M1U2教案.doc

课题：Module1Unit2教学时间：2015年 月 日 教师：一、教学目标（一）知识与技能：Enable students to learn to write about a person. （二）过程与方法：Bottom-up approach. （三）情感态度和价值观：Talk about feelings and impressions with students. 二、教学重难点: Key vocabulary重点词汇 jeans 牛仔裤 nervous 紧张地，情绪不安的 stranger 陌生人 fair 金色的，浅褐色的 hobby 业余爱好 proud 感到骄傲的，按到自豪地 be proud of 为而感到骄傲 mark Key structures重点句式三、教学方法: Bottom-up approach.四、教学资源准备：采用多媒体教学，video, 幻灯片PPT五、课时设计：一课时六、教学过程教学环节教师活动学生活动设计意图激情导入Step I Warming-upAsk students who wear jeans come to the front of the class. T: Now, everyone, look! What kind of clothes do they all wear?S: Jeans. T: Many people, young or old, wear jeans today. Jeans are so popular, do you know why?S: Because they look beautiful!Ask one of the students who come to the front the following questions. T: Do you like swimming in the sea? Why or why not?S: Yes. I love swimming in the sea because the sea feels great.T: Silk clothes were first made in China. They are still popular today. Why are silk shirts so popular in China?S: Because they feel soft and look beautiful. Talk about feelings and impressions with students. Help them to recall all the sense verbs and write the sentence structure on the board. Let students read and consolidate these words and structures. 讲授新课Step II Vocabulary T: What do I look like? What about my hair, my face, my clothes? Do you know how to describe a person? Now look at the photos in activity 1. How do you think of the girls in the two pictures? First the girl in the left picture. S: Shes tall, beautiful and lovely.T: What about her hair?S: Its long and black.T: Shes tall with long black hair. (Write on the board) Is she young?S: Yes.T: She looks young and pretty. (Write on the board) Now look at the photo on the right. Tell me your idea about the girl.S: Shes tall with short hair.S: Shes young.S: Shes smiling. Shes pretty. T: Great. How about her clothes? S: She wears jeans and T-shirt.T: Good. Lets come to next step.Show the following. Ask students to read and makes sentences with them. dark, fair, glasses, long, old, pretty, short, tall, young Step II Reading T: Sally is going to meet her friend Lingling at the airport. But they didnt meet before and they didnt know what each other look like. Sally then describes herself in the letter. What does she look like? Now read her letter and underline the sentences about Sallys looking. After a while, ask students to read out loud the sentences, and then find out the right photo. Sample sentences: Im quite tall, with short fair hair, and I wear glasses. Ill wear jeans and a T-shirt for the journey, but Ill also carry my warm coat. T: Good. Can you find her now? Point out the picture. Sample sentences: 1. but I also like dance music - I love dancing! I enjoy sports as well, especially tennis. 2. Im very proud of him! I feel stupid when I get bad marks and I get angry with myself - I should work harder. and Im quite shy when I, with strangers. I feel nervous when I speak Chinese, but Ill be fine after a few days. Im always sorry when I do something wrong But Im very excited about coming to China! Ask students to read the above sentences repeatedly. Then ask them to work in pairs and ask and answer the questions in activity 5. After this, ask them to read the letter again and then match the questions in activity 3 with the paragraphs. Check the answers and ask them to state their reasons. Step III SpeakingAsk students to do activity 4. Samples description:The girl in the right photoShe is tall with short hair, and she is wearing glasses. Shes carrying a warm coat. She looks happy and young.Then ask students to work in groups of five or six. Each group describes a person in the class, and let other groups to guess who she or he is.Samples description:1. Shes cheerful. Shes tall and slim with long, fair hair. Guess who she is!2. He is not too tall, but he is strong. He often wears jeans and he is wearing glasses. Guess who he is!Encourage students to talk about their hobbies using the following sentence structures and phrases.I spend a lot of time with I love I enjoy As well Sample description: I spend lots of time playing basketball. I love sports. I want to join our school basketball team. I enjoy music as well.Pairwork Sample sentences: I hope you will recognize me from my photo when I arrive at the airport. I feel stupid when I get bad marks Well, at first I often feel a bit sad when I leave my mum and dad for a few days, and Im quite shy when Im with strange4rs. I feel nervous when I speak Chinese, but Ill be fine after a few days.Im always sorry when I do something wrong, so please help me do the right things when Im with you in China! Point out “when” means time here, not a question word and then ask them to work in pairs and ask and answer the question in activity 5. Then ask students to work in pairs and ask and say about their feelings as instructed in activity 6. Sample dialogues:1. When do you feel angry? When I get bad marks. 2. When do you feel excited? When I see a film. Step IV WritingSample version:Dear Lingling,Thank you for your message. Im very glad to hear from you. You said youll come to our country next month. Its great! Ill meet you at the Berlin Station. I hope you can recognize me easily. I have short dark hair and I wear glasses. Im about 1.60m tall and a little thin. Ill wear a sweater and blue trousers for the journey. Ive got your photo - you look so tall and strong. So Im sure well find each other!Thank you for telling me your hobbies. You sound just like me. I like playing volleyball, too. I spend a lot of time playing piano with my new teacher. I love singing too. I learn to sing childrens songs every evening. Im looking forward to meeting you. See you next month!Love Jane Step V Homework In this step, introduce some new words and talk about the pictures to prepare for the reading.In this step, ask them to read the letter individually and find out the right photo. Ask some students to point out the picture and describe the picture. Then ask students to read again and find the sentences showing her likes and dislikes and those describe her feelings. Ask students to read the letter and underline the