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Teaching plan for U1 S1A


Teaching plan for S1A Class time week Teaching topic Teaching objectives Knowledge Objective: 11 2 period type 1 New Exec date class date 14 Safety Check 1, 2 Sept. 9

Unit 1 Body language Lead in To enable students 1. To get the general idea of the text by skimming 2. To find the certain facts of the text by scanning 3. To get to know body language 4. To get the idea of skimming and scanning 1.To help students to develop reading skills 2.To strengthen students’ speaking ability through different activities 1. To develop a deep understanding of body language 2. To have the awareness of being polite when meeting people

Competence Objective: Emotional Objective: Difficult points Key points Teaching method

Free talk about body language Skimming and scanning TBL

Teaching procedure: Lead in: 1. Brainstorm: 1). What is body language? 2. Possible answers: 1). Body Language is a form of non-verbal communication. 2). It uses movements or positions of our body to show other people what we are thinking or feeling. 3). It includes body movements, facial expressions, gestures, posture, speaking distance and other non-verbal signals. Principal Point/task/link: 1). body language and their meanings Movements: Shrug, put finger in front of the mouth, eye contact, hold up one’s head Facial expressions: sad, shy, astonished, happy, angry, confused 2). What is the purpose of language? To communicate with others To tell and express our thoughts, feelings, reactions etc. Teacher’s activity 1. Make the Ss read the pictures and find out Students’ activity 1. read the pictures and choose the best

the right meaning 2. Ask the Ss to try to use body to act out the actions on PPT 3. Ask the Ss to have a group discussion: 1) What is the purpose of body language? 2) What is the best example of universal body language? Purpose: 1. To get to know body language 2. To develop speaking ability Assessment for learning:

answer 2. Do the action show 3. Have a group discussion

Principal Point/task/link: Skimming: Skimming is a reading strategy. When we skim a piece of reading, we read it very quickly in order to get the general idea of the reading. When we skim, we skip the unimportant parts. Therefore, when we skim, we usually only look at titles and headings, pictures and diagrams, and important sentences (usually the first and last sentences of a paragraph) in the reading. Skimming takes only a minute or two, and it helps us get the general outline of the reading and follow the writer’s idea more easily. It is a way to prepare us for a better and detailed understanding of the writer’s ideas. Scanning: Scanning is a reading strategy. When we scan a piece of reading, we read it very quickly in order to get specific or single pieces of information. So we scan to get information about time, names, places and numbers, etc. When we scan, we always skip the irrelevant parts and we only focus on what we need to find out. Teacher’s activity 1. Introduce the two reading skills to the Ss 2. Ask the Ss to finish the skimming and scanning exercises. 3. Monitor the class and ask Ss to check with each other 4. Ask some Ss to give the answers and give comments. Purpose: To get the idea of skimming and scanning To understand the text meaning by practicing the two reading skills Assessment for learning: Students’ activity 1. listen to T carefully and take notes. 2. Do the reading exercises and check with each other. 3. Answer the questions and correct the mistakes.

Principal Point/task/link: Free talk: How do you think to use body language to improve your relationship with the people around you? Teacher’s activity Make the Ss to have a group discussion and then express themselves Students’ activity Discuss with presentation each other and do the

Purpose: To have the awareness of being polite when meeting people Assessment for learning:

Summary: Meanings of Skimming and scanning Key information Communicating is more than speaking and listening. Improve our body language, and we will make a good impression on other people. Assignment: 1. To improve the presentation 2. To find more body language with their meanings in different countries To study the new words and expressions
Reflection from teaching:

Teaching plan for S1A Class time week Teaching topic Teaching objectives Knowledge Objective: Competence Objective: Emotional Objective: Difficult points Key points Teaching method 12 2 period type 1 New Exec date class date 14 Safety Check 1, 2 Sept. 9, 10

Unit 1 Body language Words and expressions (1) to enable students 1. To understand the text 2. To learn the new words and phrases 1. To learn the meaning of the new words 2. To learn the language points in the text 1.To develop a deep understanding of body language 2.To have the awareness of being polite when meeting people

To learn how to use the new vocabulary To learn the new words and phrases Interactive teaching

Teaching procedure: Revision: 1. What is body language? 2. Skimming and scanning Answer some questions related to the text Principal Point/task/link: Word study 1. well-dressed well-liked; well-received; well-connected dress (vt) oneself in sth She dressed herself and the children in their best clothes. ? sb be dressed in sth 新娘穿一身白色的礼服 The bride was dressed in white. dress vi Do they expect us to dress for dinner? Don't bother to dress up. As an office lady, she is always well dressed. 2.glance v. & n. 匆匆一看 at first glance 咋一看 take (have, cast) a glance at glance, stare, glare 都与“看”有关。 glance: 意为“匆匆一瞥”,是不及物动词,其后必须接介词 at, over 等才可以接宾语。 stare: 意为“凝视”,它也是一个不及物动词,其后通常接介词 at 才能接宾语。

glare: 意为“怒视;瞪眼”,也是不及物动词,其后要接介词 at 后才能接宾语 The general glanced at his soldiers and then started his speech. 3. cheerfully The young boy cheerfully sang to himself as he walked down the street. 4&5 a junior employee----A senior employer inferior ---- superior interviewee interviewer trainee trainer testee tester Mr Smith is a senior official in the government. All our company’s employees enjoy a two-week holiday every year. 6. prefer v. 宁可;更喜欢 I prefer tea to coffee. I prefer walking to cycling. We prefer to eat out. He prefers to watch television rather than to listen to the radio. Which dress do you prefer, the red one or the blue one? 7. communicate vi~ (with sb) The police communicate (with each other) by radio. vt ~ sth (to sb/sth) your appearance communicates things to us. 军官向士兵下达命令 Officer communicated order to soldiers. David does not know how to communicate with others. 8. impression n. 印象 made\ left a strong\deep impression on give sb a deep impression make no impression on sb. impress vt ~ sb (with sth) sb be impressed by\with 你的高效率给我们留下了深刻的印象 We were most impressed with\ by your efficiency. He said nothing, but his facial expression told us everything. Teacher’s activity 1. ask Ss to read the words after the tape 2. ask Ss to read the words by themselves and correct their pronunciation 3. explain the words meanings to Ss Purpose: Students’ activity 1. listen and read 2. read the new words aloud 3. read and think

To get the Ss learn the new words

Purpose: Assessment for learning:

Principal Point/task/link: Vocabulary exercises 1. 2. 3. 4. 5. 6. 7. 8. I don't understand,' he said, with an expression of complete surprise These children prefer their imaginary world to reality 'Morning!' she called cheerfully. Look at that attractive well-dressed man. He is our manager. We can now communicate instantly(立即) with people on the other side of the world. There are separate rooms for senior and junior officers. He is an employee of China Construction Bank. I must go, Claudia said, glancing at her watch. Students’ activity 1. Finish the exercises 2. check the answers and correct the mistakes

Teacher’s activity 1. Ask Ss to finish the vocabulary exercises on PPT 2. check with Ss and explain

Purpose: To learn to use the words Assessment for learning:

Summary: Word study Assignment: Review the language points Copy the words

Teaching plan for S1A Class time week Teaching topic Teaching objectives Knowledge Objective: Competence Objective: Emotional Objective: Difficult points Key points Teaching method 13 2 period type 1 New Exec date class date 14 Safety Check 1, 2 Sept. 10

Unit 1 Body language Words and expressions (2) to enable students 1. To understand the text 2. To learn the new words and phrases 1. To learn the meaning of the new words 2. To learn the language points in the text 1.To develop a deep understanding of body language 2.To have the awareness of being polite when meeting people

To learn how to use the new vocabulary To learn the new words and phrases Interactive teaching

Teaching procedure: Revision: 1. Review the story 2. key language points in last period Principal Point/task/link: 1. appearance We should not judge people by their appearance. 2. impression The first impression you make on your boss is very important. 3. assistance He asked for my assistance in carrying out the plan. 4. improve The teachers agree that the students must improve their self-study ability. 5. without hesitation 毫不犹豫 He accepted the invitation without hesitation. When I asked him to pick me up at the airport, he promised without hesitation. 6. remark v. / n. 说,评论 remark on / upon 就 …发表看法,评论 Ms Li remarked that Jane was very active in class.

7.remind v. 提醒 He reminds me of his brother. This story reminds me of my childhood. Please remind me to write to my mother tomorrow. Please remind me to post the letter. Ms Li remarked that Jane was very active in class. 8. more than 超过, 多于, 不仅仅 This city has a population of more than 1,000,000. I'll stay here not more than three days. Jason is more than a lecturer; he is a writer, too. Modern science is more than a large amount of information. Teacher’s activity 1. Ask Ss to read the words aloud 2. Correct the pronunciations if necessary 3. Explain the new language points to Ss Purpose: To learn the new words Assessment for learning: Students’ activity 1. Read the words aloud and correct the pronunciations 2. take notes carefully

Principal Point/task/link: Vocabulary exercises on Ss’ Workbook Teacher’s activity 1. Ask Ss to do the vocabulary exercises on Ss’ Workbook 2. check with Ss and explain Students’ activity 1. Do the exercises 2. Correct the mistakes

Purpose: To learn to practice the language points Assessment for learning: Summary: Word study Assignment: Review the language points and read the text
Reflection from teaching:

Teaching plan for S1A Class time week Teaching topic Teaching objectives Knowledge Objective: 14 2 period type 1 New Exec date class date 14 Safety Check 1, 2 Sept. 10, 11

Unit 1 Body language Text structure 1 to enable students 1. to grasp the useful phrases and expressions 2. to retell the whole story 2. to have a deep understanding of the text To retell the story 1.To develop a deep understanding of body language 2.To have the awareness of being polite when meeting people

Competence Objective: Emotional Objective: Difficult points Key points Teaching method

To retell the whole story To have a deep understanding of the text Interactive teaching

Teaching procedure: Revision: 1. read the words together 2.Review some language points in last two periods Principal Point/task/link: Useful phrases: look up 抬头 glance at 匆匆一看 walk over to… 朝…走去 take some papers over to the fax machine 拿着文件走向传真机 a senior employee 一位高级职员 the way you stand and sit 你的站姿和坐姿 give sb a good impression 给某人良好的印象 rest one’s head on one’s hand 用手撑头 look downwards 朝下看 turn one’s head or body towards people 把头或身体转向人们/正对人们 hold one’s head up 把头抬起来 make people feel welcome 让人们感到受欢迎 go to sb for assistance 向某人求助 sit up 坐直 without hesitation 毫不犹豫 make a good impression on sb.给某人留下好印象 remind sb. that SV 提醒某人某事

Teacher’s activity 1. Ask Ss to read the text 2. Give the phrases in Chinese and ask Ss to find the English ones in the text 3. Explain the phrases to Ss 4. Encourage Ss to make sentences with the phrases Purpose: To grasp the useful phrases and expressions Assessment for learning:

Students’ activity 1. read the text 2. find the English phrases according to the Chinese meanings 3. listen carefully 4. try to make sentences

Principal Point/task/link: Key elements in retelling a story: Who, when, where, what, how, why Teacher’s activity 1. Guide Ss to list the “wh-” elements and make a form 2. Encourage Ss to retell the story with the help of the given information in last step 3. Invite some Ss to have a presentation in front of the class. 4. Ask the other Ss to try to give comments Purpose: To learn to retell the text To develop speaking ability Assessment for learning: Summary: Deepening understanding of the text Assignment: Copy the phrases Finish Ex. D2
Reflection from teaching:

Students’ activity 1. 2. 3. 4. Make a clear list of the key elements try to retell the story with desk mate do the presentation comment on the presentation

Teaching plan for S1A Class time week Teaching topic Teaching objectives Knowledge Objective: 15 2 period type 1 New Exec date class date 14 Safety Check 1, 2 Sept. 11

Unit 1 Body language Text structure 2 to enable students 1. To grasp the different body language between Debbie and Simon 2. To act out the whole story To develop Ss’ speaking abilities 1.To develop a deep understanding of body language 2.To have the awareness of being polite when meeting people

Competence Objective: Emotional Objective: Difficult points Key points Teaching method

To grasp the difference between Debbie and Simon To consolidate the understanding of the text Interactive teaching

Teaching procedure: Revision: 1. retell the story 2. Check the Ex.D2 Principal Point/task/link: Detailed reading: name body language effects

Debbie

sit up and hold head up, look friendly, look at customers, always make others feel welcome smile, turn head or body towards customers, greet cheerfully rest head on hand, look look unfriendly, downwards, never smile, make others go away never turn head or body towards customers Students’ activity 1. read the text carefully and fill in the blanks 2. Act out the body language

Simon

Teacher’s activity 1. ask Ss to read the text carefully and fill in the blanks. 2. Encourage Ss to act out the body language

Purpose: To grasp the different body language between Debbie and Simon Assessment for learning:

Principal Point/task/link: Role play Teacher’s activity 1. Divide the Ss in groups and ask them to act out the whole story 2. Ask Ss to evaluate the performance and vote on the best group Students’ activity 1. discuss and give a presentation 2. evaluate

Purpose: To develop speaking ability To consolidate the understanding of the text Assessment for learning:

Summary: Deepening understanding of the text Assignment: Exercise on Workbook
Reflection from teaching:

Teaching plan for S1A Class time week Teaching topic Teaching objectives Knowledge Objective: Competence Objective: Emotional Objective: Difficult points Key points Teaching method To do the exercise To review the language points TBL 16 2 period type 1 Revision Exec date class date 14 Safety Check 1, 2 Sept. 12

Unit 1 Body language Revision and exercise to enable students 1. to review the language points. 2. to review the words and expressions To learn to use the language points in practice To help students review and consolidate

Teaching procedure: Revision: To retell the text Principal Point/task/link: review the words and expressions Teacher’s activity 1. dictate the words and expressions 2. check the answers and correct the mistakes Purpose: To review the new words Assessment for learning: Students’ activity 1. Do dictation 2. Correct the mistakes

Principal Point/task/link: review the language points Teacher’s activity 1. Have Ss do the exercise on Workbook, 优 学优练 2.Check answers Purpose: Students’ activity Do the exercises and correct the mistakes

To practice the language points Purpose: Assessment for learning:

Summary: Revision of the language points and the reading text Assignment: Review the language points Recite the text
Reflection from teaching:

Teaching plan for S1A Class time week Teaching topic Teaching objectives Knowledge Objective: Competence Objective: Emotional Objective: Difficult points Key points Teaching method 17 3 period type 1 New Exec date class date 14 Safety Check 1, 2 Sept. 15

Unit1 Body language Grammar: review of tenses (1) to enable students to review tenses: simple present, present continuous, simple future To know how to form the tenses correctly To make students better equipped for English study by learning the grammar

How to use the tense correctly and properly The exceptions of the tense structure Interactive teaching

Teaching procedure: Revision: review the vocabulary and phrases Please speak up the phrases according to my body language glance at, greet cheerfully, put hand on the shoulder, hold head up, turn body towards , rest head on hand, look downwards, sigh Principal Point/task/link: 1. simple present: (1)表经常发生的动作 usually, always, often, every week— (2) 永恒的状态或真理 Twice five is ten. (3) 在时间,条件状语从句中表将来 2. present continuous: (1) 正在发生的动作 now (2)leave, go, come, arrive, fly 等来来往往的动作表将来 3.simple future: (1)表将来 tomorrow, next, in the future--(2) 见前面 will +do / shall+do / be going to / be doing be to do ( 事先安排将发生的动作,含“必须” , “不得不”等强制性意义。 We are to turn out 1000 trucks next month. be about to ---when—正要做 eg. I was about to leave when the phone rang. 4. Note: Some verbs usually use the simple present tense instead of the present continuous tense: ? Verbs of the senses: hear, see, smell, taste ? Verbs of thinking: believe, know, mean, realize, remember, think ? Verbs of liking: dislike, fear, hate, like, love, want ? Verbs of possession: belong, have, own, possess

Teacher’s activity 1.Ask Ss questions that have answers in the simple present tense. 2. Tell Ss that when talking about habits or facts, the simple present tense is used. 3. Ask Ss to make sentences with simple present tense. 4. Ask Ss questions that have answers in the present continuous tense. 5. point out verbs that use the simple present tense instead of the present continuous tense. 6. Ask Ss questions that have answers in simple future tense. Purpose: To review tenses Assessment for learning:

Students’ activity 1. Answer the questions with simple present tense 2. Listen carefully and take notes 3. Make sentences 4. Answer the questions 5. Listen carefully and take notes 6. Answer the questions

Principal Point/task/link: Exercise on P6 Exercise on Ss’ Workbook on P2 Teacher’s activity Students’ activity 1. Ask Ss to do the exercise on P6 and check Do the exercise and correct the mistakes the answer 2. Ask Ss to do the exercise on Ss’ Workbook on P2 and check the answer. Purpose: To use the tense correctly and properly Assessment for learning: Summary: Review of tenses Assignment: Exercise on Workbook
Reflection from teaching:

Teaching plan for S1A Class time week Teaching topic Teaching objectives Knowledge Objective: Competence Objective: Emotional Objective: Difficult points Key points Teaching method 18 3 period type 1 New Exec date class date 14 Safety Check 1, 2 Sept. 15

Unit1 Body language Grammar: review of tenses (2) To enable students to review tenses: simple past, present perfect, past continuous, past perfect To know how to form the tenses correctly To make students better equipped for English study by learning the grammar

How to use the tense correctly and properly The exceptions of the tense structure Interactive teaching

Teaching procedure: Revision: 1. Review the three tenses learned in last period 2. Check homework Principal Point/task/link: 1. simple past: (1) 表过去的行为或动作 from then on, just now, at that time--(2) 表说话之前的动作或状态 —Hi, you are here. I didn’t think you would come. 2. present perfect: 强调结果和影响 since, since then, ?die, buy, leave, borrow, return, marry, arrive 3. past continuous: at this time yesterday, yesterday morning 4. past perfect: 表过去的过去 或由 by+过去的时间点引导 Teacher’s activity 1.Ask Ss to tell each other what they used to do 2.Ask Ss to look at some pictures and describe what has just happened. 3. Ask Ss to compare the past continuous tense with the present continuous tense 4. Explain past perfect tense to Ss Purpose: To review the tenses Assessment for learning: Students’ activity 1. tell what they used to do 2. describe the pictures with present perfect tense 3. compare the past continuous tense with the present continuous tense 4. Listen carefully and take notes

Principal Point/task/link: Exercise B1-B3 on P7-P8 Teacher’s activity 1. Ask Ss to do the exercises 2. Check and explain Students’ activity Do the exercise and correct the mistakes

Purpose: to use the tense correctly and properly

Assessment for learning: Summary: Review of tenses Assignment: Exercise on Workbook
Reflection from teaching:

Teaching plan for S1A Class time week Teaching topic Teaching objectives Knowledge Objective: Competence Objective: Emotional Objective: Difficult points Key points Teaching method 19 3 period type 1 New Exec date class date 14 Safety Check 1, 2 Sept. 16

Unit1 Body language Grammar: review of tenses (3) To enable students To practice the grammar by doing exercises To know how to form the tenses correctly To make students better equipped for English study by learning the grammar

To use the tense correctly and properly To do the exercises of tenses TBL

Teaching procedure: Revision: Review of the tenses Principal Point/task/link: Exercises: 1. The fish in the bowl ______ (go) bad. Why don’t you throw it away? 2. ______ there _____ (be) a football match tomorrow. 3. It is the third time you ________(ask)me such a silly question. 4. By that time Edgar Snow______safely_______(arrive) at Baoan. 5. I______(not, know)you______(call)the police before I came here. 6. I_______(learn) three foreign languages since I entered the university. 7. Since you _______(not want)to go to the park, I _____(go)there alone. 8. I ________(not have) this coat very long. It still _______(look) quite new. 9. George and Harry_______(talk) for two hours, I wonder what they_______(talk) about. 10. Joan _____(write) a book about Chinese last year but I don’t know whether she has finished it. Teacher’s activity Ask Ss to finish the exercise and explain Students’ activity Do the exercise and check

Purpose: To use the tense correctly and properly Assessment for learning:

Principal Point/task/link: grammar practice on 优学优练 and students’ workbook Teacher’s activity Check the answers and explain Purpose: To help the Ss better learn the grammar point Students’ activity Check the answers

Assessment for learning: Summary: consolidation of tenses Assignment: Review the grammar point
Reflection from teaching:

Teaching plan for S1A Class time week Teaching topic Teaching objectives Knowledge Objective: Competence Objective: Emotional Objective: Difficult points Key points Teaching method 20 3 period type 1 New Exec date class date 14 Safety Check 1, 2 Sept. 16, 17

Unit1 Body language Grammar: review of tenses (4) To enable students To practice the grammar by doing exercises To know how to form the tenses correctly To make students better equipped for English study by learning the grammar

To use the tense correctly and properly in translation To do the exercises of tenses TBL

Teaching procedure: Revision: Review of the tenses Principal Point/task/link: Complete the sentences with the proper tense of the words in the brackets. 1. Many details _________ (prove) that Taiwan _________ (belong) to China. 2. This material _________ (feel) soft and may be used to make underwear (内衣). 3. _________ you _________ (understand) what I _________(mean) by doing so? 4. Old people _________ (prefer) to live in the peaceful countryside rather than in the noisy city. 5. At present about 25% of the citizens in our city _________ (own) private cars. 6. We’d better hurry up. The airplane _________ (take) off at 6:00, and we only have one hour left. 7. Hello, Tina. I _________ (not think) it _________ (be) you. What’s the matter with you? 8. I hear that you _________ (lose) your bike. So, how do you go to work every day? 9. When _________ you _________ (learn) about the secret? As far as I know, nobody has let it out. 10. Jim _________ (talk) to his girlfriend on the phone when there _________ (be) a knock on the door. 11. According to the plan, the project _________ (be) to be completed at the end of next month. 12. By last November I _________ (collect) more than 2,000 stamps. 13. I _________ (plan) to visit the Ming Tomb, but the heavy rain ruined my mood. 14. I _________ (be) to Beijing for 5 times. 15. The road is too muddy, and I _________ (have) several falls.

Key: 1. prove; belongs 2. feels 3. Do; understand; mean 4. prefer 5. own 6. takes 7. didn’t think; was 8. have lost 9. did; learn 10. was talking; was 11. is 12. had collected 13. had planned 14. have been 15. have had Teacher’s activity Check and explain Purpose: Students’ activity Check and correct the mistakes

Assessment for learning:

Principal Point/task/link: Translation: ①在面试中要想给考官留下好印象,个人仪表,姿势是很重要的。(impression) In the job interview, if you want to leave a good impression on the judge, your appearance, gestures are very important. ②许多公司较喜欢那些与同事能友好相处的雇员。(prefer) Many companies prefer the employees who can work well with colleagues. ③如果在工作中有疑问,不要犹豫去请教别人。(hesitate) If you have any question in the job, don’t hesitate to ask others for help. ④你和别人打招呼的方式也很重要。( way ) The way you greet others is also important. ⑤他看上去很低落,但老师鼓舞人心的一番话似乎起作用了。(work) He looked sad (downwards) but the teacher’s inspiring words seemed to work. Teacher’s activity Check and explain Purpose: To have a consolidation Assessment for learning: Summary: consolidation of tenses Assignment: Review the grammar point
Reflection from teaching:

Students’ activity Check and correct the mistakes

Teaching plan for S1A Class time week Teaching topic Teaching objectives Knowledge Objective: Competence Objective: Emotional Objective: Difficult points Key points Teaching method 21 3 period type 1 New Exec date class date 14 Safety Check 1, 2 Sept. 17

Unit1 Body language Listening 1 to enable students to understand the listening material by identifying descriptive words to enable students to take notes effectively To enhance the interaction and communication between the students

To get the key words: adj /adv attentively; politely; serious ,nervous To understand the listening material Interactive teaching

Teaching procedure: Lead in: Free talk: How do you know about ballet? Principal Point/task/link: background knowledge , word study & strategies in taking notes Teacher’s activity 1.To help the Ss learn the history of ballet 2.To get the Ss familiar with the new words of the listening material 3.To have the Ss predict the listening material by scanning the material 4.To help the Ss learn the skills on P8 and review some skills of taking notes eg. use abbreviations to take notes Purpose: To train Ss to get the right information while listening Assessment for learning: Students’ activity To train Ss to get the right information while listening

Principal Point/task/link: listening Teacher’s activity 1.Play the recording from the beginning to the end once to give the students a general idea of what it is about. 2.Play again and stop after each conversation 3.Have each pair of students exchange books to check their answers. 4. Provide the correct answers Students’ activity 1.Listen to the tape and complete the task 2.Check and correct the mistakes in the exercise

Purpose: To get the right information Assessment for learning: Summary: Identify descriptive words Assignment: summarize the listening skills
Reflection from teaching:

Teaching plan for S1A Class time week Teaching topic Teaching objectives Knowledge Objective: Competence Objective: Emotional Objective: Difficult points Key points Teaching method 22 3 period type 1 New Exec date class date 14 Safety Check 1, 2 Sept. 17, 18

Unit1 Body language Listening 2 to enable students to understand the listening material by identifying descriptive words to enable students to take notes effectively To enhance the interaction and communication between the students

To accurately take down the information while listening To learn to use the listening strategies TBL

Teaching procedure: Revision: Descriptive words Principal Point/task/link: Comprehensive listening practice Teacher’s activity 1. Have Ss do the listening practice on the exercise book on P5 2. Have Ss discuss their answers 3. Check with Ss Purpose: To use listening skills in practice Assessment for learning: Students’ activity 1. Listen to the tape and finish the exercise 2. Discuss and share answers 3. Correct the mistakes

Principal Point/task/link: Consolidation and correction Teacher’s activity Play the recorder again and pause to explain Purpose: To get a better understanding of the listening Students’ activity Listen to the tape

material Assessment for learning: Summary: recognizing wh-questions Assignment: find more listening material to practice
Reflection from teaching:

Teaching plan for S1A Class time week Teaching topic Teaching objectives Knowledge Objective: Competence Objective: Emotional Objective: Difficult points Key points Teaching method 23 3 period type 1 New Exec date class date 14 Safety Check 1, 2 Sept. 18

Unit1 Body language Speaking 1 to enable students to learn skills of describing people To enable Ss to learn to describe people to develop students’ communicating skill

To describe people with the help of the given information to learn skills of describing people Interactive teaching

Teaching procedure: Lead in: 1. Remind Ss of the descriptive words they have just encountered in listening part 2. Ask Ss to give the descriptive words for describing people Principal Point/task/link: Appearance: age, height, weight, hair Clothing: T-shirt, trousers, skirt, shoes Personality: friendly, smart, funny Age: a teenager, about sixteen, twenty-five years old Height: tall, average height, short Weight:thin, average weight, heavy Hair: short, black hair; medium-length, blonde hair, long, brown hair Eye colour: blue eyes, brown eyes, dark eyes Teacher’s activity Lead Ss in a brainstorming exercise to elicit from the different descriptive words used in Speaking Purpose: To learn the descriptive words Assessment for learning: Students’ activity Brainstorm the words

Principal Point/task/link: Speaking Teacher’s activity 1. Have Ss practice B1 in pairs 2. Have Ss do a presentation Students’ activity Practice and present

Purpose: to develop students’ communicating skill Assessment for learning: Summary: Describing people Assignment: Describe a well-known person
Reflection from teaching:

Teaching plan for S1A Class time week Teaching topic Teaching objectives Knowledge Objective: Competence Objective: Emotional Objective: Difficult points Key points Teaching method 24 3 period type 1 New Exec date class date 14 Safety Check 1, 2 Sept. 19

Unit1 Body language Speaking 2 to enable students to learn skills of describing people to learn to describe people to develop students’ communicating skill

To finish the speaking exercise to learn skills of describing people Interactive teaching

Teaching procedure: Revision: Ask student to describe a famous person Principal Point/task/link: Speaking exercise2 on P9 Teacher’s activity 1. Ask Ss to look at the pictures and try to describe the people in pairs 2. Ask some Ss to have a presentation and give comments Students’ activity 1. Read the pictures and key words 2. Describe the people in pairs 3. Present in front of the class

Purpose: to learn skills of describing people Assessment for learning:

Principal Point/task/link: Speaking exercise3 on P10 Teacher’s activity 1. Divide the class into groups 2. Ask one student to describe another student in the class, but not mention the person’s name. The other Ss should ask Students’ activity 1. Do the speaking practice

questions and try to guess who the person is

Purpose: to develop students’ communicating skill Assessment for learning: Summary: Describing people Assignment: Preview the Writing
Reflection from teaching:


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