9A Unit1Star signs教案

step 3 doing activities
i will divide the class in groups and ask them to talk about “what will happen to our school in september?”
step 4  consolidation exercise
translation:
1. 這是冰水混合物。 
it’s a mixture of ice and water.
2. 這個月我們沒什么可慶祝的。 
we won’t have anything to celebrate this month.
3. 在月中你會有工作業取得成功。 
you will have success at work around the middle of the moth.
4. 在你的生日會上，有很多禮物會給你的。 
many presents will be given to you at your birthday party.
5. 你的健康有問題，你要好好休息。
you have problems with your health. you should have a good nest.
step 5 doing homework
  1. read and recite millie’s notes.
  2. do some more consolidation exercises

period 8  speak up + study skills
teaching goals
● to exchange information about others.
● to talk about a person’s characteristics.
● to recognize and understand different levels of formality in english language, both when writing english and speaking english.
teaching procedures
step 1  warming - up
    i will help students review how to describe a person’s character. i will ask students the following questions: who is your best friends? what do you think of him / her?
step 2  presenting
    first, i will ask students to listen to the tape with books closed. after listening, ask them to answer “what are they talking about?” (they’re talking about a chairperson.) then i will present new words ‘students’ union, ‘suitable’ ‘be able to’ like this: our school has a students’ union, it needs a chairperson. who will be suitable? the suitable chairperson must be able to work for all the students well.
step 3  practicing
  1. i will help students understand the usage of ‘be able to’ by the following questions:
    ① is a child of 5 able to speak?
    ② were you able to swim at 6?
    ③ will you be able to pass the maths exam next time?
then i will ask students to change “be able to” in above three sentences into “can”.
  2. i will ask students to read part b after the tape. then i will ask the following questions:
    ① who does millie think would be a good chairperson?
② why does she think so?
    ③ does kitty agree with millie? why or why not?
  3. i will ask students to read the dialogue in roles. and then read together.
step 4  doing activities
i will divide class into groups to talk about: