Teaching Focus:3. Describe someone's personality4. Understanding of the textsTeaching Duration: 12 classesTeaching Methode: Lecture method; Task-based and project-basedteaching; Discussion. With the help of multimedia.Teaching difficulties1.expressonsofpersonality2. use the"V+to do"and"V+ doing"structures properly;Ideological and political goals:1. Help students understand the concept of personality and its variousdimensions, guiding them to explore and recognize their own personalities.Encourage self - reflection to identify their strengths, weaknesses, values,and interests.2. Guide students to realize that everyone has a unique personality, andthere is no absolute“good or“bad"personality.Different personalitiesshould be respected and appreciated, just as diverse cultures andbackgrounds are.Teaching Procedures:Chart for teaching processesThis unit is designed for 12 periods of classroom instruction. In each of the periods, certain tasksare to be completed. The following is a suggested teaching plan1-3 PeriodsPart One: StarterPart Two: Listening & Speaking6-8 PeriodsPart Three: Intensive Reading(Text A, TextB)PartFour:Grammar
Teaching Focus: 3. Describe someone’s personality 4. Understanding of the texts Teaching Duration: 12 classes Teaching Methode: Lecture method; Task-based and project-based teaching; Discussion. With the help of multimedia. Teaching difficulties 1.expressons of personality 2. use the"V+to do"and“V+ doing"structures properly; Ideological and political goals: 1. Help students understand the concept of personality and its various dimensions, guiding them to explore and recognize their own personalities. Encourage self - reflection to identify their strengths, weaknesses, values, and interests. 2. Guide students to realize that everyone has a unique personality, and there is no absolute “good” or “bad” personality. Different personalities should be respected and appreciated, just as diverse cultures and backgrounds are. Teaching Procedures: Chart for teaching processes This unit is designed for 12 periods of classroom instruction. In each of the periods, certain tasks are to be completed. The following is a suggested teaching plan. 1-3 Periods Part One: Starter Part Two: Listening & Speaking 6-8 Periods Part Three: Intensive Reading (Text A, TextB) Part Four:Grammar
Foreign LanguageDepartment2-3 PeriodsPartFive:Practical WritingPartSix:ProjectOne and Part Two are the warm-up for the text learning in Part Three. By practising thetopic-related listening and speaking, Ss get familiar with relevant words, expressions, and Englishculture. Ss are asked to preview the texts as well as the new words and expressions of the texts forthenextclass.TextA of Part Three is the major part of the unit. New words and expressions of both texts arerecommended to be introduced to Ss first. In the first two periods, Ss grasp the content of the textstep by step, from the general idea to detailed information. The third period may cover importantlanguage points in the text. Ss do pattern drills in class. The fourth period may be used to coverText B. In this section, Ss are supposed to understand the main idea and find out some detailedinformation about Text B. The grammar in Part Four is closely linked to examples from Text A, sothis part can be explained either here or right after Text A.Part Five can be a combination of Teacher's lecture and some in-class activities. Lastly, Ssgive presentations about their project as a way to review and check their understanding of the keypoints of the unit. Teacher gives comments and sums up the entire unit
Foreign Language Department One and Part Two are the warm-up for the text learning in Part Three. By practising the topic-related listening and speaking, Ss get familiar with relevant words, expressions, and English culture. Ss are asked to preview the texts as well as the new words and expressions of the texts for the next class. Text A of Part Three is the major part of the unit. New words and expressions of both texts are recommended to be introduced to Ss first. In the first two periods, Ss grasp the content of the text step by step, from the general idea to detailed information. The third period may cover important language points in the text. Ss do pattern drills in class. The fourth period may be used to cover Text B. In this section, Ss are supposed to understand the main idea and find out some detailed information about Text B. The grammar in Part Four is closely linked to examples from Text A, so this part can be explained either here or right after Text A. Part Five can be a combination of Teacher Js lecture and some in-class activities. Lastly, Ss give presentations about their project as a way to review and check their understanding of the key points of the unit. Teacher gives comments and sums up the entire unit. 2-3 Periods Part Five: Practical Writing Part Six: Project
2.2 Teaching guides for each part of the Student's BookTipsforteachingPartsAsk Ss warm-up questions as follows:1. What kind of person do you think you are? Try to use threewords to describe yourself and illustrate the threawords with reasons or examples.2.What kind of person do you think your partner is? Tr tousethreewordsto describehim/her,and illustratethethreewordswith reasons or examples. Teacher asks 2-3 pairs to share their answersTeacher may assist Ss if they don't know the wordsTeacher notes down Ss'answers on the blackboardThefollowing chart is for Teacher's reference.Pair 1Pair 2StudentStudentStudentStudentDPart OneSection AcABVocabularyStarterSelf-descriptionDescriptionof thepartnerSome words for personality description:active,quiet,kind,helpful,warm-hearted,humorous,sensitive,optimistic,pessimistic,considerate,reliable,broadminded,narrow-minded,brave,shy,timid,talkativg,honcst Get Ss to repeat after Teacher for the rightpronunciation. Teacher explains some words briefly ifneeded.ExerciseIAsk Ss to guess what personality trait each picturedepicts.Ask Ss to match the words with the pictures.Allowthem to check the dictionary. Get Ss to repeat afterTeacher for the right pronunciation
2.2 Teaching guides for each part of the Student's Book ● Ask Ss warm-up questions as follows: 1. What kind of person do you think you are? Try to use three words to describe yourself and illustrate the threa words with reasons or examples. 2.What kind of person do you think your partner is? Tr to use three words to describe him/ her, and illustrate the three words with reasons or examples. ● Teacher asks 2-3 pairs to share their answers Teacher may assist Ss if they don't know the words ● Teacher notes down Ss' answers on the blackboard The following chart is for Teacher's reference. Pair 1 Pair 2 Student A Student B Student C Student D Selfdescription Description of the partner Some words for personality description: active, quiet, kind, helpful, warm-hearted, humorous, sensitive,optimistic,pessimistic,considerate, reliable, broad. minded, narrow-minded, brave, shy, timid, talkativg, honcst ● Get Ss to repeat after Teacher for the right pronunciation. Teacher explains some words briefly if needed. ● Ask Ss to guess what personality trait each picture depicts. ● Ask Ss to match the words with the pictures.Allow them to check the dictionary. Get Ss to repeat after Teacher for the right pronunciation
Foreign LanguageDepartment. If dictionaries are not available, Teacher can read toSs the English definition of each word.creative: involoing the use f imagination to produc newideas orthingssensitive: sasil upet by cemt or things that peoplesaydependable:able to betrusted to do what you needorexpecttalkative:liking to talk a lotindependent: confident and free to do things withouthelpfromotherpeoplecheerful:tending to be happy mast of the timeExerciseI. Ask Ss to complete Exercise II together.The video watching part is mainly to arouse Ss'interestand lead Ss to think about the topic6Pets andone's personality".Teacher may introduce to Ss“Helpful Words and Expressions” to help them betterunderstand the content of the video.1.gain获得The sentence from the video:If you want to gain a quick and easy insight intosomeone's personality,then ask them about theirpets.如果你想快速而轻松地了解一个人的性格，那就问问他们养的是什么宠物。Section Be.g. Students can gain valuable experience byWatchingworking on the campus radia or magazine 学生可以通过在校园广播站或校刊工作获得宝贵的经验。2.insight洞悉，了解e.g. The book gives us real insights into life inMexico.这本书使我们对墨西哥的生活有了真实而深刻的了解。3.personality性格，个性e.g. The childrenall have very different personalities. 孩子们性格各不相同
Foreign Language Department · If dictionaries are not available,Teacher can read to Ss the English definition of each word. creative: involoing the use f imagination to produc new ideas or things sensitive: sasil upet by cemt or things that peoplesay dependable: able to be trusted to do what you needorexpect talkative: liking to talk a lot independent: confident and free to do things without help from other people cheerful: tending to be happy mast of the time · Ask Ss to complete Exercise II together. The video watching part is mainly to arouse Ss' interestand lead Ss to think about the topic6Pets and one's personality”.Teacher may introduce to Ss “Helpful Words and Expressions”to help them better understand the content of the video. The sentence from the video: If you want to gain a quick and easy insight into someone' s personality, then ask them about their pets. 如果你想快速而轻松地了解一个人的性格，那就问问 他们养的是什么宠物。 e.g.Students can gain valuable experience by working on the campus radia or magazine 学 生可以通过在校园广播站或校刊工作获得宝贵 的 经 验 。 2.insight洞悉，了解 e.g.The book gives us real insights into life in Mexico. 这本书使我们对墨西哥的生活有了真实而深刻的 了 解 。 e.g.Thechildren all have very different personalities. 孩 子们性格各不相同
4.turnout原来是，结果是The sentence from the videoFish ownersturned out to be thehappiest;...结果发现养鱼的人往往是最开心的；………e.g.It turned out that she was a friend of my sister 原来她是我姐姐的朋友。5.emotionally感情上，情绪上The sentence from the video::cat owners the most dependable and emotionallysensitive and rebtne owners the most independent养猫的人最可靠，而且感情上会比较敏感，而养爬行动物的人最独立e.g.Itry nottobecomeemotionallyinvolved.我尽量不感情用事6.tend往往会，常常就The sentence from the video:I also discovered that pet owners tended to saythey had the same personality as their pet ..我还发现，养宠物的人往往会认为他们和自已所养的宠物性格相同...e.g.WhenI'mtired,Itendtomakemistakes我累了就容易犯错ExerciseIBefore playing the video,go through the questionsand choices with Ss. Ask Ss to predict the main idea ofthe video.Playthevideoand check Ss'answers.If Ss cannotcatch up with the video, Teacher can show themseveral screenshots and guide them to discuss thecontent with the help of key words like“insight”,“pet”，“fish owners”，“personality”,etc. Play the video again and explain the answers.If timepermits, ask Ss this question: Besides asking about onepet, do we have other ways to know a person's personalityquickly? Encourage Ss to brainstorm other quickways of knowing a person's personality.Exercisel Ask Ssto work in pairs and interview each other byasking the questions on the Student'sBook.Invite several Ss to report to the class their partner'sanswers
The sentence from the video Fish owners turned out to be the happiest;. 结 果发现养鱼的人往往是最开心的;. e.g.It turned out that she was a friend of my sister 原 来她是我姐姐的朋友。 The sentence from the video: . cat owners the most dependable and emotionally sensitive and rebtne owners the most independent 养猫的人最可靠，而且感情上会比较敏感，而养爬行 动物的人最独立 e.g.I try not to become emotionally involved. 我 尽量不感情用事 The sentence from the video: I also discovered that pet owners tended to say they had the same personality as their pet . 我还发现，养宠物的人往往会认为他们和自己所养的 宠物性格相同. e.g. When I'm tired,I tend to make mistakes 我 累了就容易犯错 Before playing the video, go through the questions and choices with Ss. Ask Ss to predict the main idea of the video. ● Play the video and check Ss'answers.If Ss cannot catch up with the video, Teacher can show them several screenshots and guide them to discuss the content with the help of key words like“insight”, “pet”,“fish owners”,“personality”, etc. ● Play the video again and explain the answers.If time permits, ask Ss this question: Besides asking about one pet, do we have other ways to know a person's personality quickly? Encourage Ss to brainstorm other quick ways of knowing a person's personality. ● Ask Ss to work in pairs and interview each other by asking the questions on the Student's Book. Invite several Ss to report to the class their partner's