教学计划 | |||
教学 单元 | Unit 2 “Can I help you?” | ||
单元 qqvip邮箱主题 | ●Fashion | 课时安 排 | 8 |
教 学 内 辨怎么组词容 | ●Show Time “Can I help you?” ●Reading Coco Chanel ●Chat Time I really admire you. ●Writing My favorite clothing ●Grammar 专硕报考条件The past ten ●My Story Clothing and fashion | ||
教学目标 | 教学活动建议 | |
Warm-up | To get students to talk about the main topic of this unit in a comfortable and relaxed manner | ●Have students look at the picture and ask them to tell you as much as they can about it. ●Then, go through the questions and complete each answer. In addition, you can ask a few warm-up questions such as “Do you like shopping?” “Where do you shop?” and “Who do you usually shop with?” If students have trouble with the questions, you can write model answers on the board for them to u when answering. For example, “Yes, I do.” “I shop at _____.” and “I shop with _____.” ●Complete the passage with words from the boxes. Check their answers. |
Vocabulary Builder | A and B To teach students new vocabulary related to fashion | ●Have the students listen and repeat the words. For the clothing words blou, jeans, sweater and dress, you can look at what the students are wearing and u their clothing as examples. Another possibility is to bring in some old fashion magazines and have the students go through them looking for examples of each vocabulary word. For the word ction, you can tell students that large clothing stores are divided into ctions such as Men’s, Women’s and Children’s (noting the u of ’s with the irregular plural which we learned in the previous lesson). For size, you can teach the main sizes ud in clothing: XS, S, M, L, XL, XXL (extra small, small, medium, large, extra large and extra extra large). For clothing in general, you can also ask students questions such as “What do you wear when the weather is hot / cold?” and “What would you wear at a wedding?” ●Once students are comfortable with the new words, have them do the exercis, correcting any mistakes. |
C and D 老水牛To improve students’ listening and comprehension skills | ●Tell the students they will hear a conversation between a customer and sales clerk. Now, listen to the conversation and have students complete the ntences. Correct any mistakes. ●Underline uful expressions. Have students role play in pairs or groups. For example, they may say “Excu me, I am looking for…” and “How much is this?”. ●For Exerci D, have students label the pictures with clothing words. | |
Show Time | A To teach students speaking skills through the u of video | ●First, have the students watch the video in its entirety. Ask basic comprehension questions such as, “Who are the main characters in this video?” “Where are they?” “What are they doing?” “Why are they doing that?” “How are they doing it?” ●Next, have students take turns in explaining what is happening in each picture. You can do the first picture, and then have a more confident student try the cond one. To make it more fun, you could choo two students, and then have them race to explain what is happening in the picture. The student with the fastest and best explanation wins. |
B, C and D To improve students’ listening comprehension through the u of video | ●Watch the video. Now look at Exerci B, and ask students to complete the True / Fal statements. Since this is the first time the students have en Mr. Patel, you can point out that he is the owner of the clothing store. ●Next, students can complete the dialogue in Exerci C. Have three students read out the dialogue with one student playing the role of Hector, one as the customer and the other as Mateo. For an extension activity, you can also have the students rewrite the conversation, substituting the clothing and prices. ●Finally, have students put the ntences in order to make a conversation in Exerci D. you may also have students rewrite the conversation using different kind of clothing and prices. | |
Reading | A and B To improve students’ reading comprehension and learn about honeymoons | ●Review the vocabulary word designer and some of the examples students gave you for famous designers. Now, ask the students if they know anything about Coco Chanel. ●Next, read and listen to the text and have the students read each of the True / Fal statements and choo the correct answer. Then have them finish the multiple choice. Ask students to look through words and expressions and fill in the blanks. Check their answers. |
D To get the students comfortable when speaking about fashion | ●Have students read three different opinions in pairs. Then students write their own opinion in the blank. ●Ask volunteers to share their views. | |
E To review the uful words and expressions | ●Ask students to design fashionable clothes in groups. It can be ornaments or badges or anything el they like. ●Reprentatives prent their design to the class, introducing its design concept, application, exterior, material, etc. | |
Chat Time | To improve students’ listening, speaking, writing and acting skills through the u of conversation | ●Explain to students that they will hear a conversation in which Sarah tells Kevin about her children. Introduce the key vocabulary words for this conversation. Tell the students to listen carefully and write down what they hear in the blank spaces. If necessary, pau the recording so that students have time to write. ●Next, have students practice asking about fashion in pairs, monitoring them while they do so. ●Now have students read through the Language Note, teaching the phra “show off.”Ask students to come up with some examples; by asking “Do you know anyone who likes to show off?” Almost every class has a student who loves to perform. Have students tell you who likes to show off in the class. ●Ask students to work in groups, acting out the dialogue with a student as husband, one student as wife and the other one as salesclerk. Monitor their performance. |
Writing | To improve students’ writing skills and learn to write about clothing | 激励自己的诗句●Have students read the description and complete it with words from the boxes. Check their work. ●Ask students what piece of clothing is their favourite and how much it is. Students can refer to the diagram while answering. ●Ask students to write about a piece of clothing which is special to them. |
Grammar | To teach students how to u the past simple ten | ●Explain to students that we u the past simple ten to talk about finished events in the past. Give some examples, such as “I had breakfast this morning” (completed in the past). Now, ask students to come up with their own examples. ●Next, you will need to teach the spelling rules of past ten verbs. Write Regular and Irregular up on the board, leaving more space for Regular. Now, underneath Regular, show how we add -ed to regular verbs (e the book for details). Ask students to come up with examples and add them to the board. ●Now, do the same for Irregular. A fun way to review this is to have two students come to the board. You say a verb and the first one to correctly write the past form gets a point. For questions and negatives, make sure students understand that when we add the auxiliary verb did, we u the main verb in ba form. Finish by having students complete the exercis, and then ask them to change books and go through the answers, correcting any mistakes. |
My Story | To improve students’ listening comprehension and speaking ability through the u of video | ●Tell the students that they will e a video in which real people talk about someone they admire. Review the word admire and ask students to tell you why they admire certain people. You can give the students the simple ntence pattern: “I admire _____ becau_____.” to do this. ●Now, watch the video and have students complete the true or fal statements. In some cas, you may need to pau the video to help the students. Now, have students tell you the answers, correcting any mistakes. Watch the video again and have students write in the missing words, pausing the video if necessary. Check the students’ answers, correcting any mistakes. ●For the discussion ction, start by going through the model answers in the book, and have students repeat after you. Then, give the students your answers to the questions. Next, you can have veral students give their answers to the class. Finally, have the students discuss the questions in pairs and/or in groups. |
课后学习设计 | ||
作业 | ◆Finish all the exercis in Unit 2. ◆Read the text in this unit again and try to summari its content. ◆Write a paragraph about one piece of your favorite clothes. | |
课后总结与反思 | ||
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