Unit9 When was itinvented?教案。

作为老师的任务写教案课件是少不了的，大家应该在准备教案课件了。只有规划好新的教案课件工作，这对我们接下来发展有着重要的意义！有没有出色的范文是关于教案课件的？下面是小编为大家整理的“Unit9 When was itinvented?教案”，大家不妨来参考。希望您能喜欢！

Unit9Whenwasitinvented?
一、教材分析
本单元要求学会谈论重要发明的历史及用途，然后针对各项发明的用处及特点，发表自己的看法，并说明理由。话题一直是围绕着历史上和日常生活中的重要发明，通过使用“PassiveVoice”（被动语态）形式的句型，循序渐进地展开讨论。课本设计的活动情景能够自然地引发学生的好奇心，大家积极地投入到话题讨论中，寓教于乐，容易引起学生的兴趣；同时，它也有利于开阔学生的思路，培养创造精神，激励他们展开丰富的想象翅膀，人人都能成为“小发明家”。
二、教学目标
语言目标
重点词汇：salty,sweet,sour,crispy,pleasant,potatochips,slipper,leaf,fire,scoop,lightbulb,microwaveoven,abacus,camera,beverage,beinventedby,beusedfor,bymistake,byaccident
重点句型：Whenwasthetelephoneinvented?Ithinkitwasinventedin1876.
技能目标
能够谈论发明的历史和用途
能够对生活中的发明发表自己的看法
能够解决生活问题，设计新发明
情感目标
充满想象力，善于观察事物
面对难题，用积极的态度解决，发挥创造能力
认识世界，改造世界
三、重点难点
重点
讨论重要发明的时间、发明者和用途，学习使用句型“Whenwasthetelephoneinvented?”,“Whowasit/weretheyinventedby?”,“Whatisit/aretheyusedfor?”和答语。
难点
如何描述一项新发明的来历和用途
四、课时安排
课时
范围
目标
任务
课型
1
SectionA
1a—1c
熟知一般过去时被动语态的构成，谈论5项发明的时间
是真是假TorF
听说课
2
SectionA2a—2c
进一步学习被动语态的用法，谈论发明的发明者和用途
“百宝箱”之谜
听说课
3
SectionA3a—4
针对各项发明的用途和特点，发表观点并陈述原因
I’dliketogivethealiens…
读写课
4
SectionB1a—2c
有关食物味道的新单词，引出讨论薯条的发明历史，复习前面的语言
评选“美食家”
听说课
5
SectionB3a—4b
阅读茶的由来，回答问题；尝试描述一项新发明
NewInvention
“诺贝尔奖”
阅读写作课
6
Self-Check&Review
区别食物味道的重点词汇；查阅资料，描写图片中的发明
ICan’tLiveWithoutIt
综合复习课
7
Reading
阅读篮球发明的历史，依据记忆图片的提示，掌握文章中的重要信息
MyFavoriteSports
阅读理解课
8
五、课前准备
老师准备
“大百宝箱”（由中等大小的盒子、彩纸等DIY而成），flashcards；
apackageofpotatochips,somebarsofchocolate.
学生准备
上课前引导学生使用互联网等工具查询1a图片中5项以及自己感兴趣的发明物的来历，然后在准备好的卡片反面写上关于这项发明的日期、发明者和用途等信息（如果学生查到的信息是用中文描述的，要求简单地翻译成为英文信息），正面写上发明物的名称，存放在自己制作的“小百宝箱”里。这个过程帮助学生们在进入新课程之前熟悉新单词，为操练目标语言做准备。它有助于学生养成自主学习、解决问题的能力，不但能够了解课本知识，而且发现了许多课外知识、增长了见识。

扩展阅读

新目标Unit9 When was it invented?教学设计

Unit9Whenwasitinvented?学案一、学习目标：掌握一般现在时、一般过去时和含有情态动词的被动语态的用法。二、语法介绍：英语中动词的语态分成两种：主动语态和被动语态。当句子的主语是动作的执行者时，谓语的形式叫主动语态；当句子的主语是动作的承受者时，谓语要用被动语态。㈠含义：动词的被动语态一般译成“被…”，但是根据汉语表达习惯，有时“被”也可以不译出。㈡构成：被动语态一般的构成形式为:be+动词过去分词（+by+动作的发出者）。其中助动词be有人称、数和时态的变化。一般现在时:am/is/are+done(过去分词)一般过去时：was/were+done(过去分词)含有情态动词的：情态动词+be+done(过去分词)㈢方法：1、将主动语态句中的宾语变为被动语态句中的主语，主动语态句中的主语变为被动语态句中介词by的宾语。2、将主动语态句中谓语动词变成:助动词be+该动词的过去分词，但时态不改变。3、助动词be要与新的主语保持单、复数一致；若主语和宾语是人称代词时，“格”应作相应的变化。口诀：宾变主，主变宾，谓变bedone时不变，数格必须随着变。Theworkersmakemachinesinthisfactory.!--?xml:namespaceprefix=vns="urn:schemas-microsoft-com:vml"/--

Machinesaremadebytheworkersinthisfactory.注意：不及物动词没有被动语态。㈣例句：1.ManypeoplespeakEnglishin!--?xml:namespaceprefix=st1ns="urn:schemas-microsoft-com:office:smarttags"/--China.EnglishisspokenbymanypeopleinChina.2.Bellinventedthetelephonein1876.ThetelephonewasinventedbyBellin1876.3.Wemustlookafertheoldman.Theoldmanmustbelookedafter(byus).㈤特殊情况：⑴（含有双宾语的句子变被动语态）剖析：含双宾语的主动语态的句子变为被动语态时，常把那个指人的间接宾语变为被动语态的主语；也可把那个指物的直接宾语用作主语，但此时必须在间接宾语前加上介词to或for。如：Hegavemeabook.→Iwasgivenabookbyhim.→Abookwasgiventomebyhim.口诀：如遇双宾语，一般变间宾。若把直宾变，to,for间宾连。⑵感官动词和使役动词在主动句中其后的动词不定式不带to，但变被动句时必须加上to。如：Thebossmadeherworkfor16hoursaday.→Shewasmadetoworkfor16hoursaday.口诀：感/使动词真叫怪，to来to去记心怀，主动语态to离去，被动语态to回来。三、对应练习：㈠选择填空1.Thechildren____bythenurse.

A.werelookedB.lookedafterC.werelookedafterD.looked2.Thelab____aboutfiveyearsago.

A.wasbuildedB.wasbuiltC.buildsD.hasbeenbuilt3.Theglass______.It_____bylittleTomthismorning.

A.broke,isbrokenB.isbroken,wasbroken

C.wasbroken,brokeD.hasbeenbroken,broken4.I______thewaytotherailwaystationbyapoliceman.

A.wasshownB.showedC.haveshownD.wasshowing

Whenwater______,itwillbechangedintovapour.

A.isheatedB.heatingC.hasheatedD.heats5.Wecantentertheroombecauseitsdoor______.

A.lockedB.locksC.islockedD.islocking

6.They______dayandnight.

A.aremadeworkB.aremadetowork

C.madetobeworkedD.aremakingtowork7.ChanganRoadis______ofpeople.

A.filledB.fillC.fullD.fulled

8.ThisEnglishsong_____often_____bythechildren.

A.is,singingB.is,sungC.will,singD.was,sung

9.Thewindowsofourhouse_____onceaweek.

A.mustcleanB.havecleanedC.iscleanedD.arecleaned10.When______thePeoplesRepublicofChina_____?

A.was,foundB.was,foundedC.did,foundD.does,found11.Marysradio______bymybrotherjustnow.

A.willbemendedB.hasmendedC.wasmendedD.mended12.Yourexercisebooks_____afterclass.

A.willhandinB.musthandinC.handedinD.mustbehandedin

13.Thesun_____atnightasusual.

A.canbeseenB.cantseeC.cantbeseenD.doesntsee14.Rice___also_____intheirhometown.

A.is…grownB.is…grewC.was…grewD.was…grown15.He____bytheteachers.

A.isalwayspraisedB.praises

C.havebeenpraisedD.alwaysispraised㈡把下列句子变成被动语态1.Youcanfindalotofdifferencesbetweenthetwolanguages.2.Doyouwateryourflowerseveryday?3.Thewindblewdownthebigtreelastnight.4.Nobodyknewmeinthistownatthattime.5.Weplantedmanytreesinourschoollastweek.6.DopeoplegrowcottoninNorthChina?7.Whoinventedthelightbulb?8.Didtheyfindthemissingkeyyesterday?9.Weheardsomeonesinginthenextroom.10.Shedrewthemapictureyesterday.

Unit 9 When was it invented?教案

Unit9Whenwasitinvented?教案

学习目标：

学习一般过去时的被动语态和特殊疑问句。

教学重难点：

一般过去时态的被动语态

基本结构：助动词be（was/were）+及物动词的过去分词

Athiefwascaughtlastnight.

Theywereaskedtospeakatthemeeting.

肯定式：Itwasmade.

否定式：Itwasnotmade.

疑问式：Wasitmade?No,itwasn’tYes,itwas

学习过程：

1.情境导入：warm-up

Askthestudentstobefamiliarwiththewordsbelowaccordingtothepicturesoncomputer.

Telephone,calculator,car,personalcomputer,TV,electriclight,lightbulb,alarm,clock,microwaveoven,electricslipper.

2.自主学习：presentation

1)教学Whenwasthecarinvented?Itwasinventedin……

Choosethethreeinventionsoftheseandaskstudentstoguesswheneachonewasinvented.

Forexample,youmightchoosecar,telephone,andpersonalcomputer.

Haveseveraldifferentstudentsguessandwritethedatesontheboard.Asktheclasstorepeatthequestionsandanswers.

[T=Teacher,S=Student]

T:Whenwasthecarinvented?(Classrepeat.)

T:Good.NowJackie,whatwasyourguess?

S1:1900

T:OK.Jackie,repeatafterme.Thecarwasinventedin1900.

Repeattheprocesswithseveraldifferentinventions.

Atlast,makestudentsfindouttherealdates.

2)教学Whowerethelightbulbsinventedby?Andwhataretheyusedfor?

呈现Edisonandlightbulbs的画面。

TellthestudentsEdisoninventedlightbulbs.

Thenaskthestudentstoanswerthequestionsbelow.

T:Whowerelightbulbsinventedby?(Classrepeat)

T:Good.NowClassrepeatafterme.TheywereinventedbyEdison.

3.合作探究：

1)教学操练1a,1c,2c

学生看书本上1a的图画，根据图画，把1a,1c,2c中的语言点综合起来，叫学生相互间回答问题。并用刚刚学到的目标句型来操练。最后，抽查几对学生，让他们在全班面前，按要求进行对话。

2)教学1b,2a,2b

首先，帮助学生明确本题的要求。接着，听力练习，学生根据录音内容完成1b,2aand2b.

最后，重放一遍录音内容，学生跟读。

4、拓展创新：

ConsolidationandExtension.

完成一个任务

Asksomestudentstoreadaboutaninventionusinganencyclopediaorotherbookfromthelibrary,orbylookingupinformationontheInternet.Havethestudentswriteupashortreportanddrawasimplepictureoftheinventionorbringinaphotoofit.Askeachstudentstoshowthepictureandreadhisorherreporttotheclass.

5.梳理知识：本单元主要学习了一般过去时的被动语态，包括其结构与用法。利用几项发明创造练习这一知识，最后用一篇小报告来完成写作练习。

6.达标测试：

（一）根据时间和人物写出发明物。

1)1885____________2)1876________________3)1927____________

4)1976________________5)JulieThompson_________6)ChelseaLanmon______

（二）汉泽英

1)计算机是何时发明的？

2)谁发明了计算机？

3)计算机是用来做什么？

4)你认为什么是最有用的发明？

5)它能够给人们更多时间工作和玩。

典型例题解析：

1.--Whataniceclassroom!--It____everyday.

A.iscleaningB.hascleanedC.mustcleanD.iscleaned

解析：推测这句话的意思应该是“它每天都被打扫”，考查被动语态的结构be+动词的过去分词。因此答案应该选D。

2.IknowBeijingwell.I____therethreetimes.

A.willgoB.havebeenC.wentD.havegone

解析：推测这句话的意思“我很了解北京，我去过那三次”。表示去过应该采用的时态是现在完成时，因此可排除A和C，区别havebeen和havegone,havebeen去过；havegone去了（还没回来）。因此应该选择B。

中考连接：

1.--Lookatthesignontheright.--Oh,smoking____here.

A.doesn’tallowB.isn’tallowedC.didn’tallowD.wasn’tallowed

2.--Willyoucometothedinnerparty?--Iwon’tcomeunlessJim______.

A.can’tbeinvitedB.wasinvitedC.willbeinvitedD.isinvited

课后反思：

说一说这节课你学到了什么知识？

Unit9Whenwasitinvented?

SectionB

教师寄语：Virtuenevergrowsold.美德永不老。

学习目标：

1、熟练掌握被动语态用法。

2、学会用被动语态表达对创造和发明事物的认识和看法。

教学重难点：主动语态被动语态

1．主动结构的宾语变为被动结构的主语；

2．主动结构的谓语动词由主动语态变为被动语态；

3．主动结构的主语变为介词by的宾语，组成介词短语，放在被动结构中谓语动词之后。在动作的执行者无须说明或不必强调时，by短语可以省略。

4．主动语态、被动语态两种时态要保持一致：

Werepairedthemotor.

Themotorwasrepairedbyus.

教学过程：

1.情境导入：Warm–up:

Askthestudentstopracticespeaking.

A:Whenwas……invented?

B:Itwasinventedin……

A:Whowasitinventedby?

B:Itwasinventedby……

A:Whatisitusedfor?

B:Itisusedfor……

2.自主学习：Presentation.

1)教学helpful,annoying

Askstudentstogivesomeexamplestoshowwhateachwordmeans.Forexample.

Avacuumcleanerishelpful.Averyloudtruckisannoying.

2)教学3a

呈现alarmclock,lightbulb,microwaveover,tea,andsoon的画面。Thenaskthestudentsthefollowingquestions.

T:Isthelightbulbusefulorannoying?(Opinionsmaydiffer.)

S1:Ithinkit’suseful.

T:Whyisit?

S1:Well,itgivespeoplemoretimetoworkandplayeveryday.

Thenaskthestudentstomakealistoffivehelpfulinventionsandfiveannoyinginventionsontheirown.Givetheclassaboutfiveminutestodothis.

3．合作探究：教学操练3b

Askthestudentstoworkinpairthefollowingtalkusingthetargetlanguage.

A:Whatdoyouthinkisthemosthelpful/annoyinginvention?

B:Ithinkthemosthelpful/annoyinginventionis……

A:Whyisthat?

B:Well,itgivespeople……

4.拓展创新：ConsolidationandExtension

Imaginethatyouarealoneonatinyisland,Choosefiveinventionsyouwouldliketohaveontheislandwithyou.Tellthegroupwhatyouchoseandwhy.

5.梳理归纳：

本节课主要的内容是主动与被动语态的练习转换。

6.达标测试：

句型转换

1.Shewasseentocomeoutofthelibrarybyhim.（变被动语态）

2.Whenaretreesoftenplanted?（变被动语态）

3.TheLeaguewasfoundedinGuangzhouin1922（就画线部分提问）

4.Didthestudentsweartheschoolclothesalot?（变被动语态）

5.Katetookgodcareofthebabyyesterdayevening.（变被动语态）

6.Hisauntboughthimabicycle.（变被动语态）

7.Hisauntboughthimabicycle.（变被动语态）

典型例题解析：

1.老人们被照顾地很好。Theold____________afterwell.

解析：这个题主要考查被动语态的结构be+动词的过去分词和应用，在本题中应该是belookedafter.

2.Youcanusethebox______thetoys.

A.carryB.carryingC.tocarryD.carried

解析：在这个题目考查一个短语的应用usesthtodo利用某物做某事，因此答案为C。

中考连接：

1.AlthoughTomfailedthegame,_____hesaidhewouldtryagain.

A.B.andC.butD.because

2.Imustpractice_____English,becauseit’simportantwhiletalkingwithaforeigner.

A.speakB.tospeakC.speakingＤ.speaks

课后反思：

想想这节课还有哪些知识没掌握？

Unit9:Howwasyourweekend?

老师会对课本中的主要教学内容整理到教案课件中，到写教案课件的时候了。将教案课件的工作计划制定好，才能够使以后的工作更有目标性！你们清楚有哪些教案课件范文呢？为满足您的需求，小编特地编辑了“Unit9:Howwasyourweekend?”，欢迎阅读，希望您能够喜欢并分享！

Unit9:Howwasyourweekend?
Languagegoal
Inthisunit,studentslearntotalkaboutrecentpastevents.
Newlanguage
Whatdidyoudoovertheweekend?Icleanedmyroom.
Whatdidshedoovertheweekend?Shedidherhomework.
Whatdidhedoovertheweekend?Hewenttothemovies.
Whatdidtheydoovertheweekend?Theyplayedtennis.

SectionA
Additionalmaterialstobringtoclass:
wallcalendar
newspaperandmagazinepicturesforFollow-upactivity1
blankcardsandmarkersforFollow-upactivity2
PointtothepreviousSaturdayandSundayonawallcalendarandsay,SaturdayandSundayaretheweekend.Thisislastweekend.Thentellsomethingsyoudidlastweekendsuchas,/cleanedmyhouseovertheweekend.Usequicksketches(intheboardalongwithgesturestodemonstratethemeaningofeachactivity,
Askstudents,Whatdidyoudoovertheweekend9Acceptone-wordanswersandrephrasetheseanswersincompletesentences.Forexample,ifyouask,Whatdidyoudoovertheweekend?andastudentsays.Thebeach,rephraseitbysaying,Oh,youwenttothebeachovertheweekend.
Askseveraldifferentstudentsandhelpthesestudentssaycompleteanswers.

1aThisactivityintroducesthekeyvocabulary.
Focusattentiononthepicture.Askstudentstotellwhattheysee.Nameeachactivityandaskstudentstorepeat:wenttothemovies,playedsoccer,wenttothebeach,didhomework,playedtennisandcleanedmyroom.
Pointoutthenumberedlistofactivities.Sayeachoneagainandaskstudentstorepeat.
Thenaskstudentstomatcheachactivitywithoneofthepictures.Say,Writetheletterofeachactivitynexttothewords.Pointoutthesampleanswer.
Checktheanswers.
1bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.
Pointtotheactivitiesinthepictureinactivityla.Askstudentstotellwhatthepersondidineachpicture.Forexample,Sheplayedtennis,orLucyplayedtennis.Playtherecordingthefirsttime.Studentsonlylisten.
Playtherecordingasecondtime.Thistimesay.ListentotherecordingandwritethedaysandtimesLucydideachthingunderthepictures.PointoutthesampleanswerunderthepictureofLucyplayingtennis;onSaturdaymorning.
Correcttheanswers.
1cThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Pointtotheexampleconversation.Asktwostudentstoreadthedialoguetotheclass.
Say,Nowworkwithapartner.StudentA,pretendtobeLucy.StudentB,askquestionsaboutwhatLucydidondifferentdaysandtimesovertheweekend.Talkabouttheactivitiesinthepicture.
Studentsworkinpairs.Astheytalk,movearoundtheroommonitoringtheirwork.Offerlanguageorpronunciationsupportasneeded,
2aThisactivitygivesstudentspracticeinunderstandingthekeyvocabularyinspokenconversation.
Pointtothefivesentencesandaskastudenttoreadthesesentencestotheclass.
Say,Youwillheartrecordingofaconversation.Thepeoplewilltalkaboutsomeoftheactivitiesandpeople,buttheywillnottalkaboutothers.Pleaseunderlinethewordsyouhearontherecording.
Playtherecordingthefirsttime.Studentsonlylisten.
Playtherecordingasecondtime.Thistime,askstudentstounderlineeachwordthatissaidonthetape.Pointoutthesampleanswer,grandmother.
Correcttheanswers.
2bThisactivityprovideslisteningpracticeusingthetargetlanguage.
CallattentiontothepicturesofCarol,Ben,andEmmaandaskstudentstoidentifyeachpersonbyname.
Say,NowIwillplaytherecordingagain.Listentothestudentstalkingaboutwhattheyaidovertheweekend.WriteCforCarol,BforBenorEforEmmanexttoeachstatementinactivity2a.Thefirstonehasbeendoneforyou.
Playtherecordingthefirsttime.Studentsonlylisten.
Pointoutthesampleanswer,S,instatement1.Say,Soniavisitedhergrandmother.
Playtherecordingagain.Askstudentstowritealetterinfrontofeachstatementtoshowwhateachpersondid.
Checktheanswers.
2cThisactivityprovidesguidedoralandwritingpracticeusingthetargetlanguage.
Callattentiontothedialogueandthelistofactivitiesinthebox.Explainthatstudentshavetocompletethedialogueusingtheactivitieswordsinthebox.
Studentsdotheactivityinpairs.Whentheyhavefilledintheblanks,theypracticetheconversation.Haveseveralpairsperformtheirconversationsfortherestoftheclass.
3aThisactivityprovidesreadingpracticeusingthetargetlanguage.
Pointtothethreescenesinthepicture.Askstudentstodescribewhatthepersonineachscenedid.(Picture1shows:Shewenttothebeach.Picture2shows:HedidhishomeworkandwatchedTVPicture3shows:Shecleanedherroomandstudiedforthemathtest.)
Afterthat,readthethreedialogueswithastudent.Thesecondpartofeachdialogueisincomplete.
Say,Therestofthesentencesarelistedabovethepicture.Readthemtotheclassorhaveastudentreadthem.Say,Writethecorrectnumberontheblanklinesinthespeechbubblestocompletetheconversations.
Correcttheanswers.
3bThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Callattentiontotheexampleinspeechbubbles.Askapairofstudentstoreadthedialoguetotheclass.
Say,Nowpracticeaskingandansweringquestionslikethisaboutwhatthepeopleinthepicturesdidovertheweekend.Practiceinpairs.Usethedialogueasanexample.
Helpstudentsfindpartners.Thensay,Firstreadthedialoguetogether.Bothstudentsreadbothparts.Thenmakeyourowndialogueslikethatone.Tellwhatthepeopleinactivity3adidovertheweekend.
Hereisasampledialogue:
A:HowwasSarahsweekend?
B:Itwasntverygood.Shecleanedherroomandstudiedforthemathtest.
Askpairsofstudentstopresenttheirdialoguestotheclass.
4Thisactivityprovidesoralpracticeusingdietargetlanguage.
Playamodelroundofthegame.Drawsimplepicturesoftwothingsyoudidovertheweekend.Forexample,apictureofaTV,andapictureofatennisracket.PointtothepictureoftheTyandaskastudenttomakeasentenceaboutwhatyoudid(youwatchedTV).Dothesamewiththepictureofthetennisracketandanotherstudent(youplayedtennis).Writethetwosentencesontheboardandunderlinethe-edinwatchedandplayedandremindstudentstousethepasttense.
Nowaskstudentstopriicticetheactivityingroupsoffour.Eachstudentsdrawstwodiingssheorhemighthavedoneovertheweekendonapieceofpaper.Thestudentsthentaketurnstomakesentencesabouteachotherspicturesinpasttense.Walkaroundtheclassofferingassistancewherenecessary.
Askastudenttodrawtwopicturesabouthisorherlastweekendonthebonrd.Classmembersguessthecorrectpasttensesentences.Thenwritewh-wordsontheboard(who,what,where,when,why,how)andencouragestudentstoaskfollow-upquestions,forexample.Whodidyouplaytenniswith9

SectionB
Newlanguage
Iplayedtheguitar
Istudiedgeography.
Iwenttothelibrary.
1aThisactivityintroducesmorekeyvocabulary.
Callattentiontothepictures.Askstudentstopointtoandusethepasttensetodescribeasmanyoftheactivitiesaspossible.Pointtoanddescribeanyactivitiestheycantdescribe.Forexample,Iplayedtheguitar.
Thenpointtothenumberedactivitiesdescribedinthelist.Nametheactivitiesandaskstudentstorepeateachone,
Afterthat,askstudentstomatcheachnumberedphrasewithapicturebywritingtheletterofeachpictureintheblankinfrontofthecorrectphrase.Asstudentswork,movearoundtheroomansweringquestionsasneeded.
Checktheanswers
1bThisactivityprovidesreadingpracticeusingthetargetlanguage.
Drawpicturesofthehappyfaceandunhappyfaceontheboard.WritethewordVMMunderthehappyfaceandthewordsnotfunundertheunhappyface.
Askstudentstonamesomeactivitiestheythinkarefunandsomethatarenotfun.Forexample,astudentmightsaydoinghomeworkorcleaningmyroomarenotfun.
Pointoutthehappyfaceunderthepicturesinla.Say,Heplayedtheguitar.Itwasfun.Thehappyfaceshowsitwasfun.Say,Aoicdrawahappyfaceoranunhappyfaceforlettersa,c,anda,
Correcttheanswers.
2aThisactivityprovideslisteningandwritingpracticeusingthetargetlanguage.

CallattentiontothenamesJimandSallyandthewrite-onlinesundereachname.
Say,NowyouaregoingtohearaconversationbetweenJimandSally.Theyaretalkingaboutwhattheydidovertheweekend.Listentotheconversationandwritewhateachpersondid.
Playtherecordingthefirsttime.Studentsonlylisten.
Pointoutthesampleanswer,cleanedherroom.
Playtherecordingagain.AskstudentstoHUinthephrasestellingwhateachpersondid.Remindstudentsthattheycanlookbackatearlieractivitiesinthisunittogetspellinghelp,iftheywish.
2bThisactivityprovidesguidedoralpracticeusingthetargetlanguage.
Callattentiontotheexampleinspeechbubbles.Askapairofstudentstoreadthedialoguetotheclass.
Say,NowpracticetalkingaboutwhatJimandSallydidovertheweekend.Practiceinpairs-Usethedialogueasanexample.
Helpstudentsfindpartners.Thensay.Firstreadthedialoguetogether.Readbothparts.Thenmakeyourowndialogueslikethatone.TellwhatSallyandJimdidovertheweekend.
Asstudentspractice,movearoundtheroommonitoringprogress.
Askpairsofstudentstopresenttheirdialoguestotheclass.
2cThisactivityprovidesopen-endedoralpracticeusingthetargetlanguage.
Pointouttheexampleinspeechbubbles.Asktwostudentstoreadthedialoguetotheclass.
Withastudent,sayaconversationaboutwhatyoudidovertheweekend.Youmaywishtowritetwoorthreeactivitiesontheboardforstudentstouseintheirconversations.
Helpstudentsfindpartners.Astheypracticetheirconversations,movearoundtheroommonitoringprogressandgivinglanguagesupportasneeded.
Asksomepairstopresenttheirreal-lifeconversationstotheclass.
3aThisactivityprovidesreadingpracticeusingthetargetlanguage.
Readthearticletotheclassorhaveastudentdoit.
Somestudentsmaynotrecognizethewordsshopping,mixture,andrelatives.Answeranyquestion.studentsmayhaveabouttheseorothervocabularyitems.Writeeachnewwordontheboardanddiscussitsmeaning.
Readtheinstructions.Pointoutthecirclearoundthewordcircleandtheunderliningunderthewordunderline.Expandontheinstructionssaying,Circlethethingsthatyoulike.thethingsthatarcfun.Underlinethethingsthatyoudontlike,thethingsthatarenotfun.
Reviewtheanswers.Studentsmayhavedifferentanswersforsomeitems-Forexample,wenttothelibrarymaybefanforsomestudentsandnotfunforothers.
3bTlusactivityprovidesguidedwritingpracticeusingthetargetlanguage.
Pointoutthenumberedblanksintheparagraph.Say,Writeasuitablephraseineachblank.Remembertoputtheverbinthepasttense.Pointoutthatstudentscanlookatthepicturesbelowthepassageforideas.
Callattentiontothesampleanswer.Askastudenttoreadthesentencetotheclass,
Askstudentstocompletetheactivityindividually.
Checktheanswers.
3cThisactivityprovideswritingpracticeusingthetargetlanguage.
Beforetheystartwriting,suggestthatstudentslistthethingstheydid.Askstudentstonameseveralihi;;astheydidovertheweekend.Writethelistontheboardusingpasttenseverbs.
Askastudenttofollowthesenotesandsaywhatheorshedidovertheweekend.Whenthestudentisfinishedsay.Nowwritethewordsyoujustsaid.
Asstudentswork,movearoundtheroommonitoringprogressandansweringanyquestionsstudentsmayhave.
Askthestudentswhofinishfirsttowritetheirsentencesontheboard.Checkthesentencesandmakenecessarycorrections-Otherstudentsmayusethesesentencesastheycompletetheirownwork,

4Thisactivityprovideswritingandoralpracticeusingthetargetlanguage.
Asktheclasstogiveyouthenamesofsomefamouspeople.Theycanbe.sportsstars,musicians,artists,politicians,etc.).Writethemontheboard-Thenchooseoneofthepeopleontheboardanda.skthestudentstoimaginewhatthatpersondidoverthelastweekend.Elicitthreepasttensesentencesfromtheclassandwritethemontheboard.
Askstudentstolookattheinstruction.Explainthatstudentsmustchooseafamouspersonandwritethreethingsthatfamouspersondidovertheweekend.Askstudentstolookattheexampleandguesswhothepersonis(itshouldbeafamouspopstar,onethathasaninterestinghaircolor.).
Dividestudentsintopairstodotheactivity.Asstudentswork,movearoundtheroommonitoringprogressandmakingnotesofcommonlanguageproblems.Havesomestudentstelltheclasswhotheirpartnersareandwhattheirfamouspartnersdidovertheweekend.