七年级英语上．Unit 1 This is me Reading 教案1译林牛津版.doc

[教学设计]
教师活动
学生活动
Reading
Part A
1. Review key vocabulary according to the general ability of the class. Tell the class about a friend or relative. If possible, show his/her photo. Say,
e.g.: My best friend is small and thin with long hair. She is very smart and helpful.
Then ask questions to check understanding. (Is my friend tall? Is her hair short or long? Is she willing to help?)
2. Divide the class into three groups and allocate one article to each group.

3. On the board, write the headings ‘Appearance’ and ‘Personality’. Invite students from each group to come forward and write their words and expressions under the correct heading.
4. Write the following questions on the board for students to copy in their books.
What does he/she look like? (For appearance)
What kind of person is he/she? (For personality)
What does he/she do or want to do in the future (For future plan)
Part B
Teaching procedure
1. Explain the context and check that students understand what an editor of magazine or newspaper does. Then review the adjectives and nouns in the box in Part B1. Ask students to find the words in the articles on page4.
2, Explain the context of Part B2 and ask students to find each description in the corresponding letter. Point to the photos in Part B2 and ask more able students to briefly describe each person. For weaker classes, read the sentences to the students and ask them to match them with the correct photos. Students could work individually or in pairs.
Game
1. Cut out some pictures of people of different height and appearance. Number the pictures or give familiar names to each person in the pictures (Mary, Tom, Peter, ect.). Stick the pictures on the board. Describe one of the people without pointing or even liking at his/her photo.
2. Alternatively, you can divide the class into three or four competing teams. Each team can work out description for the other teams to guess. Give a score only for the first correct guess.

Part C
Teaching procedures
1. Explain the context of Part C1 and read the six sentences for weaker classes.
2. Explain the context of Part C2 and check that students understand the idea of voting for somebody or something. If time allows, organize a class vote. Name a job, e.g., a class monitor, a student representative, etc. ask stronger classes to make a list of qualities required for the job. Write all the qualities suggested by the students on the board. For weaker classes, provide this table with the adjectives.
Then ask the students to vote for each quality. Before each vote, invite more able students to explain why they will vote or not vote for that particular quality. Accept all reasonable answers, e.g.: I will vote for ‘clever’ because it’s important that a class monitor learns and understands things quickly.
3. For weaker classes, read the sentences in the speech bubbles before you ask the students to find out who each of the characters will vote for and fill in the blanks. Then ask ‘Who will Amy/ Simon/ Sandy vote for?’ to check the answers.
Homework
Ask the students to read the passage again and again.

Students answer the teacher’s questions.

students skim the text on their own, underline the words they do not know. go through the words students have underlined. Ask each group to go through their letter again and find words or expressions to match each heading
Invite students from each group to ask and answer these questions and describe the teenager in each article.

Ask students to do Part B1 on their own. Tell them that they need to look for specific details, which fit each of the persons described in the articles. Encourage students to check their answers with a partner. Then ask students to read out the completed captions one at a time.

Invite students to guess the person you have described. (That’s picture number five./ That’s Mary.) Then ask individual students to do the same while the rest of the class guess the person.

1. Alternatively, you can ask students to close their books while you are reading each sentence. Give a score to the team who gives the first correct answer.
2. Students correct the false sentences.
3. More able students do the extra sentences in Part C1. they correct the false sentences.
4. Divide students into pairs and ask them to vote for one of the ‘best friends’ described in the articles on page4.

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