There is nothing under the bed
Or on your closet floor,
The monster is inside your head
Don't worry anymore.
It'll be there every night
In your dreams to give you fright
Every time you turn off the light
As long as you believe it.
There is no monster on the stairs
Nor anywhere down the hall
This old house just settles at night
You hear the creaks, that's all
You think you see a dragon peek
Through the window with a fang-ed beak
And that's why you can't go to sleep
As long as you believe it.
Mama loves you, daddy, too
And you will grow up tall
Nothing's going to happen to you
We'll take care of it all.
You will be a fine young man
A brave little boy who never ran
Whatever you want to do, you can
As long as you believe it.
So listen to me now, you pooh
It's off to sleep right now with you.
Daddy knows what you can do
As long as you believe it.
SECTION B
Goals
●To read about rules of school
●To talk about rules of school
Procedures
Warming up by talking about rules
Hello, class. Are there any rules for us in this class? What are they? How were they made?
Now list some of them and talk about them in pairs.
1a Reading and checking
Read the questions on page 21 and write either “A” for always, “U” for usually, “S” for sometimes or “N” for never.
Do you ever…
1.get to class late?
2.study with friends?
3.finish a test early?
4.worry that you’ll fail a test?
5.go home after school?
6.stay up until 11:00 pm?
7.stay at home on school nights?
8.watch TV every night?
9.clean up his room every morning?
1b Doing pairwork
In pairs you are to talk about your answers in activity 1a.
Do you ever have your ears pierced? Yes, I sometimes have my ears pierced.
Do you ever stay up at weekends’ night? Yes, I sometimes stay up at weekends’ night.
Do you ever drive alone? Yes, I sometimes drive alone.
Do you ever lose your driver’s license? Yes, I sometimes lose my driver’s license.
2a Listening and circling
I am going to play a dialogue to you. It is between a man and a boy called Peter. They are talking about a math test. You are to listen and circle the things in activity 1a you hear. While listening try to note the expressions used.
Tapescript
Man: What’s the matter, Peter?
Boy: I think I’m going to fail a math test, Dad.
Man: You are? Why?
Boy: Well, I missed the bus and I had to walk to school.
Man: So?
Boy: I’m not allowed to get to class late, and there was a big test today.
Man: And you weren’t allowed to take the test?
Boy: That’s right. But I know I could pass that test.
Man: Well, Peter, the school has to have rules, you know.
Boy: I know. But I should be allowed to take the test later. It’s not fair.
Man: I agree. Maybe you could talk to the teacher after school.
Boy: Yeah. Maybe if I explain what happened, she’ll understand.
2b Listening and matching
Listen again to the dialogue and match the sentence parts in the box on page 21.
Now copy down the expressions from the dialogue into your notebook. They are shown on the blackboard.
2c Doing group work
Read the statements and discuss them with your group members.
1.Peter should be allowed to take the test later.
A: I think Peter should not be allowed to take the test later.
B: I don’t agree.
C: I think he could take it with Class 2 tomorrow.
2.Students need strict rules.
…
3.Parents should not be too strict with teenagers.
…
4.Mary should not fail a math test.
…
5.We will miss the bus.
…
6.I have to walk to school.
…
7.We can talk to the teacher after school.
…
3a Reading and answering
Next it’s reading time. Let’s read the article on page 22 and answer the questions following it. Try to put the sentences into parts and underline the expressions.
The other day, my friends and I/ talked about the rules/ that we have/ in school. At our school, we have to wear uniforms/ every day. The problem is that/ all my classmates/ think/ the uniforms are ugly. We think/ young people should look smart/ and so/ we would like to wear our own clothes. Our teachers believe that/ if we did that, we would concentrate more on our clothes/ than our studies. We disagree. We would feel more comfortable/ and that is good/ for studying. If we can't do that, we should be allowed/ to design our own uniforms. That would be a good way/ to keep both teachers and students/ happy. It’s also probably a good idea /for parents/ to allow teenagers/ to study/ in groups/ during evening. I know/ we get noisy sometimes, but/ we learn a lot /from each other. We also think that/ vacations should be longer. At present/ they're too short. Longer vacations/ would give us time/ to do things/ like volunteering. Last summer/ I had an opportunity/ to volunteer/ at the local hospital, but/ I couldn’t/ because/ I had to go back to schools. It would be a good experience/ for me/ because I want to be a doctor/ when I'm older.
3b Doing pairwork
Role play a conversation using information from 3a.
A: I think our school rules of always wearing school uniforms at school should be changed.
B: Well, Mary and I talked about the rules the other day.
A: At our school, we have to wear uniforms every day. That is bad for us.
B: Yes, I agree. The problem is that all of us think the uniforms are ugly.
A: I think young people should look smart and so we should be allowed to wear our own clothes.
B: But our teachers believe that if we did that, we would concentrate more on our clothes than our studies.
A: I disagree with them. We would feel more comfortable and that is good for studying. If we can't do that, we should be allowed to design our own uniforms. That would be a good way to keep both teachers and us happy.
B: It’s also probably a good idea for parents to allow us to study in groups during evening.
A: I think so. I know we get noisy sometimes, but we learn a lot from each other.
B: I also think that vacations should be longer.
A: I agree with you on that. At present they're too short. Longer vacations would give us time to do things like volunteering.
B: Last summer I had an opportunity to volunteer at the local hospital, but I couldn’t because I had to go back to schools. It would be a good experience for me because I want to be a doctor when I'm older.
A: Let’s go to talk to our teachers about the school rules after school.
B: OK! I agree with you!
4 Making a list of rules
Suppose you and your friend are starting an English club. Make a list of rules about what should and should not be allowed.
1. Members are allowed to work with a group.
2. Members are allowed listen to English.
3. Members are allowed play games with their classmates.
4. Members are allowed do actions such as coloring, matching.
5. Members are allowed sing English songs.
6. Members are allowed to write letters and emails.
7. Members are allowed act out simple dialogues.
8. Members are allowed listen to and understand stories.
9. Members are allowed to write simple sentences.
10. Members are allowed to imitate from the recording.
Closing down by learning an English poem
Get Up! Get Up!
"Get up! Get up! Get out of bed
you lazy bum, you sleepyhead."
Yes, that is what my mother said
at eight-oh-five today.
She left the house and drove to work.
She'll soon be feeling like a jerk
when she finds out -- I have to smirk --
Today is Saturday.
--Kenn Nesbitt
SELF CHECK
1 Filling in blanks
To test your study this week you are to fill in each blank on page 23 with a correct word given. Change the form if it is necessary.
2 Reading and writing
You are going to read the article on page 23 first and then write a letter to the editor agreeing or disagreeing. Explain your reasons.
While you are reading cut the sentences into thought groups and underline the expressions.
3. Helping and learning
At our school, we sometimes have a special day/ to help others. Last year/ we went to an old people’s home/ and sang songs/ and performed a play /for them. The old people were very happy. We should be allowed/ to take time/ to do things/ like that/ more often. For example, we should visit primary schools/ and help teach young students. I want to be a teacher/ when I'm older/ so it would be a great experience/ for me. Other students would like to do other jobs. For example, my friend Tian Ge wants/ to write for a newspaper. She should be allowed/ to volunteer/ at the newspaper office/ once a week. On Friday afternoons, many students are sleepy/ after a long week of classes. Some students should be allowed/ to have Frid