Module 1 Unit 2 Care For Hair (Oxford Senior 1A)
1. Get the students to master the topic vocabulary and language points.
2. Help the students learn to get the main idea of a passage by skimming and scanning.
3. Arouse the students’ concern about hair care.
Teaching procedure :
I. Lead in
1. Learn new words and expression
hairstyle---lifestyle suit---suitable(adj.) curl---curly (adj.)
balanced---balance (n.) effective---effect (n.)/affect (v.) normal---abnormal
loosen---loose(adj.)/shorten, sharpen, widen, soften
2. Get familiar with the topic---Hair Care
Answer the following questions:
; How often do you wash your hair?
; Do you ever put gel or mousse on your hair?
; How often do you have your hair cut?
; How much do you usually pay for a haircut?
; Have you ever had your hair permed?
; If you could, would you dye your hair?
; Which pop star has the best hairstyle?
; What usually determines the hairstyle? (Group Discussion)
II. Get the main idea of the reading passage
1. Skim the passage.
2. Scan the passage.
3. Read the passage after the tape.
III. Learn the language points
* feel on top of the world * keep your hair healthy
* a balanced diet * plenty of exercise
* in addition (moreover, besides, what’s more, furthermore)
* at a low temperature * at least
* dry out
eg. The shoes don’t fit me. Can you give me bigger ones?
Clothes of this style don’t suit a middle-aged woman?
The pop songs don’t suit a child’s voice.
eg. The supermarket guaranteed that all the vegetables were fresh.
The air-conditioner is guaranteed for 10 years.
We guarantee to finish repairing your car within a day.
* in addition
eg. The price of the house is not very high. In addition, it is near the subway
In addition, intelligence depends on a good diet.
In addition to English, we also learn French.
eg. She applied the glue to the envelope.
The rule can’t be applied to everyone.
Many university students want to apply for the scholarship.
You can apply to him for the license.
eg. He was squeezing an orange to get the juice out.
You should squeeze out as much water as you can before you dry the
clothes in the sun.
* damage v/n.
eg. The flood caused/did great damage to /damaged the crops.
The explosion caused/did great damage to /damaged the building.
eg. He set the alarm clock for six.
* so 句型
eg. ---She has dark curls. --- So has my cousin.
--- My way is effective. --- So is mine.
--- You can’t apply the shampoo. --- Neither can I.
--- If you don’t go there tomorrow, neither will I.
* so that
eg. I put on my glasses so that I could see the words clearly.
I put on my glasses so that I saw the words clearly.
* It’s adj. of sb to do sth.
eg. It’s rude of you to stare at others.
It’s good of you to buy a suitable shampoo for me.
It’s good for you to brush your hair thoroughly.
It’s generous of you to donate so much money to the poor.
It’s thoughtful of you to remind me to set the hairdryer at a low
* before/after doing
eg. Before crossing the street, you should look to both sides.
After doing your homework, remember to put your exercise book into
Think twice before buying the mobile phone.
* Imperative Sentences
eg. Stand up, will you?
Let’s set off, shall we?
Let us stand up, will you?
1. Recite the text.
2. Translate the following sentences into English
A. Get the students to know “ Sentence Elements”
B. Get the students to know how to recognize them
C. Get the students to know how to make sentences Teaching procedure :
I ). Brief and clear explanation of “ Sentence Elements”
a. What makes up a sentence? The main elements are Subject and Verb (at least).
b. There are six sentence patterns in English.
1. Subject + Predicate ( intransitive verb )
The girl smiled.
The machine doesn’t work.
The guests left.
2. Subject + Predicate (transitive verb)+ Object
We know them.
The wall needs painting.
Brushing your hair will loosen any dirty.
3. Subject + Predicate(link verb) + Predicative
They are kind-hearted.
The movie seems funny and interesting.
City air is dirty and polluted.
4. Subject + Predicate (transitive verb)+ Indirect Object + Direct Object
Tom told us a wonderful story.
Mr Smith bought his son a new car. (Mr Smith bought a new car for his son)
Our experts can give you advice. (Our experts can give advice to you)
5. Subject + Predicate (transitive verb)+ Object + Complement
People found the statement unbelievable.
We don’t think the result convincing and satisfactory.
This will make your hair soft and shiny.
6. Subject + Predicate ( + Object ) + Adverbial
Mary married well.
A new hairdressing salon will open in two days.
You should comb the conditioner into your hair.
The audience listened to the lecture attentively.
II.) Finish the exercises on page 20-----page 22 .
Check the answers and give a proper explanation.
III) Homework (Added Exercises)
1.Develop the students’ listening skills
2.Finish the listening task on their own
(1). A free talk about “appointment”
When making an appointment, you need to find out the key information about
who, when and where to meet .
A). Making an appointment with VIP for businesses
B). Making an appointment with friends for something important
C). Making an appointment with your girlfriend or boyfriend
(2). Look through the content of the listening part .
(3). Listen to the recording for the first time to get the main idea .
(4). Listen for the second time to fill the blanks in the chart on page 23.
(5). Note down the appointment details and check the answers
(6). Give a brief explanation on the listening material
1. Help students understand that body language, questions, exclamations and
stronger intonation can be used to show interest in a conversation. 2. Learn how to change the subject of a conversation if they find the subject
3. Learn to make a conversation flow more smoothly.
In this section, we will learn to make a conversation flow more smoothly by using short phrases.
1. Listen to the tape: B1 a short dialogue between Eve and Jie Ask students to pay attention to what Jie says and the intonation she uses. 2. Questions: In the dialogue, what does Jie say?
“Really?”, “About whom?”, “ Is that so?”, “ No!”, “ By the way, is that….?”
3. Questions: The intonation she uses:
“Really?” The intonation goes up.