unit1CouldIChangeMyLife.doc

Unit 1 Warm-up & Listening and Speaking Could I Change My Life?祝娟课时安排：2课时I. Teaching Aims1.To help students learn about how to make a change2.To help students learn the expressions about asking for and giving advice3.To help students role-play given situations and practice their oral EnglishII. Teaching key points &difficult pointsKey points:1. To help Ss learn expressions about asking for and giving advice 2. To help Ss learn to cooperate with others.Difficult points:1. To help Ss think of related expressions about asking for and giving advice2. To help Ss role-play given situationsIII. Teaching methods1. Task-based teaching2. Situational teaching3. Communicative teaching IV. Teaching aids1. Multimedia2. Computer3. PostersV. Teaching proceduresProceduresStudents activitiesAims & effortsStep 1: Lead-inActivity 1: Interview How many of you have ever decided to make a change? What aspects do you want to change? (lose weight, study hard, live a healthy life and so on)Activity 2: Finish a questionnaireTo test whether you need to make a change.(The higher your score is, the more changes you need to make)(Individual work)Answer the questions.Finish the questionnaireand analyze the results.Break the iceMake the atmosphere lively.To test whether Ss need to make a change. Step 2: Discussion-Pair work Since you decide to make a change, do you know how to make a change? Here are some instructions and put the steps into a proper order. A. Carry out the plan by recording your behavior.B. Congratulate yourself on successfully making a change.C. Find out one aspect that you want to change about yourself.D. Find some ways to motivate yourself in carrying out the plan.E. Make a suitable plan for the aspects you want to change. _(Pair work)Put the instructions on how to make a change into a proper order. Learn about how to make a change and learn to exchange opinions.Step 3: Listening Practice-I need to change my unhealthy life 1. Pre-listening: Guide Ss to guess the answer and remind them to pay attention to logic and details2. Pick out difficult points: a little bit, thats gonna be a bunch, make . as .3. Listen to the conversation and circle the best answer.(1) How did Michael feel when Jennifer saw him?(2) Which picture best represents Michael?4. Listen again and finish three multiple choices.(1) Michael doesnt like to eat _.a. vegetables b. meat c. chocolate(2) How often does Michael play sports?a. Once a week b. Once a month c. Seldom (3) Whats Jennifers first impression for Michael?a. She advised Michael to stop eating chocolate at once.b. She advised Michael to find out what he needed to change.c. She advised Michael to make a plan.(Individual work)Listen to the conversation and finish related exercises.(Class work)Exchange opinions and share the answers. Master listening strategy. Lower the difficulty of listening exercise. Stay away from unhealthy life. Step 4: Speaking-Asking for and giving advice 1. Activity One: Can you list some other expressions about asking for and giving advice? Discuss with your group members. The more, the better. 2. Watch a video: Write down the expressions about asking for and giving advice that the speakers mentioned. (Show their Group work on the poster)3. Practice:(1)Show Ss an easy dialogue that I made up and complete it with the expressions they have listed. A: I plan to visit some places before I leave china. _B: _, I would go to Xian. Thats the best place to go. A: Xian, that sounds _.B: I also _ Qingdao, Beijing and Guilin. A: But I only have several days in China. _?B: In that case, _ visit Xian and Beijing.A: Thank you for your suggestion. (2)Practice this dialogue with your partner and try to retell it. (Group work)List some expressions about asking for and giving advice.(Pair work)Finish a given dialogue and retell it. Master expressions about asking for and giving advice.Practice Ss oral English.Develop Ss awareness of cooperation and sharing.Step 5: Consolidation1. Fill in the blanks Use these expressions to fill in the blanks on page 4. 2. Role-play(1)Work with your group members. Role-play the following situations. (Ss were divided into groups of 4 and choose one topic. They have to work together and two of them will act out the conversation.)(2) Teachers guidingWhile Ss were talking, I walked around these groups to check if they have any problem or need any help.(Individual work)Complete Conversation Two. Make up a dialogue and act it out with the help of expressions and teacher.Live to learn, live to use. Learn to cooperate with others. Create active atmosphere and raise Ss interest.Step6: Conclusion1. Group work: Besides expressions youve just written down on the 1st poster, can you find out more important and difficult phrases? List them on the first poster and show us your work.2. Concluding what Ss wrote and Ss reciting these expressions. 3. CompetitionAccording to the Ss poster, they will have a group competition. I will show them Chinese and ask one student of each group to write down the phrases on the blackboard. The group which gets the most correct will be the winner. (Group work)List important and difficult phrases on the first poster. Have a group competition. Master important phrases and expressions in relaxed and active atmosphereConsolidate what they have learned in class. Step 7: Homework1. Conclude useful phrases and expressions 2. Write down groups situational conversation and try to recite it. 3. Finish related exercises on workbook.Finish assigned tasks.Get familiar with useful phrases and expressions.Practice their conversation and consolidate what theyve learned in class. VI. Blackboard writing designUnit 1 Warm-up & Listening and speaking Could I Change My Life?Asking for advice:Id like to hear your opinion/idea.Whats your suggestion/advice/opinion?What plan do you suggest?What do you do in my situation(shoes)?Giving advice:Youd better.Maybe you should .You could always.If I were you, Id .Why dont you .?/ Why not .?Group 1: Group 2: Group 3: Group 4: Group