I. Teaching aims and demands學(xué)習(xí)目標(biāo)和要求：

1.topic話題:

1>Talk about art and literature

2>Talk about artists, painters and writers

3>tell stories

4>Make decisions and give opinions

2.function功能:

Making decisions and giving opinions 做出決定和提出看法:

What shall we do? I’d prefer to … Would you like to …?

Which do you prefer, …or …? I’d like to …

Can’t we …? Maybe we could … There are several things we could do.

3.vocabulary詞匯:

literature, comedy, local, exhibition, power, magic, trick, series, forehead, treat, unhappy, habit, villager, shoulder, whisper, stupid, announcement, character

a series of, in trouble, come across, believe in, turn around

4.grammar語(yǔ)法:

The Restrictive and Non-Restrictive Attributive Clause 復(fù)習(xí)限制性和非限制性定語(yǔ)從句

1>限制性定語(yǔ)從句

Do you know the girl who spoke at yesterday’s meeting?

2>非限制性定語(yǔ)從句

I have two sisters, who are both students.

I have lost the pen, which I like very much.

5.language usage語(yǔ)言運(yùn)用

運(yùn)用所學(xué)語(yǔ)言，圍繞文學(xué)和藝術(shù)這一話題，完成教材和練習(xí)冊(cè)中的聽(tīng)、說(shuō)、寫(xiě)的任務(wù)；閱讀課文 “Harry Porter” 并聯(lián)系生活中的實(shí)際，書(shū)寫(xiě)一篇短文。

II. Difficult points 難點(diǎn)

III. Main teaching aids教具: A tape-recorder; Multimedia, projector, role cards

Ⅳ. Main teaching methods 教法:

1. The interaction between the teacher and the students, and among the students themselves; Attention to the students’ listening, speaking, reading and writing; and so on.

2. Listening-and–answering activity to help the students go through with the 限listening material.

3. Use both individual work and group or pair work to make every student work and think in class

Ⅴ. Periods: 7-8 periods.

Ⅵ. Teaching procedures 教學(xué)過(guò)程

Period 1

1. PRESENTATION & REVISION

Talk about the teaching plan for this unit and at the same time tell the students the teaching aims and demands. During this period, do WARMING-UP, LISTENING, SPEAKING.

2. WARMING-UP

Introduction This activity is designed to get the students to think about art and artists and to talk about how they feel about art.

Instruction Let the students discuss the questions in pairs and then elicit a few answers far class discussion.

Answers to the exercises:

1 1 B 2 D 3 C 4A

2 Various answers are possible.

Extension 1 Ask the students to bring a painting or picture they like and tell the class about it and why they like it.

Extension 2 Let the students draw a quick sketch of the painting described in question 3 of Exercise 2. They can draw the picture an a piece of paper or an the blackboard. Ask the students to talk about the picture and explain why they think this picture is a goad representation of who they are.

3. LISTENING

Introduction In this activity the students practice listening far specific information. The students are asked to listen to two dialogues and an announcement and then complete an information chart.

Instruction Ask the students to. look at the information chart before they listen to the tape Let them listen to the tape twice to make sure that they have the right information. Ask the students to exchange notes between the first and second listening so that they can revise each other’s notes.

LISTENING TEXT:

1

A: Capital Museum, this is Jennifer speaking. Haw can I help you?

B: Hi. I'd like to. buy tickets far the Picasso exhibition. I would like to know when I can go. and haw much the tickets are.

A: Hmm, let me see. The exhibition is open weekdays 8 am to 6 pm, and weekends 4 pm to 8 p.m.

B: Weekdays 8 to 6, weekends 4 to 8, got it. Thank you. And what about the prices?

A: It's $5 far adults, $3 far children, and $2 for groups. Children under fourteen do not have to buy tickets.

B: $5 far adults, $3 far children, $2 far groups. I see. How many people do we need to have to make up a group?

A: At least five.

B: I see. Do. I have to order tickets now, or can I buy them when I get there?

A: You can buy them here. The exhibition is on the second floor of the museum, Hall 3.

B: Second floor, Hall 3. Thank you.

2

A: Joanna, look here! It says in the newspaper that there'll be a Peking Opera next week. I lave Peking Opera. Do you want to go?

B: Hmm, I don’t know. When and where is it?

A: Let me see, ah, it's an Thursday at 7 pm, at the Music Hall.

B: The Music Hall? Where's that?

A: The Music Hall is on Green Street, next to the cinema.

B: Thursday at 7. Ok, I think I can go. How much are the tickets?

A: Adults pay $7, students $5, children under fourteen $3, groups $4.

B: Hmm, we are students, so that means we should pay $5.

A: Well, you and I are 13, so we can get tickets for $3.

B: Ah, it's good to be young!

3

Listen up, theatre fans! The Grand Theatre Company is proud to present their performance of William Shakespeare's play The Tempest. The play will be performed at the Grand Theatre at 7 pm on March 3 don't forget it, 7 pm on March 3, the Grand Theater. Tickets go on sale next week. Adults $10, under eighteen $8, groups $6. Don't miss it - it's your chance to experience Shakespeare! That's the Grand Theatre Company bringing you the Tempest at the Grand Theatre, March 3, 7 pm. Tickets only $10 for adults, $8 if you're under eighteen, and $6 for groups.

Answers to the exercise:

Art: Paintings / Picasso

Place: Capital Museum

Time: Monday-Friday 8am-6pm;

Saturday and Sunday 4pm-8 pm

Prices:

Adults: $5

Children: $3

Groups: $2 (min. 5 people) Art: Beijing Opera / Peking Opera

Place: Music Hall, on Green Street,

next to the cinema

Time: Thursday at 7 pm

Prices: Adults: $7

Students: $5,

Under14: $3

Groups: $4 Art: A Theatre play--The Tempest

Place: Grand Theatre

Time: March 3, 7 pm

Prices: Adults: $10

Under eighteen: $8

Groups: $6

Extension Ask the students to use the information from the tape to practise asking for and giving information in pairs.

4. SPEAKING

Introduction The speaking activity is a continuation of the listening activity. Here, the students will use the role cards and information to ask each other questions. Instruction Ask the students to work in pairs and use the role cards to ask for and give information.

Sample dialogues:

Situation 1:

A: Hi Sam, this is Jenny. Would you like to go to see a film on Sunday?

B: Sure. Which film do you want to see?

A: Well, I have read about two films. One is called Last Chance. It is an action film about a hero who has to save his girlfriend.

B: Hmm, it sounds like there'll be lots of shootings and fights in the film. What is the other f1lm about?

A: It is called Under the Moon and is a romantic comedy about a girl and her boyfriend who have an adventurous vacation. It says here that the film is sweet and funny and has a happy ending.

B: That sounds much better. Let's go to see that one. When is the film shown?

A: Sunday at 8 pm at the Green Field Cinema.

B: Great! Oh, how much are the tickets?

A: $4. Not too bad.

B: No problem. Let's go on Sunday then.

A: Good. See you then.

B: Bye.

Situation 2:

A: Liberty Park, good morning. How can I help you?

B: I would like to know more about arts festival next week. What can I do at the festival?

A: Oh, you can do lots of things! You can listen to music, look at paintings by local and international painters, join the picnic, enjoy a delicious lunch in the park or watch a play.

B: Wow! What paintings can I see at the festival?

A: Three of our best local painters are showing their paintings. Two of them are very traditional and like to paint landscapes. The third local painter is a modem artist and her paintings show the world in a different way, the way she sees it. You can also see new and old paintings from France, Japan, Brazil and Norway.

B: When is the art exhibition?

A: Oh, there are two, actually. The local painters will show their paintings at 11 am on Saturday and the international exhibition starts at 3 pm on Sunday. Would you like to know where it is?

B: Yes, please.

A: The local exhibition is in building 4 and the international exhibition is in building 8.

B: You said that there was a picnic. When is the picnic?

A: The picnic is at 5 pm on Saturday.

B: And when is the pop concert?

A: The pop concert starts at 1 pm on Saturday.

B: 1 pm, I see. Thank you. And what about the folk music concert?

A: It starts at 6 pm on Sunday.

B: Thanks. Could you please tell me how much the tickets are?

A: Yes. You can buy a one-day ticket or a two-day ticket. Which do you prefer?

B: I'd prefer to buy a two-day ticket.

A: The two-day ticket is $35 for adults, $25 for people under 18 and $15 for groups.

B: Hmm, I'm seventeen, so I suppose my ticket would be $25 then.

A: Yes, that's right.

B: Thank you very much, you have been very helpful. I can't wait to go to the festival!

A: You're welcome. I hope you will enjoy the festival.

Extension Tell the students to work in groups. Ask the students to prepare a role card for a group discussion. Each role card should include the following information: who the person is, where he or she wants to go, when and why.

Example:

Student A: You are a student and you want to go to the new play at the theatre. You love plays and the newspaper said that this new play is a wonderful story about two brothers who fall in love with the same girl. The play is on Thursday evening at seven.

Give the students time to prepare the role cards, remind them of the ground rules for role plays, and let them discuss where they are going to go.

5. SUMMARY & HOMEWORK

1. Preview the reading text

2. Learn the new words and expressions by heart.

3. Get ready to be examined in the speaking activities.

Period 2

1. PRESENTATION & REVISION

1. Ask some pairs to act out the speaking activities.

2. During this period, do some reading.

2. PRE-READING

Introduction The questions are designed to introduce the topic of the text and help activate background know -1edge.

Instruction Let the students answer the questions. If some students have read the Harry Potter books or seen the films, ask them to say something about Harry Potter and what they think about the books and films. If the students are not familiar with the books, then focus on questions 2 and 3. The discussions do not have to be long.

Extension Ask the students to think of three magical powers that they would like to have. Give the students time to think and then ask them what they have come up with. Write down the students' ideas on the blackboard and discuss how these magical powers could be used to make life better.

3. READING

HARRY POTTER

Introduction JK Rowling is a writer who writes about magic and strange creatures. She has ,written a series of books about Harry Potter, a boy with a scar on his forehead and a secret past. The books are about magic and fantastic adventures, but they still teach us about real life.

Harry's parents are dead and he lives a miserable life with a family who treats him badly. His life changes when he finds out that he is a wizard and has been invited to study at Hogwarts School of Witchcraft and Wizardry.

The students at Hogwarts learn about magic, but Harry also learns about life and friendship and begins to understand who he really is.

Harry's adventures at Hogwarts teach him that it is difficult to be brave and know what to do. He discovers that it is often difficult to do the right thing and he realizes that we must have friends and stay true to who we are if we are to be successful and happy.

Instruction Tell the students to read through the text to work in pairs or groups to go over the underlined words. Tell them to ask each other questions like Do you know what... means? or Have you learnt...? If no one knows the meaning of a certain word, the students can use a dictionary or ask the teacher for help.

Ask the students to find sentences with the attributive clause.

Ask the students to reread the summary of the Harry Potter book in the text. Ask them to choose one of the events (e.g. Harry at home, being treated badly by the family he is living with; Harry getting the news about Hogwarts; Harry arriving at Hogwarts; one of the adventures, etc.) and work in pairs and groups to write a story about it. They can act out the story first and then try to write it down. This should make for a fun class activity, and at the same time it will help the students read and once and underline all unknown words. Ask the students understand the summary. You can also ask the students to write a summary of a book or movie they like.

4. POST-READING

Answers to the exercises:

1 1 Harry's life before he goes to Hogwarts is miserable because his parents are dead and the family he is living with treats him badly.

2 At Hogwarts, Harry learns that he needs to be strong / that he needs friends / that it is difficult to do the right thing / that life is more complicated than he thought / the truth about his past / about the power of love and goodness.

3 Various answers are possible. Encourage the students to think about what the writer wants to tell us and why strange creatures may in some ways be more human than real people.

4 Various answers are possible. You can help the students get started by asking them to think about how Harry's experiences with magic teach him about the real world. You may also want to remind the students about Chuck and his volleyball friend in Unit 1.

2 True: 3, 5 False: 1, 2, 4, 6

5. SUMMARY & HOMEWORK

1. Read the text fluently.

2. Get LANUAGE STUDY ready.

3. Go on remembering the new words and expressions in this unit.

Period 3

1. PRESENTATION & REVISION

1. Have a dictation of the new words and expressions.

2. LANGUAGE POINTS IN THE READING TEXT

(Omitted.)

3. LANGUAGE STUDY

Word study

Answers to the Exercise 1:

1B 2D 3C 4A

Answers to Exercises 2 and 3:

These two exercises are about word formation. Knowing how a word is constructed makes learning and understanding new vocabulary easier.

-al is a suffix, which is added after the stem. It changes the part of speech of a stem word, but not its meaning. fore- is a prefix, meaning before, in front of

forearm: the part of the arm between the wrist and the elbow.

foreman: a man who serves as the leader of a work crew, as in a factory.

foresee: to see or know beforehand

foresight: ability to realize the importance and nature of events before they have happened

forefinger: the finger next to the thumb, also called "index finger" or "first finger"

forefather: an ancestor or a person who lives in earlier times

forename: a name before one's surname; a first name forerunner: an ancestor; or one that comes before and indicates the approach of another

foretell: to tell about something beforehand; predict

foreword: an introductory note, as for a book, especially by a person other than the author

From the words above, the students can see the importance of word formation in learning English vocabulary. However, it is not necessary to have them memorize those words.

4. GRAMMAR

The Attributive Clause

The Attributive Clause is also known as the Relative Clause. There are two main types of relative clauses:

The Restrictive (or defining) Clause gives important information to know what we are talking about.

The Non-restrictive (or non-defining) Clause gives extra (additional) information.

Compare these sentences:

A She is the woman whose son died in the war.

B Mary, who is probably the best student in class, wants to become a scientist.

C John F Kennedy, who was shot dead in Dallas, was the youngest American president in history.

D The doctor whom I went to see was a relative of my father's.

In two of the sentences (A, D), the relative clauses tell us which person is being talked about while the non-defining relative clauses just tells us more about the person who is already identified.

The subject and object in each sentence are joined by a relative pronoun (e.g. who, which, what, where, that, when, etc). The choice of relative pronouns depends on the topic of the subject.

e.g. Who(m) = people, Where = place, Which = thing, Why = reason, When = time, That = living beings or non-living beings, Whose = of people or things

Possible answers:

Various answers are possible, since the sentences are based on the students' answers to the questions in brackets.

1 E-mail is fast and cheap.

Many people use e-mail, which is fast and cheap, to make friends.

2 Hiking is inexpensive and full of adventure.

They often go hiking, which is inexpensive and full of adventure.

3 The earthquake took place in Gansu Province.

In the earthquake, which took place in Gansu Province, a number of people died.

4 The painter's name is Leonardo da Vinci.

The world-famous painter, whose name is Leonardo da Vinci, painted Mona Lisa.

5 The villagers were building a school.

The villagers, who were building a school, discovered an ancient tomb.

6 The all-star concert will be held in the Workers' Stadium on Saturday evening.

How much is the ticket for the all-star concert, which will be held in the Workers' Stadium on Saturday evening?

5. SUMMARY & HOMEWORK

1. Grasp the language points in the reading text.

2. Finish all the exercises in the Student’s Book.

3. Learn to use the Grammar in this unit.

Period 4

1. PRESENTATION & REVISION

1. Check the students on the grammar points.

2. Ask the students to translate some sentences.

2. GRAMMAR EXERCISES

(Omitted.)

3. INTEGRATING SKILLS

Reading and writing

THE QUESTION

Instruction Tell the students that the story in the book The Question is an example of a fantasy story. Ask them to -read the story and write a good ending. They may also want to think about what the question might be. Ask the students to compare different endings to see which one they like best.- Have the students revise each other's essays. You can help the students by drawing attention to one or two common errors or problems. You may want to write a simple revision checklist for grammar and vocabulary that the students can use when they do peer revision. You can also use the revision checklist below. You may need to adapt it to suit the needs and level of your class.

Assessment criteria

Revision Checklist: Narratives

Name:

Date:

Title:

* Does the story have a main point?

Does the story focus on a specific thing, idea or event?

* Is the story well-organized?

Does the story have a clear beginning and ending?

Are the events in the story logically ordered?

* Have you told the reader enough about the characters(the people and creatures in the story)?

Is it clear why the characters do what they do?

Are the characters different-do they speak, think, and act in different ways?

(more can be added)

Comments:___________________________________________________________________________________

Revised by: ____________________________

Writing

Film poster Ask the students to prepare their posters. Tell them to use the questions in the book to make sure that they include all the important information. See Unit 10 for more on how to make a poster.

CHECKPOINT

Answers to Checkpoint 12:

who(m) = people that = living beings or non-living beings which = thing whose = of people or things when = time where = place why = reason

4. LANGUAGE POINTS IN THE READING TEXT

(Omitted.)

5. SUMMARY & HOMEWORK

1. Write a clear and beautiful short passage in the Exercise-book.

2. Preview WORKBOOK.

Period 5

1. PRESENTATION & REVISION

1. Have a dictation of some phrases.

2. Say something about the students’ writing.

2. LISTENING

Introduction Toni Morrison (1931- ). Toni Morrison grew up in a working-class family in Ohio. When Morrison was a child, her parents and other relatives would often tell her stories and encourage her to explore the literary riches of African American culture. She published her first novel, The Bluest Eye, in 1970; other novels include Sula (1973), Song of Solomon (1977), Tar Baby (1981), Beloved (1987) and Jazz (1992). Morrison's novels are influenced by African American storytelling and her stories reflect the experience of African Americans, especially women, who try to deal with the many difficulties of an unjust society. Morrison received the Nobel Prize in Literature in 1993. Instruction Tell the students to listen to the tape and fill in the information. The second part is a story that Morrison told her audience when she received the Nobel Prize. Ask the students to listen to the story and complete the tasks.

LISTENING TEXT:

A WOMAN OF WORDS

Part 1

Toni Morrison is a well-known American writer. When she was a young girl, she discovered that it wasn't always easy to be a black person in America. Her family supported her. Later, she told a reporter that her parents used to say that "all things are possible and don't let anybody tell you that you can't do something." But the support of her family did not change the way the world was. Toni Morrison's early life was difficult. She had a gift - a rich and beautiful imagination - but she never imagined that she would one day become a writer and a Nobel Prize winner.

Toni Morrison became a writer when she was about twenty-nine years old. Her life at that time was difficult and unhappy. She once told a reporter that "I had no will, no power, no self, I only had a love for words and the hope that was inside them." Morrison's novels and stories are often about pain and suffering, but they always show the joy and beauty of life. About the meaning of life, Morrison says "We live and we die, but we do language. That may be the measure of our lives."

Part 2

In 1993, Toni Morrison won the Nobel Prize for Literature. She began her Nobel speech by telling a simple story. .

Once upon a time there was an old woman, blind but wise. She was known to be the wisest person in the town. One day the woman is visited by some young people who seem to want to show that the woman is not as wise as everybody says. Their plan is simple: they come to her house and ask her a simple question that they know she won't be able to answer, because she is blind. They stand before her, and one of them says, "Old woman, I hold in my hand a bird. Tell me whether it is living or dead."

She does not answer, and they ask again, "Is the bird I am holding living or dead?"

Still she doesn't answer. She is blind and cannot see her visitors, let alone what is in their hands. She does not know who they are or where they come from. 'she only knows what they want to do. The old woman's silence is so long that the young people cannot help laughing.

Finally she speaks. "I don't know," she says. "I don't know whether the bird you are holding is dead or alive, but what I do know is that it is in your hands. It is in your hands."

Her answer can be taken to mean: if it is dead, you have either found it that way or you have killed it. If it is alive, you can still kill it. Whether it is to stay alive, it is your decision.

Answers to the exercises:

1 1 C

2 Her gift was her rich and beautiful imagination.

3 "I had no will, no power, no self. I only had a love for words and the hope that was inside them. "

"We live and we die, but we do language. That may be the measure of our lives."

2 1 The young people ask the blind woman if she knows whether the bird they are holding is dead or alive. They ask her the question because they want to show others that the woman isn't as wise as they say she is. Since the woman is blind and cannot see the bird, she cannot answer this very simple question.

2 The woman says that she doesn't know whether the bird is alive or not, but that she does know that it is in their hands. Her answer can be taken to mean several things. The suggestion on the tape is that her answer means "if it is dead, you have either found it that way or you have killed it. If it is alive, you can still kill it. Whether it is to stay alive, it is your decision."

Encourage the students to think of other possible meanings.

3 Various answers are possible.

4 Various answers are possible.

3. TALKING

Introduction In this activity, the students will practise telling a simple story based on one of the pictures in the book (or other pictures). The activity is a continuation of the main theme of the unit and part two of the listening activity above, in which Toni Morrison tells a story.

Instruction Each picture contains several visual clues that the students can use to get started (e.g. the woman in the first picture is holding a flower: who gave her the flower? Is she going to give the flower to someone? Is he waiting for someone? The second picture shows a man and a dentist: what happened? Why is the man crying? The third picture shows a girl in bed, watching a leaf on the tree outside her bedroom window. Who is the girl? Is she sick? Why is she watching th_ leaf? What is she thinking? The fourth picture shows a man on an island: why is he there? Is he alone? The fifth picture shows a man carrying a computer: what is he doing with the computer? Why is the window broken? Who is the man outside the window? The sixth picture shows a girl using a computer: what is she doing? Who is the other woman?). If the students find it difficult to get started, the teacher can write similar questions about one of the pictures and ask the students to answer the questions. The teacher can then use the students' answers to tell a simple story and tell the students to try on their own with another picture.

4. SUMMARY & HOMEWORK

1. Get ready to be examined in the talking activities.

2. Preview all the exercises in the workbook.

Period 6

1. PRESENTATION & REVISION

1. Ask some pairs to act out the talking activities.

2. PRACTISING

Vocabulary

Answers to the exercises:

1 1 Literature 2 comedies 3 exhibition 4 trick 5 habit 6 forehead 7 wondered 8 announcement

2

NOUN ADJECTIVE NOUN ADJECTIVE

romance romantic power powerful

adventure adventurous sadness sad

magIc magical stupidity stupid

NOUN ADJECTIVE

fun

hunger

care

anger

danger

medicine

value

use

beauty funny

hungry

careful

angry

dangerous.

medicinal

valuable

useful

beautiful

NOUN ADJECTIVE

illness

happiness

music

interest

worry

surprise

Europe

Russia

ability ill

happy

musical

interesting I -ed

worried

surprising I -ed

European

Russian

able

3 1 She wanted to go to a college in another city, but her parents finally made her go to a local one.

2 Some TV series are not good for the children.

3 Today more and more parents are learning to treat their children as friends.

4 When Pete was in trouble, his friends always helped him.

5 Guess who I came across in town today? My primary school maths teacher!

6 Although it may sound traditional, I don't believe in letting children do whatever they like.

7 Do you know the boy and the girl who are whispering in the library?

8 He was just about to say something when Helen turned around.

9 Why did you say those stupid words? She must be very angry now.

10 Attention please! I have an announcement to make. On July 14, Michael and Kate will get married.

Grammar

Answers to the exercises:

1 1 where 2 whose 3 when 4 which 5 who 6 why 7 whom 8 which / that

2

3. INTEGRATING SKILLS

Reading

BOOK MAGIC

Introduction The text compares realism and fantasy writing and discusses the roles of the writer and reader.

The text emphasizes that realism and fantasy are, after all, both fiction, and that the line between illusion and reality is not always clear. The text also suggests that readers often act as the real writers of what they read, since they construct the reality of the story and bring the story to life in their minds.

Answers to the exercises:

Fantasy stories Realistic stories Both

● Strange creatures.

● Magic things can happen.

● The world in the book is not

always like the real world. ● Real people.

● Real things happen.

● The world in the book is like the real world. ●Tell us about life.

●Tell us about things that happen.

●Describe a world.

2 Various answers are possible. Let the students start by listing the normal assumption, i.e. that writers write, readers read, and that the writer knows the meaning, etc. Some students may immediately raise questions and the text has already mentioned the issues, in which case you may wish to ask for reasons and try to get a debate or discussion going. Once the students have described the normal situation; ask them to use the text and their own thinking to think of reasons for challenging or expanding these common assumptions about books, writers, and readers and the acts of reading and writing.

3

You are writing

about The readers will be primary school pupils The readers will be parents The readers will be middle school students

Chinese

literature ● Stories and heroes

● Reasons why people read books ●History and information about famous writers

●Ideas expressed in the books ●Stories and heroes

●Differences between Chinese literature and European literature

Friendship ●How to make friends

●Why friends are important ●Different kinds of friends

●Problems friends may have ●How friends help each other in China

●How Europeans can make friends with Chinese students

School ●What we can learn in school

●How to study

●Why school is important ●How parents can help their children study

●What students study today ●What Chinese schools are like

●What Chinese students learn in school

4. WRITING

Sample writing:

MARTIN AND THE MOHUN

This was the first time Martin had seen a mohun. He had read about them in school, of course, but he was not prepared for what he saw. And smelled! The creature was nearly three metres tall, very fat, and its hair was a disgusting green colour that made Martin think of food that had been left in the fridge for too long. He tried to cover his nose with his hands, but the creature's smell was too strong. Martin felt sick. He didn't know what to do. The creature held out its hand - one of six - and Martin felt that he must say something. "Er, how do you do?"

The creature smiled and showed three large red teeth. Martin was scared. It looked like the mohun was going to eat him! He knew that mohuns were supposed to be friendly, but he had also heard stories about mohuns that liked to do bad things. Well, he thought, this mohun is smiling, so maybe it is friendly. "I am looking for my friend," he said. "Have you seen a young girl with short hair?"

The mohun thought for a minute. "Yes," it said, "I saw a young girl yesterday. She was very nice. She helped me brush my teeth and she told me a funny story. She said that she was going to the lake." Martin thanked the mohun and left, happy to get away from the horrible smell. Mohuns, he thought, are not so bad after all. If only they wouldn't smell so bad!

5. SUMMARY & HOMEWORK

1. Finish all the exercises in this UNIT.

2. Finish the supplementary exercises given by the teacher.

Period 7

1. PRESENTATION & REVISION

2. GOING OVER SUPPLIMENTARY EXERCISES

3. SUMMARY & HOMEWORK

Period 8

1. PRESENTATION & REVISION

2. GOING OVER NEW WORDS AND EXPRESSIONS IN UNIT 2

3. SUMMARY & HOMEWORK