Unit1FriendsPERIOD7:INTEGRATEDSKILLSTeachingObjectives●Tolistenforandidentifyspecificinformation●Tounderstandthepeopleofhis/herfutureplanandfindoutwhytheywanttohavetheplan●Torespondtowrittentextandinformationgotfromlistening●Toselectproperinformationordetails,toconsolidateinformationandcompletetwoletterstotheeditorofamagazineTeachingProceduresSTEP1ShowingsomepicturesShowsomepicturesofsomefamouspersons,askingthestudentsiftheirknowaboutthesepersonsandtheirjobs.Teachtheword‘popular’.Alotofstudentsknowaboutthepeopleabove.Theylikethem.Getthestudentstoreadthenamescorrectly,especiallyCelineDion.Getthestudentstotalkabouttheirfutureplans,usingthefollowingsentences.Iwanttobea______whenIgrowup.Iwouldliketobeaspopularas____iswhenIgrowup.Ihopetobecomeafamous_______and_______inthefuture.Encouragethestudentstogivetheirreasonsverybriefly.Andleadthemtothinkaboutwhattheycandoforotherpeopleandwhattheycandoforthesociety.makeotherpeoplehappytravelaroundtheworldbekind/helpful/popularmakemoneytohelpmorepeopleSTEP2ListeningtothetapeSay‘MillieisnowtalkingtoAmyaboutherfutureplan.Pleaseopenyourbooktopage16,andlookatPartA1tolistentothetapeandtickoutwhatMilliesayaboutherfuture.Playthetapeforthestudentstolistento.Itisquitepossiblethatstudentscannotcatchalltheinformation.Soitisverynecessaryforyoutoplaythetapeforasecondtime.Playthetapeathirdtimeandpausetochecktheanswers.Makesurethateverystudentfindtherightanswerandfillintheblankscorrectly.Forstrongerclasses,Ithinkitmayalsobehelpfultoletthestudentslistenandrepeatthedialogue.STEP3ReadthepassageGetthestudentstoreadPartA2aloud.AskthestudentstoreadthepassagesilentlyandfindoutWhatMillietriestodoandwhyMilliewantstobeasocialworker.WhatdoesMillietrytodo?a.Shetriestobekindtohisclassmates.b.Shetriesherbesttohelpherfriends.WhydoesMilliewanttobeasocialworker?a.Shecanlistentopeople’sproblems.b.Shecanhelppeopletosolvetheirproblems.c.Shewillbehappyifshecanmakepeoplehappyagain.ItisbecauseofMillie’spersonality(kindandhelpful)thatshewantstobeasocialworker.Socialworkersarealsokindandhelpful.Personally,Ithinkthismayhelptodevelopthestudents’abilitytoorganizetheirspeechandwriting.STEP4ListeningtothetapeSay‘SandywantstowriteaboutherfutureplanstoMr.Zhou,too.Sheistalkingtokittyaboutit.’AskthestudentstolistentothetapeandtickoutSandy’sfutureplansinPartA1.Playthetapetwice,ifnecessary.HelpSandytocompletethelettertoMr.Zhou.STEP5ReadthepassagetogetherGetthestudentstoreadthepassagetogether.AskthestudentstoreadthepassagesilentlyandfindtheanswertothequestionwhySandywantstobeasinger.WhydoesSandywanttobeasinger?a.Shethinksitisgreattosingforpeople.b.She’dliketomakepeoplehappy.c.ShewantstobeaspopularasCelineDion.d.Shewantstotravelaroundtheworld.Getthestudentstofocusonthesesentencepatterns,becausetheymaybeveryusefulwhenthestudentswritetheirownarticles.Theyalsohelptogetthestudentstothinkaboutthereasonsoftheirownfutureplans.STEP6MakingyourownfutureplansEncouragethestudentstohavetheirownfutureplans.Workingroupstotalkaboutthem.Encouragethestudentstospeakoutthereasonsforhavingsuchafutureplan.STEP7FindingouttheanswersAskthestudents,‘Doyouknowalotaboutyourpatternsfutureplans?Let’stalkaboutourbestfriends.First,let’slistentothesampledialoguehere.’Askthestudentstolistencarefullyandfindouttheanswerstothequestions.Whoaretheytalkingabout?(TheyaretalkingaboutPeter.)Howdoespeterlook?(Helookssporty.Heisthefastestrunner.)WhatisPeterlike?(Heisfriendlyandhelpful.)What’shisfutureplan?(He’dliketobeadoctorwhenhegrowsup.)STEP8CompletingthedialogueHelenandSandyaregoingtotalkaboutagirl.Workinpairsandcompletetheirdialogue.Encouragethestudentstousetheirownlanguage.---Who’sthegirlnexttoPeter?---She‘sMary.Ithinkshe‘svery___.---Yes,Iagree.---She’soneof_____girlsinmyschool.---What’sshelike?---She’s___and___.---Shewouldliketobe___whenshegrowsup.STEP9HomeworkReadthetwopassagesandtrytolearnitbyheart.FinishofftheexercisesintheEvaluationHandbookandLearningEnglish.
