Unit 4 What would you do?

point to the list of larry’s worries in the box. invite a student to read them to the class.

ask students to look back at the list of checked sentences.

read the instructions to the class. say, please make conversations using information from activities 2b and 2c.

ask a pair of students to demonstrate a conversation to the class.

sa: i don’t know what to wear.

sb: if i were you, i’d wear a shirt and tie.

get students to work in pairs. as the pairs work together, walk around the room listening in on various pairs and giving language and pronunciation support as needed.

after all the students have a chance to play both parts, stop the activity. ask different students to perform their conversations.

optional activity

ask students to write down a problem they have on a piece of paper. have students exchange papers with one another and read the one they receive. then ask students to write two pieces of advice they would give the other student. ask a student to read his/her advice to the class. the rest guess the problem.

step ⅴ grammar focus

ask different students to read the question and answer and the statements to the

class.

s1:what would you do if you won a million dollars?

s2:i’d give it to charities.

s3:if i were you, i’d wear a shirt and tie.

s4:if i were you, i’d take an umbrella.

write them on the blackboard.

show a picture of someone in a lion’s cage on the screen by a projector. ask students questions pointing to the picture.

t: have you ever been in a lion’s cage?

ss: no.

t: that’s right. none of us has ever been in a lion’s cage. what would you do if you were in a lion’s cage? (write the question on the blackboard.)

s1:i’d call for help. (write the sentence on the blackboard.)

t: what about you?

s1:i’d get out fast. (write the sentence on the blackboard. )

get several more examples from other students.

say, when we talk about things that haven’t happened, we often use the word would (underline the word would in the question). apostrophe’d is the abbreviation of the word would( underline the abbreviation ‘d in the answers).

then underline the word were in the two statements. say, when you tell someone what you would do, you use the expression if i were you. get all the students to read the target language on the blackboard.

pronunciation note

when saying the words would you in phrases such as what would you do…,

english speakers often run the words together and pronounce these words as if they were spelled wudjuh.

step ⅵ summary

say, in this class, we’ve learned the target language i’d give it to charities and if i were you, i’d wear a shirt and tie. and we’ve also done much listening practice using the target language.