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　　Unit 3 What were you doing when the UFO arrived?
　　I. Analysis of the Teaching Material
　　1. Teaching Aims and Demands
　　(1) Knowledge Objects: In this unit students learn to talt past events and to tell a story.
　　(2)Ability Objects: To train the students’ ability of listening, speaking, reading and writing.
　　(3)Moral Objects: To be virtuous is to do good. Virtue is fairer than beauty.
　　2. Teaching Key Points: Introducing the key vocabulary and target language.
　　3. Teaching Difficulties: New language
　　• I was standing in front of the library when the UFO landed.
　　While the alien was buying a key ring, I called the police.
　　• UFO, alien, took off, landed, arrived, bathroom, bedroom, kitchen, barber's chair, barber shop, standing, studying, cleaning, taltting, cooking, eating, getting out, bought, got out, making, sleeping, buying, while, whenII. Teaching Time:  Six periods
　　Section A
　　Additional materials to bring to class
　　• paints or markers and large paper for a class mural
　　Language goal
　　• Ask one student to leave the room and wait outside the door. Then ask different students to start doing different things. One student can walnd the room. Another can loot of the window. A third can stand on his or her chair. Ask all three students to continue doing what they are doing without stopping and then ask the student outside the door to come in.
　　• Ask the student outside the door to come in and sit down. Then ask the three students who were walking around the room, loot the window, and standing on a chair to sit down.
　　• Ask the first student who was doing an action, What were you doing when (student A) walked in? Help him or her to answer (supplying the whole answer if necessary), / was walking around the room when (student A) walked in. Ask die class to repeat, He (She) was walking around the room when (student A) walked in.
　　• Repeat this with the second and third students who were doing actions: / was loot the window when (student A) walked in. Ask the class to repeat, He (She) was loot the window when (student A) walked in. The third student says, 1 was standing on a chair when (student A) walked in. Ask the class to repeat, He (She) was standing on a chair when (student A) walked in.
　　• Ask some other students the question. What were you doing when (student A) walked in? They may answer.-/ was sitting here when (Student A) walked in
　　or/ was talking to Carlos when (Student A) walked in.
　　1 a  This activity introduces some key vocabulary.
　　• Point to the sentences. Say each sentence to the class and ask the students to repeat it- Asdents to explain what each one means. They can use actions and simple explanations. For example, for in the bathroom, a student can pretend to he brushing his or her teeth or taking a shower and say, 1 was in the bathroom. I was brushing my teeth or I was in the bathroom. I was taking a shower. For barber shop and barber's chair, you may want to draw simple pictures on the hoard showing two barber chairs in a barber shop with a barber cutting a boy's hair.
　　• Point out the six people and read the letter next to each one. Then asdents to write the letter of each person in the write-on line in front of each sentence.
　　• Point out the sample answer.
　　• Correct the answers.
　　1 b  This activity gives students practice in understanding the target language in spoken conversation.
　　• Read the instructions.
　　• Point to the people in the picture in activity la. Say, You will hear a recording of a reporter talking to the people in this picture.