Post-readingAssignments: Review Structure and Dialogue Retell dialogue I. Get the spelling of new words right Wtie.acomposionemtled"fwereascienisconscnationit I would solve the panda crisis 2session 1.Continution of the study of Dialogue: Pre-reading question r taken a subway?How do you like this mode of transport? Call students'att ription in the text Do you agree with the author that To anxious people who are stuck in the tube.I suppose it doesn't really matter what it is that has broken down. Language points the tube,rush-hour,speed up/slow down,come to a standstill, look fed up/worried/annoved After 20 minutes,which seemed like 20 hours After an hour passed.more like halfa day I began to wonder if.for the rest of the day.the rest of our lives hot and stuffy(cf.hot and sticky).stuffy air.foul air in beige.the story of one's life.the power supply had failed.crash coach:carriage.give sb.the sack,break down,a cheer went up. as if to make up for lost time, unfortunately not even a fast train can bring back the lost time 3.Study of Rea ding I If you were to describe the public bus system to astranger in London,how would you do it? 4.Post-reading Assignments Review Reading l&I Retell Reading I. Get the spelling of new words righ Write a passage using at least 5 useful expressions from the text. Prepare the post-reading topics for discussion and writing(See appendix 2) session 2.Continuation of the study ReadingI: us on word Stu th tord in the previous seion in pirs or ouns then the rereentatives 22 Post-reading Assignments: Review Structure and Dialogue. Retell dialogue I. Get the spelling of new words right. Write a composition entitled “If were a scientist/conservationist., I would solve the panda crisis by.” 2 nd session 1. Continuation of the study of Dialogue: Focus on Word Study. 2. Study of Reading I Pre-reading question Have you ever taken a subway? How do you like this mode of transport? While-reading Ask students to identify the type of writing. Call students’ attention to time order and the vivid description in the text. Do you agree with the author that “To anxious people who are stuck in the tube, I suppose it doesn't really matter what it is that has broken down.” Language points the tube, rush-hour, speed up/slow down, come to a standstill, look fed up/worried/annoyed After 20 minutes, which seemed like 20 hours. - After an hour passed, though it seemed more like half a day. - I began to wonder if.for the rest of the day.the rest of our lives hot and stuffy(cf. hot and sticky), stuffy air, foul air in beige, the story of one's life, the power supply had failed, crash coach: carriage, give sb. the sack, break down, a cheer went up, . as if to make up for lost time, unfortunately not even a fast train can bring back the lost time 3. Study of Reading II If you were to describe the public bus system to a stranger in London, how would you do it? 4. Post-reading Assignments Review Reading I & II. Retell Reading I. Get the spelling of new words right. Write a passage using at least 5 useful expressions from the text. Prepare the post-reading topics for discussion and writing (See appendix 2) 3 rd session 1. Duty report Ask 3 students to do duty reports 2. Continuation of the study Reading I : Focus on Word Study 3.Post-reading topic discussion Discuss the topics assigned in the previous session in pairs or groups, then the representatives do a