第四册第15单元

第四册第15单元 SB Pages 4-5, Part 3, Speech Cassette Lesson 60. Play the tape while students listen and repeat. Then in groups of three, have the students read and act out the dialogue. Choose several groups to perform their dialogue for the class.

Step 6 Writing

SB Page 5, Part 4. This part is optional. You may want to begin this assignment in class and have the students finish it as homework. See the following as an example:

China is very famous for its food in the world. There are many kinds of food in China. The north part of China is famous for its dumplings. There can be meat such as pork or beef or vegetables inside dumplings. In the south part of China along the Changjiang River, people eat much fish. In Shanghai the food is sweet. But no matter where you are in China, the food is always delicious.

Step 7 Checkpoint

Go through Checkpoint 15 in the usual way. Explain any problems that the students may have. Get the students to go over the grammar notes on pages 158-159 for Members of the Sentence, Types of Sentences and Five Kinds of Simple Sentences.

Step 8 Test

Write the following on the Bb, but not the italicized words. The students copy it down on a piece of paper and fill in the blanks as you dictate, reading the words in italics along with the sentences.

A: Good evening, Sir.

B: Good evening.

A: May I take your ______(order) now?

B: Yes. We'll have_____ (chicken) with (potatoes), ____ (beef) with some_____ (onions), some _____ (noodles) and _____(some) soup.

A: Would you like anything else?

B: ___ (No), thank you.

Step 9 Workbook

Wb Lesson 60, Exx. 3, 5 and 6. Ex. 3 should be done orally in pairs.

Ex. 5 should be done individually if time permits. If time is limited, assign it as homework. Ex. 6 can be done with the whole class. As a student reads the instructions, the rest of the class acts out the action. Then have the students work in small groups to write instructions for making a vegetable salad. Ask several groups to share their instructions with the class. Ex. 7 is optional. Get the students to discuss the differences and similarities of the two types of money in pairs.

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