Unit 9 When was he born?教學設計

unit 9 when was he born?

teaching goals:
1. learn how to use the words and phrases in this unit.
2.  learn how to use “be born” to ask sb sth.
3. 掌握一般過去時態。并學會使用以how long, when, where 等疑問詞開頭的特殊疑問句。
4. 能用有關的形容詞來描述人，并能用一般過去時來談論熟知的、敬佩的人物。

period 1
teaching procedures:
step 1 leading in
greeting.
ask ss when they were born and which sports stars they like.
step 2 pre-task
sb page53,1a &1b.
ask ss to make a list of international sports stars they know.
show some sports stars photos to ss and ask: t: who’s that? s: that’s …. t: when was he born?       s: she was born in / on …. pairwork: make conversations. 
step 3 while-task
sb page 53, 1b.
look at the pictures. read the names and the occupation. make sure what ss should do. listen carefully. complete the exercise. check the answers.
sb page 53, 2a & 2b.
point out the columns and read the headings to class. explain the meaning of the words at the top of each column if necessary. say this time fill in the information under how long. play the recording, ss complete activity 2b. correct the answers.
step 4 post-task
point to the chart in activity 2a. point out the fill-in lines in the conversation in activity 2c. show ss how to do the activity. ask ss to work in pairs. then make their own conversation. correct the answers.
step 5 homework    
collect the information about sports stars. then make cards. 

period 2
teaching contents: grammar focus, section a 3a, 3b, 4a, 4b.
teaching procedures:
step 1 leading in
revise the past tense.
step 2 pre-task
sb page54, grammar focus. ask ss to say the questions and responses. answer the questions the ss might have .  
step 3 while-task
sb pag3 55, 3a.
ask ss to point to the names in the chart below the article. read the name to the class. explain the word achievement. divide the class into two groups — a and b. have them continue filling in their own charts, on their own.
sb page 55, 3b.
after ss have finished reading and filling their answers, ask ss to work in pairs. draw the chart on the bb. ask the ss who finish first to write the answers in the chart. correct the answers.
step 4 post-task
sb page 55, 4a.
write this sample question on the bb. then ask two ss to ask and answer these questions. ask ss to talk to several other ss. move around the room checking their progress.
sb page 55, 4b.
ask ss to tell the class what they learned about a student. allow other ss to ask questions if they don’t understand something another student says. ask each student to read at least one statement from his chart.