Unit 5 Abilities(Integrated skills I)

1. To identify and note specific details and guess meaning from general context

2. To identify specific information presented in written and spoken form and make note

3. To un derstand and respond to context by abstracting information releva nt to writing a student’s profile

Focuses

To abstract information from listening

Difficulties:

To respond to information obtained from listening

Step 1 Presentation

1. Arouse Ss’ awareness of being a good student: Try your best to finish off your study tasks at school. What do you often get at the end of a term?

2. Lead into the new items: a school report for you. Elicit Ss’ answers about their own school report at school. Try to compare theirs to Suzy’s on page 82.

3. Ss skim Suzy’s school report and fill in the useful information below, check as a whole class.

Step 2 Practice

1. Notes for parents’ meeting

page 86 Part A1, individuals give their answers and check as a whole.

Name: ________ Class: ________Grade: ________

Good at: ________, ________ , _________ and Maths.

Weak at: ________

Clubs: __________ Club

Plays the piano well

Sports: ________

Practices every ________ and __________

Personality: Clever and cheerful

Can organize ________ activities well

Step 3 L istening

1. Play the tape about Part A2 on page 87 for Ss to abstract special information about Suzy. Check with the whole class.

2. Play the tape for Ss to listen and repeat.

Step 4 Reading/ Practice

1. Ss read the part individually, make sure they can read the part fl uently.

2. Practice reading the part in class.

3. Ss practice find out the langue points in the part together.

report card

have a good memory

be careful/ careless

use English more often

do/ try one’s best

have/ get good grades in Maths

jump high

long jump

get into the school team

next year

Step 5 Production

True or false questions according to Suzy’s report card.

1. Suzy is a top student in Grade 7.( )

2. She can remember things quickly. ( )

3. Suzy doesn’t need to read and use English more often .

4. She is crazy about Chinese history. ( )

5. Suzy can organize music club activities well. ( )

6.She is good at jumping high now. ( )

7. Suzy’s Grade teacher Mr Wu thinks she is careless sometimes. ( )

8. She is clever at geography. ( )

Step 6 Homework

1. Go over ‘Speak up’ after class .

2. Practice the saying the route about the treasure for next per iod.

Integrated skills (II)

1. To develop fluency in using ‘can’ to exchange information about what people are able to do

2. To find out and give information about abilities

3. To transfer the conversation model to personal situations

Focuses

To identify and note specific details from general context

Difficulties:

To respond to information with people

Step 1 Presentation / Listening

I. Arouse Ss’ interest in talking about thei r own abilities, e.g. talking with friends, sending e-mails, talking on the ICQ with foreign friends. Remind Ss that there are all kinds of opportunities to use the structure in writing and conversation.

II. Play the tape for Ss to listen and answer the following questions:

1. Why can’t Sandy dance?

2. Can Millie dance well?

3. Can Sandy sing well?

4. Will Sandy learn how to dance?

5. How often wi ll they practice dancing?

Step 2 Reading and acting

1. Ss practice reading the part in chorus and in pairs. Encourage them to pay more attention to intonation linking of words.

2. Get some pairs to act out the conversation in front of the class.

Step 3 Practice

1. Give Ss some time to create a situation about abilities in pairs.

2. Get some pairs to act out their conversations in front of the class.

Step 4 Production

1. Create a situation for Ss to make up a conversation.

A: can’t play tennis, difficult

can play pingpong well

want to learn how to play tennis

B: can play tennis well

can sing well

can teach A how to play tennis

C: practise every afternoon after school

2. Then Ss work out their own conversations and act them out in pairs in front of the class.

3. Finish off the conversation together.

A: I ________ read the article at all. It’s too difficult for me. Can you read it?

B: Yes, of course. But I ________ read well.

A: That’s OK. I ________ do it at all.

B. Oh, well, ________ mind. You can learn Maths very well.

A: Thank you, but ________ you teach me _________ to read Englis h?

B: No ________. Let’s ________ every Friday after school.

A: Great! Thank you very much.

Step 5 Homework

1. Go over ‘Study Skills’ after class.

2. Practice their conversations as written work.