Objectives3
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Plan
B. handles Useful Language in a unique way, ., asking students to come up with their own equivalents to replace the items in the box; C. plays the first dialogue once, or twice if necessary, and asks students to do the T/F exercise as required to explore the main idea; D. plays the first dialogue once more for the details so that students will have no trouble answering the questions;
E. plays the second dialogue once, or twice if necessary, and then asks students to do the listening comprehension exercises; F. checks the answers in a meaningful way, ., putting the key word effort on the chalkboard, encouraging the students to
around it with the relevant information from the dialogue.
Theme- related Listening
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Review of Theme- related Listening Sections
3 periods
Review The teacher
A. has a brief review of what students have learned in the first period of listening practice;
B. makes a meaningful transition to Text A. Starter
After finishing the listening tasks, the teacher turns to Text A of the unit. To begin, the teacher
Text A & Text-related Exercises
A. lets the students figure out what the title of Text A can mean. This can be done in complete English sentences or just phrases. If the students have difficulty
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Time
doing this, the teacher can ask them to think of a situation where impossibility becomes a fact. The teacher can provide them with the following key words in English: happen, years ago, absolutely impossible, think of, give up, make sincere efforts, find a clue, turn out, solve the problem. B. gives the students 10 minutes to read Text A and find out the cause of the problem for the car in the story and asks them to tell what lessons can be drawn from the story.
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Objectives5
Time Contents Plan
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