9AUnit1Period1Teachingcontents:Comicstrip+Welcometotheunit+vocabularyTeachingobjectives:1.Tolearnthenamesofthesymbolsthatrepresentthestarsigns2.Toknowabout12differentstarsigns3.Torecognizewhetheranadjectivesispositiveornegative4.Tograsptheaddingofchangingadjectivesintoitsnegative5.TouseadjectivestodescribecharacteristicsTeachingimportantanddifficultpoints:1.4-skilledwords:unfairinactiveexplain2.3-skilledwords:bull,centaur,crab,ram,Sagittarius,Aries,Cancer,Leo,Pisces,Taurus,Aquarius,Virgo,Gemini,Libra,Capricorn,Scorpio3.Phrases:starsign,havelotstoeat,worryaboutnotdoingsth.allkindsof,dancefortwohours,spend…doingsth.,explainsth.tosb.,showoff,givesth.tosb.4.Sentencepatterns:It’sniceofyoutobringmethenewspaper.Youshould/shouldn’t…Teachingprocedures:Step1:Warm-up1.AskstudentswhatanimalstheyareintheChinesehoroscope.Askthemtodescribethecharacteristicsofthatanimal.Forweakerclasses,youcanwritetheEnglishnamesoftheChinesestarsignsontheboard.(Rat\Ox\Tiger\Rabbit\Dragon\Snake\Horse\Goat\Monkey\Rooster\Dog\Pig)ForthestrongerSs,encourageSstosaythenamesdirectly.2.Explainthatwesterncountriesuseadifferentsystemofstarsigns.Explainthatthewesternstarsignsystemisbasedonthemonthyouwerebornin,ratherthantheyearyouwerebornin.Step2:PresentationPresentPartsA&BinWelcometotheunitExplaintostudentsthateachpictureinPartArepresentsastarsign.AskthemtocompletePartA,thenchecktheanswers,finallyreadthestarsignswell.AskstudentstocompletePartB,thenchecktheanswers,finallyreadthestarsignswell.Explainthatthereare12starsignsintotalthoseinPartAandthoseinPartB.Eachstarsignrepresentsaperiodoftimeinayear.Step3:PracticeMakeupadialoguelikethis:A:What’sthestarsigninPicture1?B:It’s…A:What’syourstarsign?B:Mystarsignis…/I’ma(an)…Step4:Presentation&Practice:PresentComicstripListentothetapeandaskWhattheyaretalkingabout.Listenandrepeat.Practicereadingthedialogue.4.Explainsomeusefulexpressions.1).It’sniceofyoutobringmethenewspaper,Hobo.霍波，你真是太好了，幫我把報(bào)紙拿來了。Itis+adj.（形容詞）+ofsb.+todosth.表示我們對(duì)某人某種行為的看法。e.g.Itiskindofhimtohelpme.bringsb.sth.=bringsth.tosb.2).ItsaysI’llhavelotstoeatanddrinktoday.它（報(bào)紙）上寫我今天有很多吃的、喝的。Itsays…表示報(bào)紙上“寫道……”，我們通常不說Itwrites…e.g.Theradiosaysitwillraintomorrow.3).Well,youshouldn’tworryaboutnothavingbreakfastthen.那么，你不應(yīng)該為沒有早飯吃而擔(dān)心了。worryabout“為…而擔(dān)心”；worryaboutdoingsth.“為做…擔(dān)心”Step5:PresentationPresentVocabularyTeacher:What’syourstarsign,A?Teacher(Facethewholeclass):CanyouusesomeadjectivestodescribeA’scharacteristics?PresentPartARevisetheusualaddingsofchangingthepositiveintothenegative,suchasin,im,un,lessandsoon.Dividetheclassintogroupsoffour.EachgroupworkstogethertocompletePartA.Onestudentineachgroupwritesdowntheanswersonapieceofpaper.Groupsraisetheirhandswhentheyhavefinished.Whenallthegroupshavefinished,eachgroupmustgivetheiranswerstoanothergrouptomark.Remindstudentstoputthenameoftheirgroupatthetopofthepaper.Readoutthecorrecttotheclass.Eachgroupmarksanothergroup’sanswers.Thegroupwiththemostcorrectanswerswillwin.PresentPartBAskstudentstoworkontheirowntodoPartB.Remindthemtolookatthepicturesandthewordsprovided.2.Askstudentstocomparetheiranswerswiththeirneighboursanddiscussthedifferences.3.Whenthediscussionisfinished,askastudentfortheanswertoNo.1.Askallstudentswhoagreetoraisetheirhands.Ifastudentgivesanincorrectanswer,askotherstudentstocorrectit.Step6:PracticePractisereadingPartB2.Explainthelanguagepoints:1).Billyhasallkindsofdifferentideas.Heisimaginative.Billy有各種各樣不同的想法，他富有想象力。allkindsof表示“各種各樣的”e.g.Thereareallkindsofflowersintheparkinspring.2).Danielisveryclever,buthenevershowsoff.Daniel很聰明，但他從不炫耀。showoff炫耀，賣弄e.g.Sheoftenshowsoffherfineclothes.3).spendalotoftimeexplainingthingstous花很多時(shí)間向我們解釋Step7:ConsolidationActoutthedialogue.Fillintheblanksofthetable.PositiveNegativePositiveNegativeinactiveshygenerouspatientmodestlazyweakfairStep8:SummaryGetthestudentstodrawaconclusionofwhatwe’velearnedtoday.Step9:HomeworkRecitethewordsandphraseswe’velearnedtoday.Finishofftheexercisesintheworkbook.9AUnit1Period2Teachingcontents:ReadingA-C1Teachingobjectives:1.Tounderstandwhatstarsignsareandwhattheyrepresent2.Torecognizeandunderstandvocabularyaboutcharacteristics3.Touseadjectivestodescribesomeone’scharacteristics4.Todevelopthestudents’abilitiesoflistening,speaking,readingandwriting.5.Toknowaboutyourownstarsignsandperfectyourcharacteristic.Teachingimportantanddifficultpoints:Words:divide,similar,characteristic,active,impatient,leader,selfish,stubborn,patient,outgoing,save,cooking,confident,modest,practical,fair,elegant,peace,argue,powerful,silly,forgive,mistake,humorous,differently,easy-going,creative,imaginative,dreamPhrases:dividesth.into,bedividedinto,thetimeofyourbirthday,peoplebornunderthesamestarsign,liketobetheleader,attimes,giveup,takecareof,savemoney,buysb.sth./buysth.forsb.,worrytoomuch,payattentionto;3.Sentencepatterns:Ayearisdividedinto12differentstarsigns.be+Vp.pTeachingprocedures:Step1:RevisionRevisethestarsignsinPeriod1,asktheSstosayoutfluently.Brainstormthevocabularythatisusedtodescribepeople’scharacteristics.Step2:PresentationPresentthenewwordsinthearticle.GetthestudentstodoPartBStep3:ScanningWhatdecidesyourstarsigns?Step4:SkimmingReadthearticlemorecarefully,thenfinishtheexercisesinC1Step5:Detailedreading1.PlaythetapefortheSstolistenandrepeat.2.ExplainsomeusefulexpressionsinParas1-7.1).Ayearisdividedinto12differentstarsigns.一年分為12個(gè)不同的星座。bedividedinto…是一個(gè)被動(dòng)語態(tài)，表示“…被分成…”2).Somepeoplethinkthatyouareselfishattimes.有些人認(rèn)為你有時(shí)自私。attimes相當(dāng)于sometimes,fromtimetotime3).Youarepatientanddonotgiveupeasily.你有耐心，不輕易放棄。giveup“放棄”，表示“放棄做某事”要用“giveupdoingsth.”4).Youareacuriousandcleverperson.你是一個(gè)充滿好奇心、聰明的人。curious“好奇的”，“想知道一切的”Mybrotherisonly5yearsold,butheisverycurious.5).Youlikesavingmoneyandcooking.你喜歡省錢，喜歡烹飪。save‘節(jié)省’,如savetime6).Youliketobuyyourfriendsnicegifts.你樂意給朋友買好看的禮物。buysb.sth.=buysth.forsb.為某人買某物gift常表示“小禮物”，“正規(guī)禮物”常用present表示7).Youarepracticalandyoualwayspayattentiontodetails.你心靈手巧，總是注意、在意細(xì)節(jié)。Step6:Consolidation1.Theteacherdividethestudentsinto12groups.Thenplaythetapeforthewholeclasstowritedownthecharacteristicsofeachstarsign,eachgroupfindouttheirownstarsign.Theteachershowthematableontheblackboard.Andasksomestudentstofillinblanks.2.Askonestudentatatimetoreadaparagraph.Aftereachparagraph,askstudentstosaywhichpartsofthetexttheydonotunderstand.Lessablestudentsmayfindsomeofthenamesofthestarsignsdifficult.Ifso,donotforcethemtolearnthembyheartbecausetheyareonlyusedheretoarousestudents’interest.Itismoreimportantforthemtolearntheadjectivesthatdescribepeople’scharacteristics.Step7:SummaryGetthestudentstodrawaconclusionofwhatwe’velearnedtoday.Step8:Homework1).Recitethewordsandphraseswe’velearnedtoday.2).Listentothetapeandrecitethefirst6paragraphsofthetext.3).Finishofftheexercisesintheworkbook.9AUnit1Period3Teachingcontents:ReadingC2-DTeachingobjectives:1.Tounderstandwhatstarsignsareandwhattheyrepresent2.Torecognizeandunderstandvocabularyaboutcharacteristics3.Touseadjectivestodescribesomeone’scharacteristics4.Todevelopthestudents’abilitiesoflistening,speaking,readingandwriting.5.Toknowaboutyourownstarsignsandperfectyourcharacteristic.Teachingimportantanddifficultpoints:Words:equally,probably,shouldPhrases:arguewithsb.lovepeace,havelotsofenergy=beenergetic,keepsecrets,be+adj.+enoughtodosth.hatetobelikeothers,dreamabout;Sentencepatterns:It’ssillyofyounottoforgiveothersfortheirmistakes.It’sadjectiveofsb.+todosth.Youarepatientenoughtowaitwithoutgettingangry.be+adj.+enoughtodosthTeachingprocedures:Step1:RevisionRevisethewordsandphrasesinPeriod2.AskthestudentstoreadParas1-7inthearticleandanswerthequestionsonthescreen.①Howmanystarsignsarethereinayear?②Whatdecidesyourstarsign?③WhatisthecharacteristicofthepersonwhoisanAries?④WhatisthecharacteristicofthepersonwhoisaTaurus?⑤WhatisthecharacteristicofthepersonwhoisaGemini?⑥WhatisthecharacteristicofthepersonwhoisaCancer?⑦WhatisthecharacteristicofthepersonwhoisaLeo?⑧WhatisthecharacteristicofthepersonwhoisaVirgo?Step2:PresentationReadParas8-13andexplaintheusefulexpressions:1).Youlovepeaceanddonotliketoarguewithothers.你愛好和平，不喜歡和別人爭(zhēng)論。arguewithsb.“和…爭(zhēng)論”2).It’ssillyofyounottoforgiveothersfortheirmistakes.你不原諒別人的過錯(cuò)，真傻。It’sadjectiveofsb.+todosth.表示對(duì)某人做某事的評(píng)價(jià)。3).Youarepatientenoughtowaitwithoutgettingangry.你足夠耐心地等待別人，不生氣。be+adj.+enoughtodosth.表示某人的個(gè)性或能力e.g.Amyisoutgoingenoughtomakefriendseasily.4).However,somepeoplethinkthatyouarestrangeasyouhatetobelikeanyoneelseandyoutrytodoeverythingdifferently.然而，有些人認(rèn)為你很奇怪，因?yàn)槟阌憛捄蛣e人一樣，你總是想與眾不同。trytodoeverythingdifferently盡力使所有的事與眾不同5).Youliketodreamabouteverything你喜歡夢(mèng)想一切。dreamabout夢(mèng)想關(guān)于……Step3:PracticeReadParas8-13andanswerthefollowingquestions:①WhatisthecharacteristicofthepersonwhoisaLibra?②WhatisthecharacteristicofthepersonwhoisaScorpio?③WhatisthecharacteristicofthepersonwhoisaSagittarius?④WhatisthecharacteristicofthepersonwhoisaCapricorn?⑤WhatisthecharacteristicofthepersonwhoisanAquarius?⑥WhatisthecharacteristicofthepersonwhoisaPisces?Step4:PartC21.Reviewkeyvocabularylearntinthereadingpassage.Askmoreablestudentstodescribetheirpartnersusingtheseadjectives.2.AskstudentstodoPartC2ontheirownandchecktheiranswerswiththeirpartners.Askstudentstorefertothereadingpassageonpage8and9.Ifstudentshavedifferentanswers,askthemtodiscusstheanswers.Step5:PartD1.Forweakerclasses,writealistofcharacteristicsontheboardforstudents’reference2.AsklessablestudentstopickfivecharacteristicsthatdescribethemselvesandwritethemintheblanksinpartD1.Tellmoreablestudentsthattheycanalsousecharacteristicsthatarenotlistedontheboard.Telllessablestudentstorefertothereadingpassageonpages8-9iftheyneedhelpwithideas.3.Now,askstudentstoreadthedescriptionoftheirstarsign.Askthemtowritewhetherthecharacteristicslistedundertheirstarsignmatchthecharacteristicstheyhavelisted.4.Askallthosewhothinktheircharacteristicsmatchtheirstarsigntoraisetheirhands.Thenaskallthosewhosecharacteristicsdonotmatchtoraisetheirhands.5.Doaclasssurvey.Askstudentswhethertheybelieveinstarsigns.Counthowmanysay‘yes’andhowmanysay‘no’.Writethenumbersontheboard.Formoreablestudents,askthemtosaywhytheybelieveordonotbelieveinstarsigns.6.Dividetheclassintopairs.Askstudentstowritedownfivewordsthatdescribetheirpartner’scharacteristicsinPartD2.Step6:ConsolidationWecangivetheSsthecluesofthepassage:time,starsign,characteristic.Thenleadthestudentsrepeatthepassageaccordingtothefactsheet.Starsigns(1)AriesTaurusGeminiCancerLeoVirgo3.21-4.204.21-5.215.22-6.216.22-7.227.23-8.228.23-9.22energeticstubborncuriouskindstrongmodestactivehard-workingcleverlikesavingconfidentworrytoomuchimpatientpatientoutgoingmoneygenerouspracticalselfish&cookingdetailsStarsigns(2)LibraScorpioSagittariusCapricornAquariusPisces9.23-10.2210.23-11.2111.22-12.2012.21-1.201.21-2.192.20-3.20politepowerfulhumourousbusinesslikekindgenerous,kindfairenergeticluckysuccessfulwisegentle,easy-goingelegantkeepsecretsloveorganizedstrangeimaginativepeacefulsillytravelingpatientdifferentcreative,dreamStep7:SummaryGetthestudentstodrawaconclusionofwhatwe’velearnedtoday.Step8:HomeworkRecitethewordsandphraseswe’velearnedtoday.2).Listentothetapeandrecitethelast6paragraphsofthetext.3).Finishofftheexercisesintheworkbook.9AUnit1Period4Teachingcontents:GrammarA&BTeachingobjectives:1.Touse‘itis’+adj.+‘of’…+‘(not)to’-infinitivetoexpressopinionsaboutaperson’sactions.2.Tousetheverb‘tobe’+adj.+‘enough’+‘to’-infinitivetodescribeaperson’scharacteristicsandabilities.3.ToenabletheSstograspthestructures4.TobehappyandlivelyteenagersafterlearningthisunitTeachingimportantanddifficultpoints:Wordsandphrases:balloons,playhisCDsforus,bringballoonsofallcolours,organizethepartyforus,makefriendseasily,buygiftsforallofus;Sentencepatterns:Itis+adjective+of…+(not)to-infinitiveVerbtobe+adjective+enough+to-infinitiveTeachingprocedures:Step1:RevisionRevisethewordsandphrasesinPeriod3.2.Completethefollowingsentences1)．一年被劃分成十二個(gè)月。Ayear___________________________twelvemonths.2)．當(dāng)你陷入困境時(shí)，請(qǐng)不要放棄夢(mèng)想。Pleasedon’t_______________________________whenyouareintrouble.3)．他有時(shí)注意細(xì)節(jié)。He_________________________________details__________________.4)．我的叔叔經(jīng)常講笑話，很有幽默感。Myuncleoften_________________andhave__________________________.5).你不原諒別人的過錯(cuò)，真傻。It’syouotherstheir.Step2:Presentation1.Tellstudentsthatweusethe‘itis’+adjective+‘of’…+‘(not)to’-infinitivestructuretotalkaboutourfeelingstowardspeopleandwhattheydo.2.AskthreestudentstoreadthethreesentencesinGrammarA.Encouragestudentstoaskquestionsiftheyareunsureofthemeaning.3.Askstudentstocompletetheexerciseontheirown.Studentshavetowritethecorrectwordsformtheboxintheblankswithoutmakinganychanges.4.Askapairofstudentstoreadoutwhattheyhavewritten.Payattentiontosomeexpressionsinit.Suchas:playhisCDsforus,bringballoonsofallcolours,organizethepartyforus;5.Tellstudentsthatwecanalsousetheverb‘tobe’+adjective+‘enough’+‘to’-infinitivestructuretotalkaboutaperson’spersonalityandabilities.6.ExplainthedifferencebetweenthestructureinPartAandthestructureinPartB.InpartA,studentslearntoexpresswhattheythinkaboutsomeoneelse’sactions.InPartB,studentslearntoexpresswhattheythinkaboutaperson’spersonalityandabilities.7.AskthreedifferentstudentstoreadthesentencesinGrammarB,andunderstandthem.8.Askstudentstoreadouttheirsentences.Checkformistakesandmispronunciation.Step3:Practice1.AsktheSstomaketwosentenceswiththestructure‘Itis+adjective+of…+(not)to-infinitive’./‘tobe’+adjective+‘enough’+‘to’-infinitive2.Translation你很笨，沒有回答出這個(gè)問題。你媽媽真好，給我買了那么多禮物。這個(gè)男孩真好，幫我們打掃教室。他很大方給每個(gè)人禮物。多吃水果有利于身體健康。對(duì)我們來說學(xué)好英語很重要。Step4:ConsolidationAgame:Askstudentstoplayagamecalled“makeastory”.Step5:SummaryGetthestudentstodrawaconclusionofwhatwe’velearnedtoday.Step6:HomeworkUsethetwosentencestructurestomakesomesentences.Finishofftheexercisesintheworkbook.9AUnit1Period5Teachingcontents:GrammarCTeachingobjectives:1.Todistinguishthedifferentpartsofasentence2.Tousethebasicsentenceelementstomakeupasentence3.TofeelhowcolorfulourlifeisandcherishthewonderfulfriendshipTeachingimportantanddifficultpoints:Words:experiment,laboratory,toothache,dentist,butterfly,clone,awake,cheese,lemonade;Phrases:doanexperiment,havegotatoothache,picturesofallkindsofbutterflies,thefirstclonedsheep,aglassoflemonade,havehisbicyclerepaired,beonthephone,lieontheground;TodistinguishthedifferentpartsofasentenceTeachingprocedures:Step1:Revision1).RevisethewordsandphrasesinPeriod4.2).UsethestructuresinGrammarB&Ctomakeupsentences.Step2:Presentation1.Theteacherwritesasentenceontheblackboard:Theboyunderthetreelikestoplayfootballafterschoolverymuch.2.Askstudentstoshortentheabovesentencetogivethemainideaofit.3.Explaintostudentsthatasentencecanbedividedintodifferentparts.Wecanaddorremovethedifferentpartsofasentencetoclarifythemeaningofit.4.Explaintostudentsthatthebasicpartsofasentencearethesubjectandthepredicate.Tomakeasentencericherinmeaning,wecanaddpredicative,objects,attributivesandadverbialstothesentencewithadditionalinformation.Step3:PracticeTellstudentsthateachsentenceparthasitsownname.Asksevenstudentseachtoreadonedefinitionandthesamplesentencesthatfollow.Encouragethemtoaskquestionsiftheyarenotsureofthemeaning.AskstudentstocompletePartC1onpage16usingthetableonpage15asaguide.Getsomeofthemtogivetheansweronebyone.FinishC2andchecktheanswers.Explainthelanguagepoints:doanexperiment,havegotatoothache,picturesofallkindsofbutterflies,thefirstclonedsheep,aglassoflemonade,havehisbicyclerepaired,beonthephone,lieontheground;Step4:ConsolidationAskstudentstofindasentencefromtheirEnglishbook.Thenaskthemtoidentifythedifferentpartsofthesentence.劃分句子成分：1).Heworkshard.2).WelearnEnglish.3).Iamateacher.4).HetaughtusEnglish.5).HisparentsnamedhimAbraham,butweallcallhimAbe.6).Heseemsacleverboy.7).Thesunrisesintheeast.8).Hehasjustcome.9).Ilentheranovel.10).Canyousparemeafewminutes?11).Willyouallowmetotakethismagazinehome?12).Theoldmanstoppedtowatchthechildrenplaying.Step5:SummaryGetthestudentstodrawaconclusionofwhatwe’velearnedtoday.Step6:HomeworkRecitethewordsandphraseswe’velearnedtoday.Finishofftheexercisesintheworkbook.9AUnit1Period6Teachingcontents:Integratedskills&StudyskillsTeachingobjectives:1.Tounderstandthecontextofahoroscope,inbothitswrittenandspokenforms2.Toconsolidatetheinformationgainedfromreadingandlistening,thendeterminethefacts3.TorecognizeandunderstanddifferentlevelsofformalityintheEnglishlanguage,bothwhenwritingandspeakingEnglish.4.Tocorrectmistakesaboutinappropriatelevelofformalityinfinishedwork.5.Tobuiltagoodpersonalitythroughthelearning6.TousethetwowaysoflanguagefreelyTeachingimportantanddifficultpoints:Words:around,available,otherwise,lively,formal,informal,slang,expression,abbreviation,contraction,,difference,cheers,mark,extra,organized,personal,quality,sincerely;Phrases:havealottocelebrate,havesuccessatschoolorwork,moredetails,beavailableonrequest,aroundthemiddleofthemonth,callsb.on…,amixtureof…,haveproblemswithsth.,beabletodo,comeupwith,besuitablefor…Students’UnionSentencepatterns:Heisimaginativeenoughtocomeupwithnewideas.Idon’tthinkhe’dbeabletoorganizethingswell.Whoelsewouldbesuitable?He’sjustassmartasmyuncle.TheonlythingisthatDavidhasmuchmorehairthanmyuncle.TounderstandthecontextandtousethewaysofexpressionsfreelyTeachingprocedures:Step1:Revision1).RevisethewordsandphrasesinPeriod5.2).Revisedifferentpartsofasentence.Step2:Presentation1.UsethepicturesofthehoroscopetoshowtheSs.Forweakerclasses,readthehoroscopeinPartA1totheclass.Forstrongerclasses,askastudenttoreadthehoroscopealoud.2.Teachthenewwordssuchasaround,available,otherwise,lively,3.ReadMillie’snotes.FillinasmuchinformationinMillie’snotesastheycan.Remindthemthattheywillnotbeabletocompletealltheanswers.Forweakerclasses,helpstudentsbytellingthemwhichanswerscannotbefoundintheadvertisement.4.PlaythetapefortheSstolistentoandcompletetherestofMillie’snotesinPartA1.5.ChecktheanswersonebyoneStep3:PartA3PlaytherecordingforPartA3once.Tellstudentsnottowriteanythingwhilelistening,thentrytowritesth.accordingtothememory.Saytheanswerout.CheckthemwiththeSs.3.Practisereadingandexplainthelanguagepoints.Step4:Speakup1.Playthetape,trytoanswerthequestion‘what’sPeterlike’?2.Listenandrepeat.3.Askstudentstoworkinpairs.EncouragethemtodiscussSuzyandDavid.RemindthemthattheycanusetheconversationinPartBasamodel.Forweakerclasses,allowstudentstowritedowntheirconversationsfirst.4.Makeupdialoguesasmanyasyoucan.5.GetsomeoftheSstoperformtheirdialogues.6.Languagepoints:1).beabletodosth.2).comeupwithnewideas3).Idon’tthinkhe’dbeabletoorganizethingswell.4).Whoelsewouldbesuitable?5).HisparentsnamedhimAbraham,butweallcallhimAbe.Step5:PresentationPresentStudyskillsTeachthenewwordssuchasformal,informal,slang,expression,abbreviation,contraction,,difference,cheers,mark,extra,organized,personal,quality,sincerely;Makesurestudentsrecognizethatthepictureofapencilrepresentswrittenlanguagewhilethemouthrepresentsspokenlanguage.Explainthedifferencebetweenabbreviationsandcontractions.Anabbreviationusesonlythefirstlettersofanameorphrase,orleavesoutletterstoshortenaword.Acontractionisashortformofawordorwordswhenanapostrophereplacesaletterorletters.Gothroughthetableaboutformalandinformallanguageinthefirstpart.Step6:Practice1.Askstudentstoworkinpairs.First,askthemtounderlinepartsoftheletteronpage20whichtheybelieveareinappropriate.2.Askstudentstowritedownwhytheybelieveapartoftheletterisinappropriate.Remindthemtousethephrases.3.Askadifferentpairinturntogivetheiranswersforeachnumber,notingmistakesandmispronunciation.4.Readtherecommendationlettertogether.5.Languagepoints:1).He’sjustassmartasmyuncle.2).TheonlythingisthatDavidhasmuchmorehairthanmyuncle.Step7:ConsolidationAskstudentstotalkaboutastudentintheirclasswhowouldmakeagoodchairpersonoftheStudents’Union.Remindthemtogivereasonsfortheirchoice.Askafewpairstopresenttheirconversationstotheclass.Step8:SummaryGetthestudentstodrawaconclusionofwhatwe’velearnedtoday.Step9:HomeworkRecitethewordsandphraseswe’velearnedtoday.GiveadescriptionofyourfamilymemberFinishofftheexercisesintheworkbook.9AUnit1Period7Teachingcontents:MaintaskTeachingobjectives:1.Toorganizeideasandbuildajustificationforthoseideas2.Towriteaformalletterwiththecorrectdegreeofformality3.Towriteaboutaperson’scharacteristicsandskills4.TopresentarecommendationTeachingimportantanddifficultpoints:1.Words:mark,extra,organized,personal,quality,sincerely2.Phrases:inthefirstweek,getfullmarks,inanEnglishtest,thethingsheneedtodo,beafraidofdoingsth.,make/giveaspeech,personalqualities,usesth.todo…,therestof…,mind(one’s)doingsth.,askab.todosth.,thisyear3.ToorganizeideasandbuildajustificationforthoseideasTeachingprocedures:Step1:RevisionRevisethewordsandphrasesinPeriod6.Step2:Presentation1.Teachthenewwordssuchasmark,extra,organized,personal,quality,sincerely2.Tellstudentsthatcreatingagraphorchartcanbeagoodwaytohelpthemorganizetheirthoughtsandideas.PointouttostudentsthatforeachadjectiveintheflowchartinPartA,thereshouldbeanexampletobackupthisadjective.3.Tellstudentsthatthistypeofchartisoftencalleda‘mindmap’.Inthecentreisthemainidea—inthiscaseaperson’sname.Joinedtothecenterarethemainideas—hereareDavid’scharacteristics.OntheoutsideareconcreteexamplestoshowhowDaviddemonstratesthosecharacteristics.Youcanhaveanynumberofbubblesbranchingoutformeachidea.Thisisausefulwaytoplanapieceofwritingasitallowsthewritertovisualizehis/herideasandhowtheyarerelatedtooneanother.4.AskthestudentstoreadandcompletePartA5.Checktheanswerswiththeclass.Step3:PracticePartBTellstudentstoworkontheirowntofillintheblanksinpartB.Remindthemtousetheflowchartasaguide.Afewminutesforthemtohaveacheckwitheachother.Thengetsomeofthemtoreporttheanswers.Languagepoints:inthefirstweek,getfullmarks,inanEnglishtest,thethingsheneedtodo,beafraidofdoingsth.,make/giveaspeech,personalqualities,usesth.todo…,therestof…,mind(one’s)doingsth.,askab.todosth.,thisyearPracticereadingtheletter.Step4:ConsolidationTellstudentstoworkinpairstomakeaflowchartaboutsomeonefromtheclass.Askstudentstowriteaboutsomeonetheyknowwell.Tellthemtopresenttheirflowchartsclearlyandneatly,astheywillbedisplayedonthewalloftheclassroom.Step5:SummaryGetthestudentstodrawaconclusionofwhatwe’velearnedtoday.Step6:HomeworkRecitethewordsandphraseswe’velearnedtoday.Writeaformalletteroftheirown.Remindthemtousetheflowcharttheycreatedasaguidefortheletter.AlsoremindthemtheycanuseKittyandMillie’sletterasamodel.9AUnit1Period8Teachingcontents:CheckoutTeachingobjectives:1.Toreviewkeygrammarandvocabularyitems2.Togivestudentsthechancetopracticethegrammarandvocabularyitems3.Toallowstudentstochecktheirprogressandaskanyquestionstheymaystillhave4.Toencouragestudentstorecommendapeoplefreely.5.Tobuilt