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THESIXTHPERIODTEACHINGAIMSANDDEMANDS1KNOWLEDGEOBJECTSNEWWORDSWRITINGPRACTICEJUSTFORFUNEXERCISESOFTHEWORKBOOK2ABILITYOBJECTSTOTRAINSTUDENTSSELFCHECKSKILLTOTRAINSTUDENTSABILITYOFREADINGANDWRITINGTOTRAINSTUDENTSSENSEOFHUMOR3SENSIBILITYANDVALUETOBEINTERESTEDINTAKINGPARTINACTIVITIESINANENGLISHCLASSTEACHINGKEYPOINTSNEWWORDSEXERCISESOFTHEWORKBOOKTEACHINGDIFFICULTYWRITINGPRACTICETEACHINGMETHODSSELFCHECKMETHODWRITINGMETHODTEACHINGAIDSAPROJECTORTHEBLACKBOARDTEACHINGPROCEDURESSTEPGREETTHECLASSASUSUALANDCHECKTHEHOMEWORKSTEPSELFCHECK1AND2THESETWOACTIVITIESFOCUSONVOCABULARYINTRODUCEDINTHEUNITSAY,FIRSTCHECKTHEWORDSANDPHRASESYOUKNOWTHENWRITEFIVENEWWORDSORPHRASESINYOURVOCABBUILDERGETSTUDENTSTOMAKETHEIROWNSENTENCESWITHTHEWORDS,PREFERABLYSENTENCESTHATAREMEANINGFULWRITEANUMBEROFSTUDENTSANSWERSFOREACHWORDONTHEBOARDUNDERLINEANYMISTAKEANDASKSTUDENTSTOSUGGESTHOWTOCORRECTTHEMISTAKEANSWERS1IMTRYINGTOSLEEPCOULDYOUTURNDOWNTHEMUSIC,PLEASE2IMGOINGTOBEABITLATECOULDYOUASKTHEBUSDRIVERTOWAITFORFIVEMINUTES3WOULDYOUMINDCLOSINGTHEDOORITSCOLDOUTSIDE4IDONTKNOWTHEWAYTOTHESPORTSCLUBCANIFOLLOWYOU5SORRY,IORDEREDMYFOODHALFANHOURAGOANDITHASNTARRIVEDYETSHOWTHESAMPLEANSWERSABOVEONTHESCREENASKSTUDENTSTOREADTHEMANDMAKESURESTUDENTSUNDERSTANDTHEUNDERLINEDWORDSSTEP3THISACTIVITYFOCUSESONTHEGRAMMATICALSTRUCTURESANDKEYVOCABULARYINTRODUCEDINTHISUNITGOTHROUGHTHEINSTRUCTIONSWITHTHESTUDENTSLOOKATTHEPICTUREASKSTUDENTSTOTALKABOUTTHEPICTUREINTHISPICTURE,THEREARETHREEPEOPLEFATHERISPLAYINGTHEGUITARTHEMUSICISVERYNOISYMOTHERISTELEPHONINGSOMEBODYHERVOICEISVERYLOUDTHEIRSONISPLAYINGFOOTBALLONTHEFLOORNOWASKSTUDENTSTOWRITETHELETTERONTHEIROWNASTHEYWORK,WALKAROUNDTHEROOMCHECKINGTHEPROGRESSANDOFFERINGHELPASNEEDEDASKAFEWSTUDENTSTOSHARETHEIRLETTERSCHECKTHEANSWERSANSWERSWILLVARYASAMPLELETTERDEARMRANDMRSHARRIS,WELCOMETOOURNEIGHBORHOODWOULDYOUMINDNOTTELEPHONINGSOLOUDLYATNOONWOULDYOUMINDTURNINGDOWNTHEMUSICPLAYINGTHEGUITARISVERYGOODBUTPLEASEPAYATTENTIONTOTHETIMEWHENYOUPLAYITWOULDYOUMINDNOTPLAYINGFOOTBALLONTHEFLOORTHANKYOUVERYMUCHYOURSSINCERELY,TOMSTEPJUSTFORFUNTHISACTIVITYPROVIDESREADINGPRACTICEWITHTHETARGETLANGUAGEGETTWOSTUDENTSTOREADTHEDIALOGUEINTHEPICTURETOTHECLASSAWOULDYOUMINDNOTWALKINGONMYFOOTBWHATSTHEPROBLEMYOUWALKONITEVERYDAYASKSTUDENTSTOTELLINENGLISHOTHERSILLYJOKESLIKETHISTHATTHEYHAVEHEARDINTHEIRFIRSTLANGUAGESTEPWORKBOOKSECTIONB1FILLINTHEBLANKSWITHTHEWORDSFROMTHEBOXMAD,DISHES,NOW,ANNOYED,LONG,MINUTEAYOULOOK1ANNOYEDWHATSTHEPROBLEMBIWANTTOGORIGHT2ANDYOUARENTREADYADONTGET3IWONTBE4IAMDOINGTHE5BWELL,IMLEAVINGAPLEASEWAITILLBEREADYINA6BOKILLWAIT2READTHELETTERTHENMATCHTHESENTENCEPARTSDRAWALINETOMUSICBYMAIL,INCIRECEIVEDTHECDVERSIONOFCANTSTOPDANCINGINTHEMAILTODAY,BUTIORDEREDTHECASSETTERECORDING,NOTTHECDWOULDYOUMINDSENDINGMETHECASSETTERECORDINGASSOONASPOSSIBLEALSO,PLEASETELLMEHOWTORETURNTHECDOFCANTSTOPDANCINGYOURSTRULY,SYLVIAMARTIN3WRITEALETTERCOMPLAININGABOUTSOMETHINGYOUBOUGHTTHATDOESNTWORK_KEYTOWORKBOOKSECTIONB12NOW5DISHES3MAD6MINUTE4LONG22C3A3ANSWERSWILLVARYSTEPSUMMARYTHISCLASSWEVEREVIEWEDWORDSANDPHRASESINTHEUNITANDWEVEDONEAWRITINGEXERCISEUSINGTHETARGETLANGUAGESOMEEXERCISESOFTHEWORKBOOKCANSTRENGTHENTHETARGETLANGUAGEPRESENTEDINTHEUNITSTEPHOMEWORKNEXTCLASSWELLLEARNTHEREADINGPASSAGETHEREAREMANYNEWWORDSANDEXPRESSIONSI
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