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Unit1How can we become good learners
Period ISection A(1a-2d)
教学内容
1．学习使用how来询问做事的方式。
2．学习使用“by＋doing”的结构表述学习方式。
教学目标
1．学习使用与“Talk about how to study”话题相关的单词及短语；能正确运用此话题的目标语言进行初步表达。
2．能针对所听内容搜集和处理听力任务所要求的相关信息；能就此话题进行情景会话。
3．在结对练习、角色扮演等活动中，能初步运用目标语言谈论所涉及的话题。
重点难点
重点：学习使用"by+do∈g"结构。
难点：能够联系实际，运用"by+do∈g"结构谈论自己的学习方法，并能给别人提出恰当的建议。
教学思路
在导人部分，以问候和祝愿、为英语小测试做准备等形式来展开话题词汇的学习、拓展，在轻松愉快的氛围中、真实的语言情景中开展语言实践活动；听力任务的完成要基于学生的实际能力和水平，稳步地、扎实地、有效地提高学生的听力和基于听力内容的口头表达能力；围绕Jack在阅读中的困难、Annie 给出建议这两方面来引入2d的学习，引导学生联系实际展开会话和交流，从而为学生交际能力的提高搭好坚实的台阶。
教学准备
教师需在课前准备PPT、录音机、多媒体等，让学生思考和搜集自己和同学的好的英语学习方法并写下来。
教学过程
Step I Leading in
(The teacher leads in the new lesson by greeting.)
T:Hello,boys and girls! From now on,you are a ninth grader.Congratulations to you and I wish you a great success this year!
T;Today we'll learn Unit 1 How can we become good learners Learning how to learn is very important. And learning how to pass a test is also very important for you.
T:There will be an English test this Friday morning. Can you tell me how you study for a test
Then show some pictures on PPT and help the students talk about them and learn to say "by+doing" phrases such as by working with friends,by making word cards,by reading the text-book,by listening to tapes,by asking the teacher for help,etc.
设计意图：在这一环节的学习中，以新学期的问候和希望为引子，在图片的提示和帮助下，展开师生、生生之间的交流，从而激活学生已有的一些与本单元话题相关的生活经验与语言积累，拓展相关词汇，为下面环节的顺利学习做好知识的铺垫及心理上的准备。
Step II Practice(1a-1c)
1a. Ask the students to complete 1a (add other ways they sometimes study), individually first, then check their answers in groups.
1b.Play the recording for the students to listen to and complete 1b.Play it again if necessary,then check the answers together.
1c. The teacher asks two students to read the conversation in 1c to the class. Then ask themn to do the pair work to make other conversations. After that some pairs should be asked to present their conversations to the class.
设计意图：让学生围绕中心话题进行一定的语言学习与积累，并做进一步的语言实践活动，从而对所学目标语言有一定的理解，并在老师和同伴的帮助下学习运用目标语言进行初步交流。
Step III Listening(2a-2b)
1. Ask the students to read the questions in 2a. Make sure they can understand the meaning of cach question. Then the students listen and check the questions they hear. Play the record-ing 2 or 3 times if necessary,then check the answers.
2.The students read the sentences in 2b individoally. Then listen and match each answer with a question in 2a. They should be given enough time to complete it.
设计意图：2a、2b仍然是以听力训练的方式，让学生更深层次地理解和巩固所学目标语言，并提取和处理相关信息完成相应的听力任务，与此同时也达到了使他们听力技能、技巧的提高。
Stop IV Pais work(Dc)
Ask twn or theee feira to read the model converrstron to the cloms Then ask the amdcom co di the poir mork co msko tar own comvernotions amne the informatron m 2x and 2b.
Model,AaHlavo you evm ntodied wnih o group
Bi Yon,I barve. I'ce inamed a to 1bat way,
Then pock eevoral paira to preacos their convoraabons to the clasa
设计意圈：让字生运用目燃函自进行交流，提高其语盲运用险力，以及令他人合作文目的能力。
Step V Rol-play the conversation(2d)
1. T Jack is talkog about his study problem with Annic.What are bis prollenes What suggestions docsAnnio glve hirn
Let the stodents rend the converaation individually and find Tpc aromcto:
Jack bas to finish readarg a bookand give a report,but he is a vcry slow rearier.
The suggestons that Annie gives himeread quickly to getthe monn idcas at hrn resd word groups, try to guess a word's mean-ing by reading the sentences belore and after it/read something he cmoy's cvory day...
2. Play the rocordling for the students to listen to and repeat the conversation Ask students to pay more attention to the pro-mmrietion and intonation.
3. Lnt the students read the conversation in pairs and find out some uscfal expressions and language points. Then let them talk about the useful expressions and language points in groups.
The following language points should be explained and em-phasized:
（1）sound，voice与noise的辨析
①sound 泛指各种能听见的声音。
She heard the sound of footsteps outside.
她听到外面有脚步声。
②voice 指“噪音”。
Her voice sounds swect.她的声音听着甜甜的。
③noise指“噪音”.
The computer rakes a noise.电脑发出一种怪声。
（2）bc patient有耐心。
Please be patient.请耐心些。
对麻烦时鱼表现得很有耐心。
4. Givc the students 5~10 minutes to prepare to role-play the cooveraation mn pairt Then ask some pairs to act it out to the clo a
设计意圈：让学生质读并完成相应任务，分角色表演对话，更深尽次地匪解和巩固本课目标语言，在阅读、会话交流的语言实成过包中，须学生的综合语言运用能力得到更好的提高。
Step V Homework
Plcnee choose onc of them as your homework.
1. Listen to the tapes and rcad after them,and try to remem-ber the new words and expressions of Ia-2d.
2.Make a conversation according to the conversation of 2d.
设计意图：第1个作业意在帮助学生巩固本节课所学的基础知识及目标语言；第2个作业意在提升学生对目标语盲的理解和运用能力。
板书设计
Unit 1 How can we become good learners
Period I Section A (1a-2d)
The ways to study English:
by working with friends
by making word cards
by reading the textbook
by listening to tapes
by asking the teacher for help
Period IISectionA(3a-4c)
教学内容
1．进一步熟悉与话题相关的词汇和句型，并能就一些学习中出现的问题给出相应的建议。
2．能理解“do sth，by doing”结构的功能意义，并能初步使用这种语言结构完成适当的任务。
教学目标
1．能就“How to learn English”这一话题与同伴进行交流、会话，互相促进学习，使能力得到进一步提高。
2．能使用略读、查读的阅读策略获取3a文段中的信息，并完成相应的阅读任务。
重点难点
重点：完成相关的阅读任务，学习使用“do sth.by doing”的语言结构。
难点：能够联系实际，运用这一语言结构与同伴谈论自己的学习方法。
教学思路
本课时内容包含两个部分，阅读一篇小短文及语法项目的学习和训练。对于小短文的阅读，在注重基本阅读技能训练的同时，要求学生自主学习和合作完成对重点语言知识的认知和理解，为语言知识和语言技能的进一步提升夯实基础。在语法学习的过程中，尽可能将难度降到最低，搭建好小台阶，采取面向所有学生的教学方式和学习方式，这将有助于提高整个课堂的学习效果。
教学准备
教师需在课前准备PPT、录音机、多媒体等、让学生再次整理自己认为有效的英语学习方法，并写下来准备在课堂上与同学交流。
教学过程
Step I Leading in
Check the students' homework.
1.Have a dictation about the new words and expressions of la-2d.
2.The students present and correct their conversations in groups. Then ask some of them to present them to the class.
设计意图：通过对作业的查评，目的在于引导学生回忆和巩固上节课所学目标语言。通过引导学生进行同伴间的交流，导入本节课谈论的话题。
Step II Reading(3a,3b)
3a. T:Just now you talked about your trouble in study.Now please read the article about Wei Fen's problems in study. And find the answers to the following questions.
Q1:Why did Wei Fen find it difficult to learn English
Q2:What did she do in English class
Q3:What is the secret to language learning
Make the students understand the meanings of the questions,then let them read the article in 3a and find the answers to the questions.
A1:Because she didn't understand what the teacher said. And she was afraid to ask questions because of her poor pronunciation.
A2:She just hid behind her textbook and never said anything.
A3:The secret of language learning is listening to something interesting.
3b. Ask the students to read the sentences in 3b firstly,and then read the article again,very carefully. Complete the sentences individually,using the words and phrases from the passage. Check the answers together.
1.body language,expressions 2.key words
3.conversations 4.useful 5.dictionary
Then ask the students to read the article again to find some key words and sentences. Then discuss the language points in pairs or in groups firstly. After that the teacher should emphasize something important and difficult.
（1）afraid 在作“害怕”“恐惧”讲时，常常构成be afraid to do，be afraid of sth.，be afraid of doing sth.等短语。
Were you afraid of the dark when you were a child
你小时候害怕黑暗吗？
Little Jim is afraid of going to bed in the dark.
小吉姆害怕摸黑上床睡觉。
Harrison is alraid to speak in front of hts claRBTOBtO3.
哈里森不敢在同学面前讲话。
（2）fall in love with sb／sth 爱上某人／某物、
She has fallen in love with a man half her age.
她爱上了一位年龄比她小一半的男人。
I have fallen in love with the city，我爱上了这座城市。
(3)as well,too,also,either
这组词（组）都有“也，此外，还有”的意思。其区别是：also一般用于肯定句，有强调意味，位于主语和谓语之间，即实又动词之前，助动词之后；too只用于肯定句中，一般位于句末，比also 更口语化；either一般只用于否定句，多位于句末1as well和too 一样多用于口语，放在句末。
He also wanted to go.他也想去。
I can also do it.我也能干那个活。
English is not easy,and French is not easy,either.
英语不容易，法语也不容易。
He is a teacher,and a writer as well.
他是个教师，也是个作家。
I have seen this film,too.
这部影片我也看过。（别的影片看过，这部也看过）
I,too,have seen this film.
我也看过这部影片。（别人看过，我也看过）
设计意图：学生在教师的帮助下运用不同的阅读策略完成对文本的学习，逐步养成良好的阅读习惯，并提升其独立思考和分析、解决问题的能力。
Step III Grammar Focus
Ask the students to read the questions and answers in the grammar box. Show the questions and answers on PPT and circle the word by and the words with -ing in each sentence Point out the four phrases that start with by and end with -ing word. Tell students when they should use the structure
Then ask the students to do the pair work to practice the questions and answers in the grammar box.
设计意图：与学生一起系统、全面地学习、总结木单元语法内容，明确其用法。
Step IV Practice(4a.4b & 4c)
1.Ask the students to read questions and answers in le Make sure they can understand the meaning of each sentence.Then let the students match the questions and answers
2. Ask the students to completo 4b individually. Then check the answers in pairs or in groups. Ask some students to prcsoot their sentences to the class.
3. Ask the students to interviow their pactners to complete the table in 4c. Then ask some pairs to presont their conversations to the class.
设计意图：学生在完成4a、4b、1c所要求的训综任务的过程中，实践运用本单元语盲知识及语法知识，句实巩固所学语盲知识，提高语言技能。
Step V Homework
请小组成员合作小结一下 Scction A部分所学的“do sth.by douw”结构的四道，并一起付论这些细语的用法和瘤又，然后自主母泽其中的五个细讲分别造一个句子。
设计意图：此作业装设堂号习站动的保外是外，余生在小相内一次复习小的Snctian人相分所学的“do sth hy don＂经 。巩固带实所竿诺客知识、再以承句价那火进行实批运用，
板书设计
UInft 1 How can we become good learners
Pariad II Saxction A(3a-4c)
py atndyang azth u gromg
try zandaw olood
biy roncunge word gnig
lry listorIe to tApa
hy warcung English pogrot9
by huving converotrons with friends
by talong notes, chang cxcrcses and reading a lot
h2 unjing mword cards
by writig e mails to one's pen pals
Period IIISection B (1a-2b)
教学内容
1．学习用＂］ can＇t．． I don＇t．．”等句型表述学习的困难，用-Yon can mhould＿.”等句型提出相应的学习方法的建议。
2． 列出关于学习习惯的表达方式，并与同伴交流，明确什么才是好的学习习惯。
教学目标
1．学习使用与“Talk about how to study”话题相关的词汇，如：pronounce，increase，practice speaking／writing，join an English clab等。
2．能针对所听内容记录重要的信息；并能就所听内容进行会话交流。
3．能运用扫读的阅读策略，完成相应的阅读任务，基本理解文章大意。
重点难点
重点：在听的过程中准确获取和处理信息，能就所听内容进行会话交流。
难点：灵活运用目标语言谈论相关话题。
教学思路
这一课时是Section B的起始课时，旨在引导学生学习使用与本单元话题相关的更多的语言项目（包括词汇的拓展及相关表达方式的学习与运用）。引导学生了解自己及他人学习中存在的困难与需要解决的问题。在真实、地道的语言情景中，学会表述面临的问题及相应的解决策略，同时，应注重学生听力技能的训练与提升。在完成本课时重点内容的基础上，用一些时间将阅读板块的文章做一个初步的信息搜集，了解文章的大意，为下一课时的学习做一个铺垫和准备。
教学准备
教师需准备与课时相关的PPT、录音机等。学生需列举出自己知道或了解的学习方式（英文／中文均可）。
教学过程
Step I Leading in
1.Check the homework:The students correct their sentences in groups. Then some good sentences should be presented to the class.
2. Review the phrases learned in Section A and talk about the usage of the phrases.
by working with friends
by reading the textbook
by asking the teacher for help
by watching videos
by listening to the conversations
by watching their body language
by listening for just the key words
by looking them up in a dictionary
by taking notes,doing exercises and reading a lot
by studying with a group
by reading aloud
by writing e-mails to one's pen pals
by listening to a tape and repeating out loud
by watching English programs
by having conversations with friends
by making word cards
设计意图：通过对上一节课作业的查评以及对Section A 所学短语的小结与复习，帮助学生巩固已学内容的同时，也为下一环节的展开做了铺垫。
Step II Practice(1a,1b)
1a. Reading and checking.
T:Learning English can be both easy and difficult.What things are easy for you And what things are difficult for you Now turn to page 5,read the list and check the statements that are true for you.
Then discuss the statements that seem to be difficult for the students.
1b.Make a list.
T:You have read and checked the statements that are true for you. Now make a list of other things that are difficult for you,too.
The students complete 1bindividually.
Then ask the students to read some of their answers to the class. Write their answers on the blackboard.
设计意图：引导学生就自己学习中存在的问题和困难做理性的思考和分析，并做出相应的表述，形成一定的话题词汇的积累及提高句式的准确运用能力。
Step III Listening(1c,1d)
T:Paul is a nice boy. He works hard at his English,but still has many learning challenges. Now listen to the tape and find out what challenges he has and check them in the box.
Ask the students to go over the items 1-4 firstly. Then play the recording for the students to listen to and ask them to com-plete the learning challenges that Paul talks about.
If necessary,play the recording a second time to complete 1c. Then check the answers.
Ask the students to go over the four sentences in 1d and ask them to guess the meanings of these sentences.Then let the students listen to the tape and complete the solutions. Check the answers in pairs.
设计意图：尽可能帮助学生运用恰当的听力策略、技巧完成1c和1d的听力任务，在真实的语言情景中进一步体验语言，同时也提高了学生听的语言技能。
Step IV Role-play(1e)
Ask the students to role- play the conversations using the in-formation in 1c and 1d. Then ask several pairs to present their conversations to the class.
Model: A:I don't have a partner to practice English with.
B:Maybe you should join an English club.
设计意图：帮助学生进一步理解1c和1d中的内容，并让他们有机会提升运用目标语言进行口头表达的能力。
Step V Reading(2a,2b)
T:You have developed some good learning habits by yourself.Now please discuss them with your partner.
T:Read the passage in 2b quickly (about one minute). Which four habits of successful learners can you find from the passage
The students read the passage as quickly as they can and find out the answer:
Four habits of successful learners:
Creating an interest in what they learn.
Practicing and learning from mistakes.
Developing their study skilIs.
Asking questions.
设计意图：引导学生运用scanning和skimming 等适当的阅读策略完成2a和2b的阅读任务，了解文本信息，初步理解文章意义。
Step VI Homework
Do a survey about your classmates and friends' learning chal-lenges. Make a note using the target language you have learned in this unit.（必做）
Write a passage about Paul's learning challenges and solu-tions，using the information in 1c ＆．1d．（选做）
设计意图：作业一具有开放性，学生可以自主运用所学目标语言做事情。作业二旨在让更多有能力的学生就1c、1d的听力材料做一个转述，在提升语言能力的同时，也在为下一课时的进一步学习做铺垫。
Period IVSection B 2c-Self Check
教学内容
1．仔细阅读题为“How Can You Become a Successful Lcarner？”的文本，能准确回答2c中的六个问题。
2．学会正确使用词典查询文章中的一些生词，并能完成2d 的任务要求。
3．根据所给提示及前期的语言积累，完成3b写作训练。
4．完成SeliClrcck部分的练习，熟练运用本单元重点词汇及句型。
教学目标
1．学习使用与“Talk about how to study”话题相关的词汇及句型。
2．能运用查读等阅读策略获取文段中的信息，并完成相应的阅读任务。
3．能就“a good learner”这一话题与同伴进行交流和讨论。
4．能运用所学话题语言给朋友写信，就学习英语的方法提出适当的建议。
5．能运用适当的学习策略，复习、巩固和运用本单元重点目标语言。
重点难点
重点：1．运用适当的阅读策略完成相应的阅读任务；
2．完成本单元所要求的写作任务；
3．运用适当的策略完成本单元知识与技能的自我检测。
难点：能灵活运用恰当的语言就“a good learner”这一话题与同伴进行交流和讨论以及自主完成写作任务。
教学思路
本节课的教学任务基本按照教材安排进行，分为三个环节：第一环节是阅读，先仔细阅读文章，回答文后提出的六个问题，在这一环节应指导和训练学生的阅读及应试的技能；然后再指导学生如何正确地使用词典来提高学习效率和解决学习中的实际困难；接下来是组织学生积极讨论并用英语交流相关的话题-哪些好的学习习惯有助于成为一个成功的学习者。以上的教学过程有利于学生感受文章内涵，提高阅读能力及综合语言运用能力。第二环节是写作环节，这一环节需要学生在前期的学习中有一定的语言知识的积累以及相应的语言技能，也需要教师适当的引导和帮助，指导学生最大效率地完成写作训练。第三环节是针对本单元的自我检测，应引导学生尽可能地完成对本单元重点目标语言的巩固和运用。
教学准备
教师需准备PPT、录音机、多媒体等；学生需准备一本英汉词典或英英词典。
Step I Review
Ask the students to check their homework in groups.And they should correct their mistakes individually. Then the best article in each group can be presented to the class.
设计意图：学生以小组互助的方式检查上一节课的写作文段，之后自主修正自己在写作中出现的一些问题，并将每个小组的最佳作品在全班展示。一方面巩固了上一阶段所学内容，另一方面又为接下来的语言学习环节做好了一定的知识、能力和心理上的准备。
Step II Reading(2c,2d &. 2e)
1.T:We have known that successful learners usually have four good learning habits(showing the sentences on the screen).
Creating an interest in what they learn.
Practicing and learning from mstakes.
Developing their study skills.
Asking questions.
Let the students read the sentences above together. Then let the students read the passage again individually,silently,and very carefully,then answer the questions in 2c. And then check the answers in pairs. Finally correct the answers together.
Q1:Does the writer think that everyone is born with the ability to learn well (No,he doesn't.)
Do you agree (No,I don't.)
Why or why not (Because learning well also depends on learners' good habits in learning.)
Q2:Why is it a good idea to connect something you need to learn with something you are interested in (Because our brains are more active and it is also easier for usto pay attention to it for a long time. And we will not get boredin this way.)
Q3:What do the sayings "Use it or lose it" and “Practice makes perfect＂ mean？（“Use it or lose it”means 非用即失；用进废退.“Practice makes perfect”means 熟能生巧.）
Do you agree with them (Yes,I do.)
Q4:Do good learners learn from mistakes,or are they afraid of making mistakes (Yes,they do. And they are not afraid of making mistakes.)
Q5:What study skills does the writer talk about (He talks about the following study skills:taking notes by writing down key words or by drawing mind maps,reviewing by reading notes every day or by explaining the information to another student.)
Do you have those study skills (Yes,I do./No,I don't.)
Q6:Do you agree that learning is a lifelong journey (Yes,I do.)
Why or why not (Because every day brings something new.Everything that we learn becomes a part of us and changes us.)
2.Let the students go through the list of words in 2d,and ask the students to look up these words in the dictionary. Then write a sentence for each word.
The students complete 2d individually,and check their sen-tences in pairs firstly,then some of them will present their sentences to the class.
3.Ask the students to read the passage again. Find some key words and sentences. In pairs or in groups they discuss them firstly. After that the teacher should emphasize something impor-tant and difficult.
（1）if和whether 都用来引导由一般疑问句变化来的名词性从句，但在下列情况下只能用whether引导：
①引导主语从句，并且该从句放在句首时：
Whether the pop star will come (or not) is not decided.
那位流行歌星是否能来还未定。
②引导的名词性从句后面有用or连接的另一选项时：
He asked me whether my daughter would attend day classes or night ones.
他问我我女儿上的是白天的课还是晚上的课。
③表示“是否”意义的名词性从句作decide的宾语时。
You will decide whether we are going to his party.
你来决定是否我们要参加他的聚会。
④作介词宾语时。
His success depends upon whether his father will offer him financial assistance.
他的成功取决于他父亲是否给他提供经济援助。
（2）depend on （upon）依赖，依靠；随······而定
He could not work and so he had to depend on his family.
他不能工作，因此得依赖家里。
We can depend on him for help.
我们可以指望他帮忙。
It depends on the weather.
那要视天气而定。
That depends on what he will do next.
那要看他下一步干什么。
（3）in common共有；共同
What do they have in common
他们有什么共同点呢？
They all had one thing in common:they overspent.
他们都有一个共同的特点：他们花费过多。
We have nothing in common.
我们没有共同之处。
（4）pay attention to 注意，留心
You should pay more attention to your health.
你应多加注意你的身体。
You can learn something from anything if you pay attention to it.
处处留心皆学问。
(5)connect...with...
①与······连接
You must connect this wire with that one.
你必须把这条电线和那条接起来。
This river connects directly with the sea.
这条河一直通向大海。
②使有关系
People usually connect China with silk and good food.
人们一提到中国，往往便联想到丝绸和美食。
③用电话同······相联系
Please connect me with Peking University.
请给我接北京大学。
Please connect me with Mr.Collins.
请给我接柯林斯先生。
④转乘，及时赶乘
This flight connects with the one to Paris.
这班飞机与去巴黎的那班衔接。
（6）even if，even though即使，纵使
这两个短语都用来引导让步状语从句，一般可以换用。其细微差别是：even if多用于口语中，而 even though多用于书面语中。
Even if you don't like wine,try a glass of this.
即使你不喜欢喝酒，也喝一杯试试。
They will stand by you even though you don't succeed.
纵然你不成功，他们也会支持你的。
(7)look for,find,find out
这三个词都有“找”的含义，但具体用法有别：
①look for意为“寻找”，是有目的的，强调“寻找”这一动作。
-What are you looking for
你在找什么？
-I'm looking for my bike.
我在找我的自行车。
②find意为“找到”“发现”，强调“找”的结果，其宾语往往是某个丢失的东西或人。
-Did you find Li Wei yesterday
你昨天找到李伟了吗？
-No,we looked for him everywhere,but didn't find him.
没有。我们到处找了，但没有找到他。
③find out着重表示通过理解、分析、思考、询问等“弄清楚”“查明”一件事情，其后的宾语常常是某个情况、事实。
Please find out when the train leaves.
请查一下火车什么时候离站。
4. Ask the students to discuss the questions in 2e in their groups. Then some groups share their ideas with classmates.
Q1:Do you think you are a good learner
Q2:What learning habits do you think are useful
设计意图：学生在教师的帮助下运用不同的阅读策略完成对文本的学习，逐步养成良好的阅读习惯，并提升其独立思考和分析、解决问题的能力和与他人合作的能力。
Step III Writing(3a,3b)
1.T:Your friend wants to improve his/her English and asks you for help. What are the three best ways to learn and why Make some notes in the chart.
Let the students first complete the chart in 3a individually,then discuss their ideas in groups. Then ask some groups to pres-ent their ideas to the class.
2. Askthe students to complete the letter in 3b individually.Before the writing the students should read the sentences in 3b.And they can use these sentences in their writings.
After finishing the writing,the students will check each other in pairs,then the best one can be presented to the class.
设计意图：学生经历了在小组中谈论最好的学习方法的会话交流，和最后谋篇成文的语言实践过程，层层推进，完成了最终的写作任务。
Step N Self Check
1.Let the students complete thepassage in Part 1 individually firstly,then check the answers together.
The answers;develop,take notes,practice,remember,until,everything,prepare,worry about
Then ask the students to read the short passage and discuss the problems they have.
2.Let the students complete the conversation in Part 2 indi-vidually and check the answers together.
The answers:2,6,4,1,5,7,3
Then ask the students to read the conversation in pairs.
3.Let the students complete the activity in Part 3 individually,then check the answers in pairs.
The answers are various. The teacher should ask the students to present their advice freely.
设计意图：在循序渐进的自我检测过程中，学生逐步积累和运用目标词汇和句型，并在真实的任务中运用所学目标语言做事，从而完成对本单元重点知识的系统复习并且使语言技能得到进一步提升。
Step V Homework
Write a short passage about your learning challenges and solutions using the target language you have learned in Unit 1.(at least 60 words)
设计意图：作业是针对学生目标语言的巩固和运用而设计的，适合大多数学生做，让他们在语言运用能力上有更深层次的转化和提高。

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