Unit5AbilitiesIntegratedskills(I)1.Toidentifyandnotespecificdetailsandguessmeaningfromgeneralcontext2.Toidentifyspecificinformationpresentedinwrittenandspokenformandmakenote3.Tounderstandandrespondtocontextbyabstractinginformationrelevanttowritingastudent’sprofileFocusesToabstractinformationfromlisteningDifficulties:TorespondtoinformationobtainedfromlisteningStep1Presentation1.ArouseSs’awarenessofbeingagoodstudent:Tryyourbesttofinishoffyourstudytasksatschool.Whatdoyouoftengetattheendofaterm?2.Leadintothenewitems:aschoolreportforyou.ElicitSs’answersabouttheirownschoolreportatschool.TrytocomparetheirstoSuzy’sonpage82.3.SsskimSuzy’sschoolreportandfillintheusefulinformationbelow,checkasawholeclass.Step2Practice1.Notesforparents’meetingpage86PartA1,individualsgivetheiranswersandcheckasawhole.Name:________Class:________Grade:________Goodat:________,________,_________andMaths.Weakat:________Clubs:__________ClubPlaysthepianowellSports:________Practicesevery________and__________Personality:CleverandcheerfulCanorganize________activitieswellStep3Listening1.PlaythetapeaboutPartA2onpage87forSstoabstractspecialinformationaboutSuzy.Checkwiththewholeclass.2.PlaythetapeforSstolistenandrepeat.Step4Reading/Practice1.Ssreadthepartindividually,makesuretheycanreadthepartfluently.2.Practicereadingthepartinclass.3.Sspracticefindoutthelanguepointsintheparttogether.reportcardhaveagoodmemorybecareful/carelessuseEnglishmoreoftendo/tryone’sbesthave/getgoodgradesinMathsjumphighlongjumpgetintotheschoolteamnextyearStep5ProductionTrueorfalsequestionsaccordingtoSuzy’sreportcard.1.SuzyisatopstudentinGrade7.()2.Shecanrememberthingsquickly.()3.Suzydoesn’tneedtoreadanduseEnglishmoreoften.4.SheiscrazyaboutChinesehistory.()5.Suzycanorganizemusicclubactivitieswell.()6.Sheisgoodatjumpinghighnow.()7.Suzy’sGradeteacherMrWuthinkssheiscarelesssometimes.()8.Sheiscleveratgeography.()Step6Homework1.Goover‘Speakup’afterclass.2.Practicethesayingtherouteaboutthetreasurefornextperiod.Integratedskills(II)1.Todevelopfluencyinusing‘can’toexchangeinformationaboutwhatpeopleareabletodo2.Tofindoutandgiveinformationaboutabilities3.TotransfertheconversationmodeltopersonalsituationsFocusesToidentifyandnotespecificdetailsfromgeneralcontextDifficulties:TorespondtoinformationwithpeopleStep1Presentation/ListeningI.ArouseSs’interestintalkingabouttheirownabilities,e.g.talkingwithfriends,sendinge-mails,talkingontheICQwithforeignfriends.RemindSsthatthereareallkindsofopportunitiestousethestructureinwritingandconversation.II.PlaythetapeforSstolistenandanswerthefollowingquestions:1.Whycan’tSandydance?2.CanMilliedancewell?3.CanSandysingwell?4.WillSandylearnhowtodance?5.Howoftenwilltheypracticedancing?Step2Readingandacting1.Sspracticereadingthepartinchorusandinpairs.Encouragethemtopaymoreattentiontointonationlinkingofwords.2.Getsomepairstoactouttheconversationinfrontoftheclass.Step3Practice1.GiveSssometimetocreateasituationaboutabilitiesinpairs.2.Getsomepairstoactouttheirconversationsinfrontoftheclass.Step4Production1.CreateasituationforSstomakeupaconversation.A:can’tplaytennis,difficultcanplaypingpongwellwanttolearnhowtoplaytennisB:canplaytenniswellcansingwellcanteachAhowtoplaytennisC:practiseeveryafternoonafterschool2.ThenSsworkouttheirownconversationsandactthemoutinpairsinfrontoftheclass.3.Finishofftheconversationtogether.A:I________readthearticleatall.It’stoodifficultforme.Canyoureadit?B:Yes,ofcourse.ButI________readwell.A:That’sOK.I________doitatall.B.Oh,well,________mind.YoucanlearnMathsverywell.A:Thankyou,but________youteachme_________toreadEnglish?B:No________.Let’s________everyFridayafterschool.A:Great!Thankyouverymuch.Step5Homework1.Goover‘StudySkills’afterclass.2.Practicetheirconversationsaswrittenwork.
