t 10 It’s a nice day, isn’t it 全单元课件-10

Unit 10 It’s a nice day, isn’t it? I．Teaching objectives 单元教学目标
Skill Focus ▲Listen for small talk.
▲Make small talk with strangers in different situations.▲Write a thank-you note.
▲ Read about thank-you notes.
Language Focus 功
能
句
式
Make small talk
It’s a nice day, isn’t it? (weather)
You’re Ben’s sister, aren’t you? (relationship)
The train is always late, isn’t it? (transportation)
You love violin music, don’t you? (music)
词
汇
1.重点词汇
umbrella, noon, goodbye, cross, low, slow, cost, note, baby,
holiday, traffic
2．认读词汇
Franklin, sandy, bookstore, elevator, yeah, Erhu, somewhere 3．词组
look through, get along, at least, be careful
语
法
Tag questions
It’s a nice day, isn’t it?
Yes, it is. I really love hot weather.
You’re Jenny’s Friend, aren’t you?
Yes, I am.
Strategy Focus Cooperating
Using what you know
II. Teaching materials analyzing and rearranging 教材分析和教材重组
1. 教材分析
本单元以“Small talk"为话题，旨在通过单元教学，帮助学生掌握在什么情况下使用small talk以及如何用small talk和陌生人交谈，并能辨别什么样的small
talk是得体的，什么样的是不得体的，进而了解中西方在这方面的文化差异，增强他们在日常生活中的沟通和交流能力；在学生初步掌握了small talk的用法后，学习tag question的表达法，这也是本单元的语法重点；如何写感谢信是本单元的写作任务，学生将学习如何为不同的主题写感谢信，表达谢意。

Section A 1a介绍什么是small talk并让学生根据图片判断什么样的场合会发生small talk，由此引入本单元的主题；1b让学生听三段对话录音，根据听到的顺序给图片排续，帮助学生从听力材料中了解、获取目标语言；1c是一个口头会话练习，指导学生如何用目标语言进行对话；2a和2b是两个听力活动，通过听力训练帮助学生进一步了解目标语言的用法，介绍如何将small talk进行下去；2c要求学生设想一个在公交车站的small talk场景并结对完成对话，是对学生的一种语言输出练习；3a要求学生阅读并补充一段small talk对话，是对目标语言的阅读和写作训练；3b要求学生口头练习3a中的对话并和同伴用提供的情景写一段small talk对话，然后进行口头练习，是对目标语言的写作和口语训练；
4 给学生提供了一个应用所学语言的机会，要求他们设想并表演出和一些陌生人之间的small talk，帮助学生认识和不同的人应该有不同的small talk话题。

Section B 1a让学生判断图片中提供的哪些问题是合适的small talk问题，哪些是不合适的，从而进一步了解关于small talk的文化含义，即东西方文化差异；1b是在1a基础上的口头训练，强化学生对small talk问题合理与否的认识；2a和2b是两个听力练习，要求学生能根据small talk的内容辨别其地点并学会对small talk作应答；2c又是一个小组口头活动，帮助学生在small talk中学习使用正确的Opening questions；3a一篇有关thank-you note的阅读材料，要求学生根据材料内容判别表示感谢的不同情境，了解什么是感谢信，哪些情况需要写感谢信；3b和3c是感谢信的两个写作训练，即语言输出训练；4设计了一个情景，要求学生运用所学句型设想可能的small talk，并进行会话练习，体现了目标语言的功能性。

Self check 1要求学生对几个重点词汇进行填空训练，帮助学生在语境中学习、巩固词汇；2要求学生根据图片完成对话，是对学生语言应用能力的综合检验；3也是对目标语言运用的检验，要求学生根据图片所提供的情景作对应的会话练习，把目标语言和真实场景结合起来，培养学生应用语言的能力。

2．教材重组和课时分配
Period 1 (Section A: 1a, 1b, 1c, 2a, 2b, 2c) Function
Period 2 (Section B: 1a, 1b, 2a, 2b, 2c, Section A: 3a) Listening and speaking Period 3 (Section A: 3b, 4, Section B: 4)
Performance show
Period 4 (Section B: 3a, 3b, 3c) Reading and writing
Period 5 (Self check) Grammar and practice
III. Teaching plans for each period
分课时教案
Period 1 Function
Target language 目标语言
1. Words and expressions重点词汇和短语
small talk, umbrella, noon, by noon
2. Key sentences重点句子
Tag questions:
It’s really cold today, isn’t it?
The No. 15 bus stops here, doesn’t it?
Ability goals 能力目标
Get students to know where to make small talk.
Enable students to make small talk using tag questions.
Learning ability goals 学能目标
Help students learn how small talk is used in different situations.
Teaching important and difficult points 教学重难点
The use of tag questions.
Teaching aids 教具准备
Pictures, tape recording.
Teaching procedures and ways 教学过程与方式
Step I Lead-in
T: Good morning, boys and girls! Now let’s recall something about two years ago, the first day when you came here. Everyone was new here then. Of course, you didn’t
know each other at that time. Do you still remember the words that you said to the student you didn’t know? What are the words? If you can’t say them in English, Chinese is OK.
S1: What’s your name?
S2: Which school are you from?
S3: You’re Chen Fei’s classmate, aren’t you?
S4: How old are you?
S5: Your pencil-box is beautif ul, isn’t it?
T: Well, the conversation between you and other people you don’t know is called “small talk”. In Chinese it means “闲谈”.
Write “Small talk” on the blackboard.
StepⅡ Presentation
T: Now, let’s think about when we make small talk. Just now, we talked about the first day you came to a new school. That’s an example of the situation. Are there any other places in your life where you would talk to some people you don’t know? What are they? Make a list of them.
Students work alone to write down the places. When they’ve finished, ask some students to read out their lists.
Sample list:
on a bus, wait in a movie line, at a bus stop or train station, at a concert, in a restaurant, at a park
T: Here are four pictures which show different situations. Talk about them by asking two questions for each picture.
Q1: Where is it?
Q2: What are they doing?
Answer: Picture 1: in a line; waiting to buy movie ticket
Picture 2: at a train station; waiting for the train
Picture 3: at a train station; waiting for the train
Picture 4: at a concert; listening to the music
T: Where would you start a conversation? Circle the situations below where you
would start a conversation.
S1: I would start a conversation at a train station.
S2: I would start a conversation at a concert.
T: As you know, small talk may be various in different situations. For example, at a station, the small talk will be about the train, it’s late or early, something like that. However, at a concert, the small talk will be about the music or the musicians.
T: Now listen to three conversations and decide where they are making small talk. Number the pictures in 1a in the order you hear them.
Play the tape for the students to listen to.
Check the answers.
T: Listen again. This time listen for how they start their conversations. Try to catch the first sentence in each conversation.
Ask students to repeat the first sentence in each conversation, and then write them down on the blackboard or show them on the screen.
√He’s really good, isn’t it?
√This line is moving slowly, isn’t it?
√The train is late, isn’t it?
Step Ⅲ Pairwork (1c, P76)
T: These questions are tag questions. They are quite often used to start small talk. For example, in the first picture, they may make a conversation like this:
A: It looks like rain, doesn’t it?
B: Yes, it does. And I forget my umbrella.
Draw a picture of an umbrella to show its meaning.
Read the sentences for the students to follow.
T: Can you make small talk for the other pictures? Work in pairs to make your small talk. You can use the expressions below.
The train is always late, isn’t it?
You love violin music, don’t you?
It looks like r ain, doesn’t it?
Call several pairs to present their conversations.
Sample conversations:
Conversation 1: A: The train is always late, isn’t it?
B: Yes, it is. I hope it comes soon.
Conversation 2: A: He’s really good, isn’t he?
B: He sure is. I often listen to his music.
A: You love violin music, don’t you?
B: Yeah, it’s wonderful.
Step Ⅳ Listening (2a, 2b, P77)
T: To have successful small talk, both people need to ask questions to let the conversation go on. Listen to the three conversations. Are they examples of successful or unsuccessful small talk? Write “S” (for successful) or “U” (f or unsuccessful) in the blanks below.
Play the recording. Then check the answers.
T: Here are some sentences in the successful conversation.
Call some students to read the sentences in 2b separately.
T: Let’s listen to the successful conversation again. P ut the sentences and questions below in order. It begins with “f”. It’s the opening of the conversation.
Check the answers.
Explain two language points:
▲I hope so. / I hope not (negative form). They are used to express agreement or disagreement.
▲by noon Here “ by ” means “ not later than; before ”. So it means “not later than noon”.
Step Ⅴ Pairwork (2c, P77)
1. Role play the conversation in 2b. Get students to practice the conversation in 2b and then ask some pairs to act it out.
2. Make conversations.
T: Imagine you are at a bus stop. Make your own small talk. You can use the expressions in the box below.
Ask a student to read them.
S: It’s really cold today, isn’t it? The No. 15 bus stops here, doesn’t it?
T: You can make conversations like this:
A: It’s really cold today, isn’t it?
B: Yes, it is. I hope the bus comes soon.
Call several pairs to show their conversations.
Sample conversation:
A: The N o. 15 bus stops here, doesn’t it?
B: Yes, it is. But it always comes late.
A: I usually wait for it for quite a long time.
B: I hope there is no traffic jam today.
Step Ⅵ Homework
T: To start small talk, proper questions should be asked. That depends on different culture. It’s not the same in different countries. Find out the differences in the beginning of small talk between China and western countries.
Period 2 Listening and speaking
Target language 目标语言
1. Words and expressions重点词汇和短语
cost, sandy
2. Key sentences重点句子
You’re Anna’s brother, aren’t you?
You love baseball games, don’t you?
Ability goals 能力目标
Learn how to make small talk politely and successfully.
Learn how to choose the topics of small talk.
Learning ability goals 学能目标
Help students learn how to make small talk politely and successfully.
Help students learn how to choose the topics of small talk.
Teaching important and difficult points 教学重难点
What is polite and successful small talk.
Teaching aids 教具准备
CIA or lantern slides; tape recording.
Teaching procedures and ways 教学过程与方式
StepⅠ Revision and lead-in
1. Begin the class by talking about the weather.
e.g. Lovely day, isn’t it?
It looks like rain, doesn’t it?
Bad weather, isn’t it?
Get the students to response: Yes, it is. / Sure it is.
2. Check the homework and lead in the new period.
T: Yesterday. We recalled some questions you used to talk with other student on the first day you came here. Let’s look at them again. Would you please read them? Show the sentences on a slide or a piece of ppt. page.
What’s your name?
Which school are you from?
You’re Chen Fei’s classmate, aren’t you?
How old are you?
Your pencil-box is beautiful, isn’t it?
T: Of course these are our Chinese way of starting small talk. Can you think about other expressions in Chinese way of small talk?
Show them in the same way above.
Where are you going?
Did you have your lunch?
What do you do?
Where do you work?
Are you married?
How much do you earn a month?
T: What about the western way? What do they use to start a conversation?
Show the sentences on a slide or a piece of ppt. page.
It’s a lovely day, isn’t it?
It looks like rain, doesn’t it?
The train is always late, isn’t it?
The No.15 bus stops here, doesn’t it?
T: Did you find any differences?
Students can answer in Chinese.
T: Yeah, our topics are quite personal, some are about private matters; however, it is different in western countries. They never ask about personal questions. As we all know, it is rude to ask a lady about her age in western countries.
Show the culture note on a slide or a piece of ppt. page.
Culture note:
Small talk can really be about anything, but often small and unimportant issues such as the weather, current events (非政治性或有争议的) sports or worries. It is usually talking to be polite, not really because you want to talk about these subjects.
T: So be polite when you make small talk.
Step II Presentation
Let’s check the questions you asked the first time you talked to othe rs. Which ones are good for small talk in the western way? Which ones are not good?
Good: You’re Chen Fei’s classmate, aren’t you?
Your pencil-box is beautiful, isn’t it?
Not good: What’s your name?
Which school are you from?
How old are you?
Where are you going?
Have you had your lunch?
What do you do?
Where do you work?
Are you married?
How much do you earn a month?
T: Let’s look at the four sentences in 1a on Page 79. Are they good for polite small talk? Check those you think are good. Here are four pictures. Where is it in the first
picture?
Ss: At a cinema.
T: Linda, please read the question.
Go through the other three pictures in the same way.
Picture b: in an office building (one possible answer)
Picture c: in a theatre
Picture d: at a party
Students check the questions they think are good small talk questions.
T: Which ones are good small talk questions?
S: The first and third ones.
T: Why are the others not good?
S: Because they’re too personal. It’s not polite to ask such questions.
Answer in Chinese is OK.
Explain the use of “cost”:
▲cost: vt.sth. costs sb. some money
The house cost them all their money.
The new bicycle costs me almost 700 Yuan.
It won’t cost you a penny for the first six months.
Step III Pairwork (1b, P79)
T: Now choose one of the two good questions from activity 1a. Make up a conversation with your partner. You may make one like this.
Call a student to read the sample conversation. Then the students make up their conversations. Then ask some pairs to present their conversations.
Sample conversations:
Conversation 1: A: Do you like thrillers?
B: No I don’t. They are scary, aren’t they?
A: No. I don’t think so. They’re really exciting.
B: So you often see thrillers, don’t you?
A: Yeah. I have lots of thriller CDs at home.
Co nversation 2: A: You’re Anna’s brother, aren’t you?
B: Yes, I am. You know him, don’t you?
A: Yeah. We are classmates.
B: You like sports, don’t you?
A: Yes, I like it very much. And I play sports everyday. You see, I’m so strong.
Step IV Listening (2a, 2b, P79)
T: In this listening part, there are three conversations. Look at the chart. The people in each conversation are in different places. Where are they? Listen and write down the places in the chart. For example, the people in conversation 1 are at a party.
Play the recording. If necessary, play it again. Then check the answers.
T: Now look at the chart in 2b. You can see two lists of the questions and answers from the conversations you just heard. Please listen again and match each question with the correct answer. Write the letter of the correct answer behind each question. For example, the first question is ... (call a student to read it). The answer is d. (call another student to read it). So you write letter “d” behind the first question.
Play the tape twice. For the first time, they only listen. The second time, they write down the answers.
Check the answers by asking different pairs to read each question and its answer. Step V Pairwork (2c, P79)
T: Now you can have your own small talk conversations with your partner. You can choose one of the openers below. “Opener” means the sentence you use to start a conversation, we also call it “opening question”.
1. Hi! You’re new here, aren’t you?
2. This is a great party, isn’t it?
3. Hi! My name is Andy. I’m Karen’s brother.
4. You love baseball games, don’t you?
Ask different students to read the openers to the class.
Have students make their own small talk conversations using the openers on the list. Ask several pairs to present their conversations for the class.
Sample conversation:
A: You love baseball games, don’t you?
B: Yes, I do. I often watch baseball games and I am a member of the baseball club. A: Really? You often play it, don’t you?
B: Yes, I play it a lot. You love it too, don’t you?
A: I am on ly interested in it, but I don’t play it.
Step VI Reading and writing (3a, P78)
T: Look at the picture. Where are they? What are they doing?
Ss: At a bus stop. They’re waiting for a bus.
T: That’s right. This is the small talk they made. But it’s not compl eted. Please read it and write possible sentences in the blanks. Use the context to decide what sentences are needed in each blank.
Before checking the answers, let students read the complete conversation with their answers and see if it makes sense. Then check the answers by asking a pair of students to read it.
Explain the word and read it for the students to follow.
▲sandy: full of sand, covered with sand
After that, get students to role play it in pairs. Then call some pairs to act it out.
Step VII Homework
Get ready for a performance show!
T: Choose one of the situations from 3b, 4, (P78), 4 (P80) to make small talk. Or you can think of another situation you like. In each situation, you should show us three points like this on a small card:
Where: in line at the school cafeteria
Who: You and a boy you’ve never seen before
What: You’ve been waiting for ten minutes
▲cafeteria: dinning room
T: Make sure you’re polite and make successful small talk.
Period 3 Performance show
Target language 目标语言
1. Words and expressions 重点词汇和短语
bookstore, elevator, low, slow, price, cross the street, look through
2. Key sentences重点句子
T heir prices are really low, aren’t they?
This line is slow, isn’t it?
Ability goals 能力目标
Enable students to put what they’ve learned into practice to cultivate their ability of communication.
Learning ability goals 学能目标
Help students learn how to cultivate their ability of communication.
Teaching important and difficult points 教学重难点
How to choose good small talk topics.
Teaching aids 教具准备
Pictures of various situations in which small talk may happen.
Teaching procedures and ways 教学过程与方式
Step I Lead-in
T: Welcome to our Performance Show! Today the classroom is a stage of your own. Everybody will have a chance to show yourself and I’m sure you’ll enjoy it! Sounds exciting? Can’t you wait? Let’s begin!
Step II Preparation
T: First, let’s look at some picture s.
Show these pictures to students with the words below them. If these pictures are not available, draw some stick figures instead.
in an elevator wait to cross a busy street
in a bookstore wait in line to buy tickets
at a party on the stage
wait for the bus on the train
Go through the pictures and read these phrases, especially the new words.
▲bookstore a shop which sells books
▲alone adv. without any companions
辨析alone与lonely: alone 用作形容词，在句中只作表语，表示“独自的”、“单独的”，强调只有一人，无人做伴；lonely则表示“孤独的”、“寂寞的”，强调主观的感觉,有较强的感情色彩，往往表现应缺少同情友情等而产生的一种悲伤、忧郁的情境。

e.g. He lives alone, but he never feels lonely.
▲cross: go across; pass from side to the other side of something
▲look through: read something quickly
e.g. She looked through her notes before the exam.
T: Suppose you are in one of the situations above or imagine you meet one of the people in activity 4 on Page 78. Here are some possible opening questions:
Nice day, isn’t it?
This line is slow, isn’t it?
Their prices are really low, aren’t they?
This book is popular, isn’t it?
Get students to read the sentences above.
Explain the meaning of “low” and “slow”:
T: “The price is low.” means “It’s cheap”. On the contrary, “The price is high.” means “It’s expensive.” Pay attention, the expression “The price is expensive/cheep.” is not
correct! “Slow” means “not moving or not able to move quickly”. For example, a slow train; slow walkers. Now work in pairs or groups, choose one of the situations to make your small talk conversations. Of course, you may have your own opening questions. Try to show the best of yourself. Remember in the end, we will choose: the best actor the best actress
the best editor the most creative play
Step III Performance
Ask students to role play their conversations in the front.
T: Who’d like to be the first ones to show yourselves?
Sample conversations:
Where: in the park
Who: an old man and I
What: walking
I: Nice day, isn’t it?
Old man: Yes, a nice day for a walk. There are so many people in the park.
I: How relaxed they are! Do you often come to the park?
Old man: My house is quite near here, so I come here nearly everyday.
I: You look healthy, don’t you?
Old man: I exercise every day and that makes me keep in good health.
Where: in the bookstore
Who: two students
What: looking through books
A: This book is interesting, isn’t it?
B: Yes, it is. It has been printed fou r times. It’s so popular in our school. Is it the same in your school?
B: Yes. Everybody is crazy about it. I’ll buy one, too.
A: The writer wrote another book called Boys and Girls, didn’t she?
B: That’s right. I like the teacher in that book so much. She’s supernatural!
A: Yeah, I agree with you.
Step IV Comment
T: Wonderful! You did very well! Everybody did a great job! I appreciate your performances a lot! Now let’s finish the last job, choose the best ones. Well, who do you think is the best actor and the best actress?
S: Peter and Alice.
T: I agree with you. They really did an excellent job. What about the best editor and the most creative play? Can you give me some suggestions?
S: I think Linda is the best editor and their play should be the most creative play.
T: You’ve got the right comment. Let’s give the winners a big hand. Congratulations! Today we had a wonderful time because we made successful performances. Everybody is excellent! I really don’t want to say goodbye but I’m afraid time is up. See you, everyone!
Step V Homework
T: Write down your play. Preview the three notes on Page 80.
Period 4 Reading and writing
Target language 目标语言
1. Words and expressions重点词汇和短语
thank-you note, come along, get along
2. Key sentences重点句式
Thanks for...
Thank you so much for...
Ability goals 能力目标
Enable students to read and write about thank-you note.
Learning ability goals 学能目标
Help students learn how to write thank-you note for different situations.
Teaching important and difficult points 教学重难点
Expression used to give thanks.
Teaching aids 教具准备
Tape recorder.
Teaching procedures and ways 教学过程与方式
Step I Lead-in
T: We are living in a world full of love. We need help from others and we really get it quite often. We should show our thanks when we get help. The letter we write to show our thanks is called thank-you note. In this period, we’ll read some thank-you notes and learn to write one.
Step II Reading (3a, P80)
T: Turn to Page 80 please. Look at the box in 3a. It shows us three kinds of thank-you note. What are they? Yes, the first one is thank-you note for a gift. When may you get a gift?
S1: On my birthday.
S2: When I get good marks for exams.
S3: When I win a prize.
S4: On festivals.
T: Next, thank-you note for a party. What kind of parties do we usually have?
S1: A birthday party.
S2: A get-together party.
S3: A celebrating party.
T: The third, thank-you note for help. In what ways may you help a person?
S1: Help somebody with his lessons
S2: Help somebody do some cleaning
S3: Help somebody carry or move something
S4: Lend somebody some money
T: Good, now read the three letters carefully and decide what kind of thank-you note each one is. For example, the third one is a thank-you note for a gift, so you write “3” before the phrase “thank-you note for a gift”. Do with the others in the same way.
Ask the students to finish it on their own.
Check the answers.
Then let students pick out the sentences that express thanks from the notes. These sentences are also the topic sentences. Then show the underlined phrases on the blackboard or screen.
Note 1: Thank you so much for inviting me.
Note 2: Thanks for showing me the school last week.
Note 3: Thanks for the ticket for next week’s game.
Then explain some difficult language points to them.
thank sb for + n. /doing. 因……而表示感谢
e.g. Thank you for your help. = Thank you for helping me.
Thank you for coming to see me.
be friendly to sb. = be kind/ good to sb.
e.g. My classmates in our class are all friendly to me.
be friendly with sb. have a friendly relationship with sb.; get along with sb.
e.g. I can get free tickets because I’m friendly with the manager of the cinema. Note: friendly adj. not adv.
feel like: have a feeling of
It has another meaning of “want to do sth.”. In this sense, there is the structure: fee l like doing sth.
e.g. He feels like going abroad.
have a hard time (in) doing sth. = have trouble/ difficulty (in) doing something
e.g. I had a hard time learning to ride a bicycle.
come along: appear; come up
e.g. Take any opportunity that comes along.
A bus should come along any time now.
get along /on (with sb): have a friendly relationship with sb
e.g. She has never got along with her sister.
help sb. with sth. / help sb. (to) do sth.
e.g. Mr. Zhang usually helps us with English.
I usually help my mother wash clothes.
Step III Writing (3b, 3c, P80)
T: Here is a thank-you note with some blanks. Fill in the blanks with proper words. You can write any words in the blanks, but the sentences must be correct.
Read the letter, saying blank every time you come to a blank line.
Students do it alone.
Check the answers by calling some students to read their letters.
T: Can you think of some one whom you need to thank for? Try to describe the situations to your partners.
Ask a student to tell a situation to the class. Take it as an example and ask students what they would say to express thanks.
Sample sentences:
Thank you for your help.
I’m really happy I have made so much progress with your help.
I enjoy learning it now.
I’m sure I can do better in the future.
T: Okay, now please put what you want to say into a letter.
As they start to write, move around, providing help as needed.
When they’ve finished, invite some students to read their letters to the class. Or sho w some samples on the screen. Correct any mistakes they may have in class.
Sample letter:
Dear Mum and Dad,
Thank you for giving me the beautiful computer. The computer is my favorite, because I can use it to do a lot of things. I can surf the Internet; sometimes I can play computer games. You know computer games are very interesting. What’s more, I can use it to study. In a word, it’s my best gift. Once again, thank you. You are cool parents!
Love,
Becky
Step IV Homework
T: Did any of your classmates help you before? Think of such a situation and write a thank-you note to him or her.
This homework will help students learn to show their thanks to others by wiring a thank-you note, and meanwhile help them build some good values.
Period 5 Grammar and practice
Target language 目标语言
1. Words and expressions 重点词汇和短语
look through, cross, make, holiday, traffic, get along, help with, at least, be careful 2. Key sentences重点句子
The bus is always late, isn’t it?
The weather is good, don’t you think so?
Ability goals 能力目标
Review vocabulary and target language and put them into use.
Learning ability goals 学能目标
Help students review what they’ve learned in thi s unit through self check.
Teaching important and difficult points 教学重难点
How to make sentences with some key words in this unit.
Teaching aids 教具准备
Picture, lantern slides.
Teaching procedures and ways 教学过程与方式
Step I Revision
T: Nice to see you again. By the way, how many of you received a thank-you note from your classmates? Who’d like to share it with the whole class?
Ask several students to read the thank-you notes they have received to the whole class. Encourage students to keep this habit in their daily life.
Step II Vocabulary
T: Look at activity 1 on Page 81. Here are five sentences with blanks. Fill in the blanks with the words given.
Students work alone to fill in the blanks. When they’ve finished, ask some students to read their completed sentences. Correct any mistakes they may have. Then let students make their own sentences with the words given.
Explain “be careful” to the students.
be careful: take care; watch out
be careful with sth.
be careful to do sth.。