让某人知道最近的进展

1、teaching planlevel 4unit 2 a hot leadclass meeting objectives:topic: talk about problems （situati ons or feeli ngs）vocabulary: lear n the meanings and usage of the phrases with line:along the same lin es, be out of line, dow n the line, drop some one a line, get a line on someth ing, give some one a

2、 lin e, lay it on the line, read betwee n the lin es, take a hard line, the bottom linefunction:ask about problemstalk about problemssuggest a soluti onteaching steps and time arrangement:i.word gameii.video reviewiii.activitiesiv.appreciationv.listening practicevi.homeworki. word game1. divide the

3、class into 6 group2. two students from each group join the game.3. ask the students who join the game to choose one number from 1-6 and then one studentgives the meaning of the phrase shown on the screen and the other studentcomes to thefront and guesses what the phrase is.4. record the result on th

4、e blackboard and the group which guesses more phrases right win.no. 1 bring sb. up to date （让某人知道 最近的进展） likewise （同样地，照样地） be out of line （出格，越轨） read between the lines （领会言外之意）what' s up?（怎么了？发生什么事了）no. 2keep sb. posted （向某人提供最新消息）up-to-date（直至目前的，包含最新信息的）lousy （糟糕的，劣等的）good for you!（你真行）get a

5、 line on something （获得有关某事的消息）no. 3keep sb. in the picture （使某人了解。的内情） take a hard line （对某事米取强硬的态度） apply oneself （专心，致力于） take it from me （相信我） the straight story （真实情况）no. 4update sb. on sth.（为 提供最新消息）drop someone a line （给某人写短信/便条） shape up （进展，发展）take up with （时间和精力多用于）buy out （收购）no. 5up-to-th

6、e-minute （直到最近的，最新的）the bottom line （最重要的事）get a line on something （获得有关某事的消息） motivation （动机）gin and tonic（杜松子酒）no. 6out of date （过时）along the same lines （用相同的办法） lay it on the line （表明某事） nursery school （托儿所） take sb. to lunch （请某人吃饭）ii.video review1. have the stude nts watch the video once and th

7、e n an swer the follow ing questi ons.1) why does talia need to see tony? ( she has the latest news for tony)2) what is the n ews? (the audio expert said the voice on the tape is nick ' but it had bee n edited. she thinks that nick is innocen t.)3) what is tony ' attitude towards the news? (

8、at first he don 'tunderstand it, but later he gets it. then he agrees to give talia one more day on the story.)4) what suggesti on does tony give talia? (to stay objective)5) what does amy do mean while? (amy goes to the health club juice bar to find out in formatio n about jackie bishop from pa

9、tty?)6) does amy knows where to find jackie bishop? and where? ( yes. she does. in acting classes.)7) what does amy give patty for her in formati on? (tips)2. have the students retell the story in small groups of 3 or 4 according to the key words shown on the scree n.3. represe ntatives from each gr

10、oup report in class.iii. activities:1. pair work: you look worried (page.22)situations: y5u look worried 1summary: students imagine they're good friends and talk about two problems and possible solutions, using the information provided.functional ian guage: talk ing about problems, ask ing about

11、 problems, suggesti ng soluti ons, and resp ondingasking about problemsyou look depressed.you look upset.you seem worried.you sound a little down.you sound like you ' ve got a problem.are you ok?is anything wrong?what' s the matter?what happened?talking about problems.it's my boss. she d

12、oesn't like me.it's my class. it's too difficult.i feel anxious and nervous.i feel uneasy, irritable.i ' m worry about suggesting a solutioni have an idea.i know!your teacher can probably help. why don't you talk to him?here's an idea.maybe you couldif i were you, i'dwhy

13、don't youtalk to your boss. give him a call. leave tonight?responding to a suggested solutionthat's a great idea.that's a thought!you're right.i guess you're right.hmmm . that might work.i can't do that.i'd rather not do that.no, that won't work.procedure1. tell stude

14、nts they are going to create two conversations with a partner about two different situations.2. set up the con text: stude nts imagi ne they're good frien ds. they each have a problem, and they will suggest soluti ons to each other's problems.3. create pairs. desig nate one stude nt as a and

15、 the other as b.4. give students time to read the first situation. circulate and make sure students understand their roles.5. point out the box with the target la nguage and review it, as n eeded, for stude nts to use in the activity.6. now brain storm possible soluti ons for the first situati on. a

16、sk a stude nt a to describe the problem. elicit soluti ons from the class. here are some possible soluti ons:? ask the iandlady to take care of the problems. tell her that you cannot pay more rent, and that you have always take n good care of the apartme nt and have n ever caused a problem.? pay for

17、 the work yourself. it's cheaper than having your rent raised.7. tell stude nts to beg in their role plays. circulate while stude nts are doing the activity to help asneeded.8. when students finish the first role play, give students time to read the second situation.9. now brain storm possible s

18、oluti ons for the sec ond situati on. ask a stude nt b to describe the problem. elicit soluti ons from the class. here are some possible soluti ons:? call your friend and tell him or her exactly how you feel. explain that you want to talk honestly about this situati on. tell him or her that you had

19、to cancel your pla ns last week because you n eeded to study for a big test.? invite your friend over for dinner with some other friends. call him or her a week in advanee, and say that you really want him or her to be there and that you want to con ti nue yourfrien dship.10. tell stude nts to begi

20、n the sec ond role play. circulate while stude nts are doing the activity to help asneeded.11. when students have finished, have two pairs role play the situations for the class.12. complete the activity by asking if anybody has been in a similar situation and how they solved the problem.exampleconv

21、ersationssituation 1:a: what's wrong? you look depressed.b: oh, it's my apartme nt. it's a great place, but rm upset because some things don't work.a: how annoying! why don't you talk to your ian dlady?b: i can't do that. i'm afraid she'll raise my rent to fix the pro

22、blems.a: well, here's ano ther idea. you could fix the problems yourself or pay some one to fix them. the n your rent won't go up.b: you're right. it would be cheaper to fix the problems myself than to pay more rent.situation 2:a: you look upset. is everyth ing all right?b: not really. i

23、'm stressed out about my friend, tammy.a: what happe ned?b: well, i've bee n trying to get together with her all week, but whe n i call her, she tells me she has other pla ns.a:so, do you think she's avoidi ng you? b: yeah. she's bee n going out with other frien ds. she mightbe mad a

24、t me because i can celled pla nswith her last week. a: but you had a big test, did n't you? b: uh-huh. a: if i were you, i'd call her and lay it on the line. tell her exactly how you feel, and expla in that you had a test last week.b: hmm . that might work, but rm worried that we'll get

25、into an argume nt.a: here's an idea.in vite her over to dinner with some frien ds. tell her how much you want her to be there. and be sure to in vite her at least a week ahead of time.b: that's a great idea!extensioncreate new pairs. have students create two more conversations with their par

26、tner. in the first, a students describe a real life problem, and b students suggest solutions. in the second, b students describe a real life problem, and a stude nts suggest soluti ons.2. group work: today ' s headlinestoday's headlinessummary: students match newspaper headlines to pictures

27、 and (2) discuss what they think happened in each n ews story.procedure1. tell stude nts that the pictures and headli nes are from a n ewspaper, the riverdale daily news.2. create groups of 3.3. tell stude nts to write the correct headli ne above each picture.4. when stude nts have matched the pictu

28、res and headli nes, go over the an swers with the class.5. now tell stude nts that they will discuss what they think happe ned in each of the n ews stories. point out the verbs in the word pool. tell stude nts they can use these verbs or their own ideas.6. go over the example in the companion book.

29、review the passive voice with students (a form of the verb be + the past participle).7. check that students know the meanings of all the verbs, especially damage, buy out, and lay off.8. have students take turns suggesting what happened in the stories. remind students to use the passive voice.9. whe

30、n students have finished, call on individuals in various groups to report their sentences to the class. write the sentences on the board (to be used in the pronun ciati on practice that follows).answer key (possible answers)a. the bridge was hit by a large boat. the bridge was damaged. the traffic w

31、as stopped. the bridge was closed.b. el lie che n was n amed the best actress of the year. she was chose n as the best actress of the year. she was give n an award. the movie was show n in theaters around the coun try.c. recreati on un limited was bought out by sbc sports. two compa nies were join e

32、d. a decisi on was reached yesterday. some employees were laid off.extensiontell the class real headlines you've read in the newspaper recently, or bring in newspaper headlines. have stude nts suggest what happe ned in the n ews stories, using the passive voice.iv. appreciation2. enjoy the song

33、take me home country road (click the word appreciate, you can reach the website which has the sound with flash.)3. liste n to the song aga in and fill in the miss ing words.4. sing alongv. listening practice.compo und dictati onreadi ng processif we are to help students develop reading skills in a foreign ianguage, it is important to understand whatis 1) involved in the reading process itself. if we have a clear idea of howreaders read,own or a foreign ianguage, this will 2) enable us to decide whether particular reading technique