Module2 Unit2 I can run really fast. (Group A)
Task 1 Read Lingling’s part carefully and answer questions.
Task 2
Read Daming’s part and finish the table of Daming, especially list the reasons.
Daming Tony Useful expressions
Position
Reason
Promise
Ask questions about Tony and complete the table according to the answers.
e.g. What monitor would Tony like to be
Questions：
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Answer questions about Daming from Group B.
Task 3 Write your speech to run for a monitor.
Task 4 Evaluate your classmates’ speeches according to the checklist.Module2 Unit2 I can run really fast. (Group B)
Task 1 Read Lingling’s part carefully.
Task 2
Read Tony’s part and finish finish the table of Tony, especially list the reasons.
Daming Tony Useful expressions
Position
Reason
Promise
Ask questions about Daming and complete the table according to the answers.
e.g. What does Daming want to be
Questions：
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Answer questions about Tony from Group A.
Task 3 Write your speech to run for a monitor.
Task 4 Evaluate your classmates’ speeches according to the checklist.(共20张PPT)
Module 2 Unit 2
I can run really fast.
[ m n t (r)]
monitor
[ m n t (r)]
英[p ]
Discuss
What does a(n)___ monitor often do
A(n) ____ monitor often ____________.
英[p ]
It’s the start of the new term and we’re choosing our new monitors.
[t m]
英[p ]
Run for (竞选) monitors
Lingling
Daming
Tony
英[p ]
class monitor
get on well with everyone
work very hard
do well at school
be ready to help others (even teachers)
kind
Read and say
英[p ]
class monitor
Choose me as your class monitor and I promise to help YOU!
Read and say
promise
[ pr m s]
英[p ]
Position
Reason
Promise
英[p ]
Information gap
Group A
Group B
Read Daming’s part and finish the table, especially list the reasons.
Ask questions about Tony and complete his part.
Answer questions from GB.
Read Tony’s part and finish the table, especially list the reasons.
Ask questions about Daming and complete his part.
Answer questions from GA.
Daming Tony Useful expressions
Position
Reason
Promise
英[p ]
Position
Reason
Promise
PE monitor
I enjoy sport, and I can run really fast. I’m really fit and healthy. Just watch me in the playground between lessons. I play most ball games well. But I’m really good at football, and I play basketball in the school team. I usually get the best score in every match.
Information gap
[sk (r)]
[m t ]
英[p ]
Position
Reason
Promise
PE monitor
cleaning monitor
I often help my mother do cleaning at home and I like a clean and tidy house. I’m sure everybody would like a clean classroom, just like home.
You can get the best score too.
We can make our classroom beautiful.
I enjoy sport, and I can run really fast. I’m really fit and healthy. Just watch me in the playground between lessons. I play most ball games well. But I’m really good at football, and I play basketball in the school team. I usually get the best score in every match.
Information gap
[sk (r)]
[m t ]
英[p ]
Speech
convince
说服
Read and think
英[p ]
Position
Reason
(ability&hobby)
Promise
英[p ]
How to write a speech to run for a monitor
Position
Reason
(ability&hobby)
Promise
I would like /want to be …
I can …
I’m …
I’m good at ...
I do well in ...
I’m ready to ...
I promise to ...
You can ...
We can ...
英[p ]
Will you choose them to be the monitors
Read and discuss
Abilities should meet the needs.
英[p ]
Write your speech
Position
Reason
(ability&hobby)
Promise
I would like/want to be …
I can …
I’m …
I’m good at ...
I do well in ...
I’m ready to ...
I promise to ...
You can ...
We can ...
* What monitor do you want to be
英[p ]
Share and guess
Share your speech. (Don’t tell what monitor you want to be!)
Other students guess what monitor he/she wants to be.
Do you think it’s a good speech to run for the _____ monitor
英[p ]
Checklist Content (内容) Did he/she tell what kind of monitor he/she wanted to be (是否提到想做的班干类型？)
Did he/she tell the reasons, such as abilities or hobbies in details (是否详细表述竞选理由？)
Did he/she make any promise (是否做出承诺？)
Language (语言) Did he/she use expressions correctly (是否正确运用所学知识和句型表达竞选职位、理由和做出承诺？)
Did he/she make any grammar mistake (是否存在其他语法错误？)
Logic (逻辑) Did he/she choose a suitable position according to his/her abilities or hobbies (能力与岗位是否匹配？)
是
否
是
否
是
否
是
否
是
否
是
否
英[p ]
Assignment
Level one:
1. Polish your speech according to the checklist and advice.
2. Based on the three speeches, draw a mind map about how to write a speech to run for monitors.
英[p ]
Level two：
Adam and Amy are running for the president of Student Union(学生会主席). Read speeches and vote for (投票) one of them. Then write down you reasons.课题：七下Module2 Unit2
I can run really fast.
版本：外研社版
课型：阅读课
省 市 区：安徽省合肥市包河区
参赛序号：10
Module 2 What can you do
Unit 2 I can run really fast.
（外研社七下）
Analysis of the text
What Theme: Human and self Topic: Life and study Content: Three speeches about running for monitors
Why Purpose: To introduce their abilities and interests, then convince their classmates to vote for them to be the class monitor, PE monitor and cleaning monitor
How Genre: Speech Language features: Words and phrases to describe abilities, persuasive language and a clear structure
Analysis of target students
What they have known What they want to know What they will learn
As junior high school students, they have a basic understanding of themselves; They have learnt how to use can and can’t to describe abilities (The first period); They have learnt how to ask and answer about abilities. The content of the three speeches; The structure of a speech written to run for monitors; Sentence patterns they can use to write a speech to run for monitors; In their school life, they often have chances to run for monitors, so they are interested in this topic. The content of the three speeches through information gap activity and by using the reading skills like inferring in context; The structure and language features of a speech written to run for monitors; They should make choices according to abilities and interests.
Teaching objectives
By the end of the class, students will be able to:
apply the reading skills of inferring in context for the key words and phrases;
comb detailed information and summarize qualities of candidates through information gap activity;
summarize the structure and language features and write a speech to run for a monitor;
evaluate whether the three students are qualified for the monitors and recognize that they should make choices according to abilities and interests.
Teaching focuses and difficulties
Teaching focuses:
Infer key words and phrases in context;
Form structured knowledge through learning this passage.
Teaching difficulties:
Transfer reading input into writing output;
Evaluate and recognize that they should make choices based on abilities and interest.
Teaching and learning approach: Activity-based approach
Teaching resources: Seewolink, PPT, Worksheet
Teaching procedures:
Steps Students’ activities Purposes Evaluation Time
Pre- reading Lead-in Look at pictures of some students and talk about what the students help the teacher do and what monitors they are. Discuss different kinds of monitors and their duties. To arouse Ss’ interest; To activate Ss’ basic knowledge about monitors. Students can list different kinds of monitors and their duties. 3 min
Listen and answer: When do we choose new monitors Predict What will Lingling, Daming and Tony talk about if they want to run for the monitors To lead into the passage naturally. Students can predict the content of the passage. 2 min
To help Ss predict the content of the passage.
While- reading Read Lingling’s part carefully and answer questions: What monitor would she like to be Why does she think she can do it What else does she say How many parts can the paragraph be divided What are they about To help Ss understand the content of the passage clearly and practice reading skills, like inferring in context; To improve students’ cooperative learning skills through information gap activity. Students can understand the passage clearly through different reading skills. 5 min
Information gap activity Group A: Read Daming’s part and finish the table; Ask questions about Tony and complete his part. Answer questions from Group B. Group B: Read Tony’s part and finish the table; Ask questions about Daming and complete his part. Answer questions from Group A. 10 min
Read and think Why do Lingling, Daming and Tony write these passages What kind of passages are they To guide Ss to analyze the writing purpose and genre; Students can tell the writing purpose and genre. 2 min
Post- reading Compare the three speeches and summarize the structure and language features of a speech written to run for monitors. To provide Ss scaffolding to write their speeches; To help Ss construct structured knowledge. Students can summarize the structure and language patterns they can use. 6 min
If you are the students in the class, will you choose them to be the monitors Why or why not (What can they do / What should the monitors do ) To guide Ss to think about the relationship between abilities and positions. Students can identify the relationship between abilities and positions.
Write their speeches. * Choose a suitable position before writing. To help Ss transfer reading input into writing output. Students can write their speeches properly based on their learning. 5 min
Share, guess and evaluate. Read their speeches. Guess: What monitor would he/she like to be Evaluate his/her speech according to the checklist. To give Ss chances to practice their learning in a real situation. Students can share, guess and evaluate properly. 10 min
Assignment Level one: Polish your speech according to the checklist and advice. 2. Based on the three speeches, draw a mind map about how to write a speech to run for monitors. Level two: Adam and Amy are running for the president of Student Union(学生会主席). Read speeches and vote for one of them. Then write down you reasons. 2 min
Blackboard design
* Assignment
Level one:
1. Polish your speech according to the checklist and advice.
2. Based on the three speeches, draw a mind map about how to write a speech to run for monitors.
Level two：
Adam and Amy are running for the president of Student Union(学生会主席). Read speeches and vote for one of them. Then write down you reasons.
Run for the president of Student Union(学生会主席)!
*Worksheet
Module2 Unit2 I can run really fast. (Group A)
Task 1 Read Lingling’s part carefully and answer questions.
Task 2
Read Daming’s part and finish the table of Daming, especially list the reasons.
Daming Tony Useful expressions
Position
Reason
Promise
Ask questions about Tony and complete the table according to the answers.
e.g. What monitor would Tony like to be
Questions：
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Answer questions about Daming from Group B.
Task 3 Write your speech to run for a monitor.
Task 4 Evaluate your classmates’ speeches according to the checklist.
Module2 Unit2 I can run really fast. (Group B)
Task 1 Read Lingling’s part carefully.
Task 2
Read Tony’s part and finish finish the table of Tony, especially list the reasons.
Daming Tony Useful expressions
Position
Reason
Promise
Ask questions about Daming and complete the table according to the answers.
e.g. What does Daming want to be
Questions：
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Answer questions about Tony from Group A.
Task 3 Write your speech to run for a monitor.
Task 4 Evaluate your classmates’ speeches according to the checklist.
* Text
