Unit 4 What would you do?

(3) someone asked you to be in a movie?

(4) you wanted to be friends with a new student?

encourage students to give different answers to each question.

step ⅱ 3a

this activity introduces key vocabulary words and provides reading practice using the target language.

show the vocabulary words on page 30 on the screen by a projector.

pretty adv. 相當；頗；非常         social adj. 社會的；社交的

bother v. 打擾；擾亂               slight adj. 微不足道的；極不重要的

in the slightest 一點兒也；根本       fairly adv. 相當；完全

plenty adj. 很多的；足夠的          plenty of 很多的；足夠的

get along with 與......相處            listener n. 聽者；收聽者

say the words one by one and have students repeat them several times.

call students’ attention to the personality survey results in the box. set a time limit of two or three minutes. have students read the three paragraphs silently. mean while, write the new words on the blackboard. ask students to look at the questions and answers on the survey in activity 2a. say, the letter a answers all describe one type of person. the letter b answers describe another and c still another type.

read the activity 3a instructions to the class. ask students to reread the personality survey results and decide which letter goes in each paragraph. point out the sample answer.

get students to complete the activity on their own.

check the answers.

answers

1. c 2. a 3. b

step ⅲ 3b

this activity provides reading and writing practice using the target language.

read the instructions to the class.

invite a student to say the example to the class.

if a friend said something bad about you, would you…

a. talk to the friend right away?

b. say nothing?

c. think about what he or she said?

t: what kind of person is question a asking about?

ss: outgoing.

t: what about b?

ss: shy.

t: what about e?

ss: pretty confident.

say, you are to write your own personality survey. you can write any questions you want, but each question must be about a different personality type.

give another example on the blackboard. if a friend misunderstood you, would you…

a. tell him/her it is a misunderstanding at once?

b. want to explain to him/her, but have no courage?

c. invite him/her to dinner and explain?

get students to work individually. remind them to use the ones in the book and on the blackboard as a model.