7aUnit1.doc

Unit 1, 7A This is me By Tian Jiabing High SchoolLearning objectives:1. Learn to use the simple present tense.2. Learn to use everyday expressions to communicate when meeting people.3. Identify main points to get a general impression of different people.4. Generate ideas to write a personal profile.Unit 1 Opening Welcome to the unitStepsI. Greetings:First greet with the students.Hello!Hi!Good morning/afternoon!How are you?Nice to meet you.Whats your name? Then ask them to greet with each other.II. Welcome to the unit1. A Meeting new friendsLook at the six students at Beijing Sunshine Secondary School. Theyre Amy, Simon, Millie, Kitty,Sandy and Daniel. Theyre introducing themselves to each other. Go through all the sentences.2. B GreetingsLook at the times and fill in the blanks.Good afternoon/morning/night/evening.III. Introduction1. First, introduce myself. Say,“Good morning/afternoon. Im Ms Li. My name is Li Zhengya. Im an English teacher. I work at Tian Jiabing High School”2. Then ask the students to introduce themselves to the class.IV. The comic strip1. Introduce the background information to the class.2. Teach the three new words: master, instruction and e-dog.3. Ask them to read the dialogue by themselves and then answer the following questions: Who is Eddie? Who is Hobo? Do you like/love this e-dog/Eddie/Hobo? Does Eddie like the e-dog? How do you know?4. Read after the tape.5. Practise this dialogue in pairs.6. Ask some groups to act the dialogue out in front of the class.7. Recite the dialogue and check.8. Pay attention t instruction book look after (prep.)I must look after my little brother.look at / for(prep.)V. HomeworkWrite a profile of yourself for the class noticeboard.ReadingObjectives:1. To recognize the use of language in giving personal information2. To use personal pronounsPart ASteps:I. Review key vocabulary according to the general ability of the class. Write model sentences on the blackboard.I am (years old).I am (tall short)I love (dancing/ playing football/ computer games, etc.)II. Teaching the new words and new phrases.III. For less able students, read all the text on page 4 to the class. Foe more able students, read the text about Millie. Students listen and follow the text in their books. Then divide the class into six groups and assign one central character to each group.IV. Write the following on the blackboard for students to copy.Name: age: live:Like: look like:V. HomeworkWrite simple profiles of their friends or their parents.Part B and C:Steps:I. Review adjectives and nouns that describe hair and the structure “ to have”as a brainstorming exercise.Ask: 1. Who has a ponytail?2.Who has short hair?II. Review key verbs and nouns and subject-verb-object sentences. Ask students to look at the table on page 5 and check their understanding by asking questions:1. Who wears glasses?2. Who likes football?3. Who has a cousin?III. Ask students to complete a summary of the five characters in part B. Tell more able students to complete the sentences from memory. After they have finished, tell students to work in pairs and compare answers.IV. Set part C as a quiz. Divide the class into pairs and set a time limit. The pair who gets all the correct answers first is the winner.V. Ask students to correct the false statements.VI. Homework:Ask every student to write a personal profile of a classmate, the class teacher, the principal or anyone else who is well known to them. The next day, ask one of the students to read it . The other students have to guess who the person is.Part D:Steps:I. Review football, reading, swimming, listening to music, dancing and computer games. Ask the class some open questions, e.g. Who likes reading? Who likes listening to music?After asking the questions, count the number of people who like something and write it on the board.3. Ask more able students to complete Part D1 from memory. Tell less able students to refer to the passage on Page4.4. Ask students to check their answers with their partners.5. Ask each student to complete a profile of himself/herself in Part D2. When they have finished, ask them to read their profiles to their partners.Homework Ask students to work in pairs and write profiles of each other.VocabularyObjectives:To use verbs and nouns to talk about sportsTo describe different kinds of sportsTeaching procedures:1. Before you ask students to do Part A, talk about sports with the class. Ask students what sports with the class. Ask students what sports they know the English word for.2. Ask students to complete Part A. Check answers orally with the class.3. For weaker classes, pre-teach the words “football boots”, “swimsuit” and “tennis racket” before they do Part B. Ask questions about sports to elicit the words from the students, e.g. What do you need when you play football/tennis?4. Ask students to complete the sentences on their own. Ask several students to read out their answers.Homework:1. Remember the words by heart.2. Make sentences with the words about sports. e.g. I wear a swimsuit when I swim.Grammar(Please look at the CAI)A brief teaching plan for 7A unit1 GrammarTeaching aims and demands1. To master the Simple Present Tense.2. Complete three conservations between Millie and her friends.3. Express yourself and others with the Simple Present Tense.Teaching procedures1. Make a profile of yourself.2. Learn the Simple Present Tense.3. Do some some exercises.4. Ask the teacher questions.5. Homework.Integrated skillsPart AObjectives1. To extract information from an article.2. To obtain information from listening.3. To consolidate information and complete a newsletter article.Teaching procedures1. Tell students to look at the headline of the newspaper article and the picture. Ask who they think the person is, what he does and which football team he plays for.(the Huanghe Football Team)Ask them which football Li Guanghua played for. (the Changjiang Football team)2. Write the following words on the board: “football” “score” “goal” “match” “team” and “the World Cup”Elicit from students the meanings of these words. Point out that the picture on page 12 illustrates the words “score” and “goal” and that they have already learned the word “team” on page 10. Explain any words that students do not know.3. Tell students to read the note sheet before scanning the article for answers. Ask students to find the answers in the newspaper article and underline them.4. Check students general understanding of the article. For weaker classes, check the answers from the article before playing the recording, i.e., name, old team, and new team.5. In Part A3, students need to extract information from both the article and the note sheet in Part A1 on page 12. Play the recording again if necessary.Part BObjectives1. To exchange information about oneself.2. To ask questions about personal information.3. To respond to questions about oneself.Teaching procedures1. Encourage students to memorize the conversation so that they can respond automatically. This should be a lively part of the lesson which encourages students to have fun when speaking.2. For stronger classes, tell students to close their books and listen to you. For weaker classes, allow students to follow the text in the book.Present the conversation line by line, focusing on intonation and the linking of words. Ask students to repeat complete sentences as they hear them. Make sure that they do not sound monotonous or mechanical. If they have problems pronouncing particular words, practise the words separately and then integrate them into the complete sentences again.3. Ask students to replace the underlined words with their own information. Emphasize that students should personalize the conversation so that they can use the sentences fluently in real-life situations outside the classroom. While students are practicing, move around the classroom providing help with pronunciation and intonation. Encourage more able students to expand the conversation to include more formal greetings, and to do another role-play in which they meet a teacher, the head teacher, a visitor.4. For weaker classes, ask students to practise the conversation in pairs and then change roles before they make up their own conversation.5. Allow less able students to write to write down new conversation before the role-play.Exercises in class:Fill in the blanks with the right words.1. Jim _ (be) the newest member of the Reading Club.2. Peter joined _ (we) after he left _ (they).3. Joan is a very good basketball _ (play).4. Helen _ (want) to play in the neat World Cup.5. In the last six _(month), he scored 15 goals in 20 _ (match).6. He scored two wonderful goals in his _ (one) match for his new team.HomeworkGo over pages 12 and 13.Study skillsObjectives:1. To establish and maintain relationship and routines in school.2. To use everyday expressions to give instructions, make requests, and give responses.Teaching procedures1. Tell students that they need to speak in English in your class, so it is important to learn some common expressions. Tell them to write down frequently used words and phrases in a dedicated book which they should always bring to class.2. Alternatively, you could create a card system with your students.They write phrases on small pieces of cards, one phrase per card.Students draw symbols/pictures next to each phrase or instruction to help them memorize the phrases.Students show their symbols/pictures to a partner who has to guess what the phrase is.3. Introduce the word borrow. Ask students to work in pairs to exchange request and responses as presented on page 14. Ask students to memorize the whole sentence and look at their partner when they speak.4. Walk around the class and check for understanding. Encourage students to repeat whole sentences from memory.Exercises in classTranslate the following sentences into English.1 他是一位优秀的足球运动员。 2 我是音乐俱乐部的一员。 3 他妈妈看起来很年轻。 4 每逢周末我去游泳半小时。 5 这儿是体育新闻 6 篮球运动员看起来高大健壮。 Main taskTeaching steps:Step1 Answer the teachers questions:1. Whats your name?2. How old are you?3. When were you born?4. Where do you live?5. What do you like?6. What colour are your eyes/is your hair?Step2 Ask individual student to stand in the front and the other students ask him/her the similar questions as many as possible.Step3 Learn the words on page 15Step4 Reading1. Ask the students to read the model profile on page 15 by themselves.2. Read after the tape.3. Explain some difficult sentences to the students.4. Read Millies and Daniels profiles together.Step5 Writing1. Turn to page 16 and ask the students to write down their own profile on it.2. In pairs, students read, check and correct their partners draft.3. Ask for volunteers to read their profiles to the class.Step6 Game1. Collect some of the Ss books and mix then up on the teachers desk.2. One student comes to the front and reads a personal pro