代词

代词是代替名词的一种词类。大多数代词具有名词和形容词的功能。英语中的代词，按其意义、特征及在句中的作用分为：人称代词、物主代词、指示代词、自身代词、相互代词、疑问代词、关系代词和不定代词八种。


一、人称代词是表示"我"、"你"、"他"、"她"、"它"、
"我们"、"你们"、"他们"的词。人称代词有人称、数和格的变化，见下表：

数 单数 复数
格 主格 宾格 主格 宾格
第一人称 I me we us
第二人称 you you you you
he him they them
第三人称 she her they them
it it they them

如：He is my friend. 他是我的朋友。
It’s me. 是我。


二、 物主代词表示所有关系的代词，也可叫做代词所有格。物主代词分形容性物主代词和名词性物主代词二种，其人物和数的变化见下表。


数 单数 复数
人称 第一 第二 第三 第一 第二 第三
人称 人称 人称 人称 人称 人称
形容词性 my your his/her its our your/their
物主代词

名词性 mine yours his/hers its ours yours/theirs
物主代词

如： I like his car.
我喜欢他的小汽车。
Our school is here，and theirs is there.
我们的学校在这儿，他们的在那儿。


三、 指示代词表示"那个"、"这个"、"这些"、"那些"等指示概念的代词。指示代词有this，that，these，those等。
如： That is a good idea. 那是个好主意。


四、 表示"我自己"、"你自己"、"他自己"、"我们自己"、"你们自己"和"他们自己"等的代词，叫做自身代词，也称为"反身代词"。
如： She was talking to herself. 她自言自语。


五、 表示相互关系的代词叫相互代词，有each other&n bsp;和one another两组，但在运用中，这两组词没什么区别。
如： They love each other. 他们彼此相爱。

六、 不是指明代替任何特定名词的代词叫做不定代词。常见的不定代词有a11，both，each，every等，以及含有some-，any-，no-等的合成代词，如anybody， something，no one。这些不定代词大都可以代替名词和形容词，在句中作主语、宾语、表语和定语， 但none和由some，any，no等构成的复合不定代词只能作主语、宾语或表语；every和no只能作定语。如：

--- Do you have a car? --你有一辆小汽车吗？
--- Yes，I have one. --是的，我有一辆。
--- I don’t know any of them. 他们，我一个也不认识。


七、 疑问代词有who，whom，whose，what和which等。在句子中用来构成特殊疑问句。疑问代词都可用作连接代词，引导名词性从句（主语从句、宾语从句和表语从句）
如：Tell me who he is. 告诉我他是谁。


八、 关系代词有who，whom，whose，that，which，as等，可用作引导从句的关联词。它们在定语从句中可作主语、表语、宾语、定语等；另一方面它们又代表主句中为定语从句所修饰的那个名词或代词（通称为先行词）。
如： He is the man whom you have been looking for. 他就是你要找的那个人。





3.1 人称代词的用法

1）人称代词的主格在句子中作主语或主语补语，例如：
John waited a while but eventually he went home.
约翰等了一会儿，最后他回家了。
John hoped the passenger would be Mary and indeed it was she.
约翰希望那位乘客是玛丽，还真是她。

说明：在复合句中，如果主句和从句主语相同，代词主语要用在从句中，名词主语用在主句中，例如：
When he arrived, John went straight to the bank.
约翰一到就直接去银行了。

2）人称代词的宾格在句子中作宾语或介词宾语，但在口语中也能作主语补语，第一人称在省略句中，还可以作主语，例如：
I saw her with them, at least, I thought it was her.
我看到她和他们在一起，至少我认为是她。（her做宾 语，them做介词宾语，her做主语补语）
a. -- Who broke the& nbsp;vase? --谁打碎了花瓶？
b. -- Me. --我。（me做主语补语= It’s me.）

说明：在上面两例句中，her和me分别作主语补语。现代英语中多用宾格，在正式文体中这里应为she和I。


3.2 人称代词之主、宾格的替换

1) 宾格代替主格
a.在简短对话中，当人称代词单独使用或在not 后，多用宾语。
---- I like English. --我喜欢英语。
---- Me too. --我也喜欢。
---- Have more wine? --再来点酒喝吗?
---- Not me. --我可不要了。


b.在表示比较的非正式的文体中，常用宾格代替主格。 但如果比较状语的谓语保留，则主语只能用主格。
He is taller than I/me.
He is taller than I am.

2) 主格代替宾格
a. 在介词but，except 后，有时可用主格代替宾格。


b. 在电话用语中常用主格。
---- I wish to speak to Mary. --我想和玛丽通话。
---- This is she. --我就是玛丽。


注意：在动词be 或to be 后的人称代词视其前面的名词或代词而定。
I thought it was she. 我以为是她。 (主格----主格)
I thought it to be her. (宾格----宾格)
I was taken to be she. 我被当成了她。 (主格----主格)
They took me to be her. 他们把我当成了她。 (宾格----宾格)


3.3 代词的指代问题

1）不定代词 anybody，everybody，nobody，anyone， someone， everyone，no one， 及whoever和person在正式场合使用时，可用he, his, him代替。
Nobody came, did he? 谁也没来，是吗?


2）动物名词的指代一般用it或they代替，有时也用he, she，带有亲切的感情色彩。
Give the cat some f ood. She is hungry. 给这猫一些吃的。她饿了。


3）指代车或国家，船舶的名词，含感情色彩时常用she。
3.4 并列人称代词的排列顺序

1) 单数人称代词并列作主语时，其顺序为：
第二人称 －> 第三人称 －> 第一人称
you －> he/she; it -> I
You, he and I should return on time.
2) 复数人称代词作主语时，其顺序为：
第一人称 －> 第二人称 －> 第三人称
we －> you －> They
注意： 在下列情况中，第一人称放在前面。
a. 在承认错误，承担责任时，
It was I and John that made her angry.
是我和约翰惹她生气了。


b. 在长辈对晚辈，长官对下属说话时，如长官为第一人称， 如：I and you try to finish it.


c. 并列主语只有第一人称和第三人称时，

d. 当其他人称代词或名词被定语从句修饰时。


3.5 物主代词

1）物主代词既有表示所属的作用又有指代作用，例如：
John had cut his finger; apparently there was a broken glass on his desk.
约翰割破了手指，显而易见，他桌子上有个破玻璃杯。


物主代词有形容词性（my, your等）和名词性（mine, yours等）两种，形容词性的物主代词属于限定词。
名词性的物主代词在用法上相当于省略了中心名词的 --’s属格结构，例如：
Jack’s cap 意为 The cap is Jack’s.
His cap 意为 The cap is his.


2) 名词性物主代词的句法功能
a. 作主语，例如：
May I use your pen? Yours works better.
我可以用一用你的钢笔吗？ 你的比我的好用。

b. 作宾语，例如：
I love my motherland as much as you love& nbsp;yours.
我爱我的祖国就像你爱你的祖国一样深。

c. 作介词宾语，例如：
Your should interpret what I said in my sense of the word, not in yours.
你应当按我所用的词义去解释我说的话，而不能按你自己的意义去解释。


d. 作主语补语，例如：
The life I have is yours. It’s yours. It’s yours. 我的生命属于你，属于你，属于你。


3.6 双重所有格

物主代词不可与 a, an, this, that, these, those, some, any, several, no, each, every, such, another, which等词一起前置，修饰一个名词，而必须用双重所有格。
公式为：
a, an, this, that 名词 of 名词性物主代词。如：
a friend of mine.
each brother of his.

一提起单词box，小朋友们肯定都知道它的意思吧？box就是指“盒子”、“箱子”等方形物体。今天，让我们一起来学习一下生活中与box密切相关的词组，开开我们的眼界吧！

 

toy box         玩具箱

 

book box        书箱

 

pencil box      铅笔盒

 

post box        邮箱，邮筒

 

boxcar          箱车，篷车

 

box office      售票处

 

telephone box   电话亭

Hello, boys and girls. 你们一定很喜欢hamburger（汉堡包）吧，它的美味真让人垂涎三尺，那么，你们知道它的由来吗？

 

据说，hamburger这个名字起源于德国西北部城市汉堡（Hamburg），在19世纪中叶，居住在那里的人们喜欢把牛排捣碎成一定形状，这种吃法后来被德国移民传到了美洲。1836年，一道以“汉堡牛排（hamburg steak）”命名的菜出现在美国人的菜单上。到了20世纪晚期，美国人对hamburg steak的做法进行了改良，然后把它送进了快餐店，这就是今天招人喜爱的hamburger的起源。

 

Hamburger除了表示“汉堡包”，还有“碎牛肉，牛肉饼”的意思，可见汉堡包里多半是夹牛肉的。不过后来“猪柳”、“鱼香”、“鸡肉”等类型的汉堡包又陆续推出，可见光靠牛肉是没法“一招鲜吃遍天”了。

  八年级（下）新目标英语重点短语及句型总汇 Unit 1 Will people have robots? 1.        fewer people            &n...  阅读全文

 

What were you doing when the UFO arrived?

一、教材分析:
1. 位置和内容:这是新目标英语(Go For It)八年级下册第三单元第一课时。谈论如何使用过去进行时。如何使用过去进行时是本单元的重点内容。为了让学生更好的认识过去进行时，我重新安排了教学内容:SectionA(1a、1b、1c), SectionB (4b). 把这些内容组合在一起。同时我也创造了一些便于进行沟通交流的情境，让学生学会使用过去进行时。
2．教学重点: 如何使用过去进行时。
3．教学难点: 如何在由when引导的时间状语使用过去进行时。
二、教学目标：
1. 知识目标：要求学生掌握使用过去进行时。
2. 能力目标：让学生做课堂的主人，同时培养他们掌握一些行之有效的学习方法,优化学习效果。
3. 情感目标：让学生爱上英语课堂活动,鼓励他们在课堂上进行合作交流。
4.学习策略目标：设法使学生掌握使用英语进行交流，学习积极参与班级活动.
三、教学分析：
1. 说教法：
1)任务型教学法：给学生三项任务，让学生使用过去进行时来完成这些任务。使他们在任务中学习英语。
2)情景教学法：创造足够的交际环境刺激学生的视听能力,使他们能够更好的理解这一时态。以培养他们的听和会话能力。
3)交际教学法：学生可以通过俩俩对话或小组对话来掌握过去进行时。
2. 说学法：
1)学生要善于把握机会,用英语进行沟通，大胆实践。
2)积极参加课堂活动，培养合作关系。
四.学生分析:
学生七年级下册就学过现在进行时, 并掌握如何使用现在进行时来描述日常活动, 而且掌握了一些日常活动的短语, 有利于他们学习过去进行时.
五. 教学过程的分析：
步骤1---组织
1）师生互相打招呼；
2）值日生报告；
步骤2---复习（目的是复习现在进行时）
1）显示三幅画面在屏幕(一学生在弹吉它,一学生在打蓝球,一些人在聚会,一人在玩电脑). 问：他们在做什么?
2. 引导学生到实际情况中；问一男学生：请问你在做什么? 学生可能回答：我在听你说话。告诉全班同学：他在听我说话。和另一个女生重复操练这一个句型，然后尝试用现在进行时和全班一起操练不同的人称。
3.学生使用现在进行时进行小组对话。
步骤3---引入：给学生介绍过去进行时。
1. 让学生A离开课室, 并在门口等候, 然后让学生B在黑板上写字,学生C在课室内走动。接着叫A走进课室。
2. 问学生B：:你在干什么? 学生B回答:我在黑板上写字. (把B的回答写在黑板上。重复这一个对话对C进行提问，并把C的回答也写在黑板上。接着问B：刚才当A走进课室的时候你在做什么？此时老师要帮助学生一起回答并把答句写在黑板上。并告诉全班同学当A走进课室的时候B正在黑板上写字。并让全班同学重复这句话。重复这个对话询问C当A走进课室的时候他在做什么？询问其它学生当A走进课室的时候他们又在做什么？并帮助学生一起回答。
3. 告诉学生黑板上的句型就是我们今天学习的重点---过去进行时
介绍过去进行时。
B：I am writing on the blackboard.
I was writing on the blackboard. C： I am walking in the room.
I was walking in the room.
4 比较: 过去进行时与现在进行时。(作比较可以让学生有深刻的印象)
时态现在进行时过去进行时
用法表示现在正在进行的动作表示过去某个时刻正在进行的动作
结构 is/am/are + doing was/were + doing
例句 I am having an English class I was having an English class.
步骤4---教授新课: SectionA(1a、1b、)
1．屏幕上展示照片 (图18页)。给学生介绍图片相关的情况。
2．让学生通过听力了解图片中发生的相关事情。 (这一步骤是为了使学生了解课文，并且帮助学生能轻易完成下面的任务1)
步骤5---三个任务：
任务1:谈论当飞碟到达的时候人们在做什么. 为了让工作更容易做,教师点着图中的剪头发的人问: 当飞碟到达的时候他在做什么。重复这一指令。
2. 学生小组操练上述的对话。并让一些学生来展示他们的对话过程。
3．学生尝试把他们所讲的句子在练习本上写出来。
任务2:记忆比赛（让学生更加集中注意力在课堂上）
比赛是这样的:1. 展示十余张动画在屏幕上.动画按一定的时间先后出现。
2. 把全班同学分成三个小组. 如果学生知道答案,迅速起来回答，如果答案正确,那么他的团队能够取得10分.
任务3:用过去进行时描述图中的故事4b；
1. 显示照片在屏幕。画面是描述一个小偷偷走了一个女孩子的单车故事。提示学生在每一个画面都有时钟显示时间. 学生要利用时间进行描述.
2. 四个学生为一小组合作讨论这个故事的发展情节,每人负责一个场景.
3. 让一两个小组来描述这个故事.
步骤6--总结：在学生经过三个任务操练后,帮助他们总结过去进行时。
步骤7---作业:进行课后调查；
询问你的两个搭档昨天这个时候他们在做些什么. 下一节上课的时候做一个调查报告。

Blackboard Work
Unit 3 What were you doing when the UFO arrived?
I am writing on the blackboard.
I was writing on the blackboard. I am walking in the room.
I was walking in the room.
用法表示过去某个时刻正在进行的动作
结构 was/were + doing
常见的
标志词 1) at 9 o’clock yesterday, from 8 to 9 yesterday morning
at this/that time yesterday
2) 主句（过去进行时）＋ when + 从句（一般过去时）
例句 1)I was cutting hair at 9 o’clock yesterday.
2)I was sleeping late when the UFO arrived.

 

英语八年级下Unit 2 What should I do? 单元总结课的教案资料

（一）本单元语言目标：

1. 谈论在学校和家庭中遇到的种种麻烦和问题。2. 为他人找到合理的解决办法，提出相应的建议。

3. 为自己的问题找到解决办法。

（二）重点单词：

1. play v. 播放 2. loud adj. 高声的；大声的 3. argue v. 争论，争吵 4. wrong adj. 错误的；有毛病的；不适合的 5. could v. can的过去式 6. ticket n. 票，入场券

7. surprise v. 使惊奇；使意外 8. other adj. 任一的；（两方中的）每一方的

9. except prep. 除；把......除外 10. fail v. 失败 11. football n. 足球

12. until prep. 到......为止 13. fit v. 适合，适应 14. include v. 包括；包含

15. send v. 发送，寄 16. themselves pron. 他们自己（反身代词）

（三）重点词组：

1. keep out不让......进入2. out of style不时髦的；过时的3. call sb. up打电话给......4. pay for付款

5. ask for要求6. the same as与......同样的7. in style时髦的；流行的8. get on相处；进展

9. as much as possible尽可能多10. all kinds of各种；许多11. on the one hand, ......（在）一方面，......

12. on the other hand, ......另一方面，......

（四）重点句型：

1. What should I do?我应该怎么做？2. You could write him a letter.你可以写信给他。

3. What should he do?他应该怎么做？4. Maybe he should say he's sorry.也许他应该说抱歉。

5. What should they do?他们应该怎么做？6. They shouldn't argue.他们不应该争吵。

（五）重点语法：情态动词should的用法

should是情态动词，它的基本用法是必须和其他动词一起构成谓语。情态动词没有人称和数的变化，意为"应该......"。should（应当，应该）用于所有人称，表示劝告或建议。

eg. You should wait a little more.你应该再多等一会儿。

--- I have a very bad cold.我感冒很厉害。--- You should lie down and have a rest.你应该躺下，多喝水。

在这个单元中我们还学到用"could"表示建议，这时could不是can的过去式,而表示比should更加委婉的建议。

--- I need some money to pay for the summer camp.

---- You should/ could borrow some money from your brother.

（六）知识点讲解：

1. I don't have enough money.我没有足够的钱。

enough：adj.充足的、充分的，在句子中可作定语修饰名词，也可作表语。

eg. Do you have enough time? Six pieces of paper will be enough.

2. I argued with my best friend.我与我最好的朋友吵架了。

argue with sb.意为"与......争吵，争论" eg. He often argue with his classmates.

3. My clothes are out of style. 我的衣服过时了。

be out of style / fashion表示"过时""不合乎时尚" 反义词是"be in fashion"表示"合乎时尚"

eg. He is aways in fashion. The sofa is out of style, and I don't like it.

4. Maybe you should call him up.

（1）maybe是副词，用来表示推测，译为"也许，或许，大概"。

eg. Maybe you are right. Maybe they will go out for a walk.

maybe不同于may be。maybe是一个词，是副词，may be是情态动词may加上动词原形be，意为"或许"，后接形容词、名词、代词等。eg. It may be true. He may be the man we are looking for.

（2）call sb up .打电话给某人

eg. I called up Zhang Hong at eight o'clock. 原句中him为代词，所以放在call和up之间，不能说成call up him。

eg. I'll call her up this afternoon. Could you ask him to call me, please.在这个句子中，省略up。

5. I don't want to surprise him. 我不想

使他惊讶。

在这句话中surprise是个行为动词，可以说成"surprise sb."，表示"使......惊讶"。

eg. The news surprises us greatly.surprised adj.惊讶的surprising adj.令人惊讶的

eg. I'm surprised to hear the news.It's a surprising gift, and I love it.

6. No, he doesn't have any money, either.不，他也没有钱。either的用法：用作副词，用在否定句或否定词组后加强语气，表示"也"，"而且"。 eg. He doesn't like singing, and he doesn't like dancing, either.

either用作代词时，常表示"两者之中任何一个"，常与短语连用或用作宾语。

eg. Either of them will agree with you.I don't like either of the books.

7. I need to get some money to pay for summer camp.

我需要一些钱支付夏令营。

（1）need是个情态动词，也可以是行为动词。

▲当它是情态动词时，后边直接加行为动词，表示"需要"，但need作情态动词时一般不用于肯定句。它一般用于否定句和疑问句中，例如：

①You need not meet him.你不必见他。②Need I repeat it?我有必要重复它吗？

对上一句的简略回答为：Yes, you need. No, you needn't.

▲此外情态动词must提问时，否定回答时为No, ... needn't。

例如：Must he finish the homework now? Yes, he must. No, he needn't.

当need作行为动词时，同其他行为动词一样对待，need后加不定式为"need to do"。

例如：I need to finish the work. 变为疑问句时，不能像它作情态动词时直接提前，而要加助动词do/ does/ did等，例如： He needs to write many words.

改成一般问句：Does he need to write many words? 他需要写许多字吗？Yes, he does. No, he doesn't.

（2）（sb.）pay（money）for sth.为......而付款（sb.）spend（money）on sth在......上花多少钱

（sth.）cost sb.（money）什么东西值多少钱

这三个短语都是表示付款。但pay, spend指的是"人"，主语为人，而cost指的是"物"，主语为"物"。

例如说他昨天花10元买了一本书。用以上三个短语分别为：

① He paid 10 yuan for the book yesterday. 他昨天为这本书付了10元钱

②He spent 10 yuan on the book yesterday. 他昨天花了10元钱（买）这本书。

③The book cost him 10 yuan yesterday. 这本书花了他10元钱。

注意以上三个动词的动词过去式为：pay---paid spend ---- spent cost----cost

Unit 2 What should I do ?

I. Teaching aims and teaching demands:

In this unit students learn to talk about problems and give advice.

II. Teaching key and difficult points:

A. Vocabulary argue, loud, original ,out of style, tutor, upset, adult,

Recycling: problem, sorry, part-time, important, friend, money, home, new, easy, letter, ticket, ball game, surprise, colorful, borrow, write, call someone up, go to someone’s house, every night

B. Target language

My brother plays his CD too loud. What should I do ? Why don’t you talk to him about it?

C. Structures Modals could, should Why don’t you …?(formulaic)

III. Teaching methods: Audio-lingual methods

IV. Teaching aids: a tape recorder

V. This unit is divided into seven periods.

Lesson 1 Speak and listen

Section A 1a---1c

I. Teaching aims and demands:

Students learn to talk about problems and give advice.

II. Teaching key and difficult points:

A. Vocabulary keep out , play, loud, argue, wrong, What’s wrong ? out of style , could, should,

B. Target language

My brother plays his CDs too loud. Maybe you should buy some new clothes.

III. Teaching methods: Audio-lingual methods

IV. Teaching aids: a tape recorder

V. Teaching procedure

Activity 1. Revision

Task 1. Dictation Task 2. Ask and answer.

Questions about future with will.

Activity 2. Presentation

This activity introduces some new vocabulary.

Task 1 . Make a two-column chart on the board with the heading Problem at the top of column 1 and the heading Advice at the top of column 2 .Then ask the students to tell you what you could do about it.

Problem

I want to buy a new guitar but I don’t have enough money.
Advice

1. Wait until next year.

2. Don’t buy a guitar.

3. Borrow one.

4. Buy a used guitar.

5. Get a part-time job.

 

Task 2. Then read the problem to the class again. Then write the words could ,should ,and shouldn’t on the board next to the chart. Read the problem to the class again and help the class give advice using the words could, should ,and shouldn’t.

Task 3. Ask the students to finish the task in 1a.

Teach : Serious problem is a very bad problem, a very big problem. Out of style means not in fashion.

enough money : I don’t have enough money to buy a bike.

Ask the students to write the problems in the serious or Not serious column.

Task 4. Talk about the answers.

Ask ,Who put “My parents want me to stay at home every night?” the serious column? Ask the same questions about the other items. Discuss which problems students thought were the most serious.

Activity3. Listen and circle the problems you hear in activity 1a.

Task 1.Point to the pictures in activity 1a. Ask different students to say what they see in each picture. Read the instructions to students.

Task 2. Play the recording the first time. Students only listen.

Task 3. Play the recording a second time. Students circle the problems they hear. Then check the answers.

Step4. Pairwork

Ask the students to look at the problems in activity 1a and make conversations.

Homework Make up your own conversations.2. Make ten sentences with could, should and shouldn’t.

Lesson 2 Listen and speak
Section A 2a---Grammar Focus
I. Teaching aims and demands :

Students learn to talk about problems and give advice.

II. Teaching key and difficult points:

A. Vocabulary call sb. up, ticket, surprise, on the phone, What’s the matter?

B. Target language

You could go to his house. You could give him a ticket to a ball game. What should I /he/they do ?

III. Teaching methods: Audio-lingual methods and PPP

IV. Teaching aids: a tape recorder

V.Teaching procedure

Activity 1. Revision

Task1. Check the homework. Ask and answer. Task2. Revise the vocabulary.

Activity 2. Listening and circling .

Task1.Read the instructions. Learn the key vocabulary.

Read and repeat the phrases.

Task2.You will hear a conversation between Nari and a friend.

Play the recording twice and students circle the word ,Nari’s friend uses to give advice.

Then check the answers.

Activity 3.Listening

Task 1. Read the instructions. Show students the example match.

Task 2. Play the recording again and check the answers.

Activity 4. Groupwork

Task 1.Read the instructions for the activity.

Task 2. Point to the example in the sample dialogue. Ask two students to read the conversation to class.

Task 3. Ask students to role play a conversation between Nari and his friend using these two sets of sentences.Then have the students work in pairs.

Task 4. Check the answers by calling on different pairs to say a conversation to the class.

Activity 5. Grammar Focus Review the grammar box.ask the students to say the questions and the responses. Explain that the word should is always used to ask for advice, but the words could, should, and shouldn’t are used to give advice. Could is a less serious word than should.

Pay attention to the questions and answers, ask and answer loudly.

Homework: Review the conversation and the vocabulary. Write your own conversations on giving advice.

Lesson 3 Reading and writing
I. Teaching aims and demands : Students learn to talk about problems and give advice.

II. Teaching key and difficult points:

A. Vocabulary pay for, part-time job, okay, either, bake, Teen Talk, tutor, need, maybe, good idea, bad idea, okay idea

B. Target language

What should I do ?

Then I think you should get a part- time job.

III. Teaching methods: Audio-lingual methods and Control-reading and writing.

IV. Teaching aids: a picture

V.Teaching procedure

Activity 1. Revision

Task 1.Revise the vocabulary and the key structures.

Task 2.Dictation.

Activity 2. Reading and writing

Task 1 .Read the instructions. Write the possible responses on the Bb and ask a student to read the responses to the class. Discuss the three responses and be sure students understand how the responses are used.

Task 2. Ask four students to read the conversation to the class.

Ask the students to fill in the blank.

Then ask and answer in groups.

Activity 3. Pairwork

Task 1. Read the instructions.And then ask two students to read the sample conversationn.

Task2.Ask the students to say some ways to get money that aren’t in the book.

Task 3. ask the students to work with partners as they ask for and give advice.Then ask two or three pairs of the students to say their conversations to the class.

Activity 4. Pairwork

This activity provides an opportunity for students to use the language of the unit to give advice.

Task 1. Read the instructions. Then ask two students to read the dialogue.

Task 2. Ask another pair of students to give their advice on another topic. Pick a topic of current interest in the news.

Homework 1.Review the vocabulary and target language.

2.Write your own conversations about problems and advice.

Lesson 4 Section B
I. Teaching aims and demands : Students practice using the target language.

II. Teaching key and difficult points:

A. Vocabulary original , the same as, in style, nicer, haircut, inexpensive, comfortable

B. Target language

I think Erin should tell her friend to get different clothes.

Friends shouldn’t wear the same clothes.

They are the same as my friend’s clothes.

III. Teaching methods: Audio-lingual methods

IV. Teaching aids: a tape recorder

V. Teaching procedure

Activity 1. Revision

This activity introduces the key vocabulary.

Task 1.Read the instructions in 1a. Ask a student to read the sentences to the class.Read each sentence again and ask the Ss to repeat it. Then explain in their own words that each sentence means.