(讓某人知道最近的進(jìn)展)

1、Teaching Plan Level 4 Unit 2 A Hot LeadClass meeting objectives:Topic: Talk about problems (situations or feelings)Vocabulary: Learn the meanings and usage of the phrases with line: along the same lines, be out of line, down the line, drop someone a line, get a line on something,give someone a line,

2、 lay it on the line, read between the lines, take a hard line, the bottom lineFunction: Ask about problemsTalk about problemsSuggest a solutionTeaching Steps and time arrangement:I. Word GameII. Video ReviewIII. ActivitiesIV. AppreciationV. Listening PracticeVI. Homework I. Word game1. Divide the cl

3、ass into 6 group 2. Two students from each group join the game.3. Ask the students who join the game to choose one number from 1-6 and then one student gives the meaning of the phrase shown on the screen and the other student comes to the front and guesses what the phrase is. 4. Record the result on

4、 the blackboard and the group which guesses more phrases right win. No. 1bring sb. up to date (讓某人知道最近的進(jìn)展） likewise （同樣地，照樣地） be out of line（出格，越軌） read between the lines（領(lǐng)會(huì)言外之意） Whats up?（怎么了？發(fā)生什么事了）No. 2keep sb. Posted（向某人提供最新消息）up-to-date（直至目前的，包含最新信息的）lousy（糟糕的，劣等的） good for you!（你真行） get a line

5、 on something（獲得有關(guān)某事的消息）No. 3keep sb. in the picture（使某人了解。的內(nèi)情）take a hard line（對某事采取強(qiáng)硬的態(tài)度） apply oneself（專心，致力于） take it from me（相信我） the straight story （真實(shí)情況）No. 4update sb. on sth.（為提供最新消息）drop someone a line（給某人寫短信便條） shape up（進(jìn)展，發(fā)展） take up with（時(shí)間和精力多用于）buy out (收購）No. 5up-to-the-minute (直到最近的

6、，最新的） the bottom line（最重要的事） get a line on something（獲得有關(guān)某事的消息） motivation（動(dòng)機(jī)） gin and tonic（杜松子酒）No. 6out of date（過時(shí)） along the same lines （用相同的辦法） lay it on the line（表明某事）nursery school（托兒所） take sb. to lunch （請某人吃飯）II. Video Review1. Have the students watch the video once and then answer the foll

7、owing questions.1) Why does Talia need to see Tony? ( she has the latest news for Tony)2) What is the news? (The audio expert said the voice on the tape is Nicks but it had been edited. She thinks that Nick is innocent.)3) What is Tonys attitude towards the news? (At first he dont understand it, but

8、 later he gets it. Then he agrees to give Talia one more day on the story.)4) What suggestion does Tony give Talia? (To stay objective)5) What does Amy do meanwhile? (Amy goes to the health club juice bar to find out information about Jackie Bishop from Patty?)6) Does Amy knows where to find Jackie

9、Bishop? And where? ( Yes. She does. In acting classes.)7) What does Amy give Patty for her information? (Tips)2. Have the students retell the story in small groups of 3 or 4 according to the key words shown on the screen.3. Representatives from each group report in class.III. Activities:1. Pair Work

10、: You look worried (Page.22)Situations: You Look Worried 1Summary: Students imagine they're good friends and talk about two problems and possible solutions, using the information provided.Functional language: talking about problems, asking about problems, suggesting solutions, and respondingAski

11、ng about problemsÚ You look depressed. Ú You look upset.Ú You seem worried.Ú You sound a little down.Ú You sound like youve got a problem.Ú Are you OK?Ú Is anything wrong?Ú Whats the matter?Ú What happened?Talking about problems.Ú It's my boss. S

12、he doesn't like me. Ú It's my class. It's too difficult. Ú I feel anxious and nervous.Ú I feel uneasy, irritable.Ú Im worry about Suggesting a SolutionÚ I have an idea. Ú I know! Your teacher can probably help. Why don't you talk to him?Ú Here's

13、 an idea. Ú Maybe you couldtalk to your boss.Ú If I were you, I'dgive him a call.Ú Why don't youleave tonight?Responding to a Suggested SolutionÚ That's a great idea.Ú That's a thought!Ú You're right.Ú I guess you're right.Ú Hmmm . that

14、 might work.Ú I can't do that.Ú I'd rather not do that.Ú No, that won't work. Procedure1. Tell students they are going to create two conversations with a partner about two different situations.2. Set up the context: Students imagine they're good friends. They each have

15、 a problem, and they willsuggest solutions to each other's problems.3. Create pairs. Designate one student as A and the other as B.4. Give students time to read the first situation. Circulate and make sure students understand their roles.5. Point out the box with the target language and review i

16、t, as needed, for students to use in the-activity.6. Now brainstorm possible solutions for the first situation. Ask a Student A to describe the problem.Elicit solutions from the class. Here are some possible solutions: Ask the landlady to take care of the problems. Tell her that you cannot pay more

17、rent, and thatyou have always taken good care of the apartment and have never caused a problem. Pay for the work yourself. It's cheaper than having your rent raised.7. Tell students to begin their role plays. Circulate while students are doing the activity to help asneeded.8. When students finis

18、h the first role play, give students time to read the second situation.9. Now brainstorm possible solutions for the second situation. Ask a Student B to describe the problem.Elicit solutions from the class. Here are some possible solutions: Call your friend and tell him or her exactly how you feel.

19、Explain that you want to talk honestlyabout this situation. Tell him or her that you had to cancel your plans last week because youneeded to study for a big test. Invite your friend over for dinner with some other friends. Call him or her a week in advance,and say that you really want him or her to

20、be there and that you want to continue yourfriendship.10. Tell students to begin the second role play. Circulate while students are doing the activity to help asneeded.11. When students have finished, have two pairs role play the situations for the class.12. Complete the activity by asking if anybod

21、y has been in a similar situation and how they solved the problem.Example Conversations Situation 1:A: What's wrong? You look depressed.B: Oh, it's my apartment. It's a great place, but I'm upset because some things don't work.A: How annoying! Why don't you talk to your landl

22、ady?B: I can't do that. I'm afraid she'll raise my rent to fix the problems.A: Well, here's another idea. You could fix the problems yourself or pay someone to fix them. Thenyour rent won't go up.B: You're right. It would be cheaper to fix the problems myself than to pay more

23、 rent. Situation 2:A: You look upset. Is everything all right?B: Not really. I'm stressed out about my friend, Tammy.A: What happened?B: Well, I've been trying to get together with her all week, but when I call her, she tells me she hasother plans.A: So, do you think she's avoiding you?

24、B: Yeah. She's been going out with other friends. She might be mad at me because I cancelled planswith her last week. A: But you had a big test, didn't you? B: Uh-huh. A: If I were you, I'd call her and lay it on the line. Tell her exactly how you feel, and explain that youhad a test las

25、t week.B: Hmm . That might work, but I'm worried that we'll get into an argument. A: Here's an idea. Invite her over to dinner with some friends. Tell her how much you want her to bethere. And be sure to invite her at least a week ahead of time. B: That's a great idea!ExtensionCreate

26、 new pairs. Have students create two more conversations with their partner. In the first, A students describe a real life problem, and B students suggest solutions. In the second, B students describe a real life problem, and A students suggest solutions.2 Group work: Todays headlines Today's Hea

27、dlinesSummary: (1) Students match newspaper headlines to pictures and (2) discuss what they think happened in each news story.Procedure1. Tell students that the pictures and headlines are from a newspaper, The Riverdale Daily News.2. Create groups of 3.3. Tell students to write the correct headline

28、above each picture.4. When students have matched the pictures and headlines, go over the answers with the class.5. Now tell students that they will discuss what they think happened in each of the news stories. Pointout the verbs in the word pool. Tell students they can use these verbs or their own i

29、deas.6. Go over the example in the Companion Book. Review the passive voice with students (a form of theverb be + the past participle).7. Check that students know the meanings of all the verbs, especially damage, buy out, and lay off.8. Have students take turns suggesting what happened in the storie

30、s. Remind students to use the passivevoice.9. When students have finished, call on individuals in various groups to report their sentences to theclass. Write the sentences on the board (to be used in the pronunciation practice that follows).Answer Key (possible answers)a.The bridge was hit by a larg

31、e boat. The bridge was damaged. The traffic was stopped. The bridge wasclosed.b.El lie Chen was named the best actress of the year. She was chosen as the best actress of the year. Shewas given an award. The movie was shown in theaters around the country.c.Recreation Unlimited was bought out by SBC S

32、ports. Two companies were joined. A decision wasreached yesterday. Some employees were laid off.ExtensionTell the class real headlines you've read in the newspaper recently, or bring in newspaper headlines. Have students suggest what happened in the news stories, using the passive voice.IV. Appr

33、eciation2. Enjoy the song Take Me Home Country Road (click the word appreciate, you can reach the website which has the sound with flash.)3. Listen to the song again and fill in the missing words.4. Sing alongV. Listening practice.Compound Dictation Reading ProcessIf we are to help students develop reading skills in a foreign language, it is important to understand what is 1) involved in the reading process itself. If we have a clear idea of how good readers read, either in their own or a foreign language, this will 2) enable us to decid