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1、Unit 1 Star signs I. Teaching objectives 單元教學(xué)目標(biāo) Skill Focus 聽 Listen to identify specific points about events and advice for month ahead. 說 Talk about people’s characteristics. 讀 Read an article to identify different characteristics using information about star signs. 寫 Write a letter of

2、 recommendation based on characteristic. 詞匯 1. 重點詞匯 divide similar energetic active impatient leader patient save fair peace argue silly mistake humorous differently easy-going dream probably should unfair inactive explain balloon experiment laboratory toothac

3、he dentist butterfly clone awake cheese lemonade around available lively difference mark 2. 認(rèn)讀詞匯 bull centaur crab ram characteristic selfish stubborn curious outgoing cooking confident modest practical elegant powerful forgive creative imaginative e

4、qually otherwise formal informal slang expression abbreviation contraction cheers extra organized personal quality sincerely 3. 短語 star sign be able to Students’ Union yours sincerely 語法 1. ‘It is’ + adjective + ‘of’ … + ‘(not) to’ -infinitive. 2. Verb ‘to be’ +

5、 adjective + “enough” + “to”-information. 3. Different parts of a sentence II. Teaching materials analyzing 教材分析 1. 教材分析 本單元的主題是描述人物，旨在通過閱讀、聽力和對話練習(xí)等活動幫助學(xué)生掌握如何描述一個人的性格特點。讓學(xué)生掌握用it is + 形容詞 + of … + (not) to-不定式來表達對某人行為的看法，以及用動詞to be + 形容詞 + enough + to-不定式來描述一個人的性格和能力，這也是本單元的語法重點。本單元的寫作任務(wù)是寫一封正式

6、的信函，一篇關(guān)于某人性格與技能的文章，并提交一封推薦信。 1.1 Comic strip 通過漫畫中Eddie和Hobo之間的對話，點明本單元學(xué)習(xí)的內(nèi)容要點是星座。 1.2 Welcome to the unit 讓學(xué)生了解各個星座標(biāo)志的名稱。由此激發(fā)學(xué)生們了解一些西方文化的興趣。 1.3 Reading 選擇一段文章，讓學(xué)生了解星座是什么以及他們各代表什么，并能學(xué)會描述一個人的性格特征。 1.4 Vocabulary 通過一些描述人物性格特征詞匯的集中學(xué)習(xí)，可以讓學(xué)生用形容詞描述性格，并辨別形容詞是褒義還是貶義。 1.5 Grammar學(xué)習(xí)總結(jié)本單元出現(xiàn)的語法項目。該部分包括三個方

7、面的內(nèi)容，一是“it is + adjective + of … + (not) to-infinitive”的學(xué)習(xí)；二是“to be + adjective + enough + to-infinitive”的學(xué)習(xí)，三是學(xué)習(xí)句子中的不同成分。 1.6 Integrated skills 將各種語言技能有機地結(jié)合在一起，以提高學(xué)生綜合運用語言的能力。讓學(xué)生在書面和口語形式中理解星象，從閱讀和聽力材料中加深對有關(guān)信息的了解，然后再弄清事實。 1.7 Study skills 讓學(xué)生辨別和了解英語口語中正式程度的不同表達，在已經(jīng)完成的作業(yè)中找出并改正不合適的用語錯誤。 1.8 Main ta

8、sk一是要求學(xué)生寫一封正式信函，二要求學(xué)生寫一篇關(guān)于某人性格和技能的文章，三是提交一封推薦信。 1.9 Checkout 通過自我檢測，幫助學(xué)生復(fù)習(xí)鞏固本單元所學(xué)的語言知識，同時讓學(xué)生對自己的薄弱環(huán)節(jié)加強學(xué)習(xí)，不斷提高。 2. 課型設(shè)計與課時分配. Period 1 Speaking Period 2 Reading Period 3 Vocabulary Period 4 Grammar Period 5 Integrated skills Period 6 Study skills Period 7 Main task Period 8

9、 Checkout III. Teaching plans for each period 分課時教案 Period 1 Speaking Teaching goals 教學(xué)目標(biāo) 1. Target language 目標(biāo)語言 a. Words and expressions 生詞和短語 star sign bull centaur crab ram b. Key sentences 重點句子 It says I’ll have lots to eat and drink today. I won’t be hungry. 2. Ability goals

10、 能力目標(biāo) Enable Ss to know the names of the symbols that represent the star signs. 3. Learning ability goals學(xué)能目標(biāo) Help Ss know the names of the symbols that represent the star signs. Teaching important and difficult points 教學(xué)重難點 Speak out the names of the symbols that represent the star signs. T

11、eaching aids 教具準(zhǔn)備 Pictures and multi-media. Teaching procedure and ways 教學(xué)過程與方式 Step I Lead-in T: Good morning. Boys and girls. Ss: Good morning, Mr… / Miss… T: Welcome to school. You are Grade 3 this term. I hope you will get more knowledge and we will have a good time this term. Ss: OK.

12、 T: Hobo and Eddie are good friends. They always give us some interesting stories in every unit. Let’s look at what happened between them in this unit. I’ll give you four minutes to read the comic strips with your partners. Then I’ll ask you some questions. OK. Let’s begin. Show the pictures on the

13、 screen. 1. What did Hobo do for Eddie? 2. What did Eddie do? 3. What about Eddie’s food? Four minutes later. T: OK. Hobo and Eddie are good friends. But this time there is also something happened between them. What did Hobo do for Eddie? S1: Hobo took the newspaper for Eddie. T: Good. The s

14、econd question. What did Eddie do? S2: Eddie read the stars in the newspaper. T: Right. What about Eddie’s food? S3: Hobo ate Eddie’s food. T: Good job. This is a very funny story. At the beginning, Eddie expresses thanks to Hobo. Show Ss some pictures of the 12 animal signs of the 12 Chinese

15、 horoscope. Ask Ss say the name of the 12 animal signs. T: Please look at the screen. Who can tell us what these are? Ss: They are 12 animal signs. T: Very good. Do you know what your animal sign is? S1: Monkey. S2: Rooster. S3: My animal sign is rooster, too. Show the English name of the C

16、hinese star signs on the screen. Rat Ox Tiger Rabbit Dragon Snake Horse Goat Monkey Rooster Dog Pig T: The animal sign belong to the Chinese culture. OK. What about the Western culture? Are there any similarities or differences between Chinese culture and Western culture? Ask Ss to dis

17、cuss with their partners. Show some pictures about the 12 star signs on the screen. T: OK. Can you give me your opinion about the animal signs and the star signs? S1: The Chinese animal signs are all represented by creatures. Some of the western star signs are represented by creatures. S2: The C

18、hinese animal sign system is based on the year you were born in. The western animal sign system is based on the month you were born in. S3: They are both the traditional culture. T: Very good. Step II Let’s look at the pictures in Part A on Page 7. Do you know what they are? Ss: They are st

19、ar signs. T: Yes. Look at the six words above the picture. They are the names of the creatures, but they are not the names of the star signs. Please write the correct names in the blanks. Give Ss three minutes to finish. T: Do you know the meaning of the word － centaur? S1: A “centaur” is a crea

20、ture that is half-man, half-horse. T: Good. Pay attention to the word “fish”. It is both a singular and a plural noun. The plural noun “fishes” is used only to refer to different species of fishes. Clear? Ss: Yes. T: Now, I’ll give you three minutes to write the correct names in the blanks. Aft

21、er three minutes, ask Ss to check the answers. T: OK. Time is up. Please check the answers with your partners. Then tell the partners their Chinese names. Ask Ss to complete Part B. T: Mille wants to know what the other six star signs are represented by. Help her join the dots to find out. If y

22、ou want to know the names, you can find the names of the star signs represented by pictures on Pages 8 and 9. Give Ss some minutes to finish Part B. T: There are 12 star signs in total－ those in Part A and those in Part B. Each star sign represents a period of time in a year. Do you know what your

23、 star sign is? S1: My star sign is Cancer. S2: My star sign is Leo. … Game Ask a student to come to the front of the class. Whisper one of the animals from Part A in his / her ear, e.g., bull. Ask the student to slowly draw the animal on the board. The other students have to guess which anima

24、l is being drawn. Students raise their hands when they think they know the names of the animals. The first student to give the correct name of the animal comes the front of the classroom and draws the animals have been drawn. For stronger classes, you could whisper a description of one of the star

25、signs in Part B. Step V Homework 1. Review the names of the symbols that represent the star signs. 2. Find some information about star signs on the Internet for the last class. Period 2 Reading Teaching goals 教學(xué)目標(biāo) 1. Target language 目標(biāo)語言 a. Words and expressions 生詞和短語 divide similar

26、characteristic energetic active impatient leader selfish stubborn patient curious outgoing save cooking confident modest practical fair elegant peace argue powerful silly forgive mistake humorous differently easy-going creative imaginative dream equally probably should

27、 b. Key sentences 重點句子 Some people believe that people born under the same star sign share similar characteristics. You are patient enough to wait for a long time without getting angry. 2. Ability goals 能力目標(biāo) Enable Ss to know what star signs and what they represent. 3. Learning ability goals

28、學(xué)能目標(biāo) Help Ss know what star signs and what they represent. Teaching important and difficult points 教學(xué)重難點 Recognize and understand vocabulary about characteristics. Teaching aids 教具準(zhǔn)備 Pictures and multi-media. Teaching procedure and ways 教學(xué)過程與方式 Step I Review Have a dictation of the symbol

29、s that represent the star signs. Step II Lead-in Talk about star signs. Show some pictures about the star signs. T: Do you know what they are? Ss: Yes. They are star signs. T: Do you know their names? Some Ss may know their English names. Encourage Ss to speak their English names. If

30、necessary, Ss could speak their Chinese names. Give Ss three minutes to discuss. When the Ss discuss, show them background information on the screen. Background information: In Western astrology, an individual horoscope usually plots the moment of birth and is used by astrologers to analyze char

31、acter, as well as to predict what will happen in the future. It is also believed that each celestial body has its own characteristics. Therefore, a baby that is born under the star sign Gemini will show character traits that relate to Gemini. The Chinese horoscope is organized according to 12 anima

32、ls, each animal representing one lunar year. These 12 animals were chosen when, according to legend, the Buddha summoned all the animals to come to him before the departed from earth. Only 12 animals came to bid him farewell. Similar to the Western horoscope, the year you were born in is believed t

33、o influence your character. For example, a baby born in the year of the Dragon will exhibit characteristics typical of that sign. Step III Reading In this step, Ss will learn some vocabulary about characteristic. T: Mille knows what the star signs say about people are not facts, but she wants t

34、o learn about her classmates’ star signs just for fun. She is reading an article about the star signs. Before we listen to the tape, I want ask you a question. Are you interested in star signs? Ss: Yes. T: Last period I ask you to find out some information about star signs. What do you know abou

35、t star signs? S1: Nowadays many students are interested in star signs and what the star signs say about them. They want to forecast their career, their family, friends and their future romantic life. S2: Zodiac signs and Sun signs are terms which mean the same as star signs. They are very popular

36、in magazines and newspapers. … T: Good job. Now let’s listen to the tape. After listening, I want to ask you a question. Which star sign loves peace and do not like to argue with other? Play the tape recorder. S1: Libra loves peace and do not like to argue with other. Give Ss five minutes to

37、read it. Then ask them some questions Show the questions on the screen. 1. Is Aries lazy? 2. Which star sign likes saving money? 3. Does Sagittarius like jokes? 4. Which star sign has the best imagination? 5. If your birthday is on 30th September, what is your star sign? Suggested answers: 1

38、. No, Aries is energetic and active. 2. Cancer. 3. Yes. Sagittarius has a good sense of humour. 4. Pisces. Pisces is creative and imaginative. Pisces likes to dream. 5. Libra. Step IV Extension activities For stronger classes, write the names of the 12 star signs on the board. Ask each stude

39、nt in turn which star sign they are. Write the students’ names underneath the relevant star sign. Finally, ask students which is the most common star sign and which is the least common star sign in the class. For stronger classes, divide students into pairs. Ask them to write a short passage about

40、their partner. They can use the reading passage as a guide. Remind them to use the third person instead of the second person. For example, my partner Lily is a Scorpio. She is a peaceful and helpful person. She is elegant and she likes to be fair to everyone. Explain some important and difficult wo

41、rds for students. Characteristic n. (line 4) a typical feature or quality e.g. She has many of her father’s characteristic. Confident adj. (line 29) feeling or showing trust in oneself or one’s ability e.g. She answered the questions in a confident way. Creative adj. (line 70) able or create

42、e.g. She is a very creative fashion designer. Elegant adj. (line 41) tasteful or stylish in appearance or manager e.g. She looked very elegant in that dress. Energetic adj. (line 6) full of energy e.g. The child is so energetic. He never stops running around. Fair adj. (line 40) treating each

43、 person, side, etc., equally and according to the law, rules, etc. e.g. A teacher should be fair to every student in judging his or her performance. Generous adj. (line 30) giving or ready to give freely e.g. It was generous of you to share your lunch with me. Impatient adj. (line 7) disinclined

44、 to wait for something / someone; easily irritated e.g. She became very impatient while waiting in the queue. Outgoing adj. (line 19) friendly and cheerful with other people e.g. She loves parties because she is very outgoing. Patient adj. (line 57) having or showing patient e.g. You must be pa

45、tient when talking to a young child. Peace n. (line 42) the state of being calm or quiet e.g. She likes to enjoy the peace of the summer evenings. Practical adj. (line 36) sensible and realistic e.g. He is not practical as he always Step V Exercises Part B Before doing Part B, review adj

46、ectives used to describe characteristics. Ask students to describe their classmates. For weaker classes, ask students to give names and adjectives only. For stronger classes, encourage students to use full sentences. For example, T: Who is patient in this class? S1: John is patient. T: Who is ene

47、rgetic in this class? S1: Sarah is energetic. Ask less able students to work in pairs. Tell them to skip the ones they are not sure about and do the easier ones first. Check answers as a class. Part C 1. Tell students to work in pairs to complete Part C1. When students have completed all the ans

48、wers, ask them to raise their hands. The first pair to complete the exercise correctly is the winner. 2. After students have finished, give the correct answer to each question. Highlight where students can find the answers in the passage. This will help them when correcting their own mistakes and p

49、rovide them with a better understanding of where they went wrong. 3. For stronger classes, ask students to correct the incorrect sentences. 4. Review key vocabulary learnt in the reading passage. Ask more able students to describe their partners using these adjectives. 5. Ask students to do Part

50、C2 on their own and check their answers with their partners. Ask students to refer to the reading passage. If students have different answers, ask them to discuss the answers. Part D 1. For weaker classes, write a list of characteristic on the board for students’ reference active lazy busines

51、slike modest confident outgoing creative patient easy-going peaceful elegant practical energetic proud fair selfish generous shy hard-working strong imaginative stubborn impatient wise inactive 2. Ask less able students to pick five characteristics that describe themselves and

52、 write them in the blanks in Part D1. Tell more able students that they can also use characteristics that are not listed on the board. Tell less able students to refer to the reading passage if they need help with idea. 3. Now, ask students to read the description of their star sign. Ask them to wr

53、ite whether the characteristics listed under their star sign match the characteristics they have listed. 4. Ask all those who think their characteristics match their star sign to raise their hands. Then ask all those characteristics do not match to raise their hands. 5. Do a class survey. Ask stud

54、ents whether they believe in star signs. Count how many say “yes” and how many say “no”. Write the numbers on the board. For more able students, ask them to say why they believe or do not believe in star signs. 6. Divide the class into pairs. Ask students to write down five words that describe thei

55、r partner’s characteristics in Part C2. 7. Ask students to exchange books and compare what they have written. Encourage students to discuss the results. For example, I agree with what you have written because I’ m… I disagree with what you have written because I’m not / I don’t … Period 3

56、Vocabulary Teaching goals 教學(xué)目標(biāo) 1. Target language 目標(biāo)語言 Words and phrases 生詞和短語 active hard-working impatient proud selfish strong unfair generous imaginative modest patient 2. Ability goals 能力目標(biāo) Enable Ss to use adjectives to describe characteristic. 3. Learning ability goals學(xué)能

57、目標(biāo) Help Ss use adjectives to describe characteristic. Teaching important and difficult points 教學(xué)重難點 To recognize whether an adjective is positive or negative. Teaching aids 教具準(zhǔn)備 Multi-media. Teaching procedure and ways 教學(xué)過程與方式 Step I Part A 1. Divide the class into groups of four. Each gr

58、oup works together to complete Part A. One student in each group writes down the answers on a piece of paper. Groups raise their hands when they have finished. 2. When all the groups have finished, each group must give their answers to another group to mark. Remind students to put the name of their

59、 group at the top of the paper. 3. Read out the correct answers to the class. Each group marks another group’s answers. The group with the most correct answers wins. Step II Part B 1. Ask students to work on their own to do Part B. remind them to look at the pictures and the words provided. 2

60、. Ask students to compare their answers with their neighbours and discuss the differences. 3. When the discussion is finished, ask students who agree to raise their hands. If a student gives an incorrect answer, ask other students what the correct answer should be. Step III Extension activity 1

61、. Divide the class into pairs. Ask students to describe three things they like about their partners. Ask them to write a short passage, e.g. “I like my partner Tony because he is hard-working, patient and strong.” Remind students to use adjectives that have a positive meaning. Once students have fin

62、ished their passage, ask each student in turn to stand up and say three positive things about his / her partner. 2. Alternatively, put all the passage into a box and draw them out one at a time. Ask the class to guess who is being described. Period 4 Grammar Teaching goals 教學(xué)目標(biāo) 1. Target lang

63、uage 目標(biāo)語言 a. Words and phrases 生詞和短語 silly forgive generous organize balloon experiment laboratory toothache dentist butterfly clone awake cheese lemonade b. Key sentences 重點句子 It is nice of you to bring me the newspaper. It is silly of you not to forgive others for their m

64、istakes. I am patient enough to wait for a long time. You/We/They are patient enough to wait for a long time. He/She/It is patient enough to wait for a long time. 2. Ability goals 能力目標(biāo) Enable Ss to use ‘it is’ + adjective + ‘of’ …+ ‘(not) to’-infinitive to express opinions about a person’s

65、actions. Enable Ss to use the verb ‘to be’ + adjective + ‘enough’ + ‘to’-infinitive to describe a person’s characteristic and abilities. To distinguish the different parts of a sentence. 3. Learning ability goals學(xué)能目標(biāo) Help Ss use ‘it is’ + adjective + ‘of’ …+ ‘(not) to’-infinitive to express opin

66、ions about a person’s actions. Help Ss use the verb ‘to be’ + adjective + ‘enough’ + ‘to’-infinitive to describe a person’s characteristic and abilities. Help Ss distinguish the different parts of a sentence. Teaching important and difficult points 教學(xué)重難點 To distinguish the different parts of a sentence. Teaching aids 教具準(zhǔn)備 Multi-media. Teaching procedure and ways 教學(xué)過程與方式 Step I Revision Check the homework. Step II Part A T: We use the ‘it is’ + adjective + ‘of’ …+ ‘(not) to’-infin