1、 永久免费在线组卷 课件教案下载 无需注册和点数Unit 1 Star SignWelcome to the unitObjectives1. To identify the symbols that represent the star signs2. To learn the names of the symbols that represent the star signsTeaching procedures1. Ask students what animals they are in the Chinese horoscope. Ask them to describe the c
2、haracteristics of that animal. For weaker classes, you can write the English names of the Chinese star signs on the board.2. Explain that western countries use a different system of star signs. Explain that the western star sign system is based on the month you were born in, rather than the year you
3、 were born in.3. Explain to students that each picture in Part A represents a star sign. Ask them to complete Part A, then discuss the answers as a class. Students who have made mistakes in this section will benefit form correcting their answers before proceeding to the Reading section.4. Ask studen
4、ts to complete Part B. explain that there are 12 star signs in total- those in Part A and those in Part B. Each star sign represents a period of time in a year. 5. Ask students whether they know what their star sign is. Encourage them to day the name of their star sign aloud.Reading Objectives1. To
5、understand what star signs are and what they represent2. To recognize and understand vocabulary about characteristics3. To use adjectives to describe someones characteristicsteaching procedures:1. Brainstorm the vocabulary that is used to describe peoples characteristics. Encourage students to expla
6、in each word to their classmates.2. Read the passage aloud to students. Ask them to listen carefully to you and follow the text on page 4 and 5.3. Ask one student at a time to read a paragraph. After each paragraph, ask students to say which parts of the text they do not understand. Less able studen
7、ts may find some of the names of the star signs difficult. If so, do not force them to learn them by heart because they are only used here to arouse students interest. It is more important for them to learn the adjectives that describe peoples characteristics. This will enable them to complete the M
8、ain Task at the end of the unit.4. Ask some questions to check understanding. Part BTeaching procedures1. Before doing Part B, review adjectives used to describe characteristics. Ask students to describe their classmates. 2. Ask less able students to work in pairs. Tell them to skip the ones they ar
9、e not sure about and do the easier ones first. Check answers as a class.Part CTeaching procedures1. Tell students to work in pairs to complete Part C1. When students have completed all the answers, ask them to raise their hands. The first pair to complete the exercise correctly is the winner.2. Afte
10、r students have finished, give the correct answer to each question. Highlight where students can find the answers in the passage. This will help them when correcting their own mistakes and provide them with a better understanding of where they went wrong.3. For stronger classes, ask students to corr
11、ect the incorrect sentences.4. Review key vocabulary learnt in the reading passage. Ask more able students to describe their partners using these adjectives.5. Ask students to do Part C2 on their own and check their answers with their partners. Ask students to refer to the reading passage on page 4
12、and 5. If students have different answers, ask them to discuss the answers.Part DTeaching procedures1. For weaker classes, write a list of characteristics on the board for students reference2. Ask less able students to pick five characteristics that describe themselves and write them in the blanks i
13、n part D1. Tell more able students that they can also use characteristics that are not listed on the board. Tell less able students to refer to the reading passage on pages 4 and 5 if they need help with ideas.3. Now, ask students to read the description of their star sign on pages 4 and 5. Ask them
14、 to write whether the characteristics listed under their star sign match the characteristics they have listed. 4. Ask all those who think their characteristics match their star sign to raise their hands. Then ask all those whose characteristics do not match to raise their hands.5. Do a class survey.
15、 Ask students whether they believe in star signs. Count how many say yes and how many say no. Write the numbers on the board. For more able students, ask them to say why they believe or do not believe in star signs.6. Divide the class into pairs. Ask students to write down five words that describe t
16、heir partners characteristics in Part D2.7. Ask students to exchange books and compare what they have written. VocabularyObjectives1. To use adjectives to describe characteristics2. To recognize whether an adjectives is positive or negativeteaching procedures1. Divide the class into groups of four.
17、Each group works together to complete Part A. One student in each group writes down the answers on a piece of paper. Groups raise their hands when they have finished.2. When all the groups have finished, each group must give their answers to another group to mark. Remind students to put the name of
18、their group at the top of the paper.3. Read out the correct to the class. Each group marks another groups answers. The group with the most correct answers wins.4. Ask students to work on their own to do Part B. Remind them to look at the pictures and the words provided.5. Ask students to compare the
19、ir answers with their neighbours and discuss the differences.6. When the discussion is finished, ask a student for the answer to No.1. Ask all students who agree to raise their hands. If a student gives an incorrect answer, ask other students what the correct answer should be.GrammarObjectives1. To
20、use it is+ adjective + of + (not) to-infinitive to express opinions about a persons actions.2. To use the verb to be + adjective + enough + to-infinitive to describe a persons characteristics and abilities.3. To use the basic sentence elements to make up a sentencepart Ateaching procedures1. Tell st
21、udents that we use the it is+ adjective + of + (not) to-infinitive structure to talk about our feelings towards people and what they do.2. Ask three students to read the three sentences in the grammar table at the top of page 9. Encourage students to ask questions if they are unsure of the meaning.3
22、. Ask students to complete the exercise on their own. Students have to write the correct words form the box in the blanks without making any changes.4. Ask a pair of students to read out what they have written. Check for incorrect answers and mispronunciation.Part BTeaching procedures:1. Tell studen
23、ts that we can also use the verb to be + adjective + enough + to-infinitive structure to talk about a persons personality and abilities.2. Explain the difference between the structure in Part A and the structure in Part B. In part A, students learn to express what they think about someone elses acti
24、ons. In Part B, students learn to express what they think about a persons personality and abilities.3. Ask three different students to read the sentences in the grammar table at the top of page 10. Encourage students to ask questions if they are unsure of the meaning.4. For stronger classes, tell st
25、udents to cover the adjectives on the right and work on their own to write the sentences for Part B. Remind them that they need to rearrange the order of the words, and choose a proper adjective for each sentence. For weaker classes, students can use the adjectives on the right to form sentences. En
26、courage more able students to write the sentences with their own adjectives. Accept any sensible answers.5. Ask students to read out their sentences. Check for mistakes and mispronunciation.Part CTeaching procedures1. Write a sentence on the board. Ask students to shorten the above sentence to give
27、the main idea of it. Explain to students that a sentence can be divided into different parts. We can add or remove the different parts of a sentence to clarify the meaning of it.2. Tell students that each sentence part has its own name. Ask seven students each to read one definition and the sample s
28、entences that follow. Encourage them to ask questions if they are not sure of the meaning.3. Explain to students that the basic parts of a sentence are the subject and the predicate. To make a sentence richer in meaning, we can add predicative, objects, attributives and adverbials to the sentence wi
29、th additional information.4. Ask students to complete Part C1 on page 12 using the table on page 11 as a guide.5. Ask eight students to each read out one sentence and the answer they choose. Check for mistakes and mispronunciation.6. Ask each student to find a sentence from any English book, magazin
30、e or newspaper. Then ask them to identify the different parts of the sentence.7. Ask students to complete the sentences in Part C2 on page 13 and choose the correct sentence element in brackets. For stronger classes, ask students to add more elements to each of the sentences. For weaker classes, all
31、ow students to work in pair.8. Ask students to volunteer to read out their answers. Ask them to read the whole sentence, not just the words they have written.Integrated skillsPart AObjectives1. To understand the context of a horoscope, in both its written and spoken forms2. To consolidate the inform
32、ation gained from reading and listening, then determine the factsteaching procedures1. Tell students that we read horoscopes just for fun.2. Ask students where they might read a horoscope like that in Part A1 on page 14, e.g., newspaper, magazine, newsletter, website or e-mail.3. For weaker classes,
33、 read the horoscope in Part A1 to the class. for stronger classes, ask a student to read the horoscope aloud. 4. Review keywords and phrases with students.5. Ask students to read the advertisement, then fill in as much information in Millies notes as they can. Remind them that they will not be able
34、to complete all the answers. For weaker classes, help students by telling them which answers cannot be found in the advertisement.6. Ask students to look carefully at what they have written and pay attention to the gaps they have not yet been able to fill.7. Play the recording once without stopping.
35、8. If necessary, play the recording again, stopping after each answer or sentence so that students have time to fill in their answers.9. Tell students to look at their answers. If they still have some gaps, ask them to read the advertisement again at the top of the page in case they have missed some
36、thing. Play the recording once more without stopping.10. Ask students to read one answer each. Check for mistakes and mispronunciation. For weaker classed, it is useful to play the recording again once students have completed the exercise. This consolidates what students have learnt and gives them a
37、 sense of achievement.11. Play the recording for Part A3 once. Tell students not to write anything, but to listen to the recording the first time it is played.12. Now, ask students to read the incomplete notes under “Amys predictions. Explain that they have to complete Amys mistakes by listening to
38、the recording.13. Play the recording again, stopping after each answer for less able students to write the answers if necessary.14. Tell students that they need to write what Master Zhang says will happen to Millie under the heading Master Zhangs predictions. For weaker classes, ask students to use
39、the information on page 14 to complete the column on the right. For stronger classes, play the recording for Part A2 a third time and ask students to complete the column on the right.15. Ask students to volunteer answers to the questions, checking for mistakes and mispronunciation.Part BObjectives1.
40、 To exchange information about others2. To talk about a persons characteristics3. To discuss the positive and negative aspects of a persons character, relative to a task or positionteaching procedures1. Review chairperson, imaginative, stubborn, give up and outgoing. For stronger classes, ask studen
41、ts to explain the meanings. For weaker classes, you can give them the meanings.2. Introduce the topic and language structures to students in a light-hearted way, to build up their confidence.3. Ask three students to read the profiles of Peter, Suzy and David out loud.4. Ask two of the more able stud
42、ents to read the conversation between Millie and Kitty.5. Ask students to work in pairs. Encourage them to discuss Suzy and David. Remind them that they can use the conversation in Part B as a model. For weaker classes, allow students to write down their conversations first.6. For stronger classes,
43、ask students to talk about a student in their class who would make a good chairperson of the Students Union. Remind them to give reasons for their choice.7. Ask a few pairs to present their conversations to the class.Study skillsObjectives1. To recognize and understand different levels of formality
44、in the English language, both when writing and speaking English.2. To recognize and correct mistakes about inappropriate level of formality in finished workteaching procedures1. Review formal or informal language, endings and slang. For stronger classes, ask students to explain the meanings of the w
45、ords and/or give Chinese translations. For weaker classes, you can tell them the meanings.2. Make sure students recognize that the picture of a pencil represents written language while the mouth represents spoken language.3. Explain the difference between abbreviations and contractions. An abbreviat
46、ion uses only the first letters of a name or phrase, or leaves out letters to shorten a word. A contraction is a short form of a word or words when an apostrophe replaces a letter or letters.4. Ask students to work in pairs. First, ask them to underline parts of the letter on page 16 which they beli
47、eve are inappropriate.5. Ask students to write down why they believe a part of the letter is inappropriate. Remind them to use the phrases. 6. Ask a different pair in turn to give their answers for each number, noting mistakes and mispronunciation.Main taskObjectives1. To organize ideas and build a
48、justification for those ideas2. To use examples to support ideas3. To write a formal letter with the correct degree of formality4. To write about a persons characteristics and skills5. To present a recommendationteaching procedures1. Tell students that creating a graph or chart can be a good way to help them organize their thoughts and ideas. Point out to students that for each adjective in the flow chart in Part A on page 17, there should be an example to back up this adjective.Tell more able
