Review of units 1-6. Programmes for the Review of Units 1-61. Teaching Goals(1)Review all the key vocabularies in units 1-6. (2)Review all the target languages in units 1-6. (3)Review all grammar items in units 1-6. 2. Target LanguageAll the target languages in units 1-6. . Brief Statements Based on the Review of Units 1-6. This is a revision unit, so it covers all the key words and the target languages learned from units 1-6. (1)In the first period students will review the key vocabulary in units 1-6. All the activities are designed to train students ability to classify words, put or guess words in context. (2)All the activities in the second period provide students with listening practice. Students practice recognizing the pronunciation of key words and listening for specific information. (3)In the third period students practice using the target languages from units 1-6 orally. All the activities are designed to train students speaking skill. (4)In the fourth period students will practise making sentences and conversations, and writing passages using the target languages from units 1-6. . Teaching TimeFour periods. The First PeriodTeaching Aims and Demands1. Knowledge and Ability Objects(1)Review the key words in units 1-6. (2)Make sentences using the words in units 1-6. (3)Train students ability to classify words. (4)Train students ability to put or guess words in context. 2. Method Objects in Teaching(1)Practicing method. (2)Pairwork. (3)A game. 3. Moral ObjectMaking sentences with words is a basic ability for writing. Its a little difficult. The more you practice, the more progress you will make. Teaching Key Points1. Review the key words in units 1-6. 2. Make sentences using the words in units 1-6. Teaching Difficulties1. Train students ability to classify words. 2. Train students ability to put or guess words in context. Teaching AidA computer for multimedia use. Teaching ProceduresCStep . Greetings and RevisionGreet the whole class as usual. Check homework. Ask different students to say their answers to the exercises of the workbook. Tell students that the answers to exercise 7 will vary. CStep . 1aCall students attention to the words in the box. T:These are some of the key words in units 1-6. Read and check the words you know. And try to find the meanings of the words you dont know by turning to the page numbers in the brackets. Get students to finish the activity on their own. Give students one or two minutes to read the words aloud. (This activity provides a comprehensive review of the key words from units 1-6, including what students will use in the following three exercises. )CStep . 1bFocus attention on the box. Read the headlines Places, Jobs, Weather and Animals to the class. T:Now please classify the words in 1a into the four categories. For example, “supermarket” belongs to “places” and “reporter” belongs to “jobs”. Do you understand?Ss:Yes. Get students to complete the activity individually or in pairs. Move around the classroom offering help if needed. Check the answers. Answers:Places:supermarket, garden, Canada, restaurant, bank, hotel, Africa, Australia, park, pool, mall, Singa-poreJobs:reporter, doctor, bank clerk, actor, waiterWeather:cloudy, humid, cold, snowing, warm, windy, sunnyAnimals:panda, koala, tiger, dolphin(This activity gives students a chance to put the words in 1a into different categories. )Optional activityGuessing show. Play the game as in Lucky 52. Put a team of students into a group. Each group chooses two students to play the game. One person stands in the front of the classroom facing the whole class. The teacher writes ten words for them on the blackboard. The other looks at the words and explains them one by one by gesture or by other words, but not the words themselves. Set a time of three minutes for each group. See which group can guess more words within limited time. CStep . 1cT:Now lets read the words in the box in 1a once again. Then teacher asks students to focus attention on the numbered sentences. T:Now fill in the blanks with the words from 1a. For example, I _ to be a doctor. We can fill the word “want” in the blank to complete the sentence. Youd better work on your own. Is that clear?Ss:Yes. As students work, walk around the classroom offering any support they may need. Check the answers by asking different students to read their completed sentences to the class. Answers:1. want2. behind3. Africa4. cute5. behind6. cold7. Australia8. restaurant(This activity gives students practice putting words in context. )CStep . 1dAsk students to choose five words from 1a and make sentences as in 1c. Point to the conversation in the speech bubbles. Ask two students to read it. T:You are to work in pairs. One person says the sentences you wrote just now. But dont say the wor