1、Unit 9 How was your weekend. Language goal In this unit, students learn to talk about recent past events. New language What did you do over the weekend. I cleaned my room. What did she do over the weekend. She did her homework. What did he do over the weekend. He went to the movies. What did they do

2、 over the weekend. They played tennis. Section A Additional materials to bring to class: wall calendar newspaper and magazine pictures for Follow-up activity 1 blank cards and markers for Follow-up activity 2 Point to the previous Saturday and Sunday on a wall calendar and say, Saturday and Sunday a

3、re the weekend. Thisis last weekend. Then tell some things you did last weekend such as,/ cleaned my house over the weekend. Usequick sketches in the board along with gestures to demonstrate the meaning of each activity, Ask students, What did you do over the weekend9 Acceptone-word answers and reph

4、rase these answers in completesentences. For example, if you ask, What did you do overthe weekend. and a student says. The beach, rephrase itby saying, Oh, you went to the beach over the weekend. Ask several different students and help these students saycomplete answers. 1 a This activity introduces

5、 the key vocabulary. Focus attention on the picture . Ask students to tell whatthey see. Name each activity and ask students to repeat: went to the movies, played soccer, went to the beach, did homework, played tennis and cleaned my room. Point out the numbered list of activities . Say each oneagain

6、 and ask students to repeat. Then ask students to match each activity with one ofthe pictures. activity nextto the words. Point out the sample answer. Check the answers. Say, Write the letter of each 1 b This activity gives students practice in understanding the target language in spoken conversatio

7、n. Point to the activities in the picture in activity la.Ask students to tell what the person did in each picture. For example, She played tennis, or Lucy played tennis. Play the recording the first time. Students only listen. Play the recording a second time. This time say. Listento the recording a

8、nd write the days and times Lucy dideach thing under the pictures. Point out the sampleanswer under the picture of Lucy playing tennis; onSaturday morning. Correct the answers. 1 c This activity provides guided oral practice using thetarget language. Point to the example conversation. Ask two studen

9、ts toread the dialogue to the class. Say, Now work with a partner. Student A, pretend tobe Lucy. Student B, ask questions about what Lucydid on different days and times over the weekend. Talk about the activities in the picture. Students work in pairs. As they talk, move aroundthe room monitoring th

10、eir work. Offer language or pronunciation support as needed, 2a This activity gives students practice in understanding the key vocabulary in spoken conversation. Point to the five sentences and ask a student to readthese sentences to the class. Say, You will hear t recording of a conversation. Thepe

11、ople will talk about some of the activities and people, but they will not talk about others. Please underline the words you hear on the recording. Play the recording the first time . Students only listen. Play the recording a second time . This time, ask studentsto underline each word that is said o

12、n the tape. Point outthe sample answer, grandmother. Correct the answers. 2b This activity provides listening practice usingthe target language. Call attention to the pictures of Carol, Ben, andEmma and ask students to identify each person byname. Say, Now I will play the recording again. Listen tot

13、he students talking about what they aid over theweekend. Write Cfor Carol, Bfor Ben or Efor Emmanext to each statement in activity 2a. The first onehas been done for you. Play the recording the first time . Students only listen. Point out the sample answer, S, in statement 1. Say,Sonia visited her g

14、randmother. Play the recording again . Ask students to write a letterin front of each statement to show what each person did. Check the answers. 2c This activity provides guided oral and writing practiceusing the target language. Call attention to the dialogue and the list of activitiesin the box co

15、mplete the dialogue using the activities words in the box. . Explain that students have to Students do the activity in pairs. When they have filledin the blanks, they practice the conversation. Have severalpairs perform their conversations for the rest of the class. 3a This activity provides reading

16、 practice using the targetlanguage. Point to the three scenes in the picture. Ask studentsto describe what the person in each scene did. Picture 1shows: She went to the beach. Picture 2 shows: He did hishomework and watched TV Picture 3 shows: She cleanedher room and studied for the math test. After

17、 that, read the three dialogues with a student. The second part of each dialogue is incomplete. Say, The rest of the sentences are listed above thepicture. Read them to the class or have a student readthem. Say, Write the correct number on the blank linesin the speech bubbles to complete the convers

18、ations. Correct the answers. 3b This activity provides guided oral practice using thetarget language. Call attention to the example in speech bubbles the class. .Ask a pair of students to read the dialogue to Say, Now practice asking and answering questionslike this about what the people in the pict

19、ures didover the weekend. Practice in pairs. Use the dialogue as an example. Help students find partners . Then say, First read thedialogue together. Both students read both parts. Thenmake your own dialogues like that one. Tell what thepeople in activity 3a did over the weekend. Here is a sample di

20、alogue: A: How was Sarahs weekend. B: It wasnt very good. She cleaned her room andstudied for the math test. Ask pairs of students to present their dialogues tothe class. 4 This activity provides oral practice using die target language. Play a model round of the game. Draw simple picturesof two thin

21、gs you did over the weekend. For example, apicture of a TV, and a picture of a tennis racket. Point to thepicture of the Ty and ask a student to make a sentenceabout what you did you watched TV. Do the same withthe picture of the tennis racket and another student youplayed tennis. Write the two sent

22、ences on the board andunderline the -ed in watched and played and remind students to use the past tense. Now ask students to practice the activity in groups offour. Each students draws two things she or he mighthave done over the weekend on a piece of paper. The students then take turns to make sent

23、ences about each otherspictures in past tense. Walk around the class offering assistance where necessary. Ask a student to draw two pictures about his or herlast weekend on the board. Class members guess thecorrect past tense sentences. Then write wh- words on theboard who, what, where, when, why, h

24、ow and encouragestudents to ask follow-up questions, for example. Who didyou play tennis with9 Section B New language I played the guitar I studied geography. I went to the library. 1 a This activity introduces more key vocabulary. Call attention to the pictures. Ask students to point to and use the

25、 past tense to describe as many of the activities as possible. Point to and describe any activities they cant describe. For example, I played the guitar. Then point to the numbered activities described in the list. to repeat each one, Name the activities and ask students After that, ask students to

26、match each numbered phrase with a picture by writing the letter of each picture in the blank in front of the correct room answering questions as needed. Check the answers phrase. As students work, move around the 1 b This activity provides reading practice using the target language. Draw pictures of

27、 the happy face and unhappy face on the board. the happy face and the words not fun under the unhappy face. Write the word VMM under Ask students to name some activities they think are fun and some that are not fun. For example, a student might say doing homework or cleaning my room are not fun. Poi

28、nt out the happy face under the pictures in la.Say, He played the guitar. It was fun. The happy face shows it was fun.Say, Please draw a happy face or an unhappy face for letters a, c, and a, Correct the answers. 2a This activity provides listening and writing practice using the target language. Cal

29、l attention to the names Jim and Sally and the write-on lines under each name. Say, Now you are going to hear a conversation between Jim and Sally. They are talking about what they did over the weekend. Listen to the conversation and write what each person did. Play the recording the first time . St

30、udents only listen. Point out the sample answer, cleaned her room. Play the recording again. Ask students to HU in the phrases telling what each person did. Remind students that they can look back at earlier activities in this unit to get spelling help, if they wish. 2b This activity provides guided

31、 oral practice using the target language. Call attention to the example in speech bubbles . Ask a pair of students to read the dialogue to the class. Say, Now practice talking about what Jim and Sally did over the weekend. Practice in pairs- Use the dialogue as an example. Help students find partner

32、s. Then say. First read the dialogue together. Read both parts. Then make your own dialogues like that one. Tell what Sally and Jim did over the weekend. As students practice, move around the room monitoring progress . Ask pairs of students to present their dialogues to the class. 2c This activity p

33、rovides open-ended oral practice using the target language. Point out the example in speech bubbles. Ask two students to read the dialogue to the class. With a student, say a conversation about what you did over the weekend. You may wish to write two or three activities on the board for students to

34、use in their conversations. Help students find partners. As they practice their conversations, move around the room monitoring progress and giving language support as needed. Ask some pairs to present their real-life conversations to the class. 3a This activity provides reading practice using the ta

35、rget language. Read the article to the class or have a student do it. Some students may not recognize the words shopping,mixture, and relatives. Answer any question. students may have about these or other vocabulary items. Write each new word on the board and discuss its meaning. Read the instructio

36、ns . Point out the circle around theword circle and the underlining under the word underlined. Expand on the instructions saying, Circle the things thatyou like. the things that arc fun. Underline the thingsthat you dont like, the things that are not fun. Review the answers. Students may have differ

37、ent answersfor some items- For example, went to the library may befan for some students and not fun for others. 3b This activity provides guided writing practice usingthe target language. Point out the numbered blanks in the paragraph. Say, Write a suitable phrase in each blank. Remember toput the v

38、erb in the past tense. Point out that students canlook at the pictures below the passage for ideas. Call attention to the sample answer. Ask a student toread the sentence to the class, Ask students to complete the activity individually. Check the answers. 3cThis activity provides writing practice us

39、ing the targetlanguage. Ask students to name Before they start writing, suggest that students listthe things they did.several things asthey did over the weekend. Write the list on the boardusing past tense verbs. Ask a student to follow these notes and say whathe or she did over the weekend. When the studentis finished say