The Fifth Period Speaking

Teaching goals 教学目标
1 Target language目标语言
a重点词汇和短语
ham sandwich, crisps, persuade, hunt for, succeed
b交际用语
1)．Practice talking about your ideas:
Yes, I think so.                     I don’t think so
I agree.                          I don’t agree
That’s correct. Exactly.             That’s exactly my opinion.
You’re quite right                  I don’t think you are right.
I quite agree with you.              I’m afraid I don’t agree / disagree with you.
Of course not.                     I’m afraid not.
All right                         That’s a good idea..
Certainly./ Sure.                   No problem.
2)．Practice giving advice and suggestions:
You must /must not….            
I think you ought to….            
Perhaps you should…
I suppose you had better…./I advise you to  …
I think / In my opinion, you should …
If I were you, I’d / I wouldn’t….
I think it might be a good idea to do…
As far as I can see, the best thing would be to …
3).  Seeing the doctor
What’s the matter?
What should I do?
What seems to be the trouble?
How long have you been like this?
Do you think you could give me some advice?
2 Ability goals 能力目标
a Enable the Ss to talk about their ideas.
b. Enable the Ss to give advice and suggestions.
3 Learning ability goals 学能目标
a. Learn how to talk about their ideas.
b Help the Ss learn how to express their ideas and give their opinions.
Teaching important points教学重点难点
a. Teach the Ss how to express their ideas and give their opinions
b. Help the Ss to practice seeing a doctor
Teaching methods教学方法
a. Pairs work and group work
b. Discussion and cooperative learning
Teaching aids教具准备
1 A computer            2 A projector
Teaching procedures & ways教学过程与方式
Step I Revision
Check the students’ work.
Step II Warming up
T: You and your partners act out the dialogue on Page 13.One plays the role of Jane and the other plays the role of Susan. You are shopping in a supermarket.
First let the students make a good preparation themselves. Second ask several pairs to act out the dialogue before the class. In this part the teacher should make the whole class get active.
Step III Talking
If young people are too thin or too fat, it shows that they are not eating a balanced diet. So this exercise is to encourage the students to discuss how their diets may affect their quality of life.
(Divide the class into two groups: team A and team B)
T: Now team A will take the part of the patient who is worried about being too fat and has gone to the doctor for advice. Team B will take the part of the doctor and advise the patient on how to change his or her diet. Here are some useful expressions. Please imagine what you will say to the doctor or the patient. Discuss with your group members.
           Doctor              Patient
 What’s the matter?
 How long have you been like this?
 I think you ought to….
 Perhaps you should…..
 You must /mustn’t….
I suppose you had better…:  What should I do?
 What seem to be the trouble
 Do you think you could give me some advice?
Teacher goes around to help them use the expressions properly. Then both groups choose one student as the doctor or the patient to make the dialogue.
Sample dialogue:
T: You have made a good preparation. Now, the first pair come here and make a dialogue for us.
Doctor: Now what’s the matter today?
Patient: I think I’m too fat and I would like to be thinner. What should I do, doctor?
D:I think you ought to eat well and exercise more. You need to do some running every morning before breakfast. Then you’ll be sure to lose weight.
P: Thank you, doctor. But what should I eat?
D: Every day you should eat plenty of fruit and vegetables. You must not forget to eat some meat and fish and only a little sugar and fat.
P: What about cola and ice-cream?
D: No. They contain a lot of fat, so try and do without them. Come back in a week and I hope I shall see you a little thinner.
P: Thank you, doctor. I will!
T: You’ve done an excellent job. But which pair do you think makes the best dialogue? I will give them two apples. Remember “An apple a day keeps the doctor away.”
Step IV Speaking Task
This is the opportunity for the students to discuss their reaction to the information they have received. It allows students to have their own point of view and to practice explaining why they think as they do.
T: In the reading task we have read two speakers’ arguments. Now it’s your turn to discuss what you have heard at the meeting in groups of four. Two of you argue for and two against building the restaurant. The following is useful to you. Please look at the screen.
I don’t agree.
 I’m afraid not.
 Of course not.
 I don’t think so.  That’s a good idea.
 Certainly / Sure.
  All right.
No problem.
 Yes, I think so.
(a few minutes)
T: Can you persuade others to change their minds? Now the first group begins.
Sample dialogue:
S1: Let’s vote for McDonald’s. They are good for children and always provide a place for them to play in their restaurants. That’s a good idea. They are good value too and children love the chips here.
S2: No. I don’t agree. Look how fat some of the children in this town are! Do we want all the children in this town to be fat when this never used to be a problem! Please keep fatty food away from our children. Let’s vote against this McDonald’s.
S3:I don’t think we should. What about the jobs they will bring and the people who will come from other towns to eat at our McDonald’s. Certainly they will be good for business.
S4:I don’t think so. People can just as easily go to other towns. It’s true they come to buy food at McDonald’s but they don’t always buy other things in the town. They are usually people who are traveling through our town to another place.
S1: All right. But people need jobs in this town. We have a lot of people who are hunting for jobs.
S2: Certainly we do. But I know we can build another business that can produce many jobs. So let’s vote! Put up your hands if you think we should not build this restaurant. Thank you. Well I think that decides the matter, don’t you?
S1: Yes, I think so.
T: Very warm debate. Now I’ll count the number of the students who are for/ against the project. OK. I’d better reward the students who succeeded in the debate and persuaded others to change their idea.
Step V 
T: That’s all for today. You have practiced asking and giving advice while seeing the doctors and practiced debating and supporting your ideas. You behaved very well in the class. Next class we’ll go on to practice our writing, so before that you’d better finish the following tasks:
1. Review the sentence structures, new words and expressions in this unit.
2. Imagine the old local restaurant has gone. What do you think should be built there. Present the advantages of your ideas.