最新教案Unit1 TextA BookII Learning, Chinese-Style全新版大学英语综合教程

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全新大英第二册unit1教案waysoflearning

全新大英第二册unit1教案waysoflearningTeaching PlanUnit 1 Text A Learning, Chinese-StyleI.Teaching MaterialsText: Learning, Chinese-Style (Para. 1—4)PPTII.Teaching ObjectivesStudents will be able to:1. grasp the main idea (that it would be ideal if we can strikea balance between theChinese and the Western learning styles) and the structure of the text (introduction by an anecdote –elaboration by comparison and contrast- conclusion by a suggestion);2. master the key language points and grammatical structures in Para. 1-4;3. conduct a serious of reading, listening, speaking and writing activities related tothe theme of the text.III.Teaching Emphasis: some new words: attach, tender, neglect. IV.Time: about 20 minutesV.Teaching Steps:Step 1: Warming upQuestion 1: Two children are given two hula hoops, a toy they are unfamiliar with.Ann is given a hula hoop with instructions on how to use it.Mary is given a hula hoop with no instructions.What kind of outcomes do you expect?Ann: Learns to keep the hula hoop in motion by moving her body in certain ways.Mary :( 1) explores the hoop and discovers it's big enough to step through.(2) Balances the hoop between two objects and practices kicking a ballthrough the hoop.How do you comment on these two outcomes? Which one do you think is Chinese style in learning?Question 2: What’s the difference between Chinese and American ways to learn to accomplish a task?Chinese:Show a child how to do sth. or teach by holding his hand.(passive receptor, teacher-based)Americans: Teach children to rely on themselves for solutions to problems. (active learner / creator, student-based) Step 2: Text OrganizationPart 1 (Para. 1-5): The Chinese staff helps Benjamin to place the key.Part 2 (Para.6-13): T he author’s thoughts about different approaches to learningin China and the West.Part 3 (Para. 14): The author gives a suggestion of a more rational approach tofostering creativity and basic skills.Step 3: Text Analysis (Part 1)Task 1: How does the author introduce the topic in Text A?In this text, the author introduces the topic by an incident / anecdote of teaching a child to place a key into a slot. (a key-slot anecdote)There are several ways to introduce a topic (theme).Stating the topic directly.Posing a question.Quoting a famous saying.Relating an anecdote or an incident.Task 2: Scan Part 1 and find answers of the following questions:(1). Where and when did the incident take place?Jinling Hotel in Nanjing, in the spring of 1987.(2).Who are the main characters in this incident?The author/narrator, his wife Ellen, their son Benjamin, and hotel staff.(3).What is the attitude of the author and his wife toward the key-slot anecdote?They let Benjamin explore and enjoy himself.(4).What is the attitude of the hotel staff toward Benjamin’s efforts?They held his hand and taught him how to insert the key into the slot correctly. Step 4: Detailed study of Part 1(Para.1—4)1. attach: fasten or join (one thing to another)attach sth. to sth. be attached toE.g. Make sure that the stamp is firmly attached to the envelope before you mail it.Match English phrases with their Chinese equivalents:adapt…to 使适应于apply to 向(某人)申请confess to 承认，忏悔contribute to 捐献, 捐赠; 有助于correspond to 相当于; 相符, 符合relate to 有关, 涉及subject to 使遭受，使服从yield to 投降, 让步2. tender: a. young; gentle and loving; sensitive; easily damaged or hurt年幼的；温柔的; 敏感的; 易受伤害的Collocation:tender plants / shoots 娇嫩的树木 / 幼芽a tender subject 软心肠a tender heart 敏感的话题tender age 年幼3. not in the least: not at all小男孩似乎一点也不怕狗。

七上英语Unit1 Section A(1a—2d)全英教案

七上英语Unit1 Section A（1a—2d）全英教案I. Teaching aims:1. To know how to learn English well and know some rules used in English class2. In this first lesson, students learn how to make an introduction1. Topic: Making new friends2. Functions: Introduce yourself/ Greet people3. Target language:What’s your name?----My name’s... I’m ...4. V ocabulary:Introduce/ Introduction/ name5. Learning strategies:Listening/ speaking/ singingIII. Teaching processStep I. Lead in -Greeting and making an introductionQuestion 1. Why do we study foreign language?2. How to study English well?Students’ feed back: discussing in pairsStep II. Activity one (task one): making an introductionI’m Ms. Suo, your new English teacher, welcome to Ms. Suo’s English clas s. Nice to see you. I’m sure we’re going to have a great year and learn a lot of English.Activity two (task two):giving some ways to learn English wellWe have many ways to learn English well. We can read, listen, speak and write. We can read books, listen to music. we can speak in English. Listening is more important. If we don’t have a good listening, we cannot understand others well, and have a good communication. Writing is another way to improve our English.Activity three (task three) giving some rules used in English class1. Speak English as much as you can.2. Help each other.(help yourself with the dictionary)3. Ask questions when you do not understand.4. Don’t be shy.Step III.Now, let’s make an introduction1. Give an example:I’m Tracy, I mean my name is Tracy, and you can call me teacher Tracy.What’s your name, please? What’s his name? And what’s her name?2. Practice-in groups (3-4students)To practice the simple introduction with the following sentences:...What’s your/h is/her name?----My/his/her name’s… or I’m …...3. Ask some group to show their introduction in the front of the classHomework:1.to recite the words and expressions in starter2. to do some exercise in starterBlackboard design:The rules in English class:Introduction- to introduce yourself to othersWhat’s your/his/her name?-My/his/her name’s…Feed backUnit One (Period two)教学设计I. Teaching aims:In this lessen, the students will study how to introduce themselves with the following sentences ...My name is.../ My first name is.../ My last name is......1. Topic: Making new friends2. Functions: Introduce yourself/ Greet people3. Target language:What’s your name?/ What’s your first name?/ What’s your last name?4. V ocabulary:first name/ last name/ Hi/ Hello/ Nice to meet you5. Learning strategies:Listening/ speaking/ singingIII. Teaching processStep I. Lead inQuestion 1. What’s your name, please./ May I have your name, please?2.What’s your last name? / What’s your first name?3.If you want to show your politeness, what do you usually say when you first meet someone?Students’ feed back: discussing in pairsStep II. Learn and PracticeActivity one (task one) listen the tape and do the exercise: Section A-1b:Play theRecording for the first time. Students only listen. Focus attention on the example: theconversation numbered(1). Point out the boxes where students will write a number foreach conversation. Play the recording a second time. Students number the conversations.Sec.A-2a: Play the recording for the first time. Students only listen. Point to the boxes next to the pictures. (say: listen to the four conversations again. Write the number 1 in the box next to the people who say conversation 1, 2 in the box next to the people who say conversation2,etc.), 2b:Point the words in the box, (say: listen for these names in the conversations. You will hear some of the names, not all of them. circle the names you hear. The first one is done for you.)Activity two (task two)Do the exercise- Sec.B-3a: Read the list of names in the exercise. Ask students to guess which names are first names and which are last names. (Tell students your given name and your family name. Explain that, in English, your given name is referred to as your first name and your family name is referred to as your last name, or surname. The family name is written after one's given name, then point to individual students and say first name or last name, asking them to respond by saying their given name or family name.) Sec.A-3b: Ask the students to choose a first name and a last name that they like from 3a.Activity three (task three) Game: This is a team game. The last student of each team is the leader this time. I’ll ask a question to the first student like this. Then, the first student answers my question and turns back to ask the second student the same question. Well, see. Just like this.Teacher: Hi, nice to meet you. I’m Tracy. Tracy is my first name and Xu is my last name. What’s your name?Student1: My name is Li Lei. (turn back to the next student) Nice to meet you, her name is Tracy Suo, and I’m Zhang Meng. My last name is Zhang and my first name is Meng. What’s your name?Student2: Nice to meet you, too. My name is Liu Xing. (turn back to the next student) His name is Li Lei. And her name is Tracy Suo. I’ m Liu Xing. My last name is Liu and my first name is Ying. What’s your name?At the end of the group, the leader who can tell the names as manyas he can is winner.Culture note-English names vs. Chinese names Unlike Chinese names, English names are listed with the given name first and the family name or surname second. Many people have two given names, e.g. Sara Ann Smith. The second name is called the middle name and has no real significance, unlike the Chinese second name which indicates a child’s generation. English family names are inherited from the father, and a woman’s family name changes to the family name of her husband when she marries. Chinese women do not necessarily take their husband’s family name when they marry. Many English names have and old meaning, but the meaning is not usually a consideration when choosing a name, the way the name sounds is more important. In Chinese culture, naming a child often takes five principles into consideration: the name should reflect favorable mathematical calculations, be harmonious with regard to yin and yang, and possess one of the five elements of metal, water, wood, fire, and air.Activity four (task four) Sing an English song ...The More We Get Together... .The more we get together, together, together, the more we get together, the happier we’ll be! For your friends are my friends and my friends are your friends, the more we get together, the happier we’ll be! Step III. ProductionTask one: It’s warmi ng up, the students think the questions thatteacher gives and step in the situation-...Greeting... and ...Introduction....Task two: Do exercise and practice in book. Moreover, learn how to ask names.Task three: Practice the greeting ...nice to meet you..., introduction and the first name, last name.Task four: RelaxingStep IV. Sum-up1. The whole class practices how to greet people and introduce each other.2. Learn the difference between Chinese culture and western culture.3. Learn a beautiful English song.Homework:1.Listen to tape of Unit12.Review the starter and do some exercise:P1 Sec.A-1a; P4 Sec.B-1a,2; P6-1; P7 Sec.A-1a; P10 SecB-1a; P11-3a; P12-1; P13 Sec.A-1a; P18-1; P19- 1a; P24-1; P25 SecA-1a; P30-1,2,3.3. Review the Grammar Focus in StarterBlackboard design:。

Unit1SectionA(2d—3c)(教案)

-强调动词第三人称单数形式的构成规则，如一般情况下在动词原形后加-s/-es，并举例说明不规则变化，如“go → goes”。
-教授并练习与日常习惯相关的词汇和短语，确保学生能够熟练运用这些词汇进行表达。
2.教学难点
-动词第三人称单数形式的正确使用，尤其是不规则变化动词的记忆。
-一般现在时与现在进行时的区别，特别是在描述习惯性动作和正在进行的动作时的运用。
1.加强对不规则动词变化的复习，通过设计有趣的记忆游戏和练习，帮助学生巩固记忆。
2.提高实践活动中的引导和监督力度，确保每位学生都能在实践中掌握一般现在时的用法。
3.关注学生的语言表达能力，多组织口语练习和讨论活动，提高他们对时态的敏感度和运用能力。
4.课后布置针对性作业，巩固学生对课堂所学知识点的掌握。
3.成果分享：每个小组将选择一名代表来分享他们的讨论成果和发现。
（五）总结回顾（用时5分钟）
今天的学习，我们了解了如何用一般现在时描述日常习惯，以及动词第三人称单数形式的正确使用。同时，我们也通过实践活动和小组讨论加深了对这些知识点的理解。我希望大家能够掌握这些知识点，并在日常生活中灵活运用。最后，如果有任何疑问或不明白的地方，请随时向我提问。
Unit 1 Section A (2d—3c)（教案）
一、教学内容
Unit 1 Section A (2d—3c)：
2d:学生将学习如何使用一般现在时来描述日常习惯，包括动词第三人称单数形式的使用。
2e:通过配对活动，学生练习询问和回答关于日常习惯的问题。
3a:学生听录音并跟读，提高发音准确性，同时理解听力材料中的日常习惯描述。
3.文化意识：使学生了解并尊重不同文化背景下的日常习惯，培养跨文化交际意识，增强国际视野。

高一年级第一单元教案全英文

高一年级第一单元教案全英文(总3页)-CAL-FENGHAI.-(YICAI)-Company One1-CAL-本页仅作为文档封面，使用请直接删除School of Foreign Languages ---- Teaching Plan外国语学院辅修英语专业校内试讲教案Course EnglishCourse book高一年级Unit to be covered Unit1 FriendshipTopic Friends and friendshipDuration40minutesInstructor Qian mengtingSchool NO.1 senior middle schoolParticipants Class 168Class size70Date October 26, 2010Teaching objectives1. Focus on language learninga)Vocabularies for describing a person, especially a friendb) Sentences for expressing your ideas2. Focus on language functionsa) Talk about friends and friendship; how to maintain a good friendshipb) Use the following expressions:I think so. / I don’t think so. I agree. / I don’t agree.That’s correct. Of course not. Exactly. I’m afraid not. In my opinion.3. Focus on language performancea)Being able /trying to use the correct words, especially an adjective word todescribe a personb)Being able /trying to use the sentence structure correctly.Teaching aidsSome chalk, blackboard.，a telephone, a photoTeaching proceduresStep One: Warm-up / Lead-in (3 minutes)T: my dear students, how are you today?S: Fine, thank you .and you?T: I am fine too. My dear students，what is important in your lifeS: money, time ,study…….T: do you want to know what is important in my life for me, I think ,the friendship is very important in my life.(放英文歌曲友谊地久天长)T: my dear students, how’s the music?S: it’s very nice.T: Yes, and does anybody knows the Chinese meaning of this song?S : 友谊地久天长T: Great .after you have listened this beautiful song, what comes to you mind first (用汉语翻译一遍)S: friendsT: Yes, friends. We know, we are human beings, we can’t live without friends. Friends play a very important role in our lives. A friend in need, is a friend indeed.Step Two: presentation (15 minutes)T: today, we will learn a new unit, unit 1 friendship. first, I’d like some of you to introduce one of your friends to us in Chinese .T:…please .（一个学生描述）T: great .can you introduce it in English?S: Yes, I can. (学生用以前初中学过的简单句型介绍完毕)T: ok, very good. But, in my opinion, it’s a little simple. I have a good friend too. let’s me introduce her to you. Please listen to me carefully.（我将呈现一张朋友的照片，并做相关介绍，一边介绍，一边呈现单词，及一些常用句型）Some words:Loyal 忠诚的 honest 诚实的 easygoing 随和的 helpful有用的Calm冷静的optimistic乐观的 pessimistic悲观的beautiful smart 美丽的 pretty 漂亮的 handsome 帅的 cute 可爱的 ugly丑的Sentences: in my opinion ......; I think ......; I believe......;（我认为……我相信……）Step Three: practice (10 minutes)T: ok, now, let us do some practice together. Group of two, and introduce your friend to your partner use the words we have learnt just know.Examples：His/Her name is ……He /She is …… years old.He /She likes …… and dislikes ……He /She enjoys …… and hates……In my opinion, He /She is very kind/friendly/……T: ok. All of you have your own friends. I want to know what the qualities that good friends should have. Group of four. Please express your ideas to your groupmembers by using the sentences structures and words on the blackboard.Some questions for you to discuss: 1) do you think a good friend should bebeautiful?2) Do you think a good friend should be helpful?3) Describe your ideal friend.Step Four: Consolidation (10 minutes)T: Ok, my dear students, have you ever quarreled with your friends. WhyS: yes.(ask a student to tell his or her story between his or her friends.)T: we know friends are very important .how to maintain a good friendship (ask students to discuss)Some advices:In my opinion what you should do is only to keep your friends in your mind, to share their enjoyment when they tell you a good new, to comfort them by only several words when they experience sorrows, to drink with them, to play with them, to laugh with them, to cry with them…Assignment (2 minutes)Surf the Internet to collect materials like poems, stories about friendship. And share them with your friends.。

第一册 Unit1 Text A教案

Unit 1 Text A Secrets of A StudentsI. Warm-up Questions:1.B a s e d o n t h e t i t l e,g u e s s w h a t t h e t e x t i s a b o u t.2.L o o k a t t h e s u b h e a d i n g s,1-8,i n t h e t e x t.W h i c h o f t h e s e a c t i v i t i e s d o y o u a l r e a d y d o?I n w h i c h a r e a s d o y o u f e e l y o u n e e d i m p r o v e m e n t?3. Are there any “secrets” to your own success as a student? In other words, do you have any special study techniques, which have been very successful for you?II. New Words:III. Text-related Information1. ----S t u d y h a r d o r h a r d l y s t u d y?S o m e s t u d e n t s p l a y f o o t b a l l,a c t i n p l a y s,p l a y t e n n i s a n d e n g a g e i n m a n y o t h e r a c t i v i t i e s,b u t t h e y s t i l l g e t A’s i n t h e i r s t u d i e s.H o w e v e r,t h e r e a r e s o m e o t h e r s t u d e n t s w h o s t u d y h a r d e n o u g h b u t d o n o t a c h i e v e a s m u c h.W h y?I s i t s i m p l y t h a t t h o s e A s t u d e n t s h a v e b e t t e r b r a i n s?E d u c a t i o n a l s p e c i a l i s t s d o n o t t h i n k s o.T h e y s u g g e s t t h a t t o s u c c e e d i n t h e s t u d i e s,o n e s h o u l d a p p l y a f e w“t e c h n i q u e s”.T h e s e t e c h n i q u e s a r e t h e s e c r e t s o f A s t u d e n t s.I f y o u m a k e u s e o f t h e m,y o u c a n b e a n A s t u d e n t,t o o..S c h o o l s,c o l l e g e s a n d u n i v e r s i t i e s i n G r e a t B r i t a i n a n d t h e U n i t e d S t a t e s c o m m o n l y u s e l e t t e r g r a d e s t o i n d i c a t e t h e q u a l i t y o f a s t u d e n t’s a c a d e m i c p e r f o r m a n c e:A (excellent),B (good),C (average),D (below average), and F (failing). In the United States, work rated C or above is usually required of an undergraduate student to continue his/her studies; work rated B or higher is usually required of a graduate student to continue. In percentage scales, 100 percent is the highest mark, and 70 percent (or 65 percent) is usually the lowest passing mark.. IV. Language Points:1.m a k e t h e m o s t o f—t o u s e o r e n j o y t o t h e g r e a t e s t a d v a n t a g e;t o u s e i n t h e b e s t w a ye.g.T h e l o c a l g o v e r n m e n t i s d e t e r m i n e d t o m a k e t h e m o s t o f t h e r e g i o n’s n a t u r a l r e s o u r c e s t of u r t h e r p r o m o t e e c o n o m i c a n d s o c i a l p r og r e s s T r a n s l a t e:汤姆打算充分利用学校图书馆完成他的学期论文。

Unit1_SectionA(3a-3c)全英版教案

Unit1 SectionA（3a-3c）全英版教案Teaching Aims1. Knowledge Objects(1)Function：Introduce oneself and greet others.(2)Key V ocabulary：name, nice, meet, too, your, Ms, his, her, and, yes, she, he, no, not(3)Target Language：①—What’s your name?—I’m Cindy.②—Wha t’s his name?—He’s Bob.③—Are you Mike?—Yes, I am.(4) Structure：What’s your/his/her name? My/ His/ Her name is …2. Ability Objects：Students can introduce themselves and greet others.3. Moral Objects：Raise learning interest of students，help them introduce themselves and make new friends in English more freely.Teaching Key Points(1) Present tense to “be”(2) What questions(3)Possessive adj. my, your, his, her.Teaching Difficult PointsPossessive adj. my, your, his, her.Teaching MethodsListening and writing methods；Pair work；Group workTeaching AidsA tape recorder.Teaching ProceduresStep 1 Revision (About 13 minutes)1. Revise the words the students have learnt from last class. (About 3 minutes)Ask students to call out the words and spell them.Grammar Focus. (About 5 minutes)Check if they have remembered the possessive adjectives such as his, her, your and my.Role-play the conversation on P2 —2d. (About 5 minutes)Encourage students to practice the dialogue again, and let them create their own dialogues.Step 2 Activity 3a. Put the words in order to conversations. (About 6 minutes)1. Do it by themselves.2. Check the answers.3. Practice the conversations in pairs.Step 3 Pair work 3b (About 6 minutes)1. Complete it by oneself.2. Check the answers.3. Practice the conversation with your partner.Step 4 Name game 3c (About 8 minutes)Rules: Every student should introduce himself or herself, but at the name time he or she should repeat all the above-mentioned classmates’ names. The winners of the game wi ll get some prizes.Step 5 Test in this part (About 8 minutes)Step 6 Homework (About 4 minutes)Now you’ve known something about introductions and greetings. Try to imagine that you are in a new place, how do you introduce yourself and greet others? Please write a short dialogue about it.Blackboard DesignUnit 1 My name’s GinaThe Second Period (Section A 3a—3c)What’s= what is name’s=name is I’m = I amHe’s =he is she’s =she is。

高中英语教学实用教案二：《Unit1Art》

Unit 1 Art is a fundamental topic in the high school English curriculum. As such, it is of utmost importance for teachers to approach the subject with the right teaching methodology. Thisarticle will provide an overview of the teaching approach, methodology, and practical teaching plan for Unit 1 Art in high school English.Teaching ApproachThe teaching approach for Unit 1 Art is focused on student-centered learning. This approach emphasizes the active involvement ofstudents in the learning process. Student-centered learning allows students to take responsibility for their own learning and encourages them to engage in critical thinking, creativity, and problem-solving skills.MethodologyThe methodology used in the teaching of Unit 1 Art is a combination of various instructional strategies designed to cater to thelearning styles of students. The following are some of the teaching strategies that can be used in the teaching of Unit 1 Art:1.Brainstorming SessionsBrainstorming sessions provide an opportunity for students to share and exchange ideas. This strategy encourages students to think creatively, develop their communication skills, and fosters critical thinking. It can also be a great way to introduce new vocabulary to students while also reinforcing previously learned vocabulary.2.Group DiscussionsGroup discussions provide a platform for students to express their opinions and engage with their classmates. This strategy fosters communication, improves critical thinking, encourages active participation, and also helps students to develop their listening skills.3.Role-playRole-play is an excellent teaching strategy that provides arealistic and engaging way for students to learn about various topics. In the case of Unit 1 Art, role-play can be used to allow students to explore different art forms and engage in creative expression.4.Project-based LearningProject-based learning is an inquiry-based approach that provides students with an opportunity to explore a topic in-depth while developing their research and presentation skills. In the context of Unit 1 Art, project-based learning can be used to allow students to explore the different art forms and create their own art pieces.Practical Teaching PlanThe following is a practical teaching plan for Unit 1 Art:Objective:At the end of the lesson, students should be able to:1.Differentiate between various art forms.2.Analyze and interpret various types of art.3.Develop critical thinking, creativity, and problem-solvingskills.e art vocabulary appropriately.5.Apply knowledge of art in real-life situations.Lesson Plan:Introduction:1.The teacher introduces the topic of art and its importance insociety.2.The teacher conducts a brief brainstorming session to allowstudents to share their understanding of art.Main Lesson:1.The teacher introduces different art forms, including visualarts, performing arts, and literary arts.2.The teacher conducts a group discussion to allow students toidentify and differentiate between various art forms.3.The teacher introduces the various elements of art, such as line,color, shape, form, texture, and space.4.The teacher conducts a role-play activity to allow students toengage in creative expression by creating their own art piece.5.The teacher introduces the different art movements, such asimpressionism, modernism, and postmodernism.6.The teacher conducts a project-based learning activity, allowingstudents to research an art movement and present their findings to their classmates.Conclusion:1.The teacher summarizes the lesson and reinforces the key points.2.The teacher conducts a final group discussion to allow studentsto reflect on their learning experience.3.The teacher assigns homework, which could be a writtenreflection of the lesson or a drawing or painting that reflects their understanding of art.ConclusionIn conclusion, Unit 1 Art is a vital part of the high school English curriculum. As such, teachers need to employ the right teachingapproach, methodology, and practical teaching plan to ensure that students get the most out of the lesson. By using student-centered learning and various instructional strategies such as brainstorming sessions, group discussions, role-playing, and project-based learning, teachers can help students to develop critical thinking, creativity, and problem-solving skills. Additionally, using a practical teaching plan that includes an introduction, main lesson, and conclusion can help to reinforce learning and allow students to apply their knowledge of art in real-life situations.。

北师大版高中英语必修1Unit1Lesson2教案

Lesson 2 RelaxingTeaching aims:To practise listening for specific information.To use strategies to predict answers before listening to a text.To practise expressing preferencesTo become aware of hesitation techniques.To learn about ways of dealing with stress in everyday life.Teaching difficulties: To practise expressing preferencesTeaching Aids: computer and cassetteTeaching procedures:Ⅰ. Warming upT: Today we are going to study lesson 2 relaxing. What’s meaning of relaxing?S:T: Relaxing means to rest while you are doing something enjoyable, especially after work or effort. Do you know what I say?S:T: In our life we often face all kinds of stress and worries. Think about situations in your life. Use the key works to say how relaxing or stressful they are for you. Do the exercise 1.S:T: Too much stress and worries for a long time does harm to our health, we must think of ways to get rid of them, now look at the picture, stressful?S:T: Yes, they are relaxing, these are effective ways of reducing stress.ⅡListeningT: we will listen an interview about relaxing, but before listening we do an exercise to help you understand.Do the exercise 2, You will hear the following words in the interview. Use them to complete the sentences.T: In order to live happily we must think of ways to reduce stress, do you think so? What ways do you have?T: The interview will give you some new ideas, but before you listen , read the questions carefully, try to think of possible answers.Do the excise 3 and 4Do the excise 5T: Now let me test your remembering ability, you read through the questions, answer them if you can remember any of the answers.Students listen to the cassette again and answer the questions.Do the exercise 6.T: We will listen to Mark’s dialogue about relaxing and stress. I guess maybe you will have the same feeling and experience. Pay attention to his stressful actives and relaxing actives to fill the blank.When students have checked their answers, ask them “Before exams and before going to parties what do you do to avoid much too stress?Do the exercise 7Students look at the Function File activity and see if they can remember or can guess any of the missing verbs.Students listen to the cassette again and complete the sentences in the Function File. Remind students of these words’ character: v + ving.Do the exercise 9In our oral language we often pause. Now listen to Mark again. Which words or sounds does he use to hesitate?Students listen to the cassette. After each sentence, pause the cassette so that students can repeat the hesitation device.ⅢPractice- SpeakingIn pairs students act out a role play in which one person is not sure what to say and so uses a lot of hesitation words. For example, You borrow your friend’s favorit e CD last week. Now she ask you for it back you can’ t find it.ⅣHomeworkWrite eight sentences about yourself using the verbs in the Function File.。

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