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Unit 5 Abiliti(Study skillses)

Teaching goals

1.To develop Ss’awareness about what they are learning and how they are progressing

2.To develop the ability to work independently of the teacher, by learning to identify own progress and suggest ways to improve

3.To develop a systematic recording system of progress in the key language skills and components

4. To assess one’s progress and comment on one’s own performance

Focuses

To learn how to identify own progress and suggest ways to improve

Difficulties:

To develop a systematic recording system of progress in the key language skills and components

Procedures

Step 1 Presentation

1.Elicit Ss’ answers on how to keep learning records. Ask Ss to think about different learning strategies they use while studying. Remind them that there are not set rules for how to learn efficiently, but that they need to identify their own strengths and weakness so that they can help themselves or ask teachers for help.

2.Ask Ss to look at the headings in the sample record in Part A. Explain that this is one way of checking their own progress in learning English. Elicit comments from Ss about the sample record.

Step 2 Practice

1.Ask Ss to use the chart to make their own learning record. Help Ss identify relevant activities for the ‘What did you study?’ Section. Then help them think of different learning strategies, which they have already developed earlier in the year, to complete the column ‘How to improve?’ Encourage Ss to be as specific as possible in completing these two columns, as they will help them to develop meaningful, independent learning strategies.

2. Allow Ss to draw pictures to complete the Can I do it? Column. As you go around the class, check whether there are any common responses. This is a useful guide to understand your students’ learning style. It can help you identify activities which work particularly well and those that do not work well. It also provides you with useful information for diagnostic purposes, which you can add to the more conversational test formats.

3. Encourage Ss to make comments about how they feel or felt about the different tasks.

Step 3 Homework

1. Prepare for Main task after class.

2. Try to find more and more learning strategies from now on.

Main task

Teaching goals

1. To adapt persuasive language

2. To select descriptive and relevant information for a specific purpose and audience

Focuses

To master t he form of a recommendation letter

Difficulties:

To grasp relevant language points about a recommendation letter

Procedures

Step 1 Revision

1. Revise the background information about Daniel

A. What do you think of Daniel?

Helpful, kind:

1. He spends a lot of time at the Helping Hands Club.

2. He does a lot of computer work for the club and often helps other members.

Unselfish, polite

3. He always thinks of others first without himself.

4. The other members like him very much.

Careful, quick, brave

5. He often tells younger Ss to be careful when they play water sports

6. He ran up and helped Mrs Lu out of the water.

B. Conclusion: Daniel is a excellent student with many excellent qualities.

7. Simon wanted to recommend Daniel for the Grade 7 Most Helpful Student Award.

8. All the classmates hope Daniel can get the award.

Ste p 2 Presentation/ Reading

1.T: Since Daniel is so excellent student, Mr Wu wrote a letter to recommend Daniel for this year’s Youth Award. Do you think Daniel is suitable for the award?

2. Ss read the letter and find out the main parts of the letter: Form

A. Address: the writer’s address: on the right top of the letter

The receiver’s address: on the left top of the letter

B. Introduction: the first paragraph tells the receiver what the letter is about.

C. Main body

1. Paragraph 2: Daniel’s ability

2. Pa ragraph 3: Daniel’s personality

3. Paragraph 4: What Daniel did.

Step 3 Listening and practice

1. Play the tape three times for Ss to find out the right numbers to the boxes

2. Ss read through the letter and try to find out the useful language points in the

A. Phrases

1. recommend sb for an award

2. a clever young boy

3. learn things quickly

4. plan everything well

5. work well in a team

6. lose one’s way= get lost

7. on one’s way to…

8. get an award

9. hear from sb=

get /receive a letter from sb

B. Patterns.

1. Daniel is ________(think) and thinks ________(careful) when he works.

2. He can learn things __________(quick)

3. We look forward to ________ (hear) from you soon.

Step 4 Summary

Sum up the form of a recommendation letter with Ss together.

A. Address: the writer’s address: on the right top of the letter

the receiver ’s address: on the left top of the letter

B. Introduction: the first paragraph tells the receiver what the letter is about.

C. Main body

1. Paragraph 2: ability of a person

2. Paragraph 3: personality of a p erson

3. Paragraph4: What he/ she did.

Step 5 Writing

1.S s start to write about their own invitation letter, trying to use the sample letter as a guide.

2.Get individuals to give their answers and check with the whole class. Exchange their letters for checking mistakes.

3.Ss present the ir letters in front of the class.

Step 6 Homework

1. Go over Checkout after class.

2. Go over Unit 3 for a test.

3. Write their invitation letter as written work.

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