-
Unit 14 Have you packed yet?
The
First Period
Ⅰ.
Teaching Aims and Demands
1
.
Knowledge Objects
(
1
)
Key Vocabulary
bathing suit, water, travel, guidebook,
beach towel, street map
(
2
p>
)
Target Language
Have you watered the plants yet?
Yes, I have already watered
them
.
2
.
Ability Objects
(
1
)
Train students
’
listening ability
.
(
2
)
Train students
’
communicative competence
.
3
.
Moral Objects
Have
everything in readiness before you do
it
.
In this way,
you can finish it perfectly or have a good
time
.
Ⅱ.
Teaching Key
Point
Target Language
Ⅲ.
Teaching
Difficult Points
1
.
How
to train students
’
listening
ability
.
2
.
How
to train students
’
communicative competence
.
Ⅳ.
Teaching
Methods
1
.
Listening-and-answering activity to
help the students go through with the listening
material
.
2
.
Pairwork to make every student work in
class
.
Ⅴ.
Teaching Aids
1
.
A
tape recorder
2
.
The blackboard
Ⅵ.
Teaching Procedures
Step
Ⅰ
Revision
T: Last week we finished Unit
13
.
In this unit,
we learned how to talk about how things affect
us
.
For example,
Loud
music makes me
tense
.
That movie
made her sad
.
Now
I ask some students to make sentences with the
structure
…
make
me
…
S
1
: Parties make
me excited
.
S
2
: School
vacations make me happy
.
S
3
: That movie
made me want to leave
.
S
4
: The story
made me cry
.
S
5
: The awful
picture makes me nervous
.
T:
Very
good
.
From today
on, we will learn Unit 14
.
Now
.
I
ask a student to come to the blackboard and write
the
numbers 1 to 20 on the
blackboard
.
(
After the student has
written the numbers 1 through 5, start talking to
the rest of the class
)
T: Has he written the number 1 yet?
Class repeat the
question
.
Has he
written the number 1 yet?
S
s
: Has he
written the number 1 yet?
T:
(
Pointing to the number 1 on
the board
)
Yes,
he has already written the number
1
.
Class
repeat
.
Yes, he
has
already written the number
1
.
S
s
: Yes, he has
already written the number
1
.
T:
(
Writing the word already on
the blackboard
)
This is the word
already
.
Class
repeat
.
Already
.
Look at the
blackboard
.
(
pointing to the
blackboard
)
Has
he written the number 50 yet?
Class
repeat the question
.
Has he written the number 50 yet?
S
s
: Has he
written the number 50 yet?
T:
(
Pointing to the highest
number already on the
blackboard
)
No,
he hasn
’
t written the number
50 yet
.
Class
repeat
.
No, he
hasn
’
t written the number 50
yet
.
S
s
: No, he
hasn
’
t written the number 50
yet
.
T:
(
Writing the word yet on the
blackboard
)
Tish
is the word yet
.
Class repeat
.
Yet
.
Now, look at the two words
already and yet
.
Which one is used to talk about things
that have happened in the past?
SSs:
Already
.
T:
Yeah
.
V
ery
good
.
So the
other word yet is used to talk about things that
will happen in the future
.
Yeah?
SS:
Yes
.
Step
Ⅱ
1a
This activity introduces key vocabulary
and helps students review vocabulary they already
know
.
Read the
instructions aloud to the
class
.
Say,
Who
can
give
an
example
of
a
beach
vacation
and
sightseeing
in
a
city?
Ask
a
student
to
give
the
example
.
(
bathing suit, travel
guidebook
)
Get
students to add some things to the lists under the
two headings
.
A
beach vacation and Sightseeing in a
city
.
Have
students do the work individually
first
.
While they
are working, walk around the classroom checking
the progress of the
students
.
Let
students
tell
the
class
the
words
they
wrote
.
Write
the
words
on
the
blackboard
.
Read
them
and
let
students
repeat
.
Then ask other students to add other
words to the lists
.
Sample answers
A beach
vacation
1
.
bathing suit
2
.
beach towel
3
.
sunglasses
Step
Ⅲ
1b
This activity gives students practice
in understanding the target language in spoken
conversation
.
Look at the
picture
.
Ask,
What can you see in the picture?
(
There is a family in the
picture
.
They are
getting ready for
a beach
vacation
)
Point
to the box
.
Invite a pair of students to read the
conversation to the class
.
A: Have you packed the beach towels
yet?
B: No, I haven
’
< br>t
.
Look at the
six chores on the list
.
Let students read each item, then ask
different students to explain the meaning of each
item in their own
words
.
Make sure
students understand the meaning of each
item
.
Go through
the instructions with
Sightseeing in a
city
travel guidebook
street
map
camera
the
class
.
Point to
the blank lines in front of each item in the
list
.
Say, You
will hear a family talking as they get ready
to go on
vacation
.
Listen
carefully
.
Make
sure what the family talks about and put a
checkmark in front of each chore
that
is already done
.
Play the tape
.
The first time students only
listen
.
Play the
tape a second time
.
Now listen to the tape
again
.
This time
please put your checkmarks on the correct
blanks
.
Check the
answers with the
whole
class
.
Answers
√
packed the
camera
√
watered
the plants
locked the windows
√
bought a travel
guidebook
bought a street map
packed the
beach towels
Tapescript
Woman: Have you packed the beach towels
yet?
Boy: No, I haven
’
t
.
Can
’
t Judy pack
them?
Woman: No,
she
’
s
busy
.
Could you
please water the plants?
Boy:I
’
ve already
watered them
.
Woman: Oh,
thanks
.
Man: What
about the travel guidebook and the street map?
Woman: I
’
ve
already bought the travel guidebook, but I
haven
’
t got the street map
yet
.
Man:
That
’
s
OK
.
I
’
ll get
it
.
Have you
packed the camera?
Boy:
Yes
.
I
’
ve already put
it in my suitcase
.
Woman: Well, I guess
that
’
s
everything
.
Boy:
Almost everything
.
We haven
’
t locked
the windows yet
.
Step
Ⅳ
1c
This activity provides
guided oral practice using the target
language
.
Go
through the instructions with the whole
class
.
Look at
the example in the box
.
Invite a pair of students to read it to
the class
.
S
A
: Have you
watered the plants yet?
S
B
: Yes, I have
already watered them
.
Tell students they will be making
conversations with a
partner
.
Look
back at the chores in Activity
lb
.
Say, Now look
back at the chores in Activity
lb
.
Make
conversations talking about what the family
members have already done and
what
they
haven
’
t
done
yet,
using
words
from
the
chores,
such
as
packed
the camera,
locked
the
windows,
bought a
street map
.
While students are working in pairs,
walk around the classroom and listen to some
pairs
.
If
necessary, offer language
support
.
Then get several pairs of students to
say their conversations to the
class
.
Conversation 1
S
A
: Have they
packed the camera yet?
S
B
: Yes, they
have already packed the
camera
.
Conversation 2
S
A
: Have they
bought a street map yet?
S
B
: No, they
haven
’
t bought a street map
yet
.
Notes
1
.
pac
k
—(
here
)
get ready for a journey by doing this
2
.
guidebook
—
book
for travellers, tourists, etc, with information
about a place
3
.
Have you watered the plants yet?
Yes, I have already watered them:
Present
Perfect
Tense
.
The
structure is have+ p
.
p
.
Pay
attention to the two words already and
yet
.
Already is
used in
affirmative sentences; while
yet is used in negative and interrogative
sentences
.
Step
Ⅴ
Summary
In this class,
we
’
ve learned some important
words, such as water, travel, guidebook, beach
towel
.
the target
language
.
Have
you watered the plants yet? Yes, I have already
watered them
.
Step
Ⅵ
Homework
Make conversations
in pairs to review the target
language
.
Step
Ⅶ
Blackboard
Design
Unit 14 Have you packed yet?
Section A
The First Period
Target language
A: Have you
watered the plants yet?
B:
Yes
.
I have
already watered them
.
Unit 14 Have
you packed yet?
The Second Period
Ⅰ.
Teaching Aims
and Demands
1
.
Knowledge Objects
(
1
)
Key Vocabulary
refrigerator, garage, suitcase, clean
out, put in, turn off
(
2
)
Target Language
Have you watered the plants yet?
No, I haven
’
t
.
Have you packed the camera yet?
Yes
.
I
’
ve already put
it in my suitcase
.
Have you fed the cat?
No
.
I haven
’
t fed her
yet
.
2
.
Ability Object
(
1
)
Train students
’
listening ability
.
(
2
)
Train students
’
speaking ability
.
We
’
ve also
learned
3
.
Moral Object
We must be
ready with our work before we do
it
.
Ⅱ.
Teaching Key Points
1
.
Key
Vocabulary
clean out, put in, turn off
2
.
Target Language
Have you
watered the plants yet?
No, I haven
’
t
.
Have you packed the camera yet?
Yes
.
I
’
ve already put
it in my suitcase
.
Have you fed the cat?
No
.
I
haven
’
t fed her
yet
.
3
.
Structures
Have you packed
the camera yet?
Yes
.
I
’
ve already put
it in my suitcase
.
Have you fed the cat?
No
.
I
haven
’
t fed her
yet
.
Ⅲ.
Teaching
Difficult Points
1
.
the
target language
2
.
How
to train students
’
listening
ability
.
Ⅳ.
Teaching
Methods
1
.
Listening method to improve the
students
’
listening
ability
.
2
.
Pairwork to make every student work in
class
.
Ⅴ.
Teaching Aids
1
.
A
tape recorder
2
.
The blackboard
Ⅵ.
Teaching Procedures
Step I
Revision
Check
homework
.
Get
some pairs to read their
conversations
.
Collect their conversations and help
students correct any
mistakes
.
Step
Ⅱ
2a
This activity provides
guided listening practice using the target
language
.
Look at
the picture
.
Ask,
What can you see in the picture?
(
A boy and a girl are in the
kitchen
.
They
both look a little
stressed
out
)
Go
through
the
instructions
with
the
class
.
You
will
hear
a
boy
and
a
girl
talking
about
getting
ready
to
go
on
vacation
.
Write M after each thing that Mark says
and T after each thing that Tina
says
.
Look at the
sample answer
.
Say, Tina said,
No
.
I
haven
’
t cleaned out the
refrigerator yet
.
Get students to repeat
No
.
I
haven
’
t cleaned out the
refrigerator yet
.
Play the recording for students the
first time
.
This
time students only listen to the
recording
.
Play
the recording a
second
time
.
This time
let students write Min front of
Mark
’
s statements, and T in
front of Tina
’
s
statements
.
Check
the answers with the class
.
Answers
1
.
T
2
.
T
3
.
M
4
.
T
5
.
M
6
.
T
Tapescript
Boy: Mom and Dad
said they want to leave in ten
minutes
.
Are you
ready, Tina?
Girl:
No
.
I
haven
’
t cleaned out the
refrigerator yet
.
I have to do that right
now
.
Boy: Tina!
You
’
re
unbelievable
.
What about your bike?
Girl:
I
’
ve already put it in the
garage
.
But I
haven
’
t locked the garage
yet
.
That
’
s your job,
Mark
.
Boy: I
know
.
I
’
ve already done
most of my jobs
.
I
’
ve taken out
the trash
.
Girl:
Have you fed the cat yet?
Boy: Not
yet
.
I
’
ll do it in a
minute
.
Have you
turned off your radio?
Girl: Yes, I
have
.
I think
we
’
re almost
ready
.
Step
Ⅲ
2b
This activity provides guided listening
practice using the target
language
.
Go
through the instructions with the
class
.
Look at
the list of questions with blanks in front of each
one
.
Then look
back at the statements in Activity
2a
.
Say, Some of
the statements in Activity 2a are answers to
questions in Activity 2b
.
Write the number of the correct
answer from Activity 2a in front of
each question in Activity
2b
.
Get several
students to read the questions in Activity 2b to
the class
.
Look
at the sample answer
.
Ask a student to read
the
question and answer to the
class
.
Are you
ready, Tina?
No, I
haven
’
t cleaned out the
refrigerator yet
.
Play the recording for
students
.
Let
students write their answers in the
blanks
.
Play the
recording again if
necessary
.
Correct the
answers
.
Answers
Have you fed the cat yet? 5
What about you bike? 2
Are
you ready, Tina? 1
Have you turned off
your radio? 6
Step
Ⅳ
2c
This activity provides guided oral
practice using the target
language
.
Look at
the sample conversation in the speech
bubbles
.
Invite a pair of students to read it to
the class
.
S
A
: Are you
ready, Tina?
S
B
:
No
.
I
haven
’
t cleaned out the
refrigerator yet
.
Go
through
the
instructions
with
the
class
.
Say,
With
your
partner
make
a
conversation
using
information
from
Activities 2a and
2b
.
Have students
work in pairs
.
While they are working, walk around the
classroom checking the
progress of the
pairs and offering help as
needed
.
Invite
two pairs to say their conversations to the
class
.
Conversation 1
S
A
: Have you fed
the cat yet?
S
B
:
Not yet
.
I
’
ll do it in a
minute
.
Conversation 2
S
A
: Have you
turned off your radio?
S
B
: Yes, I
have
.
Step
Ⅴ
Grammar Focus
Look at the grammar focus
box
.
Get three
students to read the questions and answers to the
class
.
Have you
watered the plants yet?
No, I haven
’
t
.
Have you packed the camera yet?
Yes
.
I
’
ve already put
it in my suitcase
.
Have you fed the cat?
No
.
I
haven
’
t fed her
yet
.
Let students
make up other sentences in pairs using have
you
…
yet
questions
.
For
example: Have you had lunch yet?
Have
another student answer truthfully: Yes, I have or
Yes, I have already had lunch, or No, I
haven
’
t had lunch
yet
.
Pay
attention
to
the
use
of
already
and
yet
.
Say,
When
we
use
the
words
have
and
already,
we
are
talking
about
something that
happened in the past, but not a long time
ago
.
When we use
the words haven
’
t and yet,
we are talking
about something that
will happen in the future, but not a long time
from now
.
It will
happen soon
.
For
example: I
’
ve
already had breakfast, but I
haven
’
t had lunch
yet
.
Draw a
simple diagram to help students understand the
grammar focus
.
Get some pairs to say their sentences
aloud to the class
.
A sample sentence
I
’
ve already had
lunch, but I haven
’
t had
supper yet
.
Culture note
Many Americans
are used to taking at least one vacation trip a
year
.
But in
China, some of the students may not be in
the habit of taking an annual vacation,
or even making a trip to another
city
.
For some
students, financial limitations
and
family obligations make such travel
impossible
.
For
others, it
may be
that
taking trips is not something that is
common in their home
culture
.
Step
Ⅵ
Summary
In this class,
we
’
ve learned key vocabulary
clean out, put in, turn off and the target
language Have you watered the plants
yet? No, I haven
’
t
.
Have you packed the
camera yet? Yes, I
’
ve
already put it in
my
suitcase
.
Have
you fed the cat? No
.
I haven
’
t fed her
yet
.
Step
Ⅶ
Homework
Get students to write some sentences
according to the target
language
.
Step
Ⅷ
Blackboard
Design
Unit 14 Have you packed yet?
Section A
The Second Period
Target language
A: Have you
watered the plants yet?
B: No, I haven<
/p>
’
t
.
A: Have you packed the camera yet?
B: Yes, I
’
ve
already put it in my
suitcase
.
A: Have
you fed the cat?
B:
No
.
I
haven
’
t fed her
yet
.
Unit 14 Have you packed yet?
The Third Period
Ⅰ.
Teaching Aims
and Demands
1
.
Knowledge Objects
(
1
)
Key Vocabulary
chop, wood,
light, village, well, farm
(
2
)
Target Language
Have you
bought a newspaper?
Yes,
I
’
ve already bought a
newspaper
.
2
.
Ability Objects
(
1
)
Train students
’
integrating skills
.
(
2
)
Train the ability of expressing
students
’
own
opinions
.
3
.
Moral Objects
We should make
a plan for our everyday activities and make a
schedule
.
It can
remind us how to 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?
S
1
: Have you
turned off your radio yet?
S
2
:
Yes
.
I
’
ve already
turned it off
.
S
1
: Have you
finished your homework?
S
2
:
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?
S
1
:
Numbers
.
Clock
times
.
T:
That
’
s
right
.
Those are
clock times
.
Those times show what the three people
were doing at 9:00,at 10:00,and so
forth
.
It is
12:00 noon now
.
so the 1:00
and 2:00 times
show things they will do later
today
.
What has
Steve already done?
S
2
:
He
’
s already done his
homework
.
He
’
s already
bought a newspaper
.
He
’
s already fed
the dog
.
T:
That
’
s
correct
.
What
things hasn
’
t he done yet?
S
3
: He
hasn
’
t watered the
plants
.
He
hasn
’
t cleaned his
room
.
T:
OK
.
Very
good
.
Go through
the instructions with the
class
.
Put
students in several groups
.
Say, Each student in a group will
decide to be one of the
people
.
The other
students in the group will ask questions to
find out which person in the chart he
or she has decided to be
.
Make sure students understand how to do
the exercise
.
Look at the example in the
box
.
Invite a
pair of students to read it aloud to the
class
.
S
A
: Have you
bought a newspaper?
S
B
: Yes,
I
’
ve already bought a
newspaper
.
Ask
students, which of the three people could it be?
Can you find out? Yeah
.
It could be Steve or
Elise
.
Get
students to do the work in
groups
.
While
they are working, move around the classroom
checking the work of each
group
.
Ask two
groups to do the work as the
examples
.
Group
1: Have you watered the plants?
S
1
:
Yes
.
I
’
ve already
watered the plants
.
Group 2: Have you fed the dog?
S
2
:
No
.
I
haven
’
t fed the dog
yet
.
(
Person 1: Kathy; Person 2:
Elise
)
Step
Ⅳ
Part 4
This activity provides reading,
writing, listening and speaking practice using the
target language
.
Go through the instructions with the
class
.
Invite
a
good
student
to
give
an
example
of
things
that
he
or
she
has
and
hasn
’
t
done
this
week:
I
have
done
my
homework
.
But I haven
’
t
done some shopping
.
Put students in some groups of
three
.
Let
students complete the work in
groups
.
Finish
the table
.
Review
the task
.
Get
some groups to share the results of their
surveys
.
Sample
answers
Things I have done
Things I haven
’
t
done yet
Optional activity
Ask students to write their own
schedules, listing the time of day they do each
thing
.
Then get
students to work in
pairs
.
Student A thinks of one
activity
.
Student
B gets five tries to guess the
activity
.
Then
student B thinks of an activity and student A
guesses what it is
.
Step
Ⅴ
Summary
In this class,
we
’
ve learned some key
vocabulary words such as chop, wood,
light
.
village,
well, farm
.
We
’
ve also done a
lot of reading, writing and speaking practice
using the target language
.
Step
Ⅵ
Homework
1
.
Finish off the exercises on pages
57
~
58 of the
workbook
.
2
.
Get
students to talk about the things they have done
and they haven
’
t done yet
this week in pairs
.
Step
Ⅶ
Blackboard Design
Unit 14
Have you packed yet?
Section A
The Third Period
Target
language:
A: Have you bought a
newspaper?
B: Yes,
I
’
ve already bought a
newspaper
.
Unit 14 Have you packed
yet?
The Fourth Period
Ⅰ.
Teaching Aims
and Demands
1
.
Knowledge Objects
(
1
)
Key Vocabulary
member,
original, songs, award
(
2
)
Target Language
Have they been on TV yet?
Yes, they
’
ve been
on TV lots of times
.
2
.
Ability Object
(
1
)
Train students
’
speaking and listening
ability
.
(
2
)
Train students
’
ability to understand the target language in
spoken conversation
.
(
3
)
Train students
’
ability to use the target
language
.
3
.
Moral Object
You
Science project
homework
Li
Hong
(
< br>student
’
s
Wang
Bin
(
student
’
s
name
)
Plan
Shopping
name
)
Cleaning
Washing
Love music and you can benefit from
it
.
Ⅱ.
Teaching Key Points
1
.
Key
Vocabulary
member, original, songs,
award
2
.
Target Language
Have they been on TV yet?
Yes, they
’
ve been
on TV lots of times
.
Ⅲ.
Teaching
Difficult Points
1
.
How
to train students
’
speaking
and listening ability
.
2
.
How
to use the target language
.
Ⅳ.
Teaching
Methods
1
.
Listening method
2
.
Groupwork to make every student work in
class
.
Ⅴ.
Teaching Aids
1
.
A
tape recorder
2
.
The blackboard
Ⅵ.
Teaching Procedures
Step I
Revision
Check
homework
.
Ask
some pairs to say their conversations to talk
about the things they have done and they
haven
’
t
done yet
this week
.
S
A
: Have you done
your homework?
S
B
: Yes,
I
’
ve already done my
homework
.
S
A
: Have you
cleaned your room?
S
B
: No, I
haven
’
t cleaned my room
yet
.
Step
Ⅱ
Part 1
This activity introduces key
vocabulary, and helps students review vocabulary
they already know
.
Look at the
picture
.
Ask,
What can you see in the picture?
(
A man is playing the guitar
and singing a song
)
Point
to
the
box
.
Invite
a
student
to
read
the
four
questions
.
Make
sure
students
understand
the
questions
.
Get
students to fill in the
blanks on their own
.
A moment later, ask several students to
read their answers to the
class
.
Notes
1
.
fav
orite
—(
adj
.
)
best liked
2
.
What is your favorite
band?
—
What band do you like
best?
3
.
band
—
group of
persons who play music together
4
.
band
member
—
member of a band
Step
Ⅲ
2a
This activity gives students practice
in understanding the target language in spoken
conversation
.
Look at the
picture
.
A record
agent is interviewing members of a
band
.
Let
students read the
instructions
.
Point to the
headings and
the blank lines following each
heading
.
You will
hear a woman interviewing members of a
band
.
They
are talking about the
band
.
Now, listen
and write your answers on these blank
lines
.
Play the
recording the first time
.
This time students only
listen
.
Play the
recording a second time
.
This time, ask
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