By Lee Arnold,2014-11-03 16:27
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    Teaching Plan

    Module 1 Unit 2 Care For Hair (Oxford Senior 1A)


    Teaching aims:

    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

     apply---application(n.)/applicant (n.)

    loosen---loose(adj.)/shorten, sharpen, widen, soften

    dirt---dirty (adj.)

     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, whats more, furthermore)

     * at a low temperature * at least

     * dry out

     * suit/fit

     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 dont suit a childs voice.

     * guarantee

     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.

     * apply

     eg. She applied the glue to the envelope.

     The rule cant be applied to everyone.

     Many university students want to apply for the scholarship.

     You can apply to him for the license.

     * squeeze

     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.

     * set

     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 cant 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.

     * Its adj. of sb to do sth.

     eg. Its rude of you to stare at others.

     Its good of you to buy a suitable shampoo for me.

     Its good for you to brush your hair thoroughly.

     Its generous of you to donate so much money to the poor.

     Its 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

    your bag.

     Think twice before buying the mobile phone.

     * Imperative Sentences

     eg. Stand up, will you?

     Lets set off, shall we?

     Let us stand up, will you?

     IV. Assignment

    1. Recite the text.

    2. Translate the following sentences into English












    Teaching aims:

    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 doesnt 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 dont 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)


    Teaching aims:

    1.Develop the students’ listening skills

     2.Finish the listening task on their own

    Teaching Procedure:

(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


    Teaching Aims:

    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.

Teaching Procedure:

    I Lead-in

    In this section, we will learn to make a conversation flow more smoothly by using short phrases.

II Input

    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.

    About whom? The intonation goes up.

     Is that so? The intonation goes up.

     No! The intonation goes down.

    4. Questions: According to the intonation, what does Jie want to express? Answers:

    Really?, About whom? and Is that so? express interest.

    “No! expresses shock or disbelief.

    5. Questions: What does Jie say to show she wants to talk about something else? Answers:

    By the way…” is a polite way of changing the subject.

    6. Draw a conclusion

    Help students to summarize where and when these phrases are used in conversations. We can show our interest in the people who are talking to you by using questions or exclamations to encourage them to continue speaking.

    For questions showing interest, the intonation usually goes up. For exclamations showing interest, the intonation usually goes down. Besides these, what else can we use to show interest? (Unit one) Body languageeye contact, gestures, facial expression

    When the topic of the conversation does not interest you, you can change the subject by using expressions such as By the way…”

III Practice

    1. Practise the conversation with a partner B1

    Pay attention to the intonation and use proper body language.

    2. B2 fill in the blanks with questions and exclamations found above, and then practice the conversation in pairs, showing interest or changing the subject.

IV Further activity

    Film segments from Garfield

    1. Jon: Mouse!

    Garfield: No thanks, I’m full.

    2. Jon: Get him, Garfield!

    Garfield: Get him, Jon!

    3. Garfield: Oh, it’s always got to be smashing and crashing

    4. Garfield: Nobody poisons any more.

    5. Garfield: There’s my ball!

    6. Jon: What good is a cat that can’t chase a mouse?

    7. Garfield: I don’t do the chase thing. All right! I’ll handle this.

    8. Garfield: I know you don’t hear me, but can’t you just listen?

    9. Garfield: Louis! What are you doing in the house when Jon’s home?

    Louis: Sorry Garfield. That I couldn’t help it!

    10. Garfield: Look! When he sees you, he expects more for me. Do you get that? Louis: Jon’s got these cookies. I’m trying to maintain. You understand?

    11. Garfield: Sure! As long as you understand I have to eat you.

    Louis: Oh…….

    12. Garfield: Hmm…..

    13. Jon: Oh, good boy! See? I know you could do that if you put your mind to it.

     You are the best cat a guy could have.

    Garfield: Hmm……

    14. Garfield: Have you tasted yourself lately?

    Louis: Hey! It wasn’t exactly the first-class lounge in there for me.

    15. Garfield: Get yourself lost, Louis! Take a powder for a couple days. Get a hair cut. Grow a beard.

    16. Louis: Cool! I owe you one, G.

    1. Appreciate the film segments in which the characters are talking about a subject. 2. Help students recognize the body language, questions, exclamations and intonation the people in the film use to show their interest in the subject, as well as their way of changing the subject.

    3. Movie Dubbing, and use proper body language.

V. Assignment

    1. Pair work: Make a dialogue with Really?, “Is that so?, “No!, “I dont believe

    it!, and “By the way…” And then practice the conversation.

    2. Group work: Find some film segments in which the characters are talking about a


    Recognize the body language, questions, exclamations and intonation the people in the film use to show their interest in the subject, as well as their way of changing the subject.

    And then dub it.


    1. Explain the purpose and content of the writing in Unit Two.

    Review what we learned in the writing of Unit One. (How to write a short

    message to share information and to thank, remind or congratulate others.) 2. Ask two student to read the dialogue in C1 and then ask another student to tell

    what this dialogue is about and what Connie will do next and how to show his

    regret and explain reasons, and then give students several minutes to complete

    Connies e-mail. They can discuss it in class.

    3. Check the answer to the e-mail. Then go on with C2, C3 and C4. 4. The next class the teacher can ask a student to tell a story about his making

    mistakes or doing something wrong. Then ask other students to show regret and

    explain reasons in the form of a note.


    More reading

    1. Let the students finish reading the article within six minutes and ask themselves questions

    with who, what, when, where, why and how.

    2. Finish Ex B2 : Answer the following questions using the information in the article.

    3. Finish Ex B1: Find words in the passage that can replace these words; and then write them in

    the blanks.

    4. Go through New words and expressions for More reading on page 29.

    5. Go over some useful expressions in the article:

    on the top of be happy with problem hair a result of lack of

    amounts of keepfrom doing avoid doing rob of relaxing music

     in addition be sure to do sth. key to sth

    6. Group discussion: Ex B3

    上海市第二中学 高一备课组

     Reading by 徐赟

     Grammar & Listening by 罗仁孝

     Speaking by 高萍

     Writing by 曾宪恕

     More reading by 任德洪

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