Up-down reading method

Pairwork

Groupwork

Train students’ reading skill.

Key vocabulary

Read the text for special information.

Read the text to understand words in context.

Fill in the chart with the things you and your classmates think are cool.

3. Moral Object

　People use the word "cool" to describe almost whatever they see or feel. However,

　to realize your dream through great effort is really being cool.

2. Ability Objects

　Train students’ ability of reading for special information.

　Train students’ ability of understanding words in context.

　Train students’ reading, writing, listening and speaking skills.

1. Knowledge Objects

　Key Vocabulary

　lifestyle, way cool, give some direction, material things and so forth.

　Text: That’s Cool!

2. Complete the workbook exercises on

pages 9-10 of the workbook.

Step Ⅵ Blackboard Design

Reading: That’s cool!

The Seventh Period

1. Read the article in 2 again.

Step Ⅰ Revision

　(1) Check homework. Get different students to read their articles to the class.

　(2)Debate: Divide the class in half down the middle into two teams. Team A agrees that students should wear school uniforms while Team B disagrees. At the end of the debate, each team chooses a leader to summarize their ideas.

Team A: We think students should wear school uniforms. Firstly, school uniforms are neat and tidy. Secondly, they are a symbol for students. Thirdly, when we wear our school uniforms, we feel equal and no need to follow the fashion.

Team B: We don’t think students should wear school uniforms. For one thing, they are uncomfortable and the color is too dull. For another, they are very simple and they are outdated.

Step Ⅱ Part 1

This activity provides a comprehensive review of vocabulary presented in the unit.

Focus attention on the box. Invite a student to read the vocabulary words at the top.

Say, You are to fill in the blanks with the words. In some cases, you may need to use another form of the word, for example adjusting for tense or subject/verb agreement.

Ask students to fill in the blanks on their own.

Check the answers. Five students each read a sentence, filling in the blanks. The rest of the students cheek their answers.

Answers

1. allowed 2. finish 3. clean up 4. choose 5. needs

Ask students to make their own sentences with the words, preferably sentences that are meaningful. Move around the room. Collect a few students’ answers with mistakes on the blackboard. Help correct the mistakes.

Step Ⅲ part 2

This activity provides reading and writing practice using the target language.

Read the instructions to the class.

Call attention to the article. Read it to the class. Explain the new vocabulary perform and primary.

Point to the letter beneath the article. Ask students to complete the work on their own on a separate piece of paper. Say,

You will address the points in the original letter rather than introducing new points.

Show the sample version on the screen by a projector. Students may use it as a model.

Note: The letter will vary.

Step Ⅳ Just For fun!

This activity provides reading and speaking practice with the target language.

Ask all students to read the cartoon story. Ask students why it is funny. Help students to answer, The police officer doesn’t notice that it is an elephant, not a car, that is in the middle of the street.

Step V Summary and Homework

In this class, we’ve done much writing practice using the key vocabulary words and the target language presented in this unit. Homework for today:

Teaching by demonstration