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T: Please match each problem on the left with the correct advice on the right.
Get students to complete the activity on their own. As they work individually, move around the room answering any questions students raise and offering help as needed. Check the answers. Answers 1. C 2. a3. b
(Justification: The process of this step provides reading practice using the target language.) 3b (15 minutes)
Read the instructions to the class. Invite a pair of students to read the sample conversation. SA: I can't sleep the night before an exam. Then I'm too tired to do well. What should I do? SB : If I were you, I' d take a long walk before going to bed. That would help you relax. T: Please think of different advice for the problems in Activity 3a.
Collect suggestions from students. For example, for the third problem, a student might say, \were you, I' d watch TV to relax my mind.\
Ask students to make conversations with partners using new suggestions to each problem. As they work in pairs,walk around the room offering language support as needed.
Mter each student has a chance to play both parts, stop the activity. Get several pairs of students to show their conversations.
(Justification: The process of this step provides oral practice using the target language.) Step 3 Practice (12 minutes)
Read the instructions to the class. Get a pair Of students to show the sample conversation to the class.
SA: I really want a dog, but my parents won't let me have one.
SB : Well, dogs can be a lot of trouble. Maybe you should get a small pet, like a goldfish. SA: That's a good idea.
Write the conversation on the blackboard. Point out the sample answers in the chart.
T: What problems do you have at home or at school?Make a list in the chart. Then ask your classmates for advice and write their advice in the chart too.
Get students to complete the activity in groups of four. As the groups work together, move around to make sure students discuss the topic in English and know how to fill in the chart. Check the answers by asking different pairs of students to show their conversations to the class. Answers will vary. Optional activity
T: What would you do if there were no classes tomorrow?
Ask students to write as many answers as they can. Then get students to work in pairs.
(Justification: The process of this step provides writing, listening and speaking practice using the target language. )
Step 4 Summary and Homework (5 minutes)
Summary : In this class, we' ve done a lot of reading, speaking and writing practice using the target language. Homework :
(1) Review the target language by reading the conversations in Activity 3a.
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(2) Write a composition entifled\
(Justification: The summary gives a specific conclusion of this class and the justification of homework is to cultivate the students' ability of writing down their ideas.) Blackboard Design :
Unit 4 What would you do? Section A
The Third Period Target Language:
A: I can't sleep the night before an exam, Then I'm too tired to do well, What should I do? B : If I were you, I' d take a long walk before going to bed. A: I really want a dog, but my parents won't let me have one.
B: Well, dogs can be a lot of trouble. Maybe you should get a small pet, like a goldfish. A: That' s a good idea.
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