spend the time． It is good for our study and life．
Ⅱ． Teaching Key Point
Train students’ integrating skills．
Ⅲ． Teaching Difficult Point
How to improve students’ integrating skills．
Ⅳ． Teaching Methods
1． Fast-reading method
2． Groupwork and pairwork
Ⅴ． Teaching Aids
1． A projector
2． The blackboard
Ⅵ． Teaching Procedures
Step I Revision
T: Yesterday we learned the target language． The structure is Have you…yet? Yes． I’ve already…Have you…?
No． I haven’t…yet．
Now who can make sentences using the structure?
S1: Have you turned off your radio yet?
S2: Yes． I’ve already turned it off．
S1: Have you finished your homework?
S2: No． I haven’t finished it yet．
T: Very good．
Step Ⅱ 3a
This activity provides reading practice using the target language．
Show the key vocabulary words on the screen by a projector．
chop v． 砍；劈
wood n． 木头；木材
light v． 点燃；点着
village n． 乡村；村庄
well n． 井；水井
farm n． 农场；农庄
Read the words and ask students to repeat again and again until they can pronounce the words
fluently and accurately．
Before reading the e-mail message, ask the students what chores do you usually do? Please tell me． （do my homework,
clean my room, water the plants, clean our classroom etc．）
Go through the instructions with the class． Look at the e-mail message． Let a student read the e-mail aloud to the class．
Correct any pronunciation errors to make sure the student is providing a good model for the rest of the
class．
Get students to read the e-mail message individually, and underline the different chores on their own,
Check the answers
with the class．
Answers
1． do my homework
2． take the dog for a walk
3． water my mom’s plants
4． do some shopping
5． chop wood
6． light the fire
7． collect water
8． feed the animals
Let students read the e-mail again for further comprehension． While they are reading． Walk around the classroom,
offering help if they have any words or phrases they don’t understand．
Notes
1． chore—small duty or piece of work, especially ordinary everyday task
（in the home, on a farm, etc． ）
In the e-mail message, there are many chores, such as do my homework, take the dog for a walk, water my
mom’s plants．
2． chat—talk about unimportant things
3． kid—（sl） child; young person
4． well—（here n． ）shaft, usually lined with brick or stone, for obtaining water from an underground source
5． anyway—in any possible way; by any possible means
Step Ⅲ 3b
This activity provides reading, writing． listening and speaking practice using the target language．
Look at the pictures of the three people and read their names aloud to the class．
Then point to the chart． Let students read the information in it． Make sure students understand the
information in the chart by asking questions and point out things．
T: Look at the three pictures above the chart． Under each person is a list of the things he or she has
done or will do today． Now look at the chart． What do you see in the first column?
