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Unit 1 This is me
Starting out & Understanding ideas 课时1
Ⅰ. Analysis of the teaching materials
[What] This is about Sam and Sally's self-acceptance and how they are seen by others. (Sam - video / Sally - story)
[Why] By studying this part, students can observe and reflect on their own characteristics, discover their uniqueness (difference), and learn to accept their imperfections.
[How] It mainly contains three parts: others' evaluations of Sam, an introduction to self-acceptance, and Sally's story of self-acceptance.
Ⅱ. Analysis of the target students
Students have already known the words and phrases about their looks, abilities, personality, likes and dislikes. However, they also need to learn to evaluate themselves objectively.
Ⅲ. Teaching objectives
1. Language competence: know about themselves by other people's experience and master key words and expressions, like suppose, birthmark, bright, look away, instead of and so on.
2. Cultural awareness: Respect and know the diversity and differences of oneself.
3. Thinking quality: develop their divergent thinking by independent thinking and cooperating with other classmates actively.
4. Learning ability: be more confident and willing to share their own ideas and accept themselves.
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Ⅳ. Key points and difficult points
1. Describe the physical features they are dissatisfied with.
2. Describe the changes in your feelings regarding this physical feature and explain the reasons behind them.
3. Learn the lessons from others' stories.
4. Improve the confidence of speaking English.
Ⅴ. Teaching method
The situational teaching method and communicative language teaching approach.
Ⅵ. Teaching aids
Seewo, blackboard, chalk
Ⅶ. Teaching procedures
Step 1 Lead in
1. Teacher shows a picture (Unit图) and ask questions:
Q1: What does the picture show
Q2: What do you think of her (beautiful...)
Q3: What do you think yourself
Q4: Do you think we know ourselves better than anyone else
2. Before the video, teacher should let students guess:
What does he look like What is he like
[ Sam can be messy, but he's bright, sweet and clever]
Step 2 Pre-Make a thinking map
Students should introduce themselves to others from the following aspects: looks (beautiful, cute, handsome...), abilities (play football / paint / sing / dance...), personality (kind, brave, shy...), likes and dislikes...and so on.
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Step 3 Pre-reading
1. Teacher shows a picture (P4) and ask questions:
Q1: What's the girl doing (smiling at herself)
Q2: What does she look like (long hair, birthmark)
Q3: What's the shape of the birthmark
Guess: Sally's feeling on her birthmark.
Step 4 While-reading
1. Global Reading: a. Read the passage and check your prediction.
(Sally dislikes it.)
b. Match the main idea of each part
Beginning 1-2 Middle 3-5 End 6
2. Careful Reading a. Beginning: what didn't Sally like about herself
(the birthmark on her face)
How did she feel in crowded places How did she do
b. Middle: How does Sally feel when Maddie studied her face
What did Maddie think about it
How did She feel after that
★ What do you think of Maddie (kind and observant)
c. End: What has Sally learnt from this experience
Everyone has something special and different — that is what's interesting.
d. What's the main idea of this passage (P6 A3选标题)
Step 5 Post-reading
1. Complete the notes on page 6 A4 activity4.
2. Ask students to share their answers
3. Discussion: Do you think people should worry about their looks Why or why not （目的在培养学生多元审美，自信，批判性思维）
.
Step 6 Summary and Homework
1. Teacher and students summarize this lesson together.
2. Preview P7. P125-127 Present perfect tense.
Blackboard Design
Unit 1 This is me
What do you think of yourself
Other people’s eyes | Sam | messy, bright, kind...
Self-knowledge | Yourself | beautiful, kind, cute
Experience (story) | Sally | unsatisfied - nervous - confident.
★ Qualities are more important. Beauty comes from within.
Reflection
1. Whether all students participate in group activity
2. How often do students complete their assignments correctly.
3. Can students understand the lessons from others' stories
Unit 1 This is me
Starting out & Understanding ideas 课时2（Grammar）
Ⅰ. Analysis of the teaching materials
[What] It contains examples and exercises of grammar rules — present perfect tense.
[Why] By studying this part, students can learn to use “主+have/have has +过去分词+其他” to describe their actions what they have done. And they also know the difference between present perfect tense and simple past tense.
[How] It is mainly divided into two parts : grammar learning and writing. In fact, it is a process of recognizing, precting practicing and applying the present perfect tense, from sentences to paragraphs.
Ⅱ. Analysis of the target students
Students have already known the meaning of simple past tense, so teacher should let them understand the differences between simple past tense and present perfect tense. （旁边手写注释：similar and differences）
Ⅲ. Teaching objective
1. Language competence: acquire and apply the sentence pattern, like 主+ have/ has done +其他…
2. Cultural awareness: have a sense of national identity and correct values on themselves.
3. Thinking capability: organize their thoughts in introducing their experiences of accepting themselves.
4. Learning ability: learn to use sentence patterns to express their own ideas and cultivate an interest in learning English
Ⅳ. Key points and difficult points
1. Grasp the meaning and usage of prepresent perfect tense.
2. Use “主+have/has done+其他” to introduce their experiences correctly.
3. Improve their confidence in speaking spoken English
4. Master the similarities and differences between simple past tense and prepresent perfect tense.
Ⅴ. Teaching method
The task-based language teaching approach, the situational language teaching method and communicative language teaching method.
Ⅵ. Teaching aid
Multimedia (seewo), blackboard and chalk
Ⅶ. Teaching procedure
Step 1 Warm up
Teacher shows examples in activity5 on the screen. and ask students to find more sentences with this structure on page 5. (passage) Sally's story
Step 2 Presentation
1. Ask students to observe the sentence structure and summarize grammar rules.
2. Invite some students to share their findings.
3. Make a complement for prepresent perfect tense.
Step 3 Practise
1. Students should finish the exercise in activity6.
2. Teacher shows an example in activity6 and lead students to finish the first question.
3. Check the answers together. ( one by one )
4. Students complete the passage using the present perfect tense within 5 minutes. (A7)
5. Invite students to share their answers and reasons.
6. The whole class check their answers together and find the similarities and differences between simple past tense and present perfect tense.
7. Teacher could make a summary for this.
Step 4 Production
1. Ask questions: Q1: Are you proud of yourself like the boy in A7 Why Q2: What's your experience of accepting your looks
2. Read and think about five qutins in activity 8. （括号内手写：尽量选高水平生，作为示范）
3. Invite one student to talk.
4. Writing : finish activity 8. ( Try to use the Useful expressions )
5. Pair work: introduce your experience of accepting yourself.
6. Teacher invites some students to introduce it. ( T/ Ss make comment )
Step 5 Summary and Homework
1. Invite a student to summarise this class.
2. Practise your dialogue after class as much as possible.
Blackboard design
Present Perfect Tense vs Simple Past Tense
Meaning 发生在过去的行为对现在的影响 发生在过去
Structure/Pattern 主+have /has（三单）+过去分词+其他 主+v-ed/was/were
标志词 just, already, always, never, just yesterday, ...

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