牛津英語七年級下冊 unit5 教案
2. elicit ideas from students about people who deserve a recommendation. make them aware that these may be young people just like themselves.
3. help students brainstorm as many ideas as possible for choose a person they wish to write about. write the suggestions on the board
4. ask: what he/she did?
when he/she did it?
include: people you admire
people who influences you
the most important person in your life
their parents, grandparents or family friends
5. ask them to explain why they chose the person. this planning stage is very important.
6. ask them to plan the things they want to say about their chosen person as outlined in partb1.
7. when you are satisfied that students have collect plenty of useful ideas, ask students to look at parta on page85 again and to do the task as set out.
8. review the layout of the letter. explain the different parts of a formal letter as listed in the box. check answers.
some phrases: get information from, look after, lose one’s way to, play with, hear from, look forward to, stay with, be kind
9. read the letter to the class.
b writing a recommendation letter(15’)
1. sample writing
2. it is important that they check spelling, sentence construction and layout. encourage them to help each other.
emphasize the process of writing: drafting, editing and final written presentation.
3.get ss to write a recommendation letter.
4.choose some letters written by students to ss. then check their letters.
homework: get ss to write their recommendation letter in their exercises.
bb design: (look at ppt)
教學后記：由于學生在vocabulary部分接觸過推薦信的正文部分，我也有意識的提了一下，為學生在這兒的學生打了點基礎，同時由于文章內容和學生要寫的都是發生在學生身邊的事，學生較容易接受，教學過程較順利，效果好。
7b unit 5 abilities
speak up & study skills
teaching aims: 1. learn to write a profile.
2. learn to talk about what you can and cannot do.
teaching model: new
teaching tools: tape, computer(ppt)
important and difficult points: teach students how to use sandy and millie’s conversation to make a similar dialogue, especially the use of model verbs “can/can’t”.
step1 revision (8’)
1 translate some phrases.
2 do t/f exercises according to suzy’s report card
3 ask and answer questions according to the passage