The fourth period

Vocabulary

Teaching aims:
To understand the concept of an idom.
To understand English idoms and when to use them.
Teaching Process:

Step one :Read the explanation at the top of page 58 aloud .Make sure that students understand the concept of idoms. Encourage students to ask questions if they are unsure.

Step two: For weaker classes, ask students to give you examples of Chinese idoms to make sure they understand the concept.

Step three: Explain the context of the exercise. Simon is reading a book about idoms. Students must look at the pictures and match the meanings from the box with the correct idoms below the pictures.

Step four: For weaker classes, ask students to read the sentences in the box and find out what these sentences mean. Review some phases,e.g., are involved in , close to and in power. Then ask students to work in pairs and match the meanings with the correct idioms. Encourage students to ask questions if they are unsure of anything.
Stepfive: For stronger classes, ask students to complete the exercise independently .For weaker classes, students can work in pairs.

Step six: Check answers as a class. Ask one student at a time to read out one idom and its meaning. Listen for mistakes and mispronunciation.

Step seven: Ask more able students to think of Chinese idioms which have similar meanings to those on pages 58 and 59.

The fourth period

Vocabulary

Teaching aims:
To understand the concept of an idom.
To understand English idoms and when to use them.
Teaching Process:

Step one :Read the explanation at the top of page 58 aloud .Make sure that students understand the concept of idoms. Encourage students to ask questions if they are unsure.

Step two: For weaker classes, ask students to give you examples of Chinese idoms to make sure they understand the concept.

Step three: Explain the context of the exercise. Simon is reading a book about idoms. Students must look at the pictures and match the meanings from the box with the correct idoms below the pictures.

Step four: For weaker classes, ask students to read the sentences in the box and find out what these sentences mean. Review some phases,e.g., are involved in , close to and in power. Then ask students to work in pairs and match the meanings with the correct idioms. Encourage students to ask questions if they are unsure of anything.
Stepfive: For stronger classes, ask students to complete the exercise independently .For weaker classes, students can work in pairs.

Step six: Check answers as a class. Ask one student at a time to read out one idom and its meaning. Listen for mistakes and mispronunciation.

Step seven: Ask more able students to think of Chinese idioms which have similar meanings to those on pages 58 and 59.