2004版《新目標初中英語》七年級下冊教案

UnitlWhereisyourpenpalfrom

TeachingGoal:

Topic：Countries,nationalities,andlanguages

Generalaims:

A.Talkaboutwherepeoplearefrom

B.Talkaboutnationality,nationandlanguage

C.Talkaboutwherepeoplelive

Functions：

Talkaboutcountries,nationalitiesandlanguages

Askandtellaboutwherepeoplelive

Targetlanguage：

A.LanguageFocus.

(I).Talkaboutnationality,peoplesandlanguages/

(2).Askandanswerwherepeoplelive.

B.Languagegoals

(I).Changeyourowninformationwithyourpenpals.

(2).Asksomequestionsusingwhere.

(3).Askwordssomebodytalkabout.

C.Languagestructure:

Whcrc^/Whcrc'rc...from

Wheredoes/do...from

Whatquestions——Whatlanguagedoes/do...speak

D.Languagepoints:

WhereisshefromSheisfrom

WheredoessheliveShelivesin

Whatlanguagedoesshespeak?Shespeaks

Vocabulary：Wordsaboutcountries,languages

Teachingdesign：Thewholeunitneeds5periods,4fornewlessonsandIfortest

Period1(1a—GrammarFocus)

Keypoints:

Whereisyour/John'spenpalfrom?He/Sheisfrom...

Wheredoeshe/shelive?He/Shelivesin

Pre-task(Homeworkforpreview):

LettheSsgivethemselvespenpalsandtheyshouldwritedowntheirpenpals'information,suchastheir

names,countriesandcitiestheyliveeventhelanguagetheyspeak.

TcangivetheSsanexamplemeanwhileTgivesthedifferentcountrieswhichcanbeusedbytheSs.T

givestheSsChinesewordsforthecountries,theyarefollowing:加拿大,法國，日本，美國,澳大利亞,

新加坡,英國，中國(TheSscanlookthemupinthedictionaryiftheyarenewforthem)

Theexampleisfollowing:

Name:CurryMuray

Age:75

From(Nationality):theUnitedStates

City:NewYork

Language:English

TeachingSteps:

Step1Leading-inTheinformationoftheteacher'sownpenpal'sinformation.

“Ihaveapenpal.HisnameisCurryMuray.HeisfromtheUnitedStates.DoyouhaveapenpalWhereis

yourpenpalfromWhat'syourpenpal'sname^^

Differentstudentssaytheinformationabouttheirownpenpals.Tshouldchoosethedifferentcountries.T

writeslliudifferentcountriesontheBb(bolhCliinuscandEnglish)

Step2Learning

SectionAIaLearnthenewwordsontheBb.Thenewwordsare:

penpal;Canada;France;Japan;theUnitedStatcs(thcLJS/theUSA/Amcrica);Australia;Singapore;the

UnitedKingdom(theU.K./GreatBritain/England)

Payattentiontothepronunciationofthenewwords.

Step3Listening

lbListenandcirclethecountriesin1atheylearned

Step4Competition

Twogroupsofstudents(owrite(henewwords(oseewhichgroupdoesbetter.Firstwritedownthe

ChinesewordswithlookingattheEnglishmeanings,thenwritedowntheEnglishwordswithlookingat

theChinesemeanings.

(Thisstepisamemorygame.ItcanhelptheSsconsolidatethenewwordstheylearned)

Step5Pairwork

1CPracticethefollowingconversation:

…DoyouhaveapenpalYes,Ido.

Where'syourpenpal'sfrom—He/Sheisfrom(WriteitdownontheRb)

FirstThasaconversationwithonestudentasanexamplethenlettheSspracticeinpairs.

Atlastletseveralpairsdoitagaininclass.

StOP6Leading-in

RevisethecountriesnameswithlookingattheBb.ThenTwritesdownthecitynamesontheBb.Letthe

Ss(rytofindoutwhichcountries(hecitiesarein.Thecitynamesarefollowing:

Toronto;Paris;Tokyo;NewYork;Sydney;Singapore;London

Step?Learning

2aLearnthecitynamestogetherwiththewholeclassjustlikeStep2

2bListenandcirclethecitiesandcountries

2cListenandcompletethechan

Haveasimilarcompetitiontoconsolidatethenewwordsinthispan.

St6P8Pairwork

Thasaconversationwithonestudentlikethefollowing:

-Doyouhaveapenpal—Yes,1do.

-What'syourpenpal'sname-His/Hernameis

—Whereisyourpenpalfrom—He/Sheisfrom...

—Wheredoeshe/shelive—He/Shelivesin(WriteitdownontheBb)

LettheSspracticeaftertheT'sexampleinpairsthenseveralpairsdoitinclass.

Step9Exercise

I.MypenpalisfromAustralia.(劃線提問)

2.John,spenpalisfromJapan.(劃線提問)

3.HelivesinParis.(劃線提問)

Homework：

Readandcopythenewwords.

CopythesentencesinGrammarFocus

MakeupthequestionsaboutJodiein2cThequestionsare:

DoesJodiehaveapenpalWhereisJodie'spenpalfromWheredoeshe/sheliveWhat'shis/hername(This

onecanbechosenbythemselves)

Period2(3a—SectionB2c)

Preview(Pre-task):

Addanotherinformationabouttheirpenpals--theirlanguageonthecard

Keypoints:

Whatlanguagedocsshe/hespeakShc/Hcspeaks

Doesshe/hehaveanybrothersandsisters

Doesshe/hespeakEnglish

TeachingSteps:

Step1Revision

I.Revisionanddictationofthenewwords

2.Revisethedrillstheylearnedyesterday.(bypairworkandgrammarexercise)

Step2Leading-in

Thasaconversationwithonestudent.Theconversationisfollowing:

—Doyouhaveapenpal—Yes,/do.

—Whatsyourpenpalsname-His/Hernameis

-Whereisyourpenpalfrom-He/Sheisfrom...

—Wheredoeshe/shelive-He/Shelivesin

-Whatlanguagedoeshe/shespeakHe/Shespeaks...

WritethenewwordsontheBb.Theyarcfollowing:EnglishChineseJapaneseFrench

Step3Learn

Learnthenewwordswiththewholeclass.

Finish3awiththestudents

3bPairworkTstilldoesanexamplewithonestudentThentheSspracticeinpairs.

Theexampleisfollowing:

—CurryMurayismypenpal.HeisfromtheUnitedStates.

-Whatlanguagedoeshespeak

—HespeaksEnglish.

Step4Practice

I.SectionBlaMatchthecountrieswiththeirlanguages.

2.MemorygameLettheSsrepeatthefollowingsentences:

PeopleinChinaspeakChinese.PeopleinJapanesespeakJapanese.PeopleintheUSA,UK,Australiaand

CanadaspeakEnglish.PeopleinSingaporespeakEnglishandChinese.PeopleinFrancespeakFrench.

3.2aListenandnumberthequestionstheyhear

4.2bListenagainandwriteshortanswerstothequestionsin2a

(Goodstudentscanfinishthetwotasksforonetime)

Step5Pairwork

Practicetheconversationof2ainpairs

Payattentiontothelanguagepoints:

Doesshehaveanybrothersandsisters(anyand)

DoesshespeakEnglish(WritethemontheBb)

2CTheSsmakesuptheirowndialogueaboutmoreinformationoftheirpenpalsbyusingthedrillsin2a.

Step6Groupwork

Fourstudentsasagroupmakeasurveyaboutpenpalsbyaskingandansweringeachother.

Theirquestionsareabouttheirpenpals'names,nationalities,cities,languagesandtheirfavoritesubjects

ormoreinformation

Atlastif(imepossibleseveralstudentsdo(hereportinclassabouttheirsurveys.

Step7Homework

Copythenewwordstheylearnedtodayandthesentencesin2a

Goodstudentscanwriteareporabouttheirsurveysaboutpenpalsoftheirowngroups.

Period3(3a?-3c)Areadinglesson

Step1Revision

1.Revisionanddictationofthenewwordsandexpressions

2.Reviseconversationstheylearnedyesterday.

3.Revisethekeypointsbygrammarexercise

HespeaksEnglish.(變一般疑問句和特殊疑問句)

Step2Reading

3aReadtheletterandwriteanswerstothequestionsinthebox.

ReaditagainandlettheSsdiscussingroups(4asagroup)todesignaninformationcardforBob.

LettheSsreadaloud.FirstaftertheTorthetapethenbythemselves.

TmustmakesuretheSscanreaditcorrectlyandfluently.

TwritethekeywordsontheBbtohelptheSsretelltheletter.

Thekeywordsarefollowing:

Bob,Toixmto,want,avery^interestingcountry,14,inNov.,canspeak,brother,Paul,sister,Sarah,penpals

intheUKandAustralia,likegoing...andplayingfavoritesubject,fun,math,difficult,writeto

Learnthelanguagepointsinihelelte亡

1)/wantapenpal.

wantsth./sb.(musicianwanted)

wanttodosth./wanttoplaysoccerwithmyfriends.

wantsb.todosth.Myparentswantmetodohomeworknow.

2)/likegoingtothemovies...

3)Myfavoritesubjectinschoolis...

4)writetosb.soon

Step3Practice

3bCompletethepenpalletterwiththeinformationonthecard.

Step4Writing

1.Makeaninfomiationcardjustlikethecardin3b.

2.Writealetterorane-mailtoyourpenpal.

Step5Homework

Writealetterorane-mailtoyourpenpal.

Period4(Self*check)

Step1Revision

I.Readingpractice(Readaloudthepassage)

2.Dictationfortheusefulexpressions

Step2WordsRevision

Completethewordsbuilder.

(Somegoodstudentscanexpress(heirvocabularyaboutcountriesandlanguages)

Step3Writing

P6Part3Firstdiscussandthencompletethewriting

Step4Grammar

Dotheextragrammarexercises:

I.Ihaveapenpal.

2.Hehasapenpal.

3.MypenpalisfromAustralia.

4.Jim'spenpalisfromCanada.

5.HispenpallivesinSingapore.

6.HerpenpalspeaksFrench.

7.PeopleinJapanspeakJapanese.

(以上各句都做變否定句、一般疑問句和劃線提問的句式變化)

教學反思：

這段時間由于我在學生每天記十個詞前.，先領(lǐng)讀他們一遍，再分開音節(jié)，講一講英語的拼讀規(guī)

則，發(fā)現(xiàn)學生的記憶效率大大的提高。如果讓他們把每單元幾句重點句背下來，學習效果是不是更

好呢？單詞需要積累，這點勿容置疑。對于我們的學生來說，典型句子同樣需要枳累。句子背卜來，

在用的時候就可以舉一反三，就像語文中背范文一樣。對于我們那些基礎(chǔ)較差的學生來說，他們在

交際時需要模仿，在他們的記憶庫中貯存就是十必要的。當然，如果學生能夠在課堂上用英語去表

達的話，說明這些典型的句子他們已經(jīng)掌握。但現(xiàn)實的情況是，這種方法更容易適用于尖子生，或

者基礎(chǔ)較好的學生，很多學生只是充當?shù)挠^眾。

另外，在本單元的教學中我還補充了相關(guān)知識，讓學生對各地的名勝古跡、歷史風情、地理知

識等知識的進一步了解，從而實現(xiàn)英語與其他各學科之間的滲透。

讓學生死記硬背是不對的，但不讓學生背也是不對的。

Unit2Where'sthepostoffice

Languagegoal

Thisunitstudentslearntoaskforandgivedirections(方向)onthestreet.

Newlanguage

IsthereabanknearhereYes,there'sabankonCenterStreet,Where'sthesupermarketIt'snexttothe

library.IsthereapayphoneintheneighborhoodYes,ifsonBricgcStreetontheright.

locationsintheneighborhoodsuchaspostoffice,hotel,videoarcade.

Descriptivewordssuchasnew,old,dirty,clean.

Descriptionsoflocationsuchasacrossfrom,nextto,between.

Recycledlanguage

Whatareyoudoing

Doyouwantto...

SectionA

AsktworowsofthreestudentseachtostandfacingeachotherinthefrontoftheclassroomPointto

studentsstandinginfrontandasktheclasstorepeatthequestionsandanswers.

ExampleI

Teacher:Where'sYangLi(Pointtotwostudentsstandingbesideeachother.)YangLiisnexttoLiPeng.

Example2

Teacher:Where'sZhengWen(Pointtotwostudentsindifferentlinesfacingeachother.)ZhengWenis

acrossfromShengLin.

Example3

Teacher:Where'sLinJiahui(Pointtoonestudentstandingbetween(wootherstudents.)LinJiahuiis

betweenShengLinandLiDai.

laThisactivityintroducesthekeyvocabulary.

Focusattentiononthepicture.Askstudentstonameasmanyoftheplacestheyseeinthepictureasthey

can.Thennamealltheplacesandaskstudentstorepeat.

Pointoutthenumberedlistofwords.Sayeachoneandaskstudentstorepeat.

Thenaskstudentstomatcheachwordorphraseonthelistwithoneofthepictures.Say,Writetheletterof

eachplaceinthepicturenexttothecorrectwordorwordsonthelist.PointoutthesampleanswerCheck

theanswers.

lbThisactivitygivesstudentspracticelisteningtoandunderstandingthetargetlanguage.

Pointoutthebuildingsandotherlocationsinthepicture.Saythenameofeachonetotheclass.

Say,NowIwillplayrecordingsofthreeconversations.Listencarefullyandcirclethepictureofeachplace

youhearonthetape..

Playtherecordingthefirsttime.Studentsonlylisten.

Playtherecordingasecondtime.ThistineaskSstolistenandcircletheitemstheyhearonthepicture.

Correct(heanswers.

Theseitemsshouldbecircle:videoarcade,postoffice,supermarket.

Tapescript(錄音稿)

Conversation1

A:IsthereavideoarcadeonFifthAvenue

B:Yes,thereis.

Conversation2

A:Isthereapostofficenearhere

B:Yes,thereis.There'soneonBridgeStreet.

Conversation3

A:IsthereasupermarketonCenterStreet

B:No,thereisn't.

1CThisactivityprovidesguidedoralpracticeusingthetargetlanguage.

Pointtothedifferentlocationsshowninthepicture.Askdifferentstudentstonameeachone.Ifnecessary,

saythenameandask(hestudenttorepeat.

PointtothequestionandanswerIntheexampleconversationandaskapairofstudentstoreadthe

conversationtotheclass.Askotherpairsofstudentstorepeattheactivityifyouwish.

Askstudentstoworkinpairs.Say,Firstonepersonasksaquestionandthentheotherpersontakesaturn.

Demonstratetheactivity.Pointtothepictureandask.IsthereapostofficenearhereThenchooseastudent

toanswer.Guidethestudenttosay,Yes,there'sapostofficeonBridgeStreet.

Asstudentswork,movearoundtheroomandcheckprogress.Helpstudentsunderstandhowtolocate

thingson(hemap,ifnecessary.

Askseveralstudentstosaysomeoftheirquestionsandanswerstortheclass.

2aThisactivityintroducesthetermsacrossfrom,nextto,between,andon.

Focusattentiononthepictures.Askstudentstotalkabout(hepictures,namingasmanyplacesasiheycan.

Thennamealltheplacesinthepicturesandaskstudentstorepeat.

Pointoutthefoursentences.Sayeachoneandaskstudentstorepeat.

Thenaskstudentstomatcheachsentencewithoneofthepictures.Say,Eachsentencetalksaboutoneof

thepictures.Writethenumberofthesentenceintheboxonthepicturethatitistalkingabout.Pointoutthe

sampleanswerI.

Checktheanswers.

2bThisactivitygivesstudentspracticelisteningtoandunderstandingthetargetlanguage.

Pointoutthebuildingsandstreetnamesinla.Sayeachoneandaskstudentstorepeat.

Callattentiontothefoursentencesin2b.Readthemtotheclasssayingblankeachtimeyouconictoa

blankline.

Say.Now/willplayrecordingsofthreeconversations.Listencurefullyandwriteawordfromtheboxon

eachblankline.Pointoutthesampleanswer.

Playtherecordingthefirsttime.Studentsonlylisten.

Playtherecordingasecondtime.Thistimeaskstudentstofillintheblanksbylisteningtotheitemsonthe

tape.

Correcttheanswers.

Tapescript（錄音稿）

Conversation1

A:Excuseme.Istherealibraryaroundhere

B:Yes.It'sbetweenthevideoarcadeandthesupermarket.

Conversation2

A:Where'sthepark

B:TheparkOh,it'sacrossfromthebank.

Conversation3

A:Excuseme.Isthereasupermarketaroundhere

B;Yes,it'sonFifthAvenue.

Conversation4

A:Where'sthepayphone

B:Ifsnexttothepostoffice.

2CThisactivityprovidesguidedoralpracticeusingthetargetlanguage.

Pointtothelistofbuildingsinla..Askastudenttoreadthelistaloud.

Pointtothequestionandanswerinthespeechbubbles（泡沫）in2candaskapairofstudentstoreadthe

conversationtotheclass.Askotherpairsofstudentstorepeattheactivityifyouwish.

Askstudentstoworkinpairs.Say,Firstonepersonasksaquestionandthentheotherpersontakesaturn.

Askaboutthebuildingsinla.

Demonstrate（示范）theactivity.Pointtothemapandask,Where'stheparkThenchooseastudentto

answer.Guidethestudenttosay,It'sacrossfromthebank.

Asstudentswork,movearound（heroomandcheckprogress.（進度）

Askseveralstudentstosaysomeof（heirquestionsandanswerstortheclass.

Grammarfocus

Reviewthegrammarbox.Askstudentstosaythequestionsandanswers.

Askstudentstocirclethesewordsinthegrammarfocussectionoftheirbooks:on,acrossfrom,nextto,

andbetween.

Ask,Whichwordstalkabouttwodifferentbuildings（across/row,nextto,andbetween）

Ask,Whichonetalksaboutonebuildingallalone,（on）

Culturenote

ManyvisitorstotheUnitedStatesbelievethatAmericansdon'tliketoanswerquestionsorgive

directions（方向）totourists（旅行者）andothervisitors.Thisisnotnecessarilytrue.Thepaceoflifeisfast

intheUnitedSlates,especially（特別）inbigcities.Mostpeoplewalkquickly,talkquickly,andareina

hurrytogetwherevertheyaregoing.Also,mostAmericansspeakonlyonelanguageandaren'tusedto

talkingwithspeakersofotherlanguages.However,whenavisitorasksaquestion,manypeopleare

pleasedtobeabletosharetheirknowledgeoftheircityortheirr.eighborhood.Apleasantsmileandashort,

directquestionwillalmostalwaysgetyoutheinformationyouneed.

3aThisactivityprovidestarget-orientedreadingpracticeusingthelanguageitemstaughtinthisunit.

Drawattentiontotheconversationinthebox.Askstudentstoreaditoutloud.

AskastudenttopointouttheplacethatPaulwantstogetto.Guidethestudenttopointtothebockandsay,

Here'sthehotel.Here'sBridgeStreet.

Pointtothetwoarrows（箭頭）.Askstudentstorepeatleftandright.Thenaskthemtoholduptheirleft

handsandthentheirrighlhands.

Askstudentstoreadtheconversationagain.Thenaskthemtofir.dPaulandNancyinthepicture.

Answer:

PaulandNancyarethetwofiguresoutsidetheentrancetothepark.

3bThisactivityprovidesguidedwritingpracticeusingthetargetlanguage.

Callattentiontothethreepictures.Explainthatthethreepairsinthesepicturescorrespondtothreepairsin

thelargepictureabove.Askstudentstofindthepairsinthebigpicture.

Pointtothequestionsbeloweachpictureandaskastudenttoread（hemaloud.

Pointtothethreewrite-onlinesinthespeechbubbles.Say,Writetheanswerstothequestionshere.

Askstudentstocompletethewritingindividually.（個別的）

Correcttheanswers.

I.Yes,thereis.GostraightdownNewStreelandturnright.There'sapayphoneontheright.

2.GostraightdownNewStreetandturnright.TurnleftatBridgeStreet.Thebankisacrossthestreet.

3.Yes,thereis.Turnright,thengostraightdownBridgeStreet.Thepostofficeisontheleft.It'sacross

fromthevideoarcade,nexttothesuper-market.

4Thisactivityprovidesguidedoralpracticeusingthetargetlanguage.

Callattentiontothepictureinla.Askstudentstonameallthebuildingsinthepicture.

PointouttheconversationInthepicturein4.Askdifferentstudentstoreadeachline.

HavethestudentsworkIngroups.Onepersonchoosesabuildingin（helapicturebutdoesn'ttellanyone

whichbuildingitis.Theothersaskquestionslikethoseintheactivity4pictureuntiltheyguesswhich

buildingitis.

Severalstudentscantaketurnschoosing（hebuildingfortheotherstoguess.

SectionB

laThisactivityintroducesthekeyvocabulary.

Focusattentiononthepictures.Askdifferentstudentstonametheplacesshowninthepictures.Theywill

probablynotincludewordssuchasold,new,busy,quiet,big.small,dirty,andcleanintheirstatements.

Pointtoandnamealltheplacesinthepicturesagainwithoutthedescribingwordsandhavestudents

repeat.

Nowpointtoeachhalfofeachpictureandaskaboutthedifferencebetweenthehalves.Forexample,you

mightsay;"Thisisapark.Isilacleanparkoradirtyparlc'Clarifythemeaningofthewordscleanand

dirtybypointingoutdetailsinthepictures.

Pointoutthepairsofwordsorphrases.Sayeachoneandaskstudents(orepeat,

Thenaskstudentstomatcheachwordorphraseonthelistwithoneofthepictures.Pointoutthesample

answer.

Checktheanswers.

1bThisactivityprovidesguidedoralpracticeusingthetargetlanguage.

Callattentiontotheconversationinthepicture.Askapairofstudentstoreaditaloud.Thenaskseveral

differentstudentsthesamequestion.Askthemtotellthetruth.

Pointoutthelistofphrasesinla.AskstudentstoworkinpairsThentaketurnsaskingeachother

questionsaboutthethingsonthislist.Askthemtotelleachotherthetruth.

Asstudentsworktogether,movearoundtheroomcheckingontheirprogress.

Askseveralstudentstopresentsomequestionsandanswerstotheclass.

2aThisactivitygivesstudentspracticelisteningtoandunderstandingthetargetlanguage.

Pointoutthelistofplacesinla.Saydienameofeachonetotheclass.

Say,Now/willplayarecordingofaconversation.Listencarefullyandcirclethewordsinlathattell

aboutMichael'sstreet.

Playtherecordingthefirsttime.Studentsonlylisten.

Playtherecordingasecondtime.Thistimeaskstudentstolistenandcircletheplacestheyhear.

Correcttheanswers.

2bThisactivitygivesstudentspracticelisteningtoandunderstandingthetargetlanguage.

Callattentiontothestreetmapinthebox.

Say,Now/willplaytheconversationagain.ListentoifanddrawtheplacesinMichael'sneighborhoodon

thestreetmap.

Playtherecording.Studentsonlylisten.

Demonstratetheactivitybysaying.Whatarethethreeplacesonthetape(ahotel,asupermarket,Michael's

house).Answeranyquestionsstudentsmayhave.

Playtherecordingagain.StudentsdrawmapsofMichael'sneighborhood.

Movearoundtheroom,offeringassistanceifneeded.

Havesomestudentsshowtheircompleteddrawingstotheclass.

2CThisactivityprovidesguidedoralpracticeusingthetargetlanguage.

Say,Nowlet'sworkinpairs.Thefirstpersonmakessomesiateraenlsaboutthepicturein2b.Theseconds

personsays"true"ifthestatementistrueand"falseifthestatementisfalse.Thesecondpersonalso

changeseachfalsestatementintoatrueone.

Callattentionto(heconversationinthepicturein2c.Askapairofstudentstoreaditaloud.

Demonstrate(示范)theactivitywithastudent.Havethestudentclosethebook.Thensayoneiructhing

andonefalsethingaboutthepicture.Guidethestudenttoanswer“true”fbrthetniestatementandtosay

“false”forthefalsestatementandchangeitintoatrueone.

Askstudentstopracticeinpairsandtotakebothroles.Movearoundtheroomhelpingstudentsgetstarted

andansweringanyquestionstheymayhave.

Askseveralpairsofstudentstopresentsomestatementsandresponsestotheclass.Askstudentstocorrect

anymistakestheyhear.

3aThisactivityprovidesreadingpracticeusingthetargetlanguage.

Askastudenttoreadtheparagraphtotheclassorreadityourself.

Answeranyquestionsstudentsmayhave.

ReadtheInstructionsaloud.Pointoutthesampleofthecircleddescriptionword(busy),andmakesure

studentsunderstandwhattheyhavetodo.

Correcttheanswers.

3bThisactivityprovidesguidedreadingandwritingpracticeusingthetargetlanguage.

Pointouttheguideandtheblankspacesinit.Readitaloudsayingblankeachtimeyoucometoablank

line.

Say,Nowpleasewriteonewordineachblankspaceintheguide.Lookatthepicture/ortheanswers.

Pointoutthesampleanswerintheblank.

Correcttheanswers.

3CThisactivityprovidesguidedwritingpracticeusing(hetargetlanguage.

Askstudentstoworkontheirown.Pointoutthedescriptionin3bandsay.Nowwriteaboutyourown

neighborhood.Usesentenceslikethese.

4Thisactivityprovidesopen-endedoralpracticeusingthetargetlanguage.

CallattentiontowhatthepersonInthepictureissaying.Askastudenttoreadthestatementtotheclass.

Say,Nowyoucantalkwithyourpartneraboutyourownneighborhood.Tellaboutthestreetsand

buildings.Yourpartnerwilldrawapictureoftheneighborhood.

Demonstrate(heactivitywithastudent.Havehimorhermakesomestatementsanddrawontheboard

whatyouhear.Forexample,youmightdrawasmallsupermarketacrossfromapostoffice.

Asstudentswork,movearoundtheroomofferingassistanceandansweringquestions.

Asksomestudentstoshare(hecompleteddrawingsandtomakesomestatementstoaccompanythem.

Selfcheck

1Thisactivityprovidesacomprehensivereviewofallkeyvocabularypresentedinthisunit.

Askstudentstocheckallthewordstheyknow.Youmaywishtohavethemcircleanywordsthat:heydon't

know.

Askstudentstofindoutthemeaningsofanywordstheydon'tknow.Theycandothisbyreviewingtheunit.

askingyou,askingtheirclassmatesorusingalearner'sdictionaryorbilingualdictionary.

2Thisactivityhelpsbuildvocabularybyprovidingaspecifictimeandplaceforstudentstorecordnew

words.

AskstudentstoenterfivenewwordsintheirVbcabuildcronpage108.

Afterstudentshaverecordedtheirnewwords,askthemtosharetheirlistswithotherstudents.Thiscanbe

donewith(hewholeclassorinformally,inpairsorsmallgroups.

3Thisactivityprovidesreadingpracticefocusingonthestructuresusedtoaskandsaywherethingsare.

Askstudentstoreadtheletteranddrawtherouteonthemap.Answeranyquestionsstudentsmayhave.

Checktheanswers.(Youmaywant(odrawasimplecopyofthemapontheboard,andthenhaveone

studentcomeanddraw(herouteonit.)

課后反思：

由于本單元的內(nèi)容和學生的實際生活息息相關(guān)，所以在課程的設(shè)計上給了教師更多的設(shè)計空

間。同時在實際的操作中也顯得流暢、自然。

在教學活動的設(shè)計上采用以學生對話和小品為主的活動課，能夠更好地調(diào)動學生學習的積極

性。通過調(diào)查，學生以小組的方式來開展問路的對話訓練，讓小組的同學在自己編排的活動中運用

到相關(guān)的不同單詞，可以幫助學生更加生動地掌握新單詞。

在教學的整個過程中，充分發(fā)揮學生主動性，并鼓勵學生體現(xiàn)個性化。得到了學生的熱情響應(yīng),

取得了很好的教學效果。但是由于是活動課，在課堂秩序的維護和時間的有效利用上仍然需要近一

步地改進。

Unit3:Whydoyoulikekoalas

Languagegoals

Inthisunitstudentslearntodescribeanimalsandexpresspreferencesandgivereasons,

Newlanguage

WhydoyoulikekoalabearsBecausethey'recute.They'reprettyinteresting.They'rekindofshy,They're

verybig.

Namesofanimalssuchastiger,elephant,koalabear,dolphin

Descriptionwordssuchassmart,cute,intelligent

Namesofcountries:Australia,SouthAfrica,

Recycledlanguage

between,acrossfrom

He's/She'sfrom...He's/She'sfiveyearsold.

Namesofcountries;China,Japan,Brazil

SectionA

Additionalmaterialstobringtoclass:

coinsorothermarkersfortheBingogamein4.

AskstudentstonameasmanyanimalsastheycaninEnglish.Writethelistontheboard,

Askstudentstodescribeeachanimalinsonicway.Theymaytellitscolorortellifitisbigorsmall.

Say,Todaywearegoingtolearnthenamesofsomemoreanimals.Wellalsolearnhowtosaywhichones

welikeandtellwhywelikethem.

laThisactivityintroducesthekeyvocabulary.

Focusattentiononthemapofthezooshowingpicturesofanimals.Askstudentstopointtoandnameany

animals(heycan.

Pointtotheanimalsonebyoneandsaythenameofeach.Askstudentstorepeal.

Pointoutthenumberedlistofwords.Sayeachoneandaskstudentstorepeat.

Thenaskstudentstomatcheachwordwithoneofthepictures.Say,Writetheletterofeachanimalinthe

blankbythatanimal'sname.Po:ntoutthesampleanswer.

Checktheanswers.

1bThisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.

PointtoIheanimalsinIa-Askstudentstopointtoandnametheanimals.

Say,I'mgoingtoplayrecordingsofthreeconversations.Listencarefullyasyoulookatthewordsinla.Put

acheckmarkinfrontofthenameofeachanimalyouhear.

Play