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2021学年Module3Unit 7 Escaping from kidnappers优质教案
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这是一份2021学年Module3Unit 7 Escaping from kidnappers优质教案，共13页。
牛津上海版英语九年级第一学期教案unit 7
The first period
Reading
Language focus:
l Ss get to know some words associated with comic strips and cartoon characters
l Get a rough idea about the main passage
l Language skills:
Reading
l Look at the title, subtitle and pictures to get a general idea about the topic
l Read to make intelligent predictions
l Scan to get detailed information about the text
Speaking
l Talk about anything Ss know about comic strips and cartoon characters
Listening
l Listen to the definition and match the words given
l Listen to get a gist of the text
l Materials:
Warming-up
1. Newspaper reading: An article from SSP
2. Fun reading: The cartoon
Pre-task preparation
1. The Cartoon: The topic of the chapter: comic strips
2. Questions:
1) Can you name some cartoon characters?
2) What is your favourite cartoon character?
3) Can you name some famous comic strips and comic magazines?
3. Brainstorm:
Think of and speak out anything you know about comic strips.
4. Look and think: Ex. A on P 96
Look at the title, the headings and pictures.
While-task procedure
1. Pre-reading:
1) Read through P 96 and talk about the four characters.
2. Listening: listen to the passage with books shut
3. Comprehension:
1) What is the first thing to do when creating a comic strip?
2) What does the plot need to be?
3) What should a comic strip be like?
4) What about the characters in it?
5) What do people usually use to draw a comic strip?
6) Why are some frames left without borders?
7) How is the story mainly told?
8) Why are there bubbles?
9) What is used to explain changes of scene or time?
10) What do sound effects do?
11) What make the strip more interesting?
12) What can make the strip come to life?
4. While-reading:
1) Read the passage and try to guess the meaning of kidnap, plot, dramatic, personality, action, affair, appeal, come across, headquarter, invention, scene, scenery, strip, text, varied, variety
2) Listen and read the article together
3) Find the facts: Read through the article and complete these rules about creating comic strips. Put one word from the article in each space. Ex. B on P 96
Post-task activities:
1. Group work:
1) Work together within the group to remember the words and their definitions
2) A competition: Describe and guess
2. Individual work:
1. Read the text to have more details
2. Give details about the text with books shut
3. Retell the text:
Consolidation
1. Oral:
1) Listen and read the text 5 times
2) Read and recite the words and their definitions
2. Written:
1) Copy work: words, the text and the definitions
2) Preview the exercises on P 98 and 99
The second period
l Language focus:
l Getting to know some new vocabulary items in the text
l Getting familiar with the text
l Language skills:
Reading
l Skim to get a general idea about the topic
l Read to understand the words in new contexts
l Scan to get to detailed information about the text
Speaking
l Retell the text in Ss’ own words
Listening
l Listen to get a gist of the text
l Listening comprehension
l Materials:
l SB P 96-99
l Cassette 9A
l Word cards
Procedure
Warming-up
1. Newspaper reading: an article from SSP
2. Describe and guess: words from the text
Pre-task preparation
1. Review: Name some words about comic strips
1) What is the first thing to do when creating a comic strip?
2) What does the plot need to be?
3) What should a comic strip be like?
4) What about the characters in it?
5) What do people usually use to draw a comic strip?
6) Why are some frames left without borders?
7) How is the story mainly told?
8) Why are there bubbles?
9) What is used to explain changes of scene or time?
10) What do sound effects do?
11) What make the strip more interesting?
12) What can make the strip come to life?
2. Pre-reading:
l Retell the text.
While-task procedure
1. Listening: listen to the text
2. Synopsis:
Key words:
P1: create, a comic strip, start, think of, good, fast-moving, story
P2: characters, have, strong, easily recognizable, personalities
P3: strip, be drawn, special, dip pen
Synopsis:
P 1: To create a comic strip, start by thinking of a good, fast-moving story.
P 2: The characters should have strong, easily recognizable personalities.
P 3: The strip is drawn with a special dip pen.
3. Word-study:
1) Read the text and pick out the sentences containing the following words and phrases:
appeal, variety, plot, affair, invention, vary, personalities, text, headquarters, scenery, come across, strip
Post-task activities:
1. Post-reading:
1) Retell the text using the synopsis
2) Recite the text paragraph by paragraph
2. Individual work:
Ex. C1: P98
Consolidation
1. Oral:
1) Listen and read the text 5 times
2) Read and recite the synopsis
2. Written:
1) Copy work: words, the text and the synopsis
2) Ex. C2 on P98
The third period
Words and definitions in Chapter 7
1. action: lively happenings
2. affair: case, crime, mystery, set of events
3. appeal: request, plea
4. come across: communicate ideas well
5. headquarters: the main place from which an organization such as the police or a business is controlled
6. invention: the first time someone makes a new machine
7. personalities: characters, individual natures
8. plot: story-line, the main events in a story
9. scene: setting, picture of a place
10. scenery: natural landscape
11. strip: a long, narrow piece of something, a set of small cartoon-style pictures
12. text: written words
13. varied: made different
14. variety: differences, change
Reading P95-99 3-4/11
l Language focus:
l Getting to understand the text better by doing some reading exercises
l Getting familiar with the vocabulary items in the text
l Language skills:
Reading
l Read to understand the words better
l Read to use the vocabulary items in a new context
l Read to get an overall understanding of the text
Speaking
l Retell the text in Ss’ own words
l Materials:
l SB P 95-99
l Cassette 9A
l Word cards
Procedure
Warming-up 1. Newspaper reading: an article from SSP
2. Describe and guess: words in Chapter 7
Pre-task preparation
1. Review: Retell the text by answering the following questions
1) What is the first thing to do when creating a comic strip?
2) What does the plot need to be?
3) What should a comic strip be like?
4) What about the characters in it?
5) What do people usually use to draw a comic strip?
6) Why are some frames left without borders?
7) How is the story mainly told?
8) Why are there bubbles?
9) What is used to explain changes of scene or time?
10) What do sound effects do?
11) What make the strip more interesting?
12) What can make the strip come to life?
2. Word-review: A group competition
Shout out the words upon hearing the definitions of them.
While-task procedure
1. Listening: listen to the text with books shut
2. Word study:
Ex. C2: use the words given to replace the words in italics in the sentences.
3. While-reading: Reaching conclusions
Ex. D: Read and think: Answer these questions about the article
Post-task activities:
1. Additional activity:
some more sound effect words you will find in comic strips:
1. bang (c) a. someone at the door
2. pop (d) b. scissors
3. drip-drop (k) c. gun firing
4. zzzzzz (h) d. balloon bursting
5. sizzle (g) e. angry dog
6. clang (n) f. flying insects
7. hiss (j) g. frying food
8. snip-snip (b) h. snoring
9. ka-pow! (m) i. explosion
10. grrrr (e) j. water poured on fire
11. buzzzz (f) k. water leaking slowly
12. boom (i) l. clock
13. tick-tock (l) m. punch
14. knock-knock (a) n. object hitting metal
2. Retell the text:
Consolidation
1. Oral:
1) Listen and read the text for 5 times
2) Read and recite the words and their definitions
2．Written:
1) Copy work: the phrases and the text
2) WB P
The fourth period
Listening P100 5/11
l Language focus:
l Completing notes
l Solving problems
l Language skills:
Speaking
l Describe briefly what is heard
Listening
l Listen to complete the notes
l Listen to solve the problem
l Materials:
l SB P 100
l Cassette 9A
l Word cards
Procedure
Warming-up 1. Newspaper reading: an article from SSP
2. Describe and guess: words in Chapter 7
Pre-task preparation
1. Word study: learn some new words about the telephone dialogue:
kidnapper, plastic, return, church, police headquarter, be locked in, keep calm, hear the trains, hear the bells of a church, strong chemical smells, rescue
While-task procedure
1. Individual work: Completing notes: Ex. A:
First Listening: listen to get the sense and the main points
Second Listening: listen and complete the notes
Third listening: Listen and check your answers
2. Group word: Solving the problem: Ex. B:
Look at the map, use your notes, study the map and find out which building is Rita in:
NB: Pay attention to the arrow on the map which shows the “Usual Wind Direction”. The wind will take both sound and smell in that direction.
Post-task activities:
1. Individual work: Explain the reasons why the other buildings are wrong
Answer: Rita is in Building C. Here are some of the reasons why the other buildings are wrong:
A: No school nearby; wrong side of fish market.
B: Railway too far away; airport too far away.
D: Too near plastic factory; not near fish market; no church
E: Wrong side of fish market; too close to airport and zoo.
F: Not near railway or fish market.
Consolidation
1. Oral:
1) Listen and read the text for 5 times
2) Read and recite the whole text
2. Written:
1) Copy work: words and phrases in the passage in the listening part
2) Preview P101-104
The fifth period
Language P101-102 6/11
l Language focus:
l Using adjectives
l Language skills:
Speaking
l Practising using adjectives before nouns
l Practising using adjectives after verbs
Writing
l Read and then fill in the blanks
1. Materials:
l SB P 101-102
l Cassette 9A
l Word cards
Procedure
Warming-up 1. Newspaper reading: an article from SSP
2. Describe and guess: words in Chapter7
Pre-task preparation
1. Free talk: give some examples of using adjectives before nouns and after verbs
e.g. I have a good friend.
The idea sounds great.
While-task procedure
1. Individual work: Ex. A: Complete the sentences with the following adjectives
rough round small thin, pink
curly bright thick smiling
2. Check the answer:
3. Instructions: How do we use predicative adjectives?
NB:
1) Some adjectives are mainly found in the predicative position: alive, awake, afraid, asleep, alone, content, lit, ill,
well
2) When old is used predicatively, it can only refer to age:
My old friend means my long time friend.
My fiend is old means my friend is elderly.
3) When poor is used predicatively, it can only refer to a lack of money, not to pity.
I am poor can only mean I have no money.
Poor Helen!
4. Individual work: Ex. B: Use the following adjectives to complete the thought and speech bubbles:
5. Check the answer:
Post-task activities:
1. Individual work:
Draw a cartoon-style picture of your partner, and then add a short written description underneath.
2. Individual work:
Draw or copy a picture of a favourite cartoon character from a comic or newspaper, and then write a short description of the character.
Consolidation
1. Oral:
1) Read through pages 101 and 102
2) Read the passage in Ex. A and B three times
2. Written:
1) GB P
2) WB P
The sixth period
Language P103-104 7/11
l Language focus:
l Adjectives with It is and to + a verb
l Adjectives followed by to + a verb
l Language skills:
Speaking
l Practising using adjectives with It is and to + a verb
l Practising using adjectives followed by to + a verb
Writing
l Practising using adjectives with It is and to + a verb
l Practising using adjectives followed by to + a verb
2. Materials:
l SB P 103-104
l Cassette 9A
l Word cards
Procedure
Warming-up 1. Newspaper reading: an article from SSP
2. Describe and guess: words in Chapter 7
Pre-task preparation
1. Review:
1) adjectives before nouns: Put the following into English:
浓密的头发 一张圆脸 大眼睛 小嘴巴
一条绿色的新丝绸连衣裙
一位有魅力的老年中国妇女
2) adjectives after verbs：Put the following into English:
这个汤闻起来真糟糕！但味道真不错。
彼德看起来很开心。
天气变得越来越暖和了。
这个音乐听起来很棒。
While-task procedure:
1. Individual work: Ex. C: complete the dialogue with the given adjectives:
2. Pair work: Complete Ex.D1: Asking for opinions:
3. Individual work: Ex.D3: complete the report
Post-task activities:
1. A summery on adjectives:
1) ads before nouns: a beautiful lady
2) ads after verbs: It sounds great.
3) ads followed by to + a verb: Comics are exciting to read.
4) ads with It is + and to + a verb: It’s exciting to read comics
2. Additional activities (A):
1) Mime and guess: ill, happy, tired, full, angry
2) State doubt with seem:
(1) She seems nice, but (she is often rude).
(2) It seems like a nice flat, but (the neighbours are very noisy).
(3) It seems a nice day, but (the forecast is for rain).
3) Tell the different smell of the following:
drains, coffee, roses, old socks, apples, lemons,
(using adjectives you’re familiar with: awful, terrible, delicious, sweet, sour, etc.)
4) Tell the different sound of the following:
police sirens, songbirds, explosions, drums, flutes, etc.
(using adjectives you know: loud, terrible, sweet, lovely, relaxing, frightening, etc.)
5) Tell the different taste of the following:
strawberries, limes, sugar, old chewing gum, French fries, cockroaches, ice, etc.
(using adjectives you know: juicy, sweet, sour, delicious,)
3. Additional activities (B): Use the adjectives on P 103 to complete the sentences:
1) It’s __________ to pass if you work hard. (possible)
2) It’s __________ to have a holiday sometimes. (good)
3) It’s __________ to see you in those old clothes. (funny)
4) It’s __________ to put your money in the bank. (safe)
5) It’s __________ to be working at night. (strange)
6) It’s __________ to talk to an explorer. (interesting)
7) It’s __________ to do your homework by yourself. (important)
Consolidation
1. Oral:
1) Recite the text
2) Read through pages102-103
2. Written:
1) GB P
2) WB P
The seventh period
Speaking P105-106 8/11
l Language focus:
l Word stress in a sentence
l Make faces by giving different expressions
l Language skills:
Speaking
l Practising the words containing /s/ and /z/ sound
l Practising the different word stress in sentences
l Making different endings to the story
3. Materials:
l SB P 105-106
l Cassette 9A
l Word cards
Procedure
Warming-up 1. Newspaper reading: an article from SSP
2. Describe and guess: words in Chapter 7
Pre-task preparation
1. A tongue twister:
Cecil, please!
Get off your knees.
Cecil, rise!
Race for the prize.
While-task procedure
1. Speaking: Ex. A1: read the following words
2. Individual work: Ex. A2: read the following sentence
3. Individual work: Ex. A4, A5: read the words with different syllables:
4. Individual work: underline the stressed syllable
Post-task activities:
1. Class discussion: describe the pictures one by one, saying what emotions you think the faces are expressing:
2. Pair work: Ex. B1:Look at the faces and the descriptions on P 106 and discuss which description goes with which face:
3. Group work: Ex. B2: Make up an ending to the story
4. Presentation: Ex. B3: Tell the class what happened for Ex. B3
Consolidation
1. Oral: Read
2. Written:
1) Supplementary exercises
2) Preview
Writing Language focus:
l Practising writing the words for a comic strip
l Practising writing by using the given words and phrases
l Using pictures to help with the writing
l Language skills:
Speaking
l Talking about the pictures
Writing
l Completing a comic strip
l Writing the correct and reasonable texts, speech bubbles, thought bubbles and sound effects
l Materials:
Procedure
Warming-up 1. Newspaper reading: an article from SSP
2. Describe and guess: words in Chapter 7
Pre-task preparation
1. Speaking
1) Pair work: In pairs, talk about the pictures by
referring to the words and phrases below for help
2) Put the words and phrases into the right places
While-task procedure
1. Individual work: Finish the comic strip:
NB. 1) Use the given words and phrases
2) It’s not always necessary to write in complete sentences
3) It’s not necessary to use all of these words and phrases
Post-task activities:
1. Presentation: Read your story to the class
2. Further practise: Invent your own ending
Consolidation
1. Oral:
1) Read your own story three times
2) Recite the whole text
2. Written:
1) Rewrite your strip in your exercise book
2) Preview
The eighth period
More practice P120
Language focus:
l Reading extensively
l Notes-filling after reading
l Language skills:
Speaking
l Retelling the story in Ss’ own words
l Thinking about the words for the speech and thought bubbles
Writing
l Write the words for the speech and thought bubbles
l Materials:
Procedure
Warming-up 1. Newspaper reading: an article from SSP
2. Describe and guess: words in Chapter 7
Pre-task preparation
1. Free talk
1) Have you read the story about The Fox and the Crow?
2) What do you think of the fox and the crow?
While-task procedure
1. Individual work: Read the passage and finish the exercise on P15: write the words for the speech and thought bubbles in the spaces provided
Post-task activities:
1. Individual work: Retell the story in your own words
2. Group work: Act out the dialogue
Consolidation
1. Oral:
1) Read the story three times
2. Written:
1) Supplementary exercises
2) Prepare for the chapter test
牛津上海版英语九年级第一学期教案unit 7
The first period
Reading
Language focus:
l Ss get to know some words associated with comic strips and cartoon characters
l Get a rough idea about the main passage
l Language skills:
Reading
l Look at the title, subtitle and pictures to get a general idea about the topic
l Read to make intelligent predictions
l Scan to get detailed information about the text
Speaking
l Talk about anything Ss know about comic strips and cartoon characters
Listening
l Listen to the definition and match the words given
l Listen to get a gist of the text
l Materials:
Warming-up
1. Newspaper reading: An article from SSP
2. Fun reading: The cartoon
Pre-task preparation
1. The Cartoon: The topic of the chapter: comic strips
2. Questions:
1) Can you name some cartoon characters?
2) What is your favourite cartoon character?
3) Can you name some famous comic strips and comic magazines?
3. Brainstorm:
Think of and speak out anything you know about comic strips.
4. Look and think: Ex. A on P 96
Look at the title, the headings and pictures.
While-task procedure
1. Pre-reading:
1) Read through P 96 and talk about the four characters.
2. Listening: listen to the passage with books shut
3. Comprehension:
1) What is the first thing to do when creating a comic strip?
2) What does the plot need to be?
3) What should a comic strip be like?
4) What about the characters in it?
5) What do people usually use to draw a comic strip?
6) Why are some frames left without borders?
7) How is the story mainly told?
8) Why are there bubbles?
9) What is used to explain changes of scene or time?
10) What do sound effects do?
11) What make the strip more interesting?
12) What can make the strip come to life?
4. While-reading:
1) Read the passage and try to guess the meaning of kidnap, plot, dramatic, personality, action, affair, appeal, come across, headquarter, invention, scene, scenery, strip, text, varied, variety
2) Listen and read the article together
3) Find the facts: Read through the article and complete these rules about creating comic strips. Put one word from the article in each space. Ex. B on P 96
Post-task activities:
1. Group work:
1) Work together within the group to remember the words and their definitions
2) A competition: Describe and guess
2. Individual work:
1. Read the text to have more details
2. Give details about the text with books shut
3. Retell the text:
Consolidation
1. Oral:
1) Listen and read the text 5 times
2) Read and recite the words and their definitions
2. Written:
1) Copy work: words, the text and the definitions
2) Preview the exercises on P 98 and 99
The second period
l Language focus:
l Getting to know some new vocabulary items in the text
l Getting familiar with the text
l Language skills:
Reading
l Skim to get a general idea about the topic
l Read to understand the words in new contexts
l Scan to get to detailed information about the text
Speaking
l Retell the text in Ss’ own words
Listening
l Listen to get a gist of the text
l Listening comprehension
l Materials:
l SB P 96-99
l Cassette 9A
l Word cards
Procedure
Warming-up
1. Newspaper reading: an article from SSP
2. Describe and guess: words from the text
Pre-task preparation
1. Review: Name some words about comic strips
1) What is the first thing to do when creating a comic strip?
2) What does the plot need to be?
3) What should a comic strip be like?
4) What about the characters in it?
5) What do people usually use to draw a comic strip?
6) Why are some frames left without borders?
7) How is the story mainly told?
8) Why are there bubbles?
9) What is used to explain changes of scene or time?
10) What do sound effects do?
11) What make the strip more interesting?
12) What can make the strip come to life?
2. Pre-reading:
l Retell the text.
While-task procedure
1. Listening: listen to the text
2. Synopsis:
Key words:
P1: create, a comic strip, start, think of, good, fast-moving, story
P2: characters, have, strong, easily recognizable, personalities
P3: strip, be drawn, special, dip pen
Synopsis:
P 1: To create a comic strip, start by thinking of a good, fast-moving story.
P 2: The characters should have strong, easily recognizable personalities.
P 3: The strip is drawn with a special dip pen.
3. Word-study:
1) Read the text and pick out the sentences containing the following words and phrases:
appeal, variety, plot, affair, invention, vary, personalities, text, headquarters, scenery, come across, strip
Post-task activities:
1. Post-reading:
1) Retell the text using the synopsis
2) Recite the text paragraph by paragraph
2. Individual work:
Ex. C1: P98
Consolidation
1. Oral:
1) Listen and read the text 5 times
2) Read and recite the synopsis
2. Written:
1) Copy work: words, the text and the synopsis
2) Ex. C2 on P98
The third period
Words and definitions in Chapter 7
1. action: lively happenings
2. affair: case, crime, mystery, set of events
3. appeal: request, plea
4. come across: communicate ideas well
5. headquarters: the main place from which an organization such as the police or a business is controlled
6. invention: the first time someone makes a new machine
7. personalities: characters, individual natures
8. plot: story-line, the main events in a story
9. scene: setting, picture of a place
10. scenery: natural landscape
11. strip: a long, narrow piece of something, a set of small cartoon-style pictures
12. text: written words
13. varied: made different
14. variety: differences, change
Reading P95-99 3-4/11
l Language focus:
l Getting to understand the text better by doing some reading exercises
l Getting familiar with the vocabulary items in the text
l Language skills:
Reading
l Read to understand the words better
l Read to use the vocabulary items in a new context
l Read to get an overall understanding of the text
Speaking
l Retell the text in Ss’ own words
l Materials:
l SB P 95-99
l Cassette 9A
l Word cards
Procedure
Warming-up 1. Newspaper reading: an article from SSP
2. Describe and guess: words in Chapter 7
Pre-task preparation
1. Review: Retell the text by answering the following questions
1) What is the first thing to do when creating a comic strip?
2) What does the plot need to be?
3) What should a comic strip be like?
4) What about the characters in it?
5) What do people usually use to draw a comic strip?
6) Why are some frames left without borders?
7) How is the story mainly told?
8) Why are there bubbles?
9) What is used to explain changes of scene or time?
10) What do sound effects do?
11) What make the strip more interesting?
12) What can make the strip come to life?
2. Word-review: A group competition
Shout out the words upon hearing the definitions of them.
While-task procedure
1. Listening: listen to the text with books shut
2. Word study:
Ex. C2: use the words given to replace the words in italics in the sentences.
3. While-reading: Reaching conclusions
Ex. D: Read and think: Answer these questions about the article
Post-task activities:
1. Additional activity:
some more sound effect words you will find in comic strips:
1. bang (c) a. someone at the door
2. pop (d) b. scissors
3. drip-drop (k) c. gun firing
4. zzzzzz (h) d. balloon bursting
5. sizzle (g) e. angry dog
6. clang (n) f. flying insects
7. hiss (j) g. frying food
8. snip-snip (b) h. snoring
9. ka-pow! (m) i. explosion
10. grrrr (e) j. water poured on fire
11. buzzzz (f) k. water leaking slowly
12. boom (i) l. clock
13. tick-tock (l) m. punch
14. knock-knock (a) n. object hitting metal
2. Retell the text:
Consolidation
1. Oral:
1) Listen and read the text for 5 times
2) Read and recite the words and their definitions
2．Written:
1) Copy work: the phrases and the text
2) WB P
The fourth period
Listening P100 5/11
l Language focus:
l Completing notes
l Solving problems
l Language skills:
Speaking
l Describe briefly what is heard
Listening
l Listen to complete the notes
l Listen to solve the problem
l Materials:
l SB P 100
l Cassette 9A
l Word cards
Procedure
Warming-up 1. Newspaper reading: an article from SSP
2. Describe and guess: words in Chapter 7
Pre-task preparation
1. Word study: learn some new words about the telephone dialogue:
kidnapper, plastic, return, church, police headquarter, be locked in, keep calm, hear the trains, hear the bells of a church, strong chemical smells, rescue
While-task procedure
1. Individual work: Completing notes: Ex. A:
First Listening: listen to get the sense and the main points
Second Listening: listen and complete the notes
Third listening: Listen and check your answers
2. Group word: Solving the problem: Ex. B:
Look at the map, use your notes, study the map and find out which building is Rita in:
NB: Pay attention to the arrow on the map which shows the “Usual Wind Direction”. The wind will take both sound and smell in that direction.
Post-task activities:
1. Individual work: Explain the reasons why the other buildings are wrong
Answer: Rita is in Building C. Here are some of the reasons why the other buildings are wrong:
A: No school nearby; wrong side of fish market.
B: Railway too far away; airport too far away.
D: Too near plastic factory; not near fish market; no church
E: Wrong side of fish market; too close to airport and zoo.
F: Not near railway or fish market.
Consolidation
1. Oral:
1) Listen and read the text for 5 times
2) Read and recite the whole text
2. Written:
1) Copy work: words and phrases in the passage in the listening part
2) Preview P101-104
The fifth period
Language P101-102 6/11
l Language focus:
l Using adjectives
l Language skills:
Speaking
l Practising using adjectives before nouns
l Practising using adjectives after verbs
Writing
l Read and then fill in the blanks
1. Materials:
l SB P 101-102
l Cassette 9A
l Word cards
Procedure
Warming-up 1. Newspaper reading: an article from SSP
2. Describe and guess: words in Chapter7
Pre-task preparation
1. Free talk: give some examples of using adjectives before nouns and after verbs
e.g. I have a good friend.
The idea sounds great.
While-task procedure
1. Individual work: Ex. A: Complete the sentences with the following adjectives
rough round small thin, pink
curly bright thick smiling
2. Check the answer:
3. Instructions: How do we use predicative adjectives?
NB:
1) Some adjectives are mainly found in the predicative position: alive, awake, afraid, asleep, alone, content, lit, ill,
well
2) When old is used predicatively, it can only refer to age:
My old friend means my long time friend.
My fiend is old means my friend is elderly.
3) When poor is used predicatively, it can only refer to a lack of money, not to pity.
I am poor can only mean I have no money.
Poor Helen!
4. Individual work: Ex. B: Use the following adjectives to complete the thought and speech bubbles:
5. Check the answer:
Post-task activities:
1. Individual work:
Draw a cartoon-style picture of your partner, and then add a short written description underneath.
2. Individual work:
Draw or copy a picture of a favourite cartoon character from a comic or newspaper, and then write a short description of the character.
Consolidation
1. Oral:
1) Read through pages 101 and 102
2) Read the passage in Ex. A and B three times
2. Written:
1) GB P
2) WB P
The sixth period
Language P103-104 7/11
l Language focus:
l Adjectives with It is and to + a verb
l Adjectives followed by to + a verb
l Language skills:
Speaking
l Practising using adjectives with It is and to + a verb
l Practising using adjectives followed by to + a verb
Writing
l Practising using adjectives with It is and to + a verb
l Practising using adjectives followed by to + a verb
2. Materials:
l SB P 103-104
l Cassette 9A
l Word cards
Procedure
Warming-up 1. Newspaper reading: an article from SSP
2. Describe and guess: words in Chapter 7
Pre-task preparation
1. Review:
1) adjectives before nouns: Put the following into English:
浓密的头发 一张圆脸 大眼睛 小嘴巴
一条绿色的新丝绸连衣裙
一位有魅力的老年中国妇女
2) adjectives after verbs：Put the following into English:
这个汤闻起来真糟糕！但味道真不错。
彼德看起来很开心。
天气变得越来越暖和了。
这个音乐听起来很棒。
While-task procedure:
1. Individual work: Ex. C: complete the dialogue with the given adjectives:
2. Pair work: Complete Ex.D1: Asking for opinions:
3. Individual work: Ex.D3: complete the report
Post-task activities:
1. A summery on adjectives:
1) ads before nouns: a beautiful lady
2) ads after verbs: It sounds great.
3) ads followed by to + a verb: Comics are exciting to read.
4) ads with It is + and to + a verb: It’s exciting to read comics
2. Additional activities (A):
1) Mime and guess: ill, happy, tired, full, angry
2) State doubt with seem:
(1) She seems nice, but (she is often rude).
(2) It seems like a nice flat, but (the neighbours are very noisy).
(3) It seems a nice day, but (the forecast is for rain).
3) Tell the different smell of the following:
drains, coffee, roses, old socks, apples, lemons,
(using adjectives you’re familiar with: awful, terrible, delicious, sweet, sour, etc.)
4) Tell the different sound of the following:
police sirens, songbirds, explosions, drums, flutes, etc.
(using adjectives you know: loud, terrible, sweet, lovely, relaxing, frightening, etc.)
5) Tell the different taste of the following:
strawberries, limes, sugar, old chewing gum, French fries, cockroaches, ice, etc.
(using adjectives you know: juicy, sweet, sour, delicious,)
3. Additional activities (B): Use the adjectives on P 103 to complete the sentences:
1) It’s __________ to pass if you work hard. (possible)
2) It’s __________ to have a holiday sometimes. (good)
3) It’s __________ to see you in those old clothes. (funny)
4) It’s __________ to put your money in the bank. (safe)
5) It’s __________ to be working at night. (strange)
6) It’s __________ to talk to an explorer. (interesting)
7) It’s __________ to do your homework by yourself. (important)
Consolidation
1. Oral:
1) Recite the text
2) Read through pages102-103
2. Written:
1) GB P
2) WB P
The seventh period
Speaking P105-106 8/11
l Language focus:
l Word stress in a sentence
l Make faces by giving different expressions
l Language skills:
Speaking
l Practising the words containing /s/ and /z/ sound
l Practising the different word stress in sentences
l Making different endings to the story
3. Materials:
l SB P 105-106
l Cassette 9A
l Word cards
Procedure
Warming-up 1. Newspaper reading: an article from SSP
2. Describe and guess: words in Chapter 7
Pre-task preparation
1. A tongue twister:
Cecil, please!
Get off your knees.
Cecil, rise!
Race for the prize.
While-task procedure
1. Speaking: Ex. A1: read the following words
2. Individual work: Ex. A2: read the following sentence
3. Individual work: Ex. A4, A5: read the words with different syllables:
4. Individual work: underline the stressed syllable
Post-task activities:
1. Class discussion: describe the pictures one by one, saying what emotions you think the faces are expressing:
2. Pair work: Ex. B1:Look at the faces and the descriptions on P 106 and discuss which description goes with which face:
3. Group work: Ex. B2: Make up an ending to the story
4. Presentation: Ex. B3: Tell the class what happened for Ex. B3
Consolidation
1. Oral: Read
2. Written:
1) Supplementary exercises
2) Preview
Writing Language focus:
l Practising writing the words for a comic strip
l Practising writing by using the given words and phrases
l Using pictures to help with the writing
l Language skills:
Speaking
l Talking about the pictures
Writing
l Completing a comic strip
l Writing the correct and reasonable texts, speech bubbles, thought bubbles and sound effects
l Materials:
Procedure
Warming-up 1. Newspaper reading: an article from SSP
2. Describe and guess: words in Chapter 7
Pre-task preparation
1. Speaking
1) Pair work: In pairs, talk about the pictures by
referring to the words and phrases below for help
2) Put the words and phrases into the right places
While-task procedure
1. Individual work: Finish the comic strip:
NB. 1) Use the given words and phrases
2) It’s not always necessary to write in complete sentences
3) It’s not necessary to use all of these words and phrases
Post-task activities:
1. Presentation: Read your story to the class
2. Further practise: Invent your own ending
Consolidation
1. Oral:
1) Read your own story three times
2) Recite the whole text
2. Written:
1) Rewrite your strip in your exercise book
2) Preview
The eighth period
More practice P120
Language focus:
l Reading extensively
l Notes-filling after reading
l Language skills:
Speaking
l Retelling the story in Ss’ own words
l Thinking about the words for the speech and thought bubbles
Writing
l Write the words for the speech and thought bubbles
l Materials:
Procedure
Warming-up 1. Newspaper reading: an article from SSP
2. Describe and guess: words in Chapter 7
Pre-task preparation
1. Free talk
1) Have you read the story about The Fox and the Crow?
2) What do you think of the fox and the crow?
While-task procedure
1. Individual work: Read the passage and finish the exercise on P15: write the words for the speech and thought bubbles in the spaces provided
Post-task activities:
1. Individual work: Retell the story in your own words
2. Group work: Act out the dialogue
Consolidation
1. Oral:
1) Read the story three times
2. Written:
1) Supplementary exercises
2) Prepare for the chapter test
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