Section B

New language

hair clip, sunglasses, scarf, watch, wallet, belt, key ring Additional materials to bring to class:

mail order catalogs containing watches, jewelry, etc.

1 a    This activity introduces more key vocabulary.Point out the seven words. Say each word and ask students to repeat it.

Call attention to the first picture. Say, Look at picture a.This is a belt. Is anyone in the class wearing a belt? Do the same thing for the other six pictures.

Then point out the blank line in front of each numbered word. Ask students to match each word with a picture by writing the letter of the picture in the blank in front of the correct word.

Point out the sample answer. As students work, move around the room answering questions as needed.

Check the answers.

1 b    This activity provides guided oral practice using the target language.

Read the instructions to the class. Then follow the instructions yourself. Hold up or point to each item you have. Then, call on students to hold up items and respond.For example, hold up your wallet and point to your watch.Say, I have a wallet and a watch. What do you have?

Ask students to hold up items and tell the class what they have.

2a    This activity provides guided listening and writing practice using the target language.

Say, You ivill hear a conversation. Maria is asking Carol and Evan what they think about different fhings. Write the name of each item under "Thing"in the chart.

Play the recording the first time. Students only listen.

Point out the example. Say, One thing they are talking about is a watch. "Watch" is written in for you.

Play the recording a second time. Students write the names of the things that are being talked about.

Check the answers.

2b    This activity provides more guided listening and writing practice using the target language.

Say, Now I will play the recording again. This time,write down what Carol and Evan think about each thing.

Ask a student to read the words in the chart to the class.

Point out the sample answers as you say, They are talking about a watch. Carol loves the watch. Evan doesn't mind the watch.

Play the recording again. This time, have students fill in what Carol and Evan think.

Check the answers.

2c    This activity provides guided oral practice using the target language.

Point out the example in the speech bubbles. Ask two students to read it. Show students how it connects with the chart in activity 2a.

Say, Now work with a partner. Talk about what his or her parents think about the things in activity 2a.You can use questions and answers like the ones in the speech bubbles.

As students work in pairs, move around the room monitoring their work. Offer language support as needed,watch sunglasses scarf wallet

3a   This activity provides reading and writing practice using the target language.

Ask students to read the article individually. Then ask them to say any words or sentences they don't understand.Explain the words and sentences in your own words. For example, if a student asks, What does "It's for moms!"mean? Say, "It's for moms!" means that the scarf is something that a mother wears, not something, that

a young person wears.

Read the article to the class. After you finish, ask for any more questions.

Call attention to the chart on page 88. Point to and read the heading of each column. Say, The first column is a list of things in the article; the second column is loves; the third column is likes; the fourth column is doesn't mind; the fifth column is doesn't like; the sixth column is can't stand.

Say, Now read the article again. Write the name of each person in the article in the blank after each item. As students work, move around the room clarifying the instructions and offering other help.

Check the answers.

4    This activity provides reading, speaking, and listening

practice using the target language.

Read the directions to the class. Point out the speech bubbles. Have two students read the dialogue to the class.

Say, Think of six things to ask each other about.What are some things you can think of? Write the words on the board, providing translation help with new words if necessary.

Then say, Now go around the classroom. Ask students what they think about six different things. You can use the words on the board or you can use different ones.

As students talk, move around the room, monitoring conversations and offering assistance with vocabulary and pronunciation if needed.

Alternative: If you do not want students to get up and move around the class, you can ask them to do this activity in groups of four.

上面就是为大家准备的初一英语教案：Unit 11，希望同学们认真浏览，希望同学们在考试中取得优异成绩。

相关推荐

初一英语教案：Unit1 Section B3a—3c 

初一英语教案：Starter Unit1